02-+SECTIONS+1-+2

CHILDREN SHOULD LEARN || **POSSIBLE TEACHING ACTIVITIES** ||  **LEARNING OUTCOMES**   CHILDREN  || **POINTS TO NOTE**  || • to use gesture and mime to show they understand (LLS) • to use action and rhymes to aid memorisation (LLS) • to access information sources (LLS) || • Revise known weather phrases and introduce //Nieva// (It’s snowing) and //Hiela// (It’s freezing). (See Unit 7 for suggested teaching sequences.) • Play //Enseñadme//. Each child makes or is given a set of cards with weather symbols. On the instruction //Enseñadme ‘Hace buen tiempo’// (‘It is fine’), for example, they find the correct card and hold it in the air. • Play //Toca el dibujo// (Touch the Picture). Invite two children to the front. Attach weather pictures or flashcards to the board within easy reach. Call out a weather phrase and children race to see who can touch the correct picture first. The winner stays at the board to have another turn. • Ask children to listen carefully to the phrase //Llueve// (It is raining). Can they work out how the word begins? Show the written forms of //Llueve, Nieva// and //Hiela//. Draw attention to the //v// of //nieva// and the silent //h// of //hiela//. • Play //¿Qué llevas?// (What Are You Wearing?) Put together a selection of clothing and props to match weather phrases, eg gloves, sunglasses, umbrella, etc. Invite children to come to the front. Call out a weather phrase. Children select an appropriate prop or item of clothing. • Play Pass the Phrase. Organise children into teams of about six. Teams stand in lines. Whisper a different weather phrase to player 1 in each team. On the signal //uno, dos, tres//, player 1 traces the appropriate weather symbol on the back of player 2. The phrase is passed from back to back all the way along the line. When the last player receives the phrase, the team sits down. When all teams are sitting down, ask player 6 from each team to say their phrase out loud. • Where appropriate, allow some children to play these games in pairs for extra support. • Remind children of the question //¿Qué tiempo hace en ...?// by doing the clapping rhyme introduced in Unit 7, Section 3. • Point out //Badajoz// on an outline map of Spain and pronounce its name. Remind children about the sounds //j// and //z// make. Also draw attention to //Valencia////, Sevilla// and //Barcelona//. Can children use their phoneme–grapheme knowledge to work out how to pronounce these? Help children to break the words into phonemes by placing a dot under each phoneme. • Repeat the clapping rhyme and use the new weather phrases to create two new verses, eg //Nieva en Huelva//. • Extension: Children make up a rap, poem or song using the place names and weather phrases. || • repeat words and phrases spoken by someone • use mime and gesture to express what they mean • use physical response to show they understand || • Ensure that children who are not confident in speaking can participate in games by using a physical response. • Follow-up: Throughout the week, revisit the map of Spain to practise weather phrases and place names. • Follow-up: Consolidate phoneme–grapheme correspondence by playing the phoneme–grapheme running game (see Unit 2, Section 6) and calling out towns in Spain, eg //Badajoz////, Sevilla, Barcelona// and //Logroño//. • Follow-up: Every day, ask //¿Qué tiempo hace?// when you take the register and encourage children to respond using a variety of appropriate phrases. • Follow-up: Children use the internet or a television weather forecast to investigate weather around the world. || • to listen for specific words and phrases (O4.2) • to imitate pronunciation (KAL) || • Revise numbers by counting in ones, tens then multiples of five up to 40, using a counting stick or number line. • Play //Pasad la pelota// (Pass the Ball) with multiples of five. Pass a large ball to a child and say //cero//. The child who receives the ball says //cinco// and passes it on. The sequence continues up to 40. • Revise //veintiuno// and //treinta y uno// using a counting stick or number line. • Play //Buscad el número// (Find the Number). Place numbered tiles, balls or number flashcards up to 40 on the floor. Invite two children to stand next to them. Call out a number and children race to find it. The winner stays to have another turn. • Play Fizz Buzz with animal sounds from Unit 11. Children count around the class from zero to 40. They replace each multiple of five with a sound, eg //uno, dos, tres, cuatro, miau//. When children are confident, add another animal sound for multiples of ten. • Allow some children to play in pairs. • Extension: Play Fizz Buzz to 40 using multiples of two. • Learn the //El teléfono// rhyme (see ‘Points to note’), with children doing an action as if to dial the numbers. • Extension: Practise higher numbers by changing those in the //El teléfono// rhyme, eg 29, 31, 42, 25. • Extension: Play Bingo with numbers up to 40. Children who are less confident could play Bingo with the class teaching assistant, using numbers up to 10 or 20. • Set up an interactive whiteboard file to present the rhyme. || • recognise numbers to 40 when someone says them aloud • pronounce numbers to 40 with reasonable accuracy • memorise a rhyme || • If you have not covered Unit 11, replace the animal sounds in the Fizz Buzz game with expressions such as //¡Guay!, ¡Vale!, ¡Adiós!// or //¡Ya está!// • Allow more thinking time for games that rely on speed, eg in // Buscad el número //, count slowly to 10 before allowing children to find the number. • Follow-up: Throughout the week, play // Pasad la pelota // and Fizz Buzz to practise numbers. • Text for the rhyme // El teléfono // :
 * SECTIONS 1- 2**
 * **LEARNING OBJECTIVES**
 * **Section 1. What’s the weather like?** ||
 * • to listen for sounds, rhyme and rhythm (O4.3)
 * **Section 2. More practice at numbers to 40** ||
 * • to memorise and recite a short spoken text (O4.1)

// 4, 2, 2, 1, 2, 3, 4, 5 // // El teléfono vibró // // Y nadie contestó // // Sonó, sonó y sonó // // Hasta que loco me volvió. //

// 4, 2, 2, 1, 2, 3, 4, 5 // // El teléfono vibró // // Alguien contestó // // ¡Oh! Perdón // // Me equivoqué de botón. //

// 4, 2, 2, 1, 2, 3, 4, 5 // // El teléfono vibró // // Víctor contestó // // ¡Eh Víctor! ¡Campeón! // // Has ganado el balón. //

(4, 2, 2, 1, 2, 3, 4, 5 The telephone rang Nobody answered It rang and rang and rang It drove me mad. || The telephone rang Someone answered Oh! Sorry I have dialled the wrong number.
 * ||  ||   || 4, 2, 2, 1, 2, 3, 4, 5

4, 2, 2, 1, 2, 3, 4, 5 The telephone rang Víctor answered Eh Víctor! You are the champion! You have won the ball.)

• Explain to children that Spanish telephone numbers are normally said (and written) as three pairs and that, for example, 3, 2 is said as ‘thirty-two’. The first two or three numbers denote the region. For example, 954 is Sevilla. These numbers are said individually, eg 9, 5, 4. Mobile numbers begin with 06. • Follow-up: Throughout the week, give children some Spanish telephone numbers to write down and read back to you. • Follow-up: Throughout the week, practise different sequences of numbers in Spanish as a warm-up to the daily mathematics lesson. • If using the interactive whiteboard, insert an image of a telephone. Copy it and superimpose different numbers on it for the children to practise. If you are able to link a recording of the number to each image, the children will be able to check whether they are correct. ||