3.1 Talking
about families page 27
3.2 Introducing people pages 24-27
3.3 Using numbers page 26
3.1 |
Objectives |
Practising ¿está/estás?/estoy and ¿tiene/tienes?/tengo, and reinforcing adjectival agreement. |
Materials
|
One card for each learner, ensuring two of each category in circulation. |
1 Introduce new vocabulary (viudo/a) and remind learners of the need for agreement.
2 Give one card to each learner and ask them to find someone with the same marital status and the same number of children by asking the following questions: (tú or usted as preferred)
¿Estás casado/a? and ¿Tiene(s) hijos?
Answers must be in full:
Sí, estoy casada or No, no estoy casada, estoy divorciada.Sí, tengo una hija or No, no tengo hijos.
3.2 |
Objectives |
Exchanging information about families thus reinforcing good group relationships. |
Materials |
Family photographs which learners are asked at the end of the previous class to bring in. |
1 Introduce some extension vocabulary, e.g. abuelo, hijastro and tu/su.
2 In twos, threes or fours learners talk about the photographs they have brought in as suggested on page 30. They should be encouraged to ask each other questions using tu/su, e.g. ¿Cómo se llama tu hermano? ¿Cuántos años tiene su hija?
3 While the activity is taking place, this is an excellent opportunity to extend vocabulary relating to professions/occupations as they are needed and to encourage learners to build up their own vocabulary.
3.3 |
Objective |
Number practice 0-100. |
It is not envisaged that all these activities are used one after the other. Numbers need constant revision and these activities are useful 'fillers'.
Ask learners to compile a list of everyone's telephone numbers. Announce that anyone who prefers not to circulate their number should simply invent one. Check the numbers are correct by asking each learner for his/her number and writing it on the board. With a large class this activity can be done in groups of 5 or 6 instead of the whole class and the check reduced to one or two per group.
Ask learners to select six lottery numbers between 1 and 49. Call out 7 random numbers which they check off against their 'lottery tickets' then ask learners to tell the person next to them which numbers they had chosen (given the odds, no-one is likely to win!)
In pairs learners throw two dice and say the number formed by the two numbers thrown, e.g. cuatro and seis give cuarenta y seis and sesenta y cuatro.
Learners each write a list of ten numbers between 10 and 99 in figures. Working with a partner, they read their list out and their partner notes them down in figures. They then change roles. Finally the two lists are compared and any discrepancies sorted out.
In groups of five or six, learners play bingo. Each draws a grid 4x3 and fills with random numbers between 1 and 100. One student per group calls out numbers which the others cross off their grid as they hear them.
Unit 2 activities | What is Talk Spanish? | Unit 4 activities