Unit 1: ¿Me conoces?
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
Oral Comprehension
⮚ Can understand everyday expressions such as greetings and
farewells.
⮚ Can understand when someone gives personal information.
⮚ Can understand when someone describes a person.
⮚ Can understand when someone describes himself/herself.
⮚ Can understand statements that express one’s personal likes.
⮚ Can understand simple questions based on personal information.
⮚ Can understand oral dialogue related to personal information.
⮚ Can understand events from the past when an individual speaks at
a slow pace.
Oral Expression
⮚ Can say “hello” and respond to greetings.
⮚ Can say “goodbye” and respond to a farewell.
⮚ Can provide personal information.
⮚ Can ask and answer questions about one’s personal information.
⮚ Can describe himself/herself.
⮚ Can express one’s likes and dislikes.
⮚ Can talk about the likes of his/her friends.
⮚ Can talk about him/her in a simple way.
⮚ Can have a simple dialogue about one’s personal information.
⮚ Can narrate activities that he/she did as a child.
⮚ Can compare what it was like in the past and what it is like today.
Written Comprehension
⮚ Can understand simple forms that require personal information.
⮚ Can understand written dialogue about one’s personal information.
⮚ Can understand short sentences and paragraphs that describe a
person speaking about the present or the past.
⮚ Can understand sentences that express likes.
Written Expression
⮚ Can fill out forms that require personal information.
⮚ Can write small notes incorporating greetings, farewells, and
personal information.
⮚ Can write short, simple sentences expressing personal likes and
dislikes.
⮚ Can write simple dialogue statements by including greetings words,
farewell phrases, and personal information.
⮚ Can write paragraphs describing childhood events/experiences.
Specific Descriptors for “Unit 1” based on the structure of the
language
⮚ Identify key words to ask questions.
⮚ Create questions using interrogative words.
⮚ Answer a variety of questions.
Sub-topic 1: ¿Dime?
Suggested Lexical Content
¿Qué?, ¿Para qué?, ¿Por qué?, ¿De qué? ¿Quién?, ¿Quiénes?,
¿Cuándo?, ¿Cómo?, ¿Dónde?, ¿Cuál?, ¿Cuáles?, ¿Cuánto?,
¿Cuántos?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
✔ Identify keywords to ask questions.
✔ Create questions using interrogative words.
✔ Answer a variety of questions.
Suggested Activities
Oral Comprehension and Expression
Step 1
▪ The teacher will introduce the vocabulary list by writing it on the
board. The teacher will emphasize on the use of the language
during class time, which is the fundamental basis of the task-based
approach. To avoid the students focusing on the grammatical form
of the language, the teacher will ensure not to state that the words
represent interrogative pronouns and adjectives.
Step 2
▪ The teacher will elicit from the students the English translation of
the Spanish interrogative words (vocabulary words).
Step 3
▪ If the students are unable to identify all the English translation of
the Spanish vocabulary words, the teacher will provide the
remaining list.
Step 4
▪ For the revision of vocabulary list, a class activity will be carried
out. The teacher will request the students to move the
chairs/furniture to the sides of the classroom to leave the center of
the class open.
Step 5
▪ Then, the students will form a circle in the open area found in the
middle of the classroom. The teacher will stand in the center of the
circle with a small ball. While stating the English translation of the
vocabulary words, the teacher will throw the ball to the students at
random. Each student that catches the ball will translate/state the
Spanish form of the vocabulary word stated by the teacher. The
activity will continue until all students participate and have
internalized the vocabulary words.
Written Comprehension
Step 6
▪ Several flash cards containing either the Spanish or English
vocabulary words will be placed on the classroom floor. Teacher
ensures that the written vocabulary words are not visible by placing
the written word facing down.
Step 7
▪ Using the flash cards, the students will play the following game:
▪ Each student picks up a flash card with the vocabulary word from
the classroom floor.
▪ The flash card can either have the Spanish or English form of the
word from the vocabulary list.
▪ On the teacher’s indication, the students will immediately search
the translation of the vocabulary words found in their flash card.
The students will quickly find the matching translation of the
vocabulary word from the remaining flash cards found on the
classroom floor or among peers, who have the matching
translation. If another student has the translation of the vocabulary
word, they will form a group.
▪ The students who found the translation of the word from the
classroom floor will take first place in the game.
▪ The students who found the matching translation of the word from
their peers will take second place in the game.
▪ The students, who could not find the matching translation due to
unwillingness to participate, lose in the game.
