Sub-topic 2: Describiendo objetos y lugares

Suggested Lexical Content

Note: Do not provide rules about the relation between the gender of the noun with the gender of the adjective; allow the students to find out on their own during the different practices (Natural Learning Process).

 

Useful questions for the development of this lesson:

¿De qué color es la/el…?

¿Cómo es la/el…?

¿De qué tamaño es la/el…?

¿Cómo es la figura/textura de la/del…?

¿Cómo se ve la/el…?

Specific Learning Objectives

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

1. Understand simple descriptions of a certain place.
2. Describe objects and places in Spanish

Suggested Activities

Oral Comprehension and Expression

Step 1

▪ Using images or realia of furniture and household appliances or images of objects found in a classroom, the teacher will introduce vocabulary #1, focusing, firstly, on the colors. During this activity, it is possible that the vocabulary for the household and classroom objects be introduced, indirectly.( Which will be seen in further activities.)

▪ To start, the teacher will write on the whiteboard the following question; ¿De qué color es la/el…? Adding it a noun to complete the question; for example:

 

¿De qué color es la mesa?

 

At the same time, the teacher will provide an example of the answer, which will be written in a complete sentence;

Example:

 

La mesa es de color café.

La mesa es café.

 

Step 2

Once the question has been presented with its respective answer, the teacher will proceed in having students identify the colors vocabulary (the students already know this in Spanish)to do this, the teacher will randomly select a student , to show one of the images or object found in the classroom. Consequently, he/she will ask  the student: ¿De qué color es la pizarra?; (the teacher can  point at the whiteboard instead of a printed image of it)

The  student must respond in the following way: La pizarra es blanca/La pizarra es de color blanco; (if  the board is white). Immediately after, the teacher should write the sentence on the board. (If a student doesn’t know the color name in Spanish, the teacher will allow another student to help him. If none of them knows it; the teacher will provide the color name by writing it on the board.)

The teacher will carry out this activity until the majority of the students have participated or until all the colors vocabulary have been introduced.

Oral Comprehension

Step 1

Once the vocabulary has been introduced, the students  will proceed in practicing it; for this, the students will participate in the game named “Construyendo mi bandera” which will be done as follows:

The teacher will print 5 sets of strips of paper in the following colors; red, yellow, green, black, blue, brown, orange, purple, light blue, white, and grey. The strips of paper should measure 2 inches by 11; something that can be seen clearly from a distance.

 

Step 2

The teacher will divide the class in five groups and provide each group with a set of colored strips of paper. (The groups must be placed at a distance from the whiteboard.)

 

Step 3

The teacher will draw a table with 5 columns each column belonging to one of the groups.

Place pieces of tape on the lower part of the whiteboard. .

 Provide   students  the following instructions:

The teacher will say to the students: Mi bandera es azul, verde y rojo, to give an example.( The teacher should explain what this phrase means in English).

Each group must select the mentioned colors from among the strips of colored paper they have correspond to its flag, in the same order he/she said to them: from top to bottom forming a flag with the different strips of colored paper.

Each group must stick it on the section (column) assigned, making use of the tape placed on the bottom of the whiteboard.

The group that forms the flag first will be the winner.

Oral Comprehension and Expression

Step 1

To continue interiorizing and practicing the vocabulary, each group must select a participant to form a flag with 3-5 different colors.

Step 2

A member from each group will call on a   student from another group and ask the following question in Spanish: ¿De qué color es nuestra bandera?

The student’s response must be in Spanish and in a complete sentence. The student will redirect the same question to that group in the following manner “La bandera de ustedes es de color….”

 

Written Comprehension

Step 1

Each student must complete exercise #2 on the workbook.

 In this exercise, the students must read and comprehend a paragraph. (where some objects are described) subsequently, they must complete a comprehension exercise based on the paragraph.

Written expression

Step 1

Each student must complete exercise #3 of the workbook. In this exercise, the student should write a paragraph describing the color of some objects found in the exercise.

Oral Comprehension and Expression

Step 1

To continue introducing and practicing the vocabulary describing objects, the teacher will write the following list of words on a Bristol board:

Stick the Bristol board on the whiteboard or on the classroom wall.

Step 2

Ask  students to identify the words they already know in Spanish, from the list on the poster.

