📚 Year 10 WJEC Spanish: Cross-Curricular Integrated Skills Practice | 威尔士联合考试局十年级西班牙语：跨学科综合题型训练
In the WJEC GCSE Spanish specification, students are increasingly expected to combine listening, speaking, reading, and writing with content that draws from multiple disciplines. Cross-curricular integrated skills practice not only deepens your understanding of Spanish but also reinforces knowledge from geography, history, science, and the arts. This article provides a series of practical training exercises designed specifically for Year 10 learners, each blending language skills with another school subject. By working through these examples, you will build confidence in tackling the mixed-style tasks that appear in both the foundation and higher tier papers.
在 WJEC GCSE 西班牙语考试大纲中，学生越来越需要将听、说、读、写技能与来自多个学科的内容结合起来。跨学科综合技能训练不仅能加深你对西班牙语的理解，还能巩固地理、历史、科学和艺术等学科的知识。本文提供了一系列专为十年级学生设计的实用训练练习，每一项都将语言技能与另一门学科相融合。通过这些示例，你将更有信心应对基础卷和高级卷中出现的混合题型。
1. Spanish + Geography: Using Climates and Landscapes | 西班牙语+地理：运用气候与景观
Geography offers a rich context for Spanish practice. Start by reading a short text about a Spanish-speaking country's climate. For example: "Colombia tiene una geografia diversa: la costa caribena es calida y humeda, mientras que en los Andes hace frio y hay nieve." This integrates reading comprehension with geographical knowledge. You can then answer questions such as "¿Que tiempo hace en la costa caribena de Colombia?" to demonstrate understanding of weather vocabulary and comparative structures.
地理为西班牙语练习提供了丰富的语境。首先阅读一段关于某个西语国家气候的短文。例如：“Colombia tiene una geografia diversa: la costa caribena es calida y humeda, mientras que en los Andes hace frio y hay nieve.”（哥伦比亚地理多样：加勒比海岸炎热潮湿，而安第斯山区则寒冷有雪。）这融合了阅读理解和地理知识。然后你可以回答诸如“¿Que tiempo hace en la costa caribena de Colombia?”的问题，展示对天气词汇和比较结构的掌握。
For integrated speaking, describe a photograph of a landscape using compass points and physical features: "En el norte hay montanas rocosas y en el sur se ve un desierto arido." Pair work can ask learners to guess the country based on a partner's description. This mirrors the photo card task in the WJEC speaking assessment while recycling terms from geography lessons.
在口语综合练习中，使用方位词和自然特征描述一张风景照片：“En el norte hay montanas rocosas y en el sur se ve un desierto arido.”（北部有岩石山脉，南部可见干旱沙漠。）两人一组可以互相猜测对方描述的是哪个国家。这模拟了 WJEC 口语评估中的图片卡片任务，同时反复运用地理课上学到的术语。
2. Spanish + History: Narrating Past Events and Historical Figures | 西班牙语+历史：叙述历史事件与人物
WJEC reading papers often include biographies of famous Spanish-speaking personalities. A cross-curricular approach uses the preterite and imperfect tenses to recount historical events. Read this extract: "Frida Kahlo nacio en 1907 en Mexico. Cuando era joven, sufrio un grave accidente que cambio su vida. Pinto muchos autorretratos porque queria expresar su dolor." Then complete a timeline or table classifying verbs into preterite and imperfect – a task that sharpens both grammatical awareness and historical sequencing.
WJEC 阅读卷常包含西语国家名人的传记。跨学科方法使用简单过去时和过去未完成时来叙述历史事件。阅读这段文字：“Frida Kahlo nacio en 1907 en Mexico. Cuando era joven, sufrio un grave accidente que cambio su vida. Pinto muchos autorretratos porque queria expresar su dolor.”（弗里达·卡洛 1907 年出生于墨西哥。年轻时遭遇了一场改变她一生的严重事故。她画了许多自画像，因为她想表达自己的痛苦。）然后完成一个时间线或动词分类表，将动词归入简单过去时或过去未完成时——这项任务既强化语法意识又练习了历史时间排序。
Listening exercises can feature a podcast about a historical celebration, such as 'El Dia de los Muertos'. Students note key dates, origins and symbols, then write a summary in English and answer comprehension questions in Spanish. This multi-step activity mirrors WJEC listening tasks that demand extracting specific details and recognising time expressions like "hace cien anos" or "en el siglo XIX".
