Language: Spanish

Target group:Stage 5 (Year 10)

Unit of work:Visiting Barcelona

Estimated duration:Approximately 3 weeks

Key concepts:The key concepts I want students to learn are that:

- They can plan a holiday in the target language.

- They are able to follow instructions when on holidays .

- They are able to give suggestions and express probability in Spanish.

Why does the learning matter?The learning matters because:

- students need to understand how to get around a city when on a holiday.

- Students will need to use their second language skills when travelling overseas, especially when handling different types of information to make holidays arrangements.

Targeted outcomes: A student:

5.UL.1 selects, summarises and analyses information and ideas in spoken texts and responds appropriately

5.UL.2 selects, summarises and analyses information and ideas in written texts and responds appropriately

5.UL.3 uses Spanish by incorporating diverse structures and features to express own ideas

5.UL.4 experiments with linguistic patterns and structures in Spanish to convey information and to express own ideas

5.MLC.1 demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages

5.MLC.2 uses linguistic resources to support the study and production of texts in Spanish

5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts

5.MBC.2 identifies and explains aspects of the culture of Spanish-speaking communities in texts

5.UL.1

5.UL.2

5.UL.3

5.UL.4

5.MLC.1

5.MLC.2

5.MBC.1 5.MBC.2

Students learn about: ways of identifying relevant details when listening

for specific information ways of identifying relevant details when reading for

specific information the manipulation of structure, format and choice of

vocabulary to achieve specific purposes

the application of known linguistic structures in new contexts

Collaborative and inclusive ways to achieve communication goals.

resources available to enhance or promote independent learning

the use of technology to express ideas and create own text.

the need for consistent application of grammatical rules and conventions to achieve effective communication

ways to support and sustain communication in extended text

the importance of being aware of the choices that are made to convey precise meaning

Etiquette and ethical behaviour associated with cross-cultural communication.

language used to express cultural values, and to represent people and cultures in texts

Students learn to: make judgements about the relevance of detail in understanding

text, eg extracting ideas and issues referred to in text make judgements about the relevance of detail in analysing text, eg

extracting ideas and issues referred to in text select and manipulate particular structures to achieve specific

communication goals, eg use appropriate tense for recounting, emotive language for effect: El año pasado, pasé un mes en Cuba.¡Qué vacaciones!

reconstruct information from a range of sources, eg summarising information

interact with reference to purpose, audience or participants, eg making arrangements ¿Quieres salir conmigo el sábado?

develop skills in accessing appropriate additional information to expand and enhance communication, eg dictionaries, word lists, grammar references, authentic texts in print and online

Access websites to transfer and manipulate data to produce a specific text, eg multimedia presentation.

use metalanguage to explain linguistic structures and textual features encountered in text

describe features of text structure, textual coherence and cohesion in sequencing ideas,

evaluate the accuracy and appropriateness of structures when constructing and editing text

recognise appropriate intercultural behaviour in diverse settings

explain cultural references in texts, eg fiesta

Structures:Revision of past tense by introducing verbs related to this topic: verb to go: “Ir”Verbs ending in “er”: Haber, poder, tener

Expressing probability: “seguramente...”Giving suggestions: “Porque no pasamos...?Giving directions: “Siga recto...”

Distance and time using “ser”(be): “Esta...”, “Estara”

Conditional structures: “Pensaria...” “iria” “tendria” contrast with future “Pensare”, “Ire” “tender”

Socio-cultural content:Travelling in Spain. (Barcelona)Getting around the cityBarcelona’s Cultural highlights

Resources:“Ven II” Intermediate Spanish coursebookWorld wide webSelected software (Inspiration, Word, Audacity, Power point, Windows Movie Maker)Projector/IWB

Unit of Work Rationale

Richards (2005) argues that “to effectively integrate ICT in education teachers need to increasingly become designers rather than

merely transmitters of learning” (p 61). For that reason, this unit of work has been designed incorporating technology as an integral part of it to

aid learning. Also, to develop learners’ proficiency in a second language, the content is highly authentic to allow students to perform

real-world tasks. In this unit, learners progress from simple, drill-like and focussed language practice to a more independent language

use as they author unique video productions. They will be able to learn the appropriate structures and vocabulary for holidaying

while performing real tasks such as planning a holiday and asking for directions. The overall aim is to help students develop their

linguistic confidence in this context and also allow them to have fun experimenting with newly-learnt language. For that purpose, the

unit of work incorporates both cognitive and direct teaching strategies to create balanced technology integration for maximum

learning benefits.

