0530 Y14 SW v1 130514

Scheme of work
Cambridge IGCSE
Spanish (Foreign Language)
0530
For examination from 2015
Scheme of work Cambridge IGCSE Spanish (Foreign Language) (0530)
Contents
Overview................................................................................................................................................................................................................................................. 3
Topic Area A Everyday activities........................................................................................................................................................................................................ 6
Topic area B Personal and social life............................................................................................................................................................................................... 11
Topic Area C The world around us................................................................................................................................................................................................... 20
Topic Area D The world of work....................................................................................................................................................................................................... 28
Topic Area E The international world................................................................................................................................................................................................... 32
V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 2

Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge IGCSE Spanish (0530) has been broken down into
Topic Areas (A to E) with suggested teaching activities and learning resources to use in the classroom. This scheme of work is meant to be a guideline, offering
advice, tips and ideas. It can never be complete but hopefully provides teachers with a basis to plan their lessons. It covers the minimum required for the Cambridge
IGCSE course but also adds enhancement and development ideas on topics. It does not take into account that for some schools the course may cover up to five
years or as little as one.
Recommended prior knowledge

It is recommended that learners are familiar with the content of UK Key Stage 3 National Curriculum Modern Foreign Language requirements or have followed
similar courses. More information can be found here: www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199616/mfl/programme
Outline
Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions
and there are many other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated as Basic, Challenging and Extended; there is the potential for differentiation by resource, grouping, expected level of
outcome, and degree of support by teacher, throughout the scheme of work. Length of time allocated to a task is another possible area for differentiation.
This scheme of work covers the following topics:
Topic Area A Everyday activities: Home life and school; Food, health and fitness
Topic Area B Personal and social life: Self, family and personal relationships; Holidays and special occasions
Topic Area C The world around us: Home town and local area; Natural and made environment; People, places and customs
Topic Area D The world of work: Continuing education; Careers and employment; Language and communication in the work place
Topic Area E The international world: Tourism at home and abroad; Life in other countries and communities; World events and issues
Assessment objectives (AO)

Candidates will be assessed on their ability to:
AO1 Understand and respond to spoken language
AO2 Understand and respond to written language
AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately
AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately

Teacher support
Cambridge Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen
and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted
online.
An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in
most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org
Resource list
An up-to-date resource list for the Cambridge IGCSE Spanish (0530) can be found at www.cie.org.uk
Textbooks
Textbooks for use with the Cambridge IGCSE Spanish (Foreign Language) syllabus include:
OHare, J and Lpez-Cascante, J Cambridge IGCSE and International Certificate Spanish Foreign Language Hodder (2013) ISBN 9781444181005
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy
or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the
sites owners (or their products/services).
The particular website pages in the learning resources column have been explored, but not other aspects of these sites so only the particular resources are
recommended. There may be other useful materials on these websites but they have not been checked.
www.hellomylo.com/
www.bbc.co.uk/learningzone/clips/topics/secondary/spanish/
www.espanol-extra.co.uk
http://oye.languageskills.co.uk/index.html
www.bbc.co.uk/languages/spanish/mividaloca
www.ssl4you.blogspot.co.uk
www.glovico.org/syllabus/Spanish/
www.bbc.co.uk/schools/gcsebitesize/spanish/
www.micasarevista.com/
http://quizlet.com/subject/spanish-leisure/
www.vocab.co.uk/files/uk/spanish/leisure.htm
http://languagesresources.co.uk/SpanishHobbies.html
www.antena3.com
www.telecinco.es
www.rtve.es/noticias/directo-la-1/
www.cuatro.com/
www.lasexta.com/
www.portalfiestas.com/

www.bbc.co.uk/learningzone/clips/festivals-in-spain/
www.red2000.com/spain/1index.html
www.espanole.org/pais
http://es.hotels.com/
www.reaj.com/
www.campings.net/
www.tripadvisor.es/
www.elcorteingles.es/
www.ecopibes.com/
www.fundacion-biodiversidad.es/inicio/mediateca/biodiver/biodiver-para-ninyos/biodiver-para-ninyos-juegos
www.eltiempo.es/
www.cuandopasa.com
www.listas.20minutos.es
www.donquijote.org/culture/spain/society/customs/education-in-spain_es.asp
www.estudiantes.info/tecnicas_de_estudio/examenes/examenes_index.htm
http://trabajos.com/
www.spain.info/es/que-quieres/gastronomia/
www.educatumundo.com
www.cruzroja.es
www.unicef.es

Topic Area A Everyday activities

Context
It would be useful to teach this topic at the beginning of the Cambridge IGCSE course as it is very accessible, and will revisit much of the vocabulary and many of
the basics previously covered in a preparatory course. In terms of grammar, this topic gives good opportunity to revise the present tense, although tasks can be
adapted to include a variety of tenses if appropriate. Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the
activities. It is assumed that the teacher will structure open and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of
skills and carry out preparatory exercises of their own if learners lack experience or skills for the activity. The teacher is encouraged to extend the topic with further
ideas and materials to suit their particular situation and the needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving
more or less guidance, shortening or extending activities, simplifying or editing material or closing some of the information gaps. Timing of the activities is at the
teachers discretion and should be incorporated into individual lesson planning.
Outline
The content aim is for learners to be able to understand and exchange information on everyday activities. The language aim is for learners to develop all four skills in
the target language. The teaching activities suggest a variety of methods for achieving the learning objectives. It is hoped that the materials and activities will be
thoroughly exploited in the classroom so that learners can gain real benefit from doing them and clearly move forward in their skills as well as grow in confidence. In
general, they are not materials or activities that should be rushed through, to get on to the next thing, which would cut out a lot of potential learning. The activities
include opportunities for information sharing, giving supportive peer feedback and providing scope for pairwork, groupwork and individual presentations. The degree
of confidence with which the learners achieve the learning objectives will depend on their starting point and the learning approach, with weaker learners needing
more time for examples and practice. It is hoped that teachers will be able to expand on the topic area as they judge best for their situation, with supplementary
ideas of their own. The learning resources are textbook and internet based. If teachers judge that learners need more help to achieve the learning objectives, it is
hoped they will extend the topic area at any stage with reinforcement activities.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.
Vocabulary Numbers, time, days and months, question words, reflexive verbs for daily routine, school life, school subjects, likes/dislikes, expressions of
obligation, food, health
Grammar Present tense of regular and irregular verbs, ser and estar, reflexive verbs, position and agreement of adjectives, possessive adjectives,
negatives, asking questions, tener que + infinitive, hay que + infinitive, the imperative, impersonal verbs, idiomatic verbs, revision of nouns

