KS2 Year 3 Spanish Scheme of Work Lessons 3-4 Greeting and saying goodbye to different people Framework Learning Objectives: Lesson 3: O3.2 Perform simple communicative tasks using single words, phrases and short sentences. Lesson 4: L3.1 Recognise some familiar words in written form. Vocabulary and structures: Hola Buenos días Buenas tardes Pronunciation: English: O-la Bwenos dee as Bwenas tarrrd ess Buenas noches Adiós Hasta mañana Hasta luego Señor Señora Señorita Bwenas notch ess Ahdeeoss Asta man yahn ah Asta loo ay go Sen yor Sen yora Sen yor ee ta Hi Good morning/day Good afternoon/evening Good night Good bye See you tomorrow See you later Mr/Sir Mrs/Madam Miss Extra Resources: Early Start Spanish DVD Accompanying Camden SoW resources: PowerPoint presentation Video clips with mimes Greetings worksheet Flashcards Suggested Teaching Sequence: Lesson Three – oracy focus Using PowerPoint provided, share learning objective with class. Discuss greetings in English before watching DVD sections 1 and 2 Using the PowerPoint if you are confident, or the video clips for support with pronunciation and mimes, introduce the class to the first greeting:Buenos días. If using the video clips, presentation of all new language should take the form of a teaching triangle: click on the menu to play the clip for Buenos días, encourage the class to listen to the word silently and watch the mime/action being used by the virtual teacher to represent that word. Next, echo to word using the same pronunciation (or as close as you can manage) and the same mime. The third point in the triangle is the class and the final step is to ask them to echo the word and do the mime. It is important to provide the children with as many opportunities to hear and repeat this new word as possible. You can do this in a number of different ways, for example, by repeating the process above several times or by simply asking the class to repeat the word after you in a variety of different voices. It is important that pace is maintained here in order to ensure that this critical first part of the lesson (repetition) allows pupils to hear and replicate language accurately several times without becoming bored. Be very wary of rushing through the presentation and repetition part of a language lesson as it is vital in ensuring that pupils gain confidence and independence. It will be important, however, that this stage is broken down in to small lesson sections, whereby three or four words are presented one after the other using the teaching triangle before giving pupils time to practise with a partner using a game or other activity as suggested in these lesson plans. You will then need to carry out a mini plenary after each stage of paired practise before moving on to present and repeat the next three or four words. For example, in this lesson, once the children have had an opportunity to listen to and repeat Buenos Dias several times, you should then present Hola and finally Buenas tardes using the same teaching triangle (or if you do not need to use the video clips it will be a two-way process of listening and repetition). Once all three words have been presented and repeated several times, set up a paired activity to allow pupils to practise. At this stage, it is vital that the children have access to all of the language they need (both via a picture cue and the written word) on display. This can be achieved through the use of the flashcards provided. The type of activity you choose at this stage should be something simple to allow the class to simply practise what they have heard. For example, using the flashcards on display to help them, can they take it in turns to do one of the mimes and see if their partner can come up with the correct greeting? Once children have had a few minutes of paired practise, do a mini plenary to see how well they have taken on board these three new words: if you do a mime, can they tell you which of the words on display it represents? Is their pronunciation accurate or do they need further practise? Can they tell you what the word means in English? If you are happy that they have achieved the above, move on to present the next four words using the same process and techniques. Allow time for initial repetition as well as paired practise before conducting a further mini plenary. This time they should be able to use all of the first seven words accurately whilst referring to the flashcards to help them. Next present the final three words: Señor, Señora and Señorita. Explain that we can use them if we want to greet/say goodbye to someone in particular. The translations of the words are in the table above and both men and boys would usually be referred to in Spanish as Señor whilst a married woman or woman old enough to be married would usually be addressed as Señora and a girl/young woman would be Señorita. Once these three words have been presented and repeated, ask the class to refer to the flashcards in pairs and challenge them to a slightly different paired game. One person begins by doing all of the mimes in the same sequence as they have been presented/the flashcards appear on the board except one. Their partner also has to look at the flashcards to keep track of the mimes as they are done in sequence and in order to then identify which one their partner has deliberately