Even though I am a comprehensible input teacher, I still follow thematic units. These units tend to follow the pattern of Realidades, the text we used back when I still used one. The real key is comprehensible, engaging, repetitive input, but as a Mega Planner I’m someone who needs thematic units to keep me on track. Otherwise, I would literally just tell stories all day without any rhyme or reason, and I would get myself lost.
In Spanish 1, I still like to hit all the basics (time, weather, colors, etc.) at the beginning of the year because then they are words I know I can throw into stories, or offer as options when teaching new chunks. I only spend 1-2 days on each of these because of course, we are going to hit them pretty much every time we do PQA or a story in the class, and many students in my district come in knowing at least 1-10 and some colors, thanks to Dora.
One way of using authentic resources AND having students feel successful right away is to have them interpret a weather forecast. (I used to do the ‘make a weather’ forecast activity and it was always a mess, because I was asking for way too much output way too soon.) The lesson is really simple and requires little prep work on your end.
After introducing weather phrases (however you choose to do so), introduce a sample forecast. I always choose Brainard, the town where I teach. After that, the lesson might look a little different depending on your technology available. Some different ways of doing it are:
1 – If you have internet access AND the website is unblocked, have students look up cities on espanol.weather.com and browse the forecast. I usually have them do this in pairs or small groups. I also assign them capital cities – Tegucigalpa, Madrid, Mexico DF, Buenos Aires, etc. It’s also a good time to remind them of the seasonal switch in the southern hemisphere, and the time switch in Europe. (So for example, if you’re looking at the forecast at 2 pm your time and it’s the day forecast, it might already be 10 pm in Madrid and showing the evening forecast.)
2 – If you don’t have internet access, you can visit the website on a different computer and then screenshot the cities you want to use. I try to cut out all the ‘junk’ and focus on just the weather information. Since the website is inexplicably no longer loading from my work computer, I used my home computer to do the screencapping and uploaded the images to my Google Drive. Then I printed some copies of each of the cities to distribute to the students.
An example of a screenshot I took from espanol.weather.com.
3 – After the students look over their city, I had them present (en inglés) what they thought each section meant. This is a great time to also throw in super-bonus vocabulary like probabilidad de precipitación and humedad.
I really like this activity for two reasons. Number one, it reinforces cognates and the strategy of using what you already know (What does a weather forecast look like in English? How is it set up? What do the pictures represent?) to infer meaning, even if you’ve never seen the words before. Number two, it gives all students a high level of success reading a WHOLE PAGE! of native speaker Spanish within the first few weeks. That feeling of success can help keep them motivated when working through tougher material, so I try to foster it whenever I can.
You could also easily extend this activity in a number of ways. As the groups present, the other students could fill in a chart and then you could ask questions about the different cities. For multiple tenses, you could compare yesterday’s weather to today’s weather to tomorrow’s weather. You could probably even hit subjunctive, for languages that have it, by deciding if it’s possible that it might rain tomorrow, it’s possible it might snow, etc.
I think one of the most fun things about comprehensible input is the variety of ways you can work with just one simple piece of input. What do you think? How do you like to teach weather in your classroom?