Introduction - CCEAccea.org.uk/sites/default/files/docs/qualifications... · Web viewMost should aim to use the conditional tense. ... (question words/rephrasing questions)

CCEA Planning Framework for GCSE Spanish


GCSE Spanish

Contents Page

Introduction 1

Unit 1: Listening 6

Unit 2: Speaking 18

Unit 3: Reading 32

Unit 4: Writing 46


IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Spanish. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through Spanish:The following skills are assessed in GCSE Spanish:Listening [AO1]Speaking [AO2]Reading [AO3]Writing [AO4]

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4Communication:

Students should be able to: communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example organise the structure and content of their written response to present ideas effectively;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example convey complex information clearly, showing sensitivity to register to achieve effects;

participate in discussions, debates and interviews, for example work as a pair or in a group and make valid contributions by asking relevant questions;

interpret, analyse and present information in oral, written and ICT formats, for example use technology such as a PowerPoint presentation to communicate information in an original way; and

explore and respond, both imaginatively and critically, to a variety of texts, for example evaluate information from different sources and draw conclusions.

Using Mathematics

Students should be able to: use mathematical language and notation with confidence, for example

recognise patterns for numbers and understand mathematical data in the target

language;

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use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example interpret diagrams and timetables;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example obtain, process and interpret mathematical data to justify their conclusions;

interpret and analyse a wide range of mathematical data, for example use statistical data from a range of sources to draw conclusions;

assess probability and risk in a range of simulated and real-life contexts, for example analyse mathematical data to evaluate the consequences of risk-taking behaviour; and

present mathematical data in a variety of formats which take account of audience and purpose, for example use appropriate mathematical language to communicate ideas effectively.

Using ICT

Students should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example research a topic online and present the information using a PowerPoint presentation to create an impact.

Thinking Skills and Personal Capabilities at Key Stage 4Self-Management

Students should be able to: plan work, for example select a learning strategy such as mind maps

for revision; set personal learning goals and targets to meet deadlines, for example

identify strengths and weaknesses and organise tasks according to priority;

monitor, review and evaluate their progress and improve their learning, for example respond positively to feedback to prioritise a specific area for improvement; and

effectively manage their time, for example focus on the task to complete their work on time.

Working with Others

Students should be able to: learn with and from others through co-operation, for example listen to

others and value contributions from other groups; participate in effective teams and accept responsibility for achieving

collective goals, for example contribute constructively in group activities by asking appropriate questions; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example explore

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differences in opinion to consider pros and cons and reach a conclusion.

Problem Solving

Students should be able to: identify and analyse relationships and patterns, for example recognise,

compare and contrast information and data; propose justified explanations, for example present reasons and

rationales; reason, form opinions and justify their views, for example give reasons

for likes/dislikes or preferences; analyse critically and assess evidence to understand how information

or evidence can be used to serve different purposes or agendas, for example use appropriate registers to convey information with a recognition of audience and purpose;

analyse and evaluate multiple perspectives, for example consider and compare different points of view;

explore unfamiliar views without prejudice, for example objectively take on board various viewpoints;

weigh up options and justify decisions, for example compare alternatives, come to a personal conclusion and justify opinions; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example use a range of strategies to tackle problems and resolve familiar and unfamiliar scenarios and situations.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Students should feel confident when: applying grammatical rules [Managing Information]; presenting a balanced text in Spanish [Managing Information]; and writing from the perspective of another [Being Creative].

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm - T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Spanish specification content. Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

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Unit 1: Listening

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Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Listening

Context 1:

Identity, Lifestyle and Culture

Students’ lives, families, homes and interests, and those of others in Spanish-speaking countries/ communities

Students should be able to:

demonstrate understanding of different types of spoken language;

follow and understand clear speech using familiar language;

identify the overall message, key points, details and opinions in a variety of spoken passages;

Myself, my family, relationships and choices

Listen to information about someone and their family and complete gap fill and pairing up exercise. Use of chosen text book.

Play Guess Who in Spanish, using third person singular of the verb.

Speed dating, students move every one or two minute(s) describing the type of person they are in target language and what they look for in an ideal partner. Most should aim to use the conditional tense.

Social media and new technology

Students access podcast 136 on españolextra.com and complete the worksheet. This is aimed at higher level.

Listen to young people describing the advantages/disadvantages of social media and complete exercises. To be pre-recorded by the teacher or make use of chosen course text book.

