Submitted by Elizabeth Valencia-Borgert
Objectives:
Content:
Students will:
- Identify the campus setting of a Latin American university and be familiarized with its surroundings.
- Recognize that the first step in registration is to declare a major in a hispanic university
- Begin to develop an awareness of major differences between a Latin American university and an American univeristy such as the need to declare a major before registering for classes
- Identify the steps required for the registration process in a Latin American university
Cultural:
Students will:
Language: Content Obligatory
Students will :
- Use 3rd person singular present tense of the verb estar to identify geographical locations of a region and a city with phrases such as está en Chile.
- Use numbers in the thousands and the verb hay (there is/are) to provide information about the student population with phrases such as Hay 17.000 estudiantes (diecisiete mil).
- Use of regular and irregular verbs in the 2nd person singular present tense (vienes, pides, puedes, piensas) to talk about travel/study plans with phrases such as, si piensas venir a Chile
- Answer "where" questions, using prepositions of location in phrases such as está en Concepción for ¿Dónde está la universidad?
- Use structures of comparison to indicate equality/inequality when describing. For example, la universidad en Chile tiene tantos estudiantes como la unversidad americana. La universidad en Chile es más bonita que la unversidad americana.
Language: Content Compatible
Students will:
- Use cognates to identify different messages in the video in order to find information in phrases such as pide el formulario de admisión.
- Use adjetives in singular/plural forms such as deliciosa, buenos to describe the food and professors.
- Use adjectives in femenine/masculine forms such as, buenos to describe the professors
- Recognize university jargon such as postulante, facultad, formulario in order to identify registration steps
- Understand the format used for dates and phone numbers in order to appropriately read them: 25/6/2005 (day/month/year) and phone numbers (56-21-48)
Learning Strategies / Social and Skills Development:
Students will:
- Use knowledge of cognates to recognize words
- Use context clues to guess meaning of new words.
- Use authentic materials to research information
- Use scanning techniques to identify specific information
Time Frame:
50 minutes
Materials Needed:
- Transparencies:
- Después de ver la película example
- Mapping activity
- Brochure/folleto
- Venn diagram Homework
- Venn Diagram University
- S.O.S. message
- Handouts
- Después de ver la película
- Brochure/folleto
- Venn diagram University Homework
- S.O.S message
- Equipment and tools:
- Overhead projector
- Marker for transparency
- Computer for teacher
- Projector hooked up to the computer
- Multimedia tool:
- Video to introduce the university.
Description of Assessment (Performance Project):
Pre-Task (10 minutes):
This lesson needs to take place in a classroom equipped with the following: a computer for the teacher with access to a projector and a large screen. A video needs to be played in a computer with Window Media Player.
Collect the Venn Diagram homework fron last class, and go over their answers with them. Ask for the three sentences requested and write them down on the board. Review syntactic elements of comparison (equality and inequality).
Inform the class that they are going to work in a project about an university in Chile.The parameters are identified by the teacher in a transparency and copies are given to the students (S.O.S. handout). It is written in L2.
Voy a leer la nota con la información que necesitamos, escuchen.
Make gestures to deliver the message as you read it out loud. Highlight the new vocabulary, and use examples to clarify. Underline the information requested in the transparency. Inquire about questions ¿preguntas?.
Tenemos que buscar información de la Universidad de Concepción, en Chile.
También tenemos que buscar información de la matriculación, las carreras y las clases.
Finalmente, tenemos que comparar la universidad latinoamericana con una universidad americana. Tenemos que poner toda esta información en un folleto. ¿Preguntas?
Provide two ways to gather this information: a video about the university, and its website.
Switch transparencies and take out a second one which is a mapping activity handout. Next, ask the students to brainstorm about what type of information they should look for
¿Qué necesitamos?
Write their ideas down in Spanish with the English translation in parenthesis, placing them under the appropriate branch.
During-Task (20 minutes):
Suggest watching the video first.
Ahora vamos a ver el video para buscar la información.
