Unidad 1: ¡Mi lugar preferido!

Specific descriptors of “Unit 1” 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 (p. 44). 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 written directions.

⮚        Can understand quotes, inventories, and lists of furniture and appliances.

⮚        Can understand descriptive paragraphs about a house or neighborhood.

⮚        Can understand simple dialogues related to renting a house.

⮚        Can understand short emails that express likings or comparisons.

⮚        Can understand signs and flyers about renting a house.

⮚        Can understand advertisements about house rentals.

⮚        Can understand stories about the process of building a house.

⮚        Can understand simple stories that compare the present classroom to the previous ones.

Written Expression 

⮚        Can write his/her personal and other people’s home address.

⮚        Can write directions for someone to locate a certain place.

⮚        Can write electronic messages asking for directions to get to a certain place.

⮚        Can create lists that specify which furniture he/she needs to purchase for each section of the house.

⮚        Can write two descriptive paragraphs about his/her house or neighborhood.

⮚        Can write paragraphs comparing his/her house with other houses.

⮚        Can make flyers that advertise the renting of a house.

⮚        Can make an inventory of the furniture and electronic appliances that are found inside a house.

⮚        Can write emails expressing liking for a friend's house.

⮚        Can write dialogues about renting a house.

⮚        Can write stories expressing the detailed process of building a house.

⮚        Can write paragraphs describing his/her classroom.

⮚        Can create a table showing the class schedule.

⮚        Can write the list of items found in the classroom.

⮚        Can write paragraphs comparing last year's classroom with a current one.

Oral Comprehension

⮚        Can understand when somebody gives directions.

⮚        Can understand simple descriptions of a certain place.

⮚        Can understand vocabulary about furniture and electronic appliances.

⮚        Can understand when someone expresses preference about houses and furniture.

⮚        Can understand when two or more objects are compared.

⮚        Can understand when objects are described.

⮚        Can understand simple conversations related to home and classroom.

⮚        Can understand sentences or phrases that identify the location of an object.

⮚        Can understand dialogues or announcements related to renting a house.

⮚        Can understand when others compare a present location with a past location.

Oral Expression

⮚        Can provide his/her personal home address.

⮚        Can provide the home address of a friend and relatives.

⮚        Can provide his/her school address.

⮚        Can describe his/her neighborhood, home, and classroom.

⮚        Can name the different sections of his/her house.

⮚        Can name and describe the different objects found in each section of his/her house, and classroom.

⮚        Can state the location of an item, both at home and in his/her classroom.

⮚        Can express belonging.

⮚        Can express likes and preferences for objects.

⮚        Can compare his/her house with other houses.

⮚        Can hold simple dialogues related to his/her home or classroom.

⮚        Can compare the current classroom setting with last year's.

⮚        Can talk about renting a house.

Specific Descriptors for “Unit 1” based on the structure of the language and the learning strategies.

⮚        Strengthen their learning strategies by incorporating the strategies that have worked for their classmates in learning the Spanish as L2

⮚        Identify a vocabulary, in Spanish, to substitute names when expressing themselves both orally and in writing.

⮚        Use a vocabulary to substitute names in a variety of contexts.

⮚        Identify in Spanish a vocabulary that indicates possession

⮚        Use a vocabulary that indicates possession in a variety of contexts

Subtema 1: Desarrollo de estrategias de aprendizaje

Suggested Lexical Content

Specific Learning Objectives

After completing this subtopic, the student will be able to:

      Strengthen their learning strategies by incorporating the strategies that have worked for their classmates in learning Spanish as L2

Suggested Activities

Step 1

 Ask students to form groups of fives

Step 2

•   Students will have a discussion on the learning strategies of a second language that has work for them in a previous level (A2.1).

Step 3

• Each group must choose a representative who will present the strategies that worked best for the members of the group, during the development of the level A2.1

Step 4

• After listening to all the representatives from each group, each student should write, in their workbook (Exercise #1), three strategies for learning a second language that they think will work best for them during the transition of level A2.2. The teacher can make a review, in middle of the academy year or at the end of it, to verify if the learning strategies selected by the students were effective.

NOTA: This activity should be done in English.

Subtema 2: Describiendo objetos y lugares

Suggested Lexical Content

Note: Do not provide rules about the relation between the gender of the noun with the gender of the adjective; allow the students to find out on their own during the different practices (Natural Learning Process).

Useful questions for the development of this lesson:

¿De qué color es la/el…?

¿Cómo es la/el…?

¿De qué tamaño es la/el…?

¿Cómo es la figura/textura de la/del…?

¿Cómo se ve la/el…?

Specific Learning Objectives

After completing this subtopic, the student will be able to:

      Understand simple descriptions of a certain place.

      Describe objects and places in Spanish

Suggested Activities

Oral Comprehension and Expression

Step 1

▪         Using images or realia of furniture and household appliances or images of objects found in a classroom, the teacher will introduce vocabulary #1, focusing, firstly, on the colors. During this activity, it is possible that the vocabulary for the household and classroom objects be introduced, indirectly.( Which will be seen in further activities.)

▪         To start, the teacher will write on the whiteboard the following question; ¿De qué color es la/el…? Adding it a noun to complete the question; for example:

¿De qué color es la mesa?

At the same time, the teacher will provide an example of the answer, which will be written in a complete sentence;

Example:

La mesa es de color café.

La mesa es café.

Step 2

• Once the question has been presented with its respective answer, the teacher will proceed in having students identify the colors vocabulary (the students already know this in Spanish)to do this, the teacher will randomly select a student , to show one of the images or object found in the classroom. Consequently, he/she will ask  the student: ¿De qué color es la pizarra?; (the teacher can  point at the whiteboard instead of a printed image of it)
• The  student must respond in the following way: La pizarra es blanca/La pizarra es de color blanco; (if  the board is white). Immediately after, the teacher should write the sentence on the board. (If a student doesn’t know the color name in Spanish, the teacher will allow another student to help him. If none of them knows it; the teacher will provide the color name by writing it on the board.)
• The teacher will carry out this activity until the majority of the students have participated or until all the colors vocabulary have been introduced.

Oral Comprehension

Step 1

• Once the vocabulary has been introduced, the students  will proceed in practicing it; for this, the students will participate in the game named “Construyendo mi bandera” which will be done as follows:

      The teacher will print 5 sets of strips of paper in the following colors; red, yellow, green, black, blue, brown, orange, purple, light blue, white, and grey. The strips of paper should measure 2 inches by 11; something that can be seen clearly from a distance.

