SPANISH YEAR 8 LEARNING CYCLE 1

HIGHER PROGRAMME

Module This unit is about food and drink in Spain, how Spanish food/drink stereotypes can prejudice or influence our

understanding of Spanish culture and the influence of Spanish food on global culinary culture. This unit will also

enable pupils to begin to develop their understanding of the term ‘national identity’ and the many different cultural

facets that constitute this.

All pupils will cover all objectives but only those working towards GP 3 - 4 will be expected to cover ‘Progress

Objectives’ that are indicated below. Key objectives are taken from the AQA GCSE Spanish Specification 8698 for the

new curriculum.

Building on prior learning

This will be the students’ second year of studying Spanish. Thus far, students have explored in detail how a sentence is built through the analysis of different word categories and language patterns to consolidate their understanding of the language itself. Students have learnt vocabulary and appropriate sentence structures used within a variety of topics (see Year 7 schemes of work). In Year 7, students also studied conjugation of verbs in the present tense and the formation of the immediate future tense when talking about activities they are going to do.

Overarching Challenge Question

Why have people made challenges to those in power?

Subject Challenging Question

To what extent do Spanish food & drink stereotypes challenge the reality of Spanish culture?

Lines of Enquiry

Week 1: How do we understand when to use the definite or indefinite article with foods or drinks?

Week 2: To what extent does the study of Spanish markets challenge our perceptions of Spanish food/drink & its vocabulary?

Week 3: How can the notions of time and sequence be used in the study of food and drink?

Week 4: How does the breakdown of healthy/unhealthy food groups challenge our understanding of Spanish meal structures?

Week 5: What would be the main linguistic challenges to consider for a restaurant critic writing a food review?

Week 6-7: Revision and assessment followed by gap teaching – from assessment analysis.

Exam Board Links:

Weeks’ 1-5: Free Time Activities: ‘Food and Eating Out’ (AQA 8698: 3.1.1 Identity and Culture) Social Issues: ‘Healthy/unhealthy living’ (AQA 8698: 3.1.2 Local, national, international and global areas of

Topic Progress Statement

interest) In this unit, pupils will learn how to form sentence structures to describe what they normally eat and drink using different genders, and plural and singular formations. Pupils will understand how to ask for food and drink when out and about. Pupils will talk about what they ate in the past over a range of subject pronouns. They will learn how to describe the food/Drink using ‘fue’ to improve linguistic quality. More able pupils will use different subject pronouns to produce a food review.

Learning strategies

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. 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.

Week 1 (3 hours in class and one hour of home learning)

Line of Enquiry - Week 1: How do we understand when to use the definite or indefinite article with foods or drinks?

Learning intentions in order of delivery:

Recall vocabulary of food and drinks items

Identify the difference between the indefinite and definite article

Apply these articles with food and drink items accurately in a series of sentences

Students will learn to:

1. Identify and categorise masculine/feminine genders of food & drink nouns through language patterns.

2. Recall the difference between the definite and indefinite articles. 3. Understand the meaning of the three infinitives TOMAR/COMER and BEBER and part conjugation of all three (students

have studied ‘AR’ and ‘ER’ verb conjugations in Year 7)

4. Examine the vocabulary for breakfast/lunch/tea and demonstrate its use in sentence to specify when you eat/drink something.

5. Understand that when giving an opinion on food/drink, the definite article must be used after the opinion eg. Me encantan los cereales.

6. Devise an extended sentence structure on food and drink incorporating ‘opinion with reason’ structure.

Weekly success criteria across 3 lessons: GP 1 = Students will identify the gender of a food/drink item and categorise into a ‘definite article’ gender table GP 2 = Students will understand the difference between the indefinite and definite article and write out indefinite and definite food & drinks items eg. un pan = el pan GP 2/3 = Students will learn the words for meal times and translate a series of sentences to describe what they eat and drink GP 3 = Compare & contrast sentences using positive/negative opinion structures + INFINITIVE with reasons and assess the level of challenge eg. Me gusta TOMAR/COMER / No me gusta BEBER + food item + connective + reason (Higher level opinions can be inserted for more able pupils). GP 3 = Students will analyse (briefly) the present tense conjugation of tomar, comer and beber with other subject pronouns

and endeavour to use in a structure GP 3 = Students will evaluate a text and identify the different language patterns to aid contextual understanding. They will evaluate a text to pick out key information about what people like and dislike to eat/drink. RGP 3/4 = Students will produce a simple extended structure applying the indefinite and definite articles correctly to describe what they and someone else likes to eat/drink (1st and 3rd person singular). Lesson Hypotheses:

