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Spanish First Level Colours First Level Significant Aspects of Learning Use language in a range of contexts and across learning Continue to develop confidence.

Publicada porRamona Salmeron Modificado hace 9 años

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Presentación del tema: "Spanish First Level Colours First Level Significant Aspects of Learning Use language in a range of contexts and across learning Continue to develop confidence."— Transcripción de la presentación:

1

2 Spanish First Level Colours

3 First Level Significant Aspects of Learning Use language in a range of contexts and across learning Continue to develop confidence and enthusiasm to communicate using the language being learnt Develop an awareness and understanding of patterns and sounds of language Begin to develop an understanding of, interest in and respect for other countries, cultures and languages Appreciate and understand the value of language learning Recognise familiar written words when listening Explore how gesture, expression and emphasis are used to help understanding. Listen, recognise and respond to familiar voices in short, predictable conversations Understand and respond to familiar spoken vocabulary Actively take part in daily routines Listen and join in with stories, song or poem Enjoy engaging with simple and familiar texts on my own and with others using resources to support learning Participate in familiar games, paired speaking and short role plays Take part in simple, paired conversations about themselves giving simple opinions and asking simple questions

4 Vocabulary Colours Aim to teach at least 5 of the colours at Early Level initially and build up as pupils progress towards 1 st. De qué color es? What colour is it? Es It is azulblue blancowhite rojored verde green amarilloyellow rosa pink negroblack gris grey violetapurple marrón brown Qué color te gusta?Do you like blue? Me encanta el… I love Me gusta el… I like No me gusta el…I don’t like Odio el…I hate

5 For Early/First Level, start with about 5 only and work your way up to all the colours!

6 Introducing vocabulary You can try this as an alternative to introducing vocabulary. Make colour cards for and give each group/pair a set. Ask them to listen to the colour and look at the word and then hold up the colour they think it is.

7 Escuchad y mirad los colores en espa ñ ol…

8 Escoged el color

9 azul

10 naranja

11 violeta

12 blanco

13 rojo

14 verde

15 rosa

16 gris

17 negro

18 marrón

19 amarillo

20 ¿ De qué color es?

21 Es azul

22 Es blanco

23 Es rojo

24 Es verde

25 Es amarillo

26 Es rosa

27 Es negro

28 Es naranja

29 Es gris

30 Es violeta

31 Es marrón

32

33 ¿ Qué color te gusta?

34 ¿ Te gusta el azul?

35 Me encanta el azul!

36 Me gusta el amarillo.

37 No me gusta el rosa.

38 ¡ Odio el naranja!

39 Embedding the language tip Use Spanish colours for cooperative groups – les rouges, les bleus etc. Ask pupils “ ¿ De qué color es?” when reading stories, creating art work etc.

40 Sample activities You will find a bank of sample 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.

41 ¿ De qué color es?

42 Es verde!

43 Es rojo

44 Es amarillo

45 Es marrón

46 Es negro

47 Es azul

48 Es rosa

49 Es violeta

50 Es blanco

51 Brain Training – Los Colores

52 Brain Training! Challenge: say the colour that the word is written in, and not the word itself!

53 rojo

54 negro

55 verde

56 rosa

57 gris

58 azul

59 amarillo

60 marrón

61 azul

62 naranja

63 rojo

64 blanco

65 verde

66 rojo

67 amarillo

68 blanc negro

69 amarillo

70 marrón

71 azul

72 verde

73 blanco

74 gris

75 rojo

76 naranja

77 rojo

78 violeta

79 azul

80 amarillo

81 negro

82 blanco

83 gris

84 rojo

85 violeta

86 Traedme… For this activity, put pupils into rainbow groups by giving each pupil a card which is either blue, red, green or yellow and asking them to form a group with 4 colours. They can also say their colour as they are moving around the class. Ask them to introduce themselves using Buenos días etc. Then teacher asks a different colour each time to bring them an object of a colour. E.g. La persona roja, traedme un objeto azul!

87 Traedme 1.Traedme un objeto means “Bring me an object” 2.Pupils work in teams/cooperative groups 3.Teacher calls out “Traedme un objeto” and adds a colour onto the end e.g. Traedme un objeto azul 4.The pupils must race to give the teacher something that colour. 5.You can ask pupils to then say what colour it is e.g. Es rojo. 6.Pupils can also then take a turn of asking others to “Traedme un objeto….!”

