Knowledge Organiser 2020 - 2021 · to go out by myself. la cruauté envers les animaux. cruelty to animals. de surfer sur Internet une to surf the internet for one la pauvreté dans

Knowledge Organiser

2020 - 2021

Year 9

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

Design - Art

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Design - Technology

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

Geography

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

History

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

Quiz Scores

Maths

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

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

Religious Studies

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Quiz Scores

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

Design - Art

Design - Technology

Drama

English

Food Preparation and Nutrition

Geography

History

ICT - Digital Design

Maths

Music

PE

Religious Studies

Science

Spanish

Art - Modules 1 and 2 – Part 1






Design Technology - Modules 1 and 2 – Part 1

Design Technology - Modules 1 and 2 – Part 2

Drama - Modules 1 and 2

Drama - Module 2 – Dennis Kelly – Part A

Drama - Module 2 – Dennis Kelly – Part B

Drama - Module 2 – Dennis Kelly – Part C

English – Module 1 – Part 1

English – Module 1 – Part 2

Food - Modules 1 and 2 – Part 1



French – Module 1

Knowledge organiser - Please, learn your vocabulary regularly. Your teacher will test you at the start of every lesson.

Week 1 Describing a person Week 2 Planet Facebook Tu es comment? What do you look like? Qu’est-ce que tu fais sur

Facebook? What do you do on Facebook?

J’ai les cheveux … I have … hair. Je poste des messages à mes copains.

I post messages to my friends.

blonds blond Je modifie mes préférences. I update my likes.

noirs. black Je regarde les photos de mes copains.

I look at my friends’ photos

bruns . brown Je commente des photos. I comment on photos.

J’ai les yeux … I have … eyes. J’invite mes copains à sortir. I invite my friends out.

bleus. blue La fréquence Frequency

marron brown quelquefois sometimes

Je suis beau/belle. I am good-looking/beautiful. souvent often

Je suis … I am … tous les jours every day

drôle funny tous les soirs every evening

gentil(le). kind. tous les weekends every weekend

gentil(le). kind. une fois/deux fois par semaine once/twice a week

intelligent(e). intelligent.

sportif/sportive sporty.

timide shy.

Week 3 Places and times Week 4 - Past tense

Je vais … I go … J’ai dansé avec …. I danced with ….

au centre commercial to the shopping centre Qu’est-ce que tu as fait samedi? What did you do on Saturday?

au centre de loisirs to the leisure centre J’ai joué au bowling avec … I went bowling with …

au cinéma/à la piscine. to the cinema/ to the swimming pool

J’ai mangé un hamburger avec … I ate a hamburger with …

au fastfood. to the fast-food restaurant. J’ai regardé un DVD avec …. I watched a DVD with …

à la patinoire. to the ice rink. Je suis allé(e) au cinéma avec... I went to the cinema with …

ce matin this morning Je suis allé(e) en ville avec … I went into town with …

cet après-midi this afternoon Je suis allé(e) à une fête avec … I went to a party with …

ce soir his evening C’était … It was ….

demain (matin) tomorrow (morning) genial. great.

Tu veux aller …au cinéma /à la piscine?

Do you want to go …to the cinema/swimming pool?

romantique. romantic.

Oui, je veux bien/ Yes, I’d like to ennuyeux. boring.

D’accord/ Génial! OK/Great! nul. rubbish.

Pourquoi pas? Why not? un désastre a disaster.

Non, merci No thanks.

Désolé(e), je ne peux pas.

Sorry, I can’t.

Week 5 Fou de musique Week 6 High Frequency words

Au festival de musique At the music festival oui yes

On a écouté toutes sortes

We listened to all sorts of non no

de musiques. music. j’ai I have

On a chanté. We sang. je suis I am

On a dansé toute la soirée.

We danced all night. et and

On a mangé de la pizza.

