Unit 3: Te presento a mi familia
Specific Descriptors of Unit 3 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. 133). 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)
Oral Comprehension
⮚ Can understand a vocabulary based on the members of the family.
⮚ Can understand when somebody speaks about relationships
between family members.
⮚ Can understand when someone provides personal data such as
name, address, phone number, age, profession, etc.
⮚ Can understand when someone provides personal information of
one or more family members.
⮚ Can understand when someone speaks about their family’s
recreational activities.
⮚ Can understand simple dialogue related to family.
⮚ Can understand past familiar events, as long as the speaker
speaks at a slow pace.
Oral Expression
⮚ Can identify and use vocabulary based on family members.
⮚ Can describe the relationship(s) between each family member.
⮚ Can provide basic personal information about each family
member.
⮚ Can describe his/her family members’ physical appearance,
personality, and way of dressing.
⮚ Can use descriptions to inquire about someone whose name is
unknown.
⮚ Can identify a person by using specific descriptions.
⮚ Can hold simple family-related dialogues.
⮚ Can talk about the family’s pastime.
⮚ Can relate to family past events.
Written Comprehension
⮚ Can understand short and simple family letters.
⮚ Can understand short, simple sentences that describe the family.
⮚ Can understand simple forms that require family members’
personal information.
⮚ Can understand written dialogues related to the family.
⮚ Can understand simple stories about family’s pastimes.
Written Expression
⮚ Can write family letters in a simple way.
⮚ Can write descriptive paragraphs about one’s family.
⮚ Can fill out forms that require personal information of family
members.
⮚ Can write paragraphs describing the family’s hobby.
⮚ Can write dialogues about their family and their hobbies.
Specific Descriptors for Unit 3 based on the Form of the Language
⮚ Identify and use words that connect two words, ideas or
sentences.
⮚ Identify and use alternative words to replace a naming word at the
end of a sentence.
Sub-topic 1: Conectando Palabras o Ideas
Suggested Lexical Content:
Vocabulario
asimismo
porque
también
ya que
si
por esta razón
para
por ejemplo
aunque
mientras que
pero
sin embargo
sino
luego
de esa manera
según
antes
desde
después
hasta
mientras
por eso
en conclusión
finalmente
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Identify and use words that connect two words, ideas or
sentences.
Suggested Activities
Written and Oral Comprehension
Step 1
▪ The teacher will introduce the vocabulary of this lesson by writing it
on the board and giving their respective translation in English.
▪ The teacher will ask the students to provide sentences, in English,
while using the given vocabulary. The teacher will write the
sentences on the board. Next, the teacher will request the students
to translate the sentences into Spanish. Sentence that the students
are unable to translate in Spanish, will be translated with the
assistance of the teacher.
Step 2
▪ The teacher will write the vocabulary on strips of paper and place
them on a table near the blackboard. The teacher will write a
sentence with a fill in the blank space on the board. The students
will need to find the appropriate word to complete the sentence by
using the vocabulary placed on the table.
▪ The teacher will call two students to compete with each other. For
this activity, the students will need to find the correct word to
complete the sentence first, which will be written on the board. The
student that completes the sentence is the winner and will be given
the privilege to return to his/her chair. The student that does not
complete the sentence will need to compete with another student
until he/she wins. The teacher will continue with this dynamic
activity of writing sentences on the board and calling more students
to compete until everyone participates in the activity.
▪ An example of a sentence:
Armando se ganó un premio, _________ Nicolás.
To complete this sentence, the student will need to find the word
“según” from among the words on the table.
Written Comprehension
Step 3
▪ Students must complete Exercise # 45 of the workbook. In this
exercise, the written comprehension skill will be developed.
Detailed instructions are provided in the exercise.
Written Expression
Step 4
▪ Each student must complete Exercise # 46 of the workbook. For
this specific exercise, the students will have the opportunity to
develop the written expression skill. Detailed instructions are
provided in the exercise.
Written Comprehension
Step 5
▪ Students will complete Exercise # 47 in the workbook. Detailed
instructions are provided in the exercise. The objective of the
exercise is to develop the written comprehension skill.
