THE SPEAKOUT 2nd EDITION STUDY BOOSTER FOR SPANISH-SPEAKING LEARNERS OF ENGLISH

How can I become more confident in English? Why aren’t I making faster progress? When will I be able to move up to the next level? Every language learner wants to know the secret to making the fastest progress in the shortest possible time. So what does the perfect learner need to do to get ahead? The answer is practise, practise, practise. The Speakout 2nd Edition Starter Study Booster for Spanish-speaking learners of English gives you all the practice you need to help you get the most out of your English language course. With a focus on the particular challenges that Spanish-speaking learners of English face, the Study Booster complements the material in the accompanying Students’ Book and Workbook and is divided into four main sections which provide extra exercises to help you improve your grammar, vocabulary, pronunciation and writing. You can work through the different sections in sequence, or just focus on the areas that you find particularly difficult. All the answers to the exercises are provided in the key at the back of the book so you can check your own work. You don’t have to do every exercise in the Study Booster to successfully complete the course, but remember that the more you do, the faster you’ll progress!

CONTENTS Common challenges for Spanish-speaking learners of English Grammar Vocabulary Pronunciation Writing

3–7 3–4 4–5 5–6 6–7

Speakout 2nd Edition Starter Extra exercises

8

Grammar Extra Vocabulary Extra Pronunciation Extra Writing Extra

8–27 28–47 48–57 58–67

Answer keys

68–82

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COMMON CHALLENGES FOR SPANISH-SPEAKING LEARNERS OF ENGLISH GRAMMAR

In questions with other verbs we need to remember to use an auxiliary verb (do). ¿Juegas al tenis? → Do you play tennis? NOT You play tennis? ¿Jane habla español? → Does Jane speak Spanish? NOT Jane speaks Spanish? ¿Qué significa esta palabra? → What does this word mean? NOT What means this word? ¿Dónde vive William? → Where does William live? NOT Where lives William?

Word order The word order in English is more rigid than in Spanish and the normal order is: subject + verb + object. Me gusta mucho tu coche nuevo OR Tu coche nuevo me gusta mucho. I really like your new car. NOT Your new car I really like. Grammar Extra Unit 1.1 Exercises 1 and 2; Unit 1.2 Exercise 2; Unit 2.1 Exercises 1, 2 and 3; Unit 4 Exercises 1 and 2; Unit 7.1 Exercise 2; Unit 8.3 Exercise 1.

Grammar Extra Unit 2.1 Exercises 1, 2 and 3; Unit 4.1 Exercise 3; Exercise 5.1 Exercises 1, 2 and 3.

Possessive adjectives

Adverbs of frequency

Spanish students oen make mistakes with the possessive adjectives his and her because in Spanish we use the same word su for masculine and feminine. Susan es médico. Su madre es médico también. → Susan is a doctor. Her mother is a doctor too. James vive en esta calle. Esa es su casa. → James lives on this street. That’s his house.

Spanish students oen make mistakes with the position of adverbs of frequency. The adverb usually goes between the subject and the verb, unless the verb is be in which case it comes aer the verb. Some adverbs of frequency (oen, sometimes, usually) can also go at the beginning or end of a sentence, but NOT always or never. Nunca llego tarde al trabajo. → I am never late for work. NOT I never am late for work. Siempre vamos al cine los sábados. → We always go to the cinema on Saturdays. NOT Always we go to the cinema on Saturdays. A veces jugamos al baloncesto los viernes. → We sometimes play basketball on Fridays. OR Sometimes we play basketball on Fridays. OR We play basketball on Fridays sometimes.

Grammar Extra Unit 2.2 Exercises 1 2 and 3.

Possessive ’s Spanish students oen make mistakes with the possessive ’s in English because we translate directly from Spanish. La casa de Emma es my grande. → Emma’s house is very big. NOT The house of Emma is very big. El padre de Jenny es taxista. → Jenny’s father is a taxi-driver. NOT The father of Jenny is a taxi driver.

Grammar Extra Unit 5.2 Exercises 1 and 2.

Past simple irregular verbs

Grammar Extra Unit 3.2 Exercises 1 and 2.

There are lots of irregular verbs in English and it can be difficult for Spanish students to learn which verbs are regular and which are irregular and use them correctly in the past simple. Conduje a la playa el fin de semana pasado. → I drove to the beach last weekend. NOT I drived to the beach last weekend. Tuvo un examen ayer. → She had an exam yesterday. NOT She haved an exam yesterday. Comí mucha tarta ayer. → I ate a lot of cake yesterday! NOT I eated a lot of cake yesterday.