 Provide students with translation of the words the students don’t know.

Step 3

Using different objects, the teacher will show the present vocabulary, adding the colors vocabulary at the same time; for instance:¿Cómo es el bolígrafo? (the teacher can show a pen and ask question at the same time)

The teacher will answer the question in the following manner.

 El bolígrafo es azul, pequeño, largo, liso y bonito.

Step 4

Keeping the poster on the board/wall and considering the previous knowledge on colors vocabulary, and the example presented above; the teacher will randomly select on students and, showing them real objects or printed images, he/she will ask them: ¿Cómo es el libro?  Or  

The student must answer: el libro es verde (if that is the color), mediano, liso, rectangular y muy bonito. 

Oral Comprehension and Expression

Step 1

To continue interiorizing the presented vocabulary, the students will do a role play entitled: “El comprador de objetos es ciego”

To role play, the teacher will divide the class in groups of 5’s.

4 students will be the vendors and the fifth will be the blind buyer.

The blind buyer will sit on a chair, in front of the class, blind folded waiting for the vendors.

Each vendor should approach the blind buyer greeting him/her; providing their name and offering the object he/she is selling, at the same time.

After greeting them, the blinded buyer will provide his/her name too and will ask them for the characteristics of the products they are selling.

For example:

¿Qué es?

¿De qué color es?

¿De qué tamaño es?

¿Cómo es la figura?

¿Cómo es el aspecto?

¿Cuánto vale/cuesta?

The vendor must answer in Spanish and in complete sentences.

The buyer must state if he want to buy it or not

The vendor must thank him and say goodbye

 

Step 2

Everyone from each group must participate in the role play. Notes are not allowed in this role play.

 Written Comprehension

Step 1

Each student must complete exercise #4 of the workbook. In the first part of the exercise, some objects are described in terms of their color, size, shape, texture and appearance. In the second part they must to complete a comprehensive multiple-choice exercise. 

 

Written Expression

Step 1

Each student must complete exercise #5 of the workbook. This exercise contains images of various household or/and class objects. The student must write a message where he/she tells a friend about the objects that he just bought, providing specification: color, size, shape and appearance.

Oral Expression

Step 1

The teacher will tell the students to bring to class a printed image of an object (in color, measuring 8X11½ inches).

After greeting their classmates, each student must name, show and describe an image based on its color, size, figures, texture, and appearance.

Students must not consult on their notes for this presentation.

Oral Comprehension and Expression

Step 1

 Ask the students to provide the words, in Spanish used to describe a place whether it is their house, the classroom, the school, the park, the city, etc.

The teacher will write, on the whiteboard, the vocabulary words provided by the students.

The teacher will add to the vocabulary list not provided by students yet are necessary for the development of the lesson.

Oral and written Comprehension

Step 1

To practice the vocabulary, the teacher will write a word of the presented vocabulary on cards, making sure each student may have one of them.

Step 2

Once, each student receives a card with the vocabulary word, the teacher will have them stand in a semicircle.

The teacher must write a text where objects are being described based on its color, size, shape, texture, and appearance.

The teacher must read the text aloud.

Each student must be showing the card they have to the whole class.

Each student who hears  the word that he/she has, must   step forward. The student or students who stepped forward, incorrectly or did not step forward, must perform an action, such as dancing, singing or imitating an animal or character.

 

Oral Comprehension

Step 1

To continue practicing the vocabulary that describes places, the teacher will divide the class in three groups, placing them in rows. The rows should start from where the teacher is.

 

Step 2

Once the rows are formed, students will play the game “pasando el mensaje” (passing a message). To students at the head of the rows, the teacher will whisper the following: Mi ciudad es muy bonita, grande, tranquila y divertida. Subsequently, the student will pass the message to the next student, until it reaches to the last student in the line, who will say it loud.

The row that carries the same message correctly is the winner.

If it is necessary, the teacher can change the message.

Written Comprehension

Step 1

Each student must complete exercise #6 of the workbook. This exercise contains two paragraphs where a place is described. The student must also complete a comprehensive exercise based on the content of the paragraphs

Oral Expression

Step 1

Each student must complete exercise #7 of the workbook. In this exercise, the student is presented with a list of descriptive words, which they must use to write a sentence for each word, describing objects and places. 10 in total.