Over the years I have collected press cuttings from the website todocoleccion. These have never been organised but I’ve put a few together now and highlighed what I think are key phrases and useful bits of information. Obviously there is so much more you can do with this given the texts themselves but as a first lesson I’m going to get my students to build a person profile for Pedro Almodóvar using information gleaned from the multiple texts to find out about him, what makes him tick, what he likes style wise etc etc I have no idea which magazines these belong to so I’m weary about the copyright here but it’s for an educational purpose so I’m hoping that it’s all okay.

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Inspired by Ousmar Uman’s story and can’t wait to share it with my year 13s. There’s so much that can be done with this transcript that I’ve kept it simple. I am aware there are some errors in the transcription but it reflects what was said by Ousmar Uman and imo any attempt to correct his Spanish would be distasteful. The opportunity is there though to have that conversation with your students if you happen to find one.

A worksheet to use when teaching adjectives with personal descriptions.

Preview copy of https://www.tes.com/teaching-resource/pan-s-labyrinth-zero-prep-student-booklet-12294455

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

A booklet ideal for GCSE French revision, transition or in class teaching. A page per grammar point with two practice exercises per grammar item. This is an editable PDF meaning when opened with Adobe Reader students will be able to write their answers in the boxes provided and save and send to you. If you have any issues let us know. A massive thank you to @saraherowland for teaching herself InDesign just to get the French down for this edition!

A booklet with thematic pages full of IRP ideas as well as linked similar issues. Structured research pages, a vocabulary section and a 2-minute speech draft section. All editable PDFs.

A new overhauled version of this resource is now available here. It covers every single grammar point from the AQA, Edexecel and WJEC specifications and is designed for classroom and independent study.

This is an editable PDF, write the student’s name and save.

It’s not cheap I know but have a look at the preview copy and you’ll understand. Please leave a review if you purchase! Resource includes: Character analysis Themes Social and historical context Director and cinematic techniques Quote index Essay aides Character analysis A 23 page section which focuses on Ofelia, Vidal, Mercedes, Carmen, Ferreiro and the Faun. Each character has an analysis sheet, an adjective continuum with character specific adjectives and their antonyms and a follow up writing task. There is an infinitive verb classification ask to build knowledge of the film and character specific vocabulary and evidence and a whole page dedicated to answering character relationship style questions. Plenty of room for writing practice and feedback. Social and historical context This section is centered around a reading task featuring texts on 1944, las mujeres, la resistencia, la dictadura, el olvido y el fascismo. There is a pre-reading vocabulary builder and a post-reading comprehension question task as well as links to further independent study. Following this a page on how to evaluate cultural and societal contexts includes evaluative language to be used in essays and a follow up task in which students try to place the message/opinion of the director and evaluate it with evidence from the film. They will do this in relation to el franquismo, la posguerra, la desigualdad, la rebelión, las mujeres y la obediencia.* Director and cinematic techniques This 13-page section starts with a working glossary of both cinematic and director techniques, students translate the words as they appear in the following pages. We then take a tour of the sound used in the film, when it was used and for what purpose (all whilst building writing practice) and then an extended reading on director techniques with a follow up reading true/false/correct in Spanish style exam question. Following that is a match-up of symbols and a nice activity on the fairytale elements in the film called Making a Fairytale. Each element described with a small reading and gap-fill exercise. Lastly, a section called Breaking a Fairytale will get students thinking about how the film diverges from the path set out by traditional fairytales. If that wasn’t enough we then go on to explain the What/How/Why acronym and students will get the opportunity to practise their analysis skills using evidence from the film. A final section focuses on the use of allegory in the three Faun’s tests, an open ended task based on the allegory in the story Ofelia tells her younger brother in the womb and a final introductory task to essay writing.* and more but I’ve hit the character limit on here.

This is a parallel reader of Lorca’s La Casa de Bernarda Alba complete with an index at the back. The English translations is open-access via Poetry in Translation and A. S. Kline. All design is by myself.

A list of apps, websites and resources to guide indpendent study. The PDF is designed to be sent home by email so it is interactive. All icons are linked if they refer to an app, website or particular resource.

Task is for students to skim and scan the text looking for the grammatical items numbered above. Will then work on meaning with a MWB activity.

A reading resource with three follow up tasks based on people’s opinions on music and film. This is the follow-up lesson to another lesson uploaded on here titled complex opinions tv and film

Boletín is a weekly A Level Spanish newsletter. Every uniquely designed edition includes three topical texts, a vocabulary search and an A Level exam style question. Apologies in advance that upon downloading the latest edition you’ll see that every prior edition also downloads. At the time of creation TES allowed users to pick and choose which files they could download, this feature has since been removed.

Just the lyrics of the song Volver to accompany a lesson on the relevance of the film title.

I’ve designed this to work in conjunction with the GCSE writing mat and the GCSE teacher/student booklet (in particular the list of 108 verbs on the last page). The only thing required from you is to decide which tenses you are working with and crack on. You may come up with your own ideas to incentivise students’ work.

Post-writing checklist for students.

A post-writing checklist specific to Volver and WJEC.