Tag Archives: spanish lessons

Free Spanish Body Parts

Thanks to Darcy we have attached some Spanish body parts so you can practice as much as you want.

Have a look how we spell those words in Spanish and soon come back here to listen the track and let me see if you can match the Spanish numbers with the correct body part!

Listen as many times as you want Body parts track below and try to match the body parts with the correct numbers. look at the picture!

Body parts track

 

Spanish Body Parts

Spanish Body Parts

 

If you want to practice a bit more you can listen again the Body parts and try to follow the picture above. You will hear the body parts starting from left to right.

Body parts

You can also have a look to this other great pictures and you can check the face body parts in Spanish.

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Did you find our Spanish Lesson helpful? (Spanish info)

La ropa – The Clothes

In some of our Spanish clubs this term with children from Reception, Year 1 and Year 2 we have been learning some vocabulary related with clothes.

Vestido – Dress

Jersey – Jumper

Pantalón – Trousers

Pijama – Pijama

Sombrero – Hat

Bolso – Bag

Camiseta – T-Shirt

Falda – Skirt

Chaqueta – Jacket

Zapatos -Shoes

Camisa -Shirt

Calcetines -Socks

Click here to listen the clothes in Spanish -la ropa

Listen to the audio if you are unsure about the pronunciation of any of these words. Remember some of the children can remember more words than some others. It´s difficult for the children if you say to them “how do you say in Spanish “Shoes”?” however if you say the Spanish word to the children they tend to remember it better.

Sometimes they don´t know if you could perhaps show 3 pictures. For example “socks, shoes and skirt” Now ask your child to pick up “zapatos” Perhaps this time has done it better.

Remember we always do this by doing games and playing for that reason I am trying to avoid the direct question to the child. Last thing you want to hear is “I don´t know, I am not interest it I want to play with or…” Try to motivate your child “perhaps we can buy a “sombrero” on holiday!

A bit more difficult:

In our Spanish lessons we try to teach them numbers and colours and we try to check this quite often so quickly we can build some small sentences. “Dos chaquetas rojas” “Two red jackets”

I am not interested at this point to make things perfect. This is actually impossible.  Keep reading please! Why? Just say we sing numbers “1 to 10”

Uno, dos, tres, cuatro…

We practice colours and say that your child remember that “rojo” is “red” for this example.

So, the children have been learning the numbers, the colours and the items.

So now “two red jackets”  can get to many solutions for “them”. To be really honest “they” are the children in Year 2 with some Spanish background.

What is your answer?

1. Dos rojo chaqueta

2. Dos chaqueta rojo

3. Dos chaquetas roja

4. Dos chaquetas rojo

5. Dos chaquetas rojas

I am sure you realized the correct answer is “Dos chaquetas rojas”! I am now not going to start writing about masculine and femenine. Also singular and plural.

The main point here is that if I say to them “Dos chaquetas” they know I am talking about the two jackets, some of them perhaps they only catch “dos”. The beauty now is that if I say “rojas” most of them they will know that I am talking about something red. I did not said “rojo” This is not important at all at this point in time.

If you are a Spanish teacher and you are reading my post you know we need to try to talk and to say as many things as we can in the target language – Spanish to the children. Ideally will be all the class but this is actually extremely difficult to do in just one hour for the little ones (not bilingual children).

Although remember children they have got a lot of imagination. Use your hands, your body, use easy songs, read bilingual books, play games where short Spanish instructions are given. Make them write from time to time easy words (Spanish activities) make them repeat easy things every week you are with them.

This will help the infants to progress with this great MFL (Modern foreign languages) to the Juniors. Then they will be able then to develop a bit more about the language and get a bit more involved with easy grammar.

A child is not going to speak a language immediately. We can´t force a child to learn a language. We can help a child, we can stimulate him/her and this will also help him/her to develop some other curricular subjects.

El preterito-imperfecto

Las diferencias entre el pretérito y el imperfecto son uno de los temas más complejos de la lengua española, no sólo para el estudiante, sino para el profesor.

Vamos a escribir algunos ejemplos en el que se emplea el imperfecto o el pretérito y entonces observaremos detalladamente las diferencias.

¿Quieres repasar más gramática?

 

  1. Cuando era pequeño me asomaba a la ventana por las noches hasta que mi padre llegaba.

 

ACCIÓN HABITUAL EN EL PASADO = IMPERFECTO

 

Por lo tanto el imperfecto se emplea para expresar una acción que se repite en el pasado. Y vemos que esta función se enlaza con la de descripción, también propia del imperfecto. Cuando describimos, igual que cuando expresamos una acción habitual, repetida, no estamos tanto informando sobre el hecho como sobre las circunstancias, las características de una etapa de la vida.

¿Quieres repasar más gramática?

  1. Una tarde, cuando era pequeño, después de ver la procesión, me asomé a la ventana para saludar a la Virgen.

 

ACCIÓN PUNTUAL EN EL PASADO = PRETÉRITO

 

Aunque algunas acciones pueden significar o implicar que se realizan en un largo espacio de tiempo, al usar el pretérito no describimos tal hecho como durativo sino como una acción puntual.

