REPUBLIC OF TRINIDAD AND TOBAGO

MINISTRY OF EDUCATION

CURRICULUM DEVELOPMENT DIVISION

Teacher’s Guide
Secondary School Curriculum

Spanish
© Ministry of Education
Published in 2014 by the
Curriculum Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva
Republic of Trinidad and Tobago
Printed by
 Table of Contents
Part 1: Introduction ...................................................................................................................... 5

Introduction ................................................................................................................................. 6
The Teacher’s Role ..................................................................................................................... 6
Rationale for Teaching and Learning Spanish ............................................................................ 8
Applicable Learning Theories and Principles ........................................................................... 10
Curriculum Framework ............................................................................................................. 13

Part 2: Teaching and Learning .................................................................................................. 14

Introduction ............................................................................................................................... 15

Planning For Instruction ....................................................................................................... 18

Scheme of Work Template ................................................................................................... 21

Grammar Tracking Tool – FORMS 1 – 3 ................................................................................. 22

FORM 1 TERM 1 ................................................................................................................. 22

FORM 1 TERM 2 ................................................................................................................. 23
FORM 1 TERM 3 ................................................................................................................. 23
FORM 2 TERM 1 ................................................................................................................. 24
FORM 2 TERM 2 ................................................................................................................. 24
FORM 2 TERM 3 ................................................................................................................. 25
FORM 3 TERM 1 ................................................................................................................. 26
FORM 3 TERM 2 ................................................................................................................. 27
FORM 3 TERM 3 ................................................................................................................. 28

ICT Guiding Principles ............................................................................................................. 29

Technology Integration in the Teaching of Spanish ................................................................. 29
Sample Spanish Project............................................................................................................. 32
Form One .................................................................................................................................. 32

Part 3: Assessment ...................................................................................................................... 35

Assessment Strategies ............................................................................................................... 36

Continuous Assessment ............................................................................................................ 38
 Assessment of Higher Order Skills ........................................................................................... 41

Part 4: Curriculum Adaptations ............................................................................................... 43

Curriculum Adaptation ............................................................................................................. 44

The Gifted Student ................................................................................................................ 46

The Special Needs Student ................................................................................................... 48

Part 5: Resources ........................................................................................................................ 53

Appendix A: Cultural References ............................................................................................. 54

Appendix B: Glossary ............................................................................................................... 63
Appendix C: Bibliography ........................................................................................................ 67
Appendix D List of helpful ICT Websites ................................................................................ 69
Appendix E: Sample Lesson Plans ........................................................................................... 70

FORM 1 ................................................................................................................................ 70
FORM 2 .............................................................................................................................. 104
FORM 3 .............................................................................................................................. 130

Sample Culture Frames ........................................................................................................... 145

CULTURE FRAME 1 ........................................................................................................ 145

CULTURE FRAME 2 ........................................................................................................ 149
CULTURE FRAME 3 ........................................................................................................ 153
CULTURE FRAME 4 ........................................................................................................ 156
CULTURE FRAME 5 ........................................................................................................ 159
CULTURE FRAME 6 ........................................................................................................ 161
CULTURE FRAME 7 ........................................................................................................ 165
Part 1: Introduction
 Introduction
The Teacher’s Role

The teacher is a facilitator in the learning process—the intermediary between the students and
the material being taught. The teacher must ensure that the required knowledge and skills are
taught, and that the appropriate teaching/learning methods, resources, classroom environment,
and values, as are espoused by the curriculum, are factored into each learning encounter.

The curriculum guide should be used as a frame of reference, a fundamental organizer. Its
philosophical basis supports the enhancement of communication in a risk-free, non-threatening
environment. The curriculum reflects a functional approach to language learning and a
communicative, constructivist approach to instruction. The goal, simply put, is to enable the
student to understand and produce the Spanish language in real-life contexts and in an enjoyable
way.

The teacher should always select the best available resources to enable student learning, being
careful to choose relevant and interesting materials and to adapt or abridge them to suit the level
of the students. The content and/or sequence of textbooks or other instructional materials must
not determine the pace or sequence of the lessons. Rather, the curriculum should be the main
driver of the content, pace, teaching and learning methods and assessment activities of the
classroom. Texts and other support materials should be used to enrich, complement, and
reinforce learning, and should be aligned with the curriculum itself, all with the goal of
attracting, captivating, and unfolding the learning potential of students. Lessons should be
sequenced to build from the known to the unknown, from the familiar to the distant, and from the
concrete to the abstract.

Lessons in the modernized secondary Spanish classroom involve interesting and significant
aspects of Hispanic cultures, which are relevant to the syllabus content and the goals and
standards of the curriculum. These cultural segments ought to be integrated with other segments
of learning to reinforce the expressed goals of the curriculum. The cultural references found in

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Appendix A are expected to serve as the starting point for the cultural explorations suggested in
the curriculum.

Classroom enactment is the ultimate expression of a teacher’s professional activity, and is the
final stage of the implementation process of any curriculum. All teachers are involved in
curriculum development and implementation through the lesson planning process. Considerable
time and effort are spent in collecting resources, designing materials, and developing
appropriate, relevant, interesting, and challenging lessons. It is advisable that the most effective
of these be accumulated and organized, and shared among colleagues for maximum variety and
creativity. Schools should also be actively involved in the development of teaching and learning
data systems so that teachers can draw on these growing collections of relevant resources.

Every child can learn. The teacher must therefore be alert and observant in order to identify the
learning style and strengths of each student and capitalize on these. Teachers should also focus
on each child’s cognitive, affective, and psychomotor dimensions. Relevant theory and research
in the area of education, both with general applications and of specific relevance to the teaching
of modern languages, enable successful practice.

Teachers need to be creative. The strategies, activities, and evaluation exercises suggested are
indicative of the principles that should guide what takes place in the Spanish classroom.
Teachers are encouraged to expand, improvise, amend, and, indeed, create their own activities
and evaluation instruments, adding best practices to these suggestions, and sharing successful
lessons with others.

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 Rationale for Teaching and Learning Spanish

A language is a tool used in almost every aspect of our lives. Language facilitates, and in many
cases enables, the many activities that characterize life at home, school, work, and places of
leisure. Every student should be afforded the opportunity to learn a foreign language and to
develop the kinds of skills and attitudes to learning that the study of a language uniquely
provides. Language learning is a specialized but multifunctional component of a well-rounded
education.

The acquisition of language proficiency is only a part of the possible learning outcomes of a
well-designed and implemented curriculum in a foreign language. Foreign language learning
contributes significantly to the cognitive, metacognitive and affective development of students. It
demands numerous strategies that utilize students’ multiple intelligences and varied learning
styles. Foreign language students develop higher-order skills, are more adaptable and well-
adjusted socially, and by virtue of “living the language” increase their awareness of, and
sensitivity to, their immediate and wider environment.

The cross-cultural sensitization to which foreign language students are exposed, as they come to
understand and appreciate the traditions and values of other societies, supports the development
of increased acceptance and embracing of differences, and prepares them to work cooperatively
with other citizens of their own countries as well as of other countries.

Today, Spanish is the most widely spoken language in the western hemisphere. Among the
important factors that point to this country’s need to prepare all our citizens to interact with
others in Spanish are: its geographical location midway in the Spanish-speaking world; being
designated as the site for the headquarters of the Association of Caribbean States (ACS), with its
concomitant socio-economic implications; and the sharing of territorial waters with our nearest
neighbour, Venezuela, and the attendant geopolitical implications of that fact. Spanish has thus
been accorded the status of the First Foreign Language of Trinidad and Tobago and is a core
component of the national curriculum.

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It is evident, then, that the study of Spanish will not only enhance individuals’ marketability and
professional advancement, and contribute to their intellectual, moral, and emotional
development, but will also help Trinidad and Tobago to realize its goals for social and economic
development.

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 Applicable Learning Theories and Principles

Teaching methods are derived primarily from theories about language learning. Such learning
theories generally take into account the processes involved in language learning and the
conditions under which these processes need to take place. Examples of language learning
processes are habit-formation, induction, hypothesizing, and making inferences. Conditions
conducive to the activation of language learning processes consider the context—physical and
motivational—within which language is situated. Theories of language learning often emphasize
one or the other of these two dimensions of context. Methods are shaped by an approach to
language learning that influences the design of the instructional system in which learning is to
take place.

The design of this curriculum is based on the principles of a communicative approach to

language learning (also referred to as communicative language teaching), which has been at the
heart of language education since the 1970s. This approach aims at making communicative
competence the broad goal of language teaching, and focuses on procedures for developing the
four skills of listening, speaking, reading, and writing, underscoring the interdependent
relationship between language and communication. Thus, it is necessary to employ congruent
procedures in the classroom, which are based on applicable theories of learning.

The following principles that promote learning are common to learning theories of relevance in
the communicative classroom:

Learning is optimized when communication is seen to be real.

Learning tasks should be relevant and meaningful to the learner.

Language used ought to be authentic and used to engage the learner, rather than being based on
mechanical practice.

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A few theories that are of particular significance to the communicative modern language
classroom are briefly summarized below. References are provided for further investigation by
teachers.

Charles Curran’s Counseling-Learning (1976) focuses on the importance of the atmosphere

created in the foreign language classroom, and the need to eliminate feelings of insecurity and
intimidation commonly experienced by language learners.

James Asher’s Total Physical Response (1977) is a method founded on the belief that language
learning, particularly in children, is based on motor activity, so that teaching activities should
link language and movement.

Competency-Based Language Teaching (Findlay & Nathan, 1980) emanates from a movement
that focuses on the outcomes or outputs of learning. It posits that language is a medium of
interaction and communication between persons, with the end of achieving clear goals and
purposes. It therefore aims to teach language in relation to the social context of its use.
Cooperative Learning (Kessler, 1992), drawing on the work of Piaget and Vygotsky, stresses the
importance of social interaction in learning. Learners develop communicative competence in the
target language, as well as other key social skills and values, by interacting within structured
groups.

Howard Gardner’s Multiple Intelligences (1993) refers to the principle that human intelligence is
multidimensional and that all individuals vary in combinations and strengths of intelligences.
Therefore, these differences ought to be acknowledged and accommodated in teaching methods.

Constructivist Learning Theory (Brooks & Brooks, 1993) proposes that knowledge ought to be
constructed by the learner rather than discovered or received. Constructivist learners learn by
doing. Rather than focusing principally on covering content, teachers collaborate with learners to
create knowledge and understanding, focusing on their interests, needs, and experience.

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Task-Based Language Teaching (Willis & Willis, 1996) refers to an approach to language
teaching based on the use of authentic tasks as the core of planning for the classroom. It
prescribes activities that are meaningful and involve real communication, and which employ a
wide range of realia by the teacher.

While these theories are not all exclusive to the modern language classroom, they do suggest a
common set of theoretical principles and beliefs about language learning. They do not prescribe
fixed techniques for use by teachers but allow for flexibility of interpretation and application,
according to individual teaching/learning requirements. While many of them have stood the test
of time and have reinforced their utility, they are subject to revision and adaptation as new
learning needs and scenarios emerge.

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 Curriculum Framework

Term 1 Term 2 Term 3

1. Let’s Speak Spanish 7. Home, Family and Friends 10. Expressing Likes and Dislikes
2. The Spanish Influence in T&T 8. Description of Persons 11. In The Classroom
Form 1

3. The Spanish Sound system 9. Dates and Time 12. Snack Time
4. The Spanish-speaking world 13. Enjoying The Outdoors
5. Socializing
6. Personal Identification

14. My World 19. School Life 22. Things I like to Do

Form 2

15. My Daily Life 20. School Layout & Personnel 23. Free Time
16. My Neighbourhood 21. Mode of Transport 24. Sport
17. My Home Life 25. Related Weather Conditions
18. Family Trips and Errands
Form 3

26. Getting Around 28. Shopping 29. At The Restaurant

27. Preparing to See the World
Out there

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Part 2: Teaching and Learning
 Introduction

The teaching/learning strategies that a teacher chooses to employ in the classroom ought to be
individual choices informed by the learner needs and characteristics, the context of the school
and its particularities, and the teacher’s own style and preferences—all within the theoretical
framework laid out by the curriculum document and policy guidelines.

While the Spanish curriculum does not prescribe strategies, several examples of activities are
given which demonstrate the principles that ought to guide the selection of instructional
strategies. Additionally, some general considerations, especially useful for the novice teacher,
are given in this section.

The foreign language classroom should promote purposeful activity in an atmosphere of trust,
nurturing, and enjoyment. When learning is made fun students want to be involved in the class.
Teaching must be activity-based—using drama, games, songs, rhymes, tongue-twisters, riddles,
jokes, the making of greeting cards, pictures, murals, charts, labels, dishes, and items of craft to
support student learning and reinforcement—instead of relying on notes, rote memorization, and
repetition.

Realia and visual stimuli complement and optimize the process of language acquisition. The use
of various props as teaching aids concretizes material to be learnt, particularly for pre-teen and
early teenage learners. Authentic and relevant Spanish material can be creatively integrated at
any level into lessons and adapted to the level of the learner.

Language proficiency is developed when language is used as a habit, and even basic acquisition
of the target language requires practice. Repetition should be done in a meaningful context,
within a functional framework. For example, regularly greeting, asking and telling the time, and
using common classroom phrases and other repeatable conversational bites provide enriching
opportunities to practice listening and speaking skills, including vocabulary development and
pronunciation. Wherever possible, Spanish should be exclusively used for classroom

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communication. This will help all students to develop appropriate skills and to reinforce the use
of the language as a tool for real communication purposes.

Language teaching must focus on developing each of the four skills necessary for language
acquisition—listening, speaking, reading, and writing—as well as using them in a combined
form that approximates a realistic setting as closely as possible.

The teacher should actively target activities aimed at developing each of the four skills—
listening, speaking, reading, and writing—for each piece of language learnt from the very
beginning of language learning. Listening and oral work and assessment should be done in a very
simple form at the beginning and built up over time to the level required.

All students ought to understand that every language is couched in a cultural context. Culture
therefore forms an integral part of the programme of work to be delivered and ought to be
included in every lesson. Cultural awareness arouses students’ interest and desire to learn, and
also lends itself to values education in an effective and meaningful way. Some ways of including
cultural components are:

 use of aesthetic activities;

 discussion that arises through student interest or teacher initiative;
 researching and discussing parallels between local customs and the customs of target
cultures;
 use of cultural material that may be available, for example, Latin music, video clips of
dance, landscape, practices;
 use of resource personnel with knowledge and experience of the target culture;
 meaningful research done by the student, best presented to the class in an oral form with
supporting illustrations, and so on, and accompanied by the student’s reflections on the
information found.

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To ensure the inclusion of all learners in the classroom, teachers in mixed-ability classes should
employ strategies suited to learners’ special needs. The following techniques may be useful:

 flash cards to assist with the presentation of language

 vocal games that involve frequent repetition
 use of large print that is not dense
 use of colour coding to assist memory
 presentation of small bits of language at one time
 provision of material for independent activity

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 Planning For Instruction
Consistent lesson planning enables the teacher to deliver a well-sequenced, varied, and
interesting programme of work, which responds to the needs of the students. Although lesson
planning may be seen as a time-consuming exercise, it is well worth the effort to the teacher who
can re-use and improve successful plans. It is very useful to file and store lesson plans for future
reference, and reuse all plans, resources, and evaluation items prepared to avoid duplication of
effort year after year. The following are some suggestions for lesson planning, relevant to the
different sections of a foreign language lesson.

LESSON PLAN TEMPLATE

SUBJECT: Spanish

CLASS: Form 1 / Form 2 / Form 3

PERIOD: Identify term and week that lesson will take place.

TOPIC: Topic to be covered as stated within the curriculum guide.

CURRICULUM REFERENCES: Link to topics and sub-topics within the curriculum

guide.

DURATION OF LESSON: Time allotted for the lesson.

LEARNING OBJECTIVES: What do you want your students to learn as a result of the
lesson?

Domain Level of Difficulty

Objectives Classification (Choose relevant level within
respective domain)
1. Cognitive Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
2. Affective Receiving Phenomena
Responding to Phenomena
Valuing
Organization

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 Internalizing Values
3. Psychomotor Imitation
Manipulation
Precision
Articulation
Naturalization

PREVIOUS KNOWLEDGE: Grammatical structures and functions that students have already
met and used which are necessary for mastery of the current lesson.

Grammar:

Functions:

Other:

.
RESOURCES/ICTs: Resources to be used by both teacher and students:

Teacher:

Student:

PREPARATION OF INSTRUCTIONAL ENVIRONMENT: What needs to be done in

preparation for the execution of this lesson?

CONTENT: Structures, vocabulary and culture that students will meet within this topic:

Structure:

Vocabulary:

Culture:

SET INDUCTION: Mini-activity that gets students thinking and ready for the lesson.

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METHOD/CLASSROOM ACIVITIES: Student-centred activities guided by the teacher.

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening
Speaking
Reading
Writing

EVALUATION: Confirm whether both teacher and students have successfully accomplished
the objectives. Evaluation must be related to lesson objectives.

CLOSURE: The lesson wrap up which helps students organize the information into a
meaningful context in their minds with a brief summary or overview. Engage
students in a quick discussion about what exactly they learned and look for areas of
confusion that you can quickly clear up. Reinforce the most important points so that
the learning is solidified for future lessons. It is not enough to simply say, "Are there
any questions?”.

HOME-WORK: Home assignment to practice what was learnt or to prepare for the next class.

CONTIGENCY PLAN: It’s a good idea to know what you will do if things do not go as
planned. Flexibility within your lesson is key.

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 Scheme of Work Template

Name of Teacher: ____________________________________________________

CLASS: TERM: THEME:

FUNCTIONS STRUCTURES/ TEACHING/LEARNING ASSESSMENT

WK TOPIC RESOURCES
/SKILLS VOCABULARY STRATEGIES STRATEGIES

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 Grammar Tracking Tool – FORMS 1 – 3

This tracker is meant to serve as a guide and checklist for teacher to ensure that grammatical and conceptual aspects of the curriculum
are covered at the point when suggested by the curriculum. It ensures a comfortable spread of concepts across the terms and the years
and works to provide a strong foundation for further study of Spanish. Teachers may be guided by the pace of the students and add to
the items here listed is students comfortably cover these items.
This tracking tool does not suggest that teachers should employ a grammar-translation method, but rather that these grammatical
elements should be present within a functional approach that focuses on building communicative competence in students.

FORM 1 TERM 1

PART OF SPEECH STRUCTURE

Verb me llamo, te llamas; siéntate, levántate, escucha, repite, siéntense, levántense, escuchen, repitan, soy, eres,
es; tengo, tienes; vivo, vives
Noun el, la, los las
Adjectives mi, mis, tu, tus; ¿cuántos?; ¿cuál?
Pronouns yo, tú, Usted (Vd.); éste, ésta
Adverbs ¿cómo?, ¿qué?, ¿dónde?
Prepositions
Spelling & Punctuation ‘y’ = ‘wwand’  ‘e’ before ‘i';
Other

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 FORM 1 TERM 2

PART OF SPEECH STRUCTURE

Verb se llama; tiene; vive; hay; son, somos;
Noun Pluralisation of Nouns
Adjectives Gender and Number Agreement; su, sus; ¿cuántas?
Pronouns él, ella; ¿quién?,
Adverbs ¿de dónde?; ¿a qué hora?; ¿a cuántos estamos?
Prepositions
Spelling & Punctuation ‘z’ ’c’ before ‘e’
Other

FORM 1 TERM 3

PART OF SPEECH STRUCTURE

Verb (no) me gusta(n), (no) te gusta(n); estoy; estás, está, estamos, están;
Infinitives; Present Tense of regular -ar, -er and -ir Verbs; hace
Noun Definite and Indefinite Articles
Adjectives este, esta, estos, estas; ¿de qué color?
Pronouns Ustedes; Nosotros
Adverbs mucho, poco, nunca, ¿por qué?
Prepositions
Spelling & Punctuation
Other

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 FORM 2 TERM 1

PART OF SPEECH STRUCTURE

Verb Es/son, tengo/tiene, llevarse con, reflexive verbs , hacer, ir a +infinitive, present tense ar,er,ir, me gusta/n,
Noun Definite articles
Adjectives Basic descriptive adjectives
Pronouns Subject /object pronouns, reflexive pronouns
Adverbs Basic adverbs ending in ‘mente’
Prepositions basic prepositions, a, con, de
Spelling &
Punctuation
Other

FORM 2 TERM 2

PART OF SPEECH STRUCTURE

Verb Present tense of regular and radical changing verbs, me gustaría,
Noun Definite articles, Indefinite articles, personal a,
Adjectives Basic descriptive adjectives
Pronouns Subject/object pronouns
Adverbs Common adverbs
Prepositions Common prepositions
Spelling &

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Punctuation
Other

FORM 2 TERM 3

PART OF SPEECH STRUCTURE

Verb Present tense of regular verbs
Noun Definite articles
Adjectives Basic descriptive adjectives
Pronouns Indirect object pronouns 3rd person
Adverbs Common adverbs
Prepositions Basic prepositions
Spelling &
Punctuation
Other

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 FORM 3 TERM 1

PART OF SPEECH STRUCTURE

Verb Present tense of: viajar, ir a, estar, encontrar, caminar, pasear, andar, correr, volar, navegar, montar,
manejar, doblar, regresar; necesitar, querer, preferir, llegar, salir, ser…
Command forms of: seguir, doblar, tomar, tener, mirar…

Noun Places in the community: la casa, la escuela, la iglesia, la tienda, la playa, el banco, el estadio, el
supermercado, el centro comercial, el parque zoológico, el centro social, el gimnasio, el restaurante;
Travel related: la agencia de viajes, el boleto/billete de avión, el boleto de ida y vuelta, los lugares de interés,
los sitios interesantes, el aerolínea, el vuelo, la habitación individual/doble;
Places of interest: museos, monumentos históricos, plazas, centros comerciales, parques de diversión…

Adjectives Adjectives appropriate to topic

Pronouns Subject pronouns, reflexive pronouns
Adverbs
Prepositions With location: a, en ,por, a la izquierda/derecha, todo recto/derecho, detrás de, enfrente/delante de, debajo de,
al lado de…
Spelling &
Punctuation
Other

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 FORM 3 TERM 2

PART OF SPEECH STRUCTURE

Verb Present tense of: llevar, probar, quedar, pagar, costar
Noun Types of stores: joyería, zapatería, floristería, panadería, heladería, librería, almacén, farmacia, mercado,
supermercado, mercado de pulgas, tienda por internet, comprar en línea/electrónicamente…
Currency: moneda/billete; sucre, bolívar, dólar, pesos, quetzal…
Measurements: el kilo, el litro, la docena, la libra, la lata, la botella de…
Adjectives Adjectives appropriate to topic
Pronouns Subject pronouns, reflexive pronouns, object pronouns
Adverbs
Prepositions
Spelling &
Punctuation
Other

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 FORM 3 TERM 3

PART OF SPEECH STRUCTURE

Verb Present tense of: tener, querer, tomar, beber, comer, recomendar, consistir, preferir, gustar, ser, ir a, pedir,
costar, desayunar, almorzar, merendar, cenar…
Noun La carta, el menú, la propina, la cuenta, el aperitivo, el plato principal/segundo, las combinaciones, las
porciones
la sopa del día, el arroz blanco/frito, las papas fritas, la hamburguesa, los legumbres, los guisantes, el pollo, la
carne, el pescado, los camarones, la ensalada, el refresco, la Coca-Cola, el jugo de naranja, la botella de agua
mineral, el helado de chocolate, el bizcocho, la fruta fresca, la torta, el pastel, la arepa, la empanada, el pabellón
criollo, las caraotas, la chicha criolla, las tostadas de plátano, el arroz con leche, la tortilla, los tacos, los
burritos, las enchiladas, la quesadilla, el chile con carne, las tostadas, los tamales, la paella española, las
gambas, las tapas, la tortilla española, el flan…
Adjectives Adjectives appropriate to topic
Pronouns Subject pronouns, object pronouns
Adverbs
Prepositions
Spelling &
Punctuation
Other

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 ICT Guiding Principles
Technology Integration in the Teaching of Spanish

The computer is one of the most ubiquitous resources that have found its way into foreign
language classrooms. Research has shown that the appropriate use of computers can provide
meaningful contexts that students need in order to gain insight into the cultural framework in
which the target language is used. New technologies help in exposing students to varied and
authentic material and by allowing students responsibility for their own learning.
To inform the effective integration of Information and Communication Technologies (ICTs) into
the teaching and learning process in the Spanish Language classrooms, the Technological
Pedagogical Content Knowledge Framework (TPACK) can be used. This framework purports
that successful technology integration is rooted in curriculum content and students’ content-
related learning processes primarily, and secondarily in savvy use of educational technologies.
TPACK is the intersection of teachers’ knowledge of curriculum content, general pedagogies,
and technologies.