Step 2

• The teacher will divide the class in five groups and provide each group with a set of colored strips of paper. (The groups must be placed at a distance from the whiteboard.)

Step 3

• The teacher will draw a table with 5 columns each column belonging to one of the groups.
• Place pieces of tape on the lower part of the whiteboard. .
•  Provide   students  the following instructions:
  1. The teacher will say to the students: Mi bandera es azul, verde y rojo, to give an example.( The teacher should explain what this phrase means in English).
  2. Each group must select the mentioned colors from among the strips of colored paper they have correspond to its flag, in the same order he/she said to them: from top to bottom forming a flag with the different strips of colored paper.
  3. Each group must stick it on the section (column) assigned, making use of the tape placed on the bottom of the whiteboard.
  4. The group that forms the flag first will be the winner.

Oral Comprehension and Expression

Step 1

• To continue interiorizing and practicing the vocabulary, each group must select a participant to form a flag with 3-5 different colors.

Step 2

• A member from each group will call on a   student from another group and ask the following question in Spanish: ¿De qué color es nuestra bandera?
• The student’s response must be in Spanish and in a complete sentence. The student will redirect the same question to that group in the following manner “La bandera de ustedes es de color….”

Written Comprehension

Step 1

• Each student must complete exercise #2 on the workbook.
•  In this exercise, the students must read and comprehend a paragraph. (where some objects are described) subsequently, they must complete a comprehension exercise based on the paragraph.

Written expression

Step 1

• Each student must complete exercise #3 of the workbook. In this exercise, the student should write a paragraph describing the color of some objects found in the exercise.

Oral Comprehension and Expression

Step 1

• To continue introducing and practicing the vocabulary describing objects, the teacher will write the following list of words on a Bristol board:
• Stick the Bristol board on the whiteboard or on the classroom wall.

Step 2

• Ask  students to identify the words they already know in Spanish, from the list on the poster.
•  Provide students with translation of the words the students don’t know.

Step 3

• Using different objects, the teacher will show the present vocabulary, adding the colors vocabulary at the same time; for instance:¿Cómo es el bolígrafo? (the teacher can show a pen and ask question at the same time)
• The teacher will answer the question in the following manner.

 El bolígrafo es azul, pequeño, largo, liso y bonito.

Step 4

• Keeping the poster on the board/wall and considering the previous knowledge on colors vocabulary, and the example presented above; the teacher will randomly select on students and, showing them real objects or printed images, he/she will ask them: ¿Cómo es el libro?  Or  
• The student must answer: el libro es verde (if that is the color), mediano, liso, rectangular y muy bonito. 

Oral Comprehension and Expression

Step 1

• To continue interiorizing the presented vocabulary, the students will do a role play entitled: “El comprador de objetos es ciego”
• To role play, the teacher will divide the class in groups of 5’s.
• 4 students will be the vendors and the fifth will be the blind buyer.
• The blind buyer will sit on a chair, in front of the class, blind folded waiting for the vendors.
• Each vendor should approach the blind buyer greeting him/her; providing their name and offering the object he/she is selling, at the same time.
• After greeting them, the blinded buyer will provide his/her name too and will ask them for the characteristics of the products they are selling.
• For example:

¿Qué es?

¿De qué color es?

¿De qué tamaño es?

¿Cómo es la figura?

¿Cómo es el aspecto?

¿Cuánto vale/cuesta?

• The vendor must answer in Spanish and in complete sentences.
• The buyer must state if he want to buy it or not
• The vendor must thank him and say goodbye

Step 2

• Everyone from each group must participate in the role play. Notes are not allowed in this role play.

 Written Comprehension

Step 1

• Each student must complete exercise #4 of the workbook. In the first part of the exercise, some objects are described in terms of their color, size, shape, texture and appearance. In the second part they must to complete a comprehensive multiple-choice exercise. 

Written Expression

Step 1

• Each student must complete exercise #5 of the workbook. This exercise contains images of various household or/and class objects. The student must write a message where he/she tells a friend about the objects that he just bought, providing specification: color, size, shape and appearance.

Oral Expression

Step 1

• The teacher will tell the students to bring to class a printed image of an object (in color, measuring 8X11½ inches).
• After greeting their classmates, each student must name, show and describe an image based on its color, size, figures, texture, and appearance.
• Students must not consult on their notes for this presentation.

Oral Comprehension and Expression

Step 1

•  Ask the students to provide the words, in Spanish used to describe a place whether it is their house, the classroom, the school, the park, the city, etc.
• The teacher will write, on the whiteboard, the vocabulary words provided by the students.
• The teacher will add to the vocabulary list not provided by students yet are necessary for the development of the lesson.

Oral and written Comprehension

Step 1

• To practice the vocabulary, the teacher will write a word of the presented vocabulary on cards, making sure each student may have one of them.

Step 2

• Once, each student receives a card with the vocabulary word, the teacher will have them stand in a semicircle.
• The teacher must write a text where objects are being described based on its color, size, shape, texture, and appearance.
• The teacher must read the text aloud.
• Each student must be showing the card they have to the whole class.
• Each student who hears  the word that he/she has, must   step forward. The student or students who stepped forward, incorrectly or did not step forward, must perform an action, such as dancing, singing or imitating an animal or character.

Oral Comprehension

Step 1

• To continue practicing the vocabulary that describes places, the teacher will divide the class in three groups, placing them in rows. The rows should start from where the teacher is.

Step 2

• Once the rows are formed, students will play the game “pasando el mensaje” (passing a message). To students at the head of the rows, the teacher will whisper the following: Mi ciudad es muy bonita, grande, tranquila y divertida. Subsequently, the student will pass the message to the next student, until it reaches to the last student in the line, who will say it loud.
• The row that carries the same message correctly is the winner..
• If it is necessary, the teacher can change the message.

Written Comprehension

Step 1

• Each student must complete exercise #6 of the workbook. This exercise contains two paragraphs where a place is described. The student must also complete a comprehensive exercise based on the content of the paragraphs

Oral Expression

Step 1

• Each student must complete exercise #7 of the workbook. In this exercise, the student is presented with a list of descriptive words, which they must use to write a sentence for each word, describing objects and places. 10 in total.

