LESSON 21 ESPAÑOL

ESPAÑOLPARENT/CLASSROOM PROGRAM: ESPAÑOL

CLASSROOM ESPAÑOL Level I

LESSONLessons

21

1

21

Estoy mojado / mojada.Toma una toalla.

MUZZY Online Level I - Unit 3 - Scene 33 - Have a drink - 06:02-06:57Flash cards frío, calor, sed, hambre, mojado, cansadoA hamburger, a drink, a towel, a jacket or sweater and a shower nozzle or watering can

MATERIALS

MUZZY Online Level I - Unit 3 - Scene 31 - We are Bob and Muzzy - 03:22-05:27MUZZY Online Level I - Unit 3 - Scene 32 - I'm cold - 05:27-06:02

VIEWING ACTIVITIES* Show the video straight through, then show 06:02 - 06:57 again, using the pause button each time Norman states his complaint. Ask students to repeat. At another time show this scene again, this time pausing just before the woman gives the "solution" to the complaint, and allow students time to formulate the answer.

Activity Masters/Sheets 21a, 21b, 21c and 21d.

PRE-VIEWING ACTIVITIES

* Place items such as a drink, a hamburger, a towel, and a sweater on the table in front of the class. Say clearly, "Tengo sed." (Pick up the drink and pretend to drink it.) "Tengo hambre." (Grab the hamburger and pretend to eat it.) "Estoy cansado." (Yawn and lie down on the floor.) "Tengo frío." (Put on the sweater.) "Estoy mojado." (Dry yourself with the towel.) "Tengo calor." (Pretend to squirt yourself with the shower hose, spray yourself with a water bottle, or pour water on yourself from a watering can.)

OBJECTIVESExpressing and satisfying simple needs

VOCABULARY

EXPRESSING SIMPLE NEEDS

I'm cold.Have a sweater.I'm hot.Take a shower.I'm thirsty.Have a drink.I'm hungry.Have a hamburger.I'm wet.Have a towel.I'm tired.Take a rest.

Tengo frío.Toma un suéter.Tengo calor.Toma una ducha.Tengo sed.Toma una bebida.Tengo hambre.Toma una hamburguesa.

Estoy cansado / cansada.Toma un descanso.

CLASSROOM ESPAÑOL Level I

LESSONLessons

2

21

VIEWING ACTIVITIES (ctd)

* Have actual treats or drinks available for students. They must say, "Tengo hambre" or "Tengo sed" before receiving a treat ( and, of course, they must say, "Gracias." )

* Have students illustrate one or more of these expressions and label them in Spanish.

* Drill the new expressions by holding up a prop, such as the hamburger, and saying, "Toma una hamburguesa." Students respond, "Tengo hambre." Reverse this drill by saying "Tengo hambre" and asking students to respond with "Toma una hamburguesa." (Encourage students to use other Spanish food vocabulary words.)

* After students are more familiar with the action and vocabulary, show the scene again with the sound turned off. Ask students to say the lines for Norman and the woman, pausing to give them time to pronounce the words.

POST-VIEWING ACTIVITIES* Have students act out these expressions. The class must guess in Spanish. Set up a "bed" in the classroom by pushing together three chairs or use a hammock on a stand. Use this prop to model the condition "Estoy cansado. / Tengo sueño."

* Unit 3 - Watch and Play - I'm cold - Game "a", game "b" and game "c".* Unit 3 - Watch and Play - Have a drink - Game "a".

* Use Activity Sheets.* Put students in pairs and ask them to act out the scene 06:02 - 06:57.

* Expand food vocabulary by using MUZZY Vocabulary: Food and Drink and/or MUZZY Vocabulary: Fruit and Vegetables.

GRAMMAR NOTE

Again, remember that the "h" is silent in the word "hambre". Sometimes it is helpful to cross it out lightly on the board, and tell students that, although we must write that letter, it is silent.

