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Differentiation within the Spanish SoW

Supporting lower proficiency learners:

by support
by task
by outcome

Activity Selection:

Year 7 Spanish

Term 3.2 - Weeks 4 – 5 + 7

10/06/21

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Spanish Y7 Term 3.2 weeks 4-5 + 7

The verb ‘ir’ (to go, going) - voy / vas / va / vamos / a (present); ir a + infinitive to express future
Progression:

Week 4 – lesson 1 ‘voy’ & ‘va’; lesson 2 ‘vas’ & ‘va’

Week 5 – lesson 1 ‘vamos’ & ‘voy/vas/va’; lesson 2 ‘ir a’ +infinitive

Week 7 – revision week – lesson 2 ‘ir’ for habitual actions [revisited] ‘ir a’ +infintive to express future [revisited]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Spanish Y7 Term 3.2 weeks 4-5 + 7

3.2	Wk 1	revision week - plural def and indefinite articles, son, están; TENER in singular/plural persons
	Wk 2	assessment week
	Wk 3	mi vs mis; tu vs tus; es/son; está/están; tiene/tienen; -ar/-er/-ir verbs 3rd person sing. vs plural
	Wk 4	IR (to go, going) - voy / vas / va / a (present); al vs a la
	Wk 5	1st person plural for -ar verbs; IR - voy / vas / va / ir a + infinitive to express future; al vs a la
	Wk 6	Week for text exploitation: La playa (Juan Guinea Díaz)
	Wk 7	revision week

Lesson 1: ‘voy’ & ‘va’

Lesson 2: ‘vas’ & ‘va’

Lesson 1: ‘voy/vas/va’ & ‘vamos’

Lesson 2: ‘ir a’ +inf

Lesson 2: ‘ir’ for habitual actions [revisited]

‘ir a’ + infinitive to express future [revisited]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Differentiation by: support

Example Y7 T3.2 W4 (lesson 1)
Receptive mode/ written and oral modalities: �reading and listening
Grammatical focus: �lesson one 1^st and 2^nd persons of the verb ‘ir’

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Supporting lower proficiency learners

Vocabulario

(p43)

(p44)

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Using the verb ‘IR’ (to go)�

Some verbs do not follow the general rules.

The verb ‘ir’ (to go) is an example of this.

To say ‘I go’ say ‘voy’:

Voy a la playa los domingos.

I go to the beach on Sundays.

To say ‘s/he goes’ say ‘va’:

Want to say how you go somewhere?

Spanish often uses ‘en’.

Voy en coche.

I go by car.

Voy en bici.

I go by bike.

I go by train.

Voy en tren.

Va a Italia en febrero.

S/he goes to Italy in February.

This is the first lesson where students are introduced to the verb ‘ir’.

In this lesson, consistent with the principle of avoiding introducing too much too soon, the pair of features focussed on here is first person singular and third person singular.

Original teacher notes

Timing: 2 minutes

Aim: to introduce 1^st person singular and 3^rd person singular forms of ‘ir’ in the present tense.

Procedure:

Click to go through the explanation and examples of the 1^st person and 3^rd person singular of ‘ir’.
A callout also shows how you often say how you might have travelled. Answers here can be provided by students before clicking to show the answer. The last of these is from English to Spanish.

Notes:

The 2^nd person singular form is taught in the second part of this two-lesson sequence.

Two words from Term 2.2, Week 4 are revisited here: coche [1190] and tren [1488].

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Using the verb ‘IR’ (to go)�

Supporting lower proficiency learners

Voy =

I go

Voy a la playa.

I go to the beach.

Va =

S/he goes

Va a Italia.

S/he goes to Italy.

Voy en coche.

Voy en bici.

I go by bike.

Voy en tren.

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voy�

[I go]

va

[s/he goes]

Ahead of the listening and reading input activities, an opportunity is offered, after the explicit grammar explanation to reinforce these two specific verb forms.

Acquiring a good verb lexicon is essential, as we have said, hence the attention given to the highly frequent verb ‘ir’ and will be particularly beneficial to lower proficiency learners.

Original teacher notes

Timing: 3 minutes (for slides 14-19)

Aim: to introduce and familiarise students with the 1^st and 3^rd person singular forms of ‘ir’

Procedure:

Bring up the word ‘voy’ on its own, say it, students repeat it, and teachers remind them of the phonics.
Try to elicit the meaning from the students.
Bring up the English translations.
Bring up the 3^rd person form ‘va’, say it, and students repeat it.
Try to elicit the meanings from the students.

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voy�

[I go]

va

[s/he goes, it goes]

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voy

[I go]

Voy a la playa.

[I go to the beach.]

