year 6 scheme of work overview - st margaret's c of...

17© Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.

Year 6 Scheme of Work Overview

Lessons Content Key skills and activities

Lesson 1 Classroom routines:Answering the registerSaying the dateDescribing the weatherAsking for classroom objectsFollowing instructions

Recap of simple negative from Y4:No tengo

• Initiateandsustainconversations• Re-usepreviouslylearnedlanguage

in a new context• Discusslanguagelearningand

reflect on how to memorise and recall language

• Understandtheformationofabasic negative sentence

Lesson 2 As for lesson 1

¿Tienes...?

• PerformasketchinSpanishto an audience

• Presentoralworkconfidently,speaking clearly and audibly with good pronunciation

• Understandkeydetailsfromanauthentic text

• Makepredictionsbasedonexistingknowledge

• Useadictionary• Evaluatework

Lesson 3 Recap of clothes vocabulary from lesson 4

+unoszapatos,unoscalcetines, una sudadera

RecapofexpressingopinionsfromY3,Y4,Y5:Megusta,nomegusta

Justifying opinions:No me gusta el rojo

Es+adjective

• Understandthatdifferentcountrieshave differences in education systems and that a school day may vary for a child attending a school inEngland/Spain

• Revisepronunciationofllandj• Understanddetailsincluding

opinions from spoken passages• Constructashortparagraphby

adapting a model• Attemptaccuratespellingswhen

writing individual new words from memory

© Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.


Lesson 4 Recap of family members from Y4

Recap of structures from Y4 and Y5:Sellama,tienexaños,es,viveenRecapofquantifiersfromY3,Y4,Y5:muy,bastante

Recap of adjectives from Y4:simpático,inteligente,divertido+deportivohermoso

• Joinintwoplaygroundgames in Spanish

• Understandthemainpointsandsimple opinions expressed in a short,writtentextandrespondbyansweringtrue/falsequestions

• Followastoryasitisreadaloud,demonstrating understanding

• Listenforcluestomeaning–e.g.tone of voice

Lesson 5 Recap of verb ser from Y4 and Y5:Es

Occupations vocabulary:MédicoVendedor vendedoraCamarero camareraPolicíaProfesor profesora

• Useadictionaryandexistingknowledge to solve riddles

• WorkoutmeaningsusingknowledgeofEnglish

• Understandthatsomenounsforoccupations change their spelling in relation to gender

• Understandkeydetailsfromashort,spoken passage

• Recognisethatwordordermayvarybetween languages

• Useadictionarytofindadditionalnouns to construct short sentences –esenfermero

Lesson 6 Nospecificnewvocabulary • Identifyknownwordsinasong• Undertakeinternetresearchrelating

toChristmastraditionsinSpanish-speaking countries

• Preparesongsandsketchesforaperformance

• Listenforcluestomeaning–toneofvoice,keywords

Lesson Nospecificnewvocabulary • SingSpanishsongswithaccuratepronunciation when performing to an audience

• Understandanauthentic,shortstory and follow it as it is read aloud

• ProduceworkfordisplayrelatingtoChristmas celebrations



Lesson 8 Recap of phrases from Y4 and Y5:Hay; vivo en

aquí estáuna casaun piso

Receptive use of eight rooms of the house

• Matchsoundtoindividualwordinalist of sentences

• Workouthowtopronounceunknown words

• Identifythesoundsofsomelettersof the alphabet

• Beawareofculturaldifferencesinhousing at home and abroad

Lesson 9 As for lesson 8 +

Recap of adjectives from Y4:

pequeño,grande,bonito,magnífico+enorme,lujoso

arriba,abajo

• RecogniseandpractisetheSpanishvowel sounds

• Identifyandsubstitutenounsinasentence

• Contributetoasharedwritingtask,describing an ideal home

• Consolidateunderstandingoftheposition of adjectives

• Produceownpieceofwriting,adapting a model

Lesson 10 una ventanauna piscina

• Memoriseandperformaversefrom a song

• Evaluatework• Understandthegistofanaudio

recording,matchingadjectives to nouns

• Identifydifferenttexttypes

Lesson 11 Nospecificnewvocabulary • Identifynounsandadjectivescontained in a text

• Sortwordcardsintonouns,verbs,adjectives,prepositions

• Befamiliarwithabbreviationsusedinadictionarytoidentifynouns,verbs,adjectives,adverbs

• Recognisepotentialhazardswhen using dictionaries and how abbreviations can help

• Readphraseswithaccuratepronunciation and with appropriate intonation and expression



Lesson 12 Recap of repetition requests from Y3 and Y4:Repite por favorRepita por favor...

¿Cómosediceenespañol...?

Furniture vocabulary

• Askforrepetition/clarification in Spanish

• Understandhowaccentsonwords in Spanish affect stress and pronunciation

• Considertechniquesforcommittingvocabulary to memory

• Useknowledgeofpronunciationpatterns to create a rap

Lesson 13 No new vocabulary

Recap of alphabet

Recap of stalling strategies from Y5

• Sustainanunrehearsedconversationof at least four exchanges

• Usestallingstrategiesasappropriate

Lesson 14 Recap of days of the week and months of theyearfromY3,Y4andY5

Recap of verb ir from Y5: vamos

vamos a irvamos a salir

• UnderstandthatSpanishis spoken in many countries throughout the world

• Usetheinternettoresearchclimate• Chooseacountryfortheholiday

and select dates• Makepredictionsaboutmeaning

based on existing knowledge• Writeshortsentences,using

a model

Lesson 15 Vamos a estar en...

Unhotel,unpiso,unacasa,uncamping

• Usetheinternettoresearchdifferent types of accommodation

• Writeashortlettertobookaccommodation,adaptingamodel

• Useadictionaryasappropriate

Lesson 16 Vamos a ir en...

Recap of means of transport from Y4:Enbarco,enavión,encoche,entren

Vamos a comer

• Usetheinternettoresearchtraveloptions

• Usetheinternettoresearchfoodtypical of the country

• Writeshortsentencesoutliningholidayplans,adaptingamodel

• Readauthentictextsforenjoymentand for information



Lesson 1 Vamos a visitar

y,luego

Names of places to visit

• Usetheinternettoresearchplacesof interest at holiday destination

• Writeaprogrammeofactivitiesforaweekonholiday,adaptingamodel and using the immediate future tense

• Useadictionaryasappropriate

Lesson 18 No new vocabulary • Preparepresentationfornextlesson in relation to holiday plans and the area to be visited

• Considermaterialtobeusedinthepresentation/performance:culturalinformation–food,climate,placesofinterest,festivals;songs,dances,music

• Usesupportmaterialappropriatelyand adapt suggested models

• Planandpreparecollaborativelyand analyse what needs to be done to carry out the task

Lesson 19 No new vocabulary • Performtoanaudience

Lesson 20 No new vocabulary • Recallkeyvocabularyandstructures learned during the year

• Workcollaborativelytoanswerquiz-typequestions


Links with Asset LanguagesItisenvisagedthatsomeprimaryschoolswillwishtoaccredittheachievementsoftheirlearnersusingOCR’sAssetLanguages.Forthisreason,theschemesofworkinallyearscontainmaterialtocovertherequirementsforBreakthroughLevelExternalAssessment.Foryourinformation,thefollowingliststakenfromtheBreakthroughLevelTeacher’sHandbookmatchthecontentofAssetLanguagestoeachyearoftheWakefieldscheme.

Language purposes and functions:

Counting and using numbers Y5

Talking about the weather Y5

Talking about food Y5

Following and giving simple instructions Y5

Expressingthanks Y5

Saying what day or month it is Y5

Describingsomesimpleobjects–colour,size Y5

Expressinglikes/dislikes Y5,Y6

Givinginformationaboutaneverydayactivity–food Y5,Y6

Expressingopinions Y6

Offering Y5

Vocabulary topic areas:

Basicprepositionsofplace Y5,Y6

Classroom objects Y6

Clothes Y6

Commonadjectives,e.g.big,small Y5,Y6

Family Y6

Food and drink Y5

Furniture and other household objects Y6

Leisure and holidays Y6

Methodsofcommunication–post,fax Y6

Names of occupations Y6

Names of sports Y5

Places:shops,cinema,park,beachetc. Y5,Y6

The home Y6

Time,includingmonthsanddays Y5

Ways of travelling Y6

Weather Y5,Y6

Classroom instructions Y6

Greetings Y6

Letters of the alphabet Y6


Key to all the symbols

This symbol denotes when to use the Resource File CD. The circled number denotes the lesson.

This symbol denotes when to play the Sound File CD. The circled number denotes the track.

ThissymboldenoteswhentoplayCantaenespañol2CD. The circled number denotes the track.

This symbol denotes when activities for the interactive whiteboard are available. Thecirclednumberdenotesthelesson.SomeofthegamesrequireMicrosoftPowerPointversion 2002 or later.

Resources Each lesson clearly lists resources required. The majority are included in the pack.

• ForChristmasactivities,youwillneed:ElcuentodelosReyesMagos(biencontado). Authors–DominiqueJorand,PabloRulfo–ThuleEdiciones. YoungEuropeansBookstore ISBN:84-933 34-5-1

Tel: 020 836 666

• ForsongsandpoemsCantaenespañol1(alreadyavailablewithYears3&4) La Jolie Ronde Ltd Tel: 01949 839 15 www.lajolieronde.co.uk

Furtherrecommendedresources,butnotessential:Video/DVDmaterialfrom:EarlyStartPack2IlsaRoweandIanKillberryEarlyStartLanguages Tel/Fax:01304362569 www.earlystart.co.uk

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Websites: All sites were legitimate and thoroughly checked prior to publication. La Jolie Ronde Ltd can accept no responsibility for any changes since that time.

Teaching Sequence

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Pupil Activity

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Page 124

Part 1: 15 minutes

Lesson

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Y6

Lesson

Page 124© Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.

1LessonOne,Year63 x 15; 1 x 30 minutes

Lesson theme EnlaclaseLearning Outcomes• Befamiliarwithclassroomroutines,givinginformationappropriatelyinSpanish –answeringtheregister;statingthedate;describingtheweather;askingforclassroomobjects• Beabletofollowinstructions• Beginpreparationsforaclassroomsketch

Framework ObjectivesOracyO6.4:UsespokenlaguageconfidentlytoinitiateandsustainconversationsandtotellstoriesO6.2: Perform to an audience

Core VocabularyPresente/Sí señor X, señora Y I’mpresentNo está He/she’sabsentHoy es martes 8 de octubre Today is Tuesday 8th October [Recap of weatherconditions(coveredinY5)]un bolígrafo (boli) penun lápiz penciluna goma rubberun sacapuntas pencil sharpenerunas tijeras scissorsun cuaderno exercise bookuna cartera school bag¿Tienes? Do you have?Sí, aquí tienes/toma Here you areTengo IhaveNo tengo Idon’thave [Recap of classroom commands (coveredinY3) ¿Estás listo?/¿Estáis listos? Areyouready?]Vamos a sacar un... Take out a...

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Language and learning strategies• Planandprepare–analysewhatneedstobedonetocarryoutatask• Uselanguageknowninonecontextortopicinanothercontextortopic• Practisenewlanguagewithafriendandoutsidetheclassroom• Discusslanguagelearningandreflectandshareideasandexperiences• Compareandreflectontechniquesformemorisinglanguage

Knowledge about language• Recognisepatternsintheforeignlanguage• Devisequestionsforauthenticuse

Resources• Flashcardsofclassroomobjects

Text cards of classroom objects Strategies for memorising vocabulary (SeealsoAppendixA) List of classroom objects Text cards of key phrases: Tengo un boli No tengo un boli Tick and cross cards:

OHT with words of song: En la clase OHT of phrases for answering the register OHT of ideas for sketch

• Recommendedresource:EarlyStartSpanishPack 2 unit 5

• Cantaenespañol2,Track20,song:En la clase

• Posterpaper+blackmarkerpens Realitems–classroomobjects

• Whatdoyoualreadyknow? Keyphrases–Keyclassroomvocabulary Matchingwordsandpictures Memorygames–negatives Ihave/Ihavenot Song: En la clase Classroom phrases –Examplesketch

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Part 1: 15 minutes

Lesson


Y61

Teaching Sequence

Beginbysettingthecontextforthelesson: the children will learn phrases relating to classroom routines so that they can work in groups to present a ‘classroomsketch’inSpanish.Emphasisethat this task will give them the opportunity to draw on prior learning inSpanishandtoincludephrases/vocabularytheyhavelearnedinYears3-5e.g.classroomcommands,describingtheweather,sayingthedate.

Next,sketchthreelargecircleson the board:

¡Levantaos! Hace calor

classroom weather commands

Hoy es

date

Write in each one ‘starter’ phrases as shown above. Now give each group of children three sheets of poster paper and a black marker. The children work ingroupsforfiveminutesastheytrytowrite as many phrases as they can recall in each circle. You may need to prompt some groups and lots of suggestions are given below!

Pupil Activity

Children listen as the teacher explains the context for the next two lessons.

Children work in small groups as they recall and write down expressions learned during Y3 and Y5. One child from each group visits another group to collect more ideas.He/shereportsbacktohis/heroriginal group.

Lesson


Y6Part 1: 15minutes(continued) 1

Teaching Sequence

Circle 1Sentaos sit downLevantad la mano hands upVen aquí/venid aquí come hereSilencio silenceMirad lookEscuchad listenEn parejas in pairs

Circle 2Hace mal tiempo it’s poor weatherHace frío it’s coldHace calor it’s hotHace viento it’s windyHace sol it’s sunnyHay niebla it’s foggyEstá lloviendo it’s rainingEstá nevando it’s snowing

Circle 3Hoy es martes 8 de octubreHoy es jueves 10 de mayoHoy es viernes 22 de junio etc.

Afterfiveminutes,sendan‘envoy’fromeach group to visit anther group. The envoystaysforoneminute,lookingat the suggestions made by this group beforereturningtohis/herhomegrouptoreportback,extendingtheoriginallistsas appropriate.

Conclude the activity by praising children who have recalled lots of phrases. Hold up examples of work and emphasise how much Spanish has been acquired over the past three years and how useful this will be for future learning.

Pupil Activity

Children focus on examples of work and astheydoso,theyreviseexpressionsandphrases which will be useful in this lesson and in lesson 2. Their attention is drawn to the amount of Spanish they have acquired and they understand that they will be able tomakeuseofpriorlearning,integratingfamiliar vocabulary and phrases into new structures and contexts.

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Lesson


Y61Part 2: 15 minutes

Teaching Sequence

Beginbydisplayingaphraseontheboard/IWB.

Tengo un...

Finish the sentence by holding a pen and stating: Tengo un boli: ask the children whatthesentencemeans(Ihaveapen).

Now ask the children about a negative sentence–Ihaven’tgotapen.Askifanyone can attempt the sentence. You might like to recall Me gusta–IlikeNo me gusta –Idon’tlikewhich the children have learned each year. Take answers and then emphasise theformationofthenegative–‘No’ which precedes the verb.

e.g. Tengo un boli No tengo un boli –Idon’thaveapen.

Next,introducethevocabularyfor4classroomitems,usingrealitems,theflashcardsorIWBmaterialsprovided:un boli penun lápiz penciluna goma rubberun sacapuntas pencil sharpener

Aftersomeoralpractice,attachtheflashcards and text cards to the board randomly and ask a volunteer to rearrange the cards so that the picture andtextmatch.Usetheflashcards and textcards provided on the resource CD.Extendwithtwomoreitems of vocabulary:un cuaderno exercise bookuna cartera a school bag

Pupil Activity

Children focus on the sentence displayed on the board. Some children may attempt to form a basic negative.

The children’s attention is drawn to the use of ‘no’ preceding the verb to make the sentence negative.

Children practise the new vocabulary. They focus on the written words as they learn the classroom objects.

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Lesson


Y61Part 2: 15minutes(continued)

Teaching Sequence

Afterpractisingallsixwords,revealalistofthewrittenwordsonOHT/IWB.Seelist provided on resource CD: ‘List of classroom objects’. Challenge the children to recall only three from the list. Allow the children 30 seconds to study the list and then remove it and see if they can recall three words either orally or in written form. Discuss with them the strategies they used for memorising the words. Point out that only two words are feminine: una goma and una cartera.

Share ideas and strategies with the children,andconcludeby:1. showing an item of vocabulary in the key structure: No tengo un boli and asking a volunteer to substitute

noun for another.2. emphasising how important it is when learningalanguagetofinddifferent techniques for memorising words.(SeeresourceCDorAppendixA:Suggested strategies for memorising vocabulary’)

Pupil Activity

Children attempt to memorise three words from a list. Afterwards they share strategies for remembering and memorising vocabulary with other children and with the teacher. They understand howimportantitistofindstrategiesforlearning and remembering vocabulary.

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Teaching Sequence

Showontextcardsthekeyphrases,stuck onto the board or displayed using theIWB.Usethetextcardsprovidedonthe resource CD.Tengo un boliNo tengo un boli.Usingvocabularylearnedlastsession,invite the children to state sentences orally according to the flashcards you hold e.g.

= No tengo un lápiz

= Tengo una cartera etcYou will need the set of flashcards and the tick and cross cards available on the resource CD.Introduceonefinalitemofvocabulary:unas tijeras–scissors,andemphasisethe particular sound of the letter ‘j’ in the word which the children have encounteredinY3,Y4andY5.

Play a game during which children spot which item is missing. Put the classroom objects on a table in the middle of the room. Ask children to name each object withyouinturn,andthenaskthemtoclosetheireyes.Removeoneobject,shuffle the rest and ask the children to spot which one is missing.

Children can now listen to the song: En la clase.PlayCantaenespañol2, track 20.

DisplaythewordsofthesongonOHT/IWBandencouragethechildrentojoinin actively as they sing along.

Pupil Activity

Children look at the visual cues and attempt to form sentences orally using structures and vocabulary introduced during the last session.

Children learn another item of vocabulary and focus on the pronunciation and written form of the word. They recall how to pronounce the letter ‘j’.

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bag

pictureof

pencil

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Lesson


Y61

Teaching Sequence

Children could now watch the DVD or videosequencefromEarlyStartSpanishPack2,Unit5:‘¿Tienes un boli? ’ During the sequence children will watch a classroom scene during which children askeachotherforitems,followedbyasequence in a bookshop during which itemsarerequestedsuchaspaper,pen,scissorsandfinallyasequenceinaclassroom where the teacher asks the children to take out items. Following the video sequence you might also share with the children the Talking Point on page 45 ofthefile.

Pupil Activity

Children watch three sequences from DVD or video and observe how the vocabulary and phrases learned in this lesson are used for communication purposes. They also consider a cultural point and learn that Spanish children provide almost all of their classroom equipment and text books.

Part 3: 15minutes(continued)

Lesson



Teaching Sequence

Remind the children of phrases to use whenansweringtheregister,either:

¡Aquí señor X/señora Z!Presente. No está

These will be useful to the children in preparing the sketch which follows and areprovidedonOHT–(See:‘OHTof phrases for answering register’ on resourceCD).

The children can now begin to prepare theirclassroomsketchinSpanish.Beforetheybeginwork,emphasisethecriteriafor making a good presentation:• Clearandaudible• Good,interestingcontent• Participationfromeverymemberof

the group• Goodpronunciationandintonation.

DisplayontheOHPorIWBalistofideas to help the children make a start. See: ‘OHT of ideas for sketch’ on resourceCD).Explainthattheywillhavemore time next lesson to prepare their work before presenting it to the rest of the class.

Pupil Activity

Children listen to different ways of responding to the register.

Children begin preparations for the ‘sketch’ which they will prepare in groups. They understand the success criteria for the task and listen to suggestions for content provided by the teacher.

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Teaching Sequence

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Part 1: 15 minutes

Lesson

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Lesson


LessonTwo,Year61 x 45 minutes; 1 x 20 minutes

Lesson theme Enlaclase

Learning Outcomes• Contributetoagrouppresentationandperformtoanaudience• Presentconfidently,speakingaudiblyandclearlywithgoodpronunciation• Understandkeydetailsfromanauthentictext,recallingvocabularylearnedinpreviousyearsandusing a dictionary as appropriate

Framework ObjectivesOracyO6.2: Perform to an audienceO6.4:Usespokenlanguageconfidentlytoinitiateandsustainconversationsandtotellstories

LiteracyL6.1: Read and understand the main points and some detail from a short written passageL6.2: Identifydifferenttexttypesandreadshort,authentictextsforenjoymentorinformation

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Core VocabularyAs for lesson one.

¿Tienes...? Do you have?

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Resources• OHToftext:El programa Kids Club

OHT translation of text: El programa Kids Club Textonhandout–El programa Kids Club

• Camcordertorecordchildren’spresentations(ifdesired)

• ¿Tienes...? El programa Kids Club Words that are similar in Spanish and inEnglish

Knowledge about language• Devisequestionsforauthenticuse

Language and learning strategies• Planandprepare–analysewhatneedstobedonetocarryoutatask• Uselanguageknowninonecontextortopicinanothercontextortopic• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Practisenewlanguagewithafriendandoutsidetheclassroom• Makepredictionsbasedonexistingknowledge• Useadictionary• Evaluatework

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Lesson


Y6Parts 1-3: 45 minutes

Teaching Sequence

Inthissessionthechildrenwillcontinueto work in groups prior to presenting aclassroomsketch.Beforethechildrenbeginwork,remindthemofthefollowing:

• Howtoformaquestiontoaskifsomeone has something: ¿Tienes...? (TheyhaveencounteredthisinY4when asking about brothers and sisters–¿Tienes hermanos?).

• The‘Ideas’handoutdistributedduringthelastsession.Emphasisetheneedtoincludeandre-useknownlanguageratherthantryingtoincludecomplex,unfamiliar phrases.

• Thesuccesscriteriaforthetask,shared with the children during the previous session.

The rest of the session will be spent working in small groups. Depending on the time constraints the pupils could present their work during this session or at another convenient time.

Aftereachpresentation,taketimetodiscuss with the children aspects of the presentation that were particularly good and any points for development.

Pupil Activity

Children listen to important information before they continue group work. Their attention is drawn to the formation of a basic question.

Children understand the importance of using familiar language using content suggestedonthe‘Ideas’handout.Theyrecognise and are reminded of the success criteria for the task.

Children continue their preparations. Some children may present their work during this session.

Children listen to one another presenting sketches and identify aspects of the work whichweregood.Bydoingso,theyevaluate their own presentation and the work of others in the class.

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Lesson


Y62

Teaching Sequence

Children will work in pairs during the activity for this session.

Explaintothechildrenthepurpose of the next activity: to be able to use prior knowledge and context to identify key details from a short piece of written Spanish.

Distributethetextonthehandout,entitled ‘El programa Kids’(Astraditionalsupportfortheteacher,thistexthasbeenrecordedontothesoundfile,track4).Givethechildrenafewminutestoread through the text. Then ask the children what they think the text might be about. What sort of text is it? What doesthetitlemean?CantheyfindanywordsinthefirstsectionthatlooklikeEnglishwords?Cantheyworkoutwhichages the kids’ club is for? Do they learn anythingfromthefirstsectionaboutthesize of groups? Draw their attention to:• grupos–groups• dividido–divided• mínimo–minimum• participantes–participantshighlighting these words on OHT or IWB.EncouragethechildrentospotthelinkswithEnglishequivalents.

