Spanish Level 4, Activity 09: El Cine, The Movies (Online)

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 appropriate ways to provide recommendations about what to watch. 
Semantic Topics: Movies, TV shows, favorite, popular movies, popular TV shows, recommendations, películas, teleseries, favorito, películas populares, teleseries populares, recomendaciones
Grammatical Structures: Circumlocution, el circunloquio

Products: Movies, short films

Perspectives: How do movies reflect Hispanic and Latino experiences or cultures?

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 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
  • Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures.

Idaho State World Language Standards: 

  • 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.
  • 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.
  • CLTR 2.3- Justify the underlying beliefs or values of the target culture that resulted in the creation of the product.
  • COMP 2.2- Compare and contrast appropriate gestures and oral expressions in the target culture with the learner’s culture.
  • COMP 2.3- Compare and contrast authentic materials from the target culture with the learner’s 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

Warm-Up

  1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
  • Today we will talk about popular movies and TV shows. We will share our opinions and preferences about the entertainment world. We will also review how to give recommendations of what to watch.
  • “Hoy vamos a hablar de películas y programas de televisión populares. Vamos a discutir nuestras opiniones y preferencias en el mundo del espectáculo. También vamos a repasar cómo dar recomendaciones de qué ver.” 
  1. Students will be working in breakout rooms with a partner and answering questions. Before moving on to the main activity the students will discuss as a group a few of their responses. Let the students know they should be prepared to share!
  • For the warm-up, you will be put in pairs, and take turns answering the following questions. When done be prepared to share with the group some of your answers.
  • “Para el calentamiento, vamos usar los breakout rooms para que hablen en parejas sobre las siguientes preguntas. Después van a compartir algunas de sus respuestas con el resto del grupo.” 
    • Let’s talk for a bit
    • What is your favorite movie?
    • Do you watch programs on cable, Hulu, Netflix, HBO, or others?
    • What is your favorite TV show?
    • Do you like watching movies in Spanish?

 

    • “Hablemos un poco” 
    • “¿Cuál es tu película favorita?” 
    • “¿Ves programas por cable, Hulu, Netflix, HBO u otro?” 
    • “¿Cuál es tu programa favorito?” 
    • “¿Les gusta ver películas en español?” 
  1. Once students have finished discussing the questions, have them go back to the main session and  play the movie trailer “Instructions Not Included” / “No se aceptan devoluciones”
  • Now we are going to watch a preview for “Instructions Not Included” (“No se aceptan devoluciones”). This is a well-known movie with Mexican actor Eugenio Derbez. Let’s see if any of you have seen it.
  • “Ahora vamos a mirar un avance de “No se aceptan devoluciones” (“Instructions Not Included”). Esta es una película famosa con el actor Mexicano Eugenio Derbez. ¡Vamos a ver si alguno de ustedes la ha visto antes!” 
  1. After, have students get into pairs or groups (no more than 3) and have them describe what is going to happen in the movie and choose a song that would be the theme song of the movie.
  • You will be put in pairs or groups, and each of you will get a turn to answer the following questions.
  • “Los voy a poner en pares o grupos, y cada uno de ustedes va a tener la oportunidad de responder a las siguientes preguntas.”
  • What do you think will happen in the movie?
  •  ¿Qué crees que pasará en la película?
  • What would be a good theme song for this movie?
  • ¿Cuál sería el tema de la canción para esta película?

Main Activity

  1. Students will play a game using Google Slides containing movie titles, TV shows, actors, and movie genres in breakout rooms.
  • We are going to play a game of Taboo or Heads Up in breakout rooms. The slides in the Google Slideshow are the cards. The slides have popular movies, movie genres, famous actors, and TV shows.
  • “Ahora van a jugar “Taboo” o “Heads Up” en los breakout rooms. Las diapositivas en la presentación son las tarjetas. Las diapositivas contienen películas famosas, actores, géneros de películas y programas de televisión famosos.” 

2. Students will be placed into breakout rooms and split up into smaller groups to play against each other.

  • You will be put into small groups in breakout rooms. You will divide the group in two and play against each other.
  • Van a estar en pequeños grupos en los breakout rooms. Tienen que dividir el grupo en dos para jugar el uno contra el otro.
  • It is very important that once you open the link to the slides you DO NOT look at the slides.
  • Es muy importante que cuando habran el enlace NO MIREN las diapositivas.
  • Everyone will take turns being a clue-giver, you can only then look at the slides but you have to go in order and keep track of the slides used or skipped.
  • Todos van a tener un turno dando pistas (clues), solo en ese momento puedes ver las diapositivas pero tienen que ir en orden y anotar las diapositivas que usaron o que se saltaron. 

3. Students will have 60 seconds. They cannot say any names relating to the word.

  • You have 60 seconds to guess and can’t say any names or words relating to the slide.
  • “Van a tener 60 segundos para adivinar, pero no pueden decir nombres o palabras asociadas con la diapositiva.”

Wrap-Up

Ask the following questions to finish the lab:

  • Which cards were the most difficult? Why?
  • Who is your favorite actor?
  • What movies do you recommend?
  • ¿Qué tarjetas fueron las más difíciles? ¿Por qué? 
  • ¿Quién es tu actor o actriz favorito/a? 
  • ¿Qué películas recomiendan? 

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!

Relevant 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: 

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 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)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:

 

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Let's Chat! Spanish by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book