Lesson 14: Time
Notes to Teacher: Telling time is basically putting numbers into a couple
of different formulas. To say the hour you say "son las" before the hour, so
"son las ocho" would be "it's 8:00". The only exception to this is 1;00, which
is "es 10" instead of "son las", so "es 10 una" means "it's 1:00". Adding the
minutes is a little more difficult. For anything where the minute hand falls
between one and thirty, you say the hour plus the minutes, so 3:10 would be
"son las tres y diez" (and is "y"). For anything where the minute hand falls
between thirty and fifty-nine, you say the NEXT hour, minus how many
minutes are left until that hour, so 4:50 would be "son las cinco menos diez"
(minus is "menos''). The only other new information is that "cuarto" (which
means "quarter"), can be used for 15 and 45 minutes, indicating a quarter
after or a quarter until an hour (2:15-"son las dos y cuarto", 9:45-"son las
diez menos cuarto") and "media" can be used for the half hour (4:30-"son
las cuatro y media"). All of this information is outlined in the students'
vocabulary sheet.
Objective(s):
>- Students will ask what time it is.
>- Students will read a clock, saying what time it shows.
Materials:
>- Students' time vocabulary pages
>- Students' Word Bank Books
>- Paper plates
>- Brads
>- Markers
>- Scissors
>- Construction paper
Procedure:
>- Pass out the time vocabulary pages for students to put in their Word
Bank Books. Have them look at the first bulleted statement. Read it
aloud, having them fill in "Son las" in the blank. Also read through the
example provided, and then ask students how you would say various
times, like 4;00, 6;00, 2;00, 10;00, etc. (don't ask about 1;00 yet)
Lesson 14: Time
66
~
~
~
~
~
~
Now have them look at the clock at the top of the page. Ask them if
they know another way to say 3:15 in English. If needed explain that
"three fifteen" can also be read as "a quarter after three". Explain
that the same is true in Spanish, and have them fill in the word
"cuarto" in the blank next to the three, because "cuarto" means
"quarter" in Spanish. A<;k them if they know another way to say 3:45
(a quarter to four). Ask them what they think might go in the blank
next to the 9 ("cuarto"-if needed explain that in Spanish they also
say "a quarter to four", so "cuarto" would go here as well, because it is
a quarter until the hour).
Now ask if anyone knows another way to say 2:30 (half after two, or
half past two). Explain that because the six, or thirty minutes, marks
half the hour, we call this "media" because that means "middle" in
Spanish. Have the students fill in "media" in the blank under the 6.
Now have the students look at the second bulleted statement. Ask
them if they see a pattern in the examples. If needed explain that if
the minutes are between one and thirty, they just need to state the
hour ("Son las cinco''''), add "and" (y'), and then add the minutes.
Have them look back at the picture of the clock and point out that
half of the clock is gray and half of it is white. Explain that if the
minute hand is in the white area, they will use Y' plus the minutes
after the hour. Have them write Y' in this half of the clock.
Now have the students look at the third bulleted statement. Ask if
they see a different pattern in these examples. If needed explain
that for times where the minutes fall between thirty and fifty-nine,
they need to state the NEXT hour ("Son las dos"), add "minus"
("menos"), and then add how many minutes there are left until that
hour. Have them look baCK at the picture of the clock and expiain
that if the minute hand is in the gray area, they will use "menos" plus
how many minutes are left until the next hour. Have them write
"menos" in the gray area of the clock.
Next have them look at the fourth bulleted statement, and explain
that 1:00 is different from all of the other hours, and instead of
saying "son las" before the hour, you have to say "es la una" for any
time that includes 1:00.
Finally have them look at the last bulleted statement and explain that
in order to ask what time it is you say "lQue hora es?", and have them
fill in on their sheets.
Lesson 14: Ti me
67
:Y Now you need to have the students make their paper plate clocks so
that they can practice what they have just learned. (If you want to
have an example for them to see you can follow these directions and
make one ahead of time) Follow directions below to make the clocks:
1. Each student needs: 1 paper plate, 1 marker, scissors, 1
piece of construction paper, and 1 brad
2. First the students need to write the numbers 1-12 on the
paper plate with a marker, so that it looks like a clock.
Remind them that the 12 is on the top, the 3 is on the right,
the 6 is on the bottom, and the 9 is on the left.
3. Next the students need to cut out two arrows from the
·construction paper. One arrow should be shorter than the
other one and neither arrow when placed in the middle of
the plate should cover the numbers.
4. Then the students need to attach the arrows with 1 brad.
Poke the brad through the straight part of the arrow. (Not
the triangular end)
5. Next poke the brad with the arrows through the middle of
the paper plate. This plate with arrows should look like a
clock.
:Y Now use your paper plate clock to make different times and ask the
students tell you how to say them in Spanish, using the question "c.Que
hora es?'i. If all of the students can't see your paper plate clock you
can draw a large clock on the board and just redraw the hands. You
can then have the students pair up and take turns making times on
their paper plate clocks and asking each other "c.Que hora es?".
Lesson 14: Time
68
Nombre.________________________________________________
~
To tell the hour (except for times around 1:00), uSP. _____________
plus the hour
Son las ocho. It's 8:00.
~
For times between the hour and the half hour, follow this pattern:
Son las siete y cuarto. It's a quarter after seven.
Son las ocho y trecc. It's 8:13.
Son las y media. It's 11:30.
~
For times between the half hour and the next hour, say:
Son las tres menos veinte. It's twenty minutes to three.
Son las doce menos cuarto. It's a quarter to twelve.
Son las ocho menos diez. It's ten minutes to eight.
~
For times including 1:00, use ________________________
Es 10 una y veinte. It's 1:20.
~
To ask what time it is say __________________________
Lesson 14: Time
Time worksheet
69
Nombre__________~I~la~v~e~___________________________________
cuarto
y
3
cuarto
~
To tell the hour (except for times around 1:00), use ___s"-'o"'-n'-'!Ia""s'--___
plus the hour
Son las ocho. It's 8:00.
~.
For times between the hour and the half hour, follow this pattern:
Son las siete y cuarto. It's a quarter after seven.
Son las ocho y trece. It's 8:13.
Son las y media. It's 11:30.
~
For times between the half hour and the next hour, say:
Son las tres menos veinte. It's twenty minutes to three.
Son las doce menos cuarto. It's a quarter to twelve.
Son las ocho menos diez. It's ten minutes to eight.
~
For times including 1:00, use _ _~es~~/a~u!!Cn!!:!a________
Es la una y veinte. It's 1:20.
