Video sites:__





Otavalo Videos

A video collection focusing on Ecuador with topics ranging from architecture to travel to the food market.


Activities based on “Images of Otavalo” –food market & animal market videos

Interpretive: Students create a shopping list based on items they see in the video. This activity could also be expanded and students could find recipes, watch the video and determine which of the ingredients they could buy in the market.

Interpersonal: Students set up a market in class where some students serve as buyers and other students serve as sellers. Students can use the list they have made during the interpretive activity to “purchase” those items.

Presentational: Create the narration to go along with one of the videos.





Los desaparecidos

This site provides four in-depth testimonials from survivors of violence, kidnappings and concentration camps. These experiences were from the period in Argentina between 1976 to 1983 in which there was a government coup and much instability. The site also provides a script as well as new vocabulary.


Interpretive: Students listen or read one of the testimonials and write three questions they would ask the speaker if they met him/her face to face. Students can do an S, Q, A activity ( Sé, Quiero saber, Aprendí) with the information they learn.

Interpersonal: 3,2,1 pair activity begins with students listening to the testimonial. Partner A then would have three minutes to summarize what was said, to Partner B. Partner B then has two minutes to summarize that summary. Partner A then has one minute to summarize the whole discussion.

Presentational: After doing research, students role-play different members of society during the coup in Argentina and create their own testimonial about their experience.





BBC--Mi vida loca

This site has 22 interactive episodes for beginners. Through a first-person point of view, students can learn about themes such as directions, shopping, etc.  Each episode is a mixture of language teaching and practice, presented in small chunks.

Interpretive: Students watch Episode 1 and complete a worksheet designed to assess their comprehension of the video. The worksheet addresses explicit moments from the video as well as subtle moments.

Interpersonal: The class is divided into two groups. Group A watches Episode 1 and Group B watches Episode 2. Then, in class students pair up (A with B) and complete a story line together in order to piece together Episode 1-Episode 2. Students must negotiate and explain what was seen in each video in order to fully complete the story line.

Presentational: After watching Episode 1, students write a postcard from Spain explaining what they have seen on their trip so far. Students must describe the city of Madrid, Teresa's apartment and their new friend Merche in the body of the post card. Students may design or illustrate the outside of the postcard with a scene of Madrid from the video.  




Encounters with Spain

This is a wonderful University of Western Kentucky site that offers videos and interviews pertaining to Spanish culture. Topics include: languages of Spain, young people, literature, cuisine, publicity, communication, education, politics, women and society, homosexual population, cultural influences, traditions, music, painting and architecture.

  Activities based on video called “Recetas de la cocina española: la empanada y la tortilla de patatas” or “Recipes of Spanish cooking: the empanada and Spanish Tortilla”

Interpretive: Students can make a list of ingredients that she adds to the empanadas. Students also need to identify kitchen utensils and equipment used by the narrator. They can put the cooking steps in order. As an alternate activity, students will receive an envelope containing the ingredients to an empanada including some unnecessary ingredients. While listening to her description, students need to select the appropriate ingredients and place them on a paper frying pan.

Interpersonal: One student would be at the front with a copy of both complete recipes for empanadas or tortilla de patatas. The other students will receive either an ingredient or a part of the instructions of one of the two recipes. Working both individually and in their group, Students would need to ask yes or no questions of the student in front to figure out how to reassemble the recipe. For example, “¿Hay huevos en las empanadas?” (“Are there eggs in empanadas?”) or “¿Hay 5 ingredientes en la tortilla de patatas?” (“Are there 5 ingredients in the tortilla?”)

Presentational: Students can create a cooking video in the target language using a recipe from the target culture. They can incorporate command forms, present progressive or other grammatical structures.