Knowledge Organiser 2020 2021 - Year 8 - Longfield Academy
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Knowledge Organiser
2020 - 2021
Year 8
Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge Organisers
At Longfield Academy, we believe that a firm grounding in knowledge should be at the core of students
learning. With this in mind, we have created this ‘knowledge organiser’ booklet to give you an overview of
what your son or daughter will be studying over the next two modules. A knowledge organiser is a set of key
facts or information that pupils need to know and be able to recall in order to master a unit or topic. This will
help them to develop and deepen their learning across all of their lessons.
Each subject has created one or more knowledge organisers based upon the topics that are being studied in
the first two modules. Students should learn this information in their own time so that they can recall it easily.
This can be done following these simple steps:
Read – Spend 5 to 10 minutes reading through a knowledge organiser.
Cover – Either cover over key topics or simply turn your knowledge organiser over to ensure that
the information is well hidden.
Quiz – Ask a friend or relative to test your knowledge on what you have learnt.
Repeat - Repeat the steps until you have committed the material to memory and mastered the
topic.
If you are still struggling with a topic, then you might want to carry out further research and make
your own knowledge organiser.
Teachers will set this as homework which should be recorded in the student planners. Students will then be
tested in lessons via low stakes quizzing to ensure that they have revised their knowledge organisers. It is
important that students track their scores from their low stakes quizzes in the “Quiz Scores” section of this
booklet. Typically, these will be scored out of 5, however, departments may vary depending on the topic they
are delivering. Initially the scores will be recorded in the student’s books or online work book. However, it is
vitally important that they are transferred to this document.
You can support your child by:
Encouraging them to study their knowledge organiser booklet and learn the material set.
Testing them on their ability to recall the information learnt from the knowledge organisers.
A digital copy of the knowledge organiser booklet can be found on our school website under the ‘curriculum’
tab. The knowledge organiser is part of their stationary equipment and it is expected that the knowledge
organiser should be with the students at all times.
Quiz Scores
Art (Design)
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Technology (Design)
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Drama
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
English
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Quiz Scores
Food Preparation and Nutrition
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Humanities
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
ICT (Digital Design)
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Maths
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Quiz Scores
Music
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
PE
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Science
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Spanish
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Contents On the following pages are knowledge organisers for subjects in the following order: Middle Years Programme Language Art (Design) Technology (Design) Drama English Food Preparation and Nutrition Humanities ICT (Digital Design) Maths Music PE Science Spanish
Year 8 – Middle Years Programme
Approaches to Learning (ATL)
Communication Collaboration Organisation Affective
Communication is the exchange or transfer of Collaboration involves two or more people sharing The action of organizing something effectively This approach to learning is how you can
signals, facts, ideas and symbols. expertise and experience, working together to like your coursework or pencil case. manage your state of mind whilst completing
solve a problem and realize shared goals. your work.
Reflection Information Literacy Media Literacy Critical Thinking
This is where you give a topic serious thought or A set of abilities requiring individuals to recognize Media literacy is the ability to identify different Critical thinking is the ability to think clearly
consideration. An example might be when you are when information is needed and have the ability to types of media and understand the messages and rationally, understanding the logical
evaluating your work. locate, evaluate, and use effectively the needed they're sending. It is also interacting with connection between ideas. It is also the
information. media to use and create ideas. ability to analyse and evaluate issues and
ideas.
Creative Thinking Transfer MYP
Creative thinking means looking at something in a When you learn a new skill you should be able to This is the acronym for your programme of
new way. It is the very definition of thinking outside transfer that skill into multiple contexts. study. It stands for “Middle Years Programme”.
the box. It can also be described as generating news
ideas and considering new perspectives.
MYP Attributes
We show empathy, compassion and respect. We have a We act with integrity and honesty, with a strong sense of fairness and
Caring commitment to service, and we act to make a positive Principled justice, and with respect for the dignity and rights of people everywhere.
difference in the lives of others and in the world around us. We take responsibility for our actions and their consequences.
We develop and use conceptual understanding, exploring We thoughtfully consider the world and our own ideas and experience. We
Knowledgeable knowledge across a range of disciplines. We engage with issues Reflective work to understand our strengths and weaknesses in order to support our
and ideas that have local and global significance. learning and personal development.
