lisibo – ¡Vámonos!
 

Author: lisibo

Also available – 50 English Phrases

When bsmall contacted me to say that they were updating their 50 Phrases series and would I like a sneak peek, of course I said yes!

bsmall are a “small but mighty” (love that description!) award-winning independent children’s publishing company that creates and publishes children’s books for sale in the UK and around the world. “We’re on a mission to empower all readers with critical literacy skills, and our books are creative, educational and encourage children to think for themselves.” I’ve written about some of their books before. You can find out about their Hello Languages series here, one of their UKS2 parallel text books Los Mellizos del Tiempo here and their I can read series of books here (update – there are a couple of Spanish ones and more French available now £1.99 each from Apple Books)

The 50 Phrases series are currently available in French, Spanish and English, and aim to give children ‘a head start’ with a new language. Over 32 pages, they introduce some common phrases and useful vocabulary for beginner learners including how to introduce yourself, talk about your family and express opinions as well as asking questions about where and what things are, inviting others to play and requesting things. Each double page spread has between 2 and 5 key phrases that are highlighted, adding up to 50 over the whole book, as well as boxes of vocabulary that can be used with those phrases. There is also the suggestion of a game or activity to rehearse those phrases, and also a little bit of grammar is explained throughout. You can see an example below.

Each phrase is written in Spanish and English, and is also written ‘phonetically.’ I’m not a great fan of this ‘how to pronounce it’ guide as it can lead to very odd pronunciation, but I understand that some people find it helpful, particularly as this is intended to be used at home/independently. And that’s where the update comes in about which I am very pleased.

The book now comes with a QR code that gives the reader access to audio files of the 50 Spanish Phrases (and the same for English and French if you purchase those books.) that give a clear native speaker model of the pronunciation. You can see how it works with the sample below.

Links to the English book.

By giving the pronunciation of the key phrases, learners now have access to what they actually sound like which will facilitate more educated understanding of the pronunciation guide and more accurate Spanish pronunciation. So this is a great resource that can be used at home without need for a Spanish speaker to be present!

As I said, I was given a sneak peek as the updated versions are not released until May 3rd but you can preorder the Spanish French and English books via the bsmall website.

While you’re on the site, check out some of the other books they publish. My eye was caught by the Hide and Speak books with flaps to lift and the Mix and Match flashcards for practising questions and answers. Or download the Language Learning brochure to browse at your leisure! And make sure you check out the Activity Hub where you can download a copy of the Rights of the Language Learner as well as a beach picture labelled in French and Spanish – perfect for Y2s summer topic.

The Bitmojis were a clue…

I once more had the pleasure of presenting at Language World, the annual conference of Association for Language Learning (ALL).
My presentation was entitled Take One Book and was the sequel to the presentation I did at PHOrum in November (you can read about it here) this time choosing a book that was originally written in Italian and has no English translation.

I really enjoyed sharing my ideas of how to use ¡Ojo Oso! and was pleasantly surprised that I managed to finish in time and have time for questions. I experimented with using subtitles/captions during my presentation after comments by Helen Simpson on LiPS made me think about accessibility. I need to watch back the recording of my session (which has just been made available for those who registered for the conference but missed the session) to see exactly how accurate they were but I know that when I spoke Spanish they definitely had trouble as they were set to English! For example un agujero became ‘all alcohol’ and una madriguera became ‘mother together.’

Below you can find a PDF of my presentation. I’ve removed the story slides due to copyright but you can find links to versions of the story read online, as well as to where you can purchase a copy.

At the end there is a link to my Pinterest where I collected together materials for the talk, some of which I didn’t use! You can also access it via this QR code.

http://bit.ly/OjoOso

Perhaps you have ideas that spring to mind? Or you have a book that you could use in a similar way? If you have any comments or questions, do leave a comment below.

Postscript – you can watch the ‘standby/rehearsal’ recording of the session here.

Here are my sketchnotes from Language World 2021. All done live so please excuse the slight untidiness at times as I tried to get everything written down!
I tweeted most of them after the sessions and was really glad to see many tweets saying how helpful people found them.

There are more to come as I have several sessions that I want to catch when all the recordings are posted later in the week. If you want to see sketchnotes of some different sessions (and many of the same ones!) have a look at Clare’s blog.

Opening keynote – A rich curriculum for all: the pressured yet pivotal position of languages
Michael Wardle, HMI, Ofsted
What Languages can learn from Coding
Mark Pallis
——-
Stimulating curiosity and developing students’ investigative skills also leads to greater international thinking. If this is important how can we develop this? By sharing intercultural understanding using authentic materials?

