S2.12 food

12. ¿Qué quieres?

12. ¿Qué quieres?

What would you like?/What do you want?

This is the first of two sections which focus on food and simple language that can be used at meal times.

Pupils learn the names for food items that are commonly eaten by Spanish children, and for two basic drinks - juice and water.

As a first step towards learning useful language for meal times, they are introduced to a simple way of asking for something, and knowing how to respond when being offered food or drink.

Food is a very important part of many social situations, and being aware of what to do in a foreign country, what food to expect on the table, and how to say what you want and don’t want, will be especially useful for any children taking part in a school visit to Spain.

You can also talk with pupils about what they like to eat and drink - before watching the video. Ask them to speculate as to what they think Spanish children eat.

The language introduced here will also be useful for shopping activities.

VIDEO In the supermarket: Buying juice: el zumo Buying water: el agua Buying cheese: el queso Buying ham: el jamón Buying fruit: la fruta Buying crisps: las patatas fritas Picnic: Lucía’s family and some of her friends are driving into the countryside for a picnic. Lucía’s mother offers everyone crisps, ¿Quieres patatas?

She then offers the fruit, “Raquel, ¿quieres fruta?”

Lucía’s father offers one of her friends some cheese, “Debora,¿quieres un poco de queso?”

(Would you like a little cheese?).

When people are accepting the food that is offered, they say, “Sí, gracias” and sometimes just “sí”.

NEW WORDS AND PHRASES

el zumo el agua el queso el jamón la fruta las patatas fritas

juice water cheese ham fruit crisps/chips

Scene from video section 12: “¿Quieres patatas?”

School dinners: the dinner lady moves around the dining hall. The children already have meat on their plates, she offers them crisps to go with it:, “¿Patatas? ... ¿ Christian, patatas ... ¿quieres? ... ¿Lucía?... Tamara, patatas ... ¿quieres? The dinner lady then offers water to drink, ”¿Agua?”

¿Qué quieres?

What would you like?

What do you want? ¿Quieres?

Would you like some?

Do you want some?

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12. ¿Qué quieres? beginning to remember which word corresponds to which picture.

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

4. Responding with understanding ❑ Play “true or false?” 1 Show the pictures again. When you show the picture of the juice, say “¿Es zumo?” The children respond, “Sí, es zumo” or just, “Sí”. Now show a selection of the other pictures. If you show, for example, the picture of the cheese and ask, “¿Es jamón?” pupils respond by simply saying “No”.

At the early stages of learning the new words it is a good idea to follow a negative answer with the correct name for the food item. You now ask, “¿Es queso?” and pupils reply, “Sí, es queso”.

You could use your Spanish speaking puppet to demonstrate.

“z” as in zumo Heard before in:

bici pez

“j” as in jamón Heard before in:

jugar gimnasio

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

HOW SPANISH WORKS In everyday speech Spanish speakers do not usually say “el zumo”, “el queso” etc. when offering and receiving food. They would normally say “¿Quieres zumo?”, “¿Quieres queso?”

Similarly, when asking what something is, Spanish speakers would say “¿Es zumo?”, “¿Es queso?” (See “extra words and phrases” at the end of this chapter.)

❑ Play “true or false?” 2 Show the pictures again. When you say the correct word for each picture, pupils echo it.

Occasionally say the wrong name for one of the pictures. When this happens, pupils remain silent. ❑ Play “what’s for lunch?” 1 Give everyone one of the food pictures cut out from the activity sheet. When you call out a food item, all the pupils with that picture hold it up for everyone to see.

Activities 1. Warm up This new topic will, over the course of the two sections, extend pupils’ personal vocabulary as they gradually become able to talk about their own food preferences. You could warm up by revising recently learnt phrases relating to their own lives such as “where I live” and “what I like doing”.

2. Watch the video ❑

Watch video section 12: ¿Qué quieres?

3. Get used to the sounds ❑ Echoing: Make flashcards from enlarged copies of the pictures on the activity sheet or transparencies for the OHP. Show each of the pictures and say the corresponding food name in Spanish. Pupils echo the words. Repeat this several times until you feel that the children are

To make this activity more exciting, divide pupils into teams, each team having a set of pictures. The first person to hold up the correct picture wins a point for his/her team.

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12. ¿Qué quieres? ❑ Play “what’s for lunch?” 2 Draw a straight line to divide the board in half.

On one side blue-tack the food and drink pictures. Put a second set of the pictures on the other half of the board, but in different places.

Divide the class into teams. One child from each team stands by the board.

As you call out each food item, the pupils try to be first to remove the corresponding picture from their side of the board. ❑ When pupils are familiar with the names of the food items, you can introduce the question ¿quieres?

Make multiple copies of the food and drink pictures from the activity sheet .

