2.1 ¿Dónde vives?
2.1 ¿Dónde vives? Where do you live?
In the first four sections of Early Start Spanish 2, pupils begin to talk about the surroundings in which they live, and those of people they meet. They start by learning to say which town they come from, and whether they live in a house or flat. They are introduced to the question “¿Dónde vives?”, and the simple structure “Yo vivo en...” for a reply. They will also begin to find out about Spanish towns and cities and the environments that Spanish children live in. They will be able to make comparisons their own ciry, town or village.
Films to see A1. Where do you live? A2. Where do you live? More cities B1. Flats and houses
Planning your lessons
It is a good idea to have a large map of Spain on display in your classroom so that the children can start to identify key Spanish towns and cities. Before watching the films you could have a warm up session to find out how much pupils already know about places in Spain.
Part A: Towns and cities Activities
NEW WORDS AND PHRASES for parts A and B
Warm up
¿Dónde vives? Where do you live? (Yo) vivo en... I live in ...
Before watching film A1, have a brief “warm up" session. ❑ You could open the lesson by revisiting some familiar phrases from Early Start Spanish “Tú y yo” to remind pupils of all they know about speaking and understanding Spanish. You could begin with everybody standing in a circle. Throw a soft ball to different children as you ask their names, ages, when their birthdays are, what pets they have and whether they have any brothers or sisters. They will now be ready to add some new personal vocabulary to their repertoire, and to look at what they already know about towns in Spain: ❑ Spanish towns: Some pupils will have been on holiday to Spain, others may be familiar with well known Spanish football teams such as Barcelona and Real Madrid. Make a list of all the Spanish towns they can think of. You may want to extend this to include towns in Spanish-speaking Latin America.
names of Spanish towns:
San Vicente, Nájera, Calahorra, Madrid, San Sebastián, La Coruña, Santiago, Cádiz, una casa - a house un piso - a flat ¿En una casa o en un piso? In a house or a flat? Talking Dictionary
Film A1: "Yo vivo en San Vicente".
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Early Start Spanish 2 Watch film A1: Where do you live?
❑ Watch film A1. Children saying which town they live in: The first group of children say that they live in San Vicente, “Yo vivo en San Vicente”. We see images of San Vicente. The next group of children live in Nájera, “Yo vivo en Nájera” and “Vivo en Nájera”. We then see images of Nájera including pilgrims travelling the Camino de Santiago (see this chapter’s “talking points”). The final group of children live in Calahorra, “Yo vivo en Calahorra” and “Vivo en Calahorra”. We then see images of Calahorra. Question & answer: children answer the question “¿Dónde vives?” by saying which town they live in - "En San Vicente", “En Calahorra” and “En Nájera”.
KEY SOUNDS
Listen and enjoy copying these typical sounds. Where have yo heard them before?
β
as in
vivo, San Vicente
Heard before in verde, abril, veinte Reminder: sounds like a soft "b" in English"baby"
x
Heard before in
Get used to the sounds
θ
Nájera, rojo, conejo,
as in
as in San
Vicente Heard before in: pez, doce, gracias as in vivo,
piso, Madrid, Santiago Heard before in gris, abril, cinco
❑ Echoing: Tell the children which town you live in, e.g. “Yo vivo en Dover”. Pupils echo the phrase. Note: Demonstrate by example that you expect children to pronounce non-Spanish names as they would normally. Only a few well-known cities outside Spain have special Spanish pronunciation: London is Londres, Edinburgh is Edimburgo and Dublin is Dublín. The pronunciation can be heard on the Talking Dictionary. ❑ Echoing: Using a map of the British Isles as a visual aid, point to a selection of different towns and cities and say “Yo vivo en Liverpool” etc. Pupils echo the phrases. Now use your map of Spain. Point to the areas of northern Spain where San Vicente de la Barquera, Nájera and Calahorra are situated and say "Yo vivo en San Vicente" etc. Pupils echo. Pay particular attention to "Key sounds".
