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Partnership Management Board
Module 1 Spanish (FS)
Spanish Lessons For Very Young Learners (Foundation)
Preface
This Module introduces the Spanish language in a cultural context to very
early learners in Primary Schools. The emphasis is very much on fun and
enjoyment, and the main aim of the games and other activities is to
stimulate the children’s natural enthusiasm for language learning. The
vocabulary covered features simple everyday words and phrases.
Learning a language opens up an exciting new world of culture and customs
to the children, and the benefits of broadening their horizons at Primary
level will stay with them for the rest of their lives.
Permission to use this resource has been given to schools taking part in
Northern Ireland’s regional Primary Modern Languages Programme
commencing May 2008. This programme has been funded by Northern
Ireland’s Department of Education and is delivered under the auspices of
the regional Project Management Board. The teaching materials are
designed for use by a visiting tutor with a very good command of the
Spanish language. For any other copying or use of the activities in this
Module, permission must first be sought in writing.
Any queries regarding usage of this material or any other related issues
may be addressed to either of the Programme Coordinators:
W A Brodie, Adviser, NEELB. 17 Lough Rd. Antrim BT41 4DH
E-mail: [email protected]
Anne Rowan, Assistant Adviser, SEELB. Grahamsbridge Road. Dundonald
BT16 2HS
E-mail: [email protected]
Acknowledgements
These materials have been devised by Vanessa Brodie, International
Officer with the Curriculum Advisory and Support Services of the
Education and Library Boards, Northern Ireland.
Thanks to Diana Delargy and Christa Brodie for their help with the
graphics in this Module.
Have fun – and happy learning for all!
2nd edition March 09
1
Contents
Effective Practice
P3
Initial Greetings
P5
Numbers
P7
Colours
P9
Games/Simple commands P 10
Feelings
P 12
Rhymes and Songs
P 13
Body Parts
p16
Animals
P 17
Fruits
P 20
Relating Activities to
Areas of Learning
P22
EXTRA RESOURCES
Supplementary List
P 24
Navidad
P 25
Story and pictures
P 26
¿Por Qué Soy Tan Pequeño? (for reading or dramatising).
More visuals for
Creative Play
P 32
2
Effective Practice in Teaching Languages to Young Learners
• Fun and Enjoyment ☺ ☺ – Let’s make the children’s
first experience of a foreign language a positive one!
• Activity / game based. Children learn through play –
emphasis on doing or making.
• Avoid grammar jargon.
• Lots of varied repetition – a variety of games and
activities to reinforce vocabulary being taught, using a
multi-sensory approach.
• Encouragement and praise. This helps to build selfconfidence. Correct errors gently.
• Cultural context – similarities / differences / customs /
festivals.
• Encourage good pronunciation and intonation – younger
children can ‘mimic’ the sounds more accurately and enjoy
doing so.
• Relevant topics – relevant to the age of the children you
are teaching.
3
• Transferable skills – listening &speaking / social skills /
presentation skills / music / drama / dance /ICT
/numeracy
• Careful lesson planning – If you are not sure what you
are doing when you walk into a classroom, you will be
stressed, and with good cause! Have everything to hand
that you need for the class – photocopies / CD player
/soft ball / flashcards etc. A lesson plan helps establish a
‘comfort zone’ for the children and promotes confidence.
Keep things fresh by varying the pace of lessons- a mix
of high-energy activities and quieter moments.
(Learning objectives and outcomes / activities / materials
/ reflect and evaluate).
• Display activity sheets / art-work/ ICT related
worksheets – this is motivational for the children,
especially if you have added an extra comment –
¡fenomenal! / ¡estupendo! / ¡fantástico!
• Let the children perform and present what they have
learned –to parents, pupils or even Spanish visitors.
• Be dramatic! Lose your own inhibitions. The response will
amaze you!
• Above all, be enthusiastic - Much of the magic of
teaching comes from the teacher’s enthusiasm!
4
Initial greetings
• ¡Hola!
Buenos días
☺
Introduce these words to the children and get them to do a
Mexican wave in small groups as a fun way to practise saying
the words. Encourage them to put a lot of enthusiasm into the
action/words!
