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Course and methodology Pages 2-10

Las aventuras de Mifú y Tina y las estaciones 5-7 year olds

Pages 11-20 ¡Buenos días! This is an introduction to the La Jolie Ronde Spanish structured course for 5-11 year olds. This booklet contains information on the course, its methodology and details of each programme. The sections of the course and where they can be found are shown on the right hand side of this page. Established in 1983, La Jolie Ronde has continually developed and improved its course for over 30 years. The course promotes learning skills in preparation for, and in support of, National Strategies for the teaching of a modern foreign language up to the age of 11-12. Tens of thousands of children all around the world are having fun following the La Jolie Ronde method in hundreds of schools as part of the curriculum, and in licensed after-school centres for Spanish in the UK alone. La Jolie Ronde promotes positive attitudes to language learning. Pupils’ satisfaction and enjoyment is a major objective. It is ……….. the happy way to learn Spanish!

¡Hola Pedro y Carmen! 7-8 year olds

¡Buenos días España! 8-11 year olds

Pages 21-34 Mi Viaje por España 9-11 year olds

Pages 35-48


THE LA JOLIE RONDE SPANISH COURSE AND METHODOLOGY

The 3 starting points

The course The course is for 5 to 11 year olds and can be structured over a period of 6 years. Children learn through a diversity of oral and practical activities, with the addition of reading and writing as they progress. The emphasis is on songs, rhymes, stories, games and role plays and on making familiar classroom/home activities part of the language learning process. Activities have been carefully selected for each age group, taking into account children’s stages of development. The La Jolie Ronde Spanish course has what we believe to be a unique approach by having three alternative starting points: • Las aventuras de Mifú y Tina y las estaciones for 5-7 year olds. • ¡Hola Pedro y Carmen! for 7-8 year olds. • ¡Buenos días España! for 8-11 year olds. Pupils then progress on to Mi viaje por España (9-11 year olds). The content and materials of the three starting points are specifically devised for each agegroup. Pupils can either progress from Las aventuras de Mifú y Tina y las estaciones to ¡Hola Pedro y Carmen! and ¡Buenos días España!, or simply start at ¡Buenos días España! Mi viaje por España, however, presumes prior learning and aims to build on previous experience to introduce new challenges. By the end of the course, children have the opportunity to develop all four language skills to an impressive level of creative language use.

© Copyright La Jolie Ronde 2008.

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The methodology The methodology is based on real communication situations suited to the interests, experience and social and intellectual development of each agegroup. It is also aimed at encouraging children to use language for their own purposes. The methodology includes strategies for re-introducing words and phrases through new and different activities as the child develops. Phrases introduced in a rhyme, song or story at an early age will be used again in a role play situation, a game or a song at a later stage. As confidence grows, a child may be asked to search in his/her memory for words and phrases which will meet the needs of a new situation.

Reading and writing are postponed until confident oral activities have been performed and are established. Both activities are seen as a reinforcement of listening and speaking skills. Faithful to the spirit of the method, reading and writing activities remain within a child’s capability and are seen by the children as a game.

The method can be used in virtually any classroom situation. It is used successfully both with small groups of children sitting on the floor or around a table and with the more formal setting of twenty/ thirty pupils facing the teacher. The flexibility of the method allows the teacher to choose the most appropriate approach. Children are kept ‘busy’ and actively involved throughout each lesson. Young children are physically involved, pointing, holding, organising flash cards, pretending, playing the teacher, all in a stress-free atmosphere. The aim is for each child to enjoy producing his/her own work. Children are encouraged to ‘think for themselves’, to search for clues, to imagine and make up their own plays and to get involved with the stories or the activities introduced throughout the course.

The children learn orally first. The emphasis is on songs, role plays and learning to communicate. Indeed, children having completed the course have a sound knowledge of basic vocabulary and phrases which gives them a good grounding for future language learning.

© Copyright La Jolie Ronde 2008.

Please note – the Teacher’s Guide for each programme cannot be purchased without the simultaneous purchase of pupil books.

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THE PROGRAMMES IN GENERAL Las aventuras de Mifú y Tina y las estaciones This is for pre-readers and early readers. It can be used for one or two years. It is in two parts. Each part contains a pupil’s Activity Book, a Teacher’s Guide with Photocopiable Masters, two Child’s CDs, Teacher Audio and Resources CDs and a set of coloured flash cards. From experience we have found that children starting their language learning at 4 or 5 are more successful than children starting at 8 or 9. At this young age they are very receptive to new sounds, which become familiar very quickly. They are uninhibited and quickly become confident and at ease with the foreign language. For these reasons, Las aventuras de Mifú y Tina y las estaciones contains a lot of stories, action chants, songs and games so that the children learn Spanish just like young Spanish children do and in the same way as they learnt their mother tongue. These are activities they enjoy and will repeat over and over again, absorbing language as they ‘play’.

¡Hola Pedro y Carmen!

This is the starting point for 7 and 8 year olds and younger children who are able to read and write. • Vocabulary from Las aventuras de Mifú y Tina y las estaciones can be reinforced and extended. • The Teacher’s Guide gives clear guidance on how to use the course a) as a follow-up from Las aventuras de Mifú y Tina y las estaciones and b) as a starting point. • New games are used to practise the vocabulary and phrases. • Flash cards are used. • Short conversations are introduced for listening and speaking. • The written word is encountered. • Record of Achievement sheets are available. • A CD and transcript are included.

Go to page 22 to find out more!

• The course contains simple stories, action chants, games and songs. • There is sufficient material for two years. • The Teacher’s Guide contains clear objectives, lesson notes, story illustrations, Photocopiable Activity sheets and a set of Photocopiable Masters. • Part and Part 2 have their own sets of coloured flash cards.

See page 12 for more details.

© Copyright La Jolie Ronde 2008.

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¡Buenos días España!

This programme is designed for 8 - 11 year olds and can be used as an introductory language course for children in their final years at Primary School. Any child aged 8+ should start the course with ¡Buenos días España! and progress to Mi viaje por España. • It is more complex than ¡Hola Pedro y Carmen! from which it is a progression. • The vocabulary and language structures from ¡Hola Pedro y Carmen! are reinforced and can be extended. • Role plays are introduced. • Pupils start to use the language creatively for themselves. • The Teacher’s Guide gives clear guidance on how to use the course: a) as a follow-up to ¡Hola Pedro y Carmen! and b) as a starting point. There are clear explanations of listening/ speaking and reading/writing activities. • There are cultural/geographical notes. • Assessment sheets are available. • Record of Achievement sheets are available. • There is a CD and transcript.

Mi viaje por España

This is an extension of ¡Buenos días España! and there is an assumption of knowledge of ¡Buenos días España! It can also be used as supplementary material for 12 - 13 year olds in Secondary School. • More complex linguistic structures are introduced. • New vocabulary is met and topic areas extended. • There are extended role plays. • Increasing emphasis is put on the creative use of language. (New contexts are introduced and the pupils are encouraged to combine known elements to suit). • Assessment sheets are available. • Record of Achievement sheets are available. • There is an extensive Teacher’s Guide. • There are two CDs and transcript. • Mi viaje por España has its own set of coloured flash cards.

A set of coloured flash cards for core vocabulary encountered in ¡Hola Pedro y Carmen! and ¡Buenos días España! is supplied with the course.

See page 36 for further information.

Turn to page 22 for more details.

© Copyright La Jolie Ronde 2008.

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FEATURES AND BENEFITS OF THE COURSE FOR TEACHERS, PARENTS AND PUPILS ALIKE Features

Proven over 20 years of development. Devised by teachers for teachers.

ell badged. Supports the National Curriculum scheme of work.

Benefits For parents / teachers / school

• Tried and tested • Reliable and safe

For children

• Getting the best

For teachers / school

• Independent assurance of quality for the school • Relevant • Helps with excellent reputation of school academic achievements

For children

• Getting recognised programme

For parents

For teachers / school Structured programme.

For children

Suited to all ages and abilities.

For teachers / school For children

• Child is receiving recognised language learning

• • • • • •

Helps teach 4 skills Proven ready-made scheme of work Time saving plan already done Assessment (checklists) Easy to teach (specialist / non-specialist) Change of teacher during the year? No problem

• Creativity • Measurable rapid progress through small amounts of vocabulary often recycled • Easy to join should a new pupil start mid-year

• Use La Jolie Ronde in Spanish for large or small classes • For 30 minute or 3x30 minute classes • Have opportunities for success at every level • Differentiation – all can do well!

© Copyright La Jolie Ronde 2008.

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Features

Benefits For teachers / school

Sound preparation for secondary. Well designed for transition.

High quality content and layout of activity books and Teacher’s Guide.

Course regularly updated.

Free help line with support provided.

For children

• Have firm grounding in language learning techniques (listening, comprehension, oral, sound differentiation) • Children look forward to more language learning at secondary school • Avoids repetition and boredom at secondary (due to special design of the course) • Putting language into context (use of different situations relevant to age-group) • Gives confidence

For teachers / school

• Plenty of ideas in Teacher’s Guide for content of each lesson • Record of progress

For children

• • • • •

For parents

• Reassured • Course well-prepared, record of progress • Their children are getting the best

For teachers / school

• Course remains current and fresh for all • Safety factor (course kept up to date: euros / CDs) • Reassurance

For children

• Course remains interesting / up to date

For teachers / school

• Regular mailings and newsletters provide feedback and tips • One to one service • Free telephone support • First 3 consecutive lesson plans ready • Tips and advice available

For teachers / school Fun.

© Copyright La Jolie Ronde 2008.

• Notes of child’s progress for secondary teachers • Complementary to secondary course • No overlap

For children

Books good to use as a reference Two-colour books for colouring in at young ages Make books their own Feel proud Spanish stays with them

• Enjoyment in teaching • Makes job easier and interesting – less disruption • Memorable • Interesting, rewarding, challenging, stimulating and motivating with not only Spanish but also geography and culture included • Window onto the outside world

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FURTHER IMPORTANT ELEMENTS Grammar Basic grammar points are introduced from ¡Hola Pedro y Carmen! onwards. Grammar has a background role in the method in order to form good habits and strong foundations. Points of grammar are introduced in a natural way that arises from the context of the stories, songs and games. We make sure that grammar is fun!

Evaluation and Assessment There is continuous assessment embedded in the course and children do not realise that their progress is being monitored. Each lesson allows children to develop while at the same time constantly reinforcing work already covered through games and activities. The activity books allow both teachers and parents to see at a glance the work covered at any time. Records of Achievement and ‘I can’ checklists are points of reference for assessing each child’s progress within the whole programme. In the Teacher’s Guide for ¡Hola Pedro y Carmen! and ¡Buenos días España! there is a special section, page 32, on Evaluation and Assessment.

Statutory guidelines for Languages at Primary Level in England and Wales. Since September 2014, it has been statutory for all children in Key Stage 2 to learn a foreign language. The Programme of Study for Languages clarifies the government’s expectations regarding children’s learning in this subject. The La Jolie Ronde course materials will help teachers to meet the requirements of the Programme of Study across the four skills as well as in phonics and grammar. Scotland – Scotland has made a commitment “to introduce a norm for language learning... in which every child will learn two languages in addition to their mother tongue” by 2020. Here once again, the La Jolie Ronde course materials will be invaluable in providing resources to enable the Scottish government to achieve that goal.

Preparation for Secondary School As with any other area of the curriculum, the learning of language skills at Primary level has to provide the foundation for future learning. The method has been carefully devised so that the children, once starting Spanish at their Secondary school, do not get bored with ‘having done Spanish before’ and are still learning. Indeed the course is designed to use the skills and meet the needs of Primary school children, which differ from those at Secondary school level. In general, pupils gain experience in language-learning techniques. Children become accustomed to listening. They acquire language which is extended and continued at Secondary level.

A window on the outside world The geographical/cultural content of the programme helps children to become aware of realities which might differ from those of their own world. This improves their sense of location and develops their understanding of Spanish-speaking countries through observation of cultural similarities and differences. The geography of Spanish is also introduced in a structured way.

Differentiation There is material suited to all abilities. For this early stage of language learning, the carefully researched programmes offer some flexibility and, step by step, build the children’s confidence in listening, speaking, reading and writing. The course has been tailor-made to suit the children’s age and development. The material is accessible to all, with an opportunity for success at every level.