Sub-topic 2: Sustituyendo el nombre al final de una oración
Suggested Lexical Content:
Mí, conmigo, ti, contigo, sí, él, ella, consigo, nosotros, ellos, ellas,
usted, ustedes.
¿De quién es…?
¿Para quién es…?
¿De quiénes son…?
¿Para quienes son…?
¿Con quién…?
¿En quién…?
¿Con quiénes…?
¿En quiénes…?
¿Por quién…?
¿Por quiénes…?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Identify and use alternative words to replace a naming word at
the end of a sentence.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will introduce the vocabulary of this lesson by writing it
on the board and giving the respective English translation.
▪ The teacher will present some examples of the use of each of the
vocabulary words. For example:
● Ana tiene el teléfono consigo.
To give the examples, it is necessary to combine this vocabulary
with the following words: con, para, de, en y por; which are more
common, not forgetting that they must appear at the end of each
sentence. This does not mean that it is a law, but in this lesson, it is
necessary to use it that way. For example:
● A mi hermano le gusta viajar conmigo
● Ella siempre está con él.
● Siempre piensa en ella.
● La casa es de nosotros.
● Ella vino por ti.
▪ As a next step, students will complete Exercise # 48 of the
workbook. In this exercise the written comprehension will be
developed. See instructions on the exercise.
Written Expression and Comprehension
Step 2
▪ The teacher will divide the class into 5 groups.
▪ Each group should stand in the corners and sides of the classroom.
▪ Each group will be assigned two or three sheets of packing paper
or cardboard.
▪ Each group will be assigned phrases that have the vocabulary
words, so that they write a sentence for each one.
▪ Once they have finished writing the sentences, they should stick
the sheets on the board or on the wall.
▪ The whole class will participate in observing and correcting the
work of classmates. The teacher will participate if necessary, but
his/her role will be to direct the activity.
Grupo de Frases (por grupo)
conmigo
contigo
consigo
con él
con ella
con usted
con ustedes
con
nosotros/as
con ellos
con ellas
por mí
por ti
por él
por ella
por usted
por ustedes
por
nosotros/as
por ellos
por ellas
de mí
de ti
de él
de ella
de usted
de ustedes
de
nosotros/as
de ellos
de ella
en mí
en ti
en sí
en usted
en ustedes
en
nosotros/as
en ellos
en ellas
Written Comprehension
Step 3
▪ The teacher will ask the students to do Exercise # 49 of the
workbook. Detailed instructions can be seen in the exercise.
Written Comprehension, Oral Comprehension and Oral Expression
Step 4
▪ The teacher will introduce the following questions. The questions
will be written on the board. The questions are as follows:
¿De quién es…?
¿Para quién es…?
¿De quiénes son…?
¿Para quienes son…?
¿Con quién…?
¿En quién…?
¿Con quiénes…?
¿En quiénes…?
¿Por quién…?
¿Por quiénes…?
▪ The teacher or students can use pictures to portray examples of the
vocabulary usage.
▪ For example:
1. The teacher will take a book from “Manuel” and ask another
student the following question: ¿De quién es este libro?
The selected student will respond by using the following
statement: El libro es de él. While the student states the
sentence, he/she will point to the owner of the book.
2. The teacher will call several students to dance in front of the
class. The teacher will play a song while Marina and Cristian
dance.
The teacher will then select a student from the class to ask the
following question: ¿Con quién está bailando Cristian?
The student should respond using the following statement:
Cristian está bailando con ella. While stating the sentence, the
student will be pointing to Marina.
Note: There is the possibility that the student, who responded to
the question, will mention the name of the person. The teacher can
acknowledge that the answer/statement is also correct. The teacher
will support and guide the students to use the vocabulary of this
lesson.
Oral Expression
Step 5
▪ In groups of four, students should prepare a set of actions such as
the Example # 2 from step 4. The students need to gather five
actions for each question: ¿De…? ¿Para…? ¿Por…? ¿En…?
¿Con…?.
▪ For each action selected, the group will select one of their
classmates to ask the question related to the action. All groups
need to participate.
▪ Example One:
Three students will pretend they are traveling together in an
airplane.
One of the students needs to have his/her name written on a page
(e.g. Armando).
The fourth student selects a classmate, who is not from the same
group, and asks the student the following question: ¿Con quiénes
viaja Armando?
