While there are many good models for teaching grammar, the one we have chosen for this course is the PACE Model, developed by Donato and Adair-Hauck. It is a straightforward, easy model to follow and aims at teaching language in context with real-life tasks for increased meaning for the learner.
Pace Model:
P - PRESENTATION of meaningful language
A - ATTENTION
C - CO-CONSTRUCT AN EXPLANATION
E - EXTENSION ACTIVITY
Below is an example of the PACE Model and a grammar lesson with the future tense. The model was developed during the Connecting Cultures I workshop in the summer of 1997 by participants Martha Bickley, Patrice Castillo, and Laura Phillips. It uses authentic materials (song by Luis Miguel), technology (CD player or tape player), and several Standards are targeted (see table below). The format is slightly different from that required by the workshop for Connecting Cultures II, but you will have a good idea of what a PACE model can be from this example.
Learning Scenario: Grammar
Bickley
Castillo
Phillips
Lesson Title: El día que me quieras
Class Level: When future tense is introduced in the curriculum
Standard Theme: Culture
| Targeted Standards
1.2 Interpretive Communication
|
I. Objectives
1.2/2.2 Students listen to and transcribe words from a song by
a popular Mexican singer
4.1 Students develop the
ability to use the expression 'will/shall' (future)
1.1 Students will describe
how the world 'will' change when they fall in love or meet the man/woman
of their dreams
2.1 Students will describe
romantic notions in Mexican and American cultures
II. Materials
A. Magazines with photos of Luis Miguel
B. Tape of the song "El día que me quieras'
C. Transcript of song with verbs deleted (cloze activity)
III. Procedures
A. Presentation
1. Teacher shows magazine photos and posters of Luis Miguel with his
music playing, in the background
2. As a class. discuss Luis Miguel and who he is
3. Students listen to the song, 'El día que me quieras.'
4. Teacher will use question techniques to illicit the future form
of verbs; ¿Cómo será el hombre/la mujer de sus sueños?
¿Será guapo/a .....
B. Attention to form
1. Give students cloze activity of the song.
2. Students listen to the song and fill in the blanks with the correct
form of the verb in the future tense.
C. Co-Construction
1. As a class. review the correct verb forms in the cloze activitv
2. List verbs on the board (Regular and irregular)
3. Discuss formation of the verbs and add other irregular forms
D. Extension
1. Students will answer the question "How will the world change when
you fall in love?" by giving 5 examples in Spanish.
2. Divide groups by sex and students compare and choose most
popular answers.
3. As a class. list examples on the board under 2 headings: boys and
girls
4. Compare similarities and differences and discuss "'Who is more romantic'?".
5. OR "what will the man (woman) of your dreams be like?"
IV. Cultural Information
Luis Miguel and pop culture
El día que me quieras
Luis Miguel
Acaricia mi sueño
el suave murmullo
de tu suspirar.
como ríe la vida
si tus ojos negros
me quieren mirar
v si es mío el amparo
de tu risa leve
que es como un cantar,
ella aquieta mi herida
todo todo se olvida.
El dia que me quieras
la rosa que engalana.
se _______________ de fiesta
con su mejor color
Y al viento las campanas
_________________ que ya eres mía
y locas las fontanas
se __________________ su amor.
La noche que me quieras
desde el azul del cielo,
las estreffas celosas
nos __________________ pasar.
Y un rayo misterioso
_________________ nido en tu pelo.
luciérnaga curiosa
que _________________ que eres
mi consuelo.
You can play an instrumental midi version of this song while you do the activity. Sorry, you'll have to sing yourself.
Responses to cloze activity
El día que me quierasLuis Miguel
Acaricia mi sueño
el suave murmullo
de tu suspirar.
Como ríe la vida
si tus ojos negros
me quieren mirar
y si es mío el amparo
de tu risa leve
que es como un cantar,
ella aquieta mi herida
todo todo se olvida.
El día que me quieras
la rosa que engalana.
se vestirá de fiesta
con su mejor color
al viento las campanas
dirán que ya eres mía
locas las fontanas
se contarán su amor.
