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Spanish phonics collection�

SSC [z]

�Date updated: 19 / 07 / 22

Nick Avery / Amanda Izquierdo / Rachel Hawkes �Artwork: Mark Davies

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SSC [z]

fonética

Introduction

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z�

zona

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

4 of 40

z

zona

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

5 of 40

z

zona

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

6 of 40

z

zona

voz

cabeza

empezar

[to start]

diez

zapato

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

7 of 40

z

zona

voz

cabeza

empezar

diez

zapato

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

8 of 40

z

zona

voz

cabeza

empezar

diez

zapato

Nick Avery

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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There are different ways to pronounce ‘z’.

In most of Spain, ‘z’ is pronounced like the ‘th’ in English (as you just heard).

In the Canary Islands and Latin America, this ‘z’ is often pronounced like an ‘s’.

Compare:

zapato

(mainland Spain)

zapato

(Canaries & Latin America)

1

2

Fonética

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Phonics introduction slide

Timing: 2 minutes

Aim: to introduce two ways in which [z] may be pronounced

Procedure: Click on the orange number to hear the word.

Notes:

1. Teachers may also find it useful to consider the information from exam board specifications below:

AQA : “The [listening] test will be studio recorded using native speakers speaking Castilian in clearly articulated, standard speech at near normal speed. Different types of spoken language will be used, using familiar language across a range of contemporary and cultural themes. (p. 82)
EdExcel : “For listening and reading assessments, the majority of contexts are based on the culture and countries where the assessed language is spoken. […] It is, therefore, important that students are exposed to materials relating to Spanish-speaking countries throughout the course.” (p. 7)
WJEC : “This GCSE specification in Spanish for use in Wales is based on a conviction that learners studying a modern foreign language will develop their desire and ability to communicate with and understand speakers of Spanish in a variety of contexts and for a variety of purposes.” (p. 3)

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Fonética

escuchar / escribir

1

2

3

4

5

6

7

8

�

Escribe ‘España’ o ‘Latinoamérica / Canarias’.

España

Latinoamérica / Canarias

España

Latinoamérica / Canarias

España

Latinoamérica / Canarias

España

Escucha.

Escribe 1-8.

¿Dónde está la persona?

Phonics practice activity

Timing: 7 minutes

Aim: to practise recognising pronunciation of [z] and the geographical area in which it is typically used

Procedure:

1. Students write 1-8.

2. Click on the orange box to play the audio.

3. Students listen and write down where they think it is more likely to be Spain or Latin America / Canaries.

Notes:

We include two additional high-frequency words (plaza, azul) in the activity for further practice. Both will be taught during Year 7.

Transcript:

Zona
Voz
Cabeza
Diez
Empezar
Zapato
Plaza
Azul

Word frequency (1 is the most frequent word in Spanish): �zona [359]; cabeza [265]; voz [252]; diez [449]; zapato [1477]; empezar [175]; plaza [806]; azul [811]

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

Image with creative commons public domain licence

https://mycsres.com/freesheet/spanish-speaking-world-map-18.html.html

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escuchar / escribir

Escribe 1-10.

Escucha.

Completa la palabra.

1

2

3

4

5

6

7

8

9

10

__pato

__udad

do__

ne___sitar

__erto

cabe__

empe___r

__en__as

__rca

de__r

za

ci

ce

ci

za

ci

ce

¿Dónde está la persona?

¿España?

¿Latinoamérica / Canarias?

¿CE, CI o ZA?

Phonics practice task

Timing: 6 minutes

Aim: to correctly transcribe the missing letters from the words

Procedure:

1. Students write 1-10.

2. Students listen and write the missing letters in each case.

3. Teacher asks students, based on pronunciation, whether they think the person is from mainland Spain or Latin America / Canaries.

Notes:

See next slide for variation of the activity where students write the whole of the missing word.
All words are pronounced with Castilian ‘distinción’ (with /θ/ phoneme). [CE] and [CI] are revisited in this activity.

Transcript:

Zapato
Ciudad
Doce
Necesitar
Cierto
Cabeza
Empezar
Ciencias
Decir
Cerca

Word frequency (1 is the most frequent word in Spanish): �cabeza [265]; zapato [1477]; empezar [175]; ciudad [178]; doce [1138]; necesitar [276]; cierto [159]; ciencia [738]; decir [31]; cerca [1042]

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

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escuchar / escribir

Escribe 1-10.

Escucha.

