Alphabet Space

SAMPLE BOOK ¡Hola! I hope you enjoy the compilation of activities in this free sample book to teach your children Spanish. It includes samples from 7 of my books: La Ropa from the Kaleidoscopio series Book 3: El otoño from the Estaciones y Celebraciones series Book 1: ABC Lectura Inicial, Beginning Spanish Reading Ata la Lata Jugamos 1 Juegos de Gramática Book 1: Práctica de Conversación Please let me what you think at: [email protected]. ¡Que se diviertan! Have fun! Maria G. Acuña Note: The activities in this book can be reproduced for teaching purposes only. All Rights Reserved © 2014 By Maria G. Acuña.

KA

O PI O

C

SC

COLE

KALEIDOSCOPIO 3

N O I C

LEID O

LA ROPA CLOTHING

Worksheets and games to teach Spanish K-6

Alphabet Space

By Maria G. Acuña

Introduction If you have been looking for extra activities to do in your Spanish classes, the collection "Kaleidoscopio" can help you. This collection contains books with different topics or themes to teach in Spanish. This book "La Ropa" is the third in this collection. It contains reproducible flash cards, worksheets and games to teach Spanish vocabulary and grammar related to the topic: clothing. They are designed for students from Kindergarten through the Sixth grade. These worksheets and games can be used as part of any Spanish program as each activity provides the vocabulary needed to complete it. The flash cards and games can be copied, enlarged, cut, glued on to stronger papers, laminated and colored by the students. As the Spanish teacher of the Advent School in Boston, Massachusetts, I have designed and spent many hours of learning and enjoyment doing these activities with my students. ¡Que se diviertan! Maria Gabriela Acuña

Nombre: ________________

La Ropa (Clothing) Usa esta lista como referencia para hacer las actividades. (Use this list as a reference to do the activities.)

camisa: shirt pantalón: pants shor, chor: shorts vestido: dress zapatos: shoes medias,calcetines: socks ropa interior: underwear sombrero: hat falda: skirt sueter: sweater chaqueta: jacket abrigo: coat braga/overol: overalls traje: suit gorra/cachucha: cap pijama: pajamas guantes: gloves, mittens bufanda: scarf zapatos deportivos, zapatos de goma, tenis: sneakers corbata: tie pulsera: bracelet cinturón: belt lentes: glasses sombrilla, paraguas: umbrella © 2014 Maria Gabriela Acuña www.alphabetspace.com

Nombre:__________________

Mi Closet Dibuja en tu closet la ropa que se indica:

Sombrero

Pantalones

Sueter

Vestido

Camisa Medias

Ropa Interior

Zapatos © 2014 Maria Gabriela Acuña www.alphabetspace.com

Nombre:_________________

En una Tienda de Ropa Lee con un compañero el siguiente dialogo: A. ¿Puedo ayudarle? Can I help you?

B. Si por favor. Quiero comprar una chaqueta. Yes please, I want to buy a jacket.

A. Aqui hay una chaqueta muy linda. There is a beautiful jacket here.

B. ¡Pero la chaqueta es morada! No me gusta el morado. But the jacket is purple! I don't like purple.

A. Tambien hay chaquetas rojas y azules. There are red and blue jackets also.

B Me gusta la chaqueta roja. ¡Muchas gracias! I like the red jacket. Thank you!

Completa los siguientes dialogos sobre la ropa que se indica. Luego practica los dialogos oralmente. A. ¿Puedo ayudarle? B. Si por favor. Quiero comprar __________________________________. A. Aqui hay __________________________ muy lind____. B. ¡Pero _________________________es _________________! No me gusta el _______________. A. Tambien hay _________________________________________________. B. Me gusta _________________________________ . ¡Muchas gracias!

A. ¿Puedo ayudarle? B. Si por favor. Quiero comprar __________________________________. A. Aqui hay __________________________ muy lind____. B. ¡Pero _________________________es _________________! No me gusta el _______________. A. Tambien hay _________________________________________________. B. Me gusta ___________________________________ . ¡Muchas gracias!

ESTACIONES Y CELEBRACIONES 3 Games and activities to celebrate seasons and holidays.

OTOÑO Fall

By Maria G. Acuña

Alphabet Space

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . .

3

Fall Flash Cards . . . . . . . . . . . . . . . . . . . . . . .

5

El Otoño (Fall) Juego: Recogiendo manzanas (Game: Picking apples) . . . . . . . . . . . . . . . . . . 7 El Día de la Raza (Columbus Day). . . . . . . . . . . . . . . . . . 10 Actividad: Las Caravelas de Colón (Activity: Columbus' caravels) . . . . . . . . . . . . . . . . 13 Noche de brujas (Halloween) . . . . . . . . . . . . . . . . . . . 16 Actividad: El cabello de la bruja (Activity: The witch's hair) . . . . . . . . . . . . . . 21 Juego: El Castillo embrujado (Game: The hunted castle) . . . . . . . . . . . . . . . . . . 23 El Día de los Muertos (Day of the dead). . . . . . . . . . . . . . 26 Actividad: Haciendo un altar (Activity: Making an altar) . . . . . . . . . . . . . . 30 El Día de Acción de Gracias (Thanksgiving) . . . . . . . . . . . 33 Actividad: Haciendo un mantelito (Activity: Making a placemat) . . . . . . . . . . . . . . . . 37

El Día de los Muertos (The Day of the Dead) The day of the dead is a pre-Hispanic holiday that originated in Mesoamerica more than 3000 years ago. Today this celebration takes place in Mexico and certain areas in Central America and the United States. This holiday fell on the ninth month of the Aztec Solar Calendar at the beginning of August. When the Spanish witnessed this ritual for the first time with the use of skulls and skeletons to remember the dead, they considered it sacrilegious. They thought the indigenous people were barbaric and tried to eradicate this celebration. To make it more Christian, the Spaniards moved this holiday to November 1st and November 2nd, so that it coincided with "All Saints Day" and "All Souls Day", which is when it is celebrated today. The celebration begins on October 31st with the placing of little altars for the "angelitos", the child angels. The people believe the spirits of children start returning to visit at midnight on the 31st, and stay among the living until November 1st at 3:00pm. They believe the spirits of children are always good, so they become angels. Early on the morning of November 1st, people go to the market to buy decorations and the ingredients for traditional foods. Some Day of the Dead foods are "tamales", a corn flour wrap, and "pollo en mole" which is chicken cooked in a spicy chocolate sauce. Bakers sell "pan de muertos" (the bread of the dead) and "calaveras de azúcar" (sugar skulls). Families build altars with a variety of offerings and decorations for their adult ancestors. They believe the souls of their ancestors start returning on November 1st and will remain among them until November 2nd. On November 2nd families visit the cemetery. They clean and decorate grave sites with marigolds and candles. They sit on picnic blankets next to the graves and eat the favorite food of their loved ones. Some families spend the entire night at the cemetery keeping a vigil. They pray, chat, sing and dance, and remember their ancestors.

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Offerings and Decorations Placed in Altars: - Arc of sugar cane: "Arco de Caña de azúcar" It represents the window between the living and the dead. Through it the souls of ancestors return to the world of the living. - The photograph of the ancestor: "Foto del Ancestro" This is the person to whom you are dedicating the altar. - Tissue paper cut outs: "Papel Picado" They represent the element wind. Three colors often used are purple (representing pain), white (for hope) and pink (for the holiday). - Candles: "Velas" At least four candles are placed on the altar. These will represent the four cardinal points and the element fire. The light of the candles will illuminate the way for the dead on their return. - Candy skulls: "Calaveras de Azúcar" They are the children's favorite food during this holiday, they can be made out of sugar or chocolate. - Copal incense: "Incienso de Copal" It helps to clean the path of evil spirits so the souls of the dead relatives can return. - Bread of the dead: "Pan de Muerto" It is placed on the altar along with fruit and the person's favorite food. The smell of the food helps to attract the dead person. - Marygolds: "Cempasuchil" They are used to decorate the altar because their bright colors make it easier for the souls to find their way. Their petals are also scattered on the way to the cemeteries. - Water: "Agua" A glass or pitcher of water is also placed on the altar so the returning souls can quench their thirst.

