PRIMARY SPANISH SYLLABUS - MINISTRY OF EDUCATION DRAFT - eIMACS
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MINISTRY OF EDUCATION
CURRICULUM PLANNING AND DEVELOPMENT DIVISION
PRIMARY SPANISH SYLLABUS
DRAFT
INFANTS – STANDARD 5
1Syllabus Overview
STATEMENT OF BELIEFS
Our geographical location, gateway to the Spanish-speaking Americas, and current regional and international economic trends and
their implications for Trinidad and Tobago, create an imperative for strengthening and deepening the national capability in Spanish at
all levels and has given rise to the declaration of Spanish as the First Foreign language of Trinidad and Tobago.
Research and experience have shown that the infant years are the most opportune time to begin the learning of a foreign language and
to develop an appreciation of and openness to other peoples and cultures. Beginning to speak a language at this level makes possible
the acquisition of native-like pronunciation and fluency, supports the learning of the native-language and engenders confidence and
willingness to use the language. Accordingly, with a view to laying the foundation for the establishment of Spanish as the First
Foreign Language of Trinidad and Tobago, the Ministry of Education has mandated the introduction of Spanish at primary school
level.
PROGRAMME GOALS
It is expected that the introduction of this programme of instruction will:
• Develop basic oral/aural Spanish proficiency among primary-age students
• Create a greater awareness of Hispanic cultures, Spanish-speaking countries and peoples in the region
• Reinforce and increase knowledge of other subject areas through content-based Spanish language instruction (e.g. Social
Studies, English).
• Foster a love for foreign language study in all students
• Enhance the levels of achievement in Spanish at the secondary level
2SPECIFIC INSTRUCTIONAL OBJECTIVES
Attainment of the goals stipulated above will be demonstrated by the students’ ability to:
• Ask for and give basic autobiographical information about themselves and others
• Identify and describe in simple terms familiar objects common to their home and school environment
• Express agreement and disagreement
• State likes and dislikes
• Ask for and give basic information about routine school and leisure activities
• Ask for and give basic information about selected aspects of local and Hispanic culture
SYLLABUS DESIGN AND INSTRUCTIONAL APPROACH
The design of the syllabus is guided by the following principles:
1. Spanish learned at the primary level must anticipate and complement the secondary level Spanish curriculum
2. Content and instructional activities must be consistent with the cognitive and affective developmental patterns, learning
styles and interests of primary age children
3. The development of cultural awareness is as important a goal as the development of linguistic proficiency
Complementing the Secondary Level Spanish Curriculum
The syllabus has a cyclical-thematic structure which is intended to provide ongoing reinforcement of key concepts and structures
across the various levels of instruction. The primary focus, especially at the lower levels, is on developing oral skills, acquiring core
vocabulary, and ensuring that students view learning Spanish as an enjoyable, ‘fun’ activity, and not as an additional ‘examination’
burden. Building intrinsic motivation for language learning at this level is critical. Students must be able to draw upon the positive
experiences of learning Spanish at the primary level and embrace the challenge of mastering more difficult syntactic patterns at the
higher levels of instruction. Developing a strong capability in oral communication at primary level, a major goal of this syllabus, will
3enable secondary level Spanish teachers to devote more instructional time to increasingly complex grammatical structures, the mastery
of which is required to attain the higher levels of proficiency targeted in the for the secondary school graduate.
Types of Learning Activities
Instructors are encouraged to make extensive use of games, songs, flashcards and other interactive learning resources with high
mnemonic value to aid the learning process. The lexical scope of instruction can be expanded by contextualizing the vocabulary
presented to reflect the realities of the specific communities within which the language will be taught, as it is a well known principle
of language learning that meaningfulness aids acquisition. Teachers are asked to note in this regard that while the syllabus contains
comprehensive vocabulary lists in certain thematic areas, students are not required to learn all the items, but only those which apply to
their personal situation. Additionally, many of the in-class activities are designed to give students an immediate sense of
accomplishment in the language, and thus lend themselves naturally to formative evaluation exercises.
Teaching of Culture
With respect to the teaching of Hispanic culture at the primary level, the intent is to increase students’ awareness of Spanish-speaking
countries, especially those in Latin America and the Caribbean. Students should also be made aware of the legacy of Spanish culture
and tradition in the development of their own nation. Such goals dictate that teachers focus not only on language-specific culture
items such as the “piñata,” but also on more general knowledge. As such, it is expected that much of the teaching of cultural
appreciation at the primary level will be conducted in the first language.
Summary
The themes, functional objectives and structures presented in this document are meant to be incorporated into the Primary curriculum,
beginning at the Infants Level and sequentially developed across levels, under the tutelage of a trained and qualified teacher. The
syllabus content and teaching/learning activities are not prescriptive, but are rather intended as samples, and where relevant and
applicable, to serve as the basis for further development depending on the learning styles and aptitude of students. What is of primary
importance is the need to ensure that the primary school syllabus be effected, not only with a focus on oral communication, but with
the underlying purpose of making the learning of Spanish a pleasurable experience for all children, and in the process, increase their
desire to further their study of Spanish.
