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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.

¡En español! Lesson Plans iii

PAC I N G G U I D ELeve l 1a

Etapa preliminar . . . . . . . . . . . . . . . . . . 3

Unidad 1Etapa 1 . . . . . . . . . . . . . . . . . . . . . . . . . 7Etapa 2 . . . . . . . . . . . . . . . . . . . . . . . . . 11Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 15

Unidad 2Etapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 19Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 23Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 27


PAC I N G G U I D E Leve l 1b

Bridge UnitEtapa 1. . . . . . . . . . . . . . . . . . . . . . . . . 45Etapa 2. . . . . . . . . . . . . . . . . . . . . . . . . 47Etapa 3. . . . . . . . . . . . . . . . . . . . . . . . . 49




CO N T E N TS

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

Test-taking Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Oklahoma PASS Standards for World Languages—Novice Level . . . . . . . . . . . . . . 87

ACTFL Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

¡En español! Lesson Plans v

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

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—Novice Level. For each chapter of every unit, youwill 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—Novice Level can be found in the back of thisbook, beginning on page 87.

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 separate 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 94.

The Pacing Guide pages fall into two sections—the first section for Level 1a and the second for Level 1b. A tab along the right-handedge of each odd-numbered page acts as a handy guide to identify the section you need to use.

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.

¡En español! Lesson Plans vii

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.

Level 1a

¡En español! Lesson Plans • Etapa Preliminar 3

• Greet students/take care of school business. 10 MIN.

• Have students explore books as you check out texts. 5 MIN.

Etapa Opener• Quick Start (TE, p. xxviii) 5 MIN. 2.1, 2.2• Have students look at the Etapa Opener

and answer the ¿Qué ves? questions, p. xxviii. 10 MIN. 2.1

• Do the Cross Cultural Connections activity (TE, p. 1). 5 MIN. 2.1, 4.2

• Present and discuss the Culture Highlights(TE, p. 1). 5 MIN. 2.1, 4.2

• Follow the Teaching Suggestions (TE, p. xxviii). 5 MIN. 2.1, 4.2

Vocabulary/Activities• Quick Start (TE, p. 2) 5 MIN. 1.2, 1.3• Present ¡Hola! and Adiós, pp. 2–3.

10 MIN. 1.2, 2.1• Have students repeat these greeting

and farewell expressions after you and with each other. 5 MIN. 1.1

• Follow the Teaching Note (TE, p. 1), and practice the attention-getting signals.5 MIN. 1.2

• Go through the general structure of the Actividades with students: Look at the modelo in Actividad 1 and the icons for listening to the audio, working in groups, and working in pairs in Actividades3, 4, and 6. 10 MIN. 1.1, 1.2, 1.3

• Assign Actividad 1. 5 MIN. 1.1• Call on selected students to give their

responses to Actividad 1. 5 MIN. 1.3

DAY 1

DAY 2

Vocabulary/Activities• Have students work in pairs to practice

greeting each other and saying good-bye. Direct them to vary their choice of greetings and good-byes. 5 MIN. 1.1, 1.2, 1.3

• Work orally with students to do Actividad2. 5 MIN. 1.1

• Play the audio for Actividad 3. If necessary, repeat. Ask students to record their answers. 10 MIN. 1.2, 1.3

• Call on students to give their answers to Actividad 3. 5 MIN. 1.3

• Have students work in pairs to do Actividad4. 5 MIN. 1.1, 1.2, 1.3

• Call on pairs to model their greetings/ good-byes from Actividad 4. 5 MIN. 1.1, 1.2, 1.3

• Use the TPR activity (TE, p. 2) to reinforce concepts. 5 MIN. 1.1, 1.2,

• Present and discuss Gestures (TE, p. 3).5 MIN. 2.1

Homework Option:• Más práctica Workbook, p. 1. Para

hispanohablantes Workbook, p. 1.

Vocabulary/Activities• Check homework. 5 MIN.• Quick Start Review (TE, p. 4) 5 MIN. 1.2, 1.3• Have students look at the photos,

pp. 4–5, and describe what they see. Ask them what they think ¿Cómo te llamas? and Me llamo… mean. 10 MIN. 1.2

• Present and discuss the Apoyo para estudiar, p. 4. 5 MIN. 2.1, 3.2

• Read aloud the list of Spanish names, p. 4, and ask students to repeat after you, books closed. Have girls raise their hands when they think they hear a name that is feminine and boys raise their hands for masculine. Stop and discuss the exceptions to the -o and -a gender markers.10 MIN. 1.2

• Read aloud the conversations, pp. 4–5, and ask students to repeat each sentenceafter you. 10 MIN. 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 2.1, 3.2, 4.2

Day 21.1, 1.3, 2.1, 3.2

Day 31.1, 1.2, 1.3, 2.1, 4.2

Day 41.2, 2.1, 3.2, 4.1, 4.2

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Correlated to the Oklahoma Priority Academic Student Skills

ACTFL Standards for Foreign Language Learning

Vocabulary/Activities• Reread the conversations, pp. 4–5,

with students repeating after you.5 MIN. 1.2, 1.3

• Have pairs of students practice acting out the conversations. 10 MIN. 1.1, 1.2, 1.3

• When they are ready, ask students to perform their conversations for the class.5 MIN. 1.1, 1.2, 1.3

• Do Actividad 5 orally with the class.5 MIN. 1.2

• Allow students to stand and circulate around the room to complete Actividad 6.10 MIN. 1.1, 1.2, 1.3

• Present and practice the Nota, p. 5. 1.25 MIN.

• Have students work in small groups to do Actividad 7. 5 MIN. 1.1, 1.2, 1.3



Vocabulary/Activities• Check homework. 5 MIN.• Quick Start Review (TE, p. 6) 5 MIN. 1.2, 1.3• Present ¿De dónde es?, pp. 6–7. Read

country names aloud while pointing to the appropriate country on your classroom map. Have students repeat after you as they point to the map in the book. 10 MIN. 1.2, 1.3

• Teach the Es de…construction. 5 MIN. 1.2• Use the TPR activity (TE, p. 6). 5 MIN. 1.2• Read and discuss the Nota cultural,

p. 6. 5 MIN. 1.2• Help students with the More Practice

(TE, p. 7). 5 MIN. 1.1, 1.2• Do the Dictation (TE, p. 7). 5 MIN. 1.2



DAY 5

DAY 6

4 ¡En español! Lesson Plans • Etapa Preliminar

Vocabulary/Activities• Check homework. 5 MIN.• Quick Start Review (TE, p. 8) 5 MIN. 1.2, 1.3• Brainstorm a list of Spanish-speaking

celebrities, athletes, and historical figures and their countries of origin. Have students make sentences using the Es de…construction. 10 MIN. 1.3, 2.2, 3.2

• Present and practice the Supplementary Vocabulary (TE, p. 8). 5 MIN. 1.2

• Present the Soy de…construction. 5 MIN. 1.2• Choose a student to model the

conversations, p. 8, with you. 5 MIN. 1.1, 1.2, 1.3• Have students work in pairs to do Actividad

8. 5 MIN. 1.1, 1.2, 1.3• Call on selected students to share their

work on Actividad 8. 5 MIN. 1.1, 1.2, 1.3

Vocabulary/Activities• Have a student do the modelo for

Actividad 9 with you. Ask the class to repeat after you. 5 MIN. 1.1, 1.2, 1.3

• Have pairs do Actividad 9. 5 MIN. 1.1, 1.2, 1.3• Call on selected students to share their

work on Actvidad 9. 5 MIN. 1.1, 1.2, 1.3• Play the audio while students do Actividad

10. Have students record their answers.5 MIN. 1.2

• Go over answers to Actividad 10 orally. You may replay the audio. 5 MIN. 1.1, 1.2

• Discuss the Nota, p. 9. 5 MIN. 1.2, 4.1• Have groups do Actividad 11. 5 MIN. 1.1, 1.2• Present and discuss the Critical Thinking

activity (TE, p. 9). 10 MIN. 2.2, 3.2, 5.1, 5.2



DAY 8

DAY 7

Day 51.1, 1.3, 2.1, 4.1

Day 61.2, 3.1, 3.2, 4.1

Day 71.2, 2.1, 3.2

Day 81.1, 1.2, 2.1, 3.2, 4.2, 5.2

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¡En español! Lesson Plans • Etapa Preliminar 5

Vocabulary/Activities• Check homework. 5 MIN.• Quick Start Review (TE, p. 10) 5 MIN. 1.2• Read and discuss the Apoyo para

estudiar, p. 10. 5 MIN. 4.1• Present and practice El abecedario,

pp. 10–11. 10 MIN. 1.2• Play the audio, and have students

practice the Pronunciación, p. 11. 5 MIN. 1.2, 1.3• Have students write their full names as

they practice the Spanish spelling out loud. 5 MIN.

• Play the audio as students do Actividad12. 5 MIN. 1.2

• Call on students to write their responses to Actividad 12 on the board. 5 MIN. 1.3

Vocabulary/Activities• Quick Start Review (TE, p. 12) 5 MIN. 1.2, 1.3• Do the Dictation (TE, p. 11). 5 MIN. 1.2• Have students work in groups to do

Actividad 13. 10 MIN. 1.1, 1.2, 1.3• Ask volunteers to write the names of

2 friends on the board, pronouncing the letters as they go. 5 MIN. 1.3

• Ask volunteers to listen to you spell names as they write them on the board.5 MIN. 1.2, 1.3

• Present Los números de cero a diez, p. 12. 5 MIN. 1.2

• Present and discuss the Culture Highlights (TE, p. 12). 5 MIN. 2.1, 3.2

• Use the Game (TE, p. 12) to reinforce acquisition of the numbers. 5 MIN. 5.2

DAY 9

DAY 10

Vocabulary/Activities• Ask a student to do the modelo for

Actividad 14 with you. Then ask the rest of the class to do it in unison. 5 MIN. 1.1, 1.2, 1.3

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

• Ask for volunteers to share orally telephone numbers they learned.5 MIN. 1.1, 1.2, 1.3

• Present ¿Qué día es hoy?, p. 13. 5 MIN. 1.2• Read and discuss the Apoyo para

estudiar, p. 13. 5 MIN. 2.1, 3.2, 4.1• Present the Culture Highlights (TE, p. 13).

5 MIN. 2.1, 3.2, 4.2• Assign Actividad 15. 5 MIN. 1.2• Call on volunteers to share their responses

to Actividad 15 with the class. 5 MIN. 1.3• Have students work in pairs to do Actividad

16. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Más práctica Workbook, pp. 5–6. Para hispanohablantes Workbook, pp. 5–6.

Vocabulary/Activities• Check homework. 5 MIN.• Quick Start Review (TE, p. 14) 5 MIN. 1.2, 1.3• Present Frases útiles, pp. 14–15. 5 MIN. 1.2• Do Actividad 17 orally with the class.

5 MIN. 1.2• Have students work in pairs to do the

Extra Practice (TE, p. 15). 5 MIN. 1.2• Assign Actividad 18. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to read the sentences

that match the pictures in Actividad 18.5 MIN. 1.3


• Ask some groups to share their work on Actividad 19. 5 MIN. 1.1, 1.2, 1.3

DAY 12

DAY 11

Day 91.2, 2.2, 3.2, 4.1

Day 101.1, 2.1, 3.1, 3.2, 5.2

Day 111.3, 2.1, 2.2, 3.1, 3.2, 4.2

Day 121.1, 1.2, 1.3, 3.2

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Vocabulary/Activities• Quick Start Review (TE, p. 16) 5 MIN. 1.2, 1.3• Have groups do Actividad 20. 5 MIN. 1.1, 1.2, 1.3

Video: Onda Internacional

• Have students look at the photos, pp. 16–17. Play the Video Prologue. 10 MIN. 1.2

• Discuss the ¿Comprendiste? questions, p. 17 (Answers, TE, p. 17). 5 MIN. 1.2

• Discuss ¿Qué piensas? 5 MIN. 3.1• Read and discuss the Apoyo para estudiar,

p. 17. 5 MIN. 3.1• Do the Critical Thinking activity (TE, p. 17).

5 MIN. 3.1• Present and discuss the Cross Cultural

Connections (TE, p. 17). 5 MIN. 2.2

Homework Option:• Más práctica Workbook, pp. 7–8. Para

hispanohablantes Workbook, pp. 7–8.

En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 18) 5 MIN. 1.2, 1.3• Have students write answers to Actividad

1. 5 MIN. 1.1, 1.2• Ask volunteers to perform the conversations

in Actividad 1. 5 MIN. 1.1, 1.2, 1.3• Work orally with the class on Actividad 2.

5 MIN. 1.1, 1.2• Have students practice their responses to

the exercises in Actividades 3–4. 5 MIN. 1.1, 1.2• Call on selected students to give their

responses to the exercises in Actividades3–4 orally. 5 MIN. 1.1, 1.2, 1.3

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


DAY 13

DAY 14

6 ¡En español! Lesson Plans • Etapa Preliminar

En tu propia voz: Escritura• Quick Start Review (TE, p. 21) 5 MIN. 1.3• Present and discuss the Supplementary

Vocabulary (TE, p. 20). 5 MIN. 1.2• Assign Actividad 7. 10 MIN. 1.1, 1.2, 1.3, 5.1, 5.2

En resumen: Repaso de vocabulario

• Review Etapa content and questions as necessary. 5 MIN.

• Give the Etapa preliminar exam. 20 MIN.

DAY 15

Day 131.2, 2.1, 2.2, 3.2

Day 141.1, 1.2, 3.2

Day 151.2, 1.3, 3.1

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¡En español! Lesson Plans • UNIDAD 1 Etapa 1 7

Unit Opener• Anticipate/Activate prior knowledge:

Present the Almanaque. 10 MIN. 1.2, 3.1• Discuss the cultural notes. 5 MIN. 2.1, 2.2, 3.2

Etapa Opener• Quick Start Review (TE, p. 26) 5 MIN. 1.3• Have students look at the Etapa Opener

and answer the ¿Qué ves? questions. 5 MIN. 2.1, 3.2

En contexto: Vocabulario• Quick Start Review (TE, p. 28) 5 MIN. 3.2• Have students use context and pictures

to learn Etapa vocabulary. 10 MIN. 1.2• Assign the Preguntas personales, p. 29.

5 MIN. 1.2

En vivo: Diálogo• Quick Start Review (TE, p. 30) 5 MIN. 1.2, 1.3• Review the Listening Strategy, p. 30.

5 MIN. 1.2• Play audio or show video for the dialog,

pp. 30–31. 5 MIN. 1.2• Replay the audio or video. 5 MIN. 1.2• Have students take the roles of the

characters. 10 MIN. 1.1, 1.2, 1.3

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 32) 5 MIN. 1.2, 1.3• Have students open to En contexto,

pp. 28–29, for reference. Use OHT 5 and 6 to review vocabulary. 10 MIN. 1.2

Homework Option:• Video Activities, Unit 1 Resource Book,

pp. 74–76.

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Play the video/audio. 5 MIN. 1.2• Have students do Actividad 1 orally.

5 MIN. 1.1, 1.2• Work with students to do Actividad 2.

5 MIN. 1.2• Have students do Actividad 3 in pairs.

5 MIN. 1.1, 1.2, 1.3• Read and discuss the También se dice,

p. 33. 10 MIN. 2.1, 3.2• Have students read and complete

Actividad 4. 5 MIN. 1.2, 1.3• Ask volunteers to share their work on

Actividad 4. 5 MIN. 1.3

Homework Option:• Have students read the Conexiones,

p. 34, and be ready to discuss the Para hacer. 2.1, 2.2, 3.1, 3.2

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 36) 5 MIN. 1.2, 1.3, 2.1• Have students work independently

on Actividades 5 and 6, then ask for volunteers to give answers. 10 MIN. 1.2, 1.3

• Present Gramática: Familiar and Formal Greetings, p. 36. 10 MIN. 1.2, 2.1, 4.1

• Work with students to do Actividades 7 and 8 orally. 5 MIN. 1.1, 1.2, 1.3

• Have students work independently on Actividad 9. 5 MIN. 1.3

• Ask pairs of students to act out their responses to Actividad 9. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Más práctica Workbook, p. 13. Cuaderno para hispanohablantes, p. 11.

DAY 4

DAY 3

Day 11.1, 2.1, 2.2, 3.2

Day 21.2, 1.3, 2.1, 3.1

Day 31.2, 2.1, 2.2, 3.2, 4.2

Day 41.1, 1.2, 2.1, 3.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 38) 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 38.


5 MIN. 1.1, 1.2, 1.3• Call on some pairs to act out the roles

from Actividad 10. 10 MIN. 1.1, 1.2, 1.3• Present Gramática: Subject Pronouns and

the Verb ser, p. 38. 10 MIN. 1.2• Do Actividad 11 orally with the class.

5 MIN. 1.2

Homework Option:• Más práctica Workbook, p. 14. Cuaderno

para hispanohablantes, p. 12.

En acción (cont.)• Check homework. 5 MIN.• Play the audio. 5 MIN. 1.2• Have students do Actividad 12. 5 MIN. 1.2• Have students work in groups to complete

Actividad 13. 10 MIN. 1.1, 1.2, 1.3• Discuss the Apoyo para estudiar, p. 39.

5 MIN. 4.1• Have students do Actividad 14. 5 MIN. 1.2, 1.3• Ask volunteers to share their work on

Actividad 14. 5 MIN. 1.3• Use Information Gap Activities, Unit 1

Resource Book, p. 68; Más comunicación, p. R1. 5 MIN.

DAY 5

DAY 6

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

En acción (cont.)• Quick Start Review (TE, p. 40) 5 MIN. 1.2, 1.3• Present Gramática: Using ser de to

Express Origin, p. 41. 10 MIN. 1.2, 4.1• Work with students to do Actividad 15

orally. 5 MIN. 1.2, 1.3• Have students work in pairs to do

Actividad 16. 5 MIN. 1.1, 1.2, 1.3• Call on some pairs to share their work

on Actividad 16. 5 MIN. 1.1, 1.2, 1.3• Have students work in groups to do

Actividades 17 and 18. 10 MIN. 1.1, 1.2, 1.3• Ask groups to volunteer to share their

work on Actividades 17 and 18. 5 MIN. 1.3Homework Option:• Más práctica Workbook, p. 15. Cuaderno


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 43) 5 MIN. 1.2, 1.3• Present Gramática: Using Verbs to Talk

About What You Like To Do, p. 43. 10 MIN. 1.2, 4.1• Present the Vocabulario: Infinitives,

p. 43. 5 MIN. 1.2• Have students act out the verbs in

Vocabulario. 5 MIN. 1.3• Work with students to do Actividad 19

orally. 5 MIN. 1.2• Have students work in pairs to do

Actividad 20. 10 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 8

DAY 7

Day 51.3, 2.1, 3.2, 4.1

Day 61.2, 1.3, 2.1, 2.2, 3.2, 4.1

Day 71.2, 1.3, 3.1, 3.2

Day 81.1, 1.3, 3.2, 4.1


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En acción (cont.)• Check homework. 5 MIN.• Quick Wrap-up (TE, p. 44). 5 MIN. 1.1, 1.2, 1.3• Have students work in groups to complete

Actividad 21. 10 MIN. 1.1, 1.2, 1.3• Ask groups who worked on Actividad 21

to introduce themselves to the class. 10 MIN. 1.1, 1.2, 1.3

• Play the audio. 5 MIN. 1.2• Have students do Actividad 22. 5 MIN. 1.2• Ask students to share their work on

Actividad 22 orally. 5 MIN. 1.3

En acción (cont.)• Have students work in pairs to complete

Actividad 23. 10 MIN. 1.1, 1.2, 1.3• Call on selected students to share their

work on Actividad 23. 10 MIN. 1.3• Use Information Gap Activities, Unit 1

Resource Book, pp. 69–71. 5 MIN.• Más comunicación, p. R1. 5 MIN.• Discuss the Pronunciación, p. 45. 5 MIN. 4.1• Have students work in pairs to practice

the nonsense rhyme in the Pronunciación, p. 45. 10 MIN. 1.3

DAY 9

DAY 10

En voces: Lectura• Quick Start Review (TE, p. 46) 5 MIN. 1.2, 1.3• Review the Reading Strategy, p. 46.

5 MIN. 1.1, 1.2, 1.3• Have students share as many cognates as

they can find in the story or think of on their own. 5 MIN. 1.2, 4.1

• Have students read the story and answer the ¿Comprendiste? questions, p. 47. 10 MIN. 1.2

• Have students work in pairs to practice welcoming each other to your town. 5 MIN. 1.1, 1.2, 1.3

• Ask some pairs to model welcoming each other orally. 5 MIN. 1.1, 1.2, 1.3

• Work orally with students to answer the

¿Qué piensas? questions, p. 47. 10 MIN. 3.2, 5.1, 5.2Homework Option:• Have students review all of the Gramática

boxes in Etapa 1 to prepare for En uso. 1.2

En uso: Repaso y más comunicación• Answer grammar questions arising from

the homework review. 5 MIN.• Quick Start Review (TE, p. 48) 10 MIN. 1.3• Present the Repaso y más comunicación

using Teaching Suggestions (TE, p. 48). 10 MIN. 1.2

• Have students write Actividades 1 and 2.5 MIN. 1.2, 1.3

• Check answers for Actividades 1 and 2 with the whole class. 5 MIN. 1.2

• Work with students to do Actividades 3 and 4 orally. 10 MIN. 1.2

DAY 12

DAY 11

Day 91.2, 1.3, 3.1, 4.2

Day 101.1, 1.3, 2.1, 3.2, 4.1

Day 111.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2

Day 121.1, 1.2, 3.2, 5.1

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En uso (cont.)• Present the Speaking Strategy, p. 50,

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

• Have students prepare Actividad 6, then call on volunteers to perform their introductions orally. 10 MIN. 1.1, 1.2, 1.3

En tu propia voz: Escritura• Have students do Actividad 7 in writing.

10 MIN. 1.1, 1.2, 1.3• Call on selected students to read their

work from Actividad 7. 10 MIN. 1.3• Read and discuss the Conexiones, p. 50.

5 MIN. 3.1, 4.2

Homework Option:• Have students complete their own

diagrams to go with the Conexiones, p. 50. 3.1, 4.2

En resumen: Repaso de vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 51) 5 MIN. 1.2• Put students in groups of 3 and follow

the Teaching Suggestions (TE, p. 51).15 MIN. 1.2, 1.3

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

• Have students solve the Juego, p. 51 (Answer, TE, p. 51). 10 MIN. 1.2

Homework Option:• Have students study for the Etapa exam.

DAY 13

DAY 14


En resumen: Repaso de vocabulario• Answer questions related to Etapa 1

content. 10 MIN.• Complete Etapa exam. 25 MIN.