La noche que me quicras
desde el azul del cielo.
las estrellas celosas
nos mirarán pasar.
Y un rayo misterioso
hará nido en tu pelo.
luciérnaga curiosa
que verá que eres
mi consuelo.
CLASS LEVEL: [when the subjunctive in adj. clauses is introduced in the curriculum]
LESSON TITLE: El amor perfecto
TARGETED STANDARDS
*Communication
*Comparisons
Culture
Connections
Communities
I. OBJECTIVES
| 2.1/3.2/4.2 | Students will discuss the popularity of Hispanic music in the U.S. |
| 1.2/2.2 | Students will listen to a song and discuss the refrain. |
| 1.1 | Students will discuss characteristics of their perfect love/friend. |
| 4.1 | Students will develop the ability to use the subjunctive in adjective clauses. |
| 5.1/5.2 | Students will explore Hispanic artists and their music. |
II. MATERIALS
a. “No hay ni un corazón que valga la pena” (song by Miguel Bosé)-
recording and tapescript.
b. Overhead of refrán from song.
| Amor inmenso y sin herida
Sin historia y a medida Amor que no haga más preguntas Preparado a no entender Amor que mire bien de frente Suficientemente fuerte Amor que no busque salida Y no me cueste la vida |
c. “Un novio de edición especial” (magazine article from
Vanidades)
| "No tengo ningún enamorado. . . . A mí
me gustaría que converse
bastante, que sea muy humano, generoso, bien alegre, que tenga buen sentido del humor, que sea muy trabajador, buen hijo, seguro de sí mismo, que sepa mucho, y que tenga una relación genuina, sincera, con mi hijo." |
III. PROCEDURES
A. PRESENTATION
| 1. Have “No hay ni un corazón que valga la pena” (Miguel Bosé) playing when students enter the room. |
| 2. Ask students if they have ever heard this artist before. Discuss who Miguel Bosé is. What other songs/artists in Spanish do they know? Are songs in Spanish gaining in popularity in the U.S. Why? |
| 3. Put the title of the song on the board. Discuss the idea of a “perfect love”. Ask students relevant questions: Is the title true? Do you have a boyfriend/girlfriend? What is your boyfriend/girlfriend like? |
| 4. Distribute the words to the song. Listen straight through. |
| 5. Go back to the refrain – put the words on the overhead to draw their attention. What kind of love is he looking for? Go through the refrain and underline the adjective clauses that describe this perfect love. |
| 6. Do you think this kind of love exists? Does it exist for the singer? |
B. ATTENTION TO FORM
| 1. Look at underlined phrases. |
| 2. Circle the verbs. |
| 3. What form are the verbs in? |
C. CO-CONSTRUCT EXPLANATION
| 1. Why is the subjunctive used? |
| 2. Does this love exist/is it a sure thing? |
D. EXTENSION ACTIVITY
| 1. Hand out the article: “Un novio de edición especial”. | a. Read the first line to determine whom the article is about and what
the theme is.
b. What kind of love is she looking for? Read the last paragraph. Put the characteristics on the board. (Note the use of subjunctive.) |
| 2. Write down five characteristics of your perfect love. (This activity could also be done about friends.) | (Busco/Quiero un novio/a que …). |
| 3. Go around the room with your list and find other people that have listed the same characteristics. | a. ¿Qué tipo de novio/amigo buscas?
b. Busco un amigo que juegue deportes. c. ¡Yo también! d. When you find someone that has one of the same characteristics, write his/her name beside that characteristic. Then, continue on to another person. |
| 4. As whole class, make a list on the board of the characteristics that seem to be the most important. | Queremos amigos
que sean amables. |
| 5. Listen to Bosé song again. Would anyone like to bring in other songs in Spanish? Would you like to hear/know more about Miguel Bosé? | Find information on the internet about him or go to Amazon.com and listen to excerpts from his CD’s. |
CULTURAL INFORMATION
Popular Hispanic music