Comm – T & L

Comm – T & L

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Unit/Option content


Content


Identity, Lifestyle and Culture (cont.)

deduce meaning from a variety of spoken texts; and

recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer questions, extract information, evaluate and draw conclusions.

Song and gap fill activity, can be found on tes.com No te metas a mi Facebook by Esteman. This is probably for abler candidates but is a fun exercise. Teachers can provide extra support if needed.

Free time, leisure and daily routine

Students make a video diary describing their daily routine in target language. These may be presented to the class.

Students listen to someone describing what they do in their free time and note down as much information as possible.

Chore game: students work in pairs describing an activity that they do every day, their partner must guess what this activity is and vice versa.

SMUICTComm

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Unit/Option content


Content



Culture, customs, festivals and celebrations

Students spend time researching a Spanish festival of their choice, from any region or Spanish speaking country. They create a presentation on this in the target language and present it to the class. This can be done in pairs or independently. Teachers guide students with language.

PowerPoint on Spanish festivals www.languagesresources.co.uk/SpanishXmas.html – teachers pre-record the information. Students note down as many details as possible. Teachers give out a map of Spain and students label where each festival takes place. PowerPoint is then presented to the class

Teachers read a description of Easter in Spain and students answer the questions that follow

Comm – R

Resources www.bbc.co.uk/schools/gcsebitesize/audio/spanish/www.languagesresources.co.uk/SpanishDailyRoutine.htmlspanish-resources.com/skill/listeningwww.languagesresources.co.uk/SpanishXmas.htmlwww.tes.com/teaching-resources/hub/secondary/languages/spanish/culture/festivals/

iPads

Recording device

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Unit/Option content


Content


Interactive whiteboard

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Unit/Option content


Content


Listening

Context 2:

Local, National, International and Global Areas of Interest

Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in Spanish-speaking countries/ communities





My local area and the wider environment

Students access BBC Bitesize and complete the listening exercises on My Region.

Students complete role play scenarios in pairs describing where they live, what there is to do and give opinions. Teacher devises roleplay cards.

Listen to recordings/videos of people describing their region and do oral or written summaries of these passages.

Community involvement

Listen to a recording about voluntary work done by different people and answer questions. Limited resources available on line for this topic area. Please refer to chosen text book.

UICTWO

PS

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Unit/Option content


Content


Local, National, International and Global Areas of Interest (cont.)



Social and global issues

Song Clandestino by Manu Chao is a song that focuses on immigration. Students listen as many times as necessary and complete gap fill.

Various exercises on spanish-resources.com based on climate change and environment. Students watch a video, listen to a report on climate change and choose the correct answer out of four. This is a Higher Level exercise; students may need to listen several times.

Travel and Tourism

Use of linguascope.com to revise countries and modes of travel. Students listen and match up vocabulary. Various types of listening exercise based on the topic of holidays are available.

Roleplay cards, students work in pairs. They each have a card with four or five statements in English (images can also replace words). They must convey the correct information in Spanish and their partner reiterates what they have said in English. This can use any time frame and can include as many opinions and complex structures as the teacher thinks is appropriate for the class.

PS

Comm – T & L

PS

PS

WOPS

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Unit/Option content


Content



Teacher reads an extract about a past/future holiday to the class as many times that is necessary. Students then answer a series of questions on what they have heard. Extracts in past and future tenses with questions on the español extra website.

Resources www.españolextra.comwww.linguascope.com

interactive white board

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Unit/Option content


Content


Listening

Context 3:

School Life, Studies and the World of Work

Education and employment issues in students’ own country/ community and in Spanish-speaking countries/ communities






My studies and school life

Students watch a video A day in a Spanish secondary school on bbc.co.uk. This is an authentic resource that allows students to revise time and subjects. Teachers can create exercises appropriate to the level of their class.

Students make a story board describing their school day, once finished and marked they record themselves. Their final product should be a detailed spoken piece on school with opinions which can be presented to the class.

Extra-curricular activities

Free time Snakes and Ladders, this could be a revision session or a starter activity for students to revise sports and basic opinions. Teachers will need to provide each pair/group with a template, a dice and perhaps small prizes for the winners. Students are using oral and listening skills and should not have had any previous support beforehand, just what they can remember from key stage 3. Template available from tes.com.

