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Spanish phonics collection�

SSCs [gue], [gui]

�Date updated: 06 / 09 / 22

Nick Avery / Rachel Hawkes / Amanda Izquierdo

�Artwork: Mark Davies

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SSCs [gue], [gui]

fonética

Introduction

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seguir

[to follow |following]

[follows | is following]

sigo

[follow | am following]

sigue

The e in the stem changes to i in all forms except nosotros (‘we’) and vosotros (‘you pl.’).

The u from the stem is omitted in the ‘I’ form.

Timing: 4 minutes for sequence of eight slides

Aim: to introduce the verb seguir more explicitly. The long form (infinitive), short form (3^rd person singular) and 1^st person singular are introduced in order to familiarise students with various forms of the same verb and exemplify the spelling changes.

Procedure

Bring up the word seguir on its own, say it, students repeat it, and remind them of the phonics [gu].
Elicit the meaning from the students. Students have had explicit teaching that the present tense in Spanish communicates two different present tense meanings in English. This reinforces that learning. Emphasise the two meanings for the short form. Later in their learning, students will be taught the Spanish present continuous, but it is important that they know both English meanings for the Spanish present simple, as it is often used to express ongoing events.
Bring up the picture, and, if using gestures, a possible gesture would be to use both the forefinger and middle finger of each hand to mine two sets of legs walking, one following the other.
Then bring up the English translations. Emphasise the two meanings for the infinitive.
Bring up the first short form sigue, say it, students repeat it. Draw attention to different pronunciation of [e] vs [i].
Bring up the second short form sigo, say it, students repeat it. Draw attention to different pronunciation of [e] vs [i].
Try to elicit the meaning from the students. Emphasise the two meanings for the short forms.
Bring up the info bubble to introduce the stem-change. NB: This is not a grammar point that students are expected to produce at this stage and will not feature in any NCELP tests. It is showcased here for awareness and passive understanding only.
Bring up the speech bubble to draw students’ attention to the spelling change in first person singular.

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SSCs [gue], [gui]

fonética

Consolidation [1]

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Spelling changes for –ar verbs in the preterite: using the verb ending ‘-gué’

To talk about ‘I’ for completed events in the past with –ar verbs ending in -car, remove ‘-ar’ and add _____ .

practicar

practiqué

(I practised)

ataqué

jugué

llegué

(I played)

(I arrived)

(to arrive)

llegar

(to play)

jugar

atacar

Ejemplos:

As you know, some verbs in Spanish end in –ar.

However, for –ar verbs ending in ‘-gar’, remove –gar and add –gué.

Ejemplos:

As the infinitive has a hard ‘g’, it needs to keep the same sound in the past tense. If the ‘g’ didn’t change to ‘gu’, the verb ending would be a soft [ge] sound.

(to practise)

(to attack)

(I attacked)

qué

gramática

Timing: 2 minutes

Aim: recap the 1^st person singular ending –qué and introduce the new verb ending –gué. These endings are based on the need for the verbs to maintain the correct pronunciation.

Procedure:

1. Remind students of the rule for forming the 1^st person singular preterite form of –ar verbs ending in –car. Ask students what the verb ending is, which will be revealed with a click.

2. Click to show examples of regular ‘car’ verbs using new ‘car’ verbs from the top 2000 most frequent words. Click again to show the conjugated verb and again to show the translation. This allows teachers to ask students for the correct form of the verb and its meaning. These are both cognates, and their meanings are given.

3. Click to show the rule for ‘gar’ verbs.

4. Click again to show examples of the rule. ‘Jugar’ and ‘llegar’ verbs are both known vocabulary items.

5. Click to show the explanation for this spelling change. This is an opportunity to revisit the ‘soft’ [ge] SSC and juxtapose it with [gué].

Frequency of unknown words (1 is the most common word in Spanish)

practicar [1495]; atacar [1504]

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Lucía describe el fin de semana pasado. Escucha. ¿Cuántas veces escuchas verbos en –é, –qué o –gué? Escribe las palabras.

jugué

pagué

llegué

escuchar / escribir

é

gué

qué

desayuné

quité

gané

saqué

practiqué

busqué

identifiqué

¿Qué palabras escuchas?

é

qué

gué

*quitar la mesa – to clear the table

*pagar – to pay

Slide 1/2

Timing: 8 minutes (slides 24-5)

Aim: to identify how frequently the three SSCs occur in the text.

Procedure:

Students copy the tally grids into their books for this. Click on the ‘play’ button (top right) of the audio player to begin.
The first (and second) time they listen, they just tally how many times they hear the three SSCs.
Students listen again. They write the words that they hear with these SSCs. It may be necessary to replay the audio multiple times to give students the chance to complete all three boxes. There isn’t a problem with this – it is more likely to support errorless learning (see NCELP phonics rationale document (https://resources.ncelp.org/concern/parent/kd17cs85f/file_sets/sn009x76k).

