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La llegada
Unit
2
HERITAGE LANGUAGE LEARNERS
D
Ask student to discuss why they believe
the Spanish built forts such as
El Morro
to defend the port. Ask students to work
in groups of three to write one paragraph
with their reasons for the heavy fortifications
in Puerto Rico.
TOTAL PHYSICAL RESPONSE (TPR)
D
In order to receive maximum usage and
practice of polite language, the class
performs the following:
–
Point to students as they count off 1 to 5.
All of the 1s represent the word
Perdón
,
the
2
s represent
Lo siento
,
the 3s
¡
Cuidado!
,
the 4s
Gracias
,
and the 5s
De nada
.
–
You read a paragraph containing these
expressions, and every time students hear
theirs, they raise their hands. Repeat it
twice if time allows.
1.
1.
d 2. c 3. e 4. b 5. a
Answer Key
After Viewing
.
Go through the captions one by one, having
a different student read each one. Then ask
students to make comparisons between the style
of dress of the soldiers and our military. Do they
wear the same style of clothing? Do our forts
and bases look the same as
El Morro
?
Activities
1.
Have the class go over the words in this activity
and select the ones for which they know the
Spanish or the English translation. Then they write
the Spanish word next to each English translation.
For example:
dónde
–
where
;
perro
–
dog
;
casas
–
houses
.
Additional Resources
Fans Online activities
Practice Workbook
¿
Comprendes?
Une.
Match each question with the corresponding answer.
A
B
1.
What place do the characters have to visit?
a.
Pasea a su perro.
2.
Where does Mrs. García live?
b.
Al lado del coquí.
3.
There are none of these in El Morro.
c.
En una casa con jardín.
4.
Where is Mrs. García
?
d.
El Viejo San Juan.
5.
Mrs. García does this every day.
e.
Casas
.
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Book 1 Unit 2 Desafío 2