134 Teacher’s Edition • Lesson Three TEACHING OPTIONS DIFFERENTIATION Pairs Have pairs of students role-play an interview with a movie star. Allow sufficient time to plan and practice; they can review previous lesson vocabulary if needed. After completing the activity, ask a few pairs to introduce their characters and perform the interview for the class. Game Create a list of phrases similar to those in Actividad 3, but change the context to a Spanish-speaking country. In groups of three, have students act out the activities for their classmates to guess. Heritage Speakers Have heritage speakers brainstorm a list of things that an exchange student in a Spanish-speaking country might want to do. Have them base their list on Actividad 3 using as many -er/-ir verbs as they can. Then have the rest of the class write complete sentences based on the list. 1 Expansion • As a class, come up with the questions that would elicit the statements in this activity. Ex: ¿Dónde viven tú y tu familia? ¿Cuántos libros tienes? ¿Por qué tienes muchos libros? ¿Cómo es tu hermano Alfredo? ¿Cuándo asiste Alfredo a sus clases? ¿Cuándo corren ustedes? ¿Qué comen tus padres los domingos? ¿Cuánto deben comer tus padres? • Have small groups describe the family pictured here. Ask the groups to invent each person’s name, using Hispanic naming conventions, and include a physical description, place of origin, and the family relationship to the other people in the photo. 2 Teaching Tip To facilitate, guide students in classifying the infinitives as -er or -ir. Then help them identify the subject for each verb and the appropriate verb ending. Finally, aid students in identifying any missing words. 2 Expansion Have pairs create two additional dehydrated sentences for another pair to write out. 3 Teaching Tip To challenge students, add these words to the list: aprender historia japonesa, comer más sushi, escribir más cartas, describir sus experiencias. 3 Expansion Have students imagine that they are studying abroad in a Spanish-speaking country. Using the verbs in the word bank as a guide, have them write an e-mail to a friend back home. Tell students to state four things they are doing, three things they and their classmates are doing, and two things that they should be doing. Oraciones Juan is talking about what he and his friends do after school. Form complete sentences by adding any other necessary elements. 1. Manuela / asistir / clase / yoga 2. Eugenio / abrir / correo electrónico (e-mail) 3. Isabel y yo / leer / biblioteca 4. Sofía y Roberto / aprender / hablar / inglés 5. tú / comer / cafetería / escuela 6. mi novia y yo / compartir / libro de historia 2 Consejos Mario and his family are spending a year abroad to learn Japanese. In pairs, use the words below to say what he and/or his family members are doing or should do to adjust to life in Japan. Then, create one more sentence using a verb not on the list. 3 Práctica Completar Complete Susana’s sentences about her family with the correct forms of the verbs in parentheses. One of the verbs will remain in the infinitive. 1. Mi familia y yo (vivir) en Mérida, Yucatán. 2. Tengo muchos libros. Me gusta (leer). 3. Mi hermano Alfredo es muy inteligente. Alfredo (asistir) a clases los lunes, miércoles y viernes. 4. Los martes y jueves Alfredo y yo (correr) en el Parque del Centenario. 5. Mis padres (comer) mucha lasaña los domingos y se quedan dormidos (they fall asleep). 6. Yo (creer) que (that) mis padres deben comer menos (less). 1 recibir libros / deber practicar japonés Estudiante 1: Mario y su esposa reciben muchos libros en japonés. Estudiante 2: Los hijos deben practicar japonés. modelo yo / correr / amigos / lunes y miércoles Yo corro con mis amigos los lunes y miércoles. modelo aprender japonés decidir explorar el país asistir a clases escribir listas de palabras en japonés beber té (tea) leer novelas japonesas deber comer cosas nuevas vivir con una familia japonesa ¿? ¿? vivimos leer asiste corremos comen creo Manuela asiste a la clase de yoga. Eugenio abre su correo electrónico. Isabel y yo leemos en la biblioteca. Sofía y Roberto aprenden a hablar inglés. Tú comes en la cafetería de la escuela. Mi novia y yo compartimos el libro de historia. Answers will vary. 134 Lección 3 ciento treinta y cuatro Relating Cultural Practices to Perspectives Relating Cultural Practices to Perspectives Interpersonal Communication Interpersonal Communication Level 1, Lesson 3 Teacher’s Edition
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