• ¡Hola!
Children stand in a space around room. Ask them to crouch into
a little ball on the floor and then slowly uncurl and stand and
stretch as high as they can. While they do this they whisper
the word Hola, getting slightly louder as they ‘grow’. Eventually
they will shout it! To cool down, they go slowly back to the ball
shape, gradually lowering their voice into a final whisper.
• Sentaos por favor
( Please sit down)
Sit down with the children (on the floor or on cushions if
possible – very informal ) and talk a little about Spain. Bring
some things that represent Spain to show the children eg a
flag ( una bandera), a fan ( un abanico), a bull ( un toro),
castanets ( castañuelas), a doll in traditional costume, posters
or photos from Spain ( la feria / festivales / carnavales /
Reyes Magos) etc.
• Me Llamo ….¿Cómo te llamas?
Introduce yourself and talk about how the children can
introduce themselves in Spanish. Translate as many of their
names into Spanish as possible. If there is not a direct
translation, give them another name that sounds similar.
5
Normally the children love to know and say their name in
Spanish, but there may be one or two children who do not like
the idea. Allow them to keep their ‘English’ name and maybe say
it with a Spanish accent.
Remember we are introducing a new language in a fun way. The
aim is to inspire the children to learn the language as they
actively participate in a variety of activities in a stress-free
environment. Children respond positively in a relaxed, happy
atmosphere where there is plenty of praise and
encouragement.
Use the ball to ask children their names: ¿Cómo te llamas?
Don’t worry if they only say their name at first eg Susana. You
can encourage them to reply with’ Me llamo’ Susana as the
weeks continue.
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6
Números
Introduce numbers 1-6 only to begin with.
Uno dos tres
cuatro cinco seis
You can introduce them with rhythm eg Uno ( clap clap clap)
dos ( clap clap clap) tres ( clap clap clap ) etc
Or ask the children to say the numbers and do an action at the
same time eg Tapping their head / stamping their feet /
marching / etc. Everyone copies the leader and does the same
action.
• En La Casa De Pinocho Todos Cuentan Hasta Ocho,
Uno,dos tres cuatro, cinco, seis,siete ocho , ¡PINOCHO!
☺
Introduce numbers up to eight with this rhyme. Children join
hands and walk around in a circle saying the rhyme. Then point
to a child who starts saying UNO and the children beside him
continue up to OCHO. Everyone then lifts their hands up and
shouts ¡PINOCHO!
As the children learn the numbers up to 10, they can learn a
variation of this rhyme:
• En la casa de Fernandez todos cuentan hasta diez
Uno dos tres ….etc ¡FERNANDEZ!
• Mambo
Lively Spanish song repeating numbers 1-10. This seems to be
equally popular with the 5 year olds and the 11 year olds! Teach
the children some actions/dance movements to go with the
song!
• El pescador y su red (The Fisherman and his net)
Four or five children go outside the door with their teacher.
You choose a number between 1 and 10 in collaboration with the
remaining children. Stand in a circle holding hands with arms
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raised up (as in ‘In and Out the Dusty Bluebells). The others
come back into the classroom and start going in and out from
under the arms. Children start to count out loud. When the
chosen number is reached, the children drop their arms and
shout ‘ Atrapados’ ( caught). Those caught in the middle are
counted and join in the circle. Others are chosen to play again.
• Number Voices
Once children are confident with Spanish numbers,
introduce different voices e.g. ask the children to say a
number sequence in a certain voice – tired / angry / happy /
baby voice / posh voice etc
• Uno Dos Tres Cuatro Cinco - with actions for a calming
activity!
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8
Colores
Introduce colours a few at a time using brightly coloured
objects (e.g. bean bags).
• Rojo Amarillo Azúl Verde Blanco Negro Violeta
Rosa Naranja ( Gris Marrón Morado)
You can play lots of games to reinforce the learning process.
• 1. ¿Qué falta? Which one is missing?
Ask the children to close their eyes(Cerrad los ojos) and then
you take one of the coloured objects away. Then ask children
to open their eyes( Abrid los ojos) and guess the missing
colour: ¿Que Falta?
