Some GCSE SPANISH translation resources...

The resources in this post were created based on texts taken from old GCSE Spanish papers, and which featured in a booklet uploaded to the Secondary MFL Matters Facebook group by Kate Jones. Here they are presented in the same order that they appear in Kate's booklet.

The images below are clickable and will open the menu for each resource in a separate browser tab. 

Each resource provides access to loads of translation-like activities. Scroll down the menu and click on the "Letters" option to see some translation-like resources requiring students to type in the Spanish translation, with different levels of support.

1) AQA June 2012,  Question 4 – Relationships

2) AQA June 2014, Question 2 – Carlos and his family

3) AQA June 2011, Question 7 – Future plans

4) Edexcel June 2013, Question 4 – Manolito Gafotas

5) AQA January 2013, Question 9 – New technologies

6) AQA June 2013, Question 6 – Horror films

7) AQA June 2012, Question 10 – A music festival to celebrate the end of exams

8) Edexcel June 2014, Question 8 – Healthy living

9) Edexcel June 2011, Question 5 – A letter of complaint

10) Edexcel June 2011, Question 7 – A Spanish omelette-making competition

11) AQA June 2011, Question 9 – Victoria’s birthday

12) Edexcel June 2011, Question 4 – Alejandro’s birthday


How to make vocab resources with a receptive focus - good for GCSE R/L revision

Vocab resources with a receptive (or input) focus ask the question "what does ... mean?" rather than "how do you say ...?"

The focus is on students' receptive skills (listening, reading) rather than on productive skills (speaking, writing), so they are less challenging for students. We want to know what they can understand rather than what they can produce themselves.

The screen image above shows a textivate Match resource which has the following characteristics:

  • The matching items are listed in the order L2 >>> L1
    This means that the target language item will be presented first, with students tasked with understanding the meaning (and looking for it in L1).

  • Text-to-speech has been added to the L2
    Provided that students make sure that TTS is turned on (which they can do on the activity screens), they will hear as well as see the target language word or phrase. TTS is added to the resource via the "Extras" tab. See this blog post all about TTS on textivate.

  • All output-focused activities have been removed
    This means that all of the activities present the L2 and test students understanding of the L2 word or phrase with reference to the L1. None of the activities require the student to spell anything, or work on re-building words in the L1. See this blog post about excluding particular activities from the textivate menu.
    To exclude all of the output-focused activities, simply select all of the activities listed on the bottom 2 rows in the "Extras" tab, as shown in the image below:

Here is a link to the resource shown above: GCSE French environment - RECEPTIVE


Why not set a Challenge each week based on this sort of resource? You could award prizes (according to your school's reward system) for the highest scorers, and you could require all students to score a specified minimum number of points each week (1000???). Doing this sort of thing regularly should make an impact on your students' receptive understanding of key vocab.

(See this blog post about Challenges on textivate)


Related posts:

How to make match resources with an output focus

Making a reading resource with multiple choice matching to check / reinforce comprehension.

This link opens the activity shown in the image above:

This is a cool way of checking and reinforcing understanding of key elements of a text. In this case it is a very short text, but the same principle could easily apply to any text.

What we have here is essentially a reading activity with a multiple choice matching activity. Note the following: