Carta Complete this letter with the appropriate forms of the verbs in the word list. Not all verbs will be used. 20 pts. abrir asistir compartir comprender correr creer escribir leer recibir tener venir vivir Su familia Write a brief description of a friend’s family. Describe the family members using vocabulary and structures from this lesson. Write at least five sentences. La familia de mi amiga Gabriela es grande. Ella tiene tres hermanos y una hermana. Su hermana mayor es periodista... modelo Proverbio Complete this proverb with the correct forms of the verbs in parentheses. 4 EXTRA points! 4 5 6 “Dos andares° (tener) el dinero°, (venir) despacio° y se va° ligero°.” andares speeds dinero money despacio slowly se va it leaves ligero quickly 34 pts. Hola, Ángel: ¿Qué tal? (Yo) (1) esta carta ( this letter) en la biblioteca. Todos los días (2) aquí y (3) un buen libro. Yo (4) que es importante leer por diversión. Mi amigo José Luis no (5) por qué me gusta leer. Él solo (6) los libros de texto. Pero nosotros (7) unos intereses. Por ejemplo, los dos somos atléticos; por las mañanas nosotros (8) . También nos gustan las ciencias; por las tardes (9) a nuestra clase de biología. Y tú, ¿cómo estás? ¿(Tú) (10) mucho trabajo ( work)? tiene viene Escribo vengo leo creo comprende abre/lee compartimos corremos asistimos Tienes Answers will vary. 141 La familia ciento cuarenta y uno 141 Estructura TEACHING OPTIONS EXPANSION 4 Expansion • Ask students to create sentences with the verbs not used (recibir and vivir). • Ask students questions using vocabulary and sentence structures from the letter. Ex: ¿Compartes muchos intereses con tus amigos? ¿Lees en la biblioteca todos los días? ¿Crees que es importante leer aparte de las clases? • To challenge students, ask them to write a response from Ángel. Encourage them to use lesson vocabulary. 5 Teaching Tip You may want to have students interview a classmate about his or her family. 5 Expansion • Ask students questions about their friends’ families. ¿Tu amigo/a tiene una familia pequeña o grande? ¿Cuántos hermanos/as tiene tu amigo/a? • Have students choose one of their friend’s family members and write a more detailed description. 6 Teaching Tips • Have a volunteer read the proverb aloud. Help students understand the inverted word order in the first part. Explain that this is a common literary technique. Have a volunteer restate the first part in a colloquial manner (El dinero tiene dos andares). • Have students discuss their interpretation of the proverb. Ask heritage speakers if they have heard this proverb or if they know of similar ones. Game Create two Mad-Libs-style paragraphs that have blanks where the nouns and descriptive adjectives should be. Underneath each blank, indicate the type of word needed. Ex: ____ (singular, feminine adjective) Give each pair a set of paragraphs and have them take turns asking their partner to supply the missing words. Tell them they can use any nouns or adjectives that they have learned up to this point. When students have finished, ask them to read their paragraphs aloud. Have the class vote for the funniest one. Extra Practice Name tener expressions and have students say what they or family members do in that situation. Ex: tener hambre (Cuando tengo hambre, como pizza. Cuando mis hermanos tienen hambre, comen en McDonald’s.); tener prisa (Cuando mi padre tiene prisa, toma el autobús.) Interpretive Communication Interpretive Communication Presentational Communication Presentational Communication Level 1, Lesson 3 Teacher’s Edition
RkJQdWJsaXNoZXIy MjUyNzA0NQ==