what has changed? · what has changed? core content students study all of the following themes on...
TRANSCRIPT
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GCSC
2018
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What has changed?
Core content
Students study all of the following themes on which the
assessments are based.
Theme 1: Identity and culture
Theme 2: Local, national, international and global areas
of interest
Theme 3: Current and future study and employment
Assessments
GCSE German has a Foundation Tier (grades 1–5) and a
Higher Tier (grades 3–9). Students must take all four
question papers at the same tier.
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LISTENING
What's assessed
Understanding and responding to different types of spoken language
How it's assessed
•Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)
•25% of GCSE
Questions
•Foundation Tier and Higher Tier Section A – questions in English, to be
answered in English or non-verbally
•Section B – questions in German, to be answered in German or non-verbally
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SPEAKING:
How it's assessed
•Final Exam- conducted by teacher
•7–9 minutes (Foundation Tier) + preparation time
•10–12 minutes (Higher Tier) + preparation time
•25% of GCSE
Questions
Foundation Tier and Higher Tier:
1 role play card
1 photocard
General Conversation Questions- prepared in advance, students choose one
topic they would like to talk about, teacher asks questions on another topic
chosen by the exam board.
•The format is the same at Foundation Tier and Higher Tier, but with different
stimulus questions for the Photo card and different stimulus materials for the Role-
play. The timings are different too.
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READING:
How it's assessed
•Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)
•25% of GCSE
Questions
•Foundation Tier and Higher Tier Section A – questions in English, to be answered in
English or non-verbally
•Section B – questions in German, to be answered in German or non-verbally
•Section C – translation from German into English (a minimum of 35 words at
Foundation Tier and 50 words at Higher Tier)
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WRITING:
How it's assessed
•Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)
•25% of GCSE
Questions
•Foundation Tier Question 1
•student produces four sentences in response to a photo
•Students write a short passage in response to four brief bullet points, approximately 40
words in total.
•Translation from English into German (minimum 35 words)
•Structured writing task (student responds to four compulsory detailed bullet points, producing
approximately 90 words in total)
•Higher Tier
•Structured writing task (student responds to four compulsory detailed bullet points, producing
approximately 90 words in total)
•Open-ended writing task (student responds to two compulsory detailed bullet points,
producing approximately 150 words in total
•Translation from English into German (minimum 50 words)
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GCSE builds directly from KS3
• vocabulary and grammar
• spontaneous speaking
• extended writing (from memory)
• translation
• use of literary texts / authentic material
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• vocabulary and verbs (grammar)
• (spontaneous) speaking
• writing & translation
• comprehension skills
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Learning and testing vocabulary
• Which words?
(cognates, families, high-frequency, verbs, non-
cognates)
• How to retain?
(recycling, little & often)
Vocabulaire
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Creating memories
• Word-image association
• Word-gesture association
• Music/Song/Rhythm
• Sentence/Text-based contextualisation
• Independent pronunciation- Text to speech
text-to-speech.imtranslator.net
• Production with support- revision cards / booklets
• Production from memory- post its on the fridge!
• Little-and-often recycling (homework and in lessons)
• Sentence-level vocabulary testing
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Two heads are often better than one when it comes to
learning vocabulary. Working with someone else helps you to
concentrate for longer and makes learning fun.
1 Tandem testing. Take a
section of words and test your
partner. Begin by testing
Spanish into English and then
say the English and ask for
the Spanish.
2 Beginnings and endings. Your
partner says the start of a word
and you have to finish it. (You
need to be working with a set of 8
– 16 words).
3 Mini spelling bee.
- to learn
- aprender. A-P-R-E-N-D-E-R.
- ¡Muy bien!
4 Give clues.
- Empieza con ‘I’
- IR?
- ¡Sí!
5 Use it in a sentence.
- inteligente.
- Mi gato es muy inteligente.
6 Make revision activities for your
partner. [E.g. anagrams, missing
letters, odd one out, secret code,
definitions, word search…]
Little and often. Learning vocabulary is like
growing plants. The seed needs watering little
and often for it to grow. Your vocabulary
knowledge likewise needs regular attention.
Vocabulario
Consolidation
in class and at
home for HW.
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Partnerarbeit
1 Tandem testing. Test your partner.
Say the German and your partner says
the English.
60 Sekunden
Start
2 Say the English and
your partner says the
German.
3 Repeat the ones
s/he didn’t know till
s/he improves.
4 Swap roles.
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Text
Sentence
Word
Text
Sentence
Word
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Some quotations from David Crystal’s 'A twenty-first century grammar bridge‘
• ‘Put the word in a sentence and then we will know what you mean’
• ‘Only by using words in sentences are we able to ‘make sense’ of them’
• ‘Without sentences words are vague, ambiguous things’
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1 The teacher (male) is nice.
