KS2 Year 3 Spanish Scheme of Work
Lessons 5-6 What’s your name?
Framework Learning Objectives:
Lesson 5: O3.3 Perform simple communicative tasks using single words,
phrases and short sentences
Lesson 6: L3.1 Recognise some familiar words in written form.
Pronunciation/phonic focus: double ll sound- refer to Camden video clips
Vocabulary and
structures:
¿Cómo te llamas?
Pronunciation:
English:
Kommoh teh leyamas
Me llamo…
Meh leyamoh
What are you
called?
I am called…
¿Cómo se llama?
Se llama…
Kommoh seh leyamah
Seh leyamah
What is he called?
He is called…
¿Cómo se llama?
Se llama…
Kommoh seh leyamah
Seh leyamah
What’s she called?
She is called…
Resources: Early Start Spanish volume 1
Accompanying Camden SoW resources:
PowerPoint presentation
Video clips with mimes
Flashcards
Suggested Teaching Sequence:
Lesson Five – oracy focus




Share learning intention with the class
Revisit Greetings/Goodbyes as a whole class. You could do this by
doing the mimes and pointing to the flashcards from last lesson
and asking the children to copy the mimes and say the Spanish
(and English).
Encourage children to greet/say goodbye to each other in small
groups moving around the room. Join specific pairs to listen for
pronunciation and fluency. Model prononciation where necessary.
This part of the lesson should only take five minutes or so. If you











don’t feel the children are secure yet it is probably because they
have not had enough opportunities to practise since their last
Spanish lesson. Regular follow up in registration time and lining up
time/as brain gym between lessons can help children gain
confidence.
If you feel the class need more practice of the
greetings/goodbyes, build it into the coming week in between
other lessons.
Introduce new lesson theme and objective.
Use PowerPoint presentation to introduce the written form of the
first question and answer.
Repeat the question first of all and ask the class to join in. Use a
variety of tones and pitches of voice - quietly, loudly, angrily- to
do this.
Repeat this process to introduce and practise the answer. You can
use the Camden video clips to support this part of the lesson for
help with pronunciation and mimes.
Pose the question “¿Cómo te llamas?” to a few confident
members of the class and ask them to attempt to reply. In the
first instance, if pupils only give you their name, accept it and
continue to remodel the full response: “Me llamo…”. Point to
yourself for “me “and for “llamo” use index and middle fingers of
right hand, start at forehead and move outwards and forwards as
shown in the Camden video clip.
Repeat with more volunteers, ensuring that children around the
class can see the shape of your mouth as this will help them with
pronunciation. Pupils respond and complete the sentence by saying
their own names.
Invite the children to repeat in chorus, again using a variety of
voices: cross, sad, laughing.
With written support available at all times, children work with a
partner and take it in turns to ask and then answer the first
question.
Children repeat this paired practice but this time change their
name and pretend that they are a celebrity or fictitious/cartoon
character. For example, child 1 asks his/her partner: ¿Cómo te
llamas? And child 2 responds: Me llamo Harry Potter before
swapping roles.
With the children sat in groups of six, pupils pass the question
around their circle i.e. each child asks the question and the person
next to them replies before asking the question to the next








person.
Mini plenary: as a whole class repeat the question using mimes and
invite children to copy and respond– do several times. Next, throw
a soft ball or toy to a selection of individuals one at a time. You
start by saying the first word from the question and each pupil
says the next word in the question/answer i.e. you say « Cómo »,
child 1 says « te », child 2 says « llamas », child 3 says « Me »,
child 4 says «llamo » and child 5 finishes by stating their name e.g.
Mohammed. This gives the teacher the opportunity to assess
individuals. Make sure that children feel supported and are
allowed to pass if they are not confident
Using the Powerpoint, show the class slides featuring David
Beckham and then Princess Fiona. Teacher points to a child and
poses question “¿Cómo se llama?» Explain that this is how to ask
what a third person (someone we are not talking to directly) is
called. Child responds with name of celebrity only.
Repeat the question and model the answer as a full sentence “Il
s’appelle David Beckham.”
Repeat this for Princess Fiona slide so that pupils are aware of
how to ask about and introduce both males and females (in
Spanish it stays the same).
Repeat both questions again and encourage pupils to respond in a
full sentence, using the two celebrities’ names as you point to
them on the board.
Practise the new questions and answers in a song. Using the tune
of Three blind mice. The Powerpoint will help you to do this and it
can also be sung as a round. The aim here is to get children to
listen to and repeat the questions and answers as much as
possible.
In small groups give the children the opportunity to practise
finding out each other’s names and the names of other members
of the class (using all three questions and answers). To make this
more engaging, they can use made up names, Spanish names or
celebrity/fictitious names. Written support should be available
at all times to help children to practise ad repeat all three
questions and responses accurately.
Plenary – Sing song again from Powerpoint but this time using the
first question and answer. Ask two volunteers to stand at the
front. Whole class sing the question and the individual volunteers
at the front reply using their name (instead of Maria and
Mohammed) with the help of the teacher.

