Teacher S Guide

Overview of themes 3
¿Cómo te llamas? 11
Números y colores 14
Las frutas 19
Buenos días + Saludos 23
Los días de la semana 25
Aficiones 28
Los meses del año 33
Las estaciones 36
El otoño 38
Cosas de la escuela 42
Rutina comienzo de clase 46
Rutinas diarias 48
Sentimientos 1 (estados de ánimo) 52
Sentimientos 2 (¿Cómo estás?) 56
¿Qué tiempo hace hoy? + Ropa y lugares (U LA LA) 60
Invierno 64
Las partes del cuerpo 68
Descripciones (Mi amigo Bob) 72
La familia 76
Mi casa 80
La ciudad 83
Los medios de transporte 87
La primavera 91
La tierra, animales y lugares 95
La granja 98
Alrededor 102
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Me duele 106
¿Qué hora es? 108
Buena Energía 111
Muévete 114
Amigos 116
Preposiciones 118
Holidays/Cultural themes 122
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Overview of themes
Topic High Frequency Structures Core Vocabulary
¿Cómo te llamas? ¿Cómo te llamas? / Me llamo

What’s your name? ¿Quién eres? / Soy
¿Cuántos años tienes? /
Tengo… años.
¿De dónde eres? / Soy de…
¿Dónde vives? / Vivo en…
Números y colores ¿Qué color es? / Es… Números: uno, dos, tres,
Numbers and colors cuatro, cinco, seis, siete, ocho,
¿Cuántos limones hay? / nueve, diez
Hay…
Colores: blanco, azul, verde,
¿Te gusta…? / (No) Me marrón/café, amarillo,
gusta… naranja/anaranjado,
rosa/rosado, rojo, morado,
Veo.../ Ves… negro, gris
Las frutas (No) me gustan los/las… naranja, manzana, plátanos,

Fruits /(No) me gusta el/la… cerezas, fresa, uvas, piña,
pera, sandía, coco, kiwi,
Es… / No es… mango, ciruelas, higos,
aguacate, moras
Tengo hambre
Voy a comer...
Buenos días ¿Qué haces por la mañana? / buenos días, buenas tardes,
Greetings + Daily Routines Por la mañana… buenas noches, dormir,
quitarse la ropa, ponerse el
¿Cuándo dices…? pijama, cepillarse los dientes,
irse a la cama
¿Cuándo vas a…?
Los días de la semana Hoy es… / Los días de la entresemana, fin de semana,
Days of the Week semana son… lunes, martes, miércoles,
jueves, viernes, sábado,
Mis asignaturas favoritas domingo, asignaturas, clase de
son.... arte/arte, clase de educación
física, matemáticas, ciencia,
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Tengo… / Tiene clase de… música
¿Qué día tienes…? Voy al cine, voy a la escuela,

¿Qué haces los fines de juego en el parque, juego en el
semana? recreo
Aficiones Voy a/al… Jugar al: fútbol, tenis,

Hobbies baloncesto, béisbol, voleibol
¿Qué haces (el jueves)?
Ir de: compras, camping
¿Quieres jugar?
Hacer: arte, gimnasia
(No) Me gusta...
natación/nadar, baile, cine,
jugar a videojuegos, montar en
bici, tocar la guitarra, cocinar,
patinar, pintar, leer
Los meses del año ¿Cuándo es tu cumpleaños? los meses, un año, enero,
Months of the Year / Mi cumpleaños es… febrero, marzo, abril, mayo,
junio, julio, agosto, septiembre,
Un año tiene.../ Un mes octubre, noviembre, diciembre
tiene…
¿Cuántos meses tiene un las estaciones, el verano, el
año? /¿Cuántos días tiene otoño, el invierno, la primavera
este mes?
¿Qué mes hay…? / Hay…
Las estaciones Hace frío / Hace calor las cuatro estaciones,

invierno, verano, primavera,
Seasons
¿Te gusta el verano? / Me otoño, el frío, el calor, las
gusta el invierno. hojas, el árbol, las flores, el
año, los meses
¿Cuántas estaciones hay en
un año? Hay flores en la
primavera.
El otoño Estamos en otoño. otoño, árbol, hojas, lluvia,

viento, frío, nubes, días cortos,
Autumn
En el otoño hay… noches largas, pájaros, setas,
calabaza, coliflor, judías
verdes, uvas, manzana, higo,
¿Te gusta…? / (No) me
granada, castaña, pera,
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gusta… aguacate, moras, nuez/nueces
Cosas de la escuela Necesito… / ¿Tienes…? / Me lápiz, libro, tijeras, mochila,

School objects and das… mesa, silla, puerta, tarea,
cuaderno, carpeta, borrador,
subjects
¿Cuál es tu asignatura marcador, regla
favorita?
Mi asignatura favorita es asignaturas, mate, música,
arte. ciencias, arte, biblioteca,
historia, lengua, español,
Me gusta la clase de… / ¿Te
gusta la clase de…? leer, escribir, entrar y salir,
cortar cosas, llevar cosas,
poner cosas, sentarse
Rutina comienzo de clase ¿Cómo estás? / Estoy bien. contento/a, triste, bien,
cansado/a, aburrido/a,
Beginning of the class
¿Qué día es hoy? / Hoy es enfadado/a
routine martes.
lunes, martes, miércoles,
¿Qué hora es? / Son las tres.
jueves, viernes, sábado,
domingo
¿Qué tiempo hace? / Hace
sol. primavera, verano, otoño,
invierno
Estamos en primavera.
está lloviendo, está nevando,
hace calor, hace frío, hace sol,
hace viento
Rutinas diarias Tengo….. años rutinas diarias, dormir, comer,

desayunar, levantarse, ir a la
Daily Routines
Soy de… escuela, cenar, ir a casa, leer,
estudiar, acostarse, vestirse,
Resources: Rutinas diarias, lavarse las manos, ducharse,
Un día de escuela Voy a…
cepillarse los dientes
Esto es lo que hago un día de

escuela… / ¿Qué haces…?
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Sentimientos 1 (estados de Estoy.... / ¿Cómo estás? ESTAR: aburrido, cansado,
ánimo) enfermo, confuso,
Tengo... / ¿Tienes...? enamorado, contento, triste,
Feelings 1 (feelings and decepcionado, orgulloso,
moods) Es… / ¿Es...? enfadado
Resources: Sentimientos, Teo TENER: frío, calor, hambre,

llega a casa, Estoy contento sed, sueño, miedo
SER: grande, pequeño
Sentimientos 2 (¿Cómo Estoy.... / ¿Cómo estás? / ESTAR: bien, contento/a,

estás?) ¿Qué tal estás? Está…. nervioso/a, orgulloso/a,
enfermo/a, enfadado/a,
Feelings 2 (How are you?) Es… / ¿Es...? asustado/a, aburrido/a,
cansado/a, regular, enojado/a,
Resources: Sentimientos decepcionado/a
(video comic), ¿Cómo estás?
Sentimientos, El reloj de las (No) me siento bien / me
emociones, Sentimientos siento mal
formas masculina y femenina
¿Qué tiempo hace hoy? + ¿Qué tiempo hace hoy? / buen tiempo, mal tiempo, sol,
Ropa y lugares (U LA LA) Hace buen tiempo. calor, nieva, llueve, viento,
trueno, relámpago, nubes,
Weather + Clothing and
Cuando hace frío me pongo… tormenta, niebla, rayos, cielo,
places
¿Qué ropa lleva Luna? paraguas
Está lloviendo. ropa, abrigo, bañador, bufanda,

Hay dos nubes en el cielo. pijama, jersey, suéter, camisa,
camiseta, pantalones,
pantalones de vaquero,
chanclas, calcetines, guantes,
chaqueta, zapatos, zapatillas,
botas, botas de agua, gorro,
chándal, pantalones cortos,
sudadera, sandalias,
chubasquero/impermeable
Invierno Ponte el gorro. invierno, llover, lluvia, gota (de

¿Qué te pones cuando hace lluvia), nevar, nieve, copo de
Winter
frío? nieve, frío, congelarse, gorro,
Cuando hace frío me pongo… bufanda, chaqueta, abrigo,
guantes, pantalones, botas,
cabeza, cuello, cuerpo, mano,
Está lloviendo/nevando
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piernas, pies, muñeco de nieve,
Tiene… trineo
Las partes del cuerpo (No) Tiene…/ ¿Tiene...? pelo, cabeza, cuello, garganta,
(No) Tengo.../¿Tienes…? hombros, brazos, dedos,
Parts of the body
manos, espalda, barriga,
Puedo mover el/la…. / piernas, rodillas, pies, dedos
de los pies, partes de la cara,
¿Puedes mover el/la…?
ojos, nariz, oreja, boca, labios,
dientes, lengua, frente
Pon tu mano en tu cabeza.
Descripciones (Mi amigo Mi amigo Bob tiene… / No alto/a, bajo/a, gordo/a, flaco/a,
Bob) tiene… guapo/a, feo/a, fuerte, débil,
moreno/a, castaño/a, rubio/a,
Descriptions
Mi amigo es… pelirrojo/a, pelo corto, pelo
largo, calvo/a, pelo liso, pelo
rizado
La familia Soy.../Es... / Son… la familia, abuelo, abuela, tío,

Family Members tía, mamá/madre, papá/padre,
Tengo.../tiene.../tienen… padres, primo, prima, hermano,
hermana
Está haciendo...(present
continuous)
De mayor quiero ser…
Mi casa Me gusta mi casa. cocina, comedor, baño,

Rooms of the house salón/sala, dormitorio,
¿Dónde está Tapón? / Está hall/recibidor, jardín, garaje,
en el jardín. (ESTAR) escalera, puerta, ventana,
chimenea, tejado, casa
¿Qué estás haciendo?
(ESTAR- present continuous) Cocinar, comer, leer, dormir,
regar las plantas, ensuciar,
¿Qué hay en la sala? / En la limpiar, poner la mesa,
sala hay… fregar/lavar los platos, sacar el
perro/la perra, ducharse
*Words for each individual

room of the house can be
found in the picture
dictionaries
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La ciudad Voy.... / Vamos… / Van… pueblo, ciudad, granja, calle,
ruido, gente, vaca, coche,
The City
Hay… edificio, tienda, acera,
semáforo, señal de tráfico,
paso de cebra, papelera,
Veo… / ¿Qué ves?
carretera, banco (para
sentarse), plaza, farola
Mucho / poco
Los medios de transporte ¿A dónde vas? / Voy a… Means of transport: barco,

Means of Transportation ¿Cómo vas? / Voy en… elefante, tren, bici, coche,
avión, autobús
Me gusta viajar en… / ¿Te
gusta viajar en...? Places: escuela, parque, isla,
cine, ciudad, lago, río, montaña
La primavera En primavera (no) hay… primavera, sol, mariposas,

flores, los días largos, las
Spring
Las flores son… (SER) noches cortas, árboles,
Los días son largos plantas, pájaros, abeja, nubes
Resources: La primavera, El
Oso, La semilla
Veo… / ¿Qué ves?
La tierra, animales y ¿Qué puedo hacer para tierra, sol, río, bosque, selva,
lugares cuidar el medio ambiente? / mar, coche, avión, fábrica,
Yo puedo… contaminación, medio
The Earth, animals and
ambiente, reducir, reutilizar,
places ¿Quién soy? / Soy… reciclar, cuidar
Tengo… Animales: serpiente, oso polar,

jirafa,
Quiero… pingüino, mariposa, cocodrilo,
elefante, ballena, oso panda,
Necesito… tucán, tigre, flamenco
La granja ¿Qué es eso? / Es un/una… granja, granjero/a, establo,

huerta, corral, valla
Farm Animals
Hay…
perro, gato, cerdo, pato, vaca,
Da… oveja, gallo, caballo, burro,
pavo, gallina, pollo, cabra,
Hace el perro… cordero, conejo, toro
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Alrededor Vamos a hacer un círculo. andar, bailar, correr, sentarse,
(IR + VERB) levantarse, dormir, alrededor
Around
Está durmiendo. (ESTAR +

VERB)
¿Qué haces?/¿Qué hacen? (

Estoy saltando/Están
saltando.
Me duele ¿Cómo estás? doler, cabeza, pies, barriga,

¿Qué te pasa? oído, garganta, muela, abre la
It hurts
boca, siéntate, levántate,
¿Qué te duele? / Me respira hondo, mira aquí, mira
allí
duele/duelen…
¿Qué puedo hacer?
¿Por qué crees que…?
¿Qué hora es? ¿Qué hora es? Los números, de la mañana, de

What time is it? Son las… / Es la… la noche, levantarse,
desayunar, ir a la escuela,
¿A qué hora…? comer, ir a casa, estudiar,
cenar, leer, acostarse, dormir
Buena Energía (No) puedo + infinitivo parar (guerras,

Good Energy Puede... enfermedades), hacerse reír,
¿Qué podemos hacer…? ayudar a la gente, mejorar,
Podemos… presentarse a sus amigos,
¿Qué puedes hacer…? compartir, cambiar, brilla
Es/No es… buena energía, sonrisa,

sonriente, alegría, barrio,
Tiene… recoger basura, siempre,
iguales, diferentes,
Escuchar la radio lugar/lugares
Ver la tele
Hacer reír a sus amigos
Ayudar a la gente
Recoger la basura
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Muévete Mueve… Moverse, levantarse, quitar,
Muévete apagar, ir fuera, saltar, correr,
Move
Quita… jugar, leer, dibujar, aprender,
Vamos a… patinar, jugar videojuegos,
mirar el teléfono/la tele, pasar
Podemos…
tiempo
Úsalo para…
No pierdas tiempo viendo la ejercicio, la pantalla, mente
tele sana, cuerpo sano, salud,
cosas buenas, cosas malas,
Antes la gente iba… menos/más, un rato, a veces
Ahora la gente va...
Amigos Si estás…./Estar... simpático/a, antipático/a,

Llama a…/Llamar por gruñón, divertido/a, aburrido/a,
Friends
teléfono generoso/a, egoísta,
Ayudar a un amigo trabajador/a, vago/a,
perezoso/a, curioso/a, listo/a,
No saber qué hacer
inteligente, hábil, ágil, torpe,
Cuando estoy…
honesto/a, honrado/a,
Me siento… deshonesto/a, traposo/a,
valiente, atrevido/a,
miedoso/a, cobarde,
mandón/a, cabezón, terco/a,
leal, fiel, romántico/a,
ordenado/a, desordenado/a,
educado/a, mal educado/a,
optimista, pesimista,
tranquilo/a, inquieto/a
Preposiciones ¿Dónde está…? / Está… Encima, debajo, delante,

Prepositions detrás, al lado, al otro lado,
Dime / Dice… enfrente, entre, cerca, lejos, a
la derecha, a la izquierda,
dentro, fuera, en
Holidays and cultural Día de los muertos

themes Valentine’s Day
Christmas/New Year
La Señorita Amarilla
Señorita Amarilla Part 2
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¿Cómo te llamas?
What’s your name?
Related content: Numbers videos (to review numbers for age)
RESOURCES
● Song ● Worksheets
● Video
LANGUAGE FOCUS
High Frequency Structures:
¿Cómo te llamas? / Me llamo Ana.

¿Quién eres? / Soy Ana.
¿Cuántos años tienes? / Tengo… años. (TENER)
¿De dónde eres? / Soy de… (SER)
¿Dónde vives? / Vivo en…
TEACHER PREPARATION
● Print out the song lyrics page for the theme or have a place to project it
● A copy of all the worksheets you will use for each student
● Dice to play in groups, an object to pass around in a circle, a blank template of an outline
of a person
● Read over the tips for using Rockalingua resources in the introduction of the Teacher’s
Guide
INSTRUCTIONS
Part 1: Introduce the topic
1. Project the song lyrics page onto the board.
2. Ask simple questions to review previously learned vocabulary. If you’re using this as the
first lesson make sure to use gestures and body language to make yourself understood.
Example questions: Use this time to recycle old vocabulary and high frequency structures :)
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Pointing to the images on the lyrics page you can ask these simple questions:
¿La chica se llama Carla?

¿Cómo se llama la chica?
¿La chica tiene 12 años?

¿Cuántos años tiene la chica?
¿La chica es de España?

¿De dónde es la chica?
¿La chica vive en Ecuador?

¿Dónde vive la chica?
Introduce the topic: ¿CÓMO TE LLAMAS? / WHAT’S YOUR NAME?
After you’ve listened to the song and the discussed the meaning you can ask these questions.
Pointing to one of the images:
¿El chico se llama Tom?

¿Cómo se llama el chico?
¿El chico tiene 8 años?

¿Cuántos años tiene el chico?
¿El chico es de Ecuador?

¿De dónde es el chico?
¿El chico vive en Nueva York?