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va�

[s/he goes]

Va a Italia.

[S/he goes to Italy.]

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voy

[I go]

Voy a la playa.

[I go to the beach.]

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va

[s/he goes, it goes]

Va a Italia.

[S/he goes to Italy.]

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Differentiation by: task type

Example Y7 T3.2 W4 (lesson 1)
Receptive mode/ written and oral modalities: �reading and listening
Grammatical focus: �1^st and 3^rd person singular of ‘ir’

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leer / escuchar

Virginia habla de su amigo Borja en Whatsapp. Lee las frases y marca la opción correcta. Después, escucha los mensajes de audio.

La acción, ¿cuándo es? Escribe en inglés.

¿Quién?

¿Cuándo?

(en inglés)

	Virginia ‘I’	Borja ‘he’	¿Dónde?
Va a la _______ después de comer.
Cada enero va al _______ de Italia.
En febrero voy al _______ de mi abuela.
Va a la _______ todos los días.
Nunca voy al _______ sin mi perro.
Voy al _______ durante las vacaciones.

1

playa
centro

after eating

2

oeste
montaña

every January

3

casa
barrio

in February

4

mercado
escuela

every day

5

parque
ciudad

never

6

tienda
mar

during the holidays

Supporting lower proficiency learners

Have students concentrate on the first part of the task only.

This reading activity offers many layers of differentiation.

The primary focus is on practising the newly introduced 1^st and 3^rd person singular forms of the verb ‘ir’.

Students could be asked to complete the first part only- identify who is performing the action.

With a mixed ability class, keep the slide as is, to include both support and challenge options.

With a setted group, simplify the slide if you feel this would help.

Gauge with your groups how to explain the different levels of challenge within the activity.

Some students feel reassured by having a simplified option, others enjoy giving the challenge a go.

You will know how best to set this up.

Teachers could consider asking students to mark their work in three sets, to allow students to feel successful and give the teacher an indication of how students did with the three aspects of the task.

Original teacher notes

Estimated time: 7 minutes

This reading/listening task uses the vocabulary from this week’s set, together with other previously taught vocabulary, as listed below.

Note: The names of the two characters in the task instruction give students a moment to revisit this week’s SSCs, together with SCCs ‘gi’ and ‘j’.

Procedure: In this activity students first read the sentences and write down:

who is performing the action, Viriginia (‘I) or Borja (‘he’).
where the action takes place – students need to think which is the correct option depending on the gender (a la = feminine, al = masculine).
when – students write the frequency adverb/time expression in English.

Then, students can check their answers by listening to the recordings.

Most of the nouns have regular gender marking (-o ending for masculine, -a ending for feminine). If they are unsure, it is fine for them to ask for the gender. They will still need to connect this to ‘al’ or ‘a la’, which is the main thing when practising this grammar feature.

Students may have already offered a correct translation for todos los días. However, on the final clicks, a speech bubble appears to draw extra attention to this recently taught construction. The final example appears with the English first, to elicit the Spanish sentence from students.

In the next slide there is another activity to practise this construction more.

Transcript:

Va a la playa después de comer.
Cada enero va al oeste de Italia.
En febrero voy al barrio de mi abuela.
Va a la escuela todos los días.
Nunca voy al parque sin mi perro.
Voy al mar durante las vacaciones.

Words included from this week [frequency ranking]:

voy; va [ir-33]; barrio [940]; al [a-8]; Italia [N/A]; playa [1475]; enero [1173]; febrero [1419]; sin [54]; día [65]

Word included from previous weeks [frequency ranking]:

después [150] 3.1.5

comer [347] 3.1.2

cada [107] 3.1.1

oeste [107] 2.2.4�viernes [1650] 2.2.3

mi [37] 3.2.3�abuela [717] 2.1.2

escuela [424] 1.2.5

todo¹ [472] 3.1.6

nunca [158] 3.1.4

mis [37] 3.2.3

perro [888] 2.1.2

mar [480] 3.1.1

durante [139] 3.1.1

vacaciones [2641] 3.1.1

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leer / escuchar

	Virginia ‘I’	Borja ‘he’
Va a la playa después de comer.
Cada enero va al oeste de Italia.
En febrero voy al barrio de mi abuela.
Va a la escuela todos los días.
Nunca voy al parque sin mi perro.
Voy al mar durante las vacaciones.

Virginia habla de su amigo Borja en Whatsapp. Lee las frases y marca la opción correcta. Después, escucha los mensajes de audio.

Supporting lower proficiency learners

¿Quién?

