A 35 page booklet to help prepare Spanish A Level students for Paper 3 (speaking test). The booklet focuses on the Theme 4 (Aspects of political life), and it contains 18 discussion cards covering “Jóvenes de hoy, ciudadanos de mañana” (6 cards), “Los movimientos populares” (6 cards) and “Monarquías y dictaduras” (6 cards). Each section is followed by a list of 20 questions to encourage the students to further explore the issues covered in the cards. The cards contain (quite a lot) of factual information about the theme (a lot more than the sample cards from AQA) and three questions, the first one always being “How do you react to the information on this card?”). The aim of presenting the cards like this is to provide the students with a lot of ideas on what to say about the theme, as well as making them more aware that they always have to discuss the information printed on the card (AO2 and AO4). The booklet also includes a student-friendly overview of the new specification, an explanation of the requirements of Paper 3, the assessment objectives and the mark scheme for both part one (discussion if a sub-theme) and part two (presentation and discussion of the individual research project) of the paper. Finally, the booklet also contain three pages of useful language for the test.

This double-sided mat provides the students of all abilities with a lot of useful language to support them when writing about the GCSE topic of Technology. Page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive). Finally, there is also a section on complex structures on the second page, with plenty of examples of comparatives and superlatives, conditional sentences (“si fuera…”) and negative sentences and structures with the infinitive (para+infinitive). (Note - please ignore the preview of the Word file, there is an ongoing issue with Word previews in TES; the file looks like the PDF shows)

This double-sided mat provides the students of all abilities with a lot of useful language to support them when writing about Customs and festivals. Page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive). Finally, there is also a section on complex structures on the second page, with examples of comparatives and superlatives, idiomatic expressions, conditional sentences (“si fuera…”), the present perfect and negative sentences.

This double-sided mat provides the students of all abilities with a lot of useful language to support them when writing about Free time activities. Page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive). Finally, there is also a section on complex structures on the second page, with examples of comparatives and superlatives, idiomatic expressions, conditional sentences (“si fuera…”), the present perfect and negative sentences.

These four mats provide the students of all abilities with a lot of useful language to support them when writing about Identity and culture. Each mat is double sided, and page one contains a lot of vocabulary (nouns, adjectives, conjunctions, time phrases and intensifiers) as well as a series of scaffolding structures (“sentence starters”). The second page in each mat contains twelve key verbs conjugated in the first person singular (yo) in six different tenses (the preterite, the imperfect, the present, the future, the conditional and the present subjunctive) and a section on complex structures on the second page, with examples of comparatives and superlatives, idiomatic expressions, conditional sentences (“si fuera…”), the present perfect and negative sentences.

A series of reading and writing activities, supported by screen captures from the film, to explore the use of allegory in Pan’s Labyrinth. PLEASE NOTE: This resource is part of a much longer and much more exhaustive resource, my Pan’s Labyrinth Student Support Guide, which can be found here: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 There is a free sample of the guide on this link: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

Three reading and writing activities to explore the reasons behind the success of Guillermo del Toro’s film Pan’s Labyrinth (El laberinto del fauno). PLEASE NOTE: This resource is part of a much longer and much more exhaustive resource, my Pan’s Labyrinth Student Support Guide, which can be found here: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 There is a free sample of the guide on this link: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

A booklet with eight 150-word questions to revise the theme of Identity and culture of the new Spanish GCSE exam. There are two questions for each of the topics in Theme one (Me, my family and friends, Technology in everyday life, Free-time activities and Customs and festivals in Spanish-speaking countries). Each of the questions contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. Finally, the booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics.

A booklet with eight 150-word questions to revise the theme of Local, national, international and global areas of interest of the new Spanish GCSE exam. There are two questions for each of the topics in Theme Two (Home, town, neighbourhood and region, social issues, global isues and travel and tourism ). Each of the questions contains two bullet points that the students are expected to cover; the bullet points are written to resemble the ones found in the 2018 paper and those in the sample questions provided by AQA. At least one of the bullet points in each question prompts the students to refer to either the past or the future, and several questions ask the students to write their “recommendations”. Finally, the booklet also contains a copy of the mark scheme for the 150 word question and an overview of the themes and topics. This resource can be used as part of everyday teaching, as end of unit assessment, for revision purposes and it is an easy way of setting useful homework.

