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 Each episode is divided into four sections and you will find How to use the ¡Mi programmes are suitable for younger language learners. 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 The 40 clips that make up ¡Mi Ma- Make sure that the loudspeakers are at the right height 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 the website: each three to four minutes long, including ten songs. on in the episode. Some of the activities are for the whole 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, de nada (how are you doing?, please, thank you, you’re ¡Hola! ¿Qué hay? Presentación welcome) to the dialogues performed earlier. (Hello! How are Quique, his friend Charlie, his mother Sofía and • Research and find out more information about Spanish- CLIP 1 his uncle Manu greet us and introduce themselves. speaking countries, such as their flags, capital cities, size of you doing?) Charlie is English and has come to live in Madrid. 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 vowel sounds. Encles cles BBC Teach 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 clips as a single mp3 file Children can perform simple dialogues in pairs to practise the pronunciation with a partner, and then ask for volunteers 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 adiós goodbye • Recall the foods that were taken to Teresa’s party in the 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 Un parque, un cine y una estación de buenos días good morning, hello 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 Y mucho sol - aborrajados con queso: deep-fried plantains stuffed with ¿de dónde eres? where are you from? Y un mercado con pescado fresco cheese 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? Date un paseo por la Castellana - magdalenas: Spanish sweet cakes me llamo my name is - milanesas: breaded meat fillets, often topped with a fried ¡Hola! ¿Qué tal? muchas gracias thank you very much egg in Argentina ¿De dónde eres? - tamales: steamed dough filled with meats, cheese, fruit or no no Seré tu amigo para siempre vegetables por favor please ¡Sí! Bienvenido a mi Madrid • In Spanish country names have capital letters but the cor- preferido favourite responding adjectives of nationality and language do not. Aquí te vas a divertir 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 ¡Ven! Bienvenido a Lavapiés • The greeting Buenos días (good morning or hello) is used soy, soy de I am, I am from from first thing in the morning until lunchtime. Spanish lunch- Yo mismo te acompañaré 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 Content grid • Introduce or revise the months of the year. Encourage chil- 2 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!) Quique, his friend Charlie, his mother Sofía and months which have 31 days. CLIP 5 his uncle Manu greet us and introduce themselves. 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 number - 12th - like English.) They should also notice that Cuento : La Tomatina noviembre has a small letter not a capital. CLIP 6 Francisco visits Buñol and finds out how the famous Links fiesta began. • Ask the class which parts of the sentence they would have 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 birthday! BBC Bitesize Canción : ¡Fiesta, fiesta! CLIP 8 The song describes the sights and sounds of a • During the episode we hear ¡Felicidades! and ¡Feliz cumpleaños! being used to mean ‘happy birthday’. La Tomatina festival fiesta in Spain. 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 clips as a single mp3 file exactly the same way as the 30s, so there is a lot less some time to discuss the pronunciation of these new words 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 2018 El calendario

11 Content grid • You could also try putting the colours into sequences. Select 3 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) Quique, his friend Charlie, his mother Sofía and the right order. If this is successful, increase the number of CLIP 9 his uncle Manu greet us and introduce themselves. 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 animal (m) animal Canción : Animales en (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 A su amiga Josefina Additional information for teachers bajo short (in height) 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 gordo fat A las ranas y a un caimán. end in –o are usually masculine, and nouns which end in 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 peligroso dangerous Vamos a buscar in a consonant, and its gender is not immediately apparent. Animales en el zoo. pequeño small In these cases we have to look at the article or determiner 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 simpático nice which will tell us the answer. 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 comer to eat A todos sus amigos del 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 saltar to jump Vocabulary (repeat) vive en (s)he lives in anfibio (m) amphibian zoo (m) zoo

