Language Residents

an archive of lesson plans

Category: Spanish (page 2 of 11)

ES FA18 Cultural Event: Día de los Muertos, Hollywood Forever Cemetery

ES FA18 Study Break: Completada

ES F18 INT: Future

ES-INT-F18-Future-and-habits

Conversation Class Lesson Summary

Language Resident Name: JOSE GOMEZ

Day and Date: 11/11/2018

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

Class theme/topics discussed:Habits, and future.

Goal of the class: Review vocabulary about daily routines and talk about future events.

How did you structure the class?

Activity 1 (5’):

Students review quickly the grammar forms in the future.

Activity 2 (25):

Students are shown a video with different clips. Each clip stops and students has to make a prediction of what is going to happen. All the video are supposed to be funny and bring up creative predictions.

Activity 3 (30’)

Now that they have practice the future and have made predictions. Students get a crystal ball to predict the future to their classmates. They get the story cubes in order to help them create stories. They need to stick to the structures required for this speech act.

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

Powerpoint presentation

16 sheets of paper with visual material

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

The activity with the video turned out to be very fun and entertaining for the students. The story cubes activity was also really fun, they came up with crazy stories and they managed to product the correct structures. They had visual aid the whole time on the screen in case they forgot the form.

How could this class be improved/ modified?

I had to divide this class in two because it took too much time.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

ES FA18 INT Jeopardy

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, November 26th   
  • Language and Level:Spanish Conversation Intermediate
  • Class theme/topics discussed:  Vocabulary, games, pop culture
  • Goal of the class:

To play games to review and acquire new vocabulary

  • How did you structure the class? 
  • Activity 1: with the help on an online webpage, students play a game of jeopardy to review and acquire new knowledge on vocabulary, grammar and pop culture.
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Super Teacher’s Tools http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=2522676#.W_Sf1C2ZOt8

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

Even though I thought out the activity as an ice breaker, we ended up playing the game for the whole class. It helped to tackle some vocabulary and grammar doubts and to learn some interesting facts about pop culture. It is very important to follow up each question with some explanation or discussion in regards to students’ doubts.  

  • How could this class be improved/ modified?

The class worked out well. 

ES F18 ADV Rosalía (Spanish culture and music)

ES-ADV-F18-Rosalía

Conversation Class Lesson Summary

Language Resident Name: José Gómez

Day and Date:

09/18/2018

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:  

.Goal of the class: To learn and discuss about traditions in Spain.  To discover new music artists in Spain

How did you structure the class?

Activity 1:

Students get a piece of paper with prompts to discuss about their musical taste

They stand up and walk around asking each other

Activity 2:

Students are asked the features that a good artist needs to have. We write those words in the whiteboard

Activity 3:

Students look up the artist Rosalía on Instagram. They describe what they see and what they think of her.

Activity 4:

We brainstorm different elements from the Spanish culture. Students are guided with a powerpoint presentation in order to get them to discuss about semana santa, bullfighting, suburbs…

Activity 5:

Students watch the Malamente music video by Rosalia. They have toidentify the elements we have learnt before. Then we discuss how they arerepresented in the video and figure out the meaning of the video.

Activity 6:

Now that students are more familiar with the artist and the imagery. We discuss about elements that are relevant also in the US. Cultural appropriation and Rosalía.

Activity 7: If there is time, we watch another music video by the same artist that shows similar topics, and discuss the different elements portrayed in it.

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

We used prompts to bring up the topic at the beginning of the class.

We also used a powerpoint presentation to bring the imagery of the artist to the classroom and make it more fun to engage in the topic.

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

This class worked very well with advanced students because they really liked the artist. They could see and discuss elements from the Spanish culture that they were already familiar with, and put them into a different perspective. After this class, this artist became a recurrent topic in class, students would follow her progress and the new material she was releasing. It was a fantastic resource for them to bring Spanish home and keep practicing. 

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.

There is a PowerPoint presentation attached.

ES F18 ADV Fear

ES-ADV-F18-Fear

Conversation Class Lesson Summary

Language Resident Name:

José Gómez

Day and Date:

10/13/2018

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:   Fear

Goal of the class: Learn vocabulary about fear and express emotions

How did you structure the class?

Head’s up (FLRC Open House) (5’)

Activity 1 (10’):

Students get asked about Fear and the things that they feel fear about.

Activity 2 (15’):

Students get some phrases to react to different things that might make them be scared. They comment on them using the vocabulary that they are given.

Activity 3 (10’):

 Students listen to the audio of a scary movie video. They only hear it and have to hypothesize about it.

Activity 4 (5’):

 Students see the video, comment upon it and confirm their hypothesis.

Activity 5 (20’):

Students get some slips of paper with different situations of risk. They are asked to say how they would react to those situations. After that, in groups of 3. They have to choose one of their situations and propose an alternative ending to it.

