¡Cómo crece nuestro jardín! (Growing things) 1. In the vegetable garden Prior Knowledge: It is helpful if the children have some understanding of how to form the negative. Objectives Speak in sentences, using familiar vocabulary, phrases and basic language structures. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help Support Teacher or support assistant works with small groups to practise questions and answers, whilst rest of class are working in pairs. Main Present up to six vegetables that can be grown in a garden. Choose ones that can be counted, such as carrots, rather than ones that cannot be counted, such as cress. ICT Opportunities: Present vocabulary via a multimedia presentation. Pin flashcards of vegetables around the room. Call out the name of a vegetable and children point to the correct picture. Accept a one word answer or physical response to the question e.g. ¿Te gustan e.g. los tomates? Say the words and invite children to repeat. Perform a Mexican Wave, chanting each word in turn, as a photo or real vegetable is passed around the class. Extension Give a selection of vegetables to groups of children to taste. After tasting each vegetable, introduce the question ¿A quién le gustan…? (Who likes?) Explain the meaning and discuss an appropriate response. Then ask ¿A quién le gustan los tomates? (Who likes tomatoes?) and so on. Children raise their hands to indicate their response. More able pupils could be encouraged to extend their response to No, no me gustan … (No, I don’t like…) (Negatives are introduced in Unit 5.) More able pupils could begin to ask the question ¿Te gustan …? Extend questions and answers by revising Prefiero. Play noughts and crosses (Tres en raya) on the interactive whiteboard. ICT Opportunities: Use digital images of the vegetables to play noughts and crosses (Tres en raya) on the interactive whiteboard. Ask individual children the question, this time using ¿Te gustan …? to elicit Sí/No. When children are ready, move on to replies that involve Sí, me gustan los tomates. Ask children what they could say to you if they didn’t understand your question, reminding them if necessary of the phrases Repita por favor, otra vez and más despacio por favor. Introduce ¿Perdón Señora/Señor? and practise as a whole class. Continue asking individual children questions, but do so in a very quiet and/or unclear way and encourage them to ask for clarification using any of the phrases you have practised. ICT Opportunities: Children can take pictures of each other holding a picture of different vegetables and show by their expression whether they like them or not. Superimpose speech bubbles on the pictures, e.g. No me gustan las judías. Display the photographs in class or on the corridor. Children work in pairs using up to four picture cards of vegetables. One child points to a vegetable and the other says either Sí, me gustan … or ¡No! As children become confident, introduce ¡Sí, me gustan mucho! (Yes, I like them a lot) and ¡No, no me gustan nada! (No, I don’t like them not at all!) While the rest of the class is working in pairs, you or a teaching assistant can work with a small group to practise ¡Cómo crece nuestro jardín! (Growing things) 1. In the vegetable garden questions and answers. Introduce No me gustan. Children repeat this and Me gustan with thumbs down/thumbs up to reinforce understanding. Grammar Grammar Phonics focus Phonics focus For teachers: For children: For teachers: For children: me gustan – in Spanish ‘I like’ is translated as me gusta or me gustan. It literally means ‘it pleases me / they please me’ e.g. me gustan las patatas (I like potatoes), me gusta el chocolate (I like chocolate). Using plurals of fruit and vegetables Using : The construction me gustan to say I like… and the negative form no me gustan... j – judía, No specific focus d – (like th in ‘that’) judía, z – zanahoria silent h – zanahoria Singular / plural – un tomate / los tomates NB : after verbs expressing likes and dislikes in Spanish, the plural definite article is used, whereas in English this is omitted. E.g. Me gustan los tomates (I like tomatoes), no me gustan las zanahorias (I don’t like carrots) ; prefiero los pepinos ( I prefer cucumbers). silent u - guisante Asking questions – ¿A quién le gustan…?; ¿Te gustan …? Negatives – no me gustan presents another example of a negative. Silent u – the u in the word guisantes is silent. It is there to maintain a hard g (as in ‘gate’). Without the u, the g would be soft because a g followed by e or i in Spanish is pronounced like the Spanish j. Learning Outcomes New National Curriculum Links Children can; listen with care and repeat words respond physically and verbally to questions about likes and dislikes ask and answer simple questions with correct intonation Science Plants – Year 2 Observe and describe how seeds and bulbs grow into mature plants. ¡Cómo crece nuestro jardín! (Growing things) 1. In the vegetable garden recognise a negative statement Throughout the week: Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Resources As a PE warm up, play ‘Vegetable Salad’: children sit in a circle and are each given the name of a vegetable. The teacher calls out a vegetable and those children change places. Flashcards of vegetables, plastic vegetables, real vegetables to introduce vocabulary A selection of vegetables to taste Carry out a class survey of children’s favourites from the group of vegetables. Sets of small picture cards of vegetables Multimedia presentation Digital images of the vegetables Digital camera for portraits Teaching Tips Before allowing children to taste vegetables ensure that they have been properly washed. Allow the children to produce as much language as they feel comfortable with. For some, responses will be expressions, for others one word answers and for others a physical response. Using countable vegetables avoids having to introduce me gusta to the children at this stage. This means that the children do not have to vary their response to the question ¿Te gustan...? according to whether the item they like is singular or plural. Enable children to develop familiarity with the question form by asking them to draw a question mark in the air whenever they hear the question ¿Te gustan…? This could be contrasted with the answer Me gustan …, when they could draw a full stop (punto). The teacher could call out questions and answers at random and see if pupils can perform the correct action; progress to doing this when the children have their eyes closed, so that they are really having to listen carefully. El lenguaje del profesor / de la profesora Aquí tenemos… Un tomate / tomates Teacher Language El lenguaje de los niños Here we have… a tomato / tomatoes Un tomate / tomates Un pepino / pepinos Children’s Language a tomato / tomatoes a cucumber / cucumbers ¡Cómo crece nuestro jardín! (Growing things) 1. In the vegetable garden Un pepino / pepinos Una patata / patatas Una judía / judías Una zanahoria / zanahorias Un guisante / guisantes a cucumber / cucumbers a potato / potatoes a bean / beans a carrot / carrots a pea / peas Una patata / patatas Una judía / judías Una zanahoria / zanahorias Un guisante / guisantes a potato / potatoes a bean / beans a carrot / carrots a pea / peas Los tomates, cambian de sitio ¿A quién le gustan…. ? ¿Te gustan… ? Me gustan No me gustan Tomatoes change places Who likes…? Do you like…? I like I don’t like ¿Te gustan… ? Me gustan (mucho) No me gustan Do you like…? I like (a lot) I don’t like No, I don’t like them at all! ¡No, no me gustan nada ! No, I don’t like them at all! ¡No, no me gustan nada !
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