Escribe la palabra.

zapato

ciudad

doce

necesitar

cierto

cabeza

empezar

ciencias

cerca

decir

¿CE, CI o ZA?

¿Dónde está la persona?

¿España?

¿Latinoamérica / Canarias?

1

2

3

4

5

6

7

8

9

10

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Fonética

escuchar / escribir

Tally how many times you hear CE, CI and ZA in the text.

CE

ZA

CI

centro

cerca

necesita

ciudad

ciencias

bicicleta

¿Qué palabras escuchas?

empezar

zapatos

CE

CI

ZA

Phoneme monitoring task

Timing: 8 minutes

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

Procedure:

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

The fully readable text (i.e., a text that includes 100% or near to 100% previously taught language) could also be used for a dictation. Only one word is new (‘catedral’). This is a near-cognate (in both its spoken and written form), so shouldn’t cause great difficulty. All other words have previously been encountered as vocabulary items or phonics practice words (escuela, ciudad, ciencias, cerca, centro, empezar).

Transcript:

Text (57 words): Madrid es una ciudad en España. Natalia está en el centro. ¡La catedral está cerca! En la escuela, Natalia estudia ciencias. Es importante empezar a estudiar inglés también. En casa, tiene unas cosas : una cama, una revista, una planta, y unos zapatos, pero no tiene un caballo. No necesita un coche - tiene una bicicleta y ¡es nueva!

Word frequency (1 is the most frequent word in Spanish): �zapato [1477]; empezar [175]; ciudad [178]; necesitar [276]; ciencia [738]; cerca [1042]; centro [316]; bicicleta [3684]

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

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Fonética

leer / hablar

cerca

centro

cierto

decir

zona

cabeza

necesitar

doce

ciudad

ciencias

diez

empezar

necesario

diciembre

zapato

Phonics game (pairwork)

Timing: 7 minutes

Aim: to practise producing [ce], [ci] and [z] in the oral modality

Printer-friendly version of these cards available in Word document. These contain all the phonics practice words for this and last week in NCELP SoW, with the addition of ‘diciembre’ and ‘necesario’, included as near cognates to provide additional decoding practice and provide 5 cards with each SSC.

Procedure:

Start with all cards face down.
Student A and B take turns to turn over one card at time.
The student turning over says the word aloud each time they turn one over.
S/he then puts the card into one of three piles: CE, CI and Z (Z here includes ZA, ZO and word-final Z).
There is only one pile for each SSC (it is a shared pile). The student who adds the 4^th card in any category wins!

Word frequency (1 is the most frequent word in Spanish): �zona [359]; cabeza [265]; diez [449]; zapato [1477]; empezar [175]; ciudad [178]; doce [1138]; necesitar [276]; cierto [159]; ciencia [738]; decir [31]; cerca [1042]; centro [316]; necesario [362]; diciembre [1165]

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

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SSC [z]

fonética

Consolidation [1]

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z�

zona

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z

zona

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z

zona

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z�

zona

voz

cabeza

empezar

[to start]

diez

zapato

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z�

zona

voz

cabeza

empezar

diez

zapato

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z�

zona

voz

cabeza

empezar

diez

zapato

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Remember, there are different ways to pronounce ‘z’.

In most of Spain, ‘z’ is pronounced like the ‘th’ in English (as you just heard).

In the Canary Islands and Latin America, this ‘z’ is often pronounced like an ‘s’.

Compare:

naturaleza

(mainland Spain)

naturaleza

(Canaries & Latin America)

1

2

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Escucha.

Escucha otra vez y escribe la frase. ¿Qué significa?

¿Dónde está la persona?

	España	Latinoamérica / Canarias

1

2

3

4

5

Frase	¿Qué significa?

Hay pájaros azules en los árboles de la zona.

Debo organizar los zapatos.

La plaza está a la izquierda.

Debes empezar un dibujo de la naturaleza.

Tiene diez ideas en la cabeza.

There are blue birds in the trees of the area.

I have to/must organise the shoes.

The square is on the left.

You must start a drawing of (the) nature.

S/he has ten ideas in his/her head.

Timing: 8 minutes

Aim: listening activity to distinguish between the different pronunciation of ‘z’ and then a transcription / translation exercise using this week’s vocabulary sets

Procedure:

Students write 1-6 or copy the grid into their exercise books. They could also have mini whiteboards and write ‘España’ on one side and ‘Latinoamérica / Canarias’ on the other.
Click the number button to play the recording. Students either tick the correct column or show the correct side of their whiteboard to give their answers. The answers are shown one by one by clicking.
In the second part of the activity students transcribe the sentence on the recording, and then translate it. The recording may need to be played several times here.
When the students are finished, click to show the answers one by one.

