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. 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 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. 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. Interpretive Communication Interpretive Communication Presentational Communication Presentational Communication Interpersonal Communication Level 1, Lesson 3 Teacher’s Edition
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