Language Residents

an archive of lesson plans

Author: Tamara Olivos (page 1 of 2)

ES S17 ADV Expressions with animals

Language Resident Name: Tamara Olivos

Day and Date: April 27, 2017

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

Class theme/topics discussed: Sayings with animals

 

How did you structure the class?

Upcoming Cultural Activities, check attendance to language tables

 

Warm up: Scattegories: With one letter of the alphabet students must fill in the categories.

Activity 1: Ask the class what animals they know in Spanish and write them on the board. Then, try to elicit what qualities they think each of those animals have.

Activity 2: With the handouts, students must match the saying with its meaning. This could be done in pairs. (you can choose different sayings online)

Activity 3: Check their answers and clarify questions about meaning. Small discussion about whether they have similar sayings in English.

ES S17 ADV Trivia

Language Resident Name: Tamara Olivos

Day and Date: February 9, 2017

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


Class theme/topics discussed: Trivia

How did you structure the class?

Warm up: Each student writes a sentence in a piece of paper. Later, they switch papers to the right but this time the student draws what is said in the sentence. They switch papers again but they cover the first sentence so now you can only see the drawing. The student then has to write a sentence that describes the picture. When they switch again they cover the drawing so you can only see the sentence and so on. After a few rounds we check the whole paper to see how the initial message changed.

 

Trivia! We did two groups and I read questions from different categories.

http://www.triviachamp.com/pdf/Chocolate%20Trivia%20Quiz.pdf

http://www.triviachamp.com/pdf/Pop%20Culture%20Trivia%20Questions%20E43.pdf

http://www.triviachamp.com/pdf/Fun%20Facts%20Trivia%20Quiz%20E7.pdf

http://www.triviachamp.com/pdf/General%20Knowledge%20Trivia%20Questions%20E55.pdf

 

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

They loved it!I only used the categories of chocolate, general knowledge and fun facts.

This class could also work with an intermediate 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 INT Geography

Language Resident Name: Tamara Olivos

Day and Date: April 26, 2017

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

Class theme/topics discussed: Geography

How did you structure the class?

Warm up: Find the pairs: I printed cards with countries and nationalities in Spanish. Students had to pair each country with their nationalities.

Word search: Students find the list of most populated countries. After this, in the interactive map, we review how many people actually live there. I prompted students to try to guess so this way they practices saying high numbers in Spanish.

Map: I hand out a map of Spanish speaking countries. Together we identified where they were and shared some facts about them

Describing: Using the same deck of cards as last class, students described a monument, country or character.

 


 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.

Word search:

Los-paises-mas-poblados-del-mundo

 

Los-paises-mas-poblados-del-mundo-CLAVE

interactive map:

http://www.educaplus.org/geografia/mun_poblacion.html

 

Map to hand out:

https://srafeehan.files.wordpress.com/2014/09/maptopractice-pic.png

Describing:

descripcion_¡Describelo_A2_JB

ES S17 INT Descriptions and hypothesis

Language Resident Name: Tamara Olivos

Day and Date: April 24, 2017

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

Goal of the class:

To learn vocabulary through games

How did you structure the class?

Activity 1: Predicting the future: As context I talk about the ancient book I Ching and how people used it to learn more about the future. Each student has to ask a question about their future (simple things like Will I find a good job for example). Then, they consult this sacred book called the dictionary. Without looking, they open a random page and select 1 word. They must read the word and it’s description and try to decipher the message, how can this mysterious word relate to my question? They will do this with the help of the class. (for more detail instructions see the link below)

Activity 2: Descriptions: Using the set of cards in the link below, students must describe the pictures using some basic structures correctly like ser, estar, tener. This activity will definitely bring up a lot of new vocabulary.

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

Dictionary (not online), printed cards.

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

The first activity also worked great with my advanced class (actually even better because they could create more complex hypothesis)

 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.

Bibilomancia: divertida manera de practicar las formas del futuro

descripcion_¡Describelo_A2_JB

ES S17 Off-Campus Activity

ES S17 Welcome Back Party

ES F16 ADV Fake news

Language Resident Name: Tamara Olivos

Day and Date: September 20, 2016

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

Class theme/topics discussed: current events

 

Goal of the class: To discuss pieces of news about Latin America and the world.


How did you structure the class?

