Year 3 - 4
This group will be learning how to give and ask for a date, say what day is today.
We will start by reviewing days of the week, as a practice they will do this activity:
Descubra y copia los dias secretos = "Find and copy the names of the secret days"
1 2 3 2d 1a LU + NES = LUNES
a NES VIER CO 1f 2b ____ ________ =
b LES TES DO 2e 3a 1b ____ _____ ___ =
c GO xxxxx JUE 3c 1d ______ _______ =
d VES LU BA 2a 3f ______ _______ =
e DO MIER MIN 2f 3d 1e _____ ____ ___ =
f MAR SA NES 3b 3e 1c _____ ____ ___ =
As another practice to review days of the week, they will do this activity:
Escribe los dias de la semana en orden = "write the names of the days of the week in order.
The instructor will write on the board: Que dia es hoy? = What day is today?
Hoy es martes = today is Tuesday
Using flash cards teacher will continue to ask the question and student answers the name of the day on the flash card, this will go on until everyone has participated.
Vamos a hablar de los meses y los cumpleanos.
Let's talk about months and birthdays.
First we will introduce months, writing the names on the board and have students write them in their books.
Then read them and have students repeat, we will do this at least 3 times.
After all students must read them out loud.
We will after practice and sing a months song (Macarena)
They will do this writing activity:
Que mes es? Completa y despues pon en orden los meses
What month is it? Complete and put the months in order.
1. M__RZ__ 2. __EB__E__O 3. __C__UB__E 4. __UL__ __
5. __I__IE__ __R__ 6. A__ __S__O 7. __N__R__ 8. __A__ __
9. __E__ __I__M__ __E 10. J__N__ __ 11. n__ __ __EM__ __E
12. __BR__ __.
Each student will get a flash card with a date for them to ask and answer question about date, the question will be: " Que fecha es hoy? What date is today? They will answer the date on the card they have.
Escucha y une el dia con el mes para formar la fecha
Listen and match the day with the month to make a date.
Ejemplo: Es el 22 de abril they will draw lines joining from this chart:
31 22 17 2 6 13 15 20
enero marzo abril diciembre mayo junio octubre
They will now talk about birthdays, first they will listen and repeat
A: Cuando es tu cumpleanos?
B: Mi cumpleanos es el ocho de mayo
Then they will ask one another about each birthday.
To finish we will go over numbers 20 - 50, days of the week and months playing concentration games and games on line.
Year 5 -6
This year group will begin learning how to describe weather conditions and seasons of the year in Spanish.
To begin we will make a list of weather vocabulary and write them on the board for students to write them in their exercise books;
Qué tiempo hace? What's the weather like?
Hace calor it's hot
Hace viento it's windy
Hace sol it's sunny
Hace fresco it's windy
Hace frio it's cold
Nieva it;s snowing
Llueve it;s raining
For homework, students must bring pictures or drawings that describes weather.
After writing them down the instructor will read them for students to repeat, then each student will pronounce the new vocabulary.
Pictures that describe weather will be projected for them to answer the question "Qué tiempo hace?
They will get a handout for them to match weather condition in different places. Match weather condition in cities with a given text below.
Next students will learn the names of the seasons of the year "primavera , verano, otoño e invierno. (spring, summer, autumn (fall) and winter.)
To begin we will review the months, then we will have a word puzzle to find words for months of the year, after they will fill in blanks to say what month it is, then put them in order.
Teacher then write this question on the board "Qué tiempo hace en verano?" What's the weather like in summer? Students must answer if not instructor will, this will go on until all seasons are covered.
As a follow up activity, they will get a handout to match weather and seasons, then, answer some weather questions.
Students will also do a role play asking and answering questions about weather, using pictures.
A: Que tiempo hace en santiago? They will have a map to answer these questions.
They will do that Year 7 - 9
This group will begin learning how to talk about their daily routine, To begin we will review numbers to tell the time, fruits and vegetables vocabulary, food meals, school subjects.
After we will ask and answer questions about time, both telling the time and giving a time; Qué hora es? What time is it?
Son las ............. it's .......................
Es la .................
A qué hora tomas el desayuno? What time do you have breakfast?
A las ...................... At ...........................
Then on the board we will write down vocabulary for daily routine:
me despierto = I wake up
me levanto = I get up
me baño = I bathe
me visto = I get dressed
me peino = I comb my hair
me acuesto = I go to bed
me ducho = I have a shower
me ducho = I have a shower
me cepillo los dientes = I brush my teeth
desayunar = to have breakfast
almorzar = to have lunch
cenar = to have dinner / supper
We will practice the new vocabulary until everyone knows how and when to use them
This will be done through:
matching exercises two columns, one English the other Spanish for them to draw lines connecting Spanish to English.;
Matching pictures with phrases.
After we have done these activities, students will see a letter of someone's daily routine for them to read, after all have read, instructor will clear all doubts that might come up, then they will answer some comprehension questions.
Students will then use this reading as guide to write their own daily routine.
They will do that at home during the weekend, to hand in on Sunday
Year 10 -11
This week these groups will be doing "Everyday Activities" (Home life), we will begin by talking about "MI Barrio" (My neighborhood)
First we will review two important irregular verbs "SER and ESTAR" as they are used to describe what's in their neighborhood and what it looks like, They will fill in blanks with the correct form of each one.
After a list of places and buildings that are found in a city will be written on the board:
un banco una discoteca un instituto una biblioteca un teatro un museo
Correos una tienda una piscina una playa una pista de hielo
un castillo un parque un polideportivo un mercado un cine una iglesia
Students will do a matching activity, write name of places under a picture. After they will see a graph with a guide how to write about places in a neighborhood;
Vivo en Madrid una ciudad grande y / e industrial
Bogotá un pueblo pequeño (a) histórico (a)
Caracas una aldea turístico (a)
Buenos Aires importante
Está situado (a) en el norte de España
el sur de Colombia
el este de Venezuela
el oeste de Qatar
Esta cerca de............. a Kilómetros de .............
Hay mas o menos ......................... habitantes
Hay / tiene / cerca de ....... hay / un banco, una discoteca, un teatro etc..
Students will ask one another about places to go / visit in their neighborhood, and also say what it looks like:
After we will have a reading comprehension activity.
Then students at home write a paragraph talking about their city using the graph above mention as guide, this to hand in to instructor on Sunday, Should be something similar to this one:
Me llamo Enrique. He vivido en varias ciudades pero ahora vivo en una ciudad pequeña y tranquila en el oeste de España. Creo que es mucho más agradable vivir aquí. Hay muchas diversiones como cines y discotecas. Sin embargo, no hay mucho vandalismo o graffiti como en otras ciudades más grandes. prefiero esta.