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Sample Lessons Spanish PDF

The sample lesson plan is for a Spanish class on means of transport. It includes: 1) Objectives for students to inquire about and respond to questions about means of transport used to get to different destinations. 2) An introduction where the teacher models a sentence about taking a car to school. 3) A content section focusing on vocabulary for different means of transport like bike, bus, motorcycle, taxi, train, boat. 4) Planned teacher strategies like naming destinations with miming and a question for students to practice. Student activities include guessing, repeating phrases, and a chain activity asking each other.

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JayCesar
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
196 views

Sample Lessons Spanish PDF

The sample lesson plan is for a Spanish class on means of transport. It includes: 1) Objectives for students to inquire about and respond to questions about means of transport used to get to different destinations. 2) An introduction where the teacher models a sentence about taking a car to school. 3) A content section focusing on vocabulary for different means of transport like bike, bus, motorcycle, taxi, train, boat. 4) Planned teacher strategies like naming destinations with miming and a question for students to practice. Student activities include guessing, repeating phrases, and a chain activity asking each other.

Uploaded by

JayCesar
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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SAMPLE LESSONS PLAN

SUBJECT: ______________________________
TEACHER: _____________________________
DATE: _________________________________
CLASS: ________________________________
TIME: ______________________ period/s
UNIT: _______________________________________________________________
TOPIC: ______________________________________________________________

PREKNOWLEDGE

OBJECTIVES
Students will be able to:

CONCEPT / PRINCIPLE / SET INDUCTION

Classification

SECTION/S OF LESSON/S
CONTENT
Teaching points:

METHOD
TEACHER STRATEGY

STUDENT ACTIVITY

RESOURCES

SECTIONAL REVIEW

CLOSURE

FINAL EVALUATION
Related
Objective

TEACHERS EVALUATION OF LESSON

SAMPLE LESSON PLAN


SUBJECT: __________Spanish____________________
TEACHER: _____________________________
DATE: _________________________________
CLASS: _____________Form 1____________________
TIME: _____One___________________ period/s
UNIT: ______________Spanish Heritage in Trinidad_____________________________
TOPIC: _____________Names of Places___________________________________

PREKNOWLEDGE

Familiarity with basic geography of Trinidad and location of places.

OBJECTIVES

Classification

Students will be able to:


1. identify place names of Spanish origin in Trinidad
Cognitive
2. correctly pronounce the names of Spanish origin of Trinidadian
towns, villages, beaches etc
Psychomotor
3. develop an appreciation of the Spanish heritage in Trinidad, especially names Affective

CONCEPT / PRINCIPLE / SET INDUCTION

Teacher initiates discussion on Spanish


influence in Trinidad. The focus is on eliciting from students names of places of Spanish
origin and any historical background with which they may be familiar.

SECTION/S OF LESSON/S

CONTENT

1) Names of places
2) Saints Names San Fernando
3) Physical Features - Cerro del Aripo
Manzanilla, Marabella
4) Names with Adjectives Palo Seco, Buen Intento.

METHOD
TEACHER STRATEGY

STUDENT ACTIVITY

Soliciting names from students


with pronunciation repetition
Giving explanations as and
when necessary
Focus on pronunciation
practice

Pronunciation of names
Pronunciation practice of
names in context
Labeling large map of
Trinidad

RESOURCES

Large map
Individual maps

SECTIONAL REVIEW

CLOSURE
Invite students to seek out names of streets in their community to report back to class,
speculating on the meanings.

FINAL EVALUATION

Oral evaluation through pronunciation and place


identification on map
Related
Objective

TEACHERS EVALUATION OF LESSON

SAMPLE LESSONS PLAN


SUBJECT: ____SPANISH__________________________
TEACHER: _____________________________
DATE: _________________________________
CLASS: _FORM 1_______________________________
TIME: __

One

______________period/s

UNIT: ____Socializing____________________________________________
TOPIC: ___Class Room Language___(Pt. 3)_________________________________

PREKNOWLEDGE

Knowledge of (i) vocabulary to identify twelve (12) specific


items/objects in the classroom.
(ii) commands to stand, sit, listen, repeat (singular and
plural )

OBJECTIVES

Classification

Students will be able to:


1) respond appropriately to specific instructions in relevant
classroom situations
2) give specific instructions to a classmate or group
in relevant class room situations

CONCEPT / PRINCIPLE / SET INDUCTION


Teacher uses previously coached students to respond to a few commands given in order
to entice students into wanting to learn commands.

SECTION/S OF LESSON/S
CONTENT

Singular and plural commands of the following:


- cierra / abre el libro; -cierren / abran--Teaching points:
- borra / borren la pizarra
- pon/pongan el libro en la mesa;

METHOD
TEACHER STRATEGY

Demonstration (oral and


physical) of language used.
Introduction of game Simn
dice
Written cues on strips to test
(English) assimilation

STUDENT ACTIVITY

Students perform T.P.R.


responses to commands.
Students repeat language with
dramatization.
Playing game Simn dice to
practice commands and
responses.

RESOURCES
Regular classroom objects

SECTIONAL REVIEW

CLOSURE

Teacher asks students to summarize what was learnt.

