Primary Modern Foreign Languages
In North Tyneside
Unit 7 Yo y mi colegio
Scheme of Work
Expectations at the end of the unit:
Most children will: ask and tell the time using the analogue and digital clock: understand the Spanish for, and speak about some subjects they study at school: state their
favourite subject: sing a song or recite a poem from memory; write a brief description of what they like at school, listen to a story and select keywords and phrases; devise
and perform a short sketch in groups of 2 or 3, using structures learnt in the unit.
Some children will not have made so much progress and will: respond with sí or no or short answers to questions about school subjects; refer to text or visual clues
when singing songs or reciting poems; copy or label using single words or short phrases.
Some children will have progressed further and will: write a short description of the school and the class routine, including simple opinions: ask questions about a
friend’s school life via e-mail or letter: speak accurately about, and discuss, the class routine: ask about a friend’s school life in class conversations, or via videoconferencing
with partners abroad; research new vocabulary from a dictionary and apply it accurately: use internet sites or encyclopaedias and other sources to research school life in
Spain.
Aim
Lesson 1:
To revise
numbers 1 – 60
To revise asking
and telling the
time on the hour
and ½ past
To learn ¼ past- y
cuarto and ¼ to
menos cuarto
Core Vocab/
Structures
Numbers 1 60
¿Qué hora
es?
es la una,
son las 2, 3,
etc…,
son las dos y
media, etc
medianoche,
mediodía
y media
y cuarto,
menos cuarto
Lesson Content


Revise numbers 1 - 60. Play selection of number games. LLS
Use interactive whiteboard + (mimio mouse) Maths Programme or a
large clock face to revise time on the hour and half past ‘¿Qué hora es?’
And answer ‘son las … son las … y media’ Explain that when we are
dealing with times relating to one o’clock we start our sentence ‘es la una’
etc as we are dealing with one hour only and not more as in ‘son las … ‘
(‘It is 1o’clock’ but’ they are 2, 3, 4, 5 o’clock,’etc KAL
 Play a ‘true or false fame with clock times . Children can respond with sí/
no, verdad/ mentira O3.2
 Perform a Mexican wave in which each child says the time on the hour in
sequence. O3.3
 Model the time on the quarter hours ‘y cuarto’ and ‘menos cuarto’ KAL
Independent Work
 Children to complete worksheet drawing on clock times (o’clock, ½ past y media. ¼ past - y cuarto and ¼ to - menos cuarto L4.4
 Worksheets 7.1 – 7.6
Resources
O.H.P.
Video - En Ville
analogue clock
face
Differentiated
worksheets on
time
Worksheets 7.1
– 7.6
ICT
Interactive
whiteboard +
(mimio mouse)
Maths
Programme.
Pilote número
uno CD Rom
Numbers 1-39
bbc.co.uk/
schools/
primaryspanish
Hora y Fecha
Assessment
Breakthrough
Reading
Grade 2
Breakthrough
Speaking
Grade 2
Breakthrough
Speaking
Grade 2
Breakthrough
Reading and
Writing
Grade 2
Aim
Lesson 2:
To revise
numbers 1 – 60.
To revise asking
and telling the
time on the hour.
To practise
reading and
translating times
on the hour.
Core Vocab/
Structures
Numbers 1 60
¿Qué hora
es?
son las …,
es la una,
son las dos y
media, etc
medianoche,
mediodía
y cuarto,
menos
cuarto,
cinco,
menos cinco
diez,
menos diez
veinte,
menos
veinte,
menos
veinticinco
Lesson Content




Use counting stick to practise counting in fives. O3.3
Use number fans to quickly revise numbers 1 – 60 O3.3
Number dictation test on whiteboards. 03.3
Use counting stick, interactive whiteboard + (mimio mouse) Maths
Programme, big analogue clock and small clocks to revise time on the
hour. ½ past ,¼ past, ¼ to )O3.3
 Perform Mexican wave, but include question ¿Qué hora es? O3.3
 Use flashcards to practise reading numbers and times on the hour. L4.3
Explain that when we are dealing with times relating to one o’clock we
start by saying ‘es la una … ‘ (It is one ----) one hour only as opposed to
all other times which have more than one hour 2,3,4,5,6etc ‘son las …‘
(they are two etc) KAL
 Play an only repeat if it’s true game with clock time. Display a clock time
on a flash card and encourage the children to echo what is said by
teacher only if what is said matches what is on the card. If it does not
match children must remain silent. O4.2
 Use interactive whiteboard + (mimio mouse) Maths Programme, big
analogue clock and small clocks to model minutes past and to the hour
using five minute intervals. O3.3
 Watch video section 7 of Early Start Spanish 2 IU5.2
 Watch section f again without the sound and see if the children can say
the times as they see them. O3.3
Independent Work
 Children to complete 2 worksheets on time (minutes past and to the hour)
 Worksheets 7.7/ 7.8 and 7.11 L4.1
Extension Task
 Worksheet reading and translating times into English Worksheets 7.9,
7.10, 7.12 L4.1
Resources
Number fans
analogue clock
face
clocks
ICT
Interactive
whiteboard +
(mimio mouse)
Maths
Programme
Early Start
Spanish 2
section 7 video
¿Qué hora es?
