Language Residents

an archive of lesson plans

Author: Joaquin Garcia (page 1 of 2)

ES S17 ADV Immigration in Spain

Language Resident Name: Joaquin Garcia

Day and Date: 04/19/2017

Language and Level (intermediate or advanced class): Advance

Class theme/topics discussed: Debate

Goal of the class: Debate about immigration

How did you structure the class?

Heads-up: Announcements and upcoming cultural activities

Activity 1: We read an article about second generation immigrants in Spain. Students read loudly the article in turns and we comment paragraph by paragraph and they share thoughts and compare it with the immigration situation in the US.

http://politica.elpais.com/politica/2016/09/13/actualidad/1473758176_296143.html 

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

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

The students love the topic. We had to divide the original class plan into two sessions because the discussion was very long! 

How could this class be improved/ 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.

 

 

ES S17 INT/ADV Conditional Sentences and Video Description

Language Resident Name: Joaquin Garcia 

Day and Date: 02/06/2017

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

Class theme/topics discussed: Conditional sentences, description.

Goal of the class: Students overview conditional sentences and practice them.

How did you structure the class?  

Heads-up: upcoming cultural activities

Warm-up: I quickly remind students how to conjugate conditional verbs and I write a couple of sentences as example.

Activity 1: After a couple of comments about what they are about to see, I play a clip muted on youtube of a famous songwriter from Spain. Students are in pairs, one facing the screen, the other one facing backwards. The student who can see the screen must describe what is happening while the video is playing. Then everyone watches the clip with music and test how much they were able to describe/understand. After, pairs switch places and I play a second clip.

  1. https://www.youtube.com/watch?v=9HpIgZUqfn8
  2. https://www.youtube.com/watch?v=u-u-xjSREkM

 

Activity 2: I play again the last song. I handle out the lyrics with blanks on it, students must listen and fill the blanks. After, we discuss the lyrics and I make them realize that most of the sentences are written using a conditional structure.

Activity 3: In groups of 3, students must answer to some questions I write on the board that start by “What would you do if…?”

-You won the lottery

-You had a time-travel machine

-There was an earthquake

-You could have the job of your dreams

 

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

Youtube

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

It was a bit challenging for some of the students but very fruitful for others, hopefully all your students will have gone through conditional sentences at least once. The description activity is also intense, but despite the difficulty, you definitely can tell that they had a lot of fun.

How could this class be improved/ 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.

 

 

ES S17 INT/ADV Common Expressions with Animals

Language Resident Name: Joaquin Garcia

Day and Date: 02/07/2017

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

Class theme/topics discussed: Animals, Spanish sayings

How did you structure the class?

Heads-up: upcoming cultural activities

Warm-up: All students standing up. I give a student a ball, within 15 seconds he/she has to think of an animal that starts with the letter “a”. Then he/she passes the ball to another student who must do likewise but with letter “b”. If a student fails has to sit down. We go through the alphabet until only one student is standing. You can go from “z” to “a” again if many students still remain playing. Also, it would be wise if you remove from the beginning those letters with only/none animals (e.g. “x”).

Activity 1: We brainstorm some useful vocabulary to describe animals and I write it down on the board. Then, each student writes the name of an animal on a piece of paper and I stick it on other student’s back. All students stand up and move around and with yes/no questions, they need to figure out which is the animal on their back.

Activity 2: Students are in pairs, I give them a list with Spanish sayings involving animals in one column, and the meaning on the other (although they are not in order). They need to match up the two columns by thinking on the meaning of the sayings. After, I give all the solution and we check how well they did.  If there is time left, you can put the students in pairs or little groups and they have to come up with a context where a saying is properly used, they even can act out the situation.

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

Handouts.

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

How could this class be improved/ modified?

Very successful class. Students liked all the activities. Maybe it would have been better doing everything faster so we had time to act some of the sayings. Depending on the level of the students, this can work with an intermediate class although I would recommend to reduce the list of sayings in activity 2. For advance, this matches the difficulty level definitely.

 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. 

