- New Structures
- era un(a) ______
- había un problema
- quería un(a) ______
- fue a ______
- Recent Structures:
PQA
- es:
- Write on board: ¿Eres tú un(a)______?/Soy un(a) ______./Es un(a) ________.
- Translate with class on board and add actions (point to person you're referring to)
- ¿Eres tú ______? = Are you _____?
- Add chant (Are you sleeping?)
- Soy ______. = I am
- Watch "Yo Soy tu Gummy Bear" and/or "Mexicano (Barrio Zumba)"
- Es un(a) ________. = S/he is a_______.
- Chant ¿Eres tú? ¿Eres tú? the question two times (pointing to a student on "tú") and add on noun to complete the question (tell the students what you're asking if s/he is before and invite them to ask the complete question with you)
- Student responds: "Sí, soy un(a)______." OR "No, no soy un(a)______"
- Prompts: "¿Sí o no?"
- Report to the class: "(No) es un(a)..."
- Class responds - follow up to find out more
- finding out what they are, including "¿Qué eres?"
- finding out more detailed descriptions of what they are by adding color with yes, no, or what questions
- Hay un(a):
- Write "hay un(a)" on the board, translate, and add action (cover eye and point to something)
- Have students stand up and tell them "Hay un(a) chic@."
- After this is done a few times, ask it as a question: "¿Hay un(a) chic@?" and students reply with "Sí" or "No." Model correct answer in a complete sentence.
- Expand to ask ¿Qué hay? and have students respond with "chic@" or "Hay un(a) chic@." Model correct response.
- Expand to other easy objects (cognates/basic words) with props or pictures (dog, cat, elephant, banana, etc., first asking yes or no questions and progressing to open-ended questions.
- Quiere:
- Write on board: ¿Qué quieres?/Quiero________./Quiere_______.
- Translate with the class on the board and add actions (palms up wiggling fingers)
- ¿Qué / quier/es? = What/want/you? (What do you want?)
- Quier/o________. = Want/I _______. (I want...)
- Quier/e_______. = Wants/ s/he ______. (S/he wants...)
- Add chant to "¿Qué quieres?"
- Chant the question two times, and point to a student. Ask "¿Qué quieres?"
- Student responds: "Quiero...."
- Report to the class: "(name) quiere...."
- Class responds
- Va a:
- Write on board: ¿Adónde vas?/Voy a_____./Va a______.
- Watch Señor Wooly's "¿Adónde vas?" video.
- Translate with class on board and add actions (sweep hand away with a "V")
- ¿Adónde vas? = To where go you?
- Voy a_____. = I go to...
- Va a______. = S/he goes to...
- Sing (like Señor Wooly video) "¿Adónde vas? ¿Adónde, adónde vas?"
- Chant the question two times, and point to a student. Ask "¿Adóne vas?"
- Student responds: "Voy a..." (prompts: "Voy a WalMart/McDonald's/Disneylandia."
- Report to the class: "(name) va a..."
- Class responds
Story:
Había una chica. Se llamaba María. Había un problema. María era una chica pobre. No había dinero en la casa de Maria. Quería mucho dinero.
There was a girl. She called herself Maria. There was a problem Maria was a poor girl. There wasn't money in the house of Maria. She wanted much money.
Así que, fue a Banco de América. Había un problema. Banco de América era un banco pobre. No había mucho dinero en Banco de América. María quería mucho dinero. Así que, no tomó dinero de Banco de América.
So, she went to Bank of America. There was a problem. Bank of America was a poor bank. There wasn't much money in Bank of America. Maria wanted much money. So, he didn't take money from Bank of America.
Así que, fue a US Banco. US Banco era un banco rico. Había mucho dinero en US Banco. María quería mucho dinero. Pero, había un problema. No había dinero en la cuenta de María. Así que, robó mucho dinero de US Banco. Había mucho dinero en la casa grande y nueva de María.
So, she went to US Bank. US Bank was a rich bank. There was much money in US Bank. Maria wanted much money. But, there was a problem. There wasn't money in the account of Maria. So, she robbed much money of US Bank. There was much money in the big, new house of Maria.
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