Spanish First Level

1. El abecedario Spanish First Level

2. 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 First Level Significant Aspects of Learning

3. 10. The Alphabet At First Level the focus should be on being able to say the alphabet in Spanish. L’alphabet the alphabet a ah n ene ñ en-yay b be o oh c say p peh d day q coo e ay r eray f efe s es-say g ge t teh h ache u oo i long ee v 00 be j hoe-tah w oobe do bleh k ka x ekis l ele y eegree-ay-gah m eme z zetah Vocabulary

4. For First Level focus mainly on being able to say the alphabet in Spanish, working your way up to spelling in Spanish at 2nd Level.

5. El abecedario en español

6. a ah

7. b be

8. C say

9. d day

10. e ay

11. f efe

12. g ge

13. h ache

14. i Ee long

15. j Joe-tah

16. k ka

17. l ele

18. m eme

19. n ene

20. ñ ene

21. O oh

22. p peh

23. q coo

24. r eray

25. s Es-say

26. t teh

27. U oo

28. v Oo-be

29. w Oo-be-doo-ble

30. x ekis

31. y ee-gree-ay-gah

32. z zetah

33. Embedding the language You could use the alphabet as a countdown in class for getting tidied up etc. You could ask pupils how something might be spelt in Spanish. This can really help to enhance their spelling English as they are thinking twice as hard about the letter sequencing of a word. • When listening and talking with others, I am developing an awareness of when to listen and when to talk. I am learning new words which I use to share information about myself and others. MLAN 2-03a • I can use familiar language to describe myself and to exchange straightforward information.MLAN 2-13b • I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a

34. 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.

35. At Second Level they should now be adding on asking how something is spelt. This can be embedded into any topic.

36. Writing Activity Listening and talking activity ¿Cómo se escribe? In this activity pupils all read aloud together “¿Cómo se escribe?” (How do youspellit?). A colouristhendisplayed. Pupilshave to recalltheword in Spanish. Pupilswritethewordon a whiteboardhow to spelltheword.andthenspellitoutaloudfortheirpartner. Theirparter peer assessestheirspelling and theirpronunciation. • I explore comparisons and connections between sound patterns in different languages through play, discussion and experimentation. • MLAN 2-07a • I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language. • MLAN 2-08b

37. ¿Cómo se escribe? A-Z-U-L

38. A-M-A-R-I-L-L-0

39. N-E-G-R-O

40. V-E-R-D-E

41. B-L-A-N-C-0

42. R-O-J-O

43. R-O-S-A

44. Listening and talking activity ¿Cómo se escribe?Conversación • I can take part effectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures. • MLAN 2-03b In this activity pupils walk around the room while the music is playing. When the music stops pupils ask each other what is your name and how do you spell it.

45. Da una vuelta por la clase Cuando la música pare Hablad con un compañero.

46. ¿Cómote llamas? Me llamo Michael ¿Cómo se escribe? M-I-C-H-A-E-L

47. Leed, dibujad, decid. • In this activity, pupils read the word in Spanish. • To demonstrate comprehension, they draw a picture of the word. • Then they spell the word aloud for their partner. • Their partner peer assesses – one point for correct picture, on point for correct pronunciation. Reading activity • I work on my own and with others to understand text using appropriate resources, demonstrating my understanding by matching written words to pictures and by reconstructing the text in a logical sequence, for example. • MLAN 2-08a • I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language. • MLAN 2-08b

48. La palabra Leed y Dibujadla Decid a tu compañero cómo se escribe. S-O-L

49. Gato

50. Gato G-A-T-0