Spanish Year 5Autumn 1 Year 5Describing

Speaking/ listeningPrepare and practise a simple conversation, re-using familiar vocabulary and structures in new contextsTake part in conversations and express simple opinions giving reasons

ReadingRe-read frequently a variety of short texts

WritingUse a range of adjectives to describe people and things.

Intercultural understandingLook at further aspects of their everyday lives from the perspective of someone from another country

Focus on correct pronunciation and intonation. Integrate new language into previously learnt language. Use a word or phrase known in one context or topic in a different topic

or context Understand the main points from a short spoken passage of familiar language,

including unfamiliar language..

Use the context of what they see/read to determine some of the meaning.

read a range of texts including a wide range of adjectives. This half term short comic pieces.

Apply grammatical knowledge to make sentences. form sentences integrating new vocabulary.

Consider aspects of everyday life of children in their own and different countries.

Cross-curricular Topic Links ICT- use of interactive whiteboard/ translator engine/ email and texts from internetGeography – learn about aspects of everyday life of children around the world/ Spanish school linkMusic- Spanish songs at the end of every lessonsLiteracy- use of bilingual dictionaries/ link between spoken and written words/ use context. Read different types of texts. PHSE- Learn about different aspects of everyday life around the world.

Inclusive teaching checklist: Culturally relevant and accessible material (incl. home language) Visual support: multi media, artefacts, pictures, puppets, checklists Drama: role play, hot seating, freeze frame, mime Talk partners (whole class and independent work) Collaborative and mixed attainment group work/pairs Developing vocabulary: word banks, picture prompts, class checklists ICT Scaffolding and modelling reading (sequencing, visualizing, questioning) and

writing (oral rehearsal, teacher demo, thinking aloud, writing frame)

Lesson 1 L.O: I can have short conversations that I have prepared.

Voc: Greetings, feelings, questions and voc learnt in yr4

Say Hola, Buenos Dias, Buenas tardes to all children and expect them to respond by choosing the right greeting. They should greet the pupils at their tables. Ask them ¿Qué tal estás? ¿Cómo estás?

Ask two children to update the Spanish calendar. Go over the days of week and months, count up to 20 then in ten’s to 100.

Ask the pupils to think about what they learnt last year. Do they remember the postcard they received and wrote? What vocabulary did they learn from these?How about the stories they wrote? What vocabulary can they remember using in these?

We recap quickly some of the main the voc learnt in yr4.

In groups ask the pupils prepare and practise a simple conversation, re-using familiar vocabulary and structures. To do that they should use simple sentences and questions that they are familiar with.

LA: able to come up with a simple conversation in which the children will greet each other, ask each other name and age and how they are feeling.

MA: able to come up with a conversation using simple sentences in which the children will greet each other, ask each other name and age and how they are feeling. They should also be able to talk about what they like and dislike using me gusta, no me gusta. With this they should use voc such as frutas, verduras, animales.

HA: able to come up with a conversation using more complex sentences using (y) and adjectives. Children will greet each other, ask each other name and age and how they are feeling. They should also be able to talk about what they like and dislike using me gusta, no me gusta. With this they should use voc such as frutas, verduras, animales.

Pupils to use some voc from memory. Use their books to look for voc learnt previous years. Use of bilingual dictionaries to add new voc to their conversation.

Listen to CD2.25 Como eres See if they understand some words. Look at the words to see if they remember some of them. Go over the song and explain the meaning. Say adios, hasta la semana que viene,and expect them to respond.

Lesson 2

No ned to spend to long on family. Pupils

already had sheet with

family members in their books.Spent longer with use of

tener/ tienes as question.

Most managed to write simple

question:¿Tienes_ _?They had hard time

remembering voc from last year.

L.O. I can use words/phrases from memory and sometimes change words.

Voc: use of “se” and “tienes”+ familia( revision)

Next step: Can you write a sentence

with : Tengo.... LA: Tengo+familiar noun MA: Tengo+ Numero+

familiar noun HA: Tengo+ numero+

noun+ y+ noun( apply gender and plural correctly)

Say Hola, Buenos Días, Buenas tardes to all children and expect them to respond in Spanish, ask them how they are feeling. Ask two pupils to update the Spanish calendar.(review days of week and months)

Listen to a conversation CD2.13 In groups they discuss what they think the conversation was about. Did they recognise any words? Was there any new vocabulary? Is there a structure they know but is being used differently? Cuantos... tienes?

