Jumpstart! Spanish and Italian

Engaging activities for ages 7–12

Catherine Watts, Hilary Phillips

• Publisher: Routledge
• Year: 2014
• Print ISBN: 9781138452763
• eBook ISBN: 9781317687061
• Edition: 1
• Topic: Education
• Subtopic: Education General

Jumpstart! Spanish and Italian presents a collection of simple to use, multi-sensory games and activities which will jumpstart students' understanding of modern languages in action. If you are one of the thousands of teachers looking for a range of practical and fun ideas to teach languages engagingly, then this is also the perfect book for you.

A range of innovative ideas to help you set the scene in your language classroom are presented first. These are followed by a feast of short and simple activities designed to help you make quick starts with your students and hold their attention. The focus throughout is on communicative action, bringing languages alive with all activities presented in two languages: Spanish and Italian. Specifically written to help teachers work within the guidelines of the new curriculum, activities in the book will help pupils to:-

• Listen, respond and understand key elements of the target language;
• Speak in phrases and sentences with appropriate pronunciation;
• Express and communicate simple ideas with clarity;
• Write phrases and short sentences;
• Develop an understanding of basic grammar;
• Learn songs and simple poems in the language studied;
• Engage in active learning through a range of varied activities.

Jumpstart! Spanish and Italian will celebrate the joys of language, and coherent expression; of finding just the right words or phrases to express what you want to say.

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Chapter 1

Setting the Scene

This chapter has two separate aims which will help you to start up or encourage further language learning in your school. First, there are tried and tested ways to slip languages seamlessly into the current school day in your class or even throughout the whole school. If you are the languages co-ordinator, or just a keen teacher, you could pioneer these methods and help more reluctant colleagues to follow your example. With a little practice, it should be possible to hear some basic language exchanges, songs and chanting carried out in the new language in each classroom every morning and afternoon. Remember that your motto will be Do a lot with a little, so you will be starting with simple vocabulary repeated in many different ways over a school week.

Second, this chapter provides suggestions to help you to set up your school and classroom space as a vibrant bilingual area in order to stimulate language learning and to slot language into other areas of the curriculum. First impressions certainly count and you can sense the atmosphere of a school just walking down the corridor and peering into classrooms. This could be a golden opportunity for you to promote a new language and to conjure up the lure and exoticism of another way of life/country. In primary schools, ‘display’ is a great tool to intrigue, stimulate and captivate children’s attention and imagination and to celebrate their achievements. Whether you have at your disposal just a small corner of a classroom, a single display board in a corridor, or even a complete classroom, this is your chance to stimulate the children in your class (and others), provide food for thought and show off their achievements. If you work in a school with young children (ages four to six), pop into their classrooms and remind yourself of how their teachers immerse children in the new world of the written word and then copy some of their ideas.

ADDING LANGUAGE TO EXISTING CLASSROOM ROUTINES

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The simplest way to start having languages resounding around your school on a daily basis is to use the target language in classroom exchanges which are part of the normal primary school day. Examples include: morning greetings; taking the dinner register; counting how many children are absent and so on. Try to spread the idea around the whole school by practising first in an assembly so that all the teaching staff and children alike know what is expected and feel comfortable. Children soon get used to repeating a formal greeting and response in the target language such as:

English
Good morning. How are you? I’m fine thanks.

Spanish
¡Buenos días! ¡Buenos días Señor/Señora!
¿Cómo estás? Muy bien, gracias.

Italian
Buongiorno. Buongiorno Signore X/Signora X.
Come state? Bene grazie.

Registers

The next step is to call out the class register as normal, addressing each child in turn and expecting each one to respond. By adding on just a few extra words, children can answer the dinner register in a different language. Before going to lunch, a friendly way to start lunchtime would be to wish the class a ‘good meal’ (and on another occasion, discuss why we don’t have such a phrase in our own language!) and to expect them to repeat the phrase to you.

English
School dinner or packed lunch, Joshua?
School dinner please, Madame.
Enjoy your meal!

Spanish
¿Cantina o bolsa de almuerzo, Joshua?
Cantina por favor Señora.
¡Que aproveches!

Italian
Mensa o pranzo al sacco, Joshua?
Mensa per favore Signora X.
Buon appetito!

Counting activities

Counting can be slipped into many daily activities. For example, you can count the children’s lunch options each day – first, ask those who are having a packed lunch to stand up and count them, then count the number of school dinners. You could also use numbers, for example, when you are lining up for assembly or games or waiting for children to get changed. Count the number of people on certain tables, the number of children who are absent, anyone with a birthday in July, how many children are left handed etc.

Using assembly time

In assembly, when the whole school is together, a great start could be made to the occasion with the familiar language greeting from a teacher, Hello children! and the response from all the children. As part of the assembly, teach a new classroom instruction for the whole school and reinforce it in the corridors and playground, as well as in each classroom. Add each instruction to a prominent poster in each classroom and play games with the children. Start with easy games such as sit down and stand up. The whole school could gradually adopt instructions such as: get into a line; listen; look (see Appendix 2 for ‘Useful Classroom Language’ in Spanish and Italian).

Getting changed

While your class gets changed for Physical Education, sing a favourite language song from ...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication
• Table of Contents
• Vocabulary Topics
• List of Figures
• Acknowledgements
• Introduction
• 1 Setting the Scene
• 2 Using Flashcards
• 3 Quick Starts
• 4 On Your Feet
• 5 Being Creative
• 6 Using Songs
• 7 Exploring Stories
• 8 Showing the World
• 9 Starting to Write
• 10 At the End of the Day
• Appendix 1: Spanish and Italian Alphabets
• Appendix 2: Useful Classroom Language
• Appendix 3: Praise, Encouragement and Being Polite
• Bibliography