Name of the Teacher Date Level of the class Length of lesson

Savannah Agar 20 May 2021 B2 – Upper Intermediate 60 minutes

Lesson Type:
Four skills - Reading

Lesson Topic:
Jamón – The Artisanal Ham of Spain

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
To gain an understanding of the piece of writing through making use of Shown their understanding/comprehension of the text through completing
different reading techniques which will increase in levels of focus e.g., two different activities which are:
‘reading for gist’ to ‘reading for detail’. 1. Ordering ‘story strips’ to reproduce the original text given.
2. Answering and discussing with an allocated partner the details of the
passage.

Anticipated difficulties: Suggested solutions:

1. Some of the students may become disheartened if they cannot
understand each aspect of the text or do not understand the
grammar structure of the meaning of each word.
2. Due to the age of the students, I must consider that they may lack the
enthusiasm that younger students have. They will take their learning
more seriously and will have a high level of professionalism.
3. The students are Upper Intermediate (B2) so they will have a fairly
1. The T will clearly stipulate to the students that the purpose of this
reading lesson is to help them to improve their reading skill and
identify key points out of the reading. The T will also inform them that
the focus is not on understanding every word of the text but to have a
generalised understanding. To encourage weaker students and offer
them some guidance, the T will pair them up with stronger students.
2. To resolve this issue, the T will make the lesson as fun as possible
whilst remaining professional and maintaining a level of respect
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 advanced understanding of English which may be challenging at times amongst students and teacher.
to keep them engaged and stimulate them. Some activities may be
too simple for them or they might finish activities faster than the 3. To resolve this, the T must include challenging activities to ensure the
allocated time. students are continuously developing their knowledge. The T must
also prepare additional activities for faster working students.
Authentic Text (insert reading text here or link to the listening recording)
Jamón - The Artisanal Ham Of Spain
Jamón is at the heart of Spanish culture and cuisine.  While Spain’s regions vary in their local food traditions, cured Serrano and Ibérico hams are treasured from coast
to coast, from the markets of Barcelona to the bars of Galicia and everywhere in between.

There exist two great traditions of artisanal cured hams in Spain, both of which are a source of enjoyment and great pride among Spaniards:

Jamón Serrano is a cured country ham made from conventional pork. From time immemorial in the mountains of Spain, people have packed fresh hams in sea salt
and hung them from their rafters to cure. A year to eighteen months later the jamones are ready.   With no cooking required, these hams are carved into paper thin
slices and served with a glass of Spanish wine or added to a myriad of recipes like croquetas de jamón or added to sautéed vegetables or stews.

Today, Jamón Serrano comprises about 90% of Spain's annual ham production. These hams are produced mostly by recreating the effect of traditional techniques in
modern production facilities, from white pigs raised mostly on cereal grains. The hams are made from Duroc, Pietrain, Landrace or other large white pigs, which
flourish throughout Europe. When compared to hams processed in other countries, however, Jamón Serrano is firmer with a consistent texture, some marbling, a warm
red colour, and a deep ham flavour.

Jamón Ibérico is the pride of Spain. The lineage of the unique animals that produce these hams stretches back to pre-history when they ran wild in the Iberian
Peninsula. Columbus had some of them on the Santa María when he set out to discover the New World. Our family, who founded Jamon.com, has been on a quest for
the finest of all hams, Jamón Ibérico, since we started our business in 1996.

The acorn-fed variety is called Jamón Ibérico de Bellota (bellota literally means acorn).  These fortunate Ibérico pigs are free to roam the meadows of the 'dehesa',
the ancient rangeland of western Spain. During the autumn they feast on acorns (bellotas) from the holm oak and cork trees, sometimes gaining as much as a kilo of

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weight a day. Much of the resultant fat is mono-unsaturated.  In fact, they are sometimes called “walking olive trees” because their fat is nearly as healthy as extra
virgin olive oil.

Jamón Ibérico de Bellota is considered the world's finest ham.  Some whole hams can sell for upwards of $2,000 per piece.

Ibérico de Bellota hams are cured 24 to 48 months, losing nearly half of their weight as the fat melts away.   When the hams are finished curing, they have an
incredibly complex taste, distinct marbling, a deep red colour, and an intense ham flavour bathed in mono-unsaturated fat.

Non-acorn fed Ibérico ham is produced from Cerdo Ibérico, a pig native to Southwestern Spain and Southeastern Portugal. These pigs are much fatter and have more
marbled meat than normal pigs. As opposed to their luckier Bellota destined brethren, they are mostly fed cereal feeds, and may be allowed limited free-range time
where herbs supplement their diet.

Passage taken from: Jamon.com. 2021. Virginia. [Online]. Available at: https://www.jamon.com/all-about-jamon.html

Please include a rationale for why you have chosen this authentic material (approximately 100 words):
The reason I have chosen this piece of text is primarily because of its relevance to the students as they are Spanish and Jamón is a common cured ham found
in Spain making it something that the students will be familiar with. It is also a good opportunity for the students to learn the history and origin of this
popular meat to broaden their knowledge on the history of their culture. The students are older so the chances of them having gone shopping for groceries is
high, so this piece is relevant to them as they may have purchased Jamón in the grocery store. Since the piece is based on the origins and history of Jamón, it
will make the lesson fun for the students to engage with the piece whilst learning and improving their English reading skills and increasing their vocabulary.
The piece is also up to the students standard as the sentences are not too challenging but also not too easy, they also provide the students with some new
target vocabulary.

The target vocabulary words identified in the text used throughout the lesson:
1. Traditions
2. Conventional
3. Rafters
4. Myriad
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 5. Sautéed
6. Facilities
7. Processed
8. Consistent
9. Lineage
10. Marbling

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

introduction To get the learners excited 10
and engaged with the minutes
lessons topic and to help
them to get thinking in
English and about
potential vocabulary that
will be used in the lesson.
Warmer to To get the learners to 5 minutes
T-S The T will hang Figure 1 on the Have the opportunity to start
OCFB board and encourage learners to speaking in English and establish
guess ideas of what the lesson topic the topic of the lesson and
is and discuss it amongst their peers. potential vocab that may arise in
For any learners who are struggling the lesson.
the T will elicit answers for each Develop excitement and interest on
image e.g. “What is this?” (pointing the lesson topic because of its
to the pig picture). relevance to their culture.
The T will make use of CCQ’s for
each picture to make sure that the
learners understand each concept
e.g. For the pig picture I will ask:
“What do humans use these animals
for?”. For the map image: “What is
this city famous for?”
S–S The T will introduce the title of the Make a prediction on what they
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introduce the text engage in the topic of the
lesson.
Presentation of To give the learners an 10
relevant vocabulary opportunity to familiarise minutes
themselves and develop
their understanding of the
target vocabulary so that
they are prepared to
explore the text further.
OCFB piece and ask the learners to make a think the text is about, share
prediction on what they think the experiences they’ve had and
text is about. The T will encourage discuss the topic with the T and
each learner to share what they their peers.
already know about the topic (i.e.,
Do they know any history about
Jamón?) and discuss any previous
experiences (i.e., Do they have it
regularly? Is it part of a tradition?).
T–S 1. The T will the 10 target Develop a further understanding of
vocabulary words identified in the target vocabulary words and it
the text which the students will will boost their confidence for
need to fully understand the when they will be required to read
text. the entire text.
2. The T will work through the
Meaning, Form and
Pronunciation of each of the
target words on the board.
3. Meaning: The T will provide a
definition, an example sentence
to attempt at eliciting a synonym
for the word from the learners. If
the learners are struggling the T
can provide them with a
synonym. E.g., Traditions: the
passing on of certain beliefs or
customs from generation to
generation. “It is tradition to
have turkey on thanksgiving”.
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Practical activity Provides the learners with 10
exploring the text an opportunity to improve minutes
Skill: ‘Reading for their reading skills by
gist” using ‘Reading for gist’ in
order to obtain a general
understanding of the text.
Synonym: heritage, custom.
4. Form: The T must pick a strong
student to start, they must
pronounce the word
“traditions”, once they have
done this, they will attempt to
write the word on the board. If
they make any errors, the T will
correct them.
5. Pronunciation: To assist the
students with pronunciation, the
T will provide the phonemic
alphabet of each word. E.g.,
tradition - trə-ˈdi-shən-ləs
6. Repeated for the remaining 9
words.
Ss – Ss 1. The T will break the class up into Be able to skim read through the
pairs where the learners will be text and complete the activity. The
required to skim through the learners will be able to match the
text. The T will then ask the pairs correct paragraph to the main idea
to have a discussion based on to show their complete
the following question: “What is understanding of the text.
the text about?” and “What is
the meaning/purpose of the
text?”.
2. The T will then provide each of
the pairs with story strips (Figure
2) with paragraphs of the text
that are jumbled up. On another
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Activity focusing on The learners can practise 15
detailed reading to identify specific minutes
understanding of information. This will be
the text tested through the use of
harder questions.
Review of To give the learners the 5 minutes
vocabulary opportunity to see the
vocabulary in a different
context to fully develop
set of strips, the main idea of
each paragraph will be written,
and the learners will be required
to match the paragraphs to the
correct main idea.
3. The T will monitor the pairs to
ensure they are matching up the
correct paragraphs with main
ideas. In the case of a student
not completing the task
correctly, the T will help elicit the
correct answer from the
students.
Ss – Ss 1. The T will give the students a Be able to scan the given text and
worksheet (Figure 3), whereby show their in-depth understanding
they are asked to answer some through answering the given
questions that they will require questions. They will be able to
an in-depth understanding of the discuss the questions in their pairs
given text. and analyse the text to ensure they
2. The learners will remain in their give the correct answers.
pairs for this activity. The T will
encourage the learners to
discuss in their pairs and
carefully answer the questions
together.
S–S The T will hand out the next Be able to use their existing and
worksheet (Figure 4) and the new knowledge that they have
learners will need to complete this developed during the class to
individually. They will have to fill in determine which target word fits
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 the meaning in their the missing words in each sentence with which sentence. This will
memory. choosing from the list of words given further enforce the understanding
to them (target vocabulary). and meaning of the words into
their brain.
End of lesson To provide the learners a 5 minutes T–S 1. The T will divide the class into Be able to use the knowledge
activity chance to relax and enjoy four teams of three and each obtained throughout the reading
themselves after a difficult team can choose a team name. exercises to answer the questions
lesson. This activity will be based on a they are asked.
To show the students the point system. Be proud of themselves and have a
knowledge they have 2. The T will use some of the newfound confidence for all the
gained from the text images, individually, previously new information they have learnt
compared to the start of displayed in Figure 1 to ask each from the lesson and text.
the class. team a question that is related Have fun and bond with their
to the text. classmates in a team spirit whilst
3. See Figure 5 for question ending the class on a positive note.
examples.
4. The main focus of this activity is
to provide the learners with an
opportunity to have some fun
and get competitive. (The
emphasis is not on exact
reproduction but rather the
demonstration of
comprehension). For every
correct answer, the team will be
awarded a point.
5. The purpose of this activity is to
also show the students how
much they know and can say

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 about each of the images
compared to the warmer section
of the lesson. It will boost their
confidence to know how much
their knowledge has developed.
Lesson Rationale (700-1000 words):

I have chosen to structure my lesson in this way is because I believe it gives the students a chance to slowly understand and dissect the text exposing
them to more detail as they progress. It has similarities to the PPP structure in that it displays different aspects and features of the language to the
students and developing their understanding of the piece gradually and systematically by using different reading techniques such as ‘reading for gist’, ‘
through to ‘reading for detail’ to increase students focus.

The introduction eases the students into the lesson topic through utilising visuals placed on the board, giving the students an opportunity to predict the
topic of the lesson. This will get the students speaking and thinking in English and hopefully get them excited for the lesson ahead. Due to the topic of
this lesson being the history and origin of Jamón which is something that is a big part of their culture, it will hopefully keep the students interested and
excited for the lesson. The topic will therefore be relatable to them, it may even be an item on their weekly grocery list.

The purpose of the warmer is to expose the students to the texts title which will encourage the students to make a guess on what the chosen text is about.
It is also an opportunity for the students to discuss their own previous experiences relating to the chosen topic such as: is Jamón a treat they have on a
special occasion, have they ever tried to make their own version of Jamón, do they have it regularly or do they even like the taste of it?

For the presentation of the vocabulary, I have chosen ten target vocabulary words from the text which are thought to be the most challenging for the
students. During this stage of the lesson, I utilize the PPP structure to familiarise the students with the process of showing them new language – Meaning,
Form, and Pronunciation. The meaning and form stages will be prioritised over the pronunciation stage due to it not being the main aim of the lesson.
Attention will be placed on the form of the vocabulary words through the use of different example sentences. Once this is complete, I am confident that
due to the students being of upper intermediate level and the exercises conducted they will be ready to tackle the provided text with confidence.

Practical activity exploring the text, skill: ‘Reading for gist’ is the part of the lesson where the students will be required to skim read through the text
before they are given the activity. The purpose of this is to develop a general understanding of the text. I will then ask the students some brief questions
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before giving them the cut-up story strips whereby they will have to match the correct main idea to the correct paragraph. The purpose of this exercise is so
that I can assess whether the students have obtained a good overall understanding of the text by matching the correct paragraph to main idea, which is the
skill ‘reading for gist’.

Activity focusing on detailed understanding of the text gives the students the opportunity to improve their reading skills as well as have a discussion in
their pairs. Although this is a reading lesson, I believe it is important for students to discuss and analyse in English which is another complementary activity
that will only help them improve their language skill. Once the students are finished reading the text, they will be given their next worksheet which is to
answer some slightly more challenging questions that are based on the text. This phase of the lesson is to assess the students comprehension and
understanding of the text.

For the Review of vocabulary, I will give the students a worksheet where they will be expected to read the sentences that are in a different context and
they will be required to fill in the missing words from the list of target vocabulary words. The purpose of this exercise is for the students to use the skill
‘deducing meaning from context’ , where the students will have to read the sentences and understand the context of the sentence which will help them
determine which word matches the sentence. This will assist the students in storing these words and their meaning in their memory so that they can use
the words in real life context.

To finish off this challenging lesson we close of with the cool down activity which is a fun game for the students to participate in. The game uses a point-
based system and gives the students an opportunity to show what they’ve learnt in this lesson. Although the game is supposed to be fun and interactive,
they will be required to think quickly and play well as a team improving their thinking and language skills including their social skills. All that is expected of
the students in this activity is to show me that they have a deeper understanding of the images now compared to the start of the lesson which will help me
assess whether they understood the text. It provides students with an opportunity to see how much they have learnt in the lesson and will leave them
feeling accomplished and proud.

I would have loved to include more games into the lesson to make it more interactive and fun for my students however, due to my students being adults it
may have disinterested them participating in many games due to them taking their learning experience more seriously. A concern I had was that although
the students are all adults and speak Spanish, their ability levels may differ. Throughout the lesson I have to make sure to take into consideration that some
learners may be faster and others slower in grasping concepts, I may have to adjust some activities to meet each students ability. The activity ‘reading for
details’ (Figure 3) is a fairly challenging task which some of the slower students may struggle to complete, therefore if this is the case, I will omit this activity
for the slower learners.

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All students have different learning styles being auditory, visual, or kinaesthetic, which raises a concern. To accommodate the various learning styles, I have
ensured to incorporate lots of visuals, ensure clear a thorough articulate for the auditory learners and the use of my body to explain and describe things for
my kinaesthetic students.