Notes:

This fully readable text (i.e., a text that includes 100% or near to 100% previously taught language) could also be used for a dictation.

Transcript:

Text (77 words): Un día muy lleno

El sábado pasado, desayuné temprano y quité la mesa después. Me gusta la música, entonces saqué mi guitarra y practiqué casi toda la mañana. Después, busqué mi balón de fútbol y jugué en el parque con Hugo. ¡Yo gané cinco a cuatro! Por la tarde pagué unos billetes de autobús para un viaje a Sevilla, luego identifiqué unos lugares para visitar. Llegué a casa con sueño después de un día muy lleno.

Word frequency of unknown words/cognates (1 is the most frequent word in Spanish): �identificar [1080]; pagar [377]

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Lee el párrafo a tu compañero. Cambia el infinitivo del verbo a la forma correcta del ‘yo’ en el pasado.

hablar

El sábado pasado, [desayunar] temprano y [quitar] la mesa después. Me gusta la música, entonces [sacar] mi guitarra y [practicar] casi toda la mañana. Después, [buscar] mi balón de fútbol y [jugar] en el parque con Hugo. ¡Yo [ganar] cinco a cuatro! Por la tarde [pagar] unos billetes de autobús para un viaje a Sevilla, luego [identificar] unos lugares para visitar. [Llegar] a casa con sueño después de un día muy lleno.

desayuné

quité

saqué

practiqué

busqué

jugué

gané

billetes

pagué

identifiqué

Llegué

Slide 2/2

Aim: pronunciation and fluency practice, with a specific focus on recognising verbs that require –qué and –gué in the preterite, and pronouncing these correctly.

Procedure:

1. Students work in pairs and take it in turns to read out the passage to their partner. They need to convert the verbs in bold in the infinitive into the ‘I’ form of the preterite. This is the same passage as the previous exercise. It could be worth doing the first verb (desayuné) in class, or asking which verbs are going to need the [qué] or [gué] endings before starting the activity.

2. The other student should then read the passage out.

3. The teacher can then go through the entire text with students, reading out individual sentences. Clicking will reveal the conjugated verb.

Notes: a native speaker from mainland Spain commented that she personally would use ‘ocupado’ (un día muy ocupado), but was aware that in other parts of Spain and in Latin American countries, ‘lleno’ is used.

If desired, the text could also also be translated as an extension activity.

Word frequency of unknown words/cognates (1 is the most frequent word in Spanish): �identificar [1080]; pagar [377]

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SSCs [gue], [gui]

fonética

Consolidation [2]

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Fonética

Remember: to mean ‘I’ in the preterite, infinitives ending in –car take the ending ______ and verbs ending in –gar take the ending ______.

escuchar / escribir

	¿Escuchas ‘qué’ o ‘gué?

1

2

3

4

5

6

7

8

sa _ _ _

ju _ _ _

lle _ _ _

practi _ _ _

to _ _ _

publi _ _ _

bus _ _ _

pa _ _ _

Verbos en infinitivo	¿Qué significan?
sacar
jugar
publicar
buscar
llegar
pagar
practicar
tocar

q u é

g u é

q u é

g u é

q u é

to play, playing

to post, to publish

to look for, looking for

to arrive, arriving

to pay, paying

to practise, practising

to touch, touching

to take out, taking out

–qué

–gué

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Un recuerdo de la Tomatina

El año pasado fui al pueblo de Buñol para celebrar La Tomatina. _______ un partido de fútbol por la mañana, así que _______ por la tarde. _________ en una calle lejos del centro. ________ unos tomates y caminé hasta la plaza para quedar con un amigo. Lo _________ sin éxito, pero *de repente, alguien me tiró un tomate: ¡mi amigo! En ese instante, empezó la guerra de tomates…

El año pasado, Diego fue a Buñol para celebrar la Tomatina.

Comparte un recuerdo. Escucha y completa el texto.

Jugué

llegué

Aparqué

Saqué

busqué

*de repente – all of a sudden

*en ese instante – at that moment

escuchar / escribir / hablar

Timing: 8 minutes

Aim: to improve accuracy of transcription of –ar verbs in the 1^st person preterite, with endings –qué and –gué; to then practise oral production and retrieval of these words.

Procedure:

Draw students’ attention to the title. ‘Recuerdo’ is an unfamiliar word, so its meaning will need to be given upfront.
Students listen and write the missing verbs, which either end in –qué or –gué.
During feedback, check understanding of the text by eliciting oral translation into English or a preferred method.
Students can then practise reading the text aloud to one another, focusing on accurate oral production of the five verbs in orange.
As a final step, students read the text aloud, again in pairs, this time retrieving the verbs from memory (see next slide).

