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Background

Derivational Morphology

Presenter:

?

Authors:

Natalie Finlayson/

Emma Marsden

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What is derivational morphology?

Morphology is the process of adding affixes or making other changes to words to create new words or new grammatical forms.

Inflectional morphology creates new grammatical forms.

chat 🐈 + -s 🡪 chats 🐈🐈

(base word) (inflectional affix) (inflected word)

Derivational morphology creates new meanings or parts of speech.

glücklich 😊 + un- 🡪 unglücklich 😞

(base word) (derivational affix) (derived word)

real (adj) + -mente 🡪 realmente (adv)

(base word) (derivational affix) (derived word)

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Why is derivational morphological knowledge useful?

Words are built from morphemes: bases(e.g., real) and roots (e.g., différ-) that carry core meaning, and affixes that add or change meaning.

Morphological awareness—learners’ ability to understand and manipulate morphemes—is linked to vocabulary growth (Schmitt & Meara, 1997; Ishii & Schmitt, 2009; Laufer et al., 2021) and broader skills such as reading, writing, and spelling in L1 and L2 learners (Jeon, 2011; Ke et al., 2020; Leontjev et al., 2016; McCutchen et al. (2014).

Derived words are very common: In English, each base word has around 1–2 transparent derived forms (Nagy & Anderson 1984). Knowing morphological patterns helps learners see word families and learn fewer items by rote.

Explicit word-building instruction may be effective: A few studies show vocabulary and literacy gains, even for low-intermediate L2 learners (Amirjalili & Jabbari, 2018; Min & Sukying, 2025).

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When is derivational morphological knowledge useful?

Derivational morphology becomes more useful as words become less frequent: Lower-frequency vocabulary contains more derived forms (Nagy & Anderson, 1984; Ur, 2022). This means morphological knowledge can help learners access many mid- to low-frequency words they haven’t been taught once they know 1,000 or so base words (McLean & Stoeckel, 2021).

GCSE-age learners are likely to be ready: Vocabulary size estimates (Dudley et al., 2024) and previous GCSE list lengths (Marsden et al., 2023) indicate most learners are above this threshold.

Caution may be needed: Knowing a base or inflected form does not always guarantee understanding of a derived form (Ward & Chuenjundaeng, 2009; McLean, 2018; Kremmel & Schmitt, 2016), especially in listening (Kim et al., 2023). Even advanced learners can struggle with rare or opaque affixes (Sasao & Webb, 2017; Sonbul & El-Dakhs, 2024; Mochizuki & Aizawa, 2000).

Several factors support success: Larger vocabularies support better recognition of derived forms (Laufer et al., 2021), and adolescents with a related L1 and L2 have been shown to apply rules productively (Snoder & Laufer, 2022). With supportive context (Laufer, 2023), treating some derived forms as part of a “word family” is reasonable in such contexts (Webb, 2021a, 2021b).

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Derivational morphology in the new GCSE

The new GCSE grammar content includes a small set of common, regular, and transparent derivational morphology patterns for each language.

Knowing these patterns increases the range of vocabulary students can understand.

Students should recognise base and derived words related to listed vocabulary through the patterns in reading. Clearly recognisable forms may also appear in listening.

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Evidence supporting the GCSE constraints

Modality of assessment: Recognising word parts is easier in reading than in listening: text is permanent and easier to break down visually, while speech is fast and harder to segment for learners still developing sound–spelling awareness. Derived forms seem to be harder to recognise in listening (Kim et al., 2023). Instruction in morphology has been shown to improve literacy (Amirjalili & Jabbari, 2018).

One affix only: Learners who can apply morphological knowledge to understand single-affix words (e.g. reuse, usable) struggle to extend this to multiple-affix forms (reusable) (McLean, 2018).

Directionality: There’s no clear evidence that adding an affix is easier than removing it, so both directions (i.e., croyable 🡪 incroyable; incroyable 🡪 croyable) are included.

Small and constrained rule set: Some patterns are more learnable than others, or are learned first (Mochizuki & Aizawa, 2000; Sasao & Webb, 2017). Learnability depends on factors such as frequency (Taft, 1994; Hay, 2006; Kuperman & van Dyke, 2011) and transparency (Rastle et al., 2000). In English, such findings underpin established pedagogical frameworks (Bauer & Nation, 1993).

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How were the patterns selected?

The patterns were selected using the following criteria:

Affix frequency 📈: How often does the affix occur in the language overall, and in how many different words does it appear?
Real vs pseudo-affix frequency ⚠️: How often does adding or removing the affix create a related word, rather than an unrelated one?�(e.g. farm + -er 🡪 farmer ✅ vs. corn + -er 🡪 corner ❌).
Pattern frequency 📊: How many words in the pattern—either base or derived—are among the words learners are likely to meet (i.e., the 2,000 most frequent)?
Spelling regularity 🔡: Does the affix have many different forms (e.g., im-; in-, ir- and il- in French all mean “un-”), and how often does adding the affix cause spelling changes in the base word (e.g., patient ➜ patiemment)?
Transparency 🪞: Can the meaning of the derived word be guessed from the base and affix, and does the pattern match an English equivalent?

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How were the patterns selected?

Researchers used a step-by-step process to narrow down affix lists from trusted sources to a small set of regular, frequent, and transparent patterns with high utility for learners.

Stage 1. Counted how many words contain each affix (incl. lookalikes) using an online dictionary.

Stage 2. Used data from frequency dictionaries to estimate how common each affix is by totalling the frequencies of genuine derived words.

Stage 3. Eliminated rare affixes and those found in many pseudo-affixed words.

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How were the patterns selected?

The outputs of Stage 6 are the rules stipulated in the GCSE subject content.

Stage 4. Collaborated with teachers to review spelling regularity. Kept only affixes with one or two dominant forms (e.g., im-, in-; not il-, ir-) that caused predictable changes to bases.

Stage 5. Computationally added or removed each affix from eligible words in the top 2,000 (e.g., added un- to every German adjective), then checked dictionaries to see which generated words were real. The total number of real- word matches for each affix gave its pattern frequency.

