Sub-topic 5: Dime cómo es y te digo quién es…

Suggested Lexical Content:

Specific Learning Objectives

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

 

1. Understand short and simple sentences that describe the family.
2. Write descriptive paragraphs about one’s family.
3. Describe his/her family members’ physical appearance, personality and way of dressing.
4. Use descriptions to inquire about someone whose name is unknown.
5. Identify a person by using specific descriptions

 

Suggested Activities

Some of the vocabulary for this lesson has already been studied in previous lessons. Therefore, it will be reused as part of the lexicon for the teaching strategy in learning and acquiring the L2 (second language).

 

Written Comprehension

Step 1

▪ The teacher will ask the students to do Exercise # 54 of the workbook. This exercise is divided into two sections.

▪ Instruction 1 consists of a reading comprehension, and Instruction 2 will be a reading-based comprehension exercise. Detailed instructions are provided in both exercises.

Written Comprehension

Step 2

▪ The teacher will introduce necessary questions to elicit the personality and physical appearance of a person. The teacher will write the Spanish question on the board with their respective English translation, if necessary.

 

¿Cómo es él/ella? ¿Cómo es su personalidad? ¿Cómo es físicamente? ¿Cómo es su nariz/cabello/boca? ¿Cómo son sus ojos/labios/manos? ¿Cómo viste? ¿De qué color es su camisa/blusa? ¿De qué color es su pantalón? ¿De qué color son sus zapatos? ¿Cómo se ve él/ella? ¿Podría describirlo/describirla? ¿Cómo cuántos años tiene? ¿Cuál es su color de piel? ¿Qué color de piel tiene?

 

Oral Compehension and Expression

Step 3

▪ Students will participate in an interactive game.

▪ The teacher will allow the students to subdivide themselves to form three groups. The groups will consist of “Group A," “Group B," and “Group C."

▪ Each member of “Group A” will represent a group of people who have lost (cannot locate) a relative, such as brother, sister, or cousin.

▪ Each member of “Group B” and “Group C” will represent people, who are willing to help the members of “Group A” in order to find their missing relative.

▪ A student of “Group A” will go to the front of the class and call a group member from “Group B” and “Group C.” The two selected students will be asked if they have seen the lost relative.

▪ The selected students from “Group B” and “Group C” will ask a variety of questions to the student from “Group A” based on the missing relative. To gather information in order to determine whether they have seen the lost relative, the students from “Group B” and “Group C” will use the list of questions provided for this lesson. (The list of questions can be seen in the vocabulary.)

▪ The student from “Group A” will provide the information needed to identify the lost relative.

▪ The students from “Group B” and “Group C” will determine which classmate is being described or who represents the lost relative. When both students have agreed, they will have to name the student.

For instance: The students from “Group B” and “Group C” can state, “Yes… we have seen him/her.” At the same time, the students need to indicate who the lost relative is by pointing at the classmate, who was described by the student of “Group A.”

▪ The student from “Group A” will confirm or deny if the selected student is the lost relative.

▪ All students will need to participate in the activity.

 Written Expression

Step 4

The teacher will ask the students to do Exercise # 55 of the workbook. For this exercise, the students will write two paragraphs. The written expression skill will be developed in this exercise. Detailed instructions are provided in the exercise.