PS

UICTComm

WO

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Unit/Option content


Content


School Life, Studies and the World of Work (cont.)


Students listen to what sport/activities Spanish young people like to do in their free time. They list what the sport is, how many times a week they do this activity and their opinion of it. Teacher can read this to the class (various texts can be found on españolextra.com or make use of their chosen text book).

BBC Bitesize listening activities on Free time students complete both foundation and higher level exercises.

Part-time jobs and money management

Students watch video on YouTube to revise jobs (see link below).

Foundation and higher listening audio on jobs available on BBC Bitesize with activities.

Students access españolextra.com and complete listening activity Podcast 89 based on finding a Summer job. This is a higher level activity.

UICT

UICT

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Unit/Option content


Content



Future plans and career

Students receive sentences that have been cut up into single words. E.g. En el futuro tengo ganas de ser médico y tendré que sacar buenas notas en mis examenes. They work in pairs or independently making the sentences. Once they have completed at least two to three, they have a conversation with one another stating which job they want to do in the future and why. They must note down in English their partner’s job and reason.

Telephone conversation role play in pairs, teachers may allow students to use their own mobile phone as prop. One student makes a statement about the future e.g. I want to live in Spain, the line reception is bad and the other cannot hear. They must then rephrase using another structure e.g. I hope to live in Spain, they must use at least three structures before they are understood. Teachers may want to provide a slide on the board for support depending on student’s level.

PSWO

WOComm – T & L

Resources www.youtube.com (www.youtube.com/watch?v=X3VvtymNybo)www.bbc.co.uk/educationwww.bbc.com/mundo/media/video

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Unit/Option content


Content


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Unit 2: Speaking

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Unit/Option content


Content


Speaking

Context 1:




communicate and interact effectively in speech for a variety of purposes;

take part in short conversations, asking and answering questions, exchanging opinions and producing extended sequences of speech;


Use of language mats to encourage spontaneous responses (question words/rephrasing questions).

Interviews to find out personal details. Physical descriptions: give your students

photographs (or other visual aids) and ask them to describe them orally.

PowerPoint presentation of their family: students will orally introduce their family describing different slides.

“This is my life” comic – students will create a short comic about their lives (personal details/family and pets/friends) which can be read aloud to the class.

Comm – T & L

UICT

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Unit/Option content


Content



speak spontaneously, responding to questions, points of view or situations and sustaining communication, as appropriate;


Class discussion about the positive and negative aspects of social media.

“Against the clock” – Students talk for a full minute about their use of their mobile phone.

Comm – T & L

express information and narrate events coherently and confidently, using and adapting language for new purposes;

make appropriate and accurate use of a variety of vocabulary and grammatical


Surveys to find out details about the daily routine of others. The findings can be later orally presented to the class (using charts and percentages).

“Join my club”: in groups, students will create a brochure about their local leisure centre, including the facilities and sports it offers and will present it orally to the class.

Role plays – at the department store/at the cinema ticket office/ phoning your friend to arrange to go out, etc.

“Against the clock” – students talk for one minute about their pastimes (what they do/where they go/who they go with/when they go).

CommWO

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Unit/Option content


Content


structures;


make creative use of the language, as appropriate, to express and justify their own thoughts and points of view; and

use accurate pronunciation and intonation that would be understood by a native speaker.


PowerPoint presentation of a popular festival in Spain or Latin America: in pairs, after researching key details of their chosen festival, students will orally present their findings describing different slides.

PowerPoint presentation to reflect different aspects of Spanish culture: in pairs, after researching key details, students will orally present their findings describing different slides.

Two minutes oral presentations on the topic of “Christmas in my country”: in groups students research and present to their peers how Christmas is celebrated in their country/traditions/ decorations/typical products/how it differs from Christmas in Spain, etc.

Role plays – birthday celebrations/attending a festival or celebration in Spain/describing and comparing customs of native country and Spain.

CommUICT

WO

WO

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Resources Boardworks


Cameras and voice recorders

Computers and access to Internet

Relevant photographs and cue cards

Magazines from state agencies

www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk www. linguascope .com www.languagesresources. co . uk www. tes .com www. espanol-extra .co.uk www.lightbulblanguages.co.uk/resourceshttps://neiljones.org/category/spanwww.cvc.cervantes.es/aula/pasatiempos

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Unit/Option content


Content


Speaking

Context 2:






speak spontaneously, responding to questions, points of view or situations and


The weather forecast: students will create a podcast to present the weather forecast for that week in their city.

