Casidhe Vandall Rebecca Scheeringa Anne Nanninga Goals
A. Teach english as a foreign language 1. Work on sentence formation - nouns, adjectives, verbs 2. Practice pronunciation, long versus short vowels, 3. Work on vocab with certain exercises - word searches, games
Description of learners
12- 14 year olds 2-3 years previous experience 25 students per class
Lesson content
Go over previously learned vocab, do worksheet as class on projector Use vocab to incorporate into sentences Explain how to properly pronounce common words
Learning objectives
-Students will be able to compose two basic sentences properly including vocab they learned in the lesson within three minutes. -Students will be able to pronounce words correctly without mistakes five times. -Students will be able to successfully translate ten vocab words from Spanish to English on a timed worksheet. (five minutes)
Required Materials Worksheets for every student for exercises 8 sets of Flashcards Projector Translation handouts of words from Spanish to English
Procedures Hand out worksheets and flashcards to students Use projector to give examples of nouns, verbs, adjectives Do worksheet together and ask for questions, use transparency copies of handouts Explain pronunciation and why words are said the way they are, with certain emphasis on nouns( describe what nouns are), word formation ( i before e except after c) Work on basic sentence structures, jumbling words and having students form into a complete sentence Do timed worksheet at the end of the class period and check result
Assessment -Teacher will listen to each student to make sure they can pronounce words correctly. -Teacher will check worksheets for accuracy and correct spelling. -Compare worksheet done as class with timed worksheet, times worksheet should have at least 5 correct spellings of the words and matched correctly.
Standards
3.RF.4.4: Read grade--appropriate words that have blends (e.g., walk, play)and common spelling patterns (e.g., qu--;doubling the consonant and addinging, such as cut/cutting; changing the ending of a word from to es to make a plural).
Level 2 emerging Compound grammatical constructions Repetitive phrasal and sentence patterns across content areas
Level 1 Entering
Single statements or questions An idea within words, phrases, or chunks of language
References and Reference Materials
WIDA Performance Definitions Listening and Reading, Grades K12 Indiana Department of Education Academic standards
Baker, Amanda., Murphy John. 2011. Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28 (2), 29-50.
The first journal article is about what you need to know before you enter a classroom to teach. It explains the specific types of information that the teacher must take into consideration when developing a lesson plan for a group of students that theyve never taught before. It explains the importance of knowing the school standards and policies that the teacher must adhere to when teaching the lesson. This is important when we created our lesson plan because it made us think about the types of materials that well have to work with and what constraints we must take into consideration. It also suggests that we must know what the school expects out of its students so that we can make sure that we include things in our lesson plans that help propel them to those standards. This article also says that a teacher should be careful about how they introduce pronunciation. It talks about how most teachers use CDs to help a student learn pronunciation. However we dont have that technology so we have to rely on ourselves to make sure that we get the pronunciation correct.
Felder, Richard M., Henriques, Eunice R. 1995. Learning and teaching styles in foreign and second language education. Foreign Language Annals, 28, 21-31.
In this article, the main focus is being able to understand that each student learns differently. As a teacher you will have to adapt to more than one way of teaching. Not all students are hands on learners, or learn through memorization. You must be able to be prepared to help every child in every different teaching method possible. The article includes different learning styles to help teachers when teaching a second or foreign language.
Directions: Using the word bank, place the Spanish word on the line next to the English word that it translates to. Each word will only be used once.
Estar Tener Ahora Ir Hacer Por De Por Favor Porque
To go _______________ Because _______________ Now _______________ Please _______________ To be _______________ To do, to make _______________ Of, from _______________ To have _______________ For, by _______________