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Spanish word patterns collection

Date updated: 26/02/21

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�-ty at the end of an English word often changes to –dad in Spanish.��

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Introduction 8.1.1.4��-ity / -idad

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Vocabulario

hablar

-ty at the end of an English word often changes to –dad in Spanish.

city

activity

¿Cómo se dice en espanol?

ciudad.

actividad.

NB: All –dad words in Spanish are feminine, so use ‘la’ for ‘the’ and ‘una’ for ‘a, an’.

All –dad words have final syllable stress!

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¿Cómo se dice en español?

personalidad

sociedad

realidad

universidad

variedad

curisosidad

oportunidad

responsabilidad

hablar

personality

society

reality

university

variety

curiosity

opportunity

responsibility

Timing: 3 minutes

Aim: to reinforce the ‘–dad’ word pattern in Spanish to ‘–ty’ in English.

Procedure:

1) Give students one minute in pairs to think about the Spanish for the eight ‘ty’ words.

2) Ask for volunteers to say the Spanish for the English words in any order.

3) Answers are revealed by clicking on the English text box.

4) Click on the Spanish text box to have the English appear again.

5) Remind students that these are all feminine nouns.

6) Draw students’ attention to spelling changes: single ‘p’ in ‘oportunidad’ and ‘a’ in ‘responsabilidad’

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

realidad [260] sociedad [353]; universidad [387]; oportunidad [564]; responsabilidad [915]; variedad [1815]; curiosidad [1830]; personalidad [1550]

�Further words in most frequent 2000 words with the same pattern: necesidad [431]; cantidad [459;] posibilidad [461]; comunidad [523]; seguridad [564]; autoridad [569]; capacidad [633]; calidad [637]; unidad [848]; velocidad [1142]; actualidad [1291]; entidad [1407]; humanidad [1553]; oscuridad [1625]; identidad [1806]

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

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Vocabulario

La Universidad de Salamanca is the oldest university in Spain. It was founded in 1134!

Salamanca has a famous university.

2) I make the most of the opportunity to use a computer.

3) In reality, receiving messages every day is normal.

4) In my free time I do not have a lot of responsibility. However, I have to/must help at home a little.

escribir

Salamanca tiene una universidad famosa.

Escribe en español:

Aprovecho la oportunidad de usar un ordenador.

En realidad, recibir mensajes todos los días es normal.

En mi tiempo libre no tengo mucha responsabilidad. Sin embargo, debo ayudar en casa un poco.

Want to say ‘the opportunity to (do something)?

Use ‘la oportunidad de (hacer algo).

Timing: 5 minutes

Aim: to use ‘-dad’ word in context plus other items of revisited vocabulary.

Procedure:

1. Students translate the sentences into Spanish.

2. Teachers reveal the answers on a mouse click.

Note: Be tolerant of errors around oportunidad ‘de’.

Word frequency (1 is the most frequent word in Spanish): �realidad [260] universidad [387]; oportunidad [564]; responsabilidad [915]

8.1.1.1 (revisit) ayudar [328]; libre [473]; aprovechar [885]; sin embargo [embargo-203]; poco [76]

7.3.1.6 (revisit) recibir [216]; mensaje [847]; ordenador [2624]; todo¹ [472]

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

Image of the Universidad de Salamanca free from Manuel Ramallo from Pixabay. (https://pixabay.com/es/photos/salamanca-universidad-pontificia-2307180/).

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�Create a noun Spanish by adding –idad to singular adjectives (remove the vowel from the end of the word if necessary)��

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Introduction 9.2.2.3��-ity / -idad

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Vocabulario

hablar

realidad

personalidad

We can create nouns in Spanish by adding –idad to singular adjectives ending in a consonant:

All –idad words in Spanish are feminine, so use ‘la’ for ‘the’ and ‘una’ for ‘a, an’.

We can also create nouns ending in –idad by removing the final vowel.

All –idad words have final syllable stress.

idad

real

idad

personal

curiosidad

idad

curioso

seguro

seguridad

idad

Note that these words end in –ity in English: curiosity, security.

