IDEAS FOR MUZZY LESSON PLANS SPANISH PART 11 PRIOR TO WEEK ONE, DAY ONE Select about 10 to 20 vocabulary

y words /phrases from Part 1 (scenes 1-13) Possible choices:

Hi Goodbye I am Good morning Good night please thank you yes no and one two three four five six seven eight nine ten Hola [oh-lah] Adis [ah-dee-ohs] Yo soy (or just soy ) [yoh soy] Buenos das [bweh-nohs dee-ahs] Buenas noches [bweh-nahs noh-chehs] por favor [por fah-bor] gracias [grah-see-ahs] s [see] no [noh] y [ee] uno [oo-noh] dos [dohs] tres [trehs] cuatro [kuah-troh] cinco [seen-koh] seis [sehs] siete [see-eh-teh] ocho [oh-choh] nueve [new-eh-beh] diez [dee-ehs]

Preview DVD Part 1 so that you can hear the vocabulary. Learn Hola. WEEK ONE, DAY ONE: Introduction: Tell students what vocabulary they are going to learn this week [how to greet someone, tell who you are, be polite and numbers 1-10 Use pictures to introduce the characters of the Muzzy story. Hold up a picture to your face and say Yo soy (name of character). Turn the picture around, look at it, wave and say Hola Muzzy. Have the students repeat for each character. You can always write the characters names on the back of pictures to remind you.

 To learn s and no: Hold up the pictures and say Yo soy (character)? not pictured. Start with an obvious one like the king and say Yo soy Muzzy? Theyll say no. Smile because the word it the same in both languages . When you say the correct name with a picture and they say yes, say s. Continue through the pictures. You can always put a sticky (cheat- sheet) on the back of picture to tell you what to say for an incorrect name. At any time, if you would like to compliment the students on how well they are doing, you could say muy bien [mew-ee bee-ehn] (very good). Congratulations! You have already learned: Hi, I am, Yes and No. Play DVD part one (scenes 1-13) Have the students count on their fingers the number of times they hear soy in the first scene (2 min) of the video. You can even stop it and ask for answers. (The answer is 8.) Play the remaining scenes from part one. When you finish the FLES section of class (at the end of the day might be a great option) hold up a character picture, look at it, wave goodbye and say Adis (character). Do the same to each student as they walk out. Add good bye to your vast Spanish knowledge . WEEK ONE, DAY TWO: Begin this section of class with Hola. Review previous activities to see if they remember yo soy, s, no and the characters. Have students make flash cards of vocabulary words. Choose a vocabulary activity or two listed below in purple. End FLES section (or day) with Adis. Boy are you getting good! WEEK ONE, DAY THREE Begin with Hola. Watch the DVD again (part one). Tell the students to watch the restaurant scene (6) and count how many times por favor and gracias are said (9 times). Ask students if they thought the service was polite. You could do the same for scene 7 with Sylvia and the King and Queen. There are 4 occurrences here.

 Have them hold up the number of fingers when they recognize the numbers in scenes 8 & 9. Encourage the students to count along with the computer from the DVD in scene 9. They can even do it holding their nose while speaking to make a funny nasal sound like the computer. Notice that Juan is counting by twos when counting the bushes (arbustos). End FLES section (or day) with Adis. WEEK ONE, DAY FOUR Begin with Hola. Choose any activities or games to reinforce the vocabulary. You could even hit up kindergarten and 1st grade teacher for games they do with numbers! End FLES section with Adis. POSSIBLE ACTIVITIES FOR PART 1 Greetings: Have different students hold the pictures or puppets of the characters. The remaining kids can parade around the room greeting each character. Introductions: Point to yourself and say Yo soy (your name). Have students walk around to five other students and introduce themselves. Chain reaction: In a large circle (or in lines) have the first student say Yo soy (name). Have them turn to the next person and pass a ball or small stuffed animal. You could even have the student turn to the next and add y t? (and you? - [ee too]). After going all the way around the circle or down the rows, you could time it with a stop watch to see how fast they can go around the class. Time of day: Display a picture of a sun and say buenos das and then one with a moon and say buenas noches. Give the students situations at different times of the day and ask how they would greet someone. Examples: You are eating breakfast and someone rings the door bell. You are doing your homework and someone calls. etc. Inner circle/outer circle: Form two circles (the inner circle can be smaller than the outer circle). The inner circle students should face out toward the students in the outer circle. Give the inner circle students 3

