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Activities
49.
Ask students to pay attention to the greetings
in the postcard. They should use them when
they write their own card. Verify correct use
of vocabulary, adjectives, and verbs.
Encourage students to make a collage. You can
turn this into a class project by asking the
class to bring in clippings of parts of houses
and apartments. Provide glue and posterboard
and allow fifteen minutes to create the collages
in groups of three or four. You can also assign
this as homework.
Remind the class to include negative sentences
such as
No hay un ático
.
Comunicación
DESAFÍO 2
Unit
2
AUDIO SCRIPT
See page 87K
HERITAGE LANGUAGE LEARNERS
r
Students often have difficulty distinguishing
between the uses of
hay
,
tiene
, and
está
.
r
Create some situations where students
describe streets, houses, and people and
ask students to answer the questions
¿Dónde está(n)?
,
¿Qué hay?
,
¿Qué tiene(n)?
r
Encourage a discussion on the uses of
hay
versus
tiene
and
está
.
COOPERATIVE LEARNING
r
To help students learn vocabulary from each
other, have students draw a floor plan of their
ideal home, complete with furniture.
r
Ask them to switch the images of the ideal
home with a classmate. Then each student
has to explain the ideal home of his or her
classmate:
En la casa ideal de Javier hay…
48.
1. Falso
4. Falso
2. Cierto
5. Cierto
3. Falso
49.
Answers will vary. Sample answer:
En mi casa hay cinco garajes.
También hay un ascensor y tres pisos.
No hay un sótano.
50.
Answers will vary. Sample answer:
Dibujo 1: cuatro sillas, dos sofás, la
televisión y el cuadro a la izquierda,
la ventana a la derecha.
Dibujo 2: dos sillas, un sofá, la ventana
a la izquierda, la televisión y el cuadro a
la derecha.
51.
1. está
5. en
2. hay
6. en
3. debajo del
7. refrigerador
4. en/dentro de
8. jardín
Answer key
Additional resources
Fans Online activities
Practice Workbook
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Book 1A Unit 2 Desafío 2