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Spanish: Year 7 Scheme of Work: Launchpad 2007

Lesson number

Objective Focus High Impact Language

Context and Key language

Suggested activities: Differentiation*

1 To be able to identify common sound patterns through familiar foods.To link sound patterns to words students have already learnt.

Correlate sound to letter strings eg j in fajita.Research “borrowed” words, eg guacamole

Foods : Spanish foods : paella, fajita, tortilla, tapas, guacamole, salsa, nachos, burrito, gazpacho, enchiladas, chorizo, sangríaItalian foods: lasagne, pizza, pasta, spaghetti, French foods: café, baguette, croissant, pain au chocolat, gâteau, quiche.Letter strings:ll : tortilla, paella, amarillo (contrast with how this word is pronounced in the song Amarillo), caballo, j: fajita, rojo, pájaro, conejo (Juan, Julio, José)rr: burrito, perro (z : gazpacho, azul, diez, pezch : gazpacho, nachos, i : sangría, tortilla, (Miguel) e: guacamole,

1. Introduce French, Spanish and Italian food words and students sort foods into the three groups.2. Identify: brainstorm letter strings with words they already know in French: 3 Present names in brackets and children in pairs try to pronounce them.4 Fill out baseline assessment form.5. Homework: research “borrowed” words from Spanish.

In brainstorming activity use experienced learners’ previous knowledge. Eg food, pets, colours, numbers.

© Jackie Allison, Julie Prince & Elena Tomlinson

Lesson number


Context and Key language Suggested activities: Differentiation*

2 To be able to identify Spanish “borrowed” words in EnglishTo reinforce common letter strings.To understand differences and similarities between English and Spanish.

Correlate sound to letter strings eg ll in tortilla.

Memorising new nouns with gender.

Dictionary skills.

Examples of “borrowed” wordsReal Madrid, Julio Iglesias, Antonio Banderas, sombrero, maracas, flamenco, paso doble, merengue, piña colada, Florida, Los Angeles, Las Vegas, Ibiza (draw attention to correct pronunciation with these last words),

Examples of new words to pronounce :

Pollo, hoja, herizo, zorro, jardín, gallina, barrio, churro, libre, chorizo,

1. Brainstorm the borrowed words researched for homework.2. Present 10 new unknown words and attempt to pronounce them.3. Give groups a letter string. Say a number of words. Students stand when they hear their letter string. (Create competition in this)4. Identify differences between Spanish and English focusing on Masc and fem words, by classifying the words into two groups.5. Copy new words in masc. fem groups into vocab books. Highlight learning nouns with gender and spelling. 6. In pairs pupils use bilingual dictionaries to find a word or more containing one of the key letter strings. They share their word and add their favourite to their list.7. Homework: create poster of a borrowed word.

Use base line assessment information to organise a seating plan where an experienced learner works with a beginner.

Students can personalise the language, finding words they like / that interest them.Those who have not studied the language before are on equal terms with those who have through the use of new vocab.


Lesson number


Context and Key language

Suggested activities: Differentiation*

3 To be able to identify Spanish speaking countries in the world.To reinforce the names already learnt in lesson 1.

Identify places on a map.

Soyverdad/ mentira¿Y tú?

Nationalities: Espana, Argentina, Méjico, Chile, Peru, Venezuela, Ecuador, Cuba etc.

Me llamo Julio.Tengo diez anos.Soy de Argentina, ¿y tú ?

1. Locate Spanish speaking countries on a world map. (Use labels to place counties on a map). Other students say True or False. Students predict pronunciation of country.2. Match nationalities to countries, focusing on pronunciation.3. Students are given a name, age and country. They circulate to find one other from the same country.4. Gap fill writing activity on nationalities.




4a To be able to understand why there are different languages in the world and to suggest why learning a foreign language is important.

This lesson should supplement their French lesson on this topic. Find out which is coming up first. 4a should be taught in one language lesson before 4b is taught in the other.

World languages and citizenship.