4FUNCTIONAL-NOTIONAL OVERVIEW Infants – Post Primary Syllabus
YEAR KEY FUNCTIONS KEY NOTIONS
Infants Year I Exchanging greetings and other social courtesies Numbers, 1-10, the Alphabet
Infants Year II Identifying self and others Numbers 1-20, Colours
Standard I Identifying objects Colours, Shape, Size
Standard II Describing people and things Personal and Physical Qualities
Standard III Talking about leisure and school activities Time (Days, Months, Hours). Frequency
Standard IV Describing places Distance, Relative location
Standard V Integration of all functions and notions Infants to Standard IV
Post-Primary Excerpts from above integrated into situational dialogues
5INFANTS YEAR 1
THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. ¿Quién soy Students will be able to: Buenos días 1. Song: “Buenos 1. Name tags
yo? Buenas tardes Días”
express greetings Buenas noches
and farewells Hola 2. Students practice
Adiós, Chao greeting each 2. Gifts
express basic other
courtesies Por favor, Gracias, De
Nada
3. Students learn the
identify self as Me llamo …… Niño/Niña Spanish Alphabet
boy/girl song 3. Spanish
¿Cómo te llamas? Chico/Chica
state names CULTURE Alphabet
Soy niño/niña
1. Students identify chart
agree and ¿Cómo estás? ‘typical’ Spanish
disagree using (Muy) Bien names such as
“si” and “no” gracias Pedro, Maria, etc.
2. El Abrazo, la
Lo siento bendición
6THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
2. La Students will be able to: ¿Quién es? El papa, 1. Students identify Photographs of
Familia and label family
Es mi ….. La mamá family members
Identify the members by name
immediate El hermano
members of their 2. Students count the
La hermana
family number of
¿Cuántos/Cuántas Los padres children in “The Two (2) boxes of
Count from 1-10 old lady who lived
hermanos/ Bebé Nos. 1-10
in a shoe…”
hermanas
State the number
tienes?
of brothers and/or CULTURE
sisters they have Numbers 1-10
1. Spanish terms of
affection ‘mami”
Tengo ….. and “papi”.
2. La bendición
7THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
3. Mis Students will be able to: Es mi … Hola Drawing and labeling Pictures,
Amigos Bienvenido/a friends Drawings,
y yo greet friends Es tu … Amigo/amiga, Toys (dolls etc.)
Chao
say farewell Este es … Hasta mañana CULTURE
Esta es … 1. El abrazo
Identify friends (Reinforcement)
by name
express affection
for friends
4. La Casa Students will be able to: ¿Qué es? una casa 1. Select a ‘casa” Pictures of
from among a drawings of
Identify a house Es una casa un cuarto series of different houses (frontal
objects and aerial view)
Say how many Reinforcement of no 2. Students draw Masking tape,
rooms are in a numbers: their own ‘casa’ Worksheets,
house ¿Cuántos/cuartos sí 3. Students connect a Lego, Files for
hay …? dot-to-dot to draw children’s efforts
a ‘casa’. Letter cards
Hay … cuartos en
mi casa
8THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
5. La Students will be able to: ¿Qué es? Papel 1. Game: Simón dice Classroom
Escuela objects
Identify and Es un/una … 2. The teacher gives
request specific Lápis, goma, a series of
classroom objects instructions to
creyones, plasticina
which the students
Understand and ¿Qué son? respond
respond
Entra/entren
physically to Son ….
basic classroom Siéntate/Siéntense
instructions as 3. Pair work:
Ponte de pie
given by the
teacher Pónganse de pie Requesting and
passing objects
Pásame, Dame
Understand Por favor
singular and
Silencio
plural commands
Desditos en la boca
Repite/repitan
9THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
6. La Students will be able to: ¿Qué es? una naranja 1. Draw, colour and Charts
comida label fruits by
Es un una manzana Crayons &
Identify selected tracing along the
fruits in Spanish Es una una banana dotted lines. drawing paper
una papaya Pictures of fruits
State which fruits 2. Students identify
they want or do una piña fruits in Spanish Plasticine
not want according to
¿Qué quieres? una mango Plastic fruits,
pictures they are
Quiero … given Real fruits
No quiero … Fruit basket
3. Teacher gives out
cards with
pictures of the
items in random
fashion then asks
all with bananas
to stand …
10THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. El Students will be able to: ¿Qué es? 1. Drawing & Crayons,
Un carro
Trans- colouring
Es un Paper, Bristol
porte Identify six Una bicicleta
means of Es una 2. Songs/Poems Board, scissors,
Un autobús
transport
toys
Un taxi
3. Show and tell
Un maxi-taxi
Un avion
8. Mi Students will be able to: Mi patria se llama La patria Students match flashcards Pictures of
Patria
El presidente with presidente, primer Trinidad and
To identify their …
country of origin El primer ministro ministro and patria with Tobago, the
El presidente se
pictures President, and the
State the names
of the leaders of llama … Prime Minister
the country
El primer ministro
de mi patria se
llama …
11THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
9. Encuentro Students will be able to: ¿Dónde se habla Venezuela 1. Students colour Map where
Cultural and name
Español? Colombia Spanish speaking
Identify by name Spanish-speaking
two countries in Argentina countries on a countries can be
Our Spanish- the Caribbean map
Cuba identified
speaking and Latin
Neighbours America where En … Puerto Rico
Spanish is 2. Students display
Costa Rica
spoken all drawings, etc.
Dominican done throughout
the year
Republic
12INFANTS YEAR II
THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. ¿Quién soy Students will be able to: Me llamo … La calle 1. Pictures
1. Number games -
yo? Tengo … años
La avenida
State their name BINGO from 1 - 20 2. Boxes of
Una casa
State their age
¿Dónde vives? numbers
Un apartamento
Say where they Vivo en …
Puerto España, etc
live
Numbers 1-20
Count from 1-20
(reinforcement)
2. La Familia Students will be able to: Mi hermano se Numbers 1 – 20 1. Students identify Photographs
llama … family members
drawings of
State the name of Mamá and tell class their
the family Tiene …años names family members
Papá
members 2. Students tell age
Quiero a mi … Hermano of sisters and
State the age of brothers
hermana
their brothers and 3. Students express
sisters affection for
family members
Express affection
for someone
13THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
3. Mis Amigos Students will be able to: ¿Qu tal? bien/mal Identify Games Pictures of
y yo
¿Cómo estás? chévere cartoon and
Introduce friends 1. Teachers present
¿y tu? mucho gusto pictures of well- television
Inquire about known cartoon or
¿Quién es? blanco/a characters
friends health TV characters,
¿Es … negro/a students name and Puppets
Identify their describe them
¿De qué color es? roja/a
favorite (e.g. Mickey
television/cartoon ¿Es … amarillo/a Mouse, Elmo,
characteristics cookie Monster,
verde
Kermit the Frog,
Identify basic azul Big Bird.)
colours
4. La Casa Students will be able to: ¿Tienes un/una? Un televisor Matching Game Crayons
Tengo un/una Un radio Markers
Identify common Teacher distributes picture
objects in the Una mesa cards illustrating different Plain Sheet of
home vocabulary items.
