Notes - People Pages

Transcription

Punto com: The Internet’s Latest and
Greatest for Your Classroom
http://people.uwec.edu/hlasac/waflt/
2009 WAFLT Conference
Anne Cummings Hlas
UW-Eau Claire
[email protected]
Trisha Koch
Middleton High School
[email protected]
Pamela Larson
Eau Claire North High School
[email protected]
Punto com--The Internet’s Latest and Greatest for Your Classroom
Koch, Hlas & Larson. WAFLT 2009
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Videos: Focused on Proficiency
Spanish Proficiency Exercises
http://www.laits.utexas.edu/spe/
Videos to practice for Spanish proficiency exams which are divided into
six proficiency levels and include videos with native speakers from various
countries.
Activities:
Interpretive: Play the video and have the students guess the question
that was answered.
Interpersonal: Students could watch one of the questions from the site
and then ask and answer questions to a partner based on the topic.
Handout with related rubric can be found on page 40.
Presentational: Students could take their results of the interpersonal
class survey above and write an essay comparing and contrasting their
own opinion with those of their classmates.
Notes:
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Phonetics website-University of Iowa
http://www.uiowa.edu/~acadtech/phonetics
A video and animated guide to phonetics in English, German and
Spanish.
Activities:
Interpretive: Students will watch the videos about Spanish vowels.
They will form groups based on the five Spanish vowels. Keeping their
eyes closed, they will make their vowel sound and try to find their group.
Interpersonal: Students are in groups of two. The teacher would draw
a phoneme from a hat or pick from a list. The students would then go
back and forth coming up with words that contain the given phoneme
until one is “stumped”. The other player would then receive a point. It
would be left up to the teacher’s discretion whether to assign a time limit
or wait for a lull in student participation before moving on to the next
phoneme.
Presentational: Students will be assigned a phoneme. They will need to
find both practice words as well as a tongue twister in Spanish that
emphasizes and practices their sound. They will present the list of words
along with the tongue twister.
Notes:
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Videos: Specific Countries & Geography
Ecuador: Otavalo Videos
http://www.otavalovideos.com/
Otavalo Videos: A video collection focusing on Ecuador with topics
ranging from architecture to travel to the food market.
Activities: Based on “Images of Otavalo” –food market &
animal market videos
Interpretive: Students create a shopping list based on items they see in
the video. This activity could also be expanded and students could find
recipes, watch the video and determine which of the ingredients they
could buy in the market.
Interpersonal: Students set up a market in class where some students
serve as buyers and other students serve as sellers. Students can use the
list they have made during the interpretive activity to “purchase” those
items.
Presentational: Create the narration to go along with one of the videos.
Handout with related activity can be found on page 41.
Notes:
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Argentina: Los Desaparecidos
http://larc.sdsu.edu/dirtywar/emocional/nora/noraemotional.
html
This site provides 4 in-depth testimonials from survivors of violence,
kidnappings and concentration camps. These experiences were from the
period in Argentina (between 1976 to 1983) in which there was a
government coup and much instability. The site also provides a script as
well as new vocabulary.
Activities:
Interpretive: Students listen or read one of the testimonials and write
three questions they would ask the speaker if they met him/her face to
face
Interpersonal: 3,2,1 pair activity begins with students listening to the
testimonial. Partner A then would have three minutes to summarize what
was said, to Partner B. Partner B then has two minutes to summarize that
summary. Partner A then has one minute to summarize the whole
discussion.
Presentational: After doing research, students role-play different
members of society during the coup in Argentina and create their own
testimonial about their experience.
Notes:
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Spain: BBC Mi vida loca
http://www.bbc.co.uk/languages/spanish/mividaloca/
Mi vida loca contains 22 beginning-level episodes set in Spain that have
themes such as directions, shopping, etc. Each episode is a mixture of
language teaching and practice, presented in small chunks.
Activities:
Interpretive: Students watch Episode 1 and complete a worksheet
designed to assess their comprehension of the video. The worksheet
addresses explicit moments from the video as well as subtle moments.
Interpersonal: The class is divided into two groups. Group A watches
Episode 1 and Group B watches Episode 2. Then, in class students pair up
(A with B) and complete a story line together in order to piece together
Episode 1-Episode 2. Students must negotiate and explain what was seen
in each video in order to fully complete the story line.
Presentational: After watching Episode 1, students write a postcard
from Spain explaining what they have seen on their trip so far. Students
must describe the city of Madrid, Teresa's apartment and their new friend
Merche in the body of the post card. Students may design or illustrate the
outside of the postcard with a scene of Madrid from the video.
Notes:
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Spain: Encounters with Spain
http://www.wku.edu/encuentros/encuentros/
This wonderful University of Western Kentucky site offers videos and
interviews pertaining to Spanish culture. Topics include: languages of Spain,
young people, literature, cuisine, publicity, communication, education, politics,
women and society, homosexual population, cultural influences, traditions,
music, painting and architecture.
Activities: Using the video called “Recetas de la cocina española: la
empanada y la tortilla de patatas” or “Recipes of Spanish cooking:
the empanada and Spanish Tortilla”
Interpretive: Students can make a list of ingredients that she adds to
the empanadas. Also, students will receive an envelope containing the
ingredients to either an empanada or tortilla plus unnecessary
ingredients. While listening to her description, students need to select the
appropriate ingredients and place them on a paper frying pan.
Interpersonal: One student would be at the front with a copy of both
complete recipes for empanadas or tortilla de patatas. The other students
will receive either an ingredient or a part of the instructions of one of the
two recipes. Working both individually and in their group, Students
would need to ask yes or no questions of the student in front to figure out
how to reassemble the recipe. For example, “¿Hay huevos en las
empanadas?” (“Are there eggs in empanadas?”) or “¿Hay 5 ingredientes
en la tortilla de patatas?” (“Are there 5 ingredients in the tortilla?”)
Presentational: Students can create a cooking video in the target
language using a recipe from the target culture. They can incorporate
command forms, present progressive or other grammatical structures.
Notes:
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United States: Learning and Teaching Scotland
http://www.ltscotland.org.uk/mfle/mflblogsandpodcast/podcast/
This site provides a series of 17 Spanish video podcasts discussing what it
means to be Latino in the United States. Videos have English subtitles
and can be downloaded.
Activities: Using video called “6: Freetime-Football!”
Interpretive: Students complete a true/false activity with information
from the video.
Interpersonal: With a partner, students share their family pastimes and
what that time together means to them.
Presentational: Students create a short video about pastimes of
different members of their family and/or pastimes that their family
shares.
Notes:
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Mixed Countries: Tuning in to Spanish
http://www.wku.edu/encuentros/Tuningintospanish/
This is yet another wonderful site from the University of Western
Kentucky. Students can view video segments of native speakers from
several different countries regarding common topics in Spanish. The
website provides questions students can answer during or after watching
and listening.
Activities:
Interpretive: Students can answer questions provided on the website or
those created by the teacher. Students can also fill out a chart with
similarities and differences between native speakers from different
countries.
Handouts with related activities can be found on pages 44-50.
Interpersonal: Students can interview each other about some of the
same topics provided on the website.
Presentational: Students could select a speaker and write or present a
brief biography about that person’s experiences and current living
situation.
Notes:
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Mixed Countries: Flash cultura
http://flashcultura.com/
Flash cultura provides six free videos from Argentina, Mexico, Spain,
Costa Rica, Peru and Costa Rica. These videos are short, concise and the
speakers all speak clearly and relatively slowly. More videos are available
from the same company for purchase.
Activities: Using the “El metro del D.F” video
Interpretive: Students could answer questions based on information
from the video. Also, students can use a subway map and answer some
questions about the map.
Handouts with related activity can be found on pages 51 & 52.
Interpersonal: Students are put into groups of 2. They are given a
subway map, a station of origin and a destination. They have to work
together to plan out their route (they could even use a highlighter on the
map) and explain it to another group using some “vocabulario del metro”
such as: estación, línea, parada, destino, etc.
Presentational: After watching the video students could create a poster
advertising the metro in Mexico using the information provided in the
video such as: how many people use the metro every day, the cost of the
metro, benefits to the elderly, etc. They could also include a subway map
either found by them or provided by their teacher.
Notes:
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Mixed Countries: Google Video
http://video.google.com
A plethora of video clips including commercials, TV shows, movies and
music videos.
