S2.11 likeschool by Early Start Languages

11. En el cole

11. En el cole At school - likes and dislikes This section continues the theme of likes and dislikes - this time in relation to activities which take place in school. We include the vocabulary for activities which are common to Spanish and English primary schools rather than the names of specific subjects. (See this chapter’s “talking point” for background information about subjects studied in Spanish primary schools.). These phrases can also be used when pupils are talking about what they like and don’t like doing in their Spanish lessons. (See “extra words and phrases”.)

VIDEO Singing - cantar Child 1: “Me gusta cantar”. Child 2: “No me gusta cantar”. Reading in the library - leer Child 1: “Me gusta leer”. Child 2: “No me gusta leer”. Drawing - dibujar Child 1: “Me gusta dibujar”. Child 2: “No me gusta dibujar”. Working on the computer - trabajar con el ordenador Child 1: “Me gusta trabajar con el ordenador”. Child 2: “No me gusta trabajar con el ordenador”. Doing PE in the sports hall - hacer gimnasia Child 1: “Me gusta hacer gimnasia”. Child 2: “No me gusta hacer gimnasia”.

NEW WORDS AND PHRASES

el cole school shortened form of el colegio

cantar singing/to sing leer reading/to read dibujar drawing/to draw

Scene from video section 11: “Me gusta cantar”.

trabajar con el ordenador working on the computer/ to work on the computer hacer gimnasia doing PE/to do PE REINFORCEMENT

me gusta I like (it) no me gusta I don’t like (it)

Scene from video section 11: “No me gusta leer”.

11. En el cole Each of the phrases is then repeated as the pictures show the different activities taking place. Graphic symbols representing “me gusta” and “no me gusta” are superimposed over each picture as the corresponding phrase is heard.

3. Get used to the sounds ❑ Echoing: Make flashcards from enlarged copies of the pictures on the activity sheet or transparencies for the OHP. Use these together with the “happy face” symbol which represents “me gusta”. Show the “happy face” and one of the sporting pictures, and say the appropriate phrase, e.g. “Me gusta cantar”. Do this with as much enjoyment in your voice and facial expression as you can. You could also sing a line or two of a familiar Spanish song in a “happy” way! Pupils echo the phrase and intonation. Continue with each of the pictures.

KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?

“j” as in dibujar

trabajar

gimnasia Heard before in:

jugar gimnasio

“ar” as in cantar dibujar before in:

❑ Echoing: Repeat the process using the “sad/ grumpy face” picture which represents “no me gusta”, e.g. “no me gusta nadar”. Pupils echo the phrase and intonation. Continue with each of the pictures of school activities.

Heard

trabajar jugar nadar

4. Responding with understanding ❑ Invite seven confident pupils to come to the front of the class. Give five of them one of the pictures of school activities and the remaining pupils the “me gusta” and “no me gusta” symbols. When you say, for example, “me gusta leer”, the pupil with the picture of the child reading holds it up for everyone to see and the child with the “me gusta” symbol holds up his/ her picture. The rest of the class echoes the phrase.

“tr” as in trabajar Heard before in:

Silent

tres trece

“h” as in hacer gimnasia

Heard before in:

hola hora

Llisten to the native speakers - try to copy the typically Spanish sounds.)

❑ Play “true or false?” Show each of the pictures in turn either as flashcards or display them on the OHP. Each time you show a picture, also show the “happy” symbol which represents “me gusta” or the “sad/ grumpy” symbol which represents “no me gusta”. As you show each picture and symbol, say either the correct phrase, e.g. “Me gusta trabajar con el ordenador”, or a different phrase. If the phrase you are saying is correct, pupils echo the words; if the phrase you are saying 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.

Activities 1. Warm up You could start the lesson by playing one or two games from section 10 :¿Te gusta o no te gusta? as preparation for learning the words for more “likes and dislikes”.

2. Watch the video ❑

Watch video section 11: En el cole.

11. En el cole ❑ Make multiple copies of the school activity pictures. Each child in the class selects a picture of an activity s/he likes doing. Choose a picture for yourself and invite the class puppet to choose a picture too. If you, for example, have chosen the PE picture, you say to the puppet, “Me gusta hacer gimnasia. Y a ti, ¿te gusta?” If the puppet has chosen a different picture, e.g. working on the computer, he says “No, no me gusta. Me gusta trabajar con el ordenador”. If he has chosen the same picture, he says “Sí, me gusta”. 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.

❑ Play “mime the activity” Agree five specific actions to represent each of the school activities, for example: cantar - sing the first line of “Cumpleaños feliz” leer - pick up a book and pretend to read it dibujar - mime drawing something trabajar con el ordenador - mime typing on a keyboard hacer gimnasia - jump up and down on the spot When you call out a phrase, e.g. “Me gusta hacer gimnasia”, pupils perform the agreed action in a “happy” way.

