Falkirk1plus2: P5

Welcome to P5 French/Spanish! Salut! ¡Hola!

Contents:

Suggestions for 3 French topic areas
Related resources for French
Ideas from the P1 - P4 programme which can be used for beginner Spanish
Tips on how to teach Spanish if you are new to the language
Spanish resources (power points and worksheets)
General ideas about using active learning to teach French/Spanish

1) Suggestions for 3 French topic areas
This is not prescriptive and we would hope that schools would choose the best topic areas for their pupils. There is no need to cover all 3 topic areas. At P5 level pupils begin to cover the level 2 E's and O's for French and begin an introduction to Spanish. We continue with a suggested approach of little and often.
There are 3 main suggested topic areas for French

Topic 1:Le systeme solaire (Solar system)

Topic 2: Notre école (Our school)

Topic 3: Marseille - a look at the French town of Marseille

We have also sourced some resources which can all be found on TES resources for introductory lessons about France/French. These can be used at any stage

2) Introductory power points for background facts about France

(Introductory power point about France/French)
TOPIC 1
Le systeme solaire

Language

Spelling simple nouns (planets) revision of alphabet
Days of the week
Accents é/è/
Verb s’appeler (la troisième planète s’appelle _________) focus on spelling of s'appelle
Ordinal numbers (première/deuxième …
Qui
Est
C’est/c’était
Articles le/la/l’/les
Question words (comment/combien)
Ne … pas (de/d’)
Superlatives le/la plus
Comparatives plus/moins que/que
Adjectival agreement (rouge/froide/grande)
Revision of colours
Introduction to simple dictionary work for texts about the planets

Resources (all available on TES)

https://drive.google.com/file/d/0B8-itcOOqjEqZjcyWEZ0Rjl4X28/view?usp=sharing (Le systeme solaire lesson planning ideas with a language outline and a link to level 2 experiences and outcomes)
Printable crossword worksheet about the solar system in French
Power point about planets
Introduction to the solar system in French. 31 slides with pictures of the planets and the names in French
PDF file of planet flashcards with French names. Can be used for displays or playing flashcard games as suggested in our ideas sectio)
Doctor Who : Un voyage dans l'éspace. Story in French about Doctor Who's travel
Planet vocabulary in French for playing dominoes
Solar system vocabulary posters in French for display
PDF planets pairs game
Planets full lesson. More difficult towards the end
Le systeme solaire sentence strings
Teaching ideas for unit about solar system
Worksheet using planet names plus ordinal numbers in French

Topic 2

Notre école (Our school)

https://drive.google.com/file/d/0B8-itcOOqjEqcWFQcl9wbDRYMGc/view?usp=sharing (P5 our school list of resources and language)
Classroom equipment
Classroom equipment 2
Classroom instructions matching exercise
Classroom word search
Classroom instructions pdf
Flashcards of French school
French classroom commands ppt
French classroom equipment
French school subjects

Topic 3

Marseille

This is where we look at a topic area for French. We have chosen Marseille but it could be any other place in France.

Resources (can be found on TES)

Facts about France

French geography worksheet

Map of France

French national anthem: La Marseillaise

Power point with main towns in France

Picture postcard of Marseille

3) ¡Español!

P5 – P7 Spanish

Here's a checklist of activities from the P1 – P4 French which can also be used in Spanish. At the beginning it would be best for teachers P5 – P7 to start with a common approach using P5 ideas and then gradually build up as appropriate

1.Classroom instructions
2.Praise
3.The Register
4.Introductions: saying your name, how you are and key "getting by vocab." (hello, goodbye, please, thank you)
5.Numbers 1-12
6.Colours
7.Days of the week
8.Months of the year

1.Classroom instructions
Below are 16 instructions to use with your P5 – P7 class. Build them up at your own class pace with the aim that pupils can follow these instructions confidently.

English	Spanish command	Spanish “we are going to...”
1. Line up	En fila	Vamos a ponernos en fila
2. Hang up your coats	Colgad los abrigos	Vamos a colgar los abrigos
3. Look	Mirad	Vamos a mirar
4. Listen	Escuchad	Vamos a escuchar
5. Think	Pensad	Vamos a pensar
6. Concentrate	Concentraos	Vamos a concentrarnos
7. Repeat	Repetid	Vamos a repetir
8. Sing	Cantad	Vamos a cantar
9. Move	Moved	Vamos a movernos
10. Copy me	Copiadme	Vamos a copiarme
11. Gather round	Poneros conmigo	Vamos a ponernos juntos
12. Sit down	Sentaos	Vamos a sentarnos
13. Stand up	Levantaos	Vamos a levantarnos
14. Settle down	Tranquilos	Vamos a tranquilizarnos
15. Stop	Parad	Vamos a parar
16. Oops!	¡Ay va!