1 .Starter on Spanish speaking world.2. Brief history of why there are different languages (Ppt.)3. Brainstorm in groups why it is important to learn a language. Feedback to class. 4. Plenary - Millionaire quiz on what they have learnt.

Culture based lesson so all students on equal footing.

4b To be able to understand why there are different languages in the world and to suggest why learning a foreign language is important.

This lesson should supplement their French lesson on

World languages and citizenship.

Students can make displays in small groups on paper/ICT about the following:1. The Spanish speaking world.2. Why is there not just English in the world?3. Why is it important to learn a language?

They will present at the end of the lesson.

Culture based lesson so all students on equal footing.


this topic. Find out which is coming up first. 4a should be taught in one language lesson before 4b is taught in the other.

No. Objective Focus High Impact Language


5 To be able to say the alphabet

Classifying letters by sound

Cómo ¿Cómo se escribe?(alphabet)

1. Teach alphabet by song.2. Students classify letters into 4 groups. i) Similar to English e.g. a, b, d, o, p, q, t,ii) Extra syllable to English e.g. f, l, m, n, s,iii) Strange e.g. ch, g, h, j, ll, ñ, r, v, w, x, y, z iv) vowels, (a ,e, i, o u)3.Students listen to spellings and write names / words.4. In pairs play hang man with French names.


6 Learning Objectives Focus High Impact Language

Context & Key Language

Suggested activities

Differentiation*

To explore the most effective strategies for learning new vocabulary

To understand and use key items that could be found in the classroom

To practise adapting familiar structures in new contexts

adapting key structures, memory, recall

gender and comparison of languages

Tengo Classroom Objects:un boliun lápizun sacapuntosun libroun cuadernoel pegamentopapeluna reglauna gomaun estuche

Starter: brainstorm how students learn to spell words in English

Introduce items of vocabulary orally to practise pronunciation via the Comment? game (see appendix).

Focus on gender of new words. Can French speakers remember any classroom items and their gender? Draw comparisons (see appendix) and discuss possible explanation.In groups students trial various techniques to learn vocabulary

Experienced learners give full sentences/ teach a partner

Less experienced learners focus on easier items of vocabulary

This places importance and value on the previous learning of all the students.


(meaning and spelling). See appendix. This could be set up as a carousel.

Students feed back to the group which strategies would work well for them.

Students are on ‘an equal footing’ irrespective of previous learning experience.

7 To practise adapting familiar structures in new contexts

To become familiar with techniques for learning spellings

adapting key structures, memory, recall

Tengo, no tengo Classroom objects as lesson 6

He olvidado

Domino game to practise Tengo and No tengo (see appendix)

Dice spelling game in pairs (see appendix)

Students practise creating own sentences, orally, using he olvidado.Whole class or group game- one pupil has a selection of classroom items and hides one. He/she shows the remaining items v. quickly to the class and then says “He


olvidado…” the other students decide “verdad/ mentira”

No.

Learning Objectives

Focus High Impact Language


Suggested activities Differentiation*

8 To understand and use numbers to 10

Comparison between languages and language families.Pronunciation

Tengo Numbers 0-10More letters (d, s, t, r, c, t, h, v, z, )Revision of comment ¿Cómo se escribe?

Introduce numbers to 10. Repetition activities (e.g. repeat in the style of, Hunt the Monkey (see appendix).Practice activities e.g. Strip Bingo! (see appendix).Practise phrases using Tengo. E.g. volunteer holds a number of pencils behind back and says “Tengo ___ lápices”. Class decide verdad/mentira.Pass the box spelling game to practise spelling new words.

Homework: find the word for “five” in different langs (e.g. Fr, Sp, Ger, Port, It).

The work on spelling provides a fresh challenge for those who already know their numbers.


Learning Objectives




9 To understand and use numbers to 20.To give your age and understand when others give their age.

Comparison between languages and language families.Pronunciation

Tengo Numbers 0-20¿Cuántos años tienes?Tengo ____ años.More letters (q)

Go over words found for homework and discuss. Why are some similar? (Discuss lang. ‘families’).