Liz Black
Multilingualism, Language Learning and Social Cognition
Professor Li Wei, UCL Institute of Education, University College London
An introduction to Language Teaching: Learning from the Past
Prof Nicola McLelland, Dr Simon Coffey & Dr Lina Fisher, History of Modern Language Learning and Teaching in Britain (HoLLT)
International partnerships and exchanges – the latest on what programmes exist and on travel advice for teachers and pupils
Vicky Gough and Brian Stobie https://twitter.com/schools_british
British Council Language Trends England 2021 – Interim Results
Vicky Gough, British Council and Ian Collen, NCILT
Engaging, enriching, inclusive: ensuring a primary MFL curriculum which delivers for SEND pupilsEleanor Chettle Cully
Day 2 Opening Keynote – Challenges and Rewards in the CLIL unit design process
Dr Marie Petersen, Coburg West Primary School, Melbourne
Making connections between languages with translation skills: for easier transition between KS2 and 3
Helen Stokes
——-
The Missing Link – transition between KS2 and KS3
Suzanne O’Farrell
Transition toolkit
Keynote – Using CLIL and MFL strategies to maximise the curriculum for EAL learners
Jane Driver, Queen Katharine Academy
Consolidating Knowledge with Meaningful Practice: An Introduction to NCELP Resources
Professor Emma Marsden, National Centre for Excellence for Language Pedagogy (NCELP)
The 20 Keys: giving grammar a new lease of lifeElena Díaz
Curriculum-making for language teachers: the power of (pluri)literacies
Professor Do Coyle, University of Edinburgh

If you’d like to see my notes from previous years, check out these links:
Language World 2019 – The Sketchnotes
Language World 2018 in sketchnotes
Language World 2017 in sketchnotes
Language World 2016 in sketchnotes  Session on Sketchnoting
Language World 2015 in sketchnotes

Share a story!

I’ve just made a quiz for the class I have on Thursday, based on well known children’s books.

All the covers are in languages other than English but are easy to identify thanks to the visuals.

There are 10 books ranging from picture books to chapter books, and after the first 10 slides that show just the covers, the next 10 slides reveal the titles in English as well as the language in which the book is written. You could use this as an extra part of the quiz, awarding bonus points for successfully identifying the language.

All the books are available from Little Linguist.

I’ve made another quiz of Roald Dahl book covers in Spanish as well.

Today is International Mother Language Day, declared by UNESCO in 2002 to “to promote the preservation and protection of all languages used by peoples of the world.”

International Mother Language Day recognizes that languages and multilingualism can advance inclusion, and the Sustainable Development Goals’ focus on leaving no one behind. UNESCO believes education, based on the first language or mother tongue, must begin from the early years as early childhood care and education is the foundation of learning.

This year’s observance is a call on policymakers, educators and teachers, parents and families to scale up their commitment to multilingual education, and inclusion in education to advance education recovery in the context of COVID-19. This effort also contributes to the United Nations International Decade of Indigenous Languages (2022-2032), for which UNESCO is the lead agency, and which places multilingualism at the heart of indigenous peoples’ development.

This was tweeted by @Glasgowlangs

Follow the hashtag #InternationalMotherLanguageDay or #InternationalMotherLanguageDay2021 on Twitter for more celebrations of the day, and think about how you can contribute to the safeguarding the linguistic diversity of our world.

The last (for now!) of the poems that have caught my eye from the anthology Los Mejores Versos de Gloria Fuertes that I purchased from Little Linguist

This one is entitled Paisajes para que los pintes and was chosen once more for simplicity of structure, but also because it immediately sparked ideas in my mind.

A reading of the poem here

Each ‘estrofa’ decribes a very simple image with the basic structure
Arriba (top)
Abajo (bottom)
En medio (in the middle)
In the first couple of estrofas this is made explicit but after that, the pattern has been established so the prepositions are omitted although the structure remains.

I immediately saw a pairs game – can you match the image to the description?

And then I thought of back to back dictation where two children sit back to back and one describes a picture that the other then draws. In ‘times of COVID’ this could be done as an activity on a recorded or live lesson, or as a whole class activity once we’re back to school. It could be one of the descriptions from the poem or one of their own.

Which brings us to rewriting the poem – so easy to do by simply substituting nouns.
1. Los pájaros arriba,
Los campos abajo,
y, en medio, la cuidad.

