REVISED GCSE

Resource Pack Spanish This is a resource pack which supports the teaching and learning of the Spanish specification

GCSE Spanish Contents Section 1

Page 5

Contexts for Learning Resources

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Section 2 A

Guidance on setting Controlled Assessment Speaking Tasks

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B

Guidance on setting Controlled Assessment Writing Tasks

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Section 3 Guidance on preparing candidates for Controlled Assessment Tasks

45

Section 4 Thinking Skills and Personal Capabilities

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Appendices: 1 2 3

Student feedback form for writing tasks Student feedback form for speaking tasks – written work Student feedback from for speaking tasks – oral work

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CCEA Resource Pack: GCSE Spanish

Introduction CCEA has developed new GCSE specifications for first teaching from September 2009. This resource pack has been designed to support you in introducing the new specification. The resource pack provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive. Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The resource pack should therefore be used in conjunction with the specification. Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work. A Microsoft Word version of this resource pack is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. I hope you find this support useful in your teaching. Best wishes

Clare McNicholl Subject Officer Spanish E-mail Telephone

[email protected] 028 9026 1200 (ext: 2439)

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CCEA Resource Pack: GCSE Spanish

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CCEA Resource Pack: GCSE Spanish

CCEA Resource Pack: GCSE Spanish

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CCEA Resource Pack: GCSE Spanish

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CCEA Resource Pack: GCSE Spanish

Section 1: Contexts for Learning

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CCEA Resource Pack: GCSE Spanish

Specification: Spanish Section 1:

Contexts for Learning

Context 1:

The Individual

Specification Content Relationships: families and friends

Learning Outcomes

Teaching and Learning Activities

 students should be able to investigate, understand, describe, discuss and give opinions about their families and friends.

AO1 Listening: Students listen to people describing themselves and match the spoken descriptions to the appropriate pictures.

 they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students work in pairs and/or small groups asking and answering questions describing themselves. AO3 Reading: Students read e-mails from friends describing themselves and complete cloze tests. AO4 Writing: Students send e-mails to each other describing themselves and asking questions about the other person.

Resources Listos 3 (rojo) Ch 1 “Me presento” (“Te presento a mi familia”) Ch 9 “Yo” (¿Cómo eres?) Listos 2 (rojo) Ch 1 “Nos presentamos” Aventura Nueva 3 Ch 1 “Yo y mi familia” Ch 15 “Mis relaciones con los demás” Aventura Nueva 2 Ch 1 “Soy como soy” “¡Mucha suerte!” Ch 1 “¡Mucho gusto!” ¡Mola! Módulo 1, Ch 1 “Mi familia y yo”

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CCEA Resource Pack: GCSE Spanish

Specification Content

Learning Outcomes

Teaching and Learning Activities

Relationships: families and friends (cont.)

Resources Caminos 3 Ch 1 “Hablando de mí” Ch 4 “Así somos’ Ch 20 “Los estilos de vida” Caminos 2 Ch 1 “La ropa”

Local environment: advantages and disadvantages

 students should be able to investigate, understand, describe, discuss and give opinions in relation to their local environment.

AO1 Listening: Students listen to an extract about an area and complete two lists of positive and negative points.

Listos 3 (rojo) Ch 1 “Me presento” (“Mi casa”, “El pueblo donde vivo”, “Lo bueno y lo malo”)

 they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students conduct a class survey about where people live and the facilities available.

Aventura Nueva 3 Ch 4 “Aquí vivimos”

AO3 Reading: Students read a text about a town and complete a Venn Diagram – sorting statements into various categories – facilities for tourists/locals/both. AO4 Writing: Students prepare a brochure on their local area.

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“¡Mucha suerte!” Ch 4 “¿Dónde vives?” Caminos 3 Ch 14 “En casa” ¡Mola! Módulo 1, Ch 2 + 3 “¿Como es tu casa?” “Mi barrio”

CCEA Resource Pack: GCSE Spanish

Specification Content

Learning Outcomes

Teaching and Learning Activities

Activities: daily routine and leisure activities

 students should be able to investigate, understand, describe, discuss and give opinions in relation to daily routine and leisure activities.

AO1 Listening: Students participate in a game of “Simon says” where the teacher says a statement describing a daily routine (brush your hair) and the students have to perform the correct action, if they get it wrong they are out.

 they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students work in pairs, describing their daily activities to each other. They then report back to the rest of the class on what their partner does, changing the verb. AO3 Reading: Students read and extract information from a review of a film. AO4 Writing: Students work in teams to write correct sentences about pictures on daily routine. The teacher does not give the correct answer – just circles mistakes. Students work together to identify the mistakes.

Resources Listos 3 (rojo) Ch 1 “Me presento” (“Mi casa”) Ch 2 “En el cole” (“Mi rutina diaria”) Ch 6 “En casa y en el trabajo” (“Ayudando en casa”) Ch 8 “De juerga” Listos 2 (rojo) ch 2 “La comida” (“¿Qué comes”, “¿Qué te gusta comer?”, “De compras”) Ch 5 “¡Diviértete!”) Aventura Nueva 3 Ch 2 “Mis gustos” Ch 12 “Mis tareas diarias” Ch 13 “Tiempo libre” Ch 14 “Otra vez de tiendas” Aventura Nueva 2 Ch 2 “El tiempo libre” Ch3 “ ¡Qué divertido!” “¡Mucha suerte!” Ch 2 “El tiempo libre” Ch 3 “En casa” Ch 9 “Comprar y comer”

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CCEA Resource Pack: GCSE Spanish

Specification Content

Learning Outcomes

Teaching and Learning Activities

Activities: daily routine and leisure activities (cont.)

Resources ¡Mola! Módulo 1, Ch 2 “¿Como es tu casa?” Módulo 2, Ch 1 “El tiempo libre” Módulo 5, Ch 5 “De compras” Caminos 3 Ch 2 “Mi tiempo libre” Ch 11 “¿Qué ponen?” Ch 12 “De compras” Caminos 2 Ch 2 “Tiempo libre” Ch 3 “La comida” Ch 4 “Mi vida” Ch 10 “Opiniones”

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CCEA Resource Pack: GCSE Spanish

Specification Content Health and lifestyle: diet, exercise and illness

Learning Outcomes

Teaching and Learning Activities

 students should be able to investigate, understand, describe, discuss and give opinions in relation to health and lifestyle.

AO1 Listening: Students listen to a stimulus about people who are unwell and complete a grid, linking the illness with the appropriate advice.

 they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students work in pairs discussing what exercise they take and complete a class survey. AO3 Reading: Students read an article about food and answer questions on what people like to eat and why. AO4 Writing: Students work in small groups to prepare posters giving advice on adopting a healthy lifestyle.