Ask the students to form groups of three people and sit together using gestures. Por favor, formen un group de 3 personas.
Request that each team should have a facilitator that will keep the group on task, a recorder who writes down the group's answers, and a reporter who reports the group's answers to the class. Tell them that they will keep the same group for the next few days until the project is finished. Explain that the video will be seen twice. Vamos a ver el video dos veces.
For the first viewing, students will have to identify information that is requested on the después de ver la película handout that is passed out to each student at that moment. Explain:
Ésta es una guía que nos va a ayudar a identificar información del video. Contestamos cierto o falso, por ejemplo.
Use an example from the video on después de ver la película transparency example (using gestures):
Vemos en el video 'llama al 56-21-56-88.' Pregunta número once tiene 'presenta número de teléfono.' ¿Es cierto o falso?
Wait for an answer or direct students to a right answer. Ask the students to read the page and ask if there are any questions. Go over new vocabulary together. Let the students watch the video.
Vamos a ver el video y luego respondemos las preguntas.
After the first viewing, students should work in their group and answer the questions.
Read the questions out loud from the después de ver la película handout one at the time and direct attention to a different group for each question.
Vamos a ver que tienen para la pregunta número 1, etc. ¿cierto o falso?
Ask the class if student is correct by showing thumb up (sí) or down (no). If there is not a consensus on certain answers, take a short survey of the answers by asking the students to raise their hand if it is cierto and the same for falso. Write on the board the question number and the number of people for cierto and falso. No definitive answer is given at this point.
Once all the questions have been answered by the students, the video is presented again. After the second viewing, go back to the questions on the board and ask the students cierto o falso in order to verify their first response.
Next take out the brochure/folleto transparency , place it on the overhead projector and describe it. Provide an example: Select information from the después de ver la película handout.
Por ejemplo: la universidad está en Chile. ¿Dónde escribo la información?
¿Universidad, Matriculación, o Carreras y clases?
Wait for an answer.
Then distribute the brochure/folleto handout, one for each team. Ask students to sort out the information from the después de ver la película handout on the brochure/folleto handout .
This time, the students will have to decide where to write the information. While they are sorting out information from the handout, walk around monitoring progress and answering questions.
Once they are done announce:
Vamos a ver como clasificamos la información del video en el folleto (brochure handout). Vamos a hacer la sección de la universidad primero.
Ask one team's reporter:
¿Qué información tienen aquí. Necesito una característica.
Ask another group. Continue inquiring about the next two columns. Finally, indicate that the class can compare and contrast the Latin American university with an American university.
Ahora podemos comparar las dos universidades.
Post -Task (10 minutes):
Present the Venn Diagram University transparency. One circle is labeled American university and the other is labeled Latin American university. The intersection area has the similarities and the other areas will have the differences.
Ask the students to think about one difference and similarity and write it down on the Venn Diagram University transparency, also write a complete sentence using the comparison format used at the beginning of the class.
Students can use their después de ver la película handout, and their background knowledge to come up with more information.
¿Cuál es una diferencia? y ¿cuál es una similaridad?
Homework:
Pass out the Venn Diagram University Homework handout and ask students to write down 3 similarities and 3 differences on it. They have to use the comparison/contrast form to derive 6 sentences. Advise that it will be collected in the next class.
State that the brochure/folleto handout should be brought back for next class.
Assessment:
The assessment is done through observation and individual questioning
References and Resources:
http://www.udec.cl/concepcion.php
Venn diagram template from http://www.carla.umn.edu/cobaltt/scaffolds/GO/HGO/20H.PDF
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Video on the university (final.wmv) created with Windows moviemaker by Elizabeth Valencia-Borgert. Pictures of the university taken by Elizabeth Valencia-Borgert
Mapping activity (brainstorm.doc) created with MS Word
Venn Diagram to compare universities (PDF format)
"después de ver la película" Example question
Despues de ver la película (2)
El mensaje--S.O.S. handout
Organizer/Brochure