Unit 6 Spanish Cultivando

Unit 6 Cultivando unas cosas (Growing things) MFL Spanish
Year
QCA 2007 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfes.gov.uk/schemes3/ Unit 6 Cultivando unas cosas (Growing things) 1
3About the unit
In this unit children learn the names of some vegetables grown in a garden and how to say New language
which they like and dislike. They learn how to describe the life cycle of a plant in Spanish and Expressing likes and dislikes (about food)
work on the story of Jack and the Beanstalk, the text of which is provided at the end of this Saying what you would like
unit. Questions: with Qu?
gustar: me/te gusta, me/te gustan
gustar: negative no me gusta / no me gustan
Where the unit fits in querer: (usted) quiere (polite form)
As in Unit 5, children develop the language and vocabulary needed to work on a simple story. ir: (yo) voy
They add to their knowledge of nouns in Spanish. The unit complements life processes, Phonic focus: g (e/i), revision of j, ll and d (th)
studied in the key stage 2 national curriculum for science.
Resources
Prior learning Picture flashcards, real or plastic vegetables
It is helpful if children already know: Small picture cards of vegetables
the life cycle of a plant Text cards or labels for vegetables
no (negative) Bean seeds
the story of Jack and the Beanstalk Extension: Seeds from some of the other vegetables
how to work with a partner in role-playing Picture flashcards or interactive whiteboard images showing stages in the life cycle
querer: (yo) quiero (I would like). of a plant
The text of the story Jack and the Beanstalk (Juanito y las judas mgicas)
Visuals for telling the story
Text cards for key phrases in the story
Worksheet with six key words from the story
Photos or DVD clips of markets in Spain or Spanish-speaking countries
Baskets or bags
Cut-up sentences
Bite-size portions of vegetables to taste
Trays and plates
Links with other subjects Expectations
Primary framework for literacy: sustain attentive listening, responding to what they have At the end of this unit
heard by relevant comments, questions or actions; listen to a talk by an adult, remember most children will: listen with care; ask and answer simple questions with correct
some specific points and identify what they have learnt; speak with clarity and use intonation; identify phonemes that are the same as or different from English or other
appropriate intonation; engage with and respond to texts; listen with enjoyment to stories, languages they know; remember a sequence of spoken words; recognise a negative
songs, rhymes and poems; explain ideas and processes using imaginative and adventurous statement; read familiar words and join in with a non-fiction text; recognise and understand
vocabulary and non-verbal gestures to support communication; present parts of traditional familiar words in written form; write simple phrases using a model
stories for members of their own class; present events and characters through dialogue; write
some children will not have made so much progress and will: require support from a
with consistency in the size and proportion of letters and spacing within and between words,
spoken model or visual clue in producing responses to simple questions; understand
using the correct formation of handwriting joins
names of vegetables with the support of visual clues
Science: understand that life processes common to plants include growth, nutrition and
some children will have progressed further and will: use visual clues to produce phrases,
reproduction
sentences or short passages using memorised language; initiate a conversation when
working with a partner
Unit 6 Cultivando unas cosas (Growing things)
Language
Core language
Te gusta(n) ...? Do you like (singular/plural) ...?
Additional language for teachers
Me gusta(n) ... (mucho) I like (singular/plural) ... (a lot)
A quin le gusta(n) ...? Who likes (singular/plural) ...?
No me gusta(n) ... (mucho) I dont (singular/plural) like ... (much)
Qu falta? Whats missing?
Qu quiere usted? What would you like? (polite form)

