Pupils should learn:
To say and understand nine pet words
To use their knowledge of English and cognates to work out new vocabulary
To use their knowledge of Spanish phonics to decode pet names
To write and say sentences saying which pet they have and what its name is
To make plurals of nouns ending in vowels and nouns ending in consonants
Tengo / no tengo
Un / una
Que se llama
Pluralisation
Numbers
-
OUTCOMES
EXPECTATI
ONS
ACTIVITIES
RESOURCE
S
SUMMATIV
E TASK
Mis mascotas
CORE
10
At the end of this section some pupils will not have made so
much progress and will:
Require support from a spoken model or visual clue to
produce responses
Identify meaning when phrases are repeated several
times
PERIPHERAL
Unit
OBJECTIVES
Y5
At the end of this section most pupils will:
Write familiar words and phrases using a model
Pupils:
-
At the end of this section some pupils will have
progressed further and will:
Write and say phrases from memory
say and understand nine pet words
use their knowledge of cognates to work out new vocabulary
use their knowledge of Spanish phonics to decode new words
say and write “Tengo un(a) …. que se llama …..”
work out plurals of nouns ending in vowels and nouns ending in consonants
Perro
Gato
Ratón
Hámster
Conejo
Conejillo de Indias
Pez
Pájaro
Tortuga
practise consonant phonic sounds
match up pet words and pictures
use phonic knowledge to decipher names of pets
Formulate sentences about each pet to say “Tengo un(a)…que se llama …”
Say that they have more than one of each pet
Play battleships in pairs to practise the “Tengo un / dos…..” and “No tengo….” Patterns
Worksheet to practise sentences with above structure and to practise dictionary work
Play Blue Numbers to practise the vocabulary and structures outlined above
Speaking – trapdoor activity with names, numbers and pets
Phonics:
Consonants that make Spanish different to English
Vowel sounds
Ppt of the nine pets and their names
Ppt of plural pictures of the pets
Battleships game
Blue Numbers game
Dictionary work and “Tengo un….que se llama…” sheet
- Mini-book or Aztec Codex where pupils write what they know about family and pets and illustrate it
©Light Bulb Languages 2014 CS http://www.lightbulblanguages.co.uk
“I CAN”
I can:
•
Say 9 pet words
•
Understand 9 pet words
•
Use my knowledge of English and cognates (shared words) to work out the meaning of new Spanish words
•
Use my knowledge of phonics to decode names of pets
•
Say what pets I have and don’t have
•
Say what my pet’s name is
•
Write sentences about the pet that someone has and its name
•
Form plurals of pet words
Listening:
Listen attentively to spoken language and show understanding by joining in and responding
Understand facts
NEW PoS
Speaking:
Engage in conversations
Describe things orally
Communicate facts
Speak in sentences, using familiar vocabulary, phrases and basic language structures
Present ideas and information orally
Phonics:
Develop accurate pronunciation and intonation so that others understand then they are reading aloud or using familiar words and phrases
Speak with accurate pronunciation and intonation
Link the spelling, sound and meaning of words
Reading:
Read carefully and show understanding of words, phrases and simple writing
Understand facts in writing
Writing:
Write at varying length using the variety of grammatical structures they have learned
Adapt sentences to create new sentences to express ideas clearly
Describe things in writing
Grammar:
Gender and number
Conjugation of high-frequency verbs (tener, llamarse)
Language learning skills:
How the patterns, grammar and words of the new language are different from or similar to English
CAS 07/14
©Light Bulb Languages 2014 CS http://www.lightbulblanguages.co.uk