Spanish GCSE - Weebly...better to complete the plan in Spanish. The plan must be in the form of...

Jumeirah English Speaking School

Sixth Form

Spanish Department

Spanish GCSE

Student guide

Name: __________________________

This booklet will help with your preparations for your controlled assessments. It

provides the instructions from the exam board, grammar help, useful

vocabulary and checklists for peer and self assessment.

You will also be able to record your assessment results in the booklet to

monitor your progress and set yourself personal targets.

The GCSE exam is broken down into the following assessments:

1. Listening examination – 20%

2. Reading examination – 20%

3. Two Speaking controlled assessments – 30%

4. Two Writing controlled assessments – 30 %

In order to succeed in this course and build up your skills it is important that

you regularly learn new vocabulary, practice speaking as often as possible,

do independent reading, revise grammatical structures and have a positive,

determined and resilient attitude to your language learning.

Year 10 GCSE Spanish Outline (2 assessments 1 Writing March and 1 Speaking June) Bottom

MiraVerde / Top MiraRojo

Theme Grammar Resources

Module 1

( 8 weeks teaching from Sept

up to Eid 3rd Nov)

Practise fake speaking

Myself, my family and friends

Future relationships

Presenting myself

Family, Friend s & pets

Physical and personal

description

Present

Regular verbs

Possessives

Comparisons

SER & TENER

Listos 1 Module 1 & 2

Listos 1 Words list

Listos 3 Rojo pg 126-127

Worksheets

GCSE AQA pg 29 -46

Module 1B

Samples of Speaking and

Writing assessments in it.

Module 2

( 9 weeks teaching from after

Eid 15th Nov to 2nd Feb)

Home and local area

My home

My room

Daily routine and times

House chores

My neighbourhood

My city

My country/nationalities

Present

ESTAR

Irregular verbs (poner, hacer

salir, ir, etc..)

Reflexive verbs

Modal verbs (Tener que...)

Prepositions

Adjectival agreement

Modifiers


Listos 1 Words list


Module 6

Worksheets

Mira GCSE Rojo/Verde

Module 7

GCSE AQA pg 83-100

Module 3A



Module 3

(3 weeks teaching School topic

+ 4 weeks teaching Future

Education topic from 12th Feb

to 5th April).

Official Controlled Writing at the

end

18th March.

School, work and education

Subjects and opinions

School equipment

School building

School clubs

Teachers

Future education and

jobs

GUSTAR

Near and Simple future tense

Adjectival agreement

Justifications

Listos 1 Module 3

Listos 1 Words list

Listos 3 Rojo

pg 20-35, pg136-149

Module 2 & Module 10

Worksheets


Module 3 pg 54-65

GCSE AQA

Module 4A pg 119-136



Module 4B pg 137-154

Module 4

(4 weeks teaching before Half

Term and Exams + 3 weeks

teaching Lost and Found and

grammar before Controlled

Speaking assessment).

Holidays and sightseeing

Travelling in Spanish speaking

country

Places of interest

Holiday destinations

Holiday activities

Transportation

Accommodation

Lost and found

HABER AND ESTAR

Preterit vs Imperfect

Superlative

Direct object

Adverbs (ly)


Module 3,4 & 5

Worksheets


Module 1 pg 6- 23

GCSE AQA

Module 2B pg 65-82



Module 5

Revision after the speaking

Assessment.

Year 11 GCSE Spanish Outline (2 assessments 1 Writing March and 1 Speaking June) Bottom

MiraVerde / Top MiraRojo

Theme Grammar Resources

Module 1

Leisure and New technologies

Free times activities

(sports, TV,Cinema,

internet etc...)

Appointments /

excuses

Shopping for clothes,

pocket money

REVISION of GUSTAR and

PRESENT TENSE and PRESENT

CONTINUOUS

IRREGULARS (stem changing)

Demonstratives

Frequency words

Time expressions

Complex verbs structures

(Me lo puedo probar?....)

Listos 1 Chapter 6

Listos 1 Words list

Listos 3 Rojo pg 96 -123

Shopping and Cinema/TV

Programmes

Module 7 & 8

Worksheets


Module 6 pg 112- 125

GCSE AQA

Module 2A pg 46-54



Module 2

Health and lifestyle

Food and drinks

Quantities, amounts

and packages.