听力练习可以播放关于“亡灵节”等历史性节日的播客。学生记录关键日期、起源和象征物，然后用英语写摘要并用西班牙语回答理解题。这种多步骤活动反映了 WJEC 听力任务的要求：提取具体细节，并识别诸如“hace cien anos”（一百年前）或“en el siglo XIX”（在 19 世纪）等时间表达。
3. Spanish + Science: Healthy Eating and the Human Body | 西班牙语+科学：健康饮食与人体
The topic of health draws directly from biology. A combined reading and writing exercise could present a chart showing the nutritional content of a typical Spanish meal, such as "una tortilla de patatas contiene proteinas, hidratos de carbono y grasas". Students must write a short report recommending a balanced diet, using structures like "es importante consumir..." and "se debe evitar...". This aligns with WJEC writing tasks on healthy lifestyle while reinforcing scientific categorisation.
健康主题直接源于生物学。一项读写综合练习可以展示一张图表，列出典型西班牙餐食的营养成分，例如 “una tortilla de patatas contiene proteinas, hidratos de carbono y grasas”（西班牙土豆饼含有蛋白质、碳水化合物和脂肪）。学生必须写一份简短的报告，推荐均衡饮食，使用如“es importante consumir...”（摄入...很重要）和“se debe evitar...”（应该避免...）等结构。这符合 WJEC 关于健康生活方式的写作任务，同时巩固了科学分类知识。
Add a listening component: play a recording of a doctor giving advice to a patient. Questions might ask for the symptoms mentioned ("tengo fiebre, tos y dolor de cabeza") and the prescribed remedies. Afterwards, role-play a pharmacy conversation where you buy medicine. The activity integrates scientific vocabulary (virus, sintoma, antibiotico) with transactional language, exactly as tested in the WJEC speaking role-play scenario.
加入听力环节：播放一段医生给病人建议的录音。问题可能要求找出提到的症状（“tengo fiebre, tos y dolor de cabeza”— 我发烧、咳嗽、头疼）和处方。之后角色扮演在药房买药的对话。该活动将科学词汇（病毒、症状、抗生素）与事务性语言相结合，正如同 WJEC 口语角色扮演场景的考查方式。
4. Spanish + Mathematics: Numbers, Dates and Simple Statistics | 西班牙语+数学：数字、日期与简单统计
Numerical literacy is essential in WJEC Spanish exams, particularly in the listening paper where prices, times and percentages appear frequently. Cross-curricular training involves interpreting a bar chart on, for instance, "actividades de tiempo libre entre jovenes espanoles". Students read the statistics and answer questions like "¿Que porcentaje de jovenes practica deporte?" or "¿Cuantos chicos prefieren jugar a videojuegos?" before writing a comparative paragraph. This merges data interpretation with the language of comparison ("mas que", "menos que", "el mayor porcentaje").
数字素养在 WJEC 西班牙语考试中至关重要，尤其是在听力卷中，价格、时间和百分比频繁出现。跨学科训练包括解读一幅条形图，例如“西班牙年轻人的休闲活动”。学生阅读统计数据，回答诸如“¿Que porcentaje de jovenes practica deporte?”（练习体育的年轻人占百分之几？）或“¿Cuantos chicos prefieren jugar a videojuegos?”（有多少男孩更喜欢玩电子游戏？）等问题，然后写一段比较性文字。这结合了数据解读和比较语言（“mas que”、“menos que”、“el mayor porcentaje”）。
In the listening component, play a series of announcements featuring opening times and ticket prices: "La exposicion abre a las 9:30 y cierra a las 18:00. La entrada cuesta 7,50 euros para adultos y 4,20 para ninos." Students calculate the total cost for a family or determine how long the exhibition stays open. This directly trains the numerical reasoning demanded by WJEC past papers, while also reinforcing the 24-hour clock and currency expressions.
