This is a higher resource to teach GCSE Spanish Viva textbook, Module 8, Unit 3, (M8U3) Cuál es el mayor problema - Global Problems. 3 lessons, using a sentence builder, following the Conti method. The first lesson allows students to get to grips with the new language, to describe the biggest global issues, practising the superlative, and key language about global issues and environmenytal issues. There are printable worksheets and helpsheets within the PowerPoint, and all activities have fully animated answers for quick feedback. The three one hour lesson sequence aims to take students from receptive to active language processing. Hope this is useful to fellow Spanish teachers out there. X

This is a foundation resource to teach GCSE Spanish Viva textbook, Module 8, Unit 3, (M8U3) Cuál es el mayor problema - Global Problems. 3 lessons, using a sentence builder, following the Conti method. The first lesson allows students to get to grips with the new language, to describe the biggest global issues, practising the superlative, and key language about global issues and environmenytal issues. There are printable worksheets and helpsheets within the PowerPoint, and all activities have fully animated answers for quick feedback. The three one hour lesson sequence aims to take students from receptive to active language processing. Hope this is useful to fellow Spanish teachers out there. X

AQA Viva GCSE Textbook Module 6 Sentence Builders for use in class with each lesson from M6. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module covered. Below are the units covered by these sentence builders: Module 6: Las Costumbres en el Mundo Hispánico/Customs in the Spanish-speaking world M6.1 Talking about your daily routine p33 M6.2 Talking about food from the Spanish-speaking world p34-35 M6.3 Talking about festivals in the Spanish-speaking world p36 M6.4 Describing a special day in the past p37 Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

AQA Viva GCSE Textbook Module 5 Sentence Builders for use in class with each lesson from M5. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module covered. Below are the units covered by these sentence builders: Unit 1: Talking about casual jobs and earning money Unit 2: Saying what job you do/would like to do Unit 3: Saying what your plans are for the future Unit 4: Explaining why it’s important to learn a language Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up. Module 5: Mi Ciudad/My City M5.1 Saying what there is in your town p28 M5.2 Describing the positives and negatives about your town p29 M5.3 Talking about shopping preferences p30 M5.4 Saying how you would like to change your town p31 M5.5 Role play: asking for and giving directions p32

AQA Viva GCSE Textbook Module 4 Sentence Builders for use in class with each lesson from M4. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module covered. Below are the units covered by these sentence builders: Module 4: Intereses e Influencias/Interests and Influences U4.1 Saying what you usually do in your free time p21 U4.2 Talking about sports now and in the past p22 U4.3 Talking about entertainment in and out of the house p23 U4.4 Talking about a film you have seen recently p24 U4.5 Talking about your role model p25 U4.6 Role play: buying tickets p26-27 Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

AQA Viva GCSE Textbook Module 3 Sentence Builders for use in class with each lesson from M3. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module covered. Below are the units covered by these sentence builders: Module 3: Mi Gente/My People U3.1 Describing family members p16 U3.2 Describing positive and negative relationships p17 U3.3 Saying what you use social media for p18 U3.4 Talking about reading preferences p19 U3.5 Picture-based: describing a photo p20 Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

AQA Viva GCSE Textbook Module 2 Sentence Builders for use in class with each lesson from M2. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module covered. Below are the units covered by these sentence builders: Module 2: El Instituto/School U2.1 Giving your opinion on your subjects at school p10 U2.2 Describing your uniform p11 U2.3 Describing your school’s facilities p12 U2.4 Describing a future school exchange p13 U2.5 Describing school rules and giving opinions about them p14 U2.6 Talking about extracurricular activities in 3 tenses p15 Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

AQA Viva GCSE Textbook Module 1 Sentence Builders for use in class covering lessons from Module 1. Each sentence builder includes all of the necessary vocabulary to enable students to access each module in the unit. Below are the units covered by these sentence builders: Module 1: Las Vacaciones/Holidays M1.1 Saying what you normally do in the summer p5 M1.2 Saying how you prefer to spend the holidays p6 M1.3 Saying where you went and what you did p7 M1.4 Describing future holiday plans p8 M1.5 Making hotel reservations p9 Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

Reading practice for every module (1-8). Perfect for revision and homework!

