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McDOUGAL LITTE LL

Oklahoma Lesson Plans

Copyright © 2003 by McDougal Littell Inc. All rights reserved.

Permission is hereby granted to teachers to reprint or photocopy in classroom quantities the pagesor sheets in this work that carry a McDougal Littell copyright notice. These pages are designed tobe reproduced by teachers for use in their classes with accompanying McDougal Littell material,provided each copy made shows the copyright notice. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must beobtained from McDougal Littell Inc. to reproduce or transmit this work or portions thereof in anyother form or by any other electronic or mechanical means, including any information storage orretrieval system, unless expressly permitted by federal copyright law. Address inquiries to Manager, Rights and Permissions, McDougal Littell Inc., P. O. Box 1667, Evanston, Illinois 60204.

PAC I N G G U I D E F O R R E G U L AR S C H E D U LE S

Etapa preliminar . . . . . . . . . . . . . . . . . . 1

Unidad 1Etapa 1 . . . . . . . . . . . . . . . . . . . . . . . . . 3Etapa 2 . . . . . . . . . . . . . . . . . . . . . . . . . 5Etapa 3 . . . . . . . . . . . . . . . . . . . . . . . . . 7

Unidad 2Etapa 1 . . . . . . . . . . . . . . . . . . . . . . . . . 9Etapa 2 . . . . . . . . . . . . . . . . . . . . . . . . . 11Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 13

Unidad 3Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 15Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 17Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 19




PAC I N G G U I D E F O R B LO C K S C H E D U LE S

Etapa preliminar . . . . . . . . . . . . . . . . . 39







CO N T E N TS

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vUsing the Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vPreparing for Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Test-taking Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Oklahoma PASS Standards for World Languages—Intermediate Level . . . . . . . . . . 77

ACTFL Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

¡En español! Planning Guide iii

T o t h e T e a c h e r

¡En español! Planning Guide v

USING THE LESSON PLANS

These lesson plans, which are intended for use with McDougal Littell’s ¡En español! program, correlate the Pacing Guide informationfrom the Teacher’s Edition to the Oklahoma PASS Standards for World Languages—Intermediate Level. For each chapter of every unit,you will find planning sheets indicating the day-by-day pacing for the chapter’s activities. Embedded in each daily plan, alongside the activities,are codes cross-referencing the Oklahoma PASS Standards met by the activity. (In order to conserve space, the strand labels have beenomitted from the on-page references; the number 1, 2, or 3 before the period is sufficient to indicate the strand as well as the contentstandard.) The complete text of the Oklahoma PASS Standards for World Languages—Intermediate Level can be found in the back ofthis book, beginning on page 77.

In addition to the Oklahoma PASS Standards for World Languages, each chapter is correlated to the national standards developed bythe American Council on the Teaching of Foreign Languages (ACTFL). The ACTFL codes for each day appear in a seperate column tothe right of the daily plans, and, again, the complete text of the standards is reprinted in the back of the book, beginning on page 85.

PREPARING FOR STANDARDIZED TESTS

The goal of language instruction is the same as it has always been—communication—and the primary responsibility of the foreign languageinstructor is to help students learn how to listen to, speak, read, write, and absorb the culture of the target language. But foreign languageinstructors accomplish more than helping their students communicate. Students who become proficient in another language haveincreased self-confidence, enhanced problem-solving abilities, greater cultural and self-awareness, and a better ability to think creativelyand analytically. Furthermore, the communication skills that a student develops while learning a foreign language transfer to the Englishlanguage arts curriculum. The foreign language student generally becomes a far more competent speaker and writer of English.

It should come as no surprise, then, that those students who succeed in their foreign language study succeed in other areas of languagearts and perform better on standardized tests, such as the Oklahoma Core Curriculum Tests, that emphasize the language arts skills ofreading and writing.

Standardized testing is a necessary part of today’s curriculum and provides one measure of a student’s success in a curricular area. It is important to help our students prepare for this assessment as we would for any other type of assignment or test given during theschool year.

One of the hallmarks of !En español! is its emphasis on reading strategies such as graphic organizers. These strategies are embeddedin every component of the program from the Para leer boxes in the Student Text and the associated Teaching Suggestions in theTeacher’s Edition to the reminders provided with Lectura y cultura in the Etapa Exams. The elements that make !En español! an excellentprogram for foreign language instruction serve the additional function of enhancing your students’ overall communication skills andpreparing them for the Oklahoma Core Curriculum Tests.

To further guide your students before, during, and after taking the Oklahoma Core Curriculum Tests, pass out the Test-taking Checkliston page vi and review the strategies with them.

T e s t - t a k i n g C h e c k l i s t

BEFORE THE TEST

❐ Do your homework, and take practice tests.

❐ Get a full night’s sleep.

❐ Eat a good breakfast.

❐ Be on time.

❐ Be prepared with a sharpened pencil.

❐ Choose a seat away from distractions.

❐ Be positive, relaxed, and confident.

You can improve your performance on any test using effective test-taking techniques.

AFTER THE TEST

❐ Decide which techniques work best for you and which do not.

❐ Learn from the test results. Figure out your strengths and weaknesses.

DURING THE TEST

❐ Read questions carefully.

❐ Follow directions exactly.

❐ Try to figure out your own answer before reading the answer choices.

❐ Read all choices before marking your answer.

❐ Pace yourself so you can finish the test.

❐ Don’t get distracted. Focus on your own paper and thoughts.

❐ Mark your answer sheet carefully.

❐ Check your answers if you have time.

❐ Don’t change any answers unless you’re sure they’re wrong.

❐ If you get stuck, stay calm. Make an educated guess and move on.

❐ Write something for every essay item.

¡En español! Planning Guide vii

¡En español! Lesson Plans • Etapa Preliminar 1

Etapa Opener• Quick Start Review (TE, p. xxxiv)

5 MIN. 1.2, 1.3• Use OHT P2 to present the culture

notes. Use Map OHTs as needed. 5 MIN.

Estados Unidos

• Quick Start Review (TE, p. 2) 5 MIN. 1.2, 1.3• Have students read and discuss Nuestra

cultura e historia on pp. 2–3. 15 MIN. 1.2, 2.1,3.1, 3.2, 4.2

En acción: Vocabulario y gramática

• Quick Start Review (TE, p. 4) 5 MIN. 1.2, 1.3• Present Repaso: Present Tense of

Regular Verbs, p. 4. 5 MIN. 1.2, 4.1• Have students complete Actividades 1

and 2 in pairs. 10 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students write 10 true/false statements on the Etapa Opener and Estados Unidos. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Have students complete Actividad 3

in groups. 5 MIN. 1.1, 1.2, 1.3

México y Centroamérica

• Quick Start Review (TE, p. 6) 5 MIN. 1.2, 1.3• Have students read and discuss México

y Centroamérica on pp. 6–7. 15 MIN. 1.2, 3.1, 4.2En acción: Vocabulario y gramática• Present Repaso: Irregular yo Forms,

p. 8. 5 MIN. 1.2, 4.1• Have students complete Actividad 4

orally. 5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 5 in

writing. Go over answers orally. 5 MIN. 1.1, 1.2• Have students complete Actividad 6

in pairs. 5 MIN. 1.1, 1.2, 1.3Homework Option:

• Más práctica Workbook, pp. 1–3. Cuaderno para hispanohablantes,pp. 1–3.

DAY 1

DAY 2

El Caribe• Check homework. 5 MIN.• Quick Start Review (TE, p. 10) 5 MIN. 1.2, 1.3• Have students read and discuss El

Caribe on pp. 10–11. 15 MIN. 1.2, 3.1

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 12) 5 MIN. 1.2, 1.3• Present Repaso: The Preterite Tense

of Regular Verbs, p. 12. 5 MIN. 1.2, 4.1• Play the audio; do Actividad 7. 5 MIN. 1.2• Have students complete Actividad 8

orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 9

in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividades 8 and 9 in writing. 1.1, 1.2, 1.3


in pairs. Expand using Information Gap Activities, Preliminary/Unit 1 Resource Book, p. 29; Más comunicación, p. R2. 10 MIN. 1.1, 1.2, 1.3

El Cono Sur

• Quick Start Review (TE, p. 14) 5 MIN. 1.2, 1.3• Have students read and discuss El Cono

Sur on pp. 14–15. 15 MIN. 1.2, 2.2, 3.1

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 16) 5 MIN. 1.2, 1.3• Present Repaso: Verbs with Spelling

Changes in the Preterite, p. 16. 5 MIN. 1.2• Have students complete Actividad 11

in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividad 11 in writing. Más práctica Workbook, pp. 5–6. Cuaderno para hispanohablantes,pp. 5–6. 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 1.3

Day 21.1, 1.2, 1.3, 2.1, 3.2

Day 31.1, 1.2, 1.3, 3.2

Day 41.1, 1.2, 1.3, 2.1, 3.2

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ACTFL Standards for Foreign Language Learning

Correlated to the Oklahoma Priority Academic Student Skills

En acción (cont.)• Check homework. 5 MIN.• Have students complete Actividades 12

and 13 in writing. Have students exchange papers for peer correction. 10 MIN. 1.2, 1.3

• Do Actividad 14 in pairs. 5 MIN. 1.1, 1.2, 1.3España• Have students read and discuss España

on pp. 18–19. 10 MIN. 1.2, 2.2, 3.1

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 20) 5 MIN. 1.2• Present Repaso: Verbs with Stem Changes

in the Preterite, p. 20. 5 MIN. 1.2• Have students complete Actividad 15 in

writing and Actividad 16 in pairs. 10 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, pp. 7–8. Cuaderno

para hispanohablantes, pp. 7–8.


and 18 in pairs. 10 MIN. 1.1, 1.2, 1.3Bolivia, Colombia,...• Quick Start Review (TE, p. 22) 5 MIN. 1.2, 1.3• Have students read and discuss Bolivia,

Colombia,… on pp. 22–23. 10 MIN. 1.2, 2.2, 3.1

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 24) 5 MIN. 1.2, 1.3• Present Repaso: Irregular Preterites,

p. 24. 5 MIN. 1.2• Play the audio; do Actividad 19. 5 MIN. 1.2• Have students complete Actividad 20 in

pairs. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, pp. 9–10. Cuaderno

para hispanohablantes, pp. 9–10.

DAY 5

DAY 6

2 ¡En español! Lesson Plans • Etapa Preliminar


in groups. Más comunicación, p. R2.15 MIN. 1.1, 1.2, 1.3

En uso: Repaso y más

comunicación

• Quick Start Review (TE, p. 26) 5 MIN. 1.2, 1.3• Present the Repaso y más comunicación

using the Teaching Suggestions (TE, p. 26).5 MIN. 1.2, 1.3

• Have students do Actividad 1 in pairs.10 MIN. 1.1, 1.2

• Do Actividad 2 in pairs or groups. 10 MIN. 1.1, 1.2

Homework Option:• Review for Etapa preliminar Exam.

En tu propia voz: Escritura• Check homework. 5 MIN.• Do Actividad 3 in writing. Ask volunteers

to present their descriptions. 10 MIN. 1.1, 1.2, 1.3

En resumen: Repaso

de vocabulario

• Quick Start Review (TE, p. 27) 5 MIN. 1.2, 1.3• Review grammar questions, etc., as

necessary. 10 MIN. 1.2• Administer Etapa preliminar Exam.

20 MIN.

Homework Option:• Preview Unidad 1 Opener. Have students

jot down their observations.

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 2.1, 3.2

Day 61.1, 1.2, 1.3, 2.1, 3.2

Day 71.1, 1.3

Day 81.1

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¡En español! Lesson Plans • UNIDAD 1 Etapa 1 3

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Unit Opener• Anticipate/Activate prior knowledge:

Present the Almanaque and the cultural notes. Use Map OHTs as needed.15 MIN. 1.2, 2.2, 3.1

Etapa Opener• Quick Start Review (TE, p. 32) 5 MIN. 1.2, 1.3• Have students look at the Etapa Opener

and answer the questions. 5 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 34) 5 MIN. 1.2, 1.3• Present Descubre (TE, p. 34) 5 MIN. 1.2• Have students use context and pictures

to learn Etapa vocabulary, then answer the ¿Comprendiste? questions, p. 35. Use the Situational OHTs for additional practice.15 MIN. 1.2

Homework Option:• Have students create vignettes of them-

selves on index cards, with a photo or drawing on one side and characteristics on the other. 1.2, 1.3

En vivo: Situaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 36) 5 MIN. 1.2, 1.3• Present the Listening Strategy, p. 36.

5 MIN.• Have students read sections 1 and

2, pp. 36–37. Play the audio for section 3. Then have students discuss the questions in section 4. 15 MIN. 1.2, 1.3

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 38) 5 MIN. 1.2, 1.3• Have students complete Actividad 1

in writing, then go over answers orally.5 MIN. 1.2, 1.3

• Have students do Actividad 2 orally.5 MIN. 1.2, 1.3

• Present the Speaking Strategy, p. 39. Do Actividad 3 in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students make a drawing and description similar to those on p. 36. Have them complete Actividad 2 in writing. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Present the Vocabulario, p. 39. Then

have students complete Actividad 4 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 40) 5 MIN. 1.2, 1.3• Present Repaso: Ser vs. Estar, p. 40.

5 MIN. 1.2, 4.1• Have students complete Actividad 5

in writing, then exchange papers for peer correction. 5 MIN. 1.2, 1.3

• Have students read and complete Actividad 6 in writing. Go over answers orally. 5 MIN. 1.2, 1.3

• Play the audio; do Actividad 7. 5 MIN. 1.2• Have students read and complete

Actividad 8 in writing. Go over answers orally. 10 MIN. 1.2, 1.3

Homework Option:• Más práctica Workbook, pp. 15–16.

Cuaderno para hispanohablantes, p. 13.

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 42) 5 MIN. 1.2, 1.3• Present Repaso: The Imperfect Tense,

p. 42. 5 MIN. 1.2, 4.1• Have students do Actividades 9 and

10 orally. 10 MIN. 1.2, 1.3• Have students complete Actividad 11

in pairs. 5 MIN. 1.1, 1.2, 1.3• Present Repaso: Preterite vs. Imperfect,

p. 43. 10 MIN. 1.2, 4.1• Present the Vocabulario, p. 44. Then

have students complete Actividad 12 in writing. Go over answers orally.10 MIN. 1.2, 1.3

Homework Option:• Have students complete Actividades

9 and 10 in writing. Más prácticaWorkbook, pp. 17–18. Cuaderno para hispanohablantes, p. 14. 1.2, 1.3

Day 11.2, 1.3, 3.2, 4.2

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 1.3, 3.2

Day 41.1, 1.2, 3.2



En acción (cont.)• Check homework. 5 MIN.• Have students do Actividad 13 orally.

5 MIN. 1.2, 1.3• Play the audio; do Actividad 14. 5 MIN. 1.2• Present the Vocabulario, p. 45. Then have

students complete Actividad 15 in writing. Expand using Information Gap Activities, Unit 1 Resource Book, p. 80; Más comunicación, p. R3. 15 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 46) 5 MIN. 1.2, 1.3• Present Gramática: Present and Past Perfect

Tenses, p. 46. 15 MIN. 1.2, 4.1

Homework Option:• Have students complete Actividad 13 in

writing. Más práctica Workbook, p. 19. Cuaderno para hispanohablantes,pp. 15–16. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Review Gramática: Present and Past Perfect

Tenses, p. 46. 5 MIN. 1.2, 4.1• Do Actividad 16 orally. 5 MIN. 1.2, 1.3• Do Actividad 17 in pairs. 5 MIN. 1.1, 1.2, 1.3• Do Actividad 18 in groups. 10 MIN. 1.1, 1.2, 1.3Refrán• Present the Refrán, p. 47. 5 MIN. 1.2

En voces: Lectura• Quick Start Review (TE, p. 48) 5 MIN. 1.2, 1.3• Present the Reading Strategy, p. 48. Call on

volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?questions, p. 49. 10 MIN. 1.2, 1.3, 2.2, 3.2

Homework Option:• Have students do Actividad 16 in writing.

Have them complete ¿Qué piensas? and Hazlo tú, p. 49. 1.2, 1.3

DAY 5

DAY 6

4 ¡En español! Lesson Plans • UNIDAD 1 Etapa 1

En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 50) 5 MIN. 1.2, 1.3• Present the Repaso y más comunicación

using the Teaching Suggestions (TE, p. 50) 5 MIN.• Do Actividades 1 and 2 orally. 5 MIN. 1.2, 1.3• Have students write Actividades 3 and 4,

then check answers with the whole class.10 MIN. 1.2, 1.3

• Present the Speaking Strategy, p. 52, and have students do Actividades 5 and 6 in groups. 10 MIN. 1.1, 1.2, 1.3

En tu propia voz: Escritura

• Do Actividad 7 in writing. Have volunteers present their narrations to the class. 10 MIN. 1.2, 1.3

Homework Option:• Review for Etapa 1 Exam.

Conexiones• Read El arte, p. 52. Have students complete

their self-portraits. 15 MIN. 1.2

En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 53) 5 MIN. 1.2, 1.3• Review grammar questions, etc., as

necessary. 10 MIN. 1.2• Complete Etapa 1 Exam. 20 MIN.

Ampliación

• Optional: Use a suggested project, game, or activity. (TE, pp. 31A–31B) 1.3, 2.1, 2.2, 3.1,

3.2, 5.1, 5.2

Homework Option:• Preview Etapa 2 Opener.

DAY 8

DAY 7

Day 51.1, 1.3

Day 61.1, 1.2, 1.3, 3.2

Day 71.1, 1.2, 1.3

Day 81.1, 1.2, 1.3


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and answer the questions. Expand using one of the activities on TE p. 55.10 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 56) 5 MIN. 1.2, 1.3• Present Descubre,p. 56. 5 MIN. 1.2• Have students use context and pictures to

learn Etapa vocabulary, then answer the

¿Comprendiste? questions, p. 57. Use the Situational OHTs for additional practice.25 MIN. 1.2

Homework Option:• Have students cut out 2 magazine pictures

of people, 1 male and 1 female, and write a critique of what the people are wearing. 1.3


5 MIN.• Have students read section 1, pp. 58–59.

Play the audio for section 2. Then have students complete section 3 in writing.20 MIN. 1.2, 1.3

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 60) 5 MIN. 1.2, 1.3• Have students read and complete Actividad 1


• Have students do Actividad 2 in pairs.5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividad 2 in writing. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Present the Vocabulario, p. 61. 5 MIN. 1.2• Present the Speaking Strategy, p. 61.

Do Actividades 3 and 4 in pairs. 10 MIN. 1.1, 1.2, 1.3• Present Repaso: Verbs Like gustar, p. 62.

5 MIN. 1.2, 4.1• Do Actividad 5 orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 6

in pairs. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 63. Then

have students complete Actividad 7 in pairs. Have a few pairs present their conversations. 15 MIN. 1.1, 1.2, 1.3

Homework Option:• Have students complete Actividades 5

and 6 in writing. Más práctica Workbook, pp. 25–27. Cuaderno para hispanohablantes,pp. 23–25. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 63) 5 MIN. 1.2, 1.3• Present Repaso: Por and Para, p. 63.

10 MIN. 1.2, 4.1• Have students complete Actividad 8 in

writing. Go over answers orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 9. 5 MIN. 1.2• Have students complete Actividad 10

in pairs. 5 MIN. 1.1, 1.2, 1.3• Present Gramática: The Future Tense,


orally. 5 MIN. 1.2, 1.3

Homework Option:


Day 11.1, 1.2, 1.3

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 1.3

Day 41.1, 1.2, 1.3


En acción (cont.)• Check homework. 5 MIN.• Play the audio; do Actividad 12. 5 MIN. 1.2• Do Actividad 13 in pairs. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 67. Then have

students read the realia and complete Actividad 14 in groups. Expand using Information Gap Activities, Unit 1 Resource Book, p. 129; Más comunicación, p. R4.20 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 68) 5 MIN. 1.2• Present Gramática: Future Tense to Express

Probability, p. 68. 5 MIN. 1.2, 4.1• Do Actividad 15 orally. 5 MIN. 1.2, 1.3

Homework Option:• Have students complete Actividad 15

in writing. Más práctica Workbook, pp. 29–30. Cuaderno para hispanohablantes,p. 28. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Do Actividad 16 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 17 in pairs.

