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Saying what people do

-ar verbs: infinitive & 3rd person singular (-a)

singular indefinite articles [revisited]

SSC [cu] + vowel

Y7 Spanish

Term 1.1 - Week 6 - Lesson 11

Nick Avery / Rachel Hawkes

Artwork: Mark Davies�

Date updated: 19/10/20

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cue

cuerpo

CUE

escuela

CUA

cuatro

cuadro

CUI

to look after;

take care of

¡cuidado!

cuidar

[careful!]

[body]

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 2 minutes

Aim: To introduce SSCs [cue], [cua], [cui]

Procedure:

Introduce and elicit the pronunciation of the individual SSCs and then the source words (with gesture, if using).
Then present and elicit the pronunciation of the cluster word.�

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): �cuerpo [232], escuela [424]; cuatro [241], cuadro [1017]; cuidar [751], cuidado [1822]�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

[to look after; take care of]

es____la

cue

____tro

cua

___dar

cui

___rpo

cue

___dro

cua

CUE, CUA or CUI?

1

2

3

4

5

___dado!

¡cui

6

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Fonética

escuchar / escribir

[to look after; take care of]

escuela

cuatro

cuidar

cuerpo

cuadro

CUE, CUA or CUI?

¡cuidado!

1

2

3

4

5

6

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¿Qué es?

un

una

un

una

un

una

revista

libro

barco

hablar

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Nick Avery

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¿Qué es?

un

amigo

una

un

gato

una

un

casa

una

hablar

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Nick Avery

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Vocabulario

	Word	English meaning
1	¿quién?	who?
2	hablar	to speak, speaking
3	comprar	to buy, buying
4	bailar	to dance, dancing
5	llegar	to arrive, arriving
6	escuchar	to listen, listening
7	una amiga	a friend (female)
8	música	music
9	tarde	late
10	temprano	early
11	bien	well
12	con	with

Want to say where you arrive?

Use llegar + a + place

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Nick Avery

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llegar

llegar�

[to arrive | arriving]

llega

[arrives | s/he arrives]

Verb presentation slide

Timing: 3 minutes (slides 10-15)

Aim: To introduce the verb llegar more explicitly. Llegar is one of the 25 most frequently used verbs in Spanish. All 25 most frequent verbs will be introduced early on using the same format. Both long form (infinitive) and short form (3^rd person singular) are introduced in order to familiarise students with various forms of the same verb.

Procedure

Bring up the word llegar on its own, say it, students repeat it, and remind them of the phonics. Draw attention to SSC [ll]
Try to elicit the meaning from the students.
Bring up the picture, and, if using gestures, a possible gesture would be to take one step forward.
Then bring up the English translations. Emphasise the two meanings for the infinitive.
Bring up the short form llega, say it, students repeat it. Draw attention to SSC [ll]
Try to elicit the meaning from the students. Emphasise the two meanings for the short form.

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llegar

llegar�

[to arrive | arriving]

llega

[arrives | s/he arrives]

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llega

[arrives]

Sara llega temprano.

[Sarah arrives early.]

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llegar

llegar�

[to arrive | arriving]

Es importante llegar temprano.

[It’s important to arrive early.]

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llega

[arrives | s/he arrives]

Sara ______ temprano.

llega

[Sarah arrives early.]

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llegar

[to arrive | arriving]

Es importante ______ temprano.

llegar

[It’s important to arrive early.]

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comprar

comprar�

[to buy | buying]

compra

[buys | s/he buys]

Timing: 3 minutes (slides 16-21)

Aim: To introduce the verb comprar more explicitly. Comprar is one of the NCELP 15 prototypical verbs in Spanish. Prototypical verbs are common verbs that illustrate the typical characteristics of a class of verb – the Spanish prototypical verbs contain examples of regular/weak verbs, but also common examples of changes to the stem. All 15 prototypical verbs will be introduced early on using the same format. Both long form (infinitive) and short form (3^rd person singular) are introduced in order to familiarise students with various forms of the same verb.

Procedure

Bring up the word comprar on its own, say it, students repeat it, and remind them of the phonics. Draw attention to SSC [co]
Try to elicit the meaning from the students.
Bring up the picture, and, if using gestures, a possible gesture would be to hold out your hand, as if you were buying something.
Then bring up the English translations. Emphasise the two meanings for the infinitive.
Bring up the short form compra, say it, students repeat it. Draw attention to SSC [co]
Try to elicit the meaning from the students. Emphasise the two meanings for the short form.

