TEESP Elementary Spanish Level 1 - Lessons 1 - 18

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 1: ¡Hola!

Objective & Progress Indicator

• 1a: Express basic courtesies.

Target Vocabulary

• Hola - hello, hi
• Buenos días - Good morning
  
• Buenas tardes - Good afternoon
• Buenas noches -- Good night, good evening

Activities and Procedures

1. Prepare students to begin learning Spanish. Teach them actions to go along with the target vocabulary list. The actions may be taught in English so that all students understand the meaning of each action. As they hear the target words in Spanish during the podcast, encourage them to do the actions for each word or phrase. 

Suggested actions for greetings:

• hola - wave a hand
• buenos dias - stretch as if they just go woke up
• buenas tardes - have students pretend to do an activity that your class does in the afternoon
• buenas noches - put head on desk and close eyes

2. Play video, Lesson 1. Students are asked to greet classmates and the teacher in order to practice each of the target phrases. Pause the recording as needed to provide time for students to practice. At the end of the video is the song “Buenos Días.” Lyrics will appear on screen as needed.

3. Have students color the lesson 1 pictures from the Level 1: Student Pages. Encourage them to use the expressions every day. Click on link: Level 1: Student Pages. 

Suggested Additional Resources

• Hola, Niños, K-3, Unit 1, pages 1 - 3
• De colores CD and book, song “Buenos Días”
• Ole Ole Ole CD “Hola, Amigo” (can be used in class at any time)

Note to Teacher

Use the greetings every day in class. (Note:‘mañana’ means ‘morning’, ‘día’ means ‘day’. But ‘Buenos días’ is the correct expression for ‘Good morning’ or ‘Good day.’ )

Lesson 2: ¿Cómo estás?

Objectives & Progress Indicators

• 1a: Express basic courtesies.
• 1b: Ask and answer simple questions.

Target Vocabulary

• ¿Cómo estás? – How are you?
• bien – fine (or well)
• muy bien – very well
• mal – bad (or sick)
• muy mal – very bad
• así así – so, so

Activities and Procedures

1. Practice the expressions above using actions. Suggested actions for practicing the expressions:

• bien - one thumb up
• muy bien -two thumbs up
• mal - one thumb down
• muy mal - two thumbs down
• así así - hand flat , palm down and wiggle side to side

2. Play video, Lesson 2. Students should answer questions with ‘Yes’ or ‘No’, or by giving a one word or short phrase answer from the choices given.

3. Discuss reasons for feelings. Why would someone feel bad, or good.

4. Sing “Buenos días” from  Lesson 1.

5. Sing “Buenos días” from De colores CD, and/or “Hola, Amigo” from Ole Ole Ole from suggested additional resources.

6. Have students color and label the Lesson 2 illustrations from the Student Page. Note: answers may vary. Check for understanding of the concepts for ‘bien’ and ‘mal.’  Click on link: Level 1: Student Pages

Suggested Additional Resources

• Hola, Niños, K-3, Unit 1, pages 5 - 6
• De colores CD and book, song “Buenos Días”
• Ole Ole Ole CD “Hola, Amigo” (can be used in class at any time)

Note to Teacher

Additional Vocabulary Used:

• ¿Cómo está él? = How is he?
• ¿Cómo está ella? = How is she?
• el gato = cat
• dice = says
• un día = one day
• más tarde = later

Throughout the videos and stories, questions about the characters or their actions are asked. There is a short pause after each question. Students are not expected to answer in complete sentences, only with ‘Yes,’ ‘No’ or to select one of the options given by the speaker (usually one word or a short phrase). Our focus is on comprehensible input. That is, providing as much listening time (and later, reading) as possible before students begin to speak in Spanish. Expecting long answers or sentences too early actually hinders the development of fluency. The videos can (and should be) paused as needed for comprehension and understanding of the action or story. Reviewing and replaying the videos should be done as needed for students to understand the content. Some lessons may last one week, while others may take three or four weeks. The time spent on a lesson depends on the students’ comprehension and learning of the target vocabulary. Additional resources, activities, songs and games should be used liberally to reinforce the content of the lessons. Where possible, using the target language every day in the classroom will reinforce the lessons. For example, taking lunch count using numbers in Spanish, or reviewing the day, date and time each morning in both English and Spanish will encourage to students to begin using Spanish naturally.