“Selling my house”: in pairs, students will take the role of estate agents and will describe a house for sell. This can take the form of a video recording exercise with their comments as a voice-over.

Description of their city/neighbourhood: this can take the form of a video recording exercise with their comments as a voice-over.

Working in pairs and using a town map, ask for and give directions to different places.

Listen to recordings/videos of people describing their region and do oral summaries of these passages.

Role plays: shopping in my city/countryside or city/asking and giving directions/arranging a visit to the city centre, etc.

UICTWO

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Unit/Option content


Content


sustaining communication, as appropriate;

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Unit/Option content


Content



express information and narrate events coherently and confidently, using and adapting language for new purposes;



Role play: my work in a charity shop. Read a text/listen to a recording about voluntary

work done by different people and answer orally to some questions.

Surveys to find out details about the voluntary work people at school do. The findings can be later orally presented to the class (using charts and percentages).

Comm – T & LUM


In groups, create a PowerPoint presentation about a particular environmental problem, its consequences and possible solutions. After researching key details of their chosen environmental problem, students will orally present their findings describing different slides.

UICT

Comm R, T & L

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Unit/Option content


Content



use accurate pronunciation and intonation that would be understood by a native speaker.

Class discussion about the main social issues in their city or the main global issues (hunger/drug addiction/poverty/ deforestation/obesity/unemployment/alcoholism/homelessness, etc.) and possible solutions to these.

The news: working in groups, students will choose a piece of news occurred locally or globally that week and will present it to the class in the TL as if they were TV/radio presenters. This could be previously recorded using podcasting or webcasting.

As an extension to this activity, students should make their own podcast/webcast/news report.

PS

UCIT

Travel and Tourism

“Against the clock” – students talk for a full minute about their holidays (what they do/where they go/who they go with/when they go…).

Dialogues in pairs about what students generally do in the summer.

Surveys to find out details about what way people prefer to travel. The findings can be later presented to the class (using charts and percentages).

Comm – T & LWOPS

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Unit/Option content


Content



“The travel agency”: in groups students will create a brochure about a holiday destination, including what holidaymakers can do there, the facilities the destination offers, etc. and will present it orally to the class.

Role play: booking a room in a hotel/asking for information at the train station/shopping for souvenirs/at the tourist office, etc.

UICT

SM






Maps, postcards and holiday brochures

www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk www. linguascope .com www.languagesresources. co . uk www. tes .com www. espanol-extra .co.uk www.lightbulblanguages.co.uk/resources

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Unit/Option content


Content


Speaking






speak spontaneously, responding to questions, points of view or situations and sustaining


Dialogues in pairs about their school day. “This is my school”: in groups students will make

video recording exercise with their comments over describing the different parts/ rooms of the school or in groups, students produce a digital presentation for Open Night – a short film/mockumentary on the school.

Surveys to find out what are the most/least favourite subjects and why. These findings can be later presented to the class (using charts and percentages).

Using a photograph from their primary school, students can describe their former school uniform.

Class discussion about school rules.


In pairs, create a poster and orally advertise one of the extra-curricular activities offered at their school.

Power point presentation about what extra-curricular activities they do.

Comm – T & LUM

UICT

WOUICT

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Unit/Option content


Content


School Life, Studies and the World of Work (cont.) express

information and narrate events coherently and confidently, using and adapting language for new purposes;

make appropriate and accurate use of a variety of vocabulary and grammatical structures;


use accurate


Using photographs of different professions, students will have to describe what they are and what they do.

“What do I work as?”: the teacher will have a card with a profession and the students, using different questions in the TL, will need to find out what profession it is.

In pairs or groups, students have to prepare a job interview

Role plays: their part time job/what they do with their money/ their work experience week.


Interview other students around the class to find out what they want to do after they finish school.

“My future job”: students will research relevant information about the profession/career they would like to pursue in the future (what they need to study/how long/where they can do it/A-Level grades needed, etc.) and present it to the rest of the class.

General conversation about advantages and disadvantages of going to university.

