04-+SECTIONS+5-+6

CHILDREN SHOULD LEARN || **POSSIBLE TEACHING ACTIVITIES** ||  **LEARNING OUTCOMES**   CHILDREN  || **POINTS TO NOTE**  || • to read and understand a range of familiar written phrases (L4.1) • to read some familiar words and phrases aloud and pronounce them accurately (L4.3) • to apply phonic knowledge of the language to support reading and writing (KAL) • to apply knowledge about letters and simple grammatical knowledge to experiment with writing (LLS) || • Revise weather phrases using an activity from Section 1. • Introduce items of clothing: //un abrigo// (a coat), //un sombrero// (a hat), //un paraguas// (an umbrella), //una bufanda// (a scarf), //unos guantes// (gloves), //unas botas// (boots), //unas gafas de sol// (sunglasses). Show props or draw pictures on the board as you say the words and children repeat. • Show or point to an item and say a word. Children say //sí// or //no// if they are correct or incorrect. • Show or point to an item offering alternative answers, eg //¿Es un sombrero o un paraguas?// Children say the correct word. Then just show or point to an item and encourage children to name it without support. • Play Pictionary to practise the new vocabulary. • Link weather phrases and items of clothing by modelling, for example, //Cuando llueve, llevo un paraguas// (When it rains, I carry/take an umbrella). Children chorus and mime the sentence. • Say some similar sentences and children repeat if correct or say //¡no!// with thumbs down if incorrect, eg //Cuando llueve, llevo unas gafas de sol – ¡no!// (When it rains, I wear sunglasses – no!) You may need to support children with some actions as well. • Write some similar sentences on the board. Children read silently, chorus and mime. • Give pairs of children some jumbled sentences on card or strips of paper to re-order. • Some children will need picture clues to support their reading. • Extension: Children write their own sentences on mini-whiteboards. • Extension: Children say the sentences in a different order, eg //llevo un paraguas cuando llueve//. • Sing the song //Si hace buen tiempo y te gusta di ¡Olé!// ... (see Unit 7). • Extension: Give children the opportunity to practise building words such as //botas, gafas, abrigo// and //sombrero// using their knowledge of common phonemes. || • read and understand a range of familiar written phrases • use their knowledge of grammar to build sentences || • See Unit 11 for instructions on how to play Pictionary. • Follow-up: Throughout the week, sing //Si hace buen tiempo y te gusta di ¡Olé!// ... (see Unit 7). • Follow-up: Hold up items of clothing and children say an appropriate sentence, for example //Si hace frío me pongo un abrigo// (If it’s cold I wear a coat). • Follow-up: Children create weather pictures and write matching sentences. Some will do this from memory. • Some interactive whiteboards have interactive dice in different colours that speak the numbers in Spanish. • Modelling sentences on the interactive whiteboard enables you to include the full ability range by adding more support when necessary and withdrawing support when appropriate. In the second extension activity, you can show children how re-ordering sentences does not necessarily change their sense. • Write some words on the board and omit a phoneme. Say the word and ask the children to supply the missing letters. Some children might benefit from phoneme cards. Possible words include: __//ueve// //(llueve), nie_a (nieva), _iento (viento), fr//__ //(frio)//. ||
 * ~ SECTIONS 5- 6 ||~  ||~   ||~   ||
 * **LEARNING OBJECTIVES**
 * **Section 5. Dressing for the weather** ||
 * • to ask and answer questions on several topics (O4.4)

CHILDREN SHOULD LEARN || **POSSIBLE TEACHING ACTIVITIES** ||  **LEARNING OUTCOMES**   CHILDREN  || **POINTS TO NOTE**  || • to listen with care for specific words and phrases (O4.2) • to plan and prepare for a language activity (LLS) • to use a dictionary to look up spellings (LLS) || • Divide the class into two teams. Give each team the same selection of number cards and word cards for days, months, //el// and //de//. Call out a date, eg //lunes 5// //de junio// or //el 5 de junio//. Each team assembles the date as quickly as possible. The class read the date aloud. • Organise the class into groups. Give each group a selection of cards as above, weather symbols and items or pictures of clothing. Read out a weather report, eg //Buenos días, me llamo señor Brown. Hoy es martes 22 de abril. Aquí está ‘El tiempo’. Hoy llueve. Cuando llueve, llevo un paraguas//. Children assemble the correct date, weather symbol and clothing. They feed back their answers in Spanish. Repeat with a different weather report. • Children help to make a new weather report. They suggest the date, day, month, weather and clothing. • In pairs or groups, children prepare their own reports. Each group will produce a report appropriate to their level of confidence. Children who are not confident in speaking can participate by saying single words or saying words in chorus. Some children may need lists of key vocabulary (some supported with pictures) to use. • Extension: Children extend the weather report by saying the temperature. • Extension: Children use a map of Spain and comment about the temperature in the main Spanish cities, eg //Madrid////, Barcelona, Sevilla, Bilbao, Valencia//. || • understand the main points of a report • give a weather report describing the day, date, weather and appropriate clothing || • Weather forecasts are given in the future tense. All phrases taught here are in the present tense, so ‘reports’ rather than ‘forecasts’ is the appropriate term. • Note: In Spanish, always include //de// before the month, eg //lunes 5 de junio.// • When giving the date in Spanish, //el// is only used with a simple date and month, eg //el 5 de junio//. • Follow-up: Each morning a pair or group of children give a weather report in Spanish. • Link with literacy work: These activities build on year 3 work on presenting spoken information and using specific vocabulary in different contexts. • To promote creativity, display the map on the interactive whiteboard along with weather symbols from this unit and Unit 7. Add a list of names. Model a sentence such as, //Me llamo Virginia. Vivo en Madrid. Hace sol en Madrid//, and challenge the children to make their own sentences by suggesting names, weather conditions and places. ||
 * **LEARNING OBJECTIVES**
 * **Section 6. Weather reports** ||
 * • to memorise and present a short spoken text (O4.1)
 * || **End-of-unit activity** ||  ||   ||
 * • to apply the knowledge, skills and understanding in this unit || • Children work in groups or pairs to create a weather report for one of the Spanish-speaking countries introduced in Unit 7. These are recorded and played to the class, who comment constructively on performances. Children who have participated in this activity could save the clip onto their personal space on a learning platform to record and celebrate their achievement. || • give a weather report describing the day, date, weather and appropriate clothing || • Follow-up: If the school has a Spanish-speaking partner school, daily weather reports can be exchanged through email or video conferencing. ||