UNIT THEME
UN
VIAJE
A
MÉRIDA,
VENEZUELA
el teleférico
CREATING
LESSONS TO MEET THE
NATIONAL
STANDARDS FOR FOREIGN LANGUAGES
USING
AUTHENTIC MATERIALS
Linda
Horwath
Medina
Senior High School
curlygal1717@aol.com
UNIT THEME
UN
VIAJE
A
MÉRIDA,
VENEZUELA
el teleférico
School: Medina Senior High School
LESSON TITLE: Programa de intercambio
LESSON SKILL TARGETED: Reading Lesson using Model II (Shrum & Glisan (2000), pp. 135-137).
CLASS LEVEL: Spanish II
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1.2 Interpretive communication 1.3 Presentational communication 2.1 Practices and perspectives of culture 4.2 Culture comparisons 5.2 Lifelong learning |
II. MATERIALS
1. Orientation booklet created by Ven- USA
Institute and State University of New York College at Cortland for Venezuelan
students studying in the U.S.
2. Maps of U.S. and Venezuela
3. Photos of Ven-USA Institute and Cortland
taken from their respective websites
*III. PROCEDURES
A. PRESENTATION
1. Have boxed quotes from page 1 of guide
written on board or on overhead as students enter classroom. As a class,
read and discuss. Do they agree with this statement? How do people
come to know the world? What are some reasons why people travel?
2. Lead the discussion into study abroad programs.
Have they or anyone they know ever done this? Have they ever talked to
one of the exchange students who visit our school? What are the advantages
or disadvantages of these programs?
3. Ask students,"If you were going to study
in a Spanish- speaking country, what would you like to know before you
go?
Put a list of students' questions on the board or overhead.
4. Put a map of Venezuela and the US on the
board. Explain that this lesson deals with students who are coming
from the Ven-USA Institue in Mérida, Venezuela to study at Cortland
State University of New York at Cortland. Point out the cities on
both maps. Show pictures of both Cortland and Ven-USA taken from their
websites. http://www.cortland.edu/flteach/venezuela/cciii.html
B. COMREHENSION
1. Pass out the oreintation booklet/guide
and the activity chart. Students skim sections of the guide to complete
the chart.
2. Class discusses whether additional sections
or topics should be added to the booklet.
C. INTERPRETATION
1. Students read the section entitled
"Relaciones estudiantiles". Divide the class into 4 groups.
The group will discuss what they would bring with them to the Ven-USA
Institute as representative of the US and why. They should reach consensus.
The groups will report the results of their discussion to the class.
2. With the class still divided in groups,
assign one of the following sections to each group: Amistades, Características
de los norteamericanos, Costumbres, Vestido. Students read their
section and discuss (a) is the information in the guide correct? (b) is
the information in the guide complete? (c) suggestions for changes, additions
or deletions.
3. Students will report the results of their
discussion to the class.
D. APPLICATION
Students are asked
to imagine that they are hosting a foreign exchange student. They
are to write a letter to their foreign guest, welcoming them to Medina
and explaining what to expect. They should offer advice and suggestions
to make for an easy adjustment.
E. EXTENSION
Students are to search the
Internet for a study abroad program that interests them. They are
to turn in a printed copy of the program and explain in writing why they
chose this particular program.
IV. CULTURAL INFORMATION
Study abroad programs
The Ven-USA Institute in
Mérida, Venezuela
V. TECHNOLOGY
the Internet
UN PROGRAMA DE INTERCAMBIO
DE VEN-USA A CORTLAND
Indique con una tacha si se encuentra lo siguiente en el libro de orientación:
TEMA sí no
1. ropa que se debe traer _________ ________
2. el horario de clases _________ ________
3. los requisitos para conseguir una licencia
_________ ________
de conducir
4. el tiempo que hace en Nueva York _________ ________
5. lugares de interés cercanos _________ ________
6. un aviso contra el uso de drogas _________ ________
7. el sistema monetario _________ ________
8. organizaciones, deportes y clubes en que
_________ ________
un estudiante de intercambio puede
participar
9. celebraciones estadounidenses _________ ________
10. dónde se puede ir para enviar su correo
_________ ________
electrónico
School: Medina Senior High School
LESSON TITLE: Venezuela de antier
LESSON SKILL TARGETED: grammar: when the formal commands are introduced
(using PACE model)
(Adair-Hauck & Donato, cited in Shrum & Glisan (2000), p. 154-157).
