S1.09 Pets-v11

1.9 0 ¿T 9 i.e n¿eT s i ae1 l ng4e u.n s a aml ag sucnoat a ?

1.9 ¿Tienes alguna mascota?

Have you got a pet?

This section adds to the words and phrases pupils know which enable them to talk about themselves and find out about other people.

The films introduce the Spanish words for a number of animals that are commonly kept by Spanish children. Most of these pets are also to be found in British homes.

The children in the films use a familiar structure “(Yo) tengo .... ” when they are saying which pet they have. Pupils will recognise this from sections 1.6 where they learnt to say their ages and 1.8 when they talked about how many brothers and sisters they have.

Learning the Spanish words for common pet animals introduces pupils to Spanish nouns where gender is not obvious.

The films also show Spanish children in the classroom introducing their pets by name. Pets are very important to most primary age children and they will generally welcome the chance to be able to give that extra bit of information about their animals.

If some of your pupils keep miniature menageries at home, you may, if you feel confident, want to introduce the Spanish words for other pets. This is an opportunity to develop skills of using a suitable beginners’ bilingual dictionary - or you could just tell them the Spanish words for other pets, on request.

We suggest ways to introduce plurals for pupils who want to say they have more than one animal.

See “extra words and phrases” at the end of this chapter.

Films to see A1. Have you got a pet?

B1. What is it?

NEW WORDS AND PHRASES

¿Tienes alguna mascota?

Have you got a pet?

Literally any pet(s)

- a dog - a cat - a budgie - a hamster - a rabbit - a fish - a terrapin/ tortoise (Yo) tengo un(a)... - I've got a ... / I have a ...

(Yo) no tengo - I don't have (alguna mascota) (a pet) un perro un gato un periquito un hámster un conejo un pez una tortuga

¿qué es? - what is it? es (un gato) - it's (a cat)

REMINDER

Ésta es mi (tortuga) Éste es mi (hámster) This is my (tortoise/hamster) se llama + name of pet he/she's called ...

Extra animals in e-flashcards

Planning your lessons

un conejillo de - a guinea pig Indias un ratón - a mouse una serpiente - a snake

Pupils first need the chance to become familiar with hearing and saying this section’s new words for pet animals. You can discuss strategies for remembering vocabulary and the gender of nouns.

9.1

Talking Dictionary

1 4 . 0L E9o a.r sl y ¿dTS í a ites an rt e d seS palaa lngi u sh n ea m 1 a n a Activities

KEY SOUNDS

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

Warm up

❑ Before watching film A1, it is a good idea to have a brief “warm up” session.

You could play one or two games from Ch.1.6 and 1.8 to remind pupils of phrases they already know in those contexts: “¿Cuántos años tienes?”...“Tengo ... años”. “¿Tienes hermanos?"...“Sí tengo un hermano” You could then talk briefly with pupils about their own pets as preparation for finding out about the animals kept by Spanish children.

1

r

as in

perro, raton

"trilled r"- different from the softer 'r' in padre,

madre, tres, cuatro

x

conejo Jerónimo and Jesús

as in

Heard before in in

Reminder: sounds like the "ch" in Scottish "loch"

θ

Watch Film A1: Do you have a pet?

as in pez

Heard before in: once, zero,

The names of different pet animals un perro un gato un pez un periquito un hámster un conejo una tortuga As in Ch1.8, the nouns for animals are introduced with “a/an”, giving an immediate clue to the gender, e.g.“un perro”, “una tortuga”.

People saying what pets they have: Tengo un perro Yo tengo un hámster Yo tengo un gato Tengo un periquito Yo tengo un perro Yo tengo un pez Tengo un conejo Tengo una tortuga Tengo un perro Yo tengo un gato

Heard before in:

gracias

as in periquito

mi familia, cinco, y

tortuga Heard before in: uno, Luis as in

Reminder: sounds like the "oo" in"food" * 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

1

HOW SPANISH WORKS 1: "Trilled r" sound

The "trilled r" sound is quite difficult for English speakers to produce. You have to roll your tongue to make a sound which is a bit like a double 'rr'. This is not the same as the softer 'r' sound in words like padre, madre, tres, periquito. Children can have fun trying to make the Spanish 'rr' sound which is different from the 'r' in English words like 'red', 'rice' and 'arrive'.

Film A1: "Tengo un perro" - Grandpa has a dog.

