Unit 2: ¡Mi gran amigo!
Specific Descriptors of “Unit 2” 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. # 96). 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…
Can understand when someone introduces a friend or family member.
(Self evaluation)
The student…
Can understand when someone introduces a friend or family member.
(Assessing student’s achievement)
Descriptors by Skills
Oral Comprehension
⮚ Can understand when someone introduces a friend or family
member.
⮚ Can understand when someone describes a person’s physical
appearance, personality, and attire.
⮚ Can understand simple expressions that show preference
towards a specific person.
⮚ Can understand simple expressions that compare two or more
persons/individuals.
⮚ Can understand stories from the past related to friends and
entertainment.
Oral Expression
⮚ Can introduce himself/herself and others.
⮚ Can respond after a self-introduction and when someone else is
introduced.
⮚ Can describe a friend’s physical appearance, personality, and
attire.
⮚ Can show emotion (excitement) towards friends.
⮚ Can compare two or more friends.
⮚ Can show preference towards a particular friend.
⮚ Can talk about his/her personal likes or dislikes and those of a
friend.
⮚ Can describe their favorite hobby with friends.
⮚ Can carry out simple dialogues about their friends.
⮚ Can tell simple stories about sightseeing trips with his/her
friends.
Written Comprehension
⮚ Can understand descriptive paragraphs about a person’s physical
appearance, personality, and way of dressing.
⮚ Can understand simple stories about one’s friends.
⮚ Can understand simple sentences showing emotion (excitement)
for someone.
⮚ Can understand simple letters about having good times with family
or friends.
⮚ Can understand written dialogue related to friends.
⮚ Can understand simple stories about tourist trips.
Written Expression
⮚ Can write descriptive paragraphs about a person’s physical
appearance, personality, and attire.
⮚ Can write simple stories comparing two or more friends.
⮚ Can write electronic messages expressing preference towards a
certain friend.
⮚ Can write simple sentences showing emotion for someone.
⮚ Can write family letters sharing their favorite hobby with his/her
friends.
⮚ Can write narrative stories about tourist trips.
⮚ Can write dialogues related to friends and/or tourist trips.
Oral Comprehension
Specific Descriptors for “Unit 2” based on the form of the Language
⮚ Select strategic vocabulary to identify/recognize persons without
mentioning their name.
⮚ Use a specific vocabulary in a variety of contexts.
⮚ Identify keywords in order to link words and ideas when speaking
and writing.
Sub-topic 1: Desarrollo de Estrategias de Aprendizaje
Specific Learning Objectives
After completing this sub-topic, the student will be able to:
⮚ Identify their learning strategies.
⮚ Evaluate learning strategies.
⮚ Adopt new learning strategies.
⮚ Appreciate learning strategies.
⮚ Search for new learning strategies
Suggested Activities
Important: This lesson will be carried out in the student's first
language (English) since the objective is not to study the second
language (Spanish), but to identify, evaluate, adopt and appreciate
the different learning strategies that students have when learning or
acquiring a second language.
Step 1:
▪ Students will be asked to complete the questions that appear in
Exercise # 21 of the workbook. See details about the instruction in
the workbook.
Step 2:
▪ Each student will quickly read the strategy that he/she considers
effective to learn Spanish (answer to Question # 1) and the
question that he/she will adopt (answer to Question # 3) to learn
Spanish.
Sub-topic 2: ¿De quién me hablas?
Suggested Lexical Content:
Yo soy
Tú eres
Él es
Ella es
Usted es
Nosotros somos
Ellos son
Ellas son
Ustedes son
Questions:
a) ¿Quién soy yo?
b) ¿Quién eres tú?
c) ¿Quién es él?
d) ¿Quién es ella?
e) ¿Quién es usted?
f) ¿Quiénes somos nosotros
g) ¿Quiénes son ellos?
h) ¿Quiénes son ellas?
i) ¿Quiénes son ustedes?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Identify the strategic vocabulary to identify persons without
mentioning their names.
⮚ Use a selected vocabulary in a variety of contexts.
Suggested Activities
Written and Oral Comprehension
Step 1:
▪ The teacher will introduce the suggested vocabulary, in Spanish,
for this subtopic. The vocabulary will be used in a sentence to allow
the student to observe and understand how the word is used in
context.
For example:
a) Yo soy Natalia.
b) Tú eres de Corozal.
c) Él es mi hermano, Alfredo.
d) Ella es mi madre, Claudia.
e) Usted es amable.
f) Nosotros somos amigos.
g) Ellos son trabajadores.
h) Ellas son hermosas.
i) Ustedes son altos.
Note: Students will be asked if they understand the sentences. If
the students are unable to comprehend the sentences, they will be
asked to identify the words they do not understand. The teacher will
provide the English translation of each unfamiliar word to the
students, but not the whole sentence.
Written Comprehension and Expression:
Step 2:
▪ Students will complete Exercise # 22 of the workbook. This
exercise assists in the development of the written comprehension
and expression skills. Details of the instructions are provided in the
workbook.
Written Comprehension, Oral Comprehension, and Expression
Step 3:
▪ The teacher will introduce the following questions on the
black/white board:
a) ¿Quién soy (yo)?
b) ¿Quién eres (tú)?
c) ¿Quién es él?
d) ¿Quién es ella?
e) ¿Quién es usted?
f) ¿Quiénes somos (nosotros)?
g) ¿Quiénes son ellos?
h) ¿Quiénes son ellas?
i) ¿Quiénes son ustedes?
