an archive of lesson plans

Category: Spanish (Page 1 of 13)

Spanish Conversation Class

ES S22 ADV LGBTQ+ Issues II

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: LGBTIQ+ Issues  II

Goal of the class:

Students will be able to:

  • Discuss issues that affected the LGBTIQ+ both today and in the past.
  • Compare struggles among the communities in the US, Chile or their own countries.
  • Make hypothetical assumptions using the conditional form “ría” (i.e debería, podría, etc.)  and negative ones using the subjunctive (i.e no creo que sea, es poco probable que intente, etc.) 

Class structure:

Warm up:

Students see an image of a piece of news of a recent piece of news in Chile that equal marriage is now officially legal since March 1st.  Since there are students that took the class the previous semester, they compare the situation about that bill that they learned about the previous semester.  They answer the questions “what do you think about this piece of news? what are the struggles that the LGBTIQ+ faces in your countries/states?”.

Activity:

Students see the extract of a videio in which discrimination situation occured in the middle of an interview. https://youtu.be/qh7WNAG117w

In small groups they discuss the questions: ¨Do you know about any similar situation in the US or in your own country? What do you think about it?¨

Students see headlines of Chilean old news about different situations that involved the LGBT community. They discuss the way language was used and the normalization of instults to reffer to someone gay. They are encouraged to use the conditional form for affirmative assumptions (i.e “podría estar intentando mostrar…”) and the subjunctive for negative statements (i.e “no creo que esté diciendo…”). 

Lenguaje Inclusivo: The facilitator briefly explains the general rules to use inclusive Spanish in order to refer to a neutral gender or groups. In small groups, they create a story – each person ads a sentence to continue the story– using inclusive Spanish.

Wrap up:

As a group they exchange ideas on what would be some good ideas to make visible the realities and issues that the LGBTQ community faces today and how to support those who are struggling.

Resources used: Projector, Powerpoint.

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

 Students were very engaged with this topic. Students had a lot of questions about the situation in Chile and it was interesting for students who took the class last semester to see the progress that has been made over the last year. They practiced using inclusive Spanish and it was a bit challenging but they were able to do it. There was a lot of vocabulary that they asked to know, and we spent some time talking about words or expressions –and some words to avoid that might be offensive– related to the topic. In general people seemed engaged.

Appendix: Newspapers’ headlines 

22 de abril de 1973, la primera protesta en Chile de disidencias sexuales  por sus derechos | Artes y Cultura | BioBioChile
LasPortadasDeTuVida📰 Twitterissä: "1984 Agosto 23 - "Murió paciente del  cáncer gay chileno" Así se retrataba entonces el SIDA en Chile. ¿Qué te  parece? https://t.co/33Vze41LzX" / Twitter

ES S22 ADV Fake News

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: Fake News

Goal of the class:

Students will be able to:

  • Discuss the concept of Fake News, the ways it happens both in the US and in Chile 
  • Identify good ways to be informed about the news.

Class structure:

Warm up:

Think-pair-share: Students answer the questions: how do you usually get informed? How much time do you spend on that? Why do you think it’s relevant?

Activity:

-Students discuss in groups whether there is fake news in the US, how it usually happens and whether they want to share one in particular. They do that in groups and then they share to the class. 

-Students see images of news papers/ social media posts of fake news that had an impact on Chile. Some of them were true and others were false. They discuss which ones are true and which ones were false, choosing some criteria to affirm that.

-Mentiras blancas: In groups, students discuss the following questions about white lies: 

  • ¿Son buenas? ¿Pueden ser buenas a veces?
  • ¿Mienten mucho?
  • ¿Son buenos mentirosos?
  • ¿Te han descubierto alguna vez mintiendo?

-In couples, students select one piece of news that is real and they make up a fake one. They can use their phones to do that. After that, they tell both of them to the class and they have to decide which one is correct and which one is fake news.

Wrap up:

Students vote on which one was the most convincing of all. 

Resources used: Projector.