Home life and school
A1 Home life Learning objective: Learners will be able to understand and exchange information about their daily routine.
AO (Skill) Suggested teaching activities Learning resources
AO1 (Listening) Learners listen to an account of a young persons routine and match actions to times. (W) Cambridge IGCSE and International
(Basic) Certificate Spanish Foreign Language by
OHare, J and Lpez-Cascante, provides
AO2 (Reading) Learners are provided with a gapped text describing a young persons routine and are many listening and reading resources for this
required to fill the gaps with the appropriate verb in the appropriate form. Differentiation can topic as do many other course books.
be achieved by either providing the infinitive of the verb to be used next to the gap, requiring
learners to select the appropriate verb from a list or asking learners to decide for themselves www.hellomylo.com/
which verb would be appropriate. (I) (Basic/Challenging) Interactive matching, gap fill and reading
exercises to practise daily routine
AO3 (Speaking) Learners are provided with a Spanish school timetable. Working in pairs, learners can expressions. Basic vocabulary and grammar
describe a day to each other and their partner must be able to identify the correct day. exercises also available on this site.
Learners can then discuss which day in the timetable they would prefer and why. (G)
(Challenging) www.hellomylo.com/Basic/Spanish
Provides interactive exercises for revising
AO3/AO4 Learners choose or are given the name of a famous person that all learners are likely to numbers, time and daily routine.
(Speaking/Writing) know. They invent a typical daily routine taking into account the characteristics of that person.
They present this description to the class and the other learners must guess who the famous
person is. Alternatively, the class can ask questions to find out the identity of the mystery
person. This could also be a writing activity, A day in the life of (I/W) (Extended)
AO4 (Writing) Learners write a short paragraph describing their daily routine. (I) (Challenging)
A2 School Learning objective: Learners will be able to give and understand information about school, including school descriptions, subjects studied,
routine rules and regulations, likes and dislikes.
AO1 (Listening) The teacher provides learners with a short explanation of the school system in Spain or other Many course books provide information about
Spanish-speaking country. Learners are then invited to discuss similarities and differences with the education system in Spain or other
the school system in their own country. This can be followed up with a quiz/series of true/false or Spanish-speaking country. Information can
multiple choice questions to check understanding. (W) (Basic/Challenging) also be found online.
AO1 (Listening) Learners listen to a young person describing their timetable and fill in the missing subjects. (W)
(Basic) www.bbc.co.uk/learningzone/clips/topics/seco

ndary/spanish/school.shtml
AO1/AO2 Learners revise vocabulary for clothes with flashcards or a simple matching game. Learners then Video clips about the school day in Spain.
(Listening/ read or listen to different opinions about school uniform. They then note in a grid the extent to
Reading) which they agree/disagree with these opinions and why. (I) (Basic/Challenging) www.hellomylo.com/
Online exercises to revise school subjects and
AO3 (Speaking) Learners revise the vocabulary for school subjects with flashcards or a simple matching game. opinions of them.
Learners are then provided with a Spanish timetable. Working in pairs, learners can describe a
day to each other and their partner must be able to identify the correct day. Learners can then www.espanol-extra.co.uk
discuss which day on the timetable they would prefer and why. (G) (Basic) Vocabulary games to learn/revise topics of
school rooms, uniform, school subjects and
AO3/AO4 Learners revise schoolrooms with flashcards or a simple matching game. Learners are then opinions of them.
(Speaking/Writing) provided with a map of their school and asked to label the different areas of the school. They can

then invent a role play in pairs with one learner as a visitor of the school asking questions and the http://oye.languageskills.co.uk/index.html
other providing a tour of the school and the answers. (G) (Basic) Various listening and reading activities and
games about school.
AO2/AO4 Learners are provided with some examples of opinions of school subjects and are asked to sort
(Reading/Writing) them into positive and negative opinions. They could then be asked to add some of their own. (I) Cambridge IGCSE and International
(Basic/Challenging) Certificate Spanish Foreign Language
provides fairly extensive material on these
AO3/AO4 Learners write an account of their favourite/least favourite school day, including opinions and aspects of the topic in Topic Area C.
(Speaking/Writing) justification for these. Some learners can also describe what their ideal school day would be, with
the possibility of presenting these to the class and having a class vote for the best one. (I/W) 0530 past examination papers:
(Extended) Jun 2011 Paper 42 Question 1(b) writing
exercise about school.

AO4 (Writing) Learners create a poster/web page/publicity brochure for their school or an imaginary school
describing the buildings, routine, school facilities, etc. Differentiation dependent on amount of Jun 2013 Paper 11 Question 17 listening
teacher support and outcome of task. (I) (Basic/Challenging) exercise about school.
AO2/AO4 Learners are provided with a text in which a young person describes the rules and regulations in
(Reading/Writing) their school. This could be a gap fill, be accompanied by questions in Spanish or require learners
to make notes on what is and isnt allowed in the school. They can then compare with their own
school and decide which they think is the most fair. (I/G/W) (Challenging)
AO4 (Writing) This is a good opportunity to attempt a class group writing exercise summarising what is good/bad
about the school and what could be changed, with each group focusing on one area of school life.
Suggestions can be pooled and a group version produced. Learners can then write their own

version independently. This could be in the form of a letter to the head teacher. Learners compare
their current school to any previous school they went to, in terms of location, size, facilities,
subjects, school rules, opinions and justifications. (G/W) (Extended)
Food, health and fitness
A3 Eating and Learning objective: Learners will be able to use and understand the language necessary to talk about food and drink. They will be able to
drinking give and understand information about food from different parts of the world.
AO1/AO4 Learners listen to descriptions of dishes and try and match them to photos being displayed or www.bbc.co.uk/languages/spanish/mividaloca

(Listening/Writing) on a worksheet. They then choose a typical dish from their country (or the teacher can Series of interactive videos on different topics
provide these to avoid too much repetition), write a short description of it and then present with printable vocabulary, grammar and
their description to their partner/group to see if they can guess what it is. (I/G) practice pages. Episodes 2, 5, 12 and 13
(Basic/Challenging) would be appropriate.
AO1 (Listening) Listening exercise in which young people talk about what they do not eat and the different www.ssl4you.blogspot.co.uk
reasons for that (allergies, religion, aiming to be healthy). Learners are required to decide Podcasts relating to food and eating habits in
who does not eat what and why. (I) (Challenging) Spain.
AO3 (Speaking) Learners are provided with texts in which young people talk about their eating habits and www.languagesonline.org.uk
their favourite food/typical food from their region, and answer questions in Spanish. This is a Various reading exercises and games to
good opportunity to revise food and meal vocabulary and add new more sophisticated practise vocabulary.

adjectives to describe food. (I) (Basic)

0530 past examination paper:
AO3 (Speaking) Learners work in pairs and ask each other questions about their eating habits. This type of Nov 2011 Paper 23 Question 26 writing
speaking exercise can be very guided (with the teacher providing the questions and a frame exercise in which candidates are asked to
for the answers) or more learner-led with the teacher just providing the main points for answer questions about food in their country.
discussion. (G) (Basic/Challenging)
AO3/AO4 Do a class survey to see who has a healthy diet. Learners work first in small groups and then
(Speaking/Writing) feedback their results to the rest of the class. There can then be a class discussion on what
learners should do to maintain a healthy lifestyle. Learners can report the results in a piece of
writing comparing their own eating habits to that of the whole class. This would also be an
opportunity for learners to create posters to promote healthy eating. (G/W/I) (Challenging)

A4 Health and Learning objective: Learners will be able to give and understand information about health and discuss the importance of maintaining a
fitness healthy lifestyle.

