an archive of lesson plans

Category: Spanish (Page 1 of 12)

Spanish Conversation Class

ES S21 ADV Indigenous Languages

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Indigenous Languages

Goal of the class 

  • Discuss the relationship between Spanish and indigenous languages
  • Talk about the public policies surrounding indigenous languages
  • Learn some indigenous words used in a day-to-day basis in some Spanish speaking countries.

Class structure

  • Warm-up:  Students play 3 rounds of would you rather.  
  • Activity 1: In breakout rooms, students answer some questions related to the languages they speak. Do you speak any more languages other than English and Spanish? What are the benefits of speaking multiple languages?
  • Activity 2: We watch a short video about how some indigenous languages are dying and what kind of public policies are being ruled to help this issue. In addition, students discuss a couple of questions to check what they understood from the video: What are the advantages and disadvantages of learning an indigenous language in school? What factors contribute to the loss and death of indigenous languages? What do you think about prioritizing teaching a foreign language over an indigenous language at school? What are the consequences?
  • Activity 3: I read aloud a paragraph of colloquial Chilean Spanish and students have to identify the indigenous words and guess the meaning of the words used in the text.
  • Activity 4: After checking and discussing the meaning, students come up with a dialogue where they use at least 2-3 of the words just learnt.

Resources used

  • PPT
  • Youtube:  https://www.youtube.com/watch?v=oyMjFoqUhfA

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

  • It was a good class. We spent most of the class on activity 2 discussing the questions and the video. Although students were engaged with that activity, I think moving on faster so that you have enough time to do the last two activities would be more fun and more dynamic.

ES S21 INT/ADV Abortion Laws (Marea Verde)

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Abortion Laws in Latin America

Goal of the class 

  • Discuss “Marea Verde”, the pro-choice movement born in Argentina

Class structure

  • Activity 1 Green/Blue Scarves: I show students pictures of people of protestors wearing green (pro-choice) and blue scarves  (pro-choice). Have you seen these pictures before? What do these people stand for?. 
  • Activity 2 Marea Verde: Students hear a short presentation to contextualise the pro-choice movement “Marea Verde”, which started in 2018 in Argentina.
  • Activity 3: What do you know about reproductive rights policies in the US?  Students discuss in pairs and then volunteers report in the main room
  • Activity 4: In small groups students choose 2 different countries (a Spanish speaking country & another one) an do a small research on reproductive rights public policy from those 2 countries. What to these countries’ policies have in common? Are there any differences? 
  • Activity 5 75 Opiniones: Students are given a list of 5 questiones used by a Peruvian Organization to gather opinions about abortion within the country. They discuss how appropriate they think these questions are to address the issue and whether they would use a different set of questions.

Resources used

https://www.guttmacher.org/sites/default/files/factsheet/fs-aww-lac-es.pdf

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

  • ADV: The class worked great! I was worried about how students would feel talking about more controversial topics, but they were very talkative and seemed to enjoy the class a lot. For activity 3 almost all groups chose different countries so it was very interesting comparing that many policies. 
  • INT: It was a good class too, we weren’t able to have the same dynamic, thought-provoking discussion as with the advanced group but students still enjoyed it.
  • ** I asked both classes in advanced if whether they were interested talking about this topic or not, and how did they feel about it.

ES S21 ADV NASA

Language Resident Name: Tamara Olivos

Day and Date: April 20, 2017

Language and Level : Advanced Spanish

Class theme/topics discussed:

Goal of the class:

How did you structure the class?

Reminder of cultural activities

Warm up: pictionary. Using the whiteboard, ask students to draw something. The rest of the class has to guess what the drawing is.

NASA activity: See attached link

Set the mood and give context using this story.

“Each one of you is part of the crew of a spaceship that is going to meet the ‘mother ship’ on the illuminated part of the moon. Due to some mechanical difficulties, the space ship had to land about 350km from the original meeting spot. During the landing, a big part of the space ship equipment suffered considerable damage and due to the fact that the crew’s survival depends on getting to the mother ship, you must select the most important material to take with you, and leave the least important ones behind.”