We ate pizza. mais but

On a regardé le concert sur

We watched the concert on aussi also

des écrans géants. giant screens. très very

On a bien rigolé. We had a good laugh assez quite

un peu - merci a bit - thank you

avec with

qu’est-ce que …? What?

pourquoi? Why?

parce que because

ce/cet this

French – Module 2


Week 1 Week 2

Mes droits My rights Mes priorités My priorities

J’ai le droit … I have the right/I am allowed …

Mes priorités sont … My priorities are …

Je n’ai pas le droit … I don’t have the right/I am not allowed …

le foot. football.

d’aller au MacDo avec mes copains.

to go to McDonald’s with my friends.

la musique. music.

la santé. health.

d’aller sur des forums. to go on forums. l’argent. money.

d’aller sur Facebook. to go on Facebook. mon chien. my dog.

de jouer à des jeux vidéo le soir.

to play video games in the evening.

ma famille. my family.

de regarder la télé dans to watch TV in mes amis. my friends.

ma chambre. my bedroom mes études. my studies/schoolwork

de sortir avec mes copains to go out with my friends Je n’aime pas du tout … I really dislike …

le weekend. at the weekend. le racisme. racism.

de sortir seul(e). to go out by myself. la cruauté envers les animaux. cruelty to animals.

de surfer sur Internet une to surf the internet for one la pauvreté dans le monde. poverty in the world.

heure par jour. hour a day. la violence. violence.

l’état de la planète. the state of the planet.

Week 3 Shopping and time words Week 4

J’achète ... I buy … Le bonheur Happiness

J’ai acheté … I bought … Pour moi, le bonheur, c’est…. For me, happiness is …

Je vais acheter … I’m going to buy … d’aller à la pêche. going fishing.

des jeux vidéo et des DVD. video games and DVDs. d’être avec mon chien. being with my dog.

des vêtements ou des chaussures.

clothes or shoes. d’être en famille. being with my family.

des produits du commerce équitable.

fair-trade products. de danser. dancing.

des produits d’occasion. second-hand products. de faire les magasins. going shopping.

des produits écolos. ‘green’ products. de jouer au foot. playing football.

des produits que j’aime. products that I like. de manger de la pizza. eating pizza.

en général generally, usually de partir en vacances. going on holiday.

hier yesterday de retrouver mes copains. meeting up with my friends.

le weekend dernier last weekend

la semaine dernière last week

demain tomorrow

le weekend prochain next weekend

la semaine prochaine next week

Week 5 Essential words

Les mots essentiels High-frequency words

à mon avis in my opinion

avec with

c’est it is

d’abord first of all

j’ai I have/I’ve got

mon/ma/mes my

parce que because

pour moi for me

pour toi for you

puis then

quelquefois sometimes

souvent often

Geography - Module 1 – Part 1

Geography - Module 1 – Part 2

Geography - Module 2

History - Modules 1 and 2 – Part 1





ICT – Digital Design – Modules 1 and 2

Import Export Editing Tools

This is the term used when data is pulled into an application from another source. In Adobe Fireworks you would import pictures onto your canvas.

This is a tool that allows you to export you image into a different image type.

Editing allows the user to change or adjust the image that they are working on.

Adobe Photoshop Adobe Fireworks Properties

This is an image editing software which allows users to edit, crop, resize and correct colour on digital photos.

Adobe Fireworks is a piece of software that provides users with effective means of creating graphics.

The properties in Fireworks or Photoshop are the options associated with what you are working with.

Canvas Erase Modify

The canvas is the window in which the picture is created or edited.

This is the process of removing or rubbing out sections of something.

This is the process of making partial or minor changes to something like the structure.

Select Deselect Filters

The select tool allows the user to take and choose different objects on the canvas and provides them with the option to move them around.

The deselect tool allows the user to remove the objects from a collection of objects that are currently on the canvas.

A filter is a tool which allows you to enhance an object by adding a 3D effect or a shadow.

Bitmap Vector

A Bitmap image is made up of a large number of dots or pixels which look like a picture as long as you are sitting a reasonable distance away from the screen. As soon as you zoom in close or enlarge the image, you will see the individual pixels. When a bitmap image is stretched, the pixels are stretched and it becomes blurry.