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

  The topic seemed engaging for students. They followed the activities and the discussion prompts well in their groups. Students got the chance to talk a lot in the groups and couples. It was fun to hear their make up news and some of them were very convincing. Maybe what didn’t work so well was that, since there were a lot of couples, it took longer for the whole class to share their news, but students would make comments on them, so it wasn’t like they weren’t participating while the groups shared. They seemed to have fun with it.

ESINT SP2022 Money, money, money

Language resident: Natalia Cano

Class theme/topic discussed: Conditionals and money

Goal of the class: The students revise the conditionals, subjunctive and vocabulary related to luxury/material things

Class structure:

Activity 1: 

Revision: conditionals and subjunctive

Activity 2:

The students had to tell me conditional situations they would think about, and we would translate it to Spanish and/or correct it.

Activity 3:

What would you do if you had 3 millon dollars?We make a list of all the things they would go. It was great to revise vocabulary.

Resources used: Lounge TV and powerpoint

What worked well? What did not work?

I would add a warmup to this class. This was not a easy class for them because we revised grammar. However I think it was helpful for them.

ESINT SP2022 Music

Language resident: Natalia Cano

Class theme/topic discussed: Music

Goal of the class: The students get to know the music their classmates like and they discover new songs in Spanish. They also (if they didn’t know before) get to know who Rosalia is.

Class structure:

Warm up: Interview your partner

  • When do you listen to music?
  • What type of music do you like?
  • Do you always listen to the same type of music?
  • Do you play an instrument? Which one? Which one would you like to play?
  • If you had a band, what type of music would you play?
  • What characteristics of an artist do you like?
  • Do you think music represents a country’s society?
  • Do you like artists that do social criticism?
  • Do you know Spanish speaker artists?

Activity 1:

They students write down in the blackboard some information about the Spanish speaker artists they like.

  • Name
  • Nationality
  • Music genre
  • Favorite song

Activity 2: La voz

First I showed them a video of La voz Spain and then they have to be the new judges. Students are asked to turn around from the projector. I play some songs and they write down their new ‘’playlists’’ on the blackboard.

Activity 3: Rosalia and cultural appropriation

  • Who is Rosalia?
  • Look her up on Instagram?
  • What do you think about her when you see her photos?

We played the video of Malamente and they identify all the typical Spanish cultural things in the video.

Resources used:

We played a little bit of this video because I wanted them to know who are the coaches in La Voz Spain:

This songs in YouTube:

  • Paquita la del barrio – rata de dos patas
  • Canelita: Juanito Juan
  • Manuel Carrasco: no dejes de soñar
  • Rels B: Reina de Pikas
  • Natos, Waor, Recycled J: sudores frios
  • Bad Bunny y Sech: Ignorantes
  • C.Tangana: Paris
  • Manolo Garcia: pajaros de barro
  • Maná: rayando el sol
  • La Oreja de Van Gogh – Muñeca De Trapo
  • Juanes: A Dios le pido
  • El sueño de Morfeo: esta soy yo

Rosalia: Malamente

What worked well? What did not work?

I think this class went well. The students enjoyed discovering new songs in Spanish and they also had the opportunity to talk about the kind of music they like and share this information with their classmates. I also think it was a good idea to do this class after the Spanish traditions one, so they already were able to identify the cultural examples in Malamente’s video.

ES S22 INT My hometown

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: My hometown (Online)

Goal of the class:

Students will be able to:

  • Describe their home city/town and express what they like/ do not like about it. “Lo que me gusta de mi ciudad es que / lo que no me gusta es que” “Lo que más me gusta/ lo que menos me gusta

Use comparatives and superlatives to express similarities and differences among cities “Sao Paulo es más grande que Valparaíso” “Santiago es la ciudad más grande de Chile”

  • Express desires for the future and explain the reasons for that. Example: “me gustaría vivir en Nueva York, porque hay muchos restaurantes allí”

Class structure:

Warm up:

Mi lugar favorito: Students will show us a picture of their favorite place in their hometown and explain why do the like that so much.