Expand using Information Gap Activities, Unit 1 Resource Book, p. 130; Más comuni-cación, p. R4. 15 MIN. 1.1, 1.2, 1.3

Refrán• Present the Refrán, p. 69. 5 MIN.En colores: Cultura y comparaciones• Quick Start Review (TE, p. 70) 5 MIN. 1.2, 1.3• Present the Connecting Cultures Strategy,

p. 70. Call on volunteers to read the selection aloud. Have students answer the ¿Comprendiste?/¿Qué piensas? questions, p. 71. 15 MIN. 1.2, 1.3,

2.2, 4.2

Homework Option:• Have students complete Hazlo tú, p. 71. 1.2, 1.3

DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 72) 5 MIN. 1.2, 1.3• Have students do Actividad 1 in pairs.

5 MIN. 1.1, 1.2, 1.3• Do Actividades 2 and 3 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 4 in pairs.

5 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy, p. 74, and

have students do Actividad 5 or 6 in groups.15 MIN. 1.1, 1.2, 1.3

En tu propia voz: Escritura• Do Actividad 7 in writing. Have volunteers

present their predictions to the class. 10 MIN. 1.2, 1.3


Conexiones• Read Las matemáticas, p. 74. Have students

complete their budgets and graphs. 15 MIN. 1.2, 1.3,3.1

En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 75) 5 MIN. 1.3• Review grammar questions, etc., as


Ampliación • Optional: Use a suggested project, game,

or activity. (TE, pp. 31A–31B) 1.3, 2.1, 2.2, 3.1,3.2, 5.1, 5.2


DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2

Day 61.1, 1.2, 1.3, 3.2

Day 71.1, 1.2, 1.3

Day 81.2, 3.1


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En contexto: Vocabulario• Quick Start Review (TE, p. 78) 5 MIN. 1.2, 1.3• Present Descubre, p. 78. 5 MIN. 1.2• Have students use context and pictures

to learn Etapa vocabulary. Use the Situational OHTs for additional practice.10 MIN. 1.2

En vivo: Situaciones• Quick Start Review (TE, p. 80) 5 MIN. 1.2, 1.3• Present the Listening Strategy, p. 80.

5 MIN.• Have students look at and read sections

1 and 2, pp. 80–81. Play the audio for section 3. 10 MIN. 1.2

Homework Option:• Have students write answers to ¿Comprendiste?,

p. 79, and Escribir, p. 81. 1.2, 1.3

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 82) 5 MIN. 1.2• Have students read and complete Actividad

1 in writing, then go over answers orally.5 MIN. 1.2, 1.3


• Present the Nota, then do Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3


• Present Repaso: Reflexive Verbs and the Vocabulario, p. 84. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 5. 5 MIN. 1.2


in writing. Más práctica Workbook, pp. 35–36. Cuaderno para hispanohablantes,pp. 33–34. 1.2, 1.3

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Do Actividad 6 orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 7 in

pairs. Have a few pairs present their conversations. 10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 86) 5 MIN. 1.2, 1.3• Present Gramática: Reflexive Verbs Used

Reciprocally and the Vocabulario, p. 84.10 MIN. 1.2, 4.1

• Have students read and complete Actividad 8 in writing, then go over answers orally. 5 MIN. 1.2, 1.3

• Have students complete Actividad 9 in writing. 5 MIN. 1.2, 1.3

• Have students complete Actividad 10 in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Do Actividad 11 orally. Expand using

Information Gap Activities, Unit 1 Resource Book, p. 177; Más comunicación, p. R5.20 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 89) 5 MIN. 1.2, 1.3• Present Repaso: Impersonal Constructions

with se, p. 89. 10 MIN. 1.2, 4.1• Have students complete Actividad 12 in

writing, then go over answers orally.5 MIN. 1.2, 1.3

• Play the audio; do Actividad 13. 5 MIN. 1.2, 1.3• Do Actividad 14 in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 1.3

Day 21.1, 1.3, 4.1

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Have students do Actividad 15 in groups.

Expand using Más comunicación, p. R5.15 MIN. 1.1, 1.2, 1.3

Refrán

• Present the Refrán, p. 91. 5 MIN. 1.2


volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 93. 20 MIN. 1.2, 1.3,2.2, 3.1, 3.2


En colores: Cultura y comparaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 94) 5 MIN. 1.2• Present the Connecting Cultures Strategy,

p. 94. Call on volunteers to read the article aloud. Have students answer the ¿Comprendiste?/


En uso: Repaso y más comunicación• Have students do Actividades 1, 2, 3 orally

and Actividad 4 in pairs. 20 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Hazlo tú, p. 95. Review for Etapa 3 Exam. 1.2, 1.3

DAY 5

DAY 6


En uso (cont.)• Check homework. 5 MIN.• Present the Speaking Strategy, p. 98, and

have students do Actividades 5 and 6 in groups. 15 MIN. 1.1, 1.2, 1.3

En resumen: Repaso de vocabulario

• Quick Start Review (TE, p. 99) 5 MIN. 1.3• Review grammar questions, etc., as


Homework Option:• Have students complete their ads for

Actividad 7, p. 98. Review for Unit 1 Comprehensive Test. 1.2, 1.3

Tú en la comunidad• Check homework. 5 MIN.• Read and discuss La’Donna, p. 98. 5 MIN. 1.2, 5.1

En tu propia voz: Escritura• Present the Writing Strategy, p. 100. Do the

writing activity, pp. 100–101. 10 MIN. 1.1, 1.2, 1.3

Unit 1 Comprehensive Test

• Complete Unit 1 Comprehensive Test.30 MIN.


or activity. (TE, pp. 31A–31B) 1.3, 2.1, 2.2,3.1, 3.2, 5.1, 5.2

Homework Option:• Preview Unidad 2 Opener: Have students

read and study pp. 102–103. 1.2

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 4.1

Day 61.1, 1.2, 1.3, 3.1

Day 71.1, 1.2, 1.3

Day 81.1, 1.3, 5.1


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Present the Almanaque and the cultural notes. Use Map OHTs as needed.15 MIN. 1.2, 2.2, 3.1, 3.2




to learn Etapa vocabulary, then answer the ¿Comprendiste? questions, p. 109. Use the Situational OHTs for additional practice. 15 MIN. 1.2

Homework Option:• Have students create a poster similar to

the one on p. 108, dealing with issues relevant to your school. 1.3


5 MIN. 1.2• Have students read section 1, p. 110.

Play the audio for section 2. Then have students write answers to the questions in section 3. 15 MIN. 1.2, 1.3

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 112) 5 MIN. 1.2, 1.3• Have students complete Actividad 1 in


• Have students do Actividades 2 and 3 in pairs. 10 MIN. 1.1, 1.2, 1.3

Homework Option:• Have students complete Actividades 2 and

3 in writing. 1.2, 1.3

DAY 1

DAY 2



• Quick Start Review (TE, p. 114) 5 MIN. 1.2, 1.3• Present Repaso: Command Forms,

p. 114. 5 MIN. 1.2, 4.1• Play the audio; do Actividad 5. 5 MIN. 1.2• Have students complete the exercise

in Apoyo para estudiar, p, 114. 5 MIN. 1.2• Have students do Actividad 6 orally.

5 MIN. 1.2, 1.3• Present the Nota and have students

complete Actividad 7 in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividades 6 and 7 in writing. Más práctica Workbook, p. 45. Cuaderno para hispanohablantes,pp. 43–44. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 116) 5 MIN. 1.2, 1.3• Present Repaso: Nosotros Commands,

p. 116. 5 MIN. 1.2, 4.1• Have students do Actividad 8 in pairs

5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 117. Then

have students complete Actividad 9 orally. 10 MIN. 1.2, 1.3


• Have students complete Actividad 11 in writing. Go over answers orally. Expand using Information Gap Activities, Unit 2 Resource Book, p. 17; Más comunicación,p. R6. 15 MIN. 1.2, 1.3


and 9 in writing. Más práctica Workbook, p. 46. Cuaderno para hispanohablantes, p. 45. 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 3.2, 4.1

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 1.3

Day 41.1, 1.2, 1.3

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 119) 5 MIN. 1.2, 1.3• Present Repaso: Speculating with the

Conditional, p. 119. 10 MIN. 1.2, 4.1• Play the audio; do Actividad 12. 10 MIN. 1.2• Do Actividad 13 orally. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 121. Have

students do Actividad 14 in pairs. 10 MIN. 1.1, 1.2, 1.3• Use an expansion activity from TE pp. 120–121

for variety. 5 MIN. 1.2Homework Option:• Have students complete Actividad 13 in

writing. Más práctica Workbook, pp. 47–48. Cuaderno para hispanohablantes,p. 46. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Have students complete Actividad 15 in

groups. Expand using Information Gap Activities, Unit 2 Resource Book, p. 18; Más comunicación, p. R6. 20 MIN. 1.1, 1.2, 1.3

Refrán


En voces: Lectura• Present the Reading Strategy, p. 122.

Call on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/


Homework Option:• Have students complete Hazlo tú, p. 123. 1.2

DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 124) 5 MIN. 1.2, 1.3• Present the Repaso y más comunicación

using the Teaching Suggestions (TE p. 124) 5 MIN. 1.2

• Do Actividades 1 and 2 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 3 in pairs.

5 MIN. 1.1, 1.2, 1.3• Have students write Actividad 4, then check

answers with the whole class. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 126. Do

Actividades 5 and 6 in groups. 15 MIN. 1.1, 1.2, 1.3


• Have students do Actividad 7 in writing.5 MIN. 1.2, 1.3


En tu propia voz (cont.)• Have volunteers present their products to the

class. 10 MIN. 1.3

Tú en la comunidad• Present and discuss James, p. 126.

5 MIN. 1.2, 5.1






DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 4.1

Day 61.1, 1.2, 1.3, 3.1, 3.2, 4.1

Day 71.1, 1.3

Day 81.1, 1.2, 1.3, 5.1


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and answer the questions. Expand using one of the activities on TE p. 129.10 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 130) 5 MIN. 1.2, 1.3• Present Descubre, p. 130. 5 MIN. 1.2, 4.1• Have students use context and pictures to



• Use an expansion activity from TE pp. 130–131 for variety. 10 MIN. 1.2

Homework Option:• Have students write sentences explaining

activities that they do to help preserve the planet. 1.2, 1.3

En vivo: Situaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 132) 5 MIN. 1.2• Present the Listening Strategy, p. 132.

5 MIN. 1.2• Have students look at section 1, pp. 132–133.

Play the audio for section 2. Then have students complete section 3 in groups.15 MIN. 1.1, 1.2, 1.3

En acción: Vocabulario y gramática

• Quick Start Review (TE, p. 134) 5 MIN. 1.2, 1.3• Have students complete Actividad 1 in



Homework Option:

• Have students complete Actividad 2 in writing. 1.2, 1.3

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Have students do Actividad 3 in pairs.


do Actividad 4 in pairs. 10 MIN. 1.1, 1.2, 1.3• Present Repaso: The Present Subjunctive

of Regular Verbs, p. 136. 5 MIN. 1.2, 4.1• Play the audio; do Actividad 5. 5 MIN. 1.2, 1.3• Present the Nota and have students

complete Actividad 6 orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 137. 5 MIN. 1.2• Present the Speaking Strategy, p. 137.

Have students do Actividad 7 in pairs.10 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividad 3 in writing. Más práctica Workbook, p. 53.Cuaderno para hispanohablantes, p. 51. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 138) 5 MIN. 1.2, 1.3• Present Repaso: The Present Subjunctive

of Irregular Verbs, p. 138. 10 MIN. 1.2, 4.1• Do Actividades 8 and 9 orally. 10 MIN. 1.2, 1.3• Have students complete Actividad 10

in pairs. 5 MIN. 1.1, 1.2, 1.3• Repaso: The Present Subjunctive of Stem-

Changing Verbs, p. 139. 10 MIN. 1.2, 4.1• Have students complete Actividad 11 in

pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividades 8 and 9 in writing. Más práctica Workbook, pp. 54–55. Cuaderno para hispanohablantes,pp. 52–53. 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Do Actividad 12 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 13 in pairs.


• Quick Start Review (TE, p. 141) 5 MIN. 1.2, 1.3• Present Gramática: The Present Perfect

Subjunctive, p. 141. 10 MIN. 1.2, 4.1• Have students do Actividad 14 in pairs.

5 MIN. 1.1, 1.2, 1.3• Play the audio; do Actividad 15. 5 MIN. 1.2, 1.3


in writing. Más práctica Workbook, p. 56. Cuaderno para hispanohablantes, p. 54. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Have students read and complete Actividad

16 in pairs. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 143. Do Actividad

17 in groups. Expand using Más comuni-cación, p. R7. 15 MIN. 1.1, 1.2, 1.3

Refrán• Present the Refrán. 5 MIN. 1.2En colores: Cultura y comparaciones• Quick Start Review (TE, p. 144) 5 MIN. 1.2, 1.3• Present the Connecting Cultures Strategy,

p. 144. Call on volunteers to read the selection aloud. Have students answer the ¿Comprendiste?/



DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 146) 5 MIN. 1.2, 1.3• Have students do Actividad 1 in pairs.

5 MIN. 1.1, 1.2, 1.3• Do Actividades 2 and 3 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 4 in writing.

Go over answers orally. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 148, and



• Do Actividad 7 in writing. Have volunteers present their brochures to the class. 10 MIN. 1.2, 1.3


Conexiones• Read Las ciencias, p. 148. Have students

prepare their charts. 5 MIN. 1.2, 1.3



Ampliación • Use a suggested project, game, or activity.

(TE, pp. 105A–105B) 10 MIN. 1.3, 2.1, 2.2, 3.1,3.2, 5.1, 5.2

Homework Option:• Have students complete the assignment

for Conexiones. Preview Etapa 3 Opener. 1.2, 1.3

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.2, 1.3

Day 81.1, 1.2, 1.3, 3.1


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En contexto: Vocabulario• Quick Start Review (TE, p. 152) 5 MIN. 1.2, 1.3• Present Descubre, p. 152. Have students

use context and pictures to learn Etapa vocabulary. Use the Situational OHTs for additional practice. 15 MIN. 1.2, 2.2, 3.1

En vivo: Situaciones• Quick Start Review (TE, p. 154) 5 MIN. 1.2• Present the Listening Strategy, p. 154.

Have students read section 1, p. 154. Play the audio for section 2. Have students work in groups to complete section 3.15 MIN. 1.1, 1.2, 1.3, 3.1

Homework Option:• Have students write answers to ¿Comprendiste?,

p. 153. 1.2, 1.3

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 156) 5 MIN. 1.2, 1.3• Have students complete Actividad 1

orally. 5 MIN. 1.2, 1.3• Have students do Actividad 2 in pairs.

5 MIN. 1.1, 1.2, 1.3• Have students do Actividades 3 and

4 in pairs. 10 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 158) 5 MIN. 1.2, 1.3• Present Repaso: The Subjunctive with

Expressions of Emotion and the Vocabulario, p. 158. 10 MIN. 1.2, 4.1

• Do Actividad 5 orally. 5 MIN. 1.2, 1.3


writing. Más práctica Workbook, p. 61. Cuaderno para hispanohablantes, p. 59. 1.2, 1.3

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Play the audio; do Actividad 6. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 159.

Then have students complete Actividad 7 in pairs. 15 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 160) 5 MIN. 1.2, 1.3• Present Repaso: The Subjunctive to

Express Doubt and Uncertainty and the Vocabulario, p. 160. 10 MIN. 1.2, 4.1

• Have students complete Actividad 8 orally. 5 MIN. 1.2, 1.3

• Have students complete Actividad 9 in pairs. Have volunteer pairs present various items. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividad 8 in writing. Más práctica Workbook, p. 62. Cuaderno para hispanohablantes,p. 60. 1.2, 1.3


in pairs. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 162) 5 MIN. 1.2, 1.3• Present Gramática: The Subjunctive with

cuando and Other Conjunctions of Time and the Vocabulario, pp. 162 and 163.10 MIN. 1.2, 4.1

• Present the Nota, then do Actividad 11 orally. 5 MIN. 1.2, 1.3


• Play the audio; do Actividad 13. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 164. Then do

Actividad 14 in pairs. 10 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 3.1

Day 21.2, 3.2, 4.1

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.2, 1.3, 3.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Have students work in groups to read and

complete Actividad 15. Expand using Information Gap Activities, Unit 2 Resource Book, p. 108; Más comunicación, p. R8.20 MIN. 1.1, 1.2, 1.3

Refrán

• Present the Refrán. 5 MIN. 1.2

En voces: Lectura• Quick Start Review (TE, p. 166) 5 MIN. 1.3• Present the Reading Strategy, p. 166. Call on


¿Qué piensas? questions, p. 167. 15 MIN. 1.2, 1.3,2.2, 3.2



p. 168. Call on volunteers to read the article aloud. Have students answer the

¿Comprendiste?/¿Qué piensas? questions, p. 169. 20 MIN. 1.2, 2.2, 3.1

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 170) 5 MIN. 1.2, 1.3• Have students do Actividades 1–4 orally.

15 MIN. 1.2, 1.3

Homework Option:• Have students complete Hazlo tú, p. 169.

Review for Etapa 3 Exam. 1.2

DAY 5

DAY 6





• Have students brainstorm ideas for Actividad 7. 5 MIN. 1.2



Homework Option:• Have students complete their compositions

for Actividad 7, p. 172. Review for Unit 2Comprehensive Test. 1.2, 1.3

En tu propia voz: Escritura• Check homework. 5 MIN.• Present the Writing Strategy, p. 174. Do the

writing activity, pp. 174–175. 10 MIN. 1.2, 1.3

Unit 2 Comprehensive Test • Review grammar questions, etc., as

necessary. 5 MIN. 1.2• Complete Unit 2 Comprehensive Test.

30 MIN.


or activity. (TE, pp. 105A–105B) 1.3, 2.1, 2.2, 3.13.2, 5.1, 5.2


for Conexiones. Preview Unidad 3 Opener. Have students read and study pp. 176–177. 1.2, 1.3

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2

Day 71.1, 1.2, 1.3, 3.2

Day 81.1, 1.2, 1.3, 3.1


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En contexto: Vocabulario• Quick Start Review (TE, p. 182) 5 MIN. 1.2, 1.3• Present Descubre, p. 182. 5 MIN. 1.2• Have students use context and pictures to



Homework Option:• Have students write answers to the

¿Comprendiste? questions, p. 183. 1.2, 1.3


5 MIN. 1.2• Have students look at section 1, p. 184.

Play the audio for section 2. Then have students work in pairs or groups to complete section 3. 15 MIN. 1.1, 1.2, 1.3

En acción: Vocabulario y

gramática

• Quick Start Review (TE, p. 186) 5 MIN. 1.2• Have students complete Actividad 1 in



Homework Option:

• Have students write out their answers to Situaciones, section 3, p. 185. 1.2, 1.3

DAY 1

DAY 2


in pairs. Have a few pairs present their conversations. 10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 188) 5 MIN. 1.2, 1.3• Present Repaso: The Subjunctive for

Expressing Wishes and Vocabulario, p. 188. 10 MIN. 1.2, 4.1

• Present the Nota and have students complete Actividad 5 orally. 5 MIN. 1.2, 1.3

• Play the audio; do Actividad 6. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 189,

and have students complete Actividad 7 in pairs. 10 MIN. 1.1, 1.2, 1.3



En acción (cont.)• Check homework. 5 MIN.• Present Gramática: The Subjunctive

with Conjunctions, p. 190. 10 MIN. 1.2, 4.1• Have students do Actividad 8 orally.


in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 10

in writing. Go over answers orally. Expand using Information Gap Activities, Unit 3 Resource Book, p. 17; Más comunicación,p. R9. 15 MIN. 1.2, 1.3

• Use an expansion activity from TE pp. 190–191 for variety. 10 MIN. 1.2



DAY 4

DAY 3

Day 11.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 3.2

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 192) 5 MIN. 1.2, 1.3• Present Gramática: The Imperfect Subjunctive,

p. 192. 10 MIN. 1.2, 4.1• Do Actividad 11 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 12. 5 MIN. 1.2• Have students complete Actividad 13 in pairs.

