Milton Keynes Spanish Scheme of Work year 4

By Hector Willis,2014-07-11 10:42
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Milton Keynes Spanish Scheme of Work year 4

Milton Keynes Spanish Scheme of Work year 4

    Unit 8 La paga Pocket Money

In this unit, children will learn about Euros and will practise role-plays in shops. They will practise saying

    whether they like or dislike objects.

Prior learning:

    Me gusta… / No me gusta…

    Numbers 1-20




    Flashcards for food / plastic food Number cards 1-20

    Plastic Euro coins

The plans are split into a table under the following headings:

    Learning Objectives Lesson Content Learning Outcomes Framework Resources


    Session 1 At the toyshop

    Show children some toys e.g. a • to listen for specific words and > To be able to name some Spanish I can name some Spanish toys board game, a teddy bear, a video phrases juguetes toys

    game, a doll, a toy car. (O4.2) I can say whether I like Learn vocabulary for the various To recognise that toys are the something or not

    toys. • to ask and answer questions on same in England as in Spain

    Ask children whether they like the several topics (O4.4)

    toys or not. To be able to say whether they

    Point to various objects and say • about some aspects of everyday like something or not

    ?Me gusta eso! or life and compare them to their own

    ?No me gusta eso! with appropriate (IU4.2) facial expressions, voice tone or gestures such as • to use question forms (KAL)

    thumbs up / thumbs down. Ask children what they think you are saying. Practise as a

    whole class, saying the words and using appropriate gestures.

    • Hold up some items or point to pictures and ask ?Te gusta eso? Children reply with

    words and gestures.

    • Play La Bolsa Mágica (The Magic Bag). Children each make a sad and a smiley face card.

    You have a bag in which you have placed toys or plastic food items. Take an item from

    the bag. Ask ?Te gusta eso? Children hold up their response cards and you choose a

    child to reply with ?Me gusta eso! or ?No me gusta eso! Some children will respond to

    this question using only gestures, facial expressions or by showing their response card.

    • Extension (optional): Children

    work in pairs and browse the website of a Spanish toy shop e.g. > Juguetes


    ?Me gusta eso! or ?No me gusta eso! they tell each other what they like or dislike.

    Section 2 - Likes and dislikes

    • Produce some food items that are • to listen for specific words and Word cards for feelings To be able to express like or I can say whether I like or dislike likely to provoke a strong reaction phrases (O4.2) ?Me encanta! / ?No me gusta nada / dislike for various food objects something in Spanish

    (Use items they have already ?ñam, ñam! / ?riquísimo! / ?puaj! /

    encountered e.g. fruit or veg). • to ask and answer questions on ?qué asco! To be able to use a variety of I can repeat words with correct Model by saying, several topics (O4.4) expressions to say whether they pronunciation

    with appropriate facial expression Flashcards of food / plastic food like or dislike something.

    or voice tone, either ?Me encanta! • to read some familiar words and or ?No me gusta phrases aloud and pronounce Linguafun La Cafeteria,

    nada! accurately (L4.3) resources, worksheet 1 and 2

    • Ask children what else they might say to express their feelings about • to know about some aspects of Mini-whiteboards food. Elicit ‘yum!’ everyday life and compare them and ‘yuck!’ Tell children the their own (IU4.2) Some Spanish music for pass the

    Spanish equivalents of these: ?ñam, parcel ñam! / ?riquísimo! and • to use question forms (KAL) ?puaj! / ?qué asco! Ask them to

    guess what they mean. Practise

    saying the words as a

    whole class.

    • Show children a selection of real

    or plastic items, or pictures, and ask them to work in

    pairs or with a puppet to practise

    asking the question ?Te gusta eso?

    responding ?Me

    encanta! / ?No me gusta nada /

    ?ñam, ñam! / ?riquísimo! / ?puaj! /

    ?qué asco! Some

    children will respond to the

    question with only gestures, facial

    expressions or by showing

    a response card from the previous


    • Give children mini-whiteboards.

    Play Pass the Word Parcel. In a bag,

    place word cards for: ?Me gusta

    eso! / ?No me gusta

    eso! / ?Me encanta! / ?No me gusta nada! / ?ñam, ñam! / ?riquísimo! / ?puaj! / ?qué

    asco! Play some Spanish music as children, sitting in a circle, pass round the bag. When

    the music stops, the child holding the bag takes out one card and reads

    it aloud. The

    other children echo the phrase and draw something on their whiteboard which elicits this feeling. The phrase card

    is placed back in the bag and the game continues.

    Session 3 - Numbers to 39

Play Read My Lips to revise numbers 120. You to listen for specific sounds and Number fans To be able to count to 39 I can count to 39

    mouth a number and children say the phrases (O4.2) forwards and

    word or write it on a mini-whiteboard. Linguafun Los Numeros 22-31 To be able to recognise the backwards

    • Give children number fans and 20. As you say these • to read some familiar words and And los numeros 32 41 written form of numbers

    numbers in phrases aloud and pronounce them I can recognise

    random order, children hold up the right cards. accurately (L4.3) To be able to recite numbers in the spellings of

    • Use large versions of the same number cards. In daily numeracy lessons you any order numbers

    Display the card for the number 20 and • to apply phonic knowledge of the should play Number Ping Pong and

    one for the number one as you say veintiuno. Ask language to support reading and other quick counting games and

    children what they think this means writing (KAL) number bonds and what changes are needed to form the number.

