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Spanish phonics collection�

SSCs [l], [ll]

�Date updated: 12 / 02 / 21

Nick Avery / Victoria Hobson / Rachel Hawkes / Jack Peacock

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SSCs [l], [ll]

fonética

Introduction

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l

libro

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 1 minute

Aim: To introduce/consolidate SSC [l]

Procedure:�1. Present the letter(s) and say the [l] sound first, on its own. Students repeat it with you.�2. Bring up the word ”libro” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to open an imaginary book. �4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [l] sound, pronouncing ”libro” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in Spanish):

libro [230]�Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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l

libro

salir

lista

luego

[then]

palabra

luz

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 2 minutes

Aim: To introduce/consolidate SSC [l]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [l] and then the source word again ‘libro’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.�

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in Spanish): �libro [230]; salir [114]; lista [1189]; luego [150]; palabra [192]; luz [278]�Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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l

libro

salir

lista

luego

palabra

luz

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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l

libro

salir

lista

luego

palabra

luz

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ll

llamar

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 1 minute

Aim: To introduce/consolidate SSC [ll]

Procedure:�1. Present the letter(s) and say the [ll] sound first, on its own. Students repeat it with you.�2. Bring up the word ”llamar” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to bring an imaginary phone to your ear.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [ll] sound, pronouncing ”llamar” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in Spanish): �llamar [122]�Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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ll

llamar

llegar

llevar

ella

llave

amarillo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 2 minutes

Aim: To introduce/consolidate SSC [ll]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [ll] and then the source word again ‘llamar’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.�

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in Spanish): �llamar [122]; llegar [75]; llevar [101]; llave [1853]; amarillo [1381]�Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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ll

llamar

llegar

llevar

ella

llave

amarillo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ll

llamar

llegar

llevar

ella

llave

amarillo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Fonética

leer / hablar

60

Segundos

0

INICIO

luz

amarillo

llamar

palabra

salir

ella

llevar

lista

Phonics practice activity (we recommend doing either this or the next activity)

Timing: 1 minute

Aim: to gain confidence and fluency in saying words with [l] and [ll]

Procedure:

1. Pupils say the words alternately out loud with a partner, building up speed, over 1 minute’s intensive practice.

2. Pupils call in any order they like, but are not allowed to repeat the one they said in their last turn.�3. Teacher can circulate to listen into their SSC knowledge.

�Click on INICIO to start a one minute timer on the screen.

Word frequency (1 is the most frequent word in Spanish): �salir [114]; lista [1189]; palabra [192]; luz [278]; llamar [122]; llevar [101]; ella [72]; amarillo [1381]

Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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Fonética

leer / hablar

60

Segundos

0

INICIO

luz

amarillo

llamar

palabra

salir

ella

llevar

lista

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Fonética

leer / escribir

llave

lista

palabra

libro

llamar

llegar

Timing: 3 minutes

Aim: to correctly use SSCs [l] and [ll]

Procedure:

1. This can be done as a whole-class activity, or individually/in pairs.

2. The target SSC (L/ LL) is obscured in each word.

3. The teacher can say the word and ask students to write the missing letter(s).

4. To challenge students more, ask students to try to remember which source/cluster words with L and LL don’t appear here (e.g. amarillo, llevar, ella, luz, salir, luego), making sure to check their spelling and to also have students say them aloud.

5. Check understanding of the meanings of the words

Word frequency (1 is the most frequent word in Spanish): �llamar [122]; llegar [75]; llave [1853]; libro [230]; lista [1189]; palabra [192]

Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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SSCs [l], [ll]

fonética

Consolidation [1]

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ll�

llamar

llegar

llevar

ella

llave

amarillo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ll�

llamar

llegar

llevar

ella

llave

amarillo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ll�

llamar

llegar

llevar

ella

llave

amarillo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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l�

libro

salir

lista

luego

[then]

palabra

luz

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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l�

libro

salir

lista

luego

palabra

luz

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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l�

libro

salir

lista

luego

palabra

luz

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Escucha y completa las frases.

¿Las palabras tienen [L] o [LL]?

1

2

3

4

5

Es normal llamar por la mañana.