A Ser un lince 1 Ser astuto
B Ser un cerdo/marrano 2 Haber poca gente
C Ponerse como/ser una vaca 3 Tener poca memoria
D Llevarse el gato al agua 4 Afrontar un problema
E Meter/Esconder la cabeza como un avestruz 5 Sufrir las consecuencias de algo sin tener la culpa
F Ser un zorro 6 Ser un/a cobarde
G Matar dos pájaros de un tiro 7 Haber algo oculto o sospechoso
H Ser un burro 8 Salirse con la suya, vencer, triunfar
I Hacer el/ser un perro 9 Mismo problema pero con distinta forma
J Estar en la boca del lobo 10 Tener mucha memoria
K A caballo regalado, no le mires los dientes 11 Darse cuenta de un peligro y cambiar de actitud
L Tener la piel de gallina 12 Haber mucha abundancia
M Haber cuatro gatos 13 Estar loco
N Tener memoria de elefante 14 Comportarse sin modales
Ñ Tener un cerebro de mosquito 15 Estar en una zona peligrosa
O Ser un gusano 16 Ser muy listo
P Ser un/a gallina 17 Ser poco inteligente
Q El mismo perro con distinto collar 18 Ser el que manda, el jefe
R Estar como una cabra 19 Evitar/huir de los problemas
S Tener memoria de pez 20 Conseguir dos cosas a la vez
T Agarrar el toro por los cuernos 21 Ponerse/Estar muy gordo/a
U Aquí hay gato encerrado 22 Engañar a alguien en un negocio
V Atar perros con longanizas 23 Ser tonto
W Verle las orejas al lobo 24 No buscar defectos ni preguntar el precio de un regalo
X Cortar el bacalao 25 Ser un miserable
Y Dar gato por liebre 26 Padecer frío o emocionarse
Z Pagar el pato 27 Hacer el/Ser un vago

 

 

 

 

 

ES S17 ADV Spanish Proverbs

Language Resident Name: Joaquin Garcia

Day and Date: 02/14/2017

Language and Level (intermediate or advanced class): Advanced Class

Class theme/topics discussed: Spanish proverbs

Goal of the class: Students get to learn expressions and proverbs which are commonly used in Spain and other Latin-American countries.

 

How did you structure the class?

Heads-up: upcoming cultural activities

Activity 1: We watch a couple of videos about Spanish sayings and we comment them openly.

https://www.youtube.com/watch?v=1DCaFtr262k

Activity 2: I put students in little groups and I distribute Spanish proverbs, however, each of them is separated into two parts. Students in the groups must match up the proverbs.

Grupo A

A quien madruga,

Dios le ayuda

No dejes para mañana

lo que puedas hacer hoy

Más vale pájaro en mano

que ciento volando

Mala hierba

nunca muere

Ande yo caliente,

ríase la gente

Grupo B

No por mucho madrugar

amanece más temprano

Más vale tarde

que nunca

Quien no arriesga,

no gana

No hay mal

que cien años dure

Allí donde fueres,

haz lo que vieres

Activity 3: Some of the proverbs mean the exact opposite things as others. Students must stand up and try to find those proverbs.

Grupo A

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

  1. A quien madruga, Dios le ayuda
  2. No dejes para mañana lo que puedas hacer hoy
  3. Más vale pájaro en mano que ciento volando
  4. Mala hierba nunca muere
  5. Ande yo caliente, ríase la gente

Refrán para aquellas personas que en vez de conformarse con las cosas seguras que tiene, prefieren arriesgar.

Hace referencia a las personas que tienen un mal comportamiento. Este refrán nos dice que el mal nunca desaparece y, por tanto, las personas malas no cambian.

Recomienda ser rápido, ágil –y no vago o perezoso– para tener éxito en las tareas que se realizarán a lo largo del día.

Se dice cuando una persona prefiere actuar con su propio criterio y conciencia, sin tener en cuenta la opinión de los demás.

Aconseja no dejar pendiente para otro día los trabajos o actividades que menos nos motivan y agradan.

 

Grupo B

Ejercicio. Lee los refranes que aparecen a continuación y emparéjalos con la definición correcta.

1. No por mucho madrugar amanece más temprano

2. Más vale tarde que nunca

3. Quien no arriesga, no gana
4. No hay mal que cien años dure
5. Allí donde fueres, haz lo que vieres

Para conseguir aquellas cosas que deseamos, es necesario arriesgar. De otro modo, no podremos conseguirlas.

A veces, no importa si las cosas las hacemos demasiado tarde. Lo importante es que las hagamos.

Recomendación para adaptarse a las costumbres de otras culturas y países. Aconseja comportarse como la gente que tenemos alrededor para evitar conflictos.

No debemos precipitarnos o ir rápido en aquello que queremos hacer porque los acontecimientos deben seguir su ritmo natural.

