Document 10a Spanish Lesson Plan E&D to be added E&D in Red Session Plan Course Title Get into Spanish! Staff Name(s) Unit / Module Autumn Term Session 8 Topic Spanish for Beginners Date / Time 19/11/13 6.30pm – 8.30pm Duration 2 hours SESSION AIM: Provide opportunities for self-expression by learning how to shop for food confidently (Part 1 - identifying shops, foods, weights & containers, creating a shopping list and finding out prices) OBJECTIVES/LEARNING OUTCOMES: By the end of the session, learners should be able to: 1: Have a clearer understanding of the content from the previous session 2: Expand vocabulary: Identify shops, foodstuff, weights & containers 3: Write and understand a shopping list 4: Be able to talk about prices RESOURCES: PowerPoint, whiteboard, handouts, dictionaries, food cards & envelopes, audio CD, flipchart paper & pens, prices cards, video links TEACHING, LEARNING AND ASSESSMENT Time 6.30 6.50 Objective No. 1 2 Teaching Activities Learning Activities Discuss marked homework – give praise and promote reflection. Explain the Aims and Objectives for the session. Listening to the tutor, discussing marked homework and asking questions. Carry out a “Mind map” class discussion in order to reinforce the content from the previous session and obtain feedback from learners – write questions and answers on the whiteboard, encourage learners to participate, give praise. Completing the mind map activity as a class – check class notes, answer questions, provide feedback, participate in class discussion. Complete a Recap activity in groups – promote discussion, reflection and team work, observe and support learners, ask for learners’ answers by using open and direct questions, display Q&A on PowerPoint (PPT) and discuss them with the class. Completing recap activity – work in groups, check class notes, discuss with peers, give and check answers on PPT, understand and give directions. Present and explain activity 1 “Shops & Food” – encourage learners to work in groups and use their dictionaries, observe all groups. After 10 minutes, check and discuss the answers – ask open and direct questions, help with pronunciation, display answers on the PPT, give praise, encourage learners to write answers down on handout 1 and promote discussion. Listening to tutor’s explanations. Completing activity 1 in groups – learners will pick an envelope containing different cards with food vocabulary, they will complete handout 1 by translating the words on the cards. Use dictionaries, give answers and compare them with those displayed on the PPT, practise pronunciation. Suggesting new vocabulary to expand the list on handout 1. Listening to the audio CD, writing down the words they hear, discussing answers. Play audio CD to reinforce food vocabulary and improve listening skills. Checks on Learning Minimum Core Observe and support learners who missed previous session (S.P.) Class discussion and Recap activity – obtain feedback, highlight difficulties faced in the previous session (directions vocabulary, pronunciation…). Oral & written Q&A Peer & self-assessment Spanish Literacy – Students will have to understand grammar concepts such as “feminine” and “masculine”, be aware of the gender rules and spell words correctly. Observe learners when completing activity 1. Peer and selfassessment. Oral & written Q&A Reading Group discussion Listening Spanish Literacy – Learners will practise spelling and pronunciation Groups: (1) V.A., G.A., K.C. & G.B. (2) M.O., D.B. & S.P. (3) M.S., A.C., L.S. & A.S. 7.10 2 Present and explain activity 2 “Weights & Containers” – discuss vocabulary as a class, encourage learners to work in groups and use their dictionaries, observe all groups. After 10 minutes, check and discuss the answers – ask open and direct questions, help with pronunciation, write answers down on the whiteboard, give praise, encourage learners to write answers down on handout 2 and promote discussion. 7.30 Observe learners when completing activity 2. Self-assessment. Oral & written Q&A Reading Group discussion Numeracy – Learners will need to be familiar with and understand certain weights, measurements and containers in order to complete activity 2 Spanish Literacy – Learners will practise spelling and pronunciation COFFEE BREAK Present and explain activity 3 “The shopping list” – provide example, encourage learners to work in groups, put into practise their newly acquired knowledge and use dictionaries, observe all groups. 7.40 Listening to tutor’s explanations. Completing activity 2 – as a class, translate the vocabulary regarding weights and containers. In groups, complete exercises 1 & 2 on handout 2. Using dictionaries, reading and checking answers on the whiteboard, practising pronunciation. 