2.Praise

Below is a grid with a bank of different praise phrases.

¡Ole!	Well done!
¡Buen trabajo!	Good work!
¡Genial!	Great!
!Estupendo	Great!
¡Fantástico!	Fantastic!
!Perfecto!	Perfect!
¡Excelente!	Excellent!
¡Muy bien!	Very good!
¡Bien!	Good!
¡Bien hecho!	Good effort!
!

3.The Register

Below is a table with key vocabulary for doing the register:

La lista	The register
¡Aquí	Here!
¡Presente!	Present! (boy)
¡Presente!	Present! (girl)
¡Soy yo!	That’s me!
¡Estoy aquí!	I’m here!
¡Sí señor/señora!	Yes Miss/Sir!

· By taking the register in Spanish on a regular basis, it's easy to drip feed a

little Spanish into the daily routine.

· You can add variety by asking pupils to give a different word relevant to the topic you are working on, e.g. a month of the year, their favourite sounding number or favourite Spanish word etc.

4. Introductions

Below is a table with key vocabulary:

Español	Inglés
¡Buenos días!	Hello!
¡Hola!	Hi!
Por favor	Please (to teacher)
Por favor	Please (to friend and classmate)
Gracias	Thank you
Adiós	Goodbye
Hasta pronto	See you later
¿Cómo te llamas?	What is your name?
Me llamo …	My name is…
Te llamas…	Your name is…

Ideas for active learning/games using Spanish

¿Dónde está Pablo?

You need a small soft toy with a Spanish name

Choose someone who will have to locate the toy and ask them to leave the room or cover their eyes while you give the toy to another child. They should hide the toy.

The task is then for the child who left the room to find the toy. They can ask anyone but must say, "Buenos días me llamo (child's name), y tú?

The child they have asked should respond with, "Buenos días, me llamo (their name)," or "Buenos dias me llamo Pablo," if they have Pablo.

3 guesses is enough. If the toy isn't found, then a rousing chorus of "¿Dónde está Pablo?" usually brings him out.

Using flashcards to practise language (Asking how you are)

Flashcard game examples

Show pupils a card and give them a choice between two options. They have to call out the correct one. Hold flashcards to your chest. Pupils have to guess the card you are holding and get a point for their team if they guess correctly. Use flashcards to play heads down thumbs up. The thumb-putter-downers hold a flashcard each. When it comes to guessing who has put down their thumbs, the pupil says the word that the flashcard represents as opposed to that person's name

Beach ball - throw around a beach ball asking the question "¿Qué tal = How are you?" and pupils have to answer

Talking exercises.

Give pupils a show me board between two. They draw an emoticon on it. When one pupil asks the other, "Qué tal?", they have to give the answer represented by the emoticon.

Noughts and Crosses. Give pupils a show me board between two. They draw a noughts and crosses board on it and populate the squares with the different emoticons. When one pupil asks the other, "Qué tal?", they answer according to the emoticon in the box they want to populate.

Whole class noughts and crosses

Pass the parcel

Fill a Poundland gift box with “feeling” emoticons. Pick a class DJ and put on some Spanish music from YouTube. Pupils pass the box around the room to the music. Then the DJ hits stop, the pupil with the box picks an emoticon from the box and is asked the question, "Qué tal?" by the class. They answer according to the emoticon they are holding.

Ask pupils "¿Qué tal?" on a regular basis as they enter the classroom.

Pupils say how they are feeling as they leave the classroom.

When taking the register, pupils say how they are feeling

Numbers

Find a Friend:

Ask the children to move around the room. On signal, they have to get into groups of the correct number.

1 uno 6 seis 11 once

2 dos 7 siete 12 doce

3 tres 8 ocho

4 cuatro 9 nueve

5 cinco 10 diez

Hopscotch in the playground with the numbers in Spanish

Swat the board/Fastest Finger First

Divide pupils into two teams.
Pick a representative from each team, a points person and a caller (the caller can be yourself). The caller calls out a number in Spanish.

The first person to swat or touch the correct number on their side of the board, wins a point. Then rotate roles for each new board.

Noughts and crosses with numbers

Pass the parcel

In a box, include slips of paper each with a number on them.

