LESSON TITLE __Contra los ladrones de carros____
LESSON SKILL TARGETED __ reading _____ (model: Shrum & Glisan, 2000; pp. 135-137)
CLASS LEVEL ___Spanish III_____
|
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Students understand and interpret written and spoken language on a variety of topics. 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 5.1 Students use the language both within and beyond the school setting. |
I. OBJECTIVES
1.2/2.1/2.2
Students read and understand descriptions of various anti-theft devices
1.1/1.3
Students write and present a television commercial for one of the products
and present it to the class
5.1
Students further investigate car security systems on the Internet through
the sites of the companies listed
II. MATERIALS
A. copies of an article
and two ads from 2 Venezuelan newspapers, El Nacional and El Universal
B.
worksheet designed to show students' understanding
C. Internet sites
D. maps of South America
and of Venezuela
III. PROCEDURES
A. Preparation
1. Ask students to list the most expensive things that they will
buy in their lifetime. List on the overhead projector.
2. Focus on cars. Ask any students who have an anti-theft device
in their cars ( or in those of other family members) to describe the systems.
Discuss why people think the systems are necessary and why so many people
have them.
3. Discuss the problem of car theft in Venezuela, citing information
from a newspaper report about the increase in car thefts in the state of
Táchira where thieves carjack the car and take it to be sold in
Columbia, dropping off the driver a few miles before reaching the border.
Using the maps, show students the places involved in the story.
4. Ask students if they think more Venezuelans will use anti-theft
devices in their cars as a result of this and similar reports. What
form will this protection take?
B. Comprehension
1. Distribute the descriptions of the various devices available in
Venezuela with accompanying comprehension exercises.
2. Call the attention of the students to the two ads included in
the information. Why did they choose the picture of a gun?
What does it make the reader think? In the other ad, whose car is
pictured (students will scan the information for the answer)? What
does this picture tell you about the system sold by this company?
What is the name of the company? Does it reinforce their earlier
impression about the company's system?
3. With a partner, students will focus their attention on the pictures
and titles imbedded in the other information. Aided by previous knowledge,
they will complete the first comprehension exercise.
4. Students will check their answers on the overhead from the teacher's
answer sheet.
5. Students will then read through the article with their partners
for more detailed understanding. They will complete exercise B on
the handout. Afterward, they will check their answers. Misunderstandings
and questions about the content will be answered. Students will be
asked to define
rastreador from context and to identify a similar
system we have here in the US.
C. Interpretation
1. Working in groups of three, students will write a television commercial
for the device assigned to them. (Remind them that ads get their
message across using words and visuals in a very brief period of time.
Also remind them that they are trying to sell the product, not just
describe it. Remind them about the effectiveness of the Blincar ads)
After writing and practicing the ads, they will present them to the class.
D. Application
1. After reading and reviewing all the information given, students
will write a paragraph telling which device they would buy for their car
and discuss their reasons for the decision.
E. Extension
1. Tell students to imagine that it's the year 2030. Each student
will then write a description of the new car s/he just bought and the anti-theft
device it has.
2. Students will visit the following websites for more information
on anti-theft devices: www.multlock.com.veor
www.assantocurity.com
IV. CULTURAL INFORMATION
car thefts on the rise in
parts of Venezuela
methods available to Venezuelans
for protecting their vehicles
V. TECHNOLOGY USED
overhead projector
Internet