WEEK 1: Lessons outlines

Lesson 1: “Building the field”

To introduce the topic, the teacher will show students pictures on the OHP / IWB that depict famous tourist attractions in

Australia and other parts of the world. Students will be asked “where did you go on holidays last year (last time)?” A

discussion will be carried out as a whole class to activate existing knowledge (contructivist approach) and draw on it. If

IWB is available, the teacher can draw a mindmap on Inspiration with related vocabulary. (the word “holiday” can be

branched out as “weather”, “transport”, “activities done”, etc) to raise awareness on the lexical field. (brainstorming)

Lesson 2: Activation of vocabulary and reviewing grammatical structures

Students write a series of sentences on their last holiday. They share it with their partner.

The teacher will discuss relevant vocabulary and grammatical structures (including verbs in the past) on the board. At

this stage, the class is working on what they know to help them to learn new structures.

Next, students will do some practice activities online. They are as follows:

Vocabulary: places to stay. Students complete a matching exercise on vocabulary words in Spanish and English.

http://www.asisehace.net/alojamiento/jigword2.html

Vocabulary: weather. Students play a game of Tetris while typing the right weather words in Spanish.

http://www.asisehace.net/el_tiempo_tetris/el_tiempo_tetris.htm

Vocabulary & Verb patterns: my last holidays. (Fill-in the gaps exercise). Students review common past tense verb

patterns as well as topic-related vocabulary. http://www.asisehace.net/mis_vacaciones_1.htm (Structured practice

vocabulary/grammatical structures)

Lesson 3: Past tense focussed practice.

Students will review the past, completing a VEN II course book fill in the gaps exercise (p 44).

Students will do some online reading and listening activities to build confidence in related vocabulary and

structures:

Mis vacaciones pasadas: Reading and fill in the blanks exercise about someone’s past holiday experience.

http://www.asisehace.net/mis_vacaciones_1.htm

Viajes y transporte: Students listen and fill in the blanks about someone retelling an odd holiday experience

http://www.asisehace.net/viajes_transporte_3/viajes_transporte_3.htm (Reading/ listening)

Lesson 4-5: Writing a short holiday recount and give/receive feedback on it

Students write a holiday recount using word processor (Microsoft Word). The recount will only be about 1 paragraph

long. They will then read it and record their voice using Audacity. (Writing/Pronunciation)

Students upload the file to a class blog (from Edublogs). Their classmates will then post questions they would like to

ask them in the comments section. (each student will be required to make a certain number of comments) Edublog

example is at: http://msmattiello.edublogs.org/spanish-intermediate-class/

Students will read the comments and make any necessary improvements to their writing. (Peer correction). The

following class they will update their blog entry.

The next task will be to use some of the information written, and turn it into a PowerPoint presentation. This

presentation will need to include appropriate pictures, images, etc to make it more engaging and authentic. The

language use will be kept to simple, effective sentences. They could also upload this presentation to their blog. (to

present it to a real audience). (Writing/Presentation practice)- Note: These two lessons might need more time if

students are not so confident using these tools.

Week 1 Rationale in justifying using technologies

In this week, technology has been used to extend students’ imagination as well as focussing their language practice in

particular grammatical/lexical structures. To start with, they can simply look at holiday pictures and activate vital schemata for their

learning. Using Inspiration can be a starting point to organize their knowledge of the language into another sub classification,