2. En el cielo, las nubes
En el corral, la oveja
y, en medio, la granja.

3. Arriba, el sol
Abajo, el mar;
En medio de la playa, la palmera.

You could make it harder by challenging children to make the lines rhyme – you might find Rimar.io or Woxicon helpful! It could lead to some fun, unpredictable pictures and is a good activity for dictionary skills too! You could extend the poems by adding adjectives too:

Arriba, las nubes blancos,
Abajo, un hombre en zancos.
En medio del colegio, toca un arpegio.

I can see this as a lovely way to celebrate learning too as it would be easy for children to illustrate their poems then record them, creating a class anthology either as video, stored online or printed out using QR codes to access the audio.

Can you see ways to use this poem too? Please share them in the comments!

Now to do some work as half term is nearly over and I have pupils awaiting their next lesson!

Translation:
Landscapes for you to paint.
The sun above,
The clouds below
And, in the middle of the wheat,
A scarecrow.

The sun above,
The sea below
And, in the middle of the sea,
A boat.

The meadow,
The mountain
And, in the middle, the cane.

The snow,
The cold
And, in the middle,
The river.

The cloud,
The sea
And, in the middle,
The squid.

The jungle,
The palm
And, in the middle,
The panther.

The sky,
The plain
And, in the middle,
The aeroplane.

The church above,
The town below
And, in the tower,
The bell and the cat.

The next in a series of posts about poems from the anthology Los Mejores versos de Gloria Fuertes is En un país mágico, a poem in two parts about a magical world and unusual friendships.

A recording of the poem can be found here

I liked this poem as it’s very simple with a repeated structure:
[noun1] amigo de [noun2]
with noun2 being an unlikely amigo for noun 1. So we have cat and mouse, robber and police, wolf and lamb, witch and child, but also yolk and white, bee and flower, black and white, rich and poor.

I also liked the poem for the message of friendship, that we could all live together in harmony and peace. as the last verse says:

Esto sucedía en un país mágico donde todos se reían y nadie se enfadaba.
This happened in a magical world where everyone laughed and nobody got angry.

Wouldn’t that be a good world in which to live?

What could you do with the poem?

  1. Read it and enjoy it – the rhythms and rhymes, and the message too.
  2. Act it out as a play (at the end of Primera Parte, the curtain falls and there is applause!)
  3. Look at pronunciation – the j and the use of accents.
  4. Use the image to help children find the meaning of the poem.
  5. Explore the interesting vocabulary – el ‘poli’, la bellota, el tiesto (I had to use the picture for that one) You may need to explain the relationship between a pig and an acorn!
  6. Look at masculine and feminine – why is la gata amiga de la rata but el gato amigo del ratón? And likewise, la gata amiga de la rata but el gato amigo del ratón?
  7. Challenge children to find new pairings that could be friends to rewrite the poem:
    El frío, amigo del calor.
    El Sol, amigo de la Luna.
    La radio, amiga del video.

What would you do? Please share your ideas in the comments!

Other poems by Gloria Fuertes:
Sólo tres letras
La Risa
Doña Pito Piturra
Lee con Gloria Fuertes (lots of links in this post to others)

Approximate translation:
IN A MAGICAL COUNTRY
First part:
The cat,
Friend of the rat.
The cat,
Friend of the mouse
The witch,
Friend of the little girl.
The ‘bobby’,
Friend of the robber.
The wolf,
Friend of the lamb.
The flowerpot,
Friend of the balcony.
The egg white,
Friend of the yolk.
The bee,
Friend of the flower.
(Applause! Applause! And the curtain falls)

Second part
The enemy,
Friend of the enemy.
The white,
Friend of the black.
The black,
Friend of the white.
The pig,
Friend of the acorn.
The rich,
Friend of the poor.
The ball,
Friend of the boot.
The umbrella,
Friend of the drop.
This happened
In a magical country
Where everyone laughed
And nobody got cross
And everyone loved each other.

Following on from yesterday’s post, another poem from my new book Los Mejores Versos de Gloria Fuertes.

A recording of the poem here.

I was drawn to this one firstly by the brevity and then for the repetition, both things that work well for younger learners!

I also like the theme – peace. Whilst it’s not International Day of Peace until September 21st I don’t think you need a special day to celebrate these things!

If you wanted to use this poem in class, you could ask children to consider their own PAZ poem – what words would they choose for each letter? Perhaps three verbs like pensar, actuar, zanjar conflicto (think, act and resolve conflict) or nouns likes paciencia, acción y un zapatazo a la guerra (patience, action and a kick to war) As you can see, z is a tricky letter so you might want to allow words that contain a Z and write it as an acrostic. For example, you could have:
Paciencia
communidAd
esperanZa

Alternatively you could challenge children with another word like AMOR or VIDA, or even their own name, choosing words in Spanish that apply to them.
I might write
Libros
Idiomas
Sol
Amistad

I collected some resources for Día de la Paz on Pinterest including the following images that might go well with this poem or could equally be used alone.