“Cada uno de ustedes forma parte de la tripulación de una nave espacial que iba a reunirse con la “nave nodriza”, en la superficie iluminada de la luna. Debido a unas dificultades mecánicas que surgieron, la nave espacial tuvo que alunizar en un lugar que dista unos 350 km. del sitio donde tenía que encontrarse con la otra nave. Durante el alunizaje, gran parte del equipaje de la nave en que iban ustedes, se estropeó o sufrió daños de consideración, y puesto que la supervivencia de la tripulación, o sea de cada uno de ustedes, depende de que puedan llegar a la “nave nodriza”, tienen que seleccionar el material más importante para llevarlo, dejando lo menos importante.”

Read the list of objects and equipment that were left unharmed after the forced landing. The participants must rank them according to importance and usefulness in order to get to the mother ship. 1 = most important, 15 = least important.

Fist step : Each student will rank the objects individually (column labeled indv)

Second part: Depending on your class size, you can create groups or pairs. Ask students to share their individual rankings, and then rank the again under column group.

Third part If you used pairs in part two, you could create bigger groups and ask them do rank them again. If not, provide the official ranking made by NASA and compare with each groups’ ranking. Students share observations on the process.

Collaboration, active listening, and flexibility are key for this class.

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

Students were really surprised about the results. They collaborated a lot and they realized how talking to others improved their chances.

 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.

You can find the items list in this link:

https://jugamos.jimdo.com/juegos-cognitivos/el-juego-de-la-nasa/

ES S20 INT/ADV Fake News

Language Resident: Katherine Pérez Gutiérrez  (cred. to José Gómez & Tamara Olivos)

Class theme/topic discussed : Fake News

Goal of the class 

  • To exchange information in an argumentative way
  • To hypothesize about the veracity of different news
  • To understand, summarize and present a piece of news as a professional TV presenter

Class structure

  • Activity 1 Intro questions: : Students answer some questions about different ways of keeping up with news (TV, online newspapers, etc.), the time they dedicate to it, the importance it has, etc. 
  • Activity 2 Fake News Video: I show them one video of a piece of fake news from an online newspaper (El Mundo Today) with lots of comic fake news. They answer some questions about it and, in case students do not figure out that the piece of news is fake, I reveal it and tell them about the existence of this online newspaper. 
  • Activity 3 Pieces of News: Students receive different pieces of news. Most of them will be fake, except for one. In pairs, they have to read the piece of news, understanding it to be able to summarize the main content. 
  • Activity 4 Discussion Students present their news in a very professional way, as if all the news were true and very serious. They will have to discuss afterwards about which news are fake and which one is true. 
  • Activity 5 White Lies:  Fake news are full of lies, so students talk about white lies. Are they good or can they be good sometimes? Do they lie a lot? Are they good liars? Have you ever been caught lying?
  • Activity 6 Follow-up Excuses:  Students are given a list of hypothetical situations and have to come up with excuses to avoid getting into these situations. 

Resources used

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

  • This was a great class for both section. They talked a lot in their small breakout groups. Because using handouts on zoom is harder, having each news article on a different google doc made it easier to share with students.  
  • The intermediate class needed some extra help with the vocabulary on the articles so it is good to jump back and forth between breakout rooms for that section.

ES S21 ADV Accents and Stereotypes

Language Resident/Assistant Name: Tamara Olivos

Day and Date: February 2, 2021

Language and Level : Spanish Advanced

 Class theme/topics discussed: Accents

Goal of the class:

  • To talk about different accents in English and Spanish.
  • To talk about how accents influence our perception of people

How did you structure the class?

Ice breaker: “House Treasure Hunt”. The instructor will post items on the chat (one at a time) and students must try to find the item and bring them back as soon as possible.

  • A kitchen item that starts with a “C” (cuchara, cazuela, cubeta, copa)
  • The longest book/textbook you can find
  • Something yellow
  • Scissors
  • A small box
  • A broom

Warm up: Which accent is your favorite in Spanish and in English? Which accent is easiest/hardest to understand in Spanish? Why? Are you good at imitating accents in English?

Activity 1: We watch a video about the different accents in English. What did you think? Did she do a good job? Did you like her accent? Where is she from? Because the video is pretty long, the instructor can pause after each accent and discuss the questions above.

