S1.01 Greetings-V19

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1.1 Hola Greetings

To introduce children to their first Spanish words, we start with three basic greetings, “hola”, “buenos días” and “buenas noches.”

From the very beginning, this course sets out to give pupils the satisfaction of using the new language for real and purposeful communication.

You can also develop a surprising number of enjoyable activities from this tiny initial vocabulary.

Watching the films will help pupils see when these greetings might be used.

As a first glimpse of Spain, it will prompt comparisons with your own community

NEW WORDS AND PHRASES

hola - hello buenos días - good morning buenas noches - good evening

Films to see A1. '¡Hola!'

A2. Greetings at night A3. Song

Planning your lessons

Film A1,“¡Hola!” is possibly your class's first look at Spain and first exposure to the Spanish language spoken by native speakers.

You could start by exploring what pupils think they already know about Spain.

After watching the films, we suggest you allow time to practise the new words and also to talk about how pupils greet and leave people, making comparisons with what they have seen happen in Spain in the films.

If possible, try and arrange for Spanish lessons to take place in an environment that allows you and the children to move around.

see Talking Dictionary

Activities

Warm up

❑ Getting started: What do we know about Spain?

The first lesson can be the most critical to the success of your course. This is when you set the scene for the children's exploration of Spain and Film 1-A1: “¡Hola!.” the Spanish language. ❑ Play "Journey to Spain" Anticipation One interesting idea is to seat the children in rows as if in an aeroplane, and ask them to imagine Ask children to each list up to 3 topics that come that the class is setting off on a flight to Spain. to mind when they think of Spain. Pupils could In the role of “flight attendant” you could ask take the project home and ask their family and them to anticipate what Spain might be like. Will friends as well. it be hotter or colder? What will the people be In class, you can work out the collective "Spandoing? What will the food be like? ish Top 5"; their comments will give you some Most children will have seen something of Spain interesting clues as to how much they know on TV, and some of your class might have been already, and their preconceptions. there on holiday. You might explore this further Display the list of "Spanish Top 5" on the classwhen they have viewed film A1. room wall and refer to it throughout the course.

What did they see that was unexpected? What was just as they had imagined it might be?

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❑ To prepare the children for viewing films A1 and B1, you can talk with them about some of the ways they greet people both in and out of school. (See Talking Point 1)

Get used to the sounds

Watch Film A1: “Greetings”

❑ Watch film A1. Spanish children greet your class with "hola" and "buenos días".

Start of the school day We see children arriving at school. It's the "Colegio Mata Linares" in the town of San Vicente de la Barquera in northern Spain. They greet the policeman who helps them across the road. One class climbs three flights of stairs to reach their classroom. They greet their teacher, "buenos días".

Out and about in San Vicente We see views of the town including fishing boats and the castle.

A girl, Carla, is greeted by the shopkeeper when she comes to buy an ice-cream: "¡Hola, Carla !

Buenos días".

Two girls greet heach other in the supermarket: '¡Hola!" .

Two children and their mother are greeted on the doorstep, "¡Hola!"

It's a hot day on the beach. People are surfing and sunbathing. A young boy greets the viewers, "¡Hola!"

More people greet the class with "hola" and "buenos días".

ANIMATION: In the hills above the town, a friendly dinosaur greets a group of children: “¡Hola!.”

Children are natural mimics, and will pick up how to pronounce the new Spanish words from the native speakers in film A1 and the e-flashcards which will also introduce the written word. ❑ Echoing: Show the e-flashcards with the

sound ON. Show the first 4 pictures (not yet "Buenas noches"); pupils echo, e.g. “¡Hola! Buenos días”.

Display the text; pupils echo the phrase again.

Pay particular attention to the “key sounds” box, which selects letter combinations in Spanish which are generally NOT pronounced as they would be in English. ❑ Individual echoing: physical activity helps! Move round the room and greet individuals with “hola” and a cheery wave.

The pupil echoes your greeting. ❑ Individual echoing: continue moving around the room, vary your greetings to include “buenos días” as well as “hola.” Pupils echo your greeting back. ❑ Now ask pupils to move around the room greeting each other by saying “hola” or “hola, buenos días”.

