|
Unit
|
Context
|
Songs, stories and rhymes
|
To
add/amend
|
Can
do
|
|
1A
|
¡Hola!
|
Storybird
¿Cómo te llamas?
Hola
Hola
(Singing Spanish) |
Latin greetings and saying name, male
and female names, compare to Spanish
|
I can
·
Greet others in
Spanish
·
Reply to the
question ¿cómo te llamas?
·
Ask someone else
what their name is
·
Identify boys’
names and girls’ names in Spanish
|
|
1B
|
¡Hola!
|
|
Speaking: board game or pair game where
chn help each other to practise and use spontaneous talk phrases such as Me
toca
|
I can
·
Ask someone how
they are feeling
·
Tell someone how
I am feeling
·
Take part in a
short dialogue with a friend
|
|
2A
|
Vamos a
contar
|
Uno,
dos, tres
Uno,
dos y tres gatitos
a-a-a Gran Canaria
|
Speaking: Number survey. Give each chn a number between 1 and 15
¿Qué número tienes? Tengo …
Leading to writing “Abbie tiene dos”
Plus practises por favor and gracias
Latin numbers as root for Spanish ones
|
I can
·
Count from 0-15
·
Use the numbers
0-15 out of sequence
·
Do simple
calculations in Spanish
·
Carry out a
survey about numbers with my classmates
·
Make the correct
Spanish vowel sounds
·
Identify words
containing the /th/, /b/ and /kw/ sounds
|
|
2B
|
Vamos a
contar
|
Storybird
¿Cuántos años tienes?
|
“Write back” game (JTJ p11)
Speaking (and reading): role play – put
the dialogue in the right order and then act it out
|
I can
·
Ask someone how
old they are
·
Say how old I am
·
Take part in a
role play about saying my name, saying my age, and saying how I feel
|
|
3
|
Colores
|
|
Los colores (Anthology
p35)
Hombre
de color
Speaking: Survey ¿Cuál es tu color
preferido?
|
I can
·
Say 11 colours
in Spanish
·
Understand 11
colours in Spanish
·
Ask someone what
colour something is
·
Ask someone what
their favourite colour is
·
Take part in a
poem about colours
|
|
4A
|
En mi estuche
|
|
Speaking: pair game with small cards
¿Qué es eso? Sí, es …. / no, no es…,
provide crib sheet for support
|
I can:
·
Say 6 classroom
objects
·
Understand 6
classroom objects
·
Answer the
question ¿Qué es eso?
·
Use the Spanish
words for Yes and No
|
|
4B
|
En mi
estuche
|
¿Qué
veo?
|
Latin nouns of unspecific topic to
demonstrate origin of gender
Speaking/dictionary work: multiple
choice (of 3) to find out the word for object shown by picture. Then work with partner, pointing at a
picture and saying ¿Qué es eso? Es
un(a)….
|
I can
·
Put words in
alphabetical order
·
Use a bilingual
dictionary to find the meaning of a word
·
Use a bilingual
dictionary to find out the gender of a word
·
Identify the
gender of a word by looking at its final letter and/or its indefinite article
|
|
5A
|
Frutas y
verduras
|
|
Speaking: shopping lists and market
–role play. Pick up 3 pictures to be
the shopping list, simple role play with partner using por favor, gracias,
¿qué quieres? Aquí tienes
|
I can:
·
Say 6 fruits
·
Understand 6
fruits
·
Say 6 vegetables
·
Understand 6
vegetables
·
Indentify the
gender a word and whether it is singular or plural
·
Take part in a
role play where I buy fruit and vegetables in a market
|
|
5B
|
Frutas y
verduras
|
|
Speaking: food and opinions survey.
Report back in writing “Matthew dice “Me gustan las naranjas”
Speaking: Trapdoor activity to practise
foods and opinions
Summative task: replace lily-pad
writing with opinions of food plus connectives which can then be a speaking
presentation
|
I can:
·
Use Me gusta(n),
No me gusta(n), Me encanta(n) and Prefiero to express my opinions
·
Ask someone else
what they like
·
Write a short
paragraph about my opinions of foods, using connectives to link the sentences
|
|
6
|
Las
formas
|
|
(Speaking in this unit OK)
|
I can:
·
Join in with
descriptions of flags using colours and shapes
·
Use actions to
help me to speak accurately
·
Say what colours
a certain flag has
·
Say what shapes
a certain flag has
|
|
7A
|
¿A qué fecha estamos?