Notes:
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Mixed Countries: Flash Earth
http://flashearth.com
View from space and the atmosphere of the earth. Instrument uses
longitudinal and latitudinal coordinates. The zoom feature allows the
viewer to see various details of a city or location.
Activities:
Interpretive: Students can look at map and complete a Venn diagram
comparing two or more cities comparing city layouts and green space.
Interpersonal: Students ask and answer questions to classmates about
a city (the city could be teacher-assigned, the city they currently live in,
one they visited or one they created).
Presentational: Students can create their own city based on what they
have viewed.
Notes:
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Videos: Content Based
Brain Pop
http://esp.brainpop.com/
This site provides animated content-based videos. Content areas include:
science, math, health, social studies, art & music, technology. Several
videos are free in each category. Others require subscription. Printable
worksheets as well as online quizzes are provided for each video.
Activities:
Interpretive: Printable worksheets are available on the website with
interpretive activities
Interpersonal: Students do an activity like “20 questions” with the class
playing the role of a historical figure.
Presentational: Create a glog/interactive poster with a site such as:
www.edu.glogster.com (on page 33) about a Spanish-speaking historical
figure.
Notes:
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Fine Arts: Film, Music, and Art
Hitchcock “Cine con clase”
http://hitchcock.itc.virginia.edu/SpanishFilm/
Offers recent and popular Spanish movie clips and numerous activities.
Free registration required.
Activities:
See website for
prepared lessons and
activities.
Notes:
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Cinesa
http://www.cinesa.es/
Cinesa has movie trailers in Spanish along with brief descriptions of
movies. This site also provides information as to which theaters around
Spain are playing the movie.
Activities:
Interpretive: Students watch 2-3 movie trailers, answer questions about
them and compare them based on several categories such as: genre,
characters shown, etc.
Interpersonal: Students are each assigned to watch 2 movie trailers.
Afterward, they must pair up with a partner who has watched the same 2.
At random the teacher will give them one of the two movie trailers and
they must spontaneously do a movie review in a similar style to “Ebert &
Roeper”. They will give the movie a “voto positivo” or a “voto negativo”.
Presentational: Students could make a movie trailer of a biography
about their life. They would include highlights of big events, a cast of
characters and important details. Afterward, either that student or
another student could write a critique of the movie based on the trailer.
Notes:
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Teach With Music
http://spanishplans.com/index.php
Teach With Music has song lyrics and videos to contextualize many
different grammatical structures. There are songs to practice present
tense, preterite tense, future tense, present subjunctive, conditional &
imperfect subjunctive, vocabulary and more. Songs are provided with the
lyrics containing spaces where the grammatical structure occurs. Songs
can be searched by topic as well.
Activities:
Interpretive: The Teach with Spanish site has pre-created activities for
interpretive assessments. The site contains the song lyrics with words
missing and the answers to each song.
Interpersonal: In the preterite section, students watch the videos for
"Fue Ella, Fui yo-Yahir" y "En qué momento pasó-Moenia". After
watching the videos, students circulate around the class asking classmates
what they like or may not like about the artists.
Presentational: Students listen to a song that does not have a music
video posted to the site. Students create and record their own music video
to accompany the song.
Notes:
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Museo Virtual de Artes El País (MUVA)
http://muva.elpais.com.uy/flash/muva.htm?&lang=sp
Interactive visit to the Art Museum in Uruguay. Observe paintings upclose, read about the artist’s bio and build your own personal collection of
art work.
Activities:
Interpretive: Students could answer either specific questions about
artists or paintings or could answer more open-ended questions about
paintings and artists that allow them to express their own opinions. This
could either be in a written or an oral format.
Interpersonal: After students have compiled their own personal
collection, they will defend their selections to a classmate and convince
him/her of the value of each work.
Presentational: Students are assigned to a specific artist from the
museum and they must come to class as that artist and discuss their
techniques, the topics they prefer to paint and explain why the museum
directors should purchase their works. More beginning students could
select their favorite artist, create a work in that artist’s style and explain
why that person is their favorite.
Notes:
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Language Practice
BBC Languages
http://www.bbc.co.uk/languages/
Offers videos, podcasts, in different languages and grouped by proficiency
levels. It also has a link to BBC Mundo News.
Activities: Using video called “Spanish Steps”
Interpretive: Students will have to order the steps for completing a task
as they hear them.
Interpersonal: Students are given an envelope and must draw a task at
random out of an envelope and explain to a classmate how to perform
that task.
Presentational: Students can create a skit demonstrating how to
perform a school-based task.
Notes:
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BBC Bitesize
http://www.bbc.co.uk/schools/gcsebitesize/audio/spanish/
Offers short interactive audio clips about various topics to practice both
listening and speaking. Clips are divided into two levels and are able to be
downloaded. The site also provides a script for each clip.
Activities:
Interpretive & Interpersonal: Audio clips have these activities built
into them.
Presentational: Students create their own bitesize audio clip for a
lower-level class.
Notes:
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Palabra virtual
http://www.palabravirtual.com/
This site provides a collection of poems read by native speakers (many
read by the author) along with the lyrics. Poems can be searched by poet’s
name, title, country or century.
Activities:
Interpretive: Students create a visual interpretation of the poem (could
be one picture or more).
Interpersonal: Students fill out an info gap activity with stanzas from
the poems
Handout with related activity can be found on pages 54 & 55.
Presentational: In small groups, students write an ode to a common
everyday object similar to Neruda’s odes. They would then present the
ode to the class using props, realia and/or other visuals.
Notes:
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Tecla
http://www.educacion.es/exterior/uk/es/tecla/tecla.shtml
This site provides a monthly electronic magazine created for teachers and
students of Spanish. Each monthly magazine has three different articles
representing three levels of difficulty. Teachers should note that the nivel
básico is more advanced than level 1. Each article has related activities
dealing with its content, vocabulary, and grammatical structures. The
magazine is produced by the Education Department of the Spanish
Embassy in the United Kingdom.
Activities:
See website for
prepared activities.
Notes:
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International Children’s Digital Library
http://en.childrenslibrary.org/
Contains several children’s books in the target language. Students can
read books online page by page.
Activities:
Interpretive: Students can read stories silently to themselves, aloud to
the class or to other students. Teacher could prepare questions based on
a given story for students to answer such as: Name 3 characters &
compare their personalities, What is the moral of the story?, Discuss the
ending of the story, etc.
Interpersonal: Students can discuss likes and dislikes. Using a printed
page or a cover of one book, students could discuss what the story might
be about.
Presentational: Students can create their own children’s book or use
illustrations on website to create their own text for the same story.
Students could write a review of the children’s story for their local library.
Students could prepare a program similar to “Reading Rainbow” to
discuss what happened in the book.
Notes:
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Cody’s Cuentos
http://www.codyscuentos.com/
Cody’s Cuentos provides classic children’s fairytales in Spanish. The
stories are sorted by level of difficulty (beginner, intermediate and
advanced) as well as by type (classic, regional and original). This site has
both written transcripts with illustrations as well as MP3 files of the
stories read by native Spanish speakers.
Activities:
Interpretive: Students listen to and read along with one of the fairytales
and can create a character list along with personality traits for each
character. They could also describe if and how these characters differ
from the version they remember.
Interpersonal: As a pre-reading/pre-listening activity students are
divided into groups and each student is given a different line from the
story. Students will read their lines out loud to each other and together
they will make predictions as to what happens in the story.
Presentational: Students create an original fairytale and they make an
audio recording of them dramatically reading it.
Notes:
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Spanish Expressions by CCDMD
http://rea.ccdmd.qc.ca/ri/Expressions/index.html
Common expressions in French, Spanish and English. Expressions can be
searched by category or keyword and for each expression there is an
English equivalent, a link to hear it pronounced and one contextual
example of the expression. Under the “actividades” link there are short
cartoons providing a visual representation of each expression as well.
Activities:
Interpretive: Students are given a list of phrases in one column and
then are asked to guess the meaning in the next. After they have made a
guess at each of the phrases, they go to the website and find out the actual
meaning of the phrases. After completing these tasks, they draw a visual
representation of one of the phrases or another phrase from the website.
Interpersonal: Students will pick their three favorite phrases from a list
and will justify why they like those three the most. They could also choose
which three phrases would be used most frequently.
Presentational: Students will share and explain the drawing they made
during the interpretive activity.
Notes:
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Podcasts
Podcast sites from UW-Madison
http://spanport.lss.wisc.edu/resources/podcasts.html
Offers podcasts for beginning and intermediate level students on a variety
of different topics.
