S2.09 numbers

9. Los números 40-200

9. Los números 40 - 200 Numbers 40 - 200 Pupils became familiar with numbers 1-31 when working with Early Start Spanish 1: Tú y yo. This section introduces them to the higher numbers 40 - 200.

As pupils learn the higher numbers they will be able to measure distances, weigh ingredients and take part in shopping dialogues.

The video gives some simple examples of shopping dialogues using euro currency.

VIDEO Animated numbers: the numbers 40, 50, 60, 70, 80, 90, 100 and 200 bounce onto the screen. The pronunciation of each number is heard as it appears.

Hide and seek: Children in the playground play hide and seek. The seeker counts up to 50 before setting off to find his friends.

Road signs: This sequence shows vehicles driving along Spanish roads passing speed limit signs for 50, 60, 90 kilometres per hour. The same sequence also shows the buses marked with speed restrictions of 80 and 100 km/h.

NEW WORDS AND PHRASES

40 50 60 70 80 90 100 200

cuarenta cincuenta sesenta setenta ochenta noventa cien/ciento doscientos

más - plus/more un céntimo - one cent dos céntimos - two cents

Scene from video section 9: 100 km/h sign on a bus.

Sums: Animated sums appear on screen: ¿Cuánto es? 50 + 40 = 90 10 x 6 = 60 100 - 30 = 70 100 + 100 = 200 Mathematics lesson: Children in the classroom are doing a lesson which involves devising a grid where all the numbers vertically, horizontally and diagonally add up to 150 Teacher: “¿60 más 70?”

Child 1: “130”.

Teacher: “130 ... ¿más 20?”

Child 1: “150”.

Teacher: “150 ... 150. ¿10 más 50?”

Child 2: “60”.

Teacher: “60 ... ¿más 90? ¿90?”

Child 2: “150”.

Teacher: “150”.

Scene from video section 9: animated number 40.

71

9. Los números 40-200 Shopping 1: Lucía is buying lollipops.

Lucía: “Hola”.

Shopkeeper: “Hola”.

Lucía: “Éste, éste y éste, por favor”.

(This one, this one and this one, please.)

Shopkeeper: “Uno, dos, tres, cuarenta céntimos”.

Lucía: “Gracias”.

Shopkeeper: “Adiós”.

Shopping 2: Jon is choosing postcards.

Jon: “Hola. Estas cuatro por favor”.

(These four please.)

Shopkeeper: “Sesenta céntimos”.

Jon: “Gracias ... adiós”.

Shopkeeper: “Adiós”.HOW SPANISH

KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?

“i” as in cincuenta Heard before in:

colegio adiós

“ci” as in cincuenta

cien

“c” before “i” or “e” sounds like the “th” in the English word “thirst” Heard before in:

piscina once marzo

“v” as in noventa Heard before in:

vivo biblioteca

(Listen to the native speakers - try to copy the typically Spanish sounds.)

Scene from video section 9: “Cuarenta céntimos”.

Activities

HOW SPANISH WORKS Counting from 30 to 100 follows a straightforward pattern. From the number 30 onwards the numbers are separated and linked by “y” (and).

In Early Start Spanish 1: Tú y yo, pupils learnt to count up to 31 - treinta y uno. This continues all the way up to 99. Here are some examples: 41 cuarenta y uno 45 cuarenta y cinco 51 cincuenta y uno 55 cincuenta y cinco 62 sesenta y dos 66 sesenta y seis 72 setenta y dos 76 setenta y seis 83 ochenta y tres 87 ochenta y siete 94 noventa y cuatro 98 noventa y ocho 100 is signified by cien which is a shortened form of ciento. If you say 100 on its own you say cien. If other numbers follow, you use ciento: 110 ciento diez 115 ciento quince 120 ciento veinte 122 ciento veintidós 150 ciento cincuenta 152 ciento cincuenta y dos In Early Start Spanish 1: Tú y yo, pupils used “y” (and) for adding numbers together. “Más” is the Spanish equivalent of “plus” and is more commonly used in school for addition.

1. Warm up You could start the lesson by revising numbers 1-31. Play one or two of the number games from Early Start Spanish 1: “Tú y Yo”.

2. Watch the video ❑

Watch video section 9: Los números 40-200.

3. Get used to the sounds ❑ Echoing: Make flashcards to represent the numbers 40, 50, 60, 70, 80, 90, 100. Say the number as you show it. Pupils echo the number. ❑ Echoing: Everyone stands in a circle with you in the centre. Throw a soft ball to different pupils. As you throw the ball say “40”. The first pupil echoes “40” as s/he throws it back to you.

