Spanish Level 4- Activities Designed for Online Instruction
🏥 Spanish Level 4, Activity 02: ¿Alguna vez te conté sobre…? / Did I ever tell you about…? (Online)
Semantic Topics: Health, medicine, body, sickness, injury, partes del cuerpo, la salud, sistemas medicos
Grammatical Structures: past tense, preterite, imperfect, preterite vs. imperfect, present perfect, el pasado, el pretérito, el imperfecto, el pretérito vs. el imperfecto, el presente perfecto
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.
- Standard 4.2 Students demonstrate an understanding of the concept of culture through comparisons between Hispanic cultures and their own.
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.
- COMP 2.1 – Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.
NCSSFL-ACTFL Can-Do Statements:
- I can tell others about stories that happened to me in the past.
- I can create a story about a health incident that took place using health-related terms.
Materials Needed
Warm Up
Materials Needed for Warm Up
1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
2. In the speaker notes of the title page “Alguna vez te conté sobre?”, there’s a link to the slides where if the students click on it, it will take them to the slides with “view only” privileges. Give them that link so that you can put them in breakout rooms, and they’ll have access to the questions that you want them to discuss. Have everyone be in breakout rooms of 2-3. Give them a couple of minutes to go over the questions and bring them back to talk in one big group.
“Adivinen con su grupo las respuestas para las siguientes preguntas.”
Questions:
- En tu opinión, ¿Cuánto cuesta el seguro médico en los Estados Unidos?
- ¿Cuánto cuesta una operación de apéndice?
- ¿Cuánto tiempo pasas en la sala de espera cuando vas al médico?
- Cuando fuiste al doctor, ¿Cuánto fue tu copago?
Students return to the main session
Answers:
- El seguro médico en los Estados Unidos varía entre 200 y 600 dólares por mes y depende de la edad que tengas.
- Una operación del apéndice cuesta 40.000 dólares.
- Usualmente, no se espera mucho tiempo porque primero se hace una cita antes de ir al doctor, pero a veces los médicos se tardan mucho en terminar con otro paciente.
- El copago que se hace antes de hablar con el doctor usualmente es de unos 30-50 dólares.
3. Students will go back into breakout rooms to make educated guesses about the medical system in Mexico
“Adivinen con su grupo las respuestas para las siguientes preguntas.”
Questions:
- ¿Cuánto cuesta el seguro médico en México?
- En tu opinión, ¿Cuánto cuesta una operación de apéndice?
- ¿Cuánto tiempo pasas en la sala de esperas cuando vas al médico?
Students return to the main session.
Answers:
- La aseguranza (o seguro médico) en México cuesta alrededor de 200 dólares.
- Una operación del apéndice cuesta entre 1060 y 2600 dólares.
- Se espera mucho tiempo para ver al médico.
https://www.nextavenue.org/prefer-get-health-care-latin-america/
4. Have students respond by comparing the two countries.
¿Qué es similar y diferente entre el sistema médico en los Estados Unidos y el de México?
Main Activity
Materials Needed for Main Activity
- Pair up students into Breakout Rooms and send them the link to the google slideshow where they can access the word bank cards.
Hay seis palabras en cada tarjeta. Intenten usar todas las palabras para crear una historia sobre algo que ocurrió en el pasado. ¡La historia no tiene que ser verdadera, intenten ser creativos! - On the card will be 6 vocabulary words from class related to health. Using as many of these words as possible, the students will have to tell their partner about something that happened to them in the past. They should be using the past tense, as singular events are preterite-based.
Ejemplo: Tarjeta – cabeza, doler, bastante, la aspirina, caerse, comprar. – “Cuando era una niña, mi madre compró una bicicleta para mi cumpleaños pero un día me caí. Por muchos días, me dolía la cabeza y necesitaba tomar aspirina.” - After creating a story using the card, they will choose a new card and repeat the process
Después de crear la historia, cambien tarjetas con otro grupo y repitan el proceso.
Wrap Up
- Ask the following questions as a wrap-up:
- ¿Te duele o te molesta recibir una inyección o vacuna? (Does it hurt or bother you to receive an injection or vaccine?)
- ¿Qué remedios toman ustedes cuando están enfermos? (What remedies do you take when you’re sick?)
- ¿Quién ha sufrido una herida tan horrible que era necesario ir al hospital? ¿Qué pasó? (Who has suffered a wound so bad it was necessary to go to a hospital? What happened?)
End of Lab
- 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 labs!
Can-Do Statements:
- I can tell others about stories that happened to me in the past.
- I can create a story about a health incident that took place using health-related terms.
CULTURAL NOTES:
- Sistema Nacional de Salud en México
- Datos sobre salud en México
- “La salud pública en México es eso que nadie quiere usar” – artículo de opinión en The New York Times
How to Revise or Remix a Pathways Project Activity
Feeling creative? The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.
Try taking an activity to the next level by:
- Add new content (something you’ve created or another OER source)
- Contribute additional activity suggestions
- Integrate authentic materials such as videos, infographics, photos, etc.
- Suggest how to implement the activity in the classroom
- Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)
