S1.04 Names-V14

0Có Lóm omsoo d tt eíeal sll al m dm ae sa?lsa?

411 .. 4 ¿. ¿C a

1.4 ¿Cómo te llamas?

What's your name?

This section enables pupils to introduce themselves in two different ways using the Spanish equivalent of “My name's ...” and “I'm ...”

Exchanging names is a way of developing a conversation with a person they have just met and gives pupils an immediate point of reference with the new language.

If you have links with a Spanish primary school, learning each other's names is a good early communication to make.

Hearing Spanish names spoken will introduce pupils to some more typical Spanish sounds.

They will have longer phrases and sentences with which to practise Spanish intonation.

Films to see A1. My name is ...

A2. I am ...

1

“Me llamo” and “Yo soy”are used in the same way as an English speaker would use “My name's ...” and “I'm ...”

In natural, day-to-day conversation Spanish people do not say “Me llamo (Óscar). ¿Cómo te llamas?” Instead, they use the simple question “¿Y tú?” to find out the other person's name.

2

NEW WORDS AND PHRASES

me llamo ... - my name is ... ¿cómo te llamas? - what's your name?

yo soy ... - I'm ... ¿quién es? - who's that? es (Daniel) - it's (Daniel)

HOW SPANISH WORKS 2: Forms of address

Señor, Señora, Señorita - In Spain you can address people with just these words, or you can add a surname.

Spanish pupils often call female teachers “Seño”, an abbreviation of Señorita and Señora.

A male teacher is addressed as Señor together with his surname.

It is also common practice for pupils just to use teachers' Christian names.

EXTRA WORDS AND PHRASES

HOW SPANISH WORKS 1: Saying your name

Planning your lessons

Señor - for men Señora - for women Señorita - for younger women / girls

Before watching film A1 have a brief “warm up” session to remind pupils of the Spanish they already know, and to talk about introducing themselves.

Show by example that you expect pupils to pronounce their own names as they would normally - and not to “translate” them.

We suggest other activities that give children practice saying Spanish names.

You will find pleanty of opportunities to use your Spanish speaking puppet in this section.

If you haven't already given him/her a name, now is the time to do so!

Pupils could address you with one of these titles rather than saying “Mrs., Miss or Mr.” (See HOW SPANISH WORKS 2)

sí - yes no - no

Talking Dictionary

4.1

1 4 . 4 .L Eo a ¿rs lCyd óS m í atos a rttdeeS p l llaa an m i s ahesm 1? a n a Activities

KEY SOUNDS

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

Warm up

❑ Open the lesson using the Spanish greetings and asking children how they are...

Talk about different ways people introduce each other. Can pupils think of situations when they have been asked to give their name?

ʎ

as in

me llamo

Most Spanish people pronounce this like

x

Watch Film A1: “My name is”

❑ Watch film A1:

Children saying their names Mario / Carla / Daniel / Santiago / Iker / Jerónimo / María / Álvaro / Yeray/ Elena Children say what their names are: Me llamo Mario Me llamo Carla Me llamo Daniel Me llamo Santiago Me llamo Iker Me llamo Jerónimo Me llamo María Me llamo Álvaro Me llamo Yeray Me llamo Elena

the "y" in "you"

as in

Jerónimo and Jesús

Sounds like the "ch" in Scottish "loch" as in

María, Iker, Elisa,

Irati, Patricia, Rodrigo Heard before in buenos días

Reminder: sounds like "ee" as in "see" Mario, Santiago, Daniel, Patricia, quien Heard before in adiós & gracias

Question & answer: Children reply to the question “Hola, ¿qué tal?” This is followed by “¿Cómo te llamas?”

Animation: Two dinosaurs asking each other's names:“Me llamo Tomás, ¿y tú?” - “Dioni.”

as in

Reminder: also sounds a bit like "y" as in "you" * 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

When the class can do that, you can turn to saying your own names. ❑ Greet the class and introduce yourself, e.g.

