¿Qué día es hoy? ¿Qué fecha es hoy? martes, dieciocho de noviembre Pupils were introduced to this routine in the summer term of Y3 and in Y4 but may need reminding. This will help remind them of the days of the week, keep working the numbers and help them remember some essential vocabulary e.g. day / month etc. This slide can be adapted obviously to fit the day of the week / month. mes = ? mes = month día = day día = ? hoy = ? hoy = today fecha = ? fecha = date

Desayuno a las… Como a la… Ceno a las… Pupils have met the first two verbs for meal times. They will guess the 3rd from the context, the time and the picture. This introduces the theme of the lesson and revises a few more clock times. Ceno a las…

¿A qué hora desayunas? Desayuno a las… ¿A qué hora comes? Como a la(s)… Slide to model the dialogue. When pupils do the dialogue use the next slide so that pupils are not reading. This language is mostly known already. ¿A qué hora cenas? Ceno a las…

¿A q__ h___ d_________? D______o a l__… ¿A q__ h___ c____? C__o a l__… Support slide for dialogue. ¿A q__ h___ cenas? C__o a l__…

Desayuno … Como … Ceno … pescado un yogur un bocadillo pollo un plátano huevos tostadas un zumo de fruta cereales patatas fritas una naranja zanahorias This is pronunciation/reading aloud practice, as well as comprehension. Pupils choose a meal verb and complete the sentence with an appropriate item from the list. There is obviously some crossover possible. This could be a pairwork or whole classwork but the teacher needs to check pronunciation carefully.

siempre normalmente a veces nunca siempre normalmente a veces nunca Present the 4 expressions of frequency once, then use gestures. I do as follows: siempre (always) = arm held out in front of body with palm down, moves left to right with fingers wiggling (like when a cricket umpire gives four runs) – word said 4 times altogether during one action normalmente (usually) = arm bent held out in front of body, hand traces a wave movement in the air from left to right (like a norm reference curve or radio wave pattern) – word said 3 times altogether A veces (sometimes) = right hand starts in raised position and does repeated ‘karate-type’ chopping movements down /up with the down movement coinciding with the first syllable of ‘veces’ – phrase said 4 times altogether nunca = (never) arms make cross shape covering front of body – word said once or twice nunca nunca

Mastermind a veces desayuno un bocadillo nunca bebo zumo de fruta siempre ceno una ensalada normalmente como agua This slide / game can be used in a variety of different ways but initially I would ask pupils to generate as many logical sentences as they can, using verbs that fit with both the frequency expression and the food/drink options. They could do this in pairs, with their partner translating the phrases they make orally (avoiding writing things down at this stage as the activity is well supported by the slide) As a feedback / extension activity, the teacher can elicit Spanish sentences by asking the English. E.g. Sometimes I drink water. I always have a sandwich for lunch. I never have a salad for dinner. I usually drink fruit juice. Encourage pupils to notice that in English we tend to turn things around to say ‘I have… for breakfast, lunch, dinner’ whereas in Spanish they keep it simple and just use the verb that goes with each mealtime.

Game of battleships. I would suggest playing this whole class Game of battleships. I would suggest playing this whole class. There is a grid for pupils to play by themselves later in the pupil booklet, as a follow up activity. The pupils need to uncover each square by saying a sentence beginning with an expression of frequency. E.g. Siempre como un bocadillo = the first square If they uncover a battleship they get a point. If they uncover the Mario mushroom they get another go. If they uncover a blank square it is someone else’s go. They should use the most appropriate verb ‘desayuno’, ‘como’, ‘ceno’ for each phrase.