Table explaining the different uses of these two prepositions plus some practice which includes translation. I have not been able to find a way of classifying the contrasts that I totally agree with so I have tried to group them as I thought I could explain them more logically to my students. The picture at the top refers to a trick to help remember their main uses: para = destination, towards; por = the reason behind. I have attached an answer sheet to the tasks.

This is a compilation of vocabulary sheets that I created to go with Espanol Mundial 1. The topics include greetings, home, school, town, ticket buying, room booking, telling the way, the weather, personal descriptions, restaurant, clothes, health, holidays, communications, the environment and transport. Some sheets include homework ideas or role-play opportunities.

The tables have been laid out to fit neatly on 7 pages. If you add a cover page you can produce a booklet in A4 or A5 size, with staples in the middle, which will be very useful for reference. I have included an appendix on positive instructions featuring the imperative mood and a very basic explanation on how to form and use the present subjunctive in polite instructions.

I have devised this resource to help my weaker students (aiming for a C), using both the textbook and the workbook. Most of the instructions are in English so they can access the tasks easily. I think they will be suitable for homework too. I have included some more challenging tasks that can be helpful for higher ability students. I have organised the worksheets according to related topics, in slightly different order to the textbook. Topics revised: 1. tourism, 2. education and work, 3. home life, free time and health, 4 town and the environment.

A series of verb tests for regular (2 versions) and 1236 / G verbs (5 versions) in the present tense. All are out of 40 marks. They may be useful if you teach parallel classes or for resits. Also, can be used as reinforcement tasks for starters or homework.

<p>A matching-up activity using those rubrics that keep coming up in role plays. If you have enough lesson time, your students can cut the Spanish expressions up and actually stick them in the worksheet. Otherwise they can copy them or you can turn it into a drag and drop IWB resource.</p>

Step-by step PPT on the present tense of different groups of verbs (regular, g-verbs, stem-changing, etc). Good for revision or recap just before starting the past tense.

I created this lesson to give my IG ab initio students the chance to work out how the preterite is formed in Spanish instead of being told from the very beginning. I told them about my recent holiday as we watched the PPT and they understood most of it thanks to the pictures. Next, I gave them the worksheet with the script and got them to do the tasks, monitoring them closely and checking answers as a whole class. They were all quite engaged and when we went back to the textbook (Espanol Mundial 1) the next lesson they found the conjugations and tasks there fairly easy to access.

Reference table covering the main forms, uses and position of these pronouns. I have highlighted the tricky ones (at least for my students!).

PPT in Spanish explaining the form, uses and when to avoid the perfect tense. It includes some practice and translation at the end (answers provided). It will suit Higher (I)GSCE candidates and can also be used as a refresher for AS/A Level.

This chart is good for reference once the students know a bit about different tenses. They find it useful when they speak or write about holidays in the past (preterite/imperfect), present or future.

A tutorial on the use of un poco, muy, mucho, bastante, demasiado. I have tried to rationalise their use as many of my students kept getting them mixed up. There is some class practice at the end of the tutorial.

Useful vocabulary list for media and IT, for reference and revision.

An introduction to the main uses of the imperfect tense in Spanish.

Revision game on the topics of personal information, house and school. You can add to it easily depending on the number of students in the class or the amount of cards you want them to have. For extra challenge, they read out the questions as they are but have to come up with their own answers.

Step-by-step tutorial. It gives an overview of the writing paper and focuses on how to make the most of the last question. This is an amended version of my original PPT to fit the new specification. I have also added more sample questions at the end. You can go through the model answer in class, giving students handouts and getting them to find examples of good quality language (colour-coding works really well). They can choose a sample question to do as homework.

A very &quot;condensed&quot; explanation and some practice of the main uses and forms of the Subjunctive mood. My students knew how to form the present and imperfect tenses and only some of the uses presented here so the worksheet is for reinforcement and extension. The book mentioned is &quot;A Spanish Learning Grammar&quot;, by P Munoz &amp; M Thacker. I have amended the information on stem-changing verbs and added the missing accents in this second version.

I created this worksheet as a last reminder of idiomatic or &quot;tricky&quot; structures for my students. They go from the basics (gustar-type verbs) to higher points (the subjunctive). They are all useful to score marks in CIE's IG Paper 4 but I think they are all good to know to improve the quality of spoken and written language no matter which board your students are preparing for. I have added a document with possible answers.

A two-lesson PPT on hobbies, first about me gusta + infinitive, second about present tense + activity. I use it with my Yr 10 Ab initio IG but should be suitable for KS3 too. The listening task and vocabulary are based on Espanol Mundial 1. I have provided the script.

The text and audio file come from Mira Rojo Higher Module 9.5. I have thought of some questions in Spanish that resemble the style of the third section in the CIE IG listening paper (TL, non-factual information). I have enclosed the script for those who don't use this textbook.<br /><br /> We did the listening practice first (no book!) and then we explored the text further with the activities in Mira.

I created these helpsheets to introduce my Yr 10 students (they start ab initio and take the IG exam after two years) to instructions in Spanish, positive instructions much earlier than negative instructions, but it makes sense to treat them as a two-step tutorial. I think it could also be helpful for quick reference at AS level.