S1.10 Colours-v11

LLsoossd íc ca ree e 0 45 1 ...1 0L o oo s lloord ssl a

1.10 Los colores Colours

Learning to identify the different colours in Spanish can be very satisfying for pupils of primary school age. Painting and colouring activities, relating to many subjects in the curriculum, provide plenty of opportunities for practising the names of the colours as part of everyday classroom life.

This section uses a class visit to the Altamira Cave Museum as a context for talking about colours.

NEW WORDS AND PHRASES

¿Qué color quieres?

Which colour do you want?

Films to see A1. First 7 colours A2. More colours and the Altamira caves

Activities

Warm up ......

Ask pupils to think of situations when they refer to colours in their own language, e.g. does your school name teams by colour?

Watch film A1: first 7 colours

❑ Watch film A1: choosing paint colours: ¿Qué color quieres? rojo, azul, amarillo, naranja, verde, negro, blanco.

The Spanish flag: rojo, amarillo, rojo.

The European Union flag: azul, amarillo.

In the market in San Vicente: naming the colours of fruit and vegetables: verde, rojo, naranja, amarillo, verde.

Two girls are buying sweets: ¿Qué color quieres?Azul, blanco, negro, amarillo, verde, rojo.

rojo - red amarillo - yellow blanco - white negro - black azul - blue verde - green naranja - orange rosa - pink gris - grey marrón - brown morado - purple Talking Dictionary

Planning your lessons

Allow plenty of time to exploit the potential of this topic, including games to play and possible art projects.

Pupils can progress from learning to identify and say the colours in Spanish through responding correctly when they hear about colours, to understanding when they read the written words.

Film A1: ¿Qué color quieres? choosing sweets in the market.

Colours game: The teacher calls out the name of a colour. Pupils run to touch anything they see which is that particular colour: Teacher: "A ver ... preparados ... (Right ... ready?) naranja ... amarillo ... blanco ... azul. Buieno, muy bien." (OK, very good)

10.1

5.r.l yL oS L st o asd 1E4a r tícao Sslpoadr nee i sshl a1 KEY SOUNDS

Get used to the sounds

❑ Echoing: Show the e-flashcards 'first 7 colours' - click to hear the sound but leave the text OFF. Display each picture; pupils echo, e.g. “azul”

x

Listen and enjoy copying these typical sounds. We will meet them in other words later.

as in

rojo and naranja

Heard before in

ʎ

as in

Heard before in

azul

r

conejo, Jesús amarillo

me llamo, se llama

rojo, naranja, rosa, marrón Heard before in perro, raton

Then repeat this time showing the text; pupils echo the phrase again. Pay particular attention to the “key sounds” box.

as in

"trilled r"- different from the softer 'r' in gris,

morado, negro, amarillo

Respond with understanding

β

❑ Give each pupil a flashcard representing a colour. When you call out “rojo”, for example, all the pupils with red cards hold them up for everyone else to see, and so on.

as in

verde

Heard before in

nueve

Reminder: sounds like the soft 'b' in "baby"

θ

❑ Play “jump to the colour” Divide the class into two teams. Each team has the same number of coloured cards.

as in azul

Heard before in: pez,

once, zero

as in amarillo, Heard before in:

gris

periquito, mi familia

* Note: phonetic symbols are for teachers ONLY! This box is not meant as a pronunciation guide - take the films and e-flashcards as a model.

see Talking Dictionary

When you call out the name of a colour, the pupils holding that particular card try to be the first to jump up and call out the name of the colour.

❑ Play “run to the colour” If you have plenty of space, you can play the game shown in film A1. When you call out “azul”, for example, pupils run to touch something blue, and so on. If the environment you are working in is not very colourful, you could attach coloured flashcards to different parts of the room.

10.2

LLsoossd íc ca ree e 0 45 1 ...1 0L o oo s lloord ssl a Watch film 10 A2: more colours

1

❑ Film A2 introduces four more colours: Choosing paint colours: ¿Qué color quieres? rosa, gris, marrón, morado.

