Sub-topic 4: ¿De quién es?
Suggested Lexical Content
Vocabulario 1:
Mi, mis, tu, tus, su, sus, nuestro, nuestra, nuestros, nuestras
Vocabulario 2:
mío/a/os/as, tuyo/a/os/as, suyo/a/os/as, de él/ella, de usted, de nosotros, de ellos/ellas
¿De quién es…?
Specific Learning Objectives
After completing this subtopic, the student will be able to:
- Identify, in Spanish, a vocabulary that indicates possession.
- Use the vocabulary that indicates possession in a variety of contexts.
Suggested Activities
Oral Expression and written comprehension
Step 1
To introduce the set of vocabulary for this lesson, the teacher will combine the words that substitute the name (yo, tú…), presenting it on the following way.
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Step 2
The teacher will illustrate the vocabulary using images of objects of a house or a classroom; for example:
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Written Expression
Step 1
Each student must complete exercise #11 of the workbook. In this exercise, each student must write a complete sentence based on the picture and the word in parenthesis. The student must add a characteristic to the picture, for example:
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Oral Expression
Step 1
To continue practicing the vocabulary, the students will play the game “El Sorteo”.
On pieces of paper the teacher will write the following vocabulary: yo, tú, usted, él, ella, nosotros, ustedes, ellos, ellas; which should be folded and placed in a small container. Also, he/she should place images of classroom or household objects on the board (minimum 7 objects of a size that can be seen from afar). The teacher will also need to make a ball out of paper or use a soft ball.
The teacher, with his back to the class, will throw the ball backwards. Whoever touches the ball or is closest to it must go to the front. Once in front, the student must take a piece of paper from the container to see what word he/she must use to form a sentence; for example "Ustedes"
Once the word has been identified, he/she must select a figure from those pasted on the board; for example: the figure of a “cama”
To continue, the student must form sentence and orally say it out loud.
Paste the word and image selected on the board and 3 attributes that can be applied to said figure; for instance:
Su cama es grande, bonita y cómoda.
Su (ustedes) cama (figura) es grande, bonita y cómoda (atributos).
Oral Comprehension and Expression and written comprehension
Step 1
▪ The teacher will write a second set of vocabulary on the board. Ask the students which words they know from the list in English. The teacher must write the translation, provided by the students, next to each word. If the students do not identify some words, the teacher will provide their respective translation.
▪ It is important to emphasize that this vocabulary go after the name; for example:
In vocabulary 1 we said: Mi casa es grande.
In vocabulary 2 we will say: La casa mía es grande.
Step 2
▪ To reinforce the lesson, the teacher will ask the students complete exercise #12 from the workbook. In this exercise ach student has to select 5 sentences from the list, presenting them to the class in a different context; making use of figures of household and/or classroom objects; for example:
Sentences from the workbook:
Los carros tuyos están nuevos.
El profesor nuestro es muy amable.
El libro de usted es interesante.
Los hermanos suyos son amigables.
La casa nuestra es de color verde.
Same sentences presented in a different context:
Los zapatos tuyos están bonitos.
El padre nuestro es muy bondadoso.
El hermano de usted es cariñoso.
Los perros suyos son bravos.
La ciudad nuestra es tranquila.
Step 3
To reinforce the lesson, the teacher will ask the students to sit in a semicircle
Each student must have on their desk objects that they take to class daily, for example, books, notebooks, rulers, pen, etc.
The teacher will take one item from the desk (From Armando's desk, for example). After taking the object, he/she will randomly select another student and ask him/her: ¿De quién es el libro? (if he/she took a book from Armando's desk)
The student will answer in the following way:
El libro es de Armando (without pointing at him)
El libro es de él. ( pointing at Armando)
The student that answered must do the same as the teacher did, take an object, choose a classmate and ask him/her.
Note: In this activity the student can take objects from several students to practice “es de ellos” or take from several students and include him/her to practice “es de ustedes”. The teacher will continue doing this to practice until all the vocabulary have been covered.
Written Comprehension
Step 1
Each student must complete exercise #13 of the workbook. In this exercise is given a reading where belongings of certain individuals are mentioned. In the second part of the exercise, the figure of the individuals and the belongings will be placed on the other side. Students should draw a line from the individual to their respective belonging. Example:
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Oral Comprehension and Expression
Step 1
In groups of 3, students must prepare a dialogue including the vocabulary studied in this subtopic; for example, they can ask about the house and its furniture or appliances, or about objects in the classroom. The teacher will supervise the dialogues before being presented for any necessary corrections. The phrases “el mío/tuyo/suyo/de él/de ella/nuestro/de ellos” y “la mía/tuya/suya/de él/de ella/nuestra/de ellas” must be included too.
The teacher must give students enough time to practice, since they will not be allowed to read for this presentation.