Una silla paper Pictures
environment
Quiero un/una Una cama Students try to find the
State the number correct match for the
dos/tres, etc …
of items that they pictures on their cards.
Recycle Fruit and
have or want The first student who
Transport vocabulary
secures all items on list
from Year 1
wins a prize
14THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
5. La Students will be able to: ¿Quién es? El maestro Colouring Activity Bristol Board
Escuela Markers
La maestro
Identify key 1. Students colour
persons in the El Señor __X__ El director items according to
school setting words written in
Es mi maestro La directora
Spanish
Describe
common items in 2. Matching Game
La Señora __X__
the school again – this time
environment Es mi maestra El pupitre with colours
using basic specified on
La pizarra
colours hopping list
La tiza
El cuaderno
El creyon
El lápiz
El bolso
15THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
6. La Comida Students will be able to: ¿Qué es? Una naranja Draw, Colour and Label Crayons,
Es un … Una manzana Pencils
Fruits State the colour 1. Matching fruits
of different fruits Es una … Una banana with appropriate Pictures
colours
Quiero … Una papaya Plasticine
State their
preferences Me gusta … Una piña 2. Show and Tell Palette sticks
No me gusta … using pictures of
Un mango Paper plates
fruits on palette
sticks Real fruits
Charts
Una toronja 3. Students make
fruit with
Una patilla
plasticine, create a
Un limón market scene and
ask for fruits.
16THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. El Transporte Students will be able to: ¿Cuántos … Song Tape recorder,
Un carro
Tienes?
Give specific Una bicicleta 1. Tengo, Tengo, Crayons
information on Tengo … Tengo
Un autobus
what transport Paper
items they have ¿De qué colour Un barco Show and Tell
(i.e. toys) Toys etc.
Un avión
Es? 2. Tengo un carro …
Rojo, etc
Es …
Audio Show and Tell
3. .Identifying vehicles
by sounds
8. Mi Patria Students will be able to: La flor nacional La flor Chaconia 1. Students colour Coins which
es … pre-printed carry the
National Identify these outlines of the Chaconia flower
Symbols: national symbols La bandera national flag by sounds
by their Spanish
Rojo
Flag, Flower, names Los colores de la Picture or realia
bandera de mi Negro of National Flag
Name the colours patria son
blanco
of the flag in Outlines of flag
Spanish and be for colouring
familiar with the
term ‘la bandera’
17THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
8. Mi patria Students will be able to: El himno nacional Anthem is played, Casstte with
(cont’d) students are given the
(English)
Identify the title himno nacional
National Anthem recording of
National as the ‘himno
national anthem
Anthem nacional’
9. Encuentro Students will be able to: Los colores de la Review of colours Students do same activity Sketch Pad,
Cultural for a Spanish-speaking
bandera de ___ X Drawing Paper,
Identify the country e.g. Venezuela
national flags of ___ son Crayons
Trinidad and Students display all
Flags of selected
another Spanish- drawings, etc. done
speaking country throughout the year countries
é á í ó ú ñ Ñ ¿ ¡
18é á í ó ú ñ Ñ ¿ ¡
STANDARD I
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. Quien soy Students will be able to ¿Cuando es tus Enero 1. Original birthday Scissors
yo? cumpleaños? Febrero song Glue
State their Marzo 2. Birthday chart co Crayons
birthday, and ask Mi cumpleaños Abril 3. Begin Birthday Bristol board
Birthdays a friend when is Es el …. de Mayo club celebration Markers
his/her birthday Junio 4. 4. Birthday cards Paper
Give the day and Julio with minimal Bingo cards
month of their Agosto writing – “Feliz Prizes
birthday Septiembre cumpleaños”
Octubre (child’name in
Noviembre large letters)
diciembre 5. Number Bingo
19é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
2. La Familia Students will be able to: ¿Quién es? El padre Students draw a family Family Photos
Es mi … La madere tree and take turns to
Family Identify members Se llama … El abuelo present to class using the
Album of immediate and La abuela structure “Es mi … Se
extended family ¿Cómo es? El hijo llama …”
Give basic Es … La hija
description of No es … El tío
family members La tía
Gordo/a
Flaco/a
Alto/a
20Bajo/a
é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
3. Mis amigos Students will be able to: Mi amigo/amiga Se llama … 1. Sopa de letras Pictures
y yo se llama … Tiene …años 2. Making carads – Drawings
Describe their El/Ella es … Vive en … Birthday, Toys
Personal- friends giving Christmas
ity details of name, Amable 3. Make a list of
age, address, Su cumpleaños Simpatico/a friends
birthday, and es el … Gordo/a 4. make a chart with
appearance Flaco/a friend’s name and
Alto/a outstanding
Bajo/a qualities
21é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
4. La Casa Student will be able to: ¿Cómo es tu casa? Grande/pequeña 1. Labelling and Flashcards
Es … La ventana colouring window Drawings
Descrip- Draw and ¿De qué color es La puerta door and house Word-strips
tion of identify selected …? each in a different Masking tape
house parts ofo a house Es … Roja/azul, amarilla, colour Colour chart
giving simple blanca/ndgra 2. filling in missing Crayons
details of size and Verde/crema letters in words Coloured chalk
colour marrón Worksheets
22é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
5. La Escuela Students will be able to: ¿Cómo es la clase? Grande pequeño/a Game Drawings
La clase es … El patio Crayons
Describe school Las clase 1. Playing colour and Coloured
Descrip- and common Las oficina shape bingo Chalk
tion of items in chool La cafetaería Worksheets
school environment
giving basic
details
Recycle items from
Infants Year II
23é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
6. La comida Students will be able to: Revise structures La lechuga Draw, colour and Crayons
Done in Year 1 El tomate label fruits. Pictures
Vege- Describe selected Las papas Match the beginning Plasticine
tales fruits and La habas letter with the Plastic fruits
vegetables, ¿Cómo es …? name of the fruits. Real fruits
providing details Es … Create a fruit shop in
of colour Revision of colours the classroom
¿Es una naranja? and fruits from
Sí, es una naranja Infants I - II
24é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. El Tiempo Students will be able to: ¿Qué tiempo hace El sol Each student draws and Weather Flash
…? La lluvia colours one of the weather Cards, Word
Draw, colour and label Hace … Las nubes symbols and shows its Strips Masking
four symbols referring to El viento drawing as the teacher Tape Sheets of
the weather Hay … calls the weather – sol, Paper
lluvia, etc. Markers
Coloured Chalk
8. El Transporte Students will be able to: ¿Qué es esto …? Un carro Song Toys
Identify specific items of Es un … Una bicicleta Modelling clay
transport in response to Un autobus ¿Qué es esto …? Storybooks
stimulus questions (in Un taxi Show and tell Paper
Spanish) orally presented Un maxi-taxi Pictures
Un avión etc.
