Chan Jae Lee é um imigrante coreano no Brasil que tem netos vivendo em Nova York e na Coreia do Sul. Seu filho o incentivou a desenhar para as crianças e vender seus trabalhos para visitar a família com frequência. Porém, o que começou como um projeto familiar tornou-se um fenômeno graças às redes sociais. Hoje, “Grandpachan”, como é conhecido na internet, publica livros, expõe em galerias e até ganhou um prêmio Webby junto com sua esposa.
Los vocativos sirven para llamar o dirigirse al interlocutor de forma explícita. Se escriben siempre entre comas, incluso cuando los enuncia...
Another song to use in your Spanish class. Includes very easy vocabulary that a student in level one could understand with some help. Includes many common Spanish 1 verbs in the present tense, but …
Pulsa AQUÍ para escuchar la canción "Yo soy inmigrante" de Luis Gamarra y ver su letra.
Sobre toros y refugiados, sobre refugiados y toros
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En esta sección ofrecemos un listado de los manuales que han servido al equipo de profesores de la Asociación Mosaico de inspiración para la creación de nuestros materiales. Como veréis, no todos …
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Keywords are the basic tools for oral presentations. They direct students to new places and fascinating people. Suddenly students can research and prepare an oral presentation about a little-known subject. Open the doors to the cultural wealth of the Southern Cone. This download has 9 broad topics (migration, daily life, tourism and more). Every topic has 12 or 13 subtopics: 3 for Novices, 4 for intermediate level, and 5-6 for advanced. It includes over 100 topics that provide variety and appeal to different interests. Topics: The Southern Cone as a region 1. Una vida mejor – migration + 13 subtopics (vascos, palestinos, coreanos, españoles, italianos, menonitas) Argentina 2. Nos vemos en el café – daily life, tourism + 13 subtopics (La Boca, Luna Park, Teatro Colón, La Bombonera) 3. «Estás loco» - adventure tourism + 13 subtopics (Parque Nacional Perito Moreno, pingüinos de Magallanes, yerba mate, Tren de las Nubes, Bariloche) 4. El tango – music and dance + 13 subtopics (Carlos Gardel, el bandoneón, Eladia Blázquez, Astor Piazolla) Chile 5. Bienvenidos a la feria – Chile´s representatives at an international fair + 13 subtopics (pastel de choclo, Santiago de Chile, cobre, vino, ascensores de Valparaíso, mapuches) 6. El desierto de Atacama – geography + 13 subtopics (Rally Patagonia Atacama, observatorios, San José Copiapó, Salar de Atacama, flora, Chuquicamata) 7. Los estereotipos – transport and daily life + 13 subtopics (pudú del norte, Chillán, Campo de Hielo Patagónico Sur, Parque Nacional Torres del Paine, Estrecho de Magallanes) Uruguay 8. El gaucho – myth and reality + 13 subtopics (la lana, el cuero y la carne, Sisto Pascale, la boleadora, el malambo) Paraguay 9. El nuevo centro comercial – daily life + 12 subtopics (el guaraní, el tereré y el mosto, chipa guazú, las cataratas del Iguazú, encaje ñandutí) Methodology for cooperative learning Divide students into groups. Each group works on a broad topic with one student taking a subtopic. Each student has his/her/their own topic to research. Each student has his/her/their own keywords to support that research. Group plans presentations together, organizes, prioritizes, and rehearses together. First sentences are provided for those who want/need them. Group stands in front of the class together. All presentations have a task for those listening, i.e the rest of the class Also included: Assessment grids: for the teacher for the student in Spanish for the student in English Example: All four countries have many immigrants, some from unexpected, surprising places. Each student researches and presents immigrants from different parts of the world. For Chile: - Yo voy a hablar de los inmigrantes palestinos en Chile. Voy a empezar con los «cuatro Jorges» y trazar su historia hasta nuestros días. El inmigrante busca una vida mejor lejos de su tierra y los palestinos en Chile han tenido mucho éxito. Palabras clave: Chile + inmigración + palestinos Why do group presentations work? Students practice together, make suggestions about visual, decide the order of their presentations. They go up to the front of the class together and support each other. I can attest that in my classes there was less fear and nervousness and I was especially pleased that the students learned from each other. Cooperative learning benefits all. Group work reduces stress Why do we do oral presentations? Even though standing in front of the class and presenting in a language they don´t fully master, this is an important public speaking skill. Only by speaking in public will our students overcome their sweating palms and heart palpitations. Also available as a BUNDLE. Eight sets of oral presentations.
Elaboración de materiales para la enseñanza del español al colectivo inmigrante
¿QUIÉN es QUIÉN ? Describir físicamenteTablero de caras juego final El dominó de las descripciones Vocabulario descripciones físicas Actividad del Centro Virtual Cervantes. Descripción B1. La parej…
Podéis ver todas las actividades de nuestro proyecto en este Genially
The Argentine immigration experience is unique. At the end of the 19th century European immigrants, especially Italians and Spaniards, came to Argentina by the millions. They built the country, shaped Argentina and their influence continues to be great. Yet because the Argentine political and economic situation is precarious, the great grandchildren of those early migrants are crossing the Atlantic in the opposite direction, seeking better lives in Europe. Unit: 2 – 4 Lectura 4 Entrevista española con jóvenes Argentinos en España / Comprensión del texto 5 Dos grandes argentinos – ambos descendientes de italianos 6 La inmigración italiana hacia Estados Unidos y Argentina 7 Otros inmigrantes hacia Argentina. ¿Los ingleses? ¡Sí! 8 Más inmigrantes hacia Argentina. Los judíos 9 - 10 Oral 11 La Red / Tarea escrita 12 Guía del profesor / Documental sobre una inmigrante italiana 13 Prueba 14 Clave Here are the many different nationalities that make up Argentine society. Their contributions are fascinating. For example, the English immigrants brought soccer and the Italians forever changed the spoken language. In addition to readings and exercises, I have included a documentary about an Italian woman who came to Argentina after World War II and recounts the poverty of southern Italy in contrast to the bounty of Argentina. This documentary is in sharp contrast to a Spanish television interview of young Argentines in Spain talking about what it has meant for them to leave Argentina and move to the country of their great grandparents. The immigrant experience can be analyzed from many points. By comparing the Argentine experience with that of immigrants to their own country, students will gain some insight into this world wide, complex and continuing phenomenon. The vocabulary of the immigrant experience is included.