Continue with 50, 60, 70, 80, 90, 100. Repeat this several times.

72

9. Los números 40-200 ❑ Play “hide the number” This game works best if you use the OHP. Alternatively, you could attach flashcards to the board and ask pupils to shut their eyes when you remove a card.

Place transparencies on the OHP so that several numbers can be seen at the same time. Point to the different numbers and ask the class to name them. Now cover up one of the transparencies.

Point to the numbers again. The class calls out the numbers including the “missing” one. See how much of the sequence the class can remember as each visual prompt disappears. Eventually no numbers will be visible.

4. Responding with understanding ❑ Give each pupil a flashcard representing one of the following numbers: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100. When you call out a number, all the pupils with that number on their cards hold it up for everyone to see.

Begin by calling out the numbers in order, starting with 10. Then call out the numbers in order starting with a different number. Gradually work towards calling random numbers. ❑ Play “jump to the number” Divide the class into two teams. Each team has an identical set of numbered cards. When you call out a number, the pupils holding that particular card try to be first to jump up and call out the number.

50 70 80 90 100

❑ Play “cross it out” Draw a straight line to divide the board in half.

On one side write a selection of numbers. Put the same numbers on the other half of the board, but in different places. Divide the class into teams. One child from each team stands by the board with a piece of chalk. As you call out each number, the pupils try to be first to spot the number on their side of the board and cross it out.

❑ Do a “Mexican wave” with the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.. Pupils form a circle with their chairs. Beginning with “10”, each pupil says the next next number one after another in rapid succession. As they speak, pupils stand up and promptly sit down again.

If the children normally sit in groups, the “wave” can take place round each of the class tables. See which table reaches “100” first.

When you feel confident that pupils can recognise and say 40, 50, 60, 70, 80, 90, 100, you can repeat the activities described above to teach numbers 41-49, 51-59 etc.

Because the way the numbers are formed is consistent, pupils should not find it difficult to understand how the numbers work.

However, young learners can find it very hard to hear the differences between some of the numbers. There is sometimes confusion between 40 (cuarenta) and 50 (cincuenta), also 60 (sesenta) and 70 (setenta) especially with numbers like 67 (sesenta y siete) 76 (setenta y seis).

❑ Play “swap numbers” Pupils arrange their chairs in a circle. Each is given a numbered flashcard, making sure that there are several children holding cards with the same number. When you call out “50 ” for example, the children with the card showing “50” swap places. As they do so, you run for an empty chair. The pupil left without a chair becomes the caller.

73

9. Los números 40-200 ❑ Play “bingo” Before the game begins, each pupil prepares a bingo card using their own choice of numbers within a specified range, e.g. 40 - 60. You call out the numbers in Spanish and they cross them off on their cards. The first pupil to have crossed off all their numbers calls out “¡Yo!” or “¡Bingo!”

We suggest taking each step very gently, playing games which include regular revisiting of familiar sequences of numbers.

The following activities can be used to help reinforce the higher numbers. ❑ Invite 9 pupils to come to the front of the class. Give each child a numbered flashcard with the single figures 1-9. Ask them to stand in a line facing the rest of the class. You hold up another flashcard, for example number “6“. As you say “61”, the child holding the flashcard with “1” on it, comes to stand next to you to form the number “61”. Everyone echoes “61” (sesenta y uno). Repeat this with “62” and so on.

❑ Play “the tortoise race” Unlike most races, it is the looser who wins this race! Identify a starting point and a finishing point. (It is best to make the course short or the game will go on for ever). Ask one or two pupils to be “look outs”, looking out for anyone in the “race” who has actually stopped still. Ask another pair of pupils to count aloud the time it takes for the tortoises to reach the finishing post.

❑ Play “guess the number” Ask two pupils to come to the front of the classroom. One pupil faces the front of the class with his/her back to the board. Ask the other pupil to chalk any number between 40 and 100 on the board. He/she then draws that number on pupil 1’s back with his/her finger. Pupil 1 has to guess what the number is. Continue with different pupils. ❑ Play “mobile phone numbers” Give everyone two slips of paper. Ask the children to make up a six digit “telephone”number and write it (in figures) on both slips of paper e.g. 23 60 11. Spanish telephone numbers are usually expressed in pairs; pupils must choose at least one number which is between 40 and 99.

