Made with help from @misshopkinsMFL

This is a cleaned up version combining two resources I use every year but which are one separate documents over a combined 4 pages. One of those was from AQA and the other I’m not sure despite searching on TES. With this resource students will have support for writing about theme, character, plot, quotes, context and more all on one page. This is a free resource but I have two premium bundles; one on Volver and one on La Casa de Bernarda Alba. https://www.tes.com/teaching-resource/la-casa-de-bernarda-alba-grammar-translation-quotes-theme-index-12048901 https://www.tes.com/teaching-resource/volver-bundle-12175732

This is a resource to check how well students have understood the plot and the characters in the book. I recommend that firstly students match up the infinitive structures which are already conjugated in the 3rd person, afterwards use different coloured highlighters to categorise the infinitive verbs by the character which they correspond with. This is an ideal task as a follow up to the character analysis two-page sheet, if a student for example says that Raimunda is fuerte you may ask them ‘how do we know?’ and they have to write a sentence explaining why they think Raimunda is fuerte giving examples from the text, this infinitive structure and verb sheet could form the basis of one of those exemplary points.

Quotes from the film Volver on a flick PowerPoint. Students can win points if they can answer who said the quote, to whom, in what context and what theme or essay link it relates to.

To edit delete the jpg which is pasted over the slide. thumbs up by Bohdan Burmich from the Noun Project

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

From a structured match-up to free practice students will be able to use relative pronouns que and quien.

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.

Designed for two players and one referee. Referee to have the question bank on page 2 and ask the players who cannot see the questions themselves.

Sentence and vocab builders

Pre-reading, exam based questions and translation.

8 texts containing if clauses.

Credit to @c_caio_mf for the idea.

Based on resources shared by Clare Caio.

Instructions on first slide. All credit to the original creator, this is an adapted version from a resource originally found on Facebook.

I am asking students to use Quizlet every day and have found a way to make them accountable, inspired by a resource I saw on Facebook. This is specific to year 11 but I have included a Word document in case you want to edit it starting in September. Students colour code the vocab sets (these can be found on Quizlet, search @olliemfl and then folders there is a WJEC Spanish one). They are then tasked with colour coding the days with the set they have studied. From October to June, based on 5 minutes a day, there are 20 hours more or less of revision available. This goes up hugely if you double or treble that time. I have added a row at the bottom of each month for a parental signature which the teacher can then check.

Reading and listening for AS based on gypsy culture in Spain and the issues they faced and still face today. Listening from WJEC from their free resources page.

This worked very well indeed and was followed by a writing task in which students had to convince somebody that their reasoning was the best. We used ‘se puede’ with the infinitive verbs from the second page, combined with the GCSE writing mat that I have uploaded as well.

Small series of lessons including a sentence builder with the three main eating verbs (desyunar, almorzar and cenar) as well as other less common eating verbs. A starter on adjectival agreement, a speaking focused lesson using Conti style activities including a pyramid speaking and sentence stealer game and finally a reading focused lesson focused on skimming/scanning and locating information. Edit: corrected some typos

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