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Section One:
Birthdays
DAY ONE
In this lesson, I will view an animation titled “El cumpleaños
de mi abuelo”.
1. Before viewing the animation, read the context below then
open Section One, Day One of the Workbook and do
question 1.
2. Read the context below then view the animation “El
cumpleaños de mi abuelo” on the Animation CD or Website.
Context: Michel has invited Isabel to join his family for his grandfather’s birthday
brunch. Before entering the room, Michel introduces his family to Isabel.
Pg 3
In addition to celebrating birthdays, Spanish speakers may
also celebrate, “El día del santo”, the feast day of their
namesake patron saint.
Traditionally, among Hispanics who practice the Roman
Catholic faith, a Hispanic child is named after a saint. Each
saint has his or her own feast day in the Catholic church
and it is this day that is celebrated in addition to birthdays.
On the feast day of the namesake saint, the family
celebrates with a party and often goes to church and
attends mass. The celebration is religious, and the
celebrant usually receives gifts as well.
Example:
Mateo might have a birthday on February 18 with
a feast day on September 21.
Antonio might have a birthday on August 3 with a
feast day on January 17.
Genoveva might have a birthday on July 7 with a
feast day on January 3.
Do you remember the song, “Las mañanitas”, from the
previous Module? Here it is again to remind you:
Estas son las mañanitas,
Que cantaba el rey David,
Hoy por ser DÍA DE TU SANTO,
¡Te las cantamos a ti!
Now you know exactly what they are talking about!
Pg 4
3. Open Section One, Day One of the Workbook and do
question 2.
4. View the animation again. This time, pay attention to the
song the family sings when Michel’s father brings in the
birthday cake. Try singing the song while watching the
animation. Follow the lyrics below.
Cumpleaños feliz,
Te deseamos a ti
Cumpleaños, cumpleaños
Cumpleaños feliz
5. Open Section One, Day One of the Workbook and do
question 3.
Pg 5
DAY TWO
In this lesson, I will be introduced to new vocabulary related
to the family.
1. Open Section One, Day Two of the Workbook and do
question 1.
2. Listen to Track 1 on the Module 3 CD. Take some time to
familiarize yourself with the vocabulary related to family
members. Listen to the words and practice saying them at
least twice.
el abuelo
la abuela
los abuelos
el hermano
la hermana
la tía
el tío
el primo
la madre
el padre
los padres
Pg 6
3. View again the animation “El cumpleaños de mi abuelo” on the
Animation CD or Website. This time, pay attention to the way
Michel introduces the members of his family.
Did you notice how Michel used the possessive adjectives mi
and mis when he presented his family to Isabel?
Ellos son MIS abuelos:
MI abuelo Francisco y
MI abuela Teresa.
Mi and Mis refer to My.
The form you use depends on the number (singular or
plural) of the noun following the possessive adjective.
Review the examples below:
mi tía Emilia
(my aunt Emilia)
mis abuelos
(my grandparents)
4. Open Section One, Day Two of the Workbook and do
questions 2 and 3.
Pg 7
There are different ways to present someone. When
presenting a person, you can use Es:
Es mi abuelo.
When presenting more than one person, you can use Son:
Son mis abuelos.
You can also use Te presento a which literally means “I am
introducing you to” but is more simply translated as “Here
is/Here are” or “This is/These are”.
Te presento a mi abuelo.
(Here is/This is my grandfather.)
Te presento a mis abuelos.
(Here are/These are my grandparents.)
Pg 8
5. Read the context below then listen to Track 2 on the Module 3
CD. Use the following pictures from left to right to help you
understand.
Context: Michel introduces his family to you for a second time.
6. Open Section One, Day Two of the Workbook and do
question 4.
Pg 9
DAY THREE
In this lesson, I will review how to ask questions.
1. Read the context below then listen to Track 3 on the
Module 3 CD. Use the following picture to help you
understand.
