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Cultural Collection

Y7 Spanish Term 1

Author name(s): Pete Watson�

Date updated: 29/03/21

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Spanish Year 7 Term 1.1 Week 1

Slides 5 (and 7): Phonics

Slides 13-22: Speaking

Slides: 23-30: Listening

Slides: 33-34: Reading and listening

Slides include various Spanish cities and a map situating them.

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está

[is] (location, state)

Madrid está en España.

[Madrid is in Spain.]

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hablar

¿Dónde está Granada?

Está en España.

Está en Inglaterra.

Timing: 5 minutes

Aim: 1) To extend practice of SSC [a] to names of cities; 2) to introduce the meaning of ‘está’ as used for ‘it is’ (see note below); 3) to introduce the two new vocabulary items ‘Inglaterra’ and ‘España’

Procedure:

This is a teacher-fronted activity. Teachers can respond chorally.
Ask the group ‘¿Dónde está…?’, with the name of the city. Answer will either be Inglaterra or España.

Note:

You could ask students to pronounce the English towns in a Spanish way - see what they come up with (a good way to assess some prior knowledge of phonics/Spanish).
A couple of the places aren't obvious, so there is genuinely new/surprising info added in here.
We need to deal explicitly with the fact that 'está' stands for two words in English, here - it and is. In the verb slides, we translate 'está' as 'is' and then show it with subjects Madrid and Pablo. Here we see it for the first time meaning 'it is‘.
Note that ‘rr’ and ‘ñ’ are new SSC. Some brief attention will need to be given to RR in Inglaterra and Ñ in España, before they are more formally introduced and practised. It can be quite fun for students to practise rolling the RR! And if students can say ‘lasagne’ they can say ‘España’.

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hablar

¿Dónde está Córdoba?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Camborne?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Córdoba?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Kendal?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Salamanca?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Aspatria?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Maldon?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Soria?

Está en España.

Está en Inglaterra.

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hablar

¿Dónde está Cantabria?

Está en España.

Está en Inglaterra.

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¿Dónde está el palacio Miramar?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en San Sebastián.

Timing: 5 minutes (slides 23-30)

Aim: for students to produce sentences with ‘está’ (with the meaning ‘it is’) and to develop further confidence and accuracy in producing [a]

Procedure:

1. Teacher reads aloud the question (which appears on click)

2. Students then have to identify the city and try to pronounce it, focusing on the ‘a’ sound. �3. Elicit choral responses (all students speaking at the same time) to give them more confidence

4. Reinforce the phonic awareness by re-stating the answer yourself when it appears.

Notes:

1. This activity also familiarises students with the landmarks which are referred to in the later listening and reading activities which follow.

2. Students may also want to tell you if they have visited these places and this task offers an independent learning opportunity for students to find out more about these (and other) famous places in Spain after the lesson.

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¿Dónde está la Alhambra?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en Granada.

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¿Dónde está el Bernabeu?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en Madrid.

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¿Dónde está el museo Guggenheim?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en Bilbao.

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¿Dónde está el museo del Prado?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en Madrid.

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¿Dónde está el camp Nou?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en Barcelona.

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¿Dónde está la Mezquita-Catedral?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en Córdoba.

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¿Dónde está la Sagrada Familia?

Madrid

San Sebastián

Granada

Barcelona

Bilbao

el museo Guggenheim

el palacio Miramar

el camp Nou

el museo del Prado

la Alhambra

la Sagrada Familia

el Bernabeu

Córdoba

la Mezquita-Catedral

Está en Barcelona.

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Gramática

leer

Estoy en el museo del

Prado.

Estoy en el Bernabeu.

Está en La Alhambra.

Está en el palacio

Miramar.

Estoy en el museo

Guggenheim.

Está en el Campo

Nou.

2)

3)

4)

5)

6)

1)

I am

s/he is

I am

s/he is

I am

s/he is

I am

s/he is

I am

s/he is

I am

s/he is

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Gramática

escuchar

I am	he is	City

Granada

Madrid

Barcelona

San Sebastián

Bilbao

Córdoba

Madrid

Barcelona

Sofia misses her boyfriend! She explains why.

Listen. Write ‘I am’ or ‘he is’

Listen again and write the city name.

1

2

3

4

5

6

7

8

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¡A hablar!

hablar

Partner B

translation

Está

en Granada.

He is in Granada.

