KS2 Year 4 Spanish Scheme of Work
Lesson 7-8 To be able to use appropriate names for rooms in school.
Framework objectives:
O4.2 Listen for specific words and phrases.
L4.1 Read and understand a range of familiar written phrases
Key vocabulary:
Pronunciation:
English:
¿Dónde está el/la… ?
Donday esstah
Where’s
La aula de informática
el comedor
el patio
el gimnasio
la biblioteca
El owl-a day informatheeon
El comaydorr
El patio
El heem nazio
Lah bibleeo teca
the
the
the
the
the
Está…
Esstah…
It is…
¿Dónde están los?
los servicios
Las aulas de clase
Donday esstan las/los
Los ser bee thee oss
Las
day clasay
Where are the…?
Estan…
Esstan…
They are…
the…?
(masc sing/fem sing)
ICT room
canteen
playground
gym
library
(masc pl)
the toilets
the classrooms
Extra Resources: Early Start Spanish DVD “Mi ciudad y mi colegio”
Flashcards lessons 7 & 8
See also additional SoW resources to accompany these lesson plans
Suggested Teaching Sequence:
Lesson seven- oracy focus
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Review vocabulary from previous session, in particular “¿Dónde
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está…?”. Model a game with a confident child whereby one stands
behind the other and gives directions and the other moves their
body to show they have understood e.g. “todo recto, a la izquierda,
a la derecha”. In pairs, children take turns to give short sequences
of instructions.
Share learning objective with the class and explain that they are
going to be able to start using the Spanish names for different
places in the school (you may at this point want to show the Early
Start DVD).
Show the new vocabulary using flashcards and mimes. Introduce
the singular nouns first, highlighting the difference between
masculine (el) and feminine (la).
Invite children to repeat the words and phrases relating to the
pictures for these singular nouns/place names. Vary the voice used
for children to mimic: angry, quiet, quickly, laughing, so that the
children are focused on the sounds they are hearing.
Play ‘pass the flashcards’ – teacher starts off stating the word on a
flashcard and then passes it on. As each child receives the
flashcard he/she says it and passes it on. Continue to pass
different cards so that all vocabulary is practiced. This should be
done slowly at first and with increased speed as children gain in
confidence. Model this initially with a small group of children and
then pupils replicate the game at their table using a set of
flashcards each. A confident pupil from each group should be
nominated to pass the cards around and check the others
pronunciation.
Play “Enseñame”: a set of flash cards is passed from child to child
as the music plays. When the music stops the teacher calls out
“Enseñame” and the child holding the set of cards takes the top
one and holds it up for everyone to see. The class calls out the
name of the place on the card. Once all of the cards have been
taken, call out “Enseñame” and the names of the places around
school one after the other. As the children holding the respective
cards hear the name of the place they are holding, they stand up
and repeat it. Encourage the rest of the class to help them and to
join in with thumbs up or down, depending on whether they agree
that the place (being called out) and the card (being held up) match
correctly.
Remind the class of the key question from last lesson again ¿Dónde
está…?
Stick the flashcards of the place names introduced so far around
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the classroom and play “true or false”. Ask a volunteer to ask you
the question “¿Dónde está el/la…?” and to pick one of the place
names around school. Provide directions (either true or false) to
the relevant flashcard. For example, pupil asks “¿Dónde está la
biblioteca ? » and teacher replies “La biblioteca está a la derecha”.
If the directions you are giving direct the pupil to the correct
place/flashcard then the whole class repeats the directions back
to you. If you provide the wrong directions then the children
remain silent at first to show that they recognise it is wrong,
before providing the correct directions when prompted.
Next, introduce the remaining place names and ask the children to
discuss in pairs what they mean. Ask them to think about whether
these place names are masculine (in both cases here they are
masculine- los) and what they would start with if the words were
feminine (they would start with las). Can they predict how the
plural form of the question would change if we they were referring
to feminine plural nouns - ¿Dónde están las?
Clap out this new vocabulary using the number of syllables in each
word to help and ask the class to repeat several times.