¿Dónde vive el chico?
Part 2: Activities and games

a. This is how we roll: As a class, create a list of six questions. Use the four
questions from the song and add two more. For the extra two questions you can
reuse high frequency structures and vocabulary or add new questions making
sure to practice the answer before playing. Once you have your questions, divide
the class into small groups. Give each group a dice. One student rolls and asks
a member of the group the question that corresponds to the number they rolled.
Once the group member answers, the next person rolls and asks a different
member the question that corresponds to the number they rolled. Take turns
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rolling and asking, making sure that the same person doesn’t answer two
questions in a row. Example questions:
1. ¿Cómo te llamas?
2. ¿Cuántos años tienes?
3. ¿De dónde eres?
4. ¿Dónde vives?
5. ¿Cuál es tu color favorito?
6. ¿Cuándo es tu cumpleaños?
b. Hot potato ask and answer: Students sit in a circle and pass an object around
while listening to the song from this theme. When the music stops the person
with the object must answer these questions from the teacher. ¿Cómo te llamas?
¿Cuántos años tienes? ¿De dónde eres? ¿Dónde vives? For higher level groups
have the student choose a classmate and ask them one (or all) of the questions.
c. “All about me” people chain: Draw an outline of a person. You can either have
each student draw their own outline or handout pre-made copies. Have the
students fill in the person with information about themselves. Answer the four
questions from the song and you can add other information like their favorite
color, food and activity. Cut out the person and create a chain of people that you
can hang in the room. Have the students stand by their person and present the
information to the class. You can also ask questions about a student while
directing students to look at the person they have filled in with their information.
d. All about me flip book: Create flip books that answer key information about each
student. Each student will need to cut out (at least) five circles the first being the
smallest and each consecutive circle being bigger than the last. Stack the circles
on top of each other and punch a hole at the top. Tie the pages together. At the
bottom of each circle write the questions: ¿Cómo te llamas?, ¿Cuántos años
tienes?, ¿De dónde eres? ¿Dónde vives? Have each student draw a picture of
themselves (or glue a picture) on the top circle. In the following circles have
them answer the questions with words and drawings.
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Números y colores
Numbers and colors
RESOURCES
● Song + video ● Craft ● Picture Dictionary
● Video comic ● Online games ● Flashcards
LANGUAGE FOCUS
High Frequency Structures: Core Vocabulary:
¿Qué color es? / Es… (SER) Números: uno, dos, tres, cuatro, cinco, seis,
siete, ocho, nueve, diez
¿Cuántos limones hay? / Hay… (HABER)
Colores: blanco, azul, verde, marrón/café,
¿Te gusta…? / (No) Me gusta… (GUSTAR) amarillo, naranja/anaranjado, rosa/rosado,
rojo, morado, negro, gris
Veo.../ Ves… (VER)
TEACHER PREPARATION
● Print and laminate a set of flashcards to use with the class and additional sets to use in
small groups/pairs (*For this theme the flashcards will need to be colored!)
● Realia: Fruit (plastic or real), watercolor paints, items of clothing in different colors
Guide
INSTRUCTIONS
Example questions:
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Practice the numbers: Count the number of students out loud, pass an object around while
counting or have the students stand up and the student who corresponds to a specific
number (ten)sits down.
Introduce the colors with objects you have in the classroom pointing to each one.
La planta es verde.
El lápiz es amarillo.
El ordenador es negro.
La puerta es azul.
Once you’ve given some examples you can ask these simple questions about the lyrics (don’t
forget that the lyrics page is in black and white!).
¿El sol es azul?

¿El cactus es negro?
Variation: color the lyrics sheet together on an interactive whiteboard having different
students color the different paint blobs.
After you’ve listened to the song and discussed the meaning, ask these questions about your
own classroom.
¿Hay algo rosa en la clase? ¿Dónde?

¿Hay algo verde en la clase? ¿Dónde?
¿Ves algo amarillo en la clase? ¿Dónde?
¿Ves algo morado en la clase? ¿Dónde?
If you’ve already practiced “me gusta” this is a good topic to recycle it.
¿Te gusta el azul? ¿Mucho o poco?
Part 2: Practice vocabulary

1. Flashcard activities:
a. Listen and order: Divide the class into pairs or small groups. Give each group one
set of flashcards. Listen to the song and put the cards in order. Once finished,
the teacher can say a new order and the students reorder the flashcards. Have a
student say a new order and their classmates rearrange the flashcards
accordingly.
b. Flashcard memory game: Play memory in pairs with sets of flashcards.
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c. Disappearing flashcards: Put all of the flashcards you want to practice on the
board. Give students 1 minute to look at them. Students shut their eyes and the
teacher removes 2-3 flashcards. Students take turns guessing which vocabulary
cards are missing. Can be used as a quick review or played as a game in teams,
rewarding the team that guesses the correct card with a point. This can also be
done in small groups or pairs.
2. Warm-up/review activities:
a. Stand up if you’re wearing: Have students complete an action if they are wearing
a specific color. Ponte de pie si llevas algo azul. Levántate si llevas una camiseta
verde.
Variation: Use other action verbs. Salta/anda/nada si llevas pantalones negros.
b. Veo, Veo (I spy…): Play “I spy…” games with the class. Veo algo verde… ¿Lo ves?
You can also tell them which area of the classroom it’s in or the size of the
object. Here your students can get up and point to something or say the name if
they know it in Spanish.
c. Find something blue...: Have your students get up and touch something that is
the color you say. Busca algo….verde.
d. Camino de los colores (from Spanish Playground): This active game is no-prep
and great for younger learners. You need spots of color to use (you can use
paper or anything you have around the classroom). Put the colors on the floor in
one area (if you have a carpet that’s a great place to play!). For larger classes
divide the class into groups putting each group on one side of the area. One
member from each group goes first. Call out the order of the sequence: azul -
verde - rojo. For younger students you can start with 2-3 colors and for higher
level classes you can progress to longer sequences. The students must then run
to each of the colors making sure to touch them and say the name of the color
before returning to their group. Mix it up by having them do different action
verbs, caminar - saltar - nadar.
3. Questions to engage your students:

After coloring the images of Tapón and Luna in Worksheet Activities 8 + 9 here are
some questions you can ask your class about the characters.
Tapón:
¿Lleva pantalones cortos morados?
¿Tiene una camiseta roja?
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¿Tiene pelo?
¿De qué color es su pelo?
¿Lleva calcetines?
¿De qué color son sus calcetines?
Luna:
¿Lleva pantalones morados?
¿Lleva camiseta?
¿De qué color es su camiseta?
¿Tiene pelo azul?
¿De qué color es su pelo?
*Don’t forget that Rockalingua has online games to practice this topic as a whole class
or on individual tablets/laptops : )
Part 3: Spanish and Art (cross-curricular activity)

1. The comic strip for this theme focuses on famous artists. Explore a selection of the
different works of art by those artists making sure to talk about the colors you can see
and if your students like the style or not. You can even try making your own work of art
inspired by one of the artists. Piet Mondrian is a great artist to explore with younger
learners because he uses colorful geometric patterns.
Useful language:
¡Vamos a pintar! ¡Voy a pintar!
Veo algo rojo. Ahora veo algo azul. ¿Ves algo negro?
Es naranja. Son verdes.
Me gusta el amarillo. No me gusta el rosa.
¿Te gusta el azul?
¿Cuál es tu color favorito?
For more ideas about how to use art with young learners in Spanish, check out this blog post:
https://rockalingua.com/blog/teaching-spanish-kids-through-art
17
For more ideas about how to use art with older learners in Spanish, check out this blog post:
https://rockalingua.com/blog/teaching-spanish-kids-through-art-part-2
2. Color mixing: Worksheet Activity 10 focuses on mixing primary colors to make

secondary colors. Make it a class activity by mixing watercolors in clear plastic cups or
on white paper to physically see the change.
Part 4: Ask and answer

1. Using Worksheet Activity 6 as a guide, have your students create questions to ask their
classmates about other objects that can be found in the classroom. For example,
¿Cuántas sillas hay? Hay…. ¿Cuántas mesas hay? Hay…. ¿Cuántas plantas hay? Hay….
2. Conduct a class poll using the question: ¿Cuál es tu color favorito?

Have students ask their classmates and report their findings. You can then create a bar
graph or pie chart to show the results.
3. Give each student a flashcard with a color on it. Students mingle and ask their
classmates if they like that color before trading flashcards.
Student 1: ¿Te gusta el morado?

Student 2: Sí/no. (Sí me gusta [el color morado]/ No me gusta [el color morado].)
Both students ask and answer before exchanging flashcards and moving on to repeat
the process with a new classmate.
*Don’t forget that Rockalingua has a “comecocos” craft tutorial and template to
practice colors and WH- questions in Spanish! : )
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Las frutas
Fruits
RESOURCES
● Song ● Online games ● Flashcards
● Video ● Short story - Tengo
● Worksheets hambre / I’m hungry
LANGUAGE FOCUS
(No) me gustan los/las… /(No) me gusta naranja, manzana, plátanos, cerezas, fresa,
el/la… (GUSTAR) uvas, piña, pera, sandía, coco, kiwi, mango,
ciruelas, higos, aguacate, moras
Es… / No es… (SER)
Tengo hambre (TENER)

Voy a comer…(IR) (COMER)
TEACHER PREPARATION
● Print and laminate a set of flashcards (24 cards) to use with the class, sets to use in
small groups/pairs + the short story flashcard set
● Realia: Real fruit or plastic fruit
Guide
INSTRUCTIONS
2. Ask simple questions about the lyrics page. If you’re using this as the first lesson make
sure to use gestures and body language to make yourself understood.
19
¿Es un elefante?
¿Es un perro?
¿Es comida?
¿Es una pizza?
¿Es una manzana?
¿Qué es?
Students can answer with Sí / No or use a thumbs up, thumbs down system or with simple
answers.
Tell them the topic: LAS FRUTAS / FRUITS
After you’ve listened to the song and the discussed the meaning you can ask these simple
questions:
¿Qué es?
¿Te gusta la manzana?
¿Te gusta la pera?
Tengo hambre (rubbing stomach)… voy a comer las uvas (mimic eating grapes). ¿Tienes
hambre? ¿Qué vas a comer?
Part 2: Flashcard activities

accordingly.
b. Ask, answer and swap: Remind the students of the sentence structure: Me gusta
+ fruta. As a class, transform the sentence into a question: ¿Te gusta la
manzana? ¿Te gustan las uvas? Here you can quickly draw attention to the
singular versus the plural before practicing orally. Give each student a fruit
flashcard. Students mingle and ask their classmates if they like that fruit. After
the exchange is finished, students should swap flashcards before finding a new
partner.
Student 1: ¿Te gusta la pera?
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Student 2: Sí. / No. (Me gusta la pera / No me gusta la pera)
¿Te gustan las moras?
Student 1: Sí. / No. (Me gustan las moras/ No me gustan las moras)
c. ¿Quién tiene los plátanos?: This game can be played after watching the short
story, which uses these grammatical structures. Give each student one
flashcard, putting it facedown on the desk. Tell them that it’s a secret and no one
can know which flashcard they have (¡Es un secreto! ¡Shhhh!). Tell the class that
you’re hungry and you’re going to eat bananas, but sadly you don’t have any so
you’re looking around the room for them.
Tengo hambre. ¿Qué voy a comer…? ¡Voy a comer plátanos! Pero… no

tengo plátanos.
Choose a student to ask.
Teacher: Carla, ¿Tienes los plátanos?

Carla: Sí/No. (Sí tengo los plátanos. / No tengo los plátanos).
* If you play the game multiple times you can add that they tell you what they
have, No tengo los plátanos tengo las uvas.
Show the card to the class and leave it face up on the desk. Ask the students
until you find what you’re looking for.
Variation: choose a different fruit each time, have students play in small
groups after you’ve played as a class, or have a student take over the role
of the teacher deciding which fruit they are looking for.
d. Play memory: Play memory in pairs with sets of flashcards or mix it up by

playing in teams!
e. Whisper and touch: Put the flashcards you want to practice on the board. Divide
the class into two teams and have them stand in a single file line. The student at
the front is the student responsible for touching the correct vocabulary card. The
teacher whispers the name of one of the vocabulary cards to the student in the
back of the team lines. The students must then whisper the word down the line
until it reaches the first student who will run to the board and touch the card.
Variation: Stick the flashcards around the room and have the students pick them
up and bring them to you saying the name of the vocabulary card.
2. Hot Potato Ask and Answer: Get in a circle. Choose an object that will be passed
around the circle. You can pass it while listening to the FRUITS song or by counting to a
21
specific number. If you’re using the song, when the music stops the student holding the
object will answer a question asked by the teacher practicing the high frequency verb
GUSTAR.
Teacher: ¿Te gustan los plátanos?

Student: Sí/no. (Me gustan los plátanos / No me gustan los plátanos)
Variation: Pass around two objects and have one student ask the question and the other
answer.
3. I’m hungry story: This worksheet focuses on the high frequency verbs TENER (tengo…)
and IR (voy…) and can be printed with text or without text.
○ To use the FLASHCARDS without the words print them or project them on the
board.
○ Create a story with help from your students, making sure to really explore the
different options that the dinosaur could find in the refrigerator: Tengo hambre,
voy a comer un elefante. NO…. voy a comer…. + have students make guesses
here (some might use words in their L1, you can encourage words they already
know in Spanish or translate in the moment).
○ Have students create their own version using the same structure Tengo hambre,
voy a comer…. And share their ideas with the class.
○ *To practice with text you can print out the pictures and text separately and have
the students put the pictures with the correct words before reading through the
story.
22
Buenos días + Saludos
Good morning + Greetings
RESOURCES
● Song ● Worksheets ● Picture Dictionary
● Video ● Online games
LANGUAGE FOCUS
¿Qué haces por la mañana? / Por la mañana… buenos días, buenas tardes, buenas noches,
(HACER) dormir, quitarse la ropa, ponerse el pijama,
cepillarse los dientes, irse a la cama
¿Cuándo dices…? (DECIR)
¿Cuándo vas a…? (IR)
TEACHER PREPARATION
Guide
INSTRUCTIONS
Part one: Introduce the topic
¿Te levantas por la mañana o por la noche?

¿Te duermes por la mañana o por la noche?
¿Cuándo te quitas la ropa: por la mañana, por la tarde o por la noche?
23
¿Cuándo te pones la pijama: por la mañana, por la tarde o por la noche?
Tell them the topic: BUENOS DÍAS / GOOD MORNING --- SALUDOS / GREETINGS
After you’ve listened to the song and the discussed the meaning you can ask these questions:
¿Cuándo dices buenos días? (por la mañana, por la tarde, por la noche)
¿Qué dices cuando te levantas?
¿Cuándo dices buenas tardes? (por la mañana, por la tarde, por la noche)
¿Cuándo dices buenas noches? (por la mañana, por la tarde, por la noche)
¿Qué dices cuando te vas a dormir?
¿Cuándo te pones la pijama?
¿Cuándo te vas a dormir?

a. Teach greetings with manners: Combine greetings with manners by adding these
useful words. Make sure to use gestures to explain and to help your students
remember (waving hello/goodbye, sneezing and having your students tell you
salud, knocking something off of a student’s desk and saying perdón)
hola = hello
adiós = goodbye
por favor = please
gracias = thank you
de nada = you’re welcome
perdón = excuse me
salud = said when someone sneezes “health”
b. Questions you can ask your students: After completing Worksheet Activity 3 + 4
ask these questions:
¿Cuándo te levantas?
¿Cuándo desayunas?
¿Cuándo vas a la escuela?
¿Cuándo vas a clase?
¿Cuándo vas a casa?
¿Cuándo estudias?
¿Cuándo te pones el pijama?
¿Cuándo te cepillas los dientes?
¿Cuándo te duermes?
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¿Qué haces por la mañana?
¿Qué haces por la tarde?
¿Qué haces por la noche?
Part 3: Cultural comparison

Learn about greetings around the world. These videos show greetings from around the world.
Invite your students to try some of the greetings, especially the Spanish ones!
1. Greetings from all different countries with subtitles in English:

https://thekidshouldseethis.com/post/greetings-around-the-world
2. Greetings that involve movement (bows, hand holding, kisses, etc):
https://www.youtube.com/watch?v=pe999mVg8qA
Los días de la semana

Days of the Week
RESOURCES
LANGUAGE FOCUS
Hoy es… / Los días de la semana son siete. entresemana, fin de semana, lunes, martes,
Mis asignaturas favoritas son.... (SER) miércoles, jueves, viernes, sábado, domingo
Tengo… / Tiene clase de música. asignaturas, clase de arte/arte, clase de

¿Qué día tienes…? (TENER) educación física, matemáticas, ciencia,
música
25
¿Qué haces los fines de semana?
¿Qué haces los lunes? (HACER) Voy al cine, voy a la escuela, juego en el
parque, juego en el recreo
TEACHER PREPARATION
● Realia: class schedule, calendar
Guide
INSTRUCTIONS
¿Es una manzana?

¿Es una casa?
¿Es la escuela?
¿Hay personas, animales, fruta…?
¿Ves...?
Tell them the topic: DÍAS DE LA SEMANA / DAYS OF THE WEEK
questions:
¿La semana tiene 3 días?

¿La semana tiene 5 días?
¿Los días de la semana son....?
¿Vamos a la escuela los lunes?

¿Vamos a la escuela los martes?
¿Vamos a la escuela los sábados?
¿Vamos a la escuela todos los días?
¿Cuándo vamos a la escuela?
26
¿Cuál es tu día favorito?
Make it personal by asking questions specific to your class schedule:
¿Tienes/tenemos arte los lunes?

¿Qué días tienes/tenemos clase de música?
¿Cuándo tienes/tenemos matemáticas?
Part 2: Activities
1. Vocabulary practice:
accordingly. Variation: Mix up the cards and have a competition to see who can
put them in order the fastest.
b. Sort it out: Generate a class list on the board of different hobbies that your
students have and activities they do throughout the week. In small groups/pairs
have the students sort the activities based on when they do them. You can sort
them into the categories of “entresemana” / fin de semana or you can have the
students sort them by the days of the week that they do them. For example, Los
lunes voy a la escuela. Los sábados juego a fútbol.
c. Calendar questions: Project an image of the current month. Ask questions about
the days of the week in that month. ¿Qué día es hoy? ¿Qué día es mañana? ¿Qué
día fue ayer? ¿Cuántos días lunes tiene este mes? ¿Cuántos fines de semana
tiene este mes? ¿Cuántas semanas completas tiene este mes? ¿Cuántos días
tiene este mes?
d. Create a picture calendar + ask and answer: Combine days of the week
vocabulary with hobbies/activities/routines to practice in a context that is
meaningful to your students. You can prepare a 1 week calendar template
beforehand or have students draw the calendar in their notebooks. Have them fill
in the days of the week and the activities they do on each day. Once they have
completed their individual calendars you can ask these questions: ¿Qué días vas
a la escuela? ¿Qué días juegas en el parque? ¿Qué días lees un libro?
27
As a class think of the questions we can ask our classmates. For example, ¿Qué
haces los lunes? ¿Qué haces los fines de semana? ¿Qué haces entresemana?
Ask and answer the questions as a class before having the students get up and
mingle. They can ask and answer questions with different partners, looking at
their visual calendars for help. Extend upon it by having them report what they
found out about their classmates back to the class when the activity finishes.
Aficiones
Hobbies
RESOURCES
● Song ● Worksheet (difficult) ● Short story
● Video ● Picture Dictionary/
● Worksheet (easy) Flashcards
LANGUAGE FOCUS
Voy a/al… (IR) Jugar al: fútbol, tenis, baloncesto, béisbol,

voleibol
¿Qué haces (el jueves)? (HACER)
Ir de: compras, camping
¿Quieres jugar? (QUERER + verb)
Hacer: arte, gimnasia
(No) Me gusta (GUSTAR)
natación/nadar, baile, cine, jugar a
videojuegos, montar en bici, tocar la guitarra,
cocinar, patinar, pintar, leer
28
TEACHER PREPARATION
small groups/pairs
● A copy of all the worksheets you will use for each student - This topic has an easy and
difficult version of the worksheets, choose the appropriate one for your class level
Guide
INSTRUCTIONS
¿Está comiendo?
¿Está durmiendo?
¿Está contento/triste/enfadado/cansado?
¿Te gusta jugar al fútbol?

