Spanish 1 Unit 1

509951_HS1_Unit_1_Grammar SpanishTimeWorksheets Unit 1 Vocabulary

509951_HS1_Unit_1_Grammar

SpanishTimeWorksheets

 

TeacherAlexandra Serrano
Subject AreaSpanish 1
Grade Level8
Week #5-8
Unit of Instruction1
Standard(s) Taught

COMMUNICATION

1.1 Interpersonal mode

  • Initiate conversation: to say hello and goodbye.
  • Make introductions and identify oneself and others.
  • Talk with classmates about physical characteristics and personality traits.
  • Express temporary emotions, age, origin of self and others.

1.2. Interpretive mode

  • Read, listen, and see dialogues about greetings and goodbyes, introductions, physical conditions, identifications, and descriptions.
  • Listen to dialogues with personal information. 

1.3. Presentational mode

  • Write and present descriptions about oneself and others.
  • Act out a short skit.
  • Present and describe a partner’s family member to the class.
  • Blog about oneself and a family member.

CULTURE

2.1. Practices and perspectives

  • Recognize and distinguish the different forms of saying hello and goodbye, and courtesies in Hispanic culture.
  • Understand the importance of a Quinceañera in Mexico.

2.2. Products and perspectives

  • Obtain more knowledge about the geographical, historical, and cultural aspects of Mexico.

•  Expand knowledge on pre-Columbian culture and rituals such as Teotihuacán and the voladores de Papantla.

CONNECTIONS

3.1. Interdisciplinary connections

  • Learn about Mexican geography and history.
  • Learn about two renowned Mexican painters.
  • Learn about some musical traditions in Mexico.

3.2. Viewpoints through language / culture

•  Discover aspects of Mexican history and culture through artwork.

 

COMPARISONS

4.1. Compare languages

  • Recognize cognates.
  • Analyze and distinguish the different forms of the word you in Spanish.
  • Compare the use of personal pronouns and adjectives in English and Spanish.
  • Compare the different ways to express a state of being in Spanish and in English.
  • Compare the concept of gender agreement.

4.2. Compare cultures

  • Compare national sports.
  • Compare a Mexican artist with an American artist.
  • Compare the composition and relationships of Mexican families and American families.
  • Compare los Voladores with other indigenous dances.

COMMUNITIES

5.1. Spanish within and beyond the school setting

  • Create a poster of people in the community with their identifications in Spanish.
  • Describe people in the community.

5.2. Spanish for lifelong learning

  • Watch the Mexican soccer team play.
  • Listen to a song about
    a Quinceañera.
Learning Targets and Learning Criteria

Evaluation Criteria

 

  • Recognize the differences between typical gestures and linguistic expressions in Spanish-speaking countries and the United States.
  • Ask for and give information about physical descriptions and temporary emotional states.
  • Verbalize greetings and introductions.
  • Recognize and use interrogative pronouns.
  • Use the verbs ser, estar, and tener in order to make descriptions, express temporary emotional states, and to express possession.
  • Tell how old you are and ask how old someone is.
  • Describe one’s family members in terms of personality and physical characteristics.
  • Express understanding of some of Mexico’s customs, geographical aspects, and historical facts.
Classroom Activities

Lesson Plans (90-Minute Classes)

Day

Objectives

Sessions

Activities

Time

Standards

Resources / Homework

 

1

 

To introduce Mexico and to discuss the pairs’ challenges

México / La llegada (30–35)

•   Warm-Up: Country orientation

•   Mexico / Images and functions

•   Presentation: En la ciudad de México

•   Expresiones útiles and ¿Quién ganará?

 

 

 

1

2–5

 

10 m.

20 m.

25 m.

35 m.

RH 1.2; SL 1.1, 1.3, 2.4; NM 1.2, 1.4, 2.1, 2.4, 3.1, 3.2, 4.3, 6.1, 8.3;
NH 6.4

Visual Presentation

Audio

Video

Practice Workbook

 

 

2

 

To introduce oneself and others, to identify people, and to learn and use subject pronouns

Desafío 1 – El fan del fútbol / Vocabulario / Gramática (36–41)

•   Warm-Up: Independent Starter

•   Fotonovela: El fan de fútbol

•   Cultura: El fútbol mexicano

•   Vocabulary: Las personas

•   Comunidades: Photo Scavenger Hunt

•   Grammar: Pronombres personales sujeto

 

 

 

6–8

9

10–13

14

15–19

 

 

5 m.

25 m.

5 m.

25 m.

5 m.

25 m.

