Reading Comprehension Worksheet, with four activities, including a writing exercise and extension. The fourth page is a support sheet for the less-able students.

Reading Comprehension Worksheet on the topic of &quot;My House&quot;. It includes one paragraph using the near future tense and other expressions of future.<br /> <br /> List of activities:<br /> 1. Students to find a list of words in the text.<br /> 2. Students to find a set of phrases in the text.<br /> 3. Students to answer in English a set of questions about the text.<br /> 4. Students to label a plan of the house described, identifying the exact location of each room.<br /> 5. Translation from Spanish to English. Each to choose between paragraph 4 (low-ability), paragraph 5 (medium-ability) and paragraph 6 (high-ability) and translate it in the space provided.<br /> 6. AfL. Student's to self-assess their performance and to write a comment for &quot;WWW&quot;, &quot;EBI&quot; and &quot;Target&quot;.<br /> 7. AfL. Borrowing List. Students to fill-in the squares with useful nouns, adjectives, verbs, complex grammar structures, opinions and connectives. They can cut the list and use it afterwards in order to improve their own writing.

Power point presentation with accompanying worksheet that has been differentiated according to student's ability.<br /> <br /> Learning Objectives:<br /> 1. To use a model in order to build up/develop student's response.<br /> 2. To discuss health issues related to tobacco.<br /> 3. To provide detailed and precise answers.<br /> <br /> List of activities:<br /> 1. Students to guess (cognate recognition, context) or find in the dictionary a list of key words.<br /> 2. Students to categorise each person according to their opinion on tobacco by using some of the key words on Q.1.<br /> 3. Students to analise whether each opinion is positive, negative or both and to explain the reasons provided.<br /> 4. Speaking activity: students to ask each other two simple questions where they have to give an opinion.<br /> 5. AfL: students to reflect on the progress of the lesson, noting what they already knew, what they have just learnt and what they need to ask.<br /> 6. Set of 3 speaking activities (present, past and future), including extra vocabulary and peer-assessment practice.<br /> 7. AfL: revision of objectives.<br /> 8. Homework: writing task.<br />

<p>A power-point, which includes one embedded audio file and links to on-line video resources, and accompanying worksheet for students.</p> <ul> <li>Map and graph analysis. Use of data in order to support a point of view.</li> <li>Video tasks to understand some of the key terminology associated with “la corrida”.</li> <li>Bull-fighting based idioms.</li> <li>Video exercises to understand the rituals and procedures of a “corrida de toros”.</li> <li>Practice with the formation of subordinate clauses, with and without Subjunctive tenses.</li> <li>Reading tasks to understand the variety of celebrations that involve bulls in Spain besides “la corrida”.</li> <li>Listening and reading activities on the running of the bulls festival at Pamplona (“los sanfermines”).</li> </ul>

Presentation and two differentiated worksheets to introduce the grammar rules on the Conditional Tense in Spanish.<br /> <br /> Lesson Objectives:<br /> 1) All students will remember how to conjugate Regular Verbs in the Conditional.<br /> 2) Most students will be able to use three Irregular Verbs.<br /> 3) Some students might start using the structures for &quot;Should&quot; and &quot;Could&quot; in Spanish.<br /> <br /> Activities: <br /> 1) Short Introduction: Use of the Conditional. Formation.<br /> 2) Students to practice conjugating three different verbs in the Conditional, including the opinion verb &quot;Gustar&quot; (To like). Teacher to elicit the different formation of Opinion Verbs &quot;Gustar&quot; and &quot;Encantar&quot; (To love) by drawing comparisons with the Present Tense. <br /> 3) Students to work out the whole conjugation of the irregular verbs &quot;HACER&quot; (To do/make), &quot;PODER&quot; (&quot;to be able to/Can&quot;) and &quot;TENER&quot; (To have) after being shown the first person singular. Teacher to elicit the stem pattern.<br /> 4) Reminder of the particular conjugation of Reflexive Verbs: Reflexive Pronouns. Teacher to stress differences between these and the ones used for Opinion Verbs above (third person singular and plural).<br /> 5) Presentation of the structures for COULD (Conditonal Tense of &quot;Poder&quot; + INFINITIVE) and SHOULD (Conditional Tense of &quot;Deber&quot; + INFINITIVE). Students are provided with two examples as models and have to complete two conjugation grids.<br /> <br /> ALL students must complete exercises 1-2<br /> MOST students should complete Exercises 1-4<br /> SOME students will complete Exercises 1-5<br /> <br /> Having completed Exercise 5, able students could use this grammar with regards to any given topic being covered at the time to apply it accordingly by writing a paragraph.<br /> Follow-up: Combining both the Immediate Future and the Conditional.

