cheerful Key Words Unit 1 ● Week 1 TEACHER TALK Point to the Word 1 image. 1. One word to learn this week is cheerful. Say it with me: cheerful. When you are cheerful, you are happy or glad. When you feel cheerful, you smile. 2. En español, cheerful quiere decir “alegre, contento, feliz.” Cuando uno está alegre, uno sonríe y se muestra animado. 3. Now let’s look at a picture that shows the word cheerful. (Point to the boys in the photo.) These boys are smiling. Do you think they feel angry or cheerful? MOVEMENT 4. How do you look when you feel cheerful? What do you do? Let’s all pretend to be cheerful together. 5. I’ll describe a situation and you respond by looking cheerful and saying the word “cheerful” or looking unhappy and saying “not cheerful.” Here we go: You got a 100 on your math test (cheerful). Your forgot your lunch (not cheerful). (Continue with similar situations.) 6. Now let’s say cheerful together three more times: cheerful, cheerful, cheerful. cheerful

genuine Key Words Unit 1 ● Week 1 TEACHER TALK Point to the Word 2 image. 1. Another word to learn this week is genuine. Say it with me: genuine. When something is genuine, it is real, not fake. You can have a belt made of genuine leather. You can have genuine feelings of love for someone. 2. En español, genuine quiere decir “natural, auténtico, genuino.” Cuando algo es genuino, es de verdad, no es falso. Uno puede tener un cinturón hecho de cuero genuino. Uno le puede tener afecto genuino a alguien. 3. Genuine in English and genuino in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that shows the word genuine. (Point to the woman in the photo.) See how this mother kisses the baby. She has genuine feelings of love for this baby. PARTNER TALK 5. For whom do you have a genuine feeling of love? Tell your partner about that person. (I feel genuine love for my mom. She is nice to me. She hugs me all the time.) 6. Work with your partner to use the word genuine in a sentence. Use the sentence frame: The boy feels genuine ____________. 7. Now let’s say genuine together three more times: genuine, genuine, genuine. genuine

interest Key Words Unit 1 ● Week 1 TEACHER TALK Point to the Word 3 image. 1. Another word to learn this week is interest. Say it with me: interest. An interest is something you enjoy doing or you want to know more about. When you have an interest in something, you pay attention because you think it’s interesting. 2. En español, interest quiere decir “curiosidad, la atención o inclinación que se tiene por algo, interés.” Si algo te provoca interés, disfrutas hacerlo o te da curiosidad por aprender más. Cuando sientes interés por algo, le prestas atención. 3. Interest in English and interés in Spanish are cognates. They sound almost the same and mean the same thing in both languages. PARTNER TALK 4. Now let’s look at a picture that demonstrates the word interest. (Point to the man and boy in the photo.) This man is showing a book to the little boy. They both seem to have an interest in the book. The man has a magnifying glass so the boy can see better. If the boy did not have an interest in the book, he might look bored. 5. What types of activities do you have an interest in? Tell your partner. (I have an interest in soccer. I also have an interest in raising chickens.) 6. Think of three different interests your partner might have. For each one, ask your partner: Do you have an interest in _____________? Why or why not? 7. Now let’s say interest together three more times: interest, interest, interest. interest

prefer Key Words Unit 1 ● Week 1 TEACHER TALK Point to the Word 4 image. 1. Another word to learn this week is prefer. Say it with me: prefer. When you prefer something, you like it more than something else. If someone offered me an apple or a grapefruit, I would choose the apple. I prefer apples. I like them more than I like grapefruit. 2. En español, to prefer quiere decir “preferir, escoger una cosa entre varias opciones.” Si alguien me ofreciera una manzana o una toronja, yo escogería la manzana. Prefi ero la manzana. 3. To prefer in English and preferir in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word prefer. (Point to the melon and the pineapple in the photo.) This boy’s mom is holding a melon in one hand and a pineapple in the other. It looks like she’s asking her son, “Which do you prefer?” PARTNER TALK 5. Which fruit do you think the boy prefers? Why? Share your ideas with a partner. (I think the boy prefers the melon because it is sweeter.) 6. Look at the fruits in the photo. Work with your partner to say which fruit you prefer. Use the sentence frame: I prefer ____________. 7. Now let’s say prefer together three more times: prefer, prefer, prefer. prefer

unique Key Words Unit 1 ● Week 1 TEACHER TALK Point to the Word 5 image. 1. Another word to learn this week is unique. Say it with me: unique. When something is unique, it is the only one of its kind. It is special. 2. En español, unique quiere decir “singular, extraordinario, sin igual, único.” Cuando se dice que algo es único, no hay más de su tipo o clase. Es algo especial. 3. Unique in English and único in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word unique. (Point to the dog in the photo.) This dog is wearing a ribbon that says “First Place.” This must be a special dog. The people who gave him first place thought he was unique. He was not like the other dogs in the contest. PARTNER TALK 5. Why do you think this dog might be unique? What did he do for the judges? Share your ideas with your partner. (This dog is unique because he can dance on his hind legs. This dog is unique because his coat is so shiny.) 6. What makes you unique? Tell your partner. Use the sentence frame: I am unique because ____________. 7. Now let’s say unique together three more times: unique, unique, unique. unique

