8B
EXPECTATI
ONS
At the end of this section some pupils will not have made so
much progress and will:
Say parts of the body with support or visual clues
Pupils should learn:
To say and recognise parts of the body
To identify a cognate
To pronounce correctly vowel sounds and consonant sounds in Spanish that make
Spanish different to English
OUTCOMES
Unit
OBJECTIVES
Y4
At the end of this section most pupils will:
Say with correct pronunciation and recognise part
of the body
Describe what a cognate is
Say the phonemes that make Spanish different to
Spanish
Pupils:
-
At the end of this section some pupils will have
progressed further and will:
Use phonetic knowledge to read aloud unknown
words
Say and recognise parts of the body
Identify cognates
Pronounce Spanish phonemes correctly
CORE
ACTIVITIES
RESOURCE
S
SUMMATIV
E TASK
Descubrimos los animales
brazo
+ the parts of the head in Unit 8A.
cabeza
mano
pierna
pie
rodilla
dedo
cuerpo
estómago
hombro
Label parts of the body using prior knowledge, knowledge of cognates and dictionary if necessary
Work out pronunciation of new words
Read a description of an animal which uses numbers, colours and parts of the body, and use the dictionary to find the name of the animal in Spanish
Work in pairs to find out the Spanish and English on the roots and cognates sheet (parts of the body in Latin)
Vowel Haka
Repeat and practise phonemes with actions
PERIPHERAL
Phonics: vowel sounds plus consonant sounds that make Spanish different to English
-
Stories, poems, songs and rhymes:
El bicho de las frutas
Phonics:
Vowel sounds
Consonant sounds that make Spanish different to English
Dictionaries
Body labelling sheet
Roots and cognates sheet
Phonics grid http://rachelhawkes.typepad.com/linguacom/2008/11/heads-of-mfl-an.html
None
©Light Bulb Languages 2014 CS http://www.lightbulblanguages.co.uk
“I CAN”
KS2 FRAMEWOK
I can:
•
•
•
•
Say some parts of the body
Understand some parts of the body
Identify a cognate or “shared word”
Say correctly sounds in Spanish that make it different to English
O3.2 Recognise and respond to sound patterns and words
O3.3 Perform simple communicative tasks using single words, phrases and short sentences
O3.4 Listen attentively and understand instructions, everyday classroom language and praise words
L3.1 Recognise some familiar words in written form
L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words
L3.3 Experiment with the writing of simple words
KAL3 Recognise that languages describe familiar things differently
KAL3 Recognise how sounds are represented in written form
KAL3 Identify specific sounds, phonemes and words
KAL3 Notice the spelling of familiar words
KAL3 Imitate pronunciation of sounds
LLS3 Discuss language learning and share ideas and experiences
LLS3 Compare the language with English
LLS3 Write new words
LLS3 Practise new language with a friend and outside the classroom
KAL4 Use phonic knowledge of the language to support reading and writing
LLS4 Use mental associations to help remember words
LLS4 use context and previous knowledge to determine meaning and pronunciation
LLS4 Sort words into categories
Listening:
Listen attentively to spoken language and show understanding by joining in and responding
Appreciate stories in the language
NEW PoS
Speaking:
Speak with increasing confidence
Phonics:
Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words or phrases
Speak with accurate pronunciation and intonation
Link the spelling, sound and meaning of words
Reading:
Appreciate stories in the language
Read carefully and show understanding of words, phrases and simple writing
Language learning skills:
How the patterns, grammar and words of the new language are different from or similar to English – sounds of words, cognates
CAS 07/14
©Light Bulb Languages 2014 CS http://www.lightbulblanguages.co.uk