2.4 Mi colegio
2.4 Mi colegio My school
In this section pupils learn the names for different rooms, places and people in school. They can now use their knowledge of simple directions to find their way around the school. Watching the films will give pupils a picture of what a Spanish school is like so that they can make comparisons with their own school. This chapter’s “talking point”explores school dinners - and gives examples of a typical weekly menu.
Films to see A1. Places and people in my school A2. More places in school A3. A tour of my school A4. Finding my way around school
NEW WORDS AND PHRASES
el colegio - school (revision) el aula (f) - classroom la clase - class la profesora - teacher (f) el profesor - teacher (m) el gimnasio - gymnasium la biblioteca - library (revision) el patio - playground el aula de música - music room el aula de - computer room informática el aula de inglés - English room comedor - dining room los servicios - toilets Éstos son los servicios These are the toilets ¿Dónde están los servicios? Where are the toilets?
Film A1: "Ésta es mi profesora"
Planning your lessons
Once pupils are familiar with the Spanish names of different rooms, places and people in the school, you can start using the words in phrases and structures learnt previously: asking where places are, giving directions and introducing people in school. You can label rooms around your school in Spanish and compare your school lunch arrangements.
Activities
Warm up
Before watching film A1, have a brief “warm up" session to practise some of the vocabulary from previous sections which the children will now encounter in a new context. This could be any of the activities for directions and for reinforcement of the phrases “Éste es/ésta es” and the question “¿Dónde está ....?” Ask pupils what they remember about Spanish schools they have seen previously in the films.
REINFORCEMENT
¿Dónde está (el comedor)? Éste es (el gimnasio) Ésta es (la biblioteca) see Talking Dictionary
Watch film A1: Places and people
Children arriving at school: Mi colegio. One of the pupils, Laura, invites us into her classroom to meet her class: "Ésta es mi aula, ¡pase! (This is my classroom, come in) y ésta es mi clase" (And
4.1
Early Start Spanish 2 this is my class). The class says hello ¡Hola! The teacher asks Álvaro how he is getting on "¿Qué vas Álvaro?" He introduces us to his teacher: "Ésta es mi profesora" - la profesora The gymnasium: The class is having a PE lesson : "Éste es el gimnasio" - el gimnasio. One of the boys introduces his teacher: "Éste es mi profesor" - el profesor. The library: "Ésta es la biblioteca" - la biblioteca The dining room: "Éste es el comedor" - el comedor The playground: It is break time and the teacher is handing out high visibility jackets to the children who are to be today's litter patrol. We see them picking up litter in in the playground "Éste es el patio" - el patio.
Watch Film A2: More places in school
❑ When everyone is familiar with the first places and can introduce their teachers, watch Film A2 which presents four more rooms in school. The music room:“Ésta es el aula de música" - el aula de música. The computer room:“Ésta es el aula de informática" - el aula de informática The dining room:“Éste es el comedor" - el comedor. The English room:“Ésta es el aula de inglés - el aula de inglés.
Watch Film A3: Tour of my school
❑ In this film Carla takes us on a tour of her school. She shows us many of the places featured in films A1 and A2 with the addition of los servicios (toilets). "Éstos son los servicios".
Get used to the sounds
❑ Echoing: show the first e-flashcards; click to HEAR sound but leave text OFF. Show each picture; pupils echo, e.g. “el patio”
Film A3: Carla takes us on a tour of her school.
Get used to the sounds
Then repeat displaying the text; pupils echo the phrase again, taking care with key sounds. n Remember gender When children echo each place and person, stress whether it is “la” or “el” and point out colour-coding. Ask them what they notice about "el aula' (See how Spanish works 1). Ask them to try and say "la aula"... it is so much easier to say "el aula!"
❑ Echoing: show the complete set of e-flashcards and repeat the previous activities.
1
HOW SPANISH WORKS 1: el aula - a feminine noun
Occasionally "el" can be used with a feminine noun instead of "la". This is the case with "el aula (de música)". It happens when a feminine noun begins with a stressed "a" or "ha" (silent "h"). The reason for this is the awkwardness of pronouncing the two "a" sounds together - try saying "la aula" and "el aula" out loud. Which is easiest to pronounce?
