Stage 1: introduction of topic and new vocabulary. The teacher will have reviewed the content of the video and collected new vocabulary and grammatical structures that the children will be learning.
General outcome six of the Alberta Program of Studies specifies that, “students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning (p. 41)”. Specific outcome 6.1.3 requires that students know:
Example discussion:
T – teacher S – student
T: Yo necesito agua para vivir. ¿Qué necesitas tú para vivir?
S1: Yo necesito comida para vivir.
T: Sí, necesitamos comida para alimentarnos. S2, yo necesito agua para vivir, S1 necesita comida para vivir, ¿Qué necesitas tú para vivir?
S2: Yo necesito una casa para vivir.
T: Sí, necesitamos un hogar para protegernos.
Through the use of the Neurolinguistic Approach (Netten & Germain, 2012) supported by the Calgary Board of Education and based on the French Intensive Model (Netten & Germain, 2004), the children will learn grammatical structures and new vocabulary.
General outcome six of the Alberta Program of Studies specifies that, “students will acquire Spanish to understand and appreciate languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning (p. 41)”. Specific outcome 6.1.3 requires that students know:
- Gender and number of nouns
- Possessive adjectives: mi, mis, tu, tus, su, sus, nuestros
- The present tense of most frequent verbs: ar/er/ir nos/os/les gusta/gustan
- Verbs (all persons) for: ser, estar, tener, llamarse, poder, querer, ir, hacer, and other commonly used verbs (e.g., comer, hablar, mirar), the reflexive verb me/te/le gusta/gustan, and hay
- Subject pronouns (all persons)
- Question words: qué/cómo/dónde/ por qué
- Articles
Example discussion:
T – teacher S – student
T: Yo necesito agua para vivir. ¿Qué necesitas tú para vivir?
S1: Yo necesito comida para vivir.
T: Sí, necesitamos comida para alimentarnos. S2, yo necesito agua para vivir, S1 necesita comida para vivir, ¿Qué necesitas tú para vivir?
S2: Yo necesito una casa para vivir.
T: Sí, necesitamos un hogar para protegernos.
Through the use of the Neurolinguistic Approach (Netten & Germain, 2012) supported by the Calgary Board of Education and based on the French Intensive Model (Netten & Germain, 2004), the children will learn grammatical structures and new vocabulary.