Category: active learning

I was very privileged to be invited to present this year at the Primary Languages Show in Liverpool, not once but twice!

I promised at my two sessions that I would post my notes and resources on my blog for people to download and use.

So here’s my first presentation. If you download it, the hyperlinks all work – or did when I tried them. However, if they don’t, remember that I have bookmarked all the sites to which I referred (and more) on Delicious tagged PLS09 – http://delicious.com/lisibo/pls09

The Powerpoints I used are also below –

I have blogged this unit previously here and you will find my worksheets, the SoW and more ideas here and a fuller description of how we animated our animals here.

A couple of things I mentioned but didn’t put in the presentation – the masks were downloaded from Sparklebox and the animation was done using FramebyFrame on my Macbook. You can also use SMAnimator (free to download on a PC) or ICanAnimate (for PC or Mac costs about £40)

If you’ve got any questions, feel free to leave a comment below!

For the last couple of weeks, I’ve spent my lunchtimes getting rather hot and bothered rehearsing three dance routines in Spanish with a group of Key Stage 2 pupils at WCPS in preparation for an excting challenge.

Following on from the success of Take Ten en français,(see Jo Rhys-Jones’ blog post for more details) Devon Education Services is developing Take Ten en español, and we were asked to take part. I know – Sutton Coldfield is miles from Devon but it all happened after an ‘on the hoof’ chat with Chris Wakeley at Primary Languages Show last year when Jo Rhys-Jones volunteered my services!

Take Ten is ‘a fantastic little resource from Devon Education Services. It’s a handy pocket-sized book full of games and activities that can be used as PE warm-ups or more sedately in the classroom as Brain-gym exercises.’ The English translation is alongside the Spanish and it links languages and physical activities, neatly addressing two initiatives at once!

So, along with five Devon schools, at the start of term we received a DVD and CD with our three dances. When I asked in assembly for volunteers, half of Key Stage 2 wanted to join in – then they saw the dances and quite a few dropped out. Having said that, there were 36 stalwarts and it was SOOO hard to choose the final team of 10 – but choose I did and this morning, the big day arrived!

Tracy Adams and Simon the cameraman arrived from Devon and we set to work dancing our socks off, resplendent in our Take Ten T-shirts. I’m just glad that I was dancing behind the camera as I was getting rather tired by the end – and I am quite fit! The kids did so well that filming was completed in record time – even with chocolate biscuit and juice breaks! In fact, the kids were rather disappointed that they’d finished so we had a bit of a muck around – see our videos!

We can’t wait for the final product to be published so we can see what it looks like. but until then, we have our Take Ten en español T-shirt and photographs to remind us of the day!
As soon as it’s available, I’ll let you know as it’s a really good resource and well worth buying for your schools.

Karen aka Spanishblog has, for the second time in a week, pointed me in the direction of an interesting Spanish resource – this time, Lingus.tv.

Based in Barcelona, Lingus.tv uses its own situation comedy ‘5 y acción’ to teach useful phrases through short – and usually rather amusing – episodes featuring Paco, Sandro, Eva, Michael and Agatha. There are three different levels offered – Beginners, Intermediate and Advanced – with titles like ¿Dónde está mi bikini? (where’s my bikini?), Mi primer novio (my first boyfriend)and Espiando a Agatha (spying on Agatha).

I’ve watched several of the episodes, and a key feature seems to be the quirky ending or sting in the tail. See the latest example.

Each clip has subtitles in Spanish.
On the site there is a transcript of the dialogue.
At the click of a button, the dialogue is translated into English.
There are grammar notes pertinent to the episode, with an audio recording of the phrase / expression in question.
The clips are searchable by topic, objective and skill, as well as level.

The site offers advice on how to use the videos and also has a blog – the latest post talks about the benefits of second language acquistion.

