S2.11 En el cole-update

2.11 En el cole

2.11 En el cole

At school - likes and dislikes This section continues the theme of likes and dislikes - this time with school subjects. We have included eight basic subjects that are taught in primary schools in many countries.

(See this chapter’s “talking point” for more about the curriculum in Spain.)

Some pupils will progress to add more names of subjects to their Spanish vocabulary (see “extra words and phrases”).

Since pupils can already tell the time and say the days in Spanish, they can also go on to talk in Spanish about their school timetable as part of their day-to-day routine.

Films to see A1. Lessons I like and don't like A2. More lessons I like and don't like A3. School timetable A4. Song

NEW WORDS AND PHRASES

la música - music la educación fisica - PE la lengua - literacy la informática - ICT las matemáticas - maths la historia - history la plástica - art & craft el inglés - English ¿Qué clase es?

Which lesson is it?

¿Cuál es tu clase favorita?

What's your favourite lesson?

Film A1: "Me gusta la música"

Planning your lessons

Before showing film A1, use a warm-up activity to remind children of the language they know for expressing likes/dislikes (2.10 "¿Te gusta o no te gusta?", and for places in school (from 2.04, “Mi colegio” ).

When children are confident with the new words for school subjects, you can extend it to talking about their preferences (me gusta/ no me gusta, etc), and also to the school timetable - a chance to re-visit telling the time from.2.07, and days of the week from Early Start Spanish 1 in a new context.

Activities

Warm up

You could start the lesson by playing a game from previous sections using“me gusta/ no me gusta” as preparation for learning the words for more “likes and dislikes”; also look at your previous work on places in school (Ch.2.04).

11.1

Mi clase favorita es (música) My favourite lesson is (music) ¿Qué tienes (el lunes)?

What do you have (on Monday)?

(El lunes) tengo (lengua) On (Monday) I have (literacy) REINFORCEMENT

me gusta (la informática) I like (ICT) note: me gustan las matemáticas no me gusta (el inglès) I don't like (English)

days & time e.g. el

martes a las diez on tuesday at 10 o'clock see Talking Dictionary

Early Start Spanish 2 Watch film A1: Lessons I like/don't like

Music - música. The children are playing their recorders: "Me gusta la música"; "No me gusta la música"; "Mi clase favorita es música".

PE - educación fisica. We see a PE class in the sports hall: "Me gusta la educación fisica"; "No me gusta la educación fisica"; "Mi clase favorita es educación fisica".

Literacy - lengua. The class is reading aloud "El Abuelo Hércules": (Grandfather Hercules). "Me gusta la lengua"; "No me gusta la lengua"; "Mi clase favorita es lengua".

ICT - informática. The children are working with laptops. "Me gusta la informática"; "No me gusta la informática"; "Mi clase favorita es informática".

Get used to the sounds

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

Then repeat displaying the text; pupils echo the phrase again, taking care with key sounds.

gusta la plástica"; "Mi clase favorita es plástica"; "No me gusta la plástica".

English - inglés. "Me gusta el inglés"; "Mi clase favorita es inglès"; "No me gusta el inglés".

The film ends with the "¿Te gusta?" song.

Get used to the sounds

❑ Echoing: show the complete set of e-flashcards and repeat the previous activities.

Respond with understanding

❑ Flashcards: make several copies of the activity sheets and cut out the pictures of the different subjects. Give one picture to each child.

Call out the name of a subject, e.g. “música”; pupils with a picture of the music lesson hold it up. Vary the pace at which you call out the places and repeat the same ones several times in a row to try and catch pupils out.

Ask them to swap pictures every so often.

Get used to the sounds 2

❑ Echoing: Show e-flashcards 2: Likes and dislikes. Choose either the yellow “like” symbol or the blue “don’t like” symbol to hear each statement. Pupils echo the words, e.g. “Me gusta la plástica”; “No me gusta el inglés ”.

