Bala Perdida
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This project involved two students reading the book "Bala Perdida" in Spanish and completing comprehension activities on different chapters. They then created a shadow play and script based on the book. The aims were to increase motivation, language skills, vocabulary, and grammar while sharing information about their home countries of Cuba and Spain. The project helped students become successful learners by reflecting on acquiring their first language, confident individuals by interacting in another language, and effective contributors by working in pairs. Feedback included praise for learning about another culture in a fun way through the project.
Bala Perdida
- 1. Sharing time with Bala Perdida Deysi Yazmin Aguirre Parra Edinburgh Short description of tasks • Two pupils, whose mothers were from Cuba and Spain respectively, read “Bala Perdida”. This book is divided into small chapters and the girls worked on different comprehension activities. They later created a shadow play with accompanying script based on the book. Aims and Objectives • increase motivation • improve language learning skills • Increase vocabulary and improve Grammar • Share information about our countries Language: Spanish Target Pupil Group: S1 Number of pupils involved: 2 Start and Finish: January – March 2016
- 2. Relevance to CfE capacities Successful Learners, who can reflect on how they have acquired and learned their first language and how this can assist them in further language learning Confident Individuals who, through experiencing success and support, can interact with others in real-life situations, talk about topics of personal interest and deliver presentations in their new language Effective Contributors who can work in individual, paired and group situations, and establish and maintain contact with other speakers of the target language. This project helped students to become:
- 3. Quotes from learners/teachers • “It is wonderful” Head Teacher • “It was a different way of learning about another culture” Pupils • “It’s a ludic way of learning a language” Teacher 3
- 4. Additional Details • It was amusing to compare some expressions used in the Cuban, Spanish and Colombian culture. The pupils found similarities and differences e.g. “Qué guay”, “genial”, “Qué chévere” • Using the contents of the chapters as a starting point, we talked about food, horror stories and traditions from our countries. • Pupils learnt how to write a script and include these elements in the process of writing their version of the chapter. • It was interesting to me to see how engaged the pupils were in reading, learning about other’s cultures and preparing the shadow play (the script and the set). This kind of project would be useful when a pupil already has some fluency in an additional language and wants to improve his/her knowledge of it. 4