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Spanish Lessons and Lapbook
by Debbie Palmer and Kelly
Cooper
Lesson 1 Introduce and teach letters of the alphabet
Throughout the lessons if you need to hear how the words are pronounced see this site.
Alphabet
*Teach the names of the alphabet in order.
*Lay out the alphabet cards. Call out a letter and see if your student can point to the correct letter. If you have more than one student, you can call out a letter and see who can slap it first. The first one to get the correct letter keeps the card. The object is to collect the most cards.
*Do the “Find the Letter”
page. Call out one of the letters on the page and have your student mark it. Go
through as many as the letters on the page that you want, checking them as you
go.
*Play
“Where’s the hidden letter?” with the alphabet cards. Set out about 7 cards and
go over the names of the letters. Then turn them over and call out one of the 7
letters and see if your
student can turn it over and find it.
This lesson includes printable alphabet, alphabet pocket & cards, and alphabet “find the letter page.”
Lesson 2 Introduce animals in Spanish (each animal name begins with a letter in the Spanish alphabet)
Animals
*Do research on the “ñandú” (the rhea) and the “quetzal” bird since these animals might not be familiar to your student. Here are some links:
*You can do some of the same activities with the animal cards as you did with the alphabet cards.
*Play Alphabet Animal Memory: Use the animal cards and the needed letters (you won’t use all the letters because not all the letters have an animal). Play memory matching the letter with the animal it goes with. You can modify this for younger kids by using less animals.
This lesson uses the animal pocket and cards.
See http://www.spanishdict.com/ to hear the words in Spanish
Spanish Alphabet Animal
La abeja bee
La ballena whale
El caballo horse
El chimpancé chimp
El dinosaurio dinosaur
El elefante elephant
La foca seal
El gato cat
El hipopótamo hippo
La iguana iguana
La jirafa giraffe
El koala koala
El león lion
La llama llama
La mariposa butterfly
La nutria otter
El ñandú rhea
El oso bear
El perro dog
El quetzal quetzal bird
La rana frog
La serpiente snake
La tortuga turtle
u No animal begins with “u”
La vaca cow
w No animal begins with “w”
x No animal begins with “x”
El yac yak
El zorro fox
Lesson 3 Introduce Spanish Colors and Numbers
Colors and Numbers Activities
*Teach the
colors using different colors of construction paper.
*Go around your house and have your student tell you the color of objects in the house.
*Using picture books, have him/her tell you the colors in the illustrations.
*Using M & M’s (or other colored candies) or beads, have your student tell you the colors.
*Using the animal cards, have your student tell you the color of the animals.
*Teach the numbers in groups: first 1-10 and then once those are mastered 11-20.
*Using the candies or beads again, have them count as many as you put in front of them.
*Find everyday objects to count that are around the house: How many shoes? How many toys? How many eggs?, etc.
This lesson includes the
color fan
and number
lift the flaps mini books.
Colors
Listen to the colors. There are a
few that are different from the list.
| Rojo | red |
| Anaranjado | orange |
| Amarillo | yellow |
| Verde | green |
| Azul | blue |
| Morado | purple |
| Negro | black |
| Blanco | white |
| Marrón | brown |
| Rosado | pink |
| Gris | gray |
Numbers
|
one |
uno |
Lesson 4 Introduce the word “the”
*El, La, Los, and Las all mean “the”. They need to be memorized with the words you are learning. In Spanish, nouns are either masculine or feminine (this has nothing to do with boys and girls…they are just the names for the categories). El, La, Los and Las tell you whether the word is masculine or feminine, singular or plural. See chart.
Masculine Feminine
Singular el la
Plural los las
*Most words that end in “o” are masculine. Most words that end in “a” are feminine. There are exceptions though!
This lesson includes the "the" shutterfold and the “the” pocket.
You can practice with the animal cards and other vocabulary in the lapbook.
Lesson 5 Introduce clothing
Paper dolls and clothing created by Melissa Renfro
Clothing Activities
*Teach clothing with flashcards.
