MFL Spanish Teachers Guide by Mantra Lingua

LiguaTALK LinguaTALK Spanish Spanish

Teachers’ Guide

Text copyright © 2014 Clare Seccombe & Mantra Lingua Ltd. Illustrations copyright © 2014 Mantra Lingua Ltd. Copyright © 2014House, Clare Seccombe Modern Teacher andwww.mantralingua.com Consultant & Mantra Lingua Ltd. Global 303 Ballards Lane,Languages London N12 8NP, UK www.mantralingua.com

LinguaTALK Spanish What is LinguaTALK?

LinguaTALK is a multi-sensory structured language course that has been written to support and enhance the teaching of Spanish in Key Stage 2 and early Key Stage 3.

It is ideal for: The course includes:

• Non-specialist primary colleagues who sometimes lack confidence in their own language skills, particularly in speaking. It gives them a native-speaker model to follow, and enables them to improve their skills.

• 31 interactive A3 Charts • the PENpal

• Specialist language teachers who would like to enrich their repertoire with new activities and technology as well as promote pair and group work within their classes.

• a word and picture bank for teachers to make their own resources • the Talking Mini-book Creator

• Key Stage 3 language teachers who inherit Year 7 classes with a mixed experience of language learning in Key Stage 2, and who need to help some students to catch up or to fill in gaps in their knowledge.

• recordable labels for teachers to make their own resources and for children to sound-enable their work

• Children in Key Stages 2 and 3 who like to work independently, with a partner or in a small group.

LinguaTALK is an interactive resource that can be used by both teachers and learners. The key teaching tool for each unit is the Chart, which is used in conjunction with the PENpal.

• If using flashcards, shuffle them into a random order, hiding them from the children. The children then work together to establish which card is on the top of the pile. They must listen to each other to avoid repetition and to remember which cards have already been guessed. • Play chef d’orchestre. Choose one child to stand outside the room. Then choose another who will give the signal to change the word that the class is saying. The first child returns, and the class begins chanting the vocabulary, changing word when given the signal. The first child has to work out who is giving the signal, and, meanwhile, everyone is saying the words many times. • Play Kim’s Game. Show the pictures, flashcards or realia, and then ask the children to close their eyes while you take one away. They have to say which one is missing. • Play Noughts and Crosses. Number the nine boxes on the grid and divide the children into two teams. Teams take it in turns to choose a number and answer a question in order for their nought or cross to be written in that space on the grid.

LinguaTALK enables children to progress through the objectives of the Key Stage 2 Framework for Languages, and supports the QCDA/TDA scheme of work for Key Stage 2. Most importantly, it enables children in Key Stage 2 to make the “significant progress in one language” that is required by the curriculum from September 2014 onwards. LinguaTALK can be used as a stand-alone resource or in combination with another scheme of work. Teachers can decide how long to spend on each chart.

How to use LinguaTALK The teacher begins by using the PENpal to play the words and phrases that are embedded in the Chart. Nearly all the Charts contain language that is new to the learners, and therefore they need to be given the opportunity to say the new words. It is advisable to begin this activity with the instruction escuchad y repetid (listen and repeat). The teacher plays the word or phrase and the children repeat it chorally, as a class, until all can say the word confidently. To embed the vocabulary, it is then necessary to practise it. The following is a list of ways of presenting and practising new vocabulary, in no particular order:

As well as presenting and practising the vocabulary via the Chart, the teacher can use it to play sample questions and answers, of which children can then work out the meaning. Children can experiment with substituting different words into the structure of the sentence. The subsequent activities are designed to be accessed by children individually or in pairs or small groups. However they could also be used by the whole class. The activities begin by practising the new vocabulary on the Chart, and then move on to putting this vocabulary into the context of phrases and sentences. In many of the Charts there is also the potential for children to use the language presented to them by the Chart to create and record their own phrases and sentences.

• Repeat the words in silly voices • Vary the speed and volume of the words for the repetition. Saying the word slowly often accentuates the pronunciation. • Point to a picture or show a flashcard and say two words – the correct one and one that is incorrect. The children have to repeat the correct one. • Point to a picture or show a flashcard and say a word. The word might be correct, it might not. The children give a thumbs-up and say sí (yes) if it is correct, a thumbs-down and no if it is incorrect. • Give the instruction repetid si es verdad (repeat if it’s true). Point to a picture or show a flashcard and say a word. If it is the correct word, the children repeat it, if not, they stay quiet. • The children decide on an action for each word, which they then perform when they say the words. Making a physical response often helps words to “stick” better. • Sing the word or say it with a rhythm. This often accentuates the pronunciation and makes the word more memorable. • Say the first half of the word and the children complete it. • Practise about seven words at a time. Too many words at once will be confusing and more difficult to remember. • Mouth a word and ask the children to say the correct word out loud. • Play Pictionary or Bingo.

Many of the Charts contain a Pared de Palabras (a Wall of Words) or a basic writing frame, which support children as they begin to write in Spanish. It shows them how they can create many different sentences while keeping the basic structure the same. They are encouraged to use connectives and qualifiers, opinions and justifications to extend and enrich their writing. In the guide for each unit, suggestions are made of follow-up activities for each Chart. When children are confident with the new vocabulary and the structure of the phrases and sentences, they can begin to create their own writing and speaking, perhaps using the Talking Minibook Creator, and there is also the opportunity to research many of the units further by using a bilingual dictionary. Where appropriate, the guide also gives a Punto Lingüístico (a note about the language) or a Punto Cultural (a note about Spanish culture) to give more background about the theme of the Chart and its language.

LinguaTALK Spanish

Chart 1 -

La fonética española Phonics

Vocabulary

Core language and structures sí yes

ananás bota cama cebra cisne elefante gemelos / gemelas girasol guepardo guitarra hoja

no no phoneme grapheme

Whole class session

pineapple boot bed zebra swan elephant twins sunflower cheetah guitar leaf

iris jirafa llave ñu oso queso rosa uvas vela zorro

iris giraffe key gnu bear cheese rose grapes candle fox

Group or Individual activity Activity 1: • You will hear a phoneme. Touch the corresponding grapheme.

• Touch the pictures to hear a word which begins with the accompanying phoneme.

Activity 2: • You will hear a phoneme, followed by a series of words which may or may not contain that phoneme. If you think the word contains that phoneme, touch the sí (yes) button. If you think it does not, touch the no button. The phonemes covered are z/ce/ci, j/ge/gi and ñ.

• Touch the graphemes to hear the phonemes. • Encourage children to listen carefully and practise saying the words and the phonemes.

Follow up activities • Children use the phonics chart to help them to blend and say new words in Spanish. • Make some picture cards using the words and pictures provided for the mini-book creator. Children can use the phonics chart to work out, blend and say the new words, then touch the card to check their pronunciation. They could also record themselves saying the word.

Punto Cultural The z/ce/ci, or “th” sound is a particular feature of Castilian Spanish. ‘Castilian’, or castellano, is the name given to the variant of the Spanish language which is spoken in northern and central Spain, and the variant which is most widely taught. In the south of Spain and in South America this phoneme is pronounced as an s. The names given to this difference are seseo and ceceo. At the end of the day it does not matter whether you are a ceceo or a seseo person, but you must be consistent!

LinguaTALK Spanish

Chart 2 -

En la clase de español Greetings and Classroom Language

Core language and structures hola buenos días adiós hasta luego

hello good morning goodbye see you soon

¿qué tal ? fenomenal muy bien bien mal

how are you ? great very well well bad

repite por favor no entiendo silencio por favor escuchad repetid necesito ayuda

repeat please I don’t understand silence please listen repeat I need help

Señor Señora Señorita

Mr / Sir Mrs / “Miss” Miss / “Miss”

por favor gracias sí no

please thank you yes no

This chart is for information

Touch the Spanish words to hear them. The greetings can be used as the basis for very simple dialogues and also for enhancing the language on other charts such as Chart 3.

Punto Lingüístico

Punto Cultural

Escuchad and repetid are examples of the second person plural form of the imperative in Spanish. The imperative is used for giving instructions or orders, and these are the forms that you would use when talking to the whole class.

The title Señorita (Miss) is used these days for girls and young women. Older women and women in positions of authority, such as teachers, are called Señora as a mark of respect.

Repite (por favor) is the imperative form that you would use to talk to one person when you want them to repeat what they said.

LinguaTALK Spanish

Chart 3 -

¿Cómo te llamas?

Saying your Name and the Alphabet Vocabulary

Core language and structures Me llamo… My name is….

Alejandro Daniel David Eduardo Francisco Guillermo Hugo Iker Iván Javier Mario Miguel Pablo Sergio Vicente

¿Cómo te llamas ? What is your name ? ¿Cómo se escribe ? How do you spell it ? Se escribe… You spell it…. mayúscula / minúscula capital letter / small letter the Spanish alphabet

Whole class session

Ainhoa Alba Ana Ángela Beatriz Belén Carmen Claudia Cristina Eva Inés Irene Nerea Noelia Patricia Rocío

Group or Individual activity Activity 1: • You will hear one of the boys or girls on the chart say their name and how to spell it. They will miss one letter out of the spelling. For example: Me llamo Nerea. Se escribe N-E-_-E-A Touch the person who is speaking and the letter that they miss out. You will hear three people speaking altogether.

• Touch the speech bubbles at the top to hear how to say the questions and answers. • Touch the capital and small letters at the bottom to hear how to say mayúscula and minúscula. • Touch each letter of the alphabet to hear how it sounds in Spanish. The Spanish alphabet has 27 letters – can the children spot the extra letter? (see Punto Cultural below) Encourage the children to repeat the sounds when they hear them. • Touch the pictures of the eight people to hear a short dialogue in which they say and spell their names.

Activity 2: • You will hear a sequence of 3 letters of the alphabet. Touch the same letters in the same sequence.

