Language Residents

an archive of lesson plans

Author: Isaac Gimenez-Garcia (page 1 of 2)

ES S15 ADV TV Commercials

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 04/28/2015

Language and Level (intermediate or advanced class): Advanced

 Class theme/topics discussed: TV Commercials

Goal of the class: To analyze TV commercials, the message conveyed and the social representation of Spain’s reality

How did you structure the class?

  1. Heads-up: Upcoming Cultural Activities
  1. Warm-up: In pairs, the students discuss about the most important inventions in the history of humanity, the one the couldn’t live without, and what type of inventions they find more important (technological, artistic, policital, etc)
  1. TV Commercials:
  • Commercial REPSOL: Pre-watch. Students watch the first 50 sec of the commercial where a list of inventions is enumerated. They need to recall as many as possible, and work in groups to guess what the commercial is about and the product it is selling. Then students watch the end and find out. [https://www.youtube.com/watch?v=QKItJK2Y2tM]
  • Commercial CAMPOFRIO: Pre-watch. Students watch the first 57 sec and discuss the following questions in groups: ¿Qué es lo que no quiere ser el chico? ¿Por qué? ¿Qué es lo que quiere probar? Qué crees que pasará después? ¿Qué crees que se anuncia?

Then, they watch the end part and discuss some of the following questions: ¿Qué se anuncia? ¿Coincide con lo que habías pensado? ¿Cómo definirías a esta familia? ¿Crees que es una familia clásica española? ¿Y en tu país? ¿Van mucho a las grandes supermercados? ¿En qué lugares creen que compran? ¿Hay algo que no hayas comido nunca y que te gustaría probar? [https://www.youtube.com/watch?v=DhPJafYiYhM]

  • Commercial COCA-COLA and IKEA: I ask the students to analize both commercials and discuss about slogans, messages transmitted, the social reality depicted and the target audience in both samples.

Coca-Cola: https://www.youtube.com/watch?v=03a8SCBd5r0

IKEA:https://www.youtube.com/watch?v=izMbNhfBI2I&index=6&list=PLJF7oOJVN07LQMRMTLX7CccziCI_YZdaZ

  1. Students come up with their own commercials: I suggest 3 items: Vacuum cleaner, hairdryer and cleaning product for the floor. Students need to think of a commercial addressing a slogan, target audience, social reality depicted and message they want to transmit.

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

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

The energy in the beginning was low because students had lot of work in the end of the semester. I had them standing up for the first warm-up activity so they got engaged with the rest of activities. 

How could this class be improved/ modified?

Fun class. We came up with some good ideas for silly commercials. They also commented on their experiences in Spain and the reality conveyed in the commercials.

 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.

 

 

 

 

 

 

ES S15 INT/ADV Treasure Hunting

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 04/15/2015

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

Class theme/topics discussed: Treasure Hunting

Goal of the class: To interact with other students and complete the riddles proposed for “treasure hunting“ activity

How did you structure the class?

  1. Heads-up: Upcoming cultural events
  2. I pair the students and give the instructions for the game.
  3. Treasure Hunting. There were 9 envelopes with 9 different riddles located in different parts of Oldenborg Center (mainly in the Spanish halls, basements and yards. Each envelop corresponded to one letter of the word O L D E N B O R G. Them teams needed to first find the envelopes, and then find the right answer to the riddle proposed. Each team had a handout to write down the answer. Once completed the handout, they had to check with us the answers. The faster team in completing the handout with all the right answers wins.

I collected some chocolate bars for the end.

What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.) Handouts, board, and envelops.

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

Students enjoyed the class very much. They liked the fact of getting out of the lounge and moving around. I helped them a bit with the riddles so they could complete most of them in one hour.

How could this class be improved/ modified?

I think it is a great class to break with the routine.

It is important to make clear in the beginning where to look for the different envelops and also to offer some support to each team, so they don’t find it extremely hard. This activity can be adapted to advanced levels.

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.

RIDDLES:

 

3 mujeres entran al hotel y son las 2:45 y le dicen al mesero que necesitan lo mismo que dice el reloj ¿qué necesitan?

 

“Está en la navaja

y está en el cuaderno,

se cae del árbol

antes del invierno.”

 

“Es pequeña como una pera, e ilumina toda la casa, ¿Qué es?

 

¿Cuál es el nombre de niña que termina y comienza por una nota musical?

 

La mamá de Alexander tiene cinco hijos: el primero se llama segundo, el segundo se llama primero, el tercero se llama cuarto, y el cuarto se llama quinto. ¿Cómo se llama el quinto?