1

2

3

4

5

6

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leer / escuchar

	Virginia ‘I’	Borja ‘he’
Va a la playa después de comer.
Cada enero va al oeste de Italia.
En febrero voy al barrio de mi abuela.
Va a la escuela todos los días.
Nunca voy al parque sin mi perro.
Voy al mar durante las vacaciones.

Virginia habla de su amigo Borja en Whatsapp. Lee las frases y marca la opción correcta. Después, escucha los mensajes de audio.

Supporting lower proficiency learners

¿Quién?

¿Dónde?

1

beach

2

east

3

neighbourhood

4

school

5

park

6

sea

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leer / escuchar

Virginia habla de su amigo Borja en Whatsapp. Lee las frases y marca la opción correcta. Después, escucha los mensajes de audio.

	Virginia ‘I’	Borja ‘he’
Va a la después de comer.
Cada enero va al de Italia.
En febrero voy al de mi abuela.
Va a la todos los días.
Nunca voy al sin mi perro.
Voy al durante las vacaciones.

Supporting lower proficiency learners

¿Quién?

1

playa
centro

2

oeste
montaña

3

casa
barrio

4

mercado
escuela

5

parque
ciudad

6

tienda
mar

Ayuda

Feminino

la casa

la montaña

la playa

la escuela

la ciudad

la tienda

Masculino

el centro

el oeste

el barrio

el parque

el mar

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leer

Supporting lower proficiency learners

¿En inglés?


	Va a la playa después de comer.
	Cada enero va al oeste de Italia.
	En febrero voy al barrio de mi abuela.
	Va a la escuela todos los días.
	Nunca voy al parque sin mi perro.
	Voy al mar durante las vacaciones.

1

He goes to the beach

2

He goes to the east

3

I go to the neighbourhood

4

He goes to school

5

I go to the park

6

I go to the sea

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I, she or we?

Daniel

Ana

Lucía

escuchar

La familia López va a lugares diferentes. Lucía habla a Daniel. También habla de Ana (la madre).

Escucha. ¿Quién es?

Luego, escucha otra vez. ¿Dónde va la persona, y cuándo?

Lucía (‘I’)	Lucía y Diego (‘we’)	Ana (‘she’)	¿Dónde?	¿Cuándo? (en inglés)

E.G.

island

in March

Supporting lower proficiency learners

After extensive initial practice of pairs of features, very gradually, activities in week 5 move to incorporate more than two features.

Supporting lower proficiency learners

Use of a worked example aids students’ understanding of the task requirements.

Before moving on, just to reference here 3.2.5 lesson 1 to show the progression – after plenty of practice, activities incorporate more that two features, but modelled in advance and again with multiple layers of differentiation offered as previously explored.

Original teacher notes

Estimated time (slides 12-13): 10 minutes

In this listening activity, students listen out for ‘voy’, ‘va’ or ‘vamos’ and decide which person the verb refers to. The listening also acts as a vocabulary refresher of places and times/adverbs of frequency ahead of the reading and writing activity in this lesson, where students will be required to write in Spanish. Click on the ‘E.G.’ button to hear the example.

Scope for differentiation:

The core focus here is on person agreement with ‘ir’, so lower proficiency groups be asked to just focus on this. However, if they also manage to understand when and where, they could receive bonus points. Higher proficiency groups could complete all columns. Some students may even be able to complete more than one column as they go, rather than needing to focus first on the grammar, and later for the vocabulary. The answers on the next slide appear will appear column by column.

A note on ‘dónde’ and ‘adónde’: according to Butt and Benjamin (2004) ‘dónde’ and ‘adónde’ may both be used with verbs of motion. Thus, ‘¿adónde van ustedes?’ and ‘¿dónde van ustedes?’ are both correct. This is supported by the RAE, which gives ‘¿Dónde vas?’ as an example of how ‘dónde’ can be used with verbs to indicate movement or destination. The frequency of ‘adónde’ [3994] also suggests that it is not essential to teach in Year 7. We therefore use ‘dónde’ as an interrogative with the verb ‘ir’.

Butt, J. & Benjamin, C. (2004). A new reference grammar of modern Spanish (4^th ed.). London: Hodder.

TRANSCRIPT

e.g. Vamos a la isla en marzo.

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I, she or we?

escuchar

Lucía (‘I’)	Lucía y Diego (‘we’)	Ana (‘she’)	¿Dónde? (en inglés)	¿Cuándo? (en inglés)

1

work

every day

2

beach

in the morning

3

abroad

during the holidays

4

mountain

in April

5

church

on Saturdays

6

park

in the afternoon/evening

7

Italy

always

8

market

normally

9

countryside

in August

10

museum

at night

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IR – to go

leer / escribir

Supporting lower proficiency learners

Va al______

parque

I	you
s/he	we

Here we can see how learning steadily moves on to incorporate practice of the four forms of ‘ir’ learnt so far, combined with a further opportunity to practise al vs. a la.

