Primary Modern Foreign Languages
In North Tyneside
Unit 2 Me Presento
Scheme of Work
At the end of this unit
most children will: understand and use set phrases to talk about themselves and ask others for simple personal information; understand numbers from 12 to
21, count and use numbers out of sequence; understand and use days of the week and weather phrases; take part in a brief prepared task, using visual and
other clues for support; begin to recognise and pronounce sounds of combinations of letters and certain words and set phrases; compare ways in which they
and other people celebrate festivals
some children will not have made so much progress and will: understand and produce responses to simple questions with support from a spoken model
or visual cue; understand and say numbers, days of the week and weather phrases, when prompted
some children will have progressed further and will: ask simple questions and write set phrases, using mainly memorised language (their pronunciation
and meaning are clear); take part in brief prepared tasks of at least two or three exchanges, using mainly memorised language; use target language to collect
and present information; show understanding of short, word-processed text, containing familiar language; work independently, accessing reference materials
Aim
Lesson
1:
Say your
age and
ask
others
how old
they are
Core
Vocab /
Structures
¿Cuántos
años
tienes?
Tengo …
años
Lesson Content





Revise numbers 0 - 12 using number fans, number dictation,
Lotto. Sing song no. 6 again (Early Start Spanish).O3.1
Introduce ¿Cuántos años tienes? by drawing a birthday cake
on the board with a number of candles and saying ¿Cuántos
años tienes?
Ask question ¿Cuántos años tienes? and elicit response from
pupil according to the number of candles on cake (ie. keep
changing the number).O 3.3
Play ball game where teacher throws the ball to a pupil and
asks the question ¿Cuántos años tienes? Gradually extend
the game to pupils also being required to ask the question.
LLS Y3
Play video clip 7: ¿Cuántos años tienes? IU Y3
Resources
ICT
Assessment
Number fans;
Pilote número uno
Numbers 0-12;
Saying age :
AT2, Level 2
bbc.co.uk/schools/
primaryspanish/
start here/ yo
Break
through
Speaking
Grade 2
Flashcards;.
Ball;
Video clip 7:
¿Cuántos años
tienes? (Early Start
Spanish)
Powerpoint
Activities:
¿Cuántos años
tienes?:
Smartboard
Activities:
Numbers 1 – 12
and Age;
Name and age
Aim
Lesson 2 :
Revise
saying your
name and
age and
asking
others their
name and
age
Core
vocab/str
¿Cómo te
llamas?
Me llamo..
¿Y tú?
Lesson Content


¿Cuántos
años
tienes?

Tengo …
años



Aim
Lesson 3:
Consolidate
asking and
giving their
name and
age
Core
Vocab/
Structure
¿Cómo se
llama?
Se llama ..
¿Cuántos
años
tiene?
Tiene
…años
Revise the question ¿Cómo te llamas? and the answer Me
llamo…. and the question ¿Cuántos años tienes? and the
response Tengo … años by playing the ball game. Expect
pupils to give both the questions and the responses.O3.4
Teacher holds flashcard with a fictitious name and age and
plays the role (eg. Tengo ocho años).
Teacher then hands flashcard to other pupils and asks the
questions ¿Cómo te llamas? and ¿Cuántos años tienes?
Activity can be extended to requiring pupils to ask the
questions of others as well as answering. LLS Y3
Hand each pupil a cue card with a name and age and explain
that they are to adopt this role. Remind pupils of the
questions and answers and if necessary, put a model on the
board. Children practise in pairs, playing their role.O3.3
Invite some pairs to perform their roles in front of the class.
Lesson Content

