This is the fourth installment of revision notes for the new A Level. You can use it for preparation of speaking cards, to revise for end of unit tests or for a final revision. I have kept the format as clear as possible so that students can highlight the notes if they wish to. If you liked this resource, you will find revision notes for the other units under my name too. Please leave a comment after you purchase the resource. All feedback welcome. Happy teaching and learning, Blanca

This is another instalment of revision notes in preparation for the new A Level exams. They can be used to revise vocabulary in context, refresh ideas about the topic, to prepare speaking cards, to read before embarking on an exercise, etc. Kindly respect copyright and do not distribute freely. Your feedback is welcome. I hope you find my collection of resources useful, particularly the speaking cards. I welcome any comments here or to:bgp@stbrn.ac.uk Hapy teaching and learning!

Following the success with the first instalment, this is the second instalment of a series of revision notes for the preparation of the new A Levels (AQA). The notes are a compilation of ideas from subtopics, with plenty of ideas sourced from the students themselves. They can be used for the preparation of the listening and reading, or for the stimulus cards. The idea is that students revise the vocabulary and key ideas grouped together by context. I hope it is useful for you and your students. The third unit revision notes have also been published in TES. Kindly respect copyright and do not distribute freely. Your feedback is welcome. Happy teaching and learning!

These are three versions of the same exercise on the director's cinematographic techniques. The idea is that you differentiate according to your students' needs. It should help students to revise vocabulary, grammar, sentence formation and the techniques themselves! Please browse my other resources in case if you find something useful. I have recently uploaded some materials for the new AS exam and will continue to do more. Follow me! Enjoy!

This is the first in a series of revision notes. They are a summary of key information/ideas and not a collection of data. They revise ideas for the speaking cards and also key vocabulary in context. They can be used in preparation for end of unit tests, mock exams and for the real exams. The updated version contains a section on women and work and on gender violence. Kindly respect copyright and do not distribute freely. Your feedback is welcome.

This is the 5th instalment of stimulus cards, questions and an exercise for improvisation in preparation for the AQA oral exam. **Please note there might be a problem seeing the preview. TES are aware of this and are trying to solve the issue.** The stimulus cards focus, amongst other subtopics, on the celebration of El Día E (Día del español); el "tapeo", regional stereotypes ("Ocho Apellidos Vascos");the waste of food in La Tomatina... This time I have put more emphasis on the students being critical and analytical, as they would have moved to the second part of the AS and they are more able to make comparisons, deductions, etc. The cards include the source so that they can not only be practiced in class but could be used for background reading prior to the preparation and practice. The general questions are self explanatory! Finally, I have included an exercise for improvisation where students have to say/write the opposite and can develop arguments as detailed as you ask them! I welcome any feedback on this resource or any of the series (they are all published in TES). Hopefully, they will make your life easier and your students will feel challenged, enjoy and learn with them. Hasta la próxima, Blanca

Three simple exercises to focus on symbolic characters, places and objects in the film. Answers included.

This is the forth installment of cards, general questions and improvised situations that I have created (others also available in this site). Some of the context of the cards are: singers who sing using swear words, beauty pageants in Mexico, models who break mold, footballers who appear in ads, etc. The improvised situations practise expressing the opposite opinion and reasoning it. I enclose a brief preview to give you an idea of the material. If you found the resource useful (or not), I would be most grateful for a comment. Again, I hope that £2 is a reasonable price for everybody: it cuts your work and it rewards mine. I will be producing cards for Unit 5 shortly, so watch this space. Any comments here or at bgp@stbrn.ac.uk gratefully received. Enjoy!

This is an article taken from The Guardian newspaper where two young people are interviewed on the subject. There are four exercises to check general comprehension and answers. The format of the exercises is that of the new A Level exams (AQA), for example, summarising. The reading could be followed by students writing or voicing their own opinions on the subject. I have recently created other useful resources for the new specification. Please see below.

This is the third booklet of its kind that I have produced for the preparation of the AQA A Level Spanish course. The booklet consists of 8 stimulus cards to be used in class or to take home for preparation (with references to further reading), 8 situations for improvisation and a collection of general questions. The general questions marked as (*) require the student to have a cultural knowledge. I hope your students find the resource useful and it cuts down your work! I have priced it at £2 to make it as accessible as possible whilst gaining some financial recognition for my work. You will find more resources for Units 1, 3 and 4 in this site. I welcome all comments at this site or via email to:bgp@stbrn.ac.uk.

This is a cover sheet to return with written pieces. I have simplified it from the AQA mark scheme for the AS or first year. It corresponds to Paper 2 (Writing) in the AS Specification. It is intended to provide feedback on essays based on the book or film, but it can also be used to provide marks, feedback and set targets for any long piece of writing. For this reason I have adapted the heading in the first box to any "topic". The idea is that, from the beginning of the course, students get used to writing critical responses, different viewpoints that are explained and evidence, and focus on grammar and structure. For example, I have just used it to provide feedback on an essay on mobiles. This should have a positive impact on their speaking too.

PPP with information from a great variety of resources. Details on El boom literario, biography, genre of the novel, content, techniques, and some sample essay and oral questions.

This is a second instalment of stimulus cards and general questions for the preparation of the oral AQA exam (the first instalment, for Los valores tradicionales y modernos, was also published via TES ). This 15 page booklet includes a very brief description of the exam and the mark scheme for the first part of the exam. It has 8 stimulus cards with question types similar to those in the exam, general questions on the three subtopics and two pages of stretch and challenge statements that can be used for oral or written responses. I have not included a list of questions starters, which I included in the booklet on Los valores tradicionales y modernos, as I would not want you to buy the same content again. I did however think it necessary to include a brief description of the exam structure and mark scheme so that your students have a quick reference guide. I hope you like the work and it makes your teaching easier. I welcome any feedback at this site or privately at: bgp@stbrn.ac.uk. Many thanks for your support.

"A great resource for the price of a sandwich!" This is a booklet with stimulus cards, question starters and general questions on the topic "Los valores tradicionales y modernos" aimed at and tailored for students. It is based on the AQA board and the Oxford University Press AS textbook. The booklet contains a summary of the exam structure (separately for AS and AL), eight sample stimulus cards, questions starters and general questions on the subtopics. I have also included the source of the material in many of the stimulus cards, so that students can do extensive reading on the topic. The resource can be used in class or to set homework. I have created this booklet as there are only a few stimulus cards in the AQA site and as a teacher I need more resources than these to practice in class. Also, the type of questions in the new oral exam is very different to the old: they require a more precise response to the card, they test their knowledge of the culture and society and they are generally more challenging! I hope this resource helps teachers with their workload and it gives students an opportunity to practice and prepare for the exams. I welcome any feedback on this resource, either on this site or privately at: bgp@stbrn.ac.uk. You will find more cards in TES for units 2, 3 and 4. Thanks for your support.

Please note these are the answers to a document not published by me originally. I have respected the headings as in the original (some in English and some in Spanish. The original document can be found doing a search for +16 Revision. Thanks to the original author.

Some notes in Spanish to help students understand this theme in the book. If you found this resource useful, please thank the community by uploading one of your own.

A document containing notes on the main themes explored in the film. I gave this to my students before exploring examples. If you found this resource useful, please thank the community by uploading one of your own.

A listening (or reading) activity focusing on the advantages and disadvantages of computers for personal use, between parents and children and for working at home. Two versions of the exercise for differentiation, together with transcript. Also, an extension reading at the end (quality not the best, apologies).

Reading comprehension. Text taken from an authentic resource, with difficult vocabulary. One extension exercises. For A Level

Ejercicio de escuchar enfocándose en información detallada.