Spanish Level 2

Numbers 1 – 100

Second Level Significant Aspects of Learning • Actively take part in daily routine• Understand and respond to classroom instructions and personal

information from familiar sources• Listen, join in and respond to a story, song or poem• Participate in familiar games, paired speaking and short role plays• Further develop an understanding of, interest in and respect for

other countries, cultures and languages• Demonstrate an appreciation and understanding of the value of

language learning including skills for life and work• Take part in simple, paired conversations about themselves, others

and interests of their choice• Ask for help confidently using learned phrases and familiar language• Give a short presentation about a familiar topic• Pronounce words sufficiently accurately so as to make the meaning

clear• Work with others and make a successful contribution to a group

presentation in English supported by the target languages

• Read aloud a simple text• Read and understand a variety of simple texts• Make comparisons between English and target

language (including use of a bi-lingual dictionary with support)

• Write about themselves and others and check the accuracy of own writing

• Exchange straightforward information in writing using familiar words and phrases

Second Level Significant Aspects of Learning

Numbers 1 - 31¿Cuánto? How many?

uno onedos twotres threecuatro fourcinco five seis sixsiete sevenocho eightnueve ninediez ten once elevendoce twelvetrece thirteencatorce fourteenquince fifteendieciseis sixteendiecisiete seventeendieciocho eighteendiecinueve nineteenveinte twenty

Numbers 1 - 31veintiuno twenty-oneveintidos twenty-twoveintitrés twenty-threeveinticuatro twenty-fourveinticinco twenty-fiveveintiséis twenty-sixveintisiete twenty-sevenveintiocho twenty-eightveintinueve twenty-ninetreinta thirtytreinta y uno thirty-onetreintaidos thirty–twocuarenta fortycuarenta y uno forty-oneCinquenta fiftyCinquenta y uno fifty-oneSesenta SixtySesenta y uno Sixty-oneSetenta SeventySetenta y uno Seventy-oneOchenta EightyNoventa NinetyCien One Hundred

¿Cuánto?

uno

dos

tres

cuatro

cinco

seis

siete

ocho

nueve

diez

once

doce

trece

catorce

quince

dieciseis

diecisiete

dieciocho

diecinueve

veinte

veintiuno

veintidos

veintitres

veinticuatro

veinticinco

veintiseis

veintisiete

veintiocho

veintinueve

treinta

treinta y uno

treintaidos

treintaitres

treintaicuatro

treintaicinco

treintaiseis

treintaisiete

treintaiocho

treintainueve

cuarenta

cuarenta y uno

cuarentaidos

cuarentaitres

cuarentaicuatro

cuarentaicinco

cuarentaiseis

cuarentaisiete

cuarentaiocho

cuarentainueve

cinquenta

cinquenta y uno

cinquentaidos

cinquentaitres

cinquentaicuatro

cinquentaicinco

cinquentaiseis

cinquentaisiete

cinquentaiocho

cinquentainueve

sesenta

sesenta y uno

sesentaidos

sesentaitres

sesentaicuatro

sesentaicinco

sesentaiseis

sesentaisiete

sesentaiocho

sesentainueve

setenta

setenta y uno

setentaidos

setentaitres

setentaicuatro

setentaicinco

setentaiseis

setentaisiete

setentaiocho

setentainueve

ochenta

ochenta y uno

ochentaidos

ochentaitres

ochentaicuatro

ochentaicinco

ochentaiseis

ochentaisiete

ochentaiocho

ochentainueve

noventa

noventa y uno

noventaidos

noventaitres

noventaicuatro

noventaicinco

noventaiseis

noventaisiete

noventaiocho

noventainueve

cien

Embedding the languageYou can use numbers to count things throughout your lessons. Combien challenge! Every time the teacher calls, “¿cúanto?” the pupils have to count whatever they have in front of them and then say it in Spanish. Once you have learnt the days of the week and the months, you can use the numbers for dates at the start of every day.

I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.MNU 0-02a

Sample activities You will find a bank of sample activities which you can use to practice 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.

El majico

In this trick “el majico” pupils need follow simple instructions for a maths calculation

in Spanish.Each pupils chooses his/her own starting

number lower than ten.Magically, everyone ends up with the same

answer…

El majicoPensad en un numero desde 10.

SSSSSH!El numero es un secreto…guardalo!

El majicoDoble el numero

El majicoSumad seis mas

El majicoDividid el numero por 2.

