Here`s - La Jolie Ronde

Transcripción

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Acknowledgement: La Jolie Ronde Ltd. would like to thank all those who contributed,
including those who successfully introduced the material into nursery departments,
Montessori Nursery School and Pre-Prep departments during the pilot phase.
Graphics: Crisp Design www.crisp-design.co.uk
Illustrations: June Pryce.
Photography: Andrew Pendlebury.
Musical arrangements: Barry Farnsworth.
Recording and engineering: Farnsworth Music Technology and Meadow Farm Studio.
Vocals: Marc and Claire Nicholls, Colette Leclercq-Hallam.
Printed by: Performance Print.
Published by La Jolie Ronde Ltd. 2010.
43 Long Acre, Bingham, Nottingham NG13 8AG, UK.
e-mail: [email protected]
website: www.lajolieronde.co.uk
4th Edition 2008 (Revised Edition)
© Copyright LJR Educational 1996-2010
© Copyright La Jolie Ronde Ltd. 2002-2010
All rights reserved. In all countries, no part of this publication or the accompanying recording
may be resold, reproduced or stored in a retrieval system or transmitted in any form, or by any
means, electronic or mechanical, including photocopying or recording, without permission in
writing from the publisher. ‘La Jolie Ronde’ Spanish for Children is the sole proprietor of the name
‘La Jolie Ronde’ in connection with language instructions, textbooks, recordings and language
recordings throughout the world. The purchase or repurchase of this book and CD in no
way entitles the purchaser or any other person to use the name ‘La Jolie Ronde’ in connection
with the teaching of languages. The use of the name ‘La Jolie Ronde’ in such connection is
hereby specifically prohibited unless formally authorised by contract with ‘La Jolie Ronde’.
La Jolie Ronde is a registered Trade Mark.
“Can be used to develop language skills through a range of creative activities. Can be
used by non-specialist teachers and with mixed age groups 3-5 and 4-7”.
Contents
Introduction
........................................................ 2
Central Module:
¡Soy yo!........................................... 3
Rhymes.............................................................................. 4
Songs.................................................................................. 9
Stories: Los tres osos. Vamos a cazar un oso.....12
Games, activities, art and craft..................................16
Vocabulary......................................................................29
Optional Module:
Estaciones, Pascua y Navidad.... 32
Seasons:
Easter:
Christmas:
Rhyme..............................................................................33
Songs................................................................................33
Stories: La Reina de la Nieve. La oruga.................35
Activities, art and craft................................................39
Rhymes............................................................................45
Story: El pollito pequeño............................................46
An Easter Story.............................................................47
Activities, art and craft................................................47
Activities. .......................................................................49
Vocabulary......................................................................51
Optional Module:
Las salidas. Es mágico................ 55
La granja:
El zoo:
¡Es mágico!:
Songs................................................................................56
Games and activities....................................................56
Rhyme..............................................................................62
Song..................................................................................62
Story: La caja mágica....................................................63
Games, activities, art and craft..................................65
Vocabulary......................................................................68
Sample Lesson
List of CD Tracks
...................................................... 69
...................................................... 70
© Copyright La Jolie Ronde Ltd. 2002-2010.
Songs................................................................................58
Games and activities....................................................60
Vocabulary......................................................................61
1
Introduction
La Jolie Ronde Ltd has introduced Spanish into Primary Schools for a number of years.
Whereas a more methodological approach is introduced with older children, for very
young children there should be more flexibility. This is not a structured course but a
resource pack. With young children, you should not expect to cover everything but to
pick out activities which are relevant to your scheme of work or simply whatever takes
your fancy. Teaching sessions should be short, around 15 minutes, and activities within
a session should aim to introduce or practise small amounts of vocabulary. Children
need to copy and hear a good accent from a fluent speaker, but they also need to
understand what the new words mean. A mixture of Spanish and mother-tongue will
ensure that the children understand and enjoy the activities while they become familiar
with the new sounds.
