Welcome to Spanish for Beginners: Lesson Five!   Bienvenido a la lección cinco!

I hope you enjoyed practicing your Quiero Country in the last lesson. It might be a good idea to begin today’s work by running through the songs you have already learned:
[Mariachi], [¿Como Se Llama?],  [Quiero Comer],  [Quiero Comprar],  [Quiero Trabajar] and  [Quiero Country]
Today we begin our lesson with a story about a beginning teacher. This will give you a chance to become familiar with a lot of language that students encounter in school.

Activity 1: Maestra Elena

Step 1: To begin, listen to the story while reading along.

Let’s begin!

[S3AUDIO file=’M115/Elena1.mp3′]

[S3FILE file=’M115/Elena1.mp3.zip’ anchor = ‘Download Maestra Elena’]


Step 2: Read along while listening to the recording.

 

The New Teacher

or

 La Nueva Maestra

Today was Elena’s first  día  of class.

She had been looking forward to it all summer, all verano.

She received her teaching license in the Spring and was fortunately hired as a new teacher, una maestra nueva, at Stephen’s Elementary School.

Today she will finally meet los estudiantes in her class.

Last night she hardly slept.

She kept imagining her first grade estudiantes walking into the classroom with smiles, some nervous, some parents stopping by.

Oh, she was so excited.

 

Ella rolled over in her cama and looked at el reloj on the bedside table.

It was 5:30 de la mañana. That’s okay, she thought. I might as well get up.

 

Elena reached over and turned on la luz.

Then she rolled out of her cama and slipped on a robe and her slippers, her zapatillas.

She walked out of her bedroom, her dormitorio, and turned on la luz in the hallway, the vestíbulo.

 

Her dormitorio was at the end of the vestíbulo. At the other end of  el vestíbulo was the escalera that led down to kitchen, la cocina.

Elena walked down the escalera and turned on la luz in the cocina.

She walked over to the kitchen cupboard, opened up the cupboard door, and took out a filtro de café.

She placed the filtro de café into the cafetera.

Then she took a bolsa of coffee beans, granos de café, out of the cupboard and poured them into the coffee grinder, el molinillo.

She ground up the granos de café and virtió the ground coffee into the cafetera.

Then she virtió agua into the cafetera. Finally she turned on the cafetera.

La luz on the front of the cafetera went on, and el agua began to drip through the filtro and into the  cafetera.

 

As Elena waited for the café to brew she went to the front puerta to see if the newspaper, el periódico, had arrived.

The paperboy usually dropped off el periódico by 6:00 a.m. so she was hoping it had arrived.

Elena opened the front puerta and sure enough, el periódico was there on the front step.

 

She picked up el periódico and closed the puerta.

 

As usual, Elena sat at the kitchen table and leafed through el periódico while the café was brewing.

She laid el periódico down on la mesa and browsed over the front page headlines.

School enrollment up for first day of escuela.

 

Elena skimmed through the first paragraph of each article and then moved on to the horóscopo section. Just as she was about to read her horóscopo el teléphono rang.

“¿Hmm, who would that be at 6:00 de la mañana?” she thought to herself.

 

She walked over to el teléfono. “¿Bueno?”

 

Buenos dias Elena.”
I just wanted to wish you a great first day of clases.”

It was su madre. Su madre lived in Phoenix, but still always tried to stay in touch.

 

“Oh, thanks mamá.” Elena said.  “I have been so excited. I could hardly sleep last night.”

 

“Well, I know you will have a fabulous day,” La madre de Elena dijo.

 

Gracias mamá.”

 

Entonces her madre dijo,” I won’t keep you, but call me this evening and let me know how your día goes.”

 

“I will mamá. Gracias.”

 

Te amo Dear.”

 

Te amo demasiado Mamá. I will talk with you this evening.”

 

Elena hung up el teléfono and walked over to the cupboard and took  out a taza de café.

She then reached up and took down un azucarero.

Then she went over to the fridge and took out some crema.

She vertió some cream in the taza de café and then vertió some café.

Finally she put una cuchara of azúcar in the taza and stirred the café.

 

She took a sip, un sorbo, of the café.

“Mmmm,” she said out loud.


 

Activity 2: Vocabulario

 

Step 1: Listen to the new vocabulary.

 

[S3AUDIO file=’M115/VocabJ.mp3′]

[S3FILE file=’M115/VocabJ.mp3.zip’ anchor = ‘Download Vocabulario’]

 

day (día)

summer (verano)

new (nuevo)

teacher [female](maestra)

the students (los estudiantes)

she (ella)

the light (la luz)

bed (cama)

slippers (zapatillas)

bedroom (dormitorio)

clock (reloj)

in the morning (de la mañana)

hallway (vestíbulo)

kitchen (cocina)

stairs (escaleras)

coffee (café)

coffee filter (filtro de café)

coffee maker (cafetera)

bag (bolsa)

coffee beans (granos de café)

coffee grinder (el molinillo)

water (agua)

order (orden)

door (puerta)

newspaper (el periódico)

the table (la mesa)

school (escuela)

horoscope (horóscopo)

telephone (teléfono)

mother (madre)

her mother (su madre)

then (entonces)

I love (amo)

I love you (te amo)

also (también)

coffee cup (taza de café)

sugar bowl (une azucarero)

cream (crema)

spoon (cuchara)

sugar (azúcar)

sip (sorbo)

 

 

Step 2: Write out the new vocabulary in your Note Book.

 


 

Activity 3: Quiero Un Poco De Café

Our song for the day will help us learn the language of preparing and making café.

Step 1:Read through the lyrics of the song.