(verb) + (city)

Partner A

Granada

Speaking activity

Timing: 10 minutes

Aim: to use sentences with ‘estoy’ and ‘está’ in oral production

Procedure:

See separate set of cards (word doc)��Students play the game as described below:

1 Separate the cards into two piles – verbs and cities.

2 Partner A picks a verb and then a city, says the Spanish sentence.�3 Partner B translates into English. �4 Players then swap roles. �If pairs time themselves, they can then repeat the activity to see how quickly they can complete all the sentences and translations. With each new game, different sentences will be generated.

Note: Students could make these cards themselves i.e. fold A4 paper so it makes 12 rectangles - write 'I' x 3, he/she x 3, (this will be a cue/prompt to recall the correct verb in Spanish), then 6 cities that they remember. �They could all do this so that they have 24 playing cards in total, when put together. This is good practice for spelling / memory / sounding out city names as they write them.�

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¡A hablar!

leer / hablar

[I am]

[He is]

Bilbao
Madrid
Barcelona
Valencia
Granada
San Sebastián

Estoy en San Sebastián.

Está en Bilbao.

Estoy en Barcelona.

Está en Madrid.

Está en Granada.

Estoy en Valencia.

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7.1.1.2

Slides 29-31 Spanish names

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Gramática

hablar / escuchar

Partner A

Estoy (+ adjective)

Partner B

(Name!)

İSí! / İNo!

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Gramática

Luca

Chloe

Ana

Diego

Marco

Helena

Lucía

Paulo

Clara

Felipe

María

Oscar

Emilio

Felix

Ela

Ema

Chloe

(nervous)

(serious)

(calm)

(ready)

(pale)

(strange)

(silly)

(ill)

enfermo = ill

hablar / escuchar

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Gramática

Luca

Diego

Marco

Lucía

Clara

Felix

Ela

Ema

(nervous)

(pale)

(serious)

(strange)

(calm)

(crazy)

(silly)

(ready)

hablar / escuchar

The activity can either be done using the previous slide only (displayed for the whole class) OR you can print this and the next slide (32-33) and follow the instructions below:

Partner A prompt cards

Procedure:

1. Bring up the main master slide (31)

2. Cut up these cards into 8 separate cards and put them into a small envelope/bag.

3. Partner A picks out a card and gives a sentence to describe it (WITHOUT using the name!)

e.g. ‘Está rara’

4. Partner B would then look at the board and give the correct name, in this case ’Ema’

Partner A would reply ‘Sí ‘ if correct or ‘No’ if incorrect. For each correct identification players could tally their scores.

The same procedure will apply for the speaking cards on the next slide. These will be the cards for Partner B to pick out.

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Gramática

Chloe

Ana

Helena

Paulo

Felipe

María

Oscar

Emilio

(nervous)

(pale)

(serious)

(strange)

(calm)

(crazy)

(silly)

(ill)

hablar / escuchar

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7.1.1.3

Slides 34-37: Speaking activity with Spanish names

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¿Quién soy?

hablar / escuchar

Partner A

Soy (+ adjective)

Partner B

¿Eres (+ name)?

Sí / No

Speaking/listening activity

Aim: to work with a partner to identify the characters as quickly as possible; to practise use of adjective agreement and question intonation

Procedure:

1. Explain the title of the slide – who am I? Explain the two component parts of the phrase.

2. Use this slide to model the instructions for the pair work before displaying the master (next slide).

3. Give students 30 seconds to write down 8 names (mixture of boys/girls). Alternatively, use the final slide in this PPT to allocate 8 names to each student.

3. Work in pairs. Partners take it in turns to select a name from their own list. They give a sentence to describe themselves (Soy…).

4. The other player has to identify who is being described, using raised question intonation.

Explain to the pupils that they have to pronounce the adjective correctly, with the correct ending, otherwise their partner cannot know who they might be.

Students put their hands up when they have finished.
At the end of the game, point out to them that grammar features (in this case masc/fem adjective endings) often help us to pinpoint the correct meaning more quickly, but not always!

Note:

1. Students have been using flat intonation of statements in their speaking tasks so far, for I am, you are and s/he is. Here they use the same word order but raised intonation to turn the statement into a question. Model this with the class a few times, contrasting flat/raised intonation. In subsequent weeks, yes/no questions using intonation will continue to be used.

2. alegre and interesante have been included deliberately here. Students may have to guess twice to get this identity.

