A selection of interactive vocab activities to completed orally in pairs, answers included. For talking about the transport in your town.

Worksheet containing a matching activity, listening and reading tasks and translations on the advantages and disadvantages of living in the countryside. Audio file and answers included.

A very simple reading or listening activity for learning about the pros and cons of living in the town / country. Pupils will need to be familiar with most of the vocab in these sentences before doing this activity. You can either project some of the sentences onto the board and have students read them aloud in pairs, then say whether it’s a pro or con, or you can do it as a listening - select perhaps 8-10 of the sentences. Say each one in a random order, and pupils note on miniboards / scrap paper if i’ts a pro or a con. You could follow up with a ‘vocab hunt’ - write a list of English words on the board that appear in these sentences and pupils have to find the vocab.

A very simple, low-prep listening task for French - once pupils are quite familiar with the vocab on prepositions, rooms in the house and items of furniture, you can do this fun sorting task. You can either prepare a list of vocab in advance or just do it off the cuff as I do - read out a short list of vocab items that fit into one of the categories, and pupils write the number in the correct column. eg. if you say ‘Numero 1, la buanderie’ pupils write ‘1’ under ‘places in the house’ etc. you could then do a recall task after marking it where pupils have to make a list of the words in French that were mentioned in each category!

A multiple-choice ‘this or that’ listening activity with images of different rooms in the house and vocab for teacher to use for the activity. You can read more about ‘this or that’ listening tasks here if you scroll down to no. 3 https://mflclassroommagic.com/2019/08/05/quizlet/

Worksheet matching two halves of sentences to describe bedroom, and missing letters gap-fill on the prepositions. Answers included.

A 2-page text of bullet points in Spanish regarding the context of Julieta by Almodovar. You could read the text aloud in class and do some oral questions for comprehension, or give it as homework for students to study / translate parts of / summarise in Spanish in their own words.

This is a document for students to keep for reference when studying the film Julieta by Almodovar. It can be used in conjunction with these questions https://www.tes.com/teaching-resource/julieta-almod-var-scenes-analysis-questions-for-students-12169297

2 pages of questions, several per scene of the film Julieta, by Almodovar, for students studying the film. The questions can be used for oral discussion in class, or, students could choose some of the above points to develop in writing for homework / or you could put them into Spanish and have students write answers in Spanish. The scene timings refer to the ‘scenes guide’ I have created free on a separate document: https://www.tes.com/teaching-resource/julieta-almod-var-scenes-guide-with-images-12169302

A worksheet with a variety of language activities (gap-fill, translation, broken sentences) and comprehension questions to help students understand how the different settings used in Almodovar’s Julieta help reflect different moods and memories. Answers included.

Worksheet with activities (answers included) about how Almodovar explores the theme of death in the film Julieta. You could introduce some of the vocab before doing the worksheet, or give students questions to discuss orally in Spanish regarding the ideas in the texts.

A page of notes on the use of music, camerwork and symbolism in Almodovar’s Julieta for students studying the film. The notes could be used to create questions to prompt students to discuss use of these techniques, or as a basis for some translations.

Notes for teachers to use to teach students about the use of colours, lighting and voice-over technique in Almodovar’s Julieta. Notes can be used to generate questions for students to discuss or to create translations etc.

1-2 pages of notes for teachers to use to teach students about the different settings used in Almodovar’s Julieta - you could use these notes to create questions adapted to your students to prompt discussion, or ask them questions relating to this before watching a section of the film.

Some brief teacher notes about the style and genres of Almodovar’s Julieta - you could use these to generate questions for discussion for your pupils, or you could create some translations into Spanish / give them a short lecture in Spanish on these points.

A handout that teachers can use to teach key points on Julieta’s narrative structure. You can use this to create a worksheet, some translations, or create questions adapted to your students.

A worksheet containing bullet points to encourage discussion about the main aspects of techniques used in Almodovar’s Julieta. The points are there to prompt student reflection on each technique and how they are used. The discussion can also be enriched by then going into more depth and detail on each point - other resources are available on this eg.

A good introductory task to the characters of Julieta, getting students to match description to name and add their own observations. Can then be followed by a more in-depth analysis eg. https://www.tes.com/teaching-resource/los-personajes-principales-de-julieta-almod-var-worksheet-12168483

This could be a starter but could also take up a whole lesson - students are encouraged to compare Julieta’s two male partners and consider how they contrast. You can give them pointers to help them eg. physical appearance, qualities, type of job, background etc. and get them to consider who Julieta was better off with and why, what the director wants us to think of each of them and the overall messages.