“Me llamo Señora Smith” (or use your first name).

Film A1: "Me llamo Santiago".

❑ If you have a class “Spanish”puppet, let him introduce himself “¡Hola!Me llamo ...”

Get used to the sounds

❑ Echoing: Show ‘What’s your name?’ on the e-flashcards. Show each film clip with sound and text ON; pupils echo, e.g. “Me llamo Carla”.

Explore the range of sounds heard in the Spanish children's names (see “Key sounds”).

Pupils echo the phrase each time. n Turn sound OFF but leave text ON; ask children to read the name and phrase aloud. Then click sound ON to check how well children have pronounced it.

❑ Introduce yourself to the puppet, then ask him his name: e.g. “¡Hola! Me llamo Señora Smith, ¿y tú?” The puppet says his name.

4.2

❑ Everybody stands in a circle. You start the game by saying “Me llamo Señora Smith”; as you ask “¿y tú?” throw a soft ball to the pupil you wish to answer. He/she catches the ball and says “Me llamo ... (his/her name)” and throws the ball to another pupil asking “¿y tú?” Continue this as until everyone has had a turn.

0Có Lóm omsoo d tt eíeal sll al m dm ae sa?lsa?

411 .. 4 ¿. ¿C a ❑ A variation on the previous game involves everyone forming a circle again. You start the game by saying “Me llamo Señora Smith, ¿y tú?” to one of the pupils standing next to you. He/ she tells you his/her name then turns to the next person and says “Yo soy ... (his/her name) ¿y tú?” This continues round the circle. ❑ You can also try a “Mexican wave.” Pupils form a circle with their chairs. Each pupil says “Yo soy ...” (his/her name) one after the other in rapid succession. As they speak they stand up and promptly sit down again as soon as they have said who they are. Alternatively, the “wave” can take place round each of the class tables if the children normally sit in groups. See which table completes the circuit first.

Film A2: "Quien es?" - "Es Laura".

Cultural awareness

❑ Having practised some of the language from films A1 and A2, this is a good time to talk with pupils about the interesting cultural points linked with Spanish names. See this chapter's “talking points.”

When you are sure that your pupils are confident using “Me llamo...” you can play these games again to practise “Yo soy...” First of all, watch Film A2.

Respond with understanding

❑ Play: “¿Cómo te llamas?”

Invent different names for yourself, e.g. well known television stars and sports personalities.

The class calls out “¡sí!“ (“yes”) when you say your real name and “¡no!” (“no”) when you use a fantasy name.

If you have been discussing some of the famous Spanish historical and cultural figures mentioned in this chapter's “talking points”, you could include these names in this game.

Watch Film A2: “I am”

❑ Watch film A2:

Children saying their names Amanda / Dani / Luis/ Adriana / Elisa / Irati / Patricia/ Jesús / Rodrigo / Laura / Nora / Adul Children say what their names are: Yo soy Amanda Yo soy Dani Yo soy Luis Yo soy Adriana Yo soy Elisa

Yo soy Irati Yo soy Patricia Yo soy Jesús Yo soy Rodrigo Yo soy Laura Yo soy Nora Yo soy Adul One boy introduces another: “Yo soy Álvaro y éste es Daniel".

(I'm Alvaro and this is Daniel).

Who's that? We see different children in a range of contexts: “¿Quien es?” (Who's that?) “Es (+ child's name)” (It's .... )

❑ Pupils can also take it in turns to invent characters for themselves. To practice previously learnt vocabulary, you can engage the “character” in conversation, e.g.

You: “Hola, ¿qué tal?

Pupil: “Muy bien, gracias” You: “Yo soy Señora Smith, ¿y tú?”

Pupil: “¡Yo soy El Cid!”

Watch Film A2: “I am” again

❑ Watch film A2 again. Ask the children to focus on the last part of the film where Alvaro introduces his friend Daniel and where the Spanish children are identified: "¿Quién es?"

"Es Amanda" etc.