either a puppet or a picture of one of the Muzzy characters in one hand. In the other hand have them hold up either a picture of the sun or the moon. As the outer circle parades around the inner circle they have to greet each character according symbol given (Buenos das for the sun or Buenas noches for the moon.) You can even have some students without a sun or moon. These students will be greeted with Hola which works universally throughout the day and night. Numbers: In a circle (or rows) have the students count from one to ten over and over until everyone has said a number. With a stop watch see how fast they can do it. Get the students in groups of three or four and hand them a pair of dice. Let them role the dice and add the dice in Spanish. 2+6 =8 Dos y seis son [sohn] ocho. They pass the dice to the next student. Hold up objects around the room and ask how many there are (in English ). They can even count how many girls or boys are in a table or row. Police : In pairs pretend one student is a witness to an accident and their partner is a police officer. The witness understands English but can only speak Spanish. The officer asks for their name and phone number. The witness says Soy (name). Then they give their phone number. The officer can write it down and the verify the information with the witness. Assessment: Have students spell the numbers 1 through 10 in the shape of the numbers like this: ( I cant show you the round ones on the computer ).
u n o u n o u n o c u a t r o r t a o c u c u a t r o s i e t e s i e t e s i e t e

PART 2
Select vocabulary (introductions, numbers, expressing wants, commands) Whats your name? Cmo te llamas? [koh-moh teh yahmahs] My name is ___ Me llamo ___ [meh yah-moh] eleven once [ohn-seh] twelve doce [doh-seh] thirteen trece [treh-seh] fourteen catorce [kah-tor-seh] fifteen quince [keen-seh] sixteen diecisis [dee-ehs-ee-sehs] seventeen diecisiete [dee-ehs-ee-see-ehteh] eighteen dieciocho [dee-ehs-ee-oh-choh] nineteen diecinueve [dee-ehs-ee-new-eh-veh] twenty veinte [beh-een-teh] Im hungry Tengo hambre. [tehn-goh ahm-breh] I like this/that Me gusta esto/eso. [me goostah ehstoh/eh-soh] I dont like this/that No me gusta esto/eso. [noh me goos-tah ehstoh/eh-soh]

Stop! Look! Listen! Come here! Go away!

Para! Mira! Escucha! Ven aqu! Vete!

[pah-rah] [mee-rah] [ehs-koo-chah] [behn ah-kee] [beh-teh]

Introductions Greet student with Hola. Using the puppets you can model the following dialogue: Hola. Cmo te llamas? (Hello. Whats your name?) Me llamo ___, y t? (My names __. And you?) OR Yo soy (I am__.) [From Part 1] Me llamo ___ (My names ___.) [Please DONT say Me llamo es __. The es is INCORRECT ! Do it several times with different puppets. Have a volunteer be the other puppet and do it. Have students practice it in pairs and then go around the room introducing themselves. 5

Numbers Have students recall 1-10. Then hold up flashcards with numbers 1120. Repeat each one. As you get to 16 pronounce the number slowly and loudly. Ask if anyone hears what two numbers are being said (10 and 6 diez y seis ). Continue this way through 19. In Spanish the numbers 1619 are like saying ten and six, ten and seven, ten and eight, ten and nine. Even in English we say four-teen placing our ten at the end of the word. Practice counting 11-20 by throwing around a ball, beanbag or even Muzzy. The teacher starts then tosses it to a student, who says the next number. To keep things under control, be sure the object is returned to the teacher each time. Play the DVD chapter 15 with the sound. After the kids practice saying the numbers you can play this scene of the DVD again without sound and see if they can say the numbers. Expressing likes/dislike Draw two symbols on the board: a heart to represent the phrase Me gusta esto/eso and a heart with an X through it to represent the phrases No me gusta esto/eso. Hold up pictures of singular foods which will elicit strong likes and dislikes. Express your own likes and dislikes using the appropriate phrase and point to the corresponding symbol. It might be less confusing to begin with Me gusta eso (I like THAT) and No me gusta eso (I dont like THAT) and point away from you at the object since the students will be doing the same thing. Students can have small versions of the pictures to work with in pairs where they can use the other two phrases. Since they will be close to the object (even holding the object) then they will want to say Me gusta esto (I like THIS) and No me gusta esto (I dont like THIS). Have the students count in Spanish how many of their peers like the foods shown. Commands Choose a student to be your assistant. The student stands at one end of the room, and you at the other. Say loudly Ven aqu! motioning towards yourself with your hand. Repeat this, until the student catches on and starts moving towards you. After he/she has taken a few steps, say Para! And hold up your hand. Ask the student to stop and start several times, by saying Ven aqu! and Para! Hand the student a pair of oversized toy glasses, turn towards the window and say Mira! Turn on the radio or tape player and, cupping your ear, say

