Preterite (past) tense practice
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ESPAÑOL GCSE GRAMMAR LANGUAGE GUIDE NOMBRE: ______________________ CLASE : ________ PROFESORA : ___________________ GCSE overview GCSE target setting 1-4 5-7 Learning styles 8-9 Useful websites 10 Numbers Ordinal Numbers Telling the time Weather Asking questions Nouns Adjectives Nouns, adjectives & articles practice L0 Adverbs Comparatives & Superlatives 10B 11 12 13-15 16-17 18 19-20 20-21 Possessive & Demonstrative adjectives Demonstrative pronouns Object pronouns Relative pronouns Personal ‘a’ Prepositions ‘How long for’ Time phrases & linking words Cognates 27-28 Writing and speaking well in Spanish Infinitives Subject pronouns Ser & Estar 22 23-24 25-26 29-31 32-33 34-35 36-37 38-39 40-41 41-47 49 50-53 54 55-56 57-58 CONTENTS Present tense Reflexive verbs – present tense Stem-changing verbs Irregular present tense Essential verbs Gustar Hay Future tense Conditional tense 59-60 60-62 62-65 65-68 78-80 69-71 71 72-75 76-77 Preterite tense Imperfect tense 78-82 83-85 Perfect tense Subjunctive Controlled assessment – speaking Controlled assessment – writing 85-87 88-89 90-93 Correction grid for written work 98 94-97 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: LIFESTYLE Health Healthy and unhealthy lifestyles and their Consequences Relationships and Choices Relationships with family and friends Future plans regarding: marriage/partnership Social issues and equality Subject Content LEISURE Free Time and the Media Free time activities Shopping, money, fashion and trends Advantages and disadvantages of new technology Holidays Plans, preferences, experiences What to see and getting around HOME AND ENVIRONMENT Home and Local Area Special occasions celebrated in the home Home, town, neighbourhood and region, where it is and what it is like Environment Current problems facing the planet Being environmentally friendly within the home and local area WORK AND EDUCATION School/College and Future Plans What school/college is like Pressures and problems Current and Future Jobs Looking for and getting a job Advantages and disadvantages of different jobs SPECIFICATION AT A GLANCE UNIT 1: LISTENING EXAMINATION – 20% Either FOUNDATION TIER – 30 minutes Or HIGHER TIER – 40 minutes UNIT 2: READING EXAMINATION – 20% Either FOUNDATION TIER – 30 minutes Or HIGHER 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 language participate 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? _______________________________________________________________________________________ ___________________________________________________________________________ GRAMMAR o 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? _______________________________________________________________________________________ ___________________________________________________________________________ Name: _____________________ Class: ___ Spanish Year 12 Record & Self Evaluation Year 12 September Review: L% R% Sp Grade Total Year 11 Summer Exam Excellent Good OK Poor Areas in which I could improve: Targets for this year: GRADES Target = Mock Exam (January) – Make a note of your achievement in the mock exams: GCSE L R TOTAL F/H? Controlled assessment 1 2 3 (if done) Marks writing Maximum UMS Maximum Grade speaking catching up after absence read/listen out of class vocab knowledge grammatical accuracy meeting deadlines putting time into work oral contribution concentration in class punctuality to lessons bringing books and file Year 11 Controlled Assessment 1 W Grade Excellent catching up after absence read/listen out of class reading skill listening skill grammatical accuracy meeting deadlines putting time into work oral contribution concentration in class punctuality for lessons Year 11 October Review Target = Homework (av) How can I improve? Good 1. OK 2. Poor Year 11 January Review Target = Homework (av) Excellent How can I improve? Good 1. OK 2. Poor Year 11 March Review Target = Homework (av) Excellent How can I improve? Good 1. OK 2. Poor Year 12 October Review Excellent Target = Homework (av) How can I improve? Good 1. OK 2. Poor Year 12 January Review Excellent : Target = Homework (av) How can I improve? Good 1. OK 2. 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 VISUAL Look – cover – write check Look – say – cover – write - check Prompts Concept map Posters Creative: Mobiles Storyboard / cartoon Artist’s easel Pictionary backwards Look at the language to memorise it. Cover it up. Write it out. Check and correct As above, but say it out loud (auditory) Write key words from each sentence. Write whole sentence using the prompt 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. 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 Design a mobile - Hang the words in your bedroom! (!!) Create a comic style version of your sentences 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 Pupil / teacher draws a picture to represent the sentence. Team members write sentence they think it is on the board Learning posters Related vocabulary in families AUDITORY Dictation Create a large easy-to read poster Put families of words together e.g. transport / places / verbs (Never in rows) Helper reads aloud (auditory) You write what they say 11 MAINLY KINAESTHETIC 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 letter Cloze write hard Write out the whole text with dashes for the letter Copying Copy out several times – the kinaesthetic feeling of writing will help you to remember the patterns of the spellings Flashcards translations Write the English on one side of a card and the Spanish on the other Flashcards 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 teams Make dominoes for your Re-order the dominoes sentences 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 on See if it makes sense at the end Unscramble Unscramble words / sentences Mime Pupil /teacher mimes the sentence. Team members write sentence they think it is on the board Time-limited brainstorm Brainstorm – write down … Any verbs you can in the present tense Any verbs in the past tense Any names of countries Any means of transport Then score … more if it’s a word no-one has thought of . Make an interactive e.g. a flap which has to be lifted to see what the answer is display Running dictation/ Paragraphs stuck on a wall / on a table at a distance Teams 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 order Speed 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. 