For example: ¿Cómo te llamas? Me llamo Cristina. ¿Cómo se escribe? Se escribe C-R-I-S-T-I-N-A. When children have listened to a few, they will be able to start to predict what the other people will say.

Activity 3: • You will hear a boy or girl saying what their name is and saying how to spell it. For example: Me llamo Alba. Se escribe A-L-B-A. Touch the right letters to recreate the spelling of the name.

Follow up activities • Children play a game in pairs where one partner uses the alphabet to spell out a name and the other writes down the letters. This can also be used to practise other Spanish words later on. Children use the alphabet to listen to and practise the spelling of their own names.

Punto Cultural

Punto Lingüístico The Spanish language uses written accents, or diacritics, on the vowels at certain times. They look like this: á é í ó ú These accents have three different jobs.

The ñ is considered by the Spanish as their national letter, as it appears in the name of their country – España – and their language and nationality – español. As it is a separate letter of the alphabet, writing n instead of ñ constitutes a spelling mistake. The ‘squiggle’ on the top of the ñ is called a tilde (say “tilday”). Give children the opportunity to practise writing ñ and Ñ.

• They show you where to stress a word when that word does not conform to the normal stress patterns of Spanish. Examples of this are mayúscula and Rocío. Listen to the words and hear the stress falling on the accented syllables. • They indicate a question word, for example ¿cómo? and ¿qué? You will see many more of these later on. • They differentiate two otherwise identical words, such as sí (yes) and si (if). You will have noticed that all questions in Spanish begin with an upside down question mark. For example: ¿Qué tal? ¿Cómo te llamas? ¿Cómo se escribe? It is useful when you are reading as it warns you that there is a question coming up. Similarly, you will notice later on that all exclamations in Spanish begin with an upside down exclamation mark. For example: ¡Viva España! Give children the opportunity to practise writing these, especially the question mark.

LinguaTALK Spanish ¿Cuántos años tienes?

Chart 4 -

Numbers to 20 and Age Core language and structures

¿Cuántos años tienes ? How old are you ? Tengo … años I am … years old. más add, plus menos minus, take away, subtract son equals

cero uno dos tres cuatro cinco seis siete ocho nueve diez

0 1 2 3 4 5 6 7 8 9 10

Whole class session

once doce trece catorce quince dieciséis diecisiete dieciocho diecinueve veinte

11 12 13 14 15 16 17 18 19 20

Group or Individual activity Activity 1: • You will hear a sequence of three numbers, for example: uno, tres, siete Touch the same numbers in the same sequence.

• Touch the numbers to hear them in Spanish. Encourage the children to repeat them back. They can then practise counting from 0 to 20 without support. Can the children spot what the numbers 11-15 have in common? Can the children spot how the numbers 16-19 are made? • Touch the mathematical signs and the calculations to hear how to say them in Spanish.

Activity 2: • You will hear some simple calculations using the numbers up to 20. If the answer to the calculation is correct, touch the sí (yes) button. If it is incorrect, touch the no (no) button.

• Touch the speech bubbles at the top to hear the question ¿Cuántos años tienes? (How old are you?) and the response Tengo cuatro años (I am four years old). Encourage the children to practise saying both question and answer.

Activity 3: • You will hear someone saying their age in Spanish. For example: Tengo nueve años. Touch the correct person to show that you have understood their age.

• Touch each of the people to hear them say their name and their age. For example: Me llamo David. Tengo nueve años. After hearing a few, the children should be able to predict how the next people are going to say their age.

Activity 4: • You will hear an English person saying their age. For example: I am eight years old. Touch the Tengo button, the correct number and finally the años button to say the same age in Spanish.

Follow up activities • Children use the numbers to test each other in pairs. One child says a number and their partner touches the correct number on the chart. • Children use the numbers and the mathematical signs to create simple calculations for others to listen to and work out. • Children use numbers to create sequences for each other to replicate. • Children use the Tengo and años buttons along with the numbers to help each other to practise saying ages.

Punto Lingüístico In English we talk about our age using the verb to be, for example “I am ten years old” and “she is six years old”. In Spanish, however, the verb to have is used instead. Therefore Tengo ocho años means, literally, “I have eight years”.

LinguaTALK Spanish

Chart 5 -

En la granja Gender

Core language and structures masculino masculine femenino feminine en in / on

un burro un caballo un cerdo un conejo un gallo un gato un pájaro un pato un perro

una cabra una gallina una oveja una paloma una rana una tortuga una vaca una rata

a donkey a horse a pig a rabbit a rooster a cat a bird a duck a dog

a goat a hen sheep dove a frog a tortoise a cow a rat

la granja

the farm

un canario un conejillo de Indias un gerbo un gusano un hámster un loro un pez un ratón un toro una abeja una araña una mariposa una oruga una serpiente

a canary a guinea pig a gerbil a worm a hamster a parrot a fish a mouse a bull a bee a spider a butterfly a caterpillar a snake

Whole class session • Touch the animals to hear their names in Spanish. Encourage the children to say the words.

Listening 2: • Touch the animals to hear information about their gender. For example: Un pato. Es una palabra masculino Also touch the words masculino and femenino to hear an explanation of the words. “Masculine words often end in o. Un is the masculine word for ‘a’ or ‘an’.” “Feminine words often end in a. Una is the feminine word for ‘a’ or ‘an’.”

• Practise the words by pointing to an animal and asking the children to name it. Touch the animal to check if they are right. •Alternatively, say one of the animal words and ask a child to touch the correct animal so that you hear the same word.

Activity 2: • You will hear one of the animal names. Listen to the word and its clues, and touch masculino or femenino to show that you know which gender the word is.

Group or Individual activity Activity 1: • Play I Spy with the animal words. For example, you will hear: Veo veo un burro You need to touch the animal that is being “spied”.

Activity 3: You will hear an animal name that you haven’t heard before. Listen to the word and its clues, and touch masculino or femenino to show that you know which gender the word is.

Follow up activities

• Children use the animals pictures and words to test each other. • Children can begin to use a bilingual dictionary to find masculine words and feminine words, and to note how they can find out a word’s gender from the dictionary.

Punto Lingüístico

It’s important when you are learning new nouns in Spanish that you learn the gender alongside them, as the gender determines which articles and pronouns you use, and how you spell any adjectives that describe them. Learn the gender by putting un or una before the noun, or indeed el or la, which are the masculine and feminine words for ‘the’. To help children to remember the gender of nouns, you could colour-code flashcards or other images and words with blue and red.

Some of the animal words have un before them and the others have una. Both of these words mean ‘a’ or ‘an’, but the former is masculine and the latter is feminine. Masculine and feminine are genders.

The gender system in Spanish and the other Romance languages is a vestige of their linguistic ancestors. Sanskrit, Latin and Ancient Greek had three genders – masculine, feminine and neuter. English is unusual because it no longer has a gender system. Gender marking in English is confined to people words like ‘mother’ and ‘father’, animal words such as ‘cow’ and ‘bull’, and pronouns like ‘he’ and ‘she’. In Spanish, however, every noun has a gender, whether it is a living thing, an object or an abstract concept. Remember that it isn’t the things themselves that are masculine or feminine, it’s the words. A tie – una corbata - is feminine, even though men wear them, and maquillaje – make-up – is masculine. ‘Masculine’ and ‘feminine’ are merely the names of the groups. They could just as easily be called ‘green and yellow words’ or ‘group A and group B words’.

You can sometimes spot the gender of a noun by looking at the letters at the end of it – the suffix. Some suffixes are very often masculine and others feminine. For example, words ending in -aje and -ambre are usually masculine, and words ending in -ión and –dad are very nearly always feminine. Of course there are exceptions, such as mano, which is feminine and programa which is masculine.

LinguaTALK Spanish

Chart 6 -

En el Zoo Plurals

Vocabulary

Core language and structures hay there is / there are

un canguro un cocodrilo un elefante un flamenco un hipopótamo un jaguar un león un mono un oso un pingüino un rinoceronte un tigre

¿Cuántos / Cuántas hay ? How many are there ? singular plural numbers 1-10

a kangaroo a crocodile an elephant a flamingo a hippopotamus a jaguar a lion a monkey a bear a penguin a rhinoceros a tiger

Whole class session

una cebra una jirafa una serpiente una suricata

a zebra a giraffe a snake a meerkat

el zoo

the zoo

Group or Individual activity Activity 1: • Each sentence you hear will contain the name of one of the animals. For example: ¿Hay un león? Is there a lion? Touch the correct animal each time (either the single animal or the group).

• Touch one of the single animals to hear the word in Spanish. Then touch the group of the same animal to hear the plural form of that animal together with the appropriate number. For example: un elefante dos elefantes

Activity 2: • You will hear a sentence asking you how many there are of a certain animal. For example: ¿Cuántos leones hay? How many lions are there? Identify the animal, count them and touch the correct number.

• Touch the numbers for a reminder of the Spanish words. • Touch the speech bubbles to hear the questions and their corresponding answers. ¿Cuántas cebras hay? Hay tres cebras. ¿Cuántos jaguares hay? Hay dos jaguares.

Activity 3: • You will hear a sentence containing a number and one of the animals. For example: Hay dos leones. There are two lions. If the sentence is correct, and there are that many of that animal, touch sí (yes). If it is incorrect, touch no.

Follow up activities

• Children use animals words to test each other. • Children play a game in pairs where one partner touches one of the numbers and the other has to say the correct form of the animal that goes with it. For example, if the first partner touches seis, the second partner will have to say seis jirafas or seis suricatas. An alternative would be for the first partner to say a number and the second to touch one of the animals of which there are that number.

Punto Lingüístico The formation of the plural in Spanish is considerably easier than it is in English. Nouns ending in a vowel: add –s Nouns ending in a consonant: add –es There are very few exceptions. Here are some of the more notable ones: Words ending in –z: -z changes to –c before –es is added. pez > peces, lápiz > lápices Words ending in –ión lose their accent in the plural. avión > aviones You will have noticed a written accent, or diacritic, that you have not come across before. The word pingüino has two dots over the u, just like the word lingüístico at the top of this box. These two dots are called a diaeresis, and they break a sound into two parts. If pingüino did not have the diaeresis, we would say “pingeeno”. The diaeresis tells us that we have to say the u as a separate sound, hence “pingweeno”. Similarly, the diaeresis on lingüístico tells us that we need to say “lingwistico” and not “lingistico”.