The selected student should answer: Armando viaja con ellos.
Example Two:
Two students bring a gift for the third member of the group. Then,
the fourth member will select a classmate to whom he/she will ask
the following question: ¿Para quién es el regalo que ellos
llevan?
The fourth student will answer the following statement:
El regalo que ellos llevan es para ella.
(The response will be used if the gift is for a female.)
Note: The teacher will make necessary corrections when needed.
Sub-topic 3: Ésta es mi Familia
Suggested Lexical Content:
Abuelo, abuela, mamá, papá, padres, hijo, hija, hermana, hermano,
tío, tía, esposo, esposa, cuñado, cuñada, sobrino, sobrina, primo,
prima, yerno, nuera, suegro, suegra, nieto, nieta…
¿Quién es…?
¿Quién es Pedro Meléndez?
¿Cuál es…?
¿Cuál es la relación de Pedro Meléndez con el resto de la familia?
¿Qué…?
¿Qué relación hay entre Pedro Meléndez y Hugo Meléndez?
¿Qué relación tiene Pedro Meléndez con el resto de la familia?
¿Qué es Pedro Meléndez de Hugo Meléndez?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand a vocabulary based on the members of the family.
⮚ Identify and use vocabulary based on family members.
⮚ Understand when somebody speaks about relationship between
family members.
⮚ Describe the relationship(s) between each family member.
Suggested Activities
Written Comprehension, Oral Comprehension, and Oral Expression:
Step 1
▪ The teacher will ask the students to provide Spanish vocabulary
based on the topic of family members.
▪ The teacher will write the vocabulary list on the board. If any
vocabulary is not provided by students, the teacher needs to
assist in completing the list.
To reinforce the vocabulary, the following activity will be
implemented:
▪ The teacher will request the students to form a circle in the
center of the classroom.
▪ Using a Ping-Pong ball, the teacher will throw the ball to a
student. While throwing the ball, the teacher will call out the
name of one of the family members in English. For example:
father.
▪ The student who receives the ball will automatically translate the
English vocabulary, "father," by stating, “papá.”
▪ The teacher will gradually erase the vocabulary from the
blackboard. The list will be removed from the black/white board
depending on how quickly the students internalize it.
▪ When the teacher has observed that the students have become
familiar with the vocabulary, the teacher will select one student
to throw the ball several times in order for him/her to state as
many names of the family members of the vocabulary list. This
activity will be continued until everyone participates.
Oral Comprehension and Expression:
Step 2
▪ The teacher will provide a poster with a sample of a family tree.
The poster will be pasted on the board.
▪ Students will be shown how to demonstrate the relationship of
each family member in the family unit. The following question
will be used:
¿Quién es…?
For example: ¿Quién es Pedro Meléndez?
¿Cuál es…?
For example: ¿Cuál es la relación de Pedro Meléndez con el
resto de la familia?
¿Qué…?
For example: ¿Qué relación hay entre Pedro Meléndez y Hugo
Meléndez?
¿Qué relación tiene Pedro Meléndez con el resto
de la familia?
¿Qué es Pedro Meléndez de Hugo Meléndez?
▪ Using the questions, the teacher will ensure that each question
is answered based on the family tree.
For example: ¿Quién es Pedro Meléndez?
Answer: Pedro Meléndez es el hermano de Hugo, el sobrino de
Claribel, el hijo de Antonio y Selena, y el nieto de Paco y Beatriz
Meléndez.
▪ The teacher will ask a student to come forward to select a
member from the family tree. The teacher or a student will use
one of the studied questions to state the person’s
role/label/family relationship within the family unit.
Example One:
Question to be used: ¿Quién es Oscar?
The participating student will state Oscar’s role/label/family
relationship within the
family unit by using the family tree.
Example Two:
Question to be used: ¿Qué relación tiene Oscar con el resto de la
familia?
Note: It is important to emphasize that the phrase "es el" is used
for the masculine gender and "es la" when applying the feminine
gender in the statement.
For example:
Ana es la hermana de Pedro. (Feminine Gender)
Pedro es el hermano de Ana. (Masculine Gender)
Written Expression
Step 3
▪ The teacher will ask the students to do Exercise # 50 of the
workbook. For the exercise, the students will write three
paragraphs. The exercise will aid in the development of the written
expression skill.
