Basic HTML Version
21
T23
The activities are separated
into steps.
The project provides an opportunity for integrating
and applying knowledge.
The project
Each unit closes with a project that encourages students’ creativity and communicative capacity, while
activating vocabulary and grammatical structures that students have learned. Each project develops
a communicative activity that integrates cultural and linguistic information.
Tareas propuestas en los proyectos
●
Make a presentation about Diego Rivera.
●
Organize a visit to the Casa Blanca Museum in San Juan, Puerto Rico.
●
Arrange an exhibit of Guatemalan worry dolls.
●
Create a restaurant menu and role-play serving the “customers.”
●
Make a poster about hygiene habits.
●
Deliver a presentation about a distinguished Hispanic person in the United States.
●
Create a travelogue.
●
Participate in a campaign to protect endangered animals.
Each project develops from a set of activities
presented sequentially in separate steps. Each
step is clearly defined and includes guidelines
to help students complete the activities.
PROYECTO
204 doscientos cuatro
Una exposición de
muñecos quitapenas
Guatemalan children use
muñecos quitapenas
to deal
with worries and stress. In this project, you will make
a doll for a class display, and do a role play to buy
and sell dolls at a class market.
PASO 1
Crea tus muñecos quitapenas
•
Study these worry dolls. Then describe what they look like
and how they are dressed.
Estos muñecos son pequeños. Llevan…
•
Make your own worry doll. Follow these steps:
1. Use a length of wire to make the body framework. Bend back
the ends of the wire so they don’t cut you.
2. Wind strips of paper around
the framework to make the body.
3. Dress your doll with pieces of brightly colored fabric or yarn.
4. Color the head and hair and draw
the mouth and eyes.
•
Make a list in Spanish of the materials you have used.
Use a dictionary if necessary.
1
3
2
4
doscientos cinco 205
PASO 2
Prepara una exposición
de muñecos
•
Display the dolls as Andy and Janet have done.
•
Write an advertisement to place alongside
your doll.
PASO 3
Dramatiza la compra y venta
de muñecos
•
Prepare a shopping dialogue with a partner.
Use this outline:
A. Ask what the doll is made of.
B. Describe it in detail.
A. Ask how much the doll costs.
B. Give the price.
A. Say how many you want. Pay and say thank you.
•
Optional: Decide what you can do with your doll.
For example:
– Un regalo para tu madre.
– Un regalo para un(a) niño(a) enfermo(a).
Autoevaluación
¿Qué has aprendido en esta
unidad?
Do these activities to evaluate how
well you can manage in Spanish.
a.
Can you talk about store hours and
shopping?
Ask what time the gift shop
opens and closes.
Say what you want to buy there.
b.
Can you say where someone is
going?
Tell your partner where you go
after school.
c.
Can you say that you like
something?
Ask a classmate if he or she
likes your shoes.
d.
Can you direct attention to things
around you?
Tell a classmate which book is
yours: the one next to you or the
one ten feet away.
e.
Can you compare things?
Compare the price of two articles
of clothing.
Ask a classmate to compare the
quality of two pairs of jeans.
U
n
i
da
d
3
Evaluate your skills.
For each activity, say
Very well, Well or
I need more practice.
¿Estás triste? Este muñeco quita
las penas. Está en oferta.
184033 _ 0001-0039.indd 23
17/05/10 8:29
The activities ar sep rated
into steps.
The project provides an opportunity for integrating
and applying knowledge.
The project
Each unit closes with a project that encourages students’ creativity and commun cative capacity, while
ac ivating voc bul ry and gramm tical s ructures that students have learned. Each project develops
a commun cative activity that integrates cultural a d linguistic information.
Each project develops from a set of activities
pres nt d s quentially in separa teps. Each
step is c early d fine a d includes gu d lines
to help students complet the activities.
9
Unit structure