LinguaTALK Spanish

Chart 7 -

Los Colores

Colours and Parts of the Body Vocabulary

Core language and structures tengo ¿tienes ? soy y rojo azul verde amarillo blanco negro rosa violeta naranja marrón gris multicolor

I have do you have ? I am and red blue green yellow white black pink purple orange brown grey multicoloured

Whole class session

el brazo el dedo el hombro el ojo el pelo el pie

the arm the finger the shoulder the eye the hair the foot

la boca la cabeza la cara la mano la nariz la oreja la pierna la rodilla

the mouth the head the face the hand the nose the ear the leg the knee

Group or Individual activity Activity 1: • You will hear a sequence of three colours. For example: rojo, negro, marrón Touch those three colours in the same sequence.

• Touch the monsters to hear their colour in Spanish. Encourage the children to say the colours. • Touch the parts of the body to hear them in Spanish. Encourage the children to say the parts of the body and play simple games to practise them.

Activity 2: • You will hear the parts of the body. Touch the correct one each time.

• Touch the speech bubble to hear how the multi-coloured “monster” describes itself:

Activity 3: • Touch each monster to hear it say which parts of the body it has.

Tengo una cabeza, dos ojos, una nariz, una boca, dos orejas, dos brazos, dos piernas y dos pies. Soy multicolor.

Activity 4: • You will hear one of the monsters say one of the parts of the body that it has. For example: Tengo cinco brazos. I have five arms. Touch one of the monsters to whom this refers.

I have one head, two eyes, one nose, one mouth, two ears, two arms, two legs and two feet. I am multicoloured. The description uses plural forms of some of the parts of the body.

Follow up activities • Children use the monster pictures to play “Guess Who?” One partner chooses a monster, then the second asks questions such as ¿Tienes dos brazos? (Do you have two arms?), gradually working out which monster their partner has chosen. • Children draw their own monster and describe it in the same way. • Children use the monster pictures to help each other to practise the colours. • Children use the pictures of the parts of the body to help each other to practise.

LinguaTALK Spanish

Chart 8 -

¿Tienes mascotas en casa? Definite and Indefinite Articles, where I live

Vocabulary

Core language and structures Indefinite articles: un a / an (masculine) una a / an (feminine) unos some (masculine) unas some (feminine)

Definite articles : el the (masculine singular) la the (feminine singular) los the (masculine plural) las the (feminine plural)

¿Dónde vives? Where do you live? Vivo en… I live in… Tengo I have Es el … de … It is the … of …

Whole class session

un chalé un piso una casa una granja

a villa a flat a house a farm

un conejillo de Indias un conejo un gato un pájaro un perro un pez un ratón una tortuga

a guinea pig a rabbit a cat a bird a dog a fish a mouse a tortoise

Group or Individual activity

• Touch the words in the table to hear them. Discuss the differences in meanings with the children.

Activity 1: • You will hear a sentence containing three animals with the indefinite article. For example: Tengo un pájaro, un ratón y un pez. I have a bird, a mouse and a fish. Touch the animals mentioned in the right order.

• Touch the yellow triangle next to the indefinite articles, then touch the animals and buildings to hear them with the indefinite articles. For example: un ratón. Ask the children to tell you what each one means in English. Later, ask them to predict what the article and the animal will be.

Activity 2: • You will hear a sentence about where someone lives and what animal they have. For example: Vivo en una granja y tengo un conejo. I live on a farm and I have a rabbit. Touch the correct building and the correct animal.

• Touch the blue triangle next to the definite articles, then touch the animals and buildings to hear them with the definite articles. For example: el ratón. Ask the children to tell you what each one means in English. Later, ask them to predict what the article and the animal will be.

Activity 3: • You will hear some sentences talking about Natalia and Lucía’s houses and pets. For example: La tortuga de Natalia es verde. Natalia’s tortoise is green. Touch the correct picture each time.

• Touch the pictures to hear how to say the animals with their colour and the indefinite article, for example: una tortuga verde unos peces azules

Follow up activities

• Children use the table of articles and the pictures of buildings and animals to help each other to practise and become more confident with the articles. • Children can apply correct articles to the vocabulary that they have already learned, such as the zoo animals and the parts of the body. This will also require them to revise what they know about gender and plurals.

Punto Lingüístico Spanish does not use apostrophes, either to show belonging or to show that there is a letter missing. To show belonging, we need to change the order of the words. Hence, “My sister’s dog” becomes “The dog of my sister”, which in Spanish is El perro de mi hermana.

LinguaTALK Spanish Mi Cumpleaños Dates and Birthdays

Chart 9 -

Core language and structures lunes martes miércoles jueves viernes sábado domingo

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

enero febrero marzo abril mayo junio julio agosto septiembre octubre noviembre diciembre

January February March April May June July August September October November December

Numbers 1-20, plus: veintiuno veintidós veintitrés veinticuatro veinticinco veintiséis veintisiete veintiocho veintinueve treinta treinta y uno

21 22 23 24 25 26 27 28 29 30 31

el primero

the first

Whole class session

¿Cuándo es tu cumpleaños? When is your birthday? Mi cumpleaños es el … de … My birthday is the … of … ¡Feliz cumpleaños ! Happy birthday! ¿Qué fecha es hoy ? What is the date today? Hoy es lunes el treinta de septiembre. Today is Monday the 30th of September.

Group or Individual activity

• Touch the days, numbers and months to hear them in Spanish. Ask the children to say the words. Play some games to practise the new vocabulary.

Activity 1: • You will hear a number between 1 and 31. Touch the same number on the chart.

• Touch the speech bubbles at the side to hear how to ask when someone’s birthday is, and how to reply.

Activity 2: • You will hear a sequence of numbers. For example: dos, tres, cuatro, … Touch number that will come next in the sequence.

• Touch the speech bubbles at the top to hear how to ask what the date is today and how to reply.

Activity 3: • You will hear a Spanish day or month being spelled out. For example: s–a–b–a–d–o Touch the correct word on the chart. Activity 4: • Touch the coloured flags. You will hear a sentence saying either today’s date or the date of someone’s birthday. For example: Hoy es martes el doce de octubre. Today is Tuesday the 12th October. Mi cumpleaños es el veintiocho de enero. My birthday is the 28th January. Touch the days, numbers, months and words to say the same sentence in Spanish.

Follow up activities • Children use the days, numbers and months to help each other to practise making dates. • Children research important dates in Spain and what happens on those dates.

Punto Lingüístico You will have noticed that the days and the months do not have capital letters in Spanish. They only have capital letters if they are at the beginning of a sentence or if reference is being made to a special day such as Viernes Santo (Good Friday). Other words that have capital letters in English but not in Spanish are nationalities, such as español (Spanish), inglés (English) and canadiense (Canadian).

LinguaTALK Spanish

Chart 10 -

¿Cuánto cuesta? Numbers 1 - 100

Vocabulary

Core language and structures Numbers 1-31, plus: cuarenta cincuenta sesenta setenta ochenta noventa cien

40 50 60 70 80 90 100

¿Cuánto cuesta ?

How much does it cost ?

Cuesta

It costs

Euro(s) céntimos

Euro(s) cents

un balón un bolígrafo un cochecito un juego de mesa un libro un peluche un tebeo

a ball a biro a toy car a board game a book a soft toy a comic

una consola una muñeca una revista

a games console a doll a magazine

Whole class session

Group or Individual activity Activity 1: • Play a game to practise the numbers 1-100. You will need a counter or a small coin. Touch the dice to roll a number. When you land on a certain square, you need to say its number. Your partner will check your answer by touching the square. If you are right, you stay on that square. If you are not right, you need to go back to where you were. The winner is the person who reaches 100 first.

• Touch each number to hear it in Spanish. Encourage the children to say the new number words. Point to a number square and ask children to say it before you touch the square to check it. • Touch the speech bubble to hear the question ¿Cuánto cuesta? • Touch each toy to hear how to say it and its price.

Activity 2: • You will hear a series of numbers between 32 and 100. Touch the correct number each time. Activity 3: • You will hear the names of the toys. Touch the correct toy each time. Activity 4:

• You will hear sentences with the name of a toy and a price. For example: La muñeca cuesta veintisiete Euros setenta y cinco. The doll costs 27 Euros 75. If the price is the right one for that toy, touch the sí (yes) button. If it is wrong, touch no.

Follow up activities • Children use the 100-square to help each other to practise the numbers. • Children find pictures of objects in which they are interested on Spanish websites or in magazines. They write, say and record the prices.

LinguaTALK Spanish

Chart 11 -

La Ropa (1) Adjectival Agreement and Position

Vocabulary

Core language and structures Hay There is / there are Agreement of singular adjectives

Whole class session

un jersey un sombrero un vestido

a jumper a hat a dress

una camisa una chaqueta una falda

a shirt a jacket a skirt

Group or Individual activity Activity 1: • You will hear a sentence containing an item of clothing and a colour to describe it. For example: Hay un sombrero amarilllo. There is a yellow hat. If that item of clothing in that colour is pictured, touch the sí (yes) button. If not, touch the no button.

• Touch the clothes on the left of the chart to hear them in Spanish. Encourage the children to say the new words. • Touch the colours alongside the clothes. Ask the children to listen for differences between the two sets of colours. Can they explain why, for example, ‘red’ is rojo in the top one and roja in the bottom one?

Activity 2: • You will hear a series of clothes and colour words. If the word is definitely masculine, touch the masculino button. If it’s definitely feminine, touch the femenino button, and if it could be either, touch the masculino o femenino button.