Resources Listos 3 (rojo) Ch 5 “¿Qué te ha pasado? (“Me siento mal”) Ch 6 “En casa y en el trabajo” (“La vida sana”) Listos 2 (rojo) Ch 2 “La comida” (“La comida sana”) Ch 6 “La salud” Aventura Nueva 3 Ch 10 “La alimentación y el deporte” “¡Mucha suerte!” Ch 10 “La salud y el bienestar” ¡Mola! Módulo 5, Ch 1 “Una vida sana”

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CCEA Resource Pack: GCSE Spanish

Specification: Spanish Context 2:

Citizenship

Specification Content Social issues: problems in society and equality

Learning Outcomes  students should be able to understand some vocabulary relating to social issues.

Teaching and Learning Activities

Resources

AO2 Speaking and AO4 Writing: Students may choose to prepare information about a subject from this topic, for example, a problem in their town, such as vandalism.

Listos 3 (rojo) Ch 9 “Yo” (“Problemas”, ”La dependencia”)

AO1 Listening: Students listen to announcements at a train station and answer questions.

Listos 3 (rojo) Ch 2 “En el cole” (“Planes para las vacaciones”) Ch 3 “De vacaciones” Ch 4 “En ruta” Ch 5 “¿Qué te ha pasado?” (“Reservas y llegadas”, En la recepción”, “Quejas”)

 they may produce creative pieces in speech and writing on this topic. Travel and tourism: destinations and choices

 students should be able to investigate, understand, describe, discuss and give opinions, in relation to travel and tourism.  they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students take part in role plays - one student is a hotel receptionist, the other is a guest. AO3 Reading: Students read signs in a town and answer questions AO4 Writing: Students write an e-mail to book accommodation.

Listos 2 (rojo) Ch 4 :El turismo” Aventura Nueva 3 Ch 6 “En marcha” Ch 7 “¿Dónde nos alojamos? Ch 8 “Haciendo turismo” Ch 9 “¿Dónde comemos? Aventura Nueva 2 Ch 5 “¡Qué vacaciones!”

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CCEA Resource Pack: GCSE Spanish

Specification Content

Learning Outcomes

Teaching and Learning Activities

Travel and tourism: destinations and choices (cont.)

Resources ¡Mola! Módulo 1, Ch 3 “Mi barrio” Módulo 4, Ch 2 + 3 “De vacaciones” “El tiempo” “¡Mucha suerte!” Ch 7 “¡Buen viaje” Ch 8 “Todo bajo el sol” Caminos 3 Ch 8 “De viaje’ Ch 9 “ De vacaciones” Ch 10 “En el restaurante” Caminos 2 Ch 6 “Las vacaciones”

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CCEA Resource Pack: GCSE Spanish

Specification Content Environmental issues: attitudes to and responsibilities for litter, transport, energy, conservation and recycling.

Learning Outcomes

Teaching and Learning Activities

 students should be able to investigate, understand, describe, discuss and give opinions in relation to environmental issues.

AO1 Listening: Students listen to an extract about towns and their environmental issues and match the descriptions with the names of the towns.

 they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students prepare a short presentation on what recycling their families do. AO3 Reading: Students read a text and complete a matching exercise linking problems and solutions. AO4 Writing: Students prepare a poster on environmental issues.

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Resources Listos 3 (rojo) Ch 9 “Yo” (“La calidad de vida”) Aventura Nueva 3 Ch 16 “Actualidad y ecología” Caminos 2 Ch 9 “Nuestro mundo” ¡Mola! Módulo 4, Ch 3 “El transporte” “El tiempo”

CCEA Resource Pack: GCSE Spanish

Specification Content Media and communications

Learning Outcomes  students should be able to investigate, understand, describe, discuss and give opinions in relation to media and communications.  they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

Teaching and Learning Activities AO1 Listening: Students listen to a series of radio advertisements and explain what products are being described. AO2 Speaking: Students do a presentation as a character from a book/TV programme/film, or, as a celebrity. AO3 Reading: Students read and answer questions on the web page of a pop star. AO4 Writing: Students do a review of a book/TV programme/film/computer games.

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Resources Listos 3 (rojo) Ch 6 “En casa y en el trabajo” (“Los medios de comunicación”) “¡Mucha suerte!” Ch 12 “Una mirada al mundo” Caminos 3 Ch 3 “Comunicaciones” ¡Mola! Módulo 2, Ch 1 + 2 “El tiempo libre” “Cómo te enteras”

CCEA Resource Pack: GCSE Spanish

Specification Content Celebrations: festivals and customs

Learning Outcomes  students should be able to investigate, understand, describe, discuss and give opinions in relation to celebrations.  they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

Teaching and Learning Activities AO1 Listening: Students listen to a news bulletin about a celebration and answer questions.

Resources Aventura Nueva 2 Ch 4 “¡Una fiesta sorpresa!”

Caminos 2 AO2 Speaking: Ch 7 “Las fiestas” Students work in pairs asking and answering questions on how they celebrate their birthdays. ¡Mola! Módulo 5, Ch 3 AO3 Reading: “¡ A comer fuera!” Students read an article about traditional Spanish dishes and recipes and report back to the class on what they would do to make the dish. AO4 Writing: Students prepare a presentation comparing Christmas celebrations here and in Spain.

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CCEA Resource Pack: GCSE Spanish

Specification: Spanish Unit: Context 3: Employability Specification Content School life

Learning Outcomes

Teaching and Learning Activities

 students should be able to investigate, understand, describe, discuss and give opinions in relation to school life.

AO1 Listening: Students listen to the language assistant talking about the Spanish school system and note down the differences.

 they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students select school subjects at random out of a hat and have to say two sentences about that subject. AO3 Reading: Students read the instructions for a school outing and fill in a grid with what they must and must not do. AO4 Writing: Students make a graffiti wall with comments from all students about the school and subjects, sorted into different categories.

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Resources Listos 3 (rojo) Ch 2 “En el cole” Listos 2 (rojo) ch 3 “De compras” (“¿Llevas uniforme?”) Aventura Nueva 3 Ch 3 “El instituto y la vida diaria” “¡Mucha suerte!” Ch 5 “El colegio” Caminos 3 Ch 5 “La rutina académica” Ch 6 “Mi instituto actual e ideal” ¡Mola! Módulo 3, Ch 1 “¿Qué tal tu cole?

CCEA Resource Pack: GCSE Spanish

Specification Content Part-time jobs: advantages and disadvantages

Learning Outcomes  students should be able to investigate, understand, describe, discuss and give opinions in relation to part-time jobs.  they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

Teaching and Learning Activities

Resources

AO1 Listening: Students listen to people describing their jobs and match them to the appropriate activities.