 

“Si conduces un autobus con 43 personas, suben 7 personas y bajan 5; paras en Zaragoza y suben 8 y bajan 4; llegas a Barcelona 20 horas mas tarde, ¿cómo se llama el conductor?”

 

“ Llevo dinero y no soy banquero,

de tela o metal, me da igual.”

 

5 personas cazan 5 animales en 5 días ¿cuántas personas cazarán un animal en un un día?

 

 

 

ES S15 INT Advices/Cohabiting

Conversation Class

Lesson Summary

Language and Section: Spanish Conversation Class 11.1- Intermediate

 Date: 02/25/2015

 Class theme/topics discussed: Giving advice. Cohabiting issues. Opinion, negotiating.

 Goal of the class: To get familiar with some vocabulary related to renting and apartment/cohabiting issues. To solve problems and situations when living together with other people. Big Brother.

Structure of the class (unless you attach your lesson plan below):

 Head-ups

 1st Activity-warm-up: Giving advices. Each student picked a card with a problem, i.e I like my best friend’s partner, and I can’t sleep… He/she asked his/her peers for solutions and they all practiced the formula: debes/deberías, tienes que, debes.

2nd Activity: Role-play. In pairs and trios, they need to deal with certain unpleasant situations when sharing a flat: two roommates in a hurry at the same time in the bathroom, cleaning schedule, gossiping, and so on. I hand out cards with given roles and situations.

3rd Activity: Big Brother. (See pdf attached) I hand out cards with profiles and descriptions written on them. Each student will represent one housemates of Big Brother. Then each student is given a copy of the next page and finds out who he/she ́s going to be. Everybody introduces himself to the group. Students must decide who they ́re going to nominate according to the information provided in the table and any other details they may make up. Once they ‘ve taken a decision they will have to nominate one of their housemates face to face, giving their reasons and saying at least something positive about the nominee too. Nominees have the right to defend themselves. Once all the contestants have nominated someone, the votes are counted and the two most voted contestants try to persuade the audience not to vote to evict them.

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

The class was fun and coherent. The students engaged in the activities and act out.

 How could this class be improved/ modified?

I changed the order of the activities in this class and it worked better. The Big brother activity should be very directed.

 Please attach your lesson plan and handouts for this class below – if you used any.

2nd ACTIVITY:

FICHAS RECORTABLES:

 (Dos fichas. Tres personas).

Uno de vuestros compañer@s de piso últimamente no limpia cuando le toca. Vosotros habéis decidido tener una charla para decirle lo que pensáis. A es bastante duro, pero B intenta suavizar la situación.
Compartes piso con otros dos compañero@. Últimamente estás muy ocupad@ y no has limpiado mucho la casa. Tus compañer@s han decidido hablar contigo. Tú los entiendes, pero intentas excusarte diciéndoles lo ocupado que estás últimamente.

(Una ficha. Dos personas).

Tenéis que hacer la compra en el súper. Estáis l@s dos en la cocina viendo lo que tenéis y lo que tenéis que comprar.

(Dos fichas. Dos personas)

Acaba de llegar un corean@ al piso donde vives. Ve una cafetera italiana pero nunca había visto nada parecido. Tienes que explicarle para qué sirve y cómo funciona. Tendrás que ser un poco paciente porque casi no sabe español.
Acabas de llegar a un piso en España. Entras en la cocina y ves una cafetera italiana. Pero tú nunca has visto nada parecido en Corea (tu país). Le preguntas a un@ de tus nuev@s compañer@s. Tú no sabes casi nada de español, pero eres muy curios@ y le preguntas varias veces para entender bien todo lo que te dice.

(Dos fichas. Dos personas).

El/la chic@ de la habitación de al lado hace mucho ruido por la noche. Lleva un mes así y decides hablar con él/ella. Estás bastante nervios@ porque tienes que madrugar y casi todas las noches te quedas dormid@ muy tarde por los ruidos. Él/ella dice que no sabe de qué estás hablando. Pero tú insistes.
El/la chic@ de la habitación de al lado te dice que en tu cuarto hay mucho ruido por la noche. Él/ella tiene que madrugar y está bastante molesto. Tú te haces el suec@ y le dices que no son de tu cuarto, que no sabes de qué te habla. Él/ella insiste y tú te vas un poco enfadado, aunque sabes que sí son de tu cuarto.

(Dos fichas. Dos personas).

Vives en un piso con tres compañer@s más. En el edificio hay una vecina muy cotilla que viene con un pastel para vosotros, pero en realidad viene para que le cuentes la vida de los del piso y te hace muchas preguntas sobre la gente del piso: cuántos sois, qué estudiáis…
Hace poco han venido al piso de al lado un@s estudiantes. Tú, que eres muy cotilla, vas a su casa con un pastel y te encuentras con uno de ell@s. En realidad quieres saber de sus vidas y le haces muchas preguntas: cuántos sois, qué estudian…

(Una ficha. Tres personas).