Move around the room asking different children what they would like to eat or drink, for example, “¿Quieres patatas fritas?” Pupils reply “sí gracias” or “no gracias” as they wish.

If a pupil says “sí gracias”, give them the picture of the crisps. If someone says that they would not like what you are offering, ask them if they would like something else, e.g. “¿Quieres fruta?” ❑ Play “¿Qué quieres?” 1 Attach the food and drink pictures to the wall or board and ask individual pupils, “¿Qué quieres?”.

Pupils name the item they would like, e.g. “zumo” and remove the corresponding card.

If a child is struggling to think of the name for one of the pictures, you can make suggestions to remind him/her of the words, e.g. “¿jamón?”, “¿queso?”

If a child names the food item correctly, but uses the wrong article, e.g. “el fruta” rather than “la fruta”, you can praise the fact that s/he has remembered the name of the food or drink, and gently reinforce the correct article without drawing attention to the “mistake”, e.g.

You: “¿Qué quieres? ” Child: “El fruta”.

You: “La fruta ... ¡muy bien! ¡Estupendo!”

Child: “La fruta”.

Note: In this context it is perfectly correct to answer the question “¿Qué quieres?” without using the article at all - pupils can simply respond “fruta”, “agua”, “queso” etc.

❑ If possible provide some real food together with water and juice. If you are working with a large group, inexpensive fruit such as apples and bananas can be cut into small pieces, and very small pieces of cheese and ham can be laid out on plates together with a bowl of crisps.

Pupils can practise offering and receiving the items with the extra incentive of using - and eating - the real thing!

❑ Play “¿Qué quieres?” 2 Divide the class into groups. Each group sits on the floor in a circle. Alternatively, if the children normally sit in groups, this game can be played round each of the class tables.

The first person turns to his/her neighbour and asks, “Qué quieres?” The second person replies, for example, “Patatas fritas”, then turns to the next person and asks, “¿Qué quieres?” - and so on round the group.

The first group to complete the circuit is the winner.

At this early stage pupils only have six items of food and drink that they can choose from, so it does not matter if some are repeated - the important thing is that the children are practising asking the question “¿Qué quieres” and reinforcing the names of the food items they have learnt.

You could always suggest an extra rule to the game whereby no-one repeats a food item said by his/her immediate neighbour. ❑ Play “the waiting game” Divide the class into teams. The children stand in a line, one behind the other, leaving a enough space between themselves and whoever is standing in front of them for someone to pass through.

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12. ¿Qué quieres?

The first player in each team acts as the “waiter/ waitress”. S/he holds a tray at shoulder level, with three or four plastic beakers on it.

When the signal is given, the “waiters” must weave their way between their team-mates down the line and back to their places. If the beakers fall over, they must go back to the beginning and start again.

When successfully back in their original places, the waiter asks the next person in line, “¿Qué quieres?” The second player names an item of food or drink, receives the tray and takes over as the “waiter” - running up and around the first player before heading down the line and back to his/her place. The race continues until one of the teams completes the course and wins.

5. Working in pairs ❑ Play “¿Qué quieres?” 3 Each pair of pupils cuts out a set of food and drink pictures from the activity sheet. They put the cards face down on the table and take it in turns to turn over a card. If for example, the first player reveals the picture of the crisps, s/he asks “¿Quieres patatas fritas?” The second player replies, “Sí”. ❑ Play “snap” Pupils can cut out the food and drink pictures and add them to their collection of cards from earlier sections to play “snap” (e.g. pets, places, rooms in school). The game should include saying the words represented by the picture as the card is played.

6. Watch the video again ❑ Show video section 12: “¿Qué quieres?” 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 and 2 as in previous chapters.

❑ Play “listen to the sounds” 3 Divide the children into teams. Assign several of the “typical sounds” to each team. For example team A must listen out for the sounds “i”, “z/ce/ci” and “ar”; team B must listen out for “j/gi”, “tr” and “v/b”.

You call out a selection of words and simple phrases. The teams stand up when they hear words which contain “their” sounds.

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 12: “¿Qué quieres?”, in which each of the key phrases is repeated with text superimposed on the pictures. ❑ Write the names of the food and drink items on one side of the board. Attach the food and drink flashcards to the other side of the board in a different order. Ask a pupil to come to the front of the class. When you call out, for example, “la fruta”, s/he draws a line to link the written word with the picture. Repeat this with the other pictures. ❑ Shopping list: You could prepare a “shopping list” on the board or OHP. Set out the food and drink flashcards on a table. Ask one pupil (or group) to read out one of the items on the list, e.g. “jamón”; a different child (or group) selects the appropriate picture and puts it in a “basket“ (i.e. a box or container of some kind). When all the goods have been selected, you can pick each one out of the “basket” and ask different pupils to tick the items off the list. ❑ Play “listen to the sounds” 4 If you have plenty of space, attach a big letter “j” at one end of the room and a “z” at the other end.