Ampliación• Use a suggested project, game, or

activity (TE, pp. 25A–25B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1,

3.2, 5.1, 5.2

DAY 15

Day 131.3, 2.1, 2.2, 3.2

Day 141.1, 3.2, 5.1, 5.2

Day 151.1, 1.3, 2.1, 5.1, 5.2


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Etapa Opener• Quick Start Review (TE, p. 52) 5 MIN. 1.2, 1.3• Anticipate/Activate prior knowledge: Have

students look at the Etapa Opener and answer the ¿Qué ves? questions. 10 MIN. 3.2

En contexto: Vocabulario• Quick Start Review (TE, p. 54) 5 MIN. 1.2, 1.3• Have students use context and pictures

to learn Etapa vocabulary. 15 MIN. 1.2• Have students work in pairs to answer

the Preguntas personales, p. 55. 10 MIN. 1.1, 1.2,1.3, 3.2

En vivo: Diálogo• Quick Start Review (TE, p. 56) 5 MIN. 1.3• Review the Listening Strategy, p. 56.


pp. 56–57. 5 MIN. 1.2• Replay as needed. 5 MIN. 1.2• Read aloud, having students take the

roles of characters. 15 MIN. 1.1, 1.2, 1.3• Use the Situational OHTs for additional

vocabulary practice. 10 MIN.Homework Option:• Video Activities, Unit 1 Resource Book,

pp. 125–127.

DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 58) 5 MIN. 1.2, 1.3• Use OHT 15 and 16 to review the

En contexto vocabulary. 5 MIN. 1.2• Ask students for a summary of the dialog

to check recall. 5 MIN. 1.2• Play the video/audio. Assign Actividad 1.

5 MIN. 1.2• Assign Actividad 2. 5 MIN. 1.2• Have students work in groups to complete

Actividad 3. 5 MIN. 1.1, 1.2, 1.3• Call on some groups to share their work

on Actividad 3 with the class. 10 MIN. 1.3

En acción (cont.)• Quick Start Review (TE, p. 62) 5 MIN. 1.2, 1.3• Have students work independently on

Actividad 4. 5 MIN. 1.2, 1.3• Call on students to share their answers

for Actividad 4 with the class. 5 MIN. 1.3• Assign Actividad 5. 10 MIN. 1.2• Ask volunteers to share their answers to

Actividad 5. 5 MIN. 1.3• Present Gramática: Using Definite Articles

with Specific Things, p. 62. 10 MIN. 1.2, 4.1

• Present the Vocabulario, p. 62. 5 MIN. 1.2

Homework Option:• Have students bring in pictures of the

articles of clothing named in the Vocabulariobox, p. 62. 3.1

DAY 4

DAY 3

Day 11.1, 1.2, 4.1

Day 21.1, 1.3, 2.1, 3.1, 3.2

Day 31.2, 1.3, 2.1, 3.1, 5.2

Day 41.3, 2.1, 3.1, 3.2, 5.1

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En acción (cont.)• Check homework. 5 MIN.• Complete Actividad 6 orally with the

class. 5 MIN. 1.2, 1.3• Discuss the Apoyo para estudiar, p. 63.

10 MIN. 1.2• Have students complete Actividad 7. 5 MIN. 1.2, 1.3• Call on some students to give their answers

orally. 5 MIN. 1.3• Have students work in pairs to do

Actividad 8. 5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to share their work

from Actividad 8. 10 MIN. 1.3



En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 64) 5 MIN. 1.2• Present Gramática: Using Indefinite Articles

with Unspecified Things. 10 MIN. 1.2• Have students work in pairs to complete

Actividad 9. 5 MIN. 1.1, 1.2• Ask selected pairs to share their work on

Actividad 9. 5 MIN. 1.3• Work orally with students to complete

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

Actividad 11, then have students share their work with the class. 10 MIN. 1.2, 1.3



DAY 5

DAY 6


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

to Describe: Gender, p. 65. 10 MIN. 1.2, 4.1• Present the Vocabulario, p. 65. Mime

the words as appropriate. 5 MIN. 1.2• Have students complete Actividad 12,

then ask volunteers to give their answers.5 MIN. 1.2, 1.3

• Have students work independently on Actividad 13. 5 MIN. 1.2

• Assign Actividad 14. 5 MIN. 1.2, 1.3• Have students work in pairs on

Actividad 15. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 67) 5 MIN. 1.2• Present Gramática: Using Adjectives to

Describe: Number, p. 67. 5 MIN. 1..2, 4.1• Work orally with the class on Actividad 16.

5 MIN. 1.2, 1.3• Play the audio. Do Actividad 17.

10 MIN. 1.2, 1.3• Present the Vocabulario: Los colores,

p. 68. 10 MIN. 1.2• Point to items in the classroom to show

different colors, then ask students to do the same. 5 MIN. 1.2



DAY 8

DAY 7

Day 51.1, 1.3, 2.1, 3.1, 3.2

Day 61.1, 1.3, 2.1, 3.1, 3.2, 4.1

Day 71.1, 1.2, 2.1, 3.1, 4.1

Day 81.1, 1.2, 2.1, 3.1, 3.2


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En acción (cont.)• Have students work in pairs to do

Actividad 18. 5 MIN. 1.2, 1.3• Call on selected pairs to share their work

in Actividad 18. 5 MIN. 1.3• Play the audio. Do Actividad 19. 5 MIN. 1.2• Have students work in groups to do

Actividad 20. 5 MIN. 1.1, 1.2, 1.3• Call on individual students to describe

each scene from Actividad 20. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 71.


5 MIN. 1.1, 1.2, 1.3• Have students stay in their pairs to do

Actividad 22. 5 MIN. 1.1, 1.2, 1.3• Then ask pairs to volunteer to share their

work. 5 MIN. 1.3

En acción (cont.)• Play the audio. 5 MIN. 1.2• Have students practice the Trabalenguas,

p. 71. 5 MIN. 4.1

En colores: Cultura y comparaciones• Quick Start Review (TE, p. 72) 5 MIN. 1.2, 1.3• Discuss the Connecting Cultures Strategy,

p. 72. 10 MIN. 2.1, 4.2• Have volunteers read the selection aloud.

10 MIN. 1.3• Work orally with students to answer the

¿Comprendiste? questions (Answers, TE, p. 73).5 MIN. 1.2, 2.1, 2.2

• Do ¿Qué piensas? orally. 5 MIN. 1.1, 1.2, 2.1, 2.2, 4.2

Homework Option:

• Have students prepare written answers to the ¿Qué piensas? questions, p. 73. 1.2, 1.3

DAY 9

DAY 10

En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 74) 5 MIN. 1.3• Work orally with students to complete

Actividad 1. 10 MIN. 1.2• Have students do Actividad 2. 5 MIN. 1.2• Ask for volunteers to share their answers.

10 MIN. 1.3

Ampliación• Use a suggested project, game, or activity

(TE, pp. 25A–25B). 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2

En uso (cont.)• Work orally with the class on Actividad 3.

10 MIN. 1.2• Have students read through Actividad 4

and be prepared to answer the questions.10 MIN. 1.2

• Call on students to answer the questions in Actividad 4. 10 MIN. 1.3

• Present the Speaking Strategy, p. 76. 5 MIN. 1.1

• Work orally with students on Actividad 5.10 MIN. 1.1, 1.2, 1.3

DAY 12

DAY 11

Day 91.1, 1.2, 1.3, 2.1, 3.2

Day 101.1, 2.1, 2.2, 3.1, 3.2, 4.2

Day 111.1, 1.3, 2.1, 5.1, 5.2

Day 121.1, 1.3, 2.1, 3.2, 5.2

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En uso (cont.)• Have students work in groups on Actividad

6. 10 MIN. 1.1, 1.2, 1.3• Call on groups to share their work on

Actividad 6. 10 MIN. 1.3• Discuss the Conexiones, p. 76. 5 MIN. 2.2• Have students work on their reports

for the Conexiones, p. 76. 10 MIN. 2.2• Call on students to share their Conexiones

reports. 10 MIN. 1.3

Homework Option:• Have students review all of the Gramática

boxes in Etapa 2 as preparation for the exam. 1.2

En tu propia voz: Escritura• Review grammar questions as necessary.

10 MIN. 1.2• Have students do Actividad 7 in writing.

10 MIN. 1.2, 1.3• Ask volunteers to present their Actividad 7

descriptions to the class. 10 MIN. 1.3

En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 77) 5 MIN. 1.2• Allow students time to practice with their

flash cards. 10 MIN. 1.2


DAY 13

DAY 14


En resumen: Repaso de vocabulario • Answer questions related to Etapa 2 content.

10 MIN.• Complete Etapa exam. 25 MIN.


(TE, pp. 25A–25B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2

DAY 15

Day 131.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.2

Day 141.1, 1.2, 3.1, 3.2

Day 151.1, 1.3, 2.1, 3.2, 5.2


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Etapa Opener• Quick Start Review (TE, p. 78) 5 MIN. 1.3• Anticipate/Activate prior knowledge: Have

students look at the Etapa Opener and think about the ¿Qué ves? questions.5 MIN. 3.2

• Discuss the ¿Qué ves? questions. 5 MIN. 3.2

En contexto: Vocabulario• Quick Start Review (TE, p. 80) 5 MIN. 1.2, 1.3• Discuss the family tree, p. 80. 5 MIN. 1.2• Have students use context and pictures


the Preguntas personales, p. 81. 5 MIN. 1.1, 1.2, 1.3• Help the class find one example for each

of the otras palabras, p. 81. 5 MIN. 1.2

En vivo: Diálogo• Quick Start Review (TE, p. 82) 5 MIN. 1.2, 1.3• Review the Listening Strategies, p. 82.


pp. 82–83. 10 MIN. 1.2• Replay as needed. 5 MIN. 1.2• Read aloud, having students take the

roles of characters. 10 MIN. 1.1, 1.2, 1.3• Use the Situational OHTs for additional

vocabulary practice. 10 MIN.Homework Option:• Video Activities, Unit 1 Resource Book,

pp. 176–178.

DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 84) 5 MIN. 1.2, 1.3• Ask students for a summary of the

dialog to check recall. 5 MIN. 1.2• Play the video/audio. 5 MIN. 1.2• Have students do Actividad 1 orally.

5 MIN. 1.2• Work with the class to do Actividad 2

orally. 5 MIN. 1.2• Have students read Actividad 3. 5 MIN. 1.2• Ask students to write their responses

to Actividad 3. 5 MIN. 1.2• Discuss the También se dice, p. 85.

5 MIN. 1.2, 2.1, 3.2

Homework Option:• Have students read the También se dice,

p. 85, and come up with their own list of English ways to say “How awesome!” 4.2

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 88) 5 MIN. 1.2, 1.3• Work orally with the class on Actividad 4.

5 MIN. 1.2, 1.3• Have students work in pairs to do

Actividad 5. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to volunteer to share their

work on Actividad 5 with the class.5 MIN. 1.3

• Discuss the Nota cultural, p. 86. 5 MIN. 2.1, 3.2• Present Gramática: Saying What You

Have: The Verb tener, p. 88. 10 MIN. 1.2, 4.1• Discuss the Conexiones, p. 87. 5 MIN. 2.2, 3.1, 3.2

DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 2.2, 3.2, 4.2

Day 21.2, 2.1, 3.1, 3.2, 4.1

Day 31.2, 2.1, 3.2, 4.1, 5.1

Day 41.2, 2.1, 2.2, 3.2, 4.1, 4.2

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En acción (cont.)• Complete Actividad 6 orally with the class.

5 MIN. 1.2, 1.3• Have students write their responses

to Actividad 6. 5 MIN. 1.2, 1.3• Play the audio and have students do

Actividad 7. 10 MIN. 1.2• Present the Vocabulario, p. 89. 5 MIN. 1.2• Assign Actividad 8. 5 MIN. 1.2, 1.3• Ask volunteers to write their responses

to Actividad 8 on the board. 5 MIN. 1.3• Discuss the Nota, p. 90, and practice

using full sentences to indicate “how many.” 5 MIN. 1.2, 4.1

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



En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 90) 5 MIN. 1.2, 1.3• Present Gramática: Expressing Possession

Using de. 10 MIN. 1.2, 4.1• Work orally with students to complete

Actividad 10. 5 MIN. 1.2, 1.3• Discuss the Speaking Strategy, p. 91.

5 MIN. 1.1• Discuss and practice the Nota, p. 91.

5 MIN. 1.2• Have students work in pairs to complete

Actividad 11. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to share their work on

Actividad 11 with the class. 5 MIN. 1.3Homework Option:• Más práctica Workbook, p. 30. Cuaderno


DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 92) 5 MIN. 1.2, 1.3• Work orally with the class on Actividad 12.

5 MIN. 1.2• Present Gramática: Expressing Possession:

Possessive Adjectives, p. 92. 10 MIN. 1.2, 4.1• Have students work in pairs to complete

Actividad 13. 5 MIN. 1.1, 1.2, 1.3• Call on volunteers to model their

conversations from Actividad 13. 5 MIN. 1.1, 1.2, 1.3• Discuss the Nota, p. 93. 5 MIN. 1.2• Have students work in pairs to do

Actividad 14. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 94) 5 MIN. 1.3• Assign the Juego (Answer, TE, p. 93).

5 MIN. 1.2• Work orally with the class on Actividad 15.

5 MIN. 1.2, 1.3• Have students work in pairs to complete

Actividad 16. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to share their dialogs from

Actividad 16. 5 MIN. 1.1, 1.2, 1.3• Present Gramática: Giving Dates: Day

and Month, p. 94. 10 MIN. 1.2, 4.1• Discuss the Nota cultural, p. 94. 5 MIN. 2.1, 3.2

DAY 8

DAY 7

Day 51.2, 2.1, 2.2, 3.2, 4.1

Day 61.1, 1.3, 2.1, 2.2, 4.1

Day 71.1, 1.2, 2.1, 3.2, 4.1

Day 81.1, 2.1, 3.2, 4.1, 5.1


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En acción (cont.)• Present the Vocabulario: Los meses del

año, p. 95. 5 MIN. 1.2• Work orally with the class on Actividad 17.

5 MIN. 1.2• Have students write answers to Actividad

18. 5 MIN. 1.2, 1.3• Ask volunteers to give their answers to

Actividad 18. 5 MIN. 1.3• Assign pairs and have them count off.

Then have pairs talk to other pairs in numerical order to complete Actividad19. 10 MIN. 1.1, 1.2

• Work orally with the class on Actividad20. Have students add other months to the list. 10 MIN. 1.2

• Have students read the Conexiones, p. 96, and do the Para hacer. 5 MIN. 3.1



En acción (cont.)• Check homework. 5 MIN.• Play the audio and have students do

Actividad 21. 5 MIN. 1.2• Have students do Actividad 22 in writing.

10 MIN. 1.2, 1.3• Ask volunteers to read their work for

Actividad 22 to the class. 5 MIN. 1.3• Play the audio. 5 MIN. 1.2• Have students practice the Trabalenguas,

p. 97. 5 MIN. 4.1• Discuss the Nota cultural, p. 97. 5 MIN. 2.1, 4.1, 4.2• Ask students to think of other words

to put in the diminutive form. 5 MIN. 3.2

DAY 9

DAY 10

En voces: Lectura• Quick Start Review (TE, p. 98) 5 MIN. 1.2• Present the Reading Strategy, p. 98.

5 MIN. 1.2• Have students look at the pictures for

clues to the content of the Lectura.5 MIN. 1.2

• Have volunteers read the selection aloud.10 MIN. 1.3

• Work orally with students on the

¿Comprendiste? questions (Answers, TE, p. 99).5 MIN. 1.2

• Have students write their answers to the

¿Comprendiste? questions, p. 99. 5 MIN. 1.2• Discuss the ¿Qué piensas? questions,

p. 99. 10 MIN. 1.2, 2.1, 3.2

Homework Option:• Have students write their answers to

the ¿Qué piensas? questions, p. 99. 1.3, 2.1, 3.2

En colores: Cultura y comparaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 100) 5 MIN. 1.2• Discuss the Connecting Cultures Strategy,

p. 100. 5 MIN. 4.2• Work with the class to produce the web

suggested in the Connecting Cultures Strategy, p. 100. 5 MIN. 4.2



¿Comprendiste? questions (Answers, TE, p. 101). 5 MIN. 1.2

• Have pairs of students work on the

¿Qué piensas? questions. 5 MIN. 1.2• Ask volunteer pairs to share their responses

to the ¿Qué piensas? questions. 5 MIN. 1.3

DAY 12

DAY 11

Day 91.1, 1.2, 2.1, 2.2, 3.2, 4.1

Day 101.2, 2.1, 2.2, 3.1, 4.1, 5.2

Day 111.2, 1.3, 2.1, 4.2

Day 121.2, 1.3, 2.1, 2.2, 3.2, 4.2, 5.2

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En uso: Repaso y más comunicación• Quick Start Review (TE, p. 102) 5 MIN. 1.2, 1.3• Work orally with students to complete

Actividad 1. 5 MIN. 1.2• Do Actividad 2. 5 MIN. 1.2• Have students do Actividad 3 in writing.

5 MIN. 1.2• Assign Actividad 4. 5 MIN. 1.2• Ask volunteers to write their answers to

Actividades 3 and 4 on the board. 5 MIN. 1.3• Work orally with the class on Actividad 5.

5 MIN. 1.2• Present the Speaking Strategy, p. 104. 5 MIN. 1.1• Work orally with students on Actividad 6.

5 MIN. 1.1, 1.2


boxes in Etapa 3. 1.2

En uso (cont.)• Review grammar questions as needed.

5 MIN.• Have students work in groups on

Actividad 7. 5 MIN. 1.1, 1.2, 1.3• Ask volunteer groups to share their family

trees. 5 MIN. 1.3En tu propia voz: Escritura• Have students do Actividad 8 in writing.

10 MIN. 1.3• Ask volunteers to read their work from


En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 105) 5 MIN. 1.2, 1.3• Review Etapa 3 vocabulary. 10 MIN. 1.2


DAY 13

DAY 14


En resumen: Repaso de vocabulario (cont.)• Review grammar and vocabulary

questions as needed. 10 MIN.• Complete Etapa exam. 25 MIN.

Conexiones• Have students read the Conexiones,

pp. 106–107, as they complete the exam.10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.2

DAY 15

Day 131.1, 1.3, 3.1, 3.2, 4.2

Day 141.2, 1.3, 2.1, 3.1, 4.2, 5.1

Day 151.2, 2.1, 2.2, 3.2, 4.2, 5.2


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Present the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 2.1, 2.2

Etapa Opener• Quick Start Review (TE, p. 112) 5 MIN. 1.3• Have students look at the Etapa Opener

and think about the ¿Qué ves? questions,p. 112. 5 MIN. 1.2

• Discuss the ¿Qué ves? questions. 5 MIN. 1.2


to learn Etapa vocabulary. 10 MIN. 1.2• Discuss the Preguntas personales,

p. 115. 5 MIN. 1.2



pp. 116–117. 5 MIN. 1.2• Discuss how Isabel seems to feel in the

dialog. 5 MIN. 1.2• Replay the audio or video, then have

students take the roles of the characters. 10 MIN. 1.1, 1.2, 1.3

En acción: Vocabulario y gramática

• Quick Start Review (TE, p. 118) 5 MIN. 1.3• Have students open to En contexto,



pp. 23–25.

DAY 1

DAY 2


5 MIN. 1.2, 1.3• Discuss the También se dice, p. 118.

5 MIN. 2.1, 3.2• Do Actividad 2 orally. 5 MIN. 1.2, 1.3• Read and discuss the Conexiones, p. 119.

5 MIN. 2.2, 3.2, 4.2• Have students work in pairs to do

Actividad 3. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to share their work on

Actividad 3. 5 MIN. 1.3• Read and discuss the Nota cultural,

p. 120. 5 MIN. 1.2, 2.1, 3.2

En acción (cont.)• Quick Start Review (TE, p. 122) 5 MIN. 1.2, 1.3• Do Actividad 4. 5 MIN. 1.3• Present the Vocabulario, p. 121. 5 MIN. 1.2• Assign Actividad 5. 5 MIN. 1.2, 1.3• Ask volunteers to share their work on

Actividad 5. 5 MIN. 1.3• Have students work in pairs to do

Actividad 6. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to volunteer to model their

conversations from Actividad 6 for the class.5 MIN. 1.1, 1.2, 1.3

• Present Gramática: Saying What You Do: Present Tense of -ar Verbs, p. 122. 10 MIN. 1.2, 4.1

DAY 4

DAY 3

Day 11.1, 2.1, 2.2, 3.2

Day 21.1, 1.2, 1.3, 2.1, 3.2

Day 31.2, 1.3, 2.1, 2.2, 3.2, 4.2

Day 41.2, 1.3, 2.1, 3.2, 4.1

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En acción (cont.)• Do Actividad 7 orally. 5 MIN.• Have students work in pairs on Actividad 8.

5 MIN. 1.1, 1.2, 1.3• Read and discuss Apoyo para estudiar.

10 MIN. 1.1, 1.2, 1.3• Have students work in pairs to do Actividad

9. 5 MIN. 1.1, 1.2, 1.3• Ask selected pairs to share their answers to

Actividad 9. 5 MIN. 1.3• Play the audio. Have students do Actividad

10. 5 MIN. 1.2• Call on some students to share their responses

to Actividad 10. 5 MIN. 1.3• Read and discuss the Conexiones, p. 124.

5 MIN. 2.2, 3.1, 3.2

Homework Option:• Más práctica Workbook, pp. 37–38.

Cuaderno para hispanohablantes, pp. 35–36.

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 125) 5 MIN. 1.3• Have students work in pairs to do

Actividad 11. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to model their

conversations from Actividad 11 for the class. 10 MIN. 1.1, 1.2, 1.3

• Present Gramática: Expressing Frequencywith Adverbs, p. 125. 10 MIN. 1.2, 4.1

• Do Actividad 12 orally with the class. 5 MIN. 1.2, 1.3

• Have students write their answers to Actividad 12. 5 MIN. 1.3



DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 127) 5 MIN. 1.2• Have students work in pairs on Actividad 13.

5 MIN. 1.1, 1.2, 1.3• Ask volunteers to present their work

on Actividad 13. 5 MIN. 1.3• Have students work in groups to complete

Actividad 14. 10 MIN. 1.2, 1.3• Ask groups to share their posters from

Actividad 14. 5 MIN. 1.3• Present Gramática: Expressing Obligation

with hay que and tener que, p. 127.10 MIN. 1.2, 4.1

En acción (cont.)• Do Actividad 15 orally. 5 MIN. 1.2, 1.3• Have students write their responses to



on Actividad 16. 5 MIN. 1.3• Have students work in groups on

Actividad 17. 10 MIN. 1.1, 1.2, 1.3• Have volunteers share their work on


p. 129. 5 MIN. 1.2



DAY 8

DAY 7

Day 51.1, 1.2, 2.2, 3.2, 4.2

Day 61.1, 1.3, 2.1, 3.2

Day 71.2, 1.3, 2.1, 2.2, 4.2, 5.2

Day 81.1, 1.2, 3.1, 3.2, 4.2


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En acción (cont.)• Check homework. 5 MIN.• Read and discuss the Nota, p. 129.

