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5. ¿Tienes un boli?

5. ¿Tienes un boli? Have you got a pen? - classroom objects In this section pupils learn the Spanish names for different classroom objects and simple ways of asking for them. These objects are common to most European primary classrooms and the simple phrases can be used in any subject. We have chosen eight very common objects to begin with so as to avoid overloading pupils with a whole list of new words to learn. The Spanish words for other classroom objects are included in “Extra words and phrases” at the end of this chapter.


un boli un lápiz un papel un diccionario una regla una goma el pegamento las tijeras


a ballpoint pen a pencil a piece of paper a dictionary a ruler a rubber glue scissors

¿Tienes (un boli)? Have you got a pen?

The opening sequence introduces the names for a variety of different classroom objects. Children are seen in the Spanish classroom using them: un boli, un lápiz, un papel, un diccionario, una regla, una goma, el pegamento, las tijeras. Children asking each other for things: Child 1: “Ana, ¿tienes un boli?” Child 2: “Sí, toma”. Child 1: “Gracias”. Child 3: “¿Tienes una goma?” Child 4: “Sí, toma”. Child 5: “Alvaro, ¿tienes unas tijeras?” Child 6: “No, no tengo”. Child 5: “Miguel, ¿tienes unas tijeras?” Child 7: “Sí, toma”. Child 5: “Gracias”.

Sí, toma (literally) Yes, take it (more loosely translated)

Yes, here you are No, no tengo No, I haven’t (got one) por favor please Vamos a sacar (un diccionario) Take out (a dictionary)

In the bookshop - This sequence is intended for “gisting” - pupils will be able to understand the gist of what is happening from the images on the video. It includes some reinforcement of vocabulary introduced in Early Start Spanish 1: ”Tú y yo” - greetings and colours.

Scene from video section 5: “¿Tienes un boli?”.


5. ¿Tienes un boli? Samuel is in the bookshop choosing items for school: Samuel: “Hola”. Assistant: “Hola”. Samuel: “¿Tienes pegamento por favor?” (Have you got any glue please?) Assistant: “Sí ... aquí tienes”. (Here you are) Samuel: “¿Y tijeras?” Assistant: “Sí ... aquí tienes”. Samuel: “Gracias. Y un boli por favor”. Assistant: “¿Azul o rojo?” (Blue or red?) Samuel: “Azul”. Assistant: “Azul ... aquí está”. (Here it is) Samuel: “Gracias”.

HOW SPANISH WORKS 2 Las tijeras - As in English, scissors are plural (las tijeras), although there is a slight difference in that rather than asking for a pair of scissors, it is also quite common to say “unas tijeras” as can be heard in the video sequence which takes place in the Spanish classroom when the girl asks her friends if they have any scissors. It is also perfectly correct to say simply “¿Tienes tijeras?”

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

“z” as in lápiz Heard before in:

izquierda azul

“i” as in boli lápiz tijeras diccionario Heard before in: gimnasio patio

“j” as in tijeras

Scene from video section 5: Samuel in the bookshop.

Heard before in:

Each of the names of the items Samuel has purchased are repeated: un boli, el pegamento, las tijeras, un diccionario. In the classroom - Class teacher, Alfonso, is asking pupils to get out different items that they will need for their lesson: Teacher: “Vamos a sacar un papel, una regla y un lápiz”. The children each get out a piece of paper, a ruler and a pencil. Teacher: “Vamos a sacar un diccionario”. The children each get their dictionaries out of their desks.

rojo colegio

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

Activities 1. Warm up To prepare pupils for watching video section 5: ¿Tienes un boli?, you could play one or two games which remind pupils of the Spanish names for colours. Examples of using colours in real situations will be heard in the course of the video sequence which takes place in the bookshop. You could also talk with pupils about how often they need to refer to classroom objects during the course of the school day. How often do they need to ask a classmate for an item? How often does their teacher ask them to get out particular objects?

HOW SPANISH WORKS 1 El pegamento - Spanish speakers refer to “glue” in exactly the same way as English speakers. They either ask for “the glue” (el pegamento) or simply, “glue” (pegamento).


5. ¿Tienes un boli? 2. Watch the video ❑

Watch video section 5: ¿Tienes un boli?

3. Get used to the sounds ❑ Echoing: Using either real objects or flashcards/OHP transparencies made from this chapter’s activity sheet, say the name of each object. Pupils echo the words. 4. Responding with understanding ❑ Flashcards: make several enlarged copies of the activity sheet and cut out the classroom objects. Give one picture to each child. (You could, of course, use real objects, but the pictures are probably safer.) When you call out the name of an object, e.g. “un lápiz”, the pupils with the pictures of the pencil hold them up. Vary the pace at which you call out the objects and repeat the same ones several times in a row to try and catch pupils out. Ask them to swap pictures every so often.

