Conocer y apreciar el día de los muertos Revisar formas verbales Saber comparar diferentes puntos de vista y añadir tu propia opinión

Comprendre l’importance du Jour du Souvenir (Remembrance Day) en France et dans les pays francophones, en explorant le vocabulaire et les traditions associés à cet événement. Développer des compétences de lecture, d’écoute et d’expression écrite. More than 10 activities with answers

2024 AQA GCSE Spanish - ¡No hay dos familias iguales! Based on Pearson content Module 3: Mi gente, mi mundo Unidad 6: Celebraciones Vocabulary: festivities Grammar: direct/indirect object pronouns, suffix -ito/a Pronunciation: stress

2024 AQA GCSE Spanish - ¡No hay dos familias iguales! Based on Pearson content Module 3: Mi gente, mi mundo Unidad 5: Necesito ayuda, ¿qué puedo hacer? Vocabulary: moods Grammar: estar (present tense), negatives, poder/deber (conditional) Strategy: translating into English

2024 AQA GCSE Spanish - ¡No hay dos familias iguales! Based on Pearson content Module 3: Mi gente, mi mundo Unidad 4: Así soy yo Vocabulary: personality adjectives, intensifiers Grammar: adjectives, ser (present tense), para + infinitive, opinion verbs Strategy: listening for gist, listening for positive and negative opinions Pronunciation: -ión

2024 AQA GCSE Spanish - ¡No hay dos familias iguales! Based on Pearson content Module 3: Mi gente, mi mundo Unidad 3: ¡Amigos para siempre! Vocabulary: relationships/friendships Grammar: reflexive verbs, pronouns Strategy: adapting a model paragraph

2024 AQA GCSE Spanish - ¡No hay dos familias iguales! Based on Pearson content Module 3: Mi gente, mi mundo Unidad 2: Mis famosos favoritos Grammar: preterite tense, desde hace, personal a, direct object pronoun Culture: famous Spanish speaking country celebrities Strategy: reading and giving all the information required by a question

2024 AQA GCSE Spanish - ¡No hay dos familias iguales! Based on Pearson content Module 3: Mi gente, mi mundo Unidad 1: Esta es mi gente Vocabulary: eyes/hair description Grammar: present continuous, ser/estar, adjectives Strategy: phot card, using y (and) and que (that, which who) to form longer sentences

2024 AQA GCSE Spanish - ¡No hay dos familias iguales! Based on Pearson content Module 3: Mi gente, mi mundo Zona de cultura: ¡No hay dos familias iguales! Vocabulary: family members, type of families. Grammar: possessive adjectives, to get on. Strategy: learning vocabulary. Pronunciation: h, b, v, ge, gi, j.

Link with the A Level Spanish topic of “El racismo” Los objetivos son: Explorar el tema del multiculturalismo en la canción. Analizar cómo la música puede ser una herramienta de resistencia y unidad contra el racismo y la discriminación. Comprender la influencia de la música urbana latina en la cultura global y su mensaje de inclusión. These objectives aim to develop students’ linguistic abilities while engaging with current and relevant socio-political issues, fostering both language skills and critical thinking in line with the AQA A Level Spanish curriculum.

Unit 7.3 La inmigración mexicana en EE.UU. Based on Hodder with updated information. Activities with answers Vocabulary activities Statistics Grammar activities: Relative pronouns Article and reading skills + activities

Unit 7.2La vida y penurias de un ‘sin papeles’ Based on Hodder with updated information. Activities with answers Vocabulary activities Statistics Grammar activities: Gerund Summary skils + activities Video and reading skills + activities

Unit 7.1 La inmigración en España: procedencia, distribución e integración Based on Hodder with updated information. Activities with answers Vocabulary activities Statistics Grammar activities: Condicional simple Summary skils + activities Video and reading skills Video comprehension activity Article comprehension activity

Link with the A Level Spanish topic of “La inmigracion” By the end of this lesson, students will be able to: Understand and analyse the main themes of the song. Interpret key vocabulary and expressions from the song. Discuss the cultural and social issues related to undocumented immigration. Identify and explain the use of repetition and metaphors in the song. Improve listening comprehension skills by understanding the overall meaning of the song without the use of written lyrics, enhancing their ability to grasp context through auditory clues. Expand their cultural awareness of how music, particularly by artists like Manu Chao, serves as a tool for social commentary and activism, encouraging empathy and social justice awareness. These objectives aim to develop students’ linguistic abilities while engaging with current and relevant socio-political issues, fostering both language skills and critical thinking in line with the AQA A Level Spanish curriculum.

Objectives: To explore the themes of immigration, identity, and social justice in the song To analyze the metaphorical language used in the song. To develop listening comprehension, vocabulary related to immigration, and critical thinking through discussion. Link with the A Level Spanish topic of “La inmigracion” Grammar: present

Lesson about the Hispanic Heritage Month (15 Septiembre - 15 Octubre) Activities (gap filling) Reading Speaking Writing Vocabulary Translation Song

AQA A Level Spanish (La identidad regional en España) Lesson about Spanish Easter Quiz Activities (gap filling, preterite tense) Reading Speaking Writing Vocabulary and idioms

Lesson about the Spanish National Day (12 Octobre) Quiz Activities (gap filling, preterite tense) Reading Speaking Writing Vocabulary