El majicoMenos el numero secreto

El majicoY la repuesta es…

El numero tres

Splat

This game can be played with two teams (rojo y azul) or with 2 individuals going head to head.Write words/numbers on the board.

Get two pupils out to the front of the class. Give the two different coloured board pens.

Teacher/pupils say a word, pupils then have to circle it. The one who circles it first wins/ wins the point.

Splat! Voy a escribir los números encima de la pizarra.

Splat! Necesito dos voluntarios. Ven aquí, enfrente de la pizarra.

Splat! Un voluntario tiene un boli rojo. Un voluntario tiene un boli azul.

Splat! Voy a decir un numero.Por ejemplo,

Splat! El persona que circulo el numero 7 primero ha ganado!

Cien

The object: to be the first to score 100 points or more. How to play: Players take turns rolling two dice and following

these rules: 1. On a turn, a player may roll the dice as many times as he or she wants, mentally keeping a running total of the sums that come up. When the player stops rolling, he or she records the

total and writes it in Spanish and adds it to the scores from previous rounds.

2. But, if a 1 comes up on one of the dice before the player decides to stop rolling, the player scores 0 for that round and

it's the next player's turn. 3. Even worse, if a 1 comes up on both dice, not only does the

turn end, but the player's entire accumulated total returns to 0.

Pedro

Instructions: 1. Give all pupils (except one) a number in sequence. Ask

them to, “Escribid los numeros en los libros”2. Get pupils to draw a picture related to the vocab topic. E.g.

a pet.“Dibujad un animal”

3. Ask the pupil without a number to come out to the front and sit in your seat. “Ven aqui, setentate en mi silla.”

4. Tell the class that this pupil is now Pedro and they are in charge. “Aqui esta Pedro – clase, decid “Hola” a Pedro! Pedro, dice, “Hola” a la clase!”

5. Tell the class that Pedro is in charge – Pedro es el jefe!

Pedro

Instructions (cont.)6. Tell pupils that Pedro will say a number between 1 and however many are

in the class. If it’s their number they have to say their word (can build this up to a phrase or start with a phrase). “Pedro va a decir un numero desde 1 - 21. Si es tu numero, tienes que decir tu frase– por ejemplo...” Note: Give lots of examples!!

7. Then the pupils say another number or Pedro “Despues, tu dices un otro numero o Pedro – y continuamos”

7. “Pero, Si Pedro dice tu numéro y! Silencio! Oh oh! Tu tienes que ir a la silla 21” You will need to mime to support this!

8. “Despues – los numeros mas grande que (tu numero) sube place. Par exemple, 5 à 4 – etc.

9. After this it’s best just to get started and have a dummy run. I always get Pierre to say “Silencio la clase, Escuchad!” to start off.

Round class counting1. Give everyone in the class a number from 1 – 31 (or however high you are counting to at

the time). You can double up numbers if this doesn’t work out with the number of pupils in the class.

2. Ask them to each write their number (as a number) on a sheet of paper in front of them. 3. Now go round the class with each pupil standing and shouting out their individual

number as you count up. 4. Once they get become more confident, you can time them doing this around the class

and see if they can beat their own time. 5. Shuffle pupils around so that they are in a different seat but with the same numbers and

repeat the activity.6. Shuffle pupils again so that they get a new number. 7. This activity could be done in a circle to make it easier to organise.

¡Veinte uno!

1. Pupils stand in a circle2. They will then count to 21 with each person saying

either 1, 2 or 3 numbers e.g. Sophie 1, 2 – Tom – 3,4,5 – Danny – 6, 7 etc.

3. Whoever lands on the number 21 is then out and sits down.

4. The winner is the last person standing.

¡Veinte- uno!Haced un

circulo en el centro de la

clase

Contad uno, dos o tres números

Por ejemplo…

Persona a: 1, 2Persona b: 3,4,5

Persona c: 6

La persona que diga, “21”

está eliminada!

¡La última persona gana!

¡Lotería!

Dibujad seis cajas

12 6 5

4 20 1

Escoged y escribid seis números entre 1 y 20.

¡Lotería!

Dibujad seis cajas

12 16 15

14 20 11

Escoged y escribid seis números entre 10 y 20.

¡Lotería!

Dibujad seis cajas

12 6 5

4 20 1

Escoged y escribid seis números entre 10 y 31.

Songs!

You will find a bank of sample songs which you can use to practice 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.

Spanish numbers safari

You will find a bank of sample ICT activities which you can use to practice 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 supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

ICT Resources online

BBC Primary languages

Languages Online Australia

¡Adiós!