La Coruña,
as in
años, cumplaños, also in España, español
Heard before in silent Heard before in
as in Calahora
hola, hermanos
* Note: phonetic symbols are for teachers ONLY! This box is not meant as a pronunciation guide - take the films and e-flashcards as a model.
see Talking Dictionary
Watch film A2: More cities
❑ Watch film A2 which introduces pupils to some more well known Spanish towns and cities: The location of each one is identified on the map of Spain: “Yo vivo en Madrid”, “Yo vivo en San Sebastián”, “Yo vivo en La Coruña”, “Yo vivo en Cádiz”, “Yo vivo en Santiago”. Film A2: Cádiz is said to be Europe's oldest city.
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2.1 ¿Dónde vives?
Get used to the sounds
❑ Play “place name chain” The first pupil starts by saying, “Yo vivo en ...” (naming the town or village where they live). They then ask the next person, ”¿Dónde vives?” The second pupil answers, then asks the next person and so on round the group.
❑ Echoing: To help pupils become used to the sounds of the names of Spanish cities use your map of Spain as a visual aid. Make this activity more amusing by using your Spanish-speaking puppet. Ask the puppet “¿Dónde vives?” The puppet replies “(Yo) vivo en Madrid” (or another Spanish town) - or simply “En Madrid”, The pupils echo the reply. Repeat with the other Spanish towns identified in the film.
❑ Play “place name chain” as a race Divide the class into groups. You can start the race by saying “1-2-3 ... ¡ya!” (Introduced in Early Start Spanish 1 “Tú y yo”). The first pupil in each group asks, ”¿Dónde vives?” and the next child answers and so on round the group. To win, a group must both have finished first and used the correct Spanish phrases!
Respond with understanding
❑ Now let the puppet ask different children where they live. They can answer using their actual home town or a Spanish town. The puppet asks, “¿Dónde vives?”, pupils reply “(Yo) vivo en Dover” etc. or, for a more natural response, “En Dover”.
Part B: Flats and houses Watch film B1: Flats and houses
❑ Watch film B1 Children saying that they live in a flat: Images of different kinds of flats are shown “un piso”. Two children are then seen arriving home from school and entering their block of flats -“Yo vivo en un piso”. Children saying that they live in a house: Images of different kinds of houses are shown - “una casa”. Several children are then seen outside their respective houses -“Yo vivo en una casa”. Question & answer: children answer the question ”¿Dónde vives?” by saying which town they live in. They are then asked whether they live in a house or a flat-“¿En una casa o en un piso?”They say that they live in a flat: “En un piso” (See this chapter’s “talking points”). This question and answer sequence also includes familiar questions from Early Start Spanish 1.
Get used to the sounds
❑ Echoing: Show the flat and house e-flashcards, with sound on and text OFF. echo the words, e.g. “un piso”. Display the text; pupils echo the phrase again. Pay particular attention to the “key sounds”.
Film B1: "Yo vivo en un piso".
❑ Echoing: Let the class puppet say whether he lives in a house or flat. The puppet says either, “(Yo) vivo en una casa” or “(Yo) vivo en un piso”. The children echo the puppet .
Respond with understanding
❑ Play “stand up - sit down” You say “(Yo) vivo en un piso”. All the children who live in a flat stand up. Now say “(Yo) vivo en una casa”. All the children who live in a house stand up and the children already standing sit down. Repeat this several times, sometimes alternating the statements, sometimes repeating the same statement so that the children have to listen carefully to what is being said. When you are first playing this game you may need to use the flashcards to help pupils
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Early Start Spanish 2 remember which is which. ❑ When you are sure all pupils understand the difference between “una casa” and “un piso”, you can extend the “stand up - sit down” game to include additional phrases. You could say “(Yo) vivo en ... ”(naming the town where most children live). Children who live in that town stand up. Now say “(Yo) vivo en ... (name of town) en una casa”. Children who live in that town and also in a house stay standing. The others sit down. Now repeat this naming a neighbouring town or village. You can also include extra statements to practise familiar words and phrases which pupils already know, e.g. “(Yo) vivo en (name of town). Vivo en un piso. Tengo un hermano”.
