Span1 ch02

2. Adiós

2. Adiós Saying goodbye This section extends pupils' small Spanish vocabulary to include saying “goodbye” and “thank you.” This provides plenty of opportunities for spontaneous use and practise of the foreign language in real settings.

VIDEO section 2 Children and adults saying goodbye: “Adiós.”

Out and about in the streets of Calahorra, people say goodbye to each other: “Adiós” and “hasta luego.”

NEW WORDS AND PHRASES

adiós - goodbye hasta luego - see you later gracias - thank you

HOW SPANISH WORKS Scenes from video section 2: “Adiós.”

“Adiós” and “hasta luego” are both used regularly by children and adults. “Hasta luego” is more informal. Very often the phrases are heard together, e.g. “adiós, hasta luego.” Pupils will hear how this sounds when they are watching the video.

A young woman using a public telephone says goodbye to her friend: “Adiós, hasta luego.”

A shopkeeper says goodbye to a group of children: “Adiós.”

Two people say goodbye at night time: “Adiós, buenas noches.”

The check-out assistant in the supermarket says goodbye and thanks customers as they leave:“Adiós, gracias.” She also greets new customers as they arrive at the check-out: “buenos días.”

The assistant serving on the meat counter in the supermarket thanks customers and says goodbye: “Gracias, adiós” and “hasta luego.”

SONG: Hola, hola, buenos días Hola, hola, buenos días Hasta luego, hasta luego Hasta luego - Adiós People say goodbye to the viewers: “Adiós” and “Adiós, buenas noches.”

ANIMATION : The friendly dinosaur says goodbye to the children visiting the dinosaur trail: “Adiós.”

Scenes from video section 2: “Adiós.”

“Buenas noches” can be used both as a greeting and also to say goodnight, e.g. at bedtime or when taking leave of someone at the end of an evening.

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2. Adiós ❑ Watch video section 2: “Adiós.”

Introducing the written word

At the end of the video section, each of the examples of the way Spanish people say goodbye to each other is repeated. This time the written word is superimposed over the picture.

You may choose to omit this part when pupils are watching the video for the first time.

You can show it at a later date when they have had plenty of opportunities to practise the new vocabualary orally. They will then be ready to try and build up connections between the written word and pronunciation.

❑ Echoing: Give the children a wave and make as if you are heading for the door to leave the classroom. As you do this say “adiós”; the children echo “adiós.” Repeat this several times. ❑ Echoing: Ask some of the more confident pupils to take it in turns to leave the room saying goodbye to the rest of the class. At this stage you and the class wave and echo back “adiós.” ❑ Now give the children a wave and say “hasta luego”as you head for the door. The class echoes “hasta luego.”

KEY SOUNDS

hasta reinforcement of the Spanish silent “h”

❑ Echoing: Ask different pupils to take turns to leave the room. Wave to the child and say “adiós, hasta luego.” The pupil echoes back “hasta luego.”

adiós/gracias introduction to“i” pronounced “ee” Accents: the accented vowel is the one you stress when you say it, e.g. adiós.

❑ Ask pupils to move around the room and greet each other. They then wave and say goodbye using “adiós”, “hasta luego” or both phrases together - and go on to greet someone else.

gracias introduction to “c” pronounced “th” when it comes before “i” or “e”.

Activities Before watching video section 2, it is a good idea to have a brief “warm up” session to remind pupils of the Spanish words and phrases they already know. Play one or two of the games outlined in chapter 1.

You could move on to talk to children about different ways in which they and adults say goodbye. Compare what you say to someone leaving on a long journey, and someone you’ll see tomorrow.

Explore how different farewells go in and out of fashion. How many can they think of?

Pupils will now be ready for active viewing of video section 2.

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2. Adiós ❑ To practise saying “thank you” ask different pupils (in English) to bring you classroom objects. As you receive the object say “gracias.”

Cultural awareness Having practised a little of the language from the video, this is a good time to talk with pupils about the images of Spain they have seen. See this chapter's “talking points.”

❑ Now move round the classroom giving something to each pupil. This could be a sweet, a sheet of paper, a pencil etc. As each pupil receives the item he/she says “gracias.”

❑ Flashcards Display the goodbye flashcards together with the greetings flashcards. Alternatively, you could make transparencies for the OHP. Point to the different pictures and say either the appropriate greeting,“Adiós, hasta luego” or “Adiós, buenas noches.” Pupils echo the phrases.

Do this plenty of times varying the order in which you point to the pictures. If pupils are confident, try and find ways to catch them out and make this exercise into a game.

❑ Show video section 2: “Adiós” again for reinforcement.

CROSS CURRICULAR ACTIVITIES

❑ Classroom routines: Use “adiós” or “adiós, hasta luego” whenever you say goodbye to the class or individual pupils. ❑ Classroom routines: Use “gracias” instead of “thank you” whenever a pupil gives you something or completes a task. ❑ Art: Pupils can paint their own pictures representing “adiós, hasta luego” and “adiós, buenas noches”. ❑ Music: Pupils can sing the song from section 2 of the video. ❑ Music: Pupils can compose their own tunes and chants which will fit the rhythm of the words. ❑ Drama: Drama-based activities can add real enjoyment to language learning. They also help pupils to realise that communication depends very much on the way words are spoken.

Ask pupils to find a partner and think of different situations in which they might greet each other and/or say goodbye. They may, for example, be angry with each other; they may be really pleased to see each other; or, they may be really sad to be saying goodbye.

