Unidad 4: ¡Un buen día para comprar!
Specific descriptors of “Unit 4” on the use of the
language
These descriptors represent what the student “can do” with the
target language after completing this unit. Also, at the end of this unit, the
descriptors serve as a tool to measure the student’s improvement through
the implementation of the final task of this unit. The students can use the
descriptors to evaluate their progress in attaining the four language skills
upon the completion of the unit.
For example:
I…
I can understand simple questions about personal information.
(Self-evaluation)
The student…
The student can understand simple questions about personal information.
(assessment of student’s achievement)
Descriptors by Skills
Written Comprehension
⮚ Can understand brochures with names and description of fruits or
vegetables along with their medicinal and nutritional properties.
⮚ Can understand shopping lists.
⮚ Can understand simple inventories made in a boutique.
⮚ Can understand short dialogues related to the sale and purchase
of fruits, vegetables or clothing.
⮚ Can understand brochures, and billboards promoting a boutique.
⮚ Can understand emails that request information on
a boutique’s
products and prices.
⮚ Can understand short, simple descriptive paragraphs stating how
a person dresses.
⮚ Can understand short text about the latest experience being at a
market or boutique.
Written Expression
⮚ Can create brochures to provide the name and description of fruits
or vegetables along its medicinal and nutritional properties (the
information can be factual or fictitious).
⮚
Can create lists of fruits and vegetables with their respective
prices.
⮚ Can write short dialogues related to buying and selling fruits and
vegetables.
⮚ Can write paragraphs
on his/her experience buying fruits and
vegetables at the market.
⮚ Can write shopping lists of the clothes he/she intends to purchase
for his/her birthday.
⮚ Can write inventories of the clothing items found in his/her store.
⮚ Can write paragraphs about the different types of clothing he/she
will wear at church, at the park, at school and at the beach.
⮚ Can write dialogues that take place in the boutique.
⮚ Can write brochures promoting a boutique.
⮚ Can create emails requesting information about a boutique’s
products and prices.
⮚ Can write advertisements to announce a current promotion in a
boutique.
⮚
Can write paragraphs about the last time he/she visited a
boutique.
Oral Comprehension
⮚ Can understand vocabulary describing
fruits, vegetables,
and clothing.
⮚ Can understand when someone describes fruits, vegetables,
and clothing.
⮚ Can understand when individuals describe the places where
fruits, vegetables and clothing are sold.
⮚
Can understand sentences that express interest,
comparison, preference, likes and dislikes of a certain fruits,
vegetables, or clothing.
⮚ Can understand when individuals speak about
measurements, prices, and/or discounts.
⮚ Can understand vocabulary related
to buying and selling
fruits and vegetables.
⮚
Can understand simple conversations related to buying
fruits/vegetables/ clothing.
⮚ Can understand simple stories about one’s experience at a
grocery store or boutique.
Oral Expression
⮚ Can identify and use vocabulary describing fruits, vegetables, and
clothing.
⮚ Can describe fruits, vegetables, and clothing.
⮚ Can express interest, preference, satisfaction, or admiration for a
certain fruit, vegetable, or a piece of clothing
⮚ Can describe a clothing store (boutique) and a vegetable
stall/market.
⮚ Can compare two or more fruits, vegetables, or clothing.
⮚ Can speak about tastes and preferences.
⮚ Can speak about prices.
⮚ Can speak about measurements.
⮚ Can buy or sell fruits, vegetables, and clothing.
⮚ Can use words of courtesy and phrases when making a purchase
or sale.
⮚ Can request a discounted price.
⮚ Can give thanks and appreciation for a service or product
received.
⮚ Can maintain simple dialogues related to purchasing fruits,
vegetables, or clothing.
⮚ Can narrate one’s experience of being at the market or at a
boutique.
Specific Descriptors for “Unit 4” based on the structure of the
language
Identify vocabulary that indicate amount.
Use vocabulary that indicate amount in a variety of context
Subtema 1: Desarrollo de estrategias de aprendizaje
Suggested Lexical Content
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Verify which of the learning strategies of a L2, selected in unit 1,
worked for him/her during the transition of unit 1, 2, and 3.
Suggested Activities
Step 1
▪ The teacher will ask the students to review exercise
#1 of the
workbook to see the strategies that they selected in unit 1.
▪ The teacher will ask each student to read the strategies that he/she
selected in unit 1.
▪ The selected student will read and explain
the strategies
implemented during the transition of unit 1, 2, and 3. The student
will also explain which of the learning strategies selected in unit 1
worked best and those that didn’t help in the acquisition of a
second language.
Invite the student to provide a justification for
his/her answer. This should be in the student’s mother language.
▪ Prior to the above activity, the teacher will instruct students to listen
attentively to which learning strategies worked well for their
classmates, so they can also adapt them in
learning the target
language.
Subtema 2: ¿Cuántos quieres?
Suggested Lexical Content
Mucho, poco, muy, demasiado, bastante, más, menos, algo, casi, nada, todo,
ninguno, ¿cuánto/cuántos/cuántas?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Identify vocabulary that indicate amount.
Use vocabulary that indicate amount in a variety of context
Suggested Activities
Introduction of Vocabulary
Step 1
The teacher will write the vocabulary of this lesson on the
whiteboard.
The teacher will ask students to translate, familiar words, from the
given vocabulary to English.
The teacher will translate the words that the students didn’t know.