Get used to the sounds

❑ Echoing: Show ‘I am ... ’ on the e-flashcards as you did to practise "Me llamo". ❑ Now repeat some of the earlier activities using "Yo soy".

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1 4 . 4 .L Eo a ¿rs lCyd óS m í atos a rttdeeS p l llaa an m i s ahesm 1? a n a her name). After repeating this several times, say “Buenos días” instead. The pupil greeted this way runs after you round the circle. If you get back to their place first, this pupil becomes the person walking round the circle and the game continues.

Get used to the sounds

❑ Echoing: Move around the class with your Spanish speaking puppet. The puppet asks you who each child is, "¿Quién es?" You reply,"Es Olivia", "Es Timothy" etc. Pupils echo the reply.

❑ PE: Pupils line up in three teams. The child at the front of each line turns to the person behind and asks “¿Cómo te llamas?” That pupil says his/her name, then turns to the next person and asks “¿Cómo te llamas?” and so on. The child at the back of the line runs to the front and the sequence is repeated. The winning team is the first one back in the original order.

Respond with understanding

❑ Now point to different pupils and ask, "¿Quién es?" Pupils reply without your prompt, “Es James” etc. ❑ Play “Who is it?”: Ask a child to point to someone and ask, “¿Quién es?" You or the puppet reply, “Es X”. If you give the correct name, pupils say, “Sí, es X”. If you give the wrong name they say, “No, es Y!”

❑ Drama: Pupils can use their puppets to extend their conversations. They can now greet each other and introduce themselves.

Pupils work in pairs. Each pair decides which emotions or characteristics they are going to express through their puppet's conversation, e.g. “happy”, “shy”, “angry.” The rest of the class has to guess which emotion is being portrayed.

Be prepared to give some examples before starting this activity to stimulate ideas.

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. ❑ 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.

CROSS CURRICULAR ACTIVITIES

❑ Classroom routines - taking the register: This is a good time for pupils to start taking the register in Spanish.

In Spain, where class sizes are generally smaller, teachers usually just note down the names of anyone who is absent without calling a register.

However, the daily routine of taking a Spanish register will give pupils the opportunity to practise a little of the language every day. Pupils can respond by simply saying “sí”. Alternatively they could say “buenos días” when they hear their name called. ❑ PE: Everyone stands in a circle. You walk round the outside of the circle tapping each pupil on the shoulder and saying “Hola.” The pupil who has been tapped says “Hola, yo soy ...” (his/

4.4

0Có Lóm omsoo d tt eíeal sll al m dm ae sa?lsa?

411 .. 4 ¿. ¿C a Talking point 1 1Every-

EVERYDAY LIFE IN SPAIN First names

E

If you look at a typical class register, you will see that there are many names which reflect the ways in which the Catholic Church still influences everyday life in Spain. Many babies are named after saints and biblical figures. The names of some of the children featured in the films are examples of this, e.g. Jesús, María and Santiago. It is actually quite common for a boy to be named María, although this will usually be his second christian name.

Registers will usually also include names which reflect the influence of other European countries; names such as Amanda and Laura are becoming increasingly popular. The trend for naming babies after internationally known “personalities” made famous through television and the media is also growing.

Yo soy Jesús

Me llamo María Jesús and María are pupils in the class featured in Films A1 and A2 at Colegio Mata Linares in San Vicente.

Cultural awareness

❑ ICT: Pupils could take it in turns to introduce themselves on camera as the Spanish children do in the films. Alternatively they could attach their names to self-portraits or photographs. They could exchange the films and pictures with their Spanish counterparts via email or a file exchanging service.

Note: Your school may have policies about the use of video footage of pupils.

Cultural awareness

Talking point 2

❑ If you have established links with a primary school in Spain, ask them to e-mail a copy of a class register for the equivalent age-range of your pupils. Pupils can compare this with their own class register. If you do not yet have a partner school, you can use the register included at the end of this chapter.

This is the register for the class in San Vicente.