The purpose of this lesson is to equip the students with the relevant skills to take information from a text and develop an understanding of the text. Their
comprehension of the text does not need to be perfect, but rather to grasp the just of the text. Once the lesson is complete, I will reflect back and pinpoint
any areas that could use improvement, any activities that need to be adjusted to make sure it is perfect for the next time. If I am ever caught off guard with
something not going how it was planned, I will think on the spot to previous similar experiences to help me fix the situation.

Bibliography (if needed):

All images taken from ‘Google: Images’.

Jamon.com. 2021. Virginia. [Online]. Available at: https://www.jamon.com/all-about-jamon.html

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Figure 1: Jamón – Pictures of the ingredients and relating to the history:

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Figure 2: ‘Reading for gist’ – matching the main idea with the right paragraph:

The new methods of Jamon curation and what time of

Jamón is at the heart of Spanish culture and cuisine.  While Spain’s regions vary in their local food pigs are used.
traditions, cured Serrano and Ibérico hams are treasured from coast to coast, from the markets of
Barcelona to the bars of Galicia and everywhere in between.

Jamón Serrano is a cured country ham made from conventional pork. From time immemorial in the
mountains of Spain, people have packed fresh hams in sea salt and hung them from their rafters to cure. A
year to eighteen months later the jamones are ready.  With no cooking required, these hams are carved into How long ago Jamon Iberico has been around.
paper thin slices and served with a glass of Spanish wine or added to a myriad of recipes like croquetas de
jamón or added to sautéed vegetables or stews.

Today, Jamón Serrano comprises about 90% of Spain's annual ham production. These hams are produced
mostly by recreating the effect of traditional techniques in modern production facilities, from white pigs Where Jamon originated, the variations of different
raised mostly on cereal grains. The hams are made from Duroc, Pietrain, Landrace or other large white Jamon available and where to find it.
pigs, which flourish throughout Europe. When compared to hams processed in other countries, however,
Jamón Serrano is firmer with a consistent texture, some marbling, a warm red colour, and a deep ham
flavour.

Jamón Ibérico is the pride of Spain. The lineage of the unique animals that produce these hams stretches

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 Duration to make the ham.
back to pre-history when they ran wild in the Iberian Peninsula. Columbus had some of them on the Santa
María when he set out to discover the New World. Our family, who founded Jamon.com, has been on a
quest for the finest of all hams, Jamón Ibérico, since we started our business in 1996.

Jamón Ibérico de Bellota is considered the world's finest ham.  Some whole hams can sell for upwards of
$2,000 per piece. Different types of diets the pigs consume and the
results they produce.
Ibérico de Bellota hams are cured 24 to 48 months, losing nearly half of their weight as the fat melts
away.  When the hams are finished curing, they have an incredibly complex taste, distinct marbling, a deep
red colour, and an intense ham flavour bathed in mono-unsaturated fat.

Non-acorn fed Ibérico ham is produced from Cerdo Ibérico, a pig native to Southwestern Spain and
Southeastern Portugal. These pigs are much fatter and have more marbled meat than normal pigs. As The way Jamon Serrano was previously made and how
opposed to their luckier Bellota destined brethren, they are mostly fed cereal feeds, and may be allowed it was served.
limited free-range time where herbs supplement their diet.

Figure 3: Reading for specific information questions:

1. Name the two different types of Jamón? 13 i-to-i LOVE TEFL Lesson Plan

______________________________________
2. Where does Jamón originated from?
Figure 4: Worksheet for reviewing vocabulary

Choose from the following words to fill in the missing gaps:

Figure 5: Example questions for the end of lesson activity
Processed Myriad Marbling Facilities Conventional

Lineage Tradition Consistent Rafters Sauteed

1. The chef ________ the vegetables.

2. Most cheese we eat today is ________.
3. The children were swinging from the ________.
4. The student asked a ________ of questions.
5. The athlete was ________ with his training.
6. The ham has a lovely ________ to it.
7. It is a ________ that goes back over a hundred years.
8. The cooking ________ at the air bnb were incredible.
9. The girl was very proud of the ancient royal ________ in her family.
10. ________ medicine does not work for everyone.

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