A vector graphic is not made up of pixels like a bitmap, but is made up of a set of instructions to the computer of how to draw the image from scratch. For example, the vector image might contain the command: "Draw a line from position A to position B on the computer screen". When this 'vector image' is loaded into a program that understands how to deal with it, a line 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.

The select section of tools let

you move and resize your

image on your canvas.

The bitmap sections of tools are

really useful for when you want

to edit your image. The magic

wand tool is great for removing

the white around photos for

example. The eraser tool is also

useful for removing parts of an

image.

The vector section of tools let

you draw vector shapes and

add text to your page. This is

really useful when creating

logos.

Maths – Module 1 – Coordinates and Linear Graphs

Maths – Module 1 – Standard Form

Maths – Module 1 – Proportion

Maths – Module 2 – Estimation

Maths – Module 2 – Sequences

Maths – Module 2 – Algebra Manipulation – Part 1

Maths – Module 2 – Algebra Manipulation – Part 2

Music - Modules 1 and 2 – Part 1

Music - Modules 1 and 2 – Part 2

PE – Modules 1 and 2 - Paper 1: Health and components of fitness Health and fitness:

Fitness definition: ‘The ability to meet the demands of the environment’ Explanation: Are you fit enough to do your everyday tasks in your everyday life. e.g. the fitness needed to be a window cleaner to that of an office worker

Health: ‘A state of complete emotional, physical and social wellbeing ant not merely the absence of disease or infirmity’

Explanation: Not only are you free from disease and infirmity you are socially active, physically fit and have no emotional problems such as stress

The relationship between health and fitness:

Cardiovascular fitness

Muscular Endurance Flexibility

Reaction Time

Power Speed Agility Balance Coordination Strength

‘The ability of the heart and lungs to

supply oxygen to the working muscles’

‘The ability of a muscle group to

undergo repeated contractions,

avoiding fatigue’

‘The range of movement

possible at a joint’

‘The time taken to respond to a

stimulus’

‘Is the ability to do strength

performances quickly’

Power =

Strength x Speed

‘The amount of time it takes to perform a particular action or cover a particular

distance’

‘Is the ability to change position of the body quickly

while maintaining control of the

movement’

‘Is the ability to retain the body’s

centre of mass above the base of support’

static or dynamic

‘Is the ability to use two or more body

parts together smoothly and

efficiently’

‘The ability to overcome a

resistance. it requires a force to

be applied to a muscle or muscle

group’

Explanation Explanation Explanation Explanation Explanation Explanation Explanation Explanation Explanation Explanation

They need good cardiovascular

fitness to be able to maintain a high

standard of performance

throughout the race/match.

They need a prolonged additional

oxygen delivery to the working muscles

to repeat muscle contractions over a long period of time

without tiring

Performers need good flexibility to be able to get into position without

getting injured and to perform

complex movements

Performers need to react to a stimulus. A

stimulus can include: a ball,

whistle, starters gun, or an opponent

Performers need power to improve

performance. Speed and strength are needed in sports where you throw

jump kick and sprint

Performers need speed to get from

one position to another. This may be

leg speed to run or arm speed when

throwing or hitting

Performers need agility to change

direction quickly. This can be used to evade opponents or

move around the court or pitch quickly

Performers need balance so they don’t

fall over. E.g. in gymnastics when

performing a balance (static) or travelling

across the beam (dynamic)

Performs need coordination when they are using two body parts at the

same time. It can be used when aiming, or striking/hitting a ball

Performers need Strength to

support weight (static) lifting a

weight (maximal) punch (dynamic) throw (explosive)

Sports Sports Sports Sports Sports Sports Sports Sports Sports Sports

Games players Long distance

runners/rowers

Cyclist (legs) Boxing (punching)

Swimmer (arms/legs)

Gymnasts Goal keepers

Divers

Sprinters Badminton players

Rugby players

Shot put Football (kicking)