RH 1.2; SL 1.1, 1.3; NM 1.2, 1.3, 1.4, 2.1, 2.4, 3.2, 4.2, 5.2, 5.3, 6.2, 7.1, 7.2, 9.1, 9.2;
NH 2.1, 6.1, 8.1, 8.2, 8.3

Visual Presentation

Audio

Practice Workbook

 

3

 

To use the verb ser, to integrate vocabulary and grammar, and to assess student proficiency

Desafío 1 – Gramática /
Comunicación / Evaluación (42–45)

•   Warm-Up: Independent Starter

•   Grammar: El verbo ‘ser’

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 1

 

 

 

20–25

26–30

31

 

 

5 m.

25 m.

30 m.

15 m.

15 m.

RH 1.2; SL 1.1, 1.3; NM 1.1, 1.2, 1.3, 2.1, 2.4, 3.1, 3.2, 4.2, 4.5, 5.1, 5.3, 5.6, 6.1, 7.1;
NH 8.2

Audio

Practice Workbook

Tu desafío

 

4

 

To describe people

Desafío 2Es una mujer creativa / Vocabulario (46–49)

•   Warm-Up: Independent Starter

•   Fotonovela: Es una mujer creativa

•   Cultura: Frida Kahlo

•   Vocabulary: Características físicas

•   Conexiones: Salma Hayek

 

 

 

32–34

35

36–39

40

 

 

5 m.

25 m.

15 m.

35 m.

10 m.

RH 1.2; SL 1.1, 1.3; WHST 1.2; NM 1.4, 2.1, 2.4, 3.4, 4.2, 5.1, 7.1, 7.2, 9.2; NH 6.3, 6.4, 8.2, 8.3

Visual Presentation
Audio

Video

Tu desafío

 

5

 

To describe people, to integrate vocabulary and grammar, and to assess student proficiency

Desafío 2 – Gramática /
Comunicación / Evaluación (50–53)

•   Warm-Up: Independent Starter

•   Grammar: Los adjetivos

•   Comunidades: Gente diversa

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 2

 

 

 

41–45

46

47–50

51

 

 

 

5 m.

25 m.

10 m.

20 m.

15 m.

15 m.

SL 1.3, 2.4;
WHST 1.2; NM 1.3, 1.4, 2.1, 2.4, 3.2, 3.3, 4.2, 4.5, 5.1, 5.3, 5.5, 7.1, 9.1; NH 2.1, 6.2, 8.2, 8.3, 9.1

Audio

Practice Workbook

 

 

6

 

To describe family relationships

Desafío 3 – La quinceañera / Vocabulario / Gramática (54–59)

•   Warm-Up: Independent Starter

•   Fotonovela: La quinceañera

•   Cultura: La fiesta de los quince años

•   Vocabulary: La familia

•   Cultura: Familias multigeneracionales

•   Grammar: El verbo ‘tener’

 

 

 

52–55

56

57–60

61

 

62–67

 

 

5 m.

25 m.

5 m.

25 m.

5 m.

 

25 m.

RH 1.2; SL 1.3;
NM 1.2, 1.4, 2.1, 2.4, 3.2, 5.3, 5.4, 6.1, 6.2, 7.1, 9.2; NH 2.2, 6.1, 6.2, 6.4, 7.2, 8.2, 8.3, 9.1

Visual Presentation
Audio

Practice Workbook

Tu desafío

 

7

 

To express possession, to integrate vocabulary and grammar, and to assess student proficiency

Desafío 3 – Gramática / Comunicación / Evaluación (60–63)

•   Warm-Up: Independent Starter

•   Grammar: Expresar posesión

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 3

 

 

 

68–72

73–76

77

 

 

 

5 m.

25 m.

30 m.

15 m.

15 m.

RH 1.2; SL 1.1, 1.3; WHST 1.2;
NM 1.2, 1.4, 2.1, 2.4, 3.2, 3.3, 3.4, 4.5, 5.1, 5.3, 5.4, 5.5, 7.1; NH 8.2, 9.1

Audio

Practice Workbook

Tu desafío

8

 

To express feelings and sensations

Desafío 4 – ¡Estamos nerviosos! / Vocabulario (64–67)

•   Warm-Up: Independent Starter

•   Fotonovela: ¡Estamos nerviosos!

•   Cultura: Voladores de Papantla

•   Vocabulary: Estados y sensaciones

 

 

 

78–81

82

83–86

 

 

25 m.

20 m.

10 m.

35 m.