I think it’s a good way of making a good start at learning some phrases at the same time as being entertained. I particularly like the use of more colloquial (and sometimes colourful!) language that can be missed in some other learning tools. Looking forward to seeing more episodes!! I’ll leave you with another episode – this one’s for beginners.

It’s been over a week since my last post on Es Repte Català (Catalan Challenge) and although haven’t been idle, I haven’t done as much as I would’ve liked to have done.

One way I’ve found that helps me ‘revise’ is to listen to the language and to see how much I can understand. I usually find this encouraging as I understand more than I think. It also brings back to my mind phrases that I know and love – for example – com vulguis – as you like!
And if the listening is accompanied by viewing, visual clues add to understanding.
What’s more, if the listening / viewing is of something that is already familiar or known to you in some other form, you’re on to a winner.

So –

Here’s a challenge for you! Courtesy of Lynne Horn (marvellous blogger from Tobermory – the real ‘Miss Hoolie’) – here’s Fawlty Towers in Catalan. Can you follow the story? Which episode is it? Can you pick out any key words?

And what about some Si primer ministre – Sir Humphrey and Bernard show how the results of questionnaires and statistics can be manipulated to say whatever you want! Can you follow the gist? This is trickier as Sir Humphrey is an expert at bamboozling in English so in another language, wel…)

And if all that is too tricky – why not have a go at the tonguetwister challenge on 12seconds.tv? One brave soul has had a go! There’ll be another one coming up soon.

Bona sort avec es repte ;o)

The lovely Joe Dale sent me the link to this video on Teachertube today – thought I might find it interesting. And I did, so I thought I’d share it with you too.

Adorable Spanish Elementary Plays is described as

High School Spanish students perform The Three Bears, Snow White, and Little Red Riding Hood plays for area elementary students.

The sound isn’t brilliant but the idea is clear – older pupils have worked on a play to present to younger pupils from neighbouring schools. This is an idea for transition that I love. It benefits both groups of pupils – excellence and enjoyment, anyone? The older pupils get to plan script practice and perform the play, using language they know and also stretching their vocabularies; the younger pupils are familiar with the story so don’t need to understand every word to be able to follow the plot. Both groups have fun, and links are made between the Key Stages, making ‘moving on’ easier for pupils – and potentially for their teachers too.

It’s good to see what can be done with a bit scenery, imagination and a good smattering of Spanish!

There are other videos from sparkenthusiasm that I’ve discovered via this one – more of those tomorrow :o)

I was really excited to read a blog post on Talkabout Primary MFL entitled Theatre in Spanish for Primary children. Clare Secombe, who (amongst other things) is webmistress of the Sunderland MFL site, reported that there is a group called A Cuerpo based in Leicester who offer performances, workshops and resources in Spanish for children aged 6-11.

As Clare rightly points out, Spanish is often the poor cousin of French when it comes to such things so it’s great to hear the news. And looking at the A Cuerpo site, I’m even more excited! Here are a couple of extracts about the play they are currently touring – El Viaje de Matilde– check it out for yourself though.

A Cuerpo is thrilled to present El viaje de Matilde (Matilde’s Journey). El viaje de Matilde is a newly devised theatre performance in Spanish with an original script for children aged six to eleven, which offers the unique opportunity to learn Spanish whilst having fun.

El viaje de Matilde is an innovative theatre performance that uses an interaction of film with live theatre, as well as puppetry and music

Summary

The main character is a cheeky eight year-old Spanish girl called Matilde (a real size body puppet).

Matilde leads a normal life, she lives in a small town in Spain with her family, goes to school and has friends…but she is not completely happy, as she dreams of travelling to the jungle and having lots of adventures.

Luckily Matilde’s dad is an inventor and he is working on an instant travelling machine…

Well, Matilde can’t help herself and decides to build the machine herself…

As you can imagine things aren’t as easy as they look and Matilde gets into one or two tight spots…

They provide pre and post performance materials as well as the opportunity to ask questions of the actors; they also offer workshops. WOW!

