CALL: Computer Aided Language Learning

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CALL Computer Aided Language Learning
Spanish 502 Mini-unit presentation
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Unidad 2 Etapa 1
Un día de clases
This two-week mini-unit uses technology such as
the World Wide Web, video, Hot Potatoes,
Audacity, Quia, and Powerpoint to facilitate
students learning of new vocabulary, grammar,
and culture that will allow them to
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Unidad 2 Etapa 1
Un día de clases

• Use the Spanish language to engage in small
• conversations on the theme of school life,
  and
• school community

• Write dialogues in Spanish on the theme with
• complete sentences

• Explain how schools in México are similar
• and different from their own school

• Conjugate regular AR verbs in the present
• tense

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Unit Objectives
Students will be able to

• Idenify and describe classroom objects

• Discuss and describe school
• subjects and class schedules

• Compare and contrast their school with
• schools in México

• Say what they and others do at school in the
• present tense using regular AR verbs

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Unidad 2 Etapa 1
Un día de clases
The following standards from the National
Standards for Foreign Language Learning, and the
Massachusetts Foreign Languages Curriculum
Framework are addressed within this mini-unit
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National Standards for Foreign Laguage Learning
Communication Strands

• 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 on a variety of topics.

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Massachusetts Foreign Languages Curriculum
Framework
Communication Strands

• 1.3- Ask and answer questions

• 1.9- Ask and respond to questions to clarify
  information

• 1.10- Exchange opinions about people,
  activities, or events

• 1.17- Initiate, sustain, and close a
  conversation

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National Standards for Foreign Laguage Learning
Culture Strands

• 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

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Massachusetts Foreign Languages Curriculum
Framework
Culture Strands

• 4.1- Use appropriate words, phrases,
  expressions, and gestures in interactions such as
  greetings, farewells, school routines, and other
  daily activities.

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National Standards for Foreign Laguage Learning
Comparisons Strands

• 4.2 Students demonstrate understanding of the
  concept of culture through comparisons of the
  cultures studied and their own.

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Massachusetts Foreign Languages Curriculum
Framework
Comparisons Strands

• 6.3 Describe some cultural beliefs and
  perspectives relating to family, school, and play
  in both target culture and their own

• 6.4 Identify and discuss cultural
  characteristics of the target culture and compare
  and contrast them to cultural characteristics of
  their own culture

• 6.5 Compare, contrast, and exchange views on an
  aspect of the target culture

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National Standards for Foreign Laguage Learning
Connections Strands

• 3.2 Students acquire information and recognize
  the distinctive viewpoints that are only
  available through the foreign language and its
  cultures

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National Standards for Foreign Laguage Learning
Communities Strands

• 5.2 Students show evidence of becoming
  life-long learners by using the language for
  personal enjoyment and enrichment.

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Massachusetts Foreign Languages Curriculum
Framework
Communities Strands

• 8.1 Apply knowledge of the target language and
  culture beyond the classroom setting

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Days one and two Web Quest
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Day three Website design presentations
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Day three Website design presentations
Students continue to work in groups to complete
their websites in Spanish.
Groups will present their websites to the class.
The class will vote on the best website.
The best website will be presented to the
Headmaster and schools tech person for
consideration to be integrated into the schools
existing website.
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Day four Tarde para la escuela video
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Day five Role-Plays and Assessments
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Day five Role-Plays and Assessments
Students present their role-play dialogues. They
will be graded according to the rubric.
The role-plays will be video recorded. The class
will vote on the best role-play and that video
will be uploaded to the class Wiki.
Students listen to the audio En vivo diálogo,
look at the accompanying photos in the text book,
and answer the comprehension questions for
homework.
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Day six Las materias
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Day six Las materias
The class collectively goes over the homework.
Introduce new vocabulary Las materias
Students do activities 5 and 6 in the textbook
Students take turns writing answers on the board
For homework, students make out their horarios
and complete the worksheet
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Day seven Los verbos
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Day eight Los verbos
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Day eight Los verbos
Hacer ahora Quick review of AR verb conjugation
Students perform their rap or song on AR verb
conjugation for 10 bonus points on the upcoming
exam.
Students do activities 7, 8, 9, 10, and 11 in the
textbook
Students take turns writing answers on the board
La tarea Más practica cuaderno pp. 37- 38
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Day nine El repaso
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Day nine El repaso
The class collectively reviews the
lessons learned during this mini-unit for the the
next days exam.
La tarea Study for the exam
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Day ten El examen
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Day ten El examen
Gracias por todo!
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