13 © BBC Learning 2018 Al zoo

14 15 16 Los colores

17 Content grid • To prepare for the story in particular, refresh the children’s knowledge of the geography the Canary Islands and Mexico, 4 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 Quique, his friend Charlie, his mother Sofía and the locations and compare it to the weather where you are (The mountains) CLIP 13 his uncle Manu greet us and introduce themselves. 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 children remember from the episode what these frequency Cuento : Cartas de las montañas (Letters from words mean? Show the class one of the weather pictures CLIP 14 the mountains) 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 Print/download the En la cafetería (In the café) using en, for example nunca nieva en México. 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. húmedo damp Yo quiero vivir como vives tú 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 subir las montañas to go up the mountains De su gente las ganas de reír 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 Qué suerte tenéis, aquí en Marte es don’t, isn’t and weren’t. All we have to do is put no before 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 invierno (m) Winter La nieve en diciembre y flores en 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 2018 20 21 Content grid Prior knowledge of the works will help the children when they 5 listen to Quique and Charlie’s descriptions in the museum. Section Programme content After listening Soy un genio Presentación (I am a genius) Quique, his friend Charlie, his mother Sofía and • Ask the children if they can remember from the episode CLIP 17 his uncle Manu greet us and introduce themselves. 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 CLIP 18 Miriam and Félix go to a museum with their grand- Links 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. • Show the class some more paintings or sculptures by the painters and colours in Spanish Volviendo a casa (Returning home) BBC Learning Zone same or other artists. Ask ¿Te gusta? (Do you like it?) and 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 2018 Vocabulary 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 Tienes un don especial a la izquierda on the left, to the left 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 2018 Content grid • Display the names of the market stalls that Quique and Charlie will be visiting carnicería, frutería, panadería, 6 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 English. They may notice links to English such as ‘carnivore’ Quique, his friend Charlie, his mother Sofía and 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 CLIP 23 the foods they like and dislike, and Sofía helps a food next to each sequencing word. For example: Primero, una manzana. Luego, un chorizo. Finalmente, pan. (First, an Islamic Spain Charlie to get her opinion phrases right and tells 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. Transcript/translation file • Show the class the first verse of the song: 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 to make me encantan singular again by removing the –n. ¡ñam ñam! yum yum 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 y a saborear Additional information for teachers frutería (f) greengrocer’s

• 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 Diversos Miscellaneous • When asking for certain weights of food, you will need un kilo 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). cenar to have your evening meal ¡ÑAM! • 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 2018 En la carnicería