¿Te gusta jugar al tenis?
¿Te gusta ir al cine?
Tell them the topic: AFICIONES / HOBBIES
After you’ve listened to the song and the discussed the meaning you can ask these yes/no
questions:
¿Quién juega a fútbol?

¿Quién juega a tenis?
¿Quién va al cine?
¿Cuando juegas a fútbol? (students answer: lunes… martes… etc) / ¿El lunes juegas a fútbol?
(students can answer yes/no or thumbs up thumbs down)
29
a. TPR: Students can either stand in a circle or stand up at their desks. The teacher
says a hobby: comer un helado, bailar, pintar, jugar al tenis… and the students act
out that activity. When the teacher says rojo everyone must freeze. Those who
are moving when they should be frozen must sit down. You can play until there is
a winner (the last student standing) or you can choose a student to take over the
role of the teacher. You can switch out the student who is giving the commands
and have the students who are sitting down stand back up with each changeover.
b. Find it fast: Divide the class into two teams. Choose a team name and put it on
the board. Put the flashcards you’ll practice or the vocabulary words (for classes
that don’t need the visual input) on the board. Create a line on the floor that the
students will stand behind. Have a representative from each team come to the
front of the room and stand facing the board, behind the line. Give the two
students a fly swatter. Say a vocabulary word and the first to swat the word wins
a point for the team. Change players. The team with the most points wins a
reward (reward could be choosing and dancing to their favorite song!).
c. Listen and order: Divide the class into pairs or small groups. Give each group one
a. Disappearing flashcards: Put all of the flashcards you want to practice on the
rewarding the team that guesses the correct card with a point
d. Vocabulary swap: Go over vocabulary words and pronunciation. Give each

student one flashcard and have them cover the words with their fingers (you can
also put a post it note over the words/tape if you have them laminated, or fold it
down). Students mingle and form pairs. Looking at the image on the flashcard
of their partner they must say the corresponding vocabulary word. If both
students answer correctly, they keep their cards. If one misses, they swap cards
before finding a new partner to practice with.
2. Vocabulary + high frequency structure GUSTAR
30
a. Give one flashcard from the set of flashcards to each student. Remind the
students of the sentence structure: Me gusta….
Example: Me gusta jugar fútbol.
As a class, transform the sentence into a question: ¿Te gusta jugar fútbol?
Students mingle and form pairs. Each student should ask their partner using the
structure ¿Te gusta(n) + flashcard vocabulary word? The partner answers using a
simple yes/no or a full sentence. Both partners ask and answer before switching
vocabulary cards and finding a new buddy to ask and answer with.
Variation: Give one flashcard to each student. The student will then
mingle around the classroom interacting with classmates:
Student 1: Voy a jugar al tenis. ¿Te gusta jugar al tenis?

Student 2: Sí/No.
Student 1: ¿Quieres jugar?
Student 2: Sí/no
Part 3: DIFFICULT Worksheet version

The worksheets can be done in the order that best fits your class and your class needs. This
guide can serve as a tool, but no one knows your class better than you. Here are some
additional activities and ideas that you can use to expand upon the worksheets or accompany
them.
1. Worksheet Activity 6: Cut up the worksheet and match the pictures with the words.
Make it into a race, do it in pairs/teams/groups or individually.
2. SORTING ACTIVITY: Before completing Worksheet Activity 8 have students put the cut
up picture cards from Worksheet Activity 6 into three categories: No me gusta, me gusta,
me encanta sorting them based on their own personal preference.
Variation: Do it in pairs and have each student tell their pair their
preferences while they sort the cards into one of the three categories.
3. Worksheet Activity 8 Present the information to the class. Practice listening for specific
information by having students that have the same sentence written on their paper raise
their hand.
4. WHOLE CLASS ACTIVITY: After completing Worksheet Activity 10 individually create the
perfect week as a class.
31
5. Activity 14 Comic variation: White out specific information from the comic. Depending
on your class, you could choose to white out the days of the week and the name of the
activity or the verbs. Have the students work individually or in pairs to try to fill in the
missing words. After they have made their guesses the teacher reads the comic aloud
and the students check to see if they’ve filled in the correct information. Read the comic
in pairs and as a whole class.
6. Worksheet Activity 17+18 can be used at any time and are great for fast finishers or
when you have extra class time, but not enough to start on the next task.
Part 4: EASY Worksheets version

1. Worksheet Activity 2: Print a picture of the characters and put them on the
board. Under each character put the activities that correspond to them for the
three categories: me gusta, no me gusta, me encanta taking the time to practice
pronunciation and having your students repeat after you.. Once the three
characters are on the board with their information, ask the class simple
questions about the characters.
Timbo:
¿Le gusta tocar la guitarra?
¿Qué le encanta a Timbo?
¿Te gusta jugar a tenis?
Ila
¿Le gusta cocinar?
¿Qué le gusta?
¿Le encanta tocar la guitarra?
¿Qué le encanta?
Chatarra
¿Qué le encanta a Chatarra?
¿Le gusta arreglar cosas?
¿Le gusta nadar?
¿Te gusta nadar?
2. Worksheet Activity 3 (Ask and Answer): After completing the worksheet

transform the sentences into question form: ¿Te gusta bailar? Do some
examples as a class before having the students transform their own sentences
into questions. Ask three classmates the questions.
Variation: After completing Worksheet Activity 3 help the students create and
practice the question form: ¿Qué te gusta? ¿Qué no te gusta? ¿Qué te encanta?
32
Have two students come to the front and ask and answer the questions. Practice
asking and answering in pairs, changing pairs once they’ve both asked and
answered.
33
Los meses del año
Months of the Year
RESOURCES
● Song ● Worksheets ● Video comic
LANGUAGE FOCUS
...son los 12 meses del año. los meses, un año, enero, febrero, marzo, abril,
¿Cuándo es tu cumpleaños? / Mi cumpleaños mayo, junio, julio, agosto, septiembre, octubre,
es… (SER) noviembre, diciembre
Un año tiene.../ Un mes tiene… las estaciones, el verano, el otoño, el invierno,

¿Cuántos meses tiene un año? /¿Cuántos días la primavera
tiene este mes? (TENER)
¿Qué mes hay…? / Hay… (HABER)
TEACHER PREPARATION
● Realia: Full year calendar, calendar pages of individual months
Guide
INSTRUCTIONS
34
¿Es una manzana?
¿Es una casa?
¿Es la escuela?
¿Hay personas, animales, fruta…?
¿Ves...?
Tell them the topic: LOS MESES DEL AÑO / MONTHS OF THE YEAR
¿Un año tiene 7 meses?

¿Un año tiene 5 meses?
¿Los meses del año son....?
¿Cuándo empieza el año?

¿Hace calor en diciembre?
¿Hace calor en agosto?
¿Hace calor o frío en enero?
¿Cuál es tu mes favorito?

¿Tienes/tenemos clases en el mes de...?
¿Cuándo empezamos la escuela? / ¿En qué mes empezamos la escuela?
¿Cuándo terminamos la escuela? / ¿En qué mes terminamos la escuela?
Part 2: Activities
1. Vocabulary practice:
b. Sort it out: Sort the months into seasons el verano, el otoño, el invierno, la
primavera. You can also sort them by months that it’s hot/cold in your area: Hace
calor / hace frío.
c. Calendar questions: Project an image of a calendar or use your class calendar.

Ask questions about the months of the year. ¿En qué mes estamos? ¿Cuántos
viernes tiene este mes? ¿Cuántos días tiene el mes de…? ¿Cuántos meses tiene
un año? ¿Cuántos días tiene un año? ¿Cuántas estaciones tiene un año?
35
¿Cuántos días lunes tiene el mes de abril? ¿Cuántos fines de semana tiene el mes
de enero? ¿Cuántas semanas completas tiene este mes? ¿Cuántos días tiene
este mes? *You can transform these questions into a simpler form by making
them yes/no questions.
d. Meses Macarena: Help your students remember the order of the months of the
year by dancing with them to the tune of the Macarena. The dance has 12
moves, one for each month of the year. Do the movement and sing the name of
the month. Instead of saying “Hey Macarena!” say “Los meses del año!” and
jump to change directions.
e. Create a birthday bar graph: After completing Worksheet Activity 6 (a speaking

activity) take the data gathered and create a bar graph to see a visual
representation of the number of students that have birthdays in each month. Ask
the questions from Worksheet Activity 7 using the bar graph as a reference.
f. Birthday hot potato: This low-prep activity focuses on one of the most difficult
skills when learning a foreign language: oral production. Get in a circle. Pass a
ball around to music. When the music stops the person with the ball has to
answer the question: ¿Cuándo es tu cumpleaños? After the students get the hang
of the activity the teacher can limit their own participation in the game by asking
the student with the ball to choose another student and ask the question (playing
the role the teacher did before).
36
Las estaciones
Seasons
Related resources and themes: Summer short story, Fall, Winter and Spring.
RESOURCES
● Song ● Worksheets ● Flashcards
● Video ● Online games ● Craft
LANGUAGE FOCUS
Hace frío / Hace calor (HACER) las cuatro estaciones, invierno, verano,
primavera, otoño, el frío, el calor, las hojas, el
¿Te gusta el verano? / Me gusta el invierno. árbol, las flores, el año, los meses
(GUSTAR)
¿Cuántas estaciones hay en un año? (HABER)

Hay flores en la primavera.
TEACHER PREPARATION
● Print and laminate a set of flashcards to use with the class (13 cards)
Guide
INSTRUCTIONS
¿En verano hace frío o calor?

¿En invierno hay flores?
37
¿Qué hay en invierno?
¿Cuántas estaciones tiene el año?
¿En qué estación estamos ahora?
¿En qué estación hace más calor?

¿En qué estación hace más frío?
¿En qué estación se caen las hojas de los árboles?
¿Cuántas estaciones tiene un año?
¿Cómo se llaman las estaciones?
Part 2: Games and activities
a. Meses Macarena: Review the months of the year by dancing to the tune of the
Macarena. The dance has 12 moves, one for each month of the year. Do the
movement and sing the name of the month. Instead of saying “Hey Macarena!”
say “Los meses del año!” and jump to change directions.
b. Match words to images: Have the students cut up the lyrics sheet, separating the
words from the images. Make sure that students cut out the sentence or line of
the song and not each individual word. Work in pairs to match the words with the
images.
c. Ask and answer: Divide the class into four groups. Each group will complete the
activity for a different season. Practice the questions:
¿Te gusta + season?

¿Qué te gusta hacer en + season?
¿Qué te gusta comer en + season?
Have the students ask their classmates before reporting the answer back to the
class.
d. Wall Chart: Create a wall chart with the four seasons. Have your students draw
and label different things that can be found in each season. For example: En
primavera hay flores. En invierno hay nieve.
38
El otoño
Autumn
RESOURCES
● Video ● Online games ● Short Story
LANGUAGE FOCUS
Estamos en otoño. (ESTAR) otoño, árbol, hojas, lluvia, viento, frío, nubes,
días cortos, noches largas, pájaros, setas,
En el otoño hay… (HABER) calabaza, coliflor, judías verdes, uvas,
manzana, higo, granada, castaña, pera,
aguacate, moras, nuez/nueces
¿Te gusta…? / (No) me gusta… (GUSTAR)
TEACHER PREPARATION
● Realia: leaves for leaf art
Guide
INSTRUCTIONS
39
¿Hace sol?
¿Hace calor?
¿Hace mucho o poco frío?
¿Los árboles son verdes?
¿De qué color se ponen las hojas de los árboles?
Tell them the topic: EL OTOÑO / AUTUMN
¿Es verano?
¿Es primavera?
¿Es otoño?
¿Los días son más largos o más cortos?
¿Qué dicen las hojas?
¿Qué colores podemos ver en el otoño?

a. Find it fast: Divide the class into two teams. Choose a team name and put it on
reward (dancing to their favorite song!).
b. Disappearing flashcards: Put all of the flashcards you want to practice on the
rewarding the team that guesses the correct card with a point.
c. Ask, answer and swap: Practice the high frequency structure of GUSTAR with the
autumn fruits, nuts and vegetables vocabulary flashcards. Remind the students
of the sentence structure: Me gusta + flashcard word. As a class, transform the
sentence into a question: ¿Te gusta la calabaza? ¿Te gustan las uvas? Here you
can quickly draw attention to the singular versus the plural before practicing
40
orally. Give each student a flashcard. Students mingle and ask their classmates
if they like it. After the exchange is finished, students should swap flashcards
before finding a new partner.
Student 1: ¿Te gusta la calabaza?

Student 2: Sí. / No. (Me gusta la calabaza / No me gusta la calabaza)
¿Te gustan las uvas?
Student 1: Sí. / No. (Me gustan las uvas/ No me gustan las uvas)
d. Do a cross-curricular project: Discover the Monarch butterfly migration in

Spanish. Find ideas for teaching it and questions you can ask here:
https://funforspanishteachers.com/2017/07/monarch-butterfly-migration/
Part 3: Act out a poem

Here are two examples of simple poems that use fall vocabulary. Another option is to create a
poem with the class using the list of vocabulary and think of the choreography to go with it.
Poem 1:
Los pájaros marchan, (arms flapping like a bird)
Buscando el calor. (Hand above your eyes like you’re looking for something)
Las hojas se caen, (Drop down to the floor)
Y cambian de color.
El día es más corto, (Arms out wide, bring hands in to mimic short)
Calienta poco el sol. (Shiver and rub arms)
Las setas y las uvas,
Que ricas son! (eating something delicious)
Poem 1 source: http://trabajandoenedinf.blogspot.com/2016/10/10-poesias-para-el-otono.html
Poem 2:
Es el otoño,
los pájaros se van, (arms flapping like a bird)
41
el día es más corto, (Arms out wide, bring hands in to mimic short)
y el frío empieza ya. (Shiver and rub arms)
Abrigos y chaquetas, (Zipper up a jacket)

que yo vestiré,
paraguas y botas, (open an umbrella and put on boots)
que yo estrenaré.
El otoño ha llegado
¡abrígate bien! (Yell this as a class!)
Poem 2 source: https://es.slideshare.net/agustinasva/poesa-del-otoo-4-aos
Cosas de la escuela
School objects and subjects
Related content: Before completing the Worksheet Activities 8 + 9, which focus on the school
schedule, practice or review telling time with the video and song, What time is it?
RESOURCES
● Video ● Online games ● Flashcards
LANGUAGE FOCUS
Necesito… / ¿Tienes…? / Me das… lápiz, libro, tijeras, mochila, mesa, silla, puerta,
(NECESITAR / TENER / DAR) tarea, cuaderno, carpeta, borrador, marcador,
regla
¿Cuál es tu asignatura favorita?
Mi asignatura favorita es arte. (SER) asignaturas, mate, música, ciencias, arte,
biblioteca, historia, lengua, español,
Me gusta la clase de… / ¿Te gusta la clase
de…? (GUSTAR) leer, escribir, entrar y salir, cortar cosas, llevar
42
cosas, poner cosas, sentarse
TEACHER PREPARATION
● Print and laminate a set of flashcards to use with the class (32 cards) and sets to use in
pairs/small groups
● Realia: school objects, the class schedule, a class schedule from another country to
compare and contrast
Guide
INSTRUCTIONS
¿Es una pizza?

¿Es un lápiz?
¿Qué ves?
¿Ves un/a…?
¿Es un libro? (Pointing to an object)

¿Tienes un libro?
¿Para qué se usa un libro?
¿Es una mesa? (Pointing to an object)

¿Tienes una mesa?
¿Para qué se usa una mesa?
¿Es una mochila? (Pointing to an object)

¿Tienes una mochila?
43
¿De qué color es tu mochila?
¿Para qué se usa una mochila?
If you’ve already practiced the high frequency structure GUSTAR you could use it here with the
school subjects:
¿Te gusta la clase de música?

¿Te gusta la clase de historia?
Part 2: Activities
1. Flashcard activities:
a. Disappearing flashcards: Put all of the flashcards you want to practice on the
b. Find it fast: Divide the class into two teams. Choose a team name and put it on
c. Pass the flashcards: Pass out flashcards to some of the students, making sure
that not everyone has one. Play the winter themed song and pass the flashcards
around the class. Stop the music suddenly. The students with the flashcards
stand up and name their card. Repeat the process. Variation: call out a
vocabulary word and the student with that flashcard stands up
d. Ask, answer and swap: Practice the high frequency structures of NECESITAR and
DAR with the core vocabulary. Give each student a school supply flashcard.
Students mingle and ask their classmates if they need that object. If the
classmate says yes, then the students can decide to give it to them or not. When
the interaction is finished, students should exchange flashcards before finding a
new partner.
Student 1: Tengo el libro. ¿Necesitas el libro?
44
Student 2: Sí. ¿Me das por favor? / No, gracias.
Student 1: Sí, toma. / No, lo siento.
e. ¿Quién tiene...?: Give each student one flashcard, putting it facedown on the
desk. Tell them that it’s a secret and no one can know which flashcard they have.
Tell the class that you are doing a project and you need some school supplies,
but sadly you don’t have any so you’re looking around the room for them.
Voy a hacer un proyecto. Necesito escribir.

¿Qué se usa para escribir?
Necesito un lápiz. (Looking around the room as if searching)
Choose a student to ask.

Teacher: Carla, ¿tienes el lápiz?
Carla: Sí/No. (No tengo el lápiz. / No tengo el lápiz, tengo la mochila.)
Show the card to the class and leave it face up on the desk. Ask the students
until you find what you’re looking for. If the student says yes, you can ask the
simple question: ¿Necesitas el lápiz? And if the student says no, you could also
work in the idea of giving it: ¿Me das por favor?
Variation: Have students play in small groups or have a student take over the role
of the teacher deciding which school supply they are looking for.
2. Ask questions about objects in your classroom:

a. Jump if you have...: Have your students complete an action verb if they have the
school supply you say. Salta si tienes una mochila (verde). Ponte de pie si tienes
un libro (de arte). Anda si tienes dos lápices.
Variation: Use other action verbs. Salta/anda/nada/lee/escribe/levanta...

si tienes una silla.
b. Ask True/False questions about objects in your classroom: Make statements

about your classroom and have students decide if they are verdadero/falso or
correct the information to make it true.
Hay 10 mesas en la clase.