Acabáis de llegar a un piso para compartirlo durante el nuevo curso. Una de las cosas más importantes que tenéis que hacer es organizar la limpieza de la casa. A es una persona muy activa y parece un poco marimandona. B siempre le lleva la contraria a A y C es una persona muy tranquila pero termina enfadándose porque no os ponéis de acuerdo.

(Dos fichas. Dos personas).

Son las siete y media de la mañana. Vas rápidamente al baño para ducharte y vestirte porque tienes que ir a hacer un examen. Pero te encuentras a otro compañer@ de piso que también va a entrar al baño. Tú le dices que lo sientes mucho, pero tienes que irte rápidamente a la facultad porque tienes un examen y no te da tiempo. Él/ella tiene que ir a trabajar. Si tú llegas tarde al examen no te dejarán entrar.

 

Son las siete y media de la mañana. Vas rápidamente al baño para ducharte y vestirte porque tienes que ir a trabajar. Pero te encuentras a otro compañer@ de piso que también va a entrar al baño. Tú le dices que lo sientes mucho, pero tienes que irte rápidamente porque tienes que ir a la oficina y no te da tiempo. Él/ella tiene que se tiene que ir a hacer un examen. Tu jefe es muy estricto con el horario.

(Tres fichas. Tres personas).

Vives con otros dos compañer@s de piso. Este fin de semana es tu cumpleaños y quieres hacer una fiesta en el piso. Es un día muy especial para ti y quieres hacer esa fiesta de todas formas. Además, ya has invitado a unas veinte personas. Se lo comunicas a tus compañer@s. Habrá problemas y te propondrán otros días alternativos para hacer la fiesta, pero tú intentarás celebrar tu cumpleaños cuando lo habías decidido.
Un@ de vuestr@s compañeros de piso quiere hacer una fiesta en el piso este fin de semana porque es su cumple. Tú no quieres que haga la fiesta de ninguna manera porque el lunes tienes un examen muy importante. Así que intentarás evitarla. Te pones muy, muy nervios@.
Uno de vuestr@s compañer@s de piso quiere hacer una fiesta en el piso este fin de semana porque es su cumpleaños. A ti no te importa demasiado, pero a tu otro compañero sí (sois tres) porque tiene un examen muy importante el lunes siguiente. Al principio intentas que se haga la fiesta, pero luego te das cuenta de que tu compañer@ que tiene el examen tiene razón e intentas que la fiesta no se haga. Propones tros días alternativos para hacerlas.

(Dos fichas. Dos personas).

Son las nueve de la mañana. Tocan al timbre del piso y abres. Es la madre de uno de tus compañer@s de piso que ahora mismo no está en casa. La madre entra y tú no sabes qué hacer, así que te sientas con ella en la sala. Ella te hace muchas preguntas (algunas muy personales) sobre su hij@ y tú contestas. Pero a esas horas no te apetece nada hablar. Además, sabes que su hij@ lleva en secreto algunas cosas de su vida. Le terminas diciendo que tienes algo que hacer para escapar de la situación.
Llegas al piso de tu hij@. Te abre un@ de sus compañer@s porque él / ella no está. Pasa, te sientas en la sala y empiezas a preguntarle a su compañer@ cosas (algunas muy personales) sobre tu hij@: si come bien, si tiene novi@, si estudia mucho… Además, tú sospechas de que tu hij@ te esconde algunas cosas.

 

(Dos fichas. Dos personas).

Estáis en época de exámenes y últimamente no limpiáis mucho la casa, o sea, que está hecha una pocilga. Tus compañer@s de piso han salido y llega la casera. Se enfada muchísimo contigo porque tenéis todo sucio. Tú le dices que estáis de exámenes y que no tenéis mucho tiempo para limpiar. Pero ella está muy furiosa, así que terminas enfadándote tú también por su incomprensión.
Eres la casera de un piso de estudiantes. Vas a ver qué tal van las cosas por el piso y te lo encuentras todo muy sucio. Está en casa un@ de l@s chic@s y te enfadas con él /ella. Se intenta excusar, pero a ti no te calma nada de lo que te dice y te pones muy furiosa. Amenaza con echarl@s de la casa.

big brother

ES S15 ADV Extreme Adventures

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 02/03/2015

Language and Level (intermediate or advanced class): Advanced

 Class theme/topics discussed: Planning Extreme vacations- Kill your boss

 Goal of the class: To correctly use constructions Tener que/Haber que/Deber/Necesitar

 How did you structure the class?

