The Right Spanish Vocabulary To Describe the Health - Report Example

I introduced the lesson within the first 30 minutes. Within the next thirty minutes, I issued my students with the learning worksheets I had carried with me and engaged them in a class discussion based on what they see on the diagrams on the sheets provided. I then expounded on the picture of body parts by engaging the students in a question and answer session whereby I asked them to attempt naming the body parts in the Spanish language. In the next process, I asked the students to refer to the learning worksheet based on singular and plural direct object pronouns.

I wrote down sample sentences that consisted of both direct singular and plural object pronouns and asked them to read aloud and note the sentences down in their exercise books. Finally, I engaged my students in an oral question session to make the students brainstorm on what we had just studied.Learning Objectives and National Standards targetedThe theme of this unit of instruction focuses on the body and health as titled “ El Cuerpo y la Salud." During every class, students are taught crucial aspects that comprise new vocabulary that relate to health and the body and direct object pronouns.

The students are also provided with sample pictures that show parts of the body in the Spanish language. The students are offered multiple opportunities to describe parts of their body and their health while incorporating direct object pronouns.The Learning objectives of this topic include:•By the end of this unit, the students will be able to describe their bodies, their health, and when something hurts.•By the end of this unit, the students will be able to master the use of both singular and plural direct object pronouns to describe when something hurts.

The above objectives reflect on the Spanish highschool curriculum of Brandywine high school, with the target audience being high school students. Throughout this unit, learners should be able to use Spanish to describe their bodies and their health, and when something hurts.

The above objectives reflect on the Spanish highschool curriculum of Brandywine high school, with the target audience being high school students. Throughout this unit, learners should be able to use Spanish to describe their bodies and their health, and when something hurts.

The learning objectives in this section are meant for me as the teacher, and the learning targets are meant for my students. I began dealing with goals that focus on a single unit of instruction. I then went ahead to break the purposes of the lesson into a learning progression. In this case, a learning progression seeks to explain the levels of understanding that result in overly developed objectives. For example, in this particular scenario, I broke down the goals that focus on a single unit for the following learning progression;

• Generally, name parts of their bodies in Spanish.
• Describe parts of their bodies and their health in Spanish.
• Mention some direct object pronouns and learn direct object pronouns
• Describe when something hurts using direct object pronouns.

After establishing a learning progression, I then used the learning progression to initiate daily learning goals. For example, I may use the first lesson to allow students to attempt naming parts of their bodies and their health. I may then use my second lesson to teach them about direct object pronouns and then use the third lesson to teach the students how to describe when something hurts.

The final step after I initiated my everyday goals was to translate daily goals into a language that the students can easily understand. I advocated for the use of "I can" to achieve daily targets set. The major setback I experienced with this statement is that the statement was different for every student. For example, some used the statement "I can" in the format, e.g., 'I can hardly tackle the assessment test.' Therefore the statement "I can" was not productive in helping the students achieve their daily targets. I also gave my students enough revision time, and during the assessment, I also offered students enough time to prevent them from rushing through the paper, which could lead to failure.

National standards

Except form aiming at all objectives stated above, this unit and its assessments cohere to many of the goal areas outlined in ACTFL's World-Readiness Standards for Learning Languages. Foreign language national standards are generally grouped into five levels, namely; communication, cultures, connections, comparisons, and community. Foreign language instructors tend to refer to these categories as the five Cs.'

The five Cs’ according to ACTFL (American Council on the Teaching of Foreign Language), stress that any learners of a specific language must apply the use of the language beyond the instructional base. National standards are typically defined using the five C's. The five C's are very significant in assisting students as they focus on essential areas through language features. My primary areas of focus while teaching dealt with listening, speaking, reading, and writing.

ACTFL recognizes five significant categories of language proficiency, namely, Distinguished, Superior, Advanced, Intermediate, and Novice. My class's level of language proficiency fits in the Novice stage, which is also the beginner's stage as my students have begun to learn Spanish recently.

Cultures

During my teaching, I enquired about how my students may have been exposed to the Spanish culture. One of the common responses was of students claiming that watching Mexican soap operas had exposed them to some elements of Spanish culture. I also encouraged my students to search for information regarding Spanish culture for them to get exposed to the Spanish culture in the most authentic ways possible. ...Download file to see next pages Read More