bbc.gif (809 bytes)

Tsp.gif (1611 bytes)

Span.gif (2067 bytes)

Home | Site map | Have your say

Home (372 bytes)
How to use these activities  (298 bytes)Talk Spanish unit 1 (505 bytes)Talk Spanish unit 2 (548 bytes)
Talk Spanish unit 3 (516 bytes)
Talk Spanish unit 4 (505 bytes)
Talk Spanish checkpoint 1 (591 bytes)
Talk Spanish unit 5 (654 bytes)
Talk Spanish unit 6 (547 bytes)
Talk Spanish unit 7 (564 bytes)
Talk Spanish checkpoint 2 (431 bytes)
Talk Spanish unit 8 (564 bytes)
Talk Spanish unit 9 (564 bytes)
Talk Spanish unit 10 (431 bytes)
Talk Spanish checkpoint 3 (433 bytes)
Site Map (482 bytes)
Workb.gif (577 bytes)
Give feedback (492 bytes)
Links page (343 bytes)
Whit.gif (46 bytes) Activw.gif (888 bytes)
class icon (285 bytes) 3.1 Talking about families page 27
class icon (285 bytes) 3.2 Introducing people pages 24-27
pairs icon (254 bytes)class icon (285 bytes) 3.3 Using numbers page 26

 

Family.gif (1645 bytes)

 

3.1

Objectives

Practising ¿está/estás?/estoy and ¿tiene/tienes?/tengo, and reinforcing adjectival agreement.

Materials
Adobe.gif (183 bytes)

One card for each learner, ensuring two of each category in circulation.

1 Introduce new vocabulary (viudo/a) and remind learners of the need for agreement.

2 Give one card to each learner and ask them to find someone with the same marital status and the same number of children by asking the following questions: ( or usted as preferred)

¿Estás casado/a? and ¿Tiene(s) hijos?

Answers must be in full:

Sí, estoy casada or No, no estoy casada, estoy divorciada.

Sí, tengo una hija or No, no tengo hijos.

3.2

Objectives

Exchanging information about families thus reinforcing good group relationships.

Materials

Family photographs which learners are asked at the end of the previous class to bring in.

1 Introduce some extension vocabulary, e.g. abuelo, hijastro and tu/su.

2 In twos, threes or fours learners talk about the photographs they have brought in as suggested on page 30. They should be encouraged to ask each other questions using tu/su, e.g. ¿Cómo se llama tu hermano? ¿Cuántos años tiene su hija?

3 While the activity is taking place, this is an excellent opportunity to extend vocabulary relating to professions/occupations as they are needed and to encourage learners to build up their own vocabulary.

3.3

Objective

Number practice 0-100.

It is not envisaged that all these activities are used one after the other. Numbers need constant revision and these activities are useful 'fillers'.

Ask learners to compile a list of everyone's telephone numbers. Announce that anyone who prefers not to circulate their number should simply invent one. Check the numbers are correct by asking each learner for his/her number and writing it on the board. With a large class this activity can be done in groups of 5 or 6 instead of the whole class and the check reduced to one or two per group.

Ask learners to select six lottery numbers between 1 and 49. Call out 7 random numbers which they check off against their 'lottery tickets' then ask learners to tell the person next to them which numbers they had chosen (given the odds, no-one is likely to win!)

In pairs learners throw two dice and say the number formed by the two numbers thrown, e.g. cuatro and seis give cuarenta y seis and sesenta y cuatro.

Learners each write a list of ten numbers between 10 and 99 in figures. Working with a partner, they read their list out and their partner notes them down in figures. They then change roles. Finally the two lists are compared and any discrepancies sorted out.

In groups of five or six, learners play bingo. Each draws a grid 4x3 and fills with random numbers between 1 and 100. One student per group calls out numbers which the others cross off their grid as they hear them.

 

Unit 2 activities | What is Talk Spanish? | Unit 4 activities

French | German | Greek | Italian | Japanese | Portuguese | Russian | Spanish
Home | Site map | Have your say
© Educational Publishers LLP trading as BBC Active
Privacy Policy   |   Legal Statement   |   Contact Us