Copiad/Copia las etiquetas Copy (plural/singular) the labels
Aqu tiene There you are
Poned/Pon las etiquetas en Put (plural/singular) the labels
Gracias Thank you orden alfabtico in alphabetical order
Additional language for this unit Levantad/levanta la mano Put (plural/singular) your hand up
una juda a bean
una lechuga a lettuce See also:
una semilla a seed The Spanish text for Jack and the Beanstalk
Points to note in Section 2 for a text in Spanish describing the life cycle of a plant
una semilla de juda a bean seed
un pepino a cucumber
un tomate a tomato
(algn) berro (some) cress
el mercado the market
Estoy en el mercado I am at the market
LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
CHILDREN SHOULD LEARN CHILDREN
Section 1. In the vegetable garden
to recognise and respond to Present six vegetables that can be grown in a garden. listen with care and repeat Before allowing children to taste
sound patterns and words Pin flashcards of the vegetables around the room. Call out the name of a words vegetables, ensure that the
(O3.2) vegetable and ask children to point to the correct picture. respond physically and vegetables have been properly
to perform simple Use digital images of the vegetables to play Tres en raya (Noughts and verbally to questions about washed.
communicative tasks (O3.3) Crosses) on the interactive whiteboard. likes and dislikes Talk to children about the
to ask and answer questions If available, look at the seeds of the different vegetables under a digital ask and answer simple importance of intonation when
(KAL) microscope, photograph them and store them in My Pictures for later use questions with correct asking questions in Spanish, ie that
to recognise question forms in a word-processed document or presentation. intonation the voice is very distinctly raised at
and negatives (KAL) Say the words and invite children to repeat. Perform a Mexican Wave, recognise singular and plural the beginning.
to practise with a friend (LLS) chanting each word in turn, as a photo or real vegetable is passed around form of the verb gustar Grammar point: The verb gustar
the class. recognise a negative (to like) is normally used in the third
Give a selection of vegetables to groups of children to taste. After tasting statement person singular, eg Te gusta el
each vegetable, ask A quin le gustan los tomates? (Who likes tomate? (Do you like the tomato?) or
tomatoes?) and so on. Children raise their hands to indicate their third person plural, eg Te gustan
response. los tomates? (Do you like
Ask individual children the question, this time using Te gusta(n) ...? Elicit tomatoes?)
S/No responses. When children are ready to do so, move on to replies Follow-up: Throughout the week,
that involve a whole sentence, eg S, me gustan los tomates (Yes, I like practise asking and answering Te
tomatoes). gusta(n)? with vegetable names,
Children work in pairs using up to four picture cards of vegetables. using Me gusta(n) and No me
One child points to a vegetable and the other says either S, me gusta(n) gusta(n) in the response.
... or No, no me gusta(n) ... Some children will be able to ask the question Follow-up: As a PE warm-up, play
in Spanish, in addition to pointing to the picture card. Others will be able Vegetable Salad: children sit in a
to respond with a one-word answer or physical response. circle and are each given the name
As children become confident, introduce S, me gusta(n) ... mucho of a vegetable. When you call out
(Yes, I like ... a lot). the name of a vegetable, those
Extension: More able pupils could be encouraged to extend their response children change places.
to No, no me gusta(n) ... and no me gusta(n) mucho. (Negatives are Follow-up: Carry out a class survey
introduced in Unit 5.) of childrens favourites from the
Children can take pictures of each other holding pictures of different group of vegetables. Use a graphics
vegetables and show by their expression whether they like them or not. package to record childrens
Superimpose speech bubbles on the pictures, eg No me gustan las judas opinions in picture format.
(I dont like beans). Display the photographs in class or in the corridor. There are various words for bean in
While the rest of the class is working in pairs, you or a teaching assistant Spanish. Alubias, for example, are
can work with a small group to practise questions and answers. similar to baked beans (and haricot
beans).
Extension: Extend questions and answers by revising (Yo) prefiero.
Section 2. Life cycle of a plant
to perform simple Ask children to recall the vegetable names and label each one. recall and use vocabulary Spanish text to describe the life
communicative tasks (O3.3) Give six children a vegetable label each and ask them to stand in a line, in join in with a non-fiction text cycle of a plant:
to listen and respond to alphabetical order of the vegetables, and read the labels aloud. Some read familiar words aloud 1 Aqu tenemos una semilla. Here is
simple rhymes, stories and children will need a copy of the alphabet to refer to. show understanding of what a seed.
songs (O3.1) Show children a bean seed and say Aqu tenemos una semilla. Explain they hear through a physical 2 La raz crece. The root grows.
to recognise some familiar it is a seed. In order to identify which vegetable it came from, ask: response 3 Despus de la raz, el tallo crece.
words in written form (L3.1) Es la semilla de un tomate/pepino/berro? until the seed has been After the root, the stalk grows.
to experiment with the writing correctly identified. 4 Despus del tallo, las hojas crecen.
of simple words (L3.3) Ask children in English what they know about the life cycle of a plant. After the stalk, the leaves grow.
to use gesture and mime to Using pictures, describe in Spanish the different stages (see Points 5 Despus de las hojas, la flor crece.
show they understand (LLS) to note). After the leaves, the flower grows.
Model this again, performing a mime or gesture to illustrate each stage. 6 Despus de la flor, la fruta crece.
Children repeat the words and the mime. This can be repeated several After the flower, the fruit grows.
times. Encourage more reluctant children with plenty of eye contact. 7 La fruta produce semillas. The fruit
Give each child a picture of one of the eight stages. Call out each stage in gives seeds.
order and ask children to arrange themselves accordingly. Repeat with 8 Aqu tenemos una semilla. Here is
different groups of children and, when children are ready to move on, call a seed.
out the stages in random order to encourage them to listen carefully. Follow-up: Throughout the week,
Divide the children into four groups. Each group has one of the following children act out and join in with the
phonemes to listen for: z, c (e/i), ll, j and d (th) and each child in the group telling of the life cycle of a plant.
has the appropriate grapheme card. Read out some of the key words Follow-up: Design a seed packet
introduced so far (eg semilla, juda, hoja, crece and raz) and the children and label in Spanish.
hold up their cards when they hear their sound. Afterwards, they can swap Follow-up: Grow some cress and
cards and repeat the exercise. label it in Spanish. Children could
Extension: Create a labelled display of a wider selection of fruit, take digital photos of the plant
vegetables and their seeds. each day to record its growth.
Extension: Match text with pictures or copy-write stages of the plant Label each with the day and make
life cycle. a presentation that moves
automatically through the stages
of growth.
Follow-up: Copy vegetable words as
a calligram (a word, phrase or poem
in which the handwriting or font is
part of the focus).
Show the names of the vegetables