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Vocabulario

hablar

tranquilidad

claridad

especialidad

totalidad

actividad

humanidad

originalidad

formalidad

tranquilo

claro

especial

total

activo

humano

original

formal

Note that the word for ‘especial’ in English has no 'e' at the start.

Timing: 2 min.

Aim: to introduce examples of words with the ‘–idad’ suffix and to reinforce the connection with ‘–ity’ in English.

Procedure:

1. Students are given one minute in pairs to think about how to create 8 words ending in –idad in Spanish (–ity in English).

2. The teacher asks students to say each noun ending in –idad (this can be in any order).

3. Answers are revealed by clicking on each text box.

4. The teacher encourages students to say the English word for each of these words in Spanish.

Notes:

Note that a further click will bring up a callout reminding students of the absence of e- at the beginning of the word ‘especial’ in English. This will also happen in the derived word ‘especialidad’ (‘speciality’).
The teacher can draw attention to the fact that these are all feminine nouns.

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Consolidation 9.3.1.5��-ity / -idad

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Vocabulario

reality

curiosity

¿Cómo se dice en español?

realidad

curiosidad

In Spanish the -ity at the end of an English word often changes to –idad.

These nouns can be created by adding –idad on to singular adjectives.

e.g. real-> realidad

All –idad words have final syllable stress but do not need a written accent.

For adjectives ending in a vowel, we must first remove the final vowel before adding –idad

e.g. curioso -> curios -> curiosidad

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Vocabulario

hablar

capacidad

originalidad

nacionalidad

intensidad

humanidad

positividad

tranquilidad

especialidad

capacity

originality

nationality

intensity

humanity

positivity

tranquility

especiality

Timing: 2 min.

Aim: to introduce examples of words with the ‘–idad’ suffix and to reinforce the connection with ‘–ity’ in English.

Procedure:

1) Students are given one minute in pairs to think about the Spanish for the eight ‘–ity’ words.

2) The teacher asks students to say the Spanish for the English words (this can be in any order).

3) Answers are revealed by clicking on the English text box.

4) The teacher can draw attention to the fact that these are all feminine nouns.

Note: These words are all within the 2000 most frequent and are included for further practice of the suffix. These may be learnt incidentally.

Frequency of unknown words:

tranquilidad [2481]; intensidad [2356]; humanidad [1553]; positividad [>5000]; especialidad [2780]; capacidad [633]; originalidad [>5000]; nacionalidad [3873]

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

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�-ly at the end of an English word often changes to –mente in Spanish.��

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Introduction 8.3.1.6��-ly / -mente

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Vocabulario

hablar

-ly at the end of an English word often changes to –mente in Spanish.

principally

(mainly)

simply

¿Cómo se dice en español?

principalmente

simplemente

NB: All these words are adverbs formed from adjectives:

simple = adjective

simplemente = adverb

–ly words only have an accent if the original adjective has an accent!

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Vocabulario

hablar

perfectamente

inmediatamente

básicamente

directamente

correctamente

claramente

perfectly

immediately

basically

directly

correctly

clearly

To create the adverb, take the ‘–a’ form and add ‘–mente’.

completa

completamente

exact (f) = exacta

basic (f) = básica

perfect (f) = perfecta

immediate (f) = inmediata

seguramente

surely, safely

absolute (f) = absoluta

absolutamente

absolutely

completo

Many adjectives have a masculine (‘-o’) and feminine (‘-a’) form.

(completely)

complete (m)

complete (f)

¿Cómo se dice en español?

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Consolidation 9.1.1.4��-ly / -mente

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Escribe las seis frases sobre México en español para una página web de viajes:

escribir

Its cities are interesting places.

You can look at the old buildings and enjoy the atmosphere.

Its customs are unique, especially the way of celebrating the dead.

Its nature is very special and its landscapes are beautiful.

Its food is very tasty; you can eat many types of dishes.

Its museums are great if you like to learn about history.

Its people are very kind. It’s easy to make a lot of friends.

Su naturaleza es muy especial y sus paisajes son preciosos/hermosos.

Sus costumbres son únicas, especialmente la forma de celebrar a los muertos.

Su comida es muy rica; puedes comer muchos tipos de platos.