Head-ups: Upcoming cultural activities.

1st Activity: Extreme vacations.

I first introduce Jesus Calleja, a well-known adventurer who has a TV show in the Spanish TV. We checked his blog and I briefly describe him. He goes on extreme adventurers all over the world and sometimes he has celebrity guests and likes to challenge them.

BLOG: http://www.jesuscalleja.es/jesus-calleja.html

One of his adventures was “Swimming with sharks in the Bahamas.” We brainstorm and try to plan the adventure and suggest Safety Instructions for the crew. We come up with ideas following certain grammatical structures as:

Nadando con tiburones en las Bahamas

Plan:

  • Vamos a alquilar un barco.
  • Vamos a estar unos 10 días en el mar buscando a los tiburones.
  • Vamos a intentar encontrar al tiburón tigre, el más peligroso que existe.
  • Vamos a nadir a 30 metros de profundidad.
  • Vamos a entrar en el mar por el día y también por la noche.

Instrucciones de seguridad:

  • Tenemos que estar relajados.
  • El equipo tiene que estar siempre unido.
  • No hay que iluminar directamente al tiburón con la cámara.
  • No hay que moverse muy rápido porque el tiburón nos puede morder

Then I play the clip and checked how it was:

http://www.cuatro.com/desafio-extremo/Jesus_Calleja-Desafio_Extremo-tiburones-tiburon_tigre-Jesus_Calleja_con_tiburones-nada_con_tiburones-aliementar_tiburones_2_1314630046.html

We check another clip that introduces Calleja’s adventure in the Artic Pole.

http://www.cuatro.com/desafio-extremo/desafios-en-hielo/nuevos-desafios-Jesus-Calleja_2_1369230095.html

In groups, students need to come up with ideas for extreme adventures in future shows, following the same structure.

2nd Activity: KILL YOUR BOSS.

First we brainstorm about the qualities that a good boss should have. We write many words on the board. Then we watch the trailer of the film Horrible Boss:

https://www.youtube.com/watch?v=YnzIA-yu268

Then in groups, students need to come up with a plan to kill their boss, step by step, what they would need and how they would do it.

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

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

The build up was good, students liked the cultural component of the first activity and planned really cool adventures.

 How could this class be improved/ modified?

Even though we finished the second activity, I would have liked to have more time to fully develop it. Students were very engaged and enjoyed the fictional setting.This class can be adadpted for an intermediate level.

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.

ES S15 Movie La Gran Familia Española

FamiliaEspanola

ES S15 Off-Campus Play Cineastas

Cineastas

ES S15 Study Break Micro Short Films

Study Break- MicroShortFilms

ES F14 INT In Grammar Subjuntive Mood 2

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/19/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood 2

Goal of the class: To integrate the use of subjunctive when talking about desires, advices and indirect speech.

How did you structure the class?

  1. Heads-up: Upcoming study break.
  2. Warm-up: The Chairs Game using the Subjuntive. One student say a sentence like “the students who have gone to Paris stand up and switch seats.” Then the next one in the middle make up another sentence and the rest obey, so different students stand up in the middle. E.i: Los estudiantes que hayan ido a París, que se levanten y se cambien de sitio.
  1. The milkmaid and her pail. Introducing the classic tale, I start the round by saying something like “when I’d have money, I will travel to Brazil.” The next one will continue the story saying something like “when I’d be in Brazil I will eat tapiocas” and so on. We do several rounds. We practice the subjunctive form and the simple future. E.i: Cuando tenga dinero, viajaré a Brasil.
  1. A bad day for the fortuneteller. Students work in pairs. One of them is the fortuneteller and the other one is the skeptical client. The fortuneteller will tell predictions using the future and the client will contradict them using the subjunctive form. E.i: Tendrás muchos hijos. (Future tense) – No creo que tenga muchos hijos porque no me gustan los niños. (Subjunctive form)
  1. Men vs. Women. I Split the class in men are women. They discuss about things they find annoying, irritating of the opposite sex using the subjunctive form. E.i: Me molesta que los chicos no usen desodorante. Me irrita que las chicas se echen demasiado perfume.

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

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

It was maybe quite repetitive but students revised the conjugation of verbs in the subjunctive form and fixed some structures. I had to participate in a couple of activities to lead the story/discussion and make it more dynamic.

How could this class be improved/ modified?

I had to work with half of the students. I guess the activities could have been more dynamic and engaging if all the students would have attended.

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.

