Primary Spanish: Mi Madrid! - Age 8 - 10 Resources to support Spanish language learning at Key Stage 2 - BBC
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Primary Spanish:
¡Mi Madrid!
Age 8 - 10
Resources to support Spanish language learning at Key Stage 2
KS2 Spanish - ¡Mi Madrid!
Teacher’s Notes by Clare Seccombe Page
1. ¡Hola! ¿Qué hay? (Hello, how are you doing?) 6
2. ¡Fiesta! (Party!) 9
3. Al zoo (At the zoo) 12
Age 8 - 10
4. La sierra (The mountains) 18
The titles in blue used in this pdf
have been hyperlinked so that you 5. Soy un genio (I am a genius) 22
can navigate with ease to the online
page for each programme and to 6. ¡Masterchef! (Masterchef!) 24
the audio downloads for each pro-
gramme 7. ¡Ay! ¿Qué me pongo? (Oh dear! What shall I wear?) 31
Credits: 8. ¡Hala Madrid! (Come on Madrid!) 34
Charlie - Ela Sandín Prior
Quique - Jorge Álvarez
Sofía - Raquel Gribler 9. Mi gente (My people) 38
Tío Manu - Emmanuel Lehmann
Teresa - Yuriria del Valle
Jimena - Aurora Wright-López 10. Somos una piña (We are a tribe) 41
Other voices : Paco Manzanedo and Cristino
Romero
Music and Lyrics: Emmanuel Lehmann with
André Espiñeira
Performed by: Emmanuel Lehmann, André
Espiñeira, William Gerard Murphy, Angélica
Leyva and Elisa Arbesú
Written by: Lisa Stevens
Produced by: Nicolas Jackson
An Afonica production for BBC Learning
For the BBC:
Consultant: Clare Seccombe
Producer: Kathryn Blennerhassett
2
Using these Notes The headings used in these Notes
‘Before listening’
Introduction Listed here is a range of activities which can be used to intro-
duce or revise the key vocabulary featured in the episode.
The content in this series has been designed to comple- It is recommended teachers present all or some of these
ment a school’s existing programme of work for teaching activities to help children follow the content.
Spanish. It has been written for 8 to 10 year olds who
have been learning Spanish for one or two years. ‘Content grid’
However, teachers may also find that aspects of the
programmes are suitable for younger language learners.
Each episode is divided into four sections and you will find How to use the ¡Mi
a description of what is happening in each in the content
grid. Throughout the episode content there are suggestions Madrid! audio clips
It is important that the children can all hear comfortably. to support children’s understanding and to help involve them
Make sure that the loudspeakers are at the right height The 40 clips that make up ¡Mi Ma-
as much as possible. These ideas might include pausing the
facing the children and that the volume is comfortable drid! are available from the individu-
audio playback to check children’s understanding or asking al website pages.
for all. Arrange the seating so that none of the children is them to listen and respond to a specific word or phrase.
too far away from the speakers / whiteboard and that any You can also download the content
child with special hearing needs is in a good position. ‘After listening’ by going to the download page. The
Here teachers will find activities designed to expand and content is arranged as 10 x 15 min-
Steaming or downloading the content..? practise the language covered in the episode content. ute programmes, each comprising
They provide opportunities to explore some of the areas four of the clips. Look out for the
The content for ¡Mi Madrid! is arranged as 40 audio clips of grammar and pronunciation which have been focused download icon in these notes and
on in the episode. Some of the activities are for the whole on the website:
each three to four minutes long, including ten songs.
The content can also be downloaded as 10 x 15 minute class while others have been created for pair or group work.
programmes, each contraining four clips. Refer to the The follow-up activities offer ways in which teachers can
content grids in these notes for more information on develop various aspects of the content further. They include
each of the 40 clips. ideas for classroom displays, carrying out class surveys
and displaying data, exchanging information with a partner
¡Mi Madrid! school, performing a song or role-play in assembly, revis-
iting the programme song and integrating Spanish into the
The content focuses on two friends: Quique (who is class’s daily routine.
Spanish) and his friend Charlie (who is English and has
just come to live in Madrid). Together they explore Madrid ‘Additional information for teachers’
and with Quique’s help Charlie begins to learn Spanish, Here there are bite-sized explanations of grammar and
supported by Quique’s mum Sofía, his Uncle Manu, and pronunciation to support non-specialist teachers.
their neighbour Maria. Each episode features a visit to a
local landmark, a story, conversation and a song. ‘Links’
Where possible there are links to other resources to provide
additional practice and reinforcement of language covered
in the programme.
3
© BBC Learning 2018
Series content grid
Theme and key vocabulary Grammar, pronunciation and Theme and key vocabulary Grammar, pronunciation and
culture culture
1: ¡Hola! ¿Qué hay? (Hello, how are • vowel sounds 6: ¡Masterchef! (Masterchef!) • opinions, including me gustaría
you doing? • comparing English and Spanish • opinions • onomatopoeia ¡puaj!
• greetings place names • prices • Spanish words with Arabic origins
• saying your name • Spanish first names and their Eng- • sequencing
• saying where you are from lish equivalents • conjunctions
• countries and cities • Spanish double surnames
• animals • Spanish-speaking countries 7: ¡Ay! ¿Qué me pongo? (Oh dear! • masculine and femine nouns
• food and drink from Spanish- What shall I wear?) • singular and plural nouns
speaking countries • clothes • definite and indefinite articles
• toiletries • adjectival agreement with plural
2: ¡Fiesta! (Party!) • question words : ¿cuándo? • llevo (I wear) nouns
• numbers ¿cuánto? ¿por qué? • ¿me queda bien? (Does it suit • clothing and shoe sizes
• months of the year • focus on pronunciation of ce / ci / me?) • El Rastro (Madrid’s flea market)
• dates z sound
• birthdays • saints’ days 8: ¡Hala Madrid! (Come on Madrid!) • comparative and superlative
• festivals - la Tomatina • sports • opinions
• ¡qué va! • porque
3: Al zoo (At the zoo) • es • ¡no me digas! • interjections
• animals • gender • Spanish football - rivalry between
• colours • adjectival agreement with singular Real Madrid and Atlético Madrid
• describing size nouns
• focus on pronunciation of ge / gi / j 9: Mi gente (My people) • infinitives
(rojo, jirafa) • se llama • simple future tense
• animal sounds • le gusta(n) • me gusta vs le gusta
• va a + infinitive • school life in Spain
4: La sierra (The mountains) • frequency phrases
• seasons • negatives
• weather • focus on pronunciation of ll (llueve 10: Somos una piña (We are a tribe) • expressions with tener
• points of the compass / llamas) • hay ... personas • focus on pronunciation - s/z sound
• Spanish climate • vivo en vs vive en • Latin American and Spanish ac-
cents
5: Soy un genio (I am a genius) • adjectival agreement and word • El Retiro
• opinions order
• directions • imperfect tense in set phrases
• colours (era, había and tenía) to say what
things used to be like
• famous Spanish artists
4
© BBC Learning 2018
1 Content grid After listening
Section Programme content • Revisit the greetings and add ¿qué hay?, por favor, gracias,
¡Hola! ¿Qué hay? Presentación
de nada (how are you doing?, please, thank you, you’re
welcome) to the dialogues performed earlier.