We approach uncertainty with forethought and determination; We understand the importance of balancing different aspects of our lives—
we work independently and cooperatively to explore new ideas intellectual, physical, and emotional—to achieve well-being for ourselves
Risk-Taker Balanced
and innovative strategies. We are resourceful and resilient in and others. We recognize our interdependence with other people and with
the face of challenges and change. the world in which we live.
We express ourselves confidently and creatively in more than
We nurture our curiosity, developing skills for inquiry and research. We
one language and in many ways. We collaborate effectively,
Communicators Inquirers know how to learn independently and with others. We learn with
listening carefully to the perspectives of other individuals and
enthusiasm and sustain our love of learning throughout life.
groups.
We critically appreciate our own cultures and personal
We use critical and creative thinking skills to analyse and take responsible
histories, as well as the values and traditions of others. We seek
Open-Minded: Thinkers: action on complex problems. We exercise initiative in making reasoned,
and evaluate a range of points of view, and we are willing to
ethical decisions.
grow from the experience.
Art - Modules 3 and 4 – Part 1
Art - Modules 3 and 4 – Part 2
Design Technology – Modules 3 and 4 - Part 1
Design Technology – Modules 3 and 4 - Part 2
Design Technology – Modules 3 and 4 - Part 3
Drama - Modules 3 and 4
English – Modules 3 and 4 – Part 1
English - Modules 3 and 4 – Part 2
Food Preparation and Nutrition - Modules 3 and 4 – Part 1
Food Preparation and Nutrition - Modules 3 and 4 – Part 2
French – Module 3 – Part 1
1. Sports in town 2. Opinions
Dans ma ville, on peut ... In my town, you Quelle est ton opinion sur ... ? What is your opinion of
can ... ... ?
Dans mon village, on In my village, Je trouve le tennis ... I find tennis ...
peut ... you can ...
jouer au basket. play basketball. Je trouve la voile ... I find sailing ...
jouer au billard. play snooker. amusant(e). fun.
jouer au foot(ball). play football. compliqué(e). complicated.
jouer au handball. play handball. fatigant(e). tiring.
jouer au rugby. play rugby. intéressant(e). interesting.
jouer au tennis. play tennis. passionnant(e). exciting.
jouer au tennis de table. play table relaxant(e). relaxing.
tennis.
jouer au volleyball. play volleyball. facile. easy.
faire du footing. go jogging. difficile. difficult.
faire du judo. do judo. ennuyeux/ennuyeuse. boring.
faire du ski. go skiing. Je trouve le ski plus difficile que le I find skiing more
cyclisme. difficult than cycling.
faire du vélo. go cycling. Je trouve la gymnastique plus I find gymnastics easier
facile que le footing. than jogging.
faire de la gymnastique. do gymnastics. 3. Directions.
faire de la musculation. do weight Pour aller... How do I get to...
training.
faire de la natation. go swimming. au bureau d’information? the information office?
faire de la voile. go sailing. au lac? to the lake?
faire de l’athlétisme. do athletics. au restaurant? to the restaurant?
faire de l’équitation. go horse riding. au stade? to the stadium?
Tu es sportif/sportive? Are you sporty? au vélodrome? to the velodrome?
Je suis (assez) I am (quite) à la piscine? to the swimming pool?
sportif/sportive. sporty.
Je ne suis pas (très) I am not (very) à la gare? to the station?
sportif/sportive. sporty.
Tu fais quels sports? What sports do à la piste d’athlétisme? to the athleticstrack?
you do?
Je joue au rugby. I play rugby. à l’hôtel? to the hotel?
Je fais du judo. I do judo aux courts de tennis? to the tennis courts?
4. Body parts and illness aux toilettes? to the toilet?
Vous allez bien? How are you Allez tout droit. Go straight on.
feeling?
le bras arm Tournez à droite. Turn right.
le dos back Tournez à gauche. Turn left.
le pied foot Prenez la première rue à gauche. Take the first road on
the left.
le ventre stomach Prenez la deuxième rue à droite. Take the second road on
the right.
la jambe leg Prenez la troisième rue à gauche. Take the third road on
the left.
la tête head 5. To stay healthy
l’oreille ear Qu’est-ce qu’il faut faire? What must you do?
l’œil / les yeux eye / eyes Il faut manger des fruits et des You must eat fruit and
légumes. vegetables.
