latam lesson 5 - Muzzy BBC€¦ · Lessons LESSON 5 1 5 Reporting one's possessions (I have…) Naming objects I have a bag a map a plum a peach a garden pictures of these items a

LESSON 5 ESPAÑOL

ESPAÑOLPARENT/CLASSROOM PROGRAM: ESPAÑOL

CLASSROOM ESPAÑOL Level I

LESSONLessons

5

1

5

Reporting one's possessions (I have…)

Naming objects

I have

a bag

a map

a plum

a peach

a garden

a hamburger

a motorbike

a computer

A large bag, a map, a fake hamburger and as many of the above items as possible or use pictures of these items

Activity Masters/Sheets 5a, 5b, 5c, 5d, 5e and 5f .

(Answers: bag, map, hamburger, motorbike, computer, garden, plums, peaches, grapes)

* Show the video. Ask student to count the number of times they hear the word "tengo." (Answer: 8 times)

* Show the scene again, and give students Activity Sheet 5a. This contains drawings of items introduced in this scene, interspersed with items that are NOT named. Ask students to circle ONLY the items that are named and shown in the video.

un duraznoun jardín

MATERIALSMUZZY Online Level I - Unit 1 - Scene 5 - I've got a motorbike: 05:43-07:03

una hamburguesauna motouna computadorauna ciruelauna uva/unas uvas

tengoun bolsoun mapa

VIEWING ACTIVITIES

* Produce the large bag and say "Tengo un bolso." Look in the bag and say excitedly, "Tengo un mapa." Pull out the hamburger and say "Tengo una hamburguesa." Do this with as many items as you have of the above vocabulary list. Place them all on a table in plain view.

*Point out that "mapa" and "hamburguesa" are cognates in English and Spanish. A cognate is a word that (1) means the same, (2) look alike (in spelling) and (3) sounds like the same word in two languages.

SAYING WHAT YOU HAVE

a grape / some grapes

Flash card "tengo"

PRE-VIEWING ACTIVITIES

* Hold up each item, and say the Spanish word. Ask the class to repeat.

OBJECTIVES

VOCABULARY


LESSONLessons

2

5

* Ascertain how many students heard "tengo." You may want to show this scene again and freeze it each time the word "tengo" is spoken.

* Ensalada de frutas: Make a real fruit salad for the class. Bring in some or all of the fruits mentioned, a large bowl, paper cups and plastic forks. Ask students to tell you in Spanish the names of the fruits as you cut them up.

* Divide the fruits and objects into "un" and "una" groups. Explain that all of the masculine objects start with "un" , and the feminine objects start with "una" . The exception is "un mapa". Tell students they must learn which objects are masculine and which are feminine.

* Pass the Fruit / Object game. Ask 8 to 10 students to come up front and stand in a line. At a signal, they pass a familiar object, such as a fruit, behind their backs to the next person, trying not to give away who has it. This continues for a minute or so, until a stop signal is given. The action stops, and the class guesses who has the object. Whoever is holding it has to confess by saying, "Yo tengo el / la (object) ."

* Play Vocabulary Musical Chairs. Place all student chairs in two lines with their backs touching. Each student will sit in his chair. Several students will be given a vocabulary card or object (school supplies or plastic foods). Play the music and the students begin to pass the objects to their right. When the music stops, the students holding the items must identify them in Spanish. If they cannot, they remove their chair and are out of the game., Continue until one student remains. Students may end up passing several objects at a time by the end of the game, or new objects can be introduced as players become familiar with the items through the repetition of the game.

GRAMMAR NOTE

POST-VIEWING ACTIVITIES

* Plurals are formed in Spanish by adding "s" or "es" : "rosa / rosas / flor / flores"* "Una moto" is an abbreviated form of "una motocicleta."

* Play the game "¿Qué falta?" Display some or all of the fruits / objects (or their flash card equivalents) on a table and ask the class to close their eyes. Take away an object (or ask a student to do this). The class must guess in Spanish which fruit / object is missing. For this "What's missing game?" offer Spanish phrases to be used "¿Qué falta? Falta__________."