 

ES F14 INT/ADV Grammar Subjuntive Mood 1

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 11/17/2014

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Uses of the subjunctive mood

Goal of the class: To integrate the use of subjunctive when talking about desires, advices, and indirect speech.

How did you structure the class?

  • True detectives: I read a story and students need to make hypotheses on what it might have happened.
  • Advices: I place a post-it in the back of each student. There are written situations like I crushed my father’s car, I failed a mid-term exam. Students walk around the class and give one advice to each person using the subjective form: Te recomiendo que hables con tu padre. Taking into account the advices, students need to guess their issue.
  • Heads-up: Upcoming cultural events
  • Warm-up: I split the class in 2 groups. Half of the class brainstorm on their ideal house and the other half on their dream-job. They write down key words on the board. Then, in turns, they express how they would like their dream-house to be using the subjunctive form. E.i. Quiero que mi casa sea
  • The wedding: Two of the students are getting married. Each student in the class has a rol: the godmother, the ex-boyfriend, the best friend, the priest, and so on. Each student need to congratulate the couple and wish them luck (or bad luck) using the subjunctive form: Te deseo que seas Espero que ciudes de mi hija.
  • Orders: The deaf professor (indirect speech) Students need to give me orders but as I am deaf, other students need to report what they have just said. For instance, Ella quiere que saltes a la pata coja.

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

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

They liked the activities where they had to give advices and the wedding. It was also a very interactive and dynamic class.

How could this class be improved/ modified?

These activities where very directed and the next class I want to continue working with the subjunctive with more open/independent activities.

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.

True detectives.

Procedimientos:

El profesor explica que los estudiantes tienen que resolver un enigma que le ha hecho llegar la policía para reclutar buenos detectives. Los estudiantes tienen que hacerle preguntas al profesor para conseguir información y descubrir el enigma. Un ejemplo de enigma puede ser: “Esta mañana la policía ha encontrado dos cadáveres en una habitación de un piso: Romeo y Julieta. Los dos han aparecido muertos en el suelo, rodeados de agua y de trozos de cristal, y una de las ventanas de la habitación estaba abierta de par en par. ¿Qué ha pasado?”

Solución:

Romeo y Julieta sólo son dos pobres peces que han muerto por una ráfaga de viento que ha tirado al suelo su pecera y se ha hecho trizas. Los estudiantes, durante laactividad, deberán utilizar expresiones de duda, con Indicativo o Subjuntivo según corresponda.Así saldrán frases como: “Es probable que alguien los haya matado con una botella de cristal llena de agua” o “Puede que los asesinos hayan escapado por la ventana”, etc. Dependiendo del tiempo en que se plantee el enigma, aparecerán unos tiempos u otros del Subjuntivo.

ES F14 ADV Body Language, Facial Expressions, Moods

Conversation Class Lesson Summary

Language Resident Name: ISAAC GIMENEZ

Day and Date: 10/11/2014

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Body language. Facial expressions. Moods.

Goal of the class: To be able to describe facial expressions, moods and actions. Revise vocabulary related to body/face parts

How did you structure the class?

Ice-Breaker: What am I doing? We stand up and I start by doing a gesture, for instance I pretend I eat my nails, and saying something else like I am watching TV. The next student says “You are not watching TV, you are reading” while doing another gesture, for instance yawning. I write all the vocabulary on the board.

 

1st Activity: Acting out with gestures

Each student takes a piece of paper. In the paper a gesture or action is described, like whistling while walking, drumming your fingers on the table, and so on. Students need to guess how to say the action in Spanish and discuss about its meaning, appropriateness, and context. We also talk about the social connotations it might have and the difference between countries.

 

2nd Activity: Faceboard project. The American photographer Mike Lerramor developed a project where the same person is portrayed doing many faces. Students work in groups of 3. Each group has a handout. In turns, they need to describe certain face, its expression, what it projects, and the others have to guess to which picture he/she is referring. [See the following website for more information about the project].

http://www.mikelarremore.com/

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

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

We revised many words related to gestures and expression in the first 2 activities, so students could use them in the last activity. I wanted them to go further when describing someone’s face and I think it was successful. This plan could be adapted for intermediate students.

How could this class be improved/ modified?

The last activity was probably too long, A variation of the same activity could be useful.

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.