~
To ask what time it is say _ _~c~·Q!I(.u~e::.'-'hC!!o,f.!.f1..!:a~e~s_"_?_______
Lesson 14: Ti me
Time worksheet key
70
Lesson 15: Days of the Week
Notes to Teacher: The only thing different about a Spanish calendar is
that it starts with Monday rather than Sunday. Also, the names of the days
of the week are not capitalized like they are :n English. Be careful when
pronouncing the word "hoy"-remember that the "h" is silent. and it really
sounds like "boy" without the "b".
Objective(s):
~ Students will name the days of the week in Spanish.
). Students will make statements about yesterday, today, and tomorrow.
Materials:
). Calendar/vocabulary sheet
~ Student Word Bank Books
~ "Hoy es", "Ayer fue", and "Manana sera" cards
). Days of the week cards
Procedure:
~ Pass out the calendars for the students to put in their Word Bank
Books. Explain that the names of the days of the week have been left
off of this calendar, and that they need to help you figure out what to
put in the empty boxes.
~ First ask students what day calendars like this usually begin with
(Sunday). Explain that in Spanish speaking countries that their
calendar begins with Monday.
~ Have students look at the bottom of the sheet. Explain that "hoy es"
means "today is", "oyer fue" means "yesterday was", and "manana sera"
means "tomorrow will be". Have the students say these phrases after
you to practice pronunciation.
~ Now explain that you are going to use these phrases to give them
clues to fill in the missing words for the days of the week. Read the
following clues, writing each new word on the board as you come to it
so that they can see how to spell it, and point out that they are not
capitalized like the days of the week in English. Clues:
-"Hoy es e14. Hoy es sabado."
-"Hoy es Sabado. Manana sera domingo"
Lesson 15: Days of the week
71
·
.
-"Hoy es el 8. Hoyes miercotes."
-"Hoy es miercoles. Ayer fue martes."
-"Hoy es el13. Hoy es tunes."
-"Hoy es miercoles. Manana sera jueves."
-"Hoy es Sabado. Ayer fue viernes."
, ;;- Go back over the calendar and make sure that the students have the
right days in the right order (lunes, martes, miercoles, jueves, viernes,
sabado, domingo) having the students say the names again as you go to
practice pronunciation.
" (Optional) Introduce the days of the week song to the students. It is
sung to the tune of "Twinkle Twinkle Little Star", and the words are
as follows:
Lunes, martes, miercoles, tres;
jueves, viernes, sabado, seis;
domingo, siete, y sabe ya
que la semana completa esta.
~ Post the "Hoy es", "Ayer fue", and "Manana sera" cards somewhere in
the room that is visible (if you already have a calendar in your
classroom, it would be helpful to place them near there). Explain that
the days of the week will go next these signs, and that every day this
will need to be updated and changed; make it someone's job to do it
everyday. Show them the days of the week cards and explain that if
it is their job for the day they will have to find the correct days from
the cards and post them next to the correct signs. Together as a
class choose the correct card for whatever day of the week it is, and
place it next to "hoy es". Next decide what day it was yesterday, and
place that next to Mayer fue". Finally decide what day it will be
tomorrow and place that next to "manana sera".
~ Also included with this lesson is a word search with the days of the
week if you want to also pass that out for the students to work on and
get more practice with the vocabulary words.
Lesson 15: Days of the week
72
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Lesson 15: Days of the week
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Lesson 15: Days of the week
Day of the week cards
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Lesson 15: Days of the week
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Word-search puzzle
78
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Lesson 15: Doys of the week
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Lesson 16: Los Meses (months)
Notes to Teacher: Many of the names of the months in Spanish are very
similar to the names of the months in English. It should be noted that just
like the names of the days of the week, the names of the months are not
capitalized either.
Objective(s}:
y Students will name the months of the year in Spanish.
y Students will say dates, like birthdays, with the day and the month.
Materials:
y Month vocabulary sheet
y Students' Word Bank Books
y Scissors
y Glue
y Page of cutouts
y Crayons or markers
y Tape
y Poster board (optional)
Procedure:
y Pass out month vocabulary sheets for students to put in their Word
Bank Books. Also pass out the page of cutouts and have them cut out
the word pieces. After they have cut out the pieces, ask them to try
and place the names of the months underneath the picture that
represents that name. Also tell them that many of the Spanish names
of the months look very similar to the English names.
y After the students have had a chance to place all of the names where
they think that they go, go over them together making sure that they
have them in the correct place before you have them glue them down.
y Now introduce how to add the month to the date; first have the
students review how to say what day of the week it is (ex: hoyes
martes). Next have them say what date it is (ex: hoy es el 8). Finally
show them that to say the month after the date they need to add
"de" and then the name of the month (ex: hoy es el 8 de octubre).
Lesson 16: Los Meses (months)
"
80
;.. Introduce the word "cumpleanos" to the students and explain that it
means "birthday". Tell them that they are going to be talking about
when their birthdays are. Also tell them that "iCuando es su
cumpleanos?" means "When is your birthday?", and that to answer that
question they should reply: "Mi cumpleanos es + (the date)". You may
want to write these phrases on the board for the students to see.
~ Now ask various students "iCuando es su cumpleanos?" and have them
answer you in Spanish.
~ Have the students color and cut out the cupcakes from their cutout
sheets. Have them put their name on the top of the cupcake and on
the bottom part of the cupcake finish the phrase with their birthday.
(ex: Mi cumpleanos es el24 de abrif) Either on a posterboard or on
the chalkboard make a chart with 12 boxes, with the name of a month
in each box. Have the students tape their cupcakes onto the month of
their birthday.
Lesson 16: Los Meses (months)
81
~>
Nombre,_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
These pictures represent the different months of the year; place the
correct names of the months underneath them .
•
•
Lesson 16: Los Meses (months)
Month vocabulary sheet
82
enero
mayo
octubre
noviembre
febrero
julio
septiembre
abril
JUniO
------------------------------- - - - -
-
-
marzo
--- - - - -- - - - -- - ----------------- ----- -:- ----------- - - - -- - ---- - ---- - -------- --
diciembre
agosto
Mi cumple.o.nos e.s
Lesson 16: Los Meses (months)
Cutout page
83
Nombre,__________~lIa~v~e~--______________________________
These pictures represent the different months of the year; place the
correct names of the months underneath them.
enero
febrero
marzo
abril
mayo
junio
,'0:
/
'
julio
agosto
septiembre
octubre
noviembre
diciembre
Lesson 16: Los Meses (months)
Month vocabulary sheet key
84
Lesson 17: Tener (to have)
Notes to Teacher: Tener is a verb, which means it has six conjugations,
depending on who is doing the action. Thp. conjugations are written in the
same chart as before, with each place in the chart still describing the same
person or people that do the action. So, "tengo" means "r have", "tienen"
means "they have" , and so on
Tengo
Tenemos
Tienes
Teneis
Tienen
Tiene
.