Now display the text; pupils echo the words with each of the pictures.

Watch film A2: More lessons I like/don't like

❑ When everyone is familiar with the first subjects, watch Film A2 which presents another four lessons: Numeracy/maths - matemáticas. The children are doing mental arithmatic: "Me gustan las matemáticas"; "Mi clase favorita es matemáticas"; "No me gustan las matemáticas".

History - historia. The class is visiting the Altamira Museum as part of their history lessons: "Me gusta la historia"; "Mi clase favorita es historia"; "No me gusta la historia".

Art & craft - plástica. The children are enjoying an art lesson stimulated by their museum visit:"Me

Respond with understanding

❑ Make copies of the activity sheet pictures.

Invite ten confident pupils to come to the front of the class. Give eight of them one of the pictures of school subjects and the remaining pupils the “me gusta” and “no me gusta” symbols from the activity sheet. When you say, e.g. “Me gusta la educación fisica”, the pupil with the picture of children doing PE holds it up for everyone to see, and the child with the “me gusta” symbol holds up his/her picture.

11.2

2.11 En el cole The rest of the class echoes the phrase in a "happy" way. When the phrase begins "No me gusta ... ", the class echoes in a "sad" way.

KEY SOUNDS

Listen and enjoy copying these typical sounds. Where have yo heard them before?

❑ Play “true or false?”

Show each of the subjects in turn either using the e-flashcards or paper versions. With each picture, also show either the “happy” symbol which represents “me gusta”, or the “sad/ grumpy” symbol (“no me gusta”). As you show each picture and symbol, say either the correct phrase, e.g. “Me gusta la lengua”, or a different phrase. If what you say is correct, pupils echo the words; if it is incorrect, they remain silent.

Sometimes you could show the correct “me gusta/ no me gusta” symbol with the wrong activity picture; at other times you could show the correct picture and the wrong symbol. ❑ Play “me gusta” with the class puppet Show the music lesson picure on the whiteboard or as a paper flashcard. Use your class puppet to demonstrate the following question and answer sequence: Ask the puppet, “¿Te gusta la música?”

Puppet replies: “Sí, me gusta la música”.

Now show the picture of PE

Puppet asks you,“¿Te gusta la educación fisica?”

You reply: “No, no me gusta la educación fisica”.

Repeat this question and answer sequence with the children. Either you or the puppet can ask the questions. The children reply, “Sí me gusta ...” or “No, no me gusta ...” At this early stage, it is a good idea to show the appropriate pictures. ❑ Make multiple copies of the school subject pictures. Each child in the class selects ONE picture of a subject s/he likes doing.

Demonstrate what to do with the puppet: you and the puppet each choose a picture -which (for the game) will be the only subject you like.

If yours is the maths picture, say to the puppet, “Me gustan las matemáticas, ¿y tu?” If the puppet has chosen a different picture, e.g. English, he says, “No, me gusta el inglés”. If he has chosen the same picture, he says, “Sí, me gustan las matemáticas.”

Now ask everyone to move round the room and repeat the question-and-answer dialogue with as many people as possible. It is a good idea if you and the puppet join in.

as in música,

plástica, inglés, informática, matemáticas, educación física, historia Heard before in: izquierda, tenis, bici

θ

as in educación

física Heard before in: azul, bici, servicios as in Heard before in

historia hola, hora, hace frío

see Talking Dictionary

1

HOW SPANISH WORKS 1: School subjects: languages

All languages are masculine. When you are writing Spanish, languages and nationalities begin with a lower case letter e.g. el inglés, el español. If you are writing the name of a country, you use a capital letter e.g.España.

2

HOW SPANISH WORKS 2: School subjects: plurals

When a school subject is plural it is important to use the correct article, e.g. las matemáticas.

When you say which subject you like in plural, you use me gustan, e.g. Me gustan las matemáticas; Me gustan las ciencas (science).

This will become much more apparent when we look at food in section 2.13.