Note: a gloss is not given for ‘aparcar’ as this would give away the answer to the question.

Frequency of unknown words/cognates:

repente [1805]; recuerdo [771]; instante [992]; aparcar [>5000]

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Un recuerdo de la Tomatina

El año pasado fui al pueblo de Buñol para celebrar La Tomatina. [I played] un partido de fútbol por la mañana, así que [I arrived] por la tarde. [I parked] en una calle lejos del centro. [I took out]

unos tomates y caminé hasta la plaza para quedar con un amigo. Lo [I looked for] sin éxito, pero *de repente, alguien me tiró un tomate: ¡mi amigo! En ese instante, empezó la guerra de tomates…

*de repente – all of a sudden

*en ese instante – at that moment

*aparcar – to park (e.g. a car)

hablar

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SSCs [gue], [gui]

fonética

Consolidation [3]

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Fonética

Lee y escucha este mensaje de Daniel sobre las tradiciones durante la Navidad. Escribe las palabras que faltan: ¿escuchas gue, ge, gui o gi?

El último día de 1) ________ en diciembre 2) ______________ hacemos una 3) __________ en clase. Normalmente también

4) ____________ 5) _________ para repartir a los niños porque es bueno ser 6) ___________ y así es un día 7) _________ para todos.

Luego aprendemos cómo la 8) _______ celebra la Navidad en otros países. Mi compañero 9) ________ es 10) ___________ y dice que allí 11) _______ figuras con forma de personas y las tiran a unas 12) __________.

guirnalda

colegio

generalmente

leer / escuchar

hogueras.

argentino

recogemos

cogen

*guirnalda = wreath

*hoguera = bonfire

*mágico = magic

*argentino = Argentinian

*juguete = toy

*generoso = generous

mágico

generosos

Miguel

juguetes

gente

Timing: 7 minutes.

Aim: to practise written recall (either receptive or productive) of 12 words which contain the SSCs [gue], [ge], [gui] and [gi]

Procedure:�1. Students read and listen to the message and try to fill in the gaps.

2. Teacher reveals the answers with further clicks.

3. Students are encouraged to discuss the meaning of the text orally.

Transcript:

El último día de colegio en diciembre generalmente hacemos una guirnalda en clase. Luego aprendemos cómo la gente celebra la Navidad en otros países. Mi compañero Miguel es argentino y dice que allí cogen figuras con forma de personas y las tiran a unas hogueras. Normalmente también recogemos juguetes para repartir a los niños porque es bueno ser generosos y así es un día mágico para todos.

Notes:

More information about the Argentinian tradition of burning figures can be found here: https://es.wikipedia.org/wiki/Quema_de_mu%C3%B1ecos_de_fin_de_a%C3%B1o

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

guirnalda [>5000]; hoguera [>5000]; mágico [2518]; argentino [1032]; juguete [3162]; generoso [3193]

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Miguel, el *guerrero portugués, toca la guitarra y baila merengue.��Ángel de Gerona usa *poderes mágicos en el colegio para pasar las páginas.��Generalmente, la gente de Argentina es genial, inteligente y generosa.��

hablar

Tongue twisters

1

2

3

1

2

3

1

2

3

*guerrero = warrior

*poder = power

El merengue es un tipo de música para bailar de la República Dominicana.

A tonguetwister

Timing: 5 mins

Aim: to gain confidence in practising the SSCs [gue] / [ge] vs [gui] / [gi] 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. A number of new words are included.
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.

Notes:

The teacher can show a brief definition of ‘merengue’ with one click, and it will disappear with a further click.

Frequency rankings of unknown words and cognates (1 is the most common word in Spanish):

guerrero [2648]; merengue [>5000]; poder [352]; generoso [3193]

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

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SSCs [gue], [gui]

fonética

Consolidation [4]

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Talking about the past�Verb endings ‘-qué’ and ‘-gué’

Sometimes the spelling of –ar verbs changes in the past.

llegar

llegué

(I arrived)

pagué

saqué

busqué

(I took out)

(I looked for)

(to look for)

buscar

(to take out)

sacar

pagar

Ejemplos:

However, for –ar verbs ending in ‘-car’, we remove –car and add –qué.

Ejemplos:

(to arrive)

(to pay)

(I paid)

gramática / fonética

Normally, we just add‘-é’ to a stem to refer to ‘I’ in the past (preterite).

For –ar verbs ending in ‘-gar’, we remove –gar and add –gué.

This is due to their pronunciation!

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Lucía y su tío participaron en un evento para ayudar a la organización benéfica Médicos Sin Fronteras. Escucha. ¿Qué hizo Lucía sola? �Y, ¿qué hizo con su tío?

