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Lesson Plan (Spanish) Aim: Session One: (2x30mins slots with 2xgroups of 3-4 boys) Get to know the pupils and understand how they learn Establish their current level of Spanish Objectives: To build relationships To try out different ways of engaging them To have some fun Desired Learning Outcomes: Topic vocabulary Enjoyment of language learning Introduction: Explain purpose of these classes and answer any questions students may have (10mins) (English) Introduce myself (Spanish) Introduction of selves by questions/answers (Spanish) Activity One: (5mins) Topic: personal descriptions Activity Two: (10mins) Describing celebrities: students each choose one celebrity from a selection of pictures given to them. They have 3 minutes to think in their heads about how to answer the three questions at the bottom of each picture. Activity Three: (5mins) Teacher Evaluation: Word match: students match flashcards (English to Spanish) as a group Dictionaries can be used to find vocab related to the exercise which is not already known Eyes/hair and addition of new vocabulary - moustache and beard Reinforcing learning Students talk about their own hair/eye colour Students were not completely clear about meanings of some basic questions/how to answer them. Different verb endings for different uses caused some confusion eg. Quantos anos tienes would give the answer ‘tienes doce anos’. Students recalled vocabulary for hair/eye colour and added to their existing vocabulary using a dictionary for words not known in the match up exercise. Tried to conduct lesson in Spanish – successful for the most part but I did get some funny looks at the beginning! Regarding the flashcards, I think that matching pictures to Spanish, rather than English to Spanish would be more stimulating and would focus more on thinking in Spanish. Students were enthusiastic to work with me and were grateful of help and individual attention. Use of ‘tu turno’ and ‘ahora preguntale’ which I will incorporate into lessons as routine. I will encourage students to talk to their peers in Spanish also, and expect that this will happen gradually. Future objective: resolve issues with ‘tener’. Grammar and verbs in particular are a vital foundation for language learning so this is something that I will address in my sessions. Raising boys’ achievement in Spanish Students (aged 12-13) are in their first year of studying Spanish and have already covered simple topics such as numbers, colours, introductions, and are currently learning to describe themselves and others’ character and appearance. I will work with small groups of boys and will encourage participation and improvement of understanding/speaking skills. My role as an Undergraduate Ambassador is to provide learning opportunities and allows individual contact time with students to aid their social and personal development. Activities will be enjoyable but relevant to the curriculum and language learning. The level of target language in the teaching classroom is high and I will follow this example where suitable and as much as possible in order to maximise progress. Routine will form an important basis for lessons, with classroom vocabulary and instructions which I will extend regularly. My students have lower ability than others in the same class. So, engagement and motivation is particularly important to attempt to bring them up to a similar level to that of their peers. However, within my group there are also mixed abilities and I must cater for individual needs; challenging the brighter and supporting the weaker. Continuous reinforcement of vocabulary and grammar through enjoyable and engaging activities is essential. I will each week revise simple questions and once satisfied with progress, vary them and introduce further topics to make them more challenging. I wish for the teacher – pupil relationship to be strong as this facilitates learning. The basis of a 30minute lesson – Shared objectives Practice routines (throughout) An engaging first activity Second, reinforcement activity Effective explanations/instructions/transitions A clean end point and assessment of progress Good behaviour and work will be rewarded with ‘vivos’ (school points system). All about me! What is your name? ¿Cómo te llamas? How are you? ¿Cómo estás? Where are you from? ¿De dónde eres? Where do you live? ¿Dónde vives? How old are you? ¿Cuántos años tienes? ¿De qué color son mis ojos? ¿De qué color es mi pelo? ¿Quién soy? ¿De qué color son mis ojos? ¿De qué color es mi pelo? ¿Quién soy? ¿De qué color son mis ojos? ¿De qué color es mi pelo? ¿Quién soy? Straight hair Curly hair Wavy hair Short hair Long hair I have blue eyes Beard Moustache I have brown eyes Tengo el pelo corto y rubio ¿De qué color son tus ojos? ¿De qué color es tu pelo? I have short, blonde hair What colour are your eyes? What colour is your hair? I have long, brown hair I have red hair El pelo liso El pelo rizado El pelo ondulado El pelo corto El pelo largo Tengo los ojos azules Tengo los ojos marrones Tengo el pelo largo y moreno Tengo el pelo rojo Una barba Un bigote