KS2 Year 4 Spanish Scheme of Work
Lessons 15-16 Numbers 50-200
Framework Objectives:
O4.2 Listen for specific words and phrases.
L4.1 apply phonic and whole word knowledge of foreign language in order
to decode text
Vocabulary and
structures :
cincuenta
sesenta
setenta
ochenta
noventa
cien
dos cientos
Dividido por…
Más
Menos
Multiplicado por
¿Cuánto es ?
Pronunciation:
English:
Thin qwen tah
50
Seh sen tah
60
She ten tah
70
Oh chen tah
80
Nov en tah
90
Th(f)ee en
100
Doss th(f)ee en toss
200
Div ee deed oh pour
Divided by
Mass
Plus (and)
Men oss
Minus, take away
Mool tea plee car doh Times
pour
¿Koo an tow ess?
How much is it?
Extra Resources:
Early Start Spanish DVD
Flashcards 1-200
Powerpoint
Suggested Teaching Sequence:
Lesson Fifteen- oracy focus


Share learning intention with class
Revise known numbers by playing whole class game such as “Change
direction”: all children stand in a circle and take turns to say
numbers in ascending order from 1-49. Each time somebody in the
circle hesitates for more than a second or two, or if somebody gets
a number wrong, then the direction changes and it is the last
person’s turn again before moving back around the circle the other







way.
Using flashcards or a Powerpoint from the Y3 SoW for numbers 131, focus the children’s attention on the written forms of these
numbers and ask them to talk in pairs about what they notice and
how certain numbers are linked/connected e.g. numbers 17-19 are
connected to the number ten, numbers 1-19, and single unit
numbers are added to “veinte” and “treinta” to make 21-31 (21 and
31 being special cases where the ‘y’ becomes and ‘I’ and makes one
word ie ‘veintiuno’. Ask them to speculate about how numbers 32-39
might be formed.
Watch Early Start Spanish DVD section 8 introducing the multiples
of 10 40, 50, 60…to 100. Discuss the fact that after this there are
no new words to learn, only new combinations. Ask the children
what they notice about how some of the numbers are linked.
Use flashcards for multiples of ten from 40-100. Say each number
as you show it and pupils echo number.
Play game in circle with teacher in centre. Teacher (and later pupil
when teacher has modelled) stands in circle. Throw soft ball to
child and say ‘cuarenta’, class echo. Repeat counting up in tens to
100. Increase the pace to make the game harder. Repeat the game
but this time the child who catches the ball has to count up to the
next ten and throw the ball back to the teacher.
Repeat counting backwards in tens as you throw the ball.
Give out flashcards with numbers 10, 20, 30, 40, 50, 60, 70, 80, 90.
100. When you call out a number the children that have that
number stand up with their card so all can see and echo the
number. Start by counting up in 10s then, when class is confident
begin to say numbers randomly. Use this to assess readiness to
move on to the next stage.
Play ‘cross it out’. Draw straight line down board and write (as
words) numbers moving up in denominations of ten on one side and
list a selection of the interim numbers on the other. Divide class
into two teams. Choose child from the first team to identify and
cross out a number called out by the teacher from the tens column
before asking a child from the second team to identify and cross
out a corresponding number on the other side as the teacher calls
it out. For example, you might call out “cuarenta” for team A and
any number from the other column that is on the forties (you
should just have one or two of these listed for each multiple of
ten). Teams win points for crossing out the correct numbers as
they are called. After each turn, ensure your encourage discussion


about the strategies they used to deduce the correct numbers to
cross out from the second column before moving on to the next
number for each team. Ensure that each team has the chance to
cross out the easier (tens) and harder (tens plus units) numbers.
Children to play ‘cross it out’ in groups of three on white boards
(one calling number and other two crossing out – keep swapping)
Finish the lesson by showing the class a complete set of numbers
40-100 (using Powerpoint). Class discussion about what strategies
would be useful in verbally recalling the numbers and also in spelling
them in preparation for next lesson.
Lesson Sixteen- literacy focus








Remind pupils of learning intention from last lesson.
Revise numbers 1-31 and tens numbers learnt last lesson.
Show PowerPoint with complete set of numbers 40-60.
Model pronunciation and ask class to repeat in different voices.
Model playing ‘guess the number’ (a volunteer stands up, teacher
says the tens number and draws the units on the child’s back. Child
then guesses number).
Replicate this activity in pairs.
Next, show the Powerpoint for numbers 70-100. Play a game of “El
conductor de orchestra” : write up a list of these numbers (in
words) on the board and seat everybody in a circle. Nominate
somebody to go outside the classroom to be a “guesser” or
“detective”. Once he/she has left the room, nominate a leader and
agree on a secret signal for the leader to do (e.g. scratching nose,
winking etc). Ask the volunteer to return to the classroom and ask
the rest of the class to begin chanting the first word on the board.
Everybody continues chanting the word until the leader gives the
agreed signal to move on to the next word from the board.
Continue down the list of words on the board, changing only on the
leader’s signal. The “guesser” has to identify the leader. If the
class manage to chant all the words without the leader being
correctly identified, they have beaten the guesser.
Show the class the Early Start DVD again used initially last lesson
and ask them to join in by saying the numbers as they appear on
the screen. Observe the class to see how confident they are in
doing this before moving on to the next stage of the lesson. If
most children seem unconfident, ask them to play bingo in pairs for
further consolidation.
Run through all numbers from 40-100 again orally with the class
using the Powerpoint.
 Revisit discussion from the end of last lesson regarding strategies
to help remember the words and their spellings.
 Model a game of “Unscramble” for the class: teacher writes up one
of the numbers words between 40-100 on the board but with the
letters jumbled up. Pupils record the jumbled letters on a mini
whiteboard and have a few moments to discuss what they think the
word is with their partner and to cross out each letter as they use
it and write it again underneath on their boards in the correct
order (encouraging children to cross out letters as they use them
will ensure they are cross-checking their work). When ready,
children hold up their board and show teacher the word they have
made using the jumbled letters.
 With visual support showing the correct spellings still available,
pupils replicate their activity in pairs, drawing on their phonic and
whole word knowledge to help them identify words from the
scrambled up letters.
 Plenary: teacher to call out various numbers. Children to write
spellings on their boards.
Notes on activities and resources:
 There are fun matching games, some free flashcards and word
searches available on www.quia.com – Spanish numbers 0-100
 On http://home.freeuk.com/mflgames/spanishgamesindex.htm there
are a range of games. Hangman is good for telephone numbers
Follow-up and consolidation
Other number games you could play include: “Swap the numbers” (children
in circle, all with number cards 10, 20…100 swap places when teacher calls
out number), “Hide the number”: have numbers written up on whiteboard,
children look away and teacher ‘hides’ or rubs one out. Children have to
say which is hidden.