Context: Michel is showing Enrique a photo taken at his grandfather’s birthday
party.
Pg 10
When you don’t know the identity of a person, there are
various ways to ask who that person is.
¿Quién es?
Es mi madre.
(Who is this?)
(This is my mother.)
¿Es tu madre?
No, es mi tía Emilia.
(Is that your mother?)
(No, that’s my Aunt Emilia.)
¿Es ella tu madre?
Sí, es mi madre.
(Is that your mother?)
(Yes, that’s my mother.)
Remember that es becomes son when you’re asking a
question about more than one person.
¿Son tus abuelos?
Sí, son mis abuelos.
2. Open Section One, Day Three of the Workbook and do
question 1.
Pg 11
When asking someone a question about someone else, pay
attention to the possessive adjective. Look at the examples.
¿Es tu padre? Sí, es mi padre.
Is he your father? Yes, he is my father.
¿Es tu madre? No, es mi tía.
¿Son tus padres? Sí, son mis padres.
Masculine or Feminine
Singular
Masculine or Feminine
Plural
mi padre, mi madre
mis padres
tu abuelo, tu abuela
tus abuelos
3. Listen to Track 4 on the Module 3 CD. Listen to each set of
questions and answer at least twice. Then, without listening
to the CD, try to ask a question for each image. Answer each
question.
¿Son tus padres?
¿Es tu madre?
¿Es tu tío?
¿Es tu abuela?
Sí, son mis padres.
No, es mi tía.
No, es mi hermano.
Sí, es mi abuela.
4. Open Section One, Day Three of the Workbook and do
questions 2, 3, and 4.
Pg 12
DAY FOUR
In this lesson, I will review numbers and how to express my
age and the age of others in Spanish.
1. Open Section One, Day Four, of the Workbook and do
question 1.
When you count orally or when you write numbers in
Spanish, there are a few rules to remember.
Some numbers don’t follow a specific pattern. They are as
follows:
10: diez
20: veinte
11: once
30: treinta
12: doce
40: cuarenta
13: trece
50: cincuenta
14: catorce
60: sesenta
15: quince
Pg 13
continued…
Numbers ending in 1 to 9 (with the exception of the
numbers listed above) take an extra word between the
tens and the units:
For example:
16: diez y seis
21: veinte y uno
32: treinta y dos
43: cuarenta y tres
54: cincuenta y cuatro
65: sesenta y cinco
There is no simple way to remember them. Create a song,
a rhyme, make a drawing or write them in your notebook.
Listen to Track 5, on the Module 3 CD. Listen
to the number jingle. Listen a few times and
count along to 69.
Pg 14
2. Read the context below then listen to Track 6 on the Module 3
CD. Use the following pictures to help you understand. Can
you recognize the ages mentioned by Michel?
Context: At his grandfather’s birthday brunch, Michel tells Isabel the age of each
family member.
mi abuelo
mi madre
mi primo
mi tía
mi hermano
mi hermana
mi padre
mi abuela
In Spanish, we use the verb Tener to express our age or
the age of others.
Tengo 10 años. Mi hermana tiene 14 años.
In English, we use the verb To Be rather than To Have.
I am 10 years old. My sister is 14 years old.
3. Open Section One, Day Four of the Workbook and do
question 2.
Pg 15
When you talk about a person, an animal or an object, you
can use the pronouns él and ella. Él is used when what you
talk about is masculine. Ella is used when it is feminine.
Example:
MI PADRE tiene 35 años.
ÉL tiene 35 años.
MI MADRE tiene 37 años.
ELLA tiene 37 años.
EL QUESO está delicioso.
ÉL está delicioso.
LA LIMONADA es amarilla.
ELLA es amarilla.
Note that in Spanish, when you know what you are
referring to, you can omit the él and ella. In fact, these
pronouns are more often omitted, especially when talking
about objects.
They are, however, frequently used for clarification or
emphasis.
4. Open Section One, Day Four of the Workbook and do
questions 3 and 4.