▪ The game will be played several times.
Oral and Written Comprehension
Step 8
▪ Using a variety of pictures, the teacher will provide examples how
each vocabulary word is used in simple questions with
corresponding answers.
▪ Provided with a picture of various mangos on a vegetable stand,
the teacher uses the following example:
¿Cuánto valen los mangos? Los mangos valen $1.00
Possible questions using the vocabulary:
¿Qué?.............¿Qué horas son?
¿Para qué?......¿Para qué quieres dinero?
¿Por qué?........¿Por qué estudias español?
¿De qué?.........¿De qué color es tu camisa?
¿Quién?...........¿Quién eres tú?
¿Quiénes?.......¿Quiénes compraron ropa bonita?
¿Cuándo?........¿Cuándo es la fiesta?
¿Cómo?...........¿Cómo es él/ella? ¿Cómo te llamas?
¿Dónde?..........¿Dónde vive?
¿Cuál?.............¿Cuál es tu nombre?
¿Cuáles?.........¿Cuáles son los tuyos?
¿Cuánto?.........¿Cuánto vale una manzana?
¿Cuántos?.......¿Cuántos años tienes?
The teacher ensures that each student comprehends the given
questions.
Oral and Written Comprehension and Expression
Step 9
▪ The teacher will ask the students to do Exercise # 1 of the
workbook.
▪ The objective of this exercise is to develop oral and written
comprehension and oral and written expression in the target
language.
Oral Expression
Step 10
▪ Using the format of the interview from the previous exercise, the
teacher will request the students to prepare an oral presentation of
an interview with their respective partner/group member. Each
group/pair will need to practice the interview without using
consulting notes and following the teacher’s guide.
▪ The teacher’s guide will be provided to the students to carry out the
activity.
The Guide consist of the following:
1. Nombre
2. Dirección
3. Años tienes
4. Número de teléfono
5. Correo electrónico
6. Estatus familiar
7. Nacionalidad
8. Hermanos
9. Te gusta más
10. Deporte
Written Expression
Step 11
▪ The teacher will ask the students to do Exercise # 2 of the
workbook. This exercise provides the student with the opportunity
to develop written expression skills in the target language.
▪ While the students perform the exercise, the teacher can assist in
translating the English words into the Spanish form when requested
by the students.
Note: For this lesson, take into consideration that the students
have completed level A1. Therefore, each student has sufficient
word repertoire to complete the exercise using the written
expression skill.
Sub-topic 2: ¡Hola!
Suggested Lexical Content
¡Hola!
¿Cómo está/ estás?
¡Muy bien, gracias!
¿Cuál es su/ tu nombre?
Mi nombre es Carlos.
¿Cómo te llamas?
¿Cómo se llama?
Me llamo Carlos.
¡Fue un placer
haberlo/haberla conocido!
¡Feliz noche!
¡Pasa/pase buenas noches!
¡Buenos/as
días/tardes/noches!
¡Gracias igual!
¡Felicidades!
¡Buena suerte!
¡Gracias por su atención!
¡Hasta pronto/ luego/mañana!
¡Cuídese/cuídate mucho!
¡Fue un placer haberte
conocido!
¡Igualmente! / ¡Gracias igual!
¡Adiós!
¡Qué le/te vaya bien!
De nada
¡Bienvenido/s!
¡Gracias!
Specific Learning Objectives
After completing this subtopic, the student will be able to:
✔ Understand everyday expressions such as greetings and farewells.
✔ Say “hello” and respond to greetings.
✔ Say “goodbye” and respond to a farewell.
Suggested Activities
Oral and Written Comprehension
Step 1
▪ The teacher will elicit from the students a list of greeting words.
Step 2
▪ As the greeting words are stated by the students, the teacher will
write down the list on the board.
Step 3
▪ If the students are unable to provide all the vocabulary words, the
teacher will modify the students’ vocabulary list by adding new
words or phrases. The teacher needs to ensure that all vocabulary,
which will be useful for the development of this lesson (suggested
vocabulary), is included in the list.
Step 4
▪ The teacher will introduce the respective English translation of the
Spanish Vocabulary words. The vocabulary list will reveal to the
students the format of how to respond to each greeting and
farewell.
Step 5
▪ The teacher will give the students considerable time to familiarize
themselves with the vocabulary. Teachers can provide a time span
of 10 minutes.