5 MIN. 1.2• Do Actividad 18 orally. 5 MIN. 1.2• Have students write their responses

to Actividad 18. 5 MIN. 1.3• Have students work in pairs on

Actividad 19. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to volunteer to present their

descriptions of Actividad 19 to the class. 5 MIN. 1.3• Play the audio. 5 MIN. 1.2• Assign Actividad 20. 5 MIN. 1.2• Have students share their answers to


En acción (cont.)• Read and discuss the modelo for

Actividad 21. 5 MIN. 1.2• Have students work independently on

Actividad 21. 10 MIN. 1.3• Have students work with a partner to

edit each other’s work from Actividad 21.5 MIN. 1.2, 1.3

• Ask volunteers to share their paragraphs from Actividad 21. 10 MIN. 1.3

• Use Information Gap Activities, Unit 2 Resource Book, pp. 18–19. 5 MIN.

• Más comunicación, p. R4. 5 MIN.• Play the audio and practice the

Trabalenguas. 5 MIN. 1.2, 4.1

DAY 9

DAY 10


5 MIN. 1.2• Ask students to look quickly at the first

paragraph to get an overall idea of its context. 5 MIN. 1.2

• Have students read the Lectura,pp. 132–133, silently. 10 MIN. 1.2

• Ask volunteers to read the story orally. 10 MIN. 1.3

• Have students answer the ¿Comprendiste?questions for the Lectura (Answers, TE, p. 133). 5 MIN. 1.2, 2.1, 2.2, 3.2


¿Qué piensas? questions for the Lectura,p. 133. 5 MIN. 1.2, 2.1, 3.2


boxes in Etapa 1 to prepare for En uso.

En uso: Repaso y más comunicación• Answer grammar questions arising

from the homework review. 5 MIN.• Quick Start Review (TE, p. 134) 5 MIN. 1.2, 1.3• Review Etapa objectives. 5 MIN.• Present the Repaso y más comunicación

using the Teaching Suggestions (TE, p. 134). 10 MIN. 1.2

• Have students write answers for Actividad 1. 10 MIN. 1.2

• Check answers for Actividad 1 with the whole class. 5 MIN.

• Work with students to do Actividad 2 orally. 5 MIN. 1.2

DAY 12

DAY 11

Day 91.1, 1.3, 2.1, 3.2, 4.1

Day 101.1, 1.2, 3.1, 5.2

Day 111.2, 1.3, 2.1, 3.1, 4.1

Day 121.1, 1.2, 3.1, 4.1

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En uso (cont.)• Have students read and prepare to

respond to Actividad 3. 5 MIN. 1.2• Ask volunteers to give their responses

to Actividad 3 orally. 5 MIN. 1.3• Have students write their answers to

Actividad 4. 5 MIN. 1.2, 1.3• Call on volunteers to read their answers

to Actividad 4. 5 MIN. 1.3• Present the Speaking Strategy, p. 136.

5 MIN. 1.1• Have students work in pairs to do

Actividad 5. 10 MIN. 1.1, 1.2, 1.3• Ask some pairs to volunteer to share

their work on Actividad 5 orally. 5 MIN. 1.3• Discuss the Conexiones, p. 136. 5 MIN. 3.1

Homework Option:• Have students complete the survey in

the Conexiones, p. 136. 3.1

En uso (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 137) 5 MIN. 1.2, 1.3• Have groups of students work together

on Actividad 6. 5 MIN. 1.1, 1.2, 1.3

En tu propia voz: Escritura

• Have students do the writing activity, Actividad 7, independently. 10 MIN. 1.1, 1.3

• Call on selected students to read their work from Actividad 7. 5 MIN. 1.3

En resumen: Repaso de vocabulario• Review Etapa vocabulary. 10 MIN. 1.2• Have students solve the Juego, p. 137

(Answers, TE, p. 137). 5 MIN. 1.2

Homework Option• Have students study for the Etapa exam.

DAY 13

DAY 14


En resumen (cont.)• Answer questions related to Etapa 1



activity (TE, pp. 111A–111B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.2

DAY 15

Day 131.1, 1.3, 3.1, 3.2, 5.1, 5.2

Day 141.1, 1.3, 3.1, 3.2, 5.2

Day 151.2, 2.1, 2.2, 3.2, 5.2


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Etapa Opener• Quick Start Review (TE, p. 138) 5 MIN. 1.2, 1.3• Anticipate/Activate prior knowledge:

Have students look at the Etapa Opener and answer the ¿Qué ves? questions, p. 138. 10 MIN. 1.2


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

practice. 5 MIN.• Have students work in pairs to answer

the Preguntas personales, p. 141. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to model their responses

to the Preguntas personales, p. 141. 5 MIN. 1.3



pp. 142–143. 5 MIN. 1.2• Discuss where in the dialog the main

idea becomes clear. 5 MIN. 1.2• Replay as needed. 5 MIN. 1.2• Read the dialog aloud, having students

take the roles of characters. 10 MIN. 1.1, 1.2, 1.3• Work with students to answer the

Comprehension Questions (TE, p. 143).5 MIN. 1.2

• Discuss Culture Highlights (TE, p. 143).5 MIN. 2.1, 3.2


pp. 74–76.

DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 144) 5 MIN. 1.2, 1.3• Use OHT 49 and 50 to review En

contexto vocabulary. 5 MIN. 1.2• Ask students for a summary of the dialog

to check recall. 5 MIN. 1.2• Play the video/audio; do Actividad 1

orally with the class. 5 MIN. 1.2• Do Actividad 2 orally. 5 MIN. 1.2, 1.3• Discuss the Nota, p. 145. 5 MIN. 1.1, 1.2• Have students work in pairs to complete

Actividad 3. 5 MIN. 1.1, 1.2, 1.3• Call on some pairs to report the results

of their work on Actividad 3. 5 MIN. 1.3

En acción (cont.)• Quick Start Review (TE, p. 147) 5 MIN. 1.2, 1.3• Discuss the Nota cultural, p. 146. 5 MIN. 2.1, 3.2, 4.2• Do Actividad 4 orally. 5 MIN. 1.3• Have students write individual responses

to Actividad 4. 5 MIN. 1.3• Read and discuss the Conexiones, p. 147.

5 MIN. 2.1, 3.1, 3.2, 4.2• Present Gramática: Saying Where You

Are Going: The Verb ir, p. 147. 10 MIN. 1.2, 4.1• Have students write their answers to

Actividad 5. 5 MIN. 1.2, 1.3• Call on selected students to share their

work from Actividad 5. 5 MIN. 1.3



DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 2.2, 3.1, 3.2

Day 21.1, 1.2, 2.1, 3.1, 3.2, 4.2

Day 31.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2

Day 41.1, 1.3, 2.1, 3.1, 3.2, 4.2

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 151) 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 148. 5 MIN. 1.2• Read and discuss the Nota, p. 149. 5 MIN. 1.2• Do Actividad 6 on the board with the whole

class. 5 MIN. 1.2, 1.3• Have students work in groups to complete

Actividad 7. 5 MIN. 1.1, 1.2, 1.3• Call on some groups to report their

findings from Actividad 7. 5 MIN. 1.3• Present Gramática: Telling Time, p. 151.

5 MIN. 1.2, 4.1• Have students work in pairs to do Actividad

8. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Practice telling time. 5 MIN. 1.2• Play the audio and assign Actividad 9.

5 MIN. 1.2, 1.3• Ask selected students to share their

answers for Actividad 9. 5 MIN. 1.3• Present the Speaking Strategy, p. 152.


Actividad 10. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to model their conversations

from Actividad 10 for the class. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 152. 10 MIN. 1.2

DAY 5

DAY 6


En acción (cont.)• Quick Start Review (TE, p. 153) 5 MIN. 1.2, 1.3• Present Gramática: Describing Location

with the Verb estar, p. 153. 10 MIN. 1.2, 4.1• Assign Actividad 11. 5 MIN. 1.2, 1.3• Ask volunteers to read their answers to

Actividad 11. 5 MIN. 1.3• Have students work in pairs on Actividad 12.

5 MIN. 1.1, 1.2• Call on selected pairs to share their work

on Actividad 12 with the class. 5 MIN. 1.3• Have students stay in their pairs to do

Actividad 13. 5 MIN. 1.1, 1.2• Ask volunteers to model their conversations

for Actividad 13 for the class. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 154) 5 MIN. 1.3• Present Gramática: Asking Questions:

Interrogative Words, p. 154. 10 MIN. 1.2, 4.1• Assign Actividad 14. 5 MIN. 1.2, 1.3• Call on students to write their completed

sentences from Actividad 14 on the board. 5 MIN. 1.3

• Play the audio; do Actividad 15. 5 MIN. 1.2• Have students work in pairs to complete


story from Actividad 16. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, p. 48.

Cuaderno para hispanohablantes, p. 46.

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.1, 4.1

Day 61.1, 1.2, 1.3, 2.1, 3.1

Day 71.2, 1.3, 3.2, 4.1

Day 81.2, 1.3, 3.2, 4.1


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

Actividad 17. 10 MIN. 1.1, 1.2, 1.3• Call on pairs to report their findings

from Actividad 17. 5 MIN. 1.3• Read and discuss the Nota cultural,

p. 156. 5 MIN. 2.2, 3.1• Have students work in pairs to do

Actividad 18. 5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to share their

conversations from Actividad 18. 5 MIN. 1.1, 1.2, 1.3• Más comunicación, p. R5. 5 MIN.• Play the audio. Have students practice the

Trabalenguas, p. 157. 5 MIN. 1.2, 4.1

En colores: Cultura y comparaciones• Quick Start Review (TE, p. 158) 5 MIN. 1.3• Discuss the Connecting Cultures Strategy,

p. 158. 5 MIN. 4.2• Complete the table, p. 158, on the board.

10 MIN. 2.1, 2.2, 4.2• Have volunteers read ¿Quieres comer

una merienda mexicana?, pp. 158–159, aloud. 10 MIN. 1.3

• Revise the table completed earlier, based on the reading. 5 MIN. 2.1, 2.2, 4.2


¿Comprendiste? questions, p. 159 (Answers, TE, p. 159). 5 MIN. 1.2, 2.1, 2.2, 3.2

• Discuss the ¿Qué piensas? questions, p. 159. 5 MIN. 1.2, 2.1, 2.2, 3.2

Homework Option:• Have students prepare written answers

to the ¿Qué piensas? questions, p. 159. 1.2, 1.3, 2.1,2.2

DAY 9

DAY 10

En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 160) 5 MIN. 1.3• Practice telling time. 5 MIN. 1.2• Work orally with students to complete

Actividad 1. 5 MIN. 1.2• Have students work in pairs to write

their answers to Actividad 2. 5 MIN. 1.1, 1.2• Call on pairs of students to perform the

conversation in Actividad 2. 5 MIN. 1.1, 1.2, 1.3• Assign Actividad 3. 10 MIN. 1.2• Call on selected students to read their

completed sentences from Actividad 3. 5 MIN. 1.3

En uso (cont.)• Have students write out answers to

Actividad 4. 5 MIN. 1.2, 1.3• Call on students to write their responses

to Actividad 4 on the board. 10 MIN. 1.3• Have students prepare answers for

Actividad 5. 5 MIN. 1.1• Work orally with students to do Actividad 5.

5 MIN. 1.1• Review the Speaking Strategy, p. 162.


Actividad 6. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to model their conversations

from Actividad 6. 10 MIN. 1.1, 1.2, 1.3Homework Option:• Have students read and be prepared to

contribute one line to the table in the Conexiones, p. 162. 2.2, 3.1, 3.2

DAY 12

DAY 11

Day 91.1, 1.3, 2.1, 3.1, 3.2, 4.1

Day 101.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2

Day 111.1, 1.2, 1.3, 3.2

Day 121.1, 1.3, 2.2, 3.1, 3.2

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En uso (cont.)• Combine students’ contributions to the

Conexiones chart, p. 162, into a class nutrition display. 10 MIN. 2.2, 3.1, 3.2

• Have a class conversation comparing nutritional value of foods. 5 MIN. 1.1, 1.2


• Ask each group to model one of its situations from Actividad 7 for the class. 5 MIN. 1.1, 1.2, 1.3

En tu propia voz: Escritura• Have students work independently on

the writing activity in Actividad 8. 10 MIN. 1.1, 1.3• Ask volunteers to read their work from

Actividad 8 to the class. 10 MIN. 1.3


boxes in Etapa 2 to prepare for the exam. 1.2

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

10 MIN. 1.2• Quick Start Review (TE, p. 163). 5 MIN. 1.3• Run through the vocabulary flash cards

you have created for this Etapa. 5 MIN. 1.2• Put students in groups and follow the

Teaching Suggestions, TE, p. 163. 5 MIN. 1.2• Call on students to share their difficult

words and their tricks for remembering them. 5 MIN. 1.3

• Ask students to solve the Juego, p. 163. 10 MIN. 1.2

• Answer the Juego orally (Answer, TE, p. 163). 5 MIN. 1.2


DAY 13

DAY 14





activity (TE, pp. 107A–107B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1

3.2, 5.1, 5.2

DAY 15

Day 131.1, 1.3, 2.2, 3.2, 4.2, 5.1

Day 141.2, 1.3, 3.1, 3.2, 5.2

Day 151.1, 1.3, 2.1, 3.2, 5.2


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• Present the Supplementary Vocabulary (TE, p. 165). 5 MIN. 1.2



the Preguntas personales, p. 167. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to share each other’s answers

to the Preguntas personales, p. 167. 5 MIN. 1.3

En vivo: Diálogo• Quick Start Review (TE, p. 168) 5 MIN. 1.2, 1.3• Review the Listening Strategy, p. 168. 5 MIN. 1.2• Show the video for the dialog,

pp. 168– 169. 5 MIN. 1.2• Ask students to report on how body

language indicates the sense of the dialog. 5 MIN. 1.2

• Replay video as needed. 5 MIN. 1.2• Have pairs of students take the roles

of characters and read the dialog aloud.5 MIN. 1.1, 1.2, 1.3

• Use the Situational OHTs for additional vocabulary practice. 10 MIN.

• Discuss the Comprehension Questions (TE, p. 169). 5 MIN. 1.2


pp. 125–127.

DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 170) 5 MIN. 1.2• Ask students for a summary of the

dialog to check recall. 5 MIN. 1.2, 1.3• Play the video/audio; have students

do Actividad 1 orally. 5 MIN. 1.2• Work orally with the class on Actividad 2. 5 MIN. 1.2• Discuss the También se dice, p. 170. 5 MIN. 2.1• Have students work in pairs to complete

Actividad 3. 5 MIN. 1.1, 1.2• Ask volunteers to share their conversations

from Actividad 3. 5 MIN. 1.1, 1.2, 1.3• Discuss the Nota cultural, p. 171. 5 MIN. 2.2

En acción (cont.)• Have students work in pairs on Actividad 4.

5 MIN. 1.1, 1.2, 1.3• Call on different pairs to model the

interactions in Actividad 4. 5 MIN. 1.1, 1.2, 1.3• Discuss the Nota cultural, p. 172. 5 MIN. 2.2• Present the Speaking Strategy, p. 173. 5 MIN. 1.1• Have students work in groups on Actividad 5.

5 MIN. 1.1, 1.2• Ask volunteers to share their group’s

results from Actividad 5. 5 MIN. 1.3• Discuss the Nota, p. 173. 5 MIN. 1.2• Assign Actividad 6. 5 MIN. 1.3• Have students do the Juego, p. 173. 5 MIN. 1.2

Homework Option:• Have students write and illustrate their

own riddles like the Juego, p. 173. 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 3.1, 3.2

Day 21.1, 1.2, 2.1, 3.1, 3.2, 4.2

Day 31.1, 1.2, 1.3, 2.1, 3.1, 3.2

Day 41.1, 1.3, 2.1, 3.2, 5.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 174) 5 MIN. 1.2, 1.3• Present Gramática: Saying What You

Are Going to Do: ir a... and the Vocabulario,p. 174. 10 MIN. 1.2, 4.1


• Ask volunteers to share their conversations from Actividad 7. 5 MIN. 1.1, 1.2, 1.3

• Work orally with the class to do Actividad 8.5 MIN. 1.2

• Read and discuss the Conexiones, p. 175.5 MIN. 2.1, 2.2, 3.2

• Have students work in pairs to do the Para hacer, p. 175. 5 MIN. 1.3



En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 177) 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 176. 5 MIN. 1.2• Play the audio and assign Actividad 9. 5 MIN. 1.2• Ask volunteers to give their answers

to Actividad 9. 5 MIN. 1.3• Have students write their answers to

Actividad 10. 5 MIN. 1.3• Call on some students to read their

paragraphs from Actividad 10 to the class.5 MIN. 1.3

• Present Gramática: Present Tense of Regular -er and -ir Verbs and the Vocabulario,p. 177. 10 MIN. 1.2, 4.1

DAY 5

DAY 6


En acción (cont.)• Work orally with the class on Actividad

11. 5 MIN. 1.2• Have each student write a set of responses

to Actividad 11. 5 MIN. 1.2• Assign Actividad 12. 5 MIN. 1.2, 1.3• Ask students to volunteer to read their

sentences from Actividad 12. 5 MIN. 1.3• Work orally with the class on Actividad

13. 5 MIN. 1.2• Have students write their answers to

Actividad 13. 5 MIN. 1.3• Have students work in groups on Actividad

14. 10 MIN. 1.1, 1.2, 1.3• Ask selected groups to report findings

from Actividad 14 to the class. 5 MIN. 1.3Homework Option:• Más práctica Workbook, p. 54. Cuaderno


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 179) 5 MIN. 1.2, 1.3• Present Gramática: Present Tense Verbs

with Irregular yo Forms, p. 179. 10 MIN. 1.2, 4.1• Work orally with the class on Actividad 15.

5 MIN. 1.2• Have students write their responses to

Actividad 15. 5 MIN. 1.3• Model Actividad 16, then ask students

to write their responses. 5 MIN. 1.2, 1.3• Ask volunteers to share their work on

Actividad 16. 5 MIN. 1.3• Read and discuss the Conexiones, p. 180.

5 MIN. 2.2, 3.2



DAY 8

DAY 7

Day 51.1, 1.3, 2.2, 3.1, 3.2, 4.2

Day 61.2, 1.3, 3.1, 3.2, 4.1

Day 71.1, 1.3, 3.1, 4.1

Day 81.1, 1.3, 3.1, 3.2, 5.2


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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 181) 5 MIN. 1.2, 1.3• Assign Actividad 17. 5 MIN. 1.2• Ask selected students to model their

work from Actividad 17. 5 MIN. 1.2, 1.3• Assign Actividad 18. 5 MIN. 1.2• Ask volunteers to give their answers to

Actividad 18. 5 MIN. 1.3• Present Gramática: Using the Verb oír,

p. 181. 5 MIN. 1.2, 4.1• Have students write their answers to

Actividad 19. 5 MIN. 1.2, 1.3• Ask volunteers to share their sentences

for Actividad 19. 5 MIN. 1.3

En acción (cont.)• Work orally with the class on Actividad

20 before assigning it. 5 MIN. 1.2• Have students work in pairs to complete

Actividad 21. 10 MIN. 1.2• Ask groups to volunteer to perform

their dialogs from Actividad 21 for the class. 5 MIN. 1.1, 1.2, 1.3

• Play the audio and assign Actividad 22.5 MIN. 1.2

• Call on selected students to tell and explain their responses to Actividad 22.5 MIN. 1.3

• Más comunicación, p. R6. 5 MIN.• Play the audio and have students practice

the Refrán, p. 183. 10 MIN. 1.2, 1.3

Homework Option:• Assign Actividad 23.

DAY 9

DAY 10

En voces: Lectura• Check homework. 5 MIN.• Quick Start Review (TE, p. 184) 5 MIN. 1.3, 2.1, 2.2• Present the Reading Strategy, p. 184. 5 MIN. 1.2• Have volunteers read the selection aloud.

10 MIN. 1.3• Draw the chart, p. 184, on the board and

fill it in. 5 MIN. 1.2• Work orally with students on the


• Have students write their responses to the ¿Comprendiste? questions. 5 MIN. 1.3

• Discuss the ¿Qué piensas? questions, p. 185. 5 MIN. 1.2, 2.1, 3.2

Homework Option:• Have students write their answers to the

¿Qué piensas? questions, p. 185. 1.3


p. 186. 5 MIN. 2.2, 3.2• Brainstorm some places to list in the

chart, p. 186. 5 MIN. 2.2• Have volunteers read the selection aloud.

10 MIN. 1.3• Work orally with students to answer the

¿Comprendiste? questions. (Answers, TE, p. 187). 5 MIN. 1.2, 2.1, 2.2

• Discuss the ¿Qué piensas? questions, p. 187. 5 MIN. 1.2, 2.1, 2.2

• Share the Culture Highlights (TE, p. 187).5 MIN. 2.1, 2.2, 3.2

DAY 12

DAY 11

Day 91.2, 1.3, 3.2, 4.1

Day 101.1, 1.2, 1.3, 2.1, 4.1

Day 111.2, 2.1, 2.2, 3.2, 4.2

Day 121.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2

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En uso: Repaso y más comunicación• Quick Start Review (TE, p. 188) 5 MIN. 1.2• Assign Actividad 1. 5 MIN. 1.2• Work orally with students to complete

Actividad 2. 5 MIN. 1.2• Assign Actividad 3. 5 MIN. 1.2• Call on students to give complete sentences

for Actividad 3. 5 MIN. 1.3• Model Actividad 4, then ask volunteers

to answer the questions. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 190. 5 MIN. 1.1• Have students work in pairs on Actividad 5.

5 MIN. 1.1, 1.2• Discuss Community Connections (TE, p. 191).

5 MIN. 5.1


boxes in Etapa 3.

En uso (cont.)• Quick Start Review (TE, p. 191) 5 MIN. 1.2• Review grammar questions as needed.

