A reading activity built around an adaptation of a newspaper article on the love-hate relationship between celebrities and gossip magazines in Spain. Including class discussion, this could take a full lesson and a homework slot. Activity 0: Read aloud to practice pronunciation and to develop fluency in speech. Actity 1: Reading comprehension, mainly questions type 2 and type 3 to improve performance. Activity 2: Translation into Spanish on the topic. Activity 3: Speaking. Instructions to prepare and structure a class debate. The mark scheme for the reading comprehension as well as for the translation can be found in the “versión del profesor” document.

A lesson of integrated learning (language, culture and exam technique) built around an authentic article on the use of the pronoun vos in parts of Latin America. Including class discussion, this could take up a lesson and a homework slot Activity 0: read aloud to develop fluency and to fine-tune pronunciation. Activity 1: match up some idiomatic expressions from the text to their English translation Activity 2: reading comprehension (mainly questions type 2 and type 3 to drive up outcomes) Activity 3: read an extract from the book “En el sur” Activity 4: language/grammar awareness. Identify the traits of Argentinian Spanish in the text (pronouns and verb endings) and rephrase them into Spanish from Spain. Activity 5: reading comprehension on the extract (mainly questions type 2 and type 3 to drive up outcomes) Activity 6: translation into Spanish of an adapted text on the topic. Mark schemes, including for the translation are available on the “versión del profesor” document.

An introductory lesson on the education system in Spain. The text covers the main paths, from nursery through to PhD level. The first activity requires pupils to work out the meaning of some of the key vocabulary on the topic. The reading comprehension tasks after aim to develop pupils’ attention to detail when reading the questions so they don’t get caught out on questions type 2 and type 3, that require them to adapt, rephrase or work out from the text. The last section is a translation into English. The document “versión del profesor” contains all answers and the mark scheme for the translation.

A listening comprehension around an actual interview with a businesswoman on the problem of the Glass Ceiling in Spain. This could take up an full lesson, including discussion time, with the last activity being for homework. Activity 1: Main vocabulary. Activity 2: Listening comprehension - questions type 2 and 3 mainly. Activity 3: Two translations into English of 2 sections of the the interview. Activity 3: Mock IRP, explaining the magic 6 to score full marks on that section. 2 titles are suggested. Mark scheme for the listening comprehension and the translations, as well as transcript referencing the time of each intervention can be found in the “versión del profesor” document.

A lesson of integrated learning where pupils will learn about the life of Frida Khalo while they improve their range of vocabulary and their ability to access the top grades through improving their accuracy on questions type 2 and type 3. Including class discussion, this could last a full lesson and a homework slot. Activity 1: Translation into Spanish Activity 2: Personal interpretation of/class discussion on 2 works of the artist. Activity 3: Listening comprehension build around an actual documentary on the life of Frida Khalo (Mexican accent). Key/more challenging vocabulary is presented before each section. Activity 4: Grammar through listening. Pupils to listen for the evrbs used in one of the sections of the documentary and to fill out a table with the information required. The mark scheme for all sections, including the translation, as well as the transcript for the documentary can be found in the “versión del profesor” document.

A lesson of integrated learning (language, culture and exam technique) built around an adaptation of an authentic text of the message of Frida Khalo’s work. Including class discussion and follow-up activities, this could take two lessons. Activity 0: read aloud to develop fluency and to fine-tune pronunciation. Activity 1: grammatical awareness and accuracy. From one or two eleements that are given to them, pupils to complete the remaining 2 or 3 columns (word category, definition in Spanish, translation into English and word/expression from the text) from the information from the text. Activity 2: reading comprehension, mainly questions type 2 and type 3 to drive up performance on these more challenging question types. Activity 3: pair work. Pupils to discuss a selection of Frida’s works and to agree on what the main theme/event is on that painting, and what other themes can be seen. Groups will present their findings to the class and other groups may want to challenge their view or add to the list of themes. More able groups can start a debate. Activity 4: translation into English of an adapted text on the topic of the lesson. Mark schemes, including for the translation, can be found in the “versión del profesor” document.

An authentic text explaining the format of Formación Profesional (equivalent to British “colleges”). Including class discussion, this is likely to take a full lesson to complete. Answers and mark scheme for the translation can be found in the document “vesión del profesor” 0) Reading text aloud to practice pronunciation. Key vocabulary covered. Reading comprehension (mainly type 2 and type 3 questions for top grades) Translation into English on the topic.

A longer listening activity using an authentic interview with 4 Spanish students. The whole activity aims to develop pupils’ attention to detail when listening and also to get them to pay very close attention to the phrasing of the question, so they can score full marks on questions type 2 and type 3. The first activity covers the vocabulary that could potentially cause problems, and there is also an activity aimed at developing pupils’ ability to understand one of the interviewees, who has a regional accent. The extension question of the listening sections links with the reading exercise “Estructura de la selectividad”, also available for purchase. Answers, as well as the transcript, can be found on the “versión del profesor” document.

A student-led lesson where they will acquire some key vocabulary while they learn about the format and the structure of the Spanish Selectividad (A-Level) using authentic materials. Class discussion included, this could take up 2 lessons. Activity 1: Read out loud to practice pronunciation. Then, pupils work out the meaning of the key vocabulary and specific terminology. Scaffolding is provided for differentiation. Activity 2: reading comprehension and checking one’s own understanding of the topic through thinking of 2 questions to ask a partner and through answering their 2 questions. An element of cultural engagement where pupils can work out what they would need to achieve in each of the sections to do their degree in Spain. Activity 3: essay writing to consolidate and structure understanding. This could by followed up with a class debate.