▪ The teacher will ask the students the questions stated above using
the following activity:
▪ The teacher points to a specific student (Student 1) in the class.
▪ Next, the teacher calls out another student's name (Student 2) to
answer a question.
▪ The teacher will ask the student 2: ¿Quién es ella?
The question must be answered based on Student 1 selected by
the teacher.
▪ The student will answer: Ella es Ana/ Ella es mi amiga/ Ella es mi
compañera, etc.
▪ Then, the student, who answered the first question, selects a
classmate to answer the next question on the listed vocabulary
questions.
Written Comprehension and Expression:
Step 4:
▪ Students must complete Exercise # 23 of the workbook. In this
exercise the student will be able to develop comprehension and
written expression skills in the target language.
The instructions of the exercise can be found in the workbook.
Note: The students' answers should not be the same as in Exercise
# 22. They can only be used as a guide to answer the questions.
Sub-topic 3: ¡Unamos palabras e ideas!
Suggested Lexicon Content:
A
Con
De
Desde
En
Entre
hasta
Para
Por
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Identify keywords in order to link words and ideas when we
speak or write.
⮚ Use selected vocabulary in a variety of contexts.
Suggested Activities
Written and Oral Comprehension
Step 1
▪ The teacher will introduce the vocabulary by writing the list on the
board.
▪ The teacher will ask the students if they are familiar with the
vocabulary. If the students indicate that they are unfamiliar with the
vocabulary presented, the teacher will provide the respective
translation of each word.
▪ The teacher will provide an example of how the vocabulary is used
with another vocabulary previously presented in this unit.
For example:
a) Yo voy a comprar a la tienda.
b) Ella vive con la hermana.
c) La casa es de él.
d) Nosotros venimos desde Toledo.
e) Yo vivo en San Ignacio.
f) Armenia está entre Belmopán y Santa Marta.
g) Ellos llegarán a Santa Elena hasta mañana.
h) La comida es para ellas.
i) Él vive por el parque.
Oral Comprehension
Step 2
▪ The teacher will divide the class into four groups.
▪ The teacher will play an audio using 7 vocabulary words.
▪ The students will attentively listen to the audio and identify two
vocabulary words that were not used/mentioned in the audio. The
students will write the two words on a sheet of paper.
▪ The teacher will verify which group was able to identify the 2
missing words from the audio. The group with the correct answer
will be the winner.
Writing Comprehension and Oral Expression
Step 3
▪ If the teacher has 20 students, he/she will write 10 sentences using
the vocabulary suggested for this subtopic on Bristol board strips.
▪ The teacher will cut the sentence strips (Bristol board strips) in two
parts.
▪ The teacher will ensure that the vocabulary word is the first word on
the second half of the sentence strip.
For example:
Suggested Sentences to be written on the Sentence Strip:
#
First Part
Second Part
1.
quiero ir
a comer pollo hoy.
2.
me gusta jugar
con mis compañeros de clase.
La familia
La familia de mi mamá es grande
de mi mamá es grande
3.
el cuaderno es
de mi amigo oscar.
4.
tengo clase
desde las 8:00 am.
5.
la mochila está
en la mesa.
6.
yo me siento
entrejuan y julio.
7.
regresaré a clase
hasta mañana.
8.
carolina está
con la directora.
9.
yo voy
para san esteban.
10.
el profesor vive
en la ciudad de belice.
▪ The teacher will request the students to move the furniture to the
sides of the class and leave the center of the classroom vacant.
▪ The students will form a circle in the center of the classroom.
▪ The teacher will throw the 20 sentence strips of paper on the floor.
▪ The teacher will ask the students to quickly take a strip of paper
from the center of the circle, and each student should immediately
find who has the other part of the sentence strip. Students will
ensure the combination of the two strips of paper contains a
complete sentence that expresses a complete thought
(makes sense). As soon as the student finds the other half, he/she
must form a couple/pair with the other student and wait for the
others to finish or pair up.
▪ When everyone has found a pair, each group will read aloud the
sentence they formed and state the vocabulary word found in the
sentence. The teacher will verify if the groups formed the sentences
correctly.
Note: The teacher will assist the students with unfamiliar Spanish
words found in the sentence by providing translation or definition.
Written Comprehension and Expression
Step 4
▪ The teacher will ask the students to do Exercise # 24 of the
workbook.
Exercise # 24 consists of 10 sentences with blank spaces and a
word bank with a list of vocabulary words. Students will fill in the
blank spaces with the correct vocabulary to complete the
statement. The details of the instructions can be seen in the
exercise.
Sub-topic 4: Él es mi amigo
Suggested Lexical Content:
¡Hola, buenos días/tardes/noches!
¿Cómo está/estás?
¡Muy bien, gracias! ¿Y tú/usted?
¡Bien, también!
¿Quién es él/ella?
¿Quién es tu/su amigo?
Él es un compañero de clase.
¿Quiénes son ellos/ellas/ustedes?
Te presento a mi amigo/a
¡Hola! Mi nombre es Mauricio/soy Mauricio
Él es mi amigo/hermano, Carlos
Ellos son mis compañeros de clase.
¡Mucho gusto! Soy Antonio.