When the children have understood that the text is about extra language classes runasaclub,askthechildrentoworkinpairstofindaminimumoffourpiecesof information about the programme of classes to share with parents. This could include the dates and times of sessions or information about the teachers etc. To do this the children will need to: –usepriorlearning –makeinformedguesses/predictions –refertoadictionary

Pupil Activity

Children work collaboratively as they read through a text. They work out the gist of sentences in Spanish by identifying cognates andpreviously-learnedvocabulary.

Thechildrenscanthetextforspecificdetails. They work collaboratively and refer to a dictionary as necessary for additional support.

Part 4: 20 minutes

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Lesson



Teaching Sequence

After seven or eight minutes collect suggestionsfromthechildren.Encouragegood pronunciation as the children suggest vocabulary items.

Congratulate the children on their achievements and emphasise the importanceof‘findingawaythrough’atext.Itisnotessentialtounderstand/translate every word to gain an overall understanding of a piece of text in a foreignlanguage.Also,beingabletoidentifyspecificdetailsisanimportantskillwhen reading texts in a different language.

Pupil Activity

Children recognise how they can use context,previousknowledgeanddeduction as they improve and develop their reading skills.

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Part 1: 15 minutes

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Core Vocabularyrouge redbleu blueblanc whitevert greennoir blackjaune yelloworange orangerose pink


3LessonThree,Year61 x 20 minutes; 1 x 25 minutes; 1 x 20 minutes; 1 x 30 minutes

Lesson theme SchoolUniform

Learning Outcomes• Beawareofsomeculturaldifferencesrelatingtoschooluniformandschoollife• Understanddetailsincludingopinionsfromseveralshortspokenpassages• Constructashortparagraphbyadaptingamodel

Framework ObjectivesOracyO6.1: Understandthemainpointsandsimpleopinionsinastory,songorspokenpassage

LiteracyL6.3: MatchsoundtosentencesandparagraphsL6.4: Write sentences on a range of topics using a model

Intercultural UnderstandingIU6.1:Compareattitudestowardsaspects of everyday life

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Core VocabularyRecap of clothes vocabulary from Y4un pantalón trousers un jersey jumper una camisa shirt una falda skirt unos zapatos shoes unos calcetines socks una sudadera sweatshirt una corbata tieExpressingopinions(recapfromY4,Y5)Me gusta No me gustaJustifying opinionsNo me gusta el rojo Idon’tlikeredEs feo it’s uglyEs horrible It’sawful(familiar)Es fabuloso It’sgreat(familiar)Es bonito it’s pretty

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Resources• DigitalphotosofSpanishchildrengoingto

school and in playground Clothes worksheet OHT of clothes sentence Teacher information sheet on adjectival agreements–seeAppendixB Flashcards of clothes Text cards of clothes Transcript for school uniform audio recording Colour cards Smiley face cards Text cards: me gusta el rojo etc Text cards: adjectives OHT with model text to adapt OHT of opinions phrases OHT with words of song: Mi primo Ramón

• Cantaenespañol2,track21,song: Mi primo Ramón

• Bagofridiculousclothes Miniwhiteboards

• PhotosofSpanishschoolchildren Clothes vocabulary Changing the sentence Tops and bottoms Song: Mi primo Ramón Keyvocabulary Transcript: school uniform Sentence building Masculineand feminine coloursKnowledge about language

• Recognisepatternsintheforeignlanguage• Noticeandmatchagreements• Useknowledgeofwords,textandstructure to build simple spoken and written passages

Language and learning strategies• Uselanguageknowninonecontextortopicinanothercontextortopic• Listenforcluestomeaninge.g.toneofvoice,keywords

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Lesson


Y6

Teaching Sequence

Set the context for this lesson: discussion relatingtoschooluniform.Explainthatthechildrenwillneedtorevise/extendclothes vocabulary and use opinion phrases to explain their feelings about wearing a uniform.

Tobegin,showmoredigitalphotoswhichprovide images of Spanish children on their way to school and in the school playground. Ask if the children notice anything. The most obvious difference is that the children in Spain generally do not wear school uniform. (However,insomeprivateschoolsuniformis worn and in a later session the children will listen to attitudes towards uniform expressedbysomeSpanishchildren).Drawattention to the bags carried to school; how do these compare with ‘book bags’ generally carried by primary school children here?

Mentionotherdifferencesrelatingto school life.- Childrenstartschoolslightlylaterin

Spain,attheageof6.- Generallyschoolshavedifferenthours

totheEnglishsystem.Childreneitherhave lunch in school and then go home or go home for lunch. Lunch break lasts for two hours. Younger children often do not return to school in the afternoon; older children return at around 3pm for two more hours. What is the children’s reaction to this? Do they have any ideas why the Spanish system may operate like this? Do they remember that most Spanish families eat together at lunch time and some people take a siesta during the afternoon? What are the advantages/disadvantagesofthehoursinSp/UK?AskthechildrentovotefortheUKhours/Spanishhours!

- HolidaysinSpainaremuchlonger.Schools close for the summer at the endofJune,andinthemonthofJunechildren only attend in the morning. Schoolsre-openinthethirdweekofSeptember. Sometimes in September they only attend during mornings.

Pupil Activity

Children listen to the introduction to the lesson.

Children study images and consider cultural differences between Spain and theUK.Theyunderstandthatdifferentsystems are in place in other countries and that not all countries follow the same laws e.g. age for starting school.

As children reflect on some differences relatingtoschoollife,theyconsiderwhichtimetable they would prefer.

Part 1: 20 minutes

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Lesson



Teaching Sequence

However the Spanish government is consideringbringingintheEuropeanmodel,beginning the academic year earlier in September. Schools close for three weeks for Christmas and tend to open 8th or 9th Jan.Easterholidayisnotaslongasours–8or9days.Also,eachtownhasapatronsaintand on their feast day schools are closed and onanotherdate–19thMarch–feastofSanJose–manyschoolsclose.SchoolsinSpaindo not close for a break at half term.

Next,distributetheclothesworksheetavailableontheresourceCD.Mostofthevocabulary on the sheet will be familiar to children if they followed the Y4 scheme.

Give the children a few minutes to attempttomatchtheSpanish/Englishvocabularyindependently,andthenallowthem to consult with others on the table before collecting answers and correcting the task orally.

Next,writeonOHT/IWBtwonewitemsof vocabulary which are not easy to learn as they are long words which do not in any wayresembletheEnglish. unos zapatos–shoesunos calcetines–socksChildren may want to use these words in a later session when they describe their uniform.

AlsorevealthephraseonOHT/IWB(see‘OHT clothes sentence’ on resourceCD).“Llevamos pantalón gris y jersey rojo.”(Weweargreytrousersanda redjumper).

Discuss the position of the adjectives with the children. What do they remember about adjectives in Spanish? ‘Play’ with thesentenceforafewminutesorally,substitutingdifferentcolours.Emphasisethepronunciation of the letters ‘ll’ and the letter ‘j’ in jersey and rojo.

Pupil Activity

Children recall prior learning as they attempttomatchupalistofSpanish/Englishwords.Theyshareanswersandsupport one another in the task.

Children’s attention is drawn to two new items of vocabulary.

Children consider the position of adjectives in a sentence. They recall that adjectives generally follow the noun. They adapt the sentence by substituting the adjective. Their attention is drawn to the pronunciation of the letters ‘ll’ and ‘j’.

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Lesson


Y6

Teaching Sequence

Usingflashcardsandtextcardsprovidedon the resources CD or images on the IWBCD,revisetheclothesvocabularypractised last session.

Inviteonechildto‘betheteacher’.He/she can come to the front and question therestoftheclass,askingfortheSpanish words for the images shown. (Tosupportpronunciation,allcorevocabulary is recorded on the sound file,track5).

Pupil Activity

Children chorus vocabulary as they revise clothes items.

One child questions other children and enjoysleadingtheclassinaquestion/answer session.

Part 2: 25 minutes

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NOTES:

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Lesson



Teaching Sequence

ExplaintothechildrenthatasmallnumberofSpanishchildren(thoseattendingprivateschools)dowearuniform.Inthissessionthey will listen carefully to a recording and try to pick out two pieces of information: whichcoloursarementioned,andwhetherthespeakerlikes/dislikeswearingauniform.Explainthattheycansometimesworkoutwhetherthespeakerisexpressingalike/dislikesimplythroughthetoneofvoice,so they need to pay attention to any clues theyhearsuchasexpression,toneetc.

PriortoplayingthesoundCD,track8,brainstormwiththechildrencolourvocabulary and the phrases expressing likes/dislikes:Me gusta IlikeMe encanta IloveNo me gusta Idon’tlikeOdio Ihate (seephrasesavailableonresourceCD:‘OHTofopinionsphrases’).Thesephrasesshould be very familiar.

Distribute the smiley face cards and colour cards to each pair of children. Children listen to the recordings and hold up the colour cards which match the colour of the uniform described and also hold up either a smiley or sad face to indicate whether the speaker likes or dislikes wearing the uniform. Play each extract on the sound CD track twice to allow all children time to respond. At the end of the second hearing,showatranscriptoftherecordingonOHT/IWB(see:‘Transcriptforschooluniformaudiorecording’)andunderline/highlight the key words and phrases.

Finish the session by praising the children for understanding short passages spoken at near normal speed. Ask them if they thought that the tone of voice helped themtoidentifywhetherthepersonliked/disliked the uniform for any of the speakers.

Pupil Activity

Children listen carefully to information from the teacher. They consider how tone of voice can sometimes communicate mood or meaning.

Childrenrecallverbsexpressinglikes/dislikes.

Children listen carefully to the recordings and demonstrate understanding by holding cards in the air. They study a transcript of the recording after hearing it twice.

Children’s attention is again drawn to the importance of listening for aural clues.

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Lesson



Teaching Sequence

ExplaintothechildrenthattheywillwriteafewshortsentencesinSpanish,givingtheir opinion of school uniform during this session.

Beginbydisplayingtextcardsrandomlyontheboard.Use:‘textcards:Me gusta el rojo, etc..’ on the resource CD.

Ask a volunteer to come to the front and make a sentence from any of the cards. The sentence could be:Me gusta el rojoNo me gusta el negro(Ilikered.Idon’tlikeblack.)

Ask the children if they notice anything unusual. They might indicate the use of the word ‘el’whichismissinginEnglish.ExplainthattheSpanishliterallysays‘Ilikethered’Explainthatwordorder/translations vary between languages.

Next,showtwopositiveadjectivesandtwo negative adjectives. Also available on the text cards. See: ‘Text cards: adjectives’ on the resource CD.¡Es fabuloso! It’sgreat¡Es bonito! It’spretty¡Es horrible! It’shorrible(familiar)

¡Es feo! It’suglyLink these new expressions to the previous sentences e.g.:No me gusta el amarillo –¡es feo!Me gusta el negro –¡es estupendo!Ask children to work in pairs to form two similar sentences.

Pupil Activity

Children listen to the context of the lesson,asexplainedbytheteacher.

One child attempts to form a sentence from the words displayed randomly on the board.

Children’s attention is drawn to the word order and literal translation of the Spanish phrase. They recognise that an additional word is added in the Spanish equivalent.

Children link two expressions together to formalongersentence,expressing an opinion.

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Me gusta negro el

rojo No me gusta

el

Lesson



Teaching Sequence

NowshowashorttextonOHT/IWBdescribingschooluniform.Use:‘OHTwith model text to adapt’. Check that the children understand the meaning of the paragraph and then underline all the words which could be substituted to ‘personalise’ the text:¡Hola! Me llamo Ben. Tengo 10 años. El uniforme del colegio es: pantalón negro, jersey azul y camisa blanca. Me gusta el azul – es fabuloso – pero no me gusta llevar uniforme.

Asthetextisreadaloud(arecordingisalsoavailableonthesoundCD,track8),pause at each word that is underlined tofindasuitablealternativetosuittheschool.Encouragethechildrentovolunteer alternatives and work with you asyouadaptthetextcollectively.(Thedifficultyhereisthatadjectivesagreewiththegenderofthenoun!Belowisalistofcoloursinmasculine/feminineforms.Itis not imperative that the children write theseaccurately,butitwouldbehelpfultoremind them about the changes in spelling; otherwise they may notice different spellingswhichmaycauseconfusion.)

Masculine Feminineun una

marrón marrónrojo rojaamarillo amarillaazul azulverde verdegris grisnegro negrablanco blanca

The list above is provided for teacher reference and support.

Iftimeallowschildrencouldcomposeafewsentencestodescribetheiruniform,adapting the model text above.

Pupil Activity

Children read a short text and follow the Spanish as it is translated by the teacher.

The children study the text and understand how words can be replaced to adapt the text and change its meaning.

Children are aware that adjectives change their spelling according to the noun they describe. They understand that in Spanish allnounsareeithermasculineorfeminine,as denoted by the article unmasc,una fem.

Children write a few sentences of their own,adaptingamodelondisplay.

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Teaching Sequence

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Pupil Activity

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Page 143

Part 1: 15 minutes

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Y6

Lesson

Page 143 © Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.

LessonFour,Year61 x 25 minutes; 1 x 15 minutes; 1 x 25 minutes

Lesson theme Family and descriptions

Learning Outcomes• KnowthenamesofmembersofthefamilyinSpanish• Demonstrateunderstandingofashortwrittentextbyrespondingtotrue/falsequestions• Followastoryasitisreadalouddemonstratingunderstandingofmainpointsandopinionsexpressed in the story

Framework ObjectivesOracyO6.1: Understandthemainpointsandsimpleopinionsinaspokenstory,songorpassageO6.3:Understandlongerandmorecomplexphrasesorsentences

LiteracyL6.1: Read and understand the main points and some detail from a short written passage

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Core VocabularyAll core vocabulary for this lesson is revisionfromY4/Y5:membersofthefamilymi padre my fathermi madre my mothermi hermana my sistermi hermano my brothermi abuelo grandfathermi abuela grandmother Se llama He/sheiscalledTiene x años He/sheisxyearsoldEs He/sheisbastante quitemuy veryVive en He lives in

adjectives from Y4:simpático/simpática niceinteligente intelligentdivertido/divertida funnydeportivo/deportiva sporty hermoso/hermosa beautiful

Knowledge about language• Noticeandmatchagreements• Recognisepatternsintheforeignlanguage• Useknowledgeofwordorderandsentenceconstructiontosupporttheunderstandingofthewrittentext

Language and learning strategies• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Listenforcluestomeaninge.g.toneofvoice,keywords

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Resources• True/falseworksheetforreadingtask

Transcript of story Imagestoaccompanystory PPt of story Little Red Riding Hood worksheet Translation of the story Text for reading activity OHT with words of song: Me voy al gran bosque

• Cantaenespañol2,track22,song:Me voy al gran bosque

• El patio de mi casa Reading activity Transcript of song Little Red Riding Hood PPt

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Lesson


Y6Part 1: 25 minutes 4

Teaching Sequence

During this session the children will play two games involving playground movement/activity.Ideally,thehalloralarge space will be available.

Thefirstgameisawellknownplayground game. As the children play the game they chant:

El patio de mi casa es particularCuando llueve se moja como los demásAgáchate y vuélvete a agacharQue los agachaditos son malos de encontrar.H I J K L M N A Que si tú no me quieresOtra niña me querrá

Childrensitinasmallcircle(about8)and two children must hop around the outsideofthecircle,eachhoppinginadifferent direction. As the children hop aroundtheoutside,allchildreninthecircle chorus the rhyme. The children have to hop for as long as they can until they fall over or give up. At this point whoever is sitting next to them in the circle must take over and begin hopping around the edge.

A second game to play with the children is a simple ladder game. The purpose of this activity is two fold:

1. Enjoyment2. Recall vocabulary for members of the

family and pets taught to the children in Year 4

Pupil Activity

Children play a traditional playground game and join in chorusing the rhyme that accompanies it.

Children play another game which helps them to recall vocabulary learned during Y4.Theylistenforspecificitemsofvocabulary and respond accordingly.

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Y6

Teaching Sequence

Divide the children into two lines of 15 and call one line Familia A and the other line Familia B. The children sit in 2 rows with their legs outstretched so that all of lineAhasapartneronlineB.Thengiveeach pair of children the name of a family member or pet e.g.:(padre, madre, abuelo, abuela, hermana, hermano, primo, prima(cousin), perro, gato, conejo, pájaro, pez, hámster, ratón).

As you call a noun in Spanish the two children(onefromFamilia A and one from Familia B)mustruninalternatedirections down the ladder stepping over legs then round the outside of the line and back down the ladder to their original place. Repeat in random order until all the children have had at least one turn.

Attheendofthegame,challenge the children to collectively recall all the names and say them to you with accurate pronunciation.

Pupil Activity

Children join in stating orally the words used during the game. Their pronunciation is good.

Part 1: 25minutes(continued) 4

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NOTES:

Lesson



Teaching Sequence

During this session the children will work with a short written passage containing familiar vocabulary and structures.

Givechildrenahandoutofthetext(seeresourceCD:‘Textforreadingactivity’)and play a recording of the passage using thesoundCD,track12.Thechildrenfollow the text as it is read aloud. Explaintothechildrenthattheyarenotexpectedtounderstandeveryword,butthat they should try to scan the text for answerstothetrue/falsequestionstypedon the sheet. Thisisthefirsttimethatthechildrenwill have attempted an activity of this nature in Spanish and some children may needtoseesomestrategiesforfindingthe answers modelled for them. Other childrenmaybenefitfromworkingwitha partner. This is the type of task which might be included in assessment material in the Asset Languages scheme and therefore it may be important to give children some practice in answering this type of question.

Pupil Activity

Children follow a written text on a handout as they listen to it read aloud onCD.Theystudythetrue/falsetypequestions,scanthetexttofindanswerstothe questions. They use their knowledge of word order to help them understand the text and they refer to dictionaries as appropriate. Some children work with a partner as they attempt the task.

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NOTES:

Lesson


Y6Parts 3 & 4: 25 minutes

Teaching Sequence

During this session the children listen to an adapted version of Red Riding Hood. This is available as a recording on the sound CD.

Eitherreadthestorytothechildren(thetranscript of the story is available on the resourceCD)orplaytherecordingonthesoundCD,tracks14-1 . For teacher reference a translation of the text is also available on the resource CD. Beforedoingso,explaintothechildrenthat they are about to hear a shortened versionofawell-knownfairytale.Duringthefirsthearingtheyshouldjustlistenverycarefully for any clues that suggest which story it is.

Next play the recording or read the story aloud.Attheend,allowthechildrenaminute to discuss in pairs which story it is and any words they heard which helped them to identify it. Take feedback from theclassandhighlightkeywords,suchasmadre, abuela, ojos, orejas, dientes etc. Now read the story or play the recording asecondtime,askingthechildrentokeepa tally chart or raise their hand each time they hear one of the following words: madre, abuela, Caperucita Roja. As you read the story show children the visual images which accompany the story. These are available as flashcards or images ontheIWB/CD.Thisshouldgivethechildren a better understanding as they listen to the Spanish. Finally,distributetheworksheetfromtheresourceCD.Eachsentenceontheworksheet contains two alternatives. Play the recording a third time asking thechildrentolistencarefullytofindtheendings to the sentences on the sheet. Oncetherecordingisfinishedgivethechildrenfiveminutestocomplete the activity.

Pupil Activity

Children listen to the teacher’s introduction.

Children listen very carefully to an extended text. They try to identify which story it is by listening for aural clues and key words.Children discuss with a partner what they managed to deduce from the story.

Children work with a partner. They recall sentences from the story and choose the correct alternative for each sentence on the worksheet.

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Lesson


Y6Parts 3 & 4: 25minutes(continued)

Teaching Sequence

The children work in pairs to decide which word matches the story they have just heard e.g:La niña se llama Ana/Sofía.

Children underline the correct answer.Correct the worksheet with the children.

A song entitled: Me voy al gran bosquecanbefoundonCantaenespañol2,track22.ItisasongaboutthelittleRedRidingHoodwalkingintheforest.Itcanbe used at the teacher’s discretion.

Pupil Activity

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Teaching Sequence

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Pupil Activity

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5LessonFive,Year63 x 15 minutes; 1 x 20 minutes

Lesson theme Occupations and gender

Learning Outcomes• KnowthenamesoffiveoccupationsinSpanish• Understandthatwordorder/sentencestructuremaybedifferentinaforeignlanguage• Understandthatsomenounsforoccupationschangetheirspellingsinrelationtogender• Understandkeydetailsfromashortspokenpassage

Framework ObjectivesOracyO6.1: Understandthemainpointsandsimpleopinionsinaspokenstory,songorpassage

LiteracyL6.3: Matchsoundtosentencesandparagraphs

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Core VocabularyEs + occupationEs médico doctorvendedor/vendedora salesman/ saleswomanpolicía policeman/ policewomancamarero/camarera waiter/waitressprofesor/profesora teacher

Resources• OHT with riddles

Riddles handout Riddles answer sheet grid OHT with list of occupations Flashcards of occupations OHT with transcript of audio recording Worksheetmatchingfamily&occupations

• Miniwhiteboards Dictionaries

• Transcriptofriddles Keyvocabulary Keyphrases Word order Masculineandfeminineendings Transcript for audio recording

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Knowledge about language• Recognisepatternsintheforeignlanguage• Noticeandmatchagreements

Language and learning strategies• Listenforcluestomeaninge.g.toneof voice,keywords• Useadictionary

Lesson



Teaching Sequence

Explainthecontextofthelessontothechildren and share objectives as detailed in the plan.

Next explain to the children that during thenexttenminutes,theywillbeinvolvedina‘pairwork/groupworkchallenge’.Theirtask is to decode four riddles and work outwhichjobisbeingdescribed.Explainthat they will not understand every word and that they should refer to dictionaries and look up items of vocabulary to help them work out the answers. Display the riddlesonOHT/IWBandalsodistributethe riddles on handout. Next give the children ten minutes to decode the riddles collaboratively and to record their answers on an answer sheet.

Tocompletethesession,correcttheactivitywiththechildren,highlightingspecificitemsofvocabularywhichwerecrucial in decoding the riddles. Praise them if they managed to work any out for themselves!

Pupil Activity

Childrenworkinpairs/groupstodecoderiddlesdescribingspecificjobs.Theyreferto a dictionary to help them understand vocabulary. They record their answers on an answer sheet.

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Lesson



Teaching Sequence

Revealalistofprofessions/jobsontheIWB/OHP:

médicovendedorpolicíacamareroprofesor

Give the children a timed challenge: ask them to work in groups and decide within two minutes what the meaning of eachwordmightbe.Explainthattheyareall the names of jobs.

Followingthediscussioningroups,collectanswers from the children. Ask how they workedoutthemeanings.Iftheyhaddifficultywith‘vendedor’–relateittovend > vending machines etc.

Emphasisehowimportantitiswhenlearning a language to make predictions and to use their knowledge of their own language to assist.

Now show a sentence describing a job:

Es médico. (Heisadoctor)

Discuss this sentence with the children. Emphasisethekeyverbwhichtheyhavealready encountered.

Es–he/sheis

Ask the children if they notice anything specificaboutthesentence.Somechildren may notice that the article is missing e.g.‘He is doctor’.

Explainthattheword‘a’isnotused withjobsinSpanish,French,Italian,amongst others.

Pupil Activity

Children study a list of jobs and use their knowledgeofEnglishtomakepredictionsabout the meaning of each word.

Children consider the strategies they used for working out the meaning of the vocabulary. They realise the importance of using their own knowledge of language to make predictions.

