116 Teacher’s Edition • Lesson Three EXPANSION TEACHING OPTIONS 5 Teaching Tips • To challenge students, ask them to provide other possible responses for items 2, 4, 5, and 8. Ex: 2. esposos 4. tío/sobrino, hijastro/ padrastro 5. niños, muchachos, amigos, primos, chicos, hermanastros, medios hermanos 8. bisabuelo, tío, padre, cuñado, padrastro • Ask the class questions about the photos and captions in the textbook. Ex: ¿Quién es artista? (Elena Vargas Soto es artista.) ¿Trabaja Irene? (Sí, es ingeniera.) 5 Expansion Have pairs of students create an additional sentence for each photo. Ask one student to write sentences for the first four photos and the other student to write sentences for the remainder. Then have them exchange papers and check each other’s work. Extra Practice Add an additional visual aspect to this vocabulary practice. Ask students to bring in a family-related photo of their own or a photo from the Internet or a magazine. Have them write a fill-in-the-blank sentence to go with it. Working in pairs, have them guess what is happening in each other’s photo and complete the sentence. Pairs In pairs, have students take turns assuming the identity of a person pictured in Actividad 5 and making statements using gustar and -ar verbs. Encourage them to be creative. (Ex: Me gusta cenar con mi novio.) Their partner will try to guess the person’s identity (Eres Lupita.). Escoger Complete the description of each photo using words you have learned in Contextos. 5 1. La de Sara es grande. 2. Héctor y Lupita son . 3. Maira Díaz es . 4. Rubén habla con su . 5. Los dos están en el parque. 6. Irene es . 7. Elena Vargas Soto es . 8. Don Armando es el de Martín. Some answers will vary. novios hijo/padre periodista familia abuelo hermanos artista ingeniera 116 Lección 3 ciento dieciséis Interpretive Communication Interpretive Communication Interpersonal Communication Interpersonal Communication Level 1, Lesson 3 Teacher’s Edition
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