Transcript:

Hay pájaros azules en los árboles de la zona
Debo organizar los zapatos
La plaza está a la izquierda
Debes empezar un dibujo de la naturaleza
Tiene diez ideas en la cabeza

Notes:

All of the phonics source and cluster words have been used, here, plus some of the vocabulary to be revisited this week has been used:�T2.2 Week 3:�deber [71]; debo; debes; organizar [1053]�T2.1 Week 3: �naturaleza [712]; pájaro [1607]; azul [811]; árbol [748]

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escuchar

z	palabras

1

How many times in each sentence do you hear the sound ‘z’? Tally each time. Write the words in Spanish if you can.

naturaleza

zapatos

izquierda

zona

plaza

Zara

diez

cabeza

azul

2

3

4

5

organizan

La persona, ¿está en España o en Latinoamérica / Canarias?

escuchar

Timing: 4 minutes

Aim: to practise aural recognition of the [z] SSC

Procedure:

Click the button to play the recording. Students tally the amount of times they hear the [z] SSC.
The recording is played again and students write down the words that they hear that contain the [z] SSC.
Ask the students if the person speaking is from mainland Spain or Latin America / the Canaries, based on the pronunciation.

Transcript:

Pasa tiempo en la naturaleza.
En la zona hay una plaza.
Organizan los zapatos a la izquierda.
Zara compra diez camisas.
La cabeza del pájaro es azul.

Notes:

The person speaking pronounces with ‘distinción’ in all sentences – “La persona está en España”.

All vocabulary here has been seen by students either as source/cluster words (as per lesson 1 in this sequence) or in previous vocab sets.

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SSC [z]

fonética

Consolidation [2]

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Remember, there are different ways to pronounce ‘z’, ‘ce’ and ‘ci’.

In most of Spain, ‘z’, ‘ce’ and ‘ci’ are pronounced like the ‘th’ in English.

In the Canary Islands and Latin America, these are pronounced like an ‘s’.

Compare:

quizás

(mainland Spain)

quizás

(Canaries & Latin America)

1

2

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Escucha las frases: tienen palabras con [z] y con [ce], [ci].

escuchar / escribir

¿Dónde está la persona?

	España	Latinoamérica / Canarias

Palabras con [z], [ce] y [ci]

Escucha otra vez y escribe las palabras con [z], [ce] y [ci].

Ahora es tu turno: ¿puedes pronunciar las palabras como en el audio?

1

2

3

4

5

6

decido, tercera, canción

cine, sucio, vergüenza

doce, sociedad

concierto

quizás, cerca

edificio, precioso, marzo, cerrado

Phonics and vocabulary��Timing: 6 minutes

Aim: to consolidate understanding of the different ways in which [z], [ce] and [ci] are pronounced in different parts of the Spanish-speaking world; to accurately spell known words that may be pronounced in more than one way.

Procedure:�1. Students listen to the sentences and tick the correct column depending on whether [z], [ce] and [ci] are pronounced with ‘seseo’ (Latin America/Canary Islands) or ‘distinción’ (mainland Spain).

2. Students listen again and write down the words they hear with [z], [ce] and [ci]. All words with these SSCs were previously taught. The focus here is on reinforcing students’ ability to spell known words that may be pronounced in different ways.

3. After this, students practise pronouncing the words with a partner. They could try to replicate how these words were pronounced in the original recording, following the information displayed in the grid (e.g. for item 1, trying to pronounce decido, tercera, and canción with distinción, as is common in mainland Spain). The audio could then be played again so that students can check whether their own pronunciation was accurate.

Transcription:

1. Decido la tercera canción de la fiesta.

2. El suelo del cine está sucio, da vergüenza.

3. La música del concierto es muy fuerte.

4. Publicó doce comentarios sobre la sociedad.

5. Quizás van a tomar café cerca de la costa.

6. Es un edificio precioso, pero en marzo está cerrado.

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Fonética

Escribe las palabras en español.

¿Cuántas palabras tienen la SSC [z]?

[maybe]

[effort]

e_______

q_____

uizás

sfuerzo

[you go, are going]

[to start, starting]

v____

as

e_______

mpezar

3

escribir

[1/3]

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Fonética

Escribe las palabras en español.