High jump

Sprinting Badminton

Javelin thrower

Rugby side-step Tennis

Badminton

Gymnastics Skiing

Hammer throw

Tennis Archery Football

Weight lifting Rugby

Gymnastics

Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test

Multi stage fitness test

Sit-up bleep test Sit and reach Ruler drop test Vertical jump 30m sprint Illinois agility run Stork balance test Wall toss Grip dynamometer

1 rep max test

Exercise improves fitness, an increase in fitness will improve performance

Exercise improves all aspects of health (physical, social, emotional)

If you are not healthy enough to take part in regular exercise your fitness will

deteriorate causing your performance to drop. Health benefits will not be gained

PE – Modules 1 and 2 - Principles and Types of Training

Principles of training: SPORT Specificity: Training must match the requirements of the activity so that the right muscles and body systems are adapted

Progression Overload: Gradually increasing the amount of working training so that fitness gains occur, but without the risk of injury

Reversibility: Just as fitness improves with training it can decline if you stop training

Tedium: This is the boredom that can occur when you train the same way every time. A variety of training methods are needed to keep motivated to carry on without giving up

Applying overload to the F.I.T.T principle:

Frequency: How often you train (should be gradually increased)

Week 1 = train once per week - Week 2 = train twice per week

Intensity: How hard you train (should be gradually increased)

Week 1 = 1 set of 5 repetitions of a 5 kg weight - Week 2 = 2

sets of 5 repetitions of a 5 kg weight

Time: How long you train (should be gradually increased) Week 1

= 20-minute session - Week 2 = 25-minute session

Type: Relates to specificity. training should closely match the

activity. E.g. A marathon runner should use continuous training

Training intensities:

Aerobic target zone:

60% - 80% of max heart rate

Anaerobic training zone:

80% - 90% of max heart rate

Max Heart rate:

220 - age

Strength/Power

high weight/low reps above 70% of 1 rep max (3 sets of 4/8 reps)

Muscular endurance

low weight/high res below 70% of 1 rep max (3 sets of 12-15 reps)

Types of training:

Cardiovascular Fitness Most components of fitness. Power Strength Flexibility

Continuous Training Circuit Training Plyometric Training Weight Training Static Stretching

Is sub-maximal aerobic exercise

that has no breaks or rest. It

lasts for a minimum of 20 minutes

and can improve cardiovascular &

muscular endurance

Contains stations organised in a

circuit, they can be skill or fitness

based, aerobic or anaerobic

Intensity is measure by circuits, time

or repetitions. Can be adapted to

improve all types of fitness

Maximal intensity involving

jumping/bounding. It involves an

eccentric contraction (muscle

lengthens) immediately followed by a

concentric (muscle shortens)

Improves power (speed & strength)

Form of interval training which

involves reps and sets. The

weight provides the resistance.

Can be done using free or fixed

weights. It improves strength,

power and muscular endurance

Stretch as far as you can.

The stretch is held (isometric) for

up to 30 seconds. It Can be done

on your own, with apparatus or

with a partner. Improves

flexibility

Advantages Advantages Advantages Advantages Advantages

No equipment or facilities

Has many health benefits (CHD)

Can be done on your own

Variety of stations generates

interest

Can be skill or fitness

Can easily be adapted

Develops power quickly

No equipment

Can target specific areas of the

body

Develops flexibility

Disadvantages Disadvantages Disadvantages Disadvantages Disadvantages

Boring

No change of pace

Can cause impact injuries

Equipment can be costly

Can be time consuming to set up Can cause injury due to high intensity

Can cause injury with poor

technique a spotter needed with

free weights

Can be expensive

Not as effective as other

stretchng metrhods and can take

alog time to go through all muscle

groups

Sports Sports Sports Sports Sports

Marathon running

Cycling

Swimming

Can be adapted to suit all sports

Basketball

Long jump

Hurdles

Weight lifting, tennis (muscular

endurance)