1st Activity:

  • Atusarse el pelo con la mano
  • Ajustarse el nudo de la corbata con la mano
  • Morderse un labio
  • Acariciar un objeto determinado inconscientemente
  • El ceño fruncido
  • El puño cerrado: Revela tensión nerviosismo, se oculta la verdad
  • Los hombros caídos
  • Sentarse con las dos piernas unidas paralelamente
  • Cruzar la pierna en un ángulo de 90º al nivel de la rodilla
  • Pestañear contantemente: Denota atención total.
  • No mirar a una persona
  • Mirar prolongadamente con la cara seria.
  • Mirar hacia los lados con cierta frecuencia
  • Caminar muy deprisa/despacio
  • Jugar con un lápiz o un objeto cualquiera:
  • Mirar el reloj mientras se habla
  • Tamborilear los dedos sobre una superficie
  • Silbar mientras se camina
  • Poner los pies sobre la mesa
  • Echarse hacia atrás en una butaca
  • Un tono de voz demasiado alto

Twenty portrait of a woman with differnet expressionsFaceboard_Project_by_Mike_Larremore_2014_0510653045881065304568

ES F14 Welcome Party

WELCOME BACK PARTY

ES F14 Study Break “Salsa con Salsa”

SalsaConSalsa

ES F14 Off-campus Play Agua a Cucharadas

agua a cucharadas

ES S14 INT- Film discussion

Lesson Summary

Language and Section: Spanish Conversation Class 11.1- Intermediate

Date:  05/01/2014

Class theme/topics discussed: Film discussion

Goal of the class: To discuss and analyze 2 short films

Structure of the class (unless you attach your lesson plan below):

Head-ups: Upcoming cultural activities/events

Activity: Film discussion

I hand out different questions dealing with the theme, the characters, and the messages of the short film to each student. Students work in pairs. Each pair reflect on a questions dealing whit the plot, theme, message, technique, and so on. Students need to reflect on the questions and discuss about them after watching watching the short film.

We watch one film at a time and then discuss about it following the order of the questions.  We follow the same procedure for the second short film.

1st Short film: The Smoke Seller (El vendedor de humo): http://vimeo.com/42329392

2nd Short film: Pipas: http://vimeo.com/68729699

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.) Lap top, TV, handouts

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

Students liked the short films and surprisingly went very far in the discussion. They found support the words written on the board. In the end they wanted me to play Pipas one more time.

How could this class be improved/ modified?

I think the level of the short films is very appropriate for intermediate students, since the first one has no dialogues and the second has subtitles. These questions might be very useful for any type of film or literary discussion.

Please attach your lesson plan and handouts for this class below – if you used any.

 

 

Analisis de un corto

Nombre del corto _____________________

  1. ¿Como se titula el corto? ¿Cuál es la relevancia del título dentro del contexto del corto? ¿Por qué? Da ejemplos

 

  1. ¿Cuáles son los personajes? ¿Cómo son?
  2. ¿Cuál es el tema principal y el mensaje principal? ¿Por qué? Da ejemplos

 

  1. ¿Cuales son algunos de los discursos que se presentan en este corto?

 

 

  1. ¿Cuál es la visión del mundo de este corto? ¿Por que?

 

 

  1. ¿Cuáles son algunos de los métodos o técnicas que se utilizan en este corto? ¿Tú crees que apoyan el tema o el mensaje principal? ¿Por qué?

 

 

  1. Habla del espacio y el tiempo, ¿por qué son relevantes? Da ejemplos

 

 

ES S14 ADV – Communication and Technology

Lesson Summary

Language and Section: Spanish Conversation Class 13.1- Advanced

Date:  04/15/2014

Class theme/topics discussed: Communication and technology

Goal of the class: To discuss about communication, distant relationships and language used when texting.

Structure of the class (unless you attach your lesson plan below):

Head-ups: Upcoming cultural activities.

Warm up activity: In pairs, back to back.

First each student has to draw a Tic Tac Toe squares. Inside each frame they have to draw three geometrical figures among squares, triangles, circles, stars, dots and lines (horizontal, vertical and diagonal). Then, in turns, they have to draw their partner’s squares exactly as it looked. For that purpose, they use directions, such as: in the right top frame there is a triangle on top, below the triangle there is a diagonal line going up from left to right and next to it and star.

Both students have to give directions and listen to their peers.

Activity 1: Trailer of the Spanish film 10.000 kms, dealing with a love relationship through the Internet.

http://www.youtube.com/watch?v=xaxD_vQQ3fM

We discuss about distance relationships and the secrets to survive.

Activity 2: We brainstorm about the language used in English for texting. We come up with some examples.

Then, I say a sentence and students need to translate it into texting language on the board. We came up with some rules.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.) Board, TV, laptop, handouts

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

They enjoyed the debate and discussed about long-distance relationships.  They enjoyed a lot Spanish used for texting , as is something they can use in their daily life. They were very creative in the end and came up with many text messages to be translated to regular Spanish.

