Teacher Discovery 675053

THINK Spanish! Brain-Based learning for Beginners

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By Joyce Jackson Kalinoski, Ph.D. and Amanda Burt

THINK Spanish! por

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Brain-Based learning for Beginners s a i c

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By Joyce Jackson Kalinoski, Ph.D. and Amanda Burt

Printed in Roseville, MI 1112GRA ISBN: 978-0-7560-2017-0 SKU: B3678DL ©2012 Teacher’s Discovery, Inc. A division of American Eagle Co. Inc. These materials are protected by copyright law. For each purchased copy of this work, a limited license is granted each year to allow reproduction [of activity pages and masters] to one teacher for use with that teacher’s class(es).

Table of contents Preliminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i-xviii/1-61 Introduction . . . . . . . . . . Scope and Sequence. . . . . Components . . . . . . . . . . Reminders. . . . . . . . . . . . Pictures Used As Symbols. . Objectives and Notes . . . . Activities . . . . . . . . . . . . Quiz/Quiz Answer Key. . . .

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. . . v-x . . . xi . . . xii xiii-xiv xv-xvii . . 1-2 . . 3-59 . 60-61

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-96 Objectives and notes . . Bellringer activities . . . Class activities. . . . . . . Songs. . . . . . . . . . . . . Project. . . . . . . . . . . . Games. . . . . . . . . . . . Quiz/Quiz Answer Key. .

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62-63 64-72 73-87 88-90 . . 91 92-94 95-96

Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97-144

Objectives and notes . . Bellringer activities . . . Class activities. . . . . . . Songs. . . . . . . . . . . . . Project. . . . . . . . . . . . Games. . . . . . . . . . . . Quiz/Quiz Answer Key. .

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. 97-100 101-115 116-131 132-133 . . . 134 135-138 139-144

Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145-189

Objectives and notes . . Bellringer activities . . . Class activities. . . . . . . Song . . . . . . . . . . . . . Project. . . . . . . . . . . . Games. . . . . . . . . . . . Quiz/Quiz Answer Key. .

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145-147 148-156 157-175 . . . 176 177-182 183-186 187-189

© 2009 Teacher’s Discovery. These materials are protected by copyright law. Unauthorized duplication or distribution prohibited. Purchase of this software grants limited license to one teacher for all of his or her classes.

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Table of contents

Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190-221

Objectives and notes . . Bellringer activities . . . Class activities. . . . . . . Song . . . . . . . . . . . . . Project. . . . . . . . . . . . Games. . . . . . . . . . . . Quiz/Quiz Answer Key. .

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190-191 192-200 201-212 . . . 213 . . . 214 215-219 220-221

Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222-255

Objectives and notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222-224 Bellringer activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225-233 Class activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234-246 Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249-252 Quiz/Quiz Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253-255

Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256-290

Objectives and notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256-258 Bellringer activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259-268 Class activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269-280 Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283-287 Quiz/Quiz Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288-290

Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291-329

Objectives and notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291-295 Bellringer activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296-305 Class activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306-319 Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321-322 Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323-326 Quiz/Quiz Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327-329

© 2009 Teacher’s Discovery. These materials are protected by copyright law. Unauthorized duplication or distribution prohibited. Purchase of this software grants limited license to one teacher for all of his or her classes.

