As I explained in a post a week or two ago, we are trying to prepare our Year 11 students for their A level studies from September. We are putting together transition packs, but are doing this in two phases. Attached is the work I have created for phase 2. I really want to get the balance right between engaging them to do some work and pushing them beyond GCSE while at the same time not putting anyone off taking the subject! Not sure whether I’ve managed it here, but you can adapt it yourselves to your own context. Students work through the three tasks independently.
TASK 1 – Sentence structure /grammatical accuracy (using Duolingo). The activities are quick to do + focus them on a range of grammar and sentence structure exercises.
TASK 2 – Cultural awareness (- exposure to Spanish language music and culture). The Bomba Estero song “Soy yo” has a great video and message.
TASK 3 – Vocabulary development + conceptual awareness (- the how and why of things). Hopefully this gets them to engage with authentic texts but in a gradual, step by step way.
BOOKLET: Step Up – SPANISH A LEVEL 2 v2
In line with my earlier post on GCSE listening skills for the AQA examination, I am posting examples of question types for the reading exam. Popular questions types are “question and answer” where you need to understand the question being asked as well as the response – these usually take the form of questions based on a questionnaire; Present/Past/Future identification; and gap fill where grammatical awareness as well as vocabulary knowledge are key. In line with the listening exam, students need to be aware of distractors, synonyms, word families and negatives as well as skills such as inference and understanding that the answer may not be a word in the text.
RESOURCE: SKILLS types of READING questions
When working on literary texts I have also been using song lyrics as well as poetry. The benefit of song lyrics is that you will often get an accompanying video which provides a wealth of cultural references. Attached is a worksheet relating to part of the lyrics to Rosalia’s Malamente.
PS. Undivé = Dios / divino
WORKSHEET: Malamente READING LITERARY TEXT Foundation SONG BY ROSALIA
If you follow the AQA GCSE board, the following may be of use. I have put together similar exercises from all of the GCSE higher listening materials we have to date. There are some types of exercise that are repeated e.g. news item comprehension, past/present/future, inference, etc. I have grouped them together and I will be working through them soon with my group. Strategies like looking out for distractors are well known, but inference esp. answering when the words are not provided are more difficult and need some practice. The fact that similar exercise types have appeared in all papers so far is no guarantee that this will happen this summer, but the strategies in coping with distractors, tenses, inference, answering in the target language etc. will still be there.
When using the resources, the transcript part should be hidden. I’m getting the students to fold the paper.
RESOURCES: SKILLS types of listening questions PowerPoint – COMPREHENSION skills LISTENING
The resources attached are from a lesson I taught recently. The topic was “Festivals” and I have been working towards a Higher Level GCSE 150 word writing task where one of the bullet points asks the students to write about a festival they would like to take part in.
There was a listening activity in the PowerPoint which I have deleted as it was based on audio from VIVA. I used the transcript to create an activity where the students heard the audio, but my transcript had replaced many words with synonyms and other verbs taken from the High Level Verbs sheet.
The lesson was taught a few days before the Day of the Dead in Mexico, hence the reference in the PowerPoint.
POWERPOINT: una fiesta en casa HIGHER RESOURCES: SAN FERMIN reading grades 7+SAN FERMIN reading grades 5 6VERBS San Fermin lesson TEST SHEETVERBS San Fermin lesson ANSWERS