113 Puesta en escena EXPANSION Palabras parecidas • Start by showing students a list of cognates and noncognates mixed together. Ask them to quickly identify the cognates as a warm-up game. • Before reading, ask students to scan the highlighted words and guess their meanings. Clarify any misunderstood words. • After reading, have students sort the cognates into categories (e.g., professions: doctor, ingeniero; adjectives: inteligente, interesante). This reinforces vocabulary context. • Highlight how some cognates differ slightly in spelling or pronunciation but share similar roots (doctor/doctor, programadora/programmer). • Point out gender agreement in adjectives like cubano and programadora. Have students identify other examples in the text and create their own sentences. 3 Teaching Tip Encourage students to explain why the circled word doesn’t belong, reinforcing vocabulary and categories. 3 Expansion Have students create their own lists of similar words with one that doesn’t fit, then challenge a partner to identify the outlier. This promotes critical thinking and collaborative learning. 4 Teaching Tip Encourage students to use different forms of ser, estar, gustar, and -ar verbs in their sentences. Remind them to pay attention to gender and number agreement when describing family members or using adjectives. 4 Expansion Have students exchange their written descriptions with a partner, who will underline the cognates and provide feedback on grammar and vocabulary usage. Game Instead of circling the odd one out in Palabras parecidas, give students the same lists and ask them to sort the words into logical categories (e.g., professions, nationalities, adjectives). Once sorted, have them create an original sentence using at least two words from each category. For example: El artista mexicano es muy importante. Then, split the class into two teams. Write the words from the activity on the board, but mix up the categories. One student from each team runs up to the board, picks a word, and states a sentence using that word. They then “tag” the next teammate, who will repeat the process. The team that forms the most correct and creative sentences in 3 minutes wins. Una invitación Choose the correct response to each question. 1. ¿Qué día es hoy? a. miércoles b. jueves c. sábado 2. ¿Cuándo es el cumpleaños de Nadia? a. a las nueve b. el domingo c. el treinta y uno de octubre 3. ¿Qué desea la familia de Nadia? a. conversar b. cenar con Tomás c. estar en casa 4. ¿A qué hora es el cumpleaños? a. Es del día. b. Son las ocho. c. Es a las ocho. La tarea Complete each sentence with one of these verbs: buscar, toman, es, está, gusta. 1. Liliana en casa. 2. A Isabel le caminar a la escuela. 3. Liliana necesita su mochila y la tarea. 4. Isabel y Liliana una clase de química. 5. Hoy miércoles. Palabras parecidas Indicate the word that doesn’t belong. 1. artista/ingeniero/persona/programadora 2. cubano/mexicano/argentino/mucho 3. doctor/describir/decidir/comprender 4. interesante/inteligente/importante/canadiense 5. familia/chino/esposo/mamá Mi familia Write 5-6 complete sentences using at least six words from the list above, to describe your family or an imaginary one. Then, compare your descriptions with a partner. 1 2 está gusta buscar toman es 3 4 Palabras parecidas Cognados artista argentino/a canadiense chino/a cubano/a comprender decidir describir doctor(a) familia importante inteligente interesante ingeniero/a italiano/a japonés/esa mamá mexicano/a mucho/a persona papá programador(a) ruso/a Estudiante 1: Mi papá se llama Samuel. Estudiante 2: Mi mamá es cubana. modelo La familia de Álvaro Hola, soy Álvaro. Tengo 14 años y soy de origen cubano. Mi familia reside en Miami. Mi papá es ingeniero y mi mamá es programadora. Ellos están divorciados. El apartamento de mi mamá está cerca de la casa de mi papá. ¡Es muy conveniente! La esposa de mi papá se llama Angélica. Es artista y muy creativa. Le gusta mucho el arte mexicano, y su pintor favorito es Diego Rivera. ¡Es una persona muy interesante! El esposo de mi mamá se llama Frank. Es canadiense, pero habla español. Es doctor y muy inteligente. ¡Y esa es mi familia! No somos muchas personas. ¿Y tú? ¿Cómo es tu familia? I CAN describe my family. 