26 En la frutería

27 En la verdulería

28 En la pescadería

29 Receta de paella

30 Content grid After the programme

7 • 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 Quique, his friend Charlie, his mother Sofía and them to recall what Charlie said about masculine and femi- pongo? CLIP 25 his uncle Manu greet us and introduce themselves. 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 Quique and Sofía are helping her to learn Spanish. in –a or –as = feminine.) Are there any they can’t be sure wear?) 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 (Let’s get Cuento : ¡Hecemos las maletas! word is plural. They should spot that plural words all have –s packing) CLIP 26 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 2018 Canzión : ¿Qué me pongo? Additional information for teachers cómodo comfortable dinero (m) money • See Episode 6 for guidance on making nouns plural. Uhu, yeah. gran almacén department store • When changing adjectives of colour to suit masculine and 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 probador (m) fitting room singular singular plural 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 2018 33 Content grid • Introduce the two adjectives divertido (fun) and abur- rido (boring). Ask the class what they would have to do to 8 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 Quique, his friend Charlie, his mother Sofía and have said. Introduce Estoy de acuerdo (I agree) and No (Come on Madrid!) CLIP 29 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) After listening Video: Sports and music in Spanish CLIP 31 Sofía asks Quique and Charlie about the match. Sofía explains to Charlie how to compare things in BBC: Virtually There • 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 2018 Canción : A mí me gusta el • The children might like to look at the websites of Atlético estadio (m) stadium fútbol Madrid and Real Madrid and locate the Estadio Metropoli- tano and Estadio Santiago Bernabéu on a map of Madrid. futbolista (m/f) footballer ¡Hola fondo Norte! ¡Hola fondo ganar to win They might also like to look at the websites for other Spanish Sur! football teams, for example Barça. gol (m) goal A mí me gusta el fútbol , a mí me • Children research famous Spanish and Latin American sport- jugador (m) player gusta mi Club speople or other sports teams. Examples include Rafael ¡Hola fondo Norte! ¡Hola fondo Nadal, Garbiñe Muguruza, Cesc Fàbregas, Luis Suárez, partido (m) match Sur! Sergio García. portero (m) goalkeeper A mí me gusta el fútbol y el San- tiago Bernabéu resultado (m) result Additional information for teachers A mí me gusta el fútbol, a mí me Comparative and Superlative gusta el gol • In English we rarely put articles before the names of sports. Cada domingo al campo o en la However in Spanish we always need the definite article el or aburrido boring televisión, la before the sport name when we are talking about it. For antiguo old (previous) Y marque de cabeza o marque de example: El fútbol es divertido – Football is fun. La gimnasia chilena bonito pretty A mí me gusta el fútbol, me gusta es aburrida – Gymnastics is boring. Me gusta el rugby – I el más … / el menos the most ... / the least el balón like rugby. No me gusta la natación – I don’t like swimming. feo ugly Thus it is advisable to learn the articles alongside the sports. ¡Hola fondo Norte! ¡Hola fondo • In English we form the comparative and superlative in two gracioso funny Sur! different ways, and the one which we use depends on the grande big A mí me gusta el fútbol , a mí me adjective in question. In English we either add –er onto our gusta mi Club adjective or we put the word ‘more’ before the adjective. The jóven young ¡Hola fondo Norte! ¡Hola fondo latter is for longer adjectives. So we say ‘bigger than’, not más, mas ... que more, more than Sur! ‘more big than’, and ‘more beautiful than’ but not ‘beautifuller A mí me gusta el fútbol y el San- mejor better tiago Bernabéu than’. The Spanish structure is equivalent to the ‘more big menos, menos que less, less than than’ method, and it is the only way to do it in Spanish. nuevo new A mí me gusta el fútbol, a mí me • Handball is very popular in Spain. Children learn it in PE gusta el gol lessons at school. The Spanish basketball team is also very peor worse En cada partido anima la afición popular and performs well in major tournaments. pequeño small Hace una bicicleta y para el guar- dameta tan ... como as ... as A mí me gusta el fútbol, me gusta Vocabulary tonto silly el campeón travieso naughty El fútbol football ¡Hola fondo Norte! ¡Hola fondo viejo old (age) Sur! camiseta (f) shirt A mí me gusta el fútbol , a mí me campo (m) pitch gusta mi Club Diversos Miscellaneous copa (f) cup ¡Hola fondo Norte! ¡Hola fondo (no) estoy de acuerdo I (don’t) agree Sur! empate (m) tie, draw A mí me gusta el fútbol y el San- genial brilliant entrenador (m) trainer, manager tiago Bernabéu quiero ser I want to be entrada (f) ticket vale is worth equipo (m) team 35 © BBC Learning 2018 36 35 37 Content grid • Display the five infinitives. What do the children notice about the words? They should see that they all end in a vowel and 9 –r. Ask the children what part of speech these words are – Section Programme content they are verbs. Explain to the children that these forms of the Mi gente Presentación verbs are called infinitives. They don’t refer to any person or Quique, his friend Charlie, his mother Sofía and tense, and in English need to have the word ‘to’ before the (My people) CLIP 33 his uncle Manu greet us and introduce themselves. ‘action’ word. In both languages we need to make changes Charlie is English and has come to live in Madrid. so that they refer to a person and a tense. They are the form Quique and Sofía are helping her to learn Spanish. of the verb that we find in the bilingual dictionary. • Ask the children to recall some of the ways of giving opin- El cole (School) ions, such as me gusta and no me gusta. Tell them that we Quique and Charlie are at school. As part of the les- can use these infinitives with the opinions to say what we like son, they and their classmates talk about their best or don’t like to do. Give them some examples such as Me friends. gusta dibujar. No me gusta escribir. What do these mean in English? (I like to draw, I don’t like to write). Cuento : Somos diferentes (We’re different) • Ask the children to work in pairs to help each other to give an CLIP 34 Amad and Neus are different but they are best opinion of each of these infinitives. Ask for some volunteers friends. Links to tell the class their sentences. • Display the nine school subjects mentioned in the vocabulary En casa (At home) list. Ask the class if they can work out the English them. At school Back at home, Quique and Charlie discuss the BBC Bitesize CLIP 35 differences between schools in Spain and those in England. Sofía helps Charlie to say what other After listening people like and dislike. Print/download the • Ask the children to recall how Sofía told Charlie to say ‘he Transcript/translation file Canción : Amistad, amigos para siempre likes’ (le gusta). Explain that this means “it pleases him / CLIP 36 (Friendship, friends for ever) her”, hence the difference from me gusta. Remind them how Download all four audio A song about friendship. they put together opinions and infinitives before. Now can they work out how to say ‘he likes to read’ and ‘she doesn’t clips as a single mp3 file like to sing’? (Le gusta leer. No le gusta cantar.) Before listening • Display Charlie’s description of Quique: Mi mejor amigo se llama Quique. Le gusta leer. Le gusta dibujar. • Introduce the five infinitives cantar, leer, escuchar música, No le gustan las matemáticas. dibujar and escribir (to sing, to read, to listen to music, to No le gustan los plátanos. draw, to write). Ask the class to think of an action that you Prefiere las galletas. can all do while you say the word. To practise the infinitives, Le gusta escuchar música say the words and ask the children to do the correct action. En el futuro va a ser un futbolista famoso. Then swap roles, with you doing the action and the children Ask the class to help you to work out what she has said saying the correct word. about him. (My best friend is called Quique. He likes to read. He likes to draw. He doesn’t like maths. He doesn’t like bananas. He prefers biscuits. He likes to listen to music. In the future he is going to be a famous footballer.)