Una camioneta
25Recycle colour
vocabulaty
é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
9. Mi patria Students will be able to: Soy de Trinidad Trinitario/a/s 1. Where possible, National flags
• State their Soy trinitario/a Tobaguense teachers and Food items
country of origin Soy de Tobago students can (realia)
Country of • Identify local Soy tobaguense Plátano bring and share
Origin fruits and Cereza fruits, or typical
vegetables Somos todos Piña foods
Fruit and • Name some local trinitarios Mango
Vegetables foods/drinks Naranja
Sandía
Tomates
pimento
10. Encuentro Students will be able to: En Trinidad, La comida trinitaria 1. comparison Pictures
cultural comemos … y La comida de similarities which Food Items
• Identifyi traces of bebemos Trinidad exist between our Picture from
Our Spanish the Spanish La comida hispana meals and Recipe books
Heritage heritage in local Venezuela eg. Map of Trinidad
food, place Roti/arepa
names pelau/paella
paste/hallaca
2. Spanish Day with
labeled displays
of food, school,
family tree, etc.
26STANDARD II
THEMES FUNCTIONAL STRUCTURES RELTED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. ¿Quién soy Students will be able to: Tener/Querer Un gato 1. Game: - Show and Realia
yo?
Un perro Tell Drawings
Talk about 1st person singular
ownership of Un pájarp 2. Modelling clay Pictures
Possessions personal items, Tengo …….
Juego de video 3. Pictures, etc.
pets, family Quiero ……
members, items Computadora 4. Draw
Likes and of clothing
Mamá/papá
Dislikes
State which Reinforcement of Hermano/hermana
Note: Al activity based on
objects they like “me gusta”
Libro the game Show and Tell
(introduced in
Express desire Infants – year II) Cuaderno/bolígrafo
for a particular
Lápiz/regal/bolso
item
falda/camisa
pantalones
27¿Cómo es?
é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
2. La Students will be able to: 3rd person plural of Hijo, hija 1. Students Family Photos
Familia verbs that relate to Primo, prima draw and Drawing paper
Describe family activities of Parientes label a simple Crayons
Family relationships in individuals and Esposo, esposa family tree Markers
Rela- Spanish groups Abuelo, abuela and present
tionships Say where ¿Dónde vive tu ...? tío tía same to class-
extended family ¿Dónde viven tus ...? grande/pequeno/a mates
members live Mi … vive en … gordo/a, flaco/a
Give a simple Mis viven en … alto/a. bajo/a
description of ¿Cómo es tu…? lindo/a
family members guapo/a
Mi … es amable
alegre
28¿Cómo es?
é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
3. Mis Students will be able to: ¿Qué tienes …? Un gato 1. Using pictures, Drawings
amigos Un perro drawings, or an Pictures
y yo Ask about and Yo tengo Juego computadora album with Photo Album
describe items friends to make Bristol Board
(pets, clothing, Mi amigo tiene … Mamá/papá comparisons Markers
toys, etc) owned Hermano/ hermana 2. Making labels and Scissors
by their friends 1st Person Plural of assign to different
Give a simple Libro/carpeta students
description of Tener Cuaderno/bolígrafo 3. Sopa de letras
their friends Lapis/regal/bolsa
Tenemos dos/tres Song
Falda/camisa
… Pantolones 1.Students are taught
Alto/a, bajo/a En un jardín de
¿Cómo es? Lindo/a, feo/a España. It is usually
sung during hand
Es … games
29é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
4. La Casa Students will be able to: ¿Cómo es tu casa? Grande 1. Matching Flash cards
pequeña opposites Masking tape
Description Describe orally a Es …. Y … Alta 2. Repeat selected Tape recorder
of House house using 4 or Baja sentences of the Cassette
5 simple No es … Linda story Story carads
Materials sentences (size, Fea 3. Copying
colour, old, new, Mi casa es de … Vieja sentences
pretty, etc.) Nueva 4. students make
State 3 materials Paja models andlabels
from which a Ladrillos them
house is made madera 5. story-Los Tres
Cerditos
6. La Students will be able to: ¿De qué color es .,.? Camisa 1. Dress up Students’
escuela Mi … es … Camiseta competition uniforms
Describe their Falda 2. Songs así, así and
School school uniform ¿De qué color son ..? Cinturón (correa) me pongo Pictures of
Uniform Mis … son … Calcetines various styles of
Zapatos (de goma) school uniforms
Llevo … Jumper
Lleva … Pantaloon corto
Franela
corbata
30é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
Students will be able to: ¿Qué es esto …? Recycle fruit, 1. Activities using Pictures of
6. La Comida Vegetable and picture cues and vegetables, fruits
Es un/una …
State their likes, food students’ names and snacks
dislikes and ¿Es una …? Items presented in 2. Describe fruits Realia
preferences with Infants I – and vegetables
Sí o No
respect to fruits Standard I written and orally.