¿Cuántas palabras tienen la SSC [z]?

[journalist]

[interview]

e_________

p_______

eriodista

ntrevista

[sadness]

[reason]

t____

risteza

r______

azón

2

escribir

[2/3]

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Fonética

Escribe las palabras en español.

¿Cuántas palabras tienen la SSC [z]?

[nature]

[embarassment]

v__________

n______

aturaleza

ergüenza

[March]

[head]

m____

arzo

c______

abeza

4

escribir

[3/3]

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SSC [z]

fonética

Consolidation [3]

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Recuerda que la pronunciación de CE, CI y Z en español es diferente según la zona. Escucha y compara:

Daniel está viendo películas en español. Escucha, ¿de dónde es cada película?

A

Latinoamérica y las Islas Canarias.

España peninsular*, las Islas Baleares y Guinea Ecuatorial.

B

escuchar

	Latinoamérica / Canarias	España peninsular, Baleares y Guinea

1

2

3

4

5

Escribre la palabra con [ce], [ci] o [z] en la columna correcta. ¡Atención! En ocasiones hay dos o tres palabras en una frase.

entonces, corazón

cincuenta, policías, edificio

organización, beneficios

amenazar

realizar, acción

‘s’

‘th’

*España peninsular = mainland Spain

Timing: 5 mins

Aim: to consolidate understanding of the different ways in which [ce], [ci] and [z] are pronounced in the Spanish-speaking world.

Procedure:

Teacher shows the different pronunciation patterns.
Students listen to each recording and decide whether the film is from Latin America/Canary Islands or from Spain (Mainland and Balearic Islands). They have to write the words in each recording including CE, CI and Z sounds in the corresponding column.
Teacher shows the answers.

Transcript:

realizar, cincuenta, entonces - (CE, CI and Z pronounced as ‘s’)
realizar, cincuenta, entonces - (CE, CI and Z pronounced as ‘th’)

Entonces me rompió el corazón.
Hay cincuenta policías en el edificio.
Estar en la organización tiene muchos beneficios.
Va a amenazar al rey.
Quiere realizar una acción contra el imperio.

Frequency of unknown words:

península [3167]

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Recuerda que la pronunciación de CE, CI y Z en español es diferente según la zona. Escucha y compara:

A

B

escuchar

‘s’

‘th’

En un programa de televisión hay dos periodistas: una es peruana y la otra es española. ¿Quién dice cada frase?

Completa las frases con las palabras que no están.

	Cusco, Perú	Santander, España
______ Bollaín es una directora de ______ muy __________.
________ películas sobre problemas en la __________.
_______ _______ una película en una _______ de Bolivia.
En una _______ la gente _________ con una _____________.
________ _______ millones de euros para esta ____________.

Latinoamérica y las Islas Canarias.

España peninsular*, las Islas Baleares y Guinea Ecuatorial.

Icíar

cine

conocida

Realiza

sociedad

Decidió

hacer

zona

escena

amenaza

manifestación

Necesitó

cinco

producción

1

2

3

4

5

Timing: 5 mins

Aim: to consolidate understanding of the different ways in which [ce], [ci] and [z] are pronounced in the Spanish-speaking world.

Procedure:

Teacher shows the different pronunciation patterns.
Students listen to each recording and decide whether the journalist is from Cusco, Perú or from Santander, España.
Then, they have to complete each phrase with the missing words containing CE, CI and Z.
Teacher shows the answers and encourages oral translation for each phrase.
Now, students work in pairs. Student A reads out phrase number one, pronouncing CE, CE and Z with ‘th’ or with ‘s’ (the student decides). Student B listens and says where the pronunciation is from: Perú or España. Students swap roles for the remaining phrases.

Transcript:

al principio, beneficio, cinco - (CE, CI and Z pronounced as ‘s’)
al principio, beneficio, cinco - (CE, CI and Z pronounced as ‘th’)

Icíar Bollaín es una directora de cine muy conocida.

2. Realiza películas sobre problemas en la sociedad.

3. Decidió hacer una película en una zona de Bolivia.

4. En una escena la gente amenaza con una manifestación.

5. Necesitó cinco millones de euros para esta producción.

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SSC [z]

fonética

Consolidation [4]

35 of 40

Fonética

As you know, the ending for the first person singular in verbs ending in –cer and –cir changes to –zco.

escuchar / escribir

conducir

conduc

conduzco

zco

Daniel y Lucía hablan de videojuegos. Escucha las frases y escribe los verbos.

