No hay notas en la diapositiva.
This listening activity includes words from this topic and some from previous topic areas – the objective though is listening for detail and improving sound/spelling knowledge. Students have to put the words into the correct boxes depending on no. of syllables and obviously try to spell them out. Play each of the sound files from left to right row 1 and then row 2. Answers are animated to appear in the table also left to right - students should have filled them in in this order too if you play the sound files in the order indicated. Following on from this activity, practise sentence building – either they can do this independently or in pairs/groups or you could dictate sentences in English for them to write on whiteboards etc.. – I have put a further 10 words in for extension sentences at the bottom of the slide.
Pilla al intruso. Students may say anything from ‘2012 porque es futuro y los otros son pasados’ or ‘2012’ porque son ‘dos mil’ y los otros son ‘mil novecientos’. My answer is ‘1992’ porque los juegos olimpicos tuvieron lugar en Barcelona y los otros en Londres.
Pilla al intruso. El hockey, el remo, el tenis de mesa o el baloncesto. El remo porque es el unico que necesita agua? El remo porque los otros tienen pelotas? El tenis de mesa porque es el unico deporte individual – los otros son deportes de equipo?
Pilla al intruso. (el tenis, el voleibol, el badminton o el beisbol) Students could say anything but my answer is ‘el beisbol porque lo han sacado de los juegos olimpicos’.
There are 26 sports in the 2012 Olympics. Of them there are 8 ball sports, 6 of which are also team sports, 2 individual and 1 team sport that is not a ball sport. This leaves 17 sports that are individual sports that don’t use balls. There are further classification activities that they could divise themselves here. E.g. Water sports, combat sports,
Introduce the colours with the shapes so that students realise the difference in position. They know the first 3 colours from earlier in the lesson, introduce the other colours after that.
Introduce and practise these positioning words – they have most of these (and more) on p.24 of their vocabulary books.
This slide introduces some language so that students can have a personal response to the paintings too.
When they have told you which are adjectives, ask them to tell you what’s different between adjectives in Spanish and English. You’ll see what they have noticed implicitly from work done so far (hopefully quite a lot by this time!)
With this activity you just want students to make the link between their previous work on describing shapes & colours and adjectives in general (position & spelling changes for gender & number) so whilst this could take most of the lesson, I planned it more as a starter so in pairs they come up with one sentence to describe one element of the painting. Take a few suggestions orally and I’ve put some up if more ideas are needed but they might not need showing. Then refer students quickly to the next slide and elicit from them in Spanish the adjectives.
This is a self-portrait by Picasso. Generate a physical description (p.30-31) with the whole class and write up on the board. Perhaps also ask them to give their impressions of how he seems ‘Parece raro, triste, callo, serio.........’
Creative task - t he students are shown Picasso's painting, The Girl Before the Mirror . The students are directed to the faces in the painting and to see how Picasso changed the faces from natural looking faces to abstract faces. The teacher then demonstrates how to draw a ‘picasso-style abstract face’ as follows: Draw a circle/oval for a face Draw a profile down the face. Draw the front view of an eye and a side view of an eye. You can place one eye in a different place. Draw the mouth. Make crazy hairstyles. Draw each hair. Outline every single line with a black pastel. Color all parts. Color each side a different color.
I don’t in any way think that there will be a time for this activity during this lesson but it is a good one for developing dictionary skills with a purpose – objective is to match the correct title to each painting. All paintings by Picasso.
Pictures and task taken from ASSET Breakthrough speaking task – grade 3
Picture A is Asturias - picture B is Almería in Andalucía. Would be useful to ask students to guess where these photos were taken. I would imagine that most would think that B is Spain but not A. Good to dispel myths that Spain is all like it is on the south coast!
As soon as learners have done the preterite, this sort of talking task is good for developing talk in the past. Again, switching to ask learners where they didn’t go, how they didn’t travel etc.. will make the task much more spontaneous and give more scope for learners to give different answers
Faire du saut a l’élastique
Read this poem out to the class clearly and slowly, clicking to bring the pictures on individually to support understanding of each line. Worth perhaps eliciting what the previous song and this poem have in common? Then tell them that they are going to need to be ACTIVE and noticing and use their memory skills as you are going to read the poem to them again, given them 2 mins to read it again to themselves and then give the a version with gaps for them to put back together. Flick forward to show them what their task will look like.
Give this slide out to the class and ask them to try to put it back together from memory.
Go through the answers with them. Ask additional questions in TL like ‘por que es italiana y no italiano’ to see how much they are noticing about the gender & number agreements.
Activity for students to do – trying to match first of all the descriptors to the images and then recall what you have said about who was on which side in the civil war so that they can decide who to write into the venn diagram on the next slide. They can discuss this in pairs for a minute and then feed answers in whole class.
Students write in the names of the groups involved on each side, write outside those who remained neutral and put in the middle the soldiers of the Army, who divided themselves.
Most are clear here. Portugal was helpful to the nationalists and closed its borders to the republicans but didn’t give as public support to them as Italy and Germany. Britain and France stayed neutral but some volunteers from both countries fought in the war, mostly on the replublican side but some on the nationalist side.
There were lots of (propaganda) posters produced throughout the war period by both sides. This republican poster presents a very negative image of Franco. Students should refer back to their previous work to identify those depicted in the poster. Questioning by the teacher (depending on the ability of the group) can draw out the main messages and record them on the board. E.g. Franco tiene una cara normal? Parece humano? Por que es tan grande? Etc.. Los clérigos, la iglesia, el Ejército – los generales, los ricos (la población española) son más pequeños. El generalisimo Franco es enorme – su cara es de esqueleto, su vestido es de forma rectángulo – no parece humano, más como una máquina, un robot. Los otros lo siguen, agarrando su capa con las manos, como esclavos.