3. the pronunciation of names gives an opportunity for phonological decoding. Names have been chosen for revising vowels and a few consonants that students have met in passing, J, R.

Word frequency (1 is the most frequent word in Spanish): �simpatico [3350], alegre [2082], guapo [4193], alto [232], bajo [237], tranquilo [1073], famoso [997], interesante [617]

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

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Paco

Carlos

Juan

Elena

Irene

David

Clara

Pablo

Alma

Arturo

Rafa

Raúl

Clementina

Serena

(quiet, calm)

(tall)

(short)

(nice)

(cheerful)

(famous)

(interesting)

(tall)

(good-looking)

(famous)

(short)

(nice)

(good-looking)

Fidelia

(interesting)

Belén

(cheerful)

Text

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¡A escribir!

escribir

The following characters will also appear in the school play. You can decide their characters. Write a description of each. Pay attention to adjective spellings.

1	Señora Fuentes
2	Señor Gris
3	Rafaela
4	Sofía
5	Diego
6	Mía
7	Roberto
8	Ernesto

e.g. 1) Es alta y alegre.

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Name tables

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Carlos�Serena�Juan�Arturo�Fidelia�Elena�David�Clementina

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Clara�Pablo�Paco�Alma�Irene�Raúl�Rafa�Belén

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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7.1.1.5

Slide 14: vocabulary with callout about El País

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periódico

un

una

Vocabulario

El País is one of the most important Spanish national newspapers.

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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7.1.1.6

Slides 49-57 Speaking and listening, involving various countries and photos with callouts
Slide 61: Writing that could be exploited for research on Latin American Spanish-speaking countries.

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La gran aventura de Paula

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Bangkok

¿Dónde está…?

Tailandia

Malasia

China

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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La Habana

¿Dónde está…?

El Salvador

Cuba

Guatemala

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Oslo

¿Dónde está…?

Noruega

Polonia

Finlandia

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Caracas

¿Dónde está…?

Brasil

Venezuela

Chile

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Estocolmo

¿Dónde está…?

Finlandia

Suecia

Francia

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Tokio

¿Dónde está…?

Inglaterra

Francia

Japón

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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¿León?

B

C

A

España

Brasil

Chile

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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escuchar

In La Habana she

What does she do?

In Bangkok she

In Caracas she

In Stockholm she

In Los Llanos she

In Tokio she

In Oslo she

In California she

dances with a (male) friend.

speaks with a (female) friend.

buys a house.

listens to music.

arrives late.

has a party.

forgets a book

buys a boat

1

2

3

4

5

6

7

8

Listening activity (pre-narration)

Timing: 6 minutes

Aim: to recognise the meanings of previously taught vocabulary items

Procedure:

1. Click on each orange button to play audio

2. Complete the sentence in English

3. Multiple repetitions may be needed

Note:

1. Make sure that students are aware that, when referring to a destination, Spanish uses ‘llegar A’ (‘en’ would refer to the means of arriving).

Transcript:

Habla con una amiga en La Habana.
Baila con un amigo en Bangkok.
Compra una casa en Caracas.
Escucha música en Estocolmo.
Llega tarde a Los Llanos.
Tiene una fiesta en Toledo.
Olvida un libro en Oslo.
Compra un barco en California.

Word frequency (1 is the most frequent word in Spanish): �escuchar [281], comprar [361], llegar [75], hablar [90], bailar [1323], tener [19], olvidar [415]

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

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Deberes: una tarea escrita

Write the story of someone’s world trip. Use the present tense.

Use the verbs hablar, bailar, comprar, escuchar, olvidar, llegar.

City and country names are sometimes different in Spanish! Check this in a dictionary.

Remember to use the –a verb ending for s/he.

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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7.1.1.7

Slides 8-9: Phonics, listening mentioning pronunciation differences between Spain, the Canaries and Latin America.
Slides 29-30 Phonics, listening
Slide 39: reading including a callout about Federico García Lorca.

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There are different ways to pronounce CE and CI.

In most of Spain, the ‘c’ before ‘e’ or ‘i’ is pronounced like the ‘th’ in English (as you just heard).

In the Canary Islands and Latin America, this ‘c’ is often pronounced like an ‘s’.

Compare:

ciencias

(mainland Spain)

ciencias

(Canaries & Latin America)

1

2

Fonética

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Phonics introduction slide

Timing: 2 minutes

Aim: to raise awareness of variation in sound-spelling correspondences within the Spanish-speaking world

Procedure:

Click to bring up each new part of the explanation
Click on the orange action buttons to hear the difference in pronunciation modelled by a native speaker.

