1. Español Parents into Spanish!
NB: The phonics are on p.3 of their booklets and on p.4 there is a page for them to read through to consolidate. HW could be to go through both pages with a parents, older sibling, granny and get a signature at the bottom of page 4 to say this has been done.
Parents into Spanish!

2. You have 30 seconds to memorise the number that is about to appear on the board...

3. 543 998 434 174 994 560 This time the number is in chunks.
Will you remember more digits this time?

4. The best way to learn a language is little and often.
Learning in chunks will make life much easier.

5. Plan for the session
Pronunciation
Learning styles
Memory techniques
Questions

6. 1. Pronunciation
NB: The phonics are on p.3 of their booklets and on p.4 there is a page for them to read through to consolidate. HW could be to go through both pages with a parents, older sibling, granny and get a signature at the bottom of page 4 to say this has been done.

7. a
These words are the phonic hooks to embed the sound/written associations in the learners’ long-term memories. We use physical gestures, the picture and the sound of the words to fix the letter sounds of Spanish as the first step in learning the language. We will go through the gestures all together before we do this lesson! NB: on the SOW most of the words, if nouns, are presented with the indefnite article (as we will start with un/una before going on to el/la) BUT where it is just more logical to say ‘the’ I have put the definite article in – so el universo is an example of that. Please check on the SOW for the articles I’ve used. We are not focusing on the article in these few lessons, so they will be learning these passively for the moment.
araña

8. e
elefante

9. i
idea

10. o
olvidar

11. u
universo

12. a e i o u

13. ce
cerdo

14. ci
ciclista

15. ca
casa

16. co
coche

17. cu
cucaracha

18. ce ci ca co cu

19. j gi
jardín
gimnasia

20. gu
guitarra

21. j gi ge ga go gu

22. h
hamburguesa

23. ñ
España

24. z
zumo

25. ll v
llave

26. h ñ ll z v

27. a
These words are the phonic hooks to embed the sound/written associations in the learners’ long-term memories. We use physical gestures, the picture and the sound of the words to fix the letter sounds of Spanish as the first step in learning the language. We will go through the gestures all together before we do this lesson! NB: on the SOW most of the words, if nouns, are presented with the indefnite article (as we will start with un/una before going on to el/la) BUT where it is just more logical to say ‘the’ I have put the definite article in – so el universo is an example of that. Please check on the SOW for the articles I’ve used. We are not focusing on the article in these few lessons, so they will be learning these passively for the moment.
araña

28. e
elefante

29. i
idea

30. o
olvidar

31. u
universo

32. a e i o u

33. ce
cerdo

34. ci
ciclista

35. ca
casa

36. co
coche

37. cu
cucaracha

38. ce ci ca co cu

39. j gi
jardín
gimnasia

40. gu
guitarra

41. j gi ge ga go gu

42. h
hamburguesa

43. ñ
España

44. z
zumo

45. ll v
llave

46. h ñ ll z v

47. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 idea araña elefante olvidar
universo
cerdo
ciclista
casa
coche
cucaracha
gimnasia
hamburguesa
España
zumo
guitarra
llave

48. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

49. If all else fails…

50. 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.

51. ca a i len as res st ri ba le tu lla va na ón cia las mur is 1. 2. 3.4.
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!) 5. 6.

52. ca a i
len as
res st ri ba le tu
lla va na ón
cia
las
mur is 1.
1. Asturias
2. Castilla-León 2.
3. Valencia 3. 4.
4. Islas Baleares
5. Murcia 5.
6. Islas Canarias 6.

53. 2. Learning Styles
NB: The phonics are on p.3 of their booklets and on p.4 there is a page for them to read through to consolidate. HW could be to go through both pages with a parents, older sibling, granny and get a signature at the bottom of page 4 to say this has been done.

54. In your child’s vocabulary booklet, there are vocabulary pages which look like this…
If you were trying to help your child learn the vocabulary from this page, how would you do it?

55. Auditory Learning Style
learns best by seeing
neat, orderly
speaks quickly, holds head up, shoulders erect
good long range planners
good spellers
memorises by strong visual associations
functions best with overall view before proceeding
has trouble remembering verbal instructions – unless written down
Visual Learning Style
learns best through hearing
likes to listen to talks, music or lectures
good story tellers
talks to self
likes talking more than writing
easily distracted by noise –may have problems with projects involving visualisation
likes jokes better than comics
Auditory Learning Style
learns best by doing and through movement
often good athletes
speaks more slowly
memorises by moving around, walking etc..
gestures a lot
doesn’t mind clutter/mess in workspace
using action words when speaking
wants to act things out
Kinaesthetic Learning Style

56. Some strategies for the 3 learning styles
Visual
Concept maps with pictures to represent words Spider diagrams also using images Mental movies
Auditory
Talk out loud Listen to others explaining material Read notes out loud Use rhymes Learn with music Make tapes of the material and listen to them Teach others out loud
Kinaesthetic
Walk or pace around (regular, steady steps) Learn in groups Create games Make notes on post-its and arrange on a big sheet (A3) Act out material you are learning

57. 3. Memory techniques
NB: The phonics are on p.3 of their booklets and on p.4 there is a page for them to read through to consolidate. HW could be to go through both pages with a parents, older sibling, granny and get a signature at the bottom of page 4 to say this has been done.

58. Record words and spellings onto your phone or make an MP3 and listen to it.
Tap out the rhythm of words or groups of words.
Write your sentences on post-its and stick them up around your room.
Colour code! By gender / tense / difficulty level / however you like!
Make up a song using the words you are trying to learn or try singing the words to an existing song.
Use Facebook chat for a quick fire way of testing vocabulary with a friend.
Make flash cards – print out a blank table from Word and cut out the rectangles. Write the Spanish on one side and the English on the other.

59. An example with colour coding and positioning.
Look at the grid and see if you can answer the questions afterwards.

60. ¡Ha terminado! Me fui al Lavo gusta los cine bailar dientes
30 segundas
20 segundas
15 segundas
10 secondes 9 8 7 6 5 4 3 2 1
¡Ha terminado! Me
fui al
Lavo
gusta
cine
bailar
los
dientes

61. What word was in the middle?
What sentence did the red words make up?
What sentence did the yellow words make up?

62. Me
fui al
Lavo
gusta
cine
bailar
los
dientes

63. A coding example Ejemplo : I am from Spain (SDE) Soy de España
I live in Brixton VEB
2. I am 13 years old TTA
3. In my free time I like to play football EMTLMGJAF
4. Last weekend I went to the cinema EFDSPFAC
5. I get up at 7am MLALS

64. Step – by – step successful spelling
Write the word onto a piece of coloured card, using different coloured pens to emphasise unique letters which do not sound as they are spelled.
Hold the card up in your visual memory location – up to the left or up to the right.
Trace the letters with a finger (still holding card in visual memory position) and saying the word aloud.
Take a mental snapshot of the word – imagine a camera in your brain taking a picture of the word and storing it on your visual memory screen.
Write the word down on your paper. Look up and remember (visualise) how it looked on the visual memory screen.
Compare what you wrote down with the word card. Expect success!

65. One final word on memorising vocabulary…
You have to keep going back over things otherwise you’ll lose it!

66. 4. Questions