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Señor Brócoli

June 26th, 2014

I love visiting IKEA and wondering around the children’s department as my attention is invariably grabbed by something I think I can use. It’s not often that a  specific lesson is ‘born’ as I browse, however.photo 1

Meet Señor Brócoli. Our eyes met and I was inspired!

I saw his pockets and thought of using him like a food triangle , filling his pockets with play food. And a lesson was formed, which was a bonus as I had a lesson observation looming and this was perfect!

I had adapted a presentation by Rachel Hawkes that she had shared on TES Resources previously for use with Year 4 in their unit on healthy eating but felt that it would work well with Year 6′s unit on food as well. The preceding week had been healthy eating week and we had made Wordles and Tagxedos of healthy eating vocabulary (they only had 40 minutes to find the words, type them in and print them so it wasn’t in great depth!) That was the starting point for the lesson.

photo 1 photo 2 photo 3

We then played ‘ping pong’ with food vocabulary, seeing how long they could keep the rally up.

Having gone over pronunciation, pupils used the vocabulary from slide 3 cut into slips to classify vocabulary according to certain criteria using Tesoro o basura sheet; feminine nouns, plural nouns and finally healthy foods were the treasure.

The next step was to consider what healthy means as it’s not easy to decide definitively. That’s where Señor Brócoli came in. Using plastic play food, pupils ‘fed’ him, placing food in his pockets. The pocket into which they placed their food item corresponded to the frequency with which you should eat it – top pockets are smaller and correspond to a veces, the middle pocket to a menudo, and the bottom pocket to todos los días. The pupils all wanted to take part and say the appropriate phrase in Spanish.Screen Shot 2014-06-26 at 21.44.33

They then classified the food in the triangle (slide 7)

I assigned each table a text from slide 8 to read, and encouraged them to ‘magpie’ useful phrases. They compiled lists together and then shared them with other groups.

The final part of the lesson was to write their own short text using slide 10.

If we had had more time, slide 11 was the extension activity with pupils suggesting food to match the definitions.

Pupils really enjoyed the lesson and didn’t want to go to lunch – and that’s very unusual. And it proved to be an outstanding observation too.

Throughout the lesson pupils RAG-ed their work using the fruit scale  - ¿eres un tomate, una naranja o una manzana? That was a hit too; much more appealing than traffic lights!

Screen Shot 2014-06-26 at 21.46.32Señor Brócoli will appear again soon; Year 4 are looking at healthy lifestyles too!

Download the presentation – adapted from Rachel Hawkes’ PPT and with Tesoro o basura from LightBulb Languages La_Comida_sana_y_malsana final

Download lesson plan sano malsano lesson

 

 

 

 

Seasonal poems

June 26th, 2014
A journey through seasons by Luiza Vizoli

A journey through seasons by Luiza Vizoli

Having worked on adapting a verse of La Primavera by Antonio Machado last week (see here and here for previous posts about this) , Year 5 were set a new poetic challenge this week.

Whilst I was out of action with my broken ankle, some students from BCU taught my Y5 classes using the QCA SoW unit Las cuatro estaciones as their starting point. They taught about the weather, the months of the year and the seasons, and judging by the recap lesson we had, they were successful in their aim!

This week we reviewed the seasons and thought about how we might write simple poems about them. I suggested we thought of colours as everyone was familiar with at least 5 colours that they could match to a season. I  introduced other adjectives, including reminding them of ones we had used in connection to music (Autumn term) and the planets (Spring term)

I modelled a simple structure, saying we were aiming for something like a Haiku not a sonnet; about half of them understood what I meant!

La primavera es verde y amarilla.

La primavera es bonito y alegre.

Me gusta la primavera.

Having given a sheet with some adjectives on it (including some unsuitable ones for this task like alto and bajo) and access to dictionaries, off they went.

And I was really pleased with some of the results.

Amelia has missed most Spanish lessons since Christmas as she has spent Tuesday afternoons at a local secondary school doing some G&T work.  Today she wrote the poem below in 10 minutes.

photo 5And these children impressed too, especially this one from Sam who finds Spanish tricky at times.
photo 3

photo 4

photo 1

They are simple, yes. But they demonstrate to varying extents that they can

  • write at varying length, for different purposes and audiences, using the variety of grammatical structure that they have learnt
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions … and in writing       (Languages Programmes of Study: Key Stage 2)

Looking forward to next week when we will continue in this vein and present our poems using technology!