When everyone has worked with a partner for a short time, ask the pairs of pupils to move round the room or hall greeting and saying goodbye to other pairs of pupils in as many different ways as possible. It is a good idea to join in yourself to keep ideas flowing.

❑ Ask confident pupils to point to the different pictures. The class calls out “Adiós, hasta luego”,“Adiós, buenas noches” or the appropriate greeting. The pupil pointing to the picture either greets the class back or says goodbye. ❑ Pupils can colour the flashcards and stick the speech bubbles to the pictures. These can be displayed in the classroom. It is worth ensuring that the children do not spend too long colouring their pictures especially if you have limited time allocated for language activities. You might suggest that they take them home to colour.

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2. Adiós

¡Adiós!

G

C

Ho - la

ho - la bue - nos dí - as.

F

C

Has - ta lue - go

C

Ho - la

C

Has - ta

G

C

Ho - la

ho - la bue-nos dí - as.

G

has - ta lue - go,

G

C

has - ta lue - go

G

C

ho - la bue - nos dí - as.

F

Ho - la

ho - la

G

lue - go has - ta lue - go,

has - ta

a-di-ós.

bue-nos

dí - as.

C

lue - go

a-di-ós.

Talking point In large cities, the shops are open on Sundays, but some regions limit Sunday opening to one Sunday each month. Everything closes for fiestas and national holidays.

Spanish families eat a lot of fish, fruit and vegetables. In the past, fresh produce would have been bought from specialist shops and markets. These still exist, but big supermarkets have become more and more popular as they are in other European countries.

EVERYDAY LIFE IN SPAIN Shopping hours In video sections 1: “Hola” and 2: “Adiós” pupils will see a variety of images of people out and about doing their shopping.

Spanish shops generally open in the morning from about 0900, although some shops may not open until as late as 1000. They are usually closed over lunchtime and the early afternoon.

This means from around 1400 - 1700 , as people eat their lunch later in Spain than in the UK. Most shops are then open until 2000. Large supermarkets, like the one featured in the video, do not normally close during the afternoon and will often stay open until about 2100.

Sunday opening hours vary from region to region. In most towns some food shops will open on Sundays so that people can buy basic items like bread. In Calahorra the shops in the town centre are not only closed on Sunday, but also on Monday until 1700 when they reopen for business. This is typical of many small and medium sized towns.

Cultural awareness ❑ Ask pupils to look out for food items which are imported from Spain when they visit the supermarket with their families. Alternatively, you could organise a class visit for this activity. ❑ Ask pupils to collect labels from canned fruit and vegetables and identify which country the fruit comes from. Spanish imports might have “España” marked on them.

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2. Adiós

Talking point Agriculture Spain has always been a farming nation. There are many varied kinds of agriculture because of Spain's great diversity of land and climate.

The main exported crops are olives, oranges, lemons, grapes, strawberries, onions, tomatoes, wheat, barley and sugar beat. Wine and sherry are also major exports.

Many new foods such as rice and sugar cane were bought to Spain by the Arabs who ruled much of the country for seven hundred years, finally leaving in 1492. There are parts of Spain where it is hot enough for rice to grow, particularly in eastern Spain, around Valencia where rivers are used to irrigate the fields.

Sugar-cane grows in large fields in the lowlands of southern Spain. It was Spanish sailors who first took the sugar-cane plant to the West Indies and to Central and South America.

In the sixteenth century, the Spanish explored the New World (North and South America).

They were looking for gold, but they also discovered new plants including potatoes, tomatoes and maize which they brought back to Europe.

Maize grows well on the Meseta, the high, flat land in the middle of the country. Some of the maize is used to make cornflakes. Tomatoes grow all over Spain and potatoes usually grow best in the north, where it is cool and wet.

Spain is the world's biggest producer of olive oil. Olive trees do not need much water and so they grow in the south, on the Mediterranean coast and on the Meseta plateau.

Oranges are grown in southern Spain.

The Arabs also introduced oranges to Spain.

Orange trees need a hot summer and grow in the south in the Mediterranean. Near Seville, special Seville oranges are produced which are particularly bitter. These are used to make marmalade.

Many other kinds of fruit are cultivated all over Spain, especially pears, peaches and cherries.

Apples grow well in the wetter, cooler north.

There are many small towns which have canning factories.

Grapes are grown in both the north and south of Spain. The Rioja region, where the video was filmed, is well known for its high quality wine.

The area around Calahorra also takes pride in its fresh fruit and vegetables. Many local dishes include peppers, asparagus and tomatoes.

Cultural awareness ❑ Ask pupils to make comparisons between the types of crops grown in Spain and those grown in their own country. What influences the choice of produce cultivated?

EXTRA WORDS AND PHRASES

hasta mañana - see you tomorrow If you are confident with your Spanish, you may like to introduce pupils to a small amount of additional vocabulary. “Hasta mañana” is used when you want to say goodbye to someone that you will be seeing the next day.

❑ If you are looking for an opportunity to practise the phrase with your pupils, you could say “hasta mañana” when you say goodbye to the class at the end of the school day.

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This page may be photocopied for classroom use.

Early Start Spanish “Tú y yo”

Adiós, hasta luego

Adiós, hasta luego

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Adiós, buenas noches

This page may be photocopied for classroom use.

Early Start Spanish “Tú y yo”