(TPACK Model by Mishra & Koehler, 2006)

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Pedagogical Content Knowledge: How to teach particular content-based material
Technological Content Knowledge: How to select and use technologies to communicate
particular content 
knowledge
Technological Pedagogical Knowledge: How to use particular technologies when teaching
To add to this ICT integration framework, the Technology Integration Planning Model (TIP
Model) can be used to help teachers plan for effective classroom uses of technology. The five
phases in this model are depicted below.

Phase 1: Relative advantage - Deciding on whether or not a technology-based solution would be

better than other traditional ways of addressing content.

Phase 2: Objectives and assessments - Stating desired outcomes in terms of better student
achievement, attitudes, and performance; matching appropriate assessment strategies to each
outcome.

Phase 3: Integration strategies - Deciding on teaching activities that incorporate technology

resources to enhance student learning.

Phase 4: Instructional environment - Deciding on resources and conditions to put into place to
support the activities.

Phase 5: Evaluation and revision- Collecting achievement data and other information to
determine if the activities were successful in meeting desired outcomes, and what could be
improved next time.
Finally, in creating rubrics for evaluating teacher integration strategies and students’ use of ICTs,
the Levels of Technology Innovation (LoTI) Framework can be used. This framework focuses on
the balance between instruction, assessment, and the effective use of digital tools and resources
to promote higher order thinking, engaged student learning, and authentic assessment practices in
the classroom, all vital characteristics of 21st Century teaching and learning. LoTI classifies

30
teaching activities across 6 levels of ICT use.

4a/b -
0- 1- 2- 3- Integration 5- 6-
Non Use Awareness Exploration Infusion (mechanical Expansion Refinement
/routine)

ICTs can facilitate Spanish Language learning by encouraging students to collaborate, think
critically, enhance their oral, aural and written competencies through exposure to authentic
material and facilitate independent learning. As such, meaningful and strategic integration of
ICTs should be considered as educators implement the National Certificate of Secondary
Education Curriculum for Spanish.

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 Sample Spanish Project
Form One
Create an eBook on ONE Latin American country using presentation software such as Microsoft PowerPoint. You should be mindful
of the following: -
1. The eBook must have ONE slide of each of the following
a. Title Slide – with the name of the country selected and your name
b. Map of the country
c. The inhabitants of the country
d. The national flag
e. The currency used
f. One cultural feature of the country (EITHER dance OR music)
g. One dish served in that country
h. One national festival celebrated there
i. A reference slide
2. The eBook should not be more than 9 slides in length
3. Vibrant pictures should be used that reflect the content of each slide, they should be labeled in Spanish
4. A voice over should be placed on each slide, with the written content of the slide read in Spanish

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 Sample ICT Rubric for Spanish eBook on Latin American Countries
(25 marks)
CATEGORY 5 3-4 2 1
Content All content throughout Most of the content is The content is generally Content is typically
the presentation is accurate but there is one accurate, but one piece confusing or contains
accurate. There are no piece of information that of information is clearly more than one factual
factual errors. is inaccurate. flawed or inaccurate. error.
Use of Graphics All graphics support the Most (99%-90%) A few graphics do not Several graphics are
content of the slide. graphics support the seem to support the inaccurate and detract
content of the content of the from the content of the
presentation. presentation. presentation.
Sounds Careful planning has Some planning has gone Sounds and voice Sounds and voice
gone into sounds and into sounds and voice recordings are missing recordings are recorded
voice recordings. All recordings. Most sounds in 1 – 3 slides. for 3 or more slides.
sounds reflect the enhance the content of Pronunciation has major Severe flaws in
content of the the presentation. flaws pronunciation
presentation. Pronunciation has minor
Pronunciation is clear flaws
and accurate.
Spelling and Grammar Presentation has no Presentation has 1-2 Presentation has more ------------------------------
misspellings or misspellings and/or than 2 grammatical ------------------------------
grammatical errors. grammatical errors. and/or spelling errors. ------------------------------
------------------

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Text - Font Choice & Font formats (e.g. color, Font formatting has been Font formatting makes it ------------------------------
Formatting bold, italic) have been planned to complement very difficult to read the ------------------------------
carefully planned to the content. It may be a material. ------------------------------
enhance readability and little hard to read. ------------------
content.

34
Part 3: Assessment
 Assessment Strategies
Introduction
Among the several definitions of assessment that can be found, there are elements that are
common to all definitions that focus on what is significant in any assessment practice.
Assessment is aimed at finding out what students know, understand and can do. The teacher
must find ways to observe this and have students demonstrate learning. Most importantly,
teachers must collect data that substantiates their assessment of student learning and must use
that data to guide further planning for teaching, learning and assessment. Teachers should:

 Decide what is to be evaluated.

 Define learning objectives for students
 Decide how students will demonstrate learning- specific evidence of how
knowledge, skills and attitudes would be exhibited by the student.
 Specify what levels of performance are expected and under what conditions
would evaluation be taking place.

 Specify the procedures and instruments to be used to demonstrate the knowledge or

skill in focus.
 Use a variety of test types from simple to complex
 Plan to assess all 4 skills and culture
 Include the range of levels from recall of knowledge to the assessment of higher
order skills
 Allow students to have inputs in the assessment plan

 Decide what evidence is required to determine the degree to which students have
mastered the knowledge or skill
 Ensure that your approach to marking is standardized so that bias is removed
 Create a mark key and a rubric that defines the levels of mastery of the
knowledge or skill and the mark to be allocated
 Provide feedback of specific shortcomings to students so that they can be guided
to improve

36
 Types of Evaluation
Evaluation is generally distinguished from assessment in that evaluation assigns a value to the
student’s performance that is linked to a judgement about the quality displayed. The judgment
made by the teacher about student performance, the assigning of a mark or grade is referred to as
evaluation. There are many different categorizations of evaluation, as determined by the purpose
to be fulfilled by the evaluation. The main categorizations according to the function that the
evaluation procedure are:
 Diagnostic - Usually taking place at the beginning of a piece of work to be taught, this
type of evaluation aims at diagnosing what the student already knows about the work in
question.
 Formative - Taking place at planned intervals throughout the programme, also called
continuous assessment, this type of evaluation better enables the teacher to make
improvements in the process, activities etc. in response to each bit of evaluation data.
 Summative - This takes place at the end of a programme of work and serves as a final
determination of what has been learnt. End of Term/ Year as well as National
Examinations are considered to be summative, although they may incorporate elements
of a formative evaluation components.

37
 Continuous Assessment
Continuous assessment essentially involves teachers collecting information about what a student
knows, understands and can do in relation to what has been taught. Continuous assessment is
intended to be ongoing and should be practiced by the teacher to continuously inform planning
by the teacher as to what is taught next. Continuous assessment, also known as formative
assessment, complements summative assessment and has several advantages:
 It enables the teacher to plan for effective teaching based on students’ readiness;
 Flexibility and options for testing engages students and creates higher levels of interest
and confidence;
 It allows students to show learning in a variety of ways, making allowances for different
talents and strengths of students;
 Feedback is provided to students and parents creating a more collaborative learning
experience;
 It allows for attention to the individual needs of students and what each child needs to
progress from one level to the next;
 Timely and targeted feedback promotes students taking responsibility for their progress
and higher levels of independence.

A Continuous Assessment Plan for Spanish

Continuous Assessment in foreign language classroom is intended in allow students the

opportunity to explore a range of activities and assessment possibilities beyond the traditional
test types. A measure of planning is required on the part of teachers to ensure that this intent is
fulfilled while holding to the weighting that is recommended for the components of Spanish.
Students should be assessed in all skills in each term. Suggested activities for teaching and
assessment of the components of Spanish are found in the following table:

38
 COMPONENT % SUGGESTED ASSESSMENT ACTIVITIES
announcement, chants, commercial, dialogues, documentary,
infomercial, instructions, jingles, lyrics fill-ins, movie trailers
Listening 20%
or excerpts, newscast, podcast, poem, radio ad, raps, simple
interviews, songs
audio track for photos, chants, commercial, demonstration,
description of artwork etc. dialogues, dramatization,
Speaking (including infomercial, instructions, interviews, jingles, newscast,
20%
reading out loud) poem, presentation, radio ad, raps, report on research,
role-play, school announcement, show and tell, simple oral
monologues, songs, speeches
advertisements, assembly instructions, bill, blog, brochures,
cartoons, charts, children’s literature, cinema ads, comics,
diagrams, diaries, email, excerpts of magazines, fables,
family tree, flash cards, flyers, forms, headlines, invitations,
Reading (silently
20% jokes, journals, labels, lyrics, manual, maps, menus, news
for comprehension)
summaries, newspaper announcements, poetry, polls and
surveys, postcards, prescription, puzzles, questionnaires,
recipes, resume, riddles, schedules, scrapbooks, shopping
lists, text on packages, TV guide, webpage
advertisement, application forms, blog, brochure, brochures,
cards, chart, crosswords, diagram, dialogue, directions,
email, essay, family tree, flier, floor plans, forms, graphic
Writing 20% organizer, invitation, journal, labelling albums, labels,
letter, messages, mind maps, questionnaires, recipe,
scrapbooks, shopping lists, time capsules, treasure map

artefacts, cartoons and popular characters, children’s poetry

& literature, coins and stamps, collages, collections, costume
Culture 15%
and jewellery creation, dance, ethnicity,
exploration and creation of artwork & craft,

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 folklore, food and recipes, historical events, holidays &
celebrations, logos, masks, murals, music, popular practices,
religion, scale models, sport, stories & legends, traditions,
uniforms and symbols, virtual tours & trips
Participation 05% N/A

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 Assessment of Higher Order Skills
Teaching and learning now needs to focus on the development of higher order skills in our
students. The most widely used classification of skills is the Taxonomy of Educational Objectives
(Bloom, Engleheart, Furst, Hill & Krathwohl, 1956). Developed decades ago, it still has great
relevance today. Bloom’s taxonomy classifies performance in the cognitive domain to six
categories from the simple to the complex. Revised by Anderson and Krathwohl in 2001,
learning of facts, concepts, procedures and the development of metacognition is similarly
classified, but broken into the dimensions of Knowledge and Cognitive Process.

KNOWLEDGE COGNITIVE PROCESS

1. KNOWLEDGE-recall of simple facts 1. REMEMBER- recognizing or recalling
an concepts
2. COMPREHENSION- basic 2. UNDERSTAND- understanding that
understanding that allows students to allows students to interpret, exemplify,
restate classifying, summarize, infer, compare
and explain
3. APPLICATION- using facts and 3. APPLY- implementation of a procedure
concepts to solve new problems
4. ANALYSIS- breaking down 4. ANALYZE- using differentiation,
information into parts and reasoning organizing and attributing
with the information
5. EVALUATION- judging the value of 5. EVALUATE- checking or critiquing
materials and methods
6. SYNTHESIS- putting parts together to 6. CREATE- generating, planning and
form a new whole producing a new product

Teachers often limit assessment of students in Modern Languages to the first two or three
categories which tend to equate with student’s reception of the language. Production of the
language is stronger when students operate within the domains that activate higher order skills,

41
analysis, evaluation and synthesis. Some of the processes that his curriculum targets at this level
include reasoning, problem-solving and creative thinking.
Assessment of higher order skills should be guided by the following principles:
 Provide students with something that stimulates thought- an introductory text, a
problem, a visual, an audio piece, some realia or other resources
 Use language that students have been learnt, within a context that does not allow
for simple recall, so that the context in which the language is used should be new
 Be mindful that level of difficulty of the content (easy or hard) is a separate
consideration from level of thinking or processing (lower order thinking as
compared to higher order thinking.
 Select material that is linked to real life and relevant to students’ life experience
as far as possible so that engagement with the material is high
 Exploration, comparison and contrasting of cultural practices and products allows
for analysis and evaluation activities

42
Part 4: Curriculum Adaptations

43
 Curriculum Adaptation

An essential stage in the implementation of curriculum involves an adaptation of the

curriculum according to the context of their classroom in response to the needs of the
learners. There may be a need to adapt the curriculum to more simple pieces or to a more
a higher approach to the topic. Adaptations are neither attempts to dumb down the
curriculum nor are they mechanisms to challenge students excessively. Rather, they are
teaching and assessment strategies which are specifically designed to cater to a student’s
needs so that he/she may demonstrate mastery of concepts and achieve the learning
outcomes of a subject or course (Ministry of Education, British Columbia, 2009).
According to Kirk, Gallagher, Coleman and Anastasiow (2012), “all children need and
deserve an educational environment where they belong and where there differences are
addressed and honored” (p. 3).

In many cases, a teacher is faced with a mixed ability class, instead of a homogenous
group that can work at the same pace. It is sometimes difficult to make decisions as to
how to differentiate instruction to cater for the different groups of students. Often, the
tendency to cater to the student with average ability is chosen, to the detriment of both
the special needs student and the gifted student. Teachers need to proactively plan to
differentiate instruction to maximize the learning potential of all students. Understanding
the principles of curriculum differentiation is essential for teachers to meet the needs of
the range of students in the class. The following diagram summarizes some of the main
points of differentiation and adaptation of the curriculum to better meet the needs of
students.

44
Teachers can maximize learning by:

Focusing students on the Essential Question that underlies the lesson;

Ensuring that students have the required pre-knowledge needed to be engaged in the topic
to be covered. Teachers will need to plan support for students who are below the level
and gradually bring them up to the standard to achieve the desired outcomes;
Guiding students to follow clear steps and conscious strategies to achieve outcomes and
master concepts;
Providing support and scaffolding for students to move step by step to the highest level of
mastery of the outcomes;
Integrating content across subject areas to build higher levels of cognition;
Consistently create opportunities for previously taught knowledge;

45
 The Gifted Student
Teachers First (2014) has identified several ways in which gifted students reveal
themselves. Some of these are listed below.
The gifted student:
 asks many questions and is very curious;
 possesses a large amount of information;
 has a good memory;
 learns new information quickly;
 masters reading skills earlier;
 finishes classwork quickly;
 enjoys a challenge;
 thinks independently;
 expresses unique and original opinions;
 is self-motivated;
 makes connections other students don't see;
 demonstrates strong expressive skills;

In order to meet the needs of gifted students within the regular classroom, learning
activities should challenge and nurture such learners. Teachers First (2014) and Mollman
(2014) identified some learning activities that should be considered when planning for
teaching and learning. These are presented below:
By creating an independent project activity the teacher will allow the gifted student
who has finished his/her work quickly to become engaged in a special area of
interest that is in direct relation to the topic under study. In turn, this will help to fill
the “extra time” that this student may have on his/her hands. Independent project
activities also allow students to exceed the requirements with the extra time they are
given.

Getting students involved in competitions may also help to challenge students

academically, and provide them with an opportunity to develop the leadership

46
skills and improve their group dynamic skills. Teachers may also consider the use
of rewards for a substantial amount of the work completed.

Vertical enrichment activities are also beneficial. These are assignments or projects
that exceed what is completed in the regular classroom. It does not refer to more
of the same; however, include additional activities that challenge students while
developing their higher order skills.

Instead of making your gifted student a tutor, find a mentor who will willingly work with
him/her in his/her areas of interest. This will help the gifted students to further
tap into and ultimately reach their potential.

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 The Special Needs Student
Within each class is found a range of learners. It is logical that one approach and one
pace on the part of the teacher will not meet the needs of all students. Some teachers
believe that by catering to the needs of the special student, the progress of the rest of the
class will be impeded. This is not necessarily the case. Rather, adaptation of the teaching
and learning material is the key, so that students are working at different levels on the
same material. Some ways in which the curriculum can be adapted for the special needs
students include:

 A reduction in the quantity of work students are expected to master and the
number of activities they are expected to complete
 A variation of the time allotted or permitted for learning, or for the completion of
specified tasks or assessment
 A variation in the way in which content is delivered (for example, through the use
of visual aids, hands-on activities, pre-teaching)
 An accommodation in the level of task difficulty to account for the learner’s
needs (for example, simplify instructions; allow students to use support material;
allow pairing with a good reader for added support)
 A variation of the goals or learning outcomes, breaking the process of learning
into smaller more detailed steps.
 An allowance of variation in how a student is expected to respond (for example,
while others may be able to write their response, the special needs student may be
able to respond orally)
 An increase in the level of support afforded to the student (material presented to
the student preparatory to the class; peer coach; special assistant where available)
 The provision of different instruction and materials that cater to the individual
learning goals of students
(adapted from Wright, 2005)

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The following have also been found useful to maximize motivation and allow for a
variety of levels within a mixed classroom:

The Learning Environment

One of the considerations when meeting the needs of students is the classroom
environment. The classroom needs to be a place where all children can easily engage in
activities and projects at their own level and pace. Students can become involved in
creating an atmosphere of learning as part of structured activities. Here are some
suggestions for designing a student-friendly classroom:
 create a room that invites inquiry with posted materials to stimulate thought and
engagement;
 connect with content areas form across the curriculum;
 use a wide range of materials with students;
 arrange for activity centers wherever possible;
 have flexible/open seating arrangements that facilitate positive student interaction
and peer support;
 offer attractive, lesson-related activity options for students who need additional
support or for those who finish work early;
 vary the atmosphere of the room through music, visuals, use of ICTs, as well as
opportunities for creative movement, mime, dance, singing.
Groups
Grouping of students has been proven to be beneficial in enhancing learning as well as
promoting positive social interaction. Groups of students should be carefully structured
by the teacher and may vary from activity to activity to meet students’ learning needs and
enhance the strengths students have. There is abundant literature on grouping students
and teachers are encouraged to explore and experiment with varieties of these (structured,
open, creative, divergent, content-based, etc.). Teachers should also be clear about the
learning goals for each group activity and should share these with the class.

Portfolios

49
A portfolio is a collection of products (e.g., assignments, paintings, drawings, stories,
observations) from school, home, or a community center. It is a repository of what a child
has done or can do, demonstrating progress over time and allowing students to highlight
their pieces of choice. Portfolios can be highly motivational since they allow for high
levels of student choice in the pieces that represent their learning. Most importantly,
submission of portfolio work should allow for reflection and redrafting on the part of
students.

Boys
Peter West (2001) advocates that most boys need structured learning than do girls. It is
felt that boys do not handle long explanations or vague instructions well and in his report
on an inquiry into the education of boys he provides evidence that more boys than girls
believe that school is a total waste of time. Some of his strategies for engaging boys in
the classroom are presented below:

Helpful Hints When Teaching Boys:

- Boys need to build rapport with their teachers. It’s the first and most important
step.
- Boys have better spatial processing capacity. They understand the positions of
objects in space better than girls. For this reason, boys often respond to language
activities using puzzles and codes (for example, substituting numbers for letters in
translation).
- Boys love realia and trivia. Contests, games and memory activities using realia
will appeal to boys.
- Boys find it hard to multitask. Give boys clear, short instructions, and don’t
require them to memorize more than two tasks at a time.
- Boys are especially poor at listening activities. Try to keep listening tasks short.
Natural speed may be too much for boys: be prepared for this.
- Boys respond to diagrams and flow charts. They can easily see patterns in
grammar when presented as a table or a reference chart.

50
- Boys find it difficult to read your emotions from your facial expressions. A raised
eyebrow may not be enough to tell a boy that his behaviour is inappropriate. You
will get better results if you speak clearly and firmly in a low, non-threatening
voice. Move close to him to give the instruction.
- Keep instructions simple and routine. Use the same sentence pattern for
instructions. For example, use a direct infinitive form for instructions (“Fill in the
chart”, “Move your chairs into a circle”, and not “If you move your chairs into a
circle, we can do a numbers activity”. This gives too much information and the
instruction is not clear.)
- Ensure that the instructions provided for all tasks (including assessment) are clear
and concise so that boys can easily identify the procedure needed to ensure
completion of the task
- Create models of structured lessons with an introductory activity followed by
discussion in pairs
- Vary the partnering of boys and girls so that they all get an opportunity to work
with each other as far as possible
- Elicit boys’ learning needs and preferences and act upon them
- Conduct action research with the boys in your classroom with regard to how they
prefer to learn
- Provide opportunities for the use of information technology and computer-
assisted learning to which boys tend to respond well

Teach Thought (2013) also suggests that in order to motivate boys, teachers may:
 design lessons that allow students to create a product
 consider structuring lessons as competitive games
 design and structure lessons that require movement
 permit boys to tackle unsolved problems
 use a combination of teamwork and competition
 encourage independent discovery and self-directed learning
 helping boys with homework

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 offering single-gender learning environments where possible for groups of
boys
 make connections with material to be learnt so that it is viewed as purposeful
and relevant
 encourage boys by providing male role models

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Part 5: Resources
 Appendix A
Cultural References

The following cultural references are mentioned in the Spanish curriculum for Forms
1–3. These details have been provided for ease of use by teachers. The list is not exhaustive, and
should be used as the starting point for exploration of topics identified in the curriculum as
students are exposed to various aspects of Hispanic culture.

