FORM 2 SPANISH SOW
Topic/Functions and Skills
Topic Four - Description of School
Say the name of their school
Where their school is situated
Say how many students are in the school
Be able to identify facilities of their
school
Structures/ Related Vocabulary
Mi escuela/ colegio se llama…
Mi escuela/ Mi colegio está situado en Trincity.
Hay aproximadamente 800-900 estudiantes.
¿Qué instalaciones hay en tu escuela/colegio?
En mi escuela/ colegio hay
Unas salas de clase/unas aulas de clase
Un laboratorio de ciences/idiomas/ informática
Suggested Contexts Suggested teaching and learning Suggested & Standardized
Strategies assessments
*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
Your Spanish class is organizing
an exchange program and your
Students design the ideal school
teacher give each student a
layout
penpal to talk to. You write to
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.
Your school is embarking on
making Spanish signage around
the school’s compound
Students create an aerial map of
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 -


Identify key personnel in the school
FORM 2 SPANISH SOW
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

Your penpal sends you a
detailed description of your
host school
where they feature their school on
the school’s website and give a
detailed description of the school in
Spanish in preparation for the
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

classroom/school
prepositions of place
3.3 Enquire and state to whom the
object(s) belong(s)
FORM 2 SPANISH SOW
de activity where they are to describe
the position of furniture in the
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.
¿De quién es/son?
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

Topic Six - School Schedule
4.1 Previous Knowledge of Subjects
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
¿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

4.2 talk about their like and dislikes
concerning subjects and days and give
reasons why.
4.3 Telling time (timetable)
Ask and state the time at which subjects
are done
FORM 2 SPANISH SOW
- la educación física
- la historia
¿Cuál es tu día preferido? ¿Por qué?
¿Cuál es tu asignatura preferida? ¿Por qué?
¿Qué hora es? Es/Son….
¿A qué hora…
...empiezan/terminan las clases en tu escuela?
...empieza/termina la clase de español?
Las clases empiezan/terminan a las…
La clase de … empieza/termina a las...
Tengo la clase de español los martes por la
mañana/por la tarde.
¿Qué haces antes/durante/después del
recreo/almuerzo?
Dialogue that included information
about their timetable including
times of classes and subject
preferences
Students use timetable previously
made to create a timetable in which
they must put in the times of their
classes.
Students select their favourite
school day and make out schedules
for that day including the times each
subject starts and ends.
Students create a dialogue in pairs
with cues talking about their class
schedules, favourite subjects and
times.
Students do an in class interview
about their school and their classes.
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
their uniform
5.2 Be able to describe their school
uniform
¿Cómo es tu uniforme escolar?
Describe tu uniforme escolar
El uniforme consiste en/
(Se) Llevan...
Spanish class is looking into the
school life of students in other
Spanish-speaking countries and
whether or not they wear
uniforms.
Students can draw an image of their Situations Assessment
current school uniform and describe
it underneath the drawing.
They can draw an image of their
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

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

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

6.2 provide information about one’s
intended occupation/ what one plans to
be after school
Students can create a mock intended career.
Quiero/quiere ser …
interview where they answer
Me gustaría/Le gustaría ser… interview questions in Spanish.
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
morning/evening routine
7.2 Provide information about
his/her own morning/evening routine
¿Qué haces por la mañana/por la tarde/noche? Your Spanish teacher is upset
with you because you are
always late to school or you
Me despierto never have your homework
completed and she asks you
me levanto
what is your morning and
me baño evening routine is like.
me cepillo
me pongo el uniforme
Picture/Photo journal
My Life in a Nutshell
Mi Vida en Pocas Palabras
In groups of four, students enact a
scenario about their daily routine for
school.
Listening Comprehension:
Students listen to various
individuals talking about their
routine. They complete a timetable
with the information.
Guided Conversations

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


7.3 Ask for information about the
routine of others (previous knowledge
of time from school timetable topic)
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
… te despiertas?
for a project about habitual Students conduct an interview on
… te levantas? activities of students and their what time they usually do activities
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?