Describir Describe the drawing using as many adjectives as possible. 1. Susana Romero Barcos es . 2. Tomás Romero Barcos es . 3. Los dos hermanos son . 4. Alberto Romero Pereda es . 5. Carlos Romero Sandoval es . 6. Josefina Barcos de Romero es . 7. Susana y su (her) madre, son . 8. Tomás y su (his) padre, son . 3 Completar Indicate the nationalities of these people by selecting the correct adjectives and changing their forms when necessary. 1. Penélope Cruz es . 2. Alfonso Cuarón es un gran director de cine de México; es . 3. Elliot Page y Avril Lavigne son . 4. Giorgio Armani es un diseñador de modas (fashion designer) . 5. Daisy Fuentes es de La Habana, Cuba; ella es . 6. Emma Watson y Daniel Radcliffe son actores . 7. Heidi Klum y Boris Becker son . 8. Apolo Anton Ohno y Shaun White son . 2 Práctica Emparejar Find the words in column B that are the opposite of the words in column A. One word in B will not be used. 1. guapo a. delgado 2. moreno b. pequeño 3. alto c. verde 4. gordo d. feo 5. joven e. viejo 6. grande f. rubio 7. blanco g. negro h. bajo 1 A B ¿Quiénes son? Work with a partner. Look at the drawing in Activity 3 and explain who each person in the drawing is in relation to all the others. 4 Susana y Tomás son hermanos, son los hijos de Josefina y Carlos y son los nietos de Alberto. modelo Susana Romero Barcos Tomás Romero Barcos Alberto Romero Pereda Carlos Romero Sandoval Josefina Barcos de Romero Marcos Jorge Alfonso Cuarón (1961– ) became the first Mexican winner of the Best Director Academy Award for his film Gravity (2013). NOTA CULTURAL ▲ d a b e h g f italiano estadounidenses alemanes ingleses cubana canadienses mexicano española Answers will vary. delgada, rubia, alta pelirrojo, inteligente, delgado jóvenes, delgados bajo, gordo, pelirrojo viejo, bajo, gordo pelirrojos altas, delgadas, rubias Some answers will vary. Possible answers: alta, bonita, rubia 127 La familia ciento veintisiete 127 Estructura EXPANSION Extra Practice Have students write brief descriptions of themselves: where they are from, what they study, their personalities, and what they look like. Collect the descriptions, shuffle them, and read a few of them to the class. Have the class guess who wrote each description. Heritage Speakers Ask heritage speakers to use adjectives of nationality to describe their family’s origin. Extra Practice Add an auditory aspect to this grammar practice. Prepare short descriptions of five easily recognizable people. Write their names on the board in random order. Then read your descriptions and have students match each one to the appropriate name. Ex: Son hermanas. Son jóvenes, morenas y atléticas. Practican el tenis todos los días. (Venus y Serena Willilams) 1 Expansion • Ask volunteers to create sentences describing famous people, using an adjective from column A and its opposite from B. Ex: Barack Obama no es gordo; es delgado. Taylor Swift no es morena; es rubia. 2 Teaching Tip To facilitate, guide students in first identifying the gender and number of the subject for each sentence. 2 Expansion Ask pairs of students to write four original statements modeled on the activity. Have them leave a blank where the adjectives of nationality should go. Ask each pair to exchange its sentences with another pair, who will fill in the adjectives. 2 Formative Assessment Use this activity as a quick check on adjectives of nationality (vocabulary, agreement, lower case) 3 Teaching Tip To challenge students, ask them to provide all possible answers for each item. Ex: 1. delgada, rubia, joven, alta, bonita, guapa 3 Expansion • Have students say what each person in the drawing is not. Ex: Susana no es vieja. Tomás no es moreno. • Have students ask each other questions about the family relationships shown in the illustration. Ex: —¿Tomás Romero Barcos es el hijo de Alberto Romero Pereda? —No, Tomás es el hijo de Carlos Romero Sandoval. 4 Expansion Have students convert their sentences to cloze items and exchange papers with a partner, who will complete the sentences. Presentational Communication Presentational Communication Interpretive Communication Interpretive Communication Presentational Communication Presentational Communication Level 1, Lesson 3 Teacher’s Edition
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