GCE Spanish SoW Units 1, 2, 3 and 4 · Web viewUnits 1, 2, 3 and 4 SCHEME OF WORK FOR EDEXCEL...

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Edexcel GCE SpanishUnits 1, 2, 3 and 4

SCHEME OF WORK FOR EDEXCEL SPANISH AS AND A2 EXAMINATIONS

When planning a Spanish Scheme of Work, teachers should bear in mind that those inspecting Modern Foreign Languages at post-16 areencouraged to concentrate on the extent to which students:

• Demonstrate their understanding of material written in the foreign language, drawn from a wide range of everyday, topical, technical, business, literary, social and historical sources, and can respond appropriately to it.

• Understand language spoken at speed on radio, television, cassette or film, by native speakers or others on a variety of themes and in a range of styles.

• Can translate or interpret from one language to another effectively, accurately and idiomatically.• Speak the language accurately, confidently and fluently, and react spontaneously to complex questions and unfamiliar

language.• Speak with good pronunciation and intonation and use different registers appropriate to the context of the discussion or

dialogue.• Engage readily in conversation, discussion or debate, and present, develop or sustain a logical argument in the foreign

language, while taking account of the views of others.• Show extensive knowledge of the countries, customs and culture of the people whose language they are learning.• Have detailed knowledge and understanding of the themes and topics they have studied and the issues facing contemporary

society.• Have developed mature and well-informed views on topical or controversial issues, and can present these in a logical, coherent

and accurate way in speech or writing.• Write accurately in a variety of styles appropriate to context, using an increasingly wide range of complex, sophisticated and

topic-specific language.• Demonstrate a high level of grammatical accuracy.(Source - Adapted from Specification: http://www.edexcel.com/migrationdocuments/GCE%20New%20GCE/spec-gce-spanish.pdf,

p. 15)

The following Scheme of Work represents just one possible guide for teachers and it is based around the following Edexcel-approved materials (see List of Resources at the end for further suggestions):Edexcel Spanish for A Level, Hodder Education, 2008 – Student’s Book (referred to below as Edexcel)

Edexcel GCE Spanish Scheme of work © Edexcel Limited 20102

http://www.edexcel.com/migrationdocuments/GCE%20New%20GCE/spec-gce-spanish.pdf

Edexcel Spanish for A Level, Hodder Education, 2008 – Teacher’s Resource Book (referred to below as Edexcel TB)

Animo 1, AS Students Book, Second Edition. OUP, 2008, ISBN 978 0 -19-915330-5 (referred to below as Animo)

Animo 1, AS Teacher’s Book, OUP, 2008, ISBN 978 0 -19-915331-2 (referred to below as Animo 1 TB)

ADDITIONAL SUPPORTING MATERIALS, ALSO FEATURING IN THE LIST OF RESOURCES AT THE END, INCLUDE:Sigue! 1,- Students book ,Second Revised Edition, 2000, Hodder Murray, ISBN 978- 0719585227 (referred to below as Sigue 1)

Sigue! 1,- Teacher’s book ,Second Revised Edition, 2000, Hodder Murray, ISBN 978- 0719585234 (referred to below as Sigue 1 TB)

Practice Makes Perfect, Complete Spanish Grammar, McGraw Hill, 2004, ISBN: 978-0071422703 (referred to below as Grammar)

Practice Makes Perfect, Spanish Verb Games, Devney Richmond, ISBN: 0 8442 7334 1 (referred to below as Grammar 2)

Sigue! 2, Student’s book, John Murry, 2nd Edition 2001, ISBN 07195 8525 2

News articles with exercises produced by the Conejeria de Educacion at the Spanish Embassy in London (referred to below as Spanish Embassy)http://www.mepsyd.es/exterior/uk/es/consej/es/publicaciones/elpais.shtml

TECLA, Resources of texts with questions at all levels for teachers of Spanish produced by the Spanish Embassy:http://www.mepsyd.es/exterior/uk/es/tecla/tecla.shtml

Ponte al dia, Hodder and Stoughton, 2003, ISBN 978 - 0340846698

Edexcel Spanish for A Lev el, Hodder Education, 2008 – Audio CD Set

Edexcel GCE Spanish Scheme of work © Edexcel Limited 2010 3

http://www.mepsyd.es/exterior/uk/es/tecla/tecla.shtml

http://www.mepsyd.es/exterior/uk/es/consej/es/publicaciones/elpais.shtml

Edexcel Spanish for A Level, Hodder Education, 2008 – Dynamic Learning Student Edition

Edexcel Spanish for A Level, Hodder Education, 2008 – Dynamic Learning Network Edition

Edexcel Spanish Grammar for A Level, Hodder Education, 2008

For listening practice this scheme of work has made reference to recordings from books above. However worksheets have been written by the author to supplement the questions in the textbooks and to provide students with a graded worksheet to better cater for mixed ability groups and to provide students with extension tasks. These worksheets have been referred to below as GW.

Edexcel Scheme of Work for GCE Spanish AS (Year 12) – based on two terms (28 weeks), with the remaining time to be used for examination techniques and tips, revision, practice, and the AS examinations.

Throughout Term 1 of Year 12, teachers should work with students on the following:

• Using a bilingual dictionary• Learning and recording vocabulary• Organising work• Writing a brief description• Expressing opinions• Reading for gist• Pronunciation• Taking notes in English and in the target language when listening• Writing summaries in English and in the target language• Speaking from notes • Understanding and interpreting statistics• Pronunciation of more difficult sounds• Structuring a debate• Adapting a text• Translating into English


• Structuring an oral presentation• Encourage self evaluation and correction


• Writing a newspaper report or email• Structuring a written response• Checking and correcting written work• Strategies for extending vocabulary• Revision of vocabulary• General revision techniques• Continued pronunciation and spelling practice• Specific practice of unit 1 stimulus card responses• Guiding their choice of General Topic Area according to their individual strengths and interests


• Examination practice• Past papers• Review their responses and others against examination mark schemes and assessment criteria• Revision of tenses• Recognition of more difficult structures• Checking students have understood, learned and practised all the grammatical structures laid down in the AS grammar lists.

Exemplar activities given throughout are indicative only and may be used to supplement the tasks suggested within the textbook. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in spoken and written Edexcel GCE Spanish Scheme of work © Edexcel Limited 2010 5

form. Activities might include the following: Surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; and dialogues.

Week

Content coverage/

key questions

Learning outcomes Exemplar activities Resources/ homework

suggestions for A2

1

Youth Culture and Concerns:

La familia (transition from GCSE)

– Students build on their prior knowledge of family vocabulary and descriptions

– Teachers assess individuals competence in basic grammatical concepts from GCSE

– Revise and practice agreements of adjectives to include apocopation

– Students learn different ways to talk about their families and compare with others

Reading: Edexcel p. 2 “La familia de Inaki”.

