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City of Edinburgh Modern Languages 1+2 Spanish
¡Bienvenidos! ¡Bienvenidos! ¡Bienvenidos! City of Edinburgh Modern Languages 1+2 Spanish
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¡Hola!
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¡Hacemos la lista!
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Mi correo electrónico es
Me llamo Ann Soy Education Support Officer Modern Languages en Edimburgo en Escocia. Mi correo electrónico es
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¿Quién es? Who is it?
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Manuel Montenegro St Thomas’s High School
Hola! ¿Cómo te llamas? Me llamo… ¡Mucho gusto! Manuel Montenegro St Thomas’s High School
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¡Hola Liberton!
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¡Buenos días Craigour Park!
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¡Hola Gilmerton!
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¡Buenos días señorita!
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¡Buenos días señora!
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¡Buenos dias señor!
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Los objetivos Hablar en español ¿Por qué 1+2? Recursos españoles La cultura!
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Programa 9.00 Introduction to 1+2 and the rationale – Break – Introduction to Spanish resources – – Break out sessions – – Plenary and close
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Hola! ¿Cómo te llamas? Me llamo… ¡Mucho gusto!
The Ambassador’s Reception Hola! ¿Cómo te llamas? Me llamo… ¡Mucho gusto!
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Haced la fila (To the tune of farmers in his den)
Todos los alumnos de la classe, Todos los alumnos de la clase means all the children in the class.
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¡Que tiempo hace conga!
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¿Que tiempo hace? ¿Qué tiempo hace? ¿Qué tiempo hace? ¿Qué tiempo hace? ¿Qué tiempo hace? Hace sol, sol, sol, sol Hace calor, calor, calor, calor Hace frío, frío, frío, frío Hace frío frío, frío, frío, frío Hay tormenta, tormenta You can adapt this to have more/less weather. You can also do the Quel temps fait-il bit as a conga line and then stop to do actions for the types of weather (e.g. thumbs up for il fait beau etc.)
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Los números 1 uno 2 dos 3 tres 4 cuatro
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Sentaos en grupo Teacher gives a coloured card to all pupils with either one of yellow, blue, red or green. Pupils then have to organise themselves into groups by asking the question, “C’est de quelle couleur?” and saying their own colour (the question is optional depending on class!). There should be an equal (as much as is possible) number of each colour card in the class so that the pupils are in groups with one of each colour.
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¿Cómo te llamas? Me llamo ____________. ¡Mucho gusto!
Presentamos… ¿Cómo te llamas? Me llamo ____________. ¡Mucho gusto!
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1+2 running dictation!
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La récréation 20 minutes
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5 a day Spanish
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La programa 1+2 a Edimburgo El planning Los cursos a Edimburgo y en España!
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Timeline for implemenation Funding for 2014/2015
2020 Timeline for implemenation Funding for 2014/2015
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L2 A progressive experience for all of learning an additional language from P1 onwards (L2).
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L3 A revisited and progressive experience of another language in addition to this from P5 onwards (L3) Scots Urdu Gaelic French German Polish Italian Spanish Mandarin
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L2 A progressive experience for all of learning an additional language from P1 onwards (L2).
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Embedded language Supportive Embedded Practical Accessible Engaging Flexible Progressive
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Username: edinburghlanguages Password: edinburgh All lower case!
edinburghmodernlanguages.yolasite.com Username: edinburghlanguages Password: edinburgh All lower case!
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Embedded language Choice Topics
2 parts to the resource Embedded language Choice Topics
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French 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.
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Spanish Early Level Classroom Talk!
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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
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Vocabulary Classroom Talk! ¡Escuchad! Listen ¡Mirad! Look
Por favor Please (for use when pupil is talking to the teacher, or the teacher is talking to the whole class) !Haced la fila! Line up Sí Yes No No Gracias Thank you
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¡Escuchad! Por favor!
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¡Mirad! Por favor!
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¡Haced la fila!
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Si
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No
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¡Gracias!
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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.
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La palabra de la semana La palabra del mes
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!