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comprar

comprar�

[to buy | buying]

compra

[buys | s/he buys]

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compra

[buys | s/he buys]

Lucía compra una revista.

[Lucía buys a magazine.]

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comprar

comprar�

[to buy | buying]

Es normal comprar una revista.

[It’s normal to buy a magazine.]

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compra

[buys | s/he buys]

Lucía ________ una revista.

compra

[Lucía buys a magazine.]

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comprar

[to buy | buying]

Es normal _________ una revista.

comprar

[It’s normal to buy a magazine.]

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llegar

bailar

comprar

hablar

¿quién?

temprano

escuchar

una amiga

música

tarde

llegar

bien

con

to arrive

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Nick Avery

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bien

bailar

comprar

hablar

¿quién?

temprano

escuchar

una amiga

música

tarde

llegar

bien

con

well

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Nick Avery

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¿quién?

bailar

comprar

hablar

temprano

escuchar

una amiga

música

tarde

llegar

bien

con

who?

¿quién?

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Nick Avery

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escuchar

bailar

comprar

hablar

¿quién?

temprano

una amiga

música

tarde

llegar

bien

con

to listen

escuchar

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Nick Avery

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hablar

bailar

comprar

¿quién?

temprano

escuchar

una amiga

música

tarde

llegar

bien

con

to speak

hablar

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Nick Avery

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temprano

bailar

comprar

hablar

¿quién?

escuchar

una amiga

música

tarde

llegar

bien

con

early

temprano

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Nick Avery

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música

bailar

comprar

hablar

¿quién?

temprano

escuchar

una amiga

tarde

llegar

bien

con

music

música

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Nick Avery

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comprar

bailar

hablar

¿quién?

temprano

escuchar

una amiga

música

tarde

llegar

bien

con

to buy

comprar

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Nick Avery

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tarde

bailar

comprar

hablar

¿quién?

temprano

escuchar

una amiga

música

tarde

llegar

bien

con

late

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Nick Avery

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una amiga

bailar

comprar

hablar

¿quién?

temprano

escuchar

música

tarde

llegar

bien

con

a friend (female)

una amiga

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Nick Avery

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con

bailar

comprar

hablar

¿quién?

temprano

escuchar

una amiga

música

tarde

llegar

bien

with

con

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Nick Avery

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bailar

comprar

hablar

¿quién?

temprano

escuchar

una amiga

música

tarde

llegar

bien

con

to dance

bailar

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Nick Avery

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Saying what people do

-ar verbs - infinitive and 3^rd person singular

The infinitive form of a verb is the form you see in a dictionary.

Es importante escuchar.

You can also begin a sentence with the infinitive:

It’s important to listen.

Escuchar es importante.

For example:

Listening is important.

In Spanish, the infinitive of the verb often ends in –ar.

In English, this is often written ‘to + verb’.

So, the infinitive often describes the general meaning of the verb.

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Nick Avery

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To mean ‘s/he’ or ‘it’ with a verb, the verb ending changes to –a.

Escucha música.

S/he listens to music.

For example:

In English, we say ‘he’ or ‘she’ to say who does the action.

In Spanish, the verb ending tells us this. There is often no need for the word for ‘s/he’.

Saying what people do

-ar verbs - infinitive and 3^rd person singular

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Nick Avery

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The dog ate your Spanish homework! What do the text pieces talk about?

leer

habla con un amigo

llega tarde

bailar salsa

compra un libro

1

2

3

4

escuchar en clase

5

6

comprar una casa

7

olvida una palabra

8

hablar con José

9

llega temprano

10

baila con Alejandra

the action in general	someone does the action

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You find four more pieces!

escribir

es importante

Which of the text fragments could these have gone with?

habla con un amigo

llega tarde

bailar salsa

compra un libro

escuchar en clase

comprar un barco

olvida una palabra

hablar con José

llega tarde

baila con Alejandra

es fantástico

Write four sentences combining the new pieces with four of the old ones!

Then translate them into English.

es excelente

es normal

1

2

3

4

5

6

7

8

9

10

Grammar practice activity (sentence matching)

Timing: 8 minutes

Aim: to practise attending to the meanings of infinitives and 3^rd person singular verb forms

Procedure:

Ask students to look at the sentence fragments on the LHS and decide which of them could be used with those on the RHS.
Students write the full sentence (and could also write the English translation, if there is time).
To make students think about meaning of the infinitives and the adjectives, ask them which combinations seem most and least likely. They could be asked to write two sensible ones and two silly ones!