Listos 3 (rojo) Ch 6 “En casa y en el trabajo” (“Un trabajo a tiempo parcial”)

AO2 Speaking: Students take part in an interview for a parttime job.

“¡Mucha suerte!” Ch 6 “El trabajo” Caminos 2 Ch 8 “Nuestros proyectos”

AO3 Reading: Students read a series of job advertisements and personal qualities of selected people and match Caminos 3 the people to the jobs. Ch 15 “Los empleos” Ch 16 “Las prácticas de trabajo” AO4 Writing: Students complete an application form for a ¡Mola! job. Módulo 3, Ch 2 “Las prácticas de trabajo”

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CCEA Resource Pack: GCSE Spanish

Specification Content Future plans: choices and expectations

Learning Outcomes

Teaching and Learning Activities

Resources

 students should be able to investigate, understand, describe, discuss and give opinions in relation to future plans.

AO1 Listening: Students listen to people describing their future plans, the reasons for them and complete a grid.

Listos 3 (rojo) Ch 10 “El futuro” Ch 6 “En casa y en el trabajo” ( “Prácticas laborales”)

 they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic.

AO2 Speaking: Students work in groups to prepare questions and answers on their own future plans.

Aventura Nueva 3 Ch 5 “Mis planes” Ch 17 “Educación y trabajo” Ch 18 “Nuestro futuro”

AO3 Reading: Students read a text on future plans and complete an exercise matching the beginning and end of sentences. AO4 Writing: Students imagine they are twenty and write a diary for the week describing what they are doing now and explaining the choices they have made.

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Caminos 3 Ch 17 “Después de los exámenes” Caminos 2 Ch 8 “Nuestros proyectos” ¡Mola! Módulo 3, Ch 3 “El futuro”

CCEA Resource Pack: GCSE Spanish

Resources Textbooks: Calvert, M (2002) ¡Listos! 3 Rojo, Heinemann Dierckens, F (1996) Spanish to GCSE: ¡Mucha suerte, Oxford University Press Ellis, M and Martin, R (2004) Aventura Nueva 2, Hodder & Stoughton, www.hoddereducation.co.uk (This also includes pupils’ workbooks and a Teachers’ Resource book with a number of listening and reading activities) Ellis, M and Martin, R (2005) Aventura Nueva 3, Hodder Murray, www.hoddereducation.co.uk Kolkowska, A and Mitchell, L (2003) ¡Listos! 2 Rojo, Heinemann Lopez-Cascante, J; O’Hare, J and Thacker, M (2009) ¡Mola! GCSE Spanish, Philip Allen Updates McLachlan, A and Reeves, L (2009) ¡Mira!, Heinemann, www.heinemann.co.uk (A new GCSE coursebook which is also accompanied by workbooks and a Resource and Assessment file with further listening and reading activities) O’Connor, N and Rainger, A (2003) Caminos 2, Nelson Thornes, www.nelsonthornes.com (A Resource and Assessment file contains reading and listening activities) O’Connor, N and Rainger, A (2003) Caminos 3, Nelson Thornes, www.nelsonthornes.com Websites: Authentik www.authentik.com (Booklets which contain a series of examination practice listening and reading comprehension tests) CCEA www.ccea.org.uk ( Reading and listening comprehension papers from previous years are an obviously valuable resource. The listening comprehension examinations prior to 1998, if obtainable, were of a similar format to those of the new specification.) Revilo www.revilolang.com ( “Carta Blanca” is a series of cards containing reading comprehension questions at both Basic and Higher Level. A CD-Rom is also available with interactive listening and reading comprehension exercises) www.LCP.co.uk “Vamos a leer” (A booklet containing reading comprehension activities) www.asisehace.net/ (A Spanish site containing several topic based activities including interactive reading and listening exercises) www.spanishrevision.co.uk (This contains interactive revision exercises including topic-related listening and reading examination practice)

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CCEA Resource Pack: GCSE Spanish

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CCEA Resource Pack: GCSE Spanish

Section 2 A: Guidance on setting Controlled Assessment Speaking Tasks

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CCEA Resource Pack: GCSE Spanish

Section 2 A: Guidance on setting Controlled Assessment Speaking Tasks Every candidate must take part in two controlled assessment speaking tasks. One of these tasks must be a conversation. The other task may be a conversation or could be one of the other types of speaking task described in the specification and this resource pack. Alternatively, centres may decide to create a different type of task for their candidates. The two tasks must be from different contexts. Once the teacher has decided what the task will be, there are five stages in the process of completing a controlled assessment task.

Pre-preparation stage There are no restrictions placed on content, resources, timing or feedback that teachers can give to candidates in the pre-preparation period. At this stage, candidates must not know the details of the task they will be completing.

Task setting The teacher should spend 20–30 minutes outlining the task to candidates. This task may be one of the CCEA tasks in the specification, one from the CCEA resource pack, an adapted version of one of these tasks or the task may be one that the teacher has designed. Teachers should follow the guidelines in the CCEA specification on adapting/designing tasks. There is no requirement to submit tasks to CCEA for prior approval, however, if teachers wish to do so, CCEA will facilitate this. During this task setting stage, teachers should explain:  that candidates must reach their own conclusions during the preparation stage;  the format and purpose of the task;  the time allowed for the preparation of the task (3–4 hours) and the taking of the task (4–6 minutes);  the nature of the preparation and the resources permitted;  the feedback the teacher is permitted to give to candidates during the preparation stage;  how to answer potential questions to cover all the points in the task;  the variety of tenses candidates may need to answer the questions;  the type of vocabulary and structures they may find useful when preparing for this task; and  how to develop points.

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CCEA Resource Pack: GCSE Spanish

Preparation stage Once the task has been set and explained to candidates by the teacher, they have 3–4 hours to prepare for the task. During the preparation stage, candidates have access to all their resources. Teachers may give feedback to candidates as outlined in the CCEA specification but correction of any work at this stage is not permitted as it is important that candidates reach their own conclusions. Candidates should prepare a proforma at this stage which should have no more than 40 words. There are no other restrictions on what can be written on this proforma.

Task taking Candidates have 4–6 minutes to complete the controlled assessment task. The only resource they will have access to during the task is their proforma.

Task marking Teachers mark the speaking tasks. In centres with more than one teaching group for the same language, internal standardisation must take place. Centres must have one piece of recorded evidence for each candidate in the centre so that CCEA can moderate the centre’s marking. The marks for both speaking tasks must be submitted to CCEA at the same time.

