Additional Information
Book Details
Abstract
- Expertly structured Student Book for Edexcel GCSE (9-1) Spanish (higher tier). Designed to help learners use language independently and to the best of their ability, with fresh and engaging content from the target language culture.
- Suitable for the new Edexcel GCSE (9-1) Spanish qualification (higher tier).
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A carefully designed programme of learning teaches the ‘building blocks’ of Spanish grammar and vocabulary.
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Includes popular topics, authentic material and real life-contexts; all with links to the Spanish culture.
- Each unit and module is structured to allow gradual progression.
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Exam preparation units are included for Reading, Writing, Speaking and Listening.
- Revision forms the final module.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contenidos | 3 | ||
| Módulo 1: ¡Desconéctate! Theme: Local area, holiday and travel | 6 | ||
| Punto de partida | 6 | ||
| Discussing holidays and weather | 6 | ||
| Revising the present and preterite tenses | 6 | ||
| Unidad 1: ¿Qué haces en verano? | 8 | ||
| Saying what you do in summer | 8 | ||
| Using the present tense | 8 | ||
| Listening to identify the person of the verb | 8 | ||
| Unidad 2: ¿Cómo prefieres pasar las vacaciones? | 10 | ||
| Talking about holiday preferences | 10 | ||
| Using verbs of opinion to refer to di\x1F erent people | 10 | ||
| Understanding percentages | 10 | ||
| Unidad 3: ¡Destino Barcelona! | 12 | ||
| Saying what you did on holiday | 12 | ||
| Using the preterite tense | 12 | ||
| Using different structures to give opinions | 12 | ||
| Unidad 4: ¿Cómo era? | 14 | ||
| Describing where you stayed | 14 | ||
| Using the imperfect tense | 14 | ||
| Working out the meaning of new words | 14 | ||
| Unidad 5: Quisiera reservar… | 16 | ||
| Booking accommodation and dealing with problems | 16 | ||
| Using verbs with usted | 16 | ||
| Using questions to form answers | 16 | ||
| Unidad 6: Mis vacaciones desastrosas | 18 | ||
| Giving an account of a holiday in the past | 18 | ||
| Using three tenses together | 18 | ||
| Identifying positive and negative opinions | 18 | ||
| Leer y escuchar | 20 | ||
| Prueba oral | 22 | ||
| Prueba escrita | 24 | ||
| Palabras | 26 | ||
| Módulo 2: Mi vida en el insti Theme: School | 28 | ||
| Punto de partida 1 | 28 | ||
| Giving opinions about school subjects | 28 | ||
| Describing school facilities | 28 | ||
| Punto de partida 2 | 30 | ||
| Describing school uniform and the school day | 30 | ||
| Using adjectives | 30 | ||
| Unidad 1: ¿Qué tal los estudios? | 32 | ||
| Talking about subjects and teachers | 32 | ||
| Using comparatives and superlatives | 32 | ||
| Justifying opinions using a range of language | 32 | ||
| Unidad 2: ¡Mi nuevo insti! | 34 | ||
| Describing your school | 34 | ||
| Using negatives | 34 | ||
| Comparing then and now | 34 | ||
| Unidad 3: ¡Está prohibido! | 36 | ||
| Talking about school rules and problems | 36 | ||
| Using phrases followed by the infinitive | 36 | ||
| Tackling harder listening exercises | 36 | ||
| Unidad 4: ¡Destino Zaragoza! | 38 | ||
| Talking about plans for a school exchange | 38 | ||
| Using the near future tense | 38 | ||
| Asking and answering questions | 38 | ||
| Unidad 5: Mis clubs y mis éxitos | 40 | ||
| Talking about activities and achievements | 40 | ||
| Using object pronouns | 40 | ||
| Saying how long you have been doing something | 40 | ||
| Leer y escuchar | 42 | ||
| Prueba oral | 44 | ||
| Prueba escrita | 46 | ||
| Palabras | 48 | ||
| Módulo 3: Mi gente Theme: Identity and culture | 50 | ||
| Punto de partida 1 | 50 | ||
| Talking about socialising and family | 50 | ||
| Using verbs in the present tense | 50 | ||
| Punto de partida 2 | 52 | ||
| Describing people | 52 | ||
| Using adjectival agreement | 52 | ||
