SPANISH
General information about the AS/A2 course
Four-unit structure:
The specification has a four-unit structure: AS Units SN1 and SN2 representing typically 1 year post-GCSE study and A2 Units SN3 and SN4 representing
typically a further year post-AS study. Subject to the availability of the units (see page 2) students may take the examination as follows:
- AS students must take Units 1,2: they may take all two units as a 100% end-of-course examination OR they may take one or two units during their course
and the remaining unit(s) at the end of their course.
- Advanced GCE students must take Units 1.4: they may take all four units as a 100% end-of-course examination OR they may take the AS units at the end
of one year and the A2 units at the end of the second year OR they may take the AS units and the A2 units at stages during the course.
Rationale of the specification:
1. Aims
This specification for AS and A level Spanish is designed to encourage students to:
• Develop an interest in, and enthusiasm for, language learning
• Develop understanding of the language in a variety of contexts andgenres
• Communicate confidently, clearly and effectively in the language for arange of purposes
• Develop awareness and understanding of the contemporary society, cultural background and heritage of countries or communities wherethe language is
spoken
• Consider their study of the language in a broader context.
• Derive enjoyment and benefit from language learning
• Acquire knowledge, skills and understanding for practical use, furtherstudy and/or employment
• Communicate with speakers of the language
• Take their place in a multilingual global society.
• Provide a coherent, satisfying and worthwhile course of study forstudents who do not progress to further study in the subject.
• Provide a sufficient basis for the further study of languages at degree level or equivalent
2. Objectives
The broad objectives of the specification are to:
• Enable students to experience a variety of approaches to the teaching and learning of languages
• Foster the ability in students to use language for different purposes
• Enable students to carry out tasks, which integrate language skills and content
• Provide examinations of intellectual rigour which require a high degree of linguistic competence.
3. Progression
The specification is designed to:
• Promote progression through the AS and Advanced GCE and provide a suitable foundation for study of the subject or related courses in further and
higher education
• Provide a suitable foundation for direct progression into employment.
Successful completion of a course based on this specification should give both AS and Advanced GCE students a solid grounding in language skills and
knowledge of the culture and society of the target-language countries/communities.
The unit-based structure will:
•
•
•
Provide for the changing needs and varying interests of 16.19 year olds and more mature students
Allow flexibility in the organisation and duration of AS/Advanced GCE studies
Offer opportunities for combining academic, professional, cultural and vocational aspects of the subject.
The specification is well suited to the adoption of strategies such as resource-based learning, supported self-study, extensive reading programmes, the
exploitation of new technology (eg. multimedia systems, CALL, interactive video, CD-Rom, satellite TV, email, the internet), workexperience schemes, and
links with vocational courses.
Specification summary:
AS students must take the AS Units SN1 and SN2
Advanced GCE students must take the AS Units 1 and 2, and the A2 Units SN3 and SN4.
Units required for AS and Advanced GCE: weighting unit outline time:
AS (2 units)
SN1 20% 12-15 minutes 60 raw marks; 80 UMS marks
Oral
Examiner-led discussion of topics
General conversation
SN2 30% 21/2 hours 98 raw marks; 120 UMS marks
Listening, Reading and Writing
Listening and Responding
Reading and Responding
Grammar tasks
Translation Target Language - English
Essay
A2 (the above plus a further 2 units)
SN3 20% 15-20 minutes 60 raw marks; 80 UMS marks
Oral
Structured Discussion
Exposé
SN4 30% 3 hours 98 raw marks; 120 UMS marks
Listening Reading and Writing
Listening and Responding
Reading and Responding
Translation English - target language
Guided Studies Essay
Knowledge, understanding and skills:
AS candidates will be required to :
• Listen and respond to a variety of spoken sources, including authentic sources
• Read and respond to a variety of written texts, including authentic sources,covering different contexts, registers, styles and genres
• Adapt their spoken and written language appropriately for different situationsand purposes
• Use the language accurately to express facts and ideas, and to presentexplanations, opinions and information in both speech and writing
• Understand and apply the grammatical system and a range of structures asdetailed in the AS specification (See Appendix1)
• Transfer meaning from foreign language into English/Welsh.
In addition, A level candidates will be required to:
• Use the language to present viewpoints, develop arguments, analyse andevaluate, in speech and writing
• Understand and apply the grammatical system and a range of structures asdetailed in the A level specification (See Appendix 1)
• Study aspects of the contemporary society, cultural background and heritageof one or more of the countries or communities whose language is beingstudied
• Transfer meaning from English/Welsh into the foreign language.