and vegetables Perro caliente 3. Vegetable Bingo
Identify their Helado 4. Match words with
Me gusta (n)
favorite snacks Torta pictures
No me gusta (n) Papas fritas
Pizza
Prefiero …
Pollo frito
Chucherías
Hugo de fruta
¿Cómo es?
Refresco
Chicle
Sí es …….
Picante
Dulce
No, es ……
Sabroso/a
Quiero
31é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. El tiempo Students will be able to: Hace sol Show and Tell: Flash cards
¿Qué tiempo hace?
Hace calor drawings, Word
Weather Describe Hace buen tiempo Hace frío 1. Students match strips
conditins good/bad weather Hace viento word strips with Coloured chalk
Hace mal tiempo
conditions Está lloviendo pictures Chalkboard,
Give information Está nublado 2. Students simulate Worksheets
on the weather telephone Charts
Lunes conversations in Toy telephones
Martes pairs, each giving Flash cards
Miércoles the conditions. A map of
Jueves 3. Students use Trinidad Weather
Vierne charts with charts
Sábado weather symbols
domingo to describe the
weather on
different days of
the week
32THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
8. El Transporte Students will be able to: ¿Dónde está? ….? En el garaje 1. Matching items Flash cards,
Identify where En elaire with place pictures,
(stimulus for teacher;
specific items of En la calle pictures orally modeling clay
transport are not for reproduction En el mar 2. Drawing
usually found 3. Use of charts to
by student yet)
Say how they get En camioneta, show means of
to school En autobus transport usingyou
En carro and el turista
Viajo ______
En taxi
Voy _______ En avión Transport in Spanish
En barco speaking counties
En bicicleta,
El turista va ______ A pie e.g. guagua in Puerto
Rico: pesero/Comni “in
El turista viaja ____
Mexico, “por puesta in
Venezuela
33THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
8. Mi patria Students will be able to: Debo cuidar Libros 1. Pictures showing
mi/mis … Muebles duties of a citizen
Duties of a Describe in Casa 2. Ways of caring
citizen Spanish the Debemos cuidar Patio for property
duties of a good Los/las … Escuela 3. Skit
citizen relating to Nuestro país
care of property
9. Encuentro Students will be able to: Primary content in Primary content in 1. Students collect Encyclopaedia
Cultural Demonstrate English English pictures of Magazines, etc.
awareness of different types of
different aspects national dress in
of culture (e.g. Spanish speaking
family life, countries
national 2. Teacher tells
costumes, etc) in English version of
selecterd Hispanic folktale
countries in Latin 3. End of term
America display of all
drawings, charts,
models, etc.,
completed over
term and concert
34STANDARD III
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. ¿Qué Students will be able to: Studio Las materias 1. Students Class timetable
(no) me gusta El inglés reproduce and
soy yo?
Name the (no) me gustan Las matemáticas design their
subjects that they Porque Las ciencias timetable in
study Es … Los studio sociales Spanish
Express their Son … La educacíon fisica 2. Students interview
Subjects opinions about a El español each other about
particular subject El arate the subjects they
La música like and do not
Aburrido/a like
Fácil/difícil
interesante
35THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
2. La Students will be able to: Papá 1. Making greeting Spanish greeting
familia Mamá cards: cards
Express affection Amo a … Hermano/hermana Paper
Días in Spanish for Quiero a … Mirar la televisión Día de las Madres, Markers
festivos one’s relatives Escuchar (la) Día de los Padres, Crayons
Talk about what A mi papá (no) le música Feliz Navidad, Coloured paper
different family gusta _____ Bailar/cantar Feliz Divali, Glue
members like and Jugar
do not like to do A mi hermana (no) le Leer 2. Activity Bingo
gusta Dormer
Estudiar The teacher reads
Larvar la ropa sentences and the
Lavar los platos students match the
Cocinar person with the
Practicar los activity described
deportes
3. A student mimes
various actions
and the class
guesses what
he/she is dong
36THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
Present tense -1st Jugar (juego), 1. Students mime an Pictures of
3. Mis Students will be able to: person plural of ar estudiar, escuchar, activity and people in action
amigos verbs: Mi amigo y hablar, visitor, classmates guess
y yo Describe you mirar, practicar, the activity
activities they jugamos/hablamos, El cine,la iglesia, 2. Identify what a
Sports and share in school etc. el campo, la person is doing in
Games and out of school Me gusta ir al/a la + cancha, la playa, picture
PLACE el río, el fútbol, 3. Make a planner of
Voy/Va/Vamos al/a el croquet, things they do
la + PLACE el baloncesto, with their friends
el tennis, on different days
Recycle Days of the of the week
Week
37THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. Word-search
4. La Casa Students will be able to: ¿Cuántos cuartos …? Los cuartos 2. Hide and seek Flash cards of
3. Sentence individual rooms
En mi casa, hay
Rooms of the State the number El balcón, la sala completion using Word strips
House of rooms in a un/una … El comedor pictures in blank Masking tape
house and La cocina, spaces
¿Qué cuarto e?
