A lesson focusing on: What the Platinum Jubilee is (so all students understand). Cultural knowledge slide: how the Queen speaks French and why it’s important to speak another language. An introduction of ‘jubilee vocabulary’ e.g. a crown, the queen, the jewels, the palace etc. via a YouTube video. Consolidation of vocabulary through match-up activity. Giving opinions on jubilee vocabulary learned by forming justified opinions using a sentence builder e.g. J’aime la reine car c’est jolie. Consolidation via 3 - 2 - 1 method. I do not own any images used on the PowerPoint

A lesson focusing on: What the Platinum Jubilee is (so all students understand). Cultural knowledge slide: how the Queen speaks French and why it’s important to speak another language. An introduction of ‘jubilee vocabulary’ e.g. a crown, the queen, the jewels, the palace etc. via a YouTube video. Consolidation of vocabulary through match-up activity. Giving opinions on jubilee vocabulary learned by forming justified opinions using a sentence builder e.g. Me gusta la reina ya que es interesante. Consolidation via 3 - 2 - 1 method. I do not own any images used on the PowerPoint

Starter - matching vocabulary to pictures Drawing dictation - students draw what they hear in the boxes (vocab from starter) Mini Quiz - true/false statements about Christmas in France Step-by-step answers to true/false statements with videos and pictures to explain the key fact about Christmas in France. Students listen to ‘Vive le vent’ (‘Jingle Bells’) and fill in the gaps to the lyrics. DIFFERENTIATED writing activity: students write a sentence about the sets of images at three different levels e.g.: * ‘Il y a un cadeaux’ * ‘Il y a un cadeaux rouges’ * ‘Il y a trois cadeaux rouges et verts. J’adore les cadeaux parce qu’ils sont super.’ Plenary - students match up the events to the dates (e.g. 24th December - Children put their shoes out ready for Santa Claus to bring them Little presents, money and gifts) Please note that I do not own any photos or videos used in this lesson*

Cultural lesson on the festival of Inti Raymi. Key Stage 3 appropriate (more years 7-8). Connect/Starter activity - students translate cognates (e.g. el festival, la celebración etc) from Spanish to English. There are short sentences with these in using previous knowledge (e.g. Me encanta el fesival). Introduction: Who were the Incas? Read around the room activity. Students have a short questionnaire to fill out - teacher puts 1 A4 on each wall of classroom (information on the people, the land, the religion, the culture). Students circulate the room and fill out questionnaire. Popcorn reading about Inti Raymi - students read aloud from the board about what the festival is and how it related to the Inca Empire and civilization. Video clips x 2 - students make notes whilst watching short clips about Inti Raymi. Students make an informative leaflet/poster for tourists/foreigners about what Inti Raymi is and who the Inca people were - template provided. Plenary - a short quiz that can be completed in books or on mini whiteboards. A great, informative lesson filled with facts, pictures, and engaging content about this Latin American festival.

Starter - matching vocabulary to pictures Drawing dictation - students draw what they hear in the boxes (vocab from starter) Mini Quiz - true/false statements about Christmas in Spain Step-by-step answers to true/false statements with videos and pictures to explain the key fact about Christmas in Spain. Fact file/slide on ‘La Lotería’ (El Gordo). Students watch the 2020 advert for la lotería and answer comprehension questions about the video as they are watching it. DIFFERENTIATED TRANSLATIONS: There is a high ability tangled translation paragraph, and also a low to mixed ability tangled translation (sentence level) Plenary - students match up the events to the dates (e.g. 24th December ‘La nochebuena’ - Spanish families gather together and enjoy a big meal etc). Final slide: An advert for GCSE Spanish advertising to students that they will study ‘Customs and Festivals’ in Y10 - an opportunity to learn more about the Spanish-speaking world.

A lesson on the Mexican festival designed for KS3 . Can be used as a follow on from my other Day of the Dead lesson - also available on TES. Retrieval activity - how much can students remember about the day of the dead? Short video clip from YouTube about what the Day of the Dead is. Students have some questions to answer whilst watching the video clip - retrieval and activating student knowledge. Whole-class reading activity on the history of La Catrina - who she is, what she looks like, where she comes from, and how the has been embedded into popular culture. Mind map activity - template for mind map included in printout slide to save you time. Consolidate/plenary - students write some short sentences giving their opinions on the tradition/symbol of La Catrina, including a star challenge extension. Printable sheets included!