1. The Influence of Hispanic Culture in Trinidad and Tobago

History: When Christopher Columbus (Cristobal Colón) came to Trinidad and

Tobago in 1498, he brought with him aspects of his cultural heritage that have
remained with us up to today. However, aspects of our cultural expression as we know
them today have also been influenced by contact with Spanish-speaking countries of Latin
America. The following are some examples:

Names of People: (First names): Carlos, Pedro, Luis, Franco, Ricardo, Antonio,
Enrique, Ana, Teresa, Maria, Linda, Carmen, Esperanza, Jacinta

Names of People: (Surnames): Gómez, Marcano, Hernández, Fernández, Gonzáles,

López, García, Guevara, Navarro, Martínez, Llanos

Names of Places: Río Claro (Clear River); Sangre Grande (Great Blood); Mundo Nuevo
(New World); Las Cuevas (The Caves), Diego Martín (The name of an admiral who travelled
with Cristobal Colón); San Fernando (St. Ferdinand); Sangre Chiquito (Small Blood); Palo
Seco (Dry Stick); Maracas (Shak-shaks); La Canoa (Canoe); Santa Cruz (Holy Cross); Toco (I
touch); Manzanilla (Chamomile); Valencia (a city in Spain); Buenos Ayres (Good air); San
Juan (St. John); Marabella (Beautiful sea); Vistabella (Beautiful view); San Pedro (Saint
Peter); El Dorado (The Golden Place); Los Bajos (The Lowlands); Las Lomas
(hillock – small hill); Los Iros (really Los Cirros – low clouds); Cedros (Cedars);
Barataria (bargain); Savonetta (really Savanetta – small savannah)

54
 Names of Islands: Monos (apes); Huevos (eggs); Chacachacare (el caracol – snail)

Street Names: The street names in Woodbrook are derived from the names of
relatives of a former Venezuelan who owned large estates in the area. They
include: Luis, Cornelio, Carlos, Alfredo, Alberto, Rosalino, Ana, Petra (an
abbreviation of Petronilla), Gallus

Food: Pastelle, paime, polenta, arepa, empanada (use of corn flour – harina de maíz),
paella (Spanish version of pelau/pilaf), tortillas, chile, jalapenos (pepper), cassava (yuca),
plantain (plátano), sancocho (a kind of soup)

Music and dance: La parranda (parang), merengue, tango, cha-cha-cha, salsa

Celebrations/festivities: La Divina Pastora (Catholic celebration held in Siparia
honouring the Blessed Virgin Mary. This celebration is also important to Hindus, who
refer to it as Soparee Mai, in which honour is paid to a female deity of the Hindu religion); May
fairs (adapted from the Venezuelan harvest time in May); Christmas; Corpus Christi; Easter

2. Mis quinceaños/Las quinceañeras: When a girl celebrates her 15th birthday, it is a big event
in most Spanish-speaking countries. The day is celebrated with much pomp and ceremony.
Normally, the day begins with a church service and the girl dresses up like a mini-bride in a
white frilly dress. After the service, a big party, attended by male and female friends and
members of the family, is held. At 15, she is considered as moving from girlhood to
womanhood.

3. El saludo: (Spanish greeting): Darse la mano/El abrazo/el beso: In Hispanic culture, when
men greet each other they normally exchange a handshake (darse la mano), especially when
they meet each other for the first time and they say to each other Mucho gusto, Encantado, or
Es un placer. If they are close friends or members of the same family, they normally
exchange a hug (el abrazo). In Latin America, women exchange a kiss on one cheek.
However, in Spain, two kisses on both cheeks is the normal greeting.

55
4. El Día del Santo: Because of the strong Roman Catholic tradition in many Spanish-speaking
countries, children at birth are given saint names. The feast day of the Saint is an important
day in the life of the child. The child receives gifts and there is a small family celebration at
home, similar to a birthday celebration.

5. El Día de la Raza/El Día de la Hispanidad: Celebrated on the 12th October in many Latin
American countries, this festival commemorates the discovery of the Americas by
Christopher Columbus (Cristobal Colón) and the rich cultural and racial heritage of Latin
American people. On this day, the Latin American people join together in many festivities to
reaffirm their cultural and ethnic heritage. The mixture of the races (el mestizaje) in Latin
American countries is very predominant. Mixed people (los mestizos) are a mixture of two or
more indigenous, African, Spanish, or Caucasian peoples. Several indigenous groups are
found throughout Latin America so that there are marked differences according to countries.

6. La siesta: This tradition of taking a midday rest from work has its roots in Spain. It comes
from the Latin “hora sexta” (sixth hour), which is calculated from 6 a.m. In earlier times, it
was a three-hour break starting from 12 noon, as during this time the sun was at its peak,
producing sweltering heat. This practice has diminished and changed over time as the break
is now a mere 30 minutes where it is still practised.

56
7. El Día de San Valentín/El Día de los Enamorados: This day is similar to the Valentine’s
Day celebrated in Anglophone countries. It takes place on the 14th February and is the day on
which love, friendship, and kindness (el amor, la amistad, el cariño) take centre stage. Many
gifts are exchanged among friends and between loved ones.

8. El uniforme: As happens in schools in the Caribbean, the students in most Spanish-speaking

countries wear a uniform to school. Since most schools are religious and privately run, the
uniforms are seen as a way of reducing costs and making the students easily identifiable. In
Colombia, however, only primary school students wear a uniform. Those in secondary
schools wear casual clothes.

9. El Día de los Muertos: Akin to our All Saints and All Souls Day, this festival also takes
place on the 1st and 2nd November. The first day is dedicated to children, while the second is
set aside for adults. During this period, many families visit the graves of their dearly departed
(sus difuntos queridos), cleaning the sites and sprucing them up with lovely flowers,
chocolates, and sweets. Other religious symbols and offerings adorn the gravesites. In
Mexico, for example, families spend the day in the cemetery having a picnic, which includes
a “pan de muerto” (bread of the dead – made from a type of egg-batter dough). It is felt that
the souls of those who are dead are actually present around them and consequently the
festivities are jovial and lively.

Some families construct a small altar at their homes, decorating it with flowers and other
relics. Items belonging to the deceased are placed on the altars. Candles and incense are also
burnt to guide the spirits of the dead back to their former homes. The meals that are provided
are expected to sustain these spirits as they make their journeys around the world, only to
return again the following year.

10. La Navidad: Christmas celebrations in Hispanic countries contain similar elements to those
to which we in the Caribbean are accustomed. For example, La Navidad commemorates the
birth of Jesus Christ (el nacimiento de Jesucristo) and the holiday is on 25th December.
However, in these Spanish-speaking countries where the Roman Catholic tradition remains

57
 strong up till today, the celebration of Christmas is not confined to one day but continues for
several days before and after the 25th December.

The festivities of Christmas begin on the 16th of December, which is called the Posadas
(inn), and ends on the Day of the Kings (el Día de los Reyes), the 6 th of January. It re-enacts
the event of the Virgin Mary (la Vírgen María) and Joseph (San José) searching for
accommodation on the way to Bethlehem. In Hispanic culture, they are referred to as
peregrinos (or pilgrims). In many homes, families build what we commonly refer to as a
crèche (un nacimiento/un pesebre/un belén), which depicts Jesus in the manger surrounded
by the stable animals and the Three Wise Men (Los Tres Reyes Magos).

The cultural practice of people moving from house to house comes from the tradition of los
peregrinos. People mimic the event of Jesus and Mary moving from inn to inn looking for
accommodation. In the original custom, prayers were said and religious choruses,
aguinaldos, were sung.

11. Parang: The word parang is derived from the word parranda, which is the act of
merrymaking, generally by a group of carousers who go from house to house serenading
their friends. In Spanish, the full expression is andar de parranda, which is akin to the
Trinidad expression of “liming,” moving from place to place with no sense of time.

It is believed that Trinidad and Tobago’s proximity to Venezuela facilitated the spread of this
aspect of our culture, which has remained with us since. Many Venezuelans came to Trinidad
in earlier times to work on the cocoa plantations; hence the term cocoa panyol/payol.

Parang bands and music are associated with Christmas. The traditional bands usually
consisted of four to six singers, along with musicians who played the guitar, cuatro,
mandolin, bandol, box-bass, toc toc, tiple, scratchers (guiro), and maracas (shak-shak). The
lyrics are sung in Spanish and usually recount the birth of Jesus Christ.

58
 During the Christmas season, los parranderos (the band) go from house to house serenading
and entertaining members of the community. An integral feature of this custom is the
provision of food and drink for the parranderos and their followers at any house they choose
to visit.

The fusion of the parang sound with the soca and chutney beats has been gaining ground
within recent years.

12. Las Pascuas (Easter): For Roman Catholics in many Hispanic countries, Easter is in fact a
combination of the Holy Week (Semana Santa) activities, starting with Palm Sunday and
ending with Resurrection Sunday (Pascua – el Domingo de la Resurrección). Holy Week
celebrates the final days of Jesus Christ on earth. Many Roman Catholic communities re-
enact the Passion of Christ. Some men are selected to play Jesus and His disciples, and they
re-enact the events of Jesus’ Crucifixion and Resurrection.

13. Words of Spanish Origin: There are several Spanish words that have been corrupted and
adapted to our dialect. Examples of such adaptations are listed below:

Dialect Spanish

picoplat pico de plata

cascadoo cáscara dura
sapats zapatos
parang parranda
planass planazo
mamaguy mamagallo
poc a poc poco a poco
lagniappe la niapa de la vida
maljo mal de ojo
warap guarapo

59
14. La bendición: Blessings are an integral aspect of Hispanic culture. Whenever a child leaves
his/her parents to go out, he/she says Bendición mamá/papa, asking for the blessing of his
parents. In response, the parent makes the sign of the cross on the forehead of the child, at the
same time saying ¡Qué Dios te bendiga! or Bendición.

15. Roman Catholicism: Roman Catholicism is the most popular religion in Spanish- speaking
countries, although within recent times other religions/beliefs have been gaining ground.

When Christopher Columbus came to the New World, he and the other Spaniards who
journeyed with him encountered native civilized peoples with their own beliefs and system of
deities. Regarding their practices as pagan, the Spaniards attempted to destroy all semblance
of the natives’ religion, including statues and places of worship. Consequently, with fervent
proselytizing, Catholicism became the main religion. Many of those who opposed conversion
met their demise, usually by painful means.

Nearly 500 years ago, many large churches (cathedrals) began adorning the villages and
towns of these countries. Dioceses were also set up for easier governance and
implementation of the Catholic way of life. In many former Spanish colonies, the influence
of Catholicism is still visible in the education system, cultural and religious practices, and
moral codes.

16. La piñata: The piñata is still a very popular element in Hispanic culture. Some historians
believe that it was a tradition borrowed from the natives who existed before the arrival of
Columbus and the other conquistadores. Previously, the indigenous peoples adorned clay
pots with colourful feathers, filling them with tiny treasures. The Mayans, with their great
affinity for sports, suspended a clay pot with a string and blindfolded the player’s eyes,
spurring him on to destroy the pot with his diminished or blocked vision.

In adapting the game, Spanish missionaries used to cover the pots with attractive paper, akin
to the colours of the feathers used by the indigenous peoples. This was done in their process

60
 of proselytizing and assimilation of New World peoples into Catholicism. Theological
significance was given to the shape of the piñata: seven cones represented vices/sins that the
convert needed to beat out of his life.

At present, however, the piñata has lost much of its religious importance. It is no longer a
ball with seven cones around it but, rather, takes on the shape of a donkey or any other
animal. Piñatas can now be found at children’s parties, filled with lots of sweets and
chocolate. Children, with their eyes covered, take turns in trying to destroy the piñata. In
order to make it difficult, they are usually spun around and then spurred on to destroy the
piñata, which is normally hung from the ceiling.

17. Salutations to the teacher: Students in primary and secondary schools in Spanish-speaking
countries are expected to conform to high standards of behaviour. Whenever a teacher enters
the classroom, they are expected to stand and formally greet the teacher saying: Buenos días
profesor/profesora. The teacher then responds: Buenos días alumnos, and invites the students
to sit. If a student passes a teacher in the corridor, he/she is expected to display courtesy at all
times. A typical encounter may go as follows:

Alumno: Buenos días, profesor.

Profesor: Buenos días, alumnos ¿Cómo estás?
Alumno: Muy bien gracias, ¿Y usted?
Profesor: Bien támbien. Adiós.
Alumno: Adiós profesor.

18. Bullfighting (la corrida de torros): Bullfighting is a popular sport in Spain and some
Hispanic countries, although it is subject to increasing controversy in recent times, with
efforts by animal rights activists to have it banned. Many of these corridas are televised live.
The sport involves the matador executing various moves with the aim of appearing confident
and graceful, and at the same time maintaining control of the bull. The tools of the matador
are a red cape and a sword. It is commonly believed that the red cape angers the bull;
however, bulls are colour blind.

61
The elegance of the bullfighter and his eventual dominance over the bull provide delight to
the on-looking crowds. If a bull is thought to have acted bravely and courageously he is
given a pardon by the owner, or is killed in a final act by the bullfighter. The bull is not
allowed to fight twice as it is believed that bulls have a keen memory.

Teachers may choose to have students research and discuss this practice, and compare with
other sports involving animals, within the context of cultural comparison.

62
 Appendix B

Glossary

Assessment
The process of quantifying, describing, or gathering information about students’
performance.

Authentic Assessment
Assessment tasks that require demonstration of knowledge and skills in ways that resemble
“real life” as closely as possible.

Authentic Material
Anything emanating from a Spanish setting that reflects the originality and genuineness of
the target language/culture.

Bloom’s Taxonomy
A classification system used to define and distinguish different levels of human cognition—
i.e., thinking, learning, and understanding.

Evaluation
Judgement regarding the quality, value, or worth of a response, product, or performance,
according to established criteria and often derived from multiple sources of information.

Feedback
Information about students’ behaviour or messages communicated that contribute to a sense
of direction in students’ learning or feeling of value and recognition of their efforts.
Feedback can come from the teacher or other students; student feedback is instructive to the
teacher who may wish to revise his or her strategies.

Functional Approach

63
 A method of foreign language teaching based on communicative language use. The target
language must be used in context through interaction with others, enabling the student to use
the language learnt in a realistic setting.

Learning Strategies
Learning strategies are the techniques individual students use to help themselves learn.
Classroom research has identified three main types of strategies:

1. metacognitive strategies, such as planning, evaluating, and monitoring language use

2. cognitive strategies used in actually “doing the learning,” such as guessing words,
repeating, learning things by heart, and working out rules

3. social strategies, such as working with others, asking for help, and so on
Literacy
The ability to encode and decode symbols and to synthesize and analyse messages.

Media
Refers to all electronic or digital means and print or artistic visuals used to transmit
messages.

Media Literacy
The ability to encode and decode the symbols transmitted via media and the ability to
synthesize analyse and produce mediated messages.

Media Education
The study of media, including practical experiences and media production.

Media Literacy Education

The teaching of the skills related to media literacy.

64
Multiple Intelligences
This theory was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory
of Multiple Intelligences. Gardner articulated seven criteria for behaviour to be considered
intelligences or natural strengths as modes of learning.

Native Language/Culture
The language and accompanying culture of the learner, as compared to the target
language/culture.

Outcome
A goal statement specifying desired knowledge, skills/processes, and attitudes to be
developed as a result of a learning experience.

Performance Assessment
Tasks that require direct observation of student performance or work, and professional
judgement of the quality of that performance according to performance criteria that are pre-
established.

Performance Criteria
A description of the characteristics that will be judged as students perform a particular task.
These are expressed as a rubric or scoring guide.

Productive Skills
The speaking and writing capabilities of a student to use language that has been learnt.
(Production of language occurs as a response to the demands of “real-life” situations.)

Realia
Actual real articles/items incorporated in a lesson, for example, a shirt instead of a picture of
a shirt.

65
Receptive Skills
The listening and reading (for comprehension) capabilities of a student, through which
language is assimilated and processed for learning or use.

Rubric
An established set of criteria for scoring or rating students on performance tasks.

Structure
A phrase featuring a grammatical point or a pattern of words to be presented for learning
through meaningful repetition, leading to independent use.

Target Language/Culture
The language being learnt and its accompanying culture.

Task
A goal-directed assessment activity or project which requires that the student use knowledge
acquired and/or skill developed in the learning process.

Weighting
The amount of consideration given to different scores according to lesser or greater
importance. These are then applied to allot percentages of total possible marks to different
skills/components of an assessment activity.

66
 Appendix C
Bibliography

Brookhart, S. (2010). How to Assess Higher-order Thinking Skills in your Classroom.

Alexandria: ASCD
Bulloch, K. (2003). Adapting materials and strategies for special needs students. Retrieved June
23, 2014 from http://www.educationoasis.com/resources/Articles/adapting_materials.htm

DeLisle, Marc. (2002). The Underachieving Student. Retrieved June 23, 2014 from
http://mste.illinois.edu/courses/ci407su02/students/mdelisle/whitepaper2.htm
Gurian, M., & Stevens, K. (2005). The minds of boys: Saving our sons from falling behind in
school and life. San Francisco: Jossey–Bass
King, K., & Gurian, M. (2006). With boys in mind: Teaching to the minds of boys. Teaching to
Student Strengths, Educational Leadership, 64(1), 56 – 61.
Kirk, S., Gallagher, J., Coleman, M. R., & Anastasiow, N. (2012). Educating exceptional
children (13th ed.). Belmont, CA: Cengage Learning.
Ministry of Education, British Columbia. (2009). A Guide to Adaptations and Modifications.
Retrieved June 25, 2014 from
http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf
Mollman, S. (2014). Strategies for Teaching Gifted & Talented Students. Retrieved June 23,
2014 from http://www.ehow.com/info_7859854_strategies-teaching-gifted-talented-
students.html
Teach Thought. (2013). Six strategies for engaging boys in the classroom. Retrieved June 24,
2014 from http://www.teachthought.com/teaching/6-strategies-engaging-boys-classroom/
Teachers First. (2014). How to spot a gifted student. Retrieved June, 24 2014 from
http://www.teachersfirst.com/gifted_spot.cfm
West, P. (2001). Ideas schools could use to increase boys’ achievement: A good quick tool for
teachers and parents. Retrieved June 25, 2014 from
http://www.boyslearning.com.au/articles/teachers/IDEAS%20SCHOOLS%20COULD%
20USE%20TO%20INCREASE%20BOYS%20ACHIEVEMENT.pdf

67
Wright, D. (2005). Nine types of curriculum adaptations. In Teaching and learning. Retrieved
June 24, 2014 from
http://drsticks.com/uploads/Nine_Types_of_Curriculum_Adaptations.pdf

68
 Appendix D
List of helpful ICT Websites

busuu.com the language learning community Learn Spanish, Learn German, Learn French
http://www.bitstrips.com/create/comic/
http://www.askmaps.com/en/index.php
www.makebeliefscomix.com/Comix
https://maps.google.com/
http://www.dfilm.com/moviemaker/make.html
http://www.123teachme.com/
http://www.toolsforeducators.com/
Learn Spanish Free Online | 123TeachMe
Spanish Games from Spanish Online
ToonDoo - World's fastest way to create cartoons!
Tools for Educators - free worksheet templates, printable game templates, 100% customizable
worksheet makers with images!
http://edu.glogster.com/
www.glogster.com/

69
 Appendix E
Sample Lesson Plans

FORM 1
LESSON PLAN 1

CLASS: Form 1, Term 1

TOPIC 2.0: The Spanish Influence of the Spanish in Trinidad and Tobago

CURRICULUM REFERENCES: 2.1

DURATION OF LESSON: 90 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Classification Level of Difficulty

(Knowledge,
(Cognitive/
Objective Comprehension,
Affective/
Application, Analysis,
Psychomotor)
Synthesis, Evaluation)
1. List some place names of Spanish origin in Trinidad Cognitive Knowledge
and correctly pronounce them.
2. Locate, on a map of Trinidad, some places with Cognitive Knowledge
names of Spanish origin.
3. Appreciate the cultural richness of T & T Affective Valuing

PREVIOUS KNOWLEDGE:

Grammar: N/A

Functions: N/A

Other: Familiarity with basic geography of Trinidad and location of places.

.RESOURCES:
Teacher: Laptop/desktop, projector, internet access
PowerPoint giving a brief history of the Spanish presence of Trinidad and
Tobago
Large map of Trinidad and Tobago
Word Search Document with 15 place names of Spanish origin
Anagram Document with 15 place names of Spanish origin
Create a document with a map of Trinidad and Tobago with place names
of different origins

70
 Student: Laptop, internet access
Copies of Word Search Document with place names of Spanish origin
Copies of Anagram Document with Place names of Spanish origin
Copies of Select the Spanish Place Names document

CONTENT:

Structure: Un pueblo de origen español es …./ …es un pueblo de origen español.

Vocabulary: Rio Claro, San Juan, La Brea, Toco, La Cuevas, Maracas, Los Bajos,
Santa Flora, Diego Martin, San Fernando etc.

Culture: Spanish names of places, Spanish food, Spanish music, Spanish

celebrations, Spanish names of people

METHOD:

Set Induction: Teacher engages students in brief discussion about the things that they
enjoy in our culture and points to the influences that have lead to that item.
The discussion is lead to the Spanish influence in Trinidad and aspects of
Spanish influence (place names, food, music/dance, celebrations) of which
students may be aware are elicited.

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening 1. Teacher presents a PowerPoint giving a Students point out the 10
/ synopsis of the Spanish presence in Trinidad evidence of Spanish mins
Speaking and Tobago. presence in Trinidad and
. Tobago – food, music,
dance, names, place names,
celebrations etc.
Teacher fills in the information gaps where
necessary
Listening/ 2. Teacher asks students to locate the town Students view a map of 5mins
Speaking where their school is situated on a large map Trinidad. They follow
of Trinidad and Tobago. Teacher then asks teacher on the ‘Know Your
students to locate the places close to that Country’ tour of places that
town that are of Spanish origin. The teacher are of Spanish origin.
embarks on a ‘Know Your Country’ tour on Students identify the place
the map, stating the names of those places by names of Spanish origin
saying, for example : Un pueblo de origen and practice the
español es Sangre Grande. pronunciation.

