Topic # 1: Welcome
Topic # 1: Greeting each other
Objectives: students will be able to
Objectives: students will be able to
Objectives: students will be able to
Objectives: students will be able to
Topic # 1: Where are you from?
Objectives: students will be able to
Objectives: students will be able to
Objectives: students will be able to
Cultural aspect of the course
An important part of teaching any language is the culture of the country that speaks the particular language you are studying.
There are 21 countries that speak Spanish as a native language. These countries are Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, Equatorial Guinea, El Salvador, Guatemala, Honduras, México, Nicaragua, Panamá, Paraguay, Perú, Puerto Rico, Spain, Uruguay, and Venezuela.
We will be taking a look at 4 specific countries. These countries are Venezuela, Chile, Mexico, and Costa Rica. Some of the things we will be taking a look at its location, capital, population, flag, form of government, weather, customs, food, natural tourist attractions, and famous people.
Assessment
Throughout the semester, the assessment will be on four major criteria. These are:
Also, we will have several minor assessments throughout the year on listening, speaking, reading comprehension, and writing. Additionally, we will have major assessments at the end of semester 1. These assessments will test the 4 major skillsmentioned above.
End of unit project
For the end of unit project we will research a Spanish speaking country that is assigned at random. We will present our findings by constructing a website (Weebly), and we will present it orally to the class. All the details about this project and its rubric will come soon.
Yr 6 Spanish
We teach Spanish to all pupils throughout KS2. It is the first foreign language pupils learn.
I include here the planning documents that accompany our Yr 6 curriculum, as well as all of the lesson resources.
Scheme of Work Planning Document - KS2Y6 study booklet (pdf) Y6 study booklet (editable PPT)Classroom language list for teachers Here is the Spanish overview with a list of content (vocabulary and structures), skills and main task types and ways of working - follow the term links to get to the lesson resources.
Autumn Term
Pupils begin this unit by learning to describe the weather. They then move on to revising colours (with adjectival agreement) with common nouns and then the flags of a few familiar countries. They also learn how to express what each country is famous for, paying attention to the number and gender of the nouns they are using. There follows a focus on Spain and some of the key features of the country. Attention is paid to forming plurals of nouns and using the adjective ‘mucho’ (lots of). Pupils are also encouraged to use ‘hay’ (there is/are) which they have met previously. Then pupils look at key cities and their location in Spain, using the points of the compass and key geographical features to locate them on a map. They recycle how to say what somewhere is famous for using the key cities they have been introduced to. They learn vocabulary for places in the town and are then invited to work independently to describe photos (making use of a word list provided) and give their opinions on them.Spring Term
Pupils are treated to a summary of the features of the main festivals in Spain and encouraged to recognise questions, matching them to appropriate answers provided, and eventually to describe a festival in the UK if they can.
Following on from this, learners extend their learning to the theme of holidays. They research holiday destinations in Spanish-speaking countries and apply the language they know to describe holiday pictures and write holiday postcards.
Summer Term
We recognise that Yr 6 is a particularly full year, and that the pressures of assessments in Literacy and Numeracy often make it difficult to devote as much time to Spanish at various points in the year. In addition, there are other calls on Yr 6 time, including final plays / productions and often residential trips in the summer term. For that reason we have allowed the material from the Spring Term to be spread flexibly across these two terms.
Topic # 1: Greeting each other
Objectives: students will be able to
- say hello/goodbye
- say good morning, good afternoon, and good night
- give their name, ask someone's name, and give someone else's name
- ask someone how they are and answer a similar question
- say where they are from
Objectives: students will be able to
- count to 100.
- say how old they are, and ask how old someone else is.
- say the months of the year.
- say when their birthday is, ask others when their birthday is.
Objectives: students will be able to
- act accordingly when given classroom instructions and useful phrases
- name classroom items and things in your backpack
Objectives: students will be able to
- pronounce the letters of the alphabet
- write words in Spanish as they listen to their spelling
- ask someone to spell words in Spanish
Topic # 1: Where are you from?
Objectives: students will be able to
- say the name of several foreign countries
- talk about where they are from and their nationality, and ask other people their nationality and where they are from.
- say where they live, and ask others where they live.
Objectives: students will be able to
- say where you live, and ask others where they live.
- say what languages you speak, ask others what languages they speak, and say the name of different languages.
Objectives: students will be able to
- talk about what they are like, ask others what they are like (This information includes physical and character traits.)
- talk about their family members, ask others about their family members (The information will include name, where they are from, what is their nationality, what languages they speak, where they live, what is their profession, and what they are like.)
Cultural aspect of the course
An important part of teaching any language is the culture of the country that speaks the particular language you are studying.
There are 21 countries that speak Spanish as a native language. These countries are Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, Equatorial Guinea, El Salvador, Guatemala, Honduras, México, Nicaragua, Panamá, Paraguay, Perú, Puerto Rico, Spain, Uruguay, and Venezuela.
We will be taking a look at 4 specific countries. These countries are Venezuela, Chile, Mexico, and Costa Rica. Some of the things we will be taking a look at its location, capital, population, flag, form of government, weather, customs, food, natural tourist attractions, and famous people.
Assessment
Throughout the semester, the assessment will be on four major criteria. These are:
- Listening comprehension
- Speaking
- Reading comprehension
- Writing
Also, we will have several minor assessments throughout the year on listening, speaking, reading comprehension, and writing. Additionally, we will have major assessments at the end of semester 1. These assessments will test the 4 major skillsmentioned above.
End of unit project
For the end of unit project we will research a Spanish speaking country that is assigned at random. We will present our findings by constructing a website (Weebly), and we will present it orally to the class. All the details about this project and its rubric will come soon.
Yr 6 Spanish
We teach Spanish to all pupils throughout KS2. It is the first foreign language pupils learn.
I include here the planning documents that accompany our Yr 6 curriculum, as well as all of the lesson resources.
Scheme of Work Planning Document - KS2Y6 study booklet (pdf) Y6 study booklet (editable PPT)Classroom language list for teachers Here is the Spanish overview with a list of content (vocabulary and structures), skills and main task types and ways of working - follow the term links to get to the lesson resources.
Autumn Term
Pupils begin this unit by learning to describe the weather. They then move on to revising colours (with adjectival agreement) with common nouns and then the flags of a few familiar countries. They also learn how to express what each country is famous for, paying attention to the number and gender of the nouns they are using. There follows a focus on Spain and some of the key features of the country. Attention is paid to forming plurals of nouns and using the adjective ‘mucho’ (lots of). Pupils are also encouraged to use ‘hay’ (there is/are) which they have met previously. Then pupils look at key cities and their location in Spain, using the points of the compass and key geographical features to locate them on a map. They recycle how to say what somewhere is famous for using the key cities they have been introduced to. They learn vocabulary for places in the town and are then invited to work independently to describe photos (making use of a word list provided) and give their opinions on them.Spring Term
Pupils are treated to a summary of the features of the main festivals in Spain and encouraged to recognise questions, matching them to appropriate answers provided, and eventually to describe a festival in the UK if they can.
Following on from this, learners extend their learning to the theme of holidays. They research holiday destinations in Spanish-speaking countries and apply the language they know to describe holiday pictures and write holiday postcards.
Summer Term
We recognise that Yr 6 is a particularly full year, and that the pressures of assessments in Literacy and Numeracy often make it difficult to devote as much time to Spanish at various points in the year. In addition, there are other calls on Yr 6 time, including final plays / productions and often residential trips in the summer term. For that reason we have allowed the material from the Spring Term to be spread flexibly across these two terms.