The King s Medium Term Plan SPANISH. Y10 LC2 Higher Programme

Transcription

1 The King s Medium Term Plan SPANISH Y10 LC2 Higher Programme Module Building on prior learning Overarching Challenge Question Subject Challenging Question Lines of Enquiry This module covers the Theme 2 Local, national, international and global areas of interest, with the topic of Travel and Tourism. Within this unit, pupils will look at the issues of talking about holidays and weather and the issues of traveling and tourism. Pupils will start by looking at accommodation, and expressions of sequence. They will then move to looking at talking about regions of Spain and using the points of the compass, discussed in year 9. Pupils will look at tourist leaflets and websites, and create their own. They will finish this module off by looking at describing a particular region in Spain, looking at the cultural and social contexts of travel and tourism. Pupils will draw upon knowledge they already have from LC1 and year 9, and will focus primarily on the skills of listening and writing. All pupils will cover all objectives but only those working towards GP 5-6 will be expected to cover Progress Objectives that are highlighted. Key objectives are taken from the existing AQA GCSE Spanish Specification 8698 Theme 2 Local, national, international and global areas of interest. During year 9, pupils began to understand the basics of the Spanish language and how it has both similarities and differences to the French they had previously learnt. Pupils have looked at the ways in which to introduce themselves as well as others, and all have been able to use at least three different verbal tenses to talk about what they did, do will do in the future. During LC1, pupils looked at life at school and college, and familiarised themselves with new linguistic features as well. During this topic, they will make sure they build upon previous knowledge and recall the topic of holidays from last year that was briefly touched upon. Has tourism changed Spain over the last century? Travel and tourism will broaden our understanding of new tenses. Week 1: Weather expressions lend themselves well to understanding the third person. Week 2: Translating is the key to mastering our language. Week 3: The preterit and imperfect tenses are both important. Week 4: Learning verbs helps expand our knowledge and understanding.

2 Exam Board Links: Topic Progress Statement Learning strategies Week 5: Social and cultural contexts are just as important as linguistics. Week 6-7: Revision and assessment followed by GAP teaching. This module is taken from the AQA Specification 8698 Theme 2: Local, national, international and global areas of interest. Pupils will focus on the key aspects taken from the AQA 3-year Scheme of Work and the linguistic features that are important from the new specification. Pupils will cover the following issues and grammatical concepts: consolidation of preterit tense extension of imperfect tense consolidation of preterit and imperfect tenses sequencing words, expressions and phrases antes de/después de haber/mientras/desde hace/acabar de developing greater complexity in spoken and written accounts of past events or experiences weather expressions with hacer possessive pronouns mío etc. Literacy: Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and grammatical accuracy. Writing frame support for pupils where appropriate and the highlighting of key words. Numeracy: Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils work. Use of numbers and patterns to break down different sentence structures. Basic recall of numbers for age etc. Cognitive Acceleration: Cognitive Acceleration strategies are used in lessons each week targeting specific skills sets and consolidation of these. Three 1 hour cognitive acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive acceleration strategies targeting specific parts of the lesson journey. This is done through the medium of varied activities e.g. find the odd one out, find the link between the words or pictures, Socratic discussion and problem solving in groups that supports the ultimate goal of mastery.

3 Week 1 (A) (2 hours of lessons) Line of Enquiry Week 1: Weather expressions lend themselves well to understanding the third person. Learning intentions in order of delivery: 1. Talk about travelling to holiday destinations. 2. Talking about the weather. 3. Talk about holiday accommodation. 4. Using expressions of sequence. Students will learn to: 1. Talk about different modes of transport and talk about how to get to a holiday destination. 2. Talk about the weather in particular destinations and give a written account of the weather in any given destination. 3. Use expressions of sequence to further expand work. Lesson Hypotheses: Hypothesis 1 Weather expressions are key to reflecting on the 3 rd person singular. Hypothesis 2 Expressions of sequence help expand the elastic band sentence. Linguistic structures to consider: Modes of transport. Weather expressions hace, está, hay. 3 rd person singular with weather. Definite and indefinite articles with accommodation. Expressions of sequence antes, despúes, al llegar. Home Learning:

4 This week pupils will give a written description of the place they normally go to on holiday. They will include: how they get there, the weather when there and what type of accommodation they stay in, using expressions of sequence and the key areas for their given KGP. / / / REACH: (Research; Explore; Analyse; Create and Hypothesise) Week 2 (B) (3 hours of lessons) Line of Enquiry Week 2: Translating is the key to mastering our language. Learning intentions in order of delivery: 1. Talk about different regions in Spain. 2. Use the compass points. 3. Convey meaning when translating. Students will learn to: 1. Look at the map of Spain and discuss where certain places are in the country using the compass points. 2. Listen to five people talk about their regions and match them up to pictures, deciding whether their opinions are positive or negative. 3. Translate a passage from English to Spanish about a British city. 4. Write a text using the following questions: De qué region eres? Dónde vives ahora? En qué parte del país está? Cómo es? Te gusta vivir allí? Por qué / Por qué no?

