03-+SECTIONS+3-+4

CHILDREN SHOULD LEARN || **POSSIBLE TEACHING ACTIVITIES** ||  **LEARNING OUTCOMES**   CHILDREN  || **POINTS TO NOTE**  || • to recognise that texts in different languages will often have the same conventions of style and layout (KAL) || • Revise weather phrases using one of the activities from Section 1. • Place pictures of hot and cold places labelled with a temperature (some with negative numbers) around the room. • Use an activity from the previous session to revise numbers zero to 40. • Model how to say //grados// (degrees). • Point to a picture of a hot place. Use a thermometer or number line to count, for example, from zero to 30 degrees with children. //Say Hace 30 grados// and mime ‘very hot’. • Repeat for some other hot places. • Point to a picture of a cold place. Count down with the thermometer or number line. Stress //menos// before each number and stop at –10 degrees. Then say, for example, //Hace cinco grados bajo cero// (below zero) and mime ‘very cold’. • Practise saying the temperatures of the hot and cold places displayed around the room. • Read out a temperature and children point to the matching picture. Invite a child to come out and stand next to each one as you say it. • Practise reading temperatures on a thermometer. Include some negative numbers. • Extension: In pairs, children practise asking //¿Qué temperatura hace?// Their partner can respond in Spanish and the child writes down the answer, before they check together. • Extension: Prepare a worksheet with a map of Spain and various cities labelled with the temperature. Children repeat the above activity, asking //¿Qué temperatura hace en ...?// This could be done with a world map as well, with Spanish-speaking countries labelled with the temperature. || • repeat words and phrases spoken by someone • use mime and gesture to express what they mean • use physical response to show they understand || • Follow-up: Throughout the week, children measure the temperature in the classroom (//la clase//) and playground (//el patio//) every day. They record this in a chart showing the days of the week. They make line graphs of temperature data collected during the week. If the school has a partner in a Spanish-speaking country, children find out the temperatures there and compare the two. • On the chart, include the word //Hoy// (today) on a card that can be moved above the appropriate day. • Use a website with weather data from Spanish towns and cities to talk about the current temperatures in various locations in Spain. • You may be able to import an interactive thermometer into the interactive whiteboard and easily move the ‘mercury’ to show the temperature for the day. Copy the screen for each subsequent day, add the day of the week and change the temperature accordingly. If desired, add a caption, //Hoy es martes y hace 23 grados// (Today is Tuesday and it is 23 degrees). ||
 * ~ ** SECTIONS 3-4 ** ||~  ||~   ||~   ||
 * **LEARNING OBJECTIVES**
 * **LEARNING OBJECTIVES**
 * **Section 3. What temperature is it?** ||
 * • to listen for specific words and phrases (O4.2)

CHILDREN SHOULD LEARN || **POSSIBLE TEACHING ACTIVITIES** ||  **LEARNING OUTCOMES**   CHILDREN  || **POINTS TO NOTE**  || • to follow a short familiar text, listening and reading at the same time (L4.2) • to apply phonic knowledge to support reading and writing (KAL) • to use gesture and mime to show they understand (LLS) • to use action and rhymes to aid memorisation (LLS) || • Revise the temperature and weather phrases from previous sessions. Check the day’s temperature and weather in Madrid on the internet. • Explain to children that they are going to hear Aesop’s fable //El Viento y el Sol// (‘The Wind and the Sun’). Ask them to guess what the title might be in English and what they think the story might be about. Copy the story into an electronic presentation or the interactive whiteboard to make an electronic big book. If possible, add a recording of the text so that children can hear the story as they read it. Get children to illustrate sections of the story, scan the illustrations and incorporate them into the presentation. • Read or play the story. Ask children to join in with an action when they recognise the words //el viento// and //el sol//. • Read or play the story again and ask children to join in with //Soy más fuerte que tú// (I am stronger than you). • Focus on the sound for //v/b// using the words //viento// and //abrigo//. Model the sound and children repeat. Read out a list of words from the story including those containing the //v/b// sound //lleva, soplaba, abrigaba, va//. When children hear this sound, they give a physical response. • Distribute to pairs of children phrases or sentences from the story cut into strips. Re-read the story and, when children hear their phrase or sentence, they wave it in the air. • Narrate the story and children act it out. • Extension: Children include some dialogue as they act out the story. || • repeat words and phrases spoken by someone • use mime and gesture to express what they mean • use physical response to show they understand || • Follow-up: Throughout the week, re-read the story. Display words containing the //v/b// sounds, which are both pronounced as //b// in Spanish. • Follow-up: Children read and discuss other fables in English. They write an English version of //El Viento y el Sol//. • Link with literacy work: Children will have investigated fables in year 4 and written their own fables in literacy. • Link with literacy work: The seventh activity links to drama work in year 1 and year 2 where children act out well-known stories. • Link with literacy work: The extension activity links to year 3 drama work, where children present events and characters through dialogue to engage the interest of the audience. ||
 * **LEARNING OBJECTIVES**
 * **Section 4. The Wind and the Sun** ||
 * • to listen for specific words and phrases (O4.2)