Sus ciudades son lugares interesantes. Puedes mirar los edificios antiguos y disfrutar del ambiente.

Sus museos son geniales si te gusta aprender sobre historia.

Su gente es muy simpática/amable. Es fácil hacer muchos amigos.

Remember, ‘people’ in Spanish is singular.

*especially – especialmente

1

2

3

4

5

6

Use personal ‘a’ if the direct object is a living thing (or was once alive!).

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Solución

Its nature is very special and its landscapes are beautiful.

Its food is very tasty; you can eat many types of dishes.

Its customs are unique, especially the way of celebrating the dead.

Its people are very kind. It’s easy to make a lot of friends.

Its cities are interesting places.

You can look at the old buildings and enjoy the atmosphere.

Su naturaleza es muy especial y sus paisajes son preciosos/hermosos.

Sus costumbres son únicas, especialmente la forma de celebrar a los muertos.

Su comida es muy rica; puedes comer muchos tipos de platos.

Sus ciudades son lugares interesantes. Puedes mirar los edificios antiguos y disfrutar del ambiente.

Su gente es muy simpática/amable. Es fácil hacer muchos amigos.

*especially – especialmente

Its museums are great if you like to learn about history.

Sus museos son geniales si te gusta aprender sobre historia.

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Consolidation 9.1.2.6��-ly / -mente

GCSE word pattern

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Vocabulario

hablar

-tion at the end of an English word often changes to –ción in Spanish.

nation

correction

¿Cómo se dice en español?

nación

corrección

NB: All –ción words in Spanish are feminine, so use ‘la’ for ‘the’ and ‘una’ for ‘a, an’.

All –ción words have final syllable stress!

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Vocabulario

hablar

solución

ficción

relación

operación

introducción

imaginación

pronunciación

posición

solution

fiction

relation

operation

introduction

imagination

pronunciation

position

Timing: 3 minutes

Aim: to introduce examples of unknown words with the ‘–ción’ suffix and to reinforce the connection with ‘–tion’ in English.

Procedure:

1) Students are given one minute in pairs to think about the Spanish for the eight ‘–tion’ words.

2) The teacher asks students to say the Spanish for the English words (this can be in any order). The teacher could highlight the SSC [ci] within the word.

3) Answers are revealed by clicking on the English text box.

4) The teacher can draw attention to the fact that these are all feminine nouns.

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

operación [1014]; pronunciación [>5000] introducción [1355]; imaginación [1906]; posición [667]; solución [836]; ficción [2916]; relación [272]

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

Further examples in the 2000 most frequent words in Spanish: condición [418]; atención [489]; investigación [511]; producción [566]; comunicación [619]; institución [697]; elección [754]; generación [925]; creación [979]; aplicación [1022]; sensación [1038]; administración [1147]; opción [1175]; tradicional [1222]; declaración [1264]; reacción [1293]; exposición [1317]; protección [1425]; oposición [1441]; edición [1449]; obligación [1452]; asociación [1457]; constitución [1458]; disposición [1548]; evolución [1598]; intervención [1626]; colección [1632]; representación [1640]; sección [1688]; presentación [1747]; manifestación [1837]; interpretación [1841dimensión [1916]; excepción [1935]

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Fonética

When words with –ción become plural, the extra ‘-es’ means that the stress is now on the penultimate syllable. So, no accent is needed.

Remember, if a word with final syllable stress ends in ‘n’ or ‘s’, use an accent.

Escucha y lee unos ejemplos:

If a word with penultimate syllable stress ends in ‘n’ or ‘s’, don’t use an accent.

1

2

3

construcción

revolución

acción

construccion

accion

revolucion

es

Listen carefully. The stressed syllable doesn’t change – only the spelling does!

Timing: 2 mins

Aim: to introduce ‘-ción’ words in plural form, highlighting the presence vs absence of accent in the singular vs plural form of these words.

Procedure:

The teacher gives explanation, drawing attention to change in spelling.
The teacher models pronunciation and/or plays audio. It can be pointed out that the location of stress doesn’t change; the addition of an extra syllable only has implications for spelling.
Students repeat the words back, putting stress on the correct syllable, as modelled.