Personal pronouns Spanish speakers oen forget to use subject pronouns (I, you, he, she, it, they) in English because in Spanish the form of the verb oen identifies the subject. ¿Tessa es estudiante? No, (ella) es camarera. → Is Tessa a student? No, she is a waitress. Leí ese libro el año pasado. (EI libro) es muy interesante. → I read that book last year. It is very interesting.

Grammar Extra Unit 8.1 Exercises 1, 2 and 3; Unit 8.2 Exercises 1, 2 and 3.

Grammar Extra Unit 1.2 Exercise 1.

Present simple questions

Negative sentences

Spanish students oen make mistakes with question formation in the present tense, especially with the use of auxiliary verbs. In questions with the verb be we oen forget to change the word order. ¿Eres de Londres? → Are you from London? NOT You are from London? ¿Es viernes hoy? → Is it Friday today? NOT It is Friday today? ¿Hay una cafetería cerca de aquí? → Is there a coffee shop near here? NOT There is a coffee shop near here?

Negative sentences using the auxiliary verb do can be difficult for Spanish students both in the present simple and past simple. In both tenses do/did is followed by the infinitive form of the main verb. No habla español. → He doesn’t speak Spanish. NOT He doesn’t speaks Spanish. Ella no come carne. → She doesn’t eat meat. NOT She doesn’t eats meat. No fui al trabajo ayer. → I didn’t go to work yesterday. NOT I didn’t went to work yesterday. 3

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be going to

Grammar Extra Unit 4.1 Exercises 1 and 2; Unit 4.2 Exercises 1, 2 and 3; Unit 7.1 Exercises 1, 2 and 3; Unit 7.2 Exercises 1, 2 and 3.

This structure is very similar to the Spanish ir a and is used in the same way to talk about future plans. Because the verb be is usually used in its contracted form (especially in spoken English) Spanish students oen make mistakes by forgetting to use it. Voy a estudiar medicina en la universidad. → I’m going to study medicine at university. NOT I going to study medicine at university. Él no va a viajar a Asia el próximo verano. Va a visitar a su familia en Australia. → He’s not going to travel around Asia next summer. He’s going to visit his family in Australia. NOT He not going to travel around Asia next summer. He going to visit his family in Australia.

Past simple questions Spanish students oen make mistakes forming questions in the past simple because we forget to change the word order or we make mistakes with the auxiliary verb did. In questions with did we need to use the infinitive form of the verb, not the past simple. ¿Estabas enfermo la semana pasada? → Were you ill last week? NOT You were ill last week? ¿Estuvo en la fiesta anoche? → Was she at the party last night? NOT She was at the party last night? ¿Fuiste a París el verano pasado? → Did you go to Paris last summer? NOT Did you went to Paris last summer? ¿Le gustÓ su regalo de cumpleaños? → Did she like her birthday present? NOT Did she liked her birthday present?

Grammar Extra Unit 10.2 Exercises 1 and 2.

VOCABULARY

Grammar Extra Unit 7.1 Exercises 1, 2 and 3; Unit 7.3 Exercises 1 and 2; Unit 8.2 Exercises 1 and 2.

Prepositions of place Prepositions in Spanish do not correspond exactly to prepositions in English and this is a big challenge for Spanish students. Ayer estuve todo el día en casa. → I was at home all day yesterday. Hay muchos puentes sobre el río. → There are lots of bridges over the river. Vivo en Edimburgo. → I live in Edinburgh. Veo las películas en internet. → I watch films on the internet NOT I watch films in the internet.

Verb patterns with -ing In English some common verbs are usually followed by the -ing form of another verb, for example like, love and hate. Spanish students can make mistakes with this structure if they translate directly from Spanish. Me gusta jugar al tenis. Es mi deporte favorito. → I like playing tennis. It’s my favourite sport. No le gusta volar. Siempre coge el tren. → He doesn’t like flying. He always takes the train. Odio trabajar los sábados. → I hate working on Saturdays.

Vocabulary Extra Unit 8 Exercises 1 and 3.

Grammar Extra Unit 9.2 Exercises 1, 2 and 3.

Confusing words

Adjectives

Some English words can be confusing for Spanish students because although they are very similar to Spanish words, the meaning is different. El banco está enfrente del supermercado. → The bank is opposite the supermarket. NOT The bank is in front of the supermarket. Compré tres libros nuevos en la librería. → I bought three new books at the bookshop. NOT I bought three new books at the library. Las entradas de cine cuestan cinco euros. The cinema tickets cost five euros. NOT The cinema entrances cost five euros.