(Hello! How are CLIP 1
Quique, his friend Charlie, his mother Sofía and
his uncle Manu greet us and introduce themselves.
• Research and find out more information about Spanish-
you doing?) Charlie is English and has come to live in Madrid.
speaking countries, such as their flags, capital cities, size of
their population and any important geographical features.
Quique and Sofía are helping her to learn Spanish. • Children use soy de to practise saying where they come
En el piso de Quique y Sofía (In Quique and from. They could also use the capital cities of the Spanish-
Sofía’s flat) speaking countries to practise this with their classmates,
Charlie comes to visit and meets Sofía for the first working out which country they are ‘from’. The teacher can
time. She also meets Quique’s uncle, Manu. use the question ¿de dónde eres? (where are you from?), as
heard in the song, as a prompt. Children could guess the
Cuento : El nuevo vecino (The new neighbour) country with eres de… (you are from…).
CLIP 2 Teresa the hamster meets lots of new friends as • The Anclas Patanclas rhyme, as sung by Quique and
they share food and drink from their home coun- Charlie, can be used to practise all the different vowel
tries. sounds in turn. For a, use the first verse:
En el piso de Quique y Sofía (In Quique and Anclas clas,
Links Sofía’s flat) patanclas clas,
Quique and Sofía help Charlie to say where she Azules les
Greetings CLIP 3 is from using soy de, and they also help her to blancas cas.
BBC Teach understand the names of some countries and cities Anclas, patanclas, azules y blancas.
in Spanish. They give her help with her Spanish Then change each a to e:
Introducing yourself Encles cles
BBC Teach
vowel sounds.
petencles cles
Canción : Mi barrio (My neighbourhood) Ezules les
Christopher Columbus CLIP 4 A song about the district of Lavapiés in Madrid,
BBC Bitesize blenques ques.
what you can find there and what it’s like. Encles, petencles, ezules y blenques.
Then change each vowel to an i, and so on. All the
other sounds remain the same, with only the vowels
Print/download the Before listening changing.
Transcript/translation file • Display the following country and city names: Lima, Perú,
• Introduce or revise basic greetings in Spanish, such as hola, Chile, Colombia, Honduras, Montevideo. Ask the class to
buenos días, adiós, me llamo and ¿cómo te llamas? (hello, identify the vowels in each word and to recall the sound that
Download all four audio good morning, goodbye, my name is, what is your name?) each must make. Allow the children some time to practise
Children can perform simple dialogues in pairs to practise the pronunciation with a partner, and then ask for volunteers
clips as a single mp3 file
this language. Using puppets and/or a toy microphone will to read the names out loud to the class.
encourage reluctant speakers. • Read about the voyages of Christopher Columbus to explain
• Research and locate Spain and other Spanish-speaking why there are many more millions of Spanish speakers in
countries on a map. the Americas than there are in Europe.
• Ask the class to find Madrid on a map of Spain, and from
there to locate the neighbourhood of Lavapiés, which is
where Quique and Charlie live.
5
© BBC Learning 2018
• Find out the second surnames of these famous Spaniards: Vocabulary Canción : Mi barrio
Penélope Cruz (Sánchez), Rafael Nadal (Parera), Fernando
Alonso (Díaz) and Garbiñe Muguruza (Blanco). Mi barrio, este es mi barrio
• Recall the foods that were taken to Teresa’s party in the adiós goodbye
Mi barrio, este es mi barrio
story. Children can research typical foods and drink of other barrio (m) neighbourhood/district
Spanish-speaking countries. bienvenido/a welcome Mi barrio tiene vida
buenas tardes good afternoon Tiene color
Additional information for teachers buenos días good morning, hello
Un parque, un cine y una estación de
metro
• Some of the foods mentioned in the story are unknown to comida (f.) food, lunch
Europeans (see images): ¿cómo te llamas? what is your name? Mi barrio tiene música
- aborrajados con queso: deep-fried plantains stuffed with Y mucho sol
¿de dónde eres? where are you from?
cheese Y un mercado con pescado fresco
de nada you’re welcome,
- aguas frescas: drink made of a combination of fruits,
grains, flowers or seeds, blended with sugar and water gracias thank you ¡Hola! ¡¿Qué hay?!
- dátiles: dates hola hello ¿Cómo te llamas?
- magdalenas: Spanish sweet cakes Date un paseo por la Castellana
me llamo my name is
- milanesas: breaded meat fillets, often topped with a fried ¡Hola! ¿Qué tal?
muchas gracias thank you very much ¿De dónde eres?
egg in Argentina
- tamales: steamed dough filled with meats, cheese, fruit or no no Seré tu amigo para siempre
vegetables por favor please
• In Spanish country names have capital letters but the cor- ¡Sí! Bienvenido a mi Madrid
preferido favourite Aquí te vas a divertir
responding adjectives of nationality and language do not.
Hence España (Spain) but español (Spanish), Argentina (Ar- ¿qué hay? what’s up? Ven conmigo a disfrutar de los secretos
gentina) but argentino (Argentinian) and Inglaterra (England) ¿qué tal? how are you? de la ciudad
but inglés (English). sí yes
• The greeting Buenos días (good morning or hello) is used ¡Ven! Bienvenido a Lavapiés
soy, soy de I am, I am from Yo mismo te acompañaré
from first thing in the morning until lunchtime. Spanish lunch-
time is a lot later than in the UK, usually 3pm or 4pm. After te presento a let me introduce you to A conocer mi barrio y mis rincones
lunch the greeting changes to Buenas tardes. In English we vecino (m) neighbour favoritos
switch from ‘good morning’ to ‘good afternoon’ as soon as vivo en I live in
the clock passes 12 noon, but times in Spain are a lot more (repeat)
flexible.