And of course there’s this famous song Que canten los niños:


How might you use the poem? Do share your ideas in the comments!

An approximate translation:
Just three letters
Three letters, nothing more.
Just three letters
That forever you will learn.
Just three letters to write PAZ (peace).
The P, the A, the Z; just three letters.
Just three letters,
Three letters, nothing more:
To sing peace,
To make peace.

The P of pueblo (the people)
The A of amar (love)
and the Z of zafiro (sapphire) or zagal (young boy)
‘zafiro’ for the blue world; ‘zagal’ for a child like you.
You don’t have to be wise or need bayonets,
If you only learn these three letters well;
Use them when you’re older and there’ll be peace in the world.

La risa – Gloria Fuertes

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¡Ja ja ja!

I’ve just bought a new book called Los Mejores Versos de Gloria Fuertes and, having a flick through, wanted to share a few of the ‘versos’ with you over the next few days.

The first is this one entitled La risa (Laughter)

Here’s a link to me reading the poem.

I like this poem as I love laughing! I like the simple rhyming couplets too and thought that this might be a poem that children could recite for the Express yourself in Lockdown competition run by the British Council, Association for Language Learning and the cultural and linguistic bodies of the United Kingdom that I’ve just shared.

Perhaps they could create a happy mask to wear as they record the poem, or make an avatar using an app. Or they could speak behind a powerpoint of things that make them laugh and smile?

Related to the poem, you could look at these sayings and expressions in Spanish about smiling and laughing.

Another poem will follow tomorrow!

¡Hasta luego!

Approximate translation:
Welcome is the laughter that leaves joy wherever it goes.
Come, laughter and her cousin, the smile.
To laugh is like eating (it feeds more than meat.)
One must laugh hourly (as humbly prescribed.)
What a laugh, Auntie Felisa, ruffling your Tshirt.
(Laughing is very good for the chest!)
Whoever goes laughing goes better than by car;
Whoever laughs by day, sleeps well at night.

Speaking a language confidently and coherently is an important part of the curriculum in the United Kingdom. However, the impact of Covid-19 has meant that many pupils have had fewer opportunities to speak the languages they are learning.  Therefore, the Association for Language Learning, the British Council and the cultural and linguistic bodies in the United Kingdom have combined efforts to devise an exciting event entitled ‘Express Yourself in Lockdown’.

This will be an opportunity to showcase language learners’ enjoyment of a language that they are learning or that is normally used in their home community from home (except for English*!). 

Language learners can prepare:

  • A short poem in the target language (written by themselves or by another author)
  • A short presentation on any theme e.g. climate change, equality, why I love languages
  • A short sketch
  • A short dialogue

This can be a solo or joint performance but should be no longer than 90 seconds in total and should be recorded in landscape mode. The participants will record themselves delivering their performance, however participants who are under-16 should use either PowerPoint slides/Bitmoji/other pictures or video imagery rather than showing their faces.

Teachers can then upload the performances to a teacher or school Twitter, Instagram or YouTube account with the hashtag #CelebrateSpeaking and the language chosen (e.g. #French) by 28 February 2021. [*If your pupil speaks EAL, they may enter in English BUT you must add #EAL so it’s clear!] Don’t forget to tag @Schools_British  on Twitter or @BritishCouncil  on Instagram when sharing your entry.

You can find out more about the initiative (including helpful tips!) here http://bit.ly/36lnGYz

Icons made by Freepik from www.flaticon.com

At one of my schools, I spent the lesson before the half term break focusing on a poem written by Clare Seccombe from her brilliant new resource Poesía. As well as working on the meaning and using them to further the children’s understanding, I also invited children to read along with me as I read, and then, if they wished, to record it and submit it as part of their Teams Assignment for that week. We’ll see how many I receive!

One young lady at my other school decided to record her rewritten version of The Very Hungry Caterpillar 🐛 – El Monstruo Muy Hambriento – and agreed for me to share it. You can see and hear it below. I was gobsmacked at her accent given that we have been learning remotely since Christmas and she has had no live lessons, just a couple of videos of me reading La Oruga Muy Hambrienta.

Over the next few days I’ll be sharing some other poems that you might use for the challenge. Don’t forget, adults can join in too!

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