section 1 introduction to spanish introduction section 1

Section 1 | Introduction to Spanish | Introduction

Topic titles1. Greetings

2. How are you?

3. Introducing yourself

4. Numbers 0–12

5. Classroom instructions

6. Classroom objects

Section vocabulary¡Buenos días! Good morning! (literally ‘good day!’ and more formal than ¡hola!)¡Hola! Hello! ¡Adiós! Goodbye!¡Hasta luego! See you later!gracias thank you¡Excelente! Excellent!¡Genial! Brilliant!muy bien very good

¿Qué tal? How are you?/Are you well?¿Qué tal estás? How are you?/Are you well?Sí, estoy bien, gracias Yes, I’m well thank youSí, estoy muy bien, Yes, I’m very well thank yougracias ¿Y tú? And you? (response to question – familiar)¿Y usted? And you? (response to question – polite)regular so-so/not bad/OKNo, no estoy bien No, I’m not too goodNo, estoy fatal No, I’m feeling terribleVoy a pasar lista I’m going to take the registeren español/inglés in Spanish/EnglishPresente Here Falta Away/not hereseñora/señorita/ Mrs/Miss/SirseñorNo está He/she isn’t here

¿Cómo te llamas? What’s your name?(Yo) me llamo… My name is… What’s yours?¿Y tú? Imaginad Imagine/Pretend (plural)¿Quién es? Who is it?Es… It is…¿Cómo se llama? What’s his/her name?(Él) se llama… He is called/His name is…(Ella) se llama… She is called/Her name is…

los números numberscero 0uno 1dos 2tres 3cuatro 4cinco 5seis 6siete 7ocho 8nueve 9diez 10once 11doce 12más more (also ‘add/plus’ in sums)menos less (also ‘minus/take away’ in sums)son are (equivalent to ‘equals’ in sums)y and¡Repetid! Repeat! (plural)¡Enseñadme! Show me! (plural)hoy todayvamos a aprender we’re going to learn¿Qué es esto? What is it?/ What is this?un dedo a finger¿Cuántos dedos hay? How many fingers are there?Hay… There is…/There are…¡He ganado! I’ve won!azul bluerojo red

¡Escuchad! Listen! (plural)¡Mirad! Look! (plural)¡Miradme! Look at me! (plural)¡Tocad! Touch! (plural)¡Dad! Give! (plural)¡Dadme! Give me! (plural)

©LCP Ltd 2008. Copies may be made for use within the purchasing institution only.LCP Primary Spanish Resource File 16

In this first section, which contains a term’s work, the children will learn to introduce themselves in Spanish and to greet others. They will learn numbers 0–12 and some classroom objects. They will also begin to work on sounds and spellings, and use simple classroom instructions.

Section 1 Introduction

Spanish RF1.indb 6Spanish RF1.indb 6 6/11/07 3:23:47 pm6/11/07 3:23:47 pm

¡Levantaos! Stand up! (plural)¡Sentaos! Sit down! (plural)¡Silencio! Quiet!¡Callaos! Be quiet! (plural)¡Muy bien! Well done!un chico a boyuna chica a girltodos los chicos all the boystodas las chicas all the girls Simón dice Simon SaysEres la espía You’re the spy (feminine)Eres el espía You’re the spy (masculine)

una mesa a tableuna silla a chairun libro a bookun estuche a pencil caseuna goma an eraserun lápiz a pencilun bolígrafo/un boli a penuna regla a ruler una mochila a school bagpor favor pleasemuchas gracias thank you very muchmuchísimas gracias thank you very much indeedde nada you’re welcomeDa…a Give…to Veo algo que I see something that begins empieza con… with… (equivalent of ‘I spy’) ¿Me pasas un lápiz, Please can you pass me apor favor? pencil¿Cuántos/ How many… is/are there?Cuántas… hay?

Prior learningIt is helpful if children already know: the English alphabet

how to sequence words in alphabetical order

Out-of-school learningChildren could: use greetings at home and with friends.

look out for Spanish-made products in shops and at home.

look out for Spanish books in shops and television programmes.

take home a blank register sheet with La lista at the top to enable them to play taking registers at home. Encourage them to write the Spanish words they can remember.

take home the expression masks and practise with parents, carers, siblings and friends.

continue to build a word bank and find the equivalent of ¿Qué tal? for other languages to add to classroom display (non-roman script as well as roman).

practise with parents, carers and peers phrases learnt in class.

bring in pictures of celebrities so they can practise the phrase ¿Cómo se llama?

research first names in other countries to increase language awareness, e.g. Andrew (English), Andreas (German), André (French), Andrés (Spanish), Andrea (Italian).

practise counting with parents, carers, siblings and friends.

sing the numbers to their favourite soap opera theme tunes.

research information about Spain or famous Spanish people, using the Internet.

use ICT to build a word bank at home of Spanish words learnt at school and others they come across in research or, for example, while on holiday.

look for similarities in other languages they may come across and bring examples to school.

AssessmentMost children will: understand and respond to simple classroom

instructions and commands

use spoken Spanish to meet and greet others

respond appropriately in Spanish to the register

begin to recognise, read and pronounce sounds of combinations of letters, words and phrases

understand and use numbers 0–12

Some children will not have made so much progress and will: understand simple instructions in Spanish with a

prompt and/or visual support

respond to simple questions with support from a spoken model or visual clue

recognise numbers 0–12

identify the gender of some nouns, referring to a model

©LCP Ltd 2008. Copies may be made for use within the purchasing institution only. LCP Primary Spanish Resource File 1 7




Notes/evaluation:

Some children will have progressed further and will: say phrases from memory with clear

pronunciation and meaning

write some phrases

use classroom vocabulary spontaneously in pairs or individually

identify classroom objects using the correct gender



Learning objectivesChildren learn: to say hello (distinguish between formal (¡Buenos

días!) and informal (¡Hola!))

to say goodbye (¡Adiós!)

greeting customs (shaking hands, kissing on each cheek one, two, three or four times)

Learning outcomesChildren learn: to respond to and understand the meaning of

buenos días, hola, adiós, gracias and hasta luego

to say the words buenos días, hola, adiós, gracias and hasta luego in the correct contexts

Resources Map of Spain and globe (to show position of

Spain in relation to other countries)

Pictures of Spanish places and people

Puppets (optional)

Name badges (optional)

Photocopiable sheet 1

Activity sheets 1 and 2

CD Section 1 Topic 1

Advance preparation Familiarise yourself with the topic vocabulary

from the CD, practise pronunciation and ensure that you understand the meaning of all the words.