Furniture identify each El dormitorio 4. Pair-work using
room ¿Dónde está el/la …? El cuarto de baño ¿Dónde está?
Locate furniture
Está en … 5. Spot the diference
in specific rooms Los muebles
La butaca 6. Advertisement
El sofa
La silla
Lamesa
La tele
El radio,
Los platos
La estufa
La coma
El armario
38THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
5. La Students will be able to: ¿Qué hace el …? Days of the Week Dramatization of each Flash cards
Escuela ¿Qué haces tu activity 11 – 30
State orally what amigo/a el …? Lunes Skipping rope
activities they estudio/estudia Martes 1. Student mimes an
School engage in at leo/lee Miercoles action or an Teaching Clock
Activities school escribo/escribe Jueves activity and the
Say when they do dibujo/dibjua Viernes class responds,
selected activities canto/canta Sabado stating what
Time Demonstrate bailo/baila Domingo he/she is doing
understanding of como/come 2. Students make
time as shown on bebo/bebe ¿Qué hora es? clock face
a clock face charlo/charla 3. Dictation of sums
Respond orally to juego/juega with students
the question Numbers 11-30 responding orally
¿Qué hora es? ¿Qué hora es? 4. Number and
Es la… Activity Bingo
Son las … Revision of Las 5. Song: Dos y dos
son
Materias
Recycle 3rd person
plural of –ar verbs:
e.g. escuchamos …
39THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
6. La Students will be able to: Quiero/prefiero Pan/roti 1. Students make a Empty packages
Comida Salchicha shopping list for Breakfast
Make requests ¿Qué quieres? Mantequilla breakfast Foods
State preference Queso 2. Identify the items
at breakfast ¿Quieres …? Mermelada for breakfast in
Breakfast Observe social Leche Spanish.
graces at the table Me gusta … Jugo de naranja 3. Role Play:
Agua Students simulate
No me gusta … Té having breakfast
Chocolate caliente with a friend at
Quiero his/her home
Por favor 4. Label breakfast
No quiero Permiso items in
Pásame scrapbook
Gracias … Gracias 5. Breakfast Bingo.
De nada
Ibuen provecho! CULTURE
Delicioso/a Spanish Breakfast
Caliente
Dulce Empanada de bacalao,de
frío pollo, de queso, etc
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
407. El tiempo Students will be ¿Qué tiempo hace Está lloviendo Show and Tell: Tape recorder
able to: Request hay? Está nublado 1. Students choose a Worksheet
and give Hace sol Hace sol correct symbol in Map of Trinidad
information on Está nublado Hace fresco response to the
the weather today Hace frío teacher’s Manipulatives of
Demonstrate an Hace viento visual/oral prompt the weather
understanding of Hace sol, etc… -sol, nubes,
a simple weather Listening: viento, lluvia,
Hace frío /calor
forecast in the 2. The teacher envelopes, glue
Tengo frío /calor
target language announces the
Say how they feel weather of four Flash cards,
in relation to the places in Trinidad Word strips
weather which carry
conditions Spanish names:
Cedros, Toco, San
Fernando,
Cumana.
3. In response to the
teacher’s
oral/visual
prompt, pupils
will mime and
give an oral
response to
weather cues
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
en camioneta,
8. El Transporte Students will be able to: ¿Qué es esto? 1. Froup or
en autobús
(recycled) Individiual Work:
Talk about using en carro Students plan a
different modes ¿Como vas a ….? 48 hour itinerary
41of transport used Voy a … en……. en taxi to visit 6
to go to different destinations
en avión
local destinations including Tobago,
en barco Port of Spain and
San Fernando
en bicicleta
a pie
10. Mi Patria Students will be able to: Soy trinitario 1. Display ethnic Newspaper
Mestizo/a
Soy tobaguense wear clippings
Races and Identify main Soy de Mulato/a 2. Give the dates of Prominent local
Religion races and Decendencia … various festivals, figures
Africana
religions Mi amigo/a es de Religious
Appreciate decedencia India celebrations
differences associated with
China
Celebrations of Somos todos muy the different
different ethnic especiales Indígena ethnic groups of
groups the local
europea
population
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
Students should be able Soy … (religion) Musulmán 1. Show pictures of Magazines,
to: Híndú various photos, etc
En mi casa …
Cristiano celebrations
Describe the Baptista 2. Learn Feliz
42nature of En mi familia … El Eid ul Navidad
religious fitr/Divali/la 3. Students learn and
…celebramos
celebrations in Navidad perform Parang
their home … aramos Pollo, carne,jamón, songs
Jugo de acederas 4. Class discussion
…bebemos
to appreciate
…comemos differences
…damos regalos
11. Encuentro Students Should be able Primary Content in Primary Content in Integration Activity
Cultural to: English English
Students organize a
Describe an cultural celebration day
important festival focusing on food, music,
celebrated in a clothing and festival of
Spanish-speaking both local and other
country Hispanic cultures
STANDARD IV
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. ¿Quién soy Students will be able to: ¿Dónde está? Mi pueblo 1. Draw a map of Bristol Board
yo? La escuela neighbourhood Crayons
State name of Está La iglesia and label the
Mi Vecin- district where Al lado de El Mercado important
43dad they live A la izquierda de El supermercado buildings
Identify A la derecha de El hospital
important Enfrente de cerca de El parquet
buildings and lejos de El cine
places of El estadio
recreation Vivo en el …. La cancha
Identify location
of places from Cardinal points
given points – Norte, sur, ete,
use of cardinal oeste
points
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
2. La Students will be able to: ¿Dónde trabaja tu ...? Trabajar Listening Visuals or
Familia Una escuela Cardboard