Notes:

1. Teachers may find it useful to consider the information from exam board specifications below:

AQA: “The [listening] test will be studio recorded using native speakers speaking Castilian in clearly articulated, standard speech at near normal speed. Different types of spoken language will be used, using familiar language across a range of contemporary and cultural themes. (p. 82)
EdExcel/Pearson : “For listening and reading assessments, the majority of contexts are based on the culture and countries where the assessed language is spoken. […] It is, therefore, important that students are exposed to materials relating to Spanish-speaking countries throughout the course.” (p. 7)
WJEC : “This GCSE specification in Spanish for use in Wales is based on a conviction that learners studying a modern foreign language will develop their desire and ability to communicate with and understand speakers of Spanish in a variety of contexts and for a variety of purposes.” (p. 3)

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escuchar

Latin America/Canaries	Mainland Spain

1

2

3

4

5

6

7

8

9

10

Is the pronunciation more likely to be mainland Spain or Latin America / Canaries?��

Listen and tick the most likely answer.� �

Listening activity - phonics

Timing: 6 minutes

Aim: to help students to recognize pronunciation of [ce] and [ci] in different parts of the Spanish-speaking world

Procedure:

Click on each action button to hear the audio.

Note: you could additionally ask students to listen again and write the word

Transcript:

Doce
Ciencias
Decir
Necesario
Cine
Diciembre
Necesitar
Centro
Ciudad
Cierto

Image with creative commons public domain licence

https://mycsres.com/freesheet/spanish-speaking-world-map-18.html.html

Word frequency (1 is the most frequent word in Spanish): �doce [1138], centro [ 316], necesitar [276], cierto [159], ciudad [178], decir [31], ciencia [738], necesario [362], cine [952], diciembre [1165]

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

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Fonética

escuchar / escribir

1

2

3

4

5

6

7

8

Escucha y escribe las letras.

__udad

___ntro

de__r

ne___sitar

__en__as

do__

¿CE o CI?

ne___sario

di__embre

ci

ce

ci

ce

ci

ce

ci

Escucha la pronunciación.

Where is the person more likely to be from?

mainland Spain
Latin America / Canaries

Phonics practice activity

Timing: 5 minutes

Aim: to practise mapping sound to spelling

Procedure:

1. Play the word.

2. Complete the missing letters.

3. Check answers.

Notes: To challenge students further, ask them to turn away from the board to complete the task and write the whole word independently. This allows for differentiation through more/less support. If the whole class is high attaining, then the prompts can be removed from the slide, of course, as per the following slide.

Transcript:

Ciudad
Centro
Decir
Necesitar
Ciencias
Doce
Necesario
Diciembre

Word frequency (1 is the most frequent word in Spanish): �doce [1138], centro [ 316], necesitar [276], ciudad [178], decir [31], ciencia [738], necesario [362], diciembre [1165]

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

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Fonética

escuchar / escribir

Escucha y escribe la palabra.

decir

necesitar

ciencias

doce

¿CE o CI?

necesario

diciembre

ciudad

centro

1

2

3

4

5

6

7

8

Escucha la pronunciación.

Where is the person more likely to be from?

mainland Spain
Latin America / Canaries

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leer

Your class is doing a Spanish play by Federico García Lorca.

Your teacher gives you and a friend stage directions.

1. “Llevas unos vasos en una bolsa.”

You carry…

S/he carries…

Choose the correct sentence starter and translate the rest.

2. “Escuchas una conversación.”

3. “Usa un bolígrafo. Es blanco.”

You listen to a conversation.

S/he uses a pen. It’s white.

4. “Compra una botella de Pepsi.”

S/he buys a bottle of Coca-Cola.

S/he listens…

You listen…

You use…

S/he uses…

S/he buys…

You buy…

You carry some glasses in a bag.

5. “Necesitas un periódico.”

You need a newspaper.

S/he needs…

You need…

Federico García Lorca was a famous Spanish poet and playwright. This statue is in Madrid.

Grammar practice activity (reading)

Timing: 5 minutes

Aim: to practise attending to the meanings of present tense –ar verbs in 2^nd and 3^rd person singular

Procedure:

1. Write 1-5.

2. Read the sentence.

3. For each sentence, write ‘you’ or ‘she’.

Notes:

A callout about Lorca appears after the first line of the slide and then disappears on the next click.

