Lesson Plan – Cazacasas: Edición costarricense

Context: “En la casa”

Learner Background:
This lesson is for an FLS 102 class. This is chapter 4 (unit 5) and the last unit of the course.
Students will already have vocabulary for rooms of the house from previous lessons this
unit.
Performance Objectives:
Reading: SWBAT summarize how many bedrooms and bathrooms, square footage, price,
location, and dwelling type (house or apartment) of houses/apartments in an authentic real
estate ad. (Interpretive)

Writing: SWBAT create a one-paragraph advertisement for a house based on a picture of a

Central American home, including the number and types of rooms, amenities, description,
location, and price. (Presentational)

Speaking: SWBAT record an advertisement for an apartment in Costa Rica in which they
market an apartment tailored to the preferences of someone from the target culture.
(Presentational)

Listening: SWBAT identify which rooms and how many of each room a native Spanish
speaker is looking for in his next apartment. (Interpretive)

Culture: SWBAT recommend a house or apartment to a native speaker of Spanish that meet
his expressed preferences using authentic advertisements.

5C Integration: Community (Students interact with a native speaker from the target culture
by listening to his apartment needs and responding) Connections (This lesson is integrated
with the content of home economics, specifically house buying and budgeting)
Materials:
- Videoclip of native speakers using expressions of preference
- Handout with the expressions of preference used in the videoclip above
- Laptops (1 per student)(or they may use their own devices)
- Headphones (1 per student) (or they may use their own devices)
- Google Folder with video clip of Aarón stating his preferences in his next apartment
- Handout with a chart that the students fill out of Aarón’s apartment preferences
- Link to a Costa Rican real estate page
- An example flyer with a QR recording advertisement for a house or apartment
- Rubric for the homework assignment that they should bring completed to class tomorrow
Text: Plazas 115 – 146
Warm up: (5 minutos)
Students will jot down which features they would like in their next home or apartment.
They will give the following information: ¿Cuántos dormitorios? ¿Cuántos baños? ¿Cuánto
cuesta? ¿Dónde está?
Students will share with a partner and then a few volunteers will share with the class.
Comprehensible Input: (5 minutos)
I will play a short video clip of native speakers ordering (at a restaurant) or telling what they
would like. I will also pass out a handout to students with the expressions listed out and the
students will tally how many times they hear each expression as they listen to the clip. The
handout will include the expressions “me gustaría…” “yo quisiera…” “yo quiero…” “yo
deseo…” etc. We will check their answers and discuss that these are expressions to use
when stating what you want or would like and that this can also be applied to what you
want or would like in a home or apartment.
Guided Practice: (15 minutos)
Students will sign out an individual laptop from our cart and headphones and go to the
Google Folder that I have created and shared with them, which contains a video segment of
my friend from Costa Rica (Aarón) describing what he would like in his next apartment. The
students can listen to the video as many times as they need to in order to obtain the
information that I am asking them for. As they listen, students will fill out a chart with the
missing information (Aarón wants 2 bedrooms, 2 bathrooms, 1 living room, etc.)
Afterwards we will check their answers to make sure that they gleaned the correct
information for the next task.
Independent Practice: (20 minutos)
After listening to my friends’ descriptions of the house/apartment that they want and filling
out the chart with the features that Aarón is looking for, the students will visit a Costa Rican
real estate webpage (I will provide the link to ensure that it is authentic) and the students
will select an apartment for Aarón according to his preferences. They will defend their
choice by filling out the next column of the same chart from the guided practice activity, in
which they tell how many bedrooms the apartment has (and that should line up with how
many bedrooms he wants, as stated in the video segment), etc.
Closure: (10 minutos)
Explain tonight’s homework and what we will do with it in class tomorrow:
You have found an apartment for Aarón! Now it is time to market it to him! Tonight for
homework the students will create an advertisement for the apartment according to what
Aarón is looking for and how this apartment meets his needs. The advertisement must
include one paragraph. They will design an ad and will record themselves speaking to Aarón
and telling him why he should pick THIS apartment using vocaroo.com. They will generate a
QR code from the recording and post the QR code on the flyer. In class tomorrow, we will
tape their advertisements around the room and do a gallery walk (they will scan each
other’s QR codes and listen to their presentations while filling out a grid with essential
information: how much does it cost, where is it located, how many bedrooms and
bathrooms does it have, etc.) and at the end of class we will vote on which apartment
Aarón should choose and send him an email with the winning flyer so that the students will
see that they do have an authentic audience.