S1.08 Brothers and sisters-V9

10 48 .1 .L .8o ¿ s¿ T d ii ee í naneses s dh eh rem lraamn a so e n s ?o m sa?n a

1.8 ¿Tienes hermanos?

Do you have brothers and sisters?

This section extends what pupils can say about their immediate families. Now children know numbers 1 to 12, they can talk about how many brothers and sisters they have.

Many activities revolve around “imaginary families” so pupils do not only talk about their own circumstances. Teachers should be sensitive to individual children's personal situations.

In this section pupils will start hearing the plural form of nouns.

In part B they will hear Spanish children introducing their brothers and sisters and saying what their names are.

Films to see A1. Brothers & sisters B1. What are they called?

Part A: My brothers and sisters Planning your lessons

NEW WORDS AND PHRASES

Plan activities from those suggested to give children lots of practice at listening and talking, about each other’s families, imaginary ones and other variations.

un hermano a/one brother una hermana a/one sister dos hermanos two brothers dos hermanas two sisters Tengo dos (hermanos) I have two (brothers)

¿Tienes hermanos?

Activities

Warm up

❑ Before watching film A1, it is a good idea to have a brief “warm up” session to remind pupils of what they can say in Spanish about: n their ages: ask several pupils “¿Cuántos años tienes?” and encourage the response “Tengo ... años”. n family: play a game from ch.1.7 to remind the children of the names of family members.

1

Have you any brothers or sisters?

No tengo hermanos

I haven't got any brothers or sisters

Talking Dictionary

Watch Film A1: Brothers & sisters

❑ Watch film A1.

Animated brothers and sisters:

Un hermano Tengo un hermano Una hermana Tengo una hermana

Dos hermanos Tengo dos hermanos

Dos hermanas Tengo dos hermanas Un hermano, dos hermanas

8.1

Eo a¿r l yd a rs td h n i as n h 1sa?n a 1 40. 8 .L sT i eS í a nt e s eSeplraam e om Tengo un hermano y dos hermanas Tres hermanas, dos hermanos Tengo tres hermanas y dos hermanos Yo no tengo hermanos No tengo hermanos Spanish children talk about their brothers and sisters using the phrases, "tengo un hermano", "tengo una hermana" and "no tengo hermanos".

Some children add emphasis to the phrase e.g.

"Yo tengo una hermana".

Question & answer: Children answer the question ¿Tienes hermanos? and one child, Carla, answers a series of questions about herself.

KEY SOUNDS

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

hermano, hermana, hermanos, hermanas, Heard before in: hola, hasta luego as in

as in ¿tienes

hermanos?

Heard before in siete, diez, muy bien, adiós, gracias

The sequence finishes with a child asking, “Y tu, ¿tienes hermanos?

ʝ

as in

se llama

Heard before in reminder:

me llamo

sounds like the "y" in "you"

* 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 Film A1: "Tengo una hermana"

1

Get used to the sounds

The most common way to ask if a person has any brothers and sisters is simply to say “¿Tienes hermanos?” Although the word hermanos literally means “brothers”, it is used in this context to include both brothers and sisters.

Similarly, the children who say “No tengo hermanos” are saying that they do not have any brothers and sisters. No tengo is a very useful phrase that can be used in a whole range of situations whenever you want to say that you do not have something.

❑ Echoing: Show the e-flashcards; click to HEAR sound but leave text OFF. Show each picture; pupils echo, e.g. “dos hermanas”

Then repeat displaying the text; pupils echo the phrase again. ❑ Echoing: Draw a stick figure of a boy on the board. Say “Tengo un hermano.” Pupils echo the phrase.

Now draw a representation of a girl and say “Tengo una hermana.” Pupils echo the phrase.

Then go on to add another “boy” figure and say “Tengo dos hermanos.” Pupils echo the phrase.

Repeat this with two girls, three boys, etc.

HOW SPANISH WORKS 1: Asking if you have brothers or sisters

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HOW SPANISH WORKS 2: Plurals

To say that you have more than one brother, you add “-s” to the word hermano - Tengo dos hermanos. It is exactly the same when you want to say that you have more than one sister - Tengo dos hermanas.

The general rule for plurals is that you add “-s” to words ending with a vowel and “-es” to words ending with a consonant.

8.2

10 48 .1 .L .8o ¿ s¿ T d ii ee í naneses s dh eh rem lraamn a so e n s ?o m sa?n a n Change the focus: “NO brothers or sisters” You now call out negatives, e.g. “No tengo hermanos”. Pupils who hold either the ‘no brothers’ card or the 'no brothers and sisters' card, jump up.