• During the story we meet Miguel the dog who is Argentin-
ian, and Isabel the dove who is Colombian. You may notice
that they say some words differently to the main characters.
The storyteller, Teresa, gives them strong Argentinian and
Colombian accents.
6
© BBC Learning 2018
7
8
2 Content grid • Introduce or revise the months of the year. Encourage chil-
dren to say all 12 in order. You could give them the words
on cards for them to sort into the right order. To consolidate
Section Programme content knowledge further, ask the class to find the summer months,
¡Fiesta! Presentación the months whose names have 5 letters in Spanish, or the
(Fiesta!) CLIP 5
Quique, his friend Charlie, his mother Sofía and
his uncle Manu greet us and introduce themselves.
months which have 31 days.
Charlie is English and has come to live in Madrid. After listening
Quique and Sofía are helping her to learn Spanish.
• Display the sentence Mi cumpleaños es el doce de
En el piso de Quique y Sofía (In Quique and noviembre (my birthday is the 12th November). Remind the
Sofía’s flat) class that Quique said this while he was talking to Charlie.
Quique and Charlie are helping with the prepara- Ask them what it means. What do the children notice about
tions for a birthday party. Charlie finds out about the way the number is given compared to English? (Spanish
fiestas and saints’ days in Spain. uses the cardinal number - 12 - for dates and not the ordinal
Cuento : La Tomatina number - 12th - like English.) They should also notice that
CLIP 6 Francisco visits Buñol and finds out how the famous noviembre has a small letter not a capital.
• Ask the class which parts of the sentence they would have
Links fiesta began.
to change if they were to say when their own birthday is.
Underline the number and the month.
Playground counting game (video) En el piso de Quique y Sofía (In Quique and
• Practise singing Happy Birthday in Spanish:
BBC Bitesize Sofía’s flat)
Cumpleaños feliz,
Quique and Charlie are finishing blowing up the
Cumpleaños feliz,
Spanish festivals CLIP 7 balloons. Quique and Sofía help Charlie with her
Te deseamos todos,
BBC Bitesize Spanish pronunciation and numbers and tell her
Cumpleaños feliz.
about some more Spanish fiestas.
The class will now be able to sing this when someone has a
Celebrating a birthday in Spain
Canción : ¡Fiesta, fiesta! birthday!
BBC Bitesize
CLIP 8 The song describes the sights and sounds of a • During the episode we hear ¡Felicidades! and ¡Feliz
fiesta in Spain. cumpleaños! being used to mean ‘happy birthday’.
La Tomatina festival
CBBC Newsround • Display these words and phrases from the episode: diez,
¡feliz cumpleaños!, ¡mola mazo!, doce, quince, once,
Valencia, ciento, cinco, ¡Felicidades! and tell the class that
Print/download the they all contain the th sound (represented by ce, ci and z in
Before listening Spanish). Ask the children to show you where the sound is in
Transcript/translation file each of the words and circle it. Practise the words.
• Introduce or revise numbers. Begin with 1-10, then 11-20 • Display these new words, which each contain a th sound:
Download all four audio and 21-30. The 40s, 50s, 60s, 70s, 80s and 90s work in cero, cebra, cifra, cisne, zarza, zumo. Give the children
exactly the same way as the 30s, so there is a lot less some time to discuss the pronunciation of these new words
clips as a single mp3 file
learning than the class might think. For the purposes of this with their partners, and then ask some volunteers to say the
episode, it is useful for children to know the hundreds words words for the class.
(doscientos, trescientos etc.) and mil (1000).
9
© BBC Learning 2018• In this episode we find out about the famous La Tomatina. Canción : ¡La Fiesta!
There are many other fiestas in Spain during the year.
Research some of the others and find out what happens. Volantes y lunares
Some fiestas you may wish to find out about are Las Fallas Suenan las castañuelas
de Valencia (15th March), San Fermín (7th July), and la Bombillas de colores
Fiesta Nacional de España (12th October). This would also Empieza ya la fiesta
be a good opportunity to find out what happens in Spain at
Easter and at Christmas. Fiesta, fiesta, Olé, fiesta, fiesta,
• The song is sung and played in a flamenco style. Research Olé, fiesta, fiesta, Olé
the flamenco style of music and dance. Fiesta, fiesta, Olé, fiesta, fiesta,
Olé, fiesta, fiesta, Olé la fiesta
Additional information for teachers Hay chuches, palomitas
Y baila hasta la abuela
• The days of the week and the months of the year do not Jaleo y alegría
have capital letters in Spanish, unless they are at the begin- Que no pare la fiesta
ning of a sentence.
(Quejillo)
Vocabulary Fiesta, fiesta, Olé, fiesta, fiesta,
Olé, fiesta, fiesta, Olé
años (m.pl) years Fiesta, fiesta, Olé, fiesta, fiesta,
¿cuándo? when? Olé, fiesta, fiesta, Olé la fiesta
¿cuánto? how many / how much?
Volantes y lunares
cumpleaños (m.) birthday Suenan las castañuelas
de of Bombillas de colores
día (m.) day Empieza ya la fiesta
día de santo (m.) saint’s day
Fiesta, fiesta, Olé, fiesta, fiesta,
el the Olé, fiesta, fiesta, Olé
¡felicidades! best wishes, happy birthday Fiesta, fiesta, Olé, fiesta, fiesta,
¡feliz cumpleaños! happy birthday Olé, fiesta, fiesta, Olé la fiesta
fiesta (f.) party, festival, celebration Fiesta, fiesta, Olé, fiesta, fiesta,
hay there is, there are Olé, fiesta, fiesta, Olé
mi my Fiesta, fiesta, Olé, fiesta, fiesta,
¡mola mazo! super cool Olé, fiesta, fiesta, Olé la fiesta
porque no just because
vale okay
10
© BBC Learning 2018El calendario 11
3 Content grid • You could also try putting the colours into sequences. Select
four of your colours to start with and give them to four
children, who come to stand at the front of the classroom.
Section Programme content Say the four colour words in a sequence, and the rest of
Al zoo Presentación the class have to help the children at the front to stand in
(At the zoo) CLIP 9
Quique, his friend Charlie, his mother Sofía and
his uncle Manu greet us and introduce themselves.
the right order. If this is successful, increase the number of
colours for the next round.
