and ¿tiene/tienes?/tengo, and reinforcing adjectival agreement.
for each learner, ensuring two of each category in circulation.
1 Introduce new vocabulary (viudo/a) and remind
learners of the need for agreement.
2 Give one card to each learner and ask them to find someone with the same marital
status and the same number of children by asking the following questions: (tú
or usted as preferred)
¿Estás casado/a? and ¿Tiene(s) hijos?
Answers must be in full:
Sí, estoy casada
or No, no estoy casada, estoy divorciada.
Sí, tengo una hija or No, no tengo hijos.
|Exchanging information about families thus
reinforcing good group relationships.
|Family photographs which learners are asked at
the end of the previous class to bring in.
1 Introduce some extension vocabulary, e.g. abuelo, hijastro and tu/su.
2 In twos, threes or fours learners talk about the photographs they have brought in as
suggested on page 30. They should be encouraged to ask each other questions using tu/su,
e.g. ¿Cómo se llama tu hermano? ¿Cuántos años tiene su hija?
3 While the activity is taking place, this is an excellent opportunity to extend
vocabulary relating to professions/occupations as they are needed and to encourage
learners to build up their own vocabulary.
|Number practice 0-100.
It is not envisaged that all these activities are used one after the other. Numbers
need constant revision and these activities are useful 'fillers'.
Ask learners to compile a list of everyone's telephone numbers. Announce that anyone
who prefers not to circulate their number should simply invent one. Check the numbers are
correct by asking each learner for his/her number and writing it on the board. With a
large class this activity can be done in groups of 5 or 6 instead of the whole class and
the check reduced to one or two per group.
Ask learners to select six lottery numbers between 1 and 49. Call out 7 random numbers
which they check off against their 'lottery tickets' then ask learners to tell the person
next to them which numbers they had chosen (given the odds, no-one is likely to win!)
In pairs learners throw two dice and say the number formed by the two numbers thrown,
e.g. cuatro and seis give cuarenta y seis
and sesenta y cuatro.
Learners each write a list of ten numbers between 10 and 99 in figures. Working with a
partner, they read their list out and their partner notes them down in figures. They then
change roles. Finally the two lists are compared and any discrepancies sorted out.
In groups of five or six, learners play bingo. Each draws a grid 4x3 and fills with
random numbers between 1 and 100. One student per group calls out numbers which the others
cross off their grid as they hear them.