5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 14 in groups.




En acción (cont.)• Check homework. 5 MIN.• Present the Vocabulario, p. 195. 5 MIN. 1.2• Have students read and complete Actividad

15 in writing. Go over answers orally.10 MIN. 1.2, 1.3

Refrán• Present the Refrán, p. 195. 5 MIN. 1.2

En voces: Lectura• Quick Start Review (TE, p. 196) 5 MIN. 1.2, 1.3• Present the Reading Strategy, p. 196.

Call on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/



DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 198) 5 MIN. 1.2, 1.3• Do Actividad 1 in pairs. 5 MIN. 1.1, 1.2, 1.3• Do Actividad 2 in groups. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividades 3 and 4 orally.

10 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 200. Do

Actividad 5 in groups. 15 MIN. 1.1, 1.2, 1.3


• Have students do Actividad 6 in writing.5 MIN. 1.2, 1.3


En tu propia voz (cont.)• Have volunteers present their postcards to

the class. 10 MIN. 1.2, 1.3

Tú en la comunidad• Present and discuss Jordan, p. 200.

5 MIN. 1.2, 5.1






DAY 8

DAY 7

Day 51.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.2, 1.3

Day 81.1, 1.3, 5.1


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and answer the questions. Expand using one of the activities on TE pp. 202–203.10 MIN. 1.2






5 MIN. 1.2• Have students read section 1, p. 206. Play

the audio for section 2. Then have students complete section 3 in pairs or groups.20 MIN. 1.1, 1.2, 1.3


gramática

• Quick Start Review (TE, p. 208) 5 MIN. 1.2• Do Actividad 1 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 2 in pairs.

5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students write a description of a typical New Year’s celebration in the U.S. 1.2, 4.2

DAY 1

DAY 2


have students do Actividad 3 in pairs.10 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 209. Have students do Actividad 4 in groups.5 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 210) 5 MIN. 1.2, 1.3• Present Gramática: Subjunctive with

Nonexistent and Indefinite, p. 210.10 MIN. 1.2, 4.1

• Present the Nota and have students complete Actividad 5 in writing. 5 MIN. 1.2, 1.3

• Play the audio; do Actividad 6. 5 MIN. 1.2• Have students do Actividad 7 in pairs.

5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Más práctica Workbook, p. 77. Cuaderno para hispanohablantes, p. 75.

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 212) 5 MIN. 1.2, 1.3• Present Repaso: The Subjunctive for

Disagreement and Denial and Vocabulario,p. 212. 10 MIN. 1.2, 4.1

• Have students complete Actividades 8, 9and 10 in pairs. 15 MIN. 1.1, 1.2, 1.3

• Present the Vocabulario, p. 213. Then have students do Actividad 11 orally. Expand using Information Gap Activities, Unit 3 Resource Book, p. 63; Más comunicación, p. R10. 15 MIN. 1.2, 1.3

Homework Option:

• Have students complete Actividad 11 in writing. Más práctica Workbook, p. 78. Cuaderno para hispanohablantes, p. 76. 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 4.2

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 214) 5 MIN. 1.2, 1.3• Present Gramática: Conditional Sentences,

p. 214. 10 MIN. 1.2, 4.1• Have students do Actividad 12 orally.

5 MIN. 1.2, 1.3• Play the audio; do Actividad 13. 10 MIN. 1.2, 1.3• Have students complete Actividad 14 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 15 in

groups. 10 MIN. 1.1, 1.2, 1.3Homework Option:• Have students complete Actividad 12

in writing. Más práctica Workbook, pp. 79–80. Cuaderno para hispano-hablantes, pp. 77–78. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Present the Vocabulario, p. 217. 5 MIN. 1.2• Have students read and complete Actividad

16 in writing. Expand using Information Gap Activities, Unit 3 Resource Book, p. 64; Más comunicación, p. R10. 15 MIN. 1.2, 1.3


En colores: Cultura y comparaciones• Quick Start Review (TE, p. 218) 5 MIN. 1.2, 1.3• Present the Connecting Cultures Strategy,

p. 218. Call on volunteers to read the selection aloud. Have students answer the ¿Compren-diste?/¿Qué piensas? questions, p. 219.15 MIN. 1.2, 1.3, 2.1, 2.2, 3.1, 3.2


DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 220) 5 MIN. 1.2, 1.3• Have students do Actividades 1 and 2 orally.

10 MIN. 1.2, 1.3• Do Actividades 3 and 4 in writing.

5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 222, and

have students do Actividad 5 in groups.10 MIN. 1.1, 1.2, 1.3



• Do Actividad 7 in writing. Have volunteers present their ads to the class. 10 MIN. 1.2, 1.3


Conexiones• Read El arte, p. 222. Have students prepare

their postcards. 5 MIN. 1.2, 1.3, 2.2, 3.1, 5.1




(TE, pp. 179A–179B) 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2,5.1, 5.2

Homework Option:• Have students complete the assignment for

Conexiones. Preview Etapa 3 Opener. 1.2, 3.1

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.2, 1.3

Day 81.1, 4.1, 4.2


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Have students look at section 1, p. 228. Play the audio for section 2. Have students work in groups to complete section 3.15 MIN. 1.1, 1.2, 1.3, 2.2, 3.1

Homework Option:• Have students write answers to

¿Comprendiste?, p. 227. 1.2, 1.3

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 230) 5 MIN. 1.2, 1..3• Have students read and write answers

to Actividad 1. Go over answers orally.5 MIN. 1.2, 1.3


• Present the Vocabulario, p. 231. Then do Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 231. Then have students do Actividad 4 in pairs.5 MIN. 1.1, 1.2, 1.3

• Present Repaso: Summary of the Subjunctive (Part 1), p. 232. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 5. 5 MIN. 1.2

Homework Option:• Have students write answers to the question

at the end of the Vocabulario, p. 231. 1.2, 1.3

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Present the Nota. Then have students

do Actividad 6 in writing. Go over answers orally. 10 MIN. 1.2, 1.3

• Present the Nota. Then have students do Actividad 7 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Have students complete Actividad 8 in pairs.5 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 234) 5 MIN. 1.2, 1.3• Present Repaso: Summary of the Subjunctive

(Part 2), p. 234. 5 MIN. 1.2, 4.1• Have students read and complete Actividad

9 in writing. Have volunteers present their answers. 5 MIN. 1.2, 1.3

• Present the Vocabulario, p. 236. Then do Actividad 10 orally. 10 MIN. 1.2, 1.3


in writing. Más práctica Workbook, p. 85. Cuaderno para hispanohablantes,p. 83. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Present the Nota. Then do Actividad 11

orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 12 in

pairs. Expand using Más comunicación,p. R11. 15 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 238) 5 MIN. 1.2, 1.3• Present Gramática: Subjunctive vs. Indicative

and the Vocabulario, p. 238. 10 MIN. 1.2, 4.1• Have students complete Actividad 13 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Play the audio; do Actividad 14. 5 MIN. 1.2, 1.3Homework Option:

• Have students complete Actividades 11 and 13 in writing. Más práctica Workbook, p. 86. Cuaderno para hispanohablantes,p. 84. 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 3.1

Day 21.1, 1.2, 1.3, 4.1, 4.2

Day 31.1, 1.2, 1.3, 4.1

Day 41.2, 1.3, 4.1

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groups. Expand using Information Gap Activities, Unit 3 Resource Book, p. 108; Más comuni-cación,p. R11. 15 MIN. 1.1, 1.2, 1.3






En colores: Cultura y comparaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 242) 5 MIN. 1.2, 1.3• Present the Connecting Cultures Strategy,


¿Comprendiste?/¿Qué piensas? questions, p. 243. 20 MIN. 1.2, 1.3, 2.2, 3.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 244) 5 MIN. 1.2, 1.3• Have students do Actividades 1 and 3

in pairs and Actividades 2 and 4 orally.15 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Hazlo tú,p. 243. Review for Etapa 3 Exam. 1.2, 1.3

DAY 5

DAY 6





• Have students brainstorm their ideas for Actividad 7. 5 MIN.

En resumen: Repaso

de vocabulario

• Quick Start Review (TE, p. 247) 5 MIN. 1.3• Review grammar questions, etc., as


Homework Option:• Have students complete their postcards for

Actividad 7, p. 246. Review for Unit 3 Comprehensive Test. 1.2, 1.3

Conexiones• Check homework. 5 MIN.• Discuss Los estudios sociales, p. 246.

5 MIN. 1.2, 2.1, 3.1



30 MIN.

En tu propia voz: Escritura• Present the Writing Strategy, p. 248. Do the

writing activity, pp. 248–249. 5 MIN. 1.1, 1.2, 1.3Ampliación • Optional: Use a suggested project, game,



for Conexiones. Preview Unidad 4 Opener: Have students read and study pp. 250–251. 1.2, 1.3

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 2.1

Day 71.1, 1.2, 1.3

Day 81.1, 1.2, 1.3, 3.1


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Present the Almanaque and the cultural notes. Use Map OHTs as needed. 15 MIN. 1.2, 2.1,

2.2, 3.1, 3.2, 5.1

Etapa Opener• Quick Start Review (TE, p. 254) 5 MIN. 1.2• Have students look at the Etapa Opener




¿Comprendiste? questions, p. 257. Use the Situational OHTs for additional practice.15 MIN. 1.2, 3.1




5 MIN. 1.2• Have students read section 1, p. 258.



gramática

• Have students complete Actividad 1 in writing, then go over answers orally. 5 MIN. 1.2, 1.3


• Present the Vocabulario, p. 261. Thenhave students complete Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3


writing. Have students write sentences using the Vocabulario, p. 261. 1.2, 1.3

DAY 1

DAY 2


pairs. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 262) 5 MIN. 1.2• Present Repaso: Interrogative Words

and Vocabulario, p. 262. 5 MIN. 1.2, 4.1• Do Actividad 5 orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 263. Then

play the audio and do Actividad 6.10 MIN. 1.2, 1.3

• Present the Speaking Strategy, p. 263. Then have students complete Actividad 7 in pairs. Expand using Information Gap Activities, Unit 4 Resource Book, p. 17; Más comunicación, p. R12. 15 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 264) 5 MIN. 1.2, 1.3• Present Repaso: The Present Progressive,

p. 264. 10 MIN. 1.2, 4.1• Have students complete Actividad 8 in pairs.

5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 9 in

writing, then exchange papers for peer correction. 10 MIN. 1.2, 1.3

• Have students complete Actividad 10 in pairs. Expand using Más comunicación,p. R12. 15 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 4

DAY 3

Day 11.2, 3.2

Day 21.1, 1.2, 1.3, 3.2

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 266) 5 MIN. 1.2, 1.3• Present Gramática: The Progressive

with ir, andar, and seguir, p. 266.10 MIN. 1.2, 4.1

• Do Actividad 11 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 12. 5 MIN. 1.2, 1.3• Have students complete Actividades 13

and 14 in pairs. 10 MIN. 1.1, 1.2, 1.3• Present Gramática: The Past Progressive,

p. 268. 5 MIN. 1.2, 4.1• Do Actividad 15 orally. 5 MIN. 1.2, 1.3




in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students read and complete

Actividad 17 in writing. Go over answers orally. 15 MIN. 1.2, 1.3



Call on volunteers to read the Lectura aloud. Have students answer the



DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 272) 5 MIN. 1.2• Have students do Actividad 1 in pairs.

5 MIN. 1.1, 1.2, 1.3• Do Actividades 2 and 3 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 4 in pairs.

10 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy, p. 274.

Do Actividades 5 and 6 in groups. 15 MIN. 1.1, 1.2, 1.3En tu propia voz: Escritura• Have students write their interview questions

for Actividad 7. 5 MIN. 1.2, 1.3


En tu propia voz (cont.)• Have students conduct their interviews.

10 MIN. 1.1, 1.2, 1.3

Tú en la comunidad

• Present and discuss Toño, p. 274. 5 MIN. 1.2, 5.1






DAY 8

DAY 7

Day 51.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.2, 1.3, 2.1

Day 81.1, 1.2, 1.3, 4.1, 4.2


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En contexto: Vocabulario• Quick Start Review (TE, p. 278) 5 MIN. 1.2• Present Descubre, p. 278. 5 MIN. 1.2• Have students use context and pictures

to learn Etapa vocabulary, then answer the ¿Comprendiste? questions, p. 279. Use the Situational OHTs for additional practice. 20 MIN. 1.2, 3.2

• Use an expansion activity from TE pp. 278–279 for variety. 10 MIN. 1.1, 1.3

Homework Option:• Have students write and illustrate a

future portrait of themselves for a 10th reunion. 1.3


5 MIN. 1.2• Have students read section 1, pp. 280–281.



pairs. 5 MIN. 1.1, 1.2, 1.3• Do Actividad 2 orally. 5 MIN. 1.2, 1.3Homework Option:• Have students write an additional item

for Actividades 1 and 2. 1.2, 1.3

DAY 1

DAY 2



• Present the Speaking Strategy, p. 283. Then do Actividad 4 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 284) 5 MIN. 1.2, 1.3• Present Repaso: Affirmative and

Negative Expressions and the Vocabulario,p. 284. 5 MIN. 1.2, 4.1

• Play the audio; do Actividad 5. 5 MIN. 1.2• Have students complete Actividad 6 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 7 in pairs.

Expand using Information Gap Activities, Unit 4 Resource Book, p. 68; Más comunicación, p. R13. 10 MIN. 1.1, 1.2, 1.3


Cuaderno para hispanohablantes,pp. 99–100.

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 286) 5 MIN. 1.2, 1.3• Present Gramática: Past Perfect Subjunctive,

p. 286. 10 MIN. 1.2, 4.1• Have students complete Actividad 8 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 287. Then

do Actividad 9 orally. 10 MIN. 1.2, 1.3• Have students complete Actividad 10


in writing. Go over answers orally. Expand using Más comunicación, p. R13.10 MIN. 1.2, 1.3

Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 3.2

Day 21.1, 1.2, 1.3, 3.2

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 289) 5 MIN. 1.2, 1.3• Present Gramática: The Conditional

Perfect Tense, p. 289. 10 MIN. 1.2, 4.1• Present the Vocabulario, p. 290. Then

do Actividad 12 orally. 10 MIN. 1.2, 1.3• Play the audio; do Actividad 13. 10 MIN. 1.2, 1.3• Have students do Actividad 14 in pairs.

5 MIN. 1.1, 1.2, 1.3• Use one or more expansion activities

from TE, pp. 290–291, for reinforcement and variety. 5 MIN. 1.1, 1.3


writing. Más práctica Workbook, p. 104. Cuaderno para hispanohablantes,p. 102. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Have students read and complete


Refrán



p. 292. Call on volunteers to read the selection aloud. Have students answer the



DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 294) 5 MIN. 1.2• Have students do Actividad 1 in writing,

then exchange papers for peer correction.10 MIN. 1.2, 1.3

• Do Actividades 2 and 3 orally. 10 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 296,

and have students do Actividad 4 in groups. 10 MIN. 1.1, 1.2, 1.3




Conexiones• Read Los estudios sociales, p. 296. Have

students prepare their interview questions.5 MIN. 1.2, 3.1, 3.2

En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 297) 5 MIN. 1.2

necessary. 10 MIN.• Review grammar questions, ect., as

necessary. 10 MIN. 1.2

• Complete Etapa 2 Exam. 20 MIN.


(TE, pp. 253A–253B) 10 MIN. 1.3, 2.1, 2.2, 3.1,3.2, 5.1, 5.2



DAY 8

DAY 7

Day 51.2, 1.3, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1, 4.2

Day 71.1, 1.2, 1.3

Day 81.2, 1.3, 3.1, 3.2


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Have students read section 1, p. 302. Play the audio for section 2. Have students work in groups to complete section 3.15 MIN. 1.1, 1.2, 1.3, 2.2, 3.2



En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 304) 5 MIN. 1.2, 1.3• Have students complete Actividad 1 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 2 in writing.

Go over answers orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 305. Then

have students read and do Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 305. Then have students do Actividad 4 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Present Repaso: Subject and Stressed Object Pronouns and the Vocabulario, p. 306. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 5. 5 MIN. 1.2, 1.3


Cuaderno para hispanohablantes, p. 107.

DAY 1

DAY 2


do Actividad 6 in pairs. 10 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 7 in


• Quick Start Review (TE, p. 308) 5 MIN. 1.2, 1.3• Present Repaso: Possessive Pronouns


pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:



groups. 10 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 11 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Present Gramática: The Future Perfect

Tense, p. 310. 10 MIN. 1.2, 4.1• Play the audio; do Actividad 12. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 311. Then

do Actividad 13 orally. 10 MIN. 1.2, 1.3

Homework Option:

• Have students complete Actividad 9 in writing. Más práctica Workbook, p. 112. Cuaderno para hispanohablantes,pp. 109–110. 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 2.2, 3.2

Day 21.1, 1.2, 1.3, 4.1

Day 31.2, 1.3, 4.1

Day 41.2, 1.3, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Do Actividad 14 orally. 5 MIN. 1.2, 1.3• Do Actividad 15 in groups. 5 MIN. 1.1, 1.2, 1.3• Have students read and complete Actividad

16 in writing. Expand using Information Gap Activities, Unit 4 Resource Book, p. 108; Más comunicación, p. R14. 15 MIN. 1.1, 1.2, 1.3


En voces: Lectura• Present the Reading Strategy, p. 314. Call

on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 315. 15 MIN. 1.2, 2.2, 3.2




¿Comprendiste?/¿Qué piensas? questions, p. 317. 20 MIN. 1.2, 2.2, 3.1, 3.2

En uso: Repaso y más comunicación• Have students do Actividades 1 and 3

in pairs and Actividades 2 and 4 orally.20 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Hazlo tú,p. 317. Review for Etapa 3 Exam. 1.2

DAY 5

DAY 6


En uso (cont.)• Check homework. 5 MIN.• Present the Speaking Strategy, p. 320,

and have students do Actividades 5 and 6 in groups. 15 MIN. 1.1, 1.2, 1.3


• Have students begin their research for Actividad 7. 5 MIN. 1.2, 3.2

En resumen: Repaso de vocabulario• Review grammar questions, etc., as


Homework Option:• Have students complete their reports


Conexiones• Check homework. 5 MIN.• Discuss Los estudios sociales, p. 320.

5 MIN. 1.2, 3.1



30 MIN.

En tu propia voz: Escritura• Present the Writing Strategy, p. 322. Do

the writing activity, pp. 322–323. 5 MIN. 1.1, 1.2, 1.3Ampliación • Optional: Use a suggested project, game,

or activity. (TE, pp. 253A–253B) 1.3, 2.1, 2.23.1, 3.2, 5.1, 5.2



DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 2.1, 3.2, 4.1

Day 61.1, 1.2, 1.3, 4.1

Day 71.1, 1.2, 1.3

Day 81.1, 1.2, 3.2


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Present the Almanaque and the cultural notes. Use Map OHTs as needed.15 MIN. 1.2, 2.2, 3.1, 3.2, 5.1











En acción: Vocabulario y gramática• Have students complete Actividad 1 in

writing. Then have them exchange papers for peer correction. 5 MIN. 1.2, 1.3

• Have students read and complete Actividad 2 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Present the Vocabulario, p. 335; then have students do Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3

Homework Option:• Have students write a description of a

painting, using the Vocabulario, pp. 330, 335. 1.2,1.3, 5.1

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 336) 5 MIN. 1.2, 1.3• Present Repaso: Demonstrative

Adjectives and Pronouns, p. 336. 5 MIN. 1.2, 4.1• Play the audio; do Actividad 4. 10 MIN. 1.2, 1.3• Present the Vocabulario, p. 337, then


• Use one or more expansion activities from TE pp. 336–337 for variety and reinforcement. 10 MIN. 1.2

• Have students complete Actividad 6 inpairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 338) 5 MIN. 1.2• Present Gramática: ¿Qué? vs. ¿Cuál?

p. 338. 10 MIN. 1.2, 4.1• Do Actividad 7 orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 339, then


• Have students read and complete Actividad9 in writing. Go over answers orally. Expand using Más comunicación, p. R15. 15 MIN. 1.2, 1.3

Homework Option:• Más práctica Workbook, p. 119. Cuaderno

para hispanohablantes, p. 117.

