🇪🇸 Spanish Beginner - Week 1

Learning Objectives

• Produce Spanish vowel sounds with consistent pronunciation.
• Use soy / eres / es accurately in identity statements.
• Introduce self and ask basic identity/origin questions.
• Use beginner conversation routines: greeting, introduction, follow-up question, closing.
• Apply basic gender agreement for common nationality and profession words.

Day 1 - Sounds and Core Identity Chunks

Comprehensible Input (Dialogue)

Vocabulary Table

Spanish	English	High-Frequency Use
hola	hello	Opening greeting
mucho gusto	nice to meet you	First-time introduction
igualmente	same here / likewise	Polite response
soy	I am	Self-identification
eres	you are	Asking/confirming identity
es	he/she is	Introducing third person
estudiante	student	Identity role
profesor / profesora	teacher	Identity role with gender

Grammar Discovery

Learners underline every form of ser in the dialogue and sort by subject:

• Yo → soy
• Tú → eres
• Él / Ella / Usted → es

Prompt questions:

1. Which form appears with yo?
2. Which form appears in a question to another person?
3. What word appears before a place of origin?

Guided Practice

1. Yo ___ Ana.
2. Tú ___ estudiante.
3. Él ___ profesor.
4. Ella ___ de México.
5. Yo ___ de Chicago.
6. ¿Tú ___ profesor?
7. No, yo ___ estudiante.
8. Usted ___ la profesora.

Semi-Controlled Practice

Reorder each set into a correct sentence:

1. soy / Yo / estudiante
2. de / Tú / Texas / eres
3. es / Ella / amiga / mi
4. eres / ¿ / estudiante / ?

Free Production

Write 6 original lines about yourself. Include:

• Greeting
• Name
• Where you are from
• Role (student/profession)
• One question for a partner
• Closing phrase

Speaking Activity

Find-a-partner loop (2 rounds):

• Round 1: read from notes.
• Round 2: speak from memory with only keyword prompts.

Real-World Simulation

Scenario: First minute of a new language class. Learners circulate, greet two classmates, exchange names, and ask one identity question.

Day 2 - Identity Expansion: Nationality and Profession

Comprehensible Input (Mini Reading)

Vocabulary Table

Spanish	English	Pattern Notice
mexicano / mexicana	Mexican	-o / -a endings
americano / americana	American	-o / -a endings
profesor / profesora	teacher	-or / -ora pattern
amigo / amiga	friend	Gender agreement
de	from	Origin marker
clase	class	School context
también	also	Connector
pero	but	Contrast connector

Grammar Discovery

1. Learners highlight words ending in -o and -a.
2. Class infers how endings often match the person described.
3. Learners compare: Soy profesor vs Soy un profesor and identify Week 1 target pattern (no article for profession statements).

Guided Practice

1. Ana es mexican__.
2. David es american__.
3. Laura es profesor__.
4. Diego es profesor__.
5. Yo ___ estudiante de español.
6. Tú ___ de México.
7. Ella ___ amiga de Carlos.
8. Él ___ de Chicago.

Semi-Controlled Practice

Complete using word bank: soy / eres / es / de

1. Yo ___ Ana y ___ Texas.
2. Tú ___ profesora ___ español.
3. Él ___ estudiante ___ clase.
4. Ella ___ mexicana.

Free Production

Write 6-8 lines introducing two people from a class list. Include name, origin, profession or student status, and one connector (también / pero).

Speaking Activity

Interview chain:

• Partner A interviews Partner B (name, origin, role).
• Partner A introduces Partner B to a new partner in third person (Ella es..., Él es...).

Real-World Simulation

Scenario: Student mixer. Learners introduce themselves and then present one partner to the group.

Day 3 - Asking and Answering Identity Questions

Comprehensible Input (Dialogue)

Vocabulary Table

Spanish	English	Function
¿quién?	who?	Identity question
¿de dónde?	from where?	Origin question
¿eres...?	are you...?	Yes/no question frame
¿y tú?	and you?	Turn-taking prompt
sí	yes	Affirmation
no	no	Negation
no soy...	I am not...	Correction frame
soy de...	I am from...	Origin statement

Grammar Discovery

• Question punctuation appears as a pair: opening + closing marks.
• Word order can stay close to statement order in beginner identity questions.
• No is placed before the verb: No soy...

Guided Practice

1. ___ eres?
2. ___ dónde eres?
3. ¿Tú ___ estudiante?
4. Yo ___ de Chicago.
5. No, yo ___ profesor.
6. Ella ___ americana.
7. Él ___ mi amigo.
8. ¿___ tú Ana?

Semi-Controlled Practice

Information-gap exchange. Each learner has a card with missing details. Ask questions in Spanish to complete all blanks:

• Name
• Origin city/country
• Student or profession

Free Production

Write a 6-line interview script between two classmates. Include at least three different question frames and one negative response.