Encantado de conocerte/conocerlo/conocerla
¡Gracias igual!
¡Igualmente!
¡El gusto es mío!
¡Adiós!
¡Qué te/le/les vaya bien!
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Introduce himself/herself and others.
⮚ Understand when someone introduces a friend or family member.
⮚ Respond after a self-introduction and when someone else is
introduced.
⮚ Show emotions (excitement) towards friends.
Suggested activities
Oral and Written Comprehension
Step 1
▪ The teacher will introduce the vocabulary for this lesson by writing it
on the board.
▪ The teacher will ask the students to identify the vocabulary words
that they do not know. Then, the teacher will provide the respective
translation of the unfamiliar vocabulary in English.
▪ The teacher will ask the students to get together in pairs to practice
the vocabulary. Student "A" asks Student “B," who answers to the
questions. Later, the students switch roles so that both can ask and
answer the questions in the vocabulary.
Preguntas (Alumno A)
Respuestas (Alumno B)
¡hola!
¡hola!
¡buenos días/tardes/noches!
¡buenos días/tardes/noches!
¿cómo está/estás?
¡muy bien, gracias! ¿y tú/usted?
¡bien, también! (respuesta)
¿quién es él/ella?
él es mi amigo/ ella es mi amiga.
¿quién es tu/su amigo?
él es un compañero de clase.
te presento a mi amigo/a.
¡hola! soy antonio.
él es mi amigo, carlos.
¡hola, carlos! soy antonio.
ellos son mis compañeros de
clase.
¡mucho gusto! soy antonio.
encantado de
conocerte/conocerlo/conocerla
¡gracias igual! / ¡igualmente! / ¡el
gusto es mío!
¡adiós!
¡adiós! ¡qué te/le/les vaya bien!
¡igualmente! (respuesta)
Oral Expression
Step 2
▪ Once the students have practiced the vocabulary in pairs, the
teacher will ask them to form groups of 4 to perform the following
role-play:
Characters:
Student “A” is a friend of Student “B.”
Student “C” is a friend of Student “D.”
Student "A" and "C" are friends too, but Student "A" does not know
Student "D."
Student "C" knows Student "B," but Students "B" and "D" do not
know each other.
Scenario:
One day, four of the students met at the park and took the
opportunity to greet and introduce themselves to each other.
Student "A" introduces Students "C" and "D" to his friend, Student
"B."
Student "C" introduces Students "A" and "B" to his friend, Student
"D."
- To create an interactive conversation and get to know each other,
students can ask simple questions about their personal data. Finally,
the students will say goodbye.
Note: Teacher reinforces that all the previous vocabulary are
integrated in the role play. (Students need to rehearse the role-play
so as to present without any footnotes because they are
responsible for being familiar with the vocabulary list).
Oral Comprehension
Step 3
▪ The teacher will play an audio for the students to attentively listen.
The audio will contain a short dialogue of a group of individuals
introducing themselves and each other.
▪ The teacher will ask the students to do Exercise # 25 of the
workbook.
This exercise develops oral comprehension skills. The details of the
instructions can be seen in the workbook.
Written Expression
Step 4
▪ Students will write a short imaginary dialogue about some friends
introducing themselves. (Students should not consult notes for do
this activity).
Sub-topic 5: ¿Conoces a Juan?
Suggested Lexical Content:
Vocabulario 1
Sección “A”:
Alto/a, pequeño/a, gordo/a, delgado/a, guapo/a,
feo/a, bonita, elegante, robusto, viejo, joven,
niño/a.
Sección “B”:
Inteligente, amable, amoroso/a, respetuoso,
trabajador/a, aburrido, haragán, chistoso/a,
alegre, triste, loco, amigable, malo, bueno, tímido,
etc.
Nota: El profesor puede agregar más si lo considera
necesario.
Sección “C”:
Ojos: pequeños, grandes, bonitos, negros, cafés,
azules, verdes, redondos, alargados, hermosos,
etc.
Nariz: grande, pequeña, ancha, grande,
puntiaguda, aguileña, etc.
Orejas: grandes, pequeñas, largas, extendidas,
etc.
Boca: grande, pequeña, ancha, delgada, larga,
etc.
Cejas: largas, pequeñas, anchas, angostas, etc.
Cabello: largo, corto, colocho, rizado, ondulado,
liso, rubio, trenzado, etc.
Rostro: redondo, ovalado, largo, etc.
Vocabulario 2
Camisa: grande, pequeña, floja, apretada, manga
corta, manga larga, de moda, de rayas, fina,
barata, nueva, usada, de multicolores, amarilla,
roja…
Pantalón: largo, corto, de tela, de lona, deportivo,
de marca, color azul/blanco…
Zapatos: deportivos, formales, casuales, de
cuero, de lona, de marca, nuevos, usados,
elegantes, atractivos, caros, baratos, costosos,
color negro,…
Vestido: largo, corto, elegante, hermoso, bonito,
feo, de tirantes, formal, amarillo, decorado, etc.
Falda: corta, larga, de tela, de lona, celeste…
Blusa: escotada, grande, pequeña, decorada, etc.
Gorra: blanca, grande, pequeña…
Sombrero: grande, color crema…
Vocabulario 3
● Más…que…
● Menos…que…
● Tan…como
● Mejor que…
● Peor que…
● Igual que…
● Como…
● También…
● Mientras que…
¿Cómo es é//ella? Él/ella es…
¿Cómo son…? …son…
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand when someone describes a person’s physical
appearance, personality, and attire.