Stage 6. Teams judged transparency and teachability of high-frequency patterns and devised final rules.

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GCSE derivational morphology (summary)

French (6)	German (9)	Spanish (5)
in-/im- �(+adj, +adv, +n)	un- �(adj ⇄ adj)	-(a)mente �(adj ⇄ adv)
-(e)able �(adj ⇄ v)	-ung �(v ⇄ n)	-idad �(adj ⇄ n)
-(at)ion �(v ⇄ n)	-er �(v ⇄ n)	-ísimo/-ísim�(adj ⇄ adj)
-ment, -amment, -emment �(adj ⇄ adv)	-(s)te�(ordinal ⇄cardinal)	-able �(v ⇄ adj)
-ième�(ordinal ⇄cardinal)	-heit �(adj/adv ⇄ n)	-ito /-ita�(n ⇄ n)
-(at)eur �(v ⇄n)	-keit �(adj/adv ⇄ n)
	-los �(n ⇄ adj)
	-chen (n ⇄ n)
	-lein (n ⇄ n)

Foundation patterns

Higher patterns

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How many extra words are accessible through derivational patterns?�

Teaching a small number of frequent, regular, and transparent derivational patterns can substantially expand learners’ receptive vocabulary.

Learners who know the top 2,000 words could recognise around 31% more words (~620 extra).
GCSE foundation students could recognise roughly 16.5% more (~200 extra).
Higher students could understand about 22% more (~390 extra).

Statistics do not include Spanish and German diminutive forms.

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Implications for practice

Morphological knowledge connects large parts of the lexicon. Around half of all GCSE listed words were a base or derived form in at least one pattern, a quarter in two or more, and a few in three.

The strongest contributing patterns were -ment, -(at)eur, and -(e)able in French (together, about two-thirds of gains); -ung and -er in German (~half), and -(a)mente and -ísimo/-ísima in Spanish (~a third). These distributions could suggest a tentative priority order for teaching (following a ‘bang for your buck’ principle).

Knowing the patterns could increase reading coverage of adolescent-focussed texts (young adult novels, exams, web content) by around 0.5% (one word in 200). This is the equivalent of learning an additional band of 1,000 mid-frequency words (Nation, 2013).

As learners progress to authentic texts, which contain more mid-to-low-frequency (and therefore derived) words, coverage benefits will grow. So, knowledge of the patterns sets them up well for further study.

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Resources

The OASIS special collection “Word parts & families” contains short, accessible summaries of journal articles on derivational morphology.

The “word families” collection on the Language-driven Pedagogy website hosts lists of derived forms linked to the 2,000 most frequent words.

Nation and Bauer (2023) provide English examples of derivational morphology activities that can be easily adapted for other languages.

MultilingProfiler is a free vocabulary app that lets teachers check text alignment with AQA and Edexcel word lists, including derived forms (select the ‘reading version’) or excluding derived forms (select the ‘listening version’).

https://www.oasis-database.org/

https://www.multilingprofiler.net/

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Example activities

Derivational Morphology

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French word patterns �collection�

Date updated: 13/12/22

Artwork by Chloé Motard. All additional pictures selected are available under a Creative Commons license, no attribution required.

Native teacher feedback provided by Sarah Brichory.

Learning outcomes (lesson 1):

Introduction of SSC [e]

Introduction of [first, second and third person plural forms of être]

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

7.2.1.2 (introduce) frère [1043], sœur [1558], parent [546], ouvert [897], prudent [1529], strict [1859], jeune [152]

7.1.2.6 (revisit) jouer [219], manger [1338], écouter [429], chanter [1820], étudier [960], ils, elles, fruit [896], radio [1526], histoire [263]

7.1.2.1 (revisit) ciel [1538], comme [32], couleur [1211], rêve [1313], sable [3263], vague [1493], bleu [1216], jaune [2585], rouge [987], vert [1060], violet [>5000]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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Suffixes: English '-ly' ➜ French '-ment’ �(première ➜ premièrement)

Introduction: 9.1.1.3

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Quel est l’adverbe ?

ambitious

ambitieux

general

sad

last

sure*

quick

strict

natural

général

triste

dernier

sûr

rapide

strict

naturel

Forme des adverbes en –ment.

parler

generally
sadly
lastly
surely
quickly
ambitiously
strictly
naturally

Adjective base

Adverb

généralement

tristement

dernièrement

sûrement

rapidement

ambitieusement

strictement

naturellement

1

2

3

4

5

6

7

8

Feminine form

générale

triste

dernière

sûre

rapide

ambitieuse

stricte

naturelle

*sûr = safe

Timing: 4 minutes

Aim: Oral production of adverbs containing SSC [en/an]; applying word pattern knowledge (creating adverbs by adding –ment to feminine adjective form); vocabulary recall.

Procedure:

1. Students read the list of English words. Explain that although they don’t yet know these words in French, they have all the knowledge they need to produce them.

2. Guide students through the first example. First, ask them what the adjectival form of ‘generally’ is, and have them recall the French (all the adjectives needed to complete the activity have been taught previously).

3. Second, ask students to produce the feminine form of the adjective.

4. Third, ask them to add the –ment ending and say the word aloud.

5. Students repeat steps 2-4 for seven further examples.

6. Click to bring up answers one by one. Click on the audio button to hear the adverb said by a native speaker. Students repeat.

Transcript

généralement
tristement
dernièrement
sûrement
rapidement
ambitieusement
strictement
naturellement

Word frequency of unknown words (1 is the most frequent word in French): �généralement [1710], dernièrement [>5000], tristement [>5000], sûrement [1750], rapidement [593], ambitieusement [>5000], strictement [2813], naturellement [2036]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates (1 is the most frequent word in French): �former [486], adverbe [>5000], sûr [270]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Cognates: 'English '-or/-our' ➜ French '-eur'� (actor ➜ acteur)

Introduction: 9.1.2.3

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Mots qui finissent par -eur

écouter / écrire

The SSC [eu] is always open before an -r in French.

