4. Mi colegio
4. Mi colegio My school In this section pupils learn the names for different rooms in school. They can now use their knowledge of simple directions to find their way around the school. The video section shows lots of ways in which the words and phrases pupils have met in sections 1-3 can be used in the school context Watching the video will also 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.
VIDEO The opening sequence introduces the names for each of the different rooms in school. The gym: - el gimnasio. Children are seen having a PE lesson. They are playing the numbers game first shown in Early Start Spanish pack 1 “Tú y Yo”. The dining room: - el comedor. We see inside the school dining room at lunchtime. The playground: - el patio. Children are shown outside at playtime. The computer room: - el aula de informática. Children are working on IT projects in the computer room.
NEW WORDS AND PHRASES
{
el gimnasio el comedor el patio el aula de informática la (mi) clase los servicios
the gym the dining room the playground the computer room the (my) classroom the toilets
}
Scene from video section 4: “El aula de informática”.
The library: - la biblioteca. In section 2 : Mi ciudad we saw inside the public library in Calahorra’s town centre. In this section we see pupils working in their school library. The classroom: - la clase. Children are working in their classroom. The toilets: - los servicios. We see the signs for girls’ and boys’ toilets. The next sequence shows children presenting each of the rooms in their school to the viewers as if taking them on a guided tour of the building. “Éste es el gimnasio”. “Éste es el comedor”. “Éste es el patio”. “Ésta es el aula de informática”. “Ésta es mi clase”. “Éstos son los servicios”.
Éstos son los servicios These are the toilets ¿Dónde están los servicios? Where are the toilets? REINFORCEMENT
¿Dónde está (el comedor)? Éste es (el gimnasio) Ésta es (la biblioteca)
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4. Mi colegio The third sequence shows one of the pupils finding her way around the school. ¿Dónde está la biblioteca? - a la derecha ¿Dónde está el aula de informática? - a la izquierda ¿Dónde está el comedor? - todo recto ¿Dónde están los servicios? - todo recto
Activities 1. Warm up To prepare pupils for watching video section 4: “Mi colegio”, it is a good idea to practise some of the vocabulary from previous sections which they 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 ....?”
2. Watch the video ❑
Watch video section 4: “ Mi colegio’.
3. Get used to the sounds ❑ Echoing: Make flashcards from the pictures on the activity sheet or copy them for the OHP. Beginning with the already familiar word, la biblioteca, say each of the rooms in turn as you show the pictures. Pupils echo the words.
Scene from video section 4: “Ésta es mi clase”.
HOW SPANISH WORKS 1 Occasionally “el” can be used with a feminine noun instead of “la”. This is the case with “el aula (de informática)”. 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?
4. Responding with understanding ❑ Flashcards: make several enlarged copies of the activity sheet and cut out the pictures of the different rooms in the Spanish school. Give one picture to each child. When you call out the name of a room, e.g. “el comedor”, the pupils with the pictures of the dining room hold them up. Vary the pace at which you call out the rooms and repeat the same ones several times in a row to try and catch pupils out. Ask them to swap pictures every so often.
KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?
“g” as in gimnasio Heard before in:
❑ Play “true or false” Hold up the pictures one by one (or display them on the OHP) saying the name of each room as you show it, e.g. “el gimnasio”. If you are saying the correct name, pupils echo the words; if you are saying the name of a room which is different from the one you are showing, pupils remain silent.
colegio rojo Nájera
“i” as in gimnasio patio Heard before in:
biblioteca colegio
“c” as in servicios The same sound as in:
izquierda azul
(Listen to the native speakers - try to copy the typically Spanish sounds.)
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4. Mi colegio ❑ Play “word-picture match” 1 You can make word flashcards from enlarged copies of the activity sheet. Attach the original picture flashcards of the rooms 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 room and say what it is. The pupil then attaches the word to the corresponding picture.
5. Working in pairs ❑ Play “snap” Make multiple copies of the pictures of the different rooms in the school and add these to the cards you have already made of places in the town. Pupils can use these to play “snap”, making sure that they pronounce each word as the cards are turned over. ❑ 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). The first player turns over a picture and says the name of the room or place 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. The second player now turns up a card. If a player turns up two identical pictures and names them correctly, s/he keeps the cards and has another turn. The aim of the game is to remember where particular pictures are positioned and to name them correctly.
❑ Play “word-picture match” 2 Give some pupils word flashcards and others the pictures of rooms. When you call out a place, pupils run to find their partner. CROSS CURRICULAR ACTIVITIES ❑ ICT: Pupils could word-process labels in Spanish to place on the doors of different rooms around their own school. ❑ 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 photographs or prepare a video for their exchange school which shows what their school is like. They could follow the example of the children from Calahorra who present their school in video sequence 4: Mi colegio.
6. Watch the video again ❑ Show video section 4: “Mi colegio” again for reinforcement. 7. Look again at sounds ❑ Play either “Listen to the sounds” (described in Chapter 2: “Mi ciudad” or “find the sound” (described in Chapter 3: “A la izquierda o a la derecha”). 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 4:“Mi colegio”, in which each of the key words and phrases are repeated with text superimposed on the pictures.
❑ Art and design/geography: The class could draw pictures and prepare a plan showing the layout of the rooms in their school to send to their Spanish exchange school. ❑ Geography: Pupils could use the plan of their school to practise asking and giving directions following the examples given in the video.
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4. Mi colegio
Talking point Cultural awareness
EVERYDAY LIFE IN SPAIN School dinners
■ Ask your school catering service if they 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. 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 chapter 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 12 and 13).
The video shows pictures of Spanish children eating their lunch in the school canteen. The Spanish lunch-break 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 do not bring packed lunches to school. They either go home for lunch or eat in the school canteen. Meals are supervised by dinner ladies who bring the food to pupils. There is no 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.
EXTRA WORDS AND PHRASES
la sala de profesores the staff room la secretaría the school office el despacho de dirección the headteacher’s room el aula de música the music room
Older pupils often sit with younger children at lunchtime.
There are always three courses to the meal: the first course (primer plato) is often a thick soup, a pasta dish or a rice dish. The second course (segundo plato) will usually be meat or fish, often accompanied by a vegetable dish. The desert (postre) is usually fresh fruit, yoghurt and occasionally a cake or ice-cream. The menu on the next page shows typical lunches for one week.
el salón de actos the school hall/assembly hall The pronunciation of these additional phrases can be heard on the audio CD for teachers.
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4. Mi colegio
Menú escolar Lunes Primer plato: Judías verdes salteadas Segundo plato: Hamburguesas en salsa Postre: Yogur 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 School lunches are served by dinner ladies.
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Jueves
Martes Primer plato: Puré de puerros y zanahorias Segundo plato: Pechuga en salsa Postre: Pastel
Primer plato: Lentejas caseras Segundo plato: Salchichas con tomate Postre: Fruta natural
Tuesday
Thursday First course: Lentils cooked with onion, garlic, carrots and chorizo or rice. Second course: Sausages served with fried fresh tomato sauce. Dessert: Fresh fruit e.g. apple, banana, orange
First course: Carrot and leak soup Second course: Chicken breast served with a sauce (usually a tomato sauce). Dessert: A small cake ❊
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Miércoles Primer plato: Potaje de garbanzos Segundo plato: Chuleta a la riojana Postre: Fruta natural
Primer plato: Espaguettis gratinados Segundo plato: Pescado rebozado con lechuga Postre: Helado
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 ❊
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Viernes
Wednesday
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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
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Mi colegio
This page may be photocopied for classroom use
Š2002 Early Start Languages
Mi colegio
This page may be photocopied for classroom use
Š2002 Early Start Languages