5 Lesson Hypotheses: Hypothesis 1 Spain is spilt up according to language spoken. Hypothesis 2 Listening skills can aid with understanding key linguistic features. Linguistic structures to consider: Points of the compass norte, sur, este, oeste, noreste, sudeste, sudoeste and noroeste. Questions and answers - Dónde está? Está en. Conveying meaning as accurately as possible singular/plural, articles, correct tenses, missing words, you forms. Home Learning: Pupils will use the given questions from above and answer them as their homework. They will also learn all vocab from this week (given in a list) in order to complete a vocabulary test in week 3. / / / REACH: (Research; Explore; Analyse; Create and Hypothesise) Week 3 (B) (2 hours) Line of Enquiry Week 3: The preterit and imperfect tenses are both important. Learning intentions in order of delivery: 1. Talk about holiday activities. 2. Revise the use of the preterit and imperfect. 3. Look out for useful synonyms. Students will learn to:

6 1. Read and analyse texts from young people talking about their recent holidays. 2. Look at the use and conjugations of the preterit and imperfect tenses. 3. Put verbs into the correct forms of the preterit or imperfect. 4. Use synonyms to make work more varied. 5. Write a holiday diary mentioning: Type of holidays preferred. What they did in their holidays and their opinions on it preterit. What they did on holidays when they were younger imperfect. What their ideal holidays would be like conditional. Lesson Hypotheses: Hypothesis 1 the preterit and the imperfect can be used for the same descriptions. Hypothesis 2 Using synonyms or near synonyms can help us to increase our range and accuracy of language. Linguistic structures to consider: Preterit tense conjugation. Imperfect tense conjugation. Conditional tense conjugation. Opinion phrases across all of the above tenses. Synonyms replace words with synonyms or near synonyms eg. Ir (to go) with llegar (to arrive) or acercarse a (to approach). Home Learning: Pupils will learn all vocab given in a list from this week for next week s vocabulary test out of 15. They will also answer these questions in Spanish recording themselves on their ipads, as well as writing them down (during lesson beforehand): 1. Qué tipo de vacaciones prefieres?

7 2. Lo que hiciste durante las vacaciones y tus opiniones de las vacaciones. 3. Qué hacías por vacaciones cuando eras más pequeño? 4. Cómo serían tus vacaciones ideales? These questions will then be used for their peers to answer questions regarding their holidays. / / / REACH: (Research; Explore; Analyse; Create and Hypothesise) Week 4 (A) (2 hours of lessons) Line of Enquiry Week 4: Learning verbs helps expand our knowledge and understanding. Learning intentions in order of delivery: 1. Understand tourist leaflets and websites. 2. Use estar + past participles. 3. Learn verbs and subject pronoun order. Students will learn to: 1. Find key expressions related to travel and tourism, using extracts from a tourist leaflet about different Spanish regions. 2. Answer questions about different Spanish regions (cultural aspects) using the same extracts. 3. Use estar + past participles describe a state or situation (agree with the person or thing they are describing). 4. Pupils will talk about where they live using the grid from page 133 from AQA GCSE Foundation book. 5. Write their own tourist leaflet (homework). Lesson Hypotheses: Hypothesis 1 Spanish regions are all very similar. Hypothesis 2 Estar + past participles help us to understand gender agreement.

8 Linguistic structures to consider: Comunidad autónoma autonomous community. Ubicado situated. Cargado de laden with. Estar + past participle (ado/ido) eg. Andalucía está situada en el sur. Verbs knowing the order of the endings for different subject pronouns. Know the irregular verbs such as ir, estar, tener and ser. Home Learning: Pupils will produce a leaflet for a region of Spain or South America. Mentioning these points (at least 90 words): Qué tipo de región es. Qué hay en la región. Cómo es su gente. Cómo es la comida rápida. Cómo es el clima. Da tu opinión y explícala. Learn all vocab from list. / / / REACH: (Research; Explore; Analyse; Create and Hypothesise) Week 5 (B) (3 hours of lessons) Line of Enquiry Week 5: Social and cultural contexts are just as important as linguistics. Learning intentions in order of delivery: 1. Describe a region. 2. Use the passive and passive forms with se.

9 3. Make use of the social and cultural context. Students will learn to: 1. Make use of the cultural and social context of Madrid (capital of Spain) using an extract from the author Pío Baroja. 2. Use the passive and passive forms with se passive (ser + past particple la ventana fue abierta por el chico) passive forms with se (reflexive pronoun se vendía comida). 3. Translate a passage from the passive to the passive form with se. Lesson Hypotheses: Hypothesis 1 Making use of the social and cultural context of a country or region helps us to understand meaning. Hypothesis 2 In Spain the passive is more widely used than the passive form with the reflexive. Hypothesis 3 Translation can help aid my understanding of different linguistic features. Linguistic structures to consider: Make use of social and cultural context. Passive ser + past participle. Passive + se. Reflexive verbs. Gender agreement past participle agrees with the subject. Home Learning: Pupils will revise all that they have learnt over the past five weeks in this Learning Cycle, ready for the assessment in week 6. They will also have to revisit LC1 content, as King s is founded upon synoptic learning. Pupils will revise all of this Learning Cycles content ready for the assessments next week.

10 Week 6-7 Extended learning Examples of GCSE questions / / / During week 6, pupils will be assessed synoptically. Then, during week 7, pupils will take part in GAP week where they will master areas that were misunderstood. Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions. Students can further consolidate knowledge through accessing the: Linguascope website: Beginners version GCSEPod GCSE BBC Bitesize Native Spanish Newspapers (online El Mundo, El País). Keep up to date with Spanish news in English (The Local Spain Please see AQA website for these.