Oral Expression
Step 4:
▪ The teacher will ask the students to divide the class into two
groups.
▪ Each group will create the scenario of “being” a family unit. This
will allow and aid the students to form their family tree.
▪ The group will be doing an oral presentation, allowing each
member to state their specific family relationship/role/label
within the family unit.
▪ For the oral presentation, the group members will organize
themselves in front of the class as follows:
- First line: the grandparents.
- Second line: the grandparent’s children, daughters-in-law,
and sons-in-law.
- Third line: the grandchildren.
Example:
El Salón de clase
Pizarra
Nietos
Hijos, yernos y nueras
Ambos abuelos
El resto de los alumnos que no están participando
▪ For the beginning of the presentation, each student needs to
state “Yo soy.”
Note: The children in the chart can represent husbands, wives,
brothers-in-law, or parents. Also, the grandchildren can represent
cousins, brothers, sons, etc.
Sub-topic 4: ¿Quieres saber de ellos?
Suggested Lexical Content:
Quehaceres
Acciones
trapear
trapeando
barrer
barriendo
cocinar
cocinando
lavar
lavando
planchar
planchando
tender
tendiendo
¿Qué estoy haciendo?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand when someone provides personal data such as name,
address, telephone number, age, profession, etc.
⮚ Understand when someone provides personal information of one or
more family members.
⮚ Provide basic personal information about each family member.
⮚ Fill out forms that require the personal information of family
members.
Suggested Activities
Since this vocabulary was already presented in the previous
lessons, this unit is concentrated on its usage and application. It will
be applied to family members and their respective household
chores that each of them performs.
Oral and Written Comprehension
Step 1
The teacher will introduce the vocabulary, which consists of various
household chores. To introduce the vocabulary, the teacher will ask
the students to state different chores they carry out at home. Also,
the teacher can use pictures of the various household chores and
allow the students to identify the household chore that the picture
represents in Spanish.
The vocabulary stated by the students will be written on the board
by the teacher. Any missing vocabulary will be added/inserted by
the teacher.
Written Expression
Step 2
▪ The teacher will ask the students to do Exercise # 51 of the
workbook. Detailed instructions are provided in the workbook.
Oral Comprehension and Expression
Step 3
▪ The teacher will request the students to form small groups of four to
play a game called "My best robot is the one that obeys the most."
▪ Each group should select seven different chores, which they will be
demonstrating as a group.
▪ Each group should go to the front of the class to present the
following:
● One student will mention each chore performed at home.
● The robots (the other group members) will demonstrate the
chore using actions as the first student states it.
● The robot (the group member), who does not perform the
action correctly will be punished. The punishment will consist of
dancing, singing, making a sound of an animal, etc.
For example:
When the first student states, “washing the dishes,'' The robots
(the other three students) will act as if they are washing dishes.
▪ All groups need to participate by presenting their selected chores to
the classmates.
Oral Comprehension and Expression
Step 4
▪ The teacher will reintroduce the vocabulary of household chores by
performing their respective actions. While performing the action, the
teacher will accompany the vocabulary using the following
question: ¿Qué estoy haciendo?
▪ For example:
Quehaceres
Acciones
trapear
trapeando
barrer
barriendo
cocinar
cocinando
lavar
lavando
planchar
planchando
tender
tendiendo
¿Qué estoy haciendo?
1
▪ The teacher will ask the students to select a specific household
chore in order to prepare its respective action.
▪ Each student will perform the action in front of the class. After
performing the action, the student will select a classmate and ask
him/her the following question: ¿Qué estoy haciendo?
▪ The selected student will answer: Tú estás…(for example)
▪ For example:
If the participating student carries out an action such as “está
planchando,” the selected student will answer: Tú estás
planchando
Written Expression
Step 5
▪ The teacher will ask the students to do Exercise # 52 of the
workbook. The detailed instructions can be seen in the exercise.
Oral Comprehension and Expression
Step 6
▪ The teacher will provide the list of questions found below the
reading comprehension passage. This will allow the students to
become familiar with them.
▪ The teacher will then read a passage to the students.