|
La Oruga muy
hambrienta – Eric Carle
“Monday is lunes” song
“Hoy es lunes” (Eric Carle)
|
Speaking: ¿Te gusta el lunes? Me gusta
/ No me gusta
|
I can:
·
Say the days of
the week
·
Understand the
days of the week
·
Say which days
of the week I like and don’t like
·
Join in with the
repeated sections of La Oruga Hambrienta
·
Use a bilingual
dictionary to help me to adapt a story
|
|
7B
|
¿A qué
fecha estamos?
|
|
Speaking: Use shapes from Unit 7. Chn count shapes in each question and write
in the numbers. Spend 2 mins
memorising. Then partner quizzes them to see how much they can remember
Sí, eso es / No, eso no es
|
I can:
·
Count from 16-31
·
Use the numbers
16-31 out of sequence
·
Form simple
plurals
|
|
7C
|
¿A qué
fecha estamos?
|
El
rap de los meses
|
Speaking: ¿Te gusta + month? Me gusta /
no me gusta
Speaking: survey - ¿Cuándo es tu
cumpleaños?
|
I can:
·
Say the months
of the year
·
Understand the
months of the year
·
Talk about some
Spanish fiestas
·
Say which months
I like and don’t like
·
Ask someone when
their birthday is
·
Say in which
month my birthday is
|
|
7D
|
¿A qué
fecha estamos?
|
Dates
and Christmas celebrations mini-book
|
Speaking: presentation with name, age,
birthday, me gusta plus day of week, favourite colour
|
I can:
·
Write dates in
Spanish, using a day, a number and a month
·
Speak to others
about my, my name, my age, my birthday, some things I like and my favourite
colour
|
|
8A
|
Descubrimos
los animales
|
Cabeza,
hombros, manos, pies
El
monstruo
|
Mi cara redondita
(Anthology p7)
|
I can:
·
Say the parts of
the head and face
·
Understand the
parts of the head and face
·
Describe the
parts of the head and face using colours and adjectives of size and shape
·
Write
descriptive sentences using correct word order
·
Form simple
plurals
|
|
8B
|
Descubrimos
los animales
|
|
El
bicho de las frutas
|
I can:
·
Say some parts
of the body
·
Understand some
parts of the body
·
Identify a
cognate or “shared word”
·
Say correctly
sounds in Spanish that make it different to English
|
|
8C
|
Descubrimos
los animales
|
¡Mamá!
Muuu Beee así fue
Vengan a ver mi granja
|
Cinco ratoncitos
(Anthology p21)
Speaking: animal sounds - ¿qué dice
un…? / ¿Es un…? Sí / no in pairs
|
I can:
·
Say some animal
words
·
Understand some
animal words
·
Describe some
animals using colours and adjectives of size and shape
·
Write a
description of an animal using connectives and the verb forms es and tiene
·
Use my phonic
knowledge to work out some animal sounds in Spanish
|
|
9A
|
Mi
familia y yo
|
Los
colores
|
Latin – family members
Speaking: Presentando a la familia role
play (SSAKS2 p28)
Formal writing based on book Los
colores (with additional members of the family)
|
I can:
·
Say some members
of the family
·
Understand some
members of the family
·
Say the name and
age of a member of the family
·
Describe family
members, agreeing adjectives correctly
·
Adapt a text to
create something new
·
Take part in a
role play about members of the family
|
|
9B
|
Mi
familia y yo
|
El
rábano gigante
|
Speaking OK in this unit
|
I can:
·
Take part in a
story about family, using actions to help me remember the repeated elements
of the story
|
|
10
|
Mis
mascotas
|
|
Speaking: Trapdoor activity with names,
numbers and pets
(Plus exisiting Battleships game)
|
I can:
·
Say 9 pet words
·
Understand 9 pet
words
·
Use my knowledge
of English and cognates (shared words) to work out the meaning of new Spanish
words
·
Use my knowledge
of phonics to decode names of pets
·
Say what pets I
have and don’t have
·
Say what my
pet’s name is
·
Write sentences
about the pet that someone has and its name
·
Form plurals of
pet words
|
|
11A
|
Me
encantan los deportes
|
Media
texts re Olympics
|
Speaking: help each other switch
between definite and indefinite articles
Writing: Showdown to practise
agreements
Writing – change kit description from
models to images in suitcase and lines underneath for writing
|
I can:
·
Identify the
gender of a noun
·
Identify
singular and plural nouns
·
Apply correct
definite articles to nouns
·
Apply correct
indefinite articles to nouns
·
Use a bilingual
dictionary to find new vocabulary
·
Identify key
words and facts in a text
·
Describe sports
kit using correct adjectival agreement and word order
|
|
11B
|
Me
encantan los deportes
|
Como
me gusta el fútbol
|
El deporte al revés
(Anthology p36)
Adverbs muy bien, bien, mal
Plus formation of regular adverbs by
adding –mente
Speaking: Survey - ¿juegas al… /
practicas el/la…? Then report back in
writing
Speaking: Presentation about self and
sports
|
I can:
·
Say 14 sports
·
Understand 14
sports
·
Say that I play
or do 14 sports using Juego al… and Practico el/la…
·
Ask someone else
what sports they do
·
Use adverbs to
say how well I do certain sports
·
Make sentences
negative using no
·
Express my
opinions about different sports
|
|
12
|
¿Qué
tiempo hace?
|
¿Qué
tiempo hace?
|
La
pequeña araña (Anthology p27)
Latin weather words
Speaking: JTJ Weather reporters game,
but change places to compass points.