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CCEA Resource Pack: GCSE Spanish

Adapting/designing tasks: If centres adapt/design their own speaking tasks, they should ensure that the tasks meet the requirements of the specification and will allow candidates to access the highest mark bands. Centres may wish to use the following checklist: Each task will allow candidates to: Yes

No

Express ideas and opinions Justify ideas and opinions Use a variety of vocabulary Use a variety of structures The two speaking tasks should be from different contexts. The same topic should not be covered in a speaking task and a writing task. There is no requirement for centres to submit the tasks they adapt/design to CCEA for approval. If centres wish to do this, CCEA will facilitate them.

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CCEA Resource Pack: GCSE Spanish

CCEA has already provided three exemplar tasks for speaking in the specification and guidance on how these tasks could be adapted. In this section, CCEA is providing six more exemplar tasks with guidance on how they can be adapted. Existing examples (in CCEA specification): Context The Individual

Topic Relationships

Type Conversation

Citizenship

Travel and tourism

Presentation and discussion

Employability

Part-time jobs

Interview

Additional examples in this resource pack: Context The Individual

Topic Local environment

Type Conversation

Citizenship

Media and communications

Conversation

The Individual

Health and lifestyle

Presentation and discussion

Citizenship

Celebrations

Presentation and discussion

Employability

School life

Interview

Employability

Future plans

Interview

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CCEA Resource Pack: GCSE Spanish

GCSE Controlled Assessment – Speaking Exemplar Tasks Task Type: Conversation Context: Topic: Format: Purpose: Timing:

The Individual Local environment (advantages and disadvantages) The candidate engages in a conversation based on the topic of local environment. To display the ability to inform and respond to questions on the topic. 4–6 minutes

Topic: Local environment

(Guidance for candidates)

Someone from the target language country/community has moved in next door to you and has come over to talk about the area. You will be asked questions on the following: – what facilities, e.g. shops/schools, there are in the area; – what the public transport is like; – what there is for adults to do; – what there is for children and young people to do; and – the most exciting thing that has happened in the area recently. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: Local environment

(Guidance for candidates)

You are having a conversation about your local area with a friend from school who is about to move to where you live. You will be asked questions on the following: – a description of the area you live in; – what you and your friends do in the area; – the advantages of living where you do; – the disadvantages of living where you do; and – where you would like to live and why. You will also be expected to respond to two items that you have not prepared.

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CCEA Resource Pack: GCSE Spanish

Task Type: Conversation Context: Topic: Format: Purpose: Timing:

Citizenship Media and communications: Facebook The candidate engages in a conversation based on the topic of media and communications. To display the ability to inform and respond to questions on the topic. 4–6 minutes

Topic: Media and communications

(Guidance for candidates)

You are talking to a friend about Facebook. You will be asked questions on the following: – what you have put on your Facebook profile; – the advantages of a social networking site; – the disadvantages of a social networking site; – how often you use it and what you use it for; and – why you think people should (not) use a social networking site. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: Media and communications

(Guidance for candidates)

You are talking to a friend about a film you saw recently. You will be asked questions on the following: – when and where you saw the film; – what it was about; – why you enjoyed/didn’t enjoy it; – who your favourite actor is and why; and – what sort of films you enjoy and why. You will also be expected to respond to two items that you have not prepared.

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CCEA Resource Pack: GCSE Spanish

Task Type: Presentation and discussion Context: Topic: Format: Purpose: Timing:

The Individual Health and lifestyle: diet, exercise and illness The candidate gives a presentation of 1–2 minutes describing their daily diet, followed by a discussion. To display the ability to present information and engage in a discussion about the topic. 4–6 minutes

Topic: Health and lifestyle: diet, exercise and illness

(Guidance for candidates)

You should prepare a presentation of 1–2 minutes describing your daily diet. In a follow-up discussion you will be asked questions on the following: – why healthy eating is important; – what sort of exercise you take; and – how healthy you think you are and why. You will also be expected to respond to one item that you have not prepared. Task adaptation: Topic: Health and lifestyle: diet, exercise and illness

(Guidance for candidates)

You should prepare a presentation of 1–2 minutes describing what activities you do to keep healthy. In a follow-up discussion you will be asked questions on the following: – why keeping healthy is important to you; – what you think a healthy diet is; and – who your sporting role model is. You will also be expected to respond to one item that you have not prepared.

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CCEA Resource Pack: GCSE Spanish

Task Type: Presentation and discussion Context: Topic: Format: Purpose: Timing:

Citizenship Celebrations: festivals and customs The candidate gives a presentation of 1–2 minutes describing a festival, followed by a discussion. To display the ability to present information and engage in a discussion about the topic. 4–6 minutes

Topic: Celebrations: festivals and customs

(Guidance for candidates)

You should prepare a presentation of 1–2 minutes describing a festival. In a follow-up discussion you will be asked questions on the following: – why tourists should go and experience that celebration; – what other festival you would like to go and see, and why; and – how you and your family celebrate Christmas. You will also be expected to respond to one item that you have not prepared. Task adaptation: Topic: Celebrations: festivals and customs

(Guidance for candidates)

You should prepare a presentation of 1–2 minutes recognising a different custom between the target language community/country and Northern Ireland. In a follow-up discussion you will be asked questions on the following: – what customs people from the target language community/country and Northern Ireland share; – what local celebrations you have where you live; and – what your favourite celebration is and why. You will also be expected to respond to one item that you have not prepared.

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CCEA Resource Pack: GCSE Spanish

Task Type: Interview Context: Topic: Format: Purpose: Timing:

Employability School life The candidate is interviewed to take part in a school exchange. To display the ability to prepare for and take part in an interview. 4–6 minutes

Topic: School life

(Guidance for candidates)

You are going to be interviewed to take part in a school exchange. You will be asked questions on the following: – why you want to take part in the school exchange; – what other experiences you have had with schools from other communities/countries; – how you think you will benefit from this exchange; – how you think you could contribute to this experience; and – why you think you would be good at representing your school. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: School life

(Guidance for candidates)

You are going to take part in an interview to change schools. You will be asked questions on the following: – why you want to change schools; – what subjects you are best at in your school; – what you think will be more enjoyable in this school; – how you think you can be an asset to the school; and – why you think you should be offered a place here. You will also be expected to respond to two items that you have not prepared.

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CCEA Resource Pack: GCSE Spanish

Task Type: Interview Context: Topic: Format: Purpose: Timing:

Employability Future plans: choices and expectations Your careers advisor will interview you to help you make the right choices for your future. To display the ability to prepare for and take part in an interview. 4–6 minutes

Topic: Future plans

(Guidance for candidates)

Your careers advisor will interview you to help you make the right choices for next year. You will be asked questions on the following: – what your favourite subjects at school are; – what your strengths are; – what part-time jobs you have had; – what type of job you would like to get in the future; and – what you would like to be doing in ten years time. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: Future plans

(Guidance for candidates)

You are going for an interview for a course you want to do at university. You will be asked questions on the following: – what your strongest subjects at school are; – what type of extra-curricular activities you participate in; – what you enjoy most about your school; – what subjects you would like to keep studying; and – what part-time job you currently have. You will also be expected to respond to two items that you have not prepared.