Children study a sentence. They revise a key verb:Es–he/sheis

Children notice the structure of the sentencecomparedwithEnglish.Theyunderstand that structure and word order may vary across languages.

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Teaching Sequence

Children should be reminded that word order can be different in the foreign language and sentence structure is not always identical. They know through their workonadjectivesinYears4,5and6e.g:un jersey azul a blue jumperuna nariz roja a red nose

Finally,playavocabrecallgamewithminiwhiteboards. Say a job in Spanish and challenge the children to write it quickly inEnglishbeforeholdinguptheboard.SwitchfromEnglishtoSpanishandplayagain,showingthecorrectspellingsonthe board after each one.

Tocompletethesession,askthechildrenwhich three might have a different spelling in the feminine form. They will not be able to predict this but can make a guess.

The answer is:Camarero – camareraProfesor – profesoraVendedor – vendedora

Pupil Activity

Children write individual items of vocabularyinEnglish/Spanishonminiwhiteboards. They compare their spelling to Spanish words with the correct version displayed by the teacher.

Children recall that gender can affect the spelling of nouns relating to occupation.

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Lesson



Teaching Sequence

During this session children will work independently using a dictionary.

Children create a family of ‘stick’ people –quicksketches(!)andwriteasentencestating their profession under each e.g:

Es enfermero(Heisanurse)

To do this task they will need to:

- RememberEs–Heis Es–Sheis- rememberthatnoarticleisused

with jobs- useadictionarytofindnamesofjobs- trytospellaccurately

Set a time limit of 15 minutes for children tocompletethetask.Beforechildrenbeginwork,remindthemofbasicdictionary skills:

- twohalvestothedictionary- useofheadwordstohelpthemlocate

words easily- alphabeticalorder

Further dictionary work will follow in Term 2 to extend their dictionary skills.

Pupil Activity

Children sketch a family and write a sentenceundereachperson,statinghis/her job. They remember key learning pointsfromlastsession,asdescribedopposite. They refer to the dictionary to findtranslationofnounsandaimtocopycorrectly. They complete the task in the stated limit.

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Lesson



Teaching Sequence

During this session children will listen carefullytoashortspokenpassage(seesoundCD,track20.Astheylistentothepassage children note down the names of any family members they hear and any occupations mentioned.They can attempt the task either individually or in pairs. Play the recording three times.

As you correct the activity with the children,showatranscriptoftherecordingonOHP/IWBandunderlinethe key nouns.

Praise the children for listening carefully for the key words at the end of the session. This is a skill that many children findverydifficultsotheywillneedtorecognise their own achievements.

Pupil Activity

Children listen carefully to a short spoken passage. They listen for key words.

Afterwards the children see a transcript of the recording and correct their work. They recognise that they have demonstrated a key skill in language learning: being able to listen for key details.

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Teaching Sequence

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LessonSix,Year61 x 20 minutes; 1x 50 minutes

Lesson theme Christmas

Learning Outcomes• BecomefamiliarwithauthenticSpanishcarolsandjoininsinging,withaccuratepronunciation;

prepareaChristmassong(frommemory)forpresentationinassembly• UndertakeinternetresearchtoextendknowledgerelatingtoChristmastraditionsinSpanish-speaking

countries; understand the similarities and differences between different cultures in how they celebrate this event

Framework ObjectivesOracyO6.2: Perform to an audience

Intercultural UnderstandingIU6.2:Recogniseandunderstandsomeofthedifferencesbetweenpeople

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Core VocabularyNospecificnewvocabulary

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Resources• OHTswithwordsofsong(s):Campana

sobre campana; Noche de paz; Ya vienen los Reyes Magos Notes on Christmas in Spain

• Cantaenespañol2, Track5,song:Campana sobre campana; Track6,song:Noche de paz; Track ,song:Ya vienen los Reyes Magos

• Internetaccess

• Transcriptofsongs

Knowledge about language• Useknowledgeofwordorderandsentence construction to support the understanding of the written text

Language and learning strategies• Planandprepare–analysewhatneedstobedonetocarryoutatask.• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills.• Makepredictionsbasedonexistingknowledge

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Lesson



Teaching Sequence

Priortobeginningthissession,decidewhichoftheChristmassongs/carolsyouwould like the class to present to other children/adults.

Display the text of the chosen song onOHTorIWB.Thechildrenmaybefamiliarwiththesong,dependingonhow much time was spent on Christmas duringY5.Ifthechildrenhavenotpreviouslyheardthesong,beginbyasking them what they think the text actuallyis.Thengivethechildrenfiveminutes in pairs or groups to discuss whatitmightbeabout.Encouragethem to look for key words and to spot any words they already know. Draw theirattentiontopunctuationtoo,ifappropriate,toaidunderstanding.Youmay choose to complete this activity by giving the children the transcript of the song on a worksheet and ask them to usehighlighterpenstoidentifyspecificgroupsofwords–e.g.wordsrelatingtoChristmas,connectives,adjectivesetc.

After discussing the text with the children,itsmeaninginEnglishandany interesting details about the Spanishtext(e.g.useofupsidedownpunctuation,repetitionoflanguage,positionofadjectives,numberofwordsthataresimilarinthetwolanguages,any cultural details that can be deduced fromthetranslationetc.),thentaketime to practise the song with the children.Explainthatyouwilltaketimeto rehearse the song so that they can perform it from memory.

Pupil Activity

Children study the text of a Spanish Christmas song and consider the layout and meaning of the piece. They use their existing knowledge of Spanish to help them understand what the text is about. They note key words and make predictions based on their existing knowledge.

Children practise the song in preparation for a performance.

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Y66

Teaching Sequence

BeginthesessionwithaquickpracticeoftheSpanishsong/carol.

Next,askthechildrenwhattheyalreadyknow about Christmas traditions in Spain.IfchildrenhavecoveredChristmaslessonsintheschemesofworkforY3,4,5,they should already have gathered some knowledge of the different traditions and should be able to give much information aboutpresentgiving,food,paradesetc.The information sheet provided with this lesson gives details which the children will know from previous years.

The focus for the remainder of this lesson is on the children undertaking internet research about Christmas traditions in otherSpanish-speakingcountries.Byusing a search engine and typing simply: ‘ChristmasinMexico’,thechildrenwillhaveaccesstoawealthofmaterial,although they will need to ignore the holiday websites which also appear. Two countries which may be useful here are MexicoandVenezuela,wherethereisasignificantamountofinformationavailable on Christmas traditions. They maydiscover,forexample,thatitistraditionalinCaracastoroller-skatetoChristmasMassonChristmasmorning!Itis probably better to avoid Cuba as much of the information relates to the political history of the country and could be too wide a topic for the time available in this lesson and the next.

During lesson children will have time to complete some display work relating to ChristmastraditionsinSpanish-speakingcountries,andtheinformationtheycollect here will be very useful. After explainingthistothechildren,theycanbegin their research.

Pupil Activity

Children join in singing.

Children contribute ideas relating to Christmas celebrations and festivities in Spain.

Children undertake internet research individually or collectively. They browse throughinternetsitestofindinterestingdetails about Christmas traditions in other Spanish-speakingcountries.Theyprint and note any details which will be of use when they prepare display work during the next lesson.

Parts 2, 3 & 4: 50 minutes

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Teaching Sequence

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Part 1: 15 minutes

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LessonSeven,Year62 x 15 minutes; 1 x 45 minutes

Lesson theme Christmas

Learning Outcomes• Joininsingingasongfrommemory• FollowashortstoryinSpanish• ProduceworkfordisplaygivinginformationaboutChristmascelebrationsinaSpanish-speakingcountry


LiteracyL6.2: Identifydifferenttexttypesandreadshort,authentictextsforenjoymentorinformationL6.1: Read and understand the main points and some detail from a short written passage

Intercultural UnderstandingIU6.3:Presentinformationaboutanaspectofculture

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Resources• OHTswithwordsofsong(s):

Campana sobre campana; Noche de paz; Ya vienen los Reyes Magos El cuento de los Reyes Magos translation

• Cantaenespañol2, Track5,song:Campana sobre campana ; Track6,song:Noche de paz; Track ,song:Ya vienen los Reyes Magos

• Shortstory:El cuento de los Reyes Magos (bien contado) – Dominique Jorand, Pablo Rulfo Display materials

• Transcriptofsongs Translation of story

Knowledge about language• Useknowledgeofwordorderand sentence construction to support the understanding of the written task• Recognise patterns in the foreign language

Language and learning strategies• Practisenewlanguagewithafriendandoutsidetheclassroom• Planandprepare–analysewhatneedstobedonetocarryoutatask• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Listenforcluestomeaninge.g.toneofvoice,keywords

Core VocabularyNospecificnewvocabulary

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Lesson



Teaching Sequence

Childrencanpractiseagainthesong/carolwhich they will perform for an audience.

Pupil Activity

Childrenpractisethesong/carolwithaview to singing the piece from memory.

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Lesson



Teaching Sequence

During this session children will listen to a shortChristmasstory,ideallyreadaloudby a teacher.

The authentic Spanish story is written in ahumorouswayandre-tellsthestoryofTheThreeKings,givingalternativeendingstosentencesoneachpage,untilthe correct version is stated. Provided thatthestoryisreadwithsufficientexpressionandwithactions,andchildrencan see the images contained in the book,itislikelythattheywillgraspthestyle and meaning of the text as the story progresses. You could simply read thestorythroughfirsttimeroundandthenwhenreadingasecondtime,askthe children what they think the following phrasesmightmean,astheoccurin the text:

No, así noNo, así tampocoSí, eso es

You could also check whether they can deduce that Érase una vez is the Spanish equivalent of ‘Once upon a time’.

Also during the second hearing ask the children to note the Spanish for during themorning,duringtheafternoonandduringthenight–thesearephraseswhich the children met in Y5 and they might be able to recall their meaning.

Pupil Activity

Children listen to and follow an authentic Spanish Christmas story about The Three Kings.Theynoticefeaturesofthetextwhich give it a particular style and deduce meanings of repeated phrases through context. Their attention is drawn to items of vocabulary and structures which they have previously encountered.

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Y6

Teaching Sequence

This time may be used for the children tocompletedisplaywork,relatingtoChristmascelebrationsinSpanish-speaking countries. Children can use and present information gathered from internet research undertaken during lesson 6.

Pupil Activity

Children work collaboratively or independently to produce display work relating to the theme of Christmas.

Parts 3 & 4: 45 minutes

NOTES:

Teaching Sequence

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Part 1: 15 minutes

Lesson

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Y6

Lesson


LessonEight,Year64 x 15 minutes

Lesson theme House and home

Learning Outcomes• Beawareofculturaldifferencesinhousingabroadandathome• Beabletomatchsoundtoindividualwordsinalistofunfamiliarvocabulary• Identifythesoundsofsomelettersofthealphabet• RecognisethemeaningofeightroomsofthehouseinSpanish(receptiveuseonly)

Framework ObjectivesLiteracyL6.3: Matchsoundtosentencesandparagraphs

Intercultural UnderstandingIU6.2:Recogniseandunderstandsomeofthedifferencesbetweenpeople

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Core VocabularyRecap:Aquí está here ishay there is

una casa houseun piso flat

Receptive use of:un salón sitting roomun comedor dining roomuna cocina kitchenun cuarto de baño bathroomun garaje garageun balcón balconyun jardín gardenun dormitorio bedroom

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8

Resources• OHTwithsentences:Vivo en x 2

Digital photos of houses in Spain Sentence cards for listening activity –Aquí está.../hay... OHTwithlistofrooms(intwosections) OHTs with words for alphabet march and song Flashcards of rooms Digital photos: inside and outside of houses

• Cantaenespañol2, Track23,march:La marcha del alfabeto, Track24,song:Las letras del alfabeto

• Miniwhiteboards Dictionaries

• Keyvocabulary Keyphrases Missingletters

Knowledge about language• Recognisepatternsintheforeignlanguage

Language and learning strategies• Uselanguageknowninonecontextortopicinanothercontextortopic• Compareandreflectontechniquesformemorisinglanguage• Useadictionary

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Lesson



Teaching Sequence

Showtwosentencesontheboard/OHPVivo en una casa(Iliveinahouse)Vivo en un piso(Iliveinaflat)Use‘OHTwithsentences:Vivo en x 2’ on the resource CD. Ask the children to study the two sentences for a minute to try and work out the meaning of each.Asyoutakeanswers,remindchildrenofthe use of ‘Vivo en’ in Y5 and ‘Vivo en Wakefield’(IliveinWakefield).

Now begin a conversation with the children about typical homes. What sort ofhousingistypicalinEngland?Doesitvarybetweencities,towns,suburbs,thecountryside? How might housing in the countryside compare with housing in big cities and towns? Continue the theme by discussing housing abroad. The resource CD provides images of housing in Spain. Discuss the images and ask the children aboutanysimilarities/differences.

You may highlight the following during the discussion:• Flatsaremuchmoretypicalintowns

and cities in Spain and generally everyonewholivesinatown/citylivesin a flat; in the countryside people usually live in houses and for many Spanish people that is a real desire: ‘¡una casa en el campo! ’–ahouseinthe countryside!

• Theblocksofflatsoftenhavetheirown caretaker and also a ‘committee’ of residents who meet regularly to discuss matters that concern the residents of the block of flats. These might be issues such as rubbish collection,butoftenthereareproblems to discuss concerning noisy neighbours!

• Flatsgenerallyhaveabalconyforsitting outside

Pupil Activity

Children study two sentences containing some familiar and unfamiliar vocabulary. They use previous knowledge to decipher the meaning of each sentence.

Childrendiscuss(inEnglish!)differenttypes of housing at home and abroad. Theystudyimagesofhouses/flatsinSpainand look for any noticeable differences betweenSpanishandEnglishhomes.Their attention is drawn to the points listed opposite. Some children may have visited another country and have information to share with the group about their accommodation or about houses belonging to friends and relatives abroad. IfyouhaveaForeignLanguageAssistantworkingintheschoolyoucouldaskhim/her to show photos of different types of housinginhis/herhometown.

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Teaching Sequence

• Shuttersareusedatthewindowsmore commonly than curtains

• OftenhousesinSpainandinotherEuropeancountrieshavetiledfloorsin some rooms rather than carpets –askthechildrenwhythismightbethe case and mention the differences in climate

• HousesinSpainoftenhave‘windowboxes’ planted with flowers in spring and summer

Pupil Activity

NOTES:

Lesson



Teaching Sequence

Beginbydistributingasetofsentencecards to each pair of children. The sentence cards contain phrases such as:Hay un garaje(Thereisagarage)Aquí está el dormitorio(Hereis thebedroom)See resource CD: ‘Sentence cards for listeningactivity–hay.../aquí está...’The meaning of the phrases will be discussed at a later stage. The purpose of the next activity is to give children practice in matching sounds they hear to writtensentences.Eitherreadaloud(orplayfromtherecordingonthesoundfile,track24)alistofsentences.Thechildren must listen to the sentences and arrange the sentence cards into the correctorder,accordingtothesentencesthey hear. Allow children time to listen tothesentencesasecond/thirdtimeas necessary.

To correct the activity read the sentence or play the recording again and ask the children to hold up the corresponding sentence card.

Next discuss with the children the meaning of ‘Aquí está’(hereis)and‘Hay’ (thereis).Display a list of the following nouns on theOHP/IWBun garajeun jardínun balcónun salónun dormitorioun cuarto de baño

and give the children time to consider how to pronounce each word. As youtakefeedback,emphasisethepronunciation of the letters and letter stringsunderlined.(Alistofroomsinthehouseisprovidedonthesoundfile,track25forteacherreference).

Pupil Activity

Children read a set of word cards. Then they listen as the sentences are read aloud or played from a recording. They work in pairs to sequence the sentence cards according to the text heard.

Children listen again to the sentences read aloud/playedfromthesoundfileandholdup the corresponding sentences.

Children read a list of nouns relating to the theme of house and home. They consider how to pronounce each word accurately. Their attention is drawn to key letters and letter strings.

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Lesson


Y6

Teaching Sequence

Displayalistofroomsofthehouse,divided into two sections. The lists areprovidedforOHP/IWB–seeresource CD: ‘OHT with list of rooms (intwosections)’

First list: un garajeun balcónun dormitorioun salónun jardín

Second list:un cuarto de bañouna cocinaun comedor

Showthefirstlistandgivethechildrentime to consider the meaning of each word.Explainthattheyareallrooms/parts of a house. Take answers from the children and discuss how they worked outthemeanings.MakeconnectionswithEnglishwords.

Whenthechildrenseethesecondlist,encourage them to use a dictionary to workout/checkmeanings.

Conclude the session by showing how the words are used in a structure e.g. Hay un balcón(Thereisabalcony)Aquí está el dormitorio(Hereisthebedroom)Iftimeallows,youcouldplayawritinggame using mini whiteboards. State a room of the house in Spanish and encourage the children to quickly write downtheEnglishmeaning.Alternativelystate a room of the house in Spanish and encourage children to write the word in a sentence in Spanish.

Pupil Activity

Children study a list of rooms of the house.TheydecipherEnglishmeaningsthroughdeduction.Afterwards,theydiscuss with the teacher and with other children the strategies they used to work out the meanings. Their attention is drawn tothesimilaritiesbetweentheSpanish/Englishnouns.

Children refer to a dictionary to check meanings.

Children study sentences containing the newly acquired vocabulary. They play writing challenge games as they practise translating sentences.

Part 3: 15 minutes

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Lesson


Y6

Teaching Sequence

Duringthissession,thechildrenwillpractise the alphabet in Spanish. The children have encountered some letters of the alphabet during Years 3 and 4. Throughout the next two terms you may choose to include spelling games to practise/reinforcethealphabetasyouteach different vocabulary.

There are certain additional letters in the Spanish alphabet: ch,ll,ñ,andtheseareincludedinsoundfilesandtrackson the song CD. These should not pose too many problems for the children as they have practised the sound of ‘ll’,‘ñ’ throughoutYears3-5.Somelettersareparticularly troublesome for children to remember–e.g.,e, g, i, j, r, w, x, yand it is helpful to use a song to practise the alphabet. See march and rap in Cantaenespañol2,tracks23and24:La marcha del alfabeto and Las letras del alfabeto. Play the march several times and encourage the children to join in.

Some teachers have been happy to lead children in marching around the room as the letters of the alphabet are sung!

Itislikelythatthechildrenwillneedalot of reinforcement of letters of the alphabetandyoumaychoosetore-playthismarchonvariousoccasions(whilethechildrenarebusychangingforPEorliningup,forexample.)

Conclude this session by emphasising how useful it is to be able to spell in a foreignlanguage–tospellthenameofatown,togive/understandanemailaddress etc.

Pupil Activity

Children listen to a song which will help them to learn the letters of the alphabet in Spanish. Following the song children are reminded of some ‘tricky’ letters. They enjoy reciting the letters and singing with the teacher. They understand the importance of being able to say and understand the Spanish alphabet for communicative purposes.

Part 4: 15 minutes

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Y68

Teaching Sequence

Atthediscretionoftheteacher,anotheropportunity to practise the alphabet is offeredwiththerapontrack24.Eachletter is linked to vocabulary which the children should be familiar with.

Pupil Activity

Part 4: 15minutes(continued)

NOTES:

Teaching Sequence

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Pupil Activity

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Part 1: 15 minutes

Lesson

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Y6

Lesson


LessonNine,Year61 x 20 minutes; 1 x 20 minutes; 1 x 30 minutes


Learning Outcomes• Contributetoasharedwritingtaskdescribinganidealhome• Produceownpieceofwriting,adaptingamodel

Framework ObjectivesLiteracyL6.4: Write sentences on a range of topics using a model

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Core VocabularyAs for lesson 8+ revision ofpequeño smallgrande bigbonito prettymagnífico magnificent

plus:enorme enormouslujoso luxuriousarriba upstairsabajo downstairs

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Resources• OHTofroomswithlettersmissing

OHT with list of adjectives OHT with ideal house sentence OHTModelparagraph OHT with words of songs: Las letras del alfabeto; La marcha del alfabeto; a, e, i, o, u

• Cantaenespañol2, Track24,song:Las letras del alfabeto, Track23,march:La marcha del alfabeto, Cantaenespañol1,Track26,song:a, e, i, o, u

• Keyvocabulary–adjectives Myidealhouse Positioning of adjectives Arriba, abajo Modelparagraph Transcript of songs

Knowledge about language• Recognisepatternsintheforeignlanguage• Useknowledgeofwords,textandstructuretobuildsimplespokenandwrittenpassages

Language and learning strategies• Planandprepare–analysewhatneedstobedoneinordertocarryoutatask• Uselanguageknowninonecontextortopicinanothercontextortopic• Applyarangeoflinguisticknowledgetocreateasimple,writtenproduction

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Lesson



Teaching Sequence

Play again the alphabet march on track 23 or the rap on track 24 from Canta en español2CD,practisedduringlesson8.

Ifyoufeelthechildrenarebecomingsufficientlyfamiliarwiththelettersofthealphabet,youmaychoosetodosomeoftheactivitiesbelow.Ifnot,spendadditional time listening to the tracks on theCDandpractisingthedifficultletters.

1. Play a game whereby the children have to guess the room of the house that you are spelling aloud.

Next,showalistonOHT/IWBofroomsof the house with letters blanked. Ask the children to guess the missing letters in Spanish. See resource CD: ‘OHT of rooms with letters missing’.

3. Finally play a hangman type game on theboardchallengingthechildrentofindthe word by offering letters in Spanish.

All these activities will help children to recallthenamesoftherooms,andalsoprovide practice in understanding and using some letters of the alphabet.

Anadditionalsongfocusingspecificallyon vowel sounds is also available on the Cantaenespañol1,track26.Youmaychoose to use it here or to include it at anystageoverthenextfewlessons.Itis worthwhile reminding children of the sounds of ‘i’ and ‘e’inparticular–showthe children the following words and practisetheirpronunciation,focusingon the sounds of the letters ‘i’ and ‘e’: dormitorio, jardín, limón, bebé, madre, padre, tigre. You could also remind the children that the accent above the letters adds stress in pronunciation.

Pupil Activity

Children listen and join in singing.

Children participate in spelling games,revisingandconsolidatingtheSpanish alphabet.

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Lesson



Teaching Sequence

Explaintothechildrenthattheobjectivefor this session is to produce a short descriptionoftheclass’sidealhome,through a shared writing task.

DisplayadjectivesonebyoneontheOHP/IWB(seeresourceCD:‘OHTwithlistofadjectives’)andencouragethechildrentooffer/guessEnglishequivalentsaseachisdisplayed:enorme immense/hugepequeño smallgrande bigbonito prettymagnífico magnificentlujoso luxurious(ThechildrenhaveencounteredalmostalloftheseadjectivesduringY3-Y5).

Usetheadjectivestodescribeyouridealhouse to the children in one sentence:‘En mi casa ideal hay un salón lujoso y un jardín enorme.’(Inmyidealhomethereisaluxurioussittingroomandahugegarden).

DisplaythesentenceusingOHP/IWB. See resource CD: ‘OHT with ideal house sentence’.

Askthechildrentofindthenounsinthesentence and then translate the sentence with them. Next underline ‘un salón’ and ‘un jardín’ and ask the children to substitute different words into the sentence.

Explainthatinafewmomentstheclasswill create a paragraph about their ideal home.Firstly,therearetwospecificpoints to remember about adjectives:

1. Adjectives usually follow the noun.

Pupil Activity

Children study a list of adjectives and recall/guesstheEnglishequivalentsforeach word.