Pg 16
DAY FIVE
In this lesson, I will review the vocabulary about birthdays,
numbers and food.
1. Open Section One, Day Five of the Workbook and do question
1.
Using los, las and unos, unas is the most common way to
change a noun from the singular to the plural form.
The articles placed before a noun help you recognize if a
noun is singular or plural.
Definite
Indefinite
el
un
la
una
los
unos
las
unas
singular
plural
Pg 17
continued…
EL jugo, UN jugo = singular
LOS jugos, UNOS jugos = plural
LA vela, UNA vela = singular
LAS velas, UNAS velas = plural
Pg 18
2. Listen to Track 8 on the Module 3 CD for correct pronunciation
of the words below. Pay attention to the article before each
noun. Repeat them aloud.
una
magdalena
una
zanahoria
unas
verduras
el apio
la banana
las naranjas
un queso
una manzana
unas frutas
el brécol
la salsa
las uvas
el jugo
la limonada
3. Open Section One, Day Five of the Workbook and do
question 2.
Pg 19
Another way to transform singular nouns to plural nouns is
to use numbers. The number replaces the article before
the noun.
Hay una vela.
Hay diez velas.
Hay un jugo.
Hay dos jugos.
Pg 20
4. Read the context below then listen to Track 9 on the Module 3
CD. Use the following picture to help you understand. Listen
as often as you like.
Context: Michel is describing what is on the table at the brunch for his
grandfather’s 60th birthday party.
5. Open Section One, Day Five of the Workbook and do
questions 3 and 4.
Pg 21
DAY SIX
In this lesson, I will be introduced to telling time in hours.
1. View again the animation “El cumpleaños de mi abuelo”. This
time, listen for the time at which the brunch is taking place.
2. Open Section One, Day Six of the Workbook, do question 1
and complete the Reflection.
In Spanish, as in English, there are many ways to say what
time it is. Some people like to use a digital clock or watch
while others prefer the traditional analogue ones with the
big hand and the little hand.
Look at the two clocks below.
The first clock indicates one o’clock: Es la una.
The second clock indicates six o’clock: Son las seis.
Pg 22
3. Read the context below then listen to Track 10 on the Module
3 CD. Use the following pictures from left to right to help you
understand.
Context: Michel’s grandfather has received a new watch for his birthday. Michel
asks him what time it is.
4. Open Section One, Day Six of the Workbook and do
question 2.
When you want to ask what time it is, you use this format:
¿Qué hora es?
(What time is it?)
Son las dos.
(It’s two o’clock.)
Pg 23
5. Listen to Track 12 on the Module 3 CD and look at the series
of clocks below. Each one of them represents an hour on the
clock. Listen to Michel and Isabel asking each other what time
it is. Repeat the question and the answers aloud.
6. Open Section One, Day Six of the Workbook and do
question 3.
Pg 24
DAY SEVEN
In this lesson, I will be introduced to the concept of time
referring to noon, midnight, morning, and evening.
1. Open Section One, Day Seven of the Workbook and complete
the Reflection.
When a clock is showing 12 o’clock, it can be either noon or
midnight.
In Spanish, there are also two words to differentiate those
specific times of the day.
Noon is mediodía. Es mediodía.
Midnight is medianoche. Es medianoche.
Here’s a hint to help you remember which Spanish word
corresponds to which time of the day.
Mediodía has the word día in it which means day.
Medianoche has the word noche in it which means
night.
Pg 25
2. Listen to Track 13 on the Module 3 CD. Look at the following
pictures to help you understand what time it is.
Sometimes you’ll hear people talking about something they
do at a specific time of the day. For example, “I watch TV
at 7 o’clock.” How do you know if this is in the morning or
in the evening? Sometimes, to emphasize or distinguish
between day, afternoon and night, people add, de la
mañana (in the morning), de la tarde (in the afternoon),
or de la noche (at night).
Example:
Son las siete de la mañana.
