WORLD LANGUAGES LAB ACTIVITES ARCHIVE

DATE:

Jan. 31 – Week 1

CLASS:

Lab 101

CHAPTER IN TEXTBOOK:

Ante todo

LANGUAGE TOPIC

Alphabet

Cognates

ACTIVITY

Pronunciation

Spelling

Chain of words.

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

ACTIVITY STEPS:

Pronunciation of alphabet and words on page 7.

Spelling of their own names.

Spelling of cognates on page 8.

- Each student takes turns to spell the words for the rest of the class.

Chain of words.

- Instructor gives a word such as mesa and then student complete the chain, the new word has to start with the last letter of the last word. Student say as many words as they can, and as fast as they can, always correcting pronunciation.

- Example:

Mesa-amarillo-ocho-oficina-amigos-sopa-apartamento ……..

Homework:

Write a chain of 40 words.

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS:

(SPAN 101, 102, FREN 101, 102, etc)

SPAN 101

CHAPTER IN TEXTBOOK: Ante Todo

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

INTRO WEEK: Intro to class, computers, Pronunciation of vowels

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

Puntos Multimedia – Ante Todo Chapter

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

Students used Puntos Multimedia to see how it works, and I had them do Actividad 1 in Ante Todo (and found out who doesn’t feel comfortable with computers!)

Then, (without computers), we went over the vowels in Spanish – I wrote A, E, I, O,U on the board. At first, I went in order through the 5 vowels, , then started pointing at different vowels in random order and they made the sounds on their own (as a group). I then read out loud a series of 5 vowels and had them write down what they heard (individually)

After this, I wrote on the board: A E I O U, Arbolito de Perú, ¿Cómo te llamas tú?

This became a game, in that everyone chanted this little rhyme once, and after the ¿Cómo te llamas tú?, I threw a marker (or a ball, any small, harmless projectile J ) to a student, who caught it and responded “Me llamo ______________________.” The whole class then chanted the rhyme, the student who had the marker then threw it to someone else, who responded with “Me llamo________’, we chanted, the marker went on until everyone had introduced themselves in this way.

After this, students went back to Puntos Multimedia, this time to the Vocabulario section. I gave each student a vowel to work with, an they went through the list of words in the vocab section,(when you click on the word, the computer pronounces it). They listened and repeated the words to themselves. I then had them choose 3 of their favorite words and presented the pronunciation and meaning to the rest of the class.

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS: SPAN 101

(SPAN 101, 102, FREN 101, 102, etc)

CHAPTER IN TEXTBOOK: Ante Todo

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

Alphabet, cognates, noun-adjective agreement

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

White board and some markers

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

1. ACTIVITY 1: Students separated into teams. A representative form each team goes to the board. I spell out a word (a cognate) and each team’s rep writes the word on the board. The first person to write out the word correctly and then pronounce it correctly wins a point for their team. If the first to finish writing writes the word correctly and does not pronounce it correctly, no one gets a point.

2. Activity 2: Still in teams (of 3 or 4), each team thinks of a famous person (Halle Berry, Michael Jackson, Cal Ripken, Hillary Clinton, etc. – THERE NEEDS TO BE A MIX OF MALE AND FEMALE PEOPLE ). They then write down 4 adjectives that describe their person. The other teams try to guess what the 4 adjectives are. I go around to each team, asking, ¿cómo es – Hillary Clinton-? (the Hillary Clinton team doesn’t contribute). Each team gets to give one adjective at a time – Hillary Clinton es bonita/inteligente/tonta/etc. If their adjective is on the list (the Hillary Clinton team responds sí or no), the guessing team gets a point, and then the next team guesses.

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS: SPAN 101

(SPAN 101, 102, FREN 101, 102, etc)

CHAPTER IN TEXTBOOK: Ante Todo

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

Time, location, description with ser

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

A movie schedule (I used one I brought back from Mexico, or a local one or one from the Internet could also be used)

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

Students prepared dialogues and will memorize and present the dialogue as a quiz grade next week.

The situation: You and a friend have decided you want to go to the movies, but each of you wants to see a different movie. Also, you do not know where or at what time the movies are at. You have agreed to call each other and exchange this information. Use the movie listing I will give you from the DF.

The dialogue: Have a quick, to-the-point conversation that includes the following elements. You must have this dialogue memorized for your next lab class session. This memorized dialogue will count as part of your quiz grade.

1. Greet each other (hello, how are you)

2. S1: say the name and times of your chosen movie.

3. S2: Ask where it is at

4. S1: Respond and ask what time S2’s movie is, and where it is at.

5. S2: Respond

6. Ask each other about the two movies: handy vocab:

actor/actriz principal, comedia, drama, película de acción/suspenso/crimen

7. One of you decides: Vamos a ___(movie)___ a las __(time)__

8. Say good-bye

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS: SPAN 101

(SPAN 101, 102, FREN 101, 102, etc)

CHAPTER IN TEXTBOOK: Ante Todo

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

Review of Ante Todo – Time, question words, ser and adjectives, alphabet

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

TV, VCR

Time Bingo cards (from Claudia Dugan – should be in the activities drawer – can be used for any language)

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

1. ACTIVITY 1: Watched the video from Puntos, Chapter Ante Todo. They answered the following questions:

1. ¿De dónde es Diego?

