This resource consists of three complete lessons, fully animated, with answers, perfect for teaching Foundation or Higher GCSE groups. By the end of the three lessons students will be able to read key information about technology from a text and answer the question: ¿Qué aplicaciones vas a usar este fin de semana? What apps are you going to use this week? All of the vocabulary, and activities, are based on the AQA GCSE Viva textbook, which is tailored to the vocabulary lists for the AQA GCSE exam. The content is designed to flood students with new language from a sentence builder (included in this pack), starting with receptive exposure to the phrases, and finishing with productive writing and speaking skills. All of the tasks have been tried and tested over the last few years following the Conti method - a communicative language teaching approach developed by Gianfranco Conti: ‘extensive processing instruction’ (EPI) is based on the idea that language teachers should ‘teach less, not more’ by providing their students with a set of language ‘chunks’, drilling these, and finally pushing students to reproduce them. Given its emphasis on reducing cognitive overload, this method is likely to succeed in allowing students to feel like competent learners.

This is a foundation resource to teach GCSE Spanish Viva textbook, Module 1, Unit 3, Destino Barcelona. 3 lessons, using a sentence builder, following the Conti method. The first lesson allows students to get to grips with the new language, using the preterite to describe a plast holiday, and imperfect tense to describe the accommodation e.g. hotel. The last activity is a printable vocabulary builder worksheet. The imperfect tense is only needed as a vocabulary item for foundation, so the imperfect tense is not taught explicitly here. The three one hour lesson sequence aims to take students from receptive to active language processing. Hope this is useful to fellow Spanish teachers out there. X

AQA Viva GCSE Textbook Module 3 Sentence Builders for use in class with each lesson from M3. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module covered. Below are the units covered by these sentence builders: Module 3: Mi Gente/My People U3.1 Describing family members p16 U3.2 Describing positive and negative relationships p17 U3.3 Saying what you use social media for p18 U3.4 Talking about reading preferences p19 U3.5 Picture-based: describing a photo p20 Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

This is a Higher GCSE Spanish resource consisting of 3, 1 hour, lessons, using a sentence builder. It aims to enable students to talk about films they have watched, using relevant vocabulary to talk about films, such as special effects and soundtrack. It teaches students how to use the perfect tense in contrast to the imperfect tense to describe films, helping students to use a combination of tenses correctly, in order to access the top bands at GCSE for range of language. It includes a grammar explanation of the perfect tense, as well as how to form and answer questions in the perfect tense. My students found it rewarding. Hope it helps guys. X I have more resources at: https://www.tes.com/teaching-resources/shop/piensomas

These are two resources to teach GCSE Spanish Viva textbook, Module 8, PDP 1, (M8 PDP1) ¿Qué haces para ayudar el medio ambiente en casa? There are two distinct lessons for higher and two for foundation, each with separate sentence builders and activities, fully differentiated. Describing what you do at home to be environmentally friendly e.g. recycling, sorting the rubbish, switching off the lights etc. 3 lessons, using a sentence builder, following the Conti method. The first lesson allows students to get to grips with the new language, to describe the biggest global issues, practising the superlative, and key language about global issues and environmenytal issues. There are printable worksheets and helpsheets within the PowerPoint, and all activities have fully animated answers for quick feedback. The three one hour lesson sequence aims to take students from receptive to active language processing. Hope this is useful to fellow Spanish teachers out there. X

A full lesson on the topic of the Sikh virtues, including a detailed reading text with comprehension questions and lesson slides with discussion tasks, explanations and explanations. Sikh Virtues Sat (Truth), Santokh (Contentment), Daya (Compassion), Nimrata (Humility) and Pyare (Love).: truth and truthful living. compassion and patience. contentment. humility and self-control. love. wisdom and courage. This lesson worked well with Year 9, and would also be great for Key Stage 3 (Year 7 and Year 8 too).

A lesson pitched at Key Stage 3 teaching the basics of Hindu wedding rituals and traditions, as well as a workbook complete with reading comprehensions. Thanks to other contributors for the pictures and the texts that were used to create the comprehension activities. I found that it worked well with an able Year 8 group. Enjoy guys! For more resources check out my shop: https://www.tes.com/teaching-resources/shop/piensomas

Over 100 slides of tried and tested differentiated MFL sentence builder activity ideas for Key Stage 3 and Key Stage 4, as well as GCSE information slides, exam technique slides, grammar explanations for things such as Spanish Boot Verbs (Stem-changing verbs). These activities are based on the amazing work of Dr Conti and his sentence builders. For more resources, visit my shop at: https://www.tes.com/teaching-resources/shop/piensomas Take care guys x

¡Está Prohibido! Las Normas en el Insti AQA GCSE Foundation Module 2 Unit 3 with Sentence Builder. This is a foundation resource to teach GCSE Spanish Viva textbook, Module 2, Unit 3, ¡Está Prohibido! Las Normas en el Insti. This resource consists of three complete lessons, fully animated, with answers, perfect for teaching Foundation GCSE groups. All of the vocabulary, as well as some of the activities, are based on the AQA GCSE Viva textbook, which is tailored to the vocabulary lists for the AQA GCSE exam. The first lesson allows students to get to grips with the new language to describe school rules and by the end of the third, to give and understand opinions of school rules. There are a variety of bespoke activities, as well as some textbook ones. The content is designed to flood students with new language from a sentence builder (included in this pack), starting with receptive exposure to the phrases, and finishing with productive writing and speaking skills. All of the tasks have been tried and tested over the last few years following the Conti method - a communicative language teaching approach developed by Gianfranco Conti: ‘extensive processing instruction’ (EPI) is based on the idea that language teachers should ‘teach less, not more’ by providing their students with a set of language ‘chunks’, drilling these, and finally pushing students to reproduce them. Given its emphasis on reducing cognitive overload, this method is likely to succeed in allowing students to feel like competent learners. I have more KS3 and KS4 resources in my shop: https://www.tes.com/teaching-resources/shop/piensomas Hope this is useful to fellow Spanish teachers out there. X