I’m off to contact them now to find out when they can visit, especially as we’re supposed to be having a Language Focus Week next academic year!

Inspired by Jo Rhys-Jones post on Minibeasts, and her suggestion of some suitable French videos on Youtube to support it, I went in search of some Spanish equivalents – then got sidetracked!

Having followed Jo’s links to Papillons, (complete with operatic French version of Anything I do, I do it for you), I decided to search for Spanish butterflies – mariposas. I came across a clip of ‘Mariposas de Asturias‘ which is very similar (the music is more relaxing!)

Then my search took me off in a different direction when I came across a video clip called Mariposas Silenciosas. Not about butterflies, but a game that can be played in small groups to improve concentration, coordination, and also provide a bit of calm!

Then I investigated Luis Pescetti further and found more videos that I thought might be interesting. Keeping to the minibeasts theme, how about Cienpies about a centipede-

This is followed by an action rhyme with nonsense words – a bit like Gingangoolie (not sure if that’s how you spell it as I’ve never tried writing it down!) – with simple actions that get faster and faster. Amazing how muddling it can be to do simple actions fast! And here’s another – Aiepo – this time, the rhyme is said in different voices depending on the speed, starting as an elephant, very low, and finishes higher!

Another rhyme along a similar vein, but this time with ‘proper’ Spanish words – in this case a traditional Spanish rhyme – Palmas, higos y castañas.

Also on a minibeast theme, scroll down to the seventh song on this page for La canción de la pulga about a flea that jumps on a dog, bites it and then has a full tummy!

In fact, having found lots of his videos on Youtube, I then went to his website http://www.luispescetti.com/ and discovered lots more too see and do. Words and (very usefully) mp3 files for songs as well as videos and jokes. Well worth investigating. From a quick look, I can see a Spanish version of London Bridge is falling down, as well as Un kilómetro a pie (referred to in a previous post on Active learning) and a lovely song called Mocos about bogies!!

And on that note, I’ll leave you to explore for yourself!

Jane Halsall, Primary Advisory teacher for Liverpool and Maria Romeo, a FLA in Liverpool have worked together to develop some ideas for linking PE and MFL. Maria is a trained PE teacher in Spain and brings lots of ideas for warm ups and spontaneous ideas that can link areas of the curriculum. Examples in French and Spanish.

Sardinas en lata

Pupils move around the room as instructed

eg walk / andad, jump / saltad, run / corred. Teacher calls ‘Sardinas en lata de … / Get into groups of…. ’ and pupils have to get into a group of that number; you could get the pupils to lie down head to toe like a can of sardines.

Hoops

Spread different coloured hoops around the hall. As a warm up, name parts of the body as practice

French rap – tête bra main doigt jambe pied et dos de dos

Yeux nez bouche oreilles et stomach.

Pupils move around the room – Marchez vite / lentement / par tout on y va marchez

Dansez

Leader says part of body and pupils put that part of the body in the hoop eg pied (gauche), nez, stomach

After a bit, use colour of hoop in which to put part of body eg pied, rouge; oreille bleu

Julie, c’est quelle couleur?

Coloured cones to mark the designated area, then hoops (or other coloured objects) spread around the room.

One child is ‘Julie’ or ‘Julien’

Group say ‘Julie, c’est quelle couleur?’

Julie says a colour – all touch that colour and Julie tries to catch someone.

If she does, they become Julie o Julien

You could add instructions for saying the phrase eg Plus fort / Comme un elephant etc

Can be adapted to other topics- animals, number

El panuelo

Two equal lines, numbered as high as necessary

Person in centre has a scarf held high.

Call a number and the two people with that number run to the centre and grab the scarf.

To win a point they need to make it back to their line without the opponent stopping them or snatching the scarf.

Could be adapted with two objects and groups race to fetch and get back, or perhaps with a pile of animals or clothes with the caller calling the number and name of animal to find and take back.