11.3

3

HOW SPANISH WORKS 3:

School subjects: When to use la/el/las

When watching the films, pupils may notice that the Spanish children use la/el/las when talking about the subjects they like and don't like, e.g. "Me gusta la lengua"; "no me gusta el inglés". However, when talking about their favourite lesson or their school timetable, the definite article is omitted, e.g. "Mi clase favorita es música"; "El lunes tengo informática".

Early Start Spanish 2 ❑ Play “my favourite lesson 1” You may wish to play film A1 and/or A2 again.

Ask pupils to listen out for the Spanish children saying which lesson is their favourite, e.g. "Mi clase favorita es informática".

You or your class puppet call out, e.g. "Mi clase favorita es música". The children who's favourite lesson is music, jump up. Alternatively, they can show "thumbs up" if music is their favourite or 'thumbs down" if it isn't. You may like to include "Mi clase favorita es español" - (See Talking Dictionary).

EXTRA WORDS AND PHRASES

las asignaturas el español las ciencas la geografía

- subjects - Spanish - science - geography

Y a mi, tambien, me gusta la lengua And me too, I like literacy see Talking Dictionary

Watch film A3: School timetable

Literacy lesson Hoy es lunes. ¿Qué tienes el lunes? (Today is Monday. What do you have on Monday?)

Nora: El lunes tengo lengua. (On Monday I have literacy). We see part of the literacy lesson.

Nora: El lunes tengo lengua a las once. (On Monday I have literacy at 11 o'clock). ❑ The children sit in a circle . Child 1 says, e.g.

"Mi clase favorita es plástica" then turns to the next Music lesson child and asks, "¿Y tú?" Child 2 then says his/ Hoy es martes. ¿Qué tienes el martes? her favourite lesson and so on.

Elisa: El martes tengo música. We see part of the music lesson.

Working in pairs Elisa: El martes tengo música a las diez. ❑ Play “me gusta/no me gusta” Maths/numeracy lesson Give each pair multiple copies of the pictures of Hoy es miércoles. ¿Qué tienes el miércoles?

school subjects and the “me gusta/“no me gusta” Patricia: Tengo matemáticas el miércoles. We see symbols. part of the numeracy lesson.

They make two piles, one of subjects and one of Patricia: Tengo matemáticas el miércoles a las dos symbols. They take it in turns to select a symbol Art & craft lesson and a picture and to say the combination.

Hoy es jueves. ¿Qué tienes el jueves?

Irati: El jueves tengo plástica. We see part of the Introducing the written word art and craft lesson.

Irati: El jueves tengo plástica a las diez. ❑ Play “word-picture match” Attach the picture cards to the wall. Make text ICT lesson cards to go with each, and set them out on a Hoy es viernes. ¿Qué tienes el viernes? table. Point to a picture, ask a pupil to select Elisa: El viernes tengo informática. We see part of the right text card and attach it to the picture. the ICT lesson.

Elisa: El viernes tengo informática a las once. ❑ Play “word-picture match” 2 Give some pupils word flashcards and others the pictures of subjects. When you call out a . subject, pupils run to find their partner. ❑ Play “my favourite lesson 2” Each child has one of the school subject pictures.

The class puppet moves around the room asking "¿Cual es tu clase favorita?" Pupils reply according to their picture.

Warm up 2

Before watching film A3 you could play one or two games from Early Start Spanish 1, 1.14 to remind pupils of the days of the week and from Early Start Spanish 2, 2.7 (What time is it?)

11.4

Film A1: "El viernes tengo infomática a las once."

2.11 En el cole Make word-cards for the subjects on your timetable, and use either a clock-face with movable hands, or another set of flashcards showing the times for the start of each lesson through the day. ❑ play “random timetable” game Display two cards: a time, and a subject. (or one subject card and the time set on a clock).

Ask children to say what lesson they have and when, e.g. “Tengo matemáticas a las nueve.”