 

Ice-breaker: Scategories: Individually we play this game. I select all the categories and they must fill them using a specific letter.

 

Acitivity 1: in small groups, I gave them headlines of real and fake news and they had to determine which ones were which and imagine what it was about. They shared their ideas. After this, they chose one or two headlines and I gave them the complete piece of news. They read it in groups and then shared a brief summary of it with the class

 

Activity 2: I show them a video from the website www.elmundotoday.com (a satirical news website), we discuss it and then go through the website.

 

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

Printed material, pieces of news

 

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

 I use the Chilean website www.lalegal.cl and www.elmundotoday.com to get the fake news. They loved these!

 

 

 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.

 

Noticias verdaderas o falsas 20 min

A cada grupo de 5 personas les entregaré 5 títulos de noticias. Tienen que decidir cuáles son verdaderas y cuáles son falsas. De las verdaderas, tienen que pensar en el contenido de la noticia. Luego nos cuentan sus conclusiones y de qué creen que se trata la noticia.

 

10 min Luego, les entrego la noticia completa verdadera y deben leerla y comentarla con el resto de la clase. Deben darnos un resumen. Pueden elegir una noticia  falsa también y explicarla.

ES F16 ADV Getting to know each other

Language Resident Name: Tamara Olivos

Day and Date: November 17, 2016

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

Goal of the class: To get to know each other personally. This was a suggestion from the feedback sessions.

How did you structure the class?

 

Lost on a deserted island: I divide the class in two groups. In each group students must pick one item they would bring to a deserted island after a shipwreck. The item has to be something that represents them or something they enjoy doing (it doesn’t have to be realistic). After each student has described and explained their item I divide the class in smaller groups. Now, they must work together to improve their chance of survival by combining all the objects of the group.

 

Unique and shared: I divide the class in two or three groups. For the first round of this activity each group has to write all the qualities they all share (positive or negative, avoiding superficial things like “we all have hair”). They will share this information with the whole class. For the second round, they must write ore or two unique traits and qualities for every person in the group. We will share these later and the rest of the class can guess who it is.

 

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

 

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

The first activity didn’t work as well ad I had hoped because I made the mistake of explaining the entire activity at the beginning instead of doing it part by part. Some students just couldn’t relax and let go because they knew the objective of the activity.

ES F16 ADV Comedy Monologue

Language Resident Name: Tamara Olivos

Day and Date: September 27, 2016

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

Class theme/topics discussed: Humor Monologues

Goal of the class:

How did you structure the class?

 

We will discuss a monologue about “suitcases”. I introduce the topic by asking what they pack when they travel and how much they pack

We start reading the first paragraph of the handout and then we discuss what kind of text they think it is.

We continue to do this with the following paragraphs, stopping after each one for questions on vocabulary and comprehension (following the handout)

 

We watch the video https://www.youtube.com/watch?v=Yy3nL51Nzr8 and discuss the differences between reading the monologue and watching it live.

 

In pairs they create a mini monologue.

 

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

They were really motivated and participated throughout the class.

The video was a bit too long.

 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.

monologo

ES F16 INT Fun game for describing people/things/places

Language Resident Name: Tamara Olivos

Day and Date: October 3, 2016

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

Class theme/topics discussed: Descriptions

Goal of the class: To have fun while practicing vocabulary

How did you structure the class?

Reminder of cultural activities

 

Activity1: I divided the class in two groups of 3. Each group had a turn, one person would roll the dice and take a card of the category/color it shows. They had 30 seconds to describe that word to their group and if after those 30 seconds they still hadn’t guessed, the opponents could guess it and take their point. After this it was the other team’s turn.

 

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

 

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

It worked really well and there was a lot of new vocabulary.

 

 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.

describeme

ES F16 INT Imperatives

Language Resident Name: Tamara Olivos

Day and Date: September 12, 2016

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

Class theme/topics discussed:

Goal of the class: To practice the different uses of the imperative form

How did you structure the class?

Brief introduction on the three uses of the imperative: to give orders, to give instructions and to persuade. Maybe brainstorm different scenarios where you would use each.

Each of the following activities will practice one type of imperative.

Activity 1: I give the students a dialog between a mom and a son. It’s written with suggestions and the students must rewrite it using the imperative.

Activity 2: Giving instructions. In pairs they will get a map. They must give directions on how to get to a specific location.

