Just the lyrics of the song Volver to accompany a lesson on the relevance of the film title.

Based on this article: https://elpais.com/elpais/2017/12/12/buenavida/1513075923_947867.html Comments translation gets more difficult as your progress. For a challenge start at the bottom and for support start at the top.

20 ish slides containing some target structures for year 13 students to be aware of.

Including some high-frequence connectives, time phrases amongst others

A starter for my year 12s to reinforce tenses taight during the GCSE.

Pre-reading, exam based questions and translation.

A back from half-term resource to remind students of Lorca’s personal context and get them searching for truth in fiction.

A listening task and translation based on a news report from 2018 when a mass grave was found in Porreres. QR code should link to the video which is on Twitter.

A single side of A4 with some of the changes implemented by the 2nd Republic which gave rise to the coup.

Infinitive structures to exploit in a variety of ways

99 high-frequency words taken from the spec and past exams with a few extras thrown in

Varied opinions on uniform with a vocabulary bank on page 2 and a table to complete in English.

A text on el machismo with a pre-reading task. A follow-up task with agree/disagree statements about Pepe which students should respond succinctly to with evidence to justify their selections.

A summary of things relating to Lorca/LCDBA

Just a one page introduction to a few of Lorca’s works.

A menu of traditional platos típicos with phonetic translations (albeit these are my own). A model for saying what you would like to try at the bottom of page 1.

First person verbs related to breal/lunch time activities. Lesson 1 in a sequence featuring time phrases, sequencers and justified opinions.

A reading resource with varied positive opinions about Lorca followed by a comprehension question grid and a grammar search.

Made with ChatGPT just for fun, completely subjective. Tally up the values of your answers and read your personalised description on the last page. Follow up task is to translate your paragraph.

A grid to revise some thematic content. In column one students clarify what they know about the theme in English. In column two they write down any key vocabulary using vocabulary lists from Hodder/Kerboodle and in column three we write down a fact gleaned from a Boletín using the index to cherry pick editions.