S2.13 food 2

13. ¿Te gusta el chocolate?

13. ¿Te gusta el chocolate?

Do you like chocolate?

This section extends pupils’ “table-talk” vocabulary. It introduces the names of some more food items and shows how an already familiar structure, “Me gusta/ no me gusta” can be used when talking about food and drink.

Being able to tell people whether you like or don’t like particular foods is very important for children travelling abroad and is a good topic for information exchange with their Spanish counterparts.

NEW WORDS AND PHRASES

el chocolate el pan el pescado la carne la ensalada las verduras los helados

chocolate bread fish meat salad vegetables ice-creams

VIDEO A variety of foods are shown in the shops and being eaten at home and at school: el chocolate; el pan; el pescado; la carne; la ensalada; las verduras; los helados.

Graphics: The symbols representing “me gusta” and “no me gusta” are shown on screen.

Children saying which foods they like: “Me gusta el chocolate”.

“Me gusta la carne”.

“Me gusta la fruta”.

“Me gusta el zumo”.

Children saying which foods they do not like: “No me gusta la carne”.

“No me gusta la fruta”.

“Me gusta la fruta”.

“Me gusta el zumo”.

Scene from video section 13: “Me gustan las patatas fritas”.

Scene from video section 13: “Me gusta el chocolare”.

Children saying more foods they like and do not like: “Me gustan los helados”.

“Me gustan las patatas fritas”.

“No me gustan las verduras”.

Lunch-time: The clock shows 2 o’clock. Lucía’s family are having lunch. We hear the words pronounced as the dishes are placed on the table: las verduras; el pan; la ensalada; las verduras; la carne.

Lucía’s mother asks her younger sister, Ángela, if she likes what she is eating: Mother: ”¿Te gusta?” Ángela: ”Sí”.

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13. ¿Te gusta el chocolate?

Evening meal: The clock shows 10 o’clock. The family are having their evening meal. The children are wearing their pyjamas. We hear the words pronounced as the dishes are placed on the table: las verduras; el pescado.

Lucía’s father asks her if she likes fish: Father: ”¿Te gusta el pescado?”

Lucía: ”Sí”.

More likes and dislikes: Pictures of each of the foods are shown together with the “me gusta/ no me gusta” symbols.

“Me gusta el chocolate”.

“No me gusta el pescado”.

“Me gusta el pan”.

“No me gusta la carne”.

“Me gusta la ensalada”.

“No me gustan las verduras”.

“Me gustan las helados”.

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

“v” as in verduras vivo verde biblioteca

Heard before in:

“ar” as in carne Heard before in: silent

nadar dibujar

“h” as in helados

Heard before in:

hola hermano hace

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

HOW SPANISH WORKS Saying that you like or dislike particular foods is very simple in Spanish. You use the familiar structures me gusta and no me gusta followed by the name of the food.

The only thing that you need to be careful of is the slight change necessary when you are referring to plurals. If you want to say that you like vegetables, for example, you say: “Me gustan las verduras”. If you want to say that you do not like ice-cream, you say “No me gustan los helados”.

Spanish speakers refer to ice-cream in the plural in this context. Pupils should not find this too difficult to remember if they have plenty of practice so that it becomes second nature.

To help get this point across, we have included a picture on the activity sheet of a single icecream (un helado) as well as a separate picture of several ices (los helados). If a child is responding to the question “¿Qué quieres?” (What would you like?) introduced in the previous chapter, s/he would ask for “un helado” or simply “helado” for a portion of ice-cream in a bowl.

Activities 1. Warm up This section builds on the language learnt in chapters 10-12. You could play one or two games which revise likes and dislikes in relation to sporting and school activities. You could also play one of the games which will remind pupils of the Spanish words that they already know for food and drink.

2. Watch the video ❑ Watch video section 13: ¿Te gusta el chocolate?

3. Get used to the sounds ❑ Echoing: Make flashcards from enlarged copies of the pictures on the activity sheet or transparencies for the OHP. Show each of the pictures and say the corresponding food name in Spanish. Pupils echo the words. Repeat this several times until you feel that the children are beginning to remember which word corresponds to which picture.

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13. ¿Te gusta el chocolate?

4. Responding with understanding ❑ Play “true or false?” 1 Show the pictures again. When you show the picture of the chocolate, say “¿Es chocolate?”