Activities: Using example of “Mi habitación”
Interpretive: Students can listen to the description of a room and draw
the room.
Interpersonal: Students can share the five things they could not live
without in their apartment. Students can give directions to a blind-folded
student around the school. Students could assume the roles of vendors
and buyers at a furniture store and would have to negotiate prices and
either sell or purchase items to furnish their apartments. Students could
also assume the role of an interior designer and convince their client to go
$1000 over budget.
Presentational: Students can diagram and label a layout of their
apartment. Students can describe the items and their placement to the
class or to the teacher.
Notes:
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Notes in Spanish
http://www.notesinspanish.com/
Notes in Spanish. This site offers podcasts from Spain on current topics
(e.g. Harry Potter and Facebook). Podcasts and sample worksheets are
free. Other worksheets are available for purchase.
Activities:
Interpretive: After listening to one of the podcasts, students can write
five true-false questions and be prepared to quiz a classmate. Another
activity would be for students to complete a worksheet that focuses on
specific vocabulary, content and Spanish difficulties.
Interpersonal: Students can complete an information gap activity.
Handout with related activity can be found on page 60 & 61.
Presentational: Students could respond to one of the podcasts either in
their own podcast, letter or e-mail to the speaker.
Notes:
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News in Spanish
Spanish NewsBites
http://www.spanishnewsbites.com/
This site provides short news articles in Spanish divided by both topic and
level: beginner, intermediate and advanced (teachers should note that
beginner level is more advanced than level 1). The site has downloadable
MP3 files with the article read by a native speaker, as well as PDF files
providing the text and new vocabulary, and a practice exercise for each
article. If the PDF is saved as text, it can be edited.
Activities:
Interpretive: Students fill out a chart answering the key questions of
who?, what?, where?, when? and why? after reading the articles on the
site.
Handout with related activity can be found on pages 63-65.
Interpersonal: After being assigned particular articles to read, they
would write interview questions either reiterating the information from
the article or going further in depth. They then would find a partner who
read the same article. The two would then ask their questions in an
interview style and answer the questions of their partner.
Presentational: Students create their own Spanish “NewsBite”. They
write a brief article about something happening in their school. They
must also create a glossary similar to those provided in the PDF files.
Notes:
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News in Slow Spanish
http://www.newsinslowspanish.com/
Listen to native speakers discuss the world news and much more in simplified
Spanish at a slow pace. MP3 files can be downloaded and flashcards with new
vocabulary, as well as grammar explanations and practice with expressions and
pronunciation are provided.
Activities:
Interpretive: Students respond to a teacher’s checklist, true/false or
multiple choice exercise. Exercises will be most successful if teacher
provides salient vocabulary.
Interpersonal: Students form groups of three and are given a
discussion prompt such as ¿Qué piensas de…?, ¿Estás de acuerdo con…?,
¿Te importa que…?, ¿Qué te llamó la atención?, etc. One student will
complete a prompt and a group member will respond.
Presentational: Students create their own news podcast about their
class, school or community. The stories can be real or fantasy-based.
Notes:
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BBC El Mensual
http://www.bbc.co.uk/languages/spanish/news/
This site provides an intermediate audio magazine that incorporates
reports from BBC Mundo. Short articles can be browsed by topic or
grammar focus. Vocabulary and grammar exercises are provided within
each article.
Activities:
Interpretive: Students will read one of the articles and complete the
exercises listed.
Interpersonal: Students are given the titles of the news articles and are
asked to predict two things about the articles.
Presentational: Students create a school newsletter with a glossary and
a language focus (such as pronouns, preterite/imperfect or certain
vocabulary) similar to the articles on the website.
Notes:
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Front Pages of Newspapers
http://www.newseum.org/todaysfrontpages/flash/
This site provides today’s front pages of newspapers from the U.S., Asia,
Caribbean, Europe, Middle East, North America, Oceania, South America
and Africa.
Activities:
Interpretive: Students rank the top stories on the front page and
categorize them based on content such as: sports, politics, entertainment,
world news, environment
Interpersonal: students create the front page of a newspaper about
their life and a partner will ask them questions to gain further
understanding of the “top stories”
Handout with a related activity can be found on pages 66 & 67.
Presentational: Students create a graphic organizer (like a Venn
Diagram) comparing how three different newspapers report the same
event.
Notes:
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Project Tools
Comic Strip Creator
http://www.makebeliefscomix.com/Comix/
A school-appropriate comic strip creator in which students can choose
from 15 different characters, add text and print their comic strip creation.
Project Examples:
Interpretive: Teacher could create a comic strip to establish classroom
norms.
Interpersonal: Teacher could create several different comic strips
leaving the dialogue bubbles empty. Student would pick a comic strip out
of a hat and would have to spontaneously create the dialogue between the
different characters.
Presentational: Students would relay the meaning of a proverb, a
famous quote or the main theme of a story, scene or poem through the
cartoon.
Notes:
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Google Docs
http://docs.google.com
A collaborative web editor (for documents and spreadsheets). Free
Google Docs account required for use.
Handout with related instructions can be found on page 69.
Notes:
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Education Glogster
http://edu.glogster.com/
A site that allows students to create an interactive digital poster. The
posters integrate audio, video, text and images.
Project Examples:
Interpretive: Students review a classmate’s glog and offer three
compliments and three pieces of constructive criticism.
Interpersonal: Students work in pairs. One student would be able to
see the glog projected on a screen and the other student would have their
back to it. The student who can see the glog would describe what they
see, while the other students try to recreate the glog on a piece of paper.
Presentational: Students create a glog on a given topic incorporating
audio, video, text and images.
Handout with related activities & instructions can be found on
pages 70-77.
Notes:
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Resources and References
Live TV
http://wwitv.com/portal.htm
http://www.beelinetv.com/
http://www.cervantestv.es/
http://www.rtve.es/alacarta/index.html
First two sites offer Live TV from around the world. Note: Requires RealPlayer and/or
Windows media player. The second two sites offer TV from Spain.
World Language Assessment Website
http://www.ecb.org/worldlanguageassessment/index.htm
This site is designed to help world language teachers improve student proficiency
through a variety of assessment strategies. It focuses on the three modes of
communication (interpersonal, interpretive, presentational) as presented in
Wisconsin’s Model Academic Standards for Foreign Languages. Lots of different
video clips provide teachers with a “glimpse” of different classrooms and how these
assessment strategies are being used successfully.
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Salón Hogar
http://www.salonhogar.com/
A great website that has categories such as: Estudios Sociales, Inglés, Matemáticas,
Ciencias and Español. This site is great for vocabulary building, FLES and for crosscurricular projects.
Graphic Organizers
http://content.scholastic.com/browse/article.jsp?id=2983
Pre-made graphic organizers including: Venn diagrams, timelines, idea web, causeeffect chart, reading comprehension charts and tools, etc. Teachers may download
and print these graphic organizers.
http://www.eduplace.com/graphicorganizer/spanish/
This site is similar to the first, but the graphic organizers are in Spanish! These are
PDF files that are printable and can easily be saved as well.
Dictionary Site and Word Forums
http://www.wordreference.com
This site provides concise definitions, including compound forms of the word. There
are also forums that can provide a lot of “harder to find” definitions.
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Colby-Spanish Language and Culture
http://www.colby.edu/%7Ebknelson/SLC/index.php
This site is a wonderful resource for reviewing grammar. There are brief explanations
of major grammar topics along with contextual practice activities.
Study Spanish
http://www.studyspanish.com/
This site offers free practice with Spanish pronunciation (these exercises are especially
good), grammar and vocabulary. It also provides travel tips, a directory of Spanish
speaking schools and many cultural articles in both Spanish & English.
Freefoto.com
http://www.freefoto.com/index.jsp
Teacher resource that contains photographs from all over the world categorized by
country then by location or city. The free photo copyright appears on each
photograph.
Clip Art Site
http://www.barrysclipart.com/barrysclipart.com/showgallery.php?
cat=147&thumb=1
This site contains drawings of many vocabulary words. Images can be resized up to
very large and can be easily copied and pasted.
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Culturally Authentic Pictures
http://capl.washjeff.edu/browse.php
A resource for teachers that provides culturally authentic images from many different
countries. Images can be viewed in different sizes as well as downloaded and saved.
Literature
http://www.materialesdelengua.org/LITERATURA/index_literatura.htm
Another good reference for literature. This site provides biographical information
about many Hispanic authors. The site give reading suggestions along with activities
to supplement those readings.
http://www.literatura.us/
A reference site for literature that is organized by authors.