Alternative: Watch this video instead about Spanish accents, although it’s in English.

Activity 2:  We watch a series of videos by HBO Latino where they discuss stereotypes and their lives in the US. We discuss the videos. What is the stereotype? What is the situation in their states?  How can we change this? What’s the main reason for the rejection of people different from us? Has anyone made fun of your accent, in English or Spanish?

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

Zoom, YouTube

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

I skipped the accents video because my previous class didn’t enjoy it very much. I added an alternative because it may be easier for students to talk about Spanish accents. This class loved all the HBO videos though and had lots of comments. Because we skipped the first one, we had a lot of time to spend on the HBO videos.

ES S21 INT/ADV Lifestyle – Minimalism

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Lifestyles & Minimalism

Goal of the class 

  • To understand information different lifestyles and their relation with culture and language.
  • To reflect and contrast on the long-term effects and consequences of specific lifestyles

Class structure

  • Warm-up:  Students read the word minimalism on the slide and have a couple of minutes to think about what comes to their minds when they see the word. They look up a picture that represents their interpretation of minimalism and share it in breakout rooms. 
  • Activity 1: Students watch a couple of videos on minimalism to check if their idea of minimalism is correct 
  • Activity 2: Students see a small survey on minimalist lifestyle and as a class we choose three main questions: Are you a minimalist person? Do you know anyone who lives a minimalist life? Would you be able to live such kind of life?
  • Activity 3: Minimalist challenge. Students have 5 minutes to think about 15 items in their room/house that they could throw away within the next 5 minutes. Students also make a top 5 list of things they could never get rid of. In small breakout rooms they share their lists and compare.
  • Activity 4: Students decide to change their lifestyle. Taking into account different lifestyles, minimalist included, students discuss the benefits of some of them. They have to find a lifestyle that suits them the best and come up with a plan as to how they will implement that on their daily life from now on.
  • Extra activity: On a google slides presentation, students see pictures of 11 different households and their fridges. These people are from all over the world so students have to discuss 1) Where do they think they are from, 2) What kind of lifestyle they think they have by looking at their fridges. 

Resources used

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

  • The class worked great for both levels. For the intermediate class the first video was slightly faster but, because it was one of the first activities, it worked well anyways. We did the extra activity as well in both classes, students enjoyed working with the pictures a lot more than the discussion-based activities this time, so it would have been nicer to have spent more time on it.

ES S21 INT Change.org Petitions

Language Resident/Assistant Name: Tamara Olivos

Day and Date: February 10, 2021

Language and Level : Spanish Intermediate

Class theme/topics discussed: Change.org petitions

Goal of the class: To write a change.org petition

How did you structure the class?

Ice-breaker: Taboo. The class is divided in groups. The instructor gives one person a word in a private chat (the word includes taboo words). Students must describe the word without mentioning the taboo words.

Activity 1: Students read a headline about funding being pulled from Erasmus students. As a class we discuss what is Erasmus and if there is something similar in the US (Fulbright pulled funding during the pandemic, for example)

Activity 2: Instructor asks students to define change.org. What is it? What is it for? Is it effective? Have you signed or created a petition? Encourage sharing as much as possible.

Activity 2: We read a short letter that a student sent to the Department of Education in Spain. Some verbs are in bold to call attention to the verb tense (presente del subjuntivo)

Activity 3: In a google Doc, students read some Facebook comments regarding the headline from activity 1. In groups, students must add a comment stating their opinion.

https://docs.google.com/document/d/1jp-0RkaEi2Lvjozr8qj1So9zyR65xSFePUAzZsb9Wq8/edit?usp=sharing

Activity 4: Students write their own petition. In groups of 2, students think about a topic that is relevant to them. Who is it addressed to? Some verb suggestions are given, and model structures. This could be a silly activity or a serious one. It will depend on your students.

This activity was taken from:

http://www.rutaele.es/wp-content/uploads/2014/02/R2_COMECOCOS_Subjuntivo_Changeorg_MMAP_B1B2.pdf

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

Zoom, google docs, PPT

 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 S21 INT/ADV Slogans

Language Resident Name: Tamara Olivos

Day and Date: April 28, 2021

Language and Level : Intermediate/Advanced Spanish

Class theme/topics discussed: Advertising

Goal of the class: to create a slogan for a product

How did you structure the class?