AQA Viva GCSE Textbook Module 7 Sentence Builders for use in class with each lesson from M7. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module covered. Below are the units covered by these sentence builders: Unit 1: Talking about casual jobs and earning money Unit 2: Saying what job you do/would like to do Unit 3: Saying what your plans are for the future Unit 4: Explaining why it’s important to learn a language Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

AQA Viva GCSE Textbook Module 8 Sentence Builders for use in class with each lesson from M8. Each sentence builder includes all of the necessary vocabulary to enable students to access each unit in the module. Sentence builders can be used by students for revision as well as reference in class. Each sentence builder is clearly laid out, and contains both the target language and the English translation for each phrase. Language is chunked in logical groups so that individual columns can be labelled to aid students in locating key phrases they need to look up.

This is a booklet for use with GCSE Year 10 and 11 Spanish containing vocabulary organised into sentence builders. There are more than 40 sentence builders in this pack. Each sentence builder is designed to follow the modules in the Viva AQA textbook. There is a sentence builder for every module in the textbook. This booklet could be printed for students to use as support in class, and for revision. It has a section explaining how to use the sentence builders to revise. Sentence builders are based on the research of Dr Conti, and are particularly effective when combined with his teaching methodology.

AQA Viva GCSE Module 8 Revision. 3 lessons with Speaking and Reading Focus.

A lesson on organised sport from the AQA GCSE Viva textbook. It includes a vocabulary list, and plenty of activities to get to grips with the vocabulary to tackle the topic. My students found it engaging. Hope this helps x

Lots of explanation on how the GCSE speaking exam works for AQA GCSE, as well as plenty of supportive practice activities. Hope it helps guys.

This is a Higher GCSE Spanish resource consisting of 3, 1 hour, lessons, using a sentence builder. It aims to enable students to talk about films they have watched, using relevant vocabulary to talk about films, such as special effects and soundtrack. It teaches students how to use the perfect tense in contrast to the imperfect tense to describe films, helping students to use a combination of tenses correctly, in order to access the top bands at GCSE for range of language. It includes a grammar explanation of the perfect tense, as well as how to form and answer questions in the perfect tense. My students found it rewarding. Hope it helps guys. X I have more resources at: https://www.tes.com/teaching-resources/shop/piensomas

This resource consists of three complete lessons, fully animated, with answers, perfect for teaching Foundation or Higher GCSE groups. By the end of the three lessons students will be able to read key information about technology from a text and answer the question: ¿Qué aplicaciones vas a usar este fin de semana? What apps are you going to use this week? All of the vocabulary, and activities, are based on the AQA GCSE Viva textbook, which is tailored to the vocabulary lists for the AQA GCSE exam. The content is designed to flood students with new language from a sentence builder (included in this pack), starting with receptive exposure to the phrases, and finishing with productive writing and speaking skills. All of the tasks have been tried and tested over the last few years following the Conti method - a communicative language teaching approach developed by Gianfranco Conti: ‘extensive processing instruction’ (EPI) is based on the idea that language teachers should ‘teach less, not more’ by providing their students with a set of language ‘chunks’, drilling these, and finally pushing students to reproduce them. Given its emphasis on reducing cognitive overload, this method is likely to succeed in allowing students to feel like competent learners.

This resource consists of three complete lessons, fully animated, with answers, perfect for teaching Foundation GCSE groups. All of the vocabulary, as well as some of the activities, are based on the AQA GCSE Viva textbook, which is tailored to the vocabulary lists for the AQA GCSE exam. The content is designed to flood students with new language from a sentence builder (included in this pack), starting with receptive exposure to the phrases, and finishing with productive writing and speaking skills. All of the tasks have been tried and tested over the last few years following the Conti method - a communicative language teaching approach developed by Gianfranco Conti: ‘extensive processing instruction’ (EPI) is based on the idea that language teachers should ‘teach less, not more’ by providing their students with a set of language ‘chunks’, drilling these, and finally pushing students to reproduce them. Given its emphasis on reducing cognitive overload, this method is likely to succeed in allowing students to feel like competent learners.