Hay 20 sillas en la clase.
Jon tiene un lápiz.
Erika usa su mochila para llevar cosas.
Se usa un libro para comer.
45
Part 3: Ask and answer

1. Conduct a class poll using the question: ¿Cuál es tu asignatura favorita?
Students ask their classmates and report their findings. On the board or in small groups
create a bar graph to show the results.
2. Give each student a flashcard with a school subject on it. Students mingle and ask their
classmates if they like that subject before trading flashcards.
Student 1: ¿Te gusta la clase de arte?

Student 2: Sí/no. (Sí me gusta [la clase de arte]/ No me gusta [la clase de arte].)
Both students ask and answer before exchanging flashcards and moving on to repeat
the process with a new classmate.
Rutina comienzo de clase

Beginning of the class routine
RESOURCES
● Video ● Short story
LANGUAGE FOCUS
¿Cómo estás? / Estoy bien. (ESTAR) contento/a, triste, bien, cansado/a, aburrido/a,
enfadado/a
46
¿Qué día es hoy? / Hoy es martes. (SER) lunes, martes, miércoles, jueves, viernes,
¿Qué hora es? / Son las tres. sábado, domingo
¿Qué tiempo hace? / Hace sol. (HACER) primavera, verano, otoño, invierno
está lloviendo, está nevando, hace calor, hace

Estamos en primavera. (ESTAR)
frío, hace sol, hace viento
TEACHER PREPARATION
● Flashcards from the theme ¿Qué tiempo hace hoy?
Guide
INSTRUCTIONS
¿Timbo está triste?

¿Timbo está contento? ¿Está bien?
¿Es el lunes?
¿Es el martes?
¿Hace viento?
¿Hace sol?
¿Son las tres?
Introduce the topic: RUTINA COMIENZO DE CLASE / BEGINNING OF THE CLASS ROUTINE
¿Cómo está Timbo? ¿Y tú?

¿Qué día es (en la canción)? ¿Y hoy?
47
¿Qué tiempo hace (en la canción)? ¿Y aquí?
¿Qué hora es?

a. Playdough faces: Create a sheet of paper with blank circles. Laminate it and
have your students create faces that show a mood or feeling. You can have them
create the feeling you tell them (practicing listening and deciphering meaning) or
create their own and tell you which they’ve chosen. This activity can be used to
practice, review, warm-up or cool down - and is a great time for individual
practice. The teacher can easily monitor and have one on one interactions with
students to check for understanding.
b. How are you activity: Write ¿Cómo estás? on the board and draw six big circles.
In each circle put one of the “feelings” vocabulary words. Choose a student to
come to the front to ask their classmates how they are. When the classmate
answers they put a tick in that circle. Once all of the students have answered,
count how many students feel each different way. Expand by asking why or
talking about how to make those who aren’t happy, happier.
c. Listen and order: Write the days of the week on seven cards (create enough cards
to play in small groups). Divide the class into pairs or small groups. Give each
group one set of cards. Say the order of the days of the week and have the
students listen and put them in order (lunes, martes, miércoles, jueves, viernes,
sábado, domingo). The fastest group to put them in the correct order wins a
point. Say a new order and rearrange the flashcards accordingly (martes,
miércoles, jueves, viernes, sábado, domingo, lunes). Variation: Mix up the cards
and have a competition to see who can put them in order the fastest.
d. True or False: Using the flashcards from the theme ¿Qué tiempo hace hoy?, hold
up a flashcard and make a sentence about it. The students respond with Sí/no or
verdadero/falso. For example:
Teacher: (holding up the flashcard nieve): Hace sol.
Students: No!
e. Sorting activity: Use the flashcards from the theme ¿Qué tiempo hace hoy? As a
class, generate a list of clothing by looking at what people are wearing and
48
looking at the Worksheet Activity Toda la información de mi día. In pairs/small
groups sort the clothing into the category of weather you would wear it in.
Rutinas diarias
Daily Routines
RESOURCES
● Song + video ● Worksheets + craft ● Video comic
● Short Story ● Online games ● Flashcards
LANGUAGE FOCUS
Tengo….. años (TENER) rutinas diarias, dormir, comer, desayunar,

levantarse, ir a la escuela, cenar, ir a casa, leer,
Soy de… (SER) estudiar, acostarse, vestirse, lavarse las
manos, ducharse, cepillarse los dientes
Voy a… (IR)
Esto es lo que hago un día de escuela… / ¿Qué

haces…? (HACER)
TEACHER PREPARATION
small groups/pairs
● Realia: Record a video about your daily routine to show in class
Guide
49
INSTRUCTIONS
¿Está en la escuela?
¿Está en casa?
¿Dónde está?
Students can answer with Sí / No or use a thumbs up/thumbs down system or with simple
answers.
Introduce the topic: RUTINAS DIARIAS / DAILY ROUTINES
¿Te levantas por la mañana o por la tarde?

¿Desayunas en casa o en la escuela?
¿Cómo vas a la escuela? En bici, en bus, en coche...
¿Comes en la escuela o en casa?
¿Cómo vas a casa?
¿Te gusta estudiar?
¿Con quién cenas? / ¿Cenas con tu familia?
¿Te gusta leer? / ¿Lees mucho o poco?
¿Te gusta dormir? / ¿Duermes mucho o poco?

accordingly.
b. Act it out: Put the flashcards in a hat or magic box. Have one student come to
the front of the class and pull a flashcard out of the hat without showing the
50
class and act out the verb on the flashcard. The other students can guess by
raising their hand. The student who guesses correctly gets to act next.
c. Sorting: Have students cut up the lyrics sheet and sort the activities into what
they do in the morning, afternoon, and at night - por la mañana, por la tarde, por la
noche. Once they’ve had time to sort the cards, ask questions to each group or
individual students.
¿Qué haces por la mañana? ¿Qué haces por la tarde? ¿Qué haces por la noche?
The answer can be simple - Yo me levanto. - or can be longer - Por la mañana yo

me levanto.
Keep it simple by making the questions yes/no: ¿Te levantas por la mañana?
You can also give ask questions that give options, ¿Estudias en el parque o en tu
casa?
Sort by location: en la escuela, en la casa

¿Te levantas en la escuela? ¿Te levantas en el parque? ¿Dónde te levantas?
¿Desayunas en la clase? ¿Desayunas en la cama? ¿Dónde desayunas?
¿Estudias en el cine? ¿Estudias en el zoo? ¿Dónde estudias?
d. Throw the dice: For this game you’ll need dice and flashcards. You can play in a
circle on the floor or everyone in their seats looking at the board. Choose six
flashcards and put them face down (on the board or on the floor). Number the
cards one to six. Have a student roll the dice and say the number out loud.
Count as a class until you reach the corresponding flashcard. Flip over the card
and the student who rolled must say the vocabulary word or use it in a sentence.
Cenar /Yo ceno.
If the student gets the word correct the card stays flipped over. If they say the
wrong vocabulary word, practice the word as a class before flipping the card back
over. If the student gets the word correct they continue and if they miss, pass the
dice to another student and repeat the game until all six cards are turned over
correctly.
51
2. Create your perfect day: Using the comic in Worksheet Activity 8 as a reference, have
students create their idea of a perfect day in pairs or small groups. Share El día
perfecto… with the class and have the groups vote for the day they like best. Group that
gets the most votes wins!
Variation: Create a comic strip of El día perfecto in pairs or small groups. Find more
ideas for using comics in the classroom here:
https://rockalingua.com/blog/how-use-comics-your-spanish-classroom
Part 3: Mini Presentations: Mi rutina diaria

Using the template in Worksheet Activity 7 and Worksheet Activity 6 as a reference, have
students create mini presentations about themselves and their typical day.
Present in front of the class, keeping the class engaged by asking questions about each
presentation. Don’t forget to praise the speaker, getting up in front of the class in a second
language is hard work!
Variation: Make it easier by creating the mini presentation without using time. Make it digital by
having students take pictures of their daily routine that they can show in class and describe OR
have them record short videos that can be used in class to wrap up the theme and give an
opportunity to ask questions about the lives of each student.
Here’s a version of a high school exchange student showing his daily routine in the USA to give
you some good ideas: https://www.youtube.com/watch?v=LyL25i5Kz20
52
*Don’t forget that Rockalingua has a craft tutorial and template to practice the daily
routine vocabulary and time! : )
Sentimientos 1 (estados de ánimo)

Feelings 1 (feelings and moods)
The theme of feelings is divided into two levels (1 and 2). Feelings 1 focuses on feelings and
moods with the high frequency verbs ESTAR, TENER and a quick look at SER while Feelings 2
expands upon the vocabulary and explores the differences between SER and ESTAR as well as
the masculine and feminine forms in third person singular and plural.
RESOURCES
● Video ● Online games ● Short Story
LANGUAGE FOCUS
Estoy.... / ¿Cómo estás? (ESTAR) ESTAR: aburrido, cansado, enfermo, confuso,

enamorado, contento, triste, decepcionado,
Tengo... / ¿Tienes...? (TENER) orgulloso, enfadado
Es… / ¿Es...? (SER) TENER: frío, calor, hambre, sed, sueño, miedo
SER: grande, pequeño
TEACHER PREPARATION
● Print and laminate a set of flashcards (16 cards) to use with the class and sets to be
used in small groups/pairs
Guide
53
INSTRUCTIONS
Example questions:
This topic is something that your students can easily relate to and can be taught with lots of
movement. Go through the lyrics page, having your students act out each of the feelings with
their own personal movement before singing along to the song.
Tell them the topic if they haven’t guessed it by looking at the song lyrics page:
SENTIMIENTOS / FEELINGS
After you’ve listened to the song and the discussed the meaning you can ask your students
these simple questions:
¿Estás contento/a?
¿Por qué estás contento/a?
¿Estás triste?
¿Por qué estás triste?
¿Tienes frío?
¿Tienes calor?
If you’ve already practiced clothing you could ask what about the kinds of clothes you can put
on when you’re hot or cold, or the seasons when you usually feel hot or cold.

practice. Teachers can easily monitor and have one on one interactions with
b. Playdough spelling: Practice the vocabulary by generating a class list on the

board. Have your students create different feelings that are on the list with
54
playdough and then use the playdough to spell the corresponding word. Once
they’ve finished one, they move onto another word in the list. *A good tip is to
encourage them to start with the most difficult words for them for extra practice.
c. Playdough guessing game: Divide the adjectives up among the students so that
each student has one vocabulary word to practice. Have each student create a
visual representation of that word on their desk. When the students are finished,
stand up and take a tour of the different feelings/moods. Ask students what they
see and any follow up questions you see fit. This is a great opportunity to
practice the verb collocations with the feelings. Tiene frío. ¿Tienes frío? Está
contento. ¿Estás contento? Es grande.
d. Flashcard memory: Play memory with the flashcards.
e. Play charades: This theme is perfect for a game of charades! Keep it simple by
having students guess the core vocabulary words or practice the verb
collocations by forming a full sentence. Make it more advanced by having the
students guess why the actor feels that way using the structure: Está [contento]
porque...
f. Match words to images: Cut the names off of the bottom of the flashcards (or
have the students cut up the lyrics sheet separating the images from the words).
Have the students work in pairs to match the words with the images.
g. Feelings Scale: Draw a scale on the board labeling one end with 0 and the other
with 10. You can also choose different increments if you’ve practiced higher
numbers or would like to use it as an opportunity to practice different numbers.
Write the question ¿Cómo estás? on the board. Choose 10 flashcards from the
theme and stick them onto the board to correspond with a number. T
Teacher to student: ¿Cómo estás?

Student: 8 porque estoy cansado.
Students raise their hands to answer. Make a mark by the number/feeling they
answer. When the whole class has answered, count the totals to see how many
students are feeling each way. You can ask follow up questions to find out why
students are feeling a specific way. If it’s a negative feeling you can take the time
to talk about what the class can do to help, give a hug or high five.
A variation would be to put the vocabulary cards around the room and have the
students go and stand near the feeling/mood they most identify with. You could
then ask them follow up questions and count the number of students that
identify with each feeling.
55
h. Feelings hot potato: This is a great activity to play after you’ve seen the video
¿Cómo estás? and the students have been introduced to multiple different ways
to express themselves. This can be played in a circle or if you don’t want
students to move they can play while sitting at their desks. Choose an object to
pass around and make sure to use one of the songs related to feelings. Students
pass the object around the room while the music plays. When the teacher stops
the music the person with the object must answer a question. For lower levels
you can ask the same questions to all of the students, for example, ¿Cómo estás?
or ¿Qué tal estás? (both introduced in the video) and the student answers using
one of the feelings they have learned. For large classes pass around two objects
and have one student ask the question and the other answer the question. For
more advanced levels or after you’ve been working the theme, you can include
¿Por qué estás....?
or on individual tablets/laptops :)
Sentimientos 2 (¿Cómo estás?)

Feelings 2 (How are you?)
The theme of feelings is divided into two levels (1 and 2). Feelings 1 focuses on feelings and
moods with the high frequency verbs ESTAR, TENER and a quick look at SER while Feelings 2
56
expands upon the vocabulary and explores the differences between SER and ESTAR as well as
the masculine and feminine forms in third person singular and plural.
RESOURCES
● Video ● Online games ● Video comic
LANGUAGE FOCUS
Estoy.... / ¿Cómo estás? / ¿Qué tal estás? ESTAR: bien, contento/a, nervioso/a,
Está…. (ESTAR) orgulloso/a, enfermo/a, enfadado/a,
asustado/a, aburrido/a, cansado/a, regular,
enojado/a, decepcionado/a
Es… / ¿Es...? (SER)
(No) me siento bien / me siento mal
TEACHER PREPARATION
● Print and laminate a set of flashcards (22 cards) to use with the class and sets to use in
small groups/pairs
Guide
INSTRUCTIONS
Example questions:
This topic is something that your students can easily relate to and can be taught with lots of
movement! Go through the lyrics page, having your students act out each of the feelings with
their own personal movement before singing along to the song.
Tell them the topic if they haven’t guessed it by looking at the song lyrics page:
SENTIMIENTOS / FEELINGS
57
After you’ve listened to the song and the discussed the meaning you can ask your students
these simple questions:
¿Cómo estás?
¿Qué tal estás?
¿Estás contento/a?
¿Por qué estás contento/a?
¿Estás triste?
¿Por qué estás triste?
Here you can also draw attention to the difference between the masculine and feminine forms
by pointing to a student and asking: ¿Está contento o contenta?

practice. Teacher can easily monitor and have one on one interactions with
b. Playdough spelling: Practice the vocabulary by generating a class list on the

board. Have your students create different feelings that are on the list with
playdough and then use the playdough to spell the corresponding word. Once
they’ve finished one, they move onto another word in the list. *A good tip is to
encourage them to start with the most difficult words for them for extra practice.
c. Playdough guessing game: Divide the adjectives up among the students so that
each student has one vocabulary word to practice. Have each student create a
visual representation of that word on their desk. When the students are finished,
stand up and take a tour of the different feelings/moods. Ask students what they
see and any follow up questions you see fit. This is a great opportunity to
practice the verb collocations with the feelings. Tiene frío. ¿Tienes frío? Está
contento. ¿Estás contento? Es grande.
d. Feeling mimes: Play as a whole class or in smaller groups. Put the flashcards in
a pile facedown. Have one student pick up the flashcard and act out the word on
the card. The students take turns guessing. The first student to guess correctly
58
acts out the next flashcard. Variation: Instead of miming use sounds - yawning
for tired, yelling for angry, crying for sad…
e. Play charades: This theme is perfect for a game of charades! Keep it simple by
having students guess the core vocabulary words or practice the verb
collocations by forming a full sentence. Make it more advanced by having the
students guess why the actor feels that way using the structure: Está [contento]
porque…
f. Match words to images: Cut the names off of the bottom of the flashcards (or
have the students cut up the lyrics sheet separating the images from the words).
Have the students work in pairs to match the words with the images.
g. Feelings Scale: Draw a scale on the board labeling one end with 0 and the other
with 10. You can also choose different increments if you’ve practiced higher
numbers or would like to use it as an opportunity to practice different numbers.
Write the question ¿Cómo estás? on the board. Choose 10 flashcards from the
theme and stick them onto the board to correspond with a number. T
Teacher to student: ¿Cómo estás?

Student: 8 porque estoy cansado.
Students raise their hands to answer. Make a mark by the number/feeling they
answer. When the whole class has answered, count the totals to see how many
students are feeling each way. You can ask follow up questions to find out why
students are feeling a specific way. If it’s a negative feeling you can take the time
to talk about what the class can do to help, give a hug or high five.
A variation would be to put the vocabulary cards around the room and have the
students go and stand near the feeling/mood they most identify with. You could
then ask them follow up questions and count the number of students that
identify with each feeling.
h. Feelings hot potato: This is a great activity to play after you’ve seen the video
¿Cómo estás? and the students have been introduced to multiple different ways
to express themselves. This can be played in a circle or if you don’t want
students to move they can play while sitting at their desks. Choose an object to
pass around and make sure to use one of the songs related to feelings. Students
pass the object around the room while the music plays. When the teacher stops
the music the person with the object must answer a question. For lower levels
you can ask the same questions to all of the students, for example, ¿Cómo estás?
or ¿Qué tal estás? (both introduced in the video) and the student answers using
one of the feelings they have learned. For large classes pass around two objects
and have one student ask the question and the other answer the question. For
59
more advanced levels or after you’ve been working the theme, you can include
¿Por qué estás....?
i. Feelings memorization game: This activity can be used to practice the

conjugation of the verb estar and to practice masculine and feminine forms.
Have your students sit in a circle so that they can see each other. Ask them to
think about how they’re feeling today (for higher levels you can add why). After
you’ve given them a minute to think about how they are feeling, tell them that they
will be sharing their feelings with the class. Students cannot repeat feelings
vocabulary, so they must listen closely to what their classmates say! Choose one
student to start. That student will say how they are feeling today. The next
student will repeat what the first student has said making sure to conjugate the
verb correctly and remembering to use the feelings vocabulary in the masculine
or feminine form.
Student 1: Estoy nerviosa.