Collect up all the duplicate slips. Now take out your mobile phone (or mime doing so) and tell the children that you are going to ring someone up. As you dial one of the numbers, say it out aloud, “23” ... “60” ... “11”. Tell everyone that the phone is ringing (or make “ringing noises” yourself). The child who has this number on his/her slip of paper “answers” the phone saying “Hola”. You can then have a short conversation e.g. “¡Sandra! Hola ¿qué tal? etc.

When pupils are confident with the higher numbers, they can take turns to be the person dialling the number.

When you give the signal, the pupils start moving. The aim is to try to keep moving but be last to complete the course. Anyone who actually stops during the race is disqualified and joins in with the counting. What number has been reached when the final tortoise crosses the line? ❑ Play “hide and seek” 1 The Spanish children on the video play this game. One player shuts his/her eyes and counts to 50. The other players run off to hide. The seeker now sets off to look for them. The hidden players must try and sneak back to base without being seen If you play “hide and seek” regularly, you can add variations by asking the seeker(s) to count from, for example, 40 - 70 or to count to 100 in multiples of 5.

Note: Spanish mobiles usually have 9 digits - when pupils are familiar with the higher numbers, they could add extra digits, including one number from 100-200.

74

9. Los números 40-200 ❑ Play “hide and seek”2 This time one pupil runs off to hide while the rest of the group shut their eyes and count. They then run off in all directions to try and find the hidden player. Whoever finds him/her becomes the person to hide in the next round.

Alternatively, if the items in the “supermarket” have price tags, pupils can put things in a basket and take it to the “check-out”. The pupil operating the till (a calculator) can total up the cost of the items and tell the customer how much they have to pay, e.g. “€4,55” (cuatro euros, cincuenta y cinco). Encourage pupils to say “hola” and “adiós”. See this chapter’s “talking point” for more information about how Spanish people refer to euros and céntimos in everyday speach.

Pupils can pay for their goods using the notes and coins included on the activity sheets.

❑ Play “¿Cuánto es?” 1 Talk with pupils about Spanish currency (see this chapter’s “talking point”). Select a number of classroom objects and give each a price tag, e.g. ¤.40, ¤. 55. Ask pupils, “ ¿Cuánto es?” They tell you how much each item costs, e.g.“55 céntimos”. ❑ Play “¿Cuánto es?” 2 Give each object a price tag, but position it so that pupils cannot see the price. Pupils have to guess the price. Say “más” if the price is more than the figure given; say “menos” if the price is less. Use gestures to help emphasise “more” or “less”.

Invite a group of pupils to make up the price tags. The rest of the class has to guess how much each item costs. The group who have prepared the price tags say “más” or “menos” as appropriate.

❑ Stationery shop If you do not yet have enough authentic packets to stock your supermarket, pupils could turn a corner of the classroom into a stationery shop (la papelería). They can buy and sell classroom objects such as pens, pencils and rubbers.

❑ Shopping At this stage pupils have not learnt the names for food items, but it is perfectly possible to organise enjoyable “shopping” sessions which do not require the children to know the Spanish words for everything they buy. The two shopping sequences on video section 9: Los números 40-200 are examples of this. You could replay this part of the video before moving on to shopping activities

5. Working in pairs ❑ Pupils can play “guess the number” in pairs.

Pupil 1 “writes” a number on the other pupil’s back using a finger. Pupil 2 has to guess the number. They then swap places.

6. Working in groups ❑ Pupils can play “bingo” and “the tortoise race” in groups.

❑ Spanish supermarket You could begin to set up a class supermarket.

If possible, collect as many authentic Spanish packets as you can. These could come from friends who have travelled to Spain. Your exchange school may be able to post you product labels, lightweight empty packets etc.

Pupils can walk round the “supermarket”, select items and ask the “shop assistant“, “¿Cuánto es?” The assistant replies “70 céntimos” etc.

7. Watch the video again ❑ Show video section 9: Los números 40-200 again for reinforcement. Many of the sequences have been constructed so that there are pauses during which pupils can call out the numbers after they have heard the native speakers say them.

75

9. Los números 40-200 ❑ PE: Play “Number tag” Everyone forms a large circle. Depending on the size of the group, number the children in sequences of three or four numbers, e.g. the first pupil is “40”, the second “50”, the third “60”, the fourth “70”, the fifth “40”, the sixth “50” and so on.

When you call out “50”, all the “50s” run clockwise round the circle, each trying to tag whoever is ahead of them. The winner is the pupil who has scored the highest number of tags.