⮚ Understand simple expressions comparing two or more
persons/individuals.
⮚ Describe a friend’s physical appearance, personality, and attire.
⮚ Compare two or more friends.
⮚ Understand descriptive paragraphs about a person’s physical
appearance, personality, and the way of dressing.
⮚ Understand simple stories about one’s friends.
⮚ Write descriptive paragraphs about a person’s physical
appearance, personality, and attire.
⮚ Write simple stories comparing two or more friends.
Suggested Activities
Oral Comprehension
Step 1
▪ Using a full-length picture of several individuals, the teacher will
introduce “Vocabulary 1: Section A,” for this lesson.
▪ For example:
To do this activity, the teacher will demonstrate a picture of an
“obese” person and will ask the students the following question:
¿Cómo es él/ella?
The teacher writes the question on the board and gives the
meaning of the interrogative statement at the same time.
The student will write the answer to the question. For example:
“él/ella es gordo/a.”
▪ The teacher should ensure that the picture is depicting someone
who is “fat,” so the students understand the vocabulary.
▪ The teacher will continue showing the other pictures, which will
facilitate the students to identify the physical qualities of the people.
The teacher will need to use the same question to look for the
same response pattern.
▪ Every time the students identify/use a descriptive word, the teacher
will write the words on the board.
Oral Comprehension and Expression
Step 2
To check if the students have acquired the vocabulary, the teacher
will implement the following activity:
▪ The teacher will ensure that the vocabulary is placed at the corner
of the black board. The teacher will then paste the pictures, which
were used on the previous activity, on various places of the black
board.
▪ The teacher will call two students to go to the black/white board to
compete with each other.
▪ The teacher will ask another student who is seated the following
question: ¿Cómo es él/ella?
The student will answer: Él es delgado, referring to the physical
characteristic of one of the pictures that is pasted on the
blackboard. The students should not point or give any indication to
the picture his/she is describing.
▪ The two students, who are in front of the black/ white board, will
identify the thin person among the pictures and immediately point at
the picture. The student, who identifies the person from the picture
correctly, will go back to his/her place. Meanwhile, the other student
will compete with another student that the teacher chooses. The
game will continue until everyone has been given an opportunity to
participate.
Oral Comprehension
Step 3
▪ Using pictures of several people, who fall under that specific
category as the indicated vocabulary, the teacher will introduce the
“Vocabulary 1: Section B,” of this lesson.
▪ For example:
The teacher will show the picture of a person who appears to be
“bored.”
The teacher will then ask the students: ¿Cómo es él/ella?
(This question with their respective answer has already been
studied in activity 1 of this subtopic (5)).
▪ The teacher needs to ensure that the picture shows
individuals/persons that represent the vocabulary. This will facilitate
the students to have a better understanding of the vocabulary.
▪ The teacher must continue showing the other images, which will
allow the students to identify the personality represented in the
pictures. To elicit the personality of the person in the picture, the
teacher will need to use the same question and expect to receive
the same response pattern.
▪ Each time the students identify a descriptive word, the teacher
should write it on the board.
Note:
It is important to clarify to the student the difference in using "es"
and " está " when describing a person. For instance: él es aburrido
(it always is); él está aburrido (momentary).
Oral Comprehension
Step 4
To verify if the students have acquired the vocabulary, the teacher
will implement the following activity:
▪ The teacher will call 10 students to come forward (in front of the
classroom) to play an interactive game. The game is called
“Imitating Juan.”
The game consists of imitating the personality of "Juan."
For example:
The teacher will say: “Juan es alegre.” Students should act like a
happy person; they will do this until all the vocabulary introduced in
this lesson is used.
▪ Once the first couple of students have practiced the vocabulary
through the game, the teacher will call another group of 10 students
to participate. The game will be played until everyone participates.
The teacher will ensure that all the vocabulary is used in the game.
Writing Comprehension and Oral Comprehension and Expression
Step 5
▪ Using pictures of the different parts of the body, the teacher will
introduce the “Vocabulary 1: Section C,” of this lesson.
▪ The teacher will paste the pictures on the far right of the board as
shown in the following diagram.
▪ Beside each picture, the teacher will write the descriptions of
“Vocabulary 1: Section "C."
▪ The teacher will elicit from the students if they are familiar with the
vocabulary. To indicate that the students know the Spanish
vocabulary, the students will provide the English translation of the
word. Then, the teacher will provide the English translation of the
unfamiliar words that the students could not identify.
▪ To practice the vocabulary, the teacher will ask a student the
following question: ¿Cómo es la boca?
The student will answer: “La boca es grande, delgada…” The
activity will continue until the students have repeated the
characteristics of the body parts several times as provided in the
vocabulary list (Vocabulary 1: Section C).
▪ The teacher will request from the students to close their notebooks
and erase the vocabulary from the board. Then, the teacher will ask
the same question to the students to elicit the vocabulary. The
students will need to answer the question by using the same format
and the vocabulary previously used, but they will be unable to use
their notes.
Oral and Written Comprehension
Step 6
▪ The teacher will stick a photo or drawing of a half-length person on
the board. This photo or drawing must contain a name. For
example: Pedro.