Revise numbers 0-10Present 11-16.Mexican wave to practise 11-16.

Spelling game to practise spelling new words (see appendix)

Introduce Tengo __ años.Compare other langs. (see appendix)

Yo también game to practise name, age & nationality (see appendix).

Homework: find English words connected with numbers 1-5 in Spanish (point out there must be a connection in meaning as well as spelling, so “undo” is no good but unicycle is).

Drawing comparisons between langs. Is beneficial for all students but will especially help beginners feel their prior learning is valued.


No. Learning Objectives




Differentiation*

10 To learn/reinforcecommon pets

To identify specific phonemes.

Listening skillsPhoneme/grapheme correspondance

EsTengoNo Tengo

Pets ;un perro, un gato, un caballo, un pájaro, un pez, un conejillo de indias, un conejo, una araña, un ratón, un hámster, una tortuga

Introduce / revise pets via flashcards or soft toys. Guessing games to practise e.g. – “¿Qué animal es?” (quick flash with flashcards or soft toy in a feely bag).Mimes (Ss can mime an animal for others to guess).Repetition memory game for practice and Snatch and Grab game (Coge y corre) (see appendix).(Lotto with pets)

Different ways of questioning pupils.

Those who are not yet ready to produce an answer can get involved in the miming.

Beginners could be given a more obvious animal to find such as hámster or tortuga.

This activity places all students on a fairly equal footing as it is not dependent on prior knowledge


Listen for a specific phoneme (e.g. j). Students wave / stand up / pat their head every time they hear it.






11 To practise linking sounds to written words.

To appreciate that some languages express concepts in a different way.

Dictionary skillsGenderPhoneme / grapheme correspondance

Tengo No tengoEs

Pets from previous lesson.

Present written words for pets (large flashcards) whole class match-up. Discuss any “surprises”. Look at letter strings. Ss invent rules (e.g. ll is pronounced ly or y). Look at the pájaro. Can they find that sound in another pet? (conejo), etc.Phoneme/grapheme elimination game (see appendix).

Written work.

Different questioning techniques.

Beginners have different worksheet (labelling / matching up, etc.) Non- beginners - dictionary work – find some unusual animals and then teach them to the rest of the class.Look at gender patterns and compare Fr & Sp (see appendix). What similarities & differences can the Ss spot? Can they spot any words which obviously share the same root? Look at “conejillo”. Can those who haven’t studied Spanish guess part of its meaning? Which other pet does it


look like? (It literally means “little rabbit”). Cf literal meanings of guinea-pig in different languages.





Suggested activities Differentiation*

12 To be able to use the colours in Spanish.

They will be looking at the roots/cognates of French and Spanish colours in their French lesson, so you may brainstorm what they have learnt.

TengoNo TengoTieneEs

Colours and pets

Memory game. 6 volunteers describe their pet. E.g. “Tengo un perro. Se llama Toby.” At the end, T quizzes Ss on what they’ve heard (e.g. ¿Cómo se llama el gato de Polly?”; « El perro de David, de qué color es? »). Pairwork / small groups. One student (reporter) interviews another (celebrity) re their pet. Ss practise asking and answering the questions and answers from the song.

Letter Box spelling game (see appendix).Human sentences. Students have large word cards. As teacher calls out a sentence the relevant pupils come to the front and stand in order (this reinforces adjectival position and, if

Beginners should be paired with non-beginners.

Some Ss will be able to add colours, names and ages of their pets.Some confident non-beginners could take over the T’s role in asking questions.

Human Connectives games (see appendix).Ss work alone or in pairs to create their own written sentences using connectives.


masc. and fem forms are handed out, gender agreement).






Adaptations & Notes

13 To be able to express a simple opinion

Pronunciation, building confidence, memory, recall

es Classroom language: Me gusta.. (no me gusta..),- estoy de acuerdo- pienso que + es- es verdad/mentira- ¿por qué ?- porque ...