Charlie is English and has come to live in Madrid. • Introduce or revise the adjectives grande, pequeño, enorme,
Quique and Sofía are helping her to learn Spanish. alto, bajo, largo, corto, gordo (big, small, enormous, tall,
short (stature), long, short (length), fat). It will help to have
Al zoo (At the zoo) pictures to help you to show the meanings of the words
Charlie, Quique and Tío Manu go to the zoo and without having to resort to English. You could also use
learn about the animals from one of the keepers. actions to illustrate the meanings.
• To help the children to practise using the adjectives, show
Cuento : ¿Dónde está mi amiga? (Where is my them photos of some of the animals mentioned in the
friend) episode, such as un elefante, un tigre, un pingüino, un ratón
CLIP 10 Ramón el Ratón looks for his friend with the help of (an elephant, a tiger, a penguin, a mouse) and ask them
Gael el Gorila. which adjectives they would use to describe the animals.
Links They may also want to use some of the colours.
En casa (At home)
Colours Sofía helps Charlie with her g and j sounds. She
BBC Teach also helps her to understand where to put adjec- After listening
CLIP 11 tives in descriptions and why we sometimes have to
Animals change the spelling of the adjectives. Quique quiz- • Try Quique’s tonguetwister Jaime baja la jaula and find some
BBC Bitesize zes Charlie on Spanish animal sounds. other words with the ge / gi / j sound among those they have
already learned.
Song: Old MacDonald had a farm in Canción : Animales en el zoo (Animals in the • Use a bilingual dictionary to find the Spanish names of some
Spanish! CLIP 12 zoo) Reprises the story of Ramón el Ratón from the more zoo animals.
BBC Bitesize story. • Sort some animal words into masculine and feminine words.
• Practise describing animals using colours, always looking
carefully at the gender (masculine or feminine) of the animal
Print/download the Before listening word to see if the spelling of the colour needs to be changed,
and remembering that the adjective needs to come after the
Transcript/translation file • Introduce or revise the eleven colours using flashcards or noun. The children will probably enjoy describing strangely-
other coloured objects. You can practise by playing Kim’s coloured animals, such as un elefante azul or una jirafa rosa.
game. Display your flashcards or objects. Ask the children to • Children can write a short description of their favourite
Download all four audio close their eyes. While they are not looking, remove one of animal, under the heading Mi animal preferido (my favourite
clips as a single mp3 file the colours. The children open their eyes and have to tell you animal). For example: Mi animal preferido es enorme y gris.
the Spanish word for the colour that is missing. Es un elefante. (My favourite animal is enormous and grey.
It’s an elephant.)
12
© BBC Learning 2018• The zoo keeper and Charlie talk about mamíferos Canción : Animales en
animal (m) animal
(mammals), anfibios (amphibians), reptiles (reptiles) and el zoo
aves (birds). This links to the national curriculum for science, herbívoro (m.) herbivore
where children learn to classify living things. Give these mamífero (m.) mammel Vamos a buscar
groups to the children and ask them to find as many animals, reptil (m) reptile Animales en el zoo.
in Spanish, as they can for each group. This is a good Vamos a encontrar
opportunity for the children to use bilingual dictionaries and Animales en el zoo.
other reference materials, as well as to recall what they have Los adjetivos
learned in science. activo active Un ratón muy astuto
alto tall Decidido a encontrar
Additional information for teachers bajo short (in height)
A su amiga Josefina
En todo el reino animal.
feliz heppy
• The gender of a Spanish noun, in other words whether it is feroz fierce Preguntó a los gorilas,
masculine or feminine, is usually easy to spot. Nouns which A las ranas y a un caimán.
end in –o are usually masculine, and nouns which end in gordo fat
No encontraba a Josefina,
–a are usually feminine. There are some exceptions, such grande big ¡Una jirafita genial!
as gorila and panda in this episode, which end in –a but are largo long
masculine. Sometimes the word ends in a different vowel or Vamos a buscar
peligroso dangerous
in a consonant, and its gender is not immediately apparent. Animales en el zoo.
In these cases we have to look at the article or determiner pequeño small
Vamos a encontrar
that is used with the noun. Un (‘a’ or ‘an’) and el (the) signify preferido favourite Animales en el zoo.
that the noun is masculine, while una (‘a’ or ‘an’) and la quieto still (repeat)
(the) tell us that the noun is feminine. Sometimes there are
ruidoso noisy
no clues at all and we have to consult a bilingual dictionary, Tropezó, sin querer
which will tell us the answer. simpático nice
Con el gorila Gael.
• You will have heard in the episode that adjectives usually tranquilo calm Preguntó si habían visto
come after the noun that they describe in Spanish. The travieso naughty A su gran amiga fiel.
adjectives that in their masculine or ‘dictionary’ form end in
–o have to change to –a when describing a feminine noun. Preocupado y sin aliento
For example: un mono travieso but una jirafa traviesa. bailar to dance Nunca se rindió.
Some adjectives end in –e in their masculine form, and cola (f) tail Rebuscó y preguntó
these do not have to change when they describe something A todos sus amigos del
comer to eat
feminine. Un mono alegre / una jirafa alegre. Some colours zoo
and other adjectives end in consonants, such as –z and –l. cuello (m) neck
These do not change when feminine. The colours which end guardián (m) zookeeper Vamos a buscar
in –a also do not change to describe something feminine. mar (m) sea Animales en el zoo
rugir to roar Vamos a encontrar
Animales en el zoo
Vocabulary saltar to jump
(repeat)
vive en (s)he lives in
anfibio (m) amphibian zoo (m) zoo
13
© BBC Learning 2018Al zoo 14
15
16
Los colores 17
4 Content grid • To prepare for the story in particular, refresh the children’s
knowledge of the geography the Canary Islands and Mexico,
where the two mountains in the story are situated. Ask them
Section Programme content to say what they think the weather will be like in the different
La sierra Presentación areas. Use BBC Weather to find out today’s weather in
(The mountains) Quique, his friend Charlie, his mother Sofía and
CLIP 13 his uncle Manu greet us and introduce themselves.
the locations and compare it to the weather where you are
today.
Charlie is English and has come to live in Madrid. • Ask the children to research the locations of El Teide and
Quique and Sofía are helping her to learn Spanish. Popocatépetl and find out some facts about them.
