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**LEARNING OBJECTIVES** CHILDREN SHOULD LEARN  || **POSSIBLE TEACHING ACTIVITIES** || **LEARNING OUTCOMES**  CHILDREN   || **POINTS TO NOTE** || • to listen attentively and understand more complex phrases and sentences (O5.3) • to look at further aspects of their everyday lives from the perspective of someone from another country (IU5.1) • to develop accuracy in pronunciation and intonation (KAL) || • Discuss with children what they know about lunchtime in Spanish primary schools (or in a country where Spanish is spoken). How could they find out more? If possible, show children an authentic Spanish menu for school lunches and discuss similarities and differences. If you have a partner school in a Spanish-speaking country, find out what children in that school think of English school meals and packed lunches. • Select some known food and drinks suitable for a snack, eg //una manzana// (an apple), //un zumo de naranja// (an orange juice), //los caramelos// (sweets), //las zanahorias// (carrots), and revise these with picture flashcards, real or plastic items, or pictures from a Spanish supermarket. • Introduce some new items using games and activities from previous units (eg Unit 6, Section 1//): un bocadillo// (a sandwich )//, un pastel// (a cake), //un plátano// (a banana), //queso// (cheese), //patatas fritas// (crisps), //agua// (water). • Using text cards or the interactive whiteboard, display the Spanish word for each item. In pairs, children decide which word matches each item. They feed back their answers, giving reasons for their choices. • Phonic focus: Highlight the pronunciation of //a//, as in //manzana, plátano, naranja, me gusta.// • Children listen to and repeat the new items. Draw their attention to the meaning of //un/una//, //unos/unas//, eg //un bocadillo / una manzana, unos caramelos / unas zanahorias//. Children practise saying the items as a whole class, using //Tengo// + noun, eg //Tengo un bocadillo// (I have a sandwich). For additional reinforcement, use the spotlight tool on the interactive whiteboard, or hide and reveal techniques using picture flashcards. • Introduce the phrases //Comí// (I ate) and //Bebí// (I drank). Using either pictures or real objects, mime as you say //Como// //un bocadillo// (I am eating a sandwich). Then, taking a step backwards, say //Ayer comí un bocadillo// (Yesterday I ate a sandwich). Repeat with one or two other items of food and ask children to tell you what they think you have said. Do the same with //Bebo// and //Bebí//, eg //Bebo un zumo de naranja// (I am drinking an orange juice) and //Ayer bebí un zumo de naranja// (Yesterday, I drank an orange juice). Explain to children that you use //Comí// and //Bebí// when you are talking about something that has already happened, eg this morning, yesterday, last year. Children listen to and repeat the phrases. Using different items of food and drink, practise the phrases as a whole class in sentences, eg //Comí un bocadillo; Comí un pastel; Bebí agua.// • Give each group of children a set of nine food picture cards to place in a 3x3 grid on the table. The first child selects a card and says //Para// //comer tengo// + the name of the food on the card. The second child repeats what the first child has said, then chooses another card and adds that food to the list. The game continues, with the list of foods increasing as each child takes a turn. The aim of the game is for each group to remember as many foods as possible in the correct sequence. Alternatively, and space permitting, this activity could be played on the floor, with children jumping to each picture card. • Extension: Include picture cards of drinks, so that children need to use //Bebí// as well as //Comí//. • Explain to children that one way of asking a question is by simply raising the intonation of your voice at the end of a statement. Read out a mixture of statements and questions. Children decide what type of sentence it is and show this either by drawing a question mark or full stop in the air or on a mini-whiteboard, eg //Tienes un bocadillo// (You have a sandwich). //¿Tienes un bocadillo?// (Do you have a sandwich?) • Play Find Your Group. Give each child a food picture card. They walk around the room, looking for other children with the same picture card by asking eg //¿Tienes una manzana// //?// Allow children who find recall difficult to use self-check cards with a picture on one side and the word on the other. • Extension: Keep a daily snack diary in Spanish for a week, using dictionaries as necessary. || • make statements in the preterite tense • listen with care • use a physical response to show recognition and understanding of specific phrases • use tone of voice to help convey meaning • identify similarities and differences in everyday life || • In Spain, primary schools generally start at about 9.30am and finish later than in the UK, at around 4.30pm. The school lunch break lasts for two hours and children may go home for lunch or have a school dinner. Some primary schools, usually in urban areas, have introduced a ‘continuous day’ with lessons from 9.00am to 2.00pm. Children then go home for lunch or can stay in school for optional afternoon activities. There is no direct equivalent of packed lunches in Spanish. However, some children may be given snacks to bring to school in their school bag (//la mochila// or //la cartera//)//,// which they eat at breaktime (//el recreo// ). • Grammar point: //unos// and //unas// correspond to the word ‘some’ in English. ‘Any’ is usually omitted in Spanish, eg //¿Tienes queso////?// (Do you have any cheese?) • //Patatas fritas// is used to mean chips and crisps//. Un paquete de// is used to distinguish between them (ie a bag of crisps). In Latin American countries, potatoes are known as //papas//. • Bottled water is usually served and sold as //agua// //con gas// or //sin gas// (ie sparkling or still). • Grammar point: The preterite tense in Spanish is used to state an action in the past which is completely finished, eg //Comí// (I ate), //Bebí// (I drank). The preterite of regular verbs is formed by adding the appropriate ending to the verb stem (formed by removing the -//ar//, -//er// or //- ir // from the end of the infinitive). The preterite endings are shown below:|| || //yo// || //-é // || //-í// || //t//// ú // || //-aste// || //-iste// || //él/ella, usted // || //-ó // || //-ió// || //nosotros// || //-amos// || //-imos// || //vosotros // || //-asteis// || //-isteis// || //ellos/ ellas, ustedes// || //-aron// || //-ieron// || For example, //comer// is a regular //-er// verb. //Comí// (I ate), //comiste// (you ate), //comió// (he/she/you (formal) ate), //comimos// (we ate), //comisteis// (you (familiar, plural) ate), //comieron// (they ate). • Follow-up: Throughout the week, play //Tengo// + an item of food. Go around the class, and a child from every table adds on a new item each time. • The website Global Gateway provides opportunities for finding partner schools abroad: www.globalgateway.org.
 * Section 1. Lunchtime** ||
 * Section 1. Lunchtime** ||
 * //-ar// verbs ** ||
 * //-er/-ir// verbs ** ||