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ESPAÑOLGCSE GRAMMAR LANGUAGE

GUIDENOMBRE: ______________________CLASE : ________PROFESORA : ___________________

CONTENTSGCSE overview 1-4 Present tense 59-60

GCSE target setting 5-7 Reflexive verbs – present tense

60-62

Learning styles 8-9 Stem-changing verbs

62-65

Useful websites 10 Irregular present tense

65-68

Numbers 10B Essential verbs 78-80Ordinal Numbers 11 Gustar 69-71Telling the time 12 Hay 71

Weather 13-15 Future tense 72-75Asking questions 16-17 Conditional tense 76-77

Nouns 18Adjectives 19-20 Preterite tense 78-82

Nouns, adjectives & articles practice

20-21 Imperfect tense 83-85

L0 22 Perfect tense 85-87Adverbs 23-24 Subjunctive 88-89

Comparatives & Superlatives

25-26 Controlled assessment –

speaking

90-93

Possessive & Demonstrative

adjectives

27-28 Controlled assessment – writing

94-97

Demonstrative pronouns

29-31 Correction grid for written work

98

Object pronouns 32-33Relative pronouns 34-35

Personal ‘a’ 36-37Prepositions 38-39‘How long for’ 40-41

Time phrases & linking words

41-47

Cognates 49Writing and speaking

well in Spanish50-53

Infinitives 54Subject pronouns 55-56

Ser & Estar 57-58

G.C.S.E SPANISH

By learning Spanish, you will learn to: research and manage information effectively to investigate target language issues, using Mathematics and ICT

where appropriate;• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;• demonstrate creativity and initiative when developing ideas and following them through;• work effectively with others;• demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance;• communicate effectively in oral, visual, written and ICT formats, improving accuracy and showing clear awareness of audience and purpose.

OUTLINE OF THE COURSE:

The GCSE course in Spanish involves the study of the four skill areas of all foreign language learning: READING, WRITING, LISTENING and SPEAKING.

In St. Malachy’s we follow the AQA Linear Specification.

The skills for communication and understanding are developed through a variety of language tasks, related to the four statutory themes and associated topics set out in the National Curriculum.

CONTEXTS AND TOPICS:

LIFESTYLEHealthHealthy and unhealthy lifestyles and theirConsequences

Relationships and ChoicesRelationships with family and friendsFuture plans regarding: marriage/partnership

Social issues and equality Subject ContentLEISUREFree Time and the MediaFree time activitiesShopping, money, fashion and trendsAdvantages and disadvantages of new technologyHolidaysPlans, preferences, experiencesWhat to see and getting around

HOME AND ENVIRONMENTHome and Local AreaSpecial occasions celebrated in the homeHome, town, neighbourhood and region, where itis and what it is likeEnvironmentCurrent problems facing the planetBeing environmentally friendly within the homeand local area

WORK AND EDUCATIONSchool/College and Future PlansWhat school/college is likePressures and problemsCurrent and Future JobsLooking for and getting a jobAdvantages and disadvantages of different jobs

SPECIFICATION AT A GLANCE

UNIT 1: LISTENING

EXAMINATION – 20%

EitherFOUNDATION TIER – 30 minutes OrHIGHER TIER – 40 minutes

UNIT 2: READING

EXAMINATION – 20%

EitherFOUNDATION TIER – 30 minutes OrHIGHER TIER – 40 minutes

UNIT 3: SPEAKING

CONTROLLED ASSESSMENT – 30%(internally assessed) Two tasks submitted for moderation

UNIT 4: WRITING

CONTROLLED ASSESSMENT – 30%(externally assessed)Two tasks submitted for marking

SCHEME OF INTERNAL ASSESSMENT:

Internal assessment is carried out on a continuous basis through classroom observation of listening, writing, reading and responding as well as speaking tasks. Also, at the end of each topic, there is a formal recorded assessment, designed to test all four skill areas.

In addition, there are two formal tests in Year 11 at Christmas and in June, and in Year 12 a mock GCSE examination at Christmas

It is essential, that pupils who wish to pursue this course understand, from the outset, that LEARNING HOMEWORK is of equal importance to written homework and must be undertaken on a regular basis to achieve success in the GCSE examination.

RELEVANCE TO CAREER DEVELOPMENT:

Spain is at present one of the foremost industrial countries in the world and Spanish the world’s most widely spoken language after Chinese and English. It is the official language in 21 countries.

These facts alone make the Spanish language an extremely important language to know in the field of international relations, commerce and trade. Therefore it offers the student a very wide range of occupations both at home and abroad if he decides to continue further study of the language at A Level.

Then, he may wish to prepare for the more traditionally related occupations of teaching, interpreting, translating and the diplomatic and civil service. On the other hand he may prefer to work in international organisations such as the media, tourism, retail management and business administration.

The choice and variety of opportunities can only be expected to increase with further developments in the European Community.

WHAT IS EXPECTED OF THE STUDENT:

One would expect, that every student who chooses to study Spanish at GCSE level does so, because he has enjoyed the subject at Key Stage 3 and feels motivated therefore, to improve and expand his knowledge of the language and its culture

To succeed at this level the student must:

have a commitment to study equally hard at home as at school learn and revise regularly the vocabulary and grammatical structures of the languageparticipate fully and enthusiastically in the oral elements of the subject

---oOo---

YEAR 11/12 – GCSE SPANISH – TARGET SETTING

AT THE END OF YEAR 11 -

END OF YEAR EXAM MARK:

CONTROLLED ASSESSMENT MARKS:

AREAS FOR IMPROVEMENT :

LISTENING My Mark / 40

o Am I aware of the skills needed for being successful in the listening section of the exam? What are they?__________________________________________________________________________________________________________________________________________________________________o How can I improve my result for Listening?__________________________________________________________________________________________________________________________________________________________________

READING My Mark /40

o Am I aware of the skills needed for being successful in the reading section of the exam? What are they?__________________________________________________________________________________________________________________________________________________________________o How can I improve my result for Reading?__________________________________________________________________________________________________________________________________________________

CONTROLLED ASSESSMENTS – WRITING & SPEAKING

o Do I know exactly what is expected of me in the controlled assessments?__________________________________________________________________________________________________________________________________________________________________

o How can I prepare better for the writing controlled assessment?__________________________________________________________________________________________________________________________________________________________________

GRAMMARo Adjectives and nouns

Am I aware of the rules for adjectives and can put them into practice? Do I know the gender of nouns? How will I improve this?

__________________________________________________________________________________________________________________________________________________________________

o Knowledge and understanding of verbs? What tenses do I really know? How can I improve my knowledge of the tenses? Why is this important – how can it improve my results?

__________________________________________________________________________________________________________________________________________________________________

o Opinions & reasons: Do I write in long sentences giving reasons and opinions? Have I memorised a list of opinions? Do I vary the opinion phrases I use? How will I improve this?

__________________________________________________________________________________________________________________________________________________________________o Linking phrases

Do I regularly use linking phrases? (e.g. sin embargo) Have I memorised a list of linking phrases?

How will I improve this?

__________________________________________________________________________________________________________________________________________________________________

o Accuracy Do I regularly check my own work before I hand it in? Do I know what sort of mistakes I often make and try to get rid of them? How can I improve?

__________________________________________________________________________________________________________________________________________________________________

START OF YEAR 12 –

TARGET GRADE FOR GCSE:

AREAS THAT I NEED TO WORK AT:__________________________________________________________________________________________________________________________________________________________________

STRATEGY : (HOW AM I GOING TO MAINTAIN / IMPROVE MY CURRENT RESULTS?)

__________________________________________________________________________________________________________________________________________________________________

HOW CAN MY TEACHER HELP ME?

________________________________________________________________________________________________________________________________

HOW CAN I HELP MYSELF?

__________________________________________________________________________________________________________________________________________________________________

SpanishYear 12 Record & Self Evaluation

Name: _____________________ Class: ___

Year 12 September Review:

L % R % Total

Year 11 Summer Exam

Year 11

punc

tual

ity to

le

sson

sbr

ingi

ng b

ooks

an

d fil

e

conc

entr

ation

in c

lass

oral

co

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ution

putti

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me

into

wor

k

mee

ting

dead

lines

gram

mati

cal

accu

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voca

b kn

owle

dge

read

/list

en o

ut o

f cla

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catc

hing

up

afte

r abs

ence

Excellent

Good

OK

Poor

GRADES

Target =

Areas in which I could improve: Targets for this year:

Mock Exam (January) – Make a note of your achievement in the mock exams:

GCSE F/H? Marks Maximum UMS Maximum GradeLR

TOTAL

Controlled assessment

writing speaking

123 (if done)

Sp Grade W Grade

Controlled Assessment 1

punc

tual

ity

for l

esso

ns

conc

entr

ation

in c

lass

oral

co

ntrib

ution

putti

ng ti

me

into

w

ork

mee

ting

dea

dlin

es

gram

mati

cal

accu

racy

liste

ning

sk

ill

read

ing

skill

read

/list

en o

ut o

f cla

ss

catc

hing

up

after

abs

ence

Year 11 October Review Target =

Homework (av)

How can I improve?

1.

2.

Excellent

Good

OK

Poor

Year 11 January Review Target =

Homework (av)

How can I improve?

1.

2.

Excellent

Good

OK

Poor

Year 11 March Review Target =

Homework (av)

How can I improve?

1.

2.

Excellent

Good

OK

Poor

Year 12 October Review Target =

Homework (av)

How can I improve?

1.

2.

Excellent

Good

OK

Poor

Year 12 January Review : Target =

Homework (av)

How can I improve?

1.

2.

Excellent

Good

OK

Poor

LEARNING STYLES

We all have different ‘preferred’ ways of learning Visual Auditory (remember what we have heard) Kinaesthetic (remember what we have been physically involved in)

Here is a starter list of strategies you could use …. Please let us know if you have any other good ideas …

These activities can be done On your own With a partner

MAINLY VISUALLook – cover – write - check

Look at the language to memorise it.Cover it up.Write it out.Check and correct

Look – say – cover – write - check

As above, but say it out loud (auditory)

Prompts Write key words from each sentence.Write whole sentence using the prompt

Concept map Write the sentences as a concept map … start from the hub sentence, then write ‘spokes’ which relate to that hub.Write the hub phrases only and try to remember the spokes.

Posters Create a colourful poster with sentences you want to memorise and put it on your wall!Categorise the sentences according to the bullet points of the question

Creative: Mobiles Design a mobile - Hang the words in your bedroom! (!!)

Storyboard / cartoon Create a comic style version of your sentencesArtist’s easel On sheet of paper, write the sentence you want to

learn on one side.Then draw image which will remind then how to reproduce it.Share ideas with partner

Pictionary backwards Pupil / teacher draws a picture to represent the sentence.Team members write sentence they think it is on the board

Learning posters Create a large easy-to read posterRelated vocabulary in families

Put families of words together e.g. transport / places / verbs (Never in rows)

AUDITORYDictation Helper reads aloud (auditory)

You write what they say

MAINLY KINAESTHETIC

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Translation Write the English.Translate into Spanish

Gapfill random Write out the whole text but leave out words. Gapfill verbs Write out the whole text but leave out verbs. Cloze write easy Write out the whole text with first letter of each word and

dash for each letterCloze write hard Write out the whole text with dashes for the letterCopying Copy out several times – the kinaesthetic feeling of writing

will help you to remember the patterns of the spellingsFlashcards translations Write the English on one side of a card and the Spanish on

the otherFlashcards prompts Write the prompt on one side and the Spanish on the other.Drag and drop Make individual cards for part of the sentence

Re-order the words on the table, or physically in teamsMake dominoes for your sentences -

Re-order the dominoes

Physical spelling Spell out the word in the air .. get used to the ‘feel’ of the spelling

Get physical! Spell out in someone’s back – see if they can guess what the word is!To remember accents -physically draw and accent in the air as you spell out the word aloud

Consequences Write out answers to the questions put by the teacher – fold over the paper and pass it onSee if it makes sense at the end

Unscramble Unscramble words / sentencesMime Pupil /teacher mimes the sentence.

Team members write sentence they think it is on the boardTime-limited brainstorm Brainstorm – write down …

Any verbs you can in the present tenseAny verbs in the past tenseAny names of countriesAny means of transport Then score … more if it’s a word no-one has thought of .

Make an interactive display

e.g. a flap which has to be lifted to see what the answer is

Running dictation/ Paragraphs stuck on a wall / on a table at a distanceTeams organise themselves to have one scribe and pupils take it in turns to run to the paragraph and return to dictate.