Lesson 3:  ¿Cómo se llama?

Objective & Progress Indicator

• 1a: Express basic courtesies.
• 1b: Ask and answer simple questions.

Target Vocabulary

• se llama – is called
• él – he ella – she 
• ¿Cómo se llama? – What is his/her name?

Activities and Procedures

1. Play Podcast for Lesson 3. Students should answer questions with ‘Yes’ or ‘No’, or by giving a one word or short phrase answer from the choices given.

2. Have students respond with ‘Él se llama ____’ or ‘Ella se llama _____’ as you ask ‘¿Cómo se llama él/ella?’ and indicate students in the room. 

3. At the end of the lesson, is a rhyme, ‘A, E, I, O, U’ to help practice ‘¿Cómo te llamas tú?’ and ‘Yo me llamo....’ (Also available in TEESP Resources.) 

4. Ask each student what his/her name is, using ¿Cómo te llamas? (What is your name?) 

5. Using the drawings from this lesson, have students point to each character as you say the name. Example: Se llama Diego. 

6. Have students complete the Student Page. Click on link: Level 1: Student Pages

Suggested Additional Resources

Hola, Niños, K-3, Unit 1, pages 8 - 12
Sing, Dance, Laugh CD, Song 2, “Yo me llamo”

Note to Teacher

me llamo – I call myself (usually used for: My name is. The literal translation of ‘My name is’ would be ‘Mi nombre es,’ but this phrase is rarely used by native speakers.)

Lesson 4: ¿Hay una muchacha?

Objective & Progress Indicator

• 1b: Answer simple questions.
• 1f: Respond to commands.
  

Target Vocabulary

• hay = there is, there are
• muchacha = girl
• muchacho = boy

Activities and Procedures

1. Use the command ‘Apunta’ (point) to practice ‘muchacha’ and ‘muchacho’ before the
podcast. See examples on Teacher Page.

2. Play Podcast for Lesson 4. Students should answer questions with ‘Yes’ or ‘No’, or by
giving a one word or short phrase answer from the choices given.

3. Activity suggestion: See Teacher Page.5.

4. Teacher may use pages 14 & 15 in Hola, Niños to tell a story that corresponds with
pictures. Or use the stories provided after the Teacher Page.

5. The song ‘Si estás contento’ (If You’re Happy) is included at the end of the podcast.

Suggested Additional Resources

Hola, Niños, K-3, Unit 1, pages 12 - 15, especially mini-cuentos from pages 14 - 15.
Pictures of a boy and a girl

Note to Teacher

‘¿Cuántos?’ and ‘¿Cuántas?’ both mean ‘How many?’

Lesson 5: ¿Cómo es el gato?

Objective & Progress Indicator

• 1a: Express simple descriptions.
• 1d: Identify visual clues.

Target Vocabulary

• el gato – the cat
• el pez – the fish
• grande - big
• pequeño - little or small

Activities and Procedures

1. Introduce cat and fish; give them names. (pictures or stuffed animals)

2. Watch podcast. Students should answer questions with ‘Yes’ or ‘No’, or by giving a one

word or short phrase answer from the choices given.

3. At the end of the lesson, there is a short story, help students with the extra words listed in

Notes for teachers below.

4. Students may complete the student page. Click on link: Level 1: Student Pages

Suggested Additional Resources

Graphics of cats and fish.
Hola Niños, K -3, Transparencies: 2-1, 2-2a, 2-3, 2-4
Big/little book – in English, adapted to Spanish

Note to Teacher

• azul - blue, 
• rojo - red, 
• ve - sees, ven - see,
• ¿Por qué? - Why? 
• Porque - Because, 
• ¡Qué bueno! - How nice!

Lesson 6: ¿Quién come?

Objective & Progress Indicator

1a: Express simple descriptions.
1d: Identify visual clues.
1f: Respond to instructions.