Step 2
The teacher will provide examples of how to use the vocabulary of
this lesson, through phrases, sentences, questions,
and answers;
for example:
Muy grande/bonita/pequeña/feo/elegante…
Mucho dinero/ muchos colores / mucha gente
Un poco grande / tengo poco dinero
Demasiado caro/grande/pequeño
Bastante bonito-a/ quiere bastante dinero
Quiero uno más/ quiero más camisas
¿Cuánto menos? ¿Eso es lo menos?
¿Algo más?
Casi no tengo dinero
No tenemos nada de lo que busca / Nada me gusta aquí
Nada de lo hay me gusta
¡Todo está bonito! ¡Todo está caro/barato! ¡Todo me gusta!
Ninguno me queda/gusta/me interesa…
¿Cuánto vale? ¿Cuántos quiere? ¿Cuántas va a llevar? ¿Cuánto
de descuento? ¿Cuánto le debo?
Practicing the Vocabulary
Step 1
The teacher will divide the class in groups of three.
The teacher will write the following questions on the right side of the
whiteboard.
¿Cómo están los productos de la tienda?
¿Qué te gusta de la tienda?
¿Cuánto dinero tienes?
¿Cuántas más quiere?
¿Cómo está el pantalón?
¿Cuánto vale?
¿Cuánta gente hay en la tienda?
¿Cuánto cuesta?
¿Cuántos quiere?
¿Cuántas va a llevar?
¿Cuánto de descuento?
¿Cuánto le debo?
¿Cuánto menos?
¿Eso es lo menos?
¿Algo más?
The teacher will write the following possible answers on the left side
of the whiteboard.
Muy grande/bonita/pequeña/feo/elegante…
Mucho dinero/ muchos colores / mucha gente
Un poco grande / tengo poco dinero
Demasiado caro/grande/pequeño
Bastante bonito-a/ quiere bastante dinero
Quiero uno más/ quiero más camisas
Casi no tengo dinero
No tenemos nada de lo que busca / Nada me gusta aquí
Nada de lo hay me gusta
¡Todo está bonito! ¡Todo está caro/barato! ¡Todo me gusta!
Ninguno me queda/gusta/me interesa…
Step 2
The teacher will ask each group to match the questions with the
possible answers and write it on
a folder sheet. The teacher will
provide a considerable time for each group to respond the given
questions.
Step 3
As soon the time limit is over, the teacher will select one student
from each group; asking him/her one question from the list.
The students will provide the answer responded by his/her group to
a question assigned by the teacher.
The teacher will make the correction if the answers providing by the
students are incorrect.
The teacher will continue with the same dynamic until all the groups
participate.
Note: the vocabulary of this lesson will be integrated in the following
lessons.
Subtema 3: En el mercado
Suggested Lexical Content
Frutas
Verduras
manzana
uvas
pera
banana
sandía
melón
naranja
limón
plátano
guayaba
mango
coco
marañón
papaya
cebolla
tomate
pepino
ajo
berenjena
repollo
lechuga
brócoli
chile dulce
zanahoria
coliflor
ejotes
papas
rábano
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Oral Comprehension
⮚ Understand vocabulary listing fruits, and vegetables.
⮚ Understand the description of fruits and vegetables.
⮚ Understand when individuals
describe the places where fruits,
vegetables are sold.
Oral Expression
⮚ Identify and use vocabulary about fruits, vegetables, and clothing.
⮚ Describe fruits and vegetables.
⮚ Describe a stall where fruits and vegetables are sold.
Suggested Activities
Introduction of vocabulary
Step 1
▪ With anticipation, the teacher will print i
mages of fruits and
vegetables to depict vocabulary presented in the lesson; in a size
that can be visible from far.
▪ The teacher will present the class with images of fruits or
vegetables and will ask them one of the following questions:
¿Cómo se llama esta fruta/verdura en español?
¿Cuál es nombre de esta fruta/verdura en español?
¿Cómo se dice “wartermelon” (ejemplo) en español?
¿Qué fruta/verdura es esta en español?
The student can answer in a simple or in a complete sentence. The
idea is to introduce the vocabulary.
The teacher will write the vocabulary on the whiteboard meanwhile
the students respond to given questions.
Practicing the vocabulary
Step 1
To practice the vocabulary, the students will play the game “Frutas
vs. Verduras”.
For this game, the teacher will ask the students to leave the center
of the classroom empty.
Being the center of the classroom empty, the teacher will place haft
of the student to the right side of the classroom and the other haft
to the left; each group will face each other to form opposite lines.
The teacher will draw a line on the floor between both groups such
it is showed in the following example:
Classroom
Teacher’s desk
Students’ Chairs
The two groups
of students.
One in front of
the other
Having arranged the class as shown in the diagram above, the
teacher will provide images of fruits each member of group one and
images of vegetables to each member of group two.
Have each student identify the fruit or vegetable depicted in the
given image and show it to their classmates.
The teacher will hold one image too, for example: el coliflor
Step 2
The teacher will start the game displaying his/her image “el coliflor”,
by saying: Yo quiero comer coliflor, pero no quiero comer “naranja”.
The student who has the image of “naranja”, has to step forward as
soon as the word “najranja” is called. If the student takes more than
5 seconds to step forward, he/she will stay in his/her place where
he/she will say: Yo quiero comer naranja
(the image that he/she
has) pero no quiero comer cebolla (an image for the other group).
Rules of this game:
Objective of the Game: The group that crosses the center line first
is the winner of the game.