AO4 (Writing) Learners are provided with a picture of a human body to be labeled. This can be done in the www.languagesonline.org.uk
form of a timed competition in teams with the team managing to label the most body parts Reading activities on diet and well-being.
correctly in a certain length of time being the winners. (I/G) (Basic)
www.espanol-extra.co.uk
AO1 (Listening) Learners listen to people talking about various ailments and are required to note the body Vocabulary exercises on the topic of health
part that is causing the problem. This will enable the expressions me duele(n) and tengo and healthy living.
dolor de to be introduced/revised. (I) (basic)
0530 past examination papers:
AO2 (Reading) Learners are given a list of ailments and remedies and are required to match them Jun 2012 Paper 21 Questions 1115
appropriately. (I) (basic) reading exercise about being healthy.
AO1/AO3 Learners listen to conversations taking place at a doctors surgery/chemist and answer Jun 2013 Paper 3 RP Cards 2, 5, 8 RP B

(Listening/ questions on the ailments and the remedies. They can then in pairs perform role plays at the visit to the doctor.
Speaking) doctors or at the chemists. (I/G) (Challenging)
Nov 2012 Paper 3 RP Cards 1, 2, 3 RP A at
AO1/AO4 Learners listen to people describing what they do to stay in good health and note their the pharmacy.
(Listening/Writing) answers in the grid provided by the teacher. They then write a summary of the answers and
give their opinion on what the most efficient methods are. (I) (Challenging) Nov 2012 Paper 3 RP Cards 2, 5, 8 RP B
conversation with doctors receptionist.
AO3 (Speaking) The teacher provides learners with a grid containing different questions about healthy living
and lifestyles. This grid acts as the board for the game. Learners work in groups of three or www.glovico.org/syllabus/Spanish/lesson17
four, each group has a dice and each learner has a counter. Learners take it in turns to roll Activities on the topic of at the doctors
the dice and move their counter forward the appropriate number of spaces. If the learner is covering all four skills.
able to give an adequate answer to the question on which he has landed he may play again.

If not, the next learner takes his turn. The player who gets to the end of the questions first is www.glovico.org/syllabus/Spanish/lesson18
the winner. (G) (Challenging) Activities on the topic of well-being covering
all four skills.
AO4 (Writing) Learners should now be ready to complete a writing exercise that will enable them to use
language learnt in the course of this topic area. This could be a poster or leaflet promoting a Cambridge IGCSE and International
healthy lifestyle, an article for a school magazine warning of the danger of eating too much Certificate Spanish Foreign Language
fast food/not doing enough exercise, a letter to the head of the school recommending provides fairly extensive material on these
changes to the meals at school. (I) (Extended) aspects of the topic in Topic Area E.

Topic Area B Personal and social life

Context
It would be useful to teach this topic at the beginning of the Cambridge IGCSE course and it could be taught either immediately before or immediately after Topic
Area A, as it will revisit much of the vocabulary and many of the basics previously covered in a preparatory course. When planning when to teach some parts of this
topic, teachers may wish to consider dates in the calendar year of the most significant festivals and special occasions for their particular learners. In terms of
grammar, this topic provides plenty of opportunities for revising and manipulating past, present and future tenses, as well as introducing the conditional tense if
appropriate. Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is assumed that the teacher will
structure open and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry out preparatory exercises of
their own if learners lack experience or skills for the activity. The teacher is encouraged to extend the topic with further ideas and materials to suit their particular
situation and the needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less guidance, shortening or
extending activities, simplifying or editing material or closing some of the information gaps. The timing of the activities is at the teachers discretion and should be
incorporated into individual lesson planning.
Outline
The content aim is for learners to be able to understand and exchange information on themselves, their families as well as their leisure and holiday activities.
Teachers are reminded that the subject of families can be a sensitive one and that it may be useful to plan to use resources that take into account all types of family
units represented in their teaching group. The language aim is for learners to develop all four skills in the target language. The teaching activities suggest a variety of
methods for achieving the learning objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom so that learners can gain real
benefit from doing them and clearly move forward in their skills as well as grow in confidence. In general, they are not materials or activities that should be rushed
through, to get on to the next thing, which would cut out a lot of potential learning. The activities include opportunities for information sharing, giving supportive peer
feedback and providing scope for pairwork, groupwork and individual presentations. The degree of confidence with which the learners achieve the learning
objectives will depend on their starting point and the learning approach, with weaker learners needing more time for examples and practice. It is hoped that teachers
will be able to expand on the topic area as they judge best for their situation, with supplementary ideas of their own. The learning resources are textbook and internet
based. If teachers judge that learners need more help to achieve the learning objectives, they may extend the topic with reinforcement activities.
Teaching time
Vocabulary Family members, friends and friendship, pets, colours, appearance, personal characteristics, countries and nationalities, rooms, furniture and
fittings, kitchen utensils, household tasks, hobbies and leisure activities, entertainment, making suggestions/excuses, accepting and refusing,
restaurants/cafs including meals, menus and possible problems, festivals and special occasions, holidays, transport, holiday accommodation
Grammar Present tense of regular and irregular verbs, simple future, reflexive verbs in past, position and agreement of adjectives, adverbs, reflexive
pronouns, disjunctive pronouns, negatives, asking questions, comparatives and superlatives, interjections.
Extension: conditional and imperfect tenses

