La tienda de Luis - Channel 4 Learning

Transcripción

Spanish for 9–12 year olds
La tienda de Luis
Teachers’ Guide
LEARNING
La tienda de Luis
Teachers’ Guide
This guide features programme outlines for the series La tienda de
Luis, key vocabulary and grammatical points, website listings,
illustrated pupil worksheets with cultural references, games and
quizzes. The guide also gives general advice to teachers who may lack
experience in the techniques and strategies for teaching a foreign
language to young children.
Contents
LEARNING
Transcripts for La tienda de Luis programmes are available at www.channel4.com/learning
Programa 2
Programa 3
Programa 4
Programa 5
2
La nueva ayudante Teachers’ Notes
6
Hoja de trabajo 1
Hoja de trabajo 2
Hoja de trabajo 3
Hoja de trabajo 4
Hoja de trabajo 5
8
9
10
11
12
¡Yo soy el jefe!
Teachers’ Notes
LEARNING
Programa 1
Introduction
13
Hoja de trabajo 1
Hoja de trabajo 2
Hoja de trabajo 3
Hoja de trabajo 4
Hoja de trabajo 5
15
16
17
18
19
Una tienda más elegante Teachers’ Notes
20
Hoja de trabajo 1
Hoja de trabajo 2
Hoja de trabajo 3
Hoja de trabajo 4
Hoja de trabajo 5
22
23
24
25
26
Quiero ir de excursión Teachers’ Notes
27
Hoja de trabajo 1
Hoja de trabajo 2
Hoja de trabajo 3
Hoja de trabajo 4
Hoja de trabajo 5
29
30
31
32
33
La fiesta Teachers’ Notes
34
Hoja de trabajo 1
Hoja de trabajo 2
Hoja de trabajo 3
Hoja de trabajo 4
Hoja de trabajo 5
36
37
38
39
40
Map of Spain
Map of Spanish speaking countries
Answers
41
42
43
Credits
We are always pleased to receive constructive comments and suggestions about
both the series and support materials. Please write to me at the address below.
Anne Fleck Education Officer, 4Learning, PO Box 444, London SW1P 2WD
Inside back cover
LA TIENDA DE LUIS
INTRODUCTION
La tienda de Luis is a series of five
programmes for young learners of
Spanish. It is set in the old town of Oviedo
in Asturias in northern Spain and focuses
on the shop belonging to Luis, one of the
main characters. The programmes
introduce Luis, who is starting up a
business (a shop in Oviedo), but still has
no idea what kind of shop this is going to
be. The series also features his aunt Tía
María, who comes to visit and insists on
staying on to help him run the shop. Also
involved are a group of local young people
who generally hang about the shop and
get involved in adventures around the
town with Luis in every episode. In each
programme the young people introduce us
to an aspect of their lives. The
programmes and the accompanying
teachers’ guide aim to
introduce a wide range
of language structures
and vocabulary, which
give viewers practice in
the skills needed at the
early stages of
2
language learning:
listening for fun and information
speaking in a context
a structured introduction to reading and
writing
information about Asturias in Spain and
about other countries where Spanish is
spoken.
The guide is divided into two sections:
teachers’ notes to provide key vocabulary
and suggestions for activities
pupil activity sheets to consolidate language
and extend pupils’ knowledge of Spain and
Spanish life.
The transcripts of the programmes are
published on the 4Learning website:
www.channel4.com/learning
Language content
Programa 1
La nueva ayudante
Personal information; greetings; family
members; time on the hour; introducing yourself
and others; numbers to 10; shop names; first
person present tenses (tengo, soy, voy, creo);
question forms (¿dónde?, ¿cuándo?, ¿qué?,
¿cómo?, ¿quién?). We learn about Luis and his
aunt, places in Oviedo and the families of the
young people in the programme.
Programa 2
¡Yo soy el jefe!
Colours; clothes; me gusta/n...; numbers
11–20; adjectives to describe people and
clothes; negatives (no hay and no tengo). We
learn about shops and shopping in Oviedo and
hear the young people talking about the clothes
they prefer.
Programa 4
Quiero ir de excursión
Places in a town; places to visit on trips and
holidays; transport; seasons; weather;
countries; points of the compass; directions;
first, second. We go on a tour of Asturias and
we hear about Spanish as a world language.
Programa 5
La fiesta
Food; instructions and ingredients for cooking a
dish; choosing and ordering what to eat; jobs in
a café; describing food; days of the week;
fiestas. We see Luis and María running a café
and visit the end of term party at the young
people’s school.
Programa 3
Una tienda más elegante
Home; rooms; furniture; pets; hobbies; asking
people’s opinions; no me gusta/n ... yo
prefiero ...; más + adjective; quiero +
infinitive; time on the half hour.
We visit the centre of
Oviedo and hear the
children describing
their hobbies.
3
Preparatory Work
You may wish to update your own knowledge of Spain
and Spanish speaking countries before you get your
class started on the series of programmes, which
focus on Asturias and Oviedo in particular.
This guide offers maps of Spain and Spanish-speaking
countries. You can also obtain books, videos and
other teaching aids from European Schoolbooks:
European Schoolbooks Ltd
The Runnings
Cheltenham GL51 9PQ
telephone: +44 (0)1242-245252
fax: +44 (0)1242-224137
email: [email protected] (for catalogues)
The following websites will be of use to you as a
teacher, offering a well-organised source of
information about Spain, including maps and books
you might want to buy:
Challenge: ask the
children to find the
answers to your
questions from a few
sites on the Internet.
(This is good
practice for the
‘Internet
Challenges’ that
appear in the
worksheets.) Check out
these websites before you
issue the challenge: the
Internet is in a constant state of change and websites
come and go! Also make sure the websites are not
blocked by a firewall. Get the children to write up and
draw what they find out.
Maps:
• a small and simple map of Spain:
http://www.embassyworld.com/embassy
/Esp_peni.jpg
http://turismo.asturnet.es/mapas/mapacarreteras.htm
• a large, more detailed map of Spain:
http://www.cnn.com/TRAVEL/CITY.GUIDES/
WORLD/Europe/spain/bigmap.html
general information:
http://dir.yahoo.com/Regional/Countries/Spain/Aut
onomous_Communities/ Asturias/
• a mass of structured information about Spain:
http://www.as.ua.edu/ant/Faculty/murphy/412/
spain.htm
http://www.red2000.com/spain/region/r-astur.html
• the languages of Spain:
http://www.cyberspain.com/passion/lenguajes.htm
http://tuspain.com/travel/rega.htm
– this website has good maps
http://turismo.asturnet.es/
– this website is in Spanish
http://www.gazetteer.de/d/d_es_as.htm
http://www.tizz.com/spain/home.htm
Asturias
http://www.spaintour.com/verde.
Asturias is a beautiful region but quite unlike the
Spain that many children will have visited on holiday.
Start with a quiz: make a display area on the
classroom wall in the colours of the Spanish flag, and
pin up large speech bubbles containing questions
like these:
http://tuspain.com/travel/rega.htm
Asturias –
where is it?
4
Asturias –
what are the
main cities?
The flag:
http://www.fotw.stm.it/flags/es.html
Historic sites of Asturias:
Asturias –
what is the
flag like?
http://www.unesco.org/whc/sites/312.htm
Oviedo:
www.sitesatlas.com/Places/spaPicosDeEuropa.htm
http://dir.yahoo.com/Regional/Countries/Spain/
AutonomousCommunities/Asturias
As soon as the children begin to speak Spanish,
introduce them to:
Spanish in the world
Latin America
Spanish is the first language of the following
countries: Argentina, Bolivia, Chile, Colombia, Costa
Rica, Cuba, Dominican Republic, Ecuador, El Salvador,
Guatemala, Honduras, Mexico, Nicaragua, Panama,
Paraguay, Peru, Uruguay, Venezuela.
Language and Culture
The Sound of Spanish
Like all languages, the Spanish spoken in Spain
has its own sound that makes it sound quite
different from other languages. The most
distinctive of Spanish sounds are:
It is widely spoken in some states of the USA: Arizona,
California, Florida, New Mexico, Texas, parts of
Louisiana and large cities such as New
York and Chicago. It is also spoken on
the Caribbean island of Puerto Rico.
E
the double r, which sounds like a Scottish r
the z which sounds like th (as in thin)
the v which sounds like b
the j which sounds like the ch in loch
the g which sounds like the ch in loch before e and i
the qu which sounds like k
the c which sounds like th before the letters i and e
N
C
In Africa it is an official
language of Equatorial
Guinea and is also spoken in
parts of Morocco.
Note also that the h is not pronounced: hermano
A
Pupils can try saying these words and phrases
for fun:
Jamón de jabugo
La plaza es especial
La esperanza
Una guitarra
Patatas nuevas
¿Qué?
Ciento, doce, cinco
➛
F
R
A small minority speak Spanish in the Philippines.
ASTURIAS
va
Santander
Cos
Barcelona
ta
Bra
Oviedo
Mallorca
Madrid
Ibiza
Formentera
P
A
Ñ
A
Bla
nca
S
ta
E
Cos
G A L
U
T
P O R
Menorca
ANDALUCÍA
Málaga
el
a d
t
s
Co
Sol
5
LA TIENDA DE LUIS
PROGRAMA
1
La nueva ayudante
The story
Luis is just opening his shop for the first time, pinning up a job advertisement for an
assistant, when he meets a group of children. He receives a phone call from his aunt,
Tía María, announcing that she’s on her way to Oviedo to visit him. Nothing will stop her, so he asks the
children to collect her at the station. Although Luis has given them the wrong information, the children find
Tía María. Back at the shop, she tells Luis that she’s staying. She is going to become his assistant. In the
course of the programme, we also get to visit the homes of some of the children and meet their families.