1. The student will say that he/she wants to eat the fruit/ vegetable
that he/she has in the given image, and that
he/she doesn’t
want to eat is the fruit/vegetable of the opposite group. For
The line on the floor between both
example: the group who has the images of vegetables wants
eat vegetables but not fruits, and vice versa.
2. Each student from any of the two groups has 5 second to step
forward once the fruit or vegetable depicted in their image is
called. If the student doesn’t step forward within 5 seconds,
He/she will remain standing on the same place and will continue
with the game.
3. The student will step forward every time
the name of his/her
image is called.
4. If one of the group members makes a mistake
in stepping
forward with the wrong image, every member of the group will
take a step backwards.
5. The group that successf
ully crosses the center line first is the
winner.
Oral Comprehension and Expression
Step 1
Using a real or electronic wheel spinner with images of fruits and
vegetables, the teacher will implement the following activity:
1. The teacher will randomly select a student and have them spin
the wheel to select a fruit or vegetable.
2. As soon as the wheel stops (for example manzana), the teacher
will ask the student, in Spanish: ¿Cómo es la manzana?
3. The student has to respond in Spanish and with a complete
sentence; for example: la manzana es redonda, pequeña, roja y
muy deliciosa.
Note: the student already study, in the previous lessons, how to
describe things based on its shape, size, color, taste and
aspect.
The activity will continue until most of the students participate.
Oral Comprehension and Expression
Step 1
With anticipation, the teacher will ask students to prepare an oral
presentation in which they will describe a fruit / vegetable stall.
Presentation shall include:
- Name of the stall
- Location
- How it looks
- The fruit they sell (7 minimums)
- The vegetables they sell (5 minimums)
- Describe 2 fruits.
- Describe 2 vegetables.
- Describe the vender
Step 2
Each student will bring along a large colorful picture of the fruit /
vegetable stall selected and will paste it at the front. Students will
orally describe the stall, without using notes.
At the end of each presentation, the teacher will select a student to
either answer a question or formulate a question
based on the
presentation. All the students need to present his/her stall.
Subtema 4: ¿Qué fruta prefieres?
Suggested Lexical Content
- !Me gustaría…!
- !Me encantaría…!
- !Quisiera!
- Prefiero / preferiría…
- ¡Es delicioso/deliciosa!
- ¡Es riquísimo/riquísima!
- ¡Está rica/rico!
- ¡Es única/único en sabor!
- ¡Nunca lo/la había probado!
- ¡Nunca había probado una/un…!
- ¡Es excelente!
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Written Comprehension
⮚ Understand brochures with
names and description of fruits or
vegetables and its medicinal and nutritional properties.
Written Expression
⮚ Create brochures to provide the name and description of the fruits
or vegetables and its medicinal and nutritional properties.
Oral Comprehension
⮚ U
nderstand sentences that express interest, comparison,
preference, likes and dislikes about a certain fruit or vegetable.
Oral Expression
⮚ Express interest, preference, s
atisfaction, or admiration for a
certain fruit or vegetable.
⮚ Compare two or more fruits or vegetables.
⮚ Speak about tastes and preferences.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will ask students to complete exercise #56
of the
workbook. This exercise contains a brochure where vegetables and
fruits are promoted based on its medicinal properties;
it also
contains
a comprehend exercise base on the content of the
brochure.
Written and Oral Comprehension and Expression
Step 1
With anticipation, the teacher will divide the class in groups of four,
and will ask each group to bring 2 Bristol board (one to work with,
and the other one in case of a mistake) and markers to the class.
Being in class, the teacher will ask each group to make a brochure
promoting their natural medicine shop, using the Bristol board and
the markers they brought to the class. In this brochure they should
include the following points:
- The name of the natural medic
ine shop (A funny name is
required)
- A brief description of the place
- Location and contact number
-
Four fruits with its medicinal properties (The medicinal
properties should be invented and funny)
- Four vegetables with its medicinal properties (The medicinal
properties should be invented and funny)
- Any additional information.
The teacher will provide students
enough time to prepare their
brochure.
Step 2
Each group will present their brochure.
After each presentation, the teacher will call a student and ask a
question based
on the presentation. The selected student should
answer the question in Spanish and in a complete sentence. (The
teacher can also call on a student, who then can call on another
classmate to ask him/her a question about the presentation.)
The dynamic will continue until all the groups have presented.
Introducing and Practicing the Vocabulary
Step 1
The teacher will write on the whiteboard the following phrases:
- !Me gustaría…!
- !Me encantaría…!
- !Quisiera!
- Prefiero / preferiría…
- ¡Es delicioso/deliciosa!
- ¡Es riquísimo/riquísima!
- ¡Está rica/rico!
- ¡Es única/único en sabor!
- ¡Nunca lo/la había probado!
- ¡Nunca había probado una/un…!
- ¡Es excelente!
Step 2
After making sure that the students have understood each of the
phrases , the teacher will provide examples on how to use it in a
complete sentence using names of fruits and vegetables.
Examples:
!El mango es único en sabor!
¡Nunca había probado un marañón!
Preferiría una manzana que unas uvas.
Me gustaría comer un tomate.
La papaya es riquísima.
Written Expression
Step 1
The teacher will ask students to complete exercise #57
of the
workbook. In this exercise, the students have to write sentences
next to the images of fruits and vegetables using the phrases
studied in the previous step. The students are not allowed to repeat
the phrases.
- !Me gustaría…!
- !Me encantaría…!
- !Quisiera!