Introducing the written word As in Early Start Spanish 1: Tú y yo, the written words for the numbers are not shown at the end of the video sequence as we recommend that you concentrate on helping pupils to associate the Spanish words with the figures rather than the written words.

CROSS CURRICULAR ACTIVITIES ❑ Numeracy: When pupils are familiar with the higher numbers, they can practise them every day in a whole range of ways, e.g.

■ counting forwards from a number chosen at random.

■ counting backwards from a number chosen at random.

■ counting forwards and backwards in multiples of five, ten etc.

❑ PE: Play “Snakes and ladders” Divide pupils into two teams. The teams each sit in a row on the floor opposite each other with legs outstretched so that their toes are touching.

Go down the line and give a number to each pair. If you have 15 pairs for example, you could number them 10, 20, 30, 40, 50 etc. up to 150.

Make sure everyone has taken their shoes off.

When you call out a number, the pair with that number has to jump up and hop over all the outstretched legs to the end of the line, race round the back, and hop from the bottom of the line back to their original places. Whoever makes it back to his/her place first wins a point for their team.

❑ Numeracy: Following the examples shown on the video, do regular addition, subtraction and multiplication in Spanish. ❑ Numeracy: Whenever pupils are doing activities which involve weighing or measuring items, encourage them to say the numbers in Spanish.

❑ PE: Play “the handkerchief game” introduced in Early Start Spanish 1: Tú y yo using the higher numbers.

Divide the class into two teams which stand facing each other a reasonable distance apart.

Each pair is allocated a number (e.g. from 4055). You stand at the centre point between the teams holding a handkerchief or scarf in front of you. When you call out a number, the two pupils who have been given that number, race to grab the handkerchief from you and return to their team.

❑ PE: Play “run to the number l” Attach number cards (e.g. 40, 50, 60, 70) to plastic bollards or rounders posts on the school field, to apparatus in the hall, or place them inside plastic hoops on the ground.

Call out a number in Spanish and the pupils run to the corresponding number. ❑ PE: Play “call ball” This game is best played outside on the field.

Pupils play in groups of five or six. Each pupil is allocated a number, e.g. player 1 is “40”, player 2 is “50”, player 3 is “60” and so on. They throw a ball high up into the air calling out a number at the same time. The player with that number has to run to catch the ball. S/he then throws the ball up and so on.

❑ PE: Skipping Pupils can skip with a skipping rope to the higher numbers. If you are doing this with a large group as a PE activity, pupils take it in turns to skip, for example, from 10 - 200 while the rest of the children call out “10, 20, 30, 40, 50, 60” and so on up to “200”.

76

9. Los números 40-200 ❑ Drama: Role-play/puppets Pupils can improvise simple shopping dialogues either for themselves or for their Spanish speaking puppets.

Because their “shopping” vocabulary is, at present, limited to greetings, asking for and giving prices, and saying goodbye, these dialogues can be much more fun for the children to take part in if they include a dramatic element.

For example, customers and shopkeepers could: be in a hurry; be very bad tempered; be very jolly and happy; be forgetful; have a nasty cold.

You could let pupils choose characteristics for themselves or give them slips of paper naming the characteristic they should portray.

They could prepare their dialogues in pairs and perform them to the rest of the class who guess the different characteristics.

EXTRA WORDS AND PHRASES

centímetros (cm) milímetros metros kilómetros (km) litros centilitros mililitros gramos kilos mil un millón

- centimetres - millimetres - metres - kilometres - litres - centilitres - millilitres - grammes - kilos - a thousand - a million

The pronunciation of these additional phrases can be heard on the audio CD for teachers.

❑ Art: If you are able to get hold of some real Spanish euro coins, pupils can use these for coin rubbing. ❑ Technology/cooking: Pupils can measure ingredients in Spanish (see “extra words and phrases” and the recipe for “Spanish cake” at the end of this chapter).

Extension activities ❑ Numbers beyond 200 If you and your pupils are confident with the numbers up to 200, you may wish to use some of the activities described in this chapter to practise numbers to a thousand.

Pupils also enjoy making up different combinations of large numbers, seeing how big a number they can say. e.g.

999 is novecientos noventa y nueve As the pattern for counting in Spanish is consistent, some children will be able to make up numbers reaching into hundreds of thousands.

900,999 is novecientos mil novecientos noventa y nueve.