在听力部分，播放一系列包含开放时间和票价的公告：“La exposicion abre a las 9:30 y cierra a las 18:00. La entrada cuesta 7,50 euros para adultos y 4,20 para ninos.”（展览上午 9:30 开放，18:00 关闭。成人票价 7.50 欧元，儿童 4.20 欧元。）学生计算一个家庭的总花费或展览开放的时长。这直接训练了 WJEC 历年真题所要求的数字推理能力，同时巩固了 24 小时制时间表达和货币表达。
5. Spanish + Art: Describing Paintings and Music | 西班牙语+艺术：描述绘画与音乐
Art provides a stimulus for spontaneous speaking and writing. Show students a famous painting by a Spanish-speaking artist, such as "El Guernica" by Pablo Picasso. Ask them to describe what they see, using adjectives for shapes, colours, and emotions: "Veo figuras distorsionadas, colores oscuros y una sensacion de tristeza." This prepares learners for the photo card element of the WJEC oral exam, encouraging extended answers beyond simple sentences.
艺术为即兴口语和写作提供了刺激素材。向学生展示一幅西语国家著名画作，例如毕加索的《格尔尼卡》。要求他们描述所见内容，使用形容形状、颜色和情感的词汇：“Veo figuras distorsionadas, colores oscuros y una sensacion de tristeza.”（我看到扭曲的人形、暗沉的色调和一种悲伤感。）这为 WJEC 口语考试中的图片卡片环节做好准备，鼓励学生给出超出简单句的扩展回答。
Music can be explored through a reading comprehension about a singer like Shakira. A text might discuss her origins, style, and charitable work. Learners extract information to complete a profile card and then write a short review of a song, expressing opinion with phrases like "me encanta el ritmo" or "la letra es profunda". This sequence blends cultural awareness, reading, and writing – exactly the integrated approach WJEC rewards.
音乐可以通过阅读一篇关于歌手夏奇拉的短文来探索。文章可能讨论她的出身、音乐风格和慈善工作。学生提取信息填写人物卡片，然后写一篇简短的歌曲评论，使用“me encanta el ritmo”（我喜欢这节奏）或“la letra es profunda”（歌词有深度）等表达观点的短语。这一序列融合了文化意识、阅读和写作——正是 WJEC 所青睐的综合方法。
6. Spanish + Literature: Analysing a Short Poem or Story | 西班牙语+文学：分析短诗或故事
Literary texts are not just for A Level; simplified poems can help Year 10 students grasp mood and narrative. Take a short poem like "La luna" by Federico Garcia Lorca. After listening to a recitation, students identify key nouns, adjectives, and verbs. Then they illustrate the scene described, translating the imagery into a drawing. This multisensory task deepens comprehension and makes literary language accessible, supporting the literary extract questions that occasionally appear in WJEC reading papers.
文学作品不限于 A Level；简化的诗歌也能帮助十年级学生把握情感和叙事。以加西亚·洛尔迦的短诗《La luna》为例。听完朗诵后，学生找出关键名词、形容词和动词。然后他们将所描写的场景画出来，将意象转化为图画。这种多感官任务加深了理解，使文学语言变得平易近人，为应对 WJEC 阅读卷中偶尔出现的文学节选问题提供支持。
Write a collaborative mini-story: each student adds a sentence in Spanish to continue the plot, using connectives like "de repente", "luego", "por eso". The story must include a problem and a resolution. Afterwards, the class analyses the use of tenses. This exercise strengthens creative writing skills, a valuable asset for the WJEC writing task where you may be asked to narrate an event or invent a story.