You can differentiate this by putting digits on one colour of paper and the numbers written in Spanish on another colour of paper.

Play Spanish music in the class.

· When the music stops, the person holding the box picks a slip of paper.

· If it's a digit, they have to say that number in Spanish. If it's a number written in Spanish, they should translate it into English.

Heads Down Thumbs up

The four thumb-putter-downers have a show me board with a

number between 0-12 written on it as a digit or in Spanish

Instead of guessing the person's name that put down your thumb, you have to say the correct number that the person is holding.

Colours

In the hoop (you might need the gym or outside for this)

Ask the children to move around the room. On signal, they have to find a hoop of the correct colour.

· rojo red verde green

· amarillo yellow azúl blue

Azúl-Blanco-Rojo (gym hall or outside needed again)

· Agree a start and finish line.

· All the children stand at the starting point.

· The aim of the game is to be the first person to get to the finishing line.

· The caller has three commands:

Azúl = run

Rojo = stop

· If the command is Rojo (stop) the caller checks to see if anyone is moving.

· Anyone who is still moving has to return to the starting point.

Noughts and crosses. Say the colour that's in the box you want to populate.

Link colours to the different school lunch options.

· In class, pupils can make their lunch choice in Spanish.

· They could also then order their lunch (by colour) in the canteen.

Colour Swap Paired Talking exercise.

· In pairs give each pupil four different coloured pencils.

· One pupil asks the other for a colour, "el azúl, por favor" for example and they then swap colour.

Colour by numbers

(Practises colours and numbers together)

When pupils are colouring in in Spanish, encourage them to do this in Spanish. In their groups, they can ask each other for the colour they would like in Spanish:

To do this, they sit in groups but can't take a coloured pencil themselves. They need to ask someone in their group to pass it to them: "El boli rojo por favor". (The red pencil, please); " El boli azúl por favor" (The blue pen please). The person passing the pen or pencil replies, "Toma" (here you go).

¡Pillado! (Snap in Spanish)

The teacher or a volunteer calls out a colour in Spanish.

The first pupil out of the pair to hit the correct colour of hand and shouts "¡Pillado!", gets a point/counter. The person with the most at the end, wins.

Play Twister in Spanish

When mixing colours in Art, do this in Spanish. Below is the vocabulary to help you.

¿(Colour)más (Colour) igual a? (Colour) mixed with (colour) makes? Pupils then give the answer in Spanish.

e.g ¿Azúl más amarillo? Answer: verde.

Days of the week
Give an action for each day.

· Pupils perform an action in response to the teacher saying a day of the week.

· e.g. lunes - hands in lap, martes - hands on shoulders, miércoles - hands on earlobes, jueves - hands on nose, viernes - hands on head, sábado - hands in the air, domingo - jump up.

Levantaos (stand up)

· Divide the class into two teams.

· Give each pupil a card with a day of the week on it.

· Teacher calls out a day of the week and the pupil stands up - who can be first?

Whisper chain

· Give each pupil a card with a day of the week on it.

· Pupils walk around the room whispering their day and form a chain with the other pupils who have the same day.

Months of the year
For certain months, the images have a bit of cultural significance for Spain:

o Febrero: Carnavales

o Easter: Semana santa

o Xmas: Navidades

o La vuelta al cole: Back to school

o Guess the month hiding behind the flashcards.

Main learning points: they don't start with a capital letter in Spanish; many of the months are cognates (look like the English months of the year).

Connect 4

· Play connect four.

· Pupils have to say a month of the year as they place a counter in the grid.

Crouch down jump up

· Pupils crouch behind their chair

· They jump up when they hear the month in Spanish that their birthday is in.

¡Pillado! (Snap)

· Pupils play snap using cards

· The teacher or a volunteer calls out a month of the year in Spanish.

· The first pupil out of the pair to hit the image that matches this month (the same as those used in the introductory power point) and shouts "¡Pillado!", gets a point/counter. The person with the most at the end, wins.

Train display for classroom

The months of the year could be displayed on carriages of a train:

Conversational vocabulary

Who said that to revise key "getting by vocabulary" - hello, goodbye, please, thank you?

· A pupil sits with their back to the class.

· Someone in the class has to say one of the key conversational bits of vocab: "Buenos días", "adiós", "por favor", "gracias".

· If the person with their back to the class guesses correctly, they swap places with that person.

"Soy la reina victoria" "My name is Queen Victoria" to revise "my name is...."

