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Spanish phonics collection�

SSC [n]/[ñ]

�Date updated: 11 / 08 / 22

Author name(s): Amanda Izquierdo/ Nick Avery/ Joanna Cairns/ Rachel Hawkes / Emma Marsden / Victoria Hobson

Artwork: Mark Davies

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SSC [n]/[ñ]

fonética

Introduction

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ñ�

español

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ñ�

español

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ñ�

español

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ñ

español

año

2019

señora

mañana

[morning]

montaña

niña

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 2 minutes

Aim: To introduce/consolidate SSC [ñ]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [ñ] and then the source word again ‘español’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.�

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in Spanish): �español [262]; año [46]; señora [509]; mañana [799]; montaña [1464]; niña [622]�Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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ñ

español

año

señora

mañana

montaña

niña

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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ñ

español

año

señora

mañana

montaña

niña

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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n�

mano

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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n�

mano

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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n�

mano

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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n

mano

tener

poner

nosotros

[to have]

n

[to put]

planta

[we]

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Timing: 2 minutes

Aim: To introduce SSC [n]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [n] and then the source word again ‘mano’ (with gesture, if using).
Then present and elicit the pronunciation of the four cluster words.�

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in Spanish): �mano [135]; tener [19]; nosotros [165]; planta [768]; poner [91]�Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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n

mano

tener

poner

nosotros

n

planta

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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n

mano

tener

poner

nosotros

n

planta

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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escuchar / escribir

n

1

2

3

4

5

6

7

8

Escucha. ¿Es ‘n’ o ‘ñ’?

ñ

9

10

Escucha otra vez. Escribe la palabra en español.

planta

pequeño

mano

español

señora

poner

nosotros

año

pregunta

tener

Phonics practice activity

Timing: 5 minutes

Aim: to practise mapping the sound of [n] and [ñ] to their spelling

Procedure:

Students write 1-10. They first listen out and write ‘n’ or ‘ñ’, depending on what they hear.
They then listen again and write the whole word. Higher-achieving groups may be able to write the whole word the first time they listen.

Notes:�1. Pregunta’ and ‘planta’ (taught in T1.1, week 5) were recently revisited on Quizlet for homework.

Transcript:

Planta
Pequeño
Mano
Español
Señora
Poner
Nosotros
Año
Pregunta
Tener

Word frequency (1 is the most frequent word in Spanish): �mano [135]; tener [19]; nosotros [165]; planta [768]; poner [91]; pregunta [507]; español [262]; año [46]; señora [509]; pequeño [202]

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

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leer

planta

pequeño

mano

español

señora

poner

nosotros

año

pregunta

tener

2019

A

B

C

D

E

F

H

I

J

G

E

F

H

I

D

C

J

A

B

G

[to put]

[to have]

Identifica la imagen y escribe la letra correcta.�

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Fonética

escuchar / escribir

Hola, soy Daniel. Es la ma__ana de Navidad, y estoy con mi herma__a, Camila. Mi herma__o, Martín, está aquí también. Mi padre hoy tiene trabajo, pero mi madre está con nosotros. Está super alegre. Canta con mi ni__a en espa__ol ¡y en inglés!

La casa está muy bo__ita porque mi madre po__e luces en las ventanas. Hay muchos regalos también. Unos son gra__des; otros son peque__os. Martín está impaciente. ¡Quiere un regalo!

Navidad en mi casa

n

ñ

n

ñ

n

ñ

This text can be exploited for phonics, vocabulary and grammar:

Phonics: Students listen and complete the gaps in the words with ‘n’ or ‘ñ’ (practising the phonics SSCs taught this week). The text could be adapted so that higher-achieving groups have to write the whole of a missing word, rather than just the letter.
Vocabulary: Students are asked to translate the five nouns taught this week: hermano, hermana, madre, padre, regalo. The teacher could also challenge students to also translate the phonics practice words (luces, porque, nosotros).
Grammar: Ask students what ‘quiere un regalo’ means (NB ‘he wants’ in the context of this text, but can also be ‘she wants’). Then ask them how you would say ‘I want a present’ or ‘You want a present’ to revise the singular person forms of querer from last lesson.