Reading worksheet with four fictional characters describing what their future partners will be like.<br /> <br /> Lesson Objectives:<br /> 1) To use confidently the Future Tense in Spanish.<br /> 2) To describe personalities and physical attributes.<br /> 3) To revise connectives and opinions.<br /> <br /> Activities: <br /> 1) Text comprehension.<br /> 2) Identification of connectives.<br /> 3) Writing exercise combining highlighted verbs in the Future and the connectives from Exercise 2.<br /> 4) Analysis of opinions.<br /> 5) Identification of useful words and expressions to be applied on student's own writing.<br /> 6) Grid to practice tenses, manipulating the verbs from the text.<br /> ALL students must complete exercises 1-3<br /> MOST students should complete Exercises 1-5<br /> SOME students will complete Exercises 1-6<br /> <br /> It includes a vocabulary box for extra support. <br /> Having completed Exercise 5, able students could use the useful words/expressions to write their own description on future partners.<br /> Follow-up: Students ask each other what qualities will their future partners have.

Writing Worksheet on fashion and clothes.<br /> <br /> Learning Objectives:<br /> 1. To understand adjective agreement when describing items of clothing.<br /> 2. To practice using comparatives in Spanish.<br /> 3. To learn the grammar rules that apply to the verb &quot;COSTAR&quot; (To be worth/cost).<br /> 4. To challenge students to use both a future tense (Near Future) and a past tense (Imperfect).<br /> <br /> List of activities:<br /> 1. Describing clothing items. Students to write a brief description based on a visual clue and a list of adjectives in English.<br /> 2. Translation (in line with the new GCSE specification). Students to practice with the comparative structure (SER+MÁS/MENOS+ADJ+QUE).<br /> 3. Prizing in Spanish (&quot;cuesta - cuestan&quot;), followed by questions that require students to use the superlative structure (i.e. &quot;el/la más caro/a es&quot;).<br /> 4. Prize comparison (COSTAR + QUE).<br /> 5. Wearing different outfits for different occasions. Students to extend their descriptions in order to address several scenarios.<br /> 6. EXTENSIONS (brief grammar explanations included): <br /> a) The Near Future in Spanish. Students to write a paragraph on the space provided on what they are going to wear next week-end.<br /> b) The Imperfect. Students to write a paragraph on the space provided on what they wore or used to wear when they were younger.

