PLAN FOR LESSON SEQUENCE
Class:
Language: Spanish
Date:
Topic: Classrooms in Spain and England
Duration:
Resources: Photos of classrooms in Spain
2 x 30 min whole class lessons
and England to project and to distribute;
1 webcommunication session in
texts describing classroom
pairs
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
Oracy
Prepare and practise a
conversation
Intercultural understanding
Recognise
similarities
differences between places
short
and
Communication strategies
Turntaking, interacting, repair,
NV and paralinguistics: beginner
level
Technology
Blog
Webcam (pupil-pupil)
Learning platform
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?
© Institute of Education, MMU
¿Qué más?
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
Opportunities For
Assessment
Teacher monitors
already known
vocabulary,
pronunciation,
and overall pupil
participation
Teacher
monitors
understanding
of
text
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)
© Institute of Education, MMU
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?
Monitor
understanding of
spoken TL
Monitor number of
different questions
produced based on
example
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
© Institute of Education, MMU
Monitor
pronunciation and
use of
communication
strategies
Monitor /guide
agree on set of questions to post on blog – do
as whole group.
Plenary
pupils to posing
questions at
appropriate
linguistic level
Teacher asks questions based on English
picture to elicit comparisons.
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
© Institute of Education, MMU
Pupil self-assessment
after session, using
checklist
L1in response to questions; comparison as
above.
Pupils close conversation eg by thanking and
say good-bye.
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.
© Institute of Education, MMU
Evaluation of lesson sequence:
© Institute of Education, MMU