Starter: Put 6 items on board (eg. A football team, a food, a personality, a pop group) use me gusta(n)/no me gusta(n) to express opinion.Ss could re-use vocab from week 1 (e.g. “me gusta la salsa”). They could also revise countries e.g. “Me gusta ir en…”Whole class or group game to practise, e.g. S1 “Me gusta la salsa”, S2 “No me gusta la salsa pero me gusta el guacamole”. S3 “No me gusta el guacamole pero me gusta la paella”. Introduce a few opinion words e.g. “asqueroso, delicioso, aburrido, interesante.”

Ext: Create own answer for “¿Qué te gusta?” (eg. Me gusta el azul)

Ss work with familiar vocab they have learnt this term or can extend it as they wish.


Graffiti poster activity (see appendix). Envelope game in pairs. Pupils have words on bits of paper to arrange into sentences e.g. “Me gustan las tortillas. Son deliciosas.” Or “No me gusta el guacamole. Es asqueroso.” Ss can then create their own sentences.

This open-ended activity allows ss to use the breadth of language with which they are comfortable. There can be support on the board with feminine and plural variations and reminders of est & sont.






Adaptations & Notes

14 To be able to ask if someone has any siblings and to be able to respond to the question, varying the response.

Memory recallLearning strategiesAdapting language

Tengo, no tengo, soy

Siblings ;un hermano, una hermana, hijo / hija único/a, hermanastro / a and numbers

Present / revise language using Simpsons or famous person’s family tree. Q & A session re family e.g. “¿Cómo se llama la hermana pequeña?”, “¿Cómo se llama el hermano de Lisa?”Compare the words for sister and brother in English, French and Spanish (see appendix). Does the Spanish way make it easier or harder to remember the words?Ss reflect on the vocab learning techniques they explored in week 5. Pass the box spelling game (see appendix) to revise

Confident ss can take over the questioning from the teacher.

As before, this values the previous language-learning experience of those beginning Spanish.

This has three


letters and practise spelling new vocab.Guessing game – ss are given a card with a person from one of 2 famous families (e.g. Simpsons and Royal family). They keep the card secret and then circulate and guess the identity of others by asking “¿Tienes hermanos?” and, if necessary, “¿Cómo se llama?” Once they know the identity they say e.g. “Hola Bart”.

advantages. It avoids a potentially sensitive issue for the ss. It also means that ss cannot just repeat a stock answer they may have learnt to say whether they have any siblings. Finally, those ss who have covered this language at primary school will, by the nature of the task, have to give different responses and adapt the language.






Adaptations & Notes

15 To be able to name members of the family. May also be able to describe them.

GenderAdjectival agreements.Memory recall.

El/ Ella es… Mi padre, mi madre, mi abuelo/a, mi tío/a, mi primo/a, mi amigo/a.

Present using Simpsons flashcards and discuss mi and mis.

Draw own family trees using correct possessive adjectives. Can also include description of personality.

Extend sentences using connectives or talk about other peoples families.

Introduce “que”.






Adaptations & Notes

16 To be able to describe a sibling in simple terms, using possessive adjectives.

PronunciationGender

Él / ella esTengo

Mi, misTu, tusSu, sus

“Pass it on” game. Ss have a card with pics of siblings (e.g. Bart Simpson). S1 says e.g. “Mi hermano se llama Bart.” S2 says e.g. “Su hermano se lama Bart. Mi hermana se llama Lisa.” S3 continues e.g. “Su hermana se llama Lisa. Mis hermanas se llaman Patty et Selma.”

Pairwork rôle plays. Ss interview celebrities about their families. E.g. “¿Tienes hermanos?” “¿Cómo se llama tu hermana? ¿Es grande o pequeña? ¿Cuántos años tiene?”

Mini white boardsGap-fill on

This will almost certainly be using the language in a new context for those ss who covered siblings at primary school.

Ss can use varying amounts of language. Non-beginners can take the rôle of interviewer first. Beginners can work with non-beginners for support.

Differentiated work sheet on possessive adjectives and plural endings


Simpsons family with pets





Adaptations & Notes

17 To be able to describe people and animals in terms of their characteristics.To become more confident using the third person.

