Spanish

Catch up with all the latest Spanish news!

eTwinning - The Odyssey of Words

The Magic Mascots eTwinning project has already featured on the wesbite, but it's not the only project in which Whitehouse Common is particpating.

The Odyssey of Words is a project created by Linda Alexopoulou in Greece. In this project students are going to have an adventure. It is about the adventure of the words that were born in Greece, adopted into the Latin language and afterwards, travelling through time, introduced in plenty of European languages either unchanged or slightly changed. Therefore, students are going to take an interesting wander into European languages, seeking the common Greek and Latin roots of lots of words that Europeans use in their everyday lives.

6HJ enjoyed the presentation that Linda prepared about animals and their names in Greek, Italian, French, Spanish and English. We looked at the definitions and the origins of their names - did you know that chameleon is a compound word in Greek that means 'lion of the ground' and that dolphin comes from the Greek word delphis meaning 'newborn animal' and is very similar to delfis which means 'small pig of the sea'? Having discussed the etymology of some animals, they made animal masks and researched how to name them in a variety of languages as you can see below.

odyssey

 

The next part of the project is based around mathematical language and involves a competition!

 

Lo que aprendimos en español - (Primavera 5 y 6 2017)

We've reached half term so it's time for another update on Spanish at Whitehouse Common!


los colores2017
Let's start in Y3 who have been working on colours this term. In their last two lessons, they studied a poem called Los Colores. It was a very cross curricular lesson with clear links to Literacy - phonics and similes - and Maths - sequencing and Venn diagrams to sort phonics - as well as Art - colour mixing. And they also showed some mental agility as they took the stroop test, made popular by Dr Kawashima's Braintraining on the NintendoDS! Bobby in 3MW is the current record holder; he was so fast that he nearly beat Sra Stevens! Having completed all these activities, thinking about the sounds and structures of the poem, they used dictionaries, glossaries and word lists to rewrite the poem in pairs. Lots of BLP skills were demonstrated as they collaborated, made links and got thoroughly absorbed in the task. Some of the poems are below; can you work out what they mean?
poem1 poem2
poem3 poem4
introducciones

Secondly, Y4 have been working hard on their speaking skills, writing and performing dialogues in Spanish. They had to think back to Y3 to recycle questions they learned then as well as using their recent learning to find out about their partner's name, age, birthday and health. Once more, lots of enthusiasm was demonstrated with plenty of volunteers to perform for the class. ¡Muy bien hecho Año 4!

Finally Y6 wrapped up their unit on  Los deportes  with some extended writing. They completed a comprehension on a model text then used their exercise books and other reference materials such as dictionaries, word mats and vocabulary keyrings to draft a paragraph or two which we then discussed, corrected, added to and then polished before writing a final version. Sra Stevens is very pleased with the resilience and focus shown by many of Y6 in producing work that would be impressive at KS3.

deportes1
deportes2 deportes4

Once more, Y6 demonstrated how their English literacy skills are very applicable to their Spanish (and other language!) learning. In the next article on the website, you'll find out about some work 6HJ did for one of our eTwinning projects based on etymology!

Lo que aprendimos en español - T4W en español (Primavera 4)

el naboOver the last three lessons, Year 5 have been exploring a story using a Talk for Writing approach that is used in Literacy lessons. 

The story, El Nabo Enorme, was familiar to them as it's a story they have heard in English (The Enormous Turnip) and, as Señora Stevens began the story, several children recalled that she had told it to them when they were in KS1. The familarity helped them understand but so did the repetitive nature of the the story as el abuelo called la abuela for help, she called Marisol, Marisol called el perro and so on until finally el nabo enorme came out of the ground and they all fell over. And the third 'aid' was that it was told using actions. If you have a child in Y5, ask them to do the actions for the extract in the image! 

As Señora Stevens read, everyone joined in with the actions on the first reading before beginning to join in with the text on the second reading. The third reading was accompanied by acting that would not have been out of place at the RSC by pupils in costumes by IKEA and Señora Stevens' Spanish dressing up box! As you can imagine, it was a lot of fun, especially trying to tira together and of course, falling in a heap!

Having joined in the story several times, we then tried to write our own version of the story. Señora Stevens wrote La fresa enorme about an enormous strawberry, and then the pupils wrote their own versions. Some are below. 

It was obvious that it was a task that they enjoyed as everyone was on task, there was a buzz of work rather than chat, and the results are excellent. In fact, there were complaints that they wanted to write more than the boxes on the sheet allowed!

¡Unos trabajos excelentes! Señora Stevens is looking forward to using T4W with Y3 in the next couple of weeks too!

5sg nabo

5mm nabo

Lo que aprendimos en español (Primavera 3 2017)

elmer

This week in Spanish Year 3 have been answering the question ¿De qué color es Elmer? Being a very colourful elephant, this question can be answered in many ways, and pupils enjoyed being able to reply even if they could only recall one colour in Spanish (unless it was gris or marrón in which case they were out of luck!) We then used a conjunction y (and) to extend our sentences, and discussed how we could use commas in a list instead of y between every adjective.
The extension activity was to write sentences using the same structure about other items. Señora Stevens was particularly impressed by this piece of work as it is beautifully presented, and the learner has remembered to add the accents on limón and lámpara; accents are part of the spelling of the word! Can you work out what these sentences mean?

colores

 

Year 6 were continuing to work on sports and this week looked at extending their speaking and writing giving details of how often and when they play or do sport. We discussed how the expressions are like bricks whose order can be moved around, but that you can't break a brick in half. For example, all these sentences are correct;

Normalmente los lunes juego al fútbol por la tarde.

Los lunes por la tarde normalmente juego al fútbol.

Juego al fútbol normalmente los lunes por la tarde.

Normalmente los lunes por la tarde juego al fútbol.

but you can't say Juego normalmente al fútbol as it breaks the yellow brick in half and splits the verb jugar a

Having mastered that, some learners began to join sentences using conjunctions such as y and también (also), or pero (but) and sin embargo (however) to contrast ideas. Here are a couple of examples of learners who went beyond what was asked, using their previous learning or looking up new vocabulary to make their work stand out from the rest. ¡Bien hecho las dos!

sport1sports2nd

 

Lo que aprendimos en español (Primavera 1 y 2 2017)

3mw habla

Over the first two weeks of term, there's been lots going on in Spanish lessons. Let's find out what two year groups have been learning.

Year 3 have been practising asking and answering questions in Spanish about their name, age and health. They used prompt cards then tried to adapt the conversations to talk about themselves. Some of them tried to do it without the prompt cards, and there were lost of volunteers to perform their role plays in front of the class. 

 

Year 4 conducted a survey, asking the question ¿Cuándo es tu cumpleaños? (When is your birthday?) to practise the months of the year.  The next lesson they used their collaboration skills to complete a Tarsia activity reviewing the days of the week and months of the year. They enjoyed the competitive element, all trying to be the first to discover the shape of the puzzle as well as completing it.  And then, in preparation for writing the date in Spanish, they played Tesoro o Basura (Trash or Treasure) to sort vocabulary into categories.

 

4ag pregunta y4 tarsia

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