¿Qué tipo de palabra(s) es/son?

6

La persona sólo da libros amarillos a los chicos.

¿Dónde está la luz? ¡Está muy oscuro aquí!

¿Cómo está? … ¿Quién, ella? Está bien.

¿Tienes una lista de películas nuevas?

Salir los lunes por la noche no es normal.

¿Cómo se dice en inglés?

It’s normal to call in the morning.

Where’s the light? It’s very dark here!

The person only gives yellow books to the boys.

¿How is s/he? … Who, her? She’s well/fine.

Do you have a list of new films?

Going out on Monday nights isn’t normal.

nombre

verbo

adjetivo

nombre

pronombre

verbo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 6 minutes

Aims: to practise distinguishing between SSCs [ll] and [l]; to also improve word class recognition.

Procedure:

Ask students to write the missing word. Teachers click the number button to play the recording, and then click to show the missing words.
Then ask students to give the English translation of the sentence, and click to go through the answers.
Finally, students need to work out the word class of the phonics word from the options in the top right. Teachers click for the answers to be revealed.
There is an alternative to this activity on the next slide.

Notes:

All words included in this activity are previously taught vocabulary items or phonics words. ‘Normal’ [1000] is a cognate.

Weeks in which vocabulary items were taught:

mañana, noche – 2.1.4; dónde, está – 1.1.1; cómo, muy – 1.1.2; aquí, chico – 1.2.3; oscuro – 2.2.5; profesor/a – 1.2.2; sólo, amarillo – 2.1.3; da, a – 1.2.7; quién, bien – 1.1.6; tienes, nuevo – 1.1.4; película – 1.2.6; lunes – 2.2.3; no – 1.2.1

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Escucha y completa las frases.

¿Las palabras tienen [L] o [LL]?

1

2

3

4

5

Es normal llamar por la mañana.

¿Qué tipo de palabra(s) es/son?

6

La persona sólo da libros amarillos a los chicos.

¿Dónde está la luz? ¡Está muy oscuro aquí!

¿Cómo está? … ¿Quién, ella? Está bien.

¿Tienes una lista de películas nuevas?

Salir los lunes por la noche no es normal.

¿Cómo se dice en inglés?

It’s normal to call in the morning.

Where’s the light? It’s very dark here!

The person only gives yellow books to the boys.

¿How is s/he? … Who, her? She’s well/fine.

Do you have a list of new films?

Going out on Monday nights isn’t normal.

nombre

verbo

adjetivo

nombre

pronombre

verbo

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Escucha y escribe las palabras en la columna correcta.�Luego, escribe también la palabra en inglés.

[L]		[LL]
español	inglés	español	inglés

llave

botella

listo

regalo

iglesia

amarillo

tranquilo

caballo

paella

letra

julio

llamar

ready

letter

gift

church

calm

July

key

bottle

to call, calling

yellow

paella

horse

escuchar

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 4 minutes

Aim: to help students practise distinguishing between between the SSCs revisited this week, [LL] and [L].

Procedure:

Students listen to the recording and write down the words in the corresponding column. Then, students can write the meaning in English.
Play the recording by clicking on the speaker button. The recording can be paused if needed.
Click to show the show the answers which appear in the order in which words are said in the audio recording. The translations are then revealed by clicking after all the Spanish words have been revealed.

Notes

All words included in this activity are previously taught vocabulary items or phonics words. ‘Paella’ is a word that might be challenging. It has appeared in one activity in 2.2.3.

Weeks in which vocabulary items were taught:

listo [1684] – 1.1.2; letra [977]– 1.1.4; regalo [1986]– 1.2.7; iglesia [437]– 1.2.5; tranquilo [1073] – 1.1.2; julio [659]– 3.1.1; llave– SCC 1.1.4 and 3.1.3; botella [1878]– 1.1.5; llamar – SCC 1.1.4 and 3.1.3; amarillo [1381]– 2.1.3; caballo [907] – 1.1.5

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SSCs [l], [ll]

fonética

Consolidation [2]

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Fonética

escuchar / escribir

Escucha y escribe la palabra. ¿Es ‘l’ o ‘ll’? Luego, escribe la frase en inglés.

