The teacher reviewed the rules for possessive adjectives. The student then completed an oral activity by creating sentences using possessive adjectives and the verb tener. Afterwards, the student rearranged six sentences and read them aloud.
The teacher introduced a new topic on adjetivos posesivos and explained the rules using a chart for visual support. The student took notes on the rules and then practiced applying them by completing two exercises focused on adjetivos posesivos.
The student completed a worksheet on the verb tener and answered four questions using it. Afterwards, the student practiced vocabulary with the teacher using flashcards.
The teacher presented four exercises on the verb tener, which the student completed successfully. The student also participated in an oral practice activity using the verb tener. Afterwards, the student worked on two written exercises focused on conjugating the verb tener and was able to complete them accurately.
The teacher introduced and reviewed the verb tener and its conjugation. The student practiced using the verb ser by answering several questions. Afterwards, the student completed two exercises focused on tener to reinforce understanding.
The teacher introduced new vocabulary related to la casa and guided the student through practice with the terms. The student then completed two exercises to reinforce the vocabulary. Afterward, the student reviewed Spanish question words and successfully completed a worksheet.
The teacher introduced a new vocabulary topic on la casa. The student practiced reading house-related vocabulary and successfully completed a vocabulary exercise. In addition, the student worked on an activity focused on adjectives.
The teacher introduced the new chapter on la familia. Together, the teacher and the student explored six pictures that depicted families and houses from Spanish-speaking countries. Using these images, they practiced and discussed the new family-related vocabulary. Afterward, the teacher reviewed the vocabulary for family members, and the student applied his learning by creating their own family tree using the new terms.
The student completed a mock review of Chapter 1, which included practicing vocabulary and grammar concepts. Afterward, the teacher introduced a review on how to tell the time in Spanish. The teacher modeled different examples, and the student practiced by repeating the times aloud, answering comprehension questions, and writing the times in Spanish.
