Pick up and Go animated resource that visually models how to form nouns, adjectives (agreement) and present tense verbs. Learning Intention: To re-call previous knowledge and assess our application of Spanish Grammar. Success Criteria: To recall knowledge of and practise noun and adjective combinations with correct adjectival agreeement. To recall knowledge of and practise present tense verb conjugations. To complete the achievement test for this lesson and self-assess your answers. Included in this resource: Full Ppt presentation with animated step-by-step grammar explanations Achievement Test Reflection Plenary

SPANISH CULTURE BOOST A nice, colourful resource that looks at the work of Lanzarote-born sculptor and artist César Manrique, who built a house out of lava bubbles amongst other exquisite works. Students work through a text in target language and watching a video looking round Manrique’s lava-bubble house in Lanzarote before revising colours and body parts to describe Manrique’s abstract portraits, and finally culminating in creating their own portrait in the style of Manrique and annotating it with colours and other vocabulary. HIGHER STUDENTS HAVE THEIR OWN SEPARATE BOOKLET ON MANRIQUE TO WORK THROUGH IN THE FORM OF HIGHER GCSE/ AS-LEVEL EXAM-STYLE QUESTIONS - ANSWERS INCLUDED ON THE PPT, WHILST LOWER ABILITY AND MIXED ABILITY STUDENTS ARE GUIDED THROUGH THE DIFFERENTIATED PPT BY THE TEACHER, ABLE TO CHOOSE DIFFERENT LEVELS OF CHALLENGE. I created this resource initially as my school are introducing A-Level Taster Sessions for option subjects in Y10 in order to try and boost numbers. The students on the list are ranging all the way from level 2 at GCSE all the way up to a student who is already getting A* at AS Level… the result is a fun, heavily differentiated Spanish session that offers a good dose of authentic Spanish culture! Espero que os guste!

Guided, scaffolded writing in line with describing people. TASK ONE - use the scaffolding around the borders of the writing mat to help you translate the model paragraph about the monster into English TASK TWO - Draw your own monster and use the scaffolding around the borders to help you write a paragraph about your monster - what they look like, what they like doing, etc Includes some common every day Idioms in Spanish to help students use higher phrases. Includes an reasons flowchart down the right hand side to help students write extended reasons to go with their opinions.

Writing mat for the GCSE writing task: Lees un blog que se llama ‘Lo bueno y lo malo de ser joven’. Decides participar con esta información: •        un día divertido que pasaste con tus amigos recientemente •        tus opiniones sobre los problemas que tienen los jóvenes. 2-SIDED DOCUMENT (One side = present subj support, 2nd side = imperfect subj support) Coule be used at KS5 to practise higher level writing. Includes subject specific vocabulary around the borders, higher-ability grammar support - subjunctive made simple, also includes a few common idioms for students to try and include in their writing.

Worksheet: Revision of Present Tense German Modal verbs on the subject of GCSE Environment. Vocab Table included and practice translation sentences. Worksheet: Revision of Modal Verb in Past, Present and Future - Translation of sentences - both Higher and Foundation worksheets included for each Tense (German - English; English - German) on the subject of Healthy Living. Grammar Sheet: Modal forms in all three tenses with example sentences.

Class designed to isolate grammatical elements and transfer them into exam skills. Full Ppt with detailed, animated grammar explanations plus printable worksheet included. Synonym match up and complete an exam-style synonym question. To revise rewording sentences with two subjects to include THAT when translating into Spanish (E.g., The mother wants the husband to listen - The mother wants that the husband listens. La madre quiere que el marido escuche ) To study three different ways of translating ‘as soon as possible’ with a focus on grammatical accuracy. Nada más + infinitive, en cuanto / tan pronto como + indicative (past event) / subjunctive (future event). Reflection Plenary

Lesson 1 - Foundation Structures for the Speaking and Writing exams Lesson 2 - WRITING COMMON ERRORS (Lifting from the bullet points but not changing it from the “tú” form to the “yo” form ) Lesson 3 - WRITING COMMON ERRORS (mi vs me / Contractions / Leaving it in the tú form) Lesson 4 - WRITING COMMON ERRORS (mi vs me / nuestro vs nos / “gustamos” “gusto” for “nos gusta” and “me gusta”) LESSON 3 OF 4 Lesson includes: Do it now - me gusta sentences Foundation structures revision Grammar focus and practice TEXT: Apply the knowledge and correct the text Blooms plenary slide

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 9 -Writing Igualdad De los Sexos Learning Intention: To write & assess a piece of creating writing on the subject of sexism. Success Criteria: To translate the piece of article about verbal sexism into English. To write our own fictional story that includes verbal sexism, using the writing template to help us. To use the creative writing rubric to assess our own writing. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 5 -** El Machismo y el Feminismo** Learning Intention: To look at machism, feminism and domestic violence amongst genders Success Criteria: To discuss five texts that give the views of Spanish teenagers on machism and feminism. To translate sentences in the present perfect and be able to use statistics to form opinions on domestic violence in Argentina. To complete a listening picking out key information on help centres for domestic violence against men in Spain. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 3 of AS Spanish Course: La Igualdad de los Sexos Lesson 3 -** Los Quehaceres** Learning Intention: To study gender roles and household chores with a focus on discourse markers. Success Criteria: To discuss statistics surrounding household chores and gender roles, including discourse markers in our responses. To study indefinite adjectives and pronouns and key terms for gender equality. To complete a listening and reading exercise on gender roles and household chores. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

Module 1 of AS Spanish Course: Los Valores Tradiionales y Modernos Lesson 4 -** Los modelos de la familia** Learning Intention: To study the current trends surrounding family make up in modern society Success Criteria: To be able to identify key information from six facts surrounding current societal topics such as adoption, religion, marriage, birth rates etc. To translate a paragraph into English about how family has changed over the last 50 years. To identify 12 sentences in listening bingo and translate them into Spanish. All lessons include: DO IT NOW starter based on recalling knowledge from previous lessons Sequenced learning 5-question quickfire Plenary Quiz Reflection Plenary (Bloom’s Taxonomy) Full Printable Handout of lesson for students.

