Verulam School. KS3 Spanish Toolkit

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1 Verulam School KS3 Spanish Toolkit Name Form:

2 Be an independent Language Learner Before you ask the teacher for help: Look a word up in a dictionary or textbook Use this toolkit. Check your work for spelling, accuracy and presentation. Use the grammar section of a textbook to help you adapt sentences Note down new words or phrases in the back of your textbook, don't wait for the teacher to tell you. How to learn vocabulary Look at the word or phrase Say the word or phrase Cover up the word or phrase Write down the word or phrase Check what you have written and then, Do it all again!! It s a good idea to get someone to test you LOOK, SAY, COVER, WRITE, CHECK!

3 PHONEMES IN FRENCH Spanish is a phonetic language - you say it as you see it with only a few exceptions. This means that if you know how to pronounce the letters of a word, it's relatively easy to sound out the word itself. Vowels The vowels in Spanish are short, and are the same in all words. ; a : like 'a' in "flat" ; e : like 'e' in "met" ; i : like 'i' in "sit" : o : like 'o' in "off" ; u : like 'oo' in "book" ; y : like 'i' in "sit". Consonants Many Spanish consonants are similar to the English pronunciation but they are softer: b and v sound very similar to each other and sound like a soft English b. Soften this by tucking your lips slightly under your teeth when you say the letter. d and t are softened by your tongue hitting the back of your teeth, and not the top of your mouth p is softened tucking your lips slightly under your teeth. Key differences are: c: like an s (or in Northern Spain like the th in think) g: a throaty "hey" h: not usually sounded j: a throaty "hey" ll: pronounce this like an English y. You may sometimes hear it as a dj sound n: this is considered a separate letter in Spain and sounds like a ny as in manana= manyana q: as in English usually followed by a u, and it is like a hard English c or k r: is rolled. A single rolled r can sound a bit like an l rr: Really roll this r - have fun with it. z: like an s (or in Norther Spain like the th in think) The only phoneme that is regularly used is ch, which is the same as in the English church.

4 Tips on Using a Dictionary If you want to know the English meaning of a French word, look in the first half of the dictionary. If you want to know what the French word is for something, look in the second half of the dictionary. Check you are looking up the correct version of the word. Are you looking up a noun, verb, adjective or adverb? Be careful as the first word you find isn t always the meaning you need. Think about the different meanings of watch in English. Verbs will be listed in the infinitive. This is the name of the verb and you normally need to change the spelling before you put in a sentence. Avoid online translating sites as they can be very inaccurate. Practise using the dictionary so you get quicker & more confident. If you use it carefully you will be able to find lots of useful word to improve your answers.

5 The Vocab Man When your homework is to learn new words, you need to complete and hand in 50 points worth of vocabulary practice. You may choose any combination of practice to add up to 50 points. Make a CROSSWORD puzzle using all of your words. Provide a separate ANSWER KEY. 25 points Pyramid your words & then translate. Make flashcards EX: A Rainbow your with German on one Ap words. (Each letter in side and translation Apf in a different color.) (or picture) on Apfe Write the translation. reverse Apfel 25 points 25 points. Apple 25 points Find a picture of of each word online, & make a power point or illustrated Word document with each word pictured and labeled in French. Write your your words in CODE. 25 points (A=1, B=2, etc.) 50 POINTS Use Word Art & alphabetize your words 25 pts Write each word 3 times & translate once. 25pts

6 Adjective Adverb Article Connective Gender Imperative Infinitive Intensifier Irregular Verb Noun Plural Preposition Pronoun Tense Verb A describing word. The spelling sometimes has to change A word to describe how you do an action The word for a or the that comes before the noun A word that links 2 phrases or sentences together Whether a noun is masculine or feminine The version of the verb you need when telling someone to do something The original version of the verb. The version you would find in the dictionary. (To...) A word that is used before an adjective to make it stronger or weaker Verb that does not follow a neat, regular pattern The name of a thing or person More that one person or thing A Word that describes where something is A word that replaces a noun e.g. It/He The tense of a verb shows when the action takes place e.g. the present/past/future An action or doing word

7 Masculine Feminine Plural the el La Los/las a/some Un Una Unos/unas Yo = I Tu = You (singlular) El = He Ella = She Nos = We Vos = You (plural or formal) Ellos= They (masc./mixed group Ellas = They (feminine) Most adjectives go after the noun in Spanish. You often also need to change the spelling of the adjective to make it agree with the word it is describing: Adjectives following a feminine noun end in a adjectives following a masculine noun end in o For plurals, add s Untrousse verte Des pulls noirs Singular Plural my Mi Mis Your Tu Tus His/her Su Sus

8 Pencil case items Hair & eyes Rooms /furniture tener = To have pets ages Brothers & sisters

9 occupations ser = To be nationalities size personalities Don t forget you have to make your adjectives agree with the noun they are describing E.g. add an e feminine Add an s for masculing plural Add an es for feminine plural Watch out for irregular adjectives

10 Tener tengo tiene tenemos ser soy es somos hacer hago hace hacemos ir voy va vamos Jugar juego juega jugamos mirar miro mira miramos I He/She We es aburrido/a Difícil Divertido Fácil Gracioso/a Importante Interesante moderno

