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an archive of lesson plans

Author: Antonella

ES S15 Latin American Movie Nights

buenos%20aires_1977_flyer

ES S15 INT ADV Backpacking Trip

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 2nd // Monday, April 6th

 

Language and Level (intermediate or advanced class): Spanish Intermediate and Advanced

 

Class theme/topics discussed: Viaje Mochilero

 

Goal of the class: To formulate hypothesis and act out real life situations (negotiation with your parents)

 

How did you structure the class?

 

  • Reminding students of the next cultural activities.

 

  • Warm-up: Hypothetic situations and reactions. Each student thinks of a hypothetic situation and writes it down in a piece of paper using the appropriate grammatical structures. I collect all the sentences and hand them out again. Each student needs to act out the reaction and the other students (split in 2 groups) guess the situation.

 

  • Show students a picture and discuss over its topic: would you take a gap year and go backpacking around the globe? Why/why not? Where and when would you go? Do you think it is a necessary “life” experience? Why/why not?

 

  • I divide the students into different groups of 3 and assign different roles (parents and son/daughter). They have to come up with reasons for parents not to allow their children to go to a backpacking trip in Asia/Africa. The “children” have to come up with reasons to do the trip and convince their parents.

 

  • After all groups came up with a list of 5 justifications, they have to give the lists to the group to their left, which has to do a role play based on the lists handed in by their fellow classmates.

 

 

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

 

My laptop, TV Set, pieces of paper, markers.

 

What worked well in this class? What did not work?

The students loved this class! The warm up worked well and helped them review grammatical structures. The “backpacking” activity led to great discussion and the learners had great fun during the role play activity.

 

How could this class be improved/ modified?

 

I am going to modify this lesson for my Intermediate class, with a review of grammatical structures of “possibility”.

 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 Screen Shot 2015-05-08 at 10.33.42 AM

 

ES S15 ADV INT Trivias

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Tuesday, April 7th // Wednesday, April 8th

 

Language and Level (intermediate or advanced class): Spanish Intermediate and Advanced

 

Class theme/topics discussed: Trivial Pursuit and “Preguntados”

 

Goal of the class: Review cultural knowledge on Latin America and Spain

 

How did you structure the class?

 

  • Reminding students of the next Cultural Activities
  • Warm up: I write on the board “TRIVIAL PURSUIT” and “”PREGUNTADOS”. Students brainstorm other words related to the topic and then we had a follow up discussion, “Do you like this game? Are you familiar with other versions of this game?, What is “Preguntados”? How does it work? Where does it come from? Do you know other apps? What are their functions?”, etc.
  • I divide the class into two teams. I had them cards containing questions and possible answers. By using their phones, they have to find out the appropriate answer for these questions (the teacher knows the correct answers.) After that, the teams ask each other the questions. If a team responds correctly, they get the card. The team with most cards at the end, wins!
  • For the following activity, the students need to work on their phones. I ask them now to create their own trivia questions in English by browsing for information on the net. Then each team has to translate the questions into Spanish. Once the teacher has proofread the translations from both teams, the students ask the other team the questions they have created again as in the previous competition.
  • Later on, the learners download the game “Preguntados” on their phones and upload their questions to the “app community”. Finally, they compete against each other in teams using their phones.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

 

Flascards, my laptop, TV set (to show the version of the game on my computer) and the students’ own phones.

 

What worked well in this class? What did not work?

This was a great class. The students discussed possible questions, worked on translation and even played with an app in class. They loved it!

 

How could this class be improved/ modified?

My intermediate class didn’t have much time to play on the app as their process of translating the questions and answers took too long for them. Time management should be modified.

 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 

R1_CULTURA_Trivial_AR_B

ES S15 ADV Speed dating

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, April 9th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Citas

 

Goal of the class: For students to review and work on vocabulary related to a varied set of topics, so as to create and act out their own characters.

 

How did you structure the class:

 

Ice-breaker: Short game “¿Qué puedes hacer con esto?: The teacher writes a word on the board (eg: lámpara). Then, he/she divides the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used.

 

Warm-up: The teacher divides the students into groups of two. Then, she /he shows them a ppp with pictures of Argentinian celebrities. The tasks consists for the students to create and adopt a fictional character based on these pictures. They have to come up with basic information related to name, age, hobbies, likes and dislikes, appearance, nationality, etc.