Notes:

The four adjectives were chosen as they are all frequent and are near-cognates.
The sentences could either start or finish with ‘es importante’ etc. This is important to bear in mind because the English translation is affected by the position of the verb. For example:

Hablar con José es importante. Speaking/talking with José is important.

Es importante hablar con José. It’s important to talk/to speak with José.

Word frequency (1 is the most frequent word in Spanish): �importante [171], excelente [1546], fantástico [2501], normal [1000]

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

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Vocabulario

escuchar

1

2

3

4

5

Listen to what Lucía does. Write 1 – 5.

Listen and match the action verb you hear to the picture.

¡Hola!

C

D

E

A

C

D

E

B

A

[arrives]

Vocabulary practice activity (listening) [1/2]

Timing: 12 minutes

Aim: to focus students on the meanings of the lexical verbs, both in isolation (this slide) and then in sentence constructions (next slide)

Procedure:

1. On this slide, students listen to the individual verbs and match them to the action in the picture

2. On the next slide, students listen to the same verbs in sentence constructions. They have to transcribe & translate them.

Notes:

Students will hear the –a ending and need to translate it on the next slide, but this is not the main focus of the activity. Other activities in the sequence focus on the –a vs –ar endings together.
To make the second part of the activity more challenging, ask the students to translate directly into English (rather than transcribing first).

Transcript:

1. Escucha

2. Compra

3. Llega

4. Habla

5. Baila

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

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

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Now listen to the whole sentence about Lucía.

Write down what you hear. Afterwards, translate the sentences

She dances in a boat.

1

2

3

4

5

6

7

8

9

10

Baila en un barco.

Compra una revista.

She buys a magazine.

Escucha música.

She listens to music.

Llega tarde.

She arrives late.

Habla con un amigo.

She speaks with a (male) friend.

She listens in class.

Escucha en clase.

She arrives early.

Llega temprano.

She speaks with a (female) friend.

Habla con una amiga.

She dances in a house.

Baila en una casa.

She buys a book.

Compra un libro.

escuchar

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You tell a friend about Daniel.

Student A: tell your friend what Daniel does & what is important for him to do.

Student B: listen and write in English:

what Daniel does.
what it’s important for him to do.

Then swap roles. Your cards are different.

escuchar / hablar

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Nick Avery

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Student A

[music]

[a magazine]

Daniel already does it

[salsa]

¡Hola!

[with a male friend]

[arrives late]

It’s important to…

[arrives early]

[with a female friend]

¡Hola!

[in class]

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Nick Avery

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Student B

[a cat]

[a house]

Daniel already does it

[a newspaper]

[music]

¡Hola!

[with a male friend]

[arrives early]

It’s important to…

[with a female friend]

¡Hola!

[in a boat]

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Nick Avery

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Student B answers

Daniel does it	it’s important to… (talking in general)

dances salsa

listens to music

speaks with a (male) friend

arrives late

dance in class

buy a magazine

arrive early

speak with a (female) friend

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Nick Avery

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Student A answers

Daniel does it	it’s important (talking in general)

buys a newspaper

dances in a boat

speaks with a (female) friend

arrives early

buy a cat

buy a house

listen to music

speak with a (male) friend

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Saying what people do (cont.)

-ar verbs; infinitive & 3rd singular (-a)(cont.)

SSC [cu] + vowel (cont.)

Y7 Spanish

Term 1.1 - Week 6 - Lesson 12

Nick Avery / Rachel Hawkes�Artwork: Mark Davies

Date updated: 19/10/20

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Fonética

escuchar / escribir

dro

tro

rpo

dar

es ____ la

cue

cua

cui

Make a word.

Translate it!

cua

cue

dado

cui

¡Hola! Soy CUI.

Soy CUE.

Soy CUA.

Phonics starter task to recap this [cu] + vowel

Timing: 3 minutes

Aim: to practise saying and spelling words with [cu] + vowel

Procedure:

1. Students will work in pairs to put the words back together.

2. Student A chooses an SSC and says it aloud to their partner CUE, CUA or CUI.

3. Student B has to listen and write that SSC, completing it with a fragment in the middle.

4. They then swap roles.

5. They translate the words that they wrote (together each pair will produce the six words in English)

Note:

1. to make ‘cuerpo’ two word fragments are needed.

