Spanish Y11 into Y12 Transition work
Courses available: Language A Literature (SL/HL), Language B (SL/HL) and Ab initio (SL)
Box Hill School: Year 11 into 12 A Level and IB Spanish ab initio transition information and
tasks
Subject: Spanish Language A Literature
At Box Hill we also offer the Spanish Language A Literature course in Group 1 of the IB .
This course is aimed for Spanish native speakers. Students on this course are expected to
have some basic knowledge of Spanish Literature and they must read 13 books over two
years (HL) and 11 books over two years (SL)
Yr 12 IB
Language A
Yr 13 IB
Language A
Pupils study Part 1: Works in Translation, and
Part 4: Options during year 12.
Part 1 involves reading three works in French,
which were originally written in a different
language. Pupils have studied
1. Un tranvía llamado deseo
2. Casa de muñecas
3. La señorita Julia
Part 4 involves studying books and films. This
part leads to several interactive orals which are
worth 10% of the final grade. The books studied
so far have been
1. La Lengua de las mariposas (cuentos
cortos) – M. Rivas (1995)
2. Como Agua para Chocolate (novela) – L.
Esquivel (1989)
3. Réquiem por un campesino español
(novela) – R.J. Sender (1960)
T. Williams :
http://www.redteatral.net/noticias--un-tranv-allamado-deseo---especial-.-2164
Pupils Study Part 2: Detailed Study, and Part 3:
Literary genres.
For Part 3, pupils will study the Novel, and
develop their skills in literary analysis. They will
base their studies around 4 novels, of differing
times and settings, all written in French as their
original language.
For Part 2, pupils will study poetry and 2 books
from another genre. This will lead to an oral
that will be worth 20% of the final grade. So far
students have been studying
Preparation for Part 3:
http://www.profesorenlinea.cl/castellano/Anali
zarpoema.htm
Figures of speech:
http://analisisliterarioupelipb.blogsp
ot.co.uk/2007/09/poesia-versificacinmetrica.html
Course explanation
http://www.ibo.org/globalassets/publications/r
ecognition/1_languagea_sl_2011.pdf
http://www.ibo.org/globalassets/publications/r
ecognition/1_languagea_hl_2011.pdf
Figures of speech:
http://analisisliterarioupelipb.blogsp
ot.co.uk/2007/09/poesia-versificacinmetrica.html
1. Crónica de una muerta anunciada –
Márquez (novela - 1981)
2. Confieso que he vivido – Neruda
(autobiografía - 1975)
3. Romancero Gitano – (poesía - 1977) García Lorca
Pupils will learn “versification” and continue to
learn to recognise and interpret figures of
speech.
Y11 into Y12 Transition work for Spanish Literature A
Activities
1. UN TRANVIA LLAMADO DESEO (Book studied in Part 1 of the course)

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

Do some research about “La Guerra de Secesión de Estados Unidos” and the role of women during
WWII.
Do some research about Tennessee Williams. Try to put this person and his believes into context.
How do you think he would fit in the American Society of 1951?
Watch the film “Un Tranvia Llamado Deseo” in Spanish. The film is available on Youtube.
Choose one character from the film and analyse his/her evolution along the story in the film. Do
you think their context (year and place) influenced in their behaviour?
2. DIARIOS DE MOTOCICLETA (Book studied in Part 4 of the course)


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Do some research online about Ernesto de Guevara (El “Che”).
Watch the film “Diario de Motocicleta” based on the early years of Ernesto de Guevara, the Cuban
Revolution’s main leader. https://vimeo.com/71190200
Complete the tasks that you will find in this link
https://julianwhiting.files.wordpress.com/2014/04/spanish-language-teaching-notes.pdf

Choose one of the following options and write 300 words in Spanish:
 Option 1: Alberto y Ernesto son muy diferentes aunque son amigos y tienen algunas cosas en común.
Escribe un párrafo comparando los dos protagonistas.
 Option 2: ¿En tu opinión que son los temas principales de esta película?
 Option 3: Elige una escena que te gustó mucho y escribe un párrafo sobre qué pasó y por qué te
gustó.
Note: Parts 2 and 3 of the course will be covered in Year 13.
