Spanish Level 4- Face-to-Face Activities
📽 Spanish Level 4, Activity 09: El Cine / The movie theatre (Face-To-Face)
Description: Students will chat about popular movies and TV shows. They will discuss their opinions and preferences regarding movies and TV shows. Students will also decide on appropriate ways to provide recommendations about what to watch.
Semantic Topics: Movies, TV shows, favorite, popular movies, popular TV shows, recommendations, películas, programas de televisión, favorito, películas populares, programas de televisión populares, recomendaciones
Grammatical Structures: Circumlocution, el circunloquio
Products: Movies, short films
Perspectives: How do movies reflect Hispanic and Latino experiences or cultures?
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 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures.
- Standard 4.1 – Students demonstrate understanding of the nature of language through comparisons between Spanish and English.
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.
- CLTR 1.3- Function appropriately in diverse contexts within the target culture.
- CLTR 2.1- Analyze the significance of a product (art, music, literature, etc…) in a target culture.
NCSSFL-ACTFL Can-Do Statements:
- I can talk about my favorite movies / TV shows and why I like them
- I can express my opinions about popular movies / TV shows
- I can provide recommendations about what to watch
Materials Needed:
Would you like to make changes to the materials?
Access the template(s) below:
- Cards (Films) (Canva Template, free account required)
- Cards (Actors and actresses) (Canva Template, free account required)
Warm-Up
- Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
Hoy vamos a compartir nuestras opiniones y preferencias acerca de películas y programas de televisión populares. También vamos a repasar como dar recomendaciones de que ver. - Students will get with a partner and answer questions from the slideshow. Before moving on to discuss as a group a few of their responses. Let the students know they should be prepared to share!
Para el calentamiento, van a responder a algunas preguntas acerca de sus gustos con una pareja. Después van a compartir algunas de sus respuestas con el resto del grupo. - Students will share some of the responses with the group.
- After, have students get into pairs or groups (no more than 3) and have them guess what is going to happen in the movie based on the trailer linked in the slides. They will also choose a song that would be the theme song of the movie.
Los voy a poner en parres o grupo de tres y van a predecir lo que va a pasar en la película. También van a escoger una canción que pueda ser el tema musical de “No se aceptan devoluciones.”
Main Activity
- Students will play a game using the cards with the movies, TV shows, actors, and genres.
Ahora van a jugar como Taboo o Heads Up con tarjetas. Las tarjetas tienen nombres de películas famosas, actores y programas de televisión famosos. - The cards have famous movies, TV shows, actors, and actresses. Students can be split up into smaller groups or there can be teams playing against each other, this is up to the discretion of the instructor.
Los voy a dividir en grupos/equipos. Un miembro del equipo va a elegir una tarjeta sin verla. - Students will have 60 seconds to describe the movie/actor on the card to the person holding it up. They cannot say any names relating to the word. The person holding up the card must guess based on the clues given by their classmates.
Van a tener 60 segundos para adivinar la película, el actor o programa de televisión en la tarjeta. Pueden dar claves a la persona con la tarjeta, pero no pueden usar palabras relacionas con la tarjeta.
Wrap-Up
- Ask the following questions to finish the lab:
- ¿Qué tarjetas fueron las más difíciles? ¿Por qué? (What cards were the most difficult? Why?)
- ¿Quién es tu actor o actriz favorito/a? (Who is your favorite actor or actress?)
- ¿Cuál es tu modo preferido para ver películas o programas de televisión? (What is your preferred method to watch movies or TV shows?)
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!
NCSSFL-ACTFL Can-Do Statements:
- I can talk about my favorite movies / TV shows and why I like them
- I can express my opinions about popular movies / TV shows
- I can provide recommendations about what to watch
CULTURAL NOTES:
- Actores latinos muy conocidos en Hollywood
- Actores afrolatinos famosos
- “Ser latino y estadounidense: 20 películas esenciales desde 2000”
- “40 Essential Latinx Films to Watch Year-Round”
- “These Afro-Latino Actors Are Pushing Back Against Erasure in Hollywood”
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)