- Prefiero / preferiría…
- ¡Es delicioso/deliciosa!
- ¡Es riquísimo/riquísima!
- ¡Está rica/rico!
- ¡Es única/único en sabor!
- ¡Nunca lo/la había probado!
- ¡Nunca había probado una/un…!
Oral Comprehension and Expression
Step 1
The teacher will divide the class into groups of four.
The teacher will provide the students with a list of questions based
on a passage that he/she will read in the following step. (work in the
passage)
The teacher will give them time to understand the questions before
reading the passage.
The teacher will read the passage where the previous phrases are
applied. The teacher will read the passage several times.
Each group should discuss and
answer the questions based on
what they understood from the passage.
The teacher will give time to the students to answer the questions.
Step 2
The teacher will
select a student from each group and will ask
him/her one of the questions. The selected student should answer
the question based on the content of the passage. Answers should
be in Spanish and in a complete sentence.
Subtema 5: ¡Olvidé comprar verduras!
Suggested Lexical Content
¿Qué buscaba?
¿Qué se le ofrece?
¿Qué va a llevar?
¿Qué anda buscando?
¿En qué le puedo ayudar?
¿Deseaba algo?
¿Quiere frutas o verduras?
Busco…
Ando buscando…
Quiero…
Necesito…
Tiene…
Voy a llevar…
media libra
una libra
tres libras
una bolsa de…
un manojo de…
un saco de…
por unidad
por mayor
por menor
racimo de…
la cubeta de…
una/dos/tres…
Quiero…
Voy a llevar…
¿Cuánto vale…?
¿Cuánto cuesta?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Written Comprehension
⮚ Understand short
dialogues related to the sale and purchase of
fruits, or vegetables.
⮚ Understand shopping lists.
⮚ Understand short writing about a latest experience at a market.
Written Expression
⮚ W
rite short dialogues related to buying and selling fruits and
vegetables.
⮚ Create lists of fruits and vegetables with their respective prices.
⮚ Write paragraphs about the last time he/she went to the market to
buy fruits and vegetables.
Oral Comprehension
⮚ U
nderstand vocabulary related to buying and selling fruits and
vegetables.
⮚ U
nderstand simple conversations related to buying fruits and
vegetables.
⮚ Understand simple stories about one’s experience at
a grocery
store.
Oral Expression
⮚ Speak about prices.
⮚ Buy or sell fruits and vegetables.
⮚ Use courteous words
and phrases when making a purchase or
sale.
⮚ Inquire and respond on matters related to buying and selling.
⮚ Request for a discount.
⮚ Give thanks for goods or services received.
⮚ Maintain simple dialogues related to purchasing fruits or
vegetables.
⮚ Narrate one’s last experience about being at the market.
Suggested Activities
Introductory of Vocabulary
Step 1
▪ The teacher will introduce the following questions by writing them
on the whiteboard
▪ At the same time, teacher will provide possible answers for each
question.
For example:
¿Qué buscaba?
- Busco papas y chile dulce
¿Qué se le ofrece?
- Busco zanahorias y brócoli
¿Qué va a llevar?
- Necesito una sandía y un dólar de naranjas
- Busco uvas y mangos
- Quiero un saco de naranjas
- ¿Tiene marañones?
- Voy a llevar tres libras de repollo
¿Qué anda buscando?
- Ando buscando rábanos.
¿En qué le puedo ayudar?
- ¿Tiene tomates?
- Ando buscando cebollas
- Necesito chiles dulces
¿Deseaba algo?
- Sí, busco bananos, uvas y manzanas.
- No, gracias.
¿Quiere frutas o verduras?
- Sí, por favor
- No, gracias.
Students will be given enough time to familiarize themselves with
the questions and answers; this as a preparation for the following
activity.
Practicing the Vocabulary (Oral comprehension and Expression)
Step 1
The teacher will ask students to leave an empty space at the center
of the classroom.
The teacher will ask the students to form a circle. For larger amount
of students, the teacher can carry this activity in two alternate
groups. (Do the activity with one first then the other group)
. The
teacher should be part of the circle too.
Each student has to prepare one of the studied questions.
Students need to be ready to respond to any of the questions; since
they don’t know which question his/her classmate will ask him/her.
Step 2
The teacher will start the game by moving himself/herself in front of
the student who is next to him/her to the right side.
The teacher will ask the student one of the questions, for example:
¿Qué anda buscando?
The student should respond as previously presented by teacher.
Responses should be both in Spanish and in complete sentences.
As soon as the student responds to the teacher, he/she will move in
front of another classmate on the right hand side and ask him/her
one of the questions
. At the same time, the teacher will return to
his/her position in the circle.
Students will answer the questions made by their classmate. This
activity will continue until each
student has the opportunity to
participate in the game.
Introductory of Vocabulary
Step 1
The teacher will write the following vocabulary on the whiteboard:
media libra
una libra
tres libras
una bolsa de…
un manojo de…
un saco de…
por unidad
por mayor
por menor
racimo de…
la cubeta de…
una/dos/tres…
¿Cuánto vale…?
¿Cuánto cuesta?
Quiero…
Voy a llevar…
Note: The vocabulary studied in the previous lesson should be integrated
in this lesson; especially the questions.
Step 2
The teacher will explain each of the vocabulary found in the table.
The teacher will then combine it with the
phrases and questions
that are below the table and the vocabulary studied in the previous
lesson.
Teacher will provide examples of its application. For example:
¿Cuánto vale la libra de cebolla?