The children respond, “Sí, es chocolate” (or just, “sí”). Now show a selection of the other pictures. If you show, for example, the picture of the bread and ask, “¿Es pescado?” pupils respond by simply saying “no”.

At the early stages of learning the new words it is a good idea to follow a negative answer with the correct name for the food item; you now ask, “¿Es pan?” and pupils reply, “Sí, es pan”.

You could use your Spanish speaking puppet to demonstrate. ❑ Play “true or false?” 2 Show the pictures again. When you say the correct word for each picture, pupils echo it.

Occasionally say the wrong name for one of the pictures. When this happens, pupils remain silent. ❑ Play “what’s for lunch?”

Give everyone one of the food pictures cut out from the activity sheet. You can also include pictures from the activity sheet which accompanied chapter 11. When you call out an item of food or drink, all the pupils with that picture hold it up for everyone to see.

To make this activity more exciting, divide pupils into teams, each team having a set of pictures. The first person to hold up the correct picture wins a point for his/her team. ❑ Play “what’s been eaten?”

This game works best with the OHP, but you could also use flashcards attached to the board and ask pupils to shut their eyes when you remove a picture.

Place a selection of the food pictures on the OHP so that they can all be seen. Say the name of each food. Pupils echo the words. Now cover up or remove one of the pictures. Pupils say which food has been “eaten”. Ask pupils to say the names of all the foods including the one that has been “eaten”. Repeat this until all the pictures have been removed and the class is saying the complete list from memory.

❑ Play “what’s in the picnic basket?”

Place a selection of all the food and drink pictures that pupils know into a box which represents the picnic basket. Ask the children to guess what is in the basket. When they guess correctly, take the item out and show it to the class. Invite pupils to have a turn. It is worth checking beforehand that the person choosing what to take on the picnic knows the names of the items s/he has chosen. ❑ Play “true or false?” 3 Show each of the food pictures in turn, either as flashcards or displayed on the OHP. Each time you show a picture, also show the “happy” symbol which represents “me gusta” or the “sad/ grumpy” symbol which represents “no me gusta”.

As you show each picture and symbol, say either the correct phrase, e.g. “Me gustan los helados”, or a different phrase. If the phrase you are saying is correct, pupils echo the words; if the phrase you are saying is incorrect, they remain silent.

Sometimes you could show the correct “me gusta/no me gusta” symbol with the wrong food picture; at other times you could show the correct picture and the wrong symbol. ❑ Make multiple copies of the food and drink pictures from the activity sheets. Give everyone a picture and ask them to put it flat on the table in front of them so that you will be able to see what food they have. Move around the room asking each child if s/he likes the food they have on their card, e.g. “¿Te gustan los helados? Children reply “sí” or “no” as appropriate. As they gain confidence, they can reply “Sí, me gusta(n)” or “No, no me gusta(n)” when you do this activity on later occasions. ❑ Collect up the picture cards and put a selection of them face up on a tray. Now move around the room as if you are a waiter in a restaurant offering the tray to each pupil. As you do so, ask ¿Qué quieres? Pupils select two or three items from the tray e.g. “el pescado, las verduras y un helado”. You can then ask, for example, “¿Te gusta el pescado?”. S/he replies “Sí, me gusta”.

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13. ¿Te gusta el chocolate? ❑ Play “Me gusta” 1 If possible, use some real examples of the foods introduced in chapters 12 and 13. You could, for example, chop up raw vegetables such as carrots into small pieces; a bread stick can be sliced and divided into smaller pieces; a large bar of chocolate could be broken up into very small pieces, cheese can be cubed and apples and bananas cut into small pieces.

Put each type of food into small dishes and place them under a tea-towel so that the children cannot see the contents. If some children in the class have special dietary requirements (e.g.vegetarian), remember to avoid certain foods (e.g. ham).

Pupils take it in turns to try a sample from each concealed dish. They say either “me gusta(n)” or “no me gusta(n)” and say what it is that they have eaten. e.g. el chocolate.

6. Watch the video again ❑ Show video section 13: “¿Te gusta el chocolate?” again for reinforcement.

❑ Play “Me gusta” 2 Pupils sit in a circle. The first person says, for example, “Me gusta el chocolate”. The next person replies, “Me gustan el chocolate y ... and adds another item, e.g. “los helados“. This continues round the group, everyone adding a new item to the list.