5 MIN.• Have students work in groups on Actividad

6. 5 MIN. 1.1, 1.2, 1.3, 2.1, 2.2• Ask groups to model their conversation

about Actividad 6. 5 MIN. 1.1, 1.2, 1.3


• Have students work independently to complete Actividad 7. 10 MIN. 1.3

• Ask volunteers to read their work from Actividad 7. 5 MIN. 1.3

En resumen: Repaso de vocabulario• Review Etapa 3 vocabulary. 10 MIN. 1.2


DAY 13

DAY 14





pp. 192–193, after completing the exam.10 MIN. 2.1, 2.2

DAY 15

Day 131.1, 1.2, 3.1, 3.2, 5.1, 5.2

Day 141.1, 1.3, 3.1, 3.2

Day 151.1, 1.3, 2.1, 5.1


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Present the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 2.1, 2.2, 3.2

Etapa Opener• Quick Start Review (TE, p. 198) 5 MIN. 1.2, 1.3• Present and discuss the Culture Highlights

(TE, p. 199). 5 MIN. 2.2• Have students look at the Etapa Opener

and answer the ¿Qué ves? questions 5 MIN. 1.2


to learn Etapa vocabulary. 5 MIN. 1.2• Work with the class to answer the

Comprehension Questions (TE, p. 201). 5 MIN. 1.2• Assign the Preguntas personales. 5 MIN. 1.2

En vivo: Diálogo• Quick Start Review (TE, p. 202) 5 MIN. 1.2, 1.3• Present and discuss Gestures (TE, p. 202).

5 MIN. 2.1, 3.2• Review the Listening Strategy, p. 202. 5 MIN. 1.2• Play audio or show video for the dialog,

pp. 202–203. 5 MIN. 1.2• Replay the audio or video, then have

students take the roles of the characters. 10 MIN. 1.1, 1.2, 1.3



Homework Option:

• Video Activities, Unit 3 Resource Book, pp. 23–25.

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Play the video/audio. 5 MIN. 1.2• Have students do Actividad 1 orally. 5 MIN. 1.2• Do Actividad 2 orally. 5 MIN. 1.2• Do Actividad 3 orally. 10 MIN. 1.2• Read and discuss the También se dice,

p. 206. 10 MIN. 2.1, 3.2• Have students work in pairs to complete

Actividad 4. 5 MIN. 1.1, 1.2, 1.3


p. 207, and be ready to discuss the Para hacer. 2.1, 2.2

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 208) 5 MIN. 1.2, 1.3• Play the audio and have students do

Actividad 5. 10 MIN. 1.2• Have students work independently on

Actividad 6. 10 MIN. 1.2• Call on volunteers to write their

esponses to Actividad 6 on the board. 5 MIN. 1.3

• Present Gramática: Expressing Feelings with estar and Adjectives. 10 MIN. 1.2, 4.1

DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 2.2, 3.2, 4.2

Day 21.1, 1.2, 2.1, 3.1, 3.2, 4.2

Day 31.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.2

Day 41.2, 1.3, 2.1, 3.1, 4.1

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En acción (cont.)• Work with students to do Actividad 7

orally. 5 MIN. 1.2• Do Actividad 8 orally. 5 MIN. 1.2• Have students work in pairs on Actividad 9.

5 MIN. 1.1, 1.2, 1.3• Ask pairs of students to act out their

responses to Actividad 9. 5 MIN. 1.1, 1.2, 1.3• Have students do Actividad 10 in pairs.

5 MIN. 1.1, 1.2, 1.3• Call on some pairs to act out the roles in

Actividad 10. 10 MIN. 1.1, 1.2, 1.3• Have students work in pairs to do

Actividad 11. 10 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, p. 61. Cuaderno


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 210) 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 210. 5 MIN. 1.2• Present Gramática: Saying What Just

Happened with acabar de. 10 MIN. 1.2, 4.1• Do Actividad 12 orally with the class. 5 MIN. 1.2• Have students work independently on

Actividad 13. 5 MIN. 1.2• Discuss the Speaking Strategy, p. 212.


Actividad 14. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 212) 5 MIN. 1.3• Present Gramática: Saying Where You

Are Coming From with venir, p. 212. 10 MIN. 1.2, 4.1

• Have students do Actividad 15. 5 MIN. 1.2• Have students work in pairs to do

Actividad 16. 5 MIN. 1.1, 1.2, 1.3• Read and discuss the Nota cultural, p. 213.

5 MIN. 2.2, 3.2• Have students stay in their pairs to do


on Actividades 16 and 17. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, p. 63. Cuaderno


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 215) 5 MIN. 1.2, 1.3• Present Gramática: Saying What Someone

Likes to Do Using gustar + infinitive.10 MIN. 1.2, 4.1

• Work with students to do Actividad 18 orally. 5 MIN. 1.2

• Have students do Actividad 19 orally. 10 MIN. 1.2


• Call on groups to share their work on Actividad 20. 5 MIN. 1.1, 1.2, 1.3



DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2

Day 61.1, 1.2, 3.1, 3.2, 4.1

Day 71.1, 1.2, 2.2, 3.1, 3.2

Day 81.1, 1.3, 3.1, 3.2, 4.1


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En acción (cont.)• Check homework. 5 MIN.• Present the Vocabulario, p. 216. 10 MIN. 1.2• Play the audio. 5 MIN. 1.2• Work with the class to do Actividad 21.


Actividad 22. 10 MIN. 1.1, 1.2, 1.3• Ask some pairs to volunteer to model

the conversation in Actividad 22 for the class. 5 MIN. 1.1, 1.2, 1.3

• Call on students to give the answers to the questions in Actividad 22. 5 MIN. 1.3

En acción (cont.)• Have students work in pairs to complete

Actividad 23. 5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to share their work

on Actividad 23. 5 MIN. 1.3• Use Information Gap Activities, Unit 3

Resource Book, pp. 18–19; Más comunicación, p. R7. 10 MIN.

• Discuss the También se dice, p. 217.5 MIN. 2.1, 3.2

• Ask students to think of a variety of ways that English-speakers answer the phone. 5 MIN. 4.1

• Discuss and demonstrate the Pronunciación, p. 217. 10 MIN. 4.1

• Have students work in pairs to practice the nonsense rhyme in the Pronunciación, p. 217. 5 MIN. 1.3

DAY 9

DAY 10

En voces: Lectura• Review the Reading Strategy, p. 218. 5 MIN. 1.2• Follow the Teaching Suggestions (TE,

p. 218). 5 MIN. 1.2, 1.3• Discuss the Language Note (TE, p. 219).

5 MIN. 4.1• Have students read El bohique y los

niños, pp. 218–219, silently. 5 MIN. 1.2• Have students share as many cognates

as they can find in the story or think of on their own. 5 MIN. 4.1

• Ask volunteers to read El bohique y los niños, pp. 218–219, orally. 10 MIN. 1.2, 1.3

• Have students answer the ¿Comprendiste?questions for the Lectura. (Answers, TE, p. 219) 5 MIN. 1.2, 2.1, 3.2





En uso: Repaso y más comunicación• Answer grammar questions arising

from the homework review. 5 MIN.• Quick Start Review (TE, p. 220) 5 MIN. 1.3• Present the Repaso y más comunicación


• Have students write Actividad 1. 5 MIN. 1.2• Check answers for Actividad 1 with the

whole class. 5 MIN.• Work with students to do Actividad 2

orally. 5 MIN. 1.2• Assign Actividad 3. 5 MIN. 1.2• Do Actividad 4 orally. 5 MIN. 1.2

DAY 12

DAY 11

Day 91.1, 1.2, 1.3, 3.1, 3.2

Day 101.1, 1.2, 1.3, 2.1, 3.2, 4.1

Day 111.2, 1.3, 2.1, 3.1, 3.2

Day 121.1, 1.2, 3.1, 3.2

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En uso (cont.)• Present Speaking Strategy, p. 222. 5 MIN. 1.1• Have students work in groups to do

Actividad 5. 8 MIN. 1.1, 1.2, 1.3• Ask some groups to volunteer to share

their work on Actividad 5 orally. 5 MIN. 1.3• Have students work in pairs to prepare


on Actividad 6 orally. 5 MIN. 1.3En tu propia voz: Escritura• Brainstorm ideas for Actividad 7. 5 MIN. 1.2• Have students do the writing activity,


Homework Option:• Have students complete their own table

to go with the Conexiones, p. 222. 2.1, 2.2, 3.1

En uso (cont.)• Check homework. 5 MIN.• Read and discuss the Conexiones, p. 222.

5 MIN. 2.1, 2.2, 3.1• Discuss the Community Connections

(TE, p. 222). 5 MIN. 1.1, 1.2, 1.3

En resumen: Repaso de vocabulario

• Quick Start Review (TE, p. 223) 5 MIN. 1.3• Put students in groups of 3 and follow

the Teaching Suggestions (TE, p. 223). 10 MIN. 1.2• Review grammar questions, etc., as

necessary. 10 MIN.• Have students solve the Juego, p. 223

(Answer, TE, p. 223). 5 MIN. 1.2


DAY 13

DAY 14


En resumen: Repaso de vocabulario• Answer questions related to Etapa 1 content.




DAY 15

Day 131.1, 1.3, 2.1, 2.2, 3.1, 3.2

Day 141.1, 1.2, 2.2, 3.1, 3.2, 4.2

Day 151.1, 2.1, 2.2, 3.2, 5.2


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• Present and discuss the Culture Highlights (TE, p. 225). 5 MIN. 2.1, 2.2

• Present the Supplementary Vocabulary (TE, p. 225). 5 MIN. 1.2



the Preguntas personales, p. 227. 5 MIN. 1.1, 1.2

En vivo: Diálogo• Quick Start Review (TE, p. 228) 5 MIN. 1.2, 1.3• Present and discuss Gestures (TE, p. 228).

5 MIN. 2.1• Review the Listening Strategy, p. 228.


pp. 228–229. 10 MIN. 1.2• Replay as needed. Read aloud, having

students take the roles of characters. 10 MIN. 1.2, 1.3

• Ask the Comprehension Questions (TE, p. 229). 5 MIN. 1.2

• Use the Situational OHTs for additional vocabulary practice. 5 MIN. 1.2


pp. 74–76.

DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 230) 5 MIN. 1.2, 1.3• Use OHT 83 and 84 to review the En

contexto vocabulary. Ask students for a summary of the dialog to check recall. 10 MIN. 1.2

• Play the video/audio; do Actividad 1 orally with the class. 5 MIN. 1.2

• Do Actividad 2 orally. 5 MIN. 1.2• Have students complete Actividad 3

independently. 5 MIN. 1.2• Call on some students to read their

preference lists from Actividad 3 to the class.5 MIN. 1.3

• Quick Wrap-up (TE, p. 231) 5 MIN. 1.1

En acción (cont.)• Quick Start Review (TE, p. 234) 5 MIN. 1.2, 1.3• Have students work in pairs on

Actividad 4. 5 MIN. 1.1, 1.2• Ask volunteer pairs to share their

answers for Actividad 4 with the class. 5 MIN. 1.3

• Do Actividad 5 orally with the class. 5 MIN

• Present Gramática: Talking About Playing a Sport: The Verb jugar, p. 234. 10 MIN. 1.2, 4.1

• Present the Vocabulario, p. 234. 5 MIN. 1.2• Have students write the answers to

Actividad 6. 5 MIN. 1.2• Call on selected students to share their

completed sentences from Actividad 6. 5 MIN. 1.3



DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 2.2, 3.1, 3.2

Day 21.1, 1.2, 2.1, 3.1, 3.2, 4.2

Day 31.2, 1.3, 3.1, 3.2

Day 41.1, 1.3, 3.1, 3.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 236) 5 MIN. 1.2, 1.3• Have students complete Actividad 7.

5 MIN. 1.2• Call on some students to give their

answers to Actividad 7 orally. 5 MIN. 1.3• Complete Actividad 8 orally with the

class. 5 MIN. 1.2• Present Gramática: Stem-Changing

Verbs: e→ie, p. 236. 10 MIN. 1.2, 4.1• Present the Vocabulario, p. 236. 5 MIN. 1.2• Do Actividad 9 orally with the class. 5 MIN. 1.2


p. 235, and try to answer the Para hacerquestions. 2.1, 3.1

En acción (cont.)• Check homework. 5 MIN.• Discuss the Speaking Strategy, p. 237. 5 MIN. 1.1• Have students write and share their

answers to Actividad 10. 10 MIN. 1.2, 1.3• Have students work independently to

complete Actividad 11. 10 MIN. 1.2, 1.3• Have students work in pairs to do

Actividad 12. 5 MIN. 1.1, 1.2• Ask students to volunteer to share their

work on Actividad 12 orally. 5 MIN. 1.3• Read and discuss the Conexiones, p. 238.

5 MIN. 2.1



DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 239) 5 MIN. 1.2, 1.3• Present Gramática: Saying What You

Know: The Verb saber, p. 239. 10 MIN. 1.2, 4.1• Have students complete Actividad 13.

5 MIN. 1.2• Ask volunteers to write their answers to

Actividad 13 on the board. 5 MIN. 1.3• Play the audio and do Actividad 14 orally.

5 MIN. 1.2• Have students work in pairs on Actividad 15.

5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to share their work

on Actividad 15 with the class. 5 MIN. 1.3Homework Option:• Más práctica Workbook, p. 71. Cuaderno


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 240) 5 MIN. 1.2, 1.3• Present Gramática: Phrases for Making

Comparisons, p. 240. 10 MIN. 1.2, 4.1• Work orally with the class on Actividad 16.

5 MIN. 1.2• Have students work independently on

Actividades 17 and 18. 10 MIN. 1.2• Ask volunteers to write their sentences

from Actividades 17 and 18 on the board.5 MIN. 1.3

• Quick Wrap-up (TE, p. 241) 5 MIN. 1.1, 1.3



DAY 8

DAY 7

Day 51.1, 1.3, 2.1, 3.2, 4.1

Day 61.1, 1.3, 2.1, 3.2

Day 71.2, 1.3, 2.1, 3.1, 4.1

Day 81.1, 1.2, 3.2, 4.1


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

Actividad 19. 5 MIN. 1.1, 1.2• Call on selected pairs to share their work

from Actividad 19. 5 MIN. 1.3• Discuss the Apoyo para estudiar, p. 242.

5 MIN. 1.2• Play the audio. 5 MIN. 1.2• Do Actividad 20 orally. 5 MIN. 1.2• Have students work in groups to complete

Actividad 21. 10 MIN. 1.1, 1.2• Ask each group to share their work from


En acción (cont.)• Play the audio and have students practice

the Trabalenguas, p. 243. 5 MIN. 4.1• Quick Wrap-up (TE, p. 243) 5 MIN. 1.3

En colores: Cultura y comparaciones• Quick Start Review (TE, p. 244) 5 MIN. 1.2, 1.3• Present and discuss the Reading Strategy

(TE, p. 244). 5 MIN. 1.2• Discuss the Connecting Cultures Strategy,

p. 244. 5 MIN. 4.2• Have volunteers read Béisbol, pages 244–

245, aloud. 10 MIN. 1.3• Work orally with students to answer the

¿Comprendiste? questions for Béisbol,p. 245 (Answers, TE, p. 239). 5 MIN. 1.2, 2.1, 2.2

• Discuss the ¿Qué piensas? questions for Béisbol, p. 245. 5 MIN. 1.2, 2.1, 2.2

Homework Option:• Have students prepare written answers

to the ¿Qué piensas? questions, p. 245. 1.2, 1.32.1, 2.2

DAY 9

DAY 10

En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 246) 5 MIN. 1.2, 1.3• Follow the Teaching Suggestions

(TE, p. 246). 5 MIN. 1.2• Work orally with students to complete

Actividad 1. 5 MIN. 1.2• Do the Paired Activity (TE, p. 246) to

extend Actividad 1. 5 MIN. 1.1, 1.2, 1.3• Have students write their answers to

Actividad 2 independently. 5 MIN. 1.2• Call on pairs of students to perform the

conversation in Actividad 2. 10 MIN. 1.1, 1.2, 1.3• Work orally with the class on Actividad 3.

5 MIN. 1.2

En uso (cont.)• Have students read through Actividad 4

and be prepared to answer the questions.10 MIN. 1.2

• Call on students to answer the questions in Actividad 4. 10 MIN. 1.2, 1.3

• Present the Speaking Strategy, p. 246. 5 MIN. 1.1• Choose a student to perform and extend

the modelo with you. 5 MIN. 1.1, 1.2, 1.3• Have students work in pairs on Actividad 5.

5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to model their


• Present and discuss the Community Connections (TE, p. 249). 5 MIN. 5.1

DAY 12

DAY 11

Day 91.1, 1.3, 2.1, 3.2, 4.1

Day 101.1, 1.3, 2.1, 3.1, 3.2, 4.2

Day 111.1, 1.2, 3.1, 3.2

Day 121.1, 1.2, 1.3, 3.1, 5.1, 5.2

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En uso (cont.)• Have students work in groups on Actividad 6.

5 MIN. 1.1, 1.2• Ask volunteers to write their sentences

from Actividad 6 on the board. 5 MIN. 1.3• Discuss En la comunidad, p. 248. 5 MIN. 5.1• Play ¿Quién soy yo? (TE, p. 248). 5 MIN. 1.1, 1.2, 1.3


• Brainstorm ideas about sports brochures.5 MIN. 3.1

• Have students work independently on the writing activity in Actividad 7. 10 MIN. 1.3, 3.1

• Ask volunteers to read their work from Actividad 7 to the class. 10 MIN. 1.3




10 MIN.• Quick Start Review (TE, p. 249) 5 MIN. 1.2, 1.3• Do the TPR activity (TE, p. 248). 5 MIN. 1.2• Put students in groups and follow the

Teaching Suggestion, TE, p. 249. 5 MIN. 1.3• Call on students to share their vocabulary

sentences orally. 10 MIN. 1.3• Ask students to solve the Juego, p. 249.

5 MIN. 1.2• Answer the Juego orally (Answers, TE,

p. 249). 5 MIN. 1.2


DAY 13

DAY 14





activity (TE, pp. 197A–197B) as students complete the exam. 10 MIN. 2.1, 2.2, 3.1

DAY 15

Day 131.1, 1.3, 2.1, 3.2, 5.1, 5.2

Day 141.1, 1.2, 5.1, 5.2

Day 151.1, 2.1, 2.2, 3.2, 5.2


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Etapa Opener• Check homework. 5 MIN.• Quick Start Review (TE, p. 250) 5 MIN. 1.2, 1.3• Anticipate/Activate prior knowledge: Have

students look at the Etapa Opener and answer the questions. 5 MIN. 1.2

• Present and discuss the Culture Highlights (TE, p. 251). 5 MIN. 2.2

• Present and discuss the Language Notes (TE, p. 251). 5 MIN. 2.1


to learn Etapa vocabulary. 10 MIN. 1.2• Have them work in pairs or small groups

to answer the questions, p. 253. 5 MIN. 1.2

Homework Option:• Have students check the newspapers for

high and low temperatures for San Juan, your city, and another city of their choice. They should be prepared to report their findings to the class. 3.1, 5.1

En vivo: Diálogo • Check homework. 5 MIN.• Quick Start Review (TE, p. 254) 5 MIN. 1.2, 1.3• Present and discuss Gestures

(TE, p. 254). 5 MIN. 1.2• Review the Listening Strategy, p. 254.


pp. 254–255. 10 MIN. 1.2• Replay the audio or video, then read

aloud. 10 MIN. 1.2• Have students compare Minneapolis

and San Juan. 5 MIN. 2.1, 3.2


pp. 125–126

DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 256) 5 MIN. 1.2, 1.3• Follow the Teaching Suggestions

(TE, p. 256). 5 MIN. 1.2• Have students open to En contexto,

pp. 252–253, for reference. Use OHT 93 and 94 to review vocabulary by asking yes/no questions (¿Es un(a)...?). 5 MIN. 1.2

• Play the audio tape. 5 MIN. 1.2• Help students do Actividad 1 orally.

10 MIN. 1.2, 3.1• Do Actividad 2 orally. 5 MIN. 1.2• Discuss the También se dice, p. 257.

5 MIN. 2.1, 3.2

En acción (cont.) • Have students work in pairs to complete

Actividad 3. 5 MIN. 1.1, 1.2, 1.3• Have pairs share some of their descriptions

from Actividad 3 with the class. 5 MIN. 1.1, 1.3• Present the Vocabulario, p. 258. Model

and help students practice pronunciation. 10 MIN. 1.2

• Do Actividad 4 orally. 5 MIN. 1.2• Have students work in pairs to complete

Actividad 5. 5 MIN. 1.1, 1.2• Call on some pairs to share their work

from Actividad 5. 5 MIN. 1.3• Have students complete Actividad 6 orally.

10 MIN. 1.2

DAY 4

DAY 3

Day 11.1, 1.2, 3.1, 4.2, 5.1, 5.2

Day 21.1, 1.2, 1.3, 2.1, 3.2

Day 31.1, 1.2, 2.1, 3.1, 3.2, 4.1

Day 41.1, 1.3, 2.1, 3.1, 3.2, 4.1

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En acción (cont.)• Quick Start Review (TE, p. 260) 5 MIN. 1.2, 3.2• Play the Game (TE, p. 259). 5 MIN. 1.2, 3.2• Do the Group Activity (TE, p. 260).

5 MIN. 1.1, 1.2, 1.3• Present Gramática: Describing the Weather,

p. 260. 10 MIN. 1.2, 4.1• Play the audio. Assign Actividad 7. 10 MIN. 1.2• Have students work with a partner to

complete Actividad 8. 5 MIN. 1.1, 1.2• Check Actividad 8 by asking several pairs

to describe their answers to the class. 5 MIN. 1.3

Homework Option:• Have students do the Para hacer, p. 261.

Más práctica Workbook, p. 77. Cuaderno para hispanohablantes, p. 75. 2.1, 3.2, 4.2

En acción (cont.)

• Check homework. 5 MIN.• Work orally with the class to complete

Actividad 9. 10 MIN. 1.3• Present the Speaking Strategy, p. 262.


5 MIN. 1.1, 1.2, 1.3• Have students work in groups of 3 to

complete Actividad 11. 10 MIN. 1.1, 1.2• Choose one or two groups to present

their work to the class. 5 MIN. 1.3• Quick Wrap-up (TE, p. 263) 5 MIN. 1.1, 1.2, 1.3

DAY 5

DAY 6


En acción (cont.)• Quick Start Review (TE, p. 264) 5 MIN. 1.2, 1.3• Discuss the También se dice, p. 263.

Practice using these terms orally. 5 MIN. 2.1, 3.2• Present Gramática: Special Expressions

Using tener, p. 264. 10 MIN. 1.2, 4.1• Have students complete Actividad 12

in writing. 5 MIN. 1.2, 1.3• Go over the answers to Actividad 12 orally.

5 MIN. 1.2• Do Actividad 13 orally with the class.

10 MIN. 1.2• Do the Paired Activity (TE, p. 264).

5 MIN. 1.1, 1.2



En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 265) 5 MIN. 1.2, 1.3• Have students work in pairs to do

Actividad 14. 5 MIN. 1.1, 1.2• Present Gramática: Direct Object Pronouns,

p. 265. 10 MIN. 1.2, 1.3• Assign Actividad 15 as a written exercise.