▪ The teacher will introduce the phrase “él/ella tiene.” The phrase
should be used to describe the parts of the body.
▪ The teacher will show how to describe the person’s body parts by
writing the descriptions beside the photo or drawing. For example:
Él es Pedro.
▪ Pedro tiene cabello negro corto.
▪ Pedro tiene una boca pequeña.
▪ Pedro tiene orejas grandes. etc.
Note: Although it seems repetitive (Pedro tiene…), it is necessary
that the students practice these words so that they internalize the
structure of the language.
Oral Expression
Step 7
▪ The teacher will remove the photo or drawing that was pasted on
the board and erase all information pertaining to the description of
the pictures.
▪ The teacher will ask the students to join in pairs.
▪ Each pair will come forward to describe each other. The first
student will introduce his partner; for example:
¡Buenos días! / ¡Buenas tardes!
Él es mi amigo, Cesar / Ella es mi amiga Karla
▪ Cesar / Karla tiene cabello rubio.
▪ Cesar / Karla tiene ojos azules…
Oral Comprehension and Expression
Step 8
▪ The teacher will ask the students to join in pairs.
▪ Each pair will prepare the following role play:
▪ One of the students will be a person whose cell phone was stolen.
The second student will be a policeman.
▪ The robbed victim, looking very scared, arrives at the police station
to give the report. Upon arriving at the police station, the victim
greets the policeman. The policeman responds to the greeting and
asks: ¿Qué le pasa?
▪ The victim tells the police officer that a man stole his/her cell phone.
The police officer requests him/her to sit down so that he/she can
ask questions about the victim’s personal information (name, age,
address and phone number etc.). The victim answers all questions.
▪ The policeman, who is an expert in spoken portraiture, asks the
victim about the thief's characteristics. The victim begins to
describe the thief’s facial features and body structure. The
policeman draws the thief on the board, as the victim describes
him.
Note: It is important to start the drawing from the face to facilitate
the drawing of the structure of the body.
Written Expression
Step 9
▪ The teacher will ask the students to do Exercise # 26 of the
workbook. This activity aids in the development of written
expression skills by writing paragraphs. The word "es" is important
to be used in this exercise. Details are provided in the exercise.
Oral Comprehension and Expression
Step 10
▪ Using pictures of clothing (size 8½ X11), the teacher will introduce
the vocabulary of "prendas de vestir."
▪ The teacher will show the students the pictures. At the same time,
the teacher will ask the following question: ¿Cómo se llama esta
prenda de vestir en español?
▪ If the students answer the question correctly, the teacher will write
the answer on the board. If the students do not know, the teacher
will provide the name of the clothing by writing it on the board.
▪ As the next step, the teacher will write different descriptive words
beside the name of each garment (Vocabulary 2 of this subtopic).
The teacher will allow the students to translate as many descriptive
words as they know/can. The teacher will assist with the English
translation of certain unfamiliar vocabulary words.
Oral Comprehension and Expression
Step 11
▪ Using the pictures of the clothing or actual clothing, the teacher will
introduce the following questions with their respective answers:
¿Cómo es el/la/…? El/la…es….
¿Cómo son los/las…? Los/las…son…
For example:
¿Cómo es la camisa? La camisa es…
¿Cómo son los zapatos? Los zapatos son…
▪ To continue, the teacher will put up a garment (Camisa) and ask a
student: ¿Cómo es la camisa? The student, using prior knowledge,
will have to respond by attributing all possible characteristics to the
garment.
For example: La camisa es mediana, bonita, verde, manga larga y
elegante.
In the same manner, it will continue with the other articles of
clothing until all students have participated and practiced the
vocabulary to describe the articles of clothing.
Oral Expression
Step 12
▪ A day prior to the oral presentation, the teacher will assign each
student the name of a garment. With the assigned name of
clothing, each student will bring to class a real sample of the
clothing.
▪ Having all the students with their respective garment in class, they
will come to the front of the class (one by one) to present the
characteristics of their garment by following the procedures stated
below:
● Saludar a la clase y al profesor
● Decir el nombre (estudiante)
● Decir el nombre de la prenda que va a presentar
● Proveer todas las características posibles de la prenda de
vestir.
● Dar las gracias por la atención.
Oral Comprehension
Step 13
▪ The teacher will play an audio, which describes a person’s physical
appearance, personality and their way of dressing.
▪ The teacher will ask the students to do Exercise # 27 of the
workbook. In this exercise, there are 10 related questions. The goal
is to develop oral comprehension in this exercise.
Written Expression
Step 14
▪ The teacher will ask the students to do Exercise # 28 of the
workbook. Written expression will be developed in this exercise.
Details of exercise are found in the workbook.
Oral Expression
Step 15
▪ The teacher will ask the students to bring to class a photograph of a
person (8½ X11) which must portray the person’s personality
through their physical appearance and their way of dressing.
▪ The student will provide 3 characteristics about the physical
appearance of the person.
For example: alto, feo, guapo, gordo, etc.
▪ The students will then describe 5 body parts of the person in the
picture.
For example: tiene pelo corto/ nariz pequeña/ ojos azules, etc.
▪ Next, they will give 5 characteristics of the personality of the person
portrayed in the picture.
For example: es amable, inteligente, enojado, etc.
▪ Lastly, The students will provide 3-4 descriptions of the person’s
way of dressing.
