KS2 Year 5 Spanish Scheme of Work
Lessons 14-15 Topics: Introducing parts of the body, revision colour
agreement and introducing plurals for colour adjectives
Framework Learning Objectives: 05.3 listen attentively and understand
more complex phrases and sentences.
L5.2 make simple sentences and short texts
New Vocabulary
structures:
El cuerpo
la cabeza
los ojos
las orejas
la boca
los cabellos
los brazos
la nariz
las piernas
la espalda
¿Qué es?
Es
Son
¿Qué falta?
El tiene
Aquí esta..
and
Pronunciation:
English:
Ell coo air po
Lah cab eh thar
Loss oh hoss
Larss or ay hahss
La boh kah
Loss cab ay oss
Loss brah thoss
Lah nah rith
Larss pee air nahss
Lah ess pal dah
Kay ess
Ess…
sson
kay fail tah
ell tee en ay
ah key ess tah….
The body
The head
The eyes
The ears
The mouth
The hair
The arms
The nose
The legs
The back
What is it?
It is…
They are
What is missing?
He has…
Here is…
Extra Resources: Early Start Spanish ‘Tu y yo!’
Flashcards for parts of the body – cards should be mounted on red to
denote feminine nouns and blue for masculine nouns. Double mounted
for plurals. Red on green for feminine plural, blue on green for
masculine plural.
Smart notebooks for lessons 14 and 15
Powerpoint to revise vocabulary at the start of lesson 15.
Suggested Teaching Sequence:
Lesson 14 –oracy focus
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If schools have been following the Camden Years 3 and 4 schemes,
body parts will be a brand new topic.
Using the Smart notebook for lesson 14, slide 1, share learning
objective with the class
Using slide 3, introduce the term ‘el cuerpo’ meaning the body.
Using either the smart notebook slides 4-12 or flash cards to
introduce the parts of the body using mimes (point to each
appropriate body part).
Run through repetition of all words and mimes again using different
volumes and tones of voice. Look out for children remembering
generic rules such as ‘z’ or ‘j’ sounds in several words.
Draw children’s attention to ‘el, la, los and las’. What do they mean?
(the) Why are they colour coded red, blue and green? (fem, masc,
plural) How are they different from ‘un, una’? (the = definite
article and a = indefinite article).
N.B. children will have met the definite article before in the Year 4
scheme of work when learning about places around town and school
and when learning about hobbies and lessons.
With all the body parts on display (either flash cards or slide 13 of
the smart notebook) Teacher does a mime for one of the parts of
the body and asks the question “¿Qué es? (What is it?) Class calls
out “Es…” (It is…) followed by the name of the corresponding part
of the body or “Son” (They are…) for plural body parts.
In pairs, pupils take it in turns to repeat this activity: one does a
mime for one of the parts of the body and their partner states
which part of the body it represents.
N.B. if children are struggling with es/son praise correct naming of
body parts.
Using slide 14, sing a song using the new vocabulary and tune of
Head, Shoulders, Knees and Toes by simply using the part of the
body vocabulary in the order it appears below:
la cabeza
los ojos
las orejas
y la boca
los cabellos
las brazos
las piernas
la espalda
y la nariz
Using slide 13 or all the flash cards on display, do the sequence of
mimes for the parts of the body in the order in which they appear
on the board and miss one out before asking the key question. Class
identifies the missing mime/part of the body.
 Pupils replicate this activity in pairs.
 Using slide 15, consolidate whole class learning by playing “Simón
dice” (Simon says). When the teacher says “Simón dice + part of
the body, class repeat and point/touch the part of the body said.
e.g
1. ...tocar los cabellos!
2. …tocar las piernas
3. …tocar la espalda
4. …tocar la cabeza
5. …tocar la boca
6. …tocar los ojos
7. …tocar los brazos
8. …tocar las orejas
Here the infinitive form of the verb is used as the imperative which
allows the teacher to target one child or the whole class.
 Pupils replicate this activity in pairs.
 Using slides 16, 17 revise colour agreements covered in Year 5,
lessons 9-10 and 11-12.
 Using slide 18, revise numbers to 12.
 Using slide 19, introduce the final task. Working in pairs, pupils
describe a monster to each other that they have imagined with
different numbers of the relevant body parts in different colours.
For example, they might describe a monster with three green
heads, four yellow eyes, six blue legs etc. ‘Their partner has to
demonstrate their understanding by using coloured pencils to draw
what they hear.