	Lucía (‘I’)	Lucía y el tío (‘we’)

1

2

3

4

5

6

-é

-qué

-gué

soporté

escuchar

llegué

busqué

jugué

7

8

saqué

mandé

pagué

practiqué

*la organización benéfica = charity

*recaudar dinero = to raise money

Timing: 7 minutes

Aim:

to practise connecting the verb endings –é and –amos with their endings
to accurately transcribe verbs with spelling changes in 1^st person singular preterite (qué, gué)

Procedure:

Go through the task context and instructions with students.
Students listen to each sentence. The first time they can just note whether it refers to Daniel or Lucía and Daniel.
Play the audio again. This time they should transcribe the words in the 1^st person singular preterite.
Check the answers with students. Elicit oral translations of each sentence to check understanding.

Transcript:

Logramos recaudar dinero para la organización Médicos sin Fronteras.
Caminamos bastante rápido.
Practiqué deporte. Jugué al fútbol con un chico de Alemania, Markus.
Busqué un lugar para dormir. Pagué treinta euros por la habitación.
No sé cómo soporté el mal tiempo. Llegué al hotel con agua en los zapatos.
Echamos de menos a la familia.
Logramos terminar el camino en diez días.
Saqué muchas fotos y las mandé a mamá.

Frequency of unknown words/cognates (1 is the most frequent word in Spanish):

benéfico [>5000]; recaudar [>5000], sencillo [1084]

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Un evento para ayudar a una �organización benéfica�

1

2

3

4

6

7

5

8

leer / escuchar

*recaudar = to raise�*enseguida = straight away�*sencillo = simple

En febrero mi tío me invitó a hacer el Camino de Santiago para *recaudar dinero para Médicos sin Fronteras. Esta organización benéfica trabaja en países pobres o lugares donde hay una crisis humana. iAcepté *enseguida!

Pasamos dos semanas especiales. ¡Qué aventura! Caminamos 100 kilómetros a través de Asturias y Galicia hasta Santiago de Compostela. Yo llevé todas mis cosas en una bolsa grande. Me acuerdo que un día caminamos veinte kilómetros a un pueblo precioso donde saqué fotos. Allí encontramos un hostal muy *sencillo para pasar la noche. Cenamos con una familia de Alemania y yo jugué al fútbol con su hijo, Markus.

El día siguiente hizo mal tiempo. iNo sé cómo soporté la lluvia! Llegué al próximo hostal con agua en los zapatos y eché de menos a mi familia. Sin embargo, con el apoyo de mi tío, logré terminar el camino dos días después.

Timing: 8 minutes

Aim:

to help students to connect the spoken and written forms of the language more securely
to consolidate vocabulary and grammar knowledge by eliciting suggested changes to the text.

Procedure:�Click on the audio button to play the text. Read and listen.

Note: There is a full version of the audio top right with a player. Alternatively the audio is in 8 sections with a pause just after the words 1-7 below, to facilitate easy stop/start.

To support segmentation (identifying boundaries between words), stop the audio and ask students to say:�a) the next word�b) the previous word
In addition, to develop understanding, vocabulary and grammar knowledge, pause at key points and ask students to suggest an alternative word that could replace the next word. This is a chance to draw on previously taught grammar and vocabulary knowledge. Students will need to think about the kinds of words they can use in context, depending on where the audio stops. Words in bold below are those after which the audio stops.

I: En febrero mi tío me invitó a hacer el Camino de Santiago para recaudar dinero para … [una organización, MSF, any infinitive]

II: … …Médicos sin Fronteras. Esta organización benéfica trabaja … [con personas pobres, en lugares/países donde hay problemas/guerra…]

III: …en países pobres o lugares donde hay una crisis humana. iAcepté enseguida! Pasamos dos semanas especiales. ¡Qué aventura! Caminamos 100 kilometros a través de Asturias y Galicia hasta Santiago de Compostela.Yo .... [any verb in 1st person singular preterite]

IV: … llevé todas mis cosas en una bolsa grande. Me acuerdo que un día caminamos veinte kilómetros a un pueblo … [an appropriate adjective, que se llama +name, cerca de, en las moñtanas , adjective e.g., precioso, bonito, pequeño]

V: … precioso donde saqué fotos. Allí encontramos … [any noun that works in context]

VI: … un hostal muy sencillo para pasar la noche. Cenamos con una familia de Alemania y yo jugué al fútbol con su hijo, Markus. El día siguiente hizo mal tiempo. iNo sé cómo soporté la lluvia! Llegué … [adverb or time marker e.g. temprano, tarde, por la tarde; preposition ‘a’ + place; time phrase e.g. a las ocho]

VII: al próximo hostal con agua en los zapatos y eché de menos a la familia. Sin embargo, con el apoyo de mi tío, logré… [any infinitive]

VIII: terminar el camino dos días después.