Word orderGender

Él / Ella esSoy

Tímido, aburrido, perezoso, hablador, deportivo, gracioso, bonito, malo, trabajador

Grande, pequeño

Present new language and practise using mimes. Look at gender endings, put them into columns.Revise siblings & possessives. Revise a few adjectives to describe physical characteristics e.g. grand, petit.Human sentences. Ss have a large text card each and must stand up and get into order when the teacher calls out a sentence e.g. Mi hermana es perezosa.

This really focuses the students on word order as they physically re-position themselves. Greater focus can be placed on gender agreement by handing out both masculine and feminine adjectival endings.


Learning Objectives




Adaptations & Notes

18 To be able to describe people and animals in terms of their characteristics.To become more confident using the third person.

Word orderGender

Él / Ella esSoy

Tímido, aburrido, perezoso, hablador, deportivo, gracioso, bonito, malo, trabajador

Grande, pequeño

Conversations in groups, swapping facts re siblings. Team game as follow-up. Each team quizzes another on the info they have just gathered e.g. “¿Cómo se llama la hermana de Richard?” Teams can gain extra points for additional info such as “Es grande y deportiva.”

Revise “me gusta” and “no me gusta”. Whole class activity. Jumbled sentences on board to re-arrange e.g. Me gusta Donkey. Es gracioso. Discuss how this could be joined using a connective e.g.

Ss can be given picture cards as their fictitious siblings (to avoid a sensitive subject and also to ensure they vary their language).


“Me gusta Donkey porque es gracioso.”Envelope game in pairs, creating similar longer sentences.

Dictionary activity to look up other characteristics and endingsPupils create their own sentences.






Adaptations & notes

19 To learn how to describe themselves and other people

Word orderGender agreementConsolidating the idea that different languages express things in different ways.

TengoSoyÉl/Ella es..TienesTiene

Los ojos azules, marrones, verdes, grises

El pelo rubio, castaño, negro, gris, corto, largo, mediano, liso, rizado, ondulado.Es perlirrojo/a

altobajomediano

Present & practise new language.

Games – ¿Quién soy?Guess member in class

Compare English, French & Spanish ways of describing hair & eyes (see appendix).

Reading activity – Scrambling Stations team game (see appendix), using Tengo /tienes/ tiene.

Use third person to create a description + characteristic for the game

This often reassures ss that it is not Spanish that is “odd” and that other languages are similar to Spanish, with English sometimes the ’odd one out’.

T needs to ensure that one student doesn’t dominate within a particular group and that beginners are involved.


20 Learning Objectives




Adaptations & notes

To be able to describe someone, in speech & writing, in simple terms.

Word orderGender agreementConsolidating the idea that different languages express things in different ways.

TengoSoyÉl/ella es..TienesTiene

As above

revising siblings and possessive adjectives

ICT activity : wanted poster/describe a celebrity (3rd person) or create a Powerpoint presentation on own family or famous family, introducing and describing relatives e.g. “Aquí está mi hermana. Es grande y deportiva. Tiene los ojos azules y el pelo negro.”

This type of open-ended activity will allow the ss to include more or less detail according to the amount of language they are able to use productively.

This activity can bring together all the language from weeks 11, 12 & 13, including possessive adjectives.






Differentiation*

21 To be more confident with using key verbs in Spanish. PRIOR TO GRAMMAR AND STRUCTURES TEST

Verb conjugations. Tener / ser.

Tener / serLlamarse

Revision of all vocabulary learnt.

Mini whiteboards to practise verb conjugations.

YoTuElEllaMe llamoTe llamasSe llama(n)TengoTienesTiene(n)SoyEresEsSon

Support on board for low abilities to select correct answer.

Could give out cards with verbs on for lower abilities.






Differentiation*

22 To be able to identify specific phonemes; to understand the different ways one sound may be expressed in written form; to be able to join in a Spanish carol

To learn about Christmas in Spain and compare it with celebrations in other countries, including one’s own.