We look at: como se llama tu madre? tu hermano? Cuántos años tiene…

In groups ask the children to find out the names and age of some of their friend’s siblings as well as some more info.

LA: should be able to use the correct question and might need help/ correction with the use of me/se. They should be able to find out their friend’s sibling name and age.

MA: should be able to use the correct questions with the correct pronoun to find out name and age of friends family member.

HA: should be able to use the correct questions with the correct pronoun to find out name and age of friends family member. They should also be able to ask different questions to find out about their likes and dislikes using the pronoun “le”.

Remember the use of verb tengo. Pupils write the use of verb with different pronouns.

LA: Stick the familia and tengo hermanos sheets in their books.MA: Stick the tengo hermanos sheet in their books. They could write the members of the family too. HA: will write a sentence following the example: tengo dos hermanas.

Listen to CD2.25 Como eres and try to sing it together looking at the words.

Say adiós hasta la semana que viene and expect them to respond.

PRINT OFF THE FLASH CARDS LOOK LIKE TO DISPLAY IN THE CLASS.

Lesson 3L.O: I can form sentences integrating new vocabulary.

Voc: ¿Cómo eres tú?Tengo el pelo negro, rubio, pelirrojo, castaño, largo, corto, liso, rizado. Los ojos + colores.

Say Hola, Buenos Días, Buenas tardes to all children and expect them to respond in Spanish, ask them how they are feeling. Tell them to say “no está” if someone is not here. Ask a child to write the date on the board. (review days of week and months)

Read the lyrics of the song together on whiteboard. I ask the pupils what is the song about. Are there any words that they recognise? They discuss in groups.

I give them a copy of the song and in groups, with the dictionaries they look for meaning of new words. They should also find familiar words and cognates to help them understand new ones.

Give the pupils the como eres sheet. Look at the sentence: Tengo el pelo negro Verbo Sustantivo adjetivo

Explain use of tengo again. Explain that the adjective comes after the noun.Do they know which one is the adjective and which one is the noun in that sentence?Using the sentence as a model can they form a sentence to describe themselves using the different adjectives from the sheet. LA: to say the color of their eyes. Use of tengo+ los ojos+ color

MA: to say the color of their eyes. Use of tengo+ los ojos+ color & color of hair using correct adjectives to describe hair colors.

HA: to say the color of their eyes. Use of tengo+ los ojos+ color & color of hair using correct adjectives to describe hair colors. To describe if they wear glasses. Make more complex sentence by adding additional description such as Tengo el pelo largo y rubio. Ver+ noun+ 2 adjectives.

They stick the como eres sheet for future reference. They stick gramatica sheet explain place of noun and adjective for Future reference.

They write a sentence in their books using the model.

LA should be able to copy the model and change the adj.MA should be able to change adj and noun still copying the model.HA should be able to use tengo el pelo negro and soy alto as models using different adjectives and adding new ones found in the dictionary.

Sing the song together (CD2.25 Como eres )Say adiós hasta la semana que viene and expect them to respond.

Lesson 4 L.O: I can choose words, phrases and sentences and write as picture captions.

Use of ser. Yo soy muy alto.Yo soy muy bajo, normal, travieso, guapo. Use of femenino y masculino.

Say Hola, Buenos Días, Buenas tardes to all children and expect them to respond in Spanish. Find out the date and weather with the Spanish calendar. (review days of week and months)

Explain that we are still linked to a school in Spain and that they will write a letter to the Spanish children.

Go over what the children would like to say about themselves on the letter.

We talk about how we could start the letter. Children give ideas of what they could write. We make a list of what to talk about in the letter.

LA: should be able to greet, describe themselves, name, age, eye colour. They could try to describe their appearance some more using the examples on the sheet. They should also be able to present some of their family members.

MA: should be able to greet, describe themselves, name, age, eye colour, hair and more. They should also present some of their family members by naming them and saying how many they have ( brother , sisters). They could also try to add info about likes and dislikes in food.

HA: all of the above writing more complex sentences, using more adjectives. They should be able to ask a number of questions and also describe where they live. We go over using the verb soy to describe themselves. Soy alto, soy travieso.we look at the sheet. They stick in their books the soy+ description sheet and gramatica verbo ser. Pupils stick a photo of themselves in their books and write one sentence to describe themselves.

