Early 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
Vocabulary Names There are two ways of asking someone’s name in Spanish. Use whichever you feel most comfortable with. ¿Cuál es tu nombre?What is your name? ¿Cómo te llamas?What are you called? Me llamo...I am called... ¿Quién es?Who is it? Es...It is...
Embedding the language You can use this when you are doing the register in the morning and ask pupils to say their name in Spanish.
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. You will find a set of more challenging activities in First Level Talking about yourself.
¿Cómo te llamas? Clapping game All pupils sit in a circle and clap time to the question ¿Cómo te llamas? (or whichever version of the question you are using with your class). They do this whilst also passing a toy around the circle. Pupils clap the question 3 times and whoever is holding the toy when they stop must then say their name in Spanish e.g. Me llamoTony. The class can then all answer, “Buenos días Tony!” and continue with the game. To say let’s continue – it’s “ ¡ Continuamos!”
Cabezas abajo, dedos arriba This is, “heads down, thumbs up!” In a circle or at desks, pupils lie down or put their heads down on the table and lift their thumbs up. You can amend this according to the class. 3 pupils circulate amongst them, choose a pupil and put their thumbs down. Once time is up, the 3 who were chosen stand up, the whole class ask “ ¿Quién es? ” or and they then have to say which pupil chose them by saying Es Paul (for example). The pupils in question can then say Sí or No depending on if they are correct or not. Whoever guesses correctly then gets to choose for the next round.
Títere play Teacher can perform a puppet play for pupils with two puppets (sock puppets for example). Here is an example script: Puppet 1: (Pokes head out from behind teacher’s back) ¡ Buenos días! ¡ Buenos ¡ días todo el mundo! Class: ¡ Buenos días! Puppet 1: ¿ Qué tal? Class: ¡ Bien! Puppet can then ask pupils their names and ¿ Qué tal? Puppet 2 then appears Puppet 2: ¡ Buenos días todo el mundo! Class: ¡ Buenos días! Puppet 1: ¿ Quién es? Class can then ask puppet 2 what their name is. Puppet 2: Me llamo ___. ¿ Y tú? ¿ Cómo te llamas? (to puppet 1. (get class to repeat the question). Puppet 1: Me llamo. Can the repeat ¿ Qué tal? and finish with ¡ Adiós! and a song.
¡ Musical de estatuas! This is exactly the same as musical statues but with a Spanish twist! Play some Spanish music and pupils dance. As soon as the music stops, they must freeze and then turn to the person nearest to them and have a short conversation which could include: ¡ Buenos días!, ¿ Qué tal?, ¿ Cómo te llamas?, Me llamo___ and ¡ Adiós! This could be much shorter and just use the name.
Songs and videos! You will find a bank of sample songs and videos which you can use to practise 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. You will find a set of more challenging activities in First Level Talking about Yourself.