Las _________ en la _____ son ______.

Quiero_______ zapatos __________ .

____ va a ____, ______ va a ______.

Es importante ______ con las ______ .

Necesito ___ para _____ mi _____ .

¿Cuándo puedes _______?

llamar

luego

palabras

amarillos

llaves

salir

lista

llegar

llevar

libro

luz

1

2

3

4

5

6

I need light (in order) to read my book.

The words on the list are long.

I want to wear yellow shoes.

She is going to go out, then she is going to dance.

It is important to arrive with the keys.

When can you call?

leer

Ella

largas

bailar

Timing: 7 mins.

Aim: to accurately spell words that contain SSCs [l] and [ll]. Audio is provided to reinforce the sound of the SSC and to give a cue for correct spelling.

Procedure:

1. Students listen and write the missing words.

2. The teacher goes through the answers for each sentence, one by one, including eliciting the English meanings.

3. For additional reinforcement, the teacher can play the audio again each time so that students can listen and read at the same time.

Note: This sentence level transcription task includes some known words and some less familiar cluster words from Year 7 that were only used for phonics practice. As such, it is a hybrid phonics/vocabulary practice task.

Transcript:

Las palabras en la lista son largas.
Quiero llevar zapatos amarillos.
Ella va a salir, luego va a bailar.
Es importante llegar con las llaves.
Necesito luz para leer mi libro.
¿Cuándo puedes llamar?

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La llama amarilla llega tarde por la lluvia y no tiene llave. Llama a las otras llamas, pero no están. ��¿Por qué las otras llamas no llevan la llave a la llama amarilla?

hablar

La llama amarilla

1

2

3

A tonguetwister

Timing: 5 mins

Aim: to gain confidence in practising the SSC [ll] in sentences

Procedure:

The teacher first asks students to read the short text and think about what it means.
The teacher reads the text aloud in fragments, eliciting the meanings from students. Note that all words have been previously taught as vocabulary items or used for phonics practice. ‘Llama’ (animal) is a cognate.
Students then practise saying the sentence in pairs, at increasing speed.
The teacher can challenge students to listen to a native speaker read the text at three different speeds (1=slow; 3=very fast). Each time, students can be challenged to say it at the same speed.

Note: the personal ‘a’ is used with the verb ‘llamar’. This will be unfamiliar to students. However, it doesn’t need to be dwelt on; students are likely to still understand the sentence without knowing why it is used here.

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SSCs [l], [ll]

fonética

Consolidation [3]

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Fonética

escuchar / escribir

Lucía está hablando sobre cómo su familia celebra días especiales. Escucha y marca: ¿cuántas veces escuchas “l” y cuántas veces escuchas “ll”?

Remember:

1

2

A

B

polo

pollo

‘l’ sounds like this:

‘ll’sounds like this:

[ice lolly]

	¿Cuántas veces?	Las palabras
‘l’
‘ll’

9

5

relación,

pollo,

abuelos,

celebramos,

leche,

plato,

pelota,

colina,

sala

estrella,

calles,

castillo,

batallas

tranquilas,

Timing: 5 minutes

Aim: to differentiate sounds for ‘l’ and ‘ll’.

Procedure:

After listening to the recordings modelling both sounds, students listen to the recording once and tally how many times they hear ‘l’ and how many times they hear ‘ll’.
Students listen to the recording one more time to try and write down all the words including ‘l’ or ‘ll’.
Answers can be shown one by one.

Transcript:

Tenemos una buena relación con mis tíos y mis abuelos, así que muchas veces celebramos fiestas en casa. A veces mi padre cocina pollo y mi tía prepara arroz con leche, ¡es su plato estrella!

Después de comer jugamos con una pelota en calles tranquilas. También corremos hasta un castillo que está en una colina y organizamos batallas, mientras que mis padres descansan en nuestra sala.

Notes:

Note that this audio text practises and revisits this week’s vocabulary.

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İUn minuto!

hablar

actual

sala

colegio

realizar

familiar

relación

llamar

malo

lleno

colocar

castillo

llorar

allí

billete

llegada

lluvia

INICIO

Segundos

60

0