KS2 Year 5 Spanish Scheme of Work
Lessons 7 –8 Revision based topics: Have you got any brothers or
sisters? What’s your name? How old are you?
Framework Learning Objectives:
Lesson 7: O5.3 Listen attentively and understand more complex phrases
and sentences
Lesson 8: L5.2 Make simple sentences and short texts
Pronunciation/phonic focus: on ‘ll’ sound like a ‘y’ in English, and ‘ñ’ which is
like a ‘nyuh’ sound in English
Also a reminder that there is a masculine and feminine form of they for
boys and girls/men and women.
New vocabulary and
structures:
¿Cómo se llaman (ellos)?
English:
¿Coh mow say yaman?
(ell yoss)
(Ellos) Se llaman…
(ell yoss) Say yaman…
¿Cómo se llaman (ellas)?
¿Coh mow say yaman?
(Ellas) Se llaman…
(ell yass)
(ell yass) Say yaman…
¿Cuántos
años
tienen ¿Kwan toss an yoss
(ellos)?
tee en en? (ell yoss)
(Ellos) Tienen… años
(ell yoss) Tee en en …
an yoss
¿Cuántos
años
tienen ¿Kwan toss an yoss
(ellas)?
tee en en? (ell yass)
(Ellas)Tienen … años
(ell yass) Tee en en …
an yoss
What are they called?
They are called…
What are they
called?
They are called…
How old are they?
They are … years old
How old are they?
They are … years old
Vocabulary and
structures to revise
from Year 3:
¿Tienes hermanos o
hermanas?
Pronunciation:
English:
Sí, (yo) tengo…
No, (yo) no tengo…
(Yo) Soy hijo único(a)
See, yo ten go…
Yes, I have …
No, (yo) no ten go…
No, I don’t have …
(yo) Soy ee ho oo ni I’m an only child
¿Tee en ez air man Have you got any
oss oh air man ass?
brothers or sisters?
Un hermano
Dos hermanos
Una hermana
Dos hermanas
co
Oon air man o
Doss air man oss
Oona air man ah
Doss air man ahs
A brother
Two brothers
A sister
Two sisters
Tu eres …
El es…
Ella es…
Too air ez
Ell ess
Ell ya ess
You are …
He is …
She is …
Extra Resources:
Early Start Spanish ‘¡Hola! Qué tal?’
Resources relating to above topics from Camden Y3 SoW
Smart Notebooks for lessons 7 (oracy focus) and 8 (literacy focus).
Work sheets for Bart, Lisa and Maggie with relevant vocabulary at the
bottom.
Closed procedure for lower attainers.
Optional Homework.
Suggested Teaching Sequence:
Lesson Seven – Oracy focus
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Using the Smart Notebook for lesson 7, slide1, share the learning
objective.
Using slides 2-8 revise key vocabulary relating to Brothers and
Sisters topic from Year 3 SoW.
If children are rusty play ‘El conductor de orchestra’ to revise.
Before you begin the game you chose one person to leave the class.
This person is ‘the detective’. Then you chose one person to be ‘the
leader’. They chose a secret signal and show the class e.g. a wink or
hair flick. Once this is agreed the detective then returns to the
classroom. The class start by repetitively chanting the first phrase
on slide 9 and can only change what they are chanting when they
see the secret signal from the leader. The class win if they get to
the bottom phrase. The detective has to try to work out who is
giving the secret signals before the class chant all the phrases on
slide 9.
Pupils then work in pairs to find out information about how many
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brothers and sisters their partner has by using the key question.
Remind children of how to use plurals (Tengo tres
hermanas/hermanos – add an ‘s’ ) and connectives (Tengo un
hermanoy una hermana. ‘y’ = and ). If some pupils are only children,
remind them of the correct phrase for this “Soy hijo/hija único/a”
but also ask them to pretend that they are either Bart or Lisa
Simpson and to answer the key question accordingly.
Invite a few confident pupils to share their responses with the
class and write these up on the board.
Using slides 10 and 11, revise how to ask and reply to the question
¿Cómo se llama (el)/(ella)?
Pupils are now ready for new learning. Using slide 13 show pupils
how to ask this question about more than one person at a time i.e.
¿Cómo se llaman (ellos)? (How are they called?) when asking about
more than one male. Using slide 14 and 15 to explain that, unlike
French there is not difference when asking, ¿Cómo se llaman?
whether it is a male/female or mixed group
Point out that although the spelling changes from singular to plural
the answers to these questions reflect the singular or plural verb n
the question. The answer can be emphasised by using the pronoun
el/ella or plural ellos/ellas, but it is not required as part of
grammar.