on the interactive whiteboard. Make
the indefinite articles the same
colour as the background so that
they are invisible until the children
move the words into a different box,
eg a blue box for masculine and red
box for feminine. This will help the
teacher assess whether children
have remembered the article.
NB: It may not be appropriate to use
the grammatical terminology at
this stage.
Section 3. Jack and the Beanstalk
to listen and respond to Introduce some of the key vocabulary in preparation for the story of remember a sequence of Note that the g in gigante and
simple rhymes, stories and Juanito y las judas mgicas: las judas, Juanito, la vaca, el gigante, el spoken words mgicas sounds like the Spanish j
songs (O3.1) castillo, la gallina, el mercado, las monedas de oro (Jack and the join in with storytelling (similar to an h in English) when
to respond to sound patterns Beanstalk: beans, Jack, the cow, the giant, the castle, the hen, the market, followed by i.
and words (O3.2) the gold coins). Collect images from the internet
to use gesture and mime to Present the story with visuals and encourage children to join in. and make an electronic big book of
show they understand (LLS) Choose a selection of phrases and ask children in groups to think of an the story, incorporating sound if
to notice how sounds are appropriate mime. Select groups carefully and allocate simpler sequences possible.
represented in written form to less confident children. Link with literacy work: These
(KAL) For example: activities link to year 1 literacy work
cinco judas mgicas (five magic beans) where children retell stories,
una juda mgica crece y crece y crece (a magic beanstalk grows and ordering events using story
grows and grows) language.
el gigante (the giant) Follow-up: Throughout the week,
Huelo a nio! (I smell a boy!) revise key vocabulary from the story.
las monedas de oro (the golden coins) Follow-up: Begin to build a display
la gallina (the hen) of the story.
el arpa mgica (the magic harp) Follow-up: Practise listening for the
Juanito baja, baja, baja por la juda mgica (Jack goes down, down, sound j. Use a puppet or cardboard
down the magic beanstalk). cut-out to represent Juanito, and
Read the story again and each group performs their mime and joins in have a small bag. Tell the children
when appropriate with their phrase. Repeat again. this is a bolsa mgica and only
Extension: Children can be encouraged to join in with more and more of items containing the sound j can go
the text. into it. Show them a selection of
Read the story again and ask the children to listen for the sound j/g (e/i). objects or picture cards and ask
In groups, the children can be given a giant (puppet or cardboard cut-out), them which items belong in the
which they pass around the circle each time they hear the sound. bolsa mgica. Volunteers can place
Show the children the words judas, gigante, mgicas and hojas. Ask them objects in the bag. A selection of
to find two ways of making the sound j (j and g). Add the new words to the items could include: gigante, judas
j page of the word bank but under a separate column for g. mgicas, arpa mgica, el tallo,
Extension: In literacy, show the children some words beginning with g, hojas, una gallina.
such as gallina, grande, galopa (gallops) and ganso (goose). Ask them
why the g makes a different sound from the g in mgica. Focus particularly
on the word gigante, which has both types of g. Can anyone create a rule?
Compare this to English.