Target Vocabulary

• come = he/she/it eats
• gordo =fat
• flaco = skinny
• muy = very

Activities and Procedures

Have students act out eating all types of foods.

1. Preteach actions for ‘eats,’ ‘fat,’ and ‘skinny.’ (See Teacher Page.)

2. Have students act out eating all types of foods.

3. Watch Podcast. Students should give short answers to questions (Sí, no, or choose
response.)

4. Sing first part of the chant ‘Me gusta la clase de español.’ It’s included at the end of the
podcast. Have students march to the ‘Left, left, left, right, left’ line; then repeat after the
leader (like a military chant). This chant is also available in the TEESP Resources.

5. Additional activity is provided on Teacher Page to use as needed. 

Suggested Additional Resources

Hola, Niños, K-3, pages 21 - 24, Student Activity #2-5 (with overhead pages), teacher
narration on page 23 and transparencies #2-3, #2-6, #2-7
Stuffed animals or flashcards of cat, fish,

Note to Teacher

• The question ¿Cómo es...? asks How is .... or What is someone/something like?
• ¿Cómo es el gato? means What is the cat like? (fat or skinny)
• ‘Hay’ means ‘there is’ or ‘there are.’ ‘Hay dos gatos.’ means ‘There are two cats.’

Lesson 7: La mano y los dedos y los números 1 - 10

Objective & Progress Indicator

1a: Express simple descriptions.
1d: Identify visual clues.
1f: Respond to directions.
3a: Reinforce knowledge of other
disciplines (math).

Target Vocabulary

• la mano – hand
• los dedos – fingers
• uno, dos, tres, cuatro, cinco, seis, siete, ocho,
• nueve, diez

Activities and Procedures

1. Teacher warm-up with TPR. Teach actions for: mira (look), toca (touch), canta (sing).
Example activity provided on Teacher Page.

2. Listen to Podcast 7. A story follows the practice sectio for ‘la mano’ and ‘los dedos.’ It
reviews previous lessons. Students should respond with short answers (yes, no, a
number) even though the teacher uses complete sentences to provide more listening
practice for students.

3. Optional: After the story, there are several number practice sections, from simple

counting, to answer questions about the number objects in a picture. Use as needed with
your students, or skip these sections and use your own activities.

4. Have students complete the Student Pages. Click on link: Level 1: Student Pages

5. Additional activities: Magic Number Game, Counting Animal Song (See Teacher
Page). 

Suggested Additional Resources

• Sing, Dance, Laugh CD, Song #3, ¡Cuenta!
• Olé, Olé, Olé CD, La mano song

Note to Teacher

• Todos - everyone, levanten la mano - command to everyone, raise their hand
• ¿Cuántos or cuántas? means how many or how much. The ending (-os or –as) depends on
       the word following it.
• ‘Hay’ means ‘there is’ or ‘there are’... ‘Hay tres gatos.’ means ‘There are 3 cats.’
        azul - blue, verde - green, anaranjado - orange

Lesson 8: Los días de la semana

Objective & Progress Indicator

1a: Express basic needs.
1d: Identify visual clues.
1f: Respond to directions.
4a: Compare Spanish language patterns to
      English. (capitalization)

Target Vocabulary

• los días de la semana – the days of the week
• el lunes - Monday
• el martes - Tuesday
• el miércoles - Wednesday
• el jueves - Thursday
• el viernes - Friday
• el sábado - Saturday
• el domingo - Sunday

Activities and Procedures

1. Use the Spanish days of the week daily with regular calendar activities.

2. For extra practice, listen to Podcast for Lesson 8. Pause the recording to talk about
activities that happen on different days of the week.

3. Have students draw or write about activities that take place each day of the week.

4. Hand out cards with the names of the days. Have the students stand and line up in order.

5. Use any popular tune that your class knows, and sing the days of the week.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 3, pages 31 - 36
• Flashcards for days of the week.
• Large calendar to show days of the week.
• Sing, Dance, Laugh CD, Song #24 “Sábado”

Note to Teacher

• In Spanish, days of the week are not capitalized.
• In Spain, the first day of the week is Monday, so Spanish calendars will begin with
       Monday.

