Unit Two - Spanish Mama

Unit Two
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2014 Elisabeth Alvarado
Unit Two
Teaching Unit 2

Begin every lesson with REVIEW! Don’t forget to include vocabulary from Unit 1.

The vocabulary list includes 4 colors, but the song teaches 8. Teach all 8 if you can!

Literally translated, ¿Cómo te llamas? and ¿Cómo se llama? mean How are you called? and
How is it/he/she called? It’s always better to simply show what the words mean, rather than
translating. Some phrases, like these, don’t translate exactly. I present them by saying, Me
llamo Profesora, pointing to myself. I point to the children next to me and say, Se llama John, Se
llama Mary, etc., until the students understand I’m showing how we say what something/
someone is called. This works for objects as well: Se llama el libro. Se llama la casa.

There are variations for the colors in Spanish. Rosa can also be rosado, and anaranjado can
also be naranja. Café and marrón aren’t in this unit, but both can be used for brown. Morado
and violeta can be used for purple.
Unit Two Could Look Like This:
Week One:

Teach baila, corre, escribe, duerme

Teach colors and add to dictionaries

Act out the words and play Luz Verde, Luz
Rojo (p.4)

Learn the colors song (p. 3)

Do the Hop on the Color! activity (p. 4)

Teach ¿Como te llamas?, Me llamo..., ¿Como
se llama?, Se llama...

Play Pelota Caliente to practice (p.4)

Add all words to dictionaries, illustrate
Week Two

Make the puppets and review vocabulary
with the Q&A flow (pp. 5-6)
Week Three

Review all vocabulary and the song

Play Ojos Cerrados

Play Simon Dice

Make and play Bingo

Try the Matching Activity
Again— be flexible and do what interests you and your students! There are more online resources to
supplement this unit at spanishmama.com.
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2014 Elisabeth Alvarado
Unit Two
Vocabulary
¿Cómo te llamas?
What’s your name?
Me llamo...
My name is...
¿Cómo se llama?
How is he/she/it called?
Se llama...
he/she/it is called...
baila
dance
escribe
write
corre
run
escucha
listen
rojo
red
azul
blue
amarillo
yellow
verde
green
Song
Rojo, re-d. Rojo re-d,
Negro, bla-ck. Negro, bla-ck.
Azul, blue. Azul, blue.
Rosa, pink. Rosa, pink.
Amarillo, yellow. Amarillo, yellow.
Anaranjado, orange. Anarandjado, orange.
Verde, green. Verde, green.
Blanco, white. Blanco, white.
(To the tune of Are You Sleeping? )
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Unit Two
Activities

Do direct Q&A with the students and ask, ¿Cómo te llamas?/¿Cómo se llama? You can ask them
about each themselves and each other, and you can use pictures from books or movies.

Hop on the Color! Sing the colors song together. Scatter colored papers around the room. Call
out the colors and have the students run to stand on that color.
Games
Ojos Cerrados with vocabulary from both units.
Simón Dice (Simon Says)— you now know six action words!
Bingo