Scheme of work (at least two lessons depending on ability) on power-point, which has been adapted to cater for the pressures of new GCSE specification with regards to authentic materials and focus on grammar.<br /> <br /> Lesson Objectives:<br /> 1. All students will be able to revise key vocabulary for this topic.<br /> 2. Most students will be able to describe a country/a region/a city as a tourist attraction.<br /> 3. Some students will be able to understand and use the Present Subjunctive.<br /> <br /> Success Criteria:<br /> 1. For a Grade 4-5:<br /> - Join your sentences using CONNECTIVES and use appropriate SENTENCE STARTERS.<br /> - Give OPINIONS and JUSTIFICATIONS.<br /> - Refer to PAST &amp; FUTURE EVENTS.<br /> 2. For a Grade 6-7, try to use two FUTURE TENSES &amp; two PAST TENSE.<br /> 3. For a Grade 8-9, try to add EXTRA DETAIL to your opinions, use a VARIETY OF TENSES and apply COMPLEX GRAMMAR structures.<br /> <br /> List of activities:<br /> 1. Presentation (facts about Peru), followed by a writing fill-in the gaps task.<br /> 2. Presentation (cultural awareness), followed by a reading multiple-choice exercise.<br /> 3. Extract from a travel guide about Peru:<br /> - Find the words.<br /> - Find phrases/set sentences.<br /> - Matching-up Spanish &amp; English, including two verbs in the Subjunctive. <br /> - Introduction to the Subjunctive. Students are provided with four exemplary sentences and have to work out what is fact, what is intention, what is objective, what is subjective. <br /> 4. The Present Subjunctive: Grammar Rules.<br /> 5. the Present Subjunctive: Grammar Practice<br /> - Conjugation of verbs in a given sentence.<br /> - Students to choose the correct form of the verb from two choices.<br /> 6. When to go to Peru? (Weather &amp; Climate). Reading exercise (questions in English).<br /> 7. What not to miss? (Main touristic attractions). Matching up sentences and images.<br /> 8. In the tourist office. Listening exercise. Audio has been imbedded on the PPTX and it's ready to play.<br /> <br /> The last slides include an AfL plenary for students to self-assess their performance in the lesson(s) and to revise the lesson objectives against the success criteria.

Scheme of work (at least two lessons depending on ability), which includes a printable worksheet with the student's resources and an extension worksheet for the high-ability pupils to complete.<br /> <br /> List of activities:<br /> 1. Reading Exercise 1 to revise the use of the Near Future Tense in Spanish. ALL students must complete the first column of the grid. SOME students will be able to complete the second column.<br /> 2. Introduction to JOBS (LAS PROFESIONES), including a fill-in the gaps exercise to check accurate spelling.<br /> 3. Classification. Students to sort the list of jobs between five different categories.<br /> 4. Reading Exercise 2. &quot;Who wants to be what and why?&quot;<br /> 5. Writing: &quot;What do want to do in the future?&quot;. Attached to the slide is a grid of with extra vocabulary and a simple writing frame.<br /> 6. Reading Exercise 3. Students to read a paragraph and answer a set of questions in English.<br /> <br /> The last slides include an AfL plenary for students to self-assess their performance in the lesson(s) and two writing frames intended as extensions; one of which I have added in a word document so that it can be printed out.<br /> Most of the slides include different questions and answers for students to practice their speaking skills throughout the course of the unit.

Reading and Writing Worksheet on asking and receiving advice on health issues.<br /> <br /> Learning Objectives:<br /> 1. To identify both key words and useful set phrases on the topic of &quot;Healthy Lifestyle&quot;.<br /> 2. To understand the conditional forms of DEBER and PODER (Should &amp; Could) in order to provide advice.<br /> 3. To practice the conjugation in the Future and Conditional tenses.<br /> <br /> List of activities:<br /> 1. Vocabulary (specific words), with an extension for more able students.<br /> 2. Vocabulary (set phrases): ALL must do 1-3; MOST should do 1-4; SOME will do 1-6.<br /> 3. Giving advice &amp; translation of underlined set phrases.<br /> 4. Writing: Providing advice using the text on Q.3 as a model.<br /> 5. Writing: Adapting the language on Q's 3-4 to give an account on what they could and should do to improve their well-being.<br />