Pronunciation; phoneme-grapheme correspondence; reinforcement of certain phonemes;

intercultural understanding

El tambor, el rey, pastorcillos, Belén, regalos, Dios, Señor

Discuss Xmas / Epiphany celebrations in Spain and compare them with France and U.K. (see appendix).

‘El tamborilero’ Christmas carol (see appendix). Students listen to it and can join in with some actions (e.g. mime beating a drum on hearing “mi viejo tambo”). They can have mini flashcards to

Provided this is not a carol the students learnt at primary school, this activity places all students on equal terms by focusing on a language skills rather than language content.


hold up and wave when they hear their line, progressing to strips of card with a line of written lyrics to listen for. Ss can join in singing the chorus.In groups they can be given an envelope containing the chorus lyrics on strips of paper. The first group to arrange theirs in the correct order wins.

Appendix

Names to spell

Juan, Julio, José, Miguel and Pepe will introduce students to many of the common letters - a, e, g, i, j, I, m, n, o, p, s, u.

Memory recital game


Items of vocab on board or individual letters to make a word. T & Ss recite them in order. Gradually and at random T removes an item at a time whilst Ss still recite. Eventually Ss should be able to recite the whole sequence from memory.

Pass the Box spelling game / Letter box

Students pass round a box containing letters. These letters spell a word they are learning to spell (containing letters they have learnt). They listen to music as they pass the box or sing a song. When the music stops (or at a key point in song) that student takes a letter from the box, says the letter and sticks it on the board. When all the letters are out of the box the class works out the word.

¿Cómo?T passes an item (e.g. a pencil) to a student and says “es un lápiz”. Student must say “¿cómo?” and T repeats it. The student then does the same with the student next to him / her. This continues around the class. Each student must say “¿cómo?” at least once but may say it as many times as necessary (so it doesn’t become Chinese whispers). Meanwhile T sets off other items (pen, ruler, etc) around room at different points. N.B. T must then circulate and check pronunciation carefully.

Classroom items in Spanish

A pencil = Un lapiz (m) (oon lappeeth, with stress on 1st syllable)A pen = un boli (m) (oon bollee, with stress on 1st syllable)A rubber = una goma (f) (with stress on 1st syllable)A ruler = una regla (f) (oona raygla, with stress on 1st syllable)

N.B. the genders are the same in French and Spanish

Possible techniques for learning vocabularyPost –its (French on one side English on the other)Cue cards- Pictures/symbols and wordsLook cover write checkRap/song/rhymegesture/mimemake recording

Domino game


Each student has a card, which is split into 2 sections. In the first half is, for example, a green pen. In the other half is, for example, a blue pencil crossed out. The student says “Tengo un boli verde. No tengo un lapis azul.” Whoever has the blue pencil on their card goes next. The cards should run around the class to end up with the same student who started. This game is also known as ‘follow-me’.

Spelling dice game

Pairwork. Students each have a sheet with 6 words on they must try to spell. They take turns to roll the die. If, for example student A rolls a 4, he / she must try to spell that word using the technique Look – Cover – Write – Check. If a students rolls a number he / she already has, he / she misses a turn. The winner is the first one to complete his / her 6 words.

Hunt the monkeyThis can be used to practise any language and is great for getting the pupils to repeat things again and again without even realising it. Useful for numbers, days, months, etc. Volunteer leaves room. Class hides object (e.g. cuddly toy) and volunteer is invited back to look for it. Count more quietly if he/she is cold and louder if he/she is warm. Warning! Start very quietly and agree a maximum level of noise! They love this game!

Strip BingoStudents have a strip of paper. They divide it into 5 boxes and place an item (e.g. a number between 1 and 10) in each box. As the teacher call out an item, students may tear off a box from either end of their strip if it contains that item. Items in the middle boxes don’t count.

How age is expressed in other languages

In Spanish, age is expressed in the same way as French i.e. I have ___ years. E.g. Tengo once años (tengo onthay anyoss) = I am 11 but literally translates as “I have 11 years”. The students might like to compare the French and Spanish way of expressing age with the English and German way and discuss possible reasons for the similarities and differences.