Photocopy Activity sheet 1, one for each child.

Photocopy Activity sheet 2, one for each pair of children.

Enlarge, photocopy, cut up (and laminate if necessary) Photocopiable sheet 1, one set between each pair of children.

Prepare laminated Spanish name badges for children (optional). Consider allocating Spanish names to those children whose names don’t sound very Spanish. Here are some examples of Spanish names: Alberto, Alejandro, Carlos, Javier,

Marcos, Pablo and Sergio for boys. Ana, Claudia, Elena, Lucía, María and Marta for girls. You can find more Spanish names on the Internet by visiting www.spanishromance.com/spanish-language/names or www.babynames.org.uk/spanish-baby-names.htm

Prepare a picture of the Spanish flag for Activity 5.

Make sure that you have a map of Spain large enough for children to be able to identify the main towns (for Activity 5).

Programme of study 1a how to use and respond to the foreign

language

1b how to listen carefully in order to discriminate sounds, identify meaning and develop auditory awareness

1c correct pronunciation and intonation

1f how to use contexts and clues to interpret meaning

2b considering their own culture and comparing it with others

KS2 Framework for languagesO3.2 Recognise and respond to sound patterns

and words

O3.3 Perform simple communicative tasks using single words, phrases and short sentences

O3.4 Listen attentively and understand instructions, everyday classroom language and praise words

L3.1 Recognise some familiar words in written form

L3.3 Experiment with the writing of simple words

IU3.1 Learn about the different languages spoken by children in the school

IU3.2 Locate country/countries where the language is spoken

IU3.3 Identify social conventions at home and in other cultures


Section 1 | Introduction to Spanish | Topic 1

The purpose of this topic is to ensure that children can greet each other by responding and saying ¡Buenos días!, ¡Hola! and ¡Adiós! It is also to familiarise children with new sounds and to encourage them to speak and practise customs, even if they make mistakes, in order to gain confidence.

Topic 1 Greetings



IU3.4 Make indirect or direct contact with the country/countries where the language is spoken

Vocabulary ¡Buenos días! Good morning (literally ‘good day!’ and more formal than ¡hola!)¡Hola! Hello! ¡Adiós! Goodbye!¡Hasta luego! See you later!gracias thank you¡Excelente! Excellent!¡Genial! Brilliant!muy bien very good

Prior learningIt is assumed that the children have no previous knowledge of Spanish, but their learning will be enhanced if they already know:

the English alphabet;

how to put words into alphabetical order;

where Spain is and the concept that different languages are spoken in different countries.

Differentiation Pair higher ability children with lower ability

children during role-play/conversation activities.

Higher ability children will be able to complete the map in Activity 5 independently.

Cross-curricular activitiesO3.2 Recognise and respond to sound patterns

and words

NC English KS2 Listening: To identify and respond to sound patterns in language (Activities 1–6)

IU3.2 Locate country/countries where the language is spoken

NC Geography 3b: The location of places and environments they study (Activities 1 and 6)

IU3.3 Identify social conventions at home and in other cultures

NC PSHE 4f: To think about the lives of people living in other places and times and people with different values and customs (Activities 1–5)


NC English KS2 Reading 1b: Use word recognition and graphic knowledge (Activities 1–4)

AssessmentThe children’s understanding can be assessed by their ability: to understand, say and respond to greetings

Listen carefully to their accent and intonation, and correct appropriately through repetition.

Starter Ask if any of the children have been to Spain. Look at Spain on a map or globe and then look at the

pictures of Spanish places and people. Discuss holidays/visits/Spanish friends or family.

Leave the classroom and re-enter. Move round the class shaking children’s hands and saying ¡Buenos días! in a lively way. Encourage the children to move round the classroom and greet each other in the same way.

Praise the children regularly, e.g. ¡Excelente, Laura!, ¡Muy bien, Marcos! or ¡Genial, Javier!

Throughout, ensure that each child has had the chance to speak. Be aware of children who are not participating and encourage them to join in.


Spanish1 Sec1.indd 10Spanish1 Sec1.indd 10 8/11/07 11:42:05 am8/11/07 11:42:05 am

Activity 1Activity 1 Say ¡Hola! and ask the children to repeat. You could use puppets for role-play and get the children to

work in pairs to consolidate.

If a Teaching Assistant (TA) is present, demonstrate kissing on both cheeks as a greeting and ask the children to greet each other. Be prepared for hilarity and reluctance! Explain that the greeting is usually between people who know each other and that there can be regional variations (up to four kisses!).

Use puppets to say ¡Hola! Repeat role-play as before and ensure correct pronunciation.

Ask the children why they think this greeting is different and what it means. Elicit ‘hi!’ or similar, and explain that this familiar form of address is used by children, friends, teenagers and family. Ensure that they have understood the concept of formal/informal greetings by using plenty of practice.

Activity 2Activity 2 Wave, turn away and as you are going out of the door say ¡Adiós! Encourage the children to wave and

join in.

Explain the meaning of hasta luego (see you later) and ensure that the children can pronounce it correctly.

At this point you might like to introduce the children to ¡Diga! or ¡Dígame!, which is the greeting used to answer the telephone.

Activity 3Activity 3 Give a copy of Activity sheet 1 to each child. The children complete the speech bubbles with either

¡Buenos días!, ¡Hola! or ¡Adiós! To help them, the words are provided at the bottom of the sheet.

