Match up and talk about the social issues, use the diamond 9 rank to get a discussion going. Talk through any which students are unaware of. Categrosie them. Are they local, national or global issues. Match up the solutions on page 2. Explain hace falta plus infinitive as to suggest something needs to be done. Move onto the present subjunctive, model and practise on MWBs. Complete the pages from the GCSE grammar workbook on the opinions section of the present subjunctive.

A quick reading to go over various film genres and opinions, I plan to then ask ss to write an opinion of a film genre themselves and to use the numbered grid to write an answer worth as many points as possible. It’s a .doc so feel free to adapt, apologies if there are any inaccuracies, this was a quick one.

Trying to develop subject knowledge on an unfamiliar topic I have combined information gleaned from a research paper titled Las aportaciones positivas de la inmigración : miradas desde Andalucía and the widely referenced 1955 study* by UNESCO. The result is this resource containing 35 verbs with a matching up task of important verbs and the pirate game. The Andalusian report containts many accounts from immigrants in Spain which I will use as readings. We did a diamond 9 rank activity which I’ll follow up with a speaking and maybe some kind of classification of the benefits into categories (economic, societal, local etc) Will possibly follow up with a reading on public opinion and response writing: https://www.tes.com/teaching-resource/opini-n-p-blica-sobre-la-inmigraci-n-12582405

20 varied opinions about the teaching and speaking of co-official languages with a vocabulary support table.

An introduction to DOPs, their placement, common nouns and some structured practice. This is a sample page from my GCSE grammar workbook. An improved edition 2 is coming in Summer.

Ideal for GCSE and AS level. There’s a focus on the difference between the future simple and near future.

To edit delete the jpg which is pasted over the slide. thumbs up by Bohdan Burmich from the Noun Project

Pre-reading / exam based gap-fill and paired dictation

Based on resources shared by Clare Caio.

Starter activity for year 11, classifying infinitive verbs and identifying infinitive structures.

A quick grid for year 12 to use when framing responses to either set A or B cards.

Some series I had to translate literally and some to their actual translation. There’s a starter to get them thinking about film titles and generally capture their imagination and then an introduction to film styles and a recap of opinions like ‘me gusta’. Final task is a ‘busca alguien que’ style task but you could number them and play ladrones a la Conti.

This took a while, I’ve compiled lots of interviews into one big interview. I have edited only one or two things so they flow better. This is a pre-La Casa activity so students can get to know the man who went on to be murdered by the Nationalist regime. There’s a focus on La Barraca, russian cinema and propaganda and it’s probably worth discussing after why the nationalist regime would have found Lorca’s love for russian cinema for the masses an issue.

Most of this is adapted from the GCSE/A Level Mindset books by Martin Griffin and Steve Oakes.

A 101 for KS3 on the gender and number of nouns followed by basic adjectival agreement with adjectives ending with -o in the masculine singular. A quiz follows each introductory section.

Post-writing checklist for students.

A resource to work in with the Hodder unit on smart phones. A starter to explore the vocabulary of what our smartphones allow us to do.

A nice way to start the lesson and get the class focused. First activity is a simple 'spot the odd one out' followed by the same slides copied but with the answers, including pictures. Second activity is a 'what's behind the box' activity.

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.

Just the lyrics of the song Volver to accompany a lesson on the relevance of the film title.