 The phrase ‘tiene’ (It has) is a useful sentence starter. Remind
them that colour adjectives come after the noun. e.g. ‘Tiene tres
cabezas verdes’ (He has three green heads.)
 Slide 20 has all the relevant vocabulary in the correct order for
sentence building. The ‘s’ are in brackets as they are only needed if
describing plural body parts. Also point out that when they give the
exact number of body parts they no longer need to use
el/la/los/las (the). e.g. tiene dos bocas rojas.
 Plenary: Pupils show and describe their monsters to the class using
the known vocabulary “el/ella tiene….” plus the body parts and
colours.
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Lesson 15 – literacy focus
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Revise body parts using the PowerPoint for lesson 15 (slides 110).
In order to focus on literacy skills, use the PowerPoint (slides
11-16) to play ‘¿Qué falta? (What’s missing?). Children look
carefully at Mr Men and decide which body part is missing. Look
at flash cards on display in classroom and quickly write down
missing body part on mini whiteboard. Check spelling when
answer flashes up and discuss any new or familiar phonics.
Play Chinese Whispers in groups of 6. Give child 1 a body part
written down and ask them to relay the word letter by letter.
Child 6 should write the word on their mini white board. For a
competitive element you could see which group finishes first.
Using the Smart notebook for lesson 15, split the tables/groups
of six children into two groups of 3. Give one child a blue
crayon/white board pen, another red and the third green. Using
slide 2, use the reveal tool to display body vocabulary one by
one. They are missing their articles (el, la, los, las). As you name
the revealed body part, the children have to decide who will
write it down based on whether it’s feminine or masculine or
plural word (the child with the red crayon will write down all the
feminine words, the child with the blue all the masculine and the
child with green all the plurals). They should add el, la, los, las at
the start as appropriate (the child with blue writing ‘el’ as it is
masculine, the child with red writing ‘la’ as it is feminine and the
child with green writing ‘los/las’ as it is plural). Children swap
boards/paper with the other three children on their table and
mark answers at the end. Reveal correct articles to help them
mark each other’s work. (Hidden under the orange ‘Were you
correct box’).
Next, using slide 3, focus on the plural body parts. See if the
children can remember whether they were they feminine or
masculine plurals? Why is it important to know before we start
writing? (need for colour adjectives to agree e.g. ‘las piernas is
feminine plural so if you want to describe them as green you will
need to say ‘las piernas verdes choosing the feminine plural
version of the colour adjective green).
In the plural colour adjectives add an ‘s’ if the word ends in a
vowel or ‘es’ if it ends in a consonant. Exceptions are orange,
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rose and violet which do not change as they are also nouns –
Using slide 5, return to last week’s oral activity. Model drawing
a monster and describing it but this time add a written
description underneath. Use opening phrase ‘Aquí esta…’ (here
is). Draw attention to adjective/noun agreement.
Independent work: Children create a monster ‘ un monstruo’ and
describe it in writing. They must refer to written support e.g.
colour flash cards, number flash cards, body parts flash cards
or use the worksheet provided and a print off of slide 20 from
the smart notebook to accompany lesson 14. Higher attainers
could use a Spanish dictionary to look up alternative colours and
body parts or even some new adjectives to describe the
monster! Lower attainers should focus on knowing whether the
body part is masculine or feminine and making the colour
adjective agree.
Plenary: pupils volunteer to read out their description in role. As
they read the number of eyes and colour for example the rest
of the class hold up that number of fingers and/or a multilink
cube of the colour suggested and celebrate.
Follow-up and consolidation
At every opportunity new vocabulary should be practised. Once nouns
have been introduced, you could call them out as brain gym activities. You
could also use the body parts in the hall during a PE warm up, with the
verb tocar or adding in some new command verbs*.
Pupils could answer the register by naming and pointing to a body part if
your flash cards are left up on display.
http://www.spanishplayground.net/familiar-game-teaches-spanish-wordsfor-body-parts/ This site gives lots of variety for commands.
http://www.primarylanguages.org.uk/training_zone Has a fun song that
revises body parts and will give you some new commands. Search by
language and enter Spanish and a number of video clips are shown. Open
the one labelled ‘Body parts’
Use the dictionary to translate any unknown vocabulary and give you plural
versions of all the commands.
Fuera de aquí, horrible monstruo verde!/ Go Away, Big Green Monster!
(Oceano Travesia) (Spanish Edition) is a lovely Spanish story that
describes a horrible monster! Enquire at European bookshop for
availability.