Month: January 2015

El Robot

Whenever you start teaching at a new school, there always seems to be a treasure trove of resources to discover, leftover from the teacher before you. One of the books I found a few years ago at my new school is called Realidad y Fantasía by Suan H. Noguez and Emily Boyd. It has a wealth of stories written in simple, comprehensible Spanish, along with workbook-type activities for each. It doesn’t seem to be in print anymore, but if you find a copy, hold on to it! Some of the stories contain valuable cultural and historical information, and others are just fun to read, with an irreverent sense of humor that captures students’ interest.

One story from the book is called “El Robot.” It’s about a robot who works in a house, cleaning and cooking and doing the dishes, but all the while wanting to do something else. He decides to invent another robot to do the chores, but of course that doesn’t work out! I’ve used the story on its own and rewritten as an embedded reading, but this year I tried it just as a story script, reducing it to the bare bones and letting students flesh it out. Here it is, with the variables underlined.

Key structures:

tiene que hacer todos los quehaceres

limpia la casa

lava la ropa

saca la basura

Hay un robot que se llama Stanley. Stanley vive en una casa con una familia. Tiene que hacer todos los quehaceres. Tiene que cocinar y lavar los platos. Tiene que sacar la basura y limpiar todos los baños. Es un robot muy trabajador, pero no está contento. Quiere tocar el saxófono. Así que decide inventar otro robot para ayudar en casa. Va a su laboratorio e inventa un nuevo robot. Se llama Dora.

Ahora Dora tiene que hacer todos los quehaceres. Dora limpia la casa, lava la ropa, y saca la basura. Por fin, Stanley puede practicar su saxófono. Toca en una banda de jazz. Pero hay un problema: Dora no está contenta. Quiere nadar en los Olímpicos. Así que Dora decide darles dinero a los hijos de la casa para hacer los quehaceres. Dora no tiene dinero porque es un robot, así que decide robar el dinero de un banco. La policía arresta a Dora, y ahora Stanley tiene que hacer todos los quehaceres.

Perros y Gatos, Oh My!

Zachary Jones has a weekly feature on Wednesdays call Miaucoles (get it?) that is worth checking out. He posts a cute cat meme or video in Spanish every week, and it’s a perfect pick-me-up for those dreary winter days that seem to drag on forever.

One recent video is a commercial about the value of adding some furry friends to a boring situation. It’s a great clip to add to your arsenal of Movie Talk videos. I haven’t used it yet, but I would probably teach or reinforce structures like works, boring/bored, and smiles. You could also get a lot of mileage out of describing the cats & dogs, talking about what they are doing and where, and discussing students’ pets.

El monstruo de la laguna

I’ve talked before about using Name Cards on the first day of school to get to know students and provide content for creating mini-stories in the first days of school. Favorite activities are a no-brainer for novice students, but what about second year students? I like to get the ball rolling with the phrase “tiene miedo.” Students draw pictures of what they fear, and we build scenarios of students finding clowns in their lockers or sharks in the bathroom. It’s very useful for reviewing past vocabulary, too.

A natural segue for “tiene miedo” name cards is this little comic strip I found on Zachary Jones’s site. The language is super-simple for returning students, but you can use circling techniques to build up a background story for the little green monster and the redheaded girl. I like to finish by having students draw what happens next, then displaying possible scenarios, discussing them in Spanish, and voting on a class favorite. Whatever my students decide, I write up into an extended reading for another class period.


You can extend this little comic even further if you have access to Señor Wooly’s fabulous site! His video for “Guapo” makes for a perfect contrast. After viewing and discussing the video and accompanying readings, I like to have students do a Free Write in Spanish on who the REAL monster is: Victor,  or this little green sweetheart.

OR you could connect the monster in the comic to Canticuénticos’ “Cumbia del monstruo,” a catchy little dance song with lots of opportunities to teach different body parts.

One of the things I love about teaching with Comprehensible Input methods is how easy it can be to link authentic resources from different sources. How could you use this comic in your classroom?