Here's the answer, so what's the question?

This is something I remember from my TEFL days: getting students to form correct questions based on specific bits of information from a sentence (or even a whole text).

The examples below are based on 8 simple daily routine statements in Spanish in the present tense. (Each statement is used twice.) :

1. Me levanto {a las seis}........................................ ¿A qué hora te levantas?
2. {Me levanto} a las seis........................................ ¿Qué haces a las seis?
3. Me ducho {en el cuarto de baño}.........................¿Dónde te duchas?
4. {Me ducho} en el cuarto de baño.........................¿Qué haces en el cuarto de baño?
5. Después de ducharme, {me visto}...................... ¿Qué haces después de ducharte?
6. {Después de ducharme}, me visto...................... ¿Cuándo te vistes?
7. Me visto {en mi dormitorio}..................................¿Dónde te vistes?
8. {Me visto} en mi dormitorio..................................¿Qué haces en tu dormitorio?
9. {Mi madre} prepara el desayuno......................... ¿Quién prepara el desayuno?
10. Mi madre {prepara el desayuno}......................... ¿Qué hace tu madre?
11. Desayuno {con mi madre} en la cocina...............¿Con quién desayunas?
12. Desayuno con mi madre {en la cocina}...............¿Dónde desayunas?
13. Voy al colegio {en bicicleta}................................ ¿Cómo vas al colegio?
14. Voy {al colegio} en bicicleta................................ ¿Adónde vas en bicicleta?
15. {Vuelvo a casa} a las tres....................................¿Qué haces a las tres?
16. Vuelvo a casa {a las tres}....................................¿A qué hora vuelves a casa?

The idea is that students must try to formulate a correct question using the initial statement as a starting point, where the information being solicited by the question is the information highlighted in the statement -- in the examples above, the highlighted information is in {curly brackets}.

This means that it is possible for 1 statement to generate several questions.
e.g. the simple statement...

ALLER (French pres tense) in context

The resources below are based on a short text featuring all parts of aller in the present tense, along with a few modes of transport, within the context of talking about how you go to school.

There are 11 worksheets based on the text itself and 5 based on the vocab. These were printed from TaskMagic3 (Mix&Gap and TextMatch) using http://www.dopdf.com , and combined as 2 pdfs with lots of pages using http://foxyutils.com/mergepdf/

Of course, you would NOT do ALL of these activities, but I've included them all so that you can see what is available.
I've also included the original Mix&Gap (mtx3) and TextMatch (mdl3) files, both of which require TaskMagic3. The images show the variety of activities in each of the TaskMagic3 files.

Talleres de explotación laboral (sweatshops)

Lots of Spanish resources, suitable for good GCSE groups but also for AS, based on a fairly short text about sweatshops.

The pdfs were printed from TaskMagic3 (Mix&Gap and TextMatch) using http://www.dopdf.com , and combined as 2 pdfs with lots of pages using http://foxyutils.com/mergepdf/ - the "text" pdf contains 11 worksheets and the "vocab" pdf contains 5.

I've also attached the Mix&Gap file (mtx3, based on the text, with access to about 20 interactive exercises) and the TextMatch file (mdl3, based on the vocab items, with access to over 20 interactive games and exercises) - both of these require TaskMagic3.

¿Qué tal? (very short text / story)

These resources are based on a short story practising ¿Qué tal?, with lots of high frequency expressions.

It really is the shortest of stories, using expressions from the first few lessons of Spanish:

Fred está en el patio del colegio cuando ve a su amigo Barney.
“Hola Barney,” dice Fred. “¿Qué tal?”
“Muy mal,” dice Barney, y se va.
Luego Fred ve a su amiga Wilma. “Hola Wilma,” dice Fred. “¿Qué tal?”
“¿Yo?” dice Wilma, “Regular.” Y se va.
Luego ve a su amigo Greg. “Hola Greg,” dice Fred. “¿Qué tal?”
“Bien, gracias,” dice Greg. “¿Y tú, Fred?”
“¡Muy bien!” dice Fred, y se va muy contento. 

There are 10 worksheets based on the text itself and 6 based on the vocab. These were printed from TaskMagic3 (Mix&Gap and TextMatch) using http://www.dopdf.com , and combined as 2 pdfs with lots of pages using http://foxyutils.com/mergepdf/

Exploiting a text for classroom use - French: le 11 novembre 1918, la fin de la « der des der »

The resources in this post are based on an article from 1jour1actu.com about 11th November 1918 http://1jour1actu.com/france/la_fin_de_la__der_des_der_/

There are 12 pdf files all based on the same text.

There is also the TaskMagic3 Mix&Gap file (mtx3) from which the pdfs were printed (using doPDF - http://www.dopdf.com), and which provides access to 18 interactive exercises for use with PCs and / or an IWB. This file requires TaskMagic3. (See http://www.mdlsoft.co.uk/mixandgap.htm for more info about the Mix&Gap component of TaskMagic3.)

The image shows the menu screen in TaskMagic with the 18 interactive exercises represented by a screen thumbnail.

La ley de Murphy (lots of KS4 Spanish pdf resources)

See the resources below based on a short text about Murphy's Law in Spanish (la ley de Murphy).

14 x pdf files: 11 based on the text (8 tiles; 15 tiles; 24 tiles; 1in3; gapfill; spaceinsert; anagrams; contextgaps; grammargaps; findspanish; longgaps) and 3 based on the vocab (matching; write; dominoes).

Also...
1 x TaskMagic3 Mix&Gap file (mtx3 - this is quite big as it has embedded audio)
1 x TaskMagic3 TextMatch file (mdl3)
These both require TaskMagic3. The Mix&Gap one provides access to 19 interactive exercises based on the text, WITH AUDIO.
The TextMatch file contains 20 or so interactive games and exercises - it is automatically generated based on the matching expressions used for the Find it! exercise of the Mix&Gap file.