Self, family and personal relationships
B1 Self, family, Learning objective: Learners will be able to understand and exchange information about themselves, their families and friends (including
pets, personal household pets).
relationships
AO1 (Listening) Learners revise vocabulary to describe appearance and personal characteristics (through Cambridge IGCSE and International
matching or memory games). Learners then listen to young people describing themselves Certificate Spanish Foreign Language Unit 1
and match to pictures. (I/W) (Basic)
www.glovico.org/syllabus/Spanish/lesson3
AO2/AO3 Learners are provided with a text in which a young person describes themselves and their Activities on the topic of my family covering
(Reading/ family and answer questions on the text. This can provide them with a model for describing all four skills.
Speaking) their own family, either as a written or oral presentation to be shared with the rest of the
class. Similar activities including information about friends and pets can also be envisaged. www.bbc.co.uk/schools/gcsebitesize/spanish/
(I/W) (Basic/Challenging) Activities covering all four skills.
AO2 (Reading) Learners read sentences about family relationships (using verbs such as parecerse a, www.languagesonline.org.uk
llevarse con, tratar, molestar) and then adapt them for themselves. (Challenging) Reading and writing activities on the topic of
my family.
AO3/AO4 Learners choose or are given the name of a Spanish-speaking personality (sportsperson,
(Speaking/Writing) singer, actor, etc.), find out personal information about him/her (date and place of birth, www.hellomylo.com/Basic/Spanish/SP_L0_M
physical description etc.) and his/her family (name and nationality of parents, number of 2.2
brothers and sisters, etc.). This information can be presented as a poster or an oral Revision and practice of vocabulary covered
presentation to the class. (I/W) (Challenging) in this topic.
AO4 (Writing) Learners read extracts from a Spanish problem page with letters about friends and family www.bbc.co.uk/learningzone/clips/topics/seco
relationships and then write their own letters. This could be adapted to a pairwork task where ndary/spanish/self_family_and_friends.shtml
one learner writes a letter explaining their problem and their partner writes an answer to it. Video clips on the topic of self, family and
(I/G) (Extended) friends.
AO2 (Reading) Learners are given the names/pictures of famous people (real or fictional) and are asked to 0530 past examination paper:
say whether they think that person would make a good friend or not, justifying their opinion. Jun 2012 Paper 21 Questions 1725
This could lead to a class debate and vote on which personality would be the best friend reading exercise about problems with a
material. (I/W) (Challenging) girlfriend.
B2 House and Learning objective: Learners will be able to give and seek information about peoples homes and rooms and they will be able to discuss
home household tasks.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

relationships
my family.

Topic Area C The world around us

Context
It would be useful to teach this topic after Topic Area A and/or B as it affords learners the opportunity to use a variety of tenses which will have been revised at the
beginning of the Cambridge IGCSE course. Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is
assumed that the teacher will structure open and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry
out preparatory exercises of their own if learners lack experience or skills for the activity. The teacher is encouraged to extend the topic with further ideas and
materials to suit their particular situation and the needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less
guidance, shortening or extending activities, simplifying or editing material or closing some of the information gaps. Timing of the activities is at the teachers
discretion and should be incorporated into individual lesson planning.
Outline
The content aim is for learners to be able to understand and exchange information about their home town and local area including urban and natural environments
and travel and transport. The language aim is for learners to develop all four skills in the target language. The teaching activities suggest a variety of methods for
achieving the learning objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom so that learners can gain real benefit from
doing them and clearly move forward in their skills as well as grow in confidence. In general, they are not materials or activities that should be rushed through, to get
on to the next thing, which would cut out a lot of potential learning. The activities include opportunities for information sharing, giving supportive peer feedback and
providing scope for pairwork, groupwork and individual presentations. The degree of confidence with which the learners achieve the learning objectives will depend
on their starting point and the learning approach, with weaker learners needing more time for examples and practice. It is hoped that teachers will be able to expand
on the topic area as they judge best for their situation, with supplementary ideas of their own. The learning resources in this topic area are textbook and internet
based. If teachers judge that learners need more help to achieve the learning objectives, it is hoped they will extend the topic at any stage with reinforcement
activities.
Teaching time
Vocabulary The local places in the town/countryside, countries, environment, weather, directions, shops, shopping (food and clothes), post office, bank,
lost property, numbers, time, travel and transport vocabulary, forms of transport, enquiries about transport, buying tickets etc., railway/bus
station and airport facilities, private and public transport.
Grammar Revision of present, preterite, imperfect and future tenses, imperative, adjectives, pronouns, comparatives, superlatives, impersonal verbs.
Extension: the passive.

Home town and local area
C1 Home town Learning objective: Learners will be able to give and seek information about the local area.
and
geographical
surroundings
AO1/AO2 Learners revise vocabulary necessary for talking about places in a town. Learners then listen Cambridge IGCSE and International
(Listening/Reading) to and/or read texts in which people are talking about their towns and do various Certificate Spanish Foreign Language Unit 1
comprehension/gap fill exercises on them. (W) (Basic)
www.hellomylo.com/Basic/Spanish
AO3 (Speaking) In small groups learners take it in turns to describe a town, each adding a sentence to the Provides interactive exercises for revising
description. Each member of the group must repeat what has gone before and add a new places in town.
sentence. The winner is the member of the group who can remember all parts of the
description. (G) (Challenging) www.espanol-extra.co.uk/
Vocabulary tests on home town and local
AO3 (Speaking) Learners interview each other about the region they come from. They can be provided with area.
suitable questions or write their own. (G) (Basic/Challenging)
AO4 (Writing) Learners produce an leaflet, brochure or web page about their own town or their favourite Activities to revise the topic of my region.
town. They can look at websites of towns in Spanish-speaking countries for inspiration. (I)
(Challenging) 0530 past examination papers:
Nov 2011 Paper 42 Question 1(b) writing
AO3 (Speaking) Learners are provided with a text based on peoples experience and opinion of living in the exercise about what there is for young people
town and the countryside. They list the advantages and disadvantages of each type of in your town.
lifestyle. (I/W) (Basic)
Jun 2013 Paper 11/12/13 Questions 2732
AO3 (Speaking) Learners work in small groups to produce a radio show style debate about living in the town listening exercise about moving from the town
or country. They can be given different roles: Presenter, guest for the town, guest for the to the countryside.
country, guest with mixed opinion. They practise their debate and perform for the class. (G)
(Extended) Jun 2013 Paper 42 Question 1(a) writing
exercise about your town.
C2 Shopping Learning objective: Learners will be able to give and seek information about different shops. They will be able to understand information and
give their own opinions on clothes and fashion.