J’ai mal aux yeux. I have sore eyes. Il faut travailler dur. You must work hard.French – Module 3 – Part 2
J’ai mal au bras. I have a sore arm. Il faut aller à la salle defitness. You must go to the gym.
J’ail mal au dos. I have a sore back. Il faut être déterminé(e). You must be determined.
J’ai mal au pied. I have a sore foot. Il faut boire beaucoup d’eau. You must drink lots of
water.
J’ai mal au ventre. I have a sore Il faut dormir huit heurespar You must sleep eight
stomach. nuit. hoursa night.
J’ai mal à la jambe. I have a sore leg. Il ne faut pas consommerde You must not take drugs.
drogue.
J’ai mal à la tête. I have a sore head. Il ne faut pas fumer You must not smoke.
J’ai mal à l’oreille. I have a sore ear. 6. Photo description
J’ai mal à l’œil. I have a sore eye. Sur la photo, il y a ... In the photo there is ...
J’ai un rhume. I have a cold. un(e) athlète. an athlete.
J’ai de la fièvre. I have a un joueur de basket. a basketball player.
temperature.
Il faut rester au lit. You must stay in Il est sur une piste He is on an athletics track.
bed. d’athlétisme.
Il faut utiliser une You must use a Elle est sur un terrain de She is on a basketball
crème. cream. basket. court.
Il faut prendre You must take Il porte ... He is wearing ...
desantidouleurs. painkillers.
Il faut boire beaucoup You must drink lots un short/ un maillot de shorts./a running top/ a
d’eau. of water. course/ un maillot de basket. basketball top.
Il y a des spectateurs. There are spectators.
7. Tenses
Present Past
Tu fais quel sport? What sport do you Qu’est-ce que tu as fait What did you do recently?
do? récemment?
Je joue au foot. I play football. J’ai joué en compétition. I played in a competition.
Je joue un match. I play a match. J’ai marqué beaucoup de I scored lots of points.
points.
Je travaille dur. I work hard. J’ai gagné une médaille aux I won a medal at the
J.O. Olympic Games.
Je suis membre I am a member of a Future
d’uneéquipe locale. localteam.
Je suis membre d’un I am a member of a Qu’est-ce que tu vas faire à What are you going to do
clublocal. localclub. l’avenir? in the future?
Je marque beaucoup I score lots of goals. Je vais marquer beaucoup I am going to score lots of
debuts. d’essais. tries.
Je gagne un match. I win a match. Je vais jouer pour la France. I am going to play for
France.
Qu’est-ce que tu fais What do you do Je vais être membre de I am going to be a member
tous les jours? every day? l’équipe nationale. of the national team.
Je vais à la salle de I go to the gym. Je vais gagner la Coupe du I am going to win the
fitness. Monde. World Cup.
Je fais de la I do weight
musculation. training.French - Module 4 – Part 1
1. Type of holidays 2. Opinions in the present
C’est pour Noël. It’s for Christmas. C’est amusant. It is fun.
C’est pour Pâques. It’s for Easter. C’est ennuyeux. It is boring.
C’est pour les grandes It’s for the summer C’est intéressant. It is interesting.
vacances. holidays.
Tu es où en vacances? Where are you on C’est sympa. It is nice.
holiday?
Je suis en vacances … I am on holiday … C’est nul. It is rubbish.
au bord de la mer. at the seaside. un peu a bit
à la montagne. in the mountains. assez quite
à la campagne. in the countryside. très very
en colonie de vacances. at a holiday camp. complètement completely
chez mes grands-parents. at my grandparents’ 3. Opinions in the past
home.
J’ai … I have … C’était comment? How was it?
une semaine de vacances. a week of holiday. C’était amusant. It was fun.
deux semaines de vacances. two weeks of holiday. C’était cool. It was cool.
en janvier / février (etc.) in January / February C’était génial. It was great.
(etc.)
4. Holiday activities in the past C’était ennuyeux. It was boring.
Qu’est-ce que tu as visité? What did you visit? C’était intéressant. It was interesting.
J’ai visité le château. I visited the castle. C’était sympa. It was nice.
J’ai visité le lac. I visited the lake. C’était moderne. It was modern.