Subtema 3: ¿Yo, tú o él?

Suggested Lexical Content

Yo, tú, usted, él, ella, nosotros, ustedes, ellos, ellas.

Yo soy…

Tú eres…

Él/ella/usted es…

Nosotros somos…

Ellas/ellos/ustedes son…

Specific Learning Objectives

After completing this subtopic, the student will be able to:

      Identify a vocabulary, in Spanish, to substitute names when expressing themselves both orally and in writing.

      Use a vocabulary to substitute names in a variety of contexts.

Suggested Activities

The following activities are reinforcements of the lesson on this topic seen in level A2.1. The purpose is to expand the knowledge and use of vocabulary.

Oral Comprehension and Expression

Step 1

▪         The teacher will introduce the vocabulary through figures, adding a description at the same time.

▪         For example:

Step 2

• Once the first example has been presented, the teacher will ask the students to prepare a small presentation, like the example given. Each student must choose a specific place (not necessarily the place where they live), three descriptions either physical or personality and the profession they want to have in the future. In the event that the student does not know the name of the profession in Spanish, they can ask any of their classmates or the teacher.

Example:

Buenas tardes compañeros y profesor

Yo soy Alfredo Martínez.

Yo soy alto, guapo y divertido.

Yo soy profesor.

Yo soy de Sarteneja.

Note: repeating “yo soy” helps in interiorizing the phrase.

Step 3

• To continue with the vocabulary practiced, the students will continue illustrating the examples found in exercise #8 of the workbook. In this exercise they will work in pairs, groups of three and, if possible, groups of 4-5 students, depending on the need of the presentation; For example: If you present the vocabulary words “you, he, she and you”, pairs are needed; however, if the student will present: “you, they, and we” should be in groups of 3 or more. These presentations will be given in the same order as they appear in the workbook: I, you, he, she, we, and they.
• The teacher will decide which of all the illustration will be repeated, so that all students can participate.

Written Comprehension and Expression

Step 1

• Each student must complete the exercise #9 of the workbook. In this exercise, the students will be presented with a text describing the name, profession, place of residence, and physical and personality characteristics of various individuals. Students will answer open questions about the content of the text.

Oral Comprehension and Expression

Step 1

• The teacher will divide the class in groups of 8 or more, to carry out a role play, which is called “Caímos en el retén”.
• For this role-play, the participant “A” will be a policeman at a roadblock; the participant "B" will be the driver of the bus and responsible for the passengers; the other participants are the passengers.
• All travelers are from different places in Belize, with different professions, physical and personal characteristics.
• Travelers must simulate that they are traveling in the bus, and the person in charge driving it (either sitting at desks or standing).
• The participant “A” stops them and decides to question him. At this moment, the participant “B” will be a little far from the group. Two of the passengers stay together but separated from the others; the rest of the passengers will form a single group.
• The police officer approach the driver and asks him/her the following questions:

      ¿Quién eres tú?

      ¿Cuál es tu profesión?

      ¿En dónde vives?

      ¿Cómo eres?

1.  
2. Note: the driver must respond starting with the phrase “yo soy”, for example: Yo soy el motorista.

• The police, pointing at the pair  or group of passengers, will ask the driver:

      ¿Quiénes son ellos?

      ¿De dónde son? (Todos vienen de un mismo lugar en este caso)

      ¿Cuál es la profesión de ellos? (Nombrar la profesión de cada uno de ellos (inventada))

• Subsequently, the police officer will address to the passengers and ask the name of their partner, where he/she lives, the profession and some description of his personality. The interviewee must answer: él/ella es…
• From the group of 4, the police officer will select one of them, at random, and will repeat the same dynamic as in the case of the pair. On this occasion, the interviewee will use answers such as: Yo soy, nosotros somos, ellos son, él/ella es....

Written Expression

Step 6

• Each student must complete exercise #10 of the workbook.

In this exercise, the student is presented with a photograph of a group of friends. The student will write a letter to a friend introducing their new friends. The vocabulary of this subtopic must be applied in this letter.

Subtema 4: ¿De quién es?

Suggested Lexical Content

Vocabulario 1:

Mi, mis, tu, tus, su, sus, nuestro, nuestra, nuestros, nuestras

Vocabulario 2:

mío/a/os/as, tuyo/a/os/as, suyo/a/os/as, de él/ella, de usted, de nosotros, de ellos/ellas

¿De quién es…?

Specific Learning Objectives

After completing this subtopic, the student will be able to:

      Identify, in Spanish, a vocabulary that indicates possession.

      Use the vocabulary that indicates possession in a variety of contexts.

Suggested Activities

Oral Expression and written comprehension

Step 1

• To introduce the set of vocabulary for this lesson, the teacher will combine the words that substitute the name (yo, tú…), presenting it on the following way.

Step 2

• The teacher will illustrate the vocabulary using images of objects of a house or a classroom; for example:

Written Expression

Step 1

• Each student must complete exercise #11 of the workbook. In this exercise, each student must write a complete sentence based on the picture and the word in parenthesis. The student must add a characteristic to the picture, for example:

                                 (Nosotros)

      ___Nuestra casa es moderna_______________

Oral Expression

Step 1

• To continue practicing the vocabulary, the students will play the game “El Sorteo”.
•  On pieces of paper the teacher will write the following vocabulary: yo, tú, usted, él, ella, nosotros, ustedes, ellos, ellas; which should be folded and placed in a small container. Also, he/she should place images of classroom or household objects on the board (minimum 7 objects of a size that can be seen from afar). The teacher will also need to make a ball out of paper or use a soft ball.
• The teacher, with his back to the class, will throw the ball backwards. Whoever touches the ball or is closest to it must go to the front. Once in front, the student must take a piece of paper from the container to see what word he/she must use to form a sentence; for example "Ustedes"
• Once the word has been identified, he/she must select a figure from those pasted on the board; for example: the figure of a “cama”
• To continue, the student must form sentence and orally say it out loud.  
•  Paste the word and image selected  on the board and 3 attributes that can be applied to said figure; for instance:

Su cama es grande, bonita y cómoda.

Su (ustedes) cama (figura) es grande, bonita y cómoda (atributos).

Oral Comprehension and Expression and written comprehension

Step 1

▪         The teacher will write a second set of vocabulary on the board. Ask the students which words they know from the list in English. The teacher must write the translation, provided by the students, next to each word. If the students do not identify some words, the teacher will provide their respective translation.

