KS2 Year 3 Spanish Scheme of Work
Lessons 13 – 14 Months of the year
Framework objectives (Oracy, Literacy):O3.3 Perform simple communicative tasks using single words, phrases and short sentences
L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words
Vocabulary and Structures:
Qué mes es?
Es …
enero
febrero
marzo
abril
mayo
junio
julio
agosto
setiembre
octubre
noviembre
diciembre / Pronunciation:
Kay mess es
Es
En air o
Feb rair o
Mar tho
Ab reel
my-oh
hu nio (pronounce h in throat)
hu lio (pronounce h in throat)
ah goss toe
set ee em bray
ok too bray
no bee em bray
dith ee em bray / English:
Which month is it?
It’s
January
February
March
April
May
June
July
August
September
October
November
December
Resources: Early Start Early Start Spanish “Tù y yo” (DVD and audio CD if help required with pronunciation/presentation of vocabulary).
www.languagesonline.org.uk
PowerPoint presentation
worksheet
Suggested Teaching Sequence:
Lesson 13 – oracy focus
· Share learning objective with the class
· Show pupils the written word for some of the months and ask them to speculate on pronunciation.
· Present the months using the PowerPoint presentation and the relevant mimes.
· Run through repetition of all months and mimes again using different volumes and tones of voice.
· Teacher does a mime for one of the months. Class calls out the name of the corresponding month.
· In pairs, pupils take it in turns to repeat this activity: one of the pupils does a mime for one of the months and their partner states which month it represents.
· Sing the song “I can sing a rainbow” simply using the month vocabulary above (and not the phrase “I can sing a rainbow”) in the order in which it appears in the table.
· Teacher to do the sequence of mimes for all of the months in the order in which they appear on the board and randomly miss one out. Class identifies the missing mime/month.
· Pupils repeat this activity in pairs.
· Whole class activity “Simon dice”. When teacher says “Simon dice” + month, class repeat and do the action for the month. If teacher just says month and pupils repeat they are out.
· Pupils repeat this activity on pairs.
· Whole class – repeat the months with the presentation. Supply all pupils with a set of different month mini cards. As they repeat each month, they hold up the correct card. Ask them to do this first by reading out the names of the months in order with the support of the Powerpoint and then out of sequence.
· Plenary. Sing song “I can sing a rainbow” again but this time remove the written word to assess how well pupils have retained vocabulary and how much consolidation will need to be done during the week in an incidental or cross-curricular context to enable them to move on to the next lesson.
Lesson 14 – literacy focus
· Introduce learning objective.
· Teacher says month and pupils have to do action for month.
· Introduce key question: “Qué mes es?” by clapping out each syllable and repeating several times.
· With help of PowerPoint presentation run through all months again + mimes. Each time you move on to a different month ask the children “Qué mes es?” and ask them to respond with “Es…” .
· Repeat this activity but this time teacher does an action and pupils call out the name of the month.
· With visual backup and support available in the classroom, teacher asks for a volunteer. Teacher silently mouths the word for one of the months to the volunteer, the volunteer has to guess what it is and say it aloud. (Pupil language: Es correcto). Then they swap roles. After a few turns, pupil returns to place.
· Class perform activity above in pairs. During activity teacher monitors to help with any pronunciation or comprehension problems.
· Remind pupils of the song sung last lesson by singing and asking pupils to join in.
· Present vocabulary again using Powerpoint but this time instead of saying whole words, say only the key sounds in each word. Note that some months contain more than one of the sounds and these have been highlighted in different colours above.
· Show pupils mimes to accompany each of the key sounds in the words. Read out the name of the months one at a time. Pupils identify the key sounds looked at and calls these out whilst also doing the mime for that sound/those sounds.
· Pupils spend a few minutes discussing in pairs all of the other words they know containing the same sound/s,
· Pupils work in pairs to complete a writing activity. One person does the action for one of the months and their partner has to identify the relevant month and then copy down the spelling of the complete word from the board using a mini whiteboard. They should then underline the key sound/s in the word and do the mime for that sound before swapping roles.
· Next, children work in pairs and practise writing the vocabulary in a different way. This time one person writes each letter individually with their finger, either on their partner’s back or on the palm of their hand. Their partner has to identify each letter in turn before stating the whole word and then the key sound in the word. Insist that pupils allow their partners to finish writing each letter before they guess the word. Also insist that they identify the key sound/s in the word as well since this forms and important part of the lesson.
· Plenary: teacher to call out the name of a month and pupils attempt to write the spelling (or at least the sound) on their mini white boards for teacher to check. This can be differentiated by giving some pupils a word bank for support.
Follow up and consolidation:
Bingo
O and Xs
Snap- matching pictures for months to written word