Unhealthy habits

Body parts and

Ailments

DOLER

Conditional

Commands

Desde hace.....


Listos 3 Rojo pg 65 - 69

Module 5

Worksheets



GCSE AQA

Module 1A pg 11- 28



Module 3

Environment issues

Global issues

Possible solutions

Revision: opinions

Conditional and commands

Future

Introduce the use of

subjunctive

Listos 3 Rojo pg 132 - 133

Module 9 Unidad 4

Worksheets



GCSE AQA

Module 3B pg 101- 118



Module 4

Revision and Past papers

Year 10 revision

Module 5

Revision and Past papers

Year 11 revision

Unit 4 – Writing

The Writing unit is worth 30% of the qualification. There are 30 marks per task,

making a total of 60 marks.

• Students aiming at grades G-D should produce 200-350 words across the

two tasks

• Students aiming at grades C-A* should produce 400-600 words across the

two tasks

• The tasks will be marked by AQA.

• You must complete all work independently.

• You will have access to dictionaries while writing up your final version in

exam conditions.

Stage One:

• This stage is when you are learning all the vocabulary and structures for a

particular topic.

• During this stage you will not know what the exact task will be, but can use

reference materials and resources of all kinds including course books,

dictionaries and Internet resources to start preparing the task.

• At this stage your teacher can give help.

Stage Two:

• This stage begins when you are given the task.

• Your teacher will discuss the task with you and can explain the sort of

language you might use, how you can use your notes from stage one and

how you can exploit the stimulus.

• You are allowed to have access to reference materials including

dictionaries, course books and Internet resources. You must be careful to

make sure there is no plagiarism.

• You should make a plan of what you want to say during the task and your

teacher will give feedback on your plan.

• The plan should be prepared using AQA’s Task Planning Form. It would be

better to complete the plan in Spanish. The plan must be in the form of bullet

points (with no conjugated verbs, full sentences or codes), no more than 40

words for each task.

• Your teacher can comment on the plan using the section on the planning

form.

• Your teacher is not allowed to provide any other support.

Stage Three:

• This stage is when you produce the final version.

• You must complete this in exam conditions and are not allowed to interact

with your teacher or other students.

• You are allowed to have your Task Planning Form with feedback and should

have access to a dictionary.

During your GCSE, you will complete at 3 writing assessments and your best 2

will be entered as the writing component of your GCSE.

Writing assessment criteria:

Content:

Marks Criteria

13-15 Very Good

Fully Relevant and detailed response to the task. Sound ability to convey

information clearly, to express and explain ideas and points of view.

Well organised structure.

10-12 Good

Mostly relevant response to the task and shows ability to convey a lot of

information clearly, express and explain ideas and points of view.

7-9 Sufficient

Response to the task is generally relevant with quite a lot of information

clearly communicated. Points of view are expressed and ideas developed.

4-6 Limited

Limited response to the task with some relevant information conveyed.

Simple opinions are expressed and there is some development of basic

ideas.

1-3 Poor

Very limited response to the task with little relevant information conveyed.

No real structure.

Range of language:

Marks Criteria

9-10 Wide variety of appropriate vocabulary and structures. More complex

sentences are handled with confidence and verb tenses are used

successfully.

7-8 Good variety of appropriate vocabulary and structures used. More

complex sentences are attempted and are mostly successful.

5-6 Some variety of vocabulary and structures used, including attempts at

longer sentences using appropriate linking words which are sometimes

successful.

3-4 Vocabulary is appropriate to the basic needs of the task and structures are

mostly simple.

1-2 Inappropriate vocabulary with little understanding of language structure.

Accuracy:

Marks Criteria

5 Largely accurate, although there may still be some errors especially in

attempts at more complex sentences. Verbs and tense formations are

secure.

4 Generally accurate with errors occurring in attempts at more complex

sentences. Verb and tense formations are usually correct.

3 More accurate than inaccurate. Verb forms and tense formations are

sometimes unsuccessful. The intended meaning is clear.

2 Many errors which often impede communication. Verb forms are rarely

accurate.

1 Limited understanding of the most basic linguistic structures. Frequent errors

regularly impede communication.