Activities:

  • -The facilitator describes his hometown (Valparaiso) and shows pictures using a powerpoint presentation. Students are encouraged to ask questions about it if they want to know something else about it.
  • -Students are divided in pairs or groups of three using breakout rooms. Each one in their corresponding groups describes their hometown and talk about what they like/do not like about it. After that, some students share with the rest of the class what they like the most and the least about their hometowns, while the facilitator shows pictures about their hometowns using the projector and Google Images.
  • -In groups or couples, students talk about the city where they would like to live, and explain why. Then they share it with the rest of the class.
  • -Students see 4 images of cities around the world (Santiago, Chile; Sao Paulo, Brazil; Morelia, Mexico; Singapur, Singapur). In breakout rooms, they discuss the following questions: what city do you think it is? Which one of them do you think is  more quiet? which one is it closer? which one is more similar to your hometown? They share with the rest of the class after that.

Wrap up:

Using Jamboard, students design how the perfect city would look like and they give it a name. Then they share to the class.

Resources used: Powerpoint presentation, Google Images, Jamboard.

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

Students participated well. They seemed engaged trying to figure out what cities they were and comparing them to where they came from. It seemed like students had fun with the last activity and laughed. What didn’t work that well was the fact that in one of the breakout rooms, students were not talking at all. I asked them about the questions and they started speaking, but maybe they were too shy to start speaking, or they had already talked about them quickly.

ES S22 INT Social Media and Technology II

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Social Media and Technology II.  

Goal of the class:

Students will be able to:

  • Determine benefits and opportunities for social media and summarize them by designing a hypothetical social media app.
  • Practice verbs and actions used for social media tasks such as “dar me gusta, publicar, comentar, subir una historia, etc”.

Class structure:

Warm up:

Students are asked to remember and say social media-related vocabulary filling a chart on the board that breaks them down into actions, characteristics or things.  They are encouraged to ask if there are words that they want to say but are not sure how. Expected words are: viral, me gusta, compartir, bloquear, muro, perfil, inicio, subir, descargar, publicar, etc.

Activity:

Crea tu red social ideal: In couples, students will design a new and innovative social media app they would hypothetically become successful. They will do that through the following steps:

  1. Consider pros and cons of commonly used social media apps. Determine how to include the good things about it and solve the bad ones.
  2. Think about a target for the app, see how they would satisfy their costumer’s needs and what kind of content there will give.
  3. Determine the way it will be advertised and funded (are they going to use advertising on the app?, will they charge a subscription fee?, will they receive donations?, etc.”)
  4. Design the layout, main colors displayed, logo and slogan, using colored chalk.

Students present their social media app to the class.

Wrap up:

Students discuss whether they would really use that app if it existed and if they would ever stop using the ones that they already use and replace them with another activity.

Resources used: Projector, laptops.

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

It seems that throughout the weeks students feel more comfortable in the class and they speak more. In general they participated well and carried out the activities creatively. I went around the room helping them understand the instructions and making sure that they were doing what they were supposed to. They ended up creating fun social media platforms that they exposed to the rest of the class. It worked well for the couples, but unfortunately in one of the groups of three people, it was clear that there was a student that was not participating very much. My way to deal with that was just go around and ask them about what they were doing at the moment. It worked apparently.

ESADV SP2022 Literature and poetry

Language resident: Natalia Cano

Class theme/topic discussed: Literature and poetry

Goal of the class: The students learn about Spanish literature and poetry

Class structure:

Activity 1: No juzques un libro por su portada

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.

Activity 2: La Celestina

I asked them if they knew this book. I showed a draw my life video of La Celestina and they asked me questions about the plot.

Activity 3: Helicón

In pairs, create a story with this text as inspirations. Then, each pair will share their story with the rest of the class.