For example: viste camisa roja, pantalón de lona, zapatos negros,
etc.
Note: In the event that the student does not know the person, the
characteristics of the individual’s personality must be invented.
Students can bring to class photographs of family members or
celebrities from the Hispanic world.
Written Comprehension
Step 16
▪ The teacher will introduce the following vocabulary by writing it on
the board and give its respective meaning/translation in English:
● Más…que…
● Menos…que…
● Tan…como
● Mejor que…
● Peor que…
● Igual que…
● Como…
● También…
● Mientras que…
▪ Using the phrases above as an example, the teacher will use it in a
sentence. Each sentence will be written on the board. Also, the
teacher will provide the respective translation of the sentences, if
necessary.
For example:
● Antonio viste más elegante que Pedro.
● Claudia es menos amable que Susana.
● Bella es tan amable como Juliana.
● Andrés viste mejor que Anastasio.
● El pantalón de Hugo es peor que el de Julio.
● La boca de Talía es igual que la boca de Teresa.
● Dionisio viste como Daniel.
● Cornelio usa zapatos y Paco también.
● María tiene ojos verdes mientras que Ester los tiene azules.
Written Comprehension and Expression
Step 17
▪ The teacher will ask the students to do Exercise # 29 of the
workbook. This exercise will allow the students to develop written
comprehension skills by understanding the content of the reading
(Instruction 1). Also, written expression skill will be developed
when the second part of the exercise is completed (Instruction 2).
Detailed instructions can be seen in the workbook.
Oral Expression
Step 18
▪ To be prepared for the next class, the teacher will ask the students
to bring two photographs of two people/individuals.
▪ Each student will come to the front to compare the two people. The
student will provide at least 7 different comparison characteristics
using the previous vocabulary.
Note: For this oral presentation, all students should not be allowed
to consult their notes. All students need to be familiar with the
vocabulary.
Written Comprehension
Step 19
▪ The teacher will ask the students to do Exercise # 30 of the
workbook. In this exercise, the students will develop written
comprehension skills, even though the exercise has been divided
into two parts: Instruction 1 (which consists of reading
comprehension) and Instruction 2 (which consists of a reading-
based comprehension exercise).
Written Expression
Step 20
▪ The teacher will ask the students to write a simple story related to
two friends who they met in the past. In this story, the students will
include the following:
● El nombre de los amigos/as
● Nombre del lugar en donde los conoció
● Cómo eran físicamente (Compararlos).
● Cómo era la personalidad de cada uno de ellos.
● Cómo vestían el día que los conoció.
● Cómo son hoy.
● Información adicional si la hubiere.
Note: The teacher will ensure that the story is written in the past
tense by keenly supervising the student’s work (story).
Written Expression
Step 21
▪ After the preparation and rehearsal of the story, each student will
come to the front to tell the written story in the activity of “step 19”
of this subtopic. The students will not be allowed to consult their
notes for the oral presentation.
Sub-topic 6: ¡A divertirnos se ha dicho!
Suggested Lexical Content:
Pasatiempos:
Jugar fútbol / baloncesto / voleibol / softbol…
Ir a nadar / bailar / pescar / cantar / pasear / la playa / comer /
correr…
Visitar las islas / los cayos / cuevas / los sitios mayas / galerías /
otros países…
Estar con mis amigos / mi familia
Ver televisión / películas
Escuchar música
Specific Learning Objectives
After finishing this subtopic, the student will be able to:
⮚ Describe their favorite hobby with friends.
⮚ Understand stories from the past related to friends and
entertainment.
⮚ Talk about his/her personal likes or dislikes and those of a friend.
⮚ Understand simple letters about having good times with family or
friends.
⮚ Write family letters sharing their favorite hobby with his/her friends.
⮚ Understand simple stories about tourist trips.
⮚ Write narrative stories about tourist trips.
⮚ Write dialogues related to friends and/or tourist trips.
Suggested Activities
Oral Comprehension and Expression
Step 1
▪ The teacher will start the class by asking some students the
following questions:
¿Qué es lo que más les gusta hacer para entretenerse?
▪ Students must answer in complete sentences based on what they
learned in Unit 1 about "what they like and don't like to do."
For example: A mí me gusta bailar pero no me gusta cantar.
▪ The teacher will elicit and write the students’ favorite hobby on the
board to create the vocabulary for this lesson. For example:
Bailar
Cantar
Jugar…
Written Comprehension and Expression
Step 2
▪ The teacher will ask the students to do Exercise # 31 of the
workbook. In this exercise, Instruction 1 consists of the
development of written comprehension skills by understanding a
passage and Instruction 2 aids in the development of written
expression skills by completing a comprehension exercise with
open-ended questions. Detailed instructions can be seen in the
workbook.
Oral Comprehension and Expression
Step 3
▪ The teacher will ask each student the following question:
¿Cuáles son tus pasatiempos favoritos?
▪ Each student will answer the question in a complete sentence.
For example:
Mis pasatiempos favoritos son ir a la playa, jugar fútbol y ver
televisión.
▪ The teacher will write on the board the hobbies that the students
mention to expand the vocabulary.
▪ To reinforce the vocabulary, the teacher will do an interactive
activity with the students. The activity consists of the following:
The teacher will ask the students the following question:
¿Cuáles son tus pasatiempos favoritos?