Learning outcomes
the language needed to exchange personal
information and greet people
numbers 1–10
some shop names
some verbs in first person present tense
question forms
Key vocabulary
Greetings:
Buenos días/¿Qué tal?/¡Hola!/Hasta luego/¿Cómo
estás?/Bien/Así, así/Regular/Muy bien/Adiós/
Buenas tardes/Perdón/Lo siento/Por favor
Personal information:
¿Quién eres?/¿Cómo te llamas?/Me llamo .../Soy
Luis/ ¿Cuántos años tienes?/Tengo ... años/
Vivo en.../Ésta es mi madre
Shop names:
una carnicería/una panadería/una tienda de
caramelos/una farmacia/la estación/la escuela
Verbs:
tengo/soy/voy/creo
Question forms:
¿dónde?/¿cuándo?/¿qué?/¿cómo?/¿quién?
Before viewing
Pin sheets of paper – some length-wise and some
breadth-wise – on a display area that all the children
can see. Some sheets have a large rectangle on them –
this is Luis’s shop. Some have an outline of a man’s
shape on them – this is Luis.
Challenge: form groups of four. Read to them the
description of Luis in the introduction and ask them to
draw what they think he and his shop look like. They
can make their drawings from collage paper, newsprint,
wool or other craft materials; they can each draw one
part of the shop and a part of Luis and then stick all the
bits together to make one big picture.
6
Turn the television away from the class. Get the
children to listen to a short dialogue between Tía
María and Luis and imagine the scene. Judging by
their voices, how old do they think the characters
are? How do they know each other? Do they get on
with each other? Where are they? Then get children
to draw the scene as they imagine it.
Ask the children to imagine they were meeting Luis
for the first time: what would they say to each other?
What would Luis want to know about them?
(Suggestions: ask people’s names and ages, where
they come from, what they are doing here, etc). Ask
the children to make speech bubbles of their
suggestions and pin them up on the board. As they
watch the programmes, they tick off questions they
suggested as they appear in the series.
Introduce the topic of names in Spanish, and lead into
the top 10 boys’ and girls’ names in Spain:
Spanish names
Here are some first
names you will hear a
lot in countries where
Spanish is spoken:
Male
Carlos
José
Juan
Luis
Miguel
Felipe
Antonio
Female
Isabel
Luisa
María
Sonia
Antonia
Carmen
Ana
In Spain and Latin America, a lot of people have more
than one first name: José Ramón, María Antonia.
It’s also quite common for people to use both their
mother’s and their father’s second names: the famous
Colombian writer Gabriel García Márquez has a first
name – Gabriel – followed by his father’s surname –
García – and his mother’s surname – Márquez.
Make a set of family cards for each pupil that they can
use to play happy families in groups later.
Make sure the children know the numbers 1 to 10 in
Spanish before you watch the video.
During viewing
Watch the first part of the programme which introduces
Luis and his shop. Pause the video and let the children
decide whether any of their drawings of Luis and the
shop are similar to what they see on the screen.
Watch the first part as often as you need to and then
get the pupils to practise greeting first you and then
each other. Then they can ask each other how they
are and give different answers. If you have access to a
video camera, ask the children to record their
conversations. Do Hoja de trabajo 1.
Be ready to pause the video during the second part to
explain the time phrases that you hear. Do Hoja de
trabajo 2.
Watch the third part of the video in which the
children show us their homes and introduce their
families, stopping the video regularly to check
comprehension in English.
Introduce and practise ways of describing your
house: Vivo aquí, en esta casa, número diez. Make
sure the house numbers only go up to 10. Play more
number games such as bingo and snap; do simple
additions and other sums using number cards. Do
Hoja de trabajo 3.
Ask the children to bring in pictures of their family or
get them to make a collage of their family from
magazine or catalogue pictures and introduce the
people: Ésta es mi madre. Se llama María.
Watch the next part of the video and check that the
children have spotted Luis’s mistakes when he sends
the children to get Tía María. Using a clock, practise
time on the hour, making up a daily diary for the class:
make cards with times on them in Spanish and
pictures of what the class might be doing every couple
of hours from 8am to midnight – for example, a las
siete could have with it a picture of a young person
doing homework. Do Hoja de trabajo 4. The answers
to both activities can be found on page 43.
Before the video moves on to the last section, ask the
children to note three things about the background to
ask other people in the class – for example, what
colour is the taxi? Afterwards, get the class to ask each
other what they have noticed. Do Hoja de trabajo 5.
After viewing
Once the children have seen the programme in
sections and have completed the worksheets, show
the whole programme. They can then re-enact
certain sections of the programme:
reciting the numbers in the time along with Luis
saying the Spanish names of the children when they
are interviewed on screen
saying the kind of house each person lives in as they
say it
saying numbers as they appear on the screen
Make a wall display of a Spanish street with the
children. They put on it all the buildings that are
mentioned in this programme and add to it as they
see each programme.
Challenge: Find out ways in which a Spanish street is
different from a street here, for example: what colour
are the street signs? Which side do the cars go on?
What are the street lights like? Where are the
postboxes – and what colour are they? All of this
information should appear on their wall display.
To give more practice in telling
the time, get pupils to make
their own clock.
A paper pin will secure the
hands but allow the children to
move them.
After watching the programme, each group in the
class can ‘adopt’ one of the Spanish children and
make up a profile of him or her to be added to after
each programme.
Encourage the class to find out as much as they can
about Oviedo and Asturias, using reference books
and websites given in the ‘Preparatory Work’ section
and making up either scrapbooks or wall displays of
what they find out. Ask them to ‘brainstorm’ what
they have noticed about Oviedo in each programme.
7
Nombre
Hoja de trabajo 1
Fecha
............................................................................................
..................................................................................................
Actividad 1
¿Qué tal? Completa los dibujos.
How do the people feel? Complete the drawings.
¡Muy bien, gracias!
¡Regular, gracias!
¡Mal!
Actividad 2
¿Cuántos años tienen? Completa las frases.
What are the children’s ages? Count the candles to discover their age!
Complete the sentences.
Tiene ................................................................................ años.
Tiene ................................................................................ año.
Tiene ................................................................................ años.
Tiene ................................................................................ años.
Tiene ................................................................................ años.
Tiene ................................................................................ años.
s that come from Spanish
e a note of food
Challenge: have a look round your local supermarket. Mak
zuela, Mexico …
speaking countries: Spain, Argentina, Cuba, Peru, Vene
e a wall display of typical Spanish foods.
If you can, get empty food packets or draw them and mak
8
P R O G R A M A 1 : L A N U E VA AY U DA N T E
La tienda de Luis
© 2 0 0 2 C H A N N E L FO U R T E L E V I S I O N C O R P O R AT I O N
LEARNING
Nombre
Hoja de trabajo 2
Fecha
............................................................................................
..................................................................................................
Actividad 1
Colorea las parejas.
Match up each figure inside the shapes with a number word outside, and colour
them the same colour.
6
8
4
2
1
10
9
3
7
5
Actividad 2
¿Cuál es el número del tren?
What number is the train? Do the sum and write the answer on the side of the engine.
dos
+ siete
Challenge: design your
own number frieze in
Spanish for a new
baby’s nursery. Maybe
it could look like this:
– cinco
+ cuatro
3
2
1
uno
=
dos
tres
La tienda de Luis
9
LEARNING
Nombre
Hoja de trabajo 3
Fecha
............................................................................................
..................................................................................................
Actividad 1
¿Qué hora es?
Completa los relojes.
What time is it?
Put the time on the clocks.
1 Es la una
2 Son las siete
3 Son las cinco
4 Son las cuatro
5 Son las dos
6 Son las diez
Actividad 2
Completa los dibujos y las horas.
Complete these drawings and fill in the time.
1. Son las .............................................................. 2. Son las ............................................................. 3. Son las ............................................................. 4. Son las .............................................................
Me levanto.
Leo un libro.
Veo la televisión.
Ceno.
Internet Challenge:
Internet to find out the times people do things in Spain.
Spain has a different rhythm of life from Britain. Use the ple:
For exam
what times do children attend school?
when do Spanish people have their meals?
when are the news programmes on TV?
when do football matches take place?
ss this in a group.
Can you think why these times are different from ours? Discu
10
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 4
Fecha
............................................................................................
..................................................................................................
Actividad 1
Manuel, Paco, Ana y Clara hablan de sus familias.
Manuel, Paco, Ana and Clara are talking about their families.
¡Hola! Me llamo Clara.
Tengo tres hermanas y
un hermano.
Buenos días. Me
llamo Paco y tengo
tres hermanos y una
hermana.
Buenas tardes. Me
llamo Manuel. Tengo
cinco hermanos pero no
tengo hermanas.
¡Hola! Me llamo Ana.
Tengo cuatro hermanas
pero no tengo hermanos.
¿Verdad o mentira? Lee estas frases.
Read the sentences below and answer verdad if the sentence is true and mentira if
the sentence is false.
1 Clara tiene tres hermanas y un hermano. ................................................................................................
2 Paco tiene tres hermanos y una hermana. ................................................................................................
Challenge:
3 Manuel tiene cinco hermanas.
................................................................................................
ask at home if you
can bring in some
4 Ana tiene cuatro hermanos.
................................................................................................
Actividad 2
Mi familia. ¿Quién es?
My family. Who is this?
1 La madre de mi primo ...........................................................................................................................................................................................................
2 El hermano de mi madre .................................................................................................................................................................................................
3 El hijo de mi tío ......................................................................................................................................................................................................................................
4 La mujer de mi padre ............................................................................................................................................................................................................
5 La hija de mi madre y de mi padre .......................................................................................................................................................
6 La hermana de mi madre .............................................................................................................................................................................................
7 La hija de mi tía ..................................................................................................................................................................................................................................
8 El marido de mi madre ......................................................................................................................................................................................................
9 La madre de mi madre ......................................................................................................................................................................................................
10 El hijo de mi madre y de mi padre .......................................................................................................................................................
old family
photographs.
Pin them up in the
classroom but
don’t say who they
belong to.
Number each
photo.
See how many the
class can identify.
For example: Es la
tía de Jamie.
Afterwards, you
can use the photos
to make your own
family tree.