P54
bbc.co.uk/
schools/
primaryspanish
Flashcards
Hora y Fecha
Worksheets:
Independent
work: 7.7, 7.8,
7.11
Extension task:
7.9, 7.10, 7.12
Assessment
Breakthrough
Reading
Grade 2
Breakthrough
Listening
Grade 1
Breakthrough
Speaking
Grade 1
Breakthrough
Reading
Grade 2
Breakthrough
Reading
Grade 2
Aim
Lesson 3
To consolidate
work on telling the
time
To practise
reading and
writing the time.
To revise how
analogue times
on the hour are
abbreviated in
Spanish e.g. 1h,
2h, 3h.
To revise verbs
for daily routines
Core Vocab/
Structures
As above
me levanto,
me lavo,
como el
desayuno,
salgo de la
casa,
subo al
autobús,
llego al
colegio,
como la
comida,
vuelvo a mi
casa,
hago mis
deberes,
veo la
televisión,
juego al
ordenador,
me acuesto
Lesson Content
Resources
ICT
Quiz to revise times past and to the hour LLS
Pair work - using toy clocks children set each other times O4.4
Perform Mexican wave going round an hour in five minute intervals son
las siete, son las siete y cinco, son las siete y diez.etc. giving the next
answer in the sequence. O4.2
 Show flashcards with abbreviated times eg 1100, 0300 and invite the
children to respond to ¿Qué hora es? With a full sentence. IU
 Play ‘Only repeat if it’s true’ O4.2
 Use flashcards with times for children to practise reading and translating
times used in context. L4.1
Independent Work
 Children to practise reading and translating times and writing abbreviated
times from full sentences. Worksheets 7.13, 7.14 L4.4
Extension Task
 Worksheet to practise writing sentences from abbreviated times: 7.15
L5.3
 Copy of authentic sign to show abbreviated times: 7.16 L5.1
Small analogue
clocks
bbc.co.uk/
schools/
primaryspanish



Flashcards
Assessment
Breakthrough
Listening and
Speaking
Grade 2
Hora y Fecha
Worksheets;
7.13, 7.14
Extension work;
Worksheet
7.15
Breakthrough
Reading
Grade 2
Breakthrough
Writing
Grade 2
Aim
Lesson 4:
To revise phrases
de la mañana, de
la tarde, de la
noche(a.m/ p.m).
Core Vocab/
Structures
de la
mañana,
de la tarde,
de la noche
To revise daily
routines
To introduce
digital time
¿Qué hace?
To introduce
¿Qué hace?
Lesson Content








Quick revision of minutes past and to the hour. O3.3
Assessment of time minutes to and past the hour. O4.2
Look at digital time IU5.1
Dictate some digital times O4.2
Revise the words for a.m. and p.m. O3.3
Ask questions to revise daily routines. O4.4
Teacher to go over yo, tu, él/ ella parts of verbs KAL
Children to mime different daily routines. Teacher to ask question
‘¿Qué hace?’ Encourage children to answer in él/ ella form.
 Look at some sentences to illustrate activities that happen on a typical
day.