• Touch the clothes pictured to hear them described in Spanish. For example: una chaqueta marrón a brown jacket Ask the children if they notice anything about the order of the words.

Activity 3: • Touch one of the green or yellow bricks on the Pared de Palabras, then select a word from the pile of bricks which will replace it accurately. For example, touch the yellow brick with the word jersey and then the word vestido from the pile of bricks. Both are masculine.

• Touch the bricks in the Pared de Palabras.

Follow up activities • Children use the pictures and colours in the table to help each other to practise the descriptions and the word order. • Children find or draw pictures of the clothes used on the chart and colour them. They write, say and record the Spanish. • Children use a bilingual dictionary to find out the words for more singular items of clothing, and note whether they are masculine or feminine. They can describe them as above.

Punto Lingüístico Describing nouns in Spanish differs in two ways from description in English. First, the adjective goes after the noun in Spanish, and, secondly, the adjective has to agree with the noun. This means that its gender and number has to match that of the noun. If the noun is feminine, the adjective also needs to be feminine. If the noun is plural, then the adjective must be plural as well. When you see an adjective in a dictionary or a glossary, it is given in the masculine singular form. To change the gender to feminine, there are a few basic rules to follow: Adjectives ending in –o: change the o to a Adjectives ending in –e or -a: no change needed Adjectives ending in a consonant: no change needed

LinguaTALK Spanish

Chart 12 -

La Ropa (2) Adjectival Agreement and Position

Vocabulary

Core language and structures Hay There is / there are

un chándal un gorro

a tracksuit a cap

Agreement of masculine and feminine, singular and plural adjectives

una bufanda una camiseta

a scarf a t-shirt

unos calcetines unos pantalones cortos

some socks some shorts

unas botas de fútbol unas gafas de sol

some football boots some sunglasses

Whole class session

Group or Individual activity Activity 1: • You will hear a sentence containing an item of clothing and a colour to describe it. For example: Hay unas botas de fútbol marrones. There are some brown football boots. If that item of clothing in that colour is pictured, touch the sí (yes) button. If not, touch the no button.

• Touch the clothes on the left of the chart to hear them in Spanish. Encourage the children to say the new words. • Touch the colours in the boxes alongside. Ask the children to listen for differences between the four boxes. Can they explain why, for example, for ‘white’ there are the four forms blanco, blanca, blancos and blancas?

Activity 2: • You will hear a series of clothes and colour words. Categorise the word by touching either masculino or femenino to show which gender the word is, and singular or plural to show its number.

• Touch the clothes pictured to hear them described in Spanish. For example: unas gafas de sol verdes Ask the children if they notice anything about the order of the words.

Activity 3: • Touch one of the green or yellow bricks on the Pared de Palabras, then select a word from the pile of bricks which will replace it accurately. For example, touch the green brick with the word amarillos and then the word rojos from the pile of bricks. Both are masculine plural.

• Touch the bricks in the Pared de Palabras to hear the words.

Follow up activities • Children use the pictures and colours in the table to help each other to practise the descriptions and the word order. • Children find or draw pictures of the clothes used on the chart and colour them. They write, say and record the Spanish. • Children use a bilingual dictionary to find out the words for more items of clothing, and note whether they are masculine or feminine, singular or plural. They can describe them as above.

Punto Lingüístico When you see an adjective in a dictionary or a glossary, it is given in the masculine singular form. To change it to plural, there are a few basic rules to follow: Adjectives (masculine or feminine) ending in a vowel: add –s Adjectives ending in a consonant: add -es

LinguaTALK Spanish

Chart 13 -

Mi familia Members of the Family and Personal Description

Vocabulary

Core language and structures soy es

I am he / she is

tengo tiene

I have he / she has

se llama

he / she is called

and

muy

very

el padre la madre el hermano la hermana el abuelo la abuela

the father the mother the brother the sister the grandfather the grandmother

alto bajo

tall short

los ojos el pelo

the eyes the hair

castaño rubio

brown (hair) blond

Group or Individual activity

Whole class session

Activity 1: •You will hear a statement about one of the members of the family. For example: Mi abuela es alta. My grandmother is tall. If the statement is correct, touch the sí (yes) button. If not, choose the no button.

• Touch each family member to hear their name and age, and a description of their height, hair and eyes. Ask the children how much they understand. Can they work out what they don’t know by looking at the pictures and putting what they do know into context? • Touch the words in the Pared de Palabras to hear them in Spanish.

Activity 2: • You will hear a sentence in which one of the members of the family says something about themselves. For example: Tengo el pelo negro. I have black hair. Touch the name badge of the person who says it. There is sometimes more than one possible answer. Activity 3: • Touch one of the coloured words on the Pared de Palabras. Then select a word from the pile of bricks which will replace it. For example, the red word rubio can be replaced with negro, as they are both masculine singular.

Follow up activities • Children find pictures of different people and work out their descriptions

LinguaTALK Spanish

Chart 14 -

En el mercado Fruit and Vegetables and Opinions

Vocabulary

Core language and structures Me gusta I like (singular thing) Me gustan I like (plural things)

Prefiero I prefer ¿Prefieres ? Do you prefer ?

No me gusta I don’t like (singular thing) No me gustan I don’t like (plural things)

Quiero I want

¿Te gusta ? Do you like ? (singular thing) ¿Te gustan ? Do you like ? (plural things)

y and

¿Quieres ? Do you want ?

pero but

los champiñones los pepinos los tomates las judías las lechugas las zanahorias

the mushrooms the cucumbers the tomatoes the green beans the lettuces the carrots

los plátanos las ciruelas las fresas las manzanas las naranjas las peras

the bananas the cherries the strawberries the apples the oranges the pears

el mercado

the market

Whole class session Activity 2: • You will hear two people speaking at a market. The stallholder will say the price of one of the fruits or vegetables, for example: ¿Cuánto cuesta? Noventa y ocho céntimos. How much is it? 98 cents. Touch the fruit or vegetable that is that price.

• Touch the fruits and vegetables to hear them in Spanish. Encourage the children to say the new words. Also touch the price tickets. Can the children predict what they will hear on the price tickets? • Touch the speech bubbles to hear the questions and answers. Ask the children which part they would have to change to give the same opinion about a different food.

Activity 3: • You will hear a series of questions in Spanish, for example: ¿Te gustan las naranjas? Do you like oranges? Use the writing frame in the shopping box to make your answer to the question. Try to use the connectives to extend your sentence and introduce a contrasting point of view.

• Touch the words in the shopping box.

Group or Individual activity Activity 1: • You will hear two people speaking at a market. The customer will say a sequence of fruit and vegetables that they would like to buy, for example: ¿Qué quieres? Quiero manzanas, naranjas y fresas. What do you want? I want apples, oranges and strawberries. Touch the right fruits and vegetables to make the same sequence.

Follow up activities • Children use the fruit and vegetable pictures to help each other to practise. • Children use a bilingual dictionary to find out more fruits and vegetables, and incorporate these into their sentences. • Children use the words on the chart to help them to create dialogues which take place at the market.

Punto Lingüístico

You will have noticed that talking about what you like works differently in Spanish. Me gusta actually means ‘It pleases me’, and the plural Me gustan means ‘they please me’. It is very easy to make verbs negative in Spanish. It’s simply a case of putting no in front of the verb form. Hence me gusta becomes no me gusta. We could also apply this to other verbs that we have met so far. Tengo (I have) becomes no tengo (I have not), for example.

LinguaTALK Spanish

Chart 15 -

En mi tiempo libre Free Time Activities (1)

Core language and structures bailo canto juego al fútbol leo nado

I dance I sing I play football I read I swim

bailar cantar jugar al fútbol leer nadar

to dance to sing to play football to read to swim

muy bien bien mal

very well well badly

sé + infinitive

I can / I know how to + verb

no sé + infinitive

I can’t / I don’t know how to + verb

¿sabes ? + infinitive

can you ? / do you know how to ? + verb

me gusta + infinitive

I like + infinitive

no me gusta + infinitive ¿te gusta ? + infinitive

I don’t like + infinitive do you like ? + infinitive

prefiero + infinitive ¿prefieres ? + infinitive

I prefer + infinitive do you prefer ? + infinitive

y pero sin embargo

and but however

Whole class session

Group or Individual activity Activity 1: • You will hear a sentence containing a verb form and an adverb. For example: Bailo muy bien. I dance very well. Touch the correct square on the left-hand table to hear the same sentence.

• Touch the pictures on the left-hand table to hear them in Spanish. Encourage the children to say the verb forms and the adverbs. Then touch the squares on the table to hear the complete sentences, which combine a verb form and an adverb. For example: Bailo bien. I dance well. Invite the children to predict what will be heard in each square. • Touch the words and the pictures on the outside of the right-hand table. Encourage the children to say the verb expressions and the infinitives. Then touch the squares on the table to hear the complete sentences, which combine a verb expression and an infinitive. For example: Prefiero leer. I prefer to read. Invite the children to predict what will be heard in each square. • Touch the speech bubbles to hear examples of questions and answers using the structures from this chart. • Touch the bricks on the Pared de Palabras to hear complete sentences.

Activity 2: • You will hear a sentence containing a verb expression and an infinitive. For example: Me gusta cantar. I like to sing. Touch the correct square on the right-hand table to hear the same sentence. Activity 3: • Touch a word on the Pared de Palabras and then touch a word in the pile of bricks which will replace it accurately. For example, leer can be replaced with bailar as they are both infinitives. Activity 4: • Record your own sentences on the grid.

Follow up activities

• Children use the chart to help each other to practise the language. • Children use information and structures on the chart to help them to prepare a short presentation about how well they do these pastimes and their likes and preferences.