Compare these two words:

peu (bit)

peur (fear)

How are these words pronounced? Is the SSC [eu] open or closed?

The SSC [eu] is closed.

The SSC [eu] is open.

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Mots qui finissent par -eur

écouter / écrire

Here are some words ending with -eur in French.

acteur (actor)

The only spelling difference is the word ending. It looks different.

In French it’s -eur, but in English it’s -or or -our.

These words are spelled similarly in English and French and have the same meaning. This is because they are cognates.

honneur (honour)

How are these endings pronounced?

The SSC [eu] is always open before -r in French.

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Mots qui finissent par -eur

	French	English
	extérieur	exterior
	splendeur	splendour
	humeur	humour
	moteur	motor
	intérieur	interior
	faveur	favour
	odeur	odour
	inspecteur	inspector

écouter / écrire

1

2

4

5

6

8

C’est quoi en anglais ?

Use your knowledge

of French words ending in -eur to predict the English.

7

3

French words ending in -eur often end in -or or -our in English.

Timing: 3 minutes

Aim: Oral production of words containing SSC open [eu]; application of English-French word pattern knowledge.

Procedure:

1. Students translate the French words into English, applying the knowledge of French-English word patterns covered in the last slide.

2. Click on the audio button to hear the words pronounced by a native speaker.

3. Students repeat and then say the English translation aloud, focusing on the pronunciation of -or/-our.

4. Click to bring up the bubble with information about the range of English spelling variations equivalent to the French -eur.

Transcript:

extérieur
splendeur
humeur
moteur
intérieur
faveur
odeur
inspecteur

Word frequency of cognates used (1 is the most frequent word in French):

extérieur [625], intérieur [433], inspecteur [2694], humeur [3188], odeur [3273], moteur [1164], faveur [994], splendeur [>5000]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Word patterns

Grammatik

Add prefix un- to adjectives mean the opposite �(e.g. unmöglich, unglücklich)

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Word patterns

Grammatik

Introduction

Y8 T1.1 Week 7 Slides 20-21

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English 🡪 German 🡪 English�

That is impossible!

Das ist unmöglich!

Translate these sentences.

1. Die Stadt ist unfreundlich und unangenehm.

2. He is still rather unhappy.

What would the following be in German?

uninteresting�unhealthy�uncomfortable�Choose one and write a sentence in German.

Add un- to make some German adjectives negative, as in English un-/im-.

Timing: 5 minutes (both slides)

Aim: Word pattern tasks have been written particularly with the NCELP Y8 SOW in mind. Current thinking is to include one short activity to introduce and practise a pattern once every two weeks.

�We have not included every single pattern that exists, of course - just those where there were sufficient, high-frequency words in the top 2000 to suggest that it would be a useful pattern to highlight to students in Y8. NB: Within the Y8 German SOW document you will find a ‘word patterns’ tab, an inventory of all the patterns and their words that were considered.��The idea is that these patterns not only reinforce, revisit, extend vocabulary knowledge, but they also revisit key basic grammar knowledge (parts of speech, capital letters on nouns, definite articles/gender, plural rules) and can provide opportunities for students to apply their phonics knowledge when they sound out the new words they've created. In short, these are PVG-rich tasks.

Suggested procedure:

1. Click on the mouse to animate the explanation.

2. Students tranlsate the sentences and words shown.

Word frequency: interessant [810], uninteressant [>5009], glücklich [1070], unglücklich [3772], gesund [1275], ungesund [>5009], möglich [171], unmöglich [1879], angenehm [2214], unangenehm [2870] freundlich [1566], unfreundlich [>5009], bequem [3369], unbequem [>5009]

Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

Note: the negative versions of these adjectives do not tend to fall within the top 5000 words. However, their affirmative pairs are high-frequency and this short task provides a useful way to revisit their form and meaning.

Image by mohamed Hassan from Pixabay

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ANTWORTEN

Die Stadt ist unfreundlich und unangenehm.
He is still rather unhappy.
uninteresting
unhealthy
uncomfortable

The town is unfriendly and unpleasant.
Er ist (immer) noch ziemlich unglücklich.
uninteressant
ungesund
unbequem

Don’t forget to pronounce the words!

Note: immer is often added to ‘noch’ to emphasise ‘still’.

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Grammatik

Consolidation [1]

Y9 T3.2 Week 2

Word patterns

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Word patterns

Grammatik

Add suffix -te (1-19) and -ste (20-) to change cardinal into ordinal numbers (e.g. zweite, zwanzigste)

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Word patterns

Grammatik

Introduction

Y7 T3.2 Week 6 Slides 23-24

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Wann ist das?

As in English, use ordinal numbers to say dates in German:

Add -te to the numbers 1-19:

Add -ste to the numbers 20+:

Exceptions:�

der erste - 1st

der dritte - 3rd

der siebte - 7th

Heute ist der neunte Juli.

Heute ist der zwanzigste August.

Today is the ninth of July.

Today is the twentieth of August.

Use ‘der’ because it’s ‘der Tag’.

Don’t use ‘of’ in German.

To say ‘on the’ use an + dem 🡪 am:

das Konzert ist am neunten Juli.

Nein! Es ist am zwanzigsten August.

Note: �After ‘am’ also add -n to the number.

Grammatik

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Wann ist das?

Mia schreibt Katja ihre Ideen für den Sommer. Ihr Handy hat Probleme! Was schreibt sie?�Schreib die Nummern richtig.

Also, das Konzert �ist am �fünfundzwanzigsten�Juni.

1

Das Theaterstück*�ist am�achtzehnten�Juli.��

4

die Grillparty �ist am�vierten �Juli.

2

Die Show �ist am�sechsundzwanzigsten�Juli…

5

der Filmabend

ist am�zwölften�Juli.

3

..und der Tanzabend ist am �dreißigsten�August. Toll, nicht?

6

lesen

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Grammatik

Consolidation [1]

Y8 T3.2 Week 2 Slide 51

Word patterns

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Wann ist das?

schreiben

Mia liest Infos über ihre Lieblingsband, Mondlicht, und schreibt mit Andrea.�Schreib die Daten vollständig* auf.