· Similar to the game above.

· Pupils form a line at the back of the class and one pupil stands at the front of the class with their back to everyone else.

· The teacher points to a pupil at the back of the class. They say "Soy la reina Victoria" in a funny voice.

· If the person with their back to the class guesses correctly, they swap places with that person.

"Soy la reina Victoria" "My name is Queen Victoria" to revise "my name is...."

· Similar to the game above.

· Pupils form a line at the back of the class and one pupil stands at the front of the class with their back to everyone else.

· The teacher points to a pupil at the back of the class. They say “Soy la reina Victoria" in a funny voice.

· If the pupil at the front guesses correctly, they swap places. Funny if you can sneak the odd guest teacher in for this too, we've had a head teacher take part!

Numbers

Fizz Buzz. You sit when the teacher says an odd number and stand when they say an even number.

Number Dash. Best done in the gym hall and a good P.E warm-up.

· You put the numbers up along one wall.

· Form two teams and pairs then race against each other to the other side of the room to touch the number you (or a pupil) call out.

· Whoever gets there first wins a point for their team.

¿Cuantos anmales hay?: How many animals are there?
Hide and seek.

· A pupil leaves the classroom.

· You hide an object and the pupil then returns.

· The rest of the class then chants the numbers (either 1-10 or 11-20), getting louder according to how close (warm) they get to finding the object and getting quieter according to how far (cold) they are.

· You could use an object relevant to the topic you are studying.

Numbers 1-20

Contestad en español (answer in Spanish)

· When working on Maths in English, give pupils the option of answering in Spanish.

· The rest of the class can then shout out the Spanish answer in English (just to check everyone is listening)!

Addition and Subtraction lotto

· Pupils have a whiteboard each.

· They write five numbers on it between 1-20

· The teacher or class volunteer shouts out sums in Spanish, e.g:

o 5 + 5 (cinco más cinco)

o 17-7 (diecisiete menos siete)

· Pupils have to calculate the answer to the sum

· If they have that answer on their whiteboard, they circle it.

· First person to circle all five correctly, jumps up and shouts "Lotto"

Giving your age
Give pupils a number (uno or dos)

· They make two rows at the front of the class, an "uno" facing a "dos"

· They ask the person opposite them how old they are, this person asks them and then asks them the same question back.

· The number one person at the end of the row then casts off and goes to the bottom of the line. Pupils shuffle up a place.

· Keep repeating so that pupils practise with lots of different people until they feel confident.

· You can be in the middle of one of the rows taking part or circulate, listening to pupils' answers.

· Build up the conversation to include a greeting, pupils asking each other their name, then their age, then choosing a way to say goodbye.

Class Lotto

· Give pupils a card each with a number on it between 1-20 on it (give out the cards in chronological order - it doesn't matter if you have to repeat numbers so each pupil has one).

· Pupils create their own lotto board with 9 numbers from 1-20 on them

· Pick a pupil. They have to say, "Buenos días, tengo nueve años" (giving the age that is on their card).

· Pupils cross off that number if they have it on their board.

· First pupil to complete their board, jumps up, shouting Lotto.

· You could also adapt this so that pupils were playing it in small groups.

Days of Week and months of the year

Escribid la fecha en español

· Pupils write the date in their jotters in Spanish instead of English on a regular basis to help consolidate the numbers, months and days of the week.

. Months of the year:

· Pupils pass a beach ball to one another and have to try to keep the ball in the air !

. Fruit Salad Game (but with months or days of the week)!
Version 1

· Stand pupils in a circle, facing inwards.

· Pick about 5 different months or days of the week for the game.

· Assign one of these days or months to each pupil around the circle.

· Call out a day of the week or month of the year e.g. lunes

· At that point, all the pupils who have been assigned that word must move around the outside of the circle in the same direction.

· The last pupil to reach their original space is out of the game and must sit down in his/her space.

Version 2

· Similar to version 1, with the variation that you try to swap places with pupils with the same word across the circle.

· Pupils can take any space of pupil with the same word but they are not allowed back in their original space.

· The last child to reach a space is out of the game and must sit down in the vacant space.

Animals
Perro, perro, ratón (Dog, dog, mouse - like duck, duck, goose)

· This game is played with the pupils sitting in a circle.

· You start with one pupil walking around the outer edge saying “Perro, perro, ratón, ..” then “Ratón”. Whoever the pupil taps on the head and says "Ratón" to, has to get up and chase them around the circle.