Listening: intro to language laboratory and “la familia de Eva”- Edexcel p. 3

Speaking: students interview each other about themselves and their families and draw comparisons

Grammar exercises using websites and exercises from Grammar, p. 211, Unit 18

Additional tasks/Homework:- Reading: Edexcel p. 3 “Lucia habla de

su familia” - Writing: Paragraph on difference

between your family and Lucia’s

Edexcel

www.studyspanish.com

Grammar

2

Youth Culture and Concerns:

La familia - (transition from

Students learn and use vocabulary relating to other relatives (e.g. relationships with grandparents)

Reading: Edexcel p. 5 “Una conexión generacional”

Listening: Animo 1 p. 8-9 “Recorriendo las Españas”, Spanish people talking about

Edexcel

Animo 1

Grammar


http://www.studyspanish.com/

http://www.studyspanish.com/

Week

Content coverage/

key questions


suggestions for A2GCSE) Students talk about where

they live and offer opinions of their home town

Students revise regular present tense

where they live.

Oral: Students carry out guided interviews of others relating to where they live and their opinions of their home town/village

Writing: Edexcel p. 15 Task B but “quieres vivir en la ciudad/campo”

Grammar: Unit 1, p. 1 Present Tense

Additional tasks/homework:Listening: “otros paises hispanohablantes” Animo, p. 10

-see also tips Edexcel p. 37 - Apocopation:,Edexcel p. 10

3 Youth Culture and Concerns

Family relationships

Students discuss their and others’ relationships with their parents and look at their parents’ concerns

Students recap on present tense regular verbs and introduce/revise radical changing verbs

Reading: “Los temores de los padres”, (Sigue 1)

Listening: Edexcel p. 5 “Los domigos con el abuelo” and Edexcel p. 6 “un domingo en familia”

Oral: Class brainstorms all concerns that parents can have – build a mind map on board (los temores de los padres). Students discuss in pairs what most concerns their own parents (¿De qué se preocupan tus padres?)

Edexcel

Grammar


Week

Content coverage/

key questions


suggestions for A2Grammar, Unit 2 p.18 Stem-changing verbs

4

Youth Culture and Concerns

Relationships

Students learn and use vocabulary and phrases to describe a first date

Students revise radical changing verbs

Students learn to use impersonal verbs correctly

Grammar:- Blockbusters game designed around

radical changing verbs- Introduce impersonal verbs as “verbs

like gustar” and “doler”, to include (A mi, A ti, etc)

- Exercises to practice, Grammar, p. 241-243

Oral: Interview each other about their first date, real or imaginaryReading:”1.6 Temor a la primera cita” Sigue 1 p.8/9

Listening: GW based on “1.7 ojo con las citas amorosas” (Sigue 1, p.10)

Additional tasks/homework:- Writing: “Mi primera cita” (to include

descriptive language and vocabulary from texts read and listened to)

- Introduce/practice “soler” (Animo 1 ,p. 7)

Sigue 1Animo

Grammar

5 Youth Culture and Concerns

Los valores de los jóvenes

Students will look at what values they have and compare with young Spanish students

Students will practice impersonal verbs

Students will be introduced

Reading: Students carry out a class survey - they write the 3 things that they value most, without consulting anyone, on 3 post-its. (One extension group will analyse and prepare a poster to illustrate based on the text below). Others read for understanding:- Edexcel p. 22 “¿Cómo son los jóvenes de hoy

Edexcel

Grammar


Week

Content coverage/

key questions


suggestions for A2to the preterit – regular verbs en día?” .

A Comparison can be made at the end.

Listening: GW based on the audio ¿Crees que los jóvenes de hoy tienen valores? Edexcel p. 30

Oral: comparison of the Spanish values and the English – students discuss and create summaries of similarities and differences

Writing: Students can write their own versions of “los valores de los jovenes ingleses” (based on Edexcel, p. 22)

Grammar: - Translate sentences in the present

using impersonal verbs – Grammar, p. 241-243. Translation p. 243, ex: 19-26

Additional tasks/homework- Edexcel “Los jóvenes y el hogar

familiar” p. 31- Edexcel p. 28. ¿Qué imagen tienen

los jóvenes de sí mismos? Read and answer Ex A y B

- Grammar, Edexcel, p. 66 Impersonal verbs

Youth Culture Students will be introduced Oral:


Week

Content coverage/

key questions


suggestions for A2

6and Concerns

Drink

to the idea of the “botellón” Students will be introduced

to the format of Section A of the oral exam

Students will revise the formation of the preterite – regular verbs and learn common irregular forms

Students will learn comparatives and superlatives

- Past Edexcel AS Stimulus card (Summer 2009) - “el macro botellón” – either using a language assistant or in pairs students can be examiners/candidates

- Mini debate – small groups given roles (el turista, el dueño del bar, una persona mayor, un adolescente) to discuss the possible introduction of “La ley del botellón” in our town. Extension option: a more able student can be the mayor and direct the meeting

Reading: - Introduce the phenomena by asking

students for words they know relating to the Botellón topic to start to build a mind map (e.g. los jóvenes, el alcohol, la calle, el supermercado, barato)

- Edexcel p. 25 “el botellón” or Edexcel p. 35 Ex 12

- Add new words to mind map (e.g. consimir/emborracharse etc.)

Listening- GW based on recording ¿está a favor

o en contra de prohibir el consumo de alcohol en la calle?” Edexcel, p. 36.

Edexcel


Week

Content coverage/

key questions


suggestions for A2Grammar: -Unit 18, p.220 Comparatives and Superlatives-Unit 4, p. 35-44 The Preterite

Additional tasks/half term holiday homework:- Look for examples of preterite in the

article “un camello” p. 60 Edexcel- p. 52 Edexcel – the preterite- revise all grammar to date in

preparation for test- re-read texts read in class. - Revise topic vocab and draw mind

maps for each topic- Writing: prepare a letter to a pen

friend including details about you, your family, where you live and what you are like as a young person. Include all new vocab and grammar etc (If you have a partner school these can be sent as emails for their new friends to correct)

7

Youth Culture and Concerns/Lifestyle, Health and Fitness:

La tecnología

Students will discuss what they consider to be new technology and compare with those of their parents

They will revise and use comparatives to describe differences (eg: la generación actual usa más el

Oral: ¿Cuáles son los iconos importantes de los jóvenes?Discuss as a class and in pairs what they consider to be the important new technologies today and of their parents. Compare and contrast and place in order of importanceReading: Quick class survey on uses of Internet for them,

Animo 1

Grammar


Week

Content coverage/

key questions


suggestions for A2Internet que antes)

Students will revise/be introduced to the imperfect tense

Animo 1 p. 36 “Sondeo sobre los jóvenes” ¿Qué piensas de la tecnología?

