Chapter 4
Lesson Plans
Spanish I
Dec. 11, 2009 – Jan. 15, 2010
Friday/Monday, Dec. 11/14, 2009
Collect essays
Chapter 3 Test
Chapter 4 Vocabulary
Read and Watch Chapter 3 Telenovela pp 104 & 105
Tuesday/Wednesday, Dec. 15/16
 Chapter 4 Vocabulary
Introduce Chapter 4:
Featured Country: Costa Rica
Geoculture: Discuss Costa Rica pages 114 -117
Background information, Geography, Language Notes, Culture, Festivals Science Link, art,
food, etc. Margains pages 114-117.
Section Objective: Saying what you have and need for school; talking about classes.
Vocabulary & expressions: Pages 120-122
Core instruction:
1. Introduce the vocabulary modeling the pronunciation. Maybe use overhead with vocab
and illustrations, pointing to each one using “tengo…”
Ask students: “enseñame….” and name a particular school supply item.
Cultural note, page 122
Round Robin exercises, page 122
Ex 1 (listening comprehension)
Ex 2
Ex 3
¡Exprésate!
Asking about classes
Core instruction
1. Briefly review the school subjects by asking students which classes they like and dislike.
2. Ask students if they have various classes using ¿Tienes matemáticas? Have students
simply answer with sí or no. If they answer sí ask, “con quién?” etc.
Round Robin exerecises page 123
Ex. 4
Ex. 5: Fill in missing word. Translate paragraph into English.
Homework: Vocabulario y gramática pages 37-39
QUIZ: Thursday/Friday, Dec. 17/18: Vocabulario 1: Know vocab and expressions from pp 120122.
Thursday/Friday, Dec. 17/18
Corrijen Vocabulario y gramática pages 37- 39
Review vocabulary and expressions pp 120-123
Quiz: Vocabulario 1
Objective: Using indefinite articles; ¿cuánto?, mucho and poco; tener and some tener idioms.
Grammar 1
Teaching Gramática:
1. Review the concept of gender and the definite articles in Spanish. Tell students that they
are now going to learn how to say the indefinite articles: a, an, and some.
2. Go over points 1 & 2. Practice the indefinite articles by having students say that they
need the object(s) I indicate. For example, hold up two books. Call on a student who
will say, “Necesito uno libros.”
3. Go over En ingles.
4. Go over point 3 of grammar.
Round Robin exercises:
Page 124:
Ex. 7, 8, 9 & 10 (L/C)
Page 126: Present tense of tener and some tener idioms
Core instruction:
1. Introduce tener, modeling the pronunciation of each form of the verb. (overhead
projection for their notes)
2. Go over En ingles and point 2 of the grammar box.
Round Robin Exercises, pp 126-127
Ex. 12 (L/C), 13, & 14
Monday/Tuesday, Dec. 21/22
Christmas Vacation: Dec. 23-Jan. 3
Objective: Using the verb “venir” and “a + time.
Core Instruction:
1. Briefly review the forms of “tener” by having students ask and answer questions about
the agie of their classmates.
2. Introduce the forms of venire, using point 1.
3. Have students add the conjugation of “venir” to the verb conjugation chart in their laptop
notes.
4. Go over point 2. Practice by asking students at what time they have a particular class.
Review time telling: Draw various clocks on the board with various times. Be sure to include
clocks that indicate a quarter after and a quarter until the hour.
Round robin exercises, pp 128 & 129
Ex. 16 (L/C), 17, and 18
Homework: Vocabulario y gramática: p. 40, 41 & 42
Grammar 1 Quiz on Monday/Tuesday, Jan. 4/5 : (text pp. 124-128) Grammar: mucho, poco,
cuánto, tener, indefinite articles, venir + time expressions, listening comprehension, reading
comprehension. ( quiz pp. 63-66)
If time: Have students pair up and translate into English Julio and Jasna interviews on pages
130-131. When students finish, watch the video clip of the interviews.
Monday/Tuesday, Jan. 4/5, 2010
Corrijen pp 40-42 of Vocabulario y gramática
Review: GramaVisión
Grammar Quiz 1
Vocabulario in acción 2: page 132 – 134
Objectives: Talking about plans, inviting someone to do something.
Core Instruction:
1. Introduce the new vocabulary, modeling the pronunciation.
2. Present Más vocabulary to students using a calendar to indicate the meaning of each
word/expression.
3. Tell the students my plans for the rest of the day using: por la mañana, por la tarde,
después, and luego.
Round Robin exercises p 134
Ex. 20 (L/C), 21, & 22
¡Exprésate!: Introduce expressions, modeling the pronunciation.
Round Robin exercises p 135
Ex. 23 (L/C), 24, & 25
Homework: Vocabulario y gramática, pp 43, 44, & 45
Vocab quiz 2: Wednesday/Thursday, Jan. 6/7, info on pp 132-134.
Wednesday/Thursday, Jan. 6/7
Corrijen pp 43, 44, & 45
Review vocabulary and expression , pp 132-134
Vocab 2 Quiz
Introduce: Gramática en acción 2, pp 136-139
Objectives: Using “ir a” with an infinitive, -er & -ir verbs, tag questions, and –er and –ir verbs
with irregular “yo” forms.
ir a + infinitives
Core instruction:
1. Review the forms of “ir” with students.
2. Go over point 1. As them to suggest infinitive verbs that they have learned and write the
infinitives on the board.
3. Ask students what they are going to do today after school and then tomorrow. Have
students answer using an “ir a + infinitive” expression.
4. Read sentences like “Los sábados voy al gimnasio.” And “El sábado voy a descansar.”
Have students tell whether it is something I do regularly or something I’m planning to do
on a certain day.
Round Robin exercises:
Ex. 27 (L/C), 28, 29, & 30.
The present tense of –er and –ir verbs and tag questions, p 138
Core Instruction:
1. Review regular –ar verbs by asking students what they are going to do this afternoon.
(estudiar, trabajar, etc.)
2. Go over points 1 & 2. Point out the difference between the ending of –er/-ir verbs and
those of –ar verbs.
3. Call out a form of an –er or –ir verb and have students tell me the accompanying subject
pronoun.
4. Have students add an –er and an –ir verb to the verb conjugation cahrt in their notebooks.
5. Go over point 3.
Round Robin exercises:
Ex. 32, 33, & 34
Homework: Memorize the –er and –ir endings of regular verbs.
Friday/Monday, Jan. 8/11
Some –er / -ir verbs with irregular “yo” forms.
Core Instruction:
1. Review regular –er & -ir verb endings.
2. Go over point 1. Discuss the similarities and differences between the conjugation of
regular –er and –ir verbs and these verbs. (The “yo” form is irregular, all “yo” forms
except for “saber still end in –o, etc.
3. Have students add hacer, ponder, traer, saber, ver, and salir to the verb conjugation chart
in their notebooks.
4. Call out a form of hacer, poner, traer, saber, ver, or salir and have students tell you the
accompanying subject pronoun. For example, if I call out “hago”, students should
respond with “yo”.
Round Robin Exercises, pp 140 & 141.
Do in Class Homework: Vocabulario y gramática: pp 46, 47 & 48
Corrijen vocabulario y gramática, pp. 46, 47, & 48.
Tuesday, Jan. 12
White Day
Review for Semester Test
Wednesday/Thursday/Friday, Jan. 13/14/15
Semester Tests