La libra de cebolla vale $4.00 dólares
¿Cuánto cuesta una manzana?
Una manzana cuesta $1:00 dólar.
¿Qué va a llevar?
Voy a llevar una libra de zanahorias, media libra de tomates y un
manojo de rábanos.
¿Cuánto va a ser?
Son $ 15.00 dólares en total.
¿Cuánto es por todo?
Son $10 dólares.
(Provide more examples)
The teacher will give time to students to familiarize themselves
with the vocabulary.
Practicing the Vocabulary (Oral Expression and Comprehension)
Step 1
The teacher will divide the class into groups of ten: five vendors
and 5 customers. (This is only a suggested amount for the groups.
The teacher will decide the best amount based on the student
population in the class)
The teacher will ask students to place five chairs in front of the
class. Each chair will represent a stall where fruits and vegetables
are sold. The teacher will stick a paper on each chair to name each
stall.
The teacher will ask five students from the groups to sit-down on
the five chairs that are in front the class.
The other five students will remain standing at the front corner of
the classroom.
Step 2
Having settled everything, the participating
group will play the
following role-play:
- The customers will go to each stall greeting the vendors.
- The vendor will greet him/her kindly and will ask him/her one
of the following questions: ¿Qué buscaba? ¿Qué se le ofrece?
¿Qué va a llevar? ¿Qué anda buscando? ¿En qué le puedo
ayudar? ¿Deseaba algo? ¿Quiere frutas o verduras?
- The customer will tell the vendor what he/she is looking for, in
details.
- The vendor will say if he/she has what the customer is looking
for.
- The customer will ask for prices
- The vendor will give the price for each product.
- The customer will ask for discount, and pay.
- Both the customer and the vendor will thank each other.
Note: All the customers will go to each stall for shopping of fruits and
vegetables.
The dynamic will continue until all the groups participate in this
activity.
For each
presentation, the teacher will select a student from the
groups that are not participating, and will ask one of the following
questions:
¿Por qué productos preguntó el cliente?
¿Cuánto costaba la libra de ____ en el establecimiento ____?
¿Cuánto pagó en total?
¿Qué productos buscaba el cliente?
¿Cuánto de descuento recibió?
Etc.
Written Comprehension
Step 1
The teacher will ask students to complete exercise #58
of the
workbook. This exercise contains a dialogue about the market. This
includes a description of a place, talks about fruits and vegetables,
including a list with prices, etc. Additionally, the students will have
to complete a comprehension exercise.
Written Expression
Step 1
In groups of three, students will create a dialogue about shopping
for fruits and vegetables. In the
dialogue, the three students are
customers that will share an experience at the market when buying
fruits and vegetables. In this dialogue they shall include:
- Name the stall that they
visit (each participant visited a
different stall)
- State when he/she went for shopping.
- Describe the stall where sell fruits and vegetables.
- Talk about the fruits and vegetables sold each
stall (list
them)
- Talk about prices.
- Talk about discount
- Add additional information.
The teacher will provide students enough time to familiarize
themselves with dialogues, because they will act out the dialogue in
the next lesson without following notes.
Oral Comprehension and Expression
Step 1
Each group will role play the dialogue prepared in previous lesson.
At the end of each presentation, the teacher will select a student
and ask a question based on the presentation.
Written and Oral Comprehension and Expression
Step 1
The teacher will ask students to complete exercise #59
of the
workbook. In this exercise, students will
write three paragraphs
explaining an experience at the market when buying fruits and
vegetables.
Step 2
After making corrections on what students wrote on their workbook
from exercise #59,
students will be asked to present their
experience at the market.. (No notes are allowed)
At the end of each presentation, the teacher will call on a student
and ask questions based on the presentation, or can
ask the
student to call on another class
mate whom he/ she will ask a
question based on the presentation.
Subtema 6: ¡Qué bonita tienda!
Suggested Lexical Content
Camisa
camiseta
pantalón
falda
Vestido
blusa
suéter
sombrero
calzoncillo
calzón
brasier
gorra
Corbata
calcetines
reloj
aretes
brazalete
anillo
sandalias
zapatos tacón
alto
zapatos
casuales
zapatos de
vestir
zapatos
deportivos
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Oral Comprehension
⮚ Understand the vocabulary related to clothing.
⮚ Understand when someone describes clothing.
Oral Expression
⮚ Identify and use vocabulary related to clothing.
⮚ Describe clothing.
Suggested Activities
Introducing the Vocabulary
Step 1
▪ Introduce the vocabulary by showing large images of clothing.
Elicit from the students the name for each of the
clothing in
Spanish, by asking the following questions:
¿Cómo se llama esta prenda de vestir en español?
¿Cuál es el nombre de esta prenda de vestir en español?
¿Cómo se llama esto en español? (Showing the item)
The teacher will write the name of the clothing in Spanish. In the
event that the students don’t know the name of some clothing in
Spanish, then the teacher will write it for them.
Practicing the Vocabulary
Step 1
With anticipation, print cards with the images of the clothing.
Divide the class in two groups; group “A” and group “B”.
Place the printed cards on a table at the front of the class.
Step 2
Having everything ready, students will play the following game.
- Each group will select one of their members to go compete.
- The two participants are to stand beside the table but facing
away from it.
- The teacher will give the name of clothing in Spanish.
- Both participants should turn around and look for the image
of the clothing.
- The first student to find the correct image has to show it to
the rest of the class and reemphasize its Spanish name.
