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**LEARNING OBJECTIVES** CHILDREN SHOULD LEARN  || **POSSIBLE TEACHING ACTIVITIES** || **LEARNING OUTCOMES**  CHILDREN   || **POINTS TO NOTE** || • to listen attentively and understand more complex phrases and sentences (O5.3) • to re-read frequently a variety of short texts (L5.1) • to compare symbols and objects or products which represent their own culture with those of another country (IU5.3) • to notice different text types and deal with authentic texts (KAL) • to use actions and rhymes to aid memorisation (LLS) || • Play //Simón dice// (Simon Says) to introduce verbs needed for a pizza recipe, eg //pon// (put), //añade// (add), //corta// (cut), //calienta// (heat). • Talk about la pizza with children and ask //¿Te gusta la pizza?// Encourage children to reply with a sentence, eg //Sí, me gusta la pizza//. Accept //sí/no// from less confident children. • Display the recipe. Ask children what type of text it is and how they know. Discuss features of instructional texts. • Read the written instructions aloud and ask children to mime the actions. • Display, in random order, six sentences from the text in different colours. Give children six multi-link cubes in corresponding colours. Read out the recipe. When children hear one of the displayed instructions, they take a cube in the corresponding colour and begin to build a tower. Allow some children to work in pairs. • Invite children to come to the front and underline verbs in the recipe. • Phonic focus: Highlight and revise the pronunciation of the grapheme //qu// as found in //queso, paquete, quince//. Can children think of another grapheme that has the same pronunciation ? Elicit //c// as in //caramelo, con, caliente//. • Extension: Children research other recipes on the internet. || • understand the main points from spoken language that includes unfamiliar language • identify key language in a non-fiction text || • A simple recipe for making pizza can be found at the end of this unit. • Link with literacy work: Looking at recipes links to writing instructional texts in year 3. • Encourage children who find pronunciation of new words difficult to watch carefully the shape of your mouth as you say them. ||
 * Section 5. Food for a celebration** ||
 * Section 5. Food for a celebration** ||