Category Archives: Spanish KS4

San Fermín – Higher level GCSE

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

High frequency language

The attached documents highlight the core language students need to know in order to function well when producing Spanish independently. I think there is work to be done to adapt some of the attached documents to the requirements of Higher Level GCSE – I made them last year with lower sets in mind. This will be a task for me in the coming weeks.

The attached documents are just ideas. The key thing for me is continually revisiting the language in lessons especially expressions which continually trip up students such as “tampoco”, question words and expressions such as “acabar de”.

RESOURCEScompulsory language SPANISH past paper questions TRANSLATION into Spanish FOUNDATION compulsory language SPANISH answers compulsory language SPANISH blank compulsory language SPANISH connectives worksheet compulsory language SPANISH essential verbs crossword compulsory language SPANISH paritally completed compulsory language SPANISH past paper questions TRANSLATION FOUNDATION compulsory language SPANISH past paper questions TRANSLATION HIGHER

Translation formats

I’m posting a few documents I use regularly for translation (into and from Spanish). The formats can be used for all translation tasks – I just change the text. For the “select the best translation” task, a bit more work is required. The assessment criteria are those used by AQA.

 

RESOURCES: Higher Translation from Spanish to English FIESTA and English to Spanish TRANSLATION GCSE into ENGLISH foundation BEST FRIENDS TRANSLATION GCSE into SPANISH foundation SCHOOL NOW + IN THE PAST Foundation Translation from Spanish to English TIEMPO LIBRE and English to Spanish

La Voz Colombia

The resources attached are for a higher ability Year 11 GCSE group on the topic of free time, but more specifically on discussing music. The aim is to get the students to give interesting responses to questions about their musical tastes – ones which would score well at Higher Level in the GCSE speaking exam.

There is a video embedded into the PowerPoint which is a brief edit of an interview with a contestant from The Voice in Colombia. The reading comprehension interview with the contestant is made up, but hopefully carries on in the vein of what the singer was saying on the video. All should make sense when you look at the resources, however the first slides aim to build up vocabulary and useful phrases. With slide 8 students discuss each statement giving a personal response using some of the language presented. This then all builds to the comprehension activities. Finally the students prepare their own answers to the last two questions using the language presented and taking David’s responses as examples of good extended answers.

RESOURCES: PowerPoint: Una entrevista con David   Worksheet: ENTREVISTA CON DAVID La Voz Colombia

GCSE vocabulary booklet

There are plenty of these kinds of things around, but I have produced my own Spanish GCSE vocabulary booklet which is more tailored to the two bottom sets I’m teaching this year (Foundation level, obviously). I am posting it in Word so that anyone who downloads it can make amendments.

I will have finished all of the speaking exams by the end of Tuesday this week, so my focus is going to be on cramming vocabulary, hence the booklet.

BOOKLETVOCABULARY BOOKLET 2018

GCSE role plays + photo cards (AQA)

The attached resource is nothing great and there will be much better versions out there, but I’m sharing in case it is of use to someone. I have two bottom sets for GCSE Spanish and trying to get them all ready for the heavy demands of the new GCSE speaking exam is daunting. I have a number of SEN students who are finding the work challenging. At my school we follow AQA and the attached booklet is one I will be using from March when I will have covered everything topic-wise. From that point I will be concentrating on final preparation for the oral exam as well as exam technique + general revision.

We are  using Rachel Hawkes‘ approach to vocabulary acquisition which she terms as ‘non-negotiables’. We are using the term ‘compulsory language’. I start most lessons running through key bits of language (much of which is essential for students to construct language independently). I have attached some PowerPoint slides as an example. As dull as it is, we just work through the slides and they all tell me the meanings. We have mini-tests as well to make sure they are getting to grips with all the terms. The attached PowerPoint is a collection of many of the slides. They aren’t all used together but are dropped into lessons as appropriate.

RESOURCES: POWERPOINT KEY LANGUAGE SLIDES examples BOOKLETSPEAKING ASSESSMENT role play and photo card EXAM PRACTICE BOOKLET ASSESSMENT EXAMPLESMICRO ASSESSMENT exam practice MICRO ASSESSMENT high frequency words

 

De compras

Hardly my favourite topic to teach, but this lesson re: opinions on different ways of buying things worked. I’ll explain how I used the attached PowerPoint bit by bit.

  1. The PowerPoint begins with a starter using the Mi Gente song. I just wanted to make sure they know the word “gente” and hoped Beyoncé would be better at getting them to remember this than me.
  2. The photo of El Corte Inglés is part of my routine to get them to describe pictures.
  3. They know PUEDO, so I’m introducing SUELO. I’m making sure they know the main high frequency verbs like QUIERO, PUEDO, DEBO, DOY, etc. They saw SUELO last lesson, so is a recap.
  4. Question slide – ¿Dónde sueles comprar? + ¿Por qué? We worked through this bit by bit to make sure they understood everything.
  5. I then read out three sentences in English which they had to translate into Spanish using the previous slide e.g. I usually shop on the internet because there are more discounts.
  6. We then went through all the reasons why you might shop in a department store or online + decided which they best described.
  7. Worksheet. Match the Spanish to the English + then translation of the phrases.
  8. Reading worksheet. There are three versions of this as my bottom set group is really mixed in terms of ability.
  9. Written task. Styled along the lines of the AQA Foundation Paper 90 word task which my group is getting used to.
  10. Past paper reading exam question. I used the slide to explain the issue of whether online shopping is harming the high street + then they did the reading task.

The homework task is a translation based on language from this and previous lessons. I’ve been teaching them “Diría que” as an alternative to “Creo que ../ Pienso que …”.

RESOURCES: De compras TRANSLATION GCSE into ENGLISH foundation ONLINE SHOPPING TRANSLATION EXERCISE linked to PPT ENTREVISTAS Cómo prefieres comprar ENTREVISTAS Cómo prefieres comprar SEN VERSION ENTREVISTAS Cómo prefieres comprar HIGHER VERSION