 

Then, the teacher indicates that these characters the students invented are best friends and have relationship problems with their respective partners. The students in pairs discuss what would they need/like in a future boyfriend or girlfriend as if they were friends.

 

After that, the teacher indicates that these characters are going to a blind date soon and therefore, they have to give advice to each other about these future date (what to do/not to do? What to say/not to say? What should they wear? Etc.)

 

Role-play: girls sit in a circle and the boys sit opposite each girl. They are going to have a speed date as if they were the characters they invented at the beginning of the activity. They have approximately 5 minutes to talk before they rotate and move to their next “date.”

 

Wrap up: The “friends” (groups of two of the first activity) meet again and talk about their experiences on the dates they had; they give advice for their further future dates.

 

 

 

 

 

What technology, media or props did you use?:

 

TV set, my laptop, My Ppp

 

What worked well in this class? What did not work?

The warm up was not as engaging as the main activity in the class.

The “speed date” activity worked really well as each task was “building” the vocabulary and structures they needed to move to the next activity. It was also very fun for the students to have their teacher participating on the last activity (I had to take a role so that the number of students in the circles was even)

How could this class be improved/modified?

Speed Date

ES S15 Off-campus Art Exhibition “Grandes Maestros”

FLYER MUESEUM

ES S15 Study Break Welcome Back Party

WELCOME BACK PARTY FLYER

ES F14 Off-campus Festival of Latin Music

Flier supersonico final

ES F14 ADV Crime 2

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Thursday, September 25th

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Crime 2

 

Goal of the class: For students to learn vocabulary about crime and judging criminals.

 

How did you structure the class:

 

Ice-breaker: “Imaginery”: the teacher draws a shape on the board and tells the students that it is an object seen from a certain perspective. In groups, the students have to guess what kind of object it is (For example, a square with 4 circles is a table seen from below) and convince the teacher to buy that object.

 

Warm-up: The students brainstorm some of the concepts related to crime from last class. Then, the teacher writes on the board the word “Juez”. The students brainstorm words related to this term as the teacher makes a mindmap on the board.

 

After that, the teacher divides the class into 2 groups. One group, faces the TV set. The teacher tells the students facing the TV that they are going to watch a video without sound and that they must describe what is going on to their classmates. The teacher stops the video and the group changes turns (this is repeated until the video has ended.) After that, they all see the complete video with sound and check if their assumptions were correct. The teacher asks the students about their opinions on these kinds of TV shows and whether these situations are taken from real-life or not.

 

Link: http://www.youtube.com/watch?v=ALzCjbJAJUQ

 

The teacher divides the group in pairs and asks them to act the end of the trial.

 

Finally, the teacher divides the class in groups of 3. Then, he/she assigns each group the following situations:

 

“Robo de dentadura postiza como causa de divorcio”

 

“Venta de curso de Inglés falso”

 

“Robo de una vaca”

 

“Venta de auto en pésimas condiciones”

 

The students are given up to 5 minutes to plan a short play on each of the latter situations. They all have to represent the judge, accused and victim.

 

What technology, media or props did you use?: Slips of paper with talk-show situations, TV set and my laptop.

 

What worked well in this class? What did not work?

 

The students loved the class! Disscussion activities led to more vocabulary related to the topic while they were talking about recent events (such as celebrities getting divorced.) The fact that had the chance to act varied ridiculous situations motivated them to use the FL even more. This group in particular enjoys roleplaying, so they had fun while acting the different cases. It was a great class!

 

How could this class be improved/modified?

 

 

 

 

 

ES F14 ADV Crime

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Tuesday, September 23rd

 

Language and Level: Spanish Advanced

 

Class theme/topics discussed: Crime

 

Goal of the class: For students to learn vocabulary about crime and security.

 

How did you structure the class:

 

Ice-breaker: Short Game “Flipping”: a student thinks about a word in Spanish (an verb, an adverb, a noun, etc.) The rest of the class has to guess what is the mystery word by asking “Yes-No” questions and replacing the mystery word with the term “flipping”, such as in the following:

 

Q: Is “flipping” an action?

A: Yes / No

Q: Is “flipping” a sport?

