City of Edinburgh
Modern Languages
1+2 Spanish
¡Hola!
Me llamo Ann
Soy Education Support Officer
Modern Languages
en Edimburgo en Escocia.
Mi correo electrónico es
[email protected]
¿Quién es?
Hola!
¿Cómo te llamas?
Me llamo…
¡Mucho gusto!
Laura Cassidy
1+2 Development Officer
City of Edinburgh
5 escuelas primarias
Santo Cuthbert
Santo Joseph
Santa Margaret
Santo David
Fox Covert RC
El objetivo
• Hablar en español
• ¿Por qué 1+2?
• Rcursos espa
• La culture!
Los servicios
Una alarma de incendios
Programa
9.00 Introduction to 1+2 and the rationale
10.15 – 10.45 - Break
10.45 – 11.30 - Introduction to Spanish resources
11.30 – 12.00 – Break out sessions
12.00 – 12.15 – Plenary and close
La réception de l’ambassade
Hola!
¿Cómo te llamas?
Me llamo…
¡Mucho gusto!
Los números
1
uno
2
dos
3
tres
4
cuatro
Sentaos en grupo
Presentamos…
¿Cómo te llamas? ¿Cómo te llamas?
Me llamo ____________.
Me llamo ________________.
¡Mucho gusto! ¡Mucho gusto!
Chau, chau, chau. Chau, chau, chau.
2020
Timeline for implemenation
Funding for 2013/2014
L2
A progressive experience for all of
learning an additional language from
P1 onwards (L2).
L3
A revisited and progressive
experience of another
language in addition to this
from
P5
onwards
(L3)
Scots
French
Greek
Italian
Polish
Spanish
Urdu
Gaelic
Mandarin
L2
A progressive experience for all of
learning an additional language from
P1 onwards (L2).
Actividad
Cread una portada…
…por 1+2 News!
30 minutos
Hablamos en español
Please and thank you in
Spanish!
Por favor
gracias
De nada
Visitamos los grupos
1
2
La persona de
la mesa
presenta la
portada
3
4
5 post-its…
Hora de decanso
30 minutos
Hacemos la lista
Embedded language
 Supportive
 Embedded
 Practical
 Accessible
 Engaging
 Flexible
 Progressive
edinburghmodernlanguages.yolasite.com
2 parts to the resource
Embedded language
Choice Topics
Spanish from P1 Framework
Embedded language
• Minimum expectation for full implementation
by 2020
• Covers a set of core vocabulary topics which
can be embedded in daily routines and across
classroom practice
• Greetings, numbers (1 -31), dates, weather,
classroom talk
• Resources developed at Early, First and
Second Levels including all vocabulary, sound
files, activities, web links and songs.
Spanish Early Level
Classroom Talk!
Early Level Significant Aspects of Learning
• Use language in a range of contexts and across learning
• Develop confidence and enthusiasm to communicate using the
language being learnt
• Begin to develop an awareness of other countries, cultures and
languages
• Listen and join in with simple songs, stories and rhymes
• Explore and recognise patterns and sounds of language through
listening, watching and playing
• Understand, respond to and say simple greetings and personal
information (e.g. name)
• Repeat and understand simple familiar language from a familiar
source
• Actively take part in simple daily routine language
• Participate in familiar games including outdoor learning
• Begin to explore resources to support my learning e.g. picture
dictionaries
Vocabulary
Classroom Talk!
!Haced la fila!
Listen
Look
Please (for use when pupil is
talking to the teacher, or the
teacher is talking to the whole
class)
Line up
Sí
No
Gracias
Yes
No
Thank you
¡Escuchad!
¡Mirad!
Por favor
¡Escuchad!
Por favor!
¡Mirad!
Por favor!
¡Haced la fila!
Si
No
¡Gracias!
Embedding the language
Using ‘Por favor, gracias, sí and no’ as part of everyday
classroom language.
You could do the register with ‘sí and no’ on some days.