❑ Play “true or false” Show the e-flashcard pictures again with sound and text OFF. Say, for example, “Éste es el patio”. If you are saying the correct phrase to match the picture, pupils echo the words; if you are saying a different phrase, pupils remain silent.
4.2
2.4 Mi colegio KEY SOUNDS
Respond with understanding
❑ Flashcards: make several copies of the activity sheets and cut out the pictures of the different rooms in the Spanish school. Give one picture to each child. Call out the name of a place, e.g. “el comedor”; pupils with a picture of the dining room hold it up. Vary the pace at which you call out the places and repeat the same ones several times in a row to try and catch pupils out. Ask them to swap pictures every so often.
x
colegio, gimnasio Heard before in Nájera, conejo gimnasio, patio, informática, música, inglés biblioteca, servicios Heard before in: izquierda, piscina
θ
Introducing the written word
❑ Play “word-picture match” Attach the picture cards to the wall. Make text cards to go with each, and set them out on a table. Point to a picture, ask a pupil to select the right text card and attach it to the picture. ❑ Play “word-picture match” 2 Give some pupils word flashcards and others the
as in servicios
Heard before in: izquierda,
Working in pairs
❑ Play “two of a kind” Pupils work in pairs with a minimum of two sets of shuffled picture cards arranged at random and face down on a flat surface. (They could also include pictures of places in the town). Player 1 turns over a picture and says the name of the room, place or teacher that is revealed. S/ he then turns over another picture. If this is a different room/place, s/he says the word and turns both pictures face down again. Player 2 now has a go. If a player turns up two identical pictures and names them correctly, s/he keeps the cards and has another go. The aim is to remember where particular pictures are positioned and to name them correctly.
as in
as in colegio,
❑ Play “Where am I?” Give small groups of children either a picture card or word card with the name of a place in school. Each group devises a short mime and the rest of the class has to guess where they are. ❑ Play “snap” Pupils can use multiple sets of the activity sheet picture-cards to play “snap”, adding cards from Ch.2.2. They name each card in Spanish as they turn it over.
Listen and enjoy copying these typical sounds. Where have yo heard them before?
azul gracias, hace frío
* 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
pictures of rooms. When you call out a room, pupils run to find their partner.
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 words they know that also contain that ‘special’ sound. Repeat this with another "key sound". ❑ 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".
Watch Film A4: Finding my way
❑ This film shows a pupil finding her way around her school. ¿Dónde está la biblioteca? - a la derecha ¿Dónde está el aula de informática? - a la izquierda ¿Dónde está el comedor? - todo recto
4.3
Early Start Spanish 2 ¿Dónde están los servicios? - todo recto
EXTRA WORDS AND PHRASES
Respond with understanding
❑ Play “which room’s where?” Mark out a rough representation of a school corridor on the whiteboard. Attach the pictures of the different rooms on either side of the corridor and at the end. Add the pictures of the playground and the gymnasium to the plan of the school. Indicate that you are at the start of the corridor. Ask pupils to show you where different places are: eg ¿Dónde está el comedor?... ¿a la izquierda? ...¿a la derecha? ...¿todo recto? Pupils look at the plan and tell you where the dining room is, eg “a la izquierda”. NOTE: When asking “where are the toilets?”, you say “¿Dónde están los servicios?”.
la sala de profesores the staff room la secretaría the school office
el despacho de dirección the headteacher's room el salón de actos the school hall/assembly hall see Talking Dictionary
Talking point 1 Every
EEVERYDAY
LIFE IN SPAIN School dinners
CROSS CURRICULAR ACTIVITIES
❑ ICT: Pupils could word-process labels in Spanish to place on the doors of different rooms around their school.
