Sub-topic 4: ¿Cómo es?

Suggested Lexical Content                   

 

Él/ella es: grande, pequeño/a, feo/a, bonito/a, guapo/a, elegante, inteligente, agradable, hermoso/a, gordo/a, flaco/a, fuerte, débil, amoroso/a, cariñoso/a, trabajador/a, educado/a, serio/a, contento/a, etc.

 

Él/ella tiene: ojos azules/pequeños/grandes, cabello largo/corto/rubio/ondulado/liso, nariz larga/puntiaguda, chata, etc.

 

Specific Learning Objectives

At the end of this sub-topic, the student will be able to:

 

1. Understand when someone describes a person.
2. Understand when someone describes himself/herself.
3. Compare what it was like in the past and what it is like today.
4. Understand short sentences and paragraphs that describe a person speaking about the present or the past.

Suggested Activities

Oral Expression and Writing Comprehension

Step 1

▪ The teacher will ask students to provide words that are used to describe a person (descriptive words). The teacher should write them on the board. The teacher will include additional words that the students did not mention but appear in the suggested vocabulary for this subtopic.

Written Comprehension

Step 2

▪ The teacher will introduce the following sentences:

Él/Ella es… (to describe the appearance of a person, as well as their personality)

Él/Ella tiene… (To describe the parts of the body of a person)

 

The teacher should provide examples of the same:

 

Ella es alta

Ella es inteligente

Ella tiene cabello rizado

Ella tiene ojos azules

 

Oral Expression

Step 3

▪ Provided with a picture of a person, the teacher will give the students the opportunity to describe the individual with the aim of energizing the class and practicing vocabulary.

 

Written Comprehension

Step 4

▪ The teacher will ask the students to do Exercise # 8 of the workbook. In this exercise, students will develop written comprehension. The exercise is also divided into two parts: Instruction I (the first part of the exercise that allows the students to identify words) and Instruction 2 (the second part of the exercise that allows the students to list the words).

Oral Comprehension

Step 5

▪ The teacher will ask the students to do Exercise #9 of the workbook. In this exercise, students will be able to develop oral comprehension skills. For them to carry out this activity, the teacher must read the following passage:

 

"William"

William es un alumno de primera forma. Él tiene una cabeza ovalada, orejas grandes y cabello largo color negro; sus ojos son pequeños de color negro, tiene una nariz grande y una boca mediana. William tiene un cuello largo y delgado; él es alto y gordo; tiene manos grandes y pies pequeños.   

 

Oral Expression

Step 6

▪ In pairs, the students will come to the front to describe each other’s physical features and personalities.

 

Written Expression

Step 7

▪ The teacher will ask the students to do Exercise # 10 of the workbook. In this exercise, students will develop written expression. Students will have to write a paragraph in this exercise. Details appear in the exercise. 

 

Written Comprehension

Step 8

▪ The teacher will ask the students to do Exercise # 11 of the workbook. In this exercise, students will develop written comprehension skills by answering questions based on a story. The exercise is divided into two parts: Instruction I (the story) and Instruction II (the comprehension exercise based on the story). The teacher should assist the students with the unfamiliar words found in the story for better understanding. 

Written and Oral Expression

Step 9

▪ Based on the comprehension exercise above, students should write a short story where they compare themselves (personality, physical traits, etc.) in Primary School and Secondary School. Each student must present their story to the class without consulting their notes; the teacher must be well acquainted with the story. The teacher should ensure that the story is well written before the presentation.