The language for the teacher e.g. ¡haced la fila!, listen and
look are designed to be embedded in everyday classroom
practice.
For this topic, this would be the focus as opposed to the
language being taught as such.
There are example activities however to help teachers
reinforce the language being used.
La palabra de la semana
La palabra del mes
1.
2.
3.
La palabra de la semana means word of the week. La palabra del
mes means word of the month.
As a way of building up classroom vocabulary gently, you could
have a word of the week/month which everyone will use in class
(or out of class too if they like!)
Once you move onto your next word, keep the previous words
going! This way the pupils will build up their language gradually!
The Big Buenos días
Challenge!
1. Set pupils the challenge of saying Buenos días, hola, gracias, por
favor and de nada (or whichever vocab you like) to everyone they
speak to.
2. You could get them to tally mark how many they do in a week
and have an inter-class competition.
Sample activities
You will find a bank of sample activities which you can use to
practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or
adapt them to suit the needs of your class.
You will find a set of more challenging activities in Level 1
Classroom Talk.
¿ Por favor o No, gracias?
Pupils look at the following slides and decide if they would like
it or not by saying either ¿ Por favor o No, gracias?
You could make this more active by having 2 sides of the room
with each designated as the Por favor side and the other as
the No, gracias side. Ask pupils to then choose a side which
matches their opinion and say their opinion (¿ Por favor o
No, gracias?) as a group.
You could follow this up with asking them to choose pictures
from cut outs or create their own drawings under the headings
‘Por favor o No, gracias’
Por favor o No, gracias
las fotos
¡Mirad!
decid sí
y
o
Por favor
No, gracias
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿Por favor o no gracias?
Versión profesor
¿Por favor o
No gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
¿ Por favor o No, gracias?
Jacobo dice…
Jacobo dice… is Spanish for Simon says.
It works exactly the same way whereby if you say Jacobo dice…
(Jack said) at the start of a command then everyone has to do
it. If you just say the command then pupils should stand still. If
they do the action, they then sit down. Sample commands are
below:
¡Jacobo dice escuchad! (pupils can cup hand to ear)
¡ Jacobo dice mirad! (mime searching)
¡ Jacobo dice haced la fila! (pupils get into a line)
¡Escuchad!
¡Mirad!
¡Haced la fila! ¡Sentaos! ¡Levantaos!
Songs and videos!
You will find a bank of sample songs and videos which you can use
to practise the vocabulary in the classroom.
This is not a prescriptive list of songs and you can use or adapt
them to suit the needs of your class.
¡Haced la fila!
(to the tune of farmers in his den)
¡Haced la fila!
¡Haced la fila!
¡Los alumnos de la clase,
haced la fila!
¡Buenos días song!
ICT Resources online
You will find a bank of sample ICT activities which you can use to
practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or
adapt them to suit the needs of your class.
Each of the slides contains an image of the website page. If you
click on the image it will take you to the page. Alternatively you
can use a link address which you will find in the slide notes.
Languages Online
Languages Online Australia
¡Adiós!
Embedded language
• Choose a starting point which suits you and your class
• Don’t worry about repetition of language – repetition
is everything in language learning, they can’t hear it
enough.
• Little and often – drip, drip effect.
• For Early – P2 start with Early Level
• P3 – perhaps Early too
• Everyone else – First for vocabulary. You can apply
the approaches of 2nd to the amount of vocab at 1st
Level.
• P6/7 working up to 2nd
• Approaches are more linked to Levels rather than the
vocabulary – there is usually just more of it the higher
you go.
• Don’t be afraid to get it wrong! It’s a positive thing
for the pupils to see you learning with them.
• Go at a pace which you are comfortable with.
edinburghmodernlanguages.yolasite.com
Choice topics
• Range of contexts which can be fitted in across the
curriculum
• Designed to promote pupil and teacher choice
• Some contain new vocabulary
• Others build on previous learning
• Some require no previous knowledge
• Still mostly in development
• Like feedback today about what you would like
• Would also like feedback about what the pupils would
like
Choice topics
Spanish Level 1
Party Games!
