TEESP Level 3 - Lessons 41 - 46

TEESP Level 3 - Lessons 41 - 46

Click here for link to: TEESP Program Curriculum Plan 

Click here for link to: TEESP Goals and Standards Document

Click here for link to: TEESP Vocabulary List Levels 1- 6

Click here for link to: TEESP Curriculum Overview

Lesson 41: Story #1-La gatita cansada

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • se llama = he/she is called
  • una gatita = small cat
  • está contenta = is happy
  • el lunes = Monday
  • duerme = sleeps

Activities and Procedures

1. Use TPR to introduce vocabulary for a small cat, he/she is called (named), happy and
sleeps.

2. Show a calendar and check student understanding of the word ‘lunes’ or ‘Monday.’

3. Introduce the little cat named “Miau”.

4. Listen to the podcast story about a little cat who is too tired to keep a date with her
friend. A script of the podcast follows the Teacher Pages, and the text of the story with
English translation is on the last page of this Lesson Plan.

Lesson 41: Story #1 Podcast

5. Use the student pages to have students read and translate the story, or complete the
activity page. Click the Link: Level 3 Student Page

6. Have students tell about the pictures, or write about the pictures.

7. Read more stories from the Cuéntame book, or copy the stories and have students read
them together.

Suggested Additional Resources

  • ¡Cuéntame!ˆpages 1 - 13
  • Graphics of small cat, happy face, calendar
  • Optional: stuffed cat

Note to Teacher

See also translation of story script.

  • tiene un problema = has a problem 
  • una cita = a date, appointment 
  • la ratita = little rat 
  • cada = every, each 
  • ellas comen = they eat 
  • pan tostado = toast 
  • muy perezosa = very lazy
  • cansada = tired 
  • de pronto = suddenly 
  • despierta = wakes up 
  • está preocupada = is worried
  • no quiere faltar = doesn’t want to miss 
  • camina = walks 
  • resolver = resolve 
  • el despertador = alarm clock 
  • sonará = will ring 
  • no sonó = didn’t ring

Lesson 41: Story #2 - La gatita triste

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • el lunes = Monday
  • está triste = is sad
  • está contenta = is happy
  • duerme = sleeps
  • el despertador = alarm clock
  • suena = rings
  • tiene una cita = has a date

Activities and Procedures

1. Use TPR command to review vocabulary: sleeps, is sad, is happy.

2. Show a calendar and review Monday.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 41: Story #2 Podcast

4. Retell the story changing names, or characters.

5. Have students retell the story, or write the story.

6. Have students complete the Student Page activities. The complete story is provided on
the first page of the Student Pages. Click the Link: Level 3 Student Page

7. Read more stories from the Cuéntame book, or copy some stories for class to read
together.

Suggested Additional Resources

  • ¡Cuéntame!, pages 1 - 13
  • Graphics of small cat, sad and happy face, calendar
  • Optional: stuffed cat

Note to Teacher

See also translation of story script.

  • tiene un problema = has a problem 
  • cada lunes = every Monday
  • pero - but
  • pone la alarm = sets the alarm 
  • despierta = wakes up 
  • la comida del gato = cat food

Lesson 42: Story #1- La gatita necesita limpiar

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • el martes = Tuesday
  • llega = arrives
  • prende = turns on
  • la radio = radio

Activities and Procedures

1. Use TPR commands to introduce vocabulary for sleeps, is sad, is happy, arrives.

2. Show a calendar and review Tuesday and Monday.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 42: Story 1 Podcast

4. Retell the story, or read more stories from Cuéntame book.

5. Have students read the story together or in groups.

6. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 14 - 23

Note to Teacher

Review words:

  • problema = problem
  • la gatita = little cat 
  • suena = sounds, rings 
  • el timbre = doorbell 
  • la ratita = little rat 
  • un día solado = sunny day 
  • relajada = relaxed 
  • enojada = angry
  • no comió = did not eat 
  • espera = waits 
  • la aspiradora = vacuum cleaner 
  • un cuarto = room
  • otro = another 
  • qué ruido = how noisy 
  • tiene hambre = is hungry

Lesson 42: Story #2 - La criada baila

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • la aspiradora - vacuum cleaner
  • prende = turns on
  • se duerme = falls asleep
  • otra vez = again
  • no está sucia = is not dirty

Activities and Procedures

1. Use TPR commands to introduce vocabulary for falls asleep, is happy, turns on the
radio, vacuum.

2. Use a calendar to review Tuesday.

3. Use a clock to review 3:00.

4. Listen to the podcast.A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 42 Story 2 Podcast

5. Retell the story, or read more stories from Cuéntame book.

6. Have students read or retell the story together or in groups.

7. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 14 - 23

Note to Teacher

Review words:

  • ¡Qué ruido! = What noise! 
  • llega = he/she arrives
  • una criada = a maid
  • prende el radio = turns on the radio 
  • de la tarde = in the afternoon

Other phrases: 

  • voy a = I’m going to 
  • mira a = looks at 
  • le dice = says to 
  • quieres = do you want
  • quiero = I want

Lesson 43: Story #1 - La criada limpia

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • enchufa – plugs in
  • está sucia – is dirty
  • limpia – cleans
  • ¡Qué lío! - What a mess!

