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FORM 2 SPANISH SOW

Topic/Functions and Skills Structures/ Related Vocabulary Suggested Contexts Suggested teaching and learning Suggested & Standardized
Strategies assessments

Topic Four - Description of School Mi escuela/ colegio se llama… *Weather can be linked to this Students write an e-mail/letter in Vocabulary quiz on the school
topic as well which they include information layout
about their school
Say the name of their school
Your Spanish class is organizing
Mi escuela/ Mi colegio está situado en Trincity.
an exchange program and your
Students design the ideal school
teacher give each student a
layout
penpal to talk to. You write to
Where their school is situated Hay aproximadamente 800-900 estudiantes. you penpal in Spanish about
your school as he/she is coming
for a Spanish exchange Students present their ideal school
program as he/she wants to be layout to the class.
familiar with the school.

¿Qué instalaciones hay en tu escuela/colegio?

Say how many students are in the school

Your school is embarking on


making Spanish signage around
the school’s compound

En mi escuela/ colegio hay

Be able to identify facilities of their Unas salas de clase/unas aulas de clase


Students create an aerial map of
school
Un laboratorio de ciences/idiomas/ informática their school showing the location
and layout of the compound.
FORM 2 SPANISH SOW
Unos baños

Un gimnasio

Una sala de profesores

Un auditorio

Una biblioteca

Una sala de música

Unas salas de computación

Una cafetería

Una oficina administrativa

Una oficina del director

Una oficina del subdirector

Un campo de fútbol

Una cancha de baloncesto

Un aparcamiento/

Estacionamiento

Una cabina telefónica

Un patio

En mi escuela trabaja/trabajan…

el/la director(a), el/la sub-director(a), el/la Heads and tails -


FORM 2 SPANISH SOW
Identify key personnel in the school secretario(a), los profesores, Students make flash cards of school
personnel. The class is then divided
el/la profesor(a) guía,
into two teams. Each group then
el/la consejero(a), el/la bibliotecario(a), el/la shows the opposing group the flash Students complete a word puzzle
guardia, el/la vendedor(a), cards and the student in front must based on school personnel
guess the correct answer. If the
el/la bedel, el/la empleado(a), student gets the answer wrong he
los alumnos/los estudiantes must leave the line. The teams take Students do an Edmodo vocab quiz
turns doing this until one team wins.

Students play charades

Students make an online magazine


where they feature their school on
the school’s website and give a
Your penpal sends you a detailed description of the school in
detailed description of your Spanish in preparation for the
host school exchange program.

Be able to give a physical description of


their school Grande bastante grande, grandísimo, muy grande,
pequeño/a, moderno/a, antiguo/a.
Students do a Spanish video
presentation where they talk about
their school
Escuela/Colegio solo de chicos/ solo de chicas/
mixto/a etc.
Be able to describe the nature of their
school Your penpal would like to know
FORM 2 SPANISH SOW
more about the school and
your personal opinion of your
Me gusta mi escuela porque es…
school
Say their opinion of their school and give Students practice comparisons by
reasons why comparing their primary school to
their secondary school

You compare your school to


your Spanish penpal’s school

más…que, menos…que, tan…como Letter Writing on School


Be able to compare their school to other Standardized Assessment
schools

Topic Five - The classroom

3.1 Be able to identify: ¿Qué es esto? You are preparing to travel in a In- class scavenger hunt Students read Spanish directions to
school exchange program to a determine the names of students
classroom objects ¿Qué hay en la clase? ¿Qué hay en la mesa? Pair activity. One student places a
Spanish-speaking country and within a classroom
book under the desk and asks
furniture Es/Hay una/la pizarra/ mesa/un/el pupitre you are learning the vocabulary
“¿Dónde está el libro?” The student
associated with the classroom
personal effects : books, bags, stationery ¿Me Dejas ...? - May I borrow…? responds, “El libro está debajo del
and school.
pupitre.” Random pars repeat this
aloud to the class, using different
Spanish prepositions of place.

¿Dónde está/ estás/ están?

