A series of activities to help students research (and write about) the use of colour in Guillermo del Toro’s film El laberinto del fauno (Pan’s Labyrinth). It includes a lot of screen shots to illustrate the main points, a translation, an essay question, and opportunities for independent work (the influence of Dario Argento). PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

A series of reading and writing activities, supported by screen captures from the film, to explore the use of allegory in Pan’s Labyrinth. PLEASE NOTE: This resource is part of a much longer and much more exhaustive resource, my Pan’s Labyrinth Student Support Guide, which can be found here: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 There is a free sample of the guide on this link: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

This file contains a series of activities to study the characters of the film El laberinto del fauno: Adjectives: match a series of adjectives to the main characters, then write a paragraph about each character using those adjectives. What’s in a name. Match the names of the main characters to their etymological origin and the characteristics traditionally associated to the name. Then reflect about the importance of this (if at all) in El laberinto del fauno. Independent research: research Hamlet’s Ophelia and see if any parallelisms can be established with El laberinto’s Ofelia. Translation practice: translate a paragraph that contains language and ideas form the previous two activities from Spanish into English. Extension: write a similar paragraph about a different character. Independent research: find out whether any parallelisms can be established between Ofelia and Don Quijote, another famous character in Spanish narrative renown for his obsession with books. Characters and quotes. Find a quote (from the list provided) that summarises each character’s personality and/or attitude. Justify your choice. Role plays: three role plays based on the film. Relationships: reflect about the relationships amongst the different characters. A list of useful nouns is provided. Essays: two AS and two A Level essay questions about the characters in El laberinto del fauno. Checklist: A very extensive checklist for the students to reflect on AO3 and AO4 of their essays. UPDATE (12/02/19): This resource now includes a presentation (Powerpoint and Notebook) to support the students, as well as a grammar workheet (five pages) to introduce the use of the subjunctive with verbs of desire). PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

This resource contains a series of reading and writing activities to introduce the film “El laberinto del fauno” (Pan’s Labyrinth): Activities before the film: a short introduction to the study of the film, a vocabulary list, and an activity to try to predict what the film will be about based on screenshots and on the opening shots. Quotations: as the students watch the film, they match a series of quotations taken from it to the character that says them. Questions: a long list of questions to reflect on important moments of the film. Review: a guided writing activity to help the students write a review of Pan’s Labyrinth, with help on how to structure the review and useful language. PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490 UPDATE: the resource now includes a presentation to support the activities

A twelve page booklet to help students prepare Laura Esquivel’s novel Como agua para chocolate for paper 2 (writing) of the new A Level Spanish specification (2018 onwards). The booklet includes: a summary of the requirements of the paper the assessment objectives and mark scheme two initial activities to “get the students thinking” (20 questions about key aspects of the short novel, and a variety quotes for the students to discuss) the four essay questions from the AQA sample materials and the two questions from the 2018 exam a further 18 essay questions (some of them adapted from past exam questions from the outgoing specification), covering a wide range of aspects of the novel, to provide the students with plenty of practice opportunities four pages of useful language to write an essay a self-assessment check-list for the students to use to reflect on their own work. Read less

These four mats provide the students of all abilities with a lot of useful language to support them when writing about Identity and culture. Each mat is double sided, and page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page in each mat contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive) and a section on complex structures on the second page, with examples of comparatives and superlatives, idiomatic expressions, conditional sentences (“si fuera…”), the present perfect and negative sentences.

This double-sided mat provides the students of all abilities with a lot of useful language to support them when writing about Customs and festivals. Page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive). Finally, there is also a section on complex structures on the second page, with examples of comparatives and superlatives, idiomatic expressions, conditional sentences (“si fuera…”), the present perfect and negative sentences.

This double-sided mat provides the students of all abilities with a lot of useful language to support them when writing about Free time activities. Page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive). Finally, there is also a section on complex structures on the second page, with examples of comparatives and superlatives, idiomatic expressions, conditional sentences (“si fuera…”), the present perfect and negative sentences.

This file contains 8 reading, speaking and writing activities aimed at Spanish GCSE students based on the Mexican Day of the Dead festival (El Día de los Muertos). The activities are: vocabulary match-up gap-fill (using the vocabulary from the first activity) foundation and higher photo card 90-word question Spanish to English translation English to Spanish translation Write questions for the answers

This six-page file contains a very detailed explanation of how to use “gustar” in the present tense and a number of other back to front verbs, as well as plenty of activities for the students. It is part of another more comprehensive grammar resource that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-grammar-booklet-11715049

