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Lesson Plan Luis Fajardo Linares Learning Philosophy According to my personal experience with learning a second language, I can say that when I saw my old tourist guide friend studying by himself with an English magazine, and a Spanish-English dictionary that gave me the input to learn English (additionally, I learned French and Italian). However, I must say that basic English grammar was taught to me in school. My interest in learning English also came about when I started to work as a tourist guide with Peruvian and international tourists. I noted that many visitors arrived from different countries, and when they asked for an English tourist guide speaker, none of my colleagues spoke it. At this time (1984), neither did I. These two situations motivated me to learn English. For me, the sequence to learn English was listening, speaking, writing, and finally reading. Presently, I use this sequence to improve my English learning, but when I began to work as a guide, I convinced myself that the best way to learn would be to ask the tourists who came to visit the attractions around my city (Trujillo) if they wanted a free explanation about the places that they were going to see. Therefore, I offered them to go around all the tourist places without thinking about the time we needed for the whole visit. My goal was to learn and practice English by interacting face-to-face with them all the time. For me, it was more important to learn English than earning money for these visits. I spent time and took advantage of every

opportunity I had to learn in this way. I remember that after a couple of months, I was able to speak English. I also started to write in English while trying to translate the information I knew

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about my city and its attractions. Some of the topics were history, geography, archaeology, architecture, ethnology, language that my ancestors spoke, etc. I became an autodidact before I arrived in Lincoln. Before starting my studies at UNL. I prepared myself to take the Michigan test. I watched television, listened to the news on the radio and exercises from the book Grammar in Context 3. Once again my method helped me to get ahead. I passed the test and started my classes at UNL. Another part of my English learning experience is that I learned to write by myself without taking any specific class or course to do it. I thought that if I knew how to speak English, then I could write it. Because of this experience, I think that students can learn a second language like me, and in this case, I would enjoy teaching Spanish in an adjective position for a beginner Spanish level 102. The Lesson Plan is explained in the next document. Lesson Plan The position of the adjective in the Spanish language

Designed: For students of Beginning Spanish, level 102. Description: The intention of this lesson plan is to explain the position of the qualifying adjective in Spanish sentences. The position of the adjective informs about the name. This is basic to describe the qualities of the noun that serves to identify and differentiate some nouns from others. This introductory lesson will be developed in the second semester class for beginner students of Spanish. Didactically, the students interact with the cooperative approach of learning that will allow them to work in small groups of 3 to 4 to obtain shared learnings or interlearning. This approach, on one hand, promotes the teamwork and, on the other hand, it fosters interaction between the students to learn the contents and teamwork to develop their social skills. During the development of the lesson, the position of the adjective will be compared both in Spanish and English. Thus, the students will be able to distinguish the construction of this

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grammar category and to settle down the differences in the use of the qualifying adjective in both languages. To better understand the adjective, the lesson will provide a concept and some examples of this one. The lesson will include theory and practice for a better understanding about the position of the qualifying adjective in Spanish.

Objectives: For this 50 minute lesson, the main objectives are: 1. 2. 3. 4. To explain what is the adjective To use the qualifying adjective to describe the basic qualities of the nouns To write and recognize why the adjective is placed before or after a noun To increase learning with students interaction

Materials: Card stock, markers, scissors, glue, colors, and cards.

Activities 1. Oral communication with a duration of 20 minutes 1.1 Show to the teamworks some nouns and qualifying adjectives sombrero camisa auto bolsa hombre rojo amarilla nuevo marrn serio

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camisa amarilla

sombrero rojo
Fuente: holacaracola.es

Fuente: pe.livra.com

auto nuevo

Fuente: taringa.net

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casa pequea

Fuente: 10puntos.com

1.2 Ask if they know nouns and adjectives 1.3 What is the difference between the qualifying adjective position in English and Spanish? La casa real El clido abrazo The royal house The warm hug

1.4 Do exercises by putting the adjective before or after the noun Before-the-noun: Usually, it emphasizes the noun quality - Rara vez - Cada semana - Blanca nieve - Dulce miel

Postponed: Normally, it indicates a feature that distinguishes it from the others - Vivienda social (slo de carcter social) - El caballo negro (no un caballo blanco, ni pinto ni de otro color) The qualifying adjectives that express color, form, state, type, origin, usually are placed after the adjective: Color: Form: State: Type, origin: un coche rojo un objeto cuadrado una caja abierta un tema familiar