Note in the teacher notes below that this follows on from a listening activity where all the places required for this task have been heard.

If the whole class requires it, the Spanish words for the places could be on screen (again, to focus on the grammar connection al / a la rather than the vocabulary simultaneously).�Or the place vocabulary could be prompted by a first letter, which often is sufficient as a memory trigger.

Original teacher notes

Estimated time: 5 - 7 minutes

The focus of this activity is twofold:

practising the four forms of the verb ‘ir’ learnt so far as a reading input activity
recapping the difference between al vs. a la as a progression from the previous week with a greater degree of challenge: students have to choose which noun (masc. or fem.) must appear after ‘al’ or ‘a la’ and then write it themselves to complete the sentence. Consider allowing recourse to reference materials e.g. exercise/vocabulary books if needed.

Doing the listening activity beforehand allows students practice in hearing the nouns that are used in the written production part of this activity.

This could be done in exercise books or on mini-whiteboards. Students write the correct subject of the verb and the correct noun in Spanish.

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escuchar

La familia va a ir de vacaciones en julio. Ana hace unas llamadas. Escucha los mensajes. ¿Quién va a ir? ¿Y dónde (‘A’ o ‘B’)?

A

B

1

I	you
s/he	we

playa

2

I	you
s/he	we

M

museo

3

I	you
s/he	we

extranjero

4

I	you
s/he	we

isla

A

B

[abroad]

5

I	you
s/he	we

[abroad]

tienda

6

I	you
s/he	we

[mountain]

[countryside]

montaña

7

I	you
s/he	we

[countryside]

campo

8

I	you
s/he	we

Santander

banco

Again, included here to show progression, this task is from 3.2.5 lesson 2.

This listening practice offers valuable input practice of the two grammar foci:

the four forms of the verb ‘ir’ learnt so far

combined with further practice of al vs. a la.

To support lower proficiency learners, the place vocabulary could be again prompted by a first letter.

Original teacher notes

Timing: 8 minutes

Aim: listening exercise to recognise which form of ‘ir’ is being used and to recap ‘a la’ vs ‘al’.

Procedure:

Ask students to translate the task instructions and then ask students to listen to the sentences. Play the audio by clicking the number button. Each question is revealed individually, and then the answers are shown before showing the next question.
Students first decide who is being referred to. Because they have now had extensive practice with the different parts of ‘ir’, these can be brought together in the same activity.
Play the audio again. This time, students also decide which picture, A or B, is correct, in each case. Each pair of pictures juxtaposes a masculine and feminine noun and students have to decide which one the sentence must end with, having heard ‘al’ or ‘a la’.

Transcript:

1) vamos a ir a la…

2) vas a ir al…

3) voy a ir al…

4) va a ir a la…

5) vas a ir a la…

6) voy a ir a la…

7) vamos a ir al…

8) va a ir al…

Notes:

The context (‘va a ir de vacaciones’) highlights that the sentences in the activity will refer to the future. Elicit this from students (e.g. ‘¿Las vacaciones son cada julio o en el futuro?’).

Vocabulary revisited from 3.1.6 in task instructions: mensaje [847]; llamada [1324]

�

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escribir

İAhora escribe las frases!

A

B

A

B

1

I	you
s/he	we

playa

2

I	you
s/he	we

M

museo

3

I	you
s/he	we

[abroad]

extranjero

4

I	you
s/he	we

isla

5

I	you
s/he	we

[abroad]

tienda

6

I	you
s/he	we

[mountain]

[countryside]

montaña

7

I	you
s/he	we

[countryside]

campo

8

I	you
s/he	we

Santander

banco

Vas a ir a la tienda.

escribir

A reinforcement activity is included to allow students further production practice, now at sentence level.

This builds on the listening activity and offers highly scaffolded production practice as an interim step ahead of freer production practice activities to follow.

These types of activity support lower proficiency learners to consolidate their knowledge of these grammatical structures.

With higher proficiency groups, this interim step may not be needed.

Teachers could progress directly onto the freer production activities.

Original teacher notes

Timing: 5 minutes (for slides 33-40)

Aim: to ensure students can use the three parts of the structure (ir + a + infinitive) correctly and to continue to embed ‘al’ and ‘a la’.

Procedure:

Students can either complete this writing activity in their exercise books or on mini-whiteboards. Students should write the whole sentence indicated by the flashing circle around the number.
Answers are then revealed by clicking.
Follow the same procedure for the next 7 slides.