 Revise general verb endings KAL
 Teacher to read the sentence. Children to decide if the activity happens
de la mañana, de la tarde or de la noche
 Look at a text about time: Worksheet 7.17 “Un día típico”
 Teacher to read text. Children listen
 Teacher to read text again sentence by sentence and children echo the
teacher.L4.2
 Teacher and children read text together stopping after each sentence for
children to translate the text into English. L5.1
 Teacher to ask comprehension questions on the text. L6.1
Independent Work
 Comprehension questions on the text. Upper Set Worksheets 7.18, 7.19
L6.1
 Cloze procedure. Lower Set Worksheet 7.20 L4.4
Resources
Worksheets:
7.17 “Un día
típico” text;
7.18, 7.19 “Un
día típico” text +
comprehension
7.20 “Un día
típico” text +
cloze test
ICT
Assessment
Breakthrough
Reading
Grade 2
Breakthrough
Reading
Grade 2
Breakthrough
Reading
Grade 3
Aim
Lesson 5:
Core Vocab/
Structures
As above
 To sing a
Spanish song
containing time
references.
 To practise
reading and
translating a
Spanish text.
Lesson 6:
To learn some
opinions with
actions
To revise ¿Te
gusta …?
To learn the
names of school
subjects
¡es
fantástico!
¡no esta mal!
¡es
estupendo!
¡es aburrido!
¿Te gusta ...?
la música,
las
matemáticas,
la historia,
la geografía,
el dibujo,
el deporte,
la informática
las ciencias,
los trabajos
manuales,
el francés,
el inglés
Lesson Content
 Revision of digital time O3.3
 Remind the children of words of song ‘¿Es la una?’ Translate words. O4.2
 Practise reading words together. Translate words. L5.1
 The children sing the song L4.2
 Use the words of the song as a text to analyse. KAL
 Teacher to ask questions about the text
 Model the writing of a paragraph of Spanish based on the text.
Independent Work
 Set 1children to write a paragraph about Carlos using writing frame,
glossary and dictionary to help them with Spanish spelling. L5.3
 Set 2 children to write 3 sentences about Carlos. Support sheet to help.
L4.4
 Special Needs children to copy 3 sentences in Spanish and write
translation (cloze exercise) L4.4
Extension Task
 To translate original text into English L5.1
 ¡es fantástico!, ¡no está mal!, ¡es estupendo! With actions
 Teach ¡es aburrido! LLS
 Teach thumbs up and thumbs down to learn ¡es fantástico!, ¡es malo! and
¡no está mal! LLS O5.2
 Use flashcards to teach words for different subjects O3.4
 Ask children if they like different subjects ¿Te gusta …? Children to
answer using thumbs up/down O5.2
 Look at copy of class timetable on OHP. Ask children questions about
their timetable in Spanish. O5.3
 Children to practise reading names of subjects in Spanish. O4.3
 Talk about Spanish schools. Discuss similarities and differences. IU5.1
 Children to answer questions based on timetables using differentiated
worksheets 7.24 – 7.26 L3.1, L3.3
Independent Work
 Children to label drawings of various subjects Worksheet 7.28 L3.3
 Revise days of the week: worksheets 7.29 – 7.31 L3.1
 Children to draw various subjects Worksheet 7.23 L3.1
Extension Task
 Children to play dominos in pairs Worksheet master 7.27 O3.3
Resources
ICT
Breakthrough
Reading
Grade 3
CD player
Worksheet
7.21¿Qué hora
es?
Breakthrough
Reading
Grade 3
Song ‘Es la una’
From ;
Early Start
Spanish 2
Section 7 audio
CD
Song words ;
Flashcards of
school subjects
and opinions;
Domino cards;
Worksheets:
7.22 las
asignaturas
(list);
7.24 el horario
easy
7.25 el horario
TL
7.26 el horario
hard
7.28 ¿Es qué
asignatura?
7.29 – 7.31 los
días de la
semana
Assessment
Breakthrough
Writing
Grade 3
Breakthrough
Preliminary
Grade 4
Powerpoint
Activities:
Likes dislikes
subjects:
Las
Asignaturas
Misteriosas
Smartboard
Activities:
Las
Asignaturas
starter likes
and dislikes
Las
Asignaturas 1
Las
Asignaturas
OXO:
Breakthrough
Listening and
Speaking
Grade 2
Breakthrough
Reading
Grade 1
Breakthrough
Reading
Grade 1
Breakthrough
Reading
Grade 1
Aim
Lesson 7:
To revise school
subjects
To link a school
subject with a
time and/or day
To revise
opinions of school
subjects
To learn how to
ask each other
their opinions.
