S2.02 places

2. Mi ciudad

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.

VIDEO

éste es ... this is ... ésta es ...

The market - this sequence shows pictures of the stalls and produce sold in Calahorra's Thursday market: el mercado.

The supermarket: - images of a busy supermarket: el supermercado.

The school: - children arrive for school in the morning and are shown taking part in activities throughout the school day: el colegio.

Identifying places in the town “Éste es el mercado”; “Esto es el supermercado”; “Éste es mi colegio”.

The baker - Customers are served in the baker's shop. We also go behind the scenes to see the bread being baked: la panadería.

The chemist: - inside the chemist's shop: la farmacia.

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

The swimming pool: - Children are shown swimming in Calahorra's new indoor swimming pool: la piscina.

Identifying places in the town “Ésta es la panadería”; “Ésta es la farmacia”; “Ésta es la biblioteca”; “Ésta es la piscina”.

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

Finding books to read after school in “la biblioteca”.

At the check-out in “el supermercado”.

NEW WORDS AND PHRASES

el mercado the market el supermercado the supermarket

el colegio mi colegio la panadería la farmacia la biblioteca la piscina la calle esto es ...

the school my school the baker the chemist the library the swimming pool

the street/road this is ....

(See “How Spanish works 1)

revision

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2. Mi ciudad HOW SPANISH WORKS 1

Activities

The structure éste es and ésta es was introduced in “Early Start Spanish 1: Tú y yo” when pupils were introduced to the names for pet animals.

When Spanish speakers are identifying masculine nouns (e.g. el mercado, el supermercado), they sometimes say “esto es...”. This has a very similar meaning to “éste es...”. An example of this can be seen in the video when the young woman working in the supermarket says, “Esto es el supermercado”.

The structure “ésta es...” is always used with feminine nouns, e.g.“ésta es la farmacia”.

Este and esta can be adjectives (no accent) or pronouns (with an accent). Esto can only be a pronoun and so does not need the accent to mark the difference.

1. Warm up You could open the lesson by practising the vocabulary from section 1, “¿Dónde vives?”

Ask different pupils to say which town they live in, and whether they live in a house or flat.

Using the animals flashcards from “Tú y yo” section 13, 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 es...”. You can then set the scene for using the same structure to identify different places in a town.

2. Watch the video ❑

HOW SPANISH WORKS 2 KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?

Watch video section 2: Mi ciudad.

3. Get used to the sounds

“g” as in colegio Heard before in:

rojo junio

“ll” as in calle Heard before in:

me llamo...

“i” as in colegio panadería farmacia biblioteca piscina vivo piso ❑ Echoing: Make flashcards from enlarged copies of the pictures on the activity sheet or make transparencies for the OHP. Show each picture to the class and say the name in Spanish, e.g. “la piscina”. The pupils echo the word.

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

When the letter g comes before e or i it sounds the same as j - the pronunciation is similar to the “ch” in the English word loch.

4. Responding with understanding ❑ Play “Find it” 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.

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2. Mi ciudad ❑ Play “True or false” Hold up the flashcards one by one (or display them on the OHP) saying the name of each place as you show the picture, e.g. “el mercado”. If you are saying the correct place, pupils echo the words; if you are saying the name of a different place, pupils remain silent.

7. Look again at sounds Now that the new words and sounds are familiar, remind pupils of the typical Spanish sounds that have been highlighted in chapters 1 and 2.

Agree physical gestures, one to represent each sound: e.g. touch your nose for “i”, a thumbs up sign for “ll”, pat your head for “z” and touch your ear for the “j/g” sound.

Call out different words that pupils know. You can repeat words as often as you like. Pupils make an appropriate gesture when they hear the sounds.

❑ Play “Which is it?”

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

If you play this game on a regular basis, it is a good idea to vary the physical gestures pupils make when they hear particular sounds. This will ensure that they do not start to associate the gesture directly with the sound.

❑ Play “What’s this?”

Show a picture and ask what it is, “¿Qué es esto?” Pupils tell you what it is, e.g. “el supermercado”.

Introducing the written word When pupils have had plenty of exposure to the sounds of the new vocabulary, you may like to show them the final sequence of video section 2: “Mi ciudad”, in which each of the key words and phrases are repeated with text superimposed on the pictures. The final image shows the street sign: “La calle Julio César”. The pronunciation is heard as the sign is shown. (See “extra words and phrases” at the end of this chapter for other popular Spanish street names.)

❑ Place flashcards around the room or hall.

Ask individuals or groups of pupils to go and stand by a picture of their choice and tell the rest of the class what it is, e.g. “Ésta es la biblioteca” or “Éste es el mercado”.

5. Working in pairs ❑ Give pupils each a copy of the activity sheet so that they can repeat these activities in pairs and small groups.

❑ Play “word-picture match” 1 You can make word flashcards from enlarged copies of the activity sheet. 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.

❑ Play “snap” Pupils can cut out the pictures, pool their sets and use them to play “snap”. The game should include saying the name of each place as the card is played.

❑ 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.

6. Watch the video again ❑ Show video section 2: “Mi ciudad” again for reinforcement.

❑ Play “living dictionary race” Give each group of pupils one of word flashcard per child (you can include some from earlier work). Children stand in a row, each holding a card. The first group to re-arrange themselves into dictionary order wins.

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2. Mi ciudad 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” at the end of this chapter).

Talking point EVERYDAY LIFE IN SPAIN Street names Many streets in Spanish towns are named after famous people (e.g. La calle Julio César).

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.

❑ Art and design: Pupils can prepare backdrops representing key places for use with their puppets.

Talking point EVERYDAY LIFE IN SPAIN Look back at the “talking points” in Early Start Spanish pack 1: “Tú y Yo”, which contain lots of useful background information relating to the places featured in this section. For example: ■ shopping hours and the kinds of food (especially fruit and vegetables) found in Spanish markets and supermarkets in “Tú y Yo” chapter 2: “Adiós”.

■ the school day in “Tú y Yo” chapter 3: “¿Qué tal?” and the school system in “Tú y Yo” chapter 7: “¿Cuántos años tienes?”

Calahorra’s Roman past is reflected in its street names.

Most Spanish towns will also have “La plaza Mayor” - 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

■ Try to find some Spanish street names perhaps from a map, and explore what their origins are.

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.

■ Add some street names to the model town.

Spanish street signs often have white letters on a blue background.

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2. Mi ciudad 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 same ending.

HOW SPANISH WORKS 2 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 audio CD to hear and practise the way these words are spoken.

You and your pupils will also be able to spot

■ Ask pupils to look up the names of other shops in a bilingual dictionary. Talk about how to pronounce the new words, from “key sounds” you already know.

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

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

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

EXTRA RESOURCES The Spanish Embassy Education Department has produced a lively resource pack specifically linked to the “village” theme.

“El pueblo de Lola” (“Lola’s village”) includes a large-scale street map and model shops, café, bank, station etc. which pupils can cut out and make into a three dimensional model village - a possible alternative to the Town Guide project.

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Mi ciudad

Mi ciudad