  • Si la memoria no me engaña y puedo considerarme aún un hombre cuerdo, con la normal capacidad para interpretar los signos del calendario y del reloj, precisaré que fue hace diez días y nueve horas exactamente cuando cometí el error.

Activity 4: Poetry

  • Who is your favorite poet? In any language.
  • What do you think it is more important when translating poetry? Keeping the rhym, the meaning or the images?

Activity 5: Your favorite poem

Which one is your favorite poem?

In pairs, they have to choose a poem in English and try to translate it to Spanish.

Activity 6:

Poetry in Spanish.I brought to class two books. One is a bilingual edition of Neruda’s poems and the other one is Lorca’s Poeta en Nueva York, so they can take a look at the poems. 

Resources used:

La Celestina:

Blackboard

Poems of Love, NerudaPoeta en Nueva York, Lorca

What worked well? What did not work?

I would add a warm up to this class, but I think the class went well. The students loved to share their opinions related to literature and poetry and they also found very challenging the translation part.

Es F21 Adv Dating

Language resident: Natalia Cano

Class theme: Dating

Goal of the class: dating/relationships/describing a person vocabulary and having a date in the target language

Warm up: What adjectives do you use to describe a person?

We write all of them on the board.

Activity 1: Red flags and green flags

The students write on the board what are red and green flags for them when they meet someone. After that they have to explain what they wrote down to the rest of the class.

Activity 2: Are these green or red flags?

  • They criticize your physique
  • Both are compromised with the relationship
  • They don’t like High School Musical
  • They don’t take your feelings seriously and say you are crazy.
  • Both share the same goals and lifestyle.
  • They criticize their exs.
  • They don’t value your achievements
  • They are responsible with their selves
  • They criticize you and/or your friends
  • They joke about your insecurities
  • They take your phone
  • They don’t treat their family well
  • They are still sleeping with their ex
  • What they do matches what they say.
  • They think your work is not important.
  • They cook for you when you are sick
  • They don’t know where Canada is.
  • You change your behavior when you are with them
  • You love each other
  • They don’t ask you questions. They are not interested in you.
  • You must fight to have you place in the relationship.
  • They are sincere and you trust each other.
  • They are married
  • They are cheap
  • The communication is not good
  • You empower each other
  • They manipulate situations and feelings
  • They respect your space and priorities
  • They control you on social media
  • They treat waiter/waitress respectfully
  • You both communicate your feelings and necessities in a freely.
  • You listen to them, but they don’t listen to you.
  • They like cats and they aren’t allergic.

The students have to agree if these are green or red flags form them and explain why they think so.

Activity 3: We have a dateThe students get a Tinder profile with 5-6 adjectives/characteristics, and they have to have speed dates with other students.

Resources used: Powerpoint and fake tinder profiles

Reflection: This class worked very well. The students liked to give their opinions on red and green flags. I found the speed dating activity very good because you can do more or less rounds depending on the time you have left. I also think that this class could be improved with another warmup activity in which the students work in pair, because they always share more opinions when they are talking in pairs.

Es F21 Adv Traveling

Language Resident: Natalia Cano

Topic: Travelling

Warmup:

Test: What type of traveler are you?


Activity 1: What do you need in a trip?

The students write in a paper 5 things they need while travelling and they give this paper to another student. The second student decides which destination is the best one to the first student. The second student also decides how much time the trip is going to last, which transportation she/he should use, where is this person staying, activities that can enjoy in the destination and things that they should pack.

Each student presents the organized trip to the rest of the class. The student who receives the surprise trip has to react using expressions proposed on the powerpoint: me encanta, está bien, lo haría, no me gusta, no lo haría, lo odio.

Activity 2: Transportation

  • Which means of transport do you know?
  • Which one do you prefer?
  • Why?

Resources used: Powerpoint

Reflection:

I think that the warmup was good, because we all have done this kind of test as some point of our lives, so they know how they work, and they also asked about vocabulary they did not know.

