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Unit
1
17
Activities
3.
Before attempting to complete this activity, have
students come up with sentences that describe
what is happening in each scene. Then ask them
to use those sentences to complete the activity
and justify their answers.
4.
After students complete the activity, have them
write some steps in a process, which could be
a school project, a recipe, or rules to a game.
Be sure they use sequence words to clarify the
order in which the steps must be done.
5.
Ask students to use their lists from the
Independent Starter to assist them in this
activity. When they have finished writing
additional words, have them describe a person
in terms of his or her relationship to other
members of the family. Then ask them to
describe that relationship to a partner, who must
identify the family member. For example:
Magda
es la hija de mi tío Carlos. Magda es mi... (prima)
6.
To extend this activity, have student pairs get
together with three other pairs of students and
create a master chart that displays all of their
words. You also may have students bring in a
photo of a celebrity, political figure, or sports
star and have them complete another chart for
this person like the one on the page.
3.
1. a 2. c 3. d 4. b
4.
Paragraphs will vary, but the correct
sequence of events is: 3, 4, 2, 1.
5.
Answers will vary.
6.
Answers will vary.
Additional Resources
Fans Online activities
Practice Workbook
Answer Key
HERITAGE LANGUAGE LEARNERS
•
In addition to the
expresiones útiles
listed on
page 16, ask students to come up with other
ways for giving instructions, expressing likes
and personal interests, and expressing hopes
and wishes. Ask students to make a three-
column chart with the expressions under
the appropriate heading. After they complete
their charts, have them write several sample
sentences with the new expressions, read
them to the class, and explain what they
mean.
TOTAL PHYSICAL RESPONSE (TPR)
•
Ask students to get into pairs and to use
the
Para dar instrucciones
and
Para expresar
gustos e intereses personales
sections of
the
Expresiones útiles
to play a game. One
student gives an instruction and the other
student acts it out. If the student correctly
acts out the order, then the first student will
say how he or she feels about the action.
Students will then switch roles. For example:
A.
¡Toma notas!
B. (Pretends to take notes in a notebook.)
A.
Correcto. A mí me encanta tomar notas
en clase
.
Antes de empezar
:30
REcUERda
diecisiete 17
5
¿Cuánto sabes?
Lee
las palabras del cuadro y escribe otras palabras de cada tema.
Modelo
Relaciones familiares: el / la primo(a), el / la esposo(a)…
6
Relaciones personales
completa
un gráfico como este con el vocabulario que sabes del tema de esta unidad.
Después, compáralo con el gráfico de un(a) compañero(a) y añade más palabras al tuyo.
Relaciones familiares
el padre
la madre
el / la hijo(a)
el / la hermano(a)
el / la abuelo(a)
el / la nieto(a)
el / la tío(a)
el / la sobrino(a)
Características físicas
alto(a)
bajo(a)
gordo(a)
delgado(a)
moreno(a)
rubio(a)
Rasgos de personalidad
perezoso(a)
trabajador(a)
tacaño(a)
generoso(a)
serio(a)
gracioso(a)
optimista
pesimista
Estados de ánimo y sentimientos
aburrido(a)
divertido(a)
contento(a)
triste
frustrado(a)
furioso(a)
tranquilo(a)
nervioso(a)
Información personal
nombre
estado civil
apellidos
domilicio
fecha de nacimiento número de identidad
lugar de nacimiento
Características físicas
Relaciones
familiares
Información personal
Estados de ánimo y sentimientos
Rasgos de personalidad
primo(a)
esposo(a)
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