TEKS: Spanish Level 1
Unit 9 Daily Routines and Health
INTERPRETIVE COMMUNICATION In the interpretive mode of communication, students
demonstrate understandings of spoken and written
communication within appropriate cultural contexts.
Examples of this type of one-way Reading or listening
include but are not limited to comprehension of digital texts,
as well as printed, audio, and audiovisual materials.
C2: Interpretive Communication: reading and listening. The
student comprehends sentence-length information from
culturally authentic print and digital materials and audio and
audiovisual materials as appropriate within contextualized
situations and sources. The student uses the interpretive mode
in communication using appropriate and applicable
grammatical structures and processes at the specified
proficiency levels. The student is expected to:
a) demonstrate understanding of culturally authentic print,
digital, audio, and audiovisual materials in everyday contexts; b) identify key words and details from fiction and nonfiction
texts and audio and audiovisual materials; c) infer meaning of unfamiliar words or phrases in highly
contextualized texts, audio, and audiovisual materials; and d) identify cultural practices from authentic print, digital,
audio, and audiovisual materials.
Throughout all listed below, students will draw inferences
and make connections to their own life and own culture.
C2: A-D: Listen, reflect, and respond to Spanish speakers around the world in Spanish interviews
about staying healthy and fit and morning routines.
C2: A-D: Read and respond to an authentic health
article from Spanish magazine
INTERPERSONAL COMMUNICATION In the interpersonal mode of communication, students engage
in direct oral or written communication with others. Examples
of this two-way communication include but are not limited
to conversing face-to-face, participating in digital discussions
and messaging, and exchanging personal letters.
C1: Interpersonal Communication: speaking and writing. The
student negotiates meaning through the spoken and written
exchange of information in rehearsed and unrehearsed
situations in a variety of contexts. The student uses a mixture
of words and phrases and some simple sentences with
appropriate and applicable grammar structures and processes
at the specified proficiency levels. The student is expected to:
a) ask and respond to questions about everyday life in spoken
and written conversation: b) express and exchange personal opinions or preferences in
spoken or written conversation c) ask and tell others what they need to do, should, or must do
in spoken or written conversation d) articulate requests, offer alternatives, or develop plans in
spoken or written conversation e) participate in spoken conversation using culturally
appropriate expressions, register, and gestures; and f) participate in written conversation using culturally
appropriate expressions, register, and style.
C1: A-E: Students will perform a school
nurse and sick student scenario.
C1: A-F: Students will create a journal in
Spanish recording foods they eat each day for a
week. Students will trade journals with a fellow
student and reflect on how their peer can live a
healthier life in writing and speaking.
COMMUNICATION In the presentational mode of communication, students
present information, concepts, and ideas in spoken or written
form to an audience of listeners or readers with whom there is
no immediate interaction. Examples of this one-to-many
mode of communication include but are not limited to a
presentation to a group; creating and posting digital content;
or writing reports, compositions, or articles for a magazine or
C3: Presentational Communication: The student will present
information orally and in writing using a mixture of words
and phrases and some simple sentences with appropriate and
applicable grammar structures and processes at the specified
proficiency levels. The student is expected to:
a) state and support an opinion or preference orally and in
writing; and b) describe people, objects, and simple situations orally and in
writing using a mixture of words, phrases and simple
C3:A/C3:B: Students will create their
own journal based on the foods they order/cafeteria
serves each day for one week at school. They will
then reflect on their eating habits and write notes on
how they can better their health and eating habits.
Unit 9: Daily Routine and Healthcare
Approximate Time: 3 weeks
Unit Overview Health and nutrition are an integral part of peoples daily lives in every culture.
What do daily routines and quality of health say about ones culture?
In this unit, you will learn new vocabulary, expressions, and grammar that
enable you to speak about daily routines, health, and cultural similarities and
What do you do in the morning to get ready? What do you do to take care of
your health? How would you rate your overall quality of health and that of your
country? How are daily routines and quality of health different in Spanish
By the end of this unit, you will have acquired the language necessary to
converse about daily routines and health practices in authentic situations.
Health, fitness and exercise look different across cultures.
Conceptual Lens: Healthcare, Daily Routines, & Traditions
Understanding, Responding to, and Producing Language Fitness and Exercise Daily Routines Health and Nutrition Consideration of Audience Conversations and Communication Pronunciation, Phonetics and Intonation Syntax
Using Language in Cultural Contexts (National) Sports Healthy Living Expressions Idioms Role of Time with Routines
Guiding Questions: VOCABULARY 1. What is your daily routine? 2. How do you stay healthy? 3. How would you describe your emotional and physical state? 4. How do you give advice to someone regarding an ailment they have? 5. How would you communicate with a doctor regarding your symptoms?
GRAMMAR 1. How do we express our emotional and physical state using estar, and
2. How do we appropriately use estar and tener in the past tense to express our of state of being?
3. What makes a verb reflexive? 4. What are reflexive pronouns and how do we use them?
CULTURE 1. Does knowledge of nutrition and exercise impact ones health? 2. What emphasis is placed on fitness in Hispanic countries in comparison
to the United States?
(Based on ACTFL proficiently guideline) Proficiency Learning Targets: The student will be able to correctly
talk about his or her daily routines. o what they are doing or did o list activities o schedule, sequence, frequency
talk about nutrition, fitness, physical and emotional health. give advice and suggestions regarding health/fitness.
Grammar Learning Targets: The student will be able to correctly
1. identify the difference between reflexive and non-reflexive verbs. 2. use and conjugate a reflexive verb. 3. use estar, and tener idioms in the present and past tenses.
Find your match Escuchemos Quiz-Quiz Trade Matamoscas Cooperative Learning Activities
Interpersonal=Write to a doctor about an ailment/illness that you have;
respond to a patient with recommendations for their ailment/illness
TEKS addressed See TEKS matrix above.
Topics of Chapter 9 Content-Based:
Vocabulary Reflexive Verbs Estar, Tener
Health and Nutrition Fitness Medical Services Role of Time in Routines
Facts 1. A verb is reflexive if the action falls back upon the subject. 2. A reflexive verb must use a reflexive pronoun. (me, te, se, nos, os, se) 3. When we conjugate a reflexive verb, we put the reflexive pronoun
before the conjugated verb.
4. When reflexive verb is in its infinitive form, we leave the reflexive pronoun attached to the end.
5. Estar (to be) is used to describe physical and emotional states. 6. Tener is used with memorized idioms when describing a person. 7. Adjectives are used with estar while nouns are used with tener
8. The imperfect tense of estar (estaba) and tener (tena) are most often used to express physical and emotional state in the past tense
unless it is a completed action.
Language of Instruction Nouns Stem Change
Adjectives Subject Pronoun
List of Authentic Resources