animals – ¡Vámonos!
 

Tag: animals

¡Danza del Corral!

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Another (new to me) book by Sandra Boynton

Following on from my previous post, I also purchased this book. Whilst not a new publication, it’s new to me and I thought I’d share how I might use it.

This book also features Sandra Boynton’s trademark quirky animals with all the favourites including cows, pigs and the funky chicken!

Here’s the opening of the book that sets up the ‘story.’ What do you think it’s about? I’d encourage learners to use the cover picture, the illustration on p1 and the text to try and work it out. What are the animals on the cover doing? What is the cow doing? I’d expect ‘dancing’ and ‘playing an instrument/singing’ to be included in the responses. Depending on the learners’ knowledge of music/life experiences, they might put the dancing and the fiddle together to mention barn dancing, but some might need a bit of a steer in that direction. You could show a video of some barn dancing to give them an idea!

Next I’d look at the text. Which words can you pick out and suggest a meaning? ‘Aplauden’ (clap/applaud) and ‘danza’ (dance) are the most obvious but watch out for false friends ‘corral’ and ‘pies’! If learners have met body parts they might recognise ‘pies’ and possibly ‘manitas’ from manos (several finger rhymes that my learners have met include the word manitas though) So what are the instructions? Stamp your feet and clap your hands. Again, I’d expect my learners to recognise ‘¿listos?’ as I use it often, but it would be a good opportunity to learn it otherwise. So, are we ready for the barn dance?

The book then continues with instructions to do an action with an animal. Above we have hopping with a bunny, walk with a duck and dance with the mad chickens, clucking all over the place. Below you can see that there are also animal sounds to explore – which animal makes these sounds?

The whole book is one long dance routine and it’s a great text to get learners involved!

Here are some ideas!

  • Read the text and learners do the actions.
  • Give learners an animal and they stand up or hold up a picture each time their animal is mentioned.
  • Match the animal to the action. ¿Brinca o galopa con el conejito? Brinca con el conejito. ¿Y con los pollos locos? Baila con los pollos locos
  • Match the sound to the animal. ¿Qué dice beee – una vaca o una oveja?
  • Explore more animal sounds; compare English and Spanish animals; explore other languages. I’ve got a great book called Animals Speak that would be great for this! (This post is about it, and another Sandra Boynton book!)
  • As learners move around, hold up an animal picture and they change the way they’re moving according to the story.
  • Follow the instructions and have a barn dance!
  • Rewrite the instructions replacing the animals with members of the class – baila con Charlie; brinca con Evie; da vueltas con Israel; corre con Mariah etc
  • Make up a routine with each learner adding a new move to the previous one(s) like Granny’s Shopping – how many moves can you remember and perform?
  • Work on verbs – lots are -ar so could you work out how to say I jump if given the verb paradigm of a regular -ar verb?
  • Make your own dance routine using the verbs
  • Alter the instructions so it’s not brinca CON un conejito (jump/hop WITH a bunny) but brinca COMO un conejito (jump/hop LIKE a rabbit) then write your own sentences for a game that could be played in PE or at break!

Those are just a few activities that immediately spring to mind – do you have any to add?

A new book from Sandra Boynton

In the post this morning I received an exciting package – a new book that I wasn’t expecting until mid September! I love Sandra Boynton books – Moo Baa La la la was one of my sons’ favourite books as toddlers and Azul el sombrero, Verde el sombrero was a massive hit when I recorded it for KS1 in lockdown (I received several reports and even videos of children exclaiming ¡Ay caramba!) so when I saw that she’d published a new book, I preordered it!

The book is all about emotions. Here’s the opening page that sets up the whole book:

Each page then features an animal and an emotion. Here are the first two pages:

All the emotions go with estar and include enérgico, gruñón and contenta. As you can see from the sample pages and the examples I’ve given, the adjectives are presented in masculine – enojado, enérgico – and feminine – contenta – forms as well as those that are unchangeable – triste, feliz.