A full lesson (approx 1 hour) on the Spanish festival ‘La tomatina’ from Buñol, Valencia. This is a culturally enriching lesson which allows students to broaden their knowledge of a Spanish festival/tradition. Starter - Translate the cognates (e.g. los tomates) and translate the sentences (e.g. me gustan los tomates) as an extension. Reading - Some informative slides (including relevant pictures) to explain what La tomatina is - including its origins, what happens before/during/after, and so on. Video of La Tomatina. Fill in the blanks - students have a fact file about La tomatina and they must fill in the blanks with the correct word (options for words are at the bottom). This helps them with the next activity. Create a leaflet for an English-speaking tourist about La tomatina - students use the template provided to capture everything they have learned. An illustration box is provided. Full template provided. Plenary - a mini quiz

Starter - matching vocabulary to pictures Drawing dictation - students draw what they hear in the boxes (vocab from starter) Mini Quiz - true/false statements about Christmas in Spain Step-by-step answers to true/false statements with videos and pictures to explain the key fact about Christmas in Spain. Fact file/slide on ‘La Lotería’ (El Gordo). Students design their own lottery ticket using the same format/style of Spanish tickets. Students listen to ‘Chocolate y Caramelos’ by David Rees and fill in the gaps (listen to lyrics). Plenary - students match up the events to the dates (e.g. 24th December ‘La nochebuena’ - Spanish families gather together and enjoy a big meal etc). Please note that I do not own any photos or videos used in this lesson

A lesson on the Mexican festival designed for KS3 to introduce them to what the Day of the Dead is, where it is celebrated, and how it is celebrated. Students are quizzed on their general knowledge of Mexico (first identifying where Mexico is!). Whole-class reading activity on what the Dead of the Dead. Gap fill activity on how it is celebrated with an extension + ANSWERS Short video clip of James Bond ‘Spectre’ film (Daniel Craig) in which Bond walks through Mexico City during the Day of the Dead procession. Students watch the clip and answer the questions. + ANSWERS Spanish vocabulary on items related to the Day of the Dead (with pictures and an extension). Plenary - Kahoot. **Printable sheets included! **

Starter - students match up the French to the pictures. Christmas vocabulary. Drawing dictation - students draw pictures of the words they hear the teacher say in the correct boxes using vocabulary from starter. Quiz about French Christmas traditions (true/false) Walk-through/breakdown of each fact with true/false answer with supporting information/pictures to inform students of French traditions. Students listen to French version of ‘All I Want for Christmas Is You’ and fill in the missing words in the lyrics with one of the word options. Students translate a paragraph describing someone’s Christmas tree (advanced level). After, they can colour in the Christmas tree provided following the paragraph! To finish, students match up the key celebrations (e.g. 24th December = Children put their shoes out ready for Santa Claus to bring them Little presents, money and gifts) using mini whiteboards or hands up.

A scheme of learning/work that includes a 7 lesson (lesson by lesson) structure for ‘my free time’ (‘mis pasatiempos’) designed for year 8 Spanish. This can also be used for year 7 Spanish depending upon student ability and order of teaching. For each lesson the following included: Topic Learning outcome Key vocabulary Key grammar Common mistakes/misconceptions Baseline test idea (how to test that they have understood the content) Stretch and challenge ideas for high achievers Phonics (blank column to be completed in line with your school’s pattern of phonics teaching) Homework (blank as above) Subtopics / key grammar / key vocabulary covered: Conjugating in the present tense - talking about free time activities Using irregular verbs jugar and hacer to talk about sports I / others do/play. Giving opinions Making justifications Including adverbs of frequency and time markers Using the near future tense Assessment revision - writing lesson

A lovely Easter lesson providing students with engaging activities about Easter / Holy Week in Spain / regions of Spain. The lesson includes: Starter task - students copy and translate the cognates (e.g. la resurección, una celebración). Grammar focus: cognates and articles (el/la, un/una) Cultural knowledge - popcorn reading: as the teacher works through the slides, which contain information about different Easter traditions in Spain, one student reads it out loud to the class, then chooses another student to take over by saying ‘popcorn!’. Alternatively, the teacher can work through the slides. YouTube video Writing task: students write their opinion on Easter in Spanish using common opinion phrases. After, students develop their opinions by giving a justification. Final task/plenary: A quiz (teams or individual) about the different traditions they have learned about in the lesson.

New lesson for 2022 A lovely lesson practicing opinion phrases, expanding cultural knowledge, and improving listening skills! Starter - Fill in blanks e.g. Me gusta la nieve = I l______ sn_____ (with pictures to help) Cultural Quiz - facts about Christmas in Spain. Listening practice - listening to ‘Chocolate y caramelos’ by David Rees and filling in the blanks. Consolidate task about what they have learned. Printout templates included.