Rhymes, songs, stories and games allow the children to be physically involved in the
learning activity. Some very young children may not wish to use the new sounds at
first, but enjoyment of the activities will encourage them to want to ‘play’ again and
again. Ideas for presenting the rhymes, songs, stories and games appear along with
suggested follow-up activities. Suggestions are also given for the drama, art and craft
activities related to the language. Through speaking, listening and being listened to, a
young child sorts out his/her understanding of new experience and language. Activities
which encourage dialogue between the adult and child provide opportunities for
this process to take place. ¡Soy yo! introduces me, my family, my house, my pet, my
clothes and my toys. This is the central module and should be used first or on its
own. Two optional ‘bolt-on’ modules (so called because the nouns will ‘bolt on’ to the
basic vocabulary of ¡Soy yo!) follow. Seasons, Easter and Christmas suggests seasonal
activities. Las salidas and ¡Es mágico! introduce the farm and the zoo, kings, castles
and magic. A teachers’ CD and a child’s CD are included in this pack. The teachers’
support CD is performed by native speakers and can be used by the teacher with the
children. It includes the songs, rhymes and stories of all three modules. A short CD
for children, performed by native speakers, including 3-5 year olds, allows little ones to
join in at home and in the car. Extra copies of this CD may be ordered separately.
The vocabulary, songs, rhymes and activities to be found in Entra en el corro are a good
introduction to the structured programmes of the La Jolie Ronde course.
¡Soy yo!
Me – My family – My house – My pet – My toys – My clothes
Estaciones, Pascua, Navidad Las salidas
Seasonal activities
The farm The zoo
2
¡Es mágico!
Kings, castles and magic
Central
Module
¡Soy yo!
CD10
9. Me voy a la cama con todos mis juguetes.
mi pelota, mi osito, mi muñeca,
mi conejo, mi gato, mi perro, mi ratón.
Y mamá nos dice a todos, “¡Buenas noches!” I go to bed with all my toys.
My ball, my teddy, my doll,
My rabbit, my cat, my dog, my mouse.
And Mummy says to us all,“Goodnight!”.
Play a guessing game taking each toy out of a toy box and naming it in Spanish. Give
one toy to each child and let them sit in a line pretending they are all in bed. As you
mention each toy, the child holding it can hold it up and you or they say the name.
When Mamá (or Papá) says goodnight they can each say goodnight and pretend to go to
sleep. Ask, “¿Dónde está mi pelota?” Repeat with other toys. Put them en la caja.
CD11
10. Doy una vuelta por mi casa.
Cierro la ventana.
Cierro la puerta.
Doy vuelta a la llave.
¡Ya está! ¡Buenas noches!
I go around my house.
I close the windows.
I close the door.
I turn the key.
That’s it! Goodnight!
This is an action rhyme using the face. Circle your face with your finger. Use index
fingers and thumb to emphasise closing your eyes then closing your mouth. Pretend to
turn your nose for the key then mime sleeping for buenas noches. You will note that
in closing the door you close your mouth. You can carry on speaking but the children
may realise that they have been asked to close their mouth and will refuse to open it
again. From experience, we find that children find it funny to try and say goodnight
through closed lips. Make the most of the humour!
8
Central
Module
¡Soy yo!
Songs
Available on the enclosed CD:CD21
1. Head and body words
La cabeza, los hombros, las rodillas, y los pies (twice).
Los ojos, las orejas, la boca, la nariz.
la cabeza, los hombros, las rodillas, y los pies.
Head, shoulders, knees and feet.
Eyes, ears, mouth, nose.
Head, shoulders, knees and feet.
Point to the parts of the body and face as they are named.
CD22
2. Please and thank you
Cinco pastelitos en la pastelería.
Five little pies in the cake shop.
Cinco pastelitos, pastelitos de frutas.
Five little pies, fruit pies.