Notes:

1. Mi’ hasn’t yet been taught in the NCELP Y7 Spanish, so make sure that the meaning of this word is clear (it can be mistakenly understood to be the English ‘me’).

2. A number of words that students have just revisited for homework are included here: ‘también’, ‘tarea’, ‘bonita’, ‘pequeño’, ‘son’.

3. ‘Impaciente’ hasn’t yet been taught but is a near-cognate.

Transcript:

Hola, soy Daniel. Es la mañana de Navidad, y estoy con mi hermana, Camila. Mi hermano, Martín, está aquí también. Mi padre hoy tiene trabajo, pero mi madre está con nosotros. Está super alegre. Canta con mi niña en español ¡y en inglés!

La casa está muy bonita porque mi madre pone luces en las ventanas. Hay muchos regalos también. Unos son grandes; otros son pequeños. Martín está impaciente. ¡Quiere un regalo!

Word frequency (1 is the most frequent word in Spanish): �español [262]; año [46]; señora [509]; mañana [799]; niña [622}

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

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SSC [n]/[ñ]

fonética

Consolidation [1]

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ñ�

español

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ñ�

español

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ñ�

español

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ñ�

español

año

2019

señora

mañana

[morning; tomorrow]

montaña

niña

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ñ�

español

año

señora

mañana

montaña

niña

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ñ

español

año

señora

mañana

montaña

niña

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n�

mano

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n�

mano

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n�

mano

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n�

mano

noche

nada

tener

[to have]

poner

nosotros

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n�

mano

noche

nada

tener

poner

nosotros

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n�

mano

noche

nada

tener

poner

nosotros

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İUn minuto!

tener

nada

mano

noche

nosotros

poner

mañana

niña

español

montaña

año

señora

INICIO

60

0

hablar

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¿Qué significan las palabras?

niña

español

mañana

tener

noche

poner

nosotros

nada

señora

mano

año

montaña

night

to put, putting

Spanish

morning, tomorrow

to have, having

child, young girl

nothing

year

lady

mountain

we

hand

?

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¿Escuchas N o Ñ?

	N	Ñ

1

2

3

4

5

Escucha otra vez.

Escribe las palabras con ‘n’ o ‘ñ’.

Escucha. Marca ‘N’ o ‘Ñ’.

Son posibles las dos.

niños

lunes

nunca

carne

señor

normalmente

compañero

¿Cómo se dice en inglés?

children,

young boys

descansa

domingos

mensaje

en

España

nuevo

Monday

never

meat

man, Mr.

normally

rests

Sundays

classmate

they are

in

Spain

message

new

están

In Spanish, the words for ‘boy’ and ‘child’ can vary, depending on the country and age of the speaker.

Generally, ‘niño’ is a young boy or child, while ‘chico’ can be a boy of any age. A teenager is more likely to be a ‘chico’.

The same applies to ‘niña’ (young girl) and ‘chica’ (girl).

escuchar

Timing: 5 minutes

Note: we recommend either slide 33 OR slides 34-38 as the same language is used in each activity.

Aim: listening activity practising recognition of SSCs [n] and [ñ] and transcription of words

Procedure:

Tell students that there may be either one or two SSCs per sentence. Clarify that this is not a tallying task, where students need to indicate how many times each SSC is heard. They are to identify if they hear either or both SSCs.
Click the number button to play the recording. Then click to go through the answers.
Click to show the second grid requiring students to transcribe the words they hear and then translate them into English. Answers are revealed by clicking.
Introduce the vocabulary item ‘niño/a’.
When going through the answers, try to elicit the correct meaning from students.
There is a callout at the end of the answers explaining use of ‘niño’ and ‘chico’.

Transcript

1) Los niños sacan la basura el lunes.

2) Nunca come carne.

3) El señor normalmente descansa los domingos.

4) Mis compañeros están en España.

5) El mensaje nuevo es importante.

Notes:

Answers are animated to support differentiation. Some students will simply focus on listening out for the correct SSC the first time they listen, while others will be able to also write the words with the target SSCs as they go.

