View Content #11851
| Contentid | 11851 |
|---|---|
| Content Type | 1 |
| Title | Ideas for Introducing and Practicing Family Vocabulary, Part 2 |
| Body | In last week’s InterCom we featured some ideas for introducing and practicing family vocabulary. Here are some more. --- I tell my 7th grade students that in addition to learning the words to identify members of the family, this 'project' is a chance to develop creativity. They must use inanimate objects (rated G) and come up with three generations. I show the example of the old telephones as the grandparents, the cordless as the parents and the cell phones as the grandchildren. I hand out multicolored pieces of copy paper so that they are small and uniform for hanging up on my bulletin board. They need to describe the five family members (usually they take the role as the grandchild) and do a bit of research to find out how old the other electronics would be, color, etc. I don't give the example of i-pods, cassettes, records, as for some kids that is all they can think of and as long as they do the work, fine. But for some, the results are wonderful. Since we are near Hershey, PA, some students show the evolution of candy bars to miniatures to bite sized candy, students interested in skate boards relate it to go-carts, some girls do clothes, once nylons to pantyhose to pull ups. I also tell my seventh graders, that just for their own benefit, they need to develop in their head their own 'reunion' summary about what they want to share with their family as invariably it come up as part of small talk. I tell them that it is like when we attend reunions, I have a quick sketch in my head of my family that I can quickly share. I can easily tell folks that we have been married for 15 years, have no children but 22 nephews and nieces, still miss my parents, but my four brothers and sisters are all doing well and planning for retirement. If they want to run their little summary by me, I'll help as we only do basic words in 7th grade and more in 8th. So one boy might asked me how to say he is living with his great-aunt during the week, or another how to say his parents have joint custody and every other day he alternates staying with his parents, or another to say he is living with a foster family until 2011 when his mother will be released. None of this is for a grade, just encouragement to think about what you want to share and then be able to do so for your own conversations. Ellen Shrager http://www.ellenshrager.com Shrager, E. [FLTEACH] FAMILY VOCAB. SPANISH. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 19 Sep 2010). --- Here are some family resources from Actualidades that may help: http://zachary-jones.com/spanish/unidades-didacticas/familia http://zachary-jones.com/spanish/spanish-i/unit-3-family-and-friends http://zachary-jones.com/spanish/documents/span1/unit3/Spain_royal_family_questions.pdf http://zachary-jones.com/spanish/documents/span1/unit3/SP1_U3_HW6.pdf http://zachary-jones.com/spanish/spanish-iv-v/pronouns With regard to a song, there is "Hermanita" by Aventura, which can be found on the Clozeline: http://zachary-jones.com/spanish/clozeline Jones, Z. Re: [FLTEACH] Authentic text relating to the Family (song or video in SPANISH). FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 2 Oct 2010). |
| Source | Various |
| Inputdate | 2010-10-09 02:18:34 |
| Lastmodifieddate | 2010-10-09 02:18:34 |
| Expdate | Not set |
| Publishdate | 2010-10-11 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