© Copyright La Jolie Ronde 2008.

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THE TRANSITION TO SECONDARY SCHOOL The La Jolie Ronde in Spanish programme has been specially created to allow smooth transition to the Secondary sector. This early learning, however, must not consist simply of language awareness. What makes our method so successful and which distinguishes it from other programmes is that it is structured and planned to allow continuity and progression. A simple language awareness course quickly crumbles. The need to sustain the pupil’s enthusiasm and the means to keep his/her attention and motivation means the teacher can soon be frustrated with such simple language awareness courses. Young children need to learn methodically. They expect organised and constantly changing activities from the teacher. This is exactly what the La Jolie Ronde method can offer, for it goes far beyond a simple language awareness experience. La Jolie Ronde has found a balance between the concern to give a structured learning experience and the need to relate directly to life in a world where communication is paramount. Our aim is that children like the new language that they are learning – we want them to be motivated to continue their language learning with a greater knowledge of the Spanish language and of the Spanish people and their country. The programme we offer provides children with ‘tools’ which they can use to good effect for the official course of study at Secondary school. La Jolie Ronde wants children to look forward to their Secondary school language-learning experience and to have a confident, positive approach. The La Jolie Ronde course is designed to use the skills and meet the needs of Primary school children, which differ from those at Secondary school level. We therefore avoid the danger of repetition and the resulting frustration and boredom. Children are accustomed to listening, are attuned to different language sounds, and have copied these sounds at a time when imitation is not hampered by entrenched mother-tongue language sounds and social inhibitions. Children have experience of language-learning techniques such as the use of role play and cue cards. © Copyright La Jolie Ronde 2008.

An extract from a presentation to a SATIPS Conference on Role Play and Drama for Key Stage 1 and 2 by Colette Hallam, Founder of La Jolie Ronde: “……My final point concerns the need to be aware of language-learning to come, at Secondary level. We must ensure that the experience of activities for language-learning at this earlier stage enhances rather than preempts what will follow. Situations should be relevant to the younger child’s experience of the world around them. Let the children guide the direction your drama takes, letting them draw on their own experience and understanding. Techniques should be geared to the level of development of the age-group. In this way you avoid the level of activity they will be asked to prepare at Secondary school, allowing them to find something new and interesting to do, something which the Secondary language teacher has geared to their increasing maturity and interaction with the world. What we will have done is prepare the way – given a taste of role play and drama which is positive, fun and within their grasp.”

In Summary “The La Jolie Ronde resources and materials are of an excellent quality, extensively researched and prepared, immensely enjoyable and completely original. Research is carried out continually to ensure that the materials remain fresh, but also take into account government directives, whilst at the same time not encroaching upon the work carried out by language teachers at Secondary school.” [Modern Foreign Language in the Primary School – Regional Support meeting – Alison Knight and Suzanne Saxby] (17th March 2005)

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NOTES

10


an introduction to

Las aventuras de MifĂş y Tina ...y las estaciones

Š Copyright La Jolie Ronde 2008.

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LAS AVENTURAS DE MIFÚ Y TINA Y LAS ESTACIONES – PARTS 1 & 2 Components

Las aventuras de Mifú y Tina

y las estaciones – Part 1

2 full colour 56 pages pupil activity books (Size A4)

Las aventuras de Mifú y Tina

y las estaciones – Part 1

Teacher’s guide and photocopiable masters

La Jolie Ronde Ltd., 43 Long Acre, Bingham, Nottingham , NG13 8AG, UK. Tel: +44 (0)1949 839715 Fax: +44 (0)1949 836389 E-mail: info@lajolieronde.co.u k Visit our website: www.lajolieronde.co.uk www.lajolieronde.ie

Teacher's Audio and Resources CDs

Teacher’s Guide and Photocopiable Masters

de Teacher’s Gui ters as M e Photocopiabl ial for Support mater

de Mifú y Tina Las aventuras estaciones y las

Part 1 CONTENTS stories A4 masters for

Pages 1-196 Pages 197-204

Set of words

Pages 205-217

Mini pictures

Pages 218-226

Help your ch ild with Span ish

Song pictures

Jolie Ronde Ltd 8AG UK Published by La , Nottingham NG13 TM

Bingham k 43 Long Acre, jolieronde.co.u k e-mail: info@la jolieronde.co.u website: www.la Jolie Ronde 2014 © Copyright La

ing organisation. for the purchas only within and be photocopied These pages may

2 sets of coloured flash cards (gender coded – size A5)

TM

¡Hola ! Your child’s succe ss and your involvementin languages depends on the quality the most important and support throughout this exper of the course, the teacher’s skills the CDs. If time is thing parents can do is to encourageience. At this early stage of learnin short at home, the g, the stories and sing car is an excellent their children to regularly listen to the songs togeth place for whole familie will give further guidel er! In ines and suggestions addition to these notes, your child’s s to listen to class of activities to be completed at home teacher . 2 En el mercado (At the mark et) Pages 4-5 CD 1,

Track 5 Page 4, Cat 1: Mini story: En el Listen to the At the market story and colou mercado r. 1. Tina is off to the market with seven euros in her pocket: 1. 1, 2, 3, 4, 5, 6, 7. uno, dos, tres, cuatro, cinco, seis, siete. 2. She needs some fruit. How many pears is she buying apples and 2. Good morning, ? Listen! – Tina: Buenos sir. días, señor. Dos Two apples and manzanas y four pears, please. cuatro peras, por favor. 3. Now Tina buys some bananas. Listen carefully. – Tina: Cinco plátanos, por favor. Gracias. Adiós, señor.

Guides for parents

2

3. Five banana s, please. Thank you. Goodbye, sir.

4. She puts everyt hing in her bag and skips along the lane, 4. Good mornin saying hello to g, Pablo! – Tina: ¡Bueno her s días, Pablo! ¡Bueno friends. Good morning, Sergio! s días, Sergio! But her bag has a hole in it and she starts losing her shoppi ng. How many apples and bananas has she already lost? 5. Tina stops to buy some vegeta – Tina: Buenos bles. 5. días, señora. Cuatro Good morning, madam. Four potatoe patatas y tres zanahorias, por favor. Gracias. ¡Adiós! carrots please. s and three Thank you. Goodb ye! 6. Isn’t she lucky? Paco, the soldier , has noticed 6. the torn bag and Here are two comes to her apples and three – Paco: ¡Eh! ¡Eh! rescue. bananas! Be ¡Tina! careful! Look at your bag! Oh, tres plátanos! ¡Cuidad ¡Aquí hay dos manzanas y thank you! you! Thank o! ¡Mira tu bolsa! – Tina: ¡Oh, gracias ! ¡Gracias! Listen to the story with your child CD after Tina whilst looking has asked for the at the pictures in carrots and see (Gracias y adiós – thank you and if your child can the activity book. Pause the goodbye). remember what comes next.

© Copyright La Jolie Ronde 2014. This page may not be photocopied.

Las aventuras de Mifú yTina y las estaciones .

Certificate with award stickers Child CDs

Las aventuras de Mifú y Tina y las estaciones

Suitable for use with Key Stage 1 beginners. This resource presents a programme of structured, creative and enjoyable activities, built around storytelling techniques and taking full account of varied learning styles, within the context of the passing seasons. Extensive notes are provided for the benefit of teachers and/or parents.

© Copyright La Jolie Ronde 2008.

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INTRODUCTION This programme has been written for all those working with young beginners (5 - 6 / 6 - 7 year olds). It suggests support for younger or less able children and extension work for older or more able children. It can be extended to cover a two year period, and for this reason, it is in two parts.

Programme aims • To familiarise children with the sound of the Spanish language and develop their ability to listen attentively. • To help young children to: - become confident in using phrases and words other than their mother tongue - become familiar with classroom language - develop listening and concentration skills - develop social skills associated with interpersonal behaviour and communication - enjoy a variety of language learning activities. • To enable children to use the Spanish language creatively and/or for their own purposes, promoting independence. • To integrate Spanish into school or home life. • To allow children of all abilities to experience success and develop personal confidence. • To promote gross and fine motor skills and visual literacy. Las aventuras de Mifú y Tina y las estaciones will support teachers in providing activities which are: - worthwhile and interesting - a contributory factor to achieving specific learning objectives - geared to the level of development of children: making the most of their listening skills, their love of singing, dancing and performing - a sound foundation for more advanced MFL work.

Programme approach With Las aventuras de Mifú y Tina y las estaciones, oral and aural skills are given priority. Children chant, sing and take an active part in role plays and drama.

© Copyright La Jolie Ronde 2008.

The programme is carefully structured and enables children to use their knowledge of simple Spanish language creatively. Consideration has been given to the general level of their development and many opportunities are offered to enable children to use their new language imaginatively and confidently through a main conductor: mini stories. A short story in every session helps children internalise the patterns of the language, new words and phrases. The children become immersed in the different activities which are offered to them. They play, chant, sing, act and display their own work creatively. The activities undertaken are mainly stories, songs, games and action chants.

Pupil achievement As you approach the end of Las aventuras de Mifú y Tina y las estaciones, your pupils will have: • used with confidence some words and phrases other than their mother tongue • developed listening and concentration skills • developed confidence and enjoyed a variety of language learning activities • developed their social skills. [“I am delighted to see such a lovely resource in Key Stage 1. It offers clear support and guidance for teachers and a really enjoyable learning experience for children. The focus on immersing the children........... is just the right approach for this young age group, and this is done in appealing ways through stories and songs. The children’s workbook offers opportunities to reinforce skills development across the curriculum, through the medium of Spanish, through activities such as sequencing, finding the odd-one-out and developing early writing skills. A very rich and well-researched resource, which provides teachers with all they need to teach...........] [I would love to see my own daughter progressing through this scheme in Key Stage 1.”] Catherine Cheater Primary Languages Consultant

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THE TEACHER’S GUIDES Each module offers: • A first page of reference: (see example). Title Language which should be remembered by the end of the course. Language to which children can listen and benefit from, depending on the choice of activities of the module, at the discretion of the teacher.

Otoño – Part 1

4

4 – ¡BIEN, HOJA PEQUEÑA! LEARNING OBJECTIVES • understand and use words for little, big and five other adjectives • understand and respond to some action verbs • understand and respond to some adjectives • ask someone how he/she is feeling • say you are feeling well/unwell • say you are going home • say you are happy and sad • continue to count (now up to eight) • language for two songs Key language

Receptive language/further vocabulary

¿Qué tal? Estoy bien ¿Y tú? no estoy bien una hoja el sol me voy a casa una rama pequeño/a grande débil fuerte contento/a triste bueno/a 8 – ocho

bien aquí hay quedarse en la rama soy/ yo soy eres/tú eres bailar en el aire caerse al suelo el viento sopla vuelan no son buenas se ríen de mí el otoño

RESOURCES AND MATERIALS

Useful section to help prepare for the module.

– Photocopiable masters set: A4 pictures of the mini story (pages 39-50); mini pictures of flash cards (page 208); set of words (pages 198-199); song pictures (page 219). – Resources CD: A4 pictures of the mini story in colour; A5 pictures of flash cards in colour and black and white; mini pictures of flash cards in colour; set of words; song pictures in colour. Extra pictures for Audio CD 1, track 30 and for Me voy a casa. – Optional six small pictures in this section of the Teacher’s Guide (page 97).

A reminder of previous language learnt which can be reintroduced within the module. This ensures that nothing is lost and the children can progress through the course.

– Template of large and small leaves (page 99). – Template of two leaves from Module 3, page 86. – Optional templates of leaves and characters to practise ‘big and little’ (page 98). – Your own optional paper plates.

RECYCLING Otoño: un soldado, soy, yo soy, aquí hay (1); sí, no, ¡cuidado! sí, no (2); vuela/se vuela, se van, rojo, amarillo, marrón, naranja, llueve, el otoño, sí, no (3).

© Copyright La Jolie Ronde 2014. This page may not be photocopied.

A reference to the main activities within the module, such as stories, games, songs etc.

88

Las aventuras de Mifú yTina y las estaciones.

