The People around Me: Have You Got Any Pets?

Aim: Success Criteria: Resources:

Understand basic grammar, including the I can name a range of animals. Lesson Pack
conjugation of high-frequency verbs; engage Puppet
I understand that a verb form depends on
in conversations; ask and answer questions;
its subject.
in the context of pets.
I can use the correct form of ‘tener’ to say
To use the correct verb form of ‘tener’ when
what pets I have.
talking about pets.
I can use the correct form of ‘tener’ to ask
someone else if they have any pets.

Key/New Words: Preparation:

Un perro [dog], un gato [cat], una tortuga Decide on an action for each animal and for
[tortoise], un hámster/hámsteres [a hamster/ the question ‘Have you got…?’
hamsters], un pez/peces [a fish/fish (plural)],
Pets Vocabulary Flashcards – one set
un pájaro [bird], un ratón/ratones [a mouse/
mice], una cobaya [guinea pig], un conejo Differentiated Pets Bingo Boards – one
[rabbit], una serpiente [snake], ¿Tienes board per pair
animales? [Do you have pets?], tengo/tienes
Pets Bingo Calling Cards - one set
[I have/you have].
Differentiated Pets Activity Sheets – one
per child

Children will be familiar with feminine and masculine nouns; they will have encountered the high-frequency verb ‘tener’
Prior Learning:
in the present tense in Lesson 6 of Unit 1: Meet and Greet.

Learning Sequence

Our Pets: Children briefly talk to a partner about what pets they have/had/would like to have at home. (Be
aware of any children in your class who may have lost a pet recently.)

Introduction: Make ‘rabbit ears’ with your hands and ask ¿Qué es? [What’s this?]. Do the children recognise
this question from previous lessons and offer an (English) answer? If they struggle to realise what you’re doing/
asking, repeat with other obvious gestures, e.g. for bird/snake. Recap the question and elicit the correct opening
word for the answer Es… from their prior learning.

¿Qué es? [What’s This?]: Use the Lesson Presentation to teach the vocabulary for each new animal. Children
chorus the question (or pick confident individuals to ask). Do your chosen action and say, e.g. Es un conejo [It’s
a rabbit]. Drill each sound and gesture with your class before showing the written word. Remind the class about
feminine/masculine nouns and draw attention to un/una. Use the recap activities halfway through and once all
animals have been introduced to check children understand the meaning of the words. Click on a play button
and ask the children to find the matching picture. Can children name a range of animals?

Gramática [Grammar]: Use the slides on the Lesson Presentation or ask your class puppet ¿Tienes animales?
[Do you have pets?]. The puppet nods and replies Si, tengo un/una… [Yes, I have a…] (with an appropriate
gesture, as far as possible). The puppet asks you the same – answer with another animal/gesture. What do
the children think your conversation is about? Can they understand that it’s a question from the intonation?
Drill the question and answer: the class asks the question, you do the action, they reply Tengo un/una…. Ask
when they have used Tengo… before (talking about age: Tengo siete años). Compare tengo with tienes. Which
one means ‘I’ and which is ‘you’? Draw attention to the difference between the spelling and pronunciation of
the first- and second-person forms of the verb ‘to have’. Can they make links with any other sentences where
the verb form changes with a different subject? Ask a confident pair to ask/answer their names. Do they
remember the difference between te llamas and me llamo? Do children understand that a verb form depends
on its subject?

Simón dice [Simon Says]: The class choruses the target question ¿Tienes animales?. One child chooses a
Pets Vocabulary Flashcard and calls it out in a sentence, e.g. Simón dice… Tengo un conejo. The class shows
the action. If the caller didn’t say Simón dice… and someone does the action, tell them Uh-oh, Simón no lo
dijo. ¡Estás fuera del juego! [Oh dear, Simon didn’t say it. You’re out of the game!] Can children use the correct
form of ‘tener’ to ask someone if they have any pets? Can they use the correct form of ‘tener’ to answer the
question?

Spanish | Year 3 | The People Around Me | Have You Got Any Pets? | Lesson 2
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 Bingo: Hand out a differentiated Pets Bingo Board to each pair. Get the whole class involved in choosing Pets
Bingo Calling Cards. Encourage the children to ask and answer the target question as part of the game, using
their actions to help them.

Children’s boards show the picture and the Children’s boards only show the picture
Spanish word for each animal. for each animal.

¡Te toca a ti! [Your Turn]: Children use the differentiated Pets Activity Sheets to recap their learning on this
topic. They listen to people talking about their pets and identify what pets they have. They ask and answer
the question ¿Tienes animales?. Can children use the correct form of the verb ‘tener’ to ask and answer the
question?

Children match five Children match five Children identify five

names to five pictures names to five pictures pictures from a choice
with an illustrated with a word bank; of seven; a word bank
word bank; question question prompt of nouns without
and answer prompts provided. determiners is provided.
provided.

Taskit
Playit: Use the Pets Memory Match Game Cards to play snap.
Play a ‘read and draw’ game – one child chooses a Pets Vocabulary Flashcard and starts to draw the animal. The rest of the group
Drawit:
guesses ¿Tienes un/una…?.

• The grammar point in this lesson is to recognise the subject/verb agreement of a high-frequency verb (in this case,
tener – to have). This verb is included in Unit 2: Meet and Greet when talking about age (¿Cuántos años tienes?
Tengo _____ años.) but in that lesson the grammar about verb forms was not made explicit.
• When comparing tener here with llamarse [to be called] from the Meet and Greet unit, we have not made reference
to the reflexive pronouns me and te as this is a much more complex point and will be addressed in a later unit.
Language Notes • There are two cognates in this vocabulary set (words which the children will already know because they are
identical/very similar to known English words): serpiente and hámster. Encourage good listening and copying of
pronunciation when this happens, as they will automatically use the sound they are familiar with. Children will also
be familiar with un ratón from the Greedy Mouse story in Unit 3: Time to Eat.
• When you get to No tengo animales, teach it as a phrase, ensuring children understand the meaning, but don’t focus
on the negative structure.

Spanish | Year 3 | The People Around Me | Have You Got Any Pets? | Lesson 2
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