KS4 · Spanish · Year 10
En una fiesta de cumpleaños: modals, direct object pronouns in 2-verb structures
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IllumED Slides
IllumED · 1/10
Your learning goal
I can use use the modal verbs ‘querer’, ‘poder’, ‘deber’ and ‘tener que' to talk about a birthday party.
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En una fiesta de cumpleaños: modals, direct object pronouns in 2-verb structures: 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 use the modal verbs ‘querer’, ‘poder’, ‘deber’ and ‘tener que' to talk about a birthday party.
Key learning points
- The modal verbs 'querer', 'poder', 'deber' and 'tener que' are followed by an infinitive verb.
- In 2-verb structures, direct object pronouns can go before the conjugated verb and attached to the infinitive.
- When using verbs in the negative form with direct object pronouns, the 'no' needs to go before the object pronoun.
- [z] sounds like 'zapato' and [co] sounds like 'coche'. Pay attention to these two key sounds in words like 'conozco'.
- The translation for 'saber’ + infinitive is ‘can’, meaning ‘to know how to’ do something.
Words to know
- modal verb
- a verb of necessity or possibility used with a 2nd verb in the infinitive, e.g., 'must do', 'can eat', 'want to help'
- infinitive
- form of the verb giving its general meaning, with no subject or tense
- direct object pronoun
- replaces a noun that is the object of the sentence
Common mistakes
Modal verbs are followed by a conjugated verb which changes its ending to match the person who is speaking.
Modal verbs are followed by the infinitive.
For parents, carers and teachers
- Students should be giving sufficient time to prepare for the speaking task before completing it. Engaging pupils in the thinking process of planning both the language and the ideas is key to develop their fluency. Students can read what they have prepared or attempt to say it from memory.