Primary Modern Foreign Languages
In North Tyneside
Unit 12: Un País Hispánico
Scheme of Work
At the end of this unit :
most children will: obtain and understand information about a Hispanic country; produce a piece of work for display to celebrate experience of Spanish in
primary school, linking to work in secondary school; write sentences describing a location
some children will not have made so much progress and will: copy single words or short phrases
some children will have progressed further and will: work independently for some of the time to retrieve original material; produce displays and reports
using language taken from an original source; show confident recall of known language and structures; speak and write Spanish with some awareness of
grammatical accuracy, eg adjectival agreement, verb endings
Aim
Core Vocab/
Structures
Lesson 1:
To learn
about travel
to a Hispanic
location
To learn the
Spanish
names of the
continents
To locate
Peru on a
world map
¿Dónde está …¿
Me gustaría ir a ...
No me gustaría ir a
…
África
Europa
Asia
Australia
América
El Antártico
Lesson Content
Resources
ICT
Assessment

Map of
Europe
www.bbc.co.
uk/schools/pri
maryspanish
De
vacaciones
AT2, L1 :
listening to the
names of
places
Show a map of Europe and ask children to identify Spain, Portugal,
France, etc as well as Madrid, the UK and their home town. IU
 ¿Dónde está (+ town)? Revise compass points by pointing to towns
on map of Spain. Eg Barcelona es en el noreste de España. O 4.4
 Ask children to identify distant locations on a globe/ world map eg
Aquí está Italia. Encourage them to name the continents in English
then teach the children the Spanish names. IU
 Explain that we are going to be learning about a country called Peru
in South America. Find South America on the world map. Identify
location of Peru. IU
 Ask questions about location. Go through information needed to
complete sentences on worksheet 12.02. IU
 Use me gustaría and extend to me gustaría ir a… plus names of
countries to practise saying where they would like to go. O 5.2
 Use flashcards of smiley face or unhappy face to encourage children
to say me gustaría ir a … or no me gustaría ir a … Encourage
children to link these with pero to produce a longer sentence. Me
gustaría ir a Francia, pero no me gustaría ir a Grecia. O 5.2
 Introduce the idea of an imaginary visit, eg Vamos a visitar Perú. IU
 ¿Es una buena idea? ¿Quién tiene un pasaporte? Show children a
real passport. IU
 Show sample passport on OHT or whiteboard and practise language
needed to give information required on passport (worksheet 12.01).
 Reinforce the idea of a visit with a discussion in English, asking the
children to imagine what it might be like, what they would like to find
out, where to get information, how they might travel, etc. IU
Independent Work
 Make individual 'passports' in which children write their name, date
of birth, address, nationality and Hablo español. Add a photo or
picture and a school stamp for 'authenticity'. Worksheet 12.01. L 4.4
Extension Task
 Children write sentences about where they would like to go using the
model Me gustaría ir a España, pero no me gustaría ir a Grecia.
Worksheet 12.02. L 6.4
Map of Spain
(from Unit 1)
Globe
Map of South
America
Worksheet
12.01 Mi
pasaporte
Worksheet
12.02 Me
gustaría ir a
...
Slide show of
Peru :
pictures to be
found in
Whiteboard
activities
section of
Teacher
Support
me gustaría ir a
.., pero no me
gustaría ir a …
AT2, Level 2
Worksheet
12.02 : AT4, L2
Aim
Lesson 2:
Core Vocab/
Structures
norte
sur
To learn
about travel
to a Hispanic
location.
cerca de
lejos de
entre
en
To use
prepositions
to describe
the names of
places
Brasil
Ecuador
Chile
Lesson Content
Resources
ICT
Assessment