La tienda de Luis
11
LEARNING
Nombre
Hoja de trabajo 5
Fecha
............................................................................................
..................................................................................................
Actividad 1
Juego de cartas
Play this card game. Your teacher will give out copies of these cards to members of
the class. Find the other members of your family by asking each person:
¿Cómo te llamas?
¿Cuántos años tienes?
¿Cuántos hermanos tienes?
Te llamas Miguel.
Tienes 9 años.
Tienes dos hermanas,
Anita (8) y
Conchita (10).
Te llamas Conchita.
Tienes 10 años.
Tienes una hermana,
Anita (8) y un
hermano, Miguel (9).
Te llamas Anita.
Tienes 8 años.
Tienes una hermana,
Conchita (10) y un
hermano, Miguel (9).
Te llamas Pilar.
Tienes 10 años.
Tienes dos hermanos
José (7) y Pablo (9).
Te llamas José. Tienes
7 años. Tienes una
hermana, Pilar (10) y
un hermano, Pablo (9).
Te llamas Pablo. Tienes
9 años. Tienes una
hermana, Pilar (10) y
un hermano, José (7).
Te llamas Nuria.
Tienes 6 años.
Tienes una hermana
Susana (10) y un
hermano Paco (9).
Te llamas Susana.
Tienes 10 años.
Tienes una hermana,
Nuria (6) y un
hermano, Paco (9).
Te llamas Paco. Tienes
9 años. Tienes dos
hermanas, Nuria (6) y
Susana (10).
Challenge:
birthdays and other holidays? What
their
e
brat
cele
tries
coun
king
spea
nish
Spa
in
le
peop
do
how
or in library books.
public holidays do they have? Look at a Spanish calendar
What do people do that day?
One unusual holiday is El día de los Inocentes – when is it?
or Google (www.google.com) search
On the Internet, try using the Ask Jeeves (www.ask.co.uk)
engines to get information about it.
12
La tienda de Luis
LEARNING
LA TIENDA DE LUIS
PROGRAMA
2
¡Yo soy el jefe!
The story
Luis and María are arguing so much that they are driving customers away and the children can’t settle the
arguments. As Luis wanders round Oviedo with a sandwich board advertising the shop, he decides to get
himself a uniform and buys one for María too. Back at the shop, María has packed her case and is about to
leave, but Luis wants her to stay. The only problem is that, now that they look so smart in their uniforms,
the shop looks tatty. The programme ends with María still keen to change the shop and Luis still refusing.
Learning outcomes
This programme introduces pupils to:
colours
clothes
saying what they like (me gusta/n ...)
numbers 11–20
adjectives to describe people and clothes
more shop names
negatives
Key vocabulary
Colours:
rojo/azul/morado/verde/amarillo/negro/gris/blanco
Clothes:
una falda/una camisa/un vestido/unos
pantalones/unas sandalias/una camiseta/unos
vaqueros/el uniforme
Words to describe people and clothes:
atractivo/insoportable/ serio/elegante/bonito
/grande/guapo/tonto
Negatives:
no hay, no tengo
Shops:
una frutería/una tienda de muebles/una tienda de
ropa/una tienda de juguetes/una librería/una tienda
de música
Before viewing
Revise the numbers 1 to 10 and then teach the
numbers 11–20 and practise as follows:
play lotto
do sums: 5 + (más) 7; 8 – (menos) 4, etc
name the number after (después de) 5; before (antes
de) 7
make up a survey, get the children to question each
other and put the results on the board: how many
people have a brother? how many people are wearing
red socks? how many windows are open? etc
Introduce some of the activities you do at Mental
Maths time.
Ask the children to make their own colour cards –
either squares of coloured cardboard or squares of
cardboard with coloured dots on them – and play a
range of colour games:
Call out a colour and get pupils to hold up the right
card.
Hold up coloured objects and get pupils to hold up
the same coloured card and say the colour.
Get pupils to arrange their colour cards on their desk
tops and call out different colours very fast. The
children have to put their hand on each colour as you
say it.
Play a memory game: pupils turn their cards face
down, memorising where each colour is, or hide
them with a bigger sheet of paper, and then call out a
colour. Pupils have to remember where each colour is
and hold it up for you.
Introduce words to describe clothes. Ask children to
bring from home a collection of clothes that they
think are suitable as a uniform for Luis and María. Ask
the children to practise saying the names of items of
clothing in Spanish. The clothes can then be used in
team games (preferably in the gym!) when pupils
race each other to get to an item of clothing that the
teacher asks for in Spanish and put it on. Compare
the clothes that the children have brought in with the
uniforms that Luis and Tía María buy. Display and
label them with their Spanish names.
After familiarising the class with the words orally and
displaying the words on the wall, draw attention to
spelling and grammar, especially to the rules governing
masculine / feminine and singular / plural rules.
Some of the adjectives used in the second part of the
programme sound and look very like English.
Introduce these words to the class in written form and
orally at the same time. Then give them a sheet
containing the words to be used as they watch the
second part of the programme.
13
During viewing
Remind the class that you will be asking them what
they learn about the Spanish children from the video.
Jumble a set of number cards from 1 to 20 face up in
front of the children. As they watch the first part of
the video, ask them to find the numbers they hear
and to point to them. Do Hoja de trabajo 1.
As you move on to the second part of the video, you
should warn the children that they will hear the words
to describe the people and clothes and should
highlight them on the sheet you have given them. Do
Hoja de trabajo 2.
The class should have their colour cards in front of
them while they watch the third part of the video and
should turn over each colour as they hear it. Do Hoja
de trabajo 3.
Ask the class to add the new shops and buildings to
their Spanish street. Get them each to make up a
character for the street, perhaps a famous person
from real life who lives there or a runaway from their
favourite TV soap who has moved there. They should
draw their character and design an outfit for him or
her and name the clothes and their colours in
Spanish.
This is a good time to start an individual scrapbook
contrasting Spain and other countries where Spanish
is spoken. Children can get their information from
reference books or the Internet. You may want to give
them some guidelines:
Spain
40 million
Peru
The number of people who live here is
27 million
It is in the continent of
The flag is
The main cities are
Watch the fourth part of the video and have the class
say each item of clothing and its colour as they hear
it. Do this as often as necessary. Do Hoja de trabajo 4.
The main river is
There are mountains called
In the atlas it looks like this
Ask the class to draw two suitcases before they watch
the last part of the video. Let them watch this section
as often as they need to and draw in the suitcases the
clothes that Luis orders for himself and for Tía María.
Do Hoja de trabajo 5.
After viewing
Brainstorm with the class what they have learned about
the Spanish children and get them to make notes.
14
FRUTERÍA
PANADERÍA
CAFETERÍA
FARMACIA
Direct the children to this website:
http://www.epals.com
Here your class can safely send emails to other young
people in Spanish speaking countries such as Ecuador
and Argentina.
If they investigate the Quia website, they will find
games and language activities to reinforce their
Spanish: http://www.quia.com
TIENDA DE MUEBLES
LIBRERÍA
JUGUETERÍA
Nombre
Hoja de trabajo 1
Fecha
Actividad 1
¿Quién es tu actor o tu cantante preferido?
Who is your favourite actor or singer? Write
his or her name and look in the dictionary
for adjectives to describe him or her.
............................................................................................
..................................................................................................
Look first at the examples:
Bueno
Maravillosa
haRto
nAtural
Atractivo
aDorable
tímiDo
bOnita
iNteligente
guaPo
elegaNte
serIo
amistosA
deporTivo
Trabajador
Actividad 2
Subraya la palabra que no va con las otras.
Underline the odd word out.
1
2
3
4
5
azul
adorable
zapatos
librería
vestido
amarillo
serio
vaqueros
hija
tienda
verde
pantalones
camiseta
sobrino
falda
tía
deportivo
camisa
madre
camisa
Make up an odd word out quiz of your own.
Actividad 3
Completa las frases.
Complete the
sentences.
Make up some
sentences of
your own.
Luis
20
14
15
Juan
16
12
13
Pedro
Rosi
Marta
Clara
¡Hola! Me llamo Clara. Tengo ........................................................... años.
¡Hola! Me llamo Marta. Tengo ........................................................... años.
¡Hola! Me llamo Rosi. Tengo ........................................................... años.
P R O G R A M A 2 : ¡ YO S OY E L J E F E !
La tienda de Luis
15
LEARNING
Nombre
Hoja de trabajo 2
Fecha
............................................................................................
..................................................................................................
Actividad 1
Las tiendas están vacías. Llena los escaparates. Colorea los dibujos.
The shops are empty. Fill the shop windows. Colour in the drawings.
FRUTERÍA
PANADERÍA
CAFETERÍA
FARMACIA
TIENDA DE MUEBLES
LIBRERÍA
JUGUETERÍA
Actividad 2
¿Qué sabes ya en español? What do you already know in Spanish?
There are many Spanish words which are internationally known. How many do
you know? Write them in the correct column.
Food and Drink
tortilla
salsa
16
Other
siesta
guitarra
Challenge:
what is the name of the money
used in Spain before the Euro?
What do they use in Chile,
Argentina, Peru and other
Spanish speaking countries? Try
to copy some of the coins and
notes to make a wall display.
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 3
Fecha
............................................................................................
..................................................................................................
Actividad 1
Una palabra-serpiente. ¿Puedes encontrar la ropa y los colores?
A word snake. Can you find 6 colours and 6 clothes in the snake?
Now make up your own word snake.
Actividad 2
Colorea los globos
Colour in the balloons.
rojo
verde
negro
azul
morado
blanco
gris
amarillo
Challenge:
what do Spanish young people
wear? Do the clothes cost more or
less than here? Is there any kind of
national dress in Spain? Find some
shopping sites on the Internet and
compare what you find.
La tienda de Luis
17
LEARNING
Nombre
Hoja de trabajo 4
Fecha
............................................................................................
..................................................................................................
Actividad 1
Colorea los vestidos.
Practise your numbers 1–10 and your colours.