▪         It is important to emphasize that this vocabulary go after the name; for example:

In vocabulary 1 we said: Mi casa es grande.

In vocabulary 2 we will say: La casa mía es grande.

Step 2

▪         To reinforce the lesson, the teacher will ask the students complete exercise #12 from the workbook. In this exercise ach student has to select 5 sentences from the list, presenting them to the class in a different context; making use of figures of household and/or classroom objects; for example:

Sentences from the workbook:

1. Los carros tuyos están nuevos.
2. El profesor nuestro es muy amable.
3. El libro de usted es interesante.
4. Los hermanos suyos son amigables.
5. La casa nuestra es de color verde.

Same sentences presented in a different context:

1. Los zapatos tuyos están bonitos.
2. El padre nuestro es muy bondadoso.
3. El hermano de usted es cariñoso.
4. Los perros suyos son bravos.
5. La ciudad nuestra es tranquila.

Step 3

• To reinforce the lesson, the teacher will ask the students to sit in a semicircle
• Each student must have on their desk objects that they take to class daily, for example, books, notebooks, rulers, pen, etc.
• The teacher will take one item from the desk (From Armando's desk, for example). After taking the object, he/she will randomly select another student and ask him/her: ¿De quién es el libro? (if he/she took a book from Armando's desk)
• The student will answer in the following way:

El libro es de Armando (without pointing at him)

El libro es de él. ( pointing at Armando)

• The student that answered must do the same as the teacher did, take an object, choose a classmate and ask him/her.

Note: In this activity the student can take objects from several students to practice “es de ellos” or take from several students and include him/her to practice “es de ustedes”. The teacher will continue doing this to practice until all the vocabulary have been covered.

Written Comprehension

Step 1

• Each student must complete exercise #13 of the workbook. In this exercise is given a reading where belongings of certain individuals are mentioned. In the second part of the exercise, the figure of the individuals and the belongings will be placed on the other side. Students should draw a line from the individual to their respective belonging. Example:

Oral Comprehension and Expression

Step 1

• In groups of 3,  students must prepare a dialogue including the vocabulary studied in this subtopic; for example, they can ask about the house and its furniture or appliances, or about objects in the classroom. The teacher will supervise the dialogues before being presented for any necessary corrections. The phrases “el mío/tuyo/suyo/de él/de ella/nuestro/de ellos” y “la mía/tuya/suya/de él/de ella/nuestra/de ellas” must be included too.
• The teacher must give students enough time to practice, since they will not be allowed to read for this presentation.

Subtema 5: Esta es mi casa

Suggested Lexical Content

Specific Learning Objectives

After completing this subtopic, the student will be able to:

      Understand written directions.

      Understand quotes, inventories, and list of furniture and appliances.

      Understand descriptive paragraphs about a house or neighborhood.

      Write his/her personal and other people’s home address.

      Write directions for someone to locate a certain place.

      Write electronic messages asking for directions to get to a certain place.

      Create lists that specify which furniture he/she needs to purchase for each section of the house.

      Make an inventory of the furniture and electrical appliances that are found inside a house.

      Write descriptive paragraphs about his/her house or neighborhood.

      Understand when somebody gives directions.

      Understand simple descriptions of a certain place.

      Understand vocabulary about furniture and electrical appliances.

      Understand sentences or phrases that identify the location of an object.

      Provide his/her personal home address.

      Provide the home address of a friend and relatives.

      Describe his/her neighborhood, and home.

      Name the different sections of his/her house.

      Name and describe the different objects found in each section of his/her house.

      State the location of an item at home.

Suggested Activities

Introduction of vocabulary

Step 1

• The teacher will introduce the vocabulary for furniture and electrical appliances; print images of furniture and household appliances on sheets of paper in a size that all students can see clearly from far.
• Show  students the images of the furniture and home appliances, one by one, ask them if they know the name of the images, in Spanish. In case the students do not know, the teacher will provide the name. (The vocabulary list provided by the students and the teacher should be written on one side of the board.)
• A considerable time will be given to the students to internalize the vocabulary; this in preparation for the upcoming activity.

Oral Comprehension

Step 2

• To practice the vocabulary, the teacher must print two set of cards containing the images of furniture and electrical appliances that appear in the vocabulary.
• Following, the teacher will tell the students to move their desks to one side of the classroom.
• The teacher should place a table in front of the whiteboard; at the same time, he/she must divide the class into two groups.
• Each group will form a line at the middle of the classroom; starting from where the table is, to the end of the room. One line to the right and the other, to the left. Both lines should be facing each other.
• To continue, the teacher will place the two sets of figures on the table; one per group. Each set should be next to each group.
• The teacher, standing at the end of both lines, will say the name of an image of furniture or appliance, in Spanish.
• The student, who heads each line and is next to the table, must identify the image that the teacher mentioned, among all of those in his set.
• Once the image has been identified, he/she must pass it to the next student in their line until the last student. The last student will give the image to the teacher. Once the teacher receives the first image  of any of the two lines, he will mention the name of another image; and so on. It is important to consider, in this dynamic, that if a student from each line identifies  the image that is circulating in his/her line is not the one that the teacher mentioned, he must return it to the student who heads the line, so that he/she selects the correct image.
• The group that selects the most images correctly wins the game.
• After having identified the winner, the teacher will select an image from those received from the participants and call on a student  identify the name of the image , in Spanish.
• For this activity, the teacher will tell to the student a correct name and a false one of the image.

Example:

•  If the teacher shows the image of a table, he/she can ask to the selected student if the image is a chair or a table? The student must answer: it is a table. If the student makes a mistake, the teacher must select a second student to ask the same question. If the second student gets it right, the teacher will go back to the first student and ask the same question. This dynamic will continue until the majority of students participate.

Written expression

Step 3

• Each student must complete exercise # 14 of the workbook. In this exercise, students will be shown a floor plan of a house. Each section of the house must be named in English and have  5 spaces under each one. Based on the plan and the different sections, the student must list 5 furniture and/or appliances that need to be placed in each section. For example:    

Bedroom:

                  ______________

                  ______________

                  ______________

                  ______________

                  ______________

Introduction of vocabulary

Step 4

• As a next step for this subtopic, we will proceed to introduce the vocabulary related to the parts of the house.
• To introduce this vocabulary, it can be done as follows:

      Show or project a plan of a house with its respective sections. Each section should have some furniture and/or electrical appliances that help identify the different sections; for example: a section with a bed to indicate that this section is a bedroom.