Question and answer: children reply to the questions ¿Tienes alguna mascota? and ¿Cómo se llama? One child, Carla, answers a series of questions about herself, her family and her pets.

Finally, a child asks the viewer, "Y tú, ¿tienes alguna mascota?"

2

HOW SPANISH WORKS 2: Pronunciation of 'hámster'

In Spanish the letter 'h' is always silent - with just one exception that is recognised by the Spanish Academy ... the word hámster ! This is a cognate of the English word 'hamster' although it came to Spanish via German. The 'h' is pronounced much as it is in English.

9.2

1.9 0 ¿T 9 i.e n¿eT s i ae1 l ng4e u.n s a aml ag sucnoat a ?

Get used to the sounds

3

❑ Echoing: Show the e-flashcards; click to HEAR sound but leave text OFF. Show each picture (singular only); pupils echo, e.g. “una tortuga”

HOW SPANISH WORKS 3: Reminder: gender of nouns

As a general rule, the feminine nouns end with “-a”, e.g. una tortuga. Nouns ending with “-o” will be masculine. e.g. un perro.

Most children will happily accept that in Spanish there are“un” words and “una” words.

It will help prepare them for later studies if you encourage them to say (and learn) each noun with the right article.

If a child makes a mistake and, for example, refers to a tortoise as “un tortuga”, you can praise the fact that the child has remembered the word “tortuga” and gently correct the “error” by reinforcing the right form of the article: Child: “Un tortuga.”

Teacher: “Muy bien ... una tortuga.”

Child: “Una tortuga.”

Exactly the same principle applies to the structure “this is ...” If you are referring to a feminine noun you say “Ésta es...”, whilst with a masculine one, you say “Éste es ...”

Then repeat displaying the text; pupils echo the phrase again, taking care with key sounds. n Learn/remember gender This is the first time pupils will have encountered nouns where it is not obvious whether they are masculine or feminine. When children echo each phrase, stress whether it is “un” or “una” and point out colour-coding. n Say “I have... <a pet>” Show the flashcards again with sound and text OFF. You say, for example, “Tengo un perro”. The children echo the phrase. Continue for each pet.

“Tengo” is familiar from Ch.1.6 (“Tengo 8 años”) and Ch.1.8 (“Tengo un hermano”) - but take care children get the “key sounds” right. Look very sad as you say “No tengo alguna mascota”. Pupils echo the phrase.

❑ Play “true or false” Show the e-flashcard animal picutres with sound and text OFF. Say the name of an animal as you show each picture, e.g. “un conejo”. If you are saying the correct name, pupils echo the words; if you are saying the name of a different animal, pupils remain silent. ❑ Play “Splat!”

Attach a set of the animal pictures from the activity sheet to the board. Two pupils at a time can play the game; each wielding a rolled-up newspaper or similar Splat!-weapon!

Respond with understanding ❑ Make several copies of the activity sheet and cut out the animals. Give one picture to each pupil. When you call out the name of an animal, e.g. “un hámster”, the pupils with hamster pictures hold them up.

You can vary the pace at which you call out the animals and repeat the same one several times in a row to try and catch pupils out. Ask pupils to swap pictures every so often.

You call out the name of a pet, e.g. "un pez".

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.

9.3

1 4 . 0L E9o a.r sl y ¿dTS í a ites an rt e d seS palaa lngi u sh n ea m 1 a n a ❑ Give each pupil one of the animal pictures from the activity sheet. Hold up one of the pictures so that everyone can see which picture you have (e.g. the picture of the cat) and say “Tengo un gato.” You could also mime stroking the cat.

Now move around the class asking different pupils if they have a pet - “¿Tienes alguna mascota?” Pupils show the picture they are holding and say which animal they have, e.g. “Sí, tengo un perro” or simply, “Sí, un perro” as the Spanish children do in film A1. If you prefer, your Spanish speaking puppet could ask the questions.

them correctly. If a player turns up two identical animals consecutively, (and names them correctly), s/he keeps the cards and has another turn.

❑ Play “word-picture match” To help pupils to recognise the written word for each pet, you can make word flashcards from copies of the activity sheet.

Set out the word flashcards on a table. Display the e-flashcards in "shuffle" mode, text OFF. Ask a pupil to select the appropriate word flashcard as you hear each animal's name.

❑ Give some children a picture of an animal and leave others without. Ask individual pupils “¿Tienes alguna mascota?” Pupils with a picture say which animal they have, e.g. “Sí, tengo un gato” or “Sí, un gato.” Those who do not have a picture say “No”.