合作编写一个微型故事：每位学生用西班牙语添加一句话来推进情节，使用“de repente”（突然）、“luego”（然后）、“por eso”（因此）等连接词。故事必须包含一个问题和解决方案。之后，全班分析时态的运用。这项练习加强了创意写作能力，这对于 WJEC 写作任务中可能需要你叙述事件或编故事的题目来说是宝贵的技能。
7. Spanish + ICT: Researching Spanish-Speaking Cultures Online | 西班牙语+信息技术：在线研究西语国家文化
Digital literacy meets language learning when students research a Spanish-speaking city using trusted websites in Spanish. Assign a project: find three facts about Barcelona, Mexico City, or Buenos Aires, noting the URL, author, and date to evaluate source reliability – a skill from ICT lessons. Then present findings in a short Spanish paragraph, citing the source with "Segun...". This task trains the WJEC reading skill of scanning for details while embedding responsible digital research habits.
当学生使用可靠的西语网站研究一个西语城市时，数字素养与语言学习便相遇了。布置一个项目：找出关于巴塞罗那、墨西哥城或布宜诺斯艾利斯的三个事实，记录网址、作者和日期以评估信息来源的可靠性——这是信息技术课上的技能。然后用西班牙语写一小段文字展示研究发现，使用“Segun...”（根据...）引用来源。这项任务训练了 WJEC 阅读中扫读细节的技能，同时嵌入了负责任的数字研究习惯。
An integrated speaking and IT task: record a short video tour of your own town or school in Spanish, adding captions and labels with a free editing tool. Share with the class and ask challenge questions, such as "¿Que hay al lado del gimnasio?" This mimics the WJEC speaking presentation while utilising ICT skills for creating and editing content, and it gives teachers a realistic speaking portfolio piece.
综合口语与 IT 任务：用西班牙语录制一段自己家乡或学校的短视频导览，用免费编辑工具添加字幕与标注。与全班分享并提出挑战性问题，例如“¿Que hay al lado del gimnasio?”（体育馆旁边有什么？）这模拟了 WJEC 口语展示，同时运用了 ICT 技能来创作和编辑内容，并为教师提供了一个真实的口语作品集素材。
8. Spanish + Social Studies: Environmental Issues | 西班牙语+社会科学：环境问题
Environmental topics bridge Spanish and social studies. Present a fact sheet in Spanish about recycling in Costa Rica: "Costa Rica recicla el 60% de sus residuos plasticos. El gobierno ha instalado contenedores especiales en todas las comunidades." Students use the data to create a mind map with branches for causes, actions, and consequences, labelling each branch with Spanish headings. The visual organisation aids vocabulary retention and prepares for the extended writing task on global issues that frequently features in WJEC Unit 4.
环境主题连接了西班牙语与社会科学。提供一份关于哥斯达黎加回收情况的西班牙语说明：“Costa Rica recicla el 60% de sus residuos plasticos. El gobierno ha instalado contenedores especiales en todas las comunidades.”（哥斯达黎加回收 60% 的塑料废物。政府在所有社区都安装了专用容器。）学生利用数据创建思维导图，分为原因、行动和后果三个分支，每个分支用西班牙语标注标题。视觉化的组织有助于词汇记忆，并为应对 WJEC 第四单元中经常出现的全球议题长篇写作任务做好准备。
For the speaking element, debate using "a favor/en contra": "¿Es necesario prohibir las bolsas de plastico?" Pupils research arguments in Spanish, note down opinion phrases and evidence, then hold a structured discussion. This directly practises the WJEC group interaction or general conversation component, while deepening understanding of sustainability through the lens of geography and civics.
口语环节使用“a favor/en contra”（赞成/反对）进行辩论：“¿Es necesario prohibir las bolsas de plastico?”（有必要禁止塑料袋吗？）学生用西班牙语研究论据，记下观点表达和证据，然后进行有组织的讨论。这直接练习了 WJEC 的小组互动或一般会话部分，同时通过地理和公民教育的视角加深了对可持续发展的理解。
9. Integrated Listening Practice: A Podcast on Geography | 综合听力训练：地理主题播客
This exercise mimics the WJEC listening exam by combining geography content with question types found in past papers. Play a recorded podcast describing the Galapagos Islands: "Las Islas Galapagos pertenecen a Ecuador y estan situadas en el oceano Pacifico. Tienen una biodiversidad unica, con especies como las tortugas gigantes y los pinguinos." Students listen twice: first to identify the overall topic and where the islands are; second to note three examples of local fauna. After listening, they fill in a gap-fill summary in Spanish and translate key vocabulary into English, such as "biodiversidad", "pertenecen", "situadas".
