S1.12 Numbers2-v10

19 4 .1 . 1L2o sL on dsúí a n mú semrd eor eso sl 1a133s- e 3m 1 3a1n a

1.12 Los números 13 - 31 Numbers 13 - 31

Now that pupils are familiar with the numbers 1-12 and the months of the year, learning the numbers 13-31 is the remaining step that will enable them to say when their birthdays are.

Extending pupils’ familiarity with numbers also makes it possible for them to embark on a wider range of mathematical activities, paving the way towards telling the time, using money and measuring weight, length and speed.

NEW WORDS AND PHRASES

13 14 15 16 17 18 19 20

trece catorce quince dieciséis diecisiete dieciocho diecinueve veinte

21 22 23 24 25 26 27 28 29 30 31

veintiuno veintidós veintitrés veinticuatro veinticinco veintiséis veintisiete veintiocho veintinueve treinta treinta y uno

Talking Dictionary

1

HOW SPANISH WORKS 1: Numbers 13 - 31

Films to see A1. Numbers 13 - 31 A2. Song: "Dos y dos son cuatro"

Planning your lessons

This section builds on previous work on numbers 0-12. You may decide to focus at first on just the numbers 13-20. You can then repeat the activities in a later session to include the numbers 21-31.

Children may rarely see the numbers written out as words, but knowing how they are spelled helps them remember the words.

Activities

Warm up

❑ Before watching film A1, have a brief “warm up” session to revise the numbers 0-12.

Watch Film A1: Numbers 13 - 31

Animated numbers 1-6 The opening sequence shows animated numbers 13-20 appearing on screen.

Counting in the playground Children skipping in the playground count the numbers 1-20.

Board game: "el juego de la oca" Children playing the board game count numbers between 13 and 20 as they move their counters.

These higher numbers can be quite difficult for beginners to pronounce. However, once pupils have learnt the Spanish for 13, 14 and 15 all the other numbers follow a logical pattern as shown in the table above.

It is very simple if you are already familiar with the numbers 1-9.

Film A1: counting 1 - 20 in the playground.

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1 4 9 ..

L E Lo a or ss l yd nS íú atms aer rtd oeSs pla1 an3i s h e -m 1 3a 1 n a KEY SOUNDS

θ

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

catorce, quince, dieciséis Heard before in: marzo, azul, gracias, Film A1: animated number 24 - "veinticuatro".

as in trece,

as in catorce,

Animated numbers 21-31 The numbers 21-31 dance onto the screen.

Board game: "el juego de la oca" The game continues and we hear the higher numbers as they move their counters.

Numbers song: Children sing an authentic Spanish numbers song. (See cross curricular activities).

quince

Heard before in octubre,

β

¿qué tal?

blanco,

veinte Heard before in abril, nueve reminder: sounds like a soft "b" in "baby"

Get used to the sounds

❑ Echoing: Show the e-flashcards; start with sound and text ON. Display each picture starting with the familiar numbers 0-12 and continuing through to 31. Pupils echo the words, e.g. “catorce”. (You may want to stop at 20).

as in

as in

diecisiete

Heard before in diciembre,

bien, gracias

Daniel,

quince, dieciséis Heard before in: abril, cinco, gris buenos días, as in

* 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.

Switch OFF the text; pupils echo the phrase again.

Pay particular attention to the “key sounds”(see box) and also those from Ch.1.5. n Spot the pattern(s): compare how the numbers are made in Spanish and in English as you go up from 13 to 20 and 21 to 31.

Respond with understanding

❑ Give each pupil a flashcard representing a number. When you call out “13”, for example, all the pupils with the card number 13 hold it up for everyone else to see, and so on.

Begin by calling out the numbers in order, starting with 13. Then call out the numbers in order starting with a different number. Gradually work towards calling random numbers.

see Talking Dictionary

❑ Play “jump to the number” Divide the class into teams. Each team has an identical set of numbered cards. When you call out a number, the pupils holding that particular card try to be the first to jump up and call out the number. ❑ Everyone stands in a circle with you in the centre. Throw a soft ball to different pupils.

As you throw the ball say “13”, the first pupil echoes “13” as he/she throws the ball back to you. Continue with 14, 15, 16, and so on.

As pupils grow in confidence, ask them to say the next number in the sequence as they throw the ball back to you.

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19 4 .1 . 1L2o sL on dsúí a n mú semrd eor eso sl 1a133s- e 3m 1 3a1n a ❑ Play “hide the number” 1 Attach several number flashcards to the board Point to the different numbers and ask the class to name them. Now ask the children to shut their eyes as you remove one of the cards. Point to the numbers again. The class calls out the numbers including the “missing”one. See how much of the sequence the class can remember as each visual prompt disappears.

Alternatively, you could write the numbers with a marker pen and rub them out. ❑ Play “hide the number” 2

Attach the number flashcards to the board.

Pupils name the numbers they can see. This time, when you remove a number, rearrange the order in which the remaining numbers are displayed. The class has to say which number has disappeared. ❑ Play “lotto” Before the game starts, each pupil prepares a lotto card using their own choice of numbers from 1-31 without repeating any. You call out the numbers in Spanish and they cross them off on their cards. The first pupil to have crossed off all their numbers calls out “¡Yo!”

❑ Play "el juego de la oca" - in groups or pairs: Pupils can use the activity sheet to make their own game board. Each pupil has a coloured counter.

They take turns to throw the die and move around the board. If a player lands on a goose, s/he says the corresponding number, eg. “18”; moves to the next goose and says that number eg. “22”.

If s/he lands on the dice, they take another turn in a similar way. The skull is unlucky - landing on that means you have to start all over again! n When pupils are familiar with the numbers 1-31, you can add variations to the game.