Look again at sounds
❑ Play “It’s that sound again” Now that the new words and sounds are familiar, pick out a “key sound” from this chapter’s new words. Ask children to suggest all the Spanish they know that also contain that ‘special’ sound. Repeat this with another "key sound". ❑ Give each pupil a copy of the activity sheet which shows the names and locations of key Spanish towns. You may like to add one or two extra towns to the map: for example, where your Spanish exchange school is. Ask the children to point to the town(s) which include particular key sounds. For example, you say the “i” sound; pupils point to Madrid and Santiago. Say the soft “b” sound; pupils point to San Vicente. You could also ask pupils if they can find a town which has a silent letter “h”. It is a good idea to keep repeating the names of the towns as the children are doing this activity. This way they will continue to associate the written word with pronunciation.
❑ Following the example of the question &answer sequences, ask individual children “¿Dónde vives?”. They reply “En...” (and name of their town). Then ask “En una casa o en un piso?” Pupils reply, “En un piso” or “En una casa”. If you know there are pupils who may be uncomfortable making a personal answer to this question because of their domestic circumstances, you could pass the class puppet from child to child so that the children are answering on behalf of the puppet rather than themselves. You may find it useful to replay the question & answer sequences at this point.
Watch films A1, A2 & B1 again
❑ Show the films once more for reinforcement.
CROSS CURRICULAR ACTIVITIES
❑ Town Guide project: Pupils can begin to develop ideas for creating a Town Guide for a town or village. This could be based on their own town, or on a Spanish town: either a real one (e.g. where their link school is situated), or an imagined one, based on what they discover about Spain as they work through this course. Their aim could be to produce a guide to thetown - perhaps giving foreign visitors a walk to follow, or a cycle trail; and telling them about places to see. This could be presented in the form of an illustrated leaflet, a display, a map, or even a large model. A project of this kind can develop skills in geography, design & technology, ICT, art, literacy and numeracy. Throughout Early Start Spanish 2, we suggest how the project can developed alongside new language acquisition
❑ Play “longest sentence” and/or “longest statement” Pupils can try and construct the longest sentence they have ever said in Spanish. This will probably mean making liberal use of the Spanish word “y” meaning “and” which pupils first encountered in Early Start Spanish 1: “Tú y yo”. They can either speak themselves or talk on behalf of the class puppet, for example: “Yo vivo en Londres en una casa y tengo un hermano, dos hermanas, un gato, un hámster, un pez...” etc. Alternatively, if your pupils are confident, they could experiment to see what is the longest statement they can make in Spanish. This could be done in groups using a stop-watch. If the children enjoy this, you could do it regularly. Can individuals improve on their personal best? What is the class record?
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❑ Geography - mapwork: Pupils can label the dots on the activity sheet map of Spain with the names of the towns mentioned in films A1 and A2. They can also add the names of any other Spanish towns which are significant to them.
2.1 ¿Dónde vives? ❑ Geography and ICT - Planning the route of a railway journey: Spain has a good network of long distance train services as well as local lines serving many towns. Your class could plan a journey by rail using timetables and maps. This is a good way of becoming familiar with the scale of the country and of establishing where different places are. They could start the journey from San Vicente de la Barquera, (one of the towns which features in the films) or from the town where their exchange school is situated. Alternatively, pupils could plan a route from their home town to a destination in Spain. This
Talking point 1
iNájera and Santiago The pilgrimage to Santiago
could include a plane flight or ferry as well as rail travel; or it could be by car, using motorways. ❑ Literacy - creative writing - Pupils can write about a journey they would like to make to Spain using their own mother tongue. This could link in with the activity described above. Having planned their journey, they could describe where they are going and what they are going to do when they get there. For example, they might be making a school journey to visit their exchange school; they might be travelling to Barcelona or Madrid for an important football match; they might be going on holiday to the seaside or a well-known city.