*Using children’s books have your student point out in Spanish what people are wearing.
*Go through your closets with your student and have them tell you what is in them.
*Call out an article of clothing, can they find it in the closet?
*Using the paper doll and clothes have them dress the doll by you calling out the clothing item for them to use.
*Call out an article of clothing and have them draw it. How many can they recognize and draw?
This lesson includes:
Paper dolls and clothes (black
& white)
Paper dolls color
Clothes color
Paper doll pocket
Clothing
| la camisa | shirt |
| la camiseta | t-shirt |
| los pantalones | pants |
| la falda | skirt |
| las medias | socks |
| los zapatos | shoes |
| las botas | boots |
| la chaqueta | jacket |
| los pantalones cortos | shorts |
| el vestido | dress |
| el suéter | sweater |
| el sombrero | hat |
| los guantes | gloves |
| las sandalias | sandals |
| Los mitones | mittens |
Lesson 6 Introduce Noun/adjective agreement
Noun/Adjective Agreement
Teaching Points
*Being a masculine or feminine word has nothing to do with gender (they are only category names)…for example, we have learned that the word for dress is “el vestido” which is a masculine noun even though only women wear them.
*All adjectives that describe a noun must “match” with the noun they describe. So…. If you have a masculine, singular noun then the adjective you use with the noun should be masculine and singular. If you have a plural, feminine noun then the adjective must be plural and feminine.
*Nouns go before the adjective that describes them…so instead of saying “the purple pants” in Spanish you are actually saying “the pants purple”.
*Two Basic Rules for making nouns and adjectives plural:
-If the noun or adjective ends in a vowel, add a “s”.
For example: bota-botas, sombreo-sombreros
-If the noun or adjective ends in a consonant, add “es”.
For example: pantalón-pantalones, suéter-suéteres
*Two Basic Rules for making singular, masculine adjectives feminine.
-If the adjective ends in an “o”, change the “o” to an “a”.
For example: rosado-rosada, anaranjado-anaranjada
-If the adjective ends in a consonant, don’t change anything.
It can be masculine and feminine.
For example: marrón is both masculine and feminine.
This lesson includes the la/las and el/los card with pocket.
Activities
*Depending on the age of your student you can teach them the above rules using examples. If they are really young the idea is (for the most part, this doesn’t work in every case) to make the end of the noun and the end of the adjective to sound the same.
*We will work with the clothes and colors….trying to match the noun (article of clothing) with the adjective. We are going to start with the concept of singular and plural. Start by calling out an article of clothing to your student: If the article is singular have them make it plural. If it is plural, make it singular.
Here is the answer key:
| la camisa | las camisas |
| la camiseta | las camisetas |
| los pantalones | el pantalón |
| la falda | las faldas |
| las medias | la media |
| los zapatos | el zapato |
| las botas | la bota |
| la chaqueta | las chaquetas |
| los pantalones cortos | el pantalón corto |
| el vestido | los vestidos |
| el suéter | los suéteres |
| el sombrero | los sombreros |
| los guantes | el guante |
| las sandalias | la sandalia |
| Los mitones | el mitón |
*Let’s put them together now. Below is a chart of all the colors and their
different forms. S-stands for singular. P-plural.
You can use the mini books you already have (el/los and la/las) as well as the clothing cards, too.
| Masculine-S | Masculine-P | Feminine-S |
Feminine-P |
| rojo | rojos | roja | rojas |
| anaranjado | anaranjados | anaranjada | anaranjadas |
| amarillo | amarillos | amarilla | amarillas |
| verde | verdes | verde | verdes |
| azul | azules | azul | azules |
| morado | morados | morada | moradas |
| negro | negros | negra | negras |
| blanco | blancos | blanca |
blancas |
| marrón | marrones | marrón | marrones |
| rosado | rosados | rosada | osadas |
| gris | grises | gris | grises |
*Using the paper doll and
clothes, call out the article of clothing that you want your child to put on the
doll.