3 After 10 minutes, check and discuss the results – ask learners to read aloud and share their shopping lists with the rest of the class, encourage to practise reading and listening skills, help with their pronunciation, give praise and promote discussion. Listening to tutor’s explanations. Reading aloud information on the PPT, practising pronunciation. Completing activity 3 – in groups, learners will write on the flipchart paper a shopping list containing 7 different articles. They will need to use all the vocabulary learnt so far (foods, weights and containers) as well as the dictionaries in order to find new words. After 10 minutes, each group will read their shopping list to the class, who will have to listen and understand the information. Afterwards learners will engage in a class discussion. Observation Oral & written Q&A Peer and selfassessment Demonstration Activity 3 will reinforce writing, reading and listening skills Class discussion Numeracy – Learners will need to use weights, measurements and containers properly Spanish Literacy – Learners will have to build basic sentences by spelling and using word order properly. They will also need to pronounce words correctly. Explain and demonstrate how to talk about prices effectively – use examples on the PPT to illustrate and support the explanation, ask direct questions to put knowledge into practise. 8.05 8.20 4 Listening to tutor’s explanations, reading examples on the PPT and discussing them, asking questions. Present and explain activity 4 “How much is it?” – provide example, encourage learners to work in pairs, put into practise their newly acquired knowledge and use dictionaries, observe all pairs. Completing activity 4 – in pairs, learners will have to ask each other the prices of the food in order to complete their lists. Pairs: V.A. & G.B. K.C. & G.A. M.S. & A.C. L.S. & A.S. M.O., D.B. & S.P. After 10 minutes, ask learners for feedback, promote reflection and class discussion. Providing feedback about the session, pointing out enjoyable and challenging activities. Summarise and conclude the session. Assess and discuss objectives for the session – ask learners for feedback. Collect completed and explain this week’s homework. Use motivational techniques. Individual tutorials Listening to tutor Completing self-assessment Giving feedback Asking questions Observe all pairs, specially V.A. & G.B. K.C. & G.A. M.S. & A.C. Demonstration Oral & written Q&A Peer & self-assessment Role-play Activity 4 will reinforce speaking and listening skills Group discussion Numeracy – Learners will need to use numbers and weights properly in order to give the correct prices. Observation Oral & written Q&A Role-play Summative assessment Homework ICT – Learners should understand how to access emails, their attachments and hyperlinks Spanish Literacy – Learners will practise pronunciation How have equality, diversity and inclusion been included in the session? The class has been divided into 3 groups containing quick and confident learners so that the less able ones can be supported and guided at all times. Additionally, activity 4 requires working in pairs; therefore students have been paired up strategically so that less able learners can work with confident ones. The class discussion and recap activity at the beginning of the session imply working in groups, promoting discussion, consolidating learning and updating those learners who were absent the week before. All activities need to be completed in groups or in pairs, encouraging everyone’s participation. A variety of resources and learning materials have been used so that different learning styles, needs and preferences can be met. Finally, asking for learners’ contributions when holding group discussions enables the class to express and discuss their different personal opinions. How has your Group Profile informed the session planning? By checking and recognising learners’ preferences, skills and learning styles included in my Group Profile, I have been able to organise the groups effectively and accommodate learning needs by using a variety of activities and resources (audio cd, role-play, flashcards and visual PowerPoint with clear instructions). Such activities also include group and paired work, as well as class discussions, which mainly target writing, listening and speaking skills. Most of my learners like working in groups or as a class; they also enjoy all sorts of activities and want to improve their listening and pronunciation. Evaluation of the effectiveness of the session The recap activity completed at the beginning of the session not only did help learners to consolidate their knowledge from the previous session, but also provided a very positive feedback. Additionally, it promoted self-reflection, discussion and inclusivity. The newly introduced vocabulary and grammar points were quickly understood and put into practice effectively by all learners. Activities 1, 2 and 3 created a positive and engaging learning atmosphere and were successfully carried out in groups. However, completing activity 1 took longer than I’d expected and learners did not have enough time to do the role-play exercise planned for the end of the session (the grammar content was introduced and briefly practiced but it will need to be reinforced during session 9). Finally, when summarising the session, learners were able to provide evidence of newly acquired knowledge and skills. In order to improve this session in the future I will need to change the resources required for activity 1 – using flashcards instead of dictionaries will help the activity to be completed within the scheduled timescale and keep kinaesthetic learners engaged.