(It’s 7 o’clock in the morning.)
Son las siete de la noche.
(It’s 7 o’clock in the evening.)
Pg 26
3. Listen to Track 14 on the Module 3 CD. Repeat each
sentence.
4. Open Section One, Day Seven of the Workbook and do
questions 1, 2, and 3.
Pg 27
DAY EIGHT
In this lesson, I will review some Gustar verb forms: Me
gusta(n)/Le gusta(n) and No me gusta(n)/No le gusta(n).
The verb Gustar is used to express likes and dislikes.
When you want to express that you like something, it is
used as follows:
Me gusta la torta.
A mi primo le gusta la limonada.
A mi hermana le gusta el queso.
When you want to express dislikes, it is used as follows:
No me gusta el brécol.
A mi tío no le gusta la leche.
A mi hermana no le gustan las
zanahorias.
Pg 28
1. Read the context below then listen to Track 16 on the Module
3 CD. Use the following pictures from left to right to help you
understand.
Context: Michel and Isabel are talking about the food at the birthday brunch. He’s
telling her what his grandparents like and don’t like to eat.
2. Open Section One, Day Eight of the Workbook and do
questions 1, 2, and 3.
Pg 29
DAY NINE
In this lesson, I will review how to ask questions using te
gusta(n) and le gusta(n).
1. In Spanish, there are several ways to ask questions. Read the
context below and then listen to Track 17 on the Module 3 CD.
Use the following chart to help you understand.
Context: Isabel wants to know what kinds of food Michel’s family likes and dislikes.
She asks questions about the foods in the chart below and notes Michel’s
responses to her questions.
las
magdalenas
A tu tía
el
queso
las
uvas
las
verduras
las
galletas
No
A tu tío
Sí
A tu papá
Sí
A tu primo
No
A tu mamá
No
A tu
hermana
A ti
(Michel)
el
brécol
Sí
Sí
Sí
Sí
Sí
Sí
Sí
Pg 30
2. Open Section One, Day Nine of the Workbook and do
question 1.
On Track 14 that you just heard, Isabel used a specific
format to ask Michel about what his uncle liked.
Isabel asked questions using A tu tío/A tu hermana, etc.:
¿A tu tío le gusta la limonada?
(Does your uncle like lemonade?)
She could also have asked questions replacing A tu tío/
A tu hermana, etc. with Le:
¿Le gusta la limonada?
(Does he/she like lemonade?)
Did you also notice that because you are asking a question
about someone else’s family, you use the possessive
adjectives: tu and tus which mean YOUR?
Isabel asked the questions using appropriate voice pitch:
¿A tu tío le gusta la limonada?
¿Le gusta la limonada?
3. Open Section One, Day Nine of the Workbook and do
questions 2, 3, and 4.
Pg 31
DAY TEN
In this lesson, I will review concepts from previous lessons
in Section One.
1. Before moving to today’s activities, take some time to review this section and
be aware of all that you have learned.
Day One:
Can you sing a birthday song in Spanish?
Day Two:
Think about your family. Name the people in your family and say what your
relationship is to each of them.
Day Three:
Imagine that your friend is meeting your parents for the first time. What would
you say to introduce your parents?
Day Four:
Choose two members of your family. Can you say how old they are in Spanish?
Day Five:
Look at the pictures below. Can you tell what the items are and how many you
see in each picture?
Pg 32
Day Six:
Look at the clock below. Can you say what time it is in Spanish?
Day Seven:
Look at the clocks and the corresponding images. What time is it?
Pg 33
Day Eight:
Choose someone in your family. Name something that he/she likes and something
that he/she dislikes. Make complete sentences using a possessive adjective.
Day Nine:
You want to know if Michel’s grandfather likes lemonade. How would you ask
Michel? Ask him in Spanish using two different ways.
2. Open Section One, Day Ten of the Workbook and do
questions 1, 2, 3, and 4.
Pg 34