el sistema fónico la pronunciación Español el sistema fónico la pronunciación NB: The phonics are on p.3 of their booklets and on p.4 there is a page for them to read through to consolidate. HW could be to go through both pages with a parents, older sibling, granny and get a signature at the bottom of page 4 to say this has been done.

Hoy vamos a… mirar escuchar pensar osar hablar memorizar

y… cantar

a These words are the phonic hooks to embed the sound/written associations in the learners’ long-term memories. We use physical gestures, the picture and the sound of the words to fix the letter sounds of Spanish as the first step in learning the language. We will go through the gestures all together before we do this lesson! NB: on the SOW most of the words, if nouns, are presented with the indefnite article (as we will start with un/una before going on to el/la) BUT where it is just more logical to say ‘the’ I have put the definite article in – so el universo is an example of that. Please check on the SOW for the articles I’ve used. We are not focusing on the article in these few lessons, so they will be learning these passively for the moment. araña

e elefante

i idea

o olvidar

u universo

a e i o u

ce cerdo

ci ciclista

ca casa

co coche

cu cucaracha

ce ci ca co cu

j gi jardín gimnasia

gu guitarra

j gi ge ga go gu

h hamburguesa

ñ España

z zumo

ll v llave

h ñ ll z v

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 idea araña elefante olvidar universo cerdo ciclista casa coche cucaracha gimnasia hamburguesa España zumo guitarra llave

in pa ri s liz cos pu gen te tón fe o li cu don lla so glo qui 1. 2. 3. 4. This is a syllable square – an activity for learners to practise what they’ve learnt so far with support. They can either listen to the word you say (in this case the name of 6 Mr Men) and try first to write down what they hear and then cross off the squares OR they can use the squares straightaway to build the words up. The answers are on the next slide and then there is a further slide with the pictures again for them to reinforce further by saying the names, either in pairs or whole class. 5. 6.

in pa ri s liz cos pu gen te tón fe o li cu don lla so glo qui 1. 1. Don Pupas 2. Don Curioso 2. 3. Don Inteligente 3. 4. 4. Don Feliz 5. Don Glotón 5. 6. Don Cosquillas 6.

6 3 4 2 5 1 Don Inteligente Don Feliz Don Cosquillas Don Curioso Don Glotón Don Pupas

Don Inteligente Don Feliz Don Cosquillas Don Curioso Don Glotón Don Pupas

NB: This language is on p NB: This language is on p.9 of their booklets – keep signalling to them where these things are in their booklets so that they realise how vital they are as a resource! These next slides and activities may or may not fit into the lesson. It is always useful to have extension material so don’t worry if you don’t get to it. You can always reprise a slide or an activity in a future lesson. Because we are doing Spanglovision as well, we need to have material that is quite flexible. This slide brings in some greetings. Click on the pictures to hear the conversations. The main focus is on pronunication and intonation, encouraging pupils to imitate the patterns of each dialogue and rehearse in pairs from memory so they can sound really confident and authentic. This lesson should build confidence. If any pupils complain they have done this before I would suggest stressing the ‘skills’ focus and explaining the skills we want to improve this sheet (see the separate document on key skills). On this slide if you click the picutre you will hear each dialogue. Give pupils a couple of minutes to practise each one (from memory) after hearing it.

estupendo/muy bien bien regular mal fatal Just a quick revision of main response to Como estas. An opportunity to learn names and ask how pupils are. fatal

una conversación Felipe: Hola. ¿Qué tal? Laura: Muy bien. ¿Y tú? Felipe: Bien. ¿Cómo te llamas? Laura: Me llamo Laura. ¿Y tú, cómo te llamas? Felipe: Me llamo Felipe. ¡Hasta luego, Laura! For some pupils this will be familiar and language they have learnt during year 6. For others it will be new, but they should be encouraged that they can pronounce it all accurately now, thanks to their work on phonics. Go through it with them first, eliciting the phrases one by one and reinforcing the links with the phonic hooks. I.e. Hola = h from hamburguesa, o from olvidar and a from arana. Laura: ¡Adiós, Felipe!

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