- The winner adds point for his/her group.
- The loser will remain competing until he/she wins.
Note: If any of the participant shows
an incorrect image, a point will be
deducted from his/her group.
The class will continue with this activity until most of the students
have participated in the game.
Written Expression
Step 1
The teacher will ask the students to complete exercise # 60 of the
workbook. In this exercise, the students will write a paragraph
describing the dressing of the persons mentioned in exercise # 60.
Oral Comprehension and Expression
Step 1
In this step, students will put into practice their previous
knowledge on
how to describe things based on its color, size, texture, and appearance.
With anticipation, ask students to print a whole-
body picture of a
person. The size should be no less than a letter siz
e page. The
picture should be colorful.
The student should bring the picture to class.
Step 2
Each student will present
the picture he/she brought to class. In
their presentation students shall include:
- An introduction of himself/herself
- Name the person of the picture (real or fake)
- Describe what he/she is wearing. In this step, students have
to describe each item of clothing based on its color, size,
material, and appearance.
Note: No half body picture is accepted.
Step 3
At the end of each presentation, the teacher will select a student
and ask a question based on the presentation.
Subtema 7: ¡Te ves bien!
Suggested Lexical Content
Yo calzo…
Mi número de zapato es…
Mi camisa es EG
Mi número de pantalón es…
¿Qué número calzas?
¿Cuál es tu talla?
¿En dónde la/lo compraste?
¿Cuánto pagaste por la/el…?
¿Cuánto de descuento te dieron por la/el…?
¿En cuánto te lo/la dejaron?
¿Cuál prefieres?
¿Cómo era la otra camisa?
¡Te ves bien/elegante/espectacular!
¡Qué bonita camisa!
¡Me encanta/gusta el color!
¡Te queda bien la falda!
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Oral Comprehension
⮚ U
nderstand sentences that express interest, comparison,
preference, likes and dislikes about certain clothing.
⮚ Understand when individuals speak about measurements, prices,
and/or discounts.
Oral Expression
⮚ Express interest, preference, satisfaction, or admiration for a
certain clothing.
⮚ Speak about prices.
⮚ Speak about measurements.
Suggested Activities
Oral Expression
Step 1
▪ The teacher will ask students prepare an oral presentation, where
they have to include the following:
- Greet their classmates and introduce him/her
at the same
time.
- Say the color, size, and the material of the different items of
clothing he/she is wearing.
- For example:
Buenas tardes compañeros.
Mi nombre es Oscar Medina
Hoy visto una camisa blanca de tela, talla XL; un pantalón de
lona color azul, número 28 y zapatos
tenis color blanco,
número 36. Gracias
Step 2
▪ For this particular lesson, the teacher will ask students to come to
class dressed in casual. This will be done with anticipation.
Step 3
▪ The teacher will divide the class into
two groups: Group “A” and
Group “B”. One group will be participating in a fashion show while
the other group will be the audience.
▪ The group who is participating in the fashion parade will form a line
on a side of the classroom,
ready to participate in the fashion
parade.
▪ For the fashion show, each student will go to the front, model the
clothes being presented from side to side in front of the classroom.
As soon he/she finishes the following student has to make her/his
way to the front to present.
All participants have to follow this
dynamic. The teacher will make corrections if necessary..
▪ As soon the first group finishes presenting, they will return to their
chair. Then the second group participates in the fashion parade.
Written Comprehension
Step 1
The teacher will ask students to complete exercise # 61
of the
workbook. This exercise contains a dialogue
and comprehensive
exercise about clothing.
Oral Comprehension and Expression
Step 1
With anticipation, the teacher will ask students to pair up and
prepare a dialogue based on the example given in
the previous
activity making sure to apply most of the vocabulary covered in this
lesson. The teacher will provide the vocabulary to the students.
Vocabulary of this lesson
Yo calzo…/ Mi número de zapato es… / Mi camisa es XL
Mi número de pantalón es…
¿Qué número calzas? ¿Cuál es tu talla? ¿En dónde la/lo
compraste?
¿Cuánto pagaste por la/el…? ¿Cuánto de descuento te dieron por
la/el…? ¿En cuánto te lo/la dejaron? ¿Cuál prefieres?
¿Cómo era la otra camisa?
¡Te ves bien/elegante/espectacular! ¡Qué bonita camisa!
¡Me encanta/gusta el color! ¡Te queda bien la falda!
Step 2
Each pair will role play their dialogue in front of the class.. No
notes are allowed in this activity.
Subtema 8: En la tienda de ropa
Suggested Lexical Content
In this lesson, the student will apply the vocabulary studied in the previous
level (A2.1) and in the previous lessons.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Written Comprehension
⮚ Understand what shopping lists are.
⮚ Understand simple inventories made at a boutique.
⮚ Understand short dialogues related to selling and purchasing
clothing.
⮚ Understand emails that request information on
a boutique’s
products and prices.
⮚ Unde
rstand short writing about the latest experience being at a
boutique.
Written Expression
⮚ Write inventories of clothing items found in his/her store.
⮚ Write paragraphs about different types of clothing a person wears
at church, at the park, at school and at the beach.
⮚ Write dialogues that take place at a boutique.
⮚ Write brochures promoting the boutique.
⮚ Create emails requesting information about the boutique’s
products and prices.
⮚ Write advertisement signs announcing a current promotion in the
boutique.
⮚ Write paragraphs about the last time he/she visited the boutique.
Oral Comprehension
⮚ Understand when individuals describe the places where clothing is
sold.