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Introduction Introduction to Brain-Based Teaching in the Upper Elementary Spanish Classroom Joyce Jackson Ph.D. Foreign Language teaching has gone through many changes over the last 50 years. Sputnik jump-started our schools to begin to look outside of our own boundaries and to see the need to teach with a more global perspective. Since that time the reading/translation approach has given way to the ALM (Audio Lingual Method) and it’s many children and grandchildren. While we have been successful in incorporating culture and conversation into our curricula, it is not until very recently that linguists, neurologists and cognitive psychologists have come together with educators to share new knowledge on how the brain learns, re and recalls information and events. Because of this new information, we must be open-minded and willing to rethink the lessons that we learned as students of foreign language and foreign language education classes ourselves. We cannot continue to teach the way we were taught or even taught to teach, and so we must create a new paradigm in our classrooms. We must also that it is the practical applications of LOTE. (Languages Other Than English) that is at the heart of our profession. All children and adults. communicate for a reason, be it social or vocational, personal or scholarly. Our. instruction must motivate students by meeting the social interaction criteria or we will not be successful. Brain-Based Teaching in the Upper Elementary Spanish Classroom is designed, as a. complete resource. It is full of listening activities, skits, conversation starters, games, classroom management techniques and more. It is not meant to be a conventional textbook or teachers’ edition. We are assuming that, as teachers, we all walk around with an. operative theory in our heads of what we should be doing in our classrooms. It is the hope of the authors that this resource will assist you in rethinking that theory and replacing it with a new one, one that creates a friendly, brain friendly environment. Does that mean you have to throw out most of your worksheets? Probably. Does it mean that you have to use all new games and activities? Absolutely not. A lot of what we do is already good teaching and a lot of good learning goes on because of it. Our intent is to help you create a new set of conceptual building blocks to use when thinking about how the brain selects the input it is going to “learn,” that is, store in long term memory and build on, making more and more connections. As Steven Johnson has said so well, “Neurons that fire together, wire together.” The following approach to teaching elementary Spanish is designed to facilitate just that!

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Introduction Your Spanish Class Period Emotion, Attention and Learning. The brain is programmed to attend first to information that has a strong emotional component. This is because our species survives by storing meaningful information and discarding meaningless. We are programmed to pay. attention to physical dangers, language cues, facial expressions and body language that give us. important information. This fact is vital in understanding the workings of memory. So first and foremost, in order to learn, students must feel that they are in a safe environment. Emotion, stress, and the flight or fight response is a two edged sword. On the positive side, the chemical responses in the brain that are activated by emotion elicit behavioral. reactions, as well as imprinting the memory of the event for a longer time and with. extra vividness than non-emotional memories. Many researchers believe that even a slight amount of emotion can enhance recall. On the other side of the sword lies the dreadful dis-comfort zone. Since the human brain reacts to physical and psychological danger with the same chemical response, students in a psychologically threatening or uncomfortable situation may shut down higher cognitive functions and be unable to learn. Meet and Greet! The first way to create a kid friendly, non-threatening environment is to greet each student at the door. This may be a simple <<Buenos días.>> making eye and waiting for a response, or it can be a special English or Spanish comment on their. clothing or hair. This time can also be a moment to say to a student in a soft voice, “Let’s try harder today,” or “ what we talked about, OK?” giving them the realization that you have expectations for them in class and that you care. The key to this time for. personal lies in organization. The first student who enters the room, should be asked to put the < > or bell-ringer on the overhead. This series of short review activities may already be projected from a PowerPoint, depending on which technology you have available. These before-class activities should be short enough not to carry over into. the beginning of the class but should engage the students right away so they do not begin socializing. As soon as the last student is greeted, review the short activity and put the AGENDA up on the screen. The agenda is another key to helping students relax and focus since it allows them to focus on what is happening instead of wondering what will. happen next. The Primacy-Recency Effect. Equally important in deg your class period is the Primacy-Recency Effect. Primacy-Recency Effect was first discovered in the 1800’s. It tells us that in a learning episode (your class period) the brain best re what comes first and second best what comes last. Memory is worst in the middle of the class. This is. important information for teachers since traditionally we tend to do most of our teaching in the middle of class. Looked at in of a 40-minute period, this looks roughly like a 15 minute Primetime 1, a 10 minute Downtime and a 15 minute Primetime at the end. We tend to use the less opportune middle period to teach new material and primetime 2 ©2011 Teacher’s Discovery, Inc.