�

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Differentiation by: outcome

Example Y7 T3.2 W4 (lesson 1)
Productive and receptive modes / oral modality: �speaking and listening
Grammatical focus: �1^st and 3^rd persons of ‘ir’ & ‘al’ vs. ‘a la’

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hablar / escuchar

Hablas con un compañero de una amiga en Italia.

Persona A: Tell your partner where you go and when and where your friend in Italy goes and when.

Use ‘voy’ to talk about ‘I’.
Use ‘va’ to talk about ‘she’.

Persona B: Escucha y completa la tabla en inglés.

Ejemplo:

Persona A:

Yo

Mi amiga

¿Dónde y cuándo?


	X	el norte – los domingos

Va al norte los domingos.

Persona B:

	‘I go’ or ‘she goes’?	¿Dónde?	¿Cuándo?
1

She goes

the north

Sundays

hablar / escuchar

Supporting lower proficiency learners

Use of a worked example aids students’ understanding of the task requirements.

This is the speaking task from 3.2.4 lesson one.

Here we have the instructions being modelled by of use of a worked example.

Let’s take a closer look at the speaking cards.

Original teacher notes

Timing: 10 minutes

Aim: correct use and understanding of ‘voy’ and ‘va’ to convey ‘I go’ or ‘s/he goes’. The activity also provides the opportunity to consolidate use of ‘al’ with singular masculine nouns and ‘a la’ with singular feminine nouns.

Procedure:

This slide explains the activity and provides an example. Click to go through the process.
It might be useful for pairs to be given their card before the explanation so that they can see clearly what should happen. The next slide shows the cards for each partner. These slides should not be shown during the activity.
For the listening part, ask students to copy down a blank version of the grid on the right-hand side of this slide, with numbers 1-6.

Notes:

The lexical information (where and when each person goes) is given in Spanish to the person speaking. This allows for greater focus on the grammar (choosing whether to say ‘voy’ or ‘va’ and ‘al’ or ‘a la’). This also prevents copying, since the listener is expected to write the English. In lesson 2, the person speaking will be expected to produce the sentence in Spanish, based on an English prompt.

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Persona A

		¿Dónde y cuándo?
X		el norte – los sábados
	X	el edificio antiguo – durante las vacaciones
	X	la estación – por la mañana
X		el este – en enero.
X		la clase de Chino – los martes
	X	la playa – todas las tardes

Yo

Mi amiga

Persona B

		¿Dónde y cuándo?
X		el banco – a veces
X		la iglesia grande – los domingos
	X	el barrio bonito – normalmente
	X	la calle – todos los días.
X		el mercado – febrero
	X	la tienda – los lunes

Yo

Mi amiga

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

hablar / escuchar

The lexical information (where and when each person goes) is given in Spanish to the person speaking. �This reduces the lexical cognitive load to focus on the grammar (choosing whether to say ‘voy’ or ‘va’ and ‘al’ or ‘a la’). �Incidentally, it also prevents copying, since the listener is expected to write the English. ��It’s in lesson 2, the person speaking will be expected to produce the sentence in Spanish, based on an English prompt.

In this task, the speaker says everything; three details in total.

Differentiation by outcome allows partners to understand one, two or three pieces of information. �

SPEAKING CARDS - DO NOT DISPLAY DURING ACTIVITY

Target sentences:

Person A

Voy al norte los sábados.
Va al edificio antiguo durante las vacaciones.
Va a la estación por la mañana.
Voy al este en enero.
Voy a la clase de chino los martes.
Va a la playa todas las tardes.

Person B

Voy al banco a veces.
Voy a la iglesia grande los domingos.
Va al barrio bonito normalmente.
Va a la calle todos los días.
Voy al mercado en febrero.
Va a la tiendas los lunes.

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Persona A

Respuestas

hablar / escuchar

	‘I go’ or ‘she goes?	¿Dónde?	¿Cuándo?
1
2
3
4
5
6

I go

the bank

sometimes

I go

the big church

Sundays

She goes

the beautiful neighbourhood

normally

She goes

the street

every day

I go

the market

February

She goes

the shop

Mondays

Persona B

	‘I go’ or ‘she goes?	¿Dónde?	¿Cuándo?
1
2
3
4
5
6

I go

the north

Saturdays

She goes

the old building

during the holidays

She goes

the station

in the morning

I go

the east

January

I go

the Chinese class

Tuesdays

She goes

the beach

every evening

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Differentiation by: support, task and outcome

Example Y7 T3.2 W7 (lesson 2)
Productive mode / oral and written modality:�speaking and writing
Grammatical foci: �two constructions ‘ir a’ (habitual present tense) and ‘ir a’ + infinitive, in the affirmative and negative plus correct use of ‘al’ vs. ‘a la’