Here are some examples:
Los pantalones negros
La falda rosada
Los zapatos blancos
Las medias verdes
*Now have your child call out some clothing that you can put on the doll.
Lesson 7 Introduce Weather and Seasons
Here is a list of the seasons and weather conditions.
El otoño-fall
El invierno-winter
La primavera-spring
El verano-summer
¿Qué tiempo hace hoy?-What’s the weather like?
Está nublado.-It’s cloudy.
Hace viento.-It’s windy.
Hace frío.-It’s cold out.
Hace fresco.-It’s nice out.
Hace calor.-It’s hot out.
Hace sol.-It’s sunny.
Llueve.-It’s raining.
Nieva.-It’s snowing.
Teaching Activities
*Teach the seasons first.
*For each season have your student tell you several articles of clothing that they would wear during that season.
*You could make a memory game with the seasons and clothes. Using the clipart on HSS put the clothes and seasons on cards. Then write the articles of clothing and seasons on some more cards. The object is to match the picture with the correct word. For extra practice, have your student say the Spanish word for every card they pick up even if they don’t match.
*Teach the weather phrases.
*Give your student a season and then have them tell you what weather happens in that season.
*Say a sentence in Spanish describing what you are wearing. Start with “Llevo” which means “I am wearing”. Then list what you are wearing. Can your student guess what season it is? Have them answer in Spanish.
*Say the weather condition out loud. Can your student act out the weather given (cards can be used for this too). For example, if you say, “Hace viento.” Can your student portray the wind blowing?
*Play matching weather card to Spanish phrase game.
This lesson includes the seasons wheel and the weather cards and pocket.
Lesson 8 Introduce Days of the Week
Days of the Week
*Here are the days of the week:
lunes-Monday
martes-Tuesday
miércoles-Wednesday
jueves-Thursday
viernes-Friday
sábado-Saturday
domingo-Sunday
NOTES: The days of the week (like the months) never start with a capital letter. Spanish speakers consider Monday to be the first day of the week and not Sunday. Their calendars are set up in that way.
Teaching Ideas
*Teach the days in order.
*Using an English calendar, call out a day of the week and have your student tell you a date for that day. For example, you call out “lunes” and they find a “lunes” in March and tell you the date: el 2 de marzo.
*Say a date in Spanish (i.e. el 30 de octubre) and have the student tell you what day of the week it is.
*If your student is a bit older have him/her do the following:
Necessary Vocab:
Hoy es-Today is,
Ayer fue-Yesterday was,
Mañana será-Tomorrow will be
-Tell them what day of the week it is and they have to tell you what yesterday was and what tomorrow will be:
Example: You say: Hoy es martes.
Student says: Ayer fue lunes. Mañana será miércoles.
This lesson includes the lift the flap days of the week and the three common phrases (hoy es = today is) etc.
Lesson 9 Introduce Months and Dates
Months, Numbers 1-31, and Dates
**Note the months never start with a capital letter in Spanish….they need to be all caps or all lower case.
enero
febrero
marzo
abril
mayo
junio
julio
agosto
septiembre
octubre
noviembre
diciembre
Activities
*Teach the months….sometimes it is easier to teach them in groups of 3 or 4.
*Lay the cards out of order and have the students put them in order as they pronounce them.
*Call out in English special days during the year such as Mom’s birthday, Christmas, Easter, New Years, Thanksgiving, etc. and see if they can tell you the month in Spanish when it happens.
*Have them put the months in categories according to the seasons. See the following:
La primavera-marzo, abril, mayo
El verano-junio, julio, agosto
El otoño-septiembre, octubre, noviembre
El invierno-diciembre, enero, febrero
Now explain to them that in the southern hemisphere the seasons are the opposite… so the traditional winter months here are summer months there. There are several Spanish- speaking countries in the southern hemisphere (Argentina, Chile, Uruguay, Peru, Bolivia, Paraguay). So this affects many of the Spanish-speaking countries. Have your student try to now tell you which months are in which season if you were in the southern hemisphere.