Call out words that contain either of these sounds. The children have to run to either end of the room when the words are called out.

Words containing the same sound, but written in a different way (e.g.“ gi”, “ci/ce” can also be included.

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CROSS CURRICULAR ACTIVITIES ❑ Daily routines: Encourage pupils to use Spanish whenever they are offering or receiving food from one another at break and lunchtime.

❑ Art and design: Pupils can make items of food and drink for their class supermarket.

They can design Spanish labels for water and juice bottles and/or construct their own juice cartons. They can model cheese, ham and fruit from Plasticine or papier-maché and try and think of ways in which they could produce crisps for the shop. For example, they could fill empty crisp packets bought in the UK and label them in Spanish or even make their own crisps from papier-maché or yellow card.

Alternatively, you could ask your exchange school to send samples of packaging.

As suggested in section 9: “Los números 40-200”, pupils can add an extra dimension to these conversations by choosing to portray particular characteristics or emotions.

(See “extra words and phrases” for some additional shopping vocabulary.) ❑ Drama: Pupils can prepare an improvisation based on a picnic theme - asking for and receiving food. The picnic could take place in the countryside, as in the video, or on the beach. It could even be a birthday picnic. Any spoken language must be in Spanish and all sorts of additional elements which go beyond the scope of pupils’ current language skills could be mimed. ❑ Drama: Pupils could use their puppets to act out the scenarios suggested above - an option often preferred by less confident children.

❑ Numeracy: Pupils can price the items in their “supermarket” in euros and céntimos and buy and sell goods in the shop.

See www.earlystart.co.uk for suggested euro prices for food and drink. ❑ Drama: Pupils can improvise conversations based on the theme of shopping for food and drink using the class “supermarket”. One group could, for example, be shopping as a group of friends buying items for a picnic or a birthday tea; another group could represent a family out shopping together - this gives plenty of opportunities for people to ask each other “¿Quieres?” whenever they pick up an item (it does not matter if they do not know the names for everything). The supermarket assistants can ask “¿Qué quieres?”; customers can ask for what they want in a very simple way, e.g. “Queso por favor” and ask how much items cost “¿Cuánto es?”

❑ Food technology/cooking: Pupils can make the fruit salad suggested at the end of this chapter.

CLASSROOM INTERACTION You can use the question ¿Qué quieres? generally in the classroom whenever a pupil is trying to attract your attention to ask you something.

If you are offering pupils anything, (not necessarily food) you can ask ¿Quieres?

Chapter 16: “En la clase” gives more examples of useful words and phrases that can be used for everyday classroom interaction.

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Eastern Spain:

Talking point EVERYDAY LIFE IN SPAIN Food and drink - healthy eating As in most European countries, what Spanish people eat, how much they eat and when and where they take their meals varies enormously from person to person and family to family.

There are a growing number of fast food burger restaurants, especially in the cities. Indian and Chinese restaurants are also popular. However, most people continue to cook meals with a range of typically “Spanish” ingredients.

Northern Spain: Northern Spain is famous for its fish and seafood from the Atlantic. Particular specialities are mussels, lobsters and octopus, all of which are regularly on the menu in restaurants and tapas bars.

The food eaten is this part of the country today is still influenced by the Romans and the Moors.

- olives, rice, oranges, almonds and saffron are regular ingredients of dishes produced in Catalonia and Valencia.

Paella is the best known rice dish and is famous throughout the world. It is cooked in a large, shallow, two-handled pan (traditionally over an open fire). The rice is flavoured with saffron and is simmered together with lots of colourful ingredients such as tomatoes, peppers, beans chicken or seafood.

Sweets made from almonds were introduced to Spain by the Moors. Turrón is a special kind of nougat which is made in Alicanté and Valencia.

It is sold all over Spain. Traditionally Turrón comes in two main varieties: one is white and hard and contains whole nuts; the other is made from a soft paste of ground almonds. Nowadays there are also lots of modern varieties, including chcolate. Turrón is mentioned in the weather song in chapter 8.

Candied fruits are also popular in this region where there is an abundance of fruit. Oranges, apples, pears, cherries and even pumpkins are often preserved in this way. In Aragón the candied fruits are usually coated in chocolate.

Central Spain:

Northern Spain is famous for its fish.

The north is also the area which produces lots of cheeses which are eaten all over the country.

The wet weather means that it is easy to grow fruit and vegetables, especially potatoes, cabbages and sweetcorn. The region of Navarra is famous for its locally grown white asparagus.

This is canned and then sold all over Spain.

Wine is produced all over northern Spain, but the most well-known wine region is La Rioja where the video was filmed. You can buy Rioja wine in most British supermarkets.