Objective(s):
~ Students will identify the conjugations of "tener"
~ Students will practice body parts vocabulary.
Materials:
~ "Tener" charts
~ Body parts vocabulary page
~ Students' Word Bank Books
Procedure:
~ Pass out empty "tener" charts for students to put in their Word Bank
Books. Explain to them that "tener" is a verb that means "to have",
but we need to change it into its different forms so we can say things
like "r have", "you have", and "they have". Look at the empty chart and
review who is doing the action in each box in the chart. (If necessary
have them look at some of their other verb charts in their Word Bank
Books).
~ Next introduce each conjugation one at a time, writing them on the
board for the students to see, and having them record the
conjugations in their chart.
~ Now pass out the body parts vocabulary pages for students to put in
their Word Bank Books. To introduce the names of the parts that are
pointed out, make simple statements using the verb "tener", (ex:
RTengo una nariz"), pointing to that body part. You can just use
yourself and continue using "tengo", or you can use the students as
well, and point to parts on them (ex: "Poco tiene dos piernas" and point
Lesson 17: Tener (to have)
85
»
to Paco's legs). While you are doing this, have the students use the
vocabulary words in the word bank provided on the worksheet to write
down the names of the body parts as you introduce them.
To review the names of the body parts, you can play "Simon dice"
(Simon says). Explain that "toquen" is an order for them to touch
something, and that they should only do what you ask if you say "Simon
dice" first. Practice by making a couple of statements like "Simon
dice toquen la nariz" or "Toquen la cabeza" before you start the game.
You can also take turns having the students serve as "Simon" so that
they get more verbal practice with the vocabulary.
Lesson 17: Tener (to have)
86
Nombre______________________________________________
Tener (to have)
Lesson 17: Tener (to have)
Tener conjugation chart
87
Nombre
lIave
Tener (to have)
tengo
tenemos
~
tienes
teneis
tiene
tienen
Lesson 17: Tener (to have)
Tener conjugation chart key
88
Nombre.______________________________________________________
Use these new vocabulary words to label the parts of Paco's body:
el pelo
un ojo
una boca
una cabeza
una oreja
una nariz
un cuello
un brazo
L -_ _ _
u_na__
m_a_n_o_________u_n_d_e_d_o_______ ,_u_n_a~pe
__iir_n_a__________
un_L-piie____~
EL CUERPO
Lesson 17: Tener (to have)
Body parts vocabu/ar, page
89
Nombre
lIave
Use these new vocabulary words to label the parts of Paco's body:
el pelo
una oreja
una mano
un ojo
una nariz
un dedo
una boca
un cuello
una cabeza
un brazo
un pie
unaJ)~irna
EL CUERPO
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unbrazo
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un pie
wson 17: Tener (to have)
Body parts vocabulary page key
90
Lesson 18: Tener Phrases
Notes to Teacher: There are many phrases in Spanish that use "tener" or
a form of "tener" that don't literally translate to mean "to have" in English.
Many of the phrases that we use a form of "to be" in need to use "tener"
when we translate them to Spanish. The phrases are all presented with the
infinitive form of "tener", but "tener" can be conjugated in all of these
phrases to refer to specific people.
Objective(s):
>- Students will identify special "to be" phrases that use the verb
"tener"
Materials:
>- "Tener" phrase vocabulary sheet
>- Students' Word Bank Books
>- Charades strips
Procedure:
>- Review with students the verbs they have learned that can mean "to
be" ("se~" and "estar"). Explain to them that there are certain
phrases that use "to be" in English, but when we translate them to
Spanish we can't use "ser" or "estar". Explain that for these special
phrases we have to use "tener" and the forms of "tener" that they
have learned.
>- Pass out the "tener" phrase vocabulary sheet for students to put in
their Word Bank Book. Read through the sheet with them, and have
them repeat all of the Spanish phrases after you.
>- Review the conjugations of "tener" and remind students that all of
these can replace "tener" in these phrases, depending on who you are
talking about. For example, "tengo hambre" means "r am hungry", and
"tienes suerte" means 'you are lucky".
>- Cut out the charades strips and put them in a hat or bowl. Play
charades with the students, having them draw out a strip and act out
what it says, while the rest of the class tries to tell them what they
are feeling, etc. (Don't forget to have them answer in Spanish of
course!!!)
Lesson 18: Tener phrases
91
~.
Nombre'__________________________________________
I thought tener meant "to have"!
Tener does mean "to have", but we also use it in certain Spanish expressions
where the English equivalent uses the verb "to be"
Tener . . . . . anos
to be ..... years old
Tener calor
to be (feel) hot
Tener frio
to be (feel) cold
Tener hambre
to be hungry
Tener miedo
to be afraid
Tener.sed
to be thirsty
Tener sueno
to be sleepy
Tener suerte
to be sleepy
Lesson 18: Tener phrases
Tener phrases vocabulary sheet
92
------.-------- --- --------------------------- -- -
--
-------------.-------------------- ------- --------- -
Tienes calor
-- --- - ------ - -- - - - - - - - - -- _. - -- -- --
-- -- - - - --- -- -- - -- - - -------- - -- -- --- -- - - - --- - - - --- --- -- - - --!
Tienes frio
- -- - - -.- ---- -- - ---- -- - -- -- - -- --------------------------------------------------------;
'------------
Tienes hombre
Tienes miedo
:.------------------------- --- ------------ -,
-
- - ---- _. -- - - --- --- ----------- ----- - ---- -- ----- - ----- ---- - ---- ---------:,
Tienes sed
~-- --- ---.- -- -. -- --. --- --- --~ --- - --- -- - -- ---------- --------- ----- ------ ----- --- --------------- ------ - --- ----- - -- -
:,
.
-::
,
:
Ti enes sueno
:
:
:
c, - - - - -
-
- -
-- -
- -
- -
-- -
-- --- -
- -
-
-
- -
-
- -
::
- -
-- -
-- -
-
- -- -
- -
- -
- -
-
- -
-
- - -
-
-- -
-- -
-- -
- -
- -
-
-- -
-
-
- -
-
- -
- -
-
- -
-- -
-
_., - -
-
-
-
-
- -
-
- -
-
-
-- -
-
Tienes suerte
,
,
,
'- --- --- ----- ---------- ---
-
--- ---- -. -- -- - -- -- - -- -
Lesson 18: Tener phrases
:,i
::
,
,
:
------------ ------- --- - ---- - ------ - ----- -- ~ -- -- ----------
Charades strips
-
93
__ a--""",-_
Lesson 19: Possession
Notes to Teacher: In Spanish there is no apostrophe with an -s
construction to show ownership. Instead of saying "Paco's book" we have to
literally S'1y "the book of Paco", or "el libro de Paco". There are still
possessive adjectives though, like "my", "your", "his", and so on. They are
five possessive adjectives: mi, tu, su, nuestro, and vuestro.