Warm up: Introduce the topic by asking the students which is their favorite TV commercial. Do you remember a specific commercial from your childhood? What is the goal of advertising a product? What makes a good ad?

Video 1: Introduce some vocabulary necessary for the video (trenzas). Talk about meeting the parents of the person you are dating. Then watch this Argentine ad “a todos nos puede gustar lo mismo”.

Alternative: ask students what they would want to ask the boyfriend/girlfriend of their kid. Write down the questions in the chat.

Mention the differences between Spanish from Argentina with other accents.

Activity for video 1: In pairs, students will have to create and ad for a beverage, creating a new slogan and drawing the TV commercial as a comic. Students will draw using Zoom whiteboard or paint.

Each group will share their work with the rest of the class. We vote on the best product and slogan. Would you buy this?

Video 2: The teacher will give the students a handout with the written ad with some missing words. They must fill in the blanks with the video. Play video twice.

Review their answers by asking each student to read one sentence. Explain the words they do not know.

Alternative: Assign a part of the video to small groups or have small groups fill out the whole handout. They can help each other fill out the handout because the video is pretty fast.

Alternative: compare to the 2020 version https://www.youtube.com/watch?v=rcO7xfik1Xw&ab_channel=MarketingDirecto

Activity for video 2: We will watch the video a third time so the students can focus on watching the video only. After this they will answer some questions about the ad in groups of 2. They will share the answers to the class.

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

Handouts, Zoom and YouTube

 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.

Para los gordos, para los …….…….., para los altos, para los bajos, para los que ríen, para los ………………..….., para los que lloran, para los optimistas, para los …………………, para los que lo tienen todo, para los que no tienen nada, para los …………..…., para los que juegan, para los cerrados, para las familias, para los …………….…, para los reyes, para los …………….., para los ……………, para los náufragos, para los rockeros, para los que van, para los que van en tren, para los ………………, para los que sufren, para los motociclistas, para los de allá, para los que trabajan, para los de acá, para los ……….…….., para los que te quieren, para los que no te quieren, para los que te quieren mucho, para los que te quieren poco, para los ……………..……, para los nudistas, para los supersticiosos, para los originales, para los …………….………, para los calculadores, para los pelados, para los ………., para los que leen, para los que escriben, para los ……………….………, para los gemelos, para los distintos, para los …………………., para los que viven solos, para los que viven …………………, para los guiteros, para los que …………………, para los primeros, para los últimos, para los hombres, para los……………………, para ella, para los músicos, para los transparentes, para los fuertes, para los que…………..………, para los que participan, para los que suman, para los que no se callan, para nosotros.

  1.  Explica el eslogan del anuncio
  2.  Público al que se dirige
  3.  Características del producto
  4.  La voz en “off”: ¿tiene siempre el mismo tono? ¿Por qué?
  5.  Cuál es la imagen principal. Señala ejemplos en los que aparece fija la imagen, otros en que el plano se mueve y otros en que la imagen aparece y desaparece.
  6.  ¿Por qué al final al decir PARA TODOS sólo aparece una botella?
  7.  ¿Cómo es el ritmo del anuncio?

ES F20 ADV Jobs & School dropouts

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Jobs & School dropouts

Goal of the class 

  • To exchange information about job experience
  • To discuss the current job & student dropout rates situation in Spanish speaking countries

Class structure

  • Warm-up:  In one minute and in pairs, the students had to think of as many professions they could think of.
  • Activity 1(cred. Blanca Barranco): In pairs or small groups students answer some questions about their own job experiences: type of job, working conditions, best and worst things about the job, etc. They will have some extra vocabulary hints on the screen about payments, contract and job terms, which will also help with the comprehension of the following activity. 
  • Activity 2: Student watch a video on school dropouts and why some students in Latin America and the Caribean have to choose between going to college or working. They comment on it
  • Activity 3: Each student choose Spanish speaking country (the US included so we can compare). They have to search info about that country’s dropout rate, unemployment rate, and labor laws (working hours). After commenting on their findings, students discuss the following questions: What country’s situation surprised you the most? What do you think is the cause for these rates/laws? What could be done to have a better situation?
  • Activity 4: Students do a role-play simulating a job interview. They will receive a handout with possible questions, but they will also be encouraged to use their own questions.
  • Activity 6 (extra): Having discussed younger people’s situation, we watch a short movie that talks about how hard it is for people over 35-40 to find jobs. Have this happened to anyone around you? Do you think it is a good strategy for hiring people? If you were in a hiring committee, what would you take into account to hire a candidate?
  • Activity (extra2): The teacher shares some personal experiences regarding job interviews. For example, questions of the current position interview for Pomona: Would it be a problem for you to live in a small place such as Claremont?
  •  