Matching Pairs match sentences to their meanings and discuss reasons

Re-order the cards Pupils take individual words form a sentence and stand in the correct order to make a sentence

Washing line As above – peg out the words in the correct orderSpeed writing Team members take it in turns to compete against their

opposite number to be the first to write a dicated sentence accuartely

All senses - Using ICT - see the list of useful websites.KS4 SPANISH

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El Gancho Digital newspaper on a variety of topics. Bright and easy to navegate abouthttp://www.fluencyprof.com/free-spanish-audio.html Listening activities on a variety of topics with gapfill exercises etchttp://quizlet.com/subject/spanish/ Great site for learning and practising vocabulary and verbs through a variety of games and flashcardshttp://www.audiria.com/index.php Superb website with a vast range of podcasts on many different topics with self-correcting exercises. Easy to navigate, specific link for listening is http://www.audiria.com/randomTest.php?t=AUhttp://www.spaleon.com/index.php?js=1&w=1280&h=800&fv=10 Verb and tense practice - self-correctinghttp://www.reverbspanish.com/ Spanish verb drills and podcasts on grammarhttp://www.spanishnewsbites.com/spanish_newsbites/beginner_level/ Excellent listening activities with blankfill exercise, transcript and translator toolYABLA VIDEOS Videos - listen with Spanish and English displayed below as you choose, then do the listening activity by selecting 'Play game'http://www.languagesonline.org.uk Caminos 2 and 3 plus topics, grammar and gameshttp://www.linguastars.com Requires username and password - available from your language teacher http://www.espanol-extra.co.uk/http://www.asisehace.net/?cat=4 Listening activities and vodcastshttp://oye.languageskills.co.uk/index.html Different games and activities for different levelshttp://www.lingolex.com/spanish.htm Site with many different areas of vocabulary and grammarhttp://www.ashcombe.surrey.sch.uk/Curriculum/modlang/spanish/index_sp.htm Various activities including video listening activitieshttp://www.quiz-buddy.com/ Spanish_Phrases_with_Audio.html Some good role play vocabularyhttp://www.bbc.co.uk/languages/spanish/ Range of levelshttp://www.studystack.com/Spanishhttp://www.cadillac76.com/spanish/ppt.html/http://www.digitaldialects.com/Spanish.htm Interactive games on vocab and grammarhttp://www.didcotgirls.oxon.sch.uk/depts/mfl/sp11/clickhere.htm Exam practicehttp://www.spanishrevision.co.uk/Spanish visual dictionaryhttp://www.verbuga.eu/Esmi/Esmi.html Choose your verb(s) and your tense(s) then practise, practise, practise!

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http://www.verbuga.eu/Esmi/Esmi.html

http://www.leoloqueveo.org/inicio.htm

http://www.spanishrevision.co.uk/

http://www.didcotgirls.oxon.sch.uk/depts/mfl/sp11/clickhere.htm

http://www.digitaldialects.com/Spanish.htm

http://www.cadillac76.com/spanish/ppt.html/

http://www.studystack.com/Spanish

http://www.bbc.co.uk/languages/spanish/

http://www.quiz-buddy.com/

http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/spanish/index_sp.htm

http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/spanish/index_sp.htm

http://www.lingolex.com/spanish.htm

http://oye.languageskills.co.uk/index.html

http://www.asisehace.net/?cat=4

http://www.espanol-extra.co.uk/

http://www.linguastars.com/

http://www.languagesonline.org.uk/

http://spanish.yabla.com/demo.php

http://www.spanishnewsbites.com/spanish_newsbites/beginner_level/

http://www.reverbspanish.com/

http://www.spaleon.com/index.php?js=1&w=1280&h=800&fv=10

http://www.audiria.com/randomTest.php?t=AU

http://www.audiria.com/index.php

http://quizlet.com/subject/spanish/

http://www.fluencyprof.com/free-spanish-audio.html

http://www.elgancho.es/

YEAR 11/12 SPANISH GCSE

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¿Qué tiempo hace?

For each picture, write the appropriate expression from the box below:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_________________________________________________

__________________________________________________

_________________________________________________

__________________________________________________

___________________________________________________________

Hay tormenta Está nublado Nieva Hace calor Hace buen tiempo Hace mal tiempo Hace frío Llueve Hace sol Hace viento

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ADDING MORE DETAIL TO WEATHER DESCRIPTIONS:

To say it’s very good weather:

Hace muy buen tiempo

Hace muy mal tiempo

AND

Está muy nublado

BUT for all the other expressions use mucho/a:

Hace mucho frío

Hace mucho viento

Hace mucho sol/ calor

Hay mucha nieve

Hay mucha niebla

Hay muchas tormentas

MUCHO/A = very/a lot + noun

MUY = very + adjective

To say it’s quite …., use bastante

Hace bastante buen tiempo

Hace bastante calor

To say there are ‘few’ or ‘little’ use poco/a

Hay pocas tormentas – There are very little

Hace poco calor – It’s not very hot

Hace poca nieve – There’s little snow

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¿Qué tiempo hace?What’s the weather like? – complete the table

English Imperfect (past)= past description

Preterite (past)= one-off event

Present Future

Hacía buen tiempo

Hizo buen tiempo

Hace buen tiempo

Hará buen tiempo

Hace mal tiempoHace solHace calorHace fríoHace viento

Había niebla Huvió niebla

Hay niebla Habrá niebla

Hay tormenta

(El cielo) estaba nublado

(el cielo) estuvo nublado

(El cielo) está nublado

(El cielo) estará nublado

(El cielo) está despejado

Llovía Llovió Llueve LloveráNevaba Nevó Nieva Nevará

Extension: Write 5 sentences about typical weather in different countries or cities- use linking phrases (normalmente/ frecuentemente/ de costumbre)

Write about what the weather was like last weekend and on holiday last year.Choose your tense carefully.

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Hacer preguntas

Empareja las palabras interrogativas como en el ejemplo ¿Qué? What? Why? ¿Cómo? Where f rom? ¿Cuándo? Where to? ¿Dónde? What/ how? ¿A qué hora? Who? ¿Cuál(es)? ¿Cuánto/ as? Where? ¿Adónde? Which? ¿Por qué? How much/ many? ¿Quién(es)? When? ¿De dónde? (At) what time? Lee la conversación abajo y rellena los blancos con la palabra correcta de la casilla ¡Hola! ¿________ te llamas? Me llamo J uan Antonio, soy de Valencia ¿____________ eres? Pues soy de Aranjuez, cerca de Madrid pero vivo en Toledo. ¿________ años tienes? Tengo diecisiete años ¿y tú? Diecisiete también ¿___________ es tu cumpleaños? Cumpliré dieciocho el doce de agosto. ¿__________ vives? Vivo en un pueblo pequeño cerca de la costa que se llama J ávea.

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¿________ es Jávea?

Es un pueblo muy bonito y bastante turístico.

¿Está a ____________ kilómetros de Valencia?

A unos cien kilómetros, creo.

¿Con __________ vives?

De momento vivo con mis padres pero dentro de poco voy a cambiarme de casa

¿___________?

Porque voy a ir a la universidad y tendré que buscar un piso.

¿________ irás?

Espero ir a la Universidad de Valencia o quizás a Alicante.

¿_________ te gustaría más?

No me importa porque me gustan las dos ciudades.

Ahora escribe una conversación entre dos personas que incluye, al menos, cinco preguntas.

Now go to www.linguacentral.co.uk click onto Secondary Spanish resources and then onto BBC Spanish in the Spanish resources and links section. Click onto ‘painless grammar’ and the questions and question words. Read this section to reinforce what you have been doing.

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Remember that all question words have an accent

http://www.linguacentral.co.uk/


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Adjectives - Los adjetivos:

There are some key points to remember about adjectives.

a) They describe nouns (people/things) e.g. es un gato simpático it’s a friendly cat

b) They have to ‘agree’ with the word they describe in both number (singular or plural) and gender (masculine or feminine).

1. Adjectives which end in ‘o’ in the masculine singular form follow a common pattern: pequeño = small

in other words change the ‘o’ to ‘a’ to make it feminine and

add ‘s’ to make it plural.

2. Some adjectives end in ‘e’. In this case they have the same endings for

m/f singular forms and the same endings for m/f plural forms: Verde = green

3. Adjectives which end in a consonant share the same form in the singular and a

also share the same form in the plural. To make the plural add ‘es’:

The exception to this is with adjectives of nationality, e.g:

There are some adjectives which are also exceptions e.g:

mandón mandona = bossyhablador habladora = chatty

4. Almost all adjectives follow the word they describe, e.g. una casa grande = a big house

There are some common adjectives which can go in front, such as,

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m/s f/s m/pl f/plpequeño pequeña pequeños pequeñas

m/s f/s m/pl f/plverde verde verdes verdes

m/s f/s m/pl f/plfácil fácil fáciles fáciles

m/s f/s m/pl f/plespañol española españoles españolasinglés inglesa ingleses inglesas


‘bueno*’ = good, ‘malo’ = bad, ‘primero*’ = first, ‘segundo’ = second, ‘tercero*’ = third etc

es un buen libro* = it’s a good bookes una buena idea = it’s a good idea

* these adjectives also lose the ‘o’ when followed by a masculine singular noun

NOUNS, ARTICLES AND ADJECTIVES PRACTICE1. Fill in the spaces:

m.sg f.sg m.pl f.plThe el

a/some un

2. Sort these nouns into the correct columns:

m.sg f.sg m.pl f.plcama

3. Fill in the gaps by finding and following the correct pattern:

m.sg f.sg m.pl f.plred rojo

yellow amarillagreen verdesblue azulesblack negroswhite blancapink rosado

purple moradabrown marronesorange naranjas

grey grisesgold doradasilver plateada

4. Fill in each gap with the appropriate vowel – a, e or o:

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cama espejo posters colchas alfombraarmario radio pared silla estanteríaordenador libros mesas sábana

cortinas


the grey computer _l _rd_n_d_r grissome yellow books un_s libr_s _m_rill_sthe red posters l_s p_st_rs r_j_sa white wall un_ p_r_d bl_nc_the silver mirror _l _sp_j_ pl_t_ _d_the pink bookshelf l_ _st_nt_ri_ r_s_d_the blue curtains l_s c_rtin_s _zul_sa purple lamp un_ l_mp_r_ m_r_d_the brown tables l_s m_s_s m_rr_n_ssome black quilts un_s c_lch_s n_gr_sthe green chair l_ sill_ v_rd_the orange radio l_ r_di_ n_r_nj_the grey and silver rug l_ _lf_mbr_ gris y pl_t_ _d_

5. Now write the following in Spanish:

1. A silver computer ___________________________________

2. A pink sheet ___________________________________

3. The white mirror ___________________________________

4. Some blue books ___________________________________

5. The gold radio ___________________________________

6. An orange bed ___________________________________

7. Some red curtains ___________________________________

8. A green table___________________________________

9. The yellow quilts ___________________________________

10. The black lamp ___________________________________

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Lo - Neuter Article

In addition to the definite and indefinite articles, Spanish has what is called a neuter article. This article, lo, is invariable and is used in front of just about any adjective in order to express something abstract or a quality.

lo fácil the easy thing, part

lo bueno the good thing

lo bello what's beautiful

lo justo what is just

lo mejorLo peor

the best partThe worst part

Lo + adjective is usually translated in English as The adjective thing/part/one/style or What is adjective. For example,

Lo difícil es que no comprendo la diferencia.

The hard thing is that I don't understand the difference.

No viste lo mejor de la película. You didn't see the best part of the movie.

Lo importante es que estamos juntos. What's important is that we are together.

Me gusta lo azúl. I like the blue one.

Vestís a lo americano. You dress in the American style/like Americans.

The construction lo + adjective + que means How adjective:

No sabes lo feliz que estoy. You don't know how happy I am.

Veo lo importante que es. I see how important it is.

Olvidé lo bello que eres. I forgot how beautiful you are.

¿Comprendes lo fácil que es? Do you understand how easy it is?

Lo has other uses in Spanish, as various kinds of pronouns.

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http://www.elearnspanishlanguage.com/grammar/indefinitearticle.html

http://www.elearnspanishlanguage.com/grammar/definitearticle.html


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MAKING COMPARISONS

COMPARATIVES AND SUPERLATIVES

To make comparisons in Spanish, use:

o más + adjective + que more ….than

El alcohol es más caro en Inglaterra que en EspañaAlcohol is more expensive in England than in Spain

o menos + adjective + que less … than

Mi hermano es menos alto que mi padreMy brother is less tall (smaller) than my Dad.

o tan + adjective + como as … asLos tomates son tan sanos como las naranjas.Tomatoes are as healthy as oranges.

For superlatives, use:o el/la/los/las + más the most, the ….est

Esta casa es la más vieja de la región.This house is the oldest in the area.

o el/la/los/las + menos the least

Este hotel es el menos caro de la ciudad.This hotel is the cheapest in the city.