Presentation and two differentiated worksheets to introduce the grammar rules on the Future Tense in Spanish, with two differentiated worksheets to cater for all abilities.<br /> <br /> Lesson Objectives:<br /> 1) All students will remember how to conjugate Regular Verbs in the Future.<br /> 2) Most students will be able to use at least three Irregular Verbs.<br /> 3) Some students might start using opinion reflexive verbs in the Future.<br /> <br /> Activities: <br /> 1) Short Introduction: Use of the Future Tense. Formation.<br /> 2) Students to practice conjugating three different verbs in the Future, including the opinion verb &quot;Gustar&quot; (To like). Teacher to elicit the different formation of Opinion Verbs &quot;Gustar&quot; and &quot;Encantar&quot; (To love) by drawing comparisons with the Present Tense. <br /> 3) Students to work out the conjugation of several irregular verbs after being shown the stem changes.<br /> 4) Reminder of the particular conjugation of Reflexive Verbs: Reflexive Pronouns. Teacher to stress differences between these and the ones used for Opinion Verbs above (third person singular and plural). Students to complete the conjugation of the verb &quot;LEVANTARSE&quot; (To get up).<br /> <br /> Having completed Exercise 4, able students could use this grammar with regards to any given topic being covered at the time to apply it accordingly by writing a paragraph.<br /> Follow-up: Combining both the Immediate Future, the Conditional and the Future Tense.

Power point presentation with accompanying worksheet. <br /> <br /> All tasks are based on authentic Spanish resources, in line with the new GCSE requirements.<br /> <br /> Learning Objectives:<br /> 1. To learn key vocabulary regarding stress (ALL).<br /> 2. To give advice on how to keep stress levels in check (MOST).<br /> 3. To learn how to tackle original, un-edited reading materials in Spanish (SOME).<br /> <br /> List of activities:<br /> 1. Stress symptoms: Students to match English and Spanish statements, followed by an oral task (class survey) for recap on adverbs of frequency (&quot;¿Con qué frecuencia estás estresado/a?&quot;).<br /> 2. Panic attack: Students to translate the different steps that lead to a panic attack from Spanish to English. This task will require the use of dictionaries and is meant to be completed in pairs/groups. An extension has been provided for more able students in which they have to write a paragraph including all of the physiological statements translated. Sentence starters have also been provided to that end.<br /> 3. Consequences of stress: matching-up exercise.<br /> 4. Dealing with stress: Revision of structures to give advice. Students to combine these with a set of five strategies to tackle stress orally. This could be followed by students writing a short paragraph providing hints on how to alleviate stress.<br /> 5. Translation that brings together, the causes, symptoms and ways to fight stress together.<br /> 6. Reading tasks: <br /> 6.1: &quot;Daños ocasionados por el estrés&quot;. Short paragraph followed by questions in English.<br /> 6.2: &quot;Mexicanos estresados&quot;. Short paragraph. Students to find four words in the text and to translate a further four into English.

Two lessons on Spanish numbers from 13 to 31 and a series of activities introducing the Maya culture and Mayan numerals. It includes a power point presentation, a worksheet with extensions for the medium/high ability and a simplified version for the low ability, plus three support sheets.<br /> <br /> Special attention has been put on improving cultural awareness of the Spanish speaking world, in line with the new GCSE specification.<br /> <br /> Learning Objectives:<br /> 1. Learn numbers in Spanish from 13 to 31.<br /> 2. Learn about the Maya Culture<br /> <br /> Success Criteria:<br /> * By the end of this lesson all students will be able to remember Spanish numbers from 13 to 20.<br /> * By the end of this lesson most students will be able to remember Spanish numbers from 21 to 30.<br /> * By the end of this lesson some students will have learnt some facts about the Maya civilisation.<br /> <br /> List of activities:<br /> 1. Mistake recognition task in which students have to find spelling, agreement and/or grammar mistakes on a set of five sentences. The slide includes a timer, some extra vocabulary for support and its is differentiated by outcome (ALL must complete 1-3, MOST will complete 1-4 and SOME will complete 1-5 in the time given: between 5'-10'). This task is to be peer-assessed: grade and target.<br /> 2. Presentation of numbers from 13 to 30. Teacher to elicit three patterns (i.e. &quot;Dieci&quot; + number 1-9).<br /> 3. Listening task. Teacher to read/spell the names of five individuals and to state their ages. Revision of the Spanish alphabet. Teacher to elicit the pattern for numbers from 31-39 (&quot;Treinta y&quot; + number 1-9). This task is to be self-assessed.<br /> 4. Oral Practice (&quot;¿Qué número es?&quot;). Teacher to check pupil's understanding (no &quot;hands-up&quot;).<br /> 5. Vocabulary Matching-Up. This task is to be completed in groups of 3 or more. Teacher to elicit cognate recognition.<br /> 6. Short presentation of the Maya Culture in the TL (CLIL), followed by a matching up of new words and pictures.<br /> 7. Dictionary task, followed by word classification (noun, verb and adjective). This task is to be completed in pairs. Praise points to be awarded to the couple that finishes first.<br /> 8. Fill-in the gaps exercise, recycling all vocabulary from tasks 5-7. It could be executed as a listening task, as I have inserted in the presentation a clip from the Museo Nacional de Antropología in Ciudad de México (http://www.youtube.com/watch?v=uZGxQAO8FLQ)<br /> 9. Presentation on Mayan numerals. Students are provided with a section of a Maya Codex and have to find as many numbers as they can spot.<br /> 10. AfL Exercise: Students to reflect on their own learning.<br /> <br /> Follow-up: Students should be encouraged to develop their own research on the Maya culture, either individually or in groups.

