Sub-topic 4: ¿Qué fruta prefieres?
Suggested Lexical Content
!Me gustaría…!
!Me encantaría…!
!Quisiera!
Prefiero / preferiría…
¡Es delicioso/deliciosa!
¡Es riquísimo/riquísima!
¡Está rica/rico!
¡Es única/único en sabor!
¡Nunca lo/la había probado!
¡Nunca había probado una/un…!
¡Es excelente!
Specific Learning Objectives
After completing this subtopic, the student will be able to:
- Understand brochures with names and description of fruits or vegetables and its medicinal and nutritional properties.
- Create brochures to provide the name and description of the fruits or vegetables and its medicinal and nutritional properties.
- Understand sentences that express interest, comparison, preference, likes and dislikes about a certain fruit or vegetable.
- Express interest, preference, satisfaction, or admiration for a certain fruit or vegetable.
- Compare two or more fruits or vegetables.
- Speak about tastes and preferences.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will ask students to complete exercise #56 of the workbook. This exercise contains a brochure where vegetables and fruits are promoted based on its medicinal properties; it also contains a comprehend exercise base on the content of the brochure.
Written and Oral Comprehension and Expression
Step 1
With anticipation, the teacher will divide the class in groups of four, and will ask each group to bring 2 Bristol board (one to work with, and the other one in case of a mistake) and markers to the class.
Being in class, the teacher will ask each group to make a brochure promoting their natural medicine shop, using the Bristol board and the markers they brought to the class. In this brochure they should include the following points:
The name of the natural medicine shop (A funny name is required)
A brief description of the place
Location and contact number
Four fruits with its medicinal properties (The medicinal properties should be invented and funny)
Four vegetables with its medicinal properties (The medicinal properties should be invented and funny)
Any additional information.
The teacher will provide students enough time to prepare their brochure.
Step 2
Each group will present their brochure.
After each presentation, the teacher will call a student and ask a question based on the presentation. The selected student should answer the question in Spanish and in a complete sentence. (The teacher can also call on a student, who then can call on another classmate to ask him/her a question about the presentation.)
The dynamic will continue until all the groups have presented.
Introducing and Practicing the Vocabulary
Step 1
The teacher will write on the whiteboard the following phrases:
!Me gustaría…!
!Me encantaría…!
!Quisiera!
Prefiero / preferiría…
¡Es delicioso/deliciosa!
¡Es riquísimo/riquísima!
¡Está rica/rico!
¡Es única/único en sabor!
¡Nunca lo/la había probado!
¡Nunca había probado una/un…!
¡Es excelente!
Step 2
After making sure that the students have understood each of the phrases , the teacher will provide examples on how to use it in a complete sentence using names of fruits and vegetables.
Examples:
!El mango es único en sabor!
¡Nunca había probado un marañón!
Preferiría una manzana que unas uvas.
Me gustaría comer un tomate.
La papaya es riquísima.
Written Expression
Step 1
The teacher will ask students to complete exercise #57 of the workbook. In this exercise, the students have to write sentences next to the images of fruits and vegetables using the phrases studied in the previous step. The students are not allowed to repeat the phrases.
!Me gustaría…!
!Me encantaría…!
!Quisiera!
Prefiero / preferiría…
¡Es delicioso/deliciosa!
¡Es riquísimo/riquísima!
¡Está rica/rico!
¡Es única/único en sabor!
¡Nunca lo/la había probado!
¡Nunca había probado una/un…!
Oral Comprehension and Expression
Step 1
The teacher will divide the class into groups of four.
The teacher will provide the students with a list of questions based on a passage that he/she will read in the following step. (work in the passage)
The teacher will give them time to understand the questions before reading the passage.
The teacher will read the passage where the previous phrases are applied. The teacher will read the passage several times.
Each group should discuss and answer the questions based on what they understood from the passage.
The teacher will give time to the students to answer the questions.
Step 2
The teacher will select a student from each group and will ask him/her one of the questions. The selected student should answer the question based on the content of the passage. Answers should be in Spanish and in a complete sentence.