Aquí está Sara, Sara dice:
Here’s Sara. Sara says:
“Un pastelito por favor. Gracias.”
“One little pie, please. Thank you.”
Cuatro pastelitos… etc. Four little pies… etc.
“Aquí está Pablo...” “Aquí está Clara...” “Aquí está Paco...” “Aquí está Ana...”
Make five little pies out of plasticene or card and paper and put them on a paper plate.
One child can pretend to be the baker in la pastelería. Five children in turn can come
and ask for a pie saying “please” and “thank you”. You can make your play shop into
a baker’s with pretend cakes. After a baking session encourage the children to say
“please” and “thank you” in Spanish.
CD23.
Introduction for ‘Puedo saltar’
¿Puedes saltar? Sí, puedo saltar. ¡Mírame! ¿Puedes andar? Sí, puedo andar. ¡Mírame!
¿Puedes tocar las palmas? Sí, puedo tocar las palmas. ¡Mírame! ¿Puedes girar? Sí, puedo
girar. ¡Mírame!
Can you jump? Yes, I can jump. Look at me! Can you walk? Yes, I can walk. Look at
me! Can you clap? Yes, I can clap. Look at me! Can you turn? Yes, I can turn. Look
at me!
9
Central
Module
¡Soy yo!
Games and Activities
Ideas and Suggestions
Yo
Birthdays
Birthdays are major milestones to little ones and much must be made of their special
day. In Spanish, count how old they are by clapping. It is nice to have a clapping
activity which is special to their group as it gives a feeling of belonging to the group, e.g.
clap the number of years then add one for good luck and one for growing, or one for
good luck and one for Big Ted on the cushion (because he does not have a birthday
and he feels left out!). Have a tin of birthday biscuits or “caramelos”. Los caramelos can
be used to learn some colours in Spanish and to practise Me gusta, Tengo, e.g. Tengo un
caramelo rojo. Me gustan los caramelos verdes. The child who is having a birthday can be
the special one who takes the tin around the class. Everyone can learn that it is polite
to wait your turn, to look then pick up just one sweet or biscuit and to say “thank
you” or “gracias”. If a child brings in cards to show you, name the senders in Spanish as
well as English where possible, e.g. Papá y mamá, abuela y abuelo.
Rhyme 1
You can use the vocabulary to play a game which will later become “Gruñe, cerdito,
gruñe” or “Squeak, piggy, squeak”. One child hides his/her eyes – they could kneel
beside you and put their head on your lap. Silently choose someone to tap gently on
the child’s back. The child can ask, “¿Quién es?” and the one chosen can whisper, “¡Soy
yo!” The child then guesses who it is. You can give clues, e.g. she/he is wearing a green
jumper, she/he had a birthday yesterday etc.
Another game for young children is to make a bridge. Two children face each other
with arms stretched forward so that they can hold hands. They are the bridge. Other
children form the bus el autobús (see ‘las salidas’ songs) one behind the other with their
hands on the shoulders of the one in front. When the bus arrives at the bridge it stops
and hoots its horn (¡Pííí!, ¡pííí!). The bridge children ask “¿Quién es?” The bus replies
“¡Hola, soy yo!” The bridge children raise their arms and say “Pasa, autobús” and the bus
can go through. If you know any colours the bus could be el autobús rojo for example.
16
Central
Module
¡Soy yo!
Rhyme 2
A similar game to the bus in Rhyme 1 can be the caterpillar march.
Two children form an arch which is the closed garden gate, La verja.
The other children join together in a line to make the caterpillar la
oruga. The caterpillar wants to get into the garden to eat the leaves.
When the caterpillar arrives at the closed gate the children can repeat
the first 4 lines of the rhyme and say, “Tengo hambre” – “I’m hungry”.
