Presentation on theme: "Spanish Level 1 Numbers 1 - 31 First Level Significant Aspects of Learning Use language in a range of contexts and across learning Develop confidence."— Presentation transcript:
Spanish Level 1 Numbers 1 - 31
First Level Significant Aspects of Learning Use language in a range of contexts and across learning Develop confidence and enthusiasm to communicate using the language being learnt Begin to develop an awareness of other countries, cultures and languages Listen and join in with simple songs, stories and rhymes Explore and recognise patterns and sounds of language through listening, watching and playing Understand, respond to and say simple greetings and personal information (e.g. name) Repeat and understand simple familiar language from a familiar source Actively take part in simple daily routine language Participate in familiar games including outdoor learning Begin to explore resources to support my learning e.g. picture dictionaries
Numbers 1 - 31 ¿ Cuánto?How many? uno one dos two tresthree cuatrofour cinco five seissix sieteseven ochoeight nuevenine diezten once eleven doce twelve trece thirteen catorce fourteen quince fifteen dieciseissixteen diecisieteseventeen dieciochoeighteen diecinuevenineteen veintetwenty
Embedding the language You can use numbers to count things throughout your lessons. Combien challenge! Every time the teacher calls, “¿cúanto?” the pupils have to count whatever they have in front of them and then say it in Spanish. Once you have learnt the days of the week and the months, you can use the numbers for dates at the start of every day. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a
Sample activities You will find a bank of sample activities which you can use to practice 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.
1 – 20 counting rhyme
¡Esconde, esconde, cuenta, cuenta! 1.Esconde, esconde, cuenta, cuenta means hide hide count count in Spanish. The teacher has an object which will then be hidden somewhere in the class. A teddy for example. 2.One pupil leaves the class and another pupil hides the object somewhere in the room. 3.The pupil who was outside now comes back in and must find the hidden object whilst the rest of the class count in Spanish, getting louder as they get nearer to the object and quieter as they get further away (like hot and cold). 4.You can get them to count to whichever number you are working up to (e.g. 20) and then repeat it twice to give them enough time to look. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a
Esconde, esconde, cuenta, cuenta Una persona sale de la clase Una persona esconde el juguete
Esconde, esconde, cuenta, cuenta La persona vuelve a la clase… ¡ Y busca el juguete!
Contamos FUERTE si la persona está cerca del juguete. Contamos suave si la persona está lejos del juguete.
Round class counting 1.Give everyone in the class a number from 1 – 31 (or however high you are counting to at the time). You can double up numbers if this doesn’t work out with the number of pupils in the class. 2.Ask them to each write their number (as a number) on a sheet of paper in front of them. 3.Now go round the class with each pupil standing and shouting out their individual number as you count up. 4.Once they get become more confident, you can time them doing this around the class and see if they can beat their own time. 5.Shuffle pupils around so that they are in a different seat but with the same numbers and repeat the activity. 6. Shuffle pupils again so that they get a new number. 7.This activity could be done in a circle to make it easier to organise.
Action numbers With the class, choose an action to go with each of the numbers to help teach them. You might want them to do this in pairs, share with groups and then choose the best ones which will make up the class actions. e.g. uno = hitting a tennis ball dos = a punch tres = a guitar strum cuatro = a cat gesture You can then follow this up by doing the action and getting them to say the numbers.
¡ Once! 1.Pupils stand in a circle 2.They will then count to 11 with each person saying either 1, 2 or 3 numbers e.g. Sophie 1, 2 – Tom – 3,4,5 – Danny – 6, 7 etc. 3.Whoever lands on the number 11 is then out and sits down. 4.The winner is the last person standing.
¡ Once! Haced un circolo en el centro de la clase Contad uno, dos o tres números Por ejemplo… Persona a: 1, 2 Persona b: 3,4,5 Persona c: 6 La persona que diga, “11” está eliminada! ¡ La última persona gana!
¿Cuántos hay? 1.Teacher shows the following pictures and pupils have to count them up and say how many there are. 2.Each time teacher asks the class – ¿Cuántos hay ? (how many are there?). As you move through the images, get the class to join in with the question. 3.Following on from this you can do a paired/group activity with different objects on each table. 4.Pupils ask their partners/groups to cerrad los ojos (close your eyes) and they take away or add objects to those in the centre. 5.They then ask their partner/group to abrid los ojos (open your eyes) and ask the question, ¿Cuántos hay ? 6.They then answer hay ___ and how ever many there are.
¿ Cuántos hay?
¡ Lotería! Dibujad seis cajas 12 6 5 4 20 1 Escoged y escribid seis números entre 1 y 20.
¡ Lotería! Dibujad seis cajas 12 16 15 14 20 11 Escoged y escribid seis números entre 10 y 20.
¡ Lotería! Dibujad seis cajas 12 6 5 4 20 1 Escoged y escribid seis números entre 10 y 31.
Songs! You will find a bank of sample songs which you can use to practice the vocabulary in the classroom. This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.
Spanish numbers safari
You will find a bank of sample ICT activities which you can use to practice 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. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings. Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes. ICT Resources online