Reading 3. Teacher distributes the sheets with the Students find 15 Spanish 10
word search of 15 place names to students. place names in the word mins
search.

71
 Teacher distributes sheets with 15 Anagrams Students decipher the 10
of place names to students anagrams to form 15 places mins
in Trinidad with Spanish
names.
Listening Teacher calls the place names of Spanish Students take turns to locate
origin. on the map the place names 10
called out by the teacher mins
Writing Teacher uploads and emails a map of E-dictionary – on a map of
Trinidad and Tobago to the students Trinidad and Tobago, 20
students write in 15 place mins
names of Spanish origin in
their accurate location
Listening 4. Teacher makes a statement about the Students listen to the 10
names of different places in Trinidad and statement and determine mins
Tobago. For example: whether they are Verdaero
Sangre Grande es un pueblo de origen (True) or Falso (False)
español.
Un pueblo de origen español es Point a
Pierre
Reading 5. Teacher distributes copies of Select the Students select the place 5 mins
Spanish Place Names document names of Spanish origin

EVALUATION: 1. Students take turns giving place names of Spanish origin. The teacher starts
by saying: Un pueblo de origen español es Palo Seco. The first student repeats what the teacher
said then adds a place to the list. Each student in turn repeats all that was given before, then adds
another place name.
.

CLOSURE: Students brainstorm and list Spanish street names in their communities.

72
 LESSON PLAN 2

CLASS: Form 1, Term 1

TOPIC 3.0: The Spanish Sound System

CURRICULUM REFERENCES: 3.1, 3.2, 3.3

DURATION OF LESSON: 70 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Level of
Difficulty
Classification (Knowledge,
Objective (Cognitive/ Affective/ Comprehension,
Psychomotor) Application,
Analysis, Synthesis,
Evaluation)
1. Reproduce, in speech, the authentic sounds Cognitive/ Psychomotor Application
of the Spanish vowel system in context.
2. Reproduce, in speech, the authentic sounds Cognitive/Psychomotor Application
of Spanish consonants in context.
3. Recognize the authentic sounds of Spanish Cognitive/ Psychomotor Application
vowels and consonants in context

PREVIOUS KNOWLEDGE:

Grammar: N/ A

Functions: Can recite the alphabet in Spanish

.
RESOURCES:
Teacher: laptop/desktop, projector, internet access
Song with vowel sounds
Link to pronunciation of diphthong sounds

Student: laptop, internet access,

Palette sticks with Spanish vowels written on small paper square
Word sheets with missing vowel sounds.
Link to pronunciation of diphthong sounds
Words with different sounds on word cards.
Word sheets with words missing different sounds

73
CONTENT:

Structures: Vowel sounds: a, e, i, o, u

Diphthongs: ia, ie, io, iu, ai, ei, oi, ui, ua, ue, uo, au, eu, ou
Consonants that differ from English:
c[e], j[a], g[a], g[e], ll[a], h [a], ch [a], fi [a], ñ, v
[a], rr [a]
Culture: The letters of the Spanish alphabet that do not exist in the English
alphabet.

METHOD:

Set Induction: Teacher recites a tongue twister (trabalengua) and then has random students
attempt to recite it accurately.

STUDENT TIME
SKILL TEACHER ACTIVITY
ACTIVITY (mins)
Listening 1. Teacher accesses a song teaching the Spanish Students listen 7 mins
Speaking vowels and plays the song for the students. Teacher and repeat the
also writes on the board the vowel sounds as they vowels as sung.
occur
Teacher says words with different vowel sounds. Students 3 mins
pronounce the
words to
practice the
vowels.
Teacher points to vowel. Students make 5 mins
the sound of the
vowel indicated
Listening 2. Teacher says Spanish words – syllable by Students 10 mins
Writing syllable indicate the
vowel sound of
each syllable by
raising their
palette stick
with the printed
vowel.
Teacher distributes copies of words with vowel Students write in
sounds omitted. Teacher says each word syllable by the correct 10 mins
syllable. vowel sound for
each syllable as
the word is said.
Listening 3. Teacher lists the consonants of the Spanish Students listen 10mins
/ alphabet and highlights the ones whose sounds are and repeat the
Speaking different from English. sounds of the

74
 STUDENT TIME
SKILL TEACHER ACTIVITY
ACTIVITY (mins)
consonants and
then practice
some words
given by the
teacher.
STEAL THE
SOUND GAME 5 mins
One student tries
to steal a
blindfolded
student away
from his/ her
partner by
whispering the
same consonant
sound as the
partner.
Listening 4. Teacher guides students to access a link to Students discuss 10mins
/ practice the sounds of diphthongs. (Search the meaning of a
Speaking pronunciation of Spanish diphthongs) diphthong and
then access the
link to practice
the
pronunciation of
some diphthong
examples.
Writing 5. Teacher spells words in Spanish. Students write 5mins
the letters called
by the teacher to
spell words.

EVALUATION: Students are put into groups. Each group is given a set of Spanish words
cut out on individual word cards. A sheet with the same words spelt with
missing sounds is given to each student. The students take turns
pronouncing each word from the word cards. The other students fill in the
missing sound on the word sheet.

CLOSURE: Students attempt the trabalengua once again and try to improve their
pronunciation from their first attempt.

75
 LESSON PLAN 3

CLASS: Form 1, Term 1

TOPIC 4.0: The Spanish-Speaking World

CURRICULUM REFERENCES: Form 1 Term 1 4.1, 4.2, 4.3

DURATION OF LESSON: 90 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Level of Difficulty
Classification (Knowledge,
(Cognitive/ Comprehension,
Objective
Affective/ Application,
Psychomotor) Analysis, Synthesis,
Evaluation)
1. Identify the Spanish-speaking countries of the Cognitive Knowledge
world.
2. Identify the capitals of the Spanish-speaking Cognitive Knowledge
countries of the world.
3. identify the flags of Spain and the Spanish- Cognitive Knowledge
speaking countries of the Caribbean
4. Appreciate the diversity of the world and respect as Affective Valuing
well as value differences in other nations.

PREVIOUS KNOWLEDGE:

Grammar: N/A

Functions: N/A

.RESOURCES:
Teacher: laptop/desktop, projector, internet access
Create a PowerPoint slide show showing the Spanish speaking countries
of the world.
Search Interactive Map of the Caribbean, Central and South America in
Spanish with audio of names, click and read names, and drag
Create crossword with capitals of Spanish speaking countries
Create a PowerPoint slide presentation showing pictures of the capital
cities as well as the corresponding national flag.
Student: laptop, internet access
Copies of crossword puzzle

76
PREPARATION OF INSTRUCTIONAL ENVIRONMENT:

CONTENT:

Structures: Se habla español en ….

¿Cuál es la capital de…?
La capital de ….. es…
La bandera nacional de …

Vocabulary: el país, la capital, de, es, la bandera nacional

METHOD:

Set Induction: Teacher asks students to brainstorm the Spanish speaking countries of the world
and lists these countries on the whiteboard/blackboard.

TIM
E
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins
)
Listening 1. Teacher presents a slide show of the Students view slide show and 3mins
Spanish-speaking countries of the repeat the pronunciations of the
world. The word cards of the countries Spanish countries

Listening/ 4. Teacher shares interactive map of the Students learn Caribbean, South 5mins
Speaking Caribbean, Central and South America & Central American Geography
with audio of names of Spanish by clicking on countries on an
speaking countries with students interactive map to find out their
names.
Listening/ Teacher shares interactive map of the Students listen to and read the 5mins
Reading Caribbean, Central and South America names of countries and match
with names of Spanish speaking them to their geographical
countries location on an interactive map.

Reading Teacher shares interactive map of the Students drag countries to their 5mins
Caribbean, Central and South America correct location on an interactive
with names of Spanish speaking map.
countries

Listening/ Teacher presents PowerPoint slides with Students also respond to the 10
Speaking/ pictures of the capital cities of Spanish teacher’s questions “La capital mins
Reading speaking countries. Teacher asks “¿Cuál de … es…”.
es la capital de…?” (Additionally,
teacher presents the flags of these
counties stating: ‘La bandera nacional

77
 de ..’)
Reading/ Teacher distributes crossword puzzles Students solve crossword 10
Writing with countries and their capitals puzzles mins
Speaking/ Hangman Game – students play 15
Listening/ hangman of countries and mins
Writing capitals using Spanish alphabet
Speaking Parade of nations. Students are 20
assigned countries. Students mins
make sashes with names of
assigned country, as well as
miniature national flags carried
on straws/ palette sticks.
One student is the announcer
calling the name of the country.
When the country is called, the
student with the name sash
comes forward, says the name of
the country where Spanish is
spoken, the capital of the
country and waves the flag.
When all nations are called,
students parade around the class.

EVALUATION: 1. Students create an e-book of an assigned country. Slides in the e-book

must include country, capital and flag.

CLOSURE: Students plan and discuss the making of a scrapbook entitled “El mundo
hispanohablante”.

78
 LESSON PLAN 4

CLASS: Form 1, Term 1

TOPIC 5.0: Socializing

CURRICULUM REFERENCES: 5.1, 5.2, 5.3, 5.6, 5.7, 5.8, 5.9, 5.10

DURATION OF LESSON: 120 mins

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Level of
Difficulty
Classification (Knowledge,
Objective (Cognitive/ Affective/ Comprehension,
Psychomotor) Application,
Analysis,
Synthesis,
Evaluation)
1. Greet each other and introduce themselves Cognitive/ Affective Application
2. Appropriately address people. Cognitive/ Affective Application
3. Ask politely
4. Apologize to others. Cognitive/ Affective Application
5. Express gratitude. Cognitive/ Affective Application
6. Ask to be excused. Cognitive/ Affective Application
7. Say goodbye. Cognitive/ Affective Application

PREVIOUS KNOWLEDGE:

Grammar: Adjectival agreement with “bienvenido”

Functions: Conduct basic social interactions

.RESOURCES:
Teacher: Laptop/desktop, projector, internet access, students
Search songs using greetings

Student: Laptop, internet access, Microsoft Word

Puppets

Links: Formal & Informal Greetings.doc

Las cortesías.docx
Unscramble and match.doc

79
CONTENT:

Structures: ¿Qué tal? ¿Cómo estás? ¿Qué pasa? ¿Qué hay de nuevo?
¿Cómo te llamas?...me llamo…
Tú vs usted

Vocabulary: Buenos días, buenas tardes, buenas noches

Hola,
Bien gracias, muy bien, bastante bien, excelente, mal, regular, nada de
nuevo
Mucho gusto, el gusto/placer es mío, encantado, igualmente
Lo siento, (con) permiso, perdón, disculpe
Por favor, (muchas) gracias, de nada
Adiós, chao, hasta luego, hasta la vista, hasta mañana, hasta pronto

Cultura: Darse la mano, darse un beso suave en la mejilla, darse un abrazo, darse
palmaditas en la espalda

METHOD:

Set Induction: Teacher calls four random students to the front of the class and greets each
of them in a different way (handshake, kiss on the cheek, hug, pat on the
back) and asks the class to identify the differences in each greeting.

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening 1. Teacher explains the context of Students give responses to 10
each of the four greetings. Teacher situations. mins
describes situations and asks Students use puppets to present
students to state which greeting is scenarios demonstrating greetings
used
Listening/ 2. Teacher plays Greeting song Student view video of basic Spanish 10
Speaking greetings and practice the mins
pronunciations.
3. Students use puppets to present 10
scenarios where friends meet and mins
greet each other
Reading/ 4. Teacher uses scenarios to remind Students add greetings to their e- 20
Writing students of greetings. The greetings dictionary mins
are written on the board. Students work in groups to create
cartoon showing greetings
Reading/ 5. Teacher distributes handout of Students read and pronounce the 15mins
Speaking two mini dialogues introducing dialogues together as a class.
formal and informal greetings. In pairs, students read the roles of
the characters in the dialogue.
Formal & Informal Greetings.doc Students substitute alternative

80
 TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
expressions for the ones in italics,
practice their own mini dialogues
orally and present to the class.

Reading/ 6. Teacher guides students to the Students read and pronounce 5 mins
Speaking/ following link. Spanish expressions of courtesy.
Writing Las cortesías.docx Students respond orally and in
writing to situational responses.
Students add courtesies to their e-
dictionary
Writing 7. Students are put in groups. Students 20
search images showing courtesies. mins
Students make a Courtesy chart
with labels accompanying each
image illustrating various
courtesies.
8. .Unscramble and match.doc a. Students decipher the anagrams 10
to mins
form Spanish expressions of
greetings and courtesies.
b. Students match Spanish
expressions to their appropriate
situations.

EVALUATION: 1. In pairs, students dramatize as appropriate the different ways of greeting

each other in the Spanish-speaking world and accompany each physical
expression with appropriate verbal greetings and questions. The
dramatizations will be video recorded and posted onto the class wiki.

CLOSURE: Students compare and contrast the greetings in Spanish-speaking countries

and Trinidad and Tobago.

81
 LESSON PLAN 5

CLASS: Form 1, Term 1

TOPIC 6.0: Personal Identificacion

CURRICULUM REFERENCES: 6.1 to 6.15

DURATION OF LESSON: 90 minutes

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Level of Difficulty
(Knowledge,
Classification
Comprehension,
Objective (Cognitive/ Affective/
Application,
Psychomotor)
Analysis, Synthesis,
Evaluation)
1. Introduce themselves to each other by name. Cognitive/Affective Application
2. Tell their age. Cognitive Application
3. State where they live Cognitive Application
4. State their phone number Cognitive Application
5. state their email address Cognitive Application
6. State their nationality and country of origin. Cognitive Application

PREVIOUS KNOWLEDGE:

Grammar: Agreement of Adjectives

Functions: Exchange basic personal information

.RESOURCES:
Teacher: Laptop/desktop, projector, internet access
Source video of the national anthem of Venezuela
Puppet
Create Power Point slide show of nationalities listed below (include
gender distinction)

Student: Laptop, internet access

Copies of sheet with transcript of the puppet’s personal information
Copies of id.doc
Copies of Dialogue completion.doc

82
CONTENT:

Structures: ¿Cómo te llamas?...Me llamo

Soy chico/ chica
¿Cuántos años tienes?...Tengo…años
¿Dónde vives? … Vivo…
¿Cuál es tu correo electrónico?....Mi correo electrónico es …
¿Cuál es tu número de teléfono/ celular?...Mi número de teléfono/teléfono
celular es …/ No tengo teléfono celular
¿De dónde eres?...Soy de…
¿De qué nacionalidad eres?...Soy…

Vocabulary: cubano/a, dominicano/a, mexicano/a, puertorriqueño/a, venezolano/a,

español/a, trinitario/a, tobaguense, jamaicano/a, barbadense,
estadounidense, americano, canadiense

Culture:

Other:

METHOD:

Set Induction: Teacher plays a video of the National Anthem of Venezuela

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening/ 1. Teacher introduces puppet to students, (a) Students read the 10
Speaking giving its name, sex, address, email, phone dialogue and discuss. mins
number and nationality.
Teacher presents the information in parts, (b) Students match
asking students to give their information. For questions from the
example, ‘Vivo en San Juan, y tú, ¿dónde dialogue to their
vives? appropriate responses.

Reading Teacher distributes copies of transcript of Students read transcript and 10

puppet’s personal information and enter questions and answers mins
Writing corresponding questions in their e-dictionaies
Listening 2. Teacher presents slide show of some Students view slide show 5 mins
countries of the world and their nationalities. and pronounce the
nationalities.

Speaking 4. Teacher provides the following link to In pairs, students practice 10

students. similar mini dialogues and mins
id.doc video record them. The

83
 TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
recordings will then be
viewed by the class.
Writing 5. Dialogue completion.doc Students complete a 5 mins
dialogue.
Speaking 6. Teacher maintains order as students go Students go around the 15
around the classroom asking each other classroom asking each other mins
their ages. about and stating their ages.
Students then create a
spreadsheet of the similarity
in ages within the class and
insert an appropriate chart
to illustrate the data.
Listening Celebrity Interviews - 20
Speaking Students are paired off for mins
Reading an interview. One is the
Writing journalist who has his/ her
list of questions, the other is
a celebrity from one of the
countries listed above. The
journalist interviews the
celebrity, using his/ her
question list. The interview
can be recorded and
presented to the class.

EVALUATION: 1. Students create a voki/ vlog which describes himself/herself in Spanish

(name, age, address, email, phone number, place of origin, nationality) and present them to the
class.

CLOSURE: Teacher and class listen to the National Anthem of another

Spanish-speaking country of consensus.

84
 LESSON PLAN 6

CLASS: Form 1, Term 2

TOPIC 7.0: Home, Family and Friends

CURRICULUM REFERENCES: 7.1, 7.3, 7.3, 7.4, 7.5, 7.6, 7.7

DURATION OF LESSON: 90 minutes

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Classification Level of Difficulty

(Knowledge,
(Cognitive/
Objective Comprehension,
Affective/
Application, Analysis,
Psychomotor)
Synthesis, Evaluation)
1. identify members of the family Cognitive Knowledge,
Comprehension,
Application
2. ask someone how many people are in his/ her Cognitive Knowledge,
family Comprehension,
Application
3. state the number of persons in their family Cognitive Knowledge,
Comprehension,
Application
4. state who are the members of their family Cognitive Knowledge,
Comprehension,
Application,
Analysis
5. appreciate the composition of their family Affective Analysis,
Synthesis,
Evaluation

PREVIOUS KNOWLEDGE:

Grammar: Possessive Adjective mi, mis, tu and tus ;

Functions: Introducing others

RESOURCES:
Teacher: Laptop/desktop, projector, internet access
Power Point Presentation showing/ identifying family members
Family tree graphic presenting family members
Rhyme: Mi Familia

85
 Student: Laptop, internet Access
Photocopies of family tree graphic
Video camera
Access to Microsoft PowerPoint, Excel, Word

CONTENT:
Structures: ¿Cómo se llama?...Se llama
¿Cómo se llaman?...Se llaman
¿Quién es ..?
Es …/ Son ….
¿Cuánto(a)s hermano(a)s tienes?...
Tengo…hermano(a)s. No tengo hermano(a)s
¿Cuántas personas hay en tu familia?
Somos … en mi familia. En mi familia hay …. personas.

Vocabulary: mi padre, mi papá, mi madre, mi mamá, mis padres, mi hermano (mayor/

menor); mi hermana (mayor/ menor), mis hermanos, mi abuelo, mi abuela,
mi tío, mi tía, mi primo/a, mi sobrino/a, mi padrastro, mi madrastra, mi
hermanastro/a

METHOD:

Set Induction: Teacher shows a photo of his/ her family and says: Esta es mi familia – la familia
Charles.

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening Teacher presents each member of his/ her Students repeat 5 mins
Speaking family using PowerPoint slides. Teacher
may use voice on slides or may use live
presentation. E.g. Ésta es mi madre. Se
llama Beatriz.
Reading Teacher represents the family presented in a Photocopies of a similar 20
Writing family tree graphic (Search Google images). graphic (with blank spaces) mins
The relationships between members and the are given to students. They
teacher are stated and written on the create their own family tree
whiteboard E.g. mi madre, Beatriz etc. with labels in Spanish
Teacher supplies words for family members
as required.
Reading/ Teacher highlights the vocabulary re: Mi Students add new 20
Writing familia vocabulary re: Mi familia to mins
their e-dictionary. The
Listening/ Teacher presents his/ her family members Students take turns to 10
Speaking then asks the students about their family. answer the questions posed mins
E.g. Mi hermana se llama Sandra. ¿Cómo se by the teacher. Students

86
 TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
llama tu hermana? This is repeated for then pair off and orally
different family members present their family to each
other. Students ask
questions like ¿Cómo se
llama tu abuela? ¿Quién
es?
Writing Teacher conducts a survey of the class Students work in groups to 20
Speaking enquiring about number of family members, present the result of the mins
Listening number of brothers, number of sisters survey in a pictogram, pie
chart etc.

EVALUATION: 1. Students create an e-album presenting their family members.

2. Students create a documentary video presenting their family members.
3. Students write an e-mail/ letter to an e-pal/ pen-pal telling them of their
different family members.

CLOSURE: Teacher and class put music to or chant rhyme on family

RHYME – MI FAMILIA
1. My father is mi padre, mi padre, mi padre
My father is mi padre en mi familia.

2. My mother is mi madre, mi madre, mi madre

My mother is mi madre en mi familia.

3. My brother is mi hermano, hermano, hermano etc.

4. My sister is mi hermana, hermana, hermana etc.
5. My granpa is mi abuelo, mi abuelo, mi abuelo etc.
6. My granny is mi abuela, mi abuela, mi abuela etc.
7. My uncle is mi tío, mi tío, mi tío etc.
8. My aunty is mi tía, mi tía, mi tía etc.

87
 LESSON PLAN 7

CLASS: Form 1, Term 2

TOPIC 8.0: Descriptions of Persons

SEXUALITY & SEXUAL EDUCATION: Body Image – Students learn to appreciate

themselves and that everyone is important, no
matter what they look like

CURRICULUM REFERENCES: 8.1, 8.2, 8.3, 8.4

DURATION OF LESSON: 90 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Level of Difficulty
(Knowledge,
Classification
Comprehension,
(Cognitive/
Objective Application,
Affective/
Analysis,
Psychomotor)
Synthesis,
Evaluation)
1. Ask for a description of someone. Cognitive Application
2. Describe physical attributes of self and others Cognitive Application
3. Describe their basic facial features Application
3. Describe basic facial features of others Application
4. Appreciate a range of physical attributes as Affective Valuing
Beautiful

PREVIOUS KNOWLEDGE:

Grammar: Verbs ‘Ser’ and ‘Tener’: 1st. & 3rd. persons

Functions : Expressing that they are a boy/ girl

RESOURCES:
Teacher: Laptop/Desktop with internet access and speakers
Projector
Create a PowerPoint Slide Show showing various physical descriptions

Student: Laptop
Digital Camera

88
 Links:
http://www.voki.com/php/viewmessage/?chsm=f5889b8fc306613ad19db5f5cd8efa71&m
Id=816549

CONTENT:

Estructuras: ¿Cómo eres? Soy…

Tengo…
¿Cómo es/ son? Es/ Somos/ Son…
Tiene/ Tenemos/ Tienen…
Me gusta a mí mismo.

Vocabulario: alto, bajo, mediano, delgado, gordo, guapo/bonito/lindo, feo, joven, viejo
el pelo: castaño / pelirrojo / negro / rubio / largo / corto / liso / rizado /
ondulado / trenzas / rapado,
los ojos: pequeños / grandes / negros / marrones / verdes / azules / grises
la nariz; las orejas
ENRICHMENT: los labios, la frente, la mejilla, el hoyuelo

METHOD:

Set Induction: Teacher presents slides 1 – 4 of Powerpoint ‘Las Descripciones Físicas’ and
students are asked to identify the differences between the two persons presented in
each slide. The class then engages in a discussion about which physical
characteristics are attractive, thus leading to the idea that a range of different
characteristics are beautiful to different persons.

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening 1. Teacher presents the essential Spanish Students repeat the Spanish 5 mins
vocabulary along with visual stimuli as the words and guess the
meanings are elicited from the students meanings.
(slides 5 – 8).
Listening/ 2. Teacher presents four vokis who Students listen and read the 10
introduce and describe themselves in descriptions of the vokis. mins
Reading
Spanish (slides 9 – 12) and also distributes
a handout of the transcripts to the students.
. Teacher poses oral questions about Students answer some oral
each questions about each voki.
voki.
Writing/ Students use the model used 20mins
Listening/ by the voki (height, size, hair,
/Speaking colour of eyes) to write a
description of themselves.
3. Teacher orally poses the question Students orally present the

89
 TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
‘¿Cómo eres?’ to each student. description of themselves in
response to the teacher’s
question.
Teacher affirms each student by At the end of each
complimenting the students after each presentation each student
presentation with expressions like Eres affirms Me gusta (mucho) a
muy bella/ bonita/ linda/ guapo. mí mismo.
Listening 4. Teacher presents four images of celebrities Students match the images to 10mins
along with an oral description of each in their appropriate description.
Spanish (slide 13).
Reading 5. Teacher presents four images along with a Students match the images to 5 mins
description written in Spanish (handout). their appropriate description.
OR OR
Writing Students choose 2 celebrities
from the handout and write a
description in Spanish.
Reading/ 6. Teacher presents an image along with a Students rewrite the 5 mins
Writing description written in Spanish. However description so that it matches
there are some errors in the description. the image.
Speaking 7. In pairs students will orally 5 mins
describe themselves to each
other.
In pairs, students will orally
describe each other to the
class.
Writing 8. Teacher assists with photo taking and Students will work in pairs to 15mins
uploading where necessary. take photos of each other,
upload them onto both
laptops, create a document
with the photo inserted and
type descriptions of
themselves and their partner
in Spanish.

EVALUATION: 1. Students will present oral descriptions of themselves to the class.

2. Students will find an image of their favourite celebrity and type a
description of him/her in Spanish.

CLOSURE: On their Face book status, students will write a description of

themselves in Spanish.

90
 LESSON PLAN 8

CLASS: Form 1, Term 2

TOPIC 9.0: Dates and Time

CURRICULUM REFERENCES: 9.1, 9.2, 9.5, 9.12

DURATION OF LESSON: 90 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Classification Level of Difficulty

(Knowledge,
(Cognitive/
Objective Comprehension,
Affective/
Application, Analysis,
Psychomotor)
Synthesis, Evaluation)
1. Enquire about which day of the week it is and state Cognitive Application
the current day.
2. Enquire about which month of the year it is and Cognitive Application
state the current month.
3. Enquire about the current date and state the same. Cognitive Application
4. Identify days of celebration Cognitive Evaluation
5. Greet someone on Valentine’s Day Affective Application

PREVIOUS KNOWLEDGE:

Grammar: Ser; pluralization of articles ‘el’ and ‘la’

Functions: Identify family members and friends

.RESOURCES:
Teacher: The celebration of Valentine’s Day (El Día de los Enamorados) in Spanish
speaking countries, Vocabulary for Valentine’s Day

Student: Laptop with Microsoft Word Publisher/ Alternatively material to make a

postcard (paper, markers glitter, paints, stickers etc.)

Links: Search for video/ song teaching the Days of the Week in Spanish

CONTENT:

Estructuras: ¿Cuál es la fecha? / ¿Qué fecha es hoy? / ¿A cuántos estamos?

…hoy/mañana es…
Mamá/ Papá/ Tía Ana etc., eres mi amor/ vida.

91
 Vocabulario: los días de la semana son: lunes, martes, miércoles, jueves, viernes,
sábado, domingo
los meses del año son: enero, febrero, marzo, abril, mayo, junio, julio,
agosto, septiembre, octubre, noviembre, diciembre
¡Feliz Día de los Enamorados!

Culture: In Hispanic culture the week begins on a Monday; In Spanish orthography

days of the week and months of the year are not capitalized as other
Proper Nouns; Celebration of Valentine’s Day in a Spanish speaking
country

Other:

METHOD:

Set Induction: Teacher asks students about their favourite day(s) of the week. 1 min

TIM
E
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins
)
Listening 1. Teacher accesses a video/song of Students view video/ listen to 5
the Spanish days of the week. song and practice the mins
pronunciations of the days of
the week in Spanish.
Listening/ 2. Teacher lists and pronounces the Students repeat the 5
Speaking Spanish days…slide 3 pronunciation of the Spanish mins
days and class discusses some
characteristics of the Spanish
week.
Listening 3. Teacher presents a calendar image of Students look at the calendar 5
a particular month and calls out and listen to the dates being mins
specific dates of that month (slide 4), called by the teacher to
eg. “Es el veinte de septiembre. ¿Qué indicate in writing on which
día es?” day of the week it falls.
“es martes”
Writing 4. Teacher e-mails a work sheet to all Students access the work 10
students. sheet that was emailed by the mins
Activity 4- Days worksheet.docx teacher prior to the class,
download and complete the
activity and reply to the
teacher with the completed
activity as an attachment.
Listening/ 5. Teacher presents the months of the Students listen and repeat the 5
Speaking year (slide 7) months of the year in Spanish. mins

92
 TIM
E
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins
)
Listening 6. Teacher accesses the following Students listen to a recording 10
recording which is played for the of the months of the year in mins
students. Spanish and list the months
Activity 6.wav that (i) they hear and (ii) they
do not hear.
Writing 7. Teacher provides students with a list Students find images of the 10
of celebrations. listed celebrations using the mins
internet, save them and email
them to their partner (assigned
by teacher).

Students use their partners’

images to id in writing the 5
month in which it is mins
celebrated.
Listening 8. Teacher plays the recording at the Students listen and read the 5mins
following link. dates.
Activity 8_Listening.Reading.doc

9. Teacher shows slide 8 Students read and discuss. 5 min

Reading / 10. Teacher provides a list of dates in Students list the dates in 5
Writing Spanish. calendar order. mins
Activity 11 & 12- Dates.docx
Writing 11. Teacher provides students with the Students use the link to access 5
following link: an online quiz on writing mins
www.languagesonline.org.uk/ dates in Spanish.
(Caminos 1: Unidad 2 - #10)
12. In groups, students will invent 10
a rap/song/poem with the days mins
of the week or the months of
the year and present to the
class. In the next class they
will record their work using
audacity.com
13. Teacher shares with students the Students repeat the greeting 25
traditions associated with the celebration ¡Feliz Día de los mins
of Valentine’s Day (El Día de los Enamorados!. They create a
Enamorados) in Hispanic countries. card (using material or
Teacher greets students with greeting for Microsoft Publisher) for the
Valentine’s Day: ¡Feliz Día de los person whom they have
Enamorados!. The greeting is written on selected. Students use
the whiteboard. Teacher invites students to vocabulary appropriate to the

93
 TIM
E
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins
)
choose one person whom they love person for whom the card is
(family member, friend) to create a created (Mamá/ Papá/ Tía
Valentine’s Day card for them Ana etc., eres mi amor/ vida.,
or Vocabulary for Valentine’s
day).

EVALUATION: Students use 10 images that were saved on their laptops prior to the class
to construct a timeline in Spanish which highlights the dates of important
events in their lives. The timelines will be posted on the class wiki.
15mins

CLOSURE: Each student creates anagrams of 10 different days of the week or months
of the year. These anagrams are given to each other to solve.

94
 LESSON PLAN 9

CLASS: Form 1, Term 3

TOPIC 11.0: In the Classroom

CURRICULUM REFERENCES: 11.1, 11.7

DURATION OF LESSON: 90 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Level of Difficulty
(Knowledge,
Classification
Comprehension,
Objective (Cognitive/ Affective/
Application, Analysis,
Psychomotor)
Synthesis,
Evaluation)
1. Name the objects and persons in their Cognitive Knowledge
classroom in Spanish.
2. Respond orally and in writing to questions in Cognitive Comprehension
Spanish about their classroom.
3. Describe the objects in their classroom, both Cognitive Application
orally and in writing.
4. Design their ideal classroom. Cognitive/Affective Synthesis
5. Talk about what they have to care for in their Cognitive/ Application of
classroom Affective knowledge

PREVIOUS KNOWLEDGE:

Grammar: Es…
¿Qué hay ..? Hay….
¿Cuántos/ Cuántas?

Functions: State the time

.RESOURCES:
Teacher: Multimedia projector, laptop, handouts

Student: Laptops, classroom, classroom objects, teacher, students

Links: Act 1_Photostory_.wmv

Act 2_oral questions.doc
Act 3_Miguel's classroom.ppt
Activity 5_juego de palabras.doc

95
 Link which allows students to a classroom architect and design their own
classroom

CONTENT:

Estructuras: ¿Qué hay en la clase? / Hay…

Debo cuidar mi/ mis …

Vocabulario: la clase/el aula, la puerta, la ventana, el reloj, la pizarra, el mapa, el

profesor/la profesora, el escritorio, el pupitre, la silla, el alumno/el
estudiante, la alumna/la estudiante, la papelera.
Cultura:

Otro:

METHOD:

Set Induction: Teacher engages the students in discussion about some aspects of their
classroom that they appreciate and others which they would like to
change. 2 mins

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening 1. Teacher presents the Spanish names of Students listen and repeat 5 mins
the objects and persons within a aloud the Spanish names of
photo story. the classroom objects and
Act 1_Photostory_.wmv persons.
Speaking 2. Teacher questions the students orally Students respond orally in 5 mins
about some aspects of their classroom. Spanish to the questions.
Act 2_oral questions.doc
Reading/ 3. Teacher presents Miguel’s description of Students read Miguel’s 5 mins
Writing his classroom (ppt). classroom description and
Act 3_Miguel's classroom.ppt answer questions on it in
writing.
Writing 4. Using Miguel’s classroom 5 mins
description as a model,
students type their own
classroom description in
Spanish as a word
document.
Speaking 5. “Juego de palabras” (word association Students try to associate 3 mins
game): Teacher shows images of objects. Spanish words orally with
Activity 5_juego de palabras.doc images given by the teacher.
6. In groups students discuss 2 mins
and list the +ve’s and –‘s of
their classroom.

96
 TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
7. Teacher provides a link which allows the In groups students will 20mins
students to design their ideal classroom digitally design and label
model. their ideal classroom using
the link provided by the
teacher.
8. Teacher asks the students: ¿Qué debes Students identify the items 30
cuidar en la clase? in their classroom that they mins
Teacher writes students’ responses on the have to care for. They state
whiteboard. Debo cuidar mi pupitre/ mi
clase etc. They are put in
groups to make posters
stating that depict what they
need to care for in their
classroom.

EVALUATION: 1. Students will create photo story entitled: “¿Qué hay en mi clase?” with
the new classroom vocabulary learnt.

CLOSURE: Students will discuss several aspects of their actual classroom which they
believe need improvement and select one which they will plan to change.

97
 LESSON PLAN 10

CLASS: Form 1, Term 3

TOPIC 12.0: Snack Time

HEALTH & WELLNESS: Students differentiate between healthy and unhealthy snacks

CURRICULUM REFERENCES: 12.2, 12.5, 12.6

DURATION OF LESSON: 140 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Classification Level of Difficulty

(Knowledge,
(Cognitive/
Objective Comprehension,
Affective/
Application, Analysis,
Psychomotor)
Synthesis, Evaluation)
1. Identify snacks in Spanish Cognitive Knowledge
2. State what snack they like/ do not like Cognitive, Comprehension,
Affective Application
3. State why they like/ do not like a snack Cognitive, Comprehension,
Affective Application,
Evaluation,
Synthesis
4. Prepare a batido made from local fruit as a healthy Psychomotor, Comprehension,
drink Affective Application,
Synthesis

PREVIOUS KNOWLEDGE:

Grammar: Singular, Plural, definite article, indefinite article

Functions: Asking about and stating likes/ dislikes

Giving a reason for a like/ dislike

RESOURCES:

Teacher: Computer, multimedia projector, whiteboard, marker, appendices, recipe

for a batido

Student: Computer, Internet, die, ingredients for a batido made with local fruit

Links: Search a link of a video in Spanish describing liking food

Search information about the Spanish drink batido

98
CONTENT:

Structures:

Vocabulary: Food and drink including but not limited to pan, un bocadillo, arepa,
empanada, tacos, tortillas, paella, frutas, un paquete de galletas, una
botella de agua, un refresco, jugo de…, helado de…, batido de
Reasons for liking snacks – es rico/a, dulce, picante, sano/a, malsano/a

Culture: Batidos, Local fruits – la guayaba, el limón, el mango, la naranja, la

toronja, la papaya, la piña, el tamarindo, la sandía

METHOD:

Set Induction: Teacher shows video (Appendix A) found at

http://www.youtube.com/watch?v=iNC9eMhLXe8

He/She uses it to initiate a brief discussion with students with regard to

their favourite foods. (3 mins)

TIM
E
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins
)
Speaking/ 1. Teacher presents vocabulary on Students repeat each expression. 15
Reading food/drink items using Flashcards and (Following this they may also mins
Powerpoint (Appendix A) review the material on their own.
Writing 2. Teacher presents sample food chart Students use sample food chart as 15
(Appendix B) a guide to create their own mins
electronic food charts. (Sample
pictures are provided in Appendix
C)
Writing 3. Teacher then presents likes and Students use the food charts that 30
dislikes using Microsoft Powerpoint & they created to state their likes and mins
Photostory. (Appendix D) dislikes.
Speaking 4. Teacher presents different snacks, Students are paired and interview 15
expresses his/ her like or dislike for each other on like or dislike of mins
each and gives a reason snack as well as reason for choice.
Speaking 5. Teacher uses Appendix E as a guide In groups students create the 30
for students to create a ‘Chutes and ‘Chutes and Ladders’ Snack game. mins
Ladders’ game using the snacks that To play the game they throw the
they learnt. Appendix F may be used to die, count the number, identify the
help with pictures but students are free snack, and say how they feel about
to download or create their own images it. Only if all this is done
accurately can they proceed. The
student who is first to reach ‘FIN’

99
 is the winner.
Culture/ 6. Teacher presents information about Students work in groups to follow 30
Speaking about the ‘batido’ drink that is typical a recipe and prepare a ‘batido’ mins
of Spanish speaking countries. Teacher made out of a local fruit. When
emphasises that this is a healthy drink they sample the drink they express
made from fresh fruit and that it can be how they feel about the drink and
made without milk (encouraging give a reason.
sensitivity to students whose diet does
not include milk)

EVALUATION:

1. Students practise Adjective Agreement with snacks using Appendix G. The template
is e-mailed to students and they can substitute the snacks given to customizee their
worksheet.
2. Students are put in groups to create a collage or art project representing which snacks
are healthy (sano) or unhealthy (malsano).
3. Students use Microsoft Photostory to create a photostory depicting a conversation
between two friends indicating what they like and do not like as a snack.

CLOSURE: Teacher uses Powerpoint presentation and flashcards to summarize the lesson.

(5 mins)

100
 LESSON PLAN 11

CLASS: Form 1, Term 3

TOPIC 13.0: Enjoying the Outdoors

CURRICULUM REFERENCES: 13.1, 13.2

DURATION OF LESSON: 60 mins

LEARNING OBJECTIVES: At the end of the lesson Students will be able to:

Clasificación Level of Difficulty

(Knowledge,
(Cognitive/
Objetivo Comprehension,
Affective/
Application, Analysis,
Psychomotor)
Synthesis, Evaluation)
1. Enquire about what the weather is like. Cognitive Application
2. Identify different weather conditions. Cognitive Knowledge
3. Describe weather conditions during the Cognitive Application
different seasons.

PREVIOUS KNOWLEDGE:

Grammar: está … ; hay …

En
Functions: Stating what month of the year it is

.RESOURCES:
Teacher: laptop, multimedia projector, create slide show of the weather in different
parts of the Hispanic world

Student: laptop,

Links:

CONTENT:

Structures: ¿Qué tiempo hace?

Hace (muy) buen/mal tiempo
Hace (mucho) fresco/calor/frío/sol/viento
Está lloviendo/nevando/nublado
Llueve/nieva
Hay huracán/tormenta/niebla

Vocabulary: las estaciones: la estación seca, la estación de lluvias, el invierno, la

101
 primavera, el verano, el otoño

Culture: Tropical versus temperate weather conditions

Other:

METHOD:

Set Induction: Teacher walks in classroom fanning him/herself and asks “¿Qué tiempo
hace?” and responds to his/her question by saying “Hoy hace mucho
calor” (or as is appropriate).
1 min

TIME
SKILL TEACHER ACTIVITY STUDENT ACTIVITY
(mins)
Listening 1. Teacher presents slides (1 Students listen and repeat 5mins
– 11) of Appendix I depicting weather weather conditions in
expressions in Spanish and giving Spanish while viewing
appropriate pronunciations. picture stimuli.
Speaking 2. Teacher shows slide 12 (Appendix I) (a)Students orally describe 5 mins
depicting the different seasons in both the weather during the
temperate and tropical climates. various seasons.
Writing (b) Students describe the 5mins
weather conditions
during the various
seasons in writing.
Speaking 3. Teacher directs the students to In pairs, students ask each 5mins
Appendix II _ Speaking other and respond
appropriately about the
weather conditions in the
images.
Writing 4. Teacher directs the students to the Students use a summary of 10
following Appendix III -Writing the weather report to write a mins
activity. description of the weather in
Spanish.
Writing 5. Students use MS Word to 10mins
create descriptions of
weather for that week using
illustrations from the Clipart
Application.
7. Teacher guides students to links to Students access the links and 15mins
access online quizzes on weather attempt the activities in
conditions. groups.

102
EVALUATION: 1. Students will decipher some anagrams (slides 13 – 20, Appendix I) to
form the descriptions of the weather conditions in Spanish.
2. Students will be put in groups to create e-books of the weather at
different times of the day, in different seasons and in different months
of the year in their country.

CLOSURE: Students are shown slides of different countries of the Hispanic world and
are asked to describe the weather there.

103
 FORM 2

LESSON PLAN 12

CLASS: Form 2, Term 1

TOPIC 17.0: My Home Life
SEXUALITY & SEXUAL EDUCATION: Gender Roles - An appreciation of gender roles in
the allocation of household tasks
CURRICULUM REFERENCE: 17.1, 17.2, 17.3
DURATION OF LESSON: 45 minutes
Objective Classification Level of Difficulty
At the end of the lesson students will be able to: (Cognitive/ (Knowledge,
Affective/ Comprehension,
Psychomotor) Application,
Analysis,
Synthesis,
Evaluation)
 ask someone about his/her habitual weekend Cognitive Knowledge
activities and the chores they do at home
 provide information about what household Cognitive Comprehension,
chores and weekend activities they habitually Application
do (orally and in writing)
 demonstrate an appreciation of gender roles Affective Comprehension,
regarding household chores and weekend Valuing
activities

PREVIOUS KNOWLEDGE:
Grammar: Present Tense of Regular verbs
Present Tense of some common irregular verbs
Functions: Asking someone about their evening routine
Providing information about one’s evening routine
RESOURCES:
104
 Teacher: Computer, Internet, Microsoft Powerpoint, Multimedia projector, Screen,
Handout, (Optional: Worksheets, e-mail)

Student: Internet, computer, (Optional: e-mail)

Links: http://www.proprofs.com/games/create-game/
CONTENT:
Structures: a + el, ayudar a + person
Vocabulary: Normalmente/Generalmente, Usualmente/Por lo general…
arreglar, ayudar (a mi mamá/papá), barrer el suelo, cama, compras,
deberes/tareas, habitación, hacer, ir al mercado/supermercado/centro
comercial, lavar la ropa/mis zapatos/el carro, lavar los platos, limpiar la
casa/mi habitación, mirar las noticias, pasar la aspiradora, planchar la
ropa, poner la mesa, quitar el polvo, trapear/pasar el trapo, ver la
televisión
Culture: N/A
Other: Use of Digital resources for the creation of a Photo Story, Slide Show,
Video Diary etc.
METHOD:
Set Induction: The teacher asks students what they usually do to help out at home OR what they
do on weekends.
TEACHER ACTIVITY STUDENT ACTIVITY
1. Speaking
The teacher uses Microsoft Powerpoint to Students repeat each expression identifying
introduce household chores and weekend each activity.
activities. Teacher also provides students with
vocabulary list. (Cf. Appendix A)
2. Listening comprehension Your Spanish penpal is complaining that
The teacher reads a transcription of your he/she has too many chores and not enough
penpal’s e-mail indicating what chores he/she time on weekends for other activities. You
does. (Cf. Appendix B) make a comparison of his/her list of chores

105
 and what chores you are required to do each
week and what you do on weekends.
Students transcribe the e-mail read to them.

(This transcription can be corrected using

Google docs where all students can
simultaneously participate in the process)
3. Reading (for comprehension) You send some correspondence (digital
Using the Multimedia projector the teacher format) to your Spanish penpal letting
projects the transcription on the screen so that him/her know some of your household
students can make necessary corrections. This chores/activities for the week/weekend
passage is now used as the basis for a reading ahead.
comprehension. (Cf. Appendix B)
Students respond either orally or in writing
(NB This passage can also be e-mailed to to the questions asked.
students or a handout may be used)
4. Teacher engages class in a discussion on the Students indicate the household chores and
types of household chores allocated to the activities that the males and females in their
males and females in their families. Students families do. They compare their experiences
are asked to converse with each other about the with each other by conversing in Spanish
chores they do, their respective parents do, their using model expressions –
brothers/male cousins do, their sisters/female Mi papá normalmente corta el césped y mi
cousins do. hermana mayor tiene la responsabilidad de
planchar para toda la familia.
5. Homework Writing & use of ICT
Students create a Slide Show presentation,
Teacher outlines a homework assignment video diary, Photo Story etc. depicting 4 or 5
encouraging students to include household household chores/weekend activities that
chores and weekend activities that the different they and different members of their family
members (males and females) of their family normally carry out. Each representation
engage in. must be accompanied by an appropriate

106
 caption.
(NB With students’ permission, some of
these may be used with subsequent classes
as teaching aids)

Alternate suggested activities (for longer periods/reinforcement):

TEACHER ACTIVITY STUDENT ACTIVITY
Student generated Reinforcement activities
Students use the link below (or any other they might
find on their own) to create their own games online
*
(Hangman, crosswords, word searches) and practice
vocabulary/structures with classmates.
http://www.proprofs.com/games/create-game/
Listening Comprehension
BINGO – All resources are provided. Students reinforce vocabulary and structures learnt
(Cf. Appendix C) while playing BINGO.
Charades
The teacher divides the class into two Students act out scenes depicting certain household
teams. chores. Their team members try to guess each
activity.
Online games and quizzes are fun! Students access the link/s provided by the teacher and
They also serve as a means of attempt the activities available.
reinforcement of vocabulary learnt
and provide additional relevant
vocabulary.
The teacher may direct students to free
online links to games and puzzles
created by teachers/educators across the
globe. An example of such a link is
provided below.
http://www.quia.com/jg/274888.html

107
EVALUATION:
Selected students go to the front of the class. The class asks either: ¿Qué haces los fines de
semana? or ¿Ayudas en casa? Each student responds indicating what activities they do on
weekends or what they do to help out at home. (5 mins)
CLOSURE:
Students summarize what they have learnt. (1 – 2 mins)

108
 LESSON PLAN 13

CLASS: Form 2, Term 2

TOPIC 19.0: School Life

CURRICULUM REFERENCE: 19.1 – 19.6

DURATION OF LESSON: 35 minutes

Objective Classification Level of Difficulty

At the end of the lesson students will be able (Cognitive/ Affective/ (Knowledge,
to: Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
 inquire and state the time at which specific Cognitive Application
subjects are done
 provide information orally about their Cognitive Application
timetable
 read and respond to information about Cognitive Comprehension
someone else’s school routine
 listen to and ask for information about Cognitive Comprehension
someone else’s school timetable
 understand basic differences in education Affective Understanding
systems of Latin America
PREVIOUS KNOWLEDGE:
Grammar: Present tense of ‘ser’ (3rd person singular and plural), definite articles
(plural)

Functions: identify subjects on the timetable

ask someone for information about his/her routine at school
provide information about one’s own routine at school

RESOURCES:

Teacher: Microsoft Photo Story 3, Timetable, Multimedia Projector,

109
 ¿Qué Hay? Bk. 2 (if applicable)

Student: Microsoft Photo Story 3, Timetable, Digital Cameras, ¿Qué Hay? Bk. 2 (if
applicable)

Links: http://microsoft-photo-story.en.softonic.com/
http://www.discoveryeducation.com/free-puzzlemaker/
http://superteachertools.net
CONTENT:

Structures: el lunes, los lunes, ¿A qué hora… ?, hay

Vocabulary: después, empezar, terminar, tener, el recreo, el almuerzo, usualmente,

normalmente, finalmente, por/cada semana
Culture: (a) Different ways of expressing time (Cf. ¿Qué Hay? Bk. 2, p. 35)
(b) Education system (salutations to teacher, school uniforms in Spanish-
speaking countries, e.g. Venezuela, Colombia, Cuba, etc.)

Other: Use of ICT to create a Photo Story

METHOD:

Set Induction: Students watch video/Photo Story depicting one’s school routine. (Cf. Appendix
A)

TEACHER ACTIVITY STUDENT ACTIVITY CONTEXT

6. Speaking There has been a change
Using the photo story Students repeat each in your school schedule.
presented in the set induction, expression. You try to determine the
the teacher introduces “A qué Using their current timetable (or times of some of your
hora…” by asking what time one which they created classes with your
various subjects/break/lunch digitally), students work in seatmate.
are during the day. (Cf. pairs/groups to practise
Appendix A) asking/responding to each other
7. The teacher presents a series about the time(s) of various
of statements indicating when subjects.
one has various
subjects/activities, inclusive
of how often they occur. (e.g.

110
TEACHER ACTIVITY STUDENT ACTIVITY CONTEXT
Tengo/Tenemos historia tres
veces cada semana)
8. Listening comprehension Your friend Martina does
Teacher creates a dialogue on Students respond to questions not want to go to school
school routine. asked orally or in writing. today because she has two
OR of her least favourite
Teacher instructs students to Students listen to a dialogue on subjects.
complete exercise 3 from students talking about their
¿Qué Hay? Bk. 2 (p. 34). favourite day of the week taken
from ¿Qué Hay? Bk. 2 (p. 34).
They answer the questions
which follow.
9. Reading (for comprehension) Students read a series of Paco is comparing
Teacher presents students phrases and indicate whether Martina’s schedule with
with a timetable in Spanish the phrases are true or false. his own.
indicating the days and times
of various subjects.
10. Homework Students take photographs of As a means of comparing
themselves and others at work. your schedule, you upload
(NB Where the duration of They upload photographs taken a brief photo story for
the class is more than 35 to Microsoft Photo Story to Paco and Martina to
minutes, this activity can be create a photo story depicting indicate what a typical
done as a classroom activity their school routine. (Cf. Monday (or your
and also used as part of the Appendix A) favourite school day) is
evaluation for the lesson) like at your school.

Alternate suggested activities:

TEACHER ACTIVITY STUDENT ACTIVITY

1. Teacher uses a puzzle making Students complete search and find puzzle with words
site (e.g. puzzlemaker.com to associated with their school routine. (Cf. Appendix

111
 create puzzles associated with B)
daily school routines.) She may
e-mail same to students. (Cf.
Appendix B)
2. Teacher instructs students to use Students take photographs of themselves and others
digital cameras to take at work. They upload photographs taken to
photographs of each other at Microsoft Photo Story 3 to create a photo story
work in order to create a Photo depicting their school routine. They create an
Story depicting their school accompanying audio and written narrative to
routine accompany the pictures. (e.g. Appendix A)
Online games and quizzes are fun! Jeopardy (reinforcement of verbs associated with
They also serve as a means of school, ordinal numbers, backpack items, numbers,
reinforcement of vocabulary learnt pronouns)
and provide additional relevant (One Player or Two Player activity)
vocabulary.
The teacher may direct students to free
online links to games and puzzles
created by teachers/educators across the
globe. An example of such a link is
provided below.
http://www.quia.com/cb/84237.html
Alternatively, the teacher may opt to
créate his/her own Jeopardy by
following the guidelines provided on
sites such as:
www.superteachertools.net

Teacher EITHER divides the class into

two teams OR has students work in pairs
to play Jeopardy (The game is projected
using the multimedia projector if it is a

112
whole class activity). The teacher may
also instruct students to work
individually.

EVALUATION:
Selected students state what subjects they have on a particular day. Students then take turns
asking each other at what times they have selected subjects. They respond accordingly.

CLOSURE:
Students summarize what they have learnt.

113
 LESSON PLAN 14

CLASS: Form 2, Term 2

TOPIC 20.0: School Layout and Personnel

CURRICULUM REFERENCES: 20.1 – 20.4

DURATION OF LESSON: 45 minutes

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
Identify (orally and in writing) the different Cognitive, affective Knowledge,
areas found on a school compound comprehension,
application
Create a labeled site plan of a typical school Cognitive, psychomotor Knowledge,
using Microsoft word application comprehension,
application,
synthesis,
evaluation

PREVIOUS KNOWLEDGE:

Grammar: verbal structures and expressions related to school routine, subjects studies,
personnel and rooms found at the school

Functions: Microsoft word application, Image search via the internet

.RESOURCES:
Teacher: Multimedia projector, laptop computer, Resource A

Student: Multimedia projector, laptop computer

CONTENT:

114
 Structures: verbal structures and expressions related to school routine and the layout of
the school

Vocabulary: vocabulary related to the different rooms/facilities found at a school

Culture: Photos of typical Latin American schools (provided by the teacher)

METHOD:

Set Induction:

¿Cuál es la diferencia? Teacher projects images of types of schools in Latin American countries
and initiates discussion on how they differ and/or are similar from those in Trinidad and Tobago.

TEACHER ACTIVITY STUDENT ACTIVITY

1. Pair and share – Teacher directs students to 1. Pair and share – students pair up and
pair up and identify the names of the different identify the names of the different
rooms/facilities found at their school rooms/facilities found at their school

2. Discussion – Teacher generates a discussion 2. Discussion – Students engage in a

asking key questions about the types of discussion about the types of facilities found at
facilities found at schools and prompts students schools and indicate what they would like in an
to contribute more possibilities ideal school
¿Cuáles facilidades quieres en una escuela? Un gimnasio, una piscina, un campo de
¿Un gimnasio, una piscina, un campo de deportes, un laboratorio de idiomas, una sala
deportes, un laboratorio de idiomas…? de computadoras…

3. Site plan of school – Teacher shows slide 3. Site plan of school – Using their laptops,
(Resource A) of a site plan of a school with students create a site plan of their ideal school
labels in Spanish and directs students to create with labels in Spanish
a similar site plan of their ideal school using
Microsoft Word or Power Point with labels in
Spanish

115
EVALUATION:
A representative from each group presents their site plan of the ideal school to the rest of the
class using the multimedia projector. Students compare what facilities they want/need in an ideal
learning environment. Teacher allocates groups to label different parts of the school in Spanish.

CLOSURE:
Teacher modifies Resource A to create an image of his/her ideal school

116
 LESSON PLAN 15

CLASS: Form 2, Term 3

TOPIC 22.0: Things I Like To Do
CURRICULUM REFERENCES: 22.1 – 22.3
DURATION OF LESSON: 70 minutes
LEARNING OBJECTIVES: At the end of the lesson students will be able to:
Objective Classification Level of Difficulty
(Cognitive/ (Knowledge,
Affective/ Comprehension,
Psychomotor) Application, Analysis,
Synthesis, Evaluation)
Express deep passion for leisure time Cognitive/ Comprehension,
activities. Affective Application, Analysis,
Evaluation
Express dislike for leisure time activities. Cognitive/ Comprehension,
Affective Application, Analysis,
Evaluation
Demonstrate an appreciation how others Affective, Analysis, Synthesis,
feel about leisure time activities psychomotor Evaluation

PREVIOUS KNOWLEDGE:
Grammar: Verb ir a …(& Infinitive)…

Functions: Expressing simple likes – me gusta …(singular item)…/ me gustan

…(plural item) …Expressing preference – prefiero & Infinitive; prefiero
el/ la/ los/ las …; Expressing simple dislikes – no me gusta …(singular
item)…/ no me gustan …(plural item)…; Listing indoor/ outdoor leisure
time activities; indoor games/ pastimes; Listing verbs of leisure time
activities

RESOURCES:
Teacher: Multimedia projector.
Laptop with Internet access
PowerPoint Presentation
Appendices I - IV
Student: Laptop with Internet access

117
 Appendix I – Passion about activities (loaded unto laptops)
Appendix II – Writing about passions (loaded unto laptops)
Appendix III – Survey
Appendix IV – Guidelines for Poster (loaded unto laptops)
Links: http://edu.glogster.com/
http://images.google.com/
http://spanish.typeit.org/
CONTENT:
Structures: Expressing intense like:
me encanta & Infinitive; me encanta el/ la …..; me encantan los/ las …;
me fascina & Infinitive; me fascina el/ la …..; me fascinan los/ las …; me
interesa & Infinitive; me interesa el/ la …..; me interesan los/ las …
Expressing deep dislike:
no aguanto & Infinitive; no aguanto el/ la/ los/ las …
Vocabulary: ir al parque acuático, chatear en Facebook, enviar un BBM, los parientes,
ir a la pista de patinaje, jugar a naipes, navegar por Internet

METHOD:
Set Induction: Teacher shows Slide 1 of the Power point presentation (pre-recorded video
of teacher or older students talking about their preferences for leisure
time). The teacher draws two columns on the board ‘me/les gusta’ and ‘No
me/les gusta’, replays the slide, and asks students to identify in Spanish
which activities go under each of the columns.
(10 minutes)
# SKILL TEACHER ACTIVITY STUDENT ACTIVITY TIME
1. Listening, Teacher shows Slide 2, using Students repeat the new 3
Speaking, gestures, facial expression to expressions, and answer minutes
Reading explain me encanta … and me appropriately when question is
encantan. posed to them.
The teacher invites students to
repeat these expressions, and
gives examples in Spanish of
activities that he/she really
loves.
Example - Me encanta ir de
compras/jugar al
baloncesto/viajar al extranjero
The teacher then asks individual
students ¿Qué actividad te
encanta?
2. Listening, The same procedure is repeated Students repeat the new 10
Speaking, for Slides 3, 4 and using expressions, and answer minutes
Reading gestures, facial expression to appropriately when question is
explain me interesa and me posed to them.
interesan; me fascina and me
fascinan; as well as no aguanto

118
 The teacher invites students to
repeat these expressions, and
gives examples in Spanish of
activities that he/she really
loves.
The teacher then selects
individual students to answer
¿Qué actividad te fascina/ te
interesa/ no aguantas?
3 Reading, Teacher directs students to Students complete worksheet 10
Speaking, complete worksheet one activity individually minutes
Writing (Appendix A) on their laptops. (Appendix A).
Students are then directed to Students then work in pairs to
compare responses with their compare lists, orally
partner, expressing their likes expressing which activities
and dislikes of the activities they like and which they do
presented in the worksheet. not.
4. Writing Teacher directs students to Using worksheet 2 on their 10
worksheet 2 and asks them to laptops, students express in minutes
type their preferences and written Spanish how they feel
dislikes beneath each picture about activities suggested by
provided (Appendix B). the pictures (Appendix B).
5. Reading/ Teacher distributes copies of Students complete “Encuesta” 10
Writing “Encuesta” (Appendix C) to individually (Appendix C), minutes
students, and directs them to then work in groups of four
complete the activity first compile data to present in a
individually and then in groups. graph or chart. All words must
be in Spanish
(use Microsoft word or Type it
for Spanish accents
http://spanish.typeit.org/)

EVALUATION: Individual students create Power Point/ Glogster/ Publisher (Appendix D)

to express their personal preferences

CLOSURE: Students randomly selected to answer orally ¿Qué actividad te encanta?

and ¿Qué actividad no aguantas?

119
 LESSON PLAN 16

CLASS: Form 2, Term 3

TOPIC 23.0: Free Time

CURRICULUM REFERENCE: 23.1 – 23.6

DURATION OF LESSON: 40 minutes (each)

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

At the end of both lessons students will be (Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
able to:
Application, Analysis,
Synthesis,
Evaluation)
 Ask someone about his/her indoor leisure Cognitive Application
activities
 Provide information about their own indoor Cognitive Application
leisure activities orally
 Provide information about their own indoor Cognitive Application
leisure activities in writing
 Ask about someone else’s leisure activities Cognitive Application
 Understand information about others’ Cognitive Comprehension
leisure activities

PREVIOUS KNOWLEDGE:
Grammar: 1st person singular or regular ‘ar’ verbs and ‘ar’ verb with spelling change
(jugar)

Functions: Creation of Digital presentation (e.g. video diary); Use of graphical data

RESOURCES:
Teacher: Microsoft PowerPoint, Multimedia Projector, Computer, Handouts,
Internet

Student: Computer, internet, digital/video camera (if necessary)

120
 Links:
http://www.superteachertools.com/jeopardy/usergames/Nov201146/game1321733102.php

CONTENT:

Structures: llamar a…por teléfono

Vocabulary: tiempo libre, ratos libres, naipes, videojuegos, juegos de mesa, juegos de
computadores, descansar, escuchar la música, leer, dibujar, estudiar,
navegar el Internet, cocinar, tomar la siesta

bailar, chatear con los amigos, coleccionar monedas, coleccionar sellos,

enviar mensajes por celular, escuchar la emisora…, revisar el correo
electrónico, tocar el steel pan, tocar la guitarra, tocar los tambores
africanos/de tassa

Culture: La siesta, music/dance of the Spanish-speaking world

Other: N/A

METHOD:
Set Induction: Teacher tells students what indoor activities she engages in and asks
students what indoor activities they do. (1 – 2 mins)

TEACHER ACTIVITY STUDENT ACTIVITY

Teacher presents vocabulary dealing with Students repeat each activity as necessary.
indoor leisure activities. (See Appendix A – Students then work in pairs to practise talking
Vocabulary list) (12 – 15 mins.) about indoor leisure activities.
Curriculum integration (Mathematics)
Students conduct a survey among their
classmates to determine how many participate
in certain activities. The data collected is
represented in the form of pie charts, bar
graphs, etc. (10 mins.)
Vocabulary reinforcement
Students play hangman online on indoor
leisure activities. (Appendix B – Hangman) (10
mins.)
Homework

121
 Students create a video diary (or any other
digital presentation of themselves portraying/
representative of indoor leisure activities. This
is accompanied by captions/dialogue for each
activity. E.g. Miro la televisión*

Follow-up lesson activities

TEACHER ACTIVITY STUDENT ACTIVITY

Teacher presents additional vocabulary dealing Students repeat each activity as necessary.
with indoor leisure activities. (See Appendix C
– Vocabulary list)
Speaking Selected students state what indoor leisure
activities they do. Using the 3rd person singular
the class then indicates what each student says.
For example, if a student states: “Miro la
televisión.” The class will then indicate:
“(El/Ella) Mira la television.”
Listening Students listen to young people talking about
Activity from School text or approved text their favourite hobbies. They note in English
(E.g. ¿Qué Hay? Bk. 2, p. 118, Exercise 2) what they like to do.
Writing Using the pictures as a guide, students write
Activities from School text or approved text what activities are done in their free time.
(E.g. ¿Qué Hay? Bk. 2, p. 119, Exercise 3) Students complete the e-mail substituting
(E.g. ¿Qué Hay? Bk. 2, p. 119, Exercise 4) suitable words for each picture.
Jeopardy (Vocabulary reinforcement) In order to play Jeopardy offline, go to Appendix

122
This game can be played online by clicking on D and extract all files. Double click on Adobe
the following link Flash Player. Copy and paste the game name
http://www.superteachertools.com/jeopardy/us below in the space provided.
ergames/Nov201146/game1321733102.php jeopardyoffline1321733102
In order to play this Jeopardy game offline Select your game options (e.g. number of players
follow the instructions in the column on the etc. and start playing)
right

EVALUATION:
Using Google Docs each student writes at least one example of an indoor leisure activity in
which they participate. (2 mins.)

*The video diary or digital presentation can form part of the student assessment for the term with
regard to the use of ICT, oral presentation skills, and the use of the target language.

CLOSURE:
Students summarize what they have learnt. (1 min.)

123
 LESSON PLAN 17

CLASS: Form 2, Term 3

TOPIC 24.0: Modern and traditional sports in the Spanish-speaking world

HEALTH & WELNESS: Sports & Exercise -The importance of exercise and sports for young
people.

CURRICULUM REFERENCES: 24.1, 24.2, 24.3, 24.4

DURATION OF LESSON: 40 mins

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
Provide information about sporting activities in Cognitive, affective Knowledge,
Latin America comprehension,
application,
analysis
Demonstrate an appreciation for the modern and Affective Valuing
traditional sports/sporting personalities in the
Spanish-speaking world and in Trinidad y
Tobago

PREVIOUS KNOWLEDGE:

Grammar: Students are familiar with expressions associated with leisure activities, sports

Functions: Students can express the activities they enjoy as well as enquire from others
their preferences for leisure activities.

RESOURCES:

124
 Teacher: Appendices A – D, laptop, multimedia projector, speakers, Internet connectivity

Student: Appendix C, laptop, Internet connectivity, Microsoft word or Publisher

CONTENT:
Structures: Phrases and structures related to sport in Latin America and their
preferences for outdoor activities

Vocabulary: Vocabulary associated with sports in Latin America (including not limited
to football, baseball, bullfighting)

Culture: Universality of sports across Latin America and the Caribbean region

METHOD:

Set Induction:

Teacher plays video soundtrack of the World Cup 2014 song. (Appendix A) and asks students if
they know the song and for what occasion it was played. She encourages a class discussion on
the importance and universality of sport.

TEACHER ACTIVITY STUDENT ACTIVITY

1. Teacher shows a slideshow (Appendix B) Students engage in a classroom discussion
with some popular sports in Latin American offering suggestions for the types of sports
countries. Students are asked to observe and they see displayed in the images on the slides.
comment on the pictures they see on the slides.

2. Teacher sends students on a “Research race” Students start a “Research race” using the
using the Internet to look for information, Internet to look for information, images and
images and videos of sporting activities in videos of sporting activities in identified Latin
identified Latin American countries. They are American countries. Students download the
asked to download the information onto their information onto their laptops.
laptops.
3. Teacher leads a discussion on the Students are put in groups to create e-posters

125
importance of sport and sporting activities for showing why they play sports. They build
young people. sentences from this stimulus Practicar los
deportes/ Jugar al fútbol etc. es bueno para
….. (la salud, el cuerpo, el cerebro, la
sociedad, la comunidad, hacer amigos, la
familia etc.) Students use appropriate images
to illustrate the words.
3. Teacher directs students to create a sporting Students create a sporting brochure for an
brochure (Appendix C) for an identified Latin identified Latin American country. They work
American country. They work in groups of in groups of four to design and create the
four to design and create the brochure using brochure using Microsoft Word or Publisher.
Microsoft Word or Publisher.

EVALUATION: Students present their sporting brochures for the rest of the class and discuss
their findings.

CLOSURE: Teacher presents slideshow of famous sporting personalities in Latin America, and
Trinidad and Tobago (Appendix D). S/he highlights the importance of sports as a
healthy option as a leisure activity.

126
 LESSON PLAN 18
CLASS: Form 2, Term 3

TOPIC 25.0: Related Weather Conditions

CURRICULUM REFERENCES: 25.1 – 25.2

DURATION OF LESSON: 45 minutes

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
Identify (both orally and in writing) the different Cognitive, affective Knowledge,
seasons of the year in North and South America comprehension,
application,
synthesis
Indicate what the weather will be like (ir a + Cognitive, affective, Knowledge,
Infinitive) in an identified South American psychomotor comprehension,
Spanish-speaking country application,
synthesis,
evaluation

PREVIOUS KNOWLEDGE:

Grammar: basic expression of weather, numbers

Functions: power point software, internet search

RESOURCES:
Teacher: Internet connectivity, laptop, multimedia projector, Microsoft Power point
software
Student: Internet connectivity, laptop, multimedia projector, Microsoft Power point
software
Links: http://www.infoclima.com/ , http://espanol.weather.com/ ,
http://office.microsoft.com/en-us/images/, http://clipart.com/

127
CONTENT:
Structures: expressions of weather including temperature

Vocabulary: review of numbers and vocabulary associated with weather

Culture: weather types in South American countries as opposed to the North American
region
METHOD:

Set Induction:
Teacher directs students’ attention to the screen as he/she navigates the website
http://espanol.weather.com/ . He/she clicks on the “Tiempo” tab and goes to “Información
América del Norte” and asks the class what the weather is like in any preferred state/city in
North America. Students are asked to respond using basic weather expressions “Hace sol en
Miami/Llueve en Seattle”. Expressions are noted on the board

TEACHER ACTIVITY STUDENT ACTIVITY

1. Group Activity – Teacher directs students to 1. Group Activity – Students form groups of 4
form groups of 4 – 6 and to access and access the link “Información Regional
http://espanol.weather.com/ on their laptops, América del Sur” on
but this time clicking on the link “Información http://espanol.weather.com/ using their laptops.
Regional América del Sur”. They are asked to They are asked to use the information available
use the information available any South any South American Spanish speaking country
American Spanish speaking country as they as they create a weather report (using
create a weather report (using Microsoft power Microsoft power point) for three days. They
point) for three days. Images from use images from www.clipart.com/ or
www.clipart.com/ or http://office.microsoft.com/en-us/images/ for
http://office.microsoft.com/en-us/images/ are their presentations.
recommended for their presentations.
2. Group Presentations – Groups are asked to 2. Group Presentations – Groups present their
volunteer to present their Weather report to the Weather report to the rest of the class using the
rest of the class using the multimedia projector multimedia projector

128
EVALUATION:
Students are asked to complete a short worksheet with a weather matching activity (See
Resource A5)

CLOSURE:
Teacher accesses http://www.infoclima.com/ and highlights the interactive map of Argentina on
the front page. She selects students to identify what the weather is like in Rio Gallegos, Viedma,
Buenos Aires, San Luis

129
 FORM 3
LESSON PLAN 19
CLASS: Form 3, Term 1

TOPIC 26.0: Getting Around

CURRICULUM REFERENCES: 26.1 – 26.8

DURATION OF LESSON: 35 mins

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
Ask for directions Cognitive Knowledge,
Comprehension,
Application
Give simple directions to a specific Cognitive, affective, Application, Analysis,
place psychomotor Evaluation

PREVIOUS KNOWLEDGE:

Grammar: ¿A qué distancia? Está cerca de… Me gustaría ir, se encuentra

Functions: Calculating distances, Knowing location, expressing a desire to go somewhere

RESOURCES:
Teacher: Laptop, Internet connectivity, appendices A, B, C

Student: Laptop, appendices A, B, C

Links: http://www.askmaps.com/en/index.php

CONTENT:

Structures: ¿Dónde está/se halla/se encuentra…? Se halla, Se encuentra, está a…

130
Vocabulary: Siga todo derecho/recto, tuerza a la izquierda/derecha, doble la esquina, está a dos
cuadras de aquí, está muy cerca. Tome un taxi..., estoy perdido, cruce la calle.

Culture: Cities and towns in Latin American countries

METHOD:

Set Induction: Teacher and colleague do short skit in which one person is a lost tourist
and one is a police officer. The tourist asks the police officer how to get to places of
interest in a city in Caracas Venezuela.

TEACHER ACTIVITY STUDENT ACTIVITY

1. Teacher gives out worksheet in pairs with Students are asked to match given phrases with
phrases on asking and giving simple directions. the correct response on a worksheet (Appendix
Students complete the activity individually A)
(Appendix A). They offer their responses and note new
The worksheet is corrected as a class and new vocabulary in their notebooks.
vocabulary are highlighted.

2. Teacher directs students to get into groups of In groups students find three places of interest
three or four. S/he then gives students a street on the map (Appendix B) and then figure out
map of Caracas Venezuela (Appendix B). the best way to get there.
Students are asked to pretend to be tourists and
find at least three places of interest on the map,
and explore the directions they must take to get
from one place to the other.
3. Teacher asks groups to develop a quick Students write a short dialogue for a skit in
roleplay (both written and orally) where one which they ask for and give simple directions.
student is the tourist asking for directions and
the other two are locals who give the
directions.

EVALUATION: Students present their skits for class evaluation and engage in a class
discussion on the accuracy of phrases used.

CLOSURE: Students complete a crossword puzzle based on giving directions (Appendix C)

131
 LESSON PLAN 20
CLASS: Form 3, Term 1
TOPIC 27.0: Preparing To See The World Out There

SEXUALITY & SEXUAL EDUCATION: Socialization - Looks at the types of socializing

activities male and female teenagers may engage in
when they go out

CURRICULUM REFERENCES: 27.1, 27.2, 27.3

DURATION OF LESSON: 40 minutes
LEARNING OBJECTIVES: At the end of the lesson students will be able to:
Objective Classification Level of Difficulty
(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
Ask and state their travel destination Cognitive Comprehension/
Application/
Analysis
Ask and state places of interest to socialize with Cognitive, Affective Comprehension,
other teenagers Application,
Valuing

PREVIOUS KNOWLEDGE:
Functions: Stating and asking dates, time, cost.

RESOURCES:
Teacher: Multimedia Projector
Laptop
Realia to create travel agency simulation
Internet connectivity
Video recorder
Student: Laptop with Internet access

CONTENT:

Structures/ Related
Functions/ Skills
Vocabulary
Students will be able to:
Ask and state their travel En la agencia de viajes:
destination ¿Cuál país quiere visitar?
Me gusta visitar…

132
 Quiero viajar/ir de vacaciones
a…
Los adolescentes pasan tiempo
juntos en la plaza/van a la
discoteca/meriendan en los
parques
Ask and state places of interest ¿Cuáles son los lugares de
to socialize with other interés que visitan los jóvenes?
teenagers

METHOD:
Set Induction: Teacher creates simulated travel agency in the classroom
displaying posters, pamphlets etc about Hispanic travel
destinations. Students are invited to explore the environment.
(8 minutes)

# TEACHER ACTIVITY STUDENT ACTIVITY

1. Teacher informs students that s/he is After exploring the information displayed
interested in travelling during the vacation. in the classroom about Spanish speaking
S/He tells them where he wants to visit. countries, the students engage in whole
S/He engages them in a conversation about class discussion of which ones they may
which Spanish speaking countries they wish to visit.
would like to visit someday.
2. S/He then reads a conversation in a travel Students listen and repeat new phrases and
agency in which the travelers ask about and give oral suggestions for their meaning.
state the place/s they want to travel to. They note new phrases in their notebook.
3. Teacher engages the class in a discussion on Students participate in a class discussion
some places young Hispanic persons spend on places Hispanic teenagers visit to
their free time socializing (la plaza, la socialize and compare those to their local
discoteca, los parques). S/he asks students to scenario.
compare these places to local socializing
activities among teenage girls and boys in
their local context.
4. Teacher directs students to pair up to create Students work together to complete the
and enact a brief conversation in the travel written conversation and enact it. These
agency where they state their travel are recorded.
destination. They are encouraged to enquire
and identify places of interest where they
can socialize with Hispanic teenagers.

EVALUATION: Students present their scenarios and are given grades in the four skill
areas.

CLOSURE: Class looks at clip of best scenario. Any misconceptions are clarified.
(10 minutes)

133
 LESSON PLAN 21
CLASS: Form 3, Term 2

TOPIC 28.0: Shopping - Types of shops

CURRICULUM REFERENCES: 28.1 – 28.9

DURATION OF LESSON: 60 mins

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
Identify different types of shops in Spanish Cognitive, psychomotor Knowledge,
comprehension,
application,
synthesis
Share their preferences in types of shops in Cognitive, Affective, Valuing,
Spanish Psychomotor Application,
Evaluation

PREVIOUS KNOWLEDGE:

Grammar: structures associated with location, preferences

Functions: Basic shopping vocabulary structures

RESOURCES:
Teacher: Appendices A - E, laptop computer, multimedia projector, Internet connectivity,
digital camera/camcorder

Student: Appendices C - D, student laptop computer, Microsoft word, Internet

connectivity, digital camera/camcorder
Links:
http://www.picturescolourlibrary.co.uk/hybrid/data.svt?viewpage=picture_details_np.jsp
&pclref=1965216&se=yes
http://lastiendas.pbworks.com/

CONTENT:

Structures: me gusta, prefiero, estar + location

Vocabulary: vocabulary associated with the different types of shops, shopping, location

134
 within a town

Culture: shops ending in ‘ía’

METHOD:

Set Induction:
Teacher presents an image (Appendix A) of a typical Hispanic shopping area. Students are
encouraged to identify the shops they see and suggest what might be sold in them.

TEACHER ACTIVITY STUDENT ACTIVITY

1. Teachers uses same picture (Appendix A). Students view the picture with several
Several key terms are presented and students vocabulary items relating to types of shops.
are encouraged to repeat the vocabulary terms. They listen to the teachers say the words and
repeat the names of the shops.
2. Pair and share – Teacher directs students to Students share their personal preferences when
share their personal preferences for stores shopping. They use a vocabulary handout
when shopping. They are given a vocabulary (Appendix B) as they prepare mini
handout (Appendix B) with key vocabulary dialogues on their preferences, highlighting
and are asked to create mini dialogues to one important experience they had when
discuss these preferences and to highlight one shopping in their favourite store
important experience they had when shopping
in their favourite store.
These videos can be recorded using digital
cameras/camcorders and presented in class for
review and class discussion
3. Class presentation – Teacher directs students 3. Students present their mini dialogues and
to present their mini dialogues and engage in a engage in a class discussion on their
class discussion on their preferences in preferences in shopping areas
shopping areas
If video capture was done, these could be Students view the videos of their mini
presented at this time for class discussion and dialogues and engage in a classroom
review of essential phrases discussion and review essential phrases

EVALUATION: Crossword completion – Teacher directs students to the Crucigrama

(Appendix C) to test vocabulary acquisition. Teacher then reviews correct completion of
Crucigrama (Appendix D)

CLOSURE:

Teacher engages the class in a discussion on students’ preferences for types of stores and the
reasons for their choice

135
 LESSON PLAN 22
CLASS: Form 3, Term 2
TOPIC 28.0: Shopping – Spanish Currency
CURRICULUM REFERENCES: 28.1 – 28.9
DURATION OF LESSON: 70 minutes
LEARNING OBJECTIVES: At the end of the lesson students will be able to:
Objective Classification Level of Difficulty
(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
Identify various currency used in Hispanic Cognitive Knowledge
world.
Ask for appropriate currency at a ‘Cambio’ Cognitive Knowledge,
Comprehension,
Application

PREVIOUS KNOWLEDGE:
Grammar: ¿Cuánto cuesta/n? and basic shopping terms and structures
Functions: Asking for items at a store.

RESOURCES:
Teacher: Multimedia projector, laptops, Internet connectivity authentic currency
from any Hispanic country
Student: Laptop, Internet connectivity, appendices
Links: http://edu.glogster.com/
http://images.google.com/

CONTENT:
Structures: se paga, se usa, se compra
Vocabulary: pagar, usar, ir de compras, hoy día
Culture: La moneda de los países hispánicos.

METHOD:

136
Set Induction: Teacher shows the currency to the class, identifies the country of origin
and states that he/ she is going to travel to that country and has just bought
the currency at the Cambio at the airport. He/ She asks if any student has
travelled to a Hispanic country and asks to tell the class what currency is
used when shopping.
(2 minutes)

# SKILL TEACHER ACTIVITY STUDENT ACTIVITY TIME

1. Reading/ Teacher shows PowerPoint Students repeat after teacher. 8 minutes
Speaking/ presentation showing currency Individual students are given the
Writing (Similar images can be found opportunity to read aloud. New
through an online search). Each vocabulary is copied into
slide is read aloud to the students vocabulary copybook.
and they are asked to repeat to
encourage accurate
pronunciation. Teacher selects
individual students to read aloud
and encourages the class to make
relevant notes in their books
2. Listening Teacher reads the script from Students fill in the currency on a 10
Listening Comprehension worksheet (Appendix C) to minutes
exercise and asks the students to match the country based on the
fill in the currency to match the passage read by the teacher.
country. (Appendix B, C)
3 Reading/ Teacher distributes copies of a Students solve crossword puzzle 10
Writing Crossword puzzle (Appendix D, (Appendix D) using support minutes
E) and direct students to a material given by the teacher
handout on currency (Appendix (Appendix F).
F) to help solve crossword.
4. Reading Teacher places students in pairs, Students work in pairs and 20
have them select a slip of paper complete the dialogue minutes.
with the name of a Hispanic (Appendix G) using the currency
country. S/he then directs them that corresponds to the country
to complete a dialogues using they have chosen.
the currency of the country they
have selected (Appendix G)

EVALUATION: Students create a poster on Microsoft Power Point, Microsoft Publisher or

a Glog (http://edu.glogster.com/) using guidelines from given by the
teacher (Appendix H). They present these to the rest of the class.
(20 minutes)

CLOSURE: Teacher reviews currency as s/he selects students randomly and asks them
- “¿Cuál es la moneda de …..?. Students volunteer their responses orally.

137
 LESSON PLAN 23
CLASS: Form 3, Term 2
TOPIC 28.0: Shopping – Shopping in Various Stores

CURRICULUM REFERENCES: 28.1 – 28.9

DURATION OF LESSON: 60 minutes
LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty (Knowledge,

(Cognitive/ Affective/ Comprehension, Application, Analysis,
Psychomotor) Synthesis, Evaluation)
3.3 ask for assistance from a clerk Cognitive Comprehension/Application

3.4 offer assistance to customers Cognitive Comprehension/ Application

3.5 ask for and provide information Cognitive Comprehension/ Application
about item/clothing/shoe size
3.6 ask and state the price per Cognitive Comprehension/ Application
item/per quantity in various stores
Cognitive Comprehension/Application
3.7 ask for a discount
3.8 explore aspects of shopping in Cognitive Comprehension/Application/Analysis
various Spanish speaking countries

PREVIOUS KNOWLEDGE:
Functions: Numbers 1 – 1000s

RESOURCES:
Teacher: Multimedia Projector
Laptop
Realia to create shopping simulation
Internet connectivity
Student: Laptop with Internet access

CONTENT:

Structures/ Related
Functions/ Skills
Vocabulary
Students will be able to:
3.3 ask for assistance from a Señor/ita necesito ayuda, por
clerk favor
3.4 offer assistance to ¿A la orden?

138
customers ¿Puedo ayudarle?
3.5 ask for and provide ¿Qué tamaño quiere?/¿Qué
information about talla lleva?/¿Qué número
item/clothing/shoe size calza?

Llevo la talla/el número…

Pequeño/chico/mediano/grande

¿Puedo probarme…?

¿Me queda bien?

No/Me queda/n bien/mal
Me aprieta/n
Es muy grande, largo, corto,
etc.
muy de moda, pasado de moda,
No funciona, no anda, no sirve
Es barato(a)/demasiado
caro(a)

¿Va a llevar…?
Voy a llevar(lo/la) (los/las)

¿Cómo va a pagar?
Voy a pagar en efectivo, pagar
por cheque/tarjeta de
crédito/débito.

¿Quiere algo más?

¿Cuánto es en total?
Es un buen precio.
Eso es todo.

Comprar electrónicamente:
Haz clic, ver cesta, pagar con
tarjeta de crédito, dirección
dirección de envio, domicilio
fiscal

La cuenta, por favor.

Quiero/Puedo pagar la cuenta.

3.6 ask and state the price per ¿Cuánto cuesta(n)…?

item/per quantity in various Cuesta(n)…

139
 stores
Un kilo/litro, una
docena/libra/lata/ botella de…,
etc.
Nos. 100 – 1,000,000

3.7 ask for a discount ¿Hay descuento?

Sí, diez por ciento.
Lo siento, no hay descuento.
3.8 explore aspects of shopping Mercados de pulgas en
in various Spanish speaking Margarita y Panamá
countries

METHOD:
Set Induction: Teacher creates simulation of various stores in the classroom
displaying posters, pamphlets, realia etc. Students are invited to
explore the environment as they will be learning to shop.
(5 minutes)

SKILL TEACHER ACTIVITY STUDENT ACTIVITY TIME

#
1. Listening/Speaking/ Teacher takes students on a Students listen and repeat 10
Writing visit to the supermarket new phrases and give oral minutes
simulation. There they learn suggestions for their
(Same activity can how to offer assistance to meaning.
be repeated with customers, ask for They note new phrases in
other stores.) assistance, identify items their notebook.
and ask the prices. Teacher
reads a dialogue for them
containing these items.
2. Listening/Speaking Teacher instructs students Students now enact their 20
to create a scenario of their own shopping scene in minutes.
favourite store using key their chosen store type.
phrases met. Scenarios are recorded.

EVALUATION: Students present their recorded scenarios and are given grades in the four
skill areas. The teacher clarifies any misconceptions. (15 minutes)

CLOSURE: Teacher engages students in a discussion on shopping in various Spanish -

speaking countries (Mercados de pulgas en Margarita y Panamá).
(10 minutes)

140
 LESSON PLAN 24
CLASS: Form 3, Term 2
TOPIC 29.0: At the restaurant - Types of food and drink
HEALTH & WELLNESS: Dietary & Behavioral Factors that Contribute to a Healthy Lifestyle
- A consideration of lifestyle diseases and the subsequent need to
select healthy food options.
CURRICULUM REFERENCE: 29.6, 29.7, 29.11
DURATION OF LESSON: 90 minutes
LEARNING OBJECTIVES: At the end of the lesson students will be able to:
Objective Classification Level of Difficulty
(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
Demonstrate an appreciation for Hispanic Cognitive, affective Comprehension,
cuisine valuing
Explore and create restaurant menus featuring Cognitive, affective, Knowledge,
Hispanic cuisine psychomotor comprehension,
application,
valuing
Identify and demonstrate an appreciation of the Cognitive, affective Knowledge,
need to select healthy food options to cater for application,
persons with lifestyle diseases (e.g.: Diabetes, valuing
Hypertension)

PREVIOUS KNOWLEDGE:

Grammar: verbal structures associated with shopping, cuisine, expressions of

preferences

141
 Functions: shopping, types of cuisine, restaurant related expressions, expressions of
preferences
RESOURCES:
Teacher: Appendices A-D, laptop, multimedia projector, speakers, Internet
connectivity, Microsoft word or Microsoft Publisher
Student: Appendices C - D, laptop, Internet connectivity, Microsoft word or
Microsoft Publisher
Links: http://www.youtube.com/watch?v=uvQkmHQ-Xts
http://www.lateral.com/carta/spanish.html
CONTENT:
Structures: Verbal expressions related to preferences (Quiero/para mí/voy a
pedir, me gustaría), sale and purchase of food, formal commands (singular
and plural forms)
Vocabulary: Vocabulary associated to Hispanic food and drink including but not
limited to:- Quiero/para mí/voy a pedir, me gustaría.... un plato de,una
ración de,una taza de, la sopa del día, el arroz blanco/frito, las papas
fritas, una hamburguesa, legumbres, guisantes, pollo, carne, pescado,
camarones, una ensalada
Culture: Cross cultural connections between Hispanic and Trinidad and Tobago
cuisine
METHOD:
Set Induction:
Teacher directs students’ attention to a television advertisement for “El Rancho” a Mexican
resturant (Appendix A). S/he asks students to note the names of new foods they see/hear. A class
discussion follows with teacher and students talking about the types of foods they saw in the
advertisement.
TEACHER ACTIVITY STUDENT ACTIVITY
1. Teacher presents a slideshow (Appendix B) Students view a slideshow with a variety of
with a variety of typical Hispanic food and typical Hispanic food and drink. They indicate
drink. S/he asks students whether they have in a class discussion whether they have tasted

142
tried any Hispanic foods or drink identified. A any Hispanic foods or drinks identified. A
class discussion is encouraged on the peculiar class discussion is encouraged on the peculiar
tastes of Hispanic cuisine compared to local tastes of Hispanic cuisine compared to local
foods – spicy but not peppery, lots of milk foods
based drinks, use of corn as a base for several
dishes
2. Teacher engages the class in a discussion on Students indicate in a class discussion whether
the need to choose food options that are in they are aware of Diabetes, Obesity and
keeping with healthy lifestyle practices. S/he Hypertension as lifestyle diseases and the need
indicates that certain lifestyle diseases exist to choose appropriate food options (Less salt
which impact eating habits (diabetes, for Hypertensive persons, less sugar for
hypertension, obesity). A class discussion on Diabetics etc.). They select food options from
selecting appropriate foods for Diabetics ad the slideshow (Appendix B) and propose other
Hypertensive individuals is encouraged using choices that may be appropriate for individuals
the slideshow (Appendix B). with these lifestyle diseases.
3. Teacher directs students to a worksheet Students use worksheet (Appendix C) to locate
(Appendix C) and ask them to find the website the website identified. They complete the task
identified and complete the task of finding of finding special dishes and exploring the
special dishes and exploring the various links various links as outlined in the worksheet.
as outlined in the worksheet. The teacher then Students then contribute their responses in a
asks students to contribute their responses in a class discussion.
class discussion.
4. Teacher then directs students (in groups of 3 In groups of 3 or 4, students create a menu
or 4) to create a menu using Microsoft word or using Microsoft word or Publisher for a
Publisher for a restaurant (from an identified restaurant (from an identified Hispanic
Hispanic country) with the names of dishes and country) with the names of dishes and the
the prices in the authentic currency of the prices in the authentic currency of the country
country identified. (Appendix D can be used as identified. They include healthy food options
an example). They are encouraged to include (sugar-free desserts, low-salt entrées etc.).
healthy food options (sugar-free desserts, low-
salt entrées etc.).

143
EVALUATION: Menu display – Students present their menus to the rest of the class and give
suggestions for the dishes that should be tasted at their restaurant.

CLOSURE: Teacher leads a discussion on Hispanic restaurants in Trinidad and Tobago and
whether anyone has tried authentic Hispanic cuisine before.