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Introduction to practice it and then struggle to get organized to leave for the next class. The Primacy-. Recency factor suggests that we dive into the new material of the lesson as soon as the agenda is read. Next, during Downtime, give your student an opportunity to practice what they have learned with their partner or group while you take attendance and back. papers. Finally, use Primetime 2 to hook additional language onto the lesson taught in Primetime 1. Also, provide closure for the students. Remind them of the usefulness of the lesson and ways to use it. When there is one minute left, review the Word of the Day and when everyone is <<sentado/a, callado/a y arreglado/a,>> say <<¡Haga la cola!>> and as they will line up to say the word you can sneak in a “Good Job” or “Keep Trying! La hoja del lunes. The Monday Sheet is a good way to prevent stress in students by giving them a hard copy explanation of the week’s activities and goals. Consider it a. five-day agenda of sorts. The sheet should provide an overview of the skills and behaviors the. student should be able to exhibit during and by the end of the week. It should also keep them informed of any deadlines so they can plan their time. Even young students today have very busy schedules with lessons after school, athletics and family responsibilities so it is good to allow them be able to plan their week. Make it real! Since memories are contextual, provide activities that draw out emotions, simulations, role-playing, cooperative projects, which may provide important memory prompts in the future. When learning school words, talk about the things you really have in your backpack and really exist in the classroom and use those words in a variety of. contexts. that the brain is a novelty-seeking device. When faced with the same drone, over and over, it will look inside itself for something new and exciting. We call that daydreaming! You will find examples of simple novel activities in each unit of this resource. too, that your classroom environment can be stimulating or sedative. And don’t forget that a good laugh will send those endorphins streaming and make everyone feel great. There are lots of opportunities to laugh in class, even during serious learning. Just throw in a silly example or purposely build some humor into your lesson by being your. supplies basket on the floor and getting help naming and picking everything up! They will be laughing with you and learning at the same time. Assessment. Avoid reviewing or giving study time right before assessments. Students are very skilled at jamming their short-term memories with the knowledge required for the exam and reciting it over and over like a telephone number until they get the chance to write it down in the right blank. This makes the exam meaningless for all but the students who have previously incorporated the knowledge in their long- term memories. Quiz the way you have taught using activities provided. Make most of your assessments formative so you can see how well you have reached your teaching goals and re-teach those skills which students have not attained. Make sure to keep assessments short at this level. A full period test will overload most students and provide unreliable results. ©2011 Teacher’s Discovery, Inc.

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Introduction Chunking. Upper elementary students can only retain about 5 or 6 words in short term memory at a time. This is not to say that you cannot or should not use many more words in your teaching environment. That means that if you single out those words that you really want the students to put in long-term memory keep the list short! Learning single words such as nouns with the definite article, (el lápiz) as part of phrases or short sentences, (Tengo un libro.) or along with adjectives, (el boli rojo) expands the 5-6 item list while giving meaning to the fact or word memorized. Elaborative Rehearsal. Rote rehearsal should be avoided since it is void of meaning. Elaborative rehearsal increases retention by making the information more relevant to the learner. Such strategies work because the brain is continuously scanning its environment to make sense of the constant bombardment of stimuli it receives. Since the information storage mechanisms in the brain are a network of associations that are formed over our lifetime of experiences, information that fits into this network has a better chance of being stored in long-term memory. Skits, brief presentations of rainforest products, pointing out the body parts and associated clothing worn by another student all fall into this technique. This brings us to the technique of using hooks. Hooks. Hooking is very useful in teaching structure in foreign language as long as the students have sufficient vocabulary. Hooks can also tie new information to old interests, spark the positive emotional response and enhancing learning. Most learning in life is. incidental. We things that hook onto our interests, preferences and, of course, survival needs. It is important to realize that memory is not a bunch of neural storage. containers. It works more like a road map, a neural highway. Each time you recall a memory you reconstruct it from the various places in the brain that each element is stored. It is re-membered. All information enters the brain through its sensory system: vision, hearing, smell, touch, and taste. Then the digested world is reassembled in the form of trillions of connections between brain cells that are constantly growing or dying, or becoming stronger or weaker, depending upon usage. When new information is processed and placed into memory, some time must for the memory trace to become fully established in the brain. This gel time is called consolidation. When we replay our memories by talking about them we provide more opportunities for consolidation. Encourage active processing through hooking new material onto learned by spiraling! Students as Teachers! The number one way to learn information and recall it long-term is to teach it! David Sousa (2006) reports that the least amount of retention after 24 hours took place when the teaching modality was lecturing and the most when it was teaching others. So give students the opportunity to take the teaching roll and explain a concept to other students in their downtime group activities and to peer tutor in an inclusion classroom. Teach grammar in context. Allow the big picture to come first, not the basics. Using ©2011 Teacher’s Discovery, Inc.