Children listen to a short sentence read aloud by the teacher.

Childrenidentifynouns,listentothetranslation of the sentence and then attempt to vary the meaning of the sentence by substituting nouns.

Children consider points of grammar relatingtoadjectives,firstencounteredduring Year 4. They understand that adjectives follow the noun and that adjectives may change spellings depending on the gender of the noun they describe.

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Teaching Sequence

2. Adjectives change their spelling to agreewiththegenderofthenoun.Ifthenounismasculine(ie.Definedbythe article un/el)thentheadjectivedoesnotneedtochange.Ifthenounisfeminine(definedbythearticleuna/la)the‘o’ at the end of the adjective will change to ‘a’ e.g. bonito – bonita, pequeño – pequeña. Adjectives ending in ‘e’ do not change their spelling.

Although these points have been discussed with children briefly in Year 4andYear5,theyareneverthelesscomplex and you will need to decide how much detail to give. You may initially choose to share point 1 only with the children. You may choose to omit point 2 or to cover it at the end of the shared writingactivity,byaskingthechildrenwhether they notice anything about changes in spellings that may occur e.g. bonito – bonita.

Beginthesharedwritingtaskbywritingon the board...‘En la casa ideal de la clase hay...’Demonstratethefirstpossibility‘...una cocina enorme’and then encourage the children to suggestotherpossibilities,scribingtheanswers they give e.g. un jardín bonitoun cuarto de baño lujoso

Byscribingsuggestionsfromtheclassyoucan create the class’s ‘ideal home’ with the text typed and printed for display.

Pupil Activity

Children listen as the teacher begins a paragraph and then suggest possibilities in Spanish as they contribute to a shared writing activity.

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Lesson



Teaching Sequence

Explaintothechildrenthatduringthissessiontheywillworkinpairsand/orindividually to produce their own ‘ideal home’ description for display.

Beginbybrainstormingkeyvocabularyand structures:rooms of the houseadjectivesthereis/thereare(hay)downstairs/upstairs(arriba/abajo)–playwith the sounds of the letters ‘rr’ and ‘j’ in these words.

Next,showa‘modelparagraph’onOHP/IWBtoremindchildrenofthesortof information to include. See resource CD.ThetextisalsoonthesoundCD,track 29.¡Hola!Me llamo Ana.Aquí esta mi casa ideal...Abajo hay una cocina enorme, un comedor grande y un salón magnífico.Arriba hay un cuarto de baño lujoso y seis dormitorios.Hay también un jardín enorme.

Mostchildrenwillneedawrittencopyof the model text and some may work at simply substituting a few items of vocabulary; other children may be able to alter the text and form their own sentences,usingvocabularylearnedinother contexts.

The work can be presented for display.

Pupil Activity

Children listen to the lesson introduction.

Children recall vocabulary and structures.

ChildrenstudyamodeltextonOHP/ IWBandconsideritsmeaningand sentence structure.

Childrenusethemodeltext,andtheir knowledge from previous lessons to compose their own ideal home description. Some children refer closely tothemodelandsubstituteafewnouns,others substitute adjectives and nouns and addoneortwosentencesoftheirown,such as their age or family details.

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Teaching Sequence

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Part 1: 15 minutes

Lesson

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Y6

Lesson


10LessonTen,Year61 x 30 minutes; 2 x 15 minutes


Learning Outcomes• Memoriseandperformaversefromasong• Understandthegistofanaudiorecording,matchingadjectivestonouns• Identifydifferenttexttypes

Framework ObjectivesOracyO6.2: Perform to an audienceO6.3:Understandlongerandmorecomplexphrasesorsentences

LiteracyL6.2: Identifydifferenttexttypesandreadshort,authentictextsforenjoymentorinformation

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Core Vocabularyla ventana a windowla piscina a swimming pool

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10

Resources• OHTwithwordsofsong:Mi casa ideal

OHT with translation of song: Mi casa ideal Transcript of audio recording Worksheet to accompany audio recording Selection of different text types OHT different text type options

• Cantaenespañol2,Track25,song: Mi casa ideal

• Transcriptofsong Keyvocabulary Audio transcript Matchingadjectivestorooms Pelmanism–roomsgame Text genres

Knowledge about language• Useknowledgeofwordorderand sentence construction to support the understanding of the written text

Language and learning strategies• Planandprepare–analysewhatneedstobedoneinordertocarryoutatask• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Listenforcluestomeaninge.g.toneofvoice,keywords• Evaluatework

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Lesson



Teaching Sequence

Explaintothechildrenthatduringthissession they will memorise and perform parts of a Spanish song.

Beginbyplayingthesong:Mi casa ideal (Cantaenespañol2,track25)andattheend of the song ask the children if they have any idea what the song is about. Play the song two more times and this time ask the children to note down any words they hear that they recognise.

Take answers from the children before showing a transcript of the song on OHT/IWB.Seeresourcesfiles:OHTwith words of song. Check the children’s understanding and emphasise two new words,ventana/piscina.

Play the song again and encourage the children to join in singing.

Next,distributethewordsofthesongon a handout and a translation of the song(seeresourceCD).Dividethechildren into groups and give each group aversetopractise,beforeperformingtotherestoftheclass.Explaintothechildren that when they present they should aim to: • singclearlyandaudibly • pronounceeachwordaccurately • trytosingintune!

Next play the song again and then givethechildrenfiveortenminutestopractise in groups before performing to the rest of the class.

Pupil Activity


Children listen carefully to a song and try tounderstandthecontext/gist.

Children listen again to the song. This time they listen for familiar words and note each word they recognise.

Children study the transcript of the song and are introduced to two new items of vocabulary: ventana(window)andpiscina (swimmingpool).

Children listen to an introduction to the next activity. They hear the song again and then work in groups to prepare and practise one verse which they will present to the rest of the class. They understand that their work will be evaluated according to the criteria stated.

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Lesson


Y6Parts 1 & 2: 30minutes(continued)

Teaching Sequence

You may like to evaluate the presentations with the rest of the class accordingtothecriteriastatedabove.Itis likely that the children will enjoy this activity(anditwillcertainlyappealtothe‘entertainers’inthegroup!)

Conclude the session by correcting any pronunciation errors and rewarding the best performers.

Pupil Activity

Children listen carefully as errors in pronunciation are corrected.

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NOTES:

Lesson



Teaching Sequence

During this session the children will listen toanaudiorecording,duringwhichtheyhear a Spanish child describing his home. PlaythesoundCD,track31.

Distribute the accompanying worksheet to the children. See ‘Worksheet to accompany audio recording’ on the resource CD.

Next,playtheaudiorecordingencouraging the children to match the room in the house with the adjective usedtodescribeit.(SeetheworksheetontheresourcesCD).

Somechildrenwillfindthisactivityverychallenging so play the recording three times and give children time to discuss answers in pairs or groups before showing a transcript of the recording on OHT/IWBandcorrectingtheactivity.You could ask the children to try to match just two rooms and adjectives.

Pupil Activity

Children listen carefully to an audio recording.Astheydoso,theycompleteaworksheetactivity,matchingeachnounwith the adjective used to describe it.

Children discuss answers with others in the group. They see a transcript of the recording and correct their work.

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NOTES:

Lesson


Y610

Teaching Sequence

During this session the children are given aselectionofdifferenttexttypes–seeresource CD. The purpose of the activity istogivethempracticeinskimmingtexts,assessing what kind of text it could be. The selection included on the resource CDincludesaweatherreport,ajoke,arecipe,alettertoahotel,adescriptionoftheinteriorofahouse.Itwouldbea good idea to use authentic materials hereiftheseareavailabletoyou–e.g.,articlesfromSpanishmagazines,textsdownloadedfromaSpanishwebsite,busor train timetables etc.

During the activity give children time to browse through all the different texts available to them and ask them to work in groups to identify what kind of text they are looking at. You may prefer to give the children a list of possible alternatives–thisisprovidedonOHT,(seeresourceCD:‘OHTdifferenttexttypes options’.Ifyoudothis,youcouldextendthemoreable by asking for some details on each piece,e.g.Whatistheletterabout? Can they recognise any food in the recipe? etc.Aftertheactivity,askthechildrenhowthey were able to identify the text type –theyshouldmentionprimarilylayoutofthetext,buttheymayalsorefertospecificvocabularyorstructurestheyhaveencounteredpreviously.Emphasisethat skimming a text to get a gist of what the piece might be about is a key skill when tackling short texts in the foreign language.

Pupil Activity

Children browse through a selection of short texts made available to them. They work in groups and discuss the characteristics of each text with others. Some children will correctly identify each typeoftext,usingtheirknowledgeoftextconventions and also recognising words and structures they have encountered in different contexts. Other children may use additional support from the teacher and match up the text and text type from a list of possible alternatives.

Part 4: 15 minutes

10

Teaching Sequence

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Part 1: 15 minutes

Lesson

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Y6

Lesson


11LessonEleven,Year61 x 15 minutes; 1 x 25 minutes; 1 x 40 minutes


Learning Outcomes• Identifynounsandadjectivescontainedinatext• Befamiliarwiththeabbreviationsusedinadictionarytoidentifynoun,verb,adjective,adverb• Recognisepotentialhazardswhenusingdictionariesandunderstandhowabbreviationscanhelp• Readphraseswithappropriateintonationandexpression

Framework ObjectivesLiteracyL6.1: Read and understand the main points and some detail from a short written passageL6.2: Identifydifferenttexttypesandreadshort,authentictextsforenjoymentorinformation

Core VocabularyNo new vocabulary

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Resources• OHTwithtext‘Una casa en alquiler’

Translation of text ‘Una casa en alquiler’ Correctedversion–nouns/adjectives Sets of word cards for sorting

• Recordingequipment Dictionaries

• Una casa en alquiler Sorting words Errorsintranslation House for sale

Knowledge about language• Useknowledgeofwordorderandsentenceconstructiontosupporttheunderstandingof the written text

Language and learning strategies• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Practisenewlanguagewithafriendandoutsidetheclassroom• Makepredictionsbasedonexistingknowledge• Useadictionary• Planandprepare–analysewhatneedstobedoneinordertocarryoutatask• Evaluatework

Lesson



Teaching Sequence

Display the text: Una casa en alquiler onOHP/IWB.

Explaintothechildrenthatthetextisa short advert about a house that is available to rent. To give the children practice in ‘scanning’ the text for key information,askthefollowingquestions:

1. How many bedrooms are there?2. Which number do you need if

you are interested in renting the property?

3. How much does the house cost to rent?

Take answers and remind the children howtoscanatextforkeyinformation,and then distribute the text on a handout.

Childrenwillnowworkinpairs,underlining(in2differentcolours)all the nouns and adjectives they can spot in the text.

Give one or two examples to help the children make a start.

Afterfiveminutesinviteindividualstotheboard,OHP/IWBandunderlinenouns,andthenadjectives.(Acorrectedversionand a translation are available on the resourceCD).

Whencorrectingthisactivity,translatingevery word is not essential. The purpose of the activity is to give practice in recognising some familiar and unfamiliar nouns and adjectives. You may choose to provide dictionaries for this activity.

Iftimeallowsplayagainthesong ‘Mi casa ideal’ introduced during lesson 10 and display the words of the song.

Pupil Activity

Children scan the text for key information.

Children volunteer information and understand the importance of scanning a textquicklytofindoutkeydetailswithouttranslating every word. Children work in pairs and underline anynouns/adjectivestheyrecognisein the text.

Volunteersunderlinenouns/adjectives onOHP/IWB.

Children listen again to a song introduced during an earlier lesson and enjoy singing as they recap vocabulary relating to the home.

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Teaching Sequence

(Distributedictionariestoeachchild).

Explainthatthepurposeofthissession is to consider how abbreviations used in the dictionary can be helpful when looking up words.

Beginbyhandingasetofwordcardstopairs of children. See resource CD.

Eachsetofcardscontainsnouns,verbs,adjectives and prepositions. Remind the children of the function of each in asentence.Thengivethechildrenfiveminutes to group each of the words accordingtothewordclass.(Therearesixwordsineachgroup).Some children will be able to complete this activityfairlyeasily,butothersmayneedsupport and you may choose to write the Englishtranslationforsomewordsontheboard. All the words included here have been covered either in Y5 or Y6 except arriba/abajo–on/under.

dormitorio hay bonito arriba

salón vivo grande en

casa me gusta pequeño abajo

piso juego enorme en el centro

jardín bebo lujoso a la izquierda

garaje es magnífico a la derecha

Once the children have correctly sorted thevocabulary,askthemtolookupthe following words in the dictionary to findtheabbreviationsfornoun,verb,adjective,preposition:casa, garaje, jugar, beber, grande, bonito, en. You may choose to do this with the children.

n=noun(m=mascf=fem)vt = verbadj = adjectiveprep = preposition

Pupil Activity

Children work in pairs to sort a set of word cards into word classes. They identifynouns,verbs,adjectivesandprepositions. Some children use a dictionary as a support.

Children use the group of words to identify abbreviations used in the dictionary for each word class. They note their answers and communicate them to the teacher and the rest of the class.

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Y6Part 2: 25minutes(continued) 11

Teaching Sequence

Whenthechildrenhaveidentifiedtheabbreviations,askthemwhyabbreviations may be used. Provide the following examples:

‘Ican hear you.’‘Ican speak Spanish’

Ask the children about the word ‘can’. Whattypeofwordisit?Isitalways averb?)

Explaintothemthatsometimespeopleuse a dictionary without thinking about the word class and checking abbreviations. They end up with a sentence that translates as: ‘Itin/canhearyou.’Heretheyhaveselectedanoun,not a verb!

Can the children think of any other Englishwordswhichchangetheirmeaning and can be both nouns or verbs depending on their function in the sentence?

verb noun

saw to see a saw

play to play a play

walk to walk a walk

dance to dance a dance

Tocompletethesession,challengethechildrentofindtheverb‘toplay’andthenoun ‘a play’.

Emphasisethatlearningalanguagerequires much more skill than translating with a dictionary and recap the abbreviations for each word class. This is something you may like to return to and recap with the children in subsequent lessons.

Pupil Activity

ChildrenstudyEnglishsentencesdisplayedby the teacher and consider the meaning of the word ‘can’. They listen carefully and understand that some words in Englishhavedifferentmeaningsaccordingto the word class. They recognise that thiscancauseproblemsintranslation,and understand the importance of using the dictionary carefully when looking for Spanish vocabulary.

ChildrenconsiderotherEnglishwordswhichcouldbeaverb/noundependingonthe sentence.

ChildrenusethedictionarytofindSpanishequivalentsoftheword‘play’inEnglish,asa verb and as a noun.

Children consider again the abbreviations used in the dictionary.

Lesson



Teaching Sequence

Displayagainthe‘EstateAgent’textintroducedduringPart1–‘Una casa en alquiler’.

Play the recording of the text from the soundCD,track34andencouragethechildren to follow the text as they hear it. Toaddinterestandchallenge,suddenlypause the CD and encourage the children to call out the next word. Play the recording three times.

Next,explaintothechildrenthattheywill work in groups of four for the next activity. Their task is to prepare part of the advert for radio broadcast. Therefore they need to work as a group.

They decide whether to read aloud the whole text or parts of the text and they decidewhowillreadeachsection/line.They then practise reading it through withaccuratepronunciation,andwithgood intonation and expression.

Ifthechildrencannotrememberhowtopronounceaspecificwordthattheyneedthey can either:

1. ask each other2. ask children from another group3. ask the teacher4. playthesoundfileCD

Explainthateachgroupwillrecordtheiradvert when they are ready and that each advert will be listened to and judged according to the criteria below: • clearaudiblevoices • accuratepronunciation • goodintonationandexpression(Childrenhadsomeexperienceatevaluating work when listening to the songperformancesduringlesson10.)

Pupil Activity

Children follow a text as they listen to an audio recording of it. They demonstrate their ability to follow the text by providing the next word when the CD is paused.

Children listen carefully to instructions and understand the nature of the task. They workcollaborativelyandagreehowtouse/adapt the text. They decide who will read each section of the text and they practise readingaloud,checkingthepronunciationofeach member of the group. They understand clearlytheassessmentcriteriaforthetask,and attempt to read aloud with good intonation and expression.

They understand the support available to them if they are unsure how to pronounce individualwords,andtheylistentoanexample of an advert provided by the teacher.

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11

Lesson


Y6Parts 3 & 4: 40minutes(continued) 11

Teaching Sequence

Priortothechildrenbeginningwork,provideanexample,showinghowthetext can be shortened. The word ‘con’ (with)(learnedinY3,4and5)maybeuseful e.g:

Bungalow muy bonito con: cuatro dormitorios,dos baños lujosos,garaje interior,

00 al mes,

A 200 metros de IkeaInteresados llamar al...

Some children may prefer to read the entiretext,butexplainthattheoptionto reduce it means they can avoid words thattheyareunsureof.Itwouldbechallenging indeed to read the entire text with accurate pronunciation!

Children prepare and record their adverts,whicharethenplayedaloudtothe rest of the class.

Pupil Activity

Children record their advert when ready. They listen carefully to the presentations of others in the group and consider each advert against the assessment criteria stated by the teacher.

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NOTES:

Teaching Sequence

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


LessonTwelve,Year63 x 20 minutes; 1 x 15 minutes


Learning Outcomes• Beabletoaskforrepetition/clarificationinSpanish• Useknowledgeofpronunciationrulesandsoundpatternstocreatearapusingfamiliarvocabulary


LiteracyL6.3: Matchsoundtosentencesandparagraphs

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36

Core Vocabularyuna silla chairun sofá sofauna mesa tableuna nevera fridgeun estéreo hifi/stereoun microondas microwaveuna alfombra carpetuna lámpara lamp

Revision of:Repite por favor(informal) Repita por favor(formal)–Repeatplease¿Cómo se dice... en español?What is... in Spanish?

12

12

Resources• Flashcardsoffurniturevocabulary

Text cards of furniture vocabulary OHT with furniture vocabulary OHT with furniture vocabulary and missing letters Pelmanism cards with furniture OHT with repetition phrases OHT Transcript of rap Vocabulary support sheet for rap

• Dictionaries Miniwhiteboards

• Keyvocabulary(x2) Missingletters Pronunciation Keyphrases Pelmanism game Rap Extensionwork (optional)

Knowledge about language• Recognisepatternsintheforeignlanguage• Useknowledgeofwordandtextconventionstobuildsentencesandshorttexts

Language and learning strategies• Practisenewlanguagewithafriendandoutsidetheclassroom• Askforrepetitionandclarification

Lesson



Teaching Sequence

Explaintothechildrenthatduringthislesson they will consider the type of furniture that would have been in a typical home in 1948.

Next,introduce new items of vocabulary,oneatatime.Asyoushowanimageforeachitem(eitherusingflashcardsorIWB),showthewrittenword also. The children must look at theitem,listentotheSpanishandshowwhether they think it was an everyday item of furniture in 1948 by showing either side of their mini whiteboard:

SÍ(yes)or NO(no)

Follow the activity by showing a list of the furniturethatwas/wasn’ttypicalin1948.See resource CD: ‘OHT with furniture vocabulary’.

una silla una televisión

una lámpara un estéreo

una mesa una nevera

un sofá

Asthechildrenstudythevocabulary,askthemwhichwordsaredifficulttolearn. As some closely resemble the Englishitislikelythattheywillfindthoseones easy to remember. Focus on the pronunciation of words similar to the EnglishandemphasisethedifferenceinpronunciationbetweentheEnglish/Spanishwords–televisión, estéreo, sofá. Draw the children’s attention to the use of accents in Spanish and how they show which syllable is to be stressed when pronouncing each word. From the children’s knowledge of the sound made by the letters ‘ll’,cantheyworkouthowto pronounce silla?

Pupil Activity


Children consider each new item of vocabulary introduced. They hear the pronunciation of the word as they see it in written form. They then consider whether each item of furniture would have been in a ‘typical’ home in 1948 and vote ‘Sí/No’ using mini whiteboards.

Children study the list of vocabulary.

Childrenconsiderwhichword(s)couldbedifficulttolearn.Theirattentionisdrawnto the similarity between some nouns in SpanishandinEnglish.Theyareawarethatthewordsarepronounceddifferently,howaccents affect pronunciation and listen carefully to the Spanish. They use their knowledge of sound patterns to work out the pronunciation of the word ‘silla’.

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12

Lesson


Y6

Teaching Sequence

Next,togiveadditionalpracticeinmemorisingthenewvocabulary,flashthewrittenwordforeach,oneatatime,veryquicklyonIWB/OHP.Thechildrenmust quickly chant the word.

Remind the children of strategies they can use to help them memorise vocabulary: see appendix A at end of notes for Y6.Finally,displayalistonOHT/IWBof the furniture items with letters missing. Introducethemoneatatimeandchallenge the children to write the correct version of the word on mini whiteboards.

Pupil Activity

Children attempt to read the words very quickly and chant them aloud.

Children identify missing letters in a list of furniture vocabulary and attempt to rewrite the words correctly on mini whiteboards.

Part 1: 20minutes(continued) 12

NOTES:

12

Lesson



Teaching Sequence

Distribute mini whiteboards once again.

Challenge the children to recall 5 items of vocabulary from the previous session. They can write the words on the mini whiteboards.

Next,introducetwomoreitemsoffurniturevocabulary,usingflashcardsorIWBresources.Thesewordsaremoredifficulttolearnandwillneedalotofpractice and reinforcement:

un microondas microwaveuna alfombra carpet

Remind the children of the phrases learned in previous years when needing clarification/repetition:Repite por favor ‘¿Cómo se dice ‘microwave’ en español?’

Take this one step further by explaining akeypointaboutSpanish–therearetwo ways of talking to other people: in afamiliarway–withfriends;andinaformal way with people you don’t know very well. This affects the words you use inasentence.Ifyouaretalkingtoafriend you would use:Repite por favor. To an adult you would use:Repita por favor. DisplaythephrasesonOHT/IWBandlistentoeachonthesoundfile,track3 . See resource CD: ‘OHT with repetition phrases’. Spend some time practising them with the children.

Pupil Activity

Children try to remember and record the furniture items introduced during the last session.

Children are introduced to two additional vocabulary items. They practise the new vocabulary through memory games.

Children listen carefully to the teacher’s explanation. They are introduced to a convention in Spanish and listen carefully to the pronunciation of each phrase.

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3

3

Lesson



Teaching Sequence

The children can now work in pairs usingpelmanismcards(picturesandtextcardsoffurnitureitems)toplaymemorygames/matchinggames.Thisactivitywill help them to learn the furniture vocabulary and to read the word with correctpronunciation.Iftheyareunsureofaword,theymustaskforclarification/repetition in Spanish using the phrases displayed on the board

Pupil Activity

Children work in pairs playing games whereby they match pictures with the Spanish word. They practise pronouncing the words with a partner and ask in Spanish for vocabulary to be repeated.

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12

NOTES:

Lesson



Teaching Sequence

During this session the children work inpairs/groupstocreatearap,usingvocabulary learned so far on this topic area:phrases such as hayrooms of the housefurniture itemsExplainthatrapneednotmakesenseandcan include vocabulary from any topic area! The purpose of this short activity is to give the children the opportunity to be creativewithlanguage,astheyusetheirknowledge of sound patterns.

PlayanexamplefromthesoundCD,track 38 before children begin the task and show a transcript of the rap on OHT/IWB.