Word frequency (1 is the most frequent word in Spanish): �necesitar [276]; usar [317]; llevar¹ [75]; comprar [361]; escuchar [281]; vaso [1609]; bolsa [1581]; conversación [989]; bolígrafo [>5000]; blanco [372]; botella [1878]; periódico [1026]

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

Lorca statue picture from: https://commons.wikimedia.org/wiki/File:Monumento_A_Federico_Garcia_Lorca_(1)_(11982757065)_(2).jpg from someone10x. This image is licensed under the Creative Commons Attribution 2.0 Generic license

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7.1.2.1

Slides 5-6: Phonics with details about pronunciation differences between Spain, the Canaries and Latin America.
Slides 23-24: Phonics

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There are different ways to pronounce ‘z’.

In most of Spain, ‘z’ is pronounced like the ‘th’ in English (as you just heard).

In the Canary Islands and Latin America, this ‘z’ is often pronounced like an ‘s’.

Compare:

zapato

(mainland Spain)

zapato

(Canaries & Latin America)

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Fonética

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Phonics introduction slide

Timing: 2 minutes

Aim: to introduce two ways in which [z] may be pronounced

Procedure: Click on the orange number to hear the word.

Notes:

1. Teachers may also find it useful to consider the information from exam board specifications below:

AQA : “The [listening] test will be studio recorded using native speakers speaking Castilian in clearly articulated, standard speech at near normal speed. Different types of spoken language will be used, using familiar language across a range of contemporary and cultural themes. (p. 82)
EdExcel : “For listening and reading assessments, the majority of contexts are based on the culture and countries where the assessed language is spoken. […] It is, therefore, important that students are exposed to materials relating to Spanish-speaking countries throughout the course.” (p. 7)
WJEC : “This GCSE specification in Spanish for use in Wales is based on a conviction that learners studying a modern foreign language will develop their desire and ability to communicate with and understand speakers of Spanish in a variety of contexts and for a variety of purposes.” (p. 3)

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Fonética

escuchar / escribir

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�

Escribe ‘España’ o ‘Latinoamérica / Canarias’.

España

Latinoamérica / Canarias

España

Latinoamérica / Canarias

España

Latinoamérica / Canarias

España

Escucha.

Escribe 1-8.

¿Dónde está la persona?

Phonics practice activity

Timing: 7 minutes

Aim: to practise recognising pronunciation of [z] and the geographical area in which it is typically used

Procedure:

1. Students write 1-8.

2. Click on the orange box to play the audio.

3. Students listen and write down where they think it is more likely to be Spain or Latin America / Canaries.

Notes:

We include two additional high-frequency words (plaza, azul) in the activity for further practice. Both will be taught during Year 7.

Transcript:

Zona
Voz
Cabeza
Diez
Empezar
Zapato
Plaza
Azul

Word frequency (1 is the most frequent word in Spanish): �zona [359]; cabeza [265]; voz [252]; diez [449]; zapato [1477]; empezar [175]; plaza [806]; azul [811]

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

Image with creative commons public domain licence

https://mycsres.com/freesheet/spanish-speaking-world-map-18.html.html

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escuchar / escribir

Escribe 1-10.

Escucha.

Completa la palabra.

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__pato

__udad

do__

ne___sitar

__erto

cabe__

empe___r

__en__as

__rca

de__r

za

ci

ce

ci

za

ci

ce

¿Dónde está la persona?

¿España?

¿Latinoamérica / Canarias?

¿CE, CI o ZA?

Phonics practice task

Timing: 6 minutes

Aim: to correctly transcribe the missing letters from the words

Procedure:

1. Students write 1-10.

2. Students listen and write the missing letters in each case.

3. Teacher asks students, based on pronunciation, whether they think the person is from mainland Spain or Latin America / Canaries.

Notes:

See next slide for variation of the activity where students write the whole of the missing word.
All words are pronounced with Castilian ‘distinción’ (with /θ/ phoneme). [CE] and [CI] are revisited in this activity.

Transcript:

Zapato
Ciudad
Doce
Necesitar
Cierto
Cabeza
Empezar
Ciencias
Decir
Cerca

Word frequency (1 is the most frequent word in Spanish): �cabeza [265]; zapato [1477]; empezar [175]; ciudad [178]; doce [1138]; necesitar [276]; cierto [159]; ciencia [738]; decir [31]; cerca [1042]

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

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escuchar / escribir

Escribe 1-10.

