DESCUBRE 22 - PROGRAM SAMPLER

Teacher’s Edition • Lesson Five 185 Culture. Give new perspectives. ¿Cuáles son los destinos turísticos populares en América Latina? ¿En tu país? ¿En otros países que conoces? ¿Por qué son populares? ¿Qué destino quieres visitar? Structure. Use grammar as a tool. Focus on presenting words in context and on personalized activities. Cuando estás de vacaciones, ¿qué te hace feliz? ¿Qué te pone enojado/a? Synthesis. Pull it all together. For each skill area, focus on the personalized activities that are provided, e.g. Contestar , p. 215, Tema , p. 216, Preparación and Aplicación , pp. 218, 219. Can Do Goals Review the list of communicative goals with your students. Point out that this lesson will provide them with the tools necessary to achieve these goals. You may also share the IPA task, found on page 222, so that students become familiar with the final communicative task they will be expected to complete. Integrated Performance Assessment Before teaching this chapter, review the Integrated Performance Assessment (IPA) on page 222. Use the IPA to assess students’ progress toward proficiency targets at the end of the chapter. Producto Have students look at the picture and ask them what they think of the mototaxis . Discuss the question as a class. Ask: ¿Te gustaría hacer turismo en mototaxi? ¿Por qué? Compare mototaxis with a tourist transportation system in your community. 5 6 4 Teacher Resources Assessment • Vocabulary Quizzes / Grammar Quizzes • Optional Testing Sections: Fotonovela , Flash cultura , Panorama • Prueba A-B-C-D-E-F with audio • Tests and Exams Answer Key / Oral Testing Suggestions Scripts and Translations Textbook Audio Scripts / Grammar Tutorials / Fotonovela / En pantalla / Flash cultura Additional Tools for Planning and Teaching Essential Questions / I Can Worksheets / IPAs and Rubrics / Lesson Plans / Middle School Activity Pack / Pacing Guides 5 Las vacaciones Can Do Goals By the end of this lesson I will be able to: • Participate in a conversation about planning a trip • Participate in a conversation about checking in to a hotel • Describe how people feel • Say what people are doing at specific times • Describe people and places I will also learn about: Culture • Popular tourist destinations in Spanish-speaking countries • Machu Picchu as a tourist destination • Puerto Rico’s geography and culture Skills • Reading: Scanning • Writing: Making an outline • Listening: Listening for key words Lesson 5 Integrated Performance Assessment Context: A new online publication in Spanish is giving away a trip to a luxury hotel. You and a classmate work together to submit a contest entry. Mototaxi en La Habana, Cuba Producto: Los mototaxis son un medio de transporte popular de los turistas en Cuba. ¿Cómo se transportan los turistas en tu ciudad? A primera vista • ¿Dónde están las personas: en la playa o en una ciudad? • ¿Son viejos o jóvenes? • ¿Duermen o trabajan? • ¿Qué crees que van a hacer ahora? Essential Questions 1. How do weather, climate, and geography affect the activities we do? 2. What are popular vacation destinations in Spanish- speaking countries and how do they compare with popular vacation spots in my country? 3. Do cultural differences affect our expectations of the ideal vacation experience? 184 Teacher’s Edition • Lesson Five Lesson 5 Six-step Instructional Design See pages T34-T35 for additional details on how to use the six-step instructional design in your classroom. Context. Make it personal. Ask students to provide whatever Spanish words and short phrases they know that relate to the context: “Think about ‘vacations.’ What Spanish words come to mind?” Vocabulary. Put it into words. Connect the word study in Step 1 with what students see on pages 186–187. Ask: ¿Qué palabras reconoces? ¿Qué crees que significa “viajero”? Media. Bridge experiences. Before watching the Fotonovela episode ask: ¿Adónde van de vacaciones los amigos? En tus vacaciones, ¿prefieres ir a la playa o al campo? ¿Por qué? A primera vista Here are some additional questions you can ask: ¿Cómo te gusta pasar las vacaciones? ¿Prefieres viajar o quedarte en casa? ¿Te gusta pasar las vacaciones con tus amigos o con tu familia? Essential Questions Discuss the questions as a class. Tell students that they will learn about travel and vacation in Spanish-speaking countries in Fotonovela, Cultura, and Flash cultura. Overarching Theme Contemporary Life: Travel and Leisure 1 2 3 Teacher Resources Presentation Digital Images • Las vacaciones • Las estaciones • El tiempo • Puerto Rico Grammar slides: Estructura 5.1, 5.2, 5.3, 5.4 Practice and Communicate • Information Gap Activities • Activity Pack Practice Activities (with Answer Key) • Additional Vocabulary (Más vocabulario sobre las vacaciones) • Digital Image Bank (travel) • Surveys: Worksheet for classroom survey Forums on vhlcentral.com allow you and your students to record and share audio messages. Use Forums for presentations, oral assessments, discussions, directions, etc. ¿ ¿ ¿ ¿ H W D Ideas on how to incorporate the Six-step Instructional Design specifically in each lesson. All chapters open with images that provide visual context for the chapter theme. Can Do Goals introduce the chapter’s learning objectives. A primera vista questions jump-start the chapters, allowing students to use the Spanish they know to talk about the photos. Each lesson is clearly and intentionally connected to ACTFL’s Themes and Contexts . Additional Pre-AP support is offered throughout each lesson. A wealth of Teacher Resources are offered in each lesson. Forums for oral assignments, group discussions, homework, and projects. Each lesson provides a set of thought-provoking Essential Questions connecting the lesson’s content to real-world problems. Students are visually exposed to Products, Practices and Perspectives IPA context shows students the communicative task they are expected to complete by the end of each lesson. Beginning with the student in mind Walkthrough T20 Teacher’s Edition • Walkthrough