12 KS4 SPANISH El Gancho Digital newspaper on a variety of topics. Bright and easy to navegate about http://www.fluencyprof.com/free-spanish-audio.html Listening activities on a variety of topics with gapfill exercises etc http://quizlet.com/subject/spanish/ Great site for learning and practising vocabulary and verbs through a variety of games and flashcards http://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=AU http://www.spaleon.com/index.php?js=1&w=1280&h=800&fv=10 Verb and tense practice - self-correcting http://www.reverbspanish.com/ Spanish verb drills and podcasts on grammar http://www.spanishnewsbites.com/spanish_newsbites/beginner_level/ Excellent listening activities with blankfill exercise, transcript and translator tool YABLA 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 games http://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 vodcasts http://oye.languageskills.co.uk/index.html Different games and activities for different levels http://www.lingolex.com/spanish.htm Site with many different areas of vocabulary and grammar http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/spanish/index_sp.htm Various activities including video listening activities http://www.quiz-buddy.com/ Spanish_Phrases_with_Audio.html Some good role play vocabulary http://www.bbc.co.uk/languages/spanish/ Range of levels http://www.studystack.com/Spanish http://www.cadillac76.com/spanish/ppt.html/ http://www.digitaldialects.com/Spanish.htm Interactive games on vocab and grammar http://www.didcotgirls.oxon.sch.uk/depts/mfl/sp11/clickhere.htm Exam practice http://www.spanishrevision.co.uk/ Spanish visual dictionary http://www.verbuga.eu/Esmi/Esmi.html Choose your verb(s) and your tense(s) then practise, practise, practise! 13 YEAR 11/12 SPANISH GCSE 14 YEAR 11/12 SPANISH GCSE 15 YEAR 11/12 SPANISH GCSE ¿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 16 YEAR 11/12 SPANISH GCSE 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 17 YEAR 11/12 SPANISH GCSE ¿Qué tiempo hace? What’s the weather like? – complete the table English Imperfect (past) = past description Hacía buen tiempo Preterite (past) = one-off event Hizo buen tiempo Había niebla Huvió niebla (El cielo) estaba nublado (el cielo) estuvo nublado Llovía Nevaba Llovió Nevó Present Future Hace buen tiempo Hace mal tiempo Hace sol Hace calor Hace frío Hace viento Hay niebla Hará buen tiempo Hay tormenta (El cielo) está nublado (El cielo) está despejado Llueve Nieva Habrá niebla (El cielo) estará nublado Lloverá 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. 18 YEAR 11/12 SPANISH GCSE Hacer preguntas Empareja las palabras interrogativas como en el ejemplo ¿Qué? ¿Cómo? ¿Cuándo? ¿Dónde? ¿A qué hora? ¿Cuál(es)? ¿Cuánto/as? ¿Adónde? ¿Por qué? ¿Quién(es)? ¿De dónde? What? Why? Where from? Where to? What/how? Who? Where? Which? How much/many? When? (At) what time? Lee la conversación abajo y rellena los blancos con la palabra correcta de la casilla ¡Hola! ¿________ te llamas? Me llamo Juan 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 Jávea. 19 YEAR 11/12 SPANISH GCSE ¿________ 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. Remember that all question words have an accent 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. 20 YEAR 11/12 SPANISH GCSE 21 YEAR 11/12 SPANISH GCSE 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 m/s pequeño f/s pequeña m/pl pequeños f/pl pequeñas in other words change the ‘o’ to ‘a’ to make it feminine and add ‘s’ to make it plural. 2. for Some adjectives end in ‘e’. In this case they have the same endings m/f singular forms and the same endings for m/f plural forms: Verde = green m/s verde f/s verde m/pl verdes f/pl verdes 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’: m/s fácil f/s fácil m/pl fáciles f/pl fáciles The exception to this is with adjectives of nationality, e.g: m/s español inglés f/s española inglesa m/pl españoles ingleses f/pl españolas inglesas There are some adjectives which are also exceptions e.g: mandón mandona = bossy hablador habladora = chatty 22 YEAR 11/12 SPANISH GCSE 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, ‘bueno*’ = good, ‘malo’ = bad, ‘primero*’ = first, ‘segundo’ = second, ‘tercero*’ = third etc es un buen libro* = it’s a good book es 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 PRACTICE 1. Fill in the spaces: The a/some 2. m.sg el un m.pl f.pl Sort these nouns into the correct columns: cama armario ordenador espejo radio libros m.sg 3. f.sg posters pared mesas f.sg cama colchas silla sábana m.pl alfombra estantería cortinas f.pl Fill in the gaps by finding and following the correct pattern: red yellow green blue black white pink purple brown orange grey gold silver m.sg rojo f.sg m.pl f.pl amarilla verdes azules negros blanca rosado morada marrones naranjas grises dorada plateada 23 YEAR 11/12 SPANISH GCSE 4. Fill in each gap with the appropriate vowel – a, e or o: the grey computer some yellow books the red posters a white wall the silver mirror the pink bookshelf the blue curtains a purple lamp the brown tables some black quilts the green chair the orange radio the grey and silver rug _l _rd_n_d_r gris un_s libr_s _m_rill_s l_s p_st_rs r_j_s un_ p_r_d bl_nc_ _l _sp_j_ pl_t_ _d_ l_ _st_nt_ri_ r_s_d_ l_s c_rtin_s _zul_s un_ l_mp_r_ m_r_d_ l_s m_s_s m_rr_n_s un_s c_lch_s n_gr_s l_ sill_ v_rd_ l_ r_di_ n_r_nj_ 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 ___________________________________ 24 YEAR 11/12 SPANISH GCSE 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 mejor Lo peor the best part The 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. 