Frequency of unknown words/cognates (1 is the most frequent word in Spanish):

recaudar [>5000], crisis [871], enseguida [1070], sencillo [1084], hostal [>5000]; benéfico [>5000]

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Un evento para recaudar dinero para�Médicos sin Fronteras�

En febrero mi tío me invitó a hacer el Camino de Santiago para recaudar dinero para Médicos sin Fronteras. Esta organización benéfica trabaja en países pobres o lugares donde hay una crisis humana. iAcepté enseguida!

Pasamos dos semanas especiales. ¡Qué aventura! _[We walked]_ 100 kilómetros a través de Asturias y Galicia hasta Santiago de Compostela. Yo _[carried all my things]_ en una bolsa grande. Me acuerdo que un día caminamos veinte kilómetros a un pueblo precioso donde [I took photos]. Allí __[we found a hostel]__ muy *sencillo para pasar la noche. Cenamos con una familia de Alemania y yo _[I played football]_ con su hijo, Markus.

El día siguiente hizo mal tiempo. iNo sé cómo soporté la lluvia! [I arrived at the __[next hostel]__ con agua en los zapatos y _____[I missed the family]____. Sin embargo, con el apoyo de mi tío, [I managed to finish] dos días después.

escribir

Caminamos

Llevé todas mis cosas

encontramos un hostal

jugué al fútbol

Llegué al

saqué fotos

eché de menos a la familia

logré terminar

próximo hostal

*recaudar = to raise�*enseguida = straight away

*el hostal = hostel�*sencillo = simple

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Un evento para recaudar dinero para�Médicos sin Fronteras�

escribir

En febrero mi tío me invitó a hacer el Camino de Santiago para recaudar dinero para Médicos sin Fronteras. Esta organización benéfica trabaja en países pobres o lugares donde hay una crisis humana. iAcepté enseguida!

Pasamos dos semanas especiales. ¡Qué aventura!

__[We walked 100km through/across Asturias and Galícia]__

hasta Santiago de Compostela. _[I carried all my things in a big bag]_.

Me acuerdo que un día caminamos veinte kilómetros a un pueblo precioso.

__[There we found a very simple hostal to spend the night]_.

[We had dinner with a family from Germany] y yo jugué al fútbol con su hijo.

El día siguiente hizo mal tiempo. iNo sé cómo soporté la lluvia!

_[I arrived at the next hostel with wáter in my shoes and I missed my family]_.

Sin embargo, [with the support of my uncle, I managed to finish, two days after.]

Caminamos 100 kilómetros a través de Asturias y Galicia

(Yo) llevé todas mis cosas en una bolsa grande.

Allí encontramos un hostal muy *sencillo para pasar la noche.

Llegué al próximo hostal con agua en mis zapatos y eché de menos a mi familia.

con el apoyo de mi tío, logré terminar dos días después.

*recaudar = to raise�*enseguida = straight away

*el hostal = hostel�*sencillo = simple

Cenamos con una familia de Alemania

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hablar / escuchar

Habla de la experiencia de hacer el Camino de Santiago

Persona A habla: lee las frases en inglés. Debe decir las frases en español con verbos en el pasado que terminan en (-é, -gué, -qué o –amos), según la persona.

Persona B escucha: marca ‘I’ (é, -gué, -qué) o ‘we’ (-amos) y escribe la actividad en inglés.

Ejemplo:

1) I carried a big bag.

¿Quién?		la actividad
	we	(en inglés)

Llevé una bolsa grande.

Persona A

Persona B

I

carried a big bag

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Persona A

I invited some friends to participate.
We swam in a river one afternoon.
I missed the family.
We managed to walk quite far.
I took lots of photos.
I didn’t pay for the hostel.

	¿Quién?		la actividad
	I	we	(en inglés)
1
2
3
4
5
6

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Persona B

I accepted the challenge*.
We couldn’t stand the sun after 11 o’clock.
We carried our clothes in a bag.
I missed England.
I looked for a present for my mum.
I played tennis against my friend.

*challenge = el desafío

	¿Quién?		la actividad
	I	we	(en inglés)
1
2
3
4
5
6

*challenge = el desafío

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Respuestas

	¿Quién?		la actividad
	I	we	(en inglés)
1
2
3
4
5
6

	¿Quién?		la actividad
	I	we	(en inglés)
1
2
3
4
5
6

accepted the challenge

couldn’t stand the sun

carried clothes in a bag

missed England

looked for a present for Mum

played tennis against my friend

invited friends to participate

swam in a river

missed family

managed to walk quite far

took lots of photos

didn’t pay for the hostel

Persona B

Persona A

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SSCs [gue], [gui]

fonética

Consolidation [5]

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Lugares del mundo de habla hispana�Lee la palabra. ¿Es ‘que’ o ‘gue’?