How could this class be improved/ modified?

They could have worked in smaller groups, so the interaction would have been more fruitful.

 

Please attach your lesson plan and handouts for this class below – if you used any.

 

HOLA= hl

¿QUÉ TAL?= q tl? k tl?

ESTOY= toy, stoy

MUY BIEN= mb

DESDE= dsd

PORQUE= pq, xq

PARA= xa

PERO= xo

TE QUIERO= tq, tk

UN BESO= 1bs

UN BESITO= 1 bst

UN BESAZO= 1 bsz

EN CASA= n ksa

ESTA NOCHE= sta noxe

CENAR = cnar

TENGO= tngo

CUANDO= cnd,cd

MAÑANA= mñn

TAMBIÉN= tb

LLEGAR=yegar

GUAPO,A= wapo,a

ADEMÁS= ad+

CANSADOS=knsa2

SALUDOS=salu2

 

EJEMPLOS

 

1. hl nene, qt? qdms a ls 5 n l parq? bss

2. Q tl? Yo toy mb. Vams sta noxe a cnar fuera ?

3. Stoy studiand. No puedo salir pq tngo exam mñn.

4. Hl, wapa! k hacs? yo toy n mi ksa. Dps salgo 1 poco. Bst!

 

 

10. INTENTA “TRADUCIR” ESTAS

FRASES AL LENGUAJE SMS:

 

1. Hola, Carlos. ¿Quieres venir mañana al concierto de Shakira?

2. ¿Qué tal? Esta tarde no puedo irporque tengo que estudiar. Un beso.

3. ¿Vas esta tarde al instituto? Si vas, nos vemos allí. Hasta luego.

4. ¿Cuándo vas a llegar? Te estoy esperando hace una hora.

 

ES S14 Welcome Back Party

welcome-back-party-1

ES S14 INT – Body Parts

Conversation Class

Lesson Summary

 

Language and Section: Spanish Conversation Class 11.1- Intermediate

Date:  02/18/2014

Class theme/topics discussed: Body Parts

Goal of the class: To review and learn vocabulary related to body parts

Structure of the class (unless you attach your lesson plan below):

1 Warm-up

In pairs, they need to fill the blanks and complete all the body parts pointed out.

2 Expressions

I write down some expressions in Spanish related to body parts. They try to infer what they mean and find their equivalent in English.

3  Cards

Students have certain amount of cards with different parts of the body. They need to say “my head hurts”, for instance, and their peers need to guess whether it is true or not. The goal is to have less and less cards.

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

 

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

 They liked to topic and got into it from the very beginning. They enjoyed the expressions in Spanish and English, it was challenging to understand but they managed.

 How could this class be improved/ modified?

The card game worked for sometime but then it became boring. The students can make up more rules and make it more interesting.

Please attach your lesson plan and handouts for this class below – if you used any.

(see pdf)

partes-cuerpo

ES S14 INT/ADV Group Therapy

Lesson Summary

Language and Section: Spanish Conversation Class 11.1/13.1- Intermediate and Advanced

Date:  03/06/2014

Class theme/topics discussed: Giving advice: Therapy group.

 Goal of the class: Giving advice to other people. Telling a story in the past. Talking about the present.

Structure of the class (unless you attach your lesson plan below):

Head-ups

– Upcoming cultural activities

Activity 1: Each student takes a random card with a profile: alcoholic, Bigorexic, exhibitionist and so on. They need to make a story up considering the past of the character and the way that condition affects daily life. Other students need to give him/her some advices.

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

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

All the students told their story and listened to others. It was really fun because some students told crazy stories and got into the characters. It is an activity to do with both, intermediate and advanced and it takes one hour.

How could this class be improved/ modified?

There are many students in the class so in the end we had to hurry up to introduce everybody´s character. Some people took it too seriously and spoke a lot, not allowing other people participate that much so I needed to balance it out.

Please attach your lesson plan and handouts for this class below – if you used any.

ConvClassA0306

ES S14 Study Abroad in Spain

StudyAbroadFlier

ES S14 Off-campus Short play festival + tacos

Chicanas_Cholas

ES S14 Study Break “Cocina con mi gemelo”

tiramisu-flier

ES S14 ADV – Open House

Conversation Class

Lesson Summary

Language and Section: Spanish Conversation 13.1- Advanced

Date:  02/13/2014

Class theme/topics discussed: CARNIVAL – Oldenborg Open House 

Goal of the class: To get familiar with different world-famous Carnivals of the Spanish –Speaking world, learn vocabulary related to Carnival and have fun!