❑ Play “what’s missing?” 2 As in “what’s missing?” 1, present pupils with a tray of objects and name each one. This time do not rearrange the objects when you have removed the first item. Ask the class to repeat the names of all the objects on the tray including the “missing” one. Continue until all the objects have been removed and the class is naming the complete tray of “invisible” objects. ❑ Use the class puppet as a partner to demonstrate asking for different objects, e.g. You: “¿Tienes tijeras?” Puppet: “Sí, toma”. (The puppet gives you the scissors) You: “Gracias”. You: “¿Tienes pegamento?” Puppet: “No, no tengo”. Now move around the room. The puppet asks different children for things. Pupils reply “Sí, toma” or “No, no tengo” as appropriate.

❑ Play “true or false” Hold up the objects one by one (or display them on the OHP) saying the name of each object as you show it, e.g.“el pegamento”. If you are saying the correct name, pupils echo the words; if you are saying the name of an object which is different from the one you are showing, pupils remain silent. ❑ Ask the class to put away their papers and pencils so that their tables are clear. Now ask them to get out different objects as the teacher does in the video, e.g. “Vamos a sacar un boli” (pupils each get a pen out); “Vamos a sacar un papel” (pupils get out a piece of paper) etc. While the children are still getting used to the new words, the class puppet could join in.

❑ Play “spot the object” This game can only be played when you are sure that everyone knows the names of the objects you are hiding. There can be nothing worse than wandering around the classroom not knowing what object you are looking for. Before the children come into the classroom, position some classroom objects in silly but discrete places. You could, for example, put a pencil in a plant pot; you could place a rubber on the ledge where the board rubber usually sits; you could tape a biro to the computer monitor. Make sure that no other similar objects are visible in the classroom.

❑ Play “what’s missing?” 1 Using either a tray of real objects or the pictures on the OHP, show these to the class and name each item. Then hide the objects; remove one of them and shuffle the places of the remaining objects. Pupils have to say which object is missing.


5. ¿Tienes un boli? Tell the children that they have to find, for example, “un lápiz”. When a pupil spots the pencil in the plant pot, s/he sits down quietly. Ideally s/he should not give away the position of the pencil.

Talking point EVERYDAY LIFE IN SPAIN School equipment

5. Working in pairs ❑ Pupils can practise asking each other for classroom objects. Alternatively, they could do this with their puppets.

Spanish pupils in both primary and secondary schools have to provide practically everything they need for school themselves. In some regions they are not expected to bring their own dictionaries and other reference books. Some schools have a classroom library as well as a general library for the whole school. Families have to get all the necessary textbooks. Many textbooks nowadays are published with activity books which children can write in without spoiling their textbooks. Children have to bring lots of materials to and from school every day - which is why they all have large rucksacks or trollies. There is a whole industry dedicated to the production of attractive notebooks, pencils, pencil cases etc. to entice children to buy new sets every year.

6. Watch the video again ❑ Show video section 5: “¿Tienes un boli” again for reinforcement. Introducing the written word When pupils have had plenty of exposure to the sounds of the new vocabulary, you may like to show them the final sequence of video section 5: “¿Tienes un boli?”, in which each of the key words are repeated with text superimposed on the pictures. ❑ Play “listen to the sounds” as in previous chapters. CROSS CURRICULAR ACTIVITIES ❑ Daily routines: Encourage pupils to use Spanish whenever they need to ask each other for something.

Carrying books to school in a large rucksack.

❑ Daily routines: Whenever you are asking pupils to get out particular items such as a pen, pencil, dictionary or piece or paper, do this in Spanish, “Vamos a sacar un diccionario” etc.


5. ¿Tienes un boli? Here are some games, which work best if all the pupils know the names of a variety of objects.


¿Qué es esto? - What’s this? un libro - book un cuaderno - exercise book el celo - sticky tape un rotulador - felt tip pen el vídeo - video el ordenador - computer una calculadora - calculator una cinta - cassette la pizarra - blackboard

❑ Mirror drawing The idea is for the “artist” to draw an object whilst watching his/her progress in the mirror. The image is, of course, back to front, so the act of drawing becomes very difficult. Pupils take it in turns to draw. You whisper to the first pupil to draw “tijeras”. You then hold the mirror at an angle over the paper, so that whatever is being drawn is reflected clearly to the “artist”. You could also hold a book at an angle over the paper so that s/he cannot cheat by looking downwards. The other pupils have to guess what is being drawn. ❑ Hunt the object One pupil is selected to leave the room. The rest of the players decide upon an object and call the pupil back into the room. If s/he moves close to the object everyone says “sí”, getting louder in volume the closer the player gets. If s/he is moving away from the object, they say “no”, getting quieter the further away the player goes.

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

Extension activities

Note: For this game to work well, it helps if the objects are not all kept in the same place.

❑ Daily routine: finding new words If you make it part of your class routine for pupils to ask for things they need in Spanish, some pupils may want to know other Spanish words so they can refer to some object we have not included in this chapter. We suggest you refer them to your chosen dictionary. When you have found the word, work out together how it should be pronounced, using your pupils’ knowledge of “key sounds”. Another way of finding the Spanish word for an object might be for children to draw a picture of it, then send the picture by fax or email to your link school.


ÂżTienes un boli?

This page may be photocopied for classroom use

Š2002 Early Start Languages

Sample chapter Early Start Spanish Pack 2  

A sample chapter from the Early Start multimedia course for primary / elementary Spanish.

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