11 Past Present Near Future Hacer hice hago haré Ir fui voy iré Jugar jugué juego Jjugaré Mirar miré miro miraré Comer comí como comeré Time Expressions ayer Normalemente manana El fin de semana pasado El fin de semana El fin de semana que viene El año pasado Todos los días El año que viene

12 Me gusta Me encanta No me gusta Odio WHY? por que es bueno interessante aburrido dificíl

13 Dónde = where Quien = Who Porque = Why Cuándo = When Como = How A que hora = (at) what time y = and por que /car = because pero = but o = or pues= then entonces = so Muy = very Assez = quite Un poco = a little Trop = too Incroyablement = unbelieveably Vraiment = really É = acute accent ñ Can occur on the letters e and a Only on n, pronounced en-ney No Not Nunca Never No más No longer

14 Autumn Y7 Spring Y7 Summer Y7 Current N/C Level Self-evaluation and Target Setting: Year 7 Strengths Targets 1) 1) 2) 2) 3) 3) 1) 1) 2) 2) 3) 3) 1) 1) 2) 2) 3) 3) My Year 7 Target Level is: My end of KS3 Target is:

15 Autumn Y7 Spring Y7 Summer Y7 Current N/C Level Self-evaluation and Target Setting: Year 8 Strengths Targets 1) 1) 2) 2) 3) 3) 1) 1) 2) 2) 3) 3) 1) 1) 2) 2) 3) 3) My Year 8 Target Level is: My end of KS3 Target is:

16 Autumn Y7 Spring Y7 Summer Y7 Current N/C Level Self-evaluation and Target Setting: Year 9 Strengths Targets 1) 1) 2) 2) 3) 3) 1) 1) 2) 2) 3) 3) 1) 1) 2) 2) 3) 3) My end of KS3 Target is:

17 Level 1 I can understand simple short phrases. I may need some repetition or help. Level 2 I can understand a variety of short commands, statements and questions when spoken clearly and without interference. Level 3 I can understand short spoken passages and pick out the main points. Level 4 I can understand longer spoken passages and pick out the main points. Level 5 I can understand spoken passages containing words and phrases from different topics. I can recognise if people are speaking about the future or the past as well as the present. I can cope with language spoken at near normal speed and can identify and note main points and specific details. Level 6 I can understand extracts which cover past, present and future events. I can cope with language spoken at normal speed and with some interference. I tend not to need things repeated. Level 7 I can understand more complicated material which contains complex sentences and some unfamiliar language. I can understand language spoken at normal speed including authentic items taken from radio or TV. Level 8 I can understand different types of spoken material from a range of sources. I can infer meaning and recognise attitudes and emotions. I need little repetition.

18 Level 1 I can say single words or short phrases but I may need some help Level 2 I can give short, simple response. My pronunciation is understandable Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 I can say 2 or 3 sentences and give a personal opinion. I tend to say phrases that I ve learnt by heart but sometimes change them as well I can take part in simple conversations and am beginning to use my knowledge of grammar to vary my sentences. My pronunciation is generally accurate I can take part in short conversations. I refer to past or future as well as present events. I might make some mistakes, but people can understand me easily. I can take part in conversations which include past, present and future events. I can apply my knowledge of grammar. I can ask questions and give answers confidently. I can start and develop conversations and am happy to discuss topics that interest me or are topical. I can improvise to communicate what I want to say. I can give and justify opinions and discuss facts, ideas and experiences. I use a range of vocabulary and can adapt what I have learnt to deal with unprepared situations. I am confident when speaking and have good pronunciation

19 Level 1 I can understand single everyday words. Level 2 I can understand short phrases. I can use a vocabulary list or dictionary to check meaning. Level 3 I can understand short written passages and pick out the main points. Level 4 Level 5 Level 6 Level 7 Level 8 I can understand longer written passages. I can pick out the main points and some detail. Sometimes I can work out the meaning of new words from what I already know. I can understand longer written passages containing words from different topics. I can recognise if the passages are about the future or the past as well as the present. I can understand longer written passages about the past, present and future. I can work out what passages are about if they contain words and phrases I have learnt in other topics. I can work out the meaning of new words and phrases with the help of words and phrases I know already. I can understand a range of imaginative and factual materials which contain longer sentences and new language. I use new vocabulary from what I read in my own written and spoken answers and use reference materials appropriately. I understand a wide range of written materials and can cope well with more complex language. I can recognise attitudes and emotions

20 Level 1 I can copy single words and phrases without making a mistake. Level 2 I can copy phrases correctly and write single words from memory. Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 I can write 2 or 3 sentences and include a personal opinion using a textbook. I can write short phrases from memory I can write a short paragraph from memory and use my knowledge of grammar to adapt sentences. I can use dictionaries and glossaries to check words. I can produce short pieces of writing which ask and give opinions. I can refer to past or future events, as well as everyday activities. There may be some mistakes, but my work can be understood. I can write simple descriptions in paragraphs. I can refer to past, future and present events. I can apply grammar in different contexts and the meaning of my work is generally clear. I can produce pieces of writing on factual and imaginary subjects. I can link my paragraphs and my writing is well structured. I can check, re-draft and improve my own work using reference materials. I make very few mistakes. I can develop ideas and express arguments. I can use a wide variety of tense and verb forms and am confident with grammar. I use reference materials to improve my language and accuracy.

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