Student 2: Está nerviosa. Estoy contenta.
Student 3: Está nerviosa. Está contenta. Estoy aburrido.
After they repeat what the student/s before them have said they will add their
own feeling/feelings to the list. The game continues around the circle with each
student repeating what the students before them have said before adding his or
her own sentence.
Part 3: Fill in the blank comic strip

Worksheet Activity 9 is a comic strip about the adventures of Tapón. Make it a fill in the blank
activity by covering the feelings vocabulary words with white out to create a fill in the blank
comic strip. Have students work in pairs or small groups to fill in the blanks.
Part 4: Act out your feelings

Either give your students short, simple dialogues or have them create their own in small groups.
*You could also use a specific part from the comic strip for this activity*
In small groups have your students practice acting out the dialogue using a specific emotion.
For example, you could have the whole group act it out asustados or assign each group member
a different emotion. Have the groups act out the skit in front of the class. When the skit is
finished have the class guess which emotions corresponded to each group member/group.
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¿Qué tiempo hace hoy? + Ropa y lugares (U LA LA)

Weather + Clothing and places
*This theme has an easy and difficult version of the song.
RESOURCES
LANGUAGE FOCUS
¿Qué tiempo hace hoy? / Hace buen tiempo. buen tiempo, mal tiempo, sol, calor, nieva,
(HACER) llueve, viento, trueno, relámpago, nubes,
tormenta, niebla, rayos, cielo, paraguas
Cuando hace frío me pongo… (PONERSE)
¿Qué ropa lleva Luna? (LLEVAR) ropa, abrigo, bañador, bufanda, pijama, jersey,
suéter, camisa, camiseta, pantalones,
Está lloviendo. (ESTAR) pantalones de vaquero, chanclas, calcetines,
guantes, chaqueta, zapatos, zapatillas, botas,
Hay dos nubes en el cielo. (HABER) botas de agua, gorro, chándal, pantalones
cortos, sudadera, sandalias,
chubasquero/impermeable
TEACHER PREPARATION
● A set of flashcards to use as a class (8 cards) and sets of flashcards to use in small
groups/pairs (Ropa y lugares 40 cards)
Guide
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INSTRUCTIONS
¿Hoy hace calor?

¿Hoy hace sol?
¿Hoy hace mucho viento?
¿Qué tiempo hace hoy? (Students can answer or come up and point to the image that
corresponds with the day’s weather)
Tell them the topic: EL TIEMPO / THE WEATHER
¿Hoy hace frío?

¿Te gusta cuando hace mucho frío?
¿Te gusta cuando hace sol?
If you’ve already practiced clothing, you can ask these questions:
¿Qué ropa te pones cuando hace mucho frío?

¿Qué ropa te pones cuando hace calor?
¿Qué ropa te pones cuando llueve?
¿Qué llevas hoy?

a. True or False: Hold up a flashcard and make a sentence about it. The students
respond with Sí/no or verdadero/falso. For example:
Teacher: (holding up the flashcard nieve): Hace sol.
Students: No!
b. Lip Reading: Put the flashcards on the board. Choose one of the words and
mouth it to the class. The students try to lip read to identify the word. The first
student to raise their hand and say the word takes over the role of the teacher
and continues the game. Play until all of the words have been lip read.
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c. Sorting activity: Use the flashcards from Ropa y lugares. In pairs/small groups
sort the clothing into three groups: What you would wear in the mountains, what
you would wear in the city, and what you would wear on the beach. La ciudad, la
montaña, la playa. If you only have one set of flashcards, put the three places on
the board, give each student a flashcard and have them put it in one of the
categories on the board.
d. ¿Qué ropa llevas cuando vas a…? (related to Ropa y Lugares U LALA): Choose a
place and the weather and ask the class what clothing they would wear.
Teacher: Vas a la playa. ¿Qué ropa llevas? / ¿Llevas un abrigo?

Student/class: Llevo un bañador.
e. Have an impromptu conversation: Weather is something kids can easily relate

to. It affects their lives on a day to day basis and is something they can see and
experience. Take time in each class to ask them about the weather. Here’s an
example of a possible interaction:
Teacher: ¿Qué tiempo hace hoy?

Student: Hace sol.
Teacher: ¿Hace calor?
Student: Sí.
Teacher: ¿Mucho o poco?
Student: Mucho.
Teacher: ¿(student’s name) Te gusta cuando hace sol?
Student: Sí.
Teacher: ¿Y te gusta cuando hace mucho calor?
Student: No.
Teacher: A mí tampoco.
f. Student produced Spanish Weather Report: After completing Worksheet Activity

9 have your students create and produce their own weekly weather report
following this example: https://www.youtube.com/watch?v=DkfIOlTkWTw They
can act it out in front of the class or you can record it and play it for the class.
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Part 3: Listen and draw
After completing Worksheet Activity 6 (Weather) have your students write their own short
descriptions of a day. Once they’ve finished, put them in pairs, back to back. One student
reads their description aloud to the other who draws what they hear on a blank sheet of paper.
When finished, compare the drawing and description.
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Invierno
Winter
RESOURCES
● Song ● Worksheets ● Short story
● Video + Timbo poem ● Online games ● Flashcards
LANGUAGE FOCUS
Ponte el gorro. invierno, llover, lluvia, gota (de lluvia), nevar,

¿Qué te pones cuando hace frío? nieve, copo de nieve, frío, congelarse, gorro,
Cuando hace frío me pongo… (PONERSE) bufanda, chaqueta, abrigo, guantes,
pantalones, botas, cabeza, cuello, cuerpo,
mano, piernas, pies, muñeco de nieve, trineo
Está lloviendo/nevando (ESTAR)
Tiene… (TENER)
TEACHER PREPARATION
● Realia: winter clothing to play dress up
Guide
INSTRUCTIONS
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¿Hace sol?
¿Hace calor?
¿Está nevando?
¿Timbo tiene frío o calor?
¿Por qué se pone ropa?
Tell them the topic: INVIERNO / WINTER
¿Es verano?
¿Es primavera?
¿Se pone bañador?
¿Qué se pone?
¿Por qué se pone ropa?
¿Te gusta el invierno?

a. Listen and draw: Guide your class through the drawing of a snowman to practice
listening. For lower level classes make sure to mime out the words and for
higher level classes you could print out a description and use it as a reading
comprehension activity. Here’s an example of what you could say:
Vamos a dibujar el cuerpo. Dibuja un círculo grande en el centro del papel.

Encima del círculo dibuja un segundo círculo mediano. Encima del segundo
círculo dibuja un tercer círculo pequeño. En el círculo pequeño dibuja una cara
(dos ojos, una sonrisa, una nariz de zanahoria). Vamos a dibujar dos brazos y dos
manos. En las manos hay guantes. En el cuello hay una bufanda. En la cabeza
hay un gorro.
b. Winter dress up: For this you’ll need a bag or box full of winter related clothing
that practices the vocabulary on the flashcards. Have one student come to the
front of the class. Tell the class that it’s winter and the student is very cold
because it’s snowing or raining (you can show the vocabulary cards). The idea is
to help the student get dressed for the weather.
Está nevando y Jon tiene mucho frío. ¿Qué se puede poner?
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Put the flashcards in a box and have another student pull one out. Form the
sentence: Ponte el gorro (the word that appears on the flashcard). The first
student must then sort through the winter clothing until they find that particular
item and put it on. Continue until all of the flashcards are gone.
c. “Build” a snowman: Choose a snowman craft (they can be made with paper
plates, white cotton balls, marshmallows or on a computer). Use the core
vocabulary (body and clothing) to give instructions. Have the students tell you
what the snowman has or practice writing by writing a description of the
snowman.
Tiene un gorro en la cabeza. Tiene una bufanda en el cuello. Tiene guantes en los
manos.
Do it on the computer with this Google Slides presentation (it’s editable so make
sure to change words from English to Spanish).
1. Google slideshow “Build a snowman”:

https://docs.google.com/presentation/d/1kVZlksMNjNaySWRrz89PdvgU
MDWpbT2TlBKpNDHFk0c/edit#slide=id.p
2. Website:
https://www.controlaltachieve.com/2016/12/build-snowman.html
d. Make a snowflake: Cut paper snowflakes following the steps in this video
(https://www.youtube.com/watch?v=i1GfygCG2Lw) or give the directions
yourself. You can look at images of real snowflakes and discuss that no two
snowflakes are alike, just like people!
When you’re finished, use it to sing along to this song: Copo de nieve
https://www.youtube.com/watch?time_continue=2&v=bdJZV6333Ww
e. Bingo: Create 4x4 bingo cards as a class using the winter vocabulary. Put the
class set of vocabulary flashcards into a paper bag. Have a student pull one out
and tell the class the word out loud. You can reuse the bingo cards by laminating
them or using bingo chips instead of writing on the cards.
f. Pass the flashcards: Pass out flashcards to some of the students, making sure
stand up and name their card. Repeat the process.
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Part 3: Learn Spanish with Pictures
Practice the winter vocabulary with pictures. You can either take the pictures yourself, have your
students submit pictures of them doing activities in the winter, or use the examples below.
Create questions (or use the ones from the links below) to explore the pictures!
“Sledding” by Spanish Playground:

https://www.spanishplayground.net/sledding-in-spanish-learn-spanish-pictures/
“Playing in the snow” by Spanish Playground

https://www.spanishplayground.net/learn-spanish-pictures-playing-snow/
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Las partes del cuerpo
Parts of the body
Parts of the body is a fun and active theme to teach. It goes nicely with the related content of
Descriptive Adjectives about the body. We’d suggest beginning with the parts of the body and
then moving on to descriptive adjectives resources :)
RESOURCES
● Song ● Worksheets ● Video comic
● Video ● Online games ● Flashcards
LANGUAGE FOCUS
(No) Tiene…/ ¿Tiene...? (TENER) pelo, cabeza, cuello, garganta, hombros,

(No) Tengo.../¿Tienes…? brazos, dedos, manos, espalda, barriga,
piernas, rodillas, pies, dedos de los pies,
Puedo mover el/la…. / ¿Puedes mover el/la…? partes de la cara, ojos, nariz, oreja, boca,
labios, dientes, lengua, frente
(PODER)
Pon tu mano en tu cabeza. (PONER)
TEACHER PREPARATION
● Realia: Mr. Potato Head doll, yoga resources
Guide
INSTRUCTIONS
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Example questions:
This topic begs to be taught with total physical response (TPR) techniques and movement.
Instead of asking your students questions to start, have them stand up and touch the different
parts of the body, listening to you say the name and touching and repeating it. You can mix it
up by doing it faster, in slow motion or with funky voices.
Tell them the topic if they haven’t guessed it: LAS PARTES DEL CUERPO / PARTS OF THE
BODY
After you’ve listened to the song and the discussed the meaning you can ask these movement
encouraging questions to mix high frequency structures with the core vocabulary:
¿Dónde tienes la cabeza?

¿Dónde tienes los pies?
¿Puedes mover tu cabeza?

¿Puedes mover tus pies?
¿Puedes mover los dedos de los pies?
¿Tienes ojos? ¿Cuántos ojos tienes?

¿Tienes brazos? ¿Cuántos brazos tienes?
¿Tienes manos? ¿Cuántas manos tienes?
Pon tu mano en tu hombro.

Pon tu mano en tu pie.
a. Musical flashcards: For this activity you will need to create the same number of
flashcards as you have students in the class. On notecards or pieces of paper
write a question using one of the high frequency structures and a word from the
core vocabulary. To make them sturdier, laminate the cards.
For example, ¿Puedes mover tus labios? - ¿Tienes pelo? - ¿Dónde tienes los
hombros? - ¿Cuántos ojos tienes? / ¿Tienes tres ojos? - Pon tu mano en tu cabeza
You will need a space where students can move around. Put the flashcards
you’ve created on the ground. Tell the students that you are going to listen to
music (use the parts of the body song for extra practice!) and when the music
stops they must stand on a flashcard. They can’t stand on the same flashcard
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twice. Play the music and let them dance around. Stop it and choose 2-3
students to share what their flashcard says and answer the question. If they
don’t understand the question or know the answer, use it as an opportunity to
answer it as a class. Play for as long as you’d like, use it as a way to quickly
review or as a future brain break.
Variation: Make it competitive by having the students who can’t answer the
question sit down for the next round with the flashcard and look for an answer
using the picture dictionary resource. Once they’ve sat out for one round give
them a second opportunity to answer the question, if it’s correct they rejoin the
game. If it’s not, give them another opportunity or let them call in a lifeline and
ask a friend for help.
Low prep variations: Use the set of theme flashcards and create the question in
the moment or have your students create the flashcards with questions as a
class or in small groups.
b. Match words to images: Have the students cut up the lyrics sheet, separating the
words from the images. Work in pairs to match the words with the images.
c. Create a monster: This no-prep activity is flexible and can be used to practice the
core vocabulary and any high frequency structures you’re working on or would
like to review in the context of parts of the body. You’re going to create a class
monster on the board, by asking the students questions and combining their
responses to create the image. Alternate between telling the class simple
sentences about the description of the monster and asking them simple
questions to create a unique drawing of the monster. For example:
Tiene una cabeza. ¿Es grande o pequeña?

Tiene ojos. ¿Cuántos ojos tiene? ¿Son grandes o pequeños?
Tiene boca. ¿Su boca es cuadrada o redonda?
Tiene dientes. ¿Cuántos dientes tiene?
Continue until you have a full monster on the board. Once you’ve completed it go
back through the description with your class, having them tell you what they see.
Ask questions about the image and have them answer.
When you’re finished creating a class monster, have your students create their
own monsters including a short description!
d. Mr. Potato Head activity: This is a great way to practice vocabulary, especially
with younger learners. You’ll need a Mr. Potato Head doll or you’ll need to create
71
a paper version of one. Pass out the body parts of the doll, saying the name of
each as you pass them out and having the class repeat after you.
Ask your students who has one of the body parts. The student responds with a
simple yes/no answer before getting to put the body part onto the Mr. Potato
Head doll.
¿Quién tiene la nariz?

¿Quién tiene la boca?
*Don’t forget that Rockalingua has online games to practice this topic as a whole class or on
individual tablets/laptops : )
Part 3: Comprehensible Input with yoga!

1. Yoga is the perfect way to combine the core vocabulary associated with the Parts of the
Body theme and natural language use. Practice by taking your class through a series of
yoga moves, explaining which parts of the body to use and move.
2. Tell your students a story that involves yoga moves. Kids Yoga Stories
(https://www.kidsyogastories.com/) has a wide selection of very visual and simple stories
that can help you take your kids on a journey while practicing yoga moves.
3. Create your own yoga story and journey for your class. It is SO IMPORTANT to keep
the language SIMPLE and to use lots of gestures and body language. The idea is for
your students to hear the input and respond to it, without feeling confused or lost. For
more ideas on creating your own yoga journey you can go here:
https://comprehensibleclassroom.com/2019/04/24/yoga-stories-language-class/
Descripciones (Mi amigo Bob)

Descriptions
Related content: Parts of the body, Family members
RESOURCES
● Song ● Video + Craft ● Worksheets
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● Online games ● Short story ● Flashcards
LANGUAGE FOCUS
Mi amigo Bob tiene… / No tiene… (TENER) alto/a, bajo/a, gordo/a, flaco/a, guapo/a,
feo/a, fuerte, débil, moreno/a, castaño/a,
Mi amigo es… (SER) rubio/a, pelirrojo/a, pelo corto, pelo largo,
calvo/a, pelo liso, pelo rizado
TEACHER PREPARATION
small groups/pairs + the short story flashcard set
● A copy of the craft template for each student
Guide
INSTRUCTIONS
El Señor Azul
¿Es alto?
¿Es bajo?
¿Es gordo?
¿Es flaco?
¿Tiene ojos?
¿Tiene boca?
Bob
¿Es alto?
¿Es bajo?
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¿Es gordo?
¿Es flaco?
¿Es guapo?
¿Es feo?
Tell them the topic: DESCRIPCIONES / DESCRIPTIONS
¿Quién es bajo?
¿Quién es alto?
¿Quién es un poco feo?
¿Quién es muy guapo?
¿Quién tiene las piernas muy largas?
¿Quién tiene los brazos muy cortos?
¿Quién no tiene boca?

a. Listen and sort: Divide the class into small groups. Listen to the song and sort
the flashcards into groups (the adjectives that describe Bob and the adjectives
that describe El Señor Azul). For characteristics that correspond to both, put
them in the middle of the two.
b. ¿Quién es quién? / Who is who?: Divide the class into pairs. Go over any extra
vocabulary your students might not know that relates to descriptions. One of the
pairs chooses a person on the game board and the other must ask yes/no
questions to try to guess the person. For example:
Student 1: ¿Tiene pelo largo?

Student 2: No.
Student 1: ¿Es rubio?
Student 2: Sí.
When the student guesses the correct person, switch roles and repeat.
Find printable game boards here:

https://www.profedeele.es/profesores/fichas-quien-es-quien/
c. Listen and draw: Using the vocabulary and high frequency structures create
descriptions that can be read out loud. Have one student come to the front of
the class, listen to the description and draw it on the board. To make it a whole
74
class activity, read the description out loud and have each student draw it on a
sheet of paper. For example:
Es un chico. Es alto y flaco. Tiene las piernas muy largas. Tiene los dos pies
pequeños. Tiene los brazos largos y dos manos. Tiene una boca grande. Tiene
tres dientes. Tiene dos ojos pequeños y orejas muy grandes. Es un poco feo.
Tiene pelo largo y liso.
Once you’ve completed the activity you can have your students create their own
descriptions. Continue the listen and draw activity with their descriptions.
d. Opposites memory game: Play memory, but instead of having students match
two of the same flashcards, have them make pairs by matching the word with its
opposite. For example: flaco/a with gordo/a.
e. Find your mate: Give each student a flashcard (here you need to have two of each
flashcard you give out). Ask the students to find the classmate with the
corresponding word/flashcard. A variation could be to have them look for the
classmate who has the opposite flashcard.
Student 1: ¿Tienes “flaco”?

Student 2: No, tengo pelo liso.
Student 1: ¿Tienes “flaco”?

Student 3: Sí!
Part 3: Personal poems

Have your students create poems about themselves.
Bio-Poem Pattern
YO
Yo soy ……………………. , ……………………. , ……………………. y ……………………. .

(cuatro adjetivos que te describen)
Me gusta/n ……………………. , ……………………. y ……………………. .

(tres personas, ideas, sitios, o cosas que a ti te gustan)
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Estoy ……………………. , ……………………. y ……………………. .
(tres sentimientos)
Vivo en ……………………. .
(el sitio donde vives)
Tengo miedo de ……………………. , ……………………. y ……………………. .