❑ You could play “listen to the sounds” 2 using word cards.

5. Working in pairs ❑ Play “¿Te gusta?”

Each pair of pupils has a set of food and drink pictures from the activity sheet which accompany chapters 12 and 13. They put the cards face down on the table and take it in turns to turn over a card. If for example, the first player reveals the picture of the meat, s/he asks “¿Te gusta la carne?” The second player replies, “Sí, me gusta” or “No, no me gusta” according to preference.

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. ❑ Play “listen to the sounds” 1, 2 or 3 as in previous chapters.

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 13: “¿Te gusta el chocolate?”, in which each of the key phrases is repeated with text superimposed on the pictures.

❑ Shopping list: You could extend the “shopping list” described in chapter 11 to include the new foods. Prepare a list of food and drinks on the OHP or board.

Set out the picture flashcards on a table. Ask one pupil (or group) to read out one of the items on the shopping list, e.g. “el pan”; a different child (or group) selects the appropriate picture and puts it in a “basket“ (i.e. a box or container of some kind). When all the goods have been selected, you can pick each one out of the “basket” and ask different pupils to tick the items off the list. ❑ Dictionary skills You could help pupils to find the Spanish names for other foods that they want to talk about.

Discuss how they would be pronounced, basing this on what you know of other Spanish words and typical sounds.

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Cultural awareness ■ Some words related to food are similar in Spanish and English: té (tea), café (coffee), patatas, (potatos), tomates (tomatoes), sal (salt).

See how many others you can find.

13. ¿Te gusta el chocolate?

CROSS CURRICULAR ACTIVITIES ❑ Art and design: Pupils can make additional foods for their class supermarket. They can model vegetables from plasticine or papiermaché and try and think of ways in which they could produce authentic looking bars of chocolate and ice-creams.

You could also ask your exchange school to send samples of packaging. ❑ Numeracy: Pupils can price these new items in their “supermarket” in euros and céntimos and buy and sell goods in the shop.

See www.earlystart.co.uk for suggested euro prices for food and drink. ❑ Art & design/ICT: Pupils could use wordprocessing and graphics software to design advertising posters and product leaflets for their supermarket. If your school has a scanner, they could draw pictures of the foods and scan these in. They can add prices in euros and céntimos.

You could collect examples from all major supermarkets.

❑ Drama: Pupils can improvise conversations based on the theme of mealtimes. They could, for example be preparing and serving a meal.

The guests at the meal could display a variety of characteristics - e.g. one guest could dislike everything they are offered; another could be over enthusiastic and find everything to his/ her liking. All spoken language must be in Spanish and any additional action can be mimed. ❑ Drama: Pupils could use their puppets to act out the scenario suggested above - an option often preferred by less confident children.

Talking point EVERYDAY LIFE IN SPAIN How foods are served Spanish people eat bread with most meals, but rarely with butter. Bread is usually white, and most people buy either French style sticks of bread (barra de pan) or rolls with a hard crust (panecillos).

Barra de pan

Soft drinks are not usually served at meal times.

Children drink water and adults have water, lager, wine or wine with lemonade.

Meat and fish are an important part of the Spanish diet. Pupils travelling to Spain who are vegetarians will find it difficult to enjoy a variety of foods at main mealtimes. In Britain, most restaurants offer at least one vegetarian option - and these are usually clearly marked on the menu. In Spain, dishes that do not contain meat are rarely highlighted - although they do exist!

In most British primary schools there will be some children who are vegetarian and there will usually be a vegetarian option on the school dinner menu. This is not the case in Spain.

In Britain we usually eat meat or fish accompanied by vegetables; often potatoes and a green vegetable or salad as a main course, followed by a desert. Spanish people do not put all their savoury food on their plate in the same way.

Instead, they generally have three dishes: a substantial starter, a second course and a desert which is mainly fruit.

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13. ¿Te gusta el chocolate?

The video shows two kinds of salad, an ordinary green salad made with lettuce and a typically Spanish mixed salad. The latter may consist of lots of different sliced vegetables, usually lettuce, shredded carrot, tomatoes, green olives, artichokes, boiled egg - mixed together with tuna fish. Spanish people usually add their own dressing to salads. There is often olive oil and vinegar available separately on the table.