❑ To make this into a game, give some pupils word flashcards and others the animal pictures from the activity sheet. When you call out an animal, pupils run to find their partner.

❑ Working in pairs: Pupils can use the activity ❑ Play “find the pet” sheet to play word-picture match “snap”.

If you are working in the hall or an area with plenty of space, divide the class into three or Watch Film A2: What is it? four teams. Place a set of animal pictures on a flat surface in front of each team. Call out Film A2 shows Spanish children using fathe name of an animal e.g. “un periquito.” The miliar structures as they show pictures of person at the front of each team runs to try and their pets and say what their names are. be the first to find the picture of the budgie and It also introduces another simple strucbring it to you. The pictures are then replaced ture children can use to identify animals: and the game continues.

Q.- ‘What is it?’; A - ‘It is a...’.

This is my pet: children show drawings and ❑ Working in pairs: play “snap” photos of their pets Give each pupil a copy of the animals activÉsta es mi tortuga, se llama Lupa ity sheet and ask them to cut out the animals. Éste es mi perro, Tris.

In pairs, pupils use a minimum of two Éste es mi pez, se llama Flufi. sets to play “snap”. When two matching animals appear, the pupil who first names the Éste es mi hámster, se llama Peluta. animal correctly collects the pile. Éste es mi conejo, se llama Copito.

❑ Working in pairs: play “two of a kind” Using a minimum of two sets of animal pictures, pupils arrange them at random face down on a flat surface. The first player turns over a picture and says the name of the animal that is revealed.

S/he then turns over another picture. If this is a different picture s/he says the name of the animal and turns both pictures face down again.

The second player now turns up a card and says the name of that animal.

The aim of the game is to remember where the different animals are positioned and to name

Film A2: "Éste es mi pez, se llama Flufi".

9.4

1.9 0 ¿T 9 i.e n¿eT s i ae1 l ng4e u.n s a aml ag sucnoat a ?

What is it? Identifying different animals: ¿Qué es? Es un conejo. ¿Qué es? Es un pez. ¿Qué es? Es un conejo. ¿Qué es? Es una tortuga. ¿Qué es? Es un gato. ¿Qué es? Es un hámster. ¿Qué es? Es un perro. ¿Qué es? Es un periquito.

words 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".

CROSS CURRICULAR ACTIVITIES ❑ Art and design: Pupils can draw pictures of their pets. These can be used to practise introducing pets by name as the Spanish children do in film A2; e.g. “Éste es mi conejo, se llama Copito”. If you are doing this activity with your class, some pupils may want to know the words for pets that are not shown in the films.

This is an opportunity for children to learn how to use a bilingual dictioary.

Film A2: "¿Qué es?" ... "Es un periquito".

❑ S e l e c t ‘ M y p e t s ’ o n t h e cards; with sound and text OFF.

e-flash-

Show each picture and ask “¿Qué es?” (or use the activity sheet). Pupils reply, e.g. “Es un periquito”. ❑ Play “What is it?”

Place copies of the activity sheet face down on a table. Invite a pupil to select a picture without showing the class what animal it is. The pupil asks, "¿Qué es?"

The class has to guess what animal s/he is holding.

❑ Literacy: play “look-it-up” in pairs: ask each child to find the Spanish word for another pet animal, using a suitable bilingual dictionary. Ask them to say the word to you, to check the pronunciation. The child then says the word to their partner, who uses the dictionary again to find the equivalent in your own language.

❑ Play “Truth or lie?” with picture cards.

Shuffle a set of the animal cards. Give the class a demonstration of how to play with you (the teacher) and a confident pupil: Pupil takes a card face-down from the pile.

Teacher: “¿Qué es?”

Pupil can give either a true or false answer:

“Es un gato”.

Teacher: “¿Sí o no?” (asking the class) Pupil: “No, es un perro”. (shows card).

Show that liars must at least sometimes tell the truth! Pupils can then play in groups.

A pupil who first correctly identifies a lie takes over as the ‘liar’ until they, too, are caught out!

❑ Make a class dictionary: each child adds to a booklet with 26 pages labelled A - Z, and writes new Spanish words they learn, with suitable illustrations. ❑ ICT: Pupils can word process labels for their pictures e.g. Éste es mi gato Blackie. ❑ Art and design: Pupils can design and make animal puppets to add to their stock of Spanish speaking characters. ❑ Data handling: Create a class graph for all the pets pupils have. Use Spanish for the labelling.