Oral Comprehension and Expression
Step 6
▪ To practice the vocabulary, the teacher will ask the students to
form a circle at the center of the classroom. The teacher will be at
the center of the circle with a ball in his/her hand. While stating
the English form of greeting and farewell, the teacher will throw
the ball to one of the students. The student, who catches the ball,
will state the Spanish Translation of the greeting or farewell word
that was provided by the teacher. The exercise will continue until
all students have participated in the activity. The teacher will
ensure that the students have internalized the vocabulary of
"greetings and goodbyes".
▪ (For this activity, the teacher gradually erases the vocabulary from
the board as the students internalize it).
Oral and Written Comprehension
Step 7
▪ Using Bristol board strips, the teacher will write various greetings
and farewell responses. Using the paper strips, students will be
playing an interactive game.
Step 8
The interactive game consists of the following:
▪ The Bristol board strips will be placed on a table located at the
center of the classroom.
▪ The teacher will divide the students into two groups. Each group
will move to the opposite (left and right hand) corner of the class to
face each other. Each group will compete to become the winners of
the game.
Step 9
▪ At random, the teacher will state the name of one student of each
group.
▪ The teacher will call out a greeting or farewell word/phrase.
▪ As the teacher states the word, the two selected students will run
towards the table to find the correct Bristol board strips that contain
the greeting or farewell that the teacher stated.
▪ Whoever finds the correct Bristol board strip will get one point for
their group. The interactive game will continue until all participants
get an opportunity to participate. The group that accumulates the
most points at the end of the game will be the winner.
Oral Comprehension and Expression
Step 10
▪ For the revision of the vocabulary, the teacher will ask the students
to form a circle at the center of the classroom. The teacher will
stand at the center of the circle with a ball in his/her hand. While
stating the English form of a greeting and farewell word/phrase, the
teacher throws the ball to one of the students. The student, who
catches the ball, will state the Spanish Translation of the greeting or
farewell word that was provided by the teacher. The exercise will
continue until all students have participated in the activity. The
teacher ensures that all students have internalized the vocabulary.
Written Expression
Step 11
▪ The teacher will ask the students to do Exercise # 3 of the
workbook. In this exercise, the student will develop written
expression skills in the target language.
Sub-topic 3: ¿Sabes quién soy?
Suggested Lexical Content
¿Cuántos años
tiene/tienes?
Tengo 16 años.
¿En dónde vive/vives?
Vivo en Belmopán.
¿Cuál es su/tu fecha
de nacimiento?
La fecha de mi
nacimiento es el 28 de
noviembre de 1980.
¿Cuál es su/tu
ocupación?
Soy un/una estudiante
¿Cuál es su/tu estatus
familiar?
Soy soltero/casado…
¿Cuál es su/tu número de
teléfono?
Mi número de teléfono es
el 662-1546.
¿Cuál es su/tu correo
electrónico?
Mi correo electrónico es
oportillo@yahoo.com
¿Qué le/te gusta hacer?
Me gusta aprender
español.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand when someone gives personal information.
⮚ Understand simple questions based on personal information.
⮚ Understand oral dialogue related to personal information.
⮚ Provide personal information.
⮚ Ask and answer questions about one’s personal information.
⮚ Describe himself/herself.
⮚ Have simple dialogue about one’s personal information.
⮚ Understand simple forms that require personal information.
⮚ Understand written dialogues about one’s personal information.
⮚ Fill out forms that require personal information.
⮚ Write small notes incorporating greetings, farewells, and personal
information.
⮚ Write simple dialogues statements by including greetings words,
farewell phrases, and personal information.
⮚ Write paragraphs describing childhood events/experiences.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will introduce the following questions on the board:
¿Cómo te llamas? / ¿Cuál es su/tu nombre?
¿Cuántos años tiene/tienes?
¿En dónde vive/vives?
¿Cuál es su/tu fecha de nacimiento?
¿Cuál es su/tu ocupación?
¿Cuál es su/tu estatus familiar?
¿Cuál es su/tu número de teléfono?
¿Cuál es su/tu correo electrónico?
¿Qué le/te gusta hacer?
▪ The teacher can provide necessary translation of the
words/phrases if requested by any student.
Written Expression
Step 2
▪ The teacher will ask the students to do Exercise # 4 of the
workbook. The exercise caters for the development of the student’s
written expression skill.
Note: Although Exercise # 4 is similar to Exercise # 1 in the
workbook, they are different. It can be observed that the students
will work with the first-person singular for Exercise # 4. Meanwhile
for Exercise # 1, the students were required to use the second
person singular (tú) because they were asking questions to their
peers for the interview. Also, both exercises introduce different
forms of questioning statements needed to complete the task.
