LESSON TITLE ___Ponle color a Venezuela_____
LESSON SKILL TARGETED ___gramática: The Future Tense
using the PACE model (Adair-Hauck and Donato, cited in
Shrum and Glisan
(2000, p.154-157)
CLASS LEVEL ___Spanish III_____
|
|
| 1.3 Students present information, concepts,and
ideas to an audience of listeners or readers on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 5.1 Students use the language both within and beyond the school setting. |
I. OBJECTIVES
1.3
Students present a contest of their own to the class.
2.1/3.2 Students read and understand an
advertisement for a children's contest to promote a certain product.
4.1
Students develop the ability to express the future using will
(the future tense).
4.2
Students compare this contest with those sponsored by the local newspaper
for area children.
5.1
Students view the actual winners of the contest in Venezuela on the company's
website.
II. MATERIALS
A. newspaper ad announcing
a coloring contest and presenting contest rules
B. website for La Cadena Tricolor
III. PROCEDURES
A. Presentation
1. As a class,
discuss various ways that companies promote their products. Ask students
how they would generate interest in a product they had to sell.
2. If one of the
things they would do is sponsor a contest or promotion, what would they
have to tell people who want to participate?
3. Explain to students
what La Cadena Tricolor is and introduce their contest.
4. Students receive
a copy of the ad for the contest and read it together in small groups.
They discuss the sponsors of the contest, both familiar and unfamiliar
to them. They compare the rules cited with similar drawing contests
sponsored by the children's page in the local newspaper.
B. Attention to form
1. Students will
highlight or circle the verbs that tell contestants what they will do to
correctly enter the contest, and that explain the rules that will affect
the drawing and notification of winners.
2. Students will
then review their answers on the overhead to assure that they have identified
all the right verbs.
C. Co-construct and explanation
1. Students will
describe the formation of the verbs highlighted.
2. Together, the
class will build the conjugation of a regular verb in the future tense.
3. The teacher
will discuss the changes found in irregular verbs (such as podrán,
found in the text) and will show students a number of irregular verbs.
D. Extension
1. As advertising
executives, students will each have to develop a contest to promote a product,
a service, or an idea related to a public service announcement they have
seen or heard (ie, campaign against smoking, use of drugs and alcohol,
etc.). They should include the various companies who might help to
sponsor their contest.
2. They will write
the contest rules and provide additional essential information to "contestants."
3. They will then
present their contests to the class.
4. Students will
go to the website for La Cadena Tricolor (www.la-cadenatricolor.com
(or www.cadenaglobal.com
then click on link to La Cadena Tricolor) to view the winners and give
their opinions for why they were chosen.
IV. CULTURAL INFORMATION
children's contests in
Venezuela and the various sponsors involved
V. TECHNOLOGY USED
overhead projector
Internet
