Spanish Level 2
Feelings

Second Level Significant Aspects of Learning
• Actively take part in daily routine
• Understand and respond to classroom instructions and personal information from familiar sources
• Listen, join in and respond to a story, song or poem
• Participate in familiar games, paired speaking and short role plays
• Further develop an understanding of, interest in and respect for other countries, cultures and languages
• Demonstrate an appreciation and understanding of the value of language learning including skills for life and work
• Take part in simple, paired conversations about themselves, others and interests of their choice
• Ask for help confidently using learned phrases and familiar language
• Give a short presentation about a familiar topic
• Pronounce words sufficiently accurately so as to make the meaning clear
• Work with others and make a successful contribution to a group presentation in English supported by the target languages

Second Level Significant Aspects of
Learning
• Read aloud a simple text
• Read and understand a variety of simple texts
• Make comparisons between English and target language (including use of a bi-lingual dictionary with support)
• Write about themselves and others and check the accuracy of own writing
• Exchange straightforward information in writing using familiar words and phrases

Vocabulary
2. Feelings
¿Qué tal?
Muy bien
Bien
Así así
Nada mal
No muy bien
¡No estoy nada bien!
Estoy mal
¿Y tú?
Tengo hambre
Tengo sed
Tengo calor
Tengo frio
Estoy enfermo(a)
Estoy cansado(a) (add ‘a’ if a girl)
How are you?
I am well
I am fine
So-so
Not bad
I am not good
I am not good at all
I am bad
And you?
I am hungry.
I am thirsty
I am hot
I am cold
I am ill
I am tired

¿

¡

¡B

¡

¡

¡

¡

¿

¡

¡

¡



Embedding the language
Each day pupils write down how they are feeling on miniwhiteboard. E.g.“Estoy cansado”
Working with a shoulder partner pupils have a conversation about how they are feeling today in Spanish.
Pupils then take the time to record in their “feelings jotter” how they felt that day in Spanish.
This could be used to record feelings at different points in the day as well.
• When listening and talking with others, I am developing an awareness of when to listen and when to talk. I am learning new words which I use to share information about myself and others. MLAN 2-03a
• I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b
• I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a

You will find a bank of sample activities which you can use to practice the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.

¿Qué tal Javier?
Reading activity
• In this activity, pupils meet the character Javier.
• In the story Javier goes to different places and says how he feels. Pupils should read the phrases and write on mini-whiteboards in English how Javier is feeling.
• Optional extension – create their own story about
Javier and how he feels in different places.
• I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language.
• MLAN 2-08b

Hola, Me llamo
Javier.
Él se llama Javier.

Hola, Me llamo
Javier.
Can you ask him how he is feeling?

Hola, Me llamo
Javier.
¿Qué tal Javier?

Estoy muy bien.
¿Qué tal Javier?

Estoy muy bien.
¿Qué tal Javier?

En mi casa, estoy muy bien.
¿Qué tal Javier?

En mi escuela, estoy así así.
¿Qué tal Javier?

En el hospital, estoy enfermo.
¿Qué tal Javier?

En el restaurante, tengo hambre.
¿Qué tal Javier?

Después de jugar al fútbol, tengo sed.
¿Qué tal Javier?

En la playa, tengo calor.
¿Qué tal Javier?

En Escocia, tengo frio.
¿Qué tal Javier?

En mi cama, estoy cansado.
¿Qué tal Javier?

¿
Qué tal te sientes en esta situación?
• In this activity, pupils look at the situation, imagine they are there – how are they feeling?
• In order to incorporate writing pupils could write the phrase on mini-whiteboards. The teacher then chooses children each time to share how they would feel.
• Pupil could then create posters with 3 different situations and write how they would feel underneath.
• I have opportunities to express myself in writing, exploring and experimenting with words and phrases using resources, to ensure my writing makes sense. MLAN 2-13a
• I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

¿
Qué tal te sientes en esta situación?

Actividad –
Feelings fotos
Assessment
Activity!
Pupils take photos of themselves depicting different feelings and then either add audio or text or both! This can be done on tablets or using applications such as Powerpoint. This is a good activity for assessment of Es and Os below.
I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate.
MLAN 2-12a
I can use familiar language to describe myself and to exchange straightforward information.
MLAN 2-13b

Feelings wall Dictionary
Skills!
Discuss with pupils the wide range of vocabulary we have for emotions in English. Each pair uses a dictionary to find a word they have not yet learned to describe an emotion. They write this word on a “brick” in Spanish with English translation. They can also draw a visual to support understanding. This builds a feelings wall which pupils can use during circle time to describe how they are feeling.
• I can understand how a bilingual dictionary works and use it with support.
• MLAN 2-11a

Psychic Flashcards
• This is a really simple but popular game and it’s a good way to practise vocabulary.
• Ask pupils to each write a feeling on a piece 7 of A4 paper (could also draw a picture).
• Collect all paper in, shuffle them and hold them in a pile, facing away from the class so they can’t see whichever one is on top.
• Tell pupils that you want them to test out their telepathic/psychic powers.
• Very discretely select a page and keep it hidden from the class.
• Tell them you would like them to concentrate on your brain and you will think intently of the feeling on the page.
• Give them a set amount of time to try and “read your mind” and then they can try and guess.
• Whoever guesses correctly then gets to come and select one.
• I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far.
• MLAN 2-11c

You will find a bank of sample songs which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.

Feelings song

¡Hola!, ¿qué tal? song

You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.
You will find a set of more challenging activities in Level 2
Feelings.
Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

LAS EMOCIONES EN SITUACIONES

Victoria Languages Online
How are you?

¡
Adiós!