General topic areas*:
The following topics will be studied with reference to target language countries aswell as in a wider, global context as appropriate.
AS
(a) Leisure and Lifestyles, including travel and tourism, sport, hobbies, entertainment, customs, traditions, healthy living - health and nutrition, diet and
exercise; unhealthy living - drugs, aids, smoking, alcohol, etc
(b) The Individual and Society, including relationships and responsibilities, gender issues, youth culture (values, peer groups, fashions and trends etc.),
education, vocational training and future careers.
Advanced
(c) Environmental Issues, including technology, pollution, global warming, transport, energy, nuclear energy, renewable energies, conservation, recycling,
sustainability.
(d) Social and Political Issues, including the role of the media, racism, immigration social exclusion and integration, terrorism, world of work (employment,
commerce, globalization, etc.),
(e) Guided studied options
Part of the A2 course of study will involve choosing one or two of the following options:
Either: A The World of Cinema
Or: B The World of Literature
Or: C The Regions of Spain
Candidates must undertake 2 studies: Either: both from the same option (e.g. 2 books; 2 films; 2 regions)
Or: one from each of 2 options (e.g. 1 book plus 1 film or 1 film plus 1 region or 1 book plus 1 region)
The essay will be based on the prescribed list of books, films and regions (seeAppendices).
Candidates may choose to base their oral exposé (Unit 3) on the prescribed list of books, films and regions (see Appendices) or on a book, film or region of
their choice (i.e. any French / Spanish or Spanish-American film or any French/ Spanish Spanish or Spanish-American work of literature or any region in a
country where French/ Spanish is spoken).
During their preparation time for the Guided Studies, candidates will be expected to study and respond to spoken and written sources, regardless of option
choice, e.g.studying written materials about the films; listening to news items about the regions or viewing filmed versions of the books.
A. The World of Cinema
Pedro Almodóvar, Mujeres al borde de un ataque de nervios
Carlos Saura, ¡Ay, Carmela!
Manuel Gutiérrez Aragón, La mitad del cielo
Antonio Mercero, Planta 4ª
Helena Taberna, Yoyes
Montxo Armendáriz, Secretos del corazón
Guillermo del Toro, El Laberinto del fauno
Joshua Marston, María llena eres de gracia
Fernando Trueba, La Belle Epoque
Emilio Martínez - Lāzaro, Las trece rosas
Achero Mañas, El Bola
B. The World of Literature
Federico García Lorca: La casa de Bernarda Alba
Mariano Azuela: Los de abajo
Luis de Castresana: El otro árbol de Guernica
Fernando Fernán Gómez: Las bicicletas son para el verano
Ramón Sender: Réquiem por un campesino español
Ernesto Sábato: El túnel
Gabriel García Márquez: El coronel no tiene quien le escriba
Laura Esquivel: Como agua para chocolate.
C. Regions of Spain
Andalucia
Asturias y Cantabria
Castilla-La Mancha
Cataluña
La Comunidad de Madrid
La Comunidad Valenciana
Galicia
El País Vasco y Navarra
Grammar: Spanish: AS level
Nouns: gender
singular and plural forms
Articles: definite and indefinite (including lo plus adjective)
Adjectives: agreement
position
apocopation (buen, mal)
comparative and superlative
demonstrative (este, ese, aquel)
indefinite (alguno, cualquiera, otro)
possessive (short and long forms) (mi, mío)
interrogative (cuánto, qué)
relative (cuyo)
exclamatory (qué)
Adverbs: comparative and superlative
interrogative (cómo, cuándo, dónde)
Quantifiers/
intensifiers (muy, bastante, poco, mucho)
Pronouns: subject
object: direct and indirect
position and order
reflexive
relative (que, quien, el que, el cual)
GCE AS and A SPANISH 26
disjunctive/emphatic
demonstrative (éste, ése, aquél, esto, eso, aquello)
indefinite (algo, alguien)
possessive (el mío, la mía)
interrogative (cuál, qué, quién)
Verbs: regular and irregular forms of verbs, including reflexive verbs
modes of address (tú, usted)
radical-changing verbs
impersonal verbs
verbs followed by an infinitive (with or without a preposition)
perfect infinitive
negative forms
interrogative forms
reflexive constructions (se vende, se nos dice que)
uses of ser and estar
tenses: present
preterite
imperfect
future
conditional
perfect
future perfect (R)
conditional perfect (R)
pluperfect
passive voice: present and preterite tenses
other tenses (R)
continuous tenses
imperative
gerund
past participle
subjunctive mood: present
perfect
imperfect
pluperfect
uses of subjunctive: polite commands
negative commands
after verbs of wishing, command, request, emotion
to express purpose (para que)
to express possibility/impossibility
after conjunctions of time (cuando lleguemos)
in conditional sentences after si
all other common uses (R)
Prepositions: personal a
uses of por and para
Conjunctions: common, including y, pero, o, porque, como, cuando
Number, quantity and time: constructions with hace and desde hace
Year 12 scheme of work (SPANISH )
Summary:
Leisure and lifestyle (Teacher A)
Leisure and Lifestyles includes:
travel and tourism,
sport, hobbies, entertainment,
customs, traditions,
healthy living - health and nutrition, diet and exercise;
unhealthy living - drugs, aids, smoking, alcohol, etc
The individual and the Society (Teacher B)
The Individual and Society, includes:
relationships and responsibilities,
gender issues,
youth culture (values, peer groups, fashions and trends etc.),
education, vocational training and future careers.