Punto Lingüístico An infinitive is the basic dictionary form of a verb. In English the infinitive is preceded by the word ‘to’, for example ‘to see’, ‘to play’ and ‘to have’. In Spanish, infinitives are marked by their endings. All infinitives end in –ar, -er or –ir, for example hablar (to speak), comer (to eat) and vivir (to live). This chart uses five verbs in the infinitive form and in the first person singular form – the ‘I’ form. You will notice that the Spanish first person forms are just one word and that they do not have a word for ‘I’. If we see the word ‘sing’ in English, it could be I sing, you sing, we sing, they sing, or even the imperative, command form ‘Sing!’ In Spanish, the –o ending on the verb makes it clear that the subject of the verb is ‘I’; it cannot be any other person. The pronoun is therefore unnecessary. The other pronouns are similarly unnecessary, as they have their own distinct verb endings.

LinguaTALK Spanish

Chart 16 -

Los deportes Free Time Activities (2)

Vocabulary

Core language and structures Juego al + sport I play + sport

porque because

Practico el/la + sport I do + sport

es it is

Me gusta + sport I like + sport No me gusta + sport I don’t like + sport

el atletismo el baloncesto el balonmano el ciclismo el cricket el fútbol el tenis el tenis de mesa

athletics basketball handball cycling cricket football tennis table tennis

la equitación la gimnasia la natación la vela

horse-riding gymnastics swimming sailing

Whole class session

fabuloso estupendo genial superguay

fantastic wonderful brilliant really great

aburrido horrible duro difícil

boring horrible hard difficult

Group or Individual activity Activity 1: • You will hear the sports, one by one. Touch the correct sport each time.

• Touch the sport pictures to hear them in Spanish. Encourage the children to say the new words. Also touch the juego and practico bubbles, and encourage children to decide which of the sports we play, and would therefore use with juego, and which we do, and would therefore use with practico. (See Punto Lingüístico below)

Activity 2: • You will hear the sports, one by one. If it is a sport that you play, touch the juego bubble. If it is a sport that you do, touch the practico bubble.

• Touch the speech bubbles on the right to hear the questions and answers. Ask the children if they can work out what the questions and answers mean.

Activity 3: • Touch one of the words from the bricks on the Pared de Palabras 1 on the left. Then select a word from the pile of bricks that will accurately replace it. For example, touch the word gimnasia and then vela. Both are feminine.

• Touch the adjective speech bubbles to hear the words in Spanish. Those on the left are positive adjectives and those on the right are negative.

• Touch one of the words from the yellow or pink bricks on the Pared de Palabras 2 on the right. Then select a word from the pile of bricks that will accurately replace it. For example, touch difícil and then duro. Both are negative adjectives.

• Touch the bricks on the walls to hear how the sentences are built up.

Activity 4: • Record on the chart your own sentences about the sports that you do, the sports that you like and the reasons.

Follow up activities • Children use the sports pictures and sound to help each other to practise. • Children use the word and picture bank to create their own written or spoken sentences about sports.

Punto Lingüístico In English we use various different verbs with sports. We “play” football, we “go” swimming and we “do” athletics. In Spanish, however, there are only two verbs – jugar (to play) and practicar (to do). If it doesn’t make sense in English that we play a certain sport, then we will use practicar. The sports that use jugar are all masculine. The Spanish sentences need a few extra words compared to the English. For example: I play football. Juego al fútbol. The word al is a (at or to) and el (the) squashed together. So the sentence is saying, literally, “I play at the football”.

LinguaTALK Spanish

Chart 17 -

El Tiempo Weather and Points of the Compass

Core language and structures

¿Qué tiempo hace hoy ?

What is the weather like today ?

Hace veinte grados (bajo cero)

It is 20 degrees (below zero)

Hace calor Hace frío Hace sol Hace viento

It is hot It is cold It is sunny It is windy

primavera en primavera verano otoño invierno

spring in spring summer autumn winter

Llueve Nieva Hiela

It is raining It is snowing It is freezing / frosty

Hay niebla Hay tormenta

It is foggy It is stormy

Está nublado

It is cloudy

¿Qué temperatura hace ?

What is the temperature ?

norte en el norte sur este oeste noreste noroeste sureste suroeste

north in the north south east west northeast northwest southeast southwest

cuando

when

Whole class session

Group or Individual activity

Activity 1: • You will hear a series of sentences telling you the name of a city in Spain and where it is. For example: Bilbao está en el norte. Bilbao is in the north. Touch sí (yes) or no to show if the sentence is correct or not.

• Touch the place names on the map to hear how they are pronounced in Spanish. Encourage the children to say the place names. • Touch the temperatures on the map to hear them, for example: Hace veinte grados. It is 20 degrees. After hearing a few, children may be able to predict what they will hear for the rest.

Activity 2: • You will hear a series of short dialogues about the temperatures in different cities. For example: ¿Qué temperatura hace en Madrid? Hace veinticuatro grados. What is the temperature in Madrid? It’s 24 degrees. Touch sí (yes) or no to show if the sentence is correct or not.

• Touch the weather symbols on the map to hear the weather phrases. Encourage the children to say the new phrases. • Touch the points of the compass to hear how they sound in Spanish. Encourage the children to say the new words.

Activity 3: • You will hear a series of sentences saying what the weather is like and where. For example: En el sur hay tormenta. In the south it’s stormy. Touch sí (yes) or no to show if the sentence is correct or not.

• Touch the pictures of the seasons on the left to hear them in Spanish. Encourage the children to say the new words. • Touch the speech bubbles on the left to hear the questions and answers.

Activity 4: • You will hear a series of statements about the weather in different seasons. For example: Nieva en invierno. It snows in winter. Touch the correct weather symbol and the correct season.

Follow up activities • Children use the map and its sounds to help each other to practise the vocabulary and structures. • Children make their own weather map, based on a real or imaginary country, complete with symbols and temperatures, and record sentences about it.

LinguaTALK Spanish

Chart 18 -

El Tiempo y las actividades Weather and Activities

Vocabulary

Core language and structures ¿Qué haces ? ¿Qué te gusta hacer? primavera en primavera verano otoño invierno cuando hace calor hace frío

What do you do? What do you like to do? spring in spring summer autumn winter when it is hot it is cold

hace sol hace viento llueve nieva hiela hay niebla hay tormenta está nublado

it is sunny it is windy it is raining it is snowing it is freezing / frosty it is foggy it is stormy it is cloudy

juego me gusta jugar practico me gusta practicar

I play I like to play I do I like to do

Whole class session

el atletismo el baloncesto el balonmano el ciclismo el cricket el fútbol el tenis el tenis de mesa la equitación la gimnasia la natación la vela

athletics basketball handball cycling cricket football tennis table tennis horse-riding gymnastics swimming sailing

Group or Individual activity Activity 1: • You will hear a series of sentences, each containing a season, a weather phrase and a sport. For example: En invierno cuando nieva me gusta jugar al tenis de mesa. In winter when it snows I like to play table tennis. Touch the correct season, weather phrase and sport each time.

• On the grid, touch the seasons pictures, the weather images and the sports pictures to hear them in Spanish. Also touch the words on the table to hear them in Spanish. Encourage the children to say the words. • Touch the speech bubbles to hear examples of questions and answers. Encourage the children to work out the meanings of the questions and answers.

Activity 2: • Use the grid to build up and record questions and answers on the blank speech bubbles.

Follow up activities • Children use the grid to help each other to practise the vocabulary and the structure of the sentences. • Children use the word and picture bank to create, illustrate and record their own personal sentences.

LinguaTALK Spanish

Chart 19 -

El Tiempo y la ropa Weather and Clothes

Vocabulary

Core language and structures ¿Qué llevas? ¿Qué te gusta llevar? primavera en primavera verano otoño invierno

What do you wear? What do you like to wear? spring in spring summer autumn winter

cuando

when

hace calor hace frío hace sol hace viento llueve nieva hiela hay niebla hay tormenta está nublado

it is hot it is cold it is sunny it is windy it is raining it is snowing it is freezing / frosty it is foggy it is stormy it is cloudy

llevo me gusta llevar

I wear I like to wear

Whole class session

un abrigo un chándal un jersey un sombrero un vestido

a coat a tracksuit a jumper a hat a dress

una bufanda una camisa una camiseta una chaqueta una falda

a scarf a shirt a t-shirt a jacket a skirt

Group or Individual activity Activity 1: • You will hear a series of sentences, each containing a season, a weather phrase and an item of clothing. For example: En invierno cuando hace frío llevo un abrigo. In winter when it’s cold I wear a coat. Touch the correct season, weather phrase and clothing each time.

• On the grid, touch the seasons pictures, the weather images and the clothes pictures to hear them in Spanish. Also touch the words on the table to hear them in Spanish. Encourage the children to say all the words. • Touch the speech bubbles to hear examples of questions and answers. Encourage the children to work out the meanings of the questions and answers.

Activity 2: • Use the grid to build up and record questions and answers on the blank speech bubbles.

Follow up activities

• Children use the grid to help each other to practise the vocabulary and the structure of the sentences. • Children incorporate other items of clothing from Charts 11 and 12, and find other clothing vocabulary in the bilingual dictionary. • Children use the word and picture bank to help them to create, illustrate and record their own personal sentences.

LinguaTALK Spanish

Chart 20 tocar

La música Music

Vocabulary

Core language and structures

to play (instrument)

toco ¿tocas ? toca tocamos ¿tocáis ? tocan

I play do you play ? he / she plays we play do you play ? they play

voy a tocar va a tocar

I’m going to play he / she is going to play

me gusta no me gusta

I like I don’t like

prefiero

I prefer

Whole class session

el clarinete el piano el saxofón el violín la batería la guitarra

the clarinet the piano the saxophone the violin the drums the guitar

la música africana la música clásica la música española la música folclórica la música india la música jazz la música pop la música reggae

African music classical music Spanish music folk music Indian music jazz pop music reggae

Group or Individual activity

• Touch the instruments on the left hand side to hear their names in Spanish. Encourage the children to say the new words.

Activity 1: • You will hear a series of sentences containing the names of musical instruments. For example: Toco el piano y el saxofón. I play the piano and the saxophone. Touch the correct instruments on the left hand side.