Core Vocab/
Structures
As above
Lesson Content
Resources
Quickly revise days of the week.
Use O.H.P. and class timetable to revise school subjects and to practise
reading Spanish names. L5.1
 Ask the children questions on the timetable ‘¿Hoy tienes inglés a qué
hora? ¿A las nueve y cuarto? ¿A las nueve y media? ¿Antes de o
después de la comida?’ L5.1
 Practise thumbs up and thumbs down to consolidate learning of ¡es
fantástico! ¡es malo! and ¡no está mal! O5.2
 Go through different subjects asking children their opinion -¿Te gusta …?
O5.2
 Play ‘Random timetable game’. At random hold up flashcards showing a
time and a school subject. Invite children to read out the message,eg
‘tengo inglés a las once y cuarto .’ Include time phrases eg ‘todos los
días, todos los jueves’ L5.2
Independent Work
 Children to make a timetable using their diaries and a glossary for
support. (Worksheet 7.22 – list of subjects) IU4.2
 Worksheets 7.33 – 7.35 L4.4, L3.1
Extension Task
 5 sentences to complete replacing drawings for words; Worksheet 7.36
L4.4
Sponge ball;
Early Start
Spanish 2 video
section 11 p.90
T.B.;
Worksheets:
7.33 Mi agenda
(writing)
7.34 Mi agenda
(drawing))
7.35 “Busca las
asignaturas”
wordsearch
7.36 ¿Te gusta?


ICT
Powerpoint
Activities:
Likes dislikes
subjects:
Las
Asignaturas
Misteriosas
Smartboard
Activities:
Las
Asignaturas
starter likes
and dislikes
Las
Asignaturas 1
Las
Asignaturas
OXO:
Assessment
Breakthrough
Reading
Grade 1
Breakthrough
Listening
Grade 2
Breakthrough
Speaking
Grades 1& 2
Breakthrough
Writing
Grade 1
Breakthrough
Reading
Grade 1
Breakthrough
Writing
Grades 1 & 2
Aim
Lesson 8:
To read and
pronounce new
vocabulary
accurately.
To write
sentences using
new vocabulary
To link Spanish
with Maths by
constructing bar
chart from a tally
chart.
Core Vocab/
Structures
As above
¿Qué
asignaturas
te gustan?
Lesson Content

Quick fire questions on ¿Qué asignaturas te gustan? ¿Qué asignatuaras
no te gustan? O5.2
 Quick fire questions on the class timetable. O4.4
 Play ‘Mystery Timetable’ Display 5 times and 5 subjects on an OHP.
Conceal the subjects by placing something over them, on the OHP glass.
Give the class a limited number of guesses to find the correct timetable
eg A las diez y cuarto tenemos ciencias. L5.1
 Look at timetable from a Spanish school and compare. Discuss
similarities and differences. Worksheet 7.32 IU5.1
 Spelling activity, children to match 2 halves of a word to make a subject.
L3.1
Independent Work
 Children to draw a picture of a friend in a box and then interview him/her
to find out what he/she likes/dislikes; worksheet 7.37 O5.2
 Children to use their list of subjects to write 3 sentences on subjects they
like and 3 sentences on subjects they don’t like. Worksheet 7.38 L5.2
 A selection of children to read out their sentences in Spanish. The rest of
the class to translate. L5.2
 Teacher to record favourite subjects in a tally chart. L4.4
Extension task
 Children to produce a bar chart of favourite subjects. L4.4, L5.4
Resources
class timetable
Differentiated
worksheets:
7.32 el horario
escolar en
España
7.37¿te gusta ?
7.38 ¿Qué
asignaturas te
gustan?
ICT
Powerpoint
Activities:
Likes dislikes
subjects:
Las
Asignaturas
Misteriosas
Smartboard
Activities:
Las
Asignaturas
starter likes
and dislikes
Las
Asignaturas 1
Las
Asignaturas
OXO:
Assessment
Breakthrough
Speaking
Grade 2
Breakthrough
Speaking
Grade 2
Breakthrough
Writing
Grades 2& 3
Aim
Lesson 9:
To look at a text
in depth (Literacy
Link)
To do some
sentence level
work on the text.
