Rachel Hawkes

Yr 6 Spanish Autumn Term

There is a PowerPoint resource for each lesson. In Yr 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 6 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.

Autumn Term
Week Objective(s) Language (core content) Resource(s) NC PoS ICU Follow up
To recap the most necessary language needed for the classroom and get pupils to think about why Spanish is an important language to learn Classroom language + reasons for learning Spanish Lesson 1     Y6 study booklet
To describe a variety of weathers in the present tense Describing weather
¿Qué tiempo hace? (What's the weather like?)
Hace buen tiempo (it's good weather), hace calor (it's hot), hace frío (it's cold), hace mal tiempo (it's bad weather), hace sol (it's sunny), hace viento (it's windy), hay niebla (it's foggy), hay tormenta (it's stormy), llueve (it's raining), nieva (it's snowing). el invierno (winter), el otoño (autumn), la primavera (spring), el verano (summer)
Lesson 2 L1, L2, R1, R3, S2, G4 Look at weathers in photos from all over Spanish-speaking world.  
To use the language of weather to describe typical climates in different places, combining with familiar expressions of frequency Describing weather
En .. en invierno siempre hace frío. (In … in winter it's always cold.)
en invierno (in winter), en otoño (in autumn), en primavera (in spring), en verano (in summer), a veces (sometimes), normalmente (usually)
Lesson 3 S2, W1, W3, G5   Weather - poemas de Gloria Fuertes (with thanks to María Collado)

Weather - photos for revision (with thanks to TES contributor)
To learn the names of five countries and describe their flags
To revise adjectival agreement
Introduction to names of 5 countries.
Recognising and describing flags, using correct colour and adjectival agreement.

¿Qué país es? (What country is it?)
el país / los países
Inglaterra, Alemania, Francia, España, Irlanda
¿De qué color es la bandera? (What colour is the flag)
Es blanca y roja.
Lesson 4 S1(a), S2, G3   Latin American Countries song
To learn some key vocabulary to describe why countries are well-known What countries are famous for
¿Por qué es ... famoso/a? (Why is ... famous?
Es famoso/a por ...(It's famous for...)
las patatas (potatoes), la lluvia (rain), el baile irlandés (Irish dancing), el té (tea), pescado y patatas fritas (fish and chips), la familia real (royal family), las salchichas (sausages), los coches (cars), la cerveza (beer), el queso (cheese), el pan (bread), el vino (wine), el flamenco, la playa (beach), el sol (sun)
Lesson 5 L1, L2, R1, R3, S2, G4    
To learn some key language to describe features of Spain
To learn how to say a lot / many
Focus on Spain - Hay + plural nouns + mucho(s)
un río / muchos ríos (a river, lots of rivers)
un puerto / muchos puertos (a port, lots of ports)
un aeropuerto / muchos aeropuertos (an airport, lots of airports)
una playa / muchas playas (a beach, lots of beaches)
una montaña / muchas montañas (a mountain, lots of mountains)
Lesson 6 S2, G1, G2, G3, G4 To be familiar with the map of Spain and the main geographical and other features.  
To read and understand a text about Spain with some unfamiliar language
To become more confident with using 'mucho'.
Describing Spain and using mucho/a/os/as Lesson 7 R1, R4
G2, G3
To work out from visual and textual clues the meaning of new words
To pronounce accurately new words from text
Geography - main cities in Spain and points of the compass
la ciudad / las ciudades (the town/city - towns/cities)
Bilbao, Pamplona, Barcelona, Madrid, Valencia, Granada, Cádiz norte, noreste, este, sureste, sur, suroeste, oeste, noroeste (points of the compass)
en la costa
Lesson 8 R3, R4 To learn the names of some well-known Spanish cities.  
To say exactly where you live Saying where you live
¿Dónde vives? Vivo en…
¿Dónde vives exactamente? Vivo en un pueblo en el este de Inglaterra que se llama……….
Using the cardinal points already learnt.
Lesson 9 L2, S2 To find out the importance of festivals in Spain and learn the names of some key features and festivals in 5 cities in Spain.  
To learn words to say what is in a town
To create sentences to say / write there is / there is not
Places in the town
¿Qué hay en (Cambridge)? (What is there in (Cambridge))?
un castillo (a castle), un mercado (a market), un estadio (a stadium), un centro comercial (a shopping centre), un polideportivo (a sports centre), un cine (a cinema) una piscina (a swimming pool), una universidad (a university), muchas tiendas (lots of shops), muchos museos (lots of museums), muchos parques (lots of parks), muchos restaurantes (lots of restaurants)
Lesson 10 L1, L2, R1, R3, S2, G1    
To embed the new vocabulary for places in the town and have a short conversation.
To practise alphabetising new language and memorising vocabulary.
Places in the town Lesson 11 W1    
To use language with more independence to describe places
To use key verbs in the 3rd person (Hay, Tiene, Está) and key verbs of like / dislike with reasons, recyling language from Y5
Describing photos & giving opinions
¿Te gusta...? (Do you like…?)
Me gusta (I like) No me gusta (I don't like) Me encanta (I love) Odio (I hate) Prefiero (I prefer)
¿Te gusta…? (Do you like…?)
¿Por qué te gusta..? (Why do you like..?)
Porque me parece … (because it seems…)
Porque creo que es... (because I think it is...)
sucio / limpio (dirty / clean)
tranquilo / ruidoso (quiet / noisy)
divertido / aburrido (fun/ boring)
bonito / feo (pretty / ugly)
tradicional / moderno (traditional / modern)
turístico / industrial
famoso / conocido
Lesson 12 S1(b), W3