To make the names easier to distinguish, we have presented the register showing the Spanish children's first names in alphabetical order.

Girls' names come first, then boys' names.

This is not the way they would normally be presented in Spain. If you are using a register obtained from your exchange school, you will probably find that they are presented in alphabetical order of surnames.

EVERYDAY LIFE IN SPAIN Surnames

Every

E

Spanish people usually have two surnames; the first is the father's, the second is the mother's.

When a woman marries she will usually keep her name. When a child is born, the baby will be given the first of the father's surnames and the first of the mother's surnames.

FATHER Carlos González Pérez

CHILD Lucía González Díaz

MOTHER María Díaz López

In formal contexts, such as a class register, the child would normally use both surnames.

4.5

1 4 . 4 .L Eo a ¿rs lCyd óS m í atos a rttdeeS p l llaa an m i s ahesm 1? a n a

Talking point 3

FAMOUS SPANISH PEOPLE

During his lifetime El Cid fought both for the Moors and for the Spaniards and was said never to have lost a battle.

El Cid's most famous victory was in 1094 when he led a 7,000 strong army against the city of Valencia which was held by Moors. He took on royal powers, ruling Valencia and all the surrounding county.

El Cid died in 1099, not long after defending Valencia from a strong attack by the Moorish soldiers. His exploits live on in poems, plays and films - although his time spent as a mercenary, fighting for the Moors, is often omitted.

Every

E

This section offers a selection of brief biographies of some well known Spanish people.

Find out more with the online presentation which suggests others that you might like to talk about with your class.

Cultural awareness

❑ Find out if pupils know of any contemporary famous people from European countries, especially Spain.

Are there any sporting personalities or pop stars they know? The chances are that pupils knowledge will depend very much on current television exposure e.g. if a Spanish footballer is in the news or a Spanish tennis player is doing well at Wimbledon.

Hernán Cortés: Adventurer

Hernán Cortés (1485-1547) captured the Aztec territory of Mexico. This was in 1519, when Spain, now a united Christian country, was the leading power in Europe.

Cortés landed in Mexico with just 500 men, 15 horses and, 13 muskets and 7 cannon. The Aztecs had never seen guns or horses before and were terrified by them. The Aztec King, Montezuma, mistook Cortés for an Aztec god, Quetzalcoatl. The Aztecs believed that this god had disappeared across the Atlantic, but was due to return across the water at the very same time as Cortés landed. Assuming Cortés to be the god, Montezuma allowed him to enter Mexico City with his men.

The impact of European explorers on native civilisations was often disastrous, and Cortés was no exception. Montezuma was killed, the Aztec's treasures were stolen. Their Empire collapsed and local populations were converted to Christianity, often by brute force. Similar blood-thirsty episodes marked the expansion of the British, French, Dutch, Portuguese and German empires and the growth of the Slave Trade.

Cortés governed the country for seven years. The Spanish government was concerned about the extent of his power, and recalled him to Spain.

He died in poverty near Seville.

As a result of the activities of Spanish adventurers like Cortés, most of America from Mexico southwards was conquered by Spain and the people still speak Spanish today.

El Cid: Spanish warrior

El Cid (circa 1040-1099) was a Spanish nobleman and warrior. His real name was Rodrigo Díaz de Vivar, but he became known as El Cid Campeador.

The first name comes from the Arabic word for “Lord”, El Seid. Campeador is the Spanish word for “Champion.”

During the Middle Ages, Spain was a collection of separate kingdoms. Some of these were Christian and others Muslim, ruled by the Moors who had crossed to Spain from north Africa.

Throughout this period, a constant war waged as the Christians fought to reconquer all the territory that had been lost when the Moors invaded. This is known as the Reconquista.

El Cid rides into battle

4.6

0Có Lóm omsoo d tt eíeal sll al m dm ae sa?lsa?

411 .. 4 ¿. ¿C a King Philip II of Spain

and spent five years as a prisoner in Algiers.

Cervantes returned to Spain after his family succeeded in raising a ransom for his release.