| Unidad 1: Mis aplicaciones favoritas | 54 | ||
| Talking about social networks | 54 | ||
| Using para with infinitives | 54 | ||
| Extending responses by referring to others | 54 | ||
| Unidad 2: ¿Qué estás haciendo? | 56 | ||
| Making arrangements | 56 | ||
| Using the present continuous tense | 56 | ||
| Improvising dialogues | 56 | ||
| Unidad 3: Leer es un placer | 58 | ||
| Talking about reading preferences | 58 | ||
| Using a range of connectives | 58 | ||
| Recognising similar ideas expressed differently | 58 | ||
| Unidad 4: Retratos | 60 | ||
| Describing people | 60 | ||
| Using ser and estar | 60 | ||
| Understanding more detailed descriptions | 60 | ||
| Unidad 5: Relaciones | 62 | ||
| Talking about friends and family | 62 | ||
| Using a range of relationship verbs | 62 | ||
| Referring to the present and past | 62 | ||
| Leer y escuchar | 64 | ||
| Prueba oral | 66 | ||
| Prueba escrita | 68 | ||
| Palabras | 70 | ||
| Módulo 4: Intereses e influencias Theme: Identity and culture | 72 | ||
| Punto de partida 1 | 72 | ||
| Talking about free-time activities | 72 | ||
| Using stem-changing verbs | 72 | ||
| Punto de partida 2 | 74 | ||
| Talking about TV programmes and films | 74 | ||
| Using adjectives of nationality | 74 | ||
| Unidad 1: ¿Qué sueles hacer? | 76 | ||
| Talking about what you usually do | 76 | ||
| Using soler + infinitive | 76 | ||
| Identifying correct statements about a text | 76 | ||
| Unidad 2: ¡Fanático del deporte! | 78 | ||
| Talking about sports | 78 | ||
| Using the imperfect tense to say what you used to do | 78 | ||
| Listening for different tenses | 78 | ||
| Unidad 3: | 80 | ||
| Talking about what’s trending | 80 | ||
| Using the perfect tense | 80 | ||
| Using words which have more than one meaning | 80 | ||
| Unidad 4: En directo | 82 | ||
| Discussing different types of entertainment | 82 | ||
| Using algunos / ciertos / otros / muchos / demasiados / todos | 82 | ||
| Adapting a model dialogue to fit different situations | 82 | ||
| Unidad 5: Modelos a seguir | 84 | ||
| Talking about who inspires you | 84 | ||
| Using a range of past tenses | 84 | ||
| Talking about dates | 84 | ||
| Leer y escuchar | 86 | ||
| Prueba oral | 88 | ||
| Prueba escrita | 90 | ||
| Palabras | 92 | ||
| Módulo 5: Ciudades Theme: Local area, holiday and travel; identity and culture | 94 | ||
| Punto de partida 1 | 94 | ||
| Talking about places in a town | 94 | ||
| Asking for and understanding directions | 94 | ||
| Punto de partida 2 | 96 | ||
| Talking about shops | 96 | ||
| Shopping for souvenirs | 96 | ||
| Unidad 1: ¿Cómo es tu zona? | 98 | ||
| Describing the features of a region | 98 | ||
| Using se puede and se pueden | 98 | ||
| Asking and responding to questions | 98 | ||
| Unidad 2: ¿Qué haremos mañana? | 100 | ||
| Planning what to do | 100 | ||
| Using the future tense | 100 | ||
| Understanding the geography of Spain | 100 | ||
| Unidad 3: De compras | 102 | ||
| Shopping for clothes and presents | 102 | ||
| Using demonstrative adjectives | 102 | ||
| Explaining preferences | 102 | ||
| Unidad 4: Los pros y los contras de la ciudad | 104 | ||
| Talking about problems in a town | 104 | ||
| Using the conditional | 104 | ||
| Using synonyms and antonyms | 104 | ||
| Unidad 5: ¡Destino Arequipa! | 106 | ||
| Describing a visit in the past | 106 | ||
| Using different tenses together | 106 | ||
| Recognising and using idioms | 106 | ||
| Leer y escuchar | 108 | ||
| Prueba oral | 110 | ||
| Prueba escrita | 112 | ||
| Palabras | 114 | ||
| Módulo 6: De costumbre Theme: Identity and culture | 116 | ||
| Punto de partida 1 | 116 | ||
| Describing mealtimes | 116 | ||
| Talking about daily routine | 116 | ||
| Punto de partida 2 | 118 | ||
| Talking about illnesses and injuries | 118 | ||
| Asking for help at the pharmacy | 118 | ||
| Unidad 1: Sabores del mundo | 120 | ||
| Talking about typical foods | 120 | ||
| Using the passive | 120 | ||
