Download Preterite (past) tense practice

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!
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YEAR 11/12 SPANISH GCSE
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YEAR 11/12 SPANISH GCSE
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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
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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
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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.
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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.
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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.
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YEAR 11/12 SPANISH GCSE
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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
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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
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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
___________________________________
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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.
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YEAR 11/12 SPANISH GCSE
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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.
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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
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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
___________________________________
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Llena los espacios en blanco con la preposición “a”, cuando sea necesario.
1. Vimos ….. tu dentista en el centro.
2. Ayer conocí ….. tu hermano mayor.
3. Mi amigo tiene ….. tres coches.
4. La empresa quiere contratar ….. otro empleado.
5. Necesito ….. un hombre que hable español.
6. Conozco ….. un hombre que habla español.
7. No recomendaría este libro ….. nadie.
8. El policía tiene ….. Juan en su coche.
9. Traeremos ….. tu perro mañana por la mañana.
10. ¿….. quién vio el profesor?
Traduce al español las frases siguientes
1. I saw your girlfriend on the beach.
2. Who saw the chemist?
3. We have three musicians
4. I need a doctor right now.
5. I saw Carolina’s house.
6. I didn’t see anyone in the centre.
7. He washed his dog carefully.
8. Have you seen my keys?
9. I know a good doctor.
10. I’m looking for a person who knows how to drive
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¿Cómo se dice en español “How long for”?
There are a few ways of saying this in Spanish!
1) If you have been doing something for a period of time and are still doing it,
you need to use the present tense and one of these constructions.
-DESDE HACE
a) Action in present tense + desde hace + time
Vivimos aquí desde hace cinco años
-HACE ... QUE
b) Hace + time + que + action in present tense
Hace cinco años que vivimos aquí
-LLEVAR + GERUND
c) Llevar in present tense + time + action in gerund
Llevo cinco años viviendo aquí
 In the negative you have to use:
Llevar in present tense + sin + infinitive
Llevo dos años sin fumar

You can also use llevar without the gerund to say you have been somewhere for
a certain time.
Llevamos media hora aquí
2) If you had been doing something and were still doing it at the point of
reference, then put the verbs in the imperfect.
A) Vivíamos allí desde hacía cuatro años, cuando nació Jaime
B) Hacía cuatro años que vivíamos allí, cuando nació Jaime
C) Llevábamos cuatros años viviendo allí, cuando nació Jaime
- DURANTE
Use when you talk about something which happened in the past, which is now
complete:
Habló sin parar durante dos horas
Durante los tres meses que estuvo allí
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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
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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
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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
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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
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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
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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
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YEAR 11/12 SPANISH GCSE
MY LINKING WORDS / OPINIONS ETC…
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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
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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
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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
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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)
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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…
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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
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YEAR 11/12 SPANISH GCSE
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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.
_____________
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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.
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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)
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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
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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
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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)
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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
EIE
EI
Acertar …………………………
Cerrar
Aprobar …………………………
Contar
…………………………
Comenzar
…………………………
Costar
…………………………
Confesar
…………………………
Encontrar
…………………………
Empezar
…………………………
-AR
Mostrar …………………………
…………………………
Fregar
…………………………
Probar
…………………………
Recordar
…………………………
Negar
…………………………
Pensar (en)
…………………………
Sonar
…………………………
Soñar (con)
Temblar
…………………………
…………………………
Tostar
…………………………
Volar
…………………………
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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
EIE
EI
OUE
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
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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)
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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:
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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)
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e - verbos irregulares
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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)
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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
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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
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¡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
__________________________________________________________
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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.
__________________________________________________________
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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.
__________________________________________________________
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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.
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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)
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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)
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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!
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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
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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 _____________
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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
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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
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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
OUE
dormí
dormiste
durmió
dormimos
dormisteis
durmieron
Yo
Tú
Él/Ella/Usted
Nosotros/as
Vosotros/as
Ellos/Ellas/Ustedes
MENTIR
EIE
mentí
mentiste
mintió
mentimos
mentisteis
mintieron
PEDIR
EI
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
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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
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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
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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
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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
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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
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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.
___________________________________________________________
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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
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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
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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.
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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
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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.
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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.
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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
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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.
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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.
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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.
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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:
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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.
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YEAR 11/12 SPANISH GCSE
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