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This is a syllable square – an activity for learners to practise what they’ve learnt so far with support. They can either listen to the word you say (in this case the name of 6 Mr Men) and try first to write down what they hear and then cross off the squares OR they can use the squares straightaway to build the words up. The answers are on the next slide and then there is a further slide with the pictures again for them to reinforce further by saying the names, either in pairs or whole class.
Just a quick revision of main response to Como estas. An opportunity to learn names and ask how pupils are.
For some pupils this will be familiar and language they have learnt during year 6. For others it will be new, but they should be encouraged that they can pronounce it all accurately now, thanks to their work on phonics. Go through it with them first, eliciting the phrases one by one and reinforcing the links with the phonic hooks. I.e. Hola = h from hamburguesa, o from olvidar and a from arana.
They know the country name Espana, so I think you can introduce this well in the TL. Use phrases like ‘ Hay regiones distintas/diferentes en Espana’. ‘Vamos a practicar la pronunciacion’ . Take them through each one, eliciting answers from them as much as possible, and encouraging them to make links. E.g. Gaclicia – I = idea, ci = ciclista. Prompt them where necessary, giving them first the gesture, and only supplying the right sound where absolutely necessary.
A syllable squares activity with the 6 regions. We won’t do these every lesson, but I think the repetition of task reinforces the links in the skill-building. Answers are on the next slide (you’ll need to print a copy of this one so you have the answers!)
It is quite likely that learners haven’t thought about England having different regions and they certainly won’t know how many it has. This seems like a useful bit of comparison and knowledge worth having. The map of England comes up after you have asked the question, so that learners are encouraged to think and guess. Then bring the map up and let them count them. Finally, use the slide to practise saying where things are. At this stage you should feed the answers whenever necessary by offering alternatives – e.g. ‘esta en el norte o en el este?’
Pronunciation starter – give them 2 mins in pairs to practise and then volunteer. Good opportunity to use numbers again for a real purpose.
This is to enable you to elicit from them an understanding of what a cognado is. Give them some examples, pronounce them yourself to the class as you go through, establish what a cognate is and then reinforce pronunciation by getting them to quickly practise in pairs.
Tell them that these are all 2-syllable cognates and the English meanings are at the bottom. Each square is only used once. They can write their answers in their exercise books and then go through with you, pronouncing them obviously correctly thanks to their phonics knowledge!