Quevedo

Querétaro

Rurrenabaque

Los Teques

(Ciudad de Ecuador)

(Ciudad de México)

(Ciudad de Venezuela)

(Pueblo de Bolivia)

Ibagué

(Ciudad de Colombia)

San Pablo Guelatao

(Pueblo de México)

Magangué

(Pueblo de Colombia)

Guerrero

(Estado* de México)

Iquique

(Ciudad de Chile)

San Miguel

(Ciudad de El Salvador)

fonética

Rurrenabaque, Bolivia

*el estado = state

Ibagué, Colombia

Los Teques, Venezuela

1

2

3

4

5

6

7

8

9

10

Timing: 3 minutes

Aim:

i) to consolidate the SSCs ‘que’ and ‘gue’ in oral production

ii) to introduce students to some places that they will learn about during the lesson

Procedure:

Give students one minute to talk to a partner about how they would say the different words.
Click to make a prompt flash (it will flash 5 times in quick succession). This happens in random order to keep students on their toes.
Students say the word in chorus.
Then give students one further minute to practise in pairs under time pressure. One student says a word with the SSC ‘gue’ and the other must then say any other word, as quickly as possible, with the SSC ‘que’.

Note: orange action buttons with embedded audio are provided for additional support, if required. Click the button once to hear the place name.

Frequency of unknown words and cognates:

estado [271]

Pictures licensed under CC licenses:

Ibagué – photo from Wikimedia Commons https://commons.wikimedia.org/wiki/File:Ibagu%C3%A9.jpg by Gobernación del Tolima, licensed under Creative Commons Attribution-Share Alike 4.0 International license.

Rurrenabaque – photo from Wikimedia Commons https://commons.wikimedia.org/wiki/File:Rurrenabaque_Calle_Aniceto_Arce.JPG by Milton Lopez, licensed under Creative Commons Attribution-Share Alike 4.0 International license.

Los Teques – photo from Wikimedia Commons https://commons.wikimedia.org/wiki/File:Bol%C3%ADvar_Square_in_Los_Teques_2.jpg by Wilfredor, licensed under the Creative Commons CC0 1.0 Universal Public Domain Dedication .�

27 of 35

¿De dónde eres? ¿De dónde sois?

I _ _ _ tos

San _ _ _ llermo

1

2

3

4

5

6

Zipa _ _ _ rá

_ _ _ nea Ecuatorial

Guaya _ _ _ l

Are _ _ _ pa

one ‘you’

more than one ‘you’

7

8

Mon _ _ _

Bar _ _ _ simeto

escuchar

Zipaquirá

Guinea Ecuatorial

Iquitos

Guayaquil

Arequipa

San Guillermo

Barquisimeto

Monguí

Escucha las preguntas.

¿Es ‘eres’ o ‘sois’?

También escribe ‘qui’ o ‘gui’, según el lugar.

Guinea Ecuatorial en el este de África era parte del imperio español hasta el 1968.

San Guillermo es un pueblo en las Filipinas.

El país era parte del imperio español hasta 1898.

Timing: 7 minutes

Aim:

to practise connecting ‘eres’ and ‘sois’ to their meanings (listening activity)
to practise aural recognition of SSCs [qui] and [gui]

Procedure:

Click to bring up the instructions.
Click the orange button to play the audio for the first time.
Click to reveal each answer and give feedback.
Play the audio again. This time, students write down ‘qui’ or ‘gui’, depending on the place name.
Click to reveal the answers to the second part of the activity.

Notes:

i. to challenge more able students, ask them to transcribe the whole word (the slide can easily be adapted to remove the gapped words).

ii. Spanish remains an official language of Ecuatorial Guinea today (in addition to French and Portuguese). 87.7% of the population speak Spanish as a first or second language (source: https://cvc.cervantes.es/lengua/anuario/anuario_06-07/pdf/paises_08.pdf)

iii. Spanish is a ‘recognised’ language in the Phillipines, meaning that it is “promoted on a voluntary and optional basis”. The official languages are English and Filipino. The country was named “Felipinas” after Philip II of Spain in 1542 and has a number of Spanish place names. Sources: http://republicact.com/widget/provision/340 and https://www.uni-due.de/SVE/VARS_Philippines.htm#:~:text=The%20Philippines%20are%20named%20after,them%20after%20its%20then%20king.

Transcript:

¿Sois de Zipaquirá?
¿Eres de Guinea Ecuatorial?
¿Sois de Iquito?
¿Sois de Guayaqui?
¿Eres de Arequi?
¿Sois de San Guillermo?
¿Eres de Barquisimeto?
¿Eres de Monguí?

Pictures licensed under CC licenses:

Equatorial Guinea map from Wikipedia https://commons.wikimedia.org/wiki/File:GNQ_orthographic.svg by Addicted04 This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.