Explaintothechildrenthattheyshouldaim to use familiar vocabulary to write a rap of between 4 and 6 lines. Time will be given during the next session to practise and perform the rap for the rest of the class.

Suggest to the children that they could beginbyfindingnounswiththesamenumber of syllables or which all end in the same letter:Mesa, silla, sofá

Balcón, televisión

(Ifchildrenappeartoneedsomehelpwiththistask,asupportsheetofvocabulary is provided on the resources CDtohelpthemcomposeafewlines!)

Emphasisethattherapdoesnothavetorhyme and they can add any rhythm they like to it. Remind the children too that they can include vocabulary from other topic areas. They should check spelling using dictionaries.

Pupil Activity

Children listen to an example of a rap created using familiar vocabulary from the currenttopicofhouse/home.Theyseeatranscript of the rap as they hear it.Thechildrenworkinpairs/groupstocomposetheirownrap,usingfamiliarvocabulary. They consider the number of syllables and the sound of each word. They may use vocabulary from other topic areas asappropriate,andusedictionariestocheck the spelling of words.

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38

12

Lesson



Teaching Sequence

Allow time in this session for the children to present the rhyming raps which they prepared during the last session.

Pupil Activity

Groups of children present rhyming raps prepared during the last session.

12

NOTES:

Teaching Sequence

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


13LessonThirteen,Year61 x 20 minutes; 1 x 30 minutes


Learning Outcomes• Beabletosustainanunrehearsedconversationofatleastfourexchanges

Framework ObjectivesOracyO6.4:Usespokenlanguageconfidentlytoinitiateandsustainconversationsandtotellstories

Core VocabularyNo new vocabulary(RevisionofSpanishalphabet)

13

Resources• OHTwithsecretsentences

OHT with ‘Speed chat’ questions Teacher’s notes with ‘Speed chat’ standard questions and answers

• Hangman Describing rooms Secret sentences Speed chat questions Speed chat answers Stalling phrases

13

Language and learning strategies• Uselanguageknowninonecontextortopicinanothercontextortopic• Practisenewlanguagewithafriendandoutsidetheclassroom• Useadictionary

Knowledge about language• Useknowledgeofwords,textandstructuretobuildsimplespokenandwrittenpassages• Devisequestionsforauthenticuse

Lesson



Teaching Sequence

Beginthislessonwithaquickgameof‘Hangman’. The purpose of this activity is to recap recently learned vocabulary relating to house and home and to provide additional practice in recognising letters of the alphabet.

The children can compete against the teacher.Explainthatthewordselectedisanoun/adjectiverelatingtorooms,furniture etc.

To give the children some practice in speaking,playa‘SecretSentences’game.See resource CD: ‘OHT with secret sentences’. Display the chart showing threesectionsofdifferentsentences–beginning,middle,end.Youthentellthechildren that you have taken a phrase from each column to make a sentence and the children have to work out the sentence you have secretly written down. Todothis,volunteerssuggestpossibilities.Draw three columns on the board or flip chart and indicate with a tick or a cross whether they have selected the right phrase in that column:

E.g. 7 3 7

Byindicatingwhichpartofthesentencematchesthesecretsentence,thechildrencontinue to volunteer possibilities until you indicate a tick for each column meaning that they have solved the puzzle. Then reveal the secret sentence that you wrote down initially. You could play this game repeatedly as it encourages children to speak aloud with written support and reinforcesvocabularyandthesound-spelling link.

Pupil Activity

Children revise the alphabet in Spanish as they play a ‘Hangman’ game with the teacher.

Children volunteer short sentences orally in Spanish as they try to solve the riddle of the secret sentence.

13

13

Lesson


Y6Parts 3 & 4: 30 minutes 13

Teaching Sequence

During this session you will play a game of ‘Speed Chat’ with the children.

Explaintothemthatthepurposeoftheactivity is to try to sustain a conversation for as long as possible in Spanish as they interview each other. This will give the children practice in asking and answering questions,revisingphrasesandstructuresthat they have learned throughout key stage 2.

Ask the children to suggest questions that they could ask a partner.

Theycouldsuggestquestions/exchangesthey have encountered in the past:

¡Hola!¿Qué tal?¿Cómo te llamas?¿Cuántos años tienes?¿Cúal es tu color preferido?¿Tienes hermanos?¿Cómo se llama tu hermano?¿Te gusta jugar al fútbol?¿Dónde vives?¿Vives en una casa o en un piso?

All these questions can be heard on the sound CD track 39 and also with standard responses on track 41.

After the children have volunteered somepossibilities,displaythelistofquestions above. Remind children of theanswerstoeach–seeresourceCD ‘Teacher’s notes with Speed Chat questions and answers’. Theymaybeveryconfidentwiththeseor may need a lot of practice here.

Pupil Activity

Children listen to a description of the activity and the purpose of the activity.

Children suggest questions practised throughoutKS2.

Children study a list of questions and discuss how to answer each with the teacher. Some children recall the questions/answerseasily;otherchildrenneedtimetopractisethequestion/answersequence with a partner prior to the activity,andrefertoasupportsheettohelp them form answers.

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Lesson



Teaching Sequence

Usethesoundfileorsupportsheetas appropriate. Remind children too of ‘stalling strategies’ learned in Year 5 which they can use to give themselves thinking time:

bueno wellentonces/pues wellmmm mmmvamos a ver let’s see

Give the children a few minutes to practiseasking/answeringthequestionsin pairs and then ask the children to bring their chairs to the front and arrange the children into two rows. When the childrenareseated,theinterviewscanbegin.Indicatewhichrowistoask the questions and which row is to answer. Then begin the activity and give a maximum of 45 seconds for each interview before clapping as a signal that the row answering the questions must move down one place. Children then begintheinterviewwithanewpartner,again for a very short period of time before they move on again. After several minutes,thechildrenchangeplacestothe opposite side so that they all have a turn at both asking and answering the questions.

Whenyouconcludethesession,explain to the children that one of the Y6 objectives is to be able to sustain a conversation. Congratulate them on their achievements!

Pupil Activity

Children work orally in pairs.

Children ask and answer questions withpartners,attemptingtosustainaconversation for as long as possible. They use stalling strategies appropriately.

41

Teaching Sequence

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Pupil Activity

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


LessonFourteen,Year61 x 60 minutes

Lesson theme PlanningaholidaytoaSpanish-speakingcountry

Learning Outcomes• HaveanunderstandingofwhereSpanishisspokenthroughouttheworld• Chooseacountry/townforaholiday,investigatingclimateandselectingdates


14

43

Core VocabularyVamos a we are goingir to gosalir to leave

recap: days of the week and months

14

Resources• MapofworldwithSpanish

speaking countries OHT model sentences OHT with words of song: El español en el mundo

• Listofusefulwebsites–seeAppendixD

• Cantaenespañol2,Track26,song: El español en el mundo

• Keyvocabulary Transcript of song

Knowledge about language• Recognisepatternsintheforeignlanguage• Useknowledgeofwordsandtextconventionstobuildsentencesandshorttexts

Language and learning strategies• Planandprepare–analysewhatneedstobedoneinordertocarryoutatask• Makepredictionsbasedonexistingknowledge• Useadictionary

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14

26

Lesson


Y6Parts 1 – 4: 60 minutes 14

Teaching Sequence

Set the context for the next four lessons:

1. Children will undertake project work: Planning a holiday to a Spanish speaking country.

2. They may work either individually or inpairs,butallchildrenmustpresenta portfolio of work at the end of the project.

3. During the project they will make use of the internet to undertake research. Sometimes they will read information inEnglish,sometimesinSpanish.

4. Childrenwilllearnphrases/vocabularyinSpanishduringthelessons,whichwill enable them to note key details about their holiday plans in Spanish in theirportfolios/files.

5. At the end of this series of lessons they will produce a presentation using simple sentences in Spanish about the country visited which may include:

− weather and temperature− accommodation− places to visit

During lesson 14 they will: • researchtheclimateandlocationof

Spanish speaking countries• decidewheretogo• decideupondates

Followingtheintroductiontotheproject,display a map of the world indicating the countries around the world where Spanish is spoken. See resource CD for map and countries.

EmphasisethatSpanishisnotjustspokenin Spain!

Explainthatthechildrenwillselectoneof the following list of countries for their holiday destination:EspañaCubaMéjicoVenezuela

Pupil Activity

Children listen to an introduction to the next series of lessons.

Children study a map of the world and identify countries where Spanish is spoken.

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Lesson


Y6

Teaching Sequence

(Itislikelythatthechildrenwillbeabletofindawealthoftouristinformationonthese destinations and Appendix D lists usefulwebsitesforeachcountry.)

Beforetheyselectacountry,childrenmightfirstliketoconsiderthedatefortheir holiday and the climate at this time. This will involve some internet research. Please refer to Appendix D.

Beforethechildrenbeginwork,showonOHP/IWBthekeystructure:

Vamos a... ir –togo

e.g.Vamos a ir–We’regoingtogoVamos a salir/Nos vamos– We’re going to leave (Vamos a + verb is the simplest method of expressing plans in the future tense.Nos vamos is a more common way of saying:‘We’regoingtoleave’).

Show the verbs used in sentences as an example(seeOHTmodelsentences):

1. Vamos a ir a España 2. Nos vamos el martes 10 de agosto

(We’regoingtogotoSpain. We’re going to leave on Tuesday 10thAugust.)

Explaintheexpectationstothechildren.Bytheendofthislessontheywillhaveselectedacountrytovisit,researchedclimate,chosendatesandwrittentwostatementsintheirportfolio,followingthe examples given above.

Pupil Activity

Children study a key structure using the immediate future tense. They recognise its usefromthefirsttermofY6.

Children see how the verb forms are used in a sentence to communicate simple information in the future tense.

Children listen to the expectations outlined by the teacher. They understand thenatureofthetask,howtorecordwritten work and begin work using the internet. They refer to model sentences when writing.

Parts 1 – 4: 60minutes(continued) 14

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14

Teaching Sequence

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


15LessonFifteen,Year61 x 50 minutes

Lesson theme PlanningaholidaytoaSpanish-speakingcountry

Learning Outcomes• Chooseatypeofaccommodationandwritealettertobookaccommodation



46

Core Vocabularyvamos a we’re going toestar tobe/stay

en in

un hotel hotelun piso flatuna casa houseun camping a campsite

15

Resources• OHTwithlettertobookaccommodation

OHT with translation of the letter Flashcards of accommodation Digital photos of accommodation

• Internetsites–seeAppendixE

• Keyvocabulary Bookingholidayaccommodation

Knowledge about language• Recognisepatternsintheforeignlanguage• Useknowledgeofwordsandtextconventionstobuildsentencesandshorttexts

Language and learning strategies• Planandprepare–analysewhatneedstobedoneinordertocarryoutatask• Makepredictionsbasedonexistingknowledge• Useadictionary

15

Lesson


Y615

Teaching Sequence

Beginbydisplayingtheoptionsforaccommodation using images on the IWB/OHP.SeeresourceCD.Checkthe children’s pronunciation of each vocabulary item:

un hotelun pisouna casaun camping

NextdisplayashortletteronOHP/IWB.SeeresourceCD:‘lettertobookaccommodation’.

Señor/Señora,

Me gustaría reservar...

una habitación en el hotel...(insetnameofhotel)

el piso...(insertnameofflat)

la casa...(insertnameofhouse)

desde el sábado 15 de julio hasta el domingo 23 de julio.

Gracias.

A translation of the letter is also available on the resource CD.

Explaintothechildrenthedifferentmethods of communication. You could send the letter by:emailfaxpost

Check that the children understand the letter and are able to adapt it by substitutingdifferentrequirements/datesin Spanish.

Pupil Activity

Children learn the Spanish for four types of holiday accommodation.

Children look at a sample letter displayed onOHP/IWBandtranslateitwiththeteacher. They consider different methods of communication for sending the letter.

Parts 1 – 4: 50 minutes

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15

4

15

Lesson


Y6Parts 1 – 4: 50minutes(continued)

Teaching Sequence

Next,explaintheexpectationsforthislesson: by the end of the lesson they will have researched possible accommodation options on the internet and written a sample letter booking accommodation inSpanish,usingthemodelprovided.This will be included in their portfolio. AppendixEprovidesusefulwebsiteaddresses for researching accommodation.

Pupil Activity

Children listen to the expectations and understand what they have to produce by the end of the session.

15

NOTES:

Teaching Sequence

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Part 1: 15 minutes

Lesson

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Y6

Lesson


LessonSixteen,Year61 x 45 minutes; 1 x 50 minutes

Lesson theme PlanningavisittoaSpanish-speakingcountry

Learning Outcomes• ResearchanddecideupontravelarrangementsandnoteplansinSpanish• ResearchfoodtypicalofthecountryandmakeanoteinSpanishofdishestotry• Useimmediatefuturetensesuccessfullytoexpressintentionsinwrittenform

Framework ObjectivesLiteracyL6.4: Write sentences on a range of topics using a model L6.1: Read and understand the main points and some detail from a short written passageL6.2: Identifydifferenttexttypesandreadshort,authentictextsforenjoymentforinformation


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48

Core VocabularyRecap: Vamos a we are going toir to gocomer to take

RecapfromYear4/5:en barco by boaten avión by planeen coche by caren tren by train

a las nueve at nine o’clock

Resources• Journeytextcards

OHT with journey model sentences OHT with eating out model sentences

• Internetsites–seeAppendixE

• Keyphrases Composing sentences Complete the sentence Translation revision

Knowledge about language• Useknowledgeofwordandtextconventionstobuildsentencesandshorttexts• Recognisepatternsintheforeignlanguage

Language and learning strategies• Planandprepare–analysewhatneedstobedoneinordertocarryoutatask• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Useadictionary

16

Lesson



Teaching Sequence

Explaintothechildrenthatduringthesession they will plan how to travel to their holiday destination.

Beginbydisplayingthetextcard‘Vamos a’ and ask the children if they can remember whatitmeans.(Wearegoing).See resource CD: ‘Journey text cards’. Ask the children if they can remember any verbs that could follow ‘Vamos a’... to make a sentence.

They may need time to reflect with a partnerfirst.

Prompt as necessary to recall verbs such as ir, comer, jugar, bailar–andshowhow they follow ‘Vamos a’ to make a simple future tense statement.e.g. Vamos a bailar–we’regoing to dance.

Next show the structures:Vamos a ir en barco–(We’regoingtogobyboat)

Vamos a ir en tren–(We’regoingtogobytrain)

on text cards and attach them to the board:

Vamos a ir en barco

Vamos a ir en tren

Say each statement and invite children to give the meaning.–We’regoingtogobyboat–We’regoingtogobytrain

Extendthesecondstatementasfollows:Vamos a ir de Manchester a Málaga en avión.

Vamos a ir de Plymouth a Santander en barco.

Invitevolunteerstotranslate.

Pupil Activity

Children listen carefully to the introduction to the lesson.

Children recall the meaning of the key structure ‘Vamos a’.

ChildrenreflectandrecallinfinitivesofverbsusedthroughoutYears4,5and6.

Children study structures displayed on text cards and understand how they are used with ‘Vamos a’ to form statements about travel plans.

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Lesson



Teaching Sequence

InYear4thechildrenencounteredother means of transport. Although for thepurposesoftheirholidayplans,theywillprobablychoosetotravelbyplane,brainstorm two other means of transport − en tren by train − en coche by car

Next,invitechildrentomakeanewstatementsubstitutingone,twoorallthreeofthewordsunderlined:E.g. Vamos a ir de Liverpool a Madrid en avión.

Vamos a ir de Wakefield a Barcelona en coche y en barco.

(You’llprobablyneedtoremindthechildren where the Spanish speaking countriesaresituated,andremindthemthat at some stage they will have to crosswater!)

Spend a few minutes practising the sentencestructure,perhapssayingthesentence around the class with each child reading out one word aloud.

Next,explaintheexpectationsfortoday.The children will use the internet to research travel possibilities and note in their portfolios in Spanish:

How they will travel:Vamos a ir de Manchester a Buenos Aires en avión.

Leave model sentence displayed on text card/OHP/IWBforreference.Childrencontinueprojectwork,workingwithapartner or independently.

Pupil Activity

Children recall other means of transport covered in Year 4.

Children translate the sentences and practiseadaptingthem,bysubstitutingalternative towns and times.

Children listen carefully to the instructions for today’s task. They research internet sites to explore travel options and note travelplansintheirportfolios,usingthemodel sentence displayed for reference.

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Lesson



Teaching Sequence

Recap from the last session the key structure ‘Vamos a’ using text cards again.

Explainthatduringthissessionthechildrenwillresearchtypicalfood/dishes/eating habits of the country they plan to visit.

Ask a volunteer to write the verb ‘to eat’ on the board after the words ‘Vamos a’ toformthestructure–We’regoingtoeat–Vamos a comer

Developthisintoalongersentence,showingexamplesonOHP/IWB.

Vamos a comer tortilla.Vamos a comer a las nueve.(We’regoingtoeatomelette)(We’regoingtoeatat9o’clock)

Remind children that they will soon work on a presentation to deliver to the class about the country visited. This mightincludecommentingon/presentingdifferenttypesoffood–inSpanishorinEnglish.

Explaintheexpectationsforthissession:• Researchfoodtypicaloftheregion• Writeastatement(s)aboutfood

youwouldliketotry(usingmodelsentenceabove)

• Stateatwhattimeyouwilleat(usingmodelsentenceabove)

• Recordthestatementsintheportfolio,referringtomodelsentencesto help with word order and spelling.

• Collectanyphotosoffoodswhichcould be useful for the presentation.

Childrencannowbeginresearchwork,either independently or with a partner.

Pupil Activity

Children recall the key verb ‘Vamos a’

Children listen to the context for today’s session.

Children study sentences displayed on board/OHP/IWBandunderstandhowthesentences can be adapted by substituting nouns/numbers.

Children listen carefully to the expectations outlined by the teacher. They beginresearchworkasdetailedopposite,noting two statements in Spanish in their portfolios and collecting useful images for future presentations.

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Teaching Sequence

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Part 1: 15 minutes

Lesson

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Y6

Lesson


LessonSeventeen,Year61 x 30 minutes; 1 x 45 minutes

Lesson theme PlanningavisittoaSpanish-speakingcountry

Learning Outcomes• Findplacesofinterestatholidaydestination,usingtheinternet• Writeaprogrammeofactivitiesforaweekonholidayusingthefuturetense

Framework ObjectivesLiteracyL6.2: Identifydifferenttexttypesandreadshort,authentictextsforenjoymentorinformationL6.4: Write sentences on a range of topics using a model


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50

Core VocabularyRecap:Vamos a we are going tovisitar to visit

y andluego then,next

el museo museumel castillo castlela playa beachel zoo zooel mercado market

Revision of:la plaza town squarela piscina swimming poolel parque park

1

Resources• Textcards–Vamos a visitar

Digital photos of places to visit OHT with list of places to visit OHT with programme of activities Flashcards of places to visit

• Dictionaries

• Keyvocabulary

Knowledge about language• Recognisepatternsintheforeignlanguage• Useknowledgeofwordandtextconventionstobuildsentencesandshorttexts

Language and learning strategies• Planandprepare–analysewhatneedstobedoneinordertocarryoutatask• Uselanguageknowninonecontextortopicinanothercontextortopic• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Applyarangeoflinguisticknowledgetocreatesimple,writtenproduction• Useadictionary

1

Lesson



Teaching Sequence

Set the context for the lesson.

Children will add a programme of activitiestotheirportfolio,explaininginSpanish the activities they will undertake onseveraldays.Todothis,childrenwill need to revise key vocabulary and structures and need time to research places of interest at their holiday destination using the internet.

Ask the children to provide the key verb ‘Wearegoingto’–‘Vamos a’

Next display the verb:visitar–tovisit

InviteavolunteertotheboardtowritetheSpanish–We’regoingtovisit’(Vamos a visitar)

Display images of some places a tourist maychoosetovisitonholiday,usingdigital photos provided on the resources CD. State a sentence for each photo:e.g. Vamos a visitar el castillo.Vamos a visitar la plaza.

Take some time here to practise the Spanish for places in the town. Reveal a list of the places one by one and ensure that the children know the meaning of each and can pronounce them accurately.

Togivefurtherpractice,useminiwhiteboards and challenge the children to write the Spanish for the word stated or to translate a sentence e.g. We’re going tovisitthezoo–Vamos a visitar el zoo.

Pupil Activity


Children revise once again a key structure and use it with another verb.

Children look at images of places and listen as the teacher states sentences to accompany each image in Spanish.

Children study a list of place names on OHT/IWB.Theypractisepronouncingeach word and play writing games using mini whiteboards to help them memorise the words.

1

1

1

Lesson


Y6

Teaching Sequence

Whenchildrenareconfidentwithplacenames,displayaprogrammeofactivitiesforthreedaysonOHT/IWB–seeresource CD. Circle the words:

y (and)

luego (then,next)

and encourage the children to guess the meaning of each.

Explaintothechildrenthatduringthenext session they will produce a similar programme of activities.

Pupil Activity

Children study a programme of activities displayedonOHT/IWB.Theirattentionisdrawn to two connectives.

Parts 1 & 2: 30minutes(continued) 1

1

NOTES:

Lesson



Teaching Sequence

Beginthesessionbydisplayingagaintheprogramme of activities introduced at the end of the previous session.

Explainthetaskforthissessionto the children:

1. Usetheinternettoresearchplacesofinterest in the country to be visited.

2. Devise a programme of activities inSpanish,usingthemodelprovided,extendingsentencesusingtime phrases and connectives as appropriate. The programme must be included in the portfolio of work.

3. Collect photos of places of interest which could be included during the presentation at the end of the project.

Children can now begin the task.

Pupil Activity

Children study again the programme of activities.

Children listen carefully to an explanation of the task to be completed during the lesson.

Children work independently or in pairs to complete the tasks outlined by the teacher.

1

NOTES:

Teaching Sequence

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Pupil Activity

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


18LessonEighteen,Year61 x 1 hour

Lesson theme The culture of the country

Learning Outcomes• CompletepreparationneededtopresentculturalinformationaboutaSpanish-speakingcountry




Resources• ‘Model’pptpresentation

Supportsheet–usefulstructures

• Accesstotheinternet

18

Lesson


Y6Parts 1 – 4: 60 minutes

Teaching Sequence

During this session children will prepare apresentationaboutanaspect/aspectsof culture from the country they have chosen to visit.

The presentation could involve the following:

• individualpresentations• presentationsfromchildrenworking

in pairs• presentationsfromsmallgroupsof

children,whohaveallchosenthesame country

The presentation could include elements inSpanish(usingsimplesentencespractisedduringthelastfewlessons)orindividualwords–e.g.tointroducedifferent food items. The children may want to give more detailed information in Englishaboutsomethingthatparticularlyinterests them. The presentation could include:

• songs,dances,musicfromthecountry• amulti-mediapresentationorppt

using simple sentences and visual images to present information about:

- food- climate- placesofinterest

• apresentationononeculturalaspectofthecountrye.g.sport,festival(s)

A support sheet is provided on the resources CD to help children structure some of the sentences they may want to use in Spanish and to remind them of phrases they have learned during the last few lessons.

Pupil Activity

Children listen to the introduction to the lesson and an explanation of the task to complete today.