Also ihre Tourdaten…�am 25.06 sind sie in Berlin. Das ist jetzt! ☺

1

Dann sind sie am 17.07 in Zürich...��

4

...am 28.06 in Leipzig...

2

...am 24.07 in Salzburg...

5

...und am 14.07 in München.

3

...und schließlich am 03.08 in Wien.

Toll, nicht?

6

vollständig – in full

am fünfundzwanzigsten Juni

am achtundzwanzigsten Juni

am vierzehnten Juli

am siebzehnten Juli

am vierundzwanzigsten Juli

am dritten August

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Grammatik

Consolidation [2]

Y9 T2.1 Week 4 Slides 20-22

Word patterns

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Wann ist das?

Grammatik

As you know, we use ordinal numbers to say dates in German:

Add -te to the numbers 1-19:

Add -ste to the numbers 20+:

Exceptions:�

der erste – 1st

der dritte – 3rd

der siebte – 7th

Heute ist der neunte Juli.

Heute ist der zwanzigste August.

Today is the ninth of July.

Today is the twentieth of August.

Use ‘der’ because it’s ‘der Tag’.

Don’t use ‘of’ in German.

To say ‘on the’ use an + dem 🡪 am:

Das Konzert ist am neunten Juli.

Nein! Es ist am zwanzigsten August.

Note: �After ‘am’ also add -n to the number.

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Johann Sebastian Bach

lesen / schreiben

Cardinal or ordinal number?

Das ist Johann Sebastian Bach der Erste. Er war ein berühmter Komponist*. Er wurde am einunddreißigsten März 1685 geboren. Er hat über tausend Musikstücke geschrieben. Er hatte zwei Frauen und zwanzig Kinder! Seine zweite Frau, Anna Bach, war Sängerin. Sein fünfter Sohn, Johann, war auch Komponist. Johann Bach ist am achtundzwanzigsten Juni 1750 gestorben, er war fünfundsechzig Jahre alt.

31

1

1000

2

20

2

5

28

65

*der Komponist – composer

Remember, add -te to numbers 1-19 and –ste to numbers 20+ to make them ordinal.

After ‘am’ also add -n to an ordinal number.

Schreib die Nummern richtig.

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Johann Sebastian Bach

lesen / schreiben

Cardinal or ordinal number?

Das ist Johann Sebastian Bach der Erste. Er war ein berühmter Komponist*. Er wurde am einunddreißigsten März 1685 geboren. Er hat über tausend Musikstücke geschrieben. Er hatte zwei Frauen und zwanzig Kinder! Seine zweite Frau, Anna Bach, war Sängerin. Sein fünfter Sohn, Johann, war auch Komponist. Johann Bach ist am achtundzwanzigsten Juni 1750 gestorben, er war fünfundsechzig Jahre alt.

31st

1st

1000

2

20

2nd

5th

28th

65

*der Komponist – composer

Remember, add -te to numbers 1-19 and –ste to numbers 20+ to make them ordinal.

After ‘am’ also add -n to an ordinal number.

Schreib die Nummern richtig.

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Word patterns

Grammatik

Add suffix -ung to a verb stem to change into nouns with equivalent and transparent meaning �(e.g., lösen > die Lösung)

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Word patterns

Grammatik

Introduction

Y8 T1.2 Week 4 Slides 24-25

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English 🡪 German 🡪 English�

I have the solution.�I can solve the problem.

Ich habe die Lösung. �Ich kann das Problem lösen.

Translate these sentences.

1. Die Bildung ist total wichtig!

2. The description is not clear.

What would the following nouns be in German?

opinion�explanation�examination�Choose one and write a sentence in German.

Many German nouns end in -ung, �meaning –tion (or –ion) in English.

Use these verbs to help you understand / create the nouns: bilden - to educate, beschreiben - to describe, meinen - to hold an opinion, erklären - to explain, prüfen - to examine.

All German nouns ending in -ung are feminine.

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ANTWORTEN

Die Bildung ist total wichtig!
The description is not clear.
opinion
explanation
examination

Education is really important!
Die Beschreibung ist unklar.
die Meinung
die Erklärung
die Prüfung

What do you notice about the gender of these nouns?

Just like ‘Erfahrung’ they are all feminine!

Don’t forget to pronounce the words!

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Grammatik

Consolidation [1]

Y8 T1.2 Week 6 Slides 26-27

Word patterns

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English 🡪 German 🡪 English�

I have an apartment.�I want to live there.

Ich habe eine Wohnung. �Ich will dort wohnen.

Translate these sentences.

1. Ich bin glücklich über diese Leistung!

2. The connection is not good.

What would the following nouns be in German?

development�decision�movement�Choose one and write a sentence in German.

Many German nouns end in -ung, �meaning -tion OR –ment in English.

Use these verbs to help you understand / create the nouns: bewegen – to move, entwickeln - to develop, verbinden - to connect, entscheiden – to decide, leisten- to achieve.

All German nouns ending in -ung are feminine.

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ANTWORTEN

Ich bin glücklich über diese Leistung!
The connection is not good.
opinion
explanation
examination

I am happy about this achievement!
Die Verbindung ist nicht gut.
die Entwicklung
die Entscheidung
die Bewegung

What do you notice about the gender of these nouns?

They are all feminine!

Don’t forget to pronounce the words!

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Grammatik

Consolidation [2]

Y9 T2.2 Week 3 Slides 2-3; 24-25

Word patterns

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Suffix - ung

Add –ung to a verb stem to create a noun with equivalent meaning.

meinen means to think (be of the opinion)

_________

This pattern works for most verbs. Create the verb from this noun. What does it mean?

The gender of –ung nouns �is always feminine.

Grammatik

die Meinung means opinion

die Leistung means achievement, performance

leisten means to achieve, perform

_________

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Wolf und Mia suchen online

Grammatik

Mia and Wolfgang are looking for places to visit.