Core Vocab/
Structures
es
interesante,
¡es aburrido!
estoy flojo en
…
estoy fuerte
en …
está flojo en
…
estoy fuerte
en …
To write a letter
using a writing
frame
Lesson Content

Introduce es interesante. ¡Es aburrido¡ estoy flojo en …, estoy fuerte en
…, está flojo en …, está fuerte en … Practise making sentences with
these words. Explain to children that describing words need to agree with
the gender of their subject i.e. flojo for a boy, floja for a girl. However
describing words that do not end in a ‘o’ or ‘a’ do not change i.e. fuerte for
a boy, fuerte for a girl L5.2 KAL
 Worksheet 7.39: Read the text together – letter about school subjects.
Teacher to read and children to echo phrase by phrase. L5.1
 Ask children comprehension questions on the text. O5.3
 Do some sentence level work on the text. Pick out some nouns,
adjectives and verbs. KAL Y4
 Teacher to model the writing of a letter using the writing frame: worksheet
7.40 LLS
Independent Work
 (Set 2) Children to write out the letter substituting words for the pictures.
Glossaries for support Worksheet 7.39 L5.3
 (Set 1) Children to use a writing frame to write their own letter. To use
dictionaries for support. Worksheet 7.40 L5.3
Extension task
 Translate the original letter into English. L5.1
 Worksheet 7.41: more difficult version of writing frame L5.3
Resources
Text on OHP
Sentence flash
cards using new
vocabulary.
Glossaries of
school subjects
(Worksheet:
7.22 las
asignaturas list)
ICT
Assessment
Breakthrough
Reading
Grade 2
Breakthrough
Speaking
Grade 2
Breakthrough
Reading
Grade 3
dictionaries
Worksheets;
7.39 una carta
(text)
7.40 una carta
writing frame
7.41 una carta
(exercise)
Breakthrough
Writing
Grade 3
Breakthrough
Reading
Grade 3
Breakthrough
Writing
Grades1,2 & 3
Lesson 10:
To incorporate
previously learnt
language
To apply the
knowledge, skills
and
understanding
learnt in this unit.
nuestro
colegio,
el colegio
primario
‘Greenfields’,
la clase,
el aula,
¿quién es?
es …



Present photos and pictures to the class, using aquí está and aquí está
una foto de, showing the school and some features of it eg nuestro
colegio, el colegio primario ‘Greenfields’, la clase, el aula, Señor Nugent,
Señora Smith, Señorita Davidson IU5.1
Play ‘verdad o mentira’ game with the vocabulary and pictures O3.3
Revise ¿Quién es? Es + person’s name which were introduced in Unit 1.
O3.3
Independent Work
 Children to work together to create a class book or wall display or video
about their school in which they show the facilities. They could include
clips of lessons and simple opinions about subjects or they could make a
photographic representation using ICT, which could be displayed in
school or e-mailed to a partner school abroad. IU5.1
Video camera
Digital camera
Breakthrough
Speaking
Grade 2
Breakthrough
Writing
Grade 3
Aim
Lesson 11:
To learn the
names of different
means of
transport
To ask and
answer the
question ¿Cómo
llegas al colegio?
Llego en …‘
Core Vocab/
Structures
en autobús,
en coche,
a pie,
en bici,
en taxi
¿Cómo llegas
al colegio ?
Llego en …
Lesson Content
 Use flashcards to teach different means of transport. O3.2
 Play guessing games to consolidate learning of new vocabulary. O3.3
 Use the ball to ask individuals how they come to school. O.3
 Put information on the board. O3.3
 Children to ask each other how they come to school. O3.3
Independent Work
 Differentiated worksheets to practise using new vocabulary. Worksheets
7.42 – 7.43 L3.1 and L3.3
Extension task
 Draw class graph to show most popular means of getting to school. L4.4
Resources
Flashcards of
different means
of transport
Worksheets:
7.42 ¿Cómo
llegas al
colegio ?
7.43 Los medios
de transporte +
vocabulary
7.44 Los medios
de transporte
7.45 Los medios
de transporte +
drawing
ICT
www.rgshw.
com
Assessment
Breakthrough
Listening and
Speaking
Grade 1
Breakthrough
Speaking
Grade 2
Breakthrough
Reading
Grade 1
Breakthrough
Writing
Grade 1