1 - Six Legs and Counting ~5 mins
How many legs does an insect have? Six. Now, how many insects can you name in English in twenty seconds?
By the end of this lesson, you will be able to:
- Name eight insects in Spanish, each with el or la
- Spot the hardest sound in each new word
- Recognise the insect words quickly when you hear them
Take a quick show of hands for the English names, then stop. Do not translate yet. The flashcards in the next step will reveal the Spanish. The point of the hook is curiosity, not a full list.
2 - Eight Spanish Insects ~10 mins
Some of these are beautiful, some are itchy, and one has a very long name — let's meet all eight.
Here are today's insects in two batches. Listen to each one, then say it back together. Watch for the j sound in abeja and escarabajo: it is like a soft h in the throat, not like the English j in jam. Also listen for the ñ in araña (a ny sound).
First four, then a quick chorus check. Second four, then all eight once more together.
English shows first on each card; pupils try the Spanish before flipping. Insist on the article every time: mariposa alone is not the answer, la mariposa is.
Split the reveal to keep load manageable:
- First four: la mariposa, la abeja, la araña, la avispa — listen–say, class repeats twice after each reveal (once all together, once by table).
- 30-second chorus check: "Which of those four can you still say?" Class whispers all four with articles.
- Second four: la hormiga, el escarabajo, la mariquita, el saltamontes — same listen–say pattern.
- Re-chorus all eight once at the end before Spin and say.
Full call strip (article + word + pronunciation):
- La mariposa — lah mah-ree-POH-sah
- La abeja — lah ah-BEH-hah (j = soft throat h)
- La araña — lah ah-RAH-nyah (ñ = ny)
- La avispa — lah ah-BEES-pah
- La hormiga — lah or-MEE-gah
- El escarabajo — el es-kah-rah-BAH-hoh (j = soft throat h; four syllables)
- La mariquita — lah mah-ree-KEE-tah
- El saltamontes — el sahl-tah-MOHN-tes
Point out the j-as-h sound in la abeja and el escarabajo, and the ñ in la araña. Keep energy playful: cheer a clean first try and wink at the long ones.
3 - Spin and Say ~10 mins
You are in a park in Andalucía under almond trees. The wheel lands on an insect. Whisper its Spanish name with el or la together first, then one pupil says it aloud and adds one thing in English: would you be happy to see it on the blossom, what colour it is, or where you might spot it.
Spin on the IWB. Safe first beat every turn: whole class whispers the Spanish name with article together, then cold-call one pupil to say it clearly and add the short English fact. Nobody is the first voice alone. Cheer a clean article + name ("¡Qué bien — la hormiga!") before the English fact.
If a pupil freezes on the Spanish after the whisper, play the audio from the wheel and have the class chorus it, then ask that pupil to try again. For the first few spins you may stick to the stronger first-four items, then open all eight. Keep the pace brisk so most of the class gets a turn. Goal is production of the new word first; the English fact is the easy follow-on.
4 - Into Your Copy ~3 mins
Look at the insect list still on the board. Copy four into your copy with el or la, then underline the hardest bit to say.
Pause the board on a clear reference: keep one insect card, the wheel result, or a simple list of all eight visible for the full three minutes so pupils can check spelling and accents. Everyone writes; this is the only three minutes where every pupil's pen is moving. Walk the room and check the article is going in front of every word. Ask a few pupils which part they underlined and why; common answers will be the j in abeja or escarabajo, the ñ in araña, or the length of el saltamontes. Do not collect these.
5 - Insect Bingo ~10 mins
Your teacher is handing out paper bingo cards (or you will mark a shared grid on the board using your mini whiteboard or copy). Listen hard — la avispa is sneaky and la mariquita is tiny on the card. Cross off each insect when you hear its Spanish name. First full line calls out!
How to Play Bingo:
Option 1: Students on Devices (Digital Version)
- Use the digital version where your teacher view of the lesson displays the cards that are being called out.
- Play the pronunciation sound of each word and the children mark it off their unique digital bingo card.
- Each student has a randomised bingo card so winners will vary!
Option 2: Print Out the Bingo Cards
- Print out the Bingo Cards from the attachment above, cut out the cards, and give one to each student.
- You call out the vocabulary words and students mark off their sheets.
- First student to complete a line (horizontal, vertical, or diagonal) calls "Bingo!" and wins.
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