Hypothesis 1 – Food and drink items follow the same pattern as adjectives with gender. (Cognitive Acceleration lesson focusing on discovering language patterns from a list of sentences and identifying rules to support language learning).

Hypothesis 2 – ‘OPINION + INFINITIVE’ is better than ‘OPINION + NOUN’

Linguistic structures to consider:

Indefinitie articles (un, una, unos, unas) used with food items

Definite articles (el, la, los, las) used with food items

(No) Tomo, como, bebo

Conjugation of the three infinitives : TOMAR / COMER / BEBER

Opinion + Infinitive eg. Me gusta comer … porque es…

Meal time introductions: Para el desayuno/ Para el almuerzo/ Para la cena

Time statements: A veces, normalmente, nunca

Adjectives to describe food and drink : delicioso/a, rico/a, sabroso/a, asqueroso/a Home Learning: This week’s home learning requires students to write a short account of what they eat at the three different meal times. Students must incorporate a variety of different word categories and structures such as intensifiers, time statements and opinions with reasons. This will be marked in the following week by the teacher. Then students will complete personalised REACH TASK based on the outcome of their home learning. Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk /

www.wordreference.com

REACH: (Research; Explore; Analyse; Create and Hypothesise) Use iPad to research a real Spanish menu from a Spanish restaurant and record unknown food and drink vocabulary, categorising into masculine/feminine genders applying language patterns they have learnt.

Week 2 (2 hours in class and one hour home learning)

Line of Enquiry – To what extent does the study of Spanish markets challenge our perceptions of Spanish food/drink & its vocabulary? Lesson 1: Review and Evaluate, Attain then Challenge and Hone (REACH) Pupils will use this lesson to feedback and respond to work marked and done in their books. They will read through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their work, carry out corrections, seek help and make further progress before moving to the next unit of work. To consolidate their existing knowledge and understanding throughout the learning cycle so far, pupils will be required to explore mistakes and areas of misunderstanding and research the correct answer using a variety of criteria from marking in books, work done in exercise

books to dictionary use. Pupils will be given examination style questions that complement the GCSE specification at and above their targeted grade point to stretch their comprehension. Linguascope and GCSEPod will also be used as REACH activities and can be personalised in the level of difficulty. Learning intentions in order of delivery:

Analyse higher order numbers and different quantities/measures and apply them to a simple sentence

Apply understanding of question formations and statements used to ask for food and drink

Students will learn to:

1. Understand the structure of the infinitive PONER and how it is used when buying different food/drink items

2. Apply literacy and mathematical skills to analyse a Spanish shopping list and answer questions

3. Apply understanding of question formations and statements used to ask for food and drink

Weekly success criteria across 3 lessons: GP 1/2 = Students will recall a series of higher order numbers, quantities and measures and intonation patterns used when

buying food/drink. GP 2 = Students will understand how to conjugate the verb PONER and know how it is used GP 2 = Students will learn a variety of different food quantities and how to form them in the plural. GP 2/3 = Students will apply the verb PONER and the conditional structure ‘Me gustaría’ accurately using a variety of different

subject pronouns él/ella/nosotros/ellos/ellas when ordering food/drink in a market.

GP 3 = Students will evaluate the order and structure of a market conversation and suggest what could be added/improved.

RGP 3/4 (REACH) = Students will create own conversation in a market ordering variety of different food and drink items from a

variety of different food stalls.

Lesson Hypotheses:

Hypothesis 1 – (REACH time) Quantities and measures are written differently in the singular and in the plural.

Hypothesis 2 – Understanding how to order for someone else is important in improving your fluency. Hypothesis 3 – Grammatical accuracy is essential to conversation.