Oral Comprehension and Expression
Step 3
▪ The teacher will provide ample time (five minutes) for students to
internalize the questions with their respective answers. After the
allotted time, the students will be requested to put away their notes.
Then, the teacher will call students at random to answer the same
questions found in the vocabulary. The students will respond to the
questions by using personal information/data.
Oral Expression
Step 4
▪ Using the answers of the nine questions found in the workbook and
one’s personal information, each student will prepare an oral
presentation about themselves. For the oral presentation, Students
need to use the greeting and farewell vocabulary for the
introduction and conclusion of the oral presentation. Also, the
student should be able to thank the listeners for paying attention to
their oral presentation (using the Spanish Language).
Written Comprehension and Expression
Step 6
▪ The teacher will ask the students to do Exercise # 5 of the
workbook.
This exercise is divided into two sections, which include:
Instruction 1 (the first part, which develops the written
comprehension skill) and Instruction 2 (the second, which
develops written expression skill).
Oral Expression
Step 7
▪ Using the vocabulary of greetings and farewells with the vocabulary
of personal information, the students will perform a role-play in
groups of twos (in pairs). The role play consists of the following:
Student “A” meets student “B” in the park whom he greets.
Student “B” responds politely to the greeting and is interested in
knowing more about the other person.
Therefore, Students “B” asks some questions to elicit Student “A” s
personal information.
Student "A" politely answers the questions.
Student “A” continues to ask the same questions to elicit Student
“B” s personal data.
To conclude the dialogue, both students say goodbye and leave
content since they met a new friend.
Teacher ensures that the students do not use footnotes because
the vocabulary has already been practiced and learnt.
Written Comprehension and Expression
Step 8
▪ The teacher will ask the students to do Exercise # 6 of the
workbook. This exercise is divided into two parts: Instruction 1 (the
first section presents a dialogue, which fosters the development of
the written comprehension skill) and Instruction 2 (the second part
contains questions based on dialogue that the students need to
answer. This activity enhances the written expression.)
▪ To complete the exercise, it is required to answer the questions in
the past tense. If necessary, the teacher will need to help the
students by providing similar answers to respond to the questions
in the exercise.
▪ For example:
¿Cuántos amigos tienes en tu colegio? Tengo 5 amigos.
(Teacher’s response)
¿Cuántos amigos tenías en tu colegio? Tenía 5 amigos. (Teacher’s
response)
Written Expression
Step 9
▪ Taking as a guide the previous role-play and the comprehension
exercise, each student will write a short story about a friend they
met at a certain place during their childhood years.
▪ The students are required to use the following are key words in
their writing:
era, vivía, tenía, jugaba, iba, etc.
The teacher can help the students with unfamiliar words, especially
words that the students have not studied.
Oral Expression
Step 10
▪ Without using notes or a story outline, each student will be required
to tell their story about the friend they met (activity in step 9) to the
class. After the story is shared to the classmates, the teacher and
students will ask questions based on the story shared.
Written Expression
Step 11
▪ Based on the presentation (The story of a friend met during
childhood), each student will send a written informal note (either
electronically or handwritten) to the teacher. The note needs to
include a greeting section for the teacher, experiences of meeting
the new friend, the friend’s personal data, and a farewell statement
to conclude the note.
Written Comprehension and Expression
Step 12
▪ The teacher will ask the students to do Exercise # 7 of the
workbook. In this exercise, students will be able to develop written
comprehension and expression skills.
▪ In Instruction 1 (the first part of the exercise), the student will have
the opportunity to understand a story. In Instruction 2 (the second
part of the exercise), the student will write a dialogue based on the
story. The dialogue should include a minimum of 7 direct speech
statements for each speaker.
Sub-topic 4:¿Cómo es?
Suggested Lexical Content
Él/ella es: grande, pequeño/a, feo/a, bonito/a, guapo/a, elegante,
inteligente, agradable, hermoso/a, gordo/a, flaco/a, fuerte, débil,
amoroso/a, cariñoso/a, trabajador/a, educado/a, serio/a,
contento/a, etc.
Él/ella tiene: ojos azules/pequeños/grandes, cabello
largo/corto/rubio/ondulado/liso, nariz larga/puntiaguda, chata, etc.
Specific Learning Objectives
At the end of this sub-topic, the student will be able to:
⮚ Understand when someone describes a person.