5 MIN. 1.2• Have students work in pairs on Actividad 16.

5 MIN. 1.1, 1.2• Play the audio. 5 MIN. 1.2• Have students do Actividad 17. 5 MIN. 1.2

Homework Option:• Más comunicación, p. R9. Más práctica

Workbook, p. 79. Cuaderno para hispano-hablantes, p. 77.

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 2.1, 3.2, 4.2

Day 61.1, 1.3, 3.1, 5.2

Day 71.1, 1.2, 2.1, 3.2, 4.1

Day 81.1, 1.2, 3.1, 3.2, 4.1


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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 268) 5 MIN. 1.2, 1.3• Have students work with a partner to

complete Actividad 18. 5 MIN. 1.1, 1.2• Have student pairs complete Actividad 19.

5 MIN. 1.1, 1.2• Present Gramática: Present Progressive,

p. 268. 10 MIN. 1.2, 4.1• Do Actividades 20 and 21 orally. 10 MIN. 1.2

Pronunciación• Play the audio and have students practice

the Trabalenguas. 5 MIN. 1.2, 4.1

Homework Option:• Assign Actividad 22.

Más práctica Workbook, p. 80.Cuaderno para hispanohablantes, p. 78. 1.2

En voces: Lectura • Check homework. 5 MIN.• Quick Start Review (TE, p. 270) 5 MIN. 1.3• Review the Reading Strategy, p. 270. 5 MIN. 1.2• Present and discuss the Language Note

(TE, p. 271). 5 MIN. 1.2, 4.1• Have students read the story and answer

the ¿Comprendiste? questions for the Lectura, p. 271. 10 MIN. 1.2, 3.2

• Present and discuss the Interdisciplinary Connections (TE, p. 271). 5 MIN. 2.1, 3.1

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

p. 272. 10 MIN. 3.2

Homework Option:• Have students answer the ¿Qué piensas?

questions for the Lectura, p. 271. 1.2

DAY 9

DAY 10

En colores (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 272) 5 MIN. 1.3• Present and discuss the Reading Strategy

(TE, p. 272). 5 MIN. 1.2• Have volunteers read the selection aloud

and answer the ¿Comprendiste? questions for En colores, p. 273. 10 MIN. 1.2, 1.3

• Present and discuss the Culture Highlights (TE, p. 273). 5 MIN. 2.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 274) 5 MIN. 1.2, 1.3• Work orally with students on Actividades 1–2.

5 MIN. 1.1, 1.2• Do Actividad 3 orally. 5 MIN. 1.2

Homework Option:• Have students answer the ¿Qué piensas?

questions, p. 273. 1.2

En uso (cont.)• Check homework. 5 MIN.• Do Actividad 5 orally with the class.

10 MIN. 1.2• Present the Speaking Strategy, p. 276.

5 MIN. 1.1• Do Actividad 6 orally with the class.

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

5 MIN. 1.1, 1.2, 1.3• Call on some pairs to share their work on

Actividad 7. 5 MIN. 1.1, 1.2, 1.3En tu propia voz: Escritura• Assign Actividad 8, p. 276. 10 MIN. 1.1, 1.2

DAY 12

DAY 11

Day 91.1, 1.2, 2.1, 3.2, 4.1

Day 101.1, 1.2, 3.1, 3.2, 4.2

Day 111.1, 1.2, 2.1, 3.2, 4.2

Day 121.1, 1.2, 3.1, 3.2, 5.2

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En resumen: Repaso de vocabulario • Quick Start Review (TE, p. 277) 5 MIN. 1.3• Assign the Juego, p. 277. 5 MIN. 1.2• Practice the words and phrases on the

page orally with the class. 5 MIN. 1.2• Have students work in pairs to make

flash cards for their tricky vocabulary. 10 MIN.

• Ask students to work in pairs to practice with the flash cards. 5 MIN.

• Assign the Conexiones, p. 276. 10 MIN. 2.1, 3.1, 4.2• Work one example of a Conexiones

problem with the class. 5 MIN. 3.1


Conexiones • Read and discuss La historia and Las ciencias,

p. 278. 10 MIN. 3.1• Have students work in pairs to do the

Proyecto cultural, p. 279. 10 MIN. 1.1, 1.2, 2.1, 5.2• Call on some pairs to share their work

on the Proyecto cultural, p. 279. 10 MIN. 1.3• Review for the Etapa exam. 15 MIN.


DAY 13

DAY 14


Etapa Test• Review grammar questions, etc., as necessary.

10 MIN.• Complete the Etapa exam. 25 MIN.


(TE, pp. 197A–197B). 10 MIN. 1.3, 2.1, 2.2, 3.13.2, 5.1, 5.2

DAY 15

Day 131.2, 2.1, 3.1, 3.2, 4.2

Day 141.1, 2.1, 2.2, 3.1, 3.2, 5.2

Day 151.1, 1.3, 2.1, 5.1, 5.2


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Level 1b

¡En español! Lesson Plans • BRIDGE UNIT Etapa 1 45

Unit and Etapa Openers• Discuss the Openers, pp. 1–3; discuss what

students remember from last year. 10 MIN.En contexto: Vocabulario• Play the audio. Present the vocabulary,

pp. 4–5. 5 MIN. 1.2• Work orally with the class to do Actividad

1. 5 MIN. 1.2• Have students work in groups to do Actividades

2–3. 5 MIN. 1.1, 1.2

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 6) 5 MIN. 1.2, 1.3• Present Gramática en vivo: Familiar

and Formal Greetings, p. 6. 5 min. 1.2, 4.1• Have students write responses to Actividad

4, and then call on them to say their greetings aloud. 5 MIN. 1.2, 1.3

• Have students work in pairs to do Actividades5 and 6. 5 MIN. 1.1, 1.2, 1.3

Homework Option:• Activity and Assessment Book, p. 2

En acción (cont.)• Check homework. 5 MIN.• Present Gramática en vivo: Subject Pronouns

and the Verb ser, p. 7. 5 MIN. 1.2, 4.1• Do Actividad 7. 5 MIN. 1.2• Have students write responses to Actividad

8, and then call on them to give their responses orally. 5 MIN. 1.2, 1.3

• Assign Actividad 9. 5 MIN. 1.2• Have students work in pairs to do Actividad

10. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Using ser de

to Express Origin, p. 8. 5 MIN. 1.2• Do Actividad 11. 5 MIN. 1.2, 1.3• Have students work in groups on Actividad

12. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Activity and Assessment Book, p. 3

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Present Gramática en vivo: Using Verbs

to Talk About What You Like to Do, and theVocabulario, p. 9. 10 MIN. 1.2, 4.1

• Play the audio. Assign Actividad 13.5 MIN. 1.2

• Have students work in pairs to do Actividad14. 5 MIN. 1.1, 1.2

• Assign Actividad 15. 5 MIN. 1.3

En resumen: Ya sabes• Review vocabulary, p. 11. 10 MIN. 1.2• Complete the Juego, p. 11. 5 MIN. 1.2


En contexto: Vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 12) 5 MIN. 1.2, 1.3• Play the audio. Present the vocabulary,

pp. 12–13. 5 MIN. 1.2• Assign Actividades 16–18. 5 MIN. 1.2, 1.3

En acción: Vocabulario y gramática• Present Gramática en vivo: Using Definite

Articles with Specific Things, and the Vocabulario, p. 14. 5 MIN. 1.2, 4.1

• Assign Actividad 19. 5 MIN. 1.3• Have students work in pairs to do Actividad

20. 5 MIN. 1.1, 1.2• Present Gramática en vivo: Using Indefinite

Articles with Unspecified Things, p. 16.5 MIN. 1.2, 4.1

• Assign Actividades 21–22. 5 MIN. 1.1, 1.2

Homework Option:• Activity and Assessment Book, pp. 5–6

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 4.1

Day 21.1, 1.2, 3.2, 4.1

Day 31.2, 3.1, 3.2, 4.1

Day 41.1, 1.2, 2.1, 3.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Have pairs do Actividad 23. 5 MIN. 1.1, 1.2• Present Gramática en vivo: Using Adjectives

to Describe: Gender, and the Vocabulario, p. 17. 5 MIN. 1.2, 4.1

• Assign Actividad 24. 5 MIN. 1.2, 1.3• Have students work in pairs to do Actividad

25. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Using Adjectives

to Describe: Number, and the Vocabulario, p. 18. 5 MIN. 1.2, 4.1

• Assign Actividades 26–27. 5 MIN. 1.2, 1.3

En resumen: Ya sabes• Review vocabulary, p. 19. 5 MIN. 1.2• Do the Juego, p. 19. 5 MIN. 1.2


En contexto: Vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 20) 5 MIN. 1.2, 1.3• Play the audio. Present the vocabulary,

pp. 20–21. 5 MIN. 1.2• Work orally on Actividad 28, and then have

pairs do Actividad 29. 5 MIN. 1.1, 1.2• Assign Actividad 30. 5 MIN. 3.1

En acción: Vocabulario y gramática• Present Gramática en vivo: Saying What

You Have: The Verb tener, and the Vocabulario, p. 22. 5 MIN. 1.2, 4.1

• Assign Actividades 31–32. 5 MIN. 1.2• Present Gramática en vivo: Expressing

Possession Using de, p. 23. 5 MIN. 1.2, 4.1• Assign Actividad 33. 5 MIN. 1.2


DAY 5

DAY 6

46 ¡En español! Lesson Plans • BRIDGE UNIT Etapa 1

En acción (cont.)• Check homework. 5 MIN.• Have pairs do Actividad 34. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Expressing

Possession: Possessive Adjectives, p. 24.5 MIN. 1.2, 4.1

• Have pairs do Actividades 35 and 36.5 MIN. 1.1, 1.2, 1.3

• Assign Actividad 37. 5 MIN. 1.2, 1.3• Present Gramática en vivo: Giving Dates:

Day and Month, p. 25. 5 MIN. 1.2, 4.1• Review the Vocabulario, p. 26, and play the

audio. Assign Actividad 38. 5 MIN. 1.2• Assign Actividades 39 and 40. 5 MIN. 1.1, 1.2

En resumen: Ya sabes• Review vocabulary, and do the Juego,

p. 27. 5 MIN. 1.2


DAY 7

Day 51.1, 1.2, 3.2, 4.1

Day 61.1, 1.2, 2.1, 4.1

Day 71.1, 1.2, 3.2, 4.1, 5.2

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Etapa Opener• Discuss the Opener, pp. 28–29. 5 MIN.En contexto: Vocabulario

• Quick Start Review (TE, p. 30) 5 MIN. 1.2, 1.3• Play the audio. Have students use context

and pictures to review the vocabulary, pp. 30–31. 5 MIN. 1.2

• Do Actividad 1 orally. 5 MIN. 1.2• Have students work in pairs to do Actividad

2. 5 MIN. 1.1, 1.2

En acción: Vocabulario y gramática• Present Gramática en vivo: Saying What

You Do: Present of -ar Verbs, and the Vocabulario, p. 32. 5 MIN. 1.2

• Assign Actividad 3. 5 MIN. 1.2• Present the Vocabulario, p. 33, and then

have students work in pairs to do Actividad4. 5 MIN. 1.1, 1.2

• Have students work in pairs to do Actividad5. 5 MIN. 1.3


En acción (cont.)• Check homework. 5 MIN.• Present Gramática en vivo: Expressing

Frequency with Adverbs, p. 34. 5 MIN. 1.2• Assign Actividad 6. 5 MIN. 1.2• Have students write responses to Actividad

7, and then call on them to give their responses orally. 5 MIN. 1.2, 1.3

• Have students work in groups to do Actividad8. 5 MIN. 1.2, 1.3

• Present Gramática en vivo: Expressing Obligation with hay que and tener que, p. 35. 5 MIN. 1.2

• Assign Actividad 9. 5 MIN. 1.2• Have pairs do Actividad 10. 5 MIN. 1.1

En resumen: Ya sabes• Review vocabulary, and do the Juego,

p. 37. 5 MIN. 1.2


DAY 1

DAY 2

En contexto: Vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 38) 5 MIN. 1.2, 1.3• Play the audio. Present vocabulary,

pp. 38–39. 5 MIN. 1.2• Assign Actividad 11. 5 MIN. 1.2• Have students work in pairs on Actividad

12, and then work orally with the class on Actividad 13. 5 MIN. 1.1, 1.2, 1.3

En acción: Vocabulario y gramática

• Present Gramática en vivo: Saying Where You Are Going: The Verb ir, and the Vocabulario, p. 40. 5 MIN. 1.2, 4.1

• Assign Actividad 14. 5 MIN. 1.2• Have students work in pairs to complete

Actividad 15. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Telling Time,

p. 41, and the Vocabulario, p. 42. 5 MIN. 1.2Homework Option:• Activity and Assessment Book, pp. 20–21

En acción (cont.)• Check homework. 5 MIN.• Play the audio and assign Actividad 16.

5 MIN. 1.2• Assign Actividad 17. 5 MIN. 1.2• Have students work in pairs to do Actividad

18. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Describing

Location with the Verb estar, p. 43.5 MIN. 1.2

• Assign Actividades 19–20. 5 MIN. 1.2, 1.3• Present Gramática en vivo: Asking

Questions: Interrogative Words, p. 44.5 MIN. 1.2, 4.1

• Assign Actividad 21. 5 MIN. 1.2• Have pairs do Actividad 22. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 3.2, 4.1

Day 21.1, 1.3, 3.2, 4.1

Day 31.1, 1.2, 2.1, 4.1

Day 41.1, 1.2, 4.1

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En resumen: Ya sabes• Check homework. 5 MIN.• Review vocabulary, and do the Juego,

p. 45. 5 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 46) 5 MIN. 1.2, 1.3• Play the audio. Present the vocabulary,

pp. 46–47. 5 MIN. 1.2• Assign Actividad 23. 5 MIN. 1.2• Have pairs do Actividad 24. 5 MIN. 1.1, 1.2, 1.3• Have groups do Actividad 25. 5 MIN. 1.1, 1.2, 1.3En acción: Vocabulario y gramática

• Present Gramática en vivo: Saying What You Are Going to Do: ir a…, and the Vocabulario, p. 48. 5 MIN. 1.2



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

27. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Present Tense

of Regular -er and -ir Verbs, and the Vocabulario, p. 49. 5 MIN. 1.2

• Work orally on Actividad 28, and have students write responses. 5 MIN. 1.2

• Present the Vocabulario, p. 50. 5 MIN. 1.2• Play the audio, and assign Actividad 29.

5 MIN. 1.2• Assign Actividad 30. 5 MIN. 1.2• Present Gramática en vivo: Regular Present

Tense Verbs with Irregular yo Forms, p. 51.5 MIN. 1.2



DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Work orally with the class on Actividad 32.

5 MIN. 1.2• Have students write out their answers

to Actividad 32. 5 MIN. 1.3• Present Gramática en vivo: Using the Verb

oír, p. 52. 5 MIN. 1.2• Assign Actividad 33. 5 MIN. 1.2• Have students work in pairs to do Actividad

34. 5 MIN. 1.2, 1.3• Quick Wrap-up (TE, p. 52) 5 MIN. 1.2, 1.3

En resumen: Ya sabes• Review vocabulary, p. 53. 5 MIN. 1.2• Do the Juego, p. 53. 5 MIN. 1.2


DAY 7

Day 51.1, 1.2, 3.2, 4.1

Day 61.1, 1.2, 4.1

Day 71.1, 1.2, 4.1



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Etapa Opener• Discuss the Opener, pp. 54–55;

brainstorm about what students remember from last year. 5 MIN.

En contexto: Vocabulario• Quick Start Review (TE, p. 56) 5 MIN. 1..2, 1.3• Play the audio. Have students use context

and pictures to review Etapa vocabulary, pp. 56–57. 5 MIN. 1.2

• Do Actividad 1 orally. 5 MIN. 1.2• Have students write their responses to


Actividad 2. 5 MIN. 1.1, 1.2, 1.3En acción: Vocabulario ygramática

• Present Gramática en vivo: Expressing Feelings with estar and Adjectives, andthe Vocabulario, p. 58. 5 MIN. 1.2, 4.1

• Assign Actividad 3. 5 MIN. 1.2, 1.3• Have pairs do Actividad 4. 5 MIN. 1.1, 1.2, 1.3Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Present Gramática en vivo: Saying What

Just Happened with acabar de, p. 59. 5 MIN. 1.2, 4.1• Work orally with the class to do Actividad 5,

and then ask students to write their ownresponses. 5 MIN. 1.2, 1.3

• Have students work in pairs on Actividad6. 5 MIN. 1.1, 1.2, 1.3

• Present Gramática en vivo: Saying WhereYou Are Coming From with venir, p. 60,and then assign Actividad 7. 5 MIN. 1.2, 1.3

• Work orally on Actividad 8. 5 MIN. 1.2• Present Gramática en vivo: Saying What

Someone Likes to Do Using gustar + infinitive,p. 61, and the Vocabulario, p. 62. 5 MIN. 1.2, 4.1

• Have pairs do Actividad 9. 5 MIN. 1.1, 1.2, 1.3• Have pairs do Actividad 10. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Activity and Assessment Book, pp. 33–34

DAY 1

DAY 2

En resumen: Ya sabes• Check homework. 5 MIN.• Review the vocabulary, and do the Juego,

p.63, 5 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 64) 5 MIN. 1.2, 1.3• Play the audio. Present vocabulary,

pp. 64–65. 5 MIN. 1.2• Have students work in pairs on Actividad

11. 5 MIN. 1.1, 1.2, 1.3• Have students work in groups on

Actividad 12–13. 5 MIN. 1.1, 1.2, 1.3En acción: Vocabulario y gramática

• Present Gramática en vivo: Talking AboutPlaying a Sport: The Verb jugar, and the Vocabulario, p. 66. 5 MIN. 1.2

• Have students work in pairs on Actividad14. 5 MIN. 1.1, 1.2, 1.3

• Assign Actividad 15. 5 MIN. 1.2, 1.3Homework Option:• Activity and Assessment Book, p. 35

En acción (cont.)• Check homework. 5 MIN.• Present Gramática en vivo: Stem-Changing

Verbs: e " ie, and the Vocabulario, p. 67. 5 MIN. 1.2

• Assign Actividades 16–17. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Saying What

You Know: The Verb saber, p. 68. 5 MIN. 1.2, 4.1• Have students work in pairs to do

Actividad 18. 5 MIN. 1.1, 1.2, 1.3• Have students work in groups to do

Actividad 19. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Phrases for Making

Comparisons, p. 69, and then play the audioand assign Actividad 20. 5 MIN. 1.2, 4.1

• Assign Actividad 21. 5 MIN. 1.2, 1.3• Have pairs do Actividad 22. 5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Activity and Assessment Book, pp. 36–37

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 2.1, 3.2, 4.1

Day 21.1, 1.2, 4.1

Day 31.1, 1.2, 2.1, 4.1

Day 41.1, 1.2, 1.3, 4.1

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En resumen: Ya sabes• Check homework. 5 MIN.• Do the Juego, p. 71. 5 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 72) 5 MIN. 1.2, 1.3• Play the audio. Present the vocabulary,

pp. 72–73. 5 MIN. 1.2• Have students do Actividad 23. 5 MIN. 1.2, 1.3• Work orally on Actividad 24. 5 MIN. 1.2, 1.3• Assign Actividad 25. 5 MIN. 1.3

En acción: Vocabulario y gramática• Present Gramática en vivo: Describing the

Weather, and the Vocabulario, p. 74. 10 MIN. 1.2, 4.1Homework Option:• Activity and Assessment Book, pp. 38–39

En acción (cont.)• Check homework. 5 MIN.• Work orally with the class on Actividad

26, and then have students write theirresponses. 5 MIN. 1.3

• Work orally with the class on Actividad27. 5 MIN. 1.2, 1.3

• Present Gramática en vivo: SpecialExpressions Using tener, p. 75. 5 MIN. 1.2, 4.1

• Have students do Actividad 28 in pairs.5 MIN. 1.1, 1.2, 1.3

• Have students stay in their pairs to doActividad 29. 5 MIN. 1.1, 1.2, 1.3

• Assign Actividad 30. 5 MIN. 1.2, 1.3• Present Gramática en vivo: Direct Object

Pronouns, p. 76. 5 MIN. 1.2, 4.1• Assign Actividad 31. 5 MIN. 1.2, 1.3


DAY 5

DAY 6



5 MIN. 1.2• Have pairs do Actividad 33. 5 MIN. 1.1, 1.2, 1.3• Present Gramática en vivo: Saying

What Is Happening: Present Progressive, p. 78. 5 MIN. 1.2

• Work orally on Actividad 34, and then have students write responses. 5 MIN. 1.2, 1.3


• Quick Wrap-up (TE, p. 78) 5 MIN. 1.3En resumen: Ya sabes• Review vocabulary, p. 79. 5 MIN. 1.2• Do the Juego, p. 79. 5 MIN. 1.2


DAY 7

Day 51.1, 1.2, 3.2, 4.1

Day 61.1, 1.2, 4.1

Day 71.1, 1.2, 4.1



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Unit Opener• Anticipate/Activate prior knowledge: Present

the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 2.1, 2.2, 3.1

Etapa Opener• Quick Start Review (TE, p. 90) 5 MIN. 1.2, 1.3• Have students look at the Etapa Opener

and answer the ¿Qué ves? questions, p. 90. 5 MIN. 1.2


to learn Etapa vocabulary. 15 MIN. 1.2• Have students answer the Preguntas

personales, p. 93. 5 MIN. 1.2



pp. 94–95. 10 MIN. 1.2• Replay the audio or video, then have

students take the roles of the characters. 10 MIN. 1.2, 1.3

En acción: Vocabulario y gramática• Quick Start Review (TE, p. 96) 5 MIN. 1.2, 1.3• Have students open to the En contexto,



pp. 23–25.

DAY 1

DAY 2


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

3. 10 MIN. 1.1, 1.2, 1.3• Read and discuss the Nota cultural,

p. 97. 5 MIN. 2.1, 2.2, 3.2• Play the audio and do Actividad 4. 5 MIN. 1.2• Read and discuss the Nota cultural, p. 98.

5 MIN. 2.1

En acción (cont.)• Have students work in pairs to do Actividad

5. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to model their work on

Actividad 5. 5 MIN. 1.1, 1.2, 1.3• Present the Vocabulario, p. 99. 5 MIN. 1.2• Do Actividad 6 orally. 5 MIN. 1.2, 1.3• Quick Start Review (TE, p. 100) 5 MIN. 1.2, 1.3• Present Gramática: The Verb decir,

p. 100. 5 MIN. 1.2, 4.1• Do Actividad 7 orally. 5 MIN. 1.2, 1.3• Have students work independently on

Actividad 8. 5 MIN. 1.2, 1.3• Ask volunteers to share their work on




DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 2.3, 3.1, 4.2

Day 21.1, 1.3, 2.1, 3.1

Day 31.1, 1.2, 2.1, 2.2, 3.2, 4.2

Day 41.1, 1.3, 3.1, 3.2, 4.1

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En acción (cont.)• Check homework. 5 MIN.• Present the Vocabulario, p. 101. 5 MIN. 1.2• Work with students to do Actividad 9 orally.