2. ¿Que hora es?

3. ¿Cuándo está el profesor en la oficina?

4. ¿Cómo es el Profesor Salazar?

5. ¿Cómo se llama la capital de México?

2. Activity 2: Time Bingo/Lotería – Each student gets a card. I call out different times: son las cuatro y media, son las dos en punto, etc. – and they play Bingo in this way

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS:

(SPAN 101, 102, FREN 101, 102, etc)

SPAN 101

CHAPTER IN TEXTBOOK: Chapter 1

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

Vocab: Things in the classroom/house. Vocab: What do you study?, -ar verb “estudiar”

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

Can8: Office Depot “The Order” and the accompanying worksheet

Cards with “identities” on them: 1. Me llamo Laura, soy de Madrid, España y studio matemáticas. 2. Me llamo Jorge, soy de Méxio, DF. Estudio administración de empresas. 3. Me llamo Isabel. Soy de Bogotá, Colmbia y studio lenguas extranjeras. Etc.

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

1. Students listen to Office Depot activity on Can 8 and fill in the worksheet.

2. Identidades game: 5 people go to the front of the class and are given a card with a name, where they are from and what they study. Each introduces him/herself (using the “new identity”

The rest of the class tries to remember what they can about each person. I ask students (or teams if a larger class): ¿Cómo se llama ella/él? Or ¿De dónde es él/ella? Or ¿Qué estudia él/ella? Students in the audience have to respond to the best they can remember.

The student responding answers: Ella se llama Laura. Or Ella estudia matemáticas. Etc.

Then, the audience student turns to the identity person and asks: ¿Te llamas Laura?/¿Estudias ciencias?/Eres de México? ETC. The person being asked responds: Sí or no me llamo ____________, sí or no soy de______________________, Sí or no estudio______________________. When one part of the identity is guessed correctly, the identity person writes on the board behind him/her the correctly guessed info: Me llamo Laura. For each correctly guessed piece of info, the audience person or team gets a point.

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS:

(SPAN 101, 102, FREN 101, 102, etc)

SPAN 101

CHAPTER IN TEXTBOOK: Chapter 1 and 2

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

-Ar verbs, things in the classroom, classes

The numbers 30-100

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

Video Chapter 1

Decks of cards

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

1. We watched the Chapter 1 Viedo and answered questions form the “Después de ver” worksheet from Puntos Instructors’ Manual Resource Kit. We also talked about forms of greetings (kisses, handshakes, etc.).

2. We played the card game “99” in groups of 3-4.

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS:

(SPAN 101, 102, FREN 101, 102, etc)

SPAN 101

CHAPTER IN TEXTBOOK: Chapter 1-2

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

Family, Chapter 1 and 2 verbs

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

Power Point

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

For one week, students created Power Point Presentations about their families

The next week, students presented these Power Points

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS:

(SPAN 101, 102, FREN 101, 102, etc)

SPAN 101

CHAPTER IN TEXTBOOK: Chapter 3

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

Clothing, Colors, Numbers 1-1000

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

Triple Play

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

1. Listening Comprehension: True and False, and Definitions: found in the Puntos teachers resource book (thin book) p. 23. I read a T/F statement or definition out loud. They wrote answers down, then we went over their answers.

2. If time (and if it works): Triple Play : Bingo: Clothes

WORLD LANGUAGES LAB ACTIVITES ARCHIVE

CLASS:

(SPAN 101, 102, FREN 101, 102, etc)

SPAN 101

CHAPTER IN TEXTBOOK: Chapter 3

LANGUAGE TOPIC (Vocab:Clothes, Vocab: The house, present tense -ar verbs, stem-changing verbs, preterite vs imperfect, etc.):

Clothing, Colors, Numbers 1-1000, ir +a + infinitive

ACTIVITY

MATERIALS, WEBSITES, AND EQUIPMENT NEEDED:

Teacher’s Supplement (thin book) p. 23 and Student supplement book p. 38

Classified ads from a Spanish-speaking country

ACTIVITY STEPS: (Please describe the steps of the activity in a way that another teacher can understand how to do the activity in their class)

1. Listening Comprehension: I reda the script for “El inventario del almacén de Matilde” and students completed the corresponding worksheet. I did the same for “La tienda Zara” – combines clothing, numbers and prices (big numbers).

2. I brought in the classified ads for cars I had from Mexico and used the car ads. Students worked in pairs or groups of 3 to decide which car the would “buy” and answer the following questions about the car, presenting this info back to the class:

1. ¿qué coche van a comprar?

2. ¿De qué año es?

3. ¿De qué color es?

4. ¿Cuánto cuesta?

5. ¿Qué amenidades tiene?