Colour in the clothes. The colours are given at the end.
7
5
6
1
5
8
6
2
2
3
4
7
4
1
3
3
5
7
1 = verde
2 = amarillo
3 = negro
4 = gris
5 = blanco
6 = rosa
7 = morado
8 = azul
Actividad 2
Escribe sobre ti.
Put a photo or drawing of yourself in the frame.
Fill in the boxes and write your own profile.
Ejemplo: Me gustan las naranjas.
las
las
los
los
patatas
naranjas caramelos fritas tomates
Me gustan
✓
No me gustan mucho
Detesto
Challenge:
el fútbol
Me gusta
No me gusta mucho
Detesto
18
el golf
la
el
bicicleta atletismo
football is very popular in Spain,
just as it is here. Can you find
out the names of the top three
teams at the moment? Name
some famous players.
Do any Spanish footballers play
for UK teams? What can you
find out about them? And do
any British players play in the
Spanish premier league?
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 5
Fecha
Actividad 1
Lee la carta de tu amigo y
contesta las preguntas.
Read the letter from your penfriend
and answer the questions.
............................................................................................
..................................................................................................
Hola,
Me llamo Paco y vivo en Caracas, la capital
de Venezuela, en América del Sur. Tengo once
años y hablo español.
1. Your penpal’s name is ……………….……………….……………….……………….……………….……………...….
2. He lives in ……………….……………….……………….……………….……………….…………………………….………………..………......
3. He has …….……………….… brother(s). He has …….………….….… sister(s),
who are …….…………….…………………….……………………….……………….……………………….….… years old.
Tengo dos hermanas y un hermano. Mis
hermanas se llaman Pilar y Ana y mi
hermano se llama Luis. Pilar tiene 19 años,
Ana tiene 17 años y Luis tiene 20 años.
¿Tienes hermanos o hermanas?
Me gusta el fútbol. También me gusta la
música. Mi cantante preferido es Enrique
Iglesias pero me gusta también Jennifer
López. Enrique Iglesias es también el
cantante preferido de mi hermana.
4. The sport he likes best is …….……………….……………….……………….……………….…………...…
¿Quién es tu cantante preferido?
5. His favourite singer is …….……………….……………….……………….……………….………………..................
Me gusta la ropa azul y verde. ¿Qué color
prefieres?
6. His favourite colours are …….……………….……………….……………….……………….………………......
Un saludo, Paco
Actividad 2
Escribe una carta a Paco.
Contesta sus preguntas.
Write a letter to Paco.
Answer his questions.
¡Hola! Me llamo ……………….……………….……………….……………….……………….……………...….………………
y vivo en ……………….……………….……………….……………….……………….……………...….……………….……………...…..........
Tengo …….……………………… hermano(s) y …….……………….…… hermana(s).
Me gusta …….……………….…….......…………. Mi cantante preferido es
……………….……………….……………….……………….……………….……………...…………….……………….……………….……………...…................
Challenge:
you can find Keypals –
Internet penpals – from
Spanish speaking countries
for yourself or your class
from this site:
www.epals.com
Be careful! Never give your
home address or phone
number out on the Internet
and only make contact
when an adult is around.
pero me gusta también ……………….……………….……………….……………….……………….…….....
Mis colores preferidos son ……………….……………….……………….……………….………......
Escribe pronto
…………….……………….……………….……………….……………….……………...…
La tienda de Luis
19
LEARNING
LA TIENDA DE LUIS
PROGRAMA
3
Una tienda más elegante
The story
Luis and María, in their smart new uniforms, are still arguing about how the
shop should look. Luis goes into town with some of the children to try to decide
what kind of shop he should have. While he’s away, María and the other children start a ‘Changing Rooms’
make-over. Luis and the children take us round different shops. In the pet shop, they tell us all about their
pets. They also show us round the different rooms in their houses. When Luis comes back to the shop, he
decides he likes the new paint job – but he still doesn’t know what kind of shop it is!
Learning outcomes
house
rooms in a house
furniture
pets
more colours
hobbies
asking people’s opinions + replying
más + adjective
verbs + infinitive
Key vocabulary
House:
un piso/una casa/una casa de dos plantas
Rooms and parts in a house:
un salón/una cocina/ /un dormitorio /un jardín/ una
pared/un techo
Furniture and ornaments:
los muebles/ una silla/un espejo/una mesa/ una
cama /los adornos/las cortinas /el cuadro
Pets:
un perro/un gato/un pájaro/un pez/una
serpiente/un canario
Colours:
marrón/naranja/verde claro/verde oscuro
Shops:
un supermercado/una pastelería/una pescadería/una
tienda de animales/una tienda de vídeos
Hobbies:
me gustan los juegos electrónicos/me gusta el
patinete; yo toco el piano/la flauta; me gusta
leer/comprar CDs/comprar vídeos/ir de compras
Asking people’s opinions + replying:
¿cuál prefieres?/no me gusta/n ... yo prefiero ...
Más + claro/oscuro/atractivo/elegante
Verbs + infinitive:
quiero/tener que/ir a
20
Before viewing
Get the class to make you two sets of flashcards, one
for the rooms in a house and one for common items
of furniture in each room. Play a variety of flashcard
games with the children to practise the vocabulary:
say the names on the cards, put them face down on
the table and see if pupils can remember which card
was which
hide the cards behind your back, jumble them up and
them hold them up blank side towards the pupils and
ask them to guess which one you are looking at
hold the cards up one at a time so that you can’t see
them and say a name – if you say the right name,
pupils say ‘verdad’ but if you say a wrong name they
say ‘mentira’.
Practise the words for pets in advance: get the class to
cut pictures from magazines and make them into a set
of flashcards. Add pets your class are likely to have,
such as un conejo (rabbit) and un conejillo de indias
(guinea pig).
Play flashcard games:
Pupils repeat the name of the animal on each card.
Call pupils out one at a time, show them a card and
ask them to mime the animal while the rest of the
class guesses which animal they are miming.
line five or six pupils up in front of the class, each
holding a card which they show and name to the rest
of the class. While the class close their eyes, the
pupils at the front jumble up the cards. The class try
to guess who now has each card.
play a memory game: hold up five cards one at a time,
saying the Spanish name of the animal as you show it.
Then remove one card and say the remaining names.
Pupils have to say which animal is missing.
Put all the flashcards up on the wall with their Spanish
names underneath them.
During viewing
Pupils have their personal colour cards in front of
them. Ask them to put to one side the colours that
they hear María and the children pick out to paint
the shop. Play the first part of the video several
times. Do Hoja de trabajo 1. Catalan, Basque and
Galician are important examples of other
languages spoken in Spain that may come up as
answers to the Challenge section.
For the second part of the video, give pupils
pictures of the items of furniture named in the
video and get them to hold these up as they hear
them. Do Hoja de trabajo 2.
Play the third part of the video several times and
test the class’s recall of what they have seen:
how many colours are named? Six or seven?
which shop do we see first?
which green do the children choose for the walls?
light or dark?
what colour is the ceiling to be? Green or white?
To make these authentic looking, the children can
look for pictures of Spanish houses on the Internet or
in magazines. They can also consult Spanish speaking
people living in their local area if they know any, or
families who have holiday homes or time-shares in
Spain or anyone who has been to Spain and can give
them the information so that they get an idea of what
Spanish houses look like. Show the children
programmes from Channel 4 such as A Place in the
Sun, and magazines such as Bella Casa that show real
Spanish homes and gardens.
Encourage the children to find out why Spanish
homes are designed the way they are: why do they
have tiles on the floor instead of carpets? Why do
they have shutters or blinds on the windows?
Encourage the children to draw three or four hobbies
which appear in the video and give their opinion of
them:
Me gusta leer Harry Potter – ¡es fantástico!
No me gusta el piano – ¡es aburrido!
Do Hoja de trabajo 3.
Allocate to each pupil a hobby that is mentioned in
this section of the video: piano, flute, music,
reading, going to the shops, CDs, videos. Tell the
class to note the number of times the word appears
in the fourth section. Do Hoja de trabajo 4.
Use the flashcards to let pupils make up a
questionnaire on hobbies to ask other classes:
¿Te gustan los juegos electrónicos?
¿Te gusta el patinete?
¿Tocas el piano?
¿Te gusta leer?
¿Te gusta comprar vídeos?
¿Prefieres el cine o la televisión?
Ask the class to note any adjectives they hear that
tell you that Luis is pleased with the way his shop
looks and play the last section. Do Hoja de trabajo 5.
As soon as the written word appears on the
classroom wall, explain to the class some of the
conventions of Spanish writing, such as the tilde
(~) over the letter n and the double question and
exclamation marks (¿.....? and ¡.....!). Put up
examples of these on the classroom wall so that
the children get used to seeing them.
After viewing
The class’s Spanish street now has shops and people
but it needs houses and flats where the people can
live. Ask the groups in the class to design a block of
flats, a small group of houses and some interiors and
gardens for the houses and flats to add to their wall
display.
21
Nombre
Hoja de trabajo 1
Fecha
............................................................................................
..................................................................................................
1 rojo
2 azul
3 blanco
4 amarillo
5 negro
Actividad 1
¿De qué color son? Colorea las banderas.
What colour are these flags? Colour them in.
5
2
4
2
3
1
4
Asturias
2
3
Alemania
1
2
3
4
1
1
3
2
España
Costa Rica
1
Francia
Actividad 2
Mira la Sopa de Letras. Encuentra
los números. Hay doce.
Look at the wordsearch. Find the
12 numbers and write them
down in order. Make up a puzzle
like this for a partner.
Challenge:
there is a variety of languages
and cultures in Spain. Can you
find out what they are? Which
other languages and cultures do
you also find in Britain? Choose
one of the ‘other’ languages
used in Spain and find out ten
words in that language.