What are the Three Marks of existence? Buddhism Lesson, Religious Studies, Key Stage 3 or Key Stage 4. This lesson pitched at KS3, but could also be used with KS4, teaches the concepts below: Dukkha – first seen in 4 sights, then preached about in 4 Noble Truths. Types of Dukkha: Plain ordinary suffering, suffering due to anicca, and dissatisfaction. Anicca – everything is impermanent and in a constant state of flux. Examples: ageing, declining health, growing bored with things over time. Anatta – no self – the belief that there is no soul, as only the 5 skandhas make up a human and these things are all impermanent – when they are subtracted, nothing is left that constitutes a soul – Chariot Analogy. Lesson Structure Below: Do now: recall quiz testing their previous learning.  Explain the concept of the three marks of existence briefly to the class. Present the key terms. Write down the key terms in their booklets Read through the text together and then attempt the comprehension questions. Students to complete the learning check table in their booklets as a colouring match up. Pair then class discussion of the question: How might learning about Anicca, Dukkha and Anatta help Buddhists to a better understanding of human life? How could it help Buddhists to lead a better life? Mind map ideas on the board and leave them up there to help students to structure their own written answers. Plenary quiz at the end.

How can I be a good citizen in school? Key Stage 3 Citizenship lesson with workbook. This lesson encourages students to think about why we have rules, the values we are trying to outwardly show through them, and finishes with a discussion about the Sustainable Development Goals (2017) and the rules that might be needed to help them to happen. This lesson also includes a video task and comprehension activity, as well as plenty of pair and whole-class discussion tasks. It worked well with Year 7, but would be great for Year 8 or 9. Hope this helps. Check out my other resources at: https://www.tes.com/teaching-resources/shop/piensomas

This lesson is about a sect and temple in Thailand called Wat Phra Dhammakaya which has been in the media due to its modern take on Buddhism. Wat Phra Dhammakaya has attracted a lot of attention for its modern methods of spreading Buddhist teachings, which go against traditional teachings of Buddhism. They raise money through marketing campaigns, subscriptions to their Sangha, and use it to give to good causes, even though financial gain is considered to be unethical for Buddhist communities or Sanghas which should exist only to teach about the message of the Buddha. It is also considered unethical for monks to handle money. It caused particular controversy when money they received once was found to be from the proceeds of a money laundering scheme. They have also created a searchable CD of the Pali cannon, the Buddhist scripture, which goes against the Buddhist view that using modern technology for holy means is wrong. They also offer distance learning, and a more secular approach to teaching about Buddhism. You can only access the community if you pay a subscription fee, which, although very small, goes against the teachings of the Buddha. With a huge number of followers, Wat Phra has at times caused the military government to feel threatened, resulting in the attempted arrest of the Abbott, and to Buddhist monks preventing the police from entering the temple, in a non-violent stand off. The aim of this lesson is to give students the opportunity to reflect on how the teachings of the Buddha are being interpreted in modern society, and to learn about the changing attitudes towards spiritual life in cultures beyond our own western ones.

Reading practice for every module (1-8). Perfect for revision and homework!

AQA Viva GCSE Module 8 Revision. 3 lessons with Speaking and Reading Focus.

This resource consists of three complete lessons, fully animated, with answers, perfect for teaching Foundation GCSE groups. All of the vocabulary, as well as some of the activities, are based on the AQA GCSE Viva textbook, which is tailored to the vocabulary lists for the AQA GCSE exam. The content is designed to flood students with new language from a sentence builder (included in this pack), starting with receptive exposure to the phrases, and finishing with productive writing and speaking skills. All of the tasks have been tried and tested over the last few years following the Conti method - a communicative language teaching approach developed by Gianfranco Conti: ‘extensive processing instruction’ (EPI) is based on the idea that language teachers should ‘teach less, not more’ by providing their students with a set of language ‘chunks’, drilling these, and finally pushing students to reproduce them. Given its emphasis on reducing cognitive overload, this method is likely to succeed in allowing students to feel like competent learners.

This is a foundation resource to teach GCSE Spanish Viva textbook, Module 8, PDP 1, (M8 PDP1) ¿Cómo es tu casa? Describing your house, floors, prepositions of position. 3 lessons, using a sentence builder, following the Conti method. The first lesson allows students to get to grips with the new language, to describe the biggest global issues, practising the superlative, and key language about global issues and environmenytal issues. There are printable worksheets and helpsheets within the PowerPoint, and all activities have fully animated answers for quick feedback. The three one hour lesson sequence aims to take students from receptive to active language processing. Hope this is useful to fellow Spanish teachers out there. X

This is a higher resource to teach GCSE Spanish Viva textbook, Module 8, PDP 1, (M8 PDP1) ¿Cómo es tu casa? Describing your house, floors, prepositions of position. 3 lessons, using a sentence builder, following the Conti method. The first lesson allows students to get to grips with the new language, to describe the biggest global issues, practising the superlative, and key language about global issues and environmenytal issues. There are printable worksheets and helpsheets within the PowerPoint, and all activities have fully animated answers for quick feedback. The three one hour lesson sequence aims to take students from receptive to active language processing. Hope this is useful to fellow Spanish teachers out there. X