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CCEA Resource Pack: GCSE Spanish

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CCEA Resource Pack: GCSE Spanish

Section 2 B: Guidance on setting Controlled Assessment Writing Tasks

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CCEA Resource Pack: GCSE Spanish

Section 2 B: Guidance on setting Controlled Assessment Writing Tasks Every candidate must submit two controlled assessment writing tasks. The two tasks must be from different contexts and must have different purposes. Once the teacher has decided what the task will be, there are five stages to complete a controlled assessment task.

Pre-preparation stage There are no restrictions placed on content, resources, timing or feedback that teachers can give to candidates in this stage. At this stage, candidates must not know the details of the task they will be completing.

Task setting The teacher should spend 20–30 minutes outlining the task to candidates. This task may be one of the CCEA tasks in the specification, one from the CCEA resource pack, an adapted version of one of these tasks, or the task may be one that the teacher has designed. Teachers should follow the guidelines in the CCEA specification on adapting/designing tasks. There is no requirement to submit tasks to CCEA for prior approval, however, if teachers wish to do so, CCEA will facilitate this. During this task setting stage, teachers should explain:  that candidates must reach their own conclusions during the preparation stage;  the format and purpose of the task;  the time allowed for the preparation of the task (5–6 hours) and the taking of the task (up to 60 minutes);  the guidelines for word length: 100–150 words for those aiming for D–G grades and 200–300 words for those aiming for A*–C grades;  the nature of the preparation and the resources permitted;  the feedback the teacher is permitted to give to candidates during the preparation stage;  that all the points contained in the outline must be covered;  that the overall piece should be reasonably balanced i.e. it will not be a good idea to write a large amount about one part of the outline while ignoring something else;  that candidates should think about the tenses they may need to use in order to address all the points in the task;  that the piece should be carefully organised into distinct paragraphs so that the overall meaning is clear; and  that points should be developed.

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Preparation stage Once the task has been set and explained to candidates by the teacher, they have 5–6 hours to prepare for the task. During the preparation stage, candidates have access to all resources. Teachers may give feedback to candidates as outlined in the CCEA specification but correction of any work at this stage is not permitted as it is important that candidates reach their own conclusions. Candidates should prepare a proforma at this stage which should have no more than 40 words. There are no other restrictions on what can be written on this proforma.

Task taking Candidates have up to 60 minutes to complete the controlled assessment task. They will have access to their proforma and a dictionary when taking the task.

Task marking CCEA marks the controlled assessment writing tasks.

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CCEA Resource Pack: GCSE Spanish

Adapting/designing tasks: If centres adapt/design their own writing tasks, they should ensure that the tasks meet the requirements of the specification and will allow candidates to access the highest mark bands. Centres may wish to use the following checklist: Each task will allow candidates to: Yes

No

Express ideas and opinions Justify ideas and opinions Use a variety of vocabulary Use a variety of structures Show they can write for a particular purpose The two writing tasks should be from different contexts. The two writing tasks should have different purposes. The same topic should not be covered in a speaking task and a writing task. There is no requirement for centres to submit the tasks they adapt/design to CCEA for approval. If centres wish to do this, CCEA will facilitate them.

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CCEA has already provided three exemplar tasks for writing in the specification and guidance on how these tasks could be adapted. In this section, CCEA is providing six more exemplar tasks with guidance on how they can be adapted. Existing examples (in CCEA specification): Context Citizenship

Topic Festivals and customs

Type Informative – article

The Individual

Health and lifestyle

Comparative – report

Citizenship

Environmental issues

Persuasive – leaflet

Additional examples in this resource pack: Context Employability

Topic Part-time jobs

Type Informative – report

Citizenship

Media and communications

Informative – report

The Individual

Activities

Comparative – report

Employability

School life

Comparative – report

The Individual

Health and lifestyle

Persuasive – leaflet

Citizenship

Travel and tourism

Persuasive – brochure

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CCEA Resource Pack: GCSE Spanish

GCSE Controlled Assessment – Writing Exemplar Tasks Task Type: Informative writing Context: Topic: Format: Purpose: Timing: Word limit:

Employability Part-time jobs You have been asked by a magazine to write a report about part-time work in Northern Ireland. To display the ability to research, plan and inform. 1 hour Candidates aiming for grades D–G: 100–150 words Candidates aiming for grades A*–C: 200–300 words

Topic: Part-time jobs

(Guidance for candidates)

You have been asked by a magazine to write a report about your part-time job. Your work may include information on some or all of the following: – what your work consists of; – the hours of work and salary; – what you have done at work recently; – a job you would like to have in the future; and – your opinion of your job. Task adaptation: Topic: Future Plans

(Guidance for candidates)

You have been asked by a magazine to write a report about your ideal job. Your work may include information on some or all of the following: – what your ideal job would be; – where you would like to work; – past work experience; – how you will get this job; and – why you want to do this.

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Task Type: Informative writing Context: Topic: Format: Purpose: Timing: Word limit:

Citizenship Media and communications The candidate writes a review for a magazine about a film/TV programme in the target language. To display the ability to research, plan and inform. 1 hour Candidates aiming for grades D–G: 100–150 words Candidates aiming for grades A*–C: 200–300 words

Topic: Media and communications

(Guidance for candidates)

You have been asked to write a report for a magazine about a film/TV programme. Your work may include information on some or all of the following: – a general description of the film/TV programme; – what you enjoyed about it; – what you didn’t enjoy about it; – the type of films/TV programmes you prefer; and – your opinion of current films/TV programmes. Way of adapting this task. Topic: Media and communications

(Guidance for candidates)

You have been asked to write a review for a magazine about a concert you have recently been to. Your work may include information on some or all of the following: – where the concert was; – who you went with and how you got there; – what you thought about the concert; – what you like/dislike about live music; and – why you would (not) advise someone to go to a live concert.