· The winner is the pupil who sits down first or the pupil who tags the other.

Fruit Salad Game (but with animals)!
Version 1

· Stand pupils in a circle, facing inwards.

· Pick about 5 different animals for the game.

· Assign one of these animal names to each pupil around the circle.

· Call out the name of an animal e.g. Ratón.

· At that point, all the pupils who have been assigned that animal must move around the outside of the circle in the same direction in the style of that animal.

· The last pupil to reach their original space is out of the game and must sit down in his/her space.

Version 2

· Similar to version 1, with the variation that you try to swap places with pupils with the same animal name across the circle.

· Pupils can take any other space of an animal of the same name but they are not allowed back in their original space.

· The last child to reach a space is out of the game and must sit down in the vacant space.

Make a picture

· This game also revises the numbers.

· Pupils move around the room and the teacher calls a number in Spanish from 1-10.

· Pupils then have to make a group of that number and sit down as quickly as they can.

· The last group to sit down is out.

· You can play the game this way as a warm-up. Then, play the game as before but once the pupils are in their group, ask them to make a group picture of an animal.

· Pick a winner based on the most imaginative group that has worked best as a team.

Pass the Parcel to revise conversational vocab

· You need a box and in it you put lots of slips of paper with vocab from this topic.

o ¿Cómo te llamas? - translate question or answer it

o ¿Cuántos años tienes? - translate question or answer it

o ¿Qué tal? - translate question or answer it

o Me llamo... - complete the sentence

o Tengo …. años- complete the sentence

o ¡Buenos días! - read out the word and translate it into English

o ¡Adiós! - read out the word and translate it into English

o ¡Hola! - read out the word and translate it into English

o ¡Hasta pronto! - read out the word and translate it into English

o Por favor - read out the word and translate it into English

o Gracias - read out the word and translate it into English

· Play some Spanish music on Youtube and have a class DJ - no peeking from the DJ!

· Pass the box around the class. When the music stops, the pupil holding the box opens it and takes out a slip of paper. They then do the challenge listed above in red that matched their piece of paper.

Number Dash. Best done in the gym hall and a good P.E warm-up.

· You put the numbers up along one wall.

· Form two teams and pairs then race against each other to the other side of the room to touch the number you (or a pupil) call out.

· Whoever gets there first wins a point for their team.

Contestad en español (answer in Spanish)

· When working on maths in English, give pupils the option of answering in Spanish.

· The rest of the class can then shout out the French answer in English (just to check everyone is listening)!

Addition and Subtraction lotto

· Pupils have a whiteboard each.

· They write five numbers on it between 1-31

· The teacher or class volunteer shouts out sums in French, e.g:

o 5 + 5 (cinco más cinco)

o 17-7 (diecisiete menos siete)

· Pupils have to calculate the answer to the sum

· If they have that answer on their whiteboard, they circle it.

· First person to circle all five correctly, jumps up and shouts "Lotto"

Three more "lottos"

1. Standard Lotto. Pupils create a grid. You or another pupil calls out a number 1-31. The first pupil to get a line, stands up and shouts out lotto.

2. Sit Down Lotto. Pupils write down three numbers between 1-31. The class stands up. You or another pupil calls out a number 1-31. If it's one of the numbers the pupil has in their jotter, they have to sit down. The last pupil standing is the winner.

3. Strip Bingo. Pupils are given a strip of paper. They fold it in half and then in half again. They open it out again. They now have four boxes. They put a number in each box.
You or another pupil calls out a number 1-31. Pupils can only tear off one of their strips if that number appears at the end of their strip of paper. If it's in one of the middle boxes, there's nothing they can do. The pupil who manages to tear off each box and also has their final box called out, wins.

Date display for classroom
Date display in Spanish in the classroom.

Birthdays

¿Cuándo es tu cumpleaños?

Birthday Jack n' The Box. Pupils crouch behind their chair. They jump up when they hear their birthday being called out.

¡Feliz cumpleaños!. Happy Birthday

Dialogue + Numeracy

· Pupils travel around the class asking each other their birthdays.

· They create a tally chart as they do this to record how many birthdays fall in each month.

· They display their results as a bar or pie chart.

Sit down Bingo

· Give pupils a card each with a birthday written on it (some pupils can have the same birthday date)

· Have the same cards in a bag at the front of the class

· Volunteers come out, pick a card and read out the birthday in Spanish

· If it matches the card of a pupil, he or she has to sit down

· The last one standing is the winner.