The child who guesses correctly can take your place and have a
turn at hiding one of the colours. Tell the children that they
must not be tramposos (cheaters!).
• 2. Busca el color ….
Ask the children to find you different coloured objects around
the room: Carlos, el color rojo por favor
When Carlos brings back an object the other children have to
say if he has brought back the correct colour, correcto, or the
wrong one, falso / incorrecto
• 3.Tocad el color …
Teacher calls out a colour and the children have to go and
touch the colour somewhere in the room.
• 4.Las Cuatro Esquinas de Colores ☺ ☺
Put 4 coloured flashcards around the room. Children move to
music and when this stops they go to one of the coloured
flashcards and shout out: ¿Qué color?
9
If you say ‘Amarillo’, all those standing at the Amarillo
flashcard are out. Everyone says ¡Adiós! and those children
sit back at their desks. Winners are the last remaining few
children. Everyone loves this game and will want to play it
again and again!
• 5.La Bomba
☺
☺
Ref. Module 2, Unit 4
Children love this game. Your ball becomes una bomba. They
throw it back to you saying colours but must not say the same
colour as the person before them. If they do, or can not think
of a colour fast enough (5 segundos!), they are out,
Eliminado/a or ¡Adiós!
• 6.Saltar A La Cuerda (ref. Module 2 Unit 8)
Jump the rope game – another firm favourite .
Coloured skipping rope is placed on the floor and three/four
volunteers stand in a row facing you to one side of the rope.
You hold up two colours on one side of rope and two on the
other side. As you call out a colour, children jump to the
appropriate side. NB: They must not stand on the rope at
any time but must jump from one side to the other. If you
call the same colour twice or the same colours on the same
side, they have to jump on the spot on the same side.
• 7.¡Cambiad Todos!
Please refer to Unit 3 of Module 2 Spanish for details.
Return to Contents
10
Games With Simple Commands
Children do the following activity with their teddy bears or
soft toys. You lead them with the actions. Once they get to
know the vocabulary the children may like to take the lead
with the words and actions.
Osito Osito levántate
Osito
Osito
Osito
Osito
Osito
Osito
Osito
Osito
Osito
Osito
☺
☺
levántate lift teddy up
siéntate sit teddy down
baila
teddy dances!
salta
teddy jumps!
duérmete teddy goes to sleep!
• Simón Dice
☺
Well known game of Simon Says to reinforce commands in the
new language. Choose from the following commands. Introduce
a few to begin with and increase according to the ability of the
children.Remember the pupils only obey the commands if
¡Simón lo dice!
Simón dice ….. levantáte / siéntate / baila / salta/
escucha (listen) / mira (look) / anda ( walk) / un aplauso
(clap).
Return to Contents
11
Feelings - Sentimientos
Introduce ¿Qué tal? or ¿Cómo estás?
Use the smiley/sad faces and teach: Muy bien, gracias /
estupendo/a / regular / así así / mal / fatal
Use drama and mime – puppets can be used to great effect.
Gradually introduce some new ‘feeling’ words such as triste,
aburrido(a), cansado(a), enfadado(a),tímido(a), valiente,
emocionado(a).
Again, use mime, gesture, flashcards.
• Juego: ¡Quietos,por favor!
Children move around the classroom to music or a Spanish song.
When music stops, teacher calls out a ‘feeling’ word eg
¡enfadado! and children mime the word using dramatic
gestures. Ask the children to ‘freeze’ –¡Quietos! Teacher
takes photos of the children portraying different moods!
•
Make wall freezes depicting different moods!
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12
Más Canciones y Rimas para los Pequeñitos
☺
☺
(More Songs and Rhymes for Little Ones)
• Saludos - For the beginning of the lesson:
Hola todos, sí,sí,sí
Sí sí sí
Sí sí sí
Hola todos, sí sí sí
Buenos días
(tune of London Bridge is falling
down)
Buenos días, Buenos días
¿Cómo estás? ¿Cómo estás?
Muy bien gracias
(tune of Frere Jacques)
Muy bien gracias
Adiós Adiós
(Vamos Vamos)
Buenos días, ¿Cómo estás? ( ¿Cómo estás?)