I love the illustrations which make the book. All the animals have their own characters and also demonstrate their emotion brilliantly. I also like that there is some more unusual vocabulary like complacido (contented/pleased with yourself) and confundida (confused) which opens up discussion of confounded being another (stronger) way of saying confused.

The final message of the book is that whilst the hope is that everyone is happy, it’s OK if you’re not, you’re amongst friends and that emotions change day to day.

It’s a lovely stand alone book but would also be good to introduce and/or review :-

  • animal vocabulary
  • estar + adjectives
  • use of muy (and potentially bastante) to qualify the extent of the feeling
  • masculine and feminine nouns (cerdo and hipopótamo are masculine nouns but are presented in feminine form as the animal is female)
  • the diminutive -ito/a
Una rana contenta

Having read the book, I’d try some of the following:

  • Asking the question ¿Cómo estás? and looking for a reply starting Estoy... (I am….)
  • Ask the question ¿Cómo está (animal)? to use the 3rd person with replies (animal) está (emotion) which requires learners to swap the indefinite artilce in the text for the definite article in their reply e.g. ¿Cómo está la rana? La rana está contenta
  • Make new sentences about animals and emotions based on pictures (see below for some possible ones!)
  • Make similes using the structure [adjective] como [animal] e.g. enfadado como un león; hambrienta como una cabra; listo como un búho

I thoroughly recommend the book – and all of Sandra Boynton’s books as they’re great fun but also great to spark ideas and activities.

What do you think?

Have you seen the latest issue of Teach Primary? If you have you might have noticed that I’ve been writing again.
This month I’ve provided a lesson plan and resources that link languages (in my case Spanish) with the music of Saint Saëns and specifically the Carnival of the Animals.

For those that have been in primary language teaching for a fair few years might recognise that this lesson is inspired by the QCA Scheme of Work which I used as my starting point before adding my own ideas and twists.

If you don’t have a subscription to the magazine, you can download the lesson and resources for free from Teachwire here
I’ve added the lesson plan below.

I teach Spanish at two primary schools and we predominantly follow the Light Bulb Languages scheme of work. Year 4 are about to start the latter part of Unit 8 Descubrimos los animales. In it, they learn the names of parts of the body, comparing the words in a variety of languages, and then talk about animals, culminating in making and describing ‘strange animals.’ As a bridge between the two, we look at El Bicho de la Fruta, but I was on the look out for another story that might accompany this as Y4 love a story. And I’ve found two!

1. Un Bicho Extraño

ISBN – 978-84-96957-67-1
You can buy a copy here.

I was first made aware of this book via Jesús from the Consejería de Educación in London who spoke about it at a session I attended. It is the story of Un Bicho Extraño (A Strange Creature) who we discover bit by bit. The ‘story’ is written in a single phrase per page. Well, two phrases as you can see from below as the ‘bicho’ is revealed and then disappears as you turn the book around.

Jesús shared materials that have been prepared by a working party to enable teachers to use this text as the basis for a series of lessons. Lots of ideas and resources that are ready to be used. I intend to choose some of the activities, particularly the Pictionary activity and the materials that support descriptions of the Un zoológico de bichos raros as they go well with the scheme. It would make a good analogue alternative to using the website Switchzoo.com to create hybrid animals. (Gutted that BuiLD YouR WiLD SelF is no longer available!)

To present the story I could read the book as it is (There is also a video of the book being read here) or I could try to do as the teacher in this clip has done, building the ‘bicho’ live as I tell the story. This would be a good introduction to pupils creating their own bicho and presenting it.

2. El Carnaval de los Animales

ISBN 978-84-261-3824-8
You can buy this book from Little Linguist here

The second book was a recent purchase as I was writing an article for Teach Primary on integrating languages and music into a series of lessons (harking back to the QCA scheme of work!) I saw the title and it took me back to lessons I used to do based around Saint Saens music. Except the book isn’t just a carnival of animals as we know it.

All the animals have been invited to the carnival – but fancy dress is obligatory. How will the animals disguise themselves? The book is very amusing as animals decide how to disguise themselves, mostly as other animals but not always, and present themselves in their new forms. It’s a fun book to read as it is, and you could play games with it.