| Spotting words which indicate an increase/decrease | 120 | ||
| Unidad 2: ¡De fiesta! | 122 | ||
| Comparing different festivals | 122 | ||
| Avoiding the passive | 122 | ||
| Paying attention to question words | 122 | ||
| Unidad 3: Un día especial | 124 | ||
| Describing a special day | 124 | ||
| Using reflexive verbs in the preterite | 124 | ||
| Inferring meaning in literary texts | 124 | ||
| Unidad 4: ¡A comer! | 126 | ||
| Ordering in a restaurant | 126 | ||
| Using absolute superlatives | 126 | ||
| Spotting irregular verb patterns in the preterite | 126 | ||
| Unidad 5: El festival de música | 128 | ||
| Talking about a music festival | 128 | ||
| Using expressions followed by the infinitive | 128 | ||
| Adding interest when narrating a story | 128 | ||
| Leer y escuchar | 130 | ||
| Prueba oral | 132 | ||
| Prueba escrita | 134 | ||
| Palabras | 136 | ||
| Módulo 7: ¡A currar! Theme: Future aspirations, study and work | 138 | ||
| Punto de partida | 138 | ||
| Talking about different jobs | 138 | ||
| Discussing job preferences | 138 | ||
| Unidad 1: ¿Qué haces para ganar dinero? | 140 | ||
| Talking about how you earn money | 140 | ||
| Using soler in the imperfect tense | 140 | ||
| Using verbs in different forms | 140 | ||
| Unidad 2: Mis prácticas laborales | 142 | ||
| Talking about work experience | 142 | ||
| Using the preterite and imperfect together | 142 | ||
| Using alternatives to ‘and’ | 142 | ||
| Unidad 3: ¿Por qué aprender idiomas? | 144 | ||
| Talking about the importance of learning languages | 144 | ||
| Using the present and the present continuous | 144 | ||
| Using saber and conocer | 144 | ||
| Unidad 4: Solicitando un trabajo | 146 | ||
| Applying for a summer job | 146 | ||
| Using indirect object pronouns | 146 | ||
| Writing a formal letter | 146 | ||
| Unidad 5: Un año sabático | 148 | ||
| Discussing gap years | 148 | ||
| Revising the conditional | 148 | ||
| Using the 24-hour clock | 148 | ||
| Unidad 6: El futuro | 150 | ||
| Discussing plans for the future | 150 | ||
| Using the subjunctive with cuando | 150 | ||
| Using different ways to express future plans | 150 | ||
| Leer y escuchar | 152 | ||
| Prueba oral | 154 | ||
| Prueba escrita | 156 | ||
| Palabras | 158 | ||
| Módulo 8: Hacia un mundo mejor Theme: International and global dimension | 160 | ||
| Punto de partida 1 | 160 | ||
| Describing types of houses | 160 | ||
| Talking about the environment | 160 | ||
| Punto de partida 2 | 162 | ||
| Talking about healthy eating | 162 | ||
| Discussing diet-related problems | 162 | ||
| Unidad 1: ¡Piensa globalmente…! | 164 | ||
| Considering global issues | 164 | ||
| Using the present subjunctive | 164 | ||
| Listening for high numbers | 164 | ||
| Unidad 2: ¡Actúa localmente! | 166 | ||
| Talking about local actions | 166 | ||
| Using the subjunctive in commands | 166 | ||
| Presenting a written argument | 166 | ||
| Unidad 3: ¡Vivir a tope! | 168 | ||
| Discussing healthy lifestyles | 168 | ||
| Understanding different tenses | 168 | ||
| Giving extended reasons | 168 | ||
| Unidad 4: ¡El deporte nos une! | 170 | ||
| Talking about international sporting events | 170 | ||
| Using the pluperfect tense | 170 | ||
| Explaining your point of view | 170 | ||
| Unidad 5: ¡Apúntate! | 172 | ||
| Talking about natural disasters | 172 | ||
| Using the imperfect continuous | 172 | ||
| Using grammar knowledge in translation | 172 | ||
| Leer y escuchar | 174 | ||
| Prueba oral | 176 | ||
| Prueba escrita | 178 | ||
| Palabras | 180 | ||
| ¡A repasar! | 182 | ||
| Módulo 1: ¡Desconéctate! | 182 | ||
| Módulo 2: Mi vida en el insti | 184 | ||
| Módulo 3: Mi gente | 186 | ||
| Módulo 4: Intereses e influencias | 188 | ||
| Módulo 5: Ciudades | 190 | ||
| Módulo 6: De costumbre | 192 | ||
| Módulo 7: ¡A currar! | 194 | ||
| Módulo 8: Hacia un mundo mejor | 196 | ||
| General conversation questions | 198 | ||
| Te toca a ti | 200 | ||
| Gramática | 208 | ||
| Verb tables | 237 |