This lesson included the lift the flap months and “los meses” cards and pocket.
Months
El otoño-marzo, abril, mayo
El invierno-junio, julio, agosto
La primavera-septiembre, octubre, noviembre
El verano-diciembre, enero, febrero
Numbers 1-31
In order to do the calendar your student will have to count up to 31. Here are the numbers. Notice that at number 16 things become regular and you start saying “ten and six”.
1-uno
2-dos
3-tres
4-cuatro
5-cinco
6-seis
7-siete
8-ocho
9-nueve
10-diez
11-once
12-doce
13-trece
14-catorce
15-quince
16-diez y seis (note for 16-19 you may see different spellings of the numbers)
17-diez y siete
18-diez y ocho
19-diez y nueve
20-veinte
21-veinte y uno
22-veinte y dos
23-veinte y tres
24-veinte y cuatro
25-veinte y cinco
26-veinte y seis
27-veinte y siete
28-veinte y ocho
29-veinte y nueve
30-treinta
31-treinta y uno
This lesson includes the numbers 1-31 number cards and number 1-31 (in Spanish words) w/ pockets.
*You can do several things to learn the numbers: count objects, put each number on a slip of paper and call out numbers in Spanish to see if you student can find it, call out a number and have them write it down.
Dates
Once your student has mastered the numbers you can move onto doing dates.
*Here is the formula for saying the date:
El # of the day de the month
*The regular numbers are used to tell dates except for the first day of each month. Don’t use uno. Use the word primero which means first.
Here are some examples:
English Said this Way Written this way
January 1 el primero de enero el 1 de enero
May 23 el veinte y tres de mayo el 23 de mayo
December 3 el tres de diciembre el 3 de diciembre
June 15 el quince de junio el 15 de junio
*For older students: all the above dates can be written military style: day first and then month. So they would be
1/1
23/5
3/12
15/6
*To practice dates: Find a calendar. Call out a date in Spanish and have the student find it. Then have the student call out a date and you find it.
This lesson includes the calendar mini notebook.
*Have your student fill out the following dates for these special occasions in their lapbook. Please note that many of the holidays that we celebrate are not celebrated in Spanish-speaking countries (i.e. St. Patrick’s Day, Thanksgiving, Halloween). Each country has a different date for their Independence Day.
El año nuevo New Years
El día de San Valentín Valentine’s Day
Las Pascuas Easter
El día de las madres Mother’s Day (note Mother’s day happens in October in the southern hemisphere because it is spring and there are flowers at that time to give to moms.)
El día de los padres Father’s Day
La Nochebuena Christmas Eve
La Navidad Christmas
Los cumpleaños de mi familia Family member’s birthdates
Lesson 10 Introduce Body Parts
Paper dolls created by Melissa Renfro
Vocabulary
La cabeza-head
Los ojos-eyes
La nariz-nose
La boca-mouth
Las orejas-ears
Los hombros-shoulders
Los brazos-arms
El estómago-stomach
Los dedos-fingers
Las piernas-legs
Las manos-hands
El cuello-neck
El corazón-heart
Las rodillas-knees
Los pies-feet
Los dedos del pie-toes
El pelo-hair
NOTE: Las manos is an irregular noun. It looks like it should be a masculine noun, but it is actually feminine.
Teaching Activities
*Teach the body parts having your student point to the part on his/her body as the words are learned.
*Fill out the diagram in Spanish of the body parts.
*Tell your student in Spanish to put a certain body part on another body part. You need to use the word, “pon” which means “put” if you are talking to one student or “pongan” if you are talking to more than one student. Here are some examples:
Pon la mano en el estómago. Put your hand on your stomach.
Pon la oreja en el hombro. Put your ear on your shoulder.
Pon la nariz en la rodilla. Put your nose on your knee.
Pon los dedos en los pies. Put your fingers on your feet.
Pon los dedos del pie en la
pierna. Put your toes on your leg.
