This lesson guides learners into asking about, giving, and understanding opening times, making a description of markets in your country, writing back to a friend to give information about a shop. The Spanish is all quite simple, and uses the present tense.

When did x happen? (which decade) How do you spell your name? What does each letter of the alphabet sound like?

Whether you have Spanish speakers in your class, or you are teaching a little Spanish with young children, these pages with simple tasks and instructions in both languages might be useful. I cut mine up and make them into little books for the children to take home.

I show the learners the 3 bears and their belongings to teach the vocab, then we have hunts to find the objects that I have put out on the tables. We learn the song and pretend to be each of the 3 bears, practicing our different voices for baby, mummy and daddy. Goldilocks turns up for the book, which I read to the learners, before giving them a copy to colour and take home.

Based on a short story I read at school, this document gives students instructions to produce a play in Spanish to perform for other learners - ideal to encourage the study of language.

Some colouring sheets with opposites all related to animals. We try and invent actions for these words and incorporate them into a Spanish dance to the Hawaii five o tune.

I use this to incorporate a bit of physical learning and Spanish to learning about the life cycle of frogs.

The children sort out the animals in carpet time, taking pollitos to sleep in the nido, and perritos to sleep in the cesta. The finger book takes a bit of making, but is very popular. The pages need to be stuck on card then holes cut where indicated for your fingers to come through to be the gusanitos that the chicks go hunting. Only for those who do love clarting on!

I developed this resource as a required part of induction for adult learners. It contains words connected with dangers, hazards, eg tripping etc., and after learners have studied the vocab there is a series of questions and a listening text to be read aloud.

Using first and third person parts of the verb the worksheet provides practice for learners to talk about when and where they were born, and the things that they like.

Tapas and restaurant menu items with teach and test of hay and querer, plus phrases to use in a restaurant and peer teaching of food items with pronunciation and spelling.

One about the body, one I'm called Maria, and one a Spanish version of the Bibedi babedi bu song from the Disney Cinderella film. Words in Spanish and English and colour coded sheet music.

A song and jumping dance to get hearts going and Spanish flowing first thing. Enjoy! I have included a ropey version of me singing the original song to give you an idea of the tune. Listen on low volume!

I will wait for you! There are many examples of the future simple in this Matt Monroe song (that you can download from Amazon for pence), and because he is English the words are very clearly pronounced. Activities to open the song for learners.

Using the verb gustar Giving degrees of how much you like stuff Emphasizing gustar Using gustar in different tenses

Learners complete a checklist indicating if they find a given aspect of a type of holiday to be a good thing of a bad thing. Learners look at the example scripts, then create their own texts giving the advantages and disadvantages of a place they have visited.

The colour guessing game using different coloured socks in bags. I have included a daft video of myself playing the game with a Spanish speaking puppet!

Match the pictures of animals to the words - so many are easy to guess. Complete your book - all you need to do is write in 'Este' - this - at the beginning of each sentence, and colour in the animals.

A worksheet to use after looking at the BBC Primary Spanish site, which consolidates learning about personal information, and includes a flag colouring activity.

Learners are given time words relating to the future to put in chronological order, starting from now. Learners match verbs to their collocations, then interview peers about when they will do the actions on the list, inventing answers if necessary.