A five-part quiz for revising Pedro Almodóvar’s film “Volver” (2006) for the AQA A-Level Spanish exam. Tests both knowledge of the film and related vocabulary. Activities: Choose the word that fits Guess which character said… Who’s in the picture? Odd one out (synonyms) Definitions Designed to be sufficiently challenging to stimulate the more able students, though the fun format entertains all levels. Exclusively in Spanish.

A lesson introducing the French partitive article using food. Includes a visual introduction, a student-led grammar exercise with cutouts, and a fun speaking activity in pairs. Aim: to be able to say what you eat and drink for lunch at school. Designed for KS3, but could also be used for rudimentary KS4 revision.

An essay I wrote as an example to follow for Year 13 Spanish students studying Gabriel García Márquez's 'El coronel no tiene quien le escriba', as there are currently no exemplars on this text on the AQA website. The essay answers the following question, from the June 2016 paper: Analiza las acciones de dos personajes principales en la novela que has estudiado. En tu opinión, ¿qué revelan de su personalidad y actitudes? The document includes a plan to illustrate the thought process that went into the essay, followed by the essay itself. I made my students count the number of different tenses employed, highlight 'impressive' vocabulary, spot different ways in which points are exemplified and justified, etc.

A fun activity to consolidate vocabulary of places in town. Students cut out words and stick them onto the right picture, then draw a map of Seville based on the resulting text. This can take the better part of a lesson. NB: For the sake of simplicity, I have taken liberties with geographical positioning - it is not all true to life...

Contains three parts, each 10 questions long: Verbs, Nouns, and DIY ( students translate whole sentences). The quiz is on the easy side - top sets may need more stimulation - but see for yourself. NB: Slides 8, 34, and 37 mention me by name - change to your own! Otherwise all is non-specific.

A lesson to complement the Racismo module of the topic of Multiculturalism in the AQA Spanish A2 curriculum. Students read a short article about the Law of Historical Memory in Spain, with comprehension discussion to follow. Students then watch a video of a speech from a convention of the right-wing party Vox (October 2018). They make guided bullet-point notes - answers are included. Finally, a partial transcript of the speech is offered, and students are invited to discuss. Great for up-to-date, idiomatic vocabulary on the topic, and for real-world knowledge of Spanish politics and society.

A demonstration essay I wrote to show pupils how to write an A-Level essay in response to Pushkin’s novella ‘The Queen of Spades’. The essay is 323 words long and demonstrates paragraph structure and point-evidence-explanation. The question comes from the 2020 Pearson Edexcel AS Paper 2 (Written Response to Works and Translation): Объясните отношения между Германном и Графиней в этой повести. In Word format so can be edited as required.

A medley of activities to accompany the ballad ¿Qué será? by the Puerto Rican musician José Feliciano. Aim: to consolidate the simple future tense, both regular and irregular. Can be comleted independently, in pairs/small groups, or as a class. Can also be used with A-Level groups to revise the simple future tense and to discuss the problem of people migrating away from small towns and villages to cities.

Since there aren’t many sample materials for the new Edexcel IGCSE Spanish specification (2017), I’ve created this resource modelled exactly on Question 5 of the Reading and Writing exam - the one where students read a literary extract and answer questions about it in Spanish. The only difference is that this also contains a list of translated words to help students, which is NOT provided in an exam. The literary text is an excerpt from a collection of tales ‘Relatos de mi pueblo’ by the Mexican writer Efraín N. Pacheco García. Answers are included at the end of the document. Word document allows you to tailor it to your class or a different exam body.

An editable reading worksheet based on an article adapted from El País (August 2020). Topic: the uncertain future of theatre and classical music in light of the COVID-19 pandemic. A vocabulary box is provided to facilitate initial comprehension. Activities consist of a vocabulary search on the topic of uncertainty (very relevant!), and questions that pupils have to answer using their own words - i.e., not chunking answers from the text).

An editable worksheet aimed at Year 13 AQA Spanish, to go with a video produced by El País which features interviews with two very different immigrants. The worksheet consists of a gapfill of the transcript, plus a vocabulary exercise that asks pupils to look for expressions in the text and adapt the verb forms as needed. Complete answers are provided at the end of the document.

A sample A2 essay anwering the question: ¿Qué aspecto o aspectos de la película Volver te parecen más interesantes? The close reading exercises that follow focus on paragraph structure, and lead to an independent writing task in which students take a stab at writing a clear, structured paragraph of their own.

To complement the Year 13 Spanish ‘Jóvenes de hoy, ciudadanos de mañana’ module: 1-2 lessons’ worth of exploration of the 15-m social protests of 2011 in Spain, focussing on the activism of the young. Featuring: A starter activity asking students to analyze real placards brandished by young protesters. An extended video worksheet, with answers, to go with interviews of two young protesters: transcript with listening gapfill; answer questions in Spanish; find the Spanish for…; find subjunctive in transcript; translate a paragraph of the transcript into English.

Students read about, and work with, one teenager's hopes for his future (marriage, children, etc.), then write about their own.

A series of listening comprehension exercises to accompany the song ‘Johnny’ by Vaya Con Dios (easily found on YouTube). The activities include: gapfill, vocabulary, verb tenses, connectives and time frames, translation. Would suit mid-to-high ability Yr 13 students.

A self-guided explanation and exercises dealing with the following often-confused pairs: si – sí mi – mí tu – tú el – él Students figure out the rules based on a body of examples, then complete gapfill and translation exercises. I have found that this tends to clear up a lot of confusion common about accents in Spanish!

A young sportsman is being interviewed about his relationship with his parents, friends, girlfriend. The audio recording is accompanied by a transcript or listening gapfill (for differentiation) and a variety of reading comprehension exercises to follow, with lots of useful vocab chunks that can be used for writing and speaking. Topic: Relationships - getting on well or badly with people, ideal partner, etc. Could take whole lesson for lower-ability, or half a lesson for higher-ability.

A three-stanza song that students can rap to a background beat (included). The lyrics explain how to negate in French (by putting the 'ne', 'pas' around the verb!). Followed by a series of crazy questions that students are likely to answer in the negative, therefore having to put the negation song into practice.

A video worksheet to accompany a Spanish TV news segment about Penélope Cruz's film on child leukaemia (2016). To accompany the 'Influencia de los ídolos' module of Year 1 A-Level Spanish. Exercises included in the worksheet: Comprehension: 1 out of 3 (in Spanish) Vocabulary: circle the correct definition of new words in the video Grammar: re-write sentences about the video using Indirect Object Pronouns.

A thematically-organized reference of literature-related vocabulary in Spanish and English, plus a PowerPoint with comprehension and translation exercises of increasing difficulty for putting the vocabulary to use. It equips students with terms for expressing a variety of ideas when discussing a work of literature (plot, character, protagonist, antagonist, event, precede, follow...). The sentences to translate are tailored to El coronel no tiene quien le escriba, but can easily be tweaked to fit any text you are teaching.