I plan to use these materials when my class practices the Familiar Commands in Spanish:

I. There are eight commands in Spanish, ayuda, prepara, haz, infla, llama, decora, pon, y ve, that are the focal point of this media lesson. The pace is lively so that students are challenged and focused on the activity at all times. Different graphics are used in the vocabulary presentation and the "Mini-cuento" that students hear in context. A completion exercise, sequencial order exercise and true/false questions aid the student in understanding spoken Spanish in context. Students will demonstrate their creativity by writing/illustrating their own dialog at the computer.

1. Listening Objective: I might want to practice command forms by writing the verbs on the board or on a transparency. Then read the list of verbs to the class and demonstrate them. I'll have students guess the meaning of the spoken word.

2. Speaking Objective: 1) I will have students repeat the vocabulary at their individual stations in the language lab. (Students who tend to acquire language slowly may wish to work longer on this audio track.) 2) Homework Assessment: Students will write an original dialog using at least 8 same or different commands.

3. Reading Objective: Students will associate graphics with commands (graphic/word) as well as respond to written comprehension questions about the "Mini-cuento."

4. Writing Objective: Students will write an original conversation usin ghteir own graphics from suggested sites.

My accomplishment: To state that technology is a mystery to me is an understatement, but I did manage to design a short but interesting lesson on Familiar Commands in Spanish.

1. I felt confident using the Audio QuickTime Player both for recording and listening.

2. I had fun scaning for graphics at the Alta Vista site.

3. I discovered that scanning graphics at the scanner are not as easy as I thought, especially when I wanted to size changed to accommodate a strip of pictures the same size.

4. Word Processing was interesting, especially inserting the graphics.

All in all, in the project there were six major activities from pronunciation picture association, listening comprehension, completion exercise, true/false exercise and also a student self evaluation. Nevertheless, I would like th thank everyone at the Robert Henderson Language Media Center for their enthusiasm, patience, and kindness because with their help I was able to complete my project. Thank you for not making me feel uncomfortable with technology.