Yr 5 Spanish Summer Term
There is a PowerPoint resource for each lesson. In Yr 5 we anticipate that pupils will have a weekly lesson of between 45 - 60 minutes. Equally important, however, are the few minutes spent every day re-capping the language learnt each week. This is done with the Class 5 teacher. Suggestions for different activities are being added to this Scheme of Work and will appear soon.
Teachers adapt these master copies to suit their classes but ensure that they cover the language and skills as shown on the Scheme of Work. Where other resources are also used, these are listed in the resources column.
Summer Term | ||||||
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Week | Objective(s) | Language (core content) | Resource(s) | NC PoS | ICU | Follow up |
1 |
To extend the range of language to give levels of like / dislike. To use gustar / encantar with singular and plural nouns. |
Revision of likes / dislikes me gusta/no me gusta - introduce me encanta / odio Focus on using verbs of opinion with nouns/accurate gender |
Lesson 23 Lesson 24 |
S1(b), S2, G2 | ||
2 |
To identify different types of music and give likes / dislikes | Different types of music Giving opinions of different types of music el reggae, el jazz, el rock, la música hip hop, la música pop, la música clásica, la música folclórica, la música tradicional En mi opinión (in my opinion) Pienso que (I think that) |
Lesson 25 |
L1, S1(b) | ||
3 |
To learn the names of some instruments | el teclado (keyboard), el piano, el saxófono, el tambor (drum), el cajón (Peruvian drum), la flauta (recorder / flute), la batería (drums), la trompeta (trumpet), la guitarra, la zampoña (Peruvian pan pipes that all school children learn) | Lesson 26 |
L1, R3, L5 | Learning about the typical instruments that Peruvian school children learn (instead of the recorder) | |
4 |
To look up new nouns to check for meaning using an online dictionary | Saying what instruments you hear Identifying Spanish words for instruments Referring to a dictionary (3) |
Lesson 27 |
L1, R3, L5 | Learning about the typical instruments that Peruvian school children learn (instead of the recorder) | |
5 |
To ask about and say which instrument you play | Asking & saying which instrument you play ¿Qué instrumento tocas? (What instrument do you play? ¿Qué instrumento sabes tocar? (What instrument can you play?) |
Lesson 28 |
S1(b), S2, | ||
6 |
To listen and understand (and join in with) the Spanish version of a popular children's song | Asking & saying which instrument you play Song - I am the music man |
Lesson 29 Lesson 29 survey |
L1, L2, S1(b), S2, R1, R2, R3, R4 | ||
7 |
To learn the -AR verb tocar (to play instruments) in the present tense | Toco, tocas, toca, tocamos, tocáis, tocan | Lesson 30 Lesson 30 cards activity |
L1, L2, S1(b), S2, R1, R2, R3, R4 | ||
8 |
To learn some new adjectives | Learning to give reasons with 'porque' tranquilo / ruidoso (quiet / noisy) emocionante / aburrido (exciting / boring) divertido / serio (fun / serious) tradicional / moderno (traditional / modern) |
Lesson 31 Lesson 31 cards activity |
L1, L2, R1, R3 | ||
9 |
To use adjectives to give reasons for liking / disliking music or instruments | Learning to give reasons with 'porque' ¿Te gusta…? (Do you like?) ¿Por qué te gusta..? (Why do you like..?) Porque es + adjective (masc. / fem. ending) |
Lesson 32 |
L1, L2, S1(a), S1 (b), S2, S3 | ||
10 |
To practise dialogues asking / answers questions about music and instruments | Interviews about music | Lesson 33 Lesson 33 dominoes activity |
L1, L2, S1(a), S1 (b), S2, S3 | ||
11 + 12 |
To use language learnt for a new purpose | Creating own song/rap | Lesson 34 |
W2, W3, R5 | ||
13 + 14 |
To develop confidence in performance and develop memory skills To practise evaluating own and others' performances and giving feedback |
Performing | Lesson 35 |
S1 (b), S3 |