Yo estoy bien, ¿y tú?
(Muy bien!)
Buenos días, ¿Cómo estás?
¡MUY BIEN!
x2
(Tune of Head and Shoulders)
13
Number / Animal Song
Los Patitos
Dos patitos se fueron a nadar
CUA CUA CUA
El más pequeñito no sabía nadar
CUA CUA CUA
( Use lots of gestures/
actions with this song.
Use finger puppets / soft
toys)
Lloran lloran los patitos
Lloran lloran los patitos
Tres patitos ..
Cuatro patitos ..
Cinco patitos ..
• Make a collage of ‘Patitos’ to decorate classroom!
14
Finger Rhymes
Toc Toc Toc
Dedo Gordo
¿Dónde estás?
Ssh! Estoy durmiendo ( snore snore! – ronquidos)
Toc Toc Toc
Dedo Gordo
¿Dónde estás?
Estoy aquí
¡Hola! ( kiss kiss!)
Dedo Gordo, Dedo Gordo,
¿Dónde estás? ¿Dónde estás?
Yo estoy aquí, Yo estoy aquí,
Ya me voy, Ya me voy.
( tune of Frere Jaques)
15
Body parts - Partes del Cuerpo
• Body Chant
Mis manos hacen ‘clap,clap,clap’
Mis pies hacen ‘ stamp, stamp, stamp’
Mi boca hace ‘la, la, la’
Cintura hace ‘cha cha cha’
• Cabeza Ojos Nariz Y Boca
Cabeza, ojos, nariz y boca x3
¡Vamos a bailar!
( Like head, shoulders, knees and toes)
• El Payaso Plín Plín
El payaso plín plín
Se pinchó (¡ay!) la nariz,
Y a los cinco minutes,
Hizo fuerte ‘ achís! ‘
(Sing to the tune of Happy Birthday and use a red nose if
possible)
• Con El Dedo Dedo Dedo Así Baila el Marinero
Con el dedo dedo dedo x2
Así baila el marinero
Baila baila baila
Baila el marinero x2
Return to Contents
16
Animalitos
☺
☺
Introduce some animals with this age group but relate them to
the rhymes / songs that you are teaching. Talking about animal
noises in the different languages is interesting for the
children. Use puppets/ soft toys. Making venetian masks conejo (rabbit) or Gato (cat) is a popular activity for the
younger learners. Photocopies included.
• Los Patitos
( See page 8)
• Venetian Masks
Children colour in masks and cut them out with the teacher’s
help. Attach a straw to the back of the mask so that the
children can hold them up in front of their faces.
Conejo, conejo, ¿dónde estás?
¡Estoy aquí!
Gatito Gatito, ¿dónde estás?
¡Estoy aquí!
• En La Granja de Perico ( Old Macdonald had a Farm)
( next page)
• Una Pequeña Bestia (this rhyme is a hit with P1’s!)
Una pequeña bestia
Que sube, sube, sube,
A la cabeza
A la nariz
A la boca
(swallow, dramatically!)
¿QUE ES?
¡Una araña!
(Repeat with ‘una oruga’ )
(Use finger puppets and lots of dramatic gestures!)
17
En la Granja de Perico
(Old Macdonald had a Farm)
1. En la granja de Perico, i a i a o
En la granja de Perico, i a i a o
Con el perro, guau, perro, guau
Perro, perro guau, guau, guau
2. En la granja de Perico, i a i a o (x2)
Con el perro, guau, gato, miau,
Gato, gato, miau miau miau
Con el perro, guau, gato, miau, vaca, mu,
Vaca, vaca, mu mu mu
Con el perro, guau, gato, miau, vaca mu, pato, cua
Pato, pato, cua, cua cua
En la granja de Perico ... etc!
(Add other animals if you wish!)
18
Pío, Pío, Pío, Pa
Pío, Pío, Pío Pa
Pajarito cantarás.
Pío, pío, pío, pa
Pajarito volarás …
Pío Pío Pío
Pío, Pío, Pío
Pío, Pío Pa,
Este pajarito
Dormido está.
These bird rhymes have a calming effect on the children and
may be used to finish a session or when you want to quieten
things down.
