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.
Me gusta… / No me gusta…
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 http://www.elcorteingles.es > 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.
www.elcorteingles.es > 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
• 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?
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 1–20. 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 22–29. 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 30–39.
• 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 21–39.
Children work in pairs. One says
a number and their partner gives the next number in
sequence. At your signal, they
• 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 41–49.
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 1–39 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.