Inspired by Ousmar Uman’s story and can’t wait to share it with my year 13s. There’s so much that can be done with this transcript that I’ve kept it simple. I am aware there are some errors in the transcription but it reflects what was said by Ousmar Uman and imo any attempt to correct his Spanish would be distasteful. The opportunity is there though to have that conversation with your students if you happen to find one.

A retrieval style grid inspired by a WJEC CPD exemplar I saw posted in 2018. Call out a coordinate, give students 1/2 minutes to formulate a response on MWBs. Potentially a good AfL activity.

A resource with exam based true/false/correct questions and a translation. Focused on how things changed during the Madrid Scene after 1975. There is a focus on Pedro Almodóvar (obviously). Icon credits: freedom by Olena Panasovska from the Noun Project Ballot Box by Tinashe Mugayi from the Noun Project Roller Skate by Kristin Poncek Jones from the Noun Project censorship by HeadsOfBirds from the Noun Project Television by lastspark from the Noun Project David Bowie by Vlad Likh from the Noun Project moustache by Elisabeta from the Noun Project Volver bundle here: https://www.tes.com/teaching-resource/volver-bundle-12175732

A list of apps, websites and resources to guide indpendent study. The PDF is designed to be sent home by email so it is interactive. All icons are linked if they refer to an app, website or particular resource.

A compilation of interesting thoughts from Almodovar which are compiled from two interesting books I have read and will credit below. Pedro Almodovar: Interviews by University Press of Mississippi (Paperback, 2003) La poetica de Pedro Almodovar

Credit to @c_caio_mf for the idea.

Cities and things to do

A reading resource with three follow up tasks based on people’s opinions on music and film. This is the follow-up lesson to another lesson uploaded on here titled complex opinions tv and film

Infinitive structures can be a life saver for those students who find conjugations tricky. If you know an infinitive structure for the present, past and future then you can rest assured you are working in three tenses as a minimum. Check out a resource I uploaded years ago on infinitive structures: https://www.tes.com/teaching-resource/resource-12093780

I’ve designed this to work in conjunction with the GCSE writing mat and the GCSE teacher/student booklet (in particular the list of 108 verbs on the last page). The only thing required from you is to decide which tenses you are working with and crack on. You may come up with your own ideas to incentivise students’ work.

Three quotes from a small booklet produced by the University of Granada in 1981 all about Lorca’s three tragedies. T = Translate E = Evidence from text to support the claim

This is now onto version 3, hope it’s helpful. If you want me to change the background colour/image of me then get in touch and I can try and sort something out.

Pre-reading and comprehension questions based on a text about the transition from dictatorship to democracy in Spain. Juan Carlos I is a key character as is Adolfo Suarez. Thank you Beatriz for proofing it for me :)

Useful vocabulary and advice, some taken from WJEC.

Three pre-reading activities to build up to a small reading. Lessons before this include solutions, the present subjunctive and the issues themselves.

Text adapted from: https:// deetrillo com/2016/03/05/transition/

Whole lesson based upon writing and reading in three tenses finishing off with speed-dating.

Hopefully after making this I will see less aburrido, importante, divertido and interesante. I am working on breadth of vocabulary with my year 11s at the moment and using synonyms and upgrading out adjective use is on the agenda next week. I plan for this 99 adjectives worksheet to form the backbone of the lesson. Update: This is now on version 2, I have now included some really advanced adjectives like fanfarrón, tacaño, hospilatorio, bruto etc

Task is for students to skim and scan the text looking for the grammatical items numbered above. Will then work on meaning with a MWB activity.

Some series I had to translate literally and some to their actual translation. There’s a starter to get them thinking about film titles and generally capture their imagination and then an introduction to film styles and a recap of opinions like ‘me gusta’. Final task is a ‘busca alguien que’ style task but you could number them and play ladrones a la Conti.