S2.01 wherelive

1. ¿Dónde vives?

1. ¿Dónde vives?

Where do you live?

In the first four sections, 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.

VIDEO Children saying which town they live in: The first group of children say that they 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 picture of Nájera zooms into a map of Spain to show where the town is situated geographically.

The next group of children say that they live in Calahorra, “Yo vivo en Calahorra” and “Vivo en Calahorra”. We then see images of Calahorra.

NEW WORDS AND PHRASES

¿Dónde vives?

Where do you live?

(Yo) vivo en...

I live in ... names of Spanish towns:

Nájera, Calahorra, Madrid, San Sebastián, La Coruña, Santiago, Cádiz, una casa un piso

Outside the Town Hall: “Yo vivo en Calahorra”.

a house a flat

The final image of Calahorra zooms into a map of Spain to show where the town is situated.

Images of a range of other Spanish towns and cities are then shown. 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”.

Question & answer: children answer the question “¿Dónde vives?” by saying which town they live in - “En Calahorra” and “En Nájera”.

Children saying that they live in a flat: images of different kinds of flats in Calahorra and Nájera are shown - “un piso”. Two children are then seen arriving home from school and entering their block of flats -“Yo vivo en un piso”.

¿En una casa o en un piso?

In a house or a flat?

Standing on a bridge over the R.Ebro: “Yo vivo en Nájera”.

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1. ¿Dónde vives?

Children saying that they live in a house: images of different kinds of houses in Calahorra 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?” All the children say that they live in a flat: “En un piso” (See this chapter’s “talking points”). This question and answer sequence also includes some familiar greetings and two of the children are asked their names.

Activities 1. Warm up ❑ 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 on the board of all the Spanish towns they can think of. You may want to extend this to include towns in Spanish-speaking Latin America.

KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?

“j” as in Nájera rojo naranja conejo

Heard before in:

“v” as in vivo

2. Watch the video

verde nueve veinte

Heard before in:

❑ Watch video section 1: “¿Dónde vives?” The written words for the key Spanish towns have been included in the main video sequences so that you and your pupils can easily see where the different towns are located on the map of Spain. However, we suggest you stop the video at the pause point before the new phrases are shown in writing on screen.

“i” as in vivo piso Santiago Madrid Heard before in:

días bien gris

“ñ” as in La Coruña Heard before in: also in:

3. Get used to the sounds Towns and cities

años

❑ Echoing: Tell the pupils which town you live in, e.g. “Yo vivo en Dover”. Pupils echo the phrase.

España español

“h” as in Calahorra

Silent Seen before in:

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 audio CD.

hola hermano

(Listen to the native speakers - try to copy the typically Spanish sounds.)

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1. ¿Dónde vives? ❑ 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 “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!

5. Get used to the sounds Flats and houses ❑ Echoing: Show the flashcard of the block of flats and say, “(Yo) vivo en un piso”. Pupils echo the phrase. Then show the flashcard of a Spanish house and say, “(Yo) vivo en una casa”.

They echo the phrase. 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.

❑ 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.

6. Responding with understanding Flats and houses

❑ Echoing: To help pupils become used to the sounds of the names of Spanish cities use a map of Spain as a visual aid. You can make an enlargement of the activity sheet at the end of this chapter. 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”, as the children do in the question and answer sequences on the video.

The pupils echo the reply. Repeat with several of the Spanish towns identified in the video.

❑ 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 remember which is which.

4. Responding with understanding Towns and cities

❑ 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”.

❑ Now let the puppet ask different children where they live. The puppet asks, “¿Dónde vives?”, pupils reply “(Yo) vivo en Dover” etc. or, for a more natural response, “En Dover”. ❑ 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.

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1. ¿Dónde vives? ❑ Following the example of the question & answer sequences on the video, 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 video sequences at this point.

You may like to add one or two of your own, for example, the town 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 “j” sound; pupils point to Nájera.

Then say the “i” sound; pupils point to Madrid and Santiago. Say the “ñ” sound; pupils point to La Coruña. All the town names in this chapter can be heard on the Audio CD. If you have already introduced pupils to the written word when working through Early Start Spanish “Tú y yo”, 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.

❑ 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?

CROSS CURRICULAR ACTIVITIES ❑ Town Guide project: Pupils can begin to develop ideas for creating a Town Trail 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 the town, giving foreign visitors a route to follow and telling them about places to see - perhaps a walk, or a cycle trail. It could be presented in the form of an illustrated leaflet, a display, a map, or even a large model - some examples are on www.earlystart.co.uk.

A project of this kind can develop skills in geography, design & technology, ICT, art, literacy and numeracy. Throughout this pack, we suggest how the project can developed alongside new language acquisition.

6. Watch the video again ❑ Show video section 1: “¿Dónde vives?” again for reinforcement.

Introducing the written word When pupils have had plenty of exposure to the sounds of the new words and phrases, you may like to show them the final sequence of video section 3 :“¿Dónde vives?”, in which each of the key words and phrases are repeated with text superimposed on the pictures.

❑ Geography - mapwork: Pupils can label the dots on the activity sheet map of Spain with the names of the towns mentioned in video section 1 ¿Dónde vives? They can also add the names of any other Spanish towns which are significant to them.