Play video clip 7: ¿Cuántos años tienes? again and invite
pupils to spot/translate ages as they hear them.O3.2
 Children sit in circle; place in the middle of the circle
flashcards with names and ages. Play some music and pass
the ball round. When the music stops, the teacher says a
name and age (Me llamo… y tengo…años). The pupil with
the ball must find the corresponding flashcard from the circle
and hand it to the teacher. L3.1
 Redistribute the cue cards (name/age) from the previous
lesson and practise again in pairs. O3.3
 Introduce third person ¿Como se llama? ¿Cuántos años
tiene? by asking pupils to refer to their partners’ roles. Accept
short answers initially (Pedro /7 (años) and later elicit
responses se llama … tiene ..años. O3.3 and O3.4
Independent Work
 Worksheet 2.01: Count the candles.L3.2 L3.3
Resources
ICT
Assessment
Ball;
AT2
(Speaking):
Cue card work
Break through
Speaking
Grade 2
Resources
Pilote numero
uno: ¿Cómo te
llamas
bbc.co.uk/
schools/
primaryspanis
h/ start here/
yo
Powerpoint
Activities:
¿Cuántos
años tienes?
Smartboard
Activities:
Numbers 1 –
12 and Age;
Name and
age
ICT
Video clip 7:
¿Cuántos años
tienes? (Early Start
Spanish);
Pilote numero
uno:
¿Cuántos
años tienes?
Ball;
bbc.co.uk/
schools/
primaryspanis
h/ start here/
yo
AT2
(Speaking) can
be assessed
during the ball
activity – three
or four children
not whole
group. Level 2
if phrases
used.
Breakthrough
Speaking
Grade 2.
Sample flashcard/
cue card of name
and age;
Individual name/
age cue cards
Music (eg. Early
Start Spanish CD);
Flashcards of
names/ages;
Name/age cue
cards;
Worksheet 2.01
Powerpoint
Activities:
¿Cuántos
años tienes?:
Assessment
Aim
Lesson 4:
Say where
you live
and ask
others
where they
live.
Core
vocab
¿Dónde
vives ?
Vivo en ..
(+
city/town)
Lesson Content

Revise name and age by using worksheet 2.02. Teacher
reads aloud Tengo …años for each person on the
worksheet. Pupils are required to draw a line from the name
of the person to their correct age. Go over in class. Use the
opportunity to practise again the third person by asking the
question ¿Cuántos años tiene Andres? or Tiene…años –
¿Cómo se llama? L3.2 L4.3
 Introduce Vivo en by giving own personal example (eg. Vivo
en Gateshead). Ask pupils the question ¿Dónde vives ? And
elicit response Vivo en .. (It may be appropriate to pass
around a picture of a house as you ask each pupil the
question). O3.2
 Encourage pupils to ask the question ¿Dónde vives? by
playing the ball game. Pupil throws the ball to another pupil
and asks him/ her the question.O3.3
 Show OHT map of Spain (used previously). Teacher points
to a town and asks pupil ¿Dónde vives? Pupil is
encouraged to respond with Vivo en… and the correct
Spanish town.O4.2
Independent Work
 Using model Vivo en Barcelona, children look at the map of
Spain and write similar sentences.
Resources
ICT
Assessment
Name/age
worksheet: 2.02;
bbc.co.uk/
schools/
primaryspanish/
start here/ yo
AT2
(Speaking) can
be assessed
during the ball
activity – three
or four children
not whole
group. Level 2
if whole
phrases used.
Breakthrough
Speaking
Grade 2.
Flashcard of a
house (optional);
Ball;
OHT map of Spain
bbc.co.uk/schools/
primaryspanish/
learm more/ on
holiday
Aim
Lesson 5 :
Revise
saying
where they
live and
asking
others
where they
live.
Say the
names of
the main
countries in
Europe.
Core Vocab/
Structures
¿Dónde
vives ?
Vivo en ..
(+ city/town)
¿Qué país
es ?
Es..
España
Francia
Inglaterra
Italia
Suiza
Alemania
Portugal
Se llama
Vive en ..
Lesson Content