(tres cosas que te dan miedo)
Quiero visitar ……………………. , ……………………. y ……………………. .

(tres sitios)
Yo soy ……………………. , ……………………. , ……………………. y ……………………. .

(cuatro adjetivos que te describen)
Yo soy ……………………. .
(tu nombre)
*adapted from “Biopoem,” p. 51, Writing Sample Poems, by Vicki L. Holmes and Margaret R.
*Don’t forget that Rockalingua has a craft tutorial to practice this topic : )
La familia
Family Members
Related content: Descriptions
RESOURCES
● Video + video comic ● Picture Dictionary
LANGUAGE FOCUS
Soy.../Es... / Son… (SER) la familia, abuelo, abuela, tío, tía,

mamá/madre, papá/padre, padres, primo,
Tengo.../tiene.../tienen… (TENER) prima, hermano, hermana
Está haciendo...(present continuous) (ESTAR)
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De mayor quiero ser… (QUERER)
TEACHER PREPARATION
● A Family Tree template for each student
● A copy of all the worksheets you will use for each student - This topic has an easy and
difficult version of the worksheets, choose the appropriate one for your class level
● Realia: pictures of a family, pictures of your family to show the class
Guide
INSTRUCTIONS
¿Quién es?
¿Es la madre?
¿Es el abuelo?
Tell them the topic: LA FAMILIA / FAMILY MEMBERS
After you’ve listened to the song you can ask students to point to different family members
either on their own copy of the lyrics or the lyrics displayed on the board:
¿Dónde está el papá de Teo?

¿Dónde está la hermana de Teo?
Sí / no questions: (pointing at a student)

¿Tienes una hermana?
¿Tienes primos?
¿Tienes dos hermanos?
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Other simple questions:
¿Cómo se llama tu hermano/hermana?
¿Cómo se llama tu abuelo/abuela?
¿Cuántos primos tienes?
¿Cuántos hermanos tienes?
Part 2: Activities
Working with the family tree template: (from Spanish Playground)
Visit https://www.spanishplayground.net/family-members-in-spanish-family-tree/ to print the
template activity b: Identify who said what.
a. Sorting activities. Give each student a copy of the Rockalingua family tree. They
can cut the tree apart and sort the relatives by gender or generation. Be sure to
display the fictional tree as a reference.
b. Identify who says what. *Don’t forget to print the RL template from Spanish
playground that includes the speech bubbles* Provide responses to a statement
by one person on the family tree. You can give the people in the family names to
make it easier.
Speaking activities that use the core vocabulary and high frequency structures:
c. This is how we roll: Using the family vocabulary and verbs you’d like to practice,
make a list of six questions as a class, in small groups or individually. Each
student should make a copy of the questions, unless you are using the same
questions for the whole class. For example:
1. ¿Cuántos hermanos tienes?

2. ¿Cómo se llama tu mamá?
3. ¿Cuántos años tiene tu abuelo?
4. ¿Cómo se llama tu primo?
5. ¿Cuántos primos tienes?
6. ¿Cómo se llama tu abuela?
Divide the students into small groups and give each group a dice. One student
rolls the dice and asks the question that corresponds to the number they’ve rolled
to a group member of their choice. Once the question is answered, pass the dice
clockwise to the next member. The same student cannot answer two questions
in a row. For higher level groups, you could add follow up questions.
d. Class bingo: Give each student a blank bingo board. Have them fill in the boxes
with statements about the family. *If this is too difficult for your class, you can fill
it out together OR the teacher can pre-fill out the bingo boards (remember to print
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copies with statements in different orders so everyone doesn’t have the same!).
Another option is to put in sentences leaving a blank for the correct verb or
vocabulary word so that students are only filling in a blank. Examples of
statements about someone’s family: Tiene dos hermanos. Tiene un abuelo. Tiene
una hermana. Tiene una hermana con 10 años o más. No tiene hermanos. Once
the students have the boards filled in they must get up and ask their classmates
the information. ¿Tienes dos hermanos? ¿Tienes un abuelo? ¿Tienes una
hermana? If the answer is yes, they can tick off that box and put the name of the
classmate who answered yes in that box. The first student to get a line wins a
prize and the first student to fill out the entire board is the winner.
e. Pass the flashcards: Pass out flashcards to some of the students, making sure
f. Create a family tree: Create a family tree and present it to the class.
Presentations can be done in pairs, small groups or in front of the whole class.
Include information such as: Soy + name, Tengo + family vocabulary… Ask
questions about the tree: ¿Quién es Jon? ¿Cómo se llama tu abuela? ¿Cuántos
primos tienes? ¿Cómo se llama el papá de tu mamá?
Add extra information by taking the tree home and asking family members about
their likes/dislikes. Share the information with the class. Mi mamá le gustan las
manzanas.
g. Family member descriptions: Look at the examples in Worksheet Activity 8 and

have students create their own mini comics about themselves and their family.
Practice the present progressive with these activities:
● This theme uses the present continuous tense in the video comic. Practice by having
students act out the comic drawing attention to the fact that the activity is happening
NOW.
● Have a student come to the front of the room where you can whisper an action into their
ear. They will start to do the action while the class guesses what they’re doing. ¿Qué
está haciendo? Está comiendo… Está saltando… Está escribiendo… etc.
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● Put on a short video and stop it to ask students what the character is doing in that
particular moment. ¿Qué está haciendo? Está…. A great resource to use for this is a
show called La Vida Secreta de los Niños (The Secret Life of Children - the Spanish
version) that shows children doing lots of different actions and can easily be found on
YouTube.
Class activity: De mayor quiero ser…

Create a classroom poster to display what your students want to be when they grow up. Have
each student think about what they want to be (it can be a job, like a specific person, a feeling,
anything they connect to). Have them draw an image that reflects that and tell the class De
mayor quiero ser… before putting that image on the class poster.
Mi casa
Rooms of the house
RESOURCES
● Song (easy, difficult) ● Worksheets ● Craft
● Video (easy, difficult) ● Online games
+ video comic ● Picture Dictionary
LANGUAGE FOCUS
Me gusta mi casa. (GUSTAR) cocina, comedor, baño, salón/sala, dormitorio,

hall/recibidor, jardín, garaje, escalera, puerta,
¿Dónde está Tapón? / Está en el jardín. ventana, chimenea, tejado, casa
(ESTAR)
Cocinar, comer, leer, dormir, regar las plantas,
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¿Qué estás haciendo? (ESTAR- present ensuciar, limpiar, poner la mesa, fregar/lavar
continuous) los platos, sacar el perro/la perra, ducharse
¿Qué hay en la sala? / En la sala hay… (HABER) *Words for each individual room of the house
can be found in the picture dictionaries
TEACHER PREPARATION
● A set of flashcards to use as a class (14 cards)
Guide
INSTRUCTIONS
¿Está en la escuela?
¿Está en el parque?
¿Está en el zoo?
¿Dónde está?
Tell them the topic: MI CASA / ROOMS OF THE HOUSE
After you’ve listened to the song and the discussed the meaning you can ask these questions
pointing the the lyrics page:
¿Duerme en el baño?
¿Dónde duerme?
¿Cocina en el jardín?
¿Dónde cocina?
¿Qué hace en la sala?
¿Te gusta tu casa?
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¿Te gusta tu dormitorio?

a. True or False: Hold up a flashcard and make a sentence about it. The students
Teacher: (holding up the flashcard dormitorio): Estamos en la sala.
Students: No!
b. Lip Reading: Put the flashcards on the board. Choose one of the words and
mouth it to the class. The students try to lip read to identify the word. The first
student to raise their hand and say the word takes over the role of the teacher
and continues the game. Play until all of the words have been lip read.
c. Throw the dice: For this game you’ll need dice and a class set of flashcards. Play
in a circle on the floor or with everyone in their seats looking at the board.
Choose six flashcards and put them face down. Number the cards one to six.
Choose a student to roll the dice and say the number out loud. With the class
count until you reach the corresponding flashcard. Flip over the flashcard and
the student says the vocabulary word or a full sentence using the word: Hay un
coche. If the student gets the word correct the card stays flipped over. If they
say the wrong vocabulary word practice the word as a class before flipping the
card back over. If the student gets the word correct they continue to roll and if
they miss, pass the dice to another student and repeat the game until all six
cards are turned over correctly.
d. Ask and answer: After completing Worksheet Activity 7 + 8 have each student
choose a room in the house and an activity that they are doing. For example:
Estoy en la cocina. Estoy cocinando. Students get up and ask and answer
questions.
Student 1: ¿Dónde estás?

Student 2: Estoy en la cocina.
Student 1: ¿Qué estás haciendo?
Student 2: Estoy cocinando.
Once both students have asked and answered, switch pairs and repeat.
e. Comic sequencing: Cut up the comic strip. In groups have the students work to
put the comic strip in the correct order before reading it aloud. To make it easier,
cut the strip up in blocks of two.
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f. Questions you can ask about the different rooms in the house based on the
worksheet activities:
¿Qué hay en la sala?

¿Qué hay en el dormitorio?
¿Hay una ventana en el salón?
¿Hay una mesa en el hall?
¿Dónde hay una mesa?
¿Hay un espejo en el dormitorio?
¿Dónde está el espejo?
¿Dónde están las plantas?
¿Dónde está la cama?
Estoy regando las plantas, ¿dónde estoy?
Estoy cocinando, ¿dónde estoy?
*Don’t forget that Rockalingua has online games to practice this topic as a whole class or on
individual tablets/laptops : )
Part 3: Practice the present progressive

particular moment. ¿Qué está haciendo? Está…. You can use the video comic for this
theme or another great resource to use for this is a show called La Vida Secreta de los
Niños (The Secret Life of Children - the Spanish version) that shows children doing lots
of different actions and can easily be found on YouTube.
Part 4: Describe your house

Have the students choose a room in their house to describe using the vocabulary and high
frequency structures. Prepare a description that they will share with the class. Once they’ve
shared the description they can show a visual representation (either a photo or a hand drawn
picture of the room).
En mi casa hay una sala. En la sala hay un sofá grande y una televisión. No hay una alfombra.
Hay cinco ventanas y nueve plantas. Hay muchas fotos y un mueble con libros. Hay una
mesa pequeña y dos sillas. Me gusta mi sala.
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*Don’t forget that Rockalingua has a craft template and video tutorial to practice this
theme! :)
La ciudad
The City
The City theme is related to other resources we have focused on giving and following directions.
In addition to the resources below, make sure to check out our ideas on using the worksheet,
video and flashcards for Directions and City Places and the song Right, left, forward,
backwards.
RESOURCES
● Song ● Worksheets ● Craft
● Video ● Online games ● Flashcard
LANGUAGE FOCUS
Voy.... / Vamos… / Van… (IR) pueblo, ciudad, granja, calle, ruido, gente, vaca,
coche, edificio, tienda, acera, semáforo, señal
Hay… (HABER) de tráfico, paso de cebra, papelera, carretera,
banco (para sentarse), plaza, farola
Veo… / ¿Qué ves? (VER)
Mucho / poco
TEACHER PREPARATION
● Print and laminate a set of flashcards (20 cards) to use with the class
● Realia: Pictures of your town/city
Guide
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INSTRUCTIONS
¿Hay (un elefante)?

¿Qué ves? ¿Ves un elefante?
¿Hay personas? ¿Muchas personas o pocas personas?

¿Hay animales?
¿Hay coches?
*If the answer is yes, you can have your students get up and show you where
Tell them the topic: LA CIUDAD / THE CITY
questions related to the song:
¿Nosotros vivimos en una ciudad?

¿Hay coches en una ciudad?
¿Hay vacas en una ciudad?
¿Hay mucha gente en una ciudad?
¿Qué hay en una ciudad?
¿Nosotros vivimos en un pueblo?
¿Qué hay en un pueblo?

a. Throw the dice: For this game you’ll need dice and a class set of flashcards. Play
in a circle on the floor or with everyone in their seats looking at the board.
Choose six flashcards and put them face down. Number the cards one to six.
Choose a student to roll the dice and say the number out loud. With the class
count until you reach the corresponding flashcard. Flip over the flashcard and
the student says the vocabulary word or a full sentence using the word: Hay un
coche. If the student gets the word correct the card stays flipped over. If they
say the wrong vocabulary word practice the word as a class before flipping the
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card back over. If the student gets the word correct they continue to roll and if
they miss, pass the dice to another student and repeat the game until all six
cards are turned over correctly.
b. Match words to images: Cut the names off of the bottom of the flashcards. Have
the students work in pairs to match the words with the images.
c. Play memory: Play memory in pairs with sets of flashcards or mix it up by

playing in teams!
d. Pass the flashcards: Pass out flashcards to some of the students, making sure
2. Do Worksheet Activity 7 orally practicing the structure “Hay…+ vocabulary word” OR

“Veo…+ vocabulary word”. Project the worksheet and have a student come to the front
and tell the class two things they see: Hay coches. Hay gente. Veo coches. Veo gente.
Write the vocabulary word in the blanks.
3. Show pictures of your town/city and continue practicing with the structure “Hay…+
vocabulary word” OR “Veo…+ vocabulary word”.
Part 3: Our City/ Nuestra Ciudad (with HABER + mucho/poco)

Create a display of “Our city/ Our town” (Nuestra ciudad / Nuestro pueblo). After completing
Worksheet Activity 8 use the same grammatical structure to make a list of what your city/town
has as a class on the board making as many sentences as possible.
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Assign each student one of the sentences. They must write the sentence on a piece of paper
and draw a picture depicting it. On a giant sheet of paper, create your city/town having the fast
finishers help you draw the streets and any iconic buildings or places that weren’t included on
the master list. Cut out the images and sentences and glue them onto the giant sheet of paper.
Display it in the classroom and use it to review and recycle vocabulary by asking your class
questions about it.
¿Qué tenemos en nuestra ciudad?

¿Hay mucho ruido en nuestra ciudad?
¿Hay poca gente en nuestra ciudad?
¿Hay un paso de cebra en nuestra ciudad? ¿Dónde está?
*Don’t forget that this theme has a craft template and tutorial that can be used to wrap
up the unit : )
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Los medios de transporte
Means of Transportation
RESOURCES
● Song ● Online games ● Short Story: Timbo
● Video ● Picture Dictionary +
● Worksheets Flashcards
LANGUAGE FOCUS
¿A dónde vas? / Voy a… (IR) Means of transport: barco, elefante, tren, bici,
¿Cómo vas? / Voy en… coche, avión, autobús
Me gusta viajar en… / ¿Te gusta viajar en...? Places: escuela, parque, isla, cine, ciudad,
(GUSTAR) lago, río, montaña
TEACHER PREPARATION
small groups/pairs
Guide
INSTRUCTIONS
¿Tenemos un barco en la clase?
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¿Tenemos un elefante en la clase?
¿Tenemos una bici en la clase?
*If the answer is yes, you can have your students get up and show you where
Tell them them topic: TRANSPORTES
questions:
¿Te gusta viajar en barco?

¿Te gusta viajar en bici?
¿Cómo vas a la escuela? (students answer: en coche… en bici…) / ¿Vas a la escuela en

elefante? (students can answer yes/no)

accordingly.
b. Disappearing flashcards: Put all of the flashcards you want to practice on the
c. Find it fast: Divide the class into two teams. Choose a team name and put it on
d. Touch and go (rock, paper, scissors game/ piedra, tijera, papel): Put the
vocabulary words you want to practice in a line along the board. Create two
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teams. The teams must stand in single file on each side of the board. One
member from each team goes down the line of vocabulary cards, saying each
one out loud. When the members of opposite teams meet along the vocabulary
card line they must play one round of piedra, tijera, papel. The winner continues
along the line of vocabulary cards and the loser goes to the back of their team
line. A new member from the losing team starts saying the vocabulary cards out
loud until they reach the member of the opposite team where they stop to play
one round of piedra, tijera, papel. The process repeats until a member of one of
the teams completes the entire line of vocabulary and a point is awarded to their
team. You can play for a set amount of time or until one team reaches a certain
number of points. You can see a video of this game being played in an ESL
classroom: https://www.youtube.com/watch?v=1ZDbsA_L464
e. Find the card: Hide the flashcards around the classroom. Say one of the words.
The students look, find, and point to the flashcard.
2. Ask and answer with GUSTAR

a. Review the sentence structure from the song: (A mí) Me gusta viajar en….
Example: Me gusta viajar en barco.
As a class transform the sentence into a question: ¿(A tí) Te gusta viajar en…?
¿Te gusta viajar en avión? (Remind students that we don’t need the article “el”
here)
Each student should take a scrap piece of paper and create a column for sí and
no. Give each student a flashcard. The students must stand up with their
flashcard and ask their classmates:
Te gusta viajar en + vocabulary word on flashcard
They should make a tick in the yes or no column depending on how their
classmates answer.
At the end of the activity students report back to the class how many people like
that form of transport and how many don’t.
This activity can be repeated with different flashcards, used to conduct a class
poll to see which modes of transportation are the most popular, or used to review
the vocabulary words and high frequency structure
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Part 3: Practice High Frequency Verb IR + vocabulary

After completing Worksheet Activities 4+5+6 practice with these activities:
1. ASK AND ANSWER: Each student should choose a place and a form of transportation.
They will then take turns asking and answering these two questions:
Student 1: ¿A dónde vas?

Student 2: Voy al parque.
Student 1: ¿Cómo vas?
Student 2: Voy en bici.
Students change partners and repeat the activity.
2. WHOLE CLASS ACTIVITY: Each student chooses a place and a form of transportation.
The teacher asks 4-5 students these two questions: ¿Adónde vas? ¿Cómo vas? And puts
the answers on the board in a full sentence in the 3rd person (class can help create the
full sentence): Jon va a la escuela en coche.
Teacher then asks questions about each student:

¿Jon va a la escuela en bici?
The students can answer yes / no or give the correct answer.
Feel free to get a little silly here, your students will love it! Ask questions about each of
the 4-5 examples. To make it more difficult, cover the examples on the board and ask
the students.
Part 4: Use Google Earth

Start by exploring your area with Google Earth. Look at different areas (starting with where the
school is located) and have the students tell you what types of transportation they can see
practicing with the high frequency structure HABER: Hay un coche. Hay dos bicis... You can
also look where students live or explore another country that your students are interested in.
1. Cultural investigation of how people in other countries travel - Start by typing

into Google: Medios de transporte en EEUU. Click on images and have the
students tell you what they see. You can use the structure: (En estados unidos)
Van en….
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2. Have students look at images from different countries by typing in Medios de
transporte en + country.
3. Have the students tell the class what they saw: En China van en…*It’s good to look
at countries that travel very differently, for example: China, Egypt, Peru,
Guatemala, Thailand, The UK, Japan, etc…
4. Show images on the board of the countries the students looked at. You can
continue practicing me gusta by asking students if they like to travel in the types
of transportation seen in the different countries.
1.
La primavera
Spring
RESOURCES
● Song ● Short story: The seed dictionary
● Video ● Short Story: The bear ● Craft
● Worksheets wakes up
● Online games ● Flashcards + picture
LANGUAGE FOCUS
En primavera (no) hay… (HABER) primavera, sol, mariposas, flores, los días
largos, las noches cortas, árboles, plantas,
Los flores son… (SER) pájaros, abeja, nubes
Los días son largos
Veo… / ¿Qué ves? (VER)
TEACHER PREPARATION
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Guide
INSTRUCTIONS
¿El sol está durmiendo o despertando?