For ‘as much … as’, useo tan + adjective + comoEl alcohol es tan peligroso como el tabaco.Alcohol is as dangerous as smoking.

For ‘as many … as’, useo tantos(as) + plural noun + comoLas chicas practican tantos deportes como los chicos.Girls do as many sports as boys.

For ‘better than’ , useo mejor que

Paga mejor que cultivar otros alimentosIt pays better than growing other foods.

For ‘worse than’ , useo peor que

Te pagan peor que en la ciudad.

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They pay worse than in the city.

COMPARING THINGS - exercises

Translate the following sentences

1. Quisiera una chaqueta más larga.2. ¿Tiene un abrigo menos caro?3. Es una gorra más de moda.4. El inglés es más interesante que la historia.5. El español es menos difícil que las matemáticas.6. Quiero una camiseta menos grande.7. La historia es tan interesante como el dibujo.8. Esta camisa roja no es tan bonito como est camiseta verde.9. Los guantes de cuero son más caros que los guantes de lana.10.Los zapatos son más cómodos que las botas.

¿Cómo se dice en español?

1. it’s more expensive2. it’s cheaper3. it’s longer4. it’s shorter5. it’s more boring

Superlatives

It’s the dearestIt’s the biggestIt’s the longestIt’s the cheapestIt’s the most interesting

es = it is/is, ¿tiene? = do you have, quiero = I want

quisiera = I would like son = they are/are

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Possessive Adjectives

Find the Spanish for these nouns and write them in the correct columns:

masculine singular

feminine singular

masculine plural feminine plural

age edad

aunt

boat

brothers

flower

poster

potatoes

rabbit

tea/snack

trousers

Write the following in Spanish:

1. My aunt ___________________________________

2. Your (sg.) rabbit ___________________________________

3. Our poster ___________________________________

4. Their brothers ___________________________________

5. Her age ___________________________________

6. His flower ___________________________________

7. Your (pl) boat ___________________________________

8. My potatoes ___________________________________

9. His trousers ___________________________________

10. Her tea ___________________________________

11. Your (pl) aunt ___________________________________

12. Our brothers ___________________________________

13. Their age ___________________________________

14. Your (sg) trousers ___________________________________

15. My flower ___________________________________

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Spanish Demonstrative Pronouns ~ Pronombres demostrativos

Demonstrative pronouns (this one, that one, the one[s], these, those) refer to a previously-mentioned noun in a sentence.

Spanish demonstrative pronouns are more complicated than their English counterparts, because there are different sets and because they must agree in gender and number with the noun they replace.

The three sets of Spanish demonstrative pronouns are:

éste (this one - something near the speaker),

ése (that one - something near the listener), and

aquél (those - something far from both the speaker and listener).

Note that Spanish demonstrative pronouns are the same as demonstrative adjectives with the addition of an accent over the stressed vowel. There is also a neuter demonstrative pronoun in each set, which does not have an accent.

this that that

masculin singular éste ése aquél

feminine singular ésta ésa aquélla

masculin plural éstos ésos aquéllos

feminine plural éstas ésas aquéllas

neuter esto eso aquello

Demonstrative pronouns are used to replace a demonstrative adjective + noun, or simply refer back to a previously-mentioned/implied noun without repeating its name.

For example...

¿Qué chica lo hizo, ésta o ésa? Which girl did it, this one or that one?

Estoy leyendo éso. I'm reading this (one).

Quiero mirar esta película, no me gusta aquélla.

I want to see this movie; I don't like that one.

Todos los perros son lindos, pero prefiero éste.

All the dogs are cute, but I prefer this one.

Éstos son más caros que ésos. These are more expensive than those.

Éste can mean "latter," while aquél can mean "former."

Luís y Ana van a ayudarnos. Aquél ya está aquí, y ésta llegará a las dos.

Luís and Ana are going to help up. The former (Luís) is already here, and the latter (Ana) will arrive at 2 o'clock.

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http://www.elearnspanishlanguage.com/grammar/demonstrativeadjectives.html


Neuter pronouns / Indefinite demonstrative pronouns

Neuter pronouns, also known as indefinite demonstrative pronouns, refer to unspecified or unknown nouns, situations, and ideas. Note that these never have an accent.

¿Qué es esto? What is this?

Eso es imposible. That is impossible.

Por eso, no puedo hacerlo. Therefore (because of that), I can't do it.

Aquello no es necesario. That's not necessary.

Demonstrative adjectives (‘this’ + noun or ‘that’ + noun)

1. Aquí hay cigarrillos; ………....……….. cigarillos son baratos.

2. Ahí hay unos jardines; .........................jardines son bonitos.

3. Allí hay un guardía;..............................guardia tiene una pistola.

4. Ahí hay unas llaves;.............................llaves son del coche.

5. Aquí hay una cartera;...........................cartera es de piel.

6. Allí hay una tienda;...............................tienda está abierta.

7. Ahí hay una botella;..............................botella está vacía.

8. Aquí hay unas camisas;.......................camisas son blancas.

9. Allí hay una cama;...............................cama es muy cómoda.

10.Ahí hay un soldado;.............................soldado lleva uniforme.

Demonstrative pronouns (‘this one’ (without noun) or ‘that one’ (without noun))

e.g. Este coche es nuevo, pero ésos (or aquéllos) son viejos)

1. Este paquete pesa mucho, pero.................................pesan mucho.

2. Esos bolígrafos escriben mal, pero............................escribe bien.

3. Aquel río es estrecho, pero........................................son anchos.

4. Estas faldas son cortas, pero....................................son largas.

5. Ese alumno sabe mucho, pero.................................no saben mucho.

6. Aquella ventana está abierta, pero............................están cerradas.

7. Esa luz está apagada, pero.......................................está encendida.

8. Aquella película es divertida, pero............................son aburridas.

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9. Esta naranja es dulce, pero......................................son agrias.

10.Esas niñas están tristes, pero...................................están contentas.

Translate the following, concentrating mainly on the words in bold type.

1. Bring me that book by you.

2. Can you see that car over there?

3. This pen is not very good.

4. At that moment they came in.

5. At that time they used to burn witches.

6. That book I was talking about.

7. Look at that plane.

8. I don’t understand this word.

9. I agree with that idea.

10. I don’t like those houses without an open fire.

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LO, LA, LOS, LAS – OBJ ECT PRONOUNS

There are 2 words in Spanish f or it: Lo for masculine things La for feminine things (m) lo – El jersey - ¿me lo puedo cambiar? The jumper – can I change it? (f ) la - La f alda - ¿Me la puedo probar? The skirt – can I try it on? Similarly, there are two words in Spanish f or them: Los for masculine things Las for feminine things

(m) los – Los zapatos - ¿me los puedo probar?

The shoes – can I try them on?

(f ) las – Las botas - ¿me las puedo cambiar?

The boots – can I change them? Completa las f rases siguientes con lo / la / los or las:

1. He visto un jersey en el escaparate - ¿ ____ puedo probar?

2. Hay dos chicos allí - _____ veo.

3. Prefiero la f alda roja - ____ prefi ero.

4. ¿Prefi eres la chaqueta? - ______ prefi ero.

5. Hay unas medias en el escaparate - _____ quiero.

6. ¿Dónde están los calcetines? No ____ encuentro.

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RELATIVE PRONOUNS A relative pronoun is used to join a clause to a noun in order to give you more inf ormation about it: The teacher who gave us this homework. The plane which leaves at ten o’clock. The purse that you found on the bus. The baby whose mother was ill.

1. QUE Que is the most f requently occurring relative pronoun and is the one you usually use f or ‘who’, ‘whom’, ‘that’ and ‘which’ where no preposition is involved: El autobús que va al aeropuerto sale de la plaza The bus which/that goes to the airport leaves f rom the square. ¡ La profe que nos puso estos deberes está loca! The teacher who/that gave us this homework is mad!

2. After a preposition Af ter a preposition (a, de, sobre, delante de, etc.), use the f ollowing guideline:

Ref erring to things: use el que / la que / los que / las que, agreeing with the thing(s) you are referring back to:

Esta es la habitación en la que dormimos. This is the room in which we sleep. Aquí está el libro, al lado del que está tu cuaderno. Here is the book, beside which is your exercise book.

Ref erring to a person: use quien / quienes or el que/ la que/ los que/ las que, agreeing with the person(s) you are referring back to:

La profesora con quien / con la que fuimos a España también enseña f rancés. The teacher with whom we went to Spain also teaches French Los niños a quienes / los que escribimos viven en Sudamérica The children to whom we are writing / we are writing to live in South America. CAREFUL!! I n English we sometimes leave out the ‘who’, ‘which’ or ‘that’, but in Spanish you must never leave out que or quien.

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3. CUYO

Cuyo means ‘whose’ and must agree with the thing(s) possessed.

Es una pastelería cuyos pastels son muy buenos.It’s a cake shop whose cakes are very good.

Esta es la chica cuya madre trabaja en el banco.This is the girl whose mother works in the bank.

4. El que, la que, los que, las que

These forms are also used in the sense of ‘the one who/which’, ‘those who/which’

De todos estos abanicos, el que me gusta más es éste.Of all these fans, the one (which) I like best is this on.

De las camisas, las que me gustan son ésta y ésa.Of all the shirts, the ones (which) I like are this one and that one.

5. Lo queLo que means ‘what’ in the sense of ‘that which’:

Descríbeme lo que vesDescribe to me what you see.

Lo que no me gusta es el colorWhat I don’t like is the colour.

¡PRÁCTICA!Fill in the correct relative pronoun in the following sentences:

1. La girafa es un animal ____________ tiene el cuello muy largo

2. El camello es un animal en ____________ se puede montar.

3. El loro es un pájaro con ____________ se puede hablar.

4. El león es el animal ____________se llama el rey de los animales.

5. El tire es un animal ____________ está en peligro de extinción.

6. El oso polar es un animal ____________ piel es blanca como la nieve.

7. El canguro tiene un bolsillo en ____________ lleva a sus bebés.

8. Los hombres ____________ llevan uniforme trabajan en el zoo.

9. El avestruz es un ave ____________ huevos son muy grandes.

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The Personal A What is it? When is it used? Ayer vi el árbol en el jardín Ayer vi a mi primo en la discoteca Ayer vi al señor Pele en el pasillo In Spanish the preposition a is used before direct objects referring to definite and specific persons (and pets). It is called the personal a when used in this way. Although a is usually translated as "to," the personal a normally isn't translated into English. Compare Levantó la taza Levantó a la muchacha Oigo la orquesta Oigo a los músicos Recuerdo el libro Recuerdo a mi abuela The a is not used if the object doesn't refer to anyone specific. Conozco a dos carpinteros, I know two carpenters. Necesito dos carpinteros, I need two carpenters. It is also used with certain pronouns: When used as direct objects, alguien (somebody), nadie (nobody) and quién (whom) require the personal a. So do alguno (some) and ninguno (none) when referring to people. No conozco a nadie Quiero golpear la pared Quiero golpear a alguién ¿A quién diste la llave? Tener Generally, the a is not used after tener. Tengo tres hijos y una hija No tengo jardinero Except… When it is used in the sense to hold someone or to have someone somewhere. Tengo a mi hijo en los brazos Tenemos a David Beckham en el estudio.

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Llena los espacios en blanco con la preposición “a”, cuando sea necesario.

1. Vimos ….. tu dentista en el centro.

2. Ayer conocí ….. tu hermano mayor.

3. Mi amigo tiene ….. tres coches.

4. La empresa quiere contratar ….. otro empleado.

5. Necesito ….. un hombre que hable español.

6. Conozco ….. un hombre que habla español .

7. No recomendaría este libro ….. nadie.

8. El policía tiene ….. Juan en su coche.

9. Traeremos ….. tu perro mañana por la mañana.

10. ¿….. quién vio el profesor?

Traduce al español las frases siguientes

1. I saw your girlfriend on the beach.

2. Who saw the chemist?

3. We have three musicians

4. I need a doctor right now.

5. I saw Carolina’s house.

6. I didn’t see anyone in the centre.

7. He washed his dog carefully.

8. Have you seen my keys?

9. I know a good doctor.

10. I’m looking for a person who knows how to drive

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¿Cómo se dice en español “How long for”?¿Cómo se dice en español “How long for”?

There are a few ways of saying this in Spanish!

1) If you have been doing something for a period of time and are still doing it, you need to use the present tense and one of these constructions.

-DESDE HACE

a) Action in present tense + desde hace + time

Vivimos aquí desde hace cinco años

-HACE ... QUE

b) Hace + time + que + action in present tense

Hace cinco años que vivimos aquí

-LLEVAR + GERUND

c) Llevar in present tense + time + action in gerund

Llevo cinco años viviendo aquí

In the negative you have to use:

Llevar in present tense + sin + infinitive

Llevo dos años sin fumar

You can also use llevar without the gerund to say you have been somewhere for a certain time.

