Respuestas
LA CHICA QUIERE CAFÉ
TEACHER NOTES
This is the first story of the school year in Spanish I. It can be told at the beginning of the second week of class. The
written story, student handouts and a quiz follow this initial commentary.
• Previous Vocabulary
Vocabulary from the previous week were words that got students up and moving, words that were useful for
talking about classroom jobs and words that help us to get to know one another.
Up & Moving Words: stands up, walks, sits down, touches, points at, grabs, fast, slow, and
Classroom Words: window, floor, lights, chair, door, screen, projector, books, class
Get-to-know-you Words: is called, is in grade, lives in, prefers, likes it, boy, girl
• New Vocabulary
Use classical TPR to introduce the new vocabulary with gestures. This section is very brief. We stop using the
gestures once most of the students recognize the words when they are spoken. There is no need to continue with
the gestures after that time. After the first day, and briefly as a review on the second day, the gestures for these
words are not used again. We want students to associate the sound of the word with the meaning and not have to
rely on visual cues. If we keep using gestures, students tend to tune out the listening and depend on the visual
cues of the gestures.
• Has Cup two hands together like you have something tiny (sounds a bit like tiene) in there.
• Looks at Hand to forehead as if looking at something while shielding from glare.
• Wants Bring two hands to chest as if bringing something dear to your heart.
Use new vocabulary with novel commands. Tell the students to do unexpected actions using the new words.
• Begin telling the story
The story is the same for each level I class. Only the student names and product names are different.
Choose bright, enthusiastic, emotive actors.
Coach them during the process.
Tell them that they are on probation for the job of actor.
• Story Structure
Several elements in the plot help make this story a winner. This is a seemingly simple story, but it will set the trend
for storytelling for the rest of the year in class, so it has to be a good one. It has everything a good story needs. It
has a beginning, a middle and an end. It has a problem, a struggle and a resolution. It has recognizable social
tension and manipulation that students experience and try to figure out in their lives every day. The situation is
relatable, it has something that students can feel and recognize immediately. It has repetition built in. The
unexpected twist at the end also helps to maintain interest.
