The student read a book aloud with the teacher’s support. Then, the teacher introduced prepositions of place, and the student repeated them after the teacher. Next, the teacher and student played an interactive game in which the student followed the prepositions of place given by the teacher (e.g., debajo de la mesa). The activity ended with the student drawing his favorite animal and illustrating it according to the preposition of place stated by the teacher.
The teacher presented several words to the student and explained how to separate them into syllables in Spanish. The teacher modeled the process using fingers and the whiteboard. Then, the student practiced independently by clapping the syllables. The student also provided her own words and separated them into syllables.
The teacher presented several words to the student and explained how to separate them into syllables in Spanish. The teacher modeled the process using fingers and the whiteboard. Then, the student practiced independently by clapping the syllables. The student also provided her own words and separated them into syllables.
The teacher presented several words in Spanish, and the student explained how to divide them into syllables. The student practiced with the teacher's help, and then the student worked independently to complete a worksheet.
The student completed a worksheet about his favorite animal. Then, the teacher introduced the concept of antónimos (antonyms). The student wrote seven antonyms on flashcards and read them aloud. Finally, the student created six sentences using the antonyms learned during the lesson.
The student completed a worksheet about his favorite animal. Then, the teacher introduced the concept of antónimos (antonyms). The student wrote seven antonyms on flashcards and read them aloud. Finally, the student created six sentences using the antonyms learned during the lesson.
The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read his sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read his sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
The teacher presented pictures of different feelings, emotions, and conditions. The student repeated each word after the teacher. Then, the student completed the prompt “Yo estoy…” by choosing a picture that represented how they were feeling and gluing it next to the prompt. The student read his sentence aloud. Next, the teacher introduced different activities and feelings, and the student repeated after the teacher. The student then completed the prompt “Me hace sentir…” For example: Montar bicicleta me hace sentir feliz. The student created six sentences using me hace sentir.