Passports
produced in
previous
lesson;
http://www.pe
ru.info/peru.a
sp
AT1, L2:
listening to
where you want
to go
Use world map to revise names of continents taught in previous
lesson. IU
 Use map of world or globe to revise the question ¿Adónde te
gustaría ir? plus answer Me gustaría ir a … and ¿Te gustaría ir a
…? plus either Sí me gustaría/ no, no me gustaría ir a … O 5.2
 Use passports produced in previous lesson to create role plays to
practise appropriate dialogue, eg El pasaporte por favor Señor/
Señora. ¿Como te llamas? ¿Cuántos años tienes? ¿Dónde vives?
¿Hablas español? and responses. O 5.1
 Children act out role –plays. O 5.1
 Use world map to revise location of Peru. IU
 Use text flashcards stuck on wall in correct order in relation to Peru
to introduce cerca de, lejos de. Give true or false statements eg
Brasil está lejos de Perú for children to respond verdad or mentira.
O 5.3
 Use same method to practise entre eg Perú está entre Chile y
Ecuador. (¡verdad!) O 5.3
 Teacher to ask questions about different locations to practise using
prepositions (as used in worksheet 12.04). Children to answer using
prepositions eg ¿Dónde está Brasil? Brasil está cerca de Perú. O
5.3
 Children to complete maps. (See independent work.)
Independent Work
 Children to colour in map of Peru 12.03 following instructions on
12.04. IU
 Children to complete some sentences and a true or false exercise
about the location of Peru: Worksheet 12.04. L 5.3
Extension Task
 Children to make up some sentences of their own about the location
of Peru based on the map. L 6.4
World map ;
Speaking
practise: AT2,
L2 (role plays)
Worksheet
12.03: Perú;
Worksheet
12.04: AT3, L2
Worksheet
12.04:
¿Dónde está
Perú?
Extension task:
AT4, L3
Lesson 3
To pack a
holiday
suitcase for a
tropical
destination
To plan the
travel
itinerary
norte
sur
cerca de
lejos de
entre
en
una falda,
una camiseta,
una sudadera,
unos vaqueros
unos calcetines,
unos pantalones,
un jersey,
una gorra,
un sombrero,
unos pantalones
cortos,
una camisa
unos zapatos
unas zapatillas de
deporte
unas medias,,
una chaqueta,
unos guantes,
una bufanda,
un traje de baño
llevo



Revise location of Peru using prepositions. O 4.4
Discuss how you would get from Newcastle to Peru. IU
Use pictures (from Unit 10) or bags of clothes to revise articles of
clothing. O 3.3
 Divide the clothes into clothes for hot weather and clothes for cold
weather. IU O 3.3
 Discuss the weather in Peru. IU
 Choose suitable clothes to take to Peru. IU
 Play games to reinforce the vocabulary eg guessing what’s in the
suitcase, miming game. O 3.3
 Use text flashcards (from Unit 10) to practise reading the words.
L 4.3
 Divide children into 2 teams. Give them each a bag of clothes. Each
team to choose a model. Teacher shouts out an item of clothing.
The first model to reach the teacher gets a point. Teams to choose a
second model. Repeat. (Teacher to choose only clothes suitable for
Peru). O 4.2
 At the end of the game organise a catwalk. Invite all the models to
parade the clothes. Teacher to give a commentary full of deliberate
mistakes. The children in the class to correct him/her. O 6.1
Independent Work
 Using Worksheet 12.05 as support, children to write a list of clothes
they want to take on their holiday to Peru. L 5.3
 Children to draw a suitcase and draw the items of clothing they have
chosen. L 5.3
Extension Task
 Children to complete a travel itinerary for their journey on worksheet
12.06: el viaje. L 5.3
 Children to go on website for an airline and find information to make
up their own itinerary. L 6.2
 Cross curricular link Art - Children to use scraps of materials to
dress a cardboard figure in holiday clothes. IU
 Alternatively, children could be encouraged to write some complex
sentences eg Llevo unas gafas de sol, porque hace buen tiempo.
llevo un traje de baño, porque me gusta nadar. L 6.4
Powerpoint
presentation
or picture
flashcards of
clothes from
Unit 10;
or bags of
clothes;
Text
flashcards
from Unit 10;
Worksheet
12.05:
Prepara una
maleta;
Worksheet
12.06: el
viaje
www.british
airways.com/
Worksheet
12.05: AT4,
Level 1
Extension task:
AT4, L3
Text
flashcards:
AT3, L1
Lesson 4
To identify
location of key
places in
Perú.
To revise
directions
Lima
el pueblo
el mar
el río
el país
la ciudad