      Point at a section and ask the class the following question in Spanish ¿Cómo se llama esta sección? ¿Qué sección es esta?

      Write the name of the different sections on one side of the board. (Words that students do not know in Spanish should be added to the list.)

      In the same way that the other sections of the house were presented, the rest of the vocabulary can also be presented (wall, door, window, floor, etc.)

      Having all the vocabulary on the board, the teacher will ask students for their respective translation. The teacher must provide the translation, in English, of the words that the students do not know.

Practicing the vocabulary

Step 5

• To practice the vocabulary of furniture and appliances, orally, the teacher will ask the students to move their desks on the side of the classroom, leaving the center free.
• The teacher will ask the students to form a circle in the middle of the classroom.
• The teacher will throw a small ball  to one of the students saying a word of the vocabulary, in Spanish. The student who catches the ball must say the same word but in English, whilst returning the ball to the teacher. This will be done until everyone participates; for example: dormitorio = bedroom.
• Once the teacher realizes that the students can translate correctly from Spanish to English, they must change the translation: the teacher will say it in English and the students in Spanish.

Note: the teacher should throw the ball as fast as possible to exercise the student's memory. For this exercise, the teacher must erase the vocabulary he/she wrote on the board before starting the game or gradually, depending on how the students begin to internalize the vocabulary.

 Written Comprehension

Step 6

• To continue practicing and internalizing the vocabulary, on sheets of paper size 8 ½ X11, write both in Spanish and English; one word per page.
• Once center of the classroom is free, the teacher will divide the students in two groups.
•  Ask the first group to come to the front to form a line; all looking to the same place
•  With the help of some students from the group that are  not participating, teacher will stick a sheet of paper on the back of each participant on which a vocabulary word  will be  written.
• Once all the participants have a piece of paper stuck to their back, ask them to find the translation of the word on their back. To do this, first, each student must ask one of his classmates what word is on his back; subsequently, he/she has to find the translation of it.
• As soon as they find its respective translation, they must form a pair, standing on one side of the classroom.
• Once everyone has found their respective pair, the teacher will ask the students to take off the sheet of paper from their back to verify the  correct pair.
• Write down  the correct and incorrect answers on the board .
• The teacher will proceed to carry out the same dynamic with the second group; verifying which group got more correct translations.

Oral Comprehension and Written Expression

Step 7

• Each student must complete exercise #15 of the workbook. For this exercise, the teacher will read a text where a house is being described in detail. Students must answer 5 questions based on the text.

Texto: La casa de mi hermana

Mi hermana mayor vive en Corozal en una casa muy hermosa y elegante. La casa está ubicada muy cerca de la playa. Cuenta con ocho secciones: una sala, el comedor, la cocina, el baño, la lavandería y tres dormitorios. En la sala hay un televisor muy grande, un juego de sofás, una mesa de centro y un ventilador. En la cocina hay una lava trastes, la estufa, el horno microondas, la refrigeradora, etc. En el comedor está la mesa con ocho sillas y un florero sobre la mesa. En el baño hay un espejo muy hermoso, la regadera, la bañera y el lavamanos. La lavandería tiene una secadora y una lavadora. En cada dormitorio hay una cama doble, un ropero, una mesa de noche y un ventilador. ¡Me encanta visitar a mi hermana porque me siento cómodo en su casa!

Written Expression

Step 8

• Each student must complete exercise #16 of the workbook. students will have to write two paragraphs based on the image of a house found in the same exercise. To do this, they must consider the number of sections it has and what is in each section; this is based on the imagination of the students.

Oral Comprehension and Expression and Written Expression

Step 9

• In groups of three, students will role-play “Amueblando mi casa”. One of the participants is the owner of the house; the second person is in charge of obtaining furniture and appliances for the house; the third is the salesperson of the store where furniture and household appliances are sold
• To start, the person in charge of furnishing the house asks the owner or landlord what furniture and appliances are needed for each section of the house.
• The owner gives details on what to have in each section of her house. The manager takes note of the order.
• The manager arrives at the store where he/she is kindly attended by the salesperson whilst asking what furniture and/or appliances are needed for each section.
• The person in charge of furnishing the house responds as the seller asks.
• The manager asks for prices, pays and leaves.

 Written Comprehension

Step 10

• Each student must complete exercise # 17 of the workbook. In this exercise, a descriptive story of a person who went to buy some furniture to “MADISON” furniture gallery, in Belmopan. Based on the story, the students must answer 5 open questions.

Introduction of vocabulary

Step 11

• To continue with this sub-topic, the teacher will introduce the following vocabulary, writing it on the board and providing its respective translation..

en/sobre la calle/avenida, bulevar…, enfrente de la/del…, atrás de la/del…, a un costado de la/del…, al lado de la/del…, número…, vivo en…

• To illustrate the vocabulary, the teacher will use a community map.

•  Introduce the following questions:

¿En dónde vives? (informal) ¿En dónde vive…? (formal)

• For the students to answer these questions,  show them cards containing addresses, as illustrated below. These can be printed in a large size, drawn on the board or projected on the board.

• Ask a student: Where do you live? or where does Juan live? In the event that the selected student knows Juan.
• The selected student must respond based on the figure presented; for example: Yo vivo en la calle Alberto, #35, enfrente del Banco Belice. This is in the event that the student is acting as Juan. But if Juan was a friend, the selected student will respond: Mi amigo, Juan, vive en la calle Alberto, #35, enfrente del Banco Belice.
• This dynamic will be repeated until the majority of the class participates.

Written Expression

Step 12

• Each student must complete exercise # 18 of the workbook. In this exercise the student will be shown a paragraph where addresses are discussed. The student must answer questions in relation to where each individual mentioned in the paragraph lives. It is important that the street and/or avenue; what place is in front or next to his/her house is specified.

Written Expression

Step 13

• The teacher will ask each student to send an email or a text message providing their address and the address of two best friends. In this message, each student must greet the teacher and provide the required information; in Spanish and in complete sentences.

