2.1 Talking about nationality pages 16-17
2.2 Getting to know people pages 16-19
2.3 Using numbers 0 to 20 page 19
2.1 |
Objectives |
Familiarisation with masculine / feminine endings and extension of vocabulary. |
Materials |
none |
1 Select at least a dozen names of major towns and cities from different countries, write them on the board or OHP and use with the whole group to practise pronunciation and to extend vocabulary.
2 Learners each choose one of the towns as their home town and write it down without revealing it.
3 In pairs, Partner A has to guess Partner B's nationality (according to the town
chosen) then roles are reversed. Conversations start with ¿Es /
Eres . . . + a nationality?. Demonstrate how they might develop with the
following, reminding learners of the importance of correct endings.
¿Usted es inglés / inglesa?
No, no soy inglés / inglesa.
¿De dónde es?
Soy de París.
¡Ah! . . . es francés / francesa.
Sí, soy francés / francesa.
¿Eres italiano / italiana? Sí - soy de Florencia.
4 Learners circulate to find the nationality of three other people then report their findings back to their original partner, e.g.
John es norteamericano, de Nueva York.
Alternatively, each learner can be asked to give the nationality and home town of their original partner to the whole group.
2.2 |
Objectives |
Practising questions relating to nationality and occupation, reinforcing gender endings. |
Materials
|
Sets of role cards, photocopied onto card. (You may prefer to make your own role cards to include occupations / languages / places particularly relevant to your class.) | |
Preparations |
Photocopy a set of role cards per group of four. The activity also works with three or five people. |
1 Divide the class into groups and give each learner a role card. Ask them to assume that role and to imagine they are in a queue at a bus stop, the bus is late and they start chatting.
2 Allow a few minutes preparation time to think of questions they might ask.
3As they start talking, encourage them to greet each other, to use ¿Perdón? and to say goodbye.
4 A potential follow-up activity could be to ask them to write down a profile of their own 'identity' as on page 20 and/or the 'identity' of one of the others in the group in the third person.
2.3 |
Objectives |
Saying and recognising the numbers 0 to 20. |
Materials |
none |
1 Divide the class into twos.
2 Give everyone six small pieces of card and ask them to write a number between 0 and 20 on each and to turn them face down.
3 In turn, each partner calls out two numbers in Spanish. When a number on a card is called, that card is turned over. The first to find all six numbers wins.
Unit 1 activities | What is Talk Spanish? | Unit 3 activities