Linguistic structures to consider:

Conjugation of PONER across some/all subject pronouns (depending on ability)

Me pones, le pones, tu pones

Me gustaría…….

Numbers : multiples of 10 / 50/ 100 eg. 250g = dos cientos cincuenta gramos de…..

(100) gramos de

un kilo de

una troza de

una docena de….

un paquete de….

Quantities ALWAYS followed by de

Above quantities in the plural

Connectives : además, también Home learning:

This week’s home learning requires students to revise how to ask for something in a Spanish food market using PONER and

‘me gustaría’ followed by the quantities. Students will need to revise food items for this. Students will complete a translation

activity of 8 sentences the following lesson and this will then be peer marked against a rubric of correct answers on the

board.

Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk /

www.wordreference.com

REACH: Investigate the influence of Spanish food on British food culture.

Week 3 (3 hours in class and one hour of home learning)

Line of Enquiry Week 3: How can the notions of time and sequence be used in the study of food and drink?

Learning intentions in order of delivery:

Determine the difference between time statements and sequencing words (a veces, después) and their role within a sentence

Recall how to construct the past tense (with TOMAR, COMER, BEBER infinitives only).

Students will learn to:

1. Determine the difference between time statements and sequencing words (a veces, después) and their role within a

sentence

2. Analyse a series of sequencing words and apply to a variety of sentences

3. Apply the structure of the past tense with TOMAR, COMER, BEBER

4. Produce a written account describing what you ate/drank at the three different meal times

Weekly success criteria across 3 lessons: GP 2 = Students will understand the difference between a time statement and a sequencing word and their importance in a sentence structure. GP 2/3 = Students will understand the past tense of TOMAR, COMER AND BEBER. GP 3 = Students will understand the meaning of ‘fue + ADJECTIVE ’ and apply knowledge to translate a series of sentences in the past tense into Spanish and English. GP 3 = Students will analyse a series of past tense structures using the infinitives TOMAR, COMER AND BEBER and identify key errors. GP 3/4 = Students will evaluate information given in listening/reading texts describing what people ate/drank. RGP 4/5* (REACH) = Students will create own description about what you and another person ate at a past meal. (*GP5 can be attained if students use imperfect reference, perfect tense references/ present tense references at least twice each).

Lesson Hypotheses:

Hypothesis 1 – The past tense structure is as easy as the present tense.

Hypothesis 2 – Time statements and sequencing words complement each other.

Linguistic structures to consider:

Sequencing words : después, entonces, más tarde, antes Past tense linguistic formula: ar and er/ir endings. Additional time statements: El fin de pasado, ayer

Imperfect tense reference: fue + adj Home Learning: This week’s home learning requires students to complete a Spanish reading comprehension where students answer a series of

questions based on information they must derive from a written text discussing a description of a past meal. This will be self-

marked following the answers displayed on the board at the beginning of the following lesson.

Additional learning support: www.linguascope.com / www.languagesonline.co.uk / www.wordreference.com /

www.duolingo.com

REACH: Students investigate the increasing number of American food chains in Spain and the extent to which it is affecting Spanish national identity. Students use their iPads to complete their research.

Week 4 (2 hours in class and 1 hour of home learning)

Line of Enquiry - Week 4: How does the breakdown of healthy/unhealthy food groups challenge our understanding of Spanish meal structures? Lesson 1: REACH task and feedback from Mid-Cycle assessment. Pupils will make corrections of their Mid-Cycle assessment and complete REACH task based on their results. Learning intentions in order of delivery:

Learn healthy and unhealthy structures for food and drink & apply to a description.

Evaluate what a food review should contain when reviewing different types of food.

Students will learn to:

1. Understand the positive and negative structures used to describe healthy/unhealthy food and drink.

2. Interpret a range of food reviews & identify key information to answer a series of levelled comprehension questions.

3. Evaluate what a food review should contain when reviewing different types of food.

4. Evaluate how the food reviews’ overall linguistic content could be improved.

5. Produce a plan for your own food review of healthy and unhealthy foods.

Weekly success criteria across 3 lessons: GP 1/2 = Students will recall a series of healthy and unhealthy structures used to describe food and drink. GP 2 = Students will identify negative structures and positive structures within a sentence and explain how they have been identified. GP 3 = Students will apply knowledge to identify and translate key information in a listening/reading text. GP 3/4 = Students will compare and contrast a series of short food reviews and identify key information. RGP 5 (REACH) = Students will create their own food review based upon a past meal that they ate in a restaurant.

