an archive of lesson plans

Author: Franco Ignacio Rivas Quiroz

ES S22 ADV LGBTQ+ Issues II

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: LGBTIQ+ Issues  II

Goal of the class:

Students will be able to:

  • Discuss issues that affected the LGBTIQ+ both today and in the past.
  • Compare struggles among the communities in the US, Chile or their own countries.
  • Make hypothetical assumptions using the conditional form “ría” (i.e debería, podría, etc.)  and negative ones using the subjunctive (i.e no creo que sea, es poco probable que intente, etc.) 

Class structure:

Warm up:

Students see an image of a piece of news of a recent piece of news in Chile that equal marriage is now officially legal since March 1st.  Since there are students that took the class the previous semester, they compare the situation about that bill that they learned about the previous semester.  They answer the questions “what do you think about this piece of news? what are the struggles that the LGBTIQ+ faces in your countries/states?”.

Activity:

Students see the extract of a videio in which discrimination situation occured in the middle of an interview. https://youtu.be/qh7WNAG117w

In small groups they discuss the questions: ¨Do you know about any similar situation in the US or in your own country? What do you think about it?¨

Students see headlines of Chilean old news about different situations that involved the LGBT community. They discuss the way language was used and the normalization of instults to reffer to someone gay. They are encouraged to use the conditional form for affirmative assumptions (i.e “podría estar intentando mostrar…”) and the subjunctive for negative statements (i.e “no creo que esté diciendo…”). 

Lenguaje Inclusivo: The facilitator briefly explains the general rules to use inclusive Spanish in order to refer to a neutral gender or groups. In small groups, they create a story – each person ads a sentence to continue the story– using inclusive Spanish.

Wrap up:

As a group they exchange ideas on what would be some good ideas to make visible the realities and issues that the LGBTQ community faces today and how to support those who are struggling.

Resources used: Projector, Powerpoint.

Reflection: What worked/did not work? How can it be improved?

 Students were very engaged with this topic. Students had a lot of questions about the situation in Chile and it was interesting for students who took the class last semester to see the progress that has been made over the last year. They practiced using inclusive Spanish and it was a bit challenging but they were able to do it. There was a lot of vocabulary that they asked to know, and we spent some time talking about words or expressions –and some words to avoid that might be offensive– related to the topic. In general people seemed engaged.

Appendix: Newspapers’ headlines 

22 de abril de 1973, la primera protesta en Chile de disidencias sexuales  por sus derechos | Artes y Cultura | BioBioChile
LasPortadasDeTuVida📰 Twitterissä: "1984 Agosto 23 - "Murió paciente del  cáncer gay chileno" Así se retrataba entonces el SIDA en Chile. ¿Qué te  parece? https://t.co/33Vze41LzX" / Twitter

ES S22 ADV Fake News

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: Fake News

Goal of the class:

Students will be able to:

  • Discuss the concept of Fake News, the ways it happens both in the US and in Chile 
  • Identify good ways to be informed about the news.

Class structure:

Warm up:

Think-pair-share: Students answer the questions: how do you usually get informed? How much time do you spend on that? Why do you think it’s relevant?

Activity:

-Students discuss in groups whether there is fake news in the US, how it usually happens and whether they want to share one in particular. They do that in groups and then they share to the class. 

-Students see images of news papers/ social media posts of fake news that had an impact on Chile. Some of them were true and others were false. They discuss which ones are true and which ones were false, choosing some criteria to affirm that.

-Mentiras blancas: In groups, students discuss the following questions about white lies: 

  • ¿Son buenas? ¿Pueden ser buenas a veces?
  • ¿Mienten mucho?
  • ¿Son buenos mentirosos?
  • ¿Te han descubierto alguna vez mintiendo?

-In couples, students select one piece of news that is real and they make up a fake one. They can use their phones to do that. After that, they tell both of them to the class and they have to decide which one is correct and which one is fake news.

Wrap up:

Students vote on which one was the most convincing of all. 

Resources used: Projector.

Reflection: What worked/did not work? How can it be improved?

  The topic seemed engaging for students. They followed the activities and the discussion prompts well in their groups. Students got the chance to talk a lot in the groups and couples. It was fun to hear their make up news and some of them were very convincing. Maybe what didn’t work so well was that, since there were a lot of couples, it took longer for the whole class to share their news, but students would make comments on them, so it wasn’t like they weren’t participating while the groups shared. They seemed to have fun with it.