Escucha.

Completa la palabra.

zapato

ciudad

doce

necesitar

cierto

cabeza

empezar

ciencias

cerca

decir

¿CE, CI o ZA?

¿Dónde está la persona?

¿España?

¿Latinoamérica / Canarias?

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7.1.2.4

Slides 17-19: listening and reading including description of Spanish cities.
Slide 21: writing alongside a map of Spain and city description.

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escuchar

	Toledo (‘it is’)	Oviedo y León (‘they are’)

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Amanda está en España.

Marca la opción correcta.

pretty

Escucha otra vez.

Escribe el adjetivo en inglés.

small, little

expensive

ugly

old, ancient

cheap

famous

good

strange

calm, tranquil

Describe tres ciudades: Toledo, Oviedo y León.

Toledo

Oviedo

León

Listening activity

Timing: 7 minutes

Aim: to practise distinguishing between ‘es’ and ‘son’; to consolidate understanding of the new adjectives

Procedure:

1. Students write 1-10.

2. They listen to each item and write ‘it is’ or ‘they are’.

3. They listen again. This time, they write the adjective in English.

4. Teacher checks answers.

Notes:

Ciudad’ has been practised as a phonics word (T1.1, Week 7).

Transcript:

Es bonito.
Es pequeño.
Son caros.
Son feos.
Es antiguo.
Son baratos.
Es famoso.
Son buenos.
Es raro.
Son tranquilos.

Image free to use. Retrieved from https://www.freeworldmaps.net/europe/spain/political.html

Word frequency (1 is the most frequent word in Spanish): �bonito [891]; pequeño [202]; caro [2179]; feo [2373]; antiguo [446]; barato [2164]; famoso [997]; bueno [98]; raro [1005]; tranquilo [1073]

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

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leer


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Madrid

En Madrid

hay un monumento.

tiene unos parques.

hay una escuela.

hay unos coches.

tiene unas casas.

Amanda está en España.

Describe diez ciudades.

Marca la opción correcta.

León

En León

En Mallorca

Mallorca

En Málaga

Málaga

San Sebastián

En San Sebastián


Es muy antiguo.
Son muy antiguos.
No son muy bonitos.
No es muy bonito.
Son muy pequeñas.
Es muy pequeña.
Es bueno.
Son buenos.
Es cara.
Son caras.

Lee la segunda frase.

Marca la opción correcta.

Reading activity [1/2]

Timing: 8 minutes

Aim: to consolidate understanding of the difference between ‘hay’ and ‘tiene’; to continue distinguishing between the meanings of ‘es’ and ‘son’.

Procedure:

1. Students first decide which sentence starter is correct, based on whether the ending includes ‘hay’ or ‘tiene’.

2. They then decide if the following sentence uses ‘es’ or ‘son’, based on the noun in the preceding sentence.

3. Once items 1-5 are done, go to next slide for 6-10.

Notes:

1. Check that ‘segunda’ is clear – this was introduced as a phonics practice word earlier in the lesson.

2. Differentiation: higher-achieving groups may be able to complete both parts of the task as they read each item.

Word frequency (1 is the most frequent word in Spanish): �monumento [3149]; parque [1354]; escuela [424]; coche [1190]; casa [106]; bonito [891]; pequeño [202]; caro [2179]; antiguo [446]; bueno [98]

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

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leer


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Granada

En Granada

tiene un bar.

hay unas personas.

tiene una catedral.

hay un barco.

.

Amanda está en España.

Describe diez ciudades.

Marca la opción correcta.

En Oviedo

Oviedo

En Santander

Santander

Barcelona

En Barcelona


Es feo.
Son feos.
Son ricas.
Es rica.
Son muy famosas.
Es muy famosa.
Es malo.
Son malos.
Es muy barato.
Son baratos.

Lee la segunda frase.

Marca la opción correcta.

Santiago de Compostela

En Santiago de Compostela

tiene unos teatros.

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escribir

Completa las frases.

beautiful
calm
small

famous
old
expensive
beautiful

famous

calm
strange

old
cheap
strange

1) _______________________________ bonitos.

2) ____________________ barato.

3) __________________________ antiguos.

4) ________________________ pequeño.

5) ______________________________ tranquilos.

Barcelona y San Sebastián son

Bilbao es

Bilbao y Barcelona son

San Sebastián es

Zaragoza y San Sebastián son

6) ________________________ raros.