5 MIN. 1.2, 1.3• Ask students to write answers to Actividad

9. 5 MIN. 1.3• Have students do Actividad 10 in pairs.

5 MIN. 1.1, 1.2, 1.3• Call on some pairs to act out the roles

in Actividad 10. 10 MIN. 1.1, 1.2, 1.3• Read and discuss the También se dice,

p. 102. 5 MIN. 2.1• Read and discuss the Conexiones, p. 102.

5 MIN. 2.1

En acción (cont.)• Quick Start Review (TE, p. 103) 5 MIN. 1.2• Present Gramática: Using Prepositional

Phrases to Express Location, p. 103.10 MIN. 1.2, 4.1

• Do Actividad 11 orally with the class. 5 MIN. 1.2, 1.3

• Have students write their answers to Actividad 11. 5 MIN. 1.3

• Have students work in pairs and present their work on Actividad 12. 10 MIN. 1.1, 1.2, 1.3

• Discuss the Speaking Strategy, p. 104. 5 MIN. 1.1

• Have students complete Actividad 13.5 MIN. 1.2, 1.3

Homework Option:• Más práctica Workbook, pp. 6–7. Cuaderno


DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 105) 5 MIN. 1.2, 1.3• Present Gramática: Regular Affirmative tú

Commands, p. 97. 10 MIN. 1.2, 4.1• Have students write their responses to

Actividad 14. 5 MIN. 1.2, 1.3• Have students work in pairs to do Actividad

15. 10 MIN. 1.1, 1.2, 1.3• Call on some pairs to share their work on


5 MIN. 2.1, 3.1

Homework Option:• Más práctica Workbook, p. 8.


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

16. 5 MIN. 1.1, 1.2, 1.3• Have volunteer pairs model their work on

Actividad 16. 5 MIN. 1.1, 1.2, 1.3• Keep students in pairs to do Actividad 17.

5 MIN. 1.1, 1.2, 1.3• Ask volunteers to present their conversations

for Actividad 17. 5 MIN. 1.1, 1.2, 1.3• Keep students in pairs to do Actividad 18.

5 MIN. 1.1, 1.2, 1.3• Ask pairs to read their work for Actividad

18. 10 MIN. 1.3• Read and discuss the Nota cultural,

p. 107. 5 MIN. 2.2

DAY 8

DAY 7

Day 51.1, 1.3, 2.1, 2.2, 3.2, 4.2

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.3, 2.2, 3.2, 4.2

Day 81.1, 1.3, 2.2, 3.2, 4.2


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En acción (cont.)• Present the Vocabulario, p. 108. 5 MIN. 1.2• Practice asking for directions. 5 MIN. 1.1• Have students work in groups to do

Actividad 19. 5 MIN. 1.1, 1.2, 1.3• Ask groups to volunteer to model asking

directions as assigned in Actividad 19. 10 MIN. 1.1, 1.2, 1.3

• Play the audio and have students do Actividad 20. 10 MIN. 1.2

• Sketch the map on p. 109 on the board, and ask students to mark the places in Actividad 20 on it. 10 MIN. 1.3

En acción (cont.)• Discuss the Nota, p. 109. Decide as a class

how to say your school address in Spanish.5 MIN. 1.2, 1.3

• Have students work independently to do Actividad 21. 10 MIN. 1.2, 1.3

• Ask students to volunteer to read their invitations from Actividad 21 for the class.5 MIN. 1.3

• Use Information Gap Activities, Unit 4 Resource Book, pp. 18–19; Más comunicación, p. R1. 10 MIN.

• Discuss and demonstrate the Pronunciación, p. 109. 10 MIN. 1.2

• Have students work in pairs to practice the Refrán, p. 109. 5 MIN. 1.1, 1.2

DAY 9

DAY 10

En voces: Lectura• Quick Start Review (TE, p. 110) 5 MIN. 1.3• Review the Reading Strategy, p. 110.

5 MIN. 1.2• Ask students to predict what the story is

about. 5 MIN.• Have students read Benito Juárez, un

oaxaqueño por excelencia, pp. 110–111, silently. 10 MIN. 1.2

• Ask volunteers to read the story orally. 10 MIN. 1.3

• Have students answer the ¿Comprendiste?questions for the Lectura. (Answers, TE, p. 111)5 MIN. 1.2


¿Qué piensas? questions for the Lectura,p. 111. 5 MIN. 1.2, 3.2




the homework review. 5 MIN.• Quick Start Review (TE, p. 112) 5 MIN. 1.3• Present the Repaso y más comunicación


• Have students write Actividad 1. 10 MIN. 1.2, 1.3• Check answers for Actividad 1 with the

whole class. 5 MIN.• Have students write Actividad 2. 5 MIN. 1.2, 1.3• Check Actividad 2 orally. 5 MIN.

DAY 12

DAY 11

Day 91.1, 1.2, 3.1, 4.1

Day 101.1, 1.2, 1.3, 2.1, 3.2, 4.1

Day 111.1, 1.2, 2.1, 3.1, 3.2

Day 121.1, 1.2, 3.2, 4.1

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En uso (cont.)• Have students read and prepare to answer

Actividades 3 and 4. 10 MIN. 1.2• Ask pairs of students to take the roles in

Actividad 3. 10 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy, p. 114.

5 MIN. 1.1• Display a map and practice giving directions.

5 MIN. 1.3• Have students work in pairs to do Actividad

5. 5 MIN. 1.1, 1.2, 1.3• Ask some pairs to volunteer to share their

work on Actividad 5 orally. 5 MIN. 1.1, 1.2, 1.3• Read and discuss the Conexiones,

p. 114. 5 MIN. 2.1, 2.2, 3.1, 3.2Homework Option:• Have students complete the questions in

the Conexiones, p. 114. 2.1, 2.2, 3.1, 3.2

En resumen: Repaso de vocabulario• Check homework. 5 MIN.• Quick Start Review (TE, p. 115) 10 MIN. 1.3

En tu propia voz: Escritura• Have students do the writing activity,

Actividad 6, independently. 10 MIN. 1.2, 1.3• Call on selected students to read their work

from Actividad 6. 5 MIN. 1.3• Put students in groups of 3 and follow the

Teaching Suggestions (TE, p. 115).5 MIN. 1.2, 1.3

• Review grammar questions, etc., as necessary.5 MIN.

• Have students solve the Juego, p. 115 (Answer, TE, p. 115). 5 MIN. 1.2


DAY 13

DAY 14






DAY 15

Day 131.1, 1.3, 2.1, 3.1, 3.2, 4.2

Day 141.1, 1.2, 1.3, 3.1

Day 151.1, 1.3, 2.1, 3.2, 5.2


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Etapa Opener• Quick Start Review (TE, p. 116) 5 MIN.• Anticipate/Activate prior knowledge: Have

students look at the Etapa Opener and answer the ¿Qué ves? questions, p. 116. 10 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 118) 5 MIN. 1.3• Have students use context and pictures to

learn Etapa vocabulary. 10 MIN. 1.2• Uses the Situational OHTs for additional

practice. 10 MIN. 1.2• Have students work in pairs to answer the

Preguntas personales, p. 119. 5 MIN. 1.2, 2.2

En vivo: Diálogo• Quick Start Review (TE, p. 120) 5 MIN. 1.2, 1.3• Discuss Gestures (TE, p. 120). 5 MIN. 1.2• Review the Listening Strategy, p. 120.


pp. 120–121. 10 MIN. 1.2• Replay as needed. 5 MIN. 1.2• Read the dialog aloud, having students take

the roles of characters. 10 MIN. 1.1, 1.2, 1.3• Ask Comprehension Questions (TE, p. 121).

5 MIN. 1.2


pp. 74–76.

DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 122) 5 MIN. 1.2, 1.3• Use OHT 117 and 118 to review the En

contexto vocabulary. Ask students for a summary of the dialog to check recall.10 MIN. 1.2


• Do Actividad 2 orally. 5 MIN. 1.2• Have students work in groups to complete

Actividad 3. 5 MIN. 1.1, 1.2, 1.3• Call on some groups to report the results

of their work on Actividad 3. 5 MIN.

En acción (cont.)• Have students work independently on

Actividad 4. 5 MIN. 1.2, 1.3• Ask volunteer pairs to read their letter to

Emiliana from Actividad 4 to the class.5 MIN. 1.3


• Ask pairs to volunteer to model their conversations from Actividad 5. 5 MIN. 1.1, 1.2, 1.3

• Quick Start Review (TE, p. 126) 5 MIN. 1.2, 1.3• Present Gramática: Stem-Changing Verbs:

o → ue and the Vocabulario, p. 126. 10 MIN. 1.2, 4.1

• Have students write the answers to Actividad6. 5 MIN. 1.2, 1.3

• Call on selected students to share their completed paragraph from Actividad 6. 5 MIN. 1.3


p. 117, and complete the Para hacer. 2.2

DAY 4

DAY 3

Day 11.1, 1.2, 2.2, 3.2

Day 21.1, 1.2, 1.3, 2.1, 3.1

Day 31.1, 1.2, 1.3, 2.1, 3.2

Day 41.2, 1.3, 2.2, 3.2, 4.2

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En acción (cont.)• Check homework. 5 MIN.• Have students complete Actividad 7 and

then give their answers orally. 10 MIN. 1.2, 1.3• Have students work in pairs to do Actividad

8. 5 MIN. 1.1, 1.2, 1.3• Play the audio; do Actividad 9. 5 MIN. 1.2• Have students work in groups to do Actividad

10 then report their results.10 MIN. 1.1, 1.2, 1.3

• Discuss the Speaking Strategy, p. 128, then present the Vocabulario. 5 MIN. 1.1, 1.2

• Have students work in pairs to complete Actividad 11. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 129) 5 MIN. 1.2, 1.3• Present Gramática: Indirect Object Pronouns,

p. 130. 10 MIN. 1.2, 4.1• Have students write their answers to

Actividad 12. 5 MIN. 1.2, 1.3• Ask selected students to share their responses

to Actividad 12 orally. 5 MIN. 1.3• Have students work independently to

complete Actividad 13. 5 MIN. 1.2, 1.3• Ask volunteers to write their sentences for

Actividad 13 on the board. 5 MIN. 1.3• Present and practice the Vocabulario,

p. 131. 5 MIN. 1.2



DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Play the audio; do Actividad 14. 5 MIN. 1.2• Have students work in pairs on Actividad

15. 5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to share their work

on Actividad 15 with the class. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 132) 5 MIN. 1.2, 1.3• Present Grámatica: Placement of Indirect

Object Pronouns, p. 132. 10 MIN. 1.2, 4.1• Assign Actividad 16. 5 MIN. 1.2, 1.3• Call on students to write their completed

sentences from Actividad 16 on the board.5 MIN. 1.3



En acción (cont.)• Check homework. 5 MIN.• Have students complete Actividad 17.

5 MIN. 1.2, 1.3• Have students work in pairs to complete

Actividad 18. 10 MIN. 1.1, 1.2, 1.3• Ask pairs to volunteer to model their story

from Actividad 18. 5 MIN. 1.1, 1.2, 1.3• Read and discuss the Conexiones,

p. 134. 5 MIN. 2.1, 2.2• Draw a quick copy of the map in the

Conexiones, p. 134, on the board. Work with the class to do the Para hacer orally.10 MIN. 1.2

• Present the Nota cultural, p. 134. 5 MIN. 1.2, 2.1

Homework Option:• Have students write answers to the Para

hacer, p. 132. 1.3

DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.1, 3.2

Day 61.1, 1.2, 1.3, 3.1

Day 71.1, 1.3, 3.2, 4.1

Day 81.1, 1.2, 1.3, 2.1, 2.2, 3.2


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

19. 5 MIN. 1.1, 1.2, 1.3• Call on pairs to report their findings from

Actividad 19. 5 MIN. 1.3• Have students work in pairs to do Actividad


from Actividad 20. 5 MIN. 1.1, 1.2, 1.3• Use Information Gap Activities, Unit 4

Resource Book, pp. 69–70. 10 MIN.• Más comunicación, p. R2. 5 MIN.• Play the audio. Have students practice the

Trabalenguas, p. 135. 5 MIN. 1.2

En colores: Cultura y comparaciones• Quick Start Review (TE, p. 136) 5 MIN. 1.2, 1.3• Discuss the Connecting Cultures Strategy,

p. 136. 5 MIN. 2.1, 4.2• Complete the Venn diagram, p. 136.

5 MIN. 2.1, 4.2• Have volunteers read El Mercado Benito

Juárez, pp. 136–137, aloud. 10 MIN. 1.2, 1.3• Work orally with students to answer the

¿Comprendiste? questions, p. 137 (Answers, TE, p. 137). 5 MIN. 1.2, 1.3

• Discuss the ¿Qué piensas? questions, p. 137. 5 MIN. 1.2

• Have students work in pairs to do the Hazlo tú, p. 137. 5 MIN. 1.1, 1.2, 1.3

• Ask selected pairs of students to share their dialog from the Hazlo tú. 5 MIN. 1.1, 1.2, 1.3

Homework Option:• Have students prepare written answers to

the ¿Qué piensas? questions, p. 137. 1.2, 1.3

DAY 9

DAY 10

En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 138) 5 MIN. 1.2, 1.3• Work orally with students to complete

Actividad 1. 10 MIN. 1.2• Have students write their answers to Actividad

2 independently. 5 MIN. 1.2, 1.3• Call on pairs of students to perform the

conversation in Actividad 2. 10 MIN. 1.1, 1.2, 1.3• Work orally with the class on Actividad 3.

10 MIN. 1.2

En uso (cont.)• Have students write out answers to Actividad

4. 5 MIN. 1.2, 1.3• Call on students to play the parts in

Actividad 4, using their own written responses.10 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 140.5 MIN. 1.1

• Have students work in pairs on Actividad 5.10 MIN. 1.1, 1.2, 1.3

• Call on selected pairs to model their conver-sations from Actividad 5 for the class. 10 MIN. 1.1,

1.2, 1.3• Read and discuss the Conexiones,

p. 140. 5 MIN. 2.1, 3.1, 5.2

Homework Option:• Have students collect items for the mock

mercado suggested in the Conexiones,p. 140.

DAY 12

DAY 11

Day 91.1, 1.3, 3.2, 4.1

Day 101.2, 1.3, 2.2, 3.2, 4.2, 5.2

Day 111.1, 1.2, 1.3, 3.1, 5.1

Day 12NONE

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En uso (cont.)• Use objects students have brought in to

set up the mock mercado suggested in theConexiones, p. 140. Practice regatear.10 MIN. 2.1, 3.1

• Have students work in groups on Actividad6. 10 MIN. 1.1, 1.2, 1.3

• Ask volunteers to write their sentences from Actividad 6 on the board. 5 MIN. 1.3

En tu propia voz: Escritura• Have students work independently on the

writing activity in Actividad 7. 10 MIN. 1.2, 1.3• Ask volunteers to read their work from





15 MIN.• Quick Start Review (TE, p. 141) 5 MIN. 1.3• Put students in groups and follow the

Teaching Suggestion, TE, p. 141. 5 MIN. 1.2, 1.3• Call on students to share their vocabulary

sentences orally. 10 MIN. 1.3• Ask students to solve the Juego, p. 141.


p. 141). 5 MIN. 1.2


DAY 13

DAY 14






DAY 15

Day 131.1, 1.3, 2.1, 2.2, 3.2

Day 141.1, 1.2, 1.3

Day 151.1, 1.3, 2.1, 3.2, 5.2


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Etapa Opener• Quick Start Review (TE, p. 142) 5 MIN. 1.2, 1.3• Anticipate/Activate prior knowledge: Have

students look at the Etapa Opener and answer the ¿Qué ves? questions, p. 142. 10 MIN. 1.2


learn Etapa vocabulary, pp. 144–145.10 MIN. 1.2

• Have students work in pairs to answer the Preguntas personales, p. 145. 10 MIN. 1.1, 1.2

• Ask pairs to share each other’s answers to Preguntas personales, p. 145. 5 MIN. 1.1, 1.2, 1.3

En vivo: Diálogo• Quick Start Review (TE, p. 146) 5 MIN. 1.3• Use the Situational OHTs for additional

vocabulary practice. 10 MIN.• Review the Listening Strategy, p. 146.


pp. 146–147. 10 MIN. 1.2• Replay as needed. 5 MIN. 1.2• Read the dialog aloud, having students

take the roles of characters. 10 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 148) 5 MIN. 1.2, 1.3• Ask students for a summary of the dialog

to check recall. 5 MIN. 1.2• Play the video/audio; have students do

Actividades 1 and 2 orally. 10 MIN. 1.2• Present the Vocabulario, p. 149. 5 MIN. 1.2• Present the Speaking Strategy, p. 149.


Actividad 3. 10 MIN. 1.1, 1.2, 1.3

En acción (cont.)• Have students write answers to

Actividad 4. 5 MIN. 1.2, 1.3• Ask volunteers to recite the captions they

wrote for scenes in Actividad 4. 5 MIN. 1.3• Play the audio. Have students do Actividad

5. 5 MIN. 1.2• Have students work in pairs to do Actividad

6. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to volunteer to model their

conversations from Actividad 6. 10 MIN. 1.1, 1.2, 1.3• Mix up the pairs and have students do

Actividad 7. 5 MIN. 1.1, 1.2, 1.3• Ask a few pairs to model setting the table,

as in Actividad 7, naming each item as they place it. 5 MIN. 1.1, 1.2, 1.3

• Read and discuss the También se dice, p. 151. 5 MIN. 2.1

DAY 4

DAY 3

Day 11.1, 1.3, 2.1, 3.1, 3.2

Day 21.1, 1.2, 2.1, 3.1

Day 31.1, 1.2, 3.1, 3.2

Day 41.1, 1.2, 1.3, 2.1, 3.2, 4.1

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En acción (cont.)• Quick Start Review (TE, p. 152) 5 MIN. 1.2, 1.3• Present Gramática: Using gustar to Talk

About Things You Like, p. 152. 10 MIN. 1.2, 4.1• Work orally with the class to do Actividad

8. 5 MIN. 1.2, 1.3• Model Actividad 9 and discuss possible

answers. 5 MIN. 1.2, 1.3• Have students write their answers to

Actividad 9. 10 MIN. 1.2, 1.3• Read and discuss the Apoyo para estudiar,

p. 153. 5 MIN. 4.1• Quick Wrap-up (TE, p. 153) 5 MIN. 1.3



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

Actividad 10. 10 MIN. 1.1, 1.2, 1.3• Call on some groups to report their findings

from Actividad 10 to the class. 5 MIN. 1.3• Quick Start Review (TE, p. 155) 5 MIN. 1.2, 1.3• Present Gramática: Affirmative and Negative

Words. 10 MIN. 1.2, 4.1• Assign Actividad 11. 5 MIN. 1.2• Ask pairs of students to use their responses

to Actividad 11 to perform a dialog. 5 MIN. 1.1,

1.2, 1.3

DAY 5

DAY 6


En acción (cont.)• Have students work in pairs on Actividad

12. 5 MIN. 1.1, 1.2, 1.3• Ask selected pairs to model questioning,

answering, and changing your mind from Actividad 12. 10 MIN. 1.1, 1.2, 1.3

• Assign Actividad 13. 5 MIN. 1.2, 1.3• Read and discuss the Conexiones, p. 157.

5 MIN. 2.1, 2.2, 4.2• Have students work in pairs to complete

the Para hacer, p. 157. 10 MIN. 1.2• Read and discuss the Nota, p. 157, and

model Actividad 14. 5 MIN. 1.2, 1.3, 4.1• Have students write their responses to




En acción (cont.)• Check homework. 10 MIN.• Quick Start Review (TE, p. 158) 5 MIN. 1.2, 1.3• Present Grámatica: Stem-Changing Verbs:

e → i, and the Vocabulario, p. 158. 10 MIN. 1.2, 4.1

• Have students write their responses to Actividad 15. 5 MIN. 1.2, 1.3

• Ask volunteers to read their responses to Actividad 15. 5 MIN. 1.3

• Model Actividad 16, then ask students to write their responses. 10 MIN. 1.2, 1.3


para hispanohablantes, p. 22

DAY 8

DAY 7

Day 51.1, 1.2, 3.1, 3.2, 4.1

Day 61.1, 1.3, 3.1, 3.2, 4.1

Day 71.1, 1.2, 2.1, 3.2, 4.2

Day 81.1, 1.2, 3.1, 4.1


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En acción (cont.)• Check homework. 5 MIN.• Read and discuss the Nota, p. 159. 5 MIN. 1.2• Have students work in pairs on Actividad

17. 5 MIN. 1.1, 1.2, 1.3• Ask selected pairs to model their conver-

sations from Actividad 17. 5 MIN. 1.1, 1.2, 1.3• Play the audio. Assign Actividad 18.

5 MIN. 1.2• Present and practice the Vocabulario,

p. 160. 5 MIN. 1.2• Read and discuss the Nota, p. 160.

5 MIN. 1.2• Assign pairs to work on Actividad 19.

5 MIN. 1.1, 1.2, 1.3• Ask volunteers to model their conversations

in Actividad 19. 5 MIN. 1.1, 1.2, 1.3

En acción (cont.)• Have students work in pairs on Actividad

20. 5 MIN. 1.1, 1.2, 1.3• Call on pairs to model their completed

conversations from Actividad 20.5 MIN. 1.1, 1.2, 1.3

• Have students work in groups of three to complete Actividad 21. 10 MIN. 1.1, 1.2, 1.3

• Ask groups to volunteer to perform their dialogs from Actividad 21 for the class.5 MIN. 1.1, 1.2, 1.3

• Use Information Gap Activities, Unit 4 Resource Book, pp. 120–121. 5 MIN.

• Más comunicación, p. R3. 5 MIN.• Play the audio and have students practice

the Trabalenguas, p. 161. 10 MIN. 1.2, 4.1

DAY 9

DAY 10


5 MIN. 1.2• Have volunteers read the selection aloud,

pp. 162–163. 15 MIN. 1.3• Work orally with students on the


• Discuss the ¿Qué piensas? questions,p. 163. 10 MIN. 1.2, 3.2


the ¿Qué piensas? questions, p. 163. 1.2, 1.3, 3.2

En colores: Cultura y comparaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 164) 5 MIN. 1.2, 1.3• Discuss the Connecting Cultures Strategy,

p. 164. 5 MIN. 2.1• Brainstorm some rules for being a good

tourist. 5 MIN. 2.1, 3.2• Have volunteers read the selection aloud,

pp. 164–165. 10 MIN. 1.3• Work orally with students to answer the

¿Comprendiste? questions. (Answers, TE, p. 165). 10 MIN. 1.2

• Discuss the ¿Qué piensas? questions, p. 165. 5 MIN. 1.2, 3.2

DAY 12

DAY 11

Day 91.1, 1.2, 1.3, 2.1, 4.1

Day 101.1, 1.3, 3.1, 4.1

Day 111.1, 1.2, 2.1, 3.1, 3.2

Day 121.1, 1.3, 3.1, 3.2, 4.2

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En uso: Repaso y más comunicación• Quick Start Review (TE, p. 166) 5 MIN. 1.2, 1.3• Assign Actividad 1. 5 MIN. 1.2• Work orally with students to complete

Actividades 2–3. 10 MIN. 1.2• Have students read and think about

Actividades 4–5. 5 MIN. 1.2• Call on students to give oral responses to

Actividades 4–5. 10 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 168.