J’ai visité le musée. I visited the museum. C’était nul. It was rubbish
J’ai visité le parc. I visited the park. 5. Location, company and transport
J’ai visité le stade. I visited the stadium. Tu es allé(e) où en Where did you go on
vacances? holiday?
J’ai visité la cathédrale. I visited the cathedral. Je suis allé(e) en Espagne. I went to Spain.
J’ai visité la mosquée. I visited the mosque. Je suis allé(e) en Grèce. I went to Greece.
J’ai visité la chocolaterie. I visited the chocolate Je suis allé(e) au Maroc. I went to Morocco.
shop.
Qu’est-ce que tu as fait What did you do during Je suis allé(e) aux États- I went to the USA.
pendant les vacances? the holidays? Unis.
Pendant les vacances ... During the holidays ... Avec qui? Who with?
J’ai joué au tennis. I played tennis. Avec mon frère. With my brother.
J’ai joué au foot. I played football. Avec ma famille. With my family.
J’ai mangé des glaces. I ate ice creams. Avec mes parents. With my parents.
J’ai mangé une pizza. I ate a pizza. Avec mes amis. With my friends.
J’ai écouté de la musique. I listened to music. Tu as voyagé comment? How did you travel?
J’ai acheté des baskets. I bought some trainers. J’ai voyagé en avion. I travelled by plane.
J’ai acheté un tee-shirt. I bought a tee-shirt. J’ai voyagé en bateau. I travelled by boat.
J’ai acheté des BD. I bought some comics. J’ai voyagé en car. I travelled by coach.
J’ai regardé des clips vidéo. I watched video clips. J’ai voyagé en train. I travelled by train.
J’ai regardé un film à la télé. I watched a film on TV. J’ai voyagé en voiture. I travelled by car.French - Module 4 – Part 2 J’ai nagé dans la mer. I swam in the sea. 6. High-frequency words and phrases J’ai retrouvé Léo. I met up with Léo. d’abord first of all J’ai traîné au lit. I hung around in bed. ensuite next J’ai dormi. I slept. puis then J’ai visité un parc I visited a theme park. après after(wards) d’attractions. J’ai bu un coca. I drank a cola. finalement last of all J’ai vu un spectacle. I saw a show. au (+masculine country) to/in J’ai vu mes personnages I saw my favourite en (+femenine country) to/in préférés. characters. J’ai fait une balade en bateau. I went on a boat ride. aux (+plural country) to/in J’ai fait les manèges. I went on the rides. comment? how? J’ai pris des photos. I took photos. combien de? how much/how many? Je n’ai pas mangé de glaces. I didn’t eat any ice creams. où where? Je n’ai pas acheté de I didn’t buy any souvenirs. (avec) qui? who (with)? souvenirs.
Humanities - Module 3 – Part 1
Humanities - Module 3 – Part 2
Humanities - Module 3 – Part 3
Humanities - Module 4
ICT – Digital Design – Part 1
Python 3.4
Python 3.4 Variables High-level Programming Languages Integers
Python is a high-level programming language. A variable is a ‘container’ used This is a programming language that resembles A whole number, i.e. 1, 7, 188.
to store data. natural human language.
String Constants Identifiers Shell
A sequence of characters. They can be letters, A ‘container’ that holds a value A unique name given to a variable or a constant. The Shell is a where the program is
numbers, symbols, punctuation marks or spaces. that never changes. Like Using descriptive names for variables makes code executed as well as checking for errors in
variables, constants have much easier to read. the program.
unique identifiers.
IDLE Run Syntax Error Logic Errors
IDLE stands for Integrated Development and This is the process you will A syntax error means that part of the code breaks the This is an error which occurs when the logic
Learning Environment which provides the user need to take to see if the rules of the language, which stops it running. of a program does not produce the result
with a basic interface of where they can type the program works as intended. you expect.
program up.
Runtime Errors Comments Indentation Interface
This is an error which occurs when the computer Comments are used to explain Indentation is where you move the text along to the This is a device or a program which enables
tries to run code that cannot execute. what each part of the program right, to make it easier to see where each block of a user to communicate with a computer.
does. code starts and finishes.
IF and ELIF Conditions
IDLE SHELL
Define Function
IDLE SHELLICT – Digital Design – Part 2
ICT – Digital Design – Part 3
Below are all of the key words associated with the Python programming language.
