Postponed from their usual Saturday in June thanks to COVID and travel restrictions, this Saturday (2nd October) sees the annual Talleres de español at Instituto Español Cañada Blanch in London.
The programme will begin with Baroness Coussins speaking about the importance of languages for the future of the UK which will be followed by presentations (predominantly in Spanish) in three strands – primary, secondary and general interest – on a variety of themes including gamification, ICT, culture, history, literature, motivation and projects. Lunch is always delicious and an integral part of the experience, and the day will end with dancing or wine and jamón!
I’ll be presenting straight after Baroness Coussins (no pressure!) and sharing my ideas entitled Take One Book.
The programme is below and you can find details of how to sign up here . I’m looking forward to it; please say ¡hola! if you’re attending!
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!
Da vueltas con los cerdos, nada con las vacas.
Those are just a few activities that immediately spring to mind – do you have any to add?
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 sombrerowas 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
¿Cómo están los animales?
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.
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 serieshere, one of their UKS2 parallel text books Los Mellizos del Tiempohere 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 SpanishFrench 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.
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.
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.
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.
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?
Read it and enjoy it – the rhythms and rhymes, and the message too.
Act it out as a play (at the end of Primera Parte, the curtain falls and there is applause!)
Look at pronunciation – the j and the use of accents.
Use the image to help children find the meaning of the poem.
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!
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?
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.
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.
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.
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.
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.
I love Itchy Feet: The Travel and Language Comic and this particular comic amused me no end! It’s one way to explain ¿? and ¡! I guess, although I tend to liken them to ’66 and 99′ or ‘6 and 9’ for speech marks/quotation marks that we use in English to enclose speech/a quotation! And in typing that I’ve discovered that my computer doesn’t distinguish between opening and closing speech/quotation marks hence the simplistic KS1 explanation!