Revise the question ¿Dónde vives ? and the answer Vivo en
around the class.O3.3
 Prepare pupils for listening activity by showing the OHT
version of Worksheet 2.18 ¿Dónde vives? and do some
examples together eg teacher asks pupil ¿Dónde vives? and
pupil answers by playing the role of one of the characters on
the worksheet.O3.2,O3.4
 Do the listening activity from Worksheet 2.18, indicated
above. The teacher’s transcript is in Teacher Support. Read
aloud the sentences and children mark on the map where
each person lives by drawing a line from the person to the
town. Go over in class together. Teacher asks questions eg.
¿Como se llama? and ¿Dónde vive?
 Show the OHT map of 2.19 Map of Western Europe (France)
and teach the names of the main countries in Europe near
Spain.IU3.2
 Place Spanish names over countries and ask ¿Dónde vive?
and elicit answer Vive en + country.O3.4
Independent work
 Worksheet 2.03: Matching names of countries.L3.1
Resources
ICT
Assessment
OHT version of
Worksheet 2.18:
¿Dónde vives?;
Internet:
Find details/
pictures of
towns
mentioned in
worksheet
Worksheet
2.18: AT1
(Listening):
Level 2
Printed version of
Worksheet 2.18 (as
above);
Teacher transcript
for 2.18 listening
task;
OHT map of Spain
(Unit 1);
OHT of worksheet
2.19 map of
Western Europe
(France)
Breakthrough
Listening
Grade 2
Aims
Lesson 6:
Say which
country
they live in
and which
(main)
language
they speak.
Core vocab
Vivo en ..
(+ city/town)
¿Qué idioma
hablas ?
Hablo..
francés
inglés
alemán
italiano
Lesson Content
 Show the OHT map of Spain and the surrounding countries.
Revise ¿Dónde vives ? and Vivo en... using the names of the
towns marked in each country on the map.O3.4
 Introduce Vivo en… + a country by pointing to a country and
repeating the phrase Vivo en … O3.4
 Teacher asks pupils the question ¿Dónde vives? and elicits
the response Vivo en ...O3.4
 If/when pupils are able, encourage longer responses to the
question ¿Dónde vives ? eg. Vivo en …en …O3.4
 Introduce the languages spoken in the countries on the map
by adding acetate speech bubbles to the OHT map and say
Vivo en ... y hablo ... It will be necessary to explain that in
some countries eg. Switzerland, more than one language is
spoken.O3.4
 OR Show flashcard with picture of person from England.
Play the role by saying Hola! Me llamo ….y vivo en ... en
Inglaterra. Introduce the language spoken by adding speech
bubble to the flashcard and say Hablo inglés. Repeat as
often as necessary.O3.4
 Ask pupils to play the same role and teacher asks the
questions ¿Como te llamas? ¿Dónde vives? which pupils
should be able to answer fully eg. Me llamo … Vivo en
...O3.4
 Ask the question ¿Qué idioma hablas? and accept simple
response inglés until pupils become more familiar.O3.4
 Introduce similar flashcards for France, Germany and Italy
and repeat the process above.
Independent work
 Do differentiated worksheet 2.04: or 2.05 Me presento.L3.3
 (If time) do extension worksheet (differentiated): 2.06 ¡Te
toca a ti! If there are pupils in class who speak more than one
language, they will need to know what they are in Spanish.
L4.1(Reading) L3.3(Writing)
Extension task
 Pupils could produce a piece of work for display entitled Me
presento with photo.L4.4
Resources
OHT map of Spain
and surrounding
countries;
Separate acetate
speech bubbles
representing
languages spoken;
Flashcards of
people/ their town
and country +
speech bubbles
representing their
language;
Differentiated
worksheet 2.04 or
2.05: Me presento;
Differentiated
extension
worksheet: 2.06 ¡Te
toca a ti!
ICT
bbc.co.uk/
schools/
primaryspanis
h/ start here/
yo
bbc.co.uk/scho
ols/
primaryspanis
h/
learm more/
on holiday
Assessment
Worksheet
2.04: AT3
(Reading):
Level 2;
Worksheet
2.05: AT3
(Reading):
Level 2; AT4
(Writing) Level
2;
Breakthrough
Reading
Grade 2
Worksheet
2.06: AT3
(Reading):
Level 2; AT4
(Writing) Level
2;
Breakthrough
Writing Grade
2
Extension task:
AT4 (Writing)
Level 2 or 3
depending on
content
Breakthrough
Writing Grade
2 or 3
Aim
Lesson 7:
Understand
and use
numbers
13-20
Core vocab
trece
catorce
quince
dieciséis
diecisiete
dieciocho
diecinueve
veinte
¿Qué es?
Aim
Lesson 8 :
Consolidate
learning of
numbers 13
- 20
Core Vocab/
Structures
As Lesson 7
Lesson Content
 Revise numbers 0 - 12 using number fans, basic
arithmetic, games etc.O3.2
 Use flashcards to introduce numbers 13 - 20. Stress the
lexical link of the early teens with numbers 1 - 6 and the
regularity of the late teens. LLS
 Show video clip 9: Los números (Early Start Spanish, p.60
of Teacher’s Book), stopping after number 20. IU3.4
 Reinforce numbers 13 - 20 by playing a range of games
eg. guess the number: Pienso en un número entre … y…
LLS ¿Qué es? (See QCA Unit 2, Section 4).
 Encourage pupils to devise their own strategies for
remembering the harder numbers eg. what they sound like
(quince –keen ) etc. LLS
 Sing song: Canta en español (la Jolie Ronde) Track 1:Los
números 0-20. O3.1
Independent work
 Worksheet 2.07: Los números 13 – 20, matching exercise.
L3.3
Lesson Content