Yo también game Pupils have cards with name, age (& nationality). They circulate to find as many people as possible with things in common with them. Each time they find a similarity they say “yo también”. At the end, the person who has said “yo también” the most times is the winner.

Football vocabulary in French & Spanish

English French Spanish


Football Le (foot)ball El fútbolFootballer footballeur (m) but Joueur de football (m)

also existsFutbolista (m or f)

Goalkeeper Gardien (de but) (m) although goal (m) also exists

Portero (m ) or portera (f)

Team Équipe (F) Equipo (m) is general term but selección (f) is mainly used to talk about the team a

manager has chosen. It translates as selection and is pronounced selektheeon

(stress on last syllable)Goal (net) But (m) Portería (f)

(portaireea with stress on the ee)Goal (scored) But (m) Gol (m)

Referee Arbitre (m) Árbitro (m or f) (stress on 1st syllable)To draw Faire match nul empatarTo score Marquer marcarManager Manager (m) exists but entraîneur (m)

seems to be used to describe the person we would call the manager, even though it

translates as trainer or coach.

Entrenador (m) (see French explanation) although mánager (m) exists

The (foot)ball Ballon (m) (de football) Balón (m)penalty Penalty (m) Penalty (m)

I.T. vocabulary in French & Spanish

English French Spanishcomputer Ordinateur (m) Ordenador (m)Laptop Un (ordinateur) portable Un (ordenador) portátil (portateel with

stress on the a) but ‘laptop’ in South America

Hard disk Disque dur (m) Disco duro (m)Hardware Hardware (m) Hardware (m)CD-ROM CD (ROM) (m) CD (rom) (m)Software Logiciel (m) is most used but software

also existsSoftware (m)

Website Site web (m) Sitio web (m)


Email Courrier (électronique) (m) Correo electrónico (m)To surf (the internet) Surfer sur internet (although naviguer also

exists)Navegar por la red (red, pronounced

raythe, means net)Internet site Site internet (m) Sitio internet (m)

Window Fenêtre (f) Ventana (f) (bentanna) (This, like the French, is the general word for a window)

Colour gap-fill exercise

English Français Españolred RougeBlue azul

verdeYellow JauneOrange naranja

Violet Violeta / moradonegro

WhiteBrown Brun / marron

grisRose

vert rosa purple amarillo black bleu gris marrón noir pink blancogrey orange green blanc rojo

Solution

English Français Españolred Rouge Rojo (roho)Blue Bleu azul (athool)

Green Vert Verde (bair-thay)Yellow Jaune Amarillo (amareeyo)Orange Orange Naranja (naranha)


Purple / violet Violet Violeta / morado (beeolayta / morathow)Black Noir Negro (naygrow)White Blanc blancoBrown Brun / marron marrónGrey Gris Gris (Greece)pink Rose rosa

Derivations of colour words

SpanishAmarillo uncertain. Maybe from Arabic anbari meaning yellow, amber-colored, from anbar (amber) or from Latin amarus meaning bitter.

The connection here is the colour of skin (yellow) of patients suffering from jaundice (a word deriving from the Greek word for yellow). This illness is caused by the accumulation of (bitter) bile in the blood. (N.B. compare with jaune and jaundice).

Rojo from Latin russusAzul from vulgar arabic lazurd, a variant of Arabic lazaward, really lapislázuli, a word of Persian originVerde from Latin viridis. This meant youthful and was particularly used to describe trees and plants that were green and therefore full of

life (can the students think of any English words connected with this? E.g. vitality) Blanco from the Germanic blankNaranja via Persian and Arabic but originally from the Sanskrit word narangah which relates to “poison for elephants”. There was a

Sanskrit legend that an elephant would die of greed eating too many oranges!Rosa from Latin rosa (rose)Gris from old FrenchMarrón from French marronVioleta from French violetteMorado from Latin moratus meaning purpleNegro from Latin niger meaning (glossy) black

FrenchJaune from Latin galbinus, derived from galbus meaning pale green, yellowRouge from Latin rubeus (NB the Spanish and French words for red both come from Latin but they come from different words in Latin.