Say where Mi padre trabaja en Una oficina Teacher describes a town cutouts of
Places various various … Una fábrica an students match the different types of
of Work members of their Una iglesia description by placing buildings
family work ¿Dónde está …? Un templo/una “buildings correctly”
and/or live Mesquite Drawing Paper
Identify orally Está Una estación de
the names of policía
44specified Review prepositions Un banco
buildings of location Una granja
La Universidad
Una tienda
Una compania
¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
3. La Casa Students will be able o: Imperative: siéntate! 1. Simon dice: Worksheet
Familiar positive Students respond Pictures
Demonstrate an singular vete a tu cama! to the instructions
understanding of lava los platos! of the teacher
Instructions instructions in the Use of exclamation Ponga la tele! 2. matching and
in the House home (using a marks Apaga la luz! linking activities
Total Physical Prende la radio! with different
Activities in Response Abre la puerta! rooms in a house
the rooms methodology) 1st peson singular
Present Tense:
45La tele
State an activity Miro Los platos,
he/she does in a Como El sandwich
specific room Preparo
Lavo
Me baño
Duermo
¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
4. La Escuela Students will be able to: Aquí está el/la Salón de clase 1. Class visits to Map of school
Ahora vamos al/a la La sala de various locations
School Building State the location informática on school
and of different Biblioteca compound Visuals of
Environment rooms and areas Hay un/una … Oficina 2. make model of buildings
on the school Jardín school compound
compound Campo labeling the
Reinforce with Cafeteria different buildings
prepositions of Patio and locations
46location Baño
Arbol
Banco
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
5. La Students will be able to: Quiero/prefiero … Sandwich Role Play Realia
Comida Arroz frito Food iems
Make requests ¿Qué quieres? Jugo 3. Students simulate
State preferences ¿Quieres? Papas fritas inviting a
El at lunch Macarrones Spanish-speaking
almuerzo Observe social Me gusta … Roti friend for luch
graces at the table No me gusta … empanadas de
queso/carne/pollo
Quiero pollo frito CULTURE
No quiero pollo guisado
carne guisado Empanada, paella,
47pescado caraotas, hallaca
Gracias … ensalada
pollo en curry
¿Quieres? hamburguesa
garbanzos papas en
¿Tienes hambre/sed curry
…? torta
helado
Si, tengo
hambre/sed… ibuen apetito!
No, No tengo hambre Buenprovecho!
A la orden
Una luchera
Sabroso/a
Delicioso/a
Rico/a
é á í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
6. El tiempo Students will be able to: Hace sol Un paraguas 1. Matching weather Flash cards,
Hace calor Un impermeable with clothes Worksheets
Identify the Está lloviendo Una gorra 2. Filling in bubbles
clothing typically Hace viento Un pantaloon carto for cartoons
worn during Hace frío Jeans
different types of Mis zapatos
weather Sandalias
State orally and Llevo … El suéter
describe in Una franela
writing what Cuando hace …
48clothing is worn llevo
in different As above
weather
conditions
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. El transporte Students will be able to: ¿Cómo vas …? En camioneta, 1. Warm up Cassette player
Voyen … En autobús Identifying Flash cards
Give information Voy a … En carro vehicle sounds
about their mode En taxi recorded on audio
of transport to En avión
and from school Para ir/viajar a En barco
and other places En bicicleta 2. Oral Practice
in their A pie Teacher holds up
community … voy en … flash cards and
Match different asks ¿Cómo vas
types of transport a …?
49with different
destinations in 3. Pair Work
the country Asking and
responding to
¿Cómo vas a
…? with and
without cues
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. Mi Students will be able to: ¿Dónde está …? Las isles 1. Oral/written Map of Trinidad
Patria Está …. El mar Caribe presentation of and Tobago with
Comprehend a simple Hay …. Playa description by physical relief.
El description of the Ríos teacher. Materials for
paisaje physical features of Al norte 2. Matching terms making models –
Trinidad and Tobago an Al with areas e.g. mud/clay
its location orally name este playa – Maracas paints
and locate these features Al oeste 3. Group work Pictures
on map/model Al sud Make model of Brochures
En el centro isles and lable Visits to places
El océano atlántico main features
Cordilleras 4. Orally identify
50Llano where features
Pantano located
á é í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
10. Mi Students will be able to: Puede visitor … El turista 1. Dialogue between Samples of
patria Orally identify Quisiera visitar La capital taxi driver and brochures/
(cont’d) places of interest Lugares d interes tourist detailing posters, etc.
to visit La cascada places to visit and preferably in
Lugares List in writing Maracas la playa locations. Spanish
de examples of Pigeon Point el 2. comprehension Taped/or written
interés y places of interest lago de asfalto activity dialogue
el to visit 3. re-enactment of
turismo Las reserves simplified dialogue
naturals los 4. preparation of
volcanes de barro photo travel
la fortaliza brochure naming
51Las maravillas places to visit
naturales
á é í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
11. Encuentro Students will be able to: Not applicable Not applicable 1. End of term Story book and
Cultural Project: Spanish cassette
Give a Day when Bristol board,
description in students present crayons
English of a reports Markers, old
Spanish-speaking newspapers –
country or city papier mache,
providing details clay, board
of the people,
food and
landscape, music,
etc.