Now say “No tengo hermanas”. Pupils who have a ‘no sisters’ card jump up.

Repeat the phrases several times varying the order in which you say them. n “Brothers and sisters?”team game You could divide the class into two for the activities above. Make it into a game to see which team can be first to hold up their picture. You call out, e.g. “Tengo dos hermanos y tres hermanas”; any pupil with a card showing two brothers and three sisters holds up their picture.

It is not always easy for beginners to hear the difference between the sound of the words hermano and hermana, and hermanos and hermanas, particularly in natural, authentic speech.

When pupils are first taking part in the games and activities outlined below, you may find it helpful to use enlarged copies of the “brother” and “sister” representations on the activity sheet to act as visual prompts.

When you are playing the games in later sessions, after pupils have had time to get used to the sounds of the new words, you can gradually withdraw the use of these cards as pupils' listening skills develop.

Respond with understanding ❑ Play “Make families" All the children in the class stand around ideally in a space where they can mill about easily (hall, gym or playground). All the boys will be "hermanos", all the girls "hermanas"; if your class is not mixed, they can hold copies of the appropriate flashcard.

You call e.g. “Tengo un hermano y dos hermanas”. Pupils have to form groups of one "hermano" and two "hermanas". Anyone left without a group is out of this round of the game.

❑ Now move round the room asking different pupils, “¿Tienes hermanos?” Pupils reply according to the picture they hold. e.g. “Sí, tengo dos hermanas”.

Another time you can ask pupils to respond according to their real circumstances.

❑ Make several copies of the paper flashcards, cut out and shuffle. Everyone sits in a circle.The teacher starts, takes a card and displays it to the class, saying, e.g.“Tengo dos hermanos”. Eveyone echoes. The next pupil draws another card and says, e.g.

“Tengo un hermano y dos hermanas”. Everyone echoes. The next pupil draws a card, e.g. “No tengo hermanos”- and so on.

❑ Play “how many brothers and sisters? 1 Make several copies of the activity sheet and cut out the 15 cards. Mount them on stiff card if they are going to be handled regularly.

Give each child one of the activity sheet cards.

❑ Play “Human sentence” Different children hold large cards saying “Tengo”, two sets of a series of numbers (1,2,3,4),“hermano”,”hermanos”,“hermana”, “hermanas” and “y”. You call out a phrase, e.g. “Tengo un hermano y dos hermanas". The children arrange themselves in front of the class to make your sentence.

Cut up copies of the activity sheet for 15 cards representing different numbers of brothers and sisters.

You say, e.g. “Tengo un hermano”. Pupilswho hold a ‘1 brother’ card jump up.

Now say “Tengo dos hermanos” and pupils who hold a ‘2 brothers’ card jump up.

Repeat this with sisters and the other family groupings.

8.3

❑ Working in pairs: play “snap” Give each pupil a copy of the activity sheet and ask them to cut out the groups of brothers and sisters. In pairs, pupils use 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.

Eo a¿r l yd a rs td h n i as n h 1sa?n a 1 40. 8 .L sT i eS í a nt e s eSeplraam e om

Part B: What are they called?

Planning your lessons

In the 'My family' topic (Ch.1.7), your class learnt to introduce members of their family using the phrases "éste es ... " and "ésta es ..." They already know how to introduce themselves by name, "me llamo ..." so it is a simple step to say what their brothers and sisters are called.

As before, this can be not just about each other’s real families, but also famous ones, families from TV and literature and from children's imaginations.

It is a good idea to have the "imaginary family" pictures that the children describd in 1.7 handy.

Film B1: “Éste es mi hermano, se llama Iker".

NEW WORDS AND PHRASES

se llama ... he/she's called ... ¿Cómo se llama?

Activities

What's he/she called?

Warm up

Extra for the teacher

❑ Have a quick look back at what your class learnt in Ch.1.4 and 1.7: can they still respond to: “¿Cómo te llamas?” with "Me llamo ..." ? You could look again at the e-flashcards, "my family", to remind pupils about how to introduce members of your family - including brothers and sisters.

¿Cómo se llamen?

What are they called?

Talking Dictionary

Get used to the sounds

❑ Echoing: You and your Spanish speaking puppet move around the room. The puppet asks you what different children are called: “¿Cómo

Watch film B1: What are they called?

se llama?” You reply, "se llama (Olivia)" and the children echo.

When everyone is confident, individuals can reply, telling the puppet what their friends are called.

