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Designing Activities to Designing Activities to Integrate Skills in SpanishIntegrate Skills in Spanish
Designing Activities to Designing Activities to Integrate Skills in SpanishIntegrate Skills in Spanish
• Present to the student ample opportunities to read and listen to a wide variety of authentic Spanish language directed to many audiences
• Develop the student’s ability to understand authentic material, and to produce accurate and appropriate use of the language
• Develop the student’s ability to recognize cultural elements implicit in oral and written material and to interpret linguistic cues.
• Develop the ability to summarize main points and important details, and make predictions from written and audio sources.
The Challenges
• Including more than one skill per activity on every activity
• Finding authentic audio and written material
• Providing of audio listening and recording devices
First Steps: Simple Changes in Teaching Strategies
The syllabus• Organize the course based on personal,
academic, and cultural topics.• Present the material to be covered by
skills or exam sections. (Formal Speaking = Oral Presentation)
• Review, reuse, adapt, add, change, etc. previous lesson plans.
Selection of 2007-08 Class ProgramUNIT 2: La comunidad humana y las minorías. Weeks 4 to 6
• Grammar review package: Direct and indirect objects. Sequence of object pronouns. Review of impersonal and passive se. Reflexive structures. Comparisons.
• Vocabulary: El aeropuerto y los viajes. El avión y el turismo. Los países y las nacionalidades. Vocabulary distinctions: depender de, soportar-mantaner-apoyar-sostener, volver-regrresar-devolver, mudarse-trasladarse-moverse, sentir-sentirse, soñar con
• Idiomatic expressions related to work and ethnic groups.
• Literary reading: “Mareo escolar” by Jose Burciaga. • Article reading and Formal speaking: Research on minority community.
Los cubanos y los cubanoamericanos.
• Journal – Informal writing: Admission quota in the universities.Thank you note.
• Essay – Formal writing: “Description and issues of minority group” With audio and reading sources.
• Informal speaking: Whole class interview of Hispanic person from the community.
• Review what teachers of lower levels have done and/or are doing.
• Develop team approach with teachers of lower levels.
• Write an essay as a participant. Imagine you are running with the bulls. Explain how did you prepare, what did you do during the run, how did you feel about it (writing)
• Tell a classmate about the experience -essay. Answer peer questions. (speaking)
• Write e-mail to a friend or leave her a message suggesting or opposing to her participation in the run. (writing – speaking))
• Prepare oral presentation for class. Use at least three sources. (speaking)
How to change an activity
• Look for the personal, academic, or cultural topic.
• Start with one skill• Add more activities to include
more skills• Link with grammar structures
Example : Song• Use songs that include cultural and historical content or
controversial topics.
• Looks for songs/singers/writers like:– Ruben Blades (Pedro Navaja, Decisiones)– Maná (Dónde dormirán los niños)– Juan Luis Guerra (Visa para un sueño)– Ricardo Arjona (Ella y él, Si el norte fuera el sur)
• Identify and understand main ideas, description of the situation, characters, etc. Avoid fill in the blanks.
• Present orally a synthesis of the song.
• Write a letter or record a message about it or to a character
• Respond orally and in writing to the situations, characters, etc.
Compare with other songs or poems
Research on topics presented in the song. Present orally.
Example: Literary Reading
• Research on topics, writer, historical events.• Present orally to classmate the main points of the
story.• Formal oral presentation• Fishbowl discussion• Write e-mail to friend recommending/ criticizing the
story • Movie, short film, commercial on similar topic,
historic time or event, characters, etc. • Essay comparing and contrasting story with movie,
film or commercial.• Reading newspaper article on related topic. Express opinions.
Example: Research Project
• Use at least three different articles• Provide audio for listening comprehension• Request comparison and contrast orally or in
writing• Formal oral presentation• Ask and answers questions to and from the
audience about presentation• Audience summarize orally or in writing the main
points • Record comments about topic• Write journal entry with opinions on topic• Write a letter to a person involved or affected
Example:Communicative Activity
Based on Grammar Structure• Find the topic (personal, academic, cultural)
• Introduce authentic reading and/or listening. Compare and contrast
• Request writing and/or rewriting
• Include oral presentation or short recording on the activity/topic
Sample Activity Based on Grammar Structure
Directions to prepare a dish• Read original recipes
• Relate dish to hispanic celebration
• Watch TV program about preparing a dish
• Provide vocabulary, structures, and regalia. Request creation of recipe or a dish
• Present dish preparation to class. Include written recipe
• Write e-mail to a friend about the dish
• Research on food related topics. Summarize main points in writing
Questions?
Presenter’s Infromation
Alejandra LejwaUpper School Spanish Instructor World Language Department Chair