Learner.org
http://learner.org/resources/browse.html?discipline=3
Teachers may access pre-taped beginning language programs: French in Action,
Destinos, Fokus Deutsch. Registration is required, however is free and non-intrusive.
Educational videos based on standards & examples of classroom practice are included.
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BBC Cool Spanish
http://www.bbc.co.uk/languages/spanish/cool/
A great resource for teachers to bring slang into the classroom. This site provides
slang used in Spain divided by a wide variety of topics. CAUTION: Teachers should be
aware that one category does contain swear words. Therefore, this is better to be used
as a resource for teachers, not for students.
MarcoELE
http://marcoele.com/
A resource for teachers that provides recent articles about Spanish language
instruction as well as great activities for immediate use in the classroom.
- 38 -
Presentational:
Interpersonal:
Communi
c
Interpretive:
Communication
- 39 -
Interpersonal Task Rubric
Task: First, watch at least four videos on http://www.laits.utexas.edu/spe/int18.html for
Intermediate Task 18. In these videos, speakers answer the question “What questions they
may ask someone about their family”. Then, in class, you will be having a short
conversation with a partner you have not already talked to today during class. You will need
to ask your partner one question about their family. After you listen to your partner’s
response, you will need to ask at least one spontaneous follow up question. The roles will
then be reversed so that both partners have the chance to answer and ask questions.
Rubric: Here is how you will be assessed during your conversations.
1. Student speaks the target language (4 points)
___ (3) Spanish is used 100% of the time
___ (2) Spanish is used 99-75 % of the time
___ (1) Spanish is used 74-50 % of the time
___ (0) Spanish is used less than 50% of the time
2. Student uses the present tense correctly (2 points)
___ (2) Yes
___ (1) Almost
___ (0) No attempt
3. Student uses vocabulary related to families appropriately (2 points)
___ (2) Yes
___ (1) Almost
___ (0) No attempt
4. The student asks and answers questions appropriately (2 points)
___ (2) Frequently
___ (1) Sometimes
___ (0) Rarely
5. The student asks one spontaneous follow-up question (1 point)
___ (1) Yes
___ (0) No
Total Points: ____/11
Comments:
- 40 -
Español V
Evaluación oral-videos de Otavalo
En un grupo de dos, miren los videos que están en el sitio:
http://www.otavalovideos.com/otavalo/index.html
Después, elijan uno de los videos en que les gustaría trabajar. Van a crear una
narración oral de lo que pasa en el video que se podría poner con el video.
Cada persona tendrá que hablar por un minuto (como mínimo) así que deben
elegir un video de dos minutos o más.
Van a estar dos días en el laboratorio de computadoras. El primer día, van a
elegir el video y empezar a crear la narración (se podrá usar algunos apuntes
mientras están grabando la narración y la profesora les dará una tarjeta 4 x 6
para estos apuntes). Deben usar el indicativo y el presente progresivo en la
narración pero se puede usar otras estructuras gramaticales también. Elijan
un video de un mínimo de 2 minutos.
El segundo día, van a practicar una vez con el grupo y después van a grabar la
narración en una grabadora digital que tiene la profesora.
La nota será basada en lo siguiente:
El uso de gramática (indicativo, presente progresivo)
/5
La fluidez de la presentación (la habían practicado,
seguía bien el video)
/5
El uso de vocabulario
/5
Pronunciación del grupo
/2
Esfuerzo/calidad/frases apropiadas para Español V
/3
TOTAL:
/ 20
- 41 -
Mi vida loca: Episodio 1 (Madrid)
[http://www.bbc.co.uk/languages/spanish/mividaloca/]
I. Frases. Indica si las siguientes frases son verdaderas o falsas.
a. Verdadera o Falsa: El taxista recibe una propina (más de los 25 euros).
b. Verdadera o Falsa: Hay platos sucios en la cocina del apartamento.
c. Verdadera o Falsa: El apartamento está en el tercero derecha.
d. Verdadera o Falsa: Merche es la hermana de Teresa.
e. Verdadera o Falsa: Merche va a tomar una siesta de tres horas.
II. Vocabulario. En el video, hay unas palabras nuevas de vocabulario. Indica los
sinónimos abajo o explica los términos en otras palabras.
a. Saludos a
Un sinónimo o una definición en español: ____________
_____________________________________________
b. No te preocupes
Un sinónimo o una definición en español: ____________
_____________________________________________
III. Responder. Responde a las siguientes preguntas con una respuesta correcta.
a. ¿Quién eres? __________________________________________
b. ¿Qué quieres? __________________________________________
IV. Lugares. El taxista te muestra algunos lugares diferentes en Madrid. Indica
cuáles de los siguientes lugares aparecen en el video.
b.
c.
a.
d.
e.
f.
Fotos de http://images.google.com/imgres?
imgurl=http://www.palermoviejo.com/palermoviejo/imagenes/Madrid/EstacionAtocha.jpg&imgrefurl=http://www.palermoviejo.co
m/palermoviejo/Madrid.php&usg=__DK5NxQT27NkVUsvGBt1OxUu0vHw=&h=375&w=500&sz=54&hl=en&start=1&tbnid=c320QM5ms5dWM:&tbnh=98&tbnw=130&prev=/images%3Fq%3Destacion%2Batocha%26gbv%3D2%26hl%3Den%26sa%3DG
- 42 -
Actividad con el video de “Freetime-Football!”
http://www.ltscotland.org.uk/mfle/mflblogsandpodcast/podcast/
Después de mirar el video del sitio de Escocia (Scotland), indica si
la frase es cierta (c) o falsa (f).
____1. En Escocia se dice “football” y no “soccer”.
____2. Evy creció viendo el fútbol con sus hermanos y su
mamá.
____3. Evy no juega al fútbol.
____4. La familia de Evy no está muy ocupada.
____5. A Evy no le gustan los equipos de Chivas y América.
____6. Evy piensa que en la vida tienes que luchar hasta el
fin, como en el fútbol.
Contesta las preguntas con tu opinión.
1. ¿A Evy, le gusta pasar tiempo con su familia y le gusta mirar y jugar al
fútbol. ¿Tienes una(s) de estas cosas en común con Evy? ¿Cuál(es)?
2. ¿Tiene tu familia “tiempo familiar” como la de Evy? ¿Qué hace tu familia
durante este tiempo?
3. ¿Tú crees que el fútbol es como la vida? ¿Por qué sí o no?
- 43 -
Tuning in to Spanish Activities
El trabajo y la rutina diaria: Alejandro (México)
Ordena las actividades de Alejandro.
_____se viste
_____va al trabajo (Universidad de Western Kentucky)
_____desayuna
_____se baña y se peina
_____lleva a sus hijos a la escuela
_____se levanta temprano
El trabajo y la rutina diaria: Ninfa (Cuba)
Indica si las siguientes frases son ciertas o falsas. Después, corrige las
falsas
_____Ninfa se levanta a las seis y media cada mañana
_____Ninfa se prepara un té
_____Ella se sienta enfrente de la computadora y lee tres periódicos
diferentes
_____Ninfa se ducha y se maquilla por la noche
_____Ella enseña cuatro clases en la universidad
_____Ella hace ejercicio todos los días
_____Ninfa regresa a la casa a las seis
_____Ninfa no tiene tiempo para mirar la tele
_____Se acuesta a las nueve
¿Cuáles son las dos actividades que tienen en común Alejandro y Ninfa?
- 44 -
Español V
Nombre_____________________
Parte de escuchar—México con Alejandro
Para empezar, hay que ir al sitio:
a. De allí, haz clic en “Mi ciudad, mi país” a la izquierda.
b. Haz clic en “Mi Ciudad 2: Alejandro (México)”
c. Escucha a lo que dice Alejandro (es posible que tengan que cambiar el
volumen) y después, contesta las preguntas.
1) ¿Cuáles son las dos nacionalidades que tiene Alejandro? ¿Dónde vive
ahora? (2 puntos)
2) ¿Cómo describe la ciudad de Querétaro? ¿Y el clima? (2 puntos)
3) ¿Por qué tiene que preocuparse la gente en Querétaro? (1 punto)
a. Ahora haz clic en “El trabajo” a la izquierda
b. Haz clic en “El trabajo 2: Alejandro (México)”
c. Escucha a lo que dice Alejandro y contesta las preguntas.