“activate” a series of schema and thus aid learning1 . In order to allow intensive practice of the verb structures, lexical items and to

integrate it with language sub skills (Reading, listening, writing), I have planned to integrate a few online interactive drill-like

activities. They allow focussed practice and give immediate feedback on students’ performance. These characteristics save time

devoted to correction and save on material resources. For students, they are also motivating since some of them include game-like

features and colourful animations. This kind of activities “stress individualized work” and promote “skill fluency and automaticity”

while supporting “efficient, self-paced instruction” (Roblyer & Doering, 2010: 44-45). Additionally, it is paramount to note that all

these activities have been carefully selected by the teacher in order to enhance literacy in the language. Brooks (2002) highlights the

importance of “precise teacher intervention”, which may well be the case of any mixed-ability class. He found that that where

1 From Bruning et.al. p 48 “whenever a particular configuration of values is linked with the representation of variables of a schema, the schema is said to be instantiated”.

“technology was used with precision and backed up by teachers, gains were made”. Usage of the World Wide Web needs to be

carefully planned to avoid wasting valuable learning time by letting students surf the web aimlessly.

In Lessons 4-5, students will be doing some writing but thanks to ICT, they will also be recording their own voice record their

own reading of the recount2, which allows pronunciation practice. In order to correct their writing and pronunciation, they will have

the chance of receiving feedback from peers, again thanks to the collaborative learning potential of a classroom blog. These activities

allow “knowledge transfer” since they need to use what they have learnt to produce a piece of writing. Also, they “foster group

cooperation skills”, peer collaboration and increases motivation as “(there is) evidence (that)... students’ appreciation of cooperative

work as both more motivating and easier to accomplish when it uses technology” (Roblyer & Doering, 2010: 47). Blogs also offer a

more informal way of communicating their ideas and gives a chance for all students to comment on each other’s work (ibid, p 197).

The PowerPoint presentation permits students to demonstrate learning in a visual way, which would benefit visual/spatial students

and develop key skills in making effective presentations. According to the same authors “online publishing offers... an audience

beyond their teacher and can give students an incentive to revise their work” (p 301) which gives an instant incentive to improve

their writing.

WEEK 2: Lessons outlines

Lesson 1- Planning a trip: focussed language practice

Students read a text on “Viaje a Extremadura” (Trip to Extremadura) from the VEN II course book, p 41. It’s a dialogue

about holiday plans and travelling by car to Barcelona (Reading)

Teacher will introduce language on giving suggestions for future plans. “Why don’t we..?” ( Por que no pasamos...?)

Students complete a follow-up activity on making suggestions from the course book in pairs (page 42). At this stage,

2 Roblyer & Doering also suggest using Audacity as a tool to assess students’ speaking skills. Although I have not used this tool in this way here, I think it could possibly be used like this in this context and add another assessment tool to the unit.

students slowly start experimenting with newly-learn structure, but the practice is quite structured.

“Preparing a trip”: Students go through a series of interactive, mainly comprehension activities on planning a trip

on http://cvc.cervantes.es/ensenanza/actividades_ave/aveteca.htm . Students listen to informal conversations and

complete some activities on planning a trip. They also complete some fill-in-the gaps activities about the listening. At

the end, they reinforce the grammar presented in a short grammar presentation (non-interactive tutorial) about

talking about future plans. Students also are introduced to some vocabulary on different kinds of trips and Spanish

travel hotspots.

Lesson 2: Following directions

See “Lessons Plans” section for a detailed lesson plan.

Lesson 4-5: Planning a trip: Real life scenario practice

Step 1: Students get together in groups to do some research online and decide where they would like to go in

Barcelona. There will be one or two people with a laptop researching interesting travel destinations in Barcelona using

the website: http://www.spain.info/ven/grandes-ciudades/barcelona.html?l=es . The rest of the group discuss ideas

gathered from the laptop students’ web search and make appropriate decisions on what attractions they would like to

visit. (Note: this website is both in Spanish and in English, so students can practice their reading and revert to the

English version when they are struggling)

Step 2: They could also use the website: http://www.softguide-barcelona.com/ . As they will have an idea what

tourist attraction they want to visit, they will need to find affordable accommodation as well. They will only have a

certain amount of money set by the teacher. They will also have a time-frame and a time of the year to visit Barcelona.

This activity will require considerable effort, so I will spend a couple of lessons, if not more, to accomplish the desired

goal.