• Touch the pictures of the people playing the instruments. You will hear their names, an appropriate verb form and the name of the instrument. For example: Marta toca el violín. Marta plays the violin. Encourage the children to work out the meanings of these sentences.

Activity 2: • You will hear a series of sentences with a verb in the near future and a musical instrument. For example: Voy a tocar el violín. I am going to play the violin. Touch the correct instrument on the left hand side.

• Touch the pictures of the types of music to hear how to say them in Spanish. Encourage the children to say these new words. Touch the arrows to hear snippets of these types of music.

Activity 3: • You will hear an opinion phrase and a genre of music. For example: Me gusta la música reggae. I like reggae music. Touch the correct music picture.

• Touch the bricks on the Pared de Palabras to hear the words.

Activity 4: •Touch one of the yellow or green bricks on the Pared de Palabras. Then select one of the loose red bricks that will replace it accurately. The yellow bricks are verb forms and the green bricks are musical instruments.

Follow up activities

• Children use the instruments and the genres of music to help each other to practise. • Children use the verb forms and sentences from this chart to create new sentences.

Punto Lingüístico The notes to Chart 15 describe what infinitives are and also how verb forms work. You will see from this chart the remaining five verb forms for –AR verbs that are not the “I” form. Like the “I” form, they comprise just one word. The personal pronouns (you, we, they etc.) are unnecessary, as each verb form has its own distinct ending. You will also see that there are two “you” forms. The first one (for example tocas) is singular, and is used when you are speaking to just one person. The second (for example tocáis) is plural, and is used when you are addressing a group of two or more people as “you”. This chart introduces the near future tense, which is formed by using the appropriate part of the verb ir (to go), a (to) and the infinitive. Thus voy a tocar in English is, literally, “I go to to play”, or, as we would say in English, “I am going to play”.

LinguaTALK Spanish

Chart 21 -

En mi pueblo Places in Town

Vocabulary

Core language and structures ¿Adónde vas?

Where are you going?

Voy

I am going

al a la

to the (masculine place) to the (feminine place)

Aquí se puede + infinitive

Here you can + verb

¿Qué hay en tu pueblo ?

What is there in your town?

En mi pueblo hay

In my town there is

el banco el cine el colegio el correos el estadio el hospital el mercado el museo el parque el río el supermercado la biblioteca la cafetería la estación de trenes la iglesia la playa la plaza la plaza de toros

the bank the cinema the school the post office the stadium the hospital the market the museum the park the river the supermarket the library the café the train station

beber caminar charlar comer comprar correr escribir estudiar hablar jugar leer nadar trabajar viajar

to drink to walk, stroll to chat to eat to buy to run to write to study to speak to play to read to swim to work to travel

the church the beach the town square the bullring

Whole class session • Touch the pictures of the places on the map to hear their names in Spanish along with the appropriate definite article. Encourage the children to say these new words, and to work out which indefinite article they would use for each place. For example: el banco the bank un banco a bank (Refer to Chart 8 for more information about articles.) • Touch the infinitive pictures on the right to hear those verbs in Spanish. Encourage the children to say the new verbs, and to perform an appropriate action for each one. • Touch the speech bubbles to hear questions and answers relating to the language on this chart.

Group or Individual activity Activity 1: • You will hear a series of place names. Each time, touch the correct place on the map.

Activity 2: • You will hear a series of numbers. For each number, first locate the corresponding place on the map. Then touch either the Voy al or the Voy a la button plus the place on the map to build up the sentence. For example: Número trece. No. 13 is the supermarket, and the word supermercado is masculine. Therefore: Voy al + supermercado. Activity 3: • You will hear a series of sentences saying the name of places in a town. For example: En mi pueblo hay un colegio. For each one, touch the Aquí se puede button, followed by appropriate an appropriate verb picture, to say what can be done there. So for the above example: Aquí se puede + estudiar. Activity 4: • Use the blank speech bubble to record your own sentence or sentences about what is in your town and what you can do there.

Follow up activities

• Children use the map to help each other to practise the names of the places in town. • Use the pictures of the places in the image bank to make cards onto which children can record sentences or short texts about places in their town. • Children make their own, perhaps imaginary, maps of a town, onto which they can record their own sound.

Punto Lingüístico Voy is the “I” form of the verb ir (to go). Ir is an irregular verb. In other words, its six parts do not follow the normal pattern. Tocar, on Chart 20, is a regular verb, as it follows the same pattern of endings as most other –AR verbs.

Punto Cultural The estación de trenes is sometimes known as the estación Renfe. Renfe is the Spanish national train company – Red Nacional de los Ferrocarriles Españoles (National Network of Spanish Railways). Coach travel is also popular in Spain, and so most towns and cities will also have an estación de autobuses.

The square, or plaza, is an important space in any Spanish village, town or city, and is at the heart of life there. The first bullrings were built in Spain in the eighteenth century. Before that, bullfights were held in the main squares. Bullfighting (tauromaquia, or la corrida de toros) is embedded in Spanish traditional and popular culture, where it is often viewed as a fine art rather than a cruel sport. Not all Spaniards enjoy it. In 1991, the Canary Islands became the first autonomous community to ban bullfighting, and in 2010 it was banned across Catalonia following an animal rights campaign. Some cities, however, have formally declared bullfighting to be part of their protected cultural heritage.

LinguaTALK Spanish

Chart 22 -

Direcciones Directions

Vocabulary

Core language and structures ¿Hay un(a)… por aquí?

Is there a …. around here?

¿Dónde está el/la ….?

Where is the ….?

Pasa por delante del/de la

Pass (in front of) the …

Cruza

Cross

Gira a la derecha

Turn right

Gira a la izquierda

Turn left

Sigue todo recto

Continue straight on

No entiendo

I don’t understand

Repite por favor

Repeat please

el banco el cine el colegio el correos el estadio el hospital el mercado el museo el parque el río el supermercado

Whole class session

the bank the cinema the school the post office the stadium the hospital the market the museum the park the river the supermarket

la biblioteca la cafetería la estación de trenes la iglesia la playa la plaza la plaza de toros

the library the café the train station

el puente

the bridge

the church the beach the town square the bullring

Group or Individual activity Activity 1: • Touch one of the places on the map and you will hear directions for how to get there from the figure at the bottom of the map. For example, if you touch the museum you will hear: Gira a la izquierda, pasa por delante del banco y del correos, gira a la derecha. Está a la izquierda. Listen and follow the directions on the map.

• Touch the pictures of the places on the map to hear their names in Spanish along with the appropriate definite article. Encourage the children to say the words. • Touch the speech bubbles to hear the questions and other phrases. • Touch the directions pictures to hear the directions in Spanish. Encourage the children to say the phrases and to perform an action for each one.

Activity 2: • Touch one of the coloured circles at the bottom of the chart. You will hear directions starting from the figure at the bottom of the map. Follow the directions and touch the place on the map at which you arrive. You can repeat the directions by touching the same colour circle again. Activity 3: • Record onto the blank speech bubble your own directions to one of the places.

Follow up activities • Children use the map to help each other to practise directions. • Children make their own maps of a town and record directions for their partners to follow.

Punto Lingüístico The verb forms pasa, cruza, gira, sigue and repite are imperative forms. The imperative is used to give orders or commands. In English we use these verbs without a subject pronoun (such as “Stop!” instead of “you stop”). These particular Spanish verb forms are used when talking to one person.

LinguaTALK Spanish

Chart 23 -

Los Transportes Transport

Vocabulary

Core language and structures voy vas va vamos vais van

I go you (singular) go he / she goes we go you (plural) go they go

¿Cómo vas al colegio ? How do you go to school ?

Ana y yo vamos al colegio a pie. Ana and I go to school on foot.

Voy en coche. I go by car. ¿Cómo va Marco al colegio ? How does Marco go to school ?

en autobús en avión en barco en bici(cleta) en coche en cohete en moto en tren a caballo a pie

Laura y Víctor van al colegio en tren. Laura and Víctor go to school by train.

Va en autobús. He goes by bus.

Whole class session

by bus by plane by boat by bike by car by rocket by motorbike by train on horseback on foot

the bank the cinema the school the post office the stadium the hospital the market the museum the park the river the supermarket the library the café the train station the church the beach the town square the bullring

Group or Individual activity

• Touch the transport pictures to hear sentences containing voy (I go) or vamos (we go), a place in town and a transport. Encourage the children to work out the meanings of the sentences in English and to say the new transport words. For example: Voy al supermercado en coche. I go to the supermarket by car. Vamos al parque a caballo. We go to the park on horseback. Emphasise the difference between the singular and the plural verb forms by showing that the pictures with just one person are voy and those with more than one person are vamos. Can the children find a way to help them to remember that it is “on foot” and “on horseback” that begin with a rather than en like the others do?

Activity 1: • You will hear a series of transport words. Each time, touch the correct picture to show that you have understood it. For example, when you hear en tren, touch the picture of the train.

• Touch the speech bubbles to hear the questions, answers and other phrases.

Activity 3: • Touch one of the coloured words on the Pared de Palabras, and then touch one of the words on the pile of bricks that will replace it accurately. For example, Felipe will replace Alba as they are both “he / she” names.

Activity 2: • Touch one of the transport pictures and listen to the sentence. Touch sí (yes) or no to show whether or not the sentence accurately describes the picture. For example: Ainhoa va al museo en autobús. Ainhoa goes to the museum by bus. This would be no as the place is wrong. These sentences use all the parts of the verb ir and not just voy and vamos as before.

Activity 4: • Record your own sentences about transports on the blank bubbles.

Follow up activities

• Children use the chart to help each other to practise the transports. • Children use the transport images from the image bank together with the places in town to create and record some transport sentences as used in activity 2. They can be sensible or silly sentences!

