S2.02 My town-update-v1

2.2 Mi ciudad

2.2 Mi ciudad

My town - key places In this section pupils learn how to say the names of some buildings and places that can be found in most towns in Spain and elsewhere. This is a starting point for asking directions, and for giving and understanding information about where places are.

Films to see A1. First 4 places in town A2. More places in town A3. What's this?

NEW WORDS AND PHRASES

mi colegio - my school el colegio - the school el mercado - the market el supermercado - the supermarket la playa - the beach la piscina - the swimming pool la panadería - the baker la biblioteca - the library el museo - the museum la calle - the street/road ¿Qué es esto? - What's this?

Film A1: "Éste es el mercado".

animals flashcards from “Early Start Spanish 1: Tú y yo” section 1.09. Ask children to respond “si/no” to your statements about the pictures: “Ésta es mi tortuga”, “Éste es mi conejo”, etc. This reminds them that they already know “Éste/a es...”. You can then set the scene for identifying different places in a town by practising the vocabulary from section 2.1, “¿Dónde vives?”. Ask different pupils to say which town they live in, and whether they live in a house or flat.

revision

éste es ...

- this is ... ésta es ... es ... - it's ...

Talking Dictionary

Watch film A1: First 4 places

Planning your lessons

❑ Watch film A1.

Identifying places in the town The school: Carla is showing us around her school: “Éste es mi colegio”. She invites us in and we see children taking part in activities throughout the school day: el colegio.

The market: “Éste es el mercado”- this sequence shows pictures of the stalls and produce sold in San Vicente's Saturday market: el mercado.

The supermarket:“Éste es el supermercado” - images of a small supermarket in San Vicente: el supermercado.

The beach:“Ésta es la playa” - children watch the sufers on the beach at San Vicente: la playa.

A warm-up session on noun genders will help remind pupils that they should try to remember whether to use “el” or “la” with each of these new words. They can also revisit “éste es” and “ésta es” which were introduced in Early Start Spanish 1.

This may be a suitable time to introduce your pupils to using a simple bilingual dictionary (or one that uses pictures to show the meaning and usage of Spanish words).

Activities

Warm up

Before watching film A1, have a brief “warm up" session: you could open the lesson using the

2.1

Early Start Spanish 2

Get used to the sounds

❑ Echoing: show the first four e-flashcards; click to HEAR sound but leave text OFF. Show each picture; pupils echo, e.g. “la playa”

Film A2: "Ésta es la piscina".

The street/road: - several different examples of San Vicente's streets and roads are shown: la calle.

We see a street sign, “Ésta es la calle Julio César".

Then repeat (use reverse arrow) displaying the text; pupils echo the phrase again, taking care with key sounds. n Remember gender When children echo each phrase, stress whether it is “el” or “la” and point out colour-coding. n Say “This is... <the market>” Show the flashcards again with sound and text OFF. You say, for example, “Éste es el mercado”.

The children echo the phrase.

Get used to the sounds

❑ Echoing: show the complete set of e-flashcards and repeat the previous activities.

KEY SOUNDS

x

Listen and enjoy copying these typical sounds. Where have yo heard them before?

as in colegio, Julio César ❑ Play “true or false” Show the first four e-flashcard places pictures Heard before in Nájera, rojo, jeves with sound and text OFF. Say, for example, “Ésta When the letter “g” comes before “e” or “i” it es la playa”. If you are saying the correct place, sounds the same as “j” - the pronunciation is pupils echo the words; if you are saying the similar to the English sound “ch” in the word name of a different place, pupils remain silent. “loch”.

as in colegio,

biblioteca, panadaría, piscina, Julio César

Watch Film A2: More places

❑ When everyone is familiar with the first four places, watch Film A2 which introduces five more places.

The swimming pool:“Ésta es la piscina” children are shown having a swimming lesson in Calahorra's indoor swimming pool: la piscina.

The bakery: “Ésta es la panadería” - customers are served in the baker's shop. We also go behind the scenes to see the bread being baked: la panadería.

The library: “Ésta es la biblioteca” - children are shown doing their homework in Calahorra's town library.

The museum: “Éste es el museo” - we see children visiting the Altamira cave painting museum which is about 30 km from San Vicente.

Heard before in

ʎ

periquito, mi familia

as in

calle

me llamo, amarillo, está lloviendo

Heard before in

θ

as in piscina

Heard before in: once, zero,

gracias

* 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

2.2

2.2 Mi ciudad Respond with understanding

❑ Play “Find it” Make flashcards from enlarged copies of the pictures on the activity sheets. Place the flashcards around the classroom or hall. Name one of the places and ask a pupil or group of pupils to go and stand by the card for the place that you named. Repeat this with other places.

Film A3: ¿Qué es esto? Es la playa.

❑ Place the flashcards around the room or hall.

Ask one pupil or a group to choose a picture, go and stand by it, and tell the rest of the class what it is, e.g. “Éste es el supermercado” .

Watch Film A3: What's this?

❑ When everyone is familiar with all the new place names, you can consolidate their learning with film A3. This film introduces the question "¿Qué es esto?" (See HOW SPANISH WORKS).

The film shows each of the places in town. 2 We hear the question "¿Qué es esto?" and the reply "Es el mercado", "Es la piscina" etc.

❑ Play “What is it?”

Show the e-flashcards with sound and text OFF. Ask "¿Qué es esto?"; pupils reply, e.g. "Es la playa" .

1

❑ Working in pairs n Give pupils each a selection of the activity sheet pictures so that they can repeat these activities in pairs and small groups. n Play “snap” Pupils can cut out the pictures, pool their sets and use them to play “snap”. The game shouldinclude saying the name of each place as the card is played.

HOW SPANISH WORKS 1: éste / ésta es ...