and
geographical
surroundings
AO1/AO2 Learners revise shop names by matching names to pictures. This can be done as a simple Cambridge IGCSE and International
(Listening/Reading) matching or a memory game. They can then be given a list of items, either as a reading or a Certificate Spanish Foreign Language Unit 5
listening resource. Learners are required to match the items to the shops. Shops and items
will be chosen in order to revise a wide range of vocabulary, including food. (I) (Basic) www.glovico.org/syllabus/Spanish/lesson15/
Exercises about shopping using all four skills.
AO1/AO2 Learners listen to and/or read a series of dialogues taking place in various different shops.
(Listening/Reading) The dialogues should be chosen in order to explore a number of different situations: talking www.elcorteingles.es/
about preferences, finding out about prices, etc. Learners are given a number of tasks such Website of Spanish department store El Corte
as gap fills, matching sentence halves, true/false, multiple-choice. (I/W) (Basic/Challenging) Ingls.
AO3 (Speaking) In pairs, learners invent their own dialogues, with one learner playing the role of the www.hellomylo.com/Challenge/Spanish/SP
salesperson and the other learner being the customer. These dialogues can be practised and Learners choose and write about items for a
performed in front of the class. (G) (Basic/Challenging) website.
AO4 (Writing) Learners are given two minutes to write the names of different shops. They give the list to www.bbc.co.uk/languages/spanish/mividaloca
their partner who then writes down a product, which can be found from each shop. (G) Video clips about shopping. Episodes 6, 12
(Challenging) and 17.
AO3 (Speaking) Learners are given a plan of a department store or big shopping centre, labeled with the 0530 past examination papers:
names of different floors and departments. They are asked to find the equivalent in Spanish Jun 2012 Paper 3 Role Play Cards 1, 4, 7 RP
of different words and expressions. They can then be given a list of items and must decide in B returning an item to a shop.
which department they can be bought. (I/W) (Challenging)
Nov 2012 Paper 3 Role Play Cards 7, 8, 9 RP
AO3 (Speaking) Learners compare the advantages and disadvantages of different shopping facilities such as A at the market.
local markets, supermarkets, hypermarkets and shopping centres. This could be done as a
brainstorming session with learners sharing ideas. (G/W) (Challenging) Jun 2011 Paper 3 Role Play Cards 1, 2, 3 RP
A at the fruit and vegetable shop.
AO2/AO3 Learners are provided with expressions necessary for enquiring about clothes, prices, sizes,
(Reading/ exchanges and reimbursements. They practise using the expressions by doing exercises
Speaking) such as sentence half matching, gap fills and reordering dialogues. Learners can then invent
their own dialogues and perform them to the class. (G/W) (Challenging)

and
geographical
surroundings
AO1/AO2 Learners listen to and or read about young people discussing fashion and shopping habits
(Listening/Reading) and complete a series of comprehension exercises. They are then asked to express their own
views on the importance of clothes and fashion. (I) (Extended)
AO3 (Speaking) Learners interview each other about shopping habits and fashion choices. This could lead to
a class survey with results displayed in the classroom. (G/W) (Challenging)
AO4 (Writing) Learners can practise different tenses by writing about past, future or ideal shopping
experiences. They could also be asked to describe a particularly disastrous or successful
shopping trip, including opinions and explanations enabling them to employ new vocabulary.
(I) (Extended)
C3 Public Learning objective: Learners will be able to use and understand the relevant vocabulary related to banks, post office, lost property office and
services police station.
AO2 (Reading) Learners are provided with expressions necessary for dialoguing in banks and post offices. www.hellomylo.com/Basic/Spanish/SP_L0_M
This can be in the form of sentence half matching, reordering jumbled dialogues or find the 4.4
Spanish activities. (E) (Basic) Exercises related to the police and
emergencies.
AO3 (Speaking) Learners perform appropriate role play tasks and invent their own dialogues. They can be
given particular roles such as the angry or absent-minded customer/bank manager to make www.languagesonline.org.uk
the tasks more amusing. (G)(Challenging) Reading activities related to the post office
and emergencies.
AO1 (Listening) Learners listen to recordings of dialogues in lost property offices or police stations. They are
asked to note details such as the item lost, its description, where and when it was lost, etc. http://oye.languageskills.co.uk/intermediate/ye
(I/W) (Challenging) ar10/12645.html
Exercises to practise lost property vocabulary.
AO3 (Speaking) Learners invent and perform dialogues at the lost property office or the police station. (G)

and
geographical
surroundings
(Challenging)
AO4 (Writing) Learners imagine a situation in which they have lost or found an item and write an account of
what happened. This is a good opportunity for revising and practising the difference between
perfect and imperfect tenses. (I) (Extended)

Natural and made environment
C4 (and C5) Learning objective: Learners will be able to give and seek information about problems affecting the environment such as climate change and
Natural pollution and remedial measures such as conservation and recycling.
environment
AO2/AO3 Key vocabulary is introduced by providing learners with a numbered list of environmental www.ecopibes.com/
(Reading/ problems. They are asked to classify these problems into different categories: la Website about the environment aimed at
Speaking) contaminacin, la deforestacin, las especies en peligro de extincin, el calentamiento young people.
global. This can lead to discussion as some problems may fit more than one category.
Learners then match these problems to possible solutions. (W) (Basic/Challenging) www.fundacion-
biodiversidad.es/inicio/mediateca/biodiver/bio
AO2/AO3 Learners prioritise their top five problems and five possible solutions. This could lead to a diver-para-ninyos/biodiver-para-ninyos-juegos
(Reading/ class survey in which learners vote which are the worst problems and what solutions can be Games about the environment in Spanish.
Speaking) offered. (W) (Challenging)
www.hellomylo.com/
AO1/AO2 Learners read or listen to a series of news reports about natural disasters and do a series of Interactive reading activities based on the
(Listening/Reading) exercises such as gap fill/find the Spanish/true or false. This can be done as a whole class environment.
activity, or in small groups. In this case different news reports can be given to different groups
and then they can report back to the class as a whole. (G/W) (Challenging) www.glovico.org/syllabus/Spanish/lesson24/
Activities about the environment covering all
AO2/AO4 Learners read accounts of what young people in Spain or other Spanish-speaking country do four skills.
(Reading/Writing) to help protect the environment. They then write a paragraph of what they do at present and
then what they could do to help. (I) (Challenging) www.espanol-
extra.co.uk/quizlet/quizletvocablearning.htm
AO4 (Writing) Learners make environmental awareness posters where they present the dangers of climate Vocabulary quiz about the environment.
change and what should and shouldnt be done. (I) (Challenging)
AO4 (Writing) Learners write an account in the past of an environmental awareness week at school, saying Jun 2012 Paper 11/12/13 Question 15
what happened during the week and what their reactions to it were. (I) (Extended) listening exercise about recycling.
C5 Weather Learning objective: Learners will be able to give and seek information about the weather.
AO2 (Reading) Learners revise expressions used to talk about the weather. They are then given a series of Cambridge IGCSE and International
expressions and they sort them into good and bad weather expressions. (I/W) (Basic) Certificate Spanish Foreign Language Unit 4

environment
www.hellomylo.com/
AO2 (Reading) Learners match weather symbols to the expressions. (I/W) (Basic) www.eltiempo.es/
Information about weather in Spain.

environment
www.hellomylo.com/
AO1 (Listening) Learners listen to short statements about the weather and match the statements to different
weather symbols. Language for discussing temperatures can also be introduced/revised www.hellomylo.com/
here. (I/W) (Basic) Reading exercises about the weather.