 

  1. Cuando era pequeño, fui a Onteniente dos veranos para visitar a mi familia.

 

ACCIÓN REPETIDA UN NÚMERO DE VECES DETERMINADO = PRETÉRITO

 

En este caso, aunque la acción es repetida, se acota o delimita en el tiempo mediante una expresión de frecuencia, y por ello se utiliza el pretérito.

Pero observese también que en algunas ocasiones se admiten ambos tiempos:

Mi abuela me dijo muchas veces que no tocara esa figura.

Mi abuela me decía muchas veces que no tocara esa figura.

Cuando la expresión de tiempo no contiene un número determinado de veces, se pueden usar ambos tiempos.

 

  1. A medida que él comentaba sus diferencias, el otro lo miraba como si estuviera loco.

 

ACCIÓN QUE SE EXPRESA EN PROCESO,
EN SU DURACIÓN = IMPERFECTO

 

El imperfecto como define la misma palabra expresa una acción que todavía no está acabada, es decir es incompleta  tanto en su ejecución como en su realización.

El pretérito, en cambio, presenta la acción como acabada, consumida, realizada. Esta distinción entre los tiempos perfectos e imperfectos tiene que ver con el aspecto.

¿Quieres repasar más gramática?

  1. La semana pasada hice la rutina de siempre: dí clases en los colegios, trabajé en la oficina, llevé a mis hijos al parque, hablé con mis padres el fin de semana y preparé la siguiente semana…

NARRACIÓN DE LOS HECHOS
EN EL PASADO = PRETÉRITO

 

  1. Me quedé de piedra cuando los ví: él estaba muy guapo, como siempre, y llevaba una camisa azul que le quedaba  genial… y ella le sonreía sin parar. Estaban en un bar y tomaban algo.

DESCRIPCIÓN EN EL PASADO = IMPERFECTO

 

Llevaba unos pantalones / estaba muy guapo / le quedaban tan bien no expresan ninguna acción, ningún movimiento, ni hecho. Muestran una cualidad. Para encontrar algún movimiento o acción al verbo estaba deberíamos imaginarnos el momento en el que se secó el pelo, se peinó… es decir, la causa, puesto que la consecuencia es sólo una cualidad, en esos casos. El imperfecto expresa una situación, describe, explica circunstancias durante las cuales puede ocurrir algo. Deja la acción en suspense.

 

  1. El comentarista explicaba los hechos, cuando una noticia de última hora interrumpió su discurso.

 

ACCIÓN EMPEZADA Y NO ACABADA = IMPERFECTO

 

En este ejemplo no se pretende mostrar que la acción realmente se acabe o no, el hablante no se centra en la acción como hecho que concluyó, sino como proceso durante el cual ocurrieron otras cosas.

 

EXPRESAR DOS ACCIONES PASADAS QUE SE DESARROLLAN EN EL MISMO MOMENTO.

  1. Mientras Juan escuchaba música, Ana estudiaba en su habitación.
  2. Mientras Juan estaba escuchando música, Ana estaba estudiando en su habitación.

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The language most want to speak fluent in the UK is Spanish

After a well dedicated survey done by TravelSupermarket.com the language most want to speak fluently is Spanish (24 per cent). It was followed by the French and the Italian language I have read this morning in a short article in the Daily Express.

This article wrote by Nathan Rao (Consumer Affairs editor) it was actually quite interesting and revealed some of the most frequently used mimes when we are abroad. Example: pretending to write in your hand to indicate you want the bill.

That article also talks a bit of how Britons abroad talk to foreigners. Because I am a foreigner I know perfectly what is all about.

The study mention that 14 per cent of the speak English slowly and very loud. So I would like to make a point here. If you speak with a foreign person firstly you should try to see how they react to your normal English. Perhaps they have been living in the UK long time like me! Ok perhaps not. So you will realize this straight away. You should try to use easy sentences in order to make easy the communication and be open minded remember they make say things in the other way round. (Spanish, French Italians, Portuguese)

Another important observation, don´t be loud otherwise you really are in the pub! If they can´t understand you try to change the sentence, don´t use the same sentence. Even if you shout chances are that they can´t get it. “No entienden nada de nada” If you know a bit of Spanish and I say that sentences to you perhaps you don´t know what does it means.

If that´s the case it doesn´t really make any difference by saying “NO ENTIENDEN NADA DE NADA”. However instead if I say to you. “No comprenden” You will of course understand. Use synonyms “similar words” change the phrases and I know this could be difficult for a lot of people try to avoid “phrasal verbs” What are they? Verb + adverb or verb + preposition

This of course can be really difficult for English natives because that´s your normal way to talk. In my opinion this is probably one of the most difficult of English Grammar for Spanish speakers.

It was actually quite funny to know that 6 per cent of the people admit “doing a Steve McClaren” imitating the former England manager by talking English with a strange Spanish or foreign accent.

If you want to read this article check the page 13 of the Daily Express Saturday June 15 2013.

If you want some Spanish Lessons you are in the correct site.