-
Partnership Management Board Module 1 Spanish (FS)
Spanish Lessons For Very Young Learners (Foundation) Preface
This Module introduces the Spanish language in a cultural context
to very early learners in Primary Schools. The emphasis is very
much on fun and enjoyment, and the main aim of the games and other
activities is to stimulate the childrens natural enthusiasm for
language learning. The vocabulary covered features simple everyday
words and phrases. Learning a language opens up an exciting new
world of culture and customs to the children, and the benefits of
broadening their horizons at Primary level will stay with them for
the rest of their lives. Permission to use this resource has been
given to schools taking part in Northern Irelands regional Primary
Modern Languages Programme commencing May 2008. This programme has
been funded by Northern Irelands Department of Education and is
delivered under the auspices of the regional Project Management
Board. The teaching materials are designed for use by a visiting
tutor with a very good command of the Spanish language. For any
other copying or use of the activities in this Module, permission
must first be sought in writing. Any queries regarding usage of
this material or any other related issues may be addressed to
either of the Programme Coordinators: W A Brodie, Adviser, NEELB.
17 Lough Rd. Antrim BT41 4DH E-mail: [email protected] Anne
Rowan, Assistant Adviser, SEELB. Grahamsbridge Road. Dundonald BT16
2HS E-mail: [email protected] Acknowledgements These
materials have been devised by Vanessa Brodie, International
Officer with the Curriculum Advisory and Support Services of the
Education and Library Boards, Northern Ireland. Thanks to Diana
Delargy and Christa Brodie for their help with the graphics in this
Module. Have fun and happy learning for all!
2nd edition March 09 1
-
Partnership Management Board Module 1 Spanish (FS)
Contents Effective Practice P3 Initial Greetings P 5 Numbers P 7
Colours P 9 Games/Simple commands P 10 Feelings P 12 Rhymes and
Songs P 13 Body Parts p16 Animals P 17 Fruits P 20 Relating
Activities to Areas of Learning P22 EXTRA RESOURCES Supplementary
List P 24 Navidad P 25 Story and pictures P 26 Por Qu Soy Tan
Pequeo? (for reading or dramatising). More visuals for P 32
Creative Play
2nd edition March 09 2
-
Partnership Management Board Module 1 Spanish (FS)
Effective Practice in Teaching Languages to Young Learners
Fun and Enjoyment Lets make the childrens
first experience of a foreign language a positive one!
Activity / game based. Children learn through play emphasis on
doing or making.
Avoid grammar jargon.
Lots of varied repetition a variety of games and
activities to reinforce vocabulary being taught, using a
multi-sensory approach.
Encouragement and praise. This helps to build self-
confidence. Correct errors gently.
Cultural context similarities / differences / customs /
festivals.
Encourage good pronunciation and intonation younger
children can mimic the sounds more accurately and enjoy doing
so.
Relevant topics relevant to the age of the children you
are teaching.
2nd edition March 09 3
-
Partnership Management Board Module 1 Spanish (FS)
Transferable skills listening &speaking / social skills /
presentation skills / music / drama / dance /ICT /numeracy
Careful lesson planning If you are not sure what you
are doing when you walk into a classroom, you will be stressed,
and with good cause! Have everything to hand that you need for the
class photocopies / CD player /soft ball / flashcards etc. A lesson
plan helps establish a comfort zone for the children and promotes
confidence. Keep things fresh by varying the pace of lessons- a mix
of high-energy activities and quieter moments. (Learning objectives
and outcomes / activities / materials / reflect and evaluate).
Display activity sheets / art-work/ ICT related worksheets this
is motivational for the children, especially if you have added an
extra comment fenomenal! / estupendo! / fantstico!
Let the children perform and present what they have
learned to parents, pupils or even Spanish visitors.
Be dramatic! Lose your own inhibitions. The response will amaze
you!
Above all, be enthusiastic - Much of the magic of
teaching comes from the teachers enthusiasm!
