Sampling of the Suggestopedia and the Grammar Translation Teaching Methods with
The Condor Who Fell In Love
Daily Instructional Lesson Plan Worcester County Public Schools
Content Area(s)/Course/Grade:
Spanish (or ESL with the language roles
reversed)
Unit:
Suggestopedia
Lesson Topic:
The Condor Who Fell In Love
Date:
July 19, 2005
Teacher:
Hayley Minner
School:
SDMS
Student Outcome(s):
Students will be able to:
 Recognize the differences between Spanish and English text.
 Develop their Spanish listening skills during a read aloud.
 Focus their minds on the task at hand.
 Demonstrate comprehension through interactions and participation, using both the native and primary
languages.
Context for Learning
This lesson was developed for a beginning level Spanish class or for other students with no Spanish
background. In an ESL classroom, I would use this method to teach English by reversing the role of the two
languages.
The classroom environment should be enjoyable but relaxing; with comfortable chairs and with relia that
complements the text.
Prior to this lesson, students were given Spanish names and chose professions, in order to take on a different
persona (if given time, students would choose names and professions as an opening activity).
Instructional Delivery
Opening Activities/Motivation:
Gather students in a circle and encourage them to relax while listening to classical music. The teacher will
give them the text, in both Spanish and English, to refer to during the readings. Inform students to clear their
minds and follow along while the teacher reads in the target language, referring to the primary language for
comprehension when necessary.
Procedures:
1. Do not begin reading until the classical music has played for a couple of minutes and the students are
relaxed.
2. Begin reading the text in the target language.
3. Read passage one.
4. Change the music. Allow students to listen to the music for a couple of minutes before beginning to
read the next passage.
5. Read passage two.
6. Change the music. Allow students to listen to the music for a couple of minutes before beginning to
read the next passage (time permitting).
7. Read passage three (time permitting).
8. Allow students to listen and enjoy the music for a few more minutes.
9. Do not discuss the readings at this time!
Assessment/Evaluation (Formative/Summative)
Informal assessment through teacher observation.
After the lesson, students’ comprehension would be assessed through their participation and interaction in the
planning and presenting of their “skit.”
Closure:
After reading the three passages, inform the students that their homework for tonight is to read the text once
more before bed and then again in the morning before getting up.
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Daily Instructional Lesson Plan Worcester County Public Schools
Content Area(s)/Course/Grade:
Spanish (or ESL class with language
emphasis reversed)
Unit:
Grammar Translation
Lesson Topic:
The Condor Who Fell In Love
Date:
July 19, 2005
Teacher:
Hayley Minner
School:
SDMS
Student Outcome(s):
Students will be able to:
 Identify various Spanish and English vocabulary words.
 Translate Spanish text in to English using bilingual dictionaries.
Context for Learning
This lesson was developed for a beginning level Spanish class or for other students with no Spanish
background. This grammar translation lesson would also be suitable for an ESL class of Spanish students
after reversing the language roles, putting emphasis on using the Spanish to learn the English.
Students have been studying basic Spanish and have most currently finished learning Spanish verbs in the
preterite tense (if time allowed, a mini-grammar-lesson on the preterite tense would have preceded the
lesson).
Students are somewhat familiar with the text, The Condor Who Fell In Love.
Instructional Delivery
Opening Activities/Motivation:
Students will be given a list of vocabulary terms in English and Spanish to read over and memorize. An
extremely brief oral “check” for pronunciation would follow although the grammar translation approach does
not focus on oral fluency development.
Procedures:
1. Give students a copy of Spanish text from The Condor Who Fell In Love.
2. Have students read the Spanish version to themselves.
3. Have students translate the passage in to English using their prior knowledge and a bilingual
dictionary if necessary (students should be given parts of the passage so that they are able to fill in
blanks or small sections to avoid direct translation of large text).
4. Select students may read their translation, if time permits.
Assessment/Evaluation (Formative/Summative)
Students will be assessed according to their ability to correctly translate the text from one language to
another. A quiz, the following day, will assess students’ memorization of vocabulary terms.
Informal observations by the teacher will also be used to evaluate the students.
Closure:
Inform students that they are expected to complete a second page of grammar translations for homework.