Section 4. Retelling the story
to listen and respond to Play Qu falta? (Whats Missing?) Display pictures of some of the key identify simple phrases Link with work in English: These
simple rhymes, stories and vocabulary from the story of Juanito y las judas mgicas and ask children remember a sequence of activities link to drama work in year
songs (O3.1) to close their eyes. Remove one of the pictures and ask Qu falta? spoken words 3 when children present events
to listen attentively and Children open their eyes and guess which is missing. Select confident write words and simple through dialogue to engage the
understand instructions, children to lead the game for further rounds. If you have made an phrases using a model interest of the audience.
everyday classroom electronic big book (see Points to note in Section 3), add a screen with Follow-up: Throughout the week,
language and praise words pictures of key vocabulary and cover them with coloured masks. These children build a word wall for the j
(O3.4) may be removed gradually to reveal the objects. Alternatively, hide the sound. They can find other words in
to recognise some familiar objects with a blind and reveal them. a picture dictionary.
words in written form (L3.1) Read the story again and dramatise as before. Display the phrases and Follow-up: Play Pon la palabra en el
to experiment with the writing sentences for each group and ask children to identify those that match dibujo (Find the Label), where
of simple words (L3.3) their groups mimes. children match labels to pictures.
to hear main word classes Discuss childrens strategies for managing this task. Follow-up: Children illustrate
(KAL) Highlight the j sound (similar to an h in English but more emphatic) in different parts of the story for a
judas, gigante, mgicas. labelled class display.
Using a prepared worksheet, children label pictures of six key words from Follow-up: Children can create a
the story. On the same sheet, they copy and illustrate the phrase or poster using ICT as above but using
sentence mimed by their group. As an alternative, children could do this as words containing a common sound,
an ICT task, selecting clip art pictures and matching text. incorporating text and clip art and a
Some children can do this activity as a cut-and-paste task rather than a key phrase from the story, eg j
written task. Juanito, un gigante, una arpa
Extension: Play Pelmanism, matching pictures and text from the story. mgica, judas mgicas, hojas,
Extension: Children practise writing key words from memory. Juanito baja por la juda mgica.
The children could use the class
word bank as a reference source
and could even colour-code the
letter strings in their words to match
the page in the word bank. The
posters could form a display and
(if the graphemes have not been
highlighted) children from other
year groups could be encouraged
to work out the common sound for
each poster.

Section 5. At the market
to perform simple Revise the vegetables covered earlier in this unit. recall and use vocabulary Explain that it is polite in Spanish to
communicative tasks (O3.3) In English, talk about Jacks visit to the market. Ask children to think about remember a sequence of address adults you dont know, eg
to listen attentively and what is available to buy in a market, eg could you really buy a cow? Talk spoken words someone who serves you, as usted
understand instructions, about markets in other countries and show photos/DVD clips of markets in and to include seora or seor.
everyday classroom Spain or Spanish-speaking countries. Clips are available from digital Follow-up: Throughout the week,
language and praise words content providers or the internet. Make a presentation of the pictures. practise market role-plays.
(O3.4) Incorporate some Spanish music and play as a running presentation. Follow-up: Begin to develop a role-
to make links between some Each child (or pair) is given a word card for one of the vegetables. Give an play corner for a market. Use ICT to
phonemes, rhymes and instruction to each vegetable, eg Las judas, levantaos, where children design stall signs and labels for
spellings and read aloud holding the bean pictures stand up. Some children can be supported by vegetables.
familiar words (L3.2) having a picture clue on the back of their word card. Follow-up: Talk about fruits and
to locate country/countries Children (each with a vegetable word and/or picture card) sit in a circle vegetables that are particularly
where the language is chanting the following rhyme: Qu quiere usted? Qu quiere usted? associated with regions in Spain or
spoken (IU3.2) (What would you like?) At the same time, a basket or bag is passed round. other Spanish-speaking countries, eg
to identify social conventions When (at your signal) the chanting stops, the child with the bag or basket grapes (for wine), lemons, oranges,
at home and in other names the vegetable on their word card and places it in the basket, saying almonds, avocados. Research (on the
countries (IU3.3) Cuando voy al mercado quiero ... (When I go to market, Id like ...) The internet) festivals held to celebrate
to make indirect or direct game continues until all children have placed their cards in the basket. some of these foods.
contact with the Extension: The above game can be repeated in groups, where children Link with literacy work: This work links
country/countries where the have to remember the order in which vegetable cards are placed in with word-processing short texts
language is spoken (IU3.4) the basket. when presenting literacy work in year
to recognise conventions of Extension: This game can be varied by adding in other known vocabulary 3.
politeness (KAL) from previous units. For the final extension activity, use
to say words to a rhythm Extension: Children can take on the role of a market stallholder and handheld devices to record childrens
(LLS) practise a simple shopping role-play with a partner. performances and use as evidence of
achievement, possibly in conjunction
with an electronic version of the
European Language Portfolio.