Invierno – Part 1

2

• Pages with teaching ideas and Theme: Making comparisons between hot and cold food. Helping others. Not all boys and girls can eat the same food. The wrong food would make us poorly. Not all animals like/need the same food. Winter weather and feeding. suggestions with the following sections: Cross-curricular links: – General theme Science: Life processes in birds and animals. Exploring the way materials change when heated and cooled. How to treat birds with care and sensitivity. – Cross-curricular links Geography: Observations about conditions in the environment – weather. – Suggested activities and ideas for two sessions Suggested activities/ideas for 1st lesson – Home link This section provides suggestions on how the MAIN ACTIVITIES activities could be introduced by the teacher and BAÑO ESPAÑOL BE Greetings. Questions and answers. Songs/chants/finger rhymes. Song pictures. performed by the children. The teacher will obviously Counting. GAMES need to adapt the ideas provided according to the El juego de los dados de colores. Flash cards. Tengo hambre, quisiera… needs of his/her class. Each lesson is divided into MINI STORY Tengo hambre (Audio CD 2, track 39). 4 main areas: ? WHAT HAVE WE LEARNT? Ideas for baño español and warm-up TO START WITH activities – These are the baño español warm-up – Play some music. The children pass around three toys/puppets. Stop the music. The child with the toy/puppet has to say the name of the puppet he/she is holding. Continue a few times. Revise activities and an opportunity to revise language well-known action chants and count for your baño español. Involve your Mifú puppet, who can ask a child to choose a specific song card or who can pick a card at random. Revise counting. Count boys and girls in the class each week “¿Cuántos niños hay?”/ “¿Cuántas niñas hay?” already introduced. This section usually includes – Set your objectives with the children. greetings, key phrases which children chant or TEACH AND REINFORCE GAMES sing, and counting. Objectives are set. – El juego del dado de colores. Optional game. (Teach the two new colours: blanco y gris in a Teach and reinforce – introduces and practises different way if you wish.) Play a dice game with colours. Use the cube that you made, which has a different colour on each side. The children throw the dice in turn and say the Spanish word for the colour. Have two teams. Then give each team a specific colour, e.g. white or grey. Each new language through different educational member of the team throws the large dice in turn. The team that throws its own colour the most times is the winner. This game could also be played a second time with orange and brown and a third time with red strategies such as: stories, games, chants and and yellow. It would be a good way to consolidate all six colours, particularly for those children who have started Spanish this term. songs, art and craft, and work in Activity Books following a selection of active and more settled activities. Home link – a section for follow-up activities at home if appropriate. Finally – what have we learnt today? A recap of what the children have been doing. It is also an ideal opportunity for the teacher to assess the children’s work and to talk about what they can do at home to reinforce what they have been learning. Follow up with a goodbye routine with puppets/toys. © Copyright La Jolie Ronde 2014. This page may not be photocopied.

Las aventuras de Mifú y Tina y las estaciones.

145

© Copyright La Jolie Ronde 2008.

14


• Additional suggestions for extension and differentiation. This section suggests some follow-up and extension activities which provide not only reinforcement of the learning objectives, but also help more able/less able children, or older/younger children. Familiar vocabulary needs to be reintroduced regularly to give confidence to less able children. However, new material also needs to be introduced to challenge the more able. • The transcripts of the Audio and Child CDs. • Where appropriate, specific photocopiable sheets are included at the end of each module for extension and follow-up, e.g. home tasks. Some pages can be used as visual support and displayed in the classroom or corridor/assembly hall. Further pages and coloured pictures are available in the Resources CDs. La Jolie Ronde is used in many different class situations; therefore the course provides flexibility in order to address all situations. Teachers will need to be flexible in the use of this material and adapt it to their circumstances (ranging from one 30-minute session a week to a number of minutes daily!) The suggested activities are at the discretion of the teachers who will choose them to suit the different skills and levels of the class. This programme offers the tools needed in order for children to be kept motivated, interested and challenged at every session.

Photocopiable masters The Teacher’s Guide is accompanied by a set of photocopiable masters. There are 226 pages in total of which 196 are A4-sized story boards (see page 17 for more details). There is also a list of core words (entitled ‘Set of words’), associated images (called ‘Mini pictures’) and a useful set of pictures related to songs (called ‘Song pictures’).

hace viento

marrón

los charcos

naranja

un paraguas

la playa

un sombrero

el bosque

una hoja

el jardín

el viento sopla Las aventuras de Mifú y Tina y las estaciones. © La Jolie Ronde 2014

Las aventuras de Mifú y Tina y las estaciones. © La Jolie Ronde 2014

198

Les aventures de Minou et Trottine et les saisons. © La Jolie Ronde 2014

205 This page may be photocopied only within and for the purchasing organisation.

example for Set of words

© Copyright La Jolie Ronde 2008.

Invierno 1-2 Audio CD 2, track 40.

amarillo

¡Tengo hambre!

llueve

Invierno 1-1 Audio CD 2, track 31.

rojo

Brinca así

un pájaro

Invierno 1-1 Audio CD 2, track 30.

el picnic

Los Reyes Magos

el parque

Song pictures – Part 1

Invierno 1-1 Audio CD 2, track 29.

el mercado

Mini pictures – Part 1

Un pastel

Set of words – Part 1

This page may be photocopied only within and for the purchasing organisation.

example for Mini pictures

222 This page may be photocopied only within and for the purchasing organisation.

example for Song pictures

15


THE ACTIVITY BOOKS

1

¡Hola! Escucha la historia y colorea las puertas. 1

Las aventura s de Mifú y Ti na

1

2

3

4

5

6

CD1 1

y las estaci ones – Part 2

Note to parents A parent guide to support this programme is available at www.lajolieronde.co.uk/ parent-guides

Las aventuras de Mifú y Tina y las estaciones.

© Copyright La Jolie Ronde 2016. This page may not be photocopied.

s

2

¡Hola!

ie r /p onde.co.uk

j

ol

Parent Guide online

ar e nt

.la www

Spanish Activ ity Book

2

Mira y escribe

Mifú

1

Tina

Pablo

6

Ana

2

los números Paco Pedro

The Activity Books each have 56 pages. The pages on the left-hand side contain illustrations of the mini stories (except Otoño Module 3 in Part 2). The pages on the right-hand side provide reinforcement, consolidation and more practice. Activities vary from simple games, listening, observing, drawing and colouring to sequencing and highlighting, matching, joining dots to complete words, counting, copying numbers and key words. Children personalise their book. They are invited to talk about their book and their work.

3

correctos en las cas

Roberto 8

4

Carmen

illas.

Sergio

1

5

9

Mifú, el gato. Tina, la ratita. Sergio, el glo Ana, la muñec bo. a. Paco, el soldado. Pablo, el oso Roberto, el rob . Pedro, el ot. niño. Carme n, la niña. 3

Colorea de azul las casillas donde veas la palabra: Mercado

Mifú

Mifú

Mariposa

© Copyright La Jolie Ronde 2016. This page may not be photocopied.

3

Pedro y los osos ¡Viste a Pablo!

Mifú Mi

Manzana

Música Las aventur as de Mifú y Tina y las estacio nes.

Mifú

3

A practical point: The children should use a pencil so that answers can be erased and activities repeated. Also, do not let the children use coloured felt pens if possible. Coloured crayons/pencils are best.

2 CD1 5-6

Each activity is highlighted by the silhouette of a cat. The headphones indicate that there is a listening activity from the child’s CD and the track number is clearly highlighted.

© Copyright La Jolie Ronde 2016. This page may not be photocopied.

Las aventuras de Mifú y Tina y las estaciones.

19

The Activity Books help to make children’s learning fun and memorable. Spanish certificates are available. They can be ordered from La Jolie Ronde.

© Copyright La Jolie Ronde 2008.

16


Mini stories Children love stories. Listening to stories is, for them, an experience they can share. Repeating stories can be comforting and helps to build confidence. Mini stories are the main conductor for communication with Las aventuras de Mifú y Tina y las estaciones. They introduce new language and help to practise and reinforce previous language. The stories encourage listening and speaking and are presented as simply as possible. All have a clear and uncomplicated storyline with plenty of repetition. The children are encouraged to join in with the story. Opportunities for extension work and follow-up abound and many have a moral, or a specific situation which children would recognise and they often say, “Oh! That happened to me!” Each story is divided into six parts linked to six pictures, each highly visual (see examples below). You can also use the large A4 illustrations of each picture if you wish (available from the photocopiable masters section).

1

4

¡Hola! Escucha la historia y colorea. 1

1

1

2

CD1 2

5

¡Bien, hoja pequeña! Escucha la historia y colorea la hoja. 1

En la playa Escucha la historia y colorea el helado en el cuadrado ‘6’. 1

2

CD1 18

1

2

CD2 35

3

4

3

4

3

4

5

6

5

6

5

6

Note to parents A parent guide to support this programme is available at www.lajolieronde.co.uk/ parent-guides/las-aventuras

2

© Copyright La Jolie Ronde 2014. This page may not be photocopied.

Las aventuras de Mifú y Tina y las estaciones.

Some stories are in English with specific target key language. Other stories offer the specific target key language only, following each picture. Teachers can read part of the story in English on the back of all relevant A4 illustrations.

8

© Copyright La Jolie Ronde 2014. This page may not be photocopied.

Las aventuras de Mifú y Tina y las estaciones.

¡Hola! Part 1, otoño

1

32

© Copyright La Jolie Ronde 2014. This page may not be photocopied.

Las aventuras de Mifú y Tina y las estaciones Mini story: ¡Hola! Part 1 – Otoño 1 Audio CD 1 Track 2 (Child CD 1 Track 2)

3. One morning when they are at home, the doorbell rings. ¿Quién es? – Paco: Soy yo, Paco. ¡Soy un soldado! ¡Hola! – Roberto: Hola, me llamo Roberto. ¡Soy un robot!

Las aventuras de Mifú y Tina y las estaciones. © La Jolie Ronde 2014

Las aventuras de Mifú y Tina y las estaciones. © La Jolie Ronde 2014

5 This page may be photocopied only within and for the purchasing organisation.

example of A4 picture for story

© Copyright La Jolie Ronde 2008.

Las aventuras de Mifú y Tina y las estaciones.

6 This page may be photocopied only within and for the purchasing organisation.

back of picture with story to read out

17


THE CDS

3

Otoño – Part 1

Child’s CDs – include all the listening activities linked to the child’s Activity Book, plus songs.

3 – EL PICNIC AUDIO CD 1, TRACK 15 – Child CD 1, Track 8 Action chant: Llueve, hace viento. Llueve, llueve en mi jardín. Hace viento, hace viento en mi jardín.

It’s raining, it’s raining in my garden. It’s windy, it’s windy in my garden.

Suggestion: Pretend it is raining using fingers falling down. Using fingers of one hand, circle around the palm of the other hand for the garden. Make the sound of the wind and use large gestures.

AUDIO CD 1, TRACK 16 – Child CD 1, Track 9 NOTE: The text for this story is available on the back of each A4 illustration from page 25 in the photocopiable masters.

Teacher’s Audio CDs – replicate the material of the children’s CDs but also contain further listening activities, some missing word songs and instrumentals.

Mini story: El picnic

The picnic

1. On a fine autumn morning, Mifú decides to have a picnic. – Mifú: ¡Adiós, Tina!

1. Goodbye, Tina!

2. Unfortunately, Mifú has a problem: he cannot make up his mind where to have his picnic. – Mifú: ¿En el parque? No.

2. In the park? No.

3. Mifú: ¿En el bosque? No.

3. In the forest? No.

4. Mifú: ¿En la playa? No.

4. On the beach? No.

5. Mifú: ¿En el jardín? Sí.

5. In the garden. Yes!

6. He finally decides to have his picnic in the garden. But suddenly something happens! Guess what?

6. Ah! It’s windy and it’s raining! What a pity!

Suggestion: Stop here and resume at the next lesson…

The sky becomes full of black clouds. The wind starts to blow and it starts to rain. What a shame! – Mifú: ¡Ah! ¡Hace viento y llueve! ¡Qué pena!

Otoño – Part 1

3

AUDIO CD 1, TRACK 17 – Child CD 1, Track 10 Listening: Rojo, amarillo, marrón, naranja, rojo, naranja, marrón.