Resources used

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

  • I had issues logging into zoom again, so we started the class at about 4:20 pm instead, on google meet.  Other than that, the class worked really well, students liked the topic. I have noticed that this group enjoys doing “research” activities (like act. 3) a lot more than previous groups, so I will keep using that method .
  • Ended up just doing the first 3 activities

Annex

ES F20 INT/ADV Climate Change

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Climate Change

Goal of the class 

  • Talk about environment and climate change issues

Class structure

  • Warm-up Focused Free Writing (cred. Tilman Viëtor): I give students 5 sentences/words related with climate change (eating habits, waste, habits change, economic system, tourism, 3 Rs). After choosing one, they have 3-5 min to write about how that word/sentence is related to environment & climate change.
  • Activity 2 Intro questions: What do you know about climate change? What climate change related issues do you know about? Is there anything you do to help the environment? Do you think tourism has anything to do with the environment? What do you think about recycling?
  • Activity 3 UN Discussion: I show students key words related to what UN recommends people to do to for a greener world post-pandemic. They have to discuss why they think this term is there and how it is related to environment/climate change. (Key words: Nature, essential goods and services, energy, eating systems, cities, public funds)
  • Activity 4 What about my town?: In groups, students look up environment issues their cities/states are struggling, and how people (individuals & government) are dealing with it (measures being adopted).
  • Extra activity: Students have to choose one of the many issues discusses in class and choose a measure, that they could implement in their lives, aimed at solving this issue (You can ask how did that go a few weeks afterwards 🙂
  • Extra activity 2: Discuss the consequences social distancing and quarantine has had on environment (Less contamination, wild animals on the street, etc.)

Resources used

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

  • It was a fun class. I was worried students would not be willing to talk much about the topic because it tends to be repetitive, but having activity 4 helped because they brought the topic into their own lives. We did not have enough time to do extra activities.
  • Having questions related to each key word on activity 3, in case students are a bit lost as to how to address the topic can be useful. I did not need them with the advanced class, but I used a few of them with the intermediate class.

Annex

  • Questions for activity 3:
  • Naturaleza: ¿Crees que dependemos demasiado del petróleo? ¿Se te ocurren otras alternativas?
  • Servicios esenciales: ¿Cómo debería controlarse el gasto de agua? ¿De qué manera se puede proteger lugares con escasez hídrica?
  • Energía: ¿Crees que malgastamos mucha energía? ¿Cómo? ¿Piensas que deberíamos dar prioridad a las energías renovables? ¿Si pudieras elegir una energía renovable cuál sería? ¿Qué problemas crees que tienen las energías renovables? ¿Crees que deberíamos usar la energía nuclear?
  • Sistemas alimentarios: ¿Crees que hay sistemas alimentarios más perjudiciales que otros? ¿Cómo afectan las diferencias alimentarias de distintas culturas los espacios físicos?
  • Ciudades: ¿Piensas que el tráfico en las ciudades debería ser controlado de alguna manera?¿Crees que el turismo tiene algo que ver con el medioambiente?
  • Dinero público: Crees que se puede compatibilizar el Desarrollo economico con el deterioro medioambiental? Crees que los gobiernos estan lo suficientemente comprometidos con el cuidado del medio ambiente?

