1. Topic-
Decisiones Saludables
 
2. Content-
Decisiones saludables speaking test
 
3. Goals: Aims/Outcomes-
Students will practice speaking Spanish while holding a conversation with pre-recorded audio.
The students will be able to hear Spanish being used at a much faster pace than is custom and must respond in the same manner.
 
4. Objectives-
The students will be able to carry a short conversation by answering the test questions.
The students will be able to practice using their Spanish in a more realistic setting that involves using the language in a faster paced manner.
 
5. Materials and Aids-
Pre-recorded audio test questions, microphone, head-sets, that and a computer.
 
6. Procedures/Methods-

A. Introduction-

Do you and your family eat healthy?
At what time do you eat?
Do you eat healthy foods often?

Which of these foods do you think is healthier?
Do you think that you will choose your foods better after seeing this presentation?
 

B. Development-

The students will listen to pre-recorded audio that invites them to practice their speaking in Spanish. The students will listen and follow along with the dialog and will answer to the best of their abilities using the vocabulary they have learned throughout the unit.

The students will then be presented with a power point presentation as to what foods they believe are healthy and which ones aren't. The students will then decide and write down their answers. The teacher will go through the presentation with them and will reveal what foods are healthier.
Model:
1. Ask the students what healthy decisions they make daily.
2. Have the students give their answers for tickets.

This should take approximately five to seven minutes after the bell has rung.

3. Tell the students that they will have a short listening and speaking test in the language lab.
4. Tell the students to get up quietly and to leave their belongings, they cannot bring in anything from the classroom.
5. We shall leave the room and head out of the classroom.
6. The teacher will turn off the lights and lock the door.
7. The teacher will have the students go out into the hall and turn to the right at the end of the hall and wait outside the language lab. The teacher will then open the door and turn on the lights.
8. The students will be told to take their assigned seats at the lab and have them turn on the computers.
9. The instructions for the speaking test will then follow.
10. The students are to log in to Sony Soloist and listen for further instruction.
11. The teacher will then tell them to put their head phones on and to listen carefully to the audio.
12. The teacher will then commence the speaking test and record their answers.
13. The students will listen to the audio and answer in the time allotted for each question.
14. The teacher will listen in on the students, but not offer any kind of help.
15. The audio will end and the teacher will ask the students what they thought of the test.
This should take approximately fifteen minutes.

16. The teacher will then present the students with the presentation and commence to ask them what foods they think are healthy.
17. The students will then proceed to look at each slide of the presentation and debate whether the foods presented are healthy or not, this will happen for 25 slides.
18. The students will write down their answers and the teacher will restart the presentation and review the presentation answers.
19. The teacher will then ask the students if they will think twice about the foods offered at the local fast food establishment every time they go in and dine.
This should take approximately thirty minutes.
20. The students will then take off their head phones and log off of Sony Soloist. They will log off of their computers and the teacher will turn them off from the main computer at the front of the class.
21. The teacher will then turn off the lights, lock the door of the language lab, and direct the students out into the hall.
22. The students will wait out in the hall until the teacher unlocks the door and the turns on the lights.
23. The teacher will then dismiss the class as soon as the bell has rung.
 

C. Practice-

 

D. Independent Practice-

There will be none.
 

E. Accommodations (Differentiated Instruction)-

Provide extra time for students to complete assigned work and provide class notes in English if the students ask for them.
Provide an advanced set of the class notes with larger text font in English.
 

F. Checking for understanding-

The teacher will then allow the students to sit in their desks and ask them:
-How do you feel about the test?
-Do you think you did well?
 

G. Closure-

Asking questions
How do you feel about the foods that are in the local fast food restaurants? Do you think that the U.S. government should do more to make their foods healthier? If so, why do you think so?
 
7. Evaluation-
The teacher will listen to the recorded file of the conversation that the student submitted.
The teacher will then check off to see what words were used correctly and in what order they were used and that they were properly conjugated.
 
8. Teacher Reflection-
The lesson went very well; the students were well engaged with the lesson concerning the unit that we are covering. I feel that the healthy food presentation after the speaking test helped the students relax from the nervousness of speaking at a faster pace than what they are used to.
 

This Lesson Plan is available at (www.teacherjet.com)