Structure of the class (unless you attach your lesson plan below):

1 Activity

Reconstructing the Carnival: There are pieces of text and pictures all over the lounge. They talk about 4 different carnivals: Barranquilla (Colombia), Tenerife (Spain), Cadiz (Spain) and Oruro (Bolivia). Each group has to collect the information, reconstruct the Carnival and present it to the rest of the students.

2 Activity

In the previous activity we had reviewed vocabulary related to Carnival so they are ready to play Taboo.  I created cards with words related to Carnival.

3 Activity

They whistle in their kazoos and the others need to guess which song they are playing.

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.) Board, lap top, TV, handouts

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

It was hard for students to be focused on the tasks. There were many people around, noise, and food, so I had to do my best to catch their attention. I think the activities were quite interactive end entertainment, students enjoyed a lot, especially the taboo.

How could this class be improved/ modified?

Probably the order of the activities could have been different. By the time they had to whistle with their kazoos they couldn’t sit down anymore.

Please attach your lesson plan and handouts for this class below – if you used any.

Lesson Plan-Handout

ES F13 ADV Camp at Sol Square

Lesson #2: 15-M Social Movement in Spain

Date: October 29th 2013

The class level: Advanced

Size of the class: 9 students

Class time: 1 hour

Lesson Plan

Overall Goal: Discussing about recent social movements in Spain

Teaching Objectives:

–       Review vocabulary related to demonstration and social discontent. Banner language.

–       Showing current Spanish situation

–       Practice assembly rules. Hypothetical problem solving. Working in commissions.

 

Media/ supplies needed: handouts, video projector

Procedures and time needed:

Greetings + warm–up (15 min): Students work in pairs. I hand out pictures of recent banners found in demonstrations in Spain. They need to understand the messages, what banners refer to, their context, and explain them to their classmates. Gathering vocabulary.

Activity #1 Video (20 min): Re-activation of vocabulary. Explaining some vocabulary before watching the video. I play two clips showing the reasons behind 15M Movement and the beginning of Camp at Sol Square. Discussion about other movements all over the world and their reasons.

2’30’’-4’50’’. Massive demonstrations that showed people’s discontent in 2011.

7’-9’50’’. Camp at Sol Square

Activity #3 Assembly (25 min): Working in assemblies. As people from 15M movement did at the Camp and afterwards, students learn how to work in assemblies. They need to listen to other people’s opinions, vote and reach a consensus taking in consideration all the proposals. The teacher is the moderator of the assembly, and he/she reads the agenda of the day. Students represent different commissions: food, infrastructure, action, communication and so on. They discuss about some issues related to every commission and try to fin solutions by voting and reaching consensus.

 

 

ES F13 ADV Organic Products

Conversation Class

Lesson Summary

 

Language and Section: Spanish Conversation Class 13- Advanced

 

Date: 10/03/2013

 

Class theme/topics discussed: Organic food and products.

 

Goal of the class: To introduce some biology-related vocabulary and discuss about organic products, advantages, disadvantages. Is it a trend or a trend or a reality?

 

Structure of the class (unless you attach your lesson plan below):

ConClassPlan-Adv0310-1

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

Video on youtube and cards (see page 44, and 49-54 from the attached pdf)

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

They liked the topic and participated a lot. The loved the first activities and right away went into competition. However, I think the debate could have been more fruitful. Some students did not understand the role-play at once.

 

How could this class be improved/ modified?

Guiding better the debate, they run out of ideas very quick, even though they spoke 15 min as planned. I should have given better instructions for the role-play, they did not understand the point at once.

Please attach your lesson plan and handouts for this class below – if you used any.

Handout materialeselepdf

 

 

ES F13 INT Traveling

Lesson #1: Traveling

Date: October 9th 2013

The class level: Intermediate

Size of the class: 10 students

Class time: 1 hour

Lesson Plan

Overall Goal: Students interaction and trip vocab

Teaching Objectives:

–       Review vocabulary connected to travelling and journeys

–       Showing different Spanish regions and spots

–       Practice commercial language: the awakening of senses.

–       Establish their preferences when travelling

–       Practice role-play and improvisation in the target language

 

Media/ supplies needed: handouts, video projector

Procedures and time needed:

Greetings + warm–up (5 min): Who doesn’t like traveling? How was their last trip and where?

Activity #1 Survey (20 min): They work in pairs One student is the interviewer and the other a potential client. By asking the questions in the questionnaire (see item 1), interviewers need to guess the kind of trip his/her classmate would like. Then, they have to find a destination and elaborate a touristic package. Both students ask questions and think of a destination for their partner. We share the information with the rest of the class

 

The rest of the activities are on this lesson plan ConClass1009Viajes

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