This scaffolds the writing on own maps
Writing: For own forecasting map, give
outline and symbols
|
I can:
·
Say 10 weather
phrases
·
Understand 10
weather phrases
·
Say what the
weather is like in different parts of a country using points of the compass
·
Ask what the
weather is like
·
Give a simple
weather forecast
·
Find out
information about the regions of Spain and their weather
|
|
13
|
Números
grandes
|
|
Showdown to practise four figure
numbers – years of birth of famous people (different groups will require
different support)
|
I can:
·
Count from 31 to
100
·
Count in 100s to
1000
·
Use numbers
31-1000 out of sequence
·
Write numbers
between 31 and 1000 in words
·
Say prices in
Euros and cents
·
Write prices in
Euros and cents
·
Write distances
between Spanish cities, reading values from a table
|
|
14
|
¿Qué hora
es?
|
¿Qué
hora es?
|
Speaking: Quiz Quiz Trade
(in addition to existing speaking where
chn help each other to practise with small clocks)
|
I can:
·
Say times on the
hour
·
Write times on
the hour
·
Say times on the
half hour
·
Write times on
the half hour
·
Say ¼ past and ¼
to times
·
Write ¼ past and
¼ to times
·
Say the time
every 5 minutes
·
Write the time
every 5 minutes
·
Ask someone else
what the time is
|
|
15A
|
Yo soy
músico
|
Yo
soy músico
|
|
I can:
·
Identify genres
of music when I listen to them
·
Say why I like
or don’t like different genres of music
·
Give reasons why
I like or don’t like different genres of music, using adjectives
|
|
15B
|
Yo soy
músico
|
|
Add sé tocar… / ¿sabes tocar…?
|
I can:
·
Take part in a
song about musical instruments
·
Use my knowledge
of English and cognates (shared words) to identify the names of musical
instruments
|
|
16A
|
En mi
pueblo
|
|
Writing: change map for Triarama
Speaking: use grid and co-ordinates to
help each other to practise (Battleships?)
|
I can:
·
Name at least 10
places in town
·
Say what there
is and what there isn’t in a town, using hay and no hay
·
Describe places
using pequeño and grande
·
Write a short
text using connectives and hay / no hay to describe what is in a town
|
|
16B
|
En mi
pueblo
|
|
Vamos
a cantar (Diez Deditos) (lots of infinitives)
Speaking: Trapdoor activity for places
and verbs
|
I can:
·
Identify an
infinitive
·
Find infinitives
in the bilingual dictionary
·
Say what you can
do in a place using se puede and infinitives
·
Write a short
paragraph saying what places are in a town and what you can do there
|
|
16C
|
En mi
pueblo
|
|
Canción
para viajar (http://www.doslourdes.net/MUScancion_para_viajar.pdf) and tune http://www.doslourdes.net/partitura_cancion_para_viajar.htm
Speaking: Survey - ¿cómo vas al
colegio? Speaking which can report back in writing
Speaking: Trapdoor activity for verbs,
places and transports
|
I can:
·
Say the 6 parts
of the verb IR
·
Understand the 6
parts of the verb IR
·
Say where in
town I or someone else is going using the verb IR, al and a la
·
Ask someone else
how they go to school
|
|
17
|
Then and
Now
|
|
Speaking: Trapdoor activity for
structures
|
I can:
·
Use hay, es and
está to talk about what somewhere is like now
·
Use había, era
and estaba to talk about what a place used to be like
·
Use no to make
negative sentences
·
Describe
masculine, feminine, singular and plural nouns correctly
·
Identify the
main points in a text about a town
·
Use time phrases
to enhance my writing
|
|
18
|
Los
Planetas
|
Los Planetas
|
Speaking OK in this unit
|
I can:
·
Say the 9 planet
names
·
Say the 9
planets in the right order
·
Say sentences
describing the planets, using actions to help me remember
·
Write sentences
describing the planets
·
Say how near or
far planets are to the sun
·
Find out
information about the planets by working out numbers up to 999,999 which are
presented in words
|