S1.03 HowRyou-V10

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1.3 ¿Qué tal?

Asking people how they are This section gives pupils their first opportunity to have a real conversation in Spanish.

It enables them to respond to the question “Hello, how are you?” and be able to reciprocate it in a natural “Spanish” way.

Planning your lessons

There is now another set of words and phrases to use in activities and to extend work with 'key sounds'.

In preparation for this section, you could plan time for pupils to make their own puppets which they will be able to use throughout the course. Puppets are especially good for helping self conscious children to speak in the foreign language. They can talk via the puppet rather than as themselves.

NEW WORDS AND PHRASES

¿qué tal? - how are you? bien - well/good muy bien - very well/ very good no muy bien - not very well/

not very good ¿y tú? - and you?

Films to see A1. How are you?

Activities

Warm up

❑ 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. Many of these are re-visited in this film.

Play one or two of the games from the previous chapters.

Watch Film A1: “How are you?”

❑ Watch film A1: Two children and their mother are visiting family:

"Hola, ¿qué tal?" Child replies, "bien".

The two women kiss each other:

"¿Qué tal?" "Muy bien ¿y tu?" "Bien".

Talking Dictionary

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HOW SPANISH WORKS 1: Saying how you are ¿Qué tal? is a very simple but popular way of asking people how they are. Any child visiting Spain is likely to be asked “¿Qué tal?” as it is often used as an extended form of greeting.

Scenes from video section 3: “Bien.” ¿Y tú? is a simple way of reflecting a question back to someone. Pupils will find it very useful as the phrase can be used in a whole range of situations.

There are, of course, many possible ways of replying to the question ¿Qué tal? The responses “bien” and “muy bien” are probably the most frequently used. They are also very useful words to learn at this early stage as they can be used in other contexts, for example, if you wish to praise someone in a classroom situation.

Film A1: “No muy bien” - Rodrigo is feeling unwell.

Out and about in the town people greet each other and ask how they are: "Hola, ¿qué tal?" "Bien". "Hasta luego". "Adiós".

"Hola, ¿qué tal?" "Bien, ¿y tu?" "Muy bien.

Hasta luego." "Adiós".

Rodrigo is in bed feeling unwell: "Rodrigo, ¿qué tal?" "No muy bien".

Question and answer:

Children reply to the question "¿Qué tal?"

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L Eo ar s3l y .d S í¿atQ sa r u td é eStpa laaln?i s h e m 1 a n a KEY SOUNDS

Get used to the sounds

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

❑ Echoing: Show the e-flashcards with sound and text ON. Display each picture; pupils

echo the question, “¿Qué tal?”.

muy bien Heard before in buenos días Reminder: sounds like "w" as in "when" as in

Before you click on ‘?’ to hear the answer, ask pupils what they think it will be.

Click on ‘?’ to check; pupils echo the phrase.

Pay particular attention to “key sounds”.

as in muy

bien Heard before in adiós & gracias Reminder: sounds a bit like "y" as in "you" as in muy

Heard before in

Reminder: sounds like "ee" as in "see"

❑ Echoing: Draw a “smiley face” on the board and say “bien.” The children echo the word.

Then draw a face with a huge smile and say “muy bien.” Now draw a very sad face and say "no muy bien". The children echo the words.

Respond with understanding

❑ If you have a “Spanish speaking” puppet, greet him,“Hola, ¿qué tal?” The puppet replies, “bien”. Now greet the class saying “Hola, ¿qué tal?” and point to the first “smiley” face. The children reply “bien.”

Now ask the puppet, “Hola, ¿qué tal?” again.

This time he replies, “muy bien.” Now greet the class saying “Hola, ¿qué tal?” and point to the face with the huge smile. The children reply “muy bien.”

Finally, ask the puppet, “Hola, ¿qué tal?” This time he replies, “no muy bien.” Now greet the class saying “Hola, ¿qué tal?” and point to the sad

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HOW Hola, SPANISH WORKS ¿qué tal?2: The upside down question mark

Pupils have already seen the way exclamation marks are written in Spanish in 1.1.

When you write a question, it is exactly the same: the first word of the actual question starts with a question mark. It finishes with the question mark that English speakers are familiar with.

Hola, ¿qué tal?

bien buenos días

* 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

face. The children reply “no muy bien.” Repeat this several times. ❑ Move round the classroom greeting individuals “Hola, ¿qué tal?” The child replies “bien” or “muy bien” - whichever he/she prefers. If a pupil is obviously not sure of how to reply, you (or the puppet) can always help by asking “¿bien?” or “¿muy bien?” as a way of giving the child the answer. The child can then echo it back to you. ❑ Invite a confident pupil to greet you and ask you how you are, “Hola, ¿qué tal?” You reply “bien, ¿y tú?” The pupil replies “bien” or “muy bien.” Repeat this with several more pupils so that everyone begins to get the idea of how to reciprocate the question using “¿y tú?” Say “Adiós” or “Adiós, hasta luego” at the end of the conversation.