⮚ Understand when someone describes himself/herself.
⮚ Compare what it was like in the past and what it is like today.
⮚ Understand short sentences and paragraphs that describe a
person speaking about the present or the past.
Suggested Activities
Oral Expression and Writing Comprehension
Step 1
▪ The teacher will ask students to provide words that are used to
describe a person (descriptive words). The teacher should write
them on the board. The teacher will include additional words that
the students did not mention but appear in the suggested
vocabulary for this subtopic.
Written Comprehension
Step 2
▪ The Teacher will introduce the following sentences:
Él/Ella es… (to describe the appearance of a person, as well as
their personality)
Él/Ella tiene… (To describe the parts of the body of a person)
The teacher should provide examples of the same:
Ella es alta
Ella es inteligente
Ella tiene cabello rizado
Ella tiene ojos azules
Oral Expression
Step 3
▪ Provided with a picture of a person, the teacher will give the
students the opportunity to describe the individual with the aim of
energizing the class and practicing vocabulary.
Written Comprehension
Step 4
▪ The teacher will ask the students to do Exercise # 8 of the
workbook. In this exercise, students will develop written
comprehension. The exercise is also divided into two parts:
Instruction I (the first part of the exercise that allows the students
to identify words) and Instruction 2 (the second part of the
exercise that allows the students to list the words).
Oral Comprehension
Step 5
▪ The teacher will ask the students to do Exercise #9 of the
workbook. In this exercise, students will be able to develop oral
comprehension skills. For them to carry out this activity, the teacher
must read the following passage:
"William"
William es un alumno de primera forma. Él tiene una cabeza ovalada,
orejas grandes y cabello largo color negro; sus ojos son pequeños de
color negro, tiene una nariz grande y una boca mediana. William tiene
un cuello largo y delgado; él es alto y gordo; tiene manos grandes y
pies pequeños.
Oral Expression
Step 6
▪ In pairs, the students will come to the front to describe each other’s
physical features and personalities.
Written Expression
Step 7
▪ The teacher will ask the students to do Exercise # 10 of the
workbook. In this exercise, students will develop written expression.
Students will have to write a paragraph in this exercise. Details
appear in the exercise.
Written Comprehension
Step 8
▪ The teacher will ask the students to do Exercise # 11 of the
workbook. In this exercise, students will develop written
comprehension skills by answering questions based on a story. The
exercise is divided into two parts: Instruction I (the story) and
Instruction II (the comprehension exercise based on the story).
The teacher should assist the students with the unfamiliar words
found in the story for better understanding.
Written and Oral Expression
Step 9
▪ Based on the comprehension exercise above, students should write
a short story where they compare themselves (personality, physical
traits, etc.) in Primary School and Secondary School. Each student
must present their story to the class without consulting their notes;
the teacher must be well acquainted with the story. The teacher
should ensure that the story is well written before the presentation.
Sub-topic 5: Te contaré de mí pasado
Suggested Lexical Content
Cuando era…/vivía en…/tenía…/estaba…/estudiaba en…/salía
con…/visitaba a…/jugaba con…/iba a…/…
Yo jugaba con/a…/nadaba en…/estudiaba…/saltaba…/iba
a…/corría…/viajaba a…/vivía con…/visitaba a…/salía con…/…
Yo gané…/tuve un…/pasé…/fui el…/fui a…/hice un/una…/…
En aquel tiempo yo era ....hoy soy….
A mí me gustaba…hoy me gusta…
Yo tenía más/menos… hoy tengo más/menos…
Note: This vocabulary consists of examples of the verb tense that
will be used in this subtopic.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand sentences that express likes.
⮚ Understand events from the past when an individual speaks at a
slow pace.
⮚ Express one’s likes and dislikes.
⮚ Talk about the likes of his/her friends.
⮚ Talk about himself/herself in a simple way.
⮚ Narrate activities that he/she did as a child.
⮚ Write short and simple sentences expressing personal likes and
dislikes.
⮚ Write paragraphs describing childhood events/experiences.
Suggested Activities
Oral Comprehension
Step 1
▪ The teacher will give the students the song “Me Gusta” by “Joan
Sebastian” found in the following link:
https://www.youtube.com/watch?v=Fraqb7wyofE
▪ The students should do Exercise #12 of the workbook which is
based on the song. After the completion of the exercise, the
students will discuss the lyrics of the song for better
understanding. The teacher can allow the students to sing the
song two or three times for enjoyment.