Box Hill School: Year 11 into 12 IB Spanish Language B (SL & HL) Transition
Information and Tasks
Subject: Spanish Language B (SL & HL)
Group 2 of IB consists of three language courses accommodating the different levels of linguistic proficiency
that students have when they begin. There is a single set of Group 2 aims, which are common to all the
courses, but the assessment objectives are differentiated according to what the students are expected to be
able to demonstrate at the end of each course.
Spanish B Higher Level (HL) is recommended to students with a fluent level of Spanish and/or that have
obtained A/A* in their GCSE Spanish exams (or equivalent examination). Spanish B Standard Level (SL) would
suit to those students who have achieved B/C in their Spanish GCSE exam. Beginners should opt for Spanish
ab initio.
For the Language B course, there are six assessment objectives. Students will be assessed on their ability to:
1. Communicate clearly and effectively in a range of situations, demonstrating linguistic competence and
intercultural understanding.
2. Use language appropriate to a range of interpersonal and/or cultural contexts.
3. Understand and use language to express and respond to a range of ideas with accuracy and fluency.
4. Organise ideas on a range of topics, in a clear, coherent and convincing manner.
5. Understand, analyse and respond to a range of written and spoken texts.
6. Understand and use works of literature written in the target language of study (HL only). i
Topics to be covered in the course are shown in the table below:
Programme/
Year
Yr12 IB
Exam papers (details)
Website references – exam boards
Interactive Oral Activity (three classroom
activities assessed by the teacher) Communication and Media, Global issues
and Social Relationships.
Standard level:
http://www.ibo.org/globalassets/pu
blications/recognition/2_langbsl.pdf
Higher level:
http://www.ibo.org/globalassets/pu
blications/recognition/2_langbhl.pd
f
Yr13 IB
- Paper 1: Text-handling exercises on
various written texts - Communication and
Media, Global issues and Social
Relationships.
- Paper 2: Written productive skills Communication and Media, Global issues
and Social Relationships.
- Written exercise and rationale Intertextual reading (SL)/ Spanish literature
(HL)
- Individual oral presentation - Cultural
Diversity, Customs and Traditions, Health,
Leisure, Science and Technology.
As above
Summer transition tasks: Spanish Language B
Into Year 12 IB programme
1. Do a research online of Ernesto de Guevara (El “Che”).
2. Watch the film “Diario de Motocicleta” based on the early years of Ernesto de Guevara, the Cuban
Revolution’s main leader. https://vimeo.com/71190200
3. Paper 1: Complete the tasks that you will find in this link (you will need to use a dictionary/translator
online for a few extracts from the reading activity):
https://julianwhiting.files.wordpress.com/2014/04/spanish-language-teaching-notes.pdf
4. Paper 2: Choose one of the following options and write 150 words in Spanish:
 Option 1: Alberto y Ernesto son muy diferentes aunque son amigos y tienen algunas cosas en común.
Escribe un párrafo comparando los dos protagonistas.
 Option 2: ¿En tu opinión que son los temas principales de esta película?
 Option 3: Elige una escena que te gustó mucho y escribe un párrafo sobre qué pasó y por qué te
gustó.
5. Written Productive Skills: Do some research about one of the countries that Ernesto de Guevara
visits in the film (Argentina, Chile, Peru, Bolivia and Venezuela). Find 3 texts in different formats (an
article, a song, a blog, etc.) with information about its political and social problems, food, traditions,
geography, etc.
6. Individual Oral Presentation: Prepare a 1 minute presentation based on the following picture:
Possible questions to use:
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
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What can you see? Detailed description of everything.
Who are they?
Why are they there?
What do you think it is happening?
Which scene of the film is it?
Box Hill School: Year 11 into 12 A Level and IB Spanish ab initio transition information and
tasks
Subject: Spanish ab initio
Box Hill is an International school and we understand the importance of studying another language to open
more doors for your future. Spanish ab initio is one of the two courses available for the IB students in group
2.
According to the IB guide; language ab initio is a language acquisition course designed to give students the
necessary skills and intercultural understanding, enabling them to communicate successfully in an
environment where the language studied is spoken.
For the Spanish ab initio course, we accept students who have not previously studied the language as well
as students who have some background in Spanish. The most important characteristic a student who
chooses a language course should have is commitment and self-discipline to make the most of the two year
course.
i.e: a student who chooses Spanish ab initio may end up with as much knowledge as a student who has done
an AS course. This is not possible without self-discipline and motivation.