RH 1.2; SL 1.1;
NM 1.3, 1.4, 1.5, 2.1, 3.2, 3.4, 3.8, 4.6, 5.2, 5.3, 6.1, 6.2, 6.3, 7.2, 8.1, 9.2; NH 6.4, 7.1

Visual Presentation
Audio

Video

Practice Workbook

Tu desafío

9

 

To express conditions, to integrate vocabulary and grammar,
to assess student proficiency, and
to integrate language in context

Desafío 4 –Gramática / Comunicación / Evaluación / Todo junto (68–73)

•   Warm-Up: Independent Starter

•   Grammar: El verbo ‘estar’

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 4

•   Todo junto

 

 

 

87–91

92–95

96

 

97–99

 

 

5 m.

20 m.

20 m.

15 m.

10 m.

20 m.

RH 1.2; SL 1.1, 1.3; WHST 1.2;
NM 1.1, 1.2, 1.4, 2.3, 2.4, 3.2, 3.6, 4.5, 5.1, 5.3, 5.4, 6.2, 7.1, 7.2;
NH 3.3, 6.3, 8.2, 9.2

Audio

Practice Workbook

10

 

To learn about Mexican culture, traditions, and history, and to review vocabulary, grammar, and culture

El encuentro / Mapa cultural / Lectura (74–79)

•   Warm-Up: Independent Starter

•   Cultura: Saludos

•   El encuentro: En el Zócalo

•   Mapa cultural: México

•   Lectura: Teotihuacán

•   Read project outline (84–85)

 

 

 

100

101–102

103–104

105–107

 

 

5 m.

5 m.

25 m.

25 m.

25 m.

5 m.

RH 1.2; SL 1.1, 1.3, 2.4; NM 1.2, 1.4, 2.1, 2.3, 2.4, 3.2, 4.3, 4.5, 4.6, 5.1, 5.4, 6.1, 6.2, 6.4, 7.1, 7.2, 8.2, 9.2; NH 2.1, 6.3, 6.4, 7.1, 7.2, 8.3, 9.2

Video

Practice Workbook

Tu desafío

Repaso – Vocabulario (80–81)

Repaso – Gramática (82–83)

Project work

11

 

To research and present about a Mexican artist and to assess student proficiency

Proyecto / Assessment (84–85)

•   Project presentations

•   Autoevaluación

•   Test

 

 

40 m.

10 m.

40 m.

SL 2.4; WHST 1.2; NM 2.1, 3.1, 3.4, 4.1, 4.2, 4.6, 5.3, 6.4, 7.1, 7.2;
NH 6.3, 6.4, 7.1

 
Assignments Due

Unit Plan                                                                                                                        Unit 1

LA LLEGADA

Estimated time: 1 session.

Dialogue: La llegada.

Functions & forms:

  • Greet people: Review.
  • Make and reply to introductions.
  • Introduce people.

Culture:

  • Benito Juárez Airport.
  • Introductions.

DESAFÍO 1

Estimated time:  4 sessions.

Dialogue: El fan del fútbol.

Functions & forms:

  • Identify people: Personal pronouns, verb ser.
  • Correct information: no + verb.
  • Express origin: ser de + place.

Culture:

  • El fútbol mexicano.

DESAFÍO 2

Estimated time: 4 sessions.

Dialogue: ¡Es una mujer seria!

Functions & forms:

  • Describe people: Adjectives, verb ser.
  • Ask questions: ¿Quién?

Culture:

  • Frida Kahlo.
  • Salma Hayek.

DESAFÍO 3

Estimated time: 4 sessions.

Dialogue: La quinceañera.

Functions & forms:

  • Describe family relationships: ser de…, tener, possessive adjectives.
  • Ask and say how old someone is: tener años, ¿Cuántos años…?

Culture:

  • La fiesta de los quince años.
  • Familias multigeneracionales.

DESAFÍO 4

Estimated time: 4 sessions.

Dialogue: ¡Estamos nerviosos!

Functions & forms:

  • Describe feelings and conditions: estar + adjective, tener + (miedo).

Culture:

  • Los voladores de Papantla.

TODO JUNTO /
EL ENCUENTRO

Estimated time: 1 session.

Dialogue: En el Zócalo.

Functions & forms:

  • Review of Desafíos 1–4.

Culture:

  • Saludos.
  • El Zócalo.

MAPA CULTURAL / LECTURA

Estimated time: 1 session.

Mapa cultural: México.

Reading: Teotihuacán.

PROYECTO

Estimated time: 1 session.

Project: Una presentación sobre
Diego Rivera.

Additional Resources

509951_HS1_Unit_1_Grammar SpanishTimeWorksheets Unit 1 Vocabulary