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CCEA Resource Pack: GCSE Spanish

Task Type: Comparative writing Context: Topic: Format: Purpose: Timing: Word limit:

The Individual Activities: daily routine and leisure activities You have been asked to write a report for a school magazine comparing two films you have seen recently. To display the ability to research and provide comparisons. 1 hour Candidates aiming for grades D–G: 100–150 words Candidates aiming for grades A*–C: 200–300 words

Topic: Activities: daily routine and leisure activities

(Guidance for candidates)

You have been asked to write a report for a school magazine comparing two films you have seen recently. Your work may include information on some or all of the following: – the type of films you like to watch; – a film you have seen recently; – how it compares to another film you have seen; – which you prefer and why; and – a film you would like to see in the future. Task adaptation: Topic: Activities: daily routine and leisure activities

(Guidance for candidates)

You have been asked to write a report for a school magazine comparing two concerts you went to recently. Your work may include information on some or all of the following: – your favourite kind of music; – a concert you recently attended; – how it compared to a previous concert; – which you preferred and why; and – a group/singer you would like to see in the future.

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Task B: Comparative writing Context: Topic: Format: Purpose: Timing: Word limit:

Employability School life You have been asked to write a report for a magazine comparing a school in the target language community/country and the one you attend in Northern Ireland. To display the ability to research and provide comparisons. 1 hour Candidates aiming for grades D–G: 100–150 words Candidates aiming for grades A*–C: 200–300 words

Topic: School life

(Guidance for candidates)

You have been asked to write a report for a magazine in a community/country where the language is spoken, comparing a school there to the one you attend in Northern Ireland. Your work may include information on some or all of the following: – a description of the school and why you were there; – what you did there; – what was different about the classes; – what was different about the school day; and – which you preferred and why. Task adaptation: Topic: Activities (Individual)

(Guidance for candidates)

After an exchange visit to a country/community where the target language is spoken you have been asked to write a report for a magazine comparing family life there with that in Northern Ireland. Your work may use some or all of the following information: – what you did during the exchange visit; – what was different about the daily routine; – what was different about the food; – any other differences you noticed; and – which you preferred and why.

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CCEA Resource Pack: GCSE Spanish

Task Type: Persuasive writing Context: Topic: Format: Purpose: Timing: Word limit:

The Individual Health and lifestyle You are asked to write a leaflet for a local youth group to persuade people that they should eat healthy food. To display the ability to present information and persuade an audience. 1 hour Candidates aiming for grades D–G: 100–150 words Candidates aiming for grades A*–C: 200–300 words

Topic: Health and lifestyle

(Guidance for candidates)

You are asked to write a leaflet for a local youth group to persuade people that they should eat healthy food. Your work may use some or all of the following information: – food that is healthy to eat; – foods that are unhealthy; – why we should eat healthy food; – the consequences of bad eating habits; and – your opinion of the diet in your own country. Task adaptation: Topic: Health and lifestyle

(Guidance for candidates)

You are asked to write a leaflet for a local youth group to persuade people that they should take more exercise. Your work may use some or all of the following information: – the sports facilities available in the area; – other ways of keeping fit; – the benefits of keeping fit; – the dangers of not keeping fit; and – your opinion of how healthy people are in your country.

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CCEA Resource Pack: GCSE Spanish

Task Type: Persuasive writing Context: Topic: Format: Purpose: Timing: Word limit:

Citizenship Travel and tourism You are asked to write a brochure to persuade visitors from Northern Ireland to visit a region in a community/country where the language is spoken. To display the ability to present information and persuade an audience. 1 hour Candidates aiming for grades D–G: 100–150 words Candidates aiming for grades A*–C: 200–300 words

Topic: Travel and tourism

(Guidance for candidates)

You are asked to write a brochure to persuade people to visit a region of a community/country where the target language is spoken. Your work may use some or all of the following information: – a general description of the region; – what is good about the climate; – a sight which is worth seeing; – places to stay; and – why the region compares favourably with other areas. Task adaptation: Topic: Travel and tourism

(Guidance for candidates)

You are asked to write a brochure to persuade people from a community/country where the target language is spoken to visit Northern Ireland. Your work may use some or all of the following information: – a general description; – a famous place; – what the people are like; – where you can stay; and – why it is preferable to other areas.

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Section 3: Guidance on preparing Candidates for Controlled Assessment Tasks

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Section 3: Guidance on preparing Candidates for Controlled Assessment Tasks Prior to setting a task with candidates, teachers should equip them with the vocabulary, structures and skills they will need to enable them to complete the task successfully. As soon as teachers tell candidates the exact nature of the task, the preparation stage has begun when candidates must reach their own conclusions. Teachers are not allowed to correct candidates’ work during the preparation stage. Prior to this, in the pre-preparation stage, teachers can correct work and give direction as to how to complete the work set. Teachers will know at this stage the exact nature of the task that the candidates will be submitting. They must not however tell the candidates the details of the task. The activities and exercises included in this section are the sort of work that can be done in the prepreparation stage.

The Preparatory Work. Topic: School life. The initial work done for this topic with candidates will cover the vocabulary, grammar and structures relating to aspects of this topic such as: – subjects; – the school day; – classroom activities; – teachers; and – extra-curricular activities.

Topic: Related Vocabulary The following exercises/activities could be used to help candidates understand and use vocabulary relevant to aspects of school life mentioned above.

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1

Classroom activities (a)

Match the following with the relevant subject. A B C D E F G H I J

Tomo apuntes Dibujo los objetos Leo novelas Hay muchos ejercicios de gramática Me gusta usar los microscopios Estudio los mapas Trabajo con ordenadores Tengo que usar mi calculadora mucho Hago deporte Me encanta hacer experimentos

1 2 3 4

educación física informática historia inglés

5 6 7 8

geografía arte lenguas biología

9 10

matemáticas qúimica

Ejemplo: En la clase de historia tomo apuntes. A

B

C

D

E

F

G

H

I

(b) Try to add to these activities, e.g.: En la clase de inglés leo novelas y también hay un debate cada semana.

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(c)

Write a paragraph of about 50 words, giving details of what you do in your classes.

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2

The school day (a)

Put the following activities in the order in which you do them during a normal school day. Las clases terminan Hay un recreo Como en el comedor del colegio Hay una asamblea Las clases empiezan Hablo con mis amigos Las clases empiezan otra vez tengo mi primera clase Voy en el autobús escolar Voy a mi taquilla para arreglar mis libros Llego al colegio Vuelvo a casa El recreo dura quince minutos Tomo un refresco

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(b)

Match the following: A B C D E F G H I J

Ayer, durante el descanso……. Normalmente en la clase de historia…… Esta mañana en la asamblea….. Cada martes mi amiga y yo….. Hoy no tuvimos que ir al colegio….. A veces, mis profesores….. Suspendí el examen de física……. No vamos a tener asamblea mañana….. Ayer comí un bocadillo en el comedor…. Mis compañeros de clase…….