Using slide 16 with pictures of celebrities, ask pupils to pretend
that they are their brother(s)/sister(s). Point to at least two of
them at a time whilst asking the question ¿Tienes hermanos or
hermanas? (use a mixture of female only, male only and mixed
groups). Ask pupils to whisper the response they think is correct
by referring to flash cards on display in the classroom and then
feedback. Next, ask ¿Como se llaman ellos/ellas? again class
whisper response and then feedback. (remember that the
ellos/ellas is for emphasis only when really making a point)
Provide each pupil with two mini copies of the celebrity flashcards
and ask them to replicate this activity in pairs/groups. Check on
progress before moving on.
Using slide 17, briefly revise the question “Cuántos años tienes?”
and the key response and the third person forms of the question:
“¿Cuántos años tiene (el)?”, “¿Cuántos años tiene (ella)?”
Ask pupils to speculate about which words would need to change in
order to make this question plural (the verb in this case Tener and
the subject, in this case (el)/(ella) ). Pull down the screen shade to
reveal the correct questions and answers reflecting these changes
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¿Cuántos años tienen (ellos)?” Ellos tienen… años and ¿Cuántos
años tienen (ellas)?” Ellas tienen… años
Using slide 18, ask pupils the question « ¿Cuántos años tienen
(ellos)?” » and elicit the response « Ellos tienen doce años ».
Using slide 19, ask the question « ¿Cuántos años tienen (ellas)?”
and elicit the response «Ellas tienen diez años ».
Using slide 20, ask the question again in the male, plural form and
ensure they reply using this form. (Why do we use the male form
for a mixed group, even when there are more women than men?
Just a matter of convention.)
To practice this new plural form of the question ‘How old are they?’
and the response, ‘They are …years old,’ sing along to the tune
heads, shoulders, knees and toes (see slide 21 for order).
In pairs, pupils refer to slide 22, to practise conveying information
about their brothers and sisters. They should now be able to string
together how many siblings they have and their name(s) and age(s).
Remind only children to pretend to be a Simpson so that they can
meet the learning objective.
Plenary: Listening activity. Teacher to read out a mini paragraph of
information about his/her family (make up or use script below).
Pupils draw pictures/write key words and numbers on their mini
whiteboards. Ask the pupils to relay back the information they
have found out about your family using whole sentences in the third
person singular and plural forms.
Script:
Me llamo Estefania.
Tengo un hermano y dos hermanas.
Se llaman Jaime, Sara y Susana.
Tienen diez años, doce años y ocho años .
Lesson Eight - Literacy focus
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Using the Smart Notebook for lesson 8, slide 1, share the learning
objective.
Using slide 2, find out what children can remember from last week.
Using slide 3, children revise last week’s new language structures
orally by introducing themselves. Focus is on using plurals so if they
have no siblings or only one they should make up the answers.
Expect them to try to say the following in Spanish:
Hello!/Hi!
I am called… ,
I have … brothers/ sisters….
They are called…,
They are xxx yrs old.
 Give the children mini white boards and pens to play the next two
games:
1. Choose it! (slide 4)
Children chose the correct words to complete the sentences.
2. Unscramble! (slide 5)
Children put the words in the correct order to form a sentence. N.B.
This is a good opportunity to remind them that plurals take the
masculine even if there are more sisters than brothers.
 Independent activity (slide 6): Allow children to choose a picture
of one of the Simpson children. In mixed attainment pairs,
underneath the picture, they write an introduction based on the
one modelled orally at the start of the lesson. Refer to columns of
written support on the IWB that are colour coded for gender/
plurals and grouped by word class and sentence structures at the
base of their sheet. You will need the numbers 1-12 on display for
the correct spelling of their ages.
 To support lower attainers you may prefer to give them the closed
procedure. If higher achievers finish early, you may wish to ask
them to use bilingual dictionaries to look up some new vocabulary in
preparation for the plenary game: mi, pequeño . (You can use any
bilingual dictionaries but Collins First Time Spanish Dictionary is
very supportive of the KS2 learner).
 Plenary (slide 7): Finally, give the children mini white boards and
pens and play Break it up! Children separate the words and
punctuate to create a simple text. The final line has some new
vocabulary: Mi (my – singular masculine) pequeño (little –singular
masculine) – if the higher attainers have looked these up ask them
to tell the class what they mean - if not challenge children to work
out what their meaning based on the context.
 Use slide 8 to see if they were correct.
Follow up and consolidation:
Play some spelling games so that children remember the ‘ll’ and ‘ñ’ sounds
in Spanish
e.g. Chinese whispers. Give first child in row or on a table the written
word you wish the group to practise e.g. ‘ se llaman’.
They orally pass the word along their row or around their table letter by
letter. The final child should write down the word letter by letter on a
mini white board as it is whispered to them and show you when they’re
finished. If the groups or tables race against each other, it can be a fun
and competitive game.