Planning a trip for another student was something that they really liked, they put a lot of effort on that, and each student paid a lot of attention to what the other students were saying. It was a useful activity too because they didn’t remember the names of the other students in the class, so it also helped them to get to know each other a little more. The only thing I didn’t like about this activity is that some students were faster than others and I didn’t want to have students checking their phone in class. So, I had to stop some of them is the last part of the planning, and some of them didn’t have the items that the other student had to bring to their trip. Activity number 1 took a big part of the class, but we spent the last 5-7 min talking about transportation. It was good because each student liked a different one and they gave different reasons for it, so it worked well.

ES F21 ADV LGBTIQ+ Issues

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: LGBTIQ+ Issues 

Goal of the class:

Students will be able to:

  • Discuss issues that affected the LGBTIQ+ both today and in the past.
  • Make hypothetical assumptions using the conditional form “ría” (i.e debería, podría, etc.)  and negative ones using the subjunctive (i.e no creo que sea, es poco probable que intente, etc.) 

Class structure:

Warm up:

Students see an image of a piece of news of a recent piece of news in Chile about the fact that the Equal marriage bill passed the congress’ “cámara de diputados”, making it one step closer to become a law.  They answer the questions “what do you think about this piece of news? what are the struggles that the LGBTIQ+ faces in your countries/states?”.

Activity:

-Students see images of artistic interventions of Pedro Lemebel, a Chilean queer writer that made a lot of effort during the dictatorship of Pinochet to bring to light issues of the LGBT community. After the facilitator explain a little bit who Pedro Lemembel is, they try to make assumptions on the meaning and purpose of each interventions. They are encouraged to use the conditional form for affirmative assumptions (i.e “podría estar intentando mostrar…”) and the subjunctive for negative statements (i.e “no creo que esté diciendo…”). After that, they are provided with short written explanations on pieces of paper and are encouraged to match the image with the explanation.

Referentes queer:  Students see two instagram videos (30 seconds each aprox.) of the influencers @unafamiliax (a Chilean lesbian couple activists who talk about current issues of the community and make visible their lives as a homoparental family with a child). Students are encouraged to ask questions about them, and then to share some role models or references in their own countries or communities that they know of, what they do, what they stand for and whatever they would like to share.

Wrap up:

As a group they exchange ideas on what would be some good ideas to make visible the realities and issues that the LGBTQ community faces today and how to support those who are struggling.

Resources used: Projector, Powerpoint.

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

 Students were very engaged with this topic. Some of them were closed to the topic because they have previously participated in activist groups in support of LGBTQ students in their communities. Students had a lot of questions about the situation in Chile, the progress that had been made so far and other challenges that the community faces today. There was a lot of vocabulary that they asked to know, and we spent some time talking about words or expressions –and some words to avoid that might be offensive– related to the topic. We were not able to fully complete all the activities of the class and we will continue on the next class and add some more activities related to the topic.

Pedro Lemebel artistic interventions:

Pedro Lemebel | ArtNexus

The Relaunch of the Yeguas del Apocalipsis | ArtNexus

Queens of the Corner: Pedro Lemebel y Las Yeguas del Apocalipsis – Mijente

The Relaunch of the Yeguas del Apocalipsis | ArtNexus

ES F21 Int Dream House

Language Resident: Natalia Cano

Goal of the class: Conditionals

Activity 1: Vocabulary related to houses

The students brainstorm together on the board the vocabulary they know about houses.

Activity 2: My dream house

In pairs they have the draw their dream house on the board. Then, they have to present it to the rest of the class while using conditionals. 

Activity 3: My dream house

I showed them a very fancy house and they had to describe what they saw in the pictures and give their opinions about the house.

Resources used: House in Idealista and blackboard

Reflection: I would add a warm up activity with questions like ”What’s your favorite part of your house?” Where do you spend more time?” ”What would you change from your house”. I would maybe also make them talk about their actual houses after I talk about my house in Spain.