#etuk14 – the Twitter Storify

June 23rd, 2014
As I spoke about Twitter and mentioned Storify, I felt it was only right to make one of the tweets hash tagged #etuk14.
And below that, I’ve shared the #etwilfie Storify made to celebrate the wonderful eTwinning selfies taken over the last 3 days. The winner is the last one, Robert who was exceptionally dedicated to the cause!

 

Twitter thoughts – the results

June 22nd, 2014

140 charactersLast weekend I created a survey using SurveyMonkey entitled Twitter thoughts with the aim of ascertaining a range of views on Twitter. I publicised the survey on Twitter and Facebook and asked others to share the link too.

Thank you to everyone who responded – the survey limits responses to the first 100 as I don’t have a Pro account (i.e. I used the free version!) and that number was met. I posed the questions in preparation for a presentation on Twitter this weekend at the UK eTwinning Conference in Nottingham; I’ve shared the presentation and some links in my previous post  I thought that people would be able to access the results via the link I posted in the presentation but obviously you can’t see the results unless you’re the originator of the survey, and I needed to share so here is the link – Twitter thoughts – a survey Below are the graphics from questions 1-3; you can access the analysis via the link. Screen Shot 2014-06-22 at 20.59.21   As you can see, it’s a resounding win for Twitter there. The question didn’t ask people to specify whether they meant Twitter.com or the Twitter app so this figure will be an amalgamation of the two. I’d expected more votes for Tweetdeck to be honest. Screen Shot 2014-06-22 at 21.00.49   Given the people that follow me on Twitter and that fact that most of my Facebook friends that may have filled in the survey are in education, I  wasn’t surprised that the highest votes went to CPD, T&L and sharing ideas. I liked the response in the comments section “hearing views from people I might not normally encounter. and funny people” I also thought that the following response was interesting – it’s true that Twitter has become a vehicle for “getting things done” “contacting customer service departments of big companies” Screen Shot 2014-06-22 at 21.01.28   The graphic for top 3 uses of Twitter baffled me; in fact, I learned more from looking at the statistics which also baffled me at first! The figures are expressed as a percentage of those that rated that option so of the 10 people who rated  ‘following celebrities’ in the top 3, 2 put it first (20%), 1 second (10%) and 7 in 3rd place (70%); the three percentages add to 100% Another response I liked was in the notes below this section; the respondent noted that one of their top 3 was “Being nosy at what others are up to”   The final section invited comments on the following question: Screen Shot 2014-06-22 at 21.23.08 Three of the eighty five people who responded to the question said that they wouldn’t encourage people to join Twitter; one expanded on this

“I wouldn’t I would just explain how to use it if they are interested and say what I like about it.”

There were lots of responses that mentioned the MFLTwitterati (hardly surprising!) networking and CPD too.  There were also several mentions of news and moving information around;

because it bundles news and you don’t waste time browsing news portals anymore”

“Fastest way to get a message to a wide range of people”

There were mentions of support and being like an online staffroom as well as a place to learn from others.

There was also a respondent who had a more negative view;

“I’ve really gone off of Twitter lately, it’s such an echo chamber, not really seeing anything new, just lots and lots of retweets and old stuff resurfacing”

Some comments I particularly liked -

on relationships -

“It’s a great place to network with like minded people, sharing great practice and when you end up meeting at a conference or cpd event in person it’s like you know them already!”

on CPD and learning

Where else can you talk/listen to so many knowledgeable people at no cost to yourself apart from your time?”

Because in these cash-strapped times it gives unlimited access to the best brains in the business and learning opportunities”

on your part in making things work-

“Create your own network which provides exactly what you want from it.”

“Because it’s fun, and you make it want you want to be. And we need the nice people to outnumber the idiots.”

“Loads of potential benefits as long as you realise what it can do.” I think the above comments are particularly relevant; Twitter is what you make it. Sometimes judicious use of the mute, unfollow and even block buttons are needed; sometimes I go off it for periods of time but I’d probably agree with the many positive comments about support, ideas sharing, friendship and learning. Why would you encourage people to join Twitter? “Because it is power”

Are you a Twit or a Tweep? #etuk14

June 21st, 2014

I”ve been presenting today on Twitter at the UK National eTwinning Conference in Nottingham at the National College of Leadership. Below is my presentation – the videos have obviously not uploaded so I’ve embedded them below.

I’ve also added a link to my Pinterest where I’ve bookmarked some useful links to Twitter, particularly in education.