For example, can you identify the animal and the disguise?
¿Qué animal es?
¿Y el disfraz?

Es un perro salchicha disfrazado de cebra.

And this would be a simple way to make more ‘strange animals’ as pupils attempt to disguise their animal as something else. A fun activity that could be extended beyond animals for the adventurous. I like the range of interesting animals that are introduced in the story – it’s not often that you get to teach mapache or ornitorrinco, and I’ve never heard the word bogavente* before but I know it’d be a hit with Y4.

I’ll let you know how we get on with these books and how much or little we get to do with them. If you have any ideas of similar texts, do leave a message in the comments, or contact me via Twitter @lisibo.

*Un bogavente is a lobster with large claws. Una langosta (the word I knew for lobster) is a spiny lobster.
Amazing what you learn from children’s story books!



As I came towards the end of sharing the books I bought in Bilbao at Easter, it dawned on me that I’d bought some lovely books in Barcelona last May and not shared them. Here’s one of them!

I was initially drawn by the title as it reminded me of the game (similar reason why I bought the book I shared a couple of weeks ago, also called Veo Veo ); I explain the game in this post and also here.

However, I was even more excited when I opened the book.

  1. I love a flap book as I find that they offer an extra something when you read them aloud, adding a mystery that needs solving, a secret that needs discovering. And they really engage learners who all want to uncover what lies beneath, a great classroom management tool with young kids as you only get to open the flap if you’re sitting quietly.
  2. It’s on a favourite theme of mine, animals, one that is often revisited in the time learners spend at my school. 
  3. There are twenty animals featured in the book, but each page focuses on 5 of them, with a single sentence leading to the identity of one of those five animals. Therefore the possible answer is limited to one of those five, making it easier for young learners or beginners to offer a suitable answer. 
  4. Each clue is a single sentence followed by ¿Quién soy? and are mostly very simple. Some are simply the noise that the animal makes, others refer to the physical appearance of the animal and others talk about the preferred food of the animal.
  5. Lifting the flaps is fun enough but each opened flap on the page adds to the picture of the next. Hard to describe so I’ve videoed it. Very clever!
  6. I have another book called Animales Salvajes that has much longer clues to the identity of an animal that I’ve used with Y2 and whilst they enjoyed the book, the longer clue went over their heads (although I enjoyed them!) and their guesses were more random based on the images rather than the Spanish. This book would work better for them, but the animals are not specifically jungle animals so I guess I’d have to write my own…
  7. …and writing our own version would be a really simple and fun activity for older learners to share with younger ones. Perhaps one I’ll try out with Y6 as they continue on their learning abut verbs and recap all that they have learned over their years of Spanish.
  8. And finally, there are actually 21 animals in the book with ‘un regalo’ on the final page!

 

Continuing on my posts about books I bought in Bilbao, we come to a couple of non-fiction texts that I bought at the Día del Libro market.  I was drawn to them as they are colourful, very visual and were also very reasonably priced at €5 (always a consideration when I’m buying several!) Non-fiction texts are less readily available than storybooks and it can be tricky to find ones that are appealing as well as accessible to primary school learners. So I was really pleased to find these. There are four in the series Aula del Saber and I selected these two as I already have books about the planets, and dinosaurs is a topic that y1 cover.

Firstly Curiosidades del Cuerpo Humano, chosen as it supports the Science curriculum as well as containing pages that will be useful for Health Week.  For example, this page will be useful to Y1 who are looking at dental health in Health Week as well as Y4 who look at what happens to our teeth, completing experiments using egg shells and Coca Cola!

Y5 are looking at life cycles and human reproduction so the page above would be interesting. As you can see, even without knowing much Spanish you can understand that the table shows the gestation times of various animals. There are several pages that outline the whole process of reproduction including the female and male reproductive system so it’s perhaps not one to put in the school library but rather a resource to be used in context.

I like that the information is on bite size chunks and that there are lots of diagrams and images to support understanding. This section would be good for finding cognates.