Song : Me Gusta El Café

Quiero un poco de café.

Haré un poco de café.

Me gusta el café

de la mañana,

de la mañana,

de la mañana.

Me gusta, me gusta, me gusta

 

Tomar los granos del armario.

Vierta los granos en el molinillo.

Me gusta el café

de la mañana,

de la mañana,

de la mañana.

Me gusta, me gusta, me gusta

 

Moler los granos en el molinillo.

Vierta el agua en la cafetera.

Me gusta el café

de la mañana,

de la mañana,

de la mañana.

Me gusta, me gusta, me gusta

Encender la cafetera.

Vertir el café en la taza.

Me gusta el café

de la mañana,

de la mañana,

de la mañana.

Me gusta, me gusta, me gusta

Tome un sorbo y diga el aahhh.

Tome un sorbo y diga el aahhh.

Me gusta el café

de la mañana,

de la mañana,

de la mañana.

 Me gusta, me gusta, me gusta

 

I Like Coffee

I want some coffee.

I’ll make some coffee.

I like coffee,

in the morning,

in the morning,

in the morning.

I like it, I like it, I like it.

 

Take the beans from the cupboard.

Pour the beans into the grinder.

I like coffee,

in the morning,

in the morning,

in the morning.

I like it, I like it, I like it.

 

Grind the beans in the grinder.

Pour water into the coffeemaker.

I like coffee,

in the morning,

in the morning,

in the morning.

I like it, I like it, I like it.

 

Turn on the coffeemaker.

Pour the coffee into the cup.

I like coffee,

in the morning,

in the morning,

in the morning.

I like it, I like it, I like it.

 

Take a sip and say aahhh.

Take a sip and say aahhh.

 

I like coffee,

in the morning,

in the morning,

in the morning.

I like it, I like it, I like it.

 

Step 2: Download the song and listen to it while you read the lyrics.

[S3AUDIO file=’M115/MeGustaCafe.mp3′]

[S3FILE file=’M115/MeGustaCafe.mp3.zip’ anchor = ‘Download Me Gusta Café’]

 

Step 3: Try to create your own gestures that go along with the lyrics.

Step 4: Play the song again incorporating your own gestures.

 


 Activity 4

Practice the following phrases

El camello es grande.

Los camellos son grandes.

 

El elefante es grande.

Los elefantes son grandes.

 

La rata es pequeño.

Los ratas son pequeños.

 

El caballo no es pequeño.

Los caballos no son pequeños.

 

El crocodilo no es pequeña.

Los crocodilos no son pequeñas.

 

El elefante y el caballo no son pequeños.

 

El caballo y la camello no son pequeños.

 

¿Es pequeño el camello?

¿Son pequeños los camellos?

 

¿Es pequeña la rata?

¿Son pequeñas las ratas?

 

Un caballo y un caballo son dos (2) caballos.

 

Una rata y una rata son dos ratas.

 

Useful phrases

 

¿Qué es? (what is?)

¿Cuál es? (which is?)

¿Qué son? (what are?)

¿Cuáles son? (which are?)

 

note: When do we use ¿Qué es? ¿Qué son? ¿Cuál es?  ¿Cuáles son? ?

We use qué es and qué son when we aren’t choosing from any particular things or a particular set of things. E.g. What is largest city (out of any cities)? or What are the largest cities (out of any cities). We us cuál es and cuáles son when we are picking something from a particular group. E.g. Which is the largest city (out of the five cities we have to choose from). Which are the largest cities (our of the five we have to choose from).

 

Exercise

A. Write the appropriate article (la or el) with the following words.

example:  la rata

………. animal

………..camello

………..caballo

………..elefante

 

B. Write the appropriate indefinate article (un or una) in front of the word.

nota: In English there are 3 articles. They are a, an and theThe is called the definite article as it is used to indicate something specific. A and an are called the indefinite articles as they are used to indicate something unspecific. The same applies in Spanish. We have un (a for masculine words), una (a fro feminine words), el (the for masculine words) and la (the for feminine words). 

 

………..rata

………..caballo

………..elefante

………..camello

………..animal

 

 

C. ¿Cuáles son las palabras de la lección que se escriben con acento gráfico ( ´ )?
What are the words in the lesson that are writen with the acento gráfico ( ´ )?

 

D. ¿Cuáles son las palabras que se escriben con ñ?
What are the words that are writen with an ñ

E. Colóquese el adjetivo en lugar de los puntos (. . . .):

Place the adjectives ‘grande,’ ‘grandes,’ ‘pequeño,’  or ‘pequeños’ in the space provided.

 

1. El elefante es . . . .

2. La rata es . . .

3. El elefante es el animal más . . . .

4. El caballo no es . . . .

5. La rata no es . . . .

 

5.  Cuestionario (questionnair) 

 

1. ¿Qué es el elefante?

2. ¿Qué son el elefante y la camello?

3. ¿Es grande la rata?

4. ¿Cuál es el animal más pequeño, la rata o el elefante?

5. ¿Cuál es más grande, el caballo o el elefante?

6. ¿Cuáles son los animales más grandes?

7.  ¿Es el caballo un animal pequeño?

8. ¿Cuáles son los animales más pequeños de la lección?

9. ¿Cuál de los dos (2) es más pequeño, el burro o el caballo?

10. ¿Cuál es el más pequeño de los animales de la lección?


 

I hope you enjoyed the activities.

Even though it takes more energy to create gestures to go along with the song, you will likely find that you have much better retention of the vocabulary by creating that bodily understanding.

Don’t forget to listen to the song at least once a day until you feel confident that you understand what is being sung.

Have a great day!