Most sports and activities benefit

from static stretching

Religious Education - Module 1 - Buddhism Beliefs

Key Words The three poisons

Ignorance, greed and hatred which will lead to suffering and needs to be overcome

Four Noble Truths Four truths the Buddha taught about suffering and how to overcome it

Asceticism A lifestyle of strict self-denial – rejected by Siddhartha for the Middle Way

Four Sights Four things Siddhartha saw that inspired him to leave his life of luxury

The Five precepts

An ethical codes used by Buddhists to live a morally correct lifestyle

Jakata A book of popular tales about the life of the Buddha

Dependent Arising

The idea that everything is dependent on everything else Meditation The practice of focusing or calming the mind and reflecting on teachings

Dharma The Buddha’s teachings – how to reach the state of enlightenment

Nirvana / Nibbana A state of complete enlightenment which lies outside the cycle of samsara

Dukkha Suffering or dissatisfaction – something Buddhists seek to overcome

Samsara The cycle of life, death and re-birth

Eightfold Path Eight aspects of life Buddhists live by to try and reach enlightenment

Three Marks of Existence

Three Buddhist beliefs about the truth of existence

Enlightenment A state of spiritual wisdom which arises from understanding the nature of reality

Three Watches Three realisations Siddhartha made in order to become enlightened

Key Ideas

Buddha’s Life + Four

Sights

Buddha was born Siddhartha Gautama around 500BC in southern Nepal. He grew up in a life of luxury as the son of a Queen. His birth was special and he was said to walk straight after birth and lotus flowers to grow in his footsteps. He was inspired to leave this life in the Palace by the Four Sights. After this he lived an ascetic life of self-denial and pain but wasn’t able to become enlightened so left it for the Middle Way between pain and luxury.

The Four Sights Siddhartha saw on his trip outside the palace were:

1. An old man – everyone ages 2. An ill man – everyone becomes ill 3. A dead man – all things die 4. A holy man – the only answer to

these problems

Enlightenment + 3

Watches

After the failure of Siddhartha’s ascetic life to provide him with enlightenment Siddhartha chose to follow the Middle Way. He meditated under a tree and was tempted by Mara who tried to distract him, but he stayed focused on meditation and reaching enlightenment. Eventually he became enlightened during the Three Watches of the Night where he understood: knowledge of all his previous lives, the cycle of life, death and re-birth (samsara) and that all beings suffer due to desire. After this Siddhartha became enlightened and began to be known as Buddha.

The Tibetan Wheel

of Life

Buddhists believe that nothing is permanent, everything is changing, we don’t have a fixed soul and suffering is a part of life (Dependent arising) that all people must face. The Tibetan Wheel of life is an image that illustrates the birth death and rebirth of beings (samsara)

The outer wheel - Nidanas

This illustrates how human beings are subject to birth, death and rebirth.

The six realms of samsara

This indicates the realms in which a person is reborn to. The ideal is to be able to move to nibbana.

The inner hub -The three poisons

These are ignorance, greed and hatred, all of which will lead to suffering.

Four Noble Truths + Eightfold Path

The Four Noble Truths are what Buddha taught about suffering

1. There is suffering >> 2. Suffering has a cause >> 3. Suffering can come to an end >> 4. There is a way to end suffering

One of the main causes of suffering is tanha or craving. Other causes are known as the Three Poisons of greed, hatred and ignorance. Ultimately Buddha teaches that we can and must overcome these causes of suffering in order to become enlightened and reach nirvana – a state of freedom, happiness and peace

The Eightfold Path consists of eight aspects that Buddhists practise and live by in order to do this. e.g. Right speech (speaking truthfully and kindly), right mindfulness (developing awareness of the world around you) and right understanding (developing an understanding of Buddha’s teachings)

The five Precepts

A Buddhist ethical code

Buddhists use these precepts to try to live an ethical and morally correct lifestyle. Buddhists practise the precepts voluntarily to improve their behaviour and purify their minds of greed, ignorance and hatred.