Introduction of vocabulary

Step 14

Note: Considering that the students have already practiced the vocabulary to describe places and things, in level A2.1 and in the previous lessons of this level, a survey will be carried out to identify the vocabulary that the students already know;  following the steps below:

▪         Print or project images of different types of houses.

▪         Ask  students to describe each type of houses  in Spanish; including the neighborhood.

▪         On the board, write the descriptive words provided by the students.

▪         Finally, add the vocabulary words from this subtopic but not provided by the students.

▪         Ask them to translate the vocabulary written on the board into English. (In case that they do not know the translation of the given words,) the teacher must provide their respective translation.)

Oral Comprehension and Expression and Written Expression

Step 1

• Each student must complete exercise # 19 of the workbook. In this exercise, the student must interview 3 classmates asking them: ¿Cómo es tu casa y tu vecindario?
• Students must answer in Spanish and in complete sentences making sure that they provide 5 characteristics of their house and two of their neighborhood. The interviewer should write down the responses given..
• Each student must give a report on all the responses given by their classmates
•  For example: Ramiro dijo que su casa es grande, de cemento, color verde, elegante y espacioso; asi mismo, su vecindario es calmado, pacífico y limpio. (Although the instruction asks for everyone to participate, it is at the teacher's discretion to do so.)

Written Comprehension

Step 1

• Each student must complete exercise # 20 of the workbook. In this exercise they  will be provided with a paragraph describing a house ,and its sections, what is in each section, the position of each piece of furniture and/or appliances in relation to the others, the neighborhood, etc. The students must answer the comprehension questions assigned based on the paragraph.

Written expression

Step 1

• Each student must complete exercise # 21 of the workbook. Each student must write two paragraphs. The paragraphs must include the address of their house, a description where it is located,  how many sections it has, what is in each section, and a description of what their neighborhood looks like.

Subtema 6: ¿Qué opinas de mi casa?

Suggested Lexical Content

¿Qué?, ¿Para qué?,

Specific Learning Objectives

After completing this subtopic, the student will be able to:

      Understand descriptive paragraphs about a house or neighborhood.

      Understand short emails that express likings or comparisons.

      Understand stories about the process of building a house.

      Write descriptive paragraphs about their own house or neighborhood.

      Write paragraphs comparing their house with other houses.

      Write emails expressing liking for a friend's house.

      Write stories expressing the detailed process of building a house.

      Understand simple descriptions of a certain place.

      Understand when someone expresses preference about houses.

      Understand when two or more objects are compared.

      Understand when objects are described.

      Understand when others compare a present location with a past location.

      Describe neighborhood, and home.

      Name the different sections of his/her house.

      Express belonging.

      Express likes and preferences for objects.

      Compare house with others houses.

      Hold simple dialogues related to their home.

Suggested Activities

Oral Comprehension and Expression

Step 1

▪         Select a student from the class and ask the following question, in Spanish: ¿Cómo es tu casa? Based on previous knowledge students are expected to  describe their house, specifying the material it is made of, the color, the location, the number of sections it has, the appearance, etc.; a description of their  the neighborhood must be provided too.

 Written Comprehension and Expression

Step 2

▪         Each student must complete exercise # 22 of the workbook. In this exercise the student is presented with a description of Roberto's house. This description provides the location, the material it is made of, the color, appearance, size, number of sections, and a  description of  the neighborhood, etc.

Written Expression

Step 3

• Based on the description given in exercise # 22, each student will write an email to the teacher expressing their likes about Roberto's house alongside comparing it to their own house. Before doing this exercise, the teacher should provide students with a list of phrases and/or sentences, in Spanish and English, used to express likes and to compare houses. For example:

Me encanta

Me gusta

Es más bonita/fea que…

Es más grande/pequeña que..

Son iguales en…

La casa de ___ es _____; mientras que la mía no tiene…

La casa de ______ está en... La mía está en…

La casa de ______ tiene más/menos secciones que la mía.

Note: it is important to consider that all the vocabulary required to complete this exercise (describing, comparing and expressing what the student likes or dislikes) was already presented and practiced at level A2.1. It is at the discretion of the teacher to make a brief review before engaging students in this activity.

Written Comprehension

Step 3

• Each student must complete exercise # 23 of the workbook. In this exercise, students are presented with a message describing and comparing houses.  Students must complete “part 2” of this exercise.

Oral Comprehension

Step 1

•  Read to students a dialogue in which a businessman wants to buy a house; however, this businessman is indecisive on which one to buy; therefore, he decides to share the details of both houses with his wife. He describes the houses to her, by comparing and expressing everything he likes and doesn't like about each house. The wife tells him which house she prefers and why. Based on the dialogue, the students will have to answer 7 comprehension questions (exercise #24) in the workbook.

No sé cuál casa escoger (diálogo)

Pedro: Ya vine Ana

Ana: ¿Cómo te fue? ¿Compraste la casa?

Pedro: La verdad, no. No pude decidirme por una de ellas.

Ana: ¿Cómo así?

Pedro: Vi ambas casas y ambas tienen características buenas y malas:

Ana: Por favor, explícame…

Pedro: La casa que está en San Felipe está grande; es de cemento y está nueva; tiene 8 secciones muy amplias en donde pueden caber todos nuestros muebles y electrodomésticos; sin embargo, no me parece segura – tal vez porque está un poco retirado del centro de la aldea.

Ana: ¿Cómo es la de Sarteneja?

Pedro: La casa que está de venta en Sarteneja es un poco pequeña y vieja; es de madera y está pintada de color amarillo –bueno, el color no importa mucho-. Tiene 5 secciones. El baño está afuera de la casa. Lo que me gusta es que el lugar es tranquilo y muy visitado por los turista; sin embargo, no creo que quepan nuestros muebles y electrodomésticos en ella.

Ana: Me gusta la de San Felipe por ser grade y de cemento, mas prefiero la de Sarteneja,  ya que me encanta ser parte del turismo. Me quedo con la de Sarteneja aunque tenga que vender algunos muebles.

Pedro: No se diga más…nos vamos a vivir a Sarteneja.

Oral Comprehension and Expression  

Step 1

• Ask students to print the image of two houses on different sheets of paper (8X10” color); one they like and one they don't like.
• The students must bring both images to class to present them.
• In the presentation (without reading), the student will describe each of the houses (location, neighborhood, material, color, appearance, number of sections it has, etc.); at the same comparing and expressing their likes and dislikes about each house.
• At the end of the presentation, select two students to ask the presenter a question about the content of their presentation; for example: ¿Por qué no te gusta la primera casa?
• The student who asks must do so in Spanish and in complete sentences; in the same way the one who answers these questions.