AUDIO CD 1, TRACK 21 – Child CD 1, Track 14

Song: Cinco pájaros pequeñ os

Cinco pájaros pequeños Sobre un cable. Uno dice: “Yo me voy.” “¿Adónde vas?” “¡Yo me voy hacia el Sur!” © Copyright La Jolie Ronde 2014. This page may not be photocopied.

examples of transcripts

224

¡Vuela, Blanco, pájaro azul, pequeño! amarillo Primavera/verano 1-3 Audio Invierno CD1-5 4, track Audio15. CD 3, track 22.

Primavera/verano 1-2 Audio Invierno CD1-5 4, Audio track 5.CD 3, track 21.

Las¡Ven cuatro a jugar! familias Primavera/verano Primavera/verano 1-3 Audio CD 4, track 1-1 Audio 16. CD 3, track 37.

Song pictures are available in black and white in the Photocopiable Masters set and in colour on the Resources CD. Further coloured pictures to illustrate songs where appropriate are also available in the Resources CD. Teacher's Resources CDs – contains: • A4 pictures of the stories in colour • A5 replicated pictures of the flash cards in colour and black and white • Mini replicated pictures of the flash cards in colour • Set of words to accompany the flash cards • Coloured song pictures • Extra pictures for songs and chants • Audio MP3 files and masters

Four little birds 78 …. Three little birds … Two little birds …. One little bird On a wire. The bird says: “I am going.” “Where are you going?” “I am going to the south!”

AUDIO CD 1, TRACK 22 – Child CD 1, Track 15

Song pictures – Part 1

Primavera/verano 1-2 Audio Invierno CD1-5 4, Audio track 4.CD 3, track 19.

Song pictures – Part 1

This page may be photocopied only within and for the purchasing organisation.

225

Les aventures de Minou et Trottine et les saisons. © La Jolie Ronde 2014

Les aventures de Minou et Trottine et les saisons. © La Jolie Ronde 2014

This page may be photocopied only within and for the purchasing organisation.

Children love action songs and the programme is full of original tunes. The songs have been deliberately written to appeal to this age group and are set to very catchy, modern music. Songs provide an excellent way to learn, practise and ¿QuiénUn está conejo en ¿Dónde Me gusta estásMifú retain vocabulary. mi casa? pájaro pequeño?

Cuatro pájaros pequeños …Las aventuras de Mifú yTina y las estaciones. Tres pájaros pequeños … Dos pájaros pequeños … Un pájaro pequeño Sobre un cable. El pájaro dice: “Yo, me voy.” “¿Adónde vas?” “¡Yo me voy hacia el Sur!”

Five little birds Five little birds On a wire. One says: “I am going.” “Where are you going?” “I am going to the south!”

Cat 3: 1. Tres muñecas rojas. Cuatro pájaros amarillos. Un oso marrón. Cinco robots naranjas.

Three red dolls. Four yellow birds. One brown bear. Five orange robots.

AUDIO CD 1, TRACK 23 – Child CD 1, Track 16

Cat 3: 2. Seis peras amarillas. Tres patatas marrones. Cuatro plátanos amarillos. Dos manzanas rojas.

Six yellow pears. Three brown potatoes. Four yellow bananas. Two red apples.

AUDIO CD 1, TRACK 24

Instrumental of song: Los colores de otoño

SONGS & TRACK NUMBERS – PART 1

AUDIO CD 1, TRACK

25 Module Page Tracks Instrumental of song: Clip, clap T. Guide Child Audio Child CD1 Audio CD 1 Toc, toc, toc O1 44 IO CD 1 1 AUD 1, TRA CK 26 Mis juguetes O1 45 3 3 Instrumental of song: Instrumental of Mis juguetes O1Cinco pájaros 46 pequeños 5 Dos manzanas, por favor O2 65 6 9 © Copyright La Jolie Ronde Dos manzanas, por favor with missing words 65photocopie 11 2014. ThisO2 page may not be d. Las aventuras de Mifú yTina y las estaciones. Instrumental of Dos manzanas, por favor O2 65 12 Los colores de otoño O3 79 11 18 Clip, clap O3 79 13 20 Cinco pájaros pequeños O3 80 14 21 Instrumental of Los colores de otoño O3 80 24 Instrumental of Clip, clap O3 80 25 Instrumental of Cinco pájaros pequeños O3 80 26 Los colores de otoño with missing words O3 81 27 Las hojas O4 93 19 32 Soy pequeña O4 94 20 33 Instrumental of Las hojas O4 95 35 Las hojas with missing words O4 95 36 Instrumental of Soy pequeña O4 95 37 Soy pequeña with missing words O4 95 38 Audio CD 2 Puedo saltar así O5 106 22 1 Un soldado pequeño O5 107 25 4 La cabeza, los hombros O5 107 26 5 ¿Dónde está Tina? O5 108 27 6 Instrumental of Puedo saltar así O5 109 9 Instrumental of Un soldado pequeño O5 109 10 La cabeza, los hombros with missing words O5 109 11 Instrumental of ¿Dónde está Tina? O5 109 12 MINI STO Uno, dos, tres O6 121 & 32 17 RIES TRACK NUMBERS – PART 1 La nieve cae O6 121 33 18 La lluvia hace ‘plic, plac’ O6 121 34 19 List of mini storie s Module Page Las manos pequeñas O6 122 35 20 Tracks Instrumental of Uno, dos, tres O6 122 22 T. Guide Child CD 1 Child Audio Instrumental of La nieve cae O6 122 23 ¡Hola! Audio CD 1 Instrumental of La lluvia hace ‘plic, plac’ 122 24 O1 Spanish only for Hola!O6 44 2 2 Instrumental of Las manos pequeñas 122 25 O1 Spanish only for Hola!O6 46 (In mixed order) 6 Un pastel 1 136 38 29 O1 En el mercado 46 7 Los reyes magos 1 136 39 30 O2 Spanish only for En el mercad 64 5 o 8 Brinca así 1 136 40 31 O2 Spanish only for En el mercad 66 o (in mixed order) 13 O2 El picnic Instrumental of Un pastel 1 137 33 66 14 O3 Spanish only for El picnic1 Instrumental of Los Reyes Magos 137 34 78 9 16 O3 Spanish only for El picnic1 Instrumental of Brinca así 137 35 81 (in mixed 28 order) O3 ¡Bien, hoja pequeña! (comple Brinca así with missing words 1 tely 137 36 81 29 in Spanish) O4 Spanish only for ¡Bien, hoja ¡Tengo hambre! 2 pequeñ 151 43 40 93 18 31 a! (in mixed order) O4 Instrumental of ¡Tengo hambre! 2 151 42 96 39 ¿Dónde está Tina? ¡Tengo hambre! with missing words 2 151 43 Audio CD 2 O5 Spanish for ¿Dónde está Tina? 106 24 3 33 O5 Spanish for 109 ¿Dóndedeestá © Copyright La Jolie Ronde 2014. This page may not be photocopied. Las aventuras Mifú yTina? Tina y las (inestaciones. 13 mixed order) O5 El muñeco de nieve 110 14 O6 Spanish only for El muñeco 119 30 de nieve 15 O6 Spanish only for El muñeco 123 de nieve (in mixed order) 26 O6 La fiesta 123 27 Spanish only for La fiesta 1 135 37 28 Spanish only for La fiesta 1 138 (in mixed order) 37 Tengo hambre 1 139 38 Spanish only for Tengo hambre 2 150 42 39 Spanish only for Tengo hambre 2 152 (in mixed order) 44 2 152 45 Hace frío Audio CD 3 Spanish only for Hace frío 3 162 48 4 Spanish only for Hace frío 3 164 (in mixed order) 8 Child CD 2 3 165 9 Buenas noches Spanish only for Buenas noches 4 175 2 11 Spanish only for Buenas noches 4 178 (in mixed order) 17 Me gusta el chocolate 4 178 18 Spanish only for Me gusta 5 188 6 el chocolate 20 Spanish only for Me gusta 5 191 el chocolate (in mixed order) 30 ¡Ven a jugar! 5 192 List of songs

easy to find page with track numbers for songs & stories

© Copyright La Jolie Ronde 2008.

18

80


EVALUATION AND ASSESSMENT At such a young age, formal assessment is not always necessary and should be minimal. The aim is for each child to speak, sing and play (responding to visual or auditory cues) with confidence, in a relaxed atmosphere through games or fun and rewarding activities. The child’s progress in these areas is most easily and effectively assessed by continual teacher observation, annotating specific information gained through listening to the child, watching and talking with him/her, making specific comments on what the child has understood, what he/she can do and what further support is needed. When assessing a child more formally, your evaluation could be based on attainment targets from early stages of National Guidelines, for example:

Listening and responding

- Shows understanding of simple classroom commands. - Follows simple instructions. - Shows understanding of short statements and questions. - Shows understanding through non-verbal response. - Identifies words within a sentence. - Can predict and guess. - Can listen to specific information.

Speaking

- Can respond briefly, with single words or short phrases, to what they see and hear. - Repeats words with correct accent. - Sings songs with appropriate and meaningful actions. - Makes use of non-verbal strategies. - Uses words and phrases outside their usual classroom contact. - Creates own responses or short new dialogues. Uses language introduced in different contexts. Additional evaluation can be at the discretion of the teacher.

© Copyright La Jolie Ronde 2008.

Below are some suggestions:

Attitude and learning skills -

Enjoys Spanish and tries to speak. Shows interest and participates in activities. Can organise himself/herself. Can concentrate on individual tasks. Can work independently. Can finish work on time. Can reflect and assess own progress. Makes an effort.

Reading and writing -

Can Can Can Can

match text to pictures. follow simple written instructions. recognise words in context. label pictures and copy words.

Social skills

- Offers to help others and seeks help from others. - Co-operates with others and respects rules.

Self-evaluation

It is good to invite the children to reflect on their own work, to realise how much they can do in Spanish and talk about their success or their problems. In their activity book, the children are invited to add smiling or half-smiling faces (avoid sad faces!) to the cat symbols and evaluate each activity for themselves.

Other assessment opportunities

Marking is at the discretion of the teacher and stars can be coloured in the child’s activity book depending on his/her performance. Further skills could be developed from other areas of the curriculum and evaluated as required. Further suggestions are available in the Teacher’s Guide.

19


NOTES

© Copyright La Jolie Ronde 2008.

20


an introduction to

! ¡Hola Pedro y Carmen

¡Buenos días España!

© Copyright La Jolie Ronde 2008.

21


¡HOLA PEDRO Y CARMEN! AND ¡BUENOS DÍAS ESPAÑA! Components

A 296 page Teacher’s Guide, together with a 73 page set of photocopiable masters

A two-colour 46 page pupil activity book (Size A4)

52 pages

de Teacher’s Gui ters as M e Photocopiabl ial for Support mater

Carmen! ¡Hola Pedr*o* y* España! s día s no ue ¡B S CONTENT

2 maps word cards Templates for illustrated cards Templates for ) sentence building word cards (for Templates for and Carmen Templates of Pedro song cards Templates for sound cards Templates for ‘I can’ sheets t sheets of Pupil Attainmen Teacher Record la France s for Bonjour Revision sheet Quiz ‘Spain Challenge’ cards cue Templates for e Ltd

Jolie Rond UK 8AG Published by La , Nottingham NG13

A CD for each programme for both pupil and teacher

Bingham k 43 Long Acre, jolieronde.co.u e-mail: info@la k jolieronde.co.u website: www.la Hallam 2005 © Copyright Colette

ation. purchasing organis only within the be photocopied These pages may

(57/51 minutes)

A set of 90 coloured flash cards

Flip cards for days, months, and verbs

(gender coded 138x198mm)

estamos

Certificates with award stickers

febrero domingo

LJR Spanish Course 5-11 year olds.

A comprehensive course which can be used to develop language skills progressively through a range of structured and creative activities. There is guidance and support for both teachers and parents.

© Copyright La Jolie Ronde 2008.

22


INTRODUCTION These two programmes have been written for all those working with 7-8 year olds and 8-11 year olds.

gradually and sensitively introduced in line with the child’s linguistic development in general, and as he/she progresses through the course.

They can both be used as a starting point within the course or as a progression from Las aventuras de Mifú y Tina y las estaciones. ¡Buenos días España! can also be used as a progression from ¡Hola Pedro y Carmen!