LinguaTALK Spanish

Chart 24 -

¿Qué hora es? Time

Vocabulary

Core language and structures Es la una

It is one o’clock

five past twenty past

una dos tres cuatro cinco seis siete ocho nueve diez once doce

1 2 3 4 5 6 7 8 9 10 11 12

Son las cinco Son las nueve

It is five o’clock It is nine o’clock

y cuarto y media

quarter past half past

menos cuarto

quarter to

y cinco y veinte menos veinte menos diez

twenty to ten to

veinte veinticinco

20 25

Whole class session

Group or Individual activity

• Touch the numbers on the clock to hear the times on the hour. For example: Es la una. It is one o’clock. Son las seis. It is six o’clock. Encourage the children to say some of the times and to predict what they will hear for the remainder.

Activity 1: • You will hear a series of times in Spanish. Touch the correct number and dot on the clock. For example: Es la una y veinte. It is twenty past one. Touch the number one and the “twenty past” dot. Activity 2: • Record the correct times onto the clocks on the right of the chart.

• Touch the dots next to the numbers to hear the minutes. For example, when you touch the dot next to the 6, you will hear y media (half past) and when you touch the dot next to the 10 you will hear menos diez (ten to). Encourage the children to say the minute times.

You will notice that when telling the time in Spanish, you always start with the o’clock and then add the minutes on the end, while English always begins with the minutes.

• Touch the clocks on the left of the chart to hear combinations of hours and minutes. For example: Es la una y cuarto. It is quarter past one. Son las nueve y veinte. It is twenty past nine.

Follow up activities

• Children use the clock and the small clocks to help each other to practise the time in Spanish. • Children draw or print out their own blank clock faces and add the numbers and hands. They record the time.

Punto Lingüístico

Punto Cultural

You will notice that the number one here is given as una and not uno or un. This is because when we are telling the time in Spanish, we are counting hours, and hora (hour) in Spanish is a feminine word.

In Spain the 12-hour and 24-hour clocks are used in much the same way as they are in the UK. The 24-hour clock is used in timetables and other schedules. To differentiate between ambiguous times, the phrases de la mañana (in the morning), de la tarde (in the afternoon) and de la noche (in the evening or night) are added after the times. For example: Son las ocho de la mañana. It’s eight o’clock in the morning. Son las once de la noche. It’s eleven o’clock in the evening.

In addition, anything to do with one o’clock begins with Es la while all the other times begin with Son las. This is because one o’clock is singular and all the others are plural. It is “it is” versus “they are”.

LinguaTALK Spanish

Chart 25 -

En el colegio School Times and Lessons

Core language and structures

Me gusta I like (singular subject) Me gustan I like (plural subject)

¿Te gusta ? Do you like (singular subject) ? ¿Te gustan ? Do you like (plural subject) ?

Me encanta I love (singular subject) Me encantan I love (plural subject)

¿Qué ? What ?

No me gusta (nada) I don’t like (singular subject) (at all) No me gustan (nada) I don’t like (plural subject) (at all) muy bastante un poco

porque (no) es because it is (not) porque (no) son because they are (not)

pienso que en mi opinión

very quite, fairly a little, a bit also I think that in my opinion

a las nueve

at 9 o’clock

también

el Cono

Whole class session

Vocabulary

el dibujo el español el inglés el recreo

a subject that combines biology, geography, history and citizenship art Spanish English break

la educación física la historia la informática la lengua la música la religión

PE history ICT/computing literacy/language music RE

las ciencias las matemáticas

science maths

interesante aburrido difícil fácil importante divertido

interesting boring difficult easy important fun

Activity 2: • You will hear questions each containing a day and a time. For example: ¿Qué tienes el lunes a las diez? What do you have on Mondays at 10 o’clock? Touch the subject on the timetable that happens on this day at this time.

• Touch the different areas of the timetable to hear the days of the week, the times (preceded by a las for “at”) and the subjects, for example la lengua and la música. Encourage the children to say the new words. • Touch the words in the frame to hear them. Encourage the children to say the new words. Can they work out the meanings of the new words? • Touch the speech bubbles to hear the questions and answers. Look at the frame to see how the answers have been made. Can the children work out what each one is saying?

Activity 3: • Record your own opinions of the subjects and parts of the school day that are in the bottom right hand corner of the chart. Use the frame to help you. Remember that you need to select one thing from each column, and that you must go in a straight horizontal line.

Group or Individual activity

Activity 1: • You will hear a sentence containing a school subject. For example: Me gusta la religión. I like RE. Touch the correct subject on the timetable to show that you have understood. (When there is more than one picture of a subject, you can touch any of them.)

Follow up activities

• Children use the timetable to help each other to practise the new vocabulary. • Children make and record their own timetable. • Children use the frame to play a game of Cluedo. The first child thinks of a sentence. The second child must work out what the sentence is. They either say or play the sentence, and the first child tells them how many parts they have right, until they have worked out the whole sentence.

Punto Cultural Spanish children start school at the age of 6, and they stay at primary school until the age of 12. It is likely that they will have attended pre-school for three years prior to this. Primary education is divided into three stages, or ciclos: age 6-8, age 8-10 and age 10-12. During their six years at primary school, children study: • Cono (Conocimiento del medio natural, social y cultural) – a subject which is a mixture of biology, geography, history and citizenship, and which means “Knowledge of the natural, social and cultural environment”. • Educación artística – art education • Educación física – physical education • Lengua castellana – Spanish is sometimes called “Castillian” to differentiate it from the other regional languages that are spoken in Spain. • Lengua oficial propia de la correspondiente Comunidad Autónoma, y Literatura – the official language of the appropriate Autonomous Community, and Literature. These languages are

Euskera (Basque), Catalán, Gallego (spoken in the region of Galicia) and Occitano (a language which is co-official with Catalan in Catalonia). • Lenguas extranjeras – foreign languages • Matemáticas At the age of 12, children transfer to secondary school. There are two stages here, age 12-14 and age 14-16. Sometimes students have to repeat a year during secondary school, and so they will stay there until they are older. When they are 16, students have the choice of vocational education, staying on for the Bachillerato (Baccalaureate) or going out to work. You will notice that Spanish children do not have their lunch at school. School finishes at around 2pm, when the children will go home to have lunch with their families. Lunch is eaten later in Spain, usually between 2pm and 4pm, so that people do not have to work during the hottest part of the day.

LinguaTALK Spanish Números muy grandes Numbers with 1000s

Chart 26 -

Vocabulary

Core language and structures nací nació

I was born he / she was born

cien ciento ciento diez doscientos trescientos cuatrocientos quinientos seiscientos setecientos ochocientos novecientos mil dos mil

100 (by itself) 100 (and something) 110 200 300 400 500 600 700 800 900 1000 2000

mi amigo mi amiga

my male friend my female friend

mi loro

my parrot

*plus numbers on charts 4 and 10

Whole class session

Group or Individual activity Activity 1: • Touch one of the people pictures. You will hear them say their year of birth, for example: Nací en dos mil dos. I was born in 2002. Touch the number tiles to make them say the same number as the year of birth. Thus for 2002 you will need to touch the 2000 and the 2.

• Touch the number tiles to hear the new numbers alongside the familiar numbers. Encourage the children to say the new numbers. • Touch the pictures of the people to hear their names and years of birth. For example: Me llamo Pablo. Nací en dos mil cinco. My name is Pablo. I was born in 2005. Ask the children to work out the years of birth.

Activity 2: • You will hear the names and years of birth of famous and historical Spanish people. For example: Pablo Picasso nació en mil ochocientos ochenta y uno. Pablo Picasso was born in 1881. Touch the number tiles to make them say the same number as the year of birth. Thus for 1881 you will need to touch the 1000, the 800, the 80, the y and the 1.

• Touch the numbers on the snake to hear how the numbers are combined.

Activity 3: • For this activity each child will need a counter or a small coin. Touch the dice, which rolls 1, 2 and 3. Move along the snake the number of spaces that it tells you. Say to your partner the number that you land on, and touch the number to listen and check it. You can advance your counter to that space if you get the number right. The winner is the person who gets all the way along the snake first. To make the game last longer you could make the winner the person who gets all the way along the snake and back again.

Follow up activities • Children use the number tiles to help each other to practise making big numbers. • Children research years of birth of other famous Spaniards (or other famous people) and use the number tiles to help them to work out how to say them. • Children work in pairs to make their own number snake, which they then give to another pair to play.

Punto Cultural In English we put an “and” between hundreds and tens (for example “four hundred and twenty-seven”) while in Spanish an “and” only goes between tens and units, and then only in the numbers 31 to 99. Otherwise there are no “ands” at all. For example: doscientos cuarenta y cinco two hundred and forty-five

quinientos veintiséis five hundred and twenty-six

ciento quince one hundred and fifteen

LinguaTALK Spanish En la cafateria

Chart 28 - Foods

Vocabulary

Core language and structures beber bebo bebes bebe bebemos bebéis beben

to drink I drink you drink he / she drinks we drink you drink they drink

me encanta(n) me gusta(n) no me gusta(n) no me gusta(n) nada odio prefiero quiero

I love I like I don’t like I don’t like at all I hate I prefer I want

comer como comes come comemos coméis comen

to eat I eat you eat he / she eats we eat you eat they eat

y sin embargo pero también

and however but also

porque

because

tengo sed tengo hambre tengo calor tengo frío tengo sueño

I am thirsty I am hungry I am hot I am cold I am sleepy

un agua mineral un batido un bocadillo un café un chocolate caliente un helado un pastel un perrito caliente queso un té turrón una coca-cola una ensalada una limonada una pizza una tortilla patatas fritas

a mineral water a milkshake a sandwich a coffee a hot chocolate an ice-cream a cake a hotdog cheese a tea Spanish nougat a cola a salad a lemonade a pizza an omelette chips or crisps

Whole class session Activity 2: • You will hear a series of sentences in which people say how they are feeling. For example: Quiero un bocadillo porque tengo hambre. I want a sandwich because I am hungry. Touch the right picture to show how they are feeling. Some have more than one answer.