DAY 4

DAY 3

Day 11.1, 1.2, 3.1

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Present the Listening Strategy, p. 340.

Have students complete Actividad 10 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Present Gramática: Relative Pronouns,p. 341. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 11. 5 MIN. 1.2• Present the Vocabulario, p. 342, then


• Have students complete Actividad 13 in groups. 10 MIN. 1.1, 1.2, 1.3




in groups. Expand using Más comunicación,p. R15. 15 MIN. 1.1, 1.2, 1.3

Refrán


En voces: Lectura• Quick Start Review (TE, p. 344) 5 MIN. 1.2• Present the Reading Strategy, p. 344.




DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 346) 5 MIN. 1.2• Do Actividades 1, 2, and 3 orally.

15 MIN. 1.2, 1.3• Have students do Actividad 4 in pairs.


Do Actividad 5 in groups. 10 MIN. 1.1, 1.2, 1.3En tu propia voz: Escritura• Have students plan their essays for Actividad

6. 5 MIN. 1.2, 5.2

Homework Option:• Have students write their essays for Actividad

6. Review for Etapa 1 Exam. 1.2, 1.3

En tu propia voz (cont.)• Have students present their essays.

10 MIN. 1.2, 1.3

Conexiones• Present and discuss Los estudios sociales,

p. 348. 5 MIN. 1.2, 3.1







DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 4.1

Day 61.1, 1.2, 3.2, 4.1

Day 71.1, 3.1

Day 81.1, 1.2, 3.1


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and answer the questions. 5 MIN. 1.2• Use an expansion activity from TE p. 351

for variety and reinforcement. 5 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 352) 5 MIN. 1.2• Present Descubre, p. 352. 5 MIN. 1.2• Have students use context and pictures

to learn Etapa vocabulary, then answer the

¿Comprendiste? questions, p. 353. Use the Situational OHTs for additional practice.25 MIN. 1.2, 2.2, 3.1, 3.2





the audio for section 2. Then have students work in groups to begin section 3. 20 MIN. 1.1, 1.2, 1.3

En acción: Vocabulario y gramática• Have students complete Actividad 1 in




Homework Option:• Have students do research for Situaciones,

section 3, p. 355. 1.2, 3.1

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 358) 5 MIN. 1.2, 1.3• Present Repaso: Direct Object Pronouns,

p. 358. 10 MIN. 1.2, 4.1• Play the audio; do Actividad 4. 10 MIN. 1.2• Present the Vocabulario, p. 359. Then

do Actividad 5 in pairs. 10 MIN. 1.1, 1.2, 1.3• Have students do Actividad 6 in pairs.




En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 360) 5 MIN. 1.2, 1.3• Present Repaso: Indirect Object Pronouns,

p. 360. 10 MIN. 1.2, 4.1• Have students complete Actividad 7 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 361. Then do

Actividad 8 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 9 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 362) 5 MIN. 1.2, 1.3• Present Gramática: More on Relative

Pronouns, p. 362. 10 MIN. 1.2, 4.1

Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 3.2

Day 21.1, 1.2, 1.3, 3.1

Day 31.1, 4.1

Day 41.1, 4.1

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writing. Go over answers orally. 5 MIN. 1.2, 1.3• Do Actividad 11 orally. 5 MIN. 1.2, 1.3• Have students read and do Actividad 12

in pairs. Expand using Más comunicación,p. R16. 15 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 364) 5 MIN. 1.2, 1.3• Present Gramática: Lo que, p. 364.

5 MIN. 1.2, 4.1• Play the audio; do Actividad 13. 10 MIN. 1.2, 1.3





groups. 10 MIN. 1.1, 1.2, 1.3Refrán• Present the Refrán, p. 365. 5 MIN. 1.2

En colores: Cultura y comparaciones• Present the Connecting Cultures Strategy,

p. 366. Call on volunteers to read the selection aloud. Have students answer the



DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Have students do Actividades 1 and 2

in pairs. 10 MIN. 1.1, 1.2, 1.3• Do Actividades 3 and 4 orally. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 370,



• Have students do Actividad 6 in writing. 20 MIN. 1.2, 1.3


Conexiones• Present Las matemáticas, p. 370, and

have students complete the assignment for homework. 5 MIN. 1.2, 3.1



Ampliación • Use a suggested project, game, or

activity. (TE, pp. 327A–327B) 10 MIN. 1.3, 2.1, 2.2,3.1, 3.2, 5.1, 5.2



DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.2, 1.3, 3.2

Day 81.1, 3.1, 4.1


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use context and pictures to learn Etapa vocabulary. Use the Situational OHTs for additional practice. 15 MIN. 1.2, 2.2, 3.1, 3.2


Have students read section 1, p. 376. Play the audio for section 2. Have students work in groups to complete section 3.15 MIN. 1.1, 1.2, 1.3



En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 378) 5 MIN. 1.2, 1.3• Have students complete Actividad 1

orally. 5 MIN. 1.2, 1.3• Have students do Actividad 2 in writing.




• Quick Start Review (TE, p. 380) 5 MIN. 1.2, 1.3• Present Repaso: Double Object Pronouns,



writing. Más práctica Workbook, pp. 133–134. Cuaderno para hispano-hablantes, pp. 131–132. 1.2, 1.3

DAY 1

DAY 2


and 7 in pairs. 10 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 382) 5 MIN. 1.2• Present Gramática: Nominalization,

p. 382. 10 MIN. 1.2, 4.1• Do Actividad 8 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 9. 10 MIN. 1.2, 1.3• Use an expansion activity from TE

pp. 382–383 for variety and reinforcement.5 MIN. 1.2

Homework Option:




have students read and complete Actividad 11 in groups. Expand using Más comunicación, p. R17. 15 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 385) 5 MIN. 1.2, 1.3• Present Gramática: More on Nominalization,


in pairs. 5 MIN. 1.1, 1.2, 1.3• Play the audio; do Actividad 13. 5 MIN. 1.2Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 4.1

Day 31.1, 1.2, 3.1

Day 41.1, 1.2, 1.3, 3.2

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En acción (cont.)• Check homework. 5 MIN.• Do Actividad 14 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students read and complete Actividad 15

in groups. Expand using Más comunicación,p. R17. 10 MIN. 1.1, 1.2, 1.3






En colores: Cultura y comparaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 390) 5 MIN. 1.2, 1.3• Present the Connecting Cultures Strategy,



En uso: Repaso y más comunicación• Quick Start Review (TE, p. 392) 5 MIN. 1.2, 1.3• Have students do Actividad 1 in pairs,

Actividades 2 and 3 orally, and Actividad 4 in pairs. 20 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 5

DAY 6





• Have students write Actividad 6. 10 MIN. 1.2, 1.3

En resumen: Repaso de vocabulario• Review grammar questions, etc., as


Homework Option:• Review for Unit 5 Comprehensive Test.

Tú en la comunidad• Discuss Laura, p. 394. 5 MIN. 1.2, 2.2



30 MIN.


the writing activity, pp. 396–397. 10 MIN. 1.2, 1.3





DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2

Day 71.1, 1.2, 4.1

Day 81.1, 2.2, 4.1


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Present the Almanaque and the cultural notes. Use Map OHTs as needed. 15 MIN. 1.2, 2.2,

3.1, 3.2



En contexto: Vocabulario• Quick Start Review (TE, p. 404) 5 MIN. 1.2• Present Descubre, p. 404. 5 MIN. 1.2• Have students use context and pictures to







Play the audio for section 2. Then have students work in groups to complete section 3. 15 MIN. 1.1, 1.2, 1.3

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 408) 5 MIN. 1.2, 1.3• Have students complete Actividades 1–4

in pairs. 15 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students write 2 movie reviews for a TV guide, using pp. 404–405 as a model. 1.2, 1.3

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 410) 5 MIN. 1.2, 1.3• Present Repaso: Preterite vs. Imperfect,

p. 410. 10 MIN. 1.2, 4.1• Play the audio; do Actividad 5. 5 MIN. 1.2• Have students do Actividad 6 in writing.

Then have them exchange papers for peer correction. 10 MIN. 1.2, 1.3

• Have students do Actividad 7 in writing. Go over answers orally. Expand using Más comunicación, p. R18. 15 MIN. 1.2, 1.3



En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 412) 5 MIN. 1.2• Present Repaso: Indicative vs. Subjunctive,


do Actividad 8 orally. 10 MIN. 1.2, 1.3• Have students do Actividad 9 in pairs.


Then have students do Actividad 10 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 414) 5 MIN. 1.2, 1.3• Present Repaso: Reported Speech, p. 414.

5 MIN. 1.2, 4.1• Play the audio; do Actividad 11. 5 MIN. 1.2



DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 2.2, 4.1

Day 21.1, 1.2, 1.3

Day 31.1, 4.1

Day 41.1, 1.2, 1.3, 4.1

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pairs. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 415) 5 MIN. 1.2, 1.3• Present Gramática: Sequence of Tenses,

p. 415. 10 MIN. 1.2• Present the Vocabulario, p. 416. Then do

Actividad 14 orally. 10 MIN. 1.2, 1.3• Have students complete Actividad 15 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Have students read and complete

Actividad 16 in groups. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Have students complete Actividad 14 in



groups. Expand using Más comunicación,p. R18. 15 MIN. 1.1, 1.2, 1.3

Refrán






DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 420) 5 MIN. 1.2• Do Actividades 1 and 2 orally. 10 MIN. 1.2, 1.3• Have students do Actividades 3 and 4

in writing. Go over answers orally. 15 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 422.

Do Actividad 5 in groups. 10 MIN. 1.1, 1.2, 1.3


• Have students plan their movies/TV series for Actividad 6. 5 MIN. 1.2

Homework Option:• Have students write their posters for

Actividad 6. Review for Etapa 1 Exam. 1.3

En tu propia voz (cont.)• Have students present their posters.

10 MIN. 1.2, 1.3

Tú en la comunidad• Present and discuss Lucille, p. 422.

5 MIN. 1.2, 5.1






DAY 8

DAY 7

Day 51.1, 1.3, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.3

Day 81.1, 1.2, 4.1


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and answer the questions. 5 MIN. 1.2• Use an expansion activity from TE p. 425

for variety and reinforcement. 5 MIN. 1.1, 1.2, 1.3,

4.2

En contexto: Vocabulario

• Quick Start Review (TE, p. 426) 5 MIN. 1.2• Present Descubre, p. 426. 5 MIN. 1.2• Have students use context and pictures






the audio for section 2. Then have students work in groups to complete section 3.15 MIN. 1.1, 1.2, 1.3




Homework Option:

• Have students write 5 personalized sentences about electronic products. 1.3

DAY 1

DAY 2


have students read and complete Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Present Repaso: Conjunctions and the Vocabulario, p. 432. 10 MIN. 1.2, 4.1


• Do Actividad 5 orally. 5 MIN. 1.2• Have students do Actividad 6 in pairs.

Expand using Information Gap Activities, Unit 6 Resource Book, p. 63; Más comunicación,p. R19. 15 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 433) 5 MIN. 1.2• Present Repaso: Prepositions and Adverbs

of Location and the Vocabulario, p. 433.10 MIN. 1.2, 4.1

• Do Actividad 7 orally. 5 MIN. 1.2• Have students complete Actividad 8 in



Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 4.1

Day 41.1, 1.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 435) 5 MIN. 1.2, 1.3• Present Gramática: Pero vs. sino, p. 435.

10 MIN. 1.2, 4.1• Play the audio; do Actividad 10. 5 MIN. 1.2• Do Actividad 11 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students write Actividad 12. Go

over answers orally. 5 MIN. 1.2, 1.3• Present Gramática: Se for Unplanned

Occurrences and the Vocabulario, p. 437.5 MIN. 1.2, 4.1

• Play the audio; do Actividad 13. 5 MIN. 1.2• Do Actividad 14 orally. 5 MIN. 1.2, 1.3



En acción (cont.)• Check homework. 5 MIN.• Present the Speaking Strategy, p. 438.

Then have students complete Actividad 15 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Have students read and complete Actividad16 in groups. 15 MIN. 1.1, 1.2, 1.3



p. 440. Call on volunteers to read the selection aloud. Have students answer the¿Comprendiste?/¿Qué piensas? questions, p. 441. 15 MIN. 1.2, 1.3, 2.1, 3.2


DAY 5

DAY 6


En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 430) 5 MIN. 1.2• Have students do Actividad 1 in pairs.

5 MIN. 1.1, 1.2, 1.3• Do Actividades 2, 3, and 4 orally. 10 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 432, and





Conexiones• Present El arte, p. 432, and have students

complete the assignment for homework.5 MIN. 1.2, 1.3, 3.1




(TE, pp. 389A–389B) 10 MIN. 1.3, 2.1, 2.2, 3.1,3.2, 5.1, 5.2


for Conexiones. Preview Etapa 3 Opener. 1.3

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.2, 1.3

Day 81.1, 1.2, 1.3, 3.1, 4.1


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use context and pictures to learn Etapa vocabulary. Use the Situational OHTs for additional practice. 15 MIN. 1.2


Have students read section 1, p. 450. Play the audio for section 2. Have students work in pairs or groups to complete section 3. 15 MIN. 1.1, 1.2, 1.3, 3.1



En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 452) 5 MIN. 1.2, 1.3• Have students complete Actividad 1 in

writing. Go over answers orally. 5 MIN. 1.2, 1.3• Have students do Actividad 2 in pairs.

5 MIN. 1.1, 1.2, 1.3• Have students read and complete

Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3• Present Repaso: Comparatives and

Superlatives, p. 454. 10 MIN. 1.2, 4.1• Do Actividad 4 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 5. 5 MIN. 1.2



DAY 1

DAY 2



• Present the Speaking Strategy, p. 456.Then have students do Actividad 7 ingroups. 10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 457) 5 MIN. 1.2, 1.3• Present Repaso: Prepositions, p. 457.

10 MIN. 1.2, 4.1• Do Actividad 8 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 9 in writing,

then exchange papers for peer correction.5 MIN. 1.2, 1.3


Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Have students do Actividad 11 in writing.

Ask volunteers to present their paragraphs. Expand using Más comunicación, p. R20.15 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 459) 5 MIN. 1.2• Present Gramática: Verbs with Prepositions


writing. Go over answers orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 13. 5 MIN. 1.2• Have students complete Actividad 14 in pairs.

5 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3

Day 31.1, 1.3, 4.1

Day 41.1, 1.2, 1.3

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groups. Expand using Más comunicación,p. R20. 15 MIN. 1.1, 1.2, 1.3

Refrán







p. 464. Call on volunteers to read the article aloud. Have students answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 465. 20 MIN. 1.2, 1.3,2.2 ,3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 466) 5 MIN. 1.2, 1.3• Have students do Actividad 1 orally and

Actividad 2 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividades 3 and 4 in

writing. Go over answers orally. 10 MIN. 1.2, 1.3Homework Option:• Have students complete Hazlo tú, p. 465.

Review for Etapa 3 Exam. 1.2, 1.3

DAY 5

DAY 6





• Have students brainstorm their ideas for Actividad 6. 5 MIN. 1.2



Homework Option:• Have students complete their web pages


Conexiones• Check homework. 5 MIN.• Discuss La tecnología, p. 468. 5 MIN. 1.2, 3.1

Unit 6 Comprehensive Test • Complete Unit 6 Comprehensive Test.

30 MIN.En tu propia voz: Escritura• Present the Writing Strategy, p. 470. Do the

writing activity, pp. 470–471. 10 MIN. 1.2, 1.3




for Conexiones. Review for Final Test. 1.2, 1.3

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.2, 1.3, 3.2

Day 71.2, 1.3, 4.1

Day 81.1, 1.2, 1.3, 4.1


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Etapa Opener• Quick Start Review (TE, p. xxxiv) 5 MIN. 1.2,

1.3• Use OHT P2 to present the culture notes.

Use Map OHTs as needed. 10 MIN.• Use Block Scheduling Copymasters.

10 MIN.

Estados Unidos• Quick Start Review (TE, p. 2) 5 MIN. 1.2, 1.3• Have students read and discuss Nuestra

cultura e historia on pp. 2–3. 15 MIN. 1.2,2.1, 2.2, 3.1, 4.2

En acción: Vocabulario ygramática• Quick Start Review (TE, p. 4) 5 MIN. 1.2, 1.3• Present Repaso: Present Tense of

Regular Verbs, p. 4. 5 MIN. 1.2, 4.1• Have students complete Actividades 1

and 2 in pairs. 10 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 3

in groups. 5 MIN. 1.1, 1.2, 1.3México y Centroamérica• Quick Start Review (TE, p. 6) 5 MIN. 1.2, 1.3• Have students read and discuss

México y Centroamérica on pp. 6–7.15 MIN. 1.2, 2.1, 2.2, 3.1



En acción: Vocabulario ygramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 8) 5 MIN. 1.2, 1.3• Present Repaso: Irregular yo Forms,

p. 8. 5 MIN. 1.2• Have students complete Actividad

4 orally. 5 MIN. 1.2, 1.3• Have students complete Actividad

5 in writing. Go over answers orally.5 MIN. 1.2, 1.3


El Caribe

• Quick Start Review (TE, p. 10) 5 MIN. 1.2, 1.3• Have students read and discuss El

Caribe on pp. 10–11. 15 MIN. 1.2, 2.1, 2.2,3.1

En acción: Vocabulario ygramática• Quick Start Review (TE, p. 12) 5 MIN. 1.2• Present Repaso: The Preterite Tense of

Regular Verbs, p. 12. 5 MIN. 1.2, 4.1• Play the audio; do Actividad 7. 5 MIN. 1.2• Have students complete Actividad 8

orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 9

in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad

10 in pairs. Expand using Information Gap Activities, Preliminary/Unit 1 Resource Book, p. 29; Más comunicación,p. R2. 15 MIN. 1.1, 1.2, 1.3


in writing. Más práctica Workbook, pp. 2–4. Cuaderno para hispanohablantes,pp. 2–4. 1.2, 1.3

El Cono Sur• Check homework. 5 MIN.• Quick Start Review (TE, p. 14)

5 MIN. 1.2, 1.3• Have students read and discuss El

Cono Sur on pp. 14–15. 15 MIN. 1.2, 2.2, 3.1

En acción: Vocabulario ygramática• Quick Start Review (TE, p. 16)

5 MIN. 1.2, 1.3• Present Repaso: Verbs with Spelling

Changes in the Preterite, p. 16.5 MIN. 1.2


• Have students complete Actividades 12 and 13 in writing. Have students exchange papers for peer correction.10 MIN. 1.2, 1.3

• Do Actividad 14 in pairs. 5 MIN. 1.1, 1.2, 1.3

España

• Quick Start Review (TE, p. 18)5 MIN. 1.2, 1.3

• Have students read and discuss España on pp. 18–19. 15 MIN. 1.2, 2.2, 3.1

En acción: Vocabulario ygramática• Quick Start Review (TE, p. 20) 5 MIN. 1.2• Present Repaso: Verbs with Stem

Changes in the Preterite, p. 20.5 MIN. 1.2

• Have students complete Actividad 15 in writing. 5 MIN. 1.2, 1.3



DAY 2

DAY 1

¡En español! Lesson Plans • Etapa Preliminar 39

DAY 3

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En acción (cont.)• Check homework. 5 MIN.• Have students complete Actividades

16, 17, and 18 in pairs. 15 MIN. 1.1, 1.2, 1.3

Bolivia, Colombia,...

• Quick Start Review (TE, p. 22) 5 MIN. 1.2, 1.3• Have students read and discuss Bolivia,

Colombia,… on pp. 22–23. 15 MIN. 1.2, 2.2, 3.1

En acción: Vocabulario ygramática• Quick Start Review (TE, p. 24) 5 MIN. 1.2, 1.3• Present Repaso: Irregular Preterites,

p. 24. 5 MIN. 1.2• Play the audio; do Actividad 19. 5 MIN. 1.2• Have students complete Actividad 20


in groups. Expand using Information Gap Activities, Preliminary/Unit 1 Resource Book, p. 30; Más comunicación,p. R2. 20 MIN. 1.1, 1.2, 1.3

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 26) 5 MIN. 1.2, 1.3• Present the Repaso y más comunicación

using the Teaching Suggestions (TE, p. 26).5 MIN. 1.2, 1.3

Homework Option:• Más práctica Workbook,

pp. 7–10. Cuaderno para hispano-hablantes, pp. 7–10. Review for Etapa preliminar Exam.

