1. Art and Diseño

¡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 !