Unpack the suitcase to revise the items of clothing taught in previous
lesson. O 3.3
If you have an electronic whiteboard, show the slide show on Peru
from the Teacher Support. IU
Look closely at map of Peru. (Worksheet 12.03) IU
Identify key places and features. Introduce the children to the
Spanish words eg río, pueblo, ciudad, país, mar. Use worksheet
12.08 as a prompt. Busca los ríos. Busca las ciudades. Busca los
países, Busca el mar. Go through the list. IU
Ask questions on the location of different places using prepositions
eg ¿Cómo se llama la ciudad entre Talara y Piura? (Paita) O 5.3
Revise directions using an OHT drawing of compass points. O 3.3
Ask questions about the direction of different places from Lima. O
5.1
Independent Work
 Children to look at map of Peru (12.03) to complete sentences about
Peru on worksheet 12.08. L 5.3
Teacher
support: slide
show of Peru;
Worksheet
12.03: map of
Peru;
Worksheet
12.03: el
mapa de
Peru;
www.peru.inf
o
Reading
questions
about the
country: AT3,
L2
Listening to
questions: AT1,
L2
Lesson 5:
To learn some
key facts
about Perú.
To use
websites to
research own
information
(Geography
link)
.
.
el dinero
cuadrado
el tamaño
el clima
el símbolo
la sierra
el pájaro
una destinación
cada
año
el Gallito de las
Rocas
el cultivo
exportar
la bandera

Use map of Peru (12.03) and questions from worksheet 12.08 to
revise work covered in previous lesson. O 5.3
 Look at Peru fact file sheet (12.10) and discuss information provided
in English. IU
 Read book about Peru, such as A Mountain Child, KS2 Greenlight
Publications,
www.leedsdec.org.uk/resourcesprimarylatinamerica.htm
 Look at photographs from Geography packs in school and discuss.
IU
Independent Work
 Children to complete Sumario de información about Peru
(Worksheet 12.11) using a combination of drawings and writing.
IU L 6.1
Extension Task
 Children to use library books and internet to find additional
information about Peru. Give them list of headings (worksheet
12.12) from comparison of Tyneside and Peru sheet. L 6.2
Worksheet
12.03: map of
Peru;
Worksheet
12.08: el
mapa de
Perú;
Worksheet
12.10: fact
file;
A Mountain
Child, KS2,
Greenlight
Publications
www.peru.inf
o
Worksheet
12.10: AT3, L3;
AT4, L2
Lesson 6:
To learn about
Rainforests
and their
people.
To read and
understand
short nonfiction texts
about
Rainforests.
gran
parte
la tierra
consistir de
La Selva tropical
las comunidades
las personas
nativas
construir
muchas veces
las hojas de las
palmas
los árboles
la arcilla
la mayoría
en zancos
proteger
la lluvia
el lodo
separado
las afueras
el pueblo
funcionar
la cocina
desde hace
miles
hoy
millones
depender
sobrevivir
hay
propia
lengua
tradición
anciana
Ashaninka
cazar
pescar
utilizar
un arpón
el pájaro
el pescado
cultivar
los plátanos
Ask questions in Spanish about the weather in Peru: ¿Qué tiempo
hace en Perú? Hace sol, Hace calor, Llueve mucho, hace frío. 5.3
 Explain Es un clima tropical. Show the children some pictures and
flashcards of Rainforests eg wildlife, fruits and talk about the good
things about a tropical climate or if you have access to an electronic
whiteboard, show the slides in teacher support or use the Peru
Tourist Information website. Show the children a picture/ photograph
of a house on stilts (12.13) and discuss reason for the stilts. IU
 Read a description of Rainforests from KS2 Geography resource
(such as www.rainforestfoundationuk.org/s-kids.) IU
 Teacher to read paragraph about rainforests (12.14) in Spanish and
children to listen for word La Selva tropical and put their hand up
every time they hear it. O 6.3
 Teacher to read it through a second time in short phrases and
children to echo. O 3.4
 Teacher to ask questions to elicit meaning. O 6.3
 Show text on OHT or whiteboard (worksheet 12.14) and translate
parts. L 6.1
Independent Work
 Children to draw a house on stilts and label features which protect it
from the Rainforest (using worksheet 12.13 as support). IU
Extension Task
 Children to answer questions about living in the rainforest (12.15) or
to fill in the missing Spanish words (worksheet 12.16). NB
Worksheet 12.17 contains an English translation for teacher use.
L 6.2