A2 SPANISH TRANSLATION FOCUS SESSION 7 SPANISH-ENGLISH TRANSLATION TASK: MONARQUÍA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Worksheet includes: All notes and working space from the ppt. [10]

A2 SPANISH TRANSLATION FOCUS SESSION 6 ENGLISH-SPANISH TRANSLATION TASK: DICTADURA Ppt includes: Vocab support Dissecting the task down to its basic grammar elements to increase accuracy with translation Recap of Present Perfect Recap of Past Perfect Worksheet includes: All notes and working space from the ppt. [10]

Ideal for Cover Work or Independent/Home Learning - 15 tasks with stimulus and attractively presented! Optional Task 1: Crea una lluvia de pensamientos sobre la Guerra Civil Española Optional Task 2: Escribe una carta a tu enamorado que está luchando en la guerra civil. Descríbele las actualizaciones en cuanto a la situación en tu pueblo. Optional Task 3: Escribe una entrada de diario desde el punto de vista de un soldado. Decide si eres republicano o nacionalista. Optional Task 4: Crea un webinar informando a otros estudiantes sobre la Guerra Civil Española Optional Task 5: Crea un rap acerca de la Guerra Civil Española – Decide si quieres escribirlo en castellano o en inglés… o una mezcla de los dos. Optional Task 6: Traduce la descripción de atrás del libro al inglés Optional Task 7: Imagina que fueras la niña del libro. Escribe el primer capítulo de la novela. Optional Task 8: Lee el artículo publicado por el periódico “Ejército Popular” y escrito por el gobierno republicano español el 5 de mayo de 1938. Escribe un artículo para el periódico “La Nación” del punto de vista nacionalista declarando por qué lucha el bando nacional. Optional Task 9: Elige uno de los cuatro párrafos del artículo “Terror en los paises fascistas” y tradúcelo al inglés. Optional Task 10: Inventa un párrafo pequeño sobre lo que ocurre en un país fascista europeo con el objetivo de dar miedo a la gente. Optional Task 11: Lee esta parte del discurso que dio el caudillo Francisco Franco en el desfile de la Victoria, Madrid, 19 de mayo de 1939. Imagina que hubiera ganado los republicanos. Escribe un discurso de Victoria para ellos. Tienes que declarar las políticas que vas a poner en marcha. Por ejemplo, la unidad de España, la liberalización económica, y las medidas contra la corrupción. Queda mucho por hacer, y hay mucha gente pasándolo mal. Es importante mencionarles. Finalmente hay que unir a todos. Por ejemplo, «todos somos españoles por encima de las ideologías…¡Arriba España!» Optional Task 12: Escribe un cuento infantíl basado en la Guerra Civil Española o un evento que pasó durante la guerra, como el Guernica (castellano) / Guernika (vasco) Optional Task 13: Busca en YouTube para videos sobre la Guerra Civil Española (pueden ser en inglés o en castellano, con o sin subtítulos). Elige el video que más te guste y escribe un resumen de la información que imparte. Envia el enlace a tu profesor/a. Optional Task 14: En grupos lee el siguiente extracto de la obra de teatro «Las bicicletas son para el verano». ¿Podéis interpretarlo de manera dramática? ¿Qué significa en inglés? – ¡Tradúcelo! Optional Task 15: Continúa la escena con tus propias ideas. ¿Qué más noticias del comienzo de la guerra van a escuchar a continuación en la radio? ¿Cómo van a reaccionar los personajes?

46 slides with printable worksheet. DO IT NOW: Multiple Choice General Knowledge in simple target language Extension: Name the toy Grammar: The Diminutive (ito/ín/ico) Carol: Ay del Chiquirritín - Underline all the diminutive forms Carol: Ay del Chiquirritín - Find the phrases Carol: Ay del Chiquirritín - Translation activity Carol: Ay del Chiquirritín - Phonics Carol: Ay del Chiquirritín - Listen and sing along Quiz Round: Christmas True or False in simple target language Quiz Round: Use the vocab box to help you translate the slogans in order to work out which popular chocolate is being advertised. Quiz Round: Name the Pantomime Character - Sixteen pantomime characters have had all the vowels and spaces removed from their name – can you work out who they are?E.g., CPTNHK = Captain Hook PHOTOCARD: Describe the Christmas photo ROLEPLAY: Prepare the Christmas Role-play card then use the teacher scripts to complete the role play in partners. Caters for all levels - choose the activities to suit your class’s ability. Recommendation: KS3 - Print Slides 1-2 of worksheet KS4 - Print Slides 1-4 of worksheet

I have some native students that come through but their grasp of Spanish orthography is horrific! I have created 8 mini tests with accompanying answers to address some of the common errors. Could also be used as Do it Now’s for KS4/KS5 students.

Learning Objective: To gain an understanding of the general plot surrounding the book and to consider what different common food types symbolise in literature Success Criteria: To read and translate into English the profiles of each of the main characters that appear in the book To consider common food types that appear in literature and what they represent (Apple; Pumpkin; Beans; Gingerbread, Rose petals) To transfer acquired knowledge of food symbolism arisen from the prior discussion to thinking about how food might be symbolised in Como Agua para Chocolate Included: Full interactive/animated ppt Full printable notes Articles for further reading