ES S22 INT My hometown

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: My hometown (Online)

Goal of the class:

Students will be able to:

  • Describe their home city/town and express what they like/ do not like about it. “Lo que me gusta de mi ciudad es que / lo que no me gusta es que” “Lo que más me gusta/ lo que menos me gusta

Use comparatives and superlatives to express similarities and differences among cities “Sao Paulo es más grande que Valparaíso” “Santiago es la ciudad más grande de Chile”

  • Express desires for the future and explain the reasons for that. Example: “me gustaría vivir en Nueva York, porque hay muchos restaurantes allí”

Class structure:

Warm up:

Mi lugar favorito: Students will show us a picture of their favorite place in their hometown and explain why do the like that so much.

Activities:

  • -The facilitator describes his hometown (Valparaiso) and shows pictures using a powerpoint presentation. Students are encouraged to ask questions about it if they want to know something else about it.
  • -Students are divided in pairs or groups of three using breakout rooms. Each one in their corresponding groups describes their hometown and talk about what they like/do not like about it. After that, some students share with the rest of the class what they like the most and the least about their hometowns, while the facilitator shows pictures about their hometowns using the projector and Google Images.
  • -In groups or couples, students talk about the city where they would like to live, and explain why. Then they share it with the rest of the class.
  • -Students see 4 images of cities around the world (Santiago, Chile; Sao Paulo, Brazil; Morelia, Mexico; Singapur, Singapur). In breakout rooms, they discuss the following questions: what city do you think it is? Which one of them do you think is  more quiet? which one is it closer? which one is more similar to your hometown? They share with the rest of the class after that.

Wrap up:

Using Jamboard, students design how the perfect city would look like and they give it a name. Then they share to the class.

Resources used: Powerpoint presentation, Google Images, Jamboard.

Reflection: What worked/did not work? How can it be improved?

Students participated well. They seemed engaged trying to figure out what cities they were and comparing them to where they came from. It seemed like students had fun with the last activity and laughed. What didn’t work that well was the fact that in one of the breakout rooms, students were not talking at all. I asked them about the questions and they started speaking, but maybe they were too shy to start speaking, or they had already talked about them quickly.

ES S22 INT Social Media and Technology II

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Social Media and Technology II.  

Goal of the class:

Students will be able to:

  • Determine benefits and opportunities for social media and summarize them by designing a hypothetical social media app.
  • Practice verbs and actions used for social media tasks such as “dar me gusta, publicar, comentar, subir una historia, etc”.

Class structure:

Warm up:

Students are asked to remember and say social media-related vocabulary filling a chart on the board that breaks them down into actions, characteristics or things.  They are encouraged to ask if there are words that they want to say but are not sure how. Expected words are: viral, me gusta, compartir, bloquear, muro, perfil, inicio, subir, descargar, publicar, etc.

Activity:

Crea tu red social ideal: In couples, students will design a new and innovative social media app they would hypothetically become successful. They will do that through the following steps:

  1. Consider pros and cons of commonly used social media apps. Determine how to include the good things about it and solve the bad ones.
  2. Think about a target for the app, see how they would satisfy their costumer’s needs and what kind of content there will give.
  3. Determine the way it will be advertised and funded (are they going to use advertising on the app?, will they charge a subscription fee?, will they receive donations?, etc.”)
  4. Design the layout, main colors displayed, logo and slogan, using colored chalk.

Students present their social media app to the class.

Wrap up:

Students discuss whether they would really use that app if it existed and if they would ever stop using the ones that they already use and replace them with another activity.

Resources used: Projector, laptops.

Reflection: What worked/did not work? How can it be improved?

It seems that throughout the weeks students feel more comfortable in the class and they speak more. In general they participated well and carried out the activities creatively. I went around the room helping them understand the instructions and making sure that they were doing what they were supposed to. They ended up creating fun social media platforms that they exposed to the rest of the class. It worked well for the couples, but unfortunately in one of the groups of three people, it was clear that there was a student that was not participating very much. My way to deal with that was just go around and ask them about what they were doing at the moment. It worked apparently.

ES F21 ADV LGBTIQ+ Issues

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: LGBTIQ+ Issues 

Goal of the class:

Students will be able to:

  • Discuss issues that affected the LGBTIQ+ both today and in the past.
  • Make hypothetical assumptions using the conditional form “ría” (i.e debería, podría, etc.)  and negative ones using the subjunctive (i.e no creo que sea, es poco probable que intente, etc.) 

Class structure:

Warm up:

Students see an image of a piece of news of a recent piece of news in Chile about the fact that the Equal marriage bill passed the congress’ “cámara de diputados”, making it one step closer to become a law.  They answer the questions “what do you think about this piece of news? what are the struggles that the LGBTIQ+ faces in your countries/states?”.