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

We used slips of paper with prompts.


We used Youtube and a PowerPoint presentation

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

Most of the students really enjoyed the class since it somehow brought some suspense. Also, they could be creative with the stories at the end which they enjoyed a lot.

Some of the students are not into scary things, so they felt a bit uncomfortable at times, but I gave a disclaimer at the beginning of the class and they were fine with it.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

ES FA18 INT Careers and Jobs

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Monday, December 3th 
  • Language and Level:Spanish Conversation Intermediate
  • Class theme/topics discussed: Jobs and Careers, Résumés
  • Goal of the class:

To discuss and explain job related vocabulary

To create a résumé. 

To go into job interviews.

  • How did you structure the class? 
  • Warm up: Students are asked to discuss in pairs about their dream job and then to share this with the rest of the class. 
  • Activity 1: Using a handout, students get acquainted with a résumé in a Spanish speaking way. Vocabulary and structures are explained. 
  • Follow up 1: Students, using a template, are asked to complete a résumé with their own information.  
  • Activity 2: Students have one on one job interviews among themselves. They are asked to switch roles or partners every two minutes. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Handouts

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

The activity worked out well in class. However, not everything went as planned as students had plenty of vocabulary and structure questions. What interested them the most, were how names full name are composed in Spanish. This took us a long time and we ran out of time, but it was definitely very fruitful and entertaining for both parts.  

  • How could this class be improved/ modified?

The class worked out well. We ran out of time, but because of good reasons. What it is included in this lesson plans is what would work in a well timed class. 

ES FA18 ADV Argentinian Spanish

  • Language Resident Name: Hugo Briones Cáceres
  • Day and Date: Tuesday, November 27th    
  • Language and Level:Spanish Conversation Advanced
  • Class theme/topics discussed: Gender violence, Argentinian accent
  • Goal of the class:

To discuss gender violence in the Latin American context

To analyze the Argentinian accent.

  • How did you structure the class? 
  • Activity 1: Students watch a PSA video against sharing personal pictures online. The video is from Argentina and the dialogues have a strong Argentinian accent. 
  • Follow up: A set of questions about the topic is discussed and pairs and then in the class. 
  • Follow up 2: A set of questions about the Argentinian accent are discussed in the class. Students pose questions and doubts in regards to the dialect. 
  • Activity 2: In groups, students enact a given situation using the Argentinian accent and dialect.
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Handouts

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

Bringing audiovisual material always works well in class. Analyzing both, the topic and the Argentinian Spanish, worked out quite well as students could get acquainted with a less standardized Spanish. Even though the topic might be a little bit difficult or even triggering for some people, students were able to provide their insights while being responsible about it. 

  • How could this class be improved/ modified?

The class worked out quite well as it was. Though, it is always important to ask the class whether the topic might be triggering or make them uncomfortable. 

ES FA18 ADV Telenovela

  • Language Resident Name:  Hugo Briones Cáceres
  • Day and Date: Tuesday, October 2nd
  • Language and Level:Spanish Conversation Advanced
  • Class theme/topics discussed: Acting, telenovelas, use of pronouns
  • Goal of the class:

To analyze and discuss Telenovelas as cultural resources 

To act in a telenovela skit

  • How did you structure the class? 
  • Activity 1: we watch an extract of the 1998 Mexican telenovela “La Usurpadora”. Students are asked to pay attention to the tone of the clip, the relations among the characters and the whole plot of it.
  • Follow up 1: we discussed the questions and pay extra attention to relationship markers, such as the use of “Tú” vs. “Usted”.
  • Follow up 2: students are asked to enact a common situation, such as “order a coffee” or “first date” with the same tone and melodrama shown in the clip. 
  • What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Handout

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

The activity worked quite well. Students were able to test their listening comprehension and also have a little peek to Latin American culture. This class would work pretty well with intermediate students too.

  • How could this class be improved/ modified?

The activities and the timing worked out pretty well. 

ES S18 Spanish dinner, cultural event

ES S18 MOVIE NIGHT FLIER

ES S18 Welcome back party, Fiesta Ibicenca

ES S18 INT How to Face certain Situations

Language Resident Name: Hugo Briones Cáceres

Day and Date: Wednesday, January 31st

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

Class theme/topics discussed:

How to act and react in certain situations

Goal of the class:

  • Create dialogues based on a situation showing how to act in them.

How did you structure the class?

Working in groups, students are given a specific situation. They will have to create a dialogue using the correct grammar and vocabulary. They have to make the correct adjustments according to the context they are supposed to be in (language, currency, measuring, formality, etc.). Then, they are asked to enact their situations in front of the class, ready to get feedback from their classmates.

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

Handouts.