Llevamos media hora aquí

2) If you had been doing something and were still doing it at the point of reference, then put the verbs in the imperfect.

A) Vivíamos allí desde hacía cuatro años, cuando nació Jaime

B) Hacía cuatro años que vivíamos allí, cuando nació Jaime

C) Llevábamos cuatros años viviendo allí, cuando nació Jaime

- DURANTE

Use when you talk about something which happened in the past, which is now complete:

Habló sin parar durante dos horas

Durante los tres meses que estuvo allí

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-POR/PARA/ or nothing??

With estar or vivir, you can use nothing:

Estaremos tres días en MadridEstuve dos días en Granada

When referring to time in the future, use either POR or PARA:

Vamos a Madrid para/por dos semanas

Remember PARA with time can also mean deadline:

Quiero la redacción para mañana

OTHER TIME PHRASES

-AGOUse hace/hacía:

Lo vi hace dos horas I saw him two hours agoLo había visto hacía dos horas I had seen him two hours (before then)

-IN a certain number of DAYS

a) DENTRO DEWhen referring to the future or the future in the past

Va a llegar dentro de dos minutos He’s going to arrive in two minutesMe dijo que dentro de dos horas estaría allí He told me he’d be there in two hours

b) ENWhen referring to the past

Lo hice en un año I did it in a year

-AGAIN

a) VOLVER A + INFINITIVEThis is very common before a verb

Han vuelto a hacerloCuando cerró la puerta, volví a llorar

b) OTRA VEZ

Juan olvidó su cita con el dentista otra vez.Juan olvidó otra vez su cita con el dentista

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c) DE NUEVOMore literary than otra vezJuan olvidó de nuevo su cita con el dentista.

-STILL

a) CONTINUAR / SEGUIR + GERUND

Las drogas continúan / siguen siendo un problema para los jóvenesMi hermana continúa / sigue tocando su pianoContinuaban / seguían viéndose

b) SEGUIR + PAST PARTICIPLE / ADJECTIVE

Sigo enfermoDespués de tantos años ella sigue soltera

-TO HAVE JUST

a) PRESENT TENSE ACABAR DE have just

Acabo de llamarte por teléfono y no estabas

b) IMPERFECT TENSE ACABAR DE had just

Acababa de despertarme cuando me llamaste por teléfono

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¡ A PRACTICAR!¡ A PRACTICAR!

Usando una variedad de frases anteriores, ¿cómo traducirías las siguientes frases?

A) (desde hace / llevar / hace que)1. I’ve been learning Spanish for seven months

2. We’ve been friends for five years

3. I haven’t seen my brother for sixteen years

4. I had been waiting for five hours when you arrived at last

5. We had been learning Spanish for six years when we went to Spain for

the first time

6. I hadn’t smoked for three years when I started again

7. We’ve been married for two months

8. They haven’t been out for weeks

9. There has been a boat in the North Cloisters for years

10. They had been outside for two hours when we noticed their absence

B) (por/para/durante/nothing)

1. Wait here for ten minutes and then call the police

2. I was a teacher at that school for ten years

3. We lived for two years in Barcelona

4. My aunt is going to stay for six weeks with me in the summer

5. For many years, I thought he was a Mexican

6. Would you like to sit down for a few minutes?

C) (seguir/continuar + gerund, seguir + adjective/participle)1. It’s still a difficult problem for many old people

2. We’re still tired, after sleeping ten hours

3. He is still as stupid as ever

4. Tolerance is still a very important virtue nowadays

5. He still wears that ridiculous jacket he bought in Camden market

D) (en, dentro de) 1. El tren sale ………… unos minutos

2. No he visto una tormenta así ………… más de veinte años

3. ………… un rato se explicará

4. ………… mi vida he oído nada tan absurdo

5. ………… dos minutos estoy contigo

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TIME PHRASES

Empareja la palabra española con la palabra inglesa:

A)

siempre tomorrow

con frecuencia sometimes

frecuentemente last nighta menudo now

a veces sometimes

de vez en cuando many times

muchas veces often

cada año / todos los años yesterday

de momento frequently

ahora at the moment

anoche frequently

ayer every year

mañana always

B)antes de + inf on Saturday morning

los viernes por la tarde once a week

después de + inf for a little while

por la mañana at night

por la tarde in the afternoon/evening

por la noche last week

un rato in the morning

el sábado por la mañana before doing something

la semana pasada twice a month

el fin de semana pasado after doing something

una vez a la semana last weekend

dos veces al mes on Friday evenings

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C)la última vez every day

a diario In six months

cada día Two years ago

todos los días often

a menudo last year

el año pasado every day

este año I’ve been three days in a row

el año próximo next year

He ido tres días seguidos this year

Hace dos años the last time

Este verano this summer

Dentro de seis meses daily

LINKING WORDS

Y = and

But before the letter ‘i’ or ‘hi’ use ‘e’ instead

Es interesante y divertido Es divertido e interesante

It is important to use a good variety of linking words in your writing and speaking

Linking Words- empareja las palabras

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A)

Pero because

Porque also

O on the other hand

Por causa de as a result of

Dado que besides

También but

Además given that

Por eso on the other hand

Claro (que) then/next

Entonces however

Luego of course

Sin embargo so/then

En cambio or

Por otro lado for this reason

B)

Aunque so, as a result

Al final when the weather is good

Más que nada and even

e incluso which

que more than anything

normalmente without a doubt

por lo tanto although

por lo general when it’s raining

Sin duda normally

cuando hace buen tiempo in the end

cuando llueve in general

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MY LINKING WORDS / OPINIONS ETC…

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Useful links between English and Spanish Almost all words in English that end in IBLE are the same in Spanish but the ending is pronounced eeblay e.g. possible = posible terrible = terrible The same applies to words that end in ABLE, pronounced ahblay e.g. probable = probable Words which end in ENT in English like different, just add an e to end in ENTE in Spanish e.g. different = diferente The same applies to words which end in ANT in English e.g. important = importante Words which end in ARY in English e.g. necessary tend to end in ARIO in Spanish e.g. necessary = necesario Words which end in ORY in English such as obligatory tend to end in ORIO in Spanish e.g. obligatory = obligatorio Words which end in ENCE in English tend to end in ENCIA in Spanish e.g. difference = diferencia

Words which end in ANCE in English tend to end in ANCIA in Spanish e.g. importance = importancia Words ending in ICAL, like political, economical are similar in Spanish: political = político Words which end in ION in English are the same in Spanish. e.g. opinion = opinión Words which end in TION in English usually end in CIÓN in Spanish e.g. condition = condición Words which end in TY in English often end in TAD or DAD in Spanish e.g. difficulty = dificultad Words which end in LY in English tend to end in MENTE in Spanish e.g.

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YEAR 11/12 SPANISH GCSEESCRIBIR Y HABLAR BIEN EN ESPAÑOL

(aka PPFOCER)

« Past« Present« Future

« Opinions« Connectives

« Extended Sentences« Reasons

« TENSES In order to gain high marks you need to be able to use a variety of tenses. Here is a selection of verbs to learn in a variety of tenses. Don’t worry if you haven’t been taught them all yet!

El Presente El Pasado El Futuro Próximojueg o jugu é voy a jug ar escuch o escuch é voy a escuch ar trabaj o trabaj é voy a trabaj ar char lo charl é voy a charl ar hab lo habl é voy a habl ar bail o bail é voy a bail ar visit o visit é voy a visit ar compr o compr é voy a compr ar nad o nad é voy a nad ar practic o practiqu é voy a practic ar

le o le í voy a le er hago hice voy a hacer com o com í voy a com er beb o beb í voy a beb er

viv o viv í voy a viv ir escrib o escrib í voy a escrib ir salg o sal í voy a sal ir recib o recib í voy a recib ir

(no) me gust a/n (no) me gust ó/ gust aron me encant a/n me encant ó/ encant aron

El imperfecto El Futuro El Condicional jug aba jugar é jugar ía i ba ir é ir ía practic aba practicar é practicar ía ten ía tendr é tendr ía hac ía haré har ía

« GIVING YOUR OPINION (no) me gust a/n (no) me encanta/n pienso que... es (is)

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POSITIVE ADJECTIVES NEGATIVE ADJECTIVESinteresante aburridogenial ridículoperfecto tonto (stupid)delicioso triste (sad)variado (varied) antipático (unfriendly)amable (friendly) peligroso (dangerous)divertido chocante (shocking)

YEAR 11/12 SPANISH GCSE creo que... fue (was)

son (are) fueron (were)

opino que… estimo que… a mi parecer... a mi modo de ver... en lo que me concierne... en mi opinión... diría que... desde mi punto de vista... (no) estoy de acuerdo con...

« CONNECTING WORDS Expresiones útiles para expresar ‘cuándo’:

el fin de semana pasado last weekend la semana pasada last week ayer yesterday anoche last night hace (tres días) (three days) ago antes de +INFINITIVO before + ...ing después de +INFINITIVO after + ...ing desde hace since en este momento at the moment ahora now enseguida at once a menudo often todos los días every day siempre always normalmente/en general usually generalmente usually a veces sometimes de vez en cuando from time to time una vez por /a la semana once a week rara vez rarely más tarde later luego then después afterwards al día siguiente the next day de ... a .../ desde … hasta … from ... to ... mientras que while durante during primero / en primer lugar first of all por fin finally / at last finalmente finally el año próximo next year la semana que viene next week mañana tomorrow

Conjunciones útiles: también also además moreover por lo tanto therefore mientras que whereas pero but sin embargo however no obstante however desafortunadamente unfortunately aun así nevertheless

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YEAR 11/12 SPANISH GCSE porque because ya que because dado que because puesto que given that a causa de because of en vez de + INFINITIVO instead of ...ing ... que / quien... who... donde... where... cuando... when... muy very un poco a bit bastante quite demasiado too (much)

Para escribir una carta: ¡Hola ! Gracias por tu carta ¿Cómo estás? Yo estoy bien

Te voy a escribir de ¡Escríbeme pronto!

« EXTENDING SENTENCES & GIVING REASONS Expresiones sofisticadas:

para + INFINITIVO in order to... para poder + INFINITIVO in order that ‘one’ may... aunque sea... although it is... no creo que sea... I don’t think/believe it is... no pienso que pueda... I don’t think that I could... hay que + INFINITIVO it is necessary / ‘one’ must... cuando me acuerde when I remember lo que necesito es... what I need is... de acuerdo con lo que he leído... according to what I have read... Según according to… lo que (me gusta) es que... what (I like) is that... si + PRESENTE + FUTURO if ... (I do) ... (I will)... antes de + INFINITIVO before ...ing antes de llegar... before I arrive... después de haber + PARTICIPIO after having (done)... mientras estaba (mir)ando (la tele) él... while (watch)ing (TV) he... esa es la razón por la que... that’s the reason why... me gustaría mucho I would really like se debería + INFINITIVO ‘one’ should... se podría + INFINITIVO ‘one’ could... de acuerdo con according to (se) trata de... it’s about... en cuanto a... as for / regarding... con respecto a... as for / regarding... acabo de + INFINITIVO I have just... ¡me lo pasé bomba! I really had a fun time ! Es necesario + INFINITIVO It is necessary to… Es imprescindible + INFINITIVO It is necessary to…

La Negación : no nada nothing (no hago nada para...) nunca never (nunca voy a...) apenas hardly (¡apenas hago deporte!) ni ... ni neither nor (no tengo ni el libro ni el cuaderno)

Las Comparaciones :54

YEAR 11/12 SPANISH GCSE más/menos + ADJ + que more/less ... than ... tan + ADJ +como as ... as no tan + ADJ +como not as ... as más/menos + NOM + que more/less ... than ... el/la/los/las más/menos + ADJ the most/least... un/una/unos/unas mejor(es) better... el/la/los/las mejor(es) the best... lo mejor fue... the best thing was... lo peor... the worst...

Los Pronombres : me gustaría comprarlo/la I want to buy it lo/la vi ayer I saw him yesterday lo/la encuentro difícil I find him/it difficult lo/ la veo I’m watching her mi madre me lleva... my mother takes me él me da... he gives me... voy a darle... I will give him/her... escríbeme... you write to me

Delayers (to be used only when speaking): Pues/Bueno… ehmmm/well… Si te digo la verdad… to tell you the truth… La verdad es que… actually/the truth is that… Para serte sincero/a… to be honest with you… Vamos a ver… let’s see… Déjame pensar… let me think… Todavía no estoy seguro/a, pero creo que… I’m still not sure, but I think that…

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Subjects of Verbs Name…………………………………………… 1. Circle the subject of each of these sentences.

a. The alarm rang. f. Spain is a beautiful country. b. The cat ran down the garden. g. She won the race easily. c. One of the waiters took the order. h. A stitch in time saves nine. d. Keith went to the leisure centre. i. Two of the pencils are red. e. I am always right! j. They play the guitar.

