A useful grammar sheet containing a whole list of different tenses that students need to master for success at GCSE in Spanish. Ways in which to use: Print on A4/A3 and use as a handout Print on A4/A3 and laminate - use as a ‘reference point’ in your lessons. Print and use as a poster/display in your classroom Upload to your Google Classroom/class page to help students with their revision Many more! Tenses covered: Present Tense Present Continuous Tense Present Subjunctive Mood Imperfect Tense Preterite Tense Perfect Tense Near Future Tense Simple Future Tense Conditional Tense For each tense, the following is included: An explanation about what the tense is used for i.e. context How to conjugate (i.e. keep the infinitive or take off the AR/ER/IR ending etc). Common irregulars (note: not all irregulars could fit on the sheet, so just key irregulars included) A verb conjugation table (i.e. AR/ER/IR verb endings) A help box with a useful tip/trick - e.g. time expressions for that tense; trigger phrase examples; top tip for using that tense.

**A useful grammar sheet containing a whole list of complex structure phrases students should use for success at GCSE in Spanish. ** Ways in which to use: Print on A4/A3 and use as a handout *** Print on A4/A3 and laminate - use as a ‘reference point’ in your lessons. Print and use as a poster/display in your classroom Upload to your Google Classroom/class page to help students with their revision Many more! Sub-headings include the below - each complex structure phrase is provided with an example: Infinitive phrases (e.g tener que + infinitive/ soler + infinitive) Experssions of time (e.g. acabar de + infinitive / antes de + infinitive) Phrases of capacity/obligation (e.g. se puede + infinitive/ es esencial + infinitive) Present subjunctive mood Spicy phrases (i.e. imperfect subjunctive + conditional tense) Conditional tense phrases (e.g. me gustaría + infinitive) Adjectival expressions (lo bueno/malo/importante + es que)

A lesson on the Mexican festival designed for KS3 to introduce them to what the Day of the Dead is, where it is celebrated, and how it is celebrated. Students are quizzed on their general knowledge of Mexico (first identifying where Mexico is!). Whole-class reading activity on what the Dead of the Dead. Gap fill activity on how it is celebrated with an extension + ANSWERS Short video clip of James Bond ‘Spectre’ film (Daniel Craig) in which Bond walks through Mexico City during the Day of the Dead procession. Students watch the clip and answer the questions. + ANSWERS Spanish vocabulary on items related to the Day of the Dead (with pictures and an extension). Plenary - Kahoot. **Printable sheets included! **

A full lesson (approx 1 hour) on the Spanish festival ‘La tomatina’ from Buñol, Valencia. This is a culturally enriching lesson which allows students to broaden their knowledge of a Spanish festival/tradition. Starter - Translate the cognates (e.g. los tomates) and translate the sentences (e.g. me gustan los tomates) as an extension. Reading - Some informative slides (including relevant pictures) to explain what La tomatina is - including its origins, what happens before/during/after, and so on. Video of La Tomatina. Fill in the blanks - students have a fact file about La tomatina and they must fill in the blanks with the correct word (options for words are at the bottom). This helps them with the next activity. Create a leaflet for an English-speaking tourist about La tomatina - students use the template provided to capture everything they have learned. An illustration box is provided. Full template provided. Plenary - a mini quiz

A lesson on the Mexican festival designed for KS3 . Can be used as a follow on from my other Day of the Dead lesson - also available on TES. Retrieval activity - how much can students remember about the day of the dead? Short video clip from YouTube about what the Day of the Dead is. Students have some questions to answer whilst watching the video clip - retrieval and activating student knowledge. Whole-class reading activity on the history of La Catrina - who she is, what she looks like, where she comes from, and how the has been embedded into popular culture. Mind map activity - template for mind map included in printout slide to save you time. Consolidate/plenary - students write some short sentences giving their opinions on the tradition/symbol of La Catrina, including a star challenge extension. Printable sheets included!

Cultural lesson on the festival of Inti Raymi. Key Stage 3 appropriate (more years 7-8). Connect/Starter activity - students translate cognates (e.g. el festival, la celebración etc) from Spanish to English. There are short sentences with these in using previous knowledge (e.g. Me encanta el fesival). Introduction: Who were the Incas? Read around the room activity. Students have a short questionnaire to fill out - teacher puts 1 A4 on each wall of classroom (information on the people, the land, the religion, the culture). Students circulate the room and fill out questionnaire. Popcorn reading about Inti Raymi - students read aloud from the board about what the festival is and how it related to the Inca Empire and civilization. Video clips x 2 - students make notes whilst watching short clips about Inti Raymi. Students make an informative leaflet/poster for tourists/foreigners about what Inti Raymi is and who the Inca people were - template provided. Plenary - a short quiz that can be completed in books or on mini whiteboards. A great, informative lesson filled with facts, pictures, and engaging content about this Latin American festival.

2 different activities: A note to my future Year 11 self Getting to know me mini form A good ice break for students starting in Year 7. I personally keep these and give them back to students in Year 11!

A tourist leaflet template that allows students to advertise the festival ‘La tomatina’ and include details about the tradition and its history.

