1.1 Getting to know people pages 8-11
1.2 Exchanging names pages 10-11
1.3 Greetings and goodbyes pages 8-11
1.1 |
Objectives |
Using Spanish to enable learners to get to know each other and the tutor. Setting the standard for the course by getting learners comfortable with interaction and communicating in Spanish. |
Materials |
Complete list of class members for each learner. |
1 With a confident learner or using visual aids, demonstrate a formal conversation like the one below or an informal version using tú.
| Tutor | Buenos días / Buenas tardes* señor / señora* (*as appropriate) |
| Learner | Buenos días / Buenas tardes. |
| Tutor | Yo soy . . . ¿cómo se llama? |
| Learner | (Me llamo) . . . |
| Tutor | Mucho gusto. |
| Learner | Mucho gusto. |
2 Encourage learners to circulate and, using the conversation as a model, to greet the other members of the group individually and introduce themselves, shaking hands as they say Mucho gusto. Ask them to tick on their list the names of the people they meet. Make sure they initiate some conversations and respond to others and encourage the use of ¿Perdón? if repetition is needed.
(In a very large class where talking to everyone would take too long, the activity can be limited to finding, for example, 10 people on the list.)
1.2 |
Objectives |
Practising ¿es usted . . . ? and soy/no soy, and familiarising learners with the sounds and spellings of Spanish. |
Materials
|
List of Spanish names, divided into groups of four or five,
headed A, B, etc. Individual slips of paper with one of the names on each. |
1 Give each learner a slip of paper with a name on it and a complete list of names. Set the scene by telling them that the individual name is their own name, that they are at a reception in Spain, and that on the list are the names of the other guests, grouped according to a table plan. Their objective is to find their name on the list and then, speaking Spanish, to find the others on their table.
2 Practise pronouncing the names (on OHP) with the whole group then allow a few minutes for learners to practise in pairs or groups of three.
3 Learners circulate and use ¿Cómo se llama? and ¿(Usted) es . . .? to find the other people in their group. Encourage variety as they answer (with their assumed name): Soy . . . , Me llamo . . . , Sí, soy yo or No, no soy . . .
Encourage learners to say Mucho gusto when they find the others and ¿Perdón? if they need repetition of a name.
4 If a small group activity is planned next, learners could stay in these groups, thus ensuring the opportunity of working with a variety of people.
1.3 |
Objectives |
Giving open-ended practice of the key phrases and adding an element of unpredictability. |
Materials
|
Pack of 24 cards per group of four or five learners. Each card is marked with a time of day and a symbol for greeting or goodbye; a few cards in the pack have a symbol for both greeting and goodbye. | |
Preparation |
Photcopy onto card two A4 sheets per group, cut into cards and shuffle. |
1 Divide learners into groups of four or five and give each group a pack of cards.
2 The cards are put face down on the table in a pack and each learner in turn takes a card, using it as a cue to address their left-hand neighbour who responds appropriately, e.g.
¿Cómo estás? – Bien, gracias.
Buenas tardes, señor – Buenas tardes, señora
A card with two symbols is a signal to engage in as full as conversation as possible. Below are two examples of how a conversation might develop.
| ¡Hola! Buenos días (name) ¡Hola! ¿Cómo estás? Bien, gracias. Adiós. Adiós – hasta luego. |
Buenos días, señor . . . ¿usted es? Me llamo . . . Mucho gusto. Yo soy . . . Mucho gusto. Adiós. |
3 Encourage them to build up speed as they gain confidence.
Introduction | What is Talk Spanish? | Unit 2 activities