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Fajardo 1

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

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

Thus. etc. on the other hand. I thought that if I knew how to speak English. This approach. During the development of the lesson. the students will be able to distinguish the construction of this . the students interact with the cooperative approach of learning that will allow them to work in small groups of 3 to 4 to obtain shared learnings or interlearning. the position of the adjective will be compared both in Spanish and English. This is basic to describe the qualities of the noun that serves to identify and differentiate some nouns from others. and in this case. Some of the topics were history. I watched television. language that my ancestors spoke. I think that students can learn a second language like me. on one hand. level 102. Before starting my studies at UNL. promotes the teamwork and.Fajardo 2 about my city and its attractions. I would enjoy teaching Spanish in an adjective position for a beginner Spanish level 102. listened to the news on the radio and exercises from the book Grammar in Context 3. Another part of my English learning experience is that I learned to write by myself without taking any specific class or course to do it. I prepared myself to take the Michigan test. then I could write it. Didactically. geography. Once again my method helped me to get ahead. Description: The intention of this lesson plan is to explain the position of the qualifying adjective in Spanish sentences. This introductory lesson will be developed in the second semester class for beginner students of Spanish. archaeology. architecture. I passed the test and started my classes at UNL. ethnology. it fosters interaction between the students to learn the contents and teamwork to develop their social skills. The Lesson Plan is explained in the next document. Lesson Plan The position of the adjective in the Spanish language Designed: For students of Beginning Spanish. Because of this experience. I became an autodidact before I arrived in Lincoln. The position of the adjective informs about the name.

and cards. To better understand the adjective. the main objectives are: 1. colors.Fajardo 3 grammar category and to settle down the differences in the use of the qualifying adjective in both languages. Oral communication with a duration of 20 minutes 1. 4. markers. Activities 1.1 Show to the teamworks some nouns and qualifying adjectives sombrero camisa auto bolsa hombre rojo amarilla nuevo marrón serio . the lesson will provide a concept and some examples of this one. The lesson will include theory and practice for a better understanding about the position of the qualifying adjective in Spanish. 2. Objectives: For this 50 minute lesson. 3. glue. scissors. To explain what is the adjective To use the qualifying adjective to describe the basic qualities of the nouns To write and recognize why the adjective is placed before or after a noun To increase learning with students’ interaction Materials: Card stock.

es Fuente: auto nuevo Fuente: taringa.Fajardo 4 camisa amarilla sombrero rojo Fuente: holacaracola.

Rara vez .Vivienda social (sólo de carácter social) . ni pinto ni de otro color) The qualifying adjectives that express color.El caballo negro (no un caballo 1.Fajardo 5 casa pequeña Fuente: 10puntos.Cada semana . origin. origin: un coche rojo un objeto cuadrado una caja abierta un tema familiar 1.Blanca nieve .Dulce miel Postponed: Normally. type. state. it indicates a feature that distinguishes it from the others . it emphasizes the noun quality .5 To establish what happens if synonym qualifying adjectives are used .4 Do exercises by putting the adjective before or after the noun Before-the-noun: Usually. form.3 What is the difference between the qualifying adjective position in English and Spanish? La casa real El cálido abrazo The royal house The warm hug 1. usually are placed after the adjective: Color: Form: State: Type.2 Ask if they know nouns and adjectives 1.

6 To read and analyze a short newspaper article and identify the qualifying adjectives.Fajardo 6 La casa nueva El hombre pobre La casa reciente El hombre modesto In both cases the meaning is the same 1. Then. cuaderno.Mujer bonita .La vía láctea .La pasta italiana 2. features and properties of the names to which they accompany 2. since.3. Written communication with a duration of 15 minutes 2.1 – Hombre serio .3. marrón. alta y persona -lápiz marrón .cuaderno azul .1 To give a sheet with exercises regarding the topic to treat lápiz. azul. it is important to know when do they have to be placed before or after: pobre hombre hombre pobre merece compasión no tiene dinero .2 Some qualifying adjectives change their meaning depending on their position.3 Written examples on the blackboard will be done to consolidate learning of the adjective definition 2.persona alta 2.2 Qualifying adjective definition The qualifying adjective names or indicates the qualities. to underline which ones are put before-the-noun and postponed 2.

The yellow shirts .Fajardo 7 viejo maestro maestro viejo desde hace años tiene muchos años 2.The new cars • Some qualifying adjectives have a different form for the masculine and the feminine one: a.Los autos nuevos .The yellow shirt .El auto nuevo . in its femenine one we need to add an a: corredor trabajador corredora trabajadora c. If in its masculine form it finishes with or.3. the masculine form finishes with an o.La camisa blanca . If. If in its masculine form it ends in tonic vowel plus n.Las camisas blancas . in feminine in its feminine form we need to add an a haragán llorón haragana llorona . in the femenine one it finishes by an a: lindo peruano linda peruana b.3 Formulation of the rule of construction of the qualifying adjective: it normally matches with the genre and number of the noun and it is placed after the latter: .The new car .

peor.Fajardo 8 d. The mayor.felices . Consonante. se le agrega es azul – azules feliz . z: el belga hombre amable el hindú el pacifista el manto azul el papá joven el encuentro familiar el niño cortés un hombre feliz la belga mujer amable la hindú la pacifista la manta azul la mamá joven la reunión familiar la niña cortés una mujer feliz e. mejor. if the singular adjective ends in: 1. s. menor. i. n. u. r. se le agrega s trabajadora – trabajadoras importante – importantes hermoso – hermosas 2. inferior adjectives do not change in genre: el hermano mayor/menor el mejor amigo/amiga la hermana mayor/menor el peor alumno/la peor alumna f. In regards to the number. superior. ista or consonant l. e. Some adjectives are provided with only one form for both masculine and feminine: a. Vocal.

The pupils will prepare short sentences associating names and qualifying adjectives 3.1. Application: 15 minutes 3. 5 examples of each one 2. every group will contribute with some examples of sentences with before-the-noun and postponed qualifying adjectives Assessment . the dynamics of teamwork participation will be verified during the achievement of the assigned activities The qualification will be based on the following criteria: De 1 a 4: Not acceptable. To prepare examples of qualifying adjectives that are used for the persons. a homework will be assigned to them for the following class will consist in: 1.4 Individual or teamwork voluntary student participation is requested. exhibiting the concepts and ideas in an independent way and giving examples not linked to the topic .habladores 2. if he/she develops irrelevant matters. the houses.3. 5 of each one .To know if the pupils have learned what is related to the use of the qualifying adjective.2 There will clear up the doubts that the pupils could have 3. the objects.3 In turns.To know if they work cooperatively. To bring a work with qualifying preferred and postponed adjectives.Fajardo 9 hablador .

Rosario et al. and proposes proper examples that enrich and clarify the argument of the exhibition/ presentation Note: If it is proved that only one member of the group does all the work. if he/she formulates proper examples and develops most of the most important points of the topic De 8 a 10: Excellent.Fajardo 10 De 5 a 7: Acceptable. Upper Saddle River. 2010 . 2005 http://roble. if he/she uses the concepts and important arguments in detail. NJ. Prentice Hall.mec. Gramática básica del estudiante de español. Pearson.htm December the whole group will have the epithet of: Not acceptable Bibliography Alonso Raya.pntic.