1 2 3 4 5 6 7 8 9 10

porque era un día de fiesta. el director nos habló de los exámenes. porque es algo que no entiendo bien. siempre me ayudan si tengo problemas con mis deberes. vamos al pueblo después de las clases. porque tienen que renovar el salón de actos. escribimos muchísimos apuntes. tomé un refresco en la cafetería del instituto. luego jugué al fútbol en el patio. me riñen si no entrego mis deberes a tiempo

A

B

C

D

E

F

8

50

G

H

I

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(c)

Write a paragraph about your school day. Try to include time reference, e. g.        

a las nueve a la una antes de las clases entonces durante la hora del almuerzo después de la hora del almuerzo durante el recreo después de las clases

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3

Expressing Opinions about School and Subjects. Useful vocabulary:  Se me da(n) bien  Me gusta(n) muchísimo  Me gusta(n) bastante  fácil(es)  difícil(es)  interesante(s)  complicado/a  práctico/a  útil(es)  aburrido/a  odio  siempre saco buenas/malas notas en...

= I’m good at = I really like = I like....all right = easy = hard = interesting = complicated = practical = useful = boring = I hate = I always get good/bad marks in...

(Comparisons)  La historia es más fácil que la geografía – English is easier than Geography  La física es la asignatura más complicada del colegio – Physics is the most complicated subject in the school.  Las clases son demasiado largas – classes are too long  Menos estricto/a – less strict  Más divertido/a – more fun  Hay menos deberes – there are fewer homeworks  No hay tantos apuntes – there are not as many notes (a)

Write an opinion about the following: 1. 2. 3. 4. 5. 6.

tus clases de ciencias la clase de educación física las clases de idiomas el arte la informática las matemáticas

Ejemplo: Se me da muy bien la química.

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(b)

Try to extend this by giving a couple of opinions and then justify them. Ejemplo: En mi opinión, la química es una asignatura muy interesante y práctica. Me gusta tanto porque siempre hacemos experimentos y el profesor explica todo muy bien. (In my opinion, Chemistry is a very interesting and practical subject. I like it so much because we always do experiments and the teacher explains everything very well.)

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4

Extra-Curricular Activities (a)

Match the following: A B C D E F G H I J

En el taller de arte Soy miembro del equipo de baloncesto El profesor de geografía Hay entrenamiento los jueves Cada año interpretamos El año pasado mi equipo Voy a traer mi nueva cámara Las reuniones del club de debate Los profesores de educación física Me encanta tocar el violín

1 2 3 4 5 6 7 8 9 10

…al club de fotografía el lunes. …una obra de teatro en mi colegio. …ganó un torneo importante. …desde hace dos años. …en la orquesta de mi colegio. …organiza excursiones a las montañas. …tienen lugar el martes a la una. …para el equipo de fútbol. …vamos a hacer una exposición de pinturas. …se encargan de los equipos de deporte.

A

B

C

D

E

F

9

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G

H

I

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(b)

Mention two or three extra-curricular activities in your school writing two or three sentences about each. Ejemplo: Soy miembro del equipo de fútbol desde hace tres años. El profesor de educación física está encargado del equipo. Tenemos un entrenamiento cada martes después de las clases. (I’ve been a member of the football club for three years. The PE teacher is in charge of the team. We train every Tuesday after classes.)

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Verb Tenses. (i)

The Present Tense Change the following to the present tense according to the person given. 1.

En la clase de arte nosotros (dibujar)…………..mucho.

2.

Todos los alumnos (hacer) .....................el deporte el jueves.

3.

En mi clase de inglés yo (leer).................una novela y (tomar)............. apuntes.

4.

Nuestro colegio (estar).................en las afueras del pueblo.

5.

Las clases (empezar)...........................a las 9 y (terminar)........... a las 3.

6.

El profesor de arte no (ser)...................muy estricto.

7.

Nosotros (tener)....................... nueve clases cada día.

8.

Las salas de clase (ser).................

9.

En mis clases de educación física yo (jugar)................ al tenis (hacer).................. el atletismo.

muy modernas.

10. Después de las clases yo (volver).................. a casa en coche. Follow-up: Make a list of five things you do during the school day. Change these to say what you and your friends/your class/your teachers do.

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(ii)

Preterite Tense Change the following to the preterite tense according to the person given. 1.

Ayer yo (escribir)..................... mucho en la clase de historia.

2.

Esta mañana, nosotros (tener).................... una prueba de inglés.

3.

Yo (ir)................ a ver una película con mi clase de español.

4.

Mi profesor de francés me (dar)...............muchos deberes esta semana.

5.

Yo (llegar) ...................al colegio muy tarde ayer.

6.

Mis amigos y yo (hacer).................... una excursión para la clase de geografía.

7.

Anoche, yo (leer).................. dos capítulos de una novela inglesa.

8.

El viernes pasado nosotros (ver)................... un DVD en la clase de biología.

9.

Las clases (terminar)................. más temprano ayer porque (ser)..............un día de fiesta.

10. Para mi almuerzo yo (comer).....................pasta y (beber)....agua Follow-up: Make a list of five things you did yesterday at school. Change these to say what you and your friends/ your class/ your teachers did.

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(iii) The Future tense Use IR & a verb in the infinitive to complete the following. 1.

Yo ………………….mis deberes.

2.

Mi hermano ……………………… en la universidad.

3.

Mis amigos....................................al tenis después de las clases.

4.

Este verano yo.............................dos semanas en Valencia.

5.

Los exámenes .................................. en mayo.

6.

Mis amigos y yo .................................................mucho.

7.

Mi profesor de informática no...........................................en clase esta tarde.

8.

El año que viene, ................................. las ciencias.

9.

Esta noche los estudiantes de música ..................................un concierto.

10. Mañana, yo..........................un DVD sobre Madrid. Follow-up: Write five sentences about what you are planning to do next year.

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(i)

The Imperfect Tense. This can be used for describing something or someone in the past. Ejemplo: El colegio era bastante grande y moderno. Change the following into the imperfect tense. 1.

Los deberes (ser)…………….. bastante difíciles.

2.

El colegio (estar)………… en el centro del pueblo.

3.

La profesora de arte (ser)…………..muy alta y (llevar)………gafas.

4.

El director (tener)…………el pelo corto y negro.

5.

Los alumnos no (llevar)……………. uniforme

6.

Mis compañeros de clase (tener)…………. 15 0 16 años.

7.

A veces no (haber)………….. un descanso a las once.

8.

Mi amigo español (ser) ………. siempre muy amable.

9.

El el colegio no (haber)………..muchas instalaciones deportivas.

10. Mi sala de clase (estar)……….. en el tercer piso.

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Follow-up: Write a sentence using the imperfect, to describe:  a school subject  a friend  your school building  an event at school or locally, e.g. a trip, film, concert Try to extend these by mentioning more than one aspect of what you are describing.