此练习模拟 WJEC 听力考试，将地理内容与真题中的问题类型相结合。播放一段描述加拉帕戈斯群岛的播客：“Las Islas Galapagos pertenecen a Ecuador y estan situadas en el oceano Pacifico. Tienen una biodiversidad unica, con especies como las tortugas gigantes y los pinguinos.”（加拉帕戈斯群岛属于厄瓜多尔，位于太平洋。它们拥有独特的生物多样性，有巨龟和企鹅等物种。）学生听两遍：第一遍识别总体主题和群岛位置；第二遍记录三个当地动物示例。听力结束后，用西班牙语完成一篇摘要填空，并将诸如“biodiversidad”、“pertenecen”、“situadas”等关键词汇翻译成英文。
The final step is a cultural comparison: students write a short paragraph comparing the Galapagos ecosystem with a local natural park, using phrases like "en comparacion con..." or "a diferencia de...". This mirrors the cross-cultural reflection encouraged in WJEC mark schemes and ties together listening comprehension, note-taking, and written production in one seamless task.
最后一步是文化比较：学生写一小段文字，将加拉帕戈斯生态系统与当地一家自然公园进行比较，使用“en comparacion con...”（与...相比）或“a diferencia de...”（与...不同）等短语。这反映了 WJEC 评分标准中鼓励的跨文化反思，并将听力理解、笔记和写作产出一气呵成地结合在一个任务中。
10. Integrated Reading Practice: A Historical Biography | 综合阅读训练：历史人物传记
Select a simplified biography of a historical figure such as Simon Bolivar. The text: "Simon Bolivar fue un lider militar venezolano que lucho por la independencia de varios paises sudamericanos en el siglo XIX. Creia en la unidad latinoamericana y es conocido como 'El Libertador'." After reading, students answer multiple-choice questions to test factual recall (dates, places) and also respond to inference questions like "¿Por que es importante Bolivar para la historia de America Latina?" This dual-layer questioning develops the higher-order thinking skills that distinguish higher-tier performances.
选取一段关于西蒙·玻利瓦尔等历史人物的简化传记。文章：“Simon Bolivar fue un lider militar venezolano que lucho por la independencia de varios paises sudamericanos en el siglo XIX. Creia en la unidad latinoamericana y es conocido como 'El Libertador'.”（西蒙·玻利瓦尔是委内瑞拉军事领袖，在 19 世纪为多个南美国家的独立而战。他相信拉丁美洲团结，并被称为“解放者”。）阅读后，学生回答选择题以检验事实回忆（日期、地点），同时回答推理题，如“¿Por que es importante Bolivar para la historia de America Latina?”（玻利瓦尔对拉丁美洲历史为何重要？）这种双层提问发展了高阶思维能力，这是区分高级别表现的关键。
Extend the task by asking learners to write a diary entry from Bolivar's perspective after a key battle. They must use the preterite for completed actions and the imperfect for background details. Provide sentence starters: "Ayer fue un dia decisivo. Mientras los soldados descansaban, yo pensaba en...". This creative writing exercise consolidates knowledge of the independence movement and gives meaningful practice in tense contrast, a grammatical focus of the WJEC syllabus.