Leisure and lifestyle (Teacher A)
Topic
Learning Objectives
Material & Resources
Teacher
Activities/ ICT
Television √
Language – talk about Tv viewing habits
Grammar - use pesent tense of regular verbs
Skills – tackle longer listening and reading
AQA Spanish p 10
Kerboodle
SMB
Languagesonline.org.uk
New
technologie/ √
Language – Talk about the popularity and
personal use of internet
AQA Spanish p 26
Kerboodle
1 –Entertainment
Languagesonline.org.uk
SMB
Grammar - use reflexive verbs in the present
tense
Skills – scan for details
internet√
Language - discuss current and potential use of
internet
Grammar - use irregular verbs in the present
tense
Skills – use of dictionary
AQA Spanish p 28
Kerboodle
Languagesonline.org.uk
SMB
dictionaries
2 – Hobbies
Hobbies in
Spain and
great Britain√
Language - discuss you do in your spare time
Grammar - use the infinitive je viens de+ Inf
Cinema
Language – talk about different types of films and
express preferences about the cinema.
Grammar - use present tense of regullar and
irregular verb revisited
Skills – tackle listening activities
AQA Spanish p 34
Kerboodle
SMB
Spanish film/ DVD’s
Languagesonline.org.uk
Language – understand and give short
descriptions and opinions of different kind of
music
Grammar – form and use adverbs
Skills – give and justify opinions
AQA Spanish p 52
Kerboodle
SMB
Studying songs/ role-plays, vocabulary builder, story telling.
Presenation Fill gap exercices..
SMB
Role-plays, vocabulary builder, story telling. Presenation Fill gap
exercices..
Music
Languagesonline.org.uk
SMB
Skills – understanding statistics
3 – El deporte y el ejercicio
¿Participante o
espectador ?√
Language - talk about the different sports and
preferences
AQA Spanish p 57 + kerboodle
Grammar – conditional tense
Skills – making negative statements
El deporte y la
salud√
Language - discuss the reARYon for taking pat in
sport
Languagesonline.org.uk
AQA Spanish p 60
Kerboodle
SMB
Gramar – adverbs and adverbial phrases
Skills – give reasons and explain benefits
El deporte para
todos √
Language - discuss famous sport people
Grammar – subjonctive present
Role plays, vocabulary builder, story telling. Presenation Fill gap
exercices..
Languagesonline.org.uk
AQA Spanish p 62
SMB
Skills – tackle listening and reading exercise
Website zut unit 3
Role-plays, vocabulary builder, story telling. Presenation Fill gap
exercices..
Languagesonline.org.uk
4- Travel and Tourism
Tourism √
Language - talk about holiday destinations and
examine impact on tourism
Grammar - use prepositions
Skills - formulate questions
Holiday
activities√
Holiday
trends√
Elan p 42
AQA Spanish p 74m + kerboodle
SMB
Website zut unit 3
Role plays, vocabulary builder, story telling. Presenation Fill gap
exercices..