Listening: GW based on recording “la generación conectada” (Animo 1, p. 30-33)

Grammar:- Revise comparatives and superlatives

and introduce imperfect tense - Use both to create sentences to

compare technology today and before (e.g “mis padres valoraban mucho más sus electrodomésticos como el microondas y la tele en color. Hoy en día los jóvenes tienen más ordenadores y aparatos tecnológicos que antes como el portátil, el ipod y el móvil”)

- Grammar, Unit 5 p. 49 Imperfect Tense

8 Youth Culture and Concerns:

Tecnología – los móviles

Students will learn vocabulary to describe their own mobile phones (features/contract/pay as you go)and discuss their advantages and disadvantages and their importance to them

Students will revise preterit and imperfect and learn the differences between them

Oral- Students take out their mobiles and

describe them and their features- In groups develop a list of

advantages. disadvantages to share with group

- AS stimulus card from Edexcel sample assessment material – “el lenguaje de los móviles” (in class or with language assistant)

- Debate - Can we live without a mobile

Edexcel Past Paper – legacy specification, Unit 2 writing Task – June 2004 – “los colgados a los moviles”

Edexcel

Grammar


Week

Content coverage/

key questions


suggestions for A2and their uses. phone?

Reading: Edexcel p. 26 “teléfonos con lenguaje propio”

‘Smshablantes’. Artículos de prensa por la consejería de educaciónhttp://www.mec.es/sgci/uk/es/consej/es/pdf/enero08.pdf

Listening; based on recording “Los teléfonos moviles” Edexcel, p. 27

Grammar: Unit 6, p. 59

Additional tasks/homeworkAnimo 1 p. 41 (2)Writing: Guided past paper Legacy Unit 2 task 5, 2004 “los colgados de los móviles” or Sample assessment material – Unit 6SP02 Texto 8 (p. 54 eSpec)

-

9

Youth Concerns/Lifestyle: Health and fitness:

La tecnología – la blogosfera/músic

Students will start to look at technology in terms of lifestyle. Are they addicted to technology?

Students will revise differences between imperfect and preterite and

Oral: - Discuss how students listen to music?

How do they buy/access music? Is it important to them? Why do we download illegally?

- Stimulus card, summer 2009, Youth Culture Stimulus 2 “los jóvenes y la música”

Animo 1

Grammar


http://www.mec.es/sgci/uk/es/consej/es/pdf/enero08.pdf

http://www.mec.es/sgci/uk/es/consej/es/pdf/enero08.pdf

Week

Content coverage/

key questions


suggestions for A2a learn about the present and

imperfect continuous Reading: GW based on Animo 1 p. 43 “¿Eres ciberpirata?”

Listening: GW based on Animo, p. 43 Ex 4a and 4b. ¿Qué hemos ganado con todas esas tecnologías?

Additional tasks/homework: Reading: Animo 1 p. 34/5 . ¿Quién eres en el mundo virtual?

- Using present continuous describe what students are doing in a picture of a school, home, town or other (verbs can be introduced as a matching game to start)

- Pairwork to practice e.g ¿Qué está haciendo el chico en la cantina? Está comiendo (Extension task – translation, Grammar, Unit 9 p. 103, 9-11)Extension option: make up reasons

- Introduce imperfect continuous and ask students to write what they were doing last night

- Practice exercises, Grammar, Unit 9, p.100

Lifestyle: Health and fitness

Students will build on their GCSE vocabulary and

Oral: - Brainstorm all sports known BBC: Diez Temas or


Week

Content coverage/

key questions


suggestions for A2

1o El deporteknowledge of sports and look at new Spanish sports (bull fighting, la pala vasca)

Students will revise the present and imperfect continuous

Students will revise from GCSE their use of the immediate future and learn the formation of the future tense

- Activity to introduce new sports e.g. matching pictures and names as quiz

- Watch video (diez Temas)/Youtube clip of either bull fighting or la pala vasca. Alternatively look at pictures from Internet of controversial sports

- Discuss and debate: ¿un deporte o una fiesta?

Reading: Edexcel p. 38 “un tenista mallorquín”

Listening: GW based on Sigue 1 “2.7 la tauromaquia”

Writing: write an imaginary interview of a famous Spanish sports personality e.g. Rafael Nadal. (see Edexcel p. 38) – if possible ask assistant to check and practice. Students can also record and watch each other’s.

recent footage of a bull fight.

Edexcel

Sigue 1

11

Lifestyle: Health and fitness:

El deporte para mantenerse en forma

Mente sana, cuerpo sano

Students will discuss the need for a healthy lifestyle and how to keep fit and healthy

Students will look at the link between sport and keeping healthy

Students will revise the future tense and learn the conditional (this can be used to express what they should do to keep fit)

Listening :Link between sport and healthy living - Mente sana, cuerpo sano. (based on Animo 1, unit 6)

Oral: - El deporte, ¿es esencial para una vida

sana? ¿Qué deberías hacer para mantenerte en forma?

- Sample assessment material – Lifestyle simple stimulus 1 (p. 32 eSPEC) “el ejercicio fisico”

Animo 1- unit 6, p. 82

Edexcel


Week

Content coverage/

key questions


suggestions for A2

Reading: Animo 1 p. 74/5 Mente sana, cuerpo sano “El jugador de baloncesto”

Grammar: Unit 7, p. 67 The Future and the Conditional

Additional tasks/homework:Prepare a mind map of link between sport and healthy living (useful for practicing oral exam - section B)

Reading: read through pages: Edexcel, p43-45 and note what foods Spanish people eat ready for quiz next week.

12Lifestyle: Health and fitness

Food and diet

La dieta mediterránea

Students will study the traditional diet of the Spanish and consider whether it is changing

Students will revise the conditional and revise all tenses/concepts to date ready for a test translation next week

Oral: ¿Qué comen los españoles? - Go over homework as quiz questions

(to include some to practice the grammar topics eg: Los españoles ¿comen menos verduras que los ingleses?)

- Stimulus card 1 Summer 2009 “la comida lenta” (either in class or with language assistant)

Reading: “Comer para vivir o vivir para comer” Animo 1 p. 88 – la dieta mediterránea se pierde

Listening GW based on Edexcel p. 47 “Los

Animo 1

Edexcel

Stimulus cards summer 2009


Week

Content coverage/

key questions


suggestions for A2españoles rechazan la dieta mediterránea”

Grammar: Unit 7, p. 74-79

Additional tasks/Homework:Writing: Prepare an email to a friend in Spain telling him/her if you live a healthy life and why (those who have made contact can send this by messenger) and ask their friends to reply letting them khow healthy they think their diet is. If no pen friend link they can reply to each others.

13

Lifestyle: Health and fitness:

Unhealthy living – el tabaco y la droga

Students will look at unhealthy habits amongst young people and others

They will discuss whether we should ban smoking in public places

Students will revise all grammar topics to date

Students will take part in a quiz to practice all topics to date

Oral: - Brainstorm ¿Los malos hábitos de los

jóvenes?- Stimulus card 1 Summer 2009 “la

legalización del cánnabis”

Reading: Edexcel p. 59 la ley antitabaco

Listening: Los efectos de tomar drogas de diseño Edexcel p. 61 (worksheet made to look like exam questions)

Writing: edexcel p. 61 task C “la fiesta rave”

Grammar: quiz on PowerPoint based on “quieres ser millionario” to practice all gramar topics to date. Questions relating to the “Lifestyle” topic also, e.g “Antes Pedro

Edexcel

Stimulus cards summer 2009


Week

Content coverage/

key questions


suggestions for A2(fumar) dos paquetes de cigarillos al día”.