Method Description Method Description
and A logical operator import To import a module
as To create an alias in To check if a value is present in a list, tuple, etc.
assert For debugging is To test if two variables are equal
break To break out of a loop lambda To create an anonymous function
class To define a class None Represents a null value
continue To continue to the next iteration of a loop nonlocal To declare a non-local variable
def To define a function not A logical operator
del To delete an object or A logical operator
elif Used in conditional statements, same as else if pass A null statement, a statement that will do nothing
else Used in conditional statements raise To raise an exception
except Used with exceptions, what to do when an exception occurs return To exit a function and return a value
False Boolean value, result of comparison operations True Boolean value, result of comparison operations
finally Used with exceptions, a block of code that will be executed no matter try To make a try...except statement
if there is an exception or not
for To create a for loop while To create a while loop
from To import specific parts of a module with Used to simplify exception handling
global To declare a global variable yield To end a function, returns a generator
if To make a conditional statementICT – Digital Design – Modules 3 and 4
Import Export Editing Tools
This is the term used when data is pulled into an This is a tool that allows you to export you image Editing allows the user to change or adjust the
application from another source. In Adobe into a different image type. image that they are working on.
Fireworks you would import pictures onto your The select section of tools let
canvas. you move and resize your
Adobe Photoshop Adobe Fireworks Properties image on your canvas.
This is an image editing software which allows Adobe Fireworks is a piece of software that The properties in Fireworks or Photoshop are the
users to edit, crop, resize and correct colour on provides users with effective means of creating options associated with what you are working
digital photos. graphics. with.
Canvas Erase Modify The bitmap sections of tools are
The canvas is the window in which the picture is This is the process of removing or rubbing out This is the process of making partial or minor really useful for when you want
created or edited. sections of something. changes to something like the structure. to edit your image. The magic
Select Deselect Filters wand tool is great for removing
The select tool allows the user to take and The deselect tool allows the user to remove the A filter is a tool which allows you to enhance an the white around photos for
choose different objects on the canvas and objects from a collection of objects that are object by adding a 3D effect or a shadow. example. The eraser tool is also
provides them with the option to move them currently on the canvas. useful for removing parts of an
around. image.
Bitmap Vector
A Bitmap image is made up of a large number of dots or pixels which look A vector graphic is not made up of pixels like a bitmap, but is made up of a The vector section of tools let
like a picture as long as you are sitting a reasonable distance away from the set of instructions to the computer of how to draw the image from scratch. you draw vector shapes and
screen. As soon as you zoom in close or enlarge the image, you will see the For example, the vector image might contain the command: "Draw a line add text to your page. This is
individual pixels. When a bitmap image is stretched, the pixels are stretched from position A to position B on the computer screen". When this 'vector really useful when creating
and it becomes blurry. image' is loaded into a program that understands how to deal with it, a line
logos.
gets drawn from A to B.
Properties Window
The properties window changes depending on what you click on. By default, it will look like
the image on the left. This is where you can change the size and colour of your canvas. You
can also change the resolution of your canvas by clicking on canvas size.
If you were to click on some text or an image in Adobe Fireworks the properties window
would change to reflect the object that you have clicked on.Maths – Module 3 – Part 1
Maths – Module 3 – Part 2
Maths – Module 3 – Part 3
Maths - Module 4
Maths - Module 4
Music - Modules 3 and 4
Physical Education - Modules 3 and 4 – Part 1
Key Words Definition Teaching points
Year 8 – Gymnastics
Flight Where a gymnast
leaves the floor and
lands again.
Jumping The main form of Take off can be from 1 or 2
flight, jumping can feet. Tuck involves knees
take many different up to the chest. Straddle
forms e.g. tuck, legs are extended straight
straddle, pike and but apart. Pike legs are
split. extended but straight
together.
Turn A change of direction Half turn is a straight jump
when combined with a in the air with arms above
jump called a half turn the head as the half turn is
jump. performed.
Points Small body parts to
balance on e.g. feet,
knees, elbows and
hands.
Patches Large body parts to
balance on e.g. back,
belly and head.
Counter-balance A balance where you Maintain a wide base of
and your partner are support
doing an equal
amount of work to
hold each other up.
Counter-tension A balance where two
or more people are
pulling away from
each other.
