Spanish - Year 7

Spanish Overview

Term 1: Mi vida

Students learn where Spanish is spoken across the world. Countries and nationalities are learnt, gender is introduced.

Students are introduced to the key sounds, using repetition and actions to remember them. The alphabet is also learnt and this is then applied to correct pronunciation of vocabulary.

As well as pronunciation, the focus is also upon language learning strategies. Many different ones are used and students are shown different ways to improve memory so that language learning is enhanced.

The verb ‘to be’ is introduced and practised through song. Students practise putting together basic sentences.

Bastante

Quite

Mi/mis

My

Muy

Very

Pero

But

También

Too/also

Tu/tus

Your

Soy

I am

Tengo

I have

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will reflect on who they are as people and important relationships. They will also consider global environmental issues (endangered species)

Create a supportive community:

Students are taught to accept and embrace other languages and cultures through the teaching of MFL. Students are encouraged to be empathetic to the cultures, beliefs and traditions of others and stereotypes are challenged where necessary.

Term 2: Mi tiempo libre

Students learn vocabulary related to sports and hobbies and keeping fit Consolidation of all vocabulary linked to ourselves and those around us;

Also talking about the weather and learning skills to take part in a longer conversation.

Other learning points:

-Saying what you like to do

-Saying what you do in your spare time

-Talking about the weather

-Saying what sports you do

-Reading about someone’s favourite things

-Learning about Christmas in Spain

-Taking part in a longer conversation

Con

With

Cuando

When

Generalmente

Generally

Mucho

A lot

Porque

Because

Me gusta

I like

Hago

I do

A veces

Sometimes

Juego

I play

Dónde

Where

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are encouraged to work independently in lessons and proactively use the target language in classwork, whether through pair work, co-operative learning techniques or group work.

Create a supportive community:

Students are taught to accept and embrace other languages and cultures through the teaching of MFL. Students are encouraged to be empathetic to the cultures, beliefs and traditions of others and stereotypes are challenged where necessary.

Term 3: Mi insti

-Saying what subjects you study

-Giving opinions about school subjects

-Describing your school

-Talking about break time

-Understanding details about schools

-Using prediction as a listening strategy

-Writing a longer text about your school

-Checking your written work is accurate

Grammar:

 we’ form of -ar verbs

 using me gusta(n) + el/la/los/las

 checking verbs, definite articles and adjectival agreement in sentences

 giving opinions indefinite articles unos/unas (meaning ‘some’)

 present tense of regular -er and -ir verbs (full paradigms)

Algo

Something

Hay

There is/there are

Tampoco

Nor/neither

Por qué?

Why?

Me encanta

I love

No me gusta

I don't like

Estudio

I study

Es

He/she/ it is

Primero

First

Luego

Then

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are encouraged to experiment with language and learn from their mistake. There is a supportive environment in MFL classes where mistakes are seen as learning opportunities, rather than as failures.

Create a supportive community:

Students are encouraged to show empathy and understanding to others and learn about right from wrong and the choices historical figures from Hispanic culture have made. Stereotypes are challenged through the teaching of language and culture.

Term 4: Mi familia y mis amigos

-Describing your family

-Describing your hair and eye colour

-Saying what other people look like

-Describing where you live

-Reading about the carnival in Cadiz

-Looking up new Spanish words in a dictionary

-Describing a painting

Grammar:

 Possessive adjectives mi/tu/su and mis/tus/sus

 irregular verbs tener and ser

 position of adjectives (after the noun)the verb estar

 Agreement of adjectives with nouns

Además

Also/ in adition

Ojos

Eyes

Pelo

Hair

Tiene

He/she/ it has

Mi mejor amigo

My best friend

Vivo en

I life in

Cómo se llaman tus....?

What are your ....called?

Llevo

I wear

Gafas

Glasses

Soy calvo

I am bold

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are encouraged to experiment with language and learn from their mistake. There is a supportive environment in MFL classes where mistakes are seen as learning opportunities, rather than as failures.

Create a supportive community:

Students are encouraged to show empathy and understanding to others and learn about right from wrong and the choices historical figures from Hispanic culture have made. Stereotypes are challenged through the teaching of language and culture.

Term 5: Mi ciudad

Describing your town or village

Using ‘a’, ‘some’ and ‘many’ in Spanish:un/una, unos/unas and muchos/muchas

Local area and environment (Facilities, Local area)

Understand statements about buildings in a town that use the words for ‘a’, ‘some’ and ‘many’

Identify details about which buildings are or are not in a town. Describe what is and isn’t in a town

Identify details from short texts about buildings in towns. Write a description of what’s in their own town or village

Grammar:

 un/una, unos/unas and muchos/muchas

 ir – to go (present tense)

 stem-changing verb querer

 the near future tense (voy, vas, va, etc. + infinitive)

Aquí

Here

A ver

Let's see

Until

Hasta

Más

More

Voy

I go

Salgo

I go out

Ir a dar un paseo

To go for a walk

Deberes

Homework

Este fin de semana

This week end

El domingo por la tarde

Sunday afternoon

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are encouraged to work independently in lessons and proactively use the target language in classwork, whether through pair work, co-operative learning techniques or group work.

Create a supportive community:

Students are encouraged to show empathy and understanding to others and learn about right from wrong and the choices historical figures from Hispanic culture have made. Stereotypes are challenged through the teaching of language and culture.

Term 6: Revision

-Revision for the end of year assessment.

-Grammar

-Vocab

-Key structures

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Create a supportive community: