HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson One Resources: food flashcards, mini food flashcards
Learning Objective
To ask and answer
simple questions about
likes and preferences.
To use gesture to
demonstrate
understanding of
healthy and unhealthy
foods.
Introduction/
Warm up
Pupils perform action in
response to teacher
saying day:
lunes – hands in lap
martes – hands on
shoulders
miércoles – hands on
earlobes
jueves – hands on nose
viernes – hands on head
sábado – hands in air
domingo – jump up
Ask
¿qué día es hoy? (what
day is it today?)
Hoy es (today it is)
Activities
Explain that this unit they will be learning about food
through studying a familiar story. What Spanish words for
food do they already know?
Teach food items using flashcards.
los caramelos (general word for sweets – not just
caramels!), el chocolate, (chocolate)
el queso (cheese), el bocadillo (sandwich), la pera
(pear) el jamón (ham)
Some words sound similar but mean very different things
e.g: La sopa (soup - though it sounds like ‘supper’)
el jamón (ham) – don’t get it confused with el jabón
(soap)!
Also – las uvas (grapes) and los huevos (eggs)
Play games to practise the words.
Revise/teach ¿te gusta? me gusta/no me gusta with
gestures,
Teacher holds up food flashcard and says name of item.
Children repeat word and give appropriate gesture to
indicate their likes and dislikes.
Distribute mini flashcards. Children circulate, they ask a
child whether they like/dislike a food item swap cards and
then move on.
©AMLA Partnership 2015 Plenary/ consolidation
Explain that buena salud is a
Spanish expression meaning
good health. What other
expressions for good health
do children know in other
languages?
http://www.omniglot.com/lang
uage/phrases/cheers.htm
(good health in many
languages)
Ask children to discuss with
their partner whether the
flashcard they have shows a
healthy or unhealthy food.
Ask chidren ‘¿ es bueno(a)
para la salud? (is it good for
your health) o ¿es malo(a)
para la salud? (is it bad for
your health)?’ using thumbs
up/down signals.
Knowledge about
Language
Some languages use
the same word for
different things where
English uses a
different word e.g.
las patatas fritas =
chips & crisps
Los amigos falsos
(false friends) e.g.
Los caramelos =
sweets in general
El pan = bread, not a
pan!
Similar-sounding
words can have very
different meanings e.g.
el jamón & el jabón
Adjectival agreements
of ‘bueno’ and ‘malo’
according to gender of
food and whether
singular or plural
Plural verb in Spanish
- son
e.g. los caramelos
son malos para la
salud
HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson One
Extension/enrichment for the more able/bilingual learner
Create a healthy foods poster linked to work in science.
Opportunities for Embedding and Integrating across the curriculum
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Register: Children say a food that they like, e.g.Me gusta … each day ask ¿qué día es hoy? (what day is it today?) Hoy es (today it is)
Make a Spanish tally chart of likes and dislikes
P.E. run to relevant food items as a warm up.
Science: eating the right amounts of different types of food
Language Awareness Programme Links
Cognates and ‘amigos falsos’
Continue to add words to phoneme chart.
©AMLA Partnership 2015 HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Two
Introduction/
Warm up
Learning Objective
To ask and answer
questions about
preferences and
healthy/unhealthy food.
To use phonemic
knowledge to predict
pronunciations of
unfamiliar words.
Food flashcards
Revise/teach the Spanish
letters of the alphabet
using the marching song
call and response
https://www.youtube.com/
watch?v=56OXP92SUBQ
What do they notice is
different about the
Spanish and English
alphabets ?
Activities
Revise food vocabulary from last week.
Revise es bueno(a) para la salud
(it’s good for your health) es malo(a) para la
salud (it’s bad for your
health)
Agree new actions with children
es bueno(a)/son buenos(as) (draw halo in the air)
es malo(a)/son malos(as) (wag finger)
Revise/introduce the following foods.
La pera (pear), el taco (taco), la hamburguesa
(hamburger), el chocolate (chocolate)
What do they all have in common/ what is different? They
may answer they have the same or similar spellings as
words in English.
Play games to consolidate the pronunciation of the words,
emphasising key phonemes. Show other Spanish food
words and ask children to predict the pronunciation of the
last syllable.
Note – una tortilla in Spain = omelette, not at all like a
Mexican tortilla!
Watch the video
https://www.youtube.com/watch?v=oNU67X3dGHI
Ask children to indicate with gesture whether they like
dislike the fruits in the song.
If available, provide samples of some of the less familiar
fruits for childen to taste and indicate whether they
like/dislike the taste and create a class tally of
preferences.
©AMLA Partnership 2015 Plenary/ consolidation
Knowledge about
Language
Cognates
Phonemic awareness
Watch the video again and
ask children to try to work out
what are the initial sounds for
the fruits in the video.
m-p–f–l-n-m
Can they think of any other
fruits they know beginning
with these letters in English,
Spanish or other languages?