En uso (cont.)• Check homework. 10 MIN.• Have students do Actividad 1 in pairs.

10 MIN. 1.1, 1.2, 1.3• Do Actividad 2 in pairs or groups.

10 MIN. 1.1, 1.2, 1.3En tu propia voz: Escritura• Do Actividad 3 in writing. Ask volunteers

to present their descriptions. 20 MIN. 1.2, 1.3


necessary. 15 MIN. 1.2• Administer Etapa preliminar Exam.

20 MIN.

Homework Option:• Preview Unidad 1 Opener. Have students

jot down their observations. 1.2

DAY 4

DAY 5

40 ¡En español! Lesson Plans • Etapa Preliminar

Day 11.1, 1.2, 1.3, 2.1, 3.2

Day 21.1, 1.2, 1.3, 2.1, 3.2

Day 31.1, 1.2, 1.3, 2.1, 3.2

Day 41.1, 1.2, 1.3, 2.2, 3.2

Day 51.1, 1.3

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Present the Almanaque and the cultural notes. Use Map OHTs as needed.15 MIN. 1.2, 2.2, 3.1

Etapa Opener• Quick Start Review (TE, p. 32)

5 MIN. 1.2, 1.3• Have students look at the Etapa Opener

and answer the questions. 5 MIN. 1.2• Use Block Scheduling Copymasters,

pp. 9–10. 10 MIN.

En contexto: Vocabulario• Quick Start Review (TE, p. 34) 5 MIN. 1.2, 1.3• Present Descubre (TE, p. 34) 5 MIN. 1.2• Have students use context and

pictures to learn Etapa vocabulary, then answer the ¿Comprendiste? questions, p. 35. Use the Situational OHTs for additional practice. 15 MIN. 1.2


5 MIN.• Have students read sections 1 and 2,

pp. 36–37. Play the audio for section 3. Then have students discuss the questions in section 4. 20 MIN. 1.2, 1.3

Homework Option:• Have students choose 1 option: (1)

create vignettes of themselves on an index card, with a photo or drawing on one side and characteristics on the other, or (2) make a drawing and description similar to those on p. 36. 1.2, 1.3

En acción: Vocabulario ygramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 38) 5 MIN. 1.2, 1.3• Have students complete Actividad 1



• Present the Speaking Strategy, p. 39. Do Actividad 3 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Present the Vocabulario, p. 39. Then have students complete Actividad 4 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 40) 5 MIN. 1.2, 1.3• Present Repaso: Ser vs. Estar, p. 40.



• Have students read and complete Actividad 6 in writing. Go over answers orally. 5 MIN. 1.2, 1.3

• Play the audio; do Actividad 7. 5 MIN. 1.2• Have students read and complete

Actividad 8 in writing. Go over answers orally. Expand using Information Gap Activities, Unit 1 Resource Book, p. 79; Más comunicación, p. R3. 15 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 42) 5 MIN. 1.2, 1.3• Present Repaso: The Imperfect Tense,

p. 42. 5 MIN. 1.2, 4.1• Have students do Actividad 9 orally.

5 MIN. 1.2, 1.3


and 9 in writing. Más práctica Workbook, pp. 15–18. Cuaderno para hispano-hablantes, pp. 13–14. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Have students do Actividad 10 orally.


in pairs. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 43) 5 MIN. 1.2, 1.3• Present Repaso: Preterite vs. Imperfect ,


have students complete Actividad 12 in writing. Go over answers orally.10 MIN. 1.2, 1.3


• Play the audio; do Actividad 14.5 MIN. 1.2

• Present the Vocabulario, p. 45. Then have students complete Actividad 15 in writing. Have a few volunteers present their paragraphs. Expand using Information Gap Activities, Unit 1 Resource Book, p. 80; Más comunicación,p. R3. 20 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 46) 5 MIN. 1.2, 1.3• Present Gramática: Present and

Past Perfect Tenses, p. 46. 10 MIN. 1.2, 4.1• Do Actividad 16 orally. 5 MIN. 1.2, 1.3


10 and 13 in writing. Más prácticaWorkbook, p. 19. Cuaderno para hispanohablantes, pp. 15–16. 1.2, 1.3

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DAY 1

En acción (cont.)• Check homework. 5 MIN.• Review Gramática: Present and Past

Perfect Tenses, p. 46. 5 MIN. 1.2, 4.1• Do Actividad 17 in pairs and Actividad

18 in groups. 10 MIN. 1.1, 1.2, 1.3Refrán• Present the Refrán, p. 48. 5 MIN. 1.2En voces: Lectura• Quick Start Review (TE, p. 48) 5 MIN. 1.2, 1.3• Present the Reading Strategy, p. 48.

Call on volunteers to read the Lectura aloud. Have students answer the¿Comprendiste?/¿Qué piensas? questions,p. 49. 20 MIN. 1.2, 1.3, 2.2, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 50) 5 MIN. 1.2, 1.3• Do Actividades 1 and 2 orally. 10 MIN. 1.2, 1.3• Have students write Actividades 3 and

4, then check answers with the whole class. 15 MIN. 1.2, 1.3

• Present the Speaking Strategy, p. 52, and do Actividad 5 in groups. 10 MIN. 1.1, 1.2,

1.3Homework Option:• Have students complete Hazlo tú, p. 49.


En acción (cont.)• Check homework. 5 MIN.• Do Actividad 6 in groups.

10 MIN. 1.1, 1.2, 1.3


• Do Actividad 7 in writing. Have volunteers present their narrations to the class. 10 MIN. 1.2,

1.3

Conexiones• Read El arte, p. 52. Have students

complete their self-portraits. 15 MIN. 1.2, 1.3,3.1



Ampliación

• Use a suggested project, game, or activity. (TE, pp. 31A–31B) 15 MIN. 1.3, 2.1, 2.2,

3.1, 3.2, 5.1, 5.2


DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2, 4.2

Day 21.1, 1.2, 1.3, 3.2

Day 31.1, 1.2, 1.3, 3.2

Day 41.1, 1.2, 1.3, 3.2

Day 51.1, 1.2, 1.3


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Etapa Opener• Quick Start Review (TE, p. 54) 5 MIN. 1.2,

1.3• Have students look at the Etapa Opener

and answer the questions. 5 MIN. 1.2• Use Block Scheduling Copymasters,

pp. 17–18. 10 MIN.


to learn Etapa vocabulary, then answer the ¿Comprendiste? questions, p. 57. Use the Situational OHTs for additional practice.20 MIN. 1.2


5 MIN.• Have students read section 1, pp. 57–58.

Play the audio for section 2. Then have students complete section 3 in writing.20 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 60) 5 MIN. 1.2, 1.3• Have students read and complete

Actividad 1 in writing, then go over answers orally. 5 MIN. 1.2, 1.3

Homework Option:• Have students cut out 2 magazine

pictures of people, 1 male and 1 female, and write a critique of what the people are wearing. 1.3

En acción: Vocabulario ygramática• Check homework. 5 MIN.• Have students do Actividad 2 in pairs.

5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 61. 5 MIN. 1.2• Present the Speaking Strategy, p. 61.

Do Actividades 3 and 4 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 62) 5 MIN. 1.2, 1.3• Present Repaso: Verbs Like gustar,

p. 62. 5 MIN. 1.2, 4.1• Do Actividad 5 orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 6 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 63. Then


• Quick Start Review (TE, p. 63) 5 MIN. 1.2, 1.3• Present Repaso: Por and Para, p. 63.


in writing. Go over answers orally.5 MIN. 1.2, 1.3

• Play the audio; do Actividad 9. 5 MIN. 1.2• Have students complete Actividad 10

in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividades 3 and 5 in writing. Más práctica Workbook, pp. 25–28. Cuaderno para hispano-hablantes, pp. 23–25. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 65) 5 MIN. 1.2, 1.3• Present Gramática: The Future

Tense, p. 65. 10 MIN. 1.2, 4.1• Have students complete Actividad

11 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 12.

5 MIN. 1.2• Do Actividad 13 in pairs. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 67. Then

have students read the realia and complete Actividad 14 in groups. Expand using Information Gap Activities, Unit 1 Resource Book, p. 129; Más comunicación,p. R4. 20 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 68) 5 MIN. 1.2,1.3

• Present Gramática: Future Tense to Express Probability, p. 68. 5 MIN. 1.2, 4.1

• Do Actividad 15 orally. 5 MIN. 1.2, 1.3• Do Actividad 16 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 17 in

pairs. Expand using Information Gap Activities, Unit 1 Resource Book, p. 130; Más comunicación, p. R4. 15 MIN. 1.1, 1.2,

1.3

Homework Option:

• Have students complete Actividades 11 and 15 in writing. Más prácticaWorkbook, pp. 29–30. Cuaderno para hispanohablantes, pp. 26–28. 1.2, 1.3

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DAY 1

Refrán• Check homework. 5 MIN.• Present the Refrán, p. 69. 5 MIN. 1.2


p. 70. Call on volunteers to read the selection aloud. Have students answer the ¿Comprendiste?/¿Qué piensas?questions, p. 71. 25 MIN. 1.2, 1.3, 2.2, 4.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 72) 5 MIN. 1.2, 1.3• Have students do Actividad 1 in pairs,

Actividades 2 and 3 orally, and Actividad 4 in pairs. 25 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 74, and have students do Actividades 5 and 6 in groups. 20 MIN. 1.1, 1.2, 1.3

Homework Option:• Have students complete Hazlo tú,

p. 71. Review for Etapa 2 Exam. 1.2, 1.3

En tu propia voz: Escritura• Check homework. 5 MIN.• Do Actividad 7 in writing. Have volunteers

present their predictions to the class.15 MIN. 1.2, 1.3

Conexiones• Read Las matemáticas, p. 74. Have

students complete their budgets and graphs. 20 MIN. 1.2, 1.3, 3.1




activity. (TE, pp. 31A–31B) 15 MIN. 5.2

Homework Option:• Preview Etapa 3 Opener. 1.2

DAY 4

DAY 5


Day 11.1, 1.2, 1.3

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 1.3, 3.2

Day 41.1, 1.2, 1.3, 3.2

Day 51.1, 1.2, 1.3, 3.1


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Etapa Opener• Quick Start Review (TE, p. 76) 5 MIN. 1.2, 1.3• Have students look at the Etapa

Opener and answer the questions.5 MIN. 1.2

• Use Block Scheduling Copymasters, p. 25. 5 MIN.


to learn Etapa vocabulary. Use the Situational OHTs for additional practice.10 MIN. 1.2, 2.2


5 MIN.• Have students look at and read sections

1 and 2, pp. 80–81. Play the audio for section 3. 15 MIN. 1.2

• Quick Start Review (TE, p. 82) 5 MIN. 1.2• Have students read and complete

Actividad 1 in writing, then go over answers orally. 5 MIN. 1.2, 1.3


• Present the Nota, then do Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3



¿Comprendiste?, p. 79, and Escribir, p. 81. Have students complete Actividad 2 in writing. 1.2, 1.3

En acción: Vocabulario ygramática• Check homework. 10 MIN.• Quick Start Review (TE, p. 84) 5 MIN. 1.2, 1.3• Present Repaso: Reflexive Verbs and

the Vocabulario, p. 84. 15 MIN. 1.2, 4.1• Play the audio; do Actividad 5. 5 MIN. 1.2, 1.3• Do Actividad 6 orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 7

in pairs. Have a few pairs present their conversations. 10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 86) 5 MIN. 1.2, 1.3• Present Gramática: Reflexive Verbs

Used Reciprocally and the Vocabulario, p. 86. 15 MIN. 1.2, 4.1

• Have students read and complete Actividad 8 in writing, then go over answers orally. 5 MIN. 1.2, 1.3

• Have students complete Actividad 9 in writing, then exchange papers for peer correction. 10 MIN. 1.2, 1.3


Homework Option:

• Have students complete Actividad 6 in writing. Más práctica Workbook, pp. 35–38. Cuaderno para hispano-hablantes, pp. 33–36. 1.2, 1.3

En acción (cont.)• Check homework. 10 MIN.• Do Actividad 11 orally. Expand using

Information Gap Activities, Unit 1 Resource Book, p. 177; Más comunicación,p. R5. 20 MIN. 1.2, 1.3


• Present Repaso: Impersonal Constructions with se, p. 89. 10 MIN. 1.2, 4.1

• Have students complete Actividad 12 in writing, then go over answers orally.5 MIN. 1.2, 1.3

• Play the audio; do Actividad 13.5 MIN. 1.2, 1.3

• Have students do Actividad 14 in pairs. 5 MIN. 1.1, 1.2, 1.3

• Have students do Actividad 15 in groups. Expand using Information Gap Activities, Unit 1 Resource Book, p. 178; Más comunicación, p. R5.20 MIN. 1.1, 1.2, 1.3

• Use an expansion activity from TE pp. 90–91 for reinforcement and variety. 5 MIN. 1.1, 1.2, 1.3

Refrán• Present the Refrán, p. 91. 5 MIN.



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DAY 1

En voces: Lectura• Check homework. 5 MIN.• Quick Start Review (TE, p. 92) 5 MIN. 1.2, 1.3• Present the Reading Strategy,

p. 92. Call on volunteers to read the Lectura aloud. Have students answer the

¿Comprendiste?/¿Qué piensas? questions,p. 93. 15 MIN. 1.2, 1.3, 2.2, 3.1 3.2

En colores: Cultura y comparaciones• Quick Start Review (TE, p. 94) 5 MIN. 1.2• Present the Connecting Cultures Strategy,

p. 94. Have volunteers read the article aloud, then answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 95. 15 MIN. 1.2, 1.3, 2.2, 3.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 96) 5 MIN. 1.2, 1.3• Do Actividades 1, 2, 3 orally and Actividad

4 in pairs. 15 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy, p. 98,

and do Actividades 5 and 6 in groups.15 MIN. 1.1, 1.2, 1.3

• Do Actividad 7 in writing. 10 MIN. 1.2, 1.3


pp. 93 and 95. Review for Etapa 3 Exam and Unit 1 Comprehensive Test. 1.2, 1.3

En resumen: Repaso de vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 99) 5 MIN. 1.3• Review grammar questions, etc., as


Tú en la comunidad• Read and discuss La’Donna, p. 98.

5 MIN. 1.2, 5.1


the writing activity, pp. 100–101.15 MIN. 1.1, 1.2, 1.3

Unit 1 Comprehensive Test

• Review grammar questions, etc. as necessary. 5 MIN. 1.2

• Complete Unit 1 Comprehensive Test.30 MIN.

Ampliación • Optional: Use a suggested project,

game, or activity. (TE, pp. 31A–31B) 15 MIN. 5.2



DAY 4

DAY 5


Day 11.1, 1.2, 1.3

Day 21.1, 1.2, 1.3, 4.1

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 3.1

Day 51.1, 1.3, 5.1


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and answer the questions. 5 MIN. 1.2• Use Block Scheduling Copymasters.

10 MIN.

En contexto: Vocabulario• Quick Start Review (TE, p. 108)

5 MIN. 1.2, 1.3• Present Descubre (TE, p. 108) 5 MIN. 1.2• Have students use context and pictures


En vivo: Situaciones• Quick Start Review (TE, p. 110)

5 MIN. 1.2, 1.3• Present the Listening Strategy, p. 110.

5 MIN.• Have students read section 1, p. 110. Play

the audio for section 2. Then have students write answers to the questions in section 3.20 MIN. 1..2, 1.3

Homework Option:• Have students create a poster similar

to the one on p. 108, dealing with issues relevant to your school. 1.3

En acción: Vocabulario ygramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 112)




• Present the Vocabulario, p. 113. Then have students complete Actividad 4 in pairs. Have a few pairs present their conversations. 15 MIN. 1.1, 1.2, 1.3


• Present Repaso: Command Forms,p. 114. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 5. 5 MIN. 1.2• Have students complete the exercise

in Apoyo para estudiar, p, 114. 5 MIN. 1.2• Have students do Actividad 6 orally.

5 MIN. 1.2, 1.3• Present the Nota and have students

complete Actividad 7 in pairs. 5 MIN. 1.1,1.2, 1.3


• Present Repaso: Nosotros Commands, p. 116. 5 MIN. 1.2, 4.1


Homework Option:

• Have students complete Actividades 2, 6, and 8 in writing. Más prácticaWorkbook, p. 45. Cuaderno para hispanohablantes, pp. 43–44. 1.2, 1.3


have students complete Actividad 9 orally. 15 MIN. 1.2, 1.3


• Have students complete Actividad 11 in writing. Go over answers orally. Expand using Information Gap Activities, Unit 2 Resource Book, p. 17; Más comunicación, p. R6. 15 MIN. 1.2, 1.3


• Present Repaso: Speculating with the Conditional, p. 119. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 12.5 MIN. 1.2

• Do Actividad 13 orally. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 121.

Have students do Actividad 14 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Have students complete Actividad 15 in groups. Expand using Information Gap Activities, Unit 2 Resource Book, p. 18; Más comunicación, p. R6.15 MIN. 1.1, 1.2, 1.3



DAY 2


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DAY 1

Refrán• Check homework. 10 MIN.• Present the Refrán, p. 121 5 MIN. 1.2



¿Comprendiste?/¿Qué piensas?questions, p. 123. 25 MIN. 1.2, 1.3, 2.2, 3.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 124) 5 MIN. 1.2, 1.3• Do Actividades 1 and 2 orally. 10 MIN. 1.2, 1.3• Have students do Actividad 3 in pairs.

5 MIN. 1.1, 1.2, 1.3• Have students write Actividad 4, then

check answers with the whole class.5 MIN. 1.2, 1.3

• Present the Speaking Strategy, p. 126. Do Actividades 5 and 6 in groups.20 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Hazlo tú, p. 123. Review for Etapa 1 Exam. 1.2

En tu propia voz: Escritura• Have students do Actividad 7 in writing.

Have volunteers present their products to the class. 20 MIN. 1.2, 1.3

Tú en la comunidad• Present and discuss James, p. 126.

5 MIN. 1.2, 5.1



Ampliación • Use one or more suggested projects,

games, or activities. (TE, pp. 105A–105B)25 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2

Homework Option:• Preview Etapa 2 Opener. 1.2

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2, 4.1

Day 21.1, 1.2, 1.3

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 3.1, 3.2, 4.1

Day 51.1, 1.2, 1.3, 5.1


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10 MIN.

En contexto: Vocabulario• Quick Start Review (TE, p. 130) 5 MIN. 1.2,

1.3• Present Descubre, p. 130. 5 MIN. 1.2• Have students use context and pictures



5 MIN. 1.2• Have students look at section 1,

pp. 132–133. Play the audio for section 2. Then have students complete section 3 in groups. 20 MIN. 1.1, 1.2, 1.3


gramática


• Have students complete Actividad 1 in writing, then go over answers orally.5 MIN. 1.2, 1.3


Homework Option:

• Have students write sentences explaining activities that they do to help preserve the planet. Have them complete Actividad 2 in writing. 1.2, 1.3

En acción (cont.)• Check homework. 5 MIN.• Have students do Actividad 3 in pairs.


do Actividad 4 in pairs. 10 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 136) 5 MIN. 1.2,

1.3• Present Repaso: The Present Subjunctive

of Regular Verbs, p. 136. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 5. 10 MIN. 1.2,

1.3• Present the Nota and have students

complete Actividad 6 orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 137. 5 MIN. 1.2• Present the Speaking Strategy, p. 137.

Have students do Actividad 7 in pairs.10 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 138) 5 MIN. 1.2, 1.3

• Present Repaso: The Present Subjunctive of Irregular Verbs, p. 138. 10 MIN. 1.2, 4.1

• Do Actividades 8 and 9 orally. 10 MIN. 1.2, 1.3• Have students complete Actividad 10

in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students complete Actividades 6, 8, and 9 in writing. Más prácticaWorkbook, pp. 53–54. Cuaderno para hispanohablantes, pp. 51–52. 1.2, 1.3

En acción (cont.)• Check homework. 10 MIN.• Quick Start Review (TE, p. 139)

5 MIN. 1.2, 1.3• Repaso: The Present Subjunctive

of Stem-Changing Verbs, p. 139.10 MIN. 1.2, 4.1


• Do Actividad 12 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 13 in pairs.



