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.