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

The activity worked quite well. It helped the students to work in their confidence with their language skills (grammar and vocabulary).

How could this class be improved/ modified?

Maybe it is better to use two classes for the activity, one for creating and one for presenting.

Situations

ES INT S18 Fake News

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 01/29/2018

 

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

 

Class theme/topics discussed: Fake News 

 

Goal of the class: To practice argumentation and discussion

 

How did you structure the class?

Warm-up: (15’)

 

Students ask each other about when and why they lie, it will lead to the topic of fake news.

They get a worksheet to prompt conversation which is attached at the end of this sheet.

 

Activity 1 (15′)

Students watch a video about fake news

http://www.elmundotoday.com/2017/11/un-arcoiris-en-barcelona-convierte-en-homosexuales-a-15-000-personas/

 

Then, they share their reaction since it is a very ridiculous article.

 

Activity 2 (30′)

Students in pairs will get one different article with fake news. They will have to read it and present it as in the video that they saw at the beginning of the class. It is a role play, they will stand in front of everyone as if they were hosting the news.

Then, they will have to lead a debate with their classmates about the news. Students will get visual aid on the screen.

 

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

Powerpoint presentation

Fake news texts

 

 

 

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

The success in this class resides in the articles chosen. The ones I found for this class were very appropriate and ridiculous and that prompted discussion.

 

 

 

How could this class be improved/ modified?

It is a very challenging lesson plan for Intermediate, however, if this class is done towards the end of the semester it will probably work very well as their confidence speaking Spanish will have increased.

 

 

 

 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.

 fake news          INT 01:29 FAKE NEWS READY

 

ES INT S18 SPORTS

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

Day and Date: 02/05/2018

Language and Level (intermediate or advanced class): INTERMEDIATE

 

Class theme/topics discussed: Sports

 

 

Goal of the class: To revise and review vocabulary and cultural aspects about sports

 

How did you structure the class?

 

Pre-warm up (10’): Students are asked some questions about the Superbowl match that happened the previous weekend.

 

Warm-up (15’) Interviews: Students get a piece of paper and ask questions to other students about the importance of such a sport event in the country.

 

Brainstorm (5’): Students brainstorm adjectives to describe sports

 

Activity 2 (30’): Each student receives a famous Spanish sport player. Then, they have to look up online what that person does, and the achievements that the person has accomplished in their career.
Each student will first describe the rules of the sport that apply to the person they have; the rest will have to guess what sport they are talking about. Then they will proceed to describe the person and career.

 

 

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

  • Slips of paper with sport celebrities
  • Powerpoint presentation

 

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

Very successful class in which students could share all they know about sport and learn a bit about the importance of these sports in Spain. This particular class loves sports and it was easy to engage them with this topic.

 

How could this class be improved/ modified?

 

Time management, if the class takes too long it would be great to split it into two classes.

 

 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.

 

Powerpoint with more directions:    02:05 INT Sports      sports find someone 1

 

ES S18 INT Deriving Words

Language Resident Name: Hugo Briones Cáceres

Day and Date: Monday, April 16th

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

Class theme/topics discussed: Vocabulary and games

Goal of the class:

To learn new vocabulary

To derive words

How did you structure the class?

  1. We start the class by discussing how everyone’s weekends were.
  2. In groups and using a ppt presentation, students are given a word. They have to come up with the most number of words derived from it (e.g.: mar, marino, marítimo, malecón). They have to write them on a white board and press the buzzers to get the point. If they wrote inexistent words, false cognates or words with orthographic mistakes, they do not get a point.

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

Students liked the activity. The worked in teams and were involved in it. They also made sure to ask when they had doubts in regards to certain lexical items. They also liked the competitive element of the game. The idea works out quite well with advanced students too.

How could this class be improved/ modified?

The class worked out quite well. Even though the game was thought as an ice breaker, we used the whole class playing it, and students liked it that way.

ES INT S18 JOBS

Conversation Class Lesson Summary

 

Language Resident Name:

José Gómez

 

Day and Date:

04/09/2018

 

Language and Level (intermediate or advanced class):

Spanish Advanced

 

Class theme/topics discussed: Unemployment, politics, Spain.

 

Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.

 

How did you structure the class?

 

Head’s up: cultural events

 

Warm-up (10’)  ¿What would you like to do in the future?

 

Students will stand up and will mime so that the rest of people have to guess what they are. Students will not be allowed to say the name of the profession, they will have to explain in Spanish what the profession is about. I will brainstorm useful vocabulary in the whiteboard so that they keep it as a reference.

 

Activity 1 (video and discussion)

https://www.youtube.com/watch?v=-nQTo0aKuw8

 

  1. (5’) Students will be asked what they know about the employment situation in Spain.
  2. (10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.

The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.