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Introduction grammar before sorting it out into rules and patterns gives students the opportunity to use their natural brain processes. Having to simply memorize or learn skills such as irregular verbs or vocabulary, without a practical context is un-motivating and usually difficult. Drill ‘n Kill is out! The very fact that you have to make an effort to memorize anything suggests that there is something artificial about the whole business. No kid memorizes how to play a video game or the language that goes with it! Studies have demonstrated that we memorize best when we relate it to knowledge we already have. In other words, when we think about it using our existing networks. Using this approach, grammar patterns will become apparent and the teacher later assumes the role of helping students categorize and make sense of specific patterns they have already been using. Go Ahead and Make Mistakes! … or at least let your students make them! Thinking is messy and traditional educational is nothing if not orderly. If students are constantly corrected in their speech and writing, especially if they are comprehensible but not perfect, they will become discouraged and clam up. Of course, there needs to be a time to point out correct speech patterns but never in a disrupting or embarrassing way. Throw Out Your Gold Stars! Rewards and punishments can create a tense, stressed classroom climate that is counterproductive to learning. The “A students” become. stressed that they won’t get the reward this time. The “C students” become stressed that they may be punished for poor performance. A candy for winning a game is one thing! A star chart or certificates for test grades in quite another. In a ive environment in which everyone is doing their best, learning is its own reward! Encourage Movement. Exercise has been found to trigger by release of BDNF, a brain derived neurotropic factor that enables neurons to communicate. Students who sit for. longer than twenty minutes experience a decrease in the flow of this factor. Keep Them Hydrated! Isn’t it annoying when students keep leaving the classroom, especially on those hot days to get a drink? Well actually, it’s the smartest thing they can do! Water is required for neuron signals to move through the brain and keeps the lungs moist to allow for oxygen transfer to the bloodstream. Students should drink eight ounces of water a day for each 25 pounds of their weight…and so should you! Encourage your. students to have a water bottle on their desks and model that activity. A dehydrated brain is not a happy or healthy brain and certainly is not primed for learning! Homeplay! At this level, and one can always debate if at any level, homework is really not appropriate since young children spend a great deal of energy in school focusing on their work and really need time to play, create, daydream, run around and socialize with friends and family when they get home. There are some students who really love doing Spanish at home and want to extend the Spanish experience and that is fine. In addition, there are some students who work very slowly and cannot complete a project in the regular class ©2011 Teacher’s Discovery, Inc.

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Introduction time. Taking the activity home to finish is appropriate in this case. There are also students who like to put so much detail into their projects that they need extra time to finish them. Homeplay is a twist on the traditional concept of take home activities that allows for performance or teaching time at home! For instance, you might ask students to sing a song they learned for an audience and bring in a note saying they did. This audience may be a parent, a sibling, a friend, a pet, a doll, an action figure, even a stuffed animal! You may also ask them to find different objects that have each of the eleven colors and say their color aloud to an audience. Now, not all students will do this and realistically in some home situations it is easy to imagine why not. Students should not be penalized for not bringing in the note, but for those parents who do write one, it provides a nice venue for keeping in touch! Lastly, , learning is naturally fun! Enjoy choosing the materials and activities you will use with your students and using them in your classes! Your students will enjoy learning and you will enjoy teaching!

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Scope and Sequence The following chart provides information highlighting when topics are introduced and . assessed. Once introduced, concepts are spiraled throughout the remaining units to be seen again in bell-ringers, activities, projects and/or assessments.

Unit

Topics

Preliminary

Greetings/Goodbyes Alphabet Spanish names

Unit 1

Items in the classroom Items in the backpack Colors

Unit 2

Animals Numbers 1-31 Singular-Plural Definite articles Indefinite articles Es/Son Noun-adjective agreement

Unit 3

Days Months Seasons Weather

Unit 4

Parts of the body Question words

Unit 5

Clothing Verbs: comprar/llevar

Unit 6

Family Personal adjectives Expressing age: 1-100

Unit 7

Food and drink Telling time Eating customs

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Components . of the Curriculum

The following resources are provided in each unit.

Objectives and class notes

• Objectives are given to students to establish . the purpose and goals for each unit.



• Notes are given to provide essential vocabulary . and grammar concepts.



