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Es Posible! Spanish

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Es Posible! Spanish

The Michel Thomas Method


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Es Posible! Spanish: The Michel Thomas Method by Paul Howard
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The amazing success of the Michel Thomas method of learning a language is now available for schools. The package offers a comprehensive, accelerated learning course perfect as a grounding for those new to Spanish. No other materials are needed: in fact, the use of other materials would detract from the effectiveness of the course. The author, Paul Howard, has been using the Michel Thomas method in school for some three years, with amazing, and quantifiable, results. Faithfully following the Michel Thomas recordings published by Hodder, Paul has created a teaching and learning programme that additionally uses ICT to support class work. Now teachers and students can experience the success and the confidence that this success generates, to master the structure of the language in a fraction of the time taken by traditional methods. A free sample is available from our dedicated website: The Michel Thomas method, with its bilingual approach to teaching and interest in engaging with language and decoding meaning, is praised in the Dearing Report, whose authors report its 'considerable success and motivated learners' ('The Languages Review', DfES, March 2007). The course is delivered in two ring binders (one for each Phase), two Teacher's CDRs, and two audio CDs with listening comprehension files, and is supported by two interactive CDRs for students to use at home or in the language laboratory. All the CDs and CDRs are networkable. The teaching is designed for complete beginners and is taught in English. The process appears informal, relaxed and unhurried, but progress is rapid. Learning is based on understanding, not memorisation. The excitement of learning motivates students to make much faster progress than with conventional courses. By the end of the second year of just one hour a week learning Spanish using this method, pupils will have a solid grounding in the grammatical structures equivalent to the requirements of GCSE and beyond. The course comprises: 2 ring binders (one for each of two phases of 30 and 20 lessons respectively) containing hard copies of: scheme of work, lesson plans, pupils' hand-outs, homework sheets, listening comprehension transcripts; CDR with PowerPoints and editable Word files of the scheme of work and all work and answer sheets; audio CD with listening comprehension exercises; 2 class sets of 20 interactive CDRs (one set for each of the two phases) containing audio-visual presentations of the lessons, work sheets (and help), interactive games, and listening comprehension. All these CDs and CDRs are networkable. The course also includes one copy of each of the published Michel Thomas Foundation and Advanced Spanish courses (RRP GBP120).