Activity:

-Students see images of artistic interventions of Pedro Lemebel, a Chilean queer writer that made a lot of effort during the dictatorship of Pinochet to bring to light issues of the LGBT community. After the facilitator explain a little bit who Pedro Lemembel is, they try to make assumptions on the meaning and purpose of each interventions. They are encouraged to use the conditional form for affirmative assumptions (i.e “podría estar intentando mostrar…”) and the subjunctive for negative statements (i.e “no creo que esté diciendo…”). After that, they are provided with short written explanations on pieces of paper and are encouraged to match the image with the explanation.

Referentes queer:  Students see two instagram videos (30 seconds each aprox.) of the influencers @unafamiliax (a Chilean lesbian couple activists who talk about current issues of the community and make visible their lives as a homoparental family with a child). Students are encouraged to ask questions about them, and then to share some role models or references in their own countries or communities that they know of, what they do, what they stand for and whatever they would like to share.

Wrap up:

As a group they exchange ideas on what would be some good ideas to make visible the realities and issues that the LGBTQ community faces today and how to support those who are struggling.

Resources used: Projector, Powerpoint.

Reflection: What worked/did not work? How can it be improved?

 Students were very engaged with this topic. Some of them were closed to the topic because they have previously participated in activist groups in support of LGBTQ students in their communities. Students had a lot of questions about the situation in Chile, the progress that had been made so far and other challenges that the community faces today. There was a lot of vocabulary that they asked to know, and we spent some time talking about words or expressions –and some words to avoid that might be offensive– related to the topic. We were not able to fully complete all the activities of the class and we will continue on the next class and add some more activities related to the topic.

Pedro Lemebel artistic interventions:

Pedro Lemebel | ArtNexus

The Relaunch of the Yeguas del Apocalipsis | ArtNexus

Queens of the Corner: Pedro Lemebel y Las Yeguas del Apocalipsis – Mijente

The Relaunch of the Yeguas del Apocalipsis | ArtNexus

ES F21 ADV Using de Subway

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: Travelling 

Goal of the class:

Students will be able to:

  • Give directions in a subway setting of a Chilean city.
  • Use expressions to express directions such as “Toma el metro en la estación…”, “avanza dos estaciones en dirección”, etc.
  • Determine the best way to use the subway taking into consideration some eventual difficulties

Class structure:

Warm up:

Students see images of people lost in a city and discuss whether they have been in a situation like that in the past, or have had the chance to help someone in that situation.

Activity:

Students remember words and expressions related to giving directions and giving direcions using the subway. “toma la línea _____ en la estación ___”, “avanza tres estaciones en dirección ____”, etc.

Students see a map of Metro de Santiago and practice with three different destinies:

  • From Las Rejas to Estación Central
  • From Cerrillos to San Miguel
  • From Los Dominicos to Grecia
  • “¿Cómo llegar al aeropuerto?”: Students discuss the best way to help somone to go from Trinidad station to the Airport in Pudahuel station, considering that some of the stations are closed during certain hours. (sheets of paper were printed out with the map of the metro, and some difficulties were added afterwards)

    Wrap up:

    Students talk about whether they found that easy or not, whether they would see themselves using those expressions in the future, etc.

    Resources used: Projector, imovie

    Reflection: What worked/did not work? How can it be improved?

    The class went well. I realized in the class that students did not know very much about giving directions in Spanish, so I ended up using some more time at the beginning to help them get not only the expressions that they were going to use for the main task, but also other kind of expressions that they could come across when giving directions. They seemed to appreciate the class, because they said that it was very useful if they ever went to a Spanish-speaking country; and that it is something that they are not usually taught in Spanish classes.

    ES F21 INT Food and Beverages II

    Language Resident: Franco Rivas Quiroz

    Level: Intermediate

    Class theme/topic discussed: Food and beverages II

    Goal of the class:

    Students will be able to:

    • Describe food and use expressions to order food in a restaurant (for example: “me gustaría ordenar”, “quisiera pedir”, “¿Qué lleva el ___?”, “¿me podría traer la cuenta?”, etc)

    Class structure:

    Warm up:

    Students remember vocabulary of ingredients of food by seeing last class’ images of Chilean food and saying the ingredients that they can see.

    Activities

    -Students watch a video on “how NOT to order food in Spanish” and are asked to identify the expressions that are used to order food, as well as answering: how should the customer have said those expressions in a better way?. After that, the facilitator writes on the board relevant expressions for ordering food.