CLASS LEVEL: Spanish II
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1.2 Interpretive Communication 1.3 Presentational Communication 2.2 Products of a Culture 4.1 Language Comparisons |
1.2/2.2 Students
read and understand the information in a theme park brochure
1.3
Students present a brochure or poster describing a different tourist attraction
4.1
Students develop the ability to use the formal command
II. MATERIALS
A. students' own brochures or literature
previously collected from tourist attractions they have visited
B. brochure from "Venezuela de antier",
an historic theme park in Mérida, Venezuela
C. Chart for the verbs and their infinitives
used in the brochure
D. Overhead of correct answers to the chart
*III. PROCEDURES
A. PRESENTATION
1. Prior to class, the students have
been instructed to bring a brochure or literature of a tourist attraction
that they have visited.
2. In class, students will share
their brochure, briefly telling where it is from and what kind of a tourist
attraction it describes.
3. Open the discussion by asking, Why do
these places hand out such literature? What is the purpose of such
literature? What kinds of information will be contained in these
types of brochures?
3. Pass out a copy of the brochure
from "Venezuela de antier", an historic theme park in Mérida, Venezuela.
4. Look at the various parts of the
brochure (a map of the grounds, pictures, descriptions).
5. Can they guess what kind of place
this is? Is there anything similar to this in the US?
6. Focus students' attention on section
entitled "Un viaje al hermoso pasado de un país". What information
is contained on this page?
B. ATTENTION TO FORM
1. Students underline the verbs in
the first two sentences of the second paragraph.
2. Give students a blank chart.
With the teacher at the overhead, students will complete the chart, writing
the verb form in the paragraph and the corresponding infinitive. The teacher
will uncover the correct answers on the overhead sheet as the exercise
progresses.
C. CO-CONSTRUCT
1. Ask students if they notice
a pattern?
2. On the chalkboard, students explain
the formation of formal commands.
D. EXTENSION ACTIVITY
Students will prepare a brochure
or poster advertising a tourist attraction with which they are familiar.
Each brochure or poster must describe the activities in which the guests
can participate in formal command form, using the Venezuelan brochure as
a model. Students share their brochures and posters with the class.
IV. CULTURAL INFORMATION
Information about Venezuela
during the 1940's.
V. TECHNOLOGY USED
overhead projector
students may use
a computer to do the extension activity
VENEZUELA DE ANTIER
ACTIVIDAD
| VERBO COMO APARECE EN
LA FRASE |
INFINITIVO |
VENEZUELA DE ANTIER ACTIVIDAD
(RESPUESTAS)
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LA FRASE |
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School: Medina Senior High School
LESSON TITLE: UNA EXCUSION A CATA
LESSON SKILL TARGETED: Listening : Lesson designed using Model II (Shrum & Glisan, (2000), pp. 135-137).
CLASS LEVEL: Spanish II
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| 1.2 Interpretive communication
1.3 Presentational communication |
II. MATERIALS
audio tape recorded by two (Venezuelan) Ven-USA
staff members
accompanying activity sheet
poster board and markers
*III. PROCEDURES
A. PRESENTATION
1. Class creates a "lluvia de ideas"
on the board of activities one can do on a vacation at the beach.
2. Teacher gives basic information about
Cata Bay.
B. COMPREHENSION
1. Students listen to tape of two members
of the Ven-USA staff describing the institute's optional excursion to Cata.
Students are just to listen for gist.
2. Students complete the chart during the second
playing of the tape.
C. INTERPRETATION
1. Students compare answers.
2. Teacher presents completed activity on
overhead for class discussion.
D. APPLICATION
1. Divide students into pairs and give
each poster board and markers.
2. Students create a poster (for the Ven-USA
Institute) advertising their excursion to Cata.
E. EXTENSION
1. In computer lab, students log on
to Jen Michael's website http://kobain.roadsend.com/jen-www/venezuela.html
to view her photos of the actual excursion to Cata.
2. Students create a power point presentation
using photos from one of their vacations. ( Students who don't travel or
have photos may use photos downloaded from the Internet or photos from
brochures or magazines.) Each photo must have a Spanish caption.
3. Students present their projects to the
class, explaining the photos and adding additional information to describe
their vacation.