3.2 Enquire about and state the location Estoy…Está…Están…Estamos… Students create a map of the
of objects and persons in the classroom and a fill in the blank
en/ al lado/de/ entre/debajo de/delante de/detrás
FORM 2 SPANISH SOW
classroom/school de activity where they are to describe
the position of furniture in the
prepositions of place Aquí estoy/está/ están
classroom and fill in the blanks.
Students have to fill in a map with
written directions.
Students place their names on
objects and in groups, take turns to
ask each other to whom objects Situations Assessment.
belong.
3.3 Enquire and state to whom the ¿De quién es/son?
object(s) belong(s)
Es/Son de… Teacher identifies objects that
Debo cuidar mi pupitre/ mi portátil/ mi clase etc. student have left behind in the
classroom and asks who they belong
to. Student claim ownership of their
VOCABULARY respective items by responding
aloud in Spanish.
- el libro
- el pupitre
- el papel
- el reloj
- el lápiz
- el borrador
- el bolígrafo/ el boli
- el diccionario
- el proyector
- el cuaderno
- el marcador
- el grapadora
- el sacapuntas
- la pizarra (blanca)
- la computadora
- la estantería
- la carpeta
- la pluma
FORM 2 SPANISH SOW
- la regla
- la tiza (chalk)
- la puerta
- la ventana
- la calculadora
- la goma
- la silla
- la mesa
- la papelera
- la basura
- las tijeras

http://www.ctspanish.com/tyl/class/classroom1.htm

Topic Six - School Schedule

4.1 Previous Knowledge of Subjects ¿Qué asignaturas/materias estudias en la escuela? You are asked on a Spanish trip Students complete timetable
to talk about the subjects you identifying subjects studied.
Introduction to Dialogue
do and what is the school
Completion with cues
VOCABULARY schedule like in your country.
Students can match subject names - Guided Conversations
- las matemáticas
in English with their Spanish - Dialogue Creation
- el inglés
counterparts or with picture stimuli. - Dialogue Completion
- los estudios sociales
- el dibujo/el arte
- el español
- el francés
- el inglés
- las ciencias
- la física Dialogue Completion on School,
- la química School Routine and Timetable
- la biología
- la geografía
- la música
- la informática
- la educación tecnológica
FORM 2 SPANISH SOW
- la educación física
- la historia
Dialogue that included information
about their timetable including
times of classes and subject
preferences
¿Cuál es tu día preferido? ¿Por qué?

¿Cuál es tu asignatura preferida? ¿Por qué?

Students use timetable previously


made to create a timetable in which
they must put in the times of their
¿Qué hora es? Es/Son….
4.2 talk about their like and dislikes classes.
concerning subjects and days and give ¿A qué hora…
reasons why.
...empiezan/terminan las clases en tu escuela?
Students select their favourite
...empieza/termina la clase de español? school day and make out schedules
for that day including the times each
subject starts and ends.
Las clases empiezan/terminan a las…
4.3 Telling time (timetable)
La clase de … empieza/termina a las... Students create a dialogue in pairs
Ask and state the time at which subjects with cues talking about their class
are done schedules, favourite subjects and
times.

Tengo la clase de español los martes por la Students do an in class interview


mañana/por la tarde. about their school and their classes.
¿Qué haces antes/durante/después del
recreo/almuerzo?
Student with a letter talking about
FORM 2 SPANISH SOW
¿Qué clases tiene tu amigo Martín los lunes? their school routine.

Martín tiene las clases de…

¿Qué hace Catalina durante el recreo/almuerzo?

4.4 Talk about their routine at school Catalina estudia/practica el drama, etc.

4.5 provide information about someone


else’s school timetable & routine

Topic Seven - School Uniform

5.1 Be able to ask someone to describe ¿Cómo es tu uniforme escolar? Spanish class is looking into the Students can draw an image of their Situations Assessment
their uniform school life of students in other current school uniform and describe
Describe tu uniforme escolar
Spanish-speaking countries and it underneath the drawing.
whether or not they wear
5.2 Be able to describe their school uniforms.
El uniforme consiste en/
uniform They can draw an image of their
(Se) Llevan... ideal school uniform and describe it. Listening Comprehension

Una camisa,

unos pantalones, Students can play pictionary to


memorize the vocabulary
una corbata
FORM 2 SPANISH SOW
unos calcetines

unos zapatos Student can research uniforms in


Spanish-speaking countries and
un cinturón
identify similarities and differences
una chaqueta between local and Hispanic uniform
customs and give their opinions on
unos pantalones cortos them.
una falda

una camiseta

unos deportivas/zapatillas

Student give their opinions on


whether or not wearing a
uniform is important and what
5.3 Be able to ask someone if they wear ¿Llevas uniforme? they would like their uniform to
a uniform be.
¿Qué piensas/opinas de tu uniforme?