Lesson 9: ¿Está contento?

Objective & Progress Indicator

1a: Express basic needs, simple descriptions.
1d: Identify visual clues.
1f: Respond to instructions.

Target Vocabulary

• está contento – is content
• está triste – is sad
• llora - cries

Activities and Procedures

1. Ask students about things that make the sad or happy.

2. Ask students (or have them ask each other) ¿Cómo estás? (How are you?) and review
previous vocabulary: bien, muy bien, mal, muy mal. (good, very good, bad, very bad).

3. Have students draw their faces showing different emotions, label them with the Spanish
word.

4. Listen to Podcast for Lesson 9. Students should respond to questions with short answers
(Sí, no, or a choice provided in the question).

5. The song “Si estás contento” (If you’re happy) is included at the end of the podcast.

6. Have students complete the Student Page. Various answers are possible. Click on link: Level 1: Student Pages

Suggested Additional Resources

• Hola, Niños, K-3, Unit 3, pages 37 - 40
• Olé! Ol!é Olé! CD, song #27 “Si Usted Está Feliz”

Note to Teacher

• Additional vocabulary: come = eats, days of the week (Lesson 8).
• ¿Cómo estás (tú)? is used with friends, and children.
• ¿Cómo está usted? is used by children to adults, and between adults who are not well-
       acquainted. It shows respect. Both phrases mean ‘How are you?’

Lesson 10: Gordo come mucho

Objective & Progress Indicator

1a: Express basic descriptions.
1b: Ask and answer simple questions.
1d: Identify visual clues.
1f: Respond to instructions.

Target Vocabulary

• el pollo – chicken
• el pan – bread
• la manzana - apple

Activities and Procedures

1. Review from previous lessons: grande, pequeño, roja, azul, gordo, porque, el pez

2. Play podcast for Lesson 10.

3. Select a follow-up activity from the Teacher Page.

Suggested Additional Resources

Hola, Niños, K-3, Unit 3, pages 41-44
Sing, Dance, Laugh, CD 1, song 5 ‘Bistec’
Pictures of foods (see list on Teacher Page)

Note to Teacher

• grande = big
• pequeño = small, 
• manzana roja = red apple, 
• azul = blue, 
• gordo = fat, 
• porque = because, 
• no le gusta = he doesn’t like, 
• delicioso = delicious, 
• por fin – finally, 
• el pez = fish, 
• baila = dances

Lesson 11: ¿Duerme?

Objective & Progress Indicator

1a: Express simples descriptions.
1d: Identify visual clues.
1f: Respond to instructions.

Target Vocabulary

• está cansado – is tired
• está enfermo – is sick
• duerme - sleeps

Activities and Procedures

1. Have students practice gestures for tired, sick and sleeps. (See Teacher Page for ideas.)

2. Review the numbers, by pretending to eat 6 apples, 3 hamburgers, etc.

3. Listen to Podcast 11.

4. Have student complete the Student Page. Click on link: Level 1: Student Pages

5. Sing ‘Duermes tú.’ See lyrics on Teacher Page.

Suggested Additional Resources

Hola, Niños, K-3, Unit 3, pages 44 - 49

Note to Teacher

• corre = runs, 
• come = eats, 
• ¿Cuántos? = means how many?
• llora - cries, 
• más = more

Lesson 12: La gorila tiene ojos grandes.

Objective & Progress Indicator

1a: Express basic needs.
1c: Respond to simple requests.
1d: Identify visual clues.
1f: Respond to instructions and
      commands.

Target Vocabulary

• los ojos – the eyes
• las orejas – the ears
• la boca – the mouth
• la nariz – the nose

Activities and Procedures

1. Students will need a blank sheet of paper and a pencil for a drawing activity at the end
of the podcast.

2. Review previous vocabulary: grande, pequeño (small).

3. Play Podcast for Lesson 12. This is a long lesson, so break into smaller sections as
needed over 2 or 3 weeks.

4. Help students do the actions as given by the teacher in the podcast. Pause the recording

as needed to give them time to respond.

5. At the end of the podcast, students are given a description of an animal to draw. Pause
the podcast when prompted on the screen to give them time to draw.

