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Vititoe avititoe k Preferred seating, repeat as needed the directions, and email parents once a week of his missing work. If needed, bathroom break given. Have students tell you what they see. Read the Cultural Snapshot on page and explain the relationship between the photograph and the term tapas. Ask students to create a chart in their notebooks to which they can add information as the lesson develops. Have them look at the foods and decide what they would like to try. Then as you read all of the facts and new vocabulary related to each country, have the students classify the information by country on their papers. For later: Once you have completed both vocabulary presentations, students can return to these pages and again read the information that accompanieseach photograph. You may wish to ask the questions in the Cultural Snapshot on pages — of the Teacher Edition after students are fullyacquainted with the vocabulary of the chapter.
You may choose to assign some of these activities at the beginning, in the middle, or at the end of the chapter. They include all of the material covered in this chapter and mimic the format of some sections of the AP Test. You may choose to have students connect with other Spanish-speaking students worldwide using ePals. You may choose to have students read about cultural topics and current events in the Spanish-speaking world using eScape. To begin with the presentation of vocabulary, use Vocabulary image projectables V4. Have students close their books. Afterwards, point to each new vocabulary word and have students repeat each word several times.
Have students write the vocabulary in their notes. You may choose to have them use their book or you can project the Vocabulary list projectable V4. Write the official names for the meals on the board: el desayuno, el almuerzo, la cena. Explain that la comida is the general term for meal or food, but it is often associated with the main meal of the day. In some countries la comida is the midday meal or el almuerzo, and in others it is the evening meal or la cena. Also, you may want to tell students that ayunar means to fast, which explains the connection between breakfastand desayuno. You break your daily fast when you wake up from sleeping. As you progress in the lesson, ask questions building from simple to more complex. Read En otras partes aloud to the class. The words for foods vary greatly from region to region.
Have the plastic food or the printouts in a basket with other foods that are not on the menu. Time the activity, having students sort through all the food to find the food mentioned on the menu and classify it under the categories el desayuno, el almuerzo, or la cena. Whoever can complete the activity first wins. For homework, you may wish to have students create flashcards for the new vocabulary words in this section and come up with five original sentences using the vocabulary. Students may find it more helpful if you go over the answers to the activities as a class. Easy Have students complete Activity 1 on page This activity must be done orally. You can choose to use the audio recordings, or simply read the four sentences found in the audio script on page of the print or digital Teacher Edition. Have students complete Activity 2 on page orally. Reinforce it by calling on individuals to read aloud as they follow along.
It is suggested that you go over all the activities in class before assigning them for homework. Average Have students complete Activity 3 on page in pairs. Have them answer the questions with complete responses and write their answers. To expand this activity, have the students ask one additional question related to the photo. Have students complete Activity 4 on page and create the chart. You may choose to write in the answers on the chart using a Graphic organizer projectable 4. Have students complete Activity 6 on page CHallenging Have students complete Activity 5 on page and write out their answers. Read the En otras partes section. Then have the students create an En otras partes section in their notebooks and write the new vocabulary. La salud - You may just want to have students read the Conexiones information on their own. The Vitamina chart reintroduces vocabulary from the lesson, and the paragraph on Salud has many cognates: importante, contienen, vitaminas, tabla, analiza, dieta, suficientes, necesarias.
They can also complete the Audio activities in their workbook on page 4. For additional practice, students can use the Audio download, Interactive flashcards, and a Vocabulary eGame. You may choose to have students use these resources on their own or you could use them in class. For example, the day before the Vocabulario 1 quiz, you could do the review game in class as a part of your lesson. Alternatively, you may wish to assign it for homework in addition to having students study the vocabulary list and flashcards. Use the Interactive Whiteboard presentations for this vocabulary section as an alternative to present and practice the material in theVocabulario 1 section. This will get your students on task right as they walk into the classroom. Present the vocabulary using Vocabulary image projectables V4.
Ask students to tell you in Spanish any words they already know. Afterwards, point to each new vocabulary word have students repeat each word several times. Have students write the vocabulary in their notes using their books or the Vocabulary list projectable V4. After presenting the vocabulary, have students read the new material and choose volunteers to read and act out the dialogue on page You may also want to teach sin gas, agua mineral sin gas and agua del grifo for tap water. Then have students create an En otras partes section in their notebooks and write the new vocabulary. For homework, you may wish to have students create flashcards for the new vocabulary section and come up with five original sentences using the vocabulary.
You may choose to write in the answers on the chart using a Graphic Organizer Image projectable 4. Average Have students complete Activity 2 on page in pairs. CHallenging Have students complete Activity 3 on page To expand this activity, for each of the answers in Activity 3, have students give another item that does not fit in the general category. For example, for item 1, add: El taco no es un refresco.
Es una comida. Have students complete Activity 4 on page Have students respond to the questions and then write their own creative stories. You can have the students turn them in, or have students read them out loud to the class. You may also read and explain to the students the Cultural Snapshot that discusses the origin of the name of the port of Colonia, Montevideo. Have students complete Activity 5 on page Have students complete Activity 6 on page orally. They must use only Spanish. Time the activity so that it lasts only a few minutes. This will enable students to use the language creatively on their own. They can also complete the audio activities in their workbook on page 4. Have them study all the material from Vocabulario 2.
For additional practice, students can use the Audio download, Interactive flashcards, Vocabulary eGame and Vocabulary review worksheet for Vocabulario 1 y 2. You may choose to have students use these resources on their own or you could use them together during class. For example, the day before the Vocabulario 2 quiz, you could do the review eGame in class as a part of your lesson. Use the Interactive Whiteboard presentations for this vocabulary section as an alternative to present and practice the material in theVocabulario 2 section. These customizable worksheets have before-viewing, during-viewing, and after-viewing activities to support students' comprehension of the videos. Have students pay particular attention to the intonation used at the end of each sentence. Ask them how many questions and exclamations they can identify.
Select an -ar verb such as trabajar and have students conjugate all forms on the board. Then write down the verbs comprender and escribir. Ask students to tell you what they see. Ask them if they think that they can use the same -ar verb endings of trabajar for comprender and escribir. Have students go back to page With the students' help, construct a chart on the board showing -er and -ir verb conjugations. Underline each ending as you pronounce the verb forms, and have students repeat.
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