la pronunciación y la ortografía español la pronunciación y la ortografía We’re going to look at the relationship between pronunciation and spelling. Click on the pictures to hear the words pronounced.

letras especiales We’re going to take a look at the ‘special letters’, ie ones which may cause a speaker of English problems in Spanish.

ca ce ci co cu ga ge gi go gu We’re going to focus first of all on the letters ‘c’ and ‘g’ because they are pronounced differently depending on which vowels they are followed by. Ask pupils to predict how they think the letter combinations will be pronounced. It’s important that pupils learn to have a go, using previous knowledge to make predictions about new materials they come across. Click on the row of letter combinations to hear how they should sound.

ca Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. casa

! ce Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. The red exclamation mark in the top left hand corner is to remind pupils that this sound will not be pronounced as they might expect. Three ‘c’ sounds are pronounced in the same way and two are not so I have added exclamations to the minority slides  cerdo

! ci Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. The red exclamation mark in the top left hand corner is to remind pupils that this sound will not be pronounced as they might expect. Three ‘c’ sounds are pronounced in the same way and two are not so I have added exclamations to the minority slides  ciclista

co ch Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. There is often incidental information – here, how to pronounce the ‘ch’ letter string – which pupils should be encouraged to notice. coche

cu ch Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. There is often incidental information – here, how to pronounce the ‘ch’ letter string – which pupils should be encouraged to notice. Pupils have seen this in the previous slide so should quickly be able to assimilate. cucaracha

que Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. I’ve included the ‘qu’ combinations here because I want pupils to see that this is how the hard sound [k] is produced when it needs to be followed with an ‘e’ or an ‘i’. queso

qui 15 Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. I’ve included the ‘qu’ combinations here because I want pupils to see that this is how the hard sound [k] is produced when it needs to be followed with an ‘e’ or an ‘i’. quince

ca ce ci que co cu Pupils should be encouraged to practise these sounds in isolation as well. Click on each yellow square to hear the pronunciation. qui

ga Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. gato

! ge Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. The red exclamation mark in the top left hand corner is to remind pupils that this sound will not be pronounced as they might expect. Three ‘g’ sounds are pronounced in the same way and two are not so I have added exclamations to the minority slides  gemelas

! gi Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. The red exclamation mark in the top left hand corner is to remind pupils that this sound will not be pronounced as they might expect. Three ‘g’ sounds are pronounced in the same way and two are not so I have added exclamations to the minority slides  gimnasia

go Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. gol

gu Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. gusano

gue Pronounce the yellow letter combination first, then introduce the picture, then the word with an syllable-numbered action. Click on the word to hear it pronounced. I’ve included the ‘gu’ combinations here because I want pupils to see that this is how the hard sound [g] is produced when it needs to be followed with an ‘e’ or an ‘i’. guepardo

gui guitarra

ga ge gi gue go gu Pupils should be encouraged to practise these sounds in isolation as well. Click on each yellow square to hear the pronunciation. gui

j jota

h hamburguesa

ñ España

z zumo

ll v llave

h ñ z ll v Pupils should be encouraged to practise these sounds in isolation, although they are often easier to ‘hear’ and pronounce in combination with other letters. Click on each yellow square to hear the pronunciation. Remember that the ‘h’ is always a silent letter.

ha he hi ho hu lla lle lli llo llu ña ñe ñi ño ñu va ve vi vo vu za ze zi zo zu Now pupils can combine the new sounds and the vowels. Ask pupils to predict how they think the letter combinations will be pronounced. It’s important that pupils learn to have a go, using previous knowledge to make predictions about new materials they come across. Click on the row of letter combinations to hear how they should sound.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 idea araña elefante olvidar universo cerdo ciclista casa coche Pupils can pronounce the words and then produce the actions they have learnt to prompt the meaning of the words. cucaracha gimnasia hamburguesa España zumo guitarra llave

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Pupils will hopefully to able to produce the Spanish words when they see the pictures and/or do the actions. These words/actions will be the ‘hooks’ or ‘prompts’ to help pupils to remember accurate pronunciation in future.