When everyone is familiar with the new vocabulary, you can repeat some of these activities using both the school likes and dislikes and the sporting likes and dislikes introduced in chapter 10. ❑ Activity sheet: Give everyone a copy of the activity sheet. You say either “Me gusta cantar” or “No me gusta cantar”. Pupils draw the appropriate “happy face” of “sad face” symbol by the football picture. Continue with each of the activities represented on the activity sheet.

When you call out a phrase using “no me gusta”, e.g. “no me gusta leer”, pupils perform the agreed action as if they really don’t like doing it!

❑ Play “me gusta” with the class puppet Show the singing picture either as a flashcard or display it on the OHP. Use your class puppet to demonstrate the following question and answer sequence in the same way as for the sporting activities in section 10: Ask the puppet “¿Te gusta cantar?”. The puppet replies, “Sí, me gusta”. Now show the picture of the child drawing. The puppet asks you, “¿Te gusta dibujar?”, you reply “No, no me gusta”. Repeat this question and answer sequence with the pupils. Either you or the puppet can ask the questions. The children reply “me gusta” or “no me gusta”. At this early stage it is a good idea to show the appropriate pictures.

11. En el cole e.g. if two of the PE pictures are turned up, the pupil says “Me gusta hacer gimnasia (or, simply, “hacer gimnasia”). If the pictures do not match, they should be turned down again in the same place and it is the next pupil’s turn.

Extension activity ❑ Play “which room?” This game reinforces previously learned vocabulary relating to rooms in school and places in town. We suggest playing it in the hall where you have plenty of space. Place flashcards representing the following rooms and places in different parts of the hall: la biblioteca, la piscina, el gimnasio, el patio, el aula de informática, la clase. When you call out, for example, “leer”, pupils run to the appropriate “room” (i.e. the flashcard representing la biblioteca). When pupils arrive in the correct place, you could say, “Sí, me gusta leer en la biblioteca”. Possible combinations: leer - me gusta leer en la biblioteca. nadar - me gusta nadar en la piscina. hacer gimnasia - me gusta hacer gimnasia en el gimnasio. trabajar con el ordenador - me gusta trabajar con el ordenador en el aula de informática. dibujar/cantar - me gusta dibujar/cantar en la clase. jugar al fútbol - me gusta jugar al fútbol en el patio.

6. Watch the video again ❑ Show video section 11: En el cole again for reinforcement. 7. Look again at sounds Now that the new words and sounds are familiar, remind pupils of the typical Spanish sounds that have been highlighted in earlier chapters. ❑ Play “listen to the sounds” 1 Agree some new physical gestures, to represent each sound. Call out different words that pupils know. You can repeat words as often as you like. Pupils make the appropriate gesture when they hear the sounds. ❑ Play “listen to the sounds” 2 Alternatively, ask pupils to form a circle. Place picture flashcards representing different words on the floor in the centre of the circle. You give pupils an example of a key sound, e.g. “j” as in dibujar. Pupils take it in turns to select a flashcard which represents a word that contains that particular sound, e.g. rojo or junio.

5. Working in pairs ❑ Give pairs of children multiple copies of both the school activity pictures and the sporting pictures together with the “me gusta”/“no me gusta” symbols. They make two piles, one of activities and one of symbols. They take it in turns to select a symbol and a picture and to say the combination.

Introducing the written word When pupils have had plenty of exposure to the sounds of the new words and phrases, you may like to show them the final sequence of video section 11: “En el cole”, in which each of the key phrases are repeated with text superimposed on the pictures.

❑ Play “snap” Pupils can cut out the school activity pictures and add them to their sporting pictures. They pool their sets and use them to play “snap”. The game should include saying the activity as the card is played. To make the game fun, they will need several sets of pictures.

❑ Pupils could play “listen to the sounds” 2 using word cards instead of pictures. ❑ You could make word cards to match the pictures for the sporting and school activity pictures which could be used for word-picture matching.

❑ Play “pairs” Each pair of pupils has a complete set of school activity pictures and sporting pictures. They shuffle them and lay them out face down on the table. They take it in turns to turn up two cards. If a pupil reveals two identical pictures, s/he must say what the activity is to keep the cards,

❑ Pupils could draw pictures of themselves doing their favourite school activities and label them “me gusta leer” etc.

11. En el cole CROSS CURRICULAR ACTIVITIES ❑ Classroom routines: Whenever pupils are engaged in particular activities such as readingor drawing, you can ask individuals “¿Te gusta leer?” etc.

Talking point EVERYDAY LIFE IN SPAIN The primary curriculum

❑ Art and design: Pupils can add pictures of themselves doing their favourite school activities to their sporting frieze. This could be labelled in Spanish.

Spanish children attend primary school for six years, divided into cycles of two years each. The table shows how much time is spent each week on particular “areas of knowledge”. In recent years, legislation has been introduced which makes it compulsory for all state primary schools to include the teaching of a foreign language to pupils of 8 years and above.