52STANDARD V
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
1. Quien Students will be able to: Me llamo … Recycling and 1. Role Play: Scissors, glue,
soy yo? Vivo … integration of all crayons ,Bristol
Give a brief Soy … vocabulary Students board, markers,
Auto- biographical Tengo … presented for this spontaneously papers
Retrato description of Me gusta + object theme enact
themselves Me gusta + verb conversations in
providing details pairs trying to
of name, age, elicit as much
address, personal
nationality, information as
personality, possible
physical
53appearance 2. Guess who I am?
favorite toys, Teacher describes
pets, school one of the
subjects and students and the
activities class attempts to
guess which
student
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
2. La Students should be able Se llama … Recycling and 1. Write five (5)
Familia to: Vie … integration of all guided sentences
Es … vocabulary describing a
Family Describe a family Tiene … presented for this family member
Portrait member giving Le gusta + object theme
details of age, Le gusta + verb 2. Oral Practice:
name, Le gusta a + Students ask and
relationship, person answer questions
occupation, about each other’s
personality and family
physical
appearance
54THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
3. Mis Students will be able to: Present Tense 1st Caminar, llegar, 1. Game: Students Atlas, maps
amios y plural: - ar, -er Corner, estudiar, at party – meting
yo Describe a Verbs leer, juar, trabajar, students from
typical day they Caminamos …, etc. charlar other countries.
Amigos would spend with 2. Game: Each
nuevos y their friends Adjectives of Al: a la, student adopts a
viejos Talk about Nationality Sala de clase, country and
friends of other Cafeteria introduces
nationalities Soy de … biblioteca, patio, him/herself
¿De dónde eres …? campo 3. Draw maps
Names of countries
(Latin American
and Caribbean)
55á é í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
4. La Casa Students should be able En mi casa ideal, Recycling and Pair Work Drawing paper
to: integration of all Pencils
Hay … vocabulary 1. One student describes Makers
Give a simple El/la … está presented for this his/her dream house while
description of theme the other student draws it
their home Enfrente de la
providing details
of size, location,
furniture
residents, etc.
Develop an
appreciation of
Spanish
hospitality “Mi casa es su casa”
through the
concept of “mi
casa es su casa.”
56á é í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
4. La Students will be able to: Es ………….. Taxista 1. Matching pictures Pictures
Escuela Policía with words Magazines
Identify Mi papá … Guardoa 2. Identifying jobs of Drawing Paper
occupations Mi tío es … Maestro/a students’ relatives Pictures/illustrations
Jobs and generally found Professor/a 3. Draw and label of people at work
Occupa- in Trinidad and Quiero ser … Vendedor pictures of the Newspapers,
tions Tobago Ama de casa persons magazines
Say what they ¿Qué hace tu papa/ Pescador 4. match persons stencils
Ambitions would like to be mamá …? Agricultor with places of
in the future Labrador work
Identify persons Es … Carpintero 5. Role-play:
who provide Bombero 6. student/s dress up
different services Gerente as baker etc., and
in their Dependiente other/s ask what
neighbourhood Funcionario he/she does
Oficinista
Medico
Enfermera
Abofado
57Secretaria
Pintor
Panadero
Mecánico
Recycle places of
Work vocabulary
items – Standard
IV, Unit 2
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. La Students should be able Quiero … Por favor Role Play Menu cards
Comida to: Prefiero … De nada different dinner items
Me gusta .. iqué sabroso! 1. Family goes to a for role plays
La Cena Simulate dining iqué rico! restaurant to
out with a friend La servilleta celebrate a child’s
in a formal ¿Qué quiere? Los cubiertos birthday: ach
setting, observing Quiero una mesa La sopa family members
the appropriate para … El postre orders
social courtesies La cuenta
Order a meal CULTURE
from a Spanish
menu. Numbers for Cost 1. La propina: what
Enquire about dolares is customary in
cost and pay for adios Latin and Cenral
their meal at a muchas gracias America
restaurant de nada 2. Different types of
currency used in
selected Spanish-
58speaking
countries:
dólares, bolívares
vares pesetas,
pesos
á é í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
7. El tiempo Students will b able to: ¿Cuándo hace … Jugar Show and tell Chart of the activities
State the activity qué haces? Nadar depicted and the
typically done Pescar 1. Listening accompanying words
during a given Vuelo mi Montar la bicicleta comprehension strips
weather period papagayo Pescar with multiple
(i) hot, sunny Miro la tele choice responses
(ii) raining Juego al
(iii) cold monopolio
(iv) windy Escucho la músicar
Duermo
leo
59á é í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
8. El transporte Students will be able to: Reinforcement of voy Repetition of Oral Practice Tape recorder
en/a …. vocabulary and
Give information structures already Students do a survey using
about their own ¿Cómo vas al/ a la? done a table listing means of
mde of transport Va en… transport and report to
to different class on findings, e.g. 4
destinations and alumnos van en carro a la
how other people escuela
travel
2. Vacation Planning
Students have one
week to visit 3 Spanish-
speaking countries. They
state how they will travel
to each country
60á é í ó ú ñ Ñ ¿ ¡
THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
8. Mi Students will be able to: Está situada a … La capital CULTURE Map or model of
patria ___ significa La cuidad Trinidad and
Briefly identify ___ La aldea 1. Naming and Tobago
Cities the major towns Norte locating major Community
and and their Este places with elders with
Towns locations Oeste Spanish names on knowledge of
with Identify Sud map history
Spanish towns/villages Centro 2. Finding out about
names with Spanish Nombres hispanos Spanish names
names in (streets – villages
immediate – towns) in
area/country vicinity from
Orally and in elders
writing identify 3. Predominance of
the capital of the saints’ names
country
61THEMES FUNCTIONAL STRUCTURES RELATED SAMPLE RESOURCES
OBJECTIVES VOCABULARY ACTIVITIES
9. Encuentro Students will be able to: Es … Spanish names for 1. Draw and label ATLAS, Maps of
cultural Son … countries of the maps South America,
Talk about their Tiene … Caribbean Capitals 2. Group Project: the Caribbean,
Nuestros neighbours who Se llama … of countries 3. Visit to a Spanish Spain, Central
vacinos live in the Se llaman… Adjectives of speaking America
Caribbean and in nationality embassy/mission
the Hispanic Cardinal points or have a native
World Spanish speaker
Provide general visit the class
information 4. Make a brochure
about languages, for visits to
nationalities, Spanish countries
capitals, etc.
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