Activity 4Activity 4 Give a set of laminated cards (Photocopiable sheet 1) to pairs of children. Children place the pictures

face down and take turns to turn two over according to whether the character should say ¡Buenos días!, ¡Hola! or ¡Adiós! For example, two teenagers would say hola, two adults might say buenos días and a teenager and child would say hola. Children should also act out whether characters are likely to shake hands or kiss each other on the cheek.

Explain the meaning of gracias and teach the children to say it when they receive their cards. Ensure that they can pronounce it correctly.

Activity 5Activity 5 Look again at the location of Spain on the map or globe and show children a picture of the Spanish flag.

Show children the names of the following places in Spain: Madrid, Barcelona, Granada, Sevilla, Santiago, Bilbao. Activity sheet 2 (to be completed in pairs) asks the children to add the names on to their copy of the map.

PlenaryAsk pairs of children to role-play greetings to the rest of the class.

Extension activities Use the greetings at any time during the school

day for reinforcement.

Out-of-school learning Encourage the children to use greetings at home

and with friends.

Ask the children to look out for Spanish-made products in shops and at home.

Ask them also to look out for Spanish books in shops and television programmes.





Section 1 | Introduction to Spanish | Topic 1 Photocopiable sheet 1




¡Buenos días! ¡Hola! ¡Adiós! ¡Hasta luego!

¡Adiós!

Activity sheet 1Section 1 | Introduction to Spanish | Topic 1

Fill in the correct greeting for each pair of characters.Choose the words from the box at the bottom of the page.The first one has been done for you.

Activity sheet 1



Madrid Bilbao Barcelona Sevilla

Santiago Granada

Fill in the names of the Spanish towns on the map.Then colour in the Spanish flag.

Activity sheet 2



The purpose of this topic is for children to ask and answer questions about how they are and to answer the register.

Topic 2 How are you?

Learning objectivesChildren learn: to ask and to respond to questions about how

they are

to respond appropriately to the register

Learning outcomesChildren learn: to understand and ask others the question ¿Qué

tal?

to respond using estoy bien, gracias or muy bien, gracias; no estoy bien; estoy fatal; estoy regular

to respond to the register saying presente or falta or Sí, señora/señorita/señor when their name is called

Resources Simple hand-held masks using Photocopiable

sheets 1–5, enlarged, which show the following facial expressions: happy, very happy, sad, very sad, so-so

Small wooden sticks (like lolly sticks)

Sticky tape

Photocopies of group lists for children to practise (about six names – make sure they are the Spanish names previously given)


Name badges from Topic 1 (optional)




Prepare a set of masks for yourself from Photocopiable sheets 1–5. Photocopy (laminate if necessary) and attach a wooden stick to the back, so that you can hold the mask up.

Photocopy Activity sheet 1, one for each group of four children.



language



1d how to ask and answer questions

1f how to use context and clues to interpret meaning

3c how to initiate conversations

3e how to communicate with each other in the foreign language in pairs and groups and with their teacher


and words




L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words


Vocabulary¿Qué tal? How are you?/Are you well?¿Qué tal estás? How are you?/Are you well?Sí, estoy bien, gracias Yes, I’m well thank youSí, estoy muy bien, Yes, I’m very well thank yougracias¿Y tú? And you? (response to question – familiar)¿Y usted? And you? (response to question – polite)regular so-so/not bad/OKNo, no estoy bien No, I’m not too good





No, estoy fatal No, I’m feeling terribleVoy a pasar lista I’m going to take the registeren español/inglés in Spanish/EnglishPresente HereFalta Away/not hereseñora/señorita/señor Mrs/Miss/SirNo está He/she isn’t here

Prior learningThe children’s learning will be enhanced if they already understand the meanings of bien, muy bien, sí, no, señora, señorita and señor.

Differentiation Some children will be able to understand more

than they can say. For example, they will be able to give the correct facial expressions when asked the question ¿Qué tal? but not the words.

Some children will be able to give one word responses, e.g. bien and others will be able to give a full sentence answer, e.g. Sí, estoy muy bien, gracias or Presente, señora/señorita/señor.

Children who are confident could also be paired with children who are less confident in order to support their learning.

Cross-curricular activitiesIU3.3 Identify social conventions at home and in

other cultures

NC PSHE 4f: To think about the lives of people living in other places (Activities 1–5)

O3.2 Recognise and respond to sound patterns and words

NC English KS2 Listening: To identify and respond to sound patterns in language (Starter and Activities 1–5)

AssessmentThe children’s understanding can be assessed by their ability: to respond to the register by answering sí or

presente

to give at least a one-word response to ¿Qué tal?

Activity 1Activity 1 Produce the register and point to it saying la lista. Encourage the children to repeat this and then ask if

anyone can tell you what la lista means.

When you have received the correct response, explain that you are going to take the register. Choose a child and explain that he/she responds Sí, señora (or señorita/señor – whichever is appropriate). Then choose another child and explain that he/she will respond Presente, señora/señorita/señor. Explain to the children that these are the two possible reponses for answering to the register.

Explain further that if a child is away, the whole class is to respond with Falta, señora/señorita/señor. If children do not reply if a child is absent, ask the question, e.g. ¿No está Claudia? to elicit the response No está.

Take the register and encourage full responses, i.e. Presente, señora or Sí, señor.

Starter Move briskly round the room shaking children’s hands and saying ¡Buenos días…! (address the children

by name). Wait for their response before moving on to the next child and ensure that each child has the opportunity to respond.

Encourage the children to shake hands with each other and greet each other.

Then say ¡Buenos días! and use your arms to indicate everyone.

Encourage the whole class to say ¡Buenos días señora/señorita/señor! and explain that you will greet the class in this way for each future lesson, and that they will have to respond using these Spanish words each time.



Encourage whole-class responses for absent children.

Take the register every day in Spanish at one session. It will build confidence and be accepted as a daily routine by the children.

Ensure that children understand each word in the phrase from the outset.

Activity 2Activity 2 Divide the children into pre-planned groups (or in usual activity groups).

Give each group their ‘register’ (Activity sheet 1) and choose one person to start as the teacher.

Children then practise taking their ‘register’. Encourage children to respond as a group if a child is absent.

