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Novices are expected to be able to introduce themselves and provide basic information like their age and who's in their family. It's also useful if you as their teacher can stay in the target language when making sure they're prepared for the day's work: ¿Tienes tu vocabulario? ¿Tienes cinco pins en Pinterest? ¿Tienes ideas para tu proyecto?
So tener is the second verb we formally introduced with notes in the interactive notebooks after gustar. You'll notice we're sticking to the singular, but this time it's expressed with endings instead of object pronouns. This is a little trickier and takes a little longer to stick, so practicing the vocabulary in context with actions is essential. I provide these little Piktochart-crafted boxes to illustrate the gestures (kind of like purse clutching, you see, but also with a bit of a chest thump for emphasis).
The only other thing I print out for this one is my Piktochart family tree, which they've already seen with our welcome stations...just without the vocabulary filled in this time.
So after we go over the first, second, and third person gestures, we go into numbers. I have them write down the numerals for 1-15 in three columns, then we go over the spelling and pronunciation for each five at a time (hint: I have them write 1 as un so it matches the context question). I also have them write 16, 20-23, and then 30-100 by tens.
Now, I've saved the context questions for last, but I think I'd go ahead and have them write them on the reflection page as soon as the numbers are finished and then practice with some volunteers and/or victims from the class, maybe talk siblings or parents (then threaten to tell their parents the ages they gave for them! MUAHAHAHA!)
PS since French and Italian also recognize you can't BE years but you can HAVE them, this works for you guys, too!
I like to see how many words the kids can remember first--making sure they're using pencils, of course! Then I flash the words semantic group by semantic group in Spanish on Nearpod and circulate to make sure they're filling them with the right spelling (this IS their textbook after all) in in the right spots (though you could also add images for the right parts of the tree to help them narrow it down).
I group sections like this:
- mother, father, sister, brother
- stepmother, stepfather, stepsister, stepbrother
- aunt, uncle, girl cousin, boy cousin
- grandma, grandpa
It's kind of cool because at this point, they start noticing the male/female o/a ending thing.
Plus we have an L1 cultural sidebar on how half-siblings are just siblings and how even if you don't have step-anythings, you'll likely talk to someone who does, and Communication is the name of the game.
Then, of course, we get into the context question on the reflection side: ¿Quién tienes en tu familia? I know there are probably more natural ways to phrase it, but I like to take the opportunity to emphasize "who" in context in their notebooks...and keep it open and general.
A little Voluntario o víctima comes in handy here, too before having students interview each other.
I also take this opportunity to bring back familiar words like soy and gusta to have them write a brief personal profile, something that covers "basic information," including their age and the people who live in the same house(s) with them. THEN they interview a partner (in second person) and write up their personal profile (in third person).
Me gusta is usually something a lot of students have heard or seen (memes anyone?) before they get to my class. Tengo? Maybe. Tienes? Nu-uh. So it takes a lot of gesturing and context for this to catch on. I'm constantly asking if they HAVE their scissors or HAVE their glue or HAVE their notebook or HAVE ideas to drill it in. It's been over a week now, so the sinking is almost in.
Also, it's a good way to start drawing parallels with ¿Cómo estáS? to let the concept of verb endings begin to take root before you get to Puedo, puedes, puede.