22
Escocia
M N E
S
T
T
E
R
E
O
I
E
I
T
Q U E
R
E
R
I
C
V
T
E
A
E
D
Q U I
N C
E
A
T
I
R
D
V
N O
T
C
A
U T
S
C
S
N U C
H
A
D
S
E
S
E
V
T
I
N S
N C
O
V
E
I
N T
D
R
A
E
I
D
C
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A
R
I
U N O
N C
S
C
N S
E
D
T
R
T
R
C
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C
H
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U E
C
A
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V
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T
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D
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V
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N
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D
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M
H
O
P R O G R A M A 3 : U N A T I E N DA M Á S E L E GA N T E
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 2
Fecha
Actividad 1
¿Qué hace Marisa el fin de semana?
Marisa is a very active person. What does
she do at the weekend? Match the activity
with the time.
............................................................................................
..................................................................................................
Sábado
Juego al bádminton a …………………………………………………………………………………………………………….............…....
Voy a casa de mi amigo a ……………………………………………………………………………………………………….….
Juego al tenis a …………………………………………………………………………………………………………….............……….............…......
Voy al cine a …………………………………………………………………………………………………………….............……….............…....................
Voy a la discoteca a …………………………………………………………………………………………………………….............……......
Actividad 2
¿Te gusta?
In Spanish when you ask ‘Do you like ….?’ you use ¿Te gusta …..? for one thing
and ¿Te gustan …..? for more than one:
For example: ¿Te gusta la música pop?
¿Te gustan estos discos?
Sí, me gusta la música pop.
No, no me gustan estos discos.
Take turns with a partner to ask if he or she likes these things.
1. la limonada
2. el fútbol
3. los deportes
4. el café
5. las discotecas
6. el cine
7. las hamburguesas
8. Robbie Williams
Challenge:
what do young people in Spain enjoy
watching on TV? What sort of
programmes do they have? Find
the TV programmes and films
listed on the Internet. Find
programmes that you can also see
on your own television and compare
the titles with the English titles.
La tienda de Luis
23
LEARNING
Nombre
Hoja de trabajo 3
Fecha
............................................................................................
..................................................................................................
Actividad 1
Ésta es la agenda de Felipe: ¿Qué hace cada día después de la escuela?
Here is Felipe’s diary. What does he plan to do after school each day? Match the
sentences with the pictures.
Ejemplo:
lunes:
tocar el piano con José
martes:
comprar CDs y vídeos
miércoles:
jugar al fútbol - leer libros de
Harry Potter
jueves:
ir al cine - tocar la flauta
viernes:
escuchar la radio - ir de compras
sábado:
pintar mi dormitorio - tocar la guitarra
TIENDA
domingo:
ir al partido de fútbol – comer en el
restaurante con tía Isabel
¡Ahora te toca a ti! ¿Qué quieres hacer? ¿Cuándo? Escribe tu agenda.
Now it’s your turn! What would you like to do? And when? Write your own diary.
Actividad 2
El juego de los segundos.
The seconds game.
Prepare a talk to last 15 seconds about your
favourite sports and pastimes. You have to speak to
your partner for 15 seconds and you get a point for
each second. If there’s a pause you can’t continue.
Actividad 3
Fichero personal
Personal file
Collect photos or drawings of your family, pets, and friends. Write up a personal file.
Ejemplo:
Mi hermana mayor se llama Clara. Tiene
veinte años. Es estudiante de música.
Mi conejo se llama Pepito. Tiene tres años.
24
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 4
Actividad 1
Pregunta a tus compañeros qué
tipos de animales tienen.
Do a survey to find out what pets
your classmates have.
Fecha
Ejemplo:
Then make up a bar chart or a
pie chart to show how many
people have no pet, how many
have a dog and so on.
............................................................................................
..................................................................................................
¿Tienes animales en casa?
Tengo
un gato
un pez
una serpiente
un pájaro
un conejo
un conejillo de indias
No tengo
animales en casa
Actividad 2
¿Qué animales son?
What are these animals? Choose their names
from the list on the right and label them.
A
B
C
1 un pez
2 un perro
3 un conejo
D
E
F
4 una serpiente
5 un gato
6 un pájaro
Challenge:
or sports star.
design a pet for your favourite film actor or TV star
why this pet is
Draw the star and the pet of your choice – and saynte
y atractivo
elega
ideal : Para Robbie Williams – un gato – es
La tienda de Luis
25
LEARNING
Nombre
Hoja de trabajo 5
Fecha
............................................................................................
..................................................................................................
Actividad 1
Juego de cartas. Card game
Colour in these drawings and then cut them up to make a set of cards.
Play games using the cards and saying the words:
Snap, Kim’s game, Find the Pairs, Memory.
?
X
X X
Challenge:
ta? Where is it played?
which activities are the most popular in Spain? What is pelo
t equipment do you need?
Find out as much as you can about it. How is it played? Wha
26
La tienda de Luis
LEARNING
LA TIENDA DE LUIS
PROGRAMA
4
Quiero ir de excursión
The story
Luis’s shop is now a travel agency. The children want to arrange a day out. Luis takes one
group to the mountains and to historic places in the region, while María takes another group to the seaside.
We also get a tour of Oviedo and hear about countries around the world where Spanish is spoken.
Learning outcomes
Ask the children to draw the places in a town that appear
in this and the other programmes – un parque, una
escuela, various shops such as una farmacia – and practise
using these words with the expression hay (there is).
places in a town
places to visit on trips and holidays
transport
seasons
weather
countries
directions
You may also wish to teach more places you can talk
about:
una oficina de turismo
un teatro
un estadio de fútbol
un castillo
un museo
un cine
una iglesia
una biblioteca
un ayuntamiento
un centro comercial
un banco
Correos
Key vocabulary
Places in a town:
el parque/el río/la oficina de turismo/el museo/el
ayuntamiento
Places to visit on trips and holidays: la playa/el mar/
las montañas/la Costa del Sol/la isla de Mallorca
Transport:
ir en avión/en coche/en tren
Seasons:
el verano/el otoño/el invierno/la primavera (en
verano / en primavera …)
Weather:
el sol/el calor/el viento/la nieve/buen tiempo/hace
sol/ hace calor/hay nubes
Countries:
España/México/Cuba/las islas del
Caribe/Argentina/Colombia/Perú/
Chile/Bolivia/Venezuela/Uruguay/Ecuador
Directions:
a la izquierda/a la derecha/todo recto
First, second: la primera/la segunda
The class can now decide where exactly in Spain the
street they’ve been planning is located: in a holiday
area in the south? In the mountains? In a large city?
Get the class to design the town in which the street is
located. Then get pupils to conduct a survey of people
who have been on holiday in Spain or a Spanish
speaking country to find out what their favourite place
is for a trip or a holiday. They can make their answers
into a wall display or a set of pie charts.
Pupils can also contact a tourist office in any location in
Spain and ask for information, using the formula below.
Estudiamos España y el español en nuestra clase
y le agradeceríamos nos enviara información sobre
..................................................................................................
De la clase
Before viewing
Play flashcard games
to practise saying
weather phrases
and then
incorporate
these into your
daily classroom
routine. Children
can also make
their own weather
disk with pictures on
one side and weather
phrases on the other.
...........................................................................
Send the letter on school notepaper or by email and
make a wall display of the reply and the information
you get back.
These websites will be useful:
tourist offices in Spain:
http://www.spanair.com/raw/prod.asp?ID=6_6_uk
http://www.tourspain.co.uk/UsefulInfor/autonomus
%20tourist%20departments.htm
holidays in Spain:
http://www.travel.org/spain.html
http://www.cyberspain.com/index.html
http://www.spaintour.com/indexe.html
Weather disk
27
During viewing
For the first part of the video, ask the class to note any
means of transport that are mentioned. Do Hoja de
trabajo 1.
Play the second part of the video as often as you need
to. Give pupils a map of the world with the Spanish
speaking countries marked on it (see page 42) and
get them to tick those named on the video. Spanish is
known as ‘Español’ or ‘Castellano’. Do Hoja de
trabajo 2.
Tell pupils they are going to hear three expressions:
left, right and straight ahead (a la izquierda, a la
derecha, todo recto). Play this section as often as
necessary for the class to extract these expressions.
Then let the pupils practise the expressions a la
izquierda, a la derecha and todo recto by playing
robots: directing each other round the classroom or
the playground using only these expressions and
¡alto! (stop!). Do Hoja de trabajo 3.
For the fourth section of the video, pupils tick
expressions to do with holidays as they hear them:
Let pupils practise suggesting things to do : Vamos a
nadar – Vamos a jugar al balonvolea – Vamos a hacer
surf – Quiero comer un helado. Do Hoja de trabajo 4.
After viewing
Use the vocabulary in the first section to let pupils
make up their own script for an advert for a travel
agency. Here is a possible script, taken from the
transcript of the programme:
¡Sí, la tienda de Luis es una agencia de viajes!
¡Preparamos excursiones!
¡Preparamos vacaciones!
¡Nosotros podemos ayudarle!
¿Adónde quiere ir de vacaciones?
¡Vamos de excursión!
¿Adónde vamos?
¿A las Islas Canarias?
¿A México?
¿A Cuba?
¿A Argentina?
¿A Ecuador?
¡Vamos!
Get pupils in groups to set up a TV advertisement
based on this script. They can bring in costumes and
props or make them: for example, for Peru a woollen
hat/ sweater; for Mexico – a poncho, etc. Pupils can
look for suitable music and then perform the advert
for each other or record it on cassette or video it.
If any of the class are dancers, musicians or singers,
they can perform for the advertisement. They can
add bits to turn their advertisement into a show: for
example a holiday programme in Spanish, using the
transcript of this programme, a weather forecast for
Spain, a Spanish version of a quiz such as Who wants
to be a millionaire?, a Spanish version of Pop Star with
Spanish songs, a Spanish version of Big Brother or
Blue Peter – in which everything goes wrong.
As they watch the final section of the video, pupils
note examples of language they hear the children use
to describe their trips: ¡calor! ¡gente! ¡estupendo!
