A Class Description



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Moisés Morales

EDC 383S-Fall 2009

Micro-Teaching II

Lesson Plan: Dos Gardenias

PAPER 3 -  Lesson Plan for a Speaking Class



Vivian Flanzer, Moisés Morales, Will Slade

 

 a) Class Description: The context for this class is University Texas students who are English speakers, first semester beginners, towards the end of the semester. 



b) Timetable Fit: .

Last class’s lesson was the introduction to the unit "Amor Y Passión".  In that class period, we introduced the future tense in a grammar lesson with an activity in which students described their future romantic partners.

Next class’s lesson: We will watch a Telenovela as homework.

c) Learning Outcomes:  After this lesson, students will: 

1. recognize and practice the future tense in Spanish.

2. learn new vocabulary related to love (terms of endearment)

3. pronounce these terms and sing along a song

3. read and respond to a role play agenda written in Spanish.

4. negotiate meaning and improvise within a semi-structured conversation context.

5. discuss the “Latin lover” stereotype critically

6. listen and comprehend a song in Spanish 



d) Activities, procedures, and timing

Activity/ Aids

Interaction

Procedure

Time

Vocabulary

 Vivian with whole group

Vocabulary with pictures in power point.

 


8 min

 


 Listening to a song, filling blanks on lyric sheet

 Students with recording and Vivian

 Song: Dos Gardenias – Listen with blanks for the future tense.  Use a modified version of Maria Rita’s live performance of the song that takes 1 min 30 secs.


7 min

Singing with a song

Vivian and the group of students



Students sing along with the song.

2 min

Discussion and Transition

Students with Moisés

Discussion and transition (Moisés)  briefly reviews the formation of the future tense, restates the content of the song, the meanings of romantic symbols, issues with the “Latin Lover” Stereotype.
 

 

5 min


 Explanation of Role Play Activity

Moisés with whole group

Group Task: Explain Negotiation Speaking Activity: 

Instructions should include everything: group work, pair work, and role-play volunteer in front of class. The teacher provides role-play agendas to Role A and Role B.





 

3 min


Group work -- preparation for Role Play activity with agenda for roles A and B.

 


Moisés with two large groups, students with each other within their groups

 Divide into 2 groups Role A and Role B.  Students are not writing a plot because they do not know what Role B is going to say. 

Students prepare what they might say, but they know there will be surprises. 

Role A is giving a gardenia to Role B.
Role B is allergic to gardenias. 



 

3 min


Role Play activity in pairs, negotiating meaning, responding to surprises, utilizing some phrases from the Role Agenda

Will transitions. Students in pairs; Will and Moisés circulate and takes notes on errors

 Pair work: Negotiating Speaking Activity 2 (10 min) (Walking around, listening, taking notes for errors and successes)

 
 


10 min

 Performance of one volunteer group for whole class.

 Student volunteers with each other; other students watch and listen - Will



Ask one volunteer group to perform in front of the class.  

 


5 min

 


 Error Correction

 Moisés and/or Will with whole group



  Notes on observations about errors. Not singling out students, but raising awareness about certain errors that occurred in the role plays. 

4 min 

 Conclusion/ Wrap Up

 Will with whole group

Elicit student description of today’s activities and topics. 

 3 min

 


e) Problems and possibilities

1. Perhaps we are reinforcing the "Latin lover" stereotype? How do we guide this discussion?

2. Will students be shy to perform in front of the class?

3. What about if we do not have an even number of men and women in the class to play Juan and Juanita?  Will students mind changing their gender? Or shall we just mix and match gender roles?

 

f) Reflections after teaching (individual reflections)



Reflection Micro Teaching II

As a whole, the lesson went quite well. The lesson took a natural flow and we each did our part with ease. I was worried that we might not seem cohesive given that we were doing it in Spanish, but there did not seem to be a problem with the language. The students were engaged to the point of singing the song aloud, which I thought showed commitment to the lesson. They were interested throughout and all participated equally.

I enjoyed doing my part in the sequence of the lesson. I would have liked to spend more time on the grammar part. I think that the students could have benefitted from more examples of the future using other verbs, so that during their discussions, they could have more possibilities of expressing themselves. Likewise, I think that the instructions were a bit quick, too fast perhaps for them to understand fully what I wanted them to do. After rephrasing, they were able to follow the instructions and they performed quite well. This was a relief, as I was a bit nervous about how they would react to the activity. I thought it might be a bit too difficult for them, but it went well. I managed to calm down and regain my pace. I do not think that I would change the lesson per se so much as give better instructions. Probably slow down a bit and make short simple sentences when speaking and giving instructions.

