Missteps and Misunderstandings:
A Semi-Improvised Role Play
Robin Reeves, Spring 2015
General information
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Student population: Intermediate Spanish
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Activity length: 20-25 minutes
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Activity Goals
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Actively use new communicative vocabulary related to pardoning or
excusing oneself and asking for clarification
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Review and practice active grammar: formal and informal commands
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Review formal/informal distinction when addressing others
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Use active grammar and vocabulary in spontaneous conversation
Step 1: Present new communicative phrases*
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Para pedir perdón – To excuse oneself*
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Perdón/Perdóname (familiar)
Perdóneme (formal)
Perdónenme (plural)
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Con permiso
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Disculpa/Discúlpame (familiar)
Disculpe/Discúlpeme (formal)
Disculpen/Discúlpenme (plural)
Excuse me
Pardon
With your permission, excuse me
Preguntas generales – General questions
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Which phrases could you use when talking to a friend? A professor? A
group of students?
Based on what you know about the command forms, what is the
infinitive of the verbs used?
2-3 minutes
*¡Anda! Intermedio, 3rd Custom Ed. for IU, pg. 102
Step 1: Present new communicative phrases*
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Para pedir clarificación – To ask for clarification
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¿Cómo?
Repite/Repita, por favor.
¿Qué dijiste/dijo?
¿Qué quiere decir …?
¿Qué significa …?
------
What?
Repeat, please.
What did you say?
What does … mean?
What does … mean?
Preguntas generales -- General questions
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Which phrases are formal? Which are informal?
Which phrases can you use if you don’t understand a specific word?
Which phrases can you use if you don’t understand what someone
said?
2-3 minutes
*¡Anda! Intermedio, 3rd Custom Ed. for IU, pg. 102
Step 2: Instructions
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¡Conversemos! Malos pasos y malentendidos
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You will work individually and in groups of 2
You will be assigned a role: “Student A” or “Student B”
You will receive 2 situations and will have 5 minutes to
generate ideas for both. This will be done individually and you
may write your ideas down.
You should plan to speak at least 4 lines per situation
Use commands where indicated
You should use informal or formal phrases and commands
appropriately given the context of each situation
2-3 minutes
Step 3: Individual Prep – Situation 1
Student A
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You are walking in a
crowded shopping mall
when you accidentally
step on the foot of an
elderly person who was
sitting on a bench.
Respond appropriately to
his/her reaction and
excuse yourself profusely.
5-7 minutes
Student B
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You are an elderly person
sitting on a bench in a
crowded shopping mall
when a careless young
person steps on your foot.
They try to excuse
themselves, but you are
angry and demand that they
be more careful next time.
-Use 3 commands
Step 3: Individual Prep – Situation 2
Student A
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You overhear a friend talking
about exercise and falsely
assume that he/she is trying
to lose weight.You offer
some suggestions on how to
lose weight, which offends
your friend. Respond to
what they say as politely as
possible and try to excuse
your misunderstanding.
-Use 3 commands
5-7 minutes
Student B
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A friend overhears you
speak about exercise and
falsely assumes you want to
lose weight. You become
offended and want to know
exactly what your friend is
talking about. You ask
several questions for
clarification before deciding
if you will forgive the
misunderstanding.
Step 4: ¡Conversemos!
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You will now act out the situations with your partner, responding
to what they say as you would in conversation.
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You should NOT read directly from your paper!
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¡Adelante!
3-5 minutes
Step 5: Wrap-up
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As a quick wrap-up…
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Ask which verb forms and phrase variations (formal/informal)
did students use in each situation, and why. Review
grammar/pragmatics.
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One or two groups could enact a situation for the class.
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The instructor could ask groups to decide who was the better
actor of the two and explain why.
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The instructor could ask if anyone has been in a similar
situation and to explain a little about it.
2-3 minutes
Suggestions and Expansion
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Further scaffolding for for students…
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Project instructions with helpful images before class
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Show a video clip of a similar verbal exchange to begin activity
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Include a word bank to assist students in gathering ideas and to
enrich their dialogue
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Provide easy access to grammar reference materials (page #s,
written on board or on handouts)
Suggestions and Expansion
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To expand the activity…
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Role play in rounds, switching partners each time. Student A
would pair with another Student B each time, and vice versa.
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For a longer class, a new set of situations could be presented
to the groups and the activity could be repeated.
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Each group could receive different sets of situations. After the
paired activity the groups could act them out for the class and
students could comment on what happened or vote for the
best role-play.
Questions/Comments/Suggestions