18

18

Lesson


Y6

Teaching Sequence

Beforethechildrenbegintoplanandpreparematerialfortheirpresentation,make the following points:

1. All children working collaboratively must contributetothefinalpresentation.

2. All plans and notes for the presentation should be included in portfolios.

When children present their work they should aim for:

• clearaudiblevoices• accuratepronunciationandintonation• goodvisualappeal• interestingvariedcontext

Emphasisethesupportavailabletothechildren before they begin to plan:

1. Songs on CD to listen to and learn2. Internetsites–seeAppendixE3. Support sheets of key sentences

to help with word order and sentence structure

4. Dictionaries to check spelling or look up key vocabulary

5. Modelsamplepptpresentation–providedonresourceCD

(Ifdesired,remindthechildrenthattheymayuseEnglishtopresentcertainaspectsoftheirresearch.)

Finally,showchildrena‘model’presentationprovidedonppt,togivethechildren an idea of the kind of material they could produce.

Children can now begin to prepare their presentation which they will present during lesson 19.

Pupil Activity

Children are made aware of the materials they might refer to when planning their presentation.

Children look at and listen to a ‘model’ presentation. This gives them an idea of the standards they are aiming for.

Children prepare their presentation.

Parts 1 – 4: 60minutes(continued) 18

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18

Teaching Sequence

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Pupil Activity

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


19LessonNineteen,Year61 x 1 hour

Lesson theme Presenting cultural information

Learning Outcomes• Presentinformationaboutanaspectofculture



Knowledge about language• Useknowledgeofwordorderandsentenceconstructiontosupporttheunderstandingof the written text

Language and learning strategies• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills.• Listenforcluestomeaninge.g.toneofvoice,keywords• Evaluatework


Resources• ICTequipment

Lesson


Y6Parts 1 – 4: 60 minutes

Teaching Sequence

(Youmaychoosetodividethissessioninto shorter sessions depending on the children’sconcentration.)

During this lesson children will deliver the presentations they have prepared over thelastfewlessons.Itmightbeworthdevising a ‘programme’ ensuring a variety ofperformances/presentationspriortothe start of the lesson.You might also like to consider how to involvetheotherchildrenwhilstgroups/pairsarepresentingtheirwork.Beloware some possibilities:• Childrenuseminiwhiteboardsto

notespecificitemsofvocabularythattheyheare.g.placesinthetown,connectives,numbersetc

• Childrenevaluatethequalityofthepresentationaccordingtocontent,pronunciation,visualappealandawardmarks accordingly.

• Childrenlistenandnotetwo new facts they have learned during the presentation

Children deliver their presentations!

Pupil Activity

Children present to the class or they listen and watch others presenting cultural information through presentations and performances.Theylistenforspecificinformation as indicated by the teacher and they evaluate the quality of the work seen/heard.

19

NOTES:

Teaching Sequence

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Pupil Activity

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


LessonTwenty,Year61 x 45 minutes

Lesson theme Review of learning in Y6

Learning Outcomes• ReviewkeyvocabularyandstructureslearnedduringY6

20


Resources• Quizsheet

Quizsheetanswers

• Quiztime

Language and learning strategies• Useadictionaryorwordlist

20

20

Lesson



Teaching Sequence

Children complete the ‘Review of the year’quizsheetinpairs/groups.

The answers are provided for discussion anddisplayonOHT/IWB.

For further suggestions regarding reviewingtheworkcompletedduringY6,please refer to page 220.

Pupil Activity

Children work collaboratively on a fun quiz to recap much of their learning in Spanish throughout Y6.

20

NOTES:

20

Teaching Sequence

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Pupil Activity

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Part 1: 15 minutes

Lesson

X


Y6

Lesson


RReviewLessons,Year6

Learning Outcomes• Identifyvocabulary/phrases/newideasandconceptslearnedinY6

Language and learning strategies• Discusslanguagelearningandshareideasandexperiences

ToprovidetheopportunitytoconsolidateandcelebratelearninginSpanishthisyear,teachersmayconsider allowing time for children to complete some of the following activities:

• Makingamindmapofsomeofthevocabularycoveredthisyear

• Playingagamewherebytheteachercallsoutacategorye.g.classroomitems,clothes,roomsofthehouse,familymembers,furniture,adjectives,verbs,prepositions,weather,andthechildrenworkinpairsto recall vocabulary and phrases

• Makingatape,videoorDVDtorecord... A song or verse from a song A short presentation in Spanish on their school uniform and their feelings about wearing uniform AshortpresentationinEnglishonanaspectofSpanishculture A conversation with a partner A playground game

• MakingadisplayofthewordsandphraseslearnedinY6forareviewboard

• PreparingapresentationforanassemblytodemonstratesomeofthelearninginSpanish

• Performingafavouritesongforagroupoflisteners

• Identifyingthefavouritelessonoractivityanddiscussingwhywasitmemorable

• MakingapresentationindividuallyoringroupstodelivertotherestoftheclasswhichrecapssomeofthelearningfromY6.Thiscouldbeatopicarea,apronunciationrule,guidanceonaparticularskillareae.g.usingconnectivestoextendwrittenwork/usingstallingstrategiesinspeechtogiveyourselfthinkingtime,aplaygroundgameoranaspectofculture

• Makingaboardgameorquiz

• Discussinghowchildrenfeelaboutlanguagelearning

• PreparingaSpanishcurriculumeveningforparentsandcarersduringwhichrefreshmentsareprovidedandthechildrenperformsongs,rhymes,stories,playsandteachtheadultssomeofthelanguagetheyhave learned throughout key stage 2


Year 5

Lesson 1Track 1:hay;unmercado;unatienda;unsupermercado;unaoficinadecorreos;unbanco;uncafé;unaplaza;unatiendaderopa;unacatedral.Track 2 :mibarbatienetrespelos,trespelostienemibarba,sinotuviera tres pelos ya no sería mi barba.Track 3 : la calle mayorTrack 4 :Enlacallemayorhayunsupermercado,cincotiendasderopa,unbanco,ydoscafés.

Lesson 2Track 5 :y;pequeño;también;grande;alaizquierda;aladerecha; en el centro.Track 6 :Enlacallemayorhayunsupermercadograndeyuncafépequeño.

Lesson 3Track : hay; aquí; está; en la esquina; bueno; mmm; pues; vamos a ver; sí.Track 8 :¡Hola!¿Hayunbancoporaquí?Sí,alaizquierda.¡Gracias!¡Hola!¿Hayuncaféporaquí?Sí,aladerecha.Gracias.¡Adiós!¡Hola!¿Hayunsupermercadoporaquí?Sí,estáenlaesquina.Gracias.¡Adiós!Track 9 :¡Hola!¡Hola!¿Hayunsupermercadoporaquíporfavor?Sí,aladerecha. Gracias. Adiós. Adiós.Track 10 :¿Quétal?;Perdón.

Lesson 4Track 11:porlamañana;porlatarde;porlanoche;alasdiez;alascuatro y media; muy; bastante.Track 12 :Lunes,martes,miércoles,jueves,jueves.Lunes,martes,miércoles,jueves,viernes.Sábado,domingo,sábado,domingo.Lunes,martes,miércoles,jueves,viernes.Track 13 :mañana;españa;español.Track 14 :Elsábadoporlamañanaalasdiez.Elviernesporlatardea las cuatro.Track 15 : animado; tranquilo; limpio; sucio.Track 16 :¿Cuándo?¿Cómo?Ellunesporlamañanaalas10;Bastantetranquila;Elviernesporlamañanaalas4;Muytranquila,limpia;Elsábadoporlatardealas3;Animada,sucia.Track 1 :Elsábadoporlamañanaalasnueve,¿Cómoestálacallemayor?Bastantetranquila.¿Yelsábadoporlatardealastres?Muyanimada.

Lesson 5Track 18 :HoyessábadoyelpequeñoTomásestátriste.Hacefríoyestálloviendo.Elcieloesdecolorgris.Track 19 :MamáquiereirdecomprasyelpequeñoTomásdetestairdecompras.ElpequeñoTomásprefierejugaralfútbolenelparque,ojugaralfútboleneljardín,overelfútbolenlatele.ElpequeñoTomásprefiereleerlasrevistasdefútbolensudormitorio;elpequeñoTomásprefierecharlardefútbolconsusamigos.Track 20 :MamáquiereirdecomprasyelpequeñoTomásDETESTAirde compras.Track 21:Sobretodo,alpequeñoTomás,legustamásiralestadioparaverunpartidodefútbol.Desafortunadamente,escaroyelpequeñoTomás no tiene dinero.Track 22 :Ciertamente,elpequeñoTomásestámuy,muytriste.Estálloviendo.Elcieloesdecolorgris.Track 23 :‘Vale,¿estáslisto? ’preguntaMamá.‘Sí,’diceelpequeñoTomás,mirandosuspies.‘¿Estásbien? ’preguntaMamá.‘Sí,bien,’contestaelpequeñoTomás,conunavozmuytriste,mirandosuspies.‘Pues,¿Vámonos? ’preguntaMamá.‘Sí,vámonos’contestaelpequeñoTomás,conunavozmuytriste,mirandosuspies.

Track 24 :Primero,vanaCorreos.MamátieneunacartaparalatíaMónicaqueviveenInglaterra.Hayquehacercoladurantecincominutos.Después,vanalbanco.Mamáquieresacardinero.Hayquehacercoladurantediezminutos.Despuésvanalalibrería.Mamáquierecomprar una revista. Hay que hacer cola y esperar durante dos minutos. Luego,vanalapanadería.Mamáquierecomprarpasteles.Hayquehacercoladuranteseisminutos.Luego,Mamácharlaconlapanadera.Hayqueesperaraúnmástiempo...Track 25 :ElpequeñoTomásestácansado.Leduelenlospies.Detestair de compras. ‘Bueno,’diceMamá.‘¿Quéhoraes?Aver,lasdos...muybien.Sabes,Tomasito,hayunatiendaderopaqueesnueva.Quieroverla.Hayqueirapie.Estáatreintaminutosdeaquí.¿Nosvamos? ’‘Vale,vámonos’,diceelpequeñoTomás,conunavozmuymuytriste,mirandosuspies.Track 26 :‘Muybien.Alaizquierda’contestaMamá.‘Aladerecha’diceMamá.‘Todorecto’diceMamá.‘Alaizquierda’diceMamá.ElpequeñoTomás está cansado. Le duelen los pies y le duelen las piernas. Y detesta irdecompras.Yestálloviendo.‘Aladerecha’diceMamá.‘Alaizquierda’diceMamá.‘Diezminutosmás’diceMamá.‘Todorecto’diceMamá.‘Vale’diceelpequeñoTomás.Track 2 :ElpequeñoTomástienedolordepiesyleduelenlaspiernasyleduelelaespalda.Además,detestairdecompras.‘Dosminutosmás’diceMamá.‘ ¡Meencantanlastiendasderopa! ’Track 28 :EnlaesquinadelacalleMamásepara.‘ ¡Ay,no! ’diceMamá.‘ ¡Meheequivocado!¡Latiendaderopanoestáporaquí!¡Estáporallí !ElpequeñoTomásestácansadísimo,ynocontesta.Mirasuspies.Track 29 :MamácontemplaalpequeñoTomás.ElpequeñoTomásmirasuspies.‘Tomás’diceMamáconvozdulce.Elestadioestáporaquí,¿losabes... ? ’ElpequeñoTomásmiraaMamá.‘Mamá,mamá... ¿quéhoraes?‘Lasdosymedia,contestaMamá.‘Mamá,mamá... ¿esposible... ?¿puedo... ?Track 30 :‘Pues,tengodineroparalasentradas,pastelesparaeldescanso...yunarevista,¡simeaburro!Yanoestálloviendo.Sí,micorazón.’‘ ¡VÁMONOS! ’gritaelpequeñoTomás,quenotienemásdolordepies,nidolordepiernasnidolordeespalda.‘Mamá,¡teadoro! ’

Lesson 6Track 31:LosReyesMagos;SanNicolás;LaNochebuena;LaNochevieja;PapáNoel;lacampana;lasuvas;elreloj;¡FelizAñoNuevo!NavidadTrack 32 :Nochevieja;Cava;Reloj;¿Quéhoraes?;Bienvenido;Teinvito;Lacampana;¡FelizAñoNuevo!

Lesson Track 33 :El31dediciembre,eslaNochevieja.Adiósalañoviejo.Bienvenidoañonuevo.Enlacalle,enlacasa,teinvitoalafiesta.Conelrintintíndelacampana.Conelchinchíndelcava.Escuchaelreloj.EnlaPuertadelSol.Unauva,dosuvas,tresuvas,cuatrouvas,cincouvas,seisuvas,sieteuvas,ochouvas,nueveuvas,diezuvas,onceuvas,doceuvas.¡FELIZAÑONUEVO!Track 34: Scene 1:Narrator: HoyesNochevieja,el31dediciembre.Juan: ¡Bienvenidosatodos!¿Tegustacomerpolvorones,Pablo?Pablo: Sí,sondeliciosos.Muchasgracias.¿DóndeestáPedro?Juan: Enelsupermercadoparacomprarlasuvas.Ana: ¿Quéhoraes?Esther: Las once y media.Scene 2:Juan: ¡Aquí está Pedro!Ana: HolaPedro,¿quétal?Pedro: Holaatodos.Muybiengracias.Aquíestánlasuvas.Juan: ¡Muybien!Esther: Megustatupantalón.Ana: ¡Esnuevo!¿Quéhoraes?Todos: ¡ ¡SONLASDOCE! ! ¡Escuchad!(Onepersonchimesandallatthepartyeatagrapeforeachchimeoftheclock.)¡FELIZAÑONUEVO!¡Abailar!(Musicturnedup,letoffpartypoppersetc. !)

TranscriptoftheSoundfilesCDforYear5andYear6 With Track details


Scene 3:Suzana: Tepresentoamihermano,Paco.María: Hola Paco.Paco: Hola.María: ¿Te gusta bailar?Paco: No,nomegusta.Megustamuchojugaraltenis.¿Yati?María: Megustaleeryverlatelevisión.Paco: Bueno,¡FelizAñoNuevo!María: ¡FelizAñoNuevo!Scene 4:Narrator: Sonlastresymedia.Esunodeenero.Pedro: ¿Dónde está el taxi?Ana: A la derecha.Pedro: Ahsí,gracias.Juan: ¡Hastaluego,Antonio!Antonio: ¡Hasta luego!Track 35 :Unareceta–MazapanesdeNavidad.Ingredientes:Uncuartodekilodeazúcarenpolvo.Uncuartodekilodealmendramolida.Unaclaradehuevo.Mododehacerlos:Amasartodojunto.Hacerfiguritascon las manos. Pintarlas con clara de huevo batida para que brillen. Colocarlas sobre papel de plata. Colocarlas unos minutos a horno bajo. Estaránlistascuandotenganunpoquitodecolor.Dejarlasenfriarantesde retirarlas del papel.

Lesson 8Track 36 : jugar al + sport; nadar; voy a; otra vez.Track 3 : Los lunes me gusta jugar al tenis. Los martes me gusta jugar alfútbol.Losmiércolesmegustanadar.Losjuevesmegustabailar.Losviernes me gusta jugar al tenis otra vez. Los sábados me gusta jugar al bádminton. Los domingos me gusta ver la televisión.Track 38 :Megustajugaralfútbolperonomegustajugaralrugby.Megustanadarytambiénmegustabailar.Track 39 :pero,y,también.Track 40 :bailar;verlatele;nadar;leer;jugaralfútbol;iralparque.Track 41:jugaralrugby;jugaraltenis;jugaralfútbol;jugaralbádminton;jugar al netball; bailar; nadar; ver la tele; leer; ir al parque.Track 42 :voyajugaralfútbol;Elsábadovoyajugaralfútbol.Lunes–Voyajugaralfútbol–30minutos.Martes–Voyanadar–20minutos.

Lesson 9Track 43 :cero,uno,dos,tres,cuatro,cinco,seis,siete,ocho,nueve,diez,once,doce,trece,catorce,quince,dieciséis,diecisiete,dieciocho,diecinueve,veinte,veintiuno,veintidós,veintitrés,veinticuatro,veinticinco,veintiséis,veintisiete,veintiocho,veintinueve,treinta.Track 44 : treinta; cuarenta; cincuenta.Track 45 :¡Miradlapelota!¡Miradlapelota!¡Arriba!¡Miradlapelota!¡Abajo!¡Miradlapelota!¡Damosunavuelta!¡A...Clara!

Lesson 10Track 46 :...más...que... ;¿Quévasahacer?Voya.Track 4 :Jugaralfútbol;bailar;hablarenespañol;verlatele;hacerfooting; leer. Track 48 :¿Quévasahacer?Voya+verb.¿Quévasahacer?Voyaleer.Track 49 :nombre;antes;actividad;despuésTrack 50 :Bailaresmásactivoquehablarenespañol.Track 51: ¡Hacer ejercicio es muy importante!Track 52 :Jugaralfútbolesmásactivoqueleer.

Lesson 11Track 53 : el pan; el arroz; la pasta; las patatas; el jamón; el pescado; el queso; el agua; el yogur; el chocolate; el helado; el pastel; las galletas; las patatas fritas; las patatas fritas de bolsa; las zanahorias; los guisantes; la ensalada.Track 54 : el pan; una barra; el yogur; el agua.Track 55 :Megustaelqueso;nomegustaelyogur;megustanlosguisantes; no me gustan las zanahorias; me gusta la ensalada; me gusta el pastel; me gusta la pasta; me gusta el chocolate.Track 56 :¡Hola!MellamoAna.Megustanlosguisantesyelqueso.Megustatambiéneljamónperonomegustalaensalada.¡Meencantaelchocolate! ¡Adiós!

Track 5 :¿Tegustaeljamón?Sí.Megustaeljamón.¿Yati?No,amínome gusta el jamón.Track 58 :bueno;pues;mmm;vamosaver;¿Tegustaelqueso?Pues,sí,megustaelqueso.¿Yati?Pues,no.Nomegustaelqueso.

Lesson 12Track 59 :y;pero;también.Track 60 :Megustaelqueso;Nomegustaeljamón.Track 61:Lasproteínas:eljamón,elpescado.Loshidratosdecarbono:elarroz,lapasta,elpan.

Lesson 13Track 62 : trucha; pastel de carne; salchicha; fruta; tortilla.Track 63 :Lunes–Lasaña;Garbanzosconmejillones;Espiralescarbonara;Purédeverduras.MerluzaalaRomana/Ensaladadelechuga;Lomoadobado/Purédepatata;Filetedetrucha/Ensaladadelechuga;Pasteldecarne/Patatasfritas.Yogur;Frutadeltiempo.Martes–Lentejasconchorizo;Patatasguisadas;Arrozcaldoso;Cocidomadrileño.Polloguisado/guarnicióndeguisantes/zanahorias;Merluzaalaromana/Ensaladadelechuga;Tortilladepatata;Filetedetrucha/Ensaladadelechuga.Frutadeltiempo;Yogur;Natillas.Miércoles–Arrozconsalchichasytomate;Purédeverduras;Lentejasestofadas;Macarronesalaitaliana.Tortilladepatata;Redondodepavo/Cubitosdepatata;Merluzaensalsa/Patataspanadera;Escalopedejamón/Ensaladadelechuga.Yogur;Flan;Frutadeltiempo.Jueves–Patatasconverduras;Sopadefideos;Marmitako;Alubiaspintas.Hamburguesadeternera/Patatasfritas;Pasteldecarne/Ensaladadelechuga;Salchichascontomate/Ensaladadelechuga;Albóndigas/Cubitosdepatata.Frutadeltiempo;Yogur.Viernes–Fabadaasturiana;Espaguetisconchorizo;Poteasturiano;Paella.Filetedelenguado/Ensaladadelechuga;Carnegobernada/Cubitosdepatata;Emparedado/Ensaladadelechuga;Merluzaensalsa/Patataspanadera.Yogur;Melocotónenalmíbar;Frutadel tiempo

Lesson 14Track 64 :cerealesconleche;magdalenas;GalletasMaría;chocolateconchurros;unzumodenaranja;¿Quieres?;Quisiera.Track 65 :¿Quieres... ?;Quisiera;porfavor;gracias;nogracias.Track 66 :¿Quieresunzumodenaranja?Sí,gracias.¿Quieresunamagdalena?No,gracias.Quisieraunagalletaporfavor.Gracias.

Lesson 15Track 6 :laleche;elazúcar;loshuevos;elagua.Track 68 :Losingredientes–8yemasdehuevos,13ozdelecheevaporada,13ozdelechecondensada,½tazadeazúcar,½taza de agua.Track 69 :Calientaelhornoafuegomedio.Derriteelazúcarenuncazoafuegomedio.Añadeelaguayremueveconstantemente.Vierteenelmolde.Mezclalasyemasdehuevo,lavainillaytodalaleche.Viertecuidadosamente en el molde para que no se mezcle con el caramelo. Hornea durante una hora. Despega el borde del flan. Dale la vuelta con ayudadeunplatoparadesmoldar.Enfríaenlanevera.

Lesson 16Track 0 : hace frío; hace calor; hace buen tiempo; hace mal tiempo; hace sol; hace viento; hay niebla; está lloviendo; está nevando.Track 1:lunes;martes;miércoles;jueves;viernes;sábado;domingoTrack 2 : enero; febrero; marzo; abril ; mayo; junio; julio; agosto; septiembre; octubre; noviembre; diciembre.Track 3 : Hoy es lunes 10 de octubre.Track 4 :¿Quédíaeshoy?Hoyesdomingo4demayo;Hoyessábado4 de diciembre; Hoy es lunes 9 de octubre; Hoy es martes 10 de enero; Hoy es jueves 12 de mayo; Hoy es viernes 8 de julio; Hoy es lunes 1 de abril ; Hoy es sábado 14 de septiembre; Hoy es viernes 1 de febrero; Hoy es domingo 5 de marzo; Hoy es viernes 2 de noviembre


Track 5 : Hoy:Posibilidaddelluviasdispersas,ytormentaseléctricasdespuésdelasoncedelamañana.Temperaturamáximaalrededorde28grados.Vientodelnortede13a18Kmph.Esta Noche: Lluvias ytormentaseléctricasdispersas.Temperaturamínimaalrededorde24grados.Vientodelnortede13a18Kmph.Laprobabilidaddelluvia40%. Miércoles:Lluviasaisladas,yluegolluviasytormentaseléctricasdispersasdespuésdelas11delamañana.Nubesyclaros,lamáximaalrededor de 29 grados. Viernes:Lluviasaisladasdespuésdelas11delamañana.Nubesyclaros,lamáximaalrededorde30grados.Vientodelesteentre10y14Kmph.Laprobabilidaddeprecipitación20%. Sábado:Bajaprobabilidaddelluvias.Sábado por la Noche:Bajaprobabilidad de lluvias. La mínima alrededor de 25 grados. Lunes: Principalmentesoleado,lamáximaalrededorde2 grados.Track 6 :gracias,quince,once,diciembre.

Lesson 1Track :enotoño;eninvierno;enprimavera;enverano;normalmente; en general; llueve; nieva.Track 8 :EnMadridhacecalor.EnOviedohacefrío.EnSantander hace viento.Track 9 : ¡Hola! Hoy es martes 9 de noviembre y ahora el tiempo...EnMadridhacevientoyestálloviendo–temperaturamáxima:9grados.EnGranadahacebuentiempoyhacesol–temperaturamáxima: 16 grados.Track 80 :Enotoñohayniebla.Eninviernohacefrío.Enprimaverahacesolyllueve.Enveranohacecalor.Track 81:Enotoñohaceviento.Eninviernohacemuchofrío.Enprimaverahacevientoyhacesol.Enveranohacemuchocalor.Track 82 : en general; normalmente.