2nd edition March 09 4
-
Partnership Management Board Module 1 Spanish (FS)
Initial greetings
Hola! Buenos das Introduce these words to the children and get
them to do a Mexican wave in small groups as a fun way to practise
saying the words. Encourage them to put a lot of enthusiasm into
the action/words!
Hola! Children stand in a space around room. Ask them to crouch
into a little ball on the floor and then slowly uncurl and stand
and stretch as high as they can. While they do this they whisper
the word Hola, getting slightly louder as they grow. Eventually
they will shout it! To cool down, they go slowly back to the ball
shape, gradually lowering their voice into a final whisper.
Sentaos por favor ( Please sit down) Sit down with the children
(on the floor or on cushions if possible very informal ) and talk a
little about Spain. Bring some things that represent Spain to show
the children eg a flag ( una bandera), a fan ( un abanico), a bull
( un toro), castanets ( castauelas), a doll in traditional costume,
posters or photos from Spain ( la feria / festivales / carnavales /
Reyes Magos) etc.
Me Llamo .Cmo te llamas? Introduce yourself and talk about how
the children can introduce themselves in Spanish. Translate as many
of their names into Spanish as possible. If there is not a direct
translation, give them another name that sounds similar.
2nd edition March 09 5
-
Partnership Management Board Module 1 Spanish (FS)
Normally the children love to know and say their name in
Spanish, but there may be one or two children who do not like the
idea. Allow them to keep their English name and maybe say it with a
Spanish accent. Remember we are introducing a new language in a fun
way. The aim is to inspire the children to learn the language as
they actively participate in a variety of activities in a
stress-free environment. Children respond positively in a relaxed,
happy atmosphere where there is plenty of praise and encouragement.
Use the ball to ask children their names: Cmo te llamas? Dont worry
if they only say their name at first eg Susana. You can encourage
them to reply with Me llamo Susana as the weeks continue. Return to
Contents
2nd edition March 09 6
-
Partnership Management Board Module 1 Spanish (FS)
Nmeros Introduce numbers 1-6 only to begin with. Uno dos tres
cuatro cinco seis You can introduce them with rhythm eg Uno ( clap
clap clap) dos ( clap clap clap) tres ( clap clap clap ) etc Or ask
the children to say the numbers and do an action at the same time
eg Tapping their head / stamping their feet / marching / etc.
Everyone copies the leader and does the same action.
En La Casa De Pinocho Todos Cuentan Hasta Ocho, Uno,dos tres
cuatro, cinco, seis,siete ocho , PINOCHO! Introduce numbers up to
eight with this rhyme. Children join hands and walk around in a
circle saying the rhyme. Then point to a child who starts saying
UNO and the children beside him continue up to OCHO. Everyone then
lifts their hands up and shouts PINOCHO! As the children learn the
numbers up to 10, they can learn a variation of this rhyme:
En la casa de Fernandez todos cuentan hasta diez Uno dos tres
.etc FERNANDEZ!
Mambo
Lively Spanish song repeating numbers 1-10. This seems to be
equally popular with the 5 year olds and the 11 year olds! Teach
the children some actions/dance movements to go with the song!
El pescador y su red (The Fisherman and his net)
Four or five children go outside the door with their teacher.
You choose a number between 1 and 10 in collaboration with the
remaining children. Stand in a circle holding hands with arms
2nd edition March 09 7
-
Partnership Management Board Module 1 Spanish (FS)
raised up (as in In and Out the Dusty Bluebells). The others
come back into the classroom and start going in and out from under
the arms. Children start to count out loud. When the chosen number
is reached, the children drop their arms and shout Atrapados (
caught). Those caught in the middle are counted and join in the
circle. Others are chosen to play again.
Number Voices Once children are confident with Spanish numbers,
introduce different voices e.g. ask the children to say a number
sequence in a certain voice tired / angry / happy / baby voice /
posh voice etc Uno Dos Tres Cuatro Cinco - with actions for a
calming
activity!
Return to Contents
2nd edition March 09 8
-
Partnership Management Board Module 1 Spanish (FS)
Colores Introduce colours a few at a time using brightly
coloured objects (e.g. bean bags).