Escucha! Finally, motion the student to go away by saying Vete! Vete! Show chapter 27 of the DVD and pause it each time the Voice gives a command. Have the students repeat the command. Play Robot. Model this activity by being the Controller. Choose a student to be the robot. Give a command to the student who does it in a mechanical fashion. Let the students play this in pairs or small groups, taking turns to be the Controller. Expressing hunger As the students walk out of class have a piece of candy waiting for them at the door. If they say Tengo hambre hand them the candy. Insist on gracias afterwards. Assessment Have students bring a picture of themselves (or draw one). Have them cut out one food they like and one food they do not like out of a magazine or grocery ad. Have them glue everything to a piece of paper. Under the picture, have them write in the target language Yo soy __. Tengo hambre. under the picture of themselves, Me gusta under the thing they like and No me gusta under what they do not like.

PART 3
Select vocabulary (body parts, colors, expressing simple needs) head cabeza [kah-beh-sah] mouth boca [boh-kah] body cuerpo [kwehr-poh] eye ojo [oh-hoh] nose nariz [nah-rees] neck cuello [kweh-yoh] ear oreja [oh-reh-hah] arm brazo [brah-soh] hand mano [mah-noh] leg pierna [pee-ehr-nah] foot pie [pee-eh] black negro [neh-groh] white blanco [blahn-koh] yellow amarillo [ah-mah-ree-yoh] blue azul [ah-sool] red rojo [roh-hoh] green verde [vehr-deh]

brown orange purple Are you okay? Im cold. Im hot. Im thirsty. Im tired. (Im hungry. ahm-breh])

marrn [mah-rohn] anaranjado [ah-nah-rahn-hah-doh] morado [moh-rah-doh] Ests bien? [ehs-tahs bee-ehn] Tengo fro. [tehn-goh free-oh] Tengo calor. [tehn-goh kah-lohr] Tengo sed. [tehn-goh sed] Tengo sueo. [tehn-goh sweh-nyoh] Tengo hambre. (previously learned in part 2) [tehn-goh

Body parts Display a body picture, draw a funny figure on the board or use yourself or a student as a model. Point to the body parts and say them. Play DVD scene 29. Have the students point to their own body parts as they hear them. Then show it again turning off the sound and have them say them (reading the subtitles or looking at the pictures). Frankenstein: Tell the students you are going to create un monstruo on the board. Ask a student to come up and draw a cabeza. Ask another student to draw a cuello and so forth until they have created a monster. When finished review each body part by pointing to it and having the kids say it. Simon Says: Play Simon Says by saying Simon says touch your nariz. If you know the masculine and feminine articles of the words you could use the whole phrase Simn dice [dee-seh], toca [toh-kah] la cabeza. Simn dice, toca la nariz. etc Colors Hold up sheets of colored construction paper and say the colors. (You can always write the names on the back .) Point to items of clothing you are wearing and ask the color. Walk around the room and point to a color and ask is this rojo? They will answer with s or no. If it is no ask what color it is. Color tic tac toe: Make a 9 square board. Have the students color in each square with a color (see below). Everyones boards will be a little different. Give each kid in the pair a different colored set of chips or other games markers. Using one board between two players, have the kids play tic tac toe. Call out a color. Whoever covers the color first gets the square. When someone gets three of their markers in a row, they win.

 In partners have the students point to things they are wearing and tell their partner. On a piece of paper have each student write their name and what colors they are wearing. Collect the papers and read the papers one at a time until someone can guess who you are describing.