Reading activity based on an original article published by &quot;El Pais&quot; about the latest edition of the &quot;Sonar&quot; Music Festival in Barcelona.<br /> List of activities:<br /> 1. Multiple choice in the TL.<br /> 2. Vocabulary analysis. Students to fill-in a grid of key vocab.<br /> 3. Translation from English to Spanish using some of the words from the previous task.

Reading task on the topic of &quot;Technology&quot;, including an original article from &quot;El Pais&quot;, that delves on the increasing popularity of smartphones and tablets over laptops and computers. <br /> List of activities:<br /> 1. Set of seven questions in Spanish.<br /> 2. Vocab analysis. Students to find some of the key words in the text.

Worksheet on Healthy Eating adapted from an original source and thus in line with the reading expectations of the new GCSE specification. It explains what constitutes a balanced diet and criticises preconceived notions on skipping meals or limiting the food intake for dinners as means of loosing weight.<br /> <br /> There is a variety of tasks in order to help students to widen their knowledge of key words on this topic and to aid their understanding of the main ideas of the text. The final task will test students ability to &quot;recycle&quot; some of the above in a paragraph where, in their on words, they must explain their views on these issues.

Worksheet including a summary of the short novel &quot;Caperucita en Manhattan&quot; by renowned Spanish novelist Carmen Martin Gaite, followed by a set of questions in English to assess student's understanding.<br /> <br /> This resource is intended as an introduction to genuine, un-edited literary resources, in line with the demands of the new GCSE specification, with particular reference to the Reading Paper.

Worksheet with a series of reading and writing tasks on the topic of &quot;Clothes &amp; Fashion&quot;.<br /> <br /> List of Activities:<br /> 1. Students to read three statements using the comparative structures and decide the prizes of a series of items of clothing. Students will have to write whole sentences using the verbs VALER and COSTAR and a model sentence has been included on how to translate pounds and pennies, with a template for euros and cents too. Students will also have to answer two questions using the superlative structure.<br /> 2. Reading comprehension task in three tenses (Present, Near Future/Conditional/Other expressions of future &amp; the Preterite of the verbs LLEVAR and IR). Students have to read four paragraph and decide who is who. All complex grammatical structures have been highlighted for students to translate and they will have to find in the text the two verbs in the Preterite, as well as the specific time phrases to refer to the past.<br /> 3. Writing task: Fill-in the gaps. Students to conjugate verbs, decide on article and/or adjective agreement, etc.<br /> 4. Writing task 2: Students to write a reply to the letter on the last exercise. There is a checklist for students to fill-in before they finish, and three boxes for either self or peer assessment following the model &quot;WWW&quot;, &quot;EBI&quot; and &quot;Target&quot;.