Photo https://commons.wikimedia.org/wiki/File:Malabo_a_13-oct-01.jpg

Phillipines map from Wikipedia https://commons.wikimedia.org/wiki/File:PHL_orthographic.svg by Addicted04This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.

Photo https://commons.wikimedia.org/wiki/File:7560San_Guillermo_Capaoay,_San_Jacinto,_Pangasinan_30.jpg This file is made available under the Creative Commons CC0 1.0 Universal Public Domain Dedication.

28 of 35

hablar / escuchar

¿De dónde eres? ¿De dónde sois?

Persona A: use your cards to say where you’re from. Use ‘soy’ (I am) or ‘somos’ (we are).

Un ejemplo:

Persona A:

Persona B:

Somos de Arequipa.

Say: ‘We’re from Arequipa’

Other info

in the south of Peru

pretty

there is a canyon* nearby

1

*canyon = el cañon

1. Arequipa

Write 2 or 3 details

_____________________

_________________________

Persona B: listen carefully. Circle one person for ‘I am’ and two people for ‘we are’.

¿Dónde está?

¿Cómo es?

¿Qué hay (allí)?

¿Dónde está?

En el sur de Perú.

_____________________

El cañon cerca de Arequipa

in the south of Peru

Then ask your partner for information about the city. Use these three questions:

Note: there are two options for the final speaking and listening activity:

1) Slide 28: an activity where students practise producing ‘soy’ vs ‘somos’ and also ask for and give information about Latin American cities.

2) Slide 33: a ‘who am I’ style activity where students practise giving statements with ‘soy’ and ‘somos’ and producing questions with ‘eres’ and ‘sois’.

Option #1

Timing: 10 minutes

Aim:

to practise giving statements with ‘soy’ and ‘somos’
to practise asking three previously taught questions
to consolidate a range of vocabulary

Procedure:

Person A orally translates the statement on the prompt card into Spanish (e.g. Somos de Arequipa). This will involve ‘soy’ or ‘somos’, depending on the prompt.
Student B listens and circles one person if for ‘soy’ (I am) and two people for ‘somos’ (we are).
Student B then asks Student A for more information. Any of the three questions suggested on this slide could be used.
Student A listens and gives information as a suitable response. The information on Student A’s card will always refer to where the place is, what it’s like and what there is.

Note: glosses are given to the speaker for a number of country names. Although these country names have not been previously taught as vocabulary, they have been used in this lesson and in others, so students may well already be familiar with them. They are also all cognates, so we can expect the listener to be able to write them down accurately (even if unfamiliar with the country).

Picture source:

https://www.piqsels.com/da/public-domain-photo-jlths (photos released under CC0 public domain license)

Frequency of unknown words and cognates:

pesquero [>5000]; surf [>5000] selva [2768]; iguana [>5000]; cañon [>5000]; puerto [1077]

29 of 35

Persona A

Say: ‘I’m from Querétaro’

1

2

3

4

5

6

quite famous

in the centre of Mexico*

there are beautiful buildings

*México = Mexico

hablar

Persona A

Say: ‘We’re from San Guillermo’

small town

in the Philippines*

there aren’t many people

*Filipinas = Philippines

Say: ‘I am from Monguí’

pretty, traditional town

in the centre of Colombia*

there are mountains nearby

*Colombia = Colombia

Say: ‘We’re from Guayaquil’

big city next to a river

on the coast of Ecuador*

there is a park with iguanas*

*Ecuador; *iguana = iguana

Say: ‘We are from San Miguel’

interesting place

in the south of El Salvador*.

there is a carnaval every November

*El Salvador = El Salvador

Say: ‘I am from Iquitos’

it’s hot there

in the north of Peru

there is a famous river nearby

*Peru = Perú

30 of 35

Persona B

Say: We’re from Magangué

in the north of Colombia*

big town

it used to be a port*

Say: We’re from Los Teques

8

9

11

12

small city

in the north of Venezuela*

there are lots of tall buildings

Persona B

Say: I’m from Equatorial Guinea*

there are people who also speak French

in Africa
an interesting country

Say: We’re from Iquique

in the north of Chile

small city with little rain

there are buildings by (‘next to’) the sea

Say: I’m from Rurrenabaque

in the north of Bolivia*

there is a lot of nature nearby

Say: We’re from Guerrero

there are also many mountains

in the south of Mexico

it is famous for its beaches

*Guinea Ecuatorial *África

it is very hot there

*Colombia *el puerto = port

7

10

*Venezuela = Venezuela

*Bolivia = Bolivia

*México = Mexico

*Chile = Chile

31 of 35

Persona B

_____________________

_________________________

_____________________

_________________________

_____________________

_________________________

_____________________

_________________________

3. Monguí

1. Querétaro

Write 2 or 3 details

_____________________

_________________________

_____________________

_________________________

quite famous

in the centre of Mexico

beautiful buildings

2. San Guillermo

Circle the correct picture.