The arch opens and the gate children say “Entrad”. They can then follow the leader
(teacher) walking slowly, faster, turning and jumping en el jardín. They can sing and play
Pedaleo, pedaleo en el jardín. You could then tell the story of la oruga (to be found in
‘Seasons’) or ‘The Very Hungry Caterpillar’ (La pequeña Oruga Glotona) by Eric Carle,
counting in Spanish the number of things he eats each day.
Rhyme 3
This rhyme can introduce mi familia. You can make finger puppets of the family. Make
a tube of paper to fit each finger and stick a face on each one. Finger puppets can also
be made from the fingers of an old pair of gloves. Cut off the fingers, stitch around the
cut edge then stick a face onto each one. Alternatively use felt eyes, nose and mouth
and make hair from strands of wool all glued into place.
As another activity the children could, with help, draw around their own hand or a
friend’s, then make each finger into a member of the family by drawing in features and
hair. Further ideas for puppets are included in the Art and Craft section at the end of
this module.
Cut out pictures of people from catalogues. In turn the children can choose mamá,
papá etc. from the pile. They can then introduce their family with aquí está papá etc,
Tengo dos hermanos, tengo una hermana. etc. This allows children to be creative and
enjoy the fantasy of a pretend family. The teacher can ask, “¿Dónde está mamá/papá?”
etc. and the children can point to the members of their pretend family. To extend this
activity, let the children glue their family picture onto paper, perhaps within the outline
of a house. This provides the opportunity for the teacher to talk to the children as
they are sticking. The family members can then be counted on each picture.
You can make a biscuit family with the children using a basic biscuit dough and “family”
cutters. Baking sessions allow children opportunities to weigh and measure, to follow
simply instructions and to talk about the new language as well as the activity they are
doing.
Basic biscuit dough:
8 oz SR flour, 4 oz soft margarine, 4 oz sugar, approx. 16 teaspoons milk, vanilla
essence.
Rub the margarine into the flour, stir in the sugar, add the milk and vanilla essence
and stir until it forms a ball. Roll out the dough and cut out the figures. Bake in a
moderate oven for 15-20 minutes.
Afterwards the biscuits can be shared, using the vocabulary as for the birthday sweets.
17
Central
Module
¡Soy yo!
Family biscuit cutters can be used to cut out playdough families. The children can
introduce the figures they cut out, e.g. Aquí está mamá. Aquí está el bebé pequeño. The
figures can move around and meet other families. Hola, me llamo Sara. Aquí está mi
hermano. Aquí está mi hermana. etc. They can also talk as they “move” about, e.g. Puedo
andar, bailar, correr, saltar etc.
Basic playdough mix:
2 1b plain flour, 10 oz salt, 2 dessertspoons cooking oil, water to mix.
For coloured playdough, add dry powder paint or food colouring to the dry ingredients
before adding the oil. Add water a little at a time to make a firm dough then knead it
well to make it pliable. Store in an airtight container.
Play figures come in a family group including grandparents, e.g. Little Tyke’s Play Family.
Each child can choose one or two figures, name them and introduce them. They can
make them move to act out a story as the teacher tells it, e.g. Sara goes to the park to
meet her grandma and granddad. She walks, runs, etc. Sara asks her grandma for an
ice-cream. “Me gustaría un helado por favor, abuela. Gracias”.
Mi casa
Rhymes 4, 6, 10
The children can use paint to make prints with their thumbs. Add features to make
Pulgar pequeño then draw his house and garden around him.
Make simple box houses. Choose square or rectangular boxes from your resource
box which the children can paint. Glue on square or rectangular shapes for windows
and doors or cut out simple shapes. Cut up large grocery cartons and sandwich
together two or three large pieces to make a firm flat base. One or several of these
can be made as play mats for creating imaginary streets and playing with play people
and small vehicles and placing your small box houses in communities. The play people
can speak to each other saying, “Hola. Adiós” etc. or within their own house, “Buenas
noches mamá, papá” etc. They can show “friends” around their house and garden,
e.g. Aquí está mi habitación. Aquí está mi cama. Aquí está mi tobogán. Aquí está mi
columpio (swing). Use whatever you have in your resource box to create garden toys,
e.g. a slide can be made from play bricks and a kitchen roll cut lengthways. A swing
cut from the other half of the tube can be attached by string and sellotaped to a frame
of plastic bricks.