creep past Function Words & Phrases Unit 1 ● Week 1 TEACHER TALK 1. In English, we use creep past to describe how someone or something moves when passing by slowly and quietly. Say it with me: creep past. Creep past means “to slowly move or sneak by quietly.” A cat might creep past a sleeping dog so that the dog will not wake up. 2. En español, to creep past quiere decir “moverse o pasar al lado de algo lentamente, sin hacer mucho ruido.” Un gato puede pasar lentamente por el lado de un perro para no despertarlo. 3. This picture shows the phrase creep past. It shows a traffic jam. There are so many cars on the road that they can only move slowly, or creep past each other. CHORAL RESPONSE 4. I am going to say some sentences. Repeat the sentences after me. I will creep past you. You will creep past me. Who will creep past us? We’ll see! 5. I am going to describe actions. If the actions describe the phrase creep past, raise your hand and say the phrase creep past. If not, don’t do anything. The clown jumps out of the car. A mouse sneaks by a sleeping cat. The baby moves slowly on its hands and knees. 6. Repeat the phrase three times with me: creep past, creep past, creep past. creep past

scamper across Function Words & Phrases Unit 1 ● Week 1 TEACHER TALK 1. In English, we use scamper across to describe a quick kind of movement. Say it with me: scamper across. Scamper across means “to run or move quickly from one place to another.” If you want to get from one side of the playground to the other quickly, you can scamper across the playground. 2. En español, to scamper across quiere decir “moverse rápidamente de un lugar a otro, corretear.” Si quieres ir de un extremo del parque al otro rápidamente, puedes atravesarlo correteando. 3. This picture shows the words scamper across. The wolf is moving quickly over the snow. It scampers across the snow. CHORAL RESPONSE 4. I am going to name some places. If you can scamper across them, say scamper across, if not, say nothing. a high rocky mountain a flat grassy meadow the school yard 5. I am going to say some words that describe actions. If they describe what it is like when something scampers across, say “yes.” If they do not, say “no.” moves quickly creeps past runs fast lays down hops along 6. Repeat the words three times with me: scamper across, scamper across, scamper, across. scamper across

crouch in fear Function Words & Phrases Unit 1 ● Week 1 TEACHER TALK 1. In English, we use crouch in fear to describe what we might do if we are afraid. Say it with me: crouch in fear. Crouch in fear means “bend down or hide from something scary.” Some people crouch in fear when they watch a scary movie. 2. En español, to crouch in fear quiere decir “encogerse de miedo.” Algunas personas se encogen de miedo cuando ven una película de terror. 3. This picture shows the phrase crouch in fear. It shows children starting to hide and cover themselves under the blanket because they are watching something scary on the television. They are all crouching in fear. CHORAL RESPONSE 4. I am going to name an event. If it is something that might cause you to crouch in fear, say “crouch in fear.” If not, say nothing. A lion walks past you. A kitten walks past you. A tornado comes toward the house. The sun shines on your house. 5. Now I am going to say some sentence starters. Repeat the sentence starters and complete each one with the words crouch in fear. When I hear a strange noise, I ____________. When I watch a scary movie, I ____________. When I see a dangerous animal, I ____________. 6. Repeat the phrase three times with me: crouch in fear, crouch in fear, crouch in fear. crouch in fear

watch in amazement Function Words & Phrases Unit 1 ● Week 1 TEACHER TALK 1. In English, we use watch in amazement to describe how we look at some things. Say it with me: watch in amazement. Watch in amazement means “to look at something with wonder, surprise, or astonishment.” At the circus, people watch in amazement as the man swings on the trapeze. 2. En español, to watch in amazement quiere decir “mirar algo con asombro o sorpresa.” En el circo, las personas miran con asombro al trapecista balanceándose en el aire. 3. This picture demonstrates the words watch in amazement. These people are watching something up high that is amazing or astonishing. They are watching in amazement. What might they be watching in amazement? (Examples include: an airplane show, a spaceship, a hot air balloon festival) CHORAL RESPONSE 4. I am going to name some events. If people would watch the event in amazement say, “watch in amazement.” If not, say nothing. a man walking across a tightrope a boy juggling 10 balls at once a woman pushing a baby carriage a fireworks show in the sky 5. I am going to say some words that describe what people look like. If the words describe what people might look like when they watch in amazement, say “yes.” If not, say “no.” eyes wide mouths open eyes closed big smile head down 6. Repeat the phrase three times with me: watch in amazement, watch in amazement, watch in amazement. watch in amazement

pudding Basic Words Unit 1 ● Week 1 ROUTINE Display the card. Define each word in English, referring to the photograph. Incorporate actions where appropriate. Have children say the word three times. pudding

cheese Basic Words Unit 1 ● Week 1 ROUTINE Display the card. Define each word in English, referring to the photograph. Incorporate actions where appropriate. Have children say the word three times. cheese

cream Basic Words Unit 1 ● Week 1 ROUTINE Display the card. Define each word in English, referring to the photograph. Incorporate actions where appropriate. Have children say the word three times. cream

fresh fruit Basic Words Unit 1 ● Week 1 ROUTINE Display the card. Define each word in English, referring to the photograph. Incorporate actions where appropriate. Have children say the word three times. fresh fruit

stew Basic Words Unit 1 ● Week 1 ROUTINE Display the card. Define each word in English, referring to the photograph. Incorporate actions where appropriate. Have children say the word three times. stew

nuts Basic Words Unit 1 ● Week 1 ROUTINE Display the card. Define each word in English, referring to the photograph. Incorporate actions where appropriate. Have children say the word three times. nuts

Basic Words Unit 1 ● Week 1 ROUTINE Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.