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Cultura: photos de Semana Santa

Submitted by Nikki on

Class Activities: 

Students arrived and answered two questions:
¿Por qué is importante Semana Santa en América Latina y España?
¿Cómo se celebra Semana Santa?

We reviewed Tuesday's activity matching up photos with a description and went over where the photo was taken in the Spanish-speaking world.

Students each presented the photo they had brought in of a Semana Santa celebration around Latin America and Spain. Other students took notes while each student presented.

Tarea: we will be reviewing our culture unit (next Tuesday) and will take a quiz (next Thursday). In addition to starting to review, students should complete the attached crossword puzzle.

Class topics: 
Semana Santa
cultura
Fluency level: 
Intermediate

La casa: features of a home

Submitted by Nikki on

Class Activities: 

Students arrived and filled out a form to publish their book. Students also received some corrections on their final draft of their book and need to complete their corrections and hand in their book Friday.

We went over the basic parts of a house:
* cocina
* baño/aseo
* salón/sala
* dormitorio/habitación
* jardin
* garaje

Introduced se vende and se alquila (for sale/for rent). Students received page 11-12 of a worksheet describing various houses and apartments for rent and for sale. Students read through all of the for sale properties and wrote down the most important word or phrase describing the place. They then read through all of the for rent properties and did the same.

Tarea: complete reading through all the properties and writing down the most important word. For students who had corrections to their book, make corrections and bring in the final draft for publishing on Friday.

Class topics: 
casa
Fluency level: 
Beginner

Cultura: Semana Santa

Submitted by Nikki on

Class Activities: 

Students completed the attached warm up activity talking about what units they've enjoyed/learned from this year.

Talked about the current holiday: Semana Santa and introduced other vocabulary:
* Pascua - Easter
* Cuaresma - Lent
* Cena de Seder - Passover
* Carnaval
Talked about the importance of Semana Santa in the Spanish-speaking world because of the prevalence of Catholicism.

Students received attached descriptions as well as a map of Latin America and Spain. Students passed around photos from the Semana Santa in the Spanish-speaking world and matched them with the description. They also looked up the underlined words. Finally, students found each of the cities/countries mentioned in the description and put them on the map.

Tarea: students need to bring in a photo of a Semana Santa celebration in the Spanish Speaking world. They can use news.google in Spanish. Students are going to briefly present their photo at the beginning of class Thursday. If they can't find a photo perhaps they can just explain a celebration somewhere in the Spanish Speaking world.

Class topics: 
Semana Santa
cultura
mapa
Fluency level: 
Intermediate

Cultura: juego de roles para nuestro viaje a La Tomatina

Submitted by Nikki on

Class Activities: 

Students arrived and defined the terms below:
¿Qué quiere decir ____________ en inglés?

tarjeta de embarque
acompáñenme
dejar la maleta
tarjeta de crédito
habitación
por supuesto
claro

We went over definitions.

Student had 5 minutes to practice their role playing dialogue about our trip to participate in La Tomatina. One group had a conversation at the airport, another in a hotel, and the last in a restaurant. Students wrote vocabulary on the board and performed their dialogue for other students.

Tarea: nuestras photos. Students received attached worksheet and have to draw (stick figures are fine!) 6 photos relating to our trip to Spain for La Tomatina. Below each photo, students are to write what is going on in the photo. Ej. En esta foto, Juan está landanzo un tomate a Solomon.

Class topics: 
travel
in a restaurant
in a hotel
Fluency level: 
Intermediate

Comida: repaso para el examen

Submitted by Nikki on

Class Activities: 

Students arrived and labeled food on attached worksheet. In a group, we went over food and I wrote everything on the board.

To start reviewing for Monday's test, we played concentration as a review game. We got into a circle and each student had a part of a place setting or plastic fruit. Using the concentration rhythm, we went around a circle and everyone said the name of their item. If we got around successfully, students switched their item and we played again. At the end of class, I let students know what they need to be prepared for with the test:
* breakfast, lunch, dinner (desayuno, almuerzo, cena)
* place setting words
* food categories (bebidas, productos lacteos, frutas, verduras, carbohidratos, postres, carne) and the most common food items in each category.

Tarea: preparar para el examen el lunes.

Class topics: 
food
dishes
silverware
Fluency level: 
Beginner

Cultura: viaje a la Tomatina

Submitted by Nikki on

Class Activities: 

Students arrived and wrote 7 sentences: one for what each students did to prepare for our trip to La Tomatina.

Escribe 7 frases en el pasado explicando que hizo (did) cada estudiante para preparar para el viaje.

  1. Devon
  2. Addie
  3. Portia
  4. John
  5. Solomon
  6. Julia
  7. Margot

Students received a packet of sentences that make up a conversation at a hotel. In groups, they put the sentences in order. After ordering the sentences, they took turns reading the dialogue between la recepcionista y Carlos. I read the full dialogue and students make sure they had put the sentences in the correct order.

To practice possible conversations on our "trip" to La Tomatina festival, students were assigned a role play (en un hotel, en el restaurante, en el avión). In small groups they had the remainder of the class to write a dialogue based on their role play.

Tarea: complete writing the role play dialogue that students will be presenting on Thursday.

Fluency level: 
Intermediate

Comida: en el restaurante (presentación)

Submitted by Nikki on

Class Activities: 

Students matched pairs that made sense in the right and left columns.

cereales y leche postre
pera verdura
arroz desayuno
lechuga carne
sándwich bebida
carne y papas carbohidratos
torta almuerzo
gaseosa fruta
pollo cena

Students had 5 minutes to practice their role play that they had written about ordering food in a restaurant. We went over what makes a good presentation: speaking loudly, clearly, good eye contact, and writing any new vocabulary on the board.

Students took turns presenting their role plays and after we talked about what groups did well and areas for improvement.

Tarea: study food related vocabulary for test Monday (since there are no classes Friday).

Class topics: 
food
restaurant
Fluency level: 
Beginner

Comida: en el restaurante (práctica)

Submitted by Nikki on

Class Activities: 

Students translated attached sheet with words and phrases in a restaurant that we worked on Wednesday.

In groups of three, students wrote a dialogue of a conversation in a restaurant. The goal was to use phrases and words we've been working on while writing a creative and interesting role play.

Tarea: complete and practice dialogue at home. Students will be performing their dialogue on Monday.

Class topics: 
food
restaurant conversation
Fluency level: 
Beginner

Comida: en el restaurante

Submitted by Nikki on

Class Activities: 

Students received a picture of a place setting and labeled the individual parts:
* plato
* vaso
* tenedor
* cuchillo
* cuchara
* servilleta

Students received attached list of words and phrases that we went through together related to ordering food in a restaurant. After going over vocabulary, students received a menu (that we went over). In groups of 3, students practiced ordering food. Each student alternated being the waiter.

Tarea: memorize place settings and work on learning the restaurant vocabulary we learned today. There will be a test on the food unit next Friday.

Class topics: 
food
restaurant
ordering food
Fluency level: 
Beginner

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