Table of Contents

Teacher's Resource Files (Phases 1 & 2) How to use the course Guidelines on assessment of pupils' written work How the course relates to the original Michel Thomas recordings Scheme of work Course overview (see below) Modules 1-30 (Phase 1)/Modules 1-20 (Phase 2), comprising: input scripts info packs print-outs of PowerPoint slides worksheets worksheet answer sheets Listening comprehension: worksheet template, transcripts and answers Audio CDs (Phases 1 & 2) Listening comprehension Teacher's Resource CDs (Phases 1 & 2) Scheme of work How to use the course PowerPoint presentation Worksheets Worksheet answer sheets Listening comprehension: worksheet template, transcripts and answers Class set of 20 Pupils' CD-ROMs (Phases 1 & 2) Aims and objectives Video presentation of PowerPoints Worksheets (including Help) Interactive games Listening comprehension Michel Thomas Foundation (8-hour) course ISBN 9780340780671 (RRP GBP70) Michel Thomas Advanced (5-hour course) ISBN 9780340887035 (RRP GBP50) OVERVIEW PHASE 1 1-1 -ible / -able cognates; (no) es para mi / para usted (negatives & prepositions); lo siento (1st person verb ending & position of pronoun); -ante / -ente cognates; 'por que? and porque (asking questions) 1-2 (lo) tengo, (lo) quiero, (lo) necesito (reinforce 1st person verb ending & position of pronoun); 'que? (asking questions); tiene / quiere (2nd person [formal] verb ending) 1-3 puedo / puede; hacer / comer / ver / saber (introduction to verb infinitive); 'to be hungry' idiom; -ario cognates; position of pronoun with verb infinitives 1-4 -encia / -ancia cognates; la / una / 'que? (introduction of definite & indefinite articles); esta (introduction to demonstrative adjectives); cenar; -ion cognates; 'donde? & 'que tipo de ...? (asking questions) 1-5 traduccion & explicacion; puede - will you/can you? + dar; converting '-tion' nouns into verbs; introduction to the 3 types of verb infinitive (-AR / -ER / -IR); salir / venir; stress and pronunciation - NOSE rule & accent 1-6 comprender / decir / comprar / tener with lo, le, los, las, me (pronouns); tengo & tengo que; 'cuando? (asking questions) 1-7 -ico cognates; the position and agreement of adjectives; en Espana / en Mexico / en Argentina; 'donde? / 'como? / 'cuanto? (asking questions); estar (estoy & esta) 1-8 voy a / va a + infinitive (introduction to immediate future); mas (introduction to comparatives); how to ask 'at what time?'; use of el / ella / usted to clarify or emphasise; llamar 1-9 listo/a (reinforce adjective agreement); todo & nada; introduction to different uses of ser & estar; se 1-10 ser & estar; + enfermo / borracho / bien vestido; + mucho 1-11 definitions of noun /adjective /verb; Spanish verb infinitives: -AR / -ER / -IR; con el, con ella, con usted, conmigo; the consecutive verb rule; the rule about throwing in 'a' after any verb of coming or going 1-12 ir + a; consolidation of the consecutive verb rule; present tense (1st / 3rd person + 'you' formal); encontrar / hablar / vender / comprender 1-13 how to express in Spanish 'am -ing', 'is -ing', 'are -ing' and 'do' / 'does' / 'don't' / 'doesn't'; escribir / gustar / saber / hacer / salir 1-14 decir / preparar; 'what' (middle) = lo que; 'want' + 'say' = 'mean'; two tracks: -AR track /not -AR track 1-15 present tense (3rd person plural and 'you all') 1-16 key vowel sounds; present tense: 1st person irregulars; voy / estoy / soy / doy / se 1-17 present tense: 2nd person informal 'you' ('thou'); the imperative: switching tracks (subjunctive); demonstrative adjectives; demonstrative pronouns; position of pronoun with negative command 1-18 position of pronoun with positive command; tomar / ir (vamos) / llegar; reinforcement of two 'key sounds'; present tense: 1st person plural (we); 1-19 GO-GO verbs; the imperative: GO-GOs become GA-GAs 1-20 review of GO-GOs into GA-GAs; review of imperative and switching tracks; radical (stem-changing) verbs: 'e' into 'ie'; empezar / pensar / entender 1-21 radical (stem-changing) verbs: 'o' into 'ue'; encontrar / recordar / volver 1-22 reflexive verbs: levantarse / quedarse; hay / todavia / un poco 1-23 nos vemos; future tense:; with present; with 'going to'; with 'will' 1-24 the future tense; demasiado 1-25 the future tense of GO-GO verbs; the conditional tense; positioning of multiple pronouns 1-26 multiple pronouns: 'le lo' into 'se lo'; mandar; me gustaria / quisiera 1-27 the perfect tense; formation of the past participle; use of haber as an auxiliary verb; two common irregulars: hecho & dicho 1-28 the progressive tense; making suggestions; esperar / informarse 1-29 the imperfect tense 1-30 the perfect tense; estar & the past participle; olvidar / dejar / pasar / preferir / preguntar; tener ganas de; in order to (para); irregular past participles: visto / puesto / hecho / dicho; to have just ... (acabar de ...); ago (hace) OVERVIEW PHASE 2 2-1 review of the general present tense; review of the progressive tense: estar + -ANDO/-IENDO; review of radical (stem-changing) verbs; review of the imperative; position of a single pronoun 2-2 review of GO GO verbs; saber vs. conocer; 1st person singular of -CER/-CIR verbs; the personal 'a'; nosotros; composite verbs with poner; oir 2-3 review of imperative: GO GOs to GA GAs; review of position of a single pronoun; review of position of multiple pronouns; positive imperative of 2nd person singular 2-4 when to use and how to form the present subjunctive 2-5 review of the future tense; review of the future tense with GO GO verbs 2-6 irregular positive imperative (2nd person singular) of hacer: haz; review of the conditional tense; review of the perfect tense; use of haber as auxiliary; formation of the past participle 2-7 introduction of the preterite tense; 1st & 3rd person singular; perder; anoche 2-8 the preterite tense; 1st & 3rd person plural 2-9 the preterite tense with GO GO verbs; hice / puse / pude / quise / vine / tuve / estuve; irregular: dijeron 2-10 review of perfect tense; perfect vs. preterite; review of future & conditional tenses; irregular: podre / podria 2-11 'puede? vs. 'podria?; the many faces of deber; 'Cuanto cuesta?; deberia; introduction to the conditional perfect tense; review of irregular past participles: hecho / dicho / visto with ido, sido, estado 2-12 review of the progressive tense: estar + -ANDO/-IENDO; review of the imperfect tense: formation; irregular: iba; review of preterite tense; 'hube' 2-13 the different uses of the imperfect tense; imperfect vs. preterite 2-14 imperfect vs. preterite; supe; irregular: fui / fuiste / fuimos with fue & fueron; era vs. fue 2-15 introduction to verbs which 'prefer' the imperfect in the past: sabia / tenia / queria; queria & querria; introduction to the formation of the imperfect subjunctive 2-16 sharpened awareness of English: 'Will you (please) ...?' is not the future tense; 'You don't have to ...' - 'You mustn't ...' or 'It's not necessary ...'; supe vs. sabia; quise vs. queria; sharpened awareness of English: 'could' - past or not

Author Biography

Paul Howard has been teaching modern foreign languages in the state and private sectors for ten years. He is a GCSE Coursework Moderator.
Release date NZ
May 25th, 2007
Country of Publication
United Kingdom
Hodder Education
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