Handspring Performed over a box. A vault performed with a
two footed take off, hands
are placed on the box and
the body is thrust over in a
handstand position with a
two footed landing on the
mat.Physical Education - Modules 3 and 4 – Part 2
Year 9 – Principles of attack and defence.
Key Knowledge Key Vocabulary
Attacking Word Definition
Balance Moving closer to the player in
Support Improvisation
possession of the ball.
To give the player in possession Players need to be creative to get
Formation How players position themselves
as many options as possible past an organised defence e.g.
on the pitch/court. Different
team-mates move into different one-twos, fake passes, outwit
formations can be used depending
positions to receive the ball. This defenders with the ball.
on whether a team wishes to play
could be to the side/in
more attacking or defensive.
front/behind the ball.
Delay Slowing the pace of attack to help
the defence.
Possession Retain the ball and keep away from
the opposition.
Width In order to create space some
players will need to move to wider
positions.
Depth Have support behind the ball (be
Defending able to pass backwards).
Delay Balance Scanning Players scan playing environment
If possession is lost quickly – a Defenders need to move into an before sending or receiving the ball.
defender should try to slow the appropriate formation in relation Improvisation Creative ways to outwit opponents.
attacker down so other players to where the ball is. Support Movement of teammates to get into
can get back in position (goal space to receive the ball
side). One-Twos Quick fire passes between 2
players one passes, moves into
space and receives again.Science - Modules 3 and 4 – Part 1
Science - Modules 3 and 4 – Part 2
Science - Modules 3 and 4 – Part 3
Science - Modules 3 and 4 – Part 4
Science - Modules 3 and 4 – Part 5
Science - Modules 3 and 4 – Part 6
Spanish – Module 3 – Part 1
1. Opinions 2. Types of food
¿Qué te gusta comer What do you like to el agua water
y beber? eat and drink?
¿Qué no te gusta What don't you like to el arroz rice
comer? eat?
¿Qué no te gusta What don't you like to la carne meat
beber? drink?
Me gusta(n) mucho I really like... los caramelos sweets
Me encanta(n) I love... la fruta fruit
No me gusta(n) nada I don't like... at all. las hamburguesas hamburgers
Odio... I hate... los huevos eggs
Prefiero... I prefer... la leche milk
3. Meal times el marisco seafood, shellfish
¿Qué desayunas? What do you have for el pescado fish
breakfast?
Desayuno... For breakfast I have... el queso cheese
No desayuno nada. I don't have anything las verduras vegetables
for breakfast.
¿Qué comes? What do you have for cereales cereal
lunch?
Como... I eat.../For lunch I churros churros (sweet fritters)
have...
¿Qué cenas? What do you have for tostadas toast
dinner?
Ceno... For dinner I have... yogur yoghurt
¿A qué hora At what time do you café coffee
desayunas/comes/ have breakfast/lunch/
cenas?
Desayuno a las siete. I have breakfast at Cola Cao Cola Cao (chocolate drink)
seven o'clock.
Como a las dos. I have lunch at two té tea
o'clock.
Ceno a las nueve. I have dinner at nine zumo de naranja orange juice
o'clock.
4. At the restaurant un bocadillo a sandwich
buenos días good day, good patatas fritas chips
morning
¿Qué va a tomar What are you pollo con ensalada chicken with salad
usted? (singular) going to
have?
¿Qué van a tomar What are you (plural) la ensalada mixta mixed salad
ustedes? going to have?
¿Y de segundo? And for main course? los huevos fritos fried eggs
¿Para beber? To drink? la sopa soup
¿Algo más? Anything else? el pan bread
Voy a tomar... I'll have... las chuletas de cerdo pork chops
de primer plato as a starter el filete steak
de segundo plato for main course el pollo con pimientos chicken with peppers
de postre for dessert la tortilla española Spanish omelette
Tengo hambre. I am hungry. el helado de chocolate/strawberry/vanilla
chocolate/fresa/vainilla ice cream
Tengo sed. I am thirsty. la tarta de queso cheesecakeSpanish – Module 3 – Part 2
nada más nothing else la cola coke
La cuenta, por favor. The bill, please. quesadillas quesadillas (toasted cheese
tortillas)
limonada lemonade
5. Future tense una lechuga a lettuce
¿Qué vas a traer? What are you going to un pimiento verde a green pepper
bring?
