A couple of lessons to prepare students to express an justify their opinions about TV programmes, using a variety of expressions (beyond the basic "me gusta"), adjectives and tenses. Supported by a template worksheet to express opinions in the present and in te past and a variety of activities.

A whole unit of work, covering all aspects of the holidays theme: transport, accommodation, weather, activities, different tenses (with emphasis on the preterite and the imperfect), comparisons, complex opinions. Update: I have now included a PowerPoint version of the main file (The big holidays file), converted from the original Notebook file. I recommend whenever possible to use the original version, as the file conversion has changed the layout of some slides and some features work less effectively on Power Point.

Three activities adapted from online questionnaires / quizzes to discuss whether the students depend too much on their mobile phones, social media and the internet in general. Useful vocabulary for the new A Level topic of Cyberspace.

Lesson on how to conjugate and use the future simple in Spanish. Suitable to GCSE students of all abilities. The lesson includes differentiated good and better WILFs, several writing activities of different levels of difficulty, a game of battleships and an extension with an in-depth explanation on how to use the tense and further activities for higher ability students. Please note that the presentation was created on Notebook and then converted to PowerPoint, which loses some of the features and changed the layout of some slides.

This booklet contains eight questions that follow the format of the 90-word questions in the new Spanish GCSE writing exam. They cover all aspects of Theme 3 (Current and future study and employment), and they can be used in lessons, but also as an easy way to set useful homework activities for the students. All questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). When possible, one of the bullet points starts with 'qué hiciste', a question which appears in many of the AQA samples and that some students often fail to understand. A similar booklet including questions for themes 1, 2 and 3 can be found in this link: https://www.tes.com/teaching-resource/new-spanish-gcse-writing-exam-practice-90-word-questions-11820179

This booklet contains twenty four questions that follow the format of the 90-word questions in the new French GCSE writing exam. They cover all three themes of the AQA specification, but can be easily adapted to other exam boards. There are eight questions for each theme, and they can be used in lessons, as well as as an easy way to set useful homework activities for the students. All questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme).

This booklet contains eight questions that follow the format of the 90-word questions in the new French GCSE writing exam. They cover all aspects of Theme 2 (Local, national, international and global areas of interest), and they can be used in lessons, but also as an easy way to set useful homework activities for the students. All questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). A booklet with 24 questions covering all three themes can be found here: https://www.tes.com/teaching-resource/new-french-gcse-writing-exam-90-word-questions-11822119

A booklet with eight 90 word questions to revise the theme of Identity and culture of the new French GCSE exam. There are two questions for each of the topics in Theme one (Me, my family and friends, Technology in everyday life, Free-time activities and Customs and festivals in TL countries). Each of the questions contains four bullet points that the students are expected to cover; one of the bullet points refers to the past, another bullet point requires the students to use either the future or the conditional, and another one prompts them to say their opinion. Finally, the booklet also contains a copy of the mark scheme for the 90 word question, which is the same at foundation and at higher level. A booklet with 24 questions covering all three themes can be found here: https://www.tes.com/teaching-resource/new-french-gcse-writing-exam-90-word-questions-11822119

This booklet contains eight questions that follow the format of the 90-word questions in the new French GCSE writing exam. They cover all aspects of Theme 3 (Current and future study and employment), and they can be used in lessons, but also as an easy way to set useful homework activities for the students. All questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). A booklet with 24 questions covering all three themes can be found here: https://www.tes.com/teaching-resource/new-french-gcse-writing-exam-90-word-questions-11822119

A three-page file with a lot actual information about Spanish culture and society, focusing on the topic Traditional and modern values, part of the theme Aspects of Hispanic culture of the new Spanish A Level. It provides students with a lot facts and statistics, which should be very helpful in preparation for Paper 3 (the speaking exam). Additionally, the information included here can be easily adapted into a variety of reading and translation activities.

This file contains 5 foundation and 2 higher listening questions from and old listening paper (Edexcel 2010) adapted to fit the new specification. I find that some students are having difficulties with Section B (questions and answers in Spanish) of the new paper, and there aren't many sample questions in the specimens, so I have translated and adapted previous exam questions to help them. The listening files needed are clearly labelled (e.g. the question labelled SP2010F1 is from the Spanish 2010 Foundation paper, question 1.

This resource includes activities based on the topic of Artistic Heritage in the Hispanic World of the new Spanish A Level course. The first page includes a lot of factual information (taken from this resource: https://www.tes.com/teaching-resource/new-spanish-a-level-year-1-fact-file-aspects-of-hispanic-society-artistic-culture-hispanic-world-11883717). The following pages exploit the information on page one with a variety of speaking, reading and wrting activities: first, a Discussion card about Frida Kahlo that uses the information on page one. It is followed by a translation activity about Velázquez (again, based on the information from page one) and a reading activity (write a 90-word summary) about Goya and Velázquez. Finally, activity five is a creative writing task about Las Meninas.

This 12-page resource contains three pages full of facts, statistics and figures about immigration in Spain and other Hispanic countries. Each of those pages is then followed by three activities that exploit the information in them: a discussion card (for paper 3), a translation and summary question (paper 1).

When Pedro Sánchez became Prime Minister of Spain in June 2018 he was the first since Spain’s return to democracy who didn’t swear in in front of a Bible and a cross. This resource, based on an article from El País about the occasion , contains a series of reading activities (translation, find words that mean the same, true, false or nor mentioned and summary) to explore the role of the church in modern Spain.