S1.02 Goodbye-V13

1.2 Adiós 2 .

A d i ó s

1.2 Adiós

Saying goodbye This section extends pupils' small Spanish vocabulary to include saying “goodbye” and “thank you.” This provides plenty of opportunities for spontaneous use and practise of the foreign language in real settings.

Films to see A1. Saying 'Goodbye' A2. Song

Activities

Planning your lessons

Warm up

Learning a language is cumulative children need opportunities to become familiar with hearing, saying and reading the new words, and to use them alongside the Spanish they already know.

It is important to plan a series of brief activities that help children feel comfortable with a growing body of language, i.e. as well as practising “goodbyes” they also continue to work on “hellos”.

❑ Before watching film A1, it is a good idea to have a brief “warm up” session to remind pupils of the Spanish words and phrases they already know. Play one or two of the games outlined in Chapter 1.1.

Cultural awareness

Before you watch film A1, you could discuss with the class different ways in which they say goodbye in their own language. Compare what you might say and what gestures you’d use: - to someone leaving on a long journey; - to someone you will see tomorrow.

Explore how different farewells go in and out of fashion: ■ How many can they think of?

■ Do children and adults say goodbye in different ways?

NEW WORDS AND PHRASES

adiós - goodbye hasta luego - see you later hasta mañana - see you tomorrow buenas noches - goodnight (from Ch.01) gracias - thank you see Talking Dictionary

1

Watch Film A1: “Saying goodbye”

❑ Watch film A1. Spanish children say goodbye to the viewers, “¡Adiós!”

Visitors say goodbye as they set off for home: "Adiós, hasta luego".

HOW SPANISH WORKS 1: When to use different goodbyes “Adiós”,“hasta luego”and"hasta mañana" are used regularly by children and adults.

“Hasta luego” is more informal. Very often the phrases are heard together, e.g. “adiós,

hasta luego.” Pupils will hear how this sounds when they are watching the film. "Hasta" means literally, "till" - ie "till later".

“Buenas noches” can be used both as a greeting and also to say goodnight, e.g. at bedtime or when taking leave of someone at the end of an evening.

2.1

Film 2-A1: Carla and her friends say goodbye: “¡Adiós!.”

E a r l y S t a r t S p2 a n. i sAh d 1i ó s

Out and about in the streets of San Vicente and Calahora, people say goodbye to each other: Carla pays for her ice cream: The shopkeeper thanks her: "Gracias". She takes the ice cream and leaves:"Gracias, hasta luego".

At the supermarket checkout: "Gracias, adiós".

Carla and her friends say goodbye as they leave the park: "Adiós".

In the evening a man and a woman say goodbye: "Hasta mañana. Buenas noches".

It's bedtime and Elisa's mother says goodnight: "Buenas noches Elisa. Hasta mañana".

In the busy supermarket the assistant at the checkout greets customers and says goodbye: "Adiós. Hasta luego".

Adults and children say goodbye to the viewers: "Adiós".

The friendly dinosaur says goodbye to the children visiting the dinosaur trail: "Adiós".

KEY SOUNDS

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

hasta luego Heard before in buenas noches reminder: sounds like "w" as in "when" as in

θ

When the "c" comes before "i" or "e" it sounds like "th" as in "thank

❑ Echoing: Give the children a wave and make as if you are heading for the door to leave the classroom. As you do this say “adiós”; the children echo “adiós.” Repeat this several times. ❑ Echoing: Ask some of the more confident pupils to take it in turns to leave the room saying goodbye to the rest of the class. At this stage you and the class wave and echo back “adiós.”

you"

as in adiós and gracias Sounds a bit like "y" as in "you" in English Accents: the accented vowel is the one you stress when you say it.

silent-

Get used to the sounds

❑ Echoing: Show the e-flashcards; - click the sound ON but leave text OFF. Show each picture; pupils echo, e.g. “¡Adiós!”

Then re p e a t d i s p l a y i n g 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: e.g. “c” in “gracias”and silent "h" in "hasta"...

as in gracias

as in

hasta

seen before in "hola"

* 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

❑ Now give the children a wave and say “hasta luego”as you head for the door. The class echoes “hasta luego.” ❑ Echoing: Ask different pupils to take turns to leave the room. Wave to the child and say “adiós, hasta luego.” or "adiós, hasta mañana".