The Spanish figure is written 900.000

77

9. Los números 40-200 Cultural awareness

Talking point

❑ Town Guide project Uk towns have speed limits of 30 mph in built up areas. In some areas town councils are seeking to reduce the limit to 20 mph.

There are often park-and-ride schemes operating in large towns in an attempt to reduce the number of vehicles Many councils have introduced road-calming, especially on busy roads near schools.

EVERYDAY LIFE IN SPAIN Speeds on the roads Pupils watching the video will see a sequence showing speed limits on Spanish roads.

Spain’s fastest roads are the motorways (autopistas) and drivers have to pay a toll (el peaje) to use most of them. The speed limit on a motorway is 120 km/h (75 mph). Spain has more than 2,000 km of motorways and more are being built.

There are also non-toll motorways called autovías. The speed limit on these roads is 100 km/h (62 mph).

On main roads, (carreteras nacionales), the speed limit is 90 km/h (56 mph) and in built up areas the limit is 60 km/h (37 mph).

Large vehicles like lorries and the bus shown on the video are obliged to travel more slowly than ordinary cars. The signs on the back of the bus show that the vehicle is restricted to 100 km/h on motorways and to 80 km/h on main roads.

To convert kilometres to miles: divide by 8 and multiply by 5. To convert miles to kilometres: divide by 5 and multiply by 8.

Cars and other vehicles drive on the right. People walking along a road are advised to walk on the left so that oncoming traffic can see them clearly.

■ If your pupils are preparing a Guide for a UK town, they could explore the town’s road and public transport systems. What would Spanish visitors need to know? Is the town near a motorway? Is there a park-and-ride system in operation? What kinds of public transport are on offer?

■ If they are preparing a Guide of a Spanish town, it will not be as easy to research the detail. However, maps and guide books will help, larger cities may have tourist information in English on the internet - and you can ask your exchange school for help. If pupils are modelling the town, they could include speed restriction signs on the model and include bus and tram stops if appropriate. The sign for a car park is the same in Spain as in the UK .

Talking point

The sign for the new currency looks like this:

EVERYDAY LIFE IN SPAIN The euro

€

The euro officially came into existence and became legal currency two years earlier - on 1st January 1999. At this point euro bank accounts could be opened and payments could be made by all means which did not involve cash, e.g. electronic bank transfers, cheques and credit cards.

Banks and companies in the participating countries had three years, until 1st January 2002, to prepare for the final transition to the euro. This involved major changes in computerised accounting and pay-roll systems and the people who operated these systems had to be trained.

The euro has been created as a common currency for all the countries of the European Union. The name “euro” was chosen by the European Heads of State or Government at the European Council meeting held in Madrid in 1995.

Euro bank notes and coins began circulating in twelve EU countries on 1 January 2002. The countries taking part in this historic changeover were: Spain, Austria, Belgium, France, Finland, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, and Portugal.

78

9. Los números 40-200 The public also needed to be provided with information about the euro. Television campaigns were launched together with education programmes in schools and colleges. From 1999 onwards, shops began to show prices on till receipts in euros as well as the national currency. As the year 2002 came nearer, shops began to display prices at points of sale in both the national currency and euros.

On 1st January 2002 euro notes and coins replaced the notes and coins in national currencies. For Spanish people this meant that the peseta was replaced. For a two-month period, the old peseta notes and coins could still be used to buy things. By the end of February 2002 the national currency was no longer valid for everyday use.

During the three-year transition period, billions of euro banknotes and coins had to be printed and minted in readiness for the changeover. In Spain, for example, 1,924 million notes and 7,085 million coins. The total for all the countries involved is estimated at 12 billion notes and 80 billion coins.

The notes There are seven euro notes: 500, 200, 100, 50, 20, 10 and 5 euros. The notes are the same throughout the euro area; unlike the coins they will have no national side. The designs do not represent any actual buildings or monuments, instead they are symbolic of Europe’s architectural heritage. The front sides of the notes show windows and gateways to represent the spirit of openness and cooperation in the EU. The reverse sides feature bridges to represent communication among the people of Europe and between Europe and the rest of the world.

All notes and coins are valid in any member state.

Writing euro prices There is no official rule about whether a full stop or a comma should be used when writing a price that shows both euros and cents. In Spain people use a comma e.g. €1,50.

Talking about euros Each country refers to the euro and the cent in a different way. In Spain most people say “el euro” and “los céntimos”. You can hear some examples of the way prices are spoken on the video and audio CD.