Every time a student answers the question, the teacher will assign
another student to state the hobby/hobbies of the previous student.
For example:
If “Ana” answered that her hobby is swimming in the river, listening
to music and reading, the teacher will select another student
“Marcos” (for example) and ask him: ¿Cuáles son los pasatiempos
de Ana?
Marcos should answer in a complete sentence: El pasatiempo de
Ana es nadar en el río, escuchar música y leer.
- Another student will be called to answer the initial question. The
exercise will be repeated every time a student answers the initial
question.
Oral Comprehension
Step 4
▪ The teacher will play an audio that contains the students’
pastime/hobbies as previously narrated. Students must complete
Exercise # 32 of the workbook. Detailed instructions can be seen in
the workbook.
Written Comprehension and Expression
Step 5
▪ The teacher will ask the students to do Exercise # 33 of the
workbook, which contains a reading passage that needs to be read
and assimilated. Exercise # 33 will assist in developing written
comprehension skills.
▪ The student will complete Exercise # 34 of the workbook in which
the written expression skill will be developed by carrying out a
comprehension exercise, with open-ended questions based on the
reading passage of Exercise # 33. Detailed instructions for both
exercises can be seen in the workbook.
Written and Oral Expression
Step 6
▪ The teacher will ask the students to write two paragraphs
describing an experience related to their hobby. The teacher should
assist the student if they are unfamiliar with certain Spanish words
and to verify that the assigned paragraphs are written in the past
tense. The aim is to create a comprehensible text.
▪ Upon the completion of the paragraphs, the students will be given
considerate time for them to become familiar with the content. On
an assigned date, each student will come forward to present their
experience in Spanish without using notes.
▪ After each presentation, the teacher will ask the presenter about
the content of their paragraphs to verify if the student really
understands what he/she is saying.
Written Comprehension
Step 7
▪ Students will be doing Exercise # 35. The teacher will request from
the students to carefully read to have a better understanding of the
letter found in Exercise # 35 of the workbook.
▪ The students will then do Exercise # 36. Instructions for both
exercises are provided in the workbook.
Written Expression and Oral Comprehension
Step 8
▪ Each student will write a letter about his/her past experience when
they were enjoying their favorite hobby. The letter must contain a
heading, greeting, body and a farewell (closing). The body of the
letter needs to have two or more paragraphs.
▪ The body of the letter needs to contain the student’s past
experience when doing his/her favorite hobby, the place where
he/she enjoyed it, the people with whom he/she was with, the
feeling how he/she felt, the actions stating what he/she did and
his/her personal opinion on what he/she thinks of that specific
experience.
▪ After the letter has been completed, the teacher will select some
students to read the letter to classmates.
▪ The teacher will ask the class questions based on the content of
the letter read by the students.
Written Comprehension and Written Expression
Step 9
▪ The teacher will introduce a vocabulary about describing places.
▪ Using this vocabulary, students will do Exercise # 37 of the
workbook. Written expression skills will be developed in the
exercise. Detailed instructions of the exercise are found in the
workbook.
Written Comprehension
Step 10
▪ The teacher will ask students to carefully read and understand the
text found in Exercise # 38 of the workbook. Then, the students will
complete Exercise # 39, which contains closed and open-ended
questions based on the story from Exercise # 38. Detailed
instructions for both exercises are found in the workbook.
Oral Comprehension
Step 11
▪ The teacher will present an audio to the students about visiting a
tourist destination.
▪ Students will complete Exercise # 40 of the workbook, which is
based on the audio content. The exercise will develop oral
comprehension skills.
Oral Expression
Step 12
▪ Each student must bring to class a color photograph, size 8X10, of
a tourist destination. Each student will go to the front of the class to
present their picture to their classmates.
▪ For this presentation (without using consulting notes), the student
will state the name of the place, the location, five activities to be
carried out at the place, and descriptive words describing the place.
Written Expression
Step 13
▪ The teacher will ask the students to write two narrative paragraphs
stating their personal experiences when visiting a tourist
destination.
▪ The teacher should assist the students with the Spanish translation
of words or phrases that they do not know.
Oral Expression
Step 14
▪ In groups of three, the students will prepare a dialogue based on a
tourist trip.
▪ Each group will have to come to the front of the classroom to
present the dialogue without consulting notes. Therefore, the
students need to be well acquainted with the content of the
dialogue.
Sub-topic 7: ¡Es un buen amigo!
Suggested Lexical Content:
Él/ella es paciente.
Él/ella es amable.
Él/ella es una buena persona.
A él/ella le gusta trabajar.
Él/ella es comprensible.
Él/ella siempre anda contento/a.
Él/ella me ayuda con mis tareas.
Él/ella me hace sentir feliz.
Él/ella es inteligente.
Él/ella me comprende.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Write simple stories comparing two or more friends.
⮚ Understand written dialogues related to friends.
⮚ Understand simple expressions that show preference towards a
specific person.
⮚ Show preference towards a particular friend.
⮚ Write simple sentences showing emotion for someone.
⮚ Write electronic messages expressing preference towards a
specific friend.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will ask the students to form groups of three to
carefully read and comprehend the story found in Exercise # 41 of
the workbook. The teacher will set a time limit to work with the
comprehension. The teacher will assist each group with unfamiliar
words that the group does not understand in the story.
