Additional Information
Book Details
Abstract
Expertly structured Student Book for AQA GCSE Spanish (higher tier) for first teaching from 2016. Designed to help learners use language independently and to the best of their ability, with fresh and engaging content from the target language culture.
- Designed for the new AQA GCSE Spanish qualification (foundation tier).
A carefully designed programme of learning teaches the ‘building blocks’ of Spanish grammar and vocabulary. - 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.
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 2: Local, national, international and global areas of interest | 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 3: Current and future study and employment | 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 1: 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 1: 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 2: Local, national, international and global areas of interest | 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 1: 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 infi nitive | 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 3: Current and future study and employment | 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 2: Local, national, international and global areas of interest | 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 |