IV. CULTURAL INFORMATION
La Bahía de Cata en Venezuela
V. TECHNOLOGY
tape recorder
Internet
Power Point
HOJA DE ACTIVDADES
LA EXCURSION A CATA
(COMPRENSION AUDITIVA)
Tache la respuesta correcta:
1. TRANSPORTACIÓN
____a. en carro
____b. en autobús
____c. en avión
2. HORARIO
A. SALIDA
B. LLEGADA
____a. 3:35
____a. 4:15
____b. 2:25
____b. 6:00
____c. 4:15
____c. 7:45
3. ALOJAMIENTO
____a. cabaña en la playa
____b. casa particular
____c. hotel cómodo
4. Tache las actividades de que según las chicas se puede disfrutar en Cata:
____ Jugar volibol en la playa
____ Bailar en una discoteca
____Pasear en una lancha
____Hacer parapente
____Andar en bicicleta
____Hacer deportes acuáticos
____Ver la puesta del sol
____Pasar el día en una playa privada
____Montar a caballo
____Bucear
____Comer en restaurantes elegantes
School: Medina Senior High School
LESSON TITLE: UNA AGENCIA DE VIAJES
LESSON SKILL TARGETED: Speaking - Lesson based on Model II (Shrum & Glisan,( 2000), PP. 135-137).
CLASS LEVEL: Spanish II
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| 1.1 Interpersonal communication
1.2 Interpretive communication 1.3 Presentational communication 2.1 Practices and perspectives of culture 2.2 Products and perspectives of culture |
1.1 Students engage in conversation to provide and obtain
information in a role play activity
1.2 Students listen to and discuss conversations between
a travel agent in Mexico and his clients
1.2, 2.1, 2.2 Students interpret written ads for hotels in and
around Mérida, Venezuela
1.3 Students write a letter to "clients" and explain their
choice of lodging in an Hispanic city
II. MATERIALS
--Destinos, An Introduction to
Spanish; Episode 43
--page of hotel ads taken from La guía
comercial, profesional y empresarial de:Mérida, 3rd edición,
Contacto Editores, C.A., diciembre 2000. [contacto142@telcel.net.ve]
--Information sheets (Alojamiento A and Alojamiento
B) with ads from hotels in the state of Mérida
--Activity sheets to chart hotel services
*III. PROCEDURES
A. PRESENTATION
Begin by asking students
where tourists can stay when traveling. Ask about hotels they have stayed
in. What do they look for in a hotel? What services and amenities
do hotels offer? Do they remember one that they particularly liked or did
not like? Why? When they travel, do they customarily stay in a hotel,
inn, bed-and-breafast, etc.?
B. COMPREHENSION
1. Show the segment of Destinos, Episode
43, where Arturo, Luis and Raquel enter a travel agency independently
and request information about trips they are planning. (Only show
the 3 segments.) Discuss these segments with students, focusing on the
information asked for and received about hotels.**
2. Pass out the information on hotels in Mérida,
Venezuela. Explain where Mérida is, why it is such a popular tourist
spot, etc. (Actually, since this lesson is part of a unit on travel
in Mérida, students will already have this information.) Half of
the class will receive ALOJAMIENTOS A, the other half will receive ALOJAMIENTOS
B.
3. Give each student the accompanying chart.
4. Students fill in the chart based on the
ads for the hotels the have.
C. INTERPRETATION
Using the video as a model, students create
a list of questions to ask perspective clients. The purpose of their
questions is to find out what they can about the customer's lodging preferences.
D. APPLICATION
Role play of travel agent
and client
1. The students who have the sheet "ALOJAMIENTOS
A" will play the role of the travel agent first and pair up with
a student who has "ALOJAMIENTOS B". By asking his/her
prepared questions and supplying additional questions or information as
needed, the travel agent will interview the client regarding his/her about
an impending trip. The client will respond to the questions.
The client can (and should) add additional comments, information or ask
questions of the travel agent as needed. The student travel agent will
makes notes regarding the client's responses.
2. Students will then switch roles.
3. Each student will write a letter (beginning:
Estimado/-a cliente) explaining which hotel they recommend and why and
give this letter to their partner.
E. EXTENSION
Students will choose a Spanish-speaking
city they would like to visit. They will search the Internet for
information about hotels in the area. They will choose one, print
a copy of the hotel's homepage and write a paragraph explaining why they
chose that particular city and hotel.