38 © BBC Learning 2018 39 • Ask the children to write a description of their friend using actividades activities prefiere he/she prefers the same frame, using the underlined phrases of Charlie’s description. They should remember that they may have to cantar to sing su materia preferida his/her favourite sub- change amigo to amiga and that they will need to think care- charlar to chat es ... ject is ... fully about whether they need a singular or a plural opinion dibujar to draw es mi mejor amigo(a) he/she is my best (for example le gusta or le gustan). They may want to add a porque .. friend escribir to write sentence about their friend’s character using es… (he/she is) because ... escuchar música to listen to music and a suitable adjective. They may wish to have access to tiene he/she has the vocabulary lists for this episode. hacer amigos to make friends los ojos negros / black / blue / green / ir a conciertos de música to go to music concerts azules / verdes / mar- brown eyes Additional information for teachers ir al cine to go to the cinema rones ir al parque to go to the park es he/she is • Spanish children begin their compulsory education at age 6, having usually completed three years of non-compulsory ir al teatro to go to the theatre rubio / rubia blond nursery education before that. Compulsory education lasts leer (novelas / cuentos) to read (novels / stories) moreno / morena brown-haired until age 16. Primary school lasts six years, until age 12, tocar la flauta to play the flute pelirrojo / pelirroja red-haired and is divided into three “cycles” - ages 6-8, ages 8-10 and va a ser he/she is goig to be ages 10-12. The school year runs from mid-September to viajar to travel mid-June with two weeks’ holiday for Christmas, one or two weeks for Easter and the rest for the very long summer adjetivos adjectives diversos miscellaneous break. There are no half-terms, but they more than make amable friendly amistad (f) friendship up for it with local, regional and national fiestas which often árabe Arabic involve public holidays. The primary school day usually artístico/a artistic begins at 9am and finishes at 5pm, with about two hours for creativo/a creative chico / chica boy / girl lunch from about 1pm till 3pm. Sometimes schools start at deportista sporty coche (m) car 9am and finish at 2pm with no break, and children go home diferente different dulce sweet for lunch after that. Lunch is generally eaten between 2pm and 4pm in Spain. feliz happy médico (m) doctor • If children want to write a sentence like ‘Charlie likes to generoso/a generous moto (f) motorbike draw’, they will need to add an extra ‘a’ at the beginning of inteligente intelligent música (f) music the sentence, for example A Charlie, le gusta dibujar. ordenado/a tidy musulmán Muslim muy very Vocabulary reservado/a reserved / shy valiente brave salado salty también also, too la jornada escolar the school day trabajo (m) work, job almuerzo (m) mid-morning snack, lunch parlando di otra persona talking about someone else universidad (f) university descanso (m) break se llama he/she is called y and plástica (f) arts and crafts le gusta(n) / no le gusta(n) he/she likes / he/she doesn’t like le encanta(n) he/she loves