Are you a Twit or a Tweep? – Twitter from Lisa Stevens
Link to Teachers TV video
Pinterest links

My Journey with Technology – #SanakoTILT

June 20th, 2014

Here’s my Keynote presentation from today’s Sanako Technology in Language Teaching (TILT) conference.

In it, I reflect on my journey in language teaching, reflecting on the increasing role that technology has played. Along the way, I revealed my experiences (the good, the bad and the ugly) and discussed some of the tools that have proved useful, brilliant and/or indispensable.


If you click the slides in the Slideshare, you’ll find some hyperlinks. A few things to which I referred:

Amara

Association for Language Learning - http://www.all-languages.org.uk

NoTosh website 

Join the Carnival de los animales 

Wordle 

Tagxedo

SwitchZoo

Build Your wildself

The Year 3 lesson progression that I didn’t manage to fit in is described here.

If you go to my Slideshare account you’ll find other presentations about technology that you may find helpful. Unfortunately Slideshare has stopped Slidecast so there’s no audio anymore but some presentations can be found at Lisibo Talks.

And if you use the search box on my blog you’ll find posts about all sorts of tools!

Any questions, please tweet, email or write a comment below!

#ukedchat MFL special

June 5th, 2014

I’ve just co-hosted the #UKEdChat MFL special with @icpjones
We talked about many things including favourite activities, assessment, ‘great works of literature’, the role of technology and what languages should be studied. Great fun trying to keep up with the stream of tweets and reply/respond. It made for lots of frantic retweeting, and I need to reread the stream.

Here are the questions posed – thanks to @ukedchat who kept the questions coming from  the list that Isabelle and I had compiled, leaving us free to reply and respond to people!

  1. What’s your favourite #MFL activity?
  2. How do you/ will you assess your pupils with #MFL Progress?
  3. What great foreign literature have you used in lessons? From primary to post-16?
  4. Which language(s) are taught in primary and what songs/methods/rhymes work best?
  5. Is there a place for technology in #MFL? What tech/programmes/apps do you use?
  6. What’s your ‘can’t live without’ #MFL tool?

You can catch up on what was said – or rather tweeted – via this Storify. (Not all tweets seem to have been pieced up; for example, my first one in the Storify is actually the third of a series of several about QuizQuizTrade)

And there’s a summary of the hour as well as an archive of all the tweets here too.

One upshot of the evening is that start of #mflchat on the first Tuesday of the month. So if you’re on Twitter, join in. And if you’re not, join Twitter and then join in! Stop press – the first one has already been arranged!

Mamá te quiero mucho

May 9th, 2014

A bit late for this year (El Día de la Madre was 4th May in Spain this year), admittedly, but nothing like planning ahead (May 3rd next year) ;) And it’s always good to tell people we love them.

I came across this lovely song via Pinterest today and thought it would be lovely for a Mothers Day assembly. It helpfully has the lyrics on the screen as well!

 

And then I came across this one too.

No lyrics on screen so here they are in PDF Mami Mami Mami lyrics

 

One more song (lyrics are here – Feliz día Mamá lyrics

 

And finally a lovely story/poem about mothers being magic

 

More ideas for El Día de la Madre on Pinterest here

See also

Spanish Playground for printable activities 

Mothers Day in Mexico

Activities on OnlineFreeSpanish

Poems, some written by Spanish children, for their Mums.
 

Dados

May 3rd, 2014

It’s very tempting when you can’t go shopping to get the shopping bought to you. I’m being quite restrained but I have been ordering a few things…

One of my recent purchases is pictured below.

photo 1

I admit that they’re bigger than I’d envisaged (they’re advertised as and are 1.5 inches/3.8cm but my spatial awareness is not good!)  and some of them aren’t exactly cubes, but they serve the purpose for which they are intended. Which was?

Well, they’re made of foam which will hopefully mean less noise, and their size and colour means that I’ll see where they are, they won’t get mixed up with the school dice and they won’t get lost under/inside books/pencil pots/pencil cases.

And I have several ideas for their use.

Playing board games

Well, obviously! You can make your own using Tools for Educators (see previous post), a template like the ones below or have a look at this site – I particularly like the daisy one!

Screen Shot 2014-05-03 at 09.54.54

 

Screen Shot 2014-05-03 at 11.59.47

Counting/Maths 

So many ways to use dice in this way! Here are a few – I’m sure you’ve got ideas of your own – feel free to add them in the comments!

  • throw one die and say the number
  • throw one die and double it, or multiply by 3 etc
  • throw two dice and add the numbers
  • throw two dice and multiply the numbers
  • throw a dice several times, adding up the numbers are you throw and trying to score a perfect 21.

