KS2 Year 5 Spanish Scheme of Work
Lessons 3-4 Revision based topics: Greetings, What’s your name and How are you?
Framework Learning Objectives:Lesson 3:O5.1 Prepare and practise a simple conversation, reusing familiar vocab and structures in new contexts
Lesson 4: L5.3 Write words, phrases and short sentences, using a reference.
New vocabulary and structures:
Estoy
Contento(a)
Triste
Bien
Enfadado(a)
Feliz
Porque / Pronunciation: / English:
I am…
Sad
Content
Angry
Happy
Because
Vocabulary and structuresto revise from Year 3:
Hola
Buenos dias
Buenas tardes
Buenas noches
Buenos dias Señor/ …Señora/
…Señorita
Adios
Hasta mañana
Hasta luego / Pronunciation: / English:
Hi
Good morning/day
Good evening
Good night
Good morning Sir/Madam/Miss
Good bye
See you tomorrow
See you soon
¿Como te llamas (tu)?
(Yo) Me llamo…
¿Y tu´?
¿Como se llama (el/ella)?
El/Ella se llama … / What are you called?
I am called…
And you?
What is he/she called?
He/she is called…
¿Que´ tal?
¿Y tu´?
Estoy bien
Estoy mal
Regular
Estoy muy bien
Estoy muy mal / How are you?
And you?
I’m fine/well
I’m doing badly
So, so
I’m very well
I’m very badly
Extra Resources:
Early Start Spanish ‘Hola, que tal?
Resources relating to above topics from Camden Y3 SoW
Smart Notebook resources to accompany lessons 3 and 4
Flash cards of new vocabulary – print off pages from PowerPoint
Suggested Teaching Sequence:
Lesson Three – Oracy focus
· Most of the Year 5 lessons revise vocabulary from the Camden Y3 SoW and then extend these topics with new grammar and further vocabulary.
· There are words, picture cues, audio support and video clips and of the relevant mimes for the revision based vocabulary (Y3) on the Camden website. Please reference these if either you or your class are unsure of pronunciation.
· Every Year 5 lesson is supported by a Smart Notebook which will support all activities referenced in the lesson plans.
· Using the Smart Notebook for lesson 3, slide 1, share the learning objective with the class.
· Using slide 2, find out which vocabulary the children can remember from Year 3.
· Slide 3 has the relevant revision vocabulary placed in categories: the greetings, the phrases to introduce themselves and then the words relating to saying how they feel.
· Now pupils have visual support available, they can revise how to create basic introductory sentences about themselves e.g. “ Hola. Me llamo David. Estoy bien.
· Model the process of substituting different words each time to make new sentences about how you feel e.g. Buenas tades. Me LLamo Silvia. Estoy regular.
· Pupils work in pairs to use this vocabulary to find out information about each other, including how their partner feels.
· Support less confident pupils.
· Pupils repeat the process, this time using a Spanish name and persona (either a celebrity or fictitious). Use this as an assessment opportunity. Listen carefully and check that they are ready to move on.
· Using slide 4, explain that the students are now ready to extend their learning by adding in some new adjectives to describe how they are feeling.
· Using slide 5 show the children that there are four new adjectives (see box above for English and pronunciation): Some of them have two spellings, one for a female and one for a male. In some cases (but not all) these changes in spelling will also result in different pronunciation)
· Explain Estoy means ‘I am’ and therefore estoy is a verb.
· You will need to print off and laminate flash cards from the PowerPoint provided. These are colour coded by gender to help the children to select the correct version for them.
· Sticking up each flash card, one at a time, model pronunciation and show the mime (there are a list of suggested mimes on the website). Ask children to listen and then repeat.
· Once you have said each word, repeat but using a deep voice for the masculine and a high voice for the feminine.
· You can check they have heard the subtle differences by saying a phrase e.g. Estoy contenta and then have only the boys/girls repeat depending on whether you have used the feminine or masculine version of the adjective.
