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MFL: Teaching espanol — Year 3

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By Spanish Years 3 & 4: A Comprehensive Scheme of Work written by Rachel Redfearn (La Jolie Ronde)

Introduce Spanish language to Year 3 with the help of a fun and comprehensive multi-resource

boy in classroom

Introduce Spanish to your class

Lesson one

Year 3 (four x 15 minutes)


Learning outcomes: Understand and say numbers 0-10 with correct pronunciation; meet and establish common letter strings.

Framework objectives

Oracy – O3.2: To recognise and respond to sound patterns and words. Literacy – L3.2: To make links between some sounds, rhymes and spellings and read aloud familiar words.

You will need:

Core vocabulary

cero – zero

uno – one

dos – two

tres – three

cuatro – four

cinco – five

seis – six

siete – seven

ocho – eight

nueve – nine

diez – ten

– yes

no – no

Knowledge about language

  • Imitate pronunciation of sounds.
  • Recognise how sounds are presented in written form.
  • Language and learning strategies
  • Recognise words which the teacher mouths silently.
  • Look at the face of the person speaking and listen attentively.
  • Play games to help to remember.
  • Practise saying new words aloud.
  • Practise with a friend.

Part 1: 15 minutes

Teaching sequence (refer to the relating child activities below)

  • Hold up one finger and say uno several times. Continue to repeat the word varying the dynamics of the voice, from a whisper, to a loud call.
  • Repeat activities for 2, 3, 4 and fold arms for 0.
  • Count from 0-4 forwards and backwards.
  • Bounce a soft ball on the floor. On each bounce, say the numbers in sequence.
  • Attach flashcards with numbers 0-4 on a board on one side. Hold up flashcard with written word.
  • Play ‘Number statues’ if room allows or if access to playground or large hall is available. When you call ‘0’ children stand in isolation with arms folded, ‘1’ children stand in isolation arms unfolded, ‘2’ children stand in groups of two, and so on.
  • Refer to Canta en español 1, Track 2 for numbers 1 to 20.

Child activity

  • Children copy hand gesture and echo the matching word (in chorus).
  • Children copy the gesture, vocal and facial expressions and echo the word.
  • Children copy the gestures and echo the words.
  • Children count forwards and backwards in time with you, match hand gestures and echo your words.
  • Children count forwards and backwards in time with the bouncing of the ball.
  • Volunteer places written word alongside number flashcard. Rest of class respond with thumbs up if correct or No if incorrect.
  • Children listen carefully and respond with the appropriate physical action.

Part 2: 15 mins

Teaching sequence (refer to the relating child activities below)

  • Play ‘Only repeat if it’s true’. Hold up a number flashcard 0-4 and state a number 0-4.
  • Introduce numbers 5, 6, 7, counting with classroom objects (for example five pens).
  • OHP – display figures.
  • Pelmanism – Attach number flashcards to the board face down, figures on left hand side and written card on right.
  • Give small number cards out to each child. As you say a number aloud, children must hold up the corresponding card. Mostradme el número cinco... (Show me number 5).
  • Pelmanism in pairs.

Child activity

  • Children watch and listen and echo the number if it matches the flashcard. If there is not a match they remain silent.
  • Children listen to you counting and then repeat the new numbers.
  • Volunteer comes to OHP and points to numbers as you say them.
  • Children come in turn to the board to select one card from the right and one from the left. If they match, child keeps them. Repeat until all the cards have been ‘won’.
  • Children listen to the Spanish number and hold up the corresponding number card.
  • Children use individual number card sets to play pelmanism.

Part 3: 15 mins (refer to the relating child activities below)

Teaching sequence

  • Repeat some of the previous activities to recap numbers 0-7.
  • Work on pronunciation by throwing a softball or beanbag to individual children. As you throw the ball say a number. The child who catches the ball repeats what you have said and throws the ball back to you.
  • Extend with numbers 8, 9, 10. Allow children to practise counting forwards in pairs or small groups. Ask for volunteers to present their work to the class.
  • Play Canta en español 1, Track 1, ‘Los números’. Stop after number 10.
  • Show a number flashcard and ask the children to clap the number of syllables.
  • Activity sheet with numbers and letter strings highlighted.
  • Discuss with children the letters highlighted on the activity sheets. Can they remember how to pronounce the sounds?
  • If time, show the children the video/DVD clip 6 from Early Start Spanish.

Child activity

  • Children speak in chorus and individually.
  • Children listen attentively and echo your word individually.
  • Children practise counting with peers. Children count in pairs from 0-10.
  • Repeat the rap a few times. Children join in singing.
  • Children read the numbers on the flashcard and clap the number of syllables.
  • Children complete activity sheet matching numbers to written word.
  • Children’s attention is drawn to letter strings: cuatro, seis, diez, siete.
  • Children watch the video.

Part 4: 15 mins

Teaching sequence (refer to the relating child activities below)

  • Repeat some of the previous activities to allow children to recall numbers 0-10.
  • Divide the children into groups and give a set of small number cards (in figures) to each group. Then play ‘Tráeme’ (Bring me…) As you ask for a number, the group must take it in turns to bring forward and hand to you the correct card.
  • Attach number cards 4, 5, 6, 7, 8, 9, 10 to the board face down. Point to a card and ask ¿Qué es? (Remember upside down question mark in Spanish!) (‘What is it?’) using facial and body language to suggest the meaning of the question. Say ¿Uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez? Children guess the number on the card. With each guess, turn over the card to show the number. If the guess is correct leave the card with the number showing, but if the guess is incorrect turn the card back.
  • Using a large softball, bounce the ball on the floor. Encourage the children to join in by speaking in chorus 0-10. The speed at which you bounce the ball controls the speed at which the children need to respond.
  • Mime a number 0-10. (Do not vocalise the word but shape your mouth as if you are articulating the sound).

Child activity

  • Children speak in chorus and individually.
  • Children listen attentively and identify the corresponding card. They take turns to bring the card to the front of the class.
  • Children guess the number on each card (taking individual turns).
  • Children say numbers in chorus.
  • Children have to guess the number you are miming.