Three possessive adjectives (mi, tu, su) have only two forms, singular
and plural. (mi~mis, tu~tus, su~sus) Possessive adjectives agree with the
nouns they modify. That is, they agree with the thing possessed, not the
possessor. (mi libro, mis libros) "Mi", "tu", and "su" do not have masculine and
feminine forms; they stay the same, regardless of the gender of the nouns
they modify Cmi libro", "mi regia"). "Mi" means "my", and "tu" means "your".
"Su" can also mean "your" if you are using it to talk to someone you would use
"usted" to talk to. "Su" can also mean "his", "her", and "their".
"Nuestro" and "vuestro" have four forms rather than two because
they take the number and the masculinity or femininity of what they
describe, just like most other adjectives. "Nuestro" means "our", and
"vues tro
" means "
" an d'IS used when vosotros IS use d.
your
Mi(s)
Nuestro(-a, -os,-as)
Tu(s)
Vuestro( -a, -os, ··as)
Sues)
Sues)
Objective(s):
>- Students will use new family vocabulary and possessive adjectives to
describe their own families.
Materials:
>- family vocabulary pages
>- Students' Word Bank Books
>- Possessive adjective charts
>- Crayons or markers
Procedure:
>- Pass out the family vocabulary page for the students to put in their
Word Bank Books. Explain what each set of words means, one picture
Lesson 19: Possession
94
~
~
~
>-
>-
at a time, and have the students connect the right vocabulary word to
the right person in the picture.
1. la hermana=sister, el hermano=brother
2. la esposa=wife, el esposo=husband
3. la hija=daughter, el hijo=son, el padre=father, la
madre=mother
4. el abuelo=grandpa, la abuela=grandma
Ask students what words we use in English to talk about who an object
belongs to. If needed prompt them with "my", "your", "his", "her",
"its", "their", "our". Tell them that they are going to be learning the
Spanish words for these possessive adjectives and how to use them.
Remind students that they already know the subject pronouns, and if
needed, have them look back in their Word Bank Books to the chart
with pronouns. Explain that now they are going to learn the possessive
adjectives that go with each of these pronouns.
First pass out the empty possessive adjective charts to the students
for them to put in their Word Bank Books, and then draw the chart on
the board, writing the pronouns next to the correct boxes. Next
explain that the Spanish word for "my", which goes with the pronoun
"yo", is "mi". So, "my mother" would be "mi madre". Next explain that
the Spanish word for "your", which goes with the pronoun "tu", is "tu".
(note th~t the pronoun has an accent mark, and the possessive
adjective doesn't) So, "your sister" would be "tu hermana". Next
explain that the possessive adjective that goes with the usted/el/elia
box as well as with the ustedes/ellos/ellas box is "su", and it can mean
"your"(formal), "his", "her", "its", and "their". So "su padre" can mean
"his father", "her father", "their father", etc. Fill in these adjectives
into the correct boxes as you go, and have the students do the same.
Now, looking back at "mi", "tu", and 'su", ask students what they think
might change if you wanted to say "my brothers" instead of "my
brother". If needed explain that you need to make it plural. First ask
students how you would say "my brother" (mi hermano). Next ask
them to make "hermano" plural (hermanos). Finally explain that to
make "mi", "tu", or "su" plural all you have to do is add an -5, so that
they become "mis", "tus", and "sus". Go back to the chart and add an
"(s)" onto the ends of "mi", "tu", and "su".
You now have two empty boxes left in your chart. Explain that the
adjective that goes with "nosotros" is "nuestro", and it means "our".
Lesson 19: Possession
95
~
~
Also explain that the adjective that goes with "vosotros" is "vuestro",
and it means "your" if you are talking to a group of people that you
would use "vosotros" with.
Also explain that these two words work like almost all of the other
adjectives they have learned, meaning that the ending changes
depending on whether you are talking about a "Ia" or "el" word, and if
you are talking about more than one of something. So, you can have an
-a, -0, -as, or -os ending on "nuestro" and "vuestro". For example, "our
sister" would be "nuestra hermana", and "our brothers" would be
"nuestros hermanos". Make sure that your chart looks like the one at
the beginning of this lesson plan, and that the students get it copied
down correctly.
Finally have the students each draw a picture of their family and then
label everyone in it using their family vocabulary and possessive
adjectives (mi madre, mis hermanas, etc.)
Lesson 19: Possession
96
Nombre.____________________________________________.______
Draw lines to connect the family members in these pictures with their
correct labels
la hermana
el hermano
la esposa
el esposo
la madre/mama
la hija
el padre/papa
el hijo
el abuelo
Lesson 19: Possession
la abuela
Family vocabulory page
97
Nombre
lIave
Draw lines to connect the family members in these pictures with their
correct labels
la esposa
el esposo
la madre/mama
la
el
UU'U"'IU
Lesson 19: Possession
la abuela
Family vocabulary page key
98
Nombre,_______________________________________________
Possessive Adjectives
Lesson 19: Possession
Possessive adjectives chart
99
Nombre
lIave
Possessive Adjectives
ml{s)
furs)
su(S)
Lesson 19: Possession
nuestro(a,os,as)
vuestro(a,os,as)
I
su(s)
Possessive adjectives chart key
100
Lesson 20: Me gusta (I like)
Notes to Teacher: "Me gusta" and "me gustan" both mean "I like", but "me
gusta" is used when you are talking about something singular, and "me gustan"
is used when you are talking about something that is plural. You ccm also put
"no" in front of either phrase to mean that you don't like something. So, "me
gustan los frijoles" means "I like beans", and "no me gusta el cafe means "I
don't like coffee".
Objective(s):
>- Students will use "me gus"ra" to talk about what foods they like.
Materials:
>- Food vocabulary page
>- Students' Word Bank Books
>- Food crossword puzzles
>- Food memory cards
Procedure:
>- Pass out the food vocabulary page for students to put in the Word
Bank Books. Read through each word, having the students pronounce
them after you. After you read each word, give them a chance to
guess what they think iT means in English, letting them know that
these are all food words. If needed tell them what the word means in
English.
>- Introduce the phrases "me gusta" and "me gustan" to the students by
writing them on the board. Explain that both of these phrctses mean
"I like", but "me gusta" is used if you are talking about liking one thing,
and "me gustan" is used if you are talking about liking more than one
thing. So, "me gusta el helado" means "I like ice cream", and "me
gustan las papas fritas" means I like French fries.
>- Now have students look back at their vocabulary page and pick one of
the foods that they like. Go around the room and have students use
"me gusta" and "me gustan" to tell what food they like.