Pupil achievement

Programme aims

A course aimed at youngsters needs to capture their interest and imagination. It has to be fun, interesting, rewarding, challenging and motivating. La Jolie Ronde method is just that! • To familiarise children with sounds of the Spanish language and develop their ability to listen attentively. • To develop listening and speaking skills first, followed by reading and writing skills later. • To enable children to use the Spanish language creatively, for their own purposes, promoting independence. • To give children and teachers an enjoyable experience. • To develop the tools for learning a language – language learning skills – which can be later transferred for efficient learning to a second, or even a third foreign language. • To build the confidence and self-esteem necessary for on-going success. • To promote oracy, literacy and cultural awareness. • To allow children of all abilities to experience success.

Programme approach

As language teachers, we are all well aware of the “forgetting curve” in our pupils. Consequently there is the need to retain learning within the active memory by continually interacting with it. This process of recycling is very much at the heart of the La Jolie Ronde methodology.

As your pupils approach the end of ¡Hola Pedro y Carmen! they will have: • learnt the core vocabulary and be able to recognise and copy the written form • been introduced to some grammar in a fun way • developed confidence and the social skills to work in pairs or groups, in short conversation, and have enjoyed a variety of language learning activities. As your pupils approach the end of ¡Buenos Días España! they will have: • reinforced, consolidated and extended their core vocabulary • been introduced to role plays and learnt how to recycle words and phrases to produce their own original role plays • extended their writing to sentence level and been introduced to further grammar. When your pupils progress to Mi viaje por España they will: • revise previously learnt vocabulary, and be introduced to more in new contexts • continue to explore more grammar and structure in a fun way • be given opportunities to develop listening comprehension, reading and writing skills, encouraging a creative use of the language in all skill areas.

The emphasis is upon listening and speaking activities, with reading and writing skills being

© Copyright La Jolie Ronde 2008.

23


ABOUT THE PROGRAMMES As ¡Hola Pedro y Carmen! and ¡Buenos días España! can both be used as starting points within the course, they share the same topics. However, further activities based on these topics (such as role plays) have been introduced in ¡Buenos días España! to accommodate children who have completed ¡Hola Pedro y Carmen! and are progressing through Buenos días España before moving on to Mi viaje por España. Both programmes introduce the same core vocabulary.

It is important to note that Buenos días España is NOT simply a repetition of ¡Hola Pedro y Carmen!, but a reinforcement of the core vocabulary. With ¡Buenos días España!, emphasis is on role plays incorporating the words children know well. It gives them opportunities to use the language more creatively and helps them to make up their own role plays. This prepares them well for the more in-depth exercises contained in Mi viaje por España which is a progression from the ¡Buenos días España! programme. ¡Buenos días España! is the time for talking and consolidating. It is for children to make best use of the language learned and use it for their own needs. It is assumed that pupils starting Mi viaje por España will know the role plays of ¡Buenos días España! very well and will have practised the techniques involved in learning them.

example of a page from ¡Hola Pedro y Carmen!

examples of role plays from ¡Buenos Dias España! example of a page from ¡Buenos días España! © Copyright La Jolie Ronde 2008.

24


Over what time period should the programmes be taught?

Examples of topics

There are 19 units in each programme. ¡Hola Pedro y Carmen! can be completed comfortably in one academic year with one or two 30 minute sessions per week. ¡Buenos días España! can be completed in considerable detail in one academic year with two to three 30 minute sessions per week. Where the time allocated per week is less, e.g. one 30-45 minute session per week, we would recommend that teachers follow the activities from the pupil’s book, omitting supplementary ideas/activities in the Teacher’s Guide in order to allow the book to be completed in one academic year and to enable pupils to receive their certificates at the end of the year. While it is envisaged that one programme will be covered in one academic year, this will depend on the number of sessions, the ability of the children and the extent of supplementary activities introduced at the teacher’s discretion. There is no hard and fast rule.

Face, House, Animals example of a page from ¡Hola Pedro y Carmen!

The method has been specifically designed to be flexible. There are 13 topics for both programmes, subdivided into three distinct, related areas: About Myself – Face – Transport – People – House – Animals. Food – Drink – Shops – At table. Body – Clothes – Directions. All the topics are continually reintroduced. For example, shops will be introduced again at the same time as directions, and specific, carefully devised situations will prompt the children to use as much known vocabulary as possible.

Clothes example of a page from ¡Hola Pedro y Carmen! Food and drink example of a topic page from ¡Buenos días España! © Copyright La Jolie Ronde 2008.

25


Lección UnO

The 296 page Teacher’s Guide is organised in units (entitled ‘lessons’) corresponding to the leccion in the activity books.

Learning objectives: • Language for dialogue: meet and greet • Understand and use transport/travel words • Start to count 1-10 • Understand simple instructions: mirad, escuchad, repetid • The Spanish alphabet – start to recognise letter sounds

• Greet someone: Buenos días, hola • Say goodbye: adiós, hasta luego • Use: Señora, Señor, Señorita to address people • Say my name • Ask someone his/her name • Say where I live • Ask someone where he/she lives

The Guide includes: Clear objectives for each unit

Key language

Receptive language/ Suggested activities further vocabulary

Language which should be remembered by the end of the course.

un un un un

mirad escuchad (bien) repetid

Language which children can listen to and benefit from depending on the choice of activities of the module. At the discretion of the teacher.

España Señora Señor Señora

coche autobús avión barco

un barco buenos días, hola adiós, hasta luego ¿Cómo te llamas? Me llamo… ¿Dónde vives? Vivo en…

A reference to the main activities within the unit, such as role plays, games, songs etc.

LecciÓn unO

THE TEACHER’S GUIDE

Introduce Spain Role play - Meet and greet - Hola Songs - Uno, dos, tres, ¿cómo te llamas? (Track 2) - El alfabeto (Track 7) Games - Match words to pictures - Meet each other Art and craft - Make a badge Book (Pages 4 & 5) - Link words to pictures - recognise numbers - complete words and draw - listening comprehension - copy write

Useful section to help prepare for the module. Resources and materials 4 flashcards depicting: a bus, a car, a boat, a plane. A clear map of Spain depicting adjoining countries - see photocopiable masters set. 5 – 10 pencils. Templates of Pedro and Carmen (optional - see photocopiable masters set).

All the materials and ideas have been extensively researched. The La Jolie Ronde materials appeal to different age groups. They are appropriate and effective in allowing the children at which they are aimed, to successfully learn and enjoy the Spanish language.

The key to all the symbols throughout Recycling: Song: Art & Craft:

Book:

Action Chant:

Story:

Role Play:

Game:

¡Hola Pedro y Carmen!

© Copyright La Jolie Ronde 2008. This page may not be photocopied.

51

For both programmes, suggestions for listening and speaking activities are followed by reading and writing activities.

SUGGESTIONS FOR LISTENING AND SPEAKING ACTIVITIES

• ¿Qué tal?/¿Cómo estás? ¿Cómo está usted?

Invite the children to ask each other how they are in Spanish. Start with the child sitting next to you. Ask him ¿Qué tal?/¿Cómo estás? Tell him to answer Bien, gracias. He must then turn to the child next to him and ask the same question, ¿Qué tal?/¿Cómo estás?... and so on. When you reach the last child, explain that he/she will have to say ¿Cómo está usted? (polite form) to you. - For a change of activity and a change of pace you could practise ¿Qué tal?/¿Cómo estás? and ¿Cómo está usted? in pairs moving about the room and greeting each other in Spanish. - Explain why the question is in a different form. At the beginning they will need your help but after a few sessions they will enjoy “talking in Spanish” to each other entirely on their own. This activity should be introduced at the beginning of every lesson. - Play the rap on Track 33 - Buenos días, ¿qué tal? ¿qué tal?

• Baño español

Add ‘How are you?’ to the usual questions and answers. Include the days of the week. Use the CD for a listening comprehension, Cat 7 (Track 32).

• Counting

Reintroduce a game that the children enjoy, e.g. hiding objects and asking the children to guess how many have been hidden. - Prepare cards with one number on each, distribute to the children and at random ask for the number in Spanish.

• The face

Point to your own face and say the name of each part in this order: los ojos. la nariz, la boca, las orejas, el pelo y el cuello.

212

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Ask the children to point to all the different parts of their face and repeat the words. Do this twice. - Distribute photographs of people. Ask the children to point to all the different parts of the face in Spanish. Quicken the pace and mix the order. - Simón dice, tócate el pelo, the equivalent of “Simon Says” could be played once the children are familiar with the words. Play games to practise the words: - Use paper and let the children cut up different parts of a face. - Let them use colours and glue the faces onto a board or another piece of paper. Let them describe the face in Spanish. - Close your eyes or blindfold a child and try to draw a face. Pupils call out in Spanish what to draw.

of the most spectacular fiestas “Las Fallas de Valencia”, or visit the nearby town of Buñol for the annual tomato battle “La Tomatina”. See illustrations below. Revise points of the compass. Visit: http://www.valencia-tourist-travelguide.com/ http://en.wikipedia.org/wiki/Valencia,_Spain http://www.donquijote.org/culture/spain/ fiestas/tomatina.asp http://www.wordtravels.com/Cities/Spain/ Valencia/Attractions

• Cat 7

– Listening and reading comprehension. Revise the difference between ¿Qué tal? ¿Cómo estás? (familiar form) and ¿Cómo está usted? (polite form).

• Cat 8

– Self-explanatory. As an extension, the children could copy and write up their own descriptions. Once corrected, the phrases could be exchanged between the children and each would then do a drawing.

• Question Cat

– Give the name of Spain’s most famous food which you can find in Valencia: La paella valenciana. Give the name of a famous festival: Las Fallas.

How did I learn?

The whole class listened to the song: Es el gato de la bruja. We were able to understand a lot, based on what we have already learnt.

• Describing people

Revise relevant vocabulary (size, colours of their clothes). Play a variety of games to enable pupils to practise listening to and then producing sentences which describe someone: - Describing people in the class for others to guess. - Describing a monster for pupils to draw. - Describing your ideal boyfriend/ girlfriend. Consolidate with Cat 8.

• Possessive

At this stage it would be advisable not to give elaborate explanations but to concentrate on listening comprehensions - Cat 6 - see CD transcript, or games. - Go around the room describing: Es la cabeza de Vicente, es la nariz de Luisa. Then ask ¿Qué es? to elicit the sentence, or just the nouns, as an answer. - Distribute flash cards to all the children. Ask them to place one in front of them on the table. Start by asking the question yourself as the cards are turned over: ¿Qué es?, then slowly allow the children to take over asking the question, while pointing to the card. Depending on who it belongs to, let the child answer Es el perro de... - Put all the flash cards on the table. ¡Buenos días España!

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¡Buenos días España!

© Copyright La Jolie Ronde 2008.

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Further features…. and benefits for teachers! The Teacher’s Guide also includes: • Vocabulary by topic areas These pages will assist teachers to prepare for reinforcement and consolidation. At a glance, teachers can recycle specific vocabulary and revisit different topic areas. This is a handy ‘check list’ and a support for focused revision. It helps to manipulate language in a creative way and generate storytelling. • Songs and track numbers It is so easy to find a particular song and to read the lyrics! • A set of cue cards A set of cue cards is available – all ready to copy. The children fill in and create their own role plays based on the ones with which they are familiar.

VOCABULARY BY TOPIC AREAS ¡Buenos días, España! The majority of the key language is shown in bold print. Numbers in brackets refer to lessons.