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

acción [404]; ]; construcción [793]; revolución [1086];

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

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�-tion at the end of an English word often changes to –ción in Spanish.�

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Introduction 8.1.2.4��-tion / -ción

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Vocabulario

hablar

-tion at the end of an English word often changes to –ción in Spanish.

option

station

¿Cómo se dice en español?

opción.

estación.

NB: All –ción words in Spanish are feminine, so use ‘la’ for ‘the’ and ‘una’ for ‘a, an’.

All –ción words have final syllable stress!

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Vocabulario

hablar

información

tradición

conversación

educación

emoción

traducción

intención

situación

information

tradition

conversation

education

emotion

translation

intention

situation

Notice the spelling change here.

¡Atención! ‘To have the intention to’ is ‘tener la intención de’

Timing: 3 min.

Aim: to introduce examples of words with the ‘–ción’ suffix and to reinforce the connection with ‘–tion’ in English.

Procedure:

1) Students are given one minute in pairs to think about the Spanish for the eight ‘–tion’ words.

2) The teacher asks students to to say the Spanish for the English words (this can be in any order). The teacher could highlight the SSC [ci] within the word.

3) Answers are revealed by clicking on the English text box.

4) The teacher can draw attention to the fact that these are all feminine nouns.

6) The teacher can draw attention to one spelling change: translation -> traducción.

Note: ‘Intención’ and ‘traducción’ are included here as new vocabulary items. The other words are all within the 2000 most frequent and are included for further practice of the suffix. These may be learnt incidentally.

Further examples in the 2000 most frequent words in Spanish: acción [404]; condición [418]; atención [489]; investigación [511]; producción [566]; comunicación [619]; posición [667]; institución [697]; elección [754]; construcción [793]; nación [823]; solución [836]; generación [925]; creación [979]; operación [1014]; aplicación [1022]; sensación [1038]; revolución [1086]; administración [1147]; opción [1175]; tradicional [1222]; declaración [1264]; reacción [1293]; exposición [1317]; protección [1425]; oposición [1441]; edición [1449]; obligación [1452]; asociación [1457]; constitución [1458]; disposición [1548]; evolución [1598]; intervención [1626]; colección [1632]; representación [1640]; sección [1688]; presentación [1747]; manifestación [1837]; interpretación [1841]; imaginación [1906]; dimensión [1916]; excepción [1935]

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Consolidation 8.1.2.4��-tion / -ción

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Fonética

Remember, if a word with final syllable stress ends in ‘n’ or ‘s’, use an accent.

Escucha y lee unos ejemplos:

If a word with penultimate syllable stress ends in ‘n’ or ‘s’, don’t use an accent.

1

2

3

opción

situación

tradición

opcion

tradicion

situacion

es

When words with –ción become plural, the extra ‘-es’ means that the stress is now on the penultimate syllable. So, no accent is needed.

Listen carefully. The stressed syllable doesn’t change – only the spelling does!

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Fonética

informa_______

escuchar / escribir

Escucha cada palabra y escribe las letras que no están.

emo_______

ción

1

2

3

4

5

6

situa_______

inten_______

educa_______

7

8

traduc_______

tradi_______

conversa_______

ciones

Ahora pronuncia las palabras con un compañero.

ción

ciones

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Vocabulario

escribir

Estás en una clase de salsa y escuchas las conversaciones de la gente. Quieres hacer una traducción de las frases.

Escribe las frases en español.

We want to learn to dance salsa because it’s a tradition in the family.

The first day is difficult*, so we give a lot of encouragement.

Do you want to choose your own partner and give support?

You take the first step forward, the second step backwards and the third step to the left.

Queremos aprender a bailar salsa porque es una tradición en la familia.

Das el primer paso adelante, el segundo paso atrás y el tercer paso a la izquierda.

El primer día es difícil, así que damos mucho ánimo.

¿Quieres elegir tu propia pareja y dar apoyo?

I want to spend time with my friends and to enjoy the music.

Quiero pasar tiempo con mis amigos y disfrutar la música.

I give information about the classes to people with the intention to participate.