>- Also explain that to say that you don't like something you only have to
put "no" in front of "me gusto" or "me gustan". So, "no me gusto el
Lesson 20: Me gusta (I like)
101
/,;,
>>>-
cafe" means "r don't like coffee", and "no me gustan las frijoles"
means "r don't like beans".
Now have students pick a food from their vocabulary list that they
don't like, and go around the room having them use "no me gusta" and
"no me gustan" to tell what food they don't like.
Now pass out the crossword puzzles and have students use their
vocabulary words and the picture clues to fill in the puzzle.
If you want to give the students more practice with the vocabulary,
you can have the students play memory. Decide how many students
you want to play in a group, and pass out a set of the memory card
pages to each group. Have the students cut out the pictures and
words to make a sets of cards for memory. If you want to make the
cards more durable you can glue the paper pieces onto note cards.
Lesson 20: Me gusto (1 like)
102
Nombre·"~'~··~~~__~__~~'~_~'_QS_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _' _ _ _ __ _ _
La agua
EI arroz
EI cafe
La crema de man!
La ensalada
Los frijoles
La fruta
La hamburguesa
EI helado
Los huevos
EI jugo
Laleche
La .limor1ada
Elpan
Las papas fritas
EI perro caliente
La pizza
EI polio
EI queso
EI refresco
La sal
Las verduras
Lesson 20: Me gusto (I like)
Food vocabulary page
103
'~urnLrt;;._ _ _ _ _.!!lIu~v~t;;::-_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Lacgua
water
EI arroz
rice
EI cafe
coffee
La crema de man!
peanut butter
La ensalada
salad
Los frijoles
beans
..
La fruta
fruit
La ha:nburguesa
hamburger
EI helado
ice cream
Los huevos
eggs
EI jugo
juice
Laleche
milk
La"limonada
lemonade
EI pan
bread
Las papas fritas
french fries
EI perro caliente
hotdog
La pizza
pizza
Elpollo
chicken
EI queso
cheese
EI refresco
soda/pop
La sal
salt
Las verduras
vegetables
Lesson 20: Me gusto (I like)
Food vocabulary fX1ge key
104
Nomurfi
Lesson 20: Me gusto (I like)
'\
Food crossword puzzle
105
ACROSS
2.
5.
6.
7.
DOWN
.~
'.~
'iii
'
1.
,
3.
18.
e
19.
i~
4.
~
1
6.
~.
8.
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9.
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11.
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10.
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j
13.
20.
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Lesson 20: Me gusto (I like)
"
4-.
~
Food crossword puzzle
106
Nombre'________
l~la~v~e~
____________________________________________
~-
Lesson 20: Me gusto (I like)
Food crossword puzzle key
107
,
I
I
i
,
I
,\
I
i
La agua
';1 arroz
i
La ensalada Los frijoles
EI helado
Los huevos
I
EI cafe
La crema
de manf
La fruta
La
hamburguesa
EI jugo
Laleche
EI perro
caliente
EI refresco
La limonada
EI pan
Las papas
fritas
La pizza
EI pallo
Elqueso
I
I
II
I ~~
La sal
Las
verduras
/
1no
Lesson 21: Reflexive Pronouns
Notes to Teacher: We learned in the last lesson that "me gusta" and "me
gustan" are used to say "I like". In this lesson students will learn how to say
what other people like, and to ask sO'T'eone what they like. Following the
pattern of verbs a nd at her pronouns, t here are 6 refl eXI ve pronouns:
nos
me
te
os
Ie
les
Students already learned that putting "me" with "gusta" or "gustan" means "I
like". To talk about what other people like, all you have to change is the
reflexive pronoun to go with the person or people you are talking about. So
"te gusta" means "you like", and "Ies gusta" means "they like". Some new
vocabulary in the form of verb infinitives is presented, but no conjugations
is needed at this point because you want to say "I like to sing" (Me gusta
cantar), and not "I like r sing".
Objective(s):
>- Students will ask and answer questions about what they like to do.
Materials:
>- Pastime vocabulary sheet
>- Students'Word Bank Books
Procedure:
>- Pass out the pastime vocabulary page for students to put in their
Word Bank Books. Review with them how to say "I like" (Me gusta, me
gustan), and what the difference is between the two. Explain that in
order to say what other people like, they just have to change the first
part of the phrase (me).
>- Have them look at the empty reflexive pronoun chart on their
vocabulary sheet. Have them write "me" in the upper left hand box,
because that refers to yourself. Ask them who the box below that
represents (you). Explain that the reflexive pronoun for "you" is "te"
and have them write that in the second box. So, "me gusta" means"r
like", and "te gusta" means 'you like".
Lesson 21: Reflexive Pronouns
111
~
~
~
~
Review with them who each of the other boxes describes, and tell
them the reflexive pronoun that goes with that box. Remind them
that no matter what reflexive pronoun they use, the ending is always
"gusta" or "gustan", depending on whether you are talking about
something singular or plural.
Now introduce the students to the question ",Que te gusta hacer?",
having them repeat it after you, and explaining that it means "What
do you like to do?" Next, go over the verbs on the vocabulary page
having the students repeat them after you, and talking about what
they mean.
Now ask the students the question ',Que te gusta hacer?" again, and
this time have them answer you with "me gusta .... (one of the infinitive
verbs from the list)"
(Optional) Have students draw a picture of themselves or others
doing something from the list of new vocabulary and write a sentence
about what they are doing.
Lesson 21: Reflexive Pronouns
112
Nombre~
______________________________________________
Reflexive Pronouns
l~ue
te gusta hacer?
What do you like to do?
Bailar to dance
Cantar to sing
Dibujar to draw
Escuchar mUsica to listen to music
Estudiar to study
Hablar por telefono to talk on the phone
Mirar la telvision to watch TV
Nadar to swim
Pintar to paint
Montar en bicicleta to ride a bike
Lesson 21: Reflexive Pronouns
Pastime vocabulary sheet
113
Nombre____~I~la~v~e______________________________________
Reflexive Pronouns
nos
os
les
me
te
Ie
l~ue
te gusta hacer?
What do you like to do?
Bailar to dance
Cantar to sing
Dibujar to draw
Escuchar mUsica to listen to music
Estudiar to study
Habiar por telefono to talk on the phone
Mirar la telvision to watch TV
Nadar to swim
Pintar to paint
Montar en bicicleta to ride a bike
Lesson 21: Reflexive Pronouns
Pastime vocabulary sheet key
114
Lesson 22:
-AR Verbs
Notes to Teacher: The verbs that the students have learned to conjugate
so far (ser, estar, and tener) have been irregular verbs, meaning that there
isn't a particular pattern to follow to conjugate those verbs, but that the six
conjugations just have to be memorized. Most other verbs can follow a
simple pattern that depends on what two letters the infinitive for'm ends in.