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 Routines

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Routines

Goal of the class 

  • Get students to know each other
  • Talk about daily life

Class structure

  • Warm-up Routines: I show students how a day in my life looks like. To have them add vocabulary I ask them if they days look very different from mine (Do you do anything else? Workout, meditate, cook, play music, watch a show). In groups, they start talking about their daily routines and answer some questions: What do they have in common? How are they different? Is there anything you would like to start doing? Is there anything you would like to stop doing?
  • Activity 1 Habits: How would you describe a habit? Which ones are good? Which ones are bad? In breakout rooms students brainstorm different vocabulary.
  • Activity 2 Addictions: We start talking about addictions.  What are they? Do they think they are similar to bad habits? Are you addicted to something? What is this generation’s addiction?
  • Activity 3 Internet addiction questionnaire (cred. Tamara Olivos): 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 4: Where you using internet in a different way before COVID-19? How so? Do you like it better now or before? How can you balance “work online” time vs “social life online” time?
  • Activity 5: As a class, we discuss ways in which you can change your bad habits/addictions.
  • Follow-up: In groups they do a brief debate about the drinking age, 18 or 21?

Resources used

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

  • The class worked well, we worked up to activity 4 but did not have enough time to share the questionnaire’s results. For this activity I put everyone in the breakout room and, although I went through all the questions to check vocabulary before, it was hard to check on students. It would be better if the questionnaire is not as long, or has easier vocabulary.

Annex

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 ADV Diet & Food labeling laws

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Food Industry & Diet

Goal of the class 

  • Practice vocabulary related to diet and food industry
  • Discuss how health laws are related with health issues and the role food industries have on consumption.

Class structure

  • Warm-up questions: What’s a “diet” for you? Have your eating habits changed since you were a child? How would an average diet look like in the US? What diets have you heard of, what do they consist of?
  • Activity 1 Organic Diet: Students discuss the issues that are supposed to be solved by switching to a 100% organic diet. After introducing the possible new issues that may arise as a consequence, students discuss the short- and long-term effects an organic diet may have for the environment and agriculture. Would it be feasible for everyone?
  • Activity 2 Food labeling laws: Student watch videos about food labeling regulations in the US and in Chile. They answer some questions about them: Do they have anything in common? How are they different? What effects do you think these regulations have had on public health concerns? Do you think it changed people’s eating habits? Would it work in the US?
  • Activity 3 What’s for dinner (cred. Tamara Olivos): In groups students must create a recipe with a “secret ingredient” to make it special (doesn’t have to be food, they can be as creative as they want). Then, they present their creation to the class as if they were on TV.

Resources used

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

  • It was a great class. Two students who took my class the year before so we had already commented on the food labeling laws, but in a much more superficial level. They were all very interested on how different the regulations were, the effects it had had on public health and how a regulation like this would be beneficial in the US.

Annex

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 S20 INT/ADV Traveling

Language Resident: Katherine Pérez Gutiérrez (Credit to Marie Segura)

Class theme/topic discussed : Travel

Goal of the class 

  • Practice vocabulary related to traveling and means of transport
  • Get to know popular touristic destinations in Spanish speaking places

Class structure

  • Warm up: Questions (Do you like traveling? What does traveling mean to you? What are the advantages and disadvantages of traveling? Do you think traveling is a form of education? What places have you been to? Would you like to travel on your own?
  • Input:  Story about one of my trips (emphasis on means of transport and activities I did there)
  • Activity 1: What type of traveller are you? Students have been given a free trip but they can’t choose where to go. In pairs, students fill in a chart explaining what type of traveller they are and rank a list of things they like to do the most when traveling.
  • Activity 2: Organize the trip. Organize a surprise trip for another pair of students using their preferences. Each pair of students receives another pair’s list of preferences. Now they have to organize a surprise trip, by first choosing a destination (4 destinations are proposed on a handout with the main activities you can do there but they can also choose another Spanish-speaking destination and look up for information online) and then deciding on different aspects of the trip: length of the trip, means of transport, housing, activities organized there. When they’re done, students pick 10 items out of a list that they would pack for this trip. They can add things if they want to. 
  • Activity 3: Presenting the trip/Receiving the Gift. Each group presents the trip they organized to the rest of the class (and especially to the group who receives it who has to react)
  • Activity 4: Customs role-play. Students are on their way to their destinations. In small groups they have to recreate getting to the airport, checking their luggage, going through customs and everything people usually have to do when in the airport.
  • Activity 5: Filling a complaint. Students come up with a complaint about something going wrong with their trip (the flight got delayed, the airline lost their luggage, the place they where staying at wasn’t clean enough, etc.) 
  • Activity 6: COVID-19. ¿How has traveling changed since the virus started spreading? What measures have been taken by airlines/airports? Do you think this is going to have a more permanent effect on traveling in the future? How are airports and airplanes going to look like after the pandemic is under control? 