Here’s a PDF of Maths activities using dice for Kindergarten right up to year 8. Dice-Ideas

I particularly like Make 100/Cien challenges learners to throw dice and make 100 by using any  operation, and also Double half or stay (I shall call it Doblar, dividir por dos o ¡ya! as I am struggling to find a better way of putting it!) which is simlar to 21 but can be played with any number and you can, as the name suggests, double,half or stick with your number.

Counting/Maths games

Activity Village suggests a very simple game called Mountain o Sube la montaña which has the aim of reaching the summit of the mountain first by throwing the numbers in order. So you have to throw 1 to start then 2 and so on. Players say their numbers as they throw the dice so plenty of repetition. Have a look at the site  for more detailed rules and variations.

Here are  the downloadable mats to play the game Screen Shot 2014-05-03 at 10.33.15

 

For subtraction, here’s a game I found on eHow.com called Pennies (although could be called cents or Euros instead of peniques ;) )

This is an ideal game for younger players. Stack 20 pennies in the center of the table. The first player rolls one die and takes the number of pennies shown. Play passes to the next person and continues until the pile is gone. An exact roll is required to take the last of the pennies. The winner is the person with the most pennies.

Language used would be very simple – Tengo 2.  Hay 20 euros.  Tomo 2. Restan 18.

Screen Shot 2014-05-03 at 11.57.59

I like this idea from Activity Village too  called Beat That! (¡Superárlo! or ¡Superar eso!) that reinforces place order and practices 2 , 3 (or more!) digit numbers.

Roll the dice and put them in order to make the highest number possible. If you roll a 4 and an 6, for example, your best answer would be 64. Using 3 dice, a roll of 3, 5 and 2 should give you 532, and so on. Write down your answer, pass the dice, and challenge the next player to “Beat That!”

Play in rounds and assign a winner to each round.

You can also play to see who can get the lowest score!

Mathswire has several games that look at probability – I especially like the Cookies game where you throw two dice and add the numbers to decide which cookie can be packed away – or perhaps eaten! ;)

Download the  Great Cookie Contest Cookie Sheet Mat

A variation on this I’ve played is for outdoor fun using chalk as I shared at #ililc3

Screen Shot 2014-05-03 at 11.01.20You draw a grid in chalk on the ground with lanes of 10 squares for numbers 2-12 (when I saw it played with Kindy in Switzerland they used 1 which wasn’t fair!!) Pupils choose a lane and they are the ‘caballo’ or ‘caracol’ that will race in that lane. They take it in turns to throw two dice and add the numbers together. That decides who can move forward; so if 2 and 3 are thrown, caballo #5 can take a step forwards. The idea is to “llegar a la meta” first. Lots of number language involved, and it’s an activity
that can easily be played as one activity in a carousel. (There’s a board game called Snail Pace Race that is similar but uses colours)

 

Another probability activity from Maths is fun would be a great way of supporting the Maths curriculum using más probable and menos probable.  Clare Seccombe has done a whole presentation on Supporting Maths through language learning – it’s well worth a look for further ideas! (Sadly now that Slideshare has stopped slide casts the audio is no longer embedded :( )

Screen Shot 2014-05-03 at 11.59.47

Grammar

Six sided dice are great for conjugating verbs as there are six “persons” 1st 2nd and 3rd singular and plural. Throw the dice to decide the person of the verb

1=yo

2=tú

3=él/ella/usted

4=nosótros

5=vosótros

6=ellos/ellas/ustedes

You could combine this with a board game featuring verbs like the one I made below for M and M, my Spanish English students in Switzerland to practice the past tense. Or

Screen Shot 2014-05-03 at 10.05.30

 

You could also assign parts of speech a number – learners throw the die a number of times and “collect” parts of speech according to their roll and then make a sentence using that combination of words. You could restrict the choice of vocabulary with cards, or allow learners to use dictionaries to make a unique sentence!

1=noun

2=verb

3=adjective

4 = adverb

5=connective

6=free choice

Screen Shot 2014-05-03 at 11.59.47

Speaking

Similar to grammar games, you could play a speaking game as suggested here

The teacher brings a large soft dice to the classroom. Students sit in a circle and take turns rolling the dice. Each time, a student throws the dice. The student who rolls the dice uses the number that shows up on the die to say some things about himself or herself. For example, if the number 2 shows up, the student will have to say two things about himself or herself.

