an archive of lesson plans

Author: Tamara Olivos (Page 1 of 2)

ES F20 INT Health and Verbs

Conversation Class Lesson Summary

Language Resident Name: Tamara Olivos

Day and Date: November 11, 2020

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

 Class theme/topics discussed: Health and Verbs

Goal of the class: To practice vocabulary related to health and verb conjugations

How did you structure the class?

Board game: I shared on my screen the verb tenses board. I assigned each tense a number, so when they roll the die they are rolling a verb tense. (I used the virtual Google dice, just search “roll dice”)

1: presente

2: futuro

3: pret perfecto

4: pret imperfecto

5: subjunctivo

6: preterito

Bingo: We review the vocabulary to make sure everyone understands everything. Then, I read only the definitions and students must know the word in order to cross it out of their bingo cards. I put several bingo cards in Sakai (a different set for each student)

http://marcoele.com/descargas/4/mielgo-bingosalud.pdf

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

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

The verb practice was much appreciated and we spent some time explaining some difficult verb tenses.

How could this class be improved/ modified?

I didn’t have time to create an interactive board. I would do this for next time, on Genialy.

ES F20 ADV Personality Types

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: September 17, 2020

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

Class theme/topics discussed: Types of personality

Goal of the class: To identify personality types, to describe their own personality

How did you structure the class?

Activity 1 (5min): Warm-up. Beginning of sentences: Students receive a list of beginning of sentences. They must complete the sentence loudly. Examples:

Ser joven es…

El aburrimiento es…

El amor es…

Un amigo es…

Sin ti…

Recuerdo…

He olvidado…

Ojalá…

Si pudiera… (haría…)

Cuando tenga 64 años…

Activity 2: I give students a list with the description of 4 different personality types (see below). We discuss the vocabulary and whether or not they identify with them. Why or why not? Why is it important to know your personality? When can this be useful? What other adjectives do they know to describe personalities?

Activity 3: Student describes themselves using adjectives that start by the letters of their names.

Activity 4: Multiple personality disorder. Students answer the same questions as in activity 1 but each one picking a different personality. After answering the questions, they have to guess which kind of personality each student chose.

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

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

This topic worked really well. I would do it again.

How could this class be improved/ modified?

You could add a personality questionnaire, like Myer Briggs

 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.

En la media

Este tipo era el más repetido en los cuestionarios y podríamos denominarlos como “normales”. Muestran rasgos de responsabilidad (conciencia y consideración de una persona) y amabilidad (comprensión, escasa hostilidad) moderados, extroversión e inestabilidad emocional (o neuroticismo: cambios de humor, tendencia a sentirse enfadados o tristes) un poco más marcados, y con pocas expectativas (curiosidad y búsqueda nuevas experiencias y aprendizajes bajas).

Reservados

Son personas con altos niveles de estabilidad emocional unida a un carácter normal, ni abiertos ni neuróticos. No destacan por ser extravertidos, pero son amables y responsables. Son más bien tímidos, no suelen mirar a los ojos y ponen grandes distancias con los demás. Además, suelen ser bastante inseguros y guardan información acerca de sus emociones (tanto positivas como negativas). Su disposición suele ser empática y correcta y normalmente se molestan si alguien les levanta la voz sin motivo alguno.

Egocéntricos

Según los científicos, estas personas son poco agradables de cara al resto. Combinan una puntuación menor en amabilidad, apertura hacia los demás y responsabilidad. Tienen un alto grado en extraversión, pero poca franqueza y escrupulosidad. Además, se centran solo en sí mismos y prefieren no vivir nuevas experiencias. Creen que lo saben todo e imponen su opinión sobre cualquier tema. Se muestran superiores, no aceptan consejos e intentan controlar siempre la situación. Según el estudio, es un tipo de personalidad tóxica, no solo para los demás sino para sí mismos también. Solo les agradan los elogios y hacen alusión a la gran fuente de sabiduría que son en todo momento.

Modelos a seguir

Tienen altos niveles de extraversión, amabilidad y responsabilidad con bajo grado de neuroticismo. Son muy abiertos en todos los sentidos, escrupulosos. Rasgos que predominan en las mujeres y que se cultivarían con la edad. Además, siempre se interesan y tienen en cuenta lo que los demás tienen que decir. Son líderes y emocionalmente estables y trabajadores.