• Blank notes can be filled in while the teacher . presents vocabulary.



• Completed notes are provided for students . who are absent or have modifications.

Bell-ringers

• Begin class promptly with meaningful and motivating work.

Class activities

• Apply concepts through reading, writing, listening, speaking, . culture and grammar activities.

Projects

• Apply concepts creatively.

Songs

• Introduce, maintain or review material.

Quizzes

• Assess vocabulary and grammar skills.

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Reminders .

for the Upper Elementary Spanish Teacher Keep them relaxed. Stress inhibits learning!

Provide hands on, craft activities to keep interest.

Keep them on their toes! As long as they know it’s a safe place, it’s exciting to wonder what in the world we will do today in class! Provide opportunities for group work. This facilitates differentiated learning and enables students to help each other!

Be interdisciplinary whenever possible. How are greetings done in other countries? Are their. alphabets totally different from the Spanish? Even at this early stage you can pull in international. connections. Provide a safe landing. No one likes to make. mistakes or be laughed at. Group work can help with this as long as groups. are thoughtfully arranged. Make sure volunteering is it’s own reward. Keep ‘em laughing and having fun! Release those positive endorphins and you will make memories!

Use this guide to keep it simple for yourself. An overhead or projected handout is worth 100. Xerox™ copies.

The brain looks for novelty and in it’s absence either daydreams to provide its own excitement or takes a siesta. Having lots of activities to choose from enables you to do this Build on past knowledge and make connections early on.

Make sure students know where they are headed. Isolated facts or activities don’t hang around long in the brain!

Don’t neglect the affective domain. Open-mindedness and tolerance for other cultures begins NOW!

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Reminders Keep “homeplay” simple and doable! Beginning a new language may give some students very little to hook onto.

Getting behind at this early stage can leave gaps in students’ knowledge and therefore leave them always feeling a little lost and uncomfortable. Don’t go too fast to provide grammatical material that most students will not be ready for. When the light bulb turns on, the brain rewards itself with a little chemical treat. Prizes are nice for games but strive to make learning its own reward!

, upper-elementary children are just that – little children. They may come in all shapes and sizes but they are far from being the age when they will make mature decisions and responsible choices. Actually this is a real plus for the LOTE classroom since their brains language window is still open. But, let’s face it, when the glitter flies, you sometimes have to remind yourself; they are little kids with all the noise and mess that comes with it!

Treat yourself and your students to music, calming for quiet, independent work, upbeat for games.

Keep them talking to each other is “realistic” situations. Rote repetition and list memorization will not work as well as phrases and sentences spoken to a puppet or real person! ©2011 Teacher’s Discovery, Inc.

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Pictures used as symbols Indicates assessment

Indicates reading

Indicates listening

Indicates creativity . (use your own ideas)

Indicates a game

Indicates that this activity . requires clean-up time Indicates a “You’re the Teacher” . activity ©2011 Teacher’s Discovery, Inc.

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Pictures used as symbols Indicates a. “You’re the Teacher” activity

Indicates a . classroom activity

Indicates . drawing/coloring activity

LOL

Indicates . feelings

Indicates . conversations, introductions

Indicates . think carefully

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Pictures used as symbols Indicates a . “White-Out Disaster” Activity

Indicates . a song

Indicates a cultural or class project

N N AI BR A•I• • N R B• BRAI

Indicates alphabet practice or spelling

Indicates . a kinetic activity

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Objectives and Notes Preliminary By the end of this unit, each student will demonstrate how to: • Use simple greetings, goodbyes and interrogatives through reading, writing, listening and speaking activities. • Use the Spanish alphabet through reading, writing, listening and speaking activities. • Use male and female Spanish names through reading, writing, listening and speaking activities. • Express culturally appropriate greetings in Spanish. 1.

Hola.

________________________________

2.

¿Cómo estás?

________________________________

3.

Estoy bien.

________________________________

4.

Gracias.

________________________________

5.

¿Y tú?

________________________________

6.

Muy bien.

________________________________

7.

Así así.

________________________________

8.

Regular.

________________________________

9.

Mal.

________________________________

10. ¿Cómo te llamas?

________________________________

11. Me llamo ...

________________________________

12. ¿Cuál es tu nombre?