¿Las flores están tristes?
¿Los pájaros cantan?
¿Hace frío o calor?
Tell them the topic: LA PRIMAVERA / SPRING
After you’ve listened to the song and the discussed the meaning you can ask these movement
encouraging questions to mix high frequency structures with the core vocabulary:
¿Qué colores ves?

¿De qué color son las flores?
¿Las flores están tristes o contentas?
¿Los pajaros andan?

¿Qué hacen los pájaros?
¿En primavera los días son largos o cortos?

¿En primavera hace frío o calor?

a. Class listen and order: From the class set of flashcards, put the words that are
found in the song on the board, out of order. Listen to the song and as a class
put the flashcards in the order they appear in the song.
b. Bingo: Create 4x4 bingo cards as a class using the spring vocabulary. Put the
class set of vocabulary flashcards into a paper bag. Have a student pull one out
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and tell the class the word out loud. You can reuse the bingo cards by laminating
them or using bingo chips instead of writing on the cards.
c. Take an “I Spy” walk: Play Veo, Veo outside.
Student 1: Veo veo

Class: ¿Qué ves?
Student 1: Una cosita
Class: ¿Qué cosita es…?
Student 1: Empieza con la B.
Variation: Put the vocabulary flashcards on the walls around the room and play
inside.
d. Spring scavenger hunt: Create a checklist of different things you can find in the
spring using the core vocabulary and high frequency structure HABER. You can
do this as a class or make it beforehand.
Hay pajaros.
Hay árboles.
Hay flores.
Go out to the playground and have the students check off the spring things they
see.
Variation: Make it digital by having them take the checklist home and take
pictures of the spring things they see.
Part 3: Spring short stories

This theme has two short stories. Follow the teacher tips and use the story cards in the
printable version. Once your students have read the story/stories and you’ve gone over the
language used, have your students act out the stories in small groups. They can have a narrator
and actors acting out that part of the story. Rotate the role of narrator and actors so that all
participate.
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Part 4: Spanish and Art
Choose a famous spring themed painting to explore in class. There are many works of art and
artists to choose from, but two that we like are La Primavera by Sandro Botticelli and Spring
(Apple Blossoms) by Sir John Everett Millais.
Here are some questions you can ask about the paintings:
¿Hay personas?
¿Cuántas personas hay?
¿Qué están haciendo?
¿Qué colores ves?
¿Hay flores?
¿De qué color son las flores?
¿Hay árboles?
¿Cuántos árboles hay?
¿Es invierno?
¿Cómo sabes que es primavera en el cuadro?
Lists of spring themed paintings:

1. https://theculturetrip.com/europe/italy/articles/10-spring-paintings-to-celebrate-the-end-
of-winter/
2. http://blog.bridgemanimages.com/scintillating-spring-famous-paintings-season/
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La tierra, animales y lugares
The Earth, animals and places
RESOURCES
● Song ● Worksheets ● Short story
● Video ● Online games ● Craft
LANGUAGE FOCUS
¿Qué puedo hacer para cuidar el medio tierra, sol, río, bosque, selva, mar, coche, avión,
ambiente? / Yo puedo… (PODER) fábrica, contaminación, medio ambiente,
reducir, reutilizar, reciclar, cuidar
¿Quién soy? / Soy… (SER)
Animales: serpiente, oso polar, jirafa,
Tengo… (TENER) pingüino, mariposa, cocodrilo, elefante,
ballena, oso panda, tucán, tigre, flamenco
Quiero… (QUERER)
Necesito… (NECESITAR)
TEACHER PREPARATION
● A copy of the craft template for each student
● Realia: recyclables and non-recyclables
Guide
INSTRUCTIONS
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¿La tierra está contenta?

¿Ves un elefante? ¿Dónde?
¿Ves una jirafa? ¿Dónde?
¿Qué animal está nadando?
¿Qué animales ves?
Tell them the topic: LA TIERRA / THE EARTH
¿Está bien la tierra?

¿Cómo está la tierra?
¿Por qué está malita?

a. ¿Qué podemos hacer? Speaking activity: This quick speaking activity uses the
grammar structure to relate to students’ lives and then to the theme of The Earth.
Start by making a statement and asking the students what you can do. For
example: Tengo sueño. ¿Qué puedo hacer? The answer is: Puedes dormir. Have
the students make statements about themselves and ask the class what they
can do. Focus on the theme by transitioning to questions about the environment.
En el patio hay mucha basura. ¿Qué podemos hacer?
En el mar hay mucho plástico. ¿Qué podemos hacer?
b. Create art with recyclables: After completing Worksheet Activity 6 + 7 plan an art
project with your students that reuses different materials. You can search online
and vote in class and then have each student bring the materials from their own
house. Some ideas: Create an apron out of an old pair of jeans, bird feeders out
of plastic bottles, or binoculars out of toilet paper rolls.
c. Is it recyclable?: Have each student bring in the containers from some items that
they use that week. Put them in a pile and as a class decide which bin they go
in/if they are trash or recyclable.
d. Class mural + ¿Qué podemos hacer?: Create a class mural of your town or city.
Once it’s completed, each day add some trash to it. You can add pollution by
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drawing dark clouds, cars and buses, etc. When the mural is covered in trash,
work in groups to brainstorm ideas for what we can do to avoid these problems.
Podemos ir a la escuela en bici en vez de en coche. Podemos reciclar el plástico.
Create a class list of the top 5-10 things we can do to take care of The Earth.
e. Explore the beliefs of the Aztecs: Read Talking with Mother Earth by Jorge
Argueta / Hablando con Madre Tierra. This beautifully illustrated bilingual book
explores The Earth and its sacred meanings through the teachings of the ancient
Aztecs. Tetl is different from the other children who constantly tease him for
those differences. He’s alone and afraid, but his grandmother teaches him to
learn to listen to the mountains, the plants and the stones. Follow Tetl’s journey
from self-doubt to proud acceptions through a series of powerful bilingual poems
and vivid illustrations that celebrate nature.
**Don’t forget that Rockalingua has a craft tutorial to practice this topic : )
La granja
Farm Animals
RESOURCES
● Song ● Online games ● Video Comic
● Video ● Picture Dictionary + ● Craft
● Worksheets Flashcards
LANGUAGE FOCUS
¿Qué es eso? / Es un/una… (SER) granja, granjero/a, establo, huerta, corral, valla
Hay… (HABER) perro, gato, cerdo, pato, vaca, oveja, gallo,
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caballo, burro, pavo, gallina, pollo, cabra,
Da… (DAR) cordero, conejo, toro
Hace el perro… (HACER)
TEACHER PREPARATION
small groups/pairs
● Animal masks
● Realia: products that come from animals (milk carton, yogurt container, wool hat -
gloves- scarf, eggs, cake, cheese, etc..)
Guide
INSTRUCTIONS
¿Es una escuela?

¿Es una casa?
¿Ves animales?
¿Ves personas?
¿Qué ves?
Tell them the topic: ANIMALES Y LA GRANJA
questions:
¿Hay perros en la granja?

¿Hay cerdos en la granja?
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¿Hay tigres en la granja?
¿Cuántos cerdos hay en la granja?
¿Cuántos caballos hay en la granja?
Ask these questions to get students answering with the vocabulary words for la granja.
¿Qué es eso? (pointing to an animal)

¿Es un + animal that it isn’t? Plural form: Son...
¿Es un/a + animal it is? Plural form: Son...
If you’ve already practiced me gusta this is a good time to recycle it: ¿Te gustan los cerdos?

b. ¿Qué es eso?: Divide the class into pairs. Give each pair a set of flashcards. Put
the flashcards in a pile face down in the middle of the two students. One student
flips over a flashcard, showing the other the image and asks ¿Qué es eso? The
other student can either answer with No sé or if they know: Es un/una… or for
plural: Son… If the student gets the vocabulary word correct, they keep the card.
Play until all of the cards on the pile are gone. The student with the most cards
wins.
c. Go Fish: Put the class into small groups. Each group will need two (or more)
copies of the flashcards. Deal out three cards to each student and put the rest in
a pile face down in the center of the table. If you are playing with two sets of the
flashcards the objective is to get pairs of animals.
Student 1: ¿Tienes la vaca?

Student 2: Sí, toma (gives card to student 1 and takes another from the
pile) / ¡No, buscálo! (student 1 draws a card from the pile)
When a student gets a pair they should put them down on the desk. The student
with the most pairs at the end of the game wins.
d. Memory Game: Play memory in pairs with sets of flashcards.
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e. Pass the flashcards: Pass out flashcards to some of the students, making sure
f. Disappearing flashcards: Put all of the flashcards you want to practice on the
board. Give the students a minute or two to look at them. Students shut their
eyes and the teacher removes 2-3 flashcards. Students take turns guessing
which vocabulary cards are missing. Can be used as a quick review or played as
a game in teams, rewarding the team that guesses the correct card with a point.
g. True or False: Hold up a flashcard and make a sentence about it. The students
Teacher: (holding up the flashcard vaca): Es una vaca.
Students: Sí!
Part 3: Learning about animals and what they produce

Look at the images in the boxes of Worksheet Activities 7. Read the sentences out loud and
engage your students with these questions:
LA VACA, OVEJA, CABRA

¿La vaca (oveja/cabra) da leche?
¿Qué da la vaca (cabra/oveja)?
¿Qué hacemos con la leche?
¿Te gusta la leche/la mantequilla/el yogur? (pointing to one student)
LA OVEJA
¿La oveja da lana?
¿Quién da lana?
¿Usamos lana para hacer ropa?
¿Para qué usamos la lana?
¿Usamos guantes, bufanda y gorra en verano?
¿Cuando usamos guantes, bufandas y gorras?
LA GALLINA
¿La gallina pone huevos?
¿Qué hacemos con los huevos?
¿Te gustan los huevos fritos? (Pointing to one student)
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¿Te gusta el bizcocho/el pastel? (Pointing to one student)
EL CERDO
¿Qué da el cerdo?
¿Comes mucha carne? (pointing to one student)
¿Te gusta la carne? (pointing to one student)
¿Les gusta la carne? (pointing to the whole class)
LA VACA
¿Qué da la vaca?
¿Qué hacemos con la piel de la vaca?
Part 4: Whole class practice

1. Which animal am I?: Use animal masks or create flashcard headbands for this
game. To create headbands for the students cut long strips of paper, fit them
around the students head and tape a flashcard onto the headband.
Quickly review action verbs/actions animals can do by acting the actions out as a
class and repeating the words.
Sit in a circle (if you have a big class divide into two groups).
Put a headband on each student without them seeing which animal they are. It’s
super important that the class understands that this MUST BE a secret and that
they shouldn’t tell their classmates what animal they have.
One student starts by asking a question using the yo form of the verb: ¿Puedo
correr? If the class answers yes, then the student gets to ask another question.
If the answer is no, it’s the next student’s turn. Go around asking questions until
the students can guess what animal they are.
Other simple questions they can ask: ¿Soy + color? ¿Soy grande/pequeño?
¿Puedo saltar/correr/andar/nadar? ¿Hago + animal noise?
Variation: Use the third person instead of first person… ¿Mi animal
puede...?
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*Don’t forget that this theme has a craft template and tutorial available! : )
Alrededor
Around
RESOURCES
● Song ● Flashcards + ● Worksheet
● Video Picture dictionary
LANGUAGE FOCUS
Vamos a hacer un círculo. (IR + VERB) andar, bailar, correr, sentarse, levantarse,
dormir, alrededor
Está durmiendo. (ESTAR + VERB)
¿Qué haces?/¿Qué hacen? (HACER)

Estoy saltando/Están saltando.
TEACHER PREPARATION
Guide
INSTRUCTIONS
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Example questions: This theme teaches action verbs. After you introduce it, it’s perfect for
future brain breaks, especially with younger students!
Use TPR to introduce the vocabulary by pointing to the lyrics on the page and acting them out.
Have the students copy and repeat what you say.
Introduce the topic: ALREDEDOR / AROUND
After you’ve listened to the song and discussed the meaning you can ask these questions.
¿Timbo está corriendo alrededor?

¿Timbo está bailando alrededor?
¿Timbo está saltando alrededor?
¿Timbo está sentado?
¿Timbo está durmiendo?
¿Qué hace Timbo? (Pointing to one of the images)

Está andando alrededor.
Está saltando alrededor.
Está bailando alrededor.
Está corriendo alrededor.
¿Qué hace Timbo?

Se siente.
Se levanta.
Se duerme.

a. Act it out: Put the flashcards in a hat or magic box. Have one student come to
the front of the class and pull a flashcard out of the hat without showing the
class and act out the verb on the flashcard. The other students can guess by
raising their hand. The student who guesses correctly gets to act next.
b. Comic strip: The comic uses simple sentence structures. Divide the class into
pairs/small groups and give each pair a scene to act out.
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c. Camino de los colores: Use the color walk activity from the theme Números y
colores with the action verbs from the Alrededor theme.
d. TPR activity: Choose different places around the room. You can either place
objects in those places, or review classroom vocabulary. Put the flashcards from
this theme in a bag. Pull one out and have the students move to the place in the
room doing that action. For example: Baila hasta la mesa de Jon. Salta hasta la
puerta. If you have a large class you can divide it into groups and have different
groups go to different places.
e. Can they do it?: Put the action flashcards on the board. You can add more words
that the students are already familiar with or that you’d like to practice. Ask the
students to choose one thing that they can do very well. Invite one student to the
front of the class to mime one of the activities, for example: dancing. Ask the
class:
Teacher: ¿Qué está haciendo?

Class/student: Está bailando.
Teacher: ¿Puede bailar?
Class/student: Sí, puede bailar!
f. Point and say: Give the 7 flashcards to 7 different students. Have the students
stand up and go to different areas of the room. Each will take turns acting out
their flashcard for the class to see. Call out a vocabulary word: Está durmiendo/
dormir. The class points to the student who has the corresponding flashcard.
Say the word/sentence as a class.
Me duele
It hurts
Related content: Parts of the body
RESOURCES
● Video ● Game
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LANGUAGE FOCUS
¿Cómo estás? (ESTAR) doler, cabeza, pies, barriga, oído, garganta,

¿Qué te pasa? muela, abre la boca, siéntate, levántate, respira
hondo, mira aquí, mira allí
¿Qué te duele? / Me duele/duelen… (DOLER)
¿Qué puedo hacer? (HACER)
¿Por qué crees que…? (CREER)
TEACHER PREPARATION
Guide
INSTRUCTIONS
¿Tapón está en casa?

¿Tapón está en la escuela?
¿Dónde está Tapón?
Introduce the topic: ME DUELE / IT HURTS
After you’ve listened to the song and discussed the meaning you can ask these questions.
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¿Con quién habla Tapón?
¿Tapón está bien?
¿Qué le duele?
¿Le duele la barriga?
¿Le duele la cabeza?
¿Cómo estás? (asking one student?)

¿Te duele algo? / ¿Qué te duele?

a. Pain scale and printable activity: Printable pain scale and visual resources to
work with young children to answer the question: ¿Qué te duele? / ¿Dónde te
duele? Find it here: https://www.bloghoptoys.es/kit-sobre-el-dolor/
b. A mi burro le duele la cabeza: Children’s song that combines conjugations of the

verb doler with parts of the body and fruit vocabulary. You can stop the song
and ask: ¿Qué le duele? ¿Por qué crees que le duele? ¿Qué puede hacer?
https://www.youtube.com/watch?v=gKkrMgGzN7E
c. Song memory game: Play the song/video. Ask the students to work in pairs and
try to remember the conversation between the doctor and Tapón and what hurts
and in which order. In pairs practice the conversation from the song/video. After
a few minutes play the video again and for students to see if they remembered
correctly.
d. Role play: Review the parts of the body with TPR. Have each student choose a
part of the body that hurts. Assign one student the role of doctor and the others
are patients. Set up a mock doctor’s office in front of the class and have one
student visit the doctor copying the functional language from the song.
Doctor: Hola, ¿Cómo estás?

Patient: No me siento bien.
Doctor: ¿Qué te pasa? / ¿Qué te duele?
Patient: Me duele… / Me duelen…
Ask the class these questions: ¿Por qué crees que le duele…? ¿Qué puede hacer?
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¿Qué hora es?
What time is it?
RESOURCES
● Song ● Craft: HORA + ● Craft template
● Video RUTINAS / TIME +
ROUTINES
LANGUAGE FOCUS
¿Qué hora es? Los números, de la mañana, de la noche,

Son las… / Es la… levantarse, desayunar, ir a la escuela, comer, ir
a casa, estudiar, cenar, leer, acostarse, dormir
¿A qué hora…?
TEACHER PREPARATION
Guide
INSTRUCTIONS
Example questions:
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Introduce the topic: ¿QUÉ HORA ES? / WHAT TIME IS IT?
After you’ve listened to the song and discussed the meaning you can ask these questions
(pointing to the images on the lyrics page or stopping the video at different points):
¿Qué hora es?

