KS2 Year 4 Spanish Scheme of Work
Lesson 21-22 What do you like?
Learning Intention: To ask and respond to the question “Qué quieres”
in relation to different food types.
Framework Objectives: Practise asking and answering questions about what food they like. Match phrases and short sentences to pictures or themes. Know about some aspects of everyday life and compare them to their own.
Vocabulary and structures :
El pan
El pescado
La carne
Las verduras
Los helados
La ensalada la fruta
El agua
Buen provecho
Si, quiero…..
Me gustan (las patatas fritas) plural noun
Me gusta (el queso) singular noun
No me gusta…(e.g..el queso)
A mi también
(una coca cola) por favor…
¿Pan?
¿Agua?
¿Ensalada?
Pronunciation:
Ell pan
Ell pess car doh
Lah car nay
Lars bear door ahs
Loss ell ah doss
Lar en sar lar dah lahfree tah
Ell ag wa
Boo en pro vech oh
Sea, key air oh
May goos tan (Lars pa tah tahs free tahs)
May goos tah (ell keh so)
No may goos tah (ell keh so)
Ah me tam bee en
Oo nah coca cola pour fah vor
¿Pan?
¿Ag wa?
¿En sar lah dah ?
Extra Resources: Early Start Spanish 2: Chapter 13 DVD and food flashcards. ‘Buen provecho ! ‘Buen provecho! PPoint ‘¿Qué falta ?’,
Worksheet: ‘Buen provecho! Matching activity’, Worksheet: ‘Martin
English:
Bread
Fish
Meat
Vegetables iceream
Salad fruit
Water
Enjoy your meal!
Yes, I’d like some
I like…(chips)
I like ..(cheese)
I don’t like…
(cheese)
Me too
(a coke) … please
Some bread?
Some water?
Some salad?

Malsano et Samia Salud’.
Suggested Teaching Sequence:
Lesson Twenty-one – oracy focus
 Share learning intention with class.
 Warm up by asking questions based on vocabulary learnt from previous unit “¿Qué quieres?” Prompt pupils to recall the Spanish words for food they remember and say what they like: “¿Qué quieres, la coca cola?”
 Briefly use flashcards with pictures or powerpoint of the relevant food and pupils echo the vocabulary. (See section on mimes). Then, when the children are more confident show a card and sometimes say the wrong word. Ask what it is, eg. “¿Es el pan?” and the children respond either “Sí, es el pan ” or “No, no es el pan….”.
 Watch the DVD section 13 ‘¿Te gusta…?’ from ‘Early Start 2’.
 Clap out the question form several times loudly/quietly/fast/slowly then repeat in a variety of voices, sad/happy/frightened and encourage the children to join in.
 Practice question form while progressively introducing the new food vocabulary for the lesson
 Reinforce the new food vocabulary by playing ‘Kim’s game’ using the
Powerpoint activity ‘Buen provecho! ¿Qué falta?’(or using flash cards on floor with children responsible for removing an item).
Quickly recap the vocabulary on the first page, then the children look at the pictures of food on following pages and have to remember the Spanish vocabulary for the missing item. (NB the question ¿Qué falta?’ a phrase that the children will pick up quickly although not learnt directly – just explain what it means (‘What’s
missing?’) before using it).
 Explain the difference between ‘ Me gusta…’ Me gustan…’ the former is for food items in the singular and literally translated means ‘the cheese is pleasing to me.’ The latter is for food items in the plural and literally means ‘The sweets are pleasing to me.’
 Ask pupils to speculate about the meaning of “No me gusta/gustan…” and how they guessed what this means with the aid of the sheet
Similarly for the negative forms:
‘No me gusta el jamón.’ Singular - ‘Ham is not pleasing to me’ ‘I do not like ham.’
‘No me gustan las patatas fritas’ - plural ‘Chips are not pleasing to

me.’ ‘I do not like chips.’
 Teach class song to the tune of “Happy Birthday to you”.
¿Te gusta el jamón?
¿Te gusta el agua?
¿Te gusta el queso?
¿Te gusta el chocolate?
Sí me gusta el jamón
Sí me gusta el agua
Sí me gusta el queso
Sí me gusta el chocolate!
¿Te gustan los helados?
¿Te gustan las verduras?
¿Te gustan las patatas fritas?
¿Te gusta el pan?
Sí me gustan los helados
Sí me gustan las verduras
Sí me gustan las patatas fritas
Sí me gusta el pan!
 Can the children replace with the negative form in the response?
Provide children with prompt cards and allow time to rehearse.
Small groups can then perform their renditions of the song – they may well have replaced it with a preferred tune and even accompanied with body percussion etc. In response to the performance the audience hold up the food items mentioned in the song/rap and pull happy or sad faces depending on whether the performers do or don’t like the food.
 Refer back to main objective and question pupils to assess their recall of key vocabulary and phrases. If you can get in some food, children could be blind folded and play ‘Taste-Test.’ They sample the food and announce their opinion e.g. ‘|Me gustan las patatas fritas.’
Lesson Twenty-two – literacy focus
 Remind pupils of learning intention from last lesson.
 Watch the DVD again (first part for noun consolidation and the

second part as a ‘gisting’ activity), explaining beforehand that it will contain the Spanish for asking and responding to whether you like a certain type of food. Discuss what the children noticed about the Spanish meal and whether it differs from the way that meals are eaten in this country (eg time of meal is later if the climate is hotter, Spanish people usually eat more separate courses ).
 Reinforcing the vocabulary ‘me gusta’ ‘no me gusta’ and differentiating between singular and plural nouns, pairs of children complete ‘Martín Malsano y Samia Salud’. They practise the vocabulary in pairs with the question ‘¿Te gusta/te gustan? …?.’ And the answers ‘sí me gusta/me gustan….’ or ‘No, no me gusta/ me gustan……
 Individual activity: children complete the worksheet ‘Buen provecho! Matching activity’ copying the correct word from the list at the bottom to match the picture.
 As an extension activity have envelopes with the individual letters of 3 -4 food words. In small groups children have to unravel the words and place them against the flashcard, then group into sets according to whether they like them or not.
 Plenary: Reading activity ‘Quién habla?’ Children read about what the characters like and dislike and write the correct name on the sheet next to the numbered descriptions. You could make this a listening activity as well as reading if you read each section of text aloud.
Notes on activities and resources:
 There are a lot of activities between these two lessons. Read through the lessons and watch the video and then highlight the activities that suit you and your children’s learning before you begin the unit.
Framework objectives (Oracy, Literacy, Intercultural Understanding):
 See section on framework objectives
Knowledge About Language/ Language Learning Strategies
 See section on framework objectives
Follow-up and consolidation
During lunch and/or fruit time, the vocabulary learnt in these two lessons can be used to discuss what the children are/are not eating.
At every opportunity these new phrases ‘Me gusta/gustan’ and ‘No me gusta/gustan’ should be practised – register, at the end of the day etc.