Activity 3Activity 3 Introduce the question ¿Qué tal? and using the masks you have prepared as well as gestures, such as

thumbs up or down, model the responses, e.g. Estoy bien, gracias or No estoy muy bien.

Keep repeating the question and use responses according to the masks, encouraging the children to join in.

Ask for volunteers to come to the front of the class and hold masks. Encourage the children to ask the question ¿Qué tal?, then point to each mask and ask for the correct response from each individual, e.g. Sí, estoy bien, gracias or No, estoy fatal. Children repeat after correct responses.

Differentiate by using open and closed versions, e.g ¿Estás bien, Clara? to elicit the response Sí, bien gracias, compared with Sergio, ¿qué tal estás? to elicit the response Estoy muy bien, gracias. The person who answers can reciprocate the question by saying ¿Y tú?

Using plenty of facial expressions, reinforce question and answers, encouraging children to repeat each time.

Move round the class asking children to respond individually.

Activity 4Activity 4 Ask the whole class to practise dialogue in pairs using Hola, ¿qué tal? and one response, then ¡Adiós!

Activity 5Activity 5 Children complete Activity sheet 2, orally at first, and when confident, they fill in the text.

Plenary Invite a pair of children to perform their dialogue,

choosing one response to ¿Qué tal?

Ask another pair of children to perform an alternative response.

Continue until all responses learnt have been performed.

Extension activities Children who master the expressions vocabulary

quickly can engage in dialogue with another child of equal ability in order to communicate in longer phrases by drawing on all the words they have learnt so far.

Out-of-school learning Give the children a blank register sheet with La

lista at the top to enable them to play taking registers at home. Encourage them to write the Spanish words they can remember.

Allow the children to take home the expression masks and practise with parents, carers, siblings and friends.

Continue to build a word bank and encourage the children to find equivalent of ¿Qué tal? for other languages to add to classroom display (non-roman script as well as roman).





Notes/evaluation:




Activity sheet 1Photocopiable sheet 1




Photocopiable sheet 1Photocopiable sheet 2



Nombre


Activity sheet 1

Section 1 | Introduction to Spanish | Topic 2 Activity sheet 1



Activity sheet 1Activity sheet 2Fill in each speech bubble with the correct text.

Falta, señora. ¡Buenos días señora!

¡Buenos días! Falta, señora.

Presente, señora.

Presente, señora.

Sara?

Marcos?

María?

Felipe

Marcos

Sara

CarlosAna

Marta

Laura

Pedro

Eduardo?




Learning objectivesChildren learn: to respond to the question ¿Cómo te llamas?

to ask the question ¿Cómo te llamas?

Learning outcomesChildren learn: to respond with Me llamo… when asked their

name or when taking another role

to respond with Es… or Se llama… when asked who it is

to understand that Es is the equivalent of ‘It is…’

to participate in a short prepared dialogue, using visual or other clues for support

Resources Pictures of celebrities

Sticky labels


Activity sheet 1

Electronic Flipbook (page 1)




Familiarise yourself with page 1 of the Electronic Flipbook.

Collect pictures of celebrities and laminate them. Make them into masks, if desired, so that children can hold them when they are asked ¿Cómo te llamas?

Enlarge, photocopy, cut up (and laminate if necessary) Photocopiable sheet 1. You will need several sets for the whole class.

Photocopy Activity sheet 1, one for each pair of children.


language



1d how to ask and answer questions

3c how to initiate conversations

3e how to communicate with each other in the foreign language in pairs and groups and with their teacher


and words






Vocabulary¿Cómo te llamas? What’s your name?(Yo) me llamo… My name is… What’s yours?¿Y tú? Imaginad Imagine/Pretend (plural)¿Quién es? Who is it?Es… It is…¿Cómo se llama? What’s his/her name?(Él) se llama… He is called/His name is…(Ella) se llama… She is called/Her name is…


The purpose of this topic is for children to say their names and to ask others their names.

Topic 3 Introducing yourself


Prior learningThe children’s learning will be enhanced if they already understand the different forms of greeting and know how to ask and answer the question ¿Qué tal?

Differentiation As with previous topics, some children will be

able to understand more than they can say. Children of higher and lower ability can be paired together.

In order to familiarise children with the rhythm of the words, the phrase could be clapped with the children repeating.

More able children can develop their own word bank and add new words and phrases as they come across them using alphabet and dictionary skills.


and words

NC English KS1 Speaking: To speak clearly, fluently and confidently to different people, pupils should be taught to speak with clear diction and appropriate intonation (All activities)

IU3.1 Learn about the different languages spoken by the children in the school


NC English KS2 Reading 1b: Use word recognition and graphic knowledge (Activities 1–6)

Assessment The children’s understanding can be assessed by their ability: to ask the questions ¿Cómo te llamas?/¿Cómo se

llama?/¿Quién es?

to respond to the questions with Me llamo…/Se llama…/Es…

to participate in a short prepared role-play using the questions and answers with visual and other clues as support

to understand the syntax of the sentences and the way in which they begin to apply that in their understanding of the language

Starter Greet the class with ¡Buenos días! and wait for a collective response. Then address individual children

and await their response (Buenos días, señora/señorita/señor). Smile, shake hands and greet the children enthusiastically as you move round the room.

Ask individual children the question ¿Qué tal? Remind them of possible responses, e.g. regular; estoy bien, gracias; no estoy bien; estoy fatal.

Note: This opening (or similar) should be used at the beginning of each lesson so that the children become used to saying the responses.

Introduce yourself using Yo me llamo… Point to yourself as you say the phrase. In this way children will assimilate the information that yo means ‘I’, although in Spanish you don’t need to say yo. Then introduce ¿Y tú, cómo te llamas?

Give children plenty of opportunity to respond individually. If some children are reticent, ask the question ¿Cómo te llamas? to the whole class so that they can give a collective response. They all say together (Yo) me llamo… and each child says their own name at the end. This will produce a cacophony of sound but to enable confidence to be increased. Ensure that each child has responded before moving on to Activity 1.





