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Archive for the ‘cultural awareness’ Category

El que busca encuentra

Tuesday, August 12th, 2014

Following on from yesterday’s post, I forgot to say that there is a Facebook page for Muy Interesante Junior that has little snippets from the magazine as well as previews of upcoming editions.

Screen Shot 2014-08-10 at 21.27.20

…and you can follow @MuyInteresante on Twitter for interesting facts in Spanish in 140 characters or less.

A regular feature of Muy Interesante Junior each month is the El que busca encuentra spread. It’s a bit like Where’s Wally? or ¿Dónde está Wally? (did you know that he’s called Charlie in French, Walter in German and BenJ in Swiss German? Find out more here) in that you have to find people in a very ‘busy’ picture! Here’s a section of the picture.

photo 2

What makes it different is that each edition there is a different theme for the ‘puzzle’; this edition it is “Mujeres célebres.” Alongside the puzzle is a section which gives you the images that you must find along with a couple of sentences about the person. With the new programmes of study in mind, I can see this as a great opportunity to engage learners in short texts as well as increasing their general knowledge, in this case about famous women, and revising and learning structures and vocabulary .

photo 1

For example, the short texts include details about countries of origin, occupations, years of birth and death.

1. You could ask questions about the women based on the facts. For example:

  • ¿Quién es de Francia?  (Coco Chanel, Edith Piaf, Juana de Arco, Camille Claudel)
  • ¿Quién es cantante? (María Callas, Edith Piaf)
  • ¿Quién viene de Europa?  (Coco Chanel, Edith Piaf, Juana de Arco, Camille Claudel, Emmeline Pankhurst, Madre Teresa de Calcuta)
  • ¿Quién es de un país que habla español? (Sor Juana Inés de la Cruz, Evita Perón, Gabriela Mistral)
  • ¿ Quién ha ganado un Premio Nobel? (Madre Teresa de Calcuta, Gabriela Mistral)
  • ¿Quién nació en el siglo veinte? (María Callas, Indira Gandhi, Edith Piaf, Evita Perón, Madre Teresa de Calcuta, Katherine Hepburn)
  • ¿Quién murió antes de cumplir cincuenta años? (Juana de Arco, Evita Perón, Nefertiti, Amelia Earhart, Edith Piaf)

 

2. You could also use Clare Seccombe’s Tesoro o basura idea and board along with this PDF of the names  (Mujeres célebres) and ask learners to sort words according to given criteria (either with the information, or having found out as much as they can previously):

  • Las actrices son ‘tesoro’; las demás son ‘basura’.   (Edith Piaf, Katherine Hepburn)
  • Las francesas son ‘tesoro’; las demás son ‘basura’.  (Coco Chanel, Edith Piaf, Juana de Arco, Camille Claudel)
  • Las que murieron en el siglo veinte son ‘tesoro’; las demás son ‘basura’  (María Calas, Indira Gandhi, Coco Chanel, Edith Piaf, Amelia Earhart, Evita Perón, Camille Claudel, Emmeline Pankhurst, Gabriela Mistral, Madre Teresa de Calcuta)

 

3. You could use the information strips to work on large numbers and dates; say a date and identify the person:

  • mil novecientos siete – nació Katherine Hepburn
  • mil seiscientos noventa y conco – murió Sor Juana Inés de la Cruz
  • mil trescientos setenta antes de Cristo  - nació Nefertiti

And what about putting all the women in a timeline and using ordinal numbers to describe their position?

 

4. You could ask learners to find me the word for

For example:

  • The Nobel Prize (El Premio Nobel)
  • opera singer  (la cantante de ópera)
  • her unique voice (su singular voz)
  • the Pharaoh (el Faraón)

 

5. You could ask learners to fill in a form based on the information given: here are some I’ve made

Pen and paper form

Blue clipboard Stars

and then make up simple personal identification sentences about the women, using structures with which they are familiar:

Se llama Gabriela Mistral.

Es de Chile.

Es poeta.

Nació en mil ochocientos ochenta y nueve.

Murió en mil novecientos cincuenta y siete.

Es famosa por ganar el Premio Nobel de Literatura en 1945.

 

6. The information given could be extended with some research;

  • find an image and write a physical description
  • discover specifically where they were born and describe where it is (compass point, size, near to etc)
  • find out a poem written / song sung / film starred in / speech made / dress designed by the person and describe it using adjectives

and not necessarily just in Spanish. What a great way of bringing Spanish into other areas of the curriculum by having the inspiration in Spanish and continue it in English?

 

Of course, you can do activities without even reading the information!

7. You could describe the images of the women in Spanish and ask learners to identify the person from your description – or ask a learner to describe to the class or their partner.

Lleva un vestido negro. (Coco Chanel)

Lleva pantalones , botas y una chaqueta. También lleva una bufanda, un casco y anteojos de aviador. (Amelia Earhart)

Lleva una túnica /un vestido blanco y un tocado blanco y azul. Lleva un cetro de oro. (Nefertiti)

 

8. Or you could play ¿Quién es? (Guess Who?)  with yes/ no / don’t know questions being posed until the correct person is identified.

¿Lleva pantalones? Sí

¿Tiene el pelo rubio? No

¿Es Katherine Hepburn? Sí

You could extend the game to include the entire picture rather than just the 14 featured women – that could be a game that goes on forever!

 

And that brings us back to the ¿Dónde está Wally? element. Each of the women is hidden in the picture and, once they have been found, learners could describe where each is hidden in Spanish too. For example:

  • Madre Teresa de Calcuta está en el primer piso. Está a la izquierda, al lado de la ventana, entre dos chicos que llevan jerseys verdes.
  • Evita Perón está en la planta baja, a la izquierda de la escalera. Está al lado del tobogán.
  • Amelia Earhart está a la derecha en el primer piso. Está al lado de un robot grande.

And for those that need an extra challenge, there’s a list of additional people/items to find in the picture – good for dictionary skills!

photo

photo 1

photo 2

The latest edition of Muy Interesante Junior has ‘Grandes genios de la Informática’ as the theme of El que busca encuentra – time to start thinking where that may lead.

But I’ll leave that for another time ;)

If you have any ideas that I haven’t considered, please share them in the comments!

Semana Santa en Sevilla – Tio Spanish

Thursday, April 17th, 2014

I found this video via Pinterest – a short video that explains Semana Santa in Sevilla using animation and real footage. You can switch on the subtitles to have the English appear across the bottom  although the two finger puppets explain well with key words appearing behind them.

I also like these images (and more) found on their Pinterest page Semana Santa Cultura Española and also Semana Santa Sevilla

jueves santo

viernes santo

el paso

There’s a whole channel of videos like this explaining Spanish festivals as well as other channels from the same source. Something to explore whilst I’m sofa bound with my fractured ankle ;

Barça, Barça, Baaarça! – #ILILC2

Sunday, February 26th, 2012

It's heavy!

Materials and presentation from my second session at #ILILC2 - Barça, Barça, Baaarça!

Barca - presentation

Barca handout - links to things mentioned in the above presentation and more!

comenius_spotlight_birmingham - information sheet from British Council on the project

Jigsaw Planet

Wednesday, August 31st, 2011

Thanks to Jen Turner for telling me about this fun site on which you can make a jigsaw puzzle of any image, specifiying the number and shape of pieces as well as difficulty.
To demonstrate, I’ve made a couple that could be used for Spanish cultural awareness.

preview20 pieceRoscón de Reyes

preview30 pieceSardana

#LanguageWorld2011 – MiniOlympic packs for Primary languages

Friday, July 15th, 2011

Languages MiniOlympics packs - Bringing together the two threads of KS2 teaching and languages and the International Dimension   -   presented by Michaela Howard and Jo Darley

Jo and Michaela – having marvellously overcome technical issues- presented their ideas for how to use the Olympics as the inspiration for language learning activities that  are clearly linked to the KS2 Framework and specifically for the class teacher to deliver.

1. GETTING TO KNOW YOU

Take 6 athletes from around the world -

  • look at their photographs
  • looking at names and have a go at pronouncing the names,
  • are they male or female? which country?
  • present countries in original language – can you decide which country it is?
  • look at different script
  • pause for thought – what was hard / easy?
  • greetings in their own language – which is which?
  • flags of countries – research?
  • sports on each day – who will be doing which sport? by process of deduction, decide!
  • customs and cultures to finish – which fact belongs with which athlete?

 

 

2. SPORTS

  • short activities that fit well into the school day
  • adapt the sports chart (containing all the sports in 5 languages) to individual needs – use one column or all five columns but just six sports to group etc
  • perhaps cut up into chunks to match up, compare languages, describe their decisoon making
  • then look for the symbols for sports
  • tailor it to the interests of your learners
  • make links – ask partner schools to tell you about their sports

 

3. DESIGN AN OLYMPIC EVENT

Michaela suggested challenging pupils to come up with their own Olympic event by posing the following questions -

  • what would YOUR Olympic event be?
  • who is it for?
  • team vs individual
  • equipment?
  • feelings?
  • why should it be in the games?
  • enjoyable?
  • where will it be held?
  • training?
  • values?
  • judging?
  • skills?
  • children be involved?

*excellent activity with a partner school*

*engaging learning – collaborating*

 

4.MASCOTS

http://www.mapsoftheworld.com/olympic-trivia/olympic-mascot.html

Design a mascot with 2 places to look for inspiration – info on Beijing mascots and how they were conceived, what they represent etc and from London Olympic mascots – very visual labelled diagrams. (Didn’t manage to note the URL but found the picture!)

A mascot for YOUR area – black cabs are specific to London perhaps – what would eg Lincoln have?

(there’s a mascot maker on the 2012 site!)

5.PUBLICITY

How might you use the job of promoting the Olympic games as a task?

In Y3 with the objective “to copy words” you might

  • design a ticket
  • label a map of the event
  • simple bilingual dictionary to find your favourite sport
  • make a welcome flag

In  y4 with the objective “to write some simple words and phrases using model and some from memory” you might make

  • programme cover
  • logo and label it
  • whole class poster advertising all sports
  • simple menu for food stand (healthy lunchbox)

In y5 with the objective “to write words, phrases and short sentences using references” you might design a cartoon strip

In y6 with the objective ” to write sentences on a range of topics” you might

  • write a paragraph to describe how you feel about games
  • discuss where the games should be in 2020 – make your case
  • produce tourist information for another country

 

6. ON YOUR MARKS

Going back to the 6 athletes and using these two sites, find out the distance the athletes have to travel to London (assuming they live in the capital city of their country!) How long will it take to travel? what time is it in their city when it’s  x o’clock in London?

http://www.silkysteps.com/forum/showthread.php?t=1118

http://www.timeanddate.com/worldclock/distance.html

 

7. NATIONAL ANTHEMS

There are 216 countries competing. Each one has a national anthem. What a lot of music to exploit!

  • What’s ours?
  • Listen to the national anthems – which country is it? You might need to give some clues too!
  • Look at lyrics in English and in the language of the country
  • Match up original to the English
A really great session, and can’t wait for the materials that Jo and Michaela kindly said they’d send!

coloradolibraries en Youtube 2

Tuesday, April 19th, 2011

The second video I’d like to share -

A story about a girl called Maria finding some lines on the ground at the base of a mountain in Peru opens up the possibility of looking at the history of a Spanish speaking country, the culture and heritage, and the art of that area. Here’s some background information that might help!

I think it’s be a brilliant way of integrating lots of different areas of the curriculum – what about making your own Nazca lines on the school field?

Nazca lines

Nazca Lines and Cahuachi culture

Nazca lines facts

AQA – Creative and motivational language learning in the primary classroom. Part 2

Sunday, October 17th, 2010

On Tuesday I was in sunny (yes, it was sunny!) Manchester, delivering my AQA course.

Apart from the problems with the internet, I believe a good day was had by all – lunch was once more a highlight!

Rather than repeat all the links, can I refer you to my last post where you will find all the ‘new’ links about PLL, and also some recommendations from other delegates of sites and learning materials that they’ve found useful.

I forgot last week to put a link to a resource listing many many games and quick activities for the PLL classroom, so here it is.

Inspiration for Motivation – Top Tips for PLL

Sunday, July 11th, 2010

Here is the Slidecast of my second presentation from Brighton.

Apologies for the audio cutting out before the end – no idea what happened there!  Perhaps the iRiver overheated!

Apologies to @wizenedcrone for forgetting her real name – it’s Fiona Joyce!!!

And the German site I mentioned was called GenkiGerman.

News Time Spanish

Monday, May 17th, 2010

Today sees the beginning of another wonderful offering from Radio Lingua Network as episode 1 of NewsTime Spanish is launched.

Made by a highly talented trio – Mark ‘Mr RadioLingua’ Pentleton, José ‘just say Edmodo and I melt’ Picardo and Chris ‘where’s it to?’ Fuller, this weekly podcast keeps you up to date with news from Spain and Hispanic countries.

In this week’s edition of News Time Spanish we’ll be looking at the major financial reform in Spain as a result of the ongoing issues around Europe. Other stories include:

  • UK elections news
  • Spanish sporting successes
  • Mexican/US immigration issues
  • Health problems in Spain

You can subscribe to the podcast on iTunes and listen for free, whilst a Premium pass will allow you access to transcripts, exercises and a slower version of the audio.

El Ogro y la Bruja

Friday, October 31st, 2008

A beautiful story for the end of October – made me go ‘ah!’

Here are the words in case you want them!

Ella era una bruja fatal

su hermosura y su soledad

caminaba en la niebla sin ver

que un ogro muy triste la seguía

Este amigo tarareaba una canción

y la bruja ocultaba su emoción

En los cuentos de hadas

las brujas son malas

y en los cuentos de brujas

las hadas son feas

así decía la canción

que el ogro cantaba

En el bosque,un día de sol

se encontraron frente a frente los dos

le clavó su mirada

la bruja malvada

para ver si podía

con su magia ahúyentarlo

pero el ogro sonríendo y cantando

el hechizo rompió

La tomó de la mano

las lechuzas callaron

se miraron un rato largo

y el ogro y la bruja se amaron

bajo el sol..

No hay mejor brujería que el amor

la la ra lara la la ra larala!!!
La ra la larala laieee!!!