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Topic area LangUage conTenT LangUage focUS

Greetings (QCA Unit 1)

me llamo, soy ser negatives

Likes and dislikes (QCA Unit 6)

classroom language and instructions

Telling the time (QCA Unit 15)

me encanta

voy/vas + a + infinitive (ganar, intentar)

¡Vamos!

rápido, lento

mediodía, en/por la manaña

Simple future tense, 1st and 2nd person

Imperatives, punctuation (¡!, ¿?)

Opposites, adverbs

Phoneme: ñ

Animals (QCA Unit 11)

la liebre, la tortuga, la rata, el caracol Masculine/feminine nouns

Directions (QCA Unit 15)

a la izquierda, a la derecha

Before watching the DVDFramework objectives:

• Listen for specific words and phrases (O4.2)

• Use question forms (KAL)

Suggested activities:

➞Introduce the main protagonists (la liebre and la tortuga) to the pupils using puppets. Recap me llamo with the pupils. Model the phrases me llamo Liebre, me llamo Tortuga.

➞Play parachutes to roleplay the opposite characteristics of la liebre and la tortuga. Decide on a mime for each of the animals, e.g. a slow plod for la tortuga and a fast jump for la liebre. The class stand in a circle, half of the pupils play the role of the tortoise (grupo uno) and the other half that of the hare (grupo dos). When the teacher asks the question ¿Cómo te llamas grupo uno?, the pupils jump into the circle, perform the mime and answer Me llamo Tortuga, before jumping back into place.

➞Introduce the scenario of a race between the two animals. Ask the pupils to imagine the outcome in English.

➞Play creative commands to practise the adjectives, lento and rápido. Use classroom commands the pupils are familiar with in the TL, ask them to follow the command slowly or quickly.

Whilst watching the DVDFramework objectives:

• Apply phonic knowledge of the language to support reading and writing (KAL)

• Read and memorise words (LLS)

DVD menu:Liebre bumps into TortugaThe race commencesLiebre and Tortuga battle for positionLiebre relaxes on the beachTortuga wins the race

Liebre bumps into Tortuga➞Recap the vocabulary rápido and lento. Read pupils the

introduction and tell them they are about to meet Liebre and Tortuga. They will hear the adjectives rápido and lento in this section. Agree on a response for each word as the pupils hear them, e.g. fast clap for rápido, slow clap for lento.

➞Write the word mañana on the board. Can the pupils spot a letter which doesn’t exist in the English alphabet? Ask them to write it on their mini whiteboards. Ask the pupils to pronounce the word. Practise the ñ sound (enyeh) with

La Tortuga y la Liebre

IntroductIonTortoise is enjoying a slow, relaxed walk in the woods, when Hare crashes into him at great speed. Hare is unapologetic about the accident and criticises Tortoise’s lack of pace.

Tortoise is upset by Hare’s comments and is adamant that he is just as quick as Hare. In order to decide, Snail and Rat organise a race between Tortoise and Hare, with surprising results.

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the pupils. Show the pupils other words containing an ñ: pequeño, años. Practise reading the words as a group and in pairs. Read a set of random words to the pupils; hola, años, caracol, mañana, siete… every time they hear an ñ, they perform a Mexican wave.

The race commences➞Practise ¿Qué hora es? with the pupils to elicit: es la una,

son las doce. Introduce mediodía and discuss its meaning. Extend with son las dos de la manaña/de la tarde, etc. This activity can be revisited in the section Liebre relaxes on the beach. Ask the pupils to watch this section and write down what time the race starts on their mini whiteboards. They can check their answers with their partners before feeding back in the TL.

Liebre and Tortuga battle for position➞Tell the pupils they can help Tortuga win the race. Split the

class into three groups. Display snail’s mantra: ‘Me llamo Tortuga. No soy muy rápido, ¡pero voy a intentarlo!’

➞Split the sentence into three sections. Assign one group ‘Me llamo tortuga’, the second group ‘No soy muy rápido’, and the third group ¡pero voy a intentarlo!’. Practise in rounds. Start in a very meek, wobbly voice then build to a strong, confident bellow to echo Tortuga’s growth in confidence as the race progresses. The pupils watch the section and can gradually join in with the mantra.

Liebre relaxes on the beach➞Practise me encanta with the pupils. Model me encanta el

zumo de naranja/el agua etc. Ask the pupils to draw a love heart on their mini whiteboards, then draw whatever they like in the middle and share it with the class in the TL.

➞Model me encantan las vacaciones. Show the pupils pictures of a beach on the IWB. Put on sunglasses and repeat Liebre’s words on the beach ‘Me encanta el sol, la playa, el mar.’ Play the section to the pupils. Ask them to guess what Liebre is talking about and feedback in English.

➞Recap ¿Qué hora es?, then ask pupils to guess how long the race takes. Before playing the section again, ask them to watch the sky during the beach scene, how can they tell that time has elapsed?

Tortuga wins the race➞Ask the pupils to discuss in English why Tortuga won the

race. Can they work out the moral of the story?

After watching the DVDFramework objectives:

• Memorise and present a short spoken text (O4.1)

Suggested activities:

➞Roleplay the beach scene. Ask the pupils to form a circle. One child plays Liebre and lies in the middle with sunglasses on. Another plays Tortuga and plods slowly and steadily round the outside of the circle. Switch all the lights on in the classroom. Give one of the other pupils a picture of the sun. The class chants the time in Spanish, in hours from 1pm onwards: es la una, the sun card is passed on once, son las dos, the card is passed on two places round the circle. Repeat until the card had been passed all the way round. Gradually start switching off lights as the card makes its way around the circle. Once the card reaches the beginning of the circle the pupils shout ¡Vas a ganar Tortuga! as loudly as they can. This is a signal for the child playing Liebre to jump up and out of the circle and try to catch up with Tortuga.

➞Play what’s the time, Mr Wolf? in Spanish to consolidate telling the time.

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Draw a sceneactivity sheet 2

Draw a scene from the story of La Tortuga y La Liebre in each of the sections of the clock. Make sure they are in the right order! Then label your drawings in Spanish.

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11BBC Active Traditional Stories Spanish/English DVD Plus Pack

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