25 YEAR 11/12 SPANISH GCSE 26 YEAR 11/12 SPANISH GCSE 27 YEAR 11/12 SPANISH GCSE MAKING COMPARISONS COMPARATIVES AND SUPERLATIVES To make comparisons in Spanish, use: more ….than o más + adjective + que El alcohol es más caro en Inglaterra que en España Alcohol is more expensive in England than in Spain o menos + adjective + que less … than Mi hermano es menos alto que mi padre My brother is less tall (smaller) than my Dad. o tan + adjective + como as … as Los 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’, use o tan + adjective + como El alcohol es tan peligroso como el tabaco. Alcohol is as dangerous as smoking. For ‘as many … as’, use o tantos(as) + plural noun + como Las chicas practican tantos deportes como los chicos. Girls do as many sports as boys. For ‘better than’ , use o mejor que Paga mejor que cultivar otros alimentos It pays better than growing other foods. For ‘worse than’ , use o peor que Te pagan peor que en la ciudad. They pay worse than in the city. 28 YEAR 11/12 SPANISH GCSE 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. 2. 3. 4. 5. it’s more expensive it’s cheaper it’s longer it’s shorter it’s more boring Superlatives It’s the dearest It’s the biggest It’s the longest It’s the cheapest It’s the most interesting es = it is/is, ¿tiene? = do you have, quisiera = I would like quiero = I want son = they are/are 29 YEAR 11/12 SPANISH GCSE 30 YEAR 11/12 SPANISH GCSE Possessive Adjectives Find the Spanish for these nouns and write them in the correct columns: masculine singular age feminine singular masculine plural feminine plural 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 ___________________________________ 31 YEAR 11/12 SPANISH GCSE 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. 32 YEAR 11/12 SPANISH GCSE 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. 9. Esta naranja es dulce, pero......................................son agrias. 10. Esas niñas están tristes, pero...................................están contentas. 33 YEAR 11/12 SPANISH GCSE 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. 34 YEAR 11/12 SPANISH GCSE LO, LA, LOS, LAS – OBJECT PRONOUNS There are 2 words in Spanish for 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 falda - ¿Me la puedo probar? The skirt – can I try it on? Similarly, there are two words in Spanish for 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 frases siguientes con lo / la / los or las: 1. He visto un jersey en el escaparate - 2. Hay dos chicos allí - _____ veo. 3. Prefiero la falda roja - ____ prefiero. 4. ¿Prefieres la chaqueta? - ______ prefiero. 5. Hay unas medias en el escaparate - _____ quiero. 6. ¿Dónde están los calcetines? No ____ encuentro. 35 ¿ ____ puedo probar? YEAR 11/12 SPANISH GCSE 36 YEAR 11/12 SPANISH GCSE RELATIVE PRONOUNS A relative pronoun is used to join a clause to a noun in order to give you more information about it: The The The The teacher who gave us this homework. plane which leaves at ten o’clock. purse that you found on the bus. baby whose mother was ill. 1. QUE Que is the most frequently occurring relative pronoun and is the one you usually use for ‘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 from 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 After a preposition (a, de, sobre, delante de, etc.), use the following guideline: Referring 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. Referring 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 francés. 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!! In English we sometimes leave out the ‘who’, ‘which’ or ‘that’, but in Spanish you must never leave out que or quien. 37 YEAR 11/12 SPANISH GCSE 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 que Lo que means ‘what’ in the sense of ‘that which’: Descríbeme lo que ves Describe to me what you see. Lo que no me gusta es el color What 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. 38 YEAR 11/12 SPANISH GCSE 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 Oigo la orquesta Recuerdo el libro Levantó a la muchacha Oigo a los músicos Recuerdo a mi abuela The a is not used if the object doesn't refer to anyone specific. Conozco a dos carpinteros, Necesito dos carpinteros, I know two carpenters. 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. 