Shopping in the colourful market: ¿Qué color quieres? rosa, morado, amarillo, blanco.

Visit to the Altamira Caves Museum: pupils from Colegio Mata Linares travel by coach to the Museum.

HOW SPANISH WORKS 1: Colours and adjectives

At this early stage, the children just “name” the colours. Spanish becomes a little more complicated when you use colours as adjectives to describe individual objects. All Spanish nouns are either masculine or feminine and colours ending in 'o' change when they are used to describe feminine nouns. An 'a' replaces the 'o' at the end of the word."

negro / negra rojo/roja blanco / blanca amarillo / amarilla morado / morada

All the other colours stay the same.

If you use the activities outlined in this chapter, you will not have to worry about whether or not the endings change.

Respond with understanding

❑ Play “jump to the colour” & other games Repeat the activities from earlier but now with all 11 colours.

Film A2: Pupils travel by coach to the Altamira Museum.

We hear the names of the colours used to make the cave paintings which are all shades of brown and black - marrón, negro.

Film A2: The cave paintings are shades of brown and black.

Art class: back at school, the children design a class montage of pictures inspired by the visit to the museum. We hear the names of the colours they use: ¿Qué color quieres? gris, azul, naranja, amarillo, rojo, marrón.

Get used to the sounds

Echoing: Now show the second set of e-flashcards which includes all the colours.

Click to hear the sound but leave the text OFF. Display each picture; pupils echo, e.g. “gris”.

Then repeat, this time showing the text; pupils echo the phrase again. ❑

❑ Play “which colour?”

Put coloured flashcards face down on a table or conceal them in a bag. Ask a confident pupil to select a card. Make sure that the others cannot see what colour has been chosen. (At this early stage, it is worth checking that the pupil knows the name of the colour he/she has selected).

The rest of the class has to guess the colour on the card. When they guess the wrong colour the pupil says “no”; when they guess the right colour he/she says “sí”. This game helps pupils to remember the names of the colours without the visual prompt. ❑ Play “hide the colour” Attach 3 or 4 coloured cards to the board. Pupils name each colour they can see. Now when you remove a colour, rearrange the order of the rest.

The class says which colour has disappeared. ❑ Play “Splat!”

Attach a set of the coloured pictures from the activity sheet on the board. Two pupils at a time can play the game; each wielding a rolled-up newspaper or similar Splat!-weapon!

You call out the name of a colour, e.g. "azul".

The first to hit that colour wins the point.

You could play "3 strikes and you're out!", i.e. after losing 3 points, that child is replaced.

10.3

5.r.l yL oS L st o asd 1E4a r tícao Sslpoadr nee i sshl a1 ❑ Play “swap colours” Pupils arrange their chairs in a circle. Give everybody a coloured flashcard, making sure that there are several children holding each colour.

When you call out “verde”, for example, the pupils with green cards swap places. As they do so, you run for an empty chair. The pupil left without a chair becomes the caller.

words they know that also contain that sound.

As the children’s vocabulary is expanding, you can repeat this with some of the other “key sounds”. This will help them remember the Spanish they already know. ❑ Play “Find the sound”where children find an example of a “key sound” in a number of word-cards scattered on the floor. Play some music and pass a soft ball or cuddly toy around the circle. When the music stops, ask the pupil holding the ball to find a word containing the ‘special’ sound. Everyone echoes the word.

Repeat this with one or two other "key sounds".

Give each pupil a copy of the two “snap card” activity sheets.

Ask them to colour the circles with the corresponding colour; then cut along the dotted lines to make “snap” cards - the words on one set, and the coloured circles on the other.

❑ Play “Colour Lotto" as a class

Online game: You hear the “caller” call out a colour; ask a child to come to the whiteboard to click on it and cross it off the grid.

n For a “manual” game, ask each pupil to draw a 3x3 grid, and fill it with their choice of coloured blobs without repeating any. You call out different colours in Spanish and they cross them off their grids. The first pupil to have crossed off all his or her colours calls out “¡Yo!” ❑ Working in pairs: When pupils are familiar with the names of the colours, they can play a version of “noughts and crosses” in pairs. Each pair draws a grid and puts a coloured “blob” in each square.