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İEscribimos!

escribir

Preguntas

Respuestas

1	[Do you go]	[Normally I go with my]
1	¿Vas al museo normalmente?	Sí, normalmente voy con mi abuela.
2	[Are you going to go]
2	¿Vas a ir a la playa en agosto?	No, no voy a ir a la playa, pero voy a ir a las tiendas con mis primos.
3	[Are you going to eat] [tasty]	[eat tasty food in the centre]
3	¿Vas a comer comida rica?	Sí, voy a comer comida rica en el centro.
4	[Do you go]	[every July] [I learn to
4	¿Vas a las montañas cada julio?	Sí, voy a las montañas cada julio. Aprendo a montar a caballo allí.

M

[normally]

[in August]

[every July]

[but]

[with my cousins]

there.

This final activity as part of the revision lesson brings together students’ learning on ‘ir’ for habitual actions in present and future plans. �You will see from the teacher notes below that this activity can be used to reinforce a number of other grammar features, as well as offering the opportunity to recycle vocabulary. �If we first look at differentiation by support, a help slide is shown on the next slide that could be used by students alongside this activity, to act as an in-class aid for vocabulary and grammar explanations.

Original teacher notes

Timing: 8 minutes

Aim: to practise producing (in writing) the two constructions ‘ir a’ (habitual present tense) and ‘ir a + infinitive’ (future plans), in the affirmative and negative.

Procedure:

Ask students to write 4 pairs of questions and answers with the verb ‘ir’ (in 1^st and 2^nd person singular), using the word and picture prompts.

2. Check answers by clicking on the blue boxes.

Notes:

Teachers can use this to reinforce a number of different grammatical features (as well as immediate future and the range of recycled vocabulary):

al vs a a la
mi / mis
negative ‘no’
adjective agreement – comida rica

Encourage students to use raised intonation when volunteering the questions as part of the feedback.

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Ayuda

Supporting lower proficiency learners

Vocabulario

When

normalmente – normally

en agosto – in August

cada julio – every July

Who with

con – with

mi abuela – my grandma

mis primos – my cousins

Where

el museo – the museum

el centro – the

la playa – the beach

las tiendas – the shops

las montañas – the mountains

Vocabulario

What

comida rica – tasty food

montar a caballo – to horseride

Or:

la comida – food

rico - tasty

Gramática

Saying ‘to the’

Masculine Feminine

a + el 🡪 al (to the) a la (to the)

Present tense (normally) Future tense

Voy = I go Voy a + infinitive

Vas = you go Vas a + infinitive

Infinitives

ir – to go

Questions comer – to eat

¿ Vas… ? / ¿Vas a + inf…?

Do you go…? / Are you going to go…?

To promote recall, rather than having the sheet on the desk for constant referral and in order to maintain a degree of challenge, students could be asked to have this help sheet face down on their desks and that they try to remember vocab items and grammar rules before they check the sheet. �Once checked, they should turn the sheet back over. �Another way to make use of this sheet would be to ask students to read the sheet for 2 minutes ahead of the activity as a quick refresh, either asking students to make no further reference to it, or limiting the number of times the sheet could be referred to (‘lifeline’ style).

These methods could be particularly useful for mixed ability groups where various levels of challenge are required to meet the span of ability across the group.

Where students’ retention is very poor, then allowing the sheet to be referred to throughout may be of benefit. �Remember though that some ‘attempt to recall’ is needed to strengthen memory, so it may be better to reduce the number of items students are required to produce, and instruct them to repeat the task, with less support each time. i.e. whilst others produced 4 questions and answers, they produce 1 or 2, several times, referring to the sheet initially, then reducing their own reference to it.�

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İEscribimos!

escribir

1	[Do you go]	[Normally I go with my]
1	¿__________________ al museo normalmente?	Sí, normalmente _________ con mi abuela.
2	[Are you going to go]
2	¿ _________________ a la playa en agosto?	No, _____________ a la playa, pero _______________ a las tiendas con mis primos.
3	[Are you going to eat] [tasty]	[eat tasty food in the centre]
3	¿__________________ comida rica?	Sí, _______________ comida rica en el centro.
4	[Do you go]	[every July] [I learn to
4	¿_________________ a las montañas cada julio?	Sí, ____________ a las montañas cada julio. Aprendo a montar a caballo allí.

M

Pregunta

Respuesta

[normally]

[in August]

[every July]

[but]

[with my cousins]

there.

