Watson 1 Elizabeth Watson Interactionization of Chapter 10, Dicho y hecho 1.

Activity 1: This activity is designed to reinforce the rooms and furniture/appliance vocabulary while also having the students use the vocabulary terms in longer discourses. The students must converse with other classmates in order to have a wider variety of classmates to practice with, and they will be expected to report on their findings with the class after the activity. In other words, the students will have small group practice before sharing information in a mini-presentational format. a. Students will have already learned vocabulary about room and furniture/appliance vocabulary at the beginning of the chapter. For this activity the students should read the paragraph on page 335 (a student may read out loud, or the teacher can have the class read the paragraph silently). b. The teacher will ask comprehension questions to check for understanding. c. After the comprehension questions, the students should make clock appointments. The students will move around the room, carrying a paper with them that has a clock drawn on it. The students are to make appointments at 12:00, 3:00, 6:00, and 9:00. The clock appointments serve as means of talking to different classmates and moving around the room. d. The students will return to their seats, and the teacher will explain that the students are to share with their clock appointments who in their family used to clean/tidy different rooms in their houses. e. The teacher will call out one of the times listed above, and the students will begin conversing with their classmates. After a few minutes of discussion, the teacher will call out a different time, and the students will go to the next appointment.

Watson 2 f. The teacher will then have students share the results of their conversations with the class. 2. Activity 2: This activity is meant to serve as a cumulative speaking task regarding the present perfect. The students will be asked to create and respond to different questions using real-life situations. a. The students will have learned the present perfect tense (page 345) in the previous class period, and the teacher will review the basic concepts of the present perfect with the class. b. The teacher will remind students that the present perfect is used in Spain to talk about more recent actions in the past, such as an action that occurred earlier in the morning (and the time at which the story is being told is before noon) or what someone has done so far this year. c. To set up the speaking situation, the teacher will tell the students that they are to pretend that they are at one of the following three scenes: Thanksgiving dinner, Christmas dinner, or a New Years Eve party. d. In groups of four, the students are to create a dialogue in which each person plays a different family member (ex. Aunt, uncle, grandfather, sister, father, etc.). Each person should ask and respond to different questions, with each person somehow incorporating at least 1 use of the present perfect. The present perfect should not be the only tense that is used in the dialogue; rather, it should be used in the appropriate context, as has been discussed in class. e. Some examples of different things that people could say are: i. Abuelita, has comprado los regalos para la Navidad? ii. Mam, has llenado todas las tazas con t dulce? f. The students will present their dialogues in the next class.

Watson 3 3. Activity 3: This activity is intended not just to incorporate technology (via an Internet search), but also to review comparisons constructions and to make intercultural comparisons between Paraguay/Uruguay and the United States. a. The students will have studied comparisons constructions prior to this activity, and the class should review the comparisons constructions (pages 352-353) by completing activity 10-25 on page 355. b. Using activity 10-25 as a model, the teacher will have the students search classified ads on the Internet for houses in either Paraguay or Uruguay (since these are the two countries studied in this chapter). This will be the students homework. c. The next day in class, the teacher will have the students pick the 5 best features of the house that they picked. d. In conversation pairs, the students will compare their houses to the houses that their partners have selected. The students will want to make comparisons between the two houses, and they may want to address questions such as Cul casa es ms grande? (Which house is bigger?), Cul casa es ms bonita/fea? (Which house is prettier/uglier?), and Hay tantos baos en tu casa como en mi casa? (Are there as many bathrooms in your house as there are in my house?). e. The students should make comparisons and write down their comparisons on a sheet of paper. After the activity, the class will discuss the differences between houses in Paraguay/Uruguay and the United States.

Watson 4 References Dawson, Laila M., Kim, Potowski, Sobral, Silvia. Dicho y hecho. Beginning Spanish. Ninth edition. John Wiley & Sons, Inc. 2008.