Flashcards:
Worksheet
12.13 : The
Rainforests
(English and
Spanish
versions)
Worksheet
12.14: las
Selvas
Tropicales
master for
OHT
www.peru.inf
o.
www.rainfore
stfoundationu
k.org/s-kids
Listening
activity:
AT1, L3
Reading 12.13
AT3, L3
Reading 12.14
OHT: AT3, L3
Worksheet
12.15: AT3, L3
Worksheet
12.16: AT3, L3;
AT4, L1
Worksheet
12.15 Las
Selvas
Tropicales
plus
comprehensi
on
Worksheet
12.16: Las
Selvas
Tropicales
plus gapfill
Worksheet
12.17 English
translation for
reference
;
Lesson 7:
To learn about
bananas and
how they
grow.
To read and
understand a
short nonfiction text
about growing
bananas.
To produce a
story board
explaining
how bananas
are grown
(Literacy link:
explanatory
text).
el plátano
desarrollarse
el clima
necesitar
la cosa
para
cultivarse
la tierra
el agua
un año
una flor
cuando
un pétalo
caerse
comenzar
en primer lugar
apuntar
hacia abajo
más tarde
transformarse
hacia arriba
cortar
cuándo
todavía

Show the children pictures of bananas growing upwards. Explain
that bananas grow prolifically in rainforests because of the tropical
climate and they are one of their chief exports. IU
 Use pictures to explain how they grow. IU
 Teacher to read explanation of how they grow in Spanish: worksheet
12.18. O6.3
 Children to jump up every time they hear the word plátanos. O 6.1
 Teacher to read it through a second time in short phrases and
children to echo. O 3.4
 Show OHT or whiteboard version of worksheet 12.18 and pick out
key phrases of vocabulary and elicit meaning. (Worksheet 12.19 is
an English version of this text.) L 6.1
Independent Work
 Children to complete a gapfill exercise on growing bananas
(Worksheet 12.20 Spanish or 12.21 English). 12.20 = L 6.1; 12.21 =
IU
Extension Task
 Children to complete a story board with pictures and a simple
sentence in Spanish underneath each one on La Historia del
Plátano: worksheet 12.22. Worksheet 12.22A is a blank storyboard.
L 6.4. Worksheet 12.22B contains sentences for pupils to read and
draw pictures. L 6.1
 Children to use story board to explain how bananas are grown.
O 6.4
Pictures of
bananas
(from
Geography
materials);
www.peru.inf
o
Worksheet
12.18 AT3, L3
Worksheet
12.20 : AT3, L3
Worksheet
12.18: los
plátanos;
Worksheet
12.22A : AT4,
L3/ L4
Worksheet
12.19:
bananas;
Worksheet
12.22B : AT3,
L3
Worksheet
12.20: gapfill
exercise in
Spanish;
Extension task
2: AT2, L3
Worksheet
12.21: gapfill
exercise in
English;
Worksheet
12.22A:
blank
storyboard;
Worksheet
12.22B:
storyboard
with
sentences
Lesson 8:
To learn about
other tropical
fruit and
spices and
sample some
of them.
To understand
and express
opinions
about taste of
tropical fruit.
el espárrago
las judías
la fruta de la pasión
el pomelo
el higo
los pimientos
el limón
dulce
demasiado dulce
amargo
sabor
¿cuántas estrellas?