When pupils are confident, you can include round-the-clock times e.g. a las diez y media. ❑ play “guess the timetable” game Conceal 10 cards face-down: 5 subjects and 5 times. Give the class a limited number of goes to guess the timetable for the day. ❑ play “human timetable” Place a selection of paper flashcards representing the days of the week, subjects and times of day on the table (these could be picture or word cards). Invite different children to come and pick the appropriate card when you call out a day, a subject and a time. They stand at the front, each displaying their card.

Ask the class to “read” the timetable, e.g. “El lunes tengo lengua a las once”.

CROSS CURRICULAR ACTIVITIES

❑ Survey - ICT: Pupils can find out from each other what school subjects they like and don’t like. See “extra words and phrases” for more words for subjects. You could also help children find words they want in a bilingual dictionary.

Children can record the results of their survey on a spreadsheet and display it as a graph.

You could ask a Spanish school to do a similar survey, swap results, and talk about and compare the two sets of results. ❑ Daily class routines - the timetable: Every day, you can talk with children in Spanish about what lessons are on the day’s timetable. ❑ Classroom routines - preferences:

In any lesson, you can ask individuals whether they like that subject: “¿Te gusta la lengua?” etc. ❑ Art and design: Pupils can add pictures of themselves doing their favourite school activities to their sporting frieze. This could be labelled in Spanish - “Me gusta la música” etc. ❑ Music: Sing the "¿Te gusta?" song. Pupils can sing alongside the Spanish children and when they are confident, they can sing with just the musical accompaniment.

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 words they know that also contain that ‘special’ sound. Repeat this with another "key 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.

Repeat this with one or two other "key sounds".

Talking point 1 Every

EEVERYDAY

LIFE IN SPAIN The primary Curriculum

Spanish children attend primary school for six years, divided into cycles of two years each.

The table on the next page shows how much time is spent each week on particular “areas of knowledge”.

It is compulsory for all state primary schools to include the teaching of a foreign language to pupils of 8 years and above.

In Spanish primary schools there are specialist PE and foreign language teachers and more and more schools are employing specialist music teachers. The law states that each class may not have more than 25 pupils.

11.5

Early Start Spanish 2 Horas semanales - hours per week

Areas of knowledge

o

1 ciclo age 6-8

Conocimiento del medio Understanding of the world - a combination of geography, history and science

Educación artística Arts education - includes art, music, dance

Educación física Physical education

Lengua castellana y literatura Spanish language and literature

o

2 ciclo age 8-10

o

3 ciclo age 10-12

5

4

4

3

3

3

3

3

3

6

4

4

-

3

3

4

4

4

1.5

1.5

1.5

2.5

2.5

2.5

Lengua extranjera Foreign language - usually English; sometimes French or German In regions with their own autonomous languge (Catalan, Gallego or Basque), the time allocated to SPanish and a foreign language is split between Spanish, a foreign languge and either Catalan, Gallego or Basque.

Matemáticas Mathematics

Educación para la Ciudadanía Citizenship - moral/social studies

Religión/estudio Religious studies is optional

Recreo Break

Cultural awareness ■ Pupils can swap information with their Spanish partner school about their favourite school subjects. To avoid complicated language, use drawings, photos or video of the activities taking place.

■ You could extend this and ask pupils to make a picture/photo /video diary to present a typical day at school and after. Exchange diaries with your Spanish partner school. Ask pupils to try to write the captions carefully in simple English that their Spanish counterparts can understand.

■ When the photo diaries produced by the Spanish pupils arrive, pupils can enjoy the challenge of interpreting the Spanish text - with your help, the aid of a bilingual dictionary, and with

11.6

En el cole:

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

This page may be copied for classroom use

Š 2021 Early Start Languages

En el cole:

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

This page may be copied for classroom use

Š 2021 Early Start Languages

En el cole:

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

This page may be copied for classroom use

Š 2021 Early Start Languages