environment
www.hellomylo.com/
AO1 (Listening) Learners revise vocabulary for geography of a Spanish-speaking country and the vocabulary www.bbc.co.uk/languages/spanish/mividaloca/
needed to refer to compass points. Learners then listen to weather forecasts and indicate the ep21/

environment
www.hellomylo.com/
weather in different regions by drawing or matching weather symbols to different places on Short interactive video about the weather.
the map. (I/W) (Challenging)

environment
www.hellomylo.com/
AO3 (Speaking) Learners are given two different weather maps. Working in pairs, they must ask each other
questions about the weather to try and find out what the weather is like on each others maps.
(G) (Challenging)

environment
www.hellomylo.com/
AO3 (Speaking) Learners invent a weather forecast for the coming weekend, which they practise and then
perform in front of the class. (I/W) (Challenging)

environment
www.hellomylo.com/
AO2/AO4 Learners read an account of a day out during which the weather changed for the worse. They
can be asked to identify the weather expressions in the past or it can be a gap fill with

environment
www.hellomylo.com/
(Reading/Writing) learners required to complete the text with appropriate verbs. Learners can then be asked to
write their own account of a disastrous weather day, saying what happened and what their
reactions to it were. (I) (Extended)

environment
www.hellomylo.com/
C6 Finding the Learning objective: Learners will be able to give and seek directions.
way

environment
www.hellomylo.com/
AO3 (Speaking) Learners are provided with a map of a town and in pairs practise asking the way to different www.hellomylo.com/Basic/Spanish/SP_L0_M

environment
www.hellomylo.com/
places. This can be turned into an information gap exercise with learners being provided with 4.3
different versions of a map. Their objective in asking each other questions will be to complete Interactive exercises for practising locations
the gaps in their map by the end of the exercise. (G) (Basic/Extended) and directions.

environment
www.hellomylo.com/
AO1 (Listening) Learners listen to short texts and write down the final destination of each person. (W) (Basic) http://oye.languageskills.co.uk/intermediate/ye
ar10/12653.html

environment
www.hellomylo.com/
AO3 (Speaking) Labels of different places in a town are placed around the classroom walls. Learners take it in Exercises to practise directions and places in
turn to describe the different places and move around the room. (G) (Challenging) town.

environment
www.hellomylo.com/
AO3/AO4 Learners write out a set of directions telling a Spanish-speaking friend how to get to different www.bbc.co.uk/languages/spanish/mividaloca/
(Speaking/Writing) places in a town. This can be done in a dialogue practising the t form of the imperative. To ep03/
practise the usted form, learners could perform role plays in a tourist office, in which a tourist Interactive video clip based on directions.

environment
www.hellomylo.com/
comes to ask for directions. (G) (Extended)

environment
www.hellomylo.com/
People, places and customs

environment
www.hellomylo.com/
C7 Meeting Learning objective: Learners will be able to make arrangements to meet people.
people

environment
www.hellomylo.com/
AO2 (Reading) Learners match pictures of places with correct phrases revising prepositions (delante de, Cambridge IGCSE and International

environment
www.hellomylo.com/
enfrente de, al lado de etc.) (I) (Basic) Certificate Spanish Foreign Language Unit 2
AO1 (Listening) Learners listen to recording of young people making arrangements to meet up, and fill in a

environment
www.hellomylo.com/
grid with the type of activity, day, time and place. (I) (Challenging)
AO1/AO2/AO3 Learners read or listen to a conversation of young people making arrangements to meet and

environment
www.hellomylo.com/
(Listening/Reading/ complete gap fill exercise. They then use this as a basis for their own role play. (G)
Speaking) (Challenging)

environment
www.hellomylo.com/
C8 Places and Learning objective: Learners will be able to seek and exchange information about festivals and customs in other countries.
customs

environment
www.hellomylo.com/
AO2 (Reading) Learners are provided with a list or pictures of world festivals and customs. They match them www.cuandopasa.com

environment
www.hellomylo.com/
to a short description of the event and the country in which it takes place. (I) (Challenging) Website about popular festivals around the
world.
AO4 (Writing) Learners classify the places and customs in order of preference, justifying their answer. This

environment
www.hellomylo.com/
can be used for a class survey. (I/W) (Basic/Challenging)
AO2/AO4 Learners research a particular festival or custom and present their findings to the class. (I/W)

environment
www.hellomylo.com/
(Reading/Writing) (Challenging/Extended)
AO4 (Writing) Learners write an account of a particular festival or custom they witnessed. They describe

environment
www.hellomylo.com/
what happened and what their reactions to it were. (I) (Extended)
C9 Travel and Learning objective: Learners will able to give and seek information about different types of journey. They will be able to discuss the

environment
www.hellomylo.com/
transport environmental impact of transport. Learners will be able to seek and give information about travel arrangements (times, prices, etc.).

environment
www.hellomylo.com/
AO2 (Reading) Learners revise different means of transport and appropriate prepositions with a simple Cambridge IGCSE and International
matching exercise. (W) (Basic) Certificate Spanish Foreign Language Unit 4

environment
www.hellomylo.com/
AO1 (Listening) Learners listen to young people discussing transport for different purposes and complete www.languagesonline.org.uk
comprehension exercises as well as making notes of which means of transport they take and Reading tasks at the station.
why. (W) (Basic)

environment
www.hellomylo.com/
www.hellomylo.com/Basic/Spanish/SP_L0_M
AO2 (Reading) Learners read texts about transport choices of young people and complete a series of 4.3
comprehension exercises. (W) (Basic) Exercises based on getting around town.

environment
www.hellomylo.com/
AO3/AO4 Learners answer a series of questions, either providing oral answers in pairs or written 0530 past examination papers:
(Speaking/Writing) answers about their own transport choices and the reasons for their choice. (G) Nov 2011 Paper 22 Questions 711 reading

environment
www.hellomylo.com/
(Challenging) exercise about travelling by train.
AO2 (Reading) Learners are provided with a series of sentences with possible solutions to the environmental Jun 2013 Paper 43 Question 1(b) writing

environment
www.hellomylo.com/
impact of travel and transport. They decide which should be done and which shouldnt. (W) exercise about transport in your town.
(Challenging)
Nov 2012 Paper 3 RP Cards 4, 5, 6 RP A

environment
www.hellomylo.com/
AO4 (Writing) Learners write an article about means of transport in their region and what could be done to booking a taxi.
improve them. (I) (Extended)
Section 1 Exercise 1 of the listening papers

environment
www.hellomylo.com/
AO2 (Reading) Learners revise station and airport vocabulary with a matching task. (W) (Basic) (Papers 11/12/13) often requires candidates to
note basic information about transport
AO1 (Listening) Learners listen to dialogues seeking and giving information about train journeys and flights arrangements: destination, price, time, means

environment
www.hellomylo.com/
and note relevant information. (W) (Challenging) of transport, etc.
AO3 (Speaking) Learners invent and practise role play style dialogues at the station and at the airport. (G)

environment
www.hellomylo.com/
(Extended)

