Studying Abroad!, Intermediate - SPANISH Foundation

Please Note: Many of 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

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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 English Version is “language-agnostic” in order to provide language instructors a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

"Studying Abroad!"

Description:

During this interpretive reading and listening activity students will start by answering some simple travel questions. Then, students will listen to a voice recording and attempt to answer questions on a worksheet. Using that information, they will decide in partners where they would want to study abroad and present the necessary information to the large group.

Keywords:

Travel, study abroad, budget, culture, food, questions, listening.

AATSP Standards for Learning Spanish:

• "Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions."

• "Standard 1.2  - Students understand and interpret spoken and written Spanish on a variety of topics."

• "Standard 1.3 - Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics."

• "Standard 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures."

Idaho Content Standards for World Languages:

• "COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions."

• "COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics."

• “COMP 1.1 - Observe formal and informal forms of language.”

NCSSFL-ACTFL Can-Do Statements:

• I can understand basic questions and participate in a conversation with a partner about traveling.

• I can identify the topic and related information in a conversation.

• I can compare similarities between my culture and Spanish speaking countries.

Materials Needed:

Voice Recording (Included in Google Slideshow)

Script (Linked) - Only needed if you wish to alter the script or create your own recording.

Worksheet (PDF Below) - Includes one worksheet.

Google Slideshow (Linked) - If you want to remix it, follow the instructions on the first slide.

Pre-Task (5 min)

1. Put the students in groups of 4. First ask the students:

“Buenos/as días/tardes. ¿Cómo están todos? Estoy ____. Hoy vamos a hablar  sobre viajes.”

2. Open up the Google Slideshow and display the slide with the pre-task questions. In partners, have the students answer the following questions:

- “¿Tienen un pasaporte?”

- “¿Han viajado alguna vez al extranjero?. Si sí, ¿Adónde? Si nunca han viajado al extranjero, ¿A dónde les gustaría viajar?”

- “Si ganaran un boleto para viajar a cualquier país del mundo, ¿A dónde viajarían? ¿Y por qué?”

Main Task

Part 1:

1. To begin, pass out a Worksheet to each student,

"Para empezar, voy a darles una hoja de trabajo que contiene preguntas relacionadas a la grabación que escucharemos. Trata de contestar las preguntas de la hoja de trabajo mientras escuchas la grabación.”

2. Before you start, tell the students:

"Vamos a escuchar la grabación dos veces y intenten contestar cada pregunta.”

3. Play the Voice Recording.

4. In the same partners they worked with during the pre-task, have them discuss what answers they got during the first recording and which ones they didn’t get.

“Con tu pareja de la actividad anterior, van a comparar y contrastar las preguntas que contestaron y las que todavía les faltan.”

5. Play the Voice Recording again so the students can try to get the answers they missed the first time.

"Vamos a escuchar la grabación otra vez. Intenten contestar las preguntas que todavía les faltan.”

6. Once they have listened to it for the second time, go over the answers to the Worksheet as a large group.

"Ahora, vamos a repasar las respuestas de la hoja de trabajo.” 

Part 2:

1. Students will get back into the same group of partners and decide together where they would like to study abroad.

"Ahora van a trabajar con la misma pareja de la anterior actividad y juntos, van a decidir a dónde les gustaría ir para estudiar en el extranjero."

2. Each set of partners needs to have the following information about their study abroad trip:

"Cada pareja tiene que tener la siguiente información sobre su viaje para estudiar en el extranjero:"

- ¿A dónde quiere ir? (Tiene que ser un país hispanohablante)

- ¿Por cuánto tiempo? (Un año, un semestre, o un verano)

- ¿Cuál es el presupuesto? (Piensen sobre las recomendaciones en la grabación)

- ¿Dónde se van a quedar? (Familia anfitriona o un apartamento con otros estudiantes)

- ¿Qué clases quieren tomar? (Clases de español, clases de su especialización o clases electivas)

3. Now, have each pair share their study abroad trip to another pair of students. (You can do more if time permits.) The instructor should walk around and listen to the students. 

"Ahora, cada pareja va a compartir a otra pareja su plan para estudiar en el extranjero."

Post-Task (5-7 min)

Post-Task Questions:

Come back together as a group, and display the slide with the post-task questions. Ask students the following questions:

1. “¿Cuál fue el lugar más caro para estudiar?¿Cuál fue el lugar con el mejor precio?”

2. “Mencionen algo nuevo que hayan aprendido sobre el estudio en el extranjero.” 

3. “¿Cuál clase les pareció lo más interesante?” 

4. “Si pudieran añadir otra clase al horario, ¿Cuál propondrían?” 

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 

(Use thumbs up/thumbs down or have them rate 1-5 on how they feel after the activity.)

NCSSFL-ACTFL Can-Do Statements:

• I can understand basic questions and participate in a conversation with a partner about traveling.

• I can identify the topic and related information in a conversation.

• In my own and other cultures, I can compare similarities between my culture and Spanish speaking countries.