Sub-topic 7: ¡Es un buen amigo!
Suggested Lexical Content:
Él/ella es paciente.
Él/ella es amable.
Él/ella es una buena persona.
A él/ella le gusta trabajar.
Él/ella es comprensible.
Él/ella siempre anda contento/a.
Él/ella me ayuda con mis tareas.
Él/ella me hace sentir feliz.
Él/ella es inteligente.
Él/ella me comprende.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
- Write simple stories comparing two or more friends.
- Understand written dialogues related to friends.
- Understand simple expressions that show preference towards a specific person.
- Show preference towards a particular friend.
- Write simple sentences showing emotion for someone.
- Write electronic messages expressing preference towards a specific friend.
Suggested Activities
Written Comprehension
Step 1
The teacher will ask the students to form groups of three to carefully read and comprehend the story found in Exercise # 41 of the workbook. The teacher will set a time limit to work with the comprehension. The teacher will assist each group with unfamiliar words that the group does not understand in the story.
When the allotted time is over, the teacher will ask each student to return to their respective places to do Exercise # 42 of the workbook. Detail instructions for both exercises are found in the workbook.
Oral Comprehension and Expression
Step 2
The teacher will ask the students to join in pairs.
The teacher will show various videos of current Hispanic artists.
In pairs, the students will discuss which artist they prefer and why.
Each pair will share the outcome of their discussion to the class.
Written Comprehension and Oral Expression.
Step 3
On strips of paper or Bristol board, the teacher will write positive attributes about different students in the classroom. The strips of paper will be placed on a table in front of the class.
The teacher will also write the same attributes on the board so that the students have the opportunity to read and understand their meaning.
After the discussion of the different attributes, the student will be selected at random to get an attribute from the table. The student will read and take the strip of paper to a specific student, who he/she believes that deserves the attribute.
Then, the student will provide a brief and simple explanation of why he/she assigns that specific attribute to his/her classmate. The student will return the strip of paper to the table from where he/she took it from.
Attribute list:
Él/ella es paciente.
Él/ella es amable.
Él/ella es una buena persona.
A él/ella le gusta trabajar.
Él/ella es comprensible.
Él/ella siempre anda contento/a.
Él/ella me ayuda con mis tareas.
Él/ella me hace sentir feliz.
Él/ella es inteligente.
Él/ella me comprende…
Note: The teacher can select the amount of attributes based on the number of students in the class.
Written Expression.
Step 4
The teacher will ask the students to do Exercise # 43 of the workbook. The student will assign at least 5 attributes to each student. The teacher needs to be aware of the verb tenses that the students are using for the exercise. A detailed instruction for the exercise is in the workbook.
Oral Comprehension.
Step 5
The teacher will provide the students with an audio related to the behavior of some people. Based on the content of the audio, students will work on Exercise # 44 of the workbook. Instruction for the exercise is in the workbook.
Written Expression.
Step 6
Students will be grouped into pairs.
Each student must write a short sentence to their partner expressing their admiration about their positive personality, friendship, or behavior on a sheet of paper.
The group will be presenting their written sentence to the class. Each student will exchange the sheet of paper with the sentence and read what their partner wrote about them.
For example:
“Carmen, eres una persona muy cariñosa.”
Written Expression.
Step 7
For assignment, each student will send (in writing) an electronic message/note to the teacher. The electronic note will express the student's preference towards a specific classmate. In this activity, the student will identify him/herself, the name of the student selected, and an explanation why the student was selected.
The teacher will decide the digital medium or platform for the activity.
Written and Oral Expression.
Step 8
In pairs, students will write a dialogue to apply prior knowledge. The dialogue will be based on comparing friends or family. Each student must have at least 7 participations in the dialogue.
After they have completed the dialogue, the teacher will give them time to become familiar with it. Students will need to rehearse for the oral presentation.
As a next step, each pair will go to the front to carry out the dialogue, without consulting their notes.
At the end of the oral presentations, the teacher will choose two students from different groups to go in front of the classroom to create an impromptu conversation using the vocabulary. This will allow the teacher to keenly observe the level of knowledge and understanding the students have about the content studied. This dynamic can be continued until the teacher deems it appropriate.