NUMBERS 0 - 100 primero/a segundo/a tercero/a cuarto/a quinto/a sexto/a séptimo/a

DIRECTIONS

norte (1) sur (1) este (1) oeste (1) de arriba abajo (12) en el aire (12) de la izquierda a la derecha (12) gira/gire a la izquierda (17) gira/gire a la derecha (17)

PLACES

el campo la montaña un bosque una playa

(1) (1) (4, 17) (17)

Alemania Bélgica Francia Luxemburgo Suiza Italia Gran Bretaña España Portugal Alicante Santander Málaga Sevilla Pamplona Valencia Barcelona Granada Salamanca El Tajo El Guadalquivir El Ebro Las Islas Baleares La Costa Blanca La Costa Brava La Costa del Sol La Sierra Nevada Los Pirineos

un ratón un pájaro una mariposa un perro un gato un caballo un pez una vaca un toro una tortuga un conejo un cerdo un pato una mosca un oso un rana una serpiente un lobo

(1) (5) (5) (5) (1, 5) (6) (6) (6) (6) (8) (8) (8) (8) (9) (9) (9) (9) (17)

un un un un un

una manzana un queso un tomate un plátano una barra de pan una salchicha el pan el vino una patata un pollo un pastel un helado un huevo una crema catalana un polo una pera una zanahoria una cebolla la leche el café un zumo de naranja tengo hambre tengo sed el chocolate una tortilla una patata frita una botella de vino la sopa de ajo el zumo de tomate un bocadillo una pizza una empanada un caramelo

(1) (1) (1) (1) (1) (1) (1) (1) (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19)

TRANSPORT ANIMALS

FOOD, DRINK AND ASSOCIATED WORDS

COUNTRIES, TOWNS, RIVERS & MOUNTAINS

(5) (5) (5) (5) (5) (5) (5)

coche autobús avión barco tren

(1) (1) (1) (1) (4)

HOUSE AND GARDEN

PEOPLE AND FAMILY una señora un señor un chico una chica un bebé un hermano una hermana un(a) amigo(a)

(10) (10) (10) (10) (10) (10) (10) (10) (11) (11) (11) (11) (11) (11) (12) (12) (12) (12) (13) (13) (13) (13) (13) (13) (14) (14) (14) (14) (14) (14) (14) (15) (17)

una casa una puerta una ventana un flor un jardín un árbol un peral

(2) (2) (2) (2) (2) (16) (16) (11, 16)

(3) (3) (3) (3) (3) (4) (8)

GREETINGS AND COURTESIES

PERSONAL

¿cómo te llamas? me llamo ¿dónde vives? vivo en ¿cuántos años tienes? tengo... años

buenos días, hola (1,3) buenas tardes, buenas noches (1) adiós, hasta luego (1) por favor (3, 11) feliz cumpleaños (16) muchas gracias (16)

(1) (1) (1) (1) (3) (3)

¡Buenos días, España!

© Copyright Colette Hallam 2005. This page may not be photocopied.

164

example of vocabulary by topic areas

SONGS & TRACK NUM BERS ¡Hola Pedro y Carmen ! List of songs Uno, dos, tres, ¿cómo te llamas ? Un, dos, tres, ¿dónde vives? El abecedario Un elefante La familia tortuga Toc, Toc, Toc, buenos días Un, dos, tres, ven a jugar conmigo Me gustan los gatos El caballo hace Los días Tócate los ojos La cara Los vocales Si llevas algo azul ¿Cómo está usted, señora ? ¡Sí! No! ¿Cuál es tu color preferido? Me gustaría un pastel Está bueno Un, dos, tres, salta tres veces Me gustan las manzanas No me gusta el arroz Los meses ¡Cumpleaños Feliz! Izquierda, derecha Que llueva, que llueva Soy campeón ¿Sabéis plantar lechugas?

Lesson

Page

Tracks

T. Guide

1 1 1 2 2 3 4 5 6 6 7 7 7 8 8 9 10 11 12 13 15 15 16 16 18 18 18 19

55 55 55 61 61 67 73 79 85 85 91 91 91 97 97 103 109 115 121 127 137 137 143 143 155 155 155 161

2 3 7 10 11 16 20 26 28 30 33 34 35 41 44 47 51 55 59 62 72 73 75 76 84 85 87 91

© Copyright Colette Hallam 2005. This page may not be photocopied. ¡Hola Pedro y Carmen

!

example of template for cue cards

45

easy-to-find page with track numbers for songs and role plays

The Teacher’s Guide is an excellent framework. It is possible to hold extremely effective and enjoyable lessons by following it precisely. However, the more adventurous or perhaps more experienced teacher may wish to embellish the course with their own ideas. © Copyright La Jolie Ronde 2008.

27


PHOTOCOPIABLE MASTERS

example of template for word cards

The Teacher’s Guide is accompanied by supporting materials which are photocopiable. The 73 page set includes: • Two maps of Spain • A list of core words (entitled ‘word cards’) and associated images (entitled ‘illustrated cards’) • A useful set of 50 song cards • 15 sound cards • ‘I can’ sheets (see page 33 for more details). • Teacher’s Record of Pupil Attainment sheets (see page 34 for more details). • Revision sheets. • ‘The Spanish Challenge’ Quiz. • Cue cards for practising role plays.

¡Hola Pedro y Carmen! Lesson 1 Track 3

Un elefante

Song Cards - ¡Hola Pedro y Carmen!

El alfabeto

Uno, dos, tres, ¿dónde vives?

a

c ch d e f h i j k l ll nñopq r rr s t u vwxyz

?

ag

¡Hola Pedro y Carmen! Lesson 1 Track 2

¿

ál

Uno, dos, tres, Cómo te llamas?

Madrid

Sevilla

M

example of template for song card

example of template for illustrated cards

un coche

un barco

un avión

un autobús

una señora

un señor

un chico

una chica

un bebé

una casa

un jardín

una ventana

una puerta

una flor

un tren

un árbol

un bosque

una playa

This page may be photocopied only within and for the purchasing organisation. © Copyright La Jolie Ronde 2008.

Illustra ¡Hola Pedro y Carmen!ted Cards & ¡Buenos días España!

Sound Cards ¡Hola Pedro y Carmen! & ¡Buenos días España!

r

¡Hola Pedro y Carmen! Lesson 2 Track 10

¡Hola Pedro y Carmen! Lesson 1 Track

Word Cards ¡Hola Pedro y Carmen! & ¡Buenos días España!

rr

This page may be photocop ied only within and for the purchasing organisatio n. © Copyright La Jolie Ronde 2008.

examples of templates for cue cards

example of template for sound cards

l

ll

n

ñ

This page may be photocopied only within and for the purchasing organisation. © Copyright La Jolie Ronde 2008.

© Copyright La Jolie Ronde 2008.

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THE PUPIL ACTIVITY BOOKS ¡Hola Pedro y Carmen!

The pupil activity book has 46 pages. Each page is numbered in Spanish. For every lesson, the children write the equivalent number in the box provided. ¡Hola Pedro y Carmen! invites the children to copy the spelling of each unit number in the box provided. Each unit has a number of activities laid out, either for use in the classroom or for homework (see examples). Each activity is highlighted by the silhouette of a cat. The headphones indicate that there is a listening activity from the child’s CD and the track number is clearly highlighted below the cat. At the end of an activity, children are invited to draw the mouth of the cat (which is purposely missing), either as a smile, or a half-smile, depending on the way they feel about the activity or the way they performed.

5-6

examples pages from the activity book

When new words in an activity are introduced, each group of new words is surrounded by a red border (‘the red puddle’). There are pictures of the words alongside the ‘puddle’. This makes it easy for a child to locate the new words and they simply draw a line from the picture to the word. Further pages at the end of the book include the words of all the songs and the role plays.

example of transcripts of some of the songs

© Copyright La Jolie Ronde 2008.

Children are keen to learn, and some initial understanding of reading and writing can be taught to them through the La Jolie Ronde activity books in Spanish. Everything is presented in an easy, non-threatening, fun and rewarding way!

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¡Buenos días España!

This pupil activity book has 52 pages. As a rule, in each unit of the book, there is writing, new vocabulary, a cue card for a role play, listening, speaking, reading and copying activities plus geography and cultural points. Added to this can be bingo games, word games or questions from the teacher. Each group of new words is surrounded by a blue border (‘the blue star’). This makes it easy for the children to locate the new words. Simple symbols are used to give meaning to instructions e.g. a pen drawing or a pen writing. Once again, headphones on the cats highlight the listening passages on the CD. For each unit, the children also fill in names of towns, rivers and mountains on their map of Spain, to improve their geographical knowledge. Further pages at the end of the book include words for the songs and role plays, an appendix in order to practise dictionary skills, word searches and a page for attaching postcards or pictures.

examples of pages from the activity book

Children take a personal sense of pride writing in the La Jolie Ronde activity books. The books provide a visible record of achievement and progression. The children love to make the book their own by colouring or decorating with their own designs.

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THE CDs

¡Hola Pedro y Carmen! • Traditional Spanish songs are of value as they form part of the culture. La Jolie Ronde method has given a modern treatment to these tunes to make them attractive to the children of today. • Practise counting in every lesson.

CD TRANSCRIPT Lección dieciocho

Track 82 Gato uno ¡Cuenta! 10, 20, 30, 40, 50. Track 83 Gato dos (1, 2) – las manos, los brazos, el vientre, las piernas, los pies.

• Action songs There are 28 songs in ¡Hola Pedro y Carmen! Extremely effective, they are both enjoyable and fun to teach and learn!

Track 86 Song: Izquierda, derecha Izquierda, izquierda, derecha, derecha Delante, detrás Uno, dos, tres. Izquierda, izquierda, derecha, derecha Delante, detrás Uno, dos, tres.

The hands, the arms, the stomach, the legs, the feet

Track 84 ¡Ven! Cierra los ojos Dibuja un chico… la cabeza, el cuello, los brazos, las manos, el vientre, las piernas y los pies. Es mi turno, dibujo una chica: la cabeza, el cuello, los brazos, las manos, el vientre, las piernas y los pies.

• Listening comprehensions abound throughout the programme.

Lección dieciocho

The CD that accompanies ¡Hola Pedro y Carmen! includes many songs and activities:

Track 85 El cuerpo Las manos delante Las manos detrás Girad, girad, girad Las manos a la izquierda, las manos a la derecha Los pies delante Los pies detrás Girad, girad, girad los pies a la izquierda, los pies a la derecha La cabeza delante La cabeza detrás Girad, girad, girad La cabeza a la izquierda, la cabeza a la derecha El cuerpo delante El cuerpo detrás Girad, girad, girad El cuerpo a la izquierda, el cuerpo a la derecha © Copyright La Jolie Ronde 2008. This page may not be photocopied.

Izquierda, izquierda, derecha, derecha Delante, detrás Uno, dos, tres. Izquierda, izquierda, derecha, derecha Left, right Delante, detrás Left, left, right, right Uno, dos, tres. Forward, behind One, two, three.

Track 87 Go forward, go back Gato seis (1, 2, 3, 4, 5, 6) 1 – Buenos días, ¿cómo te llamas? 2 – Me llamo Sofia. 3 – ¿Dónde vives? 4 – Vivo en Madrid. 5 – ¿Te gustan los pasteles de chocolate? 6 – Sí 7 – ¿Te gustan las cebollas? 8 – ¡Ah, no! 9 – ¿Te gusta el queso? 10 – Sí. Track 88 Gato siete (1, 2, 3, 4, 5, 6, 7) Song: Yo soy un campeón Yo soy un campeón, Yo soy un campeón De rugby, fútbol, Tenis, baloncesto, Judo, esquí, natación, Baile, equitación. Yo soy un campeón, El deporte es lo mejor.

¡Hola Pedro y Carmen!

155

Children can absorb large amounts of language, especially when it is presented in a fun and stimulating way with a song! Learning is a multi-sensory process. We all benefit from adopting the multi-sensory approach. One of the most valuable hooks on which we can hang the material is music! Children are immediately engaged as they move in time to the beat of a La Jolie Ronde Spanish song!

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¡Buenos días España!

THE CDs

¡Buenos días España! has its own CD with a further 22 songs and activities including:

• Introduction of core vocabulary • A number of original songs with ‘catchy’ tunes. These effective ‘learning’ songs help to reinforce useful words and phrases. They often help with literacy, e.g. ‘find the words that rhyme’. Once the children are familiar with the song, they will have fun singing in the gaps.

CD TRANSCRIPT UNDÉCIMA LECCIÓN

en mi cuarto de baño. Quisiera ganar la loteriá Y vivir …….

Track 49 Gato uno ¡Cuenta! 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60.

Column 3 Quisiera comer … …….. Con todos … ….. Quisiera hablar .. …. ¡Y probar una ….. ……!

Track 50 Gato dos Una patata un pollo, un pastel, un helado, un huevo.