▪ While the teacher reads the passage, the students will need to take
notes of important information needed to answer the questions,
which were previously given.
▪ Next, the teacher will orally ask the same questions to students.
▪ After each question is read by the teacher, the students will
respond to them based on the information understood from the
reading.
Reading:
Anastasio Alfonso Quezada Navarro, es un alumno que ha
completado, satisfactoriamente, el nivel de primaria y pretende
continuar sus estudios en la escuela secundaria “Sagrado
Corazón,” en San Ignacio.
Anastasio tiene 13 años de edad y es originario de Honduras. Su
cumpleaños es el 27 de agosto el cual se le es celebrado, cada
año, en la iglesia cristiana “La Familia de Dios” la cual está ubicada
en Salvapán, Belmopán; mismo lugar donde Anastasio vive. Para
contactar a Anastasio es muy fácil; se le puede llamar al 662-1546
o le puedes escribir un mensaje a
anastasio_nav2020@yahoo.com. El chico dice que por fin va a
utilizar su tarjeta del Seguro Social para completar la aplicación
para ingresar al colegio. Él dice que el número es 000473684.
Anastasio está muy emocionado.
Oral questions:
● ¿Qué apellidos tiene Anastasio?
● ¿Cuál es el segundo nombre de Anastasio?
● ¿Cuál es la fecha de nacimiento de Anastasio?
● ¿Cuál es el país de nacimiento del chico?
● ¿A qué grupo étnico pertenece?
● ¿Cuál es su religión?
● ¿Cuál es el número de teléfono de Anastasio?
● ¿Cuál es el correo electrónico de Anastasio?
● ¿Cuál es el número de la tarjeta de Seguro Social de él?
● ¿Qué nivel de estudio ha completado?
● ¿A qué nivel de estudio quiere ingresar?
Comprehension and Written Expression
Step 7
▪ The teacher will ask the students to complete Exercise # 53 of the
workbook. The exercise will help in the development of written
comprehension and expression skills. Detailed instructions are
provided in the exercise.
Sub-topic 5: Dime cómo es y te digo quién es…
Suggested Lexical Content:
¿Cómo es él/ella?
¿Cómo es su personalidad?
¿Cómo es físicamente?
¿Cómo es su
nariz/cabello/boca?
¿Cómo son sus
ojos/labios/manos?
¿Cómo viste?
¿De qué color es su
camisa/blusa?
¿De qué color es su pantalón?
¿De qué color son sus zapatos?
¿Cómo se ve él/ella?
¿Podría describirlo/describirla?
¿Cómo cuántos años tiene?
¿Cuál es su color de piel?
¿Qué color de piel tiene?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand short and simple sentences that describe the family.
⮚ Write descriptive paragraphs about one’s family.
⮚ Describe his/her family members’ physical appearance, personality
and way of dressing.
⮚ Use descriptions to inquire about someone whose name is
unknown.
⮚ Identify a person by using specific descriptions
Suggested Activities
Some of the vocabulary for this lesson has already been studied in
previous lessons. Therefore, it will be reused as part of the lexicon
for the teaching strategy in learning and acquiring the L2 (second
language).
Written Comprehension
Step 1
▪ The teacher will ask the students to do Exercise # 54 of the
workbook. This exercise is divided into two sections.
▪ Instruction 1 consists of a reading comprehension, and
Instruction 2 will be a reading-based comprehension exercise.
Detailed instructions are provided in both exercises.
Written Comprehension
Step 2
▪ The teacher will introduce necessary questions to elicit the
personality and physical appearance of a person. The teacher will
write the Spanish question on the board with their respective
English translation, if necessary.
¿Cómo es él/ella?
¿Cómo es su personalidad?
¿Cómo es físicamente?
¿Cómo es su
nariz/cabello/boca?
¿Cómo son sus
ojos/labios/manos?
¿Cómo viste?
¿De qué color es su
camisa/blusa?
¿De qué color es su pantalón?
¿De qué color son sus
zapatos?
¿Cómo se ve él/ella?
¿Podría describirlo/describirla?
¿Cómo cuántos años tiene?
¿Cuál es su color de piel?
¿Qué color de piel tiene?