❑ Play “listen to the sounds” Give each pupil a copy of the activity sheet which shows the names and locations of key Spanish towns.

❑ 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

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1. ¿Dónde vives? 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 Calahorra (one of the towns in the Rioja region where the video was filmed) 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 could include a plane flight or ferry as well as rail travel; or it could be by car, using motorways.

Most young children will find it too complicated to look up times on a full railway or airline timetable - but they can plan what route to take, using the simpler summary leaflets that are prepared for tourists. They could also use the internet to find out about flights to Spain, ferry crossings and rail links in the UK and Spain.

Links to some useful websites for this activity are on the website: www.earlystart.co.uk

Talking point 1 Nájera and Santiago The pilgrimage to Santiago According to the legend, the relics of Christ’s apostle James were discovered in the town of Santiago de Compostela in the year 813. A cathedral was built in his honour. James is Spain’s patron saint and is known there by many names Jaime, Santiago and Yago.

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). The 800 mile pilgrimage from Paris to Santiago and back on foot 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. So 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).

❑ 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.

You could provide the children with a selection of tourist information leaflets and reference books about Spain. They could use these to find out more about the town(s) they plan to visit.

Commercial travel companies can provide illustrated brochures. The Spanish Tourist Office www.tourspain.co.uk will send brochures, leaflets, maps and travel timetables.

Most public libraries have a children’s “European section” which usually includes appropriate reference books.

Today’s pilgrims outside the Pilgrims’ hostel in Nájera.

Pilgrims walked in groups for protection from thieves and other dangers; they carried a long staff to help them walk, 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 a reprieve from Purgatory. Some convicted criminals were ordered by the judge to make the pilgrimage as a penance.

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1. ¿Dónde vives?

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.

Santiago’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. Thanks to wars with Napoleon and Spain’s other wars in the 19th century, pilgrimages almost died out.

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.

Talking point 2 Finding 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; at the diversity of Spain, and at comparing your community with places in Spain.

You may also want to look at places in Spanish-speaking Latin America.

A “pilgrim’s passport” which is stamped on arrival.

Madrid

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 the video will see pictures of Nájera, which is on the main route to Santiago.

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 the video). It is a throwback to the days when all pilgrims were obliged to have their documents stamped by the clergy.

Santiago Cathedral, the pilgrim’s final destination, is also shown on the video.

Madrid is the capital city in the centre of Spain.

It is a big city with over 3 million people, with government offices, and the Parliament where Spanish MPs meet; also the main banks, business offices, theatres, art galleries and museums.

Madrid is Spain’s capital city.

Madrid is also where the Spanish royal family live. King Juan Carlos I, and his queen, Doña Sofía, have a modest palace (Palacio de la Zarzuela)

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1. ¿Dónde vives?

Carthaginians, Romans and Moors all lived here.

Spanish treasure ships used to sail here, carrying gold and silver taken from the Incas and Aztecs in the New World, making Cadiz very prosperous. In 1587 Sir Francis Drake attacked the port in a successful attempt to delay preparations for the Spanish Armada.

In 1812 Cádiz was briefly the capital, and Spain’s first constitution was declared here.

on the outskirts with their son (who will inherit the crown) and two daughters . The main 18th century Royal Palace in the city is only used for public events.

San Sebastián Nowadays San Sebastián is a seaside resort in northern Spain, popular with Spanish and French families. It was very smart in the 19th century, when it was fashionable with the Spanish aristocracy. Every September there is a famous International Film Festival.

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.

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.

La Coruña 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.

It is also home to Europe’s oldest working lighthouse (la Torre de Hércules). This was built by the Romans and rebuilt in the 18th century. The lighthouse can still be seen flashing today.

Salamanca Cádiz

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.

Cádiz is said to be Europe’s oldest city.

According to legend, it was founded by Hercules.

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 did it used to be in the past?

■ Are there old buildings or famous people?

Cádiz is said to be Europe’s oldest city.

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1. ¿Dónde vives?

Talking point 3

EVERYDAY LIFE IN SPAIN

EVERYDAY LIFE IN SPAIN Flats and houses “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.

Spanish houses are usually detached.

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.

European visitors to Britain find it strange that the majority of our houses, flats and hotel rooms have carpets in every room!

Cultural awareness

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.

New houses in Spain are generally detached, so Spanish children visiting Britain are often surprised to see rows of terraced houses or groups of semi-detached houses.

■ “Our town, your town” display: Ask your link school in Spain to send photographs 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.

EXTRA WORDS AND PHRASES

■ 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.

un palacio un castillo Londres Edimburgo Dublín -

a palace a castle London Edinburgh Dublin

■ Send “talking postcards”.

Pupils can enjoy making and sending electronic “talking postcards”.

See www.earlystart.co.uk to find out how to attach sound and 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.

The pronunciation of these additional phrases can be heard on the audio CD for teachers.

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This page may be photocopied for classroom use

©2002 Early Start Languages

¿Dónde vives?

En En En En En En En

Madrid Nájera Calahorra Santiago La Coruña San Sebastián Cádiz

DĂłnde vives?

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This page may be photocopied for classroom use

Š2002 Early Start Languages