His first writing focused on his years as a soldier. He also became a government agent, purchasing supplies for the Spanish Armada in 1588. This resulted in another brief spell in prison for irregularities with the accounts.

Felipe II (1527 - 1598) is famous as the King of Spain who sent the Spanish Armada to conquer England in 1588. As a young King, he married Queen Mary of England, but (like the Duke of Edingburgh) he was a husband not the ruler.

Any child would have inherited the kingdoms of both parents, and ruled England, Spain and all the Spanish Empire. But Mary did not have a baby. When she died, here sister became Queen Elizabeth I of England, and Philip stayed in Spain. He tried to marry Elizabeth as well.

Had she accepted, or had the Armada invasion succeeded, England could have become Spanish - speaking Catholic country.

General Francisco Franco: Dictator

Francisco Franco (1892-1975) led the rebel army which fought from 1936 to 1939 to overturn Spain’s Republican Government. With a lot of help from Hitler and Nazi Germany, Franco slowly captured more areas from the government in a bloody Civil War that divided many families and left bitter memories of killings and betrayals.

When the capital, Madrid, finally surrendered, Franco became the dictator of all Spain. His rule was supported by the army, with armed police and secret police spies operating from fortified barracks in every town. Freedom was limited under Franco's rule: they censored news, books, films, etc; political parties and trade unions were banned, and people were forbidden to use regional languages like Basque - only Spanish.

Miguel de Cervantes: Author

Miguel de Cervantes (1547-1616) was the author of the famous novel “Don Quixote.” This book made fun of the medieval idea of “courtly romance.” It tells the story of a landowner who is obsessed with stories of the brave and noble deeds of medieval knights. Don Quixote sets off, with his squire, Sancho Panza, to fight injustice and do legendary deeds himself. One of the most well known episodes from the novel tells of how Don Quixote tilts at windmills with his lance whilst under the illusion that they are giants!

Cervantes himself was born in Alcalá de Henares, a small town near Madrid. His father made a living as a wandering barber-surgeon.

When he was a young man, Cervantes fought a duel in the grounds of the royal palace in Madrid and was forced to flee to Rome. He became a soldier, was captured by Moorish pirates

4.7

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

My famous Spanish person is: When were they born? .........................

When did they die? .........................

Which places in Spanish-speaking countries are they associated with? ............................ where this happened: ................................................................ ............................ where this happened: ................................................................

What is this person famous for?

What is remarkable about what they did?

What difficulties or opposition did they face?

What impact did they have on the world at the time?

Why should we remember them today?

This page may be photocopied for classroom use

Š 2018 Early Start Languages

¿Cómo te llamas?

Amanda García Celma Carla Escorza Santos Elena Fernández Pardo Elisa Vázquez Marcos Irati Cabezón Rodríguez María Velasco Garasa Laura Alba López Nora Díaz Rabaza Patricia González Ezquerro

Adul Garrido Condel Álvaro Ruiz Varea Daniel Torrealday Martínez Daniel Fernández Sebastían Iker Gutiérrez Ruiz Jerónimo Arenzana Pérez Jesús Morrondo González Luis Gómez Urzanqui Mario Lorente de la Portilla Santiago López Alcalá Yeray Alegría Cebrián

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

¿Cómo te llamas?

Amanda García Celma Carla Escorza Santos Elena Fernández Pardo Elisa Vázquez Marcos Irati Cabezón Rodríguez María Velasco Garasa Laura Alba López Nora Díaz Rabaza Patricia González Ezquerro

Adul Garrido Condel Álvaro Ruiz Varea Daniel Torrealday Martínez Daniel Fernández Sebastían Iker Gutiérrez Ruiz Jerónimo Arenzana Pérez Jesús Morrondo González Luis Gómez Urzanqui Mario Lorente de la Portilla Santiago López Alcalá Yeray Alegría Cebrián

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

This page may be photocopied for classroom use

© 2018 Early Start Languages