A: Yes                                                  (Flipping word: running)

 

Warm-up: The students brainstorm about words in Spanish that are related to crime. Then, the teacher gives them a handout in which they have to classify the words in the different columns. After that, they number the crimes from serious to less serious.

 

Now, the students watch a video in You-tube without any sound and they have to infer what it is about. Then, the learners watch it again with sound and, with the help of the teacher, they check if their assumptions were correct.

 

Link: http://www.youtube.com/watch?v=Iudb0amH0sY

 

The students discuss what happened in the video by answering the following question: Why do you think the guy was about to be mugged? What did he do that made him a potential victim? After that, the students move on to answer the questionnaire in the handout, and see if they take precautions as regards safety or if they are really unconscious about security. (ANSWERS: More than 8: UNSAFE!; Between 4 and 7: safe but you should take some precautions; 3 or less: Good job! You’re really conscious about security.)

 

Finally, the students play the game “Detectives”: One or two students must go outside the classroom(“Detectives”). Two other students are chosen as “criminals”. Once the “Detectives” return to the classroom, they have to ask “Yes-NO” questions to their classmates to find the criminals and the object which was stolen and previously hidden in the classroom (for example: a ring). Classmates cannot lie to the Detectives!

What technology, media or props did you use?: Handout on Crime, TV set and my laptop.

 

What worked well in this class? What did not work?

 

The class got really engaged with the topic after working with the video. They also loved the quiz and playing “Detectives”!

 

How could this class be improved/modified?

Maybe, the handout could be introduced at the end of the class, as a revision of all the vocabulary that has been dealt with in the class. Working with the handout at the beginning was not as engaging as I expected it to be. It certainly works for reviewing all that we have seen in class.

 

HANDOUT Crímenes

 

 

ES F14 INT/ADV “Por”, “para” and “yeismo”

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Wednesday, October 8th

Thursday, October 10th

 

Language and Level: Spanish Intermediate/Advanced

 

Class theme/topics discussed: La gente anda diciendo/Usos de “Por y para”/ Yeísmo

 

Goal of the class: For students to work on the uses “Por y para” and “Yeísmo”. Discussion on “La gente anda diciendo”

 

How did you structure the class:

 

Ice-breaker: Short game “Por y para” (see attached file)

 

Warm-up: The teacher asks the students the following questions:

 

-How you ever listen to other people talking without intention?

-What conversations do you remember?

-Would you like to read these conversations on Facebook?

 

 

After that, there’s a small discussion on “La gente anda diciendo” (a Facebook page in Argentina that collects quotes mentioned by ordinary people walking around town, in class, at the store, etc.) Then, the students look on their phones for quotes said by famous people. They write them down on their phones (without mentioning the author). They give them to their teacher, who then, mixes them up and hands them in back to students. Students read them out loud and try to guess who is the famous person that said a certain quote.

 

The teacher writes “yo” and “lluvia” on the board. Then, asks the students how do they think people in Argentina pronounce these words. As different versions come up, the teacher selects the correct version and explains briefly the linguistic phenomenon of ““Yeísmo”. After that, the teacher hands the students a copy of a song. The students have to fill in the gaps in the song and identify cases of “Yeísmo” while listening. (See Handouts)

 

Wrap up: “Whiteboard game”: the students draw lots of words on the board related to the songs. Then, two students (not facing the board) listen to one of the classmates saying one of the words on the board. The winner is the student who first shouts and erases with his/her hand the word said by their classmate.

 

 

What technology, media or props did you use?: My laptop, TV set and handouts, and flashcards.

 

What worked well in this class? What did not work?

I think the main content of this lesson (La gente anda diciendo) was a bit too advanced for my intermediate students. As well as the song “Vuelos” was too complex and abstract for their level. They did it well with the board game as well as the song though, and they loved playing with grammar items!

 

How could this class be improved/modified?

I believe that “La gente anda diciendo” and “Vuelos” may be too advanced for Intermediate learners. If working with these topics, take special attention to the quotes to be selected.

