La vida en un país hispanohablante - Nivel A2

This worksheet aims to teach students how to actively monitor their own reading comprehension using structured self-check strategies

Content and methods: The worksheet introduces two self-monitoring tools through informational texts about caring for the planet. First, students apply the "Traffic Light Check" by moving a paper clip across colored indicators to rate their paragraph-by-paragraph understanding and identify comprehension breakdowns. Second, they use the "3-2-1 Quick Check" to extract three facts, formulate two open questions, and summarize the central idea in one sentence, followed by a peer discussion and a plenary question round.

Competencies:

• Reading comprehension and metacognitive self-monitoring
• Information extraction and summarization
• Question formulation and inquiry skills
• Collaborative peer exchange and communication

Target group: Grade 5 and above

Note: Each student will need a piece of paper and a paper clip to complete the activity. The progress checks should be completed on paper, not digitally.

Learning Objectives

The overarching learning objective is to develop students’ awareness and mastery of the characteristics of academic and subject-specific language, as well as to strengthen their ability to transform language. Students should learn to analyse typical features of academic texts (technical terminology, passive voice, and nominal style) according to defined criteria, reflect on their functional effects in terms of objectivity and how they guide the reader, and purposefully translate dense, nominalised academic language into clear, accessible verbal style using active voice.

Content and Methods

The worksheet introduces the key characteristics of academic non-fiction texts (technical terminology, passive voice, and nominal style) and combines text analysis with practical language exercises. Working with a subject-specific text, students first compile a glossary of technical terms with context-based definitions and distinguish between passive constructions and nominal style using a two-colour highlighting technique.

Building on this, they conduct a functional stylistic analysis to examine the intended effects of linguistic density and the author’s conveyed stance towards the subject matter. The worksheet concludes with an active language transformation task in which students rewrite a highly nominalised example sentence that omits the agent, turning it into dynamic active-voice sentences. This involves breaking down complex verb-noun constructions and explicitly introducing the actors performing the actions.

Competencies

• Linguistic and grammatical analysis: Confidently identifying and clarifying technical terminology, as well as recognising syntactic forms of linguistic compression (nominal style and passive constructions).
• Functional and stylistic judgement: Reflecting on the rhetorical effects and functions of linguistic distance, objectivity, and impersonal presentation in academic texts.
• Language transformation: Purposefully translating complex, agentless nominal constructions into clear, action-oriented active sentences using verbal style.
• Lexical comprehension: Deriving the meaning of unfamiliar or highly specialised technical terms from context and formulating concise definitions (glossary work).

Target Group and Level

Upper secondary school (advanced level).

This worksheet aims to provide students with a reliable methodological tool for systematically interpreting non-continuous texts—such as diagrams, tables, infographics, and charts—across various subjects. Learners will recognize that, unlike traditional continuous text, these formats cannot simply be read linearly; rather, individual visual elements, numbers, and text blocks must be actively linked together. By systematically applying a 4-step plan, they develop the ability not only to accurately grasp complex data from a wide variety of subject areas but also to interpret it with subject-specific expertise and to critically evaluate the visual representation for its informative value.

Content and Methods:

The worksheet combines methodological guidance with a structured, step-by-step approach. After a brief introduction to the variety of discontinuous texts (including line charts, bar charts, pie charts, data series in tables, thematic maps, and complex diagrams), students develop a systematic 4-step plan. This plan guides them through the analysis process like a detective:

• Step 1: Orient & Describe: Students identify the topic, type of representation (diagram, table, etc.), axis labels, and symbols used.
• Step 2: Analyze & Interpret: This involves recognizing patterns and trends, accurately reading values (including maximums and minimums) while specifying the units, and comparing different data sets.
• Step 3: Explain & interpret: The focus here is on context- or theory-based interpretation; students connect notable features with their prior knowledge and subject-specific expertise and learn to strictly distinguish between pure observation and interpretation.
• Step 4: Critical Analysis: In the final step, learners evaluate the design of the presentation, such as the selection of data, visual distortions caused by truncated scales, or the relationship between percentages and absolute numbers. The process concludes with a visually organized “cheat sheet” that concisely summarizes the four steps of analysis for future work with other discontinuous texts.

Competencies:

Students can...

• identify and explain various types of discontinuous texts (e.g., different types of diagrams, tables, charts) and recognize that the reader must independently connect the information presented.
• navigate complex graphical and tabular representations across disciplines by purposefully identifying and describing key elements such as titles, axes, units, colors, and symbols.
• objectively analyze depicted patterns, trends, and extreme values (maximum/minimum), compare groups with one another, and precisely read values in relation to their units.
• Interpret selected data trends from a technical perspective, derive theory-based causes for them, and clearly distinguish in their formulations between objective observation and their own interpretation.
• Critically evaluate the design of diagrams, tables, or infographics by questioning aspects such as data selection, axis scales that appear manipulative, or the informative value of absolute numbers versus percentages.

Target audience and level: Grade 8 and above

Note: This worksheet is designed as a universal methodological tool. It provides students with a subject-independent 4-step framework for analyzing non-continuous texts. A non-continuous text is required to use this worksheet.