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19
• Las Frutas
Introduce the following fruits: manzanas, naranjas, plátanos,
fresas, uvas, peras.
Bring in artificial (but realistic!) ones if you have them, or
better still, a sample of the real thing so that the children can
eat them afterwards!
If possible, have a selection peeled and chopped so that the
children can taste them. This is always popular!
• Go over the vocabulary, holding up fruit or flashcards and
encouraging the children to ‘echo’ all the words.
• They can then try to repeat this rhyme – con ritmo y
dando palmadas en la mesa
It goes to a 3 beat rhythm: clap clap clap/clap clap clap
Manzanas y naranjas
Plátanos y fresas
Uvas y peras
Manzanas y naranjas
• You can tell them of the Spanish custom to eat ‘ doce
uvas’ at midnight on New Year’s Eve as the clock chimes
to bring in the New Year – doce uvas para la buena
suerte
Las Frutas….
20
• Game /Song Activity
Clap, clap, clap x 4
Manzanas y naranjas,
Plátanos y fresas
Uvas y peras
Manzanas y naranjas
Choose two volunteers who each pick their favourite fruit from
the list without telling the rest of the class. The two pupils
then form an arch and the rest of the children pass
underneath singing ‘manzanas y naranjas’ etc to the tune of
‘Oranges and lemons say the bells of St. Clements’. When it
comes to the last line of the song, the two pupils put their
arms down and ‘catch’ one or two children inside. Taking them
to the side they ask eg ¿Uvas o Fresas?( depending on the
fruits they have decided upon).Whoever chooses ‘Uvas’ goes
behind the pupil who had chosen this fruit or if they chose
’Fresas’, they would line up behind the other pupil. Game
continues in the same manner and the winner is the one with
the most ‘Followers’.
¿Cuántos chicos/chicas les gustan las uvas? ( Count them in
Spanish) …….11 ….. ¿y las fresas? Los ganadores son
…¡las uvas!
21
Relating the Spanish Activities to Areas of Learning at
Foundation Stage
Initial Greetings :
• Hola, Buenos Días – Language and Literacy (listening and
remembering / listening and responding / developing an awareness
of sounds / talking).
Physical Development and Movement (movement sequences / moving with
control, confidence and imagination!)
•
Sentaos por favor – The World Around Us (finding out about
another country / different life-styles / similarities and
differences / asking questions to satisfy curiosity.) Language and
Literacy (listening to sounds and repeating them).
Numbers:
• Mambo – The Arts (music –listen and respond expressively to
music).
Physical Development and Movement (movement sequences /
moving with control and confidence)
Mathematics and Numeracy ( sequence of numbers 1-10 in Spanish)
The World Around Us ( music and rhythm from another country)
•
Number Voices – Mathematics and Numeracy / The Arts (
Drama -exploring emotions. Music and rhythm). Personal
Development – (Feelings and Emotions)
Colours:
•
Saltar a la Cuerda – Language and Literacy (listen and carry out
instructions /listen and respond)
Physical Development and Movement –(move with control and coordination /listen and respond with movement)
Personal Development – social skills (taking turns and showing
consideration)
Games With Simple Commands :
•
Osito Osito ¡Levántate! – Language and Literacy (Listening and
talking /learning a simple rhyme/ responding to instructions).
Physical Development and Movement (co-ordinated actions).
22
Personal Development –social skills (taking turns and working as a
team). The Arts- ( Drama – Acting out the rhyme and dressing up!)
Feelings:
•
¡Quietos por favor! – The Arts (music, drama, art and design).
Physical Development and Movement (respond appropriately to
instructions and stimuli /awareness of personal and general space)
Personal Development – (developing understanding of emotions)
Language and Literacy –( listening and responding to the ‘feeling’words).
Rhymes and Songs:
• Los Patitos – The Arts ( music, drama and art and design)
Mathematics and Numeracy / Physical Development and Movement
/ Personal Development ( understanding feelings)
Language and Literacy ( Listening and responding to a song or rhyme
/learning the song /developing awareness of rhythm and rhyme ).