Rojo Amarillo Azl Verde Blanco Negro Violeta Rosa Naranja ( Gris
Marrn Morado)
You can play lots of games to reinforce the learning
process.
1. Qu falta? Which one is missing? Ask the children to close
their eyes(Cerrad los ojos) and then you take one of the coloured
objects away. Then ask children to open their eyes( Abrid los ojos)
and guess the missing colour: Que Falta? The child who guesses
correctly can take your place and have a turn at hiding one of the
colours. Tell the children that they must not be tramposos
(cheaters!).
2. Busca el color . Ask the children to find you different
coloured objects around the room: Carlos, el color rojo por favor
When Carlos brings back an object the other children have to say if
he has brought back the correct colour, correcto, or the wrong one,
falso / incorrecto
3.Tocad el color Teacher calls out a colour and the children
have to go and touch the colour somewhere in the room. 4.Las Cuatro
Esquinas de Colores Put 4 coloured flashcards around the room.
Children move to music and when this stops they go to one of the
coloured flashcards and shout out: Qu color?
2nd edition March 09 9
-
Partnership Management Board Module 1 Spanish (FS)
If you say Amarillo, all those standing at the Amarillo
flashcard are out. Everyone says Adis! and those children sit back
at their desks. Winners are the last remaining few children.
Everyone loves this game and will want to play it again and
again!
5.La Bomba
Ref. Module 2, Unit 4 Children love this game. Your ball becomes
una bomba. They throw it back to you saying colours but must not
say the same colour as the person before them. If they do, or can
not think of a colour fast enough (5 segundos!), they are out,
Eliminado/a or Adis!
6.Saltar A La Cuerda (ref. Module 2 Unit 8) Jump the rope game
another firm favourite . Coloured skipping rope is placed on the
floor and three/four volunteers stand in a row facing you to one
side of the rope. You hold up two colours on one side of rope and
two on the other side. As you call out a colour, children jump to
the appropriate side. NB: They must not stand on the rope at any
time but must jump from one side to the other. If you call the same
colour twice or the same colours on the same side, they have to
jump on the spot on the same side. 7.Cambiad Todos! Please refer to
Unit 3 of Module 2 Spanish for details.
Return to Contents
2nd edition March 09 10
-
Partnership Management Board Module 1 Spanish (FS)
Games With Simple Commands
Children do the following activity with their teddy bears or
soft toys. You lead them with the actions. Once they get to know
the vocabulary the children may like to take the lead with the
words and actions.
Osito Osito levntate Osito Osito levntate lift teddy up Osito
Osito sintate sit teddy down Osito Osito baila teddy dances! Osito
Osito salta teddy jumps! Osito Osito durmete teddy goes to sleep!
Simn Dice
Well known game of Simon Says to reinforce commands in the new
language. Choose from the following commands. Introduce a few to
begin with and increase according to the ability of the
children.Remember the pupils only obey the commands if Simn lo
dice! Simn dice .. levantte / sintate / baila / salta/ escucha
(listen) / mira (look) / anda ( walk) / un aplauso (clap). Return
to Contents
2nd edition March 09 11
-
Partnership Management Board Module 1 Spanish (FS)
Feelings - Sentimientos Introduce Qu tal? or Cmo ests? Use the
smiley/sad faces and teach: Muy bien, gracias / estupendo/a /
regular / as as / mal / fatal Use drama and mime puppets can be
used to great effect. Gradually introduce some new feeling words
such as triste, aburrido(a), cansado(a), enfadado(a),tmido(a),
valiente, emocionado(a). Again, use mime, gesture, flashcards.
Juego: Quietos,por favor! Children move around the classroom to
music or a Spanish song. When music stops, teacher calls out a
feeling word eg enfadado! and children mime the word using dramatic
gestures. Ask the children to freeze Quietos! Teacher takes photos
of the children portraying different moods!
Make wall freezes depicting different moods!