.Lesson Hypotheses:

Hypothesis 1 – Discussing healthy and unhealthy food develops our own food/drink descriptions. Hypothesis 2 – Providing opinions with reasons is the key to ensuring more detail and higher marks. Hypothesis 3 – A food review should be balanced in its approach. Linguistic structures to consider:

Como / no como mucho / bastante / un poco

Bebo / no bebo mucho / bastante / un poco

Higher opinion phrases (Diría que / Pienso que / Encuentro que / Creo que)

Connectives: porque / sin embargo* / aun así* / al otro lado* / sin duda* (*Higher level connectives)

Está lleno/a de…. (vitaminas)

(No) Es sano/a

Es bueno/a malo/a para la salud

Es grasienta/o

Home Learning: This week, students are required to produce a written food review of different food and drinks items and discuss their healthy

and unhealthy aspects. Students should provide reasons for their opinions.

This will be marked by the teacher and students will make correction at the start of the following lesson. Student will complete REACH task in order to challenge them.

Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk /

www.wordreference.com

REACH: Students begin to research different Spanish regional food specialities and choose a minimum of three Spanish regions to discuss their food heritage and culture, food traditions and their influence both on Spanish culinary culture and other countries’ national dishes.

Week 5 (3 hours in class and one hour of home learning)

Line of Enquiry - Week 5: What would be the main linguistic challenges to consider for a restaurant critic writing a food review? Learning intentions in order of delivery:

1. Apply present, conditional and preterit tense structures to describe eating routines. 2. Consolidate the use of positive and negative sentence structures across the tenses mentioned above.

Students will learn to:

1. Recognise and apply a variety of different subject pronouns to a sentence to discuss food and drink using the main

infinitives learnt.

2. Apply the negative structures no + verb.

3. Apply understanding of tense structures to the translation of a series of sentence structures in several tenses.

4. Describe a number of features in a more detailed food review of a critic and summarise its structure.

5. Produce a short review discussing opinions on the food you ate in a restaurant visit incorporating several references in

the past and imperfect tense.

Weekly success criteria across 3 lessons: GP 1 = Students will learn the names of a variety of well-known Spanish and English food critics. GP 2 = Students will understand the core purpose of a food review and the types of language structures used. GP 3/4/5 = Students will analyse a food review and pick out key information to answer a series of GP targeted questions GP 3/4/5 = Students will evaluate structures that you could include in your own food review using the models provided as

guidance.

RGP 5/6 (REACH) = Students will produce a food review as a famous food critic of a past meal including a variety of language

components that they have analysed and evaluated.

Lesson Hypotheses:

Hypothesis 1 – Knowing how to apply different negative structures increases the level of your work.

Hypothesis 2 – A food review needs opposing structures. (Cognitive Acceleration lesson focusing on associating words with pictures of different kinds of food working on more interesting adjectives describing food) Linguistic structures to consider:

Past tense time statements : Ayer / El fin de pasado / La semana pasada

Fui a + place

Higher opinion structures: A mi (Es / fue) / Según yo (Es / fue / Encontré que (fue / Lo encontré)

El servicio es / fue + adjectives

La comida es / fue + adjectives

El / la cocinero/a es / fue+ adjectives

El vino es / fue + adjectives

Las bebidas son / fueran + adjectives

Negative sentence structures using : nunca, no + verb, jamás

No como

No comí

Nunca como

Nunca comí Home Learning: Students are required to revise all they have learnt throughout the learning cycle in preparation for the end of learning cycle assessment next week.

Week 6-7 During week 6, pupils will be assessed synoptically. Then, during week 7, pupils will take part in ‘GAP’ week where they master areas that were misunderstood.

Extended learning

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 – www.thelocal.es)

Examples of GCSE questions

PLEASE SEE AQA WEBSITE