Nos conocemos |
13
Predict
INTERPRETIVE
Explain to students that they will read two dialogues. Have
them turn to page 14 and quickly scan the illustrations. Then
ask them what they think the dialogues are about, according
to what they see. Elicit ideas by referring students to this
unit’s Big Idea. Write students’ ideas on the board and do not
erase them until you confirm predictions after the reading.
Have students again say who the characters on pages 12–13
are. Ask them where they think Tomás is from. Elicit that he
might be from México. Have students discuss whether they
think Tomás will be in the dialogues or not.
Close
INTERPRETIVE
Total Physical Response
Have students
build a Character Poster using poster board,
adhesive tape, and the Character Cutouts. Then ask
students to pick up a particular character and tape
it to the poster. Model as necessary.
Toma a Anna. Ponla en el cartel.
Take Anna.
Place her on the poster.
Toma a Charlie. Ponlo en el cartel.
Take Charlie.
Place him on the poster.
Language in Context
Read the dialogue on page 12 to students as they follow
along. Then have students chorally repeat the dialogue
after you. You may wish to have them close their books
and repeat the dialogue after you two or three times before
they open their books again as you have them repeat one
more time.
Role-Play
Have volunteers form groups of two or four
to role-play the dialogue.
Read aloud the introductions on page 13, except for the
incomplete one. Have volunteers read the introductions
aloud again. Then point to yourself and say:
Yo soy el señor/la señora/la señorita
_____ [
your name].
I’m Mr./Mrs./Ms. _____.
Next, have students look at the incomplete introduction on
page 13 and repeat the pattern,
Yo soy
_____,
filling in their
name. Have all students in the class introduce themselves
individually.
Day
1
13
Yo soy...
Yo soy Anna.
Yo soy Tomás.
Yo soy Charlie.
El Zócalo
Conversa.
Yo soy...
Standards
National
Communication: 1.1–1.3
Cultures: 2.1
Connections: 3.1
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