5.4 Be able to give their opinion of their


Opino que
uniform
Pienso que

A mi modo de ver

Me parece

Creo que

Para mí

Topic Eight - Professions

6.1 Ask someone about his/her ¿Qué quieres ser (en el futuro)? The Language department Students host an in-class career fair Student dossier
atschool is host a career day in which they dress up to present
intended occupation/ what one plans to ¿Qué te gustaría ser?
and students invited to present their intended profession and do a 2
FORM 2 SPANISH SOW
be after school ¿Dónde te gustaría trabajar? their chosen careers and mins presentation in Spanish about Interviews
present them in Spanish. their chosen profession.

Oral presentation about their


Students can create a mock intended career.
6.2 provide information about one’s Quiero/quiere ser …
interview where they answer
intended occupation/ what one plans to
Me gustaría/Le gustaría ser… interview questions in Spanish.
be after school
Quiero trabajar en una oficina/un banco,

etc. Students can create a short dossier


about each student and their
6.3 provide information about someone intended profession.
else’s intended Me gustaría trabajar en un hospital, etc.
occupation

Topic Nine - Daily Routine & Time

Interview

7.1 Ask someone about his/her ¿Qué haces por la mañana/por la tarde/noche? Your Spanish teacher is upset Picture/Photo journal Listening Comprehension:
with you because you are
morning/evening routine Students listen to various
always late to school or you
individuals talking about their
Me despierto never have your homework My Life in a Nutshell
routine. They complete a timetable
completed and she asks you
7.2 Provide information about me levanto Mi Vida en Pocas Palabras with the information.
what is your morning and
his/her own morning/evening routine me baño evening routine is like. In groups of four, students enact a
scenario about their daily routine for
me cepillo Guided Conversations
school.
me pongo el uniforme

me peino Dialogue Creation


Students create a podcast describing
tomo el desayuno/almuerzo/la merienda/ la cena their daily routine.

Salgo de casa

Llego a la escuela Dialogue Completion on Daily


FORM 2 SPANISH SOW
Comienzo las clases/los cursos Routine

Class Games

Termino las clases/los cursos Students complete a “routine story”


in which one student provides
Salgo de la escuela
information about a Juan’s daily
Regreso a casa routine and the other other student
continues. Students take turns
Miro la televisión picking up the story from where the
Hago las tareas other has left off. This chains
continues until we have completed
Tomo la cena Juan’s daily routine.
Me acuesto

Memory game

Students work in groups to play a


memory game in which they identify
routine activities in sequence.
¿A qué hora … Some upper school students
are doing some Spanish surveys
7.3 Ask for information about the … te despiertas?
for a project about habitual Students conduct an interview on
routine of others (previous knowledge
… te levantas? activities of students and their what time they usually do activities
of time from school timetable topic)
families in the school. They during their morning and evening
… te bañas? conduct interviews asking routines
… te cepillas? students questions about their
family routines.
… te pones el uniforme?
Playing Reporter
… te peinas?
Students are divided into three
… tomas el desayuno/almuerzo/la groups: reporters, interviewees and
editors. The reporter conducts an
merienda?
interview with interviewees. The
… sales de la casa? reporters then work with their
editors who write up the ‘news’ for
… llegas a la escuela? the ‘papers’. Students switch roles
FORM 2 SPANISH SOW
… comienzan las clases/los cursos? after each paper is done.

¿A qué hora … Variation

… terminan las clases/los cursos? Students work in pairs and take


turns interviewing and
… sales de la escuela?
reporting/editing.
… regresas a casa?

… miras la televisión?
Listening Comprehension
… haces las tareas?

… tomas la cena?
In-class surveys
… te acuestas?

Make a magazine about the evening


¿A qué hora se despierta…. ? routine of the members of their
group.
se despierta/ se levanta a las ...

¿Qué hace tu mamá/papá por la

7.4 Provide information about the mañana?


routine of others
Mi mamá/papá prepara el desayuno

¿Qué hace tu mamá/papá por la

tarde/la noche?

Mi mamá/papá prepara la cena

¿Y luego/después?

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