Two starter activities on the Machismo y feminismo chapter of the 'Igualdad de los sexos' module of the new AQA specification. The first activity asks pupils to unscramble words to find synonyms of some of the topic vocab. The second activity asks them to translate some expressions into Spanish. The expressions have been specially selected as they contain little 'traps', such as a difference in articles, false friends, etc. Pupils may use the textbook for vocab tips (pp. 54-55).

A thematically-organized reference of literature-related vocabulary in Spanish and English, plus a PowerPoint with comprehension and translation exercises of increasing difficulty for putting the vocabulary to use. It equips students with terms for expressing a variety of ideas when discussing a work of literature (plot, character, protagonist, antagonist, event, precede, follow...). The sentences to translate are tailored to El coronel no tiene quien le escriba, but can easily be tweaked to fit any text you are teaching.

An essay I wrote as an example to follow for Year 13 Spanish students studying Gabriel García Márquez's 'El coronel no tiene quien le escriba', as there are currently no exemplars on this text on the AQA website. The essay answers the following question, from the June 2016 paper: Analiza las acciones de dos personajes principales en la novela que has estudiado. En tu opinión, ¿qué revelan de su personalidad y actitudes? The document includes a plan to illustrate the thought process that went into the essay, followed by the essay itself. I made my students count the number of different tenses employed, highlight 'impressive' vocabulary, spot different ways in which points are exemplified and justified, etc.

A worksheet to accompany the following video extract from a talk show programme in the Dominican Republic: https://www.youtube.com/watch?v=nHnmCUn4pfI Contains a variety of listening comprehension tasks. Full answers are included on the second page. Designed to complement the new AQA A-Level Spanish specification, topic Valores tradicionales y modernos. Nice to follow up with a discussion of students' own views of marrying vs. living together.

An extended activity that could take up to a whole lesson, depending on the students' level of French. Designed to reinforce the Daily Routine topic in a slightly more entertaining way. Students read the text and fill in the gaps using words from a list. They then complete two more activities: answering reading comprehension questions in English, and doing a multiple-choice exercise in French. NB: The two files are an EASY and a CHALLENGING version of the same thing; see what suits your class best. A good challenge for KS3. May be suitable for lower-achievement KS4. I follow this up by making them pick a cartoon/book character and write about his or her day in a creative way.

Students read a text and fill out a grid with details in order to discover the murderer. Aimed at high-ability KS3, may be suitable for low-ability KS4. Designed with aim of consolidating topic of time in French.

Contains three parts, each 10 questions long: Verbs, Nouns, and DIY ( students translate whole sentences). The quiz is on the easy side - top sets may need more stimulation - but see for yourself. NB: Slides 8, 34, and 37 mention me by name - change to your own! Otherwise all is non-specific.

A lesson to prepare students for an exam-style speaking assessment on relationships: this tests question comprehension as well as topic vocabulary. At the end, I ask students to pack up and translate/answer one of the questions each to be allowed to leave the room.

A comprehension worksheet to go with a video (link in the document) featuring an Argentinian news clip on drones. Can be used for Scientific Progress module or for Crime module, since it discusses the uses of drones by the police.

A quiz consisting of 3 rounds (grammar and spelling, odd one out, and identify correct description for the image). Made for KS3, but could be used with lower-ability KS4. Good for revising the technology module, or if students are a little tired!

Students read about, and work with, one teenager's hopes for his future (marriage, children, etc.), then write about their own.

A starter activity in which students get introduced to some crime vocab by actively guessing it, using their knowledge of English cognates and a few hints. This tends to be quite popular with students.

A couple of PowerPoint presentations introducing students to a few basic phrases in the conditional (voudrais, serait, aurait...) and practicing talking about one's ideal partner. Also deals with adjective placement and agreement.

A two-slide presentation including a translation exercise (ideal as a starter) and Devil's Advocate, a speaking activity in which students are given statements to defend or argue against. This mostly deals with the earlier parts of the Crime and Punishment unit: basic crime vocab and reasons for criminal behaviour.

A fun activity to consolidate vocabulary of places in town. Students cut out words and stick them onto the right picture, then draw a map of Seville based on the resulting text. This can take the better part of a lesson. NB: For the sake of simplicity, I have taken liberties with geographical positioning - it is not all true to life...