The coins There are eight euro coins: 2 euros, 1 euros, 50 euro cents, 20 euro cents, 10 euro cents, 5 euro cents, 2 euro cents and 1 euro cent. All the coins have a common European side which represents a map of the European Union against a background of vertical lines to which are attached the stars of the European Union. The 1 and 2 euro coins depict Europe without frontiers; the 10, 20 and 50 cent coins show the Union as a gathering of nations and the 1, 2 and 5 cent coins emphasise Europe’s place in the world.

Jon buys four postcards: “Sesenta céntimos”.

Cultural awareness ❑ Pupils can use the euro notes and coins from the activity sheets on the next page to buy and sell items in their “supermarket”.

The reverse side of all the coins carry national symbols. The Spanish 1, 2 and 5 cent coins show la Catedral de Santiago; the 10, 20 and 50 cent coins show the Spanish author Miguel de Cervantes; the 1 and 2 euro coins show King Juan Carlos I.

❑ Pupils can design euro coins that Britain might use if the time comes to join the European Monetary Union.

79

9. Los números 40-200 ❑ Sponge cake - Bizcocho Bizcocho means “twice cooked”. This cake was first brought to the court of Louis XIV of France

by María Teresa, the daughter of Felipe IV of Spain who married Louis XIV in 1659. In France it became known as “biscuit”.

The same cake was brought to England by Henry VIII’s daughter, Mary, when she married Philip of Spain. Some people say that “Sponge cake” is just a corruption of the words “Spanish cake”.

Method: Pre-heat oven to 170º C, 325º F, gas mark 3.

Activity sheet: there is a pupils’ version of this recipe on the next page with pictures and key words in Spanish.

Put the flour and baking powder into the sieve and sift it into the mixing bowl. Add all the other ingredients and whisk them all together.

If the children are using a wooden spoon, they will have to use quite a bit of effort. It is a good idea to make sure that the butter is really soft.

The aim is to end up with a mixture that drops off the spoon when you give it a tap on the side of the bowl. A tiny drop of water and some more mixing will help if the mixture seems too stiff.

Grease the tins and put a circle of grease-proof paper in the bottom of each one.

Weigh all the ingredients and have everything ready before starting to mix them.

Ingredients: 110g self-raising flour 110 gramos de harina 1 rounded teaspoon baking powder 1 cucharadita de levadura 2 large eggs at room temperature 2 huevos

Divide the mixture between the two tins, making sure that they are level. Put the tins on the middle shelf of the oven. The sponges will take 30-35 minutes to cook. Set the timer for 30 minutes in the first instance. When the 30 minutes are up, touch the centre of each cake gently with your finger. If the sponges spring back and there is no sign of the spot where you placed your finger - the cakes are ready. If this is not the case, continue cooking for another 5 minutes.

Remove the tins from the oven and leave them for about 5 minutes. Turn them out onto a wire rack to cool. Gently peel off the grease-proof paper.

110 g soft butter 110 gramos de mantequilla 110 g golden caster sugar 110 gramos de azúcar half teaspoon vanilla extract media cucharadita de vainilla jam and cream for filling mermelada y chantilly icing sugar for dusting azúcar lustre

Filling: The simplest filling is jam with a dusting of sieved icing sugar on top. The most common kinds of jam in Spain are apricot and strawberry.

Spanish children making this cake might also add “chantilly’, i.e. whipped cream or the kind of cream that comes in an aerosol can.

Equipment: Two 18 x 3 cm sponge tins (7 x 1 inch) Butter or margarine for greasing the tins Greaseproof paper to line the base of the tins Large mixing bowl Sieve Wooden spoon (or electric mixer) Flat knife or plastic spreader to level the mixture in the tins Wire rack for cooling the cakes.

If you want to use larger 20 cm x 4cm tins (8 x 1.5 inches), use 3 large eggs and 175 g of butter, flour and sugar.

80

1 céntimo

2 céntimos

5 céntimos

10 céntimos

20 céntimos

50 céntimos

1 euro

2 euros

This page may be photocopied for classroom use

©2002 Early Start Languages

500 euros 100 euros

200 euros

20 euros

50 euros

10 euros 5 euros This page may be photocopied for classroom use

Š2002 Early Start Languages

Bizcocho

110 gramos de harina

levadura 110 gramos de azucar

vainilla

110 gramos de mantequilla

2 huevos

170ÂşC

1

2

4

3

5

7

30

6

8 9

chantilly

azĂşcar lustre

mermelada

11 10

12

13 This page may be photocopied for classroom use

Š2002 Early Start Languages