39 YEAR 11/12 SPANISH GCSE 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 40 YEAR 11/12 SPANISH GCSE 41 YEAR 11/12 SPANISH GCSE 42 YEAR 11/12 SPANISH GCSE ¿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 43 YEAR 11/12 SPANISH GCSE -POR/PARA/ or nothing?? With estar or vivir, you can use nothing: Estaremos tres días en Madrid Estuve 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 -AGO Use hace/hacía: Lo vi hace dos horas Lo había visto hacía dos horas I saw him two hours ago I had seen him two hours (before then) -IN a certain number of DAYS a) DENTRO DE When referring to the future or the future in the past Va a llegar dentro de dos minutos He’s going to arrive in two minutes Me dijo que dentro de dos horas estaría allí He told me he’d be there in two hours b) EN When referring to the past Lo hice en un año I did it in a year -AGAIN a) VOLVER A + INFINITIVE This is very common before a verb Han vuelto a hacerlo Cuando 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 44 YEAR 11/12 SPANISH GCSE c) DE NUEVO More literary than otra vez Juan olvidó de nuevo su cita con el dentista. -STILL a) CONTINUAR / SEGUIR + GERUND Las drogas continúan / siguen siendo un problema para los jóvenes Mi hermana continúa / sigue tocando su piano Continuaban / seguían viéndose b) SEGUIR + PAST PARTICIPLE / ADJECTIVE Sigo enfermo Después 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 45 YEAR 11/12 SPANISH GCSE ¡ 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 46 YEAR 11/12 SPANISH GCSE TIME PHRASES Empareja la palabra española con la palabra inglesa: A) siempre tomorrow con frecuencia sometimes frecuentemente a menudo last night 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 47 YEAR 11/12 SPANISH GCSE 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 48 YEAR 11/12 SPANISH GCSE Linking Words- empareja las palabras 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 49 YEAR 11/12 SPANISH GCSE MY LINKING WORDS / OPINIONS ETC… 50 YEAR 11/12 SPANISH GCSE 51 YEAR 11/12 SPANISH GCSE Useful links between English and Spanish Words which end in ANCE in English tend to end in ANCIA in Spanish Almost all words in English that end in IBLE are the same in Spanish but the ending is pronounced eeblay e.g. importance = importancia e.g. Words ending in ICAL, like political, economical are similar in Spanish: political = político possible = posible terrible = terrible The same applies to words that end in ABLE, pronounced ahblay Words which end in ION in English are the same in Spanish. e.g. opinion = opinión e.g. probable = probable Words which end in TION in English usually end in CIÓN in Spanish e.g. condition = condición Words which end in ENT in English like different, just add an e to end in ENTE in Spanish e.g. different = diferente Words which end in TY in English often end in TAD or DAD in Spanish e.g. difficulty = dificultad The same applies to words which end in ANT in English e.g. important = importante Words which end in LY in English tend to end in MENTE in Spanish e.g. 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 52 YEAR 11/12 SPANISH GCSE ESCRIBIR 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 Próximo El Pasado El Futuro juego escucho trabajo charlo hablo bailo visito compro nado practico jugué escuché trabajé charlé hablé bailé visité compré nadé practiqué voy a jugar voy a escuchar voy a trabajar voy a charlar voy a hablar voy a bailar voy a visitar voy a comprar voy a nadar voy a practicar leo hago como bebo leí hice comí bebí voy a leer voy a hacer voy a comer voy a beber vivo escribo salgo recibo viví escribí salí recibí voy a vivir voy a escribir voy a salir voy a recibir (no) me gusta/n me encanta/n (no) me gustó/gustaron me encantó/encantaron El imperfecto jugaba El Futuro jugaré El Condicional jugaría iba practicaba tenía hacía iré practicaré tendré haré iría practicaría tendría haría GIVING YOUR OPINION (no) me gusta/n (no) me encanta/n 53 YEAR 11/12 SPANISH GCSE pienso que... creo que... es (is) 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... POSITIVE ADJECTIVES interesante genial perfecto delicioso variado (varied) amable (friendly) divertido NEGATIVE ADJECTIVES aburrido ridículo tonto (stupid) triste (sad) antipático (unfriendly) peligroso (dangerous) chocante (shocking) 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 además por lo tanto mientras que pero sin embargo no obstante desafortunadamente also moreover therefore whereas but however however unfortunately 54 YEAR 11/12 SPANISH GCSE aun así porque ya que dado que puesto que a causa de en vez de + INFINITIVO que / quien... donde... cuando... muy un poco bastante demasiado nevertheless because because because given that because of instead of ...ing ... who... where... when... very a bit quite 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 nunca apenas ni ... ni nothing never hardly neither nor (no hago nada para...) (nunca voy a...) (¡apenas hago deporte!) (no tengo ni el libro ni el cuaderno) 55 YEAR 11/12 SPANISH GCSE Las Comparaciones : más/menos + ADJ + que tan + ADJ +como no tan + ADJ +como más/menos + NOM + que el/la/los/las más/menos + ADJ un/una/unos/unas mejor(es) el/la/los/las mejor(es) lo mejor fue... lo peor... more/less ... than ... as ... as not as ... as more/less ... than ... the most/least... better... the best... the best thing was... the worst... Los Pronombres : me gustaría comprarlo/la lo/la vi ayer lo/la encuentro difícil lo/ la veo mi madre me lleva... él me da... voy a darle... escríbeme... I want to buy it I saw him yesterday I find him/it difficult I’m watching her my mother takes me he gives me... I will give him/her... 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… 56 YEAR 11/12 SPANISH GCSE Los Verbos Nombre:…………………… In Spanish, infinitives always end in ar, er, ir How many infinitives can you find ? Copy them into the box. jarabe quejar carrera enrojecer acero marea lanzar tejer trufa pastor listo llenar hombre fiesta rehuir vigilar zafar yacer 57 YEAR 11/12 SPANISH GCSE 58 YEAR 11/12 SPANISH GCSE Subjects of Verbs 1. Circle the subject of each of these sentences. a. b. c. d. e. 2. The alarm rang. The cat ran down the garden. One of the waiters took the order. Keith went to the leisure centre. I am always right! f. g. h. i. j. Spain is a beautiful country. She won the race easily. A stitch in time saves nine. Two of the pencils are red. They play the guitar. Replace the underlined subjects in these sentences with pronouns. a. b. c. d. e. f. 3. Name…………………………………………… Juan and I are going to the beach tomorrow. The television stopped working. At 9 a.m. Andrew and Chris arrived at school. The pencils rolled off the table. Susana is older than her sister. Mr Smith would like a Ferrari. __________ __________ __________ __________ __________ __________ Fill in the appropriate pronouns in the grid below. 