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The Imperfect may also be used to refer to something which happened regularly in the past or “used to happen”. Fill the spaces in each sentence with a suitable verb from the list below in the Imperfect tense. 1.

Todos los días, yo ………………… temprano al colegio.

2.

Todos los alumnos................... un uniforme negro y rojo.

3.

Cada jueves mis amigos y yo..................... al fútbol en los campos.

4.

A veces mi clase de biología................... una excursión al campo.

5.

Cada mañana, yo................ al salón de actos donde............... una asamblea.

6.

Cada día, durante el descanso, mis amigos y yo................... a la cantina para comer algo.

7.

Yo siempre.......................... un bocadillo y................. agua mineral.

8.

Los miércoles, nosotros no………………..clases por la tarde.

9.

Cada tarde, después de las clases, yo................ a casa en autobús.

10. Todas las noches, yo............... mis deberes en mi dormitorio. comer beber

hacer haber

ir llevar

jugar tener

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Follow-up: Write a paragraph in Spanish using the Imperfect tense, saying what you used to do when you were at primary school (the uniform you wore, your daily routine). Use time references such as:        

a veces todos los días cada día todos los lunes siempre de vez en cuando normalmente generalmente

= sometimes = every day = each/every day = every Monday = always = from time to time = normally = generally

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(ii)

The Future tense Change the following into the Future tense. 1.

Mañana, yo (ir)………….al colegio en el coche de mi amiga.

2.

Mi amiga me dijo que en el futuro ella (ser)………….. diseñadora.

3.

Si hago un cursillo de lengua en España yo (hablar) ………..español con más fluidez.

4.

Unos amigos y yo (estudiar)……………. español el año que viene.

5.

El profesor de historia nos (dar) ……….. muchos deberes esta semana.

6.

Yo (volver)…………… a Valencia en el futuro.

7.

Mis asignaturas (ser)…………. más difíciles este año.

8.

Y tú, ¿qué (hacer) ………… el año que viene?

9.

El trimestre que viene yo (tener)................ que trabajar mucho más.

10. Si tengo la oportunidad, yo (viajar)..........por el sur del país y (ver)............. todos los edificios árabes. Follow-up: Write a short paragraph about what you will do when you leave school. Cuando salga del instituto……………

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(iii) The Conditional tense Change the following into the Conditional tense according to the person given. 1.

Yo no (ir)……………….. a este pueblo en coche.

2.

En este caso, yo (pasar).........mucho tiempo estudiando.

3.

Me (gustar).................... visitar Sevilla en el futuro.

4.

Una visita a España (mejorar).................... el nivel de mi español.

5.

Creía que el viaje (ser).....................más caro.

6.

Mi profesor me dijo que yo (deber)............... hablar más.

7.

Dije a mi amiga que ella (poder)...................... venir a verme en Irlanda del Norte.

8.

Yo no (visitar).......................Madrid en verano a causa del calor.

9.

Mis amigos me dijeron que me (ver)..................... después de las clases.

10. Yo (volver)....................a Salamanca y (hacer).............................. el mismo curso en julio. Follow-up: Write a short paragraph saying what you would do during a visit to Spain.

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Sample Task You have been asked to write a report for a magazine in a country where the target language is spoken comparing a school in that country and the one you attend in Northern Ireland. Your work may include information on some or all of the following: – a description of the school abroad and your reason for going; – what you did there; – what was different about the classes; – what was different about the school day; and – which you preferred and why. In order to gain at least a grade C you will have to show that you can use a variety of vocabulary and structures. To address some of the points in this task, you may wish to use the three main tenses, present, past and future.  The present is used when you are explaining which school you prefer and why.  The preterite is used when you are saying what you did in class.  When talking about the possibility of going back to the school in Spain, the future is used. Those seeking to gain a higher grade should aim to use more complex language. This could include:  the introduction of another tense e.g. the imperfect is used to refer to the school day when abroad  a number of linking phrases and expressions referring to time, frequency.  a wide range of verbal constructions

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Section 4: Thinking Skills and Personal Capabilities

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Section 4: Thinking Skills and Personal Capabilities For more details on classroom activities for language teachers to help students develop these skills, please refer to the Northern Ireland Curriculum website: www.nicurriculum.org.uk. Thinking Skills and Personal Capabilities Working with others

Key activities

Being creative

Students should have the opportunity to:  value other people’s ideas to stimulate own thinking;  demonstrate curiosity by asking questions;  demonstrate originality in ideas and suggestions;  seek out questions to explore and problems to solve;  experiment with different ideas, questions and outcomes; and  express their personality, interests and experiences.

Students should have the opportunity to:  work collaboratively;  respect the views and opinions of others;  listen actively and share opinions;  learn from and build on others’ experiences;  give and respond positively to feedback;  reach agreement using negotiation and compromise;  agree and take on different roles within a group;  agree and take personal responsibility for work;  mediate within a group;  encourage others towards a team goal; and  positively influence others and take the lead.

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Thinking Skills and Personal Capabilities Thinking, problem solving, decision making

Key activities

Self management

Students should have the opportunity to:  set personal targets and review them;  evaluate personal qualities, identify areas of interest and relate strengths;  compare their approach with others;  organise, plan and evaluate tasks;  show independence, making and organising notes and keeping work up to date;  select the best strategies for presenting information for a particular purpose and audience; and  become more self-directed so that they can manage their own learning in the longer term.

Managing information

Students should have the opportunity to:  sort and classify information;  examine options for a response to a particular task;  adapt language and behaviour for a particular task; and  refine and evaluate information from different sources.

Students should have the opportunity to:  share opinions;  examine options by weighing up pros and cons;  order, classify and make appropriate decisions;  justify choices;  reach agreement using negotiation; and  analyse decisions.

69

CCEA Resource Pack: GCSE Spanish

Appendix 1 Student feedback form for writing tasks Very good

Good

Basic

Response to task

Use of sentences /paragraphs

Expressing ideas and opinions

Justifying ideas and opinions

Variety of vocabulary

Variety of structures

Idiomatic language

Accuracy

70

Insufficient

CCEA Resource Pack: GCSE Spanish

Appendix 2 Student feedback form for speaking tasks – written work Very good

Good

Basic

Response to task

Expressing ideas and opinions

Justifying ideas and opinions

Variety of vocabulary

Variety of structures

Idiomatic language

Accuracy

71

Insufficient

CCEA Resource Pack: GCSE Spanish

Appendix 3 Student feedback form for speaking tasks – oral work Very good

Good

Basic

Variety of vocabulary

Variety of structures

Idiomatic language

Accuracy

Pronunciation

Intonation

72

Insufficient