Further practice: ask the students to give the instructions on how to cook their favorite food.

Activity 3: “Street vendor”. In groups of 2-3 one student must convince the others to buy his products. They must be able to describe the specific product and give reasons why the others should buy it. If there is enough time this activity can be repeated so everyone can change roles.

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.

imperative

ES F16 Dia de los Muertos flyer

dia-de-los-muertos

ES F16 Welcome Party Flyer

welcome-party-fall-2016

ES F16 Study Break

study-break

ES S16 Welcome Back Party

Año nuevo_Page_1

ES S16 INT Job Interviews

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

Class theme/topics discussed: Job interviews

 

Goal of the class: To learn vocabulary and to learn how to act in a job interview in Spanish

How did you structure the class?

Activity 1: to introduce the vocabulary I will give some students a word and others students will have a concept. They have to match the word with its concept by talking with their classmates. (see attachment)

Activity 2: We watch a video about a job interview and comment it as a class.

https://www.youtube.com/watch?v=XKsyFrHSqC0

Activity 3: We watch a second video, a less serious one, a comment it as a class as well.

https://www.youtube.com/watch?v=eAoWdQa1hzo

 

Activity 4: We try to come up with the structure of an interview, what language they use.

Activity 5: Role playing. In pairs they will get one situation. They must act out an interview and deal with the problem written on their card. After this, so they can change roles, they will act out another card.

 

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

The first video was a little dark but they enjoyed the second one. They were very into the roleplaying.

The first activity was harder than I expected, I had to help them a lot and we ended up doing it as a class instead of everyone finding the answers on their own.

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.

 Lesson Summary Apr 13 copy

ES S16 INT Horror stories

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

Class theme/topics discussed: Horror movies

How did you structure the class?

 

http://www.youtube.com/watch?v=k6KTUS_uNB8

Películas de terror

Warm up: Introduce the topic by asking students if they like horror movies, why or why not, which ones are their favorites.

Activity 1: Students close their eyes while the video plays (from 0:22 to 01:35). They must pay attention to the noises/sounds. After this I ask them what they heard, what they think the video is about. Write some vocabulary on the board, words they didn’t mention and words they don’t know how to say.

(Malvado, villano, chirrido, sepultar, gritar, sombrío, oscuro, solitario, agonía, espeluznante, , sangriento, miedo, cadáver, venganza)

Activity 2: In pairs they must create a horror story, write it down and the read it to the class. Each pair will be given the beginning of the story.

  1. Estás en la casa de tu mejor amigo cuidando a su perro porque él se fue de viaje. Estás solo y escuchas una voz que te dice “no saldrás vivo de aquí”…
  2. Fuiste a acampar con tu novio al bosque, ya armaron la carpa y ahora quieren comer. La batería de tu linterna muere y todo está completamente oscuro cuando escuchar un sonido extraño cerca de tu carpa…
  3. Estás solo en casa cuando escuchas un goteo. Revisas todas las llaves de agua y todas están cerradas. Decides seguir el sonido y te lleva hasta el sótano, el goteo no es agua, es sangre…
  4. Estás viendo televisión y de repente suena el timbre. Abres la puerta y hay un paquete para ti pero no hay ninguna persona. Entras a tu casa y en el paquete hay….
  5. Estás de vacaciones en la casa del lago de tus padres, has llegado una noche antes que tus amigos para asegurarte que todo está bien. Has escuchado muchas historias de terror, pero tú no crees en eso hasta que en la noche escuchas sonidos extraños desde el muelle del lago…

Activity 3: Watch the full video. Comment on whether or not they expected the ending.

Activity 4: Talk about urban legends, from Claremont/5c/their home towns

ES S16 ADV Expressions with verbs “dar” and “tener”

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

Class theme/topics discussed: Spanish expressions and idioms

Goal of the class: to learn common expressions used in Spain and general idioms with the verb “dar”

How did you structure the class?

Warm up: Scattegories

In a piece of paper students write a list of categories (names, countries or cities, fruits or vegetables, objects, etc). Then, someone randomly selects a letter from the alphabet and students must write one word that starts with that letter for each category. It’s a competition, the fastest student stops the game.