Introduction of Vocabulary

Step 1

•  Write the following vocabulary:

-          Primero

-          Luego

-          Posteriormente

-          De igual forma

-          De la misma forma

-          Finalmente

Step 2

• Ask students if they know the list of vocabulary, in English. If the students knew, write the respective translation next to each word. In the event that the students do not know, the teacher must provide the translation.
• To reinforce the vocabulary, provide examples of its use, in complete sentences, for proper understanding in Spanish, always focused on the vocabulary of the house; for instance:

-          Primero compró el cemento, luego la arena.

-          Primero pintó la pared, luego las puertas y las ventanas; seguidamente, pintó el techo.

-          Puso luces en la sala; de igual forma en el corredor.

-          Pintó la cocina de la misma forma que pintó el comedor.

-          Primero construyó la sala; luego el comedor y la cocina; finalmente, los dormitorios.

Written comprehension

Step 1

• Each student must complete exercise # 25 of the workbook. In this exercise, students will be presented with 10 fill in the blanks sentences.( A word bank will be provided)

Note: For this activity, the teacher must assist the students with the words they do not know, in Spanish.

Oral Comprehension

Step 1

• The teacher will read to the students a text that describes, step by step, the process of building a house. The students will have to answer some questions based on the text that the teacher read.

Note: learning about the construction process of a house is intended to prepare students to describe the process of anything else; for example: a cooking recipe or a special event.

Written Expression

Step 1

• Each student should complete exercise #26 of the workbook. In this exercise, the student should write two paragraphs where explaining the process of   house construction (factual or real). The student should start from the time the materials were bought until the end of the construction.
• This work should be done in class. The teacher will assist the students if they don’t know a word in Spanish.

Oral Expression

Step 1

• Using the same text from exercise #26, each student should prepare an oral presentation (without reading). They are to present step by step, the process of a house construction. After each presentation, select a student to ask a question to the presenter. Both the question and the answer should be in Spanish an in a complete sentence.

Oral Comprehension and Expression

Step 1

• Prepare an oral dialogue based on the following situation.

- El alumno hoy vive en una casa diferente que hace un año.

- El alumno conoce cómo fue construida su nueva casa.

- El alumno sabe comparar su casa anterior con la actual.

- El alumno sabe expresar lo que le gusta y no le gusta de su casa actual y de la anterior.

• To carry out this dialogue, the student must be ready to answer the following questions:

- ¿En dónde vivías?

- ¿Y tú?

- ¿Cómo era tu casa?

- ¿Cómo es tu casa?

- ¿Cómo construyeron tu casa?

- ¿Y la tuya?

- Compara ambas casas.

- ¿Qué es lo que te gustaba de tu antigua casa?

- ¿Qué es lo que te guata de tu casa actual?

- ¿Y a ti?

- ¿Qué es lo que no te gustaba de tu antigua casa?

- ¿Qué es lo que no te guata de tu casa actual?

- ¿Y a ti?

• For this dialogue, assign a partner to the student when presenting. All students must participate in this activity.

Note: Through this kind of activities, we prepare the students to have a real conversation in the target language, since they don’t know who they will be conversing with.

 mediante este tipo de actividad se prepara a los alumnos a poder sostener una conversación real, ya que no conoce a la persona con quién conversará

Subtema 7: Necesito rentar una casa

Suggested Lexical Content

¿Qué?, ¿Para qué?

Specific Learning Objectives

After completing this subtopic, the student will be able to:

      Understand written directions.

      Understand descriptive paragraphs about a house or neighborhood.

      Understand simple dialogues related to house renting.

      Understand signs and flyers on house renting.

      Understand house rental advertisements.

      Write descriptive paragraphs about own house or neighborhood.

      Create flyers advertising the renting of a house.

      Write dialogues about renting a house.

      Understand simple descriptions of a certain place.

      Understand vocabulary about furniture and electronic appliances.

      Understand simple conversations related to home.

      Understand dialogues or announcements related to renting a house.

      Name the different sections of house.

      Name and describe the different objects found in each section of own house.

Suggested Activities

Note: This subtopic has been developed with the sole purpose of preparing students so that they can understand and express themselves – in writing and verbally – using a vocabulary to rent or when looking for a house to rent; this will  help their parents, who do not speak Spanish, when they face a situation like that, whether inside or outside the country; also, when the students travel to a Spanish country..

Most of the vocabulary for the development of this topic has been seen in previous lessons; therefore, written comprehension exercises will be developed to identify the new vocabulary

Written Comprehension

Step 1

• Students will be asked to complete exercise #27 of the workbook. This exercise contains a reading material on renting a house. To complete the comprehension exercise, students must answer some questions related to reading. These must be done in Spanish and in complete sentences.

Written Comprehension and Expression

Step 1

▪         Ask students to complete exercise #28 from the workbook. The exercise consists of a dialogue on renting a house. Next, students will be asked to complete “part 2” of it, which consists of ten questions based on the dialogue.

Written Comprehension

Step 1

Students will be asked to complete exercise #29 from the workbook. This exercise contains a house rental advertisement. To complete the exercise, students must answer some questions, based on the content of the advertisement.

Written Expression and Oral Comprehension and Expression

Step 1

Each student must design an advertisement promoting the rental of a house. This ad should be made on a full card stock or at a size that can be viewed from far. The ad must contain: title, location, description of the neighborhood and the house itself, price, services, restrictions, if it is furnished or not, contact, etc. The ad must be fully illustrated (pictures).

Step 2

Each student must present their announcement.  Designate two students to ask questions to the presenter (each one) based on the presentation. It is up to the teacher's discretion to ask questions as well. All students must participate in this presentation.

Oral Expression

Step 1

In pairs, students must prepare a role-play in which participant “A” is looking for a house to rent; while participant "B" has a house to rent. They meet in the park and start a conversation about the house they are renting.

The following should be covered in this conversation: talking about the location, the neighborhood, the material and color of the house, the number of sections it has, the conditions/rent restrictions, the services it offers, whether it is furnished or not, the price, the method of payment, etc.

Step 2

Each pair should perform the role play. Notes are not allowed in this presentation. Each student must be evaluated individually and informal. The teacher must correct the structuring and pronunciation of words in Spanish.