2 I like science(s).
3 I study English.
4 What do you study?
5 ICT is interesting. (You have to use ‘the ICT’)
6 Music and PE are fun. (Use ‘the’…)
7 The maths teacher (male) is strict.
8 The history teacher (female) is unfriendly.
9 Technology is useful, but a bit boring. (Use ‘the’)
10 My Spanish teacher (female) is not strange!
¡Tengo la novia!¡Tengo una novia!
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Prueba de vocabulario
1. You cannot come to my party? What a shame!
2. I use Google to look for information for my homework.
3. I download songs from Spotify to my phone.
4. My friends and I share photos on Instagram because it’s so easy to use! We upload all the time.
5. I don’t use Skype to meet new people because it’s dangerous.
6. YouTube gets you hooked and it can be a waste of time.
7. I think that WhatsApp is very convenient as a means of communication.
8. My friends and I send each other messages.
9. I am not hooked on FB but it is my favourite social network.
1. No puedes venir a mi fiesta? ¡Quépena!
2. Uso Google para buscarinformación para mis deberes.
3. Descargo canciones de Spotify a mi móvil.
4. Mis amigos y yo compartimosfotos en Instagram porque es tan fácil de usar! Subimos todo el tiempo.
5. No uso Skype para conocer a nueva gente porque es peligroso.
6. YouTube te engancha y puedeser una pérdida de tiempo.
7. Pienso que WhatsApp es muycómodo como canal de comunicación.
8. Mis amigos y yo nos mandamosmensajes.
9. No estoy enganchado/a a FB pero es mi red social favorita.
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Infinitives conjugated verbs
• se disputer
• s’entendre bien avec
• s’intéresser à
• se confier à
• s’occuper de
• se fâcher contre
• se chamailler
1. They argue often.
2. I get on quite well with my parents.
3. He is interested in his grand-children.
4. My sister confides in my mum.
5. I look after my cousin at the weekend sometimes.
6. My parents never get angry with us.
7. My brother and I bicker often.
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Simple verb starter
Infinitif PrésentPassé
composéImparfait Futur proche Futur simple
jouer (je)
faire (nous)
manger (ils)
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General conversation
• Prepare developed answers to topic questions for homework (1++++ answers = 5 clauses) – length and complexity
• Practise those in class (to confident mastery) in speaking lines
• Recycle the topics from time to time (e.g. Y11 now recycling questions from the start of Y10)
• Ensure that students curate their best work together in one place for the general conversation (Speaking and Writing Booklets)
• Use FLA time to practise previous topics with students
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1 Comment t’appelles tu?
2 Où habites-tu?
3 Tu es comment?
4 Tu es drôle? Tu es intelligent?
5 Quel est ton sport préféré?
6 Quelle est ta passion?
7 Quelle est ton équipe préférée?
8 Qui est Rény?
9 Tu as des frères ou des soeurs?
10 Comment s’appelle ton frère?
11 Ton frère, il est comment?
12 On se dispute?
13 Qu’est-ce qu’on fait ensemble?
14 Qu’est-ce que tu aimes faire avec ton frère?
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Rachel Hawkes
Say something else
J’habite dans un village.
Chez nous il y a beaucoup de pollution.
A Cambridge on peut faire les magasins.
Le weekend on va souvent au centre de loisirs.
Mon frère va normalement au stade.
Mes copains vont à la piscine.
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A
Präsens
B
Vergangenheit
C
Zukunft
Was?
Wo?
Wann?
Mit wem?
Wie oft?
Wie ... /?
Warum?
normalerweise letztes Jahr nächstes Jahrmachen
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¿Est-ce que tu joues au basket?
Où?
Quand…?Pourquoi…?
Avec
qui…?
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¿Qué hay en la foto?
¿Cómoes …?
¿Dóndeestá…?
¿Quéhacen?
People
Action
Location
Mood
(Weather)
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Language functions/structures Examples from the model answer