In English an adjective comes before a noun. Spanish students oen make mistakes because in Spanish we usually put an adjective aer a noun. El gato negro. → The black cat. NOT The cat black. La mujer escocesa. → The Scottish woman. NOT The woman Scottish. Also, in English adjectives don’t change for plural nouns but in Spanish we change them. Mi hermana tiene los ojos marrones. → My sister has brown eyes. NOT My sister has browns eyes. Grammar Extra Unit 6.1 Exercises 1 and 2.

Vocabulary Extra Unit 6 Exercises 1 and 2; Unit 8 Exercises 1 and 3.

there is/there are

Describing feelings

In English there is (singular) or there are (plural) are used to talk about things and places. Spanish students oen make mistakes because in Spanish we only use one word hay and it doesn’t change for singular or plural. Hay un cine nuevo en el centro. → There is a new cinema in the town centre. Hay muchos restaurantes en mi barrio. → There are lots of restaurants in my neighbourhood.

In English the verb be and an adjective are used to describe feelings but in Spanish we oen use the verb have and a noun. This means that Spanish students oen make mistakes if they translate directly from Spanish to English. ¿Tienes hambre? → Are you hungry? NOT Have you hungry? Tengo mucho calor. ¿Puedes abrir la ventana? → I’m very hot, can you open the window? NOT I have very hot. Can you open the window?

Grammar Extra Unit 6.1 Exercises 1, 2 and 3.

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Él tiene miedo a las arañas. → He is scared of spiders. NOT He has scared of spiders.

Vocabulary Extra Unit 4 Exercise 6.

Talking about daily routine

Vocabulary Extra Unit 2 Exercises 4, 5, 6 and 7; Unit 7 Exercises 4 and 5.

In English a verb/noun collocation is oen used to talk about daily routine but in Spanish we use one word. Consequently, Spanish students oen make mistakes by using the wrong verb. Me levanto tarde los fines de semana. → I get up late at weekends. Desayuno a las ocho durante la semana. → I have breakfast at 8, during the week. Él se vistió rápidamente. → He got dressed quickly. Cenamos en un restaurante ayer. → We had dinner in a restaurant yesterday.

Time phrases Time phrases in Spanish do not correspond exactly to time phrases in English and this is a big challenge for Spanish students. Trabajo los miércoles. → I work on Wednesdays. NOT I work the Wednesdays. Nunca voy andando al trabajo por la mañana. → I never walk to work in the morning. NOT I never walk to work for the morning. Siempre como pavo en Navidad. → I always eat turkey at Christmas. NOT I always eat turkey in/on Christmas.

Vocabulary Extra Unit 5 Exercises 1 and 2.

Vocabulary Extra Unit 4 Exercise 3.

PRONUNCIATION

Collocations Collocations are combinations of words which are frequently used by native speakers. Consequently, Spanish speakers could sound unnatural if they don’t know how to use them. Quiero ponerme en forma este año. → I want to get fit this year. Es difícil ahorrar dinero. → It’s difficult to save money. Siempre me tomo un café antes de empezar a trabajar. → I always have a coffee before I start work. Él no hizo sus deberes ayer. → He didn’t do his homework yesterday.

The schwa /ə/ Spanish learners find the English schwa vowel sound difficult to reproduce because it does not exist in Spanish. The schwa is a weak sound, which can be spelt in many different ways. It is important for Spanish learners to master this sound because it is the most common sound in the English language. ordenador → computer /kəmpjuːtə/ América → America /əˈmerɪkə/ responder → answer /ɑːnsə/ escuchar → listen /lɪsən/

Vocabulary Extra Unit 10 Exercises 1, 3 and 4; Unit 4 Exercises 1 and 2; Unit 5 Exercises 1 and 2; Unit 9 Exercises 1, 2 and 3.

Pronunciation Extra Unit 1 Exercise 3A, B and C.

Difficult sounds /ʃ/

Plural nouns

Spanish learners have difficulty with the /ʃ/ sound because it doesn’t exist in Spanish. It is a very common sound in English, and can be spelt in a variety of ways. zapatos → shoes /ʃjuːs/ máquina → machine /məʃiːn/ internacional → international /ɪntənæʃənəl/ delicioso → delicious /delɪʃəs/ azúcar → sugar /ʃʊɡə/

In Spanish we form plural nouns by adding s or es but in English there are irregular plural forms which can cause problems for Spanish students. Tom es un niño feliz./Los niños estaban felices. → Tom is a happy child/ The children were happy. Ella es una mujer inteligente/ Ellas son mujeres inteligentes. → She is an intelligent woman./They are intelligent women. Tengo miedo a los ratones. → I’m scared of mice. NOT I’m scared of mouses.

