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Personal Descriptions—Me, My Family, My Friends

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1 Personal Descriptions—Me, My Family, My Friends
Thematic Unit 1,Section 2 Personal Descriptions—Me, My Family, My Friends Culture: I like to open this unit with a discussion in English about the concept of family. I have my students work in groups of four to discuss these questions. Then we have a class discussion to share answers and fill in a Venn Diagram comparing Latin American and American families. What is family? Many students will not include close family friends in their descriptions, where as in Hispanic cultures close family friends play a bigger part in family. You can expand with examples. Which family members are most common in the United States household? Mom, dad, and kids is probably the most popular response. In latin America it is not unusual to have a grandparent, aunts or uncles also living in the same house. At what age does it become inappropriate to live at home with your parents? Students really enjoy this question. In the United States getting out of the house at the age of 18 is often a goal teenagers have. It is not uncommon for young people in Latin America to live with their parents well into their twenties or, in some cases, until they get married. Who are the people in your family? Many students might live in a household with only one parent, or may live with a grandparent or relative. This question is meant to build background for the unit,

2 Personal Descriptions- Me, My Family, My Friends
I can understand descriptions of people when I hear them or read them I can ask someone to describe himself/herself I can give basic personal information about myself or others like my name, address, phone number, birthday, age and physical characteristics I can understand basic information, such as days of the week, months of the year, numbers, and dates I can count the number of people and/or items up to thirty-one 7th Grade: I like to have a discussion in English with my class about what types of words and expressions they expect to see in the next few lessons based on the can do statements. I also like to ask them which information that we have already studied might be important to do each task. ( Building Background) This could also be done in a short group discussion. 8th Grade: Because 8th grade students learned about some adjectives last year, I will do an activity called “brain-drain” which will give me a good idea of which vocabulary I need to focus on and which vocabulary students already know. Then we will discuss the findings as a class and come up with a class list of vocabulary as a beginning place for our lessons. Step one is to give each group one sheet of paper (I like to use construction paper so I can give each group a different color). Step two is to give each student ONE marker or crayon that is a different color than their other group members’ markers or crayons. Step Three is to have the groups discuss and write down any Spanish questions, words, or phrases that they think will go with the can-do statements. Give the students about 4 minutes to “drain their brains”, then have the speaker from each group share the words they came up with on their group’s paper. By having each student write in one color, you can get a good idea of who in each group has a strong vocabulary background and who didn’t have much to add to the group’s list.

3 Subject Pronouns- I, You, He, She Verb & Verb Constructions:
Grammar structures to keep in mind while teaching vocabulary. This slide is hidden and does not show up in the slide show. Subject Pronouns- I, You, He, She Verb & Verb Constructions: To be (I am, You are, He/She is) To have (I have, You have, He/She has) To like/ not like Adjectives: Gender Agreement only Negatives (no and don’t) Definite and Indefinite Article(s) Singular vs. Plural nouns

4 I can understand descriptions of people when I hear them or read them
I can understand descriptions of people when I hear them or read them. I can give information about others. Actividad 1: ¿Cómo es? Mira la foto, escucha el profesor, y repite las palabras. Yo soy… Es ______ alto/a bajo/a guapo/a simpático/a amable antipático/a cómico/a gracioso/a serio/a atlético/a tímido/a extrovertido/a perezoso/a trabajador/ a inteligente interesante pelirrojo/a rubio/a moreno/a Find pictures that represent opposites (tall-short). Step One-(moving at a quick pace) use the photo representing tall to introduce the new word. Point to the photo and say ¨Ella es alta¨(Act, use hand motions, draw two stick figures on the board etc. do whatever you need to do in order to make sure they understand that this means tall without using English!) Step two¨--Have students repeat the word a few times ¨Repitan, por favor, ¨alta¨ and then repeat the sentence that includes the grammar structure ¨Ella es alta¨ Step three— Ask a yes or no question. ¨¿Ella es alta?, ¿Si o no?¨’ Sí, es alta. Step four— Point a female student and say. ¨Clase, ella es alta? ¨¿Sí o no?, then point to a male student and say ¨Clase, él es alto? ¿Sí o no? Step five– Point to a female student and say ¨Repitan, por favor. Ella es alta ¨then immediately point to a male student and say ¨Repitan, por favor, él es alto¨.Repeat that with two or three more sets of students, then quickly point to a male student and say ¨Clase, ¿es alto o alta?¨ several more until you are sure the class understands how to make a noun feminine or masculine but do NOT stop to discuss this in English. Quickly move to the next photo. You should be using and getting students to say ¨El es...Ella es...Soy...¨ as much as possible in your examples. I also like to throw in the question ¿Ëres ....? Remember to move at a fast pace asking many questions to keep the momentem of the lesson flowing. And don´t stop to discuss what you´re saying in English.

5 I can understand descriptions of people when I hear them or read them
I can understand descriptions of people when I hear them or read them. I can give information about others. Ella es alta.