**Cultural lesson (1 hour) on Valentine’s Day in Spain. ** **Lesson’s Outcomes: To be able to understand the cultural significance of Valentine’s Day in Spain and how it is celebrated. To be able to give justified opinions on Valentine’s Day and use these in my writing. ** Starter - Write the English for the vocabulary (e.g. el amor, las velas, el catorce de febrero) with pictures to help. Challenge and help boxes. Mini quiz - 6 questions about the tradition of Valentine’s Day in Spain (true or false) Mini quiz answers - true/false answer given with an explanation and supporting picture. Think, Pair, Share - why is one sentence better than the other? (Answer: one contains a justification). Teacher modelling - how to make a justificaton (introducing previously learned vocab e.g. me gusta, me encanta… porque) with different adjectives (romántico, fascinante etc) - both positive and negative opinions. Teacher modelling supported by sentence builder (no English). Mini whiteboard activity - translate the sentences Activity 1 - Quiz, Quiz, Take **Activity 2 **- Write your own tweet Plenary - Translate the colloquial phrases on the Valentine’s Day cards.

**PACK OF TWO LESSONS LESSON 1:** Outcome: To revise and recap what we have previously learned about ‘me, my family and friends’, including: Family members Possessives (mi, mis / tu, tus) Personality Descriptions Physical descriptions Starter - vocab and grammar retrieval grid Task 1 - Traffic light system - student choose the correct translation out of the three. AFL. Task 2 - GCSE past paper question (listening) - please note access to Exampro is ideal for this task. Otherwise teacher may have to switch out for different listening activity. Transcript provided Task 3 - GCSE past paper question (reading) Baseline test - single sentence translations Baseline activity - students complete either task 1 or task 2 depending on how they performed in baseline test (differentiation). Plenary - whole class questioning with slide to support LESSON 2: To revise and recap what we have previously learned about ‘me, my family and friends’, including: Comparatives Superlatives Starter - select the right option e.g. ‘me/mi llevo bien con mis padres’ - challenge to translate the sentences. Task 1 - Teacher modelling of comparative structures Task 2 - Students demonstrate understanding by translating sentences on mini whiteboards. Task 3 - Teacher modelling of superlatives Task 4 - Students demonstrate understanding by translating sentences on mini whiteboards. Task 5 - GCSE past paper question speaking practice (role play). Students pretend they have the role play card and their task is to see how they could fit in a comparative or superlative into the card. Baseline test - Students complete the sentence translations. Baseline task - Students complete the activity (1 or 2) based upon their results. Plenary - whole class questioning with slide to support.

Poster for your classroom containing classroom responses to ‘how are you’ in French and Spanish. A great display resource to have in your classroom to encourage students to speak in conversational Spanish/French.

Revision poster / knowledge organiser that can be used in class or set as homework to revise Claro 1 Unit 6 ‘Mi insti’ 6.1 and 6.2 pages/sub-units

Suitable for year 7 / year 8 A complete 5 part lesson series covering the following: Lesson 1 - to be able to talk about what there is/is not in my city (present tense hay + no hay with noun, including plurals) Lesson 2 - to be able to describe places in town in more details using adjectives (adjectival agreement) Lesson 3 - to be able to say where I normally go in my town using ‘ir’ in the present tense (voy/vas/va etc + al / a la) Lesson 4 - to be able to talk about what different types of shops there are in my town (using different verbs eg. tenemos/tiene) Lesson 5 - to be able to use a complex structure to be able to say what I can buy in different shops (using ‘donde se puede comprar’ with a range of new vocabulary). All lessons feature a starter activity, an introduction to vocab/key grammar structure, mini whiteboard practice, a ‘baseline’ assessment (e.g. short series of translations), followed by a differentiated task based upon the baseline assessment score. Please note: I do not own any of the images contained within these resources.

A handy revision/classroom tool for remembering 1. different types of complex structures and 2. which complex structures to use in writing. Personally, I use these by: Printing off a draft version and handing to each student. Students write an example of the complex structure they are going to use in their writing e.g. ‘Tener que + infinitive’ Then, underneath, students write an example of this e.g. ‘Tengo que ir al médico’. They do this 6 times. I then print and laminate these (A5 or smaller), hand them back to the individual student and they keep this in their top pocket!

A handy revision resource that can be used in the classroom or for homework/independent learning on grammar and vocabulary covered in Allez 1 Unit 1 and 2 including family members, my best friend, opinions, adjectives for personality and more.

3 x posters including: How to answer the register in Spanish (e.g. Estoy aquí) Useful phrases 1 (e.g. Puedo quitarme la chaqueta / Necesito un cuaderno) Useful phrases 2 (e.g. ¿Cómo se escribe)

A useful revision poster that can be set for homework or used in class for revision purposes. Allez 1 Unit 3 Pages included 3.1 - 3.4

A revision poster/knowledge organiser with gap-fills to help students revise for an assessment. Claro 1 Unit 3 ‘Mi casa’

Claro 1 Unit 1 Me Presento Revision Poster A handy tool for either homework or as a revision resource in class.