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Feelings. Spanish Level 2. Actively take part in daily routine Understand and respond to classroom instructions and personal information from familiar sources Listen, join in and respond to a story, song or poem Participate in familiar games, paired speaking and short role plays - PowerPoint PPT Presentation
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Spanish Level 2
Feelings
Second Level Significant Aspects of Learning • Actively take part in daily routine• Understand and respond to classroom instructions and personal
information from familiar sources• Listen, join in and respond to a story, song or poem• Participate in familiar games, paired speaking and short role plays• Further develop an understanding of, interest in and respect for
other countries, cultures and languages• Demonstrate an appreciation and understanding of the value of
language learning including skills for life and work• Take part in simple, paired conversations about themselves, others
and interests of their choice• Ask for help confidently using learned phrases and familiar language• Give a short presentation about a familiar topic• Pronounce words sufficiently accurately so as to make the meaning
clear• Work with others and make a successful contribution to a group
presentation in English supported by the target languages
• Read aloud a simple text• Read and understand a variety of simple texts• Make comparisons between English and target
language (including use of a bi-lingual dictionary with support)
• Write about themselves and others and check the accuracy of own writing
• Exchange straightforward information in writing using familiar words and phrases
Second Level Significant Aspects of Learning
Vocabulary2. Feelings ¿Qué tal? How are you? Muy bien I am wellBien I am fine Así así So-soNada mal Not badNo muy bien I am not good ¡No estoy nada bien! I am not good at allEstoy mal I am bad¿Y tú? And you?Tengo hambre I am hungry.Tengo sed I am thirstyTengo calor I am hot Tengo frio I am coldEstoy enfermo(a) I am ill Estoy cansado(a) (add ‘a’ if a girl) I am tired
¿Qué tal?
¡Muy bien!
¡Bien!
¡Así así!
¡Nada mal!
¡No muy bien!
¡No estoy nada bien!
¡Estoy mal!
¿Y tú?
¡Tengo hambre!
¡Tengo sed!
¡Tengo calor!
¡Tengo frio!
Estoy enfermo(a)
Estoy cansado(a)
Embedding the languageStart each day with asking ¿Qué tal? Around the class. Create ¿Qué tal? Cards for pupils with printed off miniature copies of the pictures, ask ¿Qué tal? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.
I am aware of and able to express my feelings and am developing the ability to talk about them.HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a
Sample activities You will find a bank of sample activities which you can use to practice the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.
Actividad – Feelings fotosPupils take photos of themselves depicting
different feelings and then either add audio or text or both! This can be done on tablets or
using applications such as Powerpoint.
I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate. MLAN 2-12a / MLAN 3-12a / MLAN 4-12a
I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b
¡Qué tal strip loteria!• Fold a bit of paper 5 times length ways so that you have 6 folds• In each fold write a different feeling e.g. Tengo calor• Whole class asks the teacher, ¿Qué tal? and the teacher chooses
an answer. • If this answer is at the top or bottom of the pupils paper, they
can then tear that strip off (it has to be at the top or bottom!) • This continues until a pupil has one strip left and if this is called
they tear that in half and shout ¡Loteria! • You can then play again with the winner as the bingo caller. • This game can be extended by acting out the feeling and pupils
should then tell you the answer.
Psychic Flashcards• This is a really simple but popular game and it’s a good way to practise vocabulary. • Ask pupils to each write a feeling on a piece 7 of A4 paper (could also draw a
picture). • Collect all paper in, shuffle them and hold them in a pile, facing away from the
class so they can’t see whichever one is on top. • Tell pupils that you want them to test out their telepathic/psychic powers. • Very discretely select a page and keep it hidden from the class. • Tell them you would like them to concentrate on your brain and you will think
intently of the feeling on the page. • Give them a set amount of time to try and “read your mind” and then they can
try and guess. • Whoever guesses correctly then gets to come and select one.
Songs! You will find a bank of sample songs which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.
You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.
You will find a set of more challenging activities in Level 2 Feelings.
Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.
ICT Resources online
¡Adiós!
