A rather tricky task putting together a family tree based off of people’s explanations of how they are related to Nuria. A vocab bank on page 2 will help. Write the name of each family member in the box on the tree (or beside). Colour code the box according to male/female. Some boxes will not be filled. A perfect task before moving onto creating your own family trees. Note: Some family vocabuary has been left out of the box on page 2. Going over step-parents and siblings will be essential.

This took surprisingly long to make. A combination of Illustrator and Indesign. I really hope it works. I’m planning to teach compass points on the whiteboard and follow up with this resource. Students will have to read the statements and write the correct cities under the correct dots. Some cities have already been given to act as reference points and these are marked with a pin symbol.

Ideal for GCSE and AS level. There’s a focus on the difference between the future simple and near future.

A grid to revise some thematic content. In column one students clarify what they know about the theme in English. In column two they write down any key vocabulary using vocabulary lists from Hodder/Kerboodle and in column three we write down a fact gleaned from a Boletín using the index to cherry pick editions.

A mini-series of regional identity themed scripts for a cast of four students who will along the way meet an array of helpful locals. The scripts are written at CEFR level B1. Casa Botín (Gastronomy) El Día de Ganso (Basque country/curious festivals) Semana Santa en Sevilla (Religious festivals)

A small sequence of lessons introducing infinitive verbs related to free time and subjunctive opinion phrases. Lesson one: PPT + PDF focusing on opinion phrases + infinitive verb structures with speaking and writing tasks. Lesson two: Introduction of me gusta que sea + adjective structures with rule introduction and differentiated translations with a sentence builder. Ideal for MWBs.

A text on el machismo with a pre-reading task. A follow-up task with agree/disagree statements about Pepe which students should respond succinctly to with evidence to justify their selections.

20 varied opinions about the teaching and speaking of co-official languages with a vocabulary support table.

Varied opinions on uniform with a vocabulary bank on page 2 and a table to complete in English.

25 global issues and 21 infinitive verb phrases to introduce potential solutions. This will fit into a series of lessons in which we look at obligation structures such as deberíamos/hay que/tenemos que. Potentially even the present subjunctive

I’m looking to add to this with a lesson on Spanish film titles.

Hopefully this PDF is editable. Each box has a text field input which should be printable. If it doesn’t work then get in touch. The idea is that circle questions are easy, diamonds are moderatly challenging and star questions are challenging. I’ve made this with questions such as “what can you use to find new vocabulary”, very simple and reinforces some basic classroom routines. Next time I do this I will change the star questions to diamonds and move everything else up a row so a circle row disappears off the top. I will then write new star questions at the bottom. The quote at the top is from Kate Jones’s brilliant Retrieval Practice book.

A lesson on some of the controversies surrounding the World Cup in Qatar. Students will learn the vocabulary for some of the issues, compare them with a comparative grid and then write whether they are for or against.

Hopefully this formats okay although I suspect the font (New Atten Round) is protected. If it looks awful then let me know and I’ll re-upload with print screens of each slide pasted over the slides themselves. I have been teaching es bueno que sea (where bueno can be substituted for any adjective) for a few years now and it has been successful so decided it was time to take it a small step further.

First person verbs related to breal/lunch time activities. Lesson 1 in a sequence featuring time phrases, sequencers and justified opinions.

To be used in conjunction with page 20 from the Jóvenes en Iberoamérica survey. Back up link here.

Classifying arabisms according to the semantic field they belong to. Words taken from the book History of the Spanish Language by Ralph Penny. (pg 217 -220)

I’m targetting some misconceptions and common mistakes with this lesson. We’ll be focusing on: 3rd person opinions Infinitive structures Use of connectives Using es bueno que sea Cuando sea mayor Ojala pudiera structures Generally navegating the GCSE writing mat to construct/extend sentences

A reading resource with varied positive opinions about Lorca followed by a comprehension question grid and a grammar search.

The idea for the personality test came about after I saw a similar resource on Twitter. I want my GCSE students to go beyond the obvious when describing themselves. I’ve uploaded a reading as well which came first in this mini-series. We then became very bad recruitment consultants and matched 20 candidates to the jobs from the reading. I haven’t exploited the 24 candidates to the fullest yet, there’ s a lot to unpack there.