Author: mariana
Language Section: Spanish 11-2
Date: January 24th, 2013
Goal of the Class:
Improve the speaking skills and imagination.
Improve the use of the future tenses.
Activity
-Give the students the class agreement paper.
-Tel them about the cultural event off campus in Olvera street.
Warm up activity
-Ask the students the following question: Como le llamas a la accion de no decir la verdad?
-(in pairs) Give the students two different situations in a piece of paper. Make to people to read them out loud to the class and in pairs decide whether they have horrible consequences or not.
Can you see the difference?
Which one is worse than the other? Why?
Discussion in pairs
-2 different pair shares with the class their conclusion. And ask the class whether they agree or not and why.
-Write on the board Mentira piadosa/ mentirilla.
-Ask the students whether they know the term or not.
-If not give the term and the pieces of paper with it.
Main activity
-Write a scale on the board between 1 and 5.
(1) not terrible, (2) somehow bad, (3) bad, (4) very bad, (5) terrible.
-Put the students into groups of three or 4 tops.
-Distribute the lie cards and make each group read and rank each lie from 1 to 5. (12 to 20 min)
-Bring the class together and discuss each of the 8 cards.
Follow up activity
Ask the students If they have ever told a white lie, which one and why.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
What worked well in this class? What did not work?
It was a good class. However, I think next time would be better for an intermediate class to do read all the situations together and let them discuss and rank them in pairs.
Language Section: Spanish 13-2
Date: January 29th, 2013
Goal of the Class:
Developing conversation skills.
Defining what a stereotype is and the different ones around the world.
Icebreaking
-Remember the students about the cultural event off campus in Olvera street.
Warm up
-Ask the students what a stereotype is.
-Brainstorm some stereotypes from Mexico, Spain and US.
Activity
-Show the students a picture of the PPT. of the Mexican colleges stereotypes
-Talk about other stereotypes and stereotypes of the Claremont colleges.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
What worked well in this class? What did not work?
The class went very well and the students were very talkative and engaged telling about the different stereotypes they know of the Claremont colleges.
Language and Section: Spanish Advanced 13-2
Date: November 15th , 2012
Class theme/topics discussed:
Advertisements on T. V.
Goal of the class:
Practice fluency with the students and show them some cultural aspects about advertisements on TV. in Latin America.
Structure of the class (unless you attach your lesson plan below):
Activity #1
-Show them two popular commercials in Latin America. (2 min.)
-Ask the students to tell me what words they did not understand. Explain the meaning of the words.
– Ask the students what they observed in these ads.
Activity #2 (Creating their own advertisement).
The students will be creating their own funny T.V. advertisement about a random object in the classroom that they will choose.
-Divide the students in pairs and give the following directions.
Choose an object that you like here in the classroom. Think about a funny and creative way to advertise this object on T.V. each groups will advertise the object in 1 minute.
I will give you 15 minutes to plan your advertisements.
-Check instructions by asking the students to recall what they have to do.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Youtube videos (Latin American adds).
What worked well in this class? What did not work?
This activity worked very well. The students were very engaged talking about what they think of commercials and discussing among them whether the commercials where good or bad intended. Also, they share what their favorite advertisements on t. v. are. After that they also planed their own commercials and had so much fun acting them out for their partners.
How could this class be improved/ modified?
Language and Section: Spanish Intermediate 11-2
Date: November 13th , 2012
Class theme/topics discussed:
Murphy’s laws
Goal of the class:
The students will explain if they consider themselves pessimistic or not when facing problems in their lives.
Also they will learn some new expressions in Spanish by reading Murphy’s laws.
Structure of the class (unless you attach your lesson plan below):
Ask the students how they react when they have a problem going on in their lifes.
Ask the students whether they consider themselves either pessimistic or optimistic most of the times.
Give each student the article about the origin of Murphy’s laws to read.
Get them in pairs so they can discuss the reading.
Ask the students to say what they talk about when they were in pairs.
Give each student 2 different Murphy’s laws and tell them to think about it and relate it to situations that have happened in their lives.
Get the students in groups of three and let them talk about it.
Finally, ask each pair to say the most 2 relevant laws and how it relates to their lifes.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Hand outs.
What worked well in this class? What did not work?
This activity worked very well specially because the students could express very common situations that have happened in their life and relate it with Murphy’s laws that are sayings that tell the truth about life in a fun way.
How could this class be improved/ modified?
Language and Section: Spanish Intermediate 11-2
Date: November 20th, 2012
Class theme/topics discussed:
Dichos y refranes de Mexico. (sayings and proverbs from Mexico)
Goal of the class:
The students will learn different expressions used in Mexico, generation by generation, in a very colloquial context.
Structure of the class (unless you attach your lesson plan below):
–Ask the students whether they know some sayings or proverbs used in the United States and ask them to explain them to me.
-Introduce what the dichos y refranes are in Mexico.
Give the definition with the power point presentation.
-Give them one example.
-Make the students choose 2 different sayings that are into a bowl.
-Ask them to read the sayings by their own and try to figure out the meaning of each of them. 2 min.
-Ask the students to get in pairs.
-Ask them to read their saying to their partner and explain it to him/her. If they cannot try to figure out the meaning together. 10 min.
-Spread the meanings of each saying on the table and make them find the ones that go with each saying. 5 min.
-Ask the students to read out loud one of their sayings with their meaning and give an example of a situation that it can be used with.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Ppt. Presentation and hand outs.
What worked well in this class? What did not work?
The students were very good at guessing the meaning of most of the sayings. I provided the definition for the ones that they could not guess.
They were also very good in coming out with the situations in which the sayings can be applied to.
How could this class be improved/ modified?