Vas

voy

Vas a ir

no voy a ir

voy a ir

Vas a comer

voy a comer

Vas

voy

Supporting lower proficiency learners

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İEscribimos!

escribir

1	[Do you go]	[Normally I go with my]
1	¿_________________ museo normalmente?	Sí, normalmente _________ con mi abuela.
2	[Are you going to go]
2	¿ _________________ playa en agosto?	No, _____________ playa, pero _______________ tiendas con mis primos.
3	[Are you going to eat] [tasty]	[eat tasty food in the centre]
3	¿__________________ comida rica?	Sí, _______________ comida rica en el centro.
4	[Do you go]	[every July] [I learn to
4	¿_________________ montañas cada julio?	Sí, ____________ montañas cada julio. Aprendo a montar a caballo allí.

M

Pregunta

Respuesta

[normally]

[in August]

[every July]

[but]

[with my cousins]

there.

Vas

voy

Vas a ir

no voy a ir

voy a ir

Vas a comer

voy a comer

Vas

voy

__

al

__

a la

__

a la

__

a las

__

a las

__

a las

Supporting lower proficiency learners

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İHablamos y escribimos!

hablar / escribir

Supporting lower proficiency learners

Pregunta

Respuesta

1	[Do you go]	[Normally I go with my]
1	¿Vas al museo normalmente?	Sí, normalmente voy con mi abuela.

[normally]

Vocabulario

normalmente – normally

el museo – the museum

con – with

mi abuela – my grandma

Gramática

Questions

¿ Vas… ? / ¿Vas a + inf…?

Do you go…? / Are you going to go…?

Present tense Future tense

Voy = I go Voy a + infinitive = I am going to…

Vas = you go Vas a + infinitive = you are going to…

Infinitives:

ir – to go / comer – to eat

Gramática

Saying ‘to the’

Masculine Feminine

a + el 🡪 al (to the) a la (to the)

M

Here we combine differentiation by support, task and outcome.

Breaking the task down in this way allows the teacher to make increased use of modelling and thinking out loud strategies to scaffold students’ thinking before they complete each set of questions and answers. �The vocab and grammar supports are also included on the slide for easy reference during the ‘thinking out loud’ stage. �The slide is currently set up so these disappear, so that students are compelled to produce the answers from memory. �Where appropriate for some students, the support sheet could be used. �Naturally, given the multiple grammar foci of these sentences, students will produce answers to a greater of lesser degree of accuracy. �Teachers could consider using a points system for scoring (or at least stimulate reflection in the feedback without answers needing to be either right or wrong) � - i.e. points for the correct verbs, correct use of al vs. a la, correct vocabulary, correct adjective agreement, correct use of negative no, correct use of mi/mis etc. �This would allow students to articulate their success and areas for development at the end of the activity.

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İHablamas y escribimos!

hablar / escribir

Supporting lower proficiency learners

Pregunta

Respuesta

[Are you going to go]
¿Vas a ir a la playa en agosto?	No, no voy a ir a la playa, pero voy a ir a las tiendas con mis primos.

2
2

[in August]

[but]

[with my cousins]

Vocabulario

la playa – the beach

las tiendas – the shops

con – with

mis primos – my cousins

en agosto – in August

pero – but

Gramática

Questions

¿ Vas… ? / ¿Vas a + inf…?

Do you go…? / Are you going to go…?

Present tense Future tense

Voy = I go Voy a + infinitive = I am going to…

Vas = you go Vas a + infinitive = you are going to…

Infinitives:

Negatives ir – to go / comer – to eat

No voy / No voy a + inf

I do not go / I am not going to go

Gramática

Saying ‘to the’

Masculine Feminine

a + el 🡪 al (to the) a la (to the)

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İHablamos y escribimos!

hablar / escribir

Supporting lower proficiency learners

Pregunta

Respuesta

3
3

[Are you going to eat] [tasty]	[eat tasty food in the centre]
¿Vas a comer comida rica?	Sí, voy a comer comida rica en el centro.

Vocabulario

el centro – the

comida rica – tasty food

(la comida – food)

(rico – tasty)

Gramática

Questions

¿ Vas… ? / ¿Vas a + inf…?

Do you go…? / Are you going to go…?

Present tense Future tense

Voy = I go Voy a + infinitive = I am going to…

Vas = you go Vas a + infinitive = you are going to…

Infinitives:

ir – to go / comer – to eat

Gramática

Saying ‘to the’

Masculine Feminine

a + el 🡪 al (to the) a la (to the)

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İHablamos y escribimos!

hablar / escribir

Supporting lower proficiency learners

Pregunta

Respuesta

[Do you go]	[every July] [I learn to there].
¿Vas a las montañas cada julio?	Sí, voy a las montañas cada julio. Aprendo a montar a caballo allí.