And the second book is Insólitos Animales which has a similar mixture of short texts, diagrams, tables of information and Did you know..? sections.

I’ve selected a few pages that drew my attention.

This one could be the stimulus for a sorting activity, giving learners a list of animals to classify into groups and create simple sentences e.g. Una ballena es un mamífero. Una rana es un anfibio.

Here’s an idea of what a double page spread looks like:

Some interesting vocabulary in the tables below; learners could follow the model and complete for other animals. The short texts could be used for a ‘Find the word for…’ activities as well as simple comprehensions that guide the learner through the text, calling on their existing knowledge of elephants/frogs as well as their linguistic knowledge to respond.

Y4 will finish their unit on animals before the end of term so I think we’ll have a look at this book together! And I’ll let you know any further ideas we have to use it.

In my next post I’ll share some other non fiction texts that I have collected. In the mean time, here are some other of my posts on a similar subject that might interest you:

Muy Interesante Junior

ColoradoLibraries (the West Sussex link no longer works but there are some resources here that are based around animals and their habitats)

¿De dónde viene el yak? my own non fiction text written using Storybird.

 

 

Evernote Snapshot 20151016 104158My session at the wonderful Practical Pedagogies conference centred around the use of technology to enhance Primary Language Learning.

Key points I made included:

  • technology is not  just for the pupils but also for the teacher;
  • it is just one tool we have to use;
  • it is not always the best tool for the job.

I went on to suggest online tools as well as apps that might be useful in a range of contexts and situations.

My presentation is below and there is wiki with links to tutorials, examples and ideas that accompanies it. Feel free to ask questions via the contact form or @lisibo on Twitter.

And thanks to Marisa for sharing her notes (and photographs!) here.

I’m conscious that I haven’t posted since before school started so I thought I’d share something I’ve made this week.

Screen Shot 2014-10-03 at 18.39.02

At WCPS, Foundation and Key Stage 1 teachers follow the Little Languages scheme of work for Spanish. It’s simple to use, has clear instructions and best of all, builds up from a +/- 10 minute activity/ies in FS to 10- 15 minutes in Y1 and 15-20 minutes in Y2. The activities can be repeated during the week or just done once, and there’s lots of repetition. Sound files are included to support the teachers (none of whom are fluent or confident Spanish speakers) and visuals too.

I’m timetabled to teach two Y2classes this half term which is great, so I’m following the same scheme but making it a bit more in depth and adding my own bits to it! At the same time, I need to ensure that the third class have a similar experience; their teacher is doing their lessons with half a class at a time as the other half go swimming and then the other half when they swap.

The last few weeks have been based around animals.

Week one we sang an adapted version of  Vengan a ver mi granja featuring a kitten (un gatito) and a duckling (un patito). We sang the song with actions then played Patito/Gatito, a game with cuddly toys.

We sent someone out of the room and hid the ‘gatito’. When they returned we had to find ‘gatito’ by listening to the rest of the class repeating its name; the nearer the person got, the louder we said ‘gatito’. One class was really good at the dynamics whilst the other needed a bit of help as they were loud from the start and didn’t leave themselves enough leeway to get louder without screaming! Then we played with ‘patito’. This led to horror when someone hid the cuddly in the class play oven! The next week, we added ‘perrito’ to the game. Very popular and the children recalled the words clearly after so much repetition.

Download wk 1 gatito patito

The next week we moved onto a story about wild animals called ¿Quién soy? in which you see small parts of a wild animal who asks ¿Quién soy? before revealing themself and saying ‘Soy un elefante / un tigre / una jirafa’ etc. Whilst reading the story for the first time, we assigned each animal an action and children showed they understood by doing the action on subsequent retellings. For example, un elefante was arm as a trunk; una jirafa, arm above head like a long neck; un tigre was claws in front; and un león was the same but whilst swishing your hair. They also joined in with ¿Quién soy? and some with the response too. Another game followed in which children mimed an animal and asked ¿Quién soy?, challenging their classmates to guess. Again, plenty of volunteers and lots of language. We also used masks to play a similar game with the images from the story; we looked at the clue images, chorusing ¿Quién soy?, and the child wearing the correct mask jumped up and announced ‘Soy….’  