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".

The structure “éste/ésta es...” was introduced in Early Start Spanish 1: “Tú y yo”, along with the names for family members and pet animals. Pupils saw that whether you use the pronoun “éste” or “ésta” depends on the gender of the noun. To identify a feminine noun in Spanish (e.g. la piscina, la biblioteca), you say “ésta es...”. If the noun is masculine, you use “éste es...”, e.g.“éste es el mercado”.

2

❑ Play “Which is it?”

Display one of the e-flashcard pictures and ask the class which of two alternatives is being shown on that particular picture, e.g. “¿Es la biblioteca o la panadería?”. Pupils answer by saying the correctplace, “Es la biblioteca” or “Es la panadería” as appropriate.

❑ Play “Find the sound”where children find an example of a “key sound” in a number of word-cards scattered on the floor. 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 ‘special’ sound. Everyone echoes the word.

Repeat this with one or two other "key sounds".

HOW SPANISH WORKS 2: ¿Qué es esto? Es ...

If you don't know what something is called in Spanish, you ask ¿Qué es esto? "Esto" is used when the gender isn't obvious. If children want to know the name for something in Spanish, they can point to it and ask, ¿Qué es esto en español?

Watch films A1, A2 and A3 again

❑ Show the films once more for reinforcement.

2.3

Early Start Spanish 2 ❑ Play “word-picture match” 1 You can make word flashcards for each of the places in town. You may like to colour code the masculine and feminine words following the examples on the e-flashcards. Attach the original picture flashcards to the wall and set out the word flashcards on a table. Ask a pupil to select the appropriate word flashcard as you point to a place and say what it is. The pupil then attaches the word to the corresponding picture.

❑ ICT multimedia project.

Pupils can enjoy making and sending email “talking postcards”. Talk with the children toplan a talking postcard about your community, that will be sent to your Spanish partners.

Whatpicture gives a stranger an idea of what your town is like? Record an audio greeting using this section’s new words.

■ Ask your Spanish partners to reciprocate.

❑ Play “word-picture match” 2 Give some pupils word flashcards and others the pictures of places. When you call out a place, pupils run to find their partner.

Talking point 1 Every

EEVERYDAY

LIFE IN SPAIN Shops, food and school life

❑ Extension activity If children want to know another Spanish wordfor a place in the town - and are confident withthose introduced already - you could help them find it in a bilingual- or picture-dictionary. * Talk about how to pronounce the new word, from “key sounds” they already know.

Look back at the “talking points” in Early Start Spanish 1: “Tú y Yo”, which contain lots of useful background information relating to the places featured in this section. For example: l shopping hours and the kinds of food (especially fruit and vegetables) found in Spanish markets and supermarkets in “Tú y Yo”chapter 1.02: “Adiós”. l the school day in “Tú y Yo” 1.03: “¿Qué tal?” l the school system in “Tú y Yo” 1.06: “¿Cuántos años tienes?”

Note: See section 2.6: “El alfabeto” for some more activities to develop dictionary skills. We suggest children start with the simple task of finding a Spanish word they want to use in an English - Spanish (or picture - Spanish) dictionary.

CROSS CURRICULAR ACTIVITIES

❑ Geography: Town Guide project Once pupils know the names for key places around the town they can start to create a three dimensional model of the town that will feature in the guide. They can add shops, a swimming pool, a library, a school and begin to give names to particular streets. (See “extra words and phrases”).

Talking point 2 Every

EEVERYDAY

LIFE IN SPAIN Street names

Many streets in Spanish towns are named afterfamous people (e.g. La calle Julio César).

2.4

2.2 Mi ciudad Nearly all Spanish towns will have a street called “La calle Mayor”. This is the main street in the town, the nearest equivalent to the British High Street.

In some towns La calle Mayor is not necessarily the biggest, most important street in the town for historical reasons. In Calahorra for example, La calle Mayor is a relatively small street in the “old town”. In the past, it was the main shopping street, but this has changed as the town has expanded and a thriving “new town” has been built.

Most Spanish towns will also have “La plazaMayor” - a main square in the centre of the town.

On summer evenings the plaza Mayor will be full of people of all ages enjoying a stroll and conversation before eating their evening meal.

Cultural awareness

You could talk with children about streets in your town and where their names come from: some are named after people who were famous or important locally - perhaps when the street was built. In some countries, streets are named after significant days or dates. n Try to find some Spanish street names (you could use a paper map or google maps), and explore what their origins are. n Add some street names to the model town. Spanish street signs often have white letters on a blue background.

EXTRA WORDS AND PHRASES

la calle Mayor la plaza Mayor el parque el café el banco el hotel la estación la catedral la pastelería la papelería

3

- the High Street - the town square - the park - the café - the bank - the hotel - the station - the cathedral - the cake shop - the stationery shop

HOW SPANISH WORKS 3: Spanish place names

If you look at the places included in “extra

words and phrases” you will see that many of the Spanish words are very similar to the English equivalents. The big difference is in the stress and pronunciation. It is well worth spending the time listening to the 'talking dictionary' to hear and practise the way these words are spoken.

You and your pupils will also be able to spot recurring patterns in some of the words, e.g. la panadería, la pastelería, la papelería. The Spanish word for ‘bread’ is ‘pan”; ‘cake’ is ‘pastel’ and ‘paper’ is ‘papel’. The shops which sell these different things all have the

Talking Dictionary

same ending.

2.5

Mi ciudad

Me llamo...........................

This page may be photocopied for classroom use

Š 2019 Early Start Languages

Mi ciudad

Me llamo..........................

This page may be photocopied for classroom use

Š 2019 Early Start Languages

Mi ciudad

Me llamo..........................

This page may be photocopied for classroom use

Š 2019 Early Start Languages