Film A2 shows Spanish children eating their lunch in the school canteen. The Spanish lunchbreak is generally longer and later than in Britain. Pupils finish their morning lessons at around one o’clock and recommence at 3 o’clock in the afternoon. Spanish pupils rarely bring packed lunches to school. They either go home for lunch or eat in the school canteen. Meals are overseen by lunchtime supervisers who bring the food to pupils. There is rarely self-service. Most schools have a weekly menu prepared well in advance. The catering companies which provide the school meals service issue a full printed menu to show what will be provided on each day for a whole term. The dishes offered are carefully chosen to provide a healthy balance of vitamins, protein and carbohydrates. There is usually a set lunch with no choice of dishes. Children with allergies or intolerances are always offered lunch options suitable for them, as long as they show a doctor's note, and pupils whose religious background affects their diet have an automatic legal right to school meals free from products that are not permitted. However, it is only in the Basque country that it is compulsory to offer a vegetarian lunch option for children who do not eat meat.
❑ Art and design: Pupils could design signs which represent the different rooms in their school to complement the word-processed labels. ❑ ICT: Pupils could take photos or prepare a video for their exchange school which shows what their school is like. ❑ ICT: “Our class” photo project: Pupils could take a photo of every child in “la clase de (Señora Smith)”; word-process everyone’s name, and swap with your Spanish partner school. Make a photo-montage if a big “team photo” is difficult. ❑ ICT: “Our teachers” website photo project: Pupils could take photos of all the teachers in your school, (or use photos already on the school website). They can label each picture, ie "Ésta es la profesora Señora X"; "Éste es el profesor Señor Y" on your website "Who's who" page. Alternatively, they could draw the teachers and label the pictures in Spanish by hand ready for posting on the website. ❑ Art and design/geography: The class could draw pictures and prepare a plan showing the
4.4
2.4 Mi colegio
Menú escolar Lunes Primer plato: Judías verdes salteadas Segundo plato: Hamburguesas en salsa Postre: Yogur
Jueves Primer plato: Lentejas caseras Segundo plato: Salchichas con tomate Postre: Fruta natural
Monday First course: Sautéed green or runner beans -after boiling they are cooked for a very short time in olive oil in which some garlic has been fried. Second course: Hamburgers served with gravy. Dessert: Yoghurt j j j Martes Primer plato: Puré de puerros y zanahorias Segundo plato: Pechuga en salsa Postre: Pastel
Thursday First course: Lentils cooked with onion, garlic, carrots and chorizo or rice. Second course: Sausages served with fresh tomato sauce. Dessert: Fresh fruit e.g. apple, banana, orange j j j Viernes Primer plato: Espaguettis gratinados Segundo plato: Pescado rebozado con lechuga Postre: Helado Friday First course: Spaghetti served with fresh tomato sauce and grilled cheese. Second course: Fish fried in a batter and served with lettuce. Dessert: Icecream
Tuesday First course: Carrot and leak soup Second course: Chicken breast served with a sauce (usually a tomato sauce). Dessert: A small cake j j j Miércoles Primer plato: Potaje de garbanzos Segundo plato: Chuleta a la riojana Postre: Fruta natural
Cultural awareness
Ask your school catering service if they n can study the menu and arrange for a Spanish style lunch to be served for one day for the whole school. You will need to take care to ensure that appropriate food is available for vegetarians and children with special dietary requirements.
Wednesday First course: A thick soup made of chick-peas cooked together with meat, chorizo (Spanish sausage), ham, potatoes and cabbage. Second course: Veal chop braised and served with baked red peppers. A dish originating from la Rioja region of Spain. Dessert: Fresh fruit e.g. apple, banana, orange j j j
Vegetarian options: Many of the suggested first course options are suitable for children who do not eat meat or fish. For a second course you could offer Spanish potato omelette (see recipe in 2.13). You could wait to try this activity later on when pupils have become familiar with some of the key language that they can use for mealtimes (See chapters 2.12 and 2.13).
4.5
Mi colegio:
Me llamo.......................................................
This page may be copied for classroom use
Š 2020 Early Start Languages
Mi colegio:
Me llamo.......................................................
This page may be copied for classroom use
Š 2020 Early Start Languages
Mi colegio:
Me llamo.......................................................
This page may be copied for classroom use
Š 2020 Early Start Languages