2. Spanish Early Level Greetings

3. Early Level Significant Aspects of Learning Use language in a range of contexts and across learning Develop confidence and enthusiasm to communicate using the language being learnt Begin to develop an awareness of other countries, cultures and languages Listen and join in with simple songs, stories and rhymes Explore and recognise patterns and sounds of language through listening, watching and playing Understand, respond to and say simple greetings and personal information (e.g. name) Repeat and understand simple familiar language from a familiar source Actively take part in simple daily routine language Participate in familiar games including outdoor learning Begin to explore resources to support my learning e.g. picture dictionaries

4. Vocabulary 1. Greetings Build into daily routines starting with Hola and Adiós and then gradually adding in more vocabulary as learners progress. ¡Hola! Hello ¡Buenos días señorita/señora!Hello Miss ¡Buenos días señor! Hello Sir ¡Hola! Hi Hagamos la listaWe will take the register ¡A dormir!Go to sleep ¡Buenas noches! Goodnight ¡Adiós!Goodbye

5. ¡Hola !

6. ¡Buenos días señorita/señora !

7. ¡Buenos días señor!

8. ¡Hola!

9. ¡Hacemos la lista!

10. ¡A dormir!

11. ¡Buenas noches!

12. ¡Adiós!

13. Embedding the language 1.Do the register in Spanish each morning – teacher says, “¡Hacemos la lista!” and pupils respond with “aquí/presente/hola”. 2.Use a Buenos días song and/or an Adiós song at the start and end of each day. 3.Use ¡A dormir! and ¡Buenas noches ! with a Spanish puppet. You can “put him to bed” at the end of a Spanish lesson getting the class to say “¡A dormir! + name” and then saying ¡Buenas noches! to him instead of goodbye.

14. 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. You will find a set of more challenging activities in First Level Greetings.

15. ¿Buenos días o buenas noches? 1.Pupils look at the selection of photos and then decide if they would say this is ¿ Buenos días o buenas noches? 2.This can be further extended to create a wall display if doing day and night paintings for example. I have experienced the wonder of looking at the vastness of the sky, and can recognise the sun, moon and stars and link them to daily patterns of life. SCN 0-06a

16. 1.¿ Buenos días o buenas noches? Mirad las fotos y decidid si son ¡Buenos días! o ¡Buenas noches!

17. ¿ Buenos días o buenas noches?

23. Toc, toc, toc! If you are using a puppet for Spanish, you can keep it in a box with a lid on it (its bed) and ask the pupils to knock on the door to wake him/her up by saying “Toc, toc, toc”. When he “wakes up” they can then say ¡Buenos días! to the puppet. When it’s time for him to go back to bed, they can then say “ ¡A dormir !, ¡A dormir !¡Buenas noches ! ” etc. If you like you can also add in “levántate/levantáos” which means wake up.

24. 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. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

25. ¡Buenos días señorita/señora ! – song

26. Dos pajarillos Dos pajarillos Se paran sobre las ramas Me llamo clu-clu Me llamo bla-bla Adiós clu-clu Adiós bla-bla

28. ¡ Adiós! - song