Basic HTML Version
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Unit
1
Differentiated instruction
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Presentation
■■
In this section, students will review the unit
objectives and put them into practice. They will talk
about special events in people’s lives, conduct an
interview using the imperfect tense, and select one
of the following
Desafíos
to develop: write and draw
a comic strip, prepare an audio guide that describes
a work of art, or invent and write a legend.
Activities
Standards
Resources
86.
1.1, 1.2, 1.3, 5.1
87.
1.1, 1.2, 1.3, 3.1,
5.1
88. Tu desafío
1.1, 1.2, 1.3, 2.1,
2.2, 3.1, 5.1, 5.2
Warm-Up/ Independent Starter
■■
Have students go back and review the vocabulary
and grammar sections in this unit. Ask them to
imagine that they are going to interview someone
who has recently celebrated a major life event. Have
students write five or more questions, incorporating
both the preterite and imperfect tenses and suitable
time expressions into these questions that they
would ask the person who is celebrating this event.
Preparation
■■
Have students work with a partner and read aloud
their questions from the Independent Starter. Then
ask the partner to answer the questions as if he or
she were the celebrant. Call on volunteer pairs to
present their questions and answers.
■■
Ask students to identify each of the three events
shown on this page and brainstorm some words and
phrases associated with each one. For example:
boda
→
novios, casarse, banquete, matrimonio,
felicidad; graduación
→
fin del curso, celebración,
prepararse para la universidad, nuevos desafíos;
quinceañera
→
celebrar el cumpleaños, regalos,
decoraciones, pastel, fiesta.
Then ask students
if they have taken part in any of these kinds of
celebrations. Invite volunteers to share their
experiences with the class.
Teaching Suggestions
DEVELOPING LEARNERS
•
Have students work with a partner to
complete
Tu desafío
. You may provide graphic
organizers to help them with their writing.
For A, use a sequence graphic organizer to
help students map out their story. For B,
have students consider questions that their
audioguía
should answer. Then have them do
the research. For C, have students use a
two-column graphic organizer for their legend.
In one column they will write the main
actions in the legend and in the other, the
background actions and descriptions. Remind
students to consider which tense applies to
which kind of action.
EXPANDING LEARNERS
•
Ask students to think about a significant
event that happened in their lifetime. The
event could be something political such as a
presidential election, a milestone in science
or technology, a sporting event such as the
World Cup, the Olympics, or the Red Sox
winning the World Series. Have students
write about how old they were, what they
were doing when the event occurred, how
family and friends reacted to the event, and
whatever else they remember about the
event. Ask volunteers to share their work with
the class.
Todo junto
Para terminar
EScRIBIR Y LEER
EScRIBIR Y HaBLaR
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Una experiencia inolvidable
Elige
una de estas ilustraciones e imagina que asististe a ese evento. Escribe sobre
esa experiencia para compartirla con tus amigos en tu red social.
Modelo
Ayer asistí a la boda de mi prima Ana. Hacía muy buen tiempo…
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Una entrevista
Escribe
seis preguntas para tu profesor(a) de Español sobre su vida cuando tenía
quince años. Puedes tratar estos temas:
1.
Descripción física.
2.
Lugar donde vivía y estudiaba.
3.
Personalidad.
4.
Diversiones y pasatiempos.
Habla
con tu compañero(a) y elijan cinco preguntas.
Después, hagan la entrevista y tomen notas para preparar
un informe sobre su profesor(a).
Hagan
un cartel o una presentación comparando
la vida de ustedes con la de su profesor(a) cuando
tenía quince años. Preséntenla a la clase.
Modelo
Cuando nuestra profesora de Español tenía quince años, vivía con su familia en...
Lee
el texto de tu compañero(a) y hazle preguntas para saber más cosas
de su evento.
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2
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Para terminar
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