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!
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 :-
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
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.