Physical description tiene el pelo largo y marrón
Actionestán comiendo y charlando, todos están
sonriendo
Location
en la foto hay…, en el centro, a la derecha, al
lado del (padre), en el fondo, están sentados, en
una mesa, fuera,
Mood están contentos, están sonriendo
Weather hace mucho sol y calor
Speculation / Hypothesis
A lo mejor, podría ser, quizás, a mi parecer, en mi
opinión, podrían estar, pienso que, parece,
posiblemente, por lo visto, parecen, creo que
Reasons / Justifications porque, pero, aunque, porque
Negation – i.e. Saying what isn’t
there
no es un picnic, no se puede ver mucho en el
fondo, no hay regalos ni tarta
General specific vocabulary
un grupo de personas una familia el padre, la
madre, una chica
un event especial / una celebración un cumpleaños
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des infinitifs
to be*
to learn
to work
to write
to teach
to read
to speak
to wear
être
apprendre
travailler
écrire
enseigner
lire
parler
porter
there is/are = il y a
The teacher
One boy
One girl
The pupils
The people
le/la prof
un garçon
une fille
les élèves
les gens
1. It is a school.
2. There are some pupils.
3. The teacher is teaching geography.
4. The pupils are working on computers.
5. They are not wearing a school uniform.
6. They are learning geography.
7. The teacher is speaking.
8. The pupils are not speaking.
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Database of RP prompts from the SAMS
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Approaches to reading
Read for different purposes
Read a variety of material
Combine reading with speaking and
writing
Combine reading with listening
Read to develop vocabulary
Read to translate NB: Reading should always require thinking!
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Reading strategies and skills
Recognise high frequency and other key
language
Use cognates and near cognates to work out
meaning
Use context to work out meaning
Use skimming to get the overall idea
Use scanning to find specific details
Deduce and infer meaning from clues
Use grammatical clues to work out meaning
and especially tenses.
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Synonyms / synonymous phrases =
words and phrases that suggest the same
idea or share an association.
asignaturas pasatiempos dieta relaciones
exámenes reglas planestareas
domésticas
1 Cuando termine el bachillerato, espero ir a la universidad.
2 Nunca como carne, porque prefiero comer sólo verduras.
3 Quiero sacar buenas notas y tener éxito en el colegio.
4 Se me dan bien en ciencias y en idiomas.
5 Después del colegio, me encanta leer.
6 A menuo ayudo en casa; plancho la ropa y pongo la mesa.
7 No se permite llegar tarde al colegio.
8 No me llevo bien con mi hermano porque es muy molesto.
1 normas
2 pruebas
3 régimen
4 intenciones
5 actividades de ocio
6 amistades
7 trabajos
8 materias
A B C D
E F G H
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Distractors = additional pieces of information that tempt
you to jump to the wrong conclusion. They often come
before the information you really need.
Example:
Question: “When is the market open?”
Text: “El mercado está abierto todos los días salvo el martes.”
If you don’t know the word “salvo” or don’t read carefully you might think the answer
is either “every day” (todos los días) or “Tuesday” (martes). However, if you note the
word “salvo” you will be able to give the correct answer of “every day except
Tuesday”. Other words for ‘except’ in this context include ‘menos’, ‘excepto’, ‘con la
excepción de’ and ‘aparte de’.
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TENSES: Overlap questions often test students’
ability to differentiate between three time
frames.
To get these questions right,
make sure you:
1) read the tense of the
question VERY CAREFULLY
2) use time phrase clues
3) pay close attention to the
verb forms
Question: “Who has recently
been swimming?”
Ania: Mis amigos y
yo nadamos ayer.
Ignacio: Nunca hago
natación.
Elena: Vamos a ir a
la piscina mañana.
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Listening strategies and skills
•A good knowledge of vocabulary, high frequency words and synonyms
•Prediction
•Ability to spot opinions and changes of opinion
•Avoidance of distractors and sustained concentration
• Infer and make associations from synonymous phrases
• Ability to cope with unfamiliar language / manage the panic!
•Ability to recognise and decode cognates
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Opinions can be expressed in many different ways, and
often without using the familiar verbs of opinion..
Changes of opinion can often be signalled by conjunctions
or adverbs: pero, sin embargo, aunque,
des(afortunadamente), por otro lado, mientras que
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COGNATES: At higher tier, you are expected to
cope with some unfamiliar vocabulary. Often key
words heard are cognates. If you can write down
what you hear with correct spelling, you can often
recognise the meaning more easily, especially words
with ‘ci’,’ce’ and silent ‘h’ sounds.Write these words down as you hear them and try to work out their
meaning.
Spanish word heard possible meaning
1
2
3
4
5
6
7
8
Spanish word heard possible meaning
9
10
11
12
13
14
15
16
cancelar
inicio
cómplice
contribución
servicio educativo
zona
huracanes
contacto humano
vida nocturna
sentido común
objetos de valorcoincide con
malísimo
carísimo
pasado mañana
anteayer
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MEMRISE:
www.memrise.com
GOOGLE CLASSROOM
SENACA LEARNING
www.senecalearning.com
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https://www.audio-lingua.eu
http://www.phschool.com/atschoo
l/realidades/program_page.html
http://www.spanishlistening.org/http://es.maryglasgowplus.com/teachers
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