Stratford School Academy Schemes of Learning: MFL Year 9 Spanish

Transcription

1 Number of weeks (between 6&8) Content of the unit : La salud Module 3 Assumed prior learning (tested at the beginning of the unit) HT3 / HT4 6 weeks (coverage) + 1/2 weeks end of module assessment (revision, test, feedback personalised learning targets) Skills: From Yr 8: Body parts Basic s I eat/drink Content: 1. Learning the parts of the body Describing symptoms 2. Talking about healthy and unhealthy 3. Talking about healthy living 4. Talking about lifestyle changes 1. Doler: me/te/le duele(n) 2. Familiar and formal verb forms 3. desde hace + present tense 4. tener/estar to talk about ailments 5. Revision of demonstrative adjective este 6. Direct object pronouns 7. Using para to make more complex sentences 8. deber + infinitive 9. Using three tenses together From previous module: Near future tense Present tense conjugation of comer and beber Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) tests If score less than 15/20, pupils to attend Catch-Up session 1 Based on p58 Mira 3 Rojo Section el cuerpo 03 2 Based on p58 Mira 3 Rojo Section qué te pasa/hay que 06 3 Based on p58 Mira 3 Rojo Section una dieta sana 09 4 Based on p59 Mira 3 Rojo Section la vida sana 12 5 Based on p59 Mira 3 Rojo Section una vida más sana 14 6 Summary vocabulary test most problematic words 16 (see schedule for more detail) 1. (cuaderno rojo) p22 me duele 2. (cuaderno rojo) p23 en la farmacia 3. (cuaderno rojo) p24 tienes una dieta sana 4. (cuaderno rojo) p26 mis pecados PIXL plotting subject competences See below Test based on standardised end of module Banded / NC sub-levels in 4 AT. Feedback (DTT) and targets. Page 1 of 5

2 1 Can I name parts of the body 2 Can I say where it hurts? 3 Can I say why it hurts? 4 Can I describe symptoms? 5 Can I ask for medicine at the chemist? 6 Can I give medical advice? Vocabulary Language All: can recognise the 12 body parts listed Most: can remember the 12 body parts listed Some: can write down the body parts listed All: can say what hurts Most can ask somebody else (te duele) Some: can provide more details All: can say why it hurts Most: can say why using dolor de and / or tengo fiebre Some: and provide more detail (what did they do?) All: can recognise symptoms Most: can write down the symptoms Some: can use them in sentences All: can recognise and recall featured medicines Most: can ask for featured medicines and recognise variations in medicine container and size details Some: can understand variations in this and these used (demonstrative adjectives) All: can match correct debes advice to appropriate problem Most: can give advice to two people by using deben Some: can use complete conjugation of deber Match up (pictures and words related to body parts) Unjumble the words (vocabulary on body parts) Wordsearch on body parts Missing vowels (related to why it hurts) Unjumble the words (vocabulary on symptoms) Match up (symptoms to solutions) P42-43 p42-p43 P42-43 Difference between feminine and masucline and plural words doler: me/te/le duele(n) Familiar and formal verb forms Desde hace cuánto tiempo? Desde hace cinco horas/una semana. desde hace + present tense tener/estar to talk about ailments Revision of demonstrative adjective este Hay que usar esta crema tomar estas pastillas Use of hay que + infinitive Written homework (cuaderno rojo) p22 me duele Based on p58 Mira 3 Rojo Section el cuerpo test Written homework (cuaderno rojo) p23 en la farmacia Based on p58 Mira 3 Rojo Section qué te pasa/hay que Hot seat Write a sentence with words using vocabulary you ve learnt/used in today s. El ahorcado (le pendu) Last one standing Page 2 of 5