Con este refrán, consolamos a aquellos que tienen problemas de difícil solución. Es un mensaje de esperanza que nos dice que las desgracias no son para siempre.

 

Activity 4: I distribute one more proverb to each student and they have to describe it to the rest of the class.

https://www.buzzfeed.com/jameschapman/spanish-proverbs-translated-literally-into-english?utm_term=.uy48k325LL#.tfeeOXRzKK

 

Activity 5: In pairs, they must act a situation and use the proverb correctly in front of the rest of the class.

 

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

Laptop, hands-out, youtube.

 

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

How could this class be improved/ modified?

 

They loved to learn this kind of vocabulary, specially the last list of proverbs and acting them out. Plus, it was a good training for the Open House activity. I definitely recommend this class.

 

 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 S17 Study Break: Make your own Tapa

ES S17 Spanish Off Campus Cultural Activity

ES F16 Oldenborg Info Session

orientation

ES F16 Spanish Cultural Activity: Movie Night “El Abrazo de la Serpiente”

el-abrazo-de-la-serpiente1

ES F16 Spanish Study Break: Churros con Chocolate

churros-con-chocolate

ES F16 INT Storytelling and Past Sentences

Language Resident Name:

Joaquin Garcia 

Day and Date:

10/05/2016

Language and Level (intermediate or advanced class):

 Intermediate/Advanced Class

Class theme/topics discussed:

Past Sentences

Goal of the class:

 Students practice how to use the different past conjugations times

How did you structure the class?

Heads-out: Upcoming Cultural Activities. I explain feedback sessions.

Activity 1: I divide the class into four groups. Each of them has to write in a piece of paper the beginning of a story (terror, fantasy, drama, love and so on respectively). After a while, they switch papers and write the body of the story. Then, they switch again and write the end of the story. Finally, the switch papers for the last time and they read them in front of the class.

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

None.

What worked well in this class? What did not work? How could this class be improved/ modified?

Students really liked this class and it very simple!

 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 F16 INT Speaking about Hobbies

Language Resident Name: Joaquin Garcia

Day and Date: 09/05/2016

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Hobbies

Goal of the class: Students can speak about their hobbies confidently

How did you structure the class?

Heads-up: I introduce the LRs’ websites.

Activity 1: Warm-up High Five. I explain to the students how to say “give me five” (choca esos cinco!). Then, they stand up and walk around the classroom introducing themselves starting by saying “give me five”. They have to say at least name, age and home city.

Activity 2: Guess the hobby. Each student must give instructions on how to practice their favorite hobby to the rest of the class as if they were about to practice the hobby for the first time, but without mention the name. The rest of the class must guess the name of the hobby

Activity 3: Hobby discussion. In a bowl, I have a lot of pieces of paper in a bowl with different questions related to hobbies. Students in pairs or little groups pick up one paper after the other and answer the questions.

Activity 4: Apps. Students are divided in groups and I handle them a description of an app that helps creating habits. They have to read it and prepare a little presentation about it in front of the class. I handle a printed version so they can prepare what they are going to say and afterwards I display the website on the screen so everyone can see the pictures.

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

Laptop.

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

Students liked this class. It is the beginning of the year so students were a bit shy during activity 4 but still it was fun.

How could this class be improved/ modified?

I would wait until students feel confident enough to speak in front of their classmates.

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.

http://iteslj.org/questions/hobby.html

http://www.elandroidelibre.com/2016/01/aplicaciones-motivacion.html#

ES F16 ADV Relative Pronouns Race

Language Resident Name:

Joaquin Garcia 

Language and Level (intermediate or advanced class):

 Advanced/Intermediate

Class theme/topics discussed: Relative pronouns

Goal of the class: to be more familiar with the relative pronoun in Spanish and their use

How did you structure the class?

Heads-up: upcoming cultural events 

Activity 1: I display in the screen the list with all the relative pronoun in Spanish. One by one, students have to create a sentence with that preposition in less that 10 seconds.

Activity 2: Definition race: I divide the class into two groups and give them a flash-card with a word. Students must invent a definition for the word using a relative pronoun and write it down on the whiteboard. The first one who finishes is the one I correct, if it’s good their team gets one point and I don’t correct the sentence of the second team. At the end of the game we count and decide who is the winner.

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

Hands-out, TV

What worked well in this class? What did not work? How could this class be improved/ modified?