Weather

Below is a table with the vocabulary for this topic:

Hace	calor frío bueno malo sol	It’s hot It’s cold It’s good weather It’s grey/bad weather It's sunny
	llueve nieve	It’s raining It’s snowing
Hay	viento niebla	It’s windy It’s foggy

Daily Weather forecast. Using the words above, a pupil gives a weather forecast at the start of each day and holds up the correct card. E.g Hoy, hace malo. (Today it is dreich!)

Dressing up game.

o You need two boxes with props that are associated with different weathers, e.g. sunglasses, a woolly hat, a welly boot.

o Two teams line up at the back of the room, each box is at the front.

o You or a pupil calls out a weather phrase. The first pupil in the line from each team runs to the front and puts on or holds up the prop associated with that phrase.

o The first pupil to do this, wins a point for their team

· Weather Wheel. Pupils can create their own weather wheel.

Weather and Date Chart

Languages Online is an excellent site with lots of exercises and games to practise numbers, colours, weather, days, months, animals and clothes. Here's the link: http://languagesonline.org.uk/Hotpotatoes/Index.htm

Numbers 0-70
So it's not death by Spanish numbers, it's a good idea just to drip feed week inputs of numbers throughout the school year. Below are some ideas.

Number revision via Languagesonline.org

Starting to explore a bilingual dictionary
Pupils can start to explore a bilingual dictionary ,becoming familiar with the fact that it is divided into two halves and starting to find the different letters in each half. These are a few simple/silly games to get this started:

· Dictionary races when pupils go head-to-head, going from one end of the classroom to the other with a dictionary on their heads

· Fastest finger first - "Who can find me the letter D in the Spanish side of the dictionary?" The first person to point to that letter in their dictionary gets a point for their team.

· Organising a list of words on the topic being studied into alphabetical order, which will help them when then looking up these words in the dictionary

Dressing up Games

e.g Team races to dress up as the wolf. A pupil pulls a sentence from the

4) Spanish is introduced in P5 and the idea is to give pupils a taster of the basics + introductory topics. Spanish is then taught in S1 alongside French and is given equal weighting. The 1+2 programme is based on the premise that pupils have already acquired basic foreign language skills in P1 – 4 in French. The main aim of the 1+2 FHS programme from P1 to level 3 CFE is for pupils to enjoy exploring both languages with a view to then specialising in the language of their choice at National 4 and 5 level

Tips for teaching Spanish if you are new to the language
1.      Don’t panic! The programme is designed to go at a gentle pace and the aim is to adapt it to your pupils and their needs. This means that you can also adapt it to your own needs depending on your own level of confidence
2.      Each topic has a basic language content and can easily to be taught if you practise the language in advance
3.      The best way to start is to look over all the language contained within the unit and check for anything you do not understand

4. Both Laura and myself will offer individual help to any Primary teacher. This can be done online/emailing or as CPD

5. P6 and P7 classes in August 2015 will be starting with a tailored Spanish programme as most of our associated primaries will not have done Spanish before. Both cohorts will then catch up over the following years at the high school

What to do?

1. LISTEN

v Start your own learning with Spanish phonics and sounds. We will provide links to sound files for this

v Become familiar with everyday classroom language for using Spanish (within our programme)

v Little and often is what we recommend for our learners and we recommend this method for teachers too.

v Listen to as much Spanish as you can. We can suggest several links/resources

v Listen and repeat. Listen and imitate. Record yourself and listen back

v Any Primary teacher can arrange to work with us from now until the end of March. This could be individually or in small groups

v Gain as much confidence as you can in the area of language that you will be teaching.

2. TALK

v Practise saying the Spanish you will be using with the pupils

v Write simple scripts. We can correct these for you if you wish by email

v Record yourself speaking Spanish. This can easily be done on a phone or IPAD

3. READ

v Read as much as you can in Spanish

v Read the power points we have provided

v Read example lesson from TES

v Read simple articles in Spanish (We will recommend some)

4. WRITE

v Write simple sentences in Spanish (We can correct these for you)

v Write simple Spanish on a power point for yourself

v Write simple Spanish sentences you might want to use in class

v Use a basic grammar book to learn what you need (We can recommend one)

CULTURE and GEOGRAPHY

v Become familiar with as much Spanish/Latin American culture and geography as you can

v Some of our topic work is based on projects about culture and geography

5)

SPANISH RESOURCES FOR P5 (and P6-P7 to get them started from August 2015)

Contents:

Greetings

Colours

languagesonline is a superb free resource for both Spanish and French. The Australian version is particularly good and is the one we used to teach some of your P5 and P6 classes. (Google languagesonline Australia)

INTRODUCTION TO SPANISH (GREETINGS ETC.)

