We learn the language by acting it out, then I give the children the pictures to put in order and plant the seeds. We drill the language and reward good speaking aloud.

I use this to incorporate a bit of physical learning and Spanish to learning about the life cycle of frogs.

I choose 3 children to hide under a sheet, then get everybody to sing Debajo de la sábana. At the end I choose children to name the people hidden under the sheet. I use a tune from Diez deditos 'Debajo del botón'. The document I have loaded turns into a little guessing display presentation when I have put a flap over the main picture, so the children can guess which character is 'Debajo de la sábana'. Sometimes I write the first letter of the character's name on the flap.

Here is the song and stickers to put on bodies! I ask the children to try to draw the items if they can.

The puppet show just requires one puppet and the teacher, and is interspersed with Spanish words that the teacher and the puppet can encourage the children to say aloud.

Name all the presents under each card and choose a present. Use the foam pieces your teacher gives you to decorate your tree, taking turns to pass the bag of pieces around.

I have a puppet that the children feed this food to. Then they colour in the pictures and practice theri writing as they trace the words.

The children can find out what the animals eat, put ears, legs and tails onto shapes (not included) to make horses and sheep, play snap, and sing a memorable song with the opportunity to create actions for it.

The children repeat sentences and guess meaning from pictures. Tutor models sentences without the N and asks which letter is missing. The children write in the letter n on the sheets to complete the words. The children sing a song and invent actions for it, which repeats the same sentences.

There are big food flashcards. I print 2 each of these. One side of the gym is Inglaterra, and one side is España. Then I say in Spanish: 'I'm going to Spain to eat chips' and the children have to race to the correct picture in the correct country.

A version of Oh Christmas Tree that uses a line of English then a line which translates it into Spanish.

Bracelets - inspired by another TES contributor who suggests puttin 2 sheets together and laminating them so they are laminated on one side, then putting a strip of double sided tape down one side before cutting them into bracelets. Also stickers and certificates to make great and cheap Spanish rewards.

A little book which children can add their own name to and the name of their teddy. I use it with a different child each time.

A big Spanish adaptation of the story, and a small one to print off for children to take home.

The front sheet is printed and children complete details of their school. Then they choose one of the three monsters, and decide on the number of eyes etc. Once they have written sentences about their monster they can cut it out and stick it to the other side of their front sheet. I show the children how to make opening mouths for the monsters, in the same way as Easter cards have chicks with opening beaks. Then the sentences they wrote go on the very back. Lots of cutting and sticking.

If the children would like a Spanish name for the day then I use these to give them a name and how to say it.

There is an English calendar as a backing sheet, a Spanish copy to provide the words. The words on the Spanish one are cut out and placed over the English words, then they can be stuck in the 'today' spot as a daily activity. Works well laminated and with blu tack. I gave one to each child in a small group to use at home, but would work better blown up to A3 if it is for a whole class.

The story is dual lingual and has spaces for illustrations. It works if printed on both sides of A4 paper.

These are two books - one has key words replaced by pictures which children have to read as words; the other has English and Spanish dual text for the children to illustrate. I ask them to learn a page each so they can tell the story without the words, and video it so they can monitor their performances.

Children design their own board, then use these cards instead of dice to determine how many spaces they progress and whether they go up or down.