Latin had many different colour-words, denoting different shades).Bleu from ancient high-German blaoVert from Latin viridis (youthful, green, cf Spanish)© Jackie Allison, Julie Prince & Elena Tomlinson

Blanc from old German blank (light coloured) (cf Spanish)Orange from Arabic narandj (cf Spanish)Rose from Latin rosa (cf Spanish)Gris from old French (francique) grîsMarron borrowed from Italian marrone meaning chestnut. The origin is uncertain but from Italy to Portugal there were many words

beginning marr- (meaning rock or pebble) coming from a pre-Roman origin (compare with Marroc which means big block of rock). In 16th century the word marron came into English as the word...marroon (students may be able to guess this).

Brun from Latin brunusViolet from Latin viola meaning the flower violet. French added the suffix –et meaning smallNoir from Latin niger (cf Spanish)

TocadGame in 2 teams – Colour flashcards on board. Pupils in 2 teams (lined up). T calls a colour and first one to touch it wins a team point. Progress to T saying a sentence or two containing that colour (pupils don’t have to understand every word).

Blindfold gameVolunteer sits at table and is presented with 6 objects of different colours and shapes. T hands each object to the student for him / her to feel. T says colour. S is then blindfolded and must feel each object and give its colour.(move to group activity – 4-5 ss).

Colour families & Rainbow CabaretEach s. has a colour card but must keep it secret. Find the other members of your family by asking qus e.g. “Hola, yo soy rojo, ¿y tú?” “¿Dónde está la familia roja?”

Once groups are formed all the groups get into rainbow order.Rhythmic chant “Nosotros somos un arco iris” 3 times. This is the chorus.

Each group practises its own choreography and chant for its colour “Somos amarillos” etc. (chanted 3 times)

All groups perform in turn coming into the centre, interspersed with chorus, to create a show.Extension – one group can point to another (while looking at them) and say “sois azules” or (while not looking at them) “son azules”.

Snatch & Grab / Coge y corre Class is divided into 2 teams. Each team member is numbered 1, 2, 3,etc. Two identical sets of soft toys are spread out on desks at the back of the room. Number 1 from each team stands by the toys. T call an animal and the first person to correctly select that animal and hand it to the teacher wins a team point. Number 2 from each team go next and so on.


French petsUn chat a catUn chien a dogUn cheval a horseUn lapin a rabbitUn poisson a fishUn oiseau a birdUn cochon d’Inde a guinea-pigUne souris a mouseUne araignée a spiderUne tortue a tortoise

These are all masculine words except the last two. Compare with Spanish. NB une souris this is a different gender from Spanish.

Phoneme / grapheme elimination gameThis is best played in the hall or outside if possible. Place grapheme flashcards around room (i, e, j, ll, z, ñ, etc). T calls out a sound and Ss run to corresponding grapheme. T progresses to calling out a word containing a certain phoneme. Sometimes Ss will have a choice (conejo).

Human Connectives game4 students are chosen to be connectives and are given a large text card bearing a connective word (e.g. que x2, y , pero). They might like to wear a special connectives hat so that they are easily identifiable! The rest of the students are divided into 4 teams and given a set of large-text word cards. Each team must arrange themselves in order to create 2 human sentences. They then go over to the connectives group, choose an appropriate connective, bring him/her back to the group and all link arms to create a longer sentence. Examples: Tengo un perro. Es blanco y negro. (suggested connetive – que)

Tengo un gato. Se llama Tiger. (suggested connetive – que)Mi conejo se llama Snowy. Es negro. (suggested connetive – pero)Mi hámster se llama Stinky. Tiene dos años. (suggested connetive – y)



Documents

Introductory lessons - hampshirelanguages.wikispaces.com€¦ · Web viewBrief history of why there are different languages (Ppt.) 3. ... of patients suffering from jaundice (a