Y3 Spanish 30 minute Lesson Plans – Term 3
Medway
Lesson one
Resources/preparation:
Framework
refs
O3.1 sing
songs
4 beanbags (or other objects); box of multilink cubes, drums
ICT – Pilote Moi CD ROM
Learning
Introduction/
Objective
Warm up
To consolidate ¿Cómo te Ilamas?
language learnt Q&A race!
in the first two
Place children in
terms.
lines of 4 teams.
Give each team an
object to be passed
down the line and
back again. As the
object is passed,
children must ask
and respond to the
question.
Activities
Plenary/
consolidation
Children
perform their
raps to the
class.
Sing colours to tune of Freres
Jaques.
Give a handful of multi-link cubes
to each child. Say 3 colours in a
row and children lay out cubes in
the appropriate colour in front of
them eg say verde, blanco, rojo.
Increase the number of colours
you say, depending on the group
of children in the class.
Ask children to work together in
small groups to create a rap using
the colours they know. They can
use clapping or drums to keep the
beat.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
ON-LINE ACTIVITIES
 MUSIC: add instruments to raps.
REGISTER: continue to ask ¿Cómo te Ilamas?
 PE WARM UP: children to get into correct colour groups and sequences.
Evaluation
KAL
New
Language
NONE (all
revision)
Medway
Y3 Spanish 30 minute Lesson Plans – Term 3
Lesson two
Resources/preparation:
Flashcards of ‘brother’ and ‘sister’; Whiteboards, pens, rubbers
ICT – Numero Uno CD ROM ‘brothers and sisters’
Framework
Learning
Introduction/
Activities
refs
Objective
Warm up
O3.2
To understand Say a colour – children Find a picture of a boy and a girl (use
Recognise
photos of your own brother and sister
and say brother walk sensibly round
and respond and sister
classroom and touch
if you have them and are comfortable
to sound
something
of
that
with doing so). Tell the children in
To understand
patterns and numbers linked colour. Repeat.
English that they are going to learn
words
the names for BROTHER and
to an item of
O3.4 Listen
Ensure pupils are clear SISTER today (to ensure they don’t
attentively and vocabulary
on how to say the j in
think they are learning ‘boy’ and ‘girl’).
understand
instructions
rojo. And z in azul.
Use repetition techniques to teach un
hermano and una hermana eg say
slowly, fast, high, low, in the style of
?Darth Vader……
Say teach un hermano or una
hermana and the children draw stick
people on whiteboards what you have
said. Develop to saying dos
hermanas, tres hermanos etc
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
PE WARM-UP: place flashcards of un hermano, una hermana, dos
hermanos etc around hall. Call out in Spanish, children move to flashcard.
 007 with flashcards.
 REGISTER: children answer with a number – either their choice or in
order.
Evaluation
Plenary/
consolidation
Ask children what
they think un and
una mean (=’a’).
Introduce the idea
of masculine and
feminine nouns
by explaining that
all nouns
(objects/things)
have to start with
un or una. Ask if
it’s like that in
English. (yes, but
there’s no gender
in English…just
a). Explain le and
la for ‘the’ if they
ask.
ON-LINE ACTIVITIES
KAL
Recognise
how sounds
are
presented
in written
form.
Hear main
word
classes.
New
Language
Active
un
hermano
una
hermana
Y3 Spanish 30 minute Lesson Plans – Term 3
Medway
Lesson three
Resources/preparation:
Framework
refs
O3.3
Perform
simple
communicative
tasks using
phrases and
short
sentences.
Brother and sister flashcards
ICT – Pilote Moi CD ROM ‘brothers and sister’
Learning
Introduction/
Activities
Objective
Warm up
To understand Shake a large dice
Say in Spanish how many brothers
the question
and show one of
and sisters you have then ask
¿tienes
flashcards – children ¿tienes hermanos ?See if any
hermanos ?
have to say number
child is able to respond.
To be able to
and hermano or
Teach children without brothers or
say tengo (I
hermana.
sisters to say:
have) and no
No tengo hermanos. Repetition
tengo
techniques. Point about that this
(I don’t have)
sounds as if it should mean only I
have no brothers but actually
means brothers and sisters.
Plenary/
consolidation
Walk around the
class saying in
Spanish what
they have – sit
down once they
have found a
partner with the
same siblings.
(To avoid teaching y (and),
children respond in 2 sentences if
they have brothers and sisters.)
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
 REGISTER: respond to - ¿tienes hermanos ?
 Use this opportunity to explain to children with brothers and sisters
that AND in Spanish is y. They can now begin to say: tengo una hermana
Evaluation
ON-LINE ACTIVITIES
KAL
Recognise
question
forms and
negatives.