They loved the race! For the intermediate class, it was a little bit challenging but they still loved it. It depends of your students’ 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.

http://www.rutaele.es/wp-content/uploads/2013/09/R6_COMECOCOS_O.-Relativas_Carrera-de-definiciones_ARR_B1.pdf

 

ES F16 ADV About Democracy

Language Resident Name: Joaquin Garcia

 

Day and Date: 11/15/2016

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Democracy

 

Goal of the class: To learn vocabulary about politics, to learn about the Spanish political system

 

How did you structure the class?

 

Activity 1: We watch a video about the meaning of democracy. I stop the video step by step making sure everyone follows and we make comments. Open discussion at the end.

 

https://www.youtube.com/watch?v=k8vVEbCquMw

 

Activity 2: Open conversation about politics in both countries: USA (General elections, Trump, Sanders, Clinton) and Spain (new government, Podemos, independency movements)

 

 

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

 

youtube.

 

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

 

They really liked the video and the discussion. My class was very into politics so it was very easy to moderate the conversation.

 

How could this class be improved/ modified?

 I think that the success of this class depends on the students. It is better if you know in advance that students like open conversations.

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 SP16 INT/ADV: Introductory Class

Language Resident Name:

Joaquin Garcia 

Day and Date:

01/20/2016

Language and Level (intermediate or advanced class):

Advance Class

Class theme/topics discussed: 

Advance Class

Goal of the class:

Students get to know each other

How did you structure the class?

Activity 1 (15min): Students fill in three different pieces of papers: name, hometown and studies. All the pieces of paper are mixed and then students pick up three of them randomly. Students must find their original papers asking the others’ names, hometowns and studies and exchange the papers once the find them. Afterwards, each of them read in front of the class the written information.

Activity 2 (20min): Students are put in pairs. Each partner has to say three characteristics of their personality and a reason that support or prove this characteristic (E.g. “I’m adventurous because I love traveling”). After a while, they have to introduce their partner. Some characteristics are written in the whiteboard by the teacher in order to give some original ideas.

Activity 3 (15min): After a brief moment of thinking, students say three statements about themselves. One of them must be not true. The rest of the class has to guess which it is.

Activity 5 (10min): The teacher explains the rules and the conversation class agreement

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

None.

What worked well in this class? What did not work? How could this class be improved/ modified?

It is a very good class for the first weeks. Fun and motivating and the ice-breakers work really well.

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 SP16 ADV: Pick-up Lines

Language Resident Name:

Joaquin Garcia

Day and Date:

02/11/2016

Language and Level (intermediate or advanced class):

Advance Class

 Class theme/topics discussed:

 Pick-up Lines

 Goal of the class:

 Brainstorm of the class project.

 How did you structure the class?

 Activity 1 (5min): Remember of cultural activities and other upcoming events.

Activity 2 (10min): Students have to think in 3 English pick-up lines and translate them directly into Spanish.

Activity 3 (5min): Students receive a list of Spanish pick-up lines. We discuss meaning and vocabulary.

Activity 4 (5min): Students have to create a small profile with basic features for speed-dating: name, age, job, habits, hobbies…

Activity 5 (30min): Using those profiles, students do speed-dating.

Activity 6 (5min): Students listen to a beautiful love song in Spanish and try to find the pick-up lines in it.

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

 

 

 What worked well in this class? What did not work? How could this class be improved/ modified?

 Very fun class. Successful. Students speak really a lot in this class and they enjoy speed-dating.

 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.

FRASES PARA LIGAR

ES SP16 INT/ADV: Games

Language Resident Name:

Joaquin Garcia

Day and Date:

04/26/2016

Language and Level (intermediate or advanced class):

Advanced Class

Class theme/topics discussed:  

Games

How did you structure the class?

Activity 1 (): Heads-up. Reminding the upcoming events.

Activity 1 (15min): Scattergories: There are different fields: food, animals, clothes, professions, parts of the human body… I say one letter and the students have 1 to 1:30 minutes to think a word for each field that starts with that letter. Afterwards, we check the words and those we are repeated don’t give points. The student with more points at the end wins.