18
Central
Module
¡Soy yo!
Art and Craft Ideas
Puppets
Finger puppets can be made in several ways depending on the time and resources
available. Cut small figures from card, stick a ring of card on the back and slip the
puppet onto the finger. Draw and cut out small figures from the card. Cut two fingersized holes so that the child can put two fingers through for legs or arms. If it is an
elephant, one hole can be cut so the child’s finger can pretend to be the trunk.
Cut the fingers from an old pair of gloves and stitch around the cut edge. Glue or
stitch on features and hair. For more substantial finger puppets cut two rectangles,
approximately two and a half by one and a half centimetres, from felt. Machine or
hand-stitch round the two long edges and one short edge, rounding the top, then trim
away the corners with scissors. Provide scraps of felt and wool in different colours,
cotton wool and scraps of material. The children can choose the features, clothes and
hair and help to stick them on.
For stick puppets cut out the characters from stiff card then attach to a clean lollipop
stick or strip of thick card. Small boxes and kitchen roll tubes can be made into
puppets. Use scraps of paper or fabric glued around the box or tube for clothes. Glue
in place a paper face and wool strands for hair.
Use the puppets to name head and body words and to say any of the rhymes.
Wall displays
Hand prints can be used in lots of ways (Aquí está mi mano). Cover the working surface
with lots of newspaper and have a bowl of soapy water and old towel or paper towels
handy. Put the paint in trays so that the children can put their hands in. Not only can
individual prints be used for comparing size or for counting to five (or ten!), they can
be cut out and used to create different pictures. Placed horizontally with an eye added
near the heel of the palm they can be fish (un pez) in an underwater picture. Green
prints with a circle of shiny blue paper on the palm can be used to create the fanned
tail of a peacock (un pájaro grande). Yellow prints can be clustered around a lion’s
face to create the mane in el zoo. Green or autumn shaded prints can be cut out as
leaf shapes for a tree picture (see Seasons’ tree). Name the colours and 1, 2, 3, 4, 5
numbers in Spanish.
27
Central
Module
¡Soy yo!
Masks
Paper plates are ideal bases for masks. You can have the eye and mouth holes cut out
of several for when they are required. These can be used to make story characters or
animal masks depending on the topic being covered, or can be used to sing “¡Hola, soy
yo!”, practising the face. Masks can be of people or animals and can be used in games
of pretend or in drama situations where children can say hello, introduce themselves
and their family etc. They can be used to act stories like “los tres osos”, “los tres
cerditos” etc … Masks can be attached to a lolly stick so that younger children can
easily remove them. Play “¿Dónde está…?” The children can hide behind their mask.
Ask “¿Dónde está Susy?’ and Suzy can put aside her mask and say “¡Soy yo!” This can be
extended to say the name and “Hola” and even “Adiós” as they replace the mask.
Mobiles
Mobiles can hang on a single thread or can be grouped and attached to wire coat
hangers or plastic drinking straws which an adult has fastened together. Birds,
butterflies and fish are all suitable for making into mobiles as they appear to fly or
swim. They can be two-dimensional, cut out and painted, sponged or covered in shiny
paper or fabric scraps. They can be three-dimensional. Two cut-out shapes of each
creature can be stapled together around the edges with a padding of scrunched-up
paper between. Cover the staples with coloured tape to avoid sharp edges. While you
are making them give instructions in Spanish and English. Put on the Entra en el corro
music and let the children sing along as they work. Count the creatures in Spanish.
Papier-mâché applied to balloons can form the body of the creature which can then be
painted. Fins, wings and tails can be attached using folded tissue paper or streamers of
crepe paper. The creatures can be used to practise colours and head words. They can
be made to talk.