2. Exclamation marks were not included with ‘cui’ and ‘dado’ to avoid giving away the answer.

Word frequency (1 is the most frequent word in Spanish): �cuerpo [232], escuela [424], cuatro [241], cuadro [1017], cuidar [751], cuidado [1822]

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

dro

tro

rpo

dar

es ____ la

cue

cua

cui

Make a word.

Translate it!

cua

cue

dado

cui

¡Hola! Soy CUI.

Soy CUE.

Soy CUA.

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🡨 palabras en español

tarde

buy

G

female friend

J

with

H

late

K

to speak

L

who?

I

palabras en inglés 🡪

A

¿quién?

D

hablar

B

comprar

E

con

F

amiga

C

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Nick Avery

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🡨 palabras en español

music

R

to arrive

U

well

S

to dance

V

to listen

W

early

T

llegar

M

música

O

bailar

N

escuchar

P

temprano

Q

bien

Ñ

palabras en inglés 🡪

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Nick Avery

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escuchar

…salsa es fantástico.
…salsa.
…música es importante.
…música.
…con Elena.
…con Elena es maravilloso.
…tarde con Pepe es normal.
…tarde con Pepe.
…una casa.
…una casa es importante.

1

2

3

4

5

Monica is recording her Spanish homework, but her device has problems!

You hear her first word. �Which ending must be missing?

Hint: listen for the –a or –ar verb endings.

Grammar activity (listening) [1/2]

Timing: 8 minutes

Aim: to practise attending to the meanings of infinitives and 3^rd person singular forms of verbs

Procedure:

1. Click on the orange action button to hear the first word of the sentence. This will either be an infinitive or 3^rd person singular.

2. Decide which sentence ending must be correct (write it)

3. Check answers 1-5 before continuing with 6-10. While checking answers, ask for the English translation to ensure comprehension of lexical items.

Transcript:

Bailar
Escucha
Hablar
Llega
Comprar

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

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

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escuchar

…un periódico es normal.
…un periódico.
…temprano es difícil.
…temprano.
…con un amigo.
…con un amigo es maravilloso.
…en clase.
…en clase es importante.
…en una escuela.
…en una escuela es normal.

6

7

8

9

10

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La gran aventura de Paula

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Bangkok

¿Dónde está…?

Tailandia

Malasia

China

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Nick Avery

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La Habana

¿Dónde está…?

El Salvador

Cuba

Guatemala

La Habana es la capital de Cuba.

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Nick Avery

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Oslo

¿Dónde está…?

Noruega

Polonia

Finlandia

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Caracas

¿Dónde está…?

Brasil

Venezuela

Chile

Caracas es la capital de Venezuela.

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Nick Avery

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Estocolmo

¿Dónde está…?

Finlandia

Suecia

Francia

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Tokio

¿Dónde está…?

Inglaterra

Francia

Japón

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¿León?

B

C

A

España

Brasil

Chile

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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 Tokyo.
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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Paula’s trip was so good that she does it again! This time she goes to the places in a different order.

Student A: Tell the story on your prompt cards!

Then swap roles. �Student B has a different set of cards.

Student B: Listen and take notes

What happens and in what order?

escuchar / hablar

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Nick Avery

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Persona A

Oslo

A

Forgets a book

Listens to music

Estocolmo

B

C

Buys a house

Caracas

D

Arrives late

Los Llanos

Dances with a (male) friend

Bangkok

E

F

Tokio

Has a party

G

Buys a boat

California

La Habana

Speaks with a (female) friend

H

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Persona B

Oslo

A

Forgets a book

Listens to music

Estocolmo

G

F

Buys a house

Caracas

H

Arrives late

Los Llanos

Dances with a (male) friend

Bangkok

E

C

Tokio

Has a party

B

Buys a boat

California

La Habana

Speaks with a (female) friend

D

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Nick Avery

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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.

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Nick Avery

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Una gran aventura

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 Tokio.

Olvida un libro en Oslo.

Compra un barco en California.

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Nick Avery

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Deberes

Quizlet link�

In addition, revisit: Term 1.1 Week 4�

Vocabulary Learning Homework (Term 1.1, Week 7)

Audio file

Audio file QR code:

Student worksheet