▪ When the allotted time is over, the teacher will ask each student to
return to their respective places to do Exercise # 42 of the
workbook. Detail instructions for both exercises are found in the
workbook.
Oral Comprehension and Expression
Step 2
▪ The teacher will ask the students to join in pairs.
▪ The teacher will show various videos of current Hispanic artists.
▪ In pairs, the students will discuss which artist they prefer and why.
▪ Each pair will share the outcome of their discussion to the class.
Written Comprehension and Oral Expression.
Step 3
▪ On strips of paper or Bristol board, the teacher will write positive
attributes about different students in the classroom. The strips of
paper will be placed on a table in front of the class.
▪ The teacher will also write the same attributes on the board so that
the students have the opportunity to read and understand their
meaning.
▪ After the discussion of the different attributes, the student will be
selected at random to get an attribute from the table. The student
will read and take the strip of paper to a specific student, who
he/she believes that deserves the attribute.
▪ Then, the student will provide a brief and simple explanation of why
he/she assigns that specific attribute to his/her classmate. The
student will return the strip of paper to the table from where he/she
took it from.
Attribute list:
● Él/ella es paciente.
● Él/ella es amable.
● Él/ella es una buena persona.
● A él/ella le gusta trabajar.
● Él/ella es comprensible.
● Él/ella siempre anda contento/a.
● Él/ella me ayuda con mis tareas.
● Él/ella me hace sentir feliz.
● Él/ella es inteligente.
● Él/ella me comprende…
Note: The teacher can select the amount of attributes based on the
number of students in the class.
Written Expression.
Step 4
▪ The teacher will ask the students to do Exercise # 43 of the
workbook. The student will assign at least 5 attributes to each
student. The teacher needs to be aware of the verb tenses that the
students are using for the exercise. A detailed instruction for the
exercise is in the workbook.
Oral Comprehension.
Step 5
▪ The teacher will provide the students with an audio related to the
behavior of some people. Based on the content of the audio,
students will work on Exercise # 44 of the workbook. Instruction for
the exercise is in the workbook.
Written Expression.
Step 6
▪ Students will be grouped into pairs.
▪ Each student must write a short sentence to their partner
expressing their admiration about their positive personality,
friendship, or behavior on a sheet of paper.
▪ The group will be presenting their written sentence to the class.
Each student will exchange the sheet of paper with the sentence
and read what their partner wrote about them.
For example:
“Carmen, eres una persona muy cariñosa.”
Written Expression. 8
Step 7
▪ For assignment, each student will send (in writing) an electronic
message/note to the teacher. The electronic note will express the
student's preference towards a specific classmate. In this activity,
the student will identify him/herself, the name of the student
selected, and an explanation why the student was selected.
▪ The teacher will decide the digital medium or platform for the
activity.
Written and Oral Expression.
Step 8
▪ In pairs, students will write a dialogue to apply prior knowledge. The
dialogue will be based on comparing friends or family. Each student
must have at least 7 participations in the dialogue.
▪ After they have completed the dialogue, the teacher will give them
time to become familiar with it. Students will need to rehearse for
the oral presentation.
▪ As a next step, each pair will go to the front to carry out the
dialogue, without consulting their notes.
▪ At the end of the oral presentations, the teacher will choose two
students from different groups to go in front of the classroom to
create an impromptu conversation using the vocabulary. This will
allow the teacher to keenly observe the level of knowledge and
understanding the students have about the content studied. This
dynamic can be continued until the teacher deems it appropriate.
Final Task of Unit 2
PHASE 1: Aimed at Written Comprehension
⮚ The teacher will give the students a written story that speaks about
two friends who met during a trip to San Pedro (La Isla Bonita).
(Appendix No. 5). The story should include the following points.
● Location
● Date when the trip was made.
● The way the two friends met. (Example: presented by
another friend).
● The impression received when meeting a new friend.
● First thoughts about the new friend.
● The activities experienced during their stay at San Pedro.
⮚ The teacher will provide the students with a card containing a
comprehension exercise based on the story. (Appendix No. 6)
Note: The teacher will assist the students with unfamiliar
vocabulary found in the story and worksheet by defining the word
or translating it in English.
PHASE 2: Aimed at Written Expression
⮚ The student will be asked to write a letter to his/her family. The letter
needs to describe his/her personal experience when he/she met the
new best friend.
⮚ The letter should cover the following points:
● Place and date
● Greeting
● Body.
The body of the letter will provide details of his/her personal
experience. The writer needs to include the friend's name, age,
address, a description of how the writer met with the new friend,
his/her personal feelings or emotions of having the new individual
as a new friend, and the fun activities done together.
● Farewell/Closing
● Signature.
PHASE 3: Aimed at Oral Comprehension and Written Expression
⮚ The teacher will read the story of “Juan and his two friends”
(Appendix No. 7). The story is about Juan, who has a preference
for only one of his friends. Juan compares them to justify his
preference.
⮚ After reading the passage multiple/desired times, the teacher will
ask the students to rewrite the story using the additional
information.
PHASE 4: Aimed at Oral Comprehension and Expression
⮚ Each student will present the content of the letter directed to the
family without using the letter. The content of the letter cannot be
read, but instead the writer needs to be familiar with the body of the
letter to share its content to the classmates.
⮚ After presenting the letter, the teacher and other students will ask
the writer questions based on what was presented.