Words revisited from 3.1.4: nunca [158], comer [347], carne [860], sacar [273], lunes [1370], basura [2479], domingo [693]

Full list of revisited words: niño (3.2.3); lunes (2.2.3); nunca (3.1.4); carne (3.1.4); señor (1.2.1); normalmente (3.1.1); descansar (2.2.1); domingos (2.2.3); compañero (2.2.2); están (2.2.4); en (1.1.1); España (1.1.1); mensaje (3.1.6); nuevo (1.1.4)

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¿Es N o Ñ?

Los niños sacan la basura el lunes.

The children/young boys take the rubbish out on Monday.

1

In Spanish, the words for ‘boy’ and ‘child’ can vary, depending on the country and age of the speaker.

Generally, ‘niño’ is a young boy or child, while ‘chico’ can be a boy of any age. A teenager is more likely to be a ‘chico’.

The same applies to ‘niña’ (young girl) and ‘chica’ (girl).

escuchar / hablar

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¿Es N o Ñ?

Nunca come carne.

S/he never eats meat.

2

escuchar / hablar

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¿Es N o Ñ?

El señor normalmente descansa los domingos.

The man normally rests on Sundays.

3

escuchar / hablar

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¿Es N o Ñ?

Mi compañero está en España.

My classmate is in Spain.

4

escuchar / hablar

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¿Es N o Ñ?

El mensaje nuevo es importante.

The new message is important.

5

escuchar / hablar

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SSC [n]/[ñ]

fonética

Consolidation [2]

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ñ

español

año

2019

señora

mañana

[morning; tomorrow]

montaña

niña

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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n

mano

tener

poner

nosotros

[to have]

n

[to put]

planta

[we]

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Fonética

	Palabra con ñ	Palabra con n
	extraño (strange)	externo (external)
	otoño (autumn)	entorno (surroundings)
	piña (pineapple)	espina (thorn)
	tamaño (size)	mano (hand)

	Palabra con ñ	Palabra con n
	uña (fingernail)	una (a)
	soñar (to dream)	sonar (to sound)
	campaña (campaign)	campana (bell)
	engañar (to trick)	ganar (to win)

1

2

3

4

escuchar / leer

Escucha e identifica la palabra correcta.

5

6

7

8

Timing: 5 minutes

Aim: to practise aural recognition of the SSCs [n] and [ñ] with a mixture of known and unknown words.

Procedure:

1. Click the number trigger to play the audio.

2. Students write the correct word.

3. Click to reveal the answers.

The English is given, so that students understand the meaning of the new words. These vocab items may be learnt incidentally by the students. �Care has been taken to select the majority of words from the top 2000, with the exception of four words which are less frequent.�Using unknown words ensures that students use their phonics knowledge rather than recalling previously taught words.

Transcript:

1. uña 2. sonar 3. campana 4. engañar 5. externo 6. otoño 7. piña 8. mano

Word frequency of unknown words (1 is the most frequent word in Spanish): �uña [2579]; soñar [1269]; sonar [949]; campaña [1011]; campana [3374]; engañar [1981]; extraño [736]; externo [1919]; otoño [3504]; entorno [1891]; piña [>5000]; espina [4607]; tamaño [642].

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

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İUn minuto!

tener

nada

mano

noche

nosotros

poner

mañana

niña

enseñar

acompañar

año

señora

INICIO

60

0

hablar

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SSC [n]/[ñ]

fonética

Consolidation [3]

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Fonética

escuchar

Escucha y escribe la letra. ¿Es ‘n’ o ‘ñ’?

Escucha otra vez. Escribe la palabra.

1

2

3

4

5

6

7

8

9

10

ñ

n

ñ

n

ñ

caña

niña

continuar

soñar

contenido

unir

imaginar

línea

cariño

compañía

(fishing) rod

to continue

to dream

content

to join (together)

to imagine

line

affection

company

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Esta mañana una niña de nueve años encontró una araña* del tamaño* de una piña* en el baño de su casa.��Esta semana, un señor español de setenta años, cumplió su sueño de caminar en la luna con su mono* pequeño el día de su cumpleaños.

hablar

Noticias raras

1

2

3

1

2

3

*araña = spider

*tamaño = size

*piña = pineapple

*mono = monkey