The prescribed topics studied during the two year ab initio course are;
Individual and society
Leisure and work
Daily routines
Education
Food and drink
Personal details, appearance
and character
Physical health
Relationships
Shopping
Employment
Entertainment
Holidays
Media
Sport
Technology
Transport
Urban
and
rural
environment
Environmental concerns
Global issues
Neighbourhood
Physical geography
Town and services
Weather
Spanish ab initio programme
Programme Content
Website references
/ Year
Y12
Preparation for Paper 1 and Paper 2 on all topics taught in Y12. http://www.ibo.org/globa
lassets/publications/recog
Research on Written Assignment.
nition/2_langabinitiosl.pdf
Preparation for Internal assessment (oral exam).
Y13
Mock exams on Paper 1 and Paper 2.
Internal assessment/Oral exam – describing a picture, talking http://www.ibo.org/globa
about different topics and the written assignment chosen.
lassets/publications/recog
nition/2_langabinitiosl.pdf
Written Assignment: Student chooses a cultural topic from the
Spanish speaking world and compare it to its own.
Paper 1 Reading comprehension texts.
Paper 2 Writing tasks where students demonstrates the ability
to use the vocabulary and grammar appropriate to the topic.
Spanish ab initio – Summer transition task
Grammar
Revise/ learn basic verb tenses in Spanish.
Present tense (regular and irregular):
http://users.ipfw.edu/jehle/courses/PRESENT1.HTM
http://www.spanishdaddy.com/Presente.aspx
Past Tense (Simple past):
http://www.studyspanish.com/lessons/pret1.htm
Click on the quizzes to practise.
Future tense (Immediate Future):
http://www.studyspanish.com/lessons/ira.htm
Click on the quizzes to practise.
Vocabulary
Go onto the next website and practise as many exercises as possible to improve your Spanish
vocabulary.
https://quizlet.com/subject/spanish-ab-initio/
Use the different types of activities to help you remember their meaning.
Reading. Read the letter and complete the tasks below.
Hola
Me llamo Antonio González Martínez. Vivo en Guadalajara, México. Tengo una familia bastante grade. Mis
padres se llaman María y Jesús. Tengo 3 hermanos. Mi hermana mayor se llama Guadalupe, ella tiene 20
años. Mis hermanos menores se llaman José y Jorge. José y Jorge son gemelos y tienen 14 años.
Yo tengo 16 años. Mi cumpleaños es el 15 de marzo. Voy a un instituto mixto y privado. Normalmente, voy
al instituto a pie porque está cerca de casa. Estudio varias asignaturas como el francés, el inglés, la historia,
la geografía, las matemáticas, el arte y la física. Mi asignatura favorita es el arte porque soy creativo.
Ayer fue un día divertido porque jugué al tenis con mis amigos. Mañana, creo que vamos a ir a ver un
partido de fútbol. A mis amigos y a mi nos gustan mucho los deportes. Somos muy activos.
En el futuro, me gustaría ser un pintor y ser famoso como Piccaso.
¡Hasta luego!
Antonio
1. Circle all the words similar to the words in English, which means the same thing. i.e: México
2. Underline the words which look like an English word but mean something different. i.e: mayor in
Spanish in means older.
3. Make a list of all the words that you can guess the meaning of.
Amigos = friends
Use www.wordreference.com as a dictionary.
4. Answer the questions below as if you were Antonio.
i.e: ¿Cómo te llamas? - Me llamo Antonio González Martínez.
a.
b.
c.
d.
e.
¿Dónde vives? __________________________________________
¿Cómo se llaman tus padres? _________________________________________
¿Cuántos hermanos tienes? __________________________________________
¿Cuándo es tu cumpleaños? __________________________________________
¿Qué estudias? ____________________________________________________________________
Translate the following sencentes into English
1. Ayer fue un día divertido porque jugué al tenis con mis amigos.
_________________________________________________________________________________
2. Mañana voy a ir a un partido de fútbol.
_________________________________________________________________________________
Write 3 sentences about yourself in Spanish
One in the Present tense: ______________________________________________________________
One in the Past tense: _________________________________________________________________
One in the future tense: _______________________________________________________________
Now, write a similar letter to Antonio’s about yourself.
i
http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/subjectHome.cfm&filename=dp%2Fgr2%2Flanguage_ab_i
nitio%2Fd_2_anlan_gui_1308_2_e%2Epdf