The infinitive form of a verb in Spanish will end in -ar, -er, or -ir. For each
of these endings there is a pattern that the regular verbs use to conjugate.
For -ar verbs, the -ar ending is dropped and one of the following endings is
added, depending 0 n who IS
. d'
olngt he action.
-0
-amos
-as
-ais
-an
-a
.
Objective(s):
~ Students will conjugate regular -ar verbs.
Materials:
~ -AR verb worksheet
~ Students' Word Bank Books
Procedure:
~ Have the students look back at the verbs from the phrases in the last
lesson. Ask them if they have anything in common. (they all end in -ar)
Explain that all infinitive verbs in Spanish end in an -ar, -er, or -ir.
~ Explain that most verbs in Spanish follow a pattern when you
conjugate them. The verbs that follow this pattern we call "regular
verbs". Also explain that
~ Pass out the -ar verb worksheets for the students to put in their
Word Bank Books. Explain that to use this pattern, the -ar is dropped
from the end of the verb, and a new ending is added depending on who
is doing the action. Direct the students in filling out the verb ending
chart, talking about who each place in the box describes as you go.
~ Now practice making conjugations together with the verb "hablar".
Write "hablar" on the board and have the students tell you what part
of the word you need to get rid of (-ar). Now ask them whllt ending
Lesson 22: -AR verbs
115
>-
you would add to say"r talk" (-0). So, your finished word "hablo"
means "r talk". Go through the other five conjugations together,
having the students fill out the chart on their page as you go.
For more practice you can have the students fill out the conjugations
for "cantar" in the last chart.
Lesson 22: -AR verbs
116
Nombre_ _ _ _ _ _ _ _ _ _ _ _ _ _ __
-AR Verb Endings
I
I
I
I
Hablar
I
Cantar
Lesson 22: -AR verbs
-AR verb worksheet
117
Nombre._ _~lIa~ve_ _ _ _ _ _ _ _ _ __
-AR Verb Endings
0
as
a
amos
als
an
/.
.
I
Hablar
hablo
hablas
habla
hablamos
habkfis
hablan
Cantar
canto
cantas
canta
Lesson 22: -AR verbs
cantamos
cantais
can tan
-AR verb worksheet key
118
Lesson 23: Llevar y la ropa (clothing)
Notes to Teacher: The verb "lievar" means "to wear". The conjugations
follow the pattern for regular -ar verbs. The vocabulary words included in
this lesson are the Spanish names for various articles of clothing.
Conjugations of "lIevar" can be used with this vocabulary to describe what
you and others are wearing. One rule to follow though: in English we can say
"my shirt", but in Spanish adjectives are not used with articles of clothing,
so we must say "the shirt", even if it is mine!
Objective(s):
~ Students will correctly label pictures of clothing with their Spanish
names.
Materials:
~ Clothing vocabulary sheets
~ Students' Word Bank Books
~ Memory card handouts
Procedure:
~ Present ~he students with the verb "lievar", and explain that it means
"to wear". Also explain that it is a regular -ar verb, and it conjugates
just like the verbs from the last lesson. Work together to conjugate
"lIevar".
~ Now pass out the clothing vocabulary sheets for the students to put
in their Word Bank Books. To help them label the pictures with the
vocabulary words in the boxes, make simple statements about what
yourself and students are wearing. For example, you can say "Llevo la
blusa roja", and because they know their colors, and they should
understand that "lIevo" means "r am wearing", this should tell them
that "Ia blusa" means "blouse" so that they can label the picture on
their vocabulary page.
~ Continue making statements like this for as many of the vocabulary
words that you can. If there are some that nobody is wearing that
day, you can help the students fill those in.
~ To give the students more practice with the vocabulary words, you can
have them play memory, matching the words and the pictures of the
Lesson 23: Llevar y la ropa (clothing)
119
objects. You can put students in the size of groups that you want and
give one set of memory card handouts to each group for them to cut
out and make into cards to play with.
Lesson 23: Llevor y 10 ropa (clothing)
120
el cinturon
10 blusa
el abrigo
el vestido
las sondalias
10 folda
los guantes
la bufanda
el traje
el sombrero
la camisa
el sueter
10 choqueto
los zapatos
los colcetines
la corbata
los pantalones
-------
La
Ropa
0: .0
------
~
Lesson 23: Llevor y 10 ropa (clothing)
Clothing vocabulary sheet
11m
urll
121
Numurll~ ___ _
el cinturon
la blusa
el abrigo
el vestido
las sandalias
la falda
los guantes
la bufanda
el traje
el sombrero
los zapatos
los calcetines
la corbata
los antalones
la camisa
el sueter
la chaqueta
La
0:-0
el abrigo
Ropa
los glJantes
elsombrero
la blusa
los caicetines
la corbata
lachaqueta
el sueter
j
el vestido
la falda
los pantalones
lacamisa
el traje
las sandalias
el cinturon
los zapatos
labufanda
Lesson 23: Llevor y 10 ropo (clothing)
Clothing vocabulary sheet key
122
~-~--~-~~------------
l
--
~--~-----~----l
i
•
.
l)- •
••
o
1-.-.
el cinturon
Lesson 23: Llevar y la ropa (clothing)
Memory cards
la blusa
el abrigo
123
,
I
I
I,
--"'~
.d vestido
la bufanda
las
sandalias
la falda
los
guantes
el traje
el
sombrero
la camisa
los
zapatos
los
calcetines
···el sueter la chaqueta
los·
la corbata
pantalones
Lesson 23: Llevar y la ropa (clothing)
Memory cards
124
Lesson 24: Needs and Wants
Notes to Teacher: "Necesitar", which means "to need", is a regular -ar
verb, so it can be conjugated using the -ar verb endings that have been
presented. "Querer", which means "to want", is not quite regul,ar, and is aner verb, so in this lesson the students can just memorize the conjugations,
which are as follows:
uiero
ueremos
uieres
ueries
uiere
uieren
Other infinitive verbs can be added to a conjugated form of either
"necesitar" or "querer" to make a simple sentence. For example, "Quiero
bailar" means"r want to dance", and "Necesito dOr'mir" means "r need to
sleep·. The only other new vocabulary introduced in this lesson is "dormir",
which means "to sleep", and "comer", which means "to eat".
Objective(s):
» Students will conjugate both "necesitar" and "querer".
» Students will make simple sentences with conjugated forms of
"necesitar" or "querer" and another infinitive verb.
