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

A series of reading and writing activities to explore the historical background of Guillermo del Toro’s film El laberinto del fauno (Pan’s Labyrnth), focused specifically in the causes and course of the Spanish Civil War and the idea of “las dos Españas” and the representation of this concept in the film, a section about “los maquis” and a section about fascism. 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 booklet with eight 150-word questions to revise the theme of Current and Future Study and Employment of the new Spanish GCSE exam. There are two questions for each of the topics in Theme Three (My studies, School Life, Education Post-16 and Jobs, career choices and ambitions). Each of the questions contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. Finally, the booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and it is an easy way of setting useful homework.

This resource contains two separate booklets. The first one contains eight 90-word questions covering all topics of Theme 3 (Current and future study and employment) of the AQA Spanish GCSE specification (two questions for each of the four topics of Theme 3). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same eight questions, followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities. Themes 1 and 2 also available, and a booklet with all three themes can be found in this link: https://www.tes.com/teaching-resource/spanish-gcse-answering-90-word-questions-themes-1-2-and-3-writing-exam-1209181 ​

A series of reading and writing activities to support students to explore the theme of obedience in Guillermo del Toro’s 2006 film El laberinto del fauno. 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 two booklets, one of them including twenty-four 150-word questions to revise the three themes of the new GCSE course (AQA specification), and a similar one consisting of twenty-four 90-word questions. In each booklet there are eight questions for each of the three themes of the course (Identity and culture, Local, national, international and global areas of interest and Current and future study and employment), and two questions for each of the topics in each theme. The 150-word question is part of the higher writing exam, and each question contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. The booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. The 90-word questions include four bullet points that the students are prompted to cover, and they explicitly require them to include references to three time frames and opinions (as per the AQA mark scheme). When possible, one of the bullet points starts with ‘qué hiciste’, a question which appears in many of the AQA samples and that some students often fail to understand. The booklet also contains a copy of the mark scheme. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and as an easy way of setting useful homework.

A set of five bilingual (French and English) writing and speaking mats/templates, loosely based on Studio 2. These mats are perfect to set cover work (students can use them to write sentences and paragraphs on each topic, use them to produce posters and classroom displays, or to create revision mind maps). I have also used them in lessons. Some of the activities I have used these templates for include: dictation: read a text that uses the language in the mats and ask the students to write it down. dicta-translation: read a text based on the mat in French and ask the students to write it down in English, or the other way round. paired dictation and translation: same as above but the students read to each other. “great minds think alike”: ask the students to write a number of sentences and then ask them to find out, by reading their sentences to each other, if someone else wrote the exact same sentences, thus proving that they are great minds. “stand up if”: ask the students to highlight sentences in the mats. Then read a text based on it and ask the students to stand up (and then immediately sit down) every time that you read a word or phrase that they’ve highlighted. speed reading: time the students while they read from the template, see how many sentences they can read out/who is the first to read a full text etc. And of course the students can use the writing mat to write their own texts. More mats will be added shortly on topics such as health, school and relationships.

This resource includes a lot of information about family life in Spain, followed by a series of questions for the students to show their understanding of the topics covered. The resource is written in English and it is meant to improve the students’ cultural awareness. It is aimed at GCSE students, but it can also be used with A Level students as a quick introduction to the sub-theme Traditional and modern values. Finally, it is ideal to set cover work.

This is a board game to get English as a Foreign Language to practise their speaking (and mediation) skills. It is based on games such as Snakes and Ladders, but since I have designed the board, I have explained all the peculiarities in the instructions. Each time the players roll the dice, they will have to complete a speaking, mediation (explain a graph) or grammar task. The different tasks are: making a speech on a specific topic. having a discussion with a partner on a specific topic. answering a question. taking part in a role play with a partner. correcting a common mistake in a sentence. If the player completes the task correctly they can stay in the box where they’ve landed. If they don’t, they’ll have to go back. All the resources needed to play the game are included: 24 grammar cards, 24 discussion cards, 24 question cards, 12 role play cards and 12 graph cards. There are a few special boxed to keep the game more exciting: the lift, that helps the players move forward or backwards a few places; the dice, which allows them to roll the dice again; the field, where they relax for a turn, and the grim reaper, which takes them back to the starting point. The game is designed for B2 students, but can be easily adapted for other levels. EDIT: PLEASE IGNORE THE AWFUL PREVIEWS, THE ACTUAL FILES LOOK FINE, AS SHOWN BY THE COVER PICTURE, A SCREEN CAPTURE OF THE BOARD.

Support booklet to prepare students for the new GCSE speaking exam. The booklet includes a detailed summary of the requirements of the new speaking exam (role play, photo card and general conversation), both at foundation and higher levels, explained in a student-friendly way, as well as the mark schemes for each element of the test, examples of role plays (foundation and higher) and photo cards (with foundation and higher questions), and a very comprehensive list of questions for the general conversation. All the questions have been translated to allow the teachers to use them in the classroom, set them as homework or tell the students to work independently on them . Additionally, the resource includes a foundation and higher check-list to provide the students with immediate, personalised feedback.

A whole set of resources to teach the GCSE topic relationships within the family. The presentation consists of 62 slides (please note that the presentation was made using Smartboard Notebook, not Powerpoint; I have included a Powerpoint copy, but a lot of the features do not work or work worse on Powerpoint, so I advice using Notebook to open it) includes the following vocabulary areas: - family members - physical descriptions - character - “me llevo bien” and reasons for getting on (or not) with people. The presentation covers the following grammar points: - ser and tener - the conditional - comparatives - negatives - asking questions It also includes several speaking activities (role plays and photo cards), as well as a variety of games (naughts and crosses, connect 4, walk around the room finding information). The presentation is supported by 7 worksheets, a writing mat and an overview of the new GCSE course

I find this the single more useful worksheet I have written. It is a simple template to write an extended sentence about how opinons havechanged (When I was little I liked... because it was..., but now...). I have been using it with all my Spanish groups (7-11) in the last couple of years, insisting that they always use the structure in their written and oral work, and by doing this they automatically include two tenses, a variety of connectives and adjectives and opinions in all their work. I have also included two further resources as examples of how I've been using it.

A couple of lessons to prepare students to express an justify their opinions about TV programmes, using a variety of expressions (beyond the basic "me gusta"), adjectives and tenses. Supported by a template worksheet to express opinions in the present and in te past and a variety of activities.

A (very large) set of resources to cover all aspects of the topic of jobs and careers, guiding the students towards beign able to write and speak about the topic using a variety of tenses (preterite, imperfect, the expression "tenía que" + infinitive and future simple), as well as the relative and other complex structures. The set also includes an introduction to the subjunctive (with expressions such as "No creo que" + subjuntive). All supported by 15 corresponding worksheets that also include reading activities.