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Teaching Suggestions

Lección 5


Engage students in the lesson theme by using the Contextos vocabulary to ask about any upcoming trips over holiday breaks. Get brochures and other marketing materials from a local travel agency (try to find a local agency that caters to Spanish speakers) or use the library or Internet. Use these materials to practice vocabulary throughout this section.


In preparation for viewing the video segment, have students complete Antes de ver el video in the Video Manual (SAM), in pairs or for homework. After viewing the segment and checking comprehension, engage students in communicative activities by having volunteers improvise the episode for the class. Assure them that it is not necessary to memorize the episode or to stick strictly to its content. They should try to get the general meaning across with the vocabulary and expressions they know.


• For the Proyecto on p. 174, help students get started by brainstorming searchable terms for their investigation. Instead of a description, have students create a brochure for their chosen location and consider making it a cooperative group activity. In this way, students from varying language levels can work together by taking on different roles in the process (e.g., designer, writer, editor). You may consider expanding the theme of the project by combining the readings La Ruta del Café and Ecoturismo en el Amazonas (SAM, p. 58).

• Take this opportunity to talk to students about studying abroad. If some of your students have already studied abroad, have them bring in their pictures or souvenirs and encourage classmates to ask questions. You may wish to invite a former student or advisor with study abroad experience to speak to the class about his or her experience.

• For Ritmos, find out if any of the instruments pictured are available from your school Music Department or local outreach center. If so, bring them in for show and tell.


¡Ojo! When learning comparative and superlative forms, students may be inclined to say “más mayor

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or “más menor”. Explain that these forms are never correct; mayor and menor do not require más to convey their comparative and superlative meanings. For 5.3, point out that students have seen positive and negative expressions in previous lessons. Assign the Más práctica section in the textbook for review of these grammatical concepts.


• Preview the film by discussing the idea of coincidence or chance. Have students brainstorm films or television shows that deal with this theme. Examples: Sliding Doors, Run Lola Run, Groundhog Day, Magnolia.

• Have students assess the tone and genre of El Anillo compared to their predictions from Antes de ver el corto and previous films viewed in class. This will help students make connections between films as well as practice the comparative forms taught in Estructura 5.1.


Literatura: When reading La luz es como el agua by Gabriel García Márquez, have students create two columns in their notebook. In the right column, have them take notes about the text (setting, characters, questions, events, etc.). In the left column, have them make personal connections with the text (moments when they empathize with the characters, anecdotes, illustrations).

Cultura: In preparation for the reading La ruta maya, have them highlight all the significant words they understand. This will help them build hypotheses of what the text is about. Write down their ideas on the board in order to go over them later as a comprehension check activity. You may also consider having students create a semantic tree or story map to capture key concepts and main ideas from the reading. They should write a central idea from the reading (e.g., el juego de la pelota), and link other ideas radially around this concept.


• Before students begin the Composición assignment from the Workbook (SAM), have the class do the Preparación section together. Write their ideas on the board and have students use them for reference as they write.

Lección 5

Teaching Suggestions