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The Big Buenos días Challenge!
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. You could get them to tally mark how many they do in a week and have an inter-class competition.
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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.
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¿ 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’
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Por favor o No, gracias ¡Mirad! las fotos decid sí y o Por favor
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿Por favor o no gracias? Versión profesor ¿Por favor o No gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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¿ Por favor o No, gracias?
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Jacobo dice… ¡Jacobo dice escuchad! (pupils can cup hand to ear)
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!
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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.
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¡Haced la fila! (to the tune of farmers in his den)
¡Los alumnos de la clase, haced la fila! Los alumnos de la clase means, the children in the class.
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¡Buenos días song! Buenos días song
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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.
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Languages Online On the languages online site, click games on the left hand side and you will see a list of Spanish vocabulary games below. There are set of games for numbers 1 – 20 and 20 – Once you’ve clicked on the set you would like, 4 links to games will appear along the top of the screen Jigsaw, Pairs, Speedword and Wordweb. Pairs and Jigsaw would work best at 1st level.
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Languages Online Australia
There are various sets of games and activities within this site for numbers 1 – 20
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¡Adiós!
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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.
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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
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Choice topics
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Spanish Level 1 Family
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First Level Significant Aspects of Learning
Use language in a range of contexts and across learning Continue to develop confidence and enthusiasm to communicate using the language being learnt Develop an awareness and understanding of patterns and sounds of language Begin to develop an understanding of, interest in and respect for other countries, cultures and languages Appreciate and understand the value of language learning Recognise familiar written words when listening Explore how gesture, expression and emphasis are used to help understanding. Listen, recognise and respond to familiar voices in short, predictable conversations Understand and respond to familiar spoken vocabulary Actively take part in daily routines Listen and join in with stories, song or poem Enjoy engaging with simple and familiar texts on my own and with others using resources to support learning Participate in familiar games, paired speaking and short role plays Take part in simple, paired conversations about themselves giving simple opinions and asking simple questions
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Vocabulary Family Quien es? Who is it? Es… It is… Yo me
Mi Familia my family Mi madre my mum Mi padre my dad Mi hermana my sister Mi hermano my brother Mi abuelo my grand-dad Mi abuela my gran Mi madre se llama my mum is called… Mi padre se llama my dad is called…
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Mi familia
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¡Yo!
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Me llamo Claire. My name is Claire
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Mi madre My mother
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Mi madre se llama Anna. My mother is called Anna
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Mi padre My father
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Mi padre se llama Javier.
My father is called Javier.
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Mi hermana My sister. (note in Spanish the h is silent)
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Mi hermana se llama Julia.
My sister is called Julia.
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Mi hermano My brother
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Mi hermano se llama David.
My brother is called David.
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Mi abuelo My grandfather
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Mi abuelo se llama Francisco.
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Mi abuela My grandmother
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Mi abuela se llama Maria.
My grandmother is called Maria.
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¡Mis abuelos! My grandparents
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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.
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¿Mi, mi o mis? Mon, ma ou mes quiz show!
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¿Mi o mis? Mirad las caras y decidid si
Look at the faces and decide if – mi or mis. Mi is for singluar, mis is for plural. ¿Mi o mis?
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¿Mi o mis?
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¿Mi o mis?
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¿Mi o mis?
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Spanish Level 1 Party Games!
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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.
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Actividad 4 – Teacher’s notes
Actividades: Las sillas musicales 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. 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. 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. 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.
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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!
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¡Las sillas musicales! Musical statues
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¡Y anda alrededor de las sillas!
Escucha la música… Canta … Listen to the music, sing and walk around the chairs. ¡Y anda alrededor de las sillas!
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Cuando la música pare…. When the music stops
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¡Sentaos! Find a chair
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¡Los dinosaurios! Raar!
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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 Activity Read and listen to the information about the different dinosaurs and then do the quiz in groups or as a whole class. Prior learning: 1. Where I live 2. Simple descriptions 3. Colours 4. Pets 5. Food and drink
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¡Este es Estegosaurio!
