Students learn where Spanish is spoken across the world. Countries and nationalities are learnt, gender is introduced.
Students are introduced to the key sounds, using repetition and actions to remember them. The alphabet is also learnt and this is then applied to correct pronunciation of vocabulary.
As well as pronunciation, the focus is also upon language learning strategies. Many different ones are used and students are shown different ways to improve memory so that language learning is enhanced.
The verb ‘to be’ is introduced and practised through song. Students practise putting together basic sentences.
Listening assessment
Translation assessment
Quite
My
Very
But
Too/also
Your
I am
I have
Students will reflect on who they are as people and important relationships. They will also consider global environmental issues (endangered species)
Students are taught to accept and embrace other languages and cultures through the teaching of MFL. Students are encouraged to be empathetic to the cultures, beliefs and traditions of others and stereotypes are challenged where necessary.
Students learn vocabulary related to sports and hobbies and keeping fit Consolidation of all vocabulary linked to ourselves and those around us;
Also talking about the weather and learning skills to take part in a longer conversation.
Other learning points:
-Saying what you like to do
-Saying what you do in your spare time
-Talking about the weather
-Saying what sports you do
-Reading about someone’s favourite things
-Learning about Christmas in Spain
-Taking part in a longer conversation
Listening
Speaking (including reading a text in line with the new GCSE)
With
When
Generally
A lot
Because
I like
I do
Sometimes
I play
Where
Students are encouraged to work independently in lessons and proactively use the target language in classwork, whether through pair work, co-operative learning techniques or group work.
Students are taught to accept and embrace other languages and cultures through the teaching of MFL. Students are encouraged to be empathetic to the cultures, beliefs and traditions of others and stereotypes are challenged where necessary.
-Saying what subjects you study
-Giving opinions about school subjects
-Describing your school
-Talking about break time
-Understanding details about schools
-Using prediction as a listening strategy
-Writing a longer text about your school
-Checking your written work is accurate
Grammar:
we’ form of -ar verbs
using me gusta(n) + el/la/los/las
checking verbs, definite articles and adjectival agreement in sentences
giving opinions indefinite articles unos/unas (meaning ‘some’)
present tense of regular -er and -ir verbs (full paradigms)
Reading comprehension
Writing
Something
There is/there are
Nor/neither
Why?
I love
I don't like
I study
He/she/ it is
First
Then
Students are encouraged to experiment with language and learn from their mistake. There is a supportive environment in MFL classes where mistakes are seen as learning opportunities, rather than as failures.
Students are encouraged to show empathy and understanding to others and learn about right from wrong and the choices historical figures from Hispanic culture have made. Stereotypes are challenged through the teaching of language and culture.
-Describing your family
-Describing your hair and eye colour
-Saying what other people look like
-Describing where you live
-Reading about the carnival in Cadiz
-Looking up new Spanish words in a dictionary
-Describing a painting
Grammar:
Possessive adjectives mi/tu/su and mis/tus/sus
irregular verbs tener and ser
position of adjectives (after the noun)the verb estar
Agreement of adjectives with nouns
Listening
Writing
Also/ in adition
Eyes
Hair
He/she/ it has
My best friend
I life in
What are your ....called?
I wear
Glasses
I am bold
Students are encouraged to experiment with language and learn from their mistake. There is a supportive environment in MFL classes where mistakes are seen as learning opportunities, rather than as failures.
Students are encouraged to show empathy and understanding to others and learn about right from wrong and the choices historical figures from Hispanic culture have made. Stereotypes are challenged through the teaching of language and culture.
Describing your town or village
Using ‘a’, ‘some’ and ‘many’ in Spanish:un/una, unos/unas and muchos/muchas
Local area and environment (Facilities, Local area)
Understand statements about buildings in a town that use the words for ‘a’, ‘some’ and ‘many’
Identify details about which buildings are or are not in a town. Describe what is and isn’t in a town
Identify details from short texts about buildings in towns. Write a description of what’s in their own town or village
Grammar:
un/una, unos/unas and muchos/muchas
ir – to go (present tense)
stem-changing verb querer
the near future tense (voy, vas, va, etc. + infinitive)
Here
Let's see
Hasta
More
I go
I go out
To go for a walk
Homework
This week end
Sunday afternoon
Students are encouraged to work independently in lessons and proactively use the target language in classwork, whether through pair work, co-operative learning techniques or group work.
Students are encouraged to show empathy and understanding to others and learn about right from wrong and the choices historical figures from Hispanic culture have made. Stereotypes are challenged through the teaching of language and culture.
-Revision for the end of year assessment.
-Grammar
-Vocab
-Key structures
Listening
Writing
Speaking (including reading a text in line with the new GCSE)