Comm – T & LPSWO

Comm – T & L, WOPS

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School timetable

Job advertisements

www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk www. linguascope .com languagesresources. co . uk www. tes .com www. espanol-extra .co.uk www.lightbulblanguages.co.uk/resourcesneiljones.org/category/spanwww.cvc.cervantes.es/aula/pasatiemposwww.teachingideas.co.uk/ict/podcasting.htmrecap.ltd.uk/podcasting/

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Unit 3: Reading

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Unit/Option content


Content


Reading

Context 1:




understand and respond to different types of written language;

understand details within texts using high frequency familiar language;

identify the overall message, key points, details and opinions in a variety of written passages;

deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material and unfamiliar

Teaching and Learning activities for Reading

Use of authentic Spanish texts (with appropriate support)

Gap-filling Sentence completion True/false questions Open-ended questions/answers in English Open-ended questions/answers in Spanish Matching activities Crosswords Translation of Spanish to English Use of CCEA GCSE Bespoke materials


Resources and ideas for languages teachers website – La Pareja Ideal suite of resources and Life in Modern Britain/RELATIONSHIPS PowerPoint.

Students deduce meaning from a literary text about personal descriptions on Camilo José Cela from lightbulblanguages.co.uk.

Comm

PS

Comm

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Unit/Option content


Content


material);


recognise and respond to key information, important themes and ideas in extended written text and authentic sources;

demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw conclusions in context and recognise implicit meaning where appropriate; and

BBC GCSE Spanish Bitesize reading comprehension text with questions - Personal and social life: Describing someone.

Lightbulb Languages worksheets on self, family and friends.

Write descriptions of famous people’s families, students guess who the person describes.

Use of teachitlanguages translation resource on family and friends.

PS


Resources and ideas for languages teachers website – La tecnología – opiniones suite of resources.

Class questionnaire on their use of social media and new technology.

Vocabulary investigation game using cognates or near cognates.

WO

Comm/PS

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Unit/Option content


Content


Translation exercise from tes.co.uk on new technology focusing on use of the imperfect tense.

Reading comprehension available tes.co.uk.


translate sentences from Spanish into English.

Use of teachitlanguages translation resource on technology.


Categorise free time activities into indoor, outdoor and sports using Venn diagram.

Using daily routine vocabulary cards, students apply knowledge by organising them in chronological order (there may be some variation of order).

Consolidate clothes vocabulary by using la ropa PowerPoint on frenchteacher.net/Spanish.

Use of suite of resources on free time and social activities on oye.com.

SM

WO

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Unit/Option content


Content


Translate (Spanish-English) a shopping list (foundation) and/or translate a note from a parent including a shopping list (higher tier).

SM

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Unit/Option content


Content




Introduction of vocabulary using quizlet.

Using teachitlanguges website there is PowerPoint which introduces some key vocabulary on Christmas in Spain. There is also a gap fill exercise and some true or false reading sentences on different festive traditions in Spain.

Use and adaptation of a suite of resources on culture from spanish4teachers.org.

Distribute an A3 year planner with blank spaces for relevant festivals. Students will have a bank of important festivals vocabulary cards and place them on the appropriate date.

Suite of resources available on festivals from various websites shown in resources.

Comm/PS

UICT

SM

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Resources Myself, my family, relationships and choices

https://neiljones.org/2015/03/01/la-pareja-ideal/#commentshttp://lightbulblanguages.co.uk/resources-sp-ks4-txt.htmhttps://neiljones.org/2015/02/08/life-in-modern-britain/#commentswww.bbc.co.uk/schools/gcsebitesize/spanish/readingh/describingsomeonerev1.shtmlwww.lightbulblanguages.co.uk/resources-sp-ks4-wks.htmwww.teachitlanguages.co.uk/resources/ks4/translation/spanish/spanish-translation-family-and-friends/26495


https://neiljones.org/2014/12/13/la-tecnologia-opiniones/#commentswww.tes.com/teaching-resource/reading-comprehension-using-the-imperfect-tense-which-describes-what-people-do-in-their-free-time-11358717www.tes.com/teaching-resource/ks4-spanish-technology-internet-6389276www.teachitlanguages.co.uk/resources/ks4/translation/spanish/spanish-translation-technology/26331


www.frenchteacher.net/free-resources/spanish/http://oye.languageskills.co.uk/intermediate/year10/12818.html


https://quizlet.com/88847285/gcse-spanish-costumbres-y-fiestas-customs-and-festivals-flash-cards/www.teachitlanguages.co.uk/resources/ks3/culture-history-and-traditions/vocabulary/qu-sab-is-de-las-navidades-en-espa-a/22152http://spanish4teachers.org/hispanicculture/https://neiljones.org/2013/07/07/viva-san-fermin-gora-san-fermin/#comments

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Unit/Option content


Content


Reading

Context 2:







deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material and unfamiliar material);


Introductory PowerPoints available from frenchteacher.net/Spanish such as ¿Cómo es tu casa?, ¿Dónde vives? and Describe tu país. These resources will revisit Key Stage 3 vocabulary and will allow for progression to Key Stage 4.

