S1.07 My family-v11

1.7 Mi familia

1.7 Mi familia My family

This section takes a big step, introducing pupils to the concept of nouns having gender in Spanish. Talking about people and family, the gender is obvious, but children are prepared for the notion that all Spanish nouns have gender, not just those about people.

Activities can revolve around imaginary, famous or fictional families so pupils do not have to talk about their own circumstances.

Teachers should be sensitive to individual children’s circumstances.

Pupils will find that articles in Spanish (‘a’ and ‘the’) and the Spanish pronoun ‘this’ are amongst those that change with a noun’s gender.

Films to see A1. My family B1. More family

NEW WORDS AND PHRASES A1: My family

mi padre mi madre mi hermano mi hermana

mi abuelo - my grandfather mi abuela - my grandmother

Planning your lessons

mi familia - my family

Plan activities from those suggested to give children lots of practice at listening and talking, first about their “own family”. They could assume another identity if they prefer.

Activities

Familiar names

1

Warm up

❑ Before watching film A1, it is a good idea to have a brief “warm up” session to remind pupils of all they can now say in Spanish about themselves: for example, ask several pupils their names and ages. If you have time, play a quick game to reinforce this vocabulary.

Watch film A1: My family

2

❑ Watch film A1 which introduces "my family" with the phrase “This is...<my mother>”etc. : “Éste es mi padre, mi papa.” “Ésta es mi madre, mi mama.”

papa - dad/daddy mama - mum/mummy

Introducing people

Éste es mi padre - this is my father Ésta es mi madre - this is my mother Ésta es mi familia - this is my family Other families

el padre la madre el hermano la hermana el abuelo la abuela

- the father - the mother - the brother - the sister

- the grandfather - the grandmother

B1: More family

mi tio mi tia mi primo mi prima Film 7 A1: “Ésta es mi madre”.

- my father - my mother - my brother - my sister

- my uncle - my aunty - my cousin (m) - my cousin (f)

see Talking Dictionary

7.1

soeurs?

E14. a rAs-tu l y des S tfrères a r t etSdes pa nish 1 “Éste es mi hermano.” family members. Pupils echo the words, e.g. “Ésta es mi hermana.” “mi hermano”. “Éste es mi abuelo.” “Ésta es mi abuela.”

“Mi familia!”

Yeray introduces his family: “Ésta es mi mama y éste es mi papa.” “Ésta es mi hermana.” “Éste es mi abuelo y ésta es mi abuela.”

Voice: el abuelo, la abuela, la hermana, el hermano,

el padre, la madre.

Take care with “key sounds”(see Talking Dictionary).

Finally, present the whole family, “mi familia.”

Pupils echo the phrase. Note: leave the flashcards

representing aunt, uncle and cousins until later when you have watched film 7 B1. You can use the “back” arrow to show the key family flashcards again.

Respond with understanding

Film 7 A1: Yeray introduces his parents.

Children show pictures of their families: Irati: “Ésta es mi familia: mi madre, mi padre, mi hermana y yo".

Elisa: “Ésta es mi familia: mi madre, mi padre, mi hermano Rodrigo y yo”.

Children introduce family members: Alvaro: “Éste es mi hermano Iker. Tiene 8 años”.

Patricia: “Yo soy Patricia y ésta es mi madre”.

Iker: “Y éste es mi hermano Alvaro”.

Elisa: “Éste es mi hermano Rodrigo”.

Rodrigo: “Ésta es mi hermana Elisa”.

Laura: “Yo soy Laura y ésta es mi madre”.

Mateo: “Ésta es mi hermana Irene”.

Elisa: “Éste es mi padre”.

Alejandra: “Ésta es mi madre”.

❑ Play “Show your card” Give each pupil one of the printed flashcards shuffled. You say, e.g. “mi padre”.

Pupils with that card hold it up to show.

When you feel that the children are familiar with the names of the family members, you can move on to looking at how to introduce someone from your family.

Get used to the sounds

❑ Echoing: Introductions: Select the option for “introducing” and run through the pictures again, with sound and text ON.

Get used to the sounds

❑ Echoing: Select ‘My Family’ on the e-flashcards; first of all select the option to name the 1

Pupils echo, e.g. “Ésta es mi madre”. ❑ Spot the pattern Can children spot when “éste” and “ésta” are used? - see “How Spanish works 1”.

