S2.10 sport

10. ¿Te gusta o no te gusta?

10. ¿Te gusta o no te gusta?

Sports - likes and dislikes Discovering mutual interests, likes and dislikes, is an important part of developing relationships between children. This section enables pupils to talk about some of the activities they like and don’t like doing in their free time. We have included five sporting activities as a starting point, with some additional suggestions included in “extra words and phrases” at the end of this chapter.

Chapter 11 “En el cole” continues the theme of “likes and dislikes” by introducing the vocabulary pupils can use to say which school activities they like and don’t like.

VIDEO Graphics: representing “me gusta” and “no me gusta”.

Playing football - jugar al fútbol Child 1: “Me gusta jugar al fútbol”.

Child 2: “No me gusta jugar al fútbol”.

Playing tennis - jugar al tenis Child 1: “Me gusta jugar al tenis”.

Child 2: “No me gusta jugar al tenis”.

Swimming - nadar Child 1: “Me gusta nadar”.

Child 2: “No me gusta nadar”.

Skating - patinar Child 1: “Me gusta patinar”.

Child 2: “No me gusta patinar”.

Riding a bike - montar en bici Child 1: “Me gusta montar en bici”.

Child 2: “No me gusta montar en bici”.

NEW WORDS AND PHRASES

me gusta I like (it) no me gusta I don’t like (it) jugar al fútbol playing football (literally - to play football) jugar al tenis playing tennis/to play tennis nadar swimming/to swim

Scene from video section 10: “Me gusta jugar al fútbol”.

patinar skating/to skate

Each of the phrases is then repeated as the pictures show the different activities taking place. Graphic symbols representing “me gusta” and “no me gusta” are superimposed over each picture as the corresponding phrase is heard.

This sequence includes shots of professional football and cycling (see this chapter’s “talking points”).

montar en bici riding my bike/to ride my bike ¿te gusta? Do you like it? ¿no te gusta? Don’t you like it?

Y a ti ¿te gusta? And you, do you like it?

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10. ¿Te gusta o no te gusta?

HOW SPANISH WORKS

3. Get used to the sounds

English speakers normally say “I like playing football”, “I like swimming” etc. Spanish speakers say the equivalent of “I like to play football”, “I like to swim”, i.e. simply by adding the verb to the structure “me gusta”.

In Early Start Spanish 1 “Tú y yo”, pupils learnt to reciprocate a question by asking, “¿y tú?”

However, if you are saying that you like something and then want to ask if the other peron likes it too, you say “Y a ti, ¿te gusta?”

❑ Echoing: Make flashcards from enlarged copies of the pictures on the activity sheet or transparencies for the OHP. Use these together with the “happy face” symbol which represents “me gusta”. Show the “happy face” and one of the sporting pictures, and say the appropriate phrase, e.g. “Me gusta jugar al fútbol”. Do this with as much enjoyment in your voice and facial expression as you can. Pupils echo the phrase and intonation. Continue with each of the sporting pictures.

KEY SOUNDS

❑ Echoing: Repeat the process using the “sad/ grumpy face” picture which represents “no me gusta”, e.g. “no me gusta nadar”. Try and show in your voice and by your facial expression just how much you dislike swimming! Pupils echo the phrase and intonation. Continue with each of the sporting pictures.

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

“j” as in jugar Heard before in:

julio gimnasio

4. Responding with understanding ❑ Invite seven confident pupils to come to the front of the class. Give five of them one of the sporting pictures each and the remaining two pupils the “me gusta” and “no me gusta” symbols. When you say, for example, “me gusta jugar al fútbol”, the pupil with the picture of the children playing football holds it up for everyone to see and the child with the “me gusta” symbol holds up his/her picture. The rest of the class echoes the phrase. At this early stage, some mimes may help - and will certainly make the activity more amusing!

If pupils have caught onto the idea quickly, gradually increase the pace at which you call out the phrases.

“ar” as in jugar nadar patinar montar Heard before in:

sacar

“ci” as in bici Heard before in:

cien izquierda

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

Activities 1. Warm up As this is the first of a series of sections which enables pupils to talk further about themselves, you could start the lesson by revising some familiar vocabulary such as: ages, birthdays, pets, brothers and sisters, where I live.

2. Watch the video ❑ Watch video section 10: ¿Te gusta o no te gusta?

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10. ¿Te gusta o no te gusta? ❑ Play “snap” Pupils can cut out the pictures, pool their sets and use them to play “snap”. The game should include saying the activity as the card is played.

To make the game fun, they will need several sets of pictures.

❑ Show the football picture either as a flashcard or display it on the OHP. Use your class puppet to demonstrate the following question and answer sequence: Ask the puppet, “¿Te gusta jugar al fútbol?” The puppet replies, “sí, me gusta”.

Now show the picture of children swimming.

The puppet asks you, “¿Te gusta nadar?”, you reply “no, no me gusta”.

Repeat this question and answer sequence with the pupils. Either you or the puppet can ask the questions. The children reply, “me gusta” or “no me gusta”. At this early stage it is a good idea to show the appropriate pictures. ❑ Make multiple copies of the sporting pictures. Each child in the class selects a picture of an activity s/he likes doing. Choose a picture for yourself and invite the class puppet to choose a picture too. If you, for example, have chosen the tennis picture, you say to the puppet, “Me gusta jugar al tenis. Y a ti, ¿te gusta?” If the puppet has chosen a different picture, e.g. swimming, he says, “No, no me gusta. Me gusta nadar”.

If he has chosen the same picture, he says, “Sí, me gusta”.

Now ask everyone to move round the room and repeat the question and answer dialogue with as many people as possible. It is a good idea if you and the puppet join in.