We listen to CD2.24 como eres. We start to sing it together looking at the lyrics. Leave the lyrics on the whiteboard so that the pupils can look for new adjectives to use.

In Spanish the pupils start writing the letter.On their book we will start writing the beginning of the letter, greeting, own description. LA should start with a greeting and write at least one sentence presenting themselves.(Name and age)MA should be able to add another sentence about their appearance.HA should be able to describe themselves fully.

Sing the song together (CD2.25 Como eres )Say adiós and expect them to respond.

Lesson 5 L.O: I can understand main points in short written texts.

Voc: cosas de la casa. Ventana, puerta, cuarto de bano, habitación/ dormitorio, salón, cocina.

Say Hola, Buenos Días, Buenas tardes to all children and expect them to respond in Spanish, ask them how they are feeling. Tell them to say “no está” if someone is not here. Find out the date and weather with the Spanish calendar. Explain weather. Invierno, frio, lluvia, nieve, nublado…(review days of week and months)

I give the pupils a copy of mira donde vivo. I give them some time to read the passage. They should look for familiar words to try and make sentence of the sentences. They should look for cognates to try and find out meaning of new words. They can use the dictionaries o find out meaning of new words. Teacher/TA to help LA with reading and understanding. They will also get a translation of the text

to help them link Spanish to English words.

Pupils write new vocabulary in their books so that they can use it to describe their homes on the letters.

We look at the picture of the inside of the house.Can they find the items listed in the text?In groups pupils look for the items circle them and label them in Spanish.

We look at the photo of the front of house. De que color es la casa? Es grande o pequena? Tiene ventanas?On the board we come up with two sentences to describe a house using tiene and es.

Use of verb: tener. Remind the pupils that we are talking about the house so we have to use tiene and no tengo.Mi casa/ piso/ tiene un jardin.Mi casa/ piso/ tiene cuatro ventanas.Pupils to use same structure using the new vocabulary in the passage they have read they describe their home.LA should be able to copy the sentence and change subject: casa/ piso/ hotel+ tiene+ objeto directo(Sustantivo(noun))MA should be able to do the same using correct plural and using more adjectives to describe the house.HA should be able to do the same using correct plural and gender as well as using the bilingual dictionary to use new adjectives.

Listen to: de donde eres cd3.32 song and try to sing it together.Say adiós and expect them to respond.Say Hola, Buenos Días, Buenas tardes to all children and expect them to respond in Spanish, ask them

Lesson 6 L.O: I can understand the main points from a short spoken passage.

Voc: Soy de, vivo en...+ país o ciudad. LA CIUDAD, una ciudad, un supermercado, una estación de trenes, un estadio, una piscina, un parque, un hospital, un centro comercial, una tienda, una biblioteca, una escuela

how they are feeling. Tell them to say “no está” if someone is not here. Find out the date and weather with the Spanish calendar. Explain weather. Invierno, frio, lluvia, nieve, nublado… (review days of week and months)

Explain that in their letters they will talk about themselves and also about where they live.

We listen to de dónde eres cd3.32 song. Can they understand what the song is about?

They should listen carefully for familiar words to try and make sentence of the sentences. They should listen for cognates to try and find out meaning of new words. Understand context to make sense of text.

¿De dónde eres? Soy de España y vivo en Madrid. Pupils to use the sentence to talk about where they are from and where they live. They do that in groups.They should all have a go. I choose some pupils to tell the rest of the class where they are from and where they live.Pupils now write the sentence in their books.

LA: should be able to use the same structure and just change the countryMA: should be able to use the same structure and just change the country and city.(name of country and city in Spanish).Higher should be able to use the same structure and just change the country and city.(name of country and city in Spanish) they should also be able to tell us what languages they speak. ( Hablo....)

We look at the sheet la ciudad. We go over the new vocabulary and what it means. They stick a copy in their books. I write a sentence on board: en chalkhil hay un parque.Explain the use of en and hay verbo haber. Pupils copy the sentence in their books and write a sentence using this one as a model.

LA to change place where they live and what is there.MA: to change place where they live and what is there. Use adjective to describe the second item, un parquet grande. HA: to write where they live and add places such as parks, libraries, shops. Use adjective to describe the these places, un parque grande.

Listen to: de donde eres cd3.32 song and try to sing it together.Say adiós hasta la semana que viene and expect them to respond.