HOW SPANISH WORKS 1: Nouns, gender and 'this is’

When you listen to film 7 A1 and the Talking dictionary, you will hear two different ways of saying 'this is':

“Éste es mi padre” (this is my father) “Ésta es mi madre” (this is my mother)

Respond with understanding

❑ Play the “yes or no game”: Show the ‘this is’ e-flashcards again, this time with sound and text off. Show a picture and say, for example, “Ésta es mi hermana”. If the picture shows “my sister”, the children say “sí” if it is

Children can see that you say “Éste” with masculine nouns and “Ésta” with feminine nouns.

7.2

ɾ 1.7 Mi familia another family member, they say “no”. You can click the text "on" afterwards and children echo the correct phrase.

KEY SOUNDS

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

Your class will probably contain some children from ‘blended families’, which are also common in Spain. You should always give children an alternative to describing their own family arrangements.

as in mi

familia,

mi tio, mi tia, mi primo, mi prima Heard before in: buenos días, cinco,

❑ Play “Introducing my family” Ask each child to produce a picture of any family - either their own or a famous or fictional family that they will describe in role as their’s.

It could be their own drawing, photo, a picture from a magazine or printed from the internet.

as in

hermano, hermana,

Heard before in: hola, hasta luego

as in abuelo, abuela,

Heard before in: buenos días, hasta luego * 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

mi abuela

"Yo soy Prince William; ésta es mi abuela."

Ask each child to announce who they are, e.g. “Yo soy Prince William” and to introduce some of their relations in the picture, e.g. “Ésta es mi abuela...”.

NOTE if assuming another identity, pupils should choose to be a child rather than a parent - we have not yet introduced Spanish words for 'son', daughter', etc.

Film 7 B1: Daniel and Alvero are cousins.

Yeray: “Ésta es mi mama y éste es mi papa”.

Yeray’s dad: “Éste es mi hermano”.

Yeray: “Éste es mi tio” .

Voice: el tio, la tia, el primo, la prima.

When pupils are familiar with the names for key family members, you can watch film 7 B1 which introduces the words needed to talk about cousins and uncles and aunts.

Get used to the sounds

Watch film B1: more family

❑ Echoing: Select ‘My family’ on the e-flashcards. This time select the option to name the family members as before, but continue to show “mi tio”, “mi tia”, “mi primo” and “mi prima”.

Pupils echo the words, e.g. “mitia”. Then choose the “introducing” option and children echo the new phrases. ❑ Play one or two of the games played earlier to practise the new family words together with those that are already familier. ❑ Echoing: Now select ‘the’ on the e-flashcards with sound and text ON. Pupils echo the phrases, e.g. “la madre” as each picture reminds them of Yeray and Elisa’s families.

❑ Watch film B1, which starts with Elisa inviting us into her house: "Ésta es mi casa. ¡Pasa!” (“This is my house. Come in”). Note: This opening is intended for “gisting”, pupils will know what is being said from Elisa’s gestures without needing to understand every word.

Meeting Elisa’s family: Elisa takes us on a tour of her house and introduces us to different members of her family: “Ésta es mi madre. Ésta es mi tia. Éste es mi padre. Éste es mi hermano. Ésta es mi prima y mi primo”.

Introducing more family members: Alvaro: “Yo soy Alavaro y éste es mi primo, Daniel”.

7.3

soeurs?

E14. a rAs-tu l y des S tfrères a r t etSdes pa nish 1 If what you saymatches the picture, pupils echo the words; if not, pupils remain silent.

❑ Spot the pattern again Can children spot when “el” and “la” are used? - see "How Spanish works 2 ".

Switch sound and text OFF; children say who it is in Spanish. With text ONLY, they read the words aloud with correct pronunciation

Respond with understanding

el abuelo

❑ Play “Show your card” again: This time use “el” or “la” when you call out the name of the family member, e.g. “la hermana”.

If you want to include uncles, aunts and cousins, the cards could be coloured to represent various family members, e.g. the main “family” all wear red tops” and the extended family, blue tops.

❑ Play “find the family member” If you are working in the hall or an area with plenty of space, divide the class into three or four teams. Place a set of the pictures on a flat surface in front of each team. Call out the name of family member, e.g. “el abuelo”.

