How is my family similar / different to a family in a Spanish-speaking country?
How does my family celebrate different occasions as compared to people in Spanish-speaking countries?
How do people in Spanish-speaking countries celebrate different occasions?
In this unit of study, students learn how to communicate effectively about their family in Spanish. Students learn to describe family members and their relationships to one another. Students talk about where people in their family they live. Students describe the age of family members, including birthdays. Students also learn to talk about physical and personality traits and professions of people in their family. Students realize there are similarities and differences between their family unit and that of a family in a Spanish-speaking country. Students also become familiar with typical family celebrations in Spanish-speaking countries.
Identify family members.
¿Quién es...? / Es...
¿Cómo se llama tu ___? / Se llama ___.
¿Cuántas personas hay en tu familia? / Hay...
Describe family members' personality and physical traits.
¿Cómo es tu/su___? / Es ___.
¿Cómo es tu/su familia? /Mi/su familia es ___.
¿De qué color es el pelo de ___? /Tiene el pelo ___.
¿De qué color son los ojos de ___? / Tiene los ojos ___.
1. Interpretive Listening: Students listen to someone describe her family and answer questions. (1.2.N.L.b)http://www.laits.utexas.edu/spe/vid/beg13e.html
2. Interpretive Reading / Writing: Using the Spanish Royal Family, students identify different members of the Royal Family and write about family relationships. (1.3.N.W.c, 2.1.N.F.a)
3. Presentational Speaking: Students describe a secret crush they have on a relative of their host family. They will Skype their best friend and describe in Spanish: who it is (family relationship),age, birthday, description of hair (color / style), eyes, personality and physical traits, the profession of the person, and where the person works. The description must match a pre-selected photo. This assessment could be done as a presentation in class, a video postcard or any other recorded format. (1.3.N.S.b)
4.Interpretive Reading: Students read a website advertising products for a Quinceañera and answer questions in English. (1.2.N.R.b)
5. Students send an email in English with a photo describing a celebration they have attended in a Spanish-speaking country. (4.2.N.a, 2.2.N.F.d, 2.1.N.F.e)