A slightly more mature/complex lesson appropriate for years 8 and 9. Starter - Practicing giving opinions about Christmas items e.g. la nieve. Retrieval - Can students remember key facts and figures about Christmas in Spain? Introduction to customs and festivals in Spanish-speaking countries. e.g. In Colombia they celebrate X. Match up photos of customs/festivals to the country. Writing opinions about the customs/festivals using a sentence builder e.g. Me encanta el costumbre de Colombia porque me parece fascinante. Consolidation

**A useful grammar sheet containing a whole list of complex structure phrases students should use for success at GCSE in Spanish. ** Ways in which to use: Print on A4/A3 and use as a handout *** Print on A4/A3 and laminate - use as a ‘reference point’ in your lessons. Print and use as a poster/display in your classroom Upload to your Google Classroom/class page to help students with their revision Many more! Sub-headings include the below - each complex structure phrase is provided with an example: Infinitive phrases (e.g tener que + infinitive/ soler + infinitive) Experssions of time (e.g. acabar de + infinitive / antes de + infinitive) Phrases of capacity/obligation (e.g. se puede + infinitive/ es esencial + infinitive) Present subjunctive mood Spicy phrases (i.e. imperfect subjunctive + conditional tense) Conditional tense phrases (e.g. me gustaría + infinitive) Adjectival expressions (lo bueno/malo/importante + es que)

A useful grammar sheet containing a whole list of different tenses that students need to master for success at GCSE in Spanish. Ways in which to use: Print on A4/A3 and use as a handout Print on A4/A3 and laminate - use as a ‘reference point’ in your lessons. Print and use as a poster/display in your classroom Upload to your Google Classroom/class page to help students with their revision Many more! Tenses covered: Present Tense Present Continuous Tense Present Subjunctive Mood Imperfect Tense Preterite Tense Perfect Tense Near Future Tense Simple Future Tense Conditional Tense For each tense, the following is included: An explanation about what the tense is used for i.e. context How to conjugate (i.e. keep the infinitive or take off the AR/ER/IR ending etc). Common irregulars (note: not all irregulars could fit on the sheet, so just key irregulars included) A verb conjugation table (i.e. AR/ER/IR verb endings) A help box with a useful tip/trick - e.g. time expressions for that tense; trigger phrase examples; top tip for using that tense.

**Cultural lesson (1 hour) on Valentine’s Day in Spain. ** **Lesson’s Outcomes: To be able to understand the cultural significance of Valentine’s Day in Spain and how it is celebrated. To be able to give justified opinions on Valentine’s Day and use these in my writing. ** Starter - Write the English for the vocabulary (e.g. el amor, las velas, el catorce de febrero) with pictures to help. Challenge and help boxes. Mini quiz - 6 questions about the tradition of Valentine’s Day in Spain (true or false) Mini quiz answers - true/false answer given with an explanation and supporting picture. Think, Pair, Share - why is one sentence better than the other? (Answer: one contains a justification). Teacher modelling - how to make a justificaton (introducing previously learned vocab e.g. me gusta, me encanta… porque) with different adjectives (romántico, fascinante etc) - both positive and negative opinions. Teacher modelling supported by sentence builder (no English). Mini whiteboard activity - translate the sentences Activity 1 - Quiz, Quiz, Take **Activity 2 **- Write your own tweet Plenary - Translate the colloquial phrases on the Valentine’s Day cards.

Suitable for year 7 / year 8 A complete 5 part lesson series covering the following: Lesson 1 - to be able to talk about what there is/is not in my city (present tense hay + no hay with noun, including plurals) Lesson 2 - to be able to describe places in town in more details using adjectives (adjectival agreement) Lesson 3 - to be able to say where I normally go in my town using ‘ir’ in the present tense (voy/vas/va etc + al / a la) Lesson 4 - to be able to talk about what different types of shops there are in my town (using different verbs eg. tenemos/tiene) Lesson 5 - to be able to use a complex structure to be able to say what I can buy in different shops (using ‘donde se puede comprar’ with a range of new vocabulary). All lessons feature a starter activity, an introduction to vocab/key grammar structure, mini whiteboard practice, a ‘baseline’ assessment (e.g. short series of translations), followed by a differentiated task based upon the baseline assessment score. Please note: I do not own any of the images contained within these resources.