Cercedilla
Quique, Charlie and Sofía arrive in Cercedilla in the
After the programme
Sierra Guadarrama.They meet Sofía’s old friend,
• Display the frequency phrases siempre, normalmente, a
Guillermo, who tells them about the mountains.
veces, nunca (always, normally, sometimes, never). Can the
Cuento : Cartas de las montañas (Letters from children remember from the episode what these frequency
CLIP 14 the mountains) words mean? Show the class one of the weather pictures
Verónica receives letters from two mountains who that you used before. Ask them to create a sentence saying
tell her about themselves. how often the weather is like that. For example A veces hace
sol / Siempre llueve. They could also add a place name
En la cafetería (In the café) using en, for example nunca nieva en México.
Print/download the
Quique, Charlie and Sofía are sheltering from the • Quique and Charlie discussed the points of the compass.
Transcript/translation file CLIP 15 rain in a Cercedilla café. Quique and Sofía help Using the illustration included in these notes, or drawing a
Charlie to understand some Spanish weather cross on the board to represent a compass, ask the children
phrases and they compare the weather in Spain if they can help you to write in the words for ‘north’, ‘south’,
Download all four audio and the UK in the different seasons. ‘east’ and ‘west’. Then draw a diagonal cross and ask them
clips as a single mp3 file to help you to work out ‘northeast’, ‘southeast’, ‘northwest’
Canción : ¡Qué bonita es la Tierra! (How pretty and ‘southwest’ (noreste, noroeste, sureste, suroeste). Tell
CLIP 16 Earth is!) the class that norte and sur must always come first, and that
A song about how the Earth appears from Mars. norte loses its te before it is joined to este and oeste. Prac-
tise with the children giving the compass points preceded by
en el (in the).
Before listening • Get the children to look at a map of a Spanish-speaking
country of their choice. Ask them to write some sentences
• Introduce or revise weather phrases using flashcards or pho- about the town and city names that they can see and where
tographs of different weather conditions. Ask the children to in the country they are. For example: Montevideo está en el
think of an action for each weather phrase to help it to ‘stick’ sur.
better. To practise the phrases, say them and ask the children • Charlie and Quique talk about the four seasons. Ask the
to do the correct actions to show that they have understood. children to help you to remember them, and then decide
Next, you can do the actions and the children have to say the together which weather phrases go with which season. The
correct phrases. children could say sentences like En invierno hace frío. (In
Winter it’s cold).
18
© BBC Learning 2018• Find out about seasonal changes in the weather in Spain Canción : Qué bonita es la Tierra
está it is (located)
and in other Spanish-speaking countries, many of which
are in the southern hemisphere and so have seasons the excursión (f) excursion, trip Qué bonita es la Tierra desde Marte
reverse of those in Europe. Chile is a particularly interesting fuerte strong Desde aquí se ve como un puntito
azul
country to look at as it has inhospitable desert in the north hacer alpinismo to go mountain climbing Yo me aburro de ser un extraterrestre
and the beginnings of the Antarctic in the south. Yo quiero vivir como vives tú
húmedo damp
montaña (f) / montañero (m) mountain / mountaineer
Additional information for teachers Desde aquí veo pasar las estaciones
montar en bicicleta to ride a bike La nieve en diciembre y flores en
abril
• There are two words in Spanish for ‘is’. We use es when pico (m) peak
Y de España me gustan sus can-
we are describing the inherent characteristics of something, relámpago (m) lightning ciones
such as its colour or size, and we use está when we are De su gente las ganas de reír
subir las montañas to go up the mountains
describing its geographical location.
• Making verbs negative in Spanish is much easier than in tomar paseos to go for walks Ohú ¡Qué calor! Hace en agosto en
English. In Spanish we don’t have to worry about words like trueno (m) thunder Madrid
don’t, isn’t and weren’t. All we have to do is put no before Qué suerte tenéis, aquí en Marte es
volcán (m) volcano
the verb. For example: Llueve (it is raining) and No llueve al revés
(it isn’t raining); Se puede esquiar (you can ski) and No se Manda una señal por tu satélite
Qué suerte tenéis, aquí en Marte es
puede esquiar (you can’t ski).
al revés
Aquí se me congelan los pies
Vocabulary
Qué bonita es la Tierra desde Marte
Desde aquí se ve como un puntito
Las estaciones The seasons azul
primavera (f) Spring Yo me aburro de ser un extraterrestre
Yo quiero vivir como vives tú
verano (m) Summer
otoño (m) Autumn Desde aquí veo pasar las estaciones
La nieve en diciembre y flores en
invierno (m) Winter
abril
Y de España me gustan sus can-
siempre always ciones
De su gente las ganas de reír
normalmente normally
a veces sometimes Ohú ¡Qué calor! Hace en agosto en
Madrid
nunca never
Qué suerte tenéis, aquí en Marte es
al revés
alpinista (m/f) mountain climber Manda una señal por tu satélite
Qué suerte tenéis, aquí en Marte es
bosque (m) wood, forest al revés
en in, on Aquí se me congelan los pies
esquí (m) / esquiar skiing / to ski (Repeat)
19
© BBC Learning 201820
21
5 Content grid Prior knowledge of the works will help the children when they
listen to Quique and Charlie’s descriptions in the museum.
Section Programme content
Soy un genio After listening
Presentación
(I am a genius) Quique, his friend Charlie, his mother Sofía and
CLIP 17 his uncle Manu greet us and introduce themselves.
• Ask the children if they can remember from the episode
how to say ‘left’, ‘right’ and ‘straight on’ (a la izquierda / a
Charlie is English and has come to live in Madrid. la derecha / todo recto). Ask one of the children to leave
Quique and Sofía are helping her to learn Spanish. the room, and while they are outside, hide a small object
En camino al museo (On the way to the museum) somewhere in the room. When the child comes back in, give
Quique, Charlie and Sofía plan a journey from the them directions to help them to find the object. On the next
flat to the Reina Sofía Museum. When they arrive turn, encourage the children to give the directions. A note of
at the museum they look at different pictures and caution: some children (and adults) find giving and following
sculptures by famous Spanish artists. Sofía’s friend directions very tricky!
Blanca, helps them to understand what they see. • Use a bilingual dictionary to find out the names of some
more places in town in Spanish. Children can complete
Cuento : Perdido en el museo (Lost in the mu-
a sentence about their own town: En mi pueblo hay… (In
seum)
my town there is...) You may want to alert them to some
Links CLIP 18 Miriam and Félix go to a museum with their grand-
conjunctions such as y (and) to help them to build longer
father. Miriam loses Pablo, her teddy bear, so they
sentences.