113 La familia ciento trece N Nadia T Tomás ¿El 31 de mayo? Ok. ¿A qué hora? ¡De una! Hola. ¿Cómo estás? Muy bien. ¡Mi cumpleaños es en tres días! N Sí, el sábado. ¿Vienes a cenar a mi casa? N A las 8 p.m. T T T T N I Isabel L Liliana Hola. Estoy en casa. ¿Tomas el autobús a la escuela? La tarea de química. ¡Hay presentación en el laboratorio! ¡Hoy es miércoles, Isabel! Está bien. Busco la mochila y la tarea, y caminamos. Hola Liliana. ¿Dónde estás? Eh… No. Me gusta caminar a la escuela. ¿La tarea? ¿Qué tarea? La tarea es para el miércoles… ¿Qué día es hoy? L I I I I L L L ACTIVIDADES Choose the correct response to each question. c. el treinta y uno a. Es del día. c. Es a las ocho. Complete each sentence with one of these verbs: , , , , . 2. A Isabel le 4. Isabel y Liliana Indicate the word that doesn’t belong. Write 5-6 complete sentences using at least six words from the list above, to describe your family or an imaginary one. Then, compare your descriptions with a partner. está gusta buscar toman es ¡Recuerda! Una invitación La tarea Audio-sync Reading 3 puesta en escena Communicative Goal: Invite and respond to invitations and use cognates to talk about your family Interpretive Communication Interpretive Communication Presentational Communication Presentational Communication Interpersonal Communication 112 Teacher’s Edition • Lesson Three EXPANSION DIFFERENTIATION Section Goals In Puesta en escena students will review key vocabulary and grammar from the previous lesson and prepare for the upcoming lesson by previewing cognates related to its theme. In ¡Recuerda! students will review: • school vocabulary • present tense of -ar verbs • forming questions in Spanish • present tense of estar • numbers 31 and higher ¡Recuerda! • Have students scan for verb forms in both conversations. Ask what patterns they see, such as tú forms ending in -s. Review how gustar differs from other -ar verbs. • For Una invitación, review numbers with the class. Prepare cards with random numbers from 31 to 1,000, distribute the cards to students, and have them say the Spanish numbers out loud, showing their cards to the class. • Use Isabel’s confusion about the homework due date as an opportunity to discuss strategies for staying organized. 1 Teaching Tip Review interrogative words and have the class state the type of information asked for in each question. 1 Expansion Ask students to write a short birthday invitation, including the date, time, and activities planned. Tell them they can use vocabulary and structures from the activity. As an alternative, they can present their invitations to the class and role-play inviting a friend. 2 Teaching Tip Reinforce that infinitives follow conjugated verbs, estar is used to express location or well-being, and ser is used to state the time, day, identity, and origin. Pairs Have students work with a partner to create a conversation modeled after Una invitación. Tell them to use their own names, ages, birthdays, and a suggested dinner time when revising the exchange. Have students record their conversations for later viewing or call on volunteers to perform them for the class. Heritage Speakers Ask heritage speakers to write a short text about a personal experience using estar, ser, and -ar verbs, including gustar. Have them share their story with a partner and discuss how the verbs reflect cultural context. This activity helps them refine their grammar while drawing from their own cultural background and language intuition. Interpretive Communication Interpretive Communication Language Comparisons Language Comparisons Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication Setting the stage for Student success Teaching Support Notes provides teachers with targeted Expansion and Differentiation strategies to engage all learners. These notes offer adaptable activities to reinforce key concepts, foster collaboration, and support Heritage Learners in deepening their linguistic and cultural connections. Comprehension activities recycle words and expressions. Using cognates in context helps students build cross-language and induction skills. Palabras parecidas empowers students by introducing the new theme in a narrative context. ¡Recuerda! recycles vocabulary from previous units in a new meaningful context. Go Online Incorporate additional in-class games and activities for beginning-level students from the Middle School Activity Pack. T22 Teacher’s Edition • Walkthrough Walkthrough
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