Track 54 Gato nueve Role play: Huelo un pastel

A potato, a chicken, a cake, an ice cream, an egg.

Track 51 Gato cuatro 1 – Buenos días, quisiera seis manzanas y un pastel, por favor. 2 – Aquí tiene. 3 – ¿Cuánto es? 4 – Once euros cincuenta 5 – Gracias. Adiós.

1 – Huelo un pastel. ¡Mmmm, Huele bien! ¿Es para mí? 2 – Sí, si eres bueno(a). 3 – Oh, sí, soy muy bueno(a). ¿Puedo ayudarte? I smell a cake. 4 – No, gracias. It smells nice. Is it for me? Yes, if you are good. Toma, una porción Oh! Yes, I am very good. de pastel. Can I help you? thank you. Here is a 5 – Gracias. Está delicioso! No, piece. Thank you. It’s delicious!

Track 52 Song: Quisiera ir al cine Quisiera ir al cine Hasta que termine. Quisiera jugar contigo Carmen, María y Francisco.

I would like to go to the cinema

Quisiera escuchar la radio en mi cuarto de baño. Quisiera ganar la lotería y vivir con alegría.

I would like to listen to the radio

Quisiera comer unos higos con todos mis amigos. Quisiera hablar con Ana, ¡y probar una crema catalana!

I would like to eat some figs

Track 53 Song: Quisiera ir al cine

Undécima Lección

• Practise for role plays

Until it finishes. I would like to play with you Carmen, María and Francisco.

In my bathroom. I would like to win the lottery And live happily.

With all my friends. I would like to talk to Ana And taste a crema catalana! ¡ Buenos días, España!

Quisiera ir .. …… Hasta … …… Quisiera jugar … … Carmen, … … Quisiera escuchar .. …..

© Copyright Colette Hallam 2005. This page may not be photocopied.

¡Buenos días, España!

241

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EVALUATION AND ASSESSMENT The La Jolie Ronde method is used in a wide variety of contexts, requiring different degrees of formal assessment. The course in its initial stages, up to the end of Las aventuras de Mifú y Trottine y las estaciones (see page 11), is devoted to building confidence, developing listening and comprehension skills, social skills and good pronunciation as well as an enjoyment of playing with another language. The child’s progress in these areas is most easily and effectively assessed by continual teacher observation. This assessment method should continue to be used throughout ¡Hola Pedro y Carmen! and ¡Buenos días España! and beyond. As the course progresses, the children will be developing additional skills in the four areas of language competence: listening, speaking, reading and writing, as well as an awareness of language structures. The work done in the pupil activity books provides opportunities to assess development in all areas except speaking.

Teacher assessment

The skills which the course promotes and which should be taken into consideration during assessment are outlined in the Teacher’s Guide. In particular if working towards the voluntary DfES Asset Languages assessment (England and Wales), it would be useful to bear in mind the attainment targets set out in the Government’s Non-Statutory Guidelines for Modern Foreign Languages at Key Stage 2, in which the Attainment Levels define the expected development of linguistic competence. These attainment targets are summarised in the Teacher’s Guide and the teacher may wish to consider them when assessing a child’s progress. As with subjects assessed in SATs, it is hoped that Year 6 children will reach Level 4 in their studied language.

Self-assessment by pupils intended use of the ‘I can’ sheets

It is important for the child to see what (s)he has achieved and learnt. It is for this reason that we have included the ‘I can’ checklists in the course (all ready-made for teachers in the photocopiable masters set). Each child should feel a positive sense of achievement, through recording his or her own progress. This approach caters for all abilities and allows the child to chart his/her progress against previous performance, rather than against a predetermined benchmark or other pupils’ work. When collated, these sheets can form a ‘Record of Achievement’ for the child.

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33


Recording attainment

We all want a child’s first contact with the Spanish language to be a positive and enjoyable experience. Whilst formal assessment is not always necessary, recording attainment is in order to monitor the pupils’ progress and to provide information for teachers in forthcoming years. This is especially important when children complete the La Jolie Ronde course of study and move on. The photocopiable tick list, “Teacher Record of Pupil Attainment”, will enable teachers to record quickly the attainment of each pupil in the key skills areas. An alternative method for recording attainment is a short report based on the assessment guidelines.

NOTES

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34


an introduction to

Mi viaje por España

© Copyright La Jolie Ronde 2008.

35


MI VIAJE POR ESPAÑA Components

A 142 page Teacher’s Guide, together with a 26 page set of photocopiable masters.

A two-colour 62 page pupil activity book (Size A4)

de Teacher’s Gui ers a M st Photocopiable

A set of 95 coloured flash cards (gender coded

ial for Support mater

paña Mi viaje por Es Contents

- 138x198mm)

Map

word cards Templates for s illustrated card Templates for song cards Templates for p34-35) (for Activity book Speech bubbles ‘I can’ sheets

Ronde Ltd by La Jolie NG13 8AG UK PublishedBingha m, Nottingham .uk 43 Long Acre, ajolieronde.co e-mail: info@l jolieronde.co.uk website: www.la e Hallam 2005 © Copyright Colett

sing organisation. for the purcha only within and be photocopied These pages may

Pupil’s CD 1 (44 minutes)

Pupil’s CD 2 (64 minutes)

Certificate with award stickers

LJR Spanish Course 5-11 year olds.

A comprehensive course which can be used to develop language skills progressively through a range of structured and creative activities. There is guidance and support for both teachers and parents.

© Copyright La Jolie Ronde 2008.

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INTRODUCTION This programme has been written for all those working with 9-11 year olds and is a progression from ¡Buenos días España! It contains reference to, and uses vocabulary from, previous parts of the course. It is, however, perfectly possible to use the programme with pupils who have not used La Jolie Ronde in Spanish before, although we do recommend that it be used with pupils who have prior knowledge of the language.

Programme aims

• To familiarise children with the sound of the Spanish language and develop the ability to listen attentively. • To revise previous, and introduce further vocabulary in new contexts. • To provide opportunities to develop listening comprehension, reading and writing skills and to encounter more complex language strategies. • To encourage a creative use of the language in all skill areas. • To develop language learning skills. • To build the confidence and self-esteem necessary for on-going success. • To promote oracy, literacy and cultural awareness. • To provide a framework and resources for each teacher to use and adapt according to his/her individual needs and preferences. • To allow children of all abilities to experience success.

Programme approach

In Mi viaje por España, familiar structures are developed further. For example: ¿Qué te gusta? becomes ¿Qué te gusta beber/comer? or ¿Qué te gusta de fruta? Pupils are encouraged to see how, by word substitution, they can generate more sentences of their own. By this stage, children are reaching a point where they are able to ask and answer more questions.

© Copyright La Jolie Ronde 2008.

This is a new challenge for pupils. Each lesson offers new vocabulary, games, reading and writing activities and an extended number of listening opportunities. There is increasing emphasis on the creative use of the language: new contexts are introduced and the pupils are encouraged to combine known elements to suit new situations.

Pupil achievement

The La Jolie Ronde in Spanish programme is taught in a variety of situations: formally in schools, as part of the curriculum, or less formally in Language Centres, or as an extracurricular activity. Each of these will have their own language learning objectives: some will concentrate on speaking, listening and oral confidence; others will want to include reading and writing proficiency as well. According to the learning context, children will be able to develop their language learning potential, with the course providing opportunities to reach Level 4 of the National Curriculum Attainment Targets in listening, speaking, reading and writing (England and Wales). Whatever level of performance is reached in these four skills, children will be used to manipulating and communicating in a foreign language and will have acquired a broad vocabulary. They will have begun to read and write independently in Spanish and have the confidence to make the most of their language learning at Secondary school.

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ABOUT THE PROGRAMME There are 19 units in the programme. Each unit should last approximately 2 to 3 weeks (with lessons lasting 45 minutes a week). However, you may have half an hour a week with your children or possibly up to two hours. To respond to the needs of this diverse range of teaching circumstances, we have aimed to provide a course which has a core of language objectives that all teachers should cover. It also provides opportunities for further language development and extension work together with ideas for revision and consolidation through reapplying known language into new contexts. The feedback from teachers using this programme for 45 minutes once a week, overwhelmingly confirms that units 1-11 approximately fit into 1 year and units 12-19 in a second year. The objectives for lessons are clearly defined in a grid at the start of each unit.

are introduced through a song, the negative form through listening games. The basic grammar from ¡Hola Pedro y Carmen! and ¡Buenos días España! is reinforced and additional points are introduced. More games are played with estar, ser and tener.

The fact that La Jolie Ronde method provides for so many different circumstances may seem to some teachers that there appears to be a large amount of material to cover. It is therefore important to remember that, when drawing up schemes of work, you can choose how much of the extra material to use, over and above the key language. Here are the programme:

topics

introduced

in

this

First term: Time/dates and weather/seasons – Clothes and items related to clothing – The family. Second term: Food (fruits, vegetables, meat and others) – Mealtimes – Shopping – Restaurant – At table. Third term: Useful places – Shops – Directions – Rooms. All the topics are continually reintroduced e.g. Time will be reintroduced with Food. All the grammar points have a background role in the method. Children are aware of certain rules but emphasis is always on oral communication. For example, ‘some’ and ‘the’

© Copyright La Jolie Ronde 2008.

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-

SUMMARY OF LANGUAGE COVERED Not including vocabulary items

• Say the time and the day’s date. • Say what the weather is like.

• Ask your friend what type of things he/she likes.

• Ask for the time and the date.

• Ask a friend to pass you some things.

• Ask what the weather is like. • Write briefly about yourself.

• Buy items, choosing between different sizes and prices.

• Ask if someone lives in the town or the country.

• Ask the price of something. • Say ‘That’s all, thank you’.

• Say you live in the town or the country.

• Ask a friend what he/she likes to eat or drink.

• Ask and say what’s in, on, under something. • Understand ¿qué hay? • Talk about the seasons. • Describe what you are wearing and what your friend is wearing. • Ask a friend what he/she wears. • Describe a person.

• Say what your friend likes to eat or drink. • Order food and drink at a café. • Say what you like to eat/drink at different mealtimes. • Ask a friend if you can help. • Ask someone what he/she wants.

• Say ‘I don’t know’ (revision).

• Name the principal places and shops in a town.

• Say that you have found something (optional).

• Ask the way.

• Say that you have lost something.

• Say where you are going.

• Ask someone to give you something ‘straight away’ (optional).

• Give directions.

• Say ‘Help’.

• Describe the location of a

• Ask who someone is.

building/object.

• Ask a friend if he/she has something.

• Ask a friend for his/her address and telephone number.

• Say what you have/do not have. • Contradict given statements. • Say ‘Thank you, you are very kind’ to someone you know very well and to someone you do not know very well. • Know when to use tú and usted. • Describe a family, explain family relationships. • Write a holiday postcard. • Say to whom something belongs (revision). • Say what you like, really like, do not like or detest. • Ask someone you do not know very well if he/she has something.

© Copyright La Jolie Ronde 2008.

• Understand given directions.

• Talk about your house. Ask/say how many rooms there are. • Talk about what you do or where you are at different times of the day. • Ask your friend to hurry up and find something. • Say ‘First, second, third’... • Say ‘Look for it/them!’ • Say ‘Here it is/they are.’ • Sentence building: verb + object + preposition + place. • Understand short passages of Spanish, spoken by native speakers. • Understand short texts, written in Spanish, on known topics.

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Mi viaje por España introduces 123 new vocabulary items. The nouns are presented through flash cards. Verbs which are used in this book include: estar, ser, tener, ir, llevar, (singular forms), mirar, colorear, llamarse, gustar, odiar, preparar, poder (puedo/puedes + inf), querer (quieres + inf), comer, beber, preferir, completar, olvidar, perder, buscar, dibujar, rellenar, girar, plus others used in the sketches. There are 14 sketches and role plays and 17 songs. The following language patterns/structures are central to the course. Others are introduced, but do not constitute the key language of the course, and will be indicated in the Teacher’s Guide, where they appear.

