Nos conocemos |
17
Accessing Critical-Thinking Skills
Distribute
Hoja de
actividad
44
and ask students to complete it using phrases
or sentences. Encourage students to use the vocabulary for
greetings and goodbyes they have already practiced as well as
vocabulary such as
niños
and
pirámides
.
Have students share
their phrases or short sentences with the class.
Meeting Individual Needs
Intensive
You may assist students who exhibit or have been
identified as having a learning disability by focusing on one
concept at a time, such as
cierto
and
falso
.
Make several true/
false statements in English and have students practice the skill
by saying
cierto
or
falso
after they hear each statement.
Challenge
Encourage more-advanced students and/or heritage
speakers to come up with other sequence words or ordinal
numbers. For example, elicit
segundo
(
second),
tercero
(
third),
cuarto
(
fourth), and other words. Write these on the board and
have students explain to the class what they mean.
Scaffold and Apply
INTERPERSONAL
Hola y adiós
A.
Have students turn to page 17 in their books. Read the title,
Hola y adiós,
aloud. Read the direction aloud and have
students read along. Have students listen as you read and
model the pronunciation and the intonation of all three
dialogues. Then have them close their books as you conduct a
choral repetition of the dialogues.
•
After they open their books again, have students get together
with a partner to practice the dialogues using the different
greetings and goodbyes.
B.
Have volunteers read the direction, and then have the entire
class say the word
Conversa
with you.
Role-Play
Explain that the expressions under
Saludos
and
Despedidas
are some of the most common greetings and
goodbyes in Spanish. Encourage students to make up dialogues
with those expressions, and invite them to act them out in front
of the class. Be sure that students only use words with which
they are familiar.
Have students open their
Cuaderno de práctica
to page 6.
Read the directions and have students read along with you.
Explain the directions and model the activity/activities. Then
have students complete the page as independent class work
or homework.
Close
INTERPRETIVE
Have students revisit the predictions they made. Direct
their attention to the predictions on the board. Have
them discuss how their predictions were the same as
or different from the dialogues in
Las pirámides.
Day
3
Semana 1
17
Hola y adiós
Hola.
Hola.
Adiós.
¿
Qué tal?
¿
Cómo estás?
Hasta luego.
Nos vemos.
A.
Escucha y repite.
¡
Hola!
ÀQuŽ tal?
¿
Cómo estás?
Adiós.
Hasta luego.
Nos vemos.
Saludos
Despedidas
B.
Conversa.
Las respuestas varían.
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