¡cansados! ¡largo! ¡tranquilo! ¡divertido! They can
consider together the last outing they were on and
draw it and write a couple of phrases to describe it:
¡Alton Towers – divertido! Do Hoja de trabajo 5.
28
Their performance can form part of a show for an
assembly or for parents’ afternoon or evening
produced by the children. Finally, get the class to
study their own area and make up a tourist brochure
showing what shops and facilities are available, with
suitable drawings, opening hours and entry prices. If
your school has a website of its own, add a Spanish
page, or if you have a partner school in a Spanish
speaking country, send the brochure to them.
Nombre
Hoja de trabajo 1
Fecha
............................................................................................
..................................................................................................
Actividad 1
¿Cómo van los niños? How are the children travelling? What do they say?
en autobús
en
bicicleta
Pascual y
Marta
Luisa y
Carmela
en tren
Gloria y
Paco
Ramón y
María
en
coche
en avión
Juan y
Clara
Ejemplo: Juan y Clara dicen ‘Vamos en coche’
Actividad 2
Encuesta: ¿Qué marca de coche tienen tus profesores/ayudantes/padres? Rellena el cuadro.
What kind of cars do your teachers/school helpers/parents have? Complete the table.
Nombre
Ejemplo
Sr. Blanco
¿Qué marca de
coche tiene?
Clio
¿De qué
país es?
Francia
¿Cuántos
años tiene?
Tres años
¿De qué
color es?
Azul
Actividad 3
Travelling around Spain you see lots of signs. Can you find out what these ones
mean? Try to find out what they look like, draw them and colour them in.
Dirección
única
No
aparcar
Challenge:
Spanish National Railways are called
RENFE. What sort of train is the AVE?
Find out as much as you can about it.
Se
prohíbe la
entrada
Zona
peatonal
Se prohíbe
fijar
carteles
P R O G R A M A 4 : Q U I E R O I R D E E XC U R S I Ó N
La tienda de Luis
29
LEARNING
Nombre
Hoja de trabajo 2
Fecha
............................................................................................
..................................................................................................
Actividad 1
Spanish is one of the most important languages in the world. It is spoken in more
than 20 countries by more than 300 million people. List as many countries as you
can and then try to find them on a map of the world. In which parts of the USA are
signs often written in both English and Spanish? Why is this?
Try to find out which languages were used in Latin America
before the Spanish language was brought there in 1492.
Do any of them still survive today?
Actividad 2
Choose a Latin American country and make up a poster
about it – include its capital city, inhabitants, industries, etc.
Actividad 3
¿Quién quiere ser millonario?
‘Who Wants to be a Millionaire?’
Make up a quiz about the Spanish speaking world.
Each group in the class should put in five questions
on topics such as:
countries where Spanish is spoken
currencies used in Latin America
famous Spaniards or Latin Americans
the capitals of Spanish speaking countries
Spanish food and drink
Then set up Who Wants to be a Millionaire with
chairs, a host, contestants, an audience, and friends
to phone. You can start with easy questions where the
answers are only ‘verdad’ or ‘mentira’ and then have
questions with a choice of answers. You could have
your prize money in euros or in one of the Latin
American currencies.
30
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 3
Actividad 1
¿Dónde está? Where is it?
Match the pictures with
the words.
1
Fecha
2
a) La segunda b)a la
a la
derecha
izquierda
............................................................................................
..................................................................................................
3
c) la segunda
a la
derecha
4
d) todo recto
5
e) a la
izquierda
Actividad 2
La Bella Durmiente
The Sleeping Beauty
¿Puedes ayudar a
salvar a la Bella
Durmiente? Can you
help the prince to
rescue the Sleeping
Beauty?
Write down in
Spanish the directions
he should follow.
Actividad 3
Diseña un juego de mesa con 20 casillas.
Design your own board game. It should have 20 squares. Five of the squares should
have colours in them. Anyone who lands on these should say the colour in Spanish.
Another five should have questions on them about Spanish, such as: ‘How do you spell
20 in Spanish?’ ‘How do you say "I have a dog" in Spanish?’ ‘What is the Spanish for
"it’s 2.30"?’ Another five questions should be about countries where Spanish is spoken.
The last five could be more difficult, such as: ‘Name six colours in Spanish’ ‘Count
from 20 to 1 in Spanish’ ‘Ask 3 questions in Spanish in 20 seconds’.
La tienda de Luis
31
LEARNING
Nombre
Hoja de trabajo 4
Fecha
............................................................................................
..................................................................................................
Actividad 1
¿Qué tiempo hace? Escribe una frase debajo de cada televisor.
What’s the weather like? Write a forecast under each TV set.
..........................................................
En el oeste hace viento
En el norte hace calor
En el este nieva
O
En el centro llueve
En el sur hay nubes
..........................................................
..........................................................
..........................................................
..........................................................
N
E
S
Actividad 2
¿Qué tiempo hace? Escribe las frases correctas debajo de cada dibujo.
What’s the weather like? Write the correct sentence under each picture.
....................................... ....................................... ....................................... ....................................... .......................................
Llueve
Pisa
Hace frío
Sydney
Hace calor
32
en
Venecia
Hace viento
París
Hay nubes
Londres
Challenge:
is like in
use a Spanish search engine to find out what the weather one of
se
Choo
o.
Ovied
and
rid
Gerona, Santander, Málaga, Mad
er
these places and start a weather diary comparing their weath
h.
mont
a
once
or
week
a
once
k
with the weather in your area. Chec
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 5
Fecha
............................................................................................
..................................................................................................
Actividad 1
Read this description of Juan’s holidays. Draw pictures to describe what he says.
Ejemplo:
En verano voy a Torremolinos.
Viajo en coche.
Hace calor siempre.
Paso las vacaciones con mis
padres y mi hermana.
Me gustan las playas en
Torremolinos.
Practico deportes acuáticos.
Mi hermana toma el sol y lee
un libro.
Nadamos en el mar.
¡Hace calor! Compramos
helados.
Actividad 2
Subraya la palabra
que no va con las
otras.
Underline the word
that doesn’t go
with the others.
1
2
3
4
5
Málaga
verano
teatro
nieve
balonvolea
Bilbao
otoño
gato
lluvia
vela
Barcelona
viernes
cine
calor
rugby
Buenos Aires
primavera
escuela
frío
fútbol
La tienda de Luis
33
LEARNING
LA TIENDA DE LUIS
PROGRAMA
5
La fiesta
The story
Luis has found running a travel agency too tiring and has turned the shop into a café. He insists
on cooking while Tía María waits on tables and minds the till. Of course, his cooking is a disaster and he has
to allow his aunt to teach him. It’s María’s birthday and Luis and the children use his new baking skills to
make her a cake and prepare her a terrific party. They all finish the day at the Oviedo fiesta.
Learning outcomes
food and drink
instructions and ingredients for cooking a dish
choosing and ordering what to eat
exclamations
jobs in a café
days of the week
fiestas
Key vocabulary
food:
la carne/el pescado/las ensaladas/los postres/una
tortilla/una cebolla/ los huevos/las patatas/el
aceite/la sal/un bocadillo/un yogur/ la harina/ el
azúcar/ la mantequilla/un pastel de/fresa, manzana /
el chocolate/las patatas fritas/el pan/las aceitunas/el
chorizo/el queso/el jamón/la bebida/la comida
instructions and ingredients for cooking a dish:
coge la fuente/pon/mide/ añade/mézclalo
choosing and ordering what to eat:
¿qué vamos a tomar?/ ¿quieres un bocadillo?
exclamations:
¡socorro!/ ¡que aproveche!
¡qué fácil!/ ¡qué pinta!/¡qué olor!/¡qué asco!/¡qué
bonito!/¡qué sorpresa!
jobs in a café:
un camarero/una camarera/un cocinero
games vocabulary:
empiezo yo/me toca a mí primero/eso no vale/ haces
trampa /yo gano
days of the week:
lunes/martes/miércoles/jueves/viernes/
sábado/domingo
fiestas:
el cumpleaños/una fiesta sorpresa/la fiesta de fin de
curso/un desfile/fuegos artificiales
Before viewing
34
This is an opportunity to investigate Spanish food and
drink with your class. You could incorporate sections
of this programme into your class’s ‘healthy eating’
topic for the term. The children can carry out any of
the following activities to build up a picture of what
people in Spanish speaking countries eat and drink:
go back to the list the children made in Programme 2
Hoja de trabajo 2 and list all the words to do with food
that the children already know.
ask pupils to check at home for any Spanish food
their families may have in the cupboard or may have
tasted while abroad.
invite a parent who is a Spanish speaker or a Spanish
assistant from a secondary school to visit the class
and describe breakfast/lunch/dinner in a Spanish
speaking family.
send e-mails and letters to schools in Spanish
speaking countries to ask about food and drink there.
Once pupils have a picture of eating and drinking
habits in Spanish speaking countries. ask them to
make a comparison between habits there and at
home. Compare the times when people eat, the kind
of food they eat, what they drink with their meals,
etc. Consider why certain foods are more common in
Spanish speaking countries than they are here and
appreciate the effect that climate and natural
resources have on diet.
Teach pupils days of the week. Get the class to make
desk calendars and have them display and say the
day and date every day. Make a wall calendar of all
their birthdays – and yours! – and celebrate the
birthdays by putting up a birthday note: ¡Feliz
cumpleaños! on each person’s birthday.
Put out a display of plastic foods and drinks, empty
bottles and packets and label them in Spanish. Teach
pupils to ask for the items, saying for example Quiero
azúcar, por favor. They should also get to know: Gracias.
Challenge: find out about shopping in Spain. Find out
when shops are open and – very important from the
point of view of tourists – if there are days of the
week when shops are closed.
Before viewing, ask the children to divide up all the
food and drinks amongst themselves and make
flashcards. They make small drawings of the foods
above. You can make these into a prompt sheet for
them as they watch the video.
During viewing
Ask children in groups to pick out certain
exclamations as they occur during the video,
particularly those connected with food and drink:
¡Que aproveche! Enjoy your meal!