Activity 1Activity 1 Display page 1 of the Electronic Flipbook and, clicking on the speech bubbles in order one at a time,

listen to the conversations between Carlos and Marta, and Ana and Javier. Listen to them several times. Make sure that the children hear the question as much as the answer. The children can take it in turns to listen to the question and then say the answer, and vice versa. (Note that you can also click on the title of the page to hear a native speaker say it.)

Now you read the conversation between Carlos and Marta, and then between Ana and Javier while pointing to the words. Then ask the children to read with you. Ask the children to tell you the meaning of the conversation.

Ask different children to take the roles of Carlos, Marta, Javier and Ana in order to practise reading and memorising vocabulary and pronunciation.

Activity 2Activity 2 Hand out the prepared masks to various children (keeping one for yourself ) and ask them to look at the

pictures but not show them to the rest of the class.

Then say: Imaginad (point to your head). ¿Cómo te llamas?

Put your mask up to your face and say Me llamo… (the appropriate celebrity name).

Ask the children with the masks the question individually, ¿Cómo te llamas?

Children put their masks up and say Me llamo… (the appropriate celebrity name).

Activity 3Activity 3 Allocate the masks to different children and ask them to come to the front of the class. The children hold

the masks to their faces.

Develop the previous activity by asking the question ¿Quién es? and pointing to one of the masks.

Answer the question with Es…

Ask this question pointing to each mask and invite the children to respond.

Choose children to repeat the activity by pointing to masks and asking ¿Quién es?

Repeat the activity with different children holding the masks.

Activity 4Activity 4 Further develop the question ¿Quién es? by dividing children into small groups (no more than four). Give

them some sticky labels and ask them to choose a celebrity. They should write the name down on a label and stick it to the back of one member of their group. Groups take it in turns to mime the celebrity (taking care not to show their back) and the rest of the class have to guess who it is by calling Es… When the guess is correct, the child with the label turns round and shows it to the rest of the class.

Activity 5Activity 5 Introduce Se llama… by pointing to a child and asking ¿Cómo se llama? while looking at the rest of the

class to elicit the reponse Se llama… Do this several times.

Activity 6Activity 6 Using Activity sheet 1, ask the children in pairs to point to each picture in turn and ask the correct

question. Children can invent their own names for each child.



Plenary Children practise a dialogue in pairs as if they

were meeting each other for the first time. Model the dialogue with a child so that all vocabulary learnt so far can be used. A conversation could go as follows:

¡Hola!/¡Hola!

¿Qué tal estás?/Estoy muy bien, gracias.

¿Cómo te llamas?/Me llamo…

¡Adiós!/¡Adiós!

Extension activities A link with a partner school could be

established and researched enabling children to communicate via e-mail.

Out-of-school learning Children could practise with parents, carers and

peers phrases learnt in class.

Encourage the children to bring in pictures of celebrities so they can practise the phrase ¿Cómo se llama?

Children could research first names in other countries to increase language awareness, e.g. Andrew (English), Andreas (German), André (French), Andrés (Spanish), Andrea (Italian).

Activity 7Activity 7 Introduce the flashcards from Photocopiable sheet 1 to the children. They show:

¿Cómo te llamas?

Me llamo

¿Cómo se llama?

Se llama

Se llama

¿Quién es?

Es Carlos

Es Marta

Give the children plenty of practice reading and saying the cards. Note the order and patterns of the words. Note the pronunciation of the double ‘ll’, which is pronounced like an English ‘y’.

Then give sets of the flashcards to pairs or groups of children.

Say a phrase to the class and ask them to put the phrase in the correct order.

Choose a child to say one of the phrases and, again, ask the children to put them in the correct order.

These flashcards can be used as an activity with the children working in pairs. You say the phrase and the first pair to put the words in the correct order is the winner.





Notes/evaluation:





Photocopiable sheet 1Section 1 | Introduction to Spanish | Topic 3

¿Cómo te llamas?llamas? MeMe

llamollamo ¿Cómo¿Cómo sese llama?llama?

SeSe llamallama SeSe llamallama

¿Quién¿Quién es?es? EsEs CarlosCarlos

EsEs MartaMarta



Activity sheet 1


With your partner, take turns to ask the names of the children below.You can make up names for all of them using the Spanish names you have learnt already.


Learning objectiveChildren learn: to count from 0–12

Learning outcomesChildren learn: to understand the numbers 0–12

to use the numbers 0–12

Programme of study1a how to use and respond to the foreign

language



KS2 Framework for languagesO3.1 Listen and respond to simple rhymes,

stories and songs

O3.2 Recognise and respond to sound patterns and words






Resources Number cards 0–12 (from maths lessons)

Number fans

Number line

Beanbag or a small soft toy

Noughts and crosses grid

Photocopiable sheets 1, 2a, 2b, 3a, 3b and 4





Enlarge, photocopy, cut out (and laminate if necessary) Photocopiable sheet 1. Colour one pair of feet red and the other blue.

Enlarge, photocopy, cut up (and laminate if necessary) Photocopiable sheets 2a and 3a.

If you wish to tackle numbers 12–20 as well, enlarge, photocopy, cut up (and laminate if necessary) Photocopiable sheets 2b and 3b.

Photocopy Photocopiable sheet 4, one for each pair of children (or display it on a whiteboard).

Photocopy Activity sheets 1 and 2, one of each for each child.

Vocabularylos números numberscero 0uno 1dos 2tres 3cuatro 4cinco 5seis 6siete 7ocho 8nueve 9diez 10once 11doce 12más more (also ‘add/plus’ in sums)menos less (also ‘minus/take away’ in sums)son are (equivalent to ‘equals’ in sums)y and¡Repetid! Repeat! (plural)¡Enseñadme! Show me! (plural)


The purpose of this topic is to ensure that children can count from 0–12 in Spanish.

Topic 4 Numbers 0–12




hoy todayvamos a aprender we’re going to learn¿Qué es esto? What is it?/ What is this?un dedo a finger¿Cuántos dedos hay? How many fingers are there?¿Cuántos hay? How many are there?Hay… There is…/There are…¡He ganado! I’ve won!azul bluerojo red

Prior learningChildren need to be secure in putting numbers in order for their learning to be enhanced.