Pronunciation Extra Unit 9.3 Exercises 4A, B and C.

Vocabulary Extra Unit 3 Exercises 1 and 2.

Sounds /j/ and /dʒ/ The English sounds /j/ and /dʒ/ are both similar to the Spanish elle. Spanish speakers can find it difficult to reproduce the different sounds accurately, and oen use the /dz/ sound instead of /j/. sí → yes /jes/ NOT /dʒes/ tú/usted → you /juː/ NOT /dʒuː/ joven → young /jʌŋ/ NOT /dʒʌŋ/ tu/su → your /jɔː/ NOT /dʒɔː/

Telling the time The way to tell the time is slightly different in English and Spanish and this can cause problems for Spanish speakers. ¿Qué hora es? → What time is it? NOT What hour is it? Son las diez en punto. → It’s ten O’clock. NOT It’s ten in point. Son las tres y cuarto. → It’s quarter past three. NOT It’s three and a quarter. Son las seis y media. → It’s half past six. NOT It’s six and a half. Son las ocho menos diez. → It’s ten to eight. NOT It’s eight minus ten.

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Pronunciation Extra Unit 8.2 Exercises 3A, B and C.

Pronunciation Extra Unit 2 Exercises 6A and B; Unit 3 Exercises 3A and B; Unit 5 Unit 5A and B; Unit 8 5A and B; Unit 10 Exercises 5A and B.

Sounds -ed endings The -ed ending of past simple regular verbs can be pronounced /d/, /ɪd/ or /t/ but not /ed/. This can be difficult for Spanish speakers because we tend to pronounce the -ed ending as a distinct syllable. Vi una película interesante anoche. → I watched /wɒtʃt/ an interesting film last night Jess me ayudó a cambiar de casa. → Jess helped /helpt/ me move house. Esperé a Vicki después de clase. → I waited /weɪtɪd/ for Vicki aer class. Comenzó a tocar el piano cuando tenía cinco años. → He started /stɑːtɪd/ playing piano when he was five. Me quedé en un hotel maravilloso en París. → I stayed /steɪd/ in a wonderful hotel in Paris. Mi madre me llamó anoche. → My mother called /kɔːld/ me last night.

Sounds /b/ and /v/ In Spanish words beginning with b and v are usually pronounced in the same way, consequently Spanish students oen make mistakes in English both in speaking and spelling. No como verduras. → I don’t eat vegetables. /vedʒtəbəlz/. ¿Te gusta el baloncesto? → Do you like basketball? /bɑːskɪtbɔːl/ Pronunciation Extra Unit 10 Exercises 1A and B.

Connected speech: weak forms. When English is spoken quickly some words are stressed and others are weak. The weak words oen have the schwa sound. ¿De dónde eres? → Where are /ə/ you from? ¿Trabajas aquí? → Do /də/ you work here? ¿Le gusta nadar? → Does /dəz/ she like swimming?

Pronunciation Extra Unit 7.2 Exercises 4A and B.

Pronunciation Extra Unit 3 Exercises 5A and B, 6A, B and C; Unit 4 1A and B; Unit 5 1A and B.

Vowel sounds Vowel sounds can cause problems for Spanish students because in English there are many more vowel sounds than in Spanish. One common error is making vowel sounds longer than they should be or confusing pairs of long and short vowel sounds, for example /iː/ and /ɪ/. Me gusta mantenerme en forma. → I like keeping fit. /fɪt/ Me duelen los pies. → My feet /fiːt/ are sore. En verano voy todos los días a la piscina. → I go to the swimming pool/puːl/every day in summer. Tira de la puerta para abrirla. → Pull/pul/ the door to open it.

WRITING Capitalisation Some rules about capitalisation are different in English and Spanish. For example, in English when you write the title of a book or film, all the words are capitalised except articles and conjunctions. In addition, nationalities, languages, days of the week and months are capitalised in English. Juego al baloncesto los miércoles. → I play basketball on Wednesdays. Fui a París en junio. → I went to Paris in June. Jane habla francés e italiano → Jane speaks French and Italian. Mi libro favorito es La sombra del viento. → My favourite book is The Shadow of the Wind.

Pronunciation Extra Unit 2.2 Exercises 3A, B and C; Unit 5 Exercises 2A and B, Unit 6 Exercises 4A, B and C.

Sentence stress Sentence stress can be difficult for Spanish students because there are unstressed syllables and weak forms but in Spanish each syllable takes the same amount of time to say. This can make it difficult to identify or communicate the key points of a sentence. Soy profesora. → I’m a teacher. Mi madre es médico. → My mother is a doctor. ¡Yo era un estudiante horrible en el colegio! → I was an awful student at school!

