This resource contains 15 clues related to European languages day which need to displayed around the school in various locations. There is also a Student Answer sheet and the ANSWERS to the answer sheet. Very engaging and fun activity.

Volver by Pedro Almodovar explores the theme of life in the village of Castilla la Mancha (la vida en el pueblo). This resource lists the main techniques that the director uses in the film to portray this theme. There is a variety of activity incorporated: gap fill, translation and discussion of the techniques and the examples of scenes /events where this occurs in the film. An answer sheet is included with the resource with suggested examples of scenes and events for each point.

This resource contains a match up card activity (match photos of Hispanic celebrities with their descriptions). A reading comprehension task and some common Positive and Negative influences on young people. The language level is introductory to the A-Level course.

INTERACTIVE POWERPOINT introducing the irregular verbs SER, ESTAR and TENER in the present tense in Spanish. Answers included for each exercise and they appear interactively. Consolidates the difference between SER and ESTAR so perfect for GCSE as well as younger learners.

Please rate and review This resource is compiled of two powerpoints. It introduces the AQA Spanish language for Unit 4 La Influencia de los ídolos. There is a wide range of language here for positive and negative influences to get students forming their own opinions. La buena y mala influencia de las celebridades en el mundo hispánico Los modelos a seguir… Shakira, Penelope Cruz, Javier Bardem, Salma Hayek, Rafa Nadal, los futbolistas…

Reading worksheet perfect for GCSE Spanish. AQA exam style questions. Preterite and Imperfect tenses.

Please rate and review Quick starter activity based on AQA Spanish A -Level p.69 La influencia de los ídolos to consolidate vocabulary and introduce learners to gap fill

Introduction to AQA Y1 Patrimonio Cultural 6.2 La arquitectura topic This resource introduces students to the main Spanish World Heritage Cities Follow up activity idea is for students to complete independent research into a city and cultural site of their choice

Please leave a review /rating This resource is designed as an introduction to Hispanic music styles, expressing opinions, prior to the work in the AQA Spanish A-Level textbook AQA A-Level Year 1 Unit 6 - El patrimonio cultural 6.3 El patrimonio musical Los estilos de la música hispana

Reading activity consolidating food and drink items. Differentiated questions.

Please leave a review/ rating Basic beginners Russian greetings Hello / Goodbye How are you What is your name? My name is

New Viva GCSE Module 1 Unit 2 ¡Disfrutamos al máximo! Whole lesson on the first part of Unit 2 Lesson includes activities to complement the activities on p. 10 , listening exercises, exam style reading questions and a game of one pen, one die!

Spanish reading comprehension based on AQA Unit 4 La influencia de los ídolos Cantantes y músicos vocabulary

AQA 4.1 Influencia de los ídolos: positiva y negativa Introductionary vocabulary of positive and negative influence vocab, including bridge from GCSE. Perfect first lesson and introduction of the topic. Whole lesson.

Lesson based of the text and information from p. 78 in AQA Spanish AS textbook. Additional activities included to supplement the textbook.

Based on the Mira textbook vocabulary to describe teachers Teacher personalities adjectival agreement Opinions

This powerpoint compliments pages 36-37 from the Dynamo 1 textbook topic Qu’est-ce que tu penses de tes matières? Activities include choral repetition, Quizziz (link included), translations, speaking, writing extended sences using opinions.

This resource consolidates the perfect tense. Follows AQA GCSE text on technology use (p.30 in the AQA GCSE Spanish textbook Higher p.30 Foundation p. 32) Questions are differentiated to suit the needs of students with target grades 3-9.

I made this resource (reading worksheet with writing activity) to consolidate physical and personality descriptions. It also covers a range of connectives, sentence starters, opinions and quantifiers to allow students to make their writing more interesting. It is scaffolded so that FOUNDATION as well as HIGHER students can access it.