Topic Area D The world of work

Context
It would be useful to teach this topic after Topic Area A in which school routine will have been revised at the beginning of the Cambridge IGCSE course. Teachers
can use the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is assumed that the teacher will structure open and
closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry out preparatory exercises of their own if learners
lack experience or skills for the activity. The teacher is encouraged to extend the topic with further ideas and materials to suit their particular situation and the needs
of their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less guidance, shortening or extending activities, simplifying
or editing material or closing some of the information gaps. Timing of the activities is at the teachers discretion and should be incorporated into individual lesson
planning.
Outline
The content aim is for learners to be able to understand and exchange information on their future education and career plans and the world of work in general. The
language aim is for learners to develop all four skills in the target language. The teaching activities suggest a variety of methods for achieving the learning
objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom so that learners can gain real benefit from doing them and clearly
move forward in their skills as well as grow in confidence. In general, they are not materials or activities that should be rushed through, to get on to the next thing,
which would cut out a lot of potential learning. The activities include opportunities for information sharing, giving supportive peer feedback and providing scope for
pairwork, groupwork and individual presentations. The degree of confidence with which the learners achieve the learning objectives will depend on their starting
point and the learning approach, with weaker learners needing more time for examples and practice. It is hoped that teachers will be able to expand on the topic
area as they judge best for their situation, with supplementary ideas of their own. The learning resources in this topic area are textbook and internet based. If
teachers judge that learners need more help to achieve the learning objectives, it is hoped they will extend the topic at any stage with reinforcement activities.
Teaching time
Vocabulary Exams, work experience placement jobs, the world of work, unemployment, aspects of work, future plans
Grammar Expressions for saying what you plan to do, revising the future tense, revising the conditional tense, revising the imperfect tense, pronouns,
adverbs

Continuing education
D1 Further Learning objective: Learners will be able to give and seek information about exams and preferences for future study. They will be able to
education and discuss exam preparation and revision. They will be able to exchange information and opinions about work experience.
training
AO2 (Reading) Learners are provided with a short text reminding them of the school and exam system in Cambridge IGCSE and International
Spain or other Spanish-speaking country. This can be used to revise/introduce school and Certificate Spanish Foreign Language Unit 3
exam vocabulary and allow learners to make a comparison with the exam system in their
own country. (W) (Basic) www.donquijote.org/culture/spain/society/cust
oms/education-in-spain_es.asp
AO2 (Reading) Learners read texts in which young people talk about their studies and future plans. They Explanation of the school system in Spain.
have a series of sentences and must identify who says what. This group of texts could
include young people from different countries to enable further comparisons. (I/W) (Basic) www.estudiantes.info/tecnicas_de_estudio/ex
amenes/examenes_index.htm
AO2 (Reading) Learners read texts in which young people talk about their revision techniques and do a Information about exam revision and revision
series of exercises: find the Spanish/true or false, etc. (I/W) (Challenging) techniques.
AO3 (Speaking) In pairs, learners draw up a list of top revision tips. These can then be shared with the class 0530 past examination paper:
in a brainstorming session. (G/W) (Extended) Jun 2013 Paper 3 RP Cards 1, 2, 3 RP A
checking in on a course at a language
AO4 (Writing) Learners write a short article about themselves which should mention the exams they will be academy.
taking, what they will be doing to revise, and what their plans are in the near and more
distant future in terms of studies and careers. (I) (Challenging)
AO1/AO2 Learners read and listen to young people talking about work experience they have done.
(Listening/Reading) Learners note information about the placement such as where and when it took place, the
tasks that were carried out, the young persons opinion of their placement and if they can
see themselves in that job in the future. (I/W) (Challenging)
AO3 (Speaking) In pairs, learners ask and answer questions about previous or future work experience
placements. Questions can be taken from reading or listening resources already used,
provided by the teacher or made up by the learners. (G) (Challenging)
AO4 (Writing) Learners write an (imaginary) account of a work experience placement, including where it
was, what they did and their reaction to it. (I) (Extended)
Careers and employment

training
D2 Future Learning objective: Learners will be able to give and seek information about preferences for work and careers.

training
career plans

training

training
AO2 (Reading) Learners revise job vocabulary by matching jobs with places or areas of work. (W) (Basic) Cambridge IGCSE and International

training
Certificate Spanish Foreign Language Unit 3

training
AO1 (Listening) Learners listen to people talking about their choice of jobs and note the reasons for their

training
choice. (I/W) (Basic/Challenging) www.glovico.org/syllabus/Spanish/lesson19/

training
Exercises about professions and occupations

training
AO2 (Reading) Learners are provided with a list of jobs and match them with advantages and disadvantages. covering all four skills.

training
(I/W) (Basic)

training
www.languagesonline.org.uk

training
AO3 (Speaking) In pairs, learners interview each other about their future plans, what sort of job they hope to Reading exercises about work.

training
have and why. (G) (Challenging)

training

training
AO4 (Writing) Learners write about their ideal job. (I) (Extended) Activities to revise the topic of jobs using all

training
four skills.

training

training
0530 past examination paper:
training
Jun 2012 Paper 22 Questions 1726
training
reading exercise about jobs.
training
D3 Employment Learning objective: Learners will be able to discuss different aspects of a job, including part-time jobs and pocket money.
training
training
AO2 (Reading) Learners match different jobs to a list of qualities considered necessary for doing each job. www.bbc.co.uk/learningzone/clips/topics/seco
training
(I/W) (Basic) ndary/spanish/jobs_and_careers.shtml
training
Video clips about jobs and careers.
training
AO2/AO3 Part-time jobs can be introduced with a matching or brainstorming activity to come up with
training
(Reading/ different types of part-time jobs and the main tasks involved. (W) (Basic) 0530 past examination papers:
training
Speaking) Nov 2011 Paper 23 Questions 3342
training
reading exercise about male models.
training
AO1/AO2 Learners read or listen to a series of short texts in which young people explain their
training
(Listening/Reading) motivation for having a part-time job and their opinions. (I/W) (Challenging) Jun 2012 Paper 22 Questions 3135
training
reading exercise about a fashion designer.
training
AO3/AO4 Learners sort the different opinions into positive and negative opinions. (I/W) (Basic)
training
(Speaking/Writing) Jun 2012 Paper 22 Questions 1115 reading
training
exercise about young people and money.
training
AO4 (Writing) Learners write an article about a part-time or summer job they have had. They should
training
describe what the job involved and what they thought about it. (I) (Extended)
training
Languages and communication in the work place
training
D4 Learning objective: Learners will be able to use the language necessary to find out information about and to make an application for a job.
training
Communication
training
and language at
training
work
training
training
AO2 (Reading) Learners are provided with different job advertisements including the type of job, main tasks, Cambridge IGCSE and International
training
salary and requirements. They complete comprehension exercises, which can include Certificate Spanish Foreign Language Unit 3
training
matching requirements and/or candidates to the appropriate advertisement. (I/W) (Basic)
training
http://trabajos.com/
training
AO2 (Reading) These advertisements can be used for identifying some of the main vocabulary needed for Website with job offers that could be used as a
training
communication at work through find the Spanish or matching activities. (I/W) (Basic) stimulus for writing letters of application.
training
training
AO1 (Listening) Learners listen to young people talking about their jobs, what they do, the qualities needed for www.glovico.org/syllabus/Spanish/lesson20/
training
that line of work, what they like and what they dislike about their job. (I/W) (Challenging) Exercises about job adverts and applying for
training
jobs covering all four skills.
training
AO3 (Speaking) Learners classify the advertisements by order of preference, deciding which of the jobs they
training
would most like to apply for and which they would least like to apply for. They must be 0530 past examination papers:
training
encouraged to give reasons for their choice. (I) (Challenging) Jun 2013 Paper 3 RP Cards 3, 6, 9 RP B
training
enquiring about a holiday job.
training
AO4 (Writing) Learners write an application letter for the job they have chosen. (I) (Extended)
training
Jun 2012 Paper 3 RP Cards 3, 6, 9 RP B
training
AO4 (Writing) As an alternative writing task, learners work in pairs, writing an advertisement for a job and enquiring about a holiday job in a bike shop.
training
writing an application letter to the advertisement. (G) (Extended)
training
training
AO4 (Writing) Learners are given a curriculum vitae (CV) and write their own using the same headings as
training
the model. (I) (Basic)
training
training
AO3 (Speaking) In pairs, learners create job interview dialogues, with one person being the interviewer and
training
asking the questions and the other being the interviewee. (G) (Extended)
Topic Area E The international world