⮚ Understand simple conversations related to buying clothing.
⮚ Understand simple stories about one’s experience at
a store or
boutique.
Oral Expression
⮚ Describe a clothing store (boutique).
⮚ Buy or sell clothing.
⮚ Use courteous words and phrases when making a purchase or
sale.
⮚ Request a discount.
⮚ Express emotions towards clothing.
⮚ Give thanks for goods or services received.
⮚ Maintain simple dialogues related to purchasing clothing.
⮚ Narrate one’s last experience about being at the boutique.
Suggested Activities
Written Expression
Step 1
▪ With anticipation, the teacher will ask students to
bring to class
different clothes items, for example:
camisas, pantalones, blusas,
faldas, zapatos, calcetines, gorras, suéteres, sombrero, etc
. Also,
they have to bring hangers to display the clothes.
▪ The teacher will provide a string where to hang the different hold
clothes.
Step 2
The teacher will tie the string in front of the class.
The students will hang the clothes making sure to group them by
item; example, all the shirts together, pants together etc.
Step 3
Having everything ready, the teacher will ask students to complete
exercise # 62 of the workbook. In this exercise, students will write
inventories of the clothing items found in the store (Classroom). In
this inventory, the students have to consider the following:
- Nombre de la prenda y su cantidad total
- Tipo de prenda y su cantidad total
- Material del que fue fabricada y su cantidad total.
Written Comprehension and Expression
Step 1
The teacher will divide the class in groups of three.
With anticipation, the teacher will ask the students bring to class
two Bristol board, markers, glue,
and colorful images of clothing.
The images should be large enough to be visible from far
. The
images of clothing shall be categorized as follows: To attend a
religious event (church), to go to the park, to go to school and to go
to the beach.
Step 2
The groups will create a brochure in which they will promote a
boutique. On the brochure, they should include:
name of the boutique, location, and contact number.
A section displaying the different clothes one can wear to attend the
church, park, school and the beach.
In each section, they must write a motivational message to
encourage the reader to want to buy the
clothes for the different
occasions.
The images of clothing should be pasted unto the section that it
corresponds.
Each image has to have the price next to it.
Step 3
Ask students to move their chairs to the center of the classroom.
Ask the groups to place their brochure o
n one side of the
classroom, leaving space between each other, so the groups can
have space to go around the classroom to see the brochures.
Step 4
Each group has to go
around the classroom observing all the
brochures.
Having hold of a brochure, the groups
have to make a list of the
items they are interested in buying. When writing the this list, the
groups have to write the name of the boutique, the items they are
interested in buying for various occasions (to go to church, park,
school and the beach), and the price for each item
Oral Comprehension and Expression
Step 1
Each group will present their list; making sure to mention the, name
of the boutiques, its location, and list of the items that they are
interested in buying for the four different occasions. They need to
give the name and price for each item.
Each group has to include at least 3 different boutiques from where
they will buy the items.
As soon as each group has presented their list, the teac
her will
select a student to whom he/she will ask questions about the
presentation, for example:
¿Cuáles son los nombres de las boutiques que el grupo mencionó?
¿Qué prendas de vestir seleccionaron de la boutique X?
¿Cuál es el precio del vestido que tiene la boutique X?
Note: Before the presentations start, the teacher has to remind
students that he/she or other student will ask questions based on
the presentation.
The students have to respond in Spanish and in a complete
sentence.
Written Comprehension and Expression
Step 1
For this activity, students will play the game “The Challenge”. The
teacher will ask students to bring to class;
2 typing sheets and a
marker. To carry on with the game, follow the steps below.
- Divide the class in two groups (“A” & “B”).
- Ask students to move their chairs to the right hand side of the
classroom,
- Ask students to form 2 lines facing each other.
- Assign a number to each student repeating
the numbers in
each line.
- The student who has the number one
, from line “A”, will pair
with the student who has the number one, from line “B”.
- The students from line “A” are the customers, and students
from line “B” will be the sellers.
- As soon as they complete the first part of the game, they will
change the role.
Step 2
As a second part of the game, the teacher will ask the students
from line “A”, to write an email to their partner from line “B”, using
the typing sheet and the markers. In this email, the students
(customers) from line “A” should include:
- His name as sender
- Ask the seller for clothing items for him/her to go to the church,
park, school and the beach, with their respective prices. This
should be in a paragraph format.
The students from line “B” (sellers) will receive the email (written in
the typing sheet) and will respond to the customer (in a paragraph
format) writing his/her name as “receiver’, and specifying what kind
of clothes items he/she has for the different oc
casions and the
prices for each item. The seller has to provide brief descriptions of
the items.
Step 3
As soon the students finish writing the email, each pair read the
email in front of the class.
Note:
For this game no notes are allowed.
Everything should be in Spanish
The teacher will set a time to for students to write the email
If the school allows the students can use social media
for more
effectiveness of the game.
Written Comprehension and Expression
Step 1
With anticipation, divide students in groups
of three, and he/she
will ask them bring to class a Bristol board, markers, ruler, images
of clothes, an image of a boutique, and glue. This to create a poster
in class.
Step 2
Each group has to create a poster advertising a boutique. In this
poster they should include:
- The name of the boutique (something funny)
- Location
- Contac number or email
- The kind of clothes items they offer
- A promotion
- Opening hours
- A message persuading the customers to visit the boutique.
Each student should be creative in this activity.
Everything should be in Spanish.
