KS3 · Spanish · Year 7
Lifestyle: -er and -ir verbs 3rd person singular
What people do: -ER and -IR verbs
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/11
Your learning goal
I can understand -er and -ir infinitives and 3rd person singular verbs describing what someone else does.
1 of 11
Lifestyle: -er and -ir verbs 3rd person singular: 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 understand -er and -ir infinitives and 3rd person singular verbs describing what someone else does.
Key learning points
- The SSCs [ga], [go], [gu] are pronounced as in 'ganar', 'domingo', 'preguntar'.
- Some Spanish infinitives end in -er and -ir rather than -ar.
- The 3rd person singular ending for -er and -ir verbs is -e.
- The 3rd person singular form of the verb refers to she, he or it.
Words to know
- transcribe
- write what you hear
- -er verb
- a verb whose infinitive form ends in -er
- -ir verb
- a verb whose infinitive form ends in -ir
- infinitive
- form of the verb giving its general meaning, with no subject or tense
- 3rd person
- form of pronouns and verbs used to refer to another person
Common mistakes
[ge] and [gi] are a soft 'g' sound as in English. Spanish [j] is different so you can always hear the difference when you transcribe words with these sounds.
Spanish [ge] and [gi] sounds like Spanish [j] + e and [j] + i, so you cannot hear the difference when you transcribe. However, there is often a clue from English, e.g., 'religión' in Spanish is spelled with [gi] as in English.
For parents, carers and teachers
- For the transcription tasks in Learning Cycle 1 the audio has been provided. However, teachers may prefer to read the sentences themselves, as they will then be able to match the tempo and number of repetitions of parts of sentences, or individual words, to meet the needs of their pupils.