KS3 · Spanish · Year 8
A party: simple present for immediate plans
Comparing what people do: -ER and -IR verbs
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can use present tense verbs to write about preparations for a party.
1 of 10
A party: simple present for immediate plans: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
Original teaching resources
The original illustrated PowerPoint is available as well as the IllumED text slides. It retains the publisher’s design and credits.
Download original PowerPoint ↓What you’ll learn
I can use present tense verbs to write about preparations for a party.
Key learning points
- Applying knowledge about syllable stress reminds us how to pronounce words we have not used for some time.
- Recalling vocabulary with a partner is very effective, especially if we can support each other with accurate stress.
- Conjugated verbs in the present tense have different stress from their infinitives.
- Spanish uses the simple present for habitual actions, e.g. 'Siempre hago' - 'I always do'.
- Spanish also uses the simple present for today’s immediate plans, e.g. 'Hoy hago' - 'Today I am doing'.
Words to know
- syllable stress
- pronouncing one syllable more heavily than other syllables in a word
- conjugated verb
- verb changed to match its subject and tense
- simple present
- verb changed to match its subject and tense
Common mistakes
The simple present tense in Spanish is only for habitual actions, e.g. 'every week I do my homework'.
The simple present in Spanish is used for habitual actions and immediate plans. '¿Qué haces hoy?' translates as 'What are you doing today?' - 'Hoy hago mis deberes.' 'Today I'm doing my homework'. English uses the present continuous here instead.
For parents, carers and teachers
- The English message in the lesson scaffolds the pupils' ideas, whilst the focus on verbs supports language production. Teachers may want to provide additional support e.g. a copy of the additional materials, or challenge, by prompting them to use their personal repertoire or reference materials.