Oral Comprehension and Expression
Step 3
▪ Students will participate in an interactive game.
▪ The teacher will allow the students to subdivide themselves to form
three groups. The groups will consist of “Group A," “Group B," and
“Group C."
▪ Each member of “Group A” will represent a group of people who
have lost (cannot locate) a relative, such as brother, sister, or
cousin.
▪ Each member of “Group B” and “Group C” will represent people,
who are willing to help the members of “Group A” in order to find
their missing relative.
▪ A student of “Group A” will go to the front of the class and call a
group member from “Group B” and “Group C.” The two selected
students will be asked if they have seen the lost relative.
▪ The selected students from “Group B” and “Group C” will ask a
variety of questions to the student from “Group A” based on the
missing relative. To gather information in order to determine
whether they have seen the lost relative, the students from “Group
B” and “Group C” will use the list of questions provided for this
lesson. (The list of questions can be seen in the vocabulary.)
▪ The student from “Group A” will provide the information needed to
identify the lost relative.
▪ The students from “Group B” and “Group C” will determine which
classmate is being described or who represents the lost relative.
When both students have agreed, they will have to name the
student.
For instance: The students from “Group B” and “Group C” can
state, “Yes… we have seen him/her.” At the same time, the
students need to indicate who the lost relative is by pointing at the
classmate, who was described by the student of “Group A.”
▪ The student from “Group A” will confirm or deny if the selected
student is the lost relative.
▪ All students will need to participate in the activity.
Written Expression
Step 4
▪ The teacher will ask the students to do Exercise # 55 of the
workbook. For this exercise, the students will write two paragraphs.
The written expression skill will be developed in this exercise.
Detailed instructions are provided in the exercise.
Sub-topic 6: Nuestro pasatiempo familiar
Suggested Lexical Content:
Ir a la playa
Cocinar barbacoa
Ver televisión
Bailar
Salir de viaje
Visitar a los amigos
Reunirse en familia
Comer juntos
Practicar un deporte juntos
Ir a nadar
Ir a la iglesia
Ir a ver un partido de fútbol
Ir a pescar
Leer libros
Contar chistes
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand when someone speaks about their family’s recreational
activities.
⮚ Understand simple dialogues related to family.
⮚ Hold simple family- related dialogues.
⮚ Talk about the family’s pastimes.
⮚ Understand simple and short family letters
⮚ Understand written dialogues related to the family.
⮚ Understand simple stories about the family’s pastimes.
⮚ Write simple and short family letters.
⮚ Write descriptive paragraphs about their family’s pastimes.
⮚ Write dialogues about the family and their hobbies.
⮚ Relate to past family events.
⮚ Understand past familiar events, as long as the speaker speaks at
a slow pace.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will ask the students to state their family’s favorite
hobby.
▪ Students will have the opportunity to state the answer in
Spanish or English.
▪ The teacher will present the Spanish vocabulary list on the
board. Then, the teacher will elicit from the students the English
translation of the vocabulary.
Oral and Written Comprehension
Step 2
▪ The students will participate in an interactive activity.
▪ The teacher will ask the students to form a circle in the middle of
the classroom.
▪ The teacher will place several pictures of a family spending
leisure time together in the center of the circle.
▪ Then, the teacher will put several flash cards or strips of paper
containing the names of the various types of a family’s
pastimes/recreational times inside a surprise box.
▪ Next, the teacher will give the surprise box to one of the
students in the circle. The teacher will begin to say, “pasa la
caja" or “play the music.”
▪ The student, who is holding the box, will pass it to the student
on his right. The box will keep moving in the right direction until
the teacher says, "pare" or suspend the music. The student will
hold the box when the music stops. The teacher will then
indicate when to take a strip of paper from the box. The student
will read aloud the words written on the flash card/strip of paper.
▪ The students, who are standing on the left and right side of the
reader, will immediately run to the center of the class to find the
picture representing the words read.
▪ The student who finds the picture that corresponds to the words
read from the flash card/strip of paper will receive a prize (the
prize, award, or privilege is left to the teacher’s discretion).
.
