Download Lesson Plan ¿Qué te gusta hacer en tu tiempo libre?

Gregg Elliot Hames
Spanish 679R
29/10/03
Lesson Plan
¿Qué te gusta hacer en tu tiempo libre?
Language :
Spanish
Standards:
Communication
1.1
1.2
Cultures
2.1
3.1
4.1
2.2
3.2
4.2
5.1
5.2
Connections
Comparisons
1.3
Communities
Communication:
Students will actively engage in conversation to provide and obtain
information. Following on, some students will have the opportunity to
present their information to the rest of the class.
Cultures:
Through being able to interview a native Spaniard in the classroom,
students will be able to relate to the notion of ‘free time’ and how it is
different in the target culture.
Connections:
By interviewing the native speaker in his own language students are
able to recognize the distinctive viewpoints that are only available
through Spanish.
Comparisons:
Students will have the opportunity to compare and aspect of American
and Spanish culture by comparing what students like to do in their free
time in each country.
Target Audience:
University students, 101 level.
Proficiency level:
Novice Low, a couple of weeks into class.
Purpose:
The purpose of this activity is to provide students
with a high interest topic to discuss within their
own classroom, and the opportunity for cultural
comparison.
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Gregg Elliot Hames
Spanish 679R
29/10/03
Objectives:
Content:
Students will:
• Be able to express likes in Spanish using verb GUSTAR and phrase me gusta…
• Be able to interview fellow students in the class and find out what they like to do
in their free time.
• Have the opportunity to interview a native Spaniard also.
Cultural:
Students will:
• Be able to identify the interests and hobbies of a Spaniard, and note the cultural
differences and similarities between American students and Spanish students.
Language:
Students will:
• Use the verb GUSTAR to express likes.
• Be able to correctly conjugate the verb with the help of powerpoint slides.
• Use the following terms to compliment the phrase ¿Te gusta……?
la comida italiana
la comida china
la música clásica
la música moderna
la música mexicana
la televisión
la política
el béisbol
el básquetbol
el fútbol
el fútbol americano
el tenis
comer cosas nuevas
hablar español
hacer preguntas
preparar el desayuno
salir con tus amigos
comprar cosas nuevas
leer en español
contestar preguntas
estudiar con tus amigos
tener exámenes
hacer cosas nuevas
cantar en español
escribir cartas
andar con tus amigos
jugar al tenis
Time Frame:
One 50 minute class should be sufficient; although the follow up exercise should be
handed in a couple of days after the actual class was given.
Materials Needed:
•
•
•
¡Háblame!- C Dixon Anderson, R Alan Meredith
Chip Nolan ¡Háblame! Powerpoint slides-Lección 1
1 very kind native Spaniard
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Gregg Elliot Hames
Spanish 679R
29/10/03
Description of Task:
Pre-task:
The teacher will set up an introduction to the main task by introducing the verb GUSTAR.
The teacher will use explain how the verb is conjugated with the visual aid of the
powerpoint slides. The teacher will then introduce the class to the saying ¿Te gusta……?
This is followed by a noun or an infinitive, using the list of terms found in the table above
and on page 23 of the textbook. Students will then be divided into pairs by the teacher to
act out the minidialogue where they will ask each other ¿Te gusta……? followed by one
of the phrases found in the table above. The subsequent reply will be Sí, me gusta mucho
or No, no me gusta mucho1.
Task set-up:
The teacher will divide the class into pairs again. The students will then play the role of a
journalist who is writing a report on what American and Spanish students do in their free
time. He/she will interview the other student in to ascertain the person’s name and what
his/her particular interests are. It will be up to the student to ask whatever question
he/she feels relevant, but it should be similar to the following model, and centered around
the use of the verb GUSTAR. The students will have the opportunity to be an interviewer
and an interviewee.
¿Cómo te llamas?
¿Cuántos años tienes?
¿Qué te gusta hacer en tu tiempo libre?
¿Qué deportes te gustan?
¿Qué tipo de comida te gusta?
¿Qué más te gusta hacer?
Students will record what the responses were from each of their classmates, by way of a
checklist to see whether the interviewer asked all the appropriate questions and whether
sufficient answers were given to these questions. That is to say that the interviewer will
have a specific set of answers he/she is looking to tick off from his checklist, and
similarly the interviewee will be looking to tick off certain questions that he/she is asked.
These checklists will have the name of the students on and be handed in to the teacher at
the end of the class. Furthermore, they will also have the opportunity to ask a native
Spaniard the same set of questions in order to compare the type of hobbies of a typical
Spanish student with those of American students. This will be done as a whole class
activity instead of in groups as there will only be one native and not enough time for each
group to interview him/her. These cultural comparisons will then be discussed in class
and will be continued as a form of homework.
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(see attached copy of minidialogue found on pages 22-23)
3
Gregg Elliot Hames
Spanish 679R
29/10/03
Post task:
As a follow up exercise the students will be required to write up the dialogue of their
interviews for homework. This should be followed by any similarities or differences
found between activities/hobbies that American and Spanish students like to do in their
free time.
Assessment:
Students will carry out self- and peer assessment by using interviewer and interviewee
checklists.
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Gregg Elliot Hames
Spanish 679R
Los gustos
UNO ¿Te gusta _____?
UNO ¿Te gustan _____?
DOS Sí, me gusta mucho.
Sí, me gusta.
Sí, me gusta un poco
DOS Sí, me gustan mucho.
Sí, me gustan.
Sí, me gustan un poco
UNO ¿Qué te gusta hacer los _________?
DOS Me gusta _____________.
¿Te gusta(n)?
UNO: ¿Te gusta el tenis?
DOS: Sí, me gusta el tenis.
UNO: ¿Te gustan las personas antipáticas?
DOS: No, no me gustan las personas antipáticas.
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29/10/03
Gregg Elliot Hames
Spanish 679R
29/10/03
Pronombres
como complementos indirectos
me
me
nos
us
te
you
os
you
le
you
him, it
her, it
les
you
them
them
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Gregg Elliot Hames
Spanish 679R
29/10/03
Checklists
Preguntas
Sí o No
Nombre
Edad
Gustos: Tiempo libre
Gustos: Los deportes
Gustos: La comida
Otros gustos
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Gregg Elliot Hames
Spanish 679R
Respuestas
Nombre
Edad
Gustos: Tiempo libre
Gustos: Los deportes
Gustos: La comida
Otros gustos
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29/10/03
Sí o No
Gregg Elliot Hames
Spanish 679R
29/10/03
References
Anderson, D. C., & Meredith, R. A. (1988). ¡Háblame! San Diego: Harcourt Brace
Jovanovich.
Brown, G., & Yule, G. (1993). Teaching the spoken language. Cambridge: Cambridge
University Press.
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