Lesson Plan Qué te gusta hacer en tu tiempo libre?

Transcripción

1 Lesson Plan Qué te gusta hacer en tu tiempo libre? Language : Spanish Standards: Communication Cultures Connections Comparisons Communities Communication: Cultures: Connections: Comparisons: Target Audience: Proficiency level: Purpose: Students will actively engage in conversation to provide and obtain information. Following on, some students will have the opportunity to present their information to the rest of the class. Through being able to interview a native Spaniard in the classroom, students will be able to relate to the notion of free time and how it is different in the target culture. By interviewing the native speaker in his own language students are able to recognize the distinctive viewpoints that are only available through Spanish. Students will have the opportunity to compare and aspect of American and Spanish culture by comparing what students like to do in their free time in each country. University students, 101 level. Novice Low, a couple of weeks into class. The purpose of this activity is to provide students with a high interest topic to discuss within their own classroom, and the opportunity for cultural comparison. 1

2 Objectives: Content: Students will: Be able to express likes in Spanish using verb GUSTAR and phrase me gusta Be able to interview fellow students in the class and find out what they like to do in their free time. Have the opportunity to interview a native Spaniard also. Cultural: Students will: Be able to identify the interests and hobbies of a Spaniard, and note the cultural differences and similarities between American students and Spanish students. Language: Students will: Use the verb GUSTAR to express likes. Be able to correctly conjugate the verb with the help of powerpoint slides. Use the following terms to compliment the phrase Te gusta? la comida italiana la música mexicana el básquetbol la comida china la televisión el fútbol la música clásica la política el fútbol americano la música moderna el béisbol el tenis comer cosas nuevas comprar cosas nuevas hacer cosas nuevas hablar español leer en español cantar en español hacer preguntas contestar preguntas escribir cartas preparar el desayuno estudiar con tus amigos andar con tus amigos salir con tus amigos tener exámenes jugar al tenis Time Frame: One 50 minute class should be sufficient; although the follow up exercise should be handed in a couple of days after the actual class was given. Materials Needed: Háblame!- C Dixon Anderson, R Alan Meredith Chip Nolan Háblame! Powerpoint slides-lección 1 1 very kind native Spaniard 2

3 Description of Task: Pre-task: The teacher will set up an introduction to the main task by introducing the verb GUSTAR. The teacher will use explain how the verb is conjugated with the visual aid of the powerpoint slides. The teacher will then introduce the class to the saying Te gusta? This is followed by a noun or an infinitive, using the list of terms found in the table above and on page 23 of the textbook. Students will then be divided into pairs by the teacher to act out the minidialogue where they will ask each other Te gusta? followed by one of the phrases found in the table above. The subsequent reply will be Sí, me gusta mucho or No, no me gusta mucho 1. Task set-up: The teacher will divide the class into pairs again. The students will then play the role of a journalist who is writing a report on what American and Spanish students do in their free time. He/she will interview the other student in to ascertain the person s name and what his/her particular interests are. It will be up to the student to ask whatever question he/she feels relevant, but it should be similar to the following model, and centered around the use of the verb GUSTAR. The students will have the opportunity to be an interviewer and an interviewee. Cómo te llamas? Cuántos años tienes? Qué te gusta hacer en tu tiempo libre? Qué deportes te gustan? Qué tipo de comida te gusta? Qué más te gusta hacer? Students will record what the responses were from each of their classmates, by way of a checklist to see whether the interviewer asked all the appropriate questions and whether sufficient answers were given to these questions. That is to say that the interviewer will have a specific set of answers he/she is looking to tick off from his checklist, and similarly the interviewee will be looking to tick off certain questions that he/she is asked. These checklists will have the name of the students on and be handed in to the teacher at the end of the class. Furthermore, they will also have the opportunity to ask a native Spaniard the same set of questions in order to compare the type of hobbies of a typical Spanish student with those of American students. This will be done as a whole class activity instead of in groups as there will only be one native and not enough time for each group to interview him/her. These cultural comparisons will then be discussed in class and will be continued as a form of homework. 1 (see attached copy of minidialogue found on pages 22-23) 3

4 Post task: As a follow up exercise the students will be required to write up the dialogue of their interviews for homework. This should be followed by any similarities or differences found between activities/hobbies that American and Spanish students like to do in their free time. Assessment: Students will carry out self- and peer assessment by using interviewer and interviewee checklists. 4

5 Los gustos UNO Te gusta? DOS Sí, me gusta mucho. Sí, me gusta. Sí, me gusta un poco UNO Te gustan? DOS Sí, me gustan mucho. Sí, me gustan. Sí, me gustan un poco UNO Qué te gusta hacer los? DOS Me gusta. Te gusta(n)? UNO: Te gusta el tenis? DOS: Sí, me gusta el tenis. UNO: Te gustan las personas antipáticas? DOS: No, no me gustan las personas antipáticas. 5

6 Pronombres como complementos indirectos me me nos us te you os you le you him, it her, it les you them them 6

7 Checklists Preguntas Sí o No Nombre Edad Gustos: Tiempo libre Gustos: Los deportes Gustos: La comida Otros gustos 7

8 Respuestas Sí o No Nombre Edad Gustos: Tiempo libre Gustos: Los deportes Gustos: La comida Otros gustos 8

9 References Anderson, D. C., & Meredith, R. A. (1988). Háblame! San Diego: Harcourt Brace Jovanovich. Brown, G., & Yule, G. (1993). Teaching the spoken language. Cambridge: Cambridge University Press. 9