1,2 ,3 chocolate

Like what’s the time Mr Wolf

Person who is ‘on’ stands at one end of the room by a wall and chants ‘uno, dos, tres chocolate’ or ‘uno dos tres chocolate, ingles a la pared.’ if you think the pupils need more time, whilst the rest of the group approach. The person who is on turns on the last word to see if anyone is moving. If they see someone, they ask a question eg ¿Cómo te llamas? and send them back ‘atrás por favor’ Once someone arrives at the wall, they become ‘on’

Earthquake

groups of 3 – minimum of 9 people – in each group, there is a devant / derrière / dans. Devant and derrière make as house shape by joining hands as a roof; dans stand in the house.

If the teacher calls devant , all those people move to form new house.

If the teacher calls derrière , all those people move to form new house.

If the teacher calls dans , all those people move and get inside another house.

If the teacher calls tremblement de terre , everyone moves to form a new house.

Cambia si

Learn features like eyes, hair` – can add clothes too

Teacher calls out ‘cambia si …eres morena (swap if …you have dark hair) etc all those people swap places – once the game gets going, specify two features eg Cambia si eres rubio y tienes ojos azules. You can also add how to move – eg Cabia saltando si / swap by jumping if…

C’est quel objet?

Give a flashcard to each grou

p– the group are going to make the shape with their bodies as living flashcards. Rest of class guess the object – in French / Spanish etc.

All these activities link the language with PE and physical activity. They could all form part of a warm up / cool down, or as ‘Wake Up Shake Up’, or simply for those days when you want to do something a bit different!

Similar ideas can be found in Take 10 en français (soon to be in Spanish too!)

What do the Kaiser Chiefs, The Bangles and the Pink Panther have in common? Not much you might think, but all provide the backing to French songs demonstrated today by Steph Hopkins at her conference Creating a compelling curriculum.

In a session entitled Phonics, music and rhythm – developing confident speaking, Steph talked of the enhancement of creativity, engagement, independence and communication skills achieved through the use of song and rhyme in the MFL classroom. Citing Heather Rendell and the work of Leigh McClelland and Rachel Hawkes at Comberton Village College as her starting point, Steph quoted research pointing out that a child cannot read aloud effectively in another language if they cannot decode single words using phoneme –grapheme links. Starting from that point, Steph showed us some examples of synthetic phonics in French – complete with very amusing animations – which she has used in her classes.

Steph went on to talk about the rhythms of French, clapping phrases to enable the cadences of the language to be more apparent, and to enable good intonation as well as pronunciation. I’ve always found this effective in PLL as it is something with which pupils are familiar from literacy. I liked the use of ‘encore’ by the pupils to ‘boss around’ the teacher that Steph cited – shows that they have engaged with the task.

And then to the Kaiser Chiefs! With one of her groups in need of practice of the French alphabet, Steph put it to a karaoke track of Everyday I love you less and less by the boys from Leeds – and off we went! Next up, the verb etre to the theme tune of Pink Panther, followed by Eternal Flame by The Bangles for the verb avoir, complete with lines about brown rabbits and mischievous hamsters :o) Certainly works as I’m sitting blogging on the train humming Je suis, Tu es, Il est, elle est, on est etc – and we were also shown video evidence of a class singing – and dancing! You can download powerpoints of these songs from here on Steph’s blog ( I know that Chris Fuller uses song in his Spanish classes – he blogged a lovely video of one of his classes singing the verb ir to Kumbya – and here’s another group recording it on their mobiles!)

Pigloo then made an appearance with a couple of exercises to complete as we listened to the little penguin’s take on YMCA Moi j’aime skier – ordering a text, grouping words from the song and a gapped text with all –er verbs missed out. A comment was made that there was more interest in learning the dance than the lyrics, but, as Steph pointed out, if you’re watching it enough times to learn the dance, something must be going in of the lyrics!

Some great ideas that can easily be adapted for use in any classroom – I feel the need to raid my record collection for inspiration!