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.