• Present Gramática: The Present Perfect Subjunctive, p. 141. 10 MIN. 1.2, 4.1






DAY 2


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DAY 1

En acción (cont.)• Check homework. 10 MIN.• Present the Vocabulario, p. 143. Do

Actividad 17 in groups. Expand using Information Gap Activities, Unit 2 Resource Book, p. 64; Más comunicación,p. R7. 20 MIN. 1.1, 1.2, 1.3

Refrán• Present the Refrán. 5 MIN. 1.2


p. 144. Call on volunteers to read the selection aloud. Have students answer the ¿Comprendiste?/¿Qué piensas?questions, p. 145. 20 MIN. 1.2, 1.3, 2.2,

3.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 146) 5 MIN. 1.2, 1.3• Do Actividad 1 in pairs and Actividades

2 and 3 orally. 15 MIN. 1.1, 1.2, 1.3• Do Actividad 4 in writing. Go over

answers orally. 10 MIN. 1.2, 1.3Homework Option:• Have students complete Hazlo tú, p. 145.





• Do Actividad 7 in writing. Have volunteers present their brochures to the class.15 MIN. 1.2, 1.3

Conexiones• Read Las ciencias, p. 148. Have students

prepare their charts. 5 MIN. 1.2, 1.3




(TE, pp. 105A–105B) 20 MIN. 1.3, 2.1, 2.2, 3.1,

3.2, 5.1, 5.2


for Conexiones. Preview Etapa 3 Opener. 1.2,1.3

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 4.1

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1

Day 51.1, 1.2, 1.3, 3.1


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10 MIN.


5 MIN. 1.2, 1.3• Present Descubre, p. 152. Have students




the audio for section 2. Have students work in groups to complete section 3.15 MIN. 1.1, 1.2, 1.3, 3.1


gramática



• Have students do Actividad 2 in pairs. Have several pairs present their mini-conversations. 5 MIN. 1.1, 1.2, 1.3



¿Comprendiste?, p. 153. Have students complete Actividades 3 and 4 in writing. 1.2,

1.3


5 MIN. 1.2, 1.3• Present Repaso: The Subjunctive with

Expressions of Emotion and the Vocabulario, p. 158. 10 MIN. 1.2, 4.1

• Do Actividad 5 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 6.

10 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 159.

Then have students complete Actividad 7 in pairs. Expand using Information Gap Activities, Unit 2 Resource Book, p. 107; Más comunicación, p. R8.20 MIN. 1.1, 1.2, 1.3


• Present Repaso: The Subjunctive to Express Doubt and Uncertainty and the Vocabulario, p. 160. 10 MIN. 1.2, 4.1


• Have students complete Actividad 9 in pairs. Have volunteer pairs present various items. 10 MIN. 1.1, 1.2, 1.3





5 MIN. 1.2, 1.3• Present Gramática: The Subjunctive

with cuando and Other Conjunctions of Time and the Vocabulario, p. 162.10 MIN. 1.2, 4.1

• Present the Vocabulario, p. 163. 5 MIN. 1.2

• Present the Nota, then do Actividad 11 orally. 5 MIN. 1.2, 1.3


• Use an expansion activity from TE pp. 160–161 for variety. 5 MIN. 1.1, 1.2,

1.3, 5.2• Play the audio; do Actividad 13.

10 MIN. 1.2, 1.3• Present the Vocabulario, p. 164.

Then do Actividad 14 in pairs. 10 MIN. 1.1,1.2, 1.3

• Have students work in groups to read and complete Actividad 15. Expand using Information Gap Activities, Unit 2 Resource Book, p. 108; Más comunicación,p. R8. 20 MIN. 1.1, 1.2, 1.3

Refrán• Present the Refrán. 5 MIN. 1.2


writing. Más práctica Workbook, p. 63. Cuaderno para hispanohablantes, p. 61. 1.2,

1.3

DAY 2


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DAY 1

En voces: Lectura• Check homework. 5 MIN.• Quick Start Review (TE, p. 166) 5 MIN. 1.3• Present the Reading Strategy, p. 166. Call

on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 167.15 MIN. 1.2, 1.3, 2.2, 3.2


p. 168. Call on volunteers to read the article aloud. Have students answer the¿Comprendiste?/¿Qué piensas? questions, p. 169. 15 MIN. 1.2, 2.2, 3.1

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 170) 5 MIN. 1.2, 1.3• Do Actividades 1–4 orally. 15 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 172,

then do Actividades 5 and 6 in groups.10 MIN. 1.1, 1.2, 1.3

• Do Actividad 7 in writing. 15 MIN. 1.2, 1.3Homework Option:• Have students complete Hazlo tú,


En resumen: Repaso de vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 173) 5 MIN. 1.2, 1.3• Review grammar questions, etc., as


Conexiones• Discuss Las ciencias, p. 172.

5 MIN. 1.2, 2.2, 3.1, 3.2



30 MIN.


the writing activity, pp. 174–175.15 MIN. 1.2, 1.3


game, or activity. (TE, pp. 105A–105B) 1.3, 2.1,2.2, 3.1, 3.2, 5.1, 5.2


for Conexiones. Preview Unidad 3 Opener. Have students read and study pp. 176–177. 1.2,

1.3

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 3.2, 4.1

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 3.2

Day 51.1, 1.2, 1.3, 3.1


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Present the Almanaque and the cultural notes. Use Map OHTs as needed. 15 MIN. 1.2, 2.2, 3.1, 3.2

Etapa Opener• Quick Start Review (TE, p. 180) 5 MIN. 1.2,

1.3• Have students look at the Etapa Opener


10 MIN.


5 MIN. 1.2, 1.3• Present Descubre, p. 182. 5 MIN. 1.2• Have students use context and pictures


En vivo: SituacionesQuick Start Review (TE, p. 184)5 MIN. 1.2, 1.3

• Present the Listening Strategy, p. 184.5 MIN. 1.2

• Have students look at section 1, p. 184. Play the audio for section 2. Then have students work in pairs or groups to complete section 3. 20 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students write answers to the

¿Comprendiste? questions, p. 183, and to Situaciones, section 3, p. 185. 1.2, 1.3

En acción: Vocabulario ygramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 186) 5 MIN. 1.2• Have students complete Actividad 1



• Have students complete Actividad 4 in pairs. Have a few pairs present their conversations. 5 MIN. 1.1, 1.2, 1.3


• Present Repaso: The Subjunctive for Expressing Wishes and Vocabulario, p. 188. 10 MIN. 1.2, 4.1

• Present the Nota and have students complete Actividad 5 orally. 5 MIN. 1.2, 1.3


• Present the Speaking Strategy, p. 189, and have students complete Actividad 7 in pairs. 10 MIN. 1.1, 1.2, 1.3


• Present Gramática: The Subjunctive with Conjunctions, p. 190. 10 MIN. 1.2, 4.1






in writing. Go over answers orally. Expand using Information Gap Activities, Unit 3 Resource Book, p. 17; Más comunicación, p. R9. 20 MIN. 1.2, 1.3

• Use an expansion activity from TE pp. 190–191 for variety. 10 MIN. 1.1, 1.2, 1.3


• Present Gramática: The Imperfect Subjunctive, p. 192. 10 MIN. 1.2, 4.1



in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 14 in groups.



11 and 13 in writing. Más prácticaWorkbook, pp. 71–72. Cuaderno para hispanohablantes, pp. 69–70. 1.2, 1.3

DAY 2


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DAY 1


have students read and complete Actividad15 in writing. Go over answers orally.15 MIN. 1.2, 1.3


En voces: Lectura• Quick Start Review (TE, p. 196) 5 MIN. 1.2, 1.3• Present the Reading Strategy,

p. 196. Call on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/¿Qué piensas?questions, p. 197. 20 MIN. 1.2, 1.3, 2.2, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 198) 5 MIN. 1.2, 1.3• Do Actividad 1 in pairs and Actividad 2

in groups. 10 MIN. 1.1, 1.2, 1.3• Have students do Actividades 3 and 4

orally. 10 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 200.

Do Actividad 5 in groups. 15 MIN. 1.1, 1.2, 1.3Homework Option:• Have students complete Hazlo tú, p. 197.

Review for Etapa 1 Exam. 1.2

En tu propia voz: Escritura• Check homework. 5 MIN.• Have students do Actividad 6 in writing.

Have volunteers present their postcards to the class.20 MIN. 1.2, 1.3

Tú en la comunidad• Present and discuss Jordan, p. 200.

5 MIN. 1.2, 5.1



Ampliación • Use one or more suggested projects,

games, or activities. (TE, pp. 179A–179B)20 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2


DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 4.1

Day 31.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1

Day 51.1, 1.3, 5.1


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5 MIN. 1.2, 1.3• Have students look at the Etapa


• Use Block Scheduling Copymasters.10 MIN.







the audio for section 2. Then have students complete section 3 in pairs or groups.25 MIN. 1.1, 1.2, 1.3

Homework Option:


¿Comprendiste? questions, p. 205. Have students write a description of a typical New Year’s celebration in the U.S. 1.2, 1.3,

4.2

En acción: Vocabulario ygramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 208) 5 MIN. 1.2• Do Actividad 1 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 2 in pairs.



• Present the Speaking Strategy, p. 209. Have students do Actividad 4 in groups.5 MIN. 1.1, 1.2, 1.3


• Present Gramática: Subjunctive with Nonexistent and Indefinite, p. 210.10 MIN. 1.2, 4.1

• Present the Nota and have students complete Actividad 5 in writing. Go over answers orally. 10 MIN. 1.2, 1.3

• Play the audio; do Actividad 6. 5 MIN. 1.2• Have students do Actividad 7 in pairs.

5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 212)

5 MIN. 1.2, 1.3• Present Repaso: The Subjunctive for

Disagreement and Denial and Vocabulario,p. 212. 10 MIN. 1.2, 4.1


Homework Option:

• Have students complete Actividades 7 and 8 in writing. Más práctica Workbook, pp. 77–78. Cuaderno para hispano-hablantes, pp. 75–76. 1.2, 1.3


and 10 in pairs. 10 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 213. Then

have students do Actividad 11 orally. Expand using Information Gap Activities, Unit 3 Resource Book, p. 63; Más comunicación, p. R10. 25 MIN. 1.2, 1.3


• Present Gramática: Conditional Sentences, p. 216. 10 MIN. 1.2, 4.1




• Have students complete Actividad 15 in groups. 10 MIN. 1.1, 1.2, 1.3



DAY 2


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DAY 1


have students read and complete Actividad 16 in writing. Expand using Information Gap Activities, Unit 3 Resource Book, p. 64; Más comunicación,p. R10. 25 MIN. 1.2, 1.3



p. 218. Call on volunteers to read the selection aloud. Have students answer the ¿Comprendiste?/¿Qué piensas?questions, p. 219. 20 MIN. 1.2, 1.3, 2.1,

2.2, 3.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 220) 5 MIN. 1.2, 1.3• Have students do Actividades 1 and 2

orally. 10 MIN. 1.2, 1.3• Do Actividades 3 and 4 in writing. Go

over answers orally. 15 MIN. 1.2, 1.3

Homework Option:• Have students complete Hazlo tú, p. 219.





En tu propia voz: Escritura• Do Actividad 7 in writing. Have volunteers

present their ads to the class. 10 MIN. 1.2, 1.3

Conexiones• Read El arte, p. 222. Have students

prepare their postcards. 5 MIN. 1.2, 1.3, 2.2,3.1, 5.1




activity. (TE, pp. 179A–179B) 20 MIN. 1.3, 2.1,2.2, 3.1, 3.2, 5.1, 5.2


for Conexiones. Preview Etapa 3 Opener. 1.3

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2, 4.2

Day 21.1, 1.2, 1.3, 4.1

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1

Day 51.1, 1.2, 1.3, 4.1, 4.2


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10 MIN.


5 MIN. 1.2, 1.3• Present Descubre, p. 226. Have

students use context and pictures to learn Etapa vocabulary. Use the Situational OHTs for additional practice.15 MIN. 1.2, 2.2, 3.2



Have students look at section 1, p. 228. Play the audio for section 2. Have students work in groups to complete section 3.15 MIN. 1.1, 1.2, 1.3, 2.2, 3.1

En acción: Vocabulario ygramática• Quick Start Review (TE, p. 230)

5 MIN. 1.2, 1.3• Have students read and write answers

to Actividad 1. Go over answers orally.5 MIN. 1.2, 1.3


• Present the Vocabulario, p. 231. Then do Actividad 3 in pairs.10 MIN. 1.1, 1.2, 1.3



¿Comprendiste?, p. 227, and to the question at the end of the Vocabulario, p. 231. 1.2, 1.3


5 MIN. 1.2, 1.3• Present Repaso: Summary of the

Subjunctive (Part 1), p. 232. 10 MIN. 1.2, 4.1• Play the audio; do Actividad 5.

10 MIN. 1.2, 1.3• Present the Nota. Then have students

do Actividad 6 in writing. Go over answers orally. 10 MIN. 1.2, 1.3

• Present the Nota. Then have students doActividad 7 in pairs. 5 MIN. 1.1, 1.2, 1.3



• Present Repaso: Summary of the Subjunctive (Part 2), p. 234. 10 MIN. 1.2, 4.1

• Have students read and complete Actividad 9 in writing. Have volunteers present their answers. 10 MIN. 1.2, 1.3

• Present the Vocabulario, p. 236. Then doActividad 10 orally. 10 MIN. 1.2, 1.3

• Present the Nota. Then do Actividad 11 orally. 5 MIN. 1.2, 1.3




in pairs. Expand using Information Gap Activities, Unit 3 Resource Book, p. 107; Más comunicación, p. R11.20 MIN. 1.1, 1.2, 1.3


• Present Gramática: Subjunctive vs. Indicative and the Vocabulario, p. 238.10 MIN. 1.2, 4.1



• Have students complete Actividad 15 in pairs. Have a few pairs present their conversations. 10 MIN. 1.1, 1.2, 1.3

• Have students complete Actividad 16 in groups. Expand using Information Gap Activities, Unit 3 Resource Book, p. 108; Más comunicación, p. R11.20 MIN. 1.1, 1.2, 1.3


Homework Option:

• Have students complete Actividades 11 and 13 in writing. Más prácticaWorkbook, pp. 87–88. Cuaderno para hispanohablantes, pp. 85–86. 1.2, 1.3

DAY 2


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DAY 1

En voces: Lectura• Check homework. 5 MIN.• Quick Start Review (TE, p. 240)

5 MIN. 1.2, 1.3• Present the Reading Strategy,

p. 240. Call on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/¿Qué piensas? questions, p. 241. 15 MIN. 1.2, 1.3, 2.2, 3.1, 3.2

En colores: Cultura y comparaciones• Quick Start Review (TE, p. 242)

5 MIN. 1.2, 1.3• Present the Connecting Cultures

Strategy, p. 242. Call on volunteers to read the article aloud. Have students answer the ¿Comprendiste?/¿Qué piensas? questions, p. 243. 15 MIN. 1.2, 1.3,

2.2, 3.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 244)

5 MIN. 1.2, 1.3• Do Actividades 1 and 3 in pairs and

2 and 4 orally. 20 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy, p. 246,




En resumen: Repaso de vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 247)

5 MIN. 1.3• Review grammar questions, etc.,

as necessary. 5 MIN. 1.2• Complete Etapa 3 Exam.

20 MIN.

Conexiones• Discuss Los estudios sociales,

p. 246. 5 MIN. 1.2, 2.1, 3.1

Unit 3 Comprehensive Test • Review grammar questions, etc.,

as necessary. 5 MIN. 1.2• Complete Unit 3 Comprehensive

Test. 30 MIN.

En tu propia voz: Escritura• Present the Writing Strategy,

p. 248. Do the writing activity, pp. 248–249. 15 MIN. 1.1, 1.2, 1.3


game, or activity. (TE, pp. 179A–179B) 1.3, 2.1, 2.2, 3.1,

3.2, 5.1, 5.2



DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.1, 4.2

Day 21.1, 1.2, 1.3, 4.1

Day 31.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 2.1

Day 51.1, 1.2, 1.3, 3.1


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Present the Almanaque and the cultural notes. Use Map OHTs as needed. 15 MIN.

1.2, 2.1, 2.2, 3.1, 3.2, 5.1



10 MIN.




En vivo: Situaciones• Quick Start Review (TE, p. 258) 5 MIN. 1.2,

1.3• Present the Listening Strategy, p. 258.


the audio for section 2. Then have students work in pairs or groups to complete section 3. 20 MIN. 1.1, 1.2, 1.3

Homework Option:



En acción: Vocabulario ygramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 260) 5 MIN. 1.2,

1.3• Have students complete Actividad 1



• Present the Vocabulario, p. 261. Thenhave students complete Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3


• Quick Start Review (TE, p. 262) 5 MIN. 1.2• Present Repaso: Interrogative Words and

Vocabulario, p. 262. 10 MIN. 1.2• Do Actividad 5 orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 263. Then

play the audio and do Actividad 6.10 MIN. 1.2, 1.3

• Use an expansion activity from TE, pp. 262–263, for reinforcement and variety. 5 MIN. 1.3, 5.2

• Present the Speaking Strategy, p. 263. Then have students complete Actividad 7 in pairs. Expand using Information GapActivities, Unit 4 Resource Book, p. 17; Más comunicación, p. R12. 20 MIN. 1.1, 1.2,

1.3

Homework Option:



5 MIN. 1.2, 1.3• Present Repaso: The Present Progressive,




• Have students complete Actividad 10 in pairs. Expand using Information Gap Activities, Unit 4 Resource Book, p. 18; Más comunicación, p. R12.15 MIN. 1.1, 1.2, 1.3


• Present Gramática: The Progressive with ir, andar, and seguir, p. 258.5 MIN. 1.2, 4.1


5 MIN. 1.2, 1.3• Have students complete Actividades

13 and 14 in pairs. 10 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 260)

5 MIN. 1.2, 1.3• Present Gramática: The Past Progressive,



and 15 in writing. Más prácticaWorkbook, pp. 94–96. Cuaderno para hispanohablantes, pp. 92–94. 1.2, 1.3

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DAY 1

En acción (cont.)• Check homework. 5 MIN.• Do Actividad 16 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students read and complete

Actividad 17 in writing. Go overanswers orally. 15 MIN. 1.2, 1.3

• Use an expansion activity from TE pp. 268–269 for reinforcement and variety. 10 MIN. 1.1, 1.2, 1.3, 3.1

Refrán


En voces: Lectura• Quick Start Review (TE, p. 270)

5 MIN. 1.2, 1.3• Present the Reading Strategy, p. 270.




5 MIN. 1.2• Do Actividad 1 in pairs. 5 MIN. 1.1, 1.2, 1.3• Do Actividades 2 and 3 orally.

5 MIN. 1.2, 1.3• Do Actividad 4 in pairs. 10 MIN. 1.1, 1.2, 1.3

Homework Option:


En uso (cont.)• Check homework. 5 MIN.• Present the Speaking Strategy,

p. 274. Do Actividades 5 and 6 in groups. 15 MIN. 1.1, 1.2, 1.3


• Have students complete Actividad 7.20 MIN. 1.2, 1.3

Tú en la comunidad• Present and discuss Toño,

p. 274. 5 MIN. 1.2, 5.1

En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 275)

5 MIN. 1.2, 1.3• Review grammar questions, etc.,

as necessary. 10 MIN. 1.2• Complete Etapa 1 Exam. 20 MIN.