Go through the plural form of the key question and response in this
way.
Stick the remaining (plural) flashcards for the places in school
around the classroom. Remind children again of directional
language.
Tell the children that you are going to ask them questions about
where the relevant places are e.g. “¿Dónde están los servicios?
Children should provide you with directions to get from where you
are standing to the flashcard you have asked about e.g. “Los
servicios estan a la izquierda”. Confident pupils should provide the
directions at first with the whole class repeating the instructions
together afterwards for extra reinforcement.
Pupils replicate this activity in pairs using a mixture of singular and
plural. Ensure that written support is available on the board at all
times in the form of the names of the places around school with
picture cues, directions with arrows and exemplar question and
answer sequences for pupils, to refer to.
Plenary: Teacher to give directions for the class to listen to and
mentally follow from a given starting point and pupils state where
they have ended up. For example, if the teacher gives directions to
the flashcard for “los aulas de clase”, the class will state “las aulas
de clase” at the end of the directions.
Lesson eight-literacy focus
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Recap the vocabulary learnt last lesson and assess how well pupils
have retained it by asking some volunteers to match the words to
the correct images using the ‘matching picture to word’ resource.
Ask the rest of the class to join in by giving a thumbs up or down
to show whether or not they think the volunteers have done this
correctly.
Show the class the two key questions and responses. Ask a
volunteer to group the key words already on display into two
groups: singular and plural place names. Next, provide them with
the different forms of the key question and response and ask them
to match to these to the groups of words, depending on whether
they are singular or plural.
In pairs, pupils play “Two of a kind” using one set of shuffled
picture cards and one set of words cards arranged at random and
face down on a flat surface. The first player turns over a picture
and says the name of the room or place that is revealed. S/he then
turns over a word card. If this is a different room/place, s/he
says the word and turns both cards face down again. The second
player now turns over a picture card and then a word card and aims
to remember where the picture and word already turned over by
player 1 were position. If s/he manages to turn over a matching
word and picture card, s/he keeps those cards and has another
turn. The player with the most cards at the end wins the game.
This can be differentiated by providing some children with two
sets of word cards (one in English and one in Spanish) and no
pictures.
Extension activity: Children could also fill out a blank map of the
school and label the rooms in the correct places.
Plenary: Play a game of “ ¿Qué falta?” . Stick all of the words/place
names from the lesson up on the whiteboard as well as the
different forms of the question and response and ask pupils to
read all of them aloud in they order they appear. Ask the children
to close their eyes and, as they do, remove one of the place names
or phrases before asking them to open their eye, read through the
remaining flashcards and then indentify the missing word/phrase.
Repeat over and over again, removing a different word or phrase
each time. To provide an additional challenge, you could leave the
initial word/phrase removed before taking away the next
word/phrase and asking the class to come up with both of the
missing items. If you continue like this, they would then have to
recall all of the words and phrase independently by the end, with no
visual cues available.
Notes on activities and resources:
You will need two sets of flashcards for these lessons- one to put on
display at the front of the class/on the board and another set to be
pinned up around the room for the directions game.
Follow-up and consolidation:
In ICT the children can make Spanish labels for some of the rooms in the
school. They need to create/ cut and paste an appropriate design
consisting of lettering and picture to clearly depict the room in question
e.g. for ‘la aula de informática ’.
There should be plenty of opportunities for consolidation of the phrases
learnt. When referring to any of the relevant rooms in school throughout
the week, they can be used in Spanish.
Class can play a game whereby all the room names are displayed. The
class teacher splits the class into two teams, and a representative from
each team comes forward. The class teacher calls out “¿Dónde está…?”
and the name of a place. The 2 team members then rush forward and
touch the relevant card. The first team to reach it gets the point.
Discuss the Spanish school lunch system with the children. Get them to
think about the similarities and differences between their school and a
Spanish school e.g. the Spanish do not tend to bring in packed lunches
etc. Show class an example of a Spanish school menu (see Early Start
p.39 school menu) and discuss how it compares to their school dinners.