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Making an Altar

This activity allows students to create an altar for a relative that has passed away. Grade Level: 2-6 Materials: pencils color pencils or fine markers scissors glue sticks copies of worksheets Learning Experience: 1. Introduce the Day of the Dead to your students. You can use a book or talk about it. 2. Let your students know that they will make their own altar dedicated to a family member or friend who has passed away. 3. Pass out the worksheets and explain what the offerings are and why they are placed on the altar. 4. Tell them they can add or make changes to their altars to make them more personal. 5. After students are done, they can show their altars during a class presentation. The altars can also be exhibited on a bulletin board. You could also make a whole class altar.

© 2014 Maria Gabriela Acuña www.alphabetspace.com

El Altar 1

© 2014 Maria Gabriela Acuña www.alphabetspace.com

El Altar 2

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Lectura Inicial Beginning Spanish Reader

3

Alphabet Space

By Maria G. Acuña

Introduction Have you been looking to improve your student’s Spanish pronunciation? Do you want to teach your students to read in Spanish? This book, “Lectura Inicial Beginning Spanish Reader 3” can help you! Inspired by various early readers used in Spain and Latin America, and designed within my own experience, “Lectura Inicial Beginning Spanish Reader 3” is the final book of the ABC Beginning Reader Series. and will help you introduce the more complex sounds of the Spanish language to your students. The book contains phonetic lessons that introduce mixed letters and their sounds. The lesson starts with a syllabic practice that progressively becomes more complex as students read words and sentences. The book is also fully illustrated with creatures that are out of this world! As the Spanish teacher at the Advent School in Boston, Massachusetts, I have designed this reading program and I have enjoyed hearing my students gain the ability to read in Spanish and speak in this language with great pronunciation. I would like to dedicate these books to Nancy Harris Frohlich. She’s the director of the Advent School. Someone who has nourished me, guided me, trusted me and given me the resources, time and freedom to be creative and be the best teacher I can be! Maria Gabriela Acuña

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

The Alphabet . . . . . . . . . . . . . . . . . . Using this book . . . . . . . . . . . . . . . . . . . . . . . . . About My Space Friends . . . . . . . . . . . . . . . . . .

3 5 6

Phonemes . . . . . . . . . . . . . . . . . . . . . . . . . ch . . . . . . . . . . . . . . . . . . . . . . . ll . . . . . . . . . . . . . . . . . . . . . . . . ch/ll practice . . . . . . . . . . . . . . . . . . . . . . . Reading text 1 . . . . . . . . . . . . . . . . . . . . al . . . . . . . . . . . . . . . . . . . . . . ar . . . . . . . . . . . . . . . . . . . . . . as . . . . . . . . . . . . . . . . . . al/ar/as practice . . . . . . . . . . . . . . . . . . . . Reading text 2 . . . . . . . . . . . . . . . . . . . . an . . . . . . . . . . . . . . . . . . . . . ac, am . . . . . . . . . . . . . . . . . . . an/ac/am practice . . . . . . . . . . . . . . . Reading text 3 . . . . . . . . . . . . . . . . . . . . pl . . . . . . . . . . . . . . . . . . . . . . . . bl . . . . . . . . . . . . . . . . . . . pl/bl practice . . . . . . . . . . . . . . . . . . . . . . . Reading text 4 . . . . . . . . . . . . . . . . . . . . cl/fl/gl . . . . . . . . . . . . . . . . . . . . pr . . . . . . . . . . . . . . . . . . . . . br . . . . . . . . . . . . . . . . . . . . . . cr . . . . . . . . . . . . . . . . . . . . . . pr/br/cr practice . . . . . . . . . . . . . . . Reading text 5 . . . . . . . . . . . . . . . . . . . . fr . . . . . . . . . . . . . . . . . . . . . . . . gr . . . . . . . . . . . . . . . . . . . . . . . . tr . . . . . . . . . . . . . . . . . . . . . . . . fr/gr/tr practice . . . . . . . . . . . . . . . Final reading text . . . . . . . . . . . . . . . . . . . .

