De Compras

Running head: DE COMPRAS
















Spanish III Lesson Plan: De Compras
Lolly Fitzsimmons
Weber State University
Methods of Teaching Foreign Languages, FL 4500
Theresa Bell
11/07/09








De Compras
Students are trained to learn some strategies that improve their reading and comprehension. Often inadvertently students are able to internalize the informationbeing taught in the classroom through understanding the content in an ample variety of texts. This unit will teach the use of preterit tense verbs and activities related to purchases and description of clothing.
Grammar and Vocabulary Addressed
Spanish III level vocabulary related to buy clothing in a departments store. Lesson will address words for naming clothes, and the verbs for buying,getting dressed, words useful for speaking of purchasing actions and business transactions.
Foreign Language Learning Standards
The Standards of learning proposed by the American Council on Teaching of Foreign Languages (Appendix 1), addressed for the lesson are:
Communication
Standards 1.1, and 1.2:
• Describing clothing, materials, and descriptions.
• Discussing about purchasing transactions,sizes, and fashion styles.
Cultures
Standards 2.1 and 2.2:
• Aspects of Hispanic stores and market styles.
Connections
Standards 3.1 and 3.2:
• Home Economics – Budget, credit card, and checks transactions
• Mathematics – Addition, subtraction, multiplication, and division.
Comparisons
Standard 4.1 and 4.2:
• Types of purchases
• Purchases through internet
Communities
Standard 5.1and 5.2:
• Students will visit a Hispanic store in the school neighbor area.
• Students will create a flyer about a Hispanic store inviting the public to visit it.
Materials
The main textbook used is Paso a Paso 2, (1996). ScottForesman Spanish Program. Scott, Foresman and Company, Glenview, Illinois. This unit will be based in Capítulo 3, ¿Qué ropa está de moda? Teacher will use a variety ofmaterials for reading and written activities with audio program, and Practice Workbook 2 sheets for the same chapter. The unit will require, additionally, the use of some guides and charts designed by teacher. (See Appendices)
Activities
Pre reading activities:
1. Teacher will project on the transparency projector a paper named Las Tiendas, with some
names of famous stores. They will brainstormideas about what those words mean, and students will be writing on the board all the conclusions (Appendix 2).
2. Students will be given a paper with few questions to evaluate their prior knowledge (Appendix 3). They will gather in groups of two to complete the papers, then, their results will be discussed. Multiple oral questions will be asked about how to conjugate a present tense verb, whatare the pronouns in Spanish, and if the verb conjugations are the same in both languages, who remembers words for naming clothes, and the verbs for buying, getting dress, to go, and all related verbs and words useful for speaking of purchasing actions. On the board they will write them into categories. After this, teacher will know what the weak areas to reinforce are.
3. Teacher will givestudents the vocabulary lists, from page 124, and working in groups of four, helped by dictionaries, will find the meanings of the words. Students will organize them in graphics or diagrams (Appendix 4).
4. Students will hear the audio text Gramática en Contexto on page 108 of the textbook; this is a comic story with dialogues. Students are encouraged to pay attention, trying to understand thenarration and writing in paper ideas of what they think the reading is talking about. Make a chart on the left side of the board about the results for the group.
Reading Activities
Reading activities:
1. Students will start reading the written text in small groups, and with the use of different color pencils underline the clues will help them understand better the text, such as: verbs, adjectives,...