Video: Virtually There - Art, painting, have to retrace their footsteps to find him.
painters and colours in Spanish
• Show the class some more paintings or sculptures by the
Volviendo a casa (Returning home) same or other artists. Ask ¿Te gusta? (Do you like it?) and
BBC Learning Zone
On their way home, Quique and Sofía help Charlie encourage them to give their opinions using me gusta (I like
Video: Virtually There - Giving directions CLIP 19 to understand directions and to say where things it) and no me gusta (I don’t like it).
in Spanish are. They also help her to get her adjectives correct • Research the lives and work of Miró, Picasso and Dalí.
BBC Teach and in the right place when she is describing. • Give the children a copy of the lyrics of the song. Ask them
to find the four Spanish artists who are mentioned (Picasso,
At a Spanish museum Canción : Píntame un retrato (Paint me a picture) Goya, Velázquez and Dalí) and also the art vocabulary -
BBC Bitesize CLIP 20 All about painting a picture. retrato, paisaje, grafiti, cuadro, tela, pincel, lápiz, acuarela,
colores primarios (portrait, landscape, graffiti, painting,
Museo Reina Sofía
canvas, paint brush, pencil, watercolour, primary colours).
The BBC is not responsible for the
Before listening
content of external websites. Additional information for teachers
• Introduce or revise colours (see Episode 3).
• Find the Museo Reina Sofía on a map. • Opinions in Spanish are more complex than in English. Me
Print/download the • Look at the works of art that Quique and Charlie see at the gusta does not mean ‘I like’, but ‘it pleases me’. Therefore,
Transcript/translation file museum. Discuss the colours, how we say those colours in if we are expressing our opinion of something plural, we
Spanish, and what they think the pictures represent: have to change the opinion to me gustan, which means ‘they
- Miró: Portrait II please me’. For example Me gusta el cuadro = The picture
Download all four audio - Picasso: Guernica pleases me, in other words ‘I like the picture’; No me gustan
clips as a single mp3 file - Dalí: Invisible Man los cuadros = The pictures don’t please me, in other words ‘I
don’t like the pictures’.
22
© BBC Learning 2018Vocabulary en metro by metro Canción : Píntame un retrato
era it was Píntame un retrato
la segunda planta second floor es it is Como Pablo Picasso
la tercera planta third floor el escritor writer Píntame un paisaje
la cuarta planta fourth floor Con todo tu arte
el escultor / la escultura sculptor / sculpture Mira como mola
las escaleras stairs famoso famous Pinto como Goya
el ascensor lift, elevator el/la guía guide Píntame un grafiti
los aseos toilets había / hay there was, were / there is, are A pincel o a lápiz
el jardín garden impresionante impressive Usa tu imaginación
lo siento I’m sorry Llena el mundo de color
Direcciónes Directions me gusta(n) / no me gusta(n) I like / I don’t like Eres un genio genial
a la izquierda on the left, to the left Tienes un don especial
obra (f) work (of art)
a la derecha on the right, to the right Tú tururututú
parece it looks like Eres un genio genial
todo recto straight on peluche (m) soft toy Tienes un don especial
cruza cross pintor (m) painter
sigue continue Píntame un cuadro
pintura (f) painting Con colores primarios
la calle street, road plano (m) plan, map Cuida los detalles
el cruce crossroads recuerdo (m) souvenir Como Diego Velázquez
Píntame una tela
regalo (m) gift
En la ciudad In town Con acuarela
también also Pinta un arcoiris
la casa house ¿te gusta? do you like? Como Salvador Dalí
la estación station vive / vivía he/she lives / he/she lived
la fuente fountain Usa tu imaginación
Llena el mundo de color
el hospital hospital
Eres un genio genial
el museo (de arte) (art) museum Tienes un don especial
el piso flat Tú tururututú
la plaza square Eres un genio genial
Tienes un don especial
Diverso Miscelleneous
a pie on foot
artista (m/f) artist
el cuadro picture
¿dónde está? where is it?
23 © BBC Learning 20186 Content grid • Display the names of the market stalls that Quique and
Charlie will be visiting carnicería, frutería, panadería,
pescadería (butcher’s, fruit shop, bakery, fish shop). Ask
Section Programme content the children if they can work out the names of the stalls in
¡Masterchef! Presentación
Quique, his friend Charlie, his mother Sofía and
English. They may notice links to English such as ‘carnivore’
and ‘fruit’.
CLIP 21 his uncle Manu greet us and introduce themselves. • Select some foods from the vocabulary list and ask the class
Charlie is English and has come to live in Madrid. which stall they would buy each food from. They could use a
Quique and Sofía are helping her to learn Spanish. bilingual dictionary if unsure. They will then be able to listen
El mercado (The market) out for these foods while listening to Quique and Charlie
Quique, Charlie and Sofía go to the market to buy shopping at the market.
ingredients for lunch.
Cuento : ¡Ay no, Sergio! (Oh no, Sergio!)
After listening
CLIP 22 Sergio’s father asks him to go to buy some food
• Display the sequencing words which Sofía helps Charlie with
from the shop, but unfortunately Sergio is a bit
while they are preparing the paella : primero, luego, final-
forgetful!
mente (first, then, finally). Ask the class to recall the mean-
Links En la cocina (In the kitchen) ings (given by Charlie while they were listening).
Sofía begins to prepare the lunch with the help of • Explain that they can use these words to help them to ask for
Spanish Food and Drink Charlie and Quique. Quique and Charlie talk about three things at the market. Ask the class to help you to write
BBC Bitesize a food next to each sequencing word. For example: Primero,
CLIP 23 the foods they like and dislike, and Sofía helps
Charlie to get her opinion phrases right and tells una manzana. Luego, un chorizo. Finalmente, pan. (First, an
Islamic Spain
BBC Religion her about some Spanish words which come from apple, Then, a chorizo sausage. Finally, bread)
Arabic. • Ask the children if there are any greetings or other words
Paella recipes and phrases that they could add to make their requests
BBC Food Canción : ¡Ñam ñam! (Yum, yum!) more polite. They may suggest Buenos días, por favor and
CLIP 24 A song about food. gracias.
• The children work in pairs to practise asking for food in this
Print/download the way. Ask for some volunteers to perform theirs for the class.
• Show the class the first verse of the song:
Transcript/translation file
Me gusta la ternera
Before listening Me chifla el jamón
Me encantan los garbanzos
Download all four audio • Introduce or revise the names of some fruits and other foods. Me alucina el gambón
clips as a single mp3 file You could play “I went to market and I bought…” to practise Ask the class to tell you what the song says about each
these. Children say Compré (I bought) followed by the name food. Point out that me encantan has an –n on the end
of a food. The next child then has to say Compré and the because it is giving an opinion of a food word that is plural,
first food, and then add one of their own. The challenge is like when Charlie said Me gustan los plátanos.
to see how long a list they can remember. You may wish the
children to play this in small groups so that all of them get
more of a chance to practise the words.
