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. 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. 1 2 está gusta buscar toman es 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: , , , , . 1. Liliana 2. A Isabel le 4. Isabel y Liliana 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 Language Comparisons Language Comparisons Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication Level 1, Lesson 3 Teacher’s Edition
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