ES F21 ADV Using de Subway

Language Resident: Franco Rivas Quiroz

Level: Advanced

Class theme/topic discussed: Travelling 

Goal of the class:

Students will be able to:

  • Give directions in a subway setting of a Chilean city.
  • Use expressions to express directions such as “Toma el metro en la estación…”, “avanza dos estaciones en dirección”, etc.
  • Determine the best way to use the subway taking into consideration some eventual difficulties

Class structure:

Warm up:

Students see images of people lost in a city and discuss whether they have been in a situation like that in the past, or have had the chance to help someone in that situation.

Activity:

Students remember words and expressions related to giving directions and giving direcions using the subway. “toma la línea _____ en la estación ___”, “avanza tres estaciones en dirección ____”, etc.

Students see a map of Metro de Santiago and practice with three different destinies:

  • From Las Rejas to Estación Central
  • From Cerrillos to San Miguel
  • From Los Dominicos to Grecia
  • “¿Cómo llegar al aeropuerto?”: Students discuss the best way to help somone to go from Trinidad station to the Airport in Pudahuel station, considering that some of the stations are closed during certain hours. (sheets of paper were printed out with the map of the metro, and some difficulties were added afterwards)

    Wrap up:

    Students talk about whether they found that easy or not, whether they would see themselves using those expressions in the future, etc.

    Resources used: Projector, imovie

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

    The class went well. I realized in the class that students did not know very much about giving directions in Spanish, so I ended up using some more time at the beginning to help them get not only the expressions that they were going to use for the main task, but also other kind of expressions that they could come across when giving directions. They seemed to appreciate the class, because they said that it was very useful if they ever went to a Spanish-speaking country; and that it is something that they are not usually taught in Spanish classes.

    ES F21 Int prepositions (por and para)

    Language Resident: Natalia Cano

    Goal of the class: Por and para

    Warm up: some examples with already know

    -Por favor

    -Por el momento

    -¿Hay un banco por aquí?

    -Este regalo es para ti

    -Trabajo para una multinacional

    -¿Algún otro ejemplo que se os ocurra?

    Activity 1: Por and para explanation chart

    Activity 2: In pairs the students think about an example of every por and para case.

    Activity 3: Map

    In pairs they tell their partner how they go from one place in the city map to another by using por and para. Ex. Yo voy de la cafetería para el banco por la avenida Hablo español.

    Activity 4: Fill the blanks with por and para

    .We did this activity in group. Each of them reads a sentence and decided if por or para was the right option.

    Resources used: Powerpoint

    Reflection:

    In this class we worked more on grammar, but I tried to make them talk to each other by putting them in pairs. They asked me a lot of questions with different examples in which they had doubts, so I think that this class was very useful for them.I would add a specific  warm up to this class, not just taking with them about how everything is going on and the couple of examples of por and para.

    ES F21 INT Food and Beverages II

    Language Resident: Franco Rivas Quiroz

    Level: Intermediate

    Class theme/topic discussed: Food and beverages II

    Goal of the class:

    Students will be able to:

    • Describe food and use expressions to order food in a restaurant (for example: “me gustaría ordenar”, “quisiera pedir”, “¿Qué lleva el ___?”, “¿me podría traer la cuenta?”, etc)

    Class structure:

    Warm up:

    Students remember vocabulary of ingredients of food by seeing last class’ images of Chilean food and saying the ingredients that they can see.

    Activities

    -Students watch a video on “how NOT to order food in Spanish” and are asked to identify the expressions that are used to order food, as well as answering: how should the customer have said those expressions in a better way?. After that, the facilitator writes on the board relevant expressions for ordering food.

    -Students see an open-ended dialogue at a regular restaurant setting and practice the expressions filling in the blanks the information that they want to add to the situation. They practice asking about ingredients and describing plates in the process.

    Roleplay: One of the students is the waiter and the others are customers. They simulate a restaurant setting in which some difficulties happen (they take turns so that someone is not always the waiter):

    1. Their favorite plate is not available that day and they have to find something that could be enjoyable for them.
    2. While eating, they realized that there was meat on what they ordered. They are vegetarians.
    3. While eating, the restaurant is about to close, but they only started eating about 5 minutes ago.