This resource contains two separate booklets. The first one contains eight 90-word questions covering all aspects of Theme 1 (Identity and Culture) of the AQA Spanish GCSE specification (two questions for each of the four topics of Theme 1). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same eight questions, followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities. Themes 2 and 3 also available, and a booklet with all three themes can be found in this link: https://www.tes.com/teaching-resource/spanish-gcse-answering-90-word-questions-themes-1-2-and-3-writing-exam-1209181

This 13-page file contains a lot of information on how to use the Present Subjunctive. It is aimed at A Level students, but it can be used with high ability GCSE student too. It starts with an explanation of what the subjunctive mood is, in contrast with the indicative. It then provides an explanation on how to conjugate it (including regular verbs, irregular verbs, radical-changing verbs and verbs with orthographic changes). The file then gives an very detailed view of when the subjunctive is used, common expressions that require the subjunctive and finally a lot of practice for the students. This file is part of a much more comprehensive file, the Grammar booklet that can be found in this link: https://www.tes.com/teaching-resource/spanish-a-level-grammar-booklet-1171504 ​

A series of reading and writing activities to study the theme of masculinity and femininity in Guillermo del Toro’s film El laberinto del fauno (Pan’s Labyrinth), supported with quotes from the film and from the director. PLEASE NOTE: this resource is part of a much more comprehensive and more detailed resource, the Pan’s Labyrinth Student Support Guide that can be found on this link: https://www.tes.com/teaching-resource/spanish-a-level-el-laberinto-del-fauno-gu-a-de-estudio-pan-s-labyrinth-student-support-guide-12002448 The guide is over 70 pages long, and a free sample can be found here: https://www.tes.com/teaching-resource/el-laberinto-del-fauno-planos-y-ngulos-de-c-mara-pan-s-labyrinth-shots-and-camera-work-12002490

This resource contains two separate booklets. The first one contains eight 90-word questions covering all topics of Theme 2 (Local, national, international and global areas of interest) of the AQA Spanish GCSE specification (two questions for each of the four topics of Theme 2). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same eight questions, followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities. Themes 1 and 3 also available, and a booklet with all three themes can be found in this link: https://www.tes.com/teaching-resource/spanish-gcse-answering-90-word-questions-themes-1-2-and-3-writing-exam-1209181

This set contains 8 photo cards (based on the GCSE MFL speaking exam) to encourage students to talk about the topic of food. Each card contains three foundation questions (asking to describe the photograph, encouraging the students to talk about their habits and to express their opinions, using mainly the present tense), and two higher, more demanding questions. The final card contains five foundation and five higher questions.

A series of nineteen starter activities that can be used in the run-up to Christmas in Spanish Lessons. They are targeted at GCSE students, but they can also be used with A Level as quick activities, and some of them would be suitable or easily adaptable for KS3 students. The activities include games, quizzes, writing frames, a role play, a photo card and even a template to write a letter to the Wise Men.

This resource is ideal to use with your GCSE classes in the run up to Christmas. It contains a series of activities (designed to be used as starters, but some of them could take longer chunks of the lesson,and several of them could be grouped together to take a full lesson) organised as an advent calendar in which the sweet treats have been replaced by much-more-satisfying Spanish activities. There are 23 activities altogether (one for each day from the 1st to the 23th of December), with a Christmas Song to finish off the calendar on the 24th. The activities are designed for GCSE students, but a lot of them can be used (or easily adapted to be used with) KS3 or A Level students as well. All activities are based on Christmas and Christmas traditions in Spain and the majority of them are supported by a printable worksheet (apart from a couple of slides for which the worksheet was not necessary). The activities cover a wide range of vocabulary and structures (with particular emphasis on using “voy a”, “me gustaría” and similar structures to talk about the immediate future), and there’s a succession of games (battleship, game with numbers), reading (correct the mistakes, draw a Nativity scene following the description provided, who is it, and two general knowledge quizzes), speaking (role play, photo card, be nice to your partner) and writing (with several writing frames). It even includes a template to write a letter to the three Wise Men (who reply to the students a few slides later with instructions on what they need to do to make sure they receive any Christmas presents at all!). A useful and (hopefully) fun resource for the festive season. ¡Feliz Navidad!

This resource contains two separate booklets. The first one contains twenty four 90-word questions covering all topics of Themes 1, 2 and 3 of the AQA Spanish GCSE specification (two questions for each of the four topics of each Theme). Based on the sample papers and the 2018 paper, all the questions include four bullet points; one bullet point refers to the future and one to the past. The second booklet contains the same twenty-four questions, each of them followed by a table with 20 sentences. Sixteen of the sentences are direct answers to one of the bullet points (four sentences per bullet point); the remaining sentences, while useful, do not answer directly any of the bullet points and wouldn’t give the students much credit for content if used on their own. The idea behind this activity is to encourage the students to read the bullet points carefully, taking into account the different time frames that they refer to and what they actually ask, thus stopping them from simply writing anything they can think of on each of the different topics without taking into account the requirements of the task. The sentences can also be used as translation activities.

This worksheet contains 50 “thunk” questions in Spanish. A “thunk” question is a seemingly trivial question about everyday life, more or less sensible, that makes you stop and think. There are no right or wrong answers, that is not the point. The idea is to make the students think, encourage them to speak and be creative. They are not theme-specific, they don’t relate to the topics in the A Level course, so everyone will have the “knowledge” required to answer them. I have used this as a starter activity (often by giving each student two randomly selected questions and giving them a bit of time to think of their answer) and I found that some students loved it, some were incredibly frustrated by it, but they all tried and the lessons were always “fun”. It also provided a great insight into the students personality, as some of the students answer the questions in a very analytical way, whereas others take advantage of the “no right or wrong answers” rule to really let their creativity flow.