7 7 9 11 12 13 15 17 19 20 21 23 25 26 27 29 31 32 33 35 37 39 41 42 43 45 47 49 50

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Ll ll

Lla

(yah)

lla

(yah)

Lle

lle

Lli

lli

Llo

llo

Llu

llu

llo

llu

(yeh)

(yee)

(yoh)

(yoo)

(yeh)

(yee)

(yoh)

(yoo)

lluvia lla

llo

lla

a llam

oró l l ll o

lle

llu

lli

lla

lli

lle

llu

lle

llu

lla

lleva

lli

ll i

llo lle

gall in a

lluvia © 2014 Maria Gabriela Acuña www.alphabetspace.com

llave

gallina

galleta

avellana lleno sella llora

silla valle cuchillo gallo

botella cebolla arrulla allí

1. ¡Ya llegaron las galletas! 2.

Ese gallo del valle es muy bello.

3. Hay un rollo amarillo en la botella. 4. 5.

Ese paquete no lleva los sellos de llegada. El valle está lleno de repollos y cebollas. © 2014 Maria Gabriela Acuña www.alphabetspace.com

LECTURA 3 Mi Cumpleaños Hoy es el 3 de marzo. ¡Es mi cumpleaños! Estoy cumpliendo 10 años. Voy a tener una fiesta en el parque. Quiero jugar con mis amigos y recibir muchos regalos. ¿Qué serán? Vamos a romper una piñata. ¡Dale! ¡Dale! ¡Dale! ¡Una lluvia de juguetes y caramelos caerán! Quiero escuchar: Cumpleaños feliz Te deseamos a ti Cumpleaños Roberto. ¡Cumpleaños feliz! Luego a soplar las velitas y comer pastel para entonces tener 10 años de verdad. © 2014 Maria Gabriela Acuña www.alphabetspace.com

Spanish Early Reader 1

ATA LA LATA Alphabet Space © 2014 by Maria Gabriela Acuña All Rights reserved. No part of this publication may be reproduced, stored or transmitted in anyway, any means, electronic, mechanical, or otherwise, except for the immediate use in the classroom. Reproduction with commercial intention is prohibited.

Introduction For years, I have found that there aren’t fun beginning readers in Spanish like Dr. Seuss’ “Hop on Pop”. So when the time came for my son to start being exposed to the Spanish Language, I decided to create a fun beginning reader for him. For months, I got weird looks on the Trolley on the way into work as I practiced rhyming words out loud and forgot where I was! For days, I had so much fun illustrating the very interesting situations inspired by phrases like “Ese pato me reta en ese rato a la meta” (That duck races me to the finish line after a while.) Now the book “Ata la Lata” Spanish Space Reader 1 is here for you and your children/students to enjoy! It covers the beginning phonemes: ma, pa, la, sa, ta, na, da, ra, rra, ca, ba, and these consonants with other vowels. It can also be used as a coloring-activity book for fun of intergalactic proportions! Tomorrow? As the Spanish teacher at the Advent School in Boston, Massachusetts, it is wonderful to hear my student’s Spanish reading ability get better with each class because of books that make learning entertaining and fun. May this book become one of these “fun books” for you, and may you enjoy many hours intergalactic entertainment starting in the tomorrow of today! ¡Que se diviertan! (Have fun!) Maria Gabriela Acuña

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Pasa la masa... Pass the dough...

PASA MASA

© 2014 Maria Gabriela Acuña www.alphabetspace.com

... a la sala. ... to the living room.

© 2014 Maria Gabriela Acuña www.alphabetspace.com

B

s

eceda

L

os

A n i m al e

s

EL

Ab

C r io

A

A li m e n t

El

Ve c

L

os

o

3

Alphabet Space

N ú m e ro

s

1

2

in d ari

¿Jugamos? 1

L

os

s C ol ore

os

Lo

BY MARIA GABRIELA ACUÑA

Introduction ¿Jugamos? Well, most likely if you bought this book is because soon you’ll be able to say: ¡Si!. ¿Jugamos? 1 (Shall we Play 1) is designed to help you review Spanish vocabulary and grammar with children from Kindergarten to Sixth Grade. It contains reproducible games about the topics: Colors, Food, ABC’s, Farm Animals, Places in the Neighborhood and numbers 0-100. The book contains a brief description about how to play the game and how to get ready for it. It also has a vocabulary guide for every topic, so children can use it as a reference when playing a game on their own. As I celebrate my first decade being the Spanish teacher of the Advent School in Boston, Massachusetts; I'm more aware of how play is the natural way in which a child learns about life and the world. They learn any content so much faster! while enjoying themselves. So I hope this book helps you say ¡Si! to playing in your Spanish class or home. ¡Que se diviertan! Maria Gabriela Acuña