¡Qué pinta! This looks good!
¡Qué olor! What a smell!
¡Huele bien! This smells good!
¡Qué asco! Yuk!
¡Qué bonito! This is lovely!
¡Está malísima! This is disgusting!
They can use these to practise speaking
activities later.
As the class watches the first part of the video, they
work out with you why Luis has given up the travel
agency and what his ambition is now. Play this first
section again and ask them to tick the foods they
hear on their prompt sheet. Do Hoja de trabajo 1.
Before the class watches the second section of the
video, ask them to predict what’s going to happen
when Luis cooks a tortilla for the children.
Ask them to predict what words they will hear if
Luis’s cooking is a success. (Está
bueno/¡estupendo! etc) Do Hoja de trabajo 2.
As the class watch the third section of the video,
ask them to recite the days of the week as they
hear them in the video. Do Hoja de trabajo 3.
Use the prompt sheet of foods again and get pupils
to tick off the party foods as they hear them
mentioned in the fourth section of the video. Do
Hoja de trabajo 4. As you show the final part of the
video, ask pupils to consider how the series is likely
to end: will Tía María stay on? Will Luis give up the
shop? Do Hoja de trabajo 5.
After viewing
Find a simple recipe for a Spanish dish and try
making it with the class. A group of children can
make the dish ‘live’ while other pupils video their
efforts and the reactions of other people when
they try it!
Form groups of three or four to practise ordering
food in a café, using:
¿Qué vamos a tomar?
¿Quieres una tortilla?
Sí, quiero una tortilla, etc.
They can then give their opinion of the food, using
the phrases they have picked out of the video.
Ask them to keep a food and drink diary for a
week, entering in Spanish everything they
consume and describing it to each other: lunes:
sopa, pescado …
To round off your study of Spain and Spanish
speaking countries, you can set your class tasks to
work on in groups:
One group can work on the topic of food, looking at
websites that specialise in Spanish dishes:
http://www.xmission.com/~dderhak/recipes.html
Another group can study Christmas and other
festivals in Spain. Pupils can be set the task of
finding out:
Why do all Spanish children love Los Reyes
Magos? Why is the festival of 6 January so
important for Spanish children? What is the
tradition of the ‘12 grapes’?
These websites will help:
http://www.navidaddigital.com/
http://www.quia.com/mc/20770.html
http://freinet.org/creactif/ouzilly/PNtombeesp.htm
http://www.north-pole.net/sendletter_sp.html
(letter to Father Christmas)
http://www.idealspain.com/Pages/Information
http://www.geocities.com/thalaric1/navidad
http://www.tuspain.com/living/xmas.htm
35
Nombre
Hoja de trabajo 1
Fecha
............................................................................................
..................................................................................................
Actividad 1
Ejemplo:
¿La comida en España es diferente?
Un amigo español describe las
comidas en su casa. Dibuja lo que
come durante un día típico.
A Spanish friend has written to describe
what the food in his home is like. Draw
what he eats in a normal day. Put clocks with
the correct time for the meals beside your drawings.
Para el desayuno, a las siete
de la mañana, no tomo
mucho, sólo un vaso de leche
y cereales. A las dos y
media para la comida
principal del día tomo, de
primer plato, sopa. De
segundo, un bistec, ensalada
y patatas fritas y para
postre, fruta. En mi casa la
cena es a las nueve de la
noche y hay por ejemplo,
tortilla, pescado con
ensalada y pan y, para
postre, queso o helado.
Ahora describe tus comidas típicas en una carta
a un amigo español.
Now describe your typical meals in a letter to a
Spanish friend.
Contesta
Adivino
Actividad 2
Adivina primero si estas
comidas le gustan a tu
compañero. Entonces,
pregunta ¿Te gusta el
jamón? o ¿Te gustan
los plátanos?
Guess first if your
partner likes to eat
these foods. Then ask
him or her and check
your answers.
✓
✗
✓
✗
El jamón
Las manzanas
Las aceitunas
El yogur
Los plátanos
El chorizo
Los huevos
El pescado
Las patatas fritas
Actividad 3
Elige el color que va con cada objeto.
Match the items with the colours.
La mantequilla es
El chocolate es
Las fresas son
Las manzanas son
El vino es
La ensalada es
36
rojas
verde
amarilla
verdes
marrón
blanco
Challenge:
begin your own class recipe book in
Spanish. Word process your book, if
possible, adding drawings or Clipart. Do
an Internet search with the word ‘receta’.
P R O G R A M A 5 : L A F I E S TA
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 2
Fecha
............................................................................................
..................................................................................................
Actividad 1
Tortilla de patata. This is a recipe for Spanish omelette, a well-known Spanish dish.
First match the sentences to the pictures. Use a dictionary for any words you don’t
know. Then put the sentences in the right order for the recipe.
A
B
C
D
E
F
G
H
I
1. Bate dos huevos
2. Corta las patatas en trozos pequeños
3. Da la vuelta y fríe por el otro lado
4. Echa la mezcla en la sartén
5. Fríe la tortilla por un lado
6. Fríe las patatas en aceite
7. Mezcla las patatas y los huevos en una fuente
8. Pela dos patatas grandes
9. Añade sal a las patatas y los huevos
Challenge: Platos Típicos.
just as we have Yorkshire pudding and Scotch Eggs,
many parts of Spain and the Spanish speaking
countries have their own specialities. Where would you
find gazpacho and what is it? What are guacamole and
paella? Try to find as many typical dishes as you can.
La tienda de Luis
37
LEARNING
Nombre
Hoja de trabajo 3
Fecha
..................................................................................................
Actividad 1
Obra de teatro: completa las frases y haced teatro
en grupos de cinco.
Play: finish off the sentences and act out the play in
groups of five. Carry on the story as far as you can.
El camarero / la camarera:
El padre:
La madre:
El hijo:
La hija:
El hijo:
La hija:
El camarero / la camarera:
Actividad 2
Pon los platos
en la parte
correcta de la
carta.
Put the dishes
in the correct
section of the
menu.
El camarero
La camarera
El padre
La madre
El hijo
La hija
Buenos días, señora, señor.
¿Qué quieres?
Quiero comer ……………………………………………………..………….. . ¿Y los niños?
Mamá, quiero ……………………………………………………..………….. con ……………………………………………………..………….. .
Yo también. Mamá, tengo sed. Quiero beber ……………………………………………………..………….. .
No me gusta ……………………………………………………..………….. . Quiero ……………………………………………………..………….. .
Papá, no tengo ……………………………………………………..………….. .
¡Oh, perdón! ……………………………………………………..………….. . ¡Que aproveche!
Ensalada de
gambas
Fruta del tiempo
Queso
Paella
Gazpacho
Helado
Bistec
Melón con jamón
Pollo al ajillo
La carta
Primero
Segundo
Postre
……………………………………………………..…… ……………………………………………………..…… ……………………………………………………..……
……………………………………………………..…… ……………………………………………………..…… ……………………………………………………..……
……………………………………………………..…… ……………………………………………………..…… ……………………………………………………..……
……………………………………………………..…… ……………………………………………………..…… ……………………………………………………..……
Actividad 3
¿Verdad o mentira? True or False?
AQUAPARK
V M
1. The gardens are open every day.
2. You can swim at 18h.
3. The Music Museum is open every morning.
4. You can go to the Aquapark at 20.30.
5. The baker’s is open on Thursday afternoon.
6. The Roman ruins are closed on Monday morning.
38
............................................................................................
JARDINES Panaderi´a
Cerrado
lunes
Cerrado
martes
Cerrado
viernes por
la tarde
MUSEO
DE MÚSICA
PISCINA
Abierto 10 a
13.30 y 15 a 18.
El Teatro
Romano
Abierto de 11 a 14
y 17 a 20
Abierto 9.00
a 21.00
Cerrado
domingo
Cerrado lunes
por la mañana
sin
interrupción
Abierto 11 a 14
y 17 a 20
Abierto
9 a 17
La tienda de Luis
LEARNING
Nombre
Hoja de trabajo 4
Fecha
............................................................................................
..................................................................................................
Actividad 1
La fiesta sorpresa. Read this story about a surprise party. Draw the events.
Luis prepara un pastel de
cumpleaños.
Todo el mundo llega a la
tienda a las tres de la tarde.
Hay patatas fritas, pan y Sobre otra mesa hay chorizo,
aceitunas sobre una mesa.
tortilla, queso y jamón.
Van a beber Coca-Cola y
Fanta.
T ía María mira el pastel de Luis y los niños cantan ‘Feliz
cumpleaños con 40 velas.
Cumpleaños’.
Actividad 2
Un juego en grupos de cuatro personas.
A game for groups of four.
T ía María está muy
contenta.
1
2
queso
Each person in turn
throws a dice in order
to decorate a pizza.
For example: you throw
a one – you can put on
the cheese; you throw a
two – you can put on
the chorizo. Careful!
You should only speak in
Spanish AND be polite.
For example, ‘¡Un tres!
Queso, por favor.’
chorizo
3
tomates
4
5
champiñones
aceitunas
6
jamón
La tienda de Luis
39
LEARNING
Nombre
Hoja de trabajo 5
Actividad 1
1
2
3
4
5
Subraya la
palabra que no
va con las otras.
Underline the
word that doesn’t
fit with the others.
Fecha
tortilla
sidra
sopa
flan
café
............................................................................................
..................................................................................................
vino
vino blanco
consomé
helado
vino tinto
Actividad 2
paella
cerveza
gambas
pastel
agua mineral
pescado
jamón
gazpacho
pan
limonada
¡Mi cumpleaños es el miércoles próximo!
Tengo once años. Mis amigos Manuel y
Paco vienen a mi casa.
Juan te envió un e-mail. Completa los espacios en inglés.
Juan has sent you an e-mail from Spain telling you how
he spends his birthday. Fill in the blanks in the English
version that follows, so you can explain to your friends
what he does.
Cuando hace buen tiempo comemos en
el jardín. Tomamos limonada, Coca-Cola,
bocadillos, chocolate y muchos helados.