Pelota Caliente
Chant ¿Co-mo te lla-mas, có-mo te lla-mas, có-mo te lla-mas tú? while passing a ball or soft object around in a circle. (tu = you)
Whoever is holding the ball when you get to the tú part answers the question: Me llamo___________.
Lúz Verde, Lúz Rojo (Red Light, Green Light)
Variation one: simply play the regular game in Spanish! Luz Verde: Green Light, Luz Roja: Red
Light.
Add in more verbs practice with the SpanishMama version! Instead of saying “Green light!”
call out a verb. If you say “baila,” everyone advances dancing. Whoever is it calls out “Luz Roja!” to make everyone freeze. (If you want, you can say “go back” in Spanish: regresa.)
Verbs Practice (T PR)
This is just a sample of how you could practice the verbs with your students. If you are willing to get
a bit silly, the students will have lots of fun here! Narrate a sequence like this as you do your review
section each day. If these phrases are still new, you may need to do some acting yourself.
¡Baila! Baila múy mal. Baila múy bien. Baila más o menos.
Búenas noches. Dúerme. ¡Búenos días!¡Levántate! Siéntate.
Levántate y corre. Corre múy bien. Corre múy mal. ¡Siéntate! Escribe múy bien. Escribe múy
mal.
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2014 Elisabeth Alvarado
Unit Two
Storytelling with Puppets
Print out the monkey faces on the following page onto sturdy paper. For your use, cut out the
faces in color and glue onto popsicle sticks.
Hold up girl monkey. Se llama María. ¡Hola María! Niños, ¿Cómo se llama?
Students: María./Se llama María.
Teacher: Sí, ¡se llama María!
Hold up boy monkey. Se llama Migúel. ¡Hola Migúel! Ninos, ¿Como se llama?
Students: Miguel./Se llama Miguel.
Teacher: Sí, ¡se llama Migúel!
Have the students cut out their own monkeys faces from the black and write prints. The
blank puppets are to be double-sided, with a happy and sad side for each monkey. Color them
and paste onto popsicle sticks. They should act out the following narration with their puppets:
María corre. María baila. ¡Siéntate, María! María está mal. María dúerme. ¡Levántate,
María! María está bien.
Migúel baila. Migúel no baila múy bien. Migúel baila múy mal. Migúel está mal.
María y Migúel bailan. Bailan múy bien. ¡Migúel está bien!
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2014 Elisabeth Alvarado
Unit Two
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2014 Elisabeth Alvarado
Unit Two
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©
2014 Elisabeth Alvarado
Unit Two
Q&A Flow with Puppets
Between the teacher and a student holding the María puppet:
Teacher: ¡Búenos días!
Student: ¡Buenos días!
Teacher: ¿Cómo te llamas?
Student: Me llamo María.
Teacher: Hola, María. ¿Cómo estás?
Student: Muy bien, gracias. (answers will vary)
Between the teacher and a group of students (ninos = children):
Teacher: ¡Búenas tardes, niños!
Students: ¡Buenas tardes!
Teacher: ¿Cómo te llamas?
Student: Me llamo Sarah.
Teacher: ¡Múy bien! Niños (pointing to Sarah), ¿ella se llama Súsie? (¡No!) No,
no se llama Súsie. ¿Cómo se llama ella? Sí, se llama Sarah.
Sarah, ¿cómo se llama él? (pointing to a boy) ¿Cómo se llama ella? (pointing to
a girl)
Between the teacher and a group of students (ninos = children):
Teacher: John, cómo estás?
Student: Mas o menos.
Teacher: Niños, ¿John está múy bien? (¡No!) ¿John está múy mal? (¡No!)
¿Cómo está John? (¡Más o menos!) Sí, John está más o menos.
This is just a sample flow. I don’t expect younger students to be asking many questions yet. It is helpful
to ask many, many “yes” or “no” questions with beginning students, or questions with a one-word
answer. Some students may be ready to practice conversations between themselves or with puppets.
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Unit Two
¡Bingo!
Dibuja (draw):
muy bien
buenas tardes
negro
adiós
buenas días
amarillo
blanco
anaranjado
rojo
más o menos
muy mal
duerme
verde
azul
rosa
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©
2014 Elisabeth Alvarado
Unit Two
Matching Worksheet
Me llamo...
white
baila
orange
blanco
What’s your name?
¿Cómo se llama?
My name is…
escribe
write
anaranjado
dance
verde
What’s his/her/its name?
rosa
sleep
¿Cómo te llamas?
His/her name is…
corre
pink
Se llama…
green
duerme
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run
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©
2014 Elisabeth Alvarado
Unit Two
Matching Worksheet Answer Key
Me llamo...
white
baila
orange
blanco
What’s your name?
¿Cómo se llama?
My name is…
escribe
write
anaranjado
dance
verde
What’s his/her/its name?
rosa
sleep
¿Cómo te llamas?
His/her name is…
corre
pink
duerme
green
Se llama...
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run
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©
2014 Elisabeth Alvarado
Unit Two
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©2014 Elisabeth Alvarado
Credits
Images from:
http://www.teacherspayteachers.com/Store/Krista-Wallden
Fonts:
Janda Everyday Font, Kimberly Geswein Fonts LLC
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