Checklist for GCSE Writing assessments

Checklist for Grade C √ Checklist for Grade A √

Completed task in full The ‘C’ list plus…

Gone beyond the minimum

required

Used the imperfect tense

Included personal opinions Used the pluperfect tense

Included reasons (because) Used the simple future tense

Justified reasons Used the conditional tense

Used connectives Used a relative pronoun (that)

Used negatives Used ‘that’

Used adverbs and intensifiers Used a direct object pronoun

Used subordinate clauses

(who)

Used an indirect object

pronoun

Used more than one time

frame

Used since

Used adjectives Used ‘after having ..’

Checked verb endings

carefully

Made comparisons

Checked word order carefully Included more description

Checked adjective endings

carefully

Created more interesting

sentences

Checked accents carefully Used ‘what’ (what I like is..)

General Checklist √

I have read my work to check it reads well and makes sense

I have organised my work into paragraphs (incl. introduction and

conclusion)

I have extended my sentences, but have not been overambitious

I have used a variety of structures and vocabulary

I have presented my work neatly and clearly

I have checked every single verb formation very carefully

I have checked my punctuation

I have checked all accents are where they should be

I have thought carefully about what I am trying to say

I have checked spelling very carefully

I have used the dictionary appropriately

I have prepared well for the assessment

I have practised writing the task prior to the assessment date

I have completed the task planning sheet in full with 40 words and in

pen

Unit 3 – Speaking

The Speaking unit is worth 30% of the qualification as a whole. There are 30

marks available per task, making a total of 60 marks. Each task should last

between four and six minutes.

• The tasks will be in the form of a dialogue.

• Your teacher will set the tasks, mark the tasks and submit them to AQA for

moderation.

• You must not submit the same task for Speaking and Writing.

Stage One:

• This stage is when you are learning all the vocabulary and structures for a

particular topic.

• During this stage you will not know what the exact task will be, but can use

reference materials and resources of all kinds including course books,

dictionaries and Internet resources to start preparing the task.

• At this stage your teacher can give help.

Stage Two:

• This stage begins when you are given the task.

• Your teacher will discuss the task with you and can explain the sort of

language you might use and how you can use your notes from stage one.

• You are allowed to have access to reference materials including

dictionaries, course books and Internet resources.

• This research can be carried out outside the classroom as homework.

• You should make a plan of what you want to say during the task and your

teacher will give feedback on your plan.

• The plan should be prepared using AQA’s Task Planning Form. It would be

better to complete the plan in Spanish. The plan must be in the form of bullet

points (with no conjugated verbs, full sentences or codes), no more than 40

words.

• Your teacher can comment on the plan using the section on the planning

form.

• Your teacher is not allowed to provide any other support.

Stage Three:

• This stage is when you produce the final version as a dialogue with your

teacher.

• Each task should last between four and six minutes.

• You are not allowed to have access to a dictionary or any other resource

except your Task Planning Form and the task itself.

• Your teacher is not allowed to help you at this stage.

• Your teacher might ask you follow-up questions to develop your answers

• But the highest marks will be awarded to you if you can give a full answer

without the follow-up questions.

• There is one unpredictable element which you must try to answer.

• You cannot re-do a speaking assessment unless you are re-sitting the whole

unit.

During your GCSE, you will complete at least 3 oral assessments and your best

2 will be entered as the oral component of your GCSE.

Speaking assessment criteria:

Communication: Marks Criteria

9-10 Very good

Information, ideas and points of view are presented and explained with

confidence. Can narrate events when appropriate.

7-8 Good

A good amount of information and points of view are conveyed and regularly

developed.

5-6 Sufficient

A reasonable amount of information and points of view are conveyed and

sometimes developed.

3-4 Limited

Some simple information and opinions are conveyed. Few, if any, responses are

developed.

1-2 Poor

Little relevant information communicated. Very few appropriate responses are

developed.

Range and accuracy of language: Marks Criteria

9-10 A wide range of vocabulary, complex structures and a variety of verb tenses.

Errors usually appear in more complex structures.

7-8 A range of vocabulary; some complex structures and a variety of verb tenses

attempted, though not always well formed. Some errors occur but the message is

clear.