Power-point presentation on the &quot;Day of the Day&quot; in Mexico. <br /> <br /> List of activities:<br /> 1. In pairs, students to discuss what they think they know about the &quot;Day of the Dead&quot;. <br /> 2. Translation from Spanish to English. Support extra vocabulary has been included.<br /> 3. Video on the &quot;Day of the Dead&quot; by a leading animation artist.<br /> 4. Presentation of some the features of the celebration: &quot;altares de ofrendas&quot;, &quot;calaveras de azúcar&quot;, typical food, etc.<br /> 5. Reading exercise. Students to fill-in the gaps on a series of sentences by using some of the words on a given list.<br /> 6. Listening exercises. students to decide from two choices of adjectives to describe the celebrations. Audio has been imbedded to the slide and its ready to be played.<br /> 7. Typical food (&quot;tamales&quot;, &quot;atole&quot; &amp; &quot;pan de muerto&quot;). Matching-up exercise (images and descriptions in the TL). <br /> 8. Typical drinks (&quot;tequila&quot;, &quot;mezcal&quot; &amp; &quot;pulque&quot;). <br /> - Matching-up exercise (images and names) after reading a short paragraph describing the alcoholic beverages resulting from &quot;ágave&quot; fermentation. <br /> - Students to find all connectives in the text and tow rite three sentences using as many of them as they can.<br /> 9. Plenary: Translation (from Spanish to English), It is based on all of the key vocabulary seen throughout the lesson, so students should perform better than in the starter. This could be followed by an Afl discussion on how to tackle language that has never been seen before. <br /> 10. Writing on &quot;Bonfire Night&quot; with two extension questions that challenge high-ability students to use the Near Future Tense and the Preterite.

<p>A worksheet about the popular series “Narcos” from NETFLIX and its portrayal of Pablo Escobar, adapted from an article published by El País. It includes a series of exercises:</p> <ol> <li>Students to find a series of key sentences/phrases in the text.</li> <li>Students to entitle each paragraph.</li> <li>Students to fill in the gaps with words from the text and translate.</li> </ol> <p>**Extension: **Students to answer 4 questions from basic to more complex/abstract.</p> <p>This could be followed by a debate/discussion on <strong>the effects of TV on young people</strong>.</p>

Power point presentation with opinions on make up. <br /> <br /> Learning Objectives:<br /> 1. All of you will be able to remember demonstrative adjectives.<br /> 2. Most of you will be able to justify your opinion on make-up using some sophisticated language.<br /> 3. Some of you will be able to incorporate comparatives/superlatives and/or combine present and conditional tenses.<br /> <br /> <br /> List of activities:<br /> 1. Vocabulary presentation: matching-up exercise. Teacher to elicit cognate identification. <br /> 2. Presentation of demonstrative adjectives: this, these, that, those and that (over there) and those (over there). Teacher to elicit the changing patterns on gender and number. Students to translate from English to Spanish a set a three sentences that combine demonstrative adjectives with the comparison structure (&quot;más + ADJECTIVE + que&quot;).<br /> 3. Reading Exercise (in favour of make-up). Students to find some sentences in the text. Teacher to elicit the uses of &quot;DEBER + Infinitive&quot; and &quot;PODER + Infinitive&quot; in both the Present and Conditional tenses. Students to practice in writing.<br /> 4. Writing Task (fill in the gaps), followed by matching the beginning and the end of five sentences which include both the comparative and the superlative structures. Students to practice further by writing their own sentences using both of the above.<br /> 5. Reading Exercise (against make-up). Students to find some key words in the text and to answer a set of questions in English to demonstrate understanding.<br /> 6. Speaking Practice. In pairs, students to ask each other on their opinion on make up. Teacher to encourage the recycling of the key vocabulary covered in the lesson.