The idea of using the video for the song SOY YO by Bomba Estéro has been commented on by other people with blogs sharing resources. I used it with my Year 7 to add a bit of variety to our lessons and to give them some cultural input. We watched the video first WITHOUT the sound and we tried to describe what was happening. This was obviously very much led by me and they were agreeing or not with what I was saying (thumbs up / down). They had been introduced to the verb SER already, so we were trying to describe the personality of people we saw. We then looked at the written description and picked that apart before watching the video again. With older students you might then take a look at the lyrics, but this would have been a step too far for my lot.
I’m not normally one for promoting companies via my blog, but ….. A few months ago we had a theatre group come in to perform to our Year 10. It was great! We will have them in again. However, what is even greater (!) is their venture into making films for language learning. Years ago we used to have some great things produced by the BBC and Channel 4 for leaning Spanish (Aventura vascas, etc.), but they have all disappeared. Now the same company that does the theatre productions is making films which I think are great. Their website is www.onattifilms.com. We are about to take out a subscription + plan to embed some of the resources into our schemes of learning.
When working on literary texts I have also been using song lyrics as well as poetry. The benefit of song lyrics is that you will often get an accompanying video which provides a wealth of cultural references. Attached is a worksheet relating to part of the lyrics to Rosalia’s Malamente.
Attached are resources I am soon to use to teach the topic of daily routine to my Year 9 group. I am trying to build the language up gradually to a more complex level where they can use context, gist, the dictionary, etc. to develop a higher level of comprehension. This is all tested through a video comprehension. I have talked about the Sharnbrook school Spanish videos before although I am now having trouble locating them on YouTube. Until I find them I have uploaded the one I have used in these resources. The video comprehension is followed by a reading exercise based on the daily routine of the Mexican child bullfighter Michelito. I have made this up myself making certain assumptions.
I have a lower ability Year 9 Spanish set and we are on the topic of freetime. The attached resources are for the introduction and practice of the main verbs needed to talk about what you like to do. The aim is to try and build up towards a level 5 (albeit a low level 5!) where the students make reference to what they would like to do next weekend. There is also some time spent on possessive adjectives.
Hopefully people are familiar with the “Contra el ratón” slides I made a while ago (from slide 46) . The students have mini whiteboards + have to write down the Spanish + show this to me before the mouse gets into the hole.
I have used a video from the BBC Learning Zone. However, as the level is a bit difficult in parts for my group, I have only used sections, as will be apparent from the worksheets. On slides 77 + 80 you just click on the pictures and a hyperlink takes you to the BBC Learning Zone website.
The sheet titled “Reading BRAVO” is not mine. Thanks to whoever originally made this. I have adapted it a bit for my group.
I know that I have posted this before but with Christmas fast approaching I have dug out this resource to update it a bit. It is the Christmas video of the Madagascar Penguins with linked resources. The PowerPoint is used to summarise the story after the students have seen the film. Even though some of the words are tricky for younger students they can hopefully work out the overall meaning given the context. This is followed by a gap fill exercise to test comprehension of some key words.
You can find the film on YouTube (see below), although there are no subtitles and the quality is not great or you can buy the DVD from amazon.es – a much better option!
The resources attached to this post are linked to teaching the time in Spanish to beginners. In slides 22 + 59 there are links to some great websites where you can get some interactive practice taking place. In the PowerPoint I have also taken a look at the teaching of the 24 hour clock and I have also added in some cultural elements such as Nochevieja in Madrid. On slides 67-78 students come to the board + write on the times on the clock face of the Reloj de la Puerta del Sol (Interactive Whiteboard required). There is also reference made to Spanish TV stations in order to add some practice of the 24 hour clock.
It’s a classic using the San Fermín song to introduce the months in Spanish and the PowerPoint attached uses this along with a video of a recent encierro in order to illustrate the most famous aspect of this event. I also show a video where students see a mixture of other Spanish festivals in order to give further practice to the months of the year and to illustrate how festivals take place throughout the year in Spain. The overall aim of this lesson is to ask students for the date of their birthday but I will be extending this into a longer conversation including all other questions such as ¿Cómo te llamas?, ¿Cuántos años tienes? etc. that we have covered in earlier lessons.
(Slides 3+4 came from a resource I found online although I cannot remember who made them. Apologies to whoever made them for not giving credit.)