 

 

 

Vuelos – Bersuit Bergarabat La gente anda diciendo

ES F14 INT Advice and Recommendation 2

Conversation Class Lesson Summary

 

Language Resident Name: Rosina Desimone

 

Day and Date: Wednesday, September 24th

 

Language and Level: Spanish Intermediate

 

Class theme/topics discussed: How to advice and recommend effectively in Spanish 2

 

Goal of the class: For students to effectively give recommendations, advice and even convince in Spanish

 

How did you structure the class:

 

Ice-breaker: Short game: “Simon Says”

 

Warm-up: The students brainstorm all the expressions they remember from the previous lesson on how to advice and recommend in Spanish, while the teacher draws a mindmap on the board with the expressions.

 

After brainstorming and reviewing all together the words and expressions on the board, the teacher cleans the whiteboard. Instead, she writes only two words: “Pelota” and “Libro”.

 

Then, she asks the students to think of all the words that describe and make reference to a “Pelota”. The teacher writes the words in the word below the label “Pelota.”

 

After that, the teacher divides the class into 2 groups. She tells the students that they are inventors of a revolutionary product: a book that has all the characteristics (previously written on the board) of a ball (Pelota in Spanish.) The teacher gives up to 5 minutes to each team to come up with a description of their revolutionary product, in order to convince a client (the teacher) to buy it.

 

The team with the most creative and original product (and arguments) is the winner.

 

What technology, media or props did you use?: –

 

What worked well in this class? What did not work?

 

We all loved this class!!! I found this activity in one of my books from my pedagogy class and what really surprised me was that an activity that I plan for 15-20 minutes of class time, took the whole class! The students were constantly speaking in Spanish and we the class even extended for some minutes after it was due to be over. They didn’t want to stop talking about their creations! The 5 minutes it took for them to plan the product took more time than I had planned, as they constantly asked me for expressions and vocabulary to describe their “product”. After that, they needed more time to sketch their argument to convince the client. The “confrontation” of both products was the part of the class the students enjoyed the most, as they were using vocabulary for debates, recommendation, related to technology and advertising. They even got to talk about their “companies” labor policies!!! They really enjoyed the activity!!!

 

 

How could this class be improved/modified?

 

ES F14 INT Advice and Recommendation

 

Language Resident Name: Rosina Desimone

 

Day and Date: Monday, September 22nd

 

Language and Level: Spanish Intermediate

 

Class theme/topics discussed: How to advice and recommend effectively in Spanish

 

Goal of the class: For students to effectively give recommendations, advice and even convince in Spanish

 

How did you structure the class:

 

Ice-breaker: “Why do you have a bear in your bag?” The teacher gives a student an empty bag and asks, “Why do you have (a bear, a monkey, etc.) in your bag?” The students invents answers and throws the bag to a classmate, asking the same question, but only changing the object “inside” the bag, for instance: “Why do you have a bed in your bag?” The game finishes once everybody has answered the question.

 

Warm-up: The teacher shows a comic on the TV set about friends giving each other advice. The students have to infer what is the problem in the comic and create an advice to that problem. (The dialogue bubbles in the comic are empty.) Then, the students discuss what kind of problems do they usually have and request advice on.

 

The teacher draws a ladder on the board. She writes at the beginning of the ladder “Definitivamente, no deberias…” and at the top of the ladder, “Creo absolutamente que vos deberias…” Then, she asks the students to infer what is the ladder going to be about (Recommendations.) The students have then to fill the ladder with expressions to give recommendation.

 

After that the teacher gives the students flashcards with typical expressions on how to recommend in Spanish. The students have up to 3 minutes to study the cards and give it back to the teacher.

 

After that, the teacher divides the group in 2 teams. Each team has to choose a number from 1 to 3 and, according to the number they chose, invent a practical piece of advice for a problem mentioned by the teacher. They have to use the structures that the teacher requests.

 

If the answer is correct (i.e. correct use of structures and vocabulary for a certain problem) the team gets a point. The winning team is the one with most points.

 

What technology, media or props did you use?: TV set, my laptop, flashcards, handout with situations.

 

What worked well in this class? What did not work?

 

The students really loved the game! The comic activity took more time than I had anticipated. Maybe, time was not enough to acquire certain structures in the flashcards used when recommending at the final game.

 

How could this class be improved/modified?

 

Game: The teacher draws a dartboard on the whiteboard. Now, instead of giving a point for each right answer, the team that answers correctly may get a chance to throw a paper ball to the board and get a certain amount of points. Students loved this variation of the game!

ES F14 Study Break Maicenitas

Study Break Maicenitas

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