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2 SEMESTER SYSTEM
Lesson 2
(7 days, including one for testing)
Day 1
IN-CLASS ACTIVITIES
- Briefly go over the Lección 2 objectives [Student Textbook/Instructor's Annotated Edition, p. 31]. Then have students look at the lesson opener photo and guess who the people in the photo are and what they are talking about.
- Introduce classroom vocabulary from the Contextos section [Student Textbook / Instructor's Annotated Edition, pp. 32-34] by projecting Transparency 13 and asking students to identify people and objects in the classroom. Use the vocabulary conversationally by asking questions like ¿Tienes un lápiz?, ¿Hay libros en el escritorio?, and ¿Cuántas tizas hay en la pizarra?, as suggested in Before Presenting Contextos and Present [Instructor's Annotated Edition, p. 32].
- Quickly point out the Variación léxica [Student Textbook/Instructor's Annotated Edition, p. 32] and ask Spanish speakers to tell the class other terms used to talk about people, places, or things at the university, as suggested in Teaching Options [Instructor's Annotated Edition, p. 32].
- Play the Student Audio CD or read aloud the tapescript for Práctica Activity 1 [Student Textbook/Instructor's Annotated Edition, p. 33] and work through the activity with the class. You may want to re-play the CD or re-read the tapescript so that students can check their answers.
- Quickly go over Práctica Activities 2 and 3 [Student Textbook/Instructor's Annotated Edition, p. 33] with the class.
- Briefly go over the days of the week [Student Textbook/Instructor's Annotated Edition, p. 34], using questions like ¿Qué día es hoy? and ¿Qué día es mañana?, as suggested in Present [Instructor's Annotated Edition, p. 34].
- Work through Práctica Activity 5 [Student Textbook/Instructor's Annotated Edition, p. 34] with the class.
- Preview the Fotonovela [Student Textbook/Instructor's Annotated Edition, pp. 36-37] by reading the Video Synopsis [Instructor's Annotated Edition, p. 36] aloud to the class.
ASSIGNMENT
- Have students prepare Práctica Activity 6 [Student Textbook/Instructor's Annotated Edition, p. 34] as written homework.
- Have students prepare a personal class schedule in Spanish like the one in Comunicación Activity 7 [Student Textbook/Instructor's Annotated Edition, p. 35]. Tell them that they will use this class schedule when they do Activity 7 with a partner during the next class session.
- Have your students study the Expresiones útiles [Student Textbook/Instructor's Annotated Edition, p. 37] and watch the Lección 2 video module on the Video CD-ROM.
ADDITIONAL PRACTICE OPTIONS
- Have students do the Contextos section in Workbook Activities [Student Activities Manual, pp. 11-12].
- Have students do the Contextos section in Laboratory Activities [Student Activities Manual, p. 203].
- Have students work through the Contextos section on the Interactive CD-ROM.
Day 2
IN-CLASS ACTIVITIES
-
Warm up by chatting with the class using words presented in Contextos [Student Textbook/Instructor's Annotated
Edition, pp. 32-34]. Then collect the students' written homework.
- Have your students do Comunicación
Activity 7 [Student Textbook/Instructor's
Annotated Edition, p. 35] in pairs, using the class schedules they prepared
at home.
- Have the class do Comunicación
Activity 9 [Student Textbook/Instructor's
Annotated Edition, p. 35] in groups of three.
- Work with the class as a whole to sum up the plot of the Lección 2 video module.
-
Ask students a few questions using the Expresiones
útiles [Student Textbook/Instructor's
Annotated Edition, p. 37], as suggested in Warm-up [Instructor's
Annotated Edition, p. 36].
- Briefly go over the Enfoque cultural about university life [Student
Textbook/Instructor's Annotated Edition, p. 37] with the class. Ask the
class to compare the typical university systems of the United States and
Spanish-speaking countries and list a few of the advantages and disadvantages
of each system.
- Work through Reacciona a la fotonovela
Activity 1 [Student Textbook/Instructor's
Annotated Edition, p. 38] with your students. Before they do this activity,
you may want to warm them up by reviewing the names of academic courses and the
days of the week, as suggested in 1
Warm-up [Instructor's Annotated
Edition, p. 38]. You may want to let students refer to the Fotonovela [Student Textbook/Instructor's Annotated Edition, pp. 36-37] as they
do this activity.
- Quickly work through Fotonovela
Activity 2 [Student Textbook/Instructor's Annotated
Edition,
p. 38] with the class.
- Briefly preview the Pronunciación
section by explaining the Section Goals [Instructor's
Annotated Edition, p. 39]. Then preview Estructura
2.1 by going through the Section
Goals for this topic [Instructor's
Annotated Edition, p. 40].
ASSIGNMENT
- Have students work through the Pronunciación
page [Student Textbook/Instructor's
Annotated Edition, p. 39] and activities using their Student Cassette/CDs.
- Have students read Estructura 2.1 [Student Textbook/Instructor's Annotated
Edition, pp. 40-42].
- Have students prepare the Inténtalo
activity [Student Textbook/Instructor's
Annotated Edition, p. 42] to go over orally during the next class session.
ADDITIONAL PRACTICE OPTIONS
- Have students watch the Lesson 2 video module on the Video CD-ROM and
do the corresponding Video Activities
[Student Activities Manual, pp.
293-294].
- Have students do the Lesson 2 Pronunciación
section in Laboratory Activities [Student Activities Manual, p. 204].
- Have students work through the Lesson 2 Fotonovela
and Pronunciación sections on the Interactive CD-ROM.
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