Lesson 18Track 83 : Vivo en + town; en el norte; en el sur; en el oeste; en el este; deInglaterra.Track 84 : el norte; el sur; el este; el oeste.

Lesson 19Track 85 : Tucocheesfrancés,alemán;Tupizzaesitaliana;Tucaféesbrasileño;Tutelevisiónesjaponesa;Turelojessuizo;¡Ytucamisaesindia!

Year 6

Lesson 1Track 1:Presente/SíseñorX,señoraY;Noestá;Hoyesmartes8deoctubre; un boli; un lápiz; una goma; un sacapuntas; unas tijeras; un cuaderno;unacartera;¿tienes?;sí,aquítienes/toma;tengo;notengo;¿Estáslisto?/¿Estáislistos?;vamosasacarun...

Track 2 :sentaos;levantadlamano;venaquí/venidaquí;silencio;mirad;escuchad; en parejas; hace mal tiempo; hace frío; hace calor; hace viento; hace sol; hay niebla; está lloviendo; está nevando; hoy es martes 8 de octubre; hoy es jueves 10 de mayo; hoy es viernes 22 de junio.

Track 3 :Buenosdíasatodos;buenosdíasseñora;pasamoslista;¿Quédíaeshoy?;esmartes deoctubre;¿Quétiempohacehoy?;hacefríoperohacesol;vale;escuchad;¿John,tienesunboli?;Sí,tengounboli;No,notengounboli;aquítienes;toma;gracias;vale,¿estáislistos?; levantaos; sentaos; silencio; repetid por favor; vamos a sacar un cuadernoyunboli;señora,notengolápiz

Lesson 2Track 4 :ElprogramaKids’Clubestádivididoendosgrupos:paraalumnos de a9años,yde10a12años.Pararealizarloscursosserequiere un mínimo de 6 participantes por grupo.

Laduracióndeloscursosesde2,3ó4semanas.LasfechasdenuestroKids’Clubson:DURACIÓN FECHAS2 semanas Del 2 de julio al 13 de julio de 200 Del 16 de julio al 2 de julio de 200 3 semanas Del 2 de julio al 20 de julio de 200 4 semanas Del 2 de julio al 2 de julio de 200 Nuestrosprofesoressoncompetentesytienenexperienciaconniños.Losniñosestánenbuenasmanosconelequipodeprofesores.

DELUNESAVIERNES: DE9:30A11:30HORAS DE12:00A13:30HORASHorario: Españolenelaula ActividadeslingüísticasporTarifaEntrelasclasesenelaulaydespuésdelaprimerapartehabráunapausa.

Lesson 3Track 5 : un pantalón; un jersey; una camisa; una falda; unos zapatos; unos calcetines; una sudadera; una corbata; me gusta; no me gusta; no me gusta el rojo; es feo; es horrible; es fabuloso; es bonito.Track 6 : Llevamos pantalón gris y jersey rojoTrack : First speaker: Al colegio llevamos falda negra y jersey rojo. No megustallevaruniforme–¡ ¡ loodio! !Second speaker: Llevamos pantalón gris y camisa blanca. Llevamos tambiénunjerseyocamisadedeporteazul.Amímegustaeluniformeporque me gusta el azul. Third speaker: Al colegio llevamos pantalón negro y jersey verde. Odio llevarunforme–¡esridículo!Fourth speaker: Llevamos falda negra y camisa amarilla. Llevamos tambiénunjerseyamarillo.Meencantaeluniforme–esbonito,¡¿no?!Track 8 :¡Hola!MellamoBen.Tengo10años.Eluniformedelcolegioes:pantalónnegro,jerseyazulycamisablanca.Megustaelazul–esfabuloso–peronomegustallevaruniforme.

Lesson 4Track 9 : mi padre; mi madre; mi hermana; mi hermano; mi abuelo; mi abuela;sellama;tienexaños;es;bastante;muy;viveen;simpático/simpática;inteligente;divertido/divertida;deportivo/deportiva;hermoso/hermosa.Track 10 :Elpatiodemicasaesparticular.Cuandolluevesemojacomolosdemás.Agáchateyvuélveteaagachar.Quelosagachaditossonmalosdeencontrar.HIJKLMNA.Quesitúnomequieresotraniñame querrá.Track 11:padre,madre,abuelo,abuela,hermana,hermano,primo,prima,perro,gato,conejo,pájaro,pez,hámster,ratón.Track 12 : ¡Hola!MellamoPabloyvivoconmipadre,mimadreymisdoshermanas.TenemosdosgatosquesellamanCocoyTata.Mimadretienecuarentaydosañosymipadretienecuarentaytresaños.MimadresellamaTeresayesmuydivertida.MipadresellamaJuan.Essimpáticoydeportivo. Amímegustajugaraltenisynadar.Elviernesporlatardepracticojudoconunamigo.Elsábadoporlatardeveolatelevisión.MisabuelosvivenenBarcelona.¡Escríbemepronto!PabloTrack 13 : Caperucita RojaÉraseunavezunaniña.SellamaAnaperosellamatambién:‘Caperucita Roja’. Su madre es muy baja y muy simpática... Le da una cestayledice:“Veacasadetuabuelita.Llévaleunpastel.¡Tencuidadocon el lobo feroz que vive en el bosque!” Track 14 :Hace muy buen tiempo y Caperucita Roja camina alegremente por el bosque.Recogeflorecillasazules,amarillasyrosasparasuabuela.Derepente aparece el lobo feroz.‘¿Adónde vas Caperucita? ’ le pregunta el lobo feroz. “Voy a la casa de mi abuelita” dice Caperucita Roja. Track 15 :Ellobotienemuchahambre.Entraenlacasadelaabuela¡yselacomedeuntrago!Después,seacuestaenlacamadelaabuelita,seponeelgorro de dormir y sus gafas redondas y espera la llegada de Caperucita. Track 16 :Caperucita Roja corre por el bosque y llega a la casa de su abuela. “¡Quéojostangrandestienesabuelita!”‘ParavertemejorCaperucita’respondeelloboferoz.“¡Oh!¡Quéorejastangrandestienesabuelita! ,diceCaperucitaRoja.”“¡Paraescuchartemejor,cariño!”“¡Quédientestan grandes tienes abuelita!” “¡ ¡Para comerte mejor! ! ... y el lobo feroz salta encima de Caperucita Roja.”Track 1 :“¡Socorro!”gritaCaperucitaRoja.Porsuerteunleñadorquepasaporallíoyelosgritosdelaniña.Entraenlacasaymataalloboferoz.Enelestómagodelloboestabalaabuelitatodavíaviva.Lostres,laabuela,CaperucitaRojayelleñador,estánmuycontentos.¡Adiósallobo feroz!

Lesson 5Track 18 :es;médico;vendedor/vendedora;policía;camarero/camarera;profesor/profesora.


Track 19 :Conunamanguera,cascoyescaleraapagolosfuegosylashogueras.Conmaderadepino,dehayaodenogalconstruyolosmueblesparatuhogar.Caminaressudestinoy,yendodecasaencasa,desuvalijadecuerosacapaquetesycartas.Mipuebloescostero,sueñoconelmar,enmiviejobarcomevoyapescar.Track 20 :¡Hola!Voyahablardemifamilia.Mipadretiene44años.Esvendedor.MimadresellamaLuisayespolicía.MihermanoRubén,quetiene18años,escamareroenunbarlosviernesylossábadosporlatardeymihermanaescamareraenuncafé.¡Adiós!

Lesson Track 21:ElcuentodelosReyesMagos(biencontado)Éraseunaveztreshombres–no,asíno.No,asítampoco.Sí,así.SellamabanMelpar,Gastasar,Balchor–no,asíno.Balpar,Gastor,Meltasar–no,asítampoco.Yalotengo,sellamabanGaspar,Melchor,Baltasar.Sí,esoes.ÉraseunaveztreshombresquesellamabanMelchor,GasparyBaltasar.EranlosReyesMagosy...seguían..unconejito.No.Entonces...unpez.Queno.Entonces...Unaestrella.Sí.Esoes.Seguíanlaestrellaporlamañana...porlatarde...yporlanoche.Seguíanlaestrella,atravesandomontañas...atravesandomares...yatravesandodesiertos.Seguíanlaestrella,apesardelanieve...apesardelalluvia...yapesardelviento.ÉraseunaveztreshombresquesellamabanMelchor,GasparyBaltasar.Eranlostresmagos.Seguíanunaestrella,atravesandomontañas,maresydesiertos;luchandocontralanieve,lalluviayelviento.Alfinllegaron.No,ahíno.No,ahítampoco.Sí,ahí.Lostresmagossedirigieronalreciénnacido.No.Éseno.No.Éstetampoco. Sí. Ése es.ÉraseunaveztreshombresquesellamabanMelchor,GasparyBaltasar.Eranlostresmagos.Seguíanunaestrella,atrevesandomontañas,maresydesiertos;luchandocontralanieve,lalluviayelviento.Alfinllegaronaunestablopequeñodondeacababadenacerunniñopequeño.Lostresmagosleregalaronalniño...unoscubos,unrompecabezasyunositodepeluche.No.Esono.Entoncesunpirulí,chocolatesyunosdulces.No.Esotampoco.Entoncesoro,inciensoymirra.Sí.Esosí.Luego los tres magos regresaron a sus países. No. Así no. No. Así tampoco.Sí.Así.Desdeentonces,cadaañolesregalanatodoslosniños...oro,no,esono,...incienso.No.Esotampoco...mirra.Queno.Tampoco eso. Ya lo tengo. Les regalan juguetes. Sí.ÉraseunaveztreshombresquesellamabanMelchor,GasparyBaltasar.Eranlostresmagos.Seguíanunaestrella,atravesandomontañas,maresydesiertos;luchandocontralanieve,lalluviayelviento.Alfinllegaronaunestablopequeñodondeacababadenacerunniñopequeño.Lostresmagosleregalaronalniñooro,inciensoymirra.Luego,lostresmagosregresaronasuspaíses.Desdeentonces,cadaaño,lesregalanjuguetesatodoslosniños.

Lesson 8Track 22 : aquí está; una casa; un piso; un salón; un comedor; una cocina; uncuartodebaño;ungaraje;unbalcón;unjardín;undormitorio.Track 23 : Vivo en una casa; vivo en un piso.Track 24 : Hay un garaje; aquí está el dormitorio; hay un cuarto de baño;aquíestáelcomedor;hayunsalón;haycuatrodormitorios;aquíestá el balcón.Track 25 : un garaje; un balcón; un dormitorio; un salón; un comedor; unjardín;uncuartodebaño;unacocina.

Lesson 9Track 26 : pequeño;grande;bonito;magnífico;enorme;lujoso;arriba;abajo.Track 2 :dormitorio;jardín;limón;bebé;madre;padre;tigreTrack 28 :Enmicasaidealhayunsalónlujosoyunjardínenorme.Track 29 : ¡Hola!MellamoAna.Aquíestámicasaideal...Abajohayunacocinaenorme,uncomedorgrandeyunsalónmagnífico.Arribahayuncuartodebañolujosoyseisdormitorios.Haytambiénunjardínenorme.

Lesson 10Track 30 : la ventana; la piscina.Track 31: ¡Hola!MellamoJuanyvivoenunpisoenSalamanca.Elpisoes bastante grande con un balcón y es muy bonito en verano porque haymuchasflores.Lacocinaesmuypequeñaynomegusta.Elsalónesmagníficoytieneunatelevisiónmuygrande.Alaizquierdahayuncomedorenorme.Arribahaycuatrodormitoriosyuncuartodebañolujoso.Finalmente,midormitorio:espequeñoysiempreestádesordenado.

Lesson 11Track 32 : arriba; abajo.Track 33 : dormitorio; salón; casa; piso; jardín; garaje; hay; vivo; me gusta;juego;bebo;es;bonito;grande;pequeño;enorme;lujoso;magnífico;arriba;en;abajo;enelcentro;alaizquierda;aladerecha.Track 34 :¡Unacasaenalquiler!Bungalowmuybonito,idealparafamilia.Salón,comedor,cocinatotalmenteequipada,2bañoslujosos,4dormitorios,garajeinteriory parking para dos coches. Doble acristalamiento. Cerca de futuro campodegolf;a200metrosdeIkea,PlazaMayorytodoslosservicios.Distancia a la playa 20 minutos en coche. 00 al mes. Tel: 55 9 6 02Track 35 : Bungalowmuybonitocon:cuatrodormitorios,dosbañoslujosos,garajeinterior, 00almes.A200metrosdeIkea.Interesadosllamaral...

Lesson 12Track 36 :unasilla;unsofá;unamesa;unanevera;unestéreo;unmicroondas;unaalfombra;unalámpara;repiteporfavor/repitaporfavor;¿cómosedice...enespañol?Track 3 :Repiteporfavor.¿Cómosedice‘microwave’enespañol?;repite por favor; repita por favor.Track 38 :¡Mesa,silla,alfombra.Mesa,silla,alfombra.Televisión,turrón.Televisión,turrón.Gato,perro,cocodrilo.Gato,perro,cocodrilo!

Lesson 13Track 39 :¡Hola!¿Quétal?¿Cómotellamas?¿Cuántosañostienes?¿Cuál es tu color preferido? ¿Tienes hermanos? ¿Cómo se llama tu hermano?¿Tegustajugaralfútbol?¿Dóndevives?¿Vivesenunacasaoen un piso? Track 40 :¡Hola!¡Hola!¿Quétal?Muybien,gracias.¿Cómotellamas?MellamoClaire.¿Cuántosañostienes?Tengodiezaños.¿Cuálestucolorpreferido?Eselazul.¿Tieneshermanos?Sí,tengounhermano.¿Cómosellamatuhermano?SellamaMax.¿Tegustajugaralfútbol?Sí,megustamucho.¿Dóndevives?VivoenWakefield.¿Vivesenunacasao en un piso? Vivo en una casa.Track 41:bueno;entonces/pues;mmm;vamosaver.

Lesson 14Track 42 : vamos a; ir; salir.Track 43 :lunes;martes;miércoles;jueves;viernes;sábado;domingo;enero; febrero; marzo; abril ; mayo; junio; julio; agosto; septiembre; octubre; noviembre; diciembre. Track 44 :España,Cuba,Méjico,VenezuelaTrack 45 :VamosairaEspaña.Nosvamoselmartes10deagosto.

Lesson 15Track 46 : vamos a; quedar; en; un hotel; un piso; una casa; un camping.Track 4 :Señor/Señora,Megustaríareservar...unahabitaciónenelhotel... /elpiso../lacasa.../desdeelsábado15dejuliohastaeldomingo23 de julio. Gracias.

Lesson 16Track 48 : vamos a; ir; comer; en barco; en avión; en coche; en tren; a las nueve.Track 49 : VamosairdeLiverpoolaMadridenavión.VamosairdeWakefieldaBarcelonaencocheyenbarco;vamosacomertortilla;vamos a comer a las nueve

Lesson 1Track 50: vamos a; visitar; y; luego; el museo; el castillo; la playa; el zoo; el mercado; la plaza; la piscina; el parque.

Lesson 18Track 51:¿Quétiempohace?Enenerohacefrío.Enagostohacemuchocalor,latemperaturamáximaesde45grados.Enmarzohacevientoyllueve.Endiciembrenieva.Track 52 :Enenerohacemuchofrío.Enagostohacecalor,latemperaturamáximaesde45grados.Enmarzohacevientoyllueve.Endiciembrenieva.Elpescadoesunaespecialidaddelaregión.Elqueso,elpescadoylosmariscossonunasespecialidadesdelaregión.Enlaregión...En...(nameoftown)...hayunaplayayunapiscinaenorme.Haytambiénuncastillobonito.Vamosavisitarelcastilloyelmuseo.Aquíestáelcastillo.VamosairenavióndeManchesteraMálaga.Vamos a estar en un camping.


YEAR 5Lesson 1Track 1:Enmicalle

Lesson 2Track 2 :Alaizquierda,aladerecha

Lesson 4Track 3:¿Quéhoraes?Track 4 :Ellunesporlamañana

Lesson 6Track 5 : Campana sobre campana Track 6 : Noche de pazTrack :YavienenlosReyesMagos

Lesson 9Track 8:¡Acontar!(20-40)Track 9 :¡Acontar!(40-60)

Lesson 10Track 10 :¿Quévasahacer?

Lesson 11Track 11: La vaca lecheraTrack 12 : Los pollitos

Lesson 12Track 13:Loquemegusta/Loquenomegusta

Lesson 13Track 14 : Al corro de la patata

Lesson 15Track 15 :Elflandecaramelo

Lesson 16Track 16 :Quellueva

Lesson 1Track 1 :¿Quétiempohace?Track 18 : Las estaciones

Lesson 18Track 19 : Preguntas

YEAR 6Lesson 1Track 20 :Enlaclase

Lesson 3Track 21:MiprimoRamón

Lesson 4Track 22 :Mevoyalgranbosque

Lessons 6 & Track 5 : Campana sobre campana Track 6 : Noche de pazTrack :YavienenlosReyesMagos

Lessons 8 & 9Track 23: La marcha del alfabetoTrack 24 : Las letras del alfabeto

Lesson 10Track 25 :Micasaideal

Lesson 14Track 26 :Elespañolenelmundo

Extra: Track 2 :Juanpequeñobaila

ListofsongsandpoemsfromCantaenespañol2 With Track details


Year 5

Lesson 1 MibarbatienetrespelosrhymeLa calle mayor imagesPlaces in the town vocabularyUnorUnaBattleshipgridsPronunciationTranslationTranscript of song

Lesson 2KeyvocabularyPass the parcelPositioning of adjectivesConstructing sentencesPositioningoftambiénTranscript of song

Lesson 3KeyvocabularyPause wordsUseofEstáUseof¿Hay/hayaqui?Answering questionsModelconversationComplete the names of places

Lesson 4Days of the weekKeyvocabulary:timeofday(1&2)Endingsin‘o’,‘a’and‘e’Whattimeisit?(o’clock&halfpast)Adjectives gamesTranscript of songs

Lesson 6 ImagesofChristmascelebrationsTranscript of songs and rhymeKeyvocabularyLettertotheThreeKings

Lesson Transcript of rhymeTranscript of playRecipe

Lesson 8Listening transcriptThe memory gameKeyvocabularyOtravez,pero,y,tambiénExamplesentencesVoy a

Lesson 9Dictionary work¡Miradlapelota!Numbers20-50Number gridSnakes and laddersTranscript of songs

Lesson 10Revisng vocabularyPulse rate activityKeyvocabulary:¿Quévasahacer?Voya...Recording resultsGraphing resultsMakingcomparisonTranscript of song

Lesson 11TypicalEnglish/SpanishfoodKeyvocabularyTalking about food you like or dislikeTranscript activityTranscript of songs

Lesson 12Revision of connectivesThe food pyramidProteins and carbohydratesTranscript of song

Lesson 13ComparingSpanishandEnglisheatinghabitsNew vocabularyTranscript of song

Lesson 14Keyvocabulary–breakfastitemsKeyvocabulary–conversation

TranscriptofInteractiveWhiteboardFilesforYear5andYear6


Lesson 15IngredientsMethodOrdering activityTranscript of song

Lesson 16Revision of days of the week and months of the yearKeyvocabularyx2Substitution gameEltiempo–whichgenre?Keyweathervocabularyx3MissinglettersgameSentence buildingGuess the weather gameSorting gamePronunciationofhoy,hace,hayTranscript of song

Lesson 1Keyvocabularyx2Weather reportSeasonal weatherTranscript of songs

Lesson 18Linking weather to seasonsKeyvocabularyEditingasentenceArranging sentencesTeacher scribingTranscript of song

Lesson 19UsefornotingpupilresponsesInfluencesofothercountriesDifferencesbetweenSpanishandEnglishlifeImagestopromotediscussions(supermarket/inthestreet)

Lesson 20Quizquestionsandanswers

Year 6

Lesson 1What do you already know?Keyphrases–classroomvocabularyMatchingwordsandpicturesMemorygames–negativesIhave/IhavenotSong:EnlaclaseClassroom phrasesExamplesketch

Lesson 2¿Tienes...? ElprogramaKidsClubWordsthataresimilarinSpanishandinEnglish

Lesson 3Photos of Spanish school childrenClothes vocabulary Sentence buildingChanging the sentenceTops and bottomsSong:MiprimoRamónKeyvocabularyTranscript: school uniformSentence buildingSchool uniformMasculineandfemininecolours

Lesson 4ElpatiodemicasaReading activityTranscript of songLittle Red Riding Hood PPt

Lesson 5Transcript of riddlesKeyvocabularyKeyphrasesWord orderMasculineandfeminineendingsTranscript for audio recording

Lesson 6 Transcript of songs

Lesson Transcript of songsTranslation of story


Lesson 8KeyvocabularyKeyphrasesMissingletters

Lesson 9Keyvocabulary–adjectivesMyidealhousePositioning of adjectivesArriba,abajoModelparagraphTranscript of songs

Lesson 10Transcript of songKeyvocabularyAudio transcriptMatchingadjectivestoroomsPelmanism–roomsgameText genres

Lesson 11UnacasaenalquilerSorting wordsErrorsintranslationHouse for sale

Lesson 12Keyvocabulary(x2)MissinglettersPronunciationKeyphrasesPelmanism gameRapExtensionwork(optional)

Lesson 13HangmanDescribing roomsSecret sentencesSpeed chat questionsSpeed chat answersStalling phrases

Lesson 14KeyvocabularyTranscript of song

Lesson 15KeyvocabularyBookingaholidayaccommodation

Lesson 16KeyphrasesComposing sentencesComplete the sentenceTranslation revision

Lesson 1Keyvocabulary

Lesson 20Quizquestionsandanswers


Year 5

Lesson 1OHTofrhyme–MibarbatienetrespelosImagesofthemainstreetandinterestingbuildings in Spanish towns.Flashcards of buildings on the high street BattleshipsgridText cards to accompany flashcards Cards for human sentence game OHTwithwordsofsong:Enmicalle

Lesson 2Jumbled up sentences game cards Textcardsalaizquierda,aladerecha,enelcentroOHTwithwordsofsong:Alaizquierda,aladerecha

Lesson 3OHT of places in the town with letters missing OHT of places in the town Flashcards of buildings on the high street Textcardsforkeywordactivity:está,enlaesquinaOHT with transcript of listening exercise Cutupstripsofcardforconversationre-orderingactivityOHT with model conversation

Lesson 4OHT with clocks and times MatchingupclocksandtimesGrid to complete with times and adjectives Letter cards Flashcards of parts of the day Flashcards of activities on the streetOHT phrases for Part 1OHT phrases for Part 2Text cards with adjectivesOHTwithwordsofsongs:¿Quéhoraes?andEllunesporlamañana

Lesson 5PPtofshortstory–ElpequeñoTomásText cards and picture cardsTranscript of the storyTranslation of storyOHT–sentencestosupportdisplaywork

Lesson 6Notes on Christmas OHT with phrases needed to form letter to the three kings Text cards NewYear’sEverhymeOHTwithwordsofsongs:Campanasobrecampana,Nochedepaz,andYavienenlosReyesMagosImagesofChristmascelebrationsinSpain

Lesson NewYear’sEverhymeOHT with transcript of play OHTwithrecipeandEnglishtranslationofrecipe

Lesson 8Flashcards of hobbies OHT with listening transcript Word cards to form sentencesTextcardswithVoya&hobbiesKeepfitplan

Lesson 9OHTwithwordsofrhyme:¡Miradlapelota!OHTofnumbers20–40and50Bingocards0–50Snakes and Ladders game OHTwithwordsofsongs:¡Acontar!(20-40),and ¡Acontar!(40-60)

Lesson 10OHT of hobby phrasesOHT of circles OHT of sample graphs Results grid OHTwithwordsofsong:¿Quévasahacer?