Activity: I selected a list of useful and very common idioms with the verb “dar” and “tener”. Separate the class in pairs and give 1 expression to each pair (it includes an example and meaning). They must come up with a dialogue and then act it out in front of the class. The rest of the students must recognize the idiom and explain its meaning. Each couple presents to the class. At the end of the activity I give everyone a full list of the expressions.

After this we watch a funny video of Spanish expressions being represented literally.

https://www.facebook.com/transferwise/videos/1024420050961526/

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

I was a bit scared for the expressions activity because I couldn’t really think of a fun way to learn vocabulary. It turned out really well and they were engaged in the activity. They were also quite positive about my little challenge of choosing one expressions and try to incorporate it into their speech during the next class or language tables.

Handout of expressions

Lesson summary Jan 26.docx. copy

ES S16 Adv Improvisation

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

Goal of the class: to practice improvisation

How did you structure the class?

Warm-up: In my suitcase I have… Students start naming things and it’s a test of their memory. Each student repeats everything the others have said plus they add something new and so on.

Activity 1 : “Hidden Sentence”.

Make cards with sentences and cards with topics. Divide the class in two groups. Two students, one from each team, come to the front of the class and pick one sentence card each, then, the LR picks one topic. The two students must start a discussion on the topic and the goal of the game is to use their hidden sentence without anyone noticing (must use the sentence as is on the card). . Each group must guess the hidden sentence of the opponent team, therefore everyone must pay close attention to the conversation.

 

Activity 2: “Secret topic”.

I choose two students who must agree on a topic and start discussing it without telling the others what the topic is. The rest of the class has to guess the topic, if a student thinks they know the topic, they must join the discussion (pending approval of the first two). Like this all students must join the conversation.

 

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

It was a great class, I think it was light but at the same time engaging. The last activity was the one that worked the best.

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.

 

Actividad 1

“oraciones ocultas”

Está pasado de moda casarse

Pero a mi me gustan los niños

Nunca he estado en Tokio

Mi mamá solía hornear un pie todos los domingos

Lo más peligroso que puedes hacer durante la hora del tráfico es andar en bicicleta

La tarifa del bus subió otra vez

En mi opinión, el arte moderno es fascinante

Odio la espinaca

La vaca es mi animal preferido

 

Temas

La contaminación

La vida familiar

Viajes

Moda

Mantenerse en forma

Los 5cs

ES F15 INT Bad habits and addictions

Class theme/topics discussed: Bad habits/ Addictions

Goal of the class: Discuss about their habits and learn new vocabulary

How did you structure the class?

Warm up: students make three sentences about themselves and the class guesses which one is false.

Activity 1: we brainstorm about the bad habits the already know and discuss which ones they have.

Activity 2: I show them a ppt with different bad habits, we learn how to say them in Spanish. They have to remember this for the final activity.

Activity 3: We watch a short video about internet addiction by a Chilean vloger. (0:30 – 2:00)

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

Activity 4: In pairs they complete a questionnaire that will determine how addicted they are to the internet. We share the results with the entire class.

Activity 5: In groups they do a brief debate about whether it is ok to smoke outside or inside.

Activity 6: We play tic tac toe. To be able to play the must name the bad habit from the ppt correctly.

How could this class be improved/ modified?

The topic of the debate could have been different. Nobody smoked so it was really hard to come up with arguments.

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.

Internet adiction questionnaire

ES F15 INT Dating

Class theme/topics discussed: Dating

Goal of the class: to learn vocabulary about dating

How did you structure the class?

Warm-up: True or false. Each student must say something they’ve done in their life, it can be true or false. The class has to guess if they are true or false by asking questions.

Activity 1: Speed dating. Each student has a profile and they have to talk to the others to find their match.

Activity 2: discussion about pick up lines. Can they explain the ones in English in Spanish? Do they work in their Spanish translation?

Activity 3: In groups they create their own pick up lines.

Activity 4: we watch a campaign against street harassment in Peru and we discuss the thin line between a nice compliment and harassment.

https://www.youtube.com/watch?v=I3cPZRVG3A4

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

They engaged so much in the speed dating activity!

They were embarrassed to talk about pick up lines so we didn’t really do the activity about creating their own. I told them to think about some ideas for next class (in English) so we’ll finish then.

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.

Dating profiles

ES F15 INT Predictions and Superstitions

Class theme/topics discussed: The future and superstitions

Goal of the class: to practice future tense and predictions

How did you structure the class?