24
© BBC Learning 2018• Ask the children to help you to create a new verse for the Vocabulary me encanta(n) I love
song, changing all the foods to something different. You may
need to make some of the opinions plural by adding –n, or medio kilo de half a kilo of
azúcar (m) sugar ¡ñam ñam! yum yum
to make me encantan singular again by removing the –n.
Each food will also need the correct definite article in front of barra de pan (f) loaf of bread no me gusta(n) nada I don’t like it at all
it. There are the four different words for ‘the’ in Spanish: el café (m) coffee prefiero I prefer
(masculine, singular), la (feminine, singular), los (masculine, caldo (m) stock
plural) and las (feminine, plural). The challenge will then be primero first (of all)
to make your new verse fit into the song! garbanzos (m.pl) chick peas ¡puaj! yuck!
• Find out about the Moorish (Arabic) Invasion of Spain, which huevo (m) egg ¡qué asco! how horrible
took place in 711AD, and the art and architecture that was pan (m) bread rico tasty
left behind after their final expulsion in 1492. You may like to
pimentón (m) paprika
focus on the Alhambra in Granada.
• There is a useful synopsis of Arabic words in Spanish here. pollo (m) chicken
Canción : ¡ÑAM ÑAM!
Children might like to do some detective work to see if they sal (m) salt
can find any other words that come from Arabic rather than ternera (f) veal Me gusta la ternera
Spanish’s usual source, Latin. The most common are food
tocino (m) bacon Me chifla el jamón
words, clothes, some colours, jobs and place names. They
Me encantan los garbanzos
could check their ideas using the dictionary of the Spanish
Me alucina el gambón
Royal Academy which will say ár. hisp. or ár. clás. under the Los puestos Market stalls
word to denote a provenance from Arabic. cafetería (f) café Ya es la hora de guisar
carnicería (f) butcher’s Prepara tus cuchillos
Additional information for teachers frutería (f) greengrocer’s
y a saborear
• The children may need the words ‘a’, ‘an’ or ‘some’ when panadería (f) baker’s ¡ÑAM ÑAM!
practising asking for the foods. If the food is masculine (m.) pescadería (f) fish stall, fish shop
then they will need un for ‘a’ or ‘an’. If it is feminine (f.) they Me gusta el huevo frito
will need una. To say ‘some’ we need unos (m.) or unas (f.). Me chifla el calamar
• When asking for certain weights of food, you will need un kilo Diversos Miscellaneous
Me encanta el tocino
de or un medio kilo de before the food. De means ‘of’. It is afortunadamente fortunately Me alucina mucho el pan
possible to add other measures such as una caja de (a box caja (f) box
of), una bolsa de (a bag of) and un paquete de (a packet of). ¡ÑAM!
cenar to have your evening meal
• The children may want to use some of these foods in their
plural form, for example to ask for dos manzanas (two cocinar to cook Ya es la hora de guisar
apples) or tres melones (three melons). Making nouns plural comer to eat Prepara tus cuchillos
in Spanish is much more straightforward than in English. To comida (f) meal, lunch y a saborear
make nouns plural in Spanish, we have to look at their final
comprar to buy
letter. If the noun ends in a vowel, we simply add –s, hence (repeat)
manzana > manzanas. If the noun ends in a consonant, we delicioso delicious
add –es, therefore melón > melones. The only ones which desafortunadamente unfortunately ¡ÑAM!
don’t follow this rule are those ending in –z, where we have finalmente finally ¡ÑAM!
to change the –z to a –c before adding –es. Therefore pez > ¡ÑAM!
peces when plural. luego then
25
© BBC Learning 2018En la carnicería 26
En la frutería 27
En la verdulería 28
En la pescadería 29
Receta de paella 30
7 Content grid After the programme
• Show the class Naiara’s packing list from the story: un
Section Programme content chandal, tres camisetas, un jersey, una sudadera, calcetines,
¡Ay! ¿Qué me Presentación ropa interior, una gorra, pantalones cortos, pijamas. Ask
pongo? CLIP 25
Quique, his friend Charlie, his mother Sofía and
his uncle Manu greet us and introduce themselves.
them to recall what Charlie said about masculine and femi-
nine words, and then to tell you if each item is masculine
(Oh what shall I Charlie is English and has come to live in Madrid. or feminine. (Un, ends in –o or -os = masculine, una, ends
wear?) Quique and Sofía are helping her to learn Spanish. in –a or –as = feminine.) Are there any they can’t be sure
about? Calcetines has no clues, and so we would have to
La Gran Via check in a dictionary. Pijama ends in –a but is masculine.
Quique needs some new clothes so he goes with Children could check their guesses in a bilingual dictionary.
Sofía and Charlie to a department store in the cen- • Now ask the children to look at the same list and to tell you if
tre of Madrid to buy trousers, tee shirts and trainers. each item is singular or plural (you may have to explain the
terminology). Ask them what clues there are to look for if a
Cuento : ¡Hecemos las maletas! (Let’s get
word is plural. They should spot that plural words all have –s
CLIP 26 packing)
on the end and often a number in front.
Naiara is packing for a school trip, and unfortunate-
• Now that the children know the gender (masculine or femi-
ly her little brother is very keen to help.
nine) and number (singular or plural) of each word in the
El Rastro list, they can try some simple description with colours. Ask
Quique, Charlie and Sofía make their way to the them to recall what Quique and Sofía told Charlie about
Links famous El Rastro flea market. Charlie asks how to what happens with adjectives when we are describing in
CLIP 27 spot if a noun is masculine or feminine. Quique and Spanish. (They must change according to the noun they are
Video: Shopping for clothes Sofía tell her about the different words for ‘the’ and describing, and they go after the noun.)
BBC: Virtually There
‘some’, and help her to describe plural things using • For extra practice with the definite and indefinite articles,
colours. show the class a selection of clothes from the vocabulary
list and ask them which indefinite article would be required
Canción : ¡Ay! ¿Qué me pongo? (Oh what shall for each for ‘a’ or ‘some’- un, una, unos or unas. Remind
Print/download the CLIP 28 I wear?) them to look at the final letters for clues and to use their prior
Transcript/translation file Somebody is looking through their wardrobe and knowledge. Then ask them to work out the corresponding
trying to find something to wear. direct articles – the words for ‘the’ – el, la, los or las.