6. Watch the video again ❑ Show video section 10: “¿Te gusta o no te gusta?” again for reinforcement.

7. Look again at sounds Now that the new words and sounds are familiar, remind pupils of the typical Spanish sounds that have been highlighted in earlier chapters and the new ones introduced in this chapter.

Agree some new physical gestures, to represent each sound.

Call out different words that pupils know. You can repeat words as often as you like. Pupils make the appropriate gesture when they hear the sounds.

❑ Play “musical questions” As an alternative to the previous activity, you can play music. When the music stops, pupils do the question and answer dialogue with the nearest person.

Introducing the written word When pupils have had plenty of exposure to the sounds of the new words and phrases, you may like to show them the final sequence of video section 10: “Te gusta o no te gusta?”, in which each of the key phrases is repeated with text superimposed on the pictures.

5. Working in pairs ❑ Give pairs of children multiple copies of the sporting pictures and “me gusta”/“no me gusta” symbols. They make two piles, one of activities and one of symbols. They take it in turns to select a symbol and a picture and to say the combination of symbol and activity, e.g. “me gusta montar en bici” or “no me gusta patinar”.

❑ Pupils could label their graphs and classroom frieze in Spanish (see cross curricular activities).

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10. ¿Te gusta o no te gusta?

Talking point

CROSS CURRICULAR ACTIVITIES ❑ Town Guide project: Pupils preparing a Guides for either their own town or a Spanish town could research what sporting activities are available in the area. When do they take place? Where do they take place? How do visitors get there? How much does it cost? Pupils preparing a Guide for Spanish visitors visiting a UK town could also consider what might be of particular interest to them. ❑ Geography: Town Guide project: If pupils are making a model town, they could include a football pitch, a sports centre or a tennis court.

If the model represents an imaginary town, they will need to think about where these places should be. How will they fit in with the landscape and the surrounding environment? Will people be able to get there easily?

EVERYDAY LIFE IN SPAIN Football Football is Spain’s most popular spectator sport.

Most Spanish children, boys and girls, support a team. There is a league with several divisions from national to local level. There are 20 teams in the first division and every year 3 teams change from one division to the next. The best known teams are: Barcelona F.C., Real Madrid, Atleti de Bilbao, Valencia, and Real Sociedad (de San Sebastián). League matches are played from September through until May, usually on a Sunday.

There is a special competition for the King’s Cup. These matches take place on Wednesdays rather than Sundays. All the first and second division teams take part. In recent years the King’s Cup has been won by some less well known clubs such as Alavés, Deportivo de La Coruña, Recreativo de Huelva and Osasuna.

See www.earlystart.co.uk for links to sites (in English) about Spanish football teams.

❑ Art and design: Pupils can design a frieze for classroom display showing their favourite sporting activities. This could be labelled in Spanish. ❑ ICT: Pupils can find out from each other what activities they like and what they do not like. They can record the results of the survey as a graph and send the results to your exchange school. Ask the Spanish school to do a similar survey and discuss the similarities and differences between the two sets of results.

Football is Spain’s most popular spectator sport.

Cultural awareness ■ Pupils can swap information with their link school about their favourite sports. This can take a variety of forms, e.g. drawings, photographs, shots on video of the activities taking place.

■ Pupils could document your school sports day for their Spanish link school.

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10. ¿Te gusta o no te gusta?

Talking point

EXTRA WORDS AND PHRASES

jugar a la pelota playing pelota (see chapter 7) (literally - to play pelota)

EVERYDAY LIFE IN SPAIN Cycling Cycling is also enjoyed by many Spanish people. There are lots of regional cycling races (vueltas). The most important race is called La vuelta a España which usually takes place in September and covers the whole of Spain.

Spanish people follow the different stages of this arduous race with great interest and enthusiasm. It is a major television event.

See www.earlystart.co.uk for links to sites (in English) which enable pupils to find out which cyclists are taking part in La vuelta a España, results of each stage as they happen and information about previous races.

The best Spanish cyclists also take part in the French Tour de France and the Italian Giro. The most well known Spanish cyclist is Miguel Induráin who retired from professional sport in 1997. He earned his place in the record books by winning the Tour de France five times.

bailar dancing/to dance (not to be confused with el ballet - ballet)

jugar al criquet playing cricket/to play cricket jugar al rugby playing rugby/to play rugby The pronunciation of these additional phrases can be heard on the audio CD for teachers.

Extension activity ❑ Dictionary skills: Many of the words for different sports are similar in English, Spanish and many other European languages e.g. football : el fútbol (Spanish), le football (French), der Fußball (German) tennis: el tenis (Spanish), le tennis (French), der Tennis (German) rugby: el rugby (Spanish), le rugby (French), der Rugby (German) cricket: el criquet (Spanish), le cricket (French), der Kricket (German) judo: el yudo (Spanish), le judo (French), der Judo (German) If pupils are already familiar with how a foreign language dictionary works (see chapter 5 “el alfabeto”), they could, as a group or whole class activity, look up the sports in the English/ Spanish section of a dictionary and, using their knowledge of key sounds, try to work out how to pronounce the Spanish words. If pupils are learning an additional foreign language, they could try the activity using both languages.

Cyclists taking part in one of La Rioja’s “vueltas”.

Cultural awareness ■ Ask pupils to think of ways of explaining the rules of a sporting activity which their Spanish counterparts will not be very familiar with, e.g. rounders, netball, cricket, rugby. They do not have to use written Spanish to do this - drawings, diagrams, photographs or video clips could be used, together with simple, key word instructions in English. How many players are there in each team? How are points scored? What is allowed? What is not allowed?

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ÂżTe gusta o no te gusta?

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Š2002 Early Start Languages