3 rd English Spanish person plural 2 person singular 1st person singular 2nd person plural 3rd person singular 1st person plural nd 4. Which Spanish pronoun will you need for each of the underlined subjects ? a. b. c. d. I am very tired. _____________ “Mary and I are leaving tomorrow,” said Lucy. _____________ The girls went to the cinema. _____________ Eric wants to live in the Bahamas. _____________ 59 27 YEAR 11/12 SPANISH GCSE Do I Use Ser or Estar? – The rules! Ser 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. Estar 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. 60 YEAR 11/12 SPANISH GCSE SER & ESTAR – TO BE ... Estar is mostly used to describe where someone or something is and to describe emotions or other temporary conditions. It can also describe the result of something e.g. marital status. In Spanish there are two verbs meaning ‘to be’: I yo SER soy ESTAR estoy you (familiar singular) tú eres estás he, she él, ella es está you (polite singular) usted es está we nosotros somos estamos you (familiar 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. It’s used with things like colours, sizes, adjectives of character, names, and nationalities. Try to complete the following sentences first decide if the verb should be ser or estar and second choose which part of the verb should be used. 1. 2. 3. 4. 5. 6. Yo ..... alto (I’m tall) Juan ...... español (Juan is Spanish) Yo ........ muy contento (I’m happy) Mi hermana ....... contenta (My sister is happy) ¿Dónde ......... el banco? (Where is the bank?) 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 Inglaterra (Helston is in the southwest of England) 10. .......... divorciados (They are divorced) 11. ........ mi hermana (She is my sister) 12. ........ José (I’m José) 61 YEAR 11/12 SPANISH GCSE EL PRESENTE What is happening now A - Verbos regulares Formación: Take the infinitivo ending in AR, ER or IR Take off AR/ER/IR Add: + Personal pronouns -AR -ER -IR I Yo …o …o …o You (1) Tú …as …es …es He/She/It Él/Ella …a …e …e You (formal) Usted …a …e …e We Nosotros/as …amos …emos …imos You (all) Vosotros/as …áis …éis …ís They Ellos/Ellas …an …en …en You (formal + pl) Ustedes …an …en …en P.ej. HABLAR COMER VIVIR hablamos como vives (we speak) (I eat) (you live) ¡A practicar! Completa con un diccionario la lista de estos verbos regulares Amar Bailar Buscar Cantar -AR To love -ER Aprender Beber Comer Cometer -IR Abrir Admitir Cubrir Decidir (un error) Comprar Escuchar Esperar Estudiar Hablar Llegar Llevar Mirar Practicar Preparar Comprender Correr Creer Deber Leer Meter (en) Poseer Romper Temer Vender Describir Descubrir Discutir Escribir Existir Permitir Recibir Subir Sufrir Unir 62 YEAR 11/12 SPANISH GCSE -AR -ER -IR Tocar Tomar Trabajar Vivir 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 CEPILLARSE PEINARSE LLAMARSE PERSONAL PRONOUNS Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes also –IRSE and –ERSE but less common REFEXIVE PRONOUNS Me Te Se Nos Os Se -AR -ER -IR VERB STEM 63 YEAR 11/12 SPANISH GCSE llamarse me llamo lavarse os laváis peinarse te peinas (I am called) (you’re washing (yourself)) (you’re brushing your hair) Here is a list of commonly used reflexive verbs: acostarse (o-ue) afeitarse bañarse casarse (con alguien) cepillarse despertarse (e-ie) desvestirse (e-i) dormirse (o-ue) ducharse enfermarse enojarse irse lavarse levantarse llamarse mirarse peinarse ponerse ponerse la ropa preocuparse (por) probarse (o-ue) quitarse secarse sentarse (e-ie) sentirse (e-ie) verse vestirse (e-ie) …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… …… to go to bed to shave to have a bath to get married; to marry (someone) to brush oneself to wake up to undress oneself to fall asleep to take a shower to get sick to get angry, mad to go away to wash oneself to stand up, get up to call oneself to look at oneself to comb one’s hair to become to put on clothing to worry about to try on (clothing) to take off, remove (clothing) to dry oneself to sit down, seat oneself to feel (emotionally, physically) to see oneself to get dressed ¡A practicar! Completa las frases con la forma correcta del verbo. por la mañana, ……me levanto…. (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) 64 YEAR 11/12 SPANISH GCSE 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) /10 c –Stem changing verbs (‘boot’ verbs) 3 types of stem changing verbs O UE Almorzar ………………………… Búscalos en un diccionario EIE EI Acertar ………………………… Cerrar Aprobar ………………………… Contar ………………………… Comenzar ………………………… Costar ………………………… Confesar ………………………… Encontrar ………………………… Empezar ………………………… -AR Mostrar ………………………… ………………………… Fregar ………………………… Probar ………………………… Recordar ………………………… Negar ………………………… Pensar (en) ………………………… Sonar ………………………… Soñar (con) Temblar ………………………… ………………………… Tostar ………………………… Volar ………………………… 65 YEAR 11/12 SPANISH GCSE Devolver Defender ………………………… Morder ………………………… Encender ………………………… -ER Mover ………………………… Entender ………………………… Poder ………………………… Perder ………………………… Resolver ………………………… Querer ………………………… ………………………… Volver ………………………… Advertir ………………………… Dormir ………………………… ………………………… Consentir ………………………… Morir ………………………… Competir Conseguir ………………………… Convertir ………………………… Corregir ………………………… Hervir ………………………… Decir ………………………… Mentir ………………………… Despedir -IR Preferir ………………………… Sentir ………………………… Elegir ………………………… Sugerir ………………………… Freír ………………………… ………………………… Impedir ………………………… Medir ………………………… Pedir ………………………… Reír ………………………… Repetir ………………………… Seguir ………………………… Servir ………………………… *The verb JUGAR uses the radical change U UE in the present. PERSONAL PRONOUNS Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes STEM CHANGE EIE EI OUE ie i ue ie i ue ie i ue e e o e e o 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 66 YEAR 11/12 SPANISH GCSE ¡A practicar! Completa los cuadros I You (sg) He/she/it We You They I You (sg) He/she/it We You They empezar empiezo pedir pensar sentir tienes piensa sentimos poder puedo mostrar encontrar probar muestras encuentra probamos Completa las frases con la forma correcta del verbo. 