4) ¿Qué hace en Western Kentucky University? (1 punto)
5) ¿Qué actividades hace para preparar su proyecto de investigación? (2
puntos)
a. Ahora haz clic en “Los Viajes” a la izquierda
b. Selecciona “Los viajes 2: Alejandro (México)”
6) ¿Por qué dice que le gusta la gente de Kentucky? (1 punto)
- 45 -
7) ¿Qué estereotipo tenía Alejandro sobre los Americanos y qué
descubrió después de vivir en Kentucky? (1 punto)
8) ¿Qué dice sobre el agua? (2 puntos)
a. Ahora haz clic en “Usted vs. Tú” a la izquierda.
b. Selecciona “Ud. vs. Tú 2: Alejandro (México)”
9) ¿Qué es lo que no entendía cuando era niño? ¿Por qué? (2 puntos)
a. Ahora haz clic en “Si yo fuera rico” a la izquierda.
b. Selecciona “Si yo fuera rico: Alejandro (México)”
10) Menciona cinco de las cosas que Alejandro dice que haría con el dinero
si ganara la lotería. (5 puntos)
- 46 -
Nombre___________________
Parte de escuchar-colombianos (Eder y Gustavo)
Para empezar, hay que ir al sitio:
a. De allí, haz clic en “Mi ciudad, mi país” a la izquierda.
b. Haz clic en “Mi Ciudad 4: Eder (Colombia)”
c. Escucha a lo que dice Eder (es posible que tengan que cambiar el volumen) y después,
contesta las preguntas.
1) ¿En qué parte de Colombia está su ciudad?
2) ¿Cómo describe la gente? ¿Qué les encanta(n)?
3) ¿Por qué refresca por la noche el clima de su ciudad?
4) ¿Por qué le gusta la primavera Eder? (menciona dos razones)
a. haz clic en “El trabajo” a la izquierda
b. Haz clic en “El trabajo 4: Eder (Colombia)”
c. Escucha a lo que dice Eder y contesta las preguntas.
1) ¿Por qué le gusta su trabajo como instructor de español?
2) Pon en orden los eventos del día de Eder.
______Se baña
______Toma café y habla con su familia
______Se viste
______Se desayuna
______Se levanta
______Sale para la universidad
a. haz clic en “Los pasatiempos” a la izquierda
b. Haz clic en “Los pasatiempos 3: Eder (Colombia)”
Indica si las siguientes frases son ciertas o falsas.
1) ____A Eder no le gustan las películas mucho
2) ____Eder practica los deportes mucho
3) ____Le gusta mirar el fútbol, el béisbol y el básquetbol
4) ____A Eder le gustan muchos tipos de música
5) ____No le gusta ir de compras porque no quiere gastar el dinero
- 47 -
a. haz clic en “Los viajes” a la izquierda
b. Haz clic en “Los viajes 4: Eder (Colombia)”
1) ¿Dónde preferiría vivir Eder? ¿Por qué?
a. haz clic en “Recuerdos” a la izquierda
b. Haz clic en “Recuerdos 4: Eder (Colombia)”
1) ¿Cuándo tenía once años, por qué quería casarse con su profesora? Da cuatro razones.
2) ¿Cómo reaccionó su profesora cuando le dio un lapicero por su cumpleaños?
a. haz clic en “Si yo fuera rico” a la izquierda
b. Haz clic en “Si yo fuera rico: Gustavo y Eder (Colombia)”
c. Escucha a lo que dicen Gustavo y Eder y contesta las preguntas.
1) Completa la frase que dice Gustavo “ Tener el
dinero_________________________________________________________”
2) ¿A quiénes ayudaría Gustavo con el dinero?
3) ¿Qué compraría Eder con el dinero? Menciona 3 cosas
4) ¿Dice Eder que cambiaría la personalidad?
- 48 -
Nombre___________________
Parte de escuchar—Argentina con Sylvia
* ve al sitio: http://www.wku.edu/encuentros/Tuningintospanish/
*Haz clic en “Mi ciudad, mi país” a la izquierda de la página
*Selecciona “Mi ciudad 3: Sylvia (Argentina)” a la derecha
*Escucha y contesta las siguientes preguntas...
1. ¿Dónde se conocieron los padres de Sylvia?
2. ¿De dónde son sus padres?
*Ahora, haz clic en“El trabajo” a la izquierda de la página
*Selecciona “El trabajo 3: Sylvia (Argentina)” a la derecha
3. ¿Cuáles son los dos trabajos de Sylvia?
4. ¿Cuándo empezó a dar conciertos?
*Ahora haz clic en “Los pasatiempos” a la izquierda de la página
*Selecciona “Los pasatiempos 2: Sylvia(Argentina)” a la derecha
5. ¿A quiénes describe Sylvia como “adorables”?
6. ¿Qué dos pasatiempos menciona Sylvia que le gusta hacer?
*Ahora haz clic en “Los viajes” a la izquierda
*Selecciona “Los viajes 3: Sylvia(Argentina)” a la derecha
*Escucha y contesta la siguiente pregunta...
7. ¿En dónde dice que se sentía algo en la sangre?
- 49 -
*Ahora haz clic en “Usted vs. Tú” a la izquierda
*Ahora selecciona “Ud vs Tú 3: Sylvia y Ninfa (Argentina y Cuba)” a la derecha
*Escucha a Sylvia y contesta las siguientes preguntas...
8. ¿Qué verbo usa Sylvia para significar “usar la forma de tú con alguien”?
9. ¿Cuánto tiempo hacía que Sylvia y su amigo salían juntos pero que no se
usaban la forma de tú?
*Ahora haz clic en “Recuerdos” a la izquierda
*Selecciona “Recuerdos 3: Sylvia (Argentina)” a la derecha
*Esucha y contesta las siguientes preguntas...
el escenario una plataforma que se usa muchas veces en el teatro o para un
espectáculo
el pasto hierba
hundir sumergirse
10. ¿Por qué estaba hundiendo el piano?
11. ¿Cómo tenía que tocar el piano Sylvia?
- 50 -
Nombre_______________________
Actividad con el Internet con Flash cultura—México D.F.
Ve al sitio de: http://flashcultura.com/
-Selecciona el video de “El metro del D.F.”
-Mira y escucha al video y contesta las siguientes preguntas
1. ¿Cuáles de estas cosas menciona el narrador que se puede encontrar en el
Bosque Chapultepec?
___castillo ___restaurantes
2. ¿Cuánto cuesta el metro?
a. $8
b. $.18
___lagos
___galerías
c. $.80
____zoológico
d. $.08
3. ¿Cierto o falso? Más de 14.000 de personas usan el metro cada día
4. ¿Cuáles son los tres tipos diferentes de estaciones?
5. El Zócalo es la _________________ ______________________
de la capital mexicana.
6. ¿Cuántos habitantes hay en México D.F. (La Ciudad de México)?
7. ¿Cuáles de estas razones menciona la primera mujer para explicar por qué
usa el metro?
__es seguro __ es conveniente __es rápido __ es barato
__es cómodo
8. ¿Qué dice el hombre sobre las personas mayores de sesenta años?
9. ¿Cierto o falso? Al final del video, Carlos López tiene un mapa en la mano.
- 51 -
Actividad con el metro de México D.F.
Mira este mapa del metro de México D.F. (Ciudad de México) y contesta las siguientes
preguntas.
Metro map is from http://www.esperanto-venezuela.org/es/node/39
1. ¿Cuántas líneas diferentes se puede tomar para llegar a Tacubaya?
2. Estoy en la estación de Martín Carrera. Quiero ir a Santa Anita. ¿Cómo puedo llegar allí?
3. ¿Cúal es la línea más larga? ¿Cuántas paradas hay?
4. Estoy en la plaza Aragón. ¿Cuántas líneas necesito tomar para llegar a Villa de Cortés?
5. ¿Desde qué estación se puede tomar 4 líneas diferentes?
- 52 -
Teach with Music
(http://spanishplans.com/index.php)
Lo que te gusta y lo
que te desagrada
Después de ver el video de <<Fue ella, fui yo>> por Yahir y << En qué momento pasó>>
por Moenia, pregúntales a tus compañeros las siguientes preguntas. Escribe el nombre de la
persona en la columna correcta.
Modelo: ¿Te gusta la apariencia de Yahir en el video?
--Sí me gusta la apariencia porque….