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¿De qué color es Estegosaurio?
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¡Estegosaurio es verde!
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El Estegosaurio es grande…
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…como un autobús…
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¿Estàs bien Tyranosaurio Rex?
No estoy muy bien! ¿Estàs bien Tyranosaurio Rex?
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Hay un Tyranosaurio Rex en el Museo Nacional de Ecococia en Chambers Street.
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¡Buenos días! ¿Cómo te llamas?
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¡Me llamo Tricérotops!
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7. ¿Cuál dinosaurio es grande como un autobús?
¡Quiz! 7. ¿Cuál dinosaurio es grande como un autobús?
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Soy muy grande! ¡Si! ¡Es Estégosaurio!
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8. ¿De qué dinosaurio está disfrazado el perro?
¡Quiz! ¡Rrrrr! co 8. ¿De qué dinosaurio está disfrazado el perro?
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¡Si, estupendo! ¡Es Tyranosaurio Rex!
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9. ¿De que dinosaurio está disfrazado el perro?
¡Quiz! ¡Guau! co 9. ¿De que dinosaurio está disfrazado el perro?
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¡Si, fantástico! ¡Es Estégosaurio!
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10. ¿De qué dinosarurio está disfrazado el perro?
¡Quiz! ¡Soy un dinosaurio, no soy un perro! co 10. ¿De qué dinosarurio está disfrazado el perro?
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¡Si, muy bien! ¡Es Tricérotops!
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Los ojos de la recreación
Early years topic box: Los ojos de la recreación (Playground games)
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1-2-3 sol Key vocab: Uno - one Dos - two Tres - three Sol - sun
Gané - won 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.
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¡Spanish Level 1 La magia!
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¡Buenos días a todos los magos!
Hello magicians, welcome to the school of magic! ¡Bienvenidos al colegio de magia!
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¿Que planeta es? Es el planeta Mercurio.
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¿Que planeta es? Es el planeta Venus
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¿Que planeta es? Es el planeta Tierra.
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¿Que planeta es? Es el planeta Marte.
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On your mobile device go to: Kahoot
On your mobile device go to: Kahoot.it Enter the game pin and give yourself a name which will appear as your player name To set up your own kahoot set up an account at: create.kahoot.it
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Group discussion 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?
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CPD Courses Mandarin 1A – Leith Academy, Confucius Classroom Hub French 1A – Queensferry High School - Course Code: CF2087 Course Code: CF2081 Start date: Wednesday 7th January 2015 Start date: Wednesday 7th January 2015 Venue: Leith Academy Venue: Queensferry High School Time: – Time: – Course tutor: Lucy Zhang Course tutors: Emma Tannock and Laura Marshall (QHS) French 1A – St Thomas of Aquin’s High School French Level 2C – St Thomas of Aquin’s High Course Code: CF2081 Start date: Tuesday 6th January 2015 Start date: Wednesday 7th January 2015 Venue: St Thomas of Aquin’s High School Venue: St Thomas of Aquin’s High School Course tutors: Angela Davies (Gracemount High School) Course tutor: Rachel Roberts (St Thomas of Aquin’s RC High School) Spanish 1A – St Thomas of Aquin’s High School Course Code: CF2075 Venue: St Thomas of Aquin’s High School Time: – Course tutors: Manuel Montenegro
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Immersion Courses Along with L’instituit Francais and LFEE we will be running a French immersion event in Edinburgh on 13th-14th March This is an exciting new course which will allow teachers to up-skill their language skills as well as bringing a little bit of France to Edinburgh, allowing participants to experience some of the cultural aspects of language learning. Booking details and further information will be available shortly.
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Erasmus+ funding for CPD abroad
January 26th St Thomas of Aquin’s High School Please sign up using survey monkey:
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Next steps One post-it per person with one thing you will do in class.
Any question – whole group Support – further
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Hasta manana (to the tune for Guantanamera)
Hasta mañana! Ooohh hasta mañana! Adios y hasta mañana
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Muchas gracias y adios!
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