Activities and Procedures

1. Use TPR commands to introduce enchufa, limpia, sucia and ¡Qué lío!

2. Use a calendar to review Wednesday.

3. Use a clock to review 9:00, 9:30, 5:00, and 5:30.

4. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 43 Story 1 Podcast

5. Retell the story, or read more stories from Cuéntame book.

6. Have students read the story together or in groups.

7. Have students complete the Student Pages. Students may illustrate the original story, or
modify the story. Then, students either copy the sentences from the original story to
accompany their illustrations, or they may simply label what they have drawn. 
Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 24 - 33

Note to Teacher

Review words:

  • la aspiradora = vacuum cleaner 
  • prende = turns on 
  • de la mañana = in the morning 
  • de la tarde = in the afternoon 
  • mira por la casa = looks around the house 
  • duerme = sleeps 
  • llega = arrives 
  • está sucia = is dirty
  • ¡Qué casa muy limpia! = What a clean house!

Lesson 43: Story #2 - La criada limpia, come y duerme

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • todos los miércoles - every Wednesday
  • llega - arrives
  • al mediodía - at noon
  • busca - looks for
  • se duerme - goes to sleep

Activities and Procedures

1. Use TPR commands to review arrives, looks for, goes to sleep, is hungry, is tired.

2. Review Wednesday on the calendar

3. Use a clock to review 9:00, 3:00, 6:00.

4. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 43 Story 2 Podcast

5. Retell the story, or read more stories from Cuéntame book.

6. Have students read the story together or in groups.

7. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 24 - 33

Note to Teacher

Review words:

  • le dice - says to 
  • prende - turns on 
  • enchufa - plugs in 
  • de la mañana - in the morning 
  • de la tarde - in the afternoon 
  • la sala - living room
  • camina - walks
  • ¡Qué lío! - What a mess!

Lesson 44: Story #1 - La gatita tiene hambre

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • el jueves - Thursday
  • tiene mucha hambre - is very hungry
  • abre - opens
  • el refrigerador - refrigerator

Activities and Procedures

1. Use TPR commands to review sleeps, eats, is hungry.

2. Review Thursday on the calendar.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 44 Story 1 Podcast

4. Retell the story, or read more stories from Cuéntame book.

5. Have students read the story together or in groups.

6. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 34 - 43
  • Graphics of small cat, refrigerator, window, door, wind

Note to Teacher

Review words:

  • ¡Qué problema! - What a problem! 
  • durmió - slept 
  • cerca de - near 
  • lejos de - far from 
  • comida - food 
  • caminar - walk 
  • cierra - closes 
  • el viento - wind 
  • sale - leaves 
  • comprar - buys 
  • va a - goes to

Lesson 44: Story #2 - Todas son amigas

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • se pega - sticks to
  • comió - ate
  • está enfadada - is angry
  • Lo siento. - I’m sorry.
  • se ríe - laughs

Activities and Procedures

1. Use TPR commands to review tiene hambre, corre, le da la mano (shakes hands), and
to introduce se pega, está enfadada, se ríe.

2. Review Thursday on the calendar, and 11:00 with a clock.

3. Listen to the podcast. A script of the podcast follows the Teacher Pages, and the text of
the story with English translation is on the last page of this Lesson Plan.

Lesson 44 Story 2 Podcast

4. Retell the story, or read more stories from Cuéntame book.

5. Have students read the story together or in groups.

6. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 34 - 43
  • Calendar and clock for review

Note to Teacher

Review words:

  • corre - runs 
  • le dice - says to 
  • la comida - food
  • tiene hambre - is hungry 
  • le da la mano - shakes hands
  • grita - yells 
  • visita - visits 
  • camina - walks 
  • la cocina - kitchen
  • la sala - living room
  • una pieza de queso - a piece of cheese 
  • la cola - tail 
  • mucho gusto - pleased to meet you

Lesson 45: Story #1 - Las vacas no son biencriadas

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • el viernes - Friday
  • la muchacha - girl
  • es biencriado - is well-behaved

Activities and Procedures

1. Use TPR to introduce biencriado, and review tiene hambre, baila, se ríe.

2. Review Friday and 9:00 and 11:00 on the calendar and clock.

3. Listen to the podcast. This story asks students to help make decisions throughout
instead of only checking for comprehension at the end. A script of the podcast follows
the Teacher Pages, and the text of the story with English translation is on the last page
of this Lesson Plan.

Lesson 45 Story 1 Podcast

4. Retell the story, or ask questions based on the story vocabulary.

5. Have students read the story together or in groups. Instead of accepting the narrator’s
choices, students can substitute other answers to the questions asked, and then retell the
story using their own version.

6. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 44 - 52
  • Calendar and clock for review

Note to Teacher

Review words:

  • tiene hambre - is hungry 
  • tiene - has 
  • baila - dances
  • ¿Quieres ver? - Do youwant to see? 
  • por el campo - through the field
  • se ríe- laughs

Other words used:

  • la vaca - cow 
  • muy lejos - very far 
  • me gustaría - I would like 
  • entonces - then 
  • ¡Qué verguenza! - How embarrassing!

Lesson 45: Story #2 - La nariz grande

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • el sábado - Saturday
  • la nariz - nose
  • es biencriado - is well-behaved
  • es malcriado - is badly-behaved

Activities and Procedures

1. Use TPR to introduce sábado, la nariz, biencriado, malcriado.

2. Review va a, se ríe, tiene, ¡Qué vergüenza! and la escuela.

3. Listen to the podcast. This story asks students to guess about what will happen next. A
script of the podcast follows the Teacher Pages, and the text of the story with English
translation is on the last page of this Lesson Plan.

Lesson 45 Story 2 Podcast

4. Retell the story, or ask questions based on the story vocabulary.

5. Have students read the story together or in groups. Instead of accepting the narrator’s
choices, students can substitute other answers to the questions asked, and then retell the
story using their own version.

6. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 44 - 52
  • Calendar for review
  • Optional: Stuffed animals

Note to Teacher

Note: biencriado has the meaning of well brought-up, mannerly; malcriado means spoiled,
unmannerly.

Review words:

  • la jungla - jungle
  • el campo - field
  • vive - lives 
  • madre - mother 
  • maestra - teacher 
  • grita - yells 
  • les dicen - says to them 
  • caminan - they walk 
  • pero - but

Lesson 46: Story #1 - El río de chocoloate

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • está desesperado - is desparate
  • trota - jogs
  • se pone - puts on
  • preferido - favorite

Activities and Procedures

1. Use TPR to introduce está desesperado, trota and se pone.

2. Review los zapatos, salta, padre, compra.

3. Listen to the podcast. This story asks students to answer questions after each statement.
Then the whole story is told at the end. A script of the podcast follows the Teacher
Pages, and the text of the story with English translation is on the last page of this
Lesson Plan.

Lesson 46 Story 1 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages. Extra stories are provided on the student
pages, with translations to English at the end of the lesson plan pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 53 - 6

Note to Teacher

Review words:

  • salta - jumps, 
  • compra - buys, 
  • padre/papá - father/dad, 
  • los zapatos - shoes, 
  • el río - river, 
  • otros- others, 
  • la tienda - store, 
  • arruina - ruins

Note: Qué engañoso! - how tricky or misleading; el muchacho and el chico both mean
‘boy’

Lesson 46: Story #2 - El examen

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • llama por teléfono - makes a phone call
  • llora - cries
  • le explica - explains to her
  • ¡Qué engañoso! - How tricky!

Activities and Procedures

1. Use TPR to introduce está desesperado, llama por teléfono, llora.

2. Review days of the week, ¡Qué engañoso!

3. Listen to the podcast. This story asks students to answer questions after each statement.
Then the whole story is told at the end. A script of the podcast follows the Teacher
Pages, and the text of the story with English translation is on the last page of this
Lesson Plan.

Lesson 46 Story 2 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages. Extra stories are provided on the student
pages, with translations to English at the end of the lesson plan pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 53 - 61

Note to Teacher

Review words:

  • el examen - test 
  • estudia - studies 
  • la casa - house/home 
  • la escuela - school
  • va a - goes to 
  • mira - watch 
  • enfermo - sick 
  • todo el viernes - all Friday

Lesson 46: Story 3 - La ropa preferida

Objective & Progress Indicator

1a: Express simple descriptions
1b: Answer simple questions
1d: Identify visual and context clues
1d: Respond to oral narratives
1f: Respond to commands
1g: Prepare illustrated stories
1i: Retell stories orally or in writing

Target Vocabulary

  • sombrero - hat
  • ropa - clothes, clothing
  • tiene vergüenza - is embarrassed

Activities and Procedures

1. Use TPR to introduce tiene vergüenza, ropa, sombrero.

2. Review days of the week, colors, clothing.

3. Listen to the podcast. This story asks students to answer questions after each statement.
Then the whole story is told at the end. A script of the podcast follows the Teacher
Pages, and the text of the story with English translation is on the last page of this
Lesson Plan.

Lesson 46 Story 3 Podcast

4. Retell the story, or ask questions based on the story.

5. Have students read the story together or in groups. Students may substitute other
vocabulary words as they retell the story.

6. Have students complete the Student Pages. Click the Link: Level 3 Student Page

Suggested Additional Resources

  • ¡Cuéntame!, pages 53 - 61

Note to Teacher

Review words:

  • trota - jogs, 
  • otra vez - again, 
  • el suéter - sweater, 
  • blusa - blouse, 
  • preferida - favorite, 
  • se pone - puts on
  • la vecindad - neighborhood, 
  • anaranjado - orange, 
  • rojo - red, 
  • amarillo - yellow,
  • morada - purple, 
  • varios - various, many
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