    Wrap up:

    Adivina el plato de comida: Each students describes a plate, and the rest of the participants guess what the plate is.

    Resources used: Projector, Power point presentation, youtube video 

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

    Students participated well during the class. They had practiced describing food on the previous class, so it was easier for them to do it that class. It was surprising for me that they remembered so many things about Chilean food ( I thought that they would forget it right after the class). In general, they seemed to have fun, but I realized that, even though I still tried to model before each activity, I could have done it more; because there were a couple of situations in which students were not so sure about how to proceed, so then I would try to show them again.

    Food ordering dialog (for controlled practice stage)

    Mesero: Buenas tardes, bienvenido/a al restaurante ____________. Mi nombre es ____ y voy a ser su mesero. ¿Qué desea tomar/beber?

    Cliente: Me gustaría pedir____ / Quisiera ordenar _____ / Déme un/a _________

    Mesero: ¿Qué le gustaría de entrada/entremeses? Tengo para ofrecer ______, ______

    Cliente: ¿Qué trae la ______ ? (Nombre del plato)

    Mesero: Trae ____ , _____ , (descripción del plato)

    Cliente: Déme el / la ________ / Me gustaría ordenar el / la _____

    Mesero: ¿Qué le gustaría de plato principal / plato de fondo? 

    Cliente: ¿Tiene _______?

    ….

    (postre)

    Cliente: ¿Me trae la cuenta por favor?

    Mesero: Con mucho gusto. ¿Con qué medio va a pagar?

    (Indica el medio)

    (Se despiden)

    ES F21 INT Food and Beverages I

    Language Resident: Franco Rivas Quiroz

    Level: Intermediate

    Class theme/topic discussed: Food and beverages I

    Goal of the class

    Students will be able to:

    • Describe different kinds of food and ingredients.
    • Use food vocabulary and expressions to indicate place (encima, al lado de, sobre, debajo de, etc.)

    Class structure:

    Warm up:

    Students see an image of different kinds of foods and answer the question: “¿what’s your favorite food/restaurant?”

    Activities:

    -Students see images of Chilean traditional food and beverages  (cazuela, humitas, empanadas, mote con huesillo, leche asada, terremoto) and mention the ingredients that they think they might have, how they think it could be prepared and whether it looks similar to a plate from another country or culture.

    -“¿Qué comida es?”: Each student gets small pieces of paper that can have either an image, name of a meal or a description on it. They go around the room and try to exchange information with their classmates in order to match each image with the name of the plate and its description. Some of them are the ones that were shown before and some others were new.

    -“Encuentra las diferencias”: Students get a sheet of paper with the image of a man in a kitchen. Some of them got the A form and others the B form. Both have a similar image on it, but many of the elements in the image are different. Without seeing their classmate’s sheet, they ask questions to them in order to find out what the differences are. (for example: “hay un trozo de queso al lado del vaso de leche?”)

    Wrap up:

    Students remember the Chilean food that they learned about and talk about which one they would eventually like to try and why.

    Resources used: Projector, laptop, pieces of paper.

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

    Students seemed to like the topic about food and asked questions about Chilean food. One of my students has Mexican relatives and we realized that there were some plates that were similar, although they differ in aspects of how they are made or the ingredients. We also spent some time talking about the vocabulary difference of some ingredients (for example “porotos” vs “frijoles” or “choclo” vs “maiz”). The activity in which they had to ask questions about the other person’s image also worked well and it gave them the chance to ask questions about prepositions and more vocabulary. 

    What was a little bit more challenging were the descriptions of food on the sheet of paper. They ended up doing it well, but it took them a while to understand everything, so they asked questions on vocabulary and expressions. Maybe a simpler version of those descriptions could have worked better, but at the same time, I think that the little challenge that they had could also have been helpful, since it wasn’t extremely hard for them.

    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.

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