* Use Activity Sheets 5b, 5c and 5d. Note that three additional fruits are introduced here: "una banana / una naranja / una manzana."

* Put all the items in a bag and shake it up. Slowly pull an object out so that only part of it is showing. Say, "Tengo un/una _______." (students supply the word). If no one knows, say it in Spanish yourself. Students will easily memorize these objects, if this activity is repeated over the next few class periods.

* Go over Activity Sheet 5a as a class and ask students to say which items they circled.


LESSON

5

3

5

Answer:

Answer:

The following objectives, directions and answer keys correspond to the Student Activity Sheets that are referenced throughout the Lesson Plans. Please administer the Activity Sheets, while orally giving the directions.

AM 5aObjectives: To develop skill in: * listening comprehension

* distinguishing items' namesDirections: This contains drawings of items introduced in this scene, interspersed

with items that are NOT named. Ask students to circle ONLY the items that are named and shown in the MUZZY Story DVD scene.

bag, map, hamburger, motorbike, computer, garden, plums, peaches, grapes.

AM 5bObjectives: To develop skill in: * relating pictures to words

* identifying vocabulary of fruits* identifying possessions* recognizing the letter "s"

Directions: This page includes two activities. 1. Have students write the name of the fruit being held by each character. 2. Have students circle the letter "s" each time it appears in a word listed at the bottom of the page.

una naranjauna ciruelaunas uvasuna bananauna manzana

¿Qué tienen? / What do they have?

OBJECTIVES, DIRECTIONS AND ANSWER KEY

¿Qué tengo? / What do I have?


LESSON

4

5

Answer:

Answer:

Answer:

AM 5cObjectives: To develop skill in: * identifying vocabulary of fruits

* relating pictures to words* identifying possessions* following a sequence

Directions: Have students write the names of the fruits in the order presented in the pictures.

Directions: Have students fill in the missing words.

1. hamburguesa2. uvas3. ciruela4. ensalada5. helado6. rosa

AM 5f Directions: Have students fill in the blanks with the correct form of the verb.

una / un / unaTengo / naranja / banana / uva.Una / banana / uva / un / duraznoTengo / un / una / y / manzana.Tengo / una / una / banana / una / naranja.Tengo una uva, un durazno y una ciruela.

AM 5dObjectives: To develop skill in: * figure-ground perception

* relating pictures to words* identifying target-language letter combinations and vocabulary of fruits

Directions: Have students find and circle the names of the fruits pictured on the right. Students may color the fruits, they may also express preferences using "Me gusta _______." and "No me gusta _______." if this structure has been introduced.

¿Qué tienes? / What do you have?

Busca las frutas / Look for the fruits.

1. es 2. soy 3. eres 4. soy 5. es 6. soy 7. eres

AM 5e


LESSONAssessment Master

5

5

5

1.2.3.4.5.6.7.8.

En su bolso, Sylvia tiene un mapa.Bob tiene una moto.

Corvax tiene una computadora.

WHAT IS IT?

Read the following sentences aloud and instruct the students to circle the object that is mentioned in each item. Read each item 2-3 times as necessary.

El Rey tiene unas uvas.La Reina tiene una ciruela.A Sylvia le gustan los duraznos.A Muzzy no le gustan las naranjas.

Sylvia tiene un bolso grande.


ACTIVITY 5a

What do I have?

5


ACTIVITY 5b

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ACTIVITY 5d

5

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ACTIVITY 5e

5


ACTIVITY 5f

5


Assessment Sheet LESSON 5

5

WHAT IS IT?

Listen to the statements your teacher reads aloud and circle the item the sentence is about.

Documents

latam lesson 5 - Muzzy BBC€¦ · Lessons LESSON 5 1 5 Reporting one's possessions (I have…) Naming objects I have a bag a map a plum a peach a garden pictures of these items a