Make a pile of “chance” cards from your collection of flashcards. These could be colours, numbers, months and reduced size copies of the greetings and “goodbye” flashcards.

Place these face down next to the game board.

When a player lands on a goose he/she takes a card from the top of the pile. The idea is to say the appropriate number, colour, month or greeting.

If this is correct, the player takes another turn.

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 ❑ Play “swap numbers”

words. Ask children to suggest all the Spanish Pupils arrange their chairs in a circle. Each is words they know that also contain that sound. given a numbered flashcard, making sure that As the children’s vocabulary is expanding, you there are several children holding each number. can repeat this with some of the other “key When you call out “20” for example, the pupils sounds”. This will help them remember the with the card showing “20” swap places. As Spanish they already know. they do so, you run for an empty chair. The pupil left without a chair becomes the caller. ❑ Play “Find the sound”where children find an example of a “key sound” in a number of ❑ Play "el juego de la oca" - "goose game" word-cards scattered on the floor. Play some You can play the online version of this game as music and pass a soft ball or cuddly toy around a whole class. 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".

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1 4 9 ..

C

L E Lo a or ss l yd nS íú atms aer rtd oeSs pla1 an3i s h e -m 1 3a 1 n a

CROSS CURRICULAR ACTIVITIES

❑ Numeracy: Whenever you need a pupil to count something out (e.g. books, pencils) encourage them to do it in Spanish. ❑ Numeracy: When pupils are familiar with the numbers 1-31, they can practise them every day in a whole range of ways: e.g.

■ counting backwards ■ counting forwards, starting from a number chosen at random ■ counting backwards, starting from a number chosen at random

■ counting forwards and backwards in multiples of two, three and four, e.g.: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 3, 6, 9, 12, 15, 18, 21, 24, 27, 30

❑ PE: Pupils count in Spanish whilst skipping as the children do on the film. ❑ PE: Play “numbers and colours” Divide the class into four teams. Each team is identified by a colour. Attach number cards to the aparatus as described above. Call out combinations of numbers and colours e.g. “azul y verde - 20.” Pupils in the blue and green teams run to try and be first to touch number card 20.

❑ Music: Pupils can join in with the numbers song which the children sing in the film.

Song: Dos y dos son cuatro

The song “Dos y dos son cuatro” is an authentic song used to help Spanish children learn numbers and multiplication.

2+2=4 Cuatro y dos son seis 4 + 2 = 6 Seis y dos son ocho 6+2=8 Y ocho, dieciséis + 8 = 16 Y ocho, veinticuatro + 8 = 24 Y ocho, treinta y dos + 8 = 32 Dos y dos son cuatro

❑ Numeracy: You can use the board game for mathematical activities. Remove the jokers, jacks, queens and kings from a pack of playing cards. Shuffle the cards and place them in two piles face down beside the board game.

When a player lands on a goose, he/she takes a card from the top of each pile. The idea is to say the figure that the two cards add up to. If this is correct the player takes another turn.

♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦

+

♠ ♠ ♠ ♠ ♠ ♠

= 14

Ánimas benditas me arrodillo yo.

The final line of the song literally means “blessed souls - I kneel down”. You may prefer pupils simply to join in with singing the sums when you watch the film.

❑ Numeracy: Pupils take it in turns to roll two or three dice and add the numbers together. ❑ Science/geography: Now that pupils can count up to 30, they can measure temperatures (in degrees C) and read the results out in Spanish (see extra words and phrases). They could do this hourly through the school day and draw a graph of the results. ❑ PE: Play “run to the number” Attach number cards to plastic bollards or rounders' posts on the school field, to apparatus in the hall, or place them inside plastic hoops.

Call out a number in Spanish and the pupils run to the corresponding number.

Film A1: singing "Dos y dos son cuatro".

❑ Music: Pupils can compose their own tune and chants to fit the rhythm of the numbers 1-31.

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19 4 .1 . 1L2o sL on dsúí a n mú semrd eor eso sl 1a133s- e 3m 1 3a1n a Talking point

EVERYDAY LIFE IN SPAIN El Juego de la Oca

Everyday

E

The children shown in the film are playing a traditional board game - el juego de la oca.

The goose game can be found right across Europe, with the oldest examples going back to the 16th century. No one knows for certain in which country the game originated. Some sources suggest it came from Germany, others suggest Spain or France.

We do know that the game was given to King Phillip II of Spain as a present in about 1580

by Francesco I de Medici, Grand Duke of Tuscany. There is also an English document dated 16 June 1597 which refers to it. The earliest Italian written sources date back to the 17th century.

Film A1: El juego de la oca.

The game board represents a journey. One theory is that it is based on the idea of the medieval pilgrimage. In the traditional version, the board has a path of 64 squares set in a spiral leading towards the goal. Sometimes there is a picture of a castle on the final square, sometimes a goose - and very often both are portrayed.

The authentic game has more icons than the adaptation presented here for young learners.

There are also slightly different rules. If you land on a goose, the dice, or a bridge, you move to the next square showing that particular icon.

If you land on a square showing a picture of a well, you miss a turn. If you land on the skull, you have to start all over again.

Film A1: playing the goose game.

EXTRA WORDS AND PHRASES

32 33 34 35

treinta y dos treinta y tres treinta y cuatro treinta y cinco

36 37 38 39

treinta y seis treinta y siete treinta y ocho treinta y nueve

It is usually a good idea not to try to learn too many numbers all at once. If you are confident with your Spanish and your pupils are coping well with the numbers 1-31, it is a straightforward step to continue counting up to 39.

grados - degrees

When pupils are measuring temperatures they can either simply say the number, or they can say “20 grados”etc.

Talking Dictionary

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