6 I can understand descriptions of people when I hear them or read them
I can understand descriptions of people when I hear them or read them. I can give information about others. Él es alto.

7 ¿Quién es? Persona A Persona B
place them side by side so that students can see both pictures at the same time. Label the pictures or drawings A and B or give the people in the photos names so that students will know which photo you´re referring to while you´re giving your descriptions. You say. ¨Es alta. ¿Quién es?, ¿persona A o persona B? Es alto. ¨¿Quién es? Then you say. ¿Quién es alto?- ¿Quién es alta? You could go into. ¿Es persona A alto o alta?...practicing different ways to form questions Since we only have one adjective so far, this one will have very few questions, but you can come back to the photos later and ask more questions after students have move vocabulary. Now have students write down the structures that you have used up to this point. Repeat the steps for introducing vocabulary until all of the adjectives have been introuced. After you have presented all of the vocabulary, go back and see if you can come up with more questions about the photos that you used to present the vocabulary. For example, I could come back to this slide and ask who is rubia or who is moreno etc.

8 Vocabulario Ella es... Él es… Soy... ¿Eres...? ¿Quién es...? alto-alta
Yo tengo… Tú tienes... El/Ella tiene ….. los ojos azules los ojos verdes los ojos de color café los ojos castaños el pelo negro el pelo corto el pelo largo

9 Guapo feo (feo isn´t on the list of vocab, but I like to introduce vocabulary using opposites)

10 Él se llama Rudolfo. Ella se llama Canela.
(Simpático-amable)-antipático Ella se llama Canela.

11 Cómico-gracioso-Serio

12 Vocabulario Guapo-feo simpático(amable)-antipático
cómico(gracioso)-serio At this point, you may want to find expansion activities on these adjectives. You can pull in pictures of cartoon characters, stars, etc.

13 Atletico- perezoso

14 Trabajador(a)-perezoso

15 Timido-extrovertido

16 Vocabulario atlético perezoso trabajador(a) tímido extrovertido

17 Inteligente-tonto(not on list of essential vocab)

18 Interesante-aburrido(not on essential list)

19 Pelirroja-rubia-morena

20 vocabulario Inteligente Interesante Pelirrojo Rubio Moreno

21 ¡Vamos a cantar! The following song is about describing people. Before listening to the song, read the lyrics and see if you can figure out which words are describing people and what they mean. Look for cognates, words that look like English words, to help you figure out the new adjectives. Try to find at least five new descriptive words. If your teacher did not give you a handout of the lyrics, they are on the next slide.

22 Realidades ¿Cómo soy yo? Interpretive: Reading/Listening
Letra: ¿Cómo soy yo? Y tú, ¿cómo eres? ¿Cómo soy yo? Y tú, ¿cómo eres? ¿Cómo es ella y cómo es él? ¿Cómo es ella y cómo es él? Soy estudioso. Me gusta estudiar. Y tú, ¿cómo eres? Soy deportista. Me gusta practicar. Y tú, ¿cómo eres? Soy reservado. No me gusta cantar. Y tú, ¿cómo eres? Soy atrevido. Me gusta esquiar. Y tú, ¿cómo eres? Ella es una chica artística y también es muy talentosa. Él es un chico trabajador. ¡Trabajar, trabajar, trabajar!

23 Así Soy Yo All about me Presentational Writing-
Using a graphic organizer similar to the one on the following slide. Place a picture of yourself in the middle box, then write a descriptive word or sentences in each of the boxes around your picture. Later, create a similar activity, but put a photo of a friend or family member in the middle instead of a photo of yourself, then describe that person.

24 Así Soy Yo Sample on next slide

25 Así Soy Yo No soy baja. Soy alta. Me llamo Kati. Soy trabajadora.
No soy rubia. No soy perezosa. Soy morena. Soy simpática.

26 !Hablemos¡ Working with a partner using your new vocabulary, take turns asking each other yes or no questions about your personalities and physical characteristics. Both of you should try to answer your partner´s questions using complete sentences. Example- A. ¿Eres trabajador(a)? Sí, soy trabajador(a). OR No, no soy trabajador(a). Continue until you have both asked questions using ALL of the new words.

27 ¡Escribamos!..y...¡Dibujemos!
Teachers, follow the link below to a writing and drawing activity from the CMS resources page Only teachers can download this file, students do not have access to the cms world languages wiki.

28 Interpersonal- Step One: Using pictures from magazines, clipart, or drawings, create a poster that demonstrates at least ten Spanish adjectives. Number your pictures from 1 to Do NOT write any words on the poster, but make a key of which adjectives are being demonstrated by which photos on a separate sheet of paper. Step Two: Working with a partner or in a small group, ask questions about the visual you have created. Use questions like “ ¿Cómo es...?¨ Or ¨¿ Es alto o bajo?¨ etc.

29 Descriptions about hair and eyes will be in a separate presentation

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