Return to Contents
2nd edition March 09 12
-
Partnership Management Board Module 1 Spanish (FS)
Ms Canciones y Rimas para los Pequeitos (More Songs and Rhymes
for Little Ones)
Saludos - For the beginning of the lesson: Hola todos, s,s,s S s
s S s s (tune of London Bridge is falling Hola todos, s s s down)
Buenos das Buenos das, Buenos das Cmo ests? Cmo ests? Muy bien
gracias (tune of Frere Jacques) Muy bien gracias Adis Adis (Vamos
Vamos)
Buenos das, Cmo ests? ( Cmo ests?) x2 Yo estoy bien, y t? (Muy
bien!) Buenos das, Cmo ests? MUY BIEN!
(Tune of Head and Shoulders)
2nd edition March 09 13
-
Partnership Management Board Module 1 Spanish (FS)
Number / Animal Song
Los Patitos Dos patitos se fueron a nadar CUA CUA CUA El ms
pequeito no saba nadar CUA CUA CUA ( Use lots of gestures/ actions
with this song. Use finger puppets / soft toys) Lloran lloran los
patitos Lloran lloran los patitos Tres patitos .. Cuatro patitos ..
Cinco patitos ..
Make a collage of Patitos to decorate classroom!
2nd edition March 09 14
-
Partnership Management Board Module 1 Spanish (FS)
Finger Rhymes Toc Toc Toc Dedo Gordo Dnde ests? Ssh! Estoy
durmiendo ( snore snore! ronquidos) Toc Toc Toc Dedo Gordo Dnde
ests? Estoy aqu Hola! ( kiss kiss!) Dedo Gordo, Dedo Gordo, Dnde
ests? Dnde ests? ( tune of Frere Jaques) Yo estoy aqu, Yo estoy
aqu, Ya me voy, Ya me voy.
2nd edition March 09 15
-
Partnership Management Board Module 1 Spanish (FS)
Body parts - Partes del Cuerpo
Body Chant
Mis manos hacen clap,clap,clap Mis pies hacen stamp, stamp,
stamp Mi boca hace la, la, la Cintura hace cha cha cha
Cabeza Ojos Nariz Y Boca Cabeza, ojos, nariz y boca x3 Vamos a
bailar! ( Like head, shoulders, knees and toes)
El Payaso Pln Pln
El payaso pln pln Se pinch (ay!) la nariz, Y a los cinco
minutes, Hizo fuerte achs! (Sing to the tune of Happy Birthday and
use a red nose if possible)
Con El Dedo Dedo Dedo As Baila el Marinero
Con el dedo dedo dedo x2 As baila el marinero Baila baila baila
Baila el marinero x2 Return to Contents
2nd edition March 09 16
-
Partnership Management Board Module 1 Spanish (FS)
Animalitos Introduce some animals with this age group but relate
them to the rhymes / songs that you are teaching. Talking about
animal noises in the different languages is interesting for the
children. Use puppets/ soft toys. Making venetian masks -conejo
(rabbit) or Gato (cat) is a popular activity for the younger
learners. Photocopies included.
Los Patitos ( See page 8) Venetian Masks Children colour in
masks and cut them out with the teachers help. Attach a straw to
the back of the mask so that the children can hold them up in front
of their faces. Conejo, conejo, dnde ests?
Estoy aqu! Gatito Gatito, dnde ests? Estoy aqu! En La Granja de
Perico ( Old Macdonald had a Farm) ( next page) Una Pequea Bestia
(this rhyme is a hit with P1s!)
Una pequea bestia Que sube, sube, sube, A la cabeza A la nariz A
la boca (swallow, dramatically!) QUE ES? Una araa! (Repeat with una
oruga ) (Use finger puppets and lots of dramatic gestures!)
2nd edition March 09 17
-
Partnership Management Board Module 1 Spanish (FS)
En la Granja de Perico (Old Macdonald had a Farm)
1. En la granja de Perico, i a i a o En la granja de Perico, i a
i a o Con el perro, guau, perro, guau Perro, perro guau, guau, guau
En la granja de Perico, i a i a o
2. En la granja de Perico, i a i a o (x2)
Con el perro, guau, gato, miau, Gato, gato, miau miau miau En la
granja de Perico, i a i a o
3. En la granja de Perico, i a i a o (x2) Con el perro, guau,
gato, miau, vaca, mu, Vaca, vaca, mu mu mu En la granja de Perico,
i a i a o
4. En la granja de Perico, i a i a o (x2)
Con el perro, guau, gato, miau, vaca mu, pato, cua Pato, pato,
cua, cua cua En la granja de Perico ... etc!