IV. CULTURAL INFORMATION
Hotels and the services
they offer in Mérida, Venezuela and other Spanish speaking countries;
lodging options other than hotels in Spanish-speaking countries
V. TECHNOLOGY
Video and VCR
Internet
AGENCIA DE VIAJES
"ALOJAMIENTO"
Para poder ayudar a sus clientes, llene la tabla que sigue con la información que tiene sobre los hoteles que su agencia representa. Incluya toda la información necesaria para comparar los varios hoteles para escogerles el lugar perfecto a todos sus clientes.
HOTEL #1
NOMBRE___________________________
UBICACION:________________________
SELECCION DE HABITACIONES: __________________________________
SERVICIOS:
Descripción Sí / No
Apuntes adicionales
Piscina
Estacionamiento
Televisión
Restaurante(s)
Cerca de lugares de interés
Tiendas
Tintoría o lavandería
Salones de conferencia
O banquetes
Actividades recreativas
Vista bella
Otros servicios
HOTEL #2
NOMBRE___________________________
UBICACION:________________________
SELECCION DE HABITACIONES: __________________________________
SERVICIOS:
Descripción Sí / No
Apuntes adicionales
Piscina
Estacionamiento
Televisión
Restaurante(s)
Cerca de lugares de interés
Tiendas
Tintoría o lavandería
Salones de conferencia
O banquetes
Actividades recreativas
Vista bella
Otros servicios
HOTEL #3
NOMBRE___________________________
UBICACION:________________________
SELECCION DE HABITACIONES: __________________________________
SERVICIOS:
Descripción Sí / No
Apuntes adicionales
Piscina
Estacionamiento
Televisión
Restaurante(s)
Cerca de lugares de interés
Tiendas
Tintoría o lavandería
Salones de conferencia
O banquetes
Actividades recreativas
Vista bella
Otros servicios
HOTEL #4
NOMBRE___________________________
UBICACION:________________________
SELECCION DE HABITACIONES: __________________________________
SERVICIOS:
Descripción Sí / No
Apuntes adicionales
Piscina
Estacionamiento
Televisión
Restaurante(s)
Cerca de lugares de interés
Tiendas
Tintoría o lavandería
Salones de conferencia
O banquetes
Actividades recreativas
Vista bella
School: Medina Senior High School
LESSON TITLE : Una guía turística infantil de Mérida, Venezuela
LESSON SKILL TARGETED : Culture: Lesson design using Model II (Shrum & Glisan, (2000), pp. 135-137).
CLASS LEVEL: Spanish II
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| 1.2 Interpretive communication
1.3 Presentational communication 2.2 Products and perspectives of a culture 3.2 Acquiring information |
II. MATERIALS
Booklet : Mérida: Una guía
turística infantil
Activity sheet
Postcards and/or photos from Mérida
*III. PROCEDURES
A. PRESENTATION
1. Ask students
questions such as: If you were going to travel to a new place, what preparations
would you make? What would you like to know about this new place
before leaving? Where would you find this information?
2. Show students a
map of Venezuela that is divided by states. Point out where Mérida
is on the map and give some basic facts about the city of Mérida
and the state of Mérida.
B. COMPREHENSION
1. Pass out
the booklet. Direct students' attention to the title. Ask:
For whom is this booklet intended?
2. Have the class open to
the first page. Ask: Who is this person (pointing to the guide)?
Who are these people (pointing to the family of tourists)? Why are
they talking? The words that you see in bold, what do you think they
are? Why do the authors of this booklet want to focus our attention
on these words?
C. INTERPRETATION
1. Give students
the activity sheet. Divide class into pairs and have them work together
to fill in the chart by filling in the name of the place next to the description
given.
2. At the overhead,
the teacher will reveal the correct answers as the class discusses.
Students' questions will lead to further discussion.
D. APPLICATION
1. Conduct
a "Buscapersonas:. Give half of the class postcards or photos of
the places mentioned in the booklet. Give the other half a card on
which the description of the place is written.
2. Students are to
pair up by matching the description with the picture, using Spanish to
find their partner.
E. EXTENSION
Each student is assigned
a different site in or around Mérida. They are to research that
site (via Internet, library or travel guide books) and make a Power Point
presentation to the class explaining why this is a place of interest.
IV. CULTURE
Places of interest
in Mérida, Venezuela
V. TECHNOLOGY
overhead projector
Power point