ES F20 ADV Astrology

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: September 22, 2020

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

Class theme/topics discussed: Astrological signs (credits to Blanca and Katherine)

Goal of the class: to make predictions about the future, to talk about one’s personality

How did you structure the class?

  • Warm up: Students see a picture of a horoscope app which is very popular these days and have to recognize the app and its main purpose. Have they ever used it? Have they ever read their horoscope? Do they believe in star signs? 
  • Activity 1: Students will see a map with the star signs and the dates that correspond to each of them and will identify their own sign. They will describe themselves, highlighting the strengths and weaknesses of their personality. They will also describe a person of their choice (friend, family member, etc.) and they will later compare their statements with real descriptions according to the signs. Students discuss the results and argue whether it is trustworthy or not.
  • Activity 2: Students reflect on how their personalities have changed over the years and hypothesize about how they will be in the future. Revision of the future tense and predictions about themselves. Where do you see yourself in 20 years? What do you think will change over some decades?
  • Activity 3: Students become fortune tellers and will predict each other’s future with the help of the story cubes and some images. They will make predictions about love, success in work and education, and health.

Students will go in breakout rooms. Using the Google’s virtual dice (Google “roll dice”), students will get random words/categories to make their predictions.

Categoría

1 Trabajo

2 Amor

3 Salud

4 Dinero

5 Viajes

6 Crea tu categoría

1 Excelente/muchos

2 Mas o menos

3 Malo/pocos

4 Pésimo

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

Zoom, PPT, Google virtual dice

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

They were really into this. The idea came from a student suggestion. Even the student who didn’t believe in the horoscope participated.

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.

Conv_Astrology

ES F20 ADV Crime

Spanish Conversation Class – Advanced (Credits to Katherine Pérez)

Class theme/topic discussed: Trials, alibis

Goal of the class: To practice past tense and questions.

Class structure

Activity: A crime has been committed (specify place and time). When students first get to the classroom, you talk about a crime of which they are suspects (you make up a story as to how they are all suspects).

El miércoles pasado ocurrió una tragedia inimaginable, el asesinato de Mr. Zoom. Mr. Zoom estaba en Claremont dando un paseo por Marston Quad cuando un grupo de personas lo confrontó por permitir que los zoom bombers mostraran fotos obscenas en las clases de Pomona. Algunas personas incluso insinuaron que los zoom bombers actuaban bajo el conocimiento de Mr. Zoom, que él los ayudaba incluso. Todo esto ocurrió entre las 6 y las 10 de la noche del pasado miércoles.

Los detectives encontraron pelos de los pugs de Ari, las llaves de la casa de Sam y Vivian, la chaqueta de San Francisco de Eloise, una carta muy “” de Sammy, y el libro de estudios africanos de Ella. Cualquiera de ellas pudo haberlo hecho.

Los detectives encontraron pelos de los pugs de Ari, las llaves de la casa de Sam y Vivian, la chaqueta de San Francisco de Eloise, una carta muy “ de Sammy”, y el libro de estudios africanos de Ella. Cualquiera de ellas pudo haberlo hecho.

  • ALIBI: In pairs, they have to create an alibi to free themselves from the charges. Both students have to memorize their alibi as they will later stand trials separately and both of their stories will have to match. During the trial they are also going to be judges, therefore, they have to prepare some questions for the defendants as well.
    • TRIAL: One group volunteers or gets chosen to be the first defendants (acusados). The trial starts when one of the students leaves the classroom (into a breakout room) and the judges start the interrogation. *The jury should make the same questions to both defendants while trying to find inconsistencies in their stories. If the judges happen to find some discrepancy they can’t start talking about them while the trial is ongoing
  • Follow-up/Post-task: Students decide who where the culprits while commenting on each others alibi: whether there where inconsistencies in the stories or not, which one was the funniest one, etc.

Resources used

  • Alibi table (see below)

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

  •  Students loved this activity! Do this activity after you’ve learned some things about your students. A personalized story will make a difference.
  • Have a YouTube link or something for the student in the breakout room to watch. I used a music video in Spanish.