6. Help students read the descriptions on the Student Page to match with the drawings. Click on link: Level 1: Student Pages

7. In the TEESP resources section, the song Cabeza, hombros, piernas y pies is provided
to practice body parts, or make up your own lyrics using the Head and shoulders, knees
and toes tune.

8. As needed, use script on Teacher Page to continue practicing these body parts with
students using TPR commands.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 4, pages 51 - 55
• Pictures for Lesson 12 target vocabulary
• Song Cabeza, hombros, piernas y pies from the TEESP Resources

Note to Teacher

Additional words used:

• dibuja = draw, 
• con = with, 
• todos = everyone, 
• una vez - once, 
• dos veces = twice

Lesson 13: ¿Quién abre la puerta?

Objective & Progress Indicator

1a: Express simple descriptions.
1c: Respond to simple requests.
1d: Identify visual clues.
1e: Respond to appropriate oral
      narratives.
1f: Respond to instructions and
      commands.

Target Vocabulary

• abre – opens
• cierra – closes
• tiene - has

Activities and Procedures

1. Play Podcast for Lesson 13. (This lesson is long. Break into 2 or 3 sessions, as needed.)

2. Have students respond to instructions given in podcast.

3. Read story provided on Student Page to students, and help them illustrate each part of the
story.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 4, pages 55 - 58
• Pictures for Lesson 13

Note to Teacher

Many words will be reviewed from previous lessons.

• puerta = door, 
• libro = book, 
• ratón = mouse, 
• despacio = slowly, 
• dólar = dollar, 
• deliciosa = delicious, 
• escapa = escapes, 
• el lunes - Monday, 
• el martes = Tuesday

Lesson 14: ¿Tiene hambre?

Objective & Progress Indicator

1a: Express basic needs.
1b: Answer simple questions.
1c: Respond to simple requests.
1d: Identify visual clues.
1f: Respond to instructions.
1i: Illustrate the main actions of a story.
1j: Retell a story orally or in writing.

Target Vocabulary

• tiene hambre – is hungry
• la naranja – the orange
• el queso – the cheese

Activities and Procedures

1. Preview actions for ‘is hungry,’ and foods used in podcast. See Teacher Page.

2. Play Podcast for Lesson 14.

3. Have students respond to directives given in podcast.

4. Sing the “¿Qué hay de comer?” included at the end of the podcast. Lyrics and activity

ideas provided on Teacher Page.

5. Play the Flyswatter game. See Teacher Page.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 4, Pages 59 - 62
• Pictures for Lesson 3
• Pictures for song from TEESP Resources, “Hoy es lunes. ¿Qué hay de comer?”

Note to Teacher

• siempre = always, 
• la fruta - fruit, 
• ¿Cómo se dice...? = How does one say....?
  

Lesson 15: ¡Cuenta!

Objective & Progress Indicator

1a: Express basic needs.
1b: Answer simple questions.
1c: Respond to simple requests.
1d: Identify visual clues.
1f: Respond to instructions.
3a. Reinforce other disciplines (math).

Target Vocabulary

• once = 11 
• doce = 12
• trece, = 13
• catorce = 14
• quince = 15 
• diez y seis = 16
• diez y siete = 17
• diez y ocho = 18
• diez y nueve = 19 
• veinte = 20
• cuenta = count

Activities and Procedures

1. Review numbers 1- 10 as needed.

2. Review previous vocabulary: tiene hambre, muchacho, muchacha, corre, come.

3. Review question words: ¿Qué,? ¿Quién,? and ¿Cuántos/as?

4. Play the podcast for the class. This podcast begins with a story. Following the story is a
simple run-through of the numbers 1 - 20 for pronunciation practice. Use the number
practice only as needed. See Teacher Page for more information.

5. Two student pages are provided. Page 2 is optional as it will be a challenge for many
students. Click on link: Level 1: Student Pages

6. Add any number related activities that you already do with your students.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 4, Pages 63 - 65
• Sing, Dance, Laugh 1 CD, Song 3, ¡Cuenta!

