Español describir un lugar

(This photo is from Gijon)The aim of this lesson is to begin to describe places using ‘es’, ‘esta’, tiene and hay. Learners have had some practice with ‘es’ and used ‘esta’ as well. The Odd One Out lesson gave them these 4 verbs to support their sentence-building. Ask them some simple questions, offering alternatives as necessary. Como es la escena? Industrial, urbano, en la costa o en la ciudad? Donde esta, en Inglaterra? En America? En Espana. Por que? Que hay es la foto que es tipico de…..? Hay edificios? Hay trafico? Then direct them to their booklets p.20-22 and remind them of the 4 verbs and what they mean. In pairs they need to generate as many sentences as they can about the next photo. Given them 7 minutes to do this and circulate to note down some of the best responses to call on for whole class interaction to feedback.

it is (characteristic) es it is (characteristic) está it is (location) tiene it has hay there is / there are

hay muchas palmeras España es un país variado el Taj Mahal el norte de España tiene osos en la costa no está en España Starter – give them 2-3 minutes in pairs to decide (write down) their best suggestions for phrases in response to the map on the right. Students will know this map I think as I plan to use it as the focus for a memory map lesson prior to this lesson. The starter’s aim is to focus students on the meanings of the words ‘es’, ‘esta’ , hay and tiene as these are the crucial sentence stems that they will be working with in their sentence-building, text sequencing activity that is the main body of the lesson. The teacher needs to ensure that all students are clear about these 4 meanings before beginning the main learning of the lesson so will need to react according if the starter throws up some gaps in student knowledge. The starter should take only 8 minutes, including the feedback time from students.

This is also Gijon

Playa Barcelona, España

es muchas personas tiene en el campo hay tranquilo está grande también hay aburrido me gusta bonito no es en una ciudad no tiene una carretera no hay poca gente no está en la costa en la distancia mucho tráfico en primer plano muchos edificios en el medio mucha industria pero contaminado porque llano no me gusta limpio parece unas montañas y unos árboles el paisaje este lugar esta foto ruidoso Teacher will group the class into groups of 3 ideally, but 4 would also work. There are 2 x stimulus photos so that groups are working on different projects, and when they present their work, half the class will be seeing the photo for the first time so there will be a real communication purpose. These word prompts are cut up and in envelopes, one envelope per group. The groups need to respond to the photo, creating sentences that describe it. Then they need to work on the structure of their description so that it is logical and the phrases flow on naturally. They will have 20 minutes to work on this task. They all need a copy in their books BUT in addition, one quick writer in the group needs to complete the final agreed version on the pro forma on the next slide. After twenty minutes the final copies are handed in and the last 10 minutes of the lesson are the debrief/plenary. In the debrief students could be encouraged to share phrases that they are most proud of as well as reflect on their learning, what particular skills they were practising (should include sentence-building, memory, communication, synergising, creativity) and the quality of their group work. The reflection sheet is a useful way of collecting feedback and encouraging further thought, but if there isn’t time for it the first time you do the lesson, it’s not a disaster.

Descripción de: …………………………………………………………….. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Collect from the 8 – 10 groups their texts. There is more that can be done with these of course. Students could be encouraged to practise them to record them and add the text as sound file into the PowerPoint. They could be gap-filled and used as listenings for the rest of the class. They can be scanned in as examples of good work – peer modelling – they could be used for pronunciation practice. In fact, it is worthwhile doing all these things with the different tasks so all eventually get used. Obviously the teacher will use them to diagnose further learning needs, discover lingering misapprehensions etc… Por:…………………………………………………………………………………………..

Reflection Sheet Skill This means: Did you use this today? Give an example: Identification of vocabulary Finding out the meanings of words Categorising/ Pattern-finding Looking for &noticing similarities & differences in words to help you sort them Synergising & synthesising Taking 2 or more suggestions, putting them together and coming up with a better outcome Judging Making decisions about this – after group discussion Q1 Which skill do you think has been the most important today, and why? Q2 How can you use these skills in other ways in your language learning? Q3 Choose one skill and write down ho it might be useful in other subjects OR at home For homework, give them a prompt sheet to take home and the task of selecting a photo to describe – either from holiday or home. They should write the text in their books and bring the photo in (not stuck down). Encourage them to bring a photo they would like to put on display.

Español describir una foto

tiene la foto en el centro? ¿Dónde? ¿Qué? ¿Cómo? ¿Está..? ¿Tiene..? ¿Es..? ¿Hay..? grande? turístico? tiene la foto en el centro? un sitio tranquilo? están las personas? en España? es la foto? una playa? hay abajo? un parque? hay arriba en la foto? bonito? edificios (modernos)? está? industrial? animales en la foto? histórico? mucho tráfico? árboles? mucha gente? This lesson aims to enable learners to practise asking questions about photos. They start off with this slide and try to make as many questions as possible to ask you about the photo on slide 3. (They haven’t seen the photo yet).

Show them the photo and they ask you questions Show them the photo and they ask you questions. Point to things as you describe the photo in response to their questions. They are bound to ask where the photo is. It is in Costa Rica. There is a map on the following slide for you to explain in the TL where Costa Rica is – remember they know the compass points and you can use the word ‘entre’ to show them. Keep this lively and interesting and in the TL – research has proven that students learn best when exposed to ‘rich TL input’ i.e. lots of TL that they can access because it is at the right level and there is support to aid comprehension.