tocar – to play (instruments) jugar – to play (sports)

toco Click on ‘toco’ to hear it. NB: This is the 2nd full AR verb paradigm pupils have been introduced to – they met ‘practicar’ with sports last term, and will hopefully make the link, as the visuals / layout are the same for this lesson. Encourage pupils to point to the person being referred to in order to make this a physical memory activity. I have included the English here to make it perfectly clear what the pictures stand for, in case there is any ambiguity. I am purposely not introducing the Spanish subject pronouns at the point as they are usually not used and will only be needed to clarify if there is any doubt. Encourage pupils here to repeat aloud ‘toco’ and point at themselves with one finger. (One finger should be used for singular forms and two for plural.)

tocas Encourage pupils here to repeat aloud ‘tocas’ and point directly at one other person (looking at them) with one finger.

Encourage pupils here to repeat aloud toca’ and point away first at a boy (with one finger) and then ‘toca’ again but point away at a girl (with one finger). toca toca

tocamos Encourage pupils here to repeat aloud ‘tocamos’ and point two fingers (one finger on each hand) at themselves.

tocáis Encourage pupils here to repeat aloud ‘tocáis’ and point two fingers (one finger on each hand) directly at other people.

tocan Encourage pupils here to repeat aloud ‘tocan’ and point two fingers (one finger on each hand) away at other people.

toco Toco el piano. I play e.g. Here I have tried to make it obvious what information each part of the verb is conveying and why therefore it will be so important to get the ending of the verb right. e.g. Toco el piano.

tocas ¿Tocas el clarinete? you play e.g. Here I have tried to make it obvious what information each part of the verb is conveying and why therefore it will be so important to get the ending of the verb right. e.g. ¿Tocas el clarinete?

toca Toca la guitarra. he / she plays e.g. Here I have tried to make it obvious what information each part of the verb is conveying and why therefore it will be so important to get the ending of the verb right. e.g. Toca la guitarra.

tocamos Tocamos la flauta. we play e.g. Here I have tried to make it obvious what information each part of the verb is conveying and why therefore it will be so important to get the ending of the verb right. e.g. Tocamos la flauta.

tocáis ¿Tocáis el saxofón? you (more than one) play e.g. Here I have tried to make it obvious what information each part of the verb is conveying and why therefore it will be so important to get the ending of the verb right. e.g. ¿Tocáis el saxofón?

tocan Tocan la trompeta. they play e.g. Here I have tried to make it obvious what information each part of the verb is conveying and why therefore it will be so important to get the ending of the verb right. e.g. Tocan la trompeta.

toco I play Here pupils should be encouraged to see these two items rather like two matching cards in a card game of Snap! Pupils are shown here what snaps together so that they can later play a game of snap and match up the correct Spanish and English cards.

tocas you play (one person) Here pupils should be encouraged to see these two items rather like two matching cards in a card game of Snap! Pupils are shown here what snaps together so that they can later play a game of snap and match up the correct Spanish and English cards.

toca toca he plays she plays Here pupils should be encouraged to see these two items rather like two matching cards in a card game of Snap! Pupils are shown here what snaps together so that they can later play a game of snap and match up the correct Spanish and English cards.

tocamos we play Here pupils should be encouraged to see these two items rather like two matching cards in a card game of Snap! Pupils are shown here what snaps together so that they can later play a game of snap and match up the correct Spanish and English cards.

tocáis you play (more than one person) Here pupils should be encouraged to see these two items rather like two matching cards in a card game of Snap! Pupils are shown here what snaps together so that they can later play a game of snap and match up the correct Spanish and English cards.

tocan they play Here pupils should be encouraged to see these two items rather like two matching cards in a card game of Snap! Pupils are shown here what snaps together so that they can later play a game of snap and match up the correct Spanish and English cards.

SNAP? tocas she plays Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? tocamos we play Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? tocan they play Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

toco you play SNAP? (one person) Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? toco he plays Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? toco I play Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? toca she plays Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? tocamos we play Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

tocas you play SNAP? (more than one person) Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

tocas you play SNAP? (one person) Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

tocan you play SNAP? (more than one person) Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? tocan they play Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? toco I play Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

SNAP? you play (one person) tocáis

SNAP? toca she plays Play this as a game against the class. Perhaps give them a count of 3 to then call out whether it is snap or not. A point to the class every time they get it right, and a point to you every time someone calls out ‘Snap!’ incorrectly.

tocar: to play (instruments) (singular) (plural) toco tocamos I play we play tocas tocáis Here is the full verb pattern. Now pupils can play snap with cards of their own (see accompanying resource). you play (1) you play (2+) toca tocan he/she plays they play

¿Qué parte del verbo falta? ¡ Hola ! Me llamo Sofía y tengo diez años. _____ la guitarra y me encanta la música pop. Mi hermano Iker prefiere el rap y _____ la batería. A mis amigas Lidia y Sara les gusta la música clásica y _____ el violín en una orquesta. toco I play tocas you play (sg.) toca he / she plays tocamos we play tocáis you play (pl.) tocan they play Toco toca Pupils need to use their de-coding skills to work out which part of ‘tocar’ fits in the three gaps. Give pupils a few moments to puzzle this out – this is challenging but brighter pupils in the group will enjoy the task. Then work through with the whole class, drawing out how they can work out from the surrounding words which part of the verb fits. Click on the verb box to hear the whole verb paradigm. Click on the text box to hear the whole Sofía text. This slide is taken from ALL Connect KS2 Writing module. tocan