Film 1-A1: “¡Hola!.”

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❑ Greetings game 1

The children form a circle round you. Throw a soft ball to different children as you greet them.

As they reply to the greeting, the children throw the ball back to you. Pupils can then take turns to be the person throwing the ball from the centre of the circle. ❑ Greetings game 2 As you throw the ball, change the pace at which you speak and the intonation of your voice. For example, try whispering “hola” for the duration of several throws; then speak louder and speed

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Listen and enjoy copying these first typical sounds. We will meet them in other words later.

buenos días and buenas noches Sounds like "w" as in "when" in English as in buenos

días

Sounds like "ee" as in "see" in English

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Accents: the accented vowel is the one you stress when you say it. (See "How Spanish works 2")

silent-

as in

HOW SPANISH WORKS 1: When to use different greetings

HOW SPANISH WORKS 2: Accents & exclamation marks

When children see the written words "buenos días” on the e-flashcards, they may notice the accute accent "í". This indicates that this is the letter to stress when you say the word "días".

The accute accent can be used over any vowel to show where the stress is in a word.

They may also notice the upside-down exclamation mark at the beginning of "¡Hola!" The exclamation mark is used exactly as in English, e.g."Hi!" but in Spanish there will always be an upside-down exclamation mark at the beginning as well as one the right way up at the end. It is the same for questions as we will see in 1.3

hola

as in "honest" in English "h" is always silent unless next to "c" when the sound is "ch" as in "church’ in English. e.g. buenas

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“Hola” is an informal greeting used all the time by both Spanish children and adults.

Children are less likely to say “buenos días” and “buenas noches” to each other, but any child visiting Spain will hear adults using them on a regular basis, often in conjunction with “hola”, e.g. “hola, buenos días” and “hola, buenas noches.”

There are examples in the films.

Spanish people say “buenos días” in the daytime and “buenas noches” in the evening and at night.

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* Note: phonetic symbols are for teachers ONLY! See “Introduction” for how to use the symbols.

This box is not meant as a pronunciation guide - take the films and e-flashcards as a model.

see Talking Dictionary

up the pace between throws; finally call out “hola” as if you had just bumped into someone you had not seen for a long time. Pupils echo your intonation.

Get used to the sounds

❑ Echoing: Show the e-flashcards again with the sound ON. This time include the flashcard representing "Buenas noches".

❑ Musical greetings Pupils form two circles. The outer circle moves clockwise, the inner circle moves anticlockwise.

You could play any authentic Spanish music or the music from the song from film A3. When the music stops, pupils greet the person facing them “hola” or “hola, buenos días”.

Watch Film A2: “Evening”

❑ When everyone is confident with the daytime greetings, watch film A2 which shows people greeting each other in the evening.

A summer evening in San Vicente Darkness falls over the town. People are out and about in the streets and restaurants. They greet each other: “Hola, buenas noches.”

People say good evening to the viewers: “Buenas noches.”

Display the text; pupils echo the phrase again. ❑ You can add “buenas noches” to any of the ”greetings games” when everyone is confident with the basic greetings “hola” and “buenos días”.

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L Eo a rs l yd 1 S í a .t a srH td e oS lpalaan i ss he m 1 a n a Cultural awareness

Respond with understanding

❑ Show the “hello”e-flashcards - this time with sound and text OFF. Ask the class to say which greeting is represented by the picture. In some cases there can be a choice of greetings, e.g. the dinosaurs could be saying “hola” or “buenos días”. ❑ Paper flashcards Attach enlarged copies of the paper flashcards to the board or wall.

Point to the different pictures and say the appropriate greeting. Pupils echo the greeting.

Do this plenty of times varying the order in which you point to the pictures. If pupils are confident, try and find ways to catch them out and make this exercise into a game.

When everyone has had the opportunity to practise a little of the new language, make a couple of short interludes to introduce this chapter‘s “talking points”about the ways people greet each other and dinosaurs in Spain.

At the end of the chapter, there is some background information for the teacher, and some suggestions for developing discussion and activities with the children. pronunciation if necessary. ❑ Speech bubbles activity sheet For practice in word recognition, pupils can colour the flashcards and stick the speech bubbles to the pictures. These can be displayed in the classroom.