Provide students with an adapted transcript and translation of a conversation about My region from BBC Bitesize, with gaps in the Spanish to be filled.

Teacher fills in a sample Where I live placemat from teachitlanguages.co.uk. Students answer questions on the information provided in Spanish or English.

Reading resource available from teachitlanguages.co.uk comparing two cities in Spain. Activities follow the reading resource.

Reading resource available from teachitlanguages.co.uk on young people’s new houses. Using different coloured highlighters, students find positive/negative/neutral vocabulary.

Spanish translation exercises from teachitlanguages.co.uk on home and local area.

Comm – T & L

Comm – W

PS

Comm – R, W

WO

PS

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Unit/Option content


Content







Use of quizlet flashcards to introduce vocabulary relating to volunteering.

Teacher provides role play scripts in Spanish on Community involvement. Students translate the scripts into English, working in groups or pairs.


Using a starter activity from teachitlanguages.co.uk on Global Issues, students work out the meanings of new words and categorise them into groups of their choice. This activity introduces new vocabulary which encourages students to think about a more complex topic and explain their decisions.

Translation practice on health and social issues from teachitlanguages, offering both Foundation and Higher tasks.

Provide students with cards displaying a variety of local, national or global issues. Students place them in order from the least problematic to the most problematic. Students should be encouraged to explain/justify their decisions.

Comm

WO/PS

SM

PS

PS

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Unit/Option content


Content



Travel and Tourism

Introductory PowerPoint presentations available on frenchteacher.net/Spanish. These can be used for students to deduce meaning of new vocabulary.

Use of Travel and Tourism booklet available on tes.com. It is intended for the preparation of a writing task but there are many activities that will aid practice in reading skills.

Translation task on holidays available on teachitlanguages offering both Foundation and Higher tasks.

PS

Comm – W

Resources My local area and the wider environment

www.frenchteacher.net/free-resources/spanish/www.bbc.co.uk/schools/gcsebitesize/spanish/speakingf/05_conv_myregion_rev4.shtmlwww.teachitlanguages.co.uk/resources/ks3/home-and-local-area/all-languages/where-i-live-placemat/16145www.teachitlanguages.co.uk/resources/ks4/culture-history-and-traditions/spanish/dos-ciudades-espa-olas/18452www.teachitlanguages.co.uk/resources/ks4/home-and-local-area/reading/nuevas-casas/17066www.teachitlanguages.co.uk/resources/ks4/translation/spanish/spanish-translation-home-and-local-area/26494


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Unit/Option content


Content


Reading

Context 3:







deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material and unfamiliar material);


Use of linguascope.com to revise and develop vocabulary relating to school.

Reading Comprehension available on teachitlanguages on La Vida Escolar which encourages students to pick out key points by filling in a grid of information on the email.

Provide students with a paragraph in Spanish about school, students highlight all the subjects, adjectives and names of rooms/areas in school.

In groups, students produce an oral presentation in Spanish on their school.

Translate elements of the school prospectus into Spanish, students try to find the English from the prospectus.


Use of linguascope.com to revise and develop vocabulary relating to extra-curricular activities.

Translate elements of the school prospectus into Spanish, students try to find the English.

Students categorise a list of extra-curricular activities into sports, indoor activities, musical activities, summer/winter activities etc. The class discuss the outcomes and where overlaps may occur.

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Use of linguascope.com to revise and develop vocabulary relating to part-time jobs and money management.

There are some phrases for translation available on www.spanishdict.com.

Distribute scenario cards to students, in which they have a part-time job and they are provided with their hourly wage, the hours that they work and a list in Spanish of items that they may want/need to buy. Students can work out which items they can or should buy and how many more hours they would need to work to buy a more expensive item.

Foundation level reading comprehension on part-time job adverts available on BBC Bitesize for Spanish.


