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Let’s go shopping for food
Let’s go shopping for food
En la tienda de ‘bocadillos’
Overview for the year: 2011-12
Year Autumn 1Me and my worldYo y mi mundo
Autumn 2SchoolMi cole
Spring 1Hogar dulce hogarHome sweet home
Spring 2The carnival of the
AnimalsEl Carnaval de los
animales.
Summer 1Yum YumRico Rico
Summer 2The Olympics
Los JJOO
Nursery Greetings, numbers up to 10, some colours, basic questions…in sessions of 15 minutes.
Reception Me Classroom items Toys Pets My body Olympics
Year 1 Me Classroom items Toys Pets My body Olympics
Year 2 My birthday party My school building My house Farm animals FoodEl bocadillo and
fruits.
Olympics
Year 3 My family and friends
School subjects: timetables and
teachers.
My house: furniture and appliances.
Wild animals Food:At the restaurant Olympics
Year 4 The clothes Sports Famous Spanish monuments
Spanish animals Healthy eating Olympics
Year 5 Portraits:Who am I?
Going out in townThe High Street
town:Directions
Fantastic animals: The Legend of Saint
George and the Dragon.
International FoodComenius Olympics
Year 6 At the doctor’s Hobbies and pocket money
My partners countriesComenius
At the zoo The carnival of the
animals
My menu Olympics
Sábado, 23 de junio de 2012
Dia 1Hoy aprendemos:
El bocadillo
La mayonesa
El pan
El queso
El tomate
El pepinillo
La lechuga
El jamonLa mantequilla
YEAR 2
El huevo
Escribe el nombre de estos ingredientes
En los libros
El pan La mantequilla
El tomateLa lechuga
El queso
El jamon
La mayonesaEl pepinillo
El huevo
Hoy aprendemos:En la tienda de
bocadillos
Dia 2Sábado, 23 de junio de 2012
Los euros
En la tienda de bocadillos:
BUENOS DIAS ¿QUE DESEA?
QUIERO UN BOCADILLO.
¿DE QUE?
DE QUESO Y TOMATE.
¿CUANTO ES?
SON 3 EUROS.
AQUI TIENE.
GRACIAS
ADIOS
En los libros
B…………………………………………………….., ¿QUE DESEA?
QUIERO UN B……………………………..
¿DE QUE?
DE…………………………………………………..
¿CUANTO E…………………………………?
SON 3 E………………………...
A………………………………. TIENE.
G………………………………………
ADIOS
Completa el dialogo
Video: Mahra & Emma
Mama yo quieromama yo quiero
mama yo quiero comerun bocadillo,
con mantequilla,queso, lechuga, tomate
y jamonmama mama mama yo
quieromama yo quiero
mama yo quiero comerun bocadillo,
con mantequilla,queso, lechuga, tomate
y jamon.
EL BOCADILLO
Toma, tomate, tomateIa ia oh plof
Toma, tomate, tomateIa, ia, oh plof
1,2,3,4,5,6,7,8,9,10
Juego-canción
HEMOS APRENDIDO:
La comida:.......................................................................................................................................................................................................................
Los euros:.......................................................................................................................................................................................................................
Puedo comprar un bocadillo:.......................................................................................................................................................................................
QCA schemes of work strands:
Oracy1. Take part in pair and group work, eg finding out and exchanging information.
2. Devising sketches and role-plays.
3. Respond to what they hear by performing an action or answering a question.
4. Pick out specific details from longer passages of familiar language, eg name, place, cost.
5. Join in with songs, poems and rhymes and then learn them by heart.
6. Integrate previously learnt language with newly learnt language, use numbers in context, colours, sizes, words, everyday expressions, numbers…etc.
Literacy
1.Replace visual cues gradually with text cues.
2. Create and extend sentences using familiar language.
4. Use a familiar structure as a framework for creative writing.
Intercultural Understanding
1. Learn about the currency of another country.
2. ‘Bocadillo’ as opposed to sandwich.
Knowledge about language
1. Imitate pronunciation of sounds.
2. Apply phonic knowledge of the language to support reading and writing.
3. Manipulate language by changing an element in a sentence.
4. Recognise patterns in simple sentences.
5. Devise questions for authentic use.
Language learning strategies
1.Use mental associations to help remember words e g order of flashcards.
2. Ask for repetition and clarification.
3. Practise new language with a friend.
1. To guarantee that all children take part in the role play at least once at the beginning, during or at the end of the lesson.
2. To cater for SEN and G&T children.
3. To pace lesson so children can be engaged and motivated to take part in the role play.
4. How to make resources manageable to carry around the whole school and easy to set up before lessons.
Challenges
Preguntas