It is worth ensuring that the children do not spend too long colouring their pictures especially if you have limited time allocated for language activities. You might suggest that they take them home to colour.

Watch films A1 and A2 again

❑ Ask confident pupils to point to the different pictures. The class calls out the appropriate greeting and the pupil pointing to the picture replies with the same greeting. ❑ Do a “Mexican wave” using “buenos días” and “buenas noches”. Pupils form a circle with their chairs. The first pupil says “buenos días”, the second pupil says “buenas noches” and so on.

This continues round the circle. As they speak, each pupil stands up and promptly sits down again as the next person stands up.

If the children normally sit in groups, the “wave” can take place round each of the class tables. See which table finishes first. ❑ To practise linking the sounds with the written word,use the e-flashcards to display the words “¡Hola!”, “Buenos días” and “Buenas noches” with sound OFF (or make your own word flashcards).

Toss a soft ball at a confident pupil, and indicate that they should greet you with that word. You reply, gently reminding them of the correct

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❑ Show the films again for reinforcement. If you give pupils the chance to see them several times, this increases their exposure to native speakers, and helps them find out how much their understanding has increased since first viewing.

CROSS CURRICULAR ACTIVITIES

❑ Classroom routines: Say “¡hola! Buenos días” every morning when you greet your class at the beginning of the day. ❑ Classroom routines: Say “¡Hola!” whenever you meet pupils around the school.

You could also encourage the school secretary, the caretaker and other colleagues to take part. ❑ Art: Pupils can paint their own pictures representing “hola”, “buenos días” and “buenas noches”.

1 4 . 0 11 L 1 ..o1 s HH d o lo í aal a s Watch film A3 - song

❑ Music: When children are first beginning to learn a foreign language it is often a good idea to sing new vocabulary to simple tunes. Pupils can sing the song “¡Hola! ¡Hola! Buenos días”. They can sing along with the film or try the "karaoke" versions of the song. When they are confident, they will be able to sing the song with just the background music playing.

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Help with preparing your lessons - for the teacher EXTRA WORDS AND PHRASES

buenas tardes - good afternoon/ good evening bien - good If you are confident with your Spanish, you may like to introduce pupils to a smal amount of additional vocabulary.

"Buenas tardes" is a greeting you and the children can use in the afternoon and early evening. ❑ You could say "buenas tardes" when pupils return to the classroom after lunch break. ❑ You could also add "buenas tardes" to the "Mexican wave".

Film 1-A3 Pupils can sing alongside the Spanish children.

CLASSROOM INTERACTION

... or join in with the "karaoke" versions of the song.

❑ Music: Pupils can use percussion instruments to make up chants based on the rhythm of the words. You could also ask them to compose their own tunes to fit the rhythm of the words.

If pupils become used to singing in Spanish, they will find it easy later on to progress to authentic Spanish songs.

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You can CLASSROOM use “bien” to INTERACTION praise a pupil, or to say they are correct.

You can use “bien” to praise a pupil, or to say they are correct.

The Talking Dictionary presents the pronunciation of all the new words and phrases introduced in the films for this section. It also includes the extra words and phrases here and in the “Talking points” that the teacher may choose to introduce. see Talking Dictionary

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Talking point 1

EVERYDAY LIFE IN SPAIN Meeting people

As part of your class work with this section, you can use the films to prompt discussion about how we meet and greet people in different cultures.

Before pupils watch the films again, encourage them to talk about a range of situations in their own lives and in your community.

... in your community

Ask children to discuss: ■ How do they greet their friends every day?

■ How would they greet a new child they had never met before?

■ What about when they meet parents, or elderly relatives?

■ What would be the reaction if they greeted the headteacher in the same way as one of their friends?

■ What do they observe when adults greet each other?

In a multi-cultural community there will be more to talk about. Some children may use one language to greet their parents or elderly relatives, another for their friends.

Exploring these ideas will help show that greetings are not just words. What you say and do when you meet someone is all about who you are, who they are, and the relationship between you. We are all influenced by what is expected as polite or proper, “cool” or fashionable - in other words, by social customs and manners.