•
Con El Dedo Dedo Dedo Así Baila el Marinero – The Arts ( music
and drama). Physical Development and Movement- (co-ordinated
actions and movements) Language and Literacy ( listening and
responding to a song/rhyme and learning the song / developing
awareness of rhythm and beat.
Las Frutas:
Manzanas Y Naranjas – Language and Literacy ( listening and
responding to rhyme and rhythm / discriminating between sounds)
Physical Development and Movement- (developing physical skills through
play /playing group game )
Personal Development –( Social skills - listening to others /taking turns /
showing consideration /discussing likes and dislikes )
The Arts – (Music - responding to the beat with actions )
Story: ¿Por Qué Soy Tan Pequeño?
Language and Literacy – (Listening and responding to a story / Listening
for familiar phrases / identifying sounds of animals / re-telling the story
using puppets and pictures ). Personal Development – (talking about
feelings /developing positive attitudes ). The Arts – (drama - acting out
the story using puppets, different voices, animal noises ,sound effects).
Return to Contents
23
Supplementary List of Resources for Early Spanish
Learning
• Let’s Sing and Learn in Spanish - Tape/book ISBN 0 –
8442- 7079 –2 Also in CD
• Canciones Populares Infantiles- Consejería de Educación
(see details below)
• Los Trotamundos Audio cassettes(2) 020943 or CDs
and video ‘karaoke’ 020944 available from
www.younglinguists.com or European Schoolbooks Ltd
Tel: 01242 245252
• Early Start Spanish –Tú Y Yo Worksheets /Video
ISBN 0-9536977-0-3
• Usborne Internet.Linked Spanish For Beginners -Good
for teacher’s own reference
• Posters in French, German & Spanish – maps/ colours /
numbers / parts of body / seasons / time / weather
www.schofieldandsims.co.uk
• Puppets - www.puppetsbypost.com
• www.enchantedlearning.com (Website which includes
Spanish work sheets)
• www.pequenet.com Great ideas for teaching
• Prescott Primary School Spanish – activities for
whiteboard / powerpoint. Excellent site
• www.teachingideas.co.uk/foreignlanguages/contents.htm
Mainly French, but good generic ideas for game activities
• Babelzone website – lcfclubs.com
• www.songsforteaching.com (Select Spanish)
• Also contact Spanish Embassy, London, for Primary
Spanish resources/ posters:
José Antonio del Tejo, Spanish Education Counsellor
Consejería de Educación, 20 Peel Street London W8 7PD
Tel: +44 (0)207 221 8347. Fax: +44 (0)207 229 4965
[email protected]
www.mec.es/exterior/uk
Return to Contents
24
Navidad Navidad Feliz Navidad
Navidad Navidad, iFeliz Navidad!
Estamos muy contentos
Porque es Navidad, iSì!
Navidad Navidad, iFeliz Navidad!
Estamos muy contentos
Porque es Navidad, iSì!
Return to Contents
25
¿Por Qué Soy Tan Pequeño?
Había una vez .. UN PATITO ( en voz alta y dramática)
Un día, Patito se miró al espejo.
-¿Por qué soy tan pequeño?- dijo. ( en voz triste y
deprimida)
- ¿Por qué no puedo ser tan grande como un perro? dijo
- ¿O tan alto como una jirafa?
- ¿Por qué no puedo ser tan gordo como un gato y pasarme
todo el día durmiendo
…..? dijo Patito
26
- ¿O tan largo como un cocodrilo?
- ¿Por qué soy tan pequeño?
- No eres tan pequeño, dijo una vocecita
- A mí me pareces muy alto, y largo y gordo y redondo,
dijo ratoncito
-
¿Por qué no puedo ser yo tan grande como tú?
El FIN
..¡y patito y ratoncito vivieron felices hasta el fin de sus días !
(Go over the names of the animals in Spanish and then
choose actions/noises that the children will do when the
different animals are mentioned. E.G Patito = ‘cua cua cua’
/ Cocodrilo = move arms like mouth of crocodile/perro
=’guau guau’. After a lot of repetition, children may be able
to say the phrase, ‘¿ Por qué soy tan pequeño?’ and the
names of the animals as they appear in the story. Use
actions for pequeño / grande / alto / gordo).
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