Expressing simple needs

Hungry (from part 2) thirsty

hot

cold

sleepy

Make the above pictures larger (each to fit on an 8 x 11 paper). Hold each up and say Tengo hambre. or Tengo fro. etc. Have the kids repeat pointing to themselves. Let them play charades. Have a student stand up and act out the emotion. Let the kids raise their hands and guess the emotion by repeating the Spanish phrase even if they are just reading it from their flashcards. Make up scenarios in which they might feel one of the above emotions. It is late and you still have to finish your book report for the next day. How do you feel? It snowed and you left your coat in the classroom during recess. You just ate a whole bag of salty pretzels. It is 10 minutes before you leave for lunch. You just ran all the way to school because you didnt want to be late. It is more fun for the kids when the scenarios are something to which they can truly relate. Have the students cut pictures out of magazines of a drink, food, a bed, a coat and a swimming suit or pool. Have them mount the on 3 x 5 cards (for future use). Call out one of the needs phrases like Tengo sed and have them quickly raise up which card would satisfy the need (in this case a drink). You can scan the class quickly to see if they are correct. Assessments: Have students draw their own monster or person (or use the picture in the binder) and have them identify the body parts. They could even 9

color each body part a different color and write the color to the side of their monster. Have the students make a collage out of magazine pictures which would best satisfy them personally if they had the simple needs learned. Have them write the need phrase under each solution picture.

PART 4
Select vocabulary (time and expressing emotions and pain) What time is it? Qu hora es? [keh oh-rah ehs] Its one oclock. Es la una. [ehs lah oo-nah] Its (two, three, etc) oclock. Son las(dos, tres,etc). [sohn lahs ] Its time Es la hora de [ehs lah oh-rah deh...] (to eat) breakfast desayunar [deh-sah-yoo-nahr] (to eat) lunch almorzar [ahl-mohr-sahr] (to eat) dinner cenar [ceh-nahr] (to eat a) snack merendar [meh-rehn-dahr] How are you? Cmo ests? [koh-moh ehstahs] I am well. Estoy bien. [ehs-toy bee-ehn] I am not well. No estoy bien. [noh ehs-toy bee-ehn] I am better. Estoy mejor. [ehs-toy mehhohr] Whats the matter? Qu te pasa? [keh teh pah-sah] teeth muelas [mweh-lahs] back espalda [ehs-pahl-dah] stomach estmago [ehs-toh-mah-goh] My teeth hurt. Me duelen las muelas. [meh dweh-leh lahs
moo-eh-lahs]

My back hurts.
ehs-pahl-dah]

Me duele la espalda. Me duele el estmago. Me duele la cabeza.

[meh dweh-leh lah

[meh dweh-leh

My stomach hurts.
lah ehs-toh-mah-goh]

My head hurts.
lah kah-beh-sah]

[meh dweh-leh

Expressing emotions Echo Chant: Put up a smiley face and a frowny face on the board. Ask Cmo ests? Point to the smiley face and say Estoy bien. Have the student repeat it. Do an echo chant. Set up a rhythm by slapping your knees twice and clapping your hands once. Chant the following with the rhythm with a big smile. 10

Teacher: Hola. Students: Hola. Teacher: Cmo ests? Students: Cmo ests? Teacher: Estoy bien. bien. Students: Estoy bien. bien.

OR OR

Teacher: Muy Students: Muy

Teacher: Gracias. Students: Gracias. Teacher: Adis. Students: Adis. Point to the frowny face and ask the same question. Answer with No estoy bien. Have the students do the same chant frowning and adding in multiple syllables for the negative. Time Have the students make a clock out of a paper plate with hands held on by brads. Hold up yours to say 1:00. Ask Qu hora es? Repeat. Then answer Es la una. Have the students repeat it after you. Change it to 2:00. Ask the question and then answer with Son las dos. Change it to 3:00. Ask again. Answer Son las tres. Continue through until the students get the hang of it and can guess the answer. The only answer that doesnt follow the Son las + number structure is 1:00. Since the number one is singular, the structure is also singular: Es la una. Now you tell them a time and have them fix the hands on their clock to say it.

OR breakfast dinner lunch snack

Make the above pictures larger (each to fit on an 8 x 11 paper). Also make a set of small ones for each student. Hold up a picture of breakfast and say Tengo hambre. Son las ocho. Es la hora de desayunar (Im hungry. Its eight oclock. Its time for breakfast). Hold up a picture of lunch and say Tengo hambre. Son las doce. Es la hora de almorzar. Hold up a picture of snack time and say Tengo hambre. Son las tres. Es la hora de merendar. Hold up a picture of dinner and say Tengo hambre. Son las seis. Es hora de cenar. Have small pictures of mealtimes and have the students hold up each one as you repeat the process. In pairs have the kids hold up a picture and ask 11

their partner Cmo ests? Have the partner answer with the phrases that work with that mealtime. Expressing pain Ask who remembers how to ask Are you okay? (Ests bien?) Be very melodramatic and pretend you have a headache. See if someone will ask you if you are okay. Say No. Me duele la cabeza. Teach them Qu te pasa? (Whats the matter?) Continue acting and repeating the phrase Me duele la cabeza until the students guess whats wrong. Repeat the process for stomachache, backache and toothache using the correct phrases for each. Make sure someone asks you Whats the matter?. Assessment: Have the students draw a picture of each of the four mealtimes with a clock next to each one. Under each one have them write Tengo hambre. Son las (or Es la una for 1:00) fill in with number of the hour on their clock. Es la hora de mealtime expression being represented in the picture).