________________________________

13. Mi nombre es ...

________________________________

14. ¿Cómo se llama él?

________________________________

¿Cómo se llama ella?

________________________________

15. Se llama ...

________________________________

16. Él se llama ...

________________________________

©2011 Teacher’s Discovery, Inc.

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objectives and Notes Preliminary (cont.)

17. Ella se llama ...

________________________________

18. ¿Dónde vives tú?

________________________________

19. Yo vivo en ...

________________________________

20. ¿De dónde eres tú?

________________________________

21. Soy de ...

________________________________

22. Adiós.

________________________________

23. Hasta luego.

________________________________

24. Hasta mañana.

________________________________

25. Hasta la vista.

________________________________

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El Alfabeto Español

N N AI BR A•I• • IN R B• BRA

A ________________________________________________________ B ________________________________________________________ C ________________________________________________________ D ________________________________________________________ E ________________________________________________________ F ________________________________________________________ G ________________________________________________________ H ________________________________________________________ I

________________________________________________________

J ________________________________________________________ K ________________________________________________________ L ________________________________________________________ M ________________________________________________________ N ________________________________________________________ Ñ ________________________________________________________ O ________________________________________________________ P ________________________________________________________ Q ________________________________________________________ R ________________________________________________________ S ________________________________________________________ T ________________________________________________________ U ________________________________________________________ V ________________________________________________________ W ________________________________________________________ X ________________________________________________________ Y ________________________________________________________ Z ________________________________________________________

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Chicas Adela Elena Manuela Teodora Elisa Margarita Teresa Alegra Alicia Elvira María Teresita Amalia Ema Mariana Ana María Ángela Emilia Marisol Verónica Esperanza Marta Victoria Ana Andrea Estela Violeta Anita Eva Narcisa Virginia Niña Felisa Yolanda Bárbara Florencia Paca Francisca Patricia Other names: Beatriz Belita Paula Blanca Paulina _____________ Bonita Gloria Pepita _____________ Graciela Pilar _____________ _____________ Carlota Carmen Ina Ramona _____________ Carolina Inés Raquel _____________ Irma Rebeca _____________ Catalina Cecilia Isabel Rita _____________ Celia Rosa _____________ Clara Josefa Rosalía _____________ Concha Juana Rosalinda _____________ Consuelo Juanita Rosita _____________ Cristina Julia _____________ Sandra _____________ Dolores Linda Sara _____________ Dorita Lucila Silvia Dorotea Luisa Sista *Note: Lupe Susana You can add –ita to many names.

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Chicos Alberto Heraldo Teo Alfonso Homero Teodoro Hugo Timoteo Alfredo Alonso Humberto Tomás Toño Andrés Ángel Jaime Antonio Javier Vicente Armando Jesús Virgilio Arturo Joaquín Jorge Other names: José _________________ Benjamín Bernardo Juan _________________ Berto Julián _________________ _________________ Carlitos León _________________ Carlos Leonardo _________________ Cisco Lorenzo _________________ Claudio Luis _________________ Cristóbal _________________ Manolo _________________ Daniel Manuel _________________ David Marcos _________________ Diego Mario _________________ Donaldo Mateo _________________ Miguel _________________ Edmundo Eduardo Pablo *Note: Emilio Paco You can add –ito to Enrique Pancho many names. Ernesto Patricio Esteban Pedro Pepe Federico Felipe Rafael Fernando Ramón Francisco Raúl Roberto Gabriel Gregorio Samuel Gustavo Santos ©2011 Teacher’s Discovery, Inc.

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Matching Activity Preliminary

Nombre _______________________________________ Directions: Match the question or statement with the response that makes sense. 1. _____ Hola.

A. Estoy muy bien.

2. _____ ¿Cómo estás? 3. _____ ¿Cómo te llamas?

B. Ella está así así.

4. _____ ¿Cómo se llama ella? 5. _____ ¿Cómo se llama él? 6. _____ ¿Dónde vives tú?

D. Hola.

7. _____ ¿De dónde eres tú?

G. Me llamo José.

8. _____ ¿Cómo está ella?

H. Se llama Enrique.

©2011 Teacher’s Discovery, Inc.