14Lifestyle: Health and fitness

La navidad en España

Students learn and share experiences of traditional Christmases in Spain and in Spanish speaking countries

Students will watch and learn about traditional recipes for Christmas

Students will also have fun and enjoy some Spanish related games to celebrate the end of their first term of AS Spanish

Reading: La navidad en España – worksheet written to look like Unit 2 Edexcel AS exam paper but relating all to texts about Christmas in Spanish-speaking countries.

Listening - Film: UNESCO la comida navideña video about preparing some traditional Christmas dishes from around Spanish (or have a cookery lesson if access to kitchen is possible)

Blockbusters and whole class Pictionary based on Christmas vocabulary

Additional tasks/homework:

- Christmas writing task based on guided writing from unit 2: students write about their experience of Christmas and compare it to the Spanish

- Revise all topic vocabulary and ideas from this General Topic Area ready for test after holidays

15 Lifestyle: Health and fitness:

General Topic Area assessment

Students will be expected to have revised all notes and vocabulary relating to the Lifestyle, Health and Fitness topic

Listening/Reading: Compilation of past paper exam questions based on past unit 1 and unit 2 questions from the legacy Edexcel AS examination.

In-house past paper made up of legacy specification questions: Listening:


Week

Content coverage/

key questions


suggestions for A2week

Students will complete a specially designed “unit 2 reading and listening” exam paper based on past paper questions on this topic

If students are in their first week after Christmas we will discuss the importance of this week (el 5 y 6 de enero) in Spain and SS countries

Students will be introduced to the idea of time management for the examination.

Students will learn the perfect tense

Oral: discuss the importance of 5/6 January for families in Spain.

Grammar: - Introduce the perfect tense.

Grammar, Unit 10, p. 104-109- Edexcel, p. 68 The Perfect tense,

explanation and exercise- Practice with a variety of imperfect,

preterit and perfect sentences to revise the differences.

Unit 1 June 2004 Texto 1 – ninos obesos; January 2004 Unit 1 texto 4 Health problems on long-haul flightsReading:June 2005 Texto 1 – el desayuno and Texto 4 – la siesta. June 2006, Texto 3- vivir sin dormir

16

Education and Employment

Educación – los Buenos modales y tipos de escuelas

Students will be introduced to the new General Topic Area, building on their GCSE experiences

Students will be taught and discuss the difference between “la educación” y “los estudios”

Students will be tested on The perfect and other past

Oral ¿En que trabajan los padres? ¿Sus estudios fueron importantes? ¿Qué tipo de educación has/han recibido? ¿Qué planes tienes para el futuro?Listening: “De mala educación” Edexcel, p. 86, Reading: “La voz de mamá” Edexcel, p. 86

- Introduce by asking what their Mum usually tells them to do/not to do.

- read about “Hay que”, Edexcel, p. 86

Edexcel

Grammar


Week

Content coverage/

key questions


suggestions for A2tenses and be introduced to the use of negatives, to include tampoco and no…sino

and write some sentences of their own relating to students at their school/college.

Grammar:- Highlight the common errors in their

writing for Christmas homework. - Look at an exemplar piece either for

its merits of otherwise to analyse how it can be improved for the exam.

- Test of past tenses as translation. - Introduce negatives, Grammar Unit

24 p. 295

Additional tasks/homework- Negative sentences to translate,

Extension task - Grammar, p. 300, ejercicio 24-10

17


schooling and higher education

Students will look at subjects and career paths available in the Spanish and English Education systems

Students will have the opportunity to discuss traditional roles and the importance of parents in their schooling

Students will revise negatives and learn forms of the verbs ser and estar in all

Oral: Los estudiantes tienen que adivinar cuando empiezan el colegio/instituto en España¿Cuáles son las asignaturas obligatorias en el Reino Unido y España? Comparar y discutir(see also Animo 1, p. 123 – graph illustrating Education System in Spain)

Reading: Edexcel, p. 11 Padres a jornada completa

Listening: GW based on ¿Qué asignaturas deben ser obligatorias? Edexcel,p. 95

Edexcel

Grammar

Animo 1


Week

Content coverage/

key questions


suggestions for A2tenses studied to date.

Grammar: - revise and test negatives- revise formation of ser and estar in

present, past, future- if time, what do they know about

uses?Additional tasks/homework

- Listening: Edexcel, p. 11/2 “Despedido por ser padre”

18



Students will revise and use vocabulary relating to technology and refer to its use in their school life

Students will look at the importance of new technology in their education

Students will revise uses of ser and estar and put them into practice

Oral: - Brainstorm of advantages and

disadvantages of IT in teaching and learning

- Do they like it? Why? What changes would they like to see in teaching?

- Stimulus card (in-house) relating to need to incorporate more IT into teaching

Reading: Edexcel p. 95 “¿Te gusta aprender con Internet?”

Listening: GW designed to look like past exam questions Edexcel p. 96 “La educación y las nuevas tecnologías”

Grammar- Complete a table to cover all uses of

ser and estarNB: “if in doubt, use “ser”

Edexcel

Grammar


Week

Content coverage/

key questions


suggestions for A2- Practice with sentences missing

either ser and estar (extension task uses a wider variety of tenses).

- Grammar, Unit 3, p. 32, Ejercicio 3-6 (can be prepared as a differentiated task – more able complete whole translation from English to Spanish, others can have parts already translated)

19

Education and Employment:


Students will discuss and read about increasing levels of violence in classrooms and school

Students will discuss and debate the advantages and disadvantages of single sex schools in preparation for their next writing task

Students will look at format of informal letters to help them prepare their writing task.

Students will complete their first translation based on all grammar topics as assessment of their progress in this skill.

Oral: Single sex schools? Good or Bad? Class debateWriting a good introduction – compare, evaluate each others and selectPlan together a balanced response for writing essay as homework

Reading: “la educación: otro frente abierto al mundo. Edexcel p. 94. Education, a human right around the world?

Listening: “La escolarización de los gitanos” p. 104. Also, Edexcel Legacy specification Unit 1, June 2004, Texto 3 – “la violencia en las aulas” Extension task C - writing

Writing: Edexcel p. 97 – Informal letter to a friend. Single or mixed education. See also Edexcel writing task tips p. 97.

Edexcel Legacy specification, unit 1 june 2004Edexcel


Week

Content coverage/

key questions


suggestions for A2

Grammar:Education Translation (in-house) to practice grammar to date and topic vocabulary

Additional Tasks/homework:Writing: either Task C p. 104 Or: ¿Por qué aprender por separado? P. 96 Ex14

20 Education and Employment –student issues – la violencia y el acoso escolar

Students will learn and use vocabulary relating to violence and intimidation in schools

Students will discuss the causes and solutions for violence in schools amongst students and students to teachers

Students will learn different types of personal pronouns, their positions in sentences and practice how to replace nouns with pronouns.

Oral: - La violencia en la escuela, ¿existe todavía? ¿Por qué?. Students help to create a mind map of causes and solutions

- Students discuss in pairs incidences that they have witnessed or experienced in schools

- stimulus card, summer 2009, la intimidacion escolar.