Context
It would be useful to teach this topic area after the Topic Areas A to D as it revises and expands on much of the material covered throughout the Cambridge IGCSE
course. Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is assumed that the teacher will
structure open and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry out preparatory exercises of
their own if learners lack experience or skills for the activity. The teacher is encouraged to extend the topic with further ideas and materials to suit their particular
situation and the needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less guidance, shortening or
extending activities, simplifying or editing material or closing some of the information gaps. Timing of the activities is at the teachers discretion and should be
incorporated into individual lesson planning
Outline
The content aim is for learners to be able to understand and exchange information on the international world and give them the opportunity to develop further ideas
covered in earlier parts of the course. The language aim is for learners to develop all four skills in the target language. The teaching activities suggest a variety of
methods for achieving the learning objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom so that learners can gain real
benefit from doing them and clearly move forward in their skills as well as grow in confidence. In general, they are not materials or activities that should be rushed
through, to get on to the next thing, which would cut out a lot of potential learning. The activities include opportunities for information sharing, giving supportive peer
feedback and providing scope for pairwork, groupwork and individual presentations. The degree of confidence with which the learners achieve the learning
objectives will depend on their starting point and the learning approach, with weaker learners needing more time for examples and practice. It is hoped that teachers
will be able to expand on the topic area as they judge best for their situation, with supplementary ideas of their own. The learning resources in this topic area are
textbook and internet based. If teachers judge that learners need more help to achieve the learning objectives, it is hoped they will extend the topic at any stage with
reinforcement activities.
Teaching time
Vocabulary Holidays, transport, emergencies, warnings and accidents, weather and climate, Spanish-speaking countries, food and drink, meeting people,
social media, global problems, charities and volunteer work
Grammar Revision of present, preterite, imperfect, present perfect, future and conditional tenses, introduction of the pluperfect tense, the passive,
comparatives and superlatives, reported speech, imperative, present and imperfect subjunctive
Tourism at home and abroad
E1 Holiday Learning objective: Learners are able to give and seek information about travel and holidays.
travel and
transport
AO3 (Speaking) Learners brainstorm different types of holidays and reasons for going on holiday. They put Cambridge IGCSE and International
these in order of preference and justify their choice. (I/W) (Basic) Certificate Spanish Foreign Language Unit 4
AO1 (Listening) Learners listen to people talking about different types of holidays. They note the advantages www.tripadvisor.es/
and disadvantages of each holiday. (I/W) (Challenging) Holiday review site providing examples of
good and bad holiday experiences that can be
AO2 (Reading) Learners read some texts about past holidays and travel experiences. They are asked to used for comprehension.
identify positive and negative comments. This would also be a good opportunity to identify
preterite, imperfect, perfect and pluperfect tenses and discuss their formation and use in this 0530 past examination papers:
context. (I/W) (Challenging) Jun 2013 Paper 3 RP cards 1, 4, 7 RP B
problem in hotel room.
AO3 (Speaking) Learners interview each other about a recent holiday experience with questions provided by
the teacher or their own. Questions should include what was good and what was bad about Jun 2013 Paper 41 Question 1(a) writing
the holiday. (G) (Challenging) exercise about holiday plans.
AO4 (Writing) Learners write an account of a past holiday experience. They should include what happened Nov 2012 Paper 43 Question 2 writing
and their reactions to it. (I) (Extended) exercise about why you had to return home
early from a holiday.
AO1 (Listening) Learners listen to conversations about accidents in various circumstances. They note
information about when, where and how the accidents happened. (I/W) (Challenging) Nov 2012 Paper 43 Question 1(a) writing
exercise about a camping holiday.
AO3 (Speaking) Learners work in pairs. One learner is given pictures, such as, weather symbols, types of
transport, a place in a town etc. The other must ask questions in order to find out the details. Nov 2011 Paper 22 Questions 1320
(G) (Challenging) reading exercise about holidays.
E2 Geographical Learning objective: Learners will be able to give and seek information about different geographical areas.
surroundings
AO2 (Reading) Learners are provided with texts describing contrasting geographical areas accompanied by Cambridge IGCSE and International
some pictures. Having matched the pictures to the texts they complete exercises such as true Certificate Spanish Foreign Language Unit 4
or false, identify the country which , find the Spanish. (I/W) (Basic)
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
travel and
transport
surroundings
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Scheme of work

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 2

Recommended prior knowledge

This scheme of work covers the following topics:

Assessment objectives (AO)

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 3

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V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 5

Topic Area A Everyday activities

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 6

AO (Skill) Suggested teaching activities Learning resources

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 7

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 8

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 9

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 10

AO (Skill) Suggested teaching activities Learning resources

Food, health and fitness

AO (Skill) Suggested teaching activities Learning resources

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AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 12

AO (Skill) Suggested teaching activities Learning resources

adjectives to describe food. (I) (Basic)

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 13

AO (Skill) Suggested teaching activities Learning resources

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 14

AO (Skill) Suggested teaching activities Learning resources

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AO (Skill) Suggested teaching activities Learning resources

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AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 17

Topic Area B Personal and social life

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AO (Skill) Suggested teaching activities Learning resources

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AO (Skill) Suggested teaching activities Learning resources

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AO (Skill) Suggested teaching activities Learning resources

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AO (Skill) Suggested teaching activities Learning resources

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AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 24

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 25

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 26

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 27

AO (Skill) Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Spanish (Foreign Language) (0530) from 2015 28

AO (Skill) Suggested teaching activities Learning resources

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