Me gustan mucho estas cosas. ¡Después
jugamos al fútbol!
1 His birthday is on ………………………………..………………..……………….... .
Cuando lueve comemos en casa y
2 He is ………………………………..………………..……………….... years old.
jugamos con la computadora.
3 His friends ………………………………..………………..………………....
and ………………………………..………………..………………... . are coming to his house.
4 If the weather is ………………………………..………………..……………….... they will eat in the ………………………………..………………..……………….... , with
………………………………..………………..……………….... , ………………………………..………………..……………….... , ………………………………..………………..……………….... , ………………………………..………………..……………….... and lots of
………………………………..………………..………………....
.
5 He ………………………………..………………..……………….... all these things.
6 Then they will play ………………………………..………………..……………….... .
7 If it is ………………………………..………………..……………….... , they will eat in the ………………………………..………………..…………….... and play with the …………………………..………………............. .
Actividad 3
Sopa de letras. Word search.
Translate the words for food
and drink into Spanish. The
Spanish words are hidden in
the wordsearch on the right.
Find them and score them out.
40
Challenge:
design a menu for a
Spanish café. Try to make
it in the shape of
something that you can eat
or drink in a Spanish café.
M
Q
U
T
A
A
V
A
T
R
A
A
P
E
C
U
H
U
E
M
A
T
V
T
S
N
T
A
E
U
V
S
I
D
R
A
T
E
U
C
A
F
E
A
N
P
G
R
P
A
N
S
G
D
O
A
T
U
A
T
T
C
R
S
U
D
P
A
T
A
T
A
P
E
S
C
A
D
O
E
R
U
Q
V
E
I
Y
Q
U
M
S
N
I
Q
I
E
L
T
H
E
N
Q
T
V
E
U
H
V
LL
E
N
T
A
E
R
U
V
E
O
T
C
T
E
T
H
U
E
V
O
S
V
U
C
L
E
R
T
U
S
I
O
O
P
N
Fish
Desserts
Eggs
Oil
Cheese
Water
Tea
Coffee
Potato
Cake / tart
Bread
Cider
La tienda de Luis
LEARNING
A
I
C
N
A
R
F
➛
A N D O R R A
ASTURIAS
va
Santander
Cos
Barcelona
ta
Bra
Oviedo
Mallorca
Madrid
P
A
Ñ
Formentera
A
Bla
nca
S
ta
E
Ibiza
Cos
A L
G
U
T
P O R
Menorca
ANDALUCÍA
Málaga
Cos
ta
ol
S
l
de
M A P : S PA I N
La tienda de Luis
41
LEARNING
Spanish speaking
countries
os
ña
a
p
Es
ad
E s tn i d o s
U
M
éx
Cuba
ic
República Dominicana
o
Guatemala
El Salvador
Costa Rica
Panamá
Honduras
Nicaragua
Puerto Rico
Venezuela
Colombia
Ecuador
Perú
Bolivia
Arg
Chile
Uruguay
ent
ina
Paraguay
42
M A P : S PA N I S H S P E A K I N G C O U N T R I E S
La tienda de Luis
LEARNING
Answers
Programa 1
Programa 2
Programa 3
Hoja de trabajo 1
Actividad 2
Tiene nueve años.
Tiene un año.
Tiene dos años.
Tiene seis años.
Tiene cinco años.
Tiene ocho años.
Hoja de trabajo 1
Actividad 2
Tía, pantalones, zapatos, librería, tienda
Hoja de trabajo 2
Actividad 1
Juego al bádminton a las diez
Voy a casa de mi amigo a las once
Juego al tenis a la una
Voy al cine a a las cuatro
Voy a la discoteca a las siete
Programa 1
Hoja de trabajo 2
Actividad 2
8 – ocho
Programa 1
Hoja de trabajo 3
Actividad 2
1 Son las siete
2 Son las cinco
3 Son las ocho
4 Son las nueve
Programa 2
Hoja de trabajo 3
Actividad 1
Sandalias, rojas, camisa, morada,
pantalones, azules, vestido, azul, falda,
amarilla, camiseta, negra
Hoja de trabajo 2
Actividad 2
¿Te gusta la limonada ?
¿Te gusta el fútbol?
¿Te gustan los deportes?
¿Te gusta el café?
¿Te gustan las discotecas?
Programa 2
Hoja de trabajo 5
Actividad 1
Your penpal’s name is Paco
He lives in Venezuela
He has one brother. He has two sisters,
¿Te gusta el cine?
¿Te gustan las hamburguesas?
¿Te gusta Robbie Williams?
who are 19 and 17 years old.
The sport he likes best is football
His favourite singer is Enrique Iglesias
Programa 3
His favourite colours are blue and green
Programa 1
Programa 3
Hoja de trabajo 4
Actividad 1
Hoja de trabajo 1
Actividad 2
1 verdad
2 verdad
3 mentira
4 mentira
Programa 3
Hoja de trabajo 4
Actividad 2
A-5
B-2
M N E S T T E R E O I
Q U E R E R I
Q U I
E I
T
C V T E A E D
N C E A T I
C-3
D-6
E-1
R D V N O
F-4
T C A U T S C S N U C H A D
Programa 1
Hoja de trabajo 4
Actividad 2
1 tía
2 tío
3 primo
4 madre
5 hermana
6 tía
7 prima
8 padre
9 abuela
10 hermano
S E S E V T I
N C O V E I
D R A E I
O A R I
N S C O C H O
N T E A R U E C
D C A I
C V A D E
U N O R S I
E T E D
N C S C N S U T U H V R C N
E T D T R R O H H O D O S M
Programa 4
Hoja de trabajo 1
Actividad 1
Juan y Clara dicen ‘Vamos en coche’.
Pascual y Marta dicen ‘Vamos en avión’.
Ramón y María dicen ‘Vamos en tren’.
Luisa y Carmela dicen ‘Vamos en
autobús’.
Gloria y Paco dicen ‘Vamos en bicicleta’.
ANSWERS
La tienda de Luis
43
LEARNING
Programa 4
Programa 5
Programa 5
Hoja de trabajo 1
Actividad 3
One way
No parking
Hoja de trabajo 1
Actividad 3
Amarilla, marrón, rojas, verdes, blanco,
Hoja de trabajo 5
Actividad 1
Vino, jamón, gambas, pan, vino tinto
No entry
Pedestrian area
No bill posting
Programa 4
Hoja de trabajo 3
Actividad 1
1-b
2-d
3-a
4-e
5-c
Programa 4
Hoja de trabajo 3
Actividad 2
Todo recto
La segunda a la derecha
Todo recto
La tercera a la derecha
Todo recto
La segundo a la izquierda
Y Todo recto
verde
Programa 5
Programa 5
Hoja de trabajo 2
Actividad 1
Match:
A-3
B-7
C-8
D-1
E-6
F-5
G-2
H-4
I-9
Order of sentences for recipe:
8–2–6–1–7–9–4–5–3
Programa 5
Hoja de trabajo 3
Actividad 2
Primero: ensalada de gambas; gazpacho;
melón con jamón
Segundo: paella; bistec; pollo al ajillo
Postre: fruta del tiempo; queso; helado
Programa 4
Hoja de trabajo 4
Actividad 2
Hace frío en Paris
Hay nubes en Sydney
Llueve en Venecia
Hace calor en Pisa
Hace viento en Londres
Programa 4
Programa 5
Hoja de trabajo 5
Actividad 2
1 Wednesday
2 11 years old
3 Manuel, Paco
4 good, garden, lemonade, Coca-Cola,
sandwiches – chocolate and ice cream
5 likes
6 football
7 raining, house, computer
Programa 5
Hoja de trabajo 5
Actividad 3
M P
S
T
P
T
Q E
N
U
C
T
T
U
A
A
H
E
A
U
U
V
E
V
A
M S
T
A
E
A
C
E
I
T
E
T
L
U
N
R
S
Y
H
N
E
E
C
S
S
C
Q E
T
T
R
A
G U
A
U
A
H
T
F
D
D
D
M Q E
U
U
E
O
P
O
S
T
R
E
S
A
A
A
E
N
V
U
V
I
N
T
T
R
I
E
V
O
O
R
T
A
V
D
P
U
A
U
Q U
E
S
O
R
G A
T
Q I
H
O
V
P
A
T
A
R
A
V
V
T
U
N
I
T
P
E
E
L
N
LL C
C
Hoja de trabajo 3
Actividad 3
1 mentira
2 verdad
3 mentira
4 mentira
5 verdad
6 verdad
Hoja de trabajo 5
Actividad 2
Buenos Aires, viernes, gato, calor, vela
44
ANSWERS
La tienda de Luis
LEARNING
Credits
La tienda de Luis was produced for Channel 4 by Lomond Productions Limited
Producer/director: Alistair Scott
The Teachers’ Guide was written by Jean Nisbet and Margaret Smith
Edited by Mary Ellwood, Anne Fleck and Rosa María Martín
Illustrated by Sarah Dempsey
Designed by CornerHouse Design
Project managed by Huw Jones
Printed by Thanet Press Limited
La tienda de Luis
Spanish for 9–12 year olds
La tienda de Luis is a series of five programmes for young learners of
Spanish. It is set in the old town of Oviedo, in the Spanish region of Asturias,
where Luis opens a new shop with the help of his aunt Tía María. Luis is not
an experienced shopkeeper and his endeavours to establish the business
often come to grief – frequently resulting in a humorous combination of
melodrama and chaos.
The story themes link to key vocabulary areas such as family relationships,
greetings, numbers, days, time, colours, the home, directions, weather and
food. The programmes are entirely in Spanish, at a language level suitable for
children who are just starting to learn the language.
4Learning, PO Box 400, Wetherby, LS23 7LG
www.channel4.com/learning
[email protected]
© 2002 Channel Four Television Corporation
Product code: 221511
LEARNING

La tienda de Luis - Channel 4 Learning

Transcripción

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