Alternatively, you could let pupils take it in turns to make the puppet ask “Hola, ¿qué tal?” and reply to the question ”¿y tú?” ❑ Ask pupils to move around the room. They should greet each other, ask how they are and say goodbye as they move on to talk to someone else. It is a good idea to join in yourself so that

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1 4 . 1-. 3 o¿sQ udé 3í a .t sa ¿ l ?d Q eu él at a l ?

you help along the less confident children. To make this into a game rather than a potentially artificial exercise, encourage pupils to talk to as many different people as they can in the time allowed.

You could also add variety to the way you greet the children. For example, you could call across the room to an individual child as if you haven't seen them for a long time e.g. “¡Sarah! ... ¿Qué tal?” There is a good model of this in the film when the young woman greets her friend in the market. ❑ A variation on the previous activity is to play the game using music. You could use any authentic Spanish music or the tunes from the “Tú y yo” films. Pupils move around the room as the music plays. When the music stops, they turn to the nearest person and greet each other “Hola, ¿qué tal?” etc. When the music starts again, they move off to greet someone else.

the “ee” sound . The pupil selects, for example, the “muy bien” flashcard. Everybody echoes the word or phrase 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 “w” sound The pupil could choose “muy bien” again, or another word/phrase such as buenos días. 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.

❑ Activity sheets Give out copies of the Activity Sheet.

You call out different responses to the question ”¿Qué tal?” Ask pupils to draw appropriate expressions on the blank faces.

Ask children to add appropriate speech bubbles to each scene in the other activity sheets, using the blank bubbles sheet from Ch.1.1

❑ Classroom routines: use “Hola, ¿qué tal?” whenever you meet individual children around the school.

You could also make a habit of asking people how they are at the beginning of the school day.

You could greet the whole class with “Hola” and/or “buenos días” then ask different children “¿Qué tal?”

Look again at sounds

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 film.

CROSS CURRICULAR ACTIVITIES

❑ 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 words they know that also contain that ‘special’ sound. You could choose the “w” sound in muy bien, hasta luego, buenos días and buenas noches; the ‘y’ sound in bien, adiós and gracias; the "ee" sound in muy bien, buenos días, and buenas noches. ❑ Play “Find the sound” Associating sounds with the written word.

Make flashcards showing the new words / phrases and some other words pupils know, from 1.1 and 1.2. Place these 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

❑ Art and design: Pupils can design and make their own puppets which can be used for practising conversations in the foreign language right from the early stages. Old socks can be a good basis for a simple puppet. It is probably best to steer them away from making puppets which represent Spanish stereotypes.

Your puppets can, of course, only understand Spanish! You can have fun by giving each a personality: one could be “naughty” and always getting into trouble; another could be “grumpy” or “shy”.

Some children will find it easier to talk through a puppet rather than to “perform” themselves.

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L Eo ar s3l y .d S í¿atQ sa r u td é eStpa laaln?i s h e m 1 a n a Having a long break in the middle of the day means that school and work go on until later than in cooler countries. Children may have a snack when they return home after school, but generally they join in with the family evening meal which is often taken as late as 2100 or even 2200.

In state primary schools there is no obligatory uniform. Many schools have a school T shirt and tracksuit which pupils wear for PE. Children often elect to wear these comfortable clothes as their general school wear.

Nursery and reception age pupils usually wear an overall throughout the school day to protect their clothes.

It is also very common for teachers to wear an overall.

Cultural awareness

You can talk with pupils about asking people, “How are you?” when you meet them.

■ Talk about how they, and people in your community, ask after each other.

■ Ask your Spanish twin school what phrases they commonly use.

■ Discuss what children have noticed about Spain in the films they have seen so far, both similarities and differences.

Talking point

EVERYDAY LIFE IN SPAIN The school day

Everyday

Generally the primary school day starts at 0900. There will be a morning break at about 1100 and a long lunch break, usually between 1300 and 1430. Pupils will either eat at school or go home for lunch. In the afternoon lessons continue until 1630.

The school day can vary from region to region.

At Colegio Mata Linares in San Vicente, a different timetable operates during September when term begins after the long summer holidays.

At this time of year pupils attend school just in the mornings. The idea is that everyone can get back into the school routine gently. The full school day begins in the first week of October.

3-4 year olds wearing overalls ...

... just like their teachers!

In Spain there are many Church schools which have a very strict rules about uniform; parents can only buy it from specialist shops.

Pupils arriving at school for 0900.

Cultural awareness

Spanish children have holidays at Christmas and Easter and a long break from the end of June until the beginning of September when the weather is very hot.

The climate is a key factor which influences Spanish people's daily routines, including school hours. In the summer it can be too hot to work during the middle of the day.

❑ Pupils can compare their own daily routine with that of their Spanish counterparts.

If you are linked with a Spanish primary school you could exchange pictures representing daily routines and aspects of school life. These could be pupils' drawings or photographs.

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3. ¿ Qué tal? Name.........................

This page may be photocopied for classroom use

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