What about other letters of
the alphabet?
http://www.thefruitpages.com/
alphabet.shtml Fruit
alphabet.
Discuss fruits from around the
world for the letters of the
alphabet missing in the song:
Honeydew melon
Ita Palm ‐ tall palm tree
native to tropical regions of
South America
Vaovanga – also known as
the Spanish tamarind (a
round fruit with green and
white dots)
Yellow watermelon
Zucchini - courgette
Adjectival agreements
of ‘bueno’ and ‘malo’
according to gender of
food and whether
singular or plural
Plural verb in Spanish
- son
e.g. los caramelos
son malos para la
salud
Sometimes the same
word has a different
meaning in a different
country e.g. la tortilla
HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Two
Extension/enrichment for the more able/bilingual learner
Create a fact file of fruits from around the world.
Opportunities for Embedding and Integrating across the curriculum
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Register: each day ask ¿qué día es hoy? (what day is it today?) Hoy es
(today it is)
Ask children what fruit they have in their lunch boxes each day.
Design Technology: basic principles of a healthy and varied diet, understand
seasonality, and know where and how a variety of ingredients are grown,
reared, caught and processed
Language Awareness Programme Links
Continue to add words to phoneme chart.
©AMLA Partnership 2015 HEALTH – STAGE A EXAMPLE PLANS Health Stage A: Lesson Three Resources: La Oruga Muy Hambrienta, flashcards
Introduction/
Warm up
Learning Objective
Listen for specific
words and phrases.
To compare traditional
tales.
Teach gestures for the
following expressions :
¡Tengo sed! I’m thirsty)
¡Tengo hambre! (I’m
hungry)
¡Tengo calor! (I’m hot)
¡Tengo frío ! (I’m cold)
Play a game where
teacher calls out the
expression with a gesture,
the children repeat only if
the gesture and
expression match, if the
gesture doesn’t match the
children call out the
English translation
Activities
Use repetition techniques with flashcards of plural food items from
‘La Oruga Muy Hambrienta’
las naranjas
las ciruelas
las fresas
las manzanas
las peras
Additional foods,
eg :
las salchichas
los pastelitos
Play pass the parcel with a text card, when music stops child with
the text places it next to the correct flashcard on the board.
Using book ‘La Oruga’ read the story in full or watch the video
https://www.youtube.com/watch?v=n3Dx-376hio
Avoid providing translations in English during first reading.
Allow children to see pictures and enjoy hearing language at text
level.
Encourage children to chorus repeated words/phrases:
‘ comió ’
‘ pero aún seguía hambrienta
Read again, children to rub tummies for ‘hambrienta’
Pause before food items, can they guess?
Add actions for caterpillar, small, cocoon, big and butterfly.
©AMLA Partnership 2015 Plenary/ consolidation
Knowledge about
Language
Tengo hambre –
literally means ‘I have
hunger’
Children may have read the
Hungry Caterpillar in English.
Do they know any other tales
and rhymes about days of the
week?
http://www.mamalisa.com/?t=
es&p=3287&c=120 Italian
Days of the week rhyme
HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Three
Extension/enrichment for the more able/bilingual learner
Bilingual learners can teach the children choosing and days of the week rhymes in
their languages.
Opportunities for Embedding and Integrating across the curriculum
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Register: each day ask ¿qué día es hoy? (what day is it today?) Hoy es
(today it is)
At lunchtime ask ¿tienes hambre/sed? etc
Science: life cycles
Language Awareness Programme Links
©AMLA Partnership 2015 HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Four Resources: La oruga muy hambrienta sentences and cut up sentences
Learning Objective
To ask and to respond
to a question.
To compare traditional
tales.
To read and sort simple
sentences.
Introduction/
Warm up
Sing the following food
rhyme, adding actions.
Chocolate, molinillo,
corre, corre que te pillo,
correrás, correrás
pero no me pillarás
Chocolate, little mill*,
Run, run, or I'll catch you.
You will run, you will run,
But you won't catch me.
http://www.mamalisa.com/
?t=es&p=561&c=71 midi
file
*A molinillo is a little
wooden whisk used for
stirring hot chocolate. It's
used in some countries
like Mexico. It's translated
as mill because it's used
to turn the chocolate drink
like a mill would turn.
"Chocolate mill" is actually
the name for them in
English. Another older
term is moliquet.
©AMLA Partnership 2015 Activities
Reread the story and teach mime actions.
la oruga salió (fingers
walking)
comió (biting action with hand)
tenía hambre (rub tummy)
era una oruga grande y gorda (puff up cheeks and
hunch shoulders)
Era una hermosa mariposa
(butterfly wings)
Distribute amongst the children individual sentences on
card from the story.
On hearing the text, children read their sentences and
listen carefully for them.
Take six simple sentences from the text cut up into
individual words – place around the room.
In groups children sort the jumbled words into the correct
order.
