Sub-topic 2: Sustituyendo el nombre al final de una oración
Suggested Lexical Content:
Mí, conmigo, ti, contigo, sí, él, ella, consigo, nosotros, ellos, ellas, usted, ustedes.
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Specific Learning Objectives
After completing this subtopic, the student will be able to:
- Identify and use alternative words to replace a naming word at the end of a sentence.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will introduce the vocabulary of this lesson by writing it on the board and giving the respective English translation.
▪ The teacher will present some examples of the use of each of the vocabulary words. For example:
Ana tiene el teléfono consigo.
To give the examples, it is necessary to combine this vocabulary with the following words: con, para, de, en y por; which are more common, not forgetting that they must appear at the end of each sentence. This does not mean that it is a law, but in this lesson, it is necessary to use it that way. For example:
A mi hermano le gusta viajar conmigo
Ella siempre está con él.
Siempre piensa en ella.
La casa es de nosotros.
Ella vino por ti.
▪ As a next step, students will complete Exercise # 48 of the workbook. In this exercise the written comprehension will be developed. See instructions on the exercise.
Written Expression and Comprehension
Step 2
▪ The teacher will divide the class into 5 groups.
▪ Each group should stand in the corners and sides of the classroom.
▪ Each group will be assigned two or three sheets of packing paper or cardboard.
▪ Each group will be assigned phrases that have the vocabulary words, so that they write a sentence for each one.
▪ Once they have finished writing the sentences, they should stick the sheets on the board or on the wall.
▪ The whole class will participate in observing and correcting the work of classmates. The teacher will participate if necessary, but his/her role will be to direct the activity.
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Written Comprehension
Step 3
▪ The teacher will ask the students to do Exercise # 49 of the workbook. Detailed instructions can be seen in the exercise.
Written Comprehension, Oral Comprehension and Oral Expression
Step 4
▪ The teacher will introduce the following questions. The questions will be written on the board. The questions are as follows:
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▪ The teacher or students can use pictures to portray examples of the vocabulary usage.
▪ For example:
The teacher will take a book from “Manuel” and ask another student the following question: ¿De quién es este libro?
The selected student will respond by using the following statement: El libro es de él. While the student states the sentence, he/she will point to the owner of the book.
The teacher will call several students to dance in front of the class. The teacher will play a song while Marina and Cristian dance.
The teacher will then select a student from the class to ask the following question: ¿Con quién está bailando Cristian?
The student should respond using the following statement: Cristian está bailando con ella. While stating the sentence, the student will be pointing to Marina.
Note: There is the possibility that the student, who responded to the question, will mention the name of the person. The teacher can acknowledge that the answer/statement is also correct. The teacher will support and guide the students to use the vocabulary of this lesson.
Oral Expression
Step 5
▪ In groups of four, students should prepare a set of actions such as the Example # 2 from step 4. The students need to gather five actions for each question: ¿De…? ¿Para…? ¿Por…? ¿En…? ¿Con…?.
▪ For each action selected, the group will select one of their classmates to ask the question related to the action. All groups need to participate.
▪ Example One:
Three students will pretend they are traveling together in an airplane.
One of the students needs to have his/her name written on a page (e.g. Armando).
The fourth student selects a classmate, who is not from the same group, and asks the student the following question: ¿Con quiénes viaja Armando?
The selected student should answer: Armando viaja con ellos.
Example Two:
Two students bring a gift for the third member of the group. Then, the fourth member will select a classmate to whom he/she will ask the following question: ¿Para quién es el regalo que ellos llevan?
The fourth student will answer the following statement:
El regalo que ellos llevan es para ella.
(The response will be used if the gift is for a female.)
Note: The teacher will make necessary corrections when needed.