Use of linguascope.com to revise and develop vocabulary relating to future plans and career.

Vocabulary builder resource available on tes.com, which includes exercises in comprehension and

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Students create a mind map to develop vocabulary relating to this topic and there is one available on getrevising.co.uk which could be used and/or adapted.

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Resources My studies and school life

www.linguascope.com/www.teachitlanguages.co.uk/resources/ks3/school-and-daily-routine/spanish/la-vida-escolar/17984


www.linguascope.com/


www.linguascope.com/www.spanishdict.com/translate/part-timewww.bbc.co.uk/schools/gcsebitesize/spanish/readingf/parttimejobsrev1.shtml


www.linguascope.com/www.tes.com/teaching-resource/gcse-spanish-future-plans-vocab-builder-6324682https://getrevising.co.uk/diagrams/future_plans_reguarding_marriage_partnerships

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Writing

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communicate in writing for a variety of purposes;

write short texts, using simple sentences and familiar language to convey meaning and exchange information;

translate sentences from English into Spanish to convey key messages accurately and to apply grammatical knowledge of language and structures in context;


Write an ID card giving your personal details such as surname, date and place of birth, age, family, physical description, character, hobbies and dislikes. Students could present this to the rest of the class by PowerPoint or similar package.

Conduct an interview in Spanish with one other student. A summary could be written in Spanish about their family using the correct verbs and tenses. Students could record the initial interview using the free app “Dictaphone-Audio Recorder” available for apple and android.

Write a paragraph in Spanish how you get along with your best friend and activities you like to do together. Swap this with another student and change the verbs into the third person. Teacher could put a list of common verbs in the third person on the board.

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produce clear and coherent extended text to present facts and express ideas and opinions for different purposes and in different settings;

make accurate use of a variety of vocabulary and grammatical structures;


Students divide into groups of four. Students discuss in English the advantages and disadvantages of the Internet and mobile phones. With the use of a dictionary groups aim to write four bullet points in Spanish for each area.

Teacher shows a PowerPoint or holds up cards showing different ways students use technology such as e-mail, text messages, laptop, contract phone, broadband and apps. Students must write in Spanish how the word/phrase is spelt. Students can then show their board to other members of the class and complete peer assessment on spelling/stress marks/correct use of el/la etc.

From www.teachitlanguages.co.uk complete task entitled “la tecnología.” Students must complete a comprehension task followed by three activities on grammar, vocabulary and extended writing.

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manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using appropriate style and register); and

make independent and creative use of the language to identify key points, express and justify their thoughts and points of view.


Translate a paragraph on hobbies into Spanish. Teacher composes 10 sentences on hobbies in English including time words, linking words and different tenses. Once the task is complete students could mark each other’s work and give feedback under headings grammar, spelling and vocabulary. The teacher could also give them a target for improvement. Students could complete this task using the app Pages if they had access to iPads.

Group hobbies into sections under titles “team sport/individual sport/martial art/other”. The teacher gives out a worksheet with the column titles and a word box in English. Students must translate the word into Spanish and insert into correct place.

From www.rachelhawkes.com complete worksheet on cinema from week 4 which is a writing activity based on going to the cinema. It has a gap-fill activity followed by translating sentences from English into Spanish.

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Teacher creates a document of a description of a past birthday celebration. Students must find the 10 errors listed. These should be tenses/irregular verbs/pronouns/common spelling errors/plurals/ missing stress marks etc.

From website www.linguascope.com students complete written worksheet on Christmas. The task is a gap fill and also students must match the start and end of sentences.

From website www.maryglasgowplus.com students read article on la Mercè festival in Barcelona and must adapt the language to write information about a festival in their local area (there are other activities based on speaking and reading included with the task).

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Resources www.rachelhawkes.com www.teachitlanguages.co.ukwww.maryglasgowplus.comwww.linguascope.com

Pages App

“Dictaphone-Audio Recorder” App

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Context 2:








Students are provided with a picture of a house. They are divided up into groups of three and provided with a dictionary. Students must decide roles such as researcher, writer and presenter. Researcher uses the dictionary, writer makes a note of all the sentences and the presenter can read aloud the answers to the rest of the class. The group must work together to write as many sentences as they can to describe the house.

From website www.linguascope.com, students access sample resources on places in the town. Access section entitled worksheet and complete both written tasks.

