Brittany Droste
9-26-06
Ven Conmigo
Pgs. 62-65

Grammatical Principle: TPRS with previously mastered and new vocabulary
Level: Spanish III
Unit/Theme: Getting to know you

1. Direct student’s attention to the board for a warm-up activity. Direct students to use the following prompts to construct sentences using both the person and the object.

  • Nicolas (bridge)
  • Sara y Julia (Traffic Light)
  • Sra. Castillo (Boat)
  • Sra. Castillo y Srta. Droste (parking lot)
  • Sr. Tu (Bus Stop)

2. Direct students attention to begining TPRS.

3. Give students the following instructions:
· Tell students to take out a blank piece of paper
· Fold the paper in half (hamburger style)
· On the top half of the paper draw two vertical lines and one horizontal line splitting the paper into six sections total
· Instruct students to leave the bottom half of the paper blank for later use

4. Tell students they will be hearing a story and that they will need to draw what they hear for each box. Tell students that you will read each sentence as many times as they need but you will not be using any English and they are not allowed to write any words on their paper. Also instruct students to use color for any object in the picture that is a vocabulary word.

5. Now read the following six sentences one by one. Take time to read each sentence multiple times and give students plenty of time to work.

  1. Me subo al autobús a las ocho por la manana
  2. El conductor se sube al autobús a la parada del autobus
  3. Hay un letrero delante de la iglesia
  4. Hay un iglesia en frente del edificio
  5. Hay tres turistas y un guía en la lancha
  6. Hay un puente sobre el río



6. To check for understanding while the students are drawing, ask them for each square how many objects appear in color. If the students are able to identify the correct number it means they are recognizing all the vocabulary.

7. Begin asking the students questions that are easy response questions such as yes or no or questions or a single answer.

1.
  • Te subes al autobús
  • Te subes al autobús en la noche
  • A qué hora te subes al autobús
2.
  • Se baja el conductor del autobús
  • Se baja el conductor del autobús a la parada del autobus
  • Se baja el conductor del autobús a la esquina
  • Se baja el conductor del autobús a la esquina
3.
  • Hay un letrero en la ciudad
  • Hay un letrero en frente de la iglesia (no)
  • Hay un letrero delante de la iglesia (si)

4.
  • Hay un semáforo en la ciudad
  • Hay un semáforo en la esquina
  • Hay un semáforo en frente del edificio
  • Hay un semáforo en frente de la iglesia

5.
  • Hay 2 turistas
  • Hay 3 turistas
  • Hay turistas en la lancha
  • Hay 2 guías en la lancha
  • Hay 1 guía en la lancha

6.
  • Hay un puente en la ciudad
  • Hay un puente sobre la calle
  • Hay un puente sobre el río


8. Now ask students more responsive questions. Elect students by selecting names from the name basket.

1. A qué hora se subo al autobús

2. Por dónde se baja el conductor del autobús

3. Qué hay delante de la iglesia (letrero )
Hay algo detras de la iglesia (no)

4. Qué hay en frente del edificio (semáforo)
Hay algo al lado de semáforo

5. Cuántos turistas hay en la lancha (3)
Dónde esta la lancha
Cuántos guías hay en la lancha
Quién más está en la lancha (nadie)

6. Qué hay sobre el río



9. Now ask students to review the gestures for TPR. Give students each of the vocabulary words from 143 and as a class they will give the gestures for TPR.

10. Ask students to tell a partner what is going on in each of the pictures.

11. Call on partners to tell aloud what is happening in the pictures

12. Homework: Direct students to number their papers from 1-6 vertically down the side on the bottom half. Tell students that they must write a complete grammatically correct sentence in Spanish for each of the boxes. Remind students that they will be graded on accuracy and that this will help them to prepare for the following day’s quiz.