Plan for lesson sequence



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PLAN FOR LESSON SEQUENCE


Class:


Language: Spanish

Date:


Topic: Classrooms in Spain and England

Duration:

2 x 30 min whole class lessons

1 webcommunication session in pairs


Resources: Photos of classrooms in Spain and England to project and to distribute; texts describing classroom

Objectives/Learning Outcomes:

Lesson 1: To be able to describe (in Spanish) a photograph of their partner Spanish classroom, noting similarities and differences;


Lesson 2: To be able to pose questions to their Spanish partners(in Spanish)about their partner Spanish classroom ; to be able to pose questions to their Spanish partners (in English) about a photograph of their own classroom in England to give Spanish children opportunity to listen and respond in English.
Lesson 3: To be able to conduct a short conversation with a Spanish pupil, comparing their classrooms, using Spanish and English as appropriate
Follow-up work: blog


Literacy

Read an understand main points from a short written text



Recently introduced language (structures, vocabulary):

Communication Strategies : beginner level language

Colours, numbers 1-10, size (grande, pequeño(a))

Classroom objects eg una silla

una mesa

un bolígrafo

un lápiz

un estuche

una pizarra digital interactiva

una pizarra negra

una ventana

un lavadero

un libro

un cuaderno


hay

New language for this lesson (structures, vocabulary):

Yo veo…


En España….

En Inglaterra...

El salón de clases
¿Te gusta….?

¿Hay un/una….?

¿De qué color es el/la x?

¿Cuántos x hay?

¿Qué más?


Oracy

Prepare and practise a short conversation



Intercultural understanding

Recognise similarities and differences between places



Communication strategies

Turntaking, interacting, repair, NV and paralinguistics: beginner level




Technology

Blog


Webcam (pupil-pupil)

Learning platform



Lesson 1

Starter
Teacher greets class in Spanish as appropriate and class respond; Teacher on LP flashes photograph of Spanish classroom up briefly; ¿Qué es? (un salón de clases); ¿Dónde es, en España o en Inglaterra?

Main

Display photo of Spanish classroom on IWB. In pairs, pupils brainstorm Spanish words that they know and compile a list to feed back (5 mins) ;

teacher provides correct spelling during feedback, eg

una silla

una mesa

un bolígrafo

un lápiz

un estuche

una pizarra digital interactiva

una pizarra negra

una ventana

un lavadero

un libro

un cuaderno


Pupils in pairs compose sentences beginning with ‘en España hay….’ and ‘en el salón de clases veo….’, ‘yo veo…’
Teacher takes oral feedback.
Teacher gives out short written text identifying 3 things in the Spanish classroom (photo with text underneath, available on LP). Pupils spot the 3 things in the text and circle on photograph.
Teacher displays photo on IWB and reads text; pupils come up and circle relevant part of photo.
Plenary
Teacher says sentences based on photo (yo veo un/una x, hay un/una x) – pupils repeat if true.

Teachers close session as appropriate (adios, gracias, buen provecho, hasta pronto, etc)



Opportunities For Assessment
Teacher monitors already known vocabulary, pronunciation, and overall pupil participation

Teacher monitors understanding of text


Monitor understanding of spoken TL



Lesson 2

Starter

Teacher greets class in Spanish as appropriate and class respond;


Recap of previous lesson – how much about the photo can they remember without seeing it (in Spanish)? OR: teach plays true/ false game eg ‘las paredes son azules – ¿sí o no?’
Main

Display photo on IWB; teacher displays questions and models 4 examples of questions, one of each type; class in groups are given one question starter per group from the following so that all are covered:

¿Te gusta el/la...?

¿Hay un/una….?

¿De qué color es la/el x?

¿Cuántos (as) x hay?


How many questions can you make?
Group of pupils ask the rest of the class their questions ; pupils answer where possible, incorporating ‘no se’ where appropriate and any relevant communication strategies phrases eg ‘no entiendo’ ‘puedes repetir por favor’…
Teacher displays photograph of classroom in England; in English, pupils in groups decide upon question s to pose to Spanish partners on blog. Teacher takes suggestions and class agree on set of questions to post on blog – do as whole group.
Plenary
Teacher asks questions based on English picture to elicit comparisons.


Monitor understanding of spoken TL

Monitor number of different questions produced based on example


Monitor pronunciation and use of communication strategies

Monitor /guide pupils to posing questions at appropriate linguistic level



Lesson 3

Independent pupil-pupil communication session (2 countries)

Prior to communication session, pupils in pairs to draw picture of their own classroom or an ideal classroom or fantasy-based classroom, based upon a picture template that they add detail and colour to (eg draw/ colour desks, chairs, bags).


Communication session:

Pupils to initiate communication and respond as appropriate (using taught communication strategies);


Pupils in TL to ask partner in other country about drawing of classroom, using questions practised as set out above:

¿Te gusta el/la...?

¿Hay….?

¿De qué color es la/el x?



¿Cuántos (as) x hay?

¿Qué más?



Pupils to listen to answers, indicating whether they are following or not and requesting repetition where needed; pupils draw a picture based on the information understood on a blank template. Hold picture up to camera to compare.
Pupils swop over and describe their picture in L1in response to questions; comparison as above.
Pupils close conversation eg by thanking and say good-bye.

Pupil self-assessment after session, using checklist

Follow-up work

Blogging
Class work in groups: on alternate weeks, each class checks blog and in groups seek to understand responses in TL and pose further questions and comments in L1.









Evaluation of lesson sequence:







© Institute of Education, MMU


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