5-6 Limited vocabulary; sentences generally simple but occasionally more complex.

Errors are quite frequent, but the language is more accurate than inaccurate.

3-4 Very limited vocabulary; short, simple sentences. Errors very frequent.

1-2 Isolated words of vocabulary. Occasional short phrases. Errors often impede

communication.

Pronunciation and Intonation: Marks Criteria

5 Consistently good accent and intonation.

4 Generally good.

3 Generally accurate but some inconsistency.

2 Understandable, but comprehension is sometimes delayed.

1 Barely understandable, making comprehension difficult.

Interaction and Fluency: Marks Criteria

5 Responds readily and shows initiative. Conversation sustained at a reasonable

speed, language expressed fluently.

4 Answers without hesitation and extends responses beyond the minimum with

some flow of language.

3 Ready responses; some evidence of an ability to sustain a conversation; little if

any initiative.

2 Some reaction. Sometimes hesitant, little natural flow of language.

1 Little reaction. Very hesitant and disjointed.

Checklist for GCSE Writing assessments

Checklist for Grade C √ Checklist for Grade A √

Completed all questions The ‘C’ list plus…

Gone beyond the minimum

required

Used the imperfect tense

Included personal opinions Used the pluperfect tense

Included reasons (because) Used the simple future tense

Justified reasons Used the conditional tense

Used connectives Used a relative pronoun (that)

Used negatives Used ‘that’

Used adverbs and intensifiers Used a direct object pronoun

Used subordinate clauses

(who)

Used an indirect object

pronoun

Used more than one time

frame

Used since

Used adjectives Used ‘after having ..’

Checked verb endings

carefully

Made comparisons

Checked word order carefully Included more description

Checked adjective endings

carefully

Created more interesting

sentences

Checked accents carefully Used ‘what’ (what I like is..)

General Checklist √

I have read my draft script to check it reads well and makes sense

I have organised my work

I have extended my sentences, but have not been overambitious

I have used a variety of structures and vocabulary

I have presented my work neatly and clearly

I have checked every single verb formation very carefully

I have checked my punctuation

I have checked all accents are where they should be

I have thought carefully about what I am trying to say

I have checked my pronunciation

I have tried to intimidate the Spanish way of speaking

I have recorded myself and played the recording back

I have practised speaking regularly prior to the exam

I have practised reading my draft script aloud

I have completed the task planning sheet in full with 40 words and in

pen

Useful Phrases

a bit un poco it is Es

according to de acuerdo

con

it is lacking Le falta

after that Después de it is necessary

to…

Es necesario que

all kinds of Todo tipo de it makes me tired Me cansa/fatiga

also, too También it seems to me

that

Me parece que

although Aunque it’s true that Es verdad que

always Siempre less Menos

an advantage

is that

Una ventaja es let’s consider Consideremos

Supongamos

and Y let’s take Tomemos

as, like Como lots of Mucho de

as far as…is

concerned

En cuanto a... lots of, a lot of Mogollón de/

Un montón de

at the

beginning

Al principio more Más

because porque naturally Naturalmente

because (for) Debido a next Siguiente/próximo

because of A causa de not only…but

also

No solo.... sino que...