Writing Extra Unit 1 Exercises 1, 2 and 3.

Linkers Linkers are important for connecting ideas and making writing more interesting. Consequently, students should know how to use them, for example using the linker and for addition and but for contrast, or using a comma before the linker so but not before because. Tengo dos hermanas y un hermano. → I’ve got two sisters and a brother. Soy de Edimburgo pero vivo en Londres. → I’m from Edinburgh but I live in London. Tengo hambre porque no he desayunado esta mañana. → I’m hungry because I didn’t have breakfast this morning. Quería aprender alemán, por eso me fui a Berlín. → I wanted to learn German, so I went to Berlin.

Pronunciation Extra Unit 1 Exercises 1A and B, 4A and B, 5A and B.

Intonation It is important to use rising and falling intonation to show that you are interested in what someone is telling you. If your intonation is flat, it can sound impolite. A: Encantado. B: Igualmente. → A: Nice to meet you B: Nice to meet you too. A: No me siento bien. B: Qué lastima. → A: I’m not feeling well. B: That’s a shame. 6

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Sequencing linkers

Writing Extra Unit 3 Exercises 1, 2 and 3; Unit 4 Exercises 1, 2, and 3; Unit 8 Exercises 1, 2, 3 and 4.

Using sequencing linkers to connect ideas makes writing more ordered, cohesive and interesting to read. However, some mistakes can be made if students translate them literally or if the grammatical structures are different from those used in Spanish. Ayer fuimos de compras y después fuimos al cine. → Yesterday we went shopping and aer that, we went to the cinema. NOT Yesterday we went shopping and aer we went to the cinema. Primero me tomo un café y luego hago el desayuno. → First I have a coffee, then I make breakfast.

Formal and informal expressions When writing formal and informal emails, Spanish speakers must be aware of inappropriate expressions and incorrect or literal translations. Estimado Sr. Jones: → Dear Mr. Jones, (formal) ¡Hola Dave! → Hi Dave! (informal) Hablamos pronto → Speak soon (informal) Le saluda atentamente → Yours sincerely (formal) Cuídate → Take care (informal) Saludos → Cheers (informal)

Writing Extra Unit 5 Exercises 1, 2A and B, 3A and B.

Writing descriptions

Writing Extra Unit 6 Exercises 1, 2, 3A and 3B.

Using adjectives in descriptions of things makes them more interesting to read. Spanish students oen make mistakes using adjectives because in English an adjective comes before the noun but in Spanish it usually comes aer a noun. Also, in English adjectives are always singular but in Spanish we use plural adjectives to describe plural nouns. Los niños pequeños estaban muy cansados. → The young children were very tired. NOT The children youngs were very tireds. Ella tiene los ojos verdes y el pelo marrón. → She has green eyes and brown hair. NOT She has eyes greens and hair brown.

Contractions When writing informal emails, contractions are a very common way of expressing informal language. Students should know how to use them and be aware of the fact that some contractions can be confusing for Spanish speakers. Soy profesora. → I’m a teacher. (am) No somos hermanos. → We aren’t brothers. (are not) Ella está cansada. → She’s tired. (is) Él no es español, es inglés. → He isn’t Spanish, he’s English. (is not/is) No me gustan los perros. → I don’t like dogs. (do not) Ella no estaba en clase hoy. → She wasn’t in class today. (was not)

Writing Extra Unit 9 Exercises 1 and 2.

Punctuation

Writing Extra Unit 2 Exercises 1, 2, and 3.

Punctuation is important both in formal and in informal writing. Two important differences between English and Spanish punctuation are the use of the colon when starting a letter and the use of the comma in numerals. Estimado Sr. Thomas: (colon in Spanish) → Dear Mr. Thomas, (comma in English) 7,12 (comma in Spanish) → 7.12 (point in English)

Common mistakes When writing text in English there are some mistakes that are oen made, so it is important to edit your work. Common mistakes can refer to grammar, punctuation or spelling. Siempre voy a la playa en verano. → I always go to the beach in the summer. NOT Always I go to the beach in the summer. Tengo una hermana. Su nombre es Jane. → I have a sister. Her name is Jane. NOT I have a sister. His name is Jane. ¿Eres de Londres? → Are you from London? NOT You are from London? Me gusta mucho la comida francesa. → I really like French food. NOT I really like french food.

Writing Extra Unit 7 Exercises 1, 2, 3 and 4; Unit 10 Exercises 2 and 3.

Writing Extra Unit 10 Exercises 1, 2 and 3.

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