Deserts are not a very significant part of Spanish meals. In smaller restaurants the choice will often be fresh fruit (fruta fresca), ice-cream, (helado) or flan. British visitors to Spain sometimes think that flan will be a sort of tart with pastry and fruit - it is actually creme caramel. If you wanted a piece of tart for desert, you would ask for tarta. There is usually a more extensive choice in larger, expensive restaurants.

The most well-known brands of icecream in Spain are “Miko” and “Camy”.

A Spanish salad.

The vegetables shown in this video section are typical of the Rioja region of Spain. We see the family eating cooked red peppers at lunchtime and asparagus spears for their evening meal.

Vegetables are often cooked in olive oil. They are boiled first, then either sautéed in the olive oil or served with it.

“Miko” is a popular brand of icecream in Spain.

Cultural awareness ■ Town Guide project: Pupils who are preparing a Guide for a real Spanish town can find out about foods which are special to the region. This sort of information is generally available in tourist information leaflets and should be available upon request from the Spanish Tourist Board. See www. earlystart.co.uk for contact details.

Pupils who are preparing a guide to their own town, can research what kinds of foods are available locally. What restaurants are there? What do they offer? What do they think Spanish visitors would need to know?

If pupils are building a model of their town, they could include a restaurant or cafe.

Asparagus is grown in the Rioja region.

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13. ¿Te gusta el chocolate?

Tortilla - Spanish omelette A popular Spanish dish for any meal, including picnics, is tortilla - Spanish omelette. Tortilla is firm in texture because it contains potatoes and is cooked on both sides. It is usually sliced into thick wedges or cubes placed upon bread. It is a popular dish for tapas. Snack-bars and fast food restaurants often sell un bocadillo de tortilla - an omelette sandwich consisting of a thick slice of tortilla in a substantial bread roll. ❑ This is not a good recipe for children to make themselves, but you could prepare a tortilla and make tapas for your class to try.

Shortly before the tasting session, slice a white bread stick into thin slices and place a cube of tortilla on each slice securing it with a cocktail stick and arrange on a plate. You could also include small dishes of olives, and tiny rolls with cheese and/or ham inside - which you could slice in half to make them go further!

Your class can practise offering and receiving food, and saying whether they like or do not like the foods they are sampling.

EXTRA WORDS AND PHRASES

un bocadillo a sandwich las aceitunas olives

Ingredients: 5 large eggs 5 huevos

Icecream flavours

1 medium onion, chopped 1 cebolla

chocolate fresa vainilla limón café ¿De qué (sabor)?

275g potatoes, peeled and diced 275 gramos de patatas Olive oil Aceite de oliva Salt Sal

chocolate strawberry vanilla lemon coffee what flavour?

un helado de chocolate, por favor a chocolate ice-cream, please

Method Break open each of the eggs and whisk together with a fork. Add 1 tablespoon of water. Fry the chopped onion and diced potatoes in lots of olive oil (not covered, but almost), stirring occasionally. Drain the vegetables and add to the eggs. Add salt to taste.

Coat a heated omelette pan (base measurement 20 cm) with 2 tablespoons of olive oil. Add the egg mixture and cook over a gentle heat for 5-10 minutes. Every so often draw the edge in gently to give it a rounded edge.

Cook until golden underneath, then slide onto a plate. Heat 1 tablespoon of oil in the pan. Invert the omelette back into the pan to cook for a further 2 minutes. then turn the heat off and leave for 5 minutes to settle.

When the omelette is cool, cut into cubes and store them overnight in the fridge in an airtight container.

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

Extension activity ❑ Play “shopping for ices” Make multiple copies of the single ice-cream cone on the activity sheet. Ask pupils to colour these in to represent different flavours. Use the flashcard activities suggested in this chapter to teach the flavours (i.e. un helado de chocolate, de fresa, de vainilla etc.).

When pupils are familiar with the names of the different flavours, they can practise buying and selling the ices in the class shop.

Note: There are examples of simple dialogues for buying and selling icecreams on the audio CD for teachers. When asking what flavour someone would like, it is quite correct simply to say “¿de qué?” - what kind?

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ÂżTe gusta el chocolate?

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Š2002 Early Start Languages