Activity 2 (15min): Connecting pairs. Students are put in pairs or groups. Then, each group receives a pair of words and they have to write as many connections as possible in one minute. Then, the groups switch the pair of objects. When all the groups have gone through all the words, we count how many connections have been found and the group with the highest number shares loudly their result. Pairs:

  • elephant, nail varnish
  • wedding, ant
  • snowflake, coin
  • religious fanatics, matchbox
  • number 25, criminal
  • a (named) singer and a ladybird
  • silkworm, axe
  • love, rubbish dump
  • pen, new-born baby
  • Garden of Eden, bar of soap

 

Activity 3 (15min): Combining elements into a story. In the same groups, students have to create a story which contains all the given items. Then we share the story loudly.

  • paper, afraid, foot, slow, seventy-five, quickly
  • lion, telephone, happily, green, dance, milk
  • the President, river, key, apple, smile, angrily, how are you?
  • actor, grandfather, eye, snake, move, go away, hard
  • electric, ski, oily, dramatically, Robin Hood, hippopotamus
  • squeeze, crocodile, explosion, vegetarian, pure, violin
  • shoot, ventriloquist, potato, guilty, slippery, anxious
  • jungle, telephone, bride, renew, microbe, religiously
  • egg-shaped, model, atmosphere, lawfully, caricature, congratulate
  • fossil, suburb, incoherent, whip, obstruction, polygamous

Activity 4 (15min): Odd man out. As in apples to apples, students but one must argue with of the words of the group does not belong in it. Then, the student who didn’t argue must choose their favorite.

  • apple, orange, mango, banana, grape, peach
  • India, China, France, Uganda, USA, New Guinea
  • finger, blood, heart, eye, muscle, tongue
  • sock, coat, dress, underpants, scarf, jeans,
  • Red Riding Hood, Hansel and Gretel, Snow White, Sleeping Beauty, Goldilocks, Cinderella
  • tree, bush, flower, weed, plant, grass
  • trumpet, drums, violin, flute, harp, piano
  • river, waterfall, lake, sea, marsh, puddle
  • quiet, angry, graceful, shy, modest, quick
  • peace, joy, harmony, beauty, delicacy, grace
  • horse, cat, mouse, camel, lion, cow

 

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

None.

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

How could this class be improved/ modified?

Scattergories always works, they like it a lot. The rest of the games are good too, specially if you have very imaginative students.

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 SP16 INT/ADV: Sexism in the professional world

Language Resident Name:

Joaquin Garcia

Day and Date:

04/04/2016

Language and Level (intermediate or advanced class):

 Intermediate/Advance Class

 Class theme/topics discussed:

 Sexism and women in the professional world

 How did you structure the class?

Activity 1 (10min): Introduction to the topic. I make sure that students know the basic vocabulary using the banners from a video of a recent demonstration in Spain in favor to gender equality (see link below)

Activity 2 (20min): In little groups, each one has to come up with at least three examples of sexism in labor world.

Activity 3 (15min): I gave them an article of opinion about the men’s role in feminist. Each student must read through a paragraph and summarize it loudly without asking the LR as few words as possible. Afterwards, we discuss the meaning and vocabulary.

Activity 4 (15min): Open debate about ¨micromachisms¨ in daily life.

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

Youtube.

 

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

How could this class be improved/ modified?

I think it was a very good class. Students were very motivated to speak about this topic.

 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.

 ARTICLE:

http://blogs.publico.es/david-bollero/2015/11/06/7n-igualdad-feminismo/

 

ES SP16 FLYER: Spanish Study Break

Lotería

ES SP16: FLYER Spanish Off Campus Cultural Activity

Historia(1)

ES F15 Bullfights

 Goal of the class:

 To know more about this Spanish reality which sometimes is seen as a mere stereotype.

 How did you structure the class?

 Activity 1 (10min): Warm up. Students talk in partner about what would they do if
–     The world ended in 24 hours

  • They had 1 billion dollars
  • They had one year on vacation
  • They had a time travel machine

Activity 2 (15): A video from youtube is played on the screen. The clip is made with real images of bullfights and a song. After the first time, they speak briefly what it is about. Then, they are given the lyrics with some gaps that they have to fill in after listening the song the second time. Vocabulary is discussed before that.

Activity 3 (15): I show them news about the bullfight reality in Spain. We have a political open debate.

Activity 4 (15): I show them a powerpoint about the history of bullfights. Afterwards, they discuss in groups about the difficulty of erasing a old tradition in a country.

 

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

Youtube : https://www.youtube.com/watch?v=8WeCTMzCb9s

websites: http://www.elnuevoherald.com/noticias/mundo/article26514106.html

http://elpais.com/elpais/2010/07/28/actualidad/1280305017_850215.html

http://pacma.es/

powerpoint: Toros

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

The class work well. Students were very curious about it. Even, I had to stop the political debate because they were too involved. I used a non-related warm-up activity, but you can use another one.