Resources used

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

  • The class worked okay. Trying to use the handout was hard because of zoom, but after trying to make the questions in a more conversational way, it worked okay. Because only 2 students joined the class, we only did the first 3 activities.

Annex

  • Traveler’s handout
Viajero-handout.pages

ES S20 INT/ADV Literature/Idioms

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Literature & Idioms

Goal of the class 

  • To practice literature related vocabulary
  • To become familiar with Spanish speaking authors and popular titles
  • To recognize common idioms

Class structure

  • Warm-up: Questions about reading taste & habits (Do you like reading? How often do you read? What was the last book you read? Who is your favorite author? Which one is your favorite book? Do you have any favorite character? Do you have any reading routine?) 
  • Activity 1: I show students the book covers of 6 Spanish literature classics. After randomly reading  the back cover of the books, students have to match them to the book cover and come up with a title for the books. At the end students comment on which book seems the most interesting for them.
  • Activity 2:  Santiago en 100 palabras: I show students a Micro-stories. After reading 2 examples,  in groups, using a template provided by the organization in charge of this contest, they have to write a micro-story.  (https://www.santiagoen100palabras.cl/web/#libros)
  • Activity 3: Don’t judge a book by its cover. Students have a list of idioms commonly used in Spanish. In groups they have to guess the meaning of each idiom. I explain what the real meaning of each idiom is before jumping onto the next activity.
  • Activity 4: Using story cubes,  in groups, the class comes up with a short story where they put the idiom in context.
  • (extra) Activity 5: Childhood texts stories. I tell students a story about how this children story that marked me greatly when I was a kid. They do the same. 
  • (extra) Activity 6: Students are randomly assigned one of the idioms we have been using all along the class. They have to write the idiom for their classmates to guess, but only using emojis.
  • (extra) Activity 7: Students watch a video where you have to guess new idioms based on emoji phrases.

Resources used

  • PPT
  • Youtube
  • Story cubes
  • “Santiago en 100 palabras” handout

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

  • The class worked well. Even though we didn’t go pass activity 3, they seemed quite engaged when reading and commenting on the books’ blurb.

Annex

Santiago en 100 palabras handout

S100p-¿Y-cómo-es-el-cuento

S100p-Periodista-por-un-día

ES S20 INT/ADV End of Term Report

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed: End of term report

Goal of the class:

  • To look back on the year and prepare some goals for the upcoming year.
  • To practice past tenses, conditional
  • To  exchange information about the future to be able to hypothesize 

Class structure

  • Warm-up: Students discuss  whether they know or the meaning of the following words: Goals, balance, accomplishments, to achieve a goal, to be thankful.
  • Activity 1: Students discuss the following questions: What goals people usually propose for themselves? Can you think of 2 or 3 goals related to these areas of life? (Health, work, money, family, couples, studies, friendship.
  • Activity 2:  Year’s balance/ recap: in pairs students complete each other’s chart of memorable things that happened to them during whatever period of time you are talking about. Then they share. (In case the conversation his going to slowly, use the questions in the annex) 
  • Activity 3: (cred. Marie Segura & Mikiko Saigo) New Year’s Resolutions: (This activity takes place during a family dinner/dinner with friends) Students are separated in groups. In turn, they roll the dice and discover their new year’s resolution. Then, they have to convince skeptical friends/family that they are actually going to keep their resolution this year and to explain why it is so important to them and how are you going to do it.
  • Activity 4: Students become fortune tellers and predict each other’s future with the help of the story cubes and some images. They will make predictions about health, success in work and education, and love. 

Resources used

  • Resolutions sheet
  • PPT

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

  • As the last class of the semester, it worked pretty well. For activity 2, if it’s an online class, it’s better to have the questions in hand.