Differentiation Pair lower ability children with a higher ability

partner.

Use counting apparatus to support children who have difficulty in numeracy.

Give easier numbers to children who find it difficult to follow number games at speed.

Cross-curricular activitiesO3.1 Listen and respond to simple rhymes and

songs

NNS: YR Counting: Say and use the number names in order in familiar contexts (Starter and Activities 2–7)


NC English KS2 Reading 1b: Use word recognition and graphic knowledge (Activity 6)

AssessmentThe children’s understanding can be assessed by their ability:

to understand and say the numbers 0–12 both actively and out of sequence

to respond to mathematical questions and ¿Cuántos hay? correctly

Listen carefully to accent and intonation and correct appropriately.

Starter Use lively greetings to address the children and listen for correct responses.

Praise the children regularly using such words as excelente, muy bien or genial.

Encourage them to greet each other and then praise again.

Say Hoy, vamos a aprender los números.

Show a number fan, opened out, then point to the numbers and say los números. Ask the children to repeat it until their intonation and accent are correct. Use ¡Repetid! and point to numbers and ask ¿Qué es esto? Ask individual children the question giving all those that want to respond an opportunity to do so. The phrase ¿Qué es esto? will be introduced again properly in Section 1 Topic 6.

Put the number fan down and hold your hands up, fist clenched and say cero.

Hold up your thumb and say uno. Say ¡Repetid! and encourage the children to repeat after you. Use this command whenever you wish to encourage repetition of words to ensure correct pronunciation.

Go back to fists clenched and say cero. Hold up your thumb and say uno and then one finger and say dos. Repeat a few times until the children are confident.

Progress to seis using fingers each time starting from uno to consolidate.

Ensure that the children have a good model of pronunciation to copy and emphasise pronunciation. Practise the Spanish tr sound so that tres and cuatro do not sound anglicised.



Activity 1Activity 1 Consolidate numbers learnt in various ways.

Ask the children to put their hands behind their backs. Say Enseñadme tres dedos.

Wait until all (or most) of the children are showing the correct number of fingers, then model the correct number. Say uno, dos, tres while moving the fingers shown. Encourage the children to say the numbers with you.

Repeat with different numbers to develop confidence.

Throw a beanbag (or a small soft toy) to a child and say a number from 1–6. The child says the number in Spanish.

Throw a beanbag to a child and say cero. The child has to say the next number in Spanish, who then throws to another child who says the next number until number six is reached. Note that this activity can be repeated with any sequence of numbers as the children progress.

Other games can be played at speed, e.g. buzz, clapping games, standing up and sitting down as different numbers are reached, speaking on a beat. These all serve to motivate the children and ensure consolidation and progress.

Hold up three fingers and ask ¿Cuántos dedos hay? The children respond Tres dedos or Hay tres dedos.

Activity 2Activity 2 Introduce numbers to 12 using flashcards and number fans.

If the children are confident, these numbers can be taught at the same time as 0–6. Consolidating activities can be used as described in Activity 1.

Play the beanbag game, as described in Activity 1, saying the numbers backwards, or using multiples of two and three.

Activity 3Activity 3 Play noughts and crosses on a whiteboard or interactive whiteboard using mental arithmetic questions

that are differentiated. You will need to introduce más/y (add), menos (less) and son (equals) for this, i.e. ocho más dos son diez, once menos ocho son tres.

Divide the class into two teams and play the best of three or five games.

Write the sum in the squares so that the children have visual support. If a team gets a wrong answer, offer it to the other team. This introduces a further element of excitement and competition, and encourages the children to use strategies for playing the game.

Activity 4Activity 4 Play ‘Stepping Stones’ using Photocopiable sheet 1.

Put the enlarged sheet on the board, or if you feel you need a larger amount of space, draw the river and stepping stones on the board.

Divide the children into two teams according to the coloured feet (rojo/azul).

Ask quick-fire mental arithmetic questions and either choose the first person with their hand up to answer or ask each team in turn. If a wrong answer is given, the question goes to the other team.

The child that gives the correct answer moves their team’s feet one stepping stone across the river.

The winning team is the first to reach the other side of the river.





Activity 5Activity 5 Either display Photocopiable sheet 4 on a whiteboard using the PDF on the CD, or give a copy to each

pair of children. It shows a Spanish chanting rhyme.

Model it first and then chant it together with the children.

Divide the children into groups of four or five so they can practise it.

Have competitions to see who can chant it with the best pronunciation.

Still in groups, ask the children to devise their own chant for numbers to 12 using nonsense words to rhyme with the Spanish numbers. Award points or merits for the best one.

Activity 6Activity 6 For this activity, you will need the number digit flashcards and the word flashcards (Photocopiable

sheets 2a and 3a). If you want to cover numbers up to 20, you will also need Photocopiable sheets 2b and 3b.

Give word flashcards to chosen children.

As you say the number, the children with the correct card should come to the front.

When all of the children are at the front, they should arrange themselves in the correct order (or they can do this as they come to the front).

Repeat this with the number flashcards; children with the correct flashcards come to the front and stand next to the correct word flashcards.

Activity 7Activity 7 Play Bingo using Activity sheet 1.

Ensure that each child has a photocopy of the bingo sheet (there are six separate grids, so you can play six games).

Children complete the squares randomly but ensuring they have numbers 1–12 once.

Call out Spanish numbers or call out quick-fire mental arithmetic questions. Children cross off the numbers as they occur. The first child to have a vertical, horizontal or diagonal row of numbers crossed off calls ¡He ganado! Have some small prizes (e.g. lollipops) for winners.

PlenaryUse any of the counting activities to reinforce learning.

Extension activities This is an extension activity for children who

are confident with both the spoken and written forms of the numbers. Using Activity sheet 2, the children look at the numbers of objects, count in Spanish and complete both the digit section and the written word section. Explain the headings Escribe el número (write the figure) and Escribe la palabra (write the word).

Out-of-school learning Encourage the children to practise counting with

parents, carers, siblings and friends.