4
4

[every July]

Vocabulario

las montañas– the mountains

cada julio –every July

montar a caballo – to horseride

allí – there

Gramática

Questions

¿ Vas… ? / ¿Vas a + inf…?

Do you go…? / Are you going to go…?

Present tense Future tense

Voy = I go Voy a + infinitive = I am going to…

Vas = you go Vas a + infinitive = you are going to…

Infinitives:

ir – to go / comer – to eat

Gramática

Saying ‘to the’

Masculine Feminine

a + el 🡪 al (to the) a la (to the)

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Examples from teachers using the NCELP SoW

Example Y7 T3.2 W7 (lesson 2)
Receptive mode / written modality:�reading
Grammatical focus: to practise distinguishing between ‘ir’ for future plans and habitual actions within an extended text.

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leer

Ana escribe sobre los viajes a Colombia. ¿Quién es, Ana (‘I’) o Ana y los primos (‘we’)? Decide si es cada año o en agosto (el futuro).

Disfruto las vacaciones en Colombia porque es un país hermoso. Como soy de allí, voy a la casa de mis primos. Viven en la capital, Bogotá. Vamos juntos a las tiendas en el centro. İEs super divertido! Tambien, voy a viajar allí con mi familia en verano.

Los museos de Bogotá, como el Museo del Oro*, son increíbles. Voy porque quiero descubrir la historia, pero no voy a ir con mi familia (para Lucía, ¡es aburrido!).

La costa es espectacular. Mis primos y yo vamos a ir a la playa - ¡estoy segura!

Además, vamos a montar a caballo en las montañas. ¡Los viajes activos son geniales!

Ana (‘I’)

Cada año

goes to cousins’ house

goes to the gold museum (because she wants to discover the history)

En agosto (futuro)

is going to travel there with all the family

is not going to go to gold museum with the family

Ana y las primos (‘we’)

Cada año

go together to the shops in the centre (it’s really fun).

En agosto (futuro)

are going to go to the beach (Ana is sure)

are going to go horse riding in the mountains

*el oro = gold

*además = in addition

leer

Here is the original activity for reference, taken from Y7 T3.2 W7 (lesson 2).

Original teacher notes

Timing: 10 minutes

Aim: to practise distinguishing between ‘ir’ for future plans and habitual actions in reading.

NB A secondary aim to encourage reflection about whether the verb refers to Ana (‘voy’) or Ana and cousins (‘vamos’). For this reason, we have divided the responses into columns for ‘I’ and ‘we’. As this is an extended text, however, the task is not intended to be strictly referential (i.e. it doesn’t always require attending to the verb to decide who is referred to).

Procedure:

Ask students, working individually or in pairs, to complete the two boxes for ‘Ana’ and ‘Ana y los primos’ in English.
Check answers.

Notes:

Although there is use of a time indicator (‘en verano’) within this text to signal a future tense, it has not yet been taught to students and therefore they will need to rely on the verbs which are the target features to arrive at the answers.
All language has been previously taught apart from ‘además’ (which will be taught in Year 8, Term 1) and ‘oro’ [863].

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Ana escribe sobre los viajes a Colombia. ¿Qué hace Ana (‘I’) o Ana y los primos (‘we’) cada año?

Como soy de Colombia voy a la casa de mis primos.

Vamos juntos a las tiendas en el centro. İEs super divertido!

Tambien, voy a viajar allí con mi familia en verano.

Los museos de Bogotá son increíbles. Voy porque quiero descubrir la historia, pero no voy a ir con mi familia.

La costa es espectacular. Mis primos y yo vamos a ir a la playa

Además, vamos a montar a caballo en las montañas.

Ana (‘I’)

Cada año

goes to cousins’ house

goes to the museum (because she wants to discover the history)

Ana y las primos (‘we’)

Cada año

go together to the shops in the centre (it’s really fun).

*el oro = gold

*además = in addition

leer

Supporting lower proficiency learners

Differentiation by task

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¿Y en agosto (futuro)?

Como soy de Colombia voy a la casa de mis primos.

Vamos juntos a las tiendas en el centro. İEs super divertido!

Tambien, voy a viajar allí con mi familia en verano.

Los museos de Bogotá son increíbles. Voy porque quiero descubrir la historia, pero no voy a ir con mi familia.

La costa es espectacular. Mis primos y yo vamos a ir a la playa

Además, vamos a montar a caballo en las montañas.

Ana (‘I’)

En agosto (futuro)

is going to travel there with all the family

is not going to go to gold museum with the family

Ana y las primos (‘we’)

En agosto (futuro)

are going to go to the beach (Ana is sure)

are going to go horse riding in the mountains

*el oro = gold

*además = in addition

leer

Supporting lower proficiency learners

Differentiation by task