Deutsch	Englisch	Deutsches Verb	Englisch
die Wohnung	flat, apartment	wohnen	to live, living
die Erfahrung	experience	erfahren	to experience
die Kleidung	clothing	kleiden	to dress
die Ausbildung	training	ausbilden	to train
die Ordnung	order	ordnen	to arrange
die Bevölkerung	population	bevölkern	to populate
die Bewegung	movement	bewegen	to move
die Leistung	achievement, performance	leisten	to achieve, perform

1

2

3

4

5

6

7

8

Timing: 8 minutes��Aim: to practise using the ‘ung’ word pattern.��Procedure:�1. Explain the task. Students are to listen for the ‘ung’ noun (English translation provided). Then they are to write the verb and suggest and English translation.

2. Click on audio buttons to hear the sentences.

3. Click to reveal answers.

Transcript:�1. Diese Wohnung ist bequem mit dem Bus zu erreichen.�2. Hast du schon Erfahrungen mit Glas-Boden-Booten gemacht. �3. [Mia] Hey, dieser Rock ist toll! Ich brauche neue Kleidung!

4. Dieses Museum bietet eine Ausbildung an.

5. Diese Webseite ist in Ordnung, nicht wahr?

6. Guck mal! Die Großstadt hat eine Bevölkerung von mehr als zehn Millionen!

7. Willst du Freitag wandern gehen? Ich will in Bewegung bleiben!

8. Ja! Ich möchte meine Leistung verbessern.��Word frequency of unknown words (1 is the most frequent word in German): �kleiden [3930] ausbilden [1893] ordnen [2055] bevölkern [>5000] bewegen [561] leisten [693] �Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Suffix - ung

Remove –ung from a noun, add –en to create a verb with equivalent meaning:

Grammatik

die Bezahlung means payment

bezahlen means to pay, paying

_____???____

_________

Knowing the verb can help you work out the meaning of the noun, and vice versa.

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Was machen wir?

Grammatik

Die Familie redet über Aktivitäten.�Übersetze die fettgedruckten* Wörter.

Die Stadtführung scheint mir eine gute Option für den ersten Tag!

fettgedruckt – bold

Wildwassersport oder Go-Kart fahren? Die Entscheidung fällt mir schwer.

1

8

Ich möchte unbedingt die Autosammlung �im Museum besuchen.

Die Mischung von Kultur und Sport ist ideal – es gibt etwas für uns alle, nicht wahr?)

Alles sieht so toll aus! Jetzt habe ich sehr hohe Erwartungen!

Donnerstag Abend können wir alle eine Strandwanderung machen.

Lies mal diese Beschreibung von der Kirche. Wollen wir Mittwoch gehen?

Oooh wir haben eine Einladung von Mehmets Cousin, der hier wohnt!

2

3

4

5

6

7

city tour

description

invitation

collection

walk

mixture

expectations!

decision

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Word patterns

Grammatik

Add suffix -er to a verb stem (-en verbs) to change into male agent nouns with equivalent and transparent meaning (e.g., besuchen > der Besucher)

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Word patterns

Grammatik

Introduction

Y9 T1.2 Week 2 Slides 4-5

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Vokabeln

lesen

Make many German person nouns by adding der + capital letter + er to the verb stem:

A	B
C	D
E	F



G	H
I
K

mitarbeiten
der Mitarbeiter

__ ___________

fahren
der Fahrer

__ ___________

übersetzen
der Übersetzer

kaufen
der Käufer

verkaufen
der Verkäufer

__ ___________

trainieren
der Trainer

__ ___________

lehren
der Lehrer

___________

Beispiel: arbeiten (to work) 🡪 der Arbeiter (worker)

Schreib A-F und das Substantiv:

Schreib G-L und das Verb:

schauspielen
der Schauspieler

___________

managen
der Manager

___________

singen
der Sänger

_________

helfen
der Helfer

__________

forschen
der Forscher

___________

Note that [au] changes to [äu] – it changes the pronunciation too!

-ieren verbs remove –ieren and add –er!

übersetzen – to translate

Timing: 5 minutes��Aim: to practise a highly frequent word pattern. In the list of 2000 most frequent words, 205 additional words can be created by taking either the infinitive verb and adding der + capital letter +er to create the person noun OR verbs by reversing the pattern. ��Procedure:�1. Click through animations explaining the word pattern. Note that students either already know the verb OR the noun, with the exception of übersetzen, which is therefore glossed.

2. A-F: students write the noun based on the verb, following the pattern. Nb. D and E: after item E, the next click will bring up a bubble drawing attention to [au] 🡪 [äu]. Go over difference in pronunciation too.

3. G-L: students write the verb based on the noun, reversing the pattern.

Transcript:�1. mitarbeiten 🡪 co-worker (Mitarbeiter)

2. trainieren 🡪 coach (Trainer)

3. fahren 🡪 driver (Fahrer)

4. kaufen 🡪 buyer (Käufer)

5. verkaufen 🡪 seller/salesperson (Verkäufer)

6. übersetzen 🡪 translator (Übersetzer)

7. Lehrer 🡪 to teach/train (lehren)

8. Schauspieler 🡪 to act (schauspielen)

9. Manager 🡪 to manage (managen)

10. Sänger 🡪 to sing (singen)

11. Helfer 🡪 helper/assistant (helfen)

12. Forscher 🡪 to research (forschen)

�Word frequency unknown words (1 is the most frequent word in German): �Mitarbeiter [639] Trainer [1003] Fahrer [1554] Käufer [2051] Verkäufer [2374] Übersetzer [2902] übersetzen [1765] lehren [2540] schauspielen [>5009] managen [>5009] singen [1063] helfen [338] forschen [4222]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Phonetik

lesen / sprechen

Person A:

60

Sekunden

0

LOS!

Person B:

Diese Person trainiert als Beruf.

Trainer

For the German word ending –er, drop your jaw more than you would for English –er.

Person A wählt aus, Person B spricht.

1.

