Lesson 1:
1. Introduce the 6 parts of the head: cabeza ojo nariz boca oreja cuello
Choral repetition and practice, pointing to body part.
2. Label diagram and stick in exercise book ( face to label )
3. Practise plural forms of these body parts, by throwing dice. e.g.
= siete ojos pointing out that nariz>narices is irregular.
Lesson 2:
1. Revise the 6 parts of the body.
2. Draw a circle on the board – the head. Ask pupils to throw dice to decide how many of which body part you are going to draw. Then show pupils how to write a description of this strange head.
Se llama…. Tiene…..
3. Pupils carry out the same exercise for themselves.
Lesson 3:
1. Revise the 6 parts of the body (we had a couple of rounds of Fling the
Teacher).
2. Pupils complete the ¡Cabezas raras! Sheet, where they draw on the heads what is shown by the writing. ( cabezas raras )
3. Revise colours.
4. Draw a face in different colours on the board. We rolled a big dice with the 6 body parts on, a number dice and a colour dice. Show pupils how to describe using colour.
Se llama…. Tiene (e.g.) tres ojos. Son de color rojo.
Lesson 4:
1. Revise the 6 body parts and colours.
2. Match the monster cards, pictures and words. You’ll need to print the pictures out in colour. We also had a copy on OHT.
3. Introduce new vocabulary – 6 parts of the body: brazo
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mano pierna pie estómago espalda
Choral repetition and practice, pointing to the body parts as before. You can say the words and they do the pointing, then you point and they say.
4. Pupils label a picture in their exercise books. ( monsters to describe )
5. Practise plural forms of these new words.
Lesson 5:
1. Revise the new parts of the body.
2. Match up descriptions of monsters and pictures.
3. On the board, colour in a monster and show pupils how to describe it (same format as in Lesson 3)
4. Pupils colour in a picture of a monster using their own choice of colours and describe it in the same way.
Lessons 6 and 7:
Pupils invent a strange creature of the their own, draw it, colour it and describe it for display.
Lesson 8:
The aim of the next series of lessons is to enable pupils to describe monsters correctly using adjectives of size and shape. Therefore they will need to know about gender and number to be able to agree their adjectives.
Masculine and feminine:
1. Show pupils an OHT of the family words (this was where we had met gender before, albeit informally). Tell pupils that all objects in Spanish are divided into 2 groups – masculine and feminine. Ask pupils to come out to the front and circle the family words either blue or red depending on their gender.
( gender for sorting )
2. Ask pupils if they can spot the patterns. How do we know that a word is masculine or feminine ? What do a lot of them have in common ? Pupils should spot that a lot of the time masculine words end in –o and feminine words end in –a.
3. Give pupils the “Masculine or feminine ?” sheet. Ask them to colour in blue the ones that they know for sure are masculine, and to colour in red the ones that they know are definitely feminine. They will have some left over.
( masculine or feminine )
4. Ask pupils to look at all the ones they have coloured in blue. Do they have something in common ? Similarly the feminine ones. They should spot that
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all the masculine ones start with “un” and the feminine ones with “una”.
They can then go back and fill in the missing squares.
5. They can then use this knowledge to colour code the parts of the body successfully.
6. Pupils fill in the missing information at the top of the sheet to summarise what they know about masculine and feminine words.
Lesson 9:
Singular and plural:
1. Ask pupils to remind you what they know about singular and plural. Ask them to sort out the words on the board into singulars and plurals. ( number for sorting )
2. Colour code the “Singular or plural ?” sheet (as in lesson 8) ( singular or plural )
Lesson 10:
1. Revise what pupils already know about masculine and feminine words, singular and plural words. What do they have to look out for on the beginnings and ends of words to tell them apart ?
2. Explain that all objects in Spanish have to be either masculine or feminine
AND either singular or plural.
3. Ask pupils to come to the board and use the clues that they know to sort the words into the correct groups. Always ask for pupil feedback “Is he/she right ? How do you know ?” ( gender and number for sorting 1 and 2 )
4. Give pupils the “Masculine or feminine ? Singular or plural ?” sheet, some scissors and some glue. Ask them to cut out the words and lay them on the correct part of the table. Go over it as a group (a copy for you on OHT is useful) and then pupils can stick theirs down. ( masculine or feminine, singular or plural )
5. We consolidated their knowledge of gender and number by playing Fling the
Teacher.
Lesson 11:
1. Revise what pupils already know about masculine and feminine words, singular and plural words. Sort the words as appropriate.
2. Give pupils the “Describing parts of the body using size and shape” sheet, and talk them through the table at the top. Ask pupils to predict the patterns. Pupils then carefully copy the adjectives in. ( describing with size and shape )
3. Everyone draws the monster described. Pupils help you to write a description of it on the board. For each part of the body they describe, they
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should ask themselves “Is it masculine or feminine ? Is it singular or plural
?” and then find the right column on the table.
Some pupils will get to grips with this straightaway. Others will continue to be confused, so they might find the table easier – the body part and the adjective always have to come out of the same column. ( description grid )
Lesson 12:
1. Revise gender and number. Cut up the adjectives on the “Big small long short” OHT and ask pupils to match them up with the nouns on the board.
Again ask “Is he/she right ? How do you know ?” ( big small long short )
2. Do the “Practising singular and plural” sheet together on the board.
( practising singular and plural )
3. Do the first one on the “Practising adjectival agreement” sheet together, then ask pupils to complete it themselves as practice. ( practising adjectival agreement )
Lessons 13, 14 and 15:
Pupils draw and colour a pet for their earlier monster. All the body parts have to be big, small, long or short. They then write a description of it for display.
Where next ?
Saying that something hurts
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