Essential questions:
1. How does language affect identity?
2. How does language influence interactions between groups of people?
Tarea: signed syllabus due by Friday, August 29, 2014
Agenda:
I. Warm-up: Expresiones para la clase de español. Copy down the following list of useful expressions and write down the English translation next to them.
-No entiendo
-Repite, por favor
-Más despacio, por favor
-¿Puedo ir al baño?
-¿Puedo ir a tomar agua?
-¿Me prestas un _________?
-¿Puedo pasar __________?
-¿Cómo se dice __________ en español?
-¿Qué significia _________?
-¿Puedo agarra un pañuelo?
-¿Puedo sacar la punta a mi lápiz?
-Necesito ayuda.
-Repita, por favor.
-Tengo una pregunta
This phrases will help you to use as much Spanish as possible in class. If you need to use the bathroom or go get a drink of water, you won't be able to go unless you ask in Spanish. If you need help or don't understand something, use some of the other phrases to ask for help in Spanish. Keep this list in your notebook.
II. Language and identity: today we will be talking about the role of language in the development of one's identity. We will watch a video about a teenager who can speak over 20 languages, and you will answer some questions about it on a separate sheet of paper to turn in at the end of class.
1. How does language affect identity?
2. How does language influence interactions between groups of people?
Tarea: signed syllabus due by Friday, August 29, 2014
Agenda:
I. Warm-up: Expresiones para la clase de español. Copy down the following list of useful expressions and write down the English translation next to them.
-No entiendo
-Repite, por favor
-Más despacio, por favor
-¿Puedo ir al baño?
-¿Puedo ir a tomar agua?
-¿Me prestas un _________?
-¿Puedo pasar __________?
-¿Cómo se dice __________ en español?
-¿Qué significia _________?
-¿Puedo agarra un pañuelo?
-¿Puedo sacar la punta a mi lápiz?
-Necesito ayuda.
-Repita, por favor.
-Tengo una pregunta
This phrases will help you to use as much Spanish as possible in class. If you need to use the bathroom or go get a drink of water, you won't be able to go unless you ask in Spanish. If you need help or don't understand something, use some of the other phrases to ask for help in Spanish. Keep this list in your notebook.
II. Language and identity: today we will be talking about the role of language in the development of one's identity. We will watch a video about a teenager who can speak over 20 languages, and you will answer some questions about it on a separate sheet of paper to turn in at the end of class.
Teen speaks over 20 languages: questions
1. [0:00-1:14] What does Tim mean when he says that he becomes a different person each time he speaks a new language?
2. [1:29-1:50] What does it mean to be a polyglot? What does it mean to be bilingual? What are your language goals for this course?
3. [1:56-2:49] Of the languages Tim speaks, which do you find the most interesting?
4. [2:50-3:20] What role do you think parents/community play in language development? How does your family/community value multiple languages?
5. [4:16-5:13] According to Tim, what can you do at home to improve you second (or third) language skills?
III. Discussion: After watching the video, we will have a class discussion about what you learned and what the video tells you about learning a new language. Reflect on the following questions:
1. How do you think that learning multiple languages has helped Tim relate to the people around him?
2. How do you think that learning more than one language has affected Tim's personality? Do you think he may have different personalities when speaking different languages?
3. How do you think learning another language will affect you?
IV. Listening assessment- listen to two native speakers from different Spanish-speaking countries. You will watch each video and answer the questions on paper to turn in.
Julián/Colombia-- ¿Te gusta ser estudiante?
1. ¿De dónde es Julián?
2. ¿Le gusta ser estudiante? ¿Por qué?
Sorie/Honduras-- ¿Tienes una familia grande?
3. Tiene una familia grande o pequeña?
4. ¿Cuántos hermanos tiene?
5. ¿Cuántos tíos o tías tiene ella?
V. Exit ticket- Answer the following questions on your paper to turn in before you leave.
What are your overall goals for this semester? What are your specific goals for this Spanish class?
1. [0:00-1:14] What does Tim mean when he says that he becomes a different person each time he speaks a new language?
2. [1:29-1:50] What does it mean to be a polyglot? What does it mean to be bilingual? What are your language goals for this course?
3. [1:56-2:49] Of the languages Tim speaks, which do you find the most interesting?
4. [2:50-3:20] What role do you think parents/community play in language development? How does your family/community value multiple languages?
5. [4:16-5:13] According to Tim, what can you do at home to improve you second (or third) language skills?
III. Discussion: After watching the video, we will have a class discussion about what you learned and what the video tells you about learning a new language. Reflect on the following questions:
1. How do you think that learning multiple languages has helped Tim relate to the people around him?
2. How do you think that learning more than one language has affected Tim's personality? Do you think he may have different personalities when speaking different languages?
3. How do you think learning another language will affect you?
IV. Listening assessment- listen to two native speakers from different Spanish-speaking countries. You will watch each video and answer the questions on paper to turn in.
Julián/Colombia-- ¿Te gusta ser estudiante?
1. ¿De dónde es Julián?
2. ¿Le gusta ser estudiante? ¿Por qué?
Sorie/Honduras-- ¿Tienes una familia grande?
3. Tiene una familia grande o pequeña?
4. ¿Cuántos hermanos tiene?
5. ¿Cuántos tíos o tías tiene ella?
V. Exit ticket- Answer the following questions on your paper to turn in before you leave.
What are your overall goals for this semester? What are your specific goals for this Spanish class?