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Hoy es lunes el ocho de junio
Le plan! 1.Introducción
2.Escuchar3.Hablar4.Escribir5.Jugar
Hace viento
El gol: los animales
Aims
• To be able to name different animals
• To be able to ask if someone has a pet
• To use I have/I don’t have
Los animals
¿Tienes una mascota?
Tengo un perro.
Tengo un gato.
Tengo un conejo.
Tengo un hamster.
Tengo un caballo
Tengo un pez de colores
Tengo un serpiente
Tengo un conejillo de Indias
Tengo un pájaro.
Tengo una rata
Tengo un raton.
Tengo una tortuga
¡Hola!
Tengo un perro y un gato.
Tengo un gato y una rata.
Tengo dos perros.
Tengo dos caballos.
Tengo un perro.
Tengo un gato.
Tengo un conceco.
Tengo un hamster.
Tengo un caballo.
Tengo un serpiente.
Tengo un pez de colores
Tengo un conejillo de Indias
Tengo un pájaro
Tengo una rata.
Tengo un raton.
Tengo una tortuga.
Bonjour!
Hablad con un compañero :
¿Tienes una mascota?
Si, un perro se llama Pedro.
No tengo mascota.
En nuestro zoo extraño
En nuestro zoo extraño , hay…una serpiente azul.
El gol
• We are learning to read, say and write different animals and colours in Spanish.
Success Criteria:• I can recognise some animals in Spanish and
say what they mean in English.
• I can recall and say several animals in Spanish.
• I can read descriptions of animals in Spanish and recognise if they match a picture or not.
Los animales modificado genéticamente
¿Que es esto?
Es…
Un conejo
y un gato
Es…
Es…
Es…
Es…
Un perro
y un pájaro
Un perro
y un gato
Un caballo
y Un perro
Un perro
y un coneco
Cooperative learning task
• Create a team celebration – en Espanol!
• 1 minute
Structured sort – 15 minutes
Sequence of events- Ideas giver will pick out card and say
whether it should go in “cierto” o “falso” AND WHY .
- Checker – “Does everyone agree?”.- Cheerleader counts in the chant. Uno,
dos, tres- Encourager – “fantastico”, “excellente”- NSA – No sabemos ahora.
Finish early?
• There are blank cards in your bag.
• Your group can add their own cards and decide where to put them in cierto o falso.
Individual accountability
Everyone in the group must take part.
You can be asked to explain any of the choices your group made so you need to agree on each card you put down.
Roles
1 –cheerleader
2 - looker upper/checker
3 - ideas giver
4 – encourager
Check for understanding
• Stand and deliver• Whole group discuss task• When all happy sit down.
Un ,deux, trois – GO!!
Contra el reloj
15 minutes!
Individual accountability
- Does everyone know why everything is where it is.
- Report back to class why cards are where they are.
Group processing
talk about something that went well in your group.
talk about something that you learned in your group
talk about a challenge in your group
give your group a mark out of 5 for their social goal and say why
Playing Pedro – This is a fun game to play and really helps focus on getting pronunciation really accurate.
1.Give all pupils in the class a number. Ask them to write it onto a fresh page in their jotter. 2.Make sure the number “snakes” around the class3.Leave the last pupil and ask them to come and sit in your seat at the front of the class. This pupil is now Pedro. 4.Ask all pupils to draw a picture of an animal on the same page as their numbers. 5.The whole class will say the phrase, “uno, dos, tres!”6.Pierre will then answer, “Silencio la classe Escuchad!” and then say a number between 1 and however many are in the class. 7.Whosever number Pedro says must then say what their animal is, e.g. un gato. They will then say another number of Pedro. 8.The next person then says their phrase and so on.9.This continues until someone makes a mistake, isn’t listening, is too slow etc. at which point, they have to move to the last seat in the class (e.g. 23) and everyone moves down a seat. 10.To explain, if Pedro makes a mistake they move to the last seat, everyone then leaves their stuff and moves down a seat meaning there is a new Pedro and everyone else has a new number and a new animal to say.
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