Revise numbers 13 - 20 using flashcards, number
fans and games. LLS
 Show numbers in their written form and stress
pronunciation. Practise sounding the words as a
group. L3.2
 Sit pupils in a circle with the written word
flashcards for numbers 13 - 20 on the floor in the
middle. Children pass the ball around to music.
When the music stops, teacher calls out a number
between 13 - 20 and the child with the ball has to
find the written word to match the number.L3.2
Independent work
 Worksheet 2.08: wordsearch of numbers 13 - 20.
L3.1
Resources
Number fans or
other chosen
resources to revise
0-12;
Number flashcards
13-20;
Video clip 9: Los
números
(Early Start
Spanish);
ICT
Use Word and
different fonts to
make poster of
numbers in
Spanish;
Assessment
Worksheet 2.07:
AT3, Level 1
Breakthrough
Reading
Grade 1
Pilote número
uno: Numbers 1320;
Canta en español
(la Jolie Ronde)
Track 1:Los
números 0-20
Worksheet 2.07:
Los números 13 –
20, matching
exercise
Resources
ICT
Assessment
Flashcards of numbers 13 20;
Use Word and
different fonts
to make poster
of numbers in
Spanish;
Worksheet
2.08: Number
wordsearch:
AT3, Level 1
Number fans or other
depending on chosen form of
revision;
Flashcards of the written forms
of numbers 13 - 20;
Ball;
Music of choice (eg. audio
CD:Early Start Spanish);
Worksheet 2.08: Number
wordsearch
Pilote número
uno: Numbers
13-20;
Breakthrough
Reading
Grade 1
Aim
Lesson 9:
Understand
and say
the days of
the week.
Core vocab
los días de
la semana
lunes
martes
miércoles
jueves
viernes
sábado
domingo
Lesson content
 Revise numbers 0 - 20 using number dictation,
or by playing Lotto.O3.4
 Introduce the days of the week in rhyme or
song, and the class chants along.O3.1
 Show Video clip 11: los días de la semana
(Early Start Spanish, p.74 of Teacher’s book).
 Show the words of the song los días de la
semana either on the board on OHP and go
through with class. L3.1
 Play song: los días de la semana. (Early Start
Spanish CD song track 25, pronunciation track
11.) O3.1
 See also QCA Unit 2, Section 5 for other
activities.
Independent work
 Worksheet 2.09 Days of the Week
wordsearch.L3.1
Resources
Video clip 11: los días de la
semana (Early Start
Spanish);
ICT
Pilote número
uno: Days of the
Week
Words of song los días de la
semana (OHT) (Early Start
Spanish, transcript
on p.74 of Teacher’s book);
bbc.co.uk/schools/
primaryspanish/
start here/ Hora y
fecha
Alternative song: Canta en
español (la Jolie Ronde)
Track 12 Los días de la
semana
Audio CD
(Early Start Spanish )
Worksheet 2.09 Days of the
week wordsearch;
Assessment
Worksheet
2.09: Days of
the Week
wordsearch:
AT3, Level 1
Breakthrough
Reading
Grade 1
Aim
Lesson
10 :
Describe
the
weather
using a few
simple
phrases.
Core Vocab/
Structures
¿Qué tiempo
hace?
hace sol
hace buen
tiempo
hace calor
llueve
hace viento
nieve
hace frio
hace mal
tiempo
Lesson Content