The lesson reflected my principles as I spoke only Spanish, allowing students to hear the target language all the time and explicitly taught grammar. We instructed them about what they would do during the lesson, which set the agenda for the class. It was a relevant issue as it talked about relationships and the students were college age. Having the students role-play a potential scenario in their lives helped them relate to each other better. Taking part in the lesson as a group created a sense of community or solidarity among the group.


Team Teaching

Working with Vivian and Will was fun. I think that we intuitively worked together and meshed well. Our combined experience allowed us to work together successfully. I think it helped that to a certain extent we share an interest in teaching, in caring for our students, and overall good intentions towards helping them learn as much as we can and any way we can. We fed off each well, because we had the same goals in our heads, even though we may have not expressed them explicitly. There was an over arching trust in one another, which speaks volumes when working as a team. I would not hesitate to work with them again in the future. I would have liked to get together at least one more time just for practice and making sure that things ran as smoothly as possible when we did do our lesson. Apart from this, I felt a bit under pressure thinking that Vivian needed to do her part, as she needed to leave, so we let her start. I would have wanted to do the schema activation, to practice what was perhaps lacking in my previous incursion into microteaching in our class. They were both instrumental in their collaboration. Vivian helped by suggesting the activity that I did, and Will by helping carry it out and working on the video to ensure that it was the right length. I did the grammar correction on handouts and slides. I think we all enjoyed our collaboration and felt confident that we had a strong lesson and presentation.


Feedback

Most everybody agreed that I spoke to quickly in some instances, in particular, when I gave the instructions for the activity, but otherwise I had been clear. They felt that the transition had gone well and the lesson had flowed well. They thought the lesson was very good and the interest was high. Clearly, I need to slow down my pace when teaching Spanish. Still most, I think, did not notice that it was my first time teaching Spanish.



JUAN
Tú eres Juan. Tienes una novia (girlfriend), Juanita. La quieres mucho. En verdad, quieres casarte con ella (marry her). Tú no tienes mucho dinero, pero tienes mucho amor para dar. Tienes también una casita (a small house) con un gran jardín de gardenias que eran de tu querido abuelo. Hoy, al atardecer, encontrarás a Juanita. Llevarás dos gardenias para ella y le dirás que la quieres mucho, que la adoras y que ella es tu vida! Le dirás también que quieres casarte con ella. Dirás que no tienes mucho dinero, pero que tienes una linda casita con un gran jardín de gardenias, herencia (inheritance) de tu abuelo querido. Dirás a Juanita que juntos vivirán para toda la vida en un jardín de gardenias.
(Prepare what you are going to say to Juanita. Do not write down a script, just jot down some ideas.)
JUANITA
Tú eres Juanita. Tienes un novio (boyfriend), Juan. Lo quieres mucho. Juan no tiene mucho dinero, pero tiene un gran corazón y mucho amor por ti. Tú quieres vivir toda la vida con Juan. Hoy, al atardecer, te reunirás con Juan. Le dirás que lo quieres mucho, que le adoras y que él es tu vida. Dirás también que quieres vivir con él toda la vida. Pero Juan deberá saber algo MUY importante sobre ti (he needs to know something very important about you): tú eres MUY alérgica a las gardenias. Es muy serio. Si estás cerca (near) de gardenias puedes morir inmediatamente. Tendrás que ir al hospital, una emergencia. ¡Las gardenias pueden terminar con tu vida!
(Prepare what you are going to say to Juan. Don’t write down a script, just jot down some ideas.)
DOS GARDENIAS
(Isolina Carillo)
Dos gardenias para ti,
Con ellas quiero decir
Te quiero,
Te adoro,
Mi vida.
Ponles toda tu atención
Porque son tu corazón
Y el mío.
Dos gardenias para ti
Que __________ todo el calor
De un beso.
De esos besos que te di
Y que jamás ______________
En el calor de otro querer.
A tu lado ____________
Y te ________________
Como cuando estás conmigo.
Y hasta _________ que te ____________
Te quiero.
Pero si un atardecer
Las gardenias de mi amor
Se mueren
Es porque han adivinado
Que tu amor se ha terminado
Porque existe otro querer.

DOS GARDENIAS


(Isolina Carillo)
Dos gardenias para ti,
Con ellas quiero decir
Te quiero,
Te adoro,
Mi vida.
Ponles toda tu atención
Porque son tu corazón
Y el mío.
Dos gardenias para ti
Que tendrán todo el calor
De un beso.
De esos besos que te di
Y que jamás encontrarás
En el calor de otro querer.
A tu lado vivirán
Y te hablarán
Como cuando estás conmigo.
Y hasta creerás que te dirán
Te quiero.
Pero si un atardecer
Las gardenias de mi amor
Se mueren
Es porque han adivinado
Que tu amor se ha terminado
Porque existe otro querer.



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