FINAL EVALUATION
Reasonable level of achievement:
Students pull written cues
containing English commands and give relevant Spanish commands to
selected students in chain activity
TEACHERS EVALUATION OF LESSON

Related
Objective

SAMPLE LESSONS PLAN


SUBJECT: __________SPANISH____________________
TEACHER: _____________________________
DATE: _________________________________
CLASS: ________________FORM 2_________________
TIME: ___________One period/s
UNIT: ____Daily Routine____________________________________________
TOPIC: ___Reporting on someone elses routine_______________________________

PREKNOWLEDGE

Expressing and identifying in Present Time, the exact time of normal


routine activities using 1st and 2nd person singular with appropriate
vocabulary
e.g. me despierto / te despiertas a las cuatro; me levanto /te levantas a
las.; me visto / te vistes a las.; me despido de mi mam /
te despides de tu mam a las etc
.

OBJECTIVES
Students will be able to:
1. Describe someone elses routine using the 3rd person singular

Classification
Cognitive
Affective

CONCEPT / PRINCIPLE / SET INDUCTION

Teacher does brief question and answer session of a student to highlight details and bring
back structures used. Then does brief report on activities in 3rd person, invites class to learn
to do the same.

SECTION/S OF LESSON/S
CONTENT
Teaching points: use of specific recycled structures describing morning/evening routine now
using 3rd person singular of regular AR, ER IR ending verbs

METHOD
TEACHER STRATEGY

Listening comprehension
passage read, accompanied by
illustrating practice.
Focused discussion on format
of verbs in report.
Format for interviews/report
given

STUDENT ACTIVITY

Listening and working out


details of 3rd person reporting
format.
Identification of features of
language in 3rd person.
Group activity interview and
report done in 3rd person

RESOURCES

Listening comprehension
passage.
Video/cartoon or other
pictorial representation of an
individual in his/her daily
routine

SECTIONAL REVIEW

CLOSURE

Student summary of activities done. Example given

FINAL EVALUATION
Related
Reasonable level of achievement: Oral then written report on pictorial representation
Of an individual routine
TEACHERS EVALUATION OF LESSON

Objective

SAMPLE LESSONS PLAN


SUBJECT: __________SPANISH____________________
TEACHER: _____________________________
DATE: _________________________________
CLASS: ________________FORM III_________________
TIME: ______________________ period/s
UNIT: ____Shopping____________________________________________
TOPIC: ___Monetary transactions_______________________________

PREKNOWLEDGE

# 1 -,000,000

OBJECTIVES

Classification

Students will be able to:


1. ask the price of an item
2. respond appropriately to monetary transactions
3. indicate mode of payment
4. close a sale

CONCEPT / PRINCIPLE / SET INDUCTION


Teacher asks who likes to shop, discuss shopping as an activity that people enjoy. Introduces
idea of shopping in a Spanish speaking country being able to use currency etc.

SECTION/S OF LESSON/S
CONTENT

# 1 1,000,000

METHOD
TEACHER STRATEGY

Shop/store situation set up.


Teacher demonstrates
appropriate phrases
Asks class to repeat phrases.
Listening Passage using
shopping.

STUDENT ACTIVITY

Students deduce language


being used from context
Students repeat phrases for
pronunciation
Students place phrases in order
of use.
Groups practice shopping.

RESOURCES

Reading, listening, passage


sample currencies/play money

SECTIONAL REVIEW

CLOSURE

Student summary of what was learnt

FINAL EVALUATION
Related
Reasonable level of achievement: Dialogue completion where students fill in what is
missing in shopping situations.
TEACHERS EVALUATION OF LESSON

Objective

SAMPLE LESSON PLAN


SUBJECT: __________Spanish____________________
TEACHER: _____________________________
DATE: _________________________________
CLASS: _____________Form 3____________________
TIME: _______One_____________ period/s
UNIT: ______________Transport____________________________________________
TOPIC: _____________Means of Transport____________________________________

PREKNOWLEDGE

Verb IR.
Selected common destinations

OBJECTIVES
Students will be able to:

Classification
Affective

1. Enquire about which means of transport one uses.


2. Respond to enquiries about means of transport used.

CONCEPT / PRINCIPLE / SET INDUCTION


Students told they are going to learn about means of transport. Teacher indicates Yo voy a
la escuela en carro.
Repeats with miming and explanatory gestures.

SECTION/S OF LESSON/S

CONTENT

Cmo vas

Teaching points:

a la
al

-------- ?

en bici(cleta)
en autobs
en moto(cicleta)
en taxi
por tren
por barco

METHOD
TEACHER STRATEGY

Teacher names destinations


with different means of
transport with miming
Question introduced after all
items given : Cmo vas?
Chain activity where they
question each other and
respond.

STUDENT ACTIVITY

Students guess means of


transport. Repetition of
phrases.
Students respond.

RESOURCES

Pictures / video clips of


different destinations

Comprehension passage about


different means of transport.

Chain activity asking &


responding about how they go
where.

SECTIONAL REVIEW

CLOSURE

FINAL EVALUATION
Related
Objective
Reasonable level of achievement:
TEACHERS EVALUATION OF LESSON

Comprehension passage about means of


transport utilizing all persons.

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