Sub-topic 3: Esta es mi familia

Suggested Lexical Content:

Abuelo, abuela, mamá, papá, padres, hijo, hija, hermana, hermano, tío, tía, esposo, esposa, cuñado, cuñada, sobrino, sobrina, primo, prima, yerno, nuera, suegro, suegra, nieto, nieta…

¿Quién es…?

¿Quién es Pedro Meléndez?

¿Cuál es…?

¿Cuál es la relación de Pedro Meléndez con el resto de la familia?

¿Qué…?

¿Qué relación hay entre Pedro Meléndez y Hugo Meléndez?

¿Qué relación tiene Pedro Meléndez con el resto de la familia?

¿Qué es Pedro Meléndez de Hugo Meléndez?

Specific Learning Objectives

After completing this subtopic, the student will be able to:

1. Understand a vocabulary based on the members of the family.
2. Identify and use vocabulary based on family members.
3. Understand when somebody speaks about relationship between family members.
4. Describe the relationship(s) between each family member.

 

Suggested Activities

Written Comprehension, Oral Comprehension, and Oral Expression:

Step 1

▪ The teacher will ask the students to provide Spanish vocabulary based on the topic of family members.

▪ The teacher will write the vocabulary list on the board. If any vocabulary is not provided by students, the teacher needs to assist in completing the list.

To reinforce the vocabulary, the following activity will be implemented:

 

▪ The teacher will request the students to form a circle in the center of the classroom.

▪ Using a Ping-Pong ball, the teacher will throw the ball to a student. While throwing the ball, the teacher will call out the name of one of the family members in English. For example: father.

▪ The student who receives the ball will automatically translate the English vocabulary, "father," by stating, “papá.”

▪ The teacher will gradually erase the vocabulary from the blackboard. The list will be removed from the black/white board depending on how quickly the students internalize it.

▪ When the teacher has observed that the students have become familiar with the vocabulary, the teacher will select one student to throw the ball several times in order for him/her to state as many names of the family members of the vocabulary list. This activity will be continued until everyone participates.

 

Oral Comprehension and Expression:

Step 2

▪ The teacher will provide a poster with a sample of a family tree. The poster will be pasted on the board.

▪ Students will be shown how to demonstrate the relationship of each family member in the family unit. The following question will be used:

¿Quién es…?

For example: ¿Quién es Pedro Meléndez?

 

¿Cuál es…?

For example: ¿Cuál es la relación de Pedro Meléndez con el resto de la familia?

¿Qué…?

For example: ¿Qué relación hay entre Pedro Meléndez y Hugo Meléndez?

                     ¿Qué relación tiene Pedro Meléndez con el resto de la familia?

                     ¿Qué es Pedro Meléndez de Hugo Meléndez?

 

▪ Using the questions, the teacher will ensure that each question is answered based on the family tree.

          For example: ¿Quién es Pedro Meléndez?

 

Answer: Pedro Meléndez es el hermano de Hugo, el sobrino de Claribel, el hijo de Antonio y Selena, y el nieto de Paco y Beatriz Meléndez. 

 

▪ The teacher will ask a student to come forward to select a member from the family tree. The teacher or a student will use one of the studied questions to state the person’s role/label/family relationship within the family unit.

 

          Example One:

          Question to be used: ¿Quién es Oscar?

          The participating student will state Oscar’s role/label/family relationship within the    

           family unit by using the family tree.

 

Example Two:

Question to be used: ¿Qué relación tiene Oscar con el resto de la familia?

 

Note: It is important to emphasize that the phrase "es el" is used for the masculine gender and "es la" when applying the feminine gender in the statement.

For example:

Ana es la hermana de Pedro. (Feminine Gender)

Pedro es el hermano de Ana. (Masculine Gender)

 

Written Expression

Step 3

▪ The teacher will ask the students to do Exercise # 50 of the workbook. For the exercise, the students will write three paragraphs. The exercise will aid in the development of the written expression skill. 

 

Oral Expression

Step 4:

▪ The teacher will ask the students to divide the class into two groups.

▪ Each group will create the scenario of “being” a family unit. This will allow and aid the students to form their family tree.

▪ The group will be doing an oral presentation, allowing each member to state their specific family relationship/role/label within the family unit.

▪ For the oral presentation, the group members will organize themselves in front of the class as follows:

First line: the grandparents.

Second line: the grandparent’s children, daughters-in-law, and sons-in-law.

Third line: the grandchildren.

Example:

 

 

▪ For the beginning of the presentation, each student needs to state “Yo soy.”

Note: The children in the chart can represent husbands, wives, brothers-in-law, or parents. Also, the grandchildren can represent cousins, brothers, sons, etc.