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.