(Add other animals if you wish!)
2nd edition March 09 18
-
Partnership Management Board Module 1 Spanish (FS)
Po, Po, Po, Pa Po, Po, Po Pa Pajarito cantars. Po, po, po, pa
Pajarito volars Po Po Po Po, Po, Po Po, Po Pa, Este pajarito
Dormido est.
These bird rhymes have a calming effect on the children and may
be used to finish a session or when you want to quieten things
down.
Return to Contents
2nd edition March 09 19
-
Partnership Management Board Module 1 Spanish (FS)
Las Frutas Introduce the following fruits: manzanas, naranjas,
pltanos, fresas, uvas, peras. Bring in artificial (but realistic!)
ones if you have them, or better still, a sample of the real thing
so that the children can eat them afterwards! If possible, have a
selection peeled and chopped so that the children can taste them.
This is always popular!
Go over the vocabulary, holding up fruit or flashcards and
encouraging the children to echo all the words.
They can then try to repeat this rhyme con ritmo y
dando palmadas en la mesa It goes to a 3 beat rhythm: clap clap
clap/clap clap clap Manzanas y naranjas Pltanos y fresas Uvas y
peras Manzanas y naranjas
You can tell them of the Spanish custom to eat doce
uvas at midnight on New Years Eve as the clock chimes to bring
in the New Year doce uvas para la buena suerte
Las Frutas.
2nd edition March 09 20
-
Partnership Management Board Module 1 Spanish (FS)
Game /Song Activity
Clap, clap, clap x 4
Manzanas y naranjas, Pltanos y fresas Uvas y peras Manzanas y
naranjas Choose two volunteers who each pick their favourite fruit
from the list without telling the rest of the class. The two pupils
then form an arch and the rest of the children pass underneath
singing manzanas y naranjas etc to the tune of Oranges and lemons
say the bells of St. Clements. When it comes to the last line of
the song, the two pupils put their arms down and catch one or two
children inside. Taking them to the side they ask eg Uvas o
Fresas?( depending on the fruits they have decided upon).Whoever
chooses Uvas goes behind the pupil who had chosen this fruit or if
they chose Fresas, they would line up behind the other pupil. Game
continues in the same manner and the winner is the one with the
most Followers. Cuntos chicos/chicas les gustan las uvas? ( Count
them in Spanish) .11 .. y las fresas? Los ganadores son las
uvas!
2nd edition March 09 21
-
Partnership Management Board Module 1 Spanish (FS)
Relating the Spanish Activities to Areas of Learning at
Foundation Stage Initial Greetings :
Hola, Buenos Das Language and Literacy (listening and
remembering / listening and responding / developing an
awareness
of sounds / talking). Physical Development and Movement
(movement sequences / moving with
control, confidence and imagination!)
Sentaos por favor The World Around Us (finding out about another
country / different life-styles / similarities and differences /
asking questions to satisfy curiosity.) Language and Literacy
(listening to sounds and repeating them).
Numbers:
Mambo The Arts (music listen and respond expressively to
music).
Physical Development and Movement (movement sequences / moving
with control and confidence)
Mathematics and Numeracy ( sequence of numbers 1-10 in Spanish)
The World Around Us ( music and rhythm from another country)
Number Voices Mathematics and Numeracy / The Arts (
Drama -exploring emotions. Music and rhythm). Personal
Development (Feelings and Emotions)
Colours: Saltar a la Cuerda Language and Literacy (listen and
carry out
instructions /listen and respond) Physical Development and
Movement (move with control and co-
ordination /listen and respond with movement) Personal
Development social skills (taking turns and showing
consideration) Games With Simple Commands : Osito Osito
Levntate! Language and Literacy (Listening and
talking /learning a simple rhyme/ responding to instructions).