Me gusta
Más o menos
El artista Yahir
La canción “Fue ella,
fui yo”
La voz de Yahir
El mensaje de la
canción de Yahir
El drama o la pasión
de Yahir
El grupo Moenia
La canción “En qué
momento pasó”
La voz de Moenia
El mensaje de la
canción de Moenia
El drama o la pasión
de Moenia
A
Oda a los calcetines
por Pablo Neruda
- 53 -
Me desagrada
Para las estrofas 1-4, pregúntale a tu compañero las preguntas que tienes o lee
la estrofa que tienes y contesta sus preguntas sobre esta estrofa. Después,
trabaja con tu compañero, para completar la última estrofa del poema.
Primera
estrofa
1. ¿Qué le trajo Mara Mori al poeta?
2. ¿Con qué animales compara los calcetines el poeta? (Hay 2)
Segunda
estrofa
Tercera
estrofa
Cuarta
estrofa
Quinta
estrofa
Violentos calcetines,
mis pies fueron dos pescados de lana,
dos largos tiburones
de azul ultramarino
atravesados por una trenza de oro,
dos gigantescos mirlos,
dos cañones;
mis pies fueron honrados de este modo
por estos celestiales calcetines.
mirlo=un tipo de pájaro
3. El poeta describe los calcetines como un fuego bordado
luminoso. ¿De qué color crees que son los calcetines?
Sin embargo, resistí la tentación
aguda de guardarlos como los colegiales
preservan las luciérnagas,
como los eruditos coleccionan
documentos sagrados,
resistí el impulso furioso de ponerlos
en una jaula de oro y darles cada
día alpiste y pulpa de melón rosado.
erudito=sabio, inteligente
jaula=cage
Como _________________ que en la selva
entregan el rarísimo venado verde
al asador y se lo comen con remordimiento,
estiré los pies y me ____________
los bellos calcetines, y luego los zapatos.
Y es esta la moral de mi Oda:
Dos veces es belleza la belleza,
y lo que es bueno es _________________ bueno,
cuando se trata de dos calcetines
de lana en el _______________.
4. Ahora, con tu compañero, dibuja una representación de tus
calcetines favoritos. ¿Cuáles son las características de estos
calcetines? ¿Por qué te gustan?
B
Oda a los calcetines
por Pablo Neruda
- 54 -
Para las estrofas 1-4, pregúntale a tu compañero las preguntas que tienes o lee
la estrofa que tienes y contesta sus preguntas sobre esta estrofa. Después,
trabaja con tu compañero, para completar la última estrofa del poema.
Primera
estrofa
Me trajo Mara Mori
un par de calcetines,
que tejió con sus manos de pastora,
dos calcetines suaves como liebres.
En ellos metí los pies
como en dos estuches
tejidos con hebras del
crepúsculo y pellejos de ovejas.
liebre=conejo
1. ¿Con qué dos animales del mar compara los calcetines el autor?
Segunda
estrofa
Tercera
estrofa
Cuarta
estrofa
Quinta
estrofa
2. ¿Crees que al poeta le gustan los calcetines? ¿Da una
descripción positiva de los calcetines?
Eran tan hermosos que por primera vez
mis pies me parecieron inaceptables,
como dos decrépitos bomberos,
bomberos indignos de aquel fuego bordado,
de aquellos luminosos calcetines.
bordado=embroidered
3. En tus palabras, ¿cuál fue la tentación que resistió el poeta?
¿Qué es lo que quería hacer con los calcetines?
Como descubridores que en la selva
entregan el rarísimo _____________ _____________
al asador y se lo comen con remordimiento,
estiré los pies y me enfundé
enfundarse=vestirse con
los bellos calcetines, y luego los zapatos.
Y es esta la moral de mi Oda:
Dos veces es ____________ ______ _____________,
y lo que es bueno es doblemente bueno,
cuando se trata de dos calcetines
de _____________ en el invierno.
4. Ahora, con tu compañero, dibuja una representación de tus
calcetines favoritos. ¿Cuáles son las características de estos
calcetines? ¿Por qué te gustan?
- 55 -
In the following chart make your best guess at what the idiomatic phrase means. Once you have made your guesses, proceed to the
website and verify your answers. Once completed with those tasks, turn your paper over and draw a visual image of one of the
phrases or another phrase from the websites.
La frase idiomática
La adivinanza
¡Vete a freír espárragos!
Ver las estrellas
Una tempestad en un vaso de agua
Vender la piel del oso antes de
haberlo matado
Tocar madera
Tener siete vidas como los gatos
Poner trabas
No dejar a uno ni a sol ni a sombra
Limpio como un chorro de oro
Importarle a uno un bledo
- 56 -
Lo que significa en inglés
In the following chart make your best guess at what the idiomatic phrase means. Once you have made your guesses, proceed to the
website and verify your answers. Once completed with those tasks, turn your paper over and draw a visual image of one of the
phrases or another phrase from the websites.
La frase
La adivinanza
Lo que significa en inglés
¡Vete a freír espárragos!
Go fly a kite!
Ver las estrellas
Seeing stars
Una tempestad en un vaso de agua
Tempest in a teacup
Vender la piel del oso antes de
haberlo matado
Count your chickens before they are
hatched
Tocar madera
Cross your fingers (knock on wood)
Tener siete vidas como los gatos
To have nine lives
Poner trabas
Throw a monkey wrench into the
works
Never leave someone as much as an
inch
Clean as a whistle
No dejar a uno ni a sol ni a sombra
Limpio como un chorro de oro
Importarle a uno un bledo
Not to care two pins about
something
- 57 -
UW-Madison podcasts: Escucha y dibuja—Mi habitación
- 58 -
- 59 -
Podcast español intermedio 18 – Harry Potter©
http://www.notesinspanish.com/category/intermediate-spanish-podcast/
En este podcast oiremos a Marina y Ben hablando de sus opiniones sobre libros y películas
que les gustan tanto a los niños que a los adultos. Después de escuchar este podcast, habla
con tu compañero de clase para averiguar ciertos hechos. Al final nosotros vamos a
discutir unas cosas más.
Compañero/Compañera A
¿Qué opina Marina de los libros de Harry
Potter©?
Compañera/Compañero B
¿Qué opina Ben de los libros de Harry
Potter©?
¿Cuál es el nombre del autor de la trilogía
que a Ben le gusta?
¿Por que cree Marina que J.K. Rowling es
inteligente?
¿Estás de acuerdo?
¿Por qué?
¿Cómo se llama la autora española quien es
muy popular (tanto como J.K. Rowling) en
España?
¿La conoces? ¿Qué sabes de ella?
Explícame el nacimiento de los siete libros
de Harry Potter©.
Todos nosotros:




Hablad con otra persona sobre vuestras opiniones sobre los libros de Harry Potter©.
Discutid las mejores ideas o cosas del fenómeno de Harry Potter©.
Discutid las peores ideas o cosas del fenómeno de Harry Potter©.
Una cosa más
- 60 -
Clave
Podcast español intermedio 18 – Harry Potter©
http://www.notesinspanish.com/category/intermediate-spanish-podcast/
En este podcast oiremos a Marina y Ben hablando de sus opiniones sobre libros y películas
que les gustan tanto a los niños que a los adultos. Después de escuchar este podcast, habla
con tu compañero de clase para averiguar ciertos hechos. Al final nosotros vamos a
discutir unas cosas más.
Compañero/Compañera A
¿Qué opina Marina de los libros de Harry
Potter©?
• Le gustan mucho
• Le gusta su tema
• Le gustan otros libros así
¿Cuál es el nombre del autor de la trilogía
que a Ben le gusta?
•
Compañera/Compañero B
• Interesantes
• Fáciles de entender
• Se puede leer en poco tiempo
¿Qué opina Ben de los libros de Harry
Potter©?
•
His Dark Materials
o Part One, Northern Lights
o Part Two, The Subtle Knife
o Part Three, The Amber
Spyglass
¿Por que cree Marina que J.K. Rowling es
inteligente?
¿Estás de acuerdo?
¿Por qué?
Escribió novelas que les gustan a los
jóvenes tanto como los adultos
• Su opinión
• Explica su opinión
¿Cómo se llama la autora española quien es
• Laura Gallego
muy popular (tanto como J.K. Rowling) en
• Propia respuesta
España?
• Propia respuesta
¿La conoces? ¿Qué sabes de ella?
Explícame el nacimiento de los siete libros
• Profesora de inglés
de Harry Potter©.