Introduce phrases to describe the weather, either using
flashcards and mime or by using objects eg.
umbrella/sunglasses (see also QCA Unit 2, Section 6) or
OHT of worksheet 2.10.O3.4
Teacher calls out a type of weather and children mime.
O3.4
Do listening activity worksheet 2.11: ¿Qué tiempo hace?
O3.2
Teacher does mime and children say weather phrase.O3.4
Play song: ¿Qué tiempo hace? And mime each weather
phrase at it is mentioned.
Show OHT map of Spain or UK, place acetate weather
symbols on various towns and say eg. Hace calor en
Madrid. Ask the question ¿Qué tiempo hace? and elicit
similar responses from pupils.O3.4
Choose Spanish-speaking towns whose names rhyme with
the weather eg en Rio hace frio. Do as rhyme, with class
responding with the correct weather when asked eg.
Teacher: ¿Qué tiempo hace en Rio? Class: en Rio hace
frio. Alternatively, link the first letter of each word: Hace sol
en Salou. IU3.2
Resources
ICT
Assessment
Flashcards of weather;
bbc.co.uk/sch
ools/
primaryspanis
h/
learm more/
El Tiempo
AT1:Quel
temps fait-il?
OHT of worksheet 2.10;
Listening activity
worksheet: 2.11: ¿Qué
tiempo hace?;
Song: ¿Qué tiempo
hace? Español,
Español CD 1Track 13
(The Language
Factory)
OHT map of Spain/ UK;
Acetate weather
symbols
Powerpoint
Activities:
¿Qué tiempo
hace?:
Smartboard
Activities:
Weather
Breakthrough
Listening
Grade 1
Aim
Lesson 11:
Consolidate
learning of
how to
describe
the
weather.
Core Vocab
As Lesson
10
Lesson Content
 Revise the weather using flashcards and mime and ask the
question ¿Qué tiempo hace? O3.4
 Sing song: ¿Qué tiempo hace?
 Play a team game: create two teams and line pupils up one
behind the other. Each team has a set of weather symbols
pinned to a board at the front of the class. Teacher calls out
a type of weather and the person at the front of the row for
their team has to run to the front and touch the symbol. First
team to touch the correct symbol wins a team point. Child
then goes to back of row etc. etc.O3.2
 Show weather flashcards again, but this time introduce word
flashcards to match. Repeat several times, with class also
repeating. Stress pronunciation.L3.1
 Play same team game as above again but this time teams
have to match the pictures with the correct written phrase.
 Independent work.L3.1
 Do reading activity worksheet 2.12: ¿Qué tiempo hace?
(matching symbols and phrases).L3.1
Extension activity
 Design own weather symbols to match the phrases, using
Worksheet 2.13 Dibuja unas imagenes. L3.1
Resources
Weather flashcards
and/or realia eg.
Sunglasses;
Song: ¿Qué tiempo
hace? Español,
Español CD 1Track
13 (The Language
Factory)
Small weather
symbols x 2 for team
game;
Flashcards of written
phrases to match
weather symbols;
Worksheet 2.12:
¿Qué tiempo hace?;
Weather symbol
worksheet 2.13
Dibuja unas
imagenes
ICT
Use Word and
Clipart to
make poster
of weather for
display
www.yahoo.es
to consult the
weather for
the day in
Spain
Powerpoint
Activities:
¿Qué tiempo
hace?:
Smartboard
Activities:
Weather
Assessment
AT4 can be
assessed on
poster
Worksheet
2.12 : AT3
(Reading):
¿Qué tiempo
hace?: Level 2
Breakthrough
Reading
Grade 2
Aim
Lesson
12 :
Learn the
alphabet
Aim
Core Vocab/
Structures
The alphabet
Escuchad
Repetid
Lesson 13
Core
vocabulary/
structures
The alphabet
Revise the
alphabet
Escuchad
Repetid
Lesson Content