Body to diagram
Lesson 11 Introduce Basic Adjectives
Vocabulary
grande-big
pequeño-small
alto-tall
bajo-short (in height)
largo-long
corto-short (in length)
viejo-old
sucio-dirty
nuevo-new
joven-young
rápido-fast
despacio-slow
limpio-clean
el chico-boy
la chica-girl
el bebé-baby
la mamá-mom
el papá-dad
el carro-car
el tren-train
la bicicleta-bicycle
Teaching Activities
*Teach the vocabulary.
*Review the concepts for noun/adjective agreement in the colors and clothes lesson.
*With the flashcards put two of them together (one noun and one adjective) and see if you student can tell you what it is…here are some examples:
El carro limpio
La bicicleta pequeña
Los bebés sucios
La mamá alta
El tren largo
Las chicas jovenes
Los carros viejos
Los trenes despacios
*Call out an item with an adjective and have your student draw it…i.e. a long train, an old dad, etc.
This lesson includes a lift the flap mini book for student to fill in adjectives with nouns and “opposites” flashcards with a pocket.
Lesson 12 Introduce Basic Verbs
Vocabulary
| leer-to read |
| jugar-to play (a game or sport) |
| estudiar-to study |
| bailar-to dance |
| comprar-to buy |
| cocinar-to cook |
| escribir-to write |
| caminar-to walk |
| correr-to run |
| hablar-to speak,talk |
| comer-to eat |
|
beber-to drink |
Teaching Activities
*Teach the verbs.
*Call out a verb and have your student act it out.
*Call out a body part in Spanish and have your student tell you any of the above verbs that can be done with that body part. Then do the opposite, call out a verb and see if your student can tell what body parts are used to do that action.
*Call out a weather condition and have your student tell you a verb they would do during that type of weather.
*Call out a verb and have your student draw it.
This
lesson includes a layered
book that students will draw the verb on the correct page or they can
write the correct
Spanish verb on the page.
Here is another
layer book
that includes the pictures but no lines.
Lesson 13 Introduce Emotions
Emotions/Conditions
Vocabulary
Triste-sad
Contento-happy
Cansado-tired
Enfermo-sick
Enojado-mad
Asustado-scared
Aburrido-bored
Emocionado-excited, emotional
Estoy-I am
Estás-you are
Activities
*Teach the emotions using the face clipart provided.
*Ask your student, “¿Cómo estás?” (How are you?). Point to an emotion (the clipart) and have them answer, “Estoy________.” (I am____.) based on the emotion you pointed to.
*Read off these different actions. Have your student give an emotion for each one.
-leer un libro (read a book)
-cocinar con mamá (cook with mom)
-hablar con un amigo (talk with a friend)
-comer una pizza y seis bananas (eat a pizza and 6 bananas)
-jugar tennis por 5 horas (play tennis for 5 hours)
-correr de un monstruo (run from a monster)
-beber Coca-cola. (drink a Coke)
*Call out an emotion…have your student draw a face that goes with that emotion.
This lesson includes the “emotions square petals” books and the flaps emotions sayings book.
Lesson 14 Introduce the House (rooms and common items)
Vocabulary
La casa-the house
La sala-living room
El baño-bathroom
El cuarto-bedroom
La cocina-kitchen
El comedor-dining room
El garaje-garage
En la sala- el sofá-sofa, el sillón-big chair, la lámpara-lamp
En el comedor- la mesa-table, las sillas-chairs
En la cocina- el horno-oven, el lavabo-sink, la heladera-fridge, la comida-food
En el cuarto- la cama-bed
En el baño- el inodoro-toilet, la bañera-bathtub, el lavabo-sink
En el garaje- el carro-car
Teaching Activities
*Teach the above vocabulary.
*Using the room pictures ask, “¿Dónde está__________?” (Where is_______?) Fill in the blank with whatever item or room you want them to find. If you are asking them to find a plural item use, “¿Dónde están________?”
*Have them draw a plan of their dream house. Make sure they put in items in each room. Have them label the house in Spanish.
