Spanish_HealthFitness


 * [[file:5-1 VOCAB dominoes.doc]]---a great way to practice sports vocab/getting in shape user:AmandaGSpanish**

Project created by MaryAnn Vining. Modified by Jennifer Carter. Modified again by Rachel Klomp user:rachelklomp
 * Infomercial Project** - Espanol II or III - Coincides nicely with Textbook Venconmigo, Level 2, Ch. 5
 * Infomercial Assignment Sheet - [[file:INFOMERCIAL assignment sheet - Ch 5 final - fitness.doc]] user:rachelklomp
 * Infomercial Grading Rubric - [[file:INFOMERCIAL grading rubric - rough - final - presentation.doc]] user:rachelklomp
 * Infomercial Group Rating Sheet - [[file:INFOMERCIAL presentation day listening evaluation sheet.doc]] user:rachelklomp

SPORTS VOCABULARY QUIZ: user:batorbro




 * Magazine Ad Activity** - I had my students search through Spanish language magazines to find health/fitness related advertisements. I then had them answer questions relating to the ad they found.

Here is the worksheet (there are 3 on each page and can be cut) user:KMaiolatesi

A worksheet I created to practice doler and body parts user:KMaiolatesi


 * Pharmacy Speaking Activity**

After introducing my Spanish IIs to the different health systems in Spain and Mexico and sharing my experiences, I had them try this pharmacy based activity focusing on circumlocution. They were learning symptom and sickness vocabulary. We discussed the fact that in Spain you can go to the pharmacy to get most medicines and that sometimes you had to explain your problem. As a review of the vocabulary, I decided to be the pharmacist while my students came up in pairs (for moral support) to describe a random illness to me. On notecards I wrote down 15 illnesses such: 1. heart burn 2. pink eye 3. infected cut 4. poison ivy - which i have actually seen someone get in Italy 5. rash 6. Allergies to bees, etc. Before the activity I explained to them what was going to happen and that I wasn't looking for them to speak perfectly but that they communicate their issues using whatever means possible. They came up in pairs, drew a card randomly (no preparation required), showed the class the issue and "entered" the pharmacy. As they spit out words and hand gestures, I asked them questions about their problem rephrasing my questions so that they understood me. I would eventually guess their problem. Meanwhile I had the other students write down the issue and come up with other words they could use to help me understand what was wrong. After each one, I broke down what went on in English, and pointed on the good things. This was great for a communication focused activity and they weren't scared of speaking screwing up because I told them grammar wasn't the important thing, though it was encouraged. user:barnar18

- Excellent example of grounding a unit in social issues and cultural products, practices, and perspectives