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-

9.5

1 4 . 0L E9o a.r sl y ¿dTS í a ites an rt e d seS palaa lngi u sh n ea m 1 a n a

Get used to the sounds:PLURALS

EXTRA WORDS AND PHRASES PLURALS

❑ Echoing: Show ‘Plurals’ on the e-flashcards initially with sound and text ON. You can click on ‘S’ to hear the singular and ‘PL’ to hear the plural.

- two dogs - two cats - two budgies - two hamsters - two rabbits - two fish - two terrapins/ tortoises dos ratones - two mice dos conejillos - two guinea

de Indias pigs dos serpientes - two snakes

dos perros dos gatos dos periquitos dos hámsteres dos conejos dos peces dos tortugas

dos conejos Pupils echo the words, e.g. “dos conejos”.

Now switch sound and text OFF; can children remember the plural for each animal?

Pupils can look again at numbers whilst talking about their pets, which they are usually keen to do.

More animals

un loro - a parrot un pájaro - a bird (general) un poni - a pony un caballo - a horse dos loros - two parrots dos pájaros - two birds dos ponis - two ponies dos caballos - two horses

❑ Numeracy: “count the animals” Place a selection of animal pictures face up on the table. Ask individual pupils to pick out the combinations of animals you ask for, e.g. “tres gatos y dos perros”. ❑ Numeracy: “What pets have I got?”

Place combinations of animal pictures face down on a flat surface in front of you.

Pupils have to guess which pets you have picked up, e.g. “dos perros, un gato y tres tortugas”.

Reveal the pictures when someone guesses the correct combination. That pupil can choose what hidden cards to put out next - and respond to the guesses. ❑ Numeracy: “What shall I draw?”

Ask the children to tell you what animals to draw on the board. Count up the numbers of cats, dogs, etc.

Talking Dictionary

4

HOW SPANISH WORKS 4: Plurals

The general rule for saying that you have two dogs, three cats etc. is quite simple.

If a word ends in a vowel, you add “-s” e.g. un perro dos perros If a word ends in a consonant, you add “-es e.g. un ratón dos ratones The “-s” or “-es” is always pronounced.

Teachers may notice that un pez becomes dos peces - this doesn't affect the pronunciation so not something you need to draw attention to.

❑ Numeracy: play “imaginary menageries” Ask pupils to draw the menageries they would like to have. Ask them to say what animals they have, e.g. “Tengo un perro, dos conejos y tres tortugas".

9.6

1.9 0 ÂżT 9 i.e nÂżeT s i ae1 l ng4e u.n s a aml ag sucnoat a ?

Talking point

EVERYDAY LIFE IN SPAIN Pets

Everyday

The pets shown in the films are typical of those kept by children in Spain. In rural areas many families keep cats and dogs, but in the towns and cities there are lots of people who live in flats and so animals like fish, budgies, terrapins and hamsters are very popular.

In small towns blocks of flats often have large garages and storage areas at ground floor level.

These provide spaces where children can keep the kind of pets which need more space, such as dogs. The most common breed of dog kept as a pet is the alsatian.

Spanish children sometimes keep pollitos (chicks) or patos (ducks) as pets.

We asked a class of 10-11 year olds at the Colegio Mata Linares in San Vicente to draw their pets.

Between them, the children had: 4 budgies 6 terrapins 10 fish 3 dogs 3 cats 1 rabbit 1 hamster There were interesting things to see in the backgrounds that some of the children had drawn.

Several of the pictures included palm trees, others showed parts of the rooms where the animals were kept. Without being asked, most of the children had included their pets' names somewhere on the picture.

Young learners can achieve a great deal of satisfaction from activities of this kind which help explore the similarities as well as the differences between cultures.

Cultural awareness

If you have an exchange school, pupils could swap information about the pets they have - by post or e-mail. They could include drawings and photographs, data about types of animal, names of their pets, copies of surveys.

9.7

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

ÂżTienes alguna mascota?

un gato

un perro

un hĂĄmster un conejo un periquito

un pez

una tortuga This page may be photocopied for classroom use

Š 2018 Early Start Languages

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

ÂżTienes alguna mascota?

This page may be photocopied for classroom use

Š 2018 Early Start Languages

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

¿Tienes alguna mascota?

un ratón

un conejillo de Indias

un caballo This page may be photocopied for classroom use

una serpiente © 2018 Early Start Languages