3 7 Can I name different types of? 8 Can I say whether my diet is healthy or not 9 Can I say what I am going to do to improve my diet? 10 Can I give advice on healthy living? 11 Can I compare my former and current lifestyle? Vocabulary Language All: can recognise different types of. Most: can remember the different types of Some: can put them into different groups All: categorise s into healthy and unhealthy Most: can say how often they eat unhealthy / healthy s Some: can recognise use of lo to substitute masc noun when talking about what they eat All: can use voy a comer or voy a beber to talk about future Most: can vary future tense with simple or advanced negative (no voy a comer /nunca voy a comer Some: can vary basic future tense using más / menos or with alternative phrasing (voy a dejar de comer) All: can use para + verb + debes advice Most: can vary by adding quantifiers / frequency expressions Some: can use other forms of deber All: can recognise, featured preterite tenses Most: recall and use featured preterite tenses Some: can compare past and present lifestyles switching preterite and present tenses Put a dialogue in order ( at the GP ) Crosswords on Missing vowels (types of ) Wordsearch on Students categorise verbs however they want as long as they can justify the categorisation Mira Rojo Unit 3 Mira Rojo Module 3 Unit 3 Mira Rojo Module 3 Unit 3 Dictionary Using direct object pronouns (Lo, La, Los, Las) Celebrity plates students can say how celebrity are being healthy and include diet and exercise. Using para to make more complex sentences deber + infinitive Contrasting tenses with the past and present tenses. Stand 1: to memorize the new vocabulary (cuaderno rojo) p24 tienes una dieta sana Based on p58 Mira 3 Rojo Section una dieta sana (cuaderno rojo) p26 mis pecados Sentences about Review of the unit so far using the Mini-test Reviewing deber Last one standing Page 3 of 5

4 12 Can I make decisions for the future? Vocabulary Language All: can recognise, featured future tenses Most: can recall and use featured future tenses Some: can compare past, present and future lifestyles switching preterite present and future tenses Gap Fill using vocabulary from the previous to develop their independence and confidence and transfer language learnt before into a new context To become familiar with future tense conjugations for regular verbs with ar, -er, and ir endings Based on p59 Mira 3 Rojo Section la vida sana the learning 13 Can I say what I am going to do to get fit? 14 Can I compare what I did and what I do to keep fit? 15 Can I compare what I did, what I do and what I will do to keep fit? 16 Guided production of language using GCSE writing and strategies All: can use simple voy a + infinitive expressions para estar en forma voy a Most: can vary future expressions with espero / estoy pensando en / tengo la intención de etc. Some: can use the above with porque reasons All: can select correct past / present / future expressions from source text to make a logical narrative Most: can adapt the above to suit own needs (ISA) Some: can add reasons and justifications All: can select correct past / present / future expressions from source text to make a logical narrative Most: can adapt the above to suit own needs (ISA) Some: can add reasons and justifications Spot the Mistake Crosswords on activities Spot the Mistake Pupils work through 5 questions Write as many words/phrases as they can remember from the previous PPT on T drive Suggested sequence Identify language in model answer HoD to provide Memorise key parts via gapfill. Running dictations / to use future tense verbs in a sentence successfully extended, predictable conversations share information, experiences and opinions present more extended information about myself Consolidation of previously learnt vocabulary Consolidation of previously learnt vocabulary Stand 2: Grammar exercise (cuaderno rojo) p26 mis pecados Based on p59 Mira 3 Rojo Section una vida más sana Summary vocabulary test most problematic words Pictionary Question Time the learning In the back of their books. Using text speak, they write a text message describing what they have Page 4 of 5

5 Vocabulary Language comprehension exercise Guided adaptation learnt today Guided production of language using GCSE writing and strategies Pupils work through 5 questions Write as many words/phrases as they can remember from the previous PPT on T drive Suggested sequence Identify language in model answer HoD to provide Memorise key parts via gap-fill. Running dictations / comprehension exercise Guided adaptation As each question competed, provide written feedback and improvement targets Set at least 2 of the questions as draft or edit style tasks Individual or WCRS relating to KQ guide teaching of next 19 Assessment Write-up in exam conditions 20 Assessment feedback Feedback and improvement targets Check individual targets auctioned during Page 5 of 5