88 Los grupos del arco iris

89 Saludos en grupo. Buenos días ¿ Qué tal? Me llamo… Mi color favorito es el….

90 Traedme un objeto de color….

91 ¿Qué hace falta? ¿Qué hace falta? means what’s missing? Pupils look at the colours on the following slides, close their eyes, teacher moves the slide on and one colour will disappear. Pupils then open their eyes and have to say which colour is missing. You can then get pupils to do the same activity in their groups.

92 Mirad los colores. ¿Qué hace falta? Cerrad los ojos. Abrid los ojos.

93

94

95 ¡ Si, es el azul!

96

97 ¡ Si, es el rosa!

98

99 ¡ Si, es el rojo!

100

101 ¡ Si, es el naranja!

102

103 ¡ Si, es el negro!

104

105 Si, es el verde!

106

107 ¡ Si, es el blanco!

108

109 ¡ Si, es el violeta!

110

111 ¡ Si, es el marrón!

112

113 ¡ Si, es el gris!

114 ¡ Ahora tú!

115 Pon la tarjeta en el centro de la mesa

116 Tres personas cierran los ojos

117 Una persona toma una tarjeta

118 ¡ abrid los ojos!

119 ¿ Que hace falta?

120 Pon las tarjetas en el centro de la mesa

121 Escuchad los colores…

122 ¡ Golpea el color sobre la mesa!

123 ¿Qué color te gusta? Asking the class their opinions on colours. Finish the sentence on each slide. You can play this as corners by putting up opinions in corners of the room and then asking pupils to move to an area of the room which matches their opinion of that colour.

124 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

125 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

126 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

127 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

128 ¿ Te gusta…? Me encanta Me gusta No me gustaOdio

129 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

130 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

131 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

132 ¿ Te gusta…? Me encantaMe gusta No me gustaOdio

133 ¿ Te gusta…? Me encantaMe gusta No me gustaodio

134 ¿ Te gusta…? Me encantaMe gusta No me gustaodio

135 Class colour survey 1.Pupils can practice asking ¿ Te gusta… …+ a colour? by surveying each other around the class. This can then be linked to creating a graph, tally marks etc. ¿Qué color te gusta… ? Means which colour do you like? And could be used as a title for a graph. ¿ A cuántas personas les gusta el amarillo ? = How many people like yellow

136 Adjectives in Spanish are spelt differently depending on if the noun they are describing is… MasculineFeminine SingularPlural How many spellings do you think we can have of one adjective?

137 Adjectives in Spanish are spelt more than one way depending on if they are: Masculine Singular e.g. un lápiz rojo Masculine Plural e.g. tres lápices rojos

138 Adjectives in Spanish are spelt more than one way depending on if they are: Feminine Singular e.g. una regla blanco Feminine Plural e.g. tres reglas blancos

139 Dividid tu papel en cuatro partes Masculin SingulierFéminin Singulier Masculin plurielFéminin pluriel

140 azul Roja Rojo Rojas verdes verde verdes grises gris rojos azules azul amarillo amarillas negro negras negros negra gris blanca blancos blancas blanco

141 Can you see any patterns in the letters?

142 1. Azul and Verde don’t change depending on whether it is masculine or feminine. 2. If it ends in an o, you replace it with an “a” to make it feminine. 3. You usually add an “s” to make the colours plural.

143 blancos blanco blancas marrón marrones violeta naranja azul azules azul rosa

144 Can you see any patterns in the letters?

145 1. Some colours stay the same! Narnaja, rosa, violeta don’t change. 2. Some words change to plural but don’t change for masculine/ feminine. Azul/azules, marrón/ marrones

146 Ma salle de classe bizarre Dans ma classe bizarre, il y a… una silla rosa! etc.

147 Questions: 1. Siete reglas________________ (blue). 2. Tres gomas_____________ (yellow). 3. Seis lápices ______________ (purple). 4. Tres crayones______________ (green). 5. Tres libros _______________ (white). 6. Dos calculadoras _____________(black). 7. Ocho gomas______________ (orange). 8. Diez lápices _______________ (brown). 9. Cinco sacapuntas ______________(red ).

148 Songs and videos! You will find a bank of sample songs and videos 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 set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

149 Arc en ciel

150 Rojo y amarillo y rosa y verde, naranja, violeta y azul. Conozco los colores, Todos los colores De mi arco iris

151 Conozco los colores, Todos los colores De mi yy y yy

152

153

154 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 supported activities in Early Feelings and 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

155 El instituto cervantes Los dos ratoncillos

156 Languages online

157 ¡ Adiós!

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