2. Replace the underlined subjects in these sentences with pronouns. a. J uan and I are going to the beach tomorrow. _ _________ b. The television stopped working. _ _________ c. At 9 a.m. Andrew and Chris arrived at school. _ _________ d. The pencils rolled off the table. _ _________ e. Susana is older than her sister. _ _________ f. Mr Smith would like a Ferrari. _ _________ 3. Fill in the appropriate pronouns in the grid below.

English Spanish 3rd person plural

2nd person singular 1st person singular 2nd person plural

3rd person singular 1st person plural

4. Which Spanish pronoun will you need for each of the underlined subjects ? a. I am very tired. _ ____________ b. “Mary and I are leaving tomorrow,” said Lucy. _____________ c. The girls went to the cinema. _ ____________ d. Eric wants to live in the Bahamas. _ ____________ e. Male cats tend to wander off a lot. _ ____________

_ ____________

The person speaking

The person speaking

Do I Use Ser or Estar? – The rules!

Ser Estar 1. Time, Day or Date. ¿Qué hora es? Son las dos. 2. Origin. ¿De dónde eres? Soy de Inglaterra. 3. Job. Soy médico/médica. 4. Nationality. Soy ingles/inglesa. Es española. 5. Religion. ¿Eres Católico? 6. Political support. El gobierno es socialisto. 7. Material (What something is made of). Mis pantalones son de cotón. 8. Possession (who owns something). Es mi bolígrafo. 9. Where an event is taking place. La fiesta es en mi casa. 10. Describing someone: Personality and physical description. Soy alto/alta. Es muy aburrido. 11. Impersonal expressions (It is important that... it is necessary that...). Es muy importante que te bañes.

1. Geographical or physical location. (Except where an event is taking place). Barcelona está en España. Estamos en la escuela. 2. The state or condition of someone or something: Emotions. Estoy feliz. Health. (Death comes under estar bizarrely!). ¿Estás enferma? Está muerta. How something is: - the apple is ripe = la manzana está verde. - the music is loud = la música está fuerte. - the soup is cold = la sopa está frio. - the outfit is beautiful = la tenida está bello. 3. Idiomatic expressions. An expression whose meaning cannot be guessed from the meanings of the words that make it up – not usually translatable. Eg. English idiomatic expressions:

- The world is your oyster. - Have a whale of a time. - With bells on.

Eg. Spanish idiomatic expressions:

- Estar en las nubes – to daydream. - Estar de acuerdo – to be in

agreement. - Estar en camino – to be on the way.

4. Progressive tense. Not learning yet but it is the tense used to say what you are doing at the moment. Eg. I am studying Spanish now. Estoy estudiando español.

SER & ESTAR – TO BE ... I n Spanish there are two verbs meaning ‘to be’:

SER ESTAR I yo

soy estoy

you (f amiliar singular) tú

eres estás

he, she él, ella

es está

you (polite singular) usted

es está

we

nosotros somos estamos

you (f amiliar plural) vosotros

sois estáis

they ellos, ellas

son están

you (polite plural)

ustedes son están

Ser is used to describe who or what something or someone is like – especially a permanent quality. I t’s used with things like colours, sizes, adjectives of character, names, and nationalities.

Estar is mostly used to describe where someone or something is and to describe emotions or other temporary conditions. I t can also describe the result of something e.g. marital status. Try to complete the following sentences fi rst decide if the verb should be ser or estar and second choose which part of the verb should be used.

1. Yo ..... alto (I ’m tall) 2. J uan ...... español (J uan is Spanish) 3. Yo ........ muy contento (I ’m happy) 4. Mi hermana ....... contenta (My sister is happy) 5. ¿Dónde ......... el banco? (Where is the bank?) 6. María y Pablo ......... altos (María and Pablo are

tall) 7. Madrid ......... en el centro de España (Madrid is

in the centre of Spain) 8. ......... casado (I ’m married) 9. Helston ........... en el suroeste de I nglaterra

(Helston is in the southwest of England) 10. .......... divorciados (They are divorced) 11. ........ mi hermana (She is my sister) 12. ........ J osé (I ’m J osé)

EL PRESENTEWhat is happening now

A - Verbos regulares

Formación:Take the infinitivo ending in AR, ER or IRTake off AR/ER/IRAdd: +

Personal pronouns -AR -ER -IRI Yo …o …o …o

You (1) Tú …as …es …esHe/She/It Él/Ella …a …e …e

You (formal) Usted …a …e …eWe Nosotros/as …amos …emos …imos

You (all) Vosotros/as …áis …éis …ísThey Ellos/Ellas …an …en …en

You (formal + pl) Ustedes …an …en …en

P.ej. HABLAR hablamos (we speak) COMER como (I eat) VIVIR vives (you live)

¡A practicar!Completa con un diccionario la lista de estos verbos regulares

-AR -ER -IRAmar To love Aprender AbrirBailar Beber AdmitirBuscar Comer CubrirCantar Cometer

(un error)Decidir

Comprar Comprender

Describir

Escuchar

Correr Descubrir

Esperar Creer DiscutirEstudiar Deber EscribirHablar Leer ExistirLlegar Meter (en) PermitirLlevar Poseer RecibirMirar Romper Subir

-AR -ER -IRPracticar Temer SufrirPreparar Vender UnirTocar VivirTomarTrabajar

Completa con la forma correcta del presente

P.Ej.: los martes, (yo) ……bailo…… salsa en un club. (BAILAR)

1. En la clase, (nosotros) el CD ……………………………. (ESCUCHAR).

2. El lunes, vamos a la piscina y (nosotros) ………………………………

(NADAR)

3. Normalmente, los niños …………………mucho. (ESTUDIAR)

4. Raúl ………………………………… en la comisaría. (TRABAJAR)

5. ¡Hola! ……………………………… Señor Sánchez. (LLAMARSE)

6. (Yo) ……………………………… zapatillas. (COMPRAR)

7. Alicia ………………………… mucho dinero. (GANAR)

8. (él) ………………… el bocadillo. (COMER)

9. ¿(tú) ……………………………… el desayuno esta mañana?

(PREPARAR)

10.(ellas) ……………………… pescado en el mercado. (VENDER)

11.¿(vosotros) ……………………………… en Irlanda? (VIVIR)

12. Mi amigo y yo …………………….. en el coro. (CANTAR)

B - VERBOS REFLEXIVOS –reflexive verbs LEVANTARSE LAVARSE also –IRSE and –ERSE but less common CEPILLARSE PEINARSE LLAMARSE

PERSONALPRONOUNS

REFEXIVE PRONOUNS

VERB STEM

-AR -ER -IR

Yo MeTú Te

Él/Ella/Usted SeNosotros/as NosVosotros/as Os

Ellos/Ellas/Ustedes Se

llamarse me llamo (I am called) lavarse os laváis (you’re washing (yourself)) peinarse te peinas (you’re brushing your hair)

Here is a list of commonly used reflexive verbs:

acostarse (o-ue) …… to go to bedafeitarse …… to shavebañarse …… to have a bath

casarse (con alguien) …… to get married; to marry (someone)cepillarse …… to brush oneself

despertarse (e-ie) …… to wake updesvestirse (e-i) …… to undress oneselfdormirse (o-ue) …… to fall asleep

ducharse …… to take a showerenfermarse …… to get sick

enojarse …… to get angry, madirse …… to go away

lavarse …… to wash oneselflevantarse …… to stand up, get up

llamarse …… to call oneselfmirarse …… to look at oneself

peinarse …… to comb one’s hairponerse …… to become

ponerse la ropa …… to put on clothingpreocuparse (por) …… to worry about

probarse (o-ue) …… to try on (clothing)quitarse …… to take off, remove (clothing)secarse …… to dry oneself

sentarse (e-ie) …… to sit down, seat oneselfsentirse (e-ie) …… to feel (emotionally, physically)

verse …… to see oneselfvestirse (e-ie) …… to get dressed

¡A practicar!

Completa las frases con la forma correcta del verbo.

por la mañana, ……me levant o …. (yo, levantarse) temprano.

1. ¿A qué hora ………………………………………… por la mañana?

(vosotros, levantarse)

2. ………………………………………… a las 8.00. (nosotros, levantarse)

3. ¿Y tú cuándo …………………………… (tú, lavarse)?

4. …………………………… a las 8.10. (yo, lavarse)

5. ¿Dónde …………………………………? (ella, peinarse)

6. ……………………………… en el cuarto de baño. (ellas, peinarse)

7. ¿Cómo ……………………………… tus padres? (llamarse)

8. Mi padre ……………………… Jorge. (llamarse)

9. ¿Cuántas veces al día ………………………………… los dientes? (tú,

cepillarse)

10.Por la mañana, …………………………. lo mismo cada día en Inglaterra

(nosotros, vestirse)

c –Stem changing verbs (‘boot’ verbs)3 types of stem changing verbs Búscalos en un diccionario

O UE EIE EI

-AR

Almorzar

…………………………

Aprobar…………………………

Contar

…………………………

Costar

…………………………

Encontrar

…………………………

Mostrar …………………………

Probar

…………………………

Recordar

…………………………

Sonar

…………………………

Soñar (con)

…………………………

Tostar

…………………………

Volar

…………………………

Acertar …………………………

Cerrar

…………………………

Comenzar

…………………………

Confesar

…………………………

Empezar

…………………………

Fregar

…………………………

Negar

…………………………

Pensar (en)

…………………………

Temblar

…………………………

/10

-ER

Devolver

…………………………

Morder

…………………………

Mover

…………………………

Poder

…………………………

Resolver

…………………………

Volver

…………………………

Defender

…………………………

Encender

…………………………

Entender

…………………………

Perder

…………………………

Querer

…………………………

-IR

Dormir

…………………………

Morir

…………………………

Advertir …………………………

Consentir

…………………………

Convertir

…………………………

Hervir

…………………………

Mentir

…………………………

Preferir …………………………

Sentir

…………………………

Sugerir

…………………………

Competir

…………………………

Conseguir

…………………………

Corregir

…………………………

Decir

…………………………

Despedir

…………………………

Elegir

…………………………

Freír …………………………

Impedir …………………………

Medir …………………………

Pedir …………………………

Reír …………………………

Repetir …………………………

Seguir …………………………

Servir …………………………

*The verb JUGAR uses the radical change U UE in the present.

PERSONALPRONOUNS

STEM CHANGEEIE EI OUE

Yo ie i ueTú ie i ue

Él/Ella/Usted ie i ueNosotros/as e e oVosotros/as e e o

Ellos/Ellas/Ustedes ie i ue

Remember the 1236 pattern for yo, tú, él/ella and ellos/ellas! With a long verb you change the last vowel of the stem after you take off the ar/–er/-ir

¡A practicar!Completa los cuadros

empezar pedir pensar sentirI empiezo

You (sg) tienesHe/she/it piensa

We sentimosYouThey

poder mostrar encontrar probarI puedo

You (sg) muestrasHe/she/it encuentra

We probamosYouThey


1. No …enc ue ntr o … mi bolígrafo. (yo, encontrar)

2. ……………………….. a las 8.00 de la tarde. (nosotros, cerrar)

3. ……………………………… con ir a Inglaterra. (ellos, soñar)

4. …………………………… cada fin de semana a casa. (ella, volver)

5. …………………………… en una gran cama cómoda. (yo, dormir)

6. ¿Por qué no ………………………………… los pequeños? (vosotros,

defender)

7. ………………………………… este problema. (tú, resolver)

8. ………………………………… los platos todos los días. (ella, fregar)

9. ……………………………… el hervidor para preparar té. (ellos, hervir)

10. Yo soy muy pequeña, ……………………… 1m45. (medir)

10. Mi jefe ……………………………… despedirme.

11. El perrito ………………………………… todos los muebles. (morder)

12. ……………………………………… la dirección del hotel. (vosotras,

perder)

(12)

Traduce al español:

1. They eat lunch in the canteen at 1pm.

_____________________________________________________________

2. We play football on Sunday.

_____________________________________________________________

3. I count up to one hundred in Spanish.

_____________________________________________________________

4. The waitress serves breakfast in the restaurant.

_____________________________________________________________

5. We prefer hot chocolate to orange juice.

____________________________________________________________

6. It costs a lot of money.

__________________________________________________________

7. You (sg) lie to your mum.

____________________________________________________________

8. The shops close at 9.30 at night in Spain.

____________________________________________________

D - verbos irregulares en la primera persona (yo)

The following verbs have irregular forms for the first person singular of the present tense: the YO part –but they are regular in the other parts

caer (to fall) …………………… yo caigoconducir (to drive) …………………… yo conduzco

conocer (to know, to be acquainted with) …………………… yo conozco

destruir (to destroy) …………………… yo destruyo*escoger (to choose) …………………… yo escojo

dirigir (to direct) …………………… yo dirijohacer (to do, to make) …………………… yo hagoponer (to put, to place) …………………… yo pongo

saber (to know something - a fact) …………………… yo sé

salir (to leave) …………………… yo salgoseguir (to follow) …………………… yo sigo

traer (to bring) …………………… yo traigovaler (to be worth) …………………… yo valgo

Ver (to see) …………………… yo veo

In addition to memorizing the above listed verbs, you should familiarize yourself with the following three rules:

1. For verbs that end in -cer and -cir, change the c to zc for the yo form:

conocer (to know) …………………… yo conozcoconducir (to drive) …………………… yo conduzco

crecer (to grow) …………………… yo crezcotraducir (to translate) …………………… yo traduzco

establecer (to establish)

…………………… yo establezco

producir (to produce) …………………… yo produzco

2. For verbs that end in -ger and -gir, change the g to j for the yo form:

escoger (to choose) …………………… yo escojodirigir (to direct) …………………… yo dirijo

emerger (to emerge)

…………………… yo emerjo

3. For verbs that end in -guir, change the gu to g for the yo form:

seguir (to follow) …………………… yo sigoconseguir (to get) …………………… yo consigo

distinguir (to distinguish)

…………………… yo distingo

¡A practicar!