When they choose a square, they say the colour before marking it with an “O” or “X”.

Look again at sounds

❑ Play “It’s that sound again” Now that the new words and sounds are familiar, pick out a “key sound” from this chapter’s new words. Ask children to suggest all the Spanish

❑ Attach the original coloured flashcards to the wall and set out word flashcards on a table.

Point to a colour, and ask a pupil to select the appropriate word flashcard, say the colour, and attach the word-card to the colour-card. n To make this into a game, give some pupils word-cards and others the colour-cards. When you call out a colour, pupils run to find their partner. ❑ Play word-picture “snap” Pupils work in pairs. Shuffle the two sets of cards. One player turns up the word cards, the other the coloured circles. If a word and circle match, the first player to call out the name of the colour collects the cards.

CROSS CURRICULAR ACTIVITIES

❑ Classroom routines: Whenever you use paints or crayons, encourage pupils to name the colours in Spanish ❑ PE: Divide pupils into teams. Place a selection of coloured items such as beanbags, hoops or quoits some distance away. When you call out a colour, the person at the front of each line runs to collect an item of the appropriate colour.

The aim is to be the first back to the team.

10.4

LLsoossd íc ca ree e 0 45 1 ...1 0L o oo s lloord ssl a ❑ PE: Play “Traffic lights” You can play a Spanish version of the well known game “traffic lights”.

Agree a range of instructions before starting the game. For example, when you call “verde”, pupils run round the hall or playground; when you call “naranja” they form a “humped back bridge” with both hands and feet on the ground; when you call “rojo” they stop absolutely still and anyone who wobbles is “out”.

Last child remaining “in” wins.

EXTRA WORDS AND PHRASES

el equipo (azul) - the blue team A simple phrase to use for identifying teams by colour.

¿De qué color es?

What colour is it?

Talking Dictionary

❑ History: Pupils could find out more about the lives of early men living in caves during the Ice Ages. ❑ Art: Your class could try making cave paintings, following the example of the Spanish children. Use Spanish to identify and name the colours used. ❑ Art: Use simple Spanish to mix colours and see the result. For example, call out “azul y amarillo”. Pupils mix blue and yellow paint and call out “verde”. You can do this activity in pairs; pupils take it in turns to tell their partner which colour to add to the mixture.

Talking point

FAMOUS SPANISH PEOPLE Pablo Picasso - artist

Everyday

Pablo Picasso (1881-1973) was born in Spain, but lived most of his life in France.

His early paintings were done in a “naturalistic” style. He painted life-like portraits of people.

He worked mainly in two colours, blue and pink. This is why the pictures Picasso produced at this time are referred to as paintings from his “blue” and “pink” periods.

Later, Picasso met a French artist called Georges Braque. Together they developed a style of painting which became known as “cubist” art.

This was a completely new way of looking at objects. In his paintings, Picasso represented objects as if they were composed of geometrical forms such as cubes, triangles and circles.

Picasso then went on to change geometrical shapes into patterns and to add stronger colours to them. He created “abstract” art - that is, abstracting or selecting specific features from any scene or object.

Picasso held strong views about politics. One of his most famous paintings, “Guernica”, was a memorial to the people of the town of Guernica in northern Spain which was bombed by Fascist aircraft during the Civil War (1936-9).

Picasso produced paintings, engravings, ceramics and sculpture right up until his death at the age of 92. He was always surprising people with new ideas. ❑ Art: Show pupils examples of paintings and sculptures by Picasso and talk with them about his use of colour and ways in which his work reflects his ideas. Pupils can then create their own paintings or sculptures using Picasso's style as a starting point.

10.5

Me llamo .......................

This page may be photocopied for classroom use

Š 2018 Early Start Languages

Me llamo .......................

This page may be photocopied for classroom use

Š 2018 Early Start Languages