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . Games . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 6

Los Colores / Colors Memoria de Colores (Color Memory) . . . . . . . . . . . . . . 6 Payaseando con Colores (Clowning with Colors) . . . . . . . . . 10 Los Alimentos / Food Dominó de los Alimentos (Food Dominoes) . . . . . . . . . . . . 13 De Carrera en el Supermercado (Racing in the Supermarket) . . . 19 El Abecedario / ABC’s Abecedario: Toboganes y Letras (ABC: Chutes and Letters) . . . . 25 Atrapa las Letras (Swat the Letters) . . . . . . . . . . . . . . . 29 Los Animales / Animals Adivina el animal (Guess the Animal) . . . . . . . . . . . . . . . 34 Rescate de Animales (Animal Rescue) . . . . . . . . . . . . . . 39 EL Vecindario / The neighborhood El Juego del Vecindario (The Neighborhood Game) . . . . . . . 44 Buscando parejas (Looking for Pairs) . . . . . . . . . . . . . . . 53 Los Números 0-100 / Numbers 0-100 Uniendo Números (Uniting Numbers) . . . . . . . . . . . . . . . 57 Máquina de Chicles / Gum Ball Machine . . . . . . . . . . . . . 60

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Abecedario (Toboganes y Letras): (ABC: Chutes and Letters)

This game is a letter version of chutes and ladders. It’s probably best to play this game in groups of four or five students. Materials: (for one game) die 5 playing pieces tape or glue stick To make this game: 1. Make one copy of the game on card stock. Tape or glue the game so both sides meet. You can also glue it onto a file folder. 2. Decorate and laminate the boardgame. To play: 1. Divide the class into groups of four or five. Give each group a boardgame, a guide, playing pieces and a die. 2. Ask your students to choose a playing piece and place it at “Comienzo” (start). 3. Go over the game and its vocabulary. 4. Explain that the objective of the game is go from “Comienzo” (start) to “Final” (finish). When they get to the end of a line go down to the next one and follow it to the end. (See arrows) 5. If you land on a spot where a chute starts or ends you must follow the chute. If the chute is full of rings, you must go upward. If the chute does not have any rings you must go downward. (Like chutes and ladders) 6. There are three levels in which you can play: Level 1: Say the name of the letter when you land on it. Level 2: Say a short phrase like “esta agua”(this water) using the word given in the square. Level 3: Say a sentence about the object using the colors: “Esta agua esta limpia. ” (This water is clean.) 7. Let your students use the vocabulary guide while playing, so they can refer to it if you are busy. It’s a good idea to choose one player leader who directs the game in every group. 8. The first student to make it to “Final” (finish) wins. Play until all students make it to the finish spot.

© 2014 Maria Gabriela Acuña www.alphabetspace.com

© 2014 Maria Gabriela Acuña www.alphabetspace.com

©2007 Maria Gabriela Acuña www.alphabetspace.com © 2014 Maria Gabriela Acuña www.alphabetspace.com

Alphabet Space

FUN WITH SPANISH GRAMMAR! Beginning Level Maria G. Acuña

Introduction The book “Fun with Spanish Grammar, Beginning Level” is designed to help you teach or review Spanish vocabulary and grammar with Middle and High school students. It contains reproducible games about the following grammatical contents: definite and indefinite articles, plural, noun-adjective agreement according to gender and number, demonstrative adjectives, and the conjugation of regular verbs in present, past and future simple tenses. The book contains a brief description about how to get ready for each game and how to play it. It also has a guide for every game filled with the phrases, vocabulary and grammar it contains, so students can use it as a reference when playing. This year, I celebrate my Fourteenth year as the Spanish teacher at the Advent School in Boston, Massachusetts. I have observed that playing games in Spanish class, not only helps students learn or review Spanish grammar and vocabulary in a fun way, but also lowers their anxiety so students are less self-conscious and attempt to communicate more often in the language.

