1. Spanish Second Level
Colours

2. First Level Significant Aspects of Learning
Use language in a range of contexts and across learning
Continue to develop confidence and enthusiasm to communicate using the language being learnt
Develop an awareness and understanding of patterns and sounds of language
Begin to develop an understanding of, interest in and respect for other countries, cultures and languages
Appreciate and understand the value of language learning
Recognise familiar written words when listening
Explore how gesture, expression and emphasis are used to help understanding.
Listen, recognise and respond to familiar voices in short, predictable conversations
Understand and respond to familiar spoken vocabulary
Actively take part in daily routines
Listen and join in with stories, song or poem
Enjoy engaging with simple and familiar texts on my own and with others using resources to support learning
Participate in familiar games, paired speaking and short role plays
Take part in simple, paired conversations about themselves giving simple opinions and asking simple questions

3. Vocabulary
Colours
Aim to teach at least 5 of the colours at Early Level initially and build up as pupils progress towards 1st.
De qué color es? What colour is it?
Es It is
azul blue
blanco white
rojo red
verde green
amarillo yellow
rosa pink
negro black
gris grey
violeta purple
marrón brown
Qué color te gusta? Do you like blue?
Me encanta el… I love
Me gusta el… I like
No me gusta el… I don’t like
Odio el… I hate

4. For Early/First Level, start with about 5 only and work your way up to all the colours!

5. Introducing vocabulary
You can try this as an alternative to introducing vocabulary. Make colour cards for and give each group/pair a set. Ask them to listen to the colour and look at the word and then hold up the colour they think it is.

6. Escuchad y mirad los colores en español…

7. Escoged
Choississez means choose
el color

8. azul

9. naranja

10. violeta

11. blanco

12. rojo

13. verde

14. rosa

15. gris

16. negro

17. marrón

18. amarillo

20. ¿Qué color te gusta?
Which colours do you like? The following slides are 1st Level Vocabulary

21. ¿Te gusta el azul?
Do you like blue? The colour can be swapped for any other colour to change the question.

22. Me encanta el azul!
The colour can be swapped for any other colour to change the answer e.g. J’adore le vert!

23. Me gusta el amarillo.
The colour can be swapped for any other colour to change the answer e.g. J’aime le rose.

24. No me gusta el rosa.
The colour can be swapped for any other colour to change the answer e.g. Je n’aime pas le violet

25. ¡Odio el naranja!
The colour can be swapped for any other colour to change the answer e.g. Odio el naranja

26. How many spellings do you think we can have of one adjective?
Adjectives in Spanish are spelt differently depending on if the noun they are describing is…
Masculine Feminine
Singular Plural
How many spellings do you think we can have of one adjective?

27. Adjectives in Spanish are spelt more than one way depending on if they are:
Masculine Singular e.g.
un lápiz rojo
Masculine Plural e.g.
tres lápices rojos

28. Adjectives in Spanish are spelt more than one way depending on if they are:
Feminine Singular e.g.
una regla blanca
Feminine Plural e.g.
tres reglas blancas

29. Dividid tu papel en cuatro partes
Masculino singular
Femenino singular
Masculino plural
Femenino plural

30. blanco gris azul gris rojos blancas amarillo azules verdes verdes
negro
negra
verde
negros
Rojo
azules
azul
grises
Negro, gris, rojo, verde, azul, rosa– organise the words above into where you think they might go on your A3 sheet of paper. If doing this with a class, it’s a good idea to have prepared word cards which the pupils can then organise and move if they need to.
N.B. Verde and azul don’t change if it is masculine or feminine.
blancos
Roja
Rojas
amarillas
amarillo
blanca
gris
verde
negras

31. Can you see any patterns in the letters?

32. 1. Azul and Verde don’t change depending on whether it is masculine or feminine.
2. If it ends in an o, you replace it with an “a” to make it feminine.
3. You usually add an “s” to make the colours plural.

33. rosa marrón rosa marrón violeta violeta naranja naranja azules blancas
blancos
naranja
naranja
azules
blancas
azul
blanco
azul
marrones
violeta
marrones
rosa
violeta
naranja
azules
rosa

34. Can you see any patterns in the letters?

35. 1. Some colours stay the same! Narnaja, rosa, violeta don’t change.
2. Some words change to plural but don’t change for masculine/ feminine. Azul/azules, marrón/ marrones

36. Sample activities
You will find a bank of sample activities which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.

37. Embedding the language tip
Use Spanish colours for cooperative groups – los rojos, los azules etc. Ask pupils “¿De qué color es?” when reading stories, creating art work etc.
I take an active part in daily routines, responding to instructions which are accompanied by gesture and expression.
MLAN 2-01b
I can listen to and show understanding of familiar instructions and language from familiar voices and sources.
MLAN 2-01c

38. ¿Qué color te gusta?
Listening and talking activity
Asking the class their opinions on colours. Finish the sentence on each slide. You can play this as corners by putting up opinions in corners of the room and then asking pupils to move to an area of the room which matches their opinion of that colour.
I explore how gesture, expression and emphasis are used to help understanding. I can listen and respond to familiar voices in short, predictable conversations using straightforward language and non-verbal techniques as appropriate such as gesture and eye contact.
MLAN 2-02a
When listening and talking with others, I am developing an awareness of when to listen and when to talk. I am learning new words which I use to share information about myself and others.
MLAN 2-03a

39. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

40. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

41. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

42. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

43. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

44. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

45. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

46. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

47. ¿Te gusta…? Me encanta Me gusta No me gusta Odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
Odio

48. ¿Te gusta…? Me encanta Me gusta No me gusta odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
odio

49. ¿Te gusta…? Me encanta Me gusta No me gusta odio
Each slide has a colour card, use this to ask the class to ask the question and then choose an answer. Either Me encanta el amarillo, Me gusta el rojo, No me gusta el azul, odio el naranja.
No me gusta
odio

50. Class colour survey
Listening and talking activity
Pupils can practice asking ¿Te gusta… …+ a colour? by surveying each other around the class. This can then be linked to creating a graph, tally marks etc. ¿Qué color te gusta…? Means which colour do you like? And could be used as a title for a graph. ¿A cuántas personas les gusta el amarillo? = How many people like yellow
When listening and talking with others, I am developing an awareness of when to listen and when to talk. I am learning new words which I use to share information about myself and others.
MLAN 2-03a
I explore how gesture, expression and emphasis are used to help understanding. I can listen and respond to familiar voices in short, predictable conversations using straightforward language and non-verbal techniques as appropriate such as gesture and eye contact.
MLAN 2-02a

51. Colour and adjective agreement
In this activity pupils look at the picture and, if they can, they write down the word for the pencil case object. The slide then reveals the word for the children who are unsure. The children then adapt the phrase by adding the number, plural and colour on whiteboard. E.g. Dos sacapuntas blancas
I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far.
MLAN 2-11c
I use my knowledge about language and success criteria to help me, and I can check that I have written familiar words and phrases accurately.
MLAN 2-14a
I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language.
MLAN 2-08b

52. Escribid la frase correcta
Un lapiz

53. Cinco lápices amarillos
Un lapiz

54. Escribid la frase correcta
Un libro

55. Seis libros azules
Un libro

56. Escribid la frase correcta
Una goma

57. Cuatro gomas rosa
Una goma

58. Escribid la frase correcta
Una regla

59. Tres reglas naranja
Una regla

60. Colour and adjective agreement
This is further practice of the previous activity but without the visual support. It could be used to challenge more able learners.
I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far.
MLAN 2-11c
I use my knowledge about language and success criteria to help me, and I can check that I have written familiar words and phrases accurately.
MLAN 2-14a
I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language.
MLAN 2-08b

61. More options to practice: 1. Siete reglas ________________ (blue).
2. Tres gomas _____________ (yellow).
3. Seis lápices ______________ (purple).
4. Tres crayones ______________ (green).
5. Tres libros _______________ (white).
6. Dos calculadoras _____________ (black).
7. Ocho gomas ______________ (orange).
8. Diez lápices _______________ (brown).
9. Cinco sacapuntas ______________ (red).

62. Animales
Pupils can use a dictionary look up vocabulary for different animals. Once they have a bank of some words they could work out how to describe the colour of it and say more than one. A class display could be created of the different animals they look up. Eg, look up lion = león, tres leones naranja.
I can understand how a bilingual dictionary works and use it with support.
MLAN 2-11a
I explore comparisons and connections between sound patterns in different languages through play, discussion and experimentation.
MLAN 2-07a

63. En mi zoo extraño…
Writing Activity
Following on from the last dictionary activity, pupils create a “zoo extrano”. In this zoo there can only be animals with unusual colours. E.g, tres elefantes azules. Pupils can continue to use dictionaries to support them with this activity.
I can understand how a bilingual dictionary works and use it with support.
MLAN 2-11a

64. Dans ma classe bizarre, il y a… una silla rosa! etc.
En mi zoo extraño…
Write a list of school objects and work in pairs to give them strange new colours! Turn this into a text about your Classe Bizarre!
Dans ma classe bizarre, il y a…
una silla rosa! etc.

65. 1. Siete reglas ________________ (blue).
Questions:
1. Siete reglas ________________ (blue).
2. Tres gomas _____________ (yellow).
3. Seis lápices ______________ (purple).
4. Tres crayones ______________ (green).
5. Tres libros _______________ (white).
6. Dos calculadoras _____________ (black).
7. Ocho gomas ______________ (orange).
8. Diez lápices _______________ (brown).
9. Cinco sacapuntas ______________ (red).

66. Songs and videos!
You will find a bank of sample songs and videos which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class. .
I explore the patterns and sounds of language through songs and rhymes and show understanding and enjoyment by listening, joining in and responding.
MLAN 2-01a

67. Arc en ciel
The Spanish version of the rainbow song, sung to the same tune.

68. Rojo y amarillo y rosa y verde,
naranja, violeta y azul.
Conozco los colores,
Todos los colores
De mi arco iris
Conozco los colores (I know the colours), todos los colores (all the colours) De mi arco iris (of my rainbow)

69. y y y y y
Conozco los colores,
Todos los colores
De mi

70. Song without the words

71. Colores song. https://www.youtube.com/watch?v=DsRKoZGaoEM

72. ICT Resources online
You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.
You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.
Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

73. Rockalingua Juego de colores

74. ¡Adiós!