- Preparation for task C, p. 102, Edexcel

Listening: Edexcel, “En el patio de la escuela” p. 102 (gap fill)

Reading:Edexcel, p. 101/2 “la violencia en los colegios”

Grammar:: Unit 19, p.225

Additional tasks/homework:- Direct and Indirect object pronouns,

Edexcel, p. 103

Edexcel

Stimulus cards, summer 2009


Week

Content coverage/

key questions


suggestions for A2- Writing: Edexcel, p. 105 Selection of

discursive writing tasks – ex B and C

21

Education and Employment: Education or employment? Looking for a job

Students will revise vocabulary relating to the world of work, jobs, their work experiences and learn vocabulary related to searching for jobs and their ideal jobs in the future.

Students will discuss the advantages and disadvantages of different types of employment and whether studying or employment is better, in their view.

Students will revise pronouns and look at using double object pronouns

Oral: Students will discuss as a class their ideal future jobs; brainstorm characteristics of these jobs (trabajar con gente; trabajar fuera o en oficinas, un horario flexible, ganar mucho dinero)

- Pairwork – explain to partner where you work part time or where you completed year 11 work experience, your thoughts

- Pairwork - chosing 2-3 jobs, discuss which they feel are better and why

- Mini-debate: divide the class (if very large smaller groups) – which is better education or employment?

- Sample assessment material, stimulus 1 “el trabajo ideal”

Listening: based on Animo p. 135 ex 1a, young people talking about their choice of University degree and why.Reading: Edexcel, Unit 6. En busca de empleo, “mi primer empleo” p. 107 and “los que ya tienen trabajo” p. 107/8

Grammar: Double object pronouns, Grammar, p. 239

Education and Students will learn and use

the vocabulary relating to the Oral: - La situacion de las mujeres en tu país (Edexcel, p. 117, task C)


Week

Content coverage/

key questions


suggestions for A223 Employment

La mujer y el trabajo

description of stereotypical attitudes towards certain jobs

Students will discuss if some jobs are more suited to men or women and if women really do have equal rights in the work place today

Students will be tested on their knowledge of pronouns and learn about the passive voice.

- Look at gender of professions (see note p. 118)

- (in-house) stimulus card – based on shortened version of “de cajera en el supermercado” Edexcel, p.120

- see also stimulus cards for employment: Sample assessment material, Stimulus 2, p. 42 “una profesora habla de sus alumnus”.

Listening: Edexcel , GW based on “Habla una mujer”, p. 118

Reading: “Hacia donde van las españolas” p. 117

Grammar:- Test of pronouns- Introduce the passive voice - Grammar, Unit 12 p. 124

24 Education and Employment –

unemployment

Students will learn and use vocabulary relating to unemployment

Students will discuss their own concerns about unemployment in the context of the credit crunch and strategies for coping with unemployment

Students will revise the

Oral: introduction: students will explain in Spanish their understanding of the word “desempleo” written on board and others will give adjectives relating to how you would feel or what life would be like.

- Stimulus card 1 , summer 2009 “los jóvenes y el desempleo” – students see text and guess what questions could be asked

- Students prepare their answers to the


Week

Content coverage/

key questions


suggestions for A2passive voice and learn how to avoid it.

4 set Edexcel questions. Special focus on question 3

Listening: GW based on Sigue 2, p. 62 ¿Qué hacer si te quedas en el paro? Advice about how to cope with unemployment.Reading: Sigue 2, p. 62/63 ¿Qué hacer si te quedas en el paro? Grammar: Unit 12, p. 127

25The World Around Us

Transporte

Students will be introduced to the new General Topic Area – The World Around Us

Students will revise transport methods and talk about how they can/do travel and issues where they live (e.g. congestion charge in London, lack of buses in rural areas)

Students will discuss and debate what they feel is the best method of transport

Students will revise the passive and its avoidance and learn other compound tenses

Oral:- Brainstorm - medios de transporte- Pairwork: ¿Cómo viajan y lo que

opinan de ellos?- Or Pairwork, Edexcel Task C, p. 66- Debate: ¿Cuál es el mejor medio? Y

¿Por qué?- Sample assessment material,

stimulus card 2 – “Sudamérica en bicicleta”

Reading:- Introduction. Edexcel p. 65 ¿Cuál es

el mejor medio de transporte? - Exam practice: “Nuevas pantallas en

los buses” Legacy Edexcel exam paper - Unit 2 2008 p. 9/8

Listening. GW based on “Te cuesta un ojo de la cara” Edexcel, p. 67

Grammar:


Week

Content coverage/

key questions


suggestions for A2- Translation, Grammar, p. 130 ex: 12-

10- Revise perfect tense and learn other

compound tenses - Exercises, Grammar p. 110-113

Additional tasks/homework:- Reading, Edexcel p. 67 – “los colores

más seguros del coche”

26

The World Around Us

Travel and tourism

Students will confirm their choice of General Topic Area for the oral examination and work on revision mind maps over the Easter holidays

Students will learn and use the vocabulary relating to different types of holidays and travel

Students will revise compound tenses and be introduced to the formation of the present subjunctive

Oral- Discuss the need to choose a GTA for

the oral exam based on their interests this year and their need to revise the vocabulary and ideas

- Stimulus card – Winter 2009 “El desarrollo del turismo cultural”

Reading: - Past exam question from legacy

Edexcel AS - Viajar es mi prioriodad” Unit 2 2008 p.6/7

Writing: Unit 2 p. 10 June 2008 “Vacaciones Rotas, Maletas Perdidas”. Use a framework to ensure students develop each bullet point fully and equally.

- Use a past examplar piece to assess or peer assess their writing against the marking grids (Assessment criteria, p. 32)

- Also, for a model piece the verbs could be removed as a grammar


Week

Content coverage/

key questions


suggestions for A2exercise

Grammar:- Revise compound tenses as

translation based on writing task- Introduce the formation and general

use of present subjunctive

27

The World Around Us

Weather/climate change

Students will learn and use the vocabulary relating to climate change

Students will practice their oral examination – specific focus on their chosen topic area

Students will revise the present subjunctive formation and look at some of its uses (see spec p. )

Oral: - Create basic mind map on board with

“cambio climático” in the centre. What words relating to this topic do they know? Eg: “las temperatures suben”, etc.

- Build this mind map further after the reading and listening lessons

Reading: Good introduction to topic: Edexcel, p. 163Additional reading tasks: Edexcel p. 163-166

Listening: Song on Youtube with words. “Amazonas” by Pedro Suarez Vertiz. Students listen and note all new vocab.https://mail.brock.ac.uk/exchweb/bin/redir.asp?URL=http://www.youtube.com/watch?v=FZzS87wNL4c%26feature=related

Writing: Read the blogs on p. 166 and students write their own with their personal opinions of how young people feel about climate change. Do they really care?


https://mail.brock.ac.uk/exchweb/bin/redir.asp?URL=http://www.youtube.com/watch?v=FZzS87wNL4c%26feature=related



Week

Content coverage/

key questions


suggestions for A2Grammar:

- Revise formation of subjunctive- Learn uses needed at AS- Grammar: Unit 13 p.131-140

28

The World Around Us

Soluciones al cambio climatico – las energies renovables

Students will practice their chosen GTA in oral classes

Students will discuss solutions to the environmental issues discussed last week

Some centres may decide to conduct oral examinations from this week

Students will revise the uses of the subjunctive

ORAL:- oral examinations may begin- brainstorm solutions- stimulus card – summer 2009 ¿Cómo

ahorrar agua?- If available, listen and evaluate

candidates from last year. Peer marking and then compare with actual marks

Reading: discuss alternatives to fossil fuelsEdexcel, p.168 “la eólica terrestre”.

