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:
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Suggested Sentences to be written on the Sentence Strip:
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▪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.