¡Que se diviertan! Maria Gabriela Acuña

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Conjugando en el tiempo futuro

(Conjugating in the Future) This game is a “long” version of “Tic Tac Toe”. In this version students will be conjugating verbs in the future tense. Materials -markers of different colors To make the game: 1. Make a copy of the game sheet for every two students. Optional: you could laminate the games and re-use them. Also you could project the image of the game in a wall and play with the entire class. To set up: 1. Tell your students that they will play a game to help them practice verb conjugation in the Future tense. 2. Show them the game sheet and go over how to play. (See to play) 3. Give a guide to each student. Review the grammar and phrases in the game using the guide. 4. Divide the class into partners. If you have an odd number of students have two students play as a team. To play: 1. Give a game sheet to every group of partner students. 2. Ask them to pick a marker of the color of their choice to mark on the game. 3. The objective of this game is to get the most 3 verbs in a row like in tick tack toe. 4. The game begins when one student makes a mark O or X on one verb. S/he must conjugate the verb for the subject that is on the top of the row. The student must say the conjugation correctly to make the mark. If they don’t know the conjugation they can check their guide. 5. For every three marked verbs in a row, the student gets a point. 6. A student may use only one of their previous marked spots as part of a new three in a row. 7. The student with the most three verbs in a row wins. © 2014 Maria Gabriela Acuña www.alphabetspace.com

Conjugando en el tiempo futuro Verbos regulares

(Conjugating in the future, regular verbs) él/ella

yo

nosotros

tú

ellos

vosotros

caminar

correr

beber

despertar

escribir

comer

comer

abrir

subir

ver

pensar

jugar

ver

jugar

correr

vestir

leer

correr

escribir

beber

pensar

estudiar

dormir

despertar

leer

dormir

vestir

subir

caminar

leer

estudiar

vestir

leer

escribir

comer

abrir

correr

caminar

beber

jugar

beber

pensar

abrir

comer

despertar

dormir

correr

estudiar

© 2014 Maria Gabriela Acuña www.alphabetspace.com

PRÁCTICA DE CONVERSACIÓN 1 Spanish Conversation Practice for Elementary Students

Tengo 9 años. ¿Y tú?

¿Te gustan las uvas? No, no me gustan. Me gustan las manzanas.

Alphabet Space

By: Maria Gabriela Acuña

Introduction

As the Spanish teacher at the Advent School in Boston, Massachusetts; I have often struggled with the fact that if basic questions and phrases like “¿Cómo te llamas?” (What is your name) or “Tengo diez años” (I am ten years old) are not practiced intentionally throughout the years, students can potentially get to the Sixth grade without knowing them. The book “Práctica de conversación 1: Spanish Conversation Practice for Elementary Students.” was created based on this need. The book contains short, basic conversations in Spanish that complement any unit being taught and will help students practice conversation skills in an easy, fun way. The conversations (basic questions and phrases) are organized by topics like numbers, classroom objects, body parts, etc. There is a vocabulary guide in some topics as they contained too many words to be included in the conversation page. I recommend going over the conversation once explaining its contents as necessary. Then, practice it as a whole class by choosing two students to converse while the rest of the class follows along. Last, have students practice in pairs. Choose some conversations that you may want your students to know well and practice them at least once a week. Then, practice whiting out part of the phrases and then without sheets. It is important to review the basic questions and phrases every month, so they don’t forget! Though the book is designed for students who know how to read in Spanish, you can use the contents and practice with your younger students by having them repeat after you and replacing some of the content with flashcards. ¡Que se diviertan! Maria Gabriela Acuña

Introduction

As the Spanish teacher at the Advent School in Boston, Massachusetts; I have often struggled with the fact that if basic questions and phrases like “¿Cómo te llamas?” (What is your name) or “Tengo diez años” (I am ten years old) are not practiced intentionally throughout the years, students can potentially get to the Sixth grade without knowing them. The book “Práctica de conversación 1: Spanish Conversation Practice for Elementary Students.” was created based on this need. The book contains short, basic conversations in Spanish that complement any unit being taught and will help students practice conversation skills in an easy, fun way. The conversations (basic questions and phrases) are organized by topics like numbers, classroom objects, body parts, etc. There is a vocabulary guide in some topics as they contained too many words to be included in the conversation page. I recommend going over the conversation once explaining its contents as necessary. Then, practice it as a whole class by choosing two students to converse while the rest of the class follows along. Last, have students practice in pairs. Choose some conversations that you may want your students to know well and practice them at least once a week. Then, practice whiting out part of the phrases and then without sheets. It is important to review the basic questions and phrases every month, so they don’t forget! Though the book is designed for students who know how to read in Spanish, you can use the contents and practice with your younger students by having them repeat after you and replacing some of the content with flashcards. ¡Que se diviertan! Maria Gabriela Acuña © 2014 Maria Gabriela Acuña www.alphabetspace.com

Los números: La edad y la fecha de cumpleaños A. ¿Cuántos años tienes? How old are you?

