STUDENT’S NAME:

Shivana Kanhai

STUDENT’S ID:
90042

STUDENT’S CONTACT NUMBER:

868-714-0219

COURSE TITLE:
Spanish for the Primary Classroom

COURSE CODE:
SPAN4005

ASSIGNMENT TITLE:
Individual Lesson Plan

LECTURER:
Dr. Desrian Wilson

1
 SECTION A
Topic: ¿Qué fruta te gusta?
Level: Infants 2
Duration: 20-25 minutes

Previous Knowledge/Experience :
Students:
 Can identify fruits
 Students are familiar with local fruits; mangoes and oranges
 Students know how the fruits are prepared for consumption

Objectives:
Students will be able to:
 Cognitive: Comprehend the fruits in the Spanish language
 Affective: Acknowledge the fruits that he/she likes
 Psychomotor: Draw the fruit that he/she likes

SECTION B-
LESSON INFORMATION

 NEW TARGET CONTENT LANGUAGE

 The new language:
Spanish
 Structures:
“¿Qué fruta te gusta?”
“Me gusta…”
 Questions:
“¿Qué fruta te gusta?”
 Words:
El mango
La naranja

 REVIEWED LANGUAGE CONTENT

 Hola Senora/ Senorita/ Senor
 Buenos dias
 Que tal?/ Soy bien, mal
 Si/ no
 Por Favor/ Gracias

2
  RESOURCES
 Fruits: 1 Mango, 1 Orange (Visual aid & tactile)
 Video (audio/visual)
 Song (audio)
 Props (Smiley face & heart)

 THEORETICAL APPROACH
 Constructivism: Is based on the premise that the construction of new learning is based on one’s
prior knowledge and experiences, whereby meaning and understanding is created through the
said prior knowledge and experiences.
 Bruner’s 3 Modes of Representation: These 3 modes of representation refer to the way
knowledge is stored in the memory: The Enactive (age 0-1) refers to the representation of
knowledge through physical actions. The Iconic (ages 1-6) refers to the visual representation of
knowledge stored via visual images. The Symbolic (ages 7+) refers to the use of words and
symbols to describe experiences.
 Jean Piaget Schemas: The building blocks of knowledge which are subsequent clusters of
connected ideas about aspects in the real world that allow children to respond accordingly.

 CULTURAL ELEMENTS:
 Singing
 Dancing/ clapping

SECTION C : CONTENT/ BODY OF THE LESSON :

CONTENT DESCRIPTION OF TEACHING DESCRIPTION OF PUPIL

STRATEGIES ACTIVITIES
TEACHER (T) ROLE

Set Induction /
Warm up
(Teacher prepares the students for
learning of new content).
The teacher will begin the class by
playing the Spanish Alphabet for
students:
https://www.youtube.com/watch?v=-
N4be_eLqmE
Students are familiar with the
Spanish version of the Alphabet so
they will sing and clap along to it.

Presentation of New Content
(Teaching and modelling of new
language structure)
1. The teacher will present a mango Students will pay attention to the
and an orange to the class. teacher.
The teacher will point to the
mango saying, “el mango”
The teacher will then point to the
orange saying, “la naranja”

3
 The teacher will repeat the action
several times

2. The teacher will ask students to
repeat as he/she points to the fruits
by saying “repitan”
Students will pay attention and
repeat “el mango” y “la naranja”
as the teacher points to the
respective fruits.

Listening
Comprehension
Activity
(An input listening activity for
students to demonstrate
comprehension of the new
language that has been
introduced)
The teacher will present a video to Students will pay attention to the
students where the question “¿Qué video…
fruta te gusta?” is asked.
The video will include someone
demonstrating that they like “el mango”
/ “la naranja” by responding, “me
gusta el mango/ la naranja”

Students will express their

The teacher will instruct students to preference of fruit by stating
express their preference of fruit by “Me gusta el mango” or
asking, “¿Qué fruta te gusta?”… “Me gusta la naranja”
“el mango o la naranja”

Speaking Activity
(controlled)
(A speaking activity in which
students start producing the new
structure in a controlled way,
typically in a circle or line
arrangement)
Closure/ Lesson Summary
Summary of key teaching points
that consolidates learning by
highlighting what was learnt.
Closure should help students to
value what they have learnt.
The teacher will lift the mango and say,
“Me gusta el mango”
The teacher will then lift the orange and
say, “Me gusta la naranja”
The teacher will then say “repitan” to
his/her students.
The teacher will share a rhythmic tune
with the class, as he she encourages
them to sing along:
“Me gusta el mango” x3
“Me gusta la naranja” x3
Students will look on and pay
attention to what the teacher is
doing…
Students will automatically repeat
“Me gusta el mango” or
“Me gusta la naranja” for the
respective fruits.
Students will clap and sing along
to the song.

4
 Evaluation
(A speaking activity, typically in
pairs, in which students show that
they can use the new introduced
structure and vocabulary in a freer
way. This activity must align with
the objectives.
The teacher will place students into Students will accept the instruction
peers and lend the fruits to them, where and complete the task with their
they will be instructed to ask each other peers.
“¿Qué fruta te gusta?” and answer
whether “Me gusta el mango” or “Me
gusta la naranja”.
This activity will be repeated for every
student to get a chance to ask the
question and answer the question.