Ask pupils to try to remember with a partner what they would
need to change in order to sing the song in the third person. Sing
the song again, this time using the original version on the
Powerpoint. Whole class sings question again, but this they sing
about the celebrities on the board ” Se llama David” and “ Se llama
Fiona”. Observe the class to see who appears confident/who does
not. Ensure that plenty of practice is built in to the coming week
in registration time etc. The use of a display with the relevant
flashcards will provide a useful reference for children in between
lessons.
Lesson Six – literacy focus









Start the lesson by greeting the children: “Hola” etc.
Invite the children to turn to others around them and practise
the greetings and then saying goodbye “Adiós” etc.
Watch Early Start DVD section on Greetings.
Revisit « ¿Cómo te llamas? » Ask them what it means, and how
they might know that it is a question (punctuation and use of
voice). What do they notice about the punctuation that is
different from English- in Spanish they use a pair of question
marks, one of which is inverted.
Clearly enunciate « ¿Cómo te llamas? » and « Me llamo » to
reinforce the rising of the voice when you ask a question. You can
make use of the Camden video clips to support you with
pronunciation if this helps.
Using the second version of the song on the Powerpoint, revise the
song from last lesson and encourage pupils to look carefully at the
spelling of each word as they sing.
Invite the children to sing the song as a round.
Ask the children to discuss what they notice about the language in
the song. Draw attention to the double letter l in
“llamas/llamo/llama”.
Using flashcards of famous people that are pairs i.e. Victoria and
David, Homer and Marge. Give out to children but tell them to
keep their identity hidden. The children then have to go around
the class and introduce themselves, ‘Hola! Me llamo Homer. ¿Cómo
te llamas? The other child then says his or her name. If it is not
their partner they say ‘Adiós!’ and move on to another child. The
children have to find their partner and when they do, they sit
down and rehearse their mini conversation again. Move around the
class to informally asses how the children are doing and support
those that need it. Visual support should be available during this
activity.
 Mini plenary: use the Powerpoint slides showing missing parts of
the question and answer, invite children to verbally finish the
incomplete sentences.
 Using the first version of the song on the Powerpoint, revise the
song from last lesson and encourage pupils to look carefully at the
spelling of each word as they sing. Ask the rest of the class what
question can be asked to find out somebody’s name if we are not
addressing them directly (“¿Cómo se llama?”) Pose this question to
pupils to check that they are able to answer it correctly and that
they can reply using the identity of each of the characters in
their conversation.
 Plenary. Play ‘Build the sentence. Children sit in a circle and a bag
is passed from child to child. Each child takes out part of a
sentence from the three key questions and corresponding answers
learnt over last two lessons. As soon as a child/children see(s)
that there are all the parts needed to make a sentence s/he/they
shout it out and, if correct, lays the sentence in the middle of the
circle. The game continues until all the cards are used up. Play
some Spanish music in the background (you can access this from
the Early Start CD if you have one).
Notes on activities and resources: You may wish to make pupils aware
of the names of famous Spanish people
Follow-up and consolidation
 Pupils should be encouraged to use this vocabulary as much as
possible and visual support should be displayed in the classroom.
For the register instead of saying “Good morning” pupils could say
what their name is in Spanish.