Introductory power point for Spanish greetings

Introduction to Spanish lesson with power point

SPANISH COLOURS RESOURCES

Spanish colours

Spanish colours ppt

Los colores poema

Spanish colour song

Spanish colour dominoes

Spanish colour loop cards

Spanish colour splats

Spanish colours poem

SPANISH NUMBERS RESOURCES

Spanish numbers

blank snakes and ladders

Numbers 1-30 worksheet

Numbers 1 - 100

Mi cumpleaños/ my birthday

IDEAS FOR USING GAMES AND ACTIVE LEARNING TO TEACH SPANISH (FRENCH)

Build-up:

Introduce a few new items - repeat the first card, add one more, repeat from the beginning. Whisper, shout, use a silly voice, be happy, sad, angry, etc.; mouth the item soundlessly, say half phrases for the children to complete; start at the end of a sentence and build up backwards.

Indicate:

Children point to a card as you say it, progressing to the children saying a card as you point to it. Variation - have 6 numbered flashcards on the board, you say a card, the children say its number.

Yes or No:

You conceal an item and say what it is in the foreign language. The class must decide if you are telling the truth. If they guess correctly the class gain a point, if not the point goes to you! eg. You – It’s a rabbit. Es un conejo

Class – No!

You – Correct! It’s a pencil! One point for the class. Correcto. Es un lápiz. Un punto para la clase

Guess it:

Have the children guess flashcards from seeing a small piece or corner, or from a quick flash of the card, or through a peephole; or guess a card held behind your back, upside down, on top of a pile, or in an envelope.

Kim's Game:

There are several variations on this game, eg. six children stand at the front of the class holding flashcards; the class must shut their eyes while one card is concealed; the children open their eyes and take turns trying to identify the card facing away from the class (or stuck up a child's jumper). The successful child changes places with the cardholder.

Thumbs up:

Four children at the front of the class hold flashcards or items, the rest shut their eyes with their thumbs sticking up in the air, while these four circulate; each of the four quietly touches another child on the thumb before returning to the front. The four who have been touched, stand and in turn try to guess who touched them; each one who is successful changes places with the cardholder at the front.

Catch and say:

Throw a bean bag or soft toy – the child who catches it speaks, eg replies to a greeting, answers a question, says the next number in a sequence (if wrong they might sit out or go down on one knee until they can give a correct response). If possible have this in a circle. The object could be passed to a clapping rhythm that you first set up. A volunteer could take your place in the middle. This can also be played in groups: each group has a beanbag which they pass around as they speak.

Guess the Mime:

Say and mime items (eg. classroom instructions in a Simon Says game)

- Choose one item for the class to mime

- Mime an item for the class to say

- Half the class mimes an item for the other half to guess

- Show a card or whisper something secretly to a volunteer, who mimes it for the class to guess (they can say it or point to the correct picture or text card)

- Working in pairs, one chooses a card and mimes it for their partner to guess

- Hold up a picture or mime an item, for the class to say

- Show a text card, the children perform the mime or hold up matching pictures

- You say items, the children hold up matching text cards

- A volunteer says items or gives an instruction, or sequence of actions

I-spy: (Veo veo in Spanish)

Variations can include using numbers, colours, sounds and letters, eg.

I see something blue / I see someone wearing red

I’m thinking of a number between 16 and 18 / I’m thinking of a an even number between 12 and 20

I see something beginning with [a sound] / I see something beginning with [a letter of the alphabet]

In My Bag:

Volunteers take it in turns to feel and guess items concealed in a bag: they identify it to win a point, or replace several items in the bag in the same order that you have said them.

Chinese Whispers:

In lines or groups, the children pass a whispered message – the last person in each line runs to you with the message. Progress to the children bringing you letters or text cards.

Using text:

Secret signal:

Write up a short list of phrases, eg children’s names, or dates. A ‘guesser’ is chosen and leaves the room while you choose a ‘secret signaller’; the ‘guesser’ then returns. The children chant a phrase from the list, changing to the next phrase on the list as the secret signal is given, while the ‘guesser’ must watch the class and try to guess the identity of the ‘secret signaller’.

Mix Up:

Pictures and matching text cards are displayed; the class shut their eyes while you mix them up; volunteers then try to re-match the cards.