Section 6. Buying vegetables
to perform simple Revise vocabulary for vegetables found in a market. communicate with others When choosing a vegetable, accept
communicative tasks (O3.3) With you as the stallholder, children begin to develop role-plays for buying using simple words, phrases from less confident children just the
to recognise some familiar vegetables. and short sentences name of the item.
words in written form (L3.1) Children practise role-plays in pairs. Confident children show their role- recognise and understand Follow-up: Throughout the week,
to recognise conventions of plays to the class. The other children comment on strengths and make familiar words in written form ensure that all children have the
politeness (KAL) suggestions for improvements. use correct pronunciation in chance to show their role-plays to
Show children written sentences for buying and selling vegetables in the spoken work the class.
market. Children read these aloud together. Using an interactive whiteboard,
Pairs of children are given cut-up sentences to reorder and read aloud to make a screen with a picture of a
each other. Some will need the support of picture cues. market stall. Place pictures of
Extension: Children can use picture dictionaries or word banks to find the different fruits and vegetables on the
names of other vegetables or fruit. If the interactive whiteboard has a stall and use an infinite clone
hyperlink function, children can tap on a picture to go to an explanation of function to replicate the items.
the word. You could also display a small part of the picture, eg the stalk of Children can then buy as many
a tomato, from which the children have to identify the whole fruit. They can items as they like without depleting
click on it to see the whole picture as well as the text, in order to check the supply.
whether they are right. Follow-up: Children can have the
Extension: Encourage children to develop their shopping role-play opportunity to practise in the role-
scenarios by using previously learnt phrases such as hello, good morning, play corner.
how are you and goodbye. Follow-up: Make links to any work
that you are doing on the healthy
schools agenda.
End-of-unit activity
to apply the knowledge, skills Children recreate the conversation within the context of an improvised use the language at their Children can use this opportunity to
and understanding in this unit restaurant situation. In groups, one child is given a tray with bite-size disposal to recreate a real- recycle any social language learnt in
portions of vegetables named so far. He or she is the waiter or waitress. life situation previous units.
The rest of the group are the customers and, in turn, they choose a
vegetable to eat.
Juanito y las judas mgicas

ste es el cuento de un nio. Pero durante la noche, una juda Juanito sube por la juda mgica. El gigante aparece.
mgica crece. Sube ... sube ... y sube hasta el cielo. El gigante, grande, grande.
Hola! Cmo te llamas?
Y crece ... y crece ... y crece. Juanito se esconde.
Me llamo Juanito. Y entra en el castillo ...
Oh! Huelo a nio!
Y mira ... la gallina ... y el arpa mgica.
Juanito es pobre ... su mam es pobre ... Pero no encuentra a Juanito.
Juanito sube por la juda mgica.
El gigante aparece.
Juanito y su mam son pobres, Sube ... sube ... y sube hasta el cielo. El gigante se queda dormido.
El gigante, grande, grande.
muy pobres ... ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ
Juanito ve un castillo enorme. Juanito se esconde.
Juanito decide marcharse.
No tienen nada para desayunar ... Pom, pom, pom, pom Hay alguien ah? Huelo a nio!
Se lleva el arpa mgica.
Nada para comer ... Pero no encuentra a Juanito
Juanito entra en el castillo.
Nada para cenar ... Y ste es el final del cuento.
El gigante se queda dormido.
Nada de nada! Ve unas monedas de oro,
ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ Pero el gigante se despierta.
una gallina y un arpa mgica.
La mam dice: Juanito decide marcharse. El gigante corre detrs de Juanito.
Juanito, vamos a vender la vaca. El gigante aparece. Se lleva la gallina. Juanito baja por la juda mgica.
Muu, muu, muu, muu, muu. El gigante, grande, grande. Baja ... baja ... y baja.
Ve al mercado. Juanito se esconde. Juanito baja por la juda mgica. Pero el gigante corre detrs de l.
Rpido, rpido! Huelo a nio! Baja ... baja ... baja.
Juanito busca un hacha.
Pero no encuentra a Juanito. Y entonces ...?
Juanito y la vaca van al mercado. Rpido, rpido!
Se encuentran con un hombre viejo. El gigante se queda dormido ... Juanito sube por la juda mgica. Juanito corta la juda mgica.
Me gustara comprar la vaca. ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ Sube ... sube ... y sube hasta el cielo. Rpido, rpido!
Aqu tienes cinco judas mgicas. Juanito decide marcharse. Plafff!
Y entra en el castillo ...
Una ... Dos ... Tres ... Cuatro ... Cinco. Se lleva las monedas de oro. El gigante se cae.
Y mira ... el arpa mgica.
Plafff!
Pero la mam le dice: Juanito baja por la juda mgica.
Y ste es el final del gigante.
Qu tonto eres! Baja ... baja ... baja.
Ella coge las judas ... las judas Y entonces ...?
mgicas ...
Una ... Dos ... Tres ... Cuatro ... Cinco.
Y las tira al suelo.
Jack and the Beanstalk