Students access website www.teachitlanguages.co.uk and enter new GCSE translation section. Students complete translation activity entitled “environment”. Students must first match up key vocabulary, unjumble the Spanish words to give the correct translation and finally complete two translation activities, one from Spanish to English and the other from English to Spanish.

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manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using appropriate style and register); and


Students first complete a reading task which details how a young person volunteers their time in a charity shop at the weekend. They must use the language and structure provided to create their own paragraph about their voluntary work.

Teacher designs an assisted translation activity about a neighbourhood watch scheme. Students are given a worksheet with a word wall at the top; each brick represents one word or phrase needed for the task. Students use the words and add in extra vocabulary to complete the translation from Spanish to English.

Teacher composes a poster on a new supermarket to be built in the local area. Students must assume the roles of different people in the community such as housewife, unemployed person, environmentalist, local business owner and write a speech bubble about their opinion on the proposed development. This could be presented on PowerPoint or could extend into a class debate with two opposing sides.

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Using mini-whiteboards students do a thought shower of all the words they have learned regarding the environment and note them down.

Students should work in groups of three or four. The teacher places a paragraph on healthy living in Spanish on a shared table. Students take it in turns to look at the paragraph placed on the table (they have one minute each to study it) and then must return to their group and write as accurately as possible what they saw. The winning group is the one who has best replicated the teacher’s paragraph.

Students access website www.linguascope.com and complete written activity on environment. Students must translate sentences into Spanish.

Travel and Tourism

Write an essay detailing a past/present/future holiday. Students can then be given out a copy of GCSE Spanish writing skills by ajsanzcaro available from www.tes.co.uk and they have to improve their essay by including appropriate linking words and time frames.

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From website www.espanol-extra.co.uk students access interactive role-play and e-learning module. Enter tasks entitled holidays and students should match up the question with the answer on present tense holidays.

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Resources www.espanol-extra.co.ukCCEA GCSE Spanish Specimen assessment materials and mark schemewww.tes.co.ukwww.linguascope.comwww.teachitlanguages.co.uk

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Listening

Context 3:








Students are given a list of 10 questions about their school which they must answer in Spanish. Questions could be divided into Higher (¿Cómo es tu colegio?) or Foundation tier (¿Cómo se llama tu colegio?) and teachers could make use of the suggested oral questions provided in the CCEA GCSE SAMs for ideas on suitable questions.

Students write a paragraph on their opinions of subjects using a wide variety of ideas such as me gusta/lo que menos me gusta es/mi asignatura preferida es.

Order subjects in Spanish in order of preference and write reasons for these opinions.

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manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using


Conduct a class interview, students ask a serious of directed questions and write down their answers in Spanish. They must then design a bar chart and label in Spanish which shows the number of people who attend extra-curricular activities and what they do and day/time etc.

Students write up their findings in Spanish about which activity is most/least popular. Suggest reasons for this using the conditional tense.

Students write a paragraph on extra-curricular activities in their ideal school and be as creative and forward thinking as possible.


From website www.spanishrevision.co.uk students complete written task on part-time jobs. Students must write the correct job by understanding the job description which is also written in Spanish

From website www.bbc.co.uk/schools/gcsebitesize/spanish/

Students complete written activity on part-time jobs. Students must complete a paragraph with the missing words in order for the sentences to make sense. Students will be required to draw upon their

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appropriate style and register); and

knowledge of grammar and structures to complete the task

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Students write sentences on how they spend their pocket money on mini-whiteboards. Students model their answer on the white board. Students complete peer assessment on what has been written and point out any errors or good practice.


Teacher creates a list of the most common jobs taken from the CCEA GCSE Spanish specification and jumbles up the word. Students must identify the job and write the correct Spanish spelling

Students play ‘Four in a row’ in groups of two. Teacher designs a sheet with different sentences on future plans. Students must be able to accurately translate four sentences in a row to win. A dice and counters could also be used.

Students complete a mind map in Spanish with teacher giving headings or a template for example career choices, future study, future tense verbs or useful infinitives. This could also be completed using the “Inspirational Maps tm” app available on android and Apple.

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Resources www.bbc.co.uk/schools/gcsebitesize/spanish./www.spanishrevision.co.uk

Inspirational maps App

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Documents

Introduction - CCEAccea.org.uk/sites/default/files/docs/qualifications... · Web viewMost should aim to use the conditional tense. ... (question words/rephrasing questions)