SUPPORT ACTIVITIES:

 Students can be encouraged to have a Hispanic food and drink day where they
prepare and taste traditional Hispanic foods
 Teacher can arrange a visit to a restaurant that serves traditional Hispanic foods so
that students can sample

144
 Sample Culture Frames

CULTURE FRAME 1

CLASS: Form 1, Term 2

TOPIC: Piñata Celebrations

DURATION OF LESSON: 70 minutes

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
1. Talk about the history of the piñata. Cognitive Comprehension/
Knowledge
2. Identify the similarities and differences in the Cognitive Knowledge/
cultural use of the piñata. Analysis
3. Sing a traditional song about the piñata. Affective Valuing
4. Construct a piñata. Cognitive/Psychomotor Application
5. Talk about and demonstrate appreciation and Affective Valuing
respect for the traditions of other peoples.

PREVIOUS KNOWLEDGE:

Grammar: Ser, dates, days of the week, months of the year.

Functions: Saying date of birthday, using ser

RESOURCES:

Teacher: Internet, laptop/multimedia projector, kite paper/crepe paper balloons,

newspaper, flour, water, appendices A-H

145
 Student: Internet, laptop, kite paper, balloons, newspaper, flour, water

Links: http://www.youtube.com/watch?v=i-HHRKHd13k

CONTENT:

Structures: Mi cumpleaños es el…, celebrar.

Vocabulary: Piñata, palo de madera, canción, grande, pequeño, tradición, cumpleaños.

Culture: The importance of the piñata in birthday celebrations

METHOD:

Set Induction: Teacher shows students a clip of a child’s birthday party (Appendix A).
They talk about what happens in the short video. The students talk about what
stood out in the clip. Students and teacher talk about what was familiar and
different to their own birthday celebrations.

SKILL TEACHER ACTIVITY STUDENT ACTIVITY TIME

1. Teacher displays images of piñatas Students look for relevant images
on on the piñata
laptops or through the multimedia
projector (Appendix B). Students discuss their birthday
Teacher guides the conversation to celebration traditions.
how different students celebrate
their
birthday. (Have they ever used a Students give their ideas on where
piñata in their birthday they think the tradition of the piñata
celebrations?) came from.
Teacher guides the conversation to
birthday celebrations in Spanish
speaking countries.
2. Teacher divides the class into small In groups students access

146
 groups. information about the history of the
A link to a website/page piñata. Each group must prepare a
(Appendix short power point / photo story for
C) giving information about the presentation on the role and
history and tradition of the piñata importance of the piñata in birthday
is celebrations, using images and info
given to each group of students. from given site/ worksheet.
Teacher asks the groups to read
about
the piñata and create a short
presentation.
3. Teacher evaluates each Students present to the class.
presentation
with simple rubric. (Appendix D)
4. Teacher introduces piñata song, Students sing along using the lyrics
encourages class to sing the song. provided
(Shares words of songs with
students)
(Appendix E)
5. Teacher directs student to create In groups students decide which
piñatas to use in their own kind of piñatas to make, put in
birthday relevant information on worksheet
celebrations, and gives instructions about how they will construct their
and worksheet for making a simple piñata, including what materials are
piñata. (Appendices F, G) needed and then commence
creation of the piñatas
6. Teacher evaluates piñatas (using In groups, students submit their
submitted student worksheets). completed worksheets and present
(Appendix F) piñatas to class

EVALUATION: Teacher asks students to do a journal entry (Appendix H) about how they felt
about the activity and what they learned about the piñata.

147
CLOSURE: Teacher asks class to talk about what they learnt about the role of the piñata in
birthday celebrations in Hispanic culture.

148
 CULTURE FRAME 2

CLASS: Form 2, Term 1

TOPIC: El día de los santos/muertos

DURATION OF LESSON: 35 minutes

Objective Classification Level of Difficulty

At the end of the lesson students will be able (Cognitive/ Affective/ (Knowledge,
to: Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
Have a basic understanding of El día de los Knowledge
Cognitive
santos and El día de los muertos.
Provide information about the cultural Cognitive Analysis
similarities and differences between El día de Affective
los santos/muertos and its counterpart in
Trinidad and Tobago.

PREVIOUS KNOWLEDGE:

Grammar: N/A

Functions: N/A

.RESOURCES:
Teacher: Computer, Multimedia projector, screen, internet

Student: Computer, Spanish-English Dictionary, internet

Links: http://www.showoffbook.com/files/SMK_cutfestivepapelpicado_Download.pdf

CONTENT:
149
 Structures:

Vocabulary: adorno, altar, banderas, bebida, calavera (de azúcar), celebración,

comida, difuntos, espíritus, esqueletos, flores, honorar, juguetes, muertos,
muñecas pequeñas, ofrendas, olor, pan de muerto, papel picado, santos

Culture: Religious celebrations

Other: Nil

METHOD:

Set Induction: Teacher could encourage students to watch the Global Wonders: Mexico "Day
of the Dead". This may be located by simply doing a browser search for the title.

TEACHER ACTIVITY STUDENT ACTIVITY

1. Teacher streams Youtube video on El día de Students watch Youtube videos depicting
los muertos El día de los muertos.
(A search for the title El día de los muertos Students respond orally or in writing to
will yield numerous videos which the teacher questions on El día de los muertos.
may use.)
Sample questions that may guide the selection
of video/s are provided in Appendix A.
2. Teacher streams Youtube video on El día de Students watch Youtube videos in Spanish
los santos depicting El día de los santos.
Teacher guides students to discover similarities Students discuss the similarities of El día
between Day of Dead and All Saints’ Day de los santos with El día de los muertos.
Guided discussion:
Identify the similarities that you note
between El día de los Muertos and El día
de los Santos.

Celebration of the dead

Flowers
Decoration of grave

150
 Food and drink
Papel picado

Other aspects
Prayers
Family time
Kite flying etc.

3. Teacher instructs students to conduct research Using the internet students conduct
on either El día de los santos OR El día de los research on different aspects of either El
muertos in Mexico. día de los Santos or El día de los Muertos
(The teacher may opt to assign specific in Mexico. (e.g. flores, calaveras, velas,
celebrations to different students or have the pan de muerto, calaveras de azúcar)
students themselves choose which one they
would like to research.)
4. Teacher instructs students to conduct research Using the internet students conduct
on Either All Saints Day or All Souls Day in research on specified aspects of either All
Trinidad and Tobago. Saints Day or All Souls Day in Trinidad
and Tobago. (e.g. flores, calaveras, velas,
pan de muerto, calaveras de azúcar). They
list the cultural similarities and differences
of El día de los santos/muertos and its
counterpart in Trinidad and Tobago.

ALTERNATE SUGGESTED ACTIVITIES:

5. Digital Portfolio Students create a digital portfolio in which
they include the research conducted on
each celebration.
6. VAPA – Craft Students research papel picado and then
create their own examples of same. The
following website from SHOW OFF

151
 http://www.showoffbook.com/files/SMK_c
utfestivepapelpicado_Download.pdf which
provides instructions and templates on how
students may create their own papel picado.
7. Visual Arts Students create a piece of artwork as a
representation of either celebration
8. English Language Arts In the digital portfolio created (Activity #5)
students include an essay on the similarities
and differences of these festivals in Mexico
and their counterparts in Trinidad and
Tobago.
9. History Students create blogs about the history of
El día de los Santos or El día de los
Muertos.
10. Other Students complete criss-cross puzzle on El
día de los santos/muertos (Cf. Appendix B)

EVALUATION & CLOSURE:

Students make individual 1-minute oral presentations highlighting the cultural similarities and
differences of El día de los santos/muertos and its counterpart in Trinidad and Tobago.
OR
Students make 2 – 3 minutes GROUP oral presentations highlighting the cultural similarities and
differences of El día de los santos/muertos and its counterpart in Trinidad and Tobago.

152
 CULTURE FRAME 3

CLASS: Form 2, Term 1

TOPIC: La Bendición

DURATION OF LESSON: 40 minutes

Objective Classification Level of Difficulty

At the end of the lesson students will be able to: (Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
 Discuss the Latin American custom of Affective/Cognitive
asking for La Bendición
 Demonstrate an appreciation for this Latin Affective
American custom.
 Demonstrate comprehension of written Cognitive
material about asking for La Bendición
 Provide information in writing about La Cognitive
Bendición

PREVIOUS KNOWLEDGE:

Grammar: N/A

Functions: Use of blogs

.RESOURCES:
Teacher: Computer, Internet, Multi-media projector, handouts

Student: Computer, Internet, handout

Links: http://askingforlabendicion.blogspot.com/

CONTENT:
Structures: pedir a

153
 Vocabulary: la Bendición, ¡Dios te bendiga!, costumbre, pedir, obligatorio, protección
divina, tíos, abuelos, padrinos, padrastros, de hecho, el respeto y
consideración a las personas mayores, familiares, actualmente, una
práctica, parientes

Culture: Latin American custom of asking for La Bendición

Other: N/A
METHOD:

Set Induction: Teacher initiates a discussion with students with regard to any customs or
traditions they may observe in their respective families. S/he then shows
a picture representative of a mother blessing her child (NB Such a picture
can be located by doing a specified search on the Internet). S/he asks
students what they think the picture is demonstrating. (2 – 3 minutes)

TEACHER ACTIVITY STUDENT ACTIVITY

1. Students read blog about the custom of asking
for La Bendición. (Appendix A)
2. After students have read the blog, the Students post a comment at the following
teacher engages them in a discussion about website on La Bendición
this Latin American custom. http://askingforlabendicion.blogspot.com/
3. Reading Comprehension (Appendix B) Students respond to questions in English based
(Note: Instead of printing this activity for on the passage presented.
students the teacher may opt to e-mail the
passage for students to complete it
electronically.)
OR
Listening Comprehension
The teacher may also opt to use this passage
as a listening comprehension instead.
4. Assignment & Evaluation Students submit a brief typewritten summary
of what they have learnt about this Latin
American custom.

154
EVALUATION: See Activity #4 above

CLOSURE: Students watch video about other Latin American customs/traditions.

(Teachers/Students can do a search for “Spanish customs and traditions” in the Yahoo Search
bar.)

155
 CULTURE FRAME 4

CLASS: Form 2, Term 3

TOPIC: La Siesta

DURATION OF LESSON: 35 minutes

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
Provide information about someone else’s Cognitive, affective, Knowledge,
leisure activities psychomotor comprehension,
application,
synthesis
Demonstrate an appreciation for “Siesta” time in Cognitive, affective Comprehension,
Hispanic communities valuing

PREVIOUS KNOWLEDGE:

Grammar: Students have met structures associated with indoor leisure activities, the
verb hacer (¿Qué hace tu hermano(a)/amigo(a)/ María en su tiempo libre?

Functions: Students can enquire and respond to questions on leisure activities

RESOURCES:
Teacher: Appendices A - D, laptop, multimedia projector, speakers

Student: Laptop, notebook, appendix C

Links: http://www.youtube.com/watch?v=-QuFKwjtIow

CONTENT:
156
 Structures: ¿Qué hace … en su tiempo libre? ¿Cómo pasa Andrés una tarde típica?

Vocabulary: vocabulary associated with indoor activities including Hispanic afternoon

traditions such as siesta.

Culture: Hispanic afternoon routine of la siesta

METHOD:

Set Induction:

Teacher enters an afternoon class and looks at her watch…she yawns and exclaims…”¡Ay! ¡Qué
cansancio! Mira la hora…necesito una siesta”. She starts a classroom discussion on the concept
of “la siesta” and asks students to contribute their understanding of the hispanic tradition.

TEACHER ACTIVITY STUDENT ACTIVITY

1. Voice note (Appendix A) from Mexican Students listen to the voice note (Appendix A)
friend, Mercedes, talking about her favourite sent by Mercedes and comment on what they
indoor leisure activity. understand.

2. Teacher directs students to a listening Students open the listening comprehension

comprehension exercise (Appendix B) in worksheet (Appendix C) and check Verdadero
which the check Verdadero or Falso as they or Falso as they listen to the Voice note again.
listen to the Voice note again. The responses
are then evaluated together

3. Teacher asks students to brainstorm and Students create a script to respond to

create a script to respond to Mercedes’ voice Mercedes’ voice note. Using the sound
note. Using the sound recorder in Microsoft recorder in Microsoft PowerPoint, they create a
PowerPoint, students create a slide for their slide for their voice note, insert a picture of
voice note, insert a picture of themselves themselves (which they can take using the web
(which they can take using the web camera on camera on their laptops) and record (using the
their laptops) and record their response to sound recorder) their response to Mercedes
Mercedes. outlining their favourite indoor activities

157
EVALUATION: Students present their voice notes to the rest of the class and the teacher
highlights important terms used.

CLOSURE: Teacher shows a short informative clip (Appendix D) on the benefits of siesta (she
asks students to note what they understand). Teacher then outlines the main ideas proposed by
the video clip.

158
 CULTURE FRAME 5

CLASS: Form 2, Term 3

TOPIC: Music of the Spanish-Speaking World

DURATION OF LESSON: 45 minutes

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
Identify their preference for types of music and Cognitive, affective Knowledge,
different artist orally and in writing comprehension,
application

PREVIOUS KNOWLEDGE:

Grammar: expressions and structures re: likes/dislikes, leisure activities and preferences

Functions: familiarity with navigating the Internet, accessing a given website

RESOURCES:
Teacher: Internet access, laptop computer, multimedia projector, speakers

Student: laptop computer with wireless Internet connectivity, headsets

Links: www.musicalatina.pbworks.com/

CONTENT:

Structures: Me gusta/me encanta/ me divierto bien

Vocabulary: tiempo libre, música pop, salsa, merengue, normalmente

Culture: reference to reknowned Latin american artists – Célia Cruz

METHOD:

Set Induction:

159
Teacher enters classroom singing the chorus from Waka Waka in Spanish (Resource A4) and
asks students what type of music they like. They respond orally.

TEACHER ACTIVITY STUDENT ACTIVITY

1. Wiki activity – teacher directs students to 1. Wiki activity – Students search for the wiki
find the wiki www.musicalatina.pbworks.com/ www.musicalatina.pbworks.com/ and peruse
as she demonstrates using her laptop and the the page “Charlemos de la música”. They listen
multimedia projector. They are asked to listen to the avatar Profesora Rosa and respond to her
to the avatar Profesora Rosa and respond to her questions
questions
2. Teacher directs students to the wiki page 2. Students are directed to the wiki page
“Artistas famosos de Latino América” where “Artistas famosos de Latino América” where
they are asked to view the slideshow and post they are asked to view the slideshow and post
their preference of artist in Spanish in the their preference of artist in Spanish in the
discussion forum discussion forum

EVALUATION:

Students view a music video of Célia Cruz’s song “Rie y Llora” on the wiki page
“Videos de música latina” and are asked to indicate their preference on type of music in the
discussion forum.

CLOSURE:
Students engage in a brief pair and share activity as they talk about their like/dislike for
Latin American music

160
 CULTURE FRAME 6

CLASS: Form 2, Term 1

TOPIC: Las Oraciones

DURATION OF LESSON: 70 minutes

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application,
Analysis,
Synthesis,
Evaluation)
Ask and state what is their religion Cognitive Comprehension,
Application
Demonstrate appreciation and respect other’s Affective Evaluation
religion
Ask and state when they pray Cognitive Application
Express simple prayers in Spanish Cognitive Comprehension
Demonstrate an appreciation of the Catholic Affective, Cognitive Knowledge,
influence in the Hispanic world. Evaluation

PREVIOUS KNOWLEDGE:
Functions: Expressing time; Adverbs of time por la mañana, por la noche and …..
veces el día;

RESOURCES:
Teacher: Set Induction - Power point Presentation.
Appendix I - List of English equivalent of adjectives of religion.
Appendix II – Teacher’s Script – Prayers
Voki Links 1 & 2
Student: Appendix III-Sign of the cross activity (loaded unto laptop)
Appendix IV - Our Father Activity (loaded unto laptop)

161
 Appendix V – Map with towns with Saint names (loaded unto laptop)
Appendix VI – Children Praying Cloze Test (Copies)
Links: Prayer Voki 1
http://www.voki.com/php/viewmessage/?chsm=f1645c7c4aa051c3d246c8
2a04e0a2d7&mId=1364805
Prayer Voki 2
http://www.voki.com/php/viewmessage/?chsm=60a2415903141a7886effc
5573132b1d&mId=1364804

CONTENT:

Structures: ¿Cuál es tu religión? Soy _(Adjective of religión)_.

¿Cuándo rezas? Rezo por la mañana./ Rezo por la
noche.
Vocabulary: Adjectives of religion – católico(a); cristiano(a); anglicano(a);
presbiteriano(a); bautista; hindú; musulmán (musulmana);
adventista; de Pentecostés; testigo(a) de Jehová; judío(a)
Culture: Catholic Prayers in Spanish; Señal de la cruz; El Padre Nuestro
Towns in Trinidad with Spanish Saint names San Fernando; San Juan;
Santa Flora; San Rafael, Santa Rosa; San Pedro

METHOD:

Set Induction: Teacher shows Slide 1 of Power Point Presentation and asks students
“¿Cuál es tu religión?” (2 minutes)

# SKILL TEACHER ACTIVITY STUDENT ACTIVITY TIME

1. Reading/ Teacher shows Slide 2 of the Students repeat the Spanish 5
Speaking/ Power Point Presentation. S/he adjectives of religion. minutes
then pronounces the Spanish
adjectives of religion.
2. Reading/ The teacher asks students to Students identify the meaning 5
Writing identify the Spanish adjective of of the words presented on minutes
religion (cognate meaning) on Slide 2 (cognates).
Slide 2. They then reaffirm the
Students are then given a vocabulary terms using the
handout to confirm the handout (Appendix I)
meanings (Appendix I)
3 Listening/ The teacher states his/ her Students reply “Soy 10

162
 Speaking religion in Spanish “Soy _(Adjective of religion), using minutes
_(Adjective of religion)_.” The the appropriate adjective.
teacher then goes around the
class and asks individual Students listen to the responses
students, “¿Cuál es tu of their classmates.
religión?”
4. Listening/ Teacher then explains that Students volunteer their 5
Speaking prayers (las oraciones - responses…“Rezo por la minutes
prayers) are an integral part of mañana./ Rezo por la noche.”
any religion, and that religions using the appropriate adverb of
teach their followers to pray time.
(rezar – to pray) daily. The
teacher shows Slide 3 of the
Power Point, and says “Rezo
por la mañana./ Rezo por la
noche.” The teacher then goes
around the class and asks
individual students, “¿Cuándo
rezas?”
5. Listening/ Teacher plays Prayer Voki 1 Students listen to Voki 1 and 5
Reading/ (Link 1) which introduces engage in a class discussion minutes
Writing students to Spanish Prayers.

Teacher then reads the ‘Señal

de la Cruz’ to the students They then to ‘Señal de la
(Appendix II). Cruz’ which is read by the
teacher and Students complete
a Cloze Test (Appendix III)
6 Listening/ Teacher explains that they are Students listen to ‘Padre 10
Reading/ about to listen to a typical Nuestro’ and complete an minutes
Writing Spanish prayer that is based on aural word arranging activity

163
 the Catholic faith. (Appendix IV)
Teacher then reads the ‘Padre
Nuestro’ to the students
(Appendix II).

7 Listening/ Teacher plays Voki 2 (Link 2) Students complete map activity 10

Reading/ highlighting the naming of (Appendix V). minutes
Writing towns in Hispanic countries
after saints Catholic tradition.
Teacher directs students to
complete map activity
(Appendix V)

EVALUATION: Teacher distributes Appendix VI to students, then plays Slide 4 of the

Power Point Presentation with the Listening activity. Students complete
Listening Activity with Cloze Test (Appendix VI).
(15
minutes)

CLOSURE: Students are asked volunteer to state the religion of their classmate orally.

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 CULTURE FRAME 7

CLASS: Form 3, Term 1

TOPIC: Modes of Transport in Spain & LA

DURATION OF LESSON: 40 mins

LEARNING OBJECTIVES: At the end of the lesson students will be able to:

Objective Classification Level of Difficulty

(Cognitive/ Affective/ (Knowledge,
Psychomotor) Comprehension,
Application, Analysis,
Synthesis, Evaluation)
1. Identify and describe modes of Cognitive Knowledge,
transport in Spain and Latin comprehension,
America from research links application, synthesis
provided.
2. Compare modes of transport in Cognitive, affective, Analysis, synthesis
Hispanic countries with those used psychomotor
in Trinidad and Tobago

3. Demonstrate and appreciation of Affective Valuing

the types of transport available in
Hispanic countries and those
available in Trinidad and Tobago

PREVIOUS KNOWLEDGE:

Grammar: Subject –verb agreement

Verbs expressing preferences
Functions: Express opinion on cultural differences.

RESOURCES:
Teacher: Laptop, multimedia projector, speakers, Internet access, Moviemaker
software, Microsoft PowerPoint software, Appendix A

Student: Laptop, multimedia projector, Internet access, Moviemaker software

Microsoft PowerPoint programme, appendix A

CONTENT:

Structures: En _____ se utiliza (n)/ _______

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 Vocabulary: verbs and nouns associated with transport, movement, travel,
vehicles, roadways

Culture: Modes of transport differ according to cultural and geographical

characteristics

Other: Development of research and technology skills

METHOD:

Set Induction: Teacher tells students about an episode experienced whilst using
transportation in a Latin American country s/he visited. S/he invites
students to share similar experiences that may have occurred to them
within or outside of Trinidad and Tobago.
TEACHER ACTIVITY STUDENT ACTIVITY
1. Teacher directs students to divide Students form groups of four (4). Students to
themselves into groups of four (4). Teacher perform an Internet search for modes of
instructs students to perform an Internet search transport in Latin America. Students choose
for modes of transport in Latin America. one person to act as presenter
Teacher informs students to choose one person
to act as presenter.
2. Teacher monitors and assists in the search Students work collaboratively to create a
activity when required. S/he then instructs presentation or movie using images they have
students to create a presentation or movie using downloaded with the relevant information
images they have downloaded with the relevant (Appendix A folder is used a support)
information (Appendix A folder is given as
support)
3. Teacher directs the various groups to display The various groups to display their
their presentations or movies on transport in presentations or movies on transport in Latin
Latin America. Teacher asks students to share America. Students share opinions on what they
any observations on what was learned and learned.
about preferred mode of transport.

EVALUATION: The teacher assesses the group presentation for accuracy of sentences,
appropriateness of images, quality of presentation and teamwork.

CLOSURE: Teacher asks students to think about the types of transport available in Trinidad
and Tobago and how they compare to those they have just met in the student presentations.

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