1 2 3 —Érica, ¿y cómo se llaman tus padres? —Mi mamá, Lorena y mi papá, Miguel. ¡Qué familia tan grande tiene! Te presento a la familia Bolaños. Vocabulario útil familia numerosa juntos patio interior pelear ¡Qué amable! ¡Qué chévere! large family together courtyard to fight How kind of you! Cool! Comprensión Which of the following family members does Susana introduce Mónica to in the video? Conversación Discuss the following questions with a partner. 1. On what occasions do you get together with your extended family? 2. Based on the Flash cultura video, what differences do you see in family customs in Ecuador and in your community? Aplicación Work in small groups to create a bilingual poster promoting el Día Internacional de la Familia in your community. Include 2 or 3 reasons why it’s important to celebrate Family Day and list 5 activities families can do together that day. Use images to support your ideas. Es mi esposo. Son mis primos. Son mis sobrinos. Es mi papá. Son mis hijos. Es mi madre. Es mi hermano. Es mi nieta. Es mi sobrino. Es mi hija. In 1993, the UN designated May 15th as Family Day, to raise awareness of the vital role families play in the stable development of their children. The Día Internacional de la Familia has been celebrated every year in Ecuador since 1995. The goal is to provide families with opportunities to participate in fun games and activities that strengthen family bonds. Some community and school-sponsored activities include workshops, sporting competitions, and social and cultural events. Preparación How would you define a “typical” family? Are the families in your community typical? What other types of families do you know? I CAN discuss ways to celebrate families in my own and other cultures. La familia Video Answers will vary. X X X X X X 147 ciento cuarenta y siete Communicative Goal: Discuss ways to celebrate Family Day 147 Adelante DIFFERENTIATION PRE-AP® Section Goals In Flash cultura, students will: • read about El Día Internacional de la Familia • watch a video about two Ecuadorian families Student Resources Cuaderno de actividades, pp. 82–83 Online Video and Activities, eCuaderno Teacher Resources Workbook TE; Video Script & Translation Preparación Provide students with the following terms in Spanish and ask them to list which family members they think are included in each: familias nucleares (mamá, papá e hijos), mononucleares (padre o madre e hijos), ampliadas (un núcleo y otros parientes), compuestas (una familia ampliada y otras personas que no son parientes). Then after viewing the video, ask students to identify the types of families depicted. Antes de ver • Have students look at the video stills, read the captions, and predict the content of the video. • Read through Vocabulario útil with students. Model the pronunciation. Comprensión Explain to students that they should focus on how Susana introduces each member to Mónica and what she says. Conversación Encourage students to use as much Spanish as possible by incorporating vocabulary from the lesson and what they have learned so far. Aplicación You might want to search online and show students images of the types of posters created to showcase this event. Heritage Speakers Ask heritage speakers if they know of any traditions in Spanish-speaking countries involving Mother’s Day or Father’s Day. As a class, compare and contrast the traditions with what is usually done in the U.S. (e.g., flowers, cards, serving breakfast in bed, or going out to eat). Presentational Speaking with Cultural Comparison Have students prepare a presentation comparing the cultural features of families in their community to the families they saw in the video. Ask them to talk about what they observed in terms of family interaction, housing, and activities and how it compares to those in their own community. Encourage them to use simple statements in Spanish and provide prompts as needed. Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication Interpersonal Communication Interpersonal Communication Presentational Communication Presentational Communication Relating Cultural Practices to Perspectives Relating Cultural Practices to Perspectives Relating Cultural Products to Perspectives Relating Cultural Products to Perspectives Interpretive Communication Interpretive Communication Interpersonal Communication Interpersonal Communication Cultural Comparisons Cultural Comparisons Presentational Communication Presentational Communication Lifelong Learning School & Global Communities Cultural Comparisons Cultural Comparisons Level 1, Lesson 3 Teacher’s Edition
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