1. Yo …………………………………… a Juan. (conocer)

2. Nosotros …………………………………… bien porque comemos bien.

(crecer)

3. Yo …………………………………… a un club. (pertenecer)

4. Cada día, muchos bebés …………………………………… en el mundo.

(nacer)

5. Yo …………………………………… un aumento. (merecer)

6. Ellos nunca …………………………………… los impuestos. (reducir)

7. Yo …………………………………… mucho. (producir)

8. Yo…………………………………… un coche automático. (conducir)

9. Yo …………………………………… dinero en la máquina. (introducir)

10. Yo …………………………………… a mi hermana menor. (proteger)

11. De costumbre, yo ……………………………… algo a una fiesta. (traer)

12. Después de la fiesta, yo…………………………… un taxi a casa. (coger)

/12

e - verbos irregularesSome verbs are irregular in the present tense- they have a unique pattern which you must learnThere are a few verbs that you can’t do without. Here are the infinitives and parts of them in the present… can you complete the table?

PERSONALPRONOUNS SER ESTAR HACER IR

Yo soy hagoTú estás

Él/Ella/Usted está vaNosotros/as somos vamosVosotros/as estáis hacéis

Ellos/Ellas/Ustedes son van

PERSONALPRONOUNS TENER HABER (aux) QUERER PODER

Yo quiero puedoTú tienes

Él/Ella/Usted ha puedeNosotros/as tenemos hemos podemosVosotros/as queréis

Ellos/Ellas/Ustedes tienen han

¡A practicar!


1. …………………………… muchos amigos. (nosotros, tener)

2. …………………………… visitar a Gales otra vez. (yo, querer)

3. ¿Dónde …………………………… los servicios? (estar)

4. ………………………los deberes cada noche antes de comer. (él, hacer)

5. Mis hijos ………………………… a la escuela andando. (ir)

6. Mis amigos ………………………… de Venezuela. (ser)

7. No ………………………… hijos ya. (ellos, tener)

8. Nunca ………………………… aquí. (tú, estar)

9. Tampoco ………………………… contactarte por móvil. (yo, poder)

10. ………………………… comer a las nueve por favor. (nosotros, querer)

11. ………………………… instalaros en esta mesa. (vosotros, poder)

12. ¿ ………………………… a la discoteca ésta noche? (tú, ir)

Traduce al español

1. My friends are from USA.

__________________________________________________________

2. My brother is 15 years old.

__________________________________________________________

3. You can do the homework tonight.

__________________________________________________________

4. I go to work by bus.

__________________________________________________________

5. Who has my keys?

__________________________________________________________

6. I agree with her. (I am in agreement with her)

__________________________________________________________

7. We want to go to the cinema.

__________________________________________________________

8. I do my homework quickly before I go out.

__________________________________________________________

9. I want a ham and cheese sandwich

10. We want to succeed

_____________________________________________________

Vocabulario:

Las llaves – keysEstar de acuerdo – to agreeAntes de + infinitive – before doing somethingTener éxito –to succeed

/12

/10

F - gustar y otros

Some verbs are only used in the 3rd person of singular or plural. However, it does not agree with the person that is talking but the object that is talked about.

e.g.: ‘I like the cat’ = ‘The cat pleases me’. ‘Me gusta el gato’.

‘Frogs fascinate me’ ……………………… ‘Me fascinan las ranas’.‘Do you like the book?’…………………… ‘¿Te gusta el libro?’‘They like the magazines’ ……………… ‘Les gustan las revistas’.‘Sam likes the house’ ……………………… ‘A Sam le gusta la casa’.

PRONOUN FOR EMPHASIS ONLY

INDIRECT OBJECT

PRONOUNS

VERB STEM

ENDING

A mi me *-a + sg noun or verb in the infinitive

-an + pl noun

A ti teA él/ella/usted le

A nosotros nosA vosotros os

A ellos/ellas/ustedes les* exception: doler (to hurt, be painful) ends with –e and –en respectively.

Here is a list of verbs that follows that pattern:

Bastar ………… To be sufficient / enough toDisgustar ………… To ‘hate’; to be repugnant to

Doler (o→ue) ………… To be painful / to hurtEncantar ………… To ‘love’; to be enchanting to

Faltar ………… To be lacking to / to be missing to

Fascinar ………… To be fascinating toGustar ………… To ‘like’; to be pleasing to

Importar ………… To be important toInteresar ………… To be interesting toMolestar ………… To botherParecer ………… To seem / to appear toSobrar ………… To be left over / to be in surplus

Note: if you are using another verb in the phrase, put it in the infinitive

e.g. I love dancing – me encanta bailar

We like reading – nos gusta leer

¡A practicar!

Corrige las frases. Hay frases correctas también. Correct any phrases that are wrong

Correcto Falso1. Me interesan la historia de los Estados Unidos. 2. Me molestan las arañas. 3. Me importa mis estudios. 4. Me duelen los pies ahora.

5. Los libros de Stephen King me fascinan. 6. A veces me duelen la espalda. 7. Me encantan la música. 8. No me interesa los políticos. 9. Normalmente me sobran dinero. 10. Me falta un botón en mi camisa.

Traduce al español.

1. I am interested in geography.__________________________________________________________

2. These photos are fascinating to us.__________________________________________________________

3. You are missing a button.__________________________________________________________

4. He seems crazy to me.__________________________________________________________

5. She likes the strawberry ice-cream.__________________________________________________________

6. My stomach aches.__________________________________________________________

7. We have 15 euros left over.__________________________________________________________

8. Football is important to me__________________________________________________________

/16

1000

Traduce al español otra vez, pero esta vez con verbos en el infinitivo.Translate into Spanish again but this time put the verbs in the infinitive

1. I love swimming (to swim).__________________________________________________________

2. Dancing (to dance) is important to her.__________________________________________________________

3. What food do you like to eat?__________________________________________________________

4. They are interested in learning.__________________________________________________________

5. We hate doing homework.__________________________________________________________

/10

G - hay

Very handy 3 letter word. It means:1. There is…2. There are…3. Is there…?4. Are there…?

¡A practicar!

Traduce al español.

1. There is a dog in the car.__________________________________________________________

2. There are three forks on the table.__________________________________________________________

3. Are there chairs in the living room?__________________________________________________________

4. Is there a bathroom in this building?__________________________________________________________

5. There isn’t any water in the glass.__________________________________________________________

/10

EL FUTURO

Situación: it will happen later, tomorrow…

To refer to the future in Spanish you can use either the immediate future or the future tense

1. The immediate future

This is formed as in English- I am going to live in Madrid – voy a vivir en Madrid

Present tense + a + infinitive of ‘ir’

VoyVasVaVamosVaisvan

a

Trabajar

Comer

vivir

Note: Be careful when using a reflexive verb in the immediate future – you must change the pronoun to reflect the subject (the person you are talking about) BUT keep it on the end of the infinitive –

Voy a levantarme – I am going to get upVamos a lavarnos – We are going to get washed

Tip: Try to get this right as it impresses the examiner!

Translate into Spanish in your cuaderno:1. I am going to spend a week there.2. I am going to work abroad.3. I am going to get married.4. I am going to have 2 or three children.5. I am going to buy a big house in the country.6. I am going to buy a house in the United States.7. I am going to fall in love.8. I am going to go to university.9. I am going to work in New York/ Madrid.10. I am not going to get married.

11. I am not going to live with my parents.

2. The future tense

hoy

mañana

ayer

EL FUTURO

*In the future all verbs, regular and irregular, have the same set of endings.Learn the endings carefully. Watch out for accents!

A - verbos regulares

For regular verbs add the endings to the infinitive(DO NOT take off the ar/er/ir)

Habl-ar Beb-er Escrib-ir(yo) (tú) (él/ella)(nosotros)

(vosotros)(ellos/ellas)

hablar-éhablar-áshablar-á hablar-emoshablar-éishablar-án

beber-ébeber-ásbeber-ábeber-emosbeber-éisbeber-án

escribir-éescribir-ásescribir-áescribir-emosescribir-éisescribir-án

¡A practicar!Completa las frases con la forma correcta del verbo.

1. En ocho meses la autopista ………………………… lista. (estar)

2. ¿Quiénes ………………………… ellos? (ser)

3. Mi mamá ………………………… con mucho cuidado. (conducir)

4. ………………………… una hamburguesa mañana. (vosotros, comer)

5. ………………………… al cine este fin de semana. (yo, ir)

6. Mi mejor amigo me …………………un regalo para mi cumpleaños. (dar)

7. ………………………… la Noche Vieja juntos. (nosotros, celebrar)

8. En veinticuatro horas, ………………………… en mi casa. (yo, estar)

9. Esta noche ………………………… los platos (ellas, lavar)

10. El vampiro ………………………… la sangre. (beber) /10

B - verbos irregulares en el futuro

Verb in infinitive + future endings

There are only a handful of irregular verbs that you must know off by heart:

infinitive meaning irregular future stemcaber ……to fit…… yo cabréponer ……to put…… yo pondrédecir ……to say…… yo diré

haber ……to have (aux)…… yo habrésalir ……to go out…… yo saldré

hacer ……to do…… yo harépoder ……to be able to…… yo podrétener ……to have (posesión)…… yo tendré

querer ……to want/to love…… yo querrévaler ……to be worth…… yo valdré

saber ……to know…… yo sabrévenir ……to come…… yo vendré

Some of these verbs are used as roots for other verbs.e.g. mantener (to maintain).

Remember there is only 1 set of endings for the future tense!

Irregular future stem + future tense ending = future

Saldr + é = saldré – I will go out

Completa las frases con la forma correcta del verbo.1. El año que viene los médicos ………………………… a Cuba. (ir)

2. Cinco millones de turistas ………………………… a Centroamérica. (venir)

3. Vosotros no ………………………… los pasteles. (hacer)

4. En noviembre mis nietos ………………………… a visitarme. (venir)

5. El escultor no ………………………… la estatua para el parque. (hacer)

6. ¿Cómo ………………………… el público los resultados? (saber)

7. ¿Qué ………………………… las chicas? (decir)

8. En abril mi prima ………………………… a visitarme. (venir)

9. Dime cómo juegas y te ………………………… cómo eres. (decir)

10. Tus amigos ………………………… por avión mañana. (salir)

/10

1. Escribe los verbos en la forma correcta:

a. poder (él):b. tener (nosotros):c. salir (vosotros):d. hacer (ellas):e. saber (tú):f. venir (ella):g. decir (ellos):

2. ¿Cómo se dice en español?

a. You (sing) will eat:b. He will chat:c. They will come back:d. I will know:e. You (plural) will go out:f. She will play:g. We will do:

C - marcadores de tiempo

Mañana …… TomorrowMás tarde …… Later

La semana que viene …… Next weekEl mes que viene …… Next monthEl año que viene …… Next year

Esta tarde …… This afternoonEsta noche …… Tonight

Mañana por la mañana …… Tomorrow morningMañana por la tarde …… Tomorrow afternoon

Mañana por la noche …… Tomorrow night

Time markers are very important in the listening & reading papers- they can help indicate which time frame is being referred to. Learn them carefully!