Physical Development and Movement (co-ordinated actions).
2nd edition March 09 22
-
Partnership Management Board Module 1 Spanish (FS)
Personal Development social skills (taking turns and working as
a team). The Arts- ( Drama Acting out the rhyme and dressing
up!)
Feelings:
Quietos por favor! The Arts (music, drama, art and design).
Physical Development and Movement (respond appropriately to
instructions and stimuli /awareness of personal and general
space) Personal Development (developing understanding of
emotions)
Language and Literacy ( listening and responding to the
feelingwords).
Rhymes and Songs:
Los Patitos The Arts ( music, drama and art and design)
Mathematics and Numeracy / Physical Development and Movement
/ Personal Development ( understanding feelings) Language and
Literacy ( Listening and responding to a song or rhyme
/learning the song /developing awareness of rhythm and rhyme
).
Con El Dedo Dedo Dedo As Baila el Marinero The Arts ( music and
drama). Physical Development and Movement- (co-ordinated actions
and movements) Language and Literacy ( listening and responding to
a song/rhyme and learning the song / developing awareness of rhythm
and beat.
Las Frutas: Manzanas Y Naranjas Language and Literacy (
listening and responding to rhyme and rhythm / discriminating
between sounds) Physical Development and Movement- (developing
physical skills through play /playing group game ) Personal
Development ( Social skills - listening to others /taking turns /
showing consideration /discussing likes and dislikes ) The Arts
(Music - responding to the beat with actions ) Story: Por Qu Soy
Tan Pequeo? Language and Literacy (Listening and responding to a
story / Listening for familiar phrases / identifying sounds of
animals / re-telling the story using puppets and pictures ).
Personal Development (talking about feelings /developing positive
attitudes ). The Arts (drama - acting out the story using puppets,
different voices, animal noises ,sound effects). Return to
Contents
2nd edition March 09 23
-
Partnership Management Board Module 1 Spanish (FS)
Supplementary List of Resources for Early Spanish Learning
Lets Sing and Learn in Spanish - Tape/book ISBN 0 8442- 7079 2
Also in CD
Canciones Populares Infantiles- Consejera de Educacin (see
details below)
Los Trotamundos Audio cassettes(2) 020943 or CDs and video
karaoke 020944 available from www.younglinguists.com or European
Schoolbooks Ltd Tel: 01242 245252
Early Start Spanish T Y Yo Worksheets /Video ISBN 0-9536977-0-3
Usborne Internet.Linked Spanish For Beginners -Good
for teachers own reference Posters in French, German &
Spanish maps/ colours /
numbers / parts of body / seasons / time / weather
www.schofieldandsims.co.uk Puppets - www.puppetsbypost.com
www.enchantedlearning.com (Website which includes
Spanish work sheets) www.pequenet.com Great ideas for teaching
Prescott Primary School Spanish activities for
whiteboard / powerpoint. Excellent site
www.teachingideas.co.uk/foreignlanguages/contents.htm Mainly
French, but good generic ideas for game activities Babelzone
website lcfclubs.com www.songsforteaching.com (Select Spanish) Also
contact Spanish Embassy, London, for Primary
Spanish resources/ posters: Jos Antonio del Tejo, Spanish
Education Counsellor
Consejera de Educacin, 20 Peel Street London W8 7PD Tel: +44
(0)207 221 8347. Fax: +44 (0)207 229 4965 [email protected]
www.mec.es/exterior/uk
Return to Contents
2nd edition March 09 24
-
Partnership Management Board Module 1 Spanish (FS)
Navidad Navidad Feliz Navidad
Navidad Navidad, iFeliz Navidad! Estamos muy contentos Porque es
Navidad, iS! Navidad Navidad, iFeliz Navidad! Estamos muy contentos
Porque es Navidad, iS!
Return to Contents
2nd edition March 09 25
-
Partnership Management Board Module 1 Spanish (FS)
Por Qu Soy Tan Pequeo?