Much of the saffron (azafrán) used in dishes like paella is produced in central Spain - especially in the plains of La Mancha. Saffron is the world’s most expensive spice because it has to be picked by hand. It comes from the purple autumn crocus, which has three deep red stigmas and was first introduced by the Moors centuries ago. Saffron is crushed, soaked or toasted to add its special taste and golden colour to a whole range of dishes.

Pulses such as white beans, chickpeas and lentils are also grown in central Spain. The best ones are expensive and their names are legally protected. Pulses are used in many dishes throughout the country; especially thick soups.

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Southern Spain:

The Canary Islands:

Food in Southern Spain also owes a great deal to the influence of the Moors when rice, lemons and oranges were introduced.

A third of Europe’s olive oil is made in Andalusia. Olive oil is a key ingredient in Gazpacho, a chilled raw vegetable soup that is famous throughout the world. (See the recipe at the end of this chapter.)

Oranges, lemons, apples, pears and strawberries are all grown in the south. This part of the country is also known for its melons. Tropical fruit is also grown - the city of Granada is named after the locally grown pomegranate.

The warm climate makes it possible to grow fruit and vegetables such as sweetcorn and bananas. Canary bananas are small and very aromatic. They are often made into fritters and tarts, or served with rice and eggs. Tropical fruits such as guava, mango and papaya are also grown.

Cultural awareness ■ You can talk with pupils about Spanish food - the predominance of fresh fruit and vegetables and fresh fish included in the diet.

You could link this with discussions about healthy eating.

■ Pupils could make a fresh fruit salad.

Using the activities suggested at the beginning of this chapter, you could teach pupils the names of individual fruits.

■ You could prepare gazpacho for pupils to taste. This cold vegetable soup has a very distinctive flavour, so you will probably not need to make vast quantities!

Oranges are grown in southern Spain

Ham comes from many parts of Spain, but some of the best jamón serrano (cured ham) comes from the mountains of Andalusia.

Almería (in the south-east) used to be a desert.

Today it is a leading province in the production of fruit and vegetables since the introduction of extensive cultivation under plastic sheeting.

For more about Spanish food see other “talking points” in “Tú y yo” chapter 2 Agriculture. “Mi ciudad y mi colegio” chapter 4 - school dinners; chapter 7 mealtimes; chapter 13 - chocolate & ice-cream

The Balearic Islands:

Extension activity

Distinctive regional foods are not very common on these islands. Menorca’s capital, Mahón is sometimes said to be the origin of mayonnaise which is often eaten with fish and shellfish.

Ensaimada is a spiral shaped yeast bun from Mallorca, and is often eaten for breakfast or at tea-time as a snack.

❑ Food technology/cooking: Using the activities suggested at the beginning of this chapter, you could teach pupils the names of individual fruits.

Pupils could then work in groups to make a fresh fruit salad.

See the next page for the Spanish names for different fruits.

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Gazpacho: (serves 4 full portions) EXTRA WORDS AND PHRASES Ingredients:

quiero (fruta) I would like/want some fruit

225g sliced bread (e.g. from French stick) 225 gramos de pan

quiero esto/esta I would like/want that

3-4 sliced tomatoes 3-4 tomates

(If you do not know the name of something, you always say, “Quiero esto”.)

la ensalada de fruta un plátano plátanos un melocotón melocotones una piña piñas una manzana manzanas una pera peras una naranja naranjas una fresa fresas zumo de naranja

1 chopped clove of garlic 1 diente de ajo 3 tablespoons of olive oil 3 cucharadas de aceite de oliva

fruit salad

1 cucumber 1 pepino

a banana bananas a peach peaches a pineapple pineapples an apple apples a pear pears an orange oranges a strawberry strawberries orange juice

half an onion media cebolla half a green pepper medio pimiento salt and vinegar to taste sal y vinagre

Method: Soak the sliced bread in 1.5 litres of cold water.

Add the sliced tomatoes, chopped clove of garlic, chopped cucumber, peppers and 3 tablespoons of olive oil.

Leave for two to three hours, then put through a blender . Alternatively, mash and rub through a fine sieve.

Season with half a teaspoon of salt and 1 teaspoon of vinegar.

Put in cubes of ice and, if necessary, more cold water. Mix well together and serve very cold.

The pronunciation of these additional phrases can be heard on the audio CD for teachers.

Fruit salad - Ensalada de fruta The easiest way to make a fruit salad is to use a small/medium-sized tin of fruit such as pineapple cubes or melon balls as a base. Wash and chop up all your chosen fruit into small pieces and simply add to the tinned fruit already in the bowl. Add a little sugar to taste, if necessary.

If you do not want to use tinned fruit, orange juice can be poured onto the chopped fresh fruit.

Note: The soup can be kept in the fridge overnight and transported to school in a large vacuum flask. If practical, it is a good idea to make some icecubes at school as the soup really does need to be cold when tasted by pupils.

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¿Qué quieres?

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