1.5 To establish what happens if synonym qualifying adjectives are used

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La casa nueva El hombre pobre

La casa reciente El hombre modesto

In both cases the meaning is the same 1.6 To read and analyze a short newspaper article and identify the qualifying adjectives. Then, to underline which ones are put before-the-noun and postponed 2. Written communication with a duration of 15 minutes 2.1 To give a sheet with exercises regarding the topic to treat lpiz, marrn, azul, cuaderno, alta y persona

-lpiz marrn

- cuaderno azul

- persona alta

2.2 Qualifying adjective definition The qualifying adjective names or indicates the qualities, features and properties of the names to which they accompany

2.3 Written examples on the blackboard will be done to consolidate learning of the adjective definition 2.3.1 Hombre serio - La va lctea - Mujer bonita - La pasta italiana

2.3.2 Some qualifying adjectives change their meaning depending on their position, since, it is important to know when do they have to be placed before or after: pobre hombre hombre pobre merece compasin no tiene dinero

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viejo maestro maestro viejo

desde hace aos tiene muchos aos

2.3.3 Formulation of the rule of construction of the qualifying adjective: it normally matches with the genre and number of the noun and it is placed after the latter: - La camisa blanca - The yellow shirt - El auto nuevo - The new car - Las camisas blancas - The yellow shirts - Los autos nuevos - The new cars

Some qualifying adjectives have a different form for the masculine and the feminine one: a. If, the masculine form finishes with an o, in the femenine one it finishes by an a: lindo peruano linda peruana

b. If in its masculine form it finishes with or, in its femenine one we need to add an a: corredor trabajador corredora trabajadora

c. If in its masculine form it ends in tonic vowel plus n, in feminine in its feminine form we need to add an a haragn llorn haragana llorona

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d. Some adjectives are provided with only one form for both masculine and feminine: a, e, i, u, ista or consonant l, n, r, s, z: el belga hombre amable el hind el pacifista el manto azul el pap joven el encuentro familiar el nio corts un hombre feliz la belga mujer amable la hind la pacifista la manta azul la mam joven la reunin familiar la nia corts una mujer feliz

e. The mayor, menor, mejor, peor, superior, inferior adjectives do not change in genre: el hermano mayor/menor el mejor amigo/amiga la hermana mayor/menor el peor alumno/la peor alumna

f. In regards to the number, if the singular adjective ends in: 1. Vocal, se le agrega s trabajadora trabajadoras importante importantes hermoso hermosas 2. Consonante, se le agrega es azul azules feliz - felices

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hablador - habladores 2.3.4 Individual or teamwork voluntary student participation is requested. Application: 15 minutes 3.1. The pupils will prepare short sentences associating names and qualifying adjectives 3.2 There will clear up the doubts that the pupils could have 3.3 In turns, every group will contribute with some examples of sentences with before-the-noun and postponed qualifying adjectives Assessment - To know if the pupils have learned what is related to the use of the qualifying adjective, a homework will be assigned to them for the following class will consist in: 1. To bring a work with qualifying preferred and postponed adjectives. 5 examples of each one 2. To prepare examples of qualifying adjectives that are used for the persons, the objects, the houses, 5 of each one - To know if they work cooperatively, the dynamics of teamwork participation will be verified during the achievement of the assigned activities The qualification will be based on the following criteria: De 1 a 4: Not acceptable, if he/she develops irrelevant matters, exhibiting the concepts and ideas in an independent way and giving examples not linked to the topic

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De 5 a 7: Acceptable, if he/she formulates proper examples and develops most of the most important points of the topic De 8 a 10: Excellent, if he/she uses the concepts and important arguments in detail, and proposes proper examples that enrich and clarify the argument of the exhibition/ presentation Note: If it is proved that only one member of the group does all the work, the whole group will have the epithet of: Not acceptable

Bibliography
Alonso Raya, Rosario et al. Gramtica bsica del estudiante de espaol, Upper Saddle River, NJ, Pearson, Prentice Hall, 2005 http://roble.pntic.mec.es/acid0002/index_archivos/Gramatica/adjetivo.htm December 10, 2010