Spanish Level 2- Face-to-Face Activities
🥑 Spanish Level 2, Activity 06: (Interpretive, Interpersonal, Presentational Modes) Mis ingredientes y comidas favoritas / My Favorite Ingredients and Foods (Face-to-Face) Remix by Kelly Arispe
Remixed by Kelly Arispe
Boise State University
Description:
In this activity, students will imagine they are sharing an apartment in León, Spain and they need to do some grocery shopping to plan for a dinner on Sunday where they will ultimately invite the teacher to attend! To do this, the presentation guides students through an interpretive cycle where they will see, listen, and view ads and a website showcasing a Spanish supermarket. They will also recognize that supermarkets close on Sundays in Spain. Therefore, they have to shop on Saturday in order to have what they need for Sunday. This is an important difference between Spanish and U.S. cultures that might be interesting for them to observe. Pre, during, and post activities help guide them in the interpretive cycle. Then, students will be prepared for the productive cycles, practicing interpersonal speaking, presentational and interpersonal writing. First, students survey one another to determine how much their classmates like/dislike certain foods. Then, working in groups that are supposed to simulate their “flatmates”, they will create a grocery list (keeping in mind categories of foods they viewed online just prior to this). Finally, students will craft a fake whatsapp response telling the teacher when and where to come to the dinner. In a cool-down, students end the activities by reflecting on food preferences and practices related to grocery shopping.
Proficiency Level: Novice High
Semantic Topics: Supermarkets, Ingredients, Foods, Survey, Lists, Preferences, Likes, Dislikes.
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
- Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
Idaho Content Standards for World Languages:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
NCSSFL-ACTFL Can-Do Statements:
- I can describe popular foods without using buzz words.
- I can compare and contrast my food preferences with friends.
- I can identify categories of food products and some simple sentences on an online website for grocery shopping.
- In my own and other cultures I can identify locations to buy something and how culture affects where people shop.
- I can brainstorm a shopping list with friends to prepare for a dinner party.
- I can respond to a chat message using simple sentences to describe when and where to come to dinner.
Materials Needed:
- Vis-A-Vis Markers & Erasers
- Survey Cards
- Taboo Cards
- Make A Copy, Google Slideshow (this link will force you to make a copy)
- View Only, Google Slideshow
- Graphic Organizer, Shopping Exploration
- Canva Grocery/Shopping List
Warm-Up
1. Begin by opening the Google Slideshow and introduce the Can-Do Statements.
2. Give a student a Taboo Card. The student has to describe the food on the card to the group, without
saying the words on the card.
“Hoy vamos a jugar un juego. El estudiante tiene que describir la comida que está en la
tarjeta, pero no puede decir las palabras que están escritas ahí.”
3. The whole group has to guess the item the student is describing. If they guess it, then they get a point!
“El grupo tiene que adivinar (guess) la comida que el estudiante está describiendo. La
persona que adivine, gana un punto!”
Main Activity
There are four cycles in the main activity: Interpretive, Interpersonal Speaking, Presentational Writing, and Interpersonal Writing. The speaker notes in the google slide deck help explain what you can do/say.
Interpretive
Pre- lectura: Repasa el vocabulario con los estudiantes: #1, peluquería, #2, tienda de ropa, #3, tienda para mascotas y #4, supermercado. Deben escuchar el sonido y adivinar cuál empresa usa esta lema / canción
Primer recurso auténtico: vídeo de publicidad de Mercadona. Si quieres, puedes reemplazar este vídeo con otro: https://youtu.be/sX42QS8nGgw pero es más avanzado. La primera vez, los estudiantes sólo miran el vídeo para poder entender que #4 fue correcto: la canción es para un supermercado. La segunda vez que lo miran, deben sacar un papel y escribir los productos que ven que son típicos y que son diferentes (por ejemplo, la pata del jamón). Si un producto es desconocido, lo pueden ilustrar o describir en inglés.
Interpersonal and Presentational Writing
Querrás acceder el Canva y editar las tablas (si deseas) y hacer copias para repartir en clase
Haz clic en la imagen “lista de compras” para acceder a la plantilla. La puedes cambiar o usar. Inclusive la puedes compartir con los estudiantes para que ellos la completen.
Esta puede ser un exit ticket activity. Una vez que cada grupo ha hecho planes sobre la cena (qué tipo de comida, etc.), deben también decidir en la hora y el lugar y comunicar contigo sobre ella usando este Whatsapp generator (https://zeoob.com/generate-whatsapp-chat/)
wrap-Up
Ask students a few question to finish the lab:
1. ¿Te gusta la comida que puedes encontrar en Boise State? ¿Por qué?
2. ¿Te molesta ir al supermercado? ¿Por qué?
3. ¿Te gusta comer en un restaurante? ¿Por qué?
End of Activity
- Read Can-Do statements once more and have students evaluate
their confidence.
(Use thumbs up/thumbs down or download our student cards.) - Encourage students to be honest in their self-evaluation.
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements:
- I can describe popular foods without using buzz words.
- I can compare and contrast my food preferences with friends.
- I can identify categories of food products and some simple sentences on an online website for grocery shopping.
- In my own and other cultures I can identify locations to buy something and how culture affects where people shop.
- I can brainstorm a shopping list with friends to prepare for a dinner party.
- I can respond to a chat message using simple sentences to describe when and where to come to dinner.