The children could sing the numbers to their favourite soap opera theme tunes.



Notes/evaluation:





Photocopiable sheet 1Photocopiable sheet 1 Stepping stones




Activity sheet 1

cero uno dosdos

tres cuatro cinco

seis siete ocho

nueve diez once

doce

Photocopiable sheet 2a

Section 1 | Introduction to Spanish | Topic 4 Photocopiable sheet 2a



Photocopiable sheet 1Photocopiable sheet 2b

trece catorce

quince dieciséis

diecisiete dieciocho

diecinueve veinte

Section 1 | Introduction to Spanish | Topic 4 Photocopiable sheet 2b



Activity sheet 1

0 1 22

3 4 5

6 7 8

9 10 11

12

Photocopiable sheet 3a





13 14

15 16

17 18

19 20




Activity sheet 1Photocopiable sheet 4 Spanish chanting rhyme

En la casa de Pinocho,Todos cuentan hasta ocho.

Uno, dos, tres, cuatro, Cinco, seis, siete, ocho.

Photocopiable sheet 4Section 1 | Introduction to Spanish | Topic 4



Photocopiable sheet 1Activity sheet 1




Activity sheet 1Activity sheet 2Look at each picture.Write the correct figure and word for each number in the boxes below.The first one has been done for you.

¿Cuántos hay? Escribe el número Escribe la palabra

5 cinco




Learning objectiveChildren learn: to listen and respond to classroom instructions

Learning outcomeChildren learn: to show understanding of simple commands,

everyday classroom language and instructions for setting tasks

Resources Puppet (optional)

Photocopiable sheets 1a and 1b

Electronic Flipbook (page 2)




Enlarge, photocopy, cut up (and laminate if necessary) Photocopiable sheets 1a and 1b.

Familiarise yourself with page 2 of the Electronic Flipbook.


language



1f how to use context and clues to interpret meaning

3b simple aspects of grammar and how to apply them


and words



Vocabulary¡Escuchad! Listen! (plural)¡Mirad! Look! (plural)¡Miradme! Look at me! (plural)¡Tocad! Touch! (plural)¡Dad! Give! (plural)¡Dadme! Give me! (plural)¡Levantaos! Stand up! (plural)¡Sentaos! Sit down! (plural)¡Silencio! Quiet!¡Callaos! Be quiet! (plural)¡Muy bien! Well done!un chico a boyuna chica a girltodos los chicos all the boystodas las chicas all the girls Simón dice Simon SaysEres la espía You’re the spy (feminine)Eres el espía You’re the spy (masculine)

Prior learningChildren will need to know numbers from 1–12 for this topic.

Differentiation Children can refer to the classroom display

showing numbers and pictures, which help to define the meaning of the words.


The purpose of this topic is to introduce and consolidate the use of classroom commands and for children to respond appropriately.

Topic 5 Classroom instructions


Cross-curricular activitiesL3.3 Experiment with the writing of simple

words

NLS Y3 T1–3 W6: To use independent spelling strategies

NC English KS2 Writing 4d: Use knowledge of common letter strings, visual patterns and analogy (Activities 1–3)


to understand and respond to the instructions

Activity 1Activity 1 Introduce instructions using appropriate gestures (with the puppet if you are using one) to aid

understanding, e.g. touch your ear for ¡Escuchad!, raise your arms for ¡Levantaos! to indicate to the children that they should stand up, touch something for ¡Tocad! Children should repeat the instructions while doing the actions.

Repeat the instructions quickly to motivate the children. Vary the way you say them; refer to the display you have made from Photocopiable sheets 1a and 1b, do the actions, go to the display and point to the pictures and words.

Activity 2Activity 2 Display page 2 of the Electronic Flipbook and point to each of the picture instructions while saying

the command in Spanish. When you have looked at each one several times, say an instruction and ask children to come and point to the correct picture each time.

Repeat this activity, clicking on each instruction in turn for the children to hear and see a demonstration of the activity. The children can take it in turns to say an instruction and then click on the picture to see if they have said it properly.

Activity 3Activity 3 Use the commands to play Simón dice (Simon Says). If you are using a puppet, use the puppet’s name as

the title of the game.

- Tell the children that they should obey you if you first say the words Simón dice…

- Tell them that they are out of the game if they follow an order that does not begin with Simón dice, or if they fail to do what Simón says to do.

- Continue giving orders. Mix it up and say something like Levantaos without the preface Simón dice. When children are out, encourage them to be a spy (Eres la/el espía) to help you to catch other people.

Use children to call the instructions either on their own or with the puppet.

Vary the commands by saying todos los chicos or todas las chicas.

Starter Greet the children enthusiastically as normal. Encourage them to greet each other.

If using a puppet, explain that they are going to learn lots of instructions with the puppet’s help. Greet the children using the puppet and encourage them to respond to it.

Ensure that children who are sometimes reticent have an opportunity to speak to the puppet.





Plenary Ask different children to come to the front of the

class and give children instructions for Simón dice.

Extension activities You can use the instruction/command words

that the children have learnt in this topic in other contexts during the school day.

Out-of-school learning Using the Internet, ask the children to research

information about Spain or famous Spanish people.

Use ICT to build a word bank at home of Spanish words learnt at school and others they come across in research or, for example, while on holiday.

Notes/evaluation:




Activity sheet 1Photocopiable sheet 1a

¡Silencio! ¡Escuchad! ¡Tocad! ¡Mirad!

¡Dad! chica chico





¡Sentaos!

¡Levantaos!

¡Repetid!

¡Excelente!

¡Muy bien!



Learning objectiveChildren learn: to understand and use the names of classroom

objects

Learning outcomesChildren learn: to ask and respond to the question ¿Qué es esto?,

e.g. Es una silla

to understand that un is masculine and una is feminine

Resources Classroom objects as mentioned in the

vocabulary section. You will need two of everything (see Activity 1). Use dolls’ house furniture for the larger objects

Photocopiable sheets 1 and 2

Activity sheet 1

Electronic Flashcards 1–9





Enlarge, photocopy, cut up (and laminate if necessary) Photocopiable sheet 1, one set for each child.