According to the legend, the relics of Christ’s apostle James were discovered in the town of Santiago de Compostela in Galicia in the year 813. A cathedral was built in his honour. James is Spain’s patron saint who supposedly helped its Christian kings drive the Moors out of Spain. In the Middle Ages half a million pilgrims a year from all over Europe travelled the Camino de Santiago (the Road to Santiago). Many came from France, making the hazardous journey across the Pyrenees or via the Somport pass. The most commonly used route became known as the Camino francés (the French road). Walking the 800 miles from Paris to Santiago and back took at least four months. In 1189 the Pope declared Santiago to be a “Holy City” like Rome and Jerusalem. Muslims had captured the Holy Land, making pilgrimages there difficult, despite the Crusades. Instead, people flocked along the two main routes right across northern Spain to Santiago. Charities built refuges, churches and hospitals to give pilgrims rest, protection, spiritual guidance, and medical care (since many were sick). Pilgrims walked in groups for protection from bandits, wild animals, and other dangers; they carried a long staff to lean on, and wore the traditional clothing of cape and curling felt hat. Medieval pilgrims believed that making the pilgrimage to a “Holy City” would earn them
Today's pilgrims outside the Pilgrims' hostel in Nájera
a reprieve from Purgatory. Some convicted criminals were ordered by the judge to make the pilgrimage as a penance. Everyone had their documents stamped by the clergy at key points along the route to prove they had completed the whole journey. At Santiago, pilgrims bought badges shaped like scallop shells, the symbol of Saint James - as souvenirs and to prove they had been. Galicia’s rocky coasts were famous for shellfish; pilgrims looked forward to a feast on arrival. On the journey back home, they wore shell badges on their hats.
By the 18th century, as few as 30,000 pilgrims a year walked the route. Pilgrimages almost died out, thanks to wars with Napoleon and Spain’s other wars in the 19th century. Since the 1970’s, there has been a big revival in the pilgrimage. One explanation for this is the growth of ecological and alternative tourism. Pupils watching film A1 will see pictures of Nájera, which is on the main route to Santiago.
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Early Start Spanish 2 Every day in the spring and summer months, 21st century pilgrims can been seen walking through the town. Many of them stop to spend the night at the “Pilgrim’s hostel” (Albergue de peregrinos). There are many of these hostels all along the route. Pilgrims can have a bed for the night either free or for a very modest fee. To be considered a pilgrim, you must travel by foot, horse or bicycle. To stay in the hostels, you need a “pilgrim’s passport” which is stamped on arrival at the refuge (you see this in film A1).
Talking point 2
iFinding out about some towns and cities in Spain
You can talk with the class about how to describe a town with just a few facts. Look at the diversity of Spain, and compare your community with places in Spain. You may also want to look at places in Spanish-speaking Latin America.
Madrid
Madrid, the capital city (pop: 3 million), lies in the centre of Spain. It is busy with government offices, parliament where Spanish MPs meet, and royal palaces; also banks, shops, business offices, theatres, art galleries and museums. A "pilgrim's passport" which is stamped on arrival
It is a throwback to the days when all pilgrims were obliged to have their documents stamped by the clergy. Santiago Cathedral, the pilgrims’ final destination, is shown in film A2.
Cultural awareness
■ Many other cathedrals also once had shrines to saints that pilgrims used to visit in the Middle Ages, like St. Thomas Becket’s Tomb at Canterbury. Find out about one near you, and talk about why s/he was made a “saint”, and the “miracles” that are supposed to have happened. ■ Art and design 1: Pupils could design a “pilgrims’ passport” to go with your town trail. They could make a potato stamp (or similar) for each place on the trail, to give visitors a record of where they have been. ■ Art and design 2: Talk with pupils about what symbol might make an appropriate souvenir badge for your town or school.
Madrid is Spain's capital city.
Spain has a royal family: King Felipe VI, Queen Letizia, and their daughters Leonor, Princess of Asturias, and Infanta Sofía They live in a modest palace (Palacio de la Zarzuela) on the outskirts of Madrid; the main Royal Palace in central Madrid - a fine 18th century building - is now used only for public events.
Cádiz
Cádiz is said to be Europe’s oldest city. According to legend, it was founded by Hercules. At different times, it was a port for Carthaginians, Romans, and Moors. 16th century Spanish treasure ships sailed the Atlantic to Cádiz, carrying gold and silver taken from the Incas and Aztecs in the New World. In 1587 Sir Francis Drake attacked the port in a successful attempt to delay preparations for the Armada. In 1812 Cádiz was briefly the capital, and Spain’s first constitution was declared here.