Ampliación • Use a suggested project, game,

or activity. (TE, pp. 253A–253B)10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2


DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 3.2, 4.1

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 4.1, 4.2

Day 51.1, 1.2, 1.3, 4.1, 4.2


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5 MIN. 1.2, 1.3• Have students look at the Etapa



En contexto: Vocabulario• Quick Start Review (TE, p. 278) 5 MIN. 1.2• Present Descubre, p. 278. 5 MIN. 1.2• Have students use context and

pictures to learn Etapa vocabulary,then answer the ¿Comprendiste? questions, p. 279. Use the Situational OHTs for additional practice.20 MIN. 1.2, 3.2

• Use an expansion activity from TE pp. 278–279 for variety. 10 MIN. 1.1, 1.3



5 MIN. 1.2• Have students read section 1, pp. 280–281.

Play the audio for section 2. Then have tudents work in pairs or groups to complete section 3. 20 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students write and illustrate a future portrait of themselves for a 10th reunion. 1.3



in pairs. 5 MIN. 1.1, 1.2, 1.3• Do Actividad 2 orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 283. Then


• Present the Speaking Strategy, p. 283. Then do Actividad 4 in pairs.10 MIN. 1.1, 1.2, 1.3


• Present Repaso: Affirmative and NegativeExpressions and the Vocabulario, p. 284.5 MIN. 1.2, 4.1

• Play the audio; do Actividad 5. 5 MIN. 1.2• Have students complete Actividad 6

in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 7 in pairs.


• Present Gramática: Past Perfect Subjunctive, p. 286. 10 MIN. 1.2, 4.1


Homework Option:



5 MIN. 1.2, 1.3• Present the Vocabulario, p. 287. Then

do Actividad 9 orally. 10 MIN. 1.2, 1.3• Have students complete Actividad

10 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 11

in writing. Go over answers orally. Expand using Information Gap Activities, Unit 4 Resource Book, p. 69; Más comunicación, p. R13. 15 MIN. 1.2, 1.3


• Present Gramática: The Conditional Perfect Tense, p. 289. 10 MIN. 1.2, 4.1

• Present the Vocabulario, p. 290. Then do Actividad 12 orally. 10 MIN. 1.2, 1.3



• Use one or more expansion activities from TE, pp. 290–291, for reinforcement and variety. 10 MIN. 1.1, 1.3

Homework Option:

• Have students complete Actividades 9 and 12 in writing. Más práctica Workbook, p. 104. Cuaderno para hispanohablantes,p. 102. 1.2, 1.3

DAY 2


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DAY 1

En acción (cont.)• Check homework. 10 MIN.• Have students read and complete


Refrán• Present the Refrán, p. 291.

5 MIN. 1.2



Strategy, p. 292. Have volunteers read the selection aloud. Have students answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 293.25 MIN. 1.2, 1.3, 2.2, 3.1, 3.2


5 MIN. 1.2, 1.3• Have students do Actividad 1 in


• Do Actividades 2 and 3 orally.15 MIN. 1.2, 1.3



En uso (cont.)• Check homework. 5 MIN.• Present the Speaking Strategy,

p. 296, and have students do Actividad 4 in groups. 10 MIN. 1.1, 1.2, 1.3



Conexiones• Read Los estudios sociales,

p. 296. Have students prepare their interview questions. 5 MIN. 1.2, 3.1, 3.2





or activity. (TE, pp. 253A–253B)20 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2


for Conexiones. Preview Etapa 3Opener. 1.3

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 3.2

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1, 4.2

Day 51.1, 1.2, 1.3, 3.1, 3.2


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5 MIN.






Have students read section 1, p. 302. Play the audio for section 2. Have students work in groups to complete section 3. 15 MIN. 1.1, 1.2, 1.3, 2.2, 3.2

En acción: Vocabulario ygramática• Quick Start Review (TE, p. 304) 5 MIN. 1.2,

1.3• Have students complete Actividad 1 in

pairs. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 2 in writing.


have students read and do Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3




En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 306) 5 MIN. 1.3• Present Repaso: Subject and Stressed

Object Pronouns and the Vocabulario, p. 306. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 5. 5 MIN. 1.2, 1.3

• Present the Vocabulario, p. 307. Then doActividad 6 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Have students complete Actividad 7 in pairs. Expand using Information Gap Activities, Unit 4 Resource Book, p. 107; Más comunicación, p. R14.20 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 308) 5 MIN. 1.2, 1.3

• Present Repaso: Possessive Pronounsand the Vocabulario, p. 308. 10 MIN. 1.2, 4.1


• Do Actividad 9 orally. 5 MIN. 1.2, 1.3• Have students complete Actividad 10

in groups. 10 MIN. 1.1, 1.2, 1.3

Homework Option:



in pairs. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 310)

5 MIN. 1.2, 1.3• Present Gramática: The Future

Perfect Tense, p. 310. 10 MIN. 1.2, 4.1• Play the audio; do Actividad 12.

5 MIN. 1.2, 1.3• Present the Vocabulario, p. 311.

Then do Actividad 13 orally. 10 MIN. 1.2, 1.3• Do Actividad 14 orally. 5 MIN. 1.2, 1.3• Do Actividad 15 in groups.

5 MIN. 1.1, 1.2, 1.3• Have students read and complete

Actividad 16 in writing. Expand using Information Gap Activities, Unit 4 Resource Book, p. 108; Más comunicación, p. R14. 20 MIN. 1.2, 1.3


activity. (TE, pp. 253A–253B)15 MIN. 5.2


Homework Option:

• Have students complete Actividad 9 in writing. Más práctica Workbook, p. 112. Cuaderno para hispanohablantes,pp. 109–110. 1.2, 1.3

DAY 2


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p. 314. Call on volunteers to read the Lectura aloud. Have students answer the¿Comprendiste?/¿Qué piensas? questions, p. 315.15 MIN. 1.2, 2.2, 3.2



Strategy, p. 316. Call on volunteers to read the article aloud. Have students answer the ¿Comprendiste?/¿Qué piensas? questions, p. 317.15 MIN. 1.2, 2.2, 3.1, 3.2


5 MIN. 1.2, 1.3• Do Actividades 1–4. 20 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 320,

and do Actividades 5 and 6 in groups.15 MIN. 1.1, 1.2, 1.3

• Have students begin their research for Actividad 7. 5 MIN. 1.2, 3.2

Homework Option:• Have students complete their reports

for Actividad 7, p. 320. Review for Etapa 3 Exam and Unit 4 Comprehensive Test. 1.2, 1.3, 3.2




20 MIN.

Conexiones• Discuss Los estudios sociales,

p. 320. 5 MIN. 1.2, 3.1


necessary. 5 MIN. 1.2• Complete Unit 4 Comprehensive

Test. 30 MIN.


the writing activity, pp. 322–323. 15 MIN. 1.1,1.2, 1.3

Homework Option:

• Have students complete the assignment for Conexiones. Preview Unidad 5 Opener: Have students read and study pp. 324–325. 1.2, 1.3

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 2.2, 3.2

Day 21.2, 1.3, 4.1

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 3.2

Day 51.1, 1.2, 3.2, 4.1


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Present the Almanaque and the cultural notes. Use Map OHTs as needed.15 MIN. 1.2, 2.2, 3.1, 3.2, 5.1




10 MIN.


5 MIN. 1.2, 1.3• Present Descubre, p. 330. 5 MIN. 1.2• Have students use context and

pictures to learn Etapa vocabulary, then answer the ¿Comprendiste? questions, p. 331. Use the Situational OHTs for additional practice. 15 MIN. 1.2, 2.2,

3.2








in writing. Then have them exchange papers for peer correction. 5 MIN. 1.2, 1.3


• Present the Vocabulario, p. 335; then have students do Actividad 3 in pairs. 15 MIN. 1.1, 1.2, 1.3


• Present Repaso: Demonstrative Adjectives and Pronouns, p. 336.10 MIN. 1.2, 4.1


• Present the Vocabulario, p. 337, then have students do Actividad 5 in pairs.15 MIN. 1.1, 1.2, 1.3, 5.1

• Use one or more expansion activities from TE pp. 336–337 for variety and reinforce-ment. 10 MIN. 1.2, 1.3, 5.1

• Have students complete Actividad 6 in pairs. 5 MIN. 1.1, 1.2, 1.3, 5.1

Homework Option:

• Have students write a description of a painting, using the Vocabulario, pp. 330, 335. Más práctica Workbook, pp. 117–118.Cuaderno para hispanohablantes,pp. 115–116. 1.3, 5.1


5 MIN. 1.2, 1.3• Present Gramática: ¿Qué? vs. ¿Cuál?

p. 338. 5 MIN. 1.2, 4.1• Do Actividad 7 orally. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 339,

then have students do Actividad 8in pairs. 10 MIN. 1.1, 1.2, 1.3

• Have students read and complete Actividad 9 in writing. Go over answers orally. Expand using Information Gap Activities, Unit 5 Resource Book, p. 17; Más comunicación, p. R15. 20 MIN. 1.2, 1.3

• Present the Listening Strategy, p. 340.Have students complete Actividad 10 in pairs. 10 MIN. 1.1, 1.2, 1.3


• Present Gramática: Relative Pronouns,p. 341. 10 MIN. 1.2, 4.1


• Present the Vocabulario, p. 342, then have students do Actividad 12 in pairs. 10 MIN. 1.1, 1.2, 1.3



DAY 2


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DAY 1


in groups. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 14

in groups. Expand using Information Gap Activities, Unit 5 Resource Book, p. 18; Más comunicación, p. R15.20 MIN. 1.1, 1.2, 1.3

Refrán


En voces: Lectura• Quick Start Review (TE, p. 344)


p. 344. Call on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/¿Qué piensas? questions, p. 345. 20 MIN. 1.2, 1.3,

2.2, 3.2


5 MIN. 1.2, 1.3• Do Actividades 1–3 orally and Actividad 4

in pairs. 15 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy,

p. 348. Do Actividad 5 in groups.10 MIN. 1.1, 1.2, 1.3



En tu propia voz: Escritura• Check homework. 5 MIN.• Have students write and present their

essays for Actividad 6. 25 MIN. 1.2, 1.3

Conexiones• Present and discuss Los estudios

sociales, p. 348. 5 MIN. 1.2, 3.1, 3.2


5 MIN. 1.2, 1.3• Review grammar questions, etc.,


20 MIN.



Homework Option:

• Have students complete the assignment for Conexiones. Preview Etapa 2 Opener. 1.2, 1.3

DAY 4

DAY 5


Day 11.1, 1.2, 3.1

Day 21.1, 1.2, 1.3, 4.1

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 3.1, 4.1

Day 51.1, 1.2, 3.1


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10 MIN.



to learn Etapa vocabulary, then answer the

¿Comprendiste? questions, p. 353. Use the Situational OHTs for additional practice.25 MIN. 1.2, 2.2, 3.1, 3.2




the audio for section 2. Then have students work in groups to begin section 3.25 MIN. 1.1, 1.2, 1.3, 3.1

Homework Option:


¿Comprendiste? questions, p. 353. Have students do research for Situaciones, section 3, p. 355. 1.2, 1.3


5 MIN. 1.2, 1.3• Have students complete Actividad 1 in





• Present Repaso: Direct Object Pronouns,p. 358. 10 MIN. 1.2, 4.1

• Play the audio; do Actividad 4. 5 MIN. 1.2,1.3

• Present the Vocabulario, p. 359. Then doActividad 5 in pairs. 10 MIN. 1.1, 1.2, 1.3

• Have students do Actividad 6 in pairs. Expand using Information Gap Activities, Unit 5 Resource Book, p. 63;Más comunicación, p. R16. 15 MIN. 1.1, 1.2,

1.3• Quick Start Review (TE, p. 360)

5 MIN. 1.2, 1.3• Present Repaso: Indirect Object

Pronouns, p. 360. 10 MIN. 1.2, 4.1• Have students complete Actividad 7 in

pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:



do Actividad 8 in pairs. 10 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 9


5 MIN. 1.2, 1.3• Present Gramática: More on Relative

Pronouns, p. 362. 10 MIN. 1.2, 4.1• Have students complete Actividad 10

in writing. Go over answers orally.5 MIN. 1.2, 1.3

• Do Actividad 11 orally. 5 MIN. 1.2, 1.3• Have students read and do Actividad

12 in pairs. Expand using Information Gap Activities, Unit 5 Resource Book, p. 64; Más comunicación,p. R16. 20 MIN. 1.1, 1.2, 1.3


• Present Gramática: Lo que, p. 364.5 MIN. 1.2, 4.1




DAY 2


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DAY 1



in groups. 10 MIN. 1.1, 1.2, 1.3Refrán• Present the Refrán, p. 365. 5 MIN. 1.2



Strategy, p. 366. Call on volunteers to read the selection aloud. Have students answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 367.25 MIN. 1.2, 1.3, 2.2, 3.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 368) 5 MIN. 1.2, 1.3• Have students do Actividades 1 and

2 in pairs. 10 MIN. 1.1, 1.2, 1.3• Do Actividades 3 and 4 orally.

10 MIN. 1.2, 1.3Homework Option:• Have students complete Hazlo tú,

p. 367. Review for Etapa 2 Exam. 1.2





Conexiones• Present Las matemáticas, p. 370, and

have students complete the assignment for homework. 5 MIN. 1.2, 3.1






Homework Option:• Have students complete the

assignment for Conexiones. Preview Etapa 3 Opener. 1.2, 1.3

DAY 4

DAY 5


Day 11.1, 1.2, 3.2

Day 21.1, 1.2, 1.3, 3.1, 4.1

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 3.1, 3.2, 4.1

Day 51.1, 1.2, 1.3, 3.1, 3.2, 4.1


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10 MIN.



use context and pictures to learn Etapa vocabulary. Use the Situational OHTs for additional practice. 15 MIN. 1.2, 2.2, 3.1, 3.2



Have students read section 1, p. 376. Play the audio for section 2. Have students work in groups to complete section 3. 15 MIN. 1.1, 1.2, 1.3


gramática



• Have students do Actividad 2 in writing. Go over answers orally. 5 MIN. 1.2, 1.3

• Present the Vocabulario, p. 379. Then have students do Actividad 3 in pairs.10 MIN. 1.1, 1.2, 1.3





5 MIN. 1.2, 1.3• Present Repaso: Double Object

Pronouns, p. 380. 10 MIN. 1.2, 4.1• Do Actividad 5 orally. 5 MIN. 1.2, 1.3• Have students complete Actividades 6

and 7 in pairs. 10 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 382) 5 MIN. 1.2• Present Gramática: Nominalization,

p. 382. 10 MIN. 1.2, 4.1• Do Actividad 8 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 9.



have students read and complete Actividad 11 in groups. Expand using Information Gap Activities, Unit 5 Resource Book, p. 107; Más comunicación, p. R17.20 MIN. 1.1, 1.2, 1.3


in writing. Más práctica Workbook, pp. 133–135. Cuaderno para hispanohablantes, pp. 131–133. 1.2, 1.3


5 MIN. 1.2, 1.3• Present Gramática: More on

Nominalization, p. 385. 10 MIN. 1.2, 4.1• Have students complete Actividad 12

in pairs. 5 MIN. 1.1, 1.2, 1.3• Play the audio; do Actividad 13.

10 MIN. 1.2, 1.3• Do Actividad 14 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students read and complete

Actividad 15 in groups. Expand using Information Gap Activities, Unit 5 Resource Book, p. 108; Más comunicación,p. R17. 20 MIN. 1.1, 1.2, 1.3

• Use an expansion activity from TE pp. 386–387 for variety and reinforcement. 10 MIN. 1.3


or activity. (TE, pp. 255A–255B)15 MIN. 1.3, 2.1, 2.2, 3.1,

3.2, 5.1, 5.2


Homework Option:• Más práctica Workbook, p. 136.

Cuaderno para hispanohablantes,p. 134.

DAY 2


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DAY 1


5 MIN. 1.2, 1.3• Present the Reading Strategy, p. 388.

Call on volunteers to read the Lectura aloud. Have students answer the¿Comprendiste?/¿Qué piensas? questions, p. 389. 15 MIN. 1.2, 1.3, 2.2, 3.2



Strategy, p. 390. Call on volunteers to read the article aloud. Have students answer the ¿Comprendiste?/¿Qué piensas? questions, p. 391. 20 MIN. 1.2, 1.3,

2.2, 3.2En uso: Repaso y más comunicación• Quick Start Review (TE, p. 392)

5 MIN. 1.2, 1.3• Do Actividad 1 in pairs, Actividades 2

and 3 orally, and Actividad 4 in pairs.15 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 394, and do Actividad 5 in groups. 10 MIN. 1.1, 1.2,

1.3• Have students write Actividad 6.

10 MIN. 1.2, 1.3Homework Option:• Have students complete Hazlo tú,

pp. 389, 391. Review for Etapa 3 Exam and Unit 5 Comprehensive Test. 1.2, 1.3




Tú en la comunidad• Discuss Laura, p. 394. 5 MIN. 1.2, 5.1


necessary. 5 MIN. 1.2• Complete Unit 5 Comprehensive

Test. 30 MIN.

En tu propia voz: Escritura• Present the Writing Strategy, p. 396.

Do the writing activity, pp. 396–397.15 MIN. 1.1, 1.2, 1.3

Homework Option:

• Preview Unidad 6 Opener: Have students read and study pp. 398–399. 1.2

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 3.2, 4.1

Day 31.1, 1.2, 3.2, 4.1

Day 41.1, 1.2, 1.3, 4.2

Day 51.1, 2.2, 4.1


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10 MIN.


5 MIN. 1.2• Present Descubre, p. 404. 5 MIN. 1.2• Have students use context and pictures

to learn Etapa vocabulary, then answer the ¿Comprendiste? questions, p. 405. Use the Situational OHTs for additional practice. 15 MIN. 1.2, 2.2, 3.2



Play the audio for section 2. Then have students work in groups to complete section 3. 20 MIN. 1.1, 1.2, 1.3

Homework Option:


¿Comprendiste? questions, p. 405. 1.2


5 MIN. 1.2, 1.3• Have students complete Actividades 1–4


5 MIN. 1.2, 1.3• Present Repaso: Preterite vs. Imperfect,

p. 410. 10 MIN. 1.2, 4.1• Play the audio; do Actividad 5.

5 MIN. 1.2, 1.3• Have students do Actividad 6 in

writing. Then have them exchange papers for peer correction. 10 MIN. 1.2, 1.3

• Have students do Actividad 7 in writing. Go over answers orally. Expand using Information Gap Activities, Unit 6 Resource Book, p. 17; Más comunicación, p. R18.20 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 412) 5 MIN. 1.2• Present Repaso: Indicative vs.

Subjunctive, p. 412. 5 MIN. 1.2, 4.1

Homework Option:• Have students write 2 movie reviews

for a TV guide, using pp. 405–406 as a model. Más práctica Workbook, p. 141. Cuaderno para hispanohablantes,p. 139. 1.2, 1.3


do Actividad 8 orally. 10 MIN. 1.2, 1.3• Have students do Actividad 9 in pairs.




• Present Repaso: Reported Speech, p. 414. 5 MIN. 1.2, 4.1


• Do Actividad 12 orally. 5 MIN.• Have students complete Actividad 13


5 MIN. 1.2, 1.3• Present Gramática: Sequence of Tenses,


do Actividad 14 orally. 10 MIN. 1.2, 1.3• Have students complete Actividad 15

in pairs. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 2


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DAY 1

En acción (cont.)• Check homework. 5 MIN.• Have students read and complete Actividad

16 in groups. 5 MIN. 1.1, 1.2, 1.3• Have students complete Actividad 17

in groups. Expand using Information Gap Activities, Unit 6 Resource Book, p. 18; Más comunicación, p. R18.20 MIN. 1.1, 1.2, 1.3


En voces: Lectura• Quick Start Review (TE, p. 418) 5 MIN. 1.2, 1.3• Present the Reading Strategy,

p. 418. Call on volunteers to read the Lectura aloud. Have students answer the ¿Comprendiste?/¿Qué piensas?questions, p. 419. 20 MIN. 1.2, 1.3, 2.2, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 420) 5 MIN. 1.2• Do Actividades 1–4 orally. 15 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 422.

Do Actividad 5 in groups. 10 MIN. 1.1, 1.2, 1.3Homework Option:

• Have students complete Hazlo tú, p. 419.Review for Etapa 1 Exam. 1.2, 1.3

En tu propia voz: Escritura• Check homework. 5 MIN.• Have students write and present their

posters for Actividad 6. 25 MIN. 1.2, 1.3

Tú en la comunidad• Present and discuss Lucille, p. 422.

