KS2 Year 3 French Scheme of Work

KS2 Year 4 Spanish Scheme of Work
Lesson 5-6 Ask for directions to particular places in town.
Learning Intention: O4.2: Listen for specific words and phrases
L4.1 read and understand a range of familiar written phrases.
Pronunciation/phonic focus: the letter z which makes a “th” sound.
structures :
a la izquierda
a la derecha
todo recto
la calle
¿Donde está… ?
and Pronunciation:
a lah eeth key air dah
a lah daretch ah
toh doh rect oh
lah kie ay
don de es ta
on/to the left
on/to the right
straight ahead
(the) street
Where is…?
Extra Resources:
Early Start ‘Mi ciudad y mi colegio’.
Direction cards/arrows (large and small)
map of a town
Picture place cards (large and small)
Suggested Teaching Sequence:
Lesson five –oracy focus
Revise known vocabulary by playing ‘¿Donde está…? ’ Hold a card to
your chest of one of the places in town. Children have to ask ‘¿Es el
museo/es la piscine? etc. Teacher responds “Si, es el museo" or “No
es la piscina” until the correct place is guessed.
Introduce lesson objective.
Watch Early start DVD to introduce directions and ask pupils to
see if they can work out what the speaker is saying.
Use flashcards to introduce directions. Use physical gestures to
reinforce. Children repeat then follow directions listening to
instructions. This would work well in the playground or hall. (for
‘todo recto’ take one step forward and echo the words.
Do the actions to represent words and children repeat.
Ask pupils to consider and discuss the letter z which makes a “th”
sound as in “izquierda” Can they think of any other known words
that contain this sound (e.g. once, doce)?
Practise words and pronunciation further by giving children multiple
instructions such as “a la izquierda, a la izquierda, a la derecha” to a
clapped rhythm for the children to repeat back in the correct
sequence. You can give two or three instructions at a time at first
before building up to seeing if the children can remember more.
Give the children to opportunity to make up their own repetitions
for partners to repeat back.
Plenary - Play directions game (see accompanying documents) and
move a blindfolded child left, right and straight on in different
number of steps to reach a destination.
Lesson Six – literacy focus
Use flashcards to recap on previous vocabulary for places
Play ‘¿Qué falta/What’s missing?’ Show sets of 4-5 town places –
invite children to recall in small groups, then ask them to close
their eyes while you remove one of the flashcards and ask the
question. Children can be targeted to identify the missing card or
can chorus together.
Remind pupils of learning intention from last lesson.
Use DVD section on directions.
Introduce ‘¿Donde está…?’ and ask pupils to repeat several times in
different voices.
Model the following activity using place cards. One child has a set
of the places, the other a set of directions cards. One selects a
card from the places pile and asks (for example) ‘‘¿Donde está el
supermercado?’ The other child selects an arrow card (e.g. a la
izquierda) and tells them. They repeat until they have used up all
cards. At a given signal pupils swap cards.
Hand out flashcards of Spanish street names to children. Read out
names of the street in random order. As pupils hear their street
name they hold up the flashcards.
Plenary - Play ‘where’s the street’: Floor map with children in
specific places holding street name. Children take it in turns to
reply to the question ‘‘¿Donde está la calle…?” They point to the
correct street sign and say whether the street is “a la izquierda”,
“todo recto” or “a la derecha”. Can be extended to, for example,
“La calle Bonaparte está todo recto y a la izquierda” etc depending
on the child’s level of learning.
Notes on activities and resources:
 Ensure there is plenty of space for the games.
First, second and third streets.
 La primera (calle) a la derecha (first street on the right)
 La segunda (calle) a la izquierda (second street on the left)
 La tercera (calle) a la izquierda (third street on the left)