Another variation would be for the student to ask the class the number of questions according to what number shows up on the dice. Equally, you can make the class ask the number of questions according to the number on the dice.

You could also use two dice and challenge learners to make a sentence with that many words, a phrase with that many syllables or think of a word with that many letters. circle_time_picci

 

Screen Shot 2014-05-03 at 11.59.47

Beetle 

Throw the die to win body parts. It doesn’t necessarily have to be a beetle you build; it could be a monster, a clown, a person or something completely different. Activity Village suggests Mouse  or Ratón

6 = el cuerpo
5 = la nariz
4 = bigotes
3 = un ojo
2 - una oreja
1 = la cola

Art

Here’s an idea to make a Joan Miró style painting using a die…

roll a miro

 

…and why not have a look at one of these ideas to make a Monster,  a Picasso painting  or a Miró Skyscape.

In fact, you could make anything with components using a dice… or randomise anything in sets of 6 using dice!

Screen Shot 2014-05-03 at 11.59.47

Dressing up

Assign a number to items of clothing with the aim of creating an outfit for a teddy bear, cut out person, or even your partner. You could end up with far too many jumpers and no trousers!

Screen Shot 2014-05-03 at 12.18.04Directions

You could use dice to decide directions that people should take. You could use the classroom, a map or an assault course!

In it’s simplest form you could just use left and right

a la izquierda – impar (1,3,5)

a la derecha – par (2,4,6)

or you could add todo recto by assigning opposite numbers to each e.g. 1 and 6 = todo recto; 2 and 5 = a la izquierda; 3 and 4 = a la derecha

or even have a different direction for each number, including ‘darse la vuelta’, volver al principio or reaching your destination if you throw a 6.

Screen Shot 2014-05-03 at 11.59.47

And there are so many more things that you  can do!

Here are some links I’ve found that might be of interest.

Juegos de dados games to play with up to 5 dice

Cómo jugar al juego de dados de los diez mil or Reglas para juego de dados 10000

Juego mueve dados online dice game - not really for using my dice, nor a language activity but I thought I’d share as it made my head ache!

 

And then, of course, there are dice that don’t have numbers on them but colours, images or words!  MES Dice games has some ideas that uses vocabulary dice too, and Crazy faces  looks fun too – I might come back to that and write another post on non-number dice! And then there are dice apps…

Plus I love this game!

Books and bloomers

April 27th, 2014

Mr S has been to Mexico this week and returned bearing gifts. I suspect there will be a few posts coming up in the near future about these ‘gifts’  and here’s the first!

photo 1

I asked Mr S, if he had time, to bring me back children’s books that are simple and repetitive, and that’s what these two little books are.

Very simple and designed for very young learners, each 2 page spread introduces two related vocabulary items and then poses a question that is answered by lifting a flap. Taking the example of Animales, some of the questions have obvious answers like ¿Qué ha puesto la gallina? and ¿De qué color es la mariposa? (no flap for that one) whilst other have a range of possible answers with the correct one revealed under the flap like ¿Quién monta a al caballo? but there’s no reason why you couldn’t give silly answers to any of the questions;

¿Qué come el monito? Un cocodrilo

¿Qué ha puesto la gallina? Un dragón

photo 4 photo 2-1
photo 3 photo 2

The other little book is called Palabras and has more ‘random’ vocabulary, presented in pairs on a double spread. Once more there’s a question and a flap that reveals the answer, and some questions are more open ended than others.

photo 1-1 photo 3-1

The question on the right made me giggle! ¿Qué lleva la muñeca debajo del vestido? (What is the doll wearing under her dress?) It reminded me of De quelle couleur est ta culotte?

And then I lifted the flap.

photo 4-1 Well there’s a word I hadn’t heard before. So I looked it up. Apparently pololos are bloomers. But that’s not all as you can see here.  In Chile, un pololo is a ‘novio’ or boyfriend and also, according to this Etimología de Pololo, an insect or a short job. And Reverso says

   pololo  (Chile)  

a       sm/f  
*   boyfriend/girlfriend   →   polola  
b       sm  
1    (=insecto)   moth
2    (=pesado)   bore
3    (=coqueto)   flirt
4    (=pretendiente)   (persistent) suitor
5    (=chulo)   pimp

So, dolly might have all sorts of things hidden under that pretty spotty frock ;)

And of course, la muñeca also mean wrist…

Words are fun, aren’t they?

 

 

PS these are ‘pololos’ too

h-elegans-f1 AstyTrifaciatus