Listening: Edexcel, p. 169 “Un parque eólico marino en la costa de Cádiz”.

Grammar: Students will be encouraged to use the subjunctive at least 3 times in their writing task completed under exam conditions:Writing: Formal letter to the Junta Andaluza, Edexcel, p. 170, task C

Additional tasks/homework:

- Respond to letter written by another student. Edexcel, p. 170, ex D

- Essay questions, p. 170, Task B


Week

Content coverage/

key questions


suggestions for A2

Remaining time to be used for additional examination techniques and tips, revision, practice, working through past papers, any outstanding AS oral examinations. And AS examination unit 2

Edexcel Scheme of Work for GCE Spanish A2 (Year 13) – based on two terms (26 weeks), with the remaining time to be used for examination techniques and tips, revision, practice, and the A2 examinations.


• Revision of structures and vocabulary learned at AS• Further development of grammar, syntax and lexis at an advanced level• Selection of topics for presentation in Unit 3 and for research in Unit 4• Ongoing development of the skills of analysis and argument• Practice in writing discursive and creative essays• Practice in translating from and to the target language, with special emphasis on the latter• Continuing to build up a bank of useful phrases and idioms• Development of topics for presentation in Unit 3 and for research in Unit 4• Ongoing development of the skills of analysis and argument• Further practice in writing discursive and creative essays• Further practice in translating from and to the target language, with special emphasis on the latter• Encourage and insist on the use of the target language in class (with the possible exception of grammar classes)


Examination practice Past papers Further developing and enhancing of all skills, ensuring that the grammatical structures laid down in the A2 grammar lists

have been understood, learned and practised Specific essay writing practice for the Research Based, creative and discursive essays.


Week

Content coverage/

key questions


suggestions for A2

Throughout Term 3 of Year 13, teachers should work with students to ensure that they are prepared in all aspects of the specification.

Exemplar activities given throughout are indicative only and may be used to supplement the tasks suggested within the textbook. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in spoken and written form. Activities might include the following: Surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; and dialogues. Students should be given constant practice in the art of translation, with particular reference to translating from English into Spanish.

The following scheme of work assumes that students begin their A2 programme at the end of their first year of study once they have completed their AS examinations. It has been designed to introduce students to a significant period in Spanish History in preparation for one of the four aspects of the Research based essay element of Unit 4 through Literature and the Arts, another Topic Area – an important part of the A2 specification. This introduction to the new A2 could equally be used at the start of the Autumn Term. The year is then divided into the study of a chosen work of Literature (this could be a film or novel) and a chosen region. Students are given the choice to research their own book, play, film and region but are obliged to complete the tasks relating to the different aspects as we cover them in class (eg: a description of the main themes; the style of language used) relating to their chosen work of art or region. Social themes are covered in the scheme of work through our on-going study of issues.

In addition, to help students keep up-to-date, each week a volunteer student will research and present, at the start of the oral class, a piece of news (National or International Event), followed by questions and a short discussion from all students. He or she will then type a summary of the report and email to me. The reports will be collated and a newspaper per term will be produced and distributed amongst all students. This has not been included in the scheme below but we call it “la noticia de la semana” and the paper “Las noticias del mundo”.

Students complete one piece of written homework each week which is divided equally between translations,


Week

Content coverage/

key questions


suggestions for A2creative/discursive essays and a Research-based essay. Some titles have been added as suggestions. Also, students will carry out research each week on their chosen or class-based topic for Unit 4, together with grammar practices and topic-based vocabulary.

Year 13/wee

k

General Topic Area

Objectives Tasks Homework

1 National and International Events – Past

La Guerra Civil Española

Introduction to the new A2 Specification and course

Share ideas on what makes a good A2 student

Students learn research skills and are asked to research aspects of the War each week. The next 5 weeks will be a study of the War through History, Geography, Aspects of Society and Literature (Unit 4)

Introduction to the Spanish Civil War

Students learn the uses of Por and Para

Students research key facts about the Spanish Civil War: RESEARCH: Los dos bandos de la guerra civil española

LISTENING: Clip from “La lengua de las mariposas”

Students research the following in preparation for week 2:Francisco Franco, Lospartidos políticos, La Segunda República, Las Brigadas internacionales


La Guerra Civil Española - Francisco Franco

Students will learn, discuss and present: Franco and other key figures in the events leading up to the war

Students will learn the formation of the imperfect subjunctive

Posters/Slogans from the Spanish Civil war Presentations of facts about Franco and the political parties:Video clip: extracts from “Tierra y Libertad” film by Ken Loach

Debate: ¿se puede justificar la guerra?

Students will research ready for week three:

Guernica,El país vasco durante la guerra,


Week

Content coverage/

key questions


suggestions for A2y los partidos políticos

Los niños de la guerra

www.basquechildren.org

Write a plan for the following essay:

Unit 6c June 2005, 7:“ Nadie tiene razon en una guerra”, ¿Estás de acuerdo con esta afirmación? Explica tu criterio



(Geografia)Los niños de Guernica

Students will study a region of Spain during the Spanish Civil War and how it and its people were affected.

Students will learn strategies for writing a good A2 essay

Students will use their grammar knowledge to translate a passage about the evacuation of children from Spain

Student presentations and quiz on Guernica, the events of the war affected the Basque country and the evacuation of the children to Hampshire

Reading of letters written by the children of the war

Debate: ¿Deberíamos aceptar los inmigrantes extranjeros?

Research into:

Federico Garcia Lorca:Su vida, su muerte y sus obras


Students will study some Works of Lorca, his poetry and life and his involvement and death during the Spanish

Reading: GW based on a text from the internet: “El juez abre la fosa de Lorca”

Listening: “las voces espanolas” Youtube.

Students research:

Las 13 Rosas y otras víctimas de la guerra


http://www.basquechildren.org/

http://www.basquechildren.org/

Week

Content coverage/

key questions


suggestions for A2La Guerra Civil Española

(Literatura)La vida y las obras de Lorca

Civil War Students will revise those

already learnt and be introduced to other uses of the subjunctive

Survivors recollect experiences from the war.

Debate: los matrimonios homosexuales (use a past student’s oral as stimulus recorded onto DVD)



Literature and the Arts- cine

Students will study the lives of some of the victims from the war

The students will begin to think about what area of research they would like to pursue during their second year for unit 4

Students will learn and practice “si” clauses

Watch the film and answer questions set: “Las trece rosas”

Read extracts for the book: Las trece rosas”

Discuss the difficulties faced by a divided society

Writing: write an imaginary letter home to your family explaining the injustice of the situation as if you were one of the 13 roses.