2

3

4

5

6

7

8

9

10

11

12

Forscher

Helfer

Mitarbeiter

Schauspieler

Verkäufer

Manager

Übersetzer

Fahrer

Käufer

Lehrer

Sänger

[researcher]

[teacher]

[co-worker]

Dann tauscht die Rollen.

[actor]

[salesperson]

[helper/assistant]

[manager]

[driver]

[translator]

[buyer]

[singer]

Timing: 5 minutes��Aim: to practise the new word pattern in oral production. For differentiation, two versions can be used with this slide. ��Procedure:

1. Click to bring up bubble explaining that German ending –er sounds different to English ending –er. Compare helper/ Helfer, trainer/ Trainer.

More challenging version: �2. Students describe the person’s job. Person A: “Diese Person trainiert als Beruf”, Person B: “Trainer. Diese Person forscht als Beruf”, Person A: “Forscher”, etc.

Easier version:

2. Students pick and read out an item number. Person A: “Nummer 1”, Person B:” Trainer. Nummer 12”, Person A: ”Forscher”, etc.

For both versions:

3. Use timer if appropriate for your class.

4. Click to reveal answers.

Word frequency unknown words and cognates (1 is the most frequent word in German): �Mitarbeiter [639] Trainer [1003] Fahrer [1554] Käufer [2051] Verkäufer [2374] Übersetzer [2902] übersetzen [1765] lehren [2540] schauspielen [>5009] managen [>5009] forschen [4222]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�Note that students either know the noun or the verb already, with the exception of übersetzen / Übersetzer

��

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Word patterns

Grammatik

Add suffix -s to nouns for days and times of day to change into adverbs (e.g., Montag > montags; �Nachmittag > nachmittags)

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Word patterns

Grammatik

Introduction

Y7 T3.1 Week 2 Slides 12-14; 17

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‘Am Montag’ oder ‘montags’?

As you know, days of the week and times of day (der Dienstag, der Nachmittag) are nouns.

We add ‘am’ to talk about what we are doing on a specific day, or at a specific time of day:

To talk about what we normally do on a day or time of day, we change the nouns into adverbs.

We do this by removing the capital letter and adding –s.

Use am Dienstag to talk about a one-off event. Use dienstags to talk about a regular event.

am Dienstag

am Nachmittag

on Tuesday

in the afternoon

dienstags

nachmittags

on Tuesdays

in the afternoons

Ich spiele dienstags im Orchester.

Ich spiele am Dienstag im Orchester.

I’m playing in the orchestra on (this) Tuesday.

I (always) play in the orchestra on Tuesdays.

Grammatik

Der Tag is a masculine noun, so Dienstag and Nachmittag are masculine, too!

Timing: 3 minutes

Aim: To explain how to talk about what we are doing on specific days/at specific times, as contrasted with what we normally do on a particular day/at a particular time.

Procedure:

1. Teachers to invite students to suggest the English for ‘Am Montag’ and ‘montags’. They know ‘am Montag’ from 3.1.1 and are likely to make the link from the English ‘s’ to ‘Mondays’.�2. Cycle through the information on the slide using the animation sequence. The English sentence ‘I’m playing in the orchestra on Tuesday’ appears before its German translation, so that teachers can elicit the German from students.

3. Teacher to point out the present tense difference in English. Present continuous with nouns (one-off events), present simple with adverbs (repeated events).�4. Teacher also to elicit from students the reason why ‘dienstags’ doesn’t have a capital letter, but ‘am Dienstag’ does, to reinforce the knowledge of word classes and German use of a capital letter on all nouns.

Note: The text in the bubble provides an opportunity for teachers to revise compound noun formation, first encountered in week 1.1.1 as a phonics cluster word and in 1.1.2 as part of a vocabulary set.

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Wolfgangs Kopf!

Wolfgang braucht einen Arzt! Der Arzt hat viele Fragen. Is the doctor asking questions about the week ahead, or about Wolfgang’s regular routine?

	week ahead	regular routine
		nachmittags
	am Sonntag
		abends
		morgens
	am Montag
	am Abend
		samstags

1

2

7

6

5

4

3

hören

Timing: 7 minutes

Aim: To connect temporal adverbials forms with meaning in the oral modality.

Procedure:

1. Remind students that they must listen carefully to the time phrase to determine whether one-off or habitual actions are being talked about. The presence of am indicates a specific day or time of day. The presence of the –s suffix indicates routine.

2. Audio plays on clicking individual number buttons. Students tick the appropriate column in each case.

3. Answers revealed on clicks.

4. Draw attention to the patterns highlighted in the answer columns.

Transcript:

Läufst du nachmittags oft in den Park?
Kannst du am Sonntag chillen?
Wann gehst du abends schlafen?
Isst du morgens Obst?
Hast du am Montag Schule?
Fährst du am Abend mit dem Fahrrad nach Hause?
Trägst du samstags manchmal einen Hut … ?

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Wolfgangs Kopf!

1. Was isst du normalerweise?

Morgens / am Morgen esse ich ein Butterbot und nachmittags / am Nachmittag esse ich Kekse.

2. Was machst du heute?

Ich habe nachmittags / am Nachmittag ein Date und ich spiele abends / am Abend Computer.

3. Fährst du später Fahrrad?

Ich fahre abends / am Abend mit dem Bus

nach Hause.

4. Trinkst du jeden Tag Wasser?

Morgens / am Morgen trinke ich Wasser, aber abends / am Abend trinke ich eine Cola.

5. Machst du jede Woche Sport?

Ich tanze montags / am Montag und spiele freitags / am Freitag mit Freunden Fußball.

6. Kannst du jetzt relaxen?

Ich bleibe sonntags / am Sonntag zu Hause.

Der Arzt gibt Wolfgang ein Formular. Was schreibt Wolfgang?

Der Arzt denkt, die Antworten sind in Ordnung. Wolfgang kann gehen.

Er gibt Wolfgang einen Pflaster und sagt: ‘Obst essen ist wichtig!’

lesen

Timing: 8 minutes

Aim: To practise written comprehension of the contextual clues in the questions to decide whether one-off events or routines are being asked about. Then, they must choose a time-phrase accordingly to complete the response.

