Spanish - Year 8

Spanish Overview

Term 1: Mis vacaciones

Students learn how to describe a past holiday. Vocabulary includes how they got there, what they did, expressing an opinion and who they went with.

Revision of present tense.

Past tense is introduced.

Near future will also be used.

English: correct grammatical terms.

GV1 Tenses (preterite)

LC3 Conversation

LC6 Reading comprehension

Cómo?

How?

Fui a

I went to

Qué hiciste?

What did you do?

Cómo te fue?

How was it?

Con quién fuieste?

Who did you go with?

Raro

Weird

Regular

OK

Rico (food)

Tasty

Flipante

Awesome

Que lástima!

What a shame!

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

Pupils need to show humility when working in groups and compassion when doing Peer Assessment. Pupils work to help each other learn and complete tasks such as dialogues.

Create a supportive community:

Students are encouraged to embrace ‘difference’ at all stages of their linguistic development and accept ideas which may be ‘alien’ to them, as culturally significant. Students are encouraged to discuss and challenge stereotypes.

Term 2: Todo sobre mi vida

Students learnt to say about their likes and dislikes, phones, music, tv and other activities.

Grammar: present, comparatives, preterite

Grammar: present tense of regular -ar, -ir, -er verbs, full paradigm (revision)

present tense of stem-changing verbs (revision)

Using negatives

Using a wider range of opinions

Learning about Hispanic singers

Writing the profile of a singer

Responding to what people say

Using direct object pronouns

GV3 Developing vocabulary

LC3 Conversation

Con que frecuencia...?

How often do you....?

Chatear

To chat

Compartir

To share

Descargar

To download

Leer

To read

Mandar

To send

Todos los dias

Every day

Nunca

Never

De vez en cuando

From time to time

Telenovela

Soap opera

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

Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.

Create a supportive community:

Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions

Term 3: A comer

Students revise time, food vocab and learn new vocab for daily routines and focus on reflexive verbs.

Grammar: reflexive verbs.

Use negatives

Use usted/ustedes

Use the near future

Use three tenses together

Use copying strategies when speaking

Use direct object pronouns

Learning about food in other countries.

GV3 Opinions and discussions

LC2 Transcription

LC8 Writing creatively

Que viene

Next (week, year)

Lugar

Place

Pasado/a

Last

Día

Day

Odio

I hate

No sé

I don't know

Desayunar

To have breakfast

Comer/Almorzar

To have lunch

Cenar

To have dinner

Merendar

To have an afternoon snack

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

Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.

Create a supportive community:

Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions

Term 4: ¿Qué hacemos?

Students are going to learn to arrange how to go out, to make excuses, talking about clothes and other activities that they might do during the weekends.

Grammar points: Grammatical structures (me gustaría + infinitive)

Using reflexive verbs

Saying this/these

Using three tenses

Describing a fancy dress outfit

Writing about a problem

GV2 Grammatical structures (me gustaría + infinitive)

LC5 Accurate pronunciation and intonation

LC6 Translation into English

Demasiado/a/os/as

Too much/too many

Me gustaría

I would like

Dónde quedamos?

Where do we meet up?

Lo siento

I am sorry

Cómo te preparas?

How do you get ready?

Me bano

I have a bath

Me ducho

I have a shower

Me lavo la cara

I wash my face

Llevar

To wear

Estoy de acuerdo

I agree

Me peino

I brush my hair

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

Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.

Create a supportive community:

Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions

Term 5: Operacion verano

Students learn how to describe a holiday, describing holiday activities, holiday home, asking for directions, talking about summer camps and discussing holiday destinations.

Vocabulary includes how they got there, what they did, expressing an opinion and who they went with.

Grammar points:

Discovering more about the comparative

Using the superlative

All tenses will also be used.

Imperative is introduced.

Tackling challenging listening

Using mejor and peor.

Describing a town in your area.

Casa

House

Piso

Flat

Vistas al mar

Sea view

Se puede...

You can...

Ayer

Yesterday

Hoy

Today

Manana

Tomorrow

Manana por la manana

Tomorrow morning

El fin de semana pasado

Last weekend

El verano que viene

Next summer

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

Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.

Create a supportive community:

Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions

Term 6: Revision

-Revision of key vocab and tenses (present, preterite and near future for top sets).

-Revision of vocab (using translations).

-Using techniques to overcome difficulties in the speaking exam.

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

Create a supportive community: