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The Description of the Unit - Report Example

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This work called "The Description of the Unit" describes the stages of learning Spanish in a particular unit. The author takes into account its structure, content, the concept of every stage. From this work, it is clear about reflections on quality teaching and the author's own experience with Spanish…
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The Description of the Unit
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Download file to see previous pages According to the expectations of the stage 6 syllabus, the students have acquired a significant understanding of the function of Grammar in Spanish (Board of Studies NSW, 2009a: 17), which includes nouns, articles, adjectives, different pronouns, regular and common irregular verbs, verb tenses of the indicative mood, conditional, imperative and subjunctive mood in common phrases (Board of Studies NSW, 2009b: 21), as well as adverbs, prepositions, interrogatives, conjunctions, interjection, negation, and numerals, a deep basis for the approach to complex authentic texts in Spanish.
Verb tenses of the subjunctive mood to express wishes and possibilities. Progressive tenses to express what we usually do or what we were doing, the formation of adverbs, and common irregular forms of adverbs (Bien, mal, tan). Practicing a combination of tenses in a narrative text.
Key concepts about the unit are addressed by the teacher and discuss in the class in order to link them to students’ prior knowledge (significance). Interactions about the substance of the lesson make the class high in substantive communication. The teacher communicates her/his high expectations on students’ performance.
Activity 2.1. Reading and listening. Using the Internet, students research differences in the language use of different Spanish-speaking communities. Students present videos, audio files, and texts with examples of the selected community to the class.
Activity 2.2. Speaking. Class discussion on problematic knowledge. What do these differences account for? Is there a better Spanish language? Which variety is the right one for a foreign learner? These questions are addressed to show how a language varies according to social and cultural influences. Presenting conflicted lexical and grammar forms. Students select their activities and materials, and they decide how to accomplish this task (student direction, quality environment).
Phase 3. Class project. A blog titled “Mi Experiencia con el español” (My experience with the Spanish language).
Activity 3.1. Reading and writing. Students are engaged to provide the class blog with entries about their own experiences as Spanish learners (trips to Spanish-speaking countries, Spanish or Latin American origins, relatives or friends, videos, texts that awake their interest).
The teacher writes the first post and tells her/his own experience with the Spanish language: native tongue, nationality, family origin, motivations to teach Spanish, familiarity with Spanish-speaking communities, trips to Spanish-speaking countries, activities that she/he enjoys in Spanish (e.g. watching telenovelas, reading Latin American and Spanish authors, dancing and listening to Spanish and Latin music, speaking with Latin American friends). This post will be written in Spanish and it would be a sample for the students’ posts. ...Download file to see next pagesRead More
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