New
Language
Passive
¿tienes
hermanos
?
Active
tengo
no tengo
no tengo
hermanos
Y3 Spanish 30 minute Lesson Plans – Term 3
Medway
Lesson four
Resources/preparation:
Framework
refs
O3.3
Perform
simple
communicative
tasks using
phrases and
short
sentences.
Brother and sister flashcards
ICT – Pilote numero uno CD ROM ‘Brothers and sisters’
Learning
Introduction/
Activities
Objective
Warm up
Teach the following song to the
To reinforce Use targeted
questioning
and
ask
tune of Frere Jacques:
tengo and
¿tienes hermanos ? Tengo un hermano x2
no tengo
(Assessment
Tengo una hermana x2
opportunity – who
No tengo hermanos x2
can respond to
Adios x2
question correctly?)
Sing as a round, call/response.
When the child
respond whoever
has matching
information should
stand up.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
 MUSIC: practise the song.
Evaluation
Plenary/
consolidation
Class
competition –
which half of the
class can sing
the best?
ON-LINE ACTIVITIES
KAL
Recognise
question
forms and
negatives.
New
Language
No new
language
Y3 Spanish 30 minute Lesson Plans – Term 3
Medway
Lesson five
Resources/preparation: 5 objects; Counters, colour and number flashcards
Framework
refs
O3.3 recall
and retain
vocabulary,
ask and
answer
questions
L3.1
Understand
words
displayed
around the
classroom.
Learning
Objective
To understand
and say the
names of 5
classroom
objects. To
recognise them
on display.
To understand
the question
Que es?and
use Es un/una
+ classroom
object to
answer.
Introduction/
Warm up
Play devinez# with
colour and number
flashcards. The
pupils have to get the
colour and number
right to have a turn.
Get them using es
un/una … when
guessing with raised
inflection in indicate
a question.
Activities
Teach words using standard
repetition strategies#. (Ensure you
are clear about saying un and
una.) Go through the vocab
asking que es? getting children to
reply es un/una … Link to using
es with colours. Point out words
on display.
KIM’S GAME:Put objects on OHP,
turn off OHP, remove an object,
turn on OHP, children say which
object has been removed.
Plenary/
consolidation
Play devinez
with classroom
objects. Choose
2 objects in
different
combinations
and ask for
guesses using
‘y’ to connect
the two.
e.g ¿un lápiz y
una regla?
IN PAIRS. Each child has a set of
5 objects, they each choose one
with their eyes closed. Both open
eyes and say what they have. If
they match take a counter. First
pair to 5 wins.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
ON-LINE ACTIVITIES
 Ensure teacher, TA and children use these words during the week.
 Number activities (0 – 12).
Evaluation
KAL
Raised
inflection
can turn a
statement
into a
question.
New
Language
Active
un lápiz
(pencil)
un
bolígrafo
(pen)
Una goma
(rubber)
Una regla
(ruler)
Un
sacapuntas
(sharpener)
Y3 Spanish 30 minute Lesson Plans – Term 3
Medway
Lesson six
Resources/preparation: 7 objects per child,
Framework
refs
O3.3 recall
and retain
vocabulary
O3.4 Use
physical
response, to
convey
meaning,
show
understanding
Learning
Objective
To
understand
and say the
names of 7
classroom
objects.
To say déme
To use
please and
thankyou in
context.
Introduction/
Warm up
Recap 5 classroom
objects taught last
week.
Children have one of
each object in front of
them. Say un/una
….. and children hold
up the object you say.
Activities
*Teach 2 new words: un
cuarderno (jotter) and unas
tijeras (scissors). Play the
introduction activity from last
lesson, now including all 7 objects.
*Play Hot/cold# and Find the
trickster#
*Model how to ask for an object but
asking various children for items.
Déme una goma por favor.
Ask children to repeat déme
and/or por favor until they can do
this easily.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
 Bingo – children roughly sketch 6 objects in boxes.
 Number activities (0 – 12).
 Children embed vocabulary in their everyday language
e.g déme una goma por favor
Evaluation
Plenary/
consolidation
In small groups
ask for and give
each other
classroom objects
adding déme(give
me) and/or please
and thankyou
ON-LINE ACTIVITIES
KAL
New
Language
Recognise Active
Un
forms of
politeness cuarderno
‘Please’
translates
as ‘for
your
favour’
which
sounds
old
fashioned
in English
but not in
Spanish.
(exercise
book)
Unas
tijeras
(scissors)
Déme
Por favor
gracías