Written Expression
Step 2
▪ The teacher will ask the students to do Exercise # 13 of the
workbook. In this exercise, students will develop written expression
skills. See details in the workbook.
Note:
● The sentences will vary based on what the student perceives
or thinks of the figure that appears in the exercise. The
teacher will focus on the exercise (and the word: Gustar).
● Repeating the phrase "A mí me gusta" is beneficial in the
internalization of language.
Written and Oral Comprehension
Step 3
▪ The students will play the following game:
The students will draw 5 large circles in the center of the
classroom.
Each circle will have two sentences written on the floor or on pieces
of Bristol board, sticked on the floor next to the circle. As indicated
below:
a) Circle 1: A mí me gusta mi colegio/ A mí no me gusta mi
colegio.
b) Circle 2: A mí me gusta La Isla Bonita/ A mí no me gusta La
Isla Bonita.
c) Circle 3: A mí me gusta viajar al Benque/ A mí no me gusta
viajar al Benque
d) Circle 4: A mí me gusta la Feria de Agricultura en Belmopán
/ A mí no me gusta la Feria de Agricultura en Belmopán.
Circle 5: A mí me gusta ir a Placencia / A mí no me gusta ir
a Placencia.
▪ The teacher will call 10 students to stand near the circles; then, the
teacher will state one of the sentences that is found in a circle.
Upon hearing the sentence called out by the teacher, the students
will run to the circle and stand inside it, whereby it contains the
sentence that the teacher stated. When all the sentences have
been mentioned and students have participated, the teacher will
call another 10 students to play the game. The game concludes
when all the students have participated.
Written and Oral Expression
Step 4
▪ Each student will list 5 foods and 3 drinks that he/she likes, and 3
foods and 1 drink that he/she dislikes.
▪ Each student must present his likes and dislikes to the class
without using consulting notes. In other words, the students must
be familiar with the presentation.
Oral Comprehension and Expression and Written Expression
Step 5
▪ The teacher will ask the students to do Exercise # 14 of the
workbook. In this exercise, students will be able to develop oral
comprehension and expression skills through the interview of their
classmates. The written expression skills will be enhanced through
the writing process of the two paragraphs. See details in the
workbook.
Written Comprehension and Expression
Step 6
▪ The teacher will ask the students to do Exercise # 15 and # 16
▪ In Exercise # 15, the students will have to understand a reading
passage.
▪ In Exercise # 16, the students will complete a comprehension
exercise, which is based on the reading passages of Exercise # 15.
▪ The purpose of both exercises is to develop written comprehension
and expression skills.
Oral Expression
Step 7
▪ The teacher will ask the students to think of their 5 favorite foods
and 2 favorite drinks, which they liked or enjoyed eating or drinking
during their childhood years, and 5 activities that they did during
their childhood.
▪ After giving the students ample time (3 minutes) to reminisce about
their childhood years, each student will present their favorite foods,
drinks, and activities to the class without any consulting notes.
▪ The teacher will ensure that, for each presentation, the students
start by saying: Cuando yo era niño me gustaba…/ Cuando yo
era niño… (continues listing the actions he/she did).
For example:
Cuando yo era niño/a me gustaba comer pizza, beber leche…
Cuando yo era niño/a jugaba baloncesto, iba a nadar, jugaba con
mis amigos, etc.
Written Expression
Step 8
▪ The teacher will request the students to write a list of seven
childhood activities or experiences. Then, the students will compare
the childhood activities or experiences with present day activities
(today’s activities).
▪ For this activity, the teacher will write the following guide on the
board:
Cuando yo era niño ______________ hoy ______________
Example:
Cuando yo era niño me gustaba ir al río, hoy me gusta ir a las
piscinas.
Sub-topic 6: El género y el número
Suggested Lexical Content
Género: masculino, femenino y común
Número: singular y plural
Note: The vocabulary will be developed in the activity of this
subtopic
Specific Learning Objectives
At the end of this sub-topic, the student will be able to:
⮚ Identify the gender and number of the noun.
⮚ Associate the noun with other elements of the sentence,
according to its gender and number.