Languagesonline.org.uk
SMB
Website zut unit 3
Role plays, vocabulary builder, story telling. Presenation Fill gap
exercices../ Le guide du routard
Languagesonline.org.uk
SMB
Website zut unit 3
Role-plays, vocabulary builder, story telling. Presenation Fill gap
Elan grammar workbook
Language – discuss types of holiday and benefit
Grammar- perfect tense
Elan p 42
AQA Spanish p 74
Skills - express your own views
Elan grammar workbook
Language - describe purpose and benefit of
holiday
Elan p 44
Grammar – perfect tense and agremant of pARYt
participle
Skills - present alternatives
AQA Spanish p 78
kerboodle
exercices.. / Film ‘camping’
Elan grammar workbook
Languagesonline.org.uk
5 – customs and tradition √
Customs and
traditions in
Britain
Language – discuss the importance of traditions
Grammar - use conjunctions
Special
festivals
Language – examine different ways to celebrate
ChristmARY
SMB
http://www.woodlands-junior.kent.sch.uk/customs/
Role-plays, vocabulary builder, story telling. Presenation Fill gap
exercices..
Languagesonline.org.uk
SMB/ADP
http://www.soon.org.uk/country/christmas.htm
Role-plays, vocabulary builder, story telling. Presenation Fill gap
exercices..
Languagesonline.org
SMB/ADP
Google
Role-plays, vocabulary builder, story telling. Presenation Fill gap
exercices..
Use of assistant
Languagesonline.org
SMB
Website zut unit 1 l
Skills - essay technics
Grammar - use present participle
Skills – give a presentation promote a cause
Customs and
traditions in
Spain √
Language - discuss some of traditons in Spain
Grammar - use the immediate future and the
future tense
Skills -
6– healthy living √
Healthy
habits√
Diet√
Physical
exercise√
7–
Language - describe habits good for health
Grammar – comparative and superlative
Skills – writing an essay
Elan p 48
Language – discuss diet including eating disorder
Grammar - use the subjunctive (revisited)
AQA Spanish p 62
Kerboodle
Skills – tackle gap filled exercises
Elan grammar workbook
Language – examine the link between sport and
health
Grammar - use the immediate future and the
future tense
Skills - express awareness of positive and
negative impact
Elan grammar workbook
AQA Spanish p 66
SMB
SMB
Kerboodle
Elan grammar workbook
unhealthy living √
Smoking√
drugs√
Language – discuss danger to health posed by
tobacco
Grammar – verb follow by infinitive
Elan p 50
AQA Spanish p 66 kerboodle
Skills – structure a debate ( arguments for and
against)
Elan grammar workbook
Language - discuss danger to health posed by
alcool and drugs
Elan p 52
Grammar – imperfect tense
Elan grammar workbook
SMB
Website zut unit 1 les drogues
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
SMB
Website zut unit 1 les drogues
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
Skills - use language to promote a cause
www.lesclejuniors.com
Languagesonline.org.uk
Disease / aids√
Language – examine facts on aids and disease in
general
Grammar - use the immediate future and the
future tense
Skills - express awareness of positive and
negative impact
Elan p 544
SMB
AQA Spanish p 71 (stress)
Website zut unit 1 les drogues/ le sida
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Elan grammar workbook
Languagesonline.org.uk
The individual and the Society (Teacher B)
The Individual and Society, including relationships and responsibilities, gender issues, youth culture (values, peer groups, fashions and trends etc.),
education, vocational training and future careers.
Topic
Learning Objectives
Material & Resources
teacher
Language - describe your family and how well you
get on.
Grammar – possessve adjectives and gender of
nouns
Skills - formulate questions
Elan p 16
AQA Spanish p 82
ADP
Language – discuss conflict and attitude of young
people towards family members
Elan p 18
AQA Spanish p 84
Grammar- modal verbs
Skills - express your own views
kerboodle
Language – express views on marriage
Grammar – gender and position of adjectives
Elan p 20
AQA Spanish p 98-100
Skills – make a presentation
kerboodle
Activities/ ICT
1- Relationship
Family
Conflict in the
family
Mariage/
divorce
Website zut unit 1 les jeunes et leur probleme/ le fossé des
generations
Role-plays, vocabulary builder, story telling., Fill gap exercices..
www.lesclejuniors.com
Languagesonline.org.uk
ADP
zut unit 1 les jeunes et leur probleme/ le fossé des generations
Role-plays, vocabulary builder, story telling. Fill gap exercices..