This is directly from the song lyrics and you can go through the lyrics page in order asking this
question and having your students answer with the pictures from the lyrics page. Have
students answer as a class at first and then individually or in small groups to get more
students to participate. You can also have the left side of the class answer a question, then
the right side, the front, the back, row by row.. Anything to get the students to feel comfortable
while participating.
Part 2: Explaining time in Spanish
Remember that telling time can be a difficult topic for children, even in their own language and
some kids will struggle with it more than others. Keep listening to the song and music video
throughout the theme/year to help them remember.
Use the clock from the Craft: Time + Routines as a reference. Draw a large clock on the
board, adding information to it step by step and taking time to practice with each new piece of
information. Make sure to also add the numbers (1-12). You can repeat the question ¿Qué
hora es? during this activity with you drawing the hour and minutes hand and having different
students answer . Once you’ve walked the students through telling time, keep the clock on the
board and return to the video/song lyrics. Repeat the process of asking students ¿Qué hora
es?, this time covering the answers and having the students look at the clock on the board to
help them formulate the answer. You can invite a student up to the front and have them point to
one of the clocks and ask a classmate/the class ¿Qué hora es?.
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(Clock from the Craft: Time + Routines)
Part 3: Time + Routines
Introduce the routines from the the craft page: levantarse, desayunar, ir a la escuela, comer, ir a
casa, estudiar, cenar, leer, acostarse, dormir with TPR (make sure that the students also do the
actions while saying the word). Practice a few rounds by saying a word and having students do
the action. You can then move on to doing the action and having students tell you the word.
Once you’ve practiced the time and routines complete the Craft: Time + Routines. Don’t forget
that you can put on a Rockalingua playlist from Spotify or Apple to have music in the
background while the students complete the craft.
Part 4: Ask and Answer
Once the craft is completed, have students use the craft to practice speaking. Model the
activity: Start by asking students the questions and helping them form the answers - before
answering students can change the hands on the clock on their craft to help them visually.
Make sure to repeat the question multiple times allowing multiple students to answer. Students
who don’t feel as confident will gain confidence by being asked after others have answered.
Examples of questions you can ask:
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¿A qué hora te levantas? Me levanto a las...
¿A qué hora desayunas? Desayuno a las...
¿A qué hora vas a la escuela? Voy a la escuela a las…
¿A qué hora comes? Como a las…
¿A qué hora vas a casa? Voy a casa a las…
¿A qué hora estudias? Estudio a las…
¿A qué hora cenas? Ceno a las…
¿A qué hora lees? Leo a las…
¿A qué hora te acuestas? Me acuesto a las…
¿A qué hora duermes? Duermo a las..
Once you’ve gone through it as a class, put the students in small groups or pairs and have them
repeat the activity taking turns asking and answering questions.
Buena Energía
Good Energy
RESOURCES
● Song ● Short Story
● Video
LANGUAGE FOCUS
(No) puedo + infinitivo parar (guerras, enfermedades), hacerse reír,

Puede... ayudar a la gente, mejorar, presentarse a sus
¿Qué podemos hacer…? Podemos… amigos, compartir, cambiar, brilla
¿Qué puedes hacer…?
buena energía, sonrisa, sonriente, alegría,
Es/No es… barrio, recoger basura, siempre, iguales,
diferentes, lugar/lugares
Tiene…
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Escuchar la radio
Ver la tele
Hace reír a sus amigos
Ayuda a la gente
Recoge la basura
TEACHER PREPARATION
Guide
INSTRUCTIONS
Example questions:
Introduce the topic: BUENA ENERGÍA / GOOD ENERGY
Pointing to the first image in the lyrics sheet:

¿Están contentos? No
¿Cómo están? Están tristes.. Aburridos.. Preocupados..
Pointing to the second image:

¿Tapón tiene un idea? Sí
¿Qué tiene Tapón?
¿Qué quiere hacer Tapón? Hacer el mundo brillar. Ayudar a la gente…
Pointing to the second line of images on the lyrics sheet:
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¿Estas personas están ayudando? Sí
¿Qué hacen estas personas? Abrir la puerta, ayudar sus amigos
Questions you can ask about the song:

¿Todos somos iguales?
¿Somos diferentes?
¿Es bueno que seamos diferentes?
¿Es importante tener buena actitud/buena energía?
¿Es importante ayudar a la gente?
¿Somos más fuertes juntos?
Part 2: Our neighborhood speaking activity

The short story for this topic explores how students can make a positive difference in the world.
In small groups, students create a list of things they can do to make the neighborhood (or
school) a better place. Use ideas from the story and any other vocabulary students have
practiced. You can use the simple sentence structure, Podemos + verbo (Podemos ayudar a la
gente, podemos reciclar, podemos jugar con todo la gente de la clase…)
Before starting to think in a group you can brainstorm a list of potential problems in the
neighborhood/school as a class putting the list on the board and clarifying any vocabulary
students don’t know. Students can then think of solutions for those problems or ways that they
can help solve them in small groups. Once the groups have created their list they can share it
with the class and see how many ideas are the same/different.
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Muévete
Move
RESOURCES
● Song ● Short story
● Video ● Worksheets
We recommend using the resources in this order: starting with the music video/song,
working on the short story, using the worksheets. The comic and comprehension questions
at the end of the worksheet are a great way to practice all of the vocabulary and structures
learned in this theme. Make sure to review the song or play a quick TPR review game
throughout the theme.
LANGUAGE FOCUS
Mueve… Moverse, levantarse, quitar, apagar, ir fuera,

Muévete saltar, correr, jugar, leer, dibujar, aprender,
Quita… patinar, jugar videojuegos, mirar el teléfono/la
Vamos a… tele, pasar tiempo
Podemos…
ejercicio, la pantalla, mente sana, cuerpo sano,
Úsalo para…
salud, cosas buenas, cosas malas,
No pierdas tiempo... viendo la tele menos/más, un rato, a veces
Antes la gente iba…

Ahora la gente va...
TEACHER PREPARATION
Guide
INSTRUCTIONS
114
Example questions:
Introduce the topic: MUÉVETE / MOVE
This topic practices actions with the imperative. We’d recommend starting with a TPR activity
to practice the actions that appear in the music video/song:
TPR practice:
Read through the lyrics page and create a movement for each action that appears (you can do
this as a class or have movements already planned). For example:
Teacher reads from the lyrics page, “Mueve los pies” (moving feet) and students copy the
movement. For extra practice, have students repeat the sentence while doing the action.
After listening to the song/watching the music video a few times, project the lyrics page on
the board and give the class different commands from the song.
Round 1: Teacher gives commands and students respond with TPR movements or pointing to
the part of the lyrics the command corresponds to.
Round 2: Choose a student to take over the role of the teacher and practice giving commands
for the class to follow.
Part 2: Short Story

Remember that the printable version of the short story has teacher tips and includes questions
you can ask your class :)
Part 3: Role Play speaking activity
After completing the worksheets look at the list of cosas buenas para el cuerpo y la mente and
cosas malas para el cuerpo y la mente. This activity can be made extremely simple by only using
the words from the list on page 10 of the worksheet, or can include previously practiced
structures like me gusta/no me gusta.
Put the students in pairs. Have one student say that they are not feeling well and choose
activities from the list of cosas malas. The second student will then tell the first student what
they can do to be healthy by choosing activities from the list of cosas buenas/from the unit. For
example:
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Student 1: Hola, me llamo Tapón. No estoy bien. Estoy muy cansado. Veo mucho la tele y juego
mucho a videojuegos.
Student 2: Hola Tapón. Yo soy Teo. Quita la tele. Vamos a hacer ejercicio.
Student 1: No hago ejercicio. No me gusta.
Student 2: Podemos tocar un instrumento de música.
Student 1: ¡Bien! Vamos a tocar un instrumento de música.
Amigos
Friends
RESOURCES
● Song ● Flashcards
● Video (Personality
● Worksheets adjectives) + picture
dictionary
LANGUAGE FOCUS
Si estás…./Estar... simpático/a, antipático/a, gruñón, divertido/a,

Llama a…/Llamar por teléfono aburrido/a, generoso/a, egoísta, trabajador/a,
Ayudar a un amigo vago/a, perezoso/a, curioso/a, listo/a,
No saber qué hacer inteligente, hábil, ágil, torpe, honesto/a,
honrado/a, deshonesto/a, traposo/a, valiente,
Cuando estoy…
atrevido/a, miedoso/a, cobarde, mandón/a,
Me siento…
cabezón, terco/a, leal, fiel, romántico/a,
ordenado/a, desordenado/a, educado/a, mal
educado/a, optimista, pesimista, tranquilo/a,
inquieto/a
TEACHER PREPARATION
116
Guide
INSTRUCTIONS
Example questions:
Introduce the topic: AMIGOS / FRIENDS
¿Cómo está Tapón? (solo y aburrido)

¿Sabe qué hacer? (no)
¿Cómo está Tapón? (triste y deprimido)
¿Qué puede hacer? (llamar a un amigo por teléfono)
¿Tener un amigo es algo especial? (Sí… es un tesoro)
¿Cómo se siente Tapón cuando está con sus amigos? (muy bien)
Extension activities:
1. Page 4 in the worksheet packet has students interview a classmate. Have students
present the information to the class/in small groups.
2. Page 7 in the worksheet packet has students describe a friend. Have them draw a
picture of the friend and present it to the class. You could also make this into a
“museum walk” by having students draw a picture of the friends and write the short
paragraph below the picture. Post the pictures around the class and have the students
circulate and read about their classmates.
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Preposiciones
Prepositions
Prepositions are the perfect “topic” that can be taught along with others. They shouldn’t be their
own theme, but instead should be worked in little by little with other content/topics in a natural
way. They can be reviewed periodically by using them as brain breaks and they can be adapted
to fit any content or vocabulary. This song and lyrics page includes many different prepositions,
but that doesn’t mean that you have to introduce them all at once. However, once you have
introduced them all, here are some of our ideas on fun and memorable ways to practice them! :)
RESOURCES
● Song ● Lyrics worksheet
● Video
LANGUAGE FOCUS
¿Dónde está…? / Está… (ESTAR) Encima, debajo, delante, detrás, al lado, al otro
Dime / Dice… (DECIR) lado, enfrente, entre, cerca, lejos, a la derecha,
a la izquierda, dentro, fuera, en
TEACHER PREPARATION
● Print and laminate a set of flashcards to use with the class (the song lyrics page could
be cut into flashcards)
● Realia: a box, puppets, ball, classroom objects, pictures, plastic toys (animals)
Guide
INSTRUCTIONS
118
¿Qué es?
¿Qué ves?
¿Es un/a…?
After you’ve listened to the song, say one of the sentences out loud and have your students
come up and point to the image that displays the meaning.
La tarea está…encima de la mesa.

La tarea está…fuera de la caja.
La tarea está…en la nevera.
Act out the song:

Listen to the song again, this time passing around a paper that is the tarea. Periodically stop
the song. The class asks ¿Dónde está mi tarea? And the student who has the paper in their
hand when the song stops must use one of the prepositions to tell the class where it is, while
acting it out. For example, Está encima de la mesa. (Student puts the tarea on top of the
table).
Variation: Have the students act out the part of the song you stop on to practice listening
skills!
Part 2: Activities to practice vocabulary
1. Pass the ball: Pass a ball around the circle, counting 1-10 (or listening to a song). When
you get to the number ten (or stop the song) the student with the ball puts the ball in a
position to mimic the images scene on the song lyric sheet. The student (or teacher)
then asks the class, ¿Dónde está el balón? And the class answers using the preposition
of place. For example, Está al lado de la mesa.
2. Using puppets: For this activity you’ll need at least two puppets or stuffed animals (we
have two animal puppets we love!), a box and a chair. Have two volunteers come up and
choose a puppet. The students should stand beside the box. The teacher says a
sentence that includes a preposition of place. For example, Los animales están encima
de la caja. The students then put their puppets in a position to reflect the preposition.
Have the students “act out” a sentence or two with the puppets before having them
choose two more volunteers to come to the front and act out more prepositions. You
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can repeat prepositions as many times as you’d like. When you see that students are
comfortable with some, move on to others that they struggle with.
3. Using classroom objects: If you have something like a set of plastic animals they would
be perfect to use in this activity. Cut up the images with the prepositions of place from
the song lyrics worksheet. Have each student choose an object and a preposition of
place. They must then put the object in a place in the classroom that shows what they
have on their card. They should stand by the place they’ve chosen.
Teacher: ¿Jon, dime dónde está el elefante?

Student: Está cerca de la mochila.
Teacher to the class: Jon dice que el elefante está cerca de la mochila. ¿Es
verdad?
Class: Sí/No
4. An Easy Brain Break: For a quick, no-prep brain break have your students move their
chairs to a place in the room where they will have more space. Have them act out the
prepositions you’d like to practice putting them in a position to reflect that preposition
using their chair. For example, Al lado de la silla. (The student stands beside the chair).
5. Using pictures from students: This activity can be adapted to fit any level. Have your
students send you a picture that is meaningful to them. It could be a picture of a pet, of
their family, house, a place, toys, etc. Show the picture to the class and create one
sentence using a preposition of place to describe that picture. For more advanced
groups, create more than one sentence or have students create the sentences
individually and then share them with the class.
6. TPR Activity: Practice the prepositions in a purely physical way - you can use it as a
warm-up, to review, or as a quick brain break. This activity is purely based on
imagination so some classes might be into it and others not so much, you know your
students best. The vocabulary can be adapted to different topics and can even reflect
content from stories or other readings.
Here’s a great example of how to do a TPR activity with prepositions that can be
adapted to different topics and vocabulary from Spanish Playground.
Begin with Síganme. Pasamos…. and then repeat pasamos when the pattern starts
again.
These are examples of actions that you can act out:
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(Estamos en una casa. Síganme. Pasamos….)
– por encima de la silla, por debajo de la mesa, al lado del sofá, por la ventana
(Estamos en una granja. Síganme. Pasamos….)

– por encima del gato, por debajo del caballo, al lado del toro, por el jardín
(Estamos afuera. Síganme. Pasamos….)

– por encima de unas rocas, por debajo de un árbol, al lado de un hoyo, por un charco
To reinforce the meaning of the nouns, you can display pictures of the objects in the
order of the pattern if you like. After you have done the pattern a few times, you can
change the objects or change the order of the objects. *Be careful not to change the
order of the prepositions, it could become confusing for your learners.
Encourage your students to visualize what they are doing and feel free to ask simple
questions using vocabulary they are already familiar with. For example ¿De qué color
es tu caballo?, ¿Tu mesa es redonda o cuadrada?, Mi gato está dormido. ¿El tuyo está
dormido o despierto?
Source:
https://www.spanishplayground.net/spanish-game-actions-teach-prepositions-siganme/
Practice the present progressive with these activities:
● This theme uses the present continuous tense in the video comic. Practice by having
students act out the comic drawing attention to the fact that the activity is happening
NOW.
particular moment. ¿Qué está haciendo? Está…. A great resource to use for this is a
show called La Vida Secreta de los Niños (The Secret Life of Children - the Spanish
version) that shows children doing lots of different actions and can easily be found on
YouTube. Remember that they don’t need to understand the language in the video, you
just need something with action so that you can ask them what is happening and they
can answer in short simple sentences. You can also use circling questions here or
personalized questions to find out if they do these activities.
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● Class activity: De mayor quiero ser…
Create a classroom poster to display what your students want to be when they grow up. Have
each student think about what they want to be (it can be a job, like a specific person, a feeling,
anything they connect to). Have them draw an image that reflects that and tell the class De
mayor quiero ser… before putting that image on the class poster.
Holidays/Cultural themes
RESOURCES
● Día de los muertos ● La Señorita Amarilla
● Valentine’s Day ● Señorita Amarilla
● Christmas/New Year Part 2
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Overview of themes 3

Buenos días + Saludos 23

Los días de la semana 25

Los meses del año 33

Rutina comienzo de clase 46

Sentimientos 1 (estados de ánimo) 52

Sentimientos 2 (¿Cómo estás?) 56

¿Qué tiempo hace hoy? + Ropa y lugares (U LA LA) 60

Las partes del cuerpo 68

Descripciones (Mi amigo Bob) 72

Los medios de transporte 87

La tierra, animales y lugares 95

¿Qué hora es? 108

Buena Energía 111

Holidays/Cultural themes 122

¿Cómo te llamas? ¿Cómo te llamas? / Me llamo

Las frutas (No) me gustan los/las… naranja, manzana, plátanos,

¿Qué día tienes…? Voy al cine, voy a la escuela,

Aficiones Voy a/al… Jugar al: fútbol, tenis,

¿Qué mes hay…? / Hay…

Las estaciones Hace frío / Hace calor las cuatro estaciones,

El otoño Estamos en otoño. otoño, árbol, hojas, lluvia,

Cosas de la escuela Necesito… / ¿Tienes…? / Me lápiz, libro, tijeras, mochila,

Rutinas diarias Tengo….. años rutinas diarias, dormir, comer,

Esto es lo que hago un día de

Resources: Sentimientos, Teo TENER: frío, calor, hambre,

SER: grande, pequeño

Sentimientos 2 (¿Cómo Estoy.... / ¿Cómo estás? / ESTAR: bien, contento/a,

Está lloviendo. ropa, abrigo, bañador, bufanda,

Invierno Ponte el gorro. invierno, llover, lluvia, gota (de

La familia Soy.../Es... / Son… la familia, abuelo, abuela, tío,

De mayor quiero ser…

Mi casa Me gusta mi casa. cocina, comedor, baño,

*Words for each individual

Los medios de transporte ¿A dónde vas? / Voy a… Means of transport: barco,

La primavera En primavera (no) hay… primavera, sol, mariposas,

Tengo… Animales: serpiente, oso polar,

La granja ¿Qué es eso? / Es un/una… granja, granjero/a, establo,

Está durmiendo. (ESTAR +

¿Qué haces?/¿Qué hacen? (

Me duele ¿Cómo estás? doler, cabeza, pies, barriga,

¿Qué puedo hacer?

¿Por qué crees que…?

¿Qué hora es? ¿Qué hora es? Los números, de la mañana, de

Buena Energía (No) puedo + infinitivo parar (guerras,

Es/No es… buena energía, sonrisa,

Amigos Si estás…./Estar... simpático/a, antipático/a,

Preposiciones ¿Dónde está…? / Está… Encima, debajo, delante,

Holidays and cultural Día de los muertos

Related content: Numbers videos (to review numbers for age)

¿Cómo te llamas? / Me llamo Ana.

¿Cuántos años tienes? / Tengo… años. (TENER)

¿De dónde eres? / Soy de… (SER)

¿Dónde vives? / Vivo en…

¿La chica se llama Carla?

¿La chica tiene 12 años?

¿La chica es de España?

¿La chica vive en Ecuador?

Introduce the topic: ¿CÓMO TE LLAMAS? / WHAT’S YOUR NAME?

Pointing to one of the images:

¿El chico se llama Tom?

¿El chico tiene 8 años?