• Vivió en Portugal
• Se divorció
• Vivía en Escocia
• La idea para todos los siete libros le
llegó en un viaje de tren
• El tren iba desde Escocia a Londres
Todos nosotros:




Hablad con otra persona sobre vuestras opiniones sobre los libros de Harry Potter©.
Discutid las mejores ideas o cosas del fenómeno de Harry Potter©.
Discutid las peores ideas o cosas del fenómeno de Harry Potter©.
Una cosa más
- 61 -
Notes in Spanish—Podcast 1 (10.21 minutos)—Intermediate— ¡Bienvenidos!
I. Los moderadores: Según el podcast, describe a los moderadores.
Marina
Ben
Origen:
Dónde trabaja:
Le gusta hacer:
II. Frases. Indica si las siguientes frases son ciertas o falsas.
Verdadero o Falso:
Las madrileñas se llaman también gatas.
Verdadero o Falso:
Es fácil ser fotógrafo en Londres.
Verdadero o Falso:
Ben sabía español cuando vino a España.
Verdadero o Falso:
Ben y Marina eran intercambios.
III. Escribe dos preguntas que escuchaste durante el podcast.
1)
2)
IV. Problemas con palabras. Indica si las siguientes palabras son femeninas o
masculinas.
Masculina o Femenina
Sofá
Problema
Tema
V. Vocabulario. En el podcast, los moderadores mencionan estas palabras y sus
sinónimos. Indica los sinónimos abajo.
Alucinado/a
Un sinónimo en español: ________________________
Me mola
Un sinónimo en español: ________________________
- 62 -
Nombre_____________________
Spanish NewsBites
Ve al sitio: http://www.spanishnewsbites.com/
•
Haz clic en “Beginner Level” a la izquierda.
-Allí vas a ver 21 artículos (incluyendo algunos en la segunda y tercera páginas
—después de hacer clic en “Next”)
•
Elige (choose) 4 de los 21 artículos de este sitio y…
1) Lee el artículo/Escucha al artículo
2) Completa la tabla con la información del artículo (¿Quién?, ¿Qué?, ¿Cuándo?,
¿Dónde?, ¿Cómo/por qué?)
3) Haz clic en “Do the exercise”
4) Completa el ejercicio allí
•
Entrega las cuatro tablas a la profesora
Artículo 1:
Título del artículo:
Información del artículo:
¿Quién(es)?
¿Qué? (3 puntos
importantes)
1.
2.
3.
¿Dónde? (el lugar del
artículo)
¿Cuándo?
¿Por qué/cómo? (¿Por qué
escribió este artículo el
autor? ¿Por qué es
importante?)
- 63 -
Artículo 2:
¿Quién(es)?
¿Qué? (3 puntos
importantes)
1.
2.
3.
artículo)
¿Cuándo?
importante?)
Artículo 3:
¿Quién(es)?
¿Qué? (3 puntos
importantes)
1.
2.
3.
artículo)
¿Cuándo?
importante?)
- 64 -
Artículo 4:
¿Quién(es)?
¿Qué? (3 puntos
importantes)
1.
2.
3.
artículo)
¿Cuándo?
importante?)
- 65 -
Feature Yourself!
What do I need to do?
Make a 1-page front cover highlighting your life. Your cover
should be in Spanish and should mimic front page newspaper
formats.
What should I include?
at least three pictures (Use a sentence or two to describe each
picture or feature story)
at least three different headlines (These may be real or
imaginary, they may lead to stories on other pages)
at least two personal stories (These may be real or imaginary)
at least one advertisement (Featuring a cultural product
relevant to your life)
What will the cover look like?
Colorful (at least 4 colors)
Easy to read
Attention-getting
While working on your cover, remember our discussion on what makes
a good cover.
- 66 -
Name: _______________________
Scoring (____/26)\
I. Basic guidelines (Check if YES) – 5 points
____The cover includes at least four colors. (1 point)
____The cover includes at least three pictures (1 point).
____The cover includes at least three headlines (1 point).
____The cover includes at least two personal stories (1 point).
____The cover includes at least one advertisement (1 point).
II. Images
Quality of images – 3 points
___ (3) The images are above average quality.
___ (2) The images are average quality.
___ (1) The cover are below average quality.
Relevance of images – 3 points
___ (3) The images are clearly related to the headlines/stories.
___ (2) The images are somewhat related to the headlines/stories.
___ (1) The images are not related to the headlines/stories.
II. Headlines
Attention-getting – 3 points
___ (3) The cover is very interesting to look at.
___ (2) The cover is somewhat interesting to look at.
___ (1) The cover is not very interesting to look at.
III. Personal stories
Use of target language – 6 points
___ (6) Stories are free of major and minor errors
___ (5) Stories contains only 1-2 minor errors
___ (4) Stories contains more than 2 minor errors
___ (3) Stories contains minor errors and 1-2 major errors
___ (2) Stories contains some minor and major errors (more than 2)
___ (1) Stories contains many minor and majors errors
Organization – 3 points
___ (3) Stories are well organized.
___ (2) Stories could be better organized.
___ (1) Stories are not well organized.
IV. Advertisement
Clarity – 3 points
___ (3) Product description/s are clear and meaningful.
___ (2) Product description/s are somewhat clear.
___ (1) Product description/s are vague.
- 67 -
- 68 -
Español V
Proyecto de investigación con google docs
En un grupo de 3 o 4, vas a hacer un proyecto de powerpoint en que todo el grupo va a
escribir un powerpoint. Van a compartir/dividir el trabajo mientras están trabajando.
1) Para empezar, vas a ir a tu cuenta de email de Español V…
Ve al sitio: www.gaggle.net
Tu “username” es tu nombre en español y tu apellido (raquelthompson)
Tu “password” es “espanolV” (puedes cambiarla después)
Ve a tu “inbox”. Debes tener un mensaje que dice “Google Email
Verification”. Abre este e-mail y después haz clic en el enlace (link) que
está allí.
2) Ahora, ve al sitio: http://docs.google.com o haz clic en “Sign in”
De allí, vas a “Sign in”
Escribe tu dirección de email en gaggle.net.
Escribe tu nombre en español con tu apellido @gaggle.net
(ejemplo [email protected])
Entra la contraseña (password) de “espanolV” allí también. (puedes
cambiar la contraseña después)
3) Debes ir a “Docs” (this is kind of like your inbox)
Una persona del grupo debe ir a “New presentation” (Only one person does
this)
Escribe una palabra allí y después ir a “Share”, “share with others”
Allí, debes entrar las direcciones de e-mail (@gaggle.net) de tu grupo y de
tu profesora ([email protected]). Haz clic en “Invite collaborators”.
4) Pueden empezar a escribir el proyecto. Cada 3 segundos va a “refresh” y
vas a ver el trabajo de otras personas del grupo.
**Hay un filtro aquí, voy a saber si escriben algo inapropiado allí así que
por favor no lo hagan. Puedo ver lo que escriben y puedo ver cuánto
escribe cada persona (hay un “log” allí).
- 69 -
Español V
Diálogo con pronombres
Con tu grupo, vas a escribir un buen diálogo entre tres personas. El diálogo
debe ser una reunión de amigos. Tu grupo puede decidir en el tema del
diálogo.
En el diálogo, necesitan usar NATURALMENTE, lo siguiente:
• 4 veces-pronombre reflexivo
(ejemplo: Mi hermano se duchó muy tarde)
• 2 veces- pronombres reflexivo recíproco
(ejemplo: Mi mamá y yo nos discutimos toda la noche)
• 3 veces-pronombre directo (solo)
(ejemplo: Yo lo compré anoche)
• 2 veces-pronombre indirecto (solo)
(ejemplo: Mi hermano está en la universidad pero me escribió un email ayer)
• 4 veces-pronombres directo con indirectos (los dos en una frase)
(ejemplo: Yo te lo voy a pagar, ¿bien?)
Después de que la profesora se los devuelva, van a grabar (record) el diálogo
en clase (la profesora explicará más después)
- 70 -
Nombre________________________
________________________
________________________
Evaluación del diálogo con pronombres
Uso correcto del pronombre reflexivo 4 veces
_____
4
Uso correcto del pronombre reflexivo recíproco 2 veces
_____
2
Uso correcto del pronombre directo 3 veces
_____
3
Uso correcto del pronombre indirecto 2 veces
_____
2
Uso correcto del pronombre directo con el indirecto
4 veces
_____
4
Uso de otra gramática y del vocabulario
_____
5
Creatividad del diálogo
_____
2
El diálogo fue fácil de entender/seguir y practicaron
suficiente
_____
3
Total:
______
25
- 71 -
Anuncio comercial
Con tu grupo, vas a crear un anuncio comercial de 30
segundos. En tu anuncio comercial necesitas vender un
producto. Puedes pensar en un anuncio comercial que ya
existe y hazlo en español, o puedes crear un anuncio nuevo.