Suggested Activities
Written and Oral Comprehension
Step 1
▪ The teacher will introduce the topic “the number,” explaining how to
form it; for example:
Universidad + es =
universidades
Reloj + es = relojes
Árbol + es = árboles
Canción + es = canciones
Color + es = colores
Rey + es = reyes
Luz – z + ces = luces
Pez – z + ces = peces
Cama + s = camas
Aguacate + s = aguacates
Taxi + s = taxis
Mariachi + s = mariachis
Colibrí + es = colibríes
Rubí + es = rubíes
Coco + s = cocos
Espíritu + s = espíritus
Menú + s = menús
Bambú + es = bambúes
Hindú + es = hindúes.
Oral Compression and Written Expression
Step 2
▪ To reinforce the lesson, the teacher will divide the class into two
groups.
▪ Each group will send a representative to the board to compete.
▪ The teacher will say the name of a noun in the singular form.
▪ Students who are competing must write the noun in the plural form
by applying prior knowledge.
▪ The first person to write the plural form of the noun correctly wins a
point for their group.
Note: The teacher should ensure that everyone participates in this
activity.
Written and Oral Comprehension
Step 3
▪ The teacher will introduce the topic “el género” focusing on the
three most common genders, namely: masculine, feminine and
neuter (common).
▪ The teacher will explain the difference between these three
genders and, at the same time, show to whom it applies.
For example:
Aplicación
Masculino
Femenino
Neutro
Personas
Papá
Hijo
Niño
Doctor
Vendedor
Profesor
Mamá
Hija
Niño
Doctora
Vendedora
Profesora
Estudiante
Dentista
Taxista
Soldado
Comerciante
Oculista
Animales
Vaca
Gallina
Perro
Toro
Gallo
Perra
Cosas
Banco
Comedor
Vaso
Casa
Playa
Cuchara
Written Comprehension and Oral Comprehension and Expression
Step 4
▪ To reinforce the topic “gender,” the teacher will write on strips of
paper (flash cards) examples of singular and plural masculine
nouns and singular and plural feminine nouns.
▪ Students will move the furniture to leave the center of the class
free/spacious. Then, students will be divided into two groups. Each
group will be forming two rows facing one another.
▪ The teacher will give each student a strip of paper (flashcard),
which contains the name of a noun.
▪ The teacher will mention one of the following phrases (categories):
1. Masculino singular
2. Masculino plural
3. Femenino singular
4. Femenino plural
5. Singular
6. Plural
7. Femenino
8. Masculino
▪ All students, who have a noun with the characteristics of the phrase
mentioned, must step forward. The group with all the nouns that
belong to the category mentioned will win a point.
▪ For example: if the teacher says “singular,” all the students who
have singular names (nouns), regardless of whether they are male
or female, will step forward. If the teacher says "masculino plural,"
only students who have the noun that is "masculino plural" will step
forward.
▪ To continue with the exercise, the students will exchange the strips
of paper.
Written Comprehension
Step 5
▪ The teacher will ask the students to do Exercise # 17 of the
workbook. This exercise develops the written comprehension skill.
The instructions of the workbook give an insight of how the exercise
will be carried out.
Sub-topic 7: El artículo definido e indefinido y
contracciones
Suggested Lexical Content
El
Los
La
Las
Un
Unos
Una
Unas
Del
Al
Specific Learning Objectives
After completing this sub-topic, the student will be able to:
⮚ Identify articles and contractions in Spanish.
⮚ Associate the article with the gender and number of the noun.
⮚ Form and use contractions.
Suggested Activities
Oral and Written Comprehension:
Step 1
▪ The teacher will introduce the vocabulary about the different articles
used in the Spanish Language.
▪ The teacher will explain the connection between the article and the
gender (feminine or masculine nouns) and number (plural and
singular) of nouns.
▪ For example:
Artículos definidos: el, los, la, las
Artículos indefinidos: un, unos, una, unas
Singular
Plural
Singular
Plural
Masculino
El
Los
Un
Unos
Femenino
La
Las
Una
Unas
Written Comprehension and Oral Expression:
Step 2
▪ To internalize the vocabulary, the class will play the onion game.
▪ The onion game consists of the following:
To create an onion, the teacher will write each article on a separate
typing sheet page. The teacher will make sure that there is the
same number of pages in ratio with the same number of students in
the classroom, so that everyone participates. This indicates that the
vocabulary will be repeated several times. The teacher takes the
first paper and rolls it into a ball. The subsequent pages will be
wrapped around the ball until a big ball is created.
▪ Having the ball (onion) created, all the students will stand at the
center of the classroom. Then, the teacher will throw the "onion"
into the air. If a student catches it or the “onion” falls close to
someone, the student will remove a piece of paper from the “onion”
ball. Next, the student will read its content and provide a noun,
which corresponds with said article.