Week 2 Rationale in justifying using technologies

This week, students experience the language in a culturally-embedded and highly authentic way. In a pilot study carried out by

Meskill and Osuna (1998), they found out that students’ learning improved by exposing them to the culture of the language in highly

authentic activities. Findings were quite relevant as “the subjects showed increased knowledge of language integrated with culture”

(ibid, p 73). They assert that an activity like the ones planned for this week “support language in context” and “help learners develops

the needed range of communicative/sociolinguistic competencies” (Meskill & Osuna, 1998: 71). I have incorporated a similar activity

by allowing students to access foreign language material used by Spanish speakers online to plan and book their holiday. The

aforementioned authors note that “(by) using the Internet ... students can have almost instantaneous access to a range of foreign

experiences in the target language” (ibid). This activity also broadens their experience with the target language and culture and gives

students valuable skills in problem-solving. Roblyer & Doering highlight the importance of giving learners opportunities to expand

their problem-solving skills as “our society is beginning to place a high value on the ability to solve novel problems in creative ways”

(Roblyer & Doering, 2010: 46). This activity also allows students of various abilities to make “valuable contributions on their own

terms” (ibid, p 47) which acts as a synergic force to improve learning.

In a study by Lee (1997), she explains that the internet can be a highly valuable tool in the foreign language classroom. She

stresses the fact that “cultural information helps gain proficiency” (p 413). This is noteworthy point as we usually only equal

proficiency with students’ successful manipulation of the language system but overlook the importance of being able to communicate

in a specific social environment, that is understanding and applying socio-cultural conventions. Lee argues that by using the Internet

in a culturally rich way, we can help students develop this much needed skill: “access to the Internet resources provides a great deal

of cultural information to help students gain C2 awareness and understanding in order to function appropriately in the target

language community” (ibid, p 413)

WEEK 3: Lessons outlines

Lesson 1-3: Writing a skit or video pre-production stage

See “Lessons Plans” section for a detailed lesson plan.

If possible, students will perform at home and they will videotape their performances, the following lesson, they will

bring the video to school for the audience to watch. (They might need extra time to do this).

Lesson 4: Video editing

Students edit their video using Windows Movie Maker. They can make use of clever elements such as transitions, titles,

and credits (at the end).

Lesson 5: “Movie screening” and feedback time

Students watch each other’s videos. There will be discussion time at the end to allow everyone to give their feedback

on each other’s videos.

Assessment: The assessment rubric includes elements of pre-production such as teamwork and video concept. The

teacher will assess students’ video production using this rubric http://rubistar.4teachers.org/index.php?

screen=ShowRubric&rubric_id=1154037&

Students will also have the option to upload their video to the class blog.

Week 3 Rationale in justifying using technologies

At the end of this unit of work, I have planned a mini-project. In it, students are required to synthesize all the language learnt

during the unit into one product (a skit). This activity requires critical thinking skills, collaboration and allows for creativity and self-

direction. They need to plan in a work environment, use real life technology (video camera and video-editing software), and create an

effective presentation while taking some responsibility for the product, all “21st century skills”3 . These activities are structured to

provide practice on specific language points.

A student-created presentation offers several learning benefits. Among them, they can “present their findings attractively and

with impact” and also “the act of producing and sharing their presentation helps them learn even more about the topics and enhances

their research, study and communication skills” (Roblyer & Doering, 2010: 193), not to mention development of higher order

thinking skills. Undoubtedly, these advantages are very important in language learning as students will explore the topic more in

depth, make sense of their ( in this case, website) research, and develop their communication skills, namely accuracy and fluency in

the language. All in all, the culmination of three weeks of intensive language practice involves letting students experiment with

language in a real and highly engaging way.