Activites built around a text on the testimony of two elderly friends, one from the Nationalist side and the other from the Republican side. Including class discussion, this should take a whole lesson and a homework slot. Activity 0: read aloud to practice pronunciation. Activity 1: reading comprehenshion to develop exam technique (mainly type 2 and type 3 questions) Activity 2: translation into English of one of the passages from the text Activity 3: speaking and cultural engagement and building of a collective bank of facts and figures on the Spanish cicivl war. Mark schemes, including for the translation, can be found in the “versión del profesor” document.

A text adapted from a newspaper article covering the controversy around the teaching of Religion is state-funded schools. Class discussion and explanation of IRP included, this could take up a whole lesson. Grammar expected: Present subjunctive Word categories (adapting) Activity 0: read aloud to practice pronunciation. Activity 1: Key vocabulary Activity 2: Grammar from the text Activity 3: Reading comprehension. Mainly type 2 and type 3 questions to aim for the top grades Activity 4 (homework): Preparation for a mock Independent Research Project (speaking). The answers can be found in the document “versión del profesor”.

A series of activities integrating language and culture focusing on the quechua language and culture. Including class discussion, these could take a full lesson and a homework slot. Activity 1: listening comprehension based around a short documentary on an Quichua community in Ecuador. Questions are primarily type 2 and 3 to improve performance on the exam. Activity 2.1: read aloud to practice pronunciation Activity 2.2: reading activity on the origin and current situation of the quechua family of languages. Activity 3: translation into English of a passage from the reading. Activity 4: speaking and cultural engagement. A stimulus for a speaking activity leading to the co-creation of a bank of facts and figures on the topic. The mark scheme for the listening, the reading and also for the translation can be found in the “versión del profesor” document.

Activities built around an authentic article on a large scale study by the Spanish government that will involve tracking the location of millions of mobile phones over a period of time. Including discussion time, this should take a full lesson and a homework slot. Activity 0: read aloud to practice pronunciation Activity 1: Key vocabulary and expressions Activity 2: Grammar; the omission of the modal verb in noun+que+infinitve structures Activity 3: Reading comprehension to develop exam technique; questions type 2 and 3 primarily. Activity 4: Translation into English of one of the paragraphs Activity 5: Translation into Spanish of an adapted version of a news article on the topic. Mark schemes for all activities, including for both translations, can be found in the “versión del profesor” document.

Activities of integrated learning (language, culture and exam technique) built around an adaptatation of an authentic text on the influence of the taíno language in modern Spanish. Including class discussion, this could take a full lesson. Activity 0: Read aloud to develop fluency and pronunciation. Activity 1: Vocabulary building. Activity 2: Reading comprehension, with type 2 and type 3 questions to stretch pupils towards the top grades. Activity 3: Translation into English of an adapted extract from the text. Mark schemes for all activities including translation can be found in the “versión del profesor” document.

Activities aimed to develop pupils’ knowledge and understanding of the santería in Cuba and other mainly American countries along their ability to achieve the higher grades through practice of questions type 2 and type 3. Including class discussion, this could take a full lesson. Activity 0: read aloud to practice pronunciation. Activity 1: vocabulary: match the more challenging words in the text to their definition in Spanish. An opportunity for pupils to ask the meaning of other unfamiliar words in the text. Activity 2: Reading comprehension using the more challenging type 2 and type 3 questions. Activity 3: Translation into English on the same topic to add to their knowledge on santería. Mark schemes for all activities, including the translation can be found in the “versión del profesor” document.

Activities built around a video/documentary on the quechua pilgrimage of Qoyllur Riti, in the Peruvian district of Cusco. This is integrated learning, culture, language and exam technique. Including class discussion, this could take a full lesson. Activity 1: Vocabulary, pre-teaching the most challenging vocabulary of the viveo. Activity 2: Listeing comprehension. Mainly type 2 and type 3 questions to push students to the higher grades. Activity 3: Translation into English on the same topic. Colour-coded into chunks for the Mark Scheme for pupil reference. Activity 4: Translation into Spanish on the same topic, Each mark is also on the text. Mark schemes for the listening and for both translations, as well as the transcript can be found in the “versión del profesor” document.

A lesson of integrated learning of language, culture and exam technique on the crisis of small and independent shops in Spain. Including class discussion, this could take a full lesson and a homework slot. Activity 0: Read aloud to improve fluency and practice pronunciation. Activity 1: Reading comprehension with type 2 and type 3 questions to stretch pupils towards the higher grades. Activity 2: Idiomatic expressions. Activity 3: Vocabulary of the high street. Activity 4: Translation into Spanish on the topic. Activity 5: mock IRP Mark schemes for activities 1-4 are available in the “versión del profesor” document.

A lesson around an article from El País newspaper on how pupil progress will be assessed in Spain during coronavirus. Section 1 is vocabulary and grammar, Section 2 features a series of type 2 and type 3 questions to develop pupils’ ability to analyse and adapt from the text. The last section is a short translation into Spanish. Answers and mark scheme for the translation can be found in the document “versión del profesor”