... in Spain

If you now watch films A1 and A2, the class will be ready to look at what Spanish people do.

The films show a variety of people greeting each other in different contexts.

In Spain the practice of kissing friends and family on both cheeks is very common.

Men will often shake hands with each other - this includes close friends who meet on a regular basis as well as people meeting for the first time in more formal situations.

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Friends and family kiss each other on both cheeks.

Teenagers will usually greet each other in a similar way. Younger children do not normally shake hands or kiss when they meet each other, but they will be quite used to doing this in family situations.

The prior discussion of their own social customs will help children better appreciate the nuances of other people’s ways.

Cultural awareness

❑ You could ask the class to make a list of all the greetings and any physical gestures they use themselves in one day, as well as those they see others use. The survey could include television programmes and telephone calls.

The following day, you could discuss all the greetings you have recorded.

Turning their attention to Spain, discuss what situations and places people are in when they say “hola”, “buenos días” and “buenas noches.”

■ What physical gestures do they make?

Look at how children greet each other.

■ What happens when children meet adults, and when adults meet others in various circumstances?

For more about greetings, see 1.3: “¿Qué tal?” (How are you?)

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Dinosaurs in Spain

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Children are often keen to collect information about dinosaurs. They probably know that the many different species of dinosaur used to live all over the world, including the part of Europe that millions of years later has become Spain.

Children will probably have seen dinosaur fossil bones in museums. These are the main source of evidence that these creatures existed, and about how they lived.

In the Rioja region in northern Spain is another kind of evidence: about 500 fossilised dinosaur footprints, Europe's largest concentration.

The footprints date back 120 million years to a time when the Rioja was very warm, wet and humid. The dinosaurs of the Cretaceous period (post Jurassic) roamed through what were then marshes, full of dense vegetation - a perfect habitat.

Film 1 A1: Life-size model dinosaur La Rioja’s dinosaur footprints have become a major attraction.

Tourists from all over the world come to visit the different sites along the “Dinosaur Trail” (ruta de los dinosaurios).

piled up over the footprint. Pressure hardened soft mud or sand into layers of rock - leaving the footprint as a dent in the top of one layer.

As time went by, wind, rain and frosts eroded the covering rocks, until the layer containing the prints was again uncovered.

What can we learn from the How were the fossil footprints formed? dinosaur footprints?

As the animals walked along the muddy terrain, they left behind a trail. Most of the footprints disappeared when it rained, or as the marsh water washed over them. Others dried out and hardened, then cracked to dust in the sun and were blown away. Occasionally one was covered by floodwater while it was still intact, and swiftly buried in muddy sediment.

Over millions of years, tons more sediments

Dinosaur tracks help scientists find out more about dinosaur anatomy and behaviour.

By measuring the shape, size and depth of each print, they can calculate roughly the size of the animal and how it was moving.

When they find tracks of several prints left by one animal this gives more clues: e.g. whether the dinosaur was walking or running; on two legs, or on all fours. The length of stride shows how long its legs were.

Activities

A dinosaur’s footprint - this one is 30-50cm long, with a stride between prints of 1.5 metres.

In the Middle Ages, people told stories about the prints being the hoofmarks of Santiago's horse, or left by giant chickens that lived in the time of the Moors.

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❑ Your local museum may have a loan collection of fossils (not necessarily of dinosaurs) that you could borrow for children to handle. ❑ If your school has a sandpit, you could devise a science activity making footprints in wet sand, then trying to draw conclusions using the print as the only clue.

Two children could make a trail; others could then try to guess what they were wearing on their feet; how they were moving, e.g. running, hopping; how tall they were, etc.

For more about the dinosaur trail, see 1.6: “Los números 0 - 12”

1. ÂĄ Hola!

Name.........................

This page may be photocopied for classroom use

Š 2018 Early Start Languages

1. ÂĄ Hola!

Name.........................

This page may be photocopied for classroom use

Š 2018 Early Start Languages

¡ Hola !

¡ Hola !

Buenos días

¡ Hola !

a

Buenas noches

Buenas noches

¡ Hola !

This page may be photocopied for classroom use

! a l o H ías ¡ d s o Buen

¡ Hola !

© 2018 Early Start Languages