En el anuncio comercial necesitas usar 5 pronombres
diferentes (una combinación de reflexivo, objeto directo, y
objeto indirecto) Tu grupo no puede tener apuntes, tienen
que memorizar las líneas.
Todos deben estar listos el jueves, 15 de octubre. Cada
grupo va a ir al “AV” para filmar el anuncio. Este día
necesitas tener todo preparado, objetos necesarios, la ropa
que quieres. NO van a editarlo después así que necesitan
practicar varias veces antes.
-uso de 5 pronombres diferentes
-otra gramática y vocabulario
-comprensibilidad
-esfuerzo, preparación antes
Total:
______
10
______
3
______
3
______
4
______
20
- 72 -
Proyecto del glog
Vas a crear un glog como el ejemplo que viste en la clase. Tu glog necesita
tener las siguientes cosas:
1) la grabación de sonido con tu diálogo (la profesora te la mandó por email)
2) el video del anuncio comercial
-la profesora te dará una versión que puedes usar en tu glog
3) un párrafo original que usa 5 verbos como gustar correctamente
4) una parte escrita que muestra usos diferentes de pronombres (escoge
de la lista abajo) y la identificación de los tipos de pronombres
(subrayados)
-debes copiar y pegar (copy & paste) un texto con la identificación del
pronombre entre paréntesis
(como el ejemplo presentado en clase)
5) una imagen de un letrero que tiene un pronombre
-puedes buscar una imagen por Internet
**decoración y personalización
Partes escritas para número 4: (elige una para incluír)
Estos enlaces están en mi página de moodle también…
1) una canción por el grupo Maná:
http://www.songlyrics.com/man/la-puerta-azul-lyrics/
2) un poema por Pablo Neruda:
http://www.palabravirtual.com/index.php?
ir=ver_voz.php&wid=1893&t=Bueno...%20ahí%20terminó%20lo%20que%20te
%20traía...&p=Pablo%20Neruda&o=Pablo%20Neruda
3)una receta de ensalada picante de gambas y aguacate:
http://recetascocina.org/ensaladas/ensalada-picante-gambas-aguacate.html
- 73 -
Incluyeron el diálogo de pronombres
Incluyeron el anuncio comercial
Incluyó un párrafo que usa 5 verbos como gustar
_______
3
_______
3
_______
3
Incluyó una parte escrita que identifica los pronombres
_______
8
Incluyó una imagen que tiene un pronombre
_______
3
Decoraron el glog, es muy bonito, y tiene impacto
_______
5
Total: _______
25
- 74 -
Instructions to create a glog
You will go the site: http://www.edu.glogster.com. Click on “Login” in the upper right
corner. Enter the username and password that your teacher has assigned you to log into
your glog. This will be your username and password for whenever you want to work on
your glog.
Next, click on “create a glog”; then you will see your new glog with several images and
boxes already inserted. You may delete these by clicking on the image and the small red
garbage can. You can add back in any images you will want later.
You will see a little black box on the left-hand side that will guide you through your
creation. The menus you will see are: graphics, text, image, video, sound and wall.
Graphics:
This refers to the pre-made graphics that glogster has provided (much like the ones you
deleted at the beginning)
To insert a graphic, you can go through the pages available and click “use it” when you
find one you want. Close the graphics box and then you can edit your graphic. When you
click on your new graphic, you will notice the box will say “edit”. You can change its size
by dragging the corners of the box around the graphic. You may move the image by
clicking in the middle of the box and you can also rotate the image by clicking on the
arrows on the sides of the box. You can click off the image or say “ok” when you are done
editing.
Text:
There are several different kinds of text that you can insert into your glog. These are:
bubbles, buttons, stickers, and titles. You can scroll through to pick the kind of outline you
want and click “use it”. Close the insert text box and click on your new frame. You can
move it and manipulate the size the same way you did with the graphics. Click “edit” to
change the text inside. You may copy and paste text from another source or type directly
into this new box. From the “edit” menu, you can change the color of the box. You can
add a link by clicking on the symbol You can edit
the font by clicking on the Ab1
symbol.
To use foreign language characters, however, you need to select “Arial”. To make foreign
language characters, you will have to have “arial” font selected and you need to make
sure your NmLk is on so you can use the number pad on your computer. On the number
pad, enter the following codes to yield the correct symbols:
á= Alt 160
Á=Alt 0193
¡=Alt 173
é=Alt 130
É=Alt 0201
¿=Alt 168
í=Alt 161
Í=Alt 0205
ó=Alt 162
Ó=Alt 0211
ú=Alt 163
Ú=Alt 0218
ñ=Alt 164
Ñ=Alt 0209
Also you can change the font size and make it bold or italicized. You may also add effects
to your text by clicking on the fx symbol.
- 75 -
Image:
To insert an image, you have a few choices. You may upload an image from your
computer (that you have saved), you can link directly to an image on the Internet by
pasting the URL in the box, you can also use the “grab” feature. This allows you to record
audio or video directly into your computer (if you have a webcam). From the insert
images box you can also select a frame for the image. The size and position of the image
can be changed the same as all the other boxes, graphics previously mentioned. By
clicking the buttons on the “edit” bar, you can bring the image forward or put it behind
other images to overlap them. You can clone the image and put a copy of it on the page.
Video:
Much like images, videos can be uploaded from your computer, you can link directly to a
video on the Internet or if you have a webcam, you can “grab” a short video directly into
your computer. You can also change the icon for the player from a simple triangle (play
button) to an image of a little television. Once your video is inserted, you may move it
around on the page or make it bigger or smaller. By clicking the buttons on the “edit” bar,
you can bring the video forward or put it behind other images & videos to overlap them.
You can clone the video and put a copy of it on the page.
Sound:
Audio files can be uploaded from a file on your computer, you can link directly to an
audio file from the Internet or if you have a microphone you can “grab” and record audio
directly into your computer. You can also change the player for the video by selecting the
“player” tab inside the box. Once your audio file is inserted you can adjust the size,
position and you could move the icon forward or put it behind other images/videos/sound
files on your glog. You can also clone the audio file and put a copy of it on the page.
Wall:
You can also change the background of your glog to a solid color or pattern and the
background of the whole page to a solid color or pattern. Be careful not to choose a
pattern that is too busy as it will make your text pieces and titles more difficult to read.
When your glog is complete click on “save and publish”. You will need to choose a name
for your glog. The name of the project (or something related) is a good title. You will
need to choose a category such as “school” and mark it as “private”. Then click “save &
publish”. This does not mean you cannot edit it later; you can always go back and edit
what you have created.
- 76 -
Mi nombre:________________________________________
--------------------------------------------------------------------Evaluación del “glog” de ______________________________________
Escribe sí o no.
_____ El glog incluye las cosas necesarias.
_____ El texto en el glog es muy fácil de leer.
_____ El glog tiene mucha decoración/personalización.
_____ Las imágenes en el glog son fáciles de ver.
_____ El glog representa mucho trabajo/esfuerzo.
Completa la frase.
Una cosa que me gusta del glog es…
Una cosa que podría ser mejor del glog es…
Mi nombre:________________________________________
--------------------------------------------------------------------Evaluación del “glog” de ______________________________________
Escribe sí o no.
_____ El glog incluye las cosas necesarias.
_____ El texto en el glog es muy fácil de leer.
_____ El glog tiene mucha decoración/personalización.
_____ Las imágenes en el glog son fáciles de ver.
_____ El glog representa mucho trabajo/esfuerzo.
Completa la frase.
Una cosa que me gusta del glog es…
Una cosa que podría ser mejor del glog es…
- 77 -
Website Title:
Internet Address:
Description:
Activities:
Interpretive:
Interpersonal:
Presentational:
Notes:
- 78 -
Website Title:
Internet Address:
Description:
Activities:
Interpretive:
Interpersonal:
Presentational:
Notes:
- 79 -
Website Title:
Internet Address:
Description:
Activities:
Interpretive:
Interpersonal:
Presentational:
Notes:
- 80 -
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
- 81 -

Notes - People Pages

Transcription

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