Students will choose a topic to study in Year 2 and begin their research during the summer holidays

Students will purchase and read a bilingual copy of “La Casa de Bernarda Alba” by Lorca

6 National and International Events – Past Education and Employment:The world of work – equal opportunities

Students will learn and discuss vocabulary, phrases and ideas to do with equality of opportunity

Students will look at past exam questions

Students will be tested on Year 1 grammar and be introduced to Lo + adjectives and “lo que”

Reading: Edexcel p. 200 “Clara Campoamor, la republicana que luchó por el voto de la mujer”

Introduction to the RBA - Literature and the ArtsIntro to “La casa de Bernarda Alba” by Federico Lorca

Read pag 1 to 20. La casa de Bernarda Alba. Answer Comprehension questions.

7

Customs, Traditions, Beliefs and

To learn and use vocabulary relating to medical research

Students will revise lo que

Edexcel, p. 178 “Bebes a la carta”Edexcel, p. 178, Tips on the A2 oral Read to end of Act 1.

La casa de Bernarda


Week

Content coverage/

key questions


suggestions for A2Religions.

Los avances tenológicos

Stem-cell research

and learn other relative pronouns including cuyo

To review the format and assessment of the A2 oral exam


RBE:“la casa de Bernarda Alba”Estilos y técnicas: Lenguaje

Alba. Comprehension questions.

8 Customs, Traditions, Beliefs and Religions.

Los avances tenológicos

La clonación

Students will learn and use vocabulary relating to cloning

Students will revise relative pronouns and revise formation and uses of the subjunctive

Students will learn other uses of the subjunctive

Animo 2, unit 6, p. 62 “la clonación”

Debate: La clonación ¿una amenaza del presente o una esperanza para el futuro?

Grammar: Students will each be given a use of the subjunctive to revise and present to the class with examples and with an exercise

RBE“la casa de Bernarda Alba”Estilos y técnicas: Lenguaje

Read first half of Act 2. La casa de Bernarda Alba. Comprehension questions.

9 The World Around Us:

Los desastres naturales

Students will revise their AS vocabulary for the GTA The World and introduce vocabulary relating to natural disasters

Students will revise uses of the subjunctive and learn the imperfect subjunctive formation.

In- house worksheet based on the latest natural disaster, e.g. el seísmo en Pakistán or las inundaciones en Cumbria, noviembre 2009.

“ La ola de incendios en Galicia” http://www.mec.es/sgci/uk/es/consej/es/pdf/septiembre06.pdf (Spanish Embassy)

Debate: ¿las fuerzas naturales o los seres humanos destruyen mas el planeta?

Read to end of Act 2. La casa de Bernarda Alba. Comprehension questions.

Discursive essay, 6c June 2009, 6:

En tu opinión, ¿son las fuerzas naturales o los seres humanos


http://www.mec.es/sgci/uk/es/consej/es/pdf/septiembre06.pdf

http://www.mec.es/sgci/uk/es/consej/es/pdf/septiembre06.pdf

Week

Content coverage/

key questions


suggestions for A2Grammar: Imperfect subjunctive: Unit 15 p. 163

RBE: “la casa de Bernarda Alba”Estilos y técnicas: Simbolismo

los que mas destruyen el planeta? ¿Qué opinas? Da razones

10 The World Around Us

El reciclaje

Students will revise vocabulary for recyclable produces from GCSE and extend their knowledge

Students will revise/be tested on sentences with the indicative or subjunctive

Students will learn and practice when to use the present or the imperfect subjunctive

GW based on Animo 2, p. 15/6 “Separar para reciclar”

Debate: ¿una ley del reciclaje?

Grammar: exercises to practice imperfect or present subjunctive

RBE:“la casa de Bernarda Alba”Estilos y técnicas: Simbolismo

RBE: Essay – Styles

Examina el estilo y las técnicas que emplea el autor en tu obra elegida. ¿Hasta qué punto contribuyen al éxito de la obra? Escribe 240-270 palabras.

11 The World Around Us:

Los derechos de los animales

Los animales en peligro de

Students will learn and use vocabulary relating to animal rights, research involving animals, animal cruelty, hunting

Students learn the true imperative and practice

Legacy Specification Uni 6b June 2007 “el lince ibérico en peligro”

“El lince ibérico sale del coma”http://www.mec.es/sgci/uk/es/consej/es/pdf/diciembre07.pdf(Spanish Embassy/El país article and questions)

Read all of Act 3. La casa de Bernarda Alba. Comprehension questions

Discursive essay, 6c


http://www.mec.es/sgci/uk/es/consej/es/pdf/diciembre07.pdf

http://www.mec.es/sgci/uk/es/consej/es/pdf/diciembre07.pdf

Week

Content coverage/

key questions


suggestions for A2extinción

Debate: los animales, ¿deben tener los mismos derechos que los humanos?

Grammar: affirmative, informal commands: grammar p. 181 and p. 184

“La casa de Bernarda Alba”Temática

June 2004, 4:

¿Te parece importante la conservación de las especies de animales que están en vías de extinción? ¿Por qué (no)?

12 Literature and the Arts

El consumo cultural

Students will revise their understanding of “la cultura” and learn and use new vocabulary

Students revise affirmative, informal commands and learn other forms (all in the subjunctive)

Edexcel p. 259-261, “Me quedo con el teatro”.

Grammar: negative and formal commands. Grammar, p. Unit 16 p. 176

“La casa de Bernarda Alba”Temática : Principal

Writing task based on IB Standard Level Paper 2 May 2008:

Usted es un/a gran admirador/a de un grupo musical o cantante de actualidad que hace poco visitó su ciudad. Cuando fue a escucharlo en el concierto vivió junto a él una anécdota maravillosa. Relátela en su diario personal.

13 Literature and the Arts

Students will learn and use vocabulary relating to culture

Students practice all

Edexcel, p. 262, “Informe sobre el consumo cultural en España” Grammar: A2 translation under exam


Week

Content coverage/

key questions


suggestions for A2El consumo cultural

commands and complete a translation in the style of the A2 examination

conditions to include all command forms

RBE: “La casa de Bernarda Alba”Temática secundaria

14 Customs, Traditions, Beliefs and Religions.

La Navidad y el cristianismo

Students will revise and learn new vocabulary relating religion, Christmas and national celebrations

Students will learn the uses of the past participle

GW based on Christmas celebrations around the world

Debate: La navidad ¿una ocasión familiar importante o una oportunidad comercial?

RBE:“La casa de Bernarda Alba”Entorno social y cultural de la época

RBE: Essay – Themes

Analiza uno de los temas importantes que aparezcen en el libro,obra o película que has estudiado. ¿Qué crees tú que quiere decir el autor/director? Escribe 240-270

15 Customs, Traditions, Beliefs and Religions

Los derechos de las mujeres

Students will learn and use vocabulary relating to women’s rights in the work place

Students will revise the uses of the past participle without haber and look at differences when used with ser and estar

Edexcel p. 196, “ los supermercados Sánchez Romero y la discriminación”

Debate: Ya no existe discriminación entre los sexos en el mundo laboral.