No1. To abstain from taking life

No2. To abstain from taking what is not given freely

No3. To abstain from the misuse of the senses or sexual misconduct No4. to abstain from wrong speech

No5. To abstain from intoxicants that cloud the mind.

Meditation

A spiritual exercise that calms the mind and body and leads to the development of insight into the nature of existence. It is an important practice in most Buddhist traditions.

“Even the gods envy those awakened and mindful ones who are intent on meditation.”

“Do not encumber your mind with useless thoughts… remain in the simplicity of the present moment”

Religious Education - Module 2 - Christianity Beliefs

God The creator and ruler of the universe and source of all moral authority.

Atonement Making amends for wrongdoing. The idea of being at one with God.

Jesus God in human form Resurrection The physical return of Jesus on the third day after he died.

Creation story

The explanation of how God created the universe in seven days.

Fundamentalism Christians who take the Bible literally, i.e. word for word true.

Crucifixion Capital punishments used by the Romans which nails a person to a cross to kill them.

Incarnation God in human form.

Omnipotent The idea that God is all powerful. Gospel The names of the books about the life of Jesus in the Bible: Matthew, Mark, Luke and John.

Omnipresent The idea that God is everywhere. Bible Christianity’s holy book.

Omniscient The idea that God knows everything. Messiah The anointed one who is seen as the saviour by Christians.

Science - Modules 1 and 2 – 9A – Part 1






Science - Modules 1 and 2 – 9B – Part 1









Spanish – Module 1


1. Likes, dislikes and opinions 2. Interests ¿Qué cosas te gustan? What things do you like? el deporte sport ¿Qué cosas te encantan / What things do you love? el dibujo drawing te chiflan? What things do you love? el fútbol football ¿Qué cosas no te gustan? What things do you not like? el racismo racism Me gusta(n) (mucho)… I like... (a lot) la música music Me encanta(n) / Me chifla(n)…

I love... la tele TV

No me gusta(n) (nada)… I don't like ... (at all) la violencia violence Me chifla (n) I love... los animales animals Me interesa (n) ... interests me los deberes homework Prefiero... I prefer los insectos insects Mi actor favorito es... My favourite actor is... los videojuegos video games Mi actriz favorita es... My favourite actress is.. las artes marciales martial arts Mi actividad favorita es... My favourite activity is.. Soy miembro de un club

(de judo). I am a member of a (judo) club.

Mi película favorita es... My favoruite film is... Soy miembro de un equipo. I am a member of a team. Soy miembro de un grupo. I am a member of a group / band.

3. Free time activities 4. Expressions of frequency Bailo Zumba. I dance Zumba. una vez a la semana once a week Cocino para mi familia. I cook for my family. dos veces a la semana twice a week Escribo canciones. I write songs. a veces sometimes Leo cómics / libros. I read comics/books. a menudo often Monto en bici. I ride a bike. siempre always Saco fotos. I take photos. (casi) todos los días (almost) every day Toco el teclado. I play the keyboard. todos los fines de semana at weekends Veo un partido de fútbol. I watch a football match. los lunes / martes /

miércoles / jueves on Mondays/Tuesdays/ Wednesdays/ Thursdays

los fines de semana every weekend después del insti after school

5. TV Programs mañana tomorrow ¿Qué tipo de película es? What type of film is it? la semana que viene next week Es… It is… el fi n de semana que viene next weekend una comedia a comedy el mes que viene next month una película de acción an action film el nueve de febrero on the ninth of February una película de animación an animated film 6. High frequency words and other structures. una película de aventuras an adventure film casi almost una película de ciencia ficción

a science-fiction film primero firstly

una película de fantasía a fantasy film luego later una película de superhéroes a superhero film después after that una película de terror a horror film más tarde after that

7. The future tense. o or Voy a hacer karting. I am going to do go-karting. y and Voy a ir a la bolera. I am going to go bowling. pero but Voy a ir a un parque de atracciones.

