They copied down ¿Cómo es? and ¿Cómo son? and then I showed them several examples of sentences and pictures answering those questions for comprehensible input. After several examples of ¿Cómo es? we wrote down its meaning and an example. Then I picked up random objects in my classroom and repeated the question for students to answer. We did the same thing with ¿Cómo son? and I made sure to make a strong visual connection by asking ¿Cómo es el lápiz? and then showing them 2 pencils and asking ¿Cómo son los lápices? That seemed to help a lot of my slower learners get the difference. Next, I projected a copy of the book on my promethean screen and had underlined some examples on the first page of the book (un perro grande, un perro blanco, etc.) and asked them to explain what I was trying to show them, and we talked about how in English we say “a big dog”, but in Spanish was say “a dog big.” Finally, I passed out the reading questions for chapter one and they worked on them independently.
It was important to me to separate out the grammar from the comprehension when grading, so you can see that those grades are separate. I wanted them to develop both skills, but I needed to see what was more challenging for them, which proved to be the grammar and writing. Today was MUCH smoother than yesterday!
1 Comment
Rita
11/5/2017 05:47:37 am
Thanks for sharing! I just bought this book and the Teacher's guide, but seeing how you did the book helped me visualize how I could approach this! Muchas gracias:)
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