C. Yo vivo en Florida.

E. Se llama Susana. F. Yo soy de California.

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Add the Missing Letters

N N AI BR A•I• • IN R B• BRA

Preliminary Nombre _______________________________________ Directions: Look at the words below. Each one is missing the letters from the middle of the word. First, say the word you think it is with your mind’s voice and then write in the missing letters! 1. M __ 2. H __ __ A. 3. ¿C __ __ O? 4. L __ __ __ O 5. ¿Q __ __ __ N? 6. S __ Y 7. ¿D __ __ __ E? 8. E __ __ __ S 9. ¿Q __ É? 10. P __ __ A 11. T __ L 12. G __ __ __ __ __ S.

©2011 Teacher’s Discovery, Inc.

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What’s Missing?

N N AI BR A•I• • IN R B• BRA

Preliminary

Nombre _______________________________________ Look at the words below. First, say the word you think it is with your mind’s voice and then write in the missing letters! Additionally, translate the word on the line provided. 1. B __ __ N.

_________________________________

2. R __ __ U __ __ R.

_________________________________

3. A __ Í A __ Í.

_________________________________

4. N __ __ __ __ E.

_________________________________

5. H __ __ __ A M __ __ __ __ A.

_________________________________

6. __ __ __ __ A L __ __ __ O.

_________________________________

7. H __ __ __ A LA V __ __ __ __.

_________________________________

8. A __ __ __ S.

_________________________________

©2011 Teacher’s Discovery, Inc.

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The White Out Disaster Preliminary

Nombre _______________________________________ Directions: ¡Pobre María! She just finished writing an assignment for Spanish class when her white out bottle slipped out of her hand and spilled! Help her out by filling in the missing words on her assignment!

Hola, me _________________ María. ¿Cómo ___________ llamas? Estoy _________ bien.

¿Cómo estás? Yo _________________ en Nueva York. ¿ ________________ vives tú? Yo soy

_______________ Texas. ¿De _______________ eres tú? ¡Adiós amigo/a!

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Find the Intruder Preliminary

Nombre _______________________________________

An intruder has sneaked into each of the following lists. That word or expression just doesn’t belong there because it isn’t the same as the other words in some way! Can you find the culprit? Circle it if you can! Be prepared to tell why you chose each one when we review them!

1. Bien.

Regular.

Hola.

Mal.

2. Adiós.

Soy de ...

Hasta luego.

Hasta mañana.

3. yo

Así así.

ella

tú

4. él

cómo

dónde

cuál

5. Ella se llama ...

Soy de ...

Me llamo ...

Se llama ...

©2011 Teacher’s Discovery, Inc.

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Find the Person(s) Preliminary Nombre _______________________________________ Directions: Write the word or phrase from the word bank that best describes each picture.

 

 

  ______________________ ______________________ _________________  

 

 

______________________ ______________________ _________________  

Banco de palabras:

 

alumno dos alumnos chico chica ___________________ ________________  

 

profesora profesor

 

dos amigas y un amigo amigo y amiga dos amigas dos amigos y una amiga

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How do you feel when ...

LOL

Preliminary Nombre _____________________________________ Directions: Read the following scenarios and answer by writing one of the following choices: muy bien, bien, así así, mal, muy mal. 1. How do you feel when you find out you don’t have any homework over the weekend?

________________________________________________________

2.

How do you feel when it is raining?



________________________________________________________

3.

How do you feel when you are in your favorite restaurant eating your favorite meal?



________________________________________________________

4.

How do you feel when you get a bad grade?



________________________________________________________

5.

How do you feel when you get a surprise in the mail?



________________________________________________________

6.

How do you feel when your friend calls you to come over for pizza?



________________________________________________________

7.

How do you feel when you forgot your homework at home?



________________________________________________________

8.

How do you feel when you help someone?



_______________________________________________________

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Read and Reply I Preliminary Nombre _______________________________________ Directions: Read the following questions in English and respond with an answer in Spanish. 1. What is your name?

______________________________________________

2. Where do you live?

______________________________________________

3. Where are you from?

______________________________________________

4. What is your friend’s name?

______________________________________________

5. What is your teacher’s name?

______________________________________________

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Assessment Preliminary Nombre _______________________________________ Directions: Read the question and respond with a true answer about you. . Use complete sentences.