EL CONDICIONAL

Situación:The conditional is used to express uncertainty and in English you use it to say:

WOULD

e.g. I would play outside IF it wasn’t raining.She wouldn’t sing that song.They would spend the money.

The formation of the conditional tense is very similar to the future tense – the rules are the same, but the conditional endings are different (go back & revise the future tense now if you need to)

A - verbos regulares

Formación:

There is only one set of endings for all types of verb

Infinitive of verb + conditional ending = condtional tense

PERSONALPRONOUNS -AR -ER -IR

Yo

…ía

Tú …íasÉl/Ella/Usted …íaNosotros/as …íamosVosotros/as …íais

Ellos/Ellas/Ustedes …ían

B - verbos irregulares en el condicional

The irregular conditional is based on the irregular future stem. Refer to the future section for a list of these verbs! The endings stay the same as for regular verbs.

Irregular future + conditional ending = conditional tense stem

e.g.: poner …… yo pondría - I would put

e.g.I would sing:

cantaríaHe would play: jugaríaYou would go: iríaisThey would live: vivirían

saber …… yo sabría - I would know

Put the verbs in the conditional tense (yo). Watch out for irregulars!

1. ____________________ (estudiar) para un examen

2. ____________________ (hablar) con mis amigos

3. ____________________ (salir) con ellos

4. ____________________ (comer) en un buen restaurante

5. ____________________ (visitar) un museo

6. ____________________ (hacer) mi tarea

7. ____________________ (ganar) todos los partidos

8. ____________________ (conocer) a mucha gente

9. ____________________ (ir) de compras

10. ____________________ (tener) éxito

Translate:

1. he would speak _______________________2. she would eat _______________________3. they would live ______________________4. I would know (saber) ____________________5. We would have _________________________

Put the verbs in the correct form of the conditional

6. Decir yo __________________7. Poder tú __________________8. Salir Ricardo ______________9. Querer Ana ___________10. Poner los chicos _____________

Past Tenses

Preterite Tense (Past tense)This is the most commonly used past tense.The preterite tense allows you to refer to specific past actions performed:(1) at a fixed point in time, (2) a specific number of times, or (3) during an enclosed amount of time

Examples:(1) At a fixed point in time: I called you at three(2) A specific number of times : I called you five times(3) During an enclosed amount of time: I worked for eight hours

NB: We don’t always state the number of times, date, or when we did the action e.g. I went to John’s party.

REGULAR VERBS IN THE PRETERITE TENSE

Take off the –ar/ -er /-ir and add the endings

-ar -er -ir1 Yo hablé comí viví2 Tú hablaste comiste viviste3 él/ella/usted habló comió vivió4 nosotros/nosotras

hablamos comimos vivimos

5vosotros/vosotras

hablasteis comisteis vivisteis

6 ellos/ellas/ustedes

hablaron comieron vivieron

Spelling changes in regular verbsThere are three standard spelling changes in Spanish which affect verbs in the preterite as well as in other tenses. In the preterite, these changes occur ONLY in the first person (yo). They are as follows:

1. verbs ending in –gar : insert a u before the é: yo llegué (I arrived)

2. verbs ending in –car: the c changes to qu before the letter é : yo practiqué (I practiced)

3. verbs ending in –zar: the z changes to c before the letter é: yo empecé (I began)

Examples of verbs that change in the “yo”Llegar To arrive lleguéJugar To play juguéPagar To pay paguéAparcar To park AparquéBuscar To look for/search busquéPracticar To practise practiquéSacar To take out/take a

picturesaqué

Tocar To touch, play(an instrument)

toqué

Comenzar To begin comencéEmpezar To begin empecéOrganizar To organize Organicé

Common irregular verbs (no accents on these)

Ir/ser: Fui/fuiste/fue/fuimos/fuisteis/fueron Dar: Di/diste/dio/dimos/disteis/dieron Ver: Vi/viste/vio/vimos/visteis/vieron Hacer: Hice/hiciste/hizo/hicimos/hicisteis/hicieron Poner: Puse/pusiste/puso/pusimos/pusisteis/pusieron Venir: Vine/viniste/vino/vinimos/vinisteis/vinieron Poder:Pude/pudiste/pudo/pudimos/pudisteis/pudieron Tener: Tuve/tuviste/tuvo/tuvimos/tuvisteis/tuvieron

More irregulars:

YoTú

Él/Ella/UstedNosotros/asVosotros/as

Ellos/Ellas/Ustedes

Andar… (to walk) Anduv-

-e-iste

-o-imos-isteis-ieron

Estar… (to be) Estuv-Caber… (to fit) Cup-

haber… (aux. to have) Hub-Poder… (to be able to) Pud-

Poner… (to put/to place) Pus-Saber… (to know) Sup-

Hacer… (to make/to do) Hic-Querer… (to want) Quis-

-ir stem changing verbs

Most stem changing (boot) verbs change only in the present. However, -ir stem changing verbs also have a small change in the preterite. The change is made in the third person singular (él/ella) and plural (ellos/ellas) only.

Verbs with a o → ue change to –u-, e → ie change to –i- and e → i change to –i-.

PERSONALPRONOUNS

DORMIROUE

MENTIREIE

PEDIREI

Yo dormí mentí pedíTú dormiste mentiste pediste

Él/Ella/Usted durmió mintió pidióNosotros/as dormimos mentimos pedimosVosotros/as dormisteis mentisteis pedisteisEllos/Ellas/

Ustedes durmieron mintieron pidieron

- i → y change

For verbs with a vowel before the verb ending (-ER or –IR) there is also a change in the third person singular (él/ella) and plural (ellos/ellas). The –i - changes to –y- and the other persons take an accent on the –í-.

PERSONALPRONOUNS CREER

Yo creíTú creíste

Él/Ella/Usted creyóNosotros/as creímosVosotros/as creísteis

Ellos/Ellas/Ustedes creyeron

Other verbs follow this pattern:p.ej. caer (to fall) cayó cayeron

caerse (to fall down) se cayó se cayeronleer (to read) leyó leyeronoír (to hear) oyó oyeron

Preterite (past) tense practice

Complete the following exercises. You need to translate the English into Spanish. All the verbs you need are in the box – however you will need to work out what they mean (use a dictionary if you need to).

1. I spoke

2. You (sing) drank

3. He lived

4. We lived

5. You (plural) drank

6. They spoke

7. I bought

8. She bought

9. She decided

10. He decided

11. We spoke

12. They ate

13. You (plural) ate

14. He sold

15. You (sing) visited

16. We sold

17. They drank

18. I drank

The following are all irregulars – watch out!19. I went

20. I made (or did)

21. You had

22. We had

23. They went

24. They were

25. You (polite) said

26. You were in (location verb)

Now revise for a test on the preterite– one way you can revise is by filling in the table below (learn the verbs first, then try the table!)

Tener Ser Ir Estar Decir HacerYo Tuve Fui Fui Dije HiceTú

Beber

Vivir

Hablar

Comprar

Vender

Decidir

Comer

Visitar

Decir Ir

Ser Estar

Hacer Tener

Él EstuvoNosotros Fuimos FuimoVosotros Tuvisteis HicimosEllos

Now draw a table in your cuaderno and write out the correct endings for regular verbs

AR ER IR Yo… -é

K - Marcadores de tiempo

The following words will tell you straight away that you need to use the preterito indefinido!

ayer …… yesterdayanteayer the day before yesterday

la semana pasada …… last weekanoche …… last night

el mes pasado …… last monthel otro día …… the other day

el año pasado …… last yearentonces …… then

hace dos días, años

…… two days, years ago

ayer por la mañana …… yesterday morning

THE IMPERFECT TENSE

A past tense Used for 1. What you used to do regularly in the past

Durante las vacaciones iba a la playa todos los días

2. Description in the past

El hotel era cómodo y tenía una piscina enorme

3.An interrupted action in the past

Mientras nadaba en el mar le atacó un tiburón

Formation:

-ar verbsTake off the –ar and add..

-er /-ir verbsTake off the –er/-ir and add..

-aba-abas-aba-ábamos-abais-aban

-ía-ías-ía-íamos-íais-ían

Ejemplos: jugaba al fútbol con mis amigosComía bocadillos cada díaMi padre vivía en España

IRREGULARS: JUST 3!

Ir –to go Ser –to be Ver –to see

iba ibas ibaíbamosibaisiban

eraeraeraéramoseraiseran

veíaveísveíaveíamosveíaisveían

¡A practicar!1. Yo __________________cada verano en el mar NADAR

2. María siempre ______________muy bien el francés HABLAR

3. Nosotros _______________ a nuestros abuelos los viernes VISITAR

4. Ellos _________________cada invierno ESQUIAR

5. Mi amigo _________________cada noche CANTAR

6. Tú siempre _______________ con nosotros ESTAR

7. Nosotros ______________ mucho café TOMAR

8. Ella _______________en un restaurante todos los viernes CENAR

9. Yo siempre ________________demasiado azúcar en el café ECHAR

10. Carlos siempre ______________ novelas LEER

11. Los señores _______________aquí a menudo VENIR

12. ¿Por qué ______________tú tanto? COMER

13. Nosotros ________________una carta cada día RECIBIR

14. Ellos ____________todos los viernes SALIR

15. Tú ______________a Juan, ¿no? CONOCER

Complete the table using the imperfect tense:

ir bailar beber ser estaryotúÉl/ella/ustednosotrosvosotrosEllos/ellas/ustedes

marcadores de tiempo

The following words will tell you straight away that you need to use the imperfect tense!

a menudo …… oftengeneralmente …… usually

a veces …… sometimesmuchas veces …… many times

cada día …… every daysiempre …… always

cada año …… every yeartodo el tiempo …… all the time

de vez en cuando …… from time to timevarias veces several times

The Perfect Tense

You will need to recognise this on the examIn English: I have played; I have eaten

As in English, the perfect tense is a compound tense. This means that you always need two verbs to form it – an auxiliary verb and a past participle of the main verb.

Use the present tense of haber as the auxiliary and a past participle.

hehashahemoshabéishan

hablado

comido

vivido

To form the past participle for regular verbs:

-ar verbs -er verbs -ir verbs

Take off -ar + ado Take off -er + ido take off -ir +ido

Trabajar - trabajado beber - bebido Salir -salido

Ejemplos – he comido – I have eaten; hemos estudiado – we have studied

Common Irregular Past Participles:

abrir abierto to opencubrir cubierto to cover

decir dicho to sayescribir escrito to writehacer hecho to domorir muerto to dieponer puesto to put

resolver resuelto to resolve/decideromper roto To break

ver visto to seevolver vuelto to return

Note -ir –to go -past participle ido ejemplo: he ido – I have gone

You cannot split the auxiliary verb from the past participle – to form the negative put ‘no’ right at the front -no he comido

¡A practicar!Completa las frases con la forma correcta del verbo.

1. Este mes ………………………… un coche nuevo. (comprar)

2. Le ………………………… por teléfono esta mañana. (tú, hablar)

3. Tomás ………………………… mi amigo por diez años. (ser)

4. No lo ………………………… ya. (ellos, visitar)

5. Después de cenar, ………………………… a pasear. (ella, ir)

6. Esta semana, ………………………… vuestro dinero. (vosotros, contar)

7. Esta mañana ………………………… la radio. (nosotros, escuchar)

8. ………………………… en la cafetería a la 1 hoy. (ellas, almorzar)

Traduce al español

1. I have eaten the prawns.

__________________________________________________________

2. They have been here for half an hour.

___________________________________________________________

3. Have you (tú) received the presents?

___________________________________________________________

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4. We have sold the house.

__________________________________________________________

5. He has called me six times already.

___________________________________________________________

Perfect tense: Completa las frases con la forma correcta del verbo.

1. ………………………… la puerta. (yo, abrir)

2. …………………………la llave aquí. (ellos, poner)

3. ………………………… en la calle. (ella, caer)

4. ¿………………………… una carta para tu abuela? (tú, escribir)

5. ………………………… una mentira. (nosotros, decir)

6. ………………………… los deberes. (él, hacer)

7. ………………………… la última película de James Bond. (vosotros, ver)

8. ………………………… el secreto de Juan. (ellas, descubrir)

El Subjuntivo

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¿Cómo se utiliza?El subjuntivo se utiliza normalmente para expresar una situación hipotética (o imaginaria o suponiendo), algo que no es cierto o una insinuación muy fuerte.

También se puede utilizar el subjuntivo para ordenar.

Ya no existe mucho en inglés, pero unos ejemplos incluyen: If I were you, God bless, I wish I didn’t have to go to school.

¿Cómo se forma?