Speaking Activity

Speed interview carousel (3 rounds, 2 minutes each). Target: ask three identity questions without reading full sentences.

Real-World Simulation

Scenario: International orientation desk. Learner asks identity and origin questions to check student cards and place students in correct groups.

Day 4 - Consolidation and Fluency Building

Comprehensible Input (Short Reading)

Vocabulary Table

Spanish	English	Use in Week 1
me llamo...	my name is...	Alternative self-introduction
somos	we are	Extension for group identity
todos los días	every day	Routine phrase
practicamos	we practice	Classroom context preview
amigos de clase	class friends	Relationship phrase
también	also	Add information
pero	but	Contrast information
con	with	Simple connector

Grammar Discovery

1. Notice two ways to introduce yourself: Soy... and Me llamo...
2. Compare soy de... (origin) and soy estudiante/profesor (identity role).
3. Track agreement in nationality/profession endings.

Guided Practice

1. Me llamo Carla. Yo ___ de Miami.
2. Él ___ profesor y ___ de México.
3. Nosotros ___ amigos de clase. (extension item)
4. Ella ___ americana, pero yo ___ mexicana.
5. ¿Tú ___ estudiante de español?
6. No, yo no ___ estudiante.

Semi-Controlled Practice

Transform and expand:

1. Soy Ana. → Add origin and role.
2. Él es profesor. → Add nationality and one connector.
3. ¿Eres estudiante? → Add your own full answer and follow-up question.
4. Ella es de México. → Rewrite as a question.

Free Production

Write one 8-sentence paragraph introducing yourself and two classmates. Include at least:

• 2 identity statements
• 2 origin statements
• 2 question forms
• 1 negative sentence

Speaking Activity

Shadowing drill and then memory retell:

• Shadow teacher model 3 times.
• Retell without text using only key words on board.

Real-World Simulation

Scenario: You are the orientation helper. Welcome a new student, ask where they are from, and introduce them to another classmate.

Day 5 - Spiral Review, Speaking Challenge, and Mini Test

Spiral Review (Previous Concept + Week 1 Retrieval)

Retrieve from the previous foundation concept (Week 0 onboarding): stable Spanish vowels (A/E/I/O/U) and greeting routines. Then integrate with Week 1 identity targets.

• Pronunciation quick check: hola, amiga, estudiante, profesor, México
• Greeting chain: hola → mucho gusto → igualmente
• Identity retrieval: soy / eres / es + de + profession/student

Comprehensible Input (Cumulative Dialogue)

Vocabulary Table

Spanish	English	Retrieval Goal
buenos días	good morning	Greeting variety
igualmente	likewise	Polite response
¿quién eres?	who are you?	Identity prompt
soy de...	I am from...	Origin statement
profesor / estudiante	teacher / student	Role identity
no	not / no	Simple negation
¿y tú?	and you?	Turn-taking
amigo / amiga	friend	Relationship language

Grammar Discovery

Final pattern review grid:

Function	Core Frame	Example
Introduce self	Soy + name/role	Soy Camila.
Ask identity	¿Quién eres?	¿Quién eres?
State origin	Soy de + place	Soy de Bogotá.
Negate identity	No + ser	No soy profesor.

Guided Practice

1. Yo ___ de Chicago.
2. ¿Tú ___ estudiante?
3. Ella ___ profesora.
4. No, yo no ___ profesor.
5. ¿___ eres?
6. Él ___ mi amigo.
7. Yo ___ Ana. Mucho gusto.
8. ¿Tú ___ de México o de Perú?

Semi-Controlled Practice

Error correction and upgrade:

1. Yo eres estudiante. → Correct it.
2. Tú soy de Texas. → Correct it.
3. Soy un profesor. → Rewrite to Week 1 target pattern.
4. Quien eres? → Add full punctuation and accent.

Free Production

Write a final 10-line introduction script that includes:

• Greeting and closing
• Name and origin
• Role (student/profession)
• One negative sentence
• Two questions for a partner

Speaking Activity - Speaking Challenge

Without notes, speak for 60-90 seconds. Required checklist:

• Greet and introduce yourself
• State where you are from
• State if you are a student/professional
• Ask at least two identity questions
• Respond to one answer naturally

Real-World Simulation

Scenario: First meeting at an international student welcome table. In pairs, complete a full introduction exchange and then introduce your partner to the class.

Mini Test

1. Translate: I am from Chicago.
2. Translate: Are you a student?
3. Translate: She is Mexican.
4. Translate: Who are you?
5. Fill in: Yo ___ Ana.
6. Fill in: Tú ___ de Texas.
7. Rewrite correctly: Yo eres profesor.
8. Write one complete Spanish sentence introducing yourself.