1. No …encuentro… 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) 67 YEAR 11/12 SPANISH GCSE 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 caigo conducir (to drive) …………………… yo conduzco conocer (to know, to be …………………… yo conozco acquainted with) destruir (to destroy) …………………… yo destruyo* escoger (to choose) …………………… yo escojo dirigir (to direct) …………………… yo dirijo hacer (to do, to make) …………………… yo hago poner (to put, to place) …………………… yo pongo saber (to know something …………………… yo sé - a fact) salir (to leave) …………………… yo salgo seguir (to follow) …………………… yo sigo traer (to bring) …………………… yo traigo valer (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: 68 YEAR 11/12 SPANISH GCSE conocer (to know) conducir (to drive) crecer (to grow) traducir (to translate) establecer (to establish) producir (to produce) …………………… …………………… …………………… …………………… …………………… …………………… yo conozco yo conduzco yo crezco yo traduzco yo establezco yo produzco 2. For verbs that end in -ger and -gir, change the g to j for the yo form: escoger (to choose) …………………… yo escojo dirigir (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 sigo conseguir (to get) …………………… yo consigo distinguir (to distinguish) …………………… yo distingo ¡A practicar! Completa las frases con la forma correcta del verbo. 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 irregulares 69 YEAR 11/12 SPANISH GCSE Some verbs are irregular in the present tense- they have a unique pattern which you must learn There 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? PERSONAL PRONOUNS Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes PERSONAL PRONOUNS Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes SER ESTAR soy HACER IR hago estás está va vamos somos estáis hacéis son TENER van HABER (aux) QUERER PODER quiero puedo tienes tenemos ha hemos puede podemos queréis tienen han ¡A practicar! Completa las frases con la forma correcta del verbo. 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) /12 70 YEAR 11/12 SPANISH GCSE 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 – keys Estar de acuerdo – to agree Antes de + infinitive – before doing something Tener éxito –to succeed /10 71 YEAR 11/12 SPANISH GCSE 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’. INDIRECT OBJECT ENDING PRONOUNS A mi me VERB -a + sg noun A ti te STEM or verb in the infinitive A él/ella/usted le A nosotros nos -an + pl noun A vosotros os A ellos/ellas/ustedes les * exception: doler (to hurt, be painful) ends with –e and –en respectively. PRONOUN FOR EMPHASIS ONLY * Here is a list of verbs that follows that pattern: Bastar Disgustar Doler (o→ue) Encantar Faltar Fascinar Gustar Importar Interesar Molestar Parecer Sobrar ………… ………… ………… ………… ………… ………… ………… ………… ………… ………… ………… ………… To be sufficient / enough to To ‘hate’; to be repugnant to To be painful / to hurt To ‘love’; to be enchanting to To be lacking to / to be missing to To be fascinating to To ‘like’; to be pleasing to To be important to To be interesting to To bother To seem / to appear to 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 72 YEAR 11/12 SPANISH GCSE ¡A practicar! Corrige las frases. Hay frases correctas también. Correct any phrases that are wrong Correcto 1. 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. Falso 10 00 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 73 YEAR 11/12 SPANISH GCSE 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 74 YEAR 11/12 SPANISH GCSE EL FUTURO Situación: it will happen later, tomorrow… ayer hoy mañana 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’ Voy Vas Va Vamos Vais van Trabajar a 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 up Vamos 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. 75 YEAR 11/12 SPANISH GCSE 2. The future tense 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) Verb in infinitive (yo) (tú) (él/ella) (nosotros) (vosotros) (ellos/ellas) + future endings Habl-ar hablar-é hablar-ás hablar-á hablar-emos hablar-éis hablar-án Beb-er beber-é beber-ás beber-á beber-emos beber-éis beber-án Escrib-ir escribir-é escribir-ás escribir-á escribir-emos escribir-éis escribir-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 76 YEAR 11/12 SPANISH GCSE B - verbos irregulares en el futuro There are only a handful of irregular verbs that you must know off by heart: infinitive meaning caber ……to fit…… poner ……to put…… decir ……to say…… haber ……to have (aux)…… salir ……to go out…… hacer ……to do…… poder ……to be able to…… tener ……to have (posesión)…… querer ……to want/to love…… valer ……to be worth…… saber ……to know…… venir ……to come…… irregular future stem yo cabré yo pondré yo diré yo habré yo saldré yo haré yo podré yo tendré yo querré yo valdré yo sabré 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 77 YEAR 11/12 SPANISH GCSE 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 Más tarde La semana que viene El mes que viene El año que viene Esta tarde Esta noche Mañana por la mañana Mañana por la tarde Mañana por la noche …… …… …… …… …… …… …… …… …… …… Tomorrow Later Next week Next month Next year This afternoon Tonight Tomorrow morning Tomorrow afternoon 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! 