Doy información sobre las clases a la gente con la intención de participar.

difficult = difícil

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Fonética

hablar / escuchar

Persona A: Read the sentence aloud.

Persona B: Listen and write down each sentence, including the words ending in -ción, focusing on whether they have an accent or not.

Quiero una traducción del libro sobre tradiciones.

Persona A:

Persona B:

Frases	Las frases de mi compañero/a
1	Quiero una traducción del libro sobre tradiciones.

Remember: words with final syllable stress that end in ‘n’ or ‘s’ have an accent on the stressed vowel (e.g. opción). If the stress is on the penultimate syllable (e.g. opciones), there is no accent.

Timing: 5 min.

Aim: To consolidate understanding final syllable and penultimate syllable stress, using words with the suffix –ción singular and plural form to practise this.

Procedure:

Student A reads the sentence aloud.
Student B listens and write the full sentence, paying particular attention to the word(s) with the suffix –ción. Is the stress on the final syllable (i.e. so has an accent on the stressed vowel) or is it on the penultimate syllable (i.e. has no accent on the stressed vowel).

Note: it is important that the use of the accent here is understood in relation to the general rule outlined at the top of the slide. Although we only practise here with words ending in –ción, there are plenty of other words that follow the pattern (e.g. montón vs montones, jabón vs jabones).

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Persona A

	Mis frases
1
2
3
4
5

	Mis frases
1
2
3
4
5

Persona B

Quiero imprimir los billetes en la estación.

Cuando estoy contento siempre quiero empezar una conversación.

Generalmente, en una situación así damos muchas opciones.

Queremos una traducción del diálogo corto en la película de acción.

Los dos países comparten las mismas tradiciones.

Tenemos la intención de elegir una bicicleta según la información de la revista.

No puedo describir la sensación de ganar un premio importante.

El apoyo del profesor es una parte de la educación.

El fútbol es un deporte con emociones muy fuertes.

Finalmente, elijo hacer una presentación sobre las revoluciones en el mundo.

SPEAKING CARDS - DO NOT DISPLAY DURING ACTIVITY. ONLY DISPLAY DURING FEEDBACK.

Persona A

Quiero imprimir los billetes en la estación.
Cuando estoy contento siempre quiero empezar una conversación.
Generalmente, en una situación así damos muchas opciones.
Queremos una traducción del diálogo corto en la película de acción.
Los dos países comparten las mismas tradiciones.

Persona B

Tenemos la intención de elegir una bicicleta según la información de la revista.
No puedo describir la sensación de ganar un premio importante.
El apoyo del profesor es una parte de la educación.
El fútbol es un deporte con emociones muy fuertes.
Finalmente, elijo hacer una presentación sobre las revoluciones en el mundo.

Vocabulary from revisited sets:

8.1.2.1: elegir [561]; elijo [561]; describrir [1272]; imprimir [2736]; diálogo [1466]; corto [1055]; finalmente [948]; mismo [55]; último [188];

8.1.1.3: según [237]; así [67]; generalmente [1387]

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Consolidation 9.1.2.6��-tion / -ción

Timing: 8 minutes

Aims:

to practise agreement of singular and plural nouns with the possessive adjectives ‘su’ and ‘sus’.

to practise agreement of singular and plural nouns with the verbs ‘es’ and ‘son’.

Procedure:�1. Students write each sentence in Spanish.

2. Shows answers one by one and give feedback.

Notes:

1. In the SOW the use of the definite article in cases where English omits the article has not yet been covered. For this reason, item 6 refers to ‘historia’ without an article.

2. the activity involves use of the pattern –mente as equivalent of –ly after an adjective of invariable gender (see item 5). This affix was taught in Year 8, and ‘especial’ is a new vocabulary item this week. Earlier activities in this lesson did not focus on this aspect of language, and so a gloss is given in the bottom right hand corner to give students support.

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Vocabulario

hablar

-tion at the end of an English word often changes to –ción in Spanish.

nation

correction

¿Cómo se dice en español?

nación

corrección

NB: All –ción words in Spanish are feminine, so use ‘la’ for ‘the’ and ‘una’ for ‘a, an’.

All –ción words have final syllable stress!

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