• Touch the pictures of the food on the menu to hear how to say them in Spanish. Encourage the children to say the new words. • Touch the pictures of the people on the right to hear Pablo tell you what they are eating and drinking. For example: Me llamo Pablo. Como un bocadillo. My name is Pablo. I am eating (I eat) a sandwich. Sofía come patatas fritas. Sofía is eating (some) chips. Ask the children to work out what is being said each time, focussing on the different forms of the verbs.

Activity 3: • You will hear a series of sentences saying what people are eating and drinking, using the third person (he / she, they) of the verbs. For example: Come patatas fritas. He / she is eating chips. Touch the correct picture.

• Touch the pictures of the people on the left to hear them say how they are feeling. Can the children work out the meanings from the pictures? Encourage the children to say these new phrases with a suitable mime.

Group or Individual activity

Activity 4: • Record onto the speech bubble your own sentences about the food you like and dislike, what you and your friends eat and drink, and what you eat and drink when you are feeling hot, cold, hungry, thirsty or sleepy.

Activity 1: • You will hear a series of sentences about the foods that people like. Each one will mention more than one food. For example: Me gustan la tortilla y la ensalada. I like omelette and salad. Listen and touch the foods in the right order.

Follow up activities

• Children use the menu to help each other to practise the new vocabulary. • Children design and sound-enable their own menu. They may want to research some other foods using the internet or their bilingual dictionary.

Punto Lingüístico

Punto Cultural

-ER verbs work in much the same way as –AR verbs (see notes to Chart 20). The difference is that they are a separate group of verbs. –AR verbs comprise the biggest group, -ER the second biggest and –IR the smallest. Each group has its own set of verb endings.

Mealtimes in Spain differ considerably to those in the UK. As mentioned on Chart 25, lunch is eaten much later in Spain, usually between 2pm and 4pm. The evening meal is usually eaten at around 10pm. Both adults and children will often have a mid-morning snack (el almuerzo) and an early evening snack (la merienda).

You will have come across tengo (I have) already in Chart 4 (saying your age), Chart 7 (talking about the body), Chart 8 (saying which animals you have) and Chart 13 (talking about members of the family). Its use here, like saying your age, is an example of the best translation in English not being “I have”. Tengo hambre literally means “I have hunger”, but in English we say “I am hungry”. Similarly: tengo sed – I have thirst tengo calor – I have heat tengo frío - I have cold tengo sueño - I have sleep

The menu on the chart shows some of the more typical Spanish foods. Tortilla, sometimes called tortilla española to differentiate it from other omelettes, is a thick omelette which contains slices of potato, onion and garlic. Spanish hot chocolate is very thick, the consistency of custard, and very rich. It is often accompanied by churros, long, thin doughnut-like cakes which are dipped into the chocolate. Turrón is a traditional Christmas sweet which is similar to nougat. There are lots of different varieties, but the main two the hard Alicante variety and the soft Jijona variety

LinguaTALK Spanish El pasado y el presente Then and Now

Chart 27 - Core language and structures

el pasado el presente hoy hay había es era muy bastante y pero sin embargo también

the past the present today there is / there are there was / there were it is it was very quite and but however also

la carnicería la panadería la pastelería la pescadería la tienda de comestibles el cine el colegio el hospital el mercado el parque el supermercado la biblioteca la iglesia

Vocabulary

the butcher’s the bread shop the cake shop the fish shop the grocer’s the cinema the school the hospital the market the park the supermarket the library the church

animado tranquilo viejo nuevo precioso feo moderno histórico industrial

lively quiet, calm old new beautiful ugly modern historic industrial

Whole class session • Touch the pictures of the places in the two towns to hear their names in Spanish. Encourage the children to say the new words and ask them to work out from the pictures the ones that they already know. • Touch the words in the grid to hear them. Discuss their meaning with the children. • Touch the speech bubbles to hear questions and answers relating to the language on this chart. • Touch each town to hear its full description. For El Pasado, they will hear the verb forms era (was) and había (there was, there were), while for El Presente they will hear es (is) and hay (there is, there are). Ask the children how much they can work out about each town. How is each one being described? Highlight the connectives that have been used to make the text more interesting. Here are the transcripts for your reference: En el presente, el pueblo es industrial y animado. Hay un supermercado grande, una biblioteca fea y un hospital moderno, pero no hay un cine. Hay una iglesia, un colegio, un mercado, una panadería y una pastelería, sin embargo hoy no hay un parque.

En el pasado, el pueblo era tranquilo. Había una panadería, una carnicería, una pastelería, una pescadería y una tienda de comestibles. También había un mercado histórico y un parque precioso. Había un colegio y un cine pequeño.

Group or Individual activity Activity 1: • You will hear a series of sentences saying what there was in the past or what there is now in the town. For example: En el pasado había un cine. In the past there was a cinema. Touch sí (yes) or no to show if the sentences are correct or not. Activity 2: • Children research their own town in the past and in the present, and then record a short passage about it on the blank speech bubbles, using the grid for support.

Vocabulario clave

un / una unos / unas

Chart 29 - Core Language Core language and structures a some

el / la / los / las

the

soy ¿eres ? es son

I am are you ? he / she / it is they are

tengo ¿tienes ? tiene

I have do you have ? he / she has

voy

I go

sé no sé

I can / know how to I can’t / don’t know how to

quiero

I want

hay

there is, there are

me encanta / me encantan me gusta / me gustan no me gusta / no me gustan ¿te gusta ? / ¿te gustan ? prefiero ¿prefieres ?

I love I like I don’t like do you like ? I prefer do you prefer ?

pienso que en mi opinión

I think that in my opinion

y también porque pero sin embargo

and also because but however

30 30

muy bastante un poco

very quite a bit

¿qué ? ¿por qué ? ¿cómo ? ¿cuándo ? ¿dónde ? ¿cuál ? ¿quién ? ¿cuánto ? / ¿cuánta ? ¿cuántos ? / ¿cuántas ?

what ? why ? how ? when ? where ? which ? who ? how much ? how many ?

tocar toco tocas toca tocamos tocáis tocan

to play (an instrument) I play you play he / she / it plays we play you play they play

beber bebo bebes bebe bebemos bebéis beben

to drink I drink you drink he / she / it drinks we drink you drink they drink

vivir vivo vives vive vivimos vivís viven

to live I live you live he / she / it lives we live you live they live

This Chart contains the core language and structures from the previous 28 charts, and is intended for reference. It could be displayed in the classroom. Touch the Spanish words to hear them.

LinguaTALK Spanish

España

Chart 30 - Spain Vocabulary

Ideas for Activites:

España Francia Andorra Portugal LinguaTALK Spanish Argelia Marruecos Europa Chart 30 – Intercultural

Europe the regions of Spain

las regiones de España

• Children research one of the las Islas Canarias cities on the map and present Core language and structures their findings to the rest of the class. • Children find out which provinces are in each region of Spain. • Children find out where the rivers on the map begin and end, and how long they are. • Children find out about the population of Spain.

Cities in mainland Spain : Alicante Barcelona (Spain’s second city) Bilbao Córdoba Gijón (capital of Spain) Madrid Málaga Murcia Sevilla Valencia Valladolid Vigo Zaragoza

Spain France Andorra Portugal Algeria Morocco

the Canary Islands (a group of 13 islands, the largest of which are Tenerife, Fuerteventura, Gran Canaria and Lanzarote)

las Islas Baleares

the Balearic Islands (2 groups of islands including Mallorca, Menorca, Ibiza and Formentera)

Las Palmas (capital of the Canary Islands) (capital of the Balearic Islands) Palma

Seas : el Océano Atlántico the Atlantic Ocean 31 el Mar Cantábrico the Bay of Biscay el Mar Mediterráneo the Mediterranean

Mountains : la Cordillera Cantábrica los Pirineos el Sistema Central la Sierra Morena la Sierra Nevada

Ceuta Melilla

the Cantabrian Mountains the Pyrenees the Central System

norte noreste este sureste sur suroeste oeste noroeste

Ceuta and Melilla are autonomous Spanish cities located on the north coast of Africa.

north northeast east southeast south southwest west northwest

Rivers in mainland Spain : el Miño el Ebro el Duero el Guidana el Guadalquivir

This Chart is intended for reference, and to enable children to find out more about mainland Spain. It could be displayed in the classroom. Touch the labels to hear the names of the places and other vocabulary.

Américo hispanohablante Spanish speaking America

Chart 31 -

Vocabulary

Ideas for Activites:

• Flags of each country • Currency of each country • Important cities, rivers or mountains of each country • Population of each country • Time in each country compared to GMT • Average temperatures in each country • Why Spanish is spoken in these countries

hispanohablante

Spanish-speaking, Spanish speaker

Se habla español en muchos países americanos.

Spanish is spoken in many American countries.

Casi 85% de los hispanohablantes no viven en España.

Nearly 85% of Spanish speakers do not live in Spain.

Europa Asia África Australia

Europe Asia Africa Australasia / Oceania

Norteamérica Sudamérica

North America South America

el Mar Caribe 31 el Océano Pacífico el Océano Atlántico

the Caribbean Sea the Pacific Ocean the Atlantic Ocean

Countries los Estados Unidos México Guatemala El Salvador Nicaragua Costa Rica Panamá Belice Honduras Cuba República Dominicana Venezuela Colombia Ecuador Perú Bolivia Chile Paraguay Uruguay Argentina

Capital Cities Washington DC Ciudad de México (Mexico City) Ciudad de Guatemala (Guatemala City) San Salvador Managua San José Panamá Belmopán Tegucigalpa La Habana (Havana) Santo Domingo Caracas Bogotá Quito Lima La Paz Santiago Asunción Montevideo Buenos Aires

This Chart is intended for reference, and to enable children to find out more about the countries in America where Spanish is spoken. It could be displayed in the classroom. Touch the labels to hear the names of the countries, capital cities and other vocabulary.