78 YEAR 11/12 SPANISH GCSE 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 PERSONAL PRONOUNS -AR Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes -ER …ía …ías …ía …íamos …íais …ían -IR e.g. I would sing: He would play: You would go: They would live: cantaría jugaría iríais vivirían 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 …… saber …… yo pondría - I would put yo sabría - I would know 79 YEAR 11/12 SPANISH GCSE 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. 2. 3. 4. 5. he would speak _______________________ she would eat _______________________ they would live ______________________ I would know (saber) ____________________ 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 _____________ 80 YEAR 11/12 SPANISH GCSE 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 hablé hablaste habló hablamos 1 Yo 2 Tú 3 él/ella/usted 4 nosotros/nosotras 5vosotros/vosotras hablasteis 6 hablaron ellos/ellas/ustedes -er comí comiste comió comimos -ir viví viviste vivió vivimos comisteis comieron vivisteis vivieron 81 YEAR 11/12 SPANISH GCSE Spelling changes in regular verbs There 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 Jugar To play Pagar To pay Aparcar To park Buscar To look for/search Practicar To practise Sacar To take out/take a picture Tocar To touch, play(an instrument) Comenzar To begin Empezar To begin Organizar To organize llegué jugué pagué Aparqué busqué practiqué saqué toqué comencé empecé 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 82 YEAR 11/12 SPANISH GCSE More irregulars: Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes Andar… (to walk) Estar… (to be) Caber… (to fit) haber… (aux. to have) Poder… (to be able to) Poner… (to put/to place) Saber… (to know) Hacer… (to make/to do) Querer… (to want) AnduvEstuvCupHubPudPusSupHicQuis- -e -iste -o -imos -isteis -ieron -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-. PERSONAL PRONOUNS DORMIR OUE dormí dormiste durmió dormimos dormisteis durmieron Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes MENTIR EIE mentí mentiste mintió mentimos mentisteis mintieron PEDIR EI pedí pediste pidió pedimos pedisteis 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-. PERSONAL PRONOUNS CREER Yo Tú Él/Ella/Usted Nosotros/as Vosotros/as Ellos/Ellas/Ustedes creí creíste creyó creímos creísteis creyeron Other verbs follow this pattern: p.ej. caer (to fall) cayó cayeron caerse (to fall down) se cayó se cayeron leer (to read) leyó leyeron oír (to hear) oyó oyeron 83 YEAR 11/12 SPANISH GCSE 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 Beber 9. She decided Vivir 10. He decided Hablar 11. We spoke Comprar 12. They ate Vender 13. You (plural) ate Decidir 14. He sold Comer 15. You (sing) visited Visitar 16. We sold 17. They drank 18. I drank The following are all irregulars – watch out! 19. I went Decir Ir Ser Estar 84 YEAR 11/12 SPANISH GCSE 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!) Yo Tú Él Nosotros Vosotros Ellos Tener Tuve Ser Fui Ir Fui Estar Decir Dije Hacer Hice Estuvo Fuimos Fuimo Tuvisteis Hicimos 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 …… yesterday anteayer the day before yesterday la semana pasada …… last week anoche …… last night el mes pasado …… last month el otro día …… the other day el año pasado …… last year entonces …… then hace dos días, años …… two days, years ago ayer por la mañana …… yesterday morning 85 YEAR 11/12 SPANISH GCSE 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 verbs Take off the –ar and add.. -aba -abas -aba -ábamos -abais -aban Ejemplos: -er /-ir verbs Take off the –er/-ir and add.. -ía -ías -ía -íamos -íais -ían jugaba al fútbol con mis amigos Comía bocadillos cada día Mi padre vivía en España IRREGULARS: JUST 3! Ir –to go Ser –to be Ver –to see iba ibas iba íbamos ibais iban era era era éramos erais eran veía veís veía veíamos veíais veían 86 YEAR 11/12 SPANISH GCSE ¡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 estar yo tú Él/ella/usted nosotros vosotros Ellos/ellas/ustedes 87 YEAR 11/12 SPANISH GCSE marcadores de tiempo The following words will tell you straight away that you need to use the imperfect tense! a menudo generalmente a veces muchas veces cada día siempre cada año todo el tiempo de vez en cuando varias veces …… …… …… …… …… …… …… …… …… often usually sometimes many times every day always every year all the time from time to time several times The Perfect Tense You will need to recognise this on the exam In 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. he has ha hemos habéis han hablado comido vivido To form the past participle for regular verbs: -ar verbs Take off -ar + ado Trabajar - trabajado -er verbs -ir verbs Take off -er + ido take off -ir beber - bebido Salir -salido +ido Ejemplos – he comido – I have eaten; hemos estudiado – we have studied Common Irregular Past Participles: abrir abierto to open 88 YEAR 11/12 SPANISH GCSE cubrir cubierto decir dicho escribir escrito hacer hecho morir muerto poner puesto resolver resuelto romper roto ver visto volver vuelto to cover to say to write to do to die to put to resolve/decide To break to see 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) /8 Traduce al español 1. I have eaten the prawns. __________________________________________________________ 2. They have been here for half an hour. ___________________________________________________________ 89 YEAR 11/12 SPANISH GCSE 3. Have you (tú) received the presents? ___________________________________________________________ 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) /8 90 YEAR 11/12 SPANISH GCSE El Subjuntivo ¿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 -e -es -e -emos -éis -en -ER/IR -a -as -a -amos -áis -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 91 YEAR 11/12 SPANISH GCSE Los Irregulares dar - to give estar - to be haber - to have (auxiliary verb) ir - to go saber – to know ser - to be dé des dé demos deis den esté estés esté estemos estéis estén haya hayas haya hayamos hayáis hayan vaya vayas vaya vayamos vayáis vayan sepa sepas sepa sepamos sepáis sepan sea seas sea seamos seáis sean * 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. 