Annex

  • Activity 1 Table: 
SaludTrabajoDineroFamiliaParejasEstudiosAmistades
Ej.: comer más sano





  • Activity 2 Chart: 

Cosas divertidas que hice: …
Algo nuevo que aprendí: …
Gente interesante que conocí: …
Lugares que visité: …
Algo que nunca olvidaré: …
Algo de lo que estoy orgulloso/a: …

  • Extra questions for Activity 2: 

¿Cuáles han sido los momentos más destacados?

¿Qué cosas nuevas has probado durante este año?

¿Cuáles han sido tus momentos más felices?

¿Qué has aprendido durante este año?

¿Cuál ha sido tu mayor éxito personal? ¿Y cuál tu mayor éxito profesional?

¿Cuál ha sido el mayor aprendizaje sobre ti mismo?

¿Qué harías de forma diferente?

¿Qué quieres mantener durante el próximo año? ¿Qué te gustaría cambiar en el año nuevo?

  • Resolutions sheet

ES S20 INT/ADV Music

Language Resident Name: Katherine Pérez Gutiérrez

Class theme/topic discussed: Music taste and music genres

Goal of the class 

  • To work on music related vocabulary
  • Learn about music culture in Spanish speaking countries

Class’ structure

  • Warm-up: Introductory questions about music taste and word cloud on music instruments. 
  • Input: Small presentation on Cueca. It includes instruments usually used to play that music, exponents and dance (how is it and how the costumes look like).
  • Activity 1: Students choose between different Spanish speaking countries music styles. They have to make a small a presentation and include the same information as in the presentation the teacher gave (cumbia, ranchera, flamenco, rumba, timba, tango, salsa, merengue) 
  • Activity 2: Students describe a picture in which writing and music is related and discuss whether music should also be considered poetry. Students receive fragments of different reggaeton songs and poems and have to distinguish which are which. They listen to all of them, read as if they were poems and share their results
  • Activity 3: Each group of students works with one of the fragments which corresponded to reggaeton songs and have to invent a new fragment. We listen to the songs and I pause them right before their fragment comes, so that they sing it. 
  • Extra Activity 1: Discussing the content of some reggaeton songs and their cultural significance: Yo perreo sola – Bad Bunny
  • Extra activity 2: I play different songs linked with the styles they talked about in their presentations. Students have to guess the music genre. 

Resources used

  • Youtube: 
  • PPT

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

  • Students enjoyed the discussions at the very beginning, but doing the zoom presentation was a bit hard. When talking about online classes, it’s better to avoid those “group research projects” because some students may just be on their phones or have a harder time doing group research.
  • As an extra activity we created a playlist in Spotify and I’ve heard students commenting on the songs, which is fun and engaging for them.

Annex

ES S20 ADV Street Art

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente 

Day and Date: 26th February

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

Class theme/topics discussed: Street Art

Goal of the class: 

  • To be able to describe a painting and express own feelings
  • To exchange information about street art

How did you structure the class? 

  • Warm up: Students see some graffiti images and have to decide whether they are art or not. What is considered art and what is considered vandalism?
  • Activity 1: Students complete a quiz about graffiti vocabulary in order to learn more words of street art (https://quizlet.com/140617233/vocabulario-graffiti-flash-cards/).
  • Activity 2: Students review a handout with expressions used to describe pictures. In pairs, one student will solve a puzzle of a painting and the other student will describe the painting.
  • Activity 3: Students discuss different controversial questions related to street art.
  • Extra final activity: Students see a picture of a graffiti and comment on the author (Banksy, an anonymous street artist). Students see the video of a polemical auction in which one of Banksy’s pieces of art is sold and auto destroyed.  

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

  • YouTube
  • Quiz with graffiti vocabulary
  • Puzzles
  • Discussion questions about street art

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

  • Students shared very interesting opinions about street art and they were specially engaged during the puzzle solving activity. 

How could this class be improved/modified?

  • This class served as introduction for the conversation project about street art, allowing students to discuss basic issues revolving around the topic and to learn basic street art vocabulary, so I would not modify it for this specific purpose. 
Conv_Street-Art

Conv_Handout_Street-Art

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