Overview

This 30-minute 1:1 session focuses on developing Year 5 students’ ability to express and justify opinions in Spanish using both formal and informal language. The lesson revisits essential grammatical structures including gendered nouns, articles, and adjectival agreement, aligning tightly with the National Curriculum for Languages (Key Stage 2) standards for Years 3-5.

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National Curriculum Links

• KS2 Languages Programme of Study:
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Present ideas and information orally to a range of audiences.
  • Understand basic grammar appropriate to the language being studied, including gender of nouns, plural forms and adjective agreements.
  • Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material.
  • Express simple opinions, using a variety of familiar and new phrases.

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Learning Objectives

By the end of the session, the student will be able to:

1. Formally express opinions using “Pienso que...” and pose questions with “¿Qué piensas tú?” in Spanish.
2. Justify opinions using informal exclamations and expressions (e.g., “¡Qué interesante!”) appropriately punctuated with question and exclamation marks.
3. Revise and correctly use definite articles ‘el,’ ‘la,’ and ‘las’ including plural feminine nouns (e.g., ‘las ciencias,’ ‘las matemáticas’).
4. Use key verbs and phrases such as “me interesa” (interesting) and “me aburre” (boring) in context.
5. Apply knowledge of noun gender and adjectival agreement, including adjective placement and agreement in the sentence.
6. Phonetically pronounce key vocabulary, recognising sounds ‘a,e,i,o,u,’ ‘eo’ in ‘creo,’ the ‘ge’ sound in ‘generoso,’ and the silent ‘h’ in ‘hablador/a.’

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Materials & Resources

• Whiteboard and marker (physical or digital)
• Flashcards with opinion phrases, articles, and nouns (singular/plural, feminine/masculine)
• Printed vocabulary sheet: nouns, verbs, adjectives, and expressions — including punctuation markers (¿ !)
• Pronunciation audio clips or teacher modelling for phonics focus
• A short dialogue/script for role-play

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Lesson Structure

1. Engage & Revise (5 mins)

Activity: Quick revision Q&A using flashcards

• Revisit gender and definite articles: show noun cards like el libro, la mesa, las ciencias, las matemáticas and ask: “What article does this take?”
• Recap verb phrases: show cards with “me interesa” and “me aburre.” Student says a sentence such as “Me interesa la ciencia.”
• Quick verbal quiz on phonics: Say words creo, generoso, hablador focusing on sounds ‘eo’, ‘ge’, and silent ‘h.’
  Assessment: Immediate oral feedback and correction.

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2. Develop Formal Opinion Expressions (10 mins)

Activity: Dialogue practice and sentence building

• Teacher models: “Pienso que las ciencias son interesantes. ¿Qué piensas tú?”
• Student responds with: “Pienso que las matemáticas son aburridas. ¡Qué aburrido!”
• Extend expressions with “me interesa,” “me aburre” in sentences, e.g., “Me interesa la biología, pero me aburre la física.”
• Emphasise correct punctuation: “¿”, “¡” and “!” in informal exclamations and questions.
• Student writes 3 paired sentences following the structure (formal opinion + informal exclamation or question).
  Assessment: Review student sentences for correct grammar, vocabulary, and punctuation.

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3. Justifying Opinions through Informal Expressions (8 mins)

Activity: Role-play alternative opinions with justifications

• Provide two opinions about school subjects. E.g., Teacher says: “La historia es difícil.” Student replies: “¡Qué difícil! Pero pienso que es interesante porque puedo aprender del pasado.”
• Encourage use of adverbs: “muy” and “bastante” to justify opinions, e.g., “La literatura es bastante divertida.”
• Highlight adjectival agreement according to gender and plural forms, e.g., “las matemáticas son interesantes,” “los deportes son aburridos.”
  Assessment: Monitor pronunciation and expressive fluency; provide immediate scaffolded feedback.

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4. Phonics & Negative Form Revision (5 mins)

Activity: Listening and speaking

• Teacher reads sentences aloud emphasising phonics sounds and negative verbs with conjunctions, e.g.
  • “No me gusta la geografía.”
  • “No creo que las ciencias sean aburridas.”
• Student repeats with focus on correct phoneme articulation and negative formation.
  Assessment: Highlight accurate pronunciation and correct negative verb usage.

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5. Plenary: Reflect & Summarise (2 mins)

• Student summarises what they learned:
  • Use 2 phrases expressing opinion formally and informally.
  • Give example sentences with correct articles, plural nouns, and adjective agreements.
• Teacher praises progress, notes areas to improve for next session.

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Extension Ideas (Homework/Next Lesson)

• Write a short paragraph describing hobbies and personality traits using “soy,” “creo que soy” and “sé que soy” plus adjectives and adverbs.
• Record a short audio of opinion expressions including informal exclamations.

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Differentiation & Support

• For additional support: use visual aids with colour-coded gender and plural endings; provide sentence starters.
• For extension: challenge with complex conjunctions (‘aunque,’ ‘sin embargo’) and longer justifications.

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Summary

This focused, interactive lesson utilises spoken, written, and phonics-based activities to embed formal and informal ways of expressing opinions in Spanish. The plan reflects the National Curriculum requirements by integrating grammar, vocabulary, phonics, and communicative competence, tailored for Year 5 linguistic development.