PART 5
Select vocabulary (Seasons, Months, Days of the week, Weather) summer verano [beh-rah-noh] autumn otoo [oh-toh-nyo] winter invierno [een-bee-ehr-noh] spring primavera [pree-mah-beh-rah] January enero [eh-neh-roh] February febrero [feh-breh-roh] March marzo [mahr-soh] April abril [ah-breel] May mayo [mi-oh] June junio [hoo-nee-oh] July julio [hoo-lee-oh] August agosto [ah-gohs-toh] September septiembre [sehp-tee-ehm-breh] October octubre [ohk-too-breh] November noviembre [noh-bee-ehm-breh] December diciembre [dee-see-ehm-breh] Sunday domingo [doh-meen-goh] Monday lunes [loo-nehs] Tuesday martes [mar-tehs] Wednesday mircoles [mee-ehr-koh-lehs] Thursday jueves [hweh-behs]

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 Friday Saturday Extra for fun Its hot. Its cold. Its windy. Its sunny. Its raining. Its snowing. Seasons

viernes sbado Hace calor. Hace fro. Hace viento. Hace sol. Llueve. Nieva.

[bee-ehr-nehs] [sah-bah-doh] [ah-seh kah-lohr] [ah-seh free-oh] [ah-seh bee-ehn-toh] [ah-seh sohl] [yoo-eh-beh] [nee-eh-bah]

Hold up a picture of each season and say each one. Have the students repeat them as you say them. Describe an activity from a season until they determine what the activity is (in English) and which season with which it is associated (in Spanish). Examples: This is an activity done in the mountains with boards on your feet and poles in your hands. You wear warm clothing. (skiing invierno). You do this activity in water with a bathing suit. (swimming - verano) You have to gather up all the dead leaves. (raking otoo) Your dad asks you to remove the snow from the driveway. (shoveling invierno) You help your mother plant seeds and bulbs. (planting flowers and vegetables primavera), slide on ice (skating - invierno), put up three cold white balls on top each other with a hat and face (build a snowman - invierno), build a house of sand and shells (build a sandcastle verano), etc.

Months

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 Write up the months of the year on colored strips of paper. Tape them all mixed up on the board and see if the kids can put them in order. Once they are in order, pronounce (the best you can ) all twelve. Have the kids repeat. Ask which months are in verano. Point to the picture of spring if they cannot remember what verano is). Do the same for the other seasons, doing them out of order. Days of the Week Write the Spanish words up on the board for the days of the week. Have the students repeat them after you. See if the kids can sing the Days of the week song (to the Addams Family tune) putting in the Spanish words. Put j, m, s, m, v, d, l on the board. Have student unscramble the days of the week and list them in the correct order (beginning with Monday lunes). [Note: days of the week and months of the year in Spanish are not capitalized.] Weather Display pictures with sentences describing pictures underneath (in Spanish).

OR

Its raining. hot. Its sunny.

Its windy.

Its snowing.

Its cold.

Its

Ask the students to repeat each weather related sentence after you. Ask them what the weather is like in verano. Let them read the phrase from the picture. Allow for all possibilities for each season. Repeat for invierno, primavera and otoo. Assessments: Have the students divide a paper in four squares. In each square have them draw something that reminds them of each of the seasons. Have them label the seasons in Spanish. They can even list the months in

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each season in the box and write one sentence to describe the weather in that season. Have the students make a calendar of their favorite month. It could be the month of their birthday or even their favorite holiday. Have them label the month and the days of the week. They can decorate it and highlight their favorite day(s).

