El medio
Edited by Shaylon Black - MVHS/BSU - 2019
Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
El medio ambiente / The environment
Proficiency Level: Intermediate Mid
Students will discuss the environment and their favorite ways to get around and things to do outside. Students will also be able to compare and contrast between transportation options in both their hometown and Spanish speaking countries.
Keywords:
environment, planet, transportation, outside, green
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask and answer questions regarding transportation choices, such as taking the bus, riding a bike, etc.
- I can create and respond to questions for transportation preferences.
- I can create questions to understand how the weather or time of year can impact my transportation choices.
- I can share and defend my opinion on a controversial statement related to the environment.
- I can compare and contrast public transportation in my hometown and the Spanish-speaking world.
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
- Opinion cards
- Stance cards (that tell whether the students agree or not)
- Google slideshow
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
2. Have the students take out a sheet of paper and play the following clip. Ask them to jot down any similarities and differences they see between their hometown and Boise. After, give them a few minutes to share their reflections with a partner.
"Saquen una hoja de papel por favor. Voy a poner un clip de la ciudad de México. Uds. necesitan escribir unas semejanzas y unas diferencias entre su ciudad natal y Boise. Después del clip vamos a tener unos minutos para compartir las respuestas."
3. Now, ask the students the following questions:
"Ahora, tengo algunas preguntas para ustedes:
1. ¿Cuáles son los algunos medios de transporte que hay en su ciudad?
2. ¿Quién de ustedes usa principalmente la bicicleta, el autobús, or ir de pie para llegar a un lugar a un otro?
3. ¿Les gusta hacer cosas al aire libre (outdoors) o prefieren permanecer adentro (indoors)?
4. ¿Cuál actividad les gusta hacer afuera?"
Main Activity
For this main section of the lesson students will be divided into groups and they will have one Co-pilot. The co-pilot is in charge of evaluating the student during the conversation, They will take notes by scripting the responses of their pilot/partner and they will offer a peer evaluation. The co pilot may also offer assistance by handing a post it note to give questions, comments, or advice during the main conversation.
1. The leader of the group (the teacher, lab assistant, or group leader) will read the opinion cards to the group one by one.
"Voy a leer algunas opiniones sobre el medio ambiente."
2. After an opinion is given, give the students random stance cards. This tells them whether or not they agree with the opinion.
"Estas tarjetas te dicen si estás de acuerdo con la opinión, o si estás en desacuerdo."
3. If their stance disagrees with the opinion, they should provide an alternate recommendation to the opinion. To make recommendations, they should use the subjunctive.
"¿Quién está de acuerdo? Use el subjuntivo para recomendar una alternativa a la opinión."
4. The other students should then make an argument that aligns with their stance cards.
"Los demás, ahora, defiendan sus argumentos."
5. After an opinion card is read, give out new stance cards and repeat.
6.allow each student time to process and responde. You can create rules of time, if no one respondes in 15 seconds then we move on to the next card/
7. The groups should get an equal amount of responses before closing the activity for evaluation.
Wrap-up after the evaluation/ The summary
Wrap-up questions
1. ¿Cuál es la cosa más emocionante que has hecho en la naturaleza?
2. ¿Hay una cosa específica que puedes hacer para mejorar la naturaleza?
3. ¿Cuál es una cosa que pueden minimizar o eliminar en sus vidas para ayudar mejorar el medio ambiente?
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask and answer questions regarding transportation choices, such as taking the bus, riding a bike, etc.
- I can share and defend my opinion on a controversial statement related to the environment.
- I can compare and contrast public transportation in my hometown and the Spanish-speaking world.
Interpersonal Self/peer Rubric
As you respond to situations inside of your group have a peer evaluate your responses as you give them. Look over the boxes that your partner has declared as your evaluation and include evidence to support/ defend/ or change the evaluation.