Powerpoint and worksheet to introduce TV genres to mid/low ability Y8. -Vocab -Opinions (inc. recognising plural me gustan) -Vocab recap (MWBs or chant answers) -Listening (Mira 2 Express, p.24) -Write sentences about favourite programme then do a survey -Guessing game - sentences giving opinions in the plural

To build on work on saying how often you go to the cinema (Expo 3 Vert - Module 1, adverbs of frequency). Recap of aller and adverbs of frequency, followed by work on reasons/for against cinema-going. Work out the meaning of the statements and categorise for and against. Key vocab given in word-bank on powerpoint to support least able.

Lesson to prepare a bottom set Y9 group for writing about future plans. Settling starter (wordsearch) followed by team activity to practise using a word mat to write developed sentences. Pupils work in small groups with a mini-whiteboard and a word mat. A sentence appears on the board in English and they have to translate it (most of what they need is in the word mat). The team with the most complete answer when the time stops gets a point.

2 different versions of a diary entry about what sports you do on different days, as preparation for a writing assessment. 1 version is for pupils aiming for maximum Level 4 and is all in the present tense. The other includes the perfect tense and the immediate future for pupils working towards Level 5/6. Content (activities/days) is identical so it can all be marked together in class.

Writing assessment for Y9 topic of Healthy Living. Style of paper is based on the new AQA specification. Primarily Foundation but includes a Higher style translation and opportunity for pupils to complete the main writing task at either Foundation (90 words) or Higher (150 words) level of detail.

A reading task about the real figure behind the character of 'Pere Jean&' in the film &';Au revoir les enfants' (information taken from wikipedia). I have a mixed ability class, so gave some pupils the version with line numbers as clues to help them cope with the text which is fairly challenging for Y9. Pupils seemed really interested and shocked by the fact that it was a real-life story, so I hope it works well for you too.

Gapfill activity to consolidate imperfect tense (with contrast with present tense). This version is the one with clues (first letter of some words) for less able, but can be deleted to make it more challenging. Part of healthy living topic - used whilst preparing for writing a problem page letter.

2 resources for studying the film Astérix et Obélix: Mission Cléopatre with a mixed ability Y9 group. Nothing too heavy going as it's an end of term treat after working really hard with lots of grammar for the past few months. 1st lesson = introduction. What is Astérix? What are bande dessinée? Pupils research online to complete worksheet. Then watch trailer. 2nd lesson = character info match-up starter, then watching the film for a good chunk of the lesson, then true or false quiz.

Cover lesson for a low ability Y7 group. Various puzzles to consolidate vocabulary for rooms of the house and furniture. Tasks increase in difficulty across a double-sided worksheet - wordsearch is accessible for the weakest students, cryptogram is a challenge for more able.

6-8 week module based on Expo 2, Module 1. Aimed at Year 8, Set 3 of 4. Includes a lot of revision from Year 7 (family, where you live, present tense) plus jobs and the weather. Unfortunately lessons 5 and 6 are missing due to memory stick issues. A few slides may have been taken from other TES resources. If you recognise any of your own work, thanks for sharing and let me know if you would like crediting.

Reading focusing on use of 3 tenses

Lesson introducing low ability Y8 to describing a photo (for AQA GCSE Foundation Writing style task). Context = Zipi y Zape y el Club de la Cánica - prior to watching the film. Added lesson on understanding character descriptions (to accompany watching the film).

Bronze / Silver / Gold differentiated revision board games, covering: -self -family -where you live/come from -jobs -leisure activities -TV -excuses (with je dois) -opinions -perfect tense -places in town

A cover lesson introducing language for the photo card at AQA GCSE (for the 4-sentences writing task, and as a starting point for the speaking exam). This is for a low ability Y9 group. Covers: -il y a + nouns -il/elle est + height/build -il/elle a + hair description -il/elle a + basic clothing 4 pictures for students to describe.

Could be suitable for cover work. 1) Recognise and underline food items - grammar, recognising nouns. 2) True or false. 3) Match pictures to countries.

Reference material for high ability KS4 groups. I am giving this to my groups quite early on and teaching them to use the verb tables in the middle of the dictionary. So whilst at the moment they haven't covered the imperfect or conditional in much detail (and haven't done the A* tenses at all) some should be able to use their initiative and go beyond what they have been taught, with this guide to help them.

UPDATE: Added version for a more able group, including reading task. Goes with Expo 2 Vert, Module 3, Unit 1 'Tu veux sortir?' Covers 3 lessons with a low ability Y8 group. 1st lesson - activities/infinitives. Slide 4 is a sheet to print off. Forming Qs with 'tu veux', speaking activity. 2nd lesson - reading task. Understanding more detailed messages with meeting place, time, etc. 3rd lesson - writing own invitation. Extension work on French text speak.

A lesson I have prepared for induction with Y6. Would also be suitable for a first Y7 lesson in September. 1) Asking and saying what your name is. 2) Quiz in groups - knowledge about Spain/Spanish-speaking countries. 3) Video clip to introduce greetings. 4) Que tal? + various responses Quiz is adapted from a resource a colleague sent me, so may have come from TES before.

Various resources for low ability Y8 class. Follows Expo 2 Vert. A few weeks of powerpoint slides + worksheets and other resources used in class. The reading task (Reading A and Reading B) was sent out to pupils electronically so some had the underlined version to give them hints.

Pictures cut out and stick around the room. 1 grid between 2-3 pupils. 1 pupil per team can get up and bring back information to fill in the grid (fill in with the Spanish captions from under the pictures). Extension (especially if using with KS4) - cards with Spanish descriptions to match up. Powerpoint gives some clues to help with extension, then goes through answers, then has a quiz to finish.