❑ Watch film B1 in which children introduce their brothers and sisters by name. Éste es mi hermano, se llama Rodrigo. Ésta es mi hermana, se llama Elisa. Éste es mi hermano, se llama Guillermo. Ésta es mi hermana, se llama Irati. Éste es mi hermano, se llama Ivón. Éste es mi hermano, se llama Iker.

Tengo un hermano y se llama Luis.

Question & answer: Children answer the questions ¿Tienes hermanos? and ¿Cómo se llama? (What's he/she called?) ¿Cómo se llaman? (What are they called?) . One child, Alvaro, answers a series of questions about himself.

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HOW SPANISH WORKS 3: Asking what multiple brothers and sisters are called

If a child says that they have, for example, two brothers, "Tengo dos hermanos", you would say, "¿Cómo se llamen?" to ask what they are called. The child could reply, "Se llamen (Samuel) y (Daniel)", but this isn't really necessary. They can simply say the brothers' names as the children do in film B1.

8.4

10 48 .1 .L .8o ¿ s¿ T d ii ee í naneses s dh eh rem lraamn a so e n s ?o m sa?n a Respond with understanding ❑ "My imaginary family"

Pupils show their pictures of fictitious families.

This time they introduce each family member by name using "se llama", e.g. "Me llamo Peppa Pig y éste es mi hermano, se llama George".

and sisters. Children could make up names for themselves and pretend to be groups of brothers and sisters meeting in a particular context such as moving into a new house or flat. This will give pupils the opportunity to practise the structure éste es e.g. “Éste es mi hermano Carlos.” ❑ Data handling and ICT: Pupils can do a class survey to find out how many people have different numbers of brothers and sisters. The survey can be conducted in Spanish and the results presented in a graph.

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 Spanishwords they know that also contain that sound.

As the children’s vocabulary is expanding, you can repeat this with some of the other “key sounds”. This will help them remember the Spanish they already know. ❑ 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".

This activity gives children good practice at asking the questions and answering them.

Cultural awareness

■ Exchange information with your Spanish partner school about how many brothers and sisters each pupil has.

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

They could add labels in Spanish with the names and ages of their brothers and sisters, and swap the pictures with a Spanish class.

■ You could talk with the class about being part of a larger family, or being an only child. ❒ - how is it different? ❒ - what are the good and bad points? ❒ - do they like being an older/younger brother/sister?

CROSS CURRICULAR ACTIVITIES

❑ Art and design: Pupils can draw pictures of their brothers and sisters or bring in photos.

They can then present their pictures to the rest of the class e.g. “Tengo un hermano, Alfie y una hermana, Emily.” Alternatively they could say, “Éste es mi hermano, Alfie; ésta es mi hermana, Emily” and so on.

Note: Children who don't have any brothers and sisters may like to invent siblings - but you need to be sensitive to everyone's personal situation.

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

❑ Drama: Pupils can use their puppets to develop conversations which include the new words and phrases they have learnt for talking about their brothers and sisters. This will give them practice in asking questions as well as responding to them. ❑ Drama: Pupils who enjoy role-playing can develop extended conversations which involve talking about and introducing their brothers

8.5

Eo a¿r l yd a rs td h n i as n h 1sa?n a 1 40. 8 .L sT i eS í a nt e s eSeplraam e om

Talking point

E

EVERYDAY LIFE IN SPAIN Family Life

Sixty years ago, three out of four people lived in rural areas. Towns and cities have grown so much that now it is the cities that contain three out of four people.

Football and television viewing are claimed to be the most popular pastimes for Spanish families. People enjoy a wide range of programmes; foreign soap operas dubbed into Spanish have huge audiences.

Many Spanish families still enjoy meeting friends in the evenings after work, particularly in the warm summer evenings. All cities, towns and villages have at least one “square“ or high street and these are usually full of people of all ages relaxing before going home for the evening meal. This includes very young children who often bring their bicycles and balls to play with while the adults talk.

However, the tradition of the entire family taking an evening stroll together before dinner is dying out in many places as more and more people are tempted to stay in and watch television and play computer games!

Although families are getting a lot smaller, contact with the extended family ( uncles, aunts and cousins as well as grandparents) is still very strong. Birthdays and other celebrations usually involve relatives as well as friends.

Everyday

In recent years the birthrate in Spanish families has been falling rapidly and Spain now has one of the lowest birthrates in Europe. Most families have just one or two children. This is actually causing a real problem for some schools. The numbers of pupils starting school are decreasing so much that class sizes have dropped and teachers' jobs are at risk. In primary schools class sizes are smaller than in Britain and in the country some schools have classes which contain a range of pupils of different ages.

Class sizes are smaller than in Britain.

8.6

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

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