Colourful resource that: Introduces Don Quijote using simplified language Includes a 4-page reader in simple Spanish with glossary Includes a 4-page reader of the final chapter in simple Spanish with glossary Includes a step by step COVER handout

Colourful resource that revises numbers, prices, picking items off a menu and reading skills with students studying an authentic text on Tapas.

A colourful resource that supports the students in making up a restaurant roleplay. Students learn the difference between ser and estar to talk about dietary requirements, practise asking what food different dishes contains (E.g., does it contain nuts?), revise picking food items off a menu and finally accumulates in the students producing a roleplay in a restaurant.

Colourful resource that: includes a children’s song (MP3 file) outlining the story of Don Quijote (Don Quijote y Sancho Panza Los dos héroes de la Mancha Don Quijote y Sancho Panza El mundo quieren cambiar Don Quijote y Sancho Panza Se tomaron la revancha Don Quijote y Sancho Panza Su recuerdo es inmortal introduces complaining about a problem in a restaurant scaffolds students with creating a roleplay

Support your kids to create a reindeer character and to write about them. -Includes model translation exercise Includes extensive scaffolding, structures and vocab around the borders to help them create their story. Enough to fill a whole hour’s lesson! Encourage your students’ creativity in the foreign tongue this Christmas! :)

Nice introduction to Spanish lesson. Includes: Previous Knowledge Language Audit (worksheet) 10 question General Knowledge of Spain quiz Why learn Spanish discussion and video

Increase your students cultural knowledge of Spain. Includes: -Ppt -Starter General Knowledge Handout -Pair and Swap activity cards -Mind Map of Spain - Map with boxes to annotate and collate learnt knowledge (Geographical knowledge, language, regional languages, currency, religion, population + 5 Fascinating facts boxes)

Lesson 1 Learning Intention: To take an introductory look at Hispanic celebrities and conditional sentences. Success Criteria -To be able to translate a paragraph about celebrities in the Hispanic world into English. -To be able to relay key information about ten Hispanic celebrities and the positive and negative influences they can have. To be able to form sentences using the zero and first conditional in Spanish to describe the positive or negative result of celebrities’ actions. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class Extension work for stretch and challenge DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide video resource(s)

Lesson 2 Learning Intention: To take an introductory look at Hispanic celebrities and conditional sentences. Success Criteria -To be able to pick out key facts from a text about three celebrities. -To be able to pick out different grammatical elements from the lyrics from a current, Hispanic pop song. -To translate a paragraph into English about a participant on “La Voz” and to use key vocab to form 0 and 1 conditional sentences. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide video resource(s)

Lesson 5 Learning Intention: To learn about Enrique Iglesias and study the 2nd Conditional ‘si’ phrases. Success Criteria -To re-call the conditional tense, imperfect tense and imperative mood from previous lessons in this module. -To pick out key information in a text about Enrique Iglesias. -To learn about the 2nd conditional and identify the 2nd conditional ‘si’ phrases in ‘Heroe’ by Enrique Iglesias Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide

Lesson 8 Learning Intention: To learn about David Bisbal and Islamic Andalusia. Success Criteria -To able to pick out key facts about David Bisbal from both written and aural Spanish. -To be able to dissect a David Bisbal song and identify the origins of different Spanish demonyms. -To be able to briefly outline some key facts about Islamic Spain. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class Extension work for stretch and challenge DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp3 resource

Lesson 3 Learning Intention: To learn about how Los del Río represent Sevilla with their music. Success Criteria -To become informed of the situational background of the song ‘Sevilla tiene un color especial’ by Los del Río and to study the lyrics. -To be able to form the imperative tense in order to give positive and negative commands. To be able to translate a paragraph into English about Los del Río and their song “Sevilla tiene un color especial” Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class Extension work for stretch and challenge DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp4 video resource mp3 audios

Lesson 4 Learning Intention: To learn about the culture of Seville and study a song set in Seville. Success Criteria -To become informed about “saetas” -To complete exam-style exercises based on the script of a video about Seville -To study the song “Si llueve en Sevilla” by Andrés Suárez. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class Extension work for stretch and challenge DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp4 video resources

Lesson 7 Learning Intention: To learn about Spanish band La Oreja de Van Gogh. Success Criteria -To be able to form opinions on which of the LOdVG songs you prefer. -To be able to pick out key information regarding charity work LOdVG do & extend the campaign script using your own ideas. -To be able to summarise an article about the charity campaign “Por ser Niña” that LOdVG collaborate with. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp4 video resources

Lesson 9 Learning Intention: To learn about education in Colombia and Shakira’s ‘Barefoot Foundation’ (Fundación Pies Descalzos). Success Criteria -To learn about the country of Colombia, and Shakira as an artist. -To study a text about the Barefoot Foundation. -To identify important details from a series of videos about the Barefoot Foundation and Shakira’s work. Included: Full interactive Ppt with answers to all exercises incorporated into the resource. Complete handout for the students to follow the class DO IT NOW and Plenary Re-call exercises Separate Reflection Plenary slide mp4 video resources

A worksheet based on restaurants / menu’s and la Tomatina. Plenty of work to fill an hour.

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 6 -** El Matrimonio Homosexual** Learning Intention: To consider the changes in legislation regarding gay marriage Success Criteria: To watch a clip from Física o Química (Spanish Waterloo Road) and evaluate our reactions to different opinions about gay marriage. To identify key facts from a text on the legalisation of gay marriage To create a role play debating different characters views on gay marriage and adoption. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 7 -** El Fútbol Femenino** Learning Intention: To discuss equal opportunities in female football and transgender players. Success Criteria: *To study an interview discussing the current situation of female football. To summarise a text on Alba Palacios, Spain’s first transgender football player. To complete a gap fill and translation exercise highlighting the inequalities in the world of football. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 8 -** La Homofobia** Learning Intention: To discuss homophobia in football and study present and past perfect. Success Criteria: To match up 18 LGBT+ terms up with their definition. To study a text on Justin Fashanu, first openly gay footballer, and focus un using the past perfect to relay key parts of a story. To complete a translation on the rainbow laces initiative, set up in memory of Justin Fashanu. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 2 -** El Machismo** Learning Intention: To study future perfect in the context of micromachism. Success Criteria: To discuss what we understand by the term “micromachism” and study various examples. To practise forming the future perfect tense with regular and irregular past participles. To translate future perfect sentences into Spanish on the topic of micromachism. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.