How was their Halloween? What did they wear?

Open discussions: do they believe in any superstitions or anything without scientific proof? Can you really predict your future? Horoscopes?

Can they name some supersitions?

Activity 1: In pairs one person is the fortuneteller and the other one wants to have their cards read. I give each group some pictures (that represent love, money, luck etc). The “client” chooses three cards, one is the past, the other the present and the last one is the future. The fortuneteller has to interpret these cards and come up with a story. After this they change roles and do the same.

Students share the results of their visit to the fortuneteller

Activity 2: I ask students to tell me their zodiac signs; they pair up with people of the same sign. I give each group the “personality profile” of their sign and they have to discuss how accurate it is. We comment as a class. After this each group has to change the profile to fit their personalities, change what wasn’t accurate and we share the new profiles with the class and we discuss if they actually describe the people or not.

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

They really liked the activity of predicting the future; they came up with funny stories. They were also very open to sharing superstitions.

For the horoscope activity there weren’t enough students to make pairs so I handed each of them their sign and we discussed what characteristics they share and what was totally off. Since there were some Asian students they also shared their horoscope.

How could this class be improved/ modified?

Perhaps next time I could print some superstitions from around the world so we can comment on those instead of relying on their own experience.

ES F15 ADV Telenovelas

Class theme/topics discussed: telenovelas

Goal of the class: to learn specific vocabulary about the topic

How did you structure the class?

To introduce the topic we brainstorm about the key characteristics of a telenovela. What are the common topics etc.

Activity 1: In pairs, while one student is facing the TV and the other faces the opposite wall, they must describe what is happening in the video (the video will be silent)

After this, I play the video again so everyone can see it (still silent)

Activity 2: In the same pairs they must come up with a dialogue for the scenes. They share their ideas with the class. For this activity I give them a handout with useful typical phrases of a telenovela.

When all the groups have shared their work I show them the video with dialogue and explain some vocabulary if necessary.

Activity 3: In groups, they pretend to be the producers of the next big telenovela. The need to pitch the idea and create the story and characters.

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

They loved it so much! I chose a very ridiculous seen of a well known Mexican telenovela, a classic. They laughed and everyone participated a lot, even the shiest students.

 

Handout vocabulario telenovelas

ES F15 ADV Misheard Lyrics

Class theme/topics discussed: Misheard lyrics

Goal of the class: To understand more about the culture in Hispanic countries

How did you structure the class?

Activity 1: I show them a video about misheard songs in English. How Spanish speaking people change the lyrics of English songs.

https://www.youtube.com/watch?v=mIs93QLc9bQ

Activity 2: In groups, they choose one song and then change the lyrics to Spanish but make it fit the English pronunciation.

Activity 3: Present the new song to the class

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

They loved the video, it was really funny. The activity was difficult but they enjoyed the challenge.

ES F15 ADV Improvising

Goal of the class: to practice improvisation

How did you structure the class?

Warm-up: In my suitcase I have… Students start naming things and it’s a test of their memory. They must repeat every item that has been said and then add a new one.

Activity 1 : “Hidden Sentence”. I make cards with sentences and cards with topics. I divide the class in two groups. Two students, one from each team, come to the front of the class and pick one sentence card each, then, I pick one topic. The two students must start a discussion on the topic and the goal of the game is to use their hidden sentence without anyone noticing. The rest of the class must pay attention and must guess the opponents hidden sentence.

Activity 2: “Secret topic”. I choose two students who must agree on a topic and start discussing it without telling the others what the topic is. The rest of the class has to guess the topic, if a student thinks they know the topic, they must join the discussion (pending approval of the first two). Like this all students must join the conversation.

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

It was a great class, I think it was light but at the same time engaging. The last activity was the one that worked the best.

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.

Actividad 1 oraciones

Está pasado de moda casarse

Pero a mi me gustan los niños

Nunca he estado en Tokio

Mi mamá solía hornear un pie todos los domingos

Lo más peligroso que puedes hacer durante la hora del tráfico es andar en bicicleta

La tarifa del bus subió otra vez

En mi opinión, el arte moderno es fascinante

Odio la espinaca

La vaca es mi animal preferido

Temas:

La contaminación, la vida familiar, viajes, moda, mantenerse en forma, los 5cs

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