Bilbao y Zaragoza son

¿Cómo es España?

Writing activity

Timing: 5 minutes

Aim: to practise identifying the meanings of adjectives and using ‘es’ and ‘son’ in written production

Procedure:

1. Teacher asks students to translate the title as it contains core vocabulary introduced this week (¿Cómo es?)

2. Students look at the pictures and decide which city to write and whether to use ‘es’ or ‘son’.

Notes:

1. Notice that the Spanish adjectives are already provided. In lesson 1 we want students to focus on the correct use of es/son and the meaning of the new adjectives. In lesson 2, students will focus on manipulating their endings to reflect number (and gender) agreement.

Image courtesy www.pinterest.com (no author found).

Word frequency (1 is the most frequent word in Spanish): �bonito [891]; pequeño [202]; antiguo [446]; barato [2164]; raro [1005]; tranquilo [1073]

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

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7.1.2.5

Slides 13-14: Vocabulary activity with Plaza del Sol and Museo del Prado callouts.
Slides 31-33: Listening involving a description of Girona.

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plaza

el

la

La Plaza del Sol es una plaza en el

centro de Madrid.

Text

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museo

el

la

El Museo del Prado es un museo de arte en Madrid

Text

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escuchar / escribir

Girona

Una conversación entre amigos

¿Dónde está Tomás?

Está en ___rona. Estudia allí.

¿___rona?

Sí, es una ciudad en España. Tengo una ima___n – ¡aquí!

Ah, ¡es una ciudad antigua!

Muy antigua. Tiene tres iglesias y una plaza en el centro.

Y la ___nte, ¿cómo es?

Es inteli____nte. Lee libros y estudia mucho.

¿Qué estudia?

Estudia de todo - ciencias, inglés, español, arte, y reli___ón.

Phonics activity

Timing: 6 minutes

Aim: to practise mapping sound to spelling in a longer text; to revisit previously taught vocabulary

Procedure:

Students listen and complete the dialogue with the target SSCs ‘GI’ and ‘GE’
See next slide for completed version (with all the missing SSCs)

Notes:

This dialogue can also be used for a dictation or for a read aloud in pairs.
The fully readable text (i.e., a text that includes 100% or near to 100% previously taught language) could be used for a dictation. All words except ‘de todo’ have previously been encountered as vocabulary items or phonics practice words.
To help students understand ‘de’ todo’, use slightly exaggerated intonation here and when listing the subjects that follow. This should be sufficient to elicit the meaning from students.

Photo by Fikri Rasyid on Unsplash

Transcript:

¿Dónde está Tomás? Está en Girona. Estudia allí. ¿Girona? Sí, es una ciudad en España. Tengo una imagen – ¡aquí! Ah, ¡es una ciudad antigua! Muy antigua. Tiene tres iglesias y una plaza en el centro. Y la gente, ¿cómo es? Es inteligente. Lee libros y estudia mucho. ¿Qué estudia? Estudia de todo - ciencias, inglés, español, arte, y religión.

Word frequency (1 is the most frequent word in Spanish): �centro [316]; plaza [806]; iglesia [437]; ciudad [178]; gente [137]; imagen [384]; estudiar [281]; español¹ [262]; inglés¹ [583]; arte [208]; ciencia(s) [738]; religión [1338]

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

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Una conversación entre amigos

Girona

¿Dónde está Tomás?

Está en Girona. Estudia allí.

¿Girona?

Sí, es una ciudad en España. Tengo una imagen – ¡aquí!

Ah, ¡es una ciudad antigua!

Muy antigua. Tiene tres iglesias y una plaza en el centro.

Y la gente, ¿cómo es?

Es inteligente. Lee libros y estudia mucho.

¿Qué estudia?

Estudia de todo - ciencias, inglés, español, arte, y religión.

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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escuchar

A. Y la gente, ¿cómo es?

B. Estudia de todo – ciencias, inglés, español, arte, y religión.

C. Muy antigua. Tiene tres iglesias y una plaza en el centro.

F. ¿Girona?

G. Ah, ¡es una ciudad antigua!

H. Sí, es una ciudad en España. Tengo una imagen – ¡aquí!

D. ¿Dónde está Tomás?

I. ¿Qué estudia?

E. Es inteligente. Lee libros y estudia mucho.

J. Está en Girona. Estudia allí.

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