    Repeat for the numbers 2229. Show • to apply knowledge about letters

    a written example on the board. and simple grammatical knowledge

    • Focus on the ei (sounds like ay) sound in veintidós, to experiment with writing (LLS) etc. Show the written form and

    demonstrate how the sounds e and i are blended. Create a page for ei in the word bank

    and add other words such as seis.

    • Give children number cards for 30 and teach them how to say treinta.

    • Show children how to make the number 31 (treinta y uno) in Spanish. Give children a

    word card for y and ask them to make the number. Show a written example on the


    • Repeat the previous activities to practise numbers 3039.

    • Choose two volunteers to come to the front with

    their cards. Children give them a

    number in Spanish and they have to race to write the correct number on the board.

    • Play Number Ping-Pong to practise numbers 2139.

    Children work in pairs. One says

    a number and their partner gives the next number in

    sequence. At your signal, they

    swap roles.

    • Extension (optional): Repeat the above activities

with word cards for the numbers.

    • Extension (optional): Give children a number card for 40 and model the pronunciation. Ask them

    to make and say the numbers 4149.

    Session 4 Paying for toys

    • Revise ?Me gusta eso! or ?No me gusta eso! / ?Me to listen for specific words and http://www.elcorteinglesTo understand that people in I know countries encanta! / ?No me gusta nada! By encouraging the class to phrases .eu Spain use the Euro where they use the repeat these while giving an appropriate action. ‘Conduct’ (04.2) Euro

    the class by inviting each group in turn to respond to an IWB file with pictures To be able to express like or

    action with the appropriate • to listen for sounds, rhyme and of toys with prices dislike of toys I can count to 39

    Spanish phrase. rhythm hidden.

    • Display some pictures of toys. Choose six (04.3) To recall numbers 1-39 I can add up money in items and practise the above phrases. Spanish

    • Ask children to think of actions for each toy and to give • to know about some aspects of To be able to suggest prices for

    the action every time they hear the word. everyday life and compare them to toys

    • Display pictures of some toys. Ask children to rank them their own (IU4.2) in order from what they think is the cheapest to the most

    expensive. • to use context and previous If you have the digital pictures, display them on the knowledge to determine meaning

    whiteboard and add price tags. Also display some euros. and pronunciation (LLS) Children should drag the correct number of coins to the

    object to pay for it. Record the prices and assign to labels, • to access information sources

    eg un peluche, (LLS) 7 euros, so that children can listen and match what they

    hear to the object.

    • Ask children what they have noticed about how Spanish prices are written. Discuss the

    euro and where it is used. Have children paid with euros before?

    • Display prices from ?1 to ?10 on the board. Point to each and say the price in Spanish.

    Count up from un euro to diez euros as a class.

• Extension (optional): Children find out real prices of toys

    from a website, eg un peluche = ?19,20.

    • Extension (optional): Children look at catalogue prices

    and round up to a whole unit, eg ?19,20 = ?20.

    Session 5 - Expressing preferences

    • Extension (optional) Revise numbers 139 by going • to listen for specific words and A selection of toys To be able to count to 39 I can count to 39

    around the class as a Mexican Wave. Some children will phrases (O4.2)

    need support with recalling these numbers. To be able to say what toy they I can remember the

    • Play El precio justo (The Price Is Right). Put children • to listen for sounds, rhyme and would like to own names of toys

    into teams. They guess how much rhythm

    each item is (the price is concealed behind a post-it note or (O4.3) To be able to remember the I can role play a shop by using the interactive whiteboard). Ask each team, for names of toys in Spanish conversation

    example, El balón, ?Cuánto es? Teams give their answer • about some aspects of everyday in Spanish, eg 8 euros. The team closest to the price wins a life and compare them to your own point. (IU4.2)

    • Extension (optional): Use más (more) and menos (less)

    to respond to children’s guesses when • to read and memorise words (LLS) playing El precio justo. This will encourage them to keep

    guessing. They can then play

    the game in pairs.

    Set up a ‘shop’, either on the board or a table, with toys from the previous sessions and prices. Model vocabulary by saying No tengo una muñeca. (Yo) quiero una muñeca

    (I don’t have a doll. I want a doll). Children listen and repeat each time.

    • Display the word quiero on the board. Invite the class to chant quiero and on each repetition, rub out a letter in quiero. Repeat.

    • Play Pass the Parcel by passing a bag containing six toys around a circle to music. When the music stops, the child holding the bag says quiero + one of the items and finds

    that toy in the bag.

    • Play Kim’s Game by giving children one minute to look at a range of toys or pictures displayed, eg dos balones, tres peluches, etc. Cover the objects and ask children to say what they remember, saying quiero + the toy. Hand

    out the items to some children and get them back by saying quiero + the toy.

    • Play a variation of Grandmother Went to Market. The first child says, for example,

    Quiero un peluche. The second says Quiero un peluche y

un balón and so on.

    • Extension (optional): Children create role-plays by using

    the question ?Cuánto es? and answering

    with Es/son ... euro/s.

Extension: Play El ahorcado (Hangman) to see if children

    can spell the word correctly.

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