Write up the letters of the alphabet on the board or use
the alphabet flashcards. Alternatively, use the alphabet
poster if you already have one in your classroom.
 Go through the alphabet several times, with the class
chanting after you. Stress correct pronunciation.O3.4
 Write groups of letters on the board that sound the same
and go through these together as above (see Early Start
Spanish Continuation Pack, Section 6, page 49 or see
Teacher Support worksheet El alfabeto). O3.2
 Show video clip 6: El alfabeto (Early Start Spanish
Continuation Pack). IU3.4
 Sing song: El alfabeto either from Early Start Spanish
Continuation Pack, page 52, video and CD or sing letters
to tune of popular song such as Ten Green Bottles. O3.1
Independent work
 Worksheet 2.14: Weather writing task. L3.3
Extension activity
 Worksheet 2.15: Seasons activity. L3.2
Resources
ICT
Alphabet
flashcards or other
resource;
Pilote número uno:
The Spanish
alphabet
Letter groupings by
sound (Early Start
Spanish
Continuation Pack
p.49);
Video clip 6: El
alfabeto
(Early Start
Spanish
Continuation
Pack);
Song: : El alfabeto
(Early Start
Spanish
Continuation Pack,
p52, video and
CD)
Lesson Content


Assessment
Revise whole alphabet by using the song El alfabeto.O3.1
Practise alphabet letters in sound groups (use flashcards on
board). Teacher sounds out the letters and the class echoes
the sounds.O3.2
 Show video clip 6 again and ask class to echo the sounds of
the letters as they hear them.O3.2
 Extend practice by writing letters on board at random (no
phonetics). Class echoes the sounds.L3.2
Independent Work
 Worksheet 2.16: Add sound to each letter and then colour in;
work out how to spell own name in Spanish. L3.2
Extension Task
 Worksheet 2.17: Write own name with Spanish
pronunciation.IU3.3
Resources
ICT
Assessment
Song: El alfabeto;
Pilote número
uno:
The Spanish
alphabet
Spell own
name in
Spanish: AT2,
Level 1;
Alphabet
flashcards;
Video clip 6;
Worksheet 2.16:
add sounds to
letters;
Worksheet 2.17:
write out
pronunciation
Me llamo .. Se
escribe +
spelling: AT2,
Level 2
Breakthrough
Speaking
Grade 2
Aim
Lesson
14 :
Apply
knowledge
of Spanish
alphabet to
spell their
own name
and other
familiar
words
Core Vocab/
Structures
¿Cómo te
llamas?
¿Cómo se
escribe?
(Se escribe)
¿Quién es?
Repetid
Lesson Content


Sing the alphabet song.O3.1
Teacher says Me llamo… and adds Se escribe … and
proceeds to spell his/ her own name.
 Ask children at random ¿Cómo te llamas? Elicit response
and then follow up with ¿Cómo se escribe? Do not expect
children to produce actively Se escribe … Correct spelling
of own name with good pronunciation of letters is the
aim.O3.2
 Teacher spells out the name of a child in the class, asks
¿Quién es? and class has to guess whose name is being
spelled out. Encourage children to use Repetid if they need
to hear the spelling again.O3.2
 When class is familiar with this principle, choose children to
spell out the names of other class members. Teacher asks
¿Quién es? and the rest of the class guesses.O3.2
 Teacher extends activity by spelling out familiar English
words, using the Spanish alphabet. Children jot down the
spelling on their whiteboards.O3.2 Extension: more able
children may be able to cope with spelling familiar Spanish
words.L3.3
 Go through as class, with teacher eliciting correct spellings
from children and writing them on the board, against which
children can check their own. Alternatively, invite
individuals to come to the board and write down what they
have written.O3.2
 Play Hangman in Spanish on the blackboard (El
Ahorcado). Insist on good pronunciation.O3.2
Independent Work
 Worksheets from Lesson 13 if not yet finished/started.
Resources
ICT
Assessment
Song: El alfabeto ;
Pilote número
uno:
The Spanish
alphabet
Spell own
name in
Spanish: AT2,
Level 1;
Whiteboards or
scrap paper to jot
down spellings;
Worksheet 2.16: add
sounds to letters
Worksheet 2.17:
write out
pronunciation
Me llamo .. Se
escribe +
spelling: AT2,
Level 2
Breakthrough
Speaking
Grade 2