A booklet with texts in Spanish and English from a range of sources on: 1898 Gitanos America Sexuality Barraca Death Icon Franco The booklet contains a timeline for students to fill as they read through and questions at the back with a vocabulary search as well. Massive thanks to Blanca for creating the text on the ‘icon’ page and Samantha for helping with sourcing texts on some of the other pages. This was designed to precede and tie in with the parallel text available for free here: https://www.tes.com/teaching-resource/la-casa-de-bernarda-alba-parallel-text-12273514 Bundle available here: https://www.tes.com/teaching-resource/la-casa-de-bernarda-alba-grammar-translation-quotes-theme-index-12048901

Three quotes from a small booklet produced by the University of Granada in 1981 all about Lorca’s three tragedies. T = Translate E = Evidence from text to support the claim

Independent task for students to complete during a cover lesson. Focused on finding out information about Spanish festivals.

A retrieval style grid inspired by a WJEC CPD exemplar I saw posted in 2018. Call out a coordinate, give students 1/2 minutes to formulate a response on MWBs. Potentially a good AfL activity.

A resource with exam based true/false/correct questions and a translation. Focused on how things changed during the Madrid Scene after 1975. There is a focus on Pedro Almodóvar (obviously). Icon credits: freedom by Olena Panasovska from the Noun Project Ballot Box by Tinashe Mugayi from the Noun Project Roller Skate by Kristin Poncek Jones from the Noun Project censorship by HeadsOfBirds from the Noun Project Television by lastspark from the Noun Project David Bowie by Vlad Likh from the Noun Project moustache by Elisabeta from the Noun Project Volver bundle here: https://www.tes.com/teaching-resource/volver-bundle-12175732

Pre-reading / exam based gap-fill and paired dictation

Starter activity for year 11, classifying infinitive verbs and identifying infinitive structures.

A resource made with the intention of getting students thinking about whether they prefer traditional or popular fiestas, with a focus on qué chulo type structures.

Flick PowerPoint filled with quotes from the film on every different theme. Simply start the slide show and press left arrow key to stop in position. Students have to guess who said the quote. Exit slide show and remove the box to verify their guesses. Premium version includes who they said the quote to, in what context and what theme the quote can represent/what essay link they can make with it. https://www.tes.com/teaching-resource/volver-know-your-quote-premium-version-12170430

Pre-reading vocabulary builder and grid writing followed by a compiled interview in which I’ve tried to include a lot of relevant information about prevalent themes or sub-themes in the film. This is an activity to do before watching the film and there is a reading comp and exam based true/false/correction exercise to follow.

A quick grid for year 12 to use when framing responses to either set A or B cards.

48 titles and counting from a great thread on Secondary MFL Matters. I’ll keep this updated.

A 101 for KS3 on the gender and number of nouns followed by basic adjectival agreement with adjectives ending with -o in the masculine singular. A quiz follows each introductory section.

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

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

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.

A lesson on some of the controversies surrounding the World Cup in Qatar. Students will learn the vocabulary for some of the issues, compare them with a comparative grid and then write whether they are for or against.

Hopefully this PDF is editable. Each box has a text field input which should be printable. If it doesn’t work then get in touch. The idea is that circle questions are easy, diamonds are moderatly challenging and star questions are challenging. I’ve made this with questions such as “what can you use to find new vocabulary”, very simple and reinforces some basic classroom routines. Next time I do this I will change the star questions to diamonds and move everything else up a row so a circle row disappears off the top. I will then write new star questions at the bottom. The quote at the top is from Kate Jones’s brilliant Retrieval Practice book.

A rather tricky task putting together a family tree based off of people’s explanations of how they are related to Nuria. A vocab bank on page 2 will help. Write the name of each family member in the box on the tree (or beside). Colour code the box according to male/female. Some boxes will not be filled. A perfect task before moving onto creating your own family trees. Note: Some family vocabuary has been left out of the box on page 2. Going over step-parents and siblings will be essential.

A small sequence of lessons introducing infinitive verbs related to free time and subjunctive opinion phrases. Lesson one: PPT + PDF focusing on opinion phrases + infinitive verb structures with speaking and writing tasks. Lesson two: Introduction of me gusta que sea + adjective structures with rule introduction and differentiated translations with a sentence builder. Ideal for MWBs.