Language pattern in order of appearance: • ¿Qué día es hoy? Es… • ¿Qué tiempo hace? • ¿Qué hora es? Es/son… y cuarto, y media, menos cuarto. • Mira/colorea. • ¿(Vives) en la ciudad, en el campo? • ¿Qué hay dentro de/en, sobre, debajo de…? • ¿Cuándo es tu cumpleaños? • ¿Qué llevas? / Llevo • ¿Qué lleva? Él/ella lleva… • ¿Qué estás llevando? • He perdido • Mi, mis.

• Gracias, tú eres/usted es muy amable. • Él /ella es + adjective. • Él/ella está + preposition. • Me gusta(n)/Me gusta(n) mucho/No me gusta(n) / Odio. • ¿Tiene usted? • ¿Qué… te gusta(n)? • ¿A usted qué… le gusta(n)? • ¿Cuánto cuestan, los grandes? • ¿Me pasas…? • Es todo, gracias. • ¿Puedo ayudarte? • A él/ella le gusta comer/beber. • ¿Qué quieres? • ¿Qué quieres comer/beber?? • Como/bebo. • No tengo/No estoy, no soy… • ¿Para ir a…? Gire a la izquierda/a la derecha. • Es la primera calle a la izquierda/ a la derecha. • Está delante de, detrás de, en/dentro de, entre, al lado de, enfrente de, sobre/ encima de, arriba, abajo. • ¿Cuál es tu dirección? • ¿Cuál es tu número de teléfono? • ¿Cuántas habitaciones hay? • ¡Date prisa! • Búscalo/la/los/las. • Primero(a), segundo(a), tercero(a)…

• No lo sé. • He encontrado (optional). • Dame/Deme… en seguida (optional). • !Socorro! • ¿Quién es? • Tienes… Tengo… No tengo… • ¿Cómo se llama? • ¿Dónde vive? © Copyright La Jolie Ronde 2008.

40


THE TEACHER’S GUIDE There are 19 units in this programme and each has a first page of reference. An example is shown below: Clear objectives for each unit Language which should be covered in the lessons. Gives ideas for optional ‘recycling’. Draws the teacher’s attention to language which can be found in the book or the CD, but which is peripheral to the lesson and can be incorporated if desired. A reference to the main activities such as songs, games, role plays, together with the introduction of a region and a Spanish proverb.

Suggestions for listening and speaking activities are followed by reading and writing activities (see examples below). Useful symbols are placed throughout. For example, this recyling symbol highlights areas of revision. Information about each region of Spain is included in each unit. Children are encouraged to learn about Spain, its geography and culture as they follow the Viaje por España (see example below).

© Copyright La Jolie Ronde 2008.

41


THE TEACHER’S GUIDE Further features … and benefits for teachers! The Teacher’s Guide also includes: • Vocabulary by topic area. These pages will assist teachers to prepare for reinforcement and consolidation. At a glance, teachers can recycle specific vocabulary and revisit different topic areas. This is a handy ‘checklist’ and a support for focused revision. It helps to manipulate language in a creative way and generate story telling. • Songs, role plays and their track numbers So easy to find a particular song or the role play you need! • Ready-to-use speaking and writing tasks straight after the 9th, 14th and 19th units. These tasks can be given to the pupils very informally as a team game or they can be part of oral questions for an end-of-term examination (see example below).

example of vocabulary by topic areas

example of page with songs/role plays and their track numbers

© Copyright La Jolie Ronde 2008.

42


PHOTOCOPIABLE MASTERS

Word Cards - Mi viaje por España The following words match the illustrated cards and coloured flash cards.

The Teacher’s Guide is accompanied by supporting materials which are photocopiable. The 26 page set includes: • A map of Spain • A list of core words (entitled ‘word cards’) and associated images (entitled ‘illustrated cards’) • A useful set of 17 song cards • ‘I can’ sheets.

un jersey

una corbata

unas zapatillas de deporte

unos guantes

una bufanda

una chaqueta

un chándal

el verano

el otoño

el invierno

la primavera

un pijama

Un camisón

unas bragas

una chaqueta

una gorra

Mi viaje por España This page may be photocopied only within and for the purchasing organisation. © Copyright Colette Hallam 2005.

Nom .................................................................. I have completed lessons 1 - 9 and I can: q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q

example of template for word cards

Tell the time. Ask what the time is. Ask about the date, weather and season. Give information about the date, weather and season. Talk and write a little about myself. Ask what there is in, on or under something. Describe my clothes. Describe what someone else is wearing. Ask someone what they are wearing. Use colour adjectives. Understand how ‘mi’ and ‘mis’ are used. Describe a person’s appearance. Describe myself. Describe my mood. Describe someone else’s mood. List clothes and toiletries I might pack if going away. Talk or write about my family. Talk or ask about a different family. Say whether things are in front of or behind other things. Recognise questions. Recognise ‘no’ as a negative. Understand how adjectives change their endings. Know when to use ‘tu’ and ‘usted’. Write a short postcard. Sing new songs. Know and use numbers up to 40. Read Spanish words aloud. Act out role plays from the book. Co-operate with others to perform dialogues and role plays. Work sensibly in a small group.

Illustrated Cards - Viaje por España

Signature……………………………….Date……………………… This page may be photocopied only within and for the purchasing organisation. © Copyright Colette Hallam 2005.

example of ‘I can’ sheet

Viaje por Españ a Lesson 7 Track 47 CD1

Estoy en form a Viaje por Españ a Lesson 8 Track 55 CD1

This page may be photocopied only within and for the purchasing organisation. © Copyright Colette Hallam 2005.

example of template for illustrated cards

aje por España

© Copyright Colett e Hallam 2005.

Quisiera unas fresas Viaje por Españ a Lesson 10 Track 6 CD2

Song Cards - Vi

This page may be photocopied only within and for the purcha sing organisation.

Estaciones y ropa

Tengo unos ca ramelos Viaje por Españ a Lesson 11 Track 11 CD2

example of template for song cards © Copyright La Jolie Ronde 2008.

43


THE PUPIL ACTIVITY BOOK The pupil activity book has 62 pages.

Each page is numbered in Spanish. For every lesson, the children write the equivalent number in the box provided. Each unit has some activities laid out either for use in the classroom or for homework. Each activity is highlighted by the silhouette of a cat. The headphones indicate that there is a listening activity.

5-6

For each lesson, Cat 1 has four standard questions and the children are encouraged to write the answers on their own. There are picture clues to assist when the order of questions is changed. There is an additional question in each unit, which relates to the current or previous lesson. Groups of new words are introduced with Cat 2. Cat 2 benefits from the addition of phrases to link with the new vocabulary which the teacher can choose to pursue if desired. For revision purposes the children are asked to remember each region’s main town or river.

examples of pages from the activity book

You will notice a crow that asks a lot of questions and makes comments. These are intended to promote revision of work done in ¡Buenos días España! or provide extension possibilities.

Pages for revision and consolidation are introduced through the book. The pupil activity book also includes an appendix, where children are encouraged to copy the new words they learn. Ideal for dictionary skills practice! The lyrics of the songs are also provided as well as all the role plays and cue cards (see next page for more details).

© Copyright La Jolie Ronde 2008.

44


Role plays Role plays are a key element of Mi viaje por España. Using the cue cards that are presented at the back of the pupil activity book, children recognise the symbols easily and have fun practising the role plays. The role plays are longer than in ¡Buenos días España! Through role plays, the children acquire confidence and see that they can speak more Spanish. Each one has a title and can be referred to easily. The children can make up their own role plays using any of those in their book as a pattern.

© Copyright La Jolie Ronde 2008.

45


THE CDs

CD 1

• Four standard questions are repeated regularly • Introduction of core vocabulary • Listening comprehension • Songs help reinforce vocabulary in a fun way. There are 17 songs and raps in Mi viaje por España. • Practice for role plays

CD TRANSCRIPT SÉPTIMA LECCIÓN

Track 47 Página 16, Gato 1 ¿Qué día es hoy? ¿Qué fecha es hoy? ¿Qué tiempo hace? ¿Qué hora es? ¿Cuáles son tus colores preferidos? Track 48 Página 16, Gato 2 Cuatro palabras nuevas: un bañador, una toalla, un neceser, una manopla. Escucha: En mi maleta tengo mi pijama, unas bragas, unos calcetines, un chándal, mi monedero, mi cepillo de dientes, mi cepillo para el pelo, mi bañador y una toalla. ¡Ya está! ¡Me voy de vacaciones! Track 49 Una canción: ESTACIONES Y ROPA En invierno, ¿Qué llevas? En invierno, ¿Qué llevas? Bufanda y guantes En invierno, llevo: Bufanda y guantes. En primavera, ¿Qué llevas? En primavera, ¿Qué llevas? Una blusa, un jersey En primavera, llevo: Una blusa, un jersey. En verano, ¿Qué llevas? En verano, ¿Qué llevas? Sandalias en los pies En verano, llevo: Sandalias en los pies.

The Group

– Buenos días, Bernardo…. Y Mónica, ¿dónde está Mónica? Bernardo – En la cocina. Mónica, ¡es para ti! Everyone but Bernardo exclaims: – ¡Feliz cumpleaños Mónica! Bernardo – ¡Ah! ¡Es el cumpleaños de Mónica!

En otoño, ¿Qué llevas? En otoño, ¿Qué llevas? Unas botas cuando llueve En otoño, llevo: Unas botas cuando llueve. Track 50 Página 16, Gato 3 Aquí está ‘ la familia Muñoz’: el padre, la madre, la hija y el hijo. Track 51 ¡ACCIÓN! EL CUMPLEAÑOS OLVIDADO ¡Ring! Bernardo Mónica Bernardo Mónica Juan

Track 50 • ¡Mi Viaje por España! – Estamos aquí en la región de La Rioja, en el norte de España. – Buenos días, me llamo Mercedes y vivo en una casita en Haro, con vistas al río Ebro. El río es azul, como el cielo. ¡En verano hace muy buen tiempo y hace calor! En junio, hay una guerra de vino, del vino de la Rioja. ¡Mmmm! es muy bueno!

– ¿Quién es? – ¡No lo sé! Abre la puerta, por favor. – ¡Ah! ¡Es Juan! ¡Buenos días! ¡Mónica, es Juan! – Buenos días, Juan. ¿Qué tal? – Bien, gracias, ¿y tú?

¡Ring! Bernardo Mónica

– ¡Ah! ¿Quién es? – No lo sé. ¿Abres tú la puerta, por favor?

Ring! Bernardo

– ¡Sí! ¡Voy!... ¡Ah! Buenos días. Mónica. Es Marina con Isabel.

Mónica

– Buenos días, Marina, buenos días, Isabel. ¿Qué tal? – Muy bien, gracias.

Marina y Isabel ¡Ring! Bernardo Mónica Bernardo El grupo

© Copyright La Jolie Ronde 2008. This page may not be photocopied.

SÉPTIMA LECCIÓN

There are two CDs to accompany Mi viaje por España. They include lots of songs and activities. Here are some examples:

– ¡Otra vez! ¡Ay, caramba!… ¿Quién es? Mónica, ¿quién es?… – No lo sé. Abre la puerta. – ¡Bueno, vale!… ¡Sí, sí, voy! – Buenos días, Bernardo… Y Mónica, ¿dónde está Mónica?

Mi viaje por España

63

• The children journey through some of the regions of Spain and meet different Spanish people who talk about their region. The CDs introduce some detail about that region, but are primarily intended as an opportunity to practise ‘gist comprehension’ and to introduce a variety of listening.

64

Mi viaje por España

© Copyright Colette Hallam 2005. This page may not be photocopied.

The CDs provide the opportunity to hear native speakers using authentic Spanish! © Copyright La Jolie Ronde 2008.

46


EVALUATION AND ASSESSMENT Here are examples from Revision pages in the pupil activity book and the link to them that can be found in the Teacher’s Guide. These are provided to support teachers who may need to reinforce or assess pupils.

Teacher’s Guide revision notes

Activity book revision notes

© Copyright La Jolie Ronde 2008.

47


NOTES

48


La Jolie Ronde Ltd., 43 Long Acre, Bingham, Nottingham, NG13 8AG, UK. Tel: +44 (0)1949 839715 Fax: +44 (0)1949 836389 E-mail: info@lajolieronde.co.uk www.lajolieronde.co.uk

www.lajolieronde.ie

La Jolie Ronde Spanish Structured Course Inspection Pack  
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