1. Hola, ¿cómo estás?

___________________________________

2. ¿Dónde vives tú?

___________________________________

3. ¿De dónde eres tú?

___________________________________

4. ¿Cómo te llamas?

___________________________________

5. ¿Cuál es tu nombre?

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Speaking Practice Preliminary

Nombre _______________________________________ Directions: Ask three people in the class the following questions. Record their names and answers below. 1. ¿Cómo estás?

___________________

_________________________________



___________________

_________________________________



___________________

_________________________________

2. ¿Dónde vives tú?

___________________

_________________________________



___________________

_________________________________



___________________

_________________________________

3. ¿De dónde eres tú?

___________________

_________________________________



___________________

_________________________________



___________________

_________________________________

©2011 Teacher’s Discovery, Inc.

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La Computadora Loca (Spanish word order) Preliminary Nombre _______________________________________ Help! Juanita’s computer has gone crazy and has scrambled up all the sentences she wrote for her Spanish homework. Help her out by putting the words in the right order. Make the connections by putting together all you have learned about the word order in Spanish and what would make sense and sound right! 1. Juanita llamo me. 2. Perú de soy. 3. En vivo Syracuse. 4. Tengo yo mochila azul una. 5. Amiga mi boli tiene rojo un y amarillo un lápiz. 6. En mochila mi tengo azules libros dos yo.

©2011 Teacher’s Discovery, Inc.

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SGA Chart

Nombre ______________________________ Directions: At the beginning of the unit, make a list of vocabulary that you know (Saber) that relates to the current topic. Next, write vocabulary that you would like to learn (Tener ganas). Later, record vocabulary that you did learn.

Saber

©2011 Teacher’s Discovery, Inc.

Tener ganas

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Tic Tac Toe Objective: Be the student who wins the most tic tac toe games.

Materials: • Tic-tac-toe sheets • Current vocabulary list • Note cards

Steps to set up: In advance ... Set up the classroom so that students in the same group can sit in a row. Create role cards by writing the following letter-number combinations on separate note cards: A1, A2, A3, B1, B2, B3, C1, C2, C3 and so on until you have enough cards for each member of your class. During class ... out role cards as students enter the room.

Directions to deliver: Explain that the role cards represent who will be working together and the roles that each person will play. Tell students that all A’s are together, B’s are together, C’s are together, etc. Explain that 1’s are hosting the game (asking questions), 2’s are going to play X and 3’s are going to play O. Inform students that the host will ask questions from the current vocabulary list.

What happens next: 1’s will ask 2’s a question. If a student answers correctly, he or she will mark the board with an X. If a student answers incorrectly, the opponent may steal the question, marking the board with an O. Students take turns answering questions until there is a winner.

Extension activity: Students may switch roles of host, X and O after three games so that each student has a chance to play the game and be host.

©2011 Teacher’s Discovery, Inc.

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¡¡A Jugar! Objective: Be the player who moves through the game board fastest.

Materials: • ¡A jugar! game board • ¡A jugar! answer sheets • Game pieces (pennies, beans, etc ...) • Current vocabulary list • Pen or pencil

Steps to play: In advance ... Photocopy game board and answer sheets. Gather playing pieces. During class ... Students (or teacher) select(s) partners. Each pair takes one game board and two answer sheets. Decide who will be named player 1 and player 2.

Directions to deliver: • Player 1 asks player 2 to translate a vocabulary word. • Player 2 records the exact question on his/her own answer sheet. • Player 1 checks for the correct spelling of the question. • Player 2 answers the question out loud. • If Player 2 is correct, he/she advances his/her game piece. • Additionally, player 2 writes an X in the column marked right. • If Player 2 is incorrect, an X is placed in the column marked wrong. • Additionally, player 2 writes the correct answer next to the question. • Player 2 asks Player 1 a question. • Player 1 follows the same question/answer process. • The game continues until one person reaches the number 20. *Encourage students to use the vocabulary sheets that are created during the game as study sheets!

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¡A jugar! ¡A Jugar! 1 5 9 13 17 ©2011 Teacher’s Discovery, Inc.

2 6 10 14 18

3 7 11 15 19 21

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