Materials:
» Verb charts
» Students' Word Bank Books
Procedure:
» Pass out the empty verb charts for students to put in their Word
Bank Books. Explain that "necesitar" means "to need", and that it
follows the -or pattern of conjugation. Have the students conjugate
the verb, and then go over the conjugations together.
» Next explain that "querer" means "to want", and present the
conjugations to the students one at a time, going over what each
conjugations means (ex: quiero~r want, quieres~you want, etc.).
» Also point out the two other verbs, "dormir" and "comer" and what
they mean.
» Next ask students how they think you might say "r want to eat"
(Quiero comer) or 'you need to sleep" (necesitas dormir). rf needed
Lesson 24: Needs and Wants
125
~
~
break down the statement into two parts (I want & to eat) and have
the students conjugate them both separately first. Explain that you
can take a conjugated form of "necesitar" or "querer" and add an
infinitive verb to it to say that someone wants or needs to do
something.
Have students work in pairs and use the other infinitive verbs they
have learned to make simple statements about what they need and
want to do.
You can also have students fill out the "necesito/quiero" chart,
dividing up the things they need to do and the things they only want to
do, filling in the chart with infinitive verbs.
Lesson 24: Needs and Wants
126
Nombre:_______________________________________
Necesitar
Querer
Dormir........ to sleep
Comer ........ to eat
Lesson 24: Needs ond Wants
Verb charts
127
Nombre'--------.!:II~Qve'___ _
_ _ _ _ __
Necesitar
necesito
necesitas
- necesita
necesitamos
necesitais
necesitan
Querer
•
qUlero
•
qUleres
•
qUIere
queremos
•
queries
•
qUleren
Dormir........ to sleep
Comer........ to eat
Lesson 24: Needs and Wants
Verb charts key
128
Nombre'_______________________________________________
Necesito
Lesson 24: Needs and Wants
Quiero
Necesito/Quiero chort
129
Nombre_ _--!.!,!,!.av:!!:e~(e!;;Ji.!::!emmP~IO:.l_)_ _ _ _ _ _ _ _ _ __
Necesito
. dormir
. comer
Lesson 24: Needs and Wants
Quiero
. baifar
· escuchar fa
" .
muslca
· cantar
Necesito/Quiero chart key
130
Lesson 25: Going Places
Notes to Teacher: In this lesson new vocabulary for places is introduced.
When talking about where you want or need to go, you can construct simple
sentences using the form "quierc/necesito + ir + a + place". "Ir a" means "to
go to", so "Queiro ir a 10 playa" means "I want to go to the beach". Be
careful when uSing "a" because if it is placed in front of the article "el" it
turns from "a el" to "01". So, "I want to go to the movies" would be "Quiero ir
01 cine."
Objective(s):
» Students will use conjugations of "querer" and "necesitar" combined
with "ir a" and names of places to tell where they want and need to go.
Materials:
» Students' Word Bank Books
» Place vocabulary sheet
,. Sentence worksheet
Procedure:
» Pass out .the vocabulary sheets for the students to put in their Word
Bank Books. Write the Spanish words for the places on the board,
and have students see if they can guess which picture any of them go
with based on how similar some of them are to English words. If
needed help the students correctly fill in the blanks on their
vocabulary sheet with these words.
"Ia biblioteca"- the library
"Ia casa"- the house, home
"el parque"-the park
"Ia escuela" -the school
"Ia playa" - the beach
"Ia iglesia" - the church
"Ia tienda" -the store
» Review "querer" and "necesitar", going over what they mean, their
conjugations, and some of the short sentences they made in the last
lesson.
Lesson 25: Going Places
131
~
~
~
~
~
Explain that they will be learning how to make longer sentences with
"quiero" and "necesito", talking about where you want or need to go.
Look at this sentence in English together: "r want to go to the
beach". Ask students how to say "r want" (quiero). Also ask them to
how to say "the beach" (Ia playa). Explain that now they need to learn
how to say "to go to". Show them the phrase "ir a" and explain that it
means "to go a". Now look at the complete Spanish sentence you have
made: "Quiero ir a la playa".
Pass out the practice worksheets and have students practice
translating by doing #1 and #2 on the worksheet.
Remind students that even if we don't say "the" before all of these
place names in English, that they still need to use "el" or "'a" before
the Spanish word. Show them the sentence "r need to go to church.",
and translate it together (Necesito ir a la iglesia.). Point out that you
still used "Ia" even though you weren't saying "r need to go to the
church"
Have the students practice by doing #3 and #4 on the worksheet.
Finally explain to the students that if you put the word "a" in front of
"el they combine to form the word "al". So, "r want to go to the
movies" is "Quiero ir al cine".
Have the students practice by translating the last two sentences on
the worksheet.
Play "telefono", by whispering one of the sentences from this lesson
into one student's ear and have them pass it along to the next student,
and so on for a few students. Have the last student say aloud what
they think they heard. Continue doing this until everyone has had a
chance to participate.
H
~
~
Lesson 25: Going Places
132
Nombre.________________________________________________
f"
rllllJ!~
Lj
,to ..
/.
Places vocabulary page
Lesson 25: Going Places
,
.
~;
133
Nombre'_______________________________________________
10 biblioteca
Lesson 25:
10 iqlesia
10 coso
e/parQue
el cine
10 escuela
10 tienda
10 playa
Going Places
Places vocabulary page key
134
Nombre____________________________________________
Translate these English sentences to Spanish:
1.
I need to go to the library.
2.
I want to go to the store.
3. I need to go to school.
4.
I want to go horne.
5. I want to go to the movies.
6. I need to go to the park.
Lesson 25: Going Places
Sentence worksheet
135
,.
Nombre____________~~~a~ve~__________________________
Translate these English sentences to Spanish:
1.
I need to go to the library.
Necesito
2.
Ir
a
/a
tienda
Ir
a
/a
escue/a
a
/a
casa
I want to go home.
Quiero
5.
biblioteca
I need to go to school.
Necesito
4.
/a
I want to go to the store.
Quiero
3.
a
Ir
Ir
I want to go to the movies.
Quiero
Ir
a/
cine
6. I need to go to the park.
Necesito
Lesson 25: Going Places
a/
Sentence worksheet key
parque
136
Lesson 26: "Ir" - To Go
Notes to Teacher: "Ir" is an irregular verb that means "to go", and the
ti
"'i"'JO
,", '"
"I ""'."':,
'-,~- ,-;~i:, - -s
_ _--j
va
van
So, "ella va" means "she goes" or "she is gOing", and "voy" means "I go" or "I
am going". These conjugations can be combined with the "a/al" and place
vocabulary from the last lesson to make sentences that tell where people are
gOing.
Objective(s):
)- Students will use conjugations of "ir" to tell where people are going.