Annex

  • Alibi table
Para tu coartada:¿Dónde estabas?¿Con quién estabas?¿Qué estabas haciendo?
18:00 – 19:00   
19:00 – 20:00   
20:00 – 21:00   
21:00 – 22:00   

ES F20 INT/ADV Movie Genres/Storytelling

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: September 9, 2020

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

 Class theme/topics discussed: Movie Genres/Storytelling

Goal of the class: To narrate a story with a beginning, middle and end

How did you structure the class?

Ice-breaker: We play Taboo as a group. The instructor will send the “card” to a student in a private chat (see below). They will describe the word without using any of the “taboo” words. Students will take turns. You can add more words to the list or choose different words.

Warm-up: What’s your favorite movie? What is your favorite genre? Do you watch movies in Spanish?

Activity 1: Divide the class into groups. Each group will be assigned a genre (romance, horror, comedy). Add more genres if you have more students.

Step 1: each group writes the beginning of the story using the genre assigned.

Step 2: they exchange stories, and write the climax/middle using their assigned genre.

Step 3: exchange again and write the ending. The idea is that each story will have a mix of the genres.

Step 4: read the stories aloud

Create a Google Doc and share the link in the chat (make sure it’s set to everyone with the link can edit). All students will be working on the same document but on separate pages. The instructor can write lines or use colors to make it clearer (see link below). The teacher can see what students are doing in real time.

Activity 2: We choose a movie everyone has seen. In groups, students write a synopsis. The class votes on the most complete one. Then, we choose another movie and students write a synopsis with an alternative ending or changing some key details. We vote on the funniest one.

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

Google Docs https://docs.google.com/document/d/1Zf9lNI54FYsa1fYQ719ItKa0453HKi5TGa0HOjo5n5E/edit?usp=sharing

Zoom

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

I didn’t anticipate the instructions to be so difficult to explain. I will try this class with the advanced group, it might go more smoothly. Once students understood the point of the google doc, they were very engaged and seemed to be having fun. Because it took a long time to explain, we didn’t finish activity 1. Next class we’ll continue on the topic and finish these activities.

How could this class be improved/ modified?

With the advanced class the first activity did go better but we still didn’t get to do activity 2 so maybe you should plan for a two classes. Encourage them to be as creative as they can to get more ridiculous stories.

 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.

Puente: NO PUEDES DECIR río atravesar colgante unir

Batería: NO PUEDES DECIR instrumento banda música tambor

Ayer: NO PUEDES DECIR mañana tiempo antes día

Noche: NO PUEDES DECIR luna estrellas oscuro día

Película: NO PUEDES DECIR cine actor director rodar

Cangrejo: NO PUEDES DECIR pinzas crustáceo caparazón caminar

Museo: NO PUEDES DECIR arte edificio pinturas cuadros

Sandia: NO PUEDES DECIR jugosa verano fruta semilla

Pijama: NO PUEDES DECIR ropa noche cama dormir

Pintar: NO PUEDES DECIR artista cuadro colores pincel

Doctor: NO PUEDES DECIR hospital anestesia operación enfermo

Flan: NO PUEDES DECIR leche molde postre huevos

Disfraz: NO PUEDES DECIR traje mascara fiesta carnaval

Vaso: NO PUEDES DECIR beber agua cristal vidrio

Aceituna: NO PUEDES DECIR negra olivo aceite verde

Hoja: NO PUEDES DECIR árbol papel cuaderno escribir

ES F20 INT/ADV Jeopardy Trivia

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: October 21, 2020

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

Class theme/topics discussed: Trivia

Goal of the class: To think fast in the target language. Healthy competition

How did you structure the class?

Ice-breaker: We talk about our pets and our favorite animals. I showed them this picture to discuss dogs in particular. Students can also share funny stories with their pets or share pictures of their pets and describe them. https://www.instagram.com/p/By_fXrinn7D/

Activity 1: Share your screen and select the number of teams. You can choose to have pairs be a team. Write the name of the students where it says teams. For the buzzers, I used a website called buzzin.live. You can host a game, and share the game pin with your students. They will need to use the phone to buzz (it tells you who did it first). You also have to add/subtract the points manually using the + and – signs. You can edit this link, but if you will make major changes please create your own and copy the questions you want to keep.

https://jeopardylabs.com/play/trivia-en-espaol-10

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

Zoom, mobile phones.

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

I redid the game taking into account my Advanced class suggestions (I had created a game that was too difficult and asked for their feedback). They loved it and said the questions were neither easy or difficult.

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 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 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?

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

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