Clap three times, groups jumble text and move on to next
sentence.
For support, provide sentences on board at first, gradually
withdraw the support.
Plenary/ consolidation
Re read the story children
predicting the text.
Compare with the English
version.
Knowledge about
Language
Pronunciation of ‘ll’ in
Spanish – rather like
‘y’, as in ‘molinillo’.
In which other words
have we seen this?
(‘bocadillo’ - sandwich
and ‘tortilla’)
HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Four
Extension/enrichment for the more able/bilingual learner
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Provide more complex sentences for sorting for more able children without
support.
Bilingual children can change the meaning of sentences by substituting
words – e.g. different animals, different foods.
Opportunities for Embedding and Integrating across the curriculum
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Use the choosing rhyme in the playground/in PE.
Science: life cycles
Language Awareness Programme Links
©AMLA Partnership 2015 HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Five Resources: la oruga muy hambrienta, pictures and text cards
Learning Objective
Write simple phrases
using a model
Introduction/
Warm up
Spot the silent letters
Show words on
board/OHT
Look for letters touch their
nose if they hear it
h
hambre – no
hamburguesa – no
helado – no
zanahoria – no
ahora – no
explain that the letter ‘h’ is
always silent in Spanish
‘ch’ is found between the c
and d in the dictionary and
considered a single letter
©AMLA Partnership 2015 Activities
Plenary/ consolidation
Revise key actions.
Knowledge about
Language
Silent letters – letter
‘ch’
Re-read story with pupils performing the actions.
Cognates
Give out pictures from the texts to groups.
Teacher shows and reads a sentence taken from the
story, pupils identify correct picture from book.
Pictionary game. Class is divided into 2 teams.
Teacher shows one sentence card to 1 representative
from each team. All sentence cards are shown on the
board.
Each child has to draw the sentence onto the board and
the class has to guess which sentence has been drawn.
Give children sentences from the text. They draw a
picture to represent the sentence and copy out the text
underneath to create a display for the classroom.
Have any of the children read
the story in a different
language? There are 56
different language translations
of The Very Hungry
Caterpillar.
The following is a Dutch
version
https://www.youtube.com/wat
ch?v=Fykd74IT9Zo
Can the children spot any
cognates in this retelling?
Sentence order.
HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Five
Extension/enrichment for the more able/bilingual learner
Opportunities for Embedding and Integrating across the curriculum
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More able children can be given parts of sentences to complete.
Bilingual children can write their own versions of the story.
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Register: each day ask ¿qué día es hoy? (what day is it today?) Hoy es
(today it is)
At lunchtime ask ¿tienes hambre/sed? etc
Science: life cycles
Language Awareness Programme Links
Silent letters
©AMLA Partnership 2015 HEALTH – STAGE A EXAMPLE PLANS Health Theme Stage A: Lesson Six
Introduction/
Warm up
Learning Objective
To write simple words
and phrases using a
model.
food flashcards, paper plates, dictionaries
Sort food/drinks pictures
into gender groups to
reinforce el and la
Activities
https://www.youtube.com/watch?v=2lreDSJSZEE Watch
this cartoon of a Spanish breakfast. What words do they
recognise? How healthy do they think their breakfast is ?
How does the Spanish breakfast compare with the
children’s own breakfasts ?
To describe likes and
dislikes.
To present simple
information orally and
in writing.
Pass the bag activity.
Place food flashcards in bag and pass around the class
while singing the song.
(to tune of ‘One man went to mow’).
es bueno(a), es bueno(a)/son buenos(as)
es bueno(a) para la salud
es malo(a), es malo(a)/son malos(as)
es malo(a) para la salud !
The child holding the bag when the song stops pulls out
one picture.
Children respond with name of food, single word
‘bueno(a) / malo(a)
More able respond with opinion eg: me gusta… es
bueno(a) para la salud
Children draw their own or their dream breakfast/ a
breakfast for a celebrity/fictional character on paper plates
and use Spanish dictionaries to help them to label them for
a classroom display with ingredients and bueno(a)/malo(a
para la salud.
©AMLA Partnership 2015 Plenary/ consolidation
Children reflect on their own
learning in this unit. What
have they learned about the
target language, English, their
home language
Knowledge about
Language
Adjectival agreements
of ‘bueno’ and ‘malo’
according to gender of
food and whether
singular or plural
Plural verb in Spanish
- son
e.g. los caramelos
son malos para la
salud
HEALTH – STAGE A EXAMPLE PLANS Health Stage A: Lesson Six
Extension/enrichment for the more able/bilingual learner
Create a resource to share with a partner school describing breakfasts in England
See weblinks resource for additional activities linked to La oruga muy hambrienta
Opportunities for Embedding and Integrating across the curriculum

Design Technology: basic principles of a healthy and varied diet, understand
seasonality, and know where and how a variety of ingredients are grown,
reared, caught and processed
Language Awareness Programme Links
©AMLA Partnership 2015