Plenty of varied opinions about Pedro.

A mini-series of regional identity themed scripts for a cast of four students who will along the way meet an array of helpful locals. The scripts are written at CEFR level B1. Casa Botín (Gastronomy) El Día de Ganso (Basque country/curious festivals) Semana Santa en Sevilla (Religious festivals)

Something for my year 13s who will be analysing lots of simbolism and messages in SCW posters from the 30s.

To be used in conjunction with page 20 from the Jóvenes en Iberoamérica survey. Back up link here.

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.

An eight page resource focused on themes in Volver, the carefully constructed soundtrak by Alberto Iglesias and shot selection for key parts of the film. Page 1: Identifying the main themes in the film Page 2: Authentic reading resource Page 3: Questions Page 4: Analysing the soundtrack and music of the film Page 5: Analysing camera shots for key sequences. Page 6: Essay writing skills and what/how/why Page 7: Student directed task hunting for additional shots/sound effects. Page 8: Example essay question and answers + practice question Thanks Josh S for proofreading!

This is a resource to check how well students have understood the plot and the characters in the book. I recommend that firstly students match up the infinitive structures which are already conjugated in the 3rd person, afterwards use different coloured highlighters to categorise the infinitive verbs by the character which they correspond with. This is an ideal task as a follow up to the character analysis two-page sheet, if a student for example says that Raimunda is fuerte you may ask them ‘how do we know?’ and they have to write a sentence explaining why they think Raimunda is fuerte giving examples from the text, this infinitive structure and verb sheet could form the basis of one of those exemplary points.

A timeline activity in which students sort events by act and then further by order. There is one fake event and teacher answers are provided.

Updated Volver quote cards x60 Now with more uncommon quotes which exemplify themes by secondary characters and also a picture of who said each quote on each card.

Varied tasks for lesson starters or homework to retrieve information about key scenes, quotes and essay writing point practice. Ideal for any candidates doing the WJEC exam who are in A2 and retaking the AS Unit 2. Timer at the top is 4 minutes but you can allow as much time as you need. Answers to the quotes section is in the notes of each slide.

Choose a verb and change it according to 25 prompts. Edit: The grammar item is named in brackets.

A starter activity to check how well students have understood the plot. It does make make you realise as well how many small plot lines are running at the same time. Answers given as well in teacher copy.

Two pages per character. One page on development, relationships, goals and motivations and a second one containing 17 contrasting adjectives to develop descriptions of characters. I’ve included this free in the Volver bundle I have for sale.

Quotes from the film Volver on a flick PowerPoint. Students can win points if they can answer who said the quote, to whom, in what context and what theme or essay link it relates to.

From a structured match-up to free practice students will be able to use relative pronouns que and quien.

Students can translate them, discuss who said them in which context and to whom. The colour coded set are coded by character, the other set are all one colour so no clues are given away. Last page are misc and unsorted.

This is a resource to check how well students have understood the plot and the characters in the book. I recommend that firstly students match up the infinitive structures which are already conjugated in the 3rd person, afterwards use different coloured highlighters to categorise the infinitive verbs by the character which they correspond with. This is an ideal task as a follow up to the character analysis two-page sheet, if a student for example says that Adela is rebelde you may ask them ‘how do we know?’ and they have to write a sentence explaining why they think Adela is rebelde giving examples from the text, this infinitive structure and verb sheet could form the basis of one of those exemplary points.

Learners complete the conjugation tables on the front of their booklet with support from the Powerpoint and teacher input. Learners then complete the booklet, section by section, changing the verbs in context from the present into the preterite. As a challenge learners may translate these sentences. A homework task is set at the end which requires students to translate from English to Spanish.

After a big success last year I am sharing my GCSE Speaking Toolkit. This Powerpoint contains an introduction to the WJEC Unit 1 speaking exam, working memory and six functional chunks along with usability conditions, worked examples, translations, valid alternatives and what the chunk seeks to achieve (references to the past, present, future, subjunctive, easy idioms etc). I made this due to post-mock analysis revealing a lack of complex structures and now introduce it early in the GCSE. This year I have added some AI suggestions which students may add to the original six.

Two pages per character. One page on development, relationships, goals and motivations and a second one containing 17 contrasting adjectives to develop descriptions of characters. I’ve included this free in the LCDBA bundle I have for sale