This worksheet aims to provide students with a solid understanding of the significance and function of academic language and to help them practice actively using it in subject-specific instruction. Students will recognize that academic language serves as an essential tool for presenting complex topics in an objective, impersonal, and precise manner, and that the ability to switch between everyday language and academic language is a key skill. Through guided practice in translating everyday observations into formal language, they learn to use subject-specific linguistic tools, to put their own thoughts into writing in a structured manner, and to reflectively evaluate their own learning process and linguistic expression.

Content and Methods:

The worksheet combines cognitive awareness, guided writing practice, independent text production, and self-evaluation. After an introductory informational text on the distinction between everyday language and academic language, as well as an introduction to subject-specific language tools (e.g., for cause-and-effect relationships, hypothesis formation, or evaluations), learners gradually translate given everyday statements into logically structured academic language. They then apply this translation technique to their own current course material and reflect on the advantages and challenges of academic language formulation. The module concludes with a structured self-assessment matrix designed to evaluate their own language competencies and identify remaining learning needs.

Competencies:

Learners can...

• identify the difference between everyday language and academic language and explain the importance of precise technical language for subject-matter understanding.
• identify and purposefully apply specific subject-specific language tools (e.g., phrasing guides for descriptions, justifications, and analyses).
• systematically translate colloquial observations into precise, factual, and logically structured sentences using formal language.
• structure their own conceptual ideas derived from current classroom activities and independently put them into writing using appropriate technical terms.
• critically reflect on their own language translation process and evaluate their individual strengths and areas for development in the use of formal language.

Target Audience and Level:

Grade 8 and above

The goal of this worksheet is to enable students to independently identify and critically examine manipulative marketing strategies in retail. Using a specific case study, they will develop the theoretical foundation needed to distinguish between genuine sustainability promises and deliberate consumer deception, so they can make informed, independent consumer decisions in their daily lives.

Content and Methods: The content focuses on the definition and strategic characteristics of greenwashing, its psychological impact, and an analysis of legal consequences. Methodologically, the worksheet combines an image-based case analysis with in-depth journalistic text analysis. A video-based summary of theoretical categories of deception and a practical, criteria-based checklist serve to reinforce knowledge and facilitate active application to students’ own consumer behavior.

Competencies:

Analytical Competence: Students can systematically deconstruct visual design elements, price placements, and advertising messages in digital user interfaces.

Substantive Competence: They understand the definition of the technical term “greenwashing” and can distinguish between vague marketing phrases and verifiable sustainability labels.

Critical thinking skills: Students are able to critically evaluate the discrepancy between corporate sustainability reports and actual environmental impacts.

Reflective thinking skills: They can critically examine their own susceptibility to manipulative sales strategies and identify alternative courses of action.

Target audience and grade level: Intermediate (8th-10th grade)

Objective: This worksheet aims to provide students with basic information about a country as a travel destination and to enable them to talk about their own vacation experiences.

Content and Methods: It describes the geography, climate, sights, and the importance of tourism within the country. Methods include reading comprehension, true/false questions, and a structured writing task about the students’ own vacations.

Competencies:

• Reading comprehension
• Geographical knowledge
• Written expression

Target Audience and Level: Spanish learners at A1 level

Objective: This worksheet aims to help learners understand the pros and cons of a particular profession and prepare them for a job interview.

Content and Methods: A text describes the profession, including its advantages and disadvantages. A dialogue scenario for a job interview serves as a basis for learners to practice in a role-play. Detailed role cards provide guidance on emotions and goals. A checklist supports preparation for the job application.

Competencies:

• Vocational knowledge: Understanding the requirements of the profession
• Communication: Preparing for and conducting a job interview
• Self-reflection: Reflecting on one’s own abilities

Target group and level: Spanish learners at A2 level

Objective: This worksheet aims to familiarize students with linguistic diversity in Spanish. It is designed to raise awareness of the coexistence of Spanish and other languages in Spanish-speaking regions and to encourage students to engage creatively with the topic of multilingualism.

Content and Methods: A text explains the linguistic situation in a Spanish-speaking region. It also addresses new language trends such as Spanglish and neologisms. The worksheet includes multiple-choice questions, word identification exercises, and a creative group activity in which students are asked to invent their own language.

Competencies:

Linguistic knowledge: Understanding of multilingualism and language contact

Critical thinking: Reflection on the development of languages

Creativity: Inventing words and a new language

Target audience and level: Spanish learners at A2 level

Objective: This worksheet aims to help students understand life in a Spanish-speaking country and enable them to describe their own country.

Content and Methods: It covers attitudes toward life, social dynamics (generational conflicts, marginalized groups), migration, and the importance of tourism in a selected country. Methods include reading comprehension, selecting specific statements from the text, and a structured task to describe one’s own country.

Competencies:

• Reading comprehension
• Understanding of sociocultural and geographical aspects
• Written expression

Target group and level: Spanish learners at A2 level

Objective: This worksheet aims to help learners understand the advantages and disadvantages of media and encourage them to use it responsibly.

Content and Methods: It covers the opportunities and challenges of new and traditional media, as well as their various uses. Methods include reading comprehension, multiple-choice questions, filling out tables, and a group discussion.

Competencies:

• Reading comprehension
• Critical thinking about media
• Communication and discussion skills

Target audience and level: Spanish learners at A2 level