Teacher to bring in a selection of fruit and vegetables particular to
Peru to show the children. IU
 Teacher to use real objects to teach the children the names in
Spanish. IU O 3.3
 Use ‘Presentation, Practice, Production’ method to teach the new
vocabulary. O 3.3
 Ask questions about the colour of each fruit eg ¿El limón es rojo?
etc ¿El limón es de que color? O 5.3
 Play team games to reinforce eg fruit salad, Kim’s game or song:
¿Qué hay en el bolso? to tune of ‘Polly put the Kettle on’. O 3.1
 Explain that the children are going to taste the different fruits and
vegetables and fill in worksheet 12.23 with colour - color, taste sabor and star rating – ¿cuántas estrellas? O 5.2
 Explain the different criteria for awarding stars. Practise by holding
up cards with different numbers of stars on. Children to shout out
appropriate comment with appropriate amount of expression. O 5.2
 Explain the different criteria for taste: sweet- dulce, too sweet demasiado dulce, sour – amargo, tangy - picante. O 5.2
Independent Work
 Children to taste the fruit and complete the worksheet, 12.23. L 5.3
Extension Task
 Cross – curricular link with Art: Children to sketch the fruit and
vegetables (observational drawing) or do some pastel drawings
which they cut out and arrange in a fruit bowl cut out of paper
(collage).
 Alternatively, read the children a story such as La Sorpresa de
Handa by Eileen Browne, Mantra ISBN 1 85269 515 3. IU
Selection of
fruits and
vegetables ;
www.peru.inf
o
Listening to
questions :
AT1, L1, L2
A4 flashcard
of different
tropical fruits
El limón es
amarillo etc :
AT2, L2
Worksheet
12.23 : Mira
la fruta y las
verduras pruébalos ;
Worksheet
12.23 : AT3,
L1 ; AT4, L2
Star cards ;
Star rating
cards
Lesson 9:
Extended
lesson
To design and
make a
tropical
cocktail (link
with
Technology).
To express
opinions in
sentences.
To write a
cocktail recipe
including
features of an
instruction
text. (Link with
Literacy
Strategy:
instruction
text)
las especias
el azúcar
la nuez moscada
el jengibre
el zumo de limón
el zumo de lima
la canela
el cóctel
la receta
corta
salpica
añade
mezcla
echa
prueba
delicioso
bien
asqueroso
demasiado dulce
demasiado amargo
mejorar
me gusta
no me gusta
me encanta
detesto

Play games to revise names of tropical fruits and vegetables taught
in previous lesson. O 3.3
 Explain that the children are going to work in groups to design and
make a Tropical cocktail. IU
 Teacher to read out the names of some cocktails. IU
 Children to think about a name for their cocktail. IU
 Teacher to announce name of his/her cocktail. IU
 Teacher to go through the criteria using Worksheet 12.25. Explain
the children are allowed to choose 2 fruits or vegetables, 1 fruit juice,
1 spice and some flavouring. IU
 Revise key features of an instruction text. (Refer to Literacy
Strategy.) LLS
 Teacher to model the method using oranges and grapefruit. IU
 Teacher to taste his/her cocktail and use star rating words to
evaluate it. Teacher to select a few children to taste his/her cocktail
and allow them to give it a star rating and encourage them to use
star rating vocabulary. O 5.2
 Teacher to ask children if they like the cocktail using ¿Te gusta mi
cóctel? to elicit response Sí me gusta tu cóctel/ no, no me gusta tu
cóctel and then ¿Te encanta mi cóctel? to elicit response Sí, me
encanta tu cóctel/ no, detesto tu cóctel. Children can be encouraged
to give a longer response eg No, no me gusta tu cóctel. Es
asqueroso. Etc O 6.3
 Teacher to model how to fill in the evaluation sheet 12.27 and
suggest ways of improving the cocktail. L 5.3
 Teacher to divide the children into groups of 3 or 4.
Independent Work
 Children to choose a name for their cocktail. IU
 Children to choose their ingredients and write out a recipe using
worksheet 12.26. Glossary 12.24 and worksheet 12.25 provide
support. L 6.4
 Children to design their glass and make a poster advertising their
cocktail. IU
 Groups of children to come out and make their cocktail. IU
 Children to taste their cocktail and fill out evaluation form 12.27.L 5.3
 Children to put some of their cocktail into their designer glass with
their poster put up to advertise it. IU
 A judge to be invited to sample the cocktails and award a prize for
the best one.
Worksheet
12.24 :
glossary ;
Worksheet
12.25 :
Nuestro
cóctel
tropical ;
Worksheet
12.26 :
Nuestro
cóctel tropical
blank ;
Worksheet
12.27 :
Prueba la
fruta
evaluation
sheet
www.peru.inf
o
Worksheet
12.26: AT4,
L2/3
(depending on
level of
support)
Worksheet
12.27 : AT3,
L2 ; AT4, L1
Lesson 10 :
To do a
comparison of
Tyneside with
Perú
(Links with
Geography
comparing a
local area with
a distant
locality}.
To read and
write short
sentences
under different
headings
comparing
two localities.
normalmente
hace frío
diverso
húmedo
a veces
se construyen
de ladrillo
o
de piedra
con tejados
la mayoría
le calefacción
central
las ventanas
dobles
la arcilla
las hojas de las
palmas
en zancos
viajan
al trabajo
las calles
principales
los carriles
atestados
por carretera
los camiones
las ciudades
una red ferrocarril
oficinas
industria
empresas
enfermeras
dependientes
profesores
médicos
agricultura
la pesca
la minería
el transporte
las piscinas
climatizadas
ir en bicicleta
la galería de arte
el castillo
las tiendas.