The pupil echoes back the farewell.

❑ Ask pupils to move around the room and greet each other. They then wave and say goodbye using “adiós”, “hasta luego” or both phrases together - and go on to greet someone else.

2.2

1.2 Adiós 2 .

❑ To practise saying “thank you” ask different pupils (in English) to bring you classroom objects. As you receive the object say “gracias.”

A d i ó s

Look again at sounds

❑ Play “listen to the sounds” Now that the new words and sounds are familiar, pick out a “key sound” from this chapter’s new words that occurs more than once. Ask children to suggest the Spanish words they know that contain that “special” sound. You could choose the “w” sound in hasta luego, buenos días and buenas noches; or the ‘y’ sound in adiós and gracias.

❑ Now move round the classroom giving something to each pupil. This could be a sweet, a sheet of paper, a pencil etc. As each pupil receives the item he/she says “gracias.”

Cultural awareness

Having practised a little of the language from the film, this is a good time to talk with pupils about the images of Spain they have seen. See this chapter's “talking points.”

❑ Play “find the sound”: Associating sounds with the written word.

Make flashcards showing other words pupils know, e.g.“hola”, “buenos días” and “buenas noches”. Place these, together with the word flashcards “hasta luego”, “hasta mañana” and “gracias”, on the floor. Pupils stand or sit in a circle around the flashcards.

Play some music and pass a soft ball or cuddly toy around the circle. When the music stops, ask the pupil holding the ball to find a word containing the “w” sound . The pupil selects , for example, the “hasta luego” flashcard. Everybody echoes the word and the card is replaced.

Start the music again. When the music stops ask the pupil holding the ball to find a word containing the “th” sound The pupil would choose “gracias”. Repeat this several times.

Later on, pupils will be able to play these games using more words and more sounds and it can become a regular feature of your Spanish lessons.

Respond with understanding

❑ Paper flashcards Display enlarged copies of the goodbye flashcards together with the greetings flashcards.

Point to the different pictures and say either the appropriate greeting or farewell phrase. Pupils echo the phrases.

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.

Watch film A1 again

❑ Show the film again for reinforcement. Pupils will pick up more detail from a second viewing.

The language will now be familiar and they can pay more attention to the cultural aspects of the

❑ Ask confident pupils to point to the different pictures. The class calls out “Adiós, hasta luego”, “Adiós, hasta mañana”, “Adiós, buenas noches” or the appropriate greeting. The pupil pointing to the picture either greets the class back or says goodbye. ❑ 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.

Film 2-A1: Pupils at Colegio Mata Linares say:“¡Adiós!.”

2.3

E a r l y S t a r t S p2 a n. i sAh d 1i ó s 2

HOW SPANISH WORKS 2: The letter "ñ" in the Spanish alphabet

Pupils may have noticed the wiggly line over the first "n" in the word "mañana".

This is actually an extra letter in the Spanish alphabet - "ñ" (It has its own name which sounds something like "enye". It comes after "n" in the alphabet. There will be more about the alphabet in Early Start Spanish 2 and the "ñ" letter and sound will be looked at in more detail when we meet it again in 1.6 and 1.10.

CROSS CURRICULAR ACTIVITIES

❑ Classroom routines: Use “adiós” or “adiós, hasta luego” whenever you say goodbye to the class or individual pupils. At the end of the school day, you could say “adiós, hasta mañana”. ❑ Classroom routines: Use “gracias” instead of “thank you” whenever a pupil gives you something or completes a task. ❑ Art: Pupils can paint their own pictures representing “adiós, hasta luego”, “adiós, hasta mañana” and “adiós, buenas noches”.

pleased to see each other; or, they may be really sad to be saying goodbye.

When everyone has worked with a partner for a short time, ask the pairs of pupils to move round the room or hall greeting and saying goodbye to other pairs of pupils in as many different ways as possible. It is a good idea to join in yourself to keep ideas flowing.

Watch film A2 - song

❑ Music: Pupils can sing the next version of the song which includes vocabulary from 1.1 and 1.2 . 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. ❑ Music: Pupils can use percussion instruments to make up chants based on the rhythm of the new words and the greetings they were introduced to in 1.1. You could also ask them to compose their own tunes to fit the rhythm of the words.