Procedure:

1. Teacher to remind students that the words in the questions will tell them which form of the time phrase to use. Is the question asking about how things are at the moment, or about general routine?

2. Students have not yet met cognates and near-cognates Formular [>4034], Pflaster [>4034] and normalerweise [1898]. Teacher to clarify meaning.

3. Students state which of the two options is correct in each sentence.

4. Answers revealed on clicks.

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

Formular [>4034], Pflaster [>4034] and normalerweise [1898].

Source: Jones, R.L & Tschirner, E. (2011). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

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Wolfgang ist hier!

1) Sorry, Heidi! Ich schlafe am Samstag / samstags immer viel.

Sorry, Heidi, I always sleep a lot on Saturdays.

2) Und am Morgen / morgens denke ich nicht klar.

And I don’t think clearly in the mornings.

3) Ich habe ein Problem, aber es it okay. Am Abend / abends chille ich.

I have a problem, but it’s okay. I’m chilling out this evening.

4) Und montags / am Montag gehe ich nicht in die Schule!

And I’m not going to school on Monday!

5) Ich trage nachmittags / am Nachmittag einen Hut, denke ich. Los geht’s!

I guess I’m wearing a hat this afternoon. Let’s go!

Was sagt er?

____________ .

What do you think comes next in English? ‘on/in’ or ‘this’?

lesen

Timing: 5 minutes

Aim: To revisit the difference in meaning between nominal and adverbial forms of days of the week, this time asking the students to identify the form required using the English tense to help them.

Procedure:

1. Teachers may wish to expand on the hint given in the bubble, explaining that one possible translation of the am + noun form (e.g. am Samstag, am Nachmittag) is ‘this Saturday, this afternoon’, while the adverbial forms (samstags, nachmittags) are most often equivalent to ‘on Saturdays, in the afternoons’ etc.

2. On completing the exercise, teachers should ask students to compare the English tenses with their German translations, highlighting once again that the two English present tense forms (simple and continuous) correspond to only one present tense in German.

3. Answers revealed on clicks. The English appears simultaneously in 1-3, but is delayed by another click in 4 and 5, to allow the teacher to elicit it from the students.

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Grammatik

Consolidation [1]

Y9 T3.1 Week 2 Slides 4-5

Word patterns

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‘Am Montag’ oder ‘montags’?

As you know, days of the week and times of day (der Dienstag, der Nachmittag) are nouns.

We add ‘am’ to talk about what we are doing on a specific day, or at a specific time of day:

To talk about what we normally do on a day or time of day, we change the nouns into adverbs.

We do this by removing the capital letter and adding –s.

Use am Dienstag to talk about a one-off event. Use dienstags to talk about a regular event.

Grammatik

am Dienstag

am Morgen

on Tuesday

in the morning

dienstags

morgens

on Tuesdays

in the mornings

Dienstags fahre ich nach Köln.

Am Dienstag fahre ich nach Köln.

I’m travelling to Cologne on (this) Tuesday.

I (always) travel to Cologne on Tuesdays.

You know morgen means morning. Used without am it can also mean tomorrow.

Morgen fahre ich mit dem Zug nach München.

Tomorrow I am going to Munich by train.

Timing: 2 minutes��Aim: to recap the suffix -s to nouns for days and times of day to change them into adverbs.

�Procedure:

1. Teachers to invite students to suggest the English for ‘Am Montag’ and ‘montags’. They know ‘am Montag’ and are likely to make the link from the English ‘s’ to ‘Mondays’.

2. Click through the explanation. The English sentence ‘I’m travelling to Cologne on Tuesday’ appears before its German translation, so that teachers can elicit the German from students.

3. Point out the present tense difference in English. Present continuous with nouns (one-off events), present simple with adverbs (repeated events).�Teacher also to elicit from students the reason why ‘dienstags’ doesn’t have a capital letter, but ‘am Dienstag’ does, to reinforce the knowledge of word classes and German use of a capital letter on all nouns.

4. Click to bring up a call out to introduce ‘morgen’ as ‘tomorrow’.

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Mutti ruft an

Is she asking questions about particular plans or their travels in general?

hören

particular plans	travels in general	details
	morgens	travel by train
am Montag		buy tickets for the castle
	nachmittags	take lots of photos
	abends	visit old villages on foot
am Samstag		go by car to Schaan
am Abend		look towards the west
	samstags	trains go fast

1

2

3

4

5

6

7

der Sonnenuntergang �– sunset

Mutti ruft Mia und Wolfgang an mit Fragen über die Reise.

Hör zu. Schreib den Adverb auf Deutsch in die richtige Kategorie.�Dann schreib weitere Details auf Englisch.

Timing: 5 minutes��Aim: to practise aural comprehension and connection of time phrase forms with meaning.

Procedure:�1. Remind students that they must listen carefully to the time phrase to determine whether one-off or habitual actions are being talked about. The presence of am indicates a specific day or time of day. The presence of the –s suffix indicates routine.

2. Click on the audio buttons to hear the sentences. Do the first item in its entirety as an example. (Note: the animations reveal both parts of the answer for number 1. Thereafter the task answers appear first for part 1 and then part 2.

3. Click to listen to items 2- 8. Students decide whether Mutti is asking about particular plans or travels in general. They write the time adverb in German in the correct column.

4. Click to reveal answers.�5. Listen again and write any other details in English.�6. Click to reveal the answers.

Note: if time is short, the comprehension stage can be omitted here as all of the vocabulary will be re-used elsewhere in the sequence.�

Transcript

Fahrt ihr morgens mit dem Zug?
Kauft ihr am Montag Karten für das Schloss?
Macht ihr nachmittags viele Fotos?
Besucht ihr abends zu Fuß alte Dörfer?
Fahrt ihr am Samstag mit dem Auto nach Schaan?
Schaut ihr am Abend nach Westen? Der Sonnenuntergang soll schön sein.
Fahren die Züge samstags schnell in Liechtenstein?