92 YEAR 11/12 SPANISH GCSE 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. COMMUNICATION 9-10 Very Good Information, ideas and points of view are presented and explained with confidence. Can narrate events when appropriate. 7-8 Good A good amount of information and points of view are conveyed and regularly developed. 5-6 Sufficient A reasonable amount of information and points of view are conveyed and sometimes developed. 3-4 Limited Some simple information and opinions are conveyed. Few responses are developed. 1–2 Poor Little relevant information communicated. Very few appropriate responses are developed. 0 The answer shows no relevance to the task set. No relevant information conveyed. A zero score. RANGE AND ACCURACY OF VOCABULARY 9–10 A wide range of vocabulary, complex structures and a variety of verb 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. Errors often impede communication. 0 No language produced which is worthy of credit. PRONUNCIATION AND INTONATION 5 Consistently good accent and intonation. 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 FLUENCY 5 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 93 YEAR 11/12 SPANISH GCSE SPANISH GCSE Speaking 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 1 This 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 2 Is 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. 94 YEAR 11/12 SPANISH GCSE 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. 95 YEAR 11/12 SPANISH GCSE 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 DETAILED. 2. Used a good variety of language, i.e. don’t always say ‘en mi opinión’, vary your words. 3. Included reasons where appropriate – explain why. 4. Used connecting words where possible and sensible. Check your sheet with connecting words. 5. Included opinions – you can give reasons here. 6. Checked your spelling, adjective endings, verb endings. DOUBLE CHECK YOUR TENSES (PAST AND FUTURE) – USE YOUR NOTEBOOK. If 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 96 YEAR 11/12 SPANISH GCSE 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. CONTENT 13–15 Very Good Fully 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 Good Mostly 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 Sufficient Response 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 Limited Limited response to the task with some relevant information conveyed. Simple opinions are expressed and there is some development of basic ideas. 1–3 Poor Very 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 VOCABULARY 9–10 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. ACCURACY 5 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. 97 YEAR 11/12 SPANISH GCSE SPANISH GCSE Writing 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 1 This 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 2 Is 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. 98 YEAR 11/12 SPANISH GCSE 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. 99 YEAR 11/12 SPANISH GCSE 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 far over the word limit as you are giving yourself more to remember. 2. Included reasons where appropriate – explain why. 3. Used connecting words where possible and sensible. Check your sheet with connecting words. 4. Included 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. If 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: 100 YEAR 11/12 SPANISH GCSE Code Problems 1 Spelling mistake 2 Gender: (masculine or feminine) 3 Plural 4 Adjective 5 Punctuation 6 7 Accent Verb ending-regular verb 8 Verb - irregular or wrong verb 9 Tense: Present : pst ; Future : fut ; Conditional : cond ; Preterite: pret; Imperfect tense : impf Infinitive 10 12 13 Sentence doesn’t make sense Word(s) missing Word order 14 Wrong word 11 What you can do -Check the word by comparing it with the list in your vocabulary booklet. Check whether it should be: -un or una; -el or la ; -del or de la. -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. -Check the position of the adjective. -Does it agree with a masculine or a feminine noun? -Should it be singular or plural? -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. -Should the word be accentuated (ej: lápiz)? -Use your grammar booklets & notes to check that you have written the correct ending. -Check that you have used the correct verb. -Check whether this verb is irregular in your grammar notes. -Make sure the verb is in the correct tense to make sense in the sentence and use your grammar notes for help. -This verb should be written in its infinitive form (i.e. “to do” – hacer). -Read this sentence/structure carefully. Have you contradicted yourself or missed a word out? You have missed a word out. The words are in the wrong order: adjectives before nouns, … Use your vocabulary booklet or a dictionary to choose the correct word (noun, adjective, …)for what you want to say. 101 YEAR 11/12 SPANISH GCSE 102