I am going to go to a theme park. también also

Voy a jugar al paintball. I am going to play paintball. por supuesto of course Voy a pasar la noche en casa con mis amigos/as.

I am going to have a sleepover at home with my friends.

Voy a sacar muchas fotos. I am going to take lots of photos. Vamos a montar en una montaña rusa.

We are going to ride a roller coaster.

Vamos a ver películas de terror.

We are going to watch horror films.

¡Va a ser genial! It’s going to be great!

Spanish – Module 2


1. Nationalities 2. Rights ¿Cuál es su nacionalidad? What is his/her nationality? Tengo derecho… I have the right… Es… He/She is… al amor y a la familia to love and to family argentino/a Argentinian al juego to play boliviano/a Bolivian a la educación to an education colombiano/a Colombian a la libertad de expresión to freedom of expression mexicano/a Mexican a la protección to protection norteamericano/a North American a un medio ambiente sano to a healthy environment peruano/a Peruvian No puedo… I cannot… inglés/inglesa English dar mi opinión give my opinion español(a) Spanish ir al insti(tuto) go to school pakistaní Pakistani jugar con mis amigos play with my friends

3. Interview questions respirar breathe ¿De dónde es? Where is he/she from? salir a la calle go out in the street ¿Dónde vive? Where does he/she live? vivir con mi familia live with my family ¿Con quién vive? Who does he/she live with? porque… because… ¿Qué hace por la mañana? What does he/she do in the

morning? soy chico/a I am a boy/girl

¿Qué hace durante el día? What does he/she do during the day?

mi padre es muy estricto my father is very strict

4. About his/her life tengo que ganar dinero I have to earn money Es de… He/She is from… tengo que trabajar I have to work Vive en… He/She lives in… el aire está contaminado the air is polluted Vive con sus padres. He/She lives with his/her

parents. en mi país a veces hay violencia in my country sometimes

there is violence Organiza sus cosas. He/She organises his/her things. ¡No es justo! It isn’t fair! Va al insti. He/She goes to school. Es inaceptable. It is unacceptable. Ayuda a su madre. He/She helps his/her mother. 5. Transport Estudia. He/She studies. ¿Cómo vas al insti? How do you get to school? Hace los deberes. He/She does homework. Voy a caballo. I go on a horse. Prepara la cena. He/She prepares dinner. Voy a pie. I go on foot. / I walk.

6. The environment Voy en autobús I go by bus. Para ser un instituto verde… In order to be a green school… Voy en barco. I go by boat. apagamos la luz we switch off the light Voy en bici. I go by bike. conservamos electricidad we save electricity Voy en coche. I go by car. no malgastamos agua we don’t waste water Voy en metro. I go by underground. plantamos árboles y flores we plant trees and flowers Voy en tren. I go by train. reciclamos botellas de plástico we recycle plastic bottles ¿Por qué? Why? reciclamos papel y vidrio we recycle paper and glass Porque es… Because it is… reducimos el consumo eléctrico we reduce our consumption of

electricity más rápido que ir a pie quicker than walking

tenemos un jardín we have a garden más verde que ir en autobús greener than going by bus vamos en bici we go by bike más barato que ir en taxi cheaper than going by taxi Para hacer un mundo mejor… In order to create a better world… más práctico que ir en coche more practical than going

by car vamos a escribir cartas para Amnistía Internacional

we are going to write letters for Amnesty International

más seguro que nadar safer than swimming

vamos a organizar un evento we are going to organise an event la única opción the only option vamos a recaudar fondos we are going to raise funds 6. High frequency words and other structures. vamos a vender pasteles We are going to sale cakes mi/mis my su/sus his/her más… (que) more… (than) para in order to / for para mí for me por ejemplo for example por eso so / therefore muy very hay there is / there are ahora now ya already en el futuro in the future el año pasado last year

Documents

Knowledge Organiser 2020 - 2021 · to go out by myself. la cruauté envers les animaux. cruelty to animals. de surfer sur Internet une to surf the internet for one la pauvreté dans