Note to Teacher

• hoy - today 
• cumpleaños - birthday 
• muchachos - also means boys and girls, not just boys
• invita - invites
• gris, grises - grey 
• corren - they run
• tienen hambre - they are hungy
• comen - they eat, 
• saltan - they jump
• The numbers from 16 – 19 can also be written as single words: dieciséis, diecisiete,
       dieciocho and diecinueve. (The ‘z’ changes to ‘c’ and the ‘y’ to an ‘i’.)

Lesson 16: ¿Cuántos pies?

Objective & Progress Indicator

• 1a: Express simple descriptions.
• 1d: Identify visual clues.
• 1e: Respond to appropriate narratives.

Target Vocabulary

Activities and Procedures

1. Review body parts: la nariz, los ojos, las orejas.

2. Watch podcast for Lesson 16. Suggestion: Hand out the drawing of the elephants and
have students touch each body part as they hear it.

3. Pause the recording before the rhyme, Este Cochinito. Have students get ready to touch
and move their toes. (Take off one shoe. Or, use the cutout drawing of their foot.) See
Teacher Pages for an outline of a foot that could also be used.)

4. Have students complete one or both Student Pages. Click on link: Level 1: Student Pages

5. Sing “Cabeza, Hombros, Piernas y Pies” included at end of podcast. Also available in
TEESP Resources. Have students touch body parts as they sing.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 4, pages 65 - 67
• Ole, Ole, Ole CD, Song 24, ‘Tu Ti Ta’

Note to Teacher

• ¿Cuántos? or ¿Cuántas? means how many, or how much, Es normal means He is normal,
       dedos means fingers; and dedos del pie means toes
• Song 24, Tu Ti Ta on the Ole Ole Ole CD uses actions and body parts. Once you are
       familiar with the rhythm, substitute the target vocabulary from previous lessons to add
       verses to the rhyme.

Lesson 17: ¿Toma mucha leche?

Objective & Progress Indicator

1a: Express simple descriptions.
1b: Answer simple questions.
1d: Identify visual clues.
1e: Respond to appropriate narratives.
1i: Illustrate the main actions of a story.

Target Vocabulary

• toma - drinks, eats, takes
• tiene sed - he/she is thirsty
• la leche - the milk
• el agua - the water
• quiere - wants

Activities and Procedures

1. Review the phrase, ‘Tiene hambre,’ he or she is hungry.

2. Listen to the podcast.

3. Have students complete the Student Page. Click on link: Level 1: Student Pages

4. Use the examples on the Teacher Page to ask students questions about what they drink
and eat.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 4, pages 68 - 70
  

Note to Teacher

• tiene hambre - is hungry, 
• tiene - has, 
• vaso - glass, 
• también - also, 
• el día siguiente - the next day

Lesson 18: Un gato raro

Objective & Progress Indicator

• 1a: Express simple descriptions.
• 1d: Identify visual clues.
• 1e: Respond to appropriate narratives.

Target Vocabulary

• la cabeza - head
• el brazo - arm
• la pierna - leg

Activities and Procedures

1. Review some of the body parts from previous lessons. See Notes for teachers below.

2. Play Podcast, Lesson 18 Un gato raro, pausing as instructed in the recording. The
‘Simon says’ game is modified to be easier for younger students. ‘Simón dice’ (Simon
says) every command, so students simply need to point to each body part as it is stated.
The speaker asks those who missed a command to sit down, but you set your own rules
for the game.

3. Pause recording during the drawing session to give students time to draw the cat.

4. Have students complete the Student Page. Click on link: Level 1: Student Pages

5. Sing ‘Cabeza, hombros, piernas y pies’ song, found in TEESP Resources.

Suggested Additional Resources

• Hola, Niños, K-3, Unit 4, pages 71-74
• Blank drawing paper or small whiteboards and dry-erase markers

Note to Teacher

• tiene = has 
• un gato raro = a strange cat
  Additional body parts reviewed: 
• los ojos = eyes 
• la mano = hand 
• los dedos = fingers 
• las orejas = ears 
• la boca = mouth 
• la nariz = nose 
• el pie = foot 
• la cola = tail
• grande = big 
• pequeño = small