• Give the children a group of nouns (you could make a selec-
Download all four audio Before listening tion from the vocabulary lists in the different episodes) and
clips as a single mp3 file ask them to group the words into the four groups masculine
• Revisit the colours (see notes to Episode 3). singular, feminine singular, masculine plural and feminine
• Introduce the names of some items of clothing (see page plural, always looking for clues to help them to recognise
34). Play a memory game. Hide the pictures and ask chil- which is which.
dren to recall as many as they can. • When the children are confident with using the articles and
describing with colour, they could work in pairs or groups to
create a fashion show, either acted out or illustrated, where
they narrate the clothes that the person is wearing and
describe them.
31
© BBC Learning 2018Canzión : ¿Qué me pongo?
Additional information for teachers cómodo comfortable
dinero (m) money
• See Episode 6 for guidance on making nouns plural. Uhu, yeah.
• When changing adjectives of colour to suit masculine and gran almacén department store Sube el volumen a la música.
feminine, singular and plural nouns, there are three different kaki khaki
groups of changes that we need to bear in mind: me quedan cortos they are too short for me Ay, ay, ay ¿Qué me pongo?
Mi armario no tiene fondo
mercado (m) market Una chaqueta, una camiseta
masculine feminine masculine femine plural
singular singular plural
probador (m) fitting room Una gorra, zapato de tacón
‘dictionary rayas (f.pl) stripes
form’ ¿Qué me pongo?
supermercado (m) supermarket Mi armario no tiene fondo
rojo, amarillo, change -o to -a add -s change -o to talla (f) size Una corbata, una pajarita
blanco, negro -as tarjeta (f) credit card Un jersey y unas gafas de sol
azul, verde, no change add -es add -es tienda (f) shop Ay qué guapa que voy
marrón*, gris Ay qué tipo que tengo
Mis amigas y yo
rosa, violeta, no change add -s add -s
Nos peinamos el pelo
naranja
Y bailamos este reggaetón
* marrón will lose its accent when it is plural. Ay, ay, ay ¿Qué me pongo?
Mi armario no tiene fondo
Una chaqueta, una camiseta
Vocabulary Una gorra, zapato de tacón
botas (f.pl) boots ¿Qué me pongo?
Mi armario no tiene fondo
champú (m) shampoo
Una corbata, una pajarita
chandal (m) tracksuit Un jersey y unas gafas de sol
gel de ducha (m) shower gel
Ay qué guapa que voy
gorra (f) cap
Ay qué tipo que tengo
maleta (f) suitcase Mis amigas y yo
pantalones cortos (m.pl) shorts Nos peinamos el pelo
Y bailamos este reggaetón
pijama (m) pyjamas
ropa interior (f) underwear (repeat)
toalla (f) towel
algodón (m) cotton
azul marino navy blue
caja (f) till, cash desk
combina bien con ... it goes well with ...
32
© BBC Learning 201833
8 Content grid • Introduce the two adjectives divertido (fun) and abur-
rido (boring). Ask the class what they would have to do to
these adjectives if they were describing a feminine sport
Section Programme content (change the –o to –a). Show them the sentence El fútbol
¡Hala Madrid! Presentación es divertido and ask them to tell you in English what you
have said. Introduce Estoy de acuerdo (I agree) and No
(Come on Madrid!) CLIP 29
Quique, his friend Charlie, his mother Sofía and
his uncle Manu greet us and introduce themselves. estoy de acuerdo (I don’t agree). Which of these would
Charlie is English and has come to live in Madrid. the children use to respond to your opinion of football? Say
Quique and Sofía are helping her to learn Spanish. another sentence using aburrido or divertido, for example
La gimnasia es aburrida and ask for a response. Hand
El fútbol (Football)
over to the children to give the opinions and to respond to
Quique and Charlie go with Uncle Manu to Atlético
each other. They could work on this with a partner. This will
Madrid’s Metropolitano Stadium to see the Real
prepare them for the differences of opinion that they will hear
Madrid-Atlético Madrid derby. Quique and Tío
in this episode.
Manu argue about which team is better.
• Show the class the list of Spanish football vocabulary. Give
Cuento : El derbi madrileño (The Madrid derby) them the English meanings jumbled up. Can they use their
CLIP 30 The stadia of the two teams argue about which of knowledge of football and their knowledge of English to
them is better. match them up correctly?
Links
Después del partido (After the match)
CLIP 31 Sofía asks Quique and Charlie about the match.
After listening
Video: Sports and music in Spanish
BBC: Virtually There Sofía explains to Charlie how to compare things in
• Ask the class to recall what Quique and Charlie used the
Spanish and how to say that something is the best.
words más and menos for. (They used it to help them to
Activities and hobbies
BBC Bitesize CLIP 32 Canción : A mí me gusta el fútbol (I like football) compare things and to say which is the best.) Display
About loving football. the phrases más divertido que and menos divertido que.
Gary Lineker Remind the children that más means ‘more’ and menos
Gary introduces MOTD in Spanish means ‘less’. Que means ‘than’. Can they remember the
BBC Speaking Sport Before listening meaning of divertido? Ask the children to suggest sports
that could go before and after these phrases. For example
Spain’s La Liga • Introduce or revise the sport words given in the vocabulary El rugby es más divertido que el bádminton. El voleibol es
BBC Sport list. When you are saying them you will need to add el (the) menos divertido que el ciclismo. NB: If the first sport is femi-
before the masculine ones and la (the) before the feminine nine, you will need to agree the adjective to divertida.
ones (see additional information). Ask the children to suggest • Give the children the list of adjectives from the vocabulary
Print/download the actions or mimes that you can all do while saying the words list and some nouns. They could be sports, animals, school
Transcript/translation file to help them to remember meaning and to help the words to subjects or some other nouns that you have learned previ-
‘stick’. The children may need an explanation of some of the ously. Ask them to write some comparative sentences about
sports! them. You may wish to give them the frame “____ ________
Download all four audio • Ask the children to tell you their opinions of some of these es más/menos ________ que _____ __________.” They
clips as a single mp3 file sports using me gusta, no me gusta and also me encanta will always need an article before the Spanish nouns. With
and no me gusta nada if they are confident with these. You sports and school subjects it will be el or la, while with nouns
could begin with ¿Te gusta el voleibol? for example. (See like animals it will be un or una.
additional information)
34
© BBC Learning 2018You can also read