Stations:

Place a picture or text flashcard in each corner of the room. A volunteer is blindfolded. The children circulate to music, preferably the playing or singing of a favourite song in the foreign language; when the music stops they go to one of the corners. The blindfolded child chooses a corner and all in that corner are ‘out’. Good for familiarisation of text cards, from single words to sentences.

Salad Circle game:

The children are seated in a circle on chairs, with one chair missing. Each child is named after an item of vocabulary eg. fruit (you need to use each item at least three times). You stand in the middle of the circle and call a fruit; all those named change places. When ‘fruit salad’ is called, all change places. The person who is left without a chair becomes the ‘caller’ in the middle

Matching pairs: On the board, or on flashcards, have syllables of names or familiar items, or pairs of words or half words, for volunteers to link up. Children can then play Snap or Pelmanism in groups or pairs, with similar small cards. Progress to linking up half sentences or questions to answers.

See also CILT Young Pathfinder 2, Games and Fun Activities ( C. Martin)

Using Songs and Rhymes

· Songs and rhymes are a natural and enjoyable way for young children to learn rhythm, intonation and pronunciation

· Starting the lesson with a song attunes the brain to the language

· Songs can be just for fun

· Songs from target language countries can help to develop cultural awareness

· Songs and rhymes can be used to teach complex structures and extended

language

· They combine naturally with dance, drama, mime and actions

Sing a song:

· First listen several times, listening for specific items and gradually building up the song

· Invent actions and mime or a dance, to songs and rhymes - associating word with actions hastens learning

· Children take parts, if appropriate

· Tap the rhythm or the beat of key lines or whole verses

· You say a line, students clap the rhythm (beat) or the syllables; count the syllables

· Use prompts – props, picture cards or illustrated copies of the song. Listen for specific sounds and perform a physical response – do an action, hold up a card (picture, sound or word) at the appropriate moment in the song

· Choose interesting/difficult/amusing words or lines to practise

· Learn the song one line at a time

· Divide the class into groups – they hum, clap or sing the chorus according to the groups.

· Children sing the song with groups taking different parts

· Make a frieze or display of the song

· The students make up new verses recycling familiar language, and use their own illustrations as prompts

· Use familiar tunes to make up your own songs, eg Frère Jacques

...with text

Show the text (on the Interactive Whiteboard) and work at different levels:

Word level - children sequence pictures or supply rhyming sounds or missing words, or hold up a word when they hear it in the song

Sentence level – identify or sequence a line of text while listening to the song

Text level – identify or sequence blocks of text or whole verses, eg. match verses to pictures

Differentiate by providing song sheets of varying degrees of difficulty. Children could work in pairs or groups, listening for different categories of detail and taking notes:

draw in missing words

write in missing words

write in whole lines

write in whole verses

Look out for songs produced by singers in the target language countries

See also - CILT Young Pathfinder 6. Let’s join in! (Martin, Cheater)

Using puppets

· Puppets are an enjoyable and colourful way of presenting and practising language

· Children identify with puppets and mimic responses, intonation, accent

· You can model abstract language such as questions

· Puppets can be used for individual work: shy or reserved children may more readily “perform” through a puppet.

· Children will often relate better to a puppet talking than an adult

· Voice modulation adds interest

· Present and practise language by having the children mimic your puppet’s voice as they repeat items.

· Give your puppets characters, eg grumpy, happy etc.

· Model abstract language such as questions: introduce new questions and answers in a puppet conversation, so that the children have the opportunity to begin to understand the language within a meaningful context

· You can introduce grammatical concepts, eg. in French/Spanish, introduce the concept of masculine and feminine using a male and female puppet: take the register and have your puppets answer their names, ‘Présent! / Présente!’ (Presente in Spanish for both masculine and feminine), or you can discuss their absence with the class, ‘Il est absent? Elle est absente?’(No está)

· Provide each child with their own puppet for individual work - shy or reserved children will more readily perform 'through' a puppet

· Use for vital pair work, eg. with a partner, for quick practice of structures just learned or to create a short or longer dialogue based on current work

· Use in group rôle-play and chain games, where language is passed around a group

Further ideas:

Dramatised story telling: puppets mime or take roles in a traditional story
Use finger puppets and paper puppets for maths work, displays, mobiles etc.
Adapt and enlarge paper puppets to make masks for story-telling etc.
Produce a script for a puppet show in school assembly
Act out a story with the appropriate puppets

Falkirk1plus2

P5

Using puppets

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