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5. ¿Tienes un boli?
5. ¿Tienes un boli?
Have you got a pen? - classroom objects
In this section pupils learn the Spanish
names for different classroom objects and
simple ways of asking for them.
These objects are common to most European
primary classrooms and the simple phrases
can be used in any subject.
We have chosen eight very common objects
to begin with so as to avoid overloading
pupils with a whole list of new words to learn.
The Spanish words for other classroom
objects are included in “Extra words and
phrases” at the end of this chapter.
NEW WORDS AND PHRASES
un boli
un lápiz
un papel
un diccionario
una regla
una goma
el pegamento
las tijeras
VIDEO
a ballpoint pen
a pencil
a piece of paper
a dictionary
a ruler
a rubber
glue
scissors
¿Tienes (un boli)?
Have you got a pen?
The opening sequence introduces the names for
a variety of different classroom objects. Children are seen in the Spanish classroom using
them: un boli, un lápiz, un papel, un diccionario,
una regla, una goma, el pegamento, las tijeras.
Children asking each other for things:
Child 1: “Ana, ¿tienes un boli?”
Child 2: “Sí, toma”.
Child 1: “Gracias”.
Child 3: “¿Tienes una goma?”
Child 4: “Sí, toma”.
Child 5: “Alvaro, ¿tienes unas tijeras?”
Child 6: “No, no tengo”.
Child 5: “Miguel, ¿tienes unas tijeras?”
Child 7: “Sí, toma”.
Child 5: “Gracias”.
Sí, toma
(literally) Yes, take it
(more loosely translated)
Yes, here you are
No, no tengo
No, I haven’t (got one)
por favor
please
Vamos a sacar (un diccionario)
Take out (a dictionary)
In the bookshop - This sequence is intended
for “gisting” - pupils will be able to understand
the gist of what is happening from the images
on the video. It includes some reinforcement of
vocabulary introduced in Early Start Spanish 1:
”Tú y yo” - greetings and colours.
Scene from video section 5: “¿Tienes un boli?”.
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5. ¿Tienes un boli?
Samuel is in the bookshop choosing items for
school:
Samuel: “Hola”.
Assistant: “Hola”.
Samuel: “¿Tienes pegamento por favor?”
(Have you got any glue please?)
Assistant: “Sí ... aquí tienes”. (Here you are)
Samuel: “¿Y tijeras?”
Assistant: “Sí ... aquí tienes”.
Samuel: “Gracias. Y un boli por favor”.
Assistant: “¿Azul o rojo?” (Blue or red?)
Samuel: “Azul”.
Assistant: “Azul ... aquí está”. (Here it is)
Samuel: “Gracias”.
HOW SPANISH WORKS 2
Las tijeras - As in English, scissors are plural (las
tijeras), although there is a slight difference in
that rather than asking for a pair of scissors, it is
also quite common to say “unas tijeras” as can be
heard in the video sequence which takes place
in the Spanish classroom when the girl asks her
friends if they have any scissors. It is also
perfectly correct to say simply “¿Tienes tijeras?”
KEY SOUNDS
Listen and enjoy copying these
typical sounds: where have you
heard them before?
“z” as in lápiz
Heard before in:
izquierda azul
“i” as in boli lápiz tijeras
diccionario
Heard before in: gimnasio patio
“j” as in tijeras
Scene from video section 5: Samuel in the bookshop.
Heard before in:
Each of the names of the items Samuel has
purchased are repeated: un boli, el pegamento, las
tijeras, un diccionario.
In the classroom - Class teacher, Alfonso, is
asking pupils to get out different items that
they will need for their lesson:
Teacher: “Vamos a sacar un papel, una regla
y un lápiz”.
The children each get out a piece of paper, a
ruler and a pencil.
Teacher: “Vamos a sacar un diccionario”.
The children each get their dictionaries out of
their desks.
rojo colegio
(Listen to the native speakers - try to copy
the typically Spanish sounds.)
Activities
1. Warm up
To prepare pupils for watching video section 5:
¿Tienes un boli?, you could play one or two
games which remind pupils of the Spanish
names for colours. Examples of using colours in
real situations will be heard in the course of the
video sequence which takes place in the
bookshop.
You could also talk with pupils about how often
they need to refer to classroom objects during
the course of the school day. How often do they
need to ask a classmate for an item? How often
does their teacher ask them to get out particular
objects?
HOW SPANISH WORKS 1
El pegamento - Spanish speakers refer to “glue”
in exactly the same way as English speakers.
They either ask for “the glue” (el pegamento) or
simply, “glue” (pegamento).
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5. ¿Tienes un boli?
2. Watch the video
❑
Watch video section 5: ¿Tienes un boli?
3. Get used to the sounds
❑ Echoing: Using either real objects or
flashcards/OHP transparencies made from this
chapter’s activity sheet, say the name of each
object. Pupils echo the words.
4. Responding with understanding
❑ Flashcards: make several enlarged copies of
the activity sheet and cut out the classroom
objects. Give one picture to each child. (You
could, of course, use real objects, but the pictures are probably safer.)
When you call out the name of an object, e.g. “un
lápiz”, the pupils with the pictures of the pencil
hold them up. Vary the pace at which you call
out the objects and repeat the same ones several
times in a row to try and catch pupils out. Ask
them to swap pictures every so often.
❑ Play “what’s missing?” 2
As in “what’s missing?” 1, present pupils with
a tray of objects and name each one. This time
do not rearrange the objects when you have
removed the first item. Ask the class to repeat
the names of all the objects on the tray including
the “missing” one. Continue until all the objects
have been removed and the class is naming the
complete tray of “invisible” objects.