Enlarge, photocopy, cut up (and laminate if necessary) Photocopiable sheet 2, one set for each pair of children.


language



1f how to use context and clues and interpret meaning

3b simple aspects of grammar and how to apply them


and words




Vocabularyuna mesa a tableuna silla a chairun libro a bookun estuche a pencil caseuna goma an eraserun lápiz a pencilun bolígrafo/un boli a penuna regla a ruler una mochila a school bagpor favor pleasemuchas gracias thank you very muchmuchísimas gracias thank you very much indeedde nada you’re welcomeDa…a Give…toVeo algo que empieza con… I see something that begins with… (equivalent of ‘I spy’)¿Me pasas un lápiz, por favor? Please can you pass me a pencil?¿Cuántos/Cuántas… hay? How many… is/are there?


The purpose of this topic is to introduce the concept of gender for everyday objects to children and to ensure they can understand and use the names of classroom objects both in questions and responses.

Topic 6 Classroom objects




Prior learningThe children’s learning will be enhanced if they are familiar with classroom instructions.

Differentiation Pair lower and higher ability children together

when playing picture activities.

Grade questions, e.g:

Es un lápiz, ¿sí o no?

(Sí, es un lápiz.)

¿Es un boli o un lápiz?

(Es un lápiz.)

¿Qué es esto?

(Es un lápiz.)

Give any children who are having difficulties fewer words at each session.


and words

NC English KS1 Speaking: To speak clearly, fluently and confidently to different people, pupils should be taught to speak with clear diction and appropriate intonation (Activities 1–5)


to understand, say and respond to the question ¿Qué es esto? with Es…, plus the appropriate vocabulary

to respond correctly to the command Da…a, por favor

Activity 1Activity 1 Introduce the question ¿Qué es esto? (This question was briefly introduced in Section 1 Topic 4, but will

be dealt with in more detail here.) Hold up the object (or point to it) and say Es un/una… Repeat the question and invite the children to respond.

Use the Electronic Flashcards, as well as objects. Use various games at speed to consolidate words.

Draw objects out of a bag or box (use dolls’ house furniture for the chair and table). Ask individual children to come to the front, choose an object and ask the question ¿Qué es esto? The class should respond appropriately.

Give objects to the children saying ¿Qué es esto? They respond and pass the object to another child asking the question each time.

Have two sets of each object and divide the class into teams. Children are numbered in each team. Call out Número uno, una goma and the children who are that number in each team run to the front, choose the correct object and hold it up. The whole team of the child who has picked the object up first says ¿Qué es esto? and the child who is holding the object has to say the name of the object correctly to win.

Introduce the request ¿Me pasas un lápiz, por favor?, encouraging a child to pass a pencil to you. Elicit gracias or muchas gracias.

Starter Greet all children enthusiastically. Give children who wish to the opportunity to offer individual

responses. Remember to use lots of praise.

Reinforce words from previous topics. Spend a few minutes asking quick-fire questions on los números, instructions and asking children their names. Use displays as appropriate.

Introduce the vocabulary for the topic using objects or Electronic Flashcards 1–9 (or a mixture of the two). Make sure you differentiate clearly with gender and use plenty of repetition. Ask the children if they notice anything about the words you have introduced. Choose a masculine and a feminine object if this is not elicited straight away and emphasise un and una very clearly. Briefly explain that things, as well as people, are either masculine or feminine in the Spanish language.

Repeat the words introduced and ask the children to sort them according to gender, encouraging them to point to or pick up the items while saying the phrase.



Activity 2Activity 2 Play Lotto with the words from Photocopiable sheet 1 and each child using Activity sheet 1 (which has

the pictures on) as a board. Call out the names of the words and the children have to cover the pictures correctly with the correct word.

Activity 3Activity 3 Introduce Da…a, por favor.

Using gestures, give an object, e.g. a pen, to a child and say Da un boli a…, por favor. Encourage the child who receives the object to say gracias. Use gestures to ask another child. Say Da una goma a…, por favor. Using gestures again, ask the child who has received an object to give it to another child, asking the same question. Encourage the children to ask different children to give different objects to each other, making sure they say gracias when they have received an object.

Explain the meaning of de nada and teach the children to say it when the other person says thank you. Ensure that they can pronounce it correctly. You could also introduce muchísimas gracias.

Activity 4Activity 4 Play the pairs game from Photocopiable sheet 2. Each pair of children should have two sets of pictures

cut up and placed face down. The children take it in turns to turn two pictures over, saying the names of the objects each time. When they turn over two pictures that are the same, they are only allowed to keep the pair if they know the name of the object.

Activity 5Activity 5 Consolidation games:

- Play ‘I Spy’. Say Veo algo que empieza con ‘L’ . ¿Qué es esto? Children could be divided into groups for this.

- Combine objects with numbers. Say ¿Cuántas gomas hay?, ¿Cuántos bolígrafos hay?, ¿Cuántos lápices hay?, etc.

Plenary Use any consolidating games (such as ‘I Spy’)

that combine objects with numbers to ensure correct pronunciation and understanding. Ask the children to take the teacher’s role in these.

Extension activities Using the text flashcards again from

Photocopiable sheet 1, reinforce the pronunciation: chico/chica, silla, etc. Use lots of repetition. Draw the children’s attention to accents (lápiz, bolígrafo) and briefly explain that accents change where the emphasis falls on the word. Accents are covered more fully in Section 4 Topic 4.

Out-of-school learning Encourage the children to look for similarities in

other languages they may come across and bring examples to school.





Notes/evaluation:





una mesa una silla una chica

un chico un libro una goma

un lápiz una regla una mochila

un bolígrafo




Photocopiable sheet 1Photocopiable sheet 2

una mesa una silla

una chica un chico

un libro una goma

un lápiz una regla

una mochila un bolígrafo

una m




Activity sheet 1Listen to the names of objects as your teacher calls them out.Use the word cards to cover up each picture when you hear its name called.

Activity sheet 1




Notes/evaluation:



section 1 introduction to spanish introduction section 1

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