¿Cuál es la forma en infinitivo?

1

2

3

4

Conozco >

Aparezco >

Ofrezco >

Reduzco >

Traduzco >

Conduzco >

Desaparezco >

Conocer

Traducir

Aparecer

Conducir

Ofrecer

Desaparecer

Reducir

36 of 40

Fonética

escuchar / escribir

¿Cómo son las frases en inglés?

Conozco muchos videojuegos en inglés y a veces los traduzco.

En este juego aparezco con un coche rojo y conduzco muy rápido.

En esta parte ofrezco oro a los dioses y después desaparezco.

Los fines de semana reduzco el tiempo de juego.

I know many videogames in English and sometimes I translate them.

In this game I show up with a red car and I drive very fast.

In this part I offer gold to the gods and then I disappear.

On the weekends I reduce my game time.

1

2

3

4

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Fonética

As you know, the ending for the first person singular in verbs ending in –cer and –cir changes to –zco.

hablar / escuchar

producir

produc

produzco

zco

Cada estudiante tiene tres adivinanzas*. Lee tus adivinanzas a tu pareja. ¿Qué es?

[sun]

[bee]

[taxi driver]

[ice cube]

[swan]

[dictionary]

[bubble]

A

B

C

D

E

F

G

¡Atención! Hay una opción falsa.

*Adivinanza = riddle

[1/3]

Timing: 5 minutes

Aim: to practise recognition of spelling change ‘-zco’ in the 1st person singular in verbs ending in –cer and –cir.

Procedure:

Each student has 3 riddles including verbs with the spelling change ‘-zco’. Student A reads out each riddle in Spanish and Student B has to guess which is the corresponding letter.
Students swap roles.
Click on slide 3 to bring up the answers one by one.

Notes:

Note that one of the options is a distractor and does not correspond to any of the riddles.
For lower-achieving students, see the differentiated version including the infinitive verbs. Alternatively, the speaking cards provided can include all the verbs in Spanish. In this case, it will be a pronunciaciation activity with no vocabulary retrieving involved.

Frequency of unknown vocabulary:

adivinanza [>5000]

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Estudiante A

hablar / escuchar

Estudiante B

1. [I am born], después [I grow] y [I grow] y enseguida

[I disappear].

2. Estoy muy fresco y [I produce] frío pero con el calor me

[I reduce].

6. Cuando soy pequeño [I seem] feo, pero soy bonito cuando

[I grow].

4. En tu jardín [I appear] y algo rico y dulce [I produce].

5. Todo el día [I drive] y cientos de calles [I know].

3. Todas las palabras que existen te [I translate] y su definición también te [I offer].

39 of 40

Estudiante A

hablar / escuchar

Estudiante B

1. [I am born], después [I grow] y [I grow] y enseguida

[I disappear].

2. Estoy muy fresco y [I produce] frío pero con el calor me

[I reduce].

6. Cuando soy pequeño [I seem] feo, pero soy bonito cuando

[I grow].

4. En tu jardín [I appear] y algo rico y dulce [I produce].

5. Todo el día [I drive] y cientos de calles [I know].

3. Todas las palabras que existen te [I translate] y su definición también te [I offer].

to be born = nacer to grow = crecer

to disappear = desaparecer

to produce = producir

to reduce = reducir

to translate = traducir

to offer = ofrecer

to appear = aparecer

to produce = producir

to drive = conducir

to know = conocer

to seem = parecer

to grow = crecer

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Estudiante A

hablar / escuchar

Estudiante B

1. [I am born], después [I grow] y [I grow] y enseguida [I disappear].

2. Estoy muy fresco y [I produce] frío pero con el calor me [I reduce].

6. Cuando soy pequeño [I seem] feo, pero soy bonito cuando [I grow].

4. En tu jardín [I appear] y algo rico y dulce [I produce].

5. Todo el día [I drive]

y cientos de calles [I know].

3. Todas las palabras que existen te [I translate] y su definición también te [I offer].

Nazco

crezco

desaparezco

produzco

reduzco

parezco

crezco

aparezco

produzco

conduzco

conozco

traduzco

ofrezco

[sun]

[bee]

[taxi driver]

[ice cube]

[swan]

[dictionary]

[bubble]

A

B

C

D

E

F

G

X

4

5

2

6

3

1