www.lesclejuniors.com
Languagesonline.org.uk
ADP
Website zut unit 1 les rapports entre les individus
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
ADP
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
2- Responsabilities
Being a teenage
Language – discuss the importance of frredom
ARY a teenage
Grammar - verbs follow by infinitive
Elan p 26
Languagesonline.org.uk
Skills – taking note when listening
Rights
Language – examine the rights of the young
people in france
Elan p 28
ADP
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
responsabilities
Grammar- negatives
www.lesclejuniors.com
Skills – speaking from notes
Languagesonline.org.uk
http://www.droitsdesjeunes.gouv.fr/ddj05/s_guide.html
Language – discuss what is the role of a good
citizen
Grammar – partiives articles
Elan p 30
Website zut unit 1 les jeunes et
leur probleme/ l’argent de poche
et les petits boulots
ADP
Language – talk about roles / importance of
friends Grammar - use relatives pronouns
Skills – avoid repetion of phrARYes and
structures
AQA Spanish p 90
ADP
Language – discuss importance of friends and
pressure
Grammar - use perfect and imperfect tenses
AQA Spanish p 90
kerboodle
Skills writing a summary in English
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
Languagesonline.org.uk
zut unit 1 les jeunes et leur probleme/ l’argent de poche et les
petits boulots
3 – Youth culture
Friendship
Peer group
kerboodle
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
zut unit 1 es jeunes et leur probleme/ le fossé des generations
ADP
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
zut unit 1 les jeunes et leur probleme/ la pression des autres
Skills - use different writing styles
zut unit 1 les jeunes et leur probleme/ l’argent de poche
Fashion
Language – talk about fARYhion and its
influences discuss change of image
Grammar - use the imperfect
Skills – give and justify opinions/ plan essays
AQA Spanish p 50
kerboodle
Website zut unit 1 les jeunes et
leur probleme/ anorexie et
boulimie
ADP
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
zut unit 1 les jeunes et leur probleme/ anorexie et boulimie
Film coco Chanel
4 – Education
Education
system
Language – Discuss the role of the education
Grammar – direct indirect pronouns
Skills - recommend future meARYures
ADP
Website zut unit 2 education
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Website zut unit 2 education
Education in
france
Language - examine the differences between
Spanish and British education
Elan p 60
ADP
Grammar – pronoun y and en
Skills - use language to promote a cause
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk Website zut unit 2 education
Film Etre et avoir
Personal
education
Language - preparing our future
Grammar - use the immediate future and the
Elan p62
ADP
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
future tense
www.lesclejuniors.com
Languagesonline.org.uk
Website zut unit 2 education
Skills – tackle an oral presentation
Mixity and
equality
Language - discussing sinle sex schools and the
benefits
Grammar - relatives pronouns
ADP
Elan p64-66
Skills – using conjounctions
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Website zut unit 2 education
5 – Vocational training and future carreer
Language – examine different job opportunities
Professions
Elan p70-71
ADP
Grammar - use interrogative pronouns
Skills - structuring an oral presentation
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Website zut unit 2 la formation et les carrieres
Languages and
work
Language – discuss importance oflanguages in
work
Grammar - use interrogative pronouns
ADP
Website zut unit 2 la formation et
les carrieres/ les matieres
Languagesonline.org.uk
Website zut unit 2 la formation et les carrieres/ les matieres
Skills - structuring an oral presentation
Hunting for job
Language – discussing the world of work
Grammar – use conditional
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Elan p72-73
ADP
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Skills - developing reading skills
Website zut unit 2 la formation et les carrieres
Language – examine the effect of a job interview
interviewing
Elan p74-75
ADP
Grammar – use of plus que perfect
Skills - reported speech
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Website zut unit 2 la formation et les carrieres
6 – gender issues
Equal
opportunities
in school
Language – examine differences between girls
and boys education.
ADP
Elan p66-67
Grammar – demonc=startive adjectives and
pronouns
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Skills – improving writing skills
Women at
home
Language - discuss the role of the women at
home
Gramar - imperfect
Skills – how to answer questions
Elan p 20
AQA Spanish p 98-100
kerboodle
ADP
Role-plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Website zut unit 1 la parité homme/femme
Women at
work
Language - discuss the role of the women at work
Grammar - preposition
Skills - evaluate lifestyle using alternative forms of
energy
Elan p 76
ADP
Role plays, vocabulary builder, story telling. Presenation , Fill gap
exercices..
www.lesclejuniors.com
Languagesonline.org.uk
Website zut unit 1 la parité homme/femme