This is the story of a boy. But during the night, a magic Jack climbs the magic beanstalk. The giant appears.
beanstalk grows. He climbs ... climbs ... and climbs ... right up The big, big, giant.
Hello! Whats your name?
And grows ... and grows ... and grows ... to the sky. Jack hides.
My name is Jack.
Whoosh! I smell a boy.
And enters the castle ...
Jack is poor ... Mother is poor ... But he doesnt find Jack.
Jack climbs the magic beanstalk. And he sees ... the hen ... and the
Jack and his mother are poor, very poor ... He climbs ... climbs ... and climbs ... right up magic harp. The giant falls asleep.
to the sky. ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ
Nothing for breakfast ... The giant appears.
Jack decides to creep in.
Nothing for lunch ... Jack sees a huge castle. The big, big, giant.
He takes the magic harp.
Nothing for supper ... Knock, knock, knock, knock ... is there Jack hides.
Nothing at all! anybody there? I smell a boy. And thats the end of the story.
But he doesnt find Jack. But the giant wakes up.
Mother says: Jack enters the castle.
The giant chases Jack.
Jack, lets sell the cow. The giant falls asleep.
He sees some gold coins, Jack slides down the beanstalk.
Moo, moo, moo, moo, moo. ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ
A hen and a magic harp. Down ... down ... and down.
Go to the market Jack decides to creep in.
But the giant comes after him.
Quick! Quick! The giant appears. He takes the hen.
The big, big, giant. Jack looks for an axe.
Jack and the cow go to the market. Jack slides down the magic beanstalk ...
Jack hides. Quick! Quick!
They meet an old man. Down ... down ... down.
I smell a boy. Jack chops down the beanstalk.
Id like to buy the cow. Here are five magic And then?
But he doesnt find Jack. Quick! Quick!
beans.
Jack climbs the magic beanstalk. Crash!
One ... two ... three ... four ... five ... The giant falls asleep.
He climbs ... climbs ... climbs ... right up to The giant falls ...
ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ
But mother says: the sky. Crash!
Jack decides to creep in.
How stupid you are! And thats the end of the giant.
He takes the gold coins. And enters the castle ...
She takes the beans ... the magic
And he sees ... the magic harp.
beans ... Jack slides down the magic beanstalk ...
One ... two ... three ... four ... five ... Down ... down ... down.
And throws them to the ground. And then?
QCA
Ref: 2007
QCA/07/3086 Browse, save, edit
Qualifications and or print Schemes
Curriculum of Work
Authority 2007from the Standards Site at www.standards.dfes.gov.uk/schemes3/ Unit 6 Cultivando unas cosas (Growing things) 13

Unit 6 Spanish Cultivando

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Unit 6 Spanish Cultivando

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Unit 6 Cultivando unas cosas (Growing things) MFL Spanish

Qu quiere usted? What would you like? (polite form)

Section 1. In the vegetable garden

Section 2. Life cycle of a plant

Show the names of the vegetables

Section 3. Jack and the Beanstalk

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE

Section 4. Retelling the story

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE

Section 5. At the market

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE

Section 6. Buying vegetables

Juanito y las judas mgicas

Jack and the Beanstalk

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