Materials:
)- Students' Word Bank books
)- "Ir" conjugation charts
)- Sentence strip pieces
)- Colored paper
)- Glue
Procedure:
)- Pass out the "ir" conjugation charts for students to put in their Word
Bank books. Explain that "ir" means "to go", and talk about what each
conjugation means as you fill them in together (ex: "voy" means °I go,
or I am going", "vas" means 'you go" or 'you are going", etc.).
)- Now pass out the sentence strip sheet and have the students cut out
the pieces. Have them sort the pieces into nouns/pronouns, verbs, and
places.
)- Have the students find the verb "vas". Next have them find a pronoun
that can be used with "vas" ("tu"), and place it in front of ·vas".
Finally have them pick a place to finish the sentence. Have the
students read you the sentences they made.
)- Have the students use their pieces to make several sentences with
the "noun/pronoun + verb + place" construction. When they have used
all of their verbs, have them glue their sentences down onto
construction paper so that you can check them.
Lesson 26: Ir (to go)
137
Nombre:_________________________________________________
Ir (to go)
Lesson 26: Ir (to go)
Ir conjugation chart
138
Nombre
l,!.!:!.~av~e _ _ _ _ _ _ _ _ _ _ __
Ir (to go)
voy
vas
va
vamos
vals
van
•
Lesson 26: Ir (to go)
Ir conjugation chart key
,
_______________i
139
al parque.
al cine.
a la biblioteca.
a la :>Iaya.
a la casa.
a la iglesia~
a la tienda.
a la' escuela.
Nosotros
Paco y Juan
Vosotros
Mama y yo
Lesson 26: Ir (to go)
Sentence strip pieces
voy
vas
va
vamos
•
vals
van
EI
T
Yo
Tu
Ella
Ellos
Usted
140
Lesson 27:
- ER and - IR Verbs
Notes to Teacher: You have already used the given -ar endings to
conjugate regular -ar verbs. Regular -er and -ir verbs also follow a pattern
of conjugation, just like the regular -or verbs. For -er. or -ir verbs, the -er
or -ir ending is dropped and one of the following endings is added, depending
on who is doing the action. The only difference between the conjugations
for the two endings is the "vosotros" and "nosotros" endings. The -er verbs
verbs use "imos" and "is"
use "-emos" and "eis" , and the -ir
--0
-0
-emos
-imos
-es
-is
-es
-eis
-en
-en
-e
-e
l
Objective(s):
~ Students will conjugate regular -er and -ir verbs.
Materials:
~ - ER/rR verb worksheet
~ Students' Word Bank Books
Prucedure:
~ Review with students how to conjugate regular -ar verbs, and practice
a few together. Explain that verbs that end in -er or -ir follow the
same kind of pattern to conjugate, but that they have different
endings that are put on than the -ar verbs.
~ Pass out the -er/-ir verb worksheets for the students to put in their
Word Bank Books. Direct the students in filling out the verb ending
chart, talking about who each place in the box describes as you go.
~ Now practice making conjugations together with the verb ·comer".
Write 'comer" on the board and have the students tell you what part
of the word you need to get rid of (-er). Now ask them what ending
you would add to say"r eat" (-0). So, your finished word "como" means
"r eat". Go through the other five conjugations together, having the
students fill out the chart on their page as you go.
~ For more practice you can have the students fill out the conjugations
for 'vivir" in the last chart.
Lesson 27: -ER and -IR verbs
141
Nombre'_ _ _ _ _ _ _ _ _ _ _ _ __
-ER Verb Endings
~---
-IR Verb Endings
Comer (to eat)
Vivir (to live)
~------------
Lesson 27: -ER and -IR verbs
-ERI-IR verb worksheet
142
Nombre
/lave
-ER Verb Endings
0
es
e
em OS
els
en
/.
-IR Verb Endings
•
Imos
IS
en
0
/
es
e
i
Comer (to eat)
comemos
como
cornels
comes
comen
come
/.
.
VIVO
.
vIves
.
vlve
Lesson 27; -ER and -IR verbs
Vivir (to live)
. .
vlvlmos
.
.
/
VI VIS
vlven
-ER/-IR verb worksheet key
143
Lesson 28:
Hacer and weather
Notes to Teacher: "Hacer", which means "to do, or to make", conjugates as
a regular -er verb except for the "yo" form. The "yo" form is not "haco" as
it would appear if you conjugated it according to the -er endings; the "yo"
conjugation for "hacer" is "hago"
hacemos
ago
haceis
ces
hace
ace
The third person singular form of "hacer" (hac e) is used in expressions about
the weather. When you are talking about the weather you literally say, "It
makes sun." or "It makes cold." This lesson introduces a few of these
weather phrases as well as the names for the four seasons.
I -~,
Objective(s):
;.. Students will conjugate the verb "hacer".
;.. Students will make simple statements about the weather.
Materials:
;.. "Hacer" vocabulary page
;.. Students' Word Bank Books
Procedure:
;.. Pass out the "hacer" worksheets for the students to put in their Word
Bank Books. Explain that "hacer" means "to do or make". Also explain
that except for the "yo" form which conjugates as "hago", the rest of
the forms conjugate according to the -er verb pattern of conjugation.
;.. Have students fill out the rest of the "hacer" verb chart, using their
-er/-ir verb conjugations charts for help if necessary.
;.. Point out that the four pictures on the worksheet show the four
seasons. Have students guess which seasons each picture represents,
and practice saying the names of the seasons that go with each
picture.
~ Explain that the he/she/it form of "hacer" (hace) is used to talk
about weather. Have the students find the word "hace" in the
weather phrases on their worksheet.
Lesson 28: Hacer and weother
144
? Explain what each of the phrases means:
-"Hace buen tiempo."- The weather is nice.
-"Hace caloru - It's hot.
-"Hace fresco." - It's cool.
-"Hace frio." - It's cold.
? For more practice you can have the students give weatl-o~r reports
each day, telling what the weather is like for that day.
Lesson 28: Hacer and weather
145
Nombre'__________________________________________
Hacer (to do/make)
hago
~------------------
lQue tiempo hace?
!,AI. I.'
/a primavera
Hace buen tiempo.
.
e/ verano
Hace calor.
J U-____.
•
e/ofono
Hace fresco.
Lesson 28: Hacer and weather
e/ invierno
Hace frio.
Hacer and weather worksheet
146
Nombre
/love
Hacer (to do/make)
I
hago
hacemos
haces
haceis
hace
hacen
lQue tiempo hace?
/0 primavera
Hace buen tiempo.
e/ verano
Hace calor.
Ito ""
.~IJ<
~
•
4-
-"--. •
•
e/ otoffo
e/ invierno
Hace fresco.
Hace frio.
Lesson 28: Hacer and weather
0
•
Hacer and weather worksheet key
147