This 13-page file contains a lot of information on how to use the Present Subjunctive. It is aimed at A Level students, but it can be used with high ability GCSE student too. It starts with an explanation of what the subjunctive mood is, in contrast with the indicative. It then provides an explanation on how to conjugate it (including regular verbs, irregular verbs, radical-changing verbs and verbs with orthographic changes). The file then gives an very detailed view of when the subjunctive is used, common expressions that require the subjunctive and finally a lot of practice for the students. This file is part of a much more comprehensive file, the Grammar booklet that can be found in this link: https://www.tes.com/teaching-resource/spanish-a-level-grammar-booklet-1171504 ​

This double-sided mat provides the students of all abilities with a lot of useful language to support them when writing about the GCSE topic of Technology. Page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive). Finally, there is also a section on complex structures on the second page, with plenty of examples of comparatives and superlatives, conditional sentences (“si fuera…”) and negative sentences and structures with the infinitive (para+infinitive). (Note - please ignore the preview of the Word file, there is an ongoing issue with Word previews in TES; the file looks like the PDF shows)

This 62-page long booklet contains a very comprehensive overview of the grammar required to succeed in the new GCSE course. It is divided in three sections, one for each theme of the new GCSE, and within each of those there are two parts, one dedicated to verbs and one dedicated to all the other lexical categories. Each entry of the booklet focuses on one aspect of grammar, with a brief explanation of how to use the structure that is being covered, the rules and exceptions that need to be taken into account, and a variety of examples. This is always followed by an “Ahora practica” section with activities for the students to complete. Whenever possible, the examples and activities match the theme that the specific structure has been included under (e.g., the majority of examples and activities used to study the present tense will be related to the topics from theme 1 - relationships, technology, leisure and festivals). A free sample of this resource (the section on ser and estar) can be found here: https://www.tes.com/teaching-resource/spanish-grammar-ser-and-estar-11939670 And the final pages of the booklet, with the verb tables: https://www.tes.com/teaching-resource/new-spanish-gcse-verb-tables-11940354 THEME 1 Part 1 – Articles, nouns, adjectives, prepositions, adverbs and pronouns Nouns Articles Contractions Adjectives Comparatives and superlatives Por and para Negatives Questions Possessive adjectives Direct object pronouns Part 2 – Verbs Ser and estar Conjugating verbs The present tense 13a. Regular verbs 13b. Irregular verbs 13c. Reflexive verbs 13d. Gustar The Preterite The Imperfect Opinions in different tenses THEME 2 Part 1 – Adjectives and pronouns Demonstrative adjectives and pronouns Possessive Pronouns Part 2 – Verbs The Future Simple The Conditional The Preterite v. The Imperfect The Present Subjunctive Uses of the Subjunctive The Imperative (Commands) The Infinitive THEME 3 Part 1 – Adverbs and prepositions 26. Personal a 27. Quantifiers Part 2 – Verbs 28. Present continuous 29. Present Perfect 30. If clauses 31. The Subjunctive – Further practice 32. Verb tables

This resource contains two different versions of my grammar booklet. The content of both booklets is basically the same, but while the full version is 62 pages long, the reduced version is more printing-budget friendly, with 37pages. Both versions of the booklet contain a very comprehensive summary of the grammar required to succeed in the new GCSE course and numerous activities for the students. Each booklet is divided in three sections, one for each theme of the new GCSE, and withing each of those there are two parts, one dedicated to verbs and one dedicated to all the other lexical categories. Each entry of the booklet focuses on one aspect of grammar, with a brief explanation of how to use the structure that is being covered, the rules and exceptions that need to be taken into account, and a variety of examples. This is always followed by an “Ahora practica” section with activities for the students to complete. Whenever possible, the examples and activities match the theme that the specific structure has been included under (e.g., the majority of examples and activities used to study the present tense will be related to the topics from theme 1 - relationships, technology, leisure and festivals). A free sample of this resource (the section on ser and estar) can be found here: https://www.tes.com/teaching-resource/spanish-grammar-ser-and-estar-11939670 And the final pages of the booklet, with the verb tables: https://www.tes.com/teaching-resource/new-spanish-gcse-verb-tables-11940354 Finally, each version of the booklet can be found separately in the following links: Reduced version: https://www.tes.com/teaching-resource/gcse-spanish-grammar-booklet-cuaderno-de-gram-tica-11939892 Full version: https://www.tes.com/teaching-resource/spanish-gcse-grammar-booklet-cuaderno-de-gram-tica-11939611

This resource is a quick reminder of how to use the preterite and the imperfect in Spanish, with an explanation of how each tense works, verb tables to conjugate regular and irregular verbs, time phrases that typically require the use of each tense, a lot of examples and activities for the students to practise. This resource is part of a much bigger resource, my GCSE grammar booklet, that can be found here: https://www.tes.com/teaching-resource/spanish-gcse-grammar-booklet-cuaderno-de-gram-tica-11984926