“Me llamo ‘pez’. ¡Hola!”
“¡Aquí está mi pájaro amarillo!”.
28
Central
Module
Basic vocabulary
hola hello
adiós goodbye
¿Dónde está? where is?
aquí está here is
es/está it’s
sí yes
no
no
por favor
gracias
me llamo
tengo
me gusta
sé/puedo
veo
please
thank you
I’m called
I have
I like
I can
I see
Numbers 1-6
uno, dos, tres, cuatro, cinco, seis
“BOLT-ON” VOCABULARY
The basic vocabulary can be joined to nouns and action verbs to make a variety of
phrases and sentences.
e.g.
Action verbs
andar
correr
girar
sé/puedo
jugar
me gusta
saltar
bailar
tocar
subir
¿Dónde
está?
mi gato
hola
papá
aquí está
mi hermano Aquí está
mi muñeca
me gusta
mi hermana es/está
mi cama
29
Central
Module
Vocabulary
Basic Vocabulary
Nouns
Yo
Me
mi cabeza mi nariz mi mano las rodillas mis ojos mi boca
my head
my nose
my hand
knees
my eyes
my mouth
mis pies my feet
mis dedos my fingers
los hombros
shoulders
los dedos del pie toes
mis orejas
my ears
Mi familia
My family
papá
Daddy
mi hermano
my brother
mamá
Mummy
mi hermana
my sister
Mi casa My house
mi(s) ventana(s) my window (s)
mi puerta
mi llave my key
mi jardín
mi habitación my room
mi cama
my door
my garden
my bed
Mi animalMy pet
mi perro
my dog
mi gato
my cat
mi ratón
my mouse
mi conejo
my rabbit
Mis juguetesMy toys
mi columpio
my swing
mi muñeca
my doll
mi coche
my car
mi bicicleta
my bike
mi pelota
my ball
mi osito
my teddy bear
30
Central
Module
Vocabulary
Mi ropa
My clothes
mi camiseta
my T-shirt
mi jersey
my jumper
mi vestido
my dress
mi sombrero
my hat
mis calcetines
my socks
mis pantalones cortos
my shorts
mis pantalones
my trousers
mi camisa
my shirt
mi abrigo
my coat
mis zapatos
my shoes
31
Optional
Module
Estaciones, Pascua y Navidad
This is an optional module which can be used
as an extension of the basic vocabulary presented
in “¡Soy yo!”. For more songs and activities for
Christmas, La Jolie Ronde Ltd publishes a successful
resource pack with CD called
“Feliz Navidad” which contains some songs,
stories and activities suitable for this age-group.
32
Optional
Module
Seasons
Rhyme – an extension to Rhyme 4 of ¡Soy yo!
CD12
Aquí está mi mano.
Aquí están mis dedos.
Tortuga pequeña*, escóndete.
Adiós.
Here is my hand.
Here are my fingers.
Little tortoise, hide.
Goodbye.
• • • •
••••
Tortuga pequeña ¿estás ahí?
¡Chsss! ¡Duermo!
Little tortoise, are you there?
Sh! I’m sleeping!
* Replace with “oso pequeño” or “erizo pequeño” (little bear / little hedgehog).
If you are talking about autumn and hibernation you can make your hand into the
hibernating creature and do the rhyme.
Songs
CD30
Las hojas son rojas, marrones y amarillas, marrones y amarillas, marrones y amarillas.
Las hojas son rojas, marrones y amarillas en otoño.
Mira las hojas que bailan en el aire, bailan en el aire, bailan en el aire.
Mira las hojas que bailan en el aire en otoño.
Mira las hojas que caen al suelo, caen al suelo, caen al suelo.
Mira las hojas que caen al suelo en otoño.
The leaves are red, brown and yellow, brown and yellow, brown and yellow.
The leaves are red, brown and yellow in autumn.
