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Presentation
.In Desafío2 Tim and Mack search forcoquíes
atMrs.García’s house in order to take pictures.
Students talk about where people,animals,and
things are located using the verb estar.
Expresar existencia y lugar
DESAFÍO 2
Unit 2
Warm-up/Independent starter.Ask students to write six sentences in Spanish
about the houses and streets of Old San Juan.
Preparation.Ask volunteers to read the text in the speech
bubbles for each image.
La fotonovela
Before viewing.Ask students to review the expressions they
learned in Unit 1 to greet someone they meet
for the first time.
While viewing.Ask students to pay close attention to Ana
After viewing
Activities
Teaching suggestions
DEVELOPING LEARNERS EXPANDING LEARNERS
Differentiated instruction
Activities Standards Resources
Fotonovela 1.2,2.2 Vis. Pres.
29. 1.2,1.3
30. 1.2 Audio
31. 1.2,1.3
32. Cultura
1.1,1.2,3.1,3.2,
4.2
Tu desafío 3.1
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105
Expresar existencia y lugar
DESAFÍO 2
HERITAGE LANGUAGE LEARNERS COOPERATIVELEARNING
ents in groups of four. Each group
e:
g readers inSpanish.
entswho need helpwith reading
panish.
nts read (or reread) the dialogue
tudents pick out thewords they
from the dialogue such as
previous vocabulary,and previous
al structures.
33. Ask students to look up the animal t
represents their state if they do not
out that every state also has a state
AUDIO SCRIPT
See page 87K
29. 1. en 4. en
2. Dónde 5. encima
3. detrás
30. 1. Cierto 4. Falso
2. Falso 5. Cierto
3. Falso
31. 1. c 2. d 3. a 1. b
32. Answers will vary.
33. Answers will vary. Sample answer:
The bald eagle is the symbol of the United
States. It is found in theWest andSouthwest
of the country. It is a bird that represents
might,speed,and strength,which are
admired qualities.
Answer key
Los coquíes
The sound the coquí frogs make at nig
very distinct. The inhabitants of the island
often say they miss the murmur of these
creatures when they go to sleep if they move
to other countries. Because of this, it is
relatively easy to find recordings of the
coquíes on the web.
Some students may relate to this if they grew
up in rural areas where the sound of crickets
or birds may fill the nights.
ULTURA
C
Additional resources
Fans Online activities
Practice Workbook
¿Comprendes?
Escucha y decide. Listen and decidewhether the five sentences you hear
are true(cierto) or false (falso).
Modelo 1.Cierto.
¿Dónde están?
Une.What is the caption foreachphoto?Match thephrases in the columns to create
the captions.
A B
1.El coquí está a. al ladode la casa.
2.Los coquíes están b. en la cocinadeAnaGarcía.
3.El jardín está c. detrásde la escalera.
4.Timestá d. encimade los libros.
Los coquíes
El coquíesuna rana (frog)pequeña.Esun símbolo
dePuertoRico.Los coquíesproducenun sonido similar
a sunombre: “co-quí”.
¿Cómo son los coquíes?
Elige.Choosewords to compose an accuratedescription of a coquí.
Comparación
What animal represents your state or your country?Why doyou think itwas chosen
as a symbol?
TU DESAFÍO Use thewebsite to listen to acoquí.
1 3 2 4
Differentiated Instruction
activities in every lesson
At-a-glance look at standards
covered and materials needed
García’s house and write down the names of
the parts of the house that they observe in the
video based on the vocabulary they learned
in Desafío1.
.Ask students to write a summary of what
happened.
32. Point out that the word coquí is masculine:
el coquí. As a result, it is modified by masculine
adjectives (ending in o).
104
Point-of-use icons
Additional cultural information to support
instruction as students complete the
activities in the “C-boxes”
Unit 2
hat
know. Point
flower.
ht is
Guided viewing activities
help with comprehension
rewrite the fotonovela and
ords they know from the
nd the previousdesafío . Then
unt the number ofwords
manywords do they already
r Ask students to cover the speech bubbles
in the fotonovela so only the pictures remain.
r Have studentswrite a script ofwhat they
would say in each situation.
r The coquíis a typical animal of PuertoRico.
As a result it is a symbol of national identity.
What other symbols are representative of
otherSpanish-speaking countries?Some
examples:El toro en España; el cóndor
en Perú; el quetzal enGuatemala.
r Place stud
should hav
– Two stron
– Two stud
skills inS
r Have stude
together.S
understand
cognates,
grammatic
r Have students
highlight thew
previous unit a
ask them to co
know?
Teacher Support
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©2014Sant
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