1. Take Weekly Quiz: Numbers 0-30; Present Indicative Tense; time; gustar (15minutes)

2. WARM-UP: (30 minutes) Write: hermano=brother on board; Ask: Quien tiene un hermano?. Como se llama tu hermano?. Ask another student: Como se llama el hermano de _______?. Change word to: hermana; Ask: Que significa hermana?

Repeat process; Introduce Plural forms and Possessive Adjectives.

Show Transparency of a Spanish Family Tree (written in English/Spanish). Ask questions about Tree and have students refer to the Tree to respond. Introduce Spanish usage of two last names.

Write various descriptive adjectives on board. Ask students to identify which are feminine and which are masculine. Explain.

Introduce list of descriptive adjectives.

3. MAIN TASK: (10 minutes) Pair up students in groups of two. Show transparency of family sitting in living room. Have each pair write five (5) descriptive sentences about the family members in the transparency, using family vocabulary and descriptive adjectives learned.

4. Language Focus/Summary: (15 minutes) Each pair must Share one sentence. I write sentence on the board. Ask for the antonym of each adjective. Next pair shares their sentence, can not repeat adjective already used.

5. HOMEWORK: Review next lesson: -er/ir verbs and numbers 31-100. Have member of your host family or your intercambio, conjugate one -er verb; one -ir verb; tener; venir. Bring conjugated verbs to class tomorrow.

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1. Review numbers 0-30. Point out pattern in numbers. List words cuarenta (40), cincuenta (50), etc. Point out pattern and Introduce numbers 31-100. Call on students to identify numbers. (10 minutes).

2. WARM-UP: (40 minutes) Review -ar verbs: Conjugate one -ar verb on board and underline endings. Introduce -er/ir verbs/endings. Congujate on the board, one -er verb, and one -ir verb. Using those verbs, ask the students questions and have them respond with the correct form.

Use list of common -er/ir verbs to ask similar questions to each student. Complete the entire list and write infinitive on the board as I ask questions. Students should respond with the correct conjugated form.

Introduce tener and venir. Have students take out last nights homework. Need two volunteers to write out conjugations on the board. I Compare and Contrast the two verbs, and forms of tener we are already familiar with.

Introduce common expressions with tener. Listen to recording containing various expressions. While listening, students must write down expressions they hear with tener. Play recording twice. Call on students to read what they heard. Write their answers on board.

3. MAIN TASK: (15 minutes) Have each student write five (5) sentences using original expressions with tener. Put students in groups of three (3), and pick out their best sentences.

4. Language Focus/Summary: (15 minutes) Have a volunteer from each group come up to the board and write out two (2) sentences Next group shares their sentence, can not repeat expression already used. Make sure every expression was used.

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1. WARM-UP: (30 minutes) Instruct students to create their own family tree. Each student must also write a description of each family member, which may include: age, description, profession, anything from lessons vocabulary, etc.

2. MAIN TASK: (15 minutes) Pair up students in groups of two. Share family trees by asking each other questions, describing each member, etc.

3. Language Focus/Summary: (15 minutes) I call on students to share their family trees with us and write some key words on the board. Ask their partners some questions on the other persons family. Then move on to next pair, writing down key words.

4. HOMEWORK: Expand upon your family tree, and write a descriptive essay on your family. Due: Thursday October 2.

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