Word frequency (1 is the most frequent word in German): �Sonnenuntergang [>5000]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

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Word patterns

Grammatik

Add -heit to adjectives/adverbs for nouns with the English equivalent ‘-ty’ or ‘-ness’ (e.g., Krankheit, Notwendigkeit)

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Word patterns

Grammatik

Introduction

Y8 T2.2 Week 4 Slides 12-14; 17

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English 🡪 German 🡪 English�

Security is important in London.

Die Sicherheit ist in London wichtig.

Translate these sentences.

1. Seine Krankheit ist in der Vergangenheit.

2. The truth is sad.

What would the following nouns be in German?

majority�unity�health�Choose one and write a sentence in German.

Many German nouns end in -heit, �often meaning -ity or -ness in English.

Use these words to help you understand and create the nouns: gesund (healthy), mehr (more), krank (ill), ein (one), wahr (true), vergangen (gone)

All German nouns ending in -heit are feminine.

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ANTWORTEN

Seine Krankheit ist in der Vergangenheit!
The truth is sad.
majority
unity
health

His illness is in the past!�
Die Wahrheit ist traurig.
die Mehrheit
die Einheit
die Gesundheit

What do you remember about the gender of these nouns?

They are all feminine!

Don’t forget to pronounce the words!

You say this word, if someone sneezes, wishing them back to good health!

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Grammatik

Consolidation [1]

Y9 T1.1 Week 7 Slide 2

Word patterns

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English 🡪 German 🡪 English�

Krankheit

Many German nouns end in -heit, �often meaning -ity or -ness in English.

Wie heißen die Wörter auf Englisch?

All German nouns ending in -heit are feminine.

Einheit

Sicherheit

Mehrheit

Freiheit

Wahrheit

Vergangenheit

Gesundheit

Kindheit

unity

illness

safety/security

majority

past

truth

freedom

childhood

health

Use words you know to help you translate the nouns.

Word patterns & word families

Auftakt

Auftakt (Upbeat) independent pre-lesson revisiting activities�On arrival to the lesson students can prepare for learning by doing a short, independent revisiting activity giving the teacher the opportunity to talk to individuals and/or complete any additional setting up activities for the lesson.�

Timing: 5 minutes�Aim: to revisit the suffix –heit for nouns, and to revisit known vocabulary.��Procedure:�1. Click to present the nine nouns.

2. Students write English meanings.�3. Click to reveal answers.��Differentiation:�If required, the prompt could contain more support, as follows: Use words you know to help you understand nouns: gesund (healthy), mehr (more), krank (ill), ein(one), wahr (true), vergangen (gone).

Word frequency (1 is the most frequent word in German): �Sicherheit [776] Einheit [756] Krankheit [1132] Mehrheit [1584], also Freiheit [814], Gesundheit [1851] Wahrheit [1156] Vergangenheit [1196] Kindheit [2324]

Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

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Word patterns

Grammatik

Add -keit to adjectives/adverbs for nouns with the English equivalent ‘-ty’ or ‘-ness’ (e.g., Krankheit, Notwendigkeit)

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Word patterns

Grammatik

Introduction

Y9 T2.2 Week 1 Slide 2

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English 🡪 German 🡪 English�

Möglichkeit

Many German nouns end in -keit, �often meaning -ity or -ness in English.

Wie heißen die Wörter auf Englisch?

All German nouns ending in -keit are feminine.

Wirklichkeit

Schwierigkeit

Freundlichkeit

Notwendigkeit

Freiwilligkeit

Häufigkeit

Ähnlichkeit

Lustigkeit

possibility

Use words you know to help you translate the nouns.

Auftakt

Hässlichkeit

Gefährlichkeit

Einzigkeit

reality

difficulty

frequentness

friendliness

uniqueness

voluntariness

similarity

dangerousness

necessity

ugliness

jollity

You already know a similar pattern: add �–heit to adjectives/adverbs to make nouns.�Wie heißen diese Wörter auf Englisch?

Berühmtheit | Fremdheit

fame/famousness | strangeness

Auftakt (Upbeat) independent pre-lesson revisiting activities�On arrival to the lesson students can prepare for learning by doing a short, independent revisiting activity giving the teacher the opportunity to talk to individuals and/or complete any additional setting up activities for the lesson.�

Timing: 4 minutes�Aim: to introduce the suffix –keit for nouns; to revisit known vocabulary.��Procedure:�1. Click to present the nine nouns.

2. Students write English meanings.�3. Click to reveal answers.��Word frequency of unknown words (1 is the most frequent word in German): �Möglichkeit [379] Wirklichkeit [1396] Schwierigkeit [1541] Freundlichkeit [>5009] Einzigkeit [>5009] Freiwilligkeit [>5009]�Ähnlichkeit [4691] Notwendigkeit [3310] Lustigkeit [>5009] Hässlichkeit [>5009] Gefährlichkeit [>5009]

Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

Note: all the adjectives/adverbs have been previously taught:�möglich [171] wirklich [189] schwierig [580] freundlich [1566] einzig [343] freiwillig [1652] ähnlich [437] notwendig [742] lustig [1973] hässlich [3883] gefährlich [1211]

�Note: frequency is more common in English than frequentness, but here the latter is preferred to maintain consistency of the pattern (-ty, -ness). Lustigkeit could also be translated as hilarity or merriness.

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Word patterns

Grammatik

Add -los to nouns for adjectives with the English equivalent ‘-less’ or meaning ‘without’

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Word patterns

Grammatik

Introduction

Y9 T2.1 Week 3 Slides 2-4

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German suffix -los 🡪 English -less

lesen

Add –los to German nouns to create adjectives meaning –less or without.

Beispiel:

das Geld

geldlos

Substantiv

Adjektiv/Adverb

(money)

(moneyless)

der Plan

(plan)

planlos

(planless)

?

Note: German adjectives and adverbs are usually the same word.

Adjectives and adverbs do not need capital letters.

In German word final [-s] is pronounced like English ‘s’.

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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.

83 of 90

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.

89 of 90

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!

90 of 90

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?