Subtema 8: Mi salón de clases

Suggested Lexical Content

profesor-a/maestro-a, alumno-a/estudiante, salón de clase, pupitre, silla, mesa, libro, cuaderno, borrador, lápiz, lapicero, bolígrafo, tiza, marcador, puertas, ventanas, mochila, regla, etc.

Specific Learning Objectives

After completing this subtopic, the student will be able to:

✔        Write paragraphs describing their own classroom.

✔        Create a table showing the class schedule.

✔        Understand simple conversations related to classroom.

✔        Understand sentences or phrases that identify the location of an object.

✔        Provide school address.

✔        Describe classroom.

✔        Name and describe different objects found in each section of their classroom.

✔        State the location of an item in their classroom.

✔        Hold simple dialogues related to their classroom.

Suggested Activities

One of the objectives of this lesson is reusing the vocabulary seen in the previous activities, putting them into practice in this lesson, such as describing places, giving directions, listing objects, etc.

Introduction of Vocabulary

Step 1

▪         Divide the class in groups of 3’s

Step 2

•  Ask all groups to stand up and walk around the classroom listing the objects they can find in it. The list must be in Spanish.
• Each group will present their results. The group with the most correct vocabulary in Spanish will be the winner.

Practicing the Vocabulary

Step 1

▪         To practice the vocabulary,  print two sets of cards containing images of the vocabulary; for instance: la figura de un profesor, un libro, un lápiz.

Step 2

•  Form groups of five, who will compete with each other

Step 3

Put two tables in front of the class call on two groups to compete. Each group should stand around the table assigned to them.

Step 4

 Give the name of one of the images that is on the table. The group that finds the image first will show it to the class, earning points for their group. The group that accumulates 5 points first wins. The losing group must continue to participate with the new group. All groups must participate in this activity.

Written expression

Step 1

• Each student must complete exercise # 30 of the workbook. In this exercise, the student must write the name of the object or the profession of the person who is in it; also, write a complete sentence describing the object or the person (profession)

Oral expression

Step 1

• Each student must draw a classroom on a Bristol board.

Step 2

• Each student must bring their drawing to the classroom, present it to the class, without consulting notes.
• They are to  mention the name of the school, the address, describe the classroom, list the objects found in it, locate five objects in relation to the other objects that are around the located object and mention the different hours of the class schedule. The poster should only contain the title "Mi salon de clase". All students must participate in this activity. The evaluation should be informal. The teacher and/or the students will be able to correct the pronunciation errors of the presenter.

Oral comprehension 

Step 1

•  Play an audio in which a classroom is described (Name of the school, address, describes the classroom, list the objects found in it, identify the location of the objects, schedules, etc.). Based on the audio, each student must complete exercise # 31 of the workbook. This exercise contains some statements of which the student must define if it is true or false.

Written Expression 

Step 1

•  Ask the students to complete exercise #32 of the workbook. This exercise will contain an image of a classroom. Students should write two paragraphs describing the image.

Subtema 9: ¿Cuál es el mejor salón de clases?

Suggested Lexical Content

This vocabulary already was studied; just that students will be putting it into practice.

Specific Learning Objectives

After completing this subtopic, the student will be able to:

✔        Understand simple stories that compares the present classroom to the previous one.

✔        Write paragraphs describing their classroom.

✔        Create a table showing the class schedule.

✔        Create a  list of items found in the classroom.

✔        Write paragraphs comparing last year's classroom with a current one.

✔        Understand simple conversations related to classroom.

✔        Understand when others compare a present location with a past location.

✔         

✔        Hold simple dialogues related to their classroom.

✔        Compare the current classroom setting with last year's.

Suggested Activities

Written Comprehension and Expression

Step 1

▪         Ask the students to complete the exercise #33. This exercise contains a reading where two classrooms are compared: the current one with the previous one. Based on the content of the reading, students must answer some comprehension questions based on the reading.

Oral Comprehension and Written Expression

Step 1

Play an audio containing a dialogue describing a previous classroom with a current one. Based on the content of the dialogue, students will have to answer some questions found in exercise #34 of the workbook. Questions must be written in Spanish and in complete sentences. The dialogue must include the name of both schools, locations, describe both classrooms, specify times and objects found in them, etc. Speaking in past and present is mandatory. The student has to compare and express likes and dislikes.

Oral Expression

Step 1

In pairs, students will perform the following role play: participant “A” and “B” are new to the school. Both students meet on the first day of class and become good friends. They will discuss what their classroom was like at  school where they studied and what the current one is like. In this conversation, they should include the name of the school, location, class times, and describe the classroom while identifying the objects and people that are in the current and previous classroom.

Tarea final de la unidad 1

FASE 1: Written comprehension

      Give students, in writing, a dialogue about the school and the classroom. (Appendix No. 1).

      Provide students with an exercise containing a comprehension exercise based on dialogue. (Appendix No. 2)

FASE 2: Written Expression

      Project or print two images of different rented houses.  Students must write two paragraphs where they compare both houses and identify the best one for them to rent; in other words, they must explain why they choose that particular house in the paragraphs they should include:

      Ubicación

      El material

      El tamaño

      El color

      La comodidad

      Las diferentes secciones

      Los muebles y electrodomésticos

      Los servicios

      La seguridad.

      El precio

      La forma de pago

FASE 3: Oral comprehension and Written Expression.

      Read an advertisement on a house rental. (Appendix No. 3).

      Ask student to take notes on the announcement and use those notes to write two paragraphs in your own version.

FASE 4:  Oral Expression

      Each student will draw the plan of their house, on a piece of cardboard, where the different sections are defined; likewise, they must draw or paste the different furniture and appliances found in each section. Having the poster ready, they are to present their house. The presentation should cover the following points:

1.  Mencionar la dirección de la casa

2.   Describir el vecindario.

3.  Describir la casa por fuera. Esto incluye el material del que fue hecha, el tamaño, el color, el estilo, que tipo de techo tiene, su condición, la cantidad de puertas y ventanas, etc.

4.  Nombrar las diferentes secciones.

5.  Identificar los diferentes muebles y electrodomésticos que se encuentran en cada sección.

6. Seleccionar dos de las secciones e identificar la posición que tiene cada mueble y electrodoméstico que haya en ellas.