Actividad 4 – ¡Las sillas musicales!
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Expressive Arts
I can sing and play music from other styles and cultures,
showing growing confidence and skill while learning about
musical notation and performance directions.
EXA 1-16a
Prior learning:
None
particularly
necessary.
Actividad 4 – Teacher’s notes
Actividades: Las sillas musicales
1.
Pupils walk around a number of chairs (1 less than number of
pupils) and sing to Spanish music. When the music stops they
must sit down in a seat which is free.
2. The person who is left is the out but they can still sing along
and you can ask them to ask everyone to stand up and then
choose a seat to remove next.
3. To add some extra Spanish you can stick and question or a
Spanish challenge to each seat e.g. count to five, say your
name, say what the weather is like today etc. and get them to
say it to their neighbour.
4. You could also link this to whatever topic you have been doing
e.g. pictures of animals if you’ve been looking at pets and they
would have to say what it is.
Vocabulario
¡Uno, dos, tres, anda!
1, 2, 3 – walk!
¡Busca una silla!
Find a chair!
¡Sientate!
Sit down
¡Oh no! ¡Estás eliminado(a)!
Oh no, you are out!
¡Lo siento!
Sorry!
Levántate
Stand up
Coge una silla
Choose a chair
¡Continuamos!
Let’s continue!
¡Las sillas musicales!
Escucha la música…
Canta …
¡Y anda alrededor de
las sillas!
Cuando la música pare….
¡Sentaos!
El Hokey Pokey!
El pié derecho aquí
El pié derecho allá
El pié derecho aquí
Sacudiendolo muy bien
Harás el Hokey Pokey
Y una vuelta darás
¡Y ya eso es!
Ohhh hokey, pokey, pokey! X 3
¡Y ya eso es!
¡Los dinosaurios!
Raar!
Actividad 1 – Teacher’s notes
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Prior learning:
1. Where I live
2. Simple descriptions
3. Colours
4. Pets
5. Food and drink
Activity
Read and listen to the
information about the
different dinosaurs and
then do the quiz in
groups or as a whole
class.
¡Este es Estegosaurio!
¿De qué color es
Estegosaurio?
¡Estegosaurio es verde!
El Estegosaurio es grande…
…como un autobús…
No estoy
muy bien!
¿Estàs bien Tyranosaurio
Rex?
Hay un Tyranosaurio Rex en
el Museo Nacional de Ecococia
en Chambers Street.
¡Buenos días! ¿Cómo te
llamas?
¡Me llamo Tricérotops!
¡Quiz!
7. ¿Cuál dinosaurio es
grande como un autobús?
Soy muy
grande!
¡Si! ¡Es Estégosaurio!
¡Quiz!
¡Rrrrr!
8. ¿De qué dinosaurio está
disfrazado el perro?
¡Si, estupendo!
¡Es Tyranosaurio Rex!
¡Quiz!
¡Guau!
9. ¿De que dinosaurio está
disfrazado el perro?
¡Si, fantástico!
¡Es Estégosaurio!
¡Quiz!
¡Soy un
dinosaurio
, no soy
un perro!
10. ¿De qué dinosarurio está
disfrazado el perro?
¡Si, muy bien!
¡Es Tricérotops!
All the children stand on a line apart
from one child, who stands on the
opposite side of the playground with his
back to them. They try to move
forwards as he says Uno, dos, tres …
sol. He turns round, and any child still
moving is out. The first child to reach
the speaker and touch his back is the
winner.
¡Spanish Level 1
La magia!
¡Buenos días a todos los magos!
¡Bienvenidos al colegio de
magia!
Break out groups
Look through the resources and decide
what you might like to try with your own
classes!
What choice topics would you like to see
as part of the resource?
Next steps
• One post-it per person with one thing
you will do in class.
• Any question – whole group
• Support – further
Muchas gracias y adios!
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Por favor o No gracias? - Edinburgh Modern Languages