5 MIN. 1.2, 5.1




(TE, pp. 411A–411B) 20 MIN. 1.3, 2.1, 2.2, 3.1,3.2, 5.1, 5.2


DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 2.2, 4.1

Day 21.1, 1.2, 1.3, 4.1

Day 31.1, 1.2, 1.3, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1

Day 51.1, 1.2, 4.1


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Etapa Opener• Quick Start Review (TE, p. 424) 5 MIN.• Have students look at the Etapa









the audio for section 2. Then have students work in groups to complete section 3.25 MIN. 1.1, 1.2, 1.3


¿Comprendiste? questions, p. 427. Have students write 5 personalized sentences about electronic products. 1.2, 1.3





• Present the Vocabulario, p. 431. Then have students read and complete Actividad 3 in pairs. 10 MIN. 1.1, 1.2, 1.3


• Present Repaso: Conjunctions and theVocabulario, p. 432. 10 MIN. 1.2, 4.1


• Do Actividad 5 orally. 5 MIN. 1.2, 1.3• Have students do Actividad 6 in pairs.


• Quick Start Review (TE, p. 433) 5 MIN. 1.2• Present Repaso: Prepositions and

Adverbs of Location and the Vocabulario,p. 433. 10 MIN. 1.2, 4.1






in pairs. Expand using Information Gap Activities, Unit 6 Resource Book, p. 64; Más comunicación, p. R19.20 MIN. 1.1, 1.2, 1.3


• Present Gramática: Pero vs. sino, p. 435. 10 MIN. 1.2, 4.1


• Do Actividad 11 in pairs. 5 MIN. 1.1, 1.2, 1.3• Have students write Actividad 12. Go

over answers orally. 10 MIN. 1.2, 1.3• Quick Start Review (TE, p. 437)

5 MIN. 1.2, 1.3• Present Gramática: Se for Unplanned

Occurrences and the Vocabulario, p. 437.10 MIN. 1.2, 4.1





DAY 2


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En acción (cont.)• Check homework. 5 MIN.• Present the Speaking Strategy, p. 438.


• Have students read and complete Actividad 16 in groups. 15 MIN. 1.1, 1.2, 1.3


En colores: Cultura y comparaciones• Quick Start Review (TE, p. 440) 5 MIN. 1.2, 1.3• Present the Connecting Cultures

Strategy, p. 440. Call on volunteers to read the selection aloud. Have students answer the ¿Comprendiste?/

¿Qué piensas? questions, p. 441.25 MIN. 1.2, 1.3, 2.1, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 442) 5 MIN. 1.2, 1.3• Have students do Actividad 1 in pairs.

5 MIN. 1.1, 1.2, 1.3• Do Actividades 2, 3, and 4 orally.

15 MIN. 1.2, 1.3Homework Option:• Have students complete Hazlo tú, p. 441.






Conexiones• Present El arte, p. 444, and have

students complete the assignment for homework. 5 MIN. 1.2, 3.1, 5.1


5 MIN. 1.2• Review grammar questions, etc., as



activity. (TE, pp. 401A–401B)15 MIN. 1.3, 2.1,

2.2, 3.1, 3.2, 5.1, 5.2Homework Option:

• Have students complete the assignment for Conexiones. Preview Etapa 3Opener. 1.2, 1.3

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 1.3, 4.1

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1

Day 51.1, 1.2, 1.3, 3.1, 4.1


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10 MIN.



use context and pictures to learn Etapa vocabulary. Use the Situational OHTs for additional practice. 15 MIN. 1.2



Have students read section 1, p. 450. Play the audio for section 2. Have students work in pairs or groups to complete section 3.20 MIN. 1.1, 1.2, 1.3, 3.1


gramática


• Have students complete Actividad 1 in writing. Go over answers orally.5 MIN. 1.2, 1.3






5 MIN. 1.2• Present Repaso: Comparatives and

Superlatives, p. 454. 10 MIN. 1.2, 4.1• Do Actividad 4 orally. 5 MIN. 1.2, 1.3• Play the audio; do Actividad 5.

5 MIN. 1.2, 1.3• Do an expansion activity from TE

pp. 454–455 for variety and reinforce-ment. 10 MIN. 1.1, 1.3, 5.2

• Present the Vocabulario, p. 456. Then have students do Actividad 6 in pairs.10 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 456.Then have students do Actividad 7 ingroups. 10 MIN. 1.1, 1.2, 1.3


• Present Repaso: Prepositions, p. 457.10 MIN. 1.2, 4.1

• Do Actividad 8 orally. 5 MIN.• Have students do Actividad 9 in



Homework Option:


En acción (cont.)• Check homework. 10 MIN.• Have students do Actividad 11 in

writing. Ask volunteers to present their paragraphs. Expand using Information Gap Activities, Unit 6 Resource Book, p. 107; Más comuni-cación, p. R20. 20 MIN. 1.2, 1.3

• Quick Start Review (TE, p. 459)5 MIN. 1.2

• Present Gramática: Verbs with Prepositions and the Vocabulario, p. 459. 10 MIN. 1.2, 4.1

• Have students complete Actividad12 in writing. Go over answers orally.5 MIN. 1.2, 1.3


• Have students complete Actividad 14 in pairs. 5 MIN. 1.1, 1.2, 1.3Have students complete Actividad15 in groups. Expand using Information Gap Activities, Unit 6 Resource Book, p. 108; Más comunicación, p. R20.20 MIN. 1.1, 1.2, 1.3


Homework Option:

• Más práctica Workbook, p. 160. Cuaderno para hispanohablantes,p. 158.

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DAY 1

En voces: Lectura• Check homework. 5 MIN.• Quick Start Review (TE, p. 462) 5 MIN. 1.2, 1.3• Present the Reading Strategy,

p. 462. Call on volunteers to read the Lectura aloud. Have students answer the¿Comprendiste?/¿Qué piensas? questions, p. 463. 15 MIN. 1.2, 1.3, 2.2, 3.2


p. 464. Call on volunteers to read the article aloud. Have students answer the¿Comprendiste?/¿Qué piensas? questions, p. 465. 15 MIN. 1.2, 1.3, 2.2, 3.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 466) 5 MIN. 1.2, 1.3• Do Actividad 1 orally, 2 in pairs, and 3

and 4 in writing. 15 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy, p. 468,



pp. 463, 465. Review for Etapa 3 Exam and Unit 6 Comprehensive Test. 1.2, 1.3

En resumen: Repaso de vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 469) 5 MIN.• Review grammar questions, etc., as


Conexiones• Discuss La tecnología, p. 468. 5 MIN. 1.2, 3.1



30 MIN.


• Present the Writing Strategy, p. 470. Do the writing activity, pp. 470–471.15 MIN. 1.2, 1.3


game, or activity. (TE, pp. 401A–401B)15 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2


for Conexiones. Review for Final Test. 1.2, 1.3

DAY 4

DAY 5


Day 11.1, 1.2, 1.3, 3.2

Day 21.1, 1.2, 4.1

Day 31.1, 1.2, 1.3, 3.2, 4.1

Day 41.1, 1.2, 1.3, 3.2, 4.1

Day 51.1, 1.2, 1.3, 4.1


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Standard 1.1INTERPERSONAL COMMUNICATION - SPEAKING/WRITINGSTUDENTS WILL ENGAGE IN CONVERSATIONS AND/OR WRITTEN CORRESPONDENCE IN WHICH THEY PRO-VIDE AND OBTAIN INFORMATION, EXPRESS FEELINGS AND EMOTIONS, AND EXCHANGE OPINIONS.Progress Indicators: What will intermediate level learners be able to do in the target language?

When speaking and writing in person-to-person communication, learners in the intermediate level range will:

1. Sustain a conversation on selected topics about themselves and others, using details and descriptions.

2. Ask and answer a variety of questions, giving reasons for their answers.

3. Express personal preferences and feelings with some explanation.

4. Initiate a series of commands.

Performance Guidelines: What characterizes intermediate level learners' performance in speaking and writing?

Learners in the intermediate level range:

A. Use strings of sentences when communicating of familiar topics.

B. Recombine learned vocabulary and structures to express their own thoughts within familiar contexts.

C. Can use some paraphrasing and can find another way to express an idea/term to avoid a breakdown in communication, and can ask for clarification.

D. May mispronounce words in new context or words being read for the first time.

E. Continue to communicate with false starts and pause frequently to search for words when interacting with others.

F. Are understood by those accustomed to interacting with language learners.

G. Demonstrate control of present time and show evidence of some control of other time frames.

¡En español! Lesson Plans 77

O K L A H O M A

Priority Academic Student SkillsOklahoma Standards for World Languages

(Foreign, Native American, and/or American Sign Language)

PASS Revisions 2002

INTERMEDIATE LEVEL RANGE

Goal 1Communication: Communicate in Languages Other Than English

78 ¡En español! Lesson Plans

Standard 1.2INTERPRETIVE COMMUNICATION - LISTENING/READING/VIEWINGSTUDENTS WILL UNDERSTAND AND INTERPRET WRITTEN AND SPOKEN LANGUAGE ON A VARIETY OF TOPICS.Progress Indicators: What will intermediate level learners be able to do in the target language?

When listening, reading, and viewing, learners in the intermediate level range will:

1. Understand spoken language that incorporates familiar vocabulary and structures including high frequencyidioms.

2. Understand more detailed information in written advertisements, schedules, and menus.

3. Comprehend the main idea and some supporting ideas of selected authentic materials including recordings,broadcasts, videos, and Internet resources.

4. Comprehend the main idea and some supporting ideas of selected authentic written materials such as short stories, narratives, advertisements, and brochures on topics of personal interest.

5. Respond to a series of commands.

Performance Guidelines: What characterizes intermediate level learners' performance in listening, viewing and reading?

Learners in the intermediate level range will:

A. Understand longer, more complex conversations and narratives as well as recorded material in familiar contexts.

B. Identify main ideas and some specific information on a limited number of predictable topics.

C. Use background knowledge to comprehend simple stories and personal correspondence.

D. Depend on the use of paraphrase and restatement in order to understand the message.

E. Infer meaning of some unfamiliar words in order to understand the gist of an oral or written text.

Standard 1.3PRESENTATIONAL COMMUNICATION: SPEAKING/WRITINGSTUDENTS WILL PRESENT INFORMATION, CONCEPTS, AND IDEAS TO AN AUDIENCE OF LISTENERS OR READERS

ON A VARIETY OF TOPICS.Progress Indicators: What will intermediate level learners be able to do in the target language?

When presenting information by speaking or writing learners in the intermediate level range will:

1. Describe in written or spoken format a short presentation on familiar topics (e.g., school, community, or personal experiences).

2. Give directions to someone in order to complete a multi-step task.

3. Recount an event incorporating some description and detail.

4. Write one page compositions and letters.

5. Present student-created and/or authentic short plays, stories, skits, poems and songs.

Standard 2.1PRACTICES OF CULTURESTUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRACTICES AND

PERSPECTIVES OF THE CULTURE STUDIED. Progress Indicators: What are intermediate level learners able to do in the target language?


1. Interact with respect using culturally appropriate patterns of behavior in everyday informal and social situations.

2. Explain in simple terms the reasons for different traditions and customs of the target culture.

3. Experience cultural and social activities common to a student of similar age in the target culture such as schoollife, sports, music and other entertainment.

4. Identify and discuss perspectives typically associated with the target culture’s business practices.

5. Discuss some commonly held generalizations about the target culture.

Performance Guidelines: What characterizes the intermediate learners’ performance in communicating aboutcultural practices in the target language?


A. Begin to use culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors outside thememorized context.

B. Express their own thoughts, describe and narrate, using sentences and strings of sentences in oral and writtenpresentations about cultural practices.

C. Demonstrate some cultural knowledge in oral and written presentations.

D. Recognize the reflections of practices, products, and perspectives of the target culture in oral and written texts.

E. Use knowledge of their own culture and that of the target culture to communicate more accurately about cultural practices.

F. Supplement their basic vocabulary about cultural practices from other sources such as dictionaries.

G. Use the student's native language when the investigation of cultural perspectives extends beyond the intermediateproficiency range.


Performance Guidelines: What characterizes the intermediate level learners' performance in spoken and written presentations?


A. Express their own thoughts, describe and narrate, using sentences and strings of sentences in oral and writtenpresentations about familiar topics.

B. Communicate oral and written information with sufficient accuracy that listeners and readers understand most ofwhat is presented.

C. Make occasional use of paraphrasing and can find another way to express and idea/term to avoid a breakdownin communication, and make efforts at self correction.

D. Supplement their basic vocabulary for both oral and written presentations with expressions acquired from othersources such as dictionaries.

E. Continue to pause to search for words and shows some interference from the native language when attemptingto present less familiar material.

F. Use pronunciation and intonation patterns that can be understood by those accustomed to interacting with language learners.

G. Formulate oral and written presentations primarily in present time but also, with preparation, in past and future time.

Goal 2Cultures: Gain Knowledge and Understanding of Other Cultures


Standard 2.2PRODUCTS OF CULTURESTUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRODUCTS AND

PERSPECTIVES OF THE CULTURE STUDIED. Progress Indicators: What are intermediate level learners able to do in the target language?


1. Explain the significance of objects, images, and symbols, and products of the target culture.

2. Describe major contributions and historical figures from the target culture including contributions in science,mathematics, government, and fine arts.

3. Identify the influence of the target culture on the products of the U.S.

4. Explain the impact of the target country's geography on daily life in the target culture.

5. Identify the target culture’s basic perspectives in its art, literature, music, dance, etc.

Performance Guidelines: What characterizes the intermediate learners’ performance in communicating aboutcultural products in the target language?

Learners in the intermediate range:

A. Express their own thoughts, describe and narrate, using sentences and strings of sentences in oral and writtenpresentations about cultural products.

B. Recognize the reflections of practices, products, and perspectives of the target culture in oral and written texts.

C. Demonstrate some cultural knowledge about cultural products in oral and written presentations.

D. Use the student's native language when the investigation of cultural perspectives extends beyond the intermediateproficiency range.


Standard 3.1INTERDISCIPLINARY STUDIESSTUDENTS WILL REINFORCE AND FURTHER THEIR KNOWLEDGE OF OTHER CONTENT AREAS THROUGH THE

FOREIGN LANGUAGE.Progress Indicators: What will intermediate level learners be able to do in the target language?

Learners in the intermediate range will:

1. Transfer and apply information and skills from other content areas ( such as the arts, health, social studies, sciences, mathematics, and English, etc.) to the target language classroom.

2. Apply the information gathered through target language resources in other content area classrooms (such as thearts, health, social studies, sciences, mathematics, English, etc.) in order to supplement learning.

Performance Guidelines: What characterizes the performance of intermediate range learners?


A. Use strings of sentences when communicating in oral or written contexts on familiar topics in selected content areas.

B. Recombine learned vocabulary and structures to express their own thoughts within familiar contexts

C. Understand longer, more complex conversations and narratives as well as recorded material in familiar contextsabout selected content areas.

D. Identify main ideas and some specific information on a limited number of predictable topics in selected content areas.

Standard 3.2DISTINCTIVE VIEWPOINTSSTUDENTS WILL ACQUIRE INFORMATION AND RECOGNIZE THE DISTINCTIVE VIEWPOINTS THAT ARE ONLY

AVAILABLE THROUGH THE FOREIGN LANGUAGE AND ITS CULTURES.Progress Indicators: What will intermediate level learners be able to do in the target language?

Learners in the intermediate range will:

1. Using authentic target language sources, (such as the Internet, books and magazines) acquire and apply information about the target culture.

2. Use authentic sources to explore the distinctive perspectives of the foreign culture.

Performance Guidelines: What characterizes the performance of intermediate range learners?


A. Understand longer, more complex oral and written information in familiar contexts.

B. Identify main ideas and some specific information on a limited number of topics found in the target culture.

C. Determine meaning by using contextual clues.

D. Are helped by the use of redundancy, paraphrase and restatement in order to understand the message.

E. Use stings of sentences to describe distinctive viewpoints of the target culture.

F. Use the student's native language only when the discussion of distinctive viewpoints extends beyond the intermediate proficiency range.

Goal 3Connections: Connect with Other Disciplines and

Acquire Information


Standard 4.1LANGUAGE COMPARISONSSTUDENTS DEMONSTRATE UNDERSTANDING OF THE NATURE OF LANGUAGE THROUGH COMPARISONS OF

THE LANGUAGE STUDIED WITH THEIR OWN.Progress Indicators: What will intermediate level learners be able to do in the target language?


1. Explore the historical and cultural reasons for cognates and borrowed words.

2. Use knowledge of sound and writing systems (including stress, intonation, and punctuation, etc.) to communicate on topics of personal interest.

3. Contrast identified structural patterns of the language studied (such as tense, gender, word order, agreement) tostructural patterns in their own language.

4. Use appropriate idiomatic expressions in limited settings.

Performance Guidelines: What characterizes the performance of intermediate level learners?


A. Understand general concepts about language comparisons.

B. Express their own thoughts using sentences/strings of sentences when describing language structure comparisons.

C. Rely on paraphrase and restatement in order to understand or communicate about language structure comparisonsbetween cultures.

Standard 4.2CULTURE COMPARISONSSTUDENTS DEMONSTRATE UNDERSTANDING OF THE CONCEPT OF CULTURE THROUGH COMPARISONS OF

THE CULTURES STUDIED AND THEIR OWN.Progress Indicators: What will intermediate level learners be able to do in the target language?


1. Give simple descriptions of the similarities and differences in verbal and non-verbal behavior between cultures.

2. Give basic descriptions of cross-cultural similarities and differences in the practices of the target culture.

3. Give basic descriptions of cross-cultural similarities and differences in the products of the target culture.

4. Give simple descriptions of cross-cultural similarities and differences in the perspectives of the target culture.

Performance Guidelines: What characterizes intermediate level learners' performance?


A. Express their own thoughts using sentences/strings of sentences when describing cultural comparisons betweenthe culture studied and their own.

B. Understand general concepts about cultural similarities and differences.

C. Rely on paraphrase and restatement in order to understand or communicate about cross-cultural comparisons.

Goal 4Comparisons: Develop Insight into the

Nature of Language and Culture


Standard 5.1SCHOOL AND COMMUNITYSTUDENTS WILL USE THE LANGUAGE BOTH WITHIN AND BEYOND THE SCHOOL SETTING.Progress Indicators: What will intermediate level learners be able to do in the target language?


1. Investigate and/or participate in activities where the ability to communicate in a second language is beneficial,such as local business visitations, exchange programs, and sister city projects.

2. Communicate with others who speak or have a working knowledge of the language about a variety of topics,such as sports, hobbies, current events.

3. Establish contact with a native speaker through Internet, e-mail, personal travel, etc.

4. Take part in language-related activities to benefit their school and/or community such as tutoring, interpreting, orpublic performance.

Performance Guidelines: What characterizes intermediate level learners' performance?


A. Express their own thoughts using sentences/strings of sentences on familiar topics.

B. Demonstrate control of present time and some control of other time frames.

C. Describe and narrate in oral and written presentations on familiar topics.

D. Understand main ideas and some specific information on a limited number of topics.

Standard 5.2PERSONAL ENRICHMENTSTUDENTS WILL SHOW EVIDENCE OF BECOMING LIFELONG LEARNERS BY USING THE LANGUAGE FOR

PERSONAL ENJOYMENT AND ENRICHMENT.Progress Indicators: What will intermediate level learners be able to do in the target language?


1. Exchange information with native speakers about topics of personal interest.

2. Explore various target language resources to expand their knowledge of individual hobbies or interests.

3. Research current issues of interest using various foreign language/culture sources.

4. Demonstrate extracurricular use of target language media as a source of entertainment.

Performance Guidelines: What characterizes the performance of intermediate level learners?


A. Are understood by those very accustomed to interacting with language learners.

B. Identify main ideas and some specific information on a limited number of topics found in the products of the target culture such as those presented on TV radio, video, or live and computer-generated presentations,although comprehension may be uneven.

C. Rely on the use of paraphrase and restatement in order to enhance comprehensibility in both oral and writtenpresentations.

D. Express their own thoughts, describe and narrate, using sentences and strings of sentences, in oral and writtenpresentations on familiar topics.

Goal 5Communities: Participate in Multilingual Communities

at Home and Around the World


COMMUNICATION1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions1.2: Students understand and interpret written and spoken language on a variety of topics1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

COMPARISONS4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES5.1: Students use the language both within and beyond the school setting5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

CONNECTIONS3.1: Students reinforce and further their knowledge of other disciplines through the foreign language3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language

and its cultures


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