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2.1 ¿Dónde vives? San Sebastián
The best known “Modernist” was Antoni Gaudí (1852-1926) who designed unique apartment buildings such as the Casa Milá and the celebrated church of the Sagrada Familia - a project which occupied Gaudí for the last 12 years of his life. It was never actually completed.
Nowadays San Sebastián is a seaside resort in northern Spain, popular with Spanish and French families. In the 19th century, it was the smart, fashionable place for Spanish aristocrats’ summer holidays. Every September there is a famous International Film Festival.
Salamanca
La Coruña
Salamanca is an old university town in Castille, northwest of Madrid. The town still has Roman, Medieval, Renaissance and Baroque buildings. Salamanca University was founded in 1200. The main university building, with a beautifully carved façade, dates from the 16th century.
La Coruña is a busy port which has played an important part in Spanish maritime history. It was from here that Felipe II’s Armada sailed to invade England in 1588.
Valencia
Valencia is on the Mediterranean coast, in eastern Spain. It is the centre of a very rich farming area which grows oranges, lemons and a great variety of vegetables for export all over the world. On 19th March, there is the famous celebration of San José, when the people of Valencia build huge sculptures made of cardboard, then burn them up with an impressive fireworks display. .Europe’s oldest working lighthouse at La Coruña.
Cultural awareness
Talk with the class about what Spanish visitors might notice and find interesting or different about your town or neighbourhood. ■ Is your town famous or important for something? ..or was it in the past? ■ Are there old buildings or famous people?
It is also home to Europe’s oldest working light- house (la Torre de Hércules). This was built by the Romans and rebuilt in the 18th century. The lighthouse can still be seen flashing today.
Barcelona
Barcelona is one of Spain’s busiest ports and is a major centre of culture and commerce. It is best known for its many buildings designed in a style of art and architecture known as Modernism which was developed at the end of the 19th century.
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Early Start Spanish 2
Talking point 3
iEVERYDAY LIFE IN SPAIN Flats and houses
Cultural awareness
■ “Our town, your town” display: Ask your link school in Spain to email photos or drawings of the kind of houses and flats to be found in their area. Your pupils can do the same about your community. Talk with children about similarities and differences. You could make a display to show to other classes or parents.
“Casa” is the word used in Spanish for both “house” and “home”. Most Spanish houses have roll-up blinds or shutters made of wooden or plastic slats that serve both as protection from the cold and excessive sunlight. Houses and ground-floor flats often have grilles to make them safe from crime.
■ Town Trail project: Select some of the pictures to include in your Town trail. If you are making a model of an imaginary Spanish town, the pictures could help you design some of the buildings. ■ Send “talking postcards”: Pupils can enjoy making and sending electronic “talking postcards” by attaching sound as well as picture files to e-mails. Talk with the children about which picture best gives a stranger an idea of what your town is like. Then decide what audio greeting(s) you should include.
A typical flat in northern Spain.
Many people in Spain live in blocks of flats - in small towns as well as the larger cities. There is a growing trend to build houses rather than flats on new developments on the outskirts of towns. These new houses are generally detached, so Spanish children visiting Britain may be surprised to see rows of terraced houses or groups of semi-detached houses.
EXTRA WORDS AND PHRASES
un palacio un castillo Londres Edimburgo Dublín
Spanish houses and flats do not usually have carpets. Floors are generally made of polished wood, cool tiles or marble-type surfaces. These are easy to keep clean by washing with a mop or sweeping and are common to many other European countries from Scandinavia to Italy . Whilst laminate and wooden floors are increasingly popular in British homes, European visitors find it strange that so many British houses, flats and hotel rooms have carpets in every room!
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a palace a castle London Edinburgh Dublin
Talking Dictionary
1.8
En En En En En En En En
Madrid San Vicente Nájera Calahorra Santiago La Coruña San Sebastián Cádiz
¿Dónde vives? Me llamo..............
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This page may be photocopied for classroom use
© 2019 Early Start Languages
¿Dónde vives?
This page may be photocopied for classroom use
Me llamo.......................
© 2019 Early Start Languages