LESSON PLANS

Week 2, Lesson 2: Following Directions Lesson Plan

Students learn to:

make judgements about the relevance of detail in understanding text, eg extracting ideas and issues referred to in text

make judgements about the relevance of detail in analysing text, eg extracting ideas and issues referred to in text

3 See http://www.bie.org/about/21st_century_skills

develop skills in accessing appropriate additional information to expand and enhance communication, eg dictionaries, word

lists, grammar references, authentic texts in print and online

Sequence:

Students go to http://www.asisehace.net/direcciones/direcciones.htm and review a number of expressions used when giving

directions in Spanish and English. (memory game)

Students visit the Centro Cervantes Website on http://cvc.cervantes.es/ensenanza/actividades_ave/nivelII/actividades/

actividad_18.html?id=41

Students complete a number of interactive online activities on giving and asking for directions. Students will learn related

vocabulary and review expressions related to understanding directions. Students will also listen to short clips to make their

way around a map of the city. Students will practice the imperative (third person: usted) and conditionals. (Reading/

Listening/ Comprehension)

Additional activity: If time permits, students can watch a podcast on http://asisehace.podomatic.com/entry/2009-05-

09T00_08_15-07_00 on useful expressions to use at the Tourist check point to add to their travel linguistic repertoires. (They

can jot down notes as they watch the episode).

Week 3, Lessons 1 to 3: Writing a skit or video pre-production

Objective: Students will draft a skit on holidaying in Barcelona (as a springboard for a video production).

Students learn some expressions on giving and following directions from Ven II coursebook, p. 42 called “En la ciudad” (in

the city).

Spanish Syllabus Outcomes: 5 UL 3, 5 MLC 1 and 5 MLC 2

Students learn about:

the manipulation of structure, format and choice of vocabulary to achieve specific purposes

Collaborative and inclusive ways to achieve communication goals.

ways to support and sustain communication in extended text

the importance of being aware of the choices that are made to convey precise meaning

Students learn to:

Select and manipulate particular structures to achieve specific communication goals, eg use appropriate tense for recounting,

emotive language for effect: El año pasado, pasé un mes en Cuba.¡Qué vacaciones!

Interact with reference to purpose, audience or participants, eg making arrangements ¿Quieres salir conmigo el sábado?

describe features of text structure, textual coherence and cohesion in sequencing ideas,

evaluate the accuracy and appropriateness of structures when constructing and editing text

Sequence:

The teacher will give a short introduction on drafting an effective skit.

Students will start drafting their skit on “Visiting Barcelona”. This skit will consist of three acts.

Act I is called “Getting ready to go”. In this conversation they will include elements of presenting the audience with their

travel plans (resulting from the previous week’s web search). They will let their classmates know where they are going

in Barcelona, where they will be staying and which attractions they are planning to visit. Note that this will be done in a

dialogue format, not as an oral presentation. The language focus is giving suggestions and making arrangements.

Act II might be called “Getting lost” they will be role-playing walking on one of Barcelona’s streets, and asking for

directions to get to the desired destination. The Language focus is giving/following directions.

In Act III, they will be back in Australia, and one of them will be retelling part of his holiday experience to one of his

friends. The language focus is past tense.

The teacher will monitor the class and give assistance as students do this activity. Students will edit their writing at the same

time.

Bibliography

Brooks, G. (2002)What Works for Children with Literacy Difficulties? The Effectiveness of Intervention Scheme. Retrieved on

November 5, 2010 from http://www.education.gov.uk/research/data/uploadfiles/RR380.pdf

Bruning, R. et al (2004). Cognitive psychology and instruction. 4rd edition. Columbus, Ohio: Merrill.

Lee, L. (1997). Using Internet Tools as an Enhancement of C2 Teaching and Learning. Foreign language Annals. 30 (3), 410-427

Meskill C. & Osuna, M. M. (1998). Using the World Wide Web to integrate Spanish language and culture: a pilot study. Language

Learning and Technology. 1 (2), 71-92.

Richards, C. (2005). The design of effective ICT-supported learning activities: Exemplary models, changing requirements and new

possibilities. Journal of Technology and Language Learning, 9(1), 60-79.

Roblyer, M. D. & Doering, A.H. (2010). Integrating educational technology into teaching. 5th edn. Upper Saddle River, New Jersey:

Pearson.

Curriculum Resources

NSW Curriculum Support Website: http://www.curriculumsupport.education.nsw.gov.au/secondary/languages/cogs/index.htm