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**LEARNING OBJECTIVES** CHILDREN SHOULD LEARN  || **POSSIBLE TEACHING ACTIVITIES** || **LEARNING OUTCOMES**  CHILDREN   || **POINTS TO NOTE** || • to understand and express simple opinions (O5.2) • to listen attentively and understand more complex phrases and sentences (O5.3) • to make simple sentences and short texts (L5.2) • to understand and use negatives (KAL) • to manipulate language by changing an element in a sentence (KAL) • to apply grammatical knowledge to make sentences (LLS) || • Play //Tocad el dibujo// (Touch the Picture) (see Unit 1, Section 4) to revise food vocabulary and phrases in the preterite tense from the previous session. Ask, for example, //¿Comiste una manzana////?// When children touch the correct picture, the class chorus //Sí, comí una manzana//. • Divide the class into two teams and repeat the game, with one team chorusing the question for the other team to answer. • Play Find Your Group. Give each child a food picture card. They walk around the room looking for other children with the same picture card, by asking eg //¿Comiste un plátano////?// Allow children who find recall difficult to use self-check cards with a picture on one side and the word on the other. • Compare pictures showing a single item of food with pictures showing more than one of the same item. Say the words and children repeat them. Show children the written form and highlight the plural endings. What do they notice about the way in which these plurals are formed? How can children hear if a noun is plural? • Ask children if they can recall how to express opinions (see Unit 6). To revise the structure //Me// //gusta////(n)// and the negative //No me// //gusta////(n)//, invite children to write numbers 1–10 on a mini-whiteboard. Read out 10 sentences, eg //Me gustan las manzanas// or //No me gustan las naranjas//. Children put a cross or a tick to indicate whether the sentences are positive or negative. Point to some pictures and say, for example//, Me gustan los bocadillos// or // No me gustan los bocadillos //. Encourage children to join in. • Give pairs of children picture cards to build sentences, eg a smiling face for //Me// //gusta////(n)// and a sad face for //No me// //gusta////(n)//, a selection of food pictures and a plus sign to represent //y//. An example of a sentence: //Me gustan las patatas fritas y las naranjas.// • Alternatively, this could be done as a whole-class activity, using the interactive whiteboard. Add a screen with a grid of four columns and four rows. In the third column add a plus sign to symbolise //y//. Display a graphic of a smiling face and one of a sad face to symbolise //Me gusta////(n)// and //No me gusta// //(n)//. Display images of different foods. Children drag the pictures to fill a row, reading their sentence as they do so. || • agree and disagree with statements • understand and express likes and dislikes • ask and answer questions • use simple connectives to make compound sentences • use a physical response to show recognition and understanding of specific phrases || • Grammar point: //Me gusta// becomes //Me gustan// when the noun is plural. • Grammar point: When using expressions of opinion, //el/la, los/las// are used instead of //un/una, unos/unas,// eg //Me gusta el chocolate// (I like chocolate). • Follow-up: Throughout the week, ask children what they have eaten at breaktime. • Follow-up: Throughout the week, practise expressing likes and dislikes in relation to food. • Links with literacy work: These activities link with work on writing simple and compound sentences using a range of connectives. • If you use a grid on the interactive whiteboard for the seventh activity, this use of pictures instead of words helps children to visualise sentence structure before they move on to use the written word. If the whiteboard has a screen-recording function, children can record their sentences and then play them back so that they can see their mouse movements as they hear the simultaneous commentary. || • Write on the board and read aloud a sentence such as //Me gustan las manzanas//. Underneath write //Prefiero los plátanos//. Explain to children that these two simple sentences can be joined to make a compound sentence using a simple connective. Show them the sentence //Me gustan las manzanas pero prefiero las naranjas// and ask what this means. The whole class practise joining two sentences with //pero//. • Ask several children to form a human sentence in which each child holds up one word card. The class read out the sentence. Ask individual children in the human sentence to conceal their card. The class read out the sentence again, recalling the hidden word. Continue until the whole sentence is concealed. • Extension: Ask children to use different food words as alternatives. • Model with a child a question such as //¿Te gustan las manzanas?// Encourage the child to respond with eg //Sí, me gustan las manzanas pero prefiero las naranjas//. Children then practise the question and answers in pairs, using picture cards from the earlier activity as prompts. || || • Make a ‘Blockbuster’ template for the interactive whiteboard, by making a hyperlink from each hexagonal cell to a new screen. Each screen has a symbolic representation of a sentence of the type //Me gusta el queso pero prefiero el jamón//. Children select a hexagon from the template, click on it and say the sentence. This could be done in teams. Once you have the template, you can adapt it for other activities and resave it. ||
 * Section 2. Food likes and dislikes** ||
 * Section 2. Food likes and dislikes** ||