Look at the leaves that dance in the air, dance in the air, dance in the air.
Look at the leaves that dance in the air in autumn.
Look at the leaves that fall on the ground, fall on the ground, fall on the ground.
Look at the leaves that fall on the ground in autumn.
The children can move about the room on their own or go around in a circle or stand
still and move their hands. They can dance their fingers above their heads or can move
about the room wiggling their fingers high and low. They can finish the last verse by
curling up on the floor.
33
Central
Module
Seasons
CD31
Los patos son verdes.
Los patos son verdes.
Son muy bonitos.
Vuélvete, María*.
Los conejos son marrones.
Los conejos son marrones.
Son muy bonitos.
Vuélvete, María*.
Los pollitos son amarillos…
Los cerditos son rosas…
Las ovejas son blancas…
The ducks are green.
The ducks are green.
They are very pretty.
Turn your back, Maria.
The rabbits are brown.
The rabbits are brown.
They are very pretty.
Turn your back, Maria.
The chicks are yellow.….
The pigs are pink…..
The sheep are white….
The children form a circle. When a child is named * she / he turns around to face out
of the circle. For very little children you can reduce the vocabulary by replacing the
third line with “¡Oh, eh, oh, eh!”
34
This page may be photocopied only within the purchasing organisation. © Copyright La Jolie Ronde Ltd. 2002-2010.
This page may be photocopied only within the purchasing organisation. © Copyright La Jolie Ronde Ltd. 2002-2010.
Optional
Module
Seasons
Story
La Reina de la Nieve – The Snow Queen
CD18
This familiar folk tale can be used in winter or can be related to the magic theme as
the Snow Queen is a magical figure. The story can be told using the simple Spanish
text only, or it can be told in English, introducing Spanish phrases which you want to
practise or which relate to other activities.
1. Es invierno. Hace frío. Aquí están Kay y Gerda.
2. Kay juega fuera. Lleva unas botas, un abrigo, unos guantes, un sombrero, y una bufanda.
3. De repente aparece un trineo grande. Es La Reina de la Nieve. Llama a Kay “¡Ven aquí!
Kay sube al trineo.
4. ¡Es mágico! El trineo vuela al Castillo de la Reina de la Nieve.
5. Gerda busca a Kay. “¡Kay, Kay! ¿Dónde estás?”
En primavera ve unas flores, pero ¿dónde está Kay?
6. En verano hace calor. Ve unos girasoles… pero ¿dónde está Kay?
7. En otoño hace viento. Ve unas hojas rojas, marrones y amarillas… pero ¿dónde está Kay?
8. En invierno hace frío. Está nevando. Gerda ve el Castillo de la Reina de la Nieve. ¡Y aquí
está Kay! “Ven Kay, me voy a casa” dice Gerda. “¡Yo también!” dice Kay.
Y La Reina de la Nieve se queda sola en el Castillo de la Nieve.
35
Optional
Module
Seasons
Transcript:
1. It’s winter. It’s cold. Here are Kay and Gerda.
2. Kay is playing outside. He’s wearing boots, a coat, gloves, a hat and a scarf.
3. Suddenly a big sleigh appears. It’s the Snow Queen. She calls Kay. “Come here!”
Kay climbs into the sleigh.
4. It’s magic! The sleigh flies to the Snow Castle.
5. Gerda looks for Kay. “Kay! Kay! Where are you?”
In spring she sees some flowers … but where is Kay?
6. In summer it’s warm. She sees some sunflowers….. but where is Kay?
7. In autumn it’s windy. She sees red, brown and yellow leaves…… but where is Kay?
8. In winter it’s cold. It’s snowing. Gerda sees the Snow Queen’s castle. And here’s
Kay! “Come on, Kay. I’m going home”, says Gerda. “Me too!” says Kay.
And the Snow Queen stays all alone in the Snow Castle.
36

Here`s - La Jolie Ronde

Transcripción

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