Lesson 11Flashcards of food itemsText cards of food itemsPPt presentation of food items PPtpresentation:likes/dislikesoffoodTranscript of audio recording GapfillingworksheetMiniflashcardsoffooditemsOHTwithwordsofsongs:Lavacalechera,and Los pollitos

Transcript of Resource Files for Year 5 and Year 6


Lesson 12MiniflashcardsoffooditemsOHTwithwordsofsong:Loquemegusta/Loqueno me gusta

Lesson 13OHT with Spanish school menusOHTwithEnglishschoolmenusOHTwithtranslation/explanationofSpanishschoolmenusSpanish menus vocabulary listOHT with words of the song: Al corro de la patata

Lesson 14Textcardsoffood/drinksOHTwithrole-playphrasesFlashcardsoffood/drinks

Lesson 15OHT with ingredients OHT with recipe Sentence cards for recreating recipe OHTwithwordsofsong:Elflandecaramelo

Lesson 16MonthsoftheyearinrandomorderTextcards–HoyesOHT with sentence stating date colour codingPairworkcards–daysofweek,numbers,monthsofyearTranscriptofaudiorecording:¿Quédíaeshoy?Transcriptofaudiorecording:weatherforecast:EltiempoOHTwithwordsofsong:QuelluevaOHT with jumbled expressionsWeather flashcardsWeather text cardsTranslationofEltiempotextOHT with weather conditions

Lesson 1Informationsheetonweather/climateinSpainPrompts for weather presentationTranscript of recording linking seasons and weather phrasesHandout of prompts for written work OHT with weather expressionsListofcitiesinSpanish-speakingcountriesOHTwithwordsofsongs:¿Quétiempohace?, Las estaciones

Lesson 18EltiempotextTranslationofEltiempotextEltiempochallengesheetEltiempochallengesheetanswersOHT with points of compass

ExamplesentencesOHT with jumbled sentencesOHTwithphrasestore-arrangeOHT with words of song: Preguntas

Lesson 19OHT of short textDigital photos from streets and Spanish houses Digital photos from supermarkets and Spanish currency Internetaccess

Lesson 20QuizsheetQuizsheetanswers

Year 6

Lesson 1Flashcards of classroom objectsText cards of classroom objectsStrategies for memorising vocabulary (SeeAppendixA)List of classroom objectsText cards of key phrases: Tengo un boli; No tengo un boli Tick and cross cardsOHTwithwordsofsong:EnlaclaseOHT of phrases for answering the registerOHT of ideas for sketch

Lesson 2OHToftext:ElprogramaKidsClubOHTtranslationoftext:ElprogramaKidsClubTextonhandout–ElprogramaKidsClub

Lesson 3Digital photos of Spanish children going to school and in playground Clothes worksheetOHT of clothes sentence Teacherinformationsheetonadjectivalagreements–seealsoAppendixBFlashcards of clothes Text cards of clothesTranscript for school uniform audio recordingColour cards Smiley face cards Text cards: me gusta el rojo etc Text cards: adjectives OHT with model text to adaptOHT of opinions phrases OHTwithwordsofsong:MiprimoRamón


Lesson 4True/falseworksheetforreadingtaskTranscript of story ImagestoaccompanystoryPPt of story Little Red Riding Hood worksheet Translation of the storyText for reading activityOHTwithwordsofsong:Mevoyalgranbosque

Lesson 5OHT with riddlesRiddles handoutRiddles answer sheet gridOHT with list of occupationsFlashcards of occupationsOHT with transcript of audio recording Worksheetmatchingfamily&occupations

Lesson 6OHTswithwordsofsong(s):Campanasobrecampana;Nochedepaz;YavienenlosReyesMagosNotes on Christmas in Spain

Lesson OHTswithwordsofsong(s):Campanasobrecampana;Nochedepaz;YavienenlosReyesMagosElCuentodelostresmagostranslation

Lesson 8OHT of sentences: Vivo en x 2Digital photos of houses in Spain Sentence cards for listeningactivity–Aquíestá... /hay...OHTwithlistofrooms(intwosections)OHTs with words of songs Flashcards of roomsDigital photos inside and outside of houses

Lesson 9OHT of rooms with letters missingOHT with list of adjectivesOHT with ideal house sentenceOHTModelparagraphOHT with words of songs: Las letras del alfabeto; La marchadelalfabeto;a,e,i,o,u

Lesson 10OHTwithwordsofsong:MicasaidealOHTwithtranslationofsong:MicasaidealTranscript of audio recordingWorksheet to accompany audio recordingSelection of different text typesOHT different text type options

Lesson 11OHTwithtext‘Unacasaenalquiler’Translationoftext‘Unacasaenalquiler’Correctedversion–nouns/adjectivesSets of word cards for sorting

Lesson 12Flashcards of furniture vocabularyText cards of furniture vocabularyOHT with furniture vocabularyOHT with furniture vocabulary and missing lettersPelmanism cards with furniture OHT with repetition phrasesOHT Transcript of rap Vocabulary support sheet for rap

Lesson 13OHT with secret sentences OHT with ‘Speed chat’ questionsTeacher’s notes with ‘Speed chat’ standard questions and answers

Lesson 14MapofworldwithSpanishspeakingcountriesOHT model sentencesOHTwithwordsofsong:ElespañolenelmundoOHT key phrases

Lesson 15OHT with letter to book accommodationOHT with translation of the letterFlashcards of accommodationDigital photos of accommodation

Lesson 16Journey text cardsOHT with journey model sentencesOHT with eating out model sentences

Lesson 1Textcard–VamosavisitarDigital photos places to visit OHT with list of places to visitOHT with programme of activitiesFlashcards of places to visit

Lesson 18‘Model’PPtpresentationsSupportsheet–usefulstructures

Lesson 20QuizsheetQuizsheetanswers


• Look,cover,say,check

• Skywriting–writeeachwordrepeatedly in the air

• Writethewordonpartner’sback–he/shehas to guess the word by referring to the list of vocabulary

• Beginbylearningtheeasierwordsinthelist,often cognates

• Colourcodedifferentwordclasses

• Writethethreemostdifficultwordsonthelistonapost-itandrefertothemrepeatedly

• Makethemostofsparetimeavailableforrecappingvocabulary–oncarjourneys,onthe bus etc.

• Physicallyactoutthewordasyoutrytolearnit–e.g.jugaralfútbol

• Visualisetheword

• Matchuppicturesandthecorrespondingwritten word

• Drawpicturesandthewrittenwordtogetherandstickthemaroundthehouse,inthebedroom,ontheinsideofthecardoor

• Makealanguagessnakewithallthe words written with no gaps between them –askpartnertosolveitandwriteoutthewords separately

• Mindmapping–writeakeywordatthetopwith related words branching out

• Setupalearningschedule,learningtwonewwords each day

• Teachnewwordstoafamilymember

• Speakaloudwordsasyoureadthem

• Thinkofanyspecialwayofremembering a word

• Talktoyourselfandsaythewordsinyourhead as you walk home

• Keepanotebookofreallyusefulwords

• Makelabelsandlabelitemsaroundthehouse

• Makevocabularygridsandwriteoutthewordsinseveralcolumns–e.g.column1= words in alphabetical order; column 2 = words in reverse alphabetical ordser; column 3 = shortest to longest; column 4 = longest to shortest etc.

• Sayalistofwordsslowlytoyourpartnertwice; your partner must then try to write frommemoryfivewordsinyourlist–theyscore a point for every correct word

• Playdictionaryspeedgames–challengeyourpartnertofindawordbeforeyou

• Re-arrangethewordsonthepageintodifferentpatterns–e.g.placeeasywordsinthe circle; fairly easy words in the square and difficultwordsinthetriangle

APPENDIXASuggested strategies for memorising vocabulary


Agreements!

Generally adjectives agree with the noun they describe–iemasculineorfeminine:

• Themasculineendingo changes to a bueno buena amarillo amarilla simpático simpático

• Adjectivesendinginanyvowelotherthan o don’t change: inteligente inteligente grande grande

• Usuallyadjectivesendinginconsonants are the same in the masculine and feminine forms: feliz feliz gris gris

However there are some common exceptions: francés francesa español española

Adjectives also agree in number and take s or es in the plural form:

Add stoavowel–eg.rojos,grandesAdd estoaconsonant–eg.individuales

Position of adjectives!

Generally adjectives in Spanish follow the noun:

Tengo un gato negro.Megustaelvinoblanco.

Common adjectives that precede the noun:

Ambos–bothMucho-alotofOtro–anotherPoco–little,few

Grande and pequeño may precede or follow the noun:

Unpequeñoproblema–aslightproblemUnlibrogrande–abigbook

If grande precedes the noun, it is shortened to gran:

Unagrancabeza

APPENDIXBAdjectives in Spanish (Teacher reference sheet provided for information only)


“Manyteachershavecommentedonhowmuchchildrenenjoyreadingtextswiththeteacher!Consequently,Ihavebeenaskedforalistofsuggestedtitlesandthisisprovidedbelow.Inordertominimisecosttoschoolsandtoavoiddifficultiesifbooksbecomeunavailableatanytime,thesereadingbooksaresuggestionsonlyandarenotwrittenintolessonplans.Ihave,however,linkedthetitlesloosely to themes and lessons so that you can see where it might be appropriate to include them in yourteaching.AllofthetitlesarecurrentlyavailablethroughEuropeanSchoolBooks.Ifyouwouldlikeideasonhowtoexploitareadingbookwithaclass,pleaserefertoAppendixC.”Rachel Redfearn

APPENDIXBSuggested reading books

¿Cómo estás?Claudia BielinskyLa galleria Uki£ .85

ISBN:84-246- 952-0

Alarma en la junglaJohn O’LearyCombel editorial£11.50ISBN:84- 864-949-2

Theme: jungle animals

El secretoEric BattutKokinos publisher£9. 0ISBN:84-88342-89-6

Theme: small animals

Hola, ¿quién está ahí?Satashi Kitamura£6.60ISBN:84-204- 0 3-2

Theme: countryside animals

¿Qué hora es, lobo?Annie Kiebler£8.50ISBN:84-08-06308-1

Theme: Telling the time

¿Qué quieres ser?Libros del zorro rojo£10.50ISBN:9- 88-49 -952-9 2

Theme: colours and jobs

Ahora no, Bernardo (Not now, Bernard)DavidMcKee£8.20ISBN:84-66 -4 45-1

Theme: parents ignoring little boy

Las estacionesJohn Burningham£13. 5ISBN:84-88342-14-4

Theme: seasons of year

Me comería un niñoSylviane Donnio/Dorothée de Monfreid£9. 5ISBN:84-204-6 40-5

Theme: little crocodile wanting to eat a child


• Choosebookswithrepeatedphrases–encouragethechildrentojoininbypausingand waiting for them to chant the next word in the sequence

• Giveoutimagesfromthestorytochildreninthegroup–astheimageismentionedinthestory,thechildholdingthatimage/flashcardcomes to the front to join the line of children

• Giveoutlinesfromthestorycutuponcard,approximately three or four lines per child. Asthechildrenlistentothestory,theyreadthe lines they have on card and wave each one in the air as it occurs in the text

• Encouragechildrentoperformamimeeachtime they hear a word repeated in the story

• Encouragechildrentocounthowmanytimesthey hear a word or phrase in the story

• Useaverysimpleversionofawellknowntale and encourage children to act out the story as it is read by a narrator

• Retellsectionsofthestorywithdeliberatemistakes and encourage the children to give the correct version

• Cutuppicturesfromthetextandcorresponding text cards and encourage the children to match the picture and the text

• Giveoutpicturesfromthestoryandchallenge children to put them into the correct order

• RetellthestoryandaskquestionsinEnglishorthe foreign language to check comprehension

• Askquestionsaboutthepictures–e.g.¿Cuántos gatos hay?

• Retellonesectionofthestoryandencourage the children to draw an illustration on mini whiteboards to match the extract

• Providegroupsofchildrenwithphrasesfromthestory,witheachwordinthephrase/sentence on a different card. The children work together to put the word cards into thecorrectorder,andthenjumblethemupagain for the next group to attempt to solve

• Askchildrentodrawacharacterfromthestory with an appropriate speech bubble

• Clapthesyllablesinkeywordsor repeated phrases

• Mouthawordorsentencefromthestory–thechildrenmuststudyyourmouth carefullyandtrytoguesstheword,phrase or sentence

• Thechildrenchooseanextractfromthestoryandthenworkingroups,dividingthesection between each member of the group. Theypractiseitrepeatedly,sayingeachwordwith accurate pronunciation and then record themselves reading the extract

• Findalltheadjectives/nounsetc.onaparticular page

APPENDIXCStrategies and ideas for storytelling


Planning a holiday to a Spanish-speaking country

VENEZUELA• Climateandweather

www.worldtravelguide.net/country/300/climate/South-America/Venezuela.html

• Travelwww.CheapFlights.co.uk/Venezuelawww.DialAFlight.com

• Festivalsandculturewww.mapsofworld.com/venezuela/culture/festival-venezuela.html

• Eatinganddrinkingwww.venezuela.travel.suite101.com/article.cfm/venezuelan_food_and_drink

• Thingstoseeanddowww.worldtravelguide.net/country/300/top_things_to_do/South-America?Venezuela.htmlwww.igougo.com/attractions-l323-things_to_do_in_Venezuela.html

• Accommodationwww.hotelstravel.com/venezuela.htmlwww.homelidays.com?EN-Holidays_Rental/ve/appar_venezuela_d11.asp

MÉJICO• Climateandweather

www.worldtravels.com/Travelguide/Countries/Mexico?Climatewww.worldtravelguide.net/country/170/climate/North-America/Mexico.html

• Travelwww.thomson.co.uk/destinations/caribbean/mexico/holidays-mexico.htmlwww.BritishAirways.com

• Festivalsandculturewww.justmexico.org/mexico/mexico-festivals.asp

• Eatinganddrinkingwww.justmexico.org/eating-in-mexico.asp

• Thingstoseeanddowww.justmexico.org/mexico/mexico-sports.aspwww.mexicotravel101.com/mexico-top-attractions

• Accommodationwww.holiday-rentals.co.uk/Mexico.47.htmwww.expedia.co.uk

APPENDIXDUseful Websites


ESPAÑA

• Climateandweatherwww.spain.infowww.gospain.about.com/od/spanishclimate/ss/weather.htmwww.directline-holidays.co.uk/Spain%20Weather

• Travelwww.thomson.co.ukwww.easyjet.comwww.BritishAirways.com

• Festivalsandculturewww.Spanish-fiestas.com/Spanish-festivalswww.spain-info.com/culture/festivals.htm

• Eatinganddrinkingwww.spain4uk.co.uk/food_and_drink.htm

• Thingstoseeanddowww.spanish-fiestas.com/spain-tourist-attractions/default.htm

• Accommodationwww.ownersdirect.co.uk/Spain.htmwww.TravelRepublic.co.uk/Spainwww.booking.com/Spain

CUBA

• Climateandweatherwww.cubaweather.org/cuban-climatephp

• Travelwww.dialaflight.com/flights/cubawww.travelsupermarket.com/c/cheap-flights/caribbean/cuba/?p=0

• Festivalsandculturewww.captivatingcuba.com/Cuba/carnivals_and_festivals

• Eatinganddrinkingwww.cuba-erleben.de/com/Eating.htm

• Thingstoseeanddowww.captivatingcuba.com

• Accommodationwww.cubahotelbookings.comwww.trav.com/Apartments/Cuba/Havana


UsingthetargetlanguageduringlessonsSome teachers are very keen to extend the amount of Spanish they use for instructions and activities both within Spanish lessons and also in other lessons to give children added practice at listening carefully inanotherlanguage.Suchinstructionsmayincludearoutineatthestartofthelesson–standup,listentome,lookatme,thankyou,sitdownetc.SeveraloftheseexpressionsaretaughttochildrenduringY3butthereare,ofcourse,manyotheropportunitiestoincludeSpanishduringlessons–givingpraise,routineactivitiessuchastakingtheregister,recallingthedate,commentingontheweather.Thelistprovidedhereis a reference for teachers who wish to include some of these phrases during teaching sequences.

Oneresource,whichishighlyrecommendedforteacherswhoareverykeentoextendtheirspokenSpanish,iscalledTeachersTalkingSpanish.Thisresourceconsistsofasetof6CDsandnotesforteachers.TeacherscanlistentotheCDsintheirowntime,helpingthemtoimprovepronunciation andconfidence,whilsttheygraduallyandsystematicallyincreasethelanguagetheyuseintheclassroom. For further details visit www.ttspanish.com or call 01284 83103 .

BasicMathematicalTermsTeacherscanlistentothepronunciationofthefollowingwordsonthesoundfile,track53.

Tres más cuatro igual a siete 3 + 4 = Quince menos tres igual a doce 15–3=12Tres por tres igual a nueve 3 x 3 = 9Treinta y dos dividido por cuatro igual a ocho 32 ÷ 4 = 8Tres al cuadrado igual a nueve 3² = 9La raíz cuadrada de dieciséis es cuatro √16 = 4

Punctuation in SpanishThe following list may be helpful to teachers. All of the words and phrases below are recorded onto the soundfile,track54.

En mayúsculas in capital lettersComa commaEntre comillas in inverted commasPunto full stopDos puntos colonPunto y coma semicolonSigno de admiración exclamation markSigno de interrogación question mark


Games at word level• Teachafewwordsusingimages/texton

flashcard.Next,holdthesetofflashcardstowards you. Shuffle the cards. To win the flashcard the children must guess in Spanish the card you are looking at.

• Placeflashcardsonthefloorandtheninviteavolunteertoleavetheroom.Whilehe/sheis waiting outside the room invite another childtopickaflashcard,whichisthenhiddensomewhere in the room. The child waiting outside is invited back into the classroom and has two minutes to identify which card is missinginSpanish,andthenfindit.Therestofthechildrensupportbyindicatingfrío(cold)andcaliente(hot)withtheteacher.

• Useastencilwithasmallcut-outcircleoveraflashcard and move it around. Children guess which image you are holding.

• Showtheimageontheflashcardveryquicklyso that the children only catch a glimpse of it. Children can be challenged to write down in Spanish the image they see on mini whiteboards(individuallyorinpairs)andthenhold boards high in the air.

• Displaythreeimagesatonceandchallengechildren to hold the series of words in their heads for 10 seconds and then either say the words to you or write them on mini whiteboards.

• UsetheIWBorOHPtoshowimages.Thenhideanobject(s)andchallengethechildrentoidentifymissingitem(s).

• Missingletters–challengechildrento work out the correct version of the word by substituting letters either orally or in written form.

• Battleships–childrencanplotafewitemsofvocabulary(e.g.roomsofthehouse)onagridwithco-ordinatesandthentrytofindtheir partner’s rooms before their own are discovered. This activity also provides practice in stating numbers and letters of the alphabet.

• Wordsnakes–showalistofwordswithnogaps between the words. Children work in pairs or groups to identify where one word finishesandthenextwordbeginsandrecordthe words contained in the snake.

• Pupilspassaroundabagcontainingplasticletters.Whenmusicstops,achildpullsouta letter and announces it in Spanish to the group. The teacher then states a category e.g. Animals,andthefirstchildtosaythenameofan animal in Spanish beginning with the letter wins a point.

• Teacherreadsashortlistofwordstwice.Attheendofthesecondhearing,childrenareallowed to begin writing. The challenge is to write as many words they can remember from thelist,eitherindividuallyorinpairs.

• Stationsgame–placeaflashcardofthevocabulary learned into each corner of the room. Children must position themselves in one corner of the room. From another set offlashcards,selectonerandomly.Allthechildren in that corner are ‘out’ and must return to their seats.

• Bingo–thisgamecanbeplayedwithnumbersof with any items of vocabulary.

Games and activities

Inevitably, it has not been possible to list all the games and ‘fun’ activities for introducing and reinforcing language in each lesson plan. The following ideas may be helpful to teachers who are new to teaching a foreign language in Y5 and Y6:


Games at sentence level• Teacherwritesawordontheboarde.g.

“gusta”. Children are challenged in groups to try to write a sentence including the key word.

• Passtheparcel–childrensitinacircleandpass around a bag containing sentence starters on card e.g. Hay... When the music stops the child holding the bag takes a card and shows it to the group. The group then works together totrytocompletethesentence,whichisthenshared with the rest of the class.

• Showasentencewithwordsandreplaceoneword or two words with images. Challenge thechildrentore-writethesentence,replacingthe images with words.

• Findthemistake–childrenlookatasentenceon the board and try to spot the deliberate mistake/nonsense.Eg.Megustacomerlosperros.Megustajugaralfútbolconmiconejo.Migatoesrojo.MimadresellamaMichael.

• Teacherprovidesimagesontheboardandthendescribesoneoftheimages:e.g.Esunafruta.Esamarilla...Childrenlistencarefullytothe short sentences and two compete at the frontoftheclasstobethefirstpersontotouch the corresponding word on the board.

• Secretsentences–teachershowsagridwiththree columns with part of the sentence in each column. The teacher then writes down a secret sentence writing a phrase from each column. The children have to guess what the sentenceisbymakingsuggestions.(SeeY6lesson13).

• Jumbledupsentences–challengechildrentore-writeasentenceinthecorrectorder.

• Jumbledupsentences–givechildrenatextcard each. Then state the corresponding sentence slowly in Spanish. The children holding text cards come to the front of the room and try to arrange themselves into the correct order to form the sentence.

• Showme–theteachergivessomechildrencards with a word of a simple sentence written on each. As the teacher reads the sentence,thechildholdingthecorrespondingcard must raise it in the air. This is repeated twice and then the cards are hidden. Afterwards the rest of the children have two minutes to complete a sheet stating the name ofthepersonandthewordhe/sheheldup.

• ChineseWhispers–dividethechildrenintotwo groups and then identify the child at the start and end of each team. Give the child at the start of each team a short sentence in Spanish on a piece of paper. They must not look at the sentence until you give the direction.Thentheyreadthesentences,put the paper down again and whisper the sentence along the line until they get to the last child in each team who must attempt to writewhathe/shehearsonaminiwhiteboard.Thetwoteamscompetetobethefirsttowrite down the original sentence.

Games at text level• Childrenstudyatextandnotedownallthe

propernouns/adjectives/connectivesetc.

• Textsalad.Childrenre-orderashortconversation,eitherfromthescreenoroncardsandreaditaloud,practisingpronunciation.

• ChildrenlistentoaparagraphreadaloudonCD.WhentheCDissuddenlypaused,theycall out the next word.

• Childrenlookataparagraphforagiventimeand then the text is removed. Children try to recallandnotedownfivewordstheyhavejustseeninthetext,eitherindividuallyorinpairs.

• Textfrommemorygame–theteacherhasa short text at the front of room blown up to a large size. One member of each group is allowed to come to the front to look at it. The member returns to the group and reports whathe/shehasseentothegroupwhotrytoreproduce it. The next team member goes to the front and reports back etc.

year 6 scheme of work overview - st margaret's c of...

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