Their favourite is…

Screen Shot 2014-10-03 at 18.38.23

 

… accompanied by puffing out the cheeks (which strangely helped them to say the word!)

To continue the theme I made a simple labelling sheet with 8 animals, three of which they hadn’t met: un mono, una cebra, una serpiente. This led to a really good discussion about how they could work out which animal these words matched.

 

Mono looks like the start of monkey.’

Cebra looks like zebra.’ ‘It starts with a s sound not a z or a c though’

Serpiente sounds like snake because it’s got a sss at the start’ (that followed me reading the word with a very sibilant s!)

Download jungle animals worksheet

This week, the lesson was to be based around Alarma en la jungla. But I couldn’t it. I’m sure I’ve got it so Im not buying another copy until I’ve had a good look, and I couldn’t find a powerpoint or PDF online (that didn’t require me to sign up to something requiring my credit card details!) so I had to find an alternative.

Step forward, Animales salvajesThis is a lovely book that I bought in Spain for 2€ which has a little rhyme giving a clue to the animal hiding behind the ‘plastic page’. Look at the example below!

FullSizeRender-1 FullSizeRender-2 FullSizeRender

We’d met all but one animal so I planned to read it to the class, sharing the book so that everyone could have a look, emphasising or explaining key words to help them guess. For example, the first animal is described as ‘verde’ and they have a chart of Spanish colours on the wall so that gave them a clue that it wasn’t the elephant! However, I was aware that my colleague in the 3rd Y2 class couldn’t speak Spanish and wouldn’t be able to read the book to the children. So I made a powerpoint with embedded sound for her so she could just show the pictures and turn the pages whilst the text and sound came from the IWB. And I added a question to each slide too ¿Qué es? as it’s a common question that they’ll hear repeatedly.

Download animales salvajes

Except we had two special assemblies so we didn’t use it! However, we’re all ready for next week. And hopefully the sound on the IWB in one of the classes will be fixed as the children are eager for a repeat of Veo a un animal on the BBC Primary Spanish website.

Screen Shot 2014-10-03 at 18.25.09Firstly, it’s a guessing song about wild animals.

Secondly, they like the funny pictures and the catchy tune.

And thirdly, they are particularly impressed because I wrote it (and all the other Spanish/French songs, games and vocabulary /information pages on the site)  and this has elevated me to superstardom in their eyes!

We did however have a great game of ‘Secret leader’ in which we all sat in a circle and chanted a word whilst doing an action. We sent a child out and nominated a leader who would change the action whenever they wanted (I changed the word in response to their action as it was the first time we’d played but one child did it themselves so we’ll see what happens next time!). The child returned and had to work out the Secret leader.  “Oh, it’s like ‘Wink-faint’ isn’t it?” said one child which made me think of the days when we used to ‘murder’ each other and die violently and gorily! This class are only 6 years old though 😉 Again, a game with lots of repetition with the action reinforcing the spoken word.

I’ll report back on how we’re progressing at a later date. Hope you enjoy the resources I’ve shared.

Books and bloomers

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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


Baila “La Vaca Lola”

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A request on Twitter for catchy song led to someone volunteering one my favourites so, for the benefit of @taykllor here is …

La vaca Lola

 

The actions are illustrated below and here are the written instructions – hopefully between the two, all will be clear!

PicCollage

La vaca Lola, la vaca Lola  – mime horns for each phrase

Tiene cabeza – point to your head

y tiene cola – turn and mime a tail swishing 

La vaca Lola, la vaca Lola  – mime horns for each phrase

Tiene cabeza – point to your head

y tiene cola – turn and mime a tail swishing 

Y hace “Muuuu” – body roll and “muu” with enthusiasm!

(Instrumental – dance salsa with a partner as illustrated by the little people in the video. Always a hit!)

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