missed out. At the end of the sequence, they can then try to provide the missing word in Spanish along with the mime before swapping roles. Give children five minutes or so to practise this and encourage them to work through as many of the words as possible by missing out a different one each time. This activity can be differentiated by asking pupils who are finding this difficult to do the same activity as before where they simply say the word that is represented by the one mime their partner is doing, or by reducing the number of words they are dealing with at any given time. You could make the activity more challenging by asking confident pupils to miss out more than one mime and to therefore recall more than one word a time. Mini plenary: children form a circle around you. Throw a soft ball to different children as you greet them in English. As they reply to the greeting in Spanish, the children throw the ball back to you. Give pupils the option to respond in English or with a mime if they are stuck on the Spanish so that they do not feel embarrassed if they do not know. Pupils can then take turns to be the person throwing the ball from the centre of the circle. Further consolidation: ask pupils to move around the room as you count to ten. Upon hearing number ten, they should stop and turn to the person nearest to them and greet/say goodbye them in the way you have told them in English but by translating it into Spanish. They should make use of the correct form of address with the greeting/goodbye they use. For example, if you call out Good evening, they should turn to the person nearest them and say Buenas tardes, Señora if they are speaking to an adult female, Buenas tardes, Señor if it is a male or Buenas tardes, Señorita if it is a female member of the class. Plenary: point to the different flashcards in order and say the appropriate word. Pupils echo the words. Repeat and increase speed. Pupils repeat after you. Finally, remove the flashcards completely and just do actions: can the class remember the Spanish and the English? Lesson Four –literacy focus Repeat plenary from last lesson as introduction. Invite a volunteer to come to the front. Hold up a flashcard for one of the words (greetings and goodbyes) that have been introduced. Class either greets or says goodbye to the person at the front and also addresses the person correctly (e.g. Buenos días, Señor, Hola, Señorita etc). Place all flashcards on display and leave them there throughout the lesson for support until the plenary. Hand out envelopes with the key words (you will need to have photocopied and cut up copies of the worksheet to complete this activity) and ask pupils in threes to categorise them into three groups: greeting, farewell or a way to address somebody. Pupils then place matching pictures next to words. Mini plenary: discuss how pupils have done this and check understanding. Pupils then gather all of their cards together, shuffle them and, still working in threes, take turns to: 1) turn over a card 2) say corresponding word 3) do the appropriate action. Move around the room to assist and monitor use of language and pronunciation. In threes, ask pupils to take out the blank rectangles from their envelopes (these are the third column on the worksheet) and to listen as you call out the key words in English and then in Spanish. As they listen, children should refer to the board to look at the written forms of the words in Spanish on the flashcards and to try to match what they are hearing with the words they can see. Ask them to take it in turns to write down (copy) the spelling of the word they think matches what you said in Spanish on their piece of paper. If you run through all of the words in random order, they should end up with a complete set. You can provide some pupils with a word bank for additional support and you could also do a mime to support those who are less confident. Once children have filled in all of the words, they will have two sets of word cards and one set of picture cards between three. Ask them to shuffle them and turn them all over so they cannot see the front. In threes, they take it in turns to turn one card over at a time and to try to remember what it is before turning it face down again. The object of the game is to try to match up all three like cards by relying on their memory/word recognition. For example, if pupil 1 turns over one of the cards for Hola (word or picture) and then later in the game someone turns over one of the other cards for Hola, that person gets to keep both cards if they can locate them straight away and say the word out loud in Spanish. The winner is the person who has the most cards when they have all been used up. Plenary: Play the game above as a team game/a whole class to asses understanding. Notes on activities and resources: Make pupils aware of difference between formal and informal greetings and of cultural differences –use Early Start Spanish DVD to show this. Follow-up and consolidation At every opportunity these greetings should be practised – register, at the end of the day etc. Pupils should be made aware of this and praised for doing so. The greetings and farewells should be displayed in Spanish in appropriate places in the classroom for pupils to be able to refer to. Sing song from Early start Spanish Sections 1 and 2.