Haba una vez .. UN PATITO ( en voz alta y dramtica) Un da,
Patito se mir al espejo. -Por qu soy tan pequeo?- dijo. ( en voz
triste y deprimida) - Por qu no puedo ser tan grande como un perro?
dijo
- O tan alto como una jirafa? - Por qu no puedo ser tan gordo
como un gato y pasarme
todo el da durmiendo ..? dijo Patito
2nd edition March 09 26
-
Partnership Management Board Module 1 Spanish (FS)
- O tan largo como un cocodrilo? - Por qu soy tan pequeo? - No
eres tan pequeo, dijo una vocecita
- A m me pareces muy alto, y largo y gordo y redondo,
dijo ratoncito - Por qu no puedo ser yo tan grande como t?
El FIN ..y patito y ratoncito vivieron felices hasta el fin de
sus das ! (Go over the names of the animals in Spanish and then
choose actions/noises that the children will do when the different
animals are mentioned. E.G Patito = cua cua cua / Cocodrilo = move
arms like mouth of crocodile/perro =guau guau. After a lot of
repetition, children may be able to say the phrase, Por qu soy tan
pequeo? and the names of the animals as they appear in the story.
Use actions for pequeo / grande / alto / gordo).
2nd edition March 09 27
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 28
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 29
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 30
-
Partnership Management Board Module 1 Spanish (FS)
Return to Contents
2nd edition March 09 31
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 32
2nd edition March 09 32
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 33
2nd edition March 09 33
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 34
2nd edition March 09 34
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 35
2nd edition March 09 35
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 36
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 37
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 38 2nd edition March 09 38
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 39
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 40
2nd edition March 09 40
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 41
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 42 2nd edition March 09 42
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 43
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 44
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 45 2nd edition March 09 45
-
Partnership Management Board Module 1 Spanish (FS) Partnership
Management Board Module 1 Spanish (FS)
2nd edition March 09 46 2nd edition March 09 46
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 47
-
Partnership Management Board Module 1 Spanish (FS)
2nd edition March 09 48
ContentsInitial greetingsIntroduce these words to the children
and get them to do a Mexican wave in small groups as a fun way to
practise saying the words. Encourage them to put a lot of
enthusiasm into the action/words!Nmeros Uno dos tres cuatro cinco
seis Uno,dos tres cuatro, cinco, seis,siete ocho , PINOCHO! En la
casa de Fernandez todos cuentan hasta diezColoresGames With Simple
CommandsFeelings - SentimientosMs Canciones y Rimas para los
Pequeitos (More Songs and Rhymes for Little Ones)
Hola todos, s,s,sS s s S s s (tune of London Bridge is falling
Hola todos, s s s down)Buenos dasBuenos das, Buenos das Los
Patitos
Dos patitos se fueron a nadarLloran lloran los patitosFinger
Rhymes
Toc Toc TocBody parts - Partes del Cuerpo
Mis manos hacen clap,clap,clap Cabeza Ojos Nariz Y Boca
Cabeza, ojos, nariz y boca x3As baila el marineroAnimalitos
Conejo, conejo, dnde ests?( next page)
Una Pequea Bestia (this rhyme is a hit with P1s!)
Una pequea bestiaA la cabezaEn la Granja de Perico (Old
Macdonald had a Farm)Po, Po, Po PaPo, po, po, paPo, Po, PoRelating
the Spanish Activities to Areas of Learning at Foundation Stage
Physical Development and Movement (movement sequences / moving
with control and confidence) Con El Dedo Dedo Dedo As Baila el
Marinero The Arts ( music and drama). Physical Development and
Movement- (co-ordinated actions and movements) Language and
Literacy ( listening and responding to a song/rhyme and learning
the song / developing awareness of rhythm and beat.Supplementary
List of Resources for Early Spanish Learning Lets Sing and Learn in
Spanish - Tape/book ISBN 0 8442- 7079 2 Also in CD ISBN
0-9536977-0-3 Usborne Internet.Linked Spanish For Beginners -Good
for teachers own reference Posters in French, German & Spanish
maps/ colours / numbers / parts of body / seasons / time /
weather
Navidad Navidad Feliz NavidadPor Qu Soy Tan Pequeo?
El FIN