Spanish Reading and Writing Practice Activity for describing people

Spanish Reading and Writing Practice Activity for describing people
Spanish Reading and Writing Practice Activity for describing people
Spanish Reading and Writing Practice Activity for describing people
Spanish Reading and Writing Practice Activity for describing people
Spanish Reading and Writing Practice Activity for describing people
Spanish Reading and Writing Practice Activity for describing people
Spanish Reading and Writing Practice Activity for describing people
Spanish Reading and Writing Practice Activity for describing people
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Product Description
I created this scaffolded activity to help my Spanish students describe themselves and others. The worksheet is designed as a monologue by a Colombian student (Javier) who makes several statements about himself.

[Example] "Según mis amigos, soy alto."

After each statement Javier asks a corresponding question about my student. [Example] "Y tú, ¿eres alto(a) o bajo(a)?".

The statements and questions follow a realistic progression as if it were a real conversation. Students are instructed to read each statement and to answer Javier's questions in complete sentences.

As a teaching tool, and to demonstrate the art of oral negotiation, students are encouraged to pay attention to Javier's statements when responding. For example, when Javier states, "Según mis amigos, soy alto", my students simply need to choose the appropriate adjective to describe themselves but the verb form and sentence structure has already been modeled by Javier.

Upon completion of Part I, students are given a performance-based writing activity where they are instructed to write a letter to Javier's father who will be picking them up at the airport. Part I should have served as a helpful warm-up and organizational activity to prepare tthem for Part II.

If students answered Javier's questions in complete sentences during Part I, they simply need to transfer their complete sentences in the same order to the letter. However, advanced and more capable students should be encouraged to write from memory and not just copy what they have already produced in Part I.

This is a new activity but it met my expectations and worked very well. It was designed as an in-class assignment but can also be used as:

1. Homework
2. Formative Assessment
3. Summative Writing Assessment (Part II)
4. Substitute Teacher activity
5. Collaborative learning activity
6. Reading Comprehension practice

For additional value I have also included two comprehensive vocabulary lists that contain words needed to:

1. identify members of the family
2. days, months, and seasons
3. physical features used to describe hair, eyes, and facial features
Total Pages
6 pages
Answer Key
Included
Teaching Duration
50 minutes
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