12/8/14

LAN 475 Materials Portfolio

Jackie Space

Listening Comprehension Activity: Video

Content: Students will view a commercial from McDonalds to give them the context for the listening
comprehension activity. The commercial features several people creating a rhythm through clapping,
hitting the table, and tapping a paper cup. Students will listen to, then watch a video that instructs them
on how to recreate the cup rhythm as seen in the McDonalds commercial.
Level: Intermediate

Time: 10-15 minutes

ACTFL Standards:
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
4.1 Students demonstrate understanding of the nature of language through comparisons of the
language studied and their own.
Previous Knowledge:
- Basic understanding of Spanish (present tense, understanding basic sentence structures)
- Some vocabulary, including la mesa, and la mano.
Learning Objectives:
- Students can demonstrate comprehension of video by successfully recreating cup rhythm.
- Students can create their own rhythm
Communicative Objective:
- Students can share their created rhythm with the class.
Evaluation:
Students will be asked to perform the cup rhythm along with the instructional video. Then, they will be
asked to come up with their own rhythm that incorporates a second person, and teach this rhythm to
the class.
Materials Needed:
- computer
- projector & projector screen
- one plastic or paper cup per student
Accommodations/Adaptations:
- provide a transcript of the audio to ensure comprehension
- In step F, pause the video after each step if necessary.
Extensions:
- ask students to create their own rhythm with cups that incorporates passing cups between at least two
people. Show them this video (http://www.youtube.com/watch?v=-iIfMPIjMSU) to give them ideas. Ask
them to prepare step-by-step instructions to share their rhythm with the class.

12/8/14

LAN 475 Materials Portfolio

Jackie Space

Instructor Guidelines
1. (Step A) Pass out the student worksheet. Focus students attention on the first two questions.
(Do you recognize the brand/corporation that this commercial represents? Do we have
brand/corporation here in the US?)
2. Play the advertisement from McDonalds (http://www.youtube.com/watch?v=SO2Mbfk94js) to
give students the context for the listening comprehension activity.
3. (Step B) Ask the students to get them thinking about cultural comparisons. If necessary, replay
the last few second of the advertisement.
a. How much do drinks cost in Spain at McDonalds? (1).
b. How much do drinks cost here in the US? ($1)
c. Is this the same as in Europe? Let me rephrase is $1 = 1? (No. 1 = $1.25)
d. Did you recognize some of the types of beverages that McDonalds offers in Spain? Does
McDonalds offer the same types of beverages here in the US? (McDonalds offers beer
in Spain, it does not in the U.S)
4. (Step C) Prepare the students for the vocabulary featured in the listening comprehension video.
Ask questions in Spanish, and allow students to answer in English. Write the words they offer in
Engilsh in the target language on the board. Leave these words on the board for the rest of the
lesson. Ask them questions such as:
a. What did you see the people doing in the McDonalds commercial (playing with cups;
write vaso on the board)
b. What did they do with the cups? How does this game work? (Touch the table (choque,
glope), tap with hands (choque, glope), pass to friends (pasar el vaso), clap (palmada),
right hand (derecha), left hand (izquierda)
c. By the end of this step, make sure the students are familiar with choque, golpe,
palmada, derecho, izquierda.
5. (Step D) Show students the title of the second Youtube video (Aprende a crear tu ritmo) and
ask them to make predictions as to what the video will be about.
6. (Step E) Show students the second video. (https://www.youtube.com/watch?v=wpJPPzhrI3g)
Let students know you will show the video multiple times. Pass out a worksheet with the
different steps out of order. Ask students to put the three simplified steps in order as they listen
to the video for the second time. (Answers: 1. vaso, mano, vaso y palmada. 2. Levanta el vaso 3.
Palmada y vaso)
7. (Step F) Play the video a third time. Ask them to place the substeps in order. Pause the video
after each step if needed. (Answers: C, B, D,A, F, G, E, I, H)
8. (Step G) Pass out a disposable cup to each student. Ask students to perform the cup rhythm
along with the instructions. Play the video a fourth time. Pause the video after each step if
necessary.
9. (Step H) Finally, play the video a fifth time and ask the students to recreate the cup rhythm
along with the video.

Student handout included below.

12/8/14

LAN 475 Materials Portfolio

Jackie Space

Actividades Antes de Escuchar

A. Watch the advertisement from Spain.
1.
2.

Do you recognize the brand/corporation that this commercial represents?

Do we have this brand/corporation here in the US?

s
s

no
no

B. After watching the advertisement

1.
2.
3.
4.
5.

How much do drinks cost in Spain at McDonalds? ____________________

How much do drinks cost in the US at McDonalds? ____________________
Is this the same as in Europe? Careful! Is one euro really worth one dollar? _________________
Did you recognize some of the types of beverages that McDonalds offers in Spain?
s
no
Does McDonalds offer the same types of beverages here in the US?
s
no

C. What did you see the people doing in the advertisement? What did they do with the cups? You might want to
take notes on some key vocabulary terms you are unfamiliar with.

D. Now were going to watch another video, titled Aprende a crear tu ritmo. From the title, make a prediction
about what you think this video will be about.
_____________________________________________________________________________________
E. After listening to the audio twice, place the following (simplified) steps in order:
___ Levanta el vaso
___ Vaso, mano, vaso y palmada.
___ Palmada y vaso.
F. Now, were going to discuss the aforementioned steps in greater detail. Order the substeps in each of the three
steps we ordered in E.
Paso: Vaso, mano, vaso, y palmada
____ A. se coge el vaso con la mano derecha
____ B. Se hace tres golpes (vaso, mano, vaso)
____ C. Se coge el vaso con la mano izquierda
____ D. Damos la palmada
Paso: Levanta el vaso
____ E. Luego, lo cogemos con la mano izquierda.
____ F. Levanta la mano derecha (con el vaso) para hacer la palmada con la mano izquierda.
____ G. Lo bajamos el vaso y lo chocamos sin dejarlo
Paso: Palmada y vaso
____ H. Bajamos el vaso
____ I. Con nuestra mano libre (la mano derecha), hacemos una palmada con la mesa
G. Now its your turn! See if you can create the rhythm and follow along with the video!