Presente, 1ª persona = quita el ‘o’Añade:

-AR -ER/IR-e -a-es -as-e -a-emos -amos-éis -áis-en -an

Ejemplos: hable, hables, hable, hablemos, habléis. Hablen encuentre, encuentres, encuentra, encontramos, encontráis, encuentran

coma, comas, coma, comamos. comáis, coman entienda, entiendas, entienda, entendamos, entendáis, entiendan salga, salgas, salga, salgamos, salgáis, salgan

Los Irregulares

dar - to give

dédesdédemosdeisden

estar - to be

estéestésestéestemosestéisestén

haber - to have (auxiliary verb)

hayahayashayahayamoshayáishayan

ir - to go

vayavayasvayavayamosvayáisvayan

saber – to know

sepasepassepasepamossepáissepan

ser - to be

seaseasseaseamosseáissean

* Ten cuidado con: los verbos –AR que terminan en –car, -gar, o –zar porque cambian a –

que, -gue o –ce. los verbos –ER o –IR, si hay algo irregular en la ortografía del verbo en

primara persona en el presente el verbo lo retiene en el subjuntivo, por ejemplo: conocer (conozca), coger (coja), seguir (siga).

QUE +Subjuntivo Quiero + infinitivo: Quiero ir allí Quiere que + subjuntivo: Quiere que (tú) vayas allí

Pero: Quieren aprender francés Quieren que (yo) aprenda francés

Cambia el verbo en paréntesis ( ) si hace falta.1. Ella quiere que yo (cambiar) de trabajo.2. Ella quiere (cambiar) de trabajo.3. No quiero (salir) esta noche.4. (No quiero que tú (salir) esta noche.5. Mi padre quiere (comprar) otro coche.6. ¿Quieres que yo te (comprar) algo?7. ¿Qué quieres (hacer)?8. ¿Qué quieres que (hacer) yo?9. Voy a pedirle que me (escribir) más a menudo.10. ¿Por qué no le pides a Teresa que te (ayudar)?11. Dígale a Pedro que me (llamar) mañana.12. Dígales a sus hermanos que (venir) mañana.

THE AQA SPEAKING TASK – MARK SCHEME

The marks awarded for Range and Accuracy of Language, Pronunciation and Intonation, Interaction and Fluency must not be more than one band higher than the mark awarded for Communication.A mark of zero for Communication will automatically result in a zero score for the task as a whole.

COMMUNICATION9-10 Very GoodInformation, ideas and points of view are presented and explained withconfidence. Can narrate events when appropriate.7-8 GoodA good amount of information and points of view are conveyed andregularly developed.5-6 SufficientA reasonable amount of information and points of view are conveyed andsometimes developed.3-4 LimitedSome simple information and opinions are conveyed. Few responses are developed.1–2 PoorLittle relevant information communicated. Very few appropriate responses aredeveloped.0 The answer shows no relevance to the task set.No relevant information conveyed. A zero score.

RANGE AND ACCURACY OF VOCABULARY9–10 A wide range of vocabulary, complex structures and a variety ofverb tenses. Errors usually appear in more complex structures.7–8 A range of vocabulary; some complex structures and a variety of verb tenses attempted, though not always well formed. Some errors occur but the message is clear.5–6 Limited vocabulary; sentences generally simple but occasionally more complex. Errors are quite frequent, but the language is more accurate than inaccurate.3–4 Very limited vocabulary; short, simple sentences. Errors very frequent.1–2 Isolated words of vocabulary. Occasional short phrases. Errorsoften impede communication.0 No language produced which is worthy of credit.

PRONUNCIATION AND INTONATION5 Consistently good accent andintonation.4 Generally good.3 Generally accurate but some inconsistency.2 Understandable, but comprehension is sometimes delayed.1 Barely understandable, making comprehension difficult.0 No language produced which is worthy of credit.

INTERACTION AND FLUENCY5 Responds readily and shows initiative. Conversation sustained at a reasonable speed, language expressed fluently.4 Answers without hesitation and extends responses beyond the minimum with some flow of language.3 Ready responses; some evidence of an ability to sustain a conversation;little if any initiative.2 Some reaction. Sometimes hesitant, little natural flow of language.1 Little reaction. Very hesitant anddisjointed.0 No language produced is worthy

SPANISH GCSESpeaking Assessment

You will need to submit 2 assessments on 2 different topics (contexts) by the end of year 12. For example, an assessment on lifestyle, and an assessment on environment.

You prepare for these in 3 stages.

Stage 1This stage refers to the general teaching and learning activities carried out in preparation for receiving the task. You may also be given example questions to prepare and these may appear in the final task. Your teacher will not make you aware of this though. So, please file and use your notes well!!

Stage 2Is when you are given the task. Your teacher will be able to discuss the task with you, including the kind of language you should be using and how to use your notes. Your teacher will not be able to give you any vocabulary at this stage. You must use dictionaries, notes and textbooks.

You are advised to make a plan using an AQA task planning sheet. Ideally, this should be in Spanish although English may be used. Full sentences and conjugated verbs are not allowed. You can have up to 40 words on the plan. This will help you to remember the answers you have prepared.

Teachers can look at the plan and advise how to improve it. But they cannot correct your mistakes. Teachers cannot write on the plan, but they can circle mistakes.

You may use the plan in the recording in stage 3.

You may also write a draft. This is a fully scripted version, you can only use this in lessons. You cannot take this home.

You can have up to 6 hours to complete stage 2.

You can use notes and textbooks at anytime in Stage 2.

Stage 3 This is when you produce your final version. This has to last between 4 and 6 minutes. It will be recorded.You will not have access to any other materials apart from your 40 word plan prepared in stage 2. This will be sent of to the exam board

You will be asked an unprepared question during the test.

SPEAKING CONTROLLED ASSESSMENT CHECKLIST MAKE SURE YOU HAVE:

1. Answered all the bullet points and included the correct amount of detail. MAKE SURE YOUR ANSWERS ARE DETAI LED.

2. Used a good variety of language, i.e. don’t always say ‘en

mi opinión’, vary your words. 3. I ncluded reasons where appropriate – explain why. 4. Used connecting words where possible and sensible.

Check your sheet with connecting words.

5. I ncluded opinions – you can give reasons here.

6. Checked your spelling, adjective endings, verb endings. DOUBLE CHECK YOUR TENSES (PAST AND FUTURE) – USE YOUR NOTEBOOK. I f you do not include these tenses correctly you will lose marks.

7. USE YOUR NOTEBOOK PROPERLY. You will find all the

answers you need there. Do not try to make up complicated sentences without using your notes.

8. Checked the mark scheme – content, range of language

and accuracy.

9. REMEMBER – this is a speaking assessment so make sure you can pronounce the words properly. Practise saying them at home.

THE AQA WRITING TASK – MARK SCHEME

The mark awarded for Range of Language must not be more than one band higher than the mark awarded for Content. The mark awarded for Accuracy must not be more than one band higher than the mark awarded for Content. If a mark is awarded for Content, this will inevitably lead to the award of a mark for Range of Language and for Accuracy. If a mark of zero is awarded for Content, this will automatically result in a zero score for Range of Language and for Accuracy.

CONTENT13–15 Very GoodFully relevant and detailed response to the task. Sound ability to convey information clearly, express and explain ideas and points of view. Well organised structure.10–12 GoodMostly relevant response to the task and shows ability to convey a lot of information clearly, express and explain ideas and points of view.7–9 SufficientResponse to the task is generally relevant with quite a lot of information clearly communicated. Points of view are expressed and ideas are developed.4–6 LimitedLimited response to the task with some relevant information conveyed. Simple opinions are expressed and there is some development of basic ideas.1–3 PoorVery limited response to the task with little relevant information conveyed. No real structure.0 The answer shows no relevance to the task set.A zero score will automatically result in a zero score for the answer as a whole.

RANGE OF VOCABULARY9–10 Wide variety of appropriate vocabulary and structures. More complex sentences are handled with confidence and verb tenses are used successfully.7–8 Good variety of appropriate vocabulary and structures used. More complex sentences are attempted and are mostly successful.5–6 Some variety of vocabulary and structures used, including attempts at longer sentences using appropriate linking words which are sometimes successful.3–4 Vocabulary is appropriate to the basic needs of the task and structures are mostly simple.1–2 Inappropriate vocabulary with little understanding of language structure.0 No language produced which is worthy of credit.

ACCURACY5 Largely accurate, although there may still be some errors especially in attempts at more complex sentences. Verbs and tense formations are secure.4 Generally accurate with errors occurring in attempts at more complex sentences. Verb and tense formations are usually correct.3 More accurate than inaccurate. Verb forms and tense formations are sometimes unsuccessful. The intended meaning is clear.2 Many errors which often impede communication. Verb forms are rarely accurate.1 Limited understanding of the most basic linguistic structures. Frequent errors regularly impede communication.0 No language produced which is worthy of credit.

SPANISH GCSEWriting Assessment

You will need to submit 2 assessments on 2 different topics (contexts) by the end of year 12. For example, an assessment on leisure, and an assessment on home and environment.

You prepare for these in 3 stages.

Stage 1This stage refers to the general teaching and learning activities carried out in preparation for receiving the task. You may also be given example questions to prepare and these may appear in the final task. Your teacher will not make you aware of this though. So, please file and use your notes well!!

Stage 2Is when you are given the task. Your teacher will be able to discuss the task with you, including the kind of language you should be using and how to use your notes. Your teacher will not be able to give you any vocabulary at this stage. You must use dictionaries, notes and textbooks.

You are advised to make a plan using an AQA task planning sheet. Ideally, this should be in Spanish although English may be used. Full sentences and conjugated verbs are not allowed. You can have up to 40 words on the plan. This will help you to remember the answers you have prepared.

Teachers can look at the plan and advise how to improve it. But they cannot correct your mistakes. Teachers cannot write on the plan, but they can circle mistakes.

You may use the plan in the recording in stage 3.

You may also write a draft. This is a fully scripted version, you can only use this in lessons. You cannot take this home.

You can have up to 6 hours to complete stage 2.

You can use notes and textbooks at anytime in Stage 2.

Stage 3 This stage is when students produce the final version.Students must spend no more than 60 minutes, per task, on writing the final version.

Students aiming at grades G-D should produce 200-350 words across the two tasks.Students aiming at grades C-A* should produce 400 – 600 words across the two tasks.

WRITING CONTROLLED ASSESSMENT CHECKLIST MAKE SURE YOU HAVE:

1. Answered all the bullet points and included the correct amount of detail. Try not to go to f ar over the word limit as you are giving yourself more to remember.

2. I ncluded reasons where appropriate – explain why. 3. Used connecting words where possible and sensible.

Check your sheet with connecting words.

4. I ncluded opinions – you can give reasons here.

5. Checked your spelling, adjective endings, verb endings. Make sure you have included accents where they are needed.

6. I f you are using your notebook make sure you are copying

phrases correctly and accurately.

7. Checked the mark scheme – content, range of language and accuracy.

8. Used a good variety of language, i.e. don’t always say ‘en

mi opinión’, vary your words.

Spanish Correction grid for written work:Code Problems What you can do1 Spelling mistake -Check the word by comparing it with the list in your

vocabulary booklet.2 Gender:

(masculine or feminine)Check whether it should be: -un or una; -el or la ; -del or de la.

3 Plural -Check whether it should be: los,las or unos, unas or de los, de las.-Check whether the word should end with –s, -es or ces.

4 Adjective -Check the position of the adjective.-Does it agree with a masculine or a feminine noun? -Should it be singular or plural?

5 Punctuation -Check that you have written a ¿? if you asked a question.-Check that you have a capital letter at the start of a sentence or for the name of a country.

6 Accent -Should the word be accentuated (ej: lápiz)?7 Verb ending-regular verb -Use your grammar booklets & notes to check that you

have written the correct ending.8 Verb - irregular or wrong

verb-Check that you have used the correct verb.-Check whether this verb is irregular in your grammar notes.

9 Tense: Present : pst ; Future : fut ; Conditional : cond ; Preterite: pret; Imperfect tense :

impf

-Make sure the verb is in the correct tense to make sense in the sentence and use your grammar notes for help.

10 Infinitive -This verb should be written in its infinitive form (i.e. “to do” – hacer).

11 Sentence doesn’t make sense

-Read this sentence/structure carefully. Have you contradicted yourself or missed a word out?

12 Word(s) missing You have missed a word out.13 Word order The words are in the wrong order: adjectives before

nouns, …14 Wrong word Use your vocabulary booklet or a dictionary to choose the

correct word (noun, adjective, …)for what you want to say.

g - wikispacesspanishatstmalachys.wikispaces.com/.../revised+1112gr… · web viewwidely spoken...

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