What day is it today? What day comes next? Say both in English first, then get ready to hear them in Spanish.
By the end of this lesson, you will be able to:
- Name all seven days of the week in Spanish
- Say the days in order from Monday to Sunday
- Talk about why calendars start on different days
Collect today's day and tomorrow's day in English from two or three pupils. Do not introduce the Spanish yet; the flashcards in the next step carry the first hearing. If someone already knows a Spanish day name, smile and park it: "We will check that in a moment."
Listen to each Spanish day, repeat it with the class using el, then check the English on the card. We will learn them in two groups. Listen for the soft j in jueves, like the h in hello.
When we have heard them all, answer together: Hoy es el … (Today is …).
Run this whole-class on the IWB. Do not ask pupils to guess Spanish before they hear the audio. Sequence on every card is always: play audio first, class repeats, then reveal/check the English. Leave flip mechanics to you; pupils only hear, say, then check.
Chunk 1: el lunes, el martes, el miércoles. For each card: play audio → class repeats twice (all together, then by table) → show/check English. Thumbs-check before moving on.
Chunk 2: same routine for el jueves, el viernes, el sábado, el domingo.
Model with the article every time: el lunes (el LOO-nes), not bare lunes. Point out the accents on miércoles (el mee-ER-ko-les) and sábado (el SAH-bah-doh). Soft j in jueves like h in hello.
Frame: Point at a calendar or say today's English day, then lead Hoy es el … (oy es el …). Class answers with today's Spanish day. One clean choral pass is enough.
When a card flips, everyone whispers the Spanish day. Volunteers may come to the board to find a match; the class still says each word. After the matches, we say all seven days in order together.
Volunteers take turns at the board, or tables call out matches if you prefer whole-class. On every flip the whole class whispers the Spanish with el so row 3 stays active. If a pair is missed twice, stop and say the Spanish together before moving on. Audio plays on each flip, so pronunciation stays in their ears while they play.
Order chain (final 1–2 minutes): Clap once per day and chant from el lunes to el domingo as a class. Replay any audio they stumble on, then run the chain once more. This is their first full ordered production before bingo and the closing partner beat.
Copy the seven days from the board in order. Put el before each one. Tick each day as you finish it, then circle the day you have PE.
- el lunes
- el martes
- el miércoles
- el jueves
- el viernes
- el sábado
- el domingo
Pause other board activity. Leave this ordered list with articles and accents visible for the full five minutes; pupils copy from the screen, not from memory. Everyone writes; this is the only stretch where every pupil's pen is moving. Check that el sits in front of every word and that the accents land on miércoles and sábado. It is fine if a slower writer ticks only the days they completed. PE day will differ by school timetable, so accept whichever day each pupil circles. Do not collect these.
You each have a bingo card. Listen for the Spanish day, mark it on your card, and shout ¡Bingo! when you finish a line.
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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