· Do a mime and ask the class to say the corresponding phrase.
· Children can repeat this game in pairs. Make sure all the flash cards are on display. Listen and assess class’ readiness to move on.
· Using slides 6 and 7, invite pupils to ask each other again how they feel and this time use the specific adjectives above. Ask pupils to focus on their use of intonation to help convey meaning. If less confident pupils find this too challenging, simply ask them to carry on practising the previous activity. Once again, circulate, listening and assessing class’ readiness to move on.
· Using slides 8 and 9, teach pupils the connective porque (because). See suggested mime on website.
· Encourage more confident pupils to practise using this with their partner whilst other partners continue with the previous activity. To make this more interesting and add variety, you could hand each pair of children a feely bag with pictures cues for different greetings, people and feelings inside. They try to draw out a good combination in order to create a sentence.
· Plenary: Using slide 9, play the “word substitute game” in groups of 6 around their tables. The first person refers to slide 9 and reads his/her choice from the first list of words (greetings), the next person, reads the next part of the sentence and you carry on like this until you have got to the end of your description before starting again with the next person in the circle choosing a different greeting from the board and every person thereafter coming up with different information to add in each time. For example: Person 1: Buenos dìas. Person 2: Me llamo (states their own name or the name of somebody else in class or celebrity etc.) Person 3: Estoy mal. Person 4: porque Person 5: Estoy Person 6: triste. You may wish to position less confident pupils strategically in the circle so that they either have one of the parts of the sentence that doesn’t change e.g. “Me llamo”, or they have familiar vocabulary to choose e.g. greetings.
· Informally assess progress through observation and listening.
Lesson Four –Literacy focus
· Using Smart Notebook 4, slide 1, share the learning objective with the class.
· Hand out mini whiteboards and pens and using slides 2-5 see if children can reorder words to form sentences they were using in the last lesson. After each sentence have a volunteer order the words on the Smart Notebook and then check under the green box to see if they were correct.
· Using slide 6, ask pupils to discuss how the complete sentences should be ordered in order to create a logical sequence/conversation. Use slide 7 to see if they were correct.
· Using slide 8, ask pupils to identify word classes in each sentence and then check under the green box to see if they were correct.
· Using slide 9, discuss viable substitutes for as many of these phrases as possible e.g. Buenas tardes, me llamo Pedro. Estoy mal porque estoy enfadado.
· Using slides 11-14 and leaving visual support on display e.g. flash cards, provide pupils with images of famous/fictitious characters showing particular feelings/facial expressions one at a time. Flash each one up for a given number of seconds or minutes and ask pupils to use a mini whiteboard to note down key words or phrases that correspond to the picture depending on confidence e.g. If you show a picture of David Beckham looking grumpy pupils will write down, for example, David Beckham. Enfadado. (least confident) or Me llamo David Beckham. Estoy enfadado porque estoy mal (most confident).
· Leaving slide 10 on display as a reference, give pupils the opportunity to practise this in pairs, writing on mini whiteboards. Hand them a feely bag containing a selection of words and pictures that they could pick out and try to make a sentence with to write on their boards or alternatively use the worksheet provided.
· Plenary: Play “Make a human sentence”. Pupils are handed one word card either per group or pair. Call out all the words for a sentence but out of order. When pupils hear their word they stand up. When all the words have been called out, the pupils try to position them selves correctly to make a sentence. This is a good assessment opportunity to look for understanding of both the vocabulary and grammatical understanding of word order.
Notes on activities and resources:
Make a display for the classroom using magazine cuttings or pupils’ illustrations to show how different people are feeling.
Follow-up and consolidation
At every opportunity vocabulary should be practised – register, at the end of the day, during PE warm ups etc. Pupils should be made aware of this and praised for doing so.
The new vocabulary in particular should be left on display in the classroom over the two weeks when it is being used in lessons. It should be at the front of the classroom so that pupils can refer to it with ease.