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”.
RESOURCES: compulsory 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
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
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
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 BOOKLET: SPEAKING ASSESSMENT role play and photo card EXAM PRACTICE BOOKLET ASSESSMENT EXAMPLES: MICRO ASSESSMENT exam practice MICRO ASSESSMENT high frequency words
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.
- 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.
- The photo of El Corte Inglés is part of my routine to get them to describe pictures.
- 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.
- Question slide – ¿Dónde sueles comprar? + ¿Por qué? We worked through this bit by bit to make sure they understood everything.
- 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.
- We then went through all the reasons why you might shop in a department store or online + decided which they best described.
- Worksheet. Match the Spanish to the English + then translation of the phrases.
- Reading worksheet. There are three versions of this as my bottom set group is really mixed in terms of ability.
- Written task. Styled along the lines of the AQA Foundation Paper 90 word task which my group is getting used to.
- 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
A quick post to share a PowerPoint. Each slide shows a photo taken from a mixture of exam boards which has been used for the photo card description. I teach bottom sets at the moment for GCSE and I am using the WWWD technique where they describe who, where and what they see + add a description either of a person or the weather. They seem to have found this technique a bit easier to cope with than others I have tried. I have dropped each of the slides into the PowerPoint for their relevant topics so that we constantly practise the technique throughout the course. The PowerPoint below is a compilation of everything I have put together so far. My approach is to show the picture and then run through the WWWD technique with the group to see what they come up with. I have been drilling key high frequency terms such as “hay”, “tiene(n)” etc. which you can see in my examples. My groups do find this activity difficult so the language I have used is fairly simple.
POWERPOINT: PHOTO CARDS2
This activity is intended to stimulate talk in a lesson. Students are all talking about fidget spinners at the moment and justifying their use. I didn’t realise that so many of my students had attention problems, but there you go. With the PowerPoint (posted below) I intend to use the first slide to raise awareness of Spanish being a world language + there is a hyperlink to TeleMundo Miami. As we are required to use authentic material as part of the new GCSE I’m trying to look at target language websites as much as possible. On slide 2 the Telemundo report video is difficult, but I will be adding my own commentary to break it down + I will be asking questions such as what the report is about, what the teachers in the report think of fidget spinners, etc. The 3rd slide could be written or spoken. With the 4th slide I want them to give their views on whether the spinners should be banned or not. There are key phrases I want my set 3 Year 10 students to use as part of this activity – “Estoy de acuerdo / No estoy de acuerdo” + I will be asking the students for their views. In my response I will use phrases such as “X dice que el spinner es una distracción. ¿Estás de acuerdo? [asking another student]”. I want to familiarise them with “X dice que …” as it will be useful for them to know and use throughout the course
POWERPOINT: EL NUEVO JUGUETE DE MODA