❑ Drama: Drama-based activities can add real enjoyment to language learning. They also help pupils to realise that communication depends very much on the way words are spoken.

Ask pupils to find a partner and think of different situations in which they might greet each other and/or say goodbye. They may, for example, be angry with each other; they may be really

Talking Point 1

EVERYDAY LIFE IN SPAIN Shopping hours

In the films in 1.1: “Hola” and 1.2: “Adiós” pupils see a variety of images of people out and about doing their shopping.

Spanish shops generally open in the morning from about 0900, although some shops may not open until as late as 1000. They are usually closed over lunchtime and the early afternoon. This means from around 1400 - 1700 , as people eat their lunch later in Spain than in the UK. Most

Film 2-A2: The class sings the "Greetings & goodbye song".

shops are then open until 2000. Large supermarkets do not normally close during the afternoon and will often stay open until about 2100.

Sunday opening hours vary from region to region. In most towns some food shops will open on Sundays so that people can buy basic items like bread. In San Vicente and Calahorra the shops in the town centre are not only closed on Sunday, but also on Monday until 1700 when they reopen for business. This is typical of many small and medium sized towns.

In large cities, the shops are open on Sundays, but some regions limit Sunday opening to one

2.4

1.2 Adiós 2 .

Maize grows well on the Meseta, the high, flat land in the middle of the country. Some of the maize is used to make cornflakes. Tomatoes grow all over Spain and potatoes usually grow best in the north, where it is cool and wet.

Spain is the world's biggest producer of olive oil. Olive trees do not need much water and so they grow in the south, on the Mediterranean coast and on the Meseta plateau.

The Arabs also introduced oranges to Spain.

Orange trees need a hot summer and grow in the south in the Mediterranean. Near Seville, special Seville oranges are produced which are particularly bitter. These are used to make marmalade.

Many other kinds of fruit are cultivated all over Spain, especially pears, peaches and cherries.

Apples grow well in the wetter, cooler north.

There are many small towns which have canning factories.

Grapes are grown in both the north and south of Spain. The Rioja region, where tsome of the filming took place was filmed, is well known for its high quality wine. The area around Calahorra also takes pride in its fresh fruit and vegetables.

Many local dishes include peppers, asparagus and tomatoes.

Sunday each month. Everything closes for fiestas and national holidays.

Spanish families eat a lot of fish, fruit and vegetables. In the past, fresh produce would have been bought from specialist shops and markets. These still exist, but big supermarkets have become more and more popular as they are in other European countries.

Cultural awareness

❑ Ask pupils to look out for food items which are imported from Spain when they visit the supermarket with their families.

Alternatively, you could organise a class visit for this activity. ❑ Ask pupils to collect labels from canned fruit and vegetables and identify which country the fruit comes from. Spanish imports might have “España” marked on them.

Talking point 2

Farming in Spain

A d i ó s

Every

Spain has always been a farming nation. There are many varied kinds of agriculture because of Spain's great diversity of land and climate.

The main exported crops are olives, oranges, lemons, grapes, strawberries, onions, tomatoes, wheat, barley and sugar beat. Wine and sherry are also major exports.

Many new foods such as rice and sugar cane were bought to Spain by the Arabs who ruled much of the country for seven hundred years, finally leaving in 1492. There are parts of Spain where it is hot enough for rice to grow, particularly in eastern Spain, around Valencia where rivers are used to irrigate the fields.

Sugar-cane grows in large fields in the lowlands of southern Spain. It was Spanish sailors who first took the sugar-cane plant to the West Indies and to Central and South America.

In the sixteenth century, the Spanish explored the New World (North and South America). They were looking for gold, but they also discovered new plants including potatoes, tomatoes and maize which they brought back to Europe.

Cultural awareness

❑ Ask pupils to make comparisons between the types of crops grown in Spain and those grown in their own country. What influences the choice of produce cultivated?

Oranges are grown in southern Spain.

2.5

2. AdiĂłs

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages

2. AdiĂłs

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages

¡ Adiós!

¡ Adiós !

Hasta mañana

¡ Adiós !

Buenas noches

¡ Adiós !

This page may be photocopied for classroom use

a

Buenas noches s! ó i d A ¡ a luego ast

H

¡ Adiós !

© 2018 Early Start Languages