拓展任务：要求学习者以玻利瓦尔的视角，在关键战役后写一篇日记。他们必须用简单过去时描述完成的动作，用过去未完成时交代背景细节。提供句子开头：“Ayer fue un dia decisivo. Mientras los soldados descansaban, yo pensaba en...”（昨天是决定性的一天。当士兵们休息时，我在想...）。这项创意写作练习巩固了对独立运动的理解，并对时态对比进行了有意义的训练，这正是 WJEC 大纲的语法重点。
11. Integrated Writing Practice: A Scientific Report | 综合写作训练：科学报告
Year 10 learners can handle a simple scientific report by linking Spanish to experiments carried out in biology or chemistry class. Suppose they have studied the water cycle: "El ciclo del agua" – evaporacion, condensacion, precipitacion. Provide a diagram with Spanish labels and ask them to write a paragraph explaining the process using linkers: "Primero, el sol calienta el agua... Despues, el vapor sube a la atmosfera... Finalmente, la lluvia cae sobre la tierra." This exercises sequencing language and the present tense for describing natural laws, a pattern tested in WJEC writing tasks on processes or routines.
十年级学生可以通过将西班牙语与生物或化学课上的实验联系起来，完成一份简单的科学报告。假设他们学习了水循环：“El ciclo del agua”——蒸发、凝结、降水。提供一个带有西班牙语标签的图表，要求他们写一段话解释这个过程，使用连接词：“Primero, el sol calienta el agua... Despues, el vapor sube a la atmosfera... Finalmente, la lluvia cae sobre la tierra.”（首先，太阳加热水体...然后，水蒸气上升到大气层...最后，雨水降落到地面。）这锻炼了顺序性语言和描述自然法则的一般现在时，这是 WJEC 写作任务中有关流程或日常生活的考查模式。
For peer assessment, students swap reports and check for technical accuracy of both the scientific content and the Spanish grammar. A checklist can include: correct verb forms, appropriate scientific nouns (el vapor, la precipitacion), and smooth transitions. This cross-curricular feedback session reinforces collaborative learning and solidifies the connection between subject areas, showing that Spanish is a tool for communicating real knowledge, not just an abstract exercise.
进行同伴评估时，学生交换报告并检查科学内容与西班牙语语法的准确性。核查表可包含：正确的动词形式、恰当的科学名词（el vapor, la precipitacion）、流畅的过渡。这种跨学科反馈环节强化了协作学习，巩固了学科领域之间的联系，表明西班牙语是交流真实知识的工具，而不仅仅是抽象练习。
12. Top Tips for Cross-Curricular Spanish Learning | 跨学科西班牙语学习技巧精华
To make the most of cross-curricular practice, keep a bilingual topic journal. Whenever you encounter a new term in geography or science, write it down with its Spanish equivalent and an example sentence. For instance: "el terremoto" – earthquake: "Los terremotos son frecuentes en Chile." This habit not only builds specialised vocabulary but also creates a personal revision resource that links directly to WJEC themes. Set aside ten minutes after each relevant subject lesson to add two entries.
为了充分利用跨学科练习，准备一本双语主题日志。每当在地理或科学课上遇到新术语，将其与西班牙语对应词和一个例句一同记下。例如：“el terremoto” – earthquake：“Los terremotos son frecuentes en Chile.”（地震在智利很常见。）这个习惯不仅积累专业词汇，还创建了一份直接对接 WJEC 主题的个人复习资料。每次相关的学科课后留出十分钟，添加两个条目。
Another effective strategy is to use authentic Spanish-language sources from other disciplines. Watch a short educational video in Spanish about photosynthesis, listen to a Spanish weather forecast, or follow a Spanish recipe that requires measuring ingredients. These real-world applications train ear-tuning for numbers, scientific terms, and instructive language. Finally, practise the WJEC exam format regularly: after any cross-curricular input, always conclude with an exam-style question – a summary, a short translation, or a role-play. This loops the practice back to the assessment objectives, ensuring your integrated skills are directly transferable to the examination hall.
另一个有效策略是使用来自其他学科的真实西班牙语资源。观看一段关于光合作用的西班牙语教育短片，收听西班牙语天气预报，或者按照一份需要称量食材的西班牙语食谱来操作。这些真实应用能训练你适应数字、科学术语和指令性语言。最后，定期练习
Published by TutorHao | Year 10 西班牙语 Revision Series | aleveler.com
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