Written Comprehension
Step 3
▪ The teacher will request from the students to do Exercise # 56 of
the workbook. In this exercise, the written comprehension skill will
be developed. The exercise is divided into two sections:
Instruction 1 consists of understanding a reading comprehension
passage, and Instruction 2 consists of a comprehension exercise
based on the reading comprehension passage. Detailed
instructions are provided for the exercise.
Oral Comprehension
Step 4
▪ The teacher will give the students an audio. The audio will include
five different family pastimes/recreational times of three distinct
families. Using the audio, the students will complete Exercise # 57
of the workbook.
Oral Comprehension, Oral Expression, and Written Expression
Step 5
▪ In pairs, students should prepare a dialogue about their family
pastimes/recreational times. Each pair will familiarize themselves
with the dialogue. Then, each pair will be ready to do an oral
presentation of their dialogue to the class. (Students should not use
notes for the presentation.)
Oral Comprehension and Oral Expression
Step 6
▪ In groups of five, the students will have to prepare to present a role-
play. The role-play will consist of a family, who are enjoying their
family pastime/recreation time together. Each group will be held
responsible for bringing necessary accessories/props for the
presentation.
▪ For instance:
If the family pastime is going to take place at the zoo, the students
will need to pretend that they are preparing for the trip, traveling to
their destination, arriving at the zoo, paying the entrance fee, going
on tour to see the animals, enjoy talking about the place and their
experience, etc.
Note: The students need to have a constant conversation/dialogue
with each other to display family interaction during the family’s
recreational time.
Written Expression
Step 7
▪ Each student will write a letter to a friend who lives in a foreign
country. The letter needs to narrate in detail how each student
spends time with his/her family. The teacher should establish the
main points (criteria) that are needed to be inserted in the letter.
Written Comprehension
Step 8
▪ The teacher will ask the students to do Exercise # 58 of the
workbook. The exercise contains a reading passage for Instruction
1 and a reading-based comprehension exercise for Instruction 2.
Detailed instructions are provided in the exercise.
Oral Comprehension
Step 9
▪ The teacher will give the students an audio. The audio will consist
of a narration of someone’s past and present hobby. After listening
to the audio, the students will complete Exercise # 59 of the
workbook.
Oral Comprehension and Oral Expression
Step 10
▪ The teacher will request the students to prepare a presentation.
The presentation will consist of a description of one’s favorite hobby
they enjoyed in the past and present. If any student is unable to
identify a hobby, he/she will need to use his/her imagination and
creativity to make up the content for the presentation.
▪ Each student will present the information orally .
▪ After the presentation, the teacher will select two students from the
class. One student will explain their family’s hobby carried out in the
past and the other students will state their family’s hobby done
presently.
▪ The dynamic will continue until all students have participated in
stating their family’s favorite hobbies of the past and present times.
Final Task of Unit 3
PHASE 1: Written Comprehension
⮚ The teacher will provide a copy of the text entitled “My family.”
(Appendix No. 8).
⮚ The teacher will provide a card with a reading comprehension
exercise based on the text. (Appendix No. 9).
PHASE 2: Written Expression
⮚ Each student will write two paragraphs describing their family.
They should include:
1. The number of family members.
2. The age of each family member.
3. The family’s likes and dislikes.
4. Their occupation.
5. The chores that each family member performs at home.
6. The family’s pastime and hobbies.
7. A brief enjoyable or unforgettable experience that the
student has had with his/her family.
PHASE 3: Oral Comprehension and Written Expression
⮚ The teacher will give the students an audio on “La Familia de
María.”
⮚ After listening to the audio, the teacher will ask the students to
write a story based on the audio of “La Familia de María.”
PHASE 4: Oral Expression
Each student will prepare a poster illustrating their family tree. The
poster should include grandparents, parents, uncles, brothers,
cousins, children, brothers-in-law, nephews, and aunts. The title of
the poster will be “Mi árbol genealógico.” The poster will contain
photographs of the family members. The picture can either be real
pictures of the family members or a representation of the individual.
After preparation, each student will present the name of each of
their relatives with their respective age, occupation, hobbies, and a
brief description of their physical appearance and personality.
Furthermore, the students will select a specific family member to
explain the relationship he/she has with the other members. The
presentation also needs to include the chores the family members
carry out at home, family’s pastime, and a short narration of an
enjoyable and unforgettable experience with the family.