40 © BBC Learning 2018 10 Content grid After the programme • Display Charlie’s description of her family: Mi familia es Somos una piña Section Programme content pequeña. Mi padre y yo. Tengo una abuela y un abuelo. Presentación Ask the children to explain what Charlie has said about her (We are a tribe) Quique, his friend Charlie, his mother Sofía and family. CLIP 37 his uncle Manu greet us and introduce themselves. • Ask the children what they might change if they were going Charlie is English and has come to live in Madrid. to describe their own families. Ask them what extra informa- Quique and Sofía are helping her to learn Spanish. tion they could add. How did Sofía explain the names of her relatives and where they live? (Se llama(n), vive(n) en) La familia de Teresa (Teresa’s family) • Ask the children to write some sentences about their own At Quique’s house, Quique and Sofía talk about families. They may wish to have access to the vocabu- Teresa’s family. lary lists from this episode to help them. If you prefer you could introduce the children to the Spanish royal family and Cuento : Familias de otro mundo (Families from describe that family instead. CLIP 38 another world) • This episode introduces nearly all the forms of the present The alien Cho comes to Earth and meets some tense of tener, the verb to have: families. tengo I have Print/download the El español en todo el mundo (Spanish all over the Transcript/translation file world) tienes you have (1 person) CLIP 39 Quique and Sofía explain to Charlie about the dif- tiene he / she / it has ferent uses of tengo. Charlie asks about Teresa’s tenemos we have Mexican accent and vocabulary. Download all four audio tenéis you have (pl) clips as a single mp3 file Canción : Mi familia es una piña (My family is a tienen they have CLIP 40 tribe) A song about a close-knit family.

Before listening

• Display these family words: madre, padre, hermano, abuela, tío, prima. Ask the class which ones they know. Write the English words by the side (mother, father, brother, grand- mother, uncle, female cousin). Explain to the class that the majority of family words have a masculine form and a femi- nine form that only differ by the final vowel. Madre and padre are the odd ones out. Can they work out, by changing the final vowel, how to say ‘sister’, ‘grandfather’, ‘aunt’ and ‘male cousin’? (hermana, abuelo, tía, primo).

41 © BBC Learning 2018 The episode also introduces common expressions which are Vocabulary Canción : Mi familia es una piña formed with tener: Mi Papá tiene un cohete espacial familia (f) family tener … años to be .... years old Mi Mamá es una estrella sin igual abuelo (m), abuela (f), grandfather, grandmother, El que corre y mete gol tener calor to be hot abuelos (m.pl) grandparents Ese es mi hermano mayor tener frío to be cold madre (f), padre (m), mother, father, Mi familia es una piña tener hambre to be hungry padres (m.pl) parents Y le doy mi corazón. tener sed to be thirsty hermano (m), hermana (f), brother, sister hermanos (m.pl) siblings, brothers and sisters Mi abuelo es un gran explorador tener suerte to be lucky Y mi abuela es la reina del fogón tener dolor de ... (cabeza, to have a pain in the ... hermano mayor (m) older / big brother Y mi primo Ezequiel espalda, dientes, estómago) (head, back, teeth, stomach) hermana pequeña (f) younger / little sister Los domingos trae pastel tener razón to be right tío (m), tía (f), tíos (m.pl) uncle, aunt, uncles and aunts Mi familia es una piña Y le doy mi corazón. tengo nueve años I’m 9 years old hijo (m), hija (f), hijos (m.pl) son, daughter, sons and daughters tengo dolor de cabeza I have a headache Mi Papá tiene un cohete espacial tengo dolor de espalda I have backache hijo único (m) / hija única (f) only child (male) / only child Mi Mamá es una estrella sin igual (female) tengo dolor de dientes I have toothache Mi abuelo es un gran explorador primo (m), prima (f), (boy) cousin, (girl) cousin, Y mi abuela es la reina del fogón tengo dolor de estómago I have stomach ache primos (m.pl) cousins Y mi primo Ezequiel Display this information and ask the children to help you to work sobrino (m), sobrina (f), nephew, niece Los domingos trae pastel out how to say, for example ‘we are hot’ or ‘they are hungry’. sobrinos (m.pl) nices and nephews Mi familia es una piña (tenemos calor / tienen hambre) Y le doy mi corazón. nieto (m), nieta (f), nietos grandson, granddaughter, (m.pl) grandchildren Additional information for teachers gemelos (m.pl) twins (identical)

• Usually the word for ‘and’ is y. However, when that ‘and’ bebé (m) baby comes before a word beginning with i, hi or y, it changes to mi, mis my (singular and plural) e. For example, we hear Quique jokingly refer to Charlie as nuestro, nuestra, nuestros, our pequeña e irritante. nuestras • Spanish does not use apostrophes to show posses- sion. Instead we have to turn the phrase around from, for example, ‘my mother’s sister’ to ‘the sister of my mother’ - la diversos miscellaneous hermana de mi madre. ¿dónde vive? where does he/she live? vive en, viven en he/she lives in, they live in se llama, se llaman he/she is called, they are called esta (f), este (m) this no vive con nosotros he/she doesn’t live with us una familia típica a typical family

42 © BBC Learning 2018