❑ ICT: Pupils can find out from each other what school activities they like and what they do not like. They can add these results to their survey of sporting likes and dislikes.

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1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 geography, history and science 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 Educación Artística 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1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 Foreign language (usually English; sometimes 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 French or German) 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 In regions with their own autonomous language (Catalan, 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1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 guage and either Catalan, Gallego or Basque. 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 Matemáticas 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 Mathematics 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 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1.5

2.5

11. En el cole 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.

EXTRA WORDS AND PHRASES

me gusta el español I like Spanish

Cultural awareness

me gusta hablar español I like speaking Spanish/ to speak Spanish

■ Pupils can swap information with their link school about their favourite school activities. This can take a variety of forms, e.g. drawings, photographs, shots on video of the activities taking place.

me gusta cantar en español I like singing in Spanish/ to sing in Spanish

■ You could extend this and ask pupils to develop a picture/photo diary which presents a typical day in their lives. These could be exchanged with your link school. The captions on the photographs can be written in simple English which will be easy for their Spanish counterparts to understand.

me gusta leer en español I like reading Spanish/ to read Spanish

■ When the photo diaries produced by the Spanish pupils arrive, pupils can enjoy the challenge of interpreting (with your help and the aid of a dictionary) the photographs and accompanying captions.

me gusta escribir en español I like writing Spanish/ to write Spanish

HOW SPANISH WORKS

jugar con el ordenador

Capital and lower case letters: When you are writing Spanish, languages and nationalities begin with a lower case letter e.g. the word for the Spanish language is el español. If you are writing the name of a country, you use a capital letter e.g. España. Saying that you like working on the computer and playing on the computer Some pupils may find it difficult to say “me gusta trabajar con el ordenador” - “trabajar” is a difficult word for English speakers to get their tongue round, although it becomes easier with plenty of practice. We included it in this section because it is more appropriate in a school context to say the equivalent of “I like working with the computer”. However, it is perfectly correct to say “Me gusta jugar con el ordenador” (I like playing with the computer). Pupils learnt the word “jugar” in section 10 “¿Te gusta o no te gusta?”. The word trabajar contains three of the typical Spanish sounds - tr j and ar. It is a good idea to include it whenever you are playing one of the “listen to the sounds” games.

I like playing with the computer/ to play with the computer The pronunciation of these additional phrases can be heard on the audio CD for teachers.

Extension activity ❑ Some confident pupils may like to know how to say what kinds of activities they like/don’t like doing in relation to their Spanish lessons. The expressions listed above could be used as part of pupils’ information exchange with their Spanish counterparts.

RECORDING & ASSESSMENT Children are now ready to record their achievements to date on the “can-do statements”: TALKING ABOUT THE WEATHER to LIKES AND DISLIKES - SPORTS AND SCHOOL ACTIVITIES.

(Find them after chapter 15.) Each child could add his or her completed sheets to their European Languages Portfolio.

11. En el cole Mr Cat song - “Señor don Gato”

sen-ta -di-to en su

sen-ta - di-to en su

(

miau

)

miau

don

)

Es-tan-do-el se-ñor

te -

ja -do-ma-rra-miau-miau

Estando el señor don Gato sentadito en su tejado marramiaumiau, miau, miau sentadito en su tejado.

Once Mr Cat was sitting on his roof marramiaumiau, miau, miau was sitting on his roof.

Ha recibido una carta que si quiere ser casado marramiaumiau, miau, miau que si quiere ser casado.

He receives a letter asking if he would like to marry marramiaumiau, miau, miau asking if he would like to marry.

The pattern of the song is that the third line is always “marramiaumiaiu, miau, miau” followed by a repeat of the second line. Con una gatita blanca sobrina de un gato pardo.

A white cat the niece of a brown cat.

Al recibir la noticia, se ha caído del tejado.

On receiving the news he falls off the roof.

Se ha roto siete costillas, el espinazo y el rabo.

He breaks seven ribs his back and his tail.

Ya lo llevan a enterrar por la calle del pescado.

He is taken to be buried through Fish Street.

Al olor de las sardinas el gato ha resucitado.

The smell of the sardines brings him back to life.

Por eso dice la gente: ¡siete vidas tiene un gato!

That’s why people say: cats have seven lives!

This is the traditional Spanish song which the children on the video sing in the classroom when they say “Me gusta cantar”. It can also be found on the audio CD. The words may be too difficult for most pupils, but they could join in with “marramiaumiaiu, miau, miau” - and enjoy listening to the authentic Spanish sounds. You can also play the music for games such as “musical questions” (chapter 10).

ÂżTe gusta o no te gusta?

This page may be photocopied for classroom use

ÂŠ2002 Early Start Languages

¿Te gusta? ¿No te gusta?

This page may be photocopied for classroom use