¿Qué vas a comprar? What are you going to un pimiento rojo a red pepper
buy?
Voy a traer... I'm going to bring... un aguacate an avocado
Voy a comprar... I am going to buy... un kilo de tomates a kilo of tomatoes
6. Spoken language medio kilo de queso half a kilo of cheese
Pues... Well... 200 gramos de pollo 200 grammes of chicken
Depende... It depends... una botella de a bottle of lemonade
limonada
No sé... I don't know... 7. High-frequency words and phrases
Eh... Er... a las... at ... o'clock
A ver... Let's see... bastante quite
Bueno, Vale... OK... día day
Lo siento, pero no I'm sorry, but I don't favorito, favorita favourite
entiendo understand
¿Qué significa...? What does ... mean? hora time
¿Puedes repetir? Can you repeat that? lugar place
¿Puedes hablar más Can you speak more para for
despacio, slowly,
por favor? please? por ejemplo for example
pasado, pasada last
que viene nextSpanish – Module 4 – Part 1
1. Holiday questions and answers 2. Countries
¿Adónde fuiste de Where did you go Escocia Scotland
vacaciones? on holiday?
¿Con quién fuiste? Who did you go España Spain
with?
¿Cómo fuiste? How did you get Francia France
there?
Fui en, Fuimos en... I went by, We went Gales Wales
by...
Fui con... I went with... Grecia Greece
Fui a... I went to... Inglaterra England
No fui de vacaciones. I didn't go on Irlanda Ireland
holiday
3. Transport Italia Italy
autocar coach 4. Companions
avión plane mis amigos, mis amigas my friends
barco boat, ferry mi clase my class
coche car mi familia my family
tren train mis padres my parents
4. Exclamations 5. Activities in the past tense
¡Qué bien! How great! ¿Qué hiciste en tus What did you do on your
vacaciones de verano? summer holiday?
¡Qué divertido! What fun! or How Bailé. I danced.
funny!
¡Qué guay! How cool! Compré una camiseta. I bought a T-shirt.
¡Qué rico! How tasty! Descansé en la playa. I relaxed on the beach.
¡Qué suerte! What luck! How Mandé SMS. I sent texts.
lucky!
¡Qué aburrido! How boring! Monté en bicicleta. I rode my bike.
¡Qué horror! How dreadful! Nadé en el mar. I swam in the sea.
¡Qué lástima! What a shame! Saqué fotos. I took photos.
¡Que mal! How bad! Tomé el sol. I sunbathed.
¡Qué rollo! How annoying! Visité monumentos. I visited monuments.
¡Qué bonito! How nice! No nadé en el mar. I didn't swim in the sea.
6. Opinions and reasons El último día de tus What did you do on the last
vacaciones, ¿qué hiciste? day of your holiday?
¿Cómo te fue? How was it? Bebí una limonada. I drank a lemonade.
Fue divertido. It was fun or funny. Comí paella. I ate paella.
Fue estupendo. It was brilliant. Conocí a un chico guapo. I met a cute boy.
Fue fenomenal. It was fantastic. Conocí a una chica guapa. I met a cute girl.
Fue flipante. It was awesome. Escribí SMS. I wrote texts.
Fue genial. It was great. Salí con mi hermano. I went out with my brother.
Fue guay. It was cool. Salí con mi hermana. I went out with my sister.
Fue regular. It was OK. Vi un castillo interesante. I saw an interesting castle.
Fue un desastre. It was a disaster. 7. High-frequency words and phrases
Fue horrible. It was horrible. a, al, a la to the
Fue horroroso. It was terrible. en by
Fue raro. It was weird. con with
Me gustó. I liked it. ¿Dónde...? Where...?
Me encantó. I loved it. ¿Adónde...? Where... to?
¿Por qué? Why? ¡Qué...! How...!
porque because además also, in additionSpanish – Module 4 – Part 2
Hizo buen tiempo. The weather was good. pero but
Comí algo malo y vomité. I ate something bad and vomited. luego then
Llovió. It rained. más tarde later
Perdí mi pasaporte. I lost my passport. después afterwards
Perdí mi móvil. I lost my mobile el primer día on the first day
el último día on the last day
por la mañana in the morning
por la tarde in the afternoonYou can also read