  • Students will also make notes on the questions the boss asks as they will use them in an activity later on.
  1. (10’) Discussion Feelings

What do you think is the main topic of the video?

What is wrong?

What does it say about the situation in Spain?

How could a society improve that?

Does it happen in your country?

Do you think that the fact that she is a woman influences the position?

Is it common in your country to see men as the boss and women as secretary or cleaner?

 

Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.

 

First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)

 

Then they will have an interview, at the end, some of the people will show their interview in front of the class.

 

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

YOUTUBE, HANDOUTS

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

This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain..

 

How could this class be improved/ modified?

I think this class works very well, sometimes it can take longer and might be split into two classes.

 

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.

 

Find attached below the possible job interview questions that I have given them in a handout

ADV 04:09 WORK ready

ES S18 ADV Traveling

Language Resident Name:  Hugo Briones Cáceres

Day and Date: Tuesday, April 10th

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

Class theme/topics discussed: Traveling

Goal of the class:

  • To plan vacations in a Spanish speaking place.

How did you structure the class?

  1. We start the class by discussing everyone’s weekends. Students can share whatever they want during the beginning of the class.
  2. In pairs or threesomes, students are asked to plan their dream vacations to a Spanish speaking country. They have a budget of U$2,500 per person. They have to look for actual prices of flights, visas, vaccines (if necessary), stay and leisure. Then, they have to be ready to show their plans to the rest of the class.

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

Handouts, Students’ cellphones to look for information.

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

Students were very resourceful to get the information they needed for their trips. They liked the idea and some of them were even considering to actually make use of their plans. The idea works out well in Intermediate, but some input in regards to vocabulary has to be given.

 How could this class be improved/ modified?

In terms of time, it is necessary to have maybe two classes back to back, one for organization and one for presenting.

¡Vamos a viajar!

ES ADV S18 Personality and Instagram

Conversation Class Lesson Summary

 

Language Resident Name: JOSE GOMEZ

 

 

Day and Date: 04/18/2018

 

 

Language and Level (intermediate or advanced class): Advanced

 

Class theme/topics discussed: Personality and Instagram

 

Goal of the class: Personality adjectives, question formation

 

How did you structure the class?

 

Head’s up (5’): Upcoming events

 

Warm-up: (10’) whole-group:

We begin by picking someone’s profile on Instagram. Students will be asked who that person is, and to describe the physical appearance and lifestyle. This will be a modelling activity of what they will have to do later.

We do this activity on the screen and in group.

Students get a sheet to fill out different features: profession, hobbies, appearance, personality.

 

Activity 1: (25’) pairs, then whole group

5’ to search, 5’ to discuss their personality and physical appearance

 

In pairs, students go on Instagram and look up the profiles of some people I tell them too. They tell me what these people do and describe them.

 

@pabloalboran             @SergioRamos             @soyunapringada

@Dabizmuñoz              @pau_eche                 @cristipedroche

 

Whole group:

Afterwards, each of them will present theirADV 04:18 Instagram READY characters and describe them following a similar way of doing it.

 

 

Activity 2 (20’): Groups of 4 or 5: Tiradas telemáticas
Students play a game of questions and answers that prompts the vocabulary that they have used and learnt during the previous activity and question formation.

 

 

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

Instagram, TV, Internet.

 

 

 

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

Using a social network such as Instagram definitely triggers students’ interest when it comes to class activities.

The first part of the class is not so conversational, but it prepares students for the second part in which they get to speak all the time.

 

How could this class be improved/ modified?

A set of fixed questions for them to discuss would help the beginning of the class to be more conversational.

 

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

ES S18 ADV Magazine Covers

Language Resident Name: Hugo Briones Cáceres

Day and Date: Tuesday, March 29th

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

Class theme/topics discussed: Magazine convers

Goal of the class:

  • To create a magazine cover from scratch.

How did you structure the class?

  1. We start the class by discussing everyone’s week. Students can share whatever they want during the beginning of the class.
  2. In groups, students are tasked to create a magazine cover of a different genre (politics, tabloid, health and wellness, fashion and travelling). They have to come up with a center piece, headlines and highlight two pieces of news that they would like to share with the rest of the class.
  3. Students present their magazines as the rest of the class come up with questions for them.

 

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

The activity worked out quite well. They were really creative and came up with very original content, in some case, very relatable to their lives in the 5Cs. This idea works out quite well in the intermediate class too.

 How could this class be improved/ modified?

Some groups were only formed by two students which gave them a disadvantage to come up with good ideas. Next time, it would be a better idea to have a bigger group or arrange the class differently.

ES S18 Study Break: Once Chilena

ES S18 Cultural Event: Una Mujer Fantástica

ES F17 Welcome and Orientation event

ES F17 Study Break

ES F17 Study Break: Completada Chilena

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