besides Además of course Por supuesto

but Pero often A menudo

enough Suficiente on the other

hand

Por el otro lado

especially Sobretodo on the other

hand

Por el contrario

even Incluso only Solamente

except Except or O

finally Finalmente people say that Dicen que

finally, at last Al final quite, fairly Bastante

first of all Para empezar rarely Raramente

for example Por ejemplo really Verdaderamente

for me Para mí secondly En Segundo lugar

for those

(people) who

Para aquellos since, because Desde

however No obstante some people say

that

Ciertas personas

dicen

however Sin embargo some people

think that

Ciertas personas

piensan que

I admit that Admito que sometimes A veces

I am against Estoy en contra

de

Todavía Todos los días

I am in

agreement

Estoy de

acuerdo

the good thing is

that

Lo bueno es que

I am interested

in

Me interesa then Entonces

I can’t bear No soporto then, so Así que

I consider that Consider que there is, there

are

Hay

I don’t like No me gusta therefore, then,

so

Por lo que

I don’t like at all No me gusta

nada

thirdly En tercer lugar

I find that Encuentro thus, in this way De ese modo

I hate Odio to conclude Para concluir

I hate Detest to start with Para empezar

I know that Sé que too Bastante/demasiado

I like Me gusta too much Demasiado

I like a lot Me gusta

mucho

ultimately En definitive

I love Adoro unfortunately Desafortunadamente

I prefer Prefiero usually Normalmente

I prefer Prefiero very Muy

I really like De veras me

gusta

what I don’t like

is

Lo que no me gusta

I reckon that Reconozco what irritates me

is…

Lo que me irrita

I think that Creo que which annoys

me

Lo que me molesta

I think that Pienso que which bores me Lo que me aburre

I would say that Diría que which fascinates

me

Lo que me fascina

if si which gets on

my nerves

Lo que me pone de

los nervios

in my opinion En mi opinion which interests

me

Lo que me interesa

in other words En otras

palabras

….which irritates

me

....lo que me irrita....

in spite of,

despite

En vez de ….which is …. ....lo que es.....

in the end Al final which makes me

tired

Que me cansa

in this way De este modo while Mientras

it annoys me Me molesta you can find Puedes encontrar

it bores me Me aburre you can say that Se puede decir

A* Phrases for Assessments

Opinion phrases!!!

Me da horror...

Me apasiona(n) ...

Lo encuentro excelente porque porque me agrada mucho!

Lo encuentro horrible porque me disgusta!

Espero continuar/ir)...

De ese modo puedo… / puedo… / voy a poder...

Triple verb phrases!!!

En la universidad, espero que pueda perfeccionar mi nivel de español.

En el futuro, espero que pueda viajar mucho con mi trabajo.

En el futuro, espero que podamos proteger mejor el medio ambiente.

Extended phrases!!!

Antes de ir al instituto, quisiera…

…continuar mis estudios con el fin de perfeccionar mi español.

…viajar por todo el mundo para aprender sobre culturas diferentes.

Siempre he tenido ganas ir a trabajar a Argentina.

Siempre he querido ir a ayudar a la gente pobre de África.

Other tenses!!!

The Present infinitive:

Después de terminar el instituto, quisiera…. …

Después de visitar Madrid, fuimos a la costa.

Después de volver a casa, me acosté toda la tarde.

The Pluperfect:

Fui al cine para ver ‘Sin City’ pero llegué tarde y la película ya había

comenzado.

Quería visitar a mis abuelos para decir ‘Adiós, pero ya se habían ido de

vacaciones.

The Subjunctive:

Es necesario que visite a mi abuelo todos los sábados.

Dudo que pueda continuar en el instituto si no saco buenas notas.

Mis padres me dicen que es necesario que haga los deberes todas las tardes.

Verb Grid

Infinitive Presente Pasado

Anterior

Imperfecto Futuro Condicional

Jugar Juego Jugué Jugaba Jugaré Jugaría

Terminar Termino Terminé Terminaba Terminaré Terminaría

Esperar Espero Esperé Esperaba esperaré esperaría

Comer Como Comí Comía Comeré Comería

Vivir Vivo Viví Vivía Viviré Viviría

Assessment and target sheet: GCSE

Year 10 Term 1:

Listening Reading Overall

Mark

Grade

Target: ___________________________________________________

__________________________________________________________

Year 10 Term 2:

Listening Reading Writing 1

(15%)

Overall

Mark

Grade

Target:____________________________________________________

___________________________________________________________

Year 10 Term 3:

Listening Reading Oral 1

(15%)

Overall

Mark

Grade

Target:____________________________________________________

__________________________________________________________

Year 11 Term 1:


(15%)

Oral 2

(15%)

Overall

Mark

Grade

Target:____________________________________________________

___________________________________________________________

Year 11 Term 2:


(15%)

Oral 3

(15%)

Overall

Mark

Grade

Target:____________________________________________________

___________________________________________________________

Speaking assessments: Communication Range +

accuracy

Pronunciation +

intonation

Interaction +

fluency

Total Grade

Assessment 1

Assessment 2

Assessment 3

Writing assessments: Content Range of language Accuracy Total Grade

Assessment 1

Assessment 2

Assessment 3

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