Explain that you are going to compare Tyneside with Peru under
different headings.
 Use acetates of Worksheets 12.28a and 12.28b or display on
electronic whiteboard to discuss the similarities and differences of
the two localities under the headings given: weather, homes,
transport, language, work, games, landscape, food. Teacher support
is given on worksheets 12.29a and b. O 6.3
Independent Work
 Children to sort statements on worksheet 12.30a/b into the ones that
apply to Peru and the ones that apply to Tyneside. IU
 Children to use answers to previous task to help them to sort
statements on worksheet 12.30c/d into the ones that apply to Peru
and the ones that apply to Tyneside. L 6.1
 Children to use the sorted statements as support to help them fill in
worksheet 12.28. L 6.4
 More able children to miss out the sorting activity and do worksheets
12.28 without support. L 6.4
 Children could also do the sorting activity with statements cut up.
They can stick the statements onto worksheet 12.28. L 6.1
Extension Task
 Wordsearch: worksheet 12.31 (clues in Spanish) or worksheet 12.32
(harder – clues in English to find answers in Spanish). L 3.1
OHT of
worksheet
12.28a/b:
comparison
of Tyneside
and Peru;
Worksheet
12.29a/b:
teacher
reference
sheet
(Spanish and
English
versions);
Worksheet
12.30a/b:
comparison
of Tyneside
and Peru
sorting
exercise
(Spanish and
English
versions);
Worksheet
12.31:
wordsearch;
Busca las
palabras or
Worksheet
12.32: Busca
las palabras
(harder)
www.peru.inf
o
Worksheet
12.30c and
12.30d : AT3,
L3
Worksheet
12.28 : Sorting
text from 12.30:
AT3, L3; filling
in 12.28: AT4,
L2
Lesson 11:
To revise
work covered
in this unit by
designing a tshirt or
producing a
booklet for
display.
Aim
Bienvenido
Venid a Perú
Venid a ver Perú
hay
se puede …
Core Vocab/
Structures

Explain to the children that they are going to design a t-shirt and
produce a booklet about Peru. IU
 Revise work covered in previous lesson.
 Revise all that they know about Peru that may be useful to include
Country, palm trees, beaches, tourists, Andean mountains, beautiful
flowers, colourful birds, fruits - bananas, grapefruit, coconuts, etc,
cocktails, weather – sunshine + rain, Rainforests, houses on stilts,
flag. IU
Independent Work
 Children to design their t-shirt advertising Peru. IU
Extension Task
 Children to make their work from this unit into a booklet about Peru
which they can take to their secondary school. L 6.4
Lesson Content
Lesson 12:

To review
and assess
learning

A selection of children to share work done in previous lessons i.e.
presentations of stories and some good examples of poems.
Teacher to help the children remember all the things they can now
do in each of the 4 skills.
Independent Work
 Children to reflect on their learning for this unit and complete self
assessment sheet and/or update European Languages Portfolio
Extension Task
 Children to work on a display on Peru...
t-shirt
template
map cards
photographs
from CD
of palm trees,
beaches,
tourists,
Andean
mountains,
beautiful
flowers,
colourful
birds, fruits bananas, veg
– asparagus,
peppers
,beans etc,
cocktails,
weather –
sunshine +
rain,
rainforests,
houses on
stilts, flag;
books
Resources
Unit 12 self
assessment
sheet
European
Languages
Portfolio
www.peru.inf
o
ICT
Assessment
Self
assessment