❑ Use the class puppet as a partner to demonstrate asking for different objects, e.g.
You: “¿Tienes tijeras?”
Puppet: “Sí, toma”. (The puppet gives you
the scissors)
You: “Gracias”.
You: “¿Tienes pegamento?”
Puppet: “No, no tengo”.
Now move around the room. The puppet asks
different children for things. Pupils reply “Sí,
toma” or “No, no tengo” as appropriate.
❑ Play “true or false”
Hold up the objects one by one (or display them
on the OHP) saying the name of each object as
you show it, e.g.“el pegamento”.
If you are saying the correct name, pupils echo
the words; if you are saying the name of an
object which is different from the one you are
showing, pupils remain silent.
❑ Ask the class to put away their papers and
pencils so that their tables are clear. Now ask
them to get out different objects as the teacher
does in the video, e.g. “Vamos a sacar un boli”
(pupils each get a pen out); “Vamos a sacar un
papel” (pupils get out a piece of paper) etc.
While the children are still getting used to the
new words, the class puppet could join in.
❑ Play “spot the object”
This game can only be played when you are sure
that everyone knows the names of the objects
you are hiding. There can be nothing worse
than wandering around the classroom not
knowing what object you are looking for.
Before the children come into the classroom,
position some classroom objects in silly but discrete places. You could, for example, put a pencil in a plant pot; you could place a rubber on
the ledge where the board rubber usually sits;
you could tape a biro to the computer monitor.
Make sure that no other similar objects are visible in the classroom.
❑ Play “what’s missing?” 1
Using either a tray of real objects or the pictures
on the OHP, show these to the class and name
each item. Then hide the objects; remove one of
them and shuffle the places of the remaining
objects. Pupils have to say which object is
missing.
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5. ¿Tienes un boli?
Tell the children that they have to find, for example, “un lápiz”. When a pupil spots the pencil in the plant pot, s/he sits down quietly. Ideally s/he should not give away the position of
the pencil.
Talking point
EVERYDAY LIFE IN SPAIN
School equipment
5. Working in pairs
❑ Pupils can practise asking each other for
classroom objects. Alternatively, they could do
this with their puppets.
Spanish pupils in both primary and secondary
schools have to provide practically everything
they need for school themselves. In some regions
they are not expected to bring their own
dictionaries and other reference books. Some
schools have a classroom library as well as a
general library for the whole school.
Families have to get all the necessary textbooks.
Many textbooks nowadays are published with
activity books which children can write in
without spoiling their textbooks. Children have
to bring lots of materials to and from school
every day - which is why they all have large
rucksacks or trollies.
There is a whole industry dedicated to the
production of attractive notebooks, pencils,
pencil cases etc. to entice children to buy new
sets every year.
6. Watch the video again
❑ Show video section 5: “¿Tienes un boli” again
for reinforcement.
Introducing the written word
When pupils have had plenty of exposure to the
sounds of the new vocabulary, you may like to
show them the final sequence of video section 5:
“¿Tienes un boli?”, in which each of the key
words are repeated with text superimposed on
the pictures.
❑ Play “listen to the sounds” as in previous
chapters.
CROSS CURRICULAR ACTIVITIES
❑ Daily routines: Encourage pupils to use
Spanish whenever they need to ask each other
for something.
Carrying books to school in a large rucksack.
❑ Daily routines: Whenever you are asking
pupils to get out particular items such as a pen,
pencil, dictionary or piece or paper, do this in
Spanish, “Vamos a sacar un diccionario” etc.
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5. ¿Tienes un boli?
Here are some games, which work best if all the
pupils know the names of a variety of objects.
EXTRA WORDS AND PHRASES
¿Qué es esto? - What’s this?
un libro - book
un cuaderno - exercise
book
el celo - sticky tape
un rotulador - felt tip pen
el vídeo - video
el ordenador - computer
una calculadora - calculator
una cinta - cassette
la pizarra - blackboard
❑ Mirror drawing
The idea is for the “artist” to draw an object
whilst watching his/her progress in the mirror.
The image is, of course, back to front, so the act
of drawing becomes very difficult.
Pupils take it in turns to draw. You whisper to
the first pupil to draw “tijeras”. You then hold
the mirror at an angle over the paper, so that
whatever is being drawn is reflected clearly to
the “artist”. You could also hold a book at an
angle over the paper so that s/he cannot cheat
by looking downwards. The other pupils have
to guess what is being drawn.
❑ Hunt the object
One pupil is selected to leave the room. The
rest of the players decide upon an object and
call the pupil back into the room.
If s/he moves close to the object everyone says
“sí”, getting louder in volume the closer the
player gets.
If s/he is moving away from the object, they
say “no”, getting quieter the further away the
player goes.
The pronunciation of these additional
phrases can be heard on the audio CD for
teachers.
Extension activities
Note: For this game to work well, it helps if the objects are
not all kept in the same place.
❑ Daily routine: finding new words
If you make it part of your class routine for
pupils to ask for things they need in Spanish,
some pupils may want to know other Spanish
words so they can refer to some object we have
not included in this chapter.
We suggest you refer them to your chosen
dictionary. When you have found the word,
work out together how it should be
pronounced, using your pupils’ knowledge of
“key sounds”.
Another way of finding the Spanish word for
an object might be for children to draw a picture
of it, then send the picture by fax or email to
your link school.
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¿Tienes un boli?
This page may be photocopied for classroom use
©2002 Early Start Languages