    -Students see an open-ended dialogue at a regular restaurant setting and practice the expressions filling in the blanks the information that they want to add to the situation. They practice asking about ingredients and describing plates in the process.

    Roleplay: One of the students is the waiter and the others are customers. They simulate a restaurant setting in which some difficulties happen (they take turns so that someone is not always the waiter):

    1. Their favorite plate is not available that day and they have to find something that could be enjoyable for them.
    2. While eating, they realized that there was meat on what they ordered. They are vegetarians.
    3. While eating, the restaurant is about to close, but they only started eating about 5 minutes ago.

    Wrap up:

    Adivina el plato de comida: Each students describes a plate, and the rest of the participants guess what the plate is.

    Resources used: Projector, Power point presentation, youtube video 

    Reflection: What worked/did not work? How can it be improved?

    Students participated well during the class. They had practiced describing food on the previous class, so it was easier for them to do it that class. It was surprising for me that they remembered so many things about Chilean food ( I thought that they would forget it right after the class). In general, they seemed to have fun, but I realized that, even though I still tried to model before each activity, I could have done it more; because there were a couple of situations in which students were not so sure about how to proceed, so then I would try to show them again.

    Food ordering dialog (for controlled practice stage)

    Mesero: Buenas tardes, bienvenido/a al restaurante ____________. Mi nombre es ____ y voy a ser su mesero. ¿Qué desea tomar/beber?

    Cliente: Me gustaría pedir____ / Quisiera ordenar _____ / Déme un/a _________

    Mesero: ¿Qué le gustaría de entrada/entremeses? Tengo para ofrecer ______, ______

    Cliente: ¿Qué trae la ______ ? (Nombre del plato)

    Mesero: Trae ____ , _____ , (descripción del plato)

    Cliente: Déme el / la ________ / Me gustaría ordenar el / la _____

    Mesero: ¿Qué le gustaría de plato principal / plato de fondo? 

    Cliente: ¿Tiene _______?

    ….

    (postre)

    Cliente: ¿Me trae la cuenta por favor?

    Mesero: Con mucho gusto. ¿Con qué medio va a pagar?

    (Indica el medio)

    (Se despiden)

    ES F21 INT Food and Beverages I

    Language Resident: Franco Rivas Quiroz

    Level: Intermediate

    Class theme/topic discussed: Food and beverages I

    Goal of the class

    Students will be able to:

    • Describe different kinds of food and ingredients.
    • Use food vocabulary and expressions to indicate place (encima, al lado de, sobre, debajo de, etc.)

    Class structure:

    Warm up:

    Students see an image of different kinds of foods and answer the question: “¿what’s your favorite food/restaurant?”

    Activities:

    -Students see images of Chilean traditional food and beverages  (cazuela, humitas, empanadas, mote con huesillo, leche asada, terremoto) and mention the ingredients that they think they might have, how they think it could be prepared and whether it looks similar to a plate from another country or culture.

    -“¿Qué comida es?”: Each student gets small pieces of paper that can have either an image, name of a meal or a description on it. They go around the room and try to exchange information with their classmates in order to match each image with the name of the plate and its description. Some of them are the ones that were shown before and some others were new.

    -“Encuentra las diferencias”: Students get a sheet of paper with the image of a man in a kitchen. Some of them got the A form and others the B form. Both have a similar image on it, but many of the elements in the image are different. Without seeing their classmate’s sheet, they ask questions to them in order to find out what the differences are. (for example: “hay un trozo de queso al lado del vaso de leche?”)

    Wrap up:

    Students remember the Chilean food that they learned about and talk about which one they would eventually like to try and why.

    Resources used: Projector, laptop, pieces of paper.

    Reflection: What worked/did not work? How can it be improved?

    Students seemed to like the topic about food and asked questions about Chilean food. One of my students has Mexican relatives and we realized that there were some plates that were similar, although they differ in aspects of how they are made or the ingredients. We also spent some time talking about the vocabulary difference of some ingredients (for example “porotos” vs “frijoles” or “choclo” vs “maiz”). The activity in which they had to ask questions about the other person’s image also worked well and it gave them the chance to ask questions about prepositions and more vocabulary. 

    What was a little bit more challenging were the descriptions of food on the sheet of paper. They ended up doing it well, but it took them a while to understand everything, so they asked questions on vocabulary and expressions. Maybe a simpler version of those descriptions could have worked better, but at the same time, I think that the little challenge that they had could also have been helpful, since it wasn’t extremely hard for them.

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