Step 3
Each group will present their poster in front of the class.
As soon each presentation finishes, the teacher will
call on any
student randomly and ask a few of the following questions based
on the poster presented. For example:
¿Cómo se llama la tienda de ropa/boutique?
¿Qué productos ofrecen?
¿Cuánto cuesta/vale un/una….?
¿En dónde está ubicada?
¿Cuál es el número de teléfono?
The student should respond in Spanish and in complete sentence.
Oral Comprehension and Written Expression
Step 1
The teacher will play an audio where a boutique is being
advertised.
The teacher will ask students to complete exercise # 63 of the
workbook. In this exercise the students have to complete an
comprehensive exercise based on the audio.
Written Comprehension
Step 1
The teacher will ask students to complete exercise # 64
. This
exercise contains a dialogue related to buying clothes
. The
students have to complete a comprehensive exercise based on the
dialogue.
Written Expression
Step 1
The teacher will ask students to complete exercise # 65
. In this
exercise, students will write a story based on his/her experience in
a clothing shop, which can be real or
factual. In this story, the
student should include the following points:
- The name of the clothing shop
- Its location
- Describe the shop (material, color, size, appearance, etc.)
- List the product that can be found in the shop.
- Talk about the prices.
- List the products he/she bought.
- State how much paid and how much discount he/she gets.
- State what from the shop motivate him/her.
- State when he/she visited the shop.
- Talk about the person who attended him/her in the shop.
Note:
The order of the points in the story is not important.
The story should be in a paragraph format. Not answering the
points.
The story should be in Spanish.
Writings in present and past tense is mandatory.
Oral Expression
Step 1
Using the same information from exercise #65, students will
present his/her story in front the class
The teacher or any student will ask questions to the presenter
based on his/her presentation.
Written and Oral Expression
Step 1
The teacher will divide place the class in pairs.
With anticipation, each pair will prepare a dialogue based on their
experience in a boutique. In this dialogue they should include:
- Describir la boutique
- Hablar de los productos de la boutique.
- Detallar cómo fueron atendidos. (Incluir palabras de cortesía
utilizado por la vendedora y el cliente)
- Hablar de medidas y tallas
- Hablar de materiales
- Hablar de tipos de vestuarios (para diferentes ocasiones)
- Hablar sobre lo que compró.
- Hablar sobre lo que más le llamó la atención en la boutique.
- Hablar sobre descuentos y sobre la cantidad que pagó.
- Mostrar agradecimiento por el servicio.
Each student should be familiar with the content of the dialogue,
because no notes will be allowed for the next step of this activity.
Step 2
Each pair should role play the dialogue, without any notes.
Subtema 9: Conociendo la cultura/Cultura hispana
Suggested Lexical Content
Specific Learning Objectives
After completing this subtopic, the student will be able to:
Identify cultural aspects from the Mestizo’s culture
Participate in cultural activities in order to reinforce the learning of
the Spanish language.
Suggested Activities
Knowing and Practicing the Mestizo’s Culture
Step 1
▪ With enough anticipation, the teacher will divide the class in groups
of four.
▪
Each group has to prepare typical food from a Hispanic country.
The teacher will assign the name of the country to each group.
▪ Each gro
up will bring the food to the class to share it with their
classmates. Before they share the food, the group will present the
food, including the following steps:
- Name the food
- Name the country from where the food is
- List and show the ingredients needed to prepare the food.
- Share the food.
For the same activity, the teacher will ask each group to select a
cultural dance from the country they selected the food from. This
includes dressing with the typical dress of the selected country.
After all groups have presented and shared the food, they will show
the typical dance of the selected country. Before dancing
, they
have to mention the name of the dance and from which country it
is.
Note: It is at the discretion of the teacher to decide which will be presented
first: food or dance.
Final Task for Unit 4
PHASE 1: Aimed at written comprehension
The teacher will give the students a story of an X person related to
the last time he went to the market to buy fruits and vegetables.
(Appendix No. 7).
The teacher will provide a story-based form for students to
complete. (Appendix No. 8)
PHASE 2: Aimed at written expression
The student must write a dialogue where two friends go to the
market to buy fruits and vegetables. The dialogue should include:
- Greetings and farewell.
- Description of e the products
- Talk about prices and weight/measurement
- Talk about taste and preference
- Talk about satisfaction
- Talk about discount
- Talk about the services
Note: each participant in the dialogue must have a minimum of 7
participations.
PHASE 3: Aimed at oral comprehension
The teacher will narrate a story (orally) about X person's experience
when he visited the clothing store. (Appendix No. 9).
The teacher will distribute a file based on the story which must be
completed by the students. (Appendix No. 10).
PHASE 4: Aimed at oral comprehension and expression
In groups of three, students will role play the following :
- Two students will be two friends who decide to go shopping for
clothes to attend a friend's wedding.
- The third student is the owner of the clothing store, who receives
them kindly.
- The two clients, using courtesy words, explain the reason for their
visit.
- The owner asks them several questions about the type of item they
are looking for, details of it, size and measurements, etc.
- Customers respond by explaining what was requested and adding
additional information, such as: showing preference/taste for a
certain product and asking for a suggestion regarding which
garment goes with the others, etc.
- After making the respective purchases they are to ask for the bill
and discount and, politely, leave the place.
- When leaving the store they are to comment about the place, the
products, and the service expressing
satisfaction/discontent/admiration for them.
- Note: Real products will be used for this activity and should not take
less than 10 minutes per presentation.
