[PPT] - G C S C 2 0 1 8 What has changed? Core content Students study all PowerPoint Presentation

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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

f 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? ¡Qué pena! 2. Uso Google para buscar información para mis deberes. 3. Descargo canciones de Spotify a mi móvil. 4. Mis amigos y yo compartimos fotos 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 puede ser una pérdida de tiempo. 7. Pienso que WhatsApp es muy cómodo como canal de comunicación. 8. Mis amigos y yo nos mandamos mensajes. 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
ften.

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Simple verb starter

Infinitif Présent Passé composé Imparfait 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?

SLIDE 21 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 Jahr mache hen

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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? ¿Cómo es …? ¿Dónde está…? ¿Qué hacen?

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 Action están 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

pinión, 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 planes tareas 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

ften without using the familiar verbs of opinion..

Changes of opinion can often be signalled by conjunctions

r 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

bjetos de valor

coincide 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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http://www.veinte mundos.com/en/

http://es.maryglasgowplus.com /teachers

http://www.google.es http://www.practicaespanol.com/ http://noticiasmuycuriosasverparacreer.blogspo t.co.uk/ https://hablacultura.com/cultura-textos- aprender-espanol/

http://zachary-jones.com