How could this class be improved/ modified?

This topic is very intense, there should be a very relaxing class either the day after or previous in order to counterbalance it.

 

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 F15 Food: names, tools and recipes

Goal of the class:

 Students remember vocabulary about food.

 How did you structure the class?

 Activity 1 (10min): Since the whether was really hot, I prepared one Spanish song that is about that. I printed the lyrics with some gaps instead of words and they had to fill them up while listening. Beforehand, they ask all the words they did not understand.

Activity 2 (15min): Food brainstorm. The whiteboard is divided into three columns: one about food, another about tools for eating and cooking and the last one about verbs for cooking. Likewise, the first column is divided into vegetables, meat, fish, fruit and spieces. One by one, the students fill each of the topics.

 Activity 3 (15min): My favorite receipt. Divided in groups of three, they tell each other how to cook their favorite meal or the meal the can cook better.

 Activity 4 (20min): In the same groups, they tell each other one catastrophic story that happened to them while cooking. Afterwards, they choose one and invent another two stories. The rest of the groups have to figure out which is the true one and who happened to.

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

Clip from youtube : https://www.youtube.com/watch?v=Kdp9KG52qpk

What worked well in this class? What did not work? How could this class be improved/ modified?

I think this class worked well in general. They had a lot of fun telling the others the catastrophic stories. The first activity is a warm up activity. You are welcome to choose any other or not, depending on how you like the song and if it is a hot summer/autumn day =)

 

 

 

ES F15 Family and relationships

 

Class theme/topics discussed:

 Family. Relationships

Goal of the class:

To firmly remember vocabulary about family and have deep conversations about new and current changes on the concept of family in society.

 How did you structure the class?

Activity 1 (5min): Introduction. We talk about the weekend and upcoming events.

Activity 2 (10min): Warm-up: I give them an empty genealogical tree and, in pairs, they have to fill in the name of the different relationships.

http://www.abueling.com/Imagenes/arbol_genealogico_para_pensar_3.gif

Activity 3 (15min): Video and Discussion. I show a video from a news program that talks about new kinds of family (non-conventional families).

https://www.youtube.com/watch?v=EEhkaeTjVik

Activity 3 (15min): Debate in little groups: Different topics are written in different pieces of papers inside of a bowl. The groups pick up one of the papers and discuss (or try to answer) what is written in the paper. From time to time, I will stop the conversations to have them speaking loudly their opinions.

ES F09 INT Familia

Activity 4 (15min): Famous’ genealogical tree. One by one, students pick a picture of a famous person and put it on the board making a genealogical tree. They have to say all the possible relationships between the picture they put and those that are already on the board.

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

How could this class be improved/ modified?

Students enjoyed the class, they found the topics very interesting and were very involved and participative. The last activity is super fun, choose any kind of famous people (from Obama to Putin, Cleopatra, Shakira…).

ES F15 Thanksgiving and future sentences

Language and Level (intermediate or advanced class):

 Intermediate Class

 Class theme/topics discussed:

 Thanksgiving. Future sentences

 How did you structure the class?

Activity 1 (15min): (Hot potato) Students will have to write in pieces of paper two nouns and one verb and a punishment. The pieces of paper are put inside a bottle (potato). With music, they pass the bottle between each other. When the music stops, the person who holds the bottle pick one piece of paper and has to make up a sentence with the written words in future sentence in less than 10 seconds. If they fail, they will have to follow the punishment.

Activity 2 (10min): They explain to me and other foreigners what Thanksgiving is about. “En ese día…”

Activity 3 (5min): Video about the origins of Thanksgiving. We played the video a couple of times to make sure everybody understood it.

Activity 4 (10min): Individually, students describe their plans for this occasion as well as any particular tradition in their own families.

Activity 5 (20min): In pairs, they have to make up a traditional menu of a Thanksgiving dinner. After that, they will present it to the rest of the class using only future sentences.

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

Clip from youtube : https://www.youtube.com/watch?v=X7TeYYwM1Zg

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

How could this class be improved/ modified?

They enjoyed the class a lot, specially the last activity. We were so hungry at the end of the class…

Spanish Cultural Activity Fall15

El orfanato

Spanish Study Break October15

study break flyer joaquin 2

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