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PART 6
Select vocabulary (Comparisons with adjectives and Ordinal numbers) big grande [grahn-deh] bigger ms grande [mahs grahn-deh] tall alto (a) [ahl-toh] -tah taller ms alto (a) [mahs ahl-toh] small pequeo (a) [peh-keh-nyoh]-nyah smaller ms pequeo (a) [mahs peh-keh-nyoh] fat gordo (a) [gohr-doh] -dah fatter ms gordo (a) [mahs gohr-doh] first primero (a) [pree-meh-roh] -rah second segundo (a) [seh-goon-doh]-dah third tercero (a) [tehr-seh-roh] -rah fourth cuarto (a) [kwahr-toh]-tah fifth quinto (a) [keen-toh]-tah sixth sexto (a) [sehks-toh]-tah seventh sptimo (a) [sehp-tee-moh]-mah eighth octavo (a) [ohk-tah-boh]-bah Extra for fun I my family father mother brother sister grandpa grandma son daughter yo mi familia padre madre hermano hermana abuelo abuela hijo hija [yoh] [mee fah-mee-lee-ah] [pah-dreh] [mah-dreh] [ehr-mah-noh] [ehr-mah-nah] [ah-bwe-loh] [ah-bwe-lah] [ee-hoh] [ee-hah]

Comparisons Hold up a book and say Es gordo. Then hold up a dictionary and say Es ms gordo. Have a male student stand up and say Es alto. Choose another male student who is taller and say Es ms alto. If you choose a female student, change the word alto to alta. Do the same for the other adjectives using as many objects as you can. Here you may run in to some difficulties. All nouns in Spanish are either masculine or feminine. People are pretty obvious. Objects are not so obvious but since you are not using the objects name you are okay to use the masculine adjective (the one ending in o). For those of you are interested in using object names, as a general rule words that end in o are masculine therefore you would use the adjectives that end in

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o like alto, pequeo and gordo. Words that end in a are usually femenine and would then use the adjectives that end in a like alta, pequea and gorda. Grande does not end in o or a and can therefore be used for both masculine and feminine. You are welcome to contact me at any time if you want to know more about masculine and feminine objects! Make the pictures below larger (ms grande ) and use them to show comparisons. Have the students give comparisons for each.

Ordinal numbers Line up 8 stuffed animals. Describe all 8 animals using ordinal numbers and either a simple adjective or a comparison, for example: El primero es pequeo. El segundo es ms pequeo. El tercero es gordo. El cuarto es ms gordo. El quinto es negro. El sexto es blanco. El sptimo es alto. El octavo es ms alto. Even though ordinal numbers also must be masculine when used with masculine objects (primero) and feminine for feminine objects (primera), if you use stuffed animalsthe word animal is masculine so using all ordinal numbers ending in o is just fine. You can even use ms in front of colors to say greener, blacker, more orange, etc. El sexto es ms blanco. [ The sixth one is whiter. ] Family Put up a simple family tree. Explain how it is set up. Ask who individuals are in respect to other individuals. Example: Below the + signifies marriage. The | signifies offspring. Try it out in English first to make sure they understand. Examples in English in parenthesis. Ana + Victor | Rebecca Silvia + Albert | Joseph

+ Eric Who is Eric to Rebecca and Joseph? hijo (son) Who is Ana to Rebecca? madre (mother) Who is Joseph to Eric? padre (father) 17

Who is Silvia to Eric? abuela (grandmother) Try this too: Who is Erics madre? Rebecca (Who is Erics mother?) Who is Josephs padre? Albert (Who is Josephs father?) Who is Rebeccas padre? Victor (Who is Rebeccas father?) Who are Erics two abuelas? Ana and Silvia (Who are Erics two grandmas?) Who is Anas hija? Rebecca (Who is Anas daughter?) DVD activities: Show scene 2. Ask students to count how many times they hear ms.
(Answer: 7)

Assessment: Have students make a family tree naming each of their family members in Spanish: John mi padre. They can label each member with the word mi (my) in front: mi hermana, mi madre, mi hermano, mi abuelo, etc. They would label themselves as yo.

REMEMBER:
This is supposed to be fun for your students AND YOU! This is an opportunity for you to learn a little about another language too! It is not supposed to be burdensome! There should be no formal assessment to discourage the students! Show the DVD with the subtitles in the target language. Here are some online resources that work well for FLES: www.wordreference.com (Word to word dictionary) www.ielanguages.com (Common phrases and pronunciation guide under Language Tutorials) Before You Know It is free language software. The website is http://www.byki.com/ It is provided by: Transparent Language (info@transparent.com) Great website with multiple language resources specific to the FLES program! http://www.rcdaschools.org/fles.html

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