▪ The noun must have a connection with the article both aspects:
gender and number.
For example: If the student sees the article "la" in the layer (piece of
paper) that was removed from the "onion," he/she can state the
following: La escuela/cama/niña/gallina. The student can use any
singular feminine noun that connects with the singular feminine
article “la”.
▪ Once the student has provided an appropriate noun for the article,
he/she will throw the "onion" into the air to continue the game.
▪ The procedure of the game is repeated until most of the students
have participated in the activity.
Oral Comprehension and Written Expression:
Step 3
▪ The teacher will divide the students into two groups. The teacher
will then call two students to go to the front of the class to
participate in the activity. Both students should be attentive to the
noun that the teacher will mention. As soon as the teacher says the
name of the noun, the students must write (on the chalk/white
board) the article that corresponds to the noun. The article selected
can be singular/plural or masculine/feminine. Whoever writes down
the correct article earns points for their group.
▪ For example:
If the teacher mentions "maestro," the students should write "el," a
masculine singular article because it corresponds to the masculine
singular noun "maestro."
▪ The student who writes the correct article first will return to their
chair. The student who lost must compete with another student
from the opposite team. The game continues until everyone
participates in the competition.
Written Comprehension and Expression:
Step 4
▪ The teacher will ask the students to complete Exercise # 18 in the
workbook.
Instructions are included in the workbook.
▪ The teacher will ask the students to complete Exercise # 19 in the
workbook.
Activity # 19 aids to develop written expression. See details in the
workbook.
Oral and Written Comprehension:
Step 5
▪ The teacher will show how contractions are formed; providing
examples of the application of the rule.
Formula:
A + el = al
De + el = del
Example:
Ana viene del mercado. (Correcto)
Ana viene de el mercado (Incorrecto)
Pedro es dueño del Banco. (Correcto)
Pedro es dueño de el Banco. (Incorrecto)
Quiero ir al Banco. (correcto)
Quiero ir a el Banco (Incorrecto)
Ella respeta mucho al profesor. (Correcto)
Ella respeta mucho a el profesor. (Incorrecto)
Written Comprehension
Step 6
▪ The teacher will ask the students to complete Exercise # 20 of the
workbook.
Detail instructions are included in the workbook.
Final task of Unit 1
PHASE 1: Directed to Written Comprehension
● The student will be given a written dialogue to create. The dialogue
needs to contain greetings, farewells, and personal information; the
description of a person's physical appearance, personality, and way
of dressing; and relate events of the past. (Appendix No. 1)
● The student will be given a card containing a comprehension
exercise based on the previous dialogue. (Appendix No. 2)
PHASE 2: Directed to Written Expression
● The student must write two paragraphs containing a message
telling the teacher about a childhood experience he/she had with a
friend. The message should cover the following points:
1. A greeting statement directed to the teacher should be
included at the beginning of the message.
2. A farewell statement needs to be included at the end of the
message.
3. State the name of the friend and the place you met him.
4. Provide a description of your friend’s physical appearance,
personality and the way he/she used to dress during his/her
childhood years.
5. List 10 different activities that you and your friend did
together during your childhood.
Note: The phrase “íbamos a…” will only be allowed once in
the 10 activities.
PHASE 3: Directed at Oral Comprehension
● The teacher will read a dialogue that contains the following
information:
1. Greeting and giving farewell statements to the people
around.
2. Description of a person's physical appearance, personality,
and way of dressing.
3. Activities they did in the past. (Appendix No. 3)
● The teacher will give the students a card containing a
comprehension exercise based on the dialogue they read.
(Appendix No. 4)
PHASE 4: Directed to Oral Expression
● Each student will make an oral presentation. The presentation must
cover the following points:
1. A greeting to the classmates at the beginning of the oral
presentation, and a thank you statement at the end of the
presentation to the students for paying keen attention to
information presented.
2. A description of his/her physical appearance, personality, and
the way he/she dresses.
3. Three things the student likes to do and three things he/she
does not like to do. Explain why and why not.
4. A short speech talking about a childhood friend. Also, list 10
activities both individuals used to do together. These ten
activities can be illustrated on a poster as support material.
The poster will have the title "Cuando era niño/a" the pictures
should not have any written marks. The student needs to be
familiar with the actions and the verb tense to use during the
presentation.
5. A comparison of him/herself was when he/she was a child and
how he/she is today. List, at least 5 in details.