B.

Tengo once años. ¿Y tú?

I am 11 years old and you?

A. Tengo doce años. ¿Cuándo es tu cumpleaños? I am 12 years old. When is your birthday?

B. Mi cumpleaños es el quince de noviembre. ¿Y el tuyo? My birthday is November 15th and yours?

A. Mi cumpleaños es el cuatro de enero. My birthday is January 4th.

Los números 1 uno 2 dos 3 tres 4 cuatro 5 cinco 6 seis 7 siete 8 ocho 9 nueve 10 diez 11 once 12 doce 13 trece 14 catorce 15 quince Los meses del año January: enero February: febrero March: marzo April: abril May: mayo June: junio

16 dieciséis 17 diecisiete 18 dieciocho 19 diecinueve 20 veinte 21 veintiuno 22 veintidós 23 veintitrés 24 veinticuatro 25 veinticinco 26 veintiséis 27 veintisiete 28 veintiocho 29 veintinueve 30 treinta 31 treinta y uno July: julio August: agosto September: septiembre October: octubre November: noviembre December: diciembre

© 2014 Maria Gabriela Acuña www.alphabetspace.com

Nombre: ________________

Actividad: Los números (La edad) Completa los siguientes diálogos. Usa el diálogo y el vocabulario anterior como referencia.

1. (8, 10, March 15, February 28) A. ¿Cuántos años tienes? B. __________________________________________________________________ A. __________________________________________________________________ B. __________________________________________________________________ A. __________________________________________________________________ 2. (9, 11, December 11, August 26) A. ¿Cuántos años tienes? B. __________________________________________________________________ A. __________________________________________________________________ B. __________________________________________________________________ A. __________________________________________________________________ 3. (8, 7, June 18, May 21) A. ¿Cuántos años tienes? B. __________________________________________________________________ A. __________________________________________________________________ B. __________________________________________________________________ A. __________________________________________________________________ 4. (10, 9, April 22, January 7) A. ¿Cuántos años tienes? B. __________________________________________________________________ A. __________________________________________________________________ B. __________________________________________________________________ A. __________________________________________________________________ © 2014 Maria Gabriela Acuña www.alphabetspace.com

Nombre: ________________

Actividad: Los números (La edad) Answer sheet

1. (8, 10, March 15, February 28) A. ¿Cuántos años tienes? B. Tengo ocho años. ¿Y tú? A. Tengo diez años. ¿Cuándo es tu cumpleaños? B. Mi cumpleaños es el quince de marzo. ¿Y el tuyo? A. Mi cumpleaños es el veintiocho de febrero. 2. (9, 11, December 11, August 26) A. ¿Cuántos años tienes? B. Tengo nueve años. ¿Y tú? A. Tengo once años. ¿Cuándo es tu cumpleaños? B. Mi cumpleaños es el once de diciembre. ¿Y el tuyo? A. Mi cumpleaños es el veintiséis de agosto. 3. (8, 7, June 18, May 21) A. ¿Cuántos años tienes? B. Tengo ocho años. ¿Y tú? A. Tengo siete años. ¿Cuándo es tu cumpleaños? B. Mi cumpleaños es el dieciocho de junio. ¿Y el tuyo? A. Mi cumpleaños es el veintiuno de mayo. 4. (10, 9, April 22, January 7) A. ¿Cuántos años tienes? B. Tengo diez años. ¿Y tú? A. Tengo nueve años. ¿Cuándo es tu cumpleaños? B. Mi cumpleaños es el veintidós de abril. ¿Y el tuyo? A. Mi cumpleaños es el siete de enero. © 2014 Maria Gabriela Acuña www.alphabetspace.com

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