LESSON PLAN BASED ON THE 4 STRANDS

FSI Post Language Instructor Virtual Workshop

Capstone presentation

Cristina Pérez Rivas Matamoros

Empezar

Student Profile

She is a MOH. She will not use the language for work but wants to be independent, go shopping, treat with people providing services and meet people in the community. She studied the language for 2 years so she has basic notions.

Roberta R.

Learning Objective

She wants to communicate her needs, elicit information, ask and answer questions and address people in a formal and informal way.

Plan based on the 4 strands

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Reading for fluency (15 minutes) Vocabulary activity (15 minutes) Word cards (10 minutes) Listening and speaking (10 minutes)

Subtitution tables (10 minutes) Easy extensive reading (10 minutes) Questions and answers (15 minutes) Asynchronous activity: watching video (15 minutes)

Dictation (15 minutes) Role play (15 minutes) Writing (10 minutes) Story cubes game (10 minutes)

Listening to stories (10 minutes) Paired reading (10 minutes) Writing (10 minutes) Problem solving activity (20 minutes)

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Reading for fluency

The student reads a description of a house and answer comprehension questions.

Vocabulary activity

The students matches the vocabulary on the first column with the vocabulary on the second column.

Word cards

The students creates word cards with the vocabulary from the previous exercise. She will write the word in Spanish on one side and in English on the other side.

Listening and speaking

The teacher describes her house using the vocabulary from the previous exercises and then the students does the same.

Reading for fluency

Mi casa nuevaSoy Lina y voy a hablaros de mi casa nueva. Desde enero, vivo en una casa cerca del mar. Es grande y bonita, tiene mucha luz y está a solo dos minutos a pie de la playa. La casa tiene dos plantas. En la planta baja está la cocina y, además, hay un baño pequeño y un estudio en el que pinto cuadros. En la planta de arriba hay tres habitaciones, dos medianas y una grande. También hay un baño más grande que el de la planta baja. Por último, hay un gran jardín con una piscina. Mis hijos están muy contentos en nuestra nueva casa. Ahora cada uno tiene su propia habitación y eso les encanta. Además, están entusiasmados con la piscina. La verdad es que a todos nos gusta mucho vivir aquí.Di si las siguientes frases son verdaderas o falsas:1. La casa de Lina tiene dos baños.2. El estudio donde Lina trabaja está en la planta baja.3. El baño de la planta de arriba es más pequeño que el otro baño.4. Los hijos de Lina comparten una habitación.5. La nueva casa de Lina y su familia está lejos del mar.

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Vocabulary activity and word cards

1. pequeña2. oscura3. fea4. antigua5. fría6. cara7. estrecha8. alta9. ruidosa10. lujosa

A. luminosaB. sencillaC. tranquilaD. modernaE. cálidaF. bonitaG. grandeH. bajaI. anchaJ. barata

Listening to stories

The student listens to a story about a problem in a house.

Paired reading

The teacher and the student will read a dialog between two people talking about their day. They will take turns to read the paragraphs.

10 minute writing

The students writes a short email to the a friend about a problem in her house.

Problem solving activity

The student needs to rank the improvements that need to be made in her house and tell the facilities team. The teacher will play the role of the facilities team.

Problem-solving activity

Ordena por orden de prioridad las mejoras que se pueden hacer en la casa. Ha llegado a su nueva casa. Es una casa grande y bonita pero nadie ha vivido en ella desde hace algunos meses y hay que arreglar algunas cosas. Explíquele al equipo de mantenimiento de la casa qué cosas necesitan mejorar o arreglar y cuáles son su prioridad. Usted trabaja por las mañanas por lo que los trabajadores no pueden hacer ruido. No está en casa los fines de semana.

Substitution tables

The teacher will write on the board a substitution table with formal and informal ways to address people in Spanish and some verbs and after repeating it three times she will erase some of the words so the students tries to retrieve the information.

Easy extensive reading

The student will read a dialog about a familiar topic between two people addressing each other in a formal way.

Questions and answers

The teacher will write some questions without the question word and the answers on the board. The student needs to guess the missing question word and they will read them aloud.

Asynchronous activity: watching a video

The student will watch a video of a conversation between two people asking and answering questions about their day, things they need and a problem and how they solve it. After watching the video she will answer some comprehension questions and auto-correct it. In the questions she will need to answer if the people are addressing each other in a formal or informal way, the relationship between them, the meaning of words in context, what was the problem and how the solve it.

Questions and answers

- ¿ ___ día es hoy? - Hoy es Viernes 6 de junio. - ¿_____ viene a casa hoy? - El jardinero. - ¿_____ está la caja de herramientas? - En el garaje. - ¿___ ___ hay agua en el piso? - Porque se rompió la tubería. - ¿______ vienen? - El miércoles a las ocho de la mañana. - ¿____ está? - Estoy bien, gracias. ¿Y usted?

Dictation

The teacher will dictate a short paragraphs that includes vocabulary from the previous lessons. She will include a mistake (a word out of context) and ask the student at the end if she has noticed it.

Role play

The student will have an informal conversation with the teacher about the places where they live. The students should use the question words she learnt in the previous lesson to elicit information.

Writing

The student will write a short email to the facilities team addressing them in a formal way and explaining something that has happened in her house and needs to be fixed as soon as possible.

Story cubes

The teacher and the student will take turns to tell a story using the story cubes. The teacher will help with vocabulary if necessary and she will write down feedback to tell the studen when they finish the story.

Plan based on the 4 strands

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Reading for fluency Fluency development Vocabulary activity Language-focused learning Word cards Language-focused learning Listening and speaking Meaning-focused input Meaning-focused output

Subtitution tables Language-focused learning Easy extensive reading Fluency development Questions and answers Language-focused learning Asynchronous activity: watching video Meaning-focused input

Dictation Language-focused learning Role play Meaning focused output Writing Meaning-focused output Story cubes game Fluency development

Listening to stories Meaning-focused input Paired reading Meaning-focused input Writing Fluency development Problem solving activity Meaning-focused output

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¡GRACIAS!

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