RBE “La casa de Bernarda Alba”Entorno social y cultural de la época

Creative essay: describe un día típico para ti – una cajera en el supermercado

16 Customs, Traditions, Beliefs and

Students will learn and use vocabulary relating to inequality of opportunity, the

Legacy Specification Unit 6b June 2003, “Despedido por casarse”.

Translation from Edexcel legacy specification Unit 6b


Week

Content coverage/

key questions


suggestions for A2Religions

Los derechos de las mujeres- ama de casa o trabajadora

dual roles faced by women today

Introduce expressions of time e.g. For how long you have/used to do things

Debate: la mujer – mejor en casa que en ningún sitio

RBE:“La casa de Bernarda Alba”Personajes: Bernarda y Amelia

June 2003

Discursive essay: June 2005 6c, 6:

En tu opinión, ¿es posible conseguir la igualdad entre los hombres y las mujeres en el mundo del trabajo? Da razones.


Los derechos de las mujeres – el aborto

Students will learn and use vocabulary relating to abortion

Students will learn the tense sequence for if clauses

GW based on article from Internet on “la penalización del aborto en Nicaragua”

Debate: el aborto – la muerte de un ser vivo


RBE: “La casa de Bernarda Alba”Personajes: Otros personajes

RBE: Essay – Characters


El derecho a morir

Students will learn, use and discuss vocabulary relating to euthanasia

Students will be tested on their understanding of si clauses in the form of an A2 examination translation

Edexcel, p. 202/3 “Yo también ayudé a matar a San Pedro”

Extracts from film “Mar Adentro” by Amenabar (conversation between the catholic priest and San Pedro)

Grammar: In-house translation based on the poem “If” by Rudyard KiplingRBE: “La casa de Bernarda Alba”

Translation based on a summary of San Pedro’s arguments


Week

Content coverage/

key questions


suggestions for A2Ver película


El derecho a morir

Students will start to learn three irregular verbs each week in all tenses/forms (referred to as Verbs of the Week)

Students will complete a translation as homework each week to be discussed and marked in class each week. (To be referred to below as Homework Translation)

Edexcel, p. 204 “lo que piensan los españoles de la eutanasia”

Watch the rest of the film (available in the library for all to see in their study time)

Debate: la eutanasia debe ser legalizada

RBE:El País VascoGeografía

Creative essay – diary entry written by San Pedro’s sister-in-law on the day of his death

20 Customs, Traditions, Beliefs and Religion

La pena de muerte

Students will learn and use vocabulary and ideas relating to the death penalti, crimes and punishments

Verbs of the week and homework translation

GW based on a text from Internet – “A una hora de la silla eléctrica” (an American saved from the death penalty at the last moment)

Debate: la pena de muerte debe ser reintroducida por ciertos crímenes

RBE: El País Vasco Medio ambiente / Pasado industrial

Reading: “El corredor de la muerte” GW based on article from Internet


Los derechos de los inmigrantes

Students learn and use vocabulary and ideas relating to immigration


Introduction: picture of an immigrant arriving on a beach in the South of Spain – discuss

Edexcel p. 207/8 “Blog sobre la inmigración”

Students write their own blog entries and comment on each others

Debate: No hay suficientes trabajos durante

RBE: Essay


Week

Content coverage/

key questions


suggestions for A2la crisis para los británicos entonces la ley de extranjería debe ser más estricta

RBE:El País VascoHistoria / Guerra Civil Guernica



Students will develop and further use their vocabulary relating to immigration


News article: “Volveríamos a hacerlo”Regresan los pescadores que rescataron a 51 inmigrantes a la deriva en Maltahttp://www.mec.es/sgci/uk/es/consej/es/pdf/octubre06.pdf

Debate: ¿Tienen derechos los inmigrantes ilegales?

RBE:El País VascoCostumbres y tradiciones

Discursive essay, 6c June 2009 , 5:

¿Hasta que punto deberían adaptarse los inmigrantes? ¿Sería una solución crear barrios solo para ellos? Justifica ti criterio



Students will develop and further use their vocabulary relating to immigration


Edexcel p. 211, “Los indios en Mexico”Animo 2, p. 48 “Choque de civilizaciones”

RBE:El País VascoReligión y Creencias

Translation Edexcel , p. 212 “The Indian women…”

24 National and International Events: Present and Future

Students will learn and use vocabulary and ideas relating to globalisation


Introduction - Discuss the positive and negative aspects of globalisation

Edexcel Unit 11 El mundo se globaliza p. 233, ¿Cómo viven y de que trabajan los

Discursive essay:

¿Cuáles son las ventajas y desventajas de la


http://www.mec.es/sgci/uk/es/consej/es/pdf/octubre06.pdf

http://www.mec.es/sgci/uk/es/consej/es/pdf/octubre06.pdf

Week

Content coverage/

key questions


suggestions for A2La globalización argentinos?

Animo 2, p. 40/41 El mundo se globaliza

Debate: la globalización - ¿estás a favor o en contra?

RBE:El País VascoDemografía

globalización en la sociedad actual?

25 National and International Events: Past, Present and Future

Europa y la moneda única – la zona euro

Students will learn, use and discuss vocabulary and ideas relating to Europe, the introduction of the euro and the Uk’s position on the single currency

the Verbs of the week and homework translation

Realia: Leaflets and posters issued at the time of Spain’s currency change to the euro

GW based on press articles/news reports about Spain’s adaptation to the Euro

RBE:El País VascoSociedad

RBE: Essay


El terrorismo en los aeropuertos

Students will be introduced to the vocabulary, organisation and ideas relating to terrorism

They will discuss the need for security in the airports and draw on their own experiences of travelling between countries


Discussions – own experiences of security controls at airports

Debate: Do we need the high levels of security and hand luggage restrictions that exist today?GW based on press article “En libertad bajo fianza”. (Hairdresser from Pontevedra suspected of smuggling arms imprisoned.)

RBE: El País VascoEconomía

27 National and Students will research and GW based on newspaper article of “El 7J, Reading task with


Week

Content coverage/

key questions


suggestions for A2International Events: Past, Present and Future

El terrorismo – el 7J

present factual information and new vocabulary relating to the events of “el 7J” in London


Students will carry our mock oral examinations

testigos de la explosion”

RBE: El País VascoPolítica

translation based on Press article “Llorar otro dia”


El terrorismo – el 11M

Students will learn about the terrorist attacks in Spain and discuss the actions of the Spanish government leading up to the Spanish elections in 2004


Students will carry our mock oral examinations

Telediario Video clip of events on the morning of the 11 March 2004Edexcel, p. 229-231 “El mayor atentado de la historia de España”

RBE:El País VascoPolítica/Terrorismo

Translation based on 11M

29 Students will carry out real oral examinations


Past Examination Practice

RBE:El País VascoTerrorismo

RBE: Essay

30 Students will carry out real oral examinations


Past Examination Practice

RBE:El País VascoPelícula


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