Write 2 or 3 details

Circle the correct picture.

Write 2 or 3 details

4. Iquitos

Write 2 or 3 details

5. San Miguel

Circle the correct picture.

Write 2 or 3 details

Circle the correct picture.

Write 2 or 3 details

6. Guayaquil

Persona B

small town

in the Philippines

not many people

pretty, traditional town

in the centre of Colombia

mountains nearby

on the coast - Ecuador

park with iguanas

interesting place

in south of El Salvador

Carnaval every November

it’s hot there

in north of Peru

famous river nearby

big city next to a river

32 of 35

Persona A

_____________________

_________________________

_____________________

_________________________

_____________________

_________________________

_____________________

_________________________

9. Guinea Ecuatorial

7. Magangué

Write 2 or 3 details

_____________________

__________________

_____________________

_________________________

8. Los Teques

Circle the correct picture.

Write 2 or 3 details

Circle the correct picture.

Write 2 or 3 details

10. Iguique

Write 2 or 3 details

11. Rurrenabaque

Circle the correct picture.

Write 2 or 3 details

Circle the correct picture.

Write 2 or 3 details

12. Guerrero

Persona A

in north of Colombia

big town

used to be a port

small city

in north of Venezuela

lots of tall buildings

an interesting country

in Africa

in the north of Chile

small city with little rain

buildings by the sea

in the north of Bolivia

very hot

many mountains

in south of Mexico

famous for its beaches

a lot of nature nearby

puerto = port

people who speak French

33 of 35

hablar / escuchar

¿Quién soy / somos?

Use your cards to

give statements using ‘soy’ (I am) and ‘somos’ (we are).
ask questions using ‘eres’ (you are) and ‘sois’ (you both are)

Un ejemplo:

Persona A:

Persona B:

Mmm... ¿Sois Francisco y Elena?

Say it in Spanish, but don’t say the names!

1. We are from Guayaquil.

a) Francisco

Somos de Guayaquil.

(Jorge y Alejandra)

Did you hear ‘somos’ or ‘soy’?

Look at your options and ask your partner who it might be, using ‘¿Eres…?’ or ‘¿Sois…?’

b) Francisco y Elena

c) Jorge

d) Jorge y Alejandra

Then, answer your partner’s question(s). Answer ‘sí’ or ‘intenta otra vez’.

No, prueba otra vez.

¿Sois Jorge y Alejandra?

iSí!

34 of 35

Persona A

1. We are from Guayaquil.

(Jorge y Alejandra)

Say the sentence in Spanish, but don’t say the names below it!

2. We are from Magangué.

(Jorge y Elena)

3. I am from Los Teques.

(Pablo)

4. I am from San Pablo Guelatao.

(David)

5. We are from Iquitos.

(Mariel y Elena)

Your partner will ask you questions to find out who is speaking.

1a) Francisco

Did you hear ‘somos’ or ‘soy’?

Look at your options and ask your partner who it might be, using ‘¿Eres…?’ or ‘¿Sois…?’

1b) Francisco y Elena

1c) Jorge

1d) Jorge y Alejandra

2a) David

2b)Mariel y Alejandra

2c) Mariel

2d) Jorge y Elena

3a) Pablo

3b) Mariel y Elena

3c) David

3d) Jorge y Alejandra

4a) David

4b) Francisco y Elena

4c) Alejandra

4d) Mariel y ELena

5a) Elena

5b) Mariel y Elena

5c) Mariel

5d) Alejandra y David

35 of 35

Persona B

1. I am from Guinea Ecuatorial.

(Francisco)

Say the sentence in Spanish, but don’t say the names below it!

2. We are from Guerrero.

(Mariel y Alejandra)

3. We are from Iquitos.

(Mariel y Elena)

4. I am from San Guillermo.

(David)

5. I am from San Miguel.

(Mariel)

Your partner will ask you questions to find out who is speaking.

1a) Francisco

Did you hear ‘somos’ or ‘soy’?

Look at your options and ask your partner who it might be, using ‘¿Eres…?’ or ‘¿Sois…?’

1b) Francisco y Elena

1c) Jorge

1d) Jorge y Alejandra

2a) David

2b)Mariel y Alejandra

2c) Mariel

2d) Jorge y Elena

3a) Pablo

3b) Mariel y Elena

3c) David

3d) Jorge y Alejandra

4a) David

4b) Francisco y Elena

4c) Alejandra

4d) Mariel y Elena

5a) Elena

5b) Mariel y Elena

5c) Mariel

5d) Alejandra y David