*Review the color words. Have them describe the items in your house according to color. Use “es” for “is” and “son” for “are”. Remember to match the color to the item according to whether it is singular or plural and masculine or feminine. Here are some examples…
El sofá es azul.
El lavabo es blanco.
Las sillas son verdes.
La heladera es amarilla.
*To quiz your student, call out an item in the house and have him draw it.
This lesson includes the house book.
Here is some extra vocabulary in the house book:
la ventana-window
el cuadro-picture (in a frame)
la mesita-little table
el piso-the floor
la ducha-shower
la computadora-computer
el estante-bookshelf
los libros-books
la basura-trash
la pared-wall
el calendario-calendar
el televisor-TV
el cajón-drawer
las cortinas-curtains
el escritorio-desk
el armario-cupboard
la puerta-door
la lavadora-washing machine
la secadora-dryer
el sótano-basement
la cómoda– dresser
la oficina-office
Lesson 15 Introduce Position Words (prepositions)
Vocabulary
A la derecha de-to the right of
A la izquierda de-to the left of
En-in, on
Cerca de-close to
Lejos de-far from
Delante de-in front of
Detrás de-behind
Entre- in between
Encima de-on top of
Debajo de-underneath
Está-it is
Teaching Activities
*Teach the vocabulary in the following manner: Get two boxes and a stuffed animal. If possible use an animal from the list of animals in Spanish that your child knows. Put the animal in the different positions in the vocabulary list in relation to the box and tell your child in Spanish the position word. You will need two boxes for “entre”-in between.
*Do the same activity, but in full sentences. I will use a “dog” in my example sentences, but you can substitute “dog” for another animal. “La caja” means box.
El perro está a la derecha de la caja. (The dog is to the right of the box.)
El perro está a la izquierdra de la caja. (The dog is to the left of the box.)
El perro está en la caja. (The dog is in the box.)
El perro está cerca de la caja. (The dog is close to the box.)
El perro está lejos de la caja. (The dog is far from the box.)
El perro está delante de la caja. (The dog is in front of the box.)
El perro está detrás de la caja. (The dog is behind the box.)
El perro está entre las cajas. (The dog is in between the boxes.)
El perro está encima de la caja. (The dog is on top of the box.)
El perro está debajo de la caja. (The dog is underneath the box.)
*Read the sentences to your student and have them draw the two items in the correct relationship.
1. El sofá está cerca del sillón. The sofa is near the big chair.
2. El inodoro está en el baño. The toilet is in the bathroom.
3. La mesa está delante del sillón. The table is in front of the big chair.
4. El carro está lejos de la cama. The car is far from the bed.
5. La lámpara está a la derecha de la silla. The lamp is to the right of the chair.
6. El horno está a la izquierda de la mesa. The oven is to the left of the table.
8. El sofá está encima de la chica. (This one is for humor. Can your student figure it out?) The sofa is on top of the girl.
9. La silla está debajo de la mesa. The chair is underneath the table.
10. La lámpara está
detras del sofá. The lamp is behind the sofa.
*Hide different colored crayons around the house. Give your students clues in Spanish to find the crayons.
Here are some examples that you can use.
El crayón azul está en la cocina. Está cerca del lavabo. The blue crayon is in the kitchen. It is near the sink.
El crayón rojo está en el baño. Está lejos de la bañera. The red crayon is in the bathroom. It is far from the bathtub.
El crayón amarillo está en el cuarto. Está debajo de la cama. The yellow crayon is in the bedroom. It is underneath the bed.
El crayón verde está en la sala. Está a la derecha del sillón. The green crayon is in the living room. It is to the right of the big chair.
El crayón blanco está en la cocina. Está encima de la heladera. The white crayon is in the kitchen. It is on top of the fridge.
El crayón morado está en la
sala. Está debajo del sofá. The purple crayon is in the living room. It is
underneath the sofa.
This lesson includes the position cards and pocket as well as the matchbook position words mini books.