The person at the front of each team runs to try and be the first to find the picture of the grandpa and bring it to you. The pictures are then replaced and the game continues.

When a child has had a turn, s/he rejoins his/ her team at the back of the line. ❑ Play “Splat!”

Pin a set of the family pictures from the activity sheet on the board. Two pupils at a time can play the game; each wielding a rolled-up newspaper or similar ‘Splat!’-weapon!

el padre el tio

❑ Play “Pair up” Shuffle the cards from the activity sheet, and give each pupil one of the 7 cards representing people. Pupils have to find others with the same card by asking, e.g. "el abuelo?". ❑ Play “Make a family” Now give each pupil one of the people cards (not the family). In a space where they can move freely, pupils have to find others to make a “family” (one of each relation) by asking in Spanish, e.g. a child holding “el padre” has to find children holding the other cards by asking e.g. “la madre?” - without showing cards! ❑ Play “true or false” Display the e-flashcards one by one (or hold up a printed card). You say a family member as you show each picture, e.g. “el hermano”.

2

You call out the name of a family member, e.g. “el hermano”. The first to hit that picture wins the point.

You could play “3 strikes and you’re out!”, i.e. after losing 3 points, that child is replaced.

HOW SPANISH WORKS 2: Nouns, gender and 'the’

❑ Working in pairs: play “snap” Give each pupil a copy of the activity sheet and ask them to cut out the cards. In pairs, pupils use at least two sets to play ”snap”.

When two identical cards appear one after the other, the first child to correctly call out what is on the card, collects the pile.

You will also hear that there are two different Spanish words for 'the':

“el padre” (the father) “la madre (the mother).

Children can see that “el” is used with masculine nouns father, brother), whilst “la” is used with feminine nouns (mother, sister).

7.4

1.7 Mi familia CROSS CURRICULAR ACTIVITIES

❑ ICT: Pupils can word-process labels in Spanish for their pictures.

❑ Art: play “This is my family” again Each child produces a picture of a different family as the children do in film A1.

❑ Drama: Pupils in groups act out being a family, using just posture, movement and the voice and manner they use in saying the phrases in Spanish - just from what they know already.

The lead character in each group introduces the others - or they can take turns to introduce a different member of the “family”.

Film 7 A1: Irati describes her picture: “Ésta es mi familia”.

❑ Drama: Pupils can use their puppets to develop conversations which include the new words and phrases they have learnt for talking about their family. This will give children practice in asking questions as well as responding to them.

This time it’s definitely NOT their own family, but they pretend it is! Children illustrate famous or fictional families - or make up their own and describe it “in role”. Encourage them to include uncles, aunts and cousins.

They can then present their pictures to the rest of the class - pointing out and naming individuals as if they were part of the family: “Yo soy Peppa Pig. Éste es mi hermano George, mi padre et mi madre”.

Talking point PRESENTATION Everyday life in Spain: The Spanish royal family

Children living in a country like the United Kingdom will be used to the idea of having a King or Queen as head of the country - who is there just because of who their mother or father is. But Britain has elections, too; there is a “General Election” (roughly every 4-5 years) when members of parliament (MPs) are elected, and they choose the Prime Minister - who is generally the leader of the political party with the most MPs. The Prime Minister and the MPs have most of the power - they are the real leaders and rulers of the country.

Spain is governed in a similar way but this is quite new. Until fairly recently there was a dictatorship which was set up in the Spanish c i v i l w a r. S e e t h e p r e s e n t a t i o n “The Spanish Royal Family” to prompt discussion about how different countries are governed.

Children will know fictional.families, like Peppa Pig’s.

Children can devise imaginative scenarios for their pictures of famous or fictional families.

Note: It is a good idea to keep these pictures as they will be useful for activities in 1.8 - naming brothers and sisters.

Cultural awareness

■ Exchange information with your Spanish partner school about your families.

■ Pupils could draw all the people in their household, perhaps in a typical family scene.

They could add labels in Spanish with each person's name and the ages of the children, and swap the pictures with a class in a Spanish-speaking country.

■ When pupils have had the opportunity to practise the words and phrases for talking about their family, you could start discussing aspects of family life with them. See this chapter ’s “talking point” about royal families in Britain and Spain.

7.5

Mi familia

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages

Mi familia

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages