Category: spanish

I blogged about this great site a while back – but thought I’d mention it again, and post a picture of MY Wildself as I intend to mention it tomorrow when I speak about Using ICT in the Primary Language Classroom for Comenius West Midlands in Wolverhampton, and also as I mentioned it in my post about El Carnaval de los Animales.

So here’s Lisibo – the Rein-pol-conda-ger-guin-peacock (always said I was a bit mixed up )

As I mentioned in my post on Unit 11, my idea is to use the image above as the stimulus for descriptive writing. Pupils could describe

• the physical attributes of their Wild self
• the character traits that their Wild self displays
• the environment in which it lives
• the food it eats

So – my example would be:

Me llamo Lisibo. Tengo la cabeza de una niña. Tengo las orejas de un oso polar y las cuernas de un reno. Tengo la lengua larga de una anaconda. Tengo los brazos de un tigre y el cuerpo y piernas de un pinguino. Y tengo la cola muy bonita de un pavo real. Soy simpática y cariñosa pero a veces soy feroz. Me gusta el sol aunque tengo que sentarme en un palo de hielo porque mi trasero es de pinguino ;o) Como las hormigas y los gusanos con la lengua, y mi comida preferida es una hamburguesa.

There are probably other things you could add – feel free to add suggestions to the comments below. I like it when you talk back!

yo soy músico

Here comes part three of my reflections on the units I’m currently using in KS2 Spanish. If you’ve read the other parts on Units 5 and 11, you’ll recall that I’ve taught the units to half of the school and am now teaching the parallel classes until the summer break. So the current groups are probably getting a better deal as I refine and adapt from the first run, but may not finish the unit in its entirety as the end of term leads to much lesson disruption!

As with Units 5 and 11, Unit 14 has an opening stimulus from which the unit stems. In this case, a song. Based on the well known children’s song, I am the Music Man, Yo soy músico has proved popular with Year 5. The QCA Unit which can be downloaded from here in PDF and RTF, gives the lyrics – you just have to sing it! Helen Myers has recorded a music only version – clever lady!- which can be found here, and if you want to hear how it sounds with a class in full voice, check out the WCPS Spanish podcast in the right hand column – although I’m sure you’ve all subscribed to it in iTunes ;o)

At the top of the post is the Powerpoint I made to go with the song. Note that it has two parts. The first half is in the first person singular – Yo soy músico, which is the version used in the first instance when the teacher (or volunteer class member!) is the Music Man. The second part is in the first person plural – Somos músicos – as the class join in with the whole song and we all become Music Men. I used animations having listened to Nick Mair talking in Oxford about boys learning best when there is action and movement in the graphics. There is an initial disadvantage as the class comment on the guitar playing pig etc mid-song, but after the first view, this stops and it really helps memorisation.

Scheme of work for Year5 spanish summer yo soy musico

Looking at the medium term plan above, you can see that the objectives for the first lesson are to express simple opinions about music. This proved popular as we listened to some different types of music and decided if we liked them or not. In a previous unit on free time we had learned the phrase la música pop / rock / clásica and most recalled the phrase – and the accompanying action –

• la música – hands on ears like you’re listening to music then ..
• …pop – makes your hands pop from fists to spread fingers whilst making your eyes wide
• …rock – rock from side to side
• …clásica – conduct an orchestra
• …heavy – mosh!! (a clear favourite I must say!)

We added jazz (jazz hands) and folclórica (play a guitar) which took some explaining as few knew what it was! Several pupils commented on the use of cognates – and when one asked what tecno music would be, another piped up that ‘it’d be la música tecno, silly’

I expressed an opinion in Spanish about the music using facial expression then encouraged the class to offer their own opinion in Spanish. Again, the phrase was not unfamiliar but, for some, had to be dragged from memory banks!

We then sang the song which soon involved the whole class. The first couple of times, everyone sang all the instruments to learn and fix the words – and of course we did actions for those who are kinaesthetic learners (and to keep everyone awake!). Having looked at pronunciation of the words we had a quick look at accents – why do música / saxofón / batería have accents – I explained it using people’s names – when we see a name in English we know (usually!) how to say it as there are stress patterns – it’s AlexANder not AlEXander and accents help show us how to say words. Pupils completed a simple sheet to finish the lesson – labelling and also trying to use their LLS to work out what six instruments were in English. Some of the words were obvious and others needed a bit of thought – but a few did work out los platillos are cymbals by thinking of plates!

instruments lesson 1 – Get more College Essays

Next lesson began with a recap of vocabulary and game of Simóm dice. Then we sang the song, firstly using Soy músico but with each table alloted the flashcard of a musical instrument to represent. This led to hilarity as the ‘piano’ table worked out that they had to stand up and sit down every verse – as you can guess I chose this table carefully!! We looked at the words of the opening to the song and used Sé tocar… and then Toco ….. to say which instruments we could and couldn’t play – an ‘on the ball’ pupil suggested ‘toco regular el piano’ and ‘no toco la guitarra muy bien’ as answers – not bad eh? It’s really encouraging when pupils ‘play around’ with language because they’re trying to express themselves more accurately.
We then looked at the second half – Somos músicos, venimos de Madrid etc’ and discussed how this might differ in meaning from the first half.

We went on to recap our opinions about music genres and this time tried to add some simple reasons for the opinion – because it’s slow, because it’s boring, because it has rhythm etc. Pupils made up sentences in groups adding all the bits from the two lessons to see how long a sentence they could make using connectives such as ‘y’ and ‘porque’.

types of music flashcards

At the start of the next lesson we recapped our opinions and started to present them in written form on graffiti wall posters – the word ‘graffiti’ made eyes sparkle although it was somewhat controlled graffiti! Whilst the class worked on this, I worked in the corner with my laptop and and microphone to record members of the class expressing their opinions about music – this was the start of WCPS Spanish podcast. The look of wonder on pupils’ faces when they heard their voice comin gout of my laptop and then the IWB was great – one lad, Zach, commented ‘But I sound really Spanish!’. (Pictures of posters to follow!)

Next we listened to some Spanish music and Latin American music, comparing and contrasting the instruments heard. I borrowed a CD from the library that had a vast array of South American music types on it, and I took in some of my own music – Tomatito, Heroes del Silencio, Joan Manuel Serrat, Los Nikis, Gloria Estefan, Alejandro Sanz, Operación Triunfo. We listened and decided which instruments we heard, and gave opinions on the singers / groups.
Then I role played buying a CD – using a ActivPrimary flipchart (in Box of Goodies as can’t upload to .DocStoc). In pairs with one as customer and one as assistant, the customer had to

• say they wanted to buy a CD
• express their opinion about a type of music and say which type they prefer
• agree to buy an item., and we recorded some examples (see podcast!)

The roles were swapped so that everyone got to play each character. We recorded some examples for the WCPS Spanish podcast as well. This time I’m going to add discussing buying an MP3 file to this bit ;o)

Having looked at accents and stress patterns as well as considering types of music, looking at the rhythm, especially the rhythm of words made perfect sense and we spent a good while clapping out phrases and trying to copy rhythms in the next session. At times it was rather haphazard, freestyle clapping but there were signs of promise from some who managed to copy accurately and understood the use of dynamics to mark stress. ‘Guess the phrase from the rhythm’ was a popular game – it’s amazing how much concentration it takes to clap a simple phrase!

The last few sessions were given over to Year 5 producing their own rap/song in Spanish. I allowed them free rein over this with the proviso that it had to be in Spanish (obvious to me but you’d be surprised!) As a whole class we discussed how the task might be tackled and we came up with a start for those who couldn’t think of a way in, then it was up to the groups to do their bit!
There were several things to note from these lessons for next time.

1. Some groups needed more support than they were given – perhaps more time working together as a whole class before setting groups off on their own.
2. Groupings are key, and all the ‘musical’ kids ended up in two groups – they would’ve been better perhaps split up to help those whose rhythm was a bit off!
3. When recording pupils’ final productions, don’t put your iRiver anywhere near the drums! Sadly, a couple of good outcomes are drowned out by the percussion.

I’ll upload those that will not damage eardrums to the podcast and/or Box of Goodies as soon as this post is finished ;o)
There were a couple of groups that tried to sing their performances to tunes from The Sound of Music – good idea, I thought. Some stuck to opinions on music, others tried to work in vocabulary from other units such as Personal introduction vocabulary and sporting likes and dislikes.

The other Year 5 class are very different to the first group and I expect this half term to pan out differently to the previous one. I think this time we’ll look at the pre-performance interview suggested in the QCA Unit and perhaps try to adapt a song rather than write rap. I’ll keep you informed!

NOTE – if you’d like ideas on this Unit in french, check out Talkabout Primary MFL where Jo Rhys Jones has spookily just blogged about the same unit!

I had the privilege to speak at Tile Hill Wood School and Language College on Thursday evening. I was really pleased to be asked by Ana Neofitou, Head of Languages, who I’ve met a couple of times at Language World and other more local conferences, and Jo Redford who is Assistant Head and who I met in Oxford this year when she introduced The ALL London Show and Tell session in which I participated.

My session was the last of three sessions for Primary teachers in teaching and learning Primary Languages. Previously the group of about 40 teachers had been working in language specific groups and focusing on vocabulary for topics such as sport and animals. My session, entitled Top tips for Primary Languages, aimed to give them an insight into how to deliver PL in an engaging way, making use of free resources and easily acquired skills. I enjoyed expanding on my presentation from Oxford (you can see and listen to it in this slidecast) which I delivered there in 10 minutes – just over an hour was still too short, but I was happier! I just get so excited that I could talk for hours!

Below is the presentation, and also the notes I made for delegates so that there wasn’t too much mad scribbling as I gabbled away! Even as a standalone document, I think you can see what I’m trying to say!

| View | Upload your own

Top tips for Primary Languages

And, as José reports, you can capture the programmes in RealPlayer for use in the classroom. Great news I say.

Having missed a few tasks, I’m really pleased that the Whitehouse Common Primary have contributed to this month’s task for Voices of the World.

The May task is the last one for this academic year and is based around saying Goodbye.

Firstly, we recorded a goodbye greeting in Spanish using Voki– AC_Voki_Embed(300,400, ‘6378d6a5e17b42acb60fc7bd78074a50’, 471963, 1, ”, 0);

Get a Voki now!

Then we went around the school taking snapshots to show the other participants what our school is like. We uploaded them to Photostory3 to make a slideshow.

Finally, 4AT listened to and watched all the Voki produced by the other participants and, using the microphone on my laptop (still having issues with microphones at school), recorded the various greetings. And what a great job they did!

Once we’d added a funky soundtrack, the presentation was completed and uploaded to Teachertube for all to see!

Here it is – hope you enjoy it!

.flickr-photo { border: solid 2px #000000; }.flickr-yourcomment { }.flickr-frame { text-align: left; padding: 3px; }.flickr-caption { font-size: 0.8em; margin-top: 0px; }

Monumento al Pescador del Mediterráneo. La Carihuela. Torremolinos., originally uploaded by Tren de Hierro.

Having had a lovely ten days enjoying the sun, sea, sand, sights, sounds and cerveza in Spain ( I know it begins with c- say it like an Andalucian!), I’ve just got back to rainy England – not very impressed, I can tell you.

I’ve been catching up with emails and reading this evening – as well as emptying and loading the washing machine several times.

Normal service will be resumed shortly – I may have been on holiday, but my brain didn’t completely seize up and there are several posts floating around up there!

So, to help me re-acclimatise, here’s a picture of where I’ve been –
¡ojalá que estuviera todavía allí!

Updated – all resources that still exist for this unit of work can be downloaded here. Hyperlinks within the post to resources in DocStoc no longer work.

As we near half term (and not a moment too soon!) the time has come to report back and evaluate how the four QCA Spanish units I’ve used have gone.

First up is Unit 5 Los Cuatro Amigos which I used with Year 3. It’s based around the story of four animal friends (hence the title) who find an apple tree and have to work together to reach and eat the lovely red apple that hangs on it. You can download the unit from the QCA site and below is the medium term planning that goes with the QCA document.

Scheme of work for Year3 spanish summer – los cuatro amigos

I had been sent a PPT presentation of the story by a kind person on the ELL-forum so we began by me reading the story from the IWB to the pupils and seeing how much they could understand-

• what’s it about?
• who are the characters?
• any words you think you might recognise? how?
• what do you think this might mean?

Then we picked out the words for the animals and added actions suggested by the pupils whilst looking at flashcards (on the IWB and laminated ones!) – again, thanks to another kind on a forum. I ‘d modified them slightly to be double sided with just the image on one side and the word (colour coded by gender) and image on the other side. The lesson continued with pupils showing their understanding through using the actions as we once more read the story. Already, the class were wanting to join in – especially with the ¡Pom, pom, pom! and ¡Yupí! sections!
To finish off, I’d prepared a simple worksheet with copying and drawing activities based on the new vocabulary.

worksheet lesson 1

The next lesson started with a recap of the story, using the actions once more to show understanding. As we reviewed the animal vocabulary, we discussed the grapheme / phoneme links for ll, j and z and tried to think of other Spanish words that included them – lots of colours and people’s names were suggested. Then, as suggested in the QCA document, we looked at the word galopa and picked out the other action words, using the pupils’ knowledge of sentence structure etc from their own language,their ability to pick out cognates and their understanding of how animals move! They were a bit puzzled by how sheep move but a bit of acting soon helped them catch on to running. We then used a flipchart to link words and pictures, guess the hidden animal / word etc.

Lesson 3 we revised colours – lots of pupils recalled these well, but many of the ones they remembered weren’t featured in the story eg azul, verde, amarillo. We looked for items of that colour in the room, played ‘Búscame algo …..‘ and then focussed on the story with questions about the colour of the apple and animals. WE did the suggested Hoop game making a Venn diagram with two hoops and putting words from the text into the hoops, their position dependent on whether they contain ‘e’ or ‘i’ sound – if both, they went in the intersecting area.
eg oveja = e
ratoncito = i
conejito = e and i
The lesson carried on with a game of pelmanism – animal and word, and then coloured splodge and word. This is always a popular activity :o)
We used the same cards then to make phrases about the animals’ movement – eg el caballo + galopa.
Then once we had successfully done this, I asked the pupils to make phrases including colours. This was intially less successful as several pupils used English word order ie gris + el caballo + galopa (adjective noun verb) rather than el caballo + gris + galopa (noun adjective verb). However, once I drew them back to the text, they remembered last year when they all told me about word order being ‘odd’ in Spanish.

animalcolourverbwordcardsSpanish1

The next language focus was on how to make a sentence negative. Asking questions like ¿Un caballo galopa?, ¿Un ratón salta?, I modelled answers including sí and no and the more confident worked out how to reply in a phrase rather than by using gesture (thumbs up or down) or a single word. We wrote all the animal names and actions on mini whiteboards (allowing spelling practice too) then added some with sí and no, and made human sentences. I asked the question, we answered as a class and then the boards got in the right order. As confidence grew, we asked the question as a class and pupils with boards got up and ordered themselves depending on what the answer should be. And then we added additional vocabulary items, explained through mime such as baila – dances or canta – sings. This led to a riotous game of charades!

action verbs – Get more College Essays

The next week I departed from the QCA a little and planned to do a listen an order exercise with pupils listening to the story and putting cards into order according to what they heard. However, 3AB had other ideas and wanted to do it themselves. So I gave them the cards of cut up text and off they set, trying to put it into order. Some were more successful than others and but I was pleased to be able to discuss with pupils what they were doing, how they had arrived at their answers and also how they might review the order by looking at certain words. After 10 minutes, I read the story and the groups checked their order, making adjustments as necessary.
At this point, my plan had been to look further at the text and see if pupils could identify missing words from their memory. However, once more I adapted to the mood of the class who were really eager to tell the story and record it. Julia volunteered to start eh story, and never really stopped! You can listen to her beautiful storytelling with the class doing the choral parts with great gusto and me adding the odd bit on our podcast (you can see it in the player on the right of this post too). As it was unrehearsed, I was particularly pleased with Julia’s confidence and really quite accurate accent (cogió caused her consistent problem!)

Today was the last lesson on the topic and I lost all but 8 of the class to Area sports trials for half the lesson so we played some games with hoops. Some were not directly related to the topic -such as put your (body part) in the hoop which caused great hilarity; others were based on the vocabulary in the unit. We played a game with the animal flashcards in two different ways:
With the small group, we used the 4 hoops, each with an animal card in it. I called a phoneme eg ‘a’ and pupils had to stand in the hoop that contained a word with that phoneme eg la oveja / el caballo.
With the whole class, we stuck them on the walls and walked (very important as we were in the classroom!) to stand near to the appropriate word. Pupils soon worked out that there was more than one answer possible and we went on to suggest other words containing the same phoneme.

We finished off the topic with another retelling of the story – this time with no pictures – with each table representing one of the animals or the apple. When their animal / apple was mentioned in the text, they had to stand up, and everyone stood up for the apple tree. This was a good test of listening as the word for apple – la manzana and the word for the apple tree – el manzano are very similar.

I consider that the topic has been quite successful – the pupils have enjoyed it and can more accurately identify phoneme – grapheme links thus aiding their pronunciation – and are now self correcting and helping each other with new words. At the start of lesson3 or 4, I asked pupils how many words they could remember from the story and we made a list that filled the whiteboard of words, phrases and whole sentences – and they could spell most of them, and say what they meant. Phrases such as ‘Sí, ya voy‘ and ¿Quién es? are readily recalled now and can be used in classroom situations.

After half term, I teach the other year3 class and will repeat many of the same activities, but will probably add some different ones too, and perhaps explore some further ideas from the QCA document.

Updated – all resources that still exist for this unit of work can be downloaded here. Hyperlinks within the post to resources in DocStoc no longer work.  All of the presentations were shared with me by others -thank you to the kind people who shared – and the story comes from the QCA unit not me! that do not originate from me – thank you to the kind people who shared.

I’m currently experimenting with various Spanish units from the new QCA SoW for KS2. I’m using Unit 5 Los cuatro amigos with Year 3, El carnaval de los animales (Unit 11) with Year 4, Year 5 are doing Unit 14 Yo soy músico and Year 6 are looking forward to some café acting with Unit 23, Poner una cafetería.

I’ll report more fully when the units are completed as to how good, bad or indifferent I found them etc, but as a taster, I thought I’d share a snippet!

Hot off the press, here are Year 5 singing ‘Somos músicos’ with great gusto.

This is my first attempt at embedding a player on my blog – if it doesn’t work, you can listen tot he same audio from the Podomatic player on the right ;o)

Today I received an email from the Ministerio de Educación y Ciencias about a record breaking attempt at the largest ever flamenco display. Here’s the message!

Come and join the world’s record breaking Sevillanas dance!
London’s Regent Street will be given over to hundreds of Sevillanas
dancers on Sunday 25 May as they attempt to set a new Guinness World
Record™for the largest ever flamenco dancing display.

If you want to take part and help break the record, simply register at
http://tastespain.info/registeration.php?idioma=uk and we’ll be in
touch with details.

If you are also interested in attending free sevillanas lessons in
London, find  further information at
http://tastespain.info/schools.php?idioma=uk

The record attempt launches a two week festival of Spanish culture in
Regent Street, Heddon Street and Borough Market organised by the Spanish
Tourist Office, and marks the start of the build up to Big Dance 2008,
http://www.london.gov.uk/bigdance/
the week-long celebration of dance organised by Greater London
Authority.

Click on the menu to the left for details of Spanish cultural events
including live entertainment and the chance to try the best food and wine
from Spain.

If you would like to receive further information, please go to
http://tastespain.info/masInformacion.php?idioma=uk

So, if you’re at a loose end, fancy a trip to London and have a bit of angst to express, why not join in?

I went to ‘sevillanas’ lessons for a year when I first began teaching – I loved it and it was SO therapeutic but the lessons were on the other side of Birmingham and life got too hectic – unfortunately. But I still feel the urge to stamp, clap and look very haughty when I hear the music. This is just the sort of thing I’d have loved to be involved in, but I will be in Spain, possibly not dancing flamenco, but having a great time I’m sure ;o)

Click here to get your own player.

5MW have been working on QCA Spanish Unit 14 Soy el músico this half term and today we gave our opinions about types of music. I thought after we’d sung our song and revised opinions and shared our reasons that they’d make posters to show their pinions – displays need changing!

But I felt like being different today!

So out came my laptop from home and my head / microphone combo. I set it up in the book corner and, having set the rest of the class off on their RE webquest about what priests do, I invited anyone interested to pop over to the recording booth and, using Audacity, record their opinion in Spanish.

I was so glad I did it as everyone of the volunteers enjoyed the experience, and the looks on their faces as they listened to themselves played back were priceless.

Zach’s comment made me laugh and cry at the same time!
As he listened to himself back, he said
‘Miss, have you done something to my voice?- I sound Spanish.’
I assured him that I couldn’t do that, and that the voice he heard was him –
‘That can’t be me Miss’

So, I’ve spent the evening uploading all the soundfiles to our Podomatic account (signed up last July and didn’t put anything on it until today!) and above is the first set of WCPS Spanish podcasts. Please leave comments if you wish – the pupils will be very encouraged (as will I!) I’m expecting more volunteers next week – we ran out of time today and one of the quietest girls in the class is first in the queue for next week!