ONLINE EXERCISES

CLASSROOM ESPAÑOL Level I

LESSON

21

21

Answer:

Answer:

Tengo frío.Tengo calor.Estoy mojado.Estoy cansado.

The following objectives, directions and answer keys correspond to the Student Activity Sheets that are referenced throughout the Lesson Plans. Please administer the Activity Sheets, while orally giving the directions.

Directions: Have students write the appropriate expression from the bottom of the page in each word bubble.

Tengo hambre.Tengo sed.

Tengo sed. Toma una bebida.Toma un suéter.

Directions: Have students match each "complaint" with the appropriate remedy.

Tengo hambre.

OBJECTIVES, DIRECTIONS AND ANSWER KEY

AM 21b ¡Tengo soluciones! / I have solutions!Objectives: To develop skill in: * understanding and writing expressions

describing states of being and simple needs

* predicting outcomes from context

AM 21a ¡Tengo problemas! / I have problems!Objectives:

Tengo calor.Estoy cansado.

Estoy mojado.

Toma un descanso.Toma una hamburguesa.

To develop skill in: * understanding and writing expressions describing states of being and simple needs

* getting information from visual cues

Toma una ducha.Toma una toalla.

3

CLASSROOM ESPAÑOL Level I

LESSONAssessment Master

4

21

1.2.3.4.5.6.

Tengo sed.Tengo frío.Estoy mojado.

Read the following sentences aloud and instruct the students to write the corresponding number in the blank next to the appropriate picture of the child speaking. Read each item 2-3 times as necessary.

Tengo hambre.Tengo calor.

HOW ARE YOU FEELING?

Estoy cansado.

CLASSROOM ESPAÑOL Level I

ACTIVITY

21

21a

CLASSROOM ESPAÑOL Level I

ACTIVITY

21

21b

CLASSROOM ESPAÑOL Level I

ACTIVITY

21

21c

CLASSROOM ESPAÑOL Level I

ACTIVITY

21

21d

CLASSROOM ESPAÑOL Level I

Assessment Sheet LESSON

21

21

HOW ARE YOU FEELING?

Write the number next to the appropriate picture your teacher describes.

CLASSROOM ESPAÑOL Level I

LESSONLessons

22

1

22

Asking where something isDescribing location

la caja the boxWhere is…?Where are you?

debajo underencima on / on top ofdentro in / insidedelante in front ofdetrás behindentre betweenaquí over hereallí over there

MATERIALS

MUZZY Online Level I - Unit 3 - Vocabulary - PositionsFlash cards for above vocabularyAn empty box and a familiar object

MUZZY Online Level I - Unit 3 - Scene 34 - Bob, where are you? - 06:57-07:36MUZZY Online Level I - Unit 3 - Scene 35 - In, on, under... - 07:36-08:43MUZZY Online Level I - Unit 3 - Scene 36 - Are you all right? - 08:43-09:11

* Place an object, say "la hamburguesa" on top of a box. Pretend you don't see it. Prowl round, moving furniture, saying absentmindedly, "¿Dónde está...donde está la hamburguesa?" As you look around, say questioningly, "detrás, debajo, aquí, allí" and so forth, using all of the location words. When at last you find it, say "¡Aquí! Está encima de la caja."* Place an empty box on a table in front of the class. Using a familiar object, place it in, on, behind, in front of, etc., the box. Say the Spanish word for each position, and invite the class to repeat after you.

VIEWING ACTIVITIES

Activity Masters/Sheets 22a, 22b and 22c

PRE-VIEWING ACTIVITIES* Display the magnetized flash cards on the board.

* Show segment 06:57 - 07:36 and pause. Divide the class into eight groups and distribute flash cards, one to each group: "debajo", "encima", "dentro", "delante", "detrás", "entre", "allí", "aquí". Ask each group to listen for their word, and to figure out its meaning from the video. Repeat each word before continuing the video.

ASKING "WHERE IS IT?"

OBJECTIVES

VOCABULARY

¿Dónde está?¿Dónde estás?