5 MIN. 1.1• Have students work in pairs on Actividad

6. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Have students review all of the Gramática




7. 5 MIN. 1.1, 1.2, 1.3• Ask groups to share their work from

Actividad 7. 5 MIN. 1.3En tu propia voz: Escritura• Have students work independently to

complete the writing activity, Actividad 8. 10 MIN. 1.2, 1.3


En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 169) 5 MIN. 1.3• Review Etapa 3 vocabulary. 10 MIN. 1.2


DAY 13

DAY 14





pp. 170–171, as they complete the exam. 10 MIN. 2.1, 2.2, 3.1, 3.2, 4.2, 5.2

DAY 15

Day 131.1, 1.2, 1.3, 3.2

Day 141.1, 1.2, 1.3, 3.1

Day 151.1, 3.1, 3.2, 5.1, 5.2


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the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 1.2, 3.1



En contexto: Vocabulario• Quick Start Review (TE, p. 178) 5 MIN. 1.2, 1.3• Have students use context and pictures to

learn Etapa vocabulary. 10 MIN. 1.2• Have students answer the Preguntas




pp. 180–181. 5 MIN. 1.2• Replay the audio or video, then have students

take the roles of the characters. 10 MIN. 1.2, 1.3• Work with students to answer the Compre-

hension Questions (TE, p. 181).5 MIN. 1.2


pp. 178–179, for reference. Use OHTs to review vocabulary. 10 MIN. 1.2


pp. 23–25.

DAY 1

DAY 2

En acción (cont.)• Check homework. 5 MIN.• Play the video/audio. 5 MIN. 1.2• Have students do Actividad 1 orally. 5 MIN. 1.2• Read and discuss the También se dice,

p. 182. 5 MIN. 2.1• Do Actividad 2 orally. 5 MIN. 1.2• Work orally with students on Actividad 3.


4. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to model their conversations

from Actividad 4. 5 MIN. 1.1, 1.2, 1.3• Have students stay in their pairs to do

Actividad 5. 5 MIN. 1.1, 1.2, 1.3

En acción (cont.)• Quick Start Review (TE, p. 185) 5 MIN. 1.3• Present Gramática: Describing Actions That

Involve Oneself: Reflexive Verbs, and the Vocabulario, p. 175. 10 MIN. 1.2, 4.1

• Play the audio and assign Actividad 6.5 MIN. 1.2, 1.3


• Call on selected pairs to model their work on Actividad 7. 5 MIN. 1.1, 1.2, 1.3

• Present the Speaking Strategy, p. 186.5 MIN. 1.1


• Call on selected pairs to share their conversations from Actividad 8. 5 MIN. 1.1, 1.2, 1.3



DAY 4

DAY 3

Day 11.1, 2.1, 2.2, 3.2, 5.1

Day 21.1, 1.2, 1.3, 3.2

Day 31.1, 1.2, 1.3, 3.2, 4.2

Day 41.1, 1.2, 1.3, 3.1, 4.1

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9. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to volunteer to read their summ-

aries from Actividad 9. 5 MIN. 1.3• Have students stay in their pairs to work

on the Juego (Answer, TE, p. 187). 5 MIN. 1.2• Quick Start Review (TE, p. 187) 5 MIN. 1.2, 1.3• Present Gramática: Irregular Affirmative tú

Commands, p. 187. 10 MIN. 1.2, 4.1• Present the Vocabulario, p. 188. 5 MIN. 1.2• Work on Actividad 10 orally. 5 MIN. 1.2, 1.3



En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 190) 5 MIN. 1.2, 1.3• Have students work in pairs to do Actividad

11. 5 MIN. 1.1, 1.2, 1.3• Call on pairs to act out their responses to

Actividad 11. 5 MIN. 1.1, 1.2, 1.3• Have students write their responses to

Actividad 12. 5 MIN. 1.2, 1.3• Read and discuss the Conexiones, p. 189.

5 MIN. 2.1• Present Gramática: Negative tú Commands,

p. 190. 10 MIN. 1.2, 4.1• Work orally with the class on Actividad 13.

5 MIN. 1.2, 1.3



DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Have students write their responses to

Actividad 14. 5 MIN. 1.2, 1.3• Read and discuss the Nota cultural, p. 191.


15. 5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to model their


• Have students work in groups on Actividad 16. 10 MIN. 1.1, 1.2, 1.3

• Ask groups to share their results from Actividad 16. 10 MIN. 1.3

En acción (cont.)• Quick Start Review (TE, p. 192) 5 MIN. 1.2, 1.3• Present Gramática: Using Correct Pronoun

Placement with Commands, p. 192. 10 MIN. 1.2, 4.1

• Assign Actividad 17. 5 MIN. 1.2, 1.3• Have volunteers write their answers to

Actividad 17 on the board. 5 MIN. 1.3• Read and discuss the También se dice,

p. 192. 5 MIN. 2.1• Have pairs do Actividad 18. 5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to model their

conversations for Actividad 18 for the class.5 MIN. 1.1, 1.2, 1.3

• Read and discuss the Nota cultural, p. 193.5 MIN. 2.1, 2.2



DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.1, 1.3, 2.1, 3.2, 4.2

Day 71.1, 1.2, 1.3, 2.2, 3.2

Day 81.1, 1.3, 2.2, 3.2, 4.2


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

Actividad 19. 5 MIN. 1.1, 1.2, 1.3• Ask groups to volunteer to model their

conversations from Actividad 19. 10 MIN. 1.1, 1.2, 1.3• Play the audio and have students do

Actividad 20. 5 MIN. 1.2• Ask volunteers to give their responses to


5 MIN. 2.2, 3.1• Have students work individually on the

Para hacer, p. 194. 5 MIN.• Ask students to read their descriptions of

Picasso (Para hacer, p. 194). 5 MIN. 1.3


21. 10 MIN. 1.1, 1.2, 1.3• Ask students to volunteer to read their ads

from Actividad 21 for the class. 5 MIN. 1.3• Use Information Gap Activities, Unit 5

Resource Book, pp. 18–19. 5 MIN.• Más comunicación, p. R4. 5 MIN.• Discuss and demonstrate the Pronunciación,

p. 195. 10 MIN. 1.2, 4.1• Have students work in pairs to practice the

tongue twister, p. 195. 5 MIN. 1.3, 4.1• Have students work in pairs to create their

own tongue twisters, modeled on the Trabalenguas, p. 195. 5 MIN. 1.3, 4.1

DAY 9

DAY 10


5 MIN. 1.2• Ask students to predict what the story is

about. 5 MIN. 1.2• Have students read the Lectura,

pp. 196–197, silently. 10 MIN. 1.2• Ask volunteers to read the story orally.

10 MIN. 1.3• Have students answer the ¿Comprendiste?

questions for the Lectura (Answers, TE, p. 197). 5 MIN. 1.2






the homework review. 5 MIN.• Quick Start Review (TE, p. 198) 5 MIN. 1.2, 1.3• Present the Repaso y más comunicación


• Have students write their responses to Actividad 1. 5 MIN. 1.2, 1.3

• Check answers for Actividad 1 with the whole class. 5 MIN.

• Work with students to do Actividad 2 orally.5 MIN. 1.2

• Have students read and prepare to respond orally to Actividad 3. 5 MIN. 1.2

• Work orally with the class on Actividad 3.5 MIN. 1.2, 1.3

DAY 12

DAY 11

Day 91.1, 1.2, 1.3, 2.2, 3.2

Day 101.1, 1.2, 3.2, 4.1

Day 111.2, 1.3, 2.2, 3.2, 4.1

Day 121.1, 1.2, 1.3

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Actividad 4. 5 MIN. 1.2• Ask pairs of students to take the roles in

Actividad 4. 5 MIN. 1.1, 1.2, 1.3• Present the Speaking Strategy, p. 200.


5. 5 MIN. 1.1, 1.2, 1.3• Have volunteer pairs model their work for

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

6. 10 MIN. 1.1, 1.2, 1.3• Ask groups to volunteer to share their work

from Actividad 6. 5 MIN. 1.3• Discuss the Conexiones, p. 200. 5 MIN. 3.1

Homework Option:• Have students complete the Venn diagram

in the Conexiones, p. 200. 3.1

En tu propia voz: Escritura• Check homework. 5 MIN.• Have students do the writing activity,

Actividad 7, independently. 10 MIN. 1.2, 1.3• Call on selected students to read their

work from Actividad 7. 5 MIN. 1.3

En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 201) 5 MIN. 1.3• Follow the Teaching Suggestions (TE,

p. 201). 10 MIN. 1.2• Review grammar questions, etc., as necessary.

5 MIN.• Have students solve the Juego (Answers,

TE, p. 201). 5 MIN. 1.2


DAY 13

DAY 14






DAY 15

Day 131.1, 1.2, 1.3, 3.2, 5.2

Day 141.2, 1.3, 3.2, 5.2

Day 151.1, 1.3, 2.1, 3.2, 5.2


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Etapa Opener• Quick Start Review (TE, p. 202) 5 MIN. 1.2, 1.3• Anticipate/Activate prior knowledge: Discuss

the Etapa Opener. 5 MIN. 1.2• Present the Supplementary Vocabulary

(TE, p. 203). 5 MIN. 1.2• Answer the ¿Qué ves? questions, p. 202.

5 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 204) 5 MIN. 1.2, 1.3• Discuss the Language Note (TE, p. 204).

5 MIN. 1.2• Have students use context and pictures to

learn Etapa vocabulary. 5 MIN. 1.2• Use the Situational OHTs for additional

practice. 5 MIN.• Have students work in pairs to answer the

Preguntas personales, p. 205. 5 MIN. 1.2



pp. 206–207. 10 MIN. 1.2• Work orally with the class to fill in the table,

p. 206. 5 MIN. 1.2• Discuss Gestures (TE, p. 206). 5 MIN. 1.1• Replay the audio/video as needed. 5 MIN. 1.2• Read the dialog aloud, having students take

the roles of characters. 10 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 208) 5 MIN. 1.2, 1.3• Use OHTs to review En contexto vocabulary.

Ask students for a summary of the dialog to check recall. 10 MIN. 1.2


• Do Actividad 2 orally. 5 MIN. 1.2• Discuss Actividad 3. 5 MIN. 1.3• Have students write their responses to

Actividad 3. 5 MIN. 1.3• Ask volunteers to share their work on


En acción (cont.)• Read and discuss the También se dice,

p. 209. 5 MIN. 2.1• Have students write their responses

to Actividad 4, and ask for volunteers toshare with the class. 10 MIN. 1.3

• Have students work with partners onActividad 5. Then ask the pairs of studentsto share their work. 10 MIN. 1.1, 1.2, 1.3

• Have students work individually on Conexiones, then ask for volunteers toshare their responses. 10 MIN. 2.1, 2.2, 3.1

• Have students write responses to thePara hacer, p. 210. 5 MIN.

• Make a class list of all the adjectivesstudents found for the Para hacer,p. 210. 5 MIN.

DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 3.2

Day 21.1, 1.3, 2.1, 3.2, 4.2

Day 31.1, 1.2, 1.3, 2.1

Day 4NONE

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En acción (cont.)• Have students work in groups to complete

Actividad 6. 10 MIN. 1.1, 1.2, 1.3• Ask groups to share their tables from

Actividad 6. 5 MIN. 1.3• Read and discuss the Nota cultural, p. 211.

5 MIN. 2.1• Present the Supplementary Vocabulary

(TE, p. 211). 5 MIN. 1.2• Discuss the Speaking Strategy, p. 211. 5 MIN. 1.1• Read and discuss the Nota, p. 211. 5 MIN. 1.2• Have students work in pairs to complete


conversations from Actividad 7. 5 MIN. 1.1, 1.2, 1.3

En acción (cont.)• Quick Start Review (TE, p. 212) 5 MIN. 1.3• Present Gramática: Using Pronouns with

the Present Progressive, p. 212. 10 MIN. 1.2, 4.1• Present the Vocabulario, p. 213. 5 MIN. 1.2• Practice new vocabulary. 5 MIN. 1.2• Have students work in pairs to do Actividad

8. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to volunteer to model their conver-

sations from Actividad 8. 5 MIN. 1.1, 1.2, 1.3• Have students work in pairs to do Actividad

9. 5 MIN. 1.1, 1.2, 1.3• Call on selected pairs to model their conver-

sations for Actividad 9. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, pp. 37–38.


DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Read and discuss the Nota, p. 214. 5 MIN.• Have students work in pairs to complete

Actividad 10. 5 MIN. 1.1, 1.2, 1.3• Ask volunteer pairs to model their answers

to Actividad 10. 5 MIN. 1.1, 1.2, 1.3• Play the audio. Do Actividad 11 orally with

the class. 5 MIN. 1.2• Read and discuss the Nota cultural,

p. 214. 5 MIN. 2.2• Present the Vocabulario, p. 215. 5 MIN. 1.2• Have students work in pairs to do Actividad

12. 5 MIN. 1.1, 1.2, 1.3• Call on pairs to present their conversation

from Actividad 12. 5 MIN. 1.1, 1.2, 1.3

En acción (cont.)• Quick Start Review (TE, p. 216) 5 MIN. 1.2, 1.3• Present Gramática: Using the Verb deber,

p. 216. 10 MIN. 1.2, 4.1• Present the Vocabulario, p. 216. 5 MIN. 1.2• Assign Actividad 13. 5 MIN. 1.2, 1.3• Call on students to write their completed

sentences from Actividad 13 on the board.5 MIN. 1.3

• Have students work in pairs to complete Actividad 14. 5 MIN. 1.1, 1.2, 1.3

• Ask pairs to volunteer to model their conversation from Actividad 14. 5 MIN. 1.1, 1.2, 1.3

• Quick Wrap-up (TE, p. 217) 5 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, p. 39. Cuaderno


DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 2.1, 3.2

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.1, 1.2, 1.3, 2.2, 3.2

Day 81.1, 1.3, 3.2, 4.1


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15. 5 MIN. 1.1, 1.2, 1.3• Call on pairs to model their conversations

from Actividad 15. 5 MIN. 1.1, 1.2, 1.3• Play the audio. Assign Actividad 16.

5 MIN. 1.2• Ask volunteers to share their answers to

Actividad 16. 5 MIN. 1.3• Have students work in groups to do

Actividad 17. 5 MIN. 1.1, 1.2, 1.3• Call on groups to share their work from

Actividad 17. 5 MIN. 1.3• Quick Start Review (TE, p. 219) 5 MIN. 1.2, 1.3• Present Gramática: Using Adverbs That

End in -mente, p. 219. 5 MIN. 1.2, 4.1

En acción (cont.)• Assign Actividad 18. 5 MIN.• Work orally with the class on Actividad 19.

5 MIN. 1.2, 1.3• Have students write their answers to

Actividad 19. 5 MIN. 1.3• Assign Actividad 20. 5 MIN.• Have students work in pairs to complete

Actividad 21. 5 MIN. 1.2, 1.3• Read and discuss the Pronunciación,

p. 221. 5 MIN. 4.1


p. 222. 5 MIN. 2.2, 4.2• Have volunteers read Las tapas, pp. 222–223,

aloud. 5 MIN. 1.3



DAY 9

DAY 10

En colores (cont.)• Check homework. 5 MIN.• Discuss the ¿Comprendiste? and ¿Qué

piensas? questions, p. 223. 10 MIN. 1.2, 3.2• Have students work in groups to complete

the Hazlo tú, p. 223. 5 MIN. 1.1, 1.2, 1.3

En uso: Repaso y más

comunicación

• Quick Start Review (TE, p. 224) 5 MIN. 1.3• Have students work in pairs to complete

Actividad 1. 10 MIN. 1.1, 1.2, 1.3• Call on students to share their work from

Actividad 1. 5 MIN. 1.3• Have students write their answers to

Actividad 2 independently. 5 MIN. 1.3


5 MIN. 1.2• Have students write out answers to Actividad

4. 5 MIN. 1.2, 1.3• Call on students to read their responses to


5 MIN. 1.1• Practice the Speaking Strategy. 5 MIN. 1.1• Have students work in pairs on Actividad 5.

10 MIN. 1.1, 1.2, 1.3• Call on selected pairs to model their


DAY 12

DAY 11

Day 91.1, 1.3, 2.1, 3.2, 4.1

Day 101.1, 1.2, 1.3, 2.2, 3.2, 4.2

Day 111.1, 1.2, 1.3, 5.2

Day 121.1, 1.3, 3.2, 4.1, 5.2

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6. 10 MIN. 1.1, 1.2, 1.3• Call on selected groups to model their

work from Actividad 6. 5 MIN. 1.1, 1.2, 1.3• Read and discuss En la comunidad,

p. 226. 5 MIN. 5.1En tu propia voz: Escritura• Discuss the modelo for Actividad 7.

5 MIN. 1.2, 3.3• Have students work independently on the

writing activity in Actividad 7. 10 MIN. 1.2, 1.3• Ask volunteers to read their work from





10 MIN.• Quick Start Review (TE, p. 227) 5 MIN. 1.2, 1.3• Follow the Teaching Suggestion (TE,

p. 227). 10 MIN. 1.2, 1.3• Call on students to read their vocabulary

sentences aloud. 10 MIN. 1.3• Discuss the Community Connection (TE,

p. 227). 5 MIN. 5.1, 5.2• Ask students to solve the Juego, p. 227.

Answer the Juego orally (Answers, TE, p. 227). 5 MIN. 1.2


DAY 13

DAY 14





(TE pp. 175A–175B) as students complete the exam. 10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2

DAY 15

Day 131.1, 1.2, 1.3, 3.1, 3.2

Day 141.1, 1.3, 3.1, 3.2, 4.1, 5.1, 5.2

Day 151.1, 1.3, 2.1, 3.2, 5.2


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Etapa Opener• Quick Start Review (TE, p. 228) 5 MIN. 1.3• Anticipate/Activate prior knowledge: Discuss

the Etapa Opener. 5 MIN. 1.2• Answer the ¿Qué ves? questions, p. 228.

5 MIN. 1.2


learn Etapa vocabulary. 10 MIN. 1.2• Present Supplementary Vocabulary (TE,

p. 231). 5 MIN. 1.2• Have students work in pairs to answer the

Preguntas personales, p. 231. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to share each other’s answers to

the Preguntas personales, p. 231.5 MIN. 1.3



pp. 232–233, as students take notes.10 MIN. 1.2

• Check students’ notes on the menu.5 MIN.

• Read the dialog aloud, having students take the roles of characters. 10 MIN. 1.2, 1.3


Homework Option:


DAY 1

DAY 2

En acción: Vocabulario y gramática• Check homework. 5 MIN.• Quick Start Review (TE, p. 234) 5 MIN. 1.2• Use OHTs to review En contexto vocabulary.


• Play the video/audio; have students do Actividades 1 and 2 orally. 10 MIN. 1.2

• Read and discuss the También se dice, p. 234. 5 MIN. 2.1

• Discuss the Nota cultural, p. 235. 5 MIN. 2.1, 2.2• Work orally with the class to complete

Actividad 3. 5 MIN. 1.2, 1.3

En acción (cont.)• Present the Vocabulario, p. 236. 5 MIN. 1.1, 1.2, 1.3• Have students work in pairs on Actividad

4. 5 MIN. 1.1, 1.2, 1.3• Ask selected pairs to model their conver-

sations from Actividad 4. 5 MIN. 1.1, 1.2, 1.3• Assign Actividad 5. 5 MIN. 1.2, 1.3• Ask selected students to share their responses

to Actividad 5. 5 MIN. 1.3• Read and discuss the Conexiones,

p. 237. 5 MIN. 2.1, 2.2, 3.1• Quick Start Review (TE, p. 238) 5 MIN. 1.2, 1.3• Present Gramática: Talking About Extremes:

Superlatives, p. 238. 10 MIN. 1.2, 4.1

Homework Option:• Have students do the Para hacer, p. 237.

DAY 4

DAY 3

Day 11.1, 1.2, 1.3, 2.1, 3.2

Day 21.1, 1.2, 1.3, 2.1

Day 31.1, 1.2, 2.1, 3.2, 4.1

Day 41.1, 1.2, 1.3, 2.1, 3.1, 3.2, 5.1

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En acción (cont.)• Check homework. 5 MIN.• Assign Actividad 6. 5 MIN. 1.2, 1.3• Ask volunteers to share their answers to

Actividad 6. 5 MIN. 1.3• Discuss Actividad 7. 5 MIN. 1.2• Have students write their responses to

Actividad 7. 5 MIN. 1.2, 1.3• Quick Wrap-up (TE, p. 239) 5 MIN. 1.2• Present the Speaking Strategy, p. 240.


8. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to share their conversations from

Actividad 8. 5 MIN. 1.1, 1.2, 1.3Homework Option:• Más práctica Workbook, p. 45. Cuaderno


En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 240) 5 MIN. 1.3• Present Gramática: Talking About the Past:

The Preterite of Regular -ar Verbs, p. 240.10 MIN. 1.2, 4.1

• Assign Actividad 9. 5 MIN. 1.2, 1.3• Call on students to read their work from

Actividad 9 to the class. 5 MIN. 1.3• Assign Actividad 10. 5 MIN. 1.2, 1.3• Ask students to read their work from

Actividad 10. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 241. 5 MIN. 1.2



DAY 5

DAY 6



10 MIN. 1.2• Discuss Actividad 12. 5 MIN. 1.2• Have students write their responses to

Actividad 12. 5 MIN. 1.2, 1.3• Have students work in groups to complete

Actividad 13. 5 MIN. 1.1, 1.2, 1.3• Ask groups to report their findings from

Actividad 13 to the class. 5 MIN. 1.3• Read and discuss Apoyo para estudiar,

p. 242. 5 MIN. 1.2• Read and discuss the Nota cultural,

p. 242. 5 MIN. 2.2

En acción (cont.)• Quick Start Review (TE, p. 243) 5 MIN. 1.2, 1.3• Present Gramática: Preterite of Verbs Ending

in -car, -gar, and -zar, p. 243. 10 MIN. 1.2, 4.1• Have students write their responses to

Actividad 14. 5 MIN. 1.2, 1.3• Ask volunteers to read their paragraph for

Actividad 14. 5 MIN. 1.3• Ask students to write their responses to

Actividad 15. 5 MIN. 1.2, 1.3• Call on students to read their sentences

from Actividad 15. 5 MIN. 1.3• Present the Vocabulario, p. 244. 5 MIN. 1.2• Assign Actividad 16. 5 MIN. 1.2, 1.3



DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 4.1

Day 61.2, 1.3, 3.2, 4.1

Day 71.2, 1.3, 2.2, 3.1

Day 81.1, 1.2, 1.3, 4.1


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5 MIN. 2.1, 3.1, 4.2• Assign Actividad 18. 5 MIN. 1.2, 1.3• Ask volunteers to read their answers for

Actividad 18. 5 MIN. 1.3• Present the Vocabulario, p. 246. 5 MIN. 1.2• Discuss Actividad 19. 5 MIN. 1.2• Have students work in pairs on Actividad

19. 5 MIN. 1.1, 1.2, 1.3

En acción (cont.)• Discuss Actividad 20. 5 MIN. 1.2• Have students write their answers to

Actividad 20. 5 MIN. 1.2, 1.3• Have students write their answers to

Actividad 21. 10 MIN. 1.2, 1.3• Ask students to read their paragraphs from

Actividad 21. 5 MIN. 1.3• Use Information Gap Activities, Unit 5

Resource Book, pp. 120–121. 5 MIN.• Más comunicación, p. R6. 5 MIN.• Play the audio and have students practice

the Refranes, p. 247. 10 MIN. 1.2

DAY 9

DAY 10

En voces: Lectura• Quick Start Review (TE, p. 248) 5 MIN. 1.2, 1.3• Present the Reading Strategy, p. 248.

5 MIN. 1.2• Have volunteers read the selection aloud

as students note details in a web. 10 MIN. 1.3• Discuss students’ webs. 5 MIN.• Work orally with students on the ¿Comprendiste?

questions (Answers, TE, p. 249). 5 MIN. 1.2, 2.1• Have students write answers to the

¿Comprendiste? questions. 5 MIN.• Discuss the ¿Qué piensas? questions,

p. 249. 10 MIN. 1.2, 2.1, 3.2, 4.2Homework Option:• Have students write their answers to the

¿Qué piensas? questions, p. 249. 1.2, 1.3, 2.1, 3.2,4.2


p. 250. 5 MIN. 2.2• Make a frame for the time line suggested

in the Connecting Cultures Strategy, p. 250.5 MIN.

• Have volunteers read the selection aloud as students fill in their time lines. 10 MIN. 1.3

• Review students’ time lines. 5 MIN.• Work orally with students to answer the

¿Comprendiste? questions (Answers, TE, p. 251). 5 MIN. 1.2, 2.2, 3.1

• Discuss the ¿Qué piensas? question, p. 251. 5 MIN. 1.2, 2.2, 3.2

DAY 12

DAY 11

Day 91.1, 1.3, 2.2, 3.2, 5.1

Day 101.1, 1.2, 1.3, 3.2, 4.1

Day 111.1, 1.2, 2.1, 3.1, 3.2, 4.2

Day 121.1, 1.2, 2.2, 3.1, 3.2

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En uso: Repaso y más comunicación• Quick Start Review (TE, p. 252) 5 MIN. 1.2, 1.3• Assign Actividad 1. 5 MIN. 1.2• Work orally with students to complete

Actividades 2–3. 10 MIN. 1.2• Have students read and think about

Actividades 4–5. 5 MIN. 1.2• Call on students to give oral responses to

Actividad 4. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 254.


5. 5 MIN. 1.1, 1.2, 1.3• Have pairs share their work on Actividad 5.

5 MIN. 1.1, 1.2, 1.3Homework Option:• Have students review all of the Gramática





Actividad 6. 5 MIN. 1.1, 1.2, 1.3En tu propia voz: Escritura• Have students work independently to

complete the writing activity, Actividad 7.5 MIN. 1.2, 1.3


En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 255) 5 MIN. 1.3• Review Etapa 3 vocabulary. 10 MIN. 1.2


DAY 13

DAY 14





pp. 256–257, as they complete the exam.10 MIN. 1.2, 2.1, 2.2, 3.1, 5.2

DAY 15

Day 131.1, 1.2, 1.3, 3.1, 3.2

Day 141.1, 1.2, 1.3, 3.1

Day 151.1, 3.1, 3.2, 5.2


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the Almanaque and the cultural notes. Use Map OHTs as needed. 10 MIN. 1.2, 2.2, 3.1



En contexto: Vocabulario• Quick Start Review (TE, p. 264) 5 MIN. 1.2, 1.3• Have students use context and pictures to

learn Etapa vocabulary. 10 MIN. 1.2• Have students answer the Preguntas




pp. 266–267. 5 MIN. 1.2• Discuss students’ Listening Strategy check-

list results. 5 MIN.• Replay the audio or video, then have

students take the roles of the characters.10 MIN. 1.1, 1.2, 1.3


pp. 264–265, for reference. Use OHTs to review vocabulary. 10 MIN. 1.2


pp. 23–25.

DAY 1

DAY 2


5 MIN. 1.2• Do Actividad 2 orally. 5 MIN. 1.2• Have students work independently on

Actividad 3. 5 MIN. 1.2• Ask volunteers to share their responses to

Actividad 3. 5 MIN. 1.3• Present the Vocabulario, p. 270. 5 MIN. 1.2• Play the audio while students think about

the order of pictures in Actividad 4. 5 MIN. 1.2• Have students share their responses to



5. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to model their descriptions for

Actividad 5. 5 MIN. 1.1, 1.2, 1.3• Assign Actividad 6. 10 MIN. 1.2, 1.3• Ask volunteers to read their postcards from

Actividad 6. 5 MIN. 1.3• Present the Speaking Strategy and Nota,

p. 271. 5 MIN. 1.1, 1.2• Have students work in pairs on Actividad

7. 5 MIN. 1.1, 1.2, 1.3• Call on pairs to share their work on Actividad

7. 5 MIN. 1.1, 1.2, 1.3• Discuss the Project (TE, p. 271). 5 MIN. 2.1, 2.2, 5.2

Homework Option:• Have students start work on the postcard-

stamp project. 2.1, 2.2, 5.2

DAY 4

DAY 3

Day 11.1, 2.1, 2.2, 3.1, 3.2

Day 21.1, 1.2, 1.3, 3.1, 3.2

Day 31.1, 1.2, 1.3, 2.1, 4.2

Day 41.1, 1.3, 2.2, 3.2, 5.1, 5.2

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En acción (cont.)• Quick Start Review (TE, p. 272) 5 MIN. 1.2, 1.3• Present Gramática: Talking About the Past:

The Preterite of -er and -ir Verbs, and the Vocabulario, p. 272. 10 MIN. 1.2, 4.1

• Work orally with students on Actividad 8.5 MIN. 1.2, 1.3

• Have students write their answers to Actividad8. 5 MIN. 1.2, 1.3

• Have students work in groups on Actividad9. 5 MIN. 1.1, 1.2, 1.3

• Ask each group to share its results from Actividad 9. 5 MIN. 1.3

• Have pairs do Actividad 10. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to share their work on

Actividad 10. 5 MIN. 1.3Homework Option:• Más práctica Workbook, pp. 53–54. Cuaderno

para hispanohablantes, pp. 51–52.

En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 274) 5 MIN. 1.2, 1.3• Present Gramática: Talking About the Past:

Verbs with a y Spelling Change, p. 274.10 MIN. 1.2, 4.1

• Work orally with the class on Actividad 11.5 MIN. 1.2, 1.3

• Have students write their responses to Actividad 11. 5 MIN. 1.3

• Work on Actividad 12 orally. 5 MIN. 1.2, 1.3• Have students write their responses to


p. 275. 5 MIN. 2.2



DAY 5

DAY 6


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


on Actividad 13. 5 MIN. 1.1, 1.2, 1.3• Work orally with the class on Actividad 14.

5 MIN. 1.2, 1.3• Have students write their responses to

Actividad 14. 5 MIN. 1.3• Quick Start Review (TE, p. 276) 5 MIN. 1.2, 1.3• Present Gramática: Using Irregular Verbs

in the Preterite: hacer, ir, ser, p. 276.10 MIN. 1.2, 4.1

• Read and discuss the Apoyo para estudiar,p. 276. 5 MIN.

En acción (cont.)• Work orally with the class on Actividad 15.

5 MIN. 1.2, 1.3• Have students write their answers to Actividad

15. 5 MIN. 1.2, 1.3• Present the Vocabulario, p. 277. 5 MIN.• Assign Actividad 16. 5 MIN. 1.2• Ask volunteers to read their responses to


5 MIN. 2.2, 3.1• Have pairs do Actividad 17. 5 MIN. 1.1, 1.2, 1.3• Play the audio as students do Actividad 18.

5 MIN. 1.2• Ask volunteers to share their responses to




DAY 8

DAY 7

Day 51.2, 1.3, 2.1, 4.1

Day 61.1, 1.2, 2.2, 3.2, 4.1

Day 71.1, 1.3, 2.2, 3.1, 3.2, 4.1

Day 81.1, 1.3, 2.1, 3.2, 4.2


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En acción (cont.)• Check homework. 5 MIN.• Read and discuss the También se dice,

p. 278. 5 MIN. 2.1• Work orally with the class on Actividad 19.


Actividad 19. 5 MIN. 1.3• Read and discuss the Apoyo para estudiar, p. 279.


20. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to give their responses to

Actividad 20. 5 MIN. 1.3• Have students work in pairs to do Actividad

21. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to share their calendars from



5 MIN. 1.2, 1.3• Have students write individual responses

to Actividad 22. 5 MIN. 1.3• Model some responses to Actividad 23.

5 MIN. 1.2• Assign Actividad 23 as a written activity.

5 MIN. 1.2, 1.3• Use Information Gap Activities, Unit 6

Resource Book, pp. 18–19. 5 MIN.• Read and discuss the Conexiones, p. 281.

5 MIN. 2.1, 3.2• Más comunicación, p. R7. 5 MIN.• Play the audio. 5 MIN. 1.2• Discuss and demonstrate the Pronunciación,

p. 281. 5 MIN. 4.1

Homework Option:• Have students write 3 sentences for the

Para hacer, p. 281. 1.3

DAY 9

DAY 10

En voces: Lectura• Check homework. 5 MIN.• Quick Start Review (TE, p. 282) 5 MIN. 1.2, 1.3• Review the Reading Strategy, p. 282.

5 MIN. 1.2• Ask students to scan the reading and find

the sequencing words. 5 MIN. 1.2• Have students read the Lectura,

pp. 282–283, silently. 5 MIN. 1.2• Ask volunteers to read the story orally.

10 MIN. 1.3• Have students answer the ¿Comprendiste?

questions for the Lectura (Answers, TE, p. 283). 5 MIN. 1.2


¿Qué piensas? questions for the Lectura, p. 283. 5 MIN. 1.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 284) 5 MIN. 1.2, 1.3• Present the Repaso y más comunicación

using the Teaching Suggestions (TE, p. 284). 10 MIN. 1.2, 1.3

• Do the TPR activitiy (TE, p. 284). 5 MIN. 1.2, 1.3• Have students write their responses to

Actividad 1. 5 MIN. 1.2, 1.3• Check answers for Actividad 1 with the

whole class. 5 MIN.• Work with students to do Actividad 2 orally.

5 MIN. 1.2• Assign Actividad 3. 5 MIN. 1.2• Ask volunteers to share their answers to


DAY 12

DAY 11

Day 91.2, 1.3, 2.1, 3.2, 4.1

Day 101.1, 1.2, 2.1, 3.2, 4.2

Day 111.1, 1.2, 3.1, 3.2, 4.2

Day 121.1, 1.2, 1.3

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Actividad 4. 5 MIN. 1.2• Ask volunteers to read their answers to


5 MIN. 1.1• Have pairs do Actividad 5. 5 MIN. 1.1, 1.2, 1.3• Have volunteer pairs model their work for

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

6. 10 MIN. 1.1, 1.2, 1.3• Ask groups to volunteer to share their work

from Actividad 6. 5 MIN. 1.3• Read and discuss En la comunidad,

p. 286. 5 MIN. 5.1, 5.2

Homework Option:• Have students review all the Gramática


En tu propia voz: Escritura• Have students do the writing activity,

Actividad 7, independently. 10 MIN. 1.2, 1.3• Call on selected students to read their

work from Actividad 7. 5 MIN. 1.2, 1.3

En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 287) 5 MIN. 1.2, 1.3• Follow the Teaching Suggestions (TE,

p. 287). 10 MIN. 1.2• Review grammar questions, etc., as necessary.

10 MIN.• Have students solve the Juego (Answers,

TE, p. 287). 5 MIN. 1.2

Homework Option:• Have students study for Etapa exam.

DAY 13

DAY 14






DAY 15

Day 131.1, 1.2, 1.3, 3.2, 5.1, 5.2

Day 141.2, 1.3, 3.1, 3.2

Day 151.1, 1.3, 2.1, 3.2, 5.1, 5.2


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Etapa Opener• Quick Start Review (TE, p. 288) 5 MIN. 1.2, 1.3• Anticipate/Activate prior knowledge: Discuss

the Etapa Opener. 5 MIN. 1.2• Answer the ¿Qué ves? questions, p. 288.

5 MIN. 1.2

En contexto: Vocabulario• Quick Start Review (TE, p. 290) 5 MIN. 1.3• Read and discuss the Culture Highlights

(TE, p. 291). 5 MIN. 2.1, 2.2• Have students use context and pictures to

learn Etapa vocabulary. 5 MIN. 1.2• Ask the Comprehension Questions (TE,

p. 291). 5 MIN. 1.2• Use the Situational OHTs for additional

practice. 5 MIN.• Have students work in pairs to answer the

Preguntas personales, p. 291. 5 MIN. 1.2, 3.2



pp. 292–293. 10 MIN. 1.2• Work orally with the class to decide which

of the Listening Strategy statements are true, p. 292. 5 MIN. 1.2

• Discuss the Language Note (TE, p. 292).5 MIN. 1.2

• Replay the audio/video as needed. 5 MIN. 1.2• Read the dialog aloud, having students take

the roles of characters. 10 MIN. 1.1, 1.2, 1.3

Homework Option:


DAY 1

DAY 2




• Do Actividad 2 orally. 5 MIN. 1.2• Have students work in pairs to do Actividad

3. 5 MIN. 1.1, 1.2, 1.3• Have volunteers share their responses

to Actividad 3. 5 MIN. 1.3• Read and discuss the Nota cultural,

p. 295. 5 MIN. 2.1, 2.2

En acción (cont.)• Discuss Actividad 4. 5 MIN. 1.2• Have students write their responses to

Actividad 4. 5 MIN. 1.2, 1.3• Play the audio as students work on Actividad

5. 5 MIN. 1.2• Call on selected students to tell which picture

they chose for Actividad 5. 5 MIN. 1.3• Do the Critical Thinking activity (TE,

p. 297). 5 MIN.• Have students work in pairs to plan and

prepare their debate for Actividad 6.10 MIN. 1.1, 1.2, 1.3

• Ask pairs to perform their debates from Actividad 6. 10 MIN. 1.1, 1.2, 1.3

DAY 4

DAY 3

Day 11.1, 1.2, 2.1, 2.2, 3.2

Day 21.2, 1.3, 2.1, 3.1, 3.2

Day 31.2, 1.3, 2.1, 3.2

Day 41.1, 1.2, 1.3, 2.1, 3.2, 4.2

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5 MIN. 1.2, 1.3• Quick Start Review (TE, p. 298) 5 MIN. 1.2, 1.3• Present Gramática: Saying Where Things

Are Located, p. 298. 10 MIN. 1.2, 4.1• Assign Actividad 8. 5 MIN. 1.2, 1.3• Present the Speaking Strategy, p. 299.


Actividad 9. 5 MIN. 1.1, 1.2, 1.3• Call on pairs to share their responses to

Actividad 9 with the class. 5 MIN. 1.3• Have students work in pairs to do Actividad

10. 5 MIN. 1.1, 1.2, 1.3

Homework Option:


En acción (cont.)• Check homework. 5 MIN.• Read and discuss the Conexiones,

p. 300. 5 MIN. 2.2• Quick Start Review (TE, p. 301) 5 MIN. 1.2, 1.3• Present Gramática: Pointing Out Specific

Things Using Demonstratives, p. 301.10 MIN. 1.2, 4.1

• Share the mnemonic device in the Teaching Note (TE, p. 301). 5 MIN.

• Assign Actividad 11. 5 MIN. 1.2• Call on selected students to read their full-

sentence responses to Actividad 11. 5 MIN. 1.3• Quick Wrap-up (TE, p. 302) 5 MIN. 1.3



DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Assign Actividad 12. 5 MIN. 1.2, 1..3• Ask volunteers to share their work on

Actividad 12. 5 MIN. 1.3• Read and discuss the También se dice,

p. 302. 5 MIN. 2.1, 3.2• Have students work in groups to complete

Actividad 13. 5 MIN. 1.1, 1.2, 1.3• Ask volunteer groups to share their work

on Actividad 13. 5 MIN. 1.1, 1.2, 1.3• Quick Start Review (TE, p. 303) 5 MIN. 1.2, 1.3• Present Gramática: Ordinal Numbers,

p. 303. 10 MIN. 1.2, 4.1

En acción (cont.)• Read and discuss the Conexiones,

p. 303. 5 MIN. 2.1, 2.2, 3.2• Have students draw the map for the Para

hacer, p. 303. 10 MIN. 3.2• Assign Actividad 14. 5 MIN. 1.2, 1.3• Call on selected students to give their

responses to Actividad 14. 5 MIN. 1.3• Assign Actividad 15. 5 MIN. 1.2, 1.3• Call on volunteers to read their answers to

Actividad 15. 5 MIN. 1.3• Assign Actividad 16. 5 MIN. 1.2, 1.3• Ask volunteers to share their lists from




DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.2, 4.1

Day 61.2, 1.3, 2.2, 3.1, 3.2, 4.2

Day 71.1, 1.2, 1.3, 2.1, 3.2

Day 81.1, 1.3, 2.1, 3.1, 3.2


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En acción (cont.)• Check homework. 5 MIN.• Quick Start Review (TE, p. 305) 5 MIN. 1.2, 1.3• Present Gramática: Irregular Preterite Verbs,

p. 305. 10 MIN. 1.2, 4.1• Assign Actividad 17. 5 MIN. 1.2, 1.3• Call volunteers to share their answers

to Actividad 17. 5 MIN. 1.3• Have students work in pairs to do Actividad


conversations for Actividad 18. 5 MIN. 1.1, 1.2, 1.3• Assign Actividad 19. 5 MIN. 1.2, 1.3Homework Option:• Más práctica Workbook, p. 64. Cuaderno


En acción (cont.)• Check homework. 5 MIN.• Play the audio as students do Actividad 20.

5 MIN. 1.2• Call on students to share their sequencing

for the photos in Actividad 20. 5 MIN. 1.3• Assign Actividad 21. 5 MIN. 1.2, 1.3• Call on selected students to write their

answers for Actividad 21 on the board.5 MIN. 1.3

• Play the audio. Discuss the Pronunciación,p. 307. 5 MIN. 1.2, 4.1


p. 308. 5 MIN. 3.2• Have volunteers read Los otavaleños,

pp. 308–309, aloud. 5 MIN. 1.3

DAY 9

DAY 10

En colores (cont.)• Discuss the ¿Comprendiste? and ¿Qué

piensas? questions, p. 309. 10 MIN. 1.2, 3.2• Have students work in groups to complete

the Hazlo tú, p. 309. 5 MIN. 1.2• Discuss the Culture Highlights (TE,

p. 309). 5 MIN. 2.2

En uso: Repaso y más comunicación• Quick Start Review (TE, p. 310) 5 MIN. 1.3• Assign Actividad 1. 5 MIN. 1.2• Call on students to share their work from

Actividad 1. 5 MIN. 1.3• Have students write their answers to

Actividad 2 independently. 5 MIN. 1.2, 1.3• Call on volunteers to write their answers

to Actividad 2 on the board. 5 MIN. 1.3


5 MIN. 1.2• Have students write out answers to Actividad

3. 5 MIN. 1.3• Assign Actividad 4. 5 MIN. 1.2• Call on students to read each sentence in





• Read and discuss the Conexiones, p. 312.5 MIN. 2.2, 3.1

DAY 12

DAY 11

Day 91.1, 1.2, 1.3, 4.1

Day 101.1, 1.2, 2.2, 3.2, 5.1

Day 111.2, 1.3, 2.1, 3.1, 3.2

Day 121.2, 1.3, 2.2, 3.2, 4.2, 5.1

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6. 10 MIN. 1.1, 1.2, 1.3• Call on selected groups to model their

work from Actividad 6. 5 MIN. 1.1, 1.2, 1.3En tu propia voz: Escritura• Discuss the modelo for Actividad 7. 5 MIN. 1.2• Have students make a list of months in this

school year and brainstorm things that happened in each month. 5 MIN.

• Have students work independently on the writing activity in Actividad 7. 10 MIN. 1.2, 1.3

• Ask volunteers to read their work from Actividad 7 to the class. 10 MIN. 1.3

Homework Option:• Have students review all the Gramática



5 MIN.• Quick Start Review (TE, p. 313) 5 MIN. 1.3• Follow the Teaching Suggestions (TE,

p. 313). 10 MIN. 1.3• Call on students to read their vocabulary

sentences aloud. 10 MIN. 1.3• Discuss the Interdisciplinary Connection

(TE, p. 313). 5 MIN. 2.1, 3.1, 3.2• Ask students to solve the Juego, p. 313.


p. 313). 5 MIN. 1.2


DAY 13

DAY 14


En resumen (cont.)• Answer questions related to Etapa 2 content.




DAY 15

Day 131.2, 1.3, 3.1, 3.2

Day 141.2, 1.3, 2.2, 3.2, 3.3

Day 151.1, 1.3, 2.1, 3.2, 5.1, 5.2


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Etapa Opener• Quick Start Review (TE, p. 314) 5 MIN. 1.3• Anticipate/Activate prior knowledge: Discuss

the Etapa Opener. 5 MIN. 1.2• Present the Supplementary Vocabulary

(TE, p. 315). 5 MIN. 1.2• Answer the ¿Qué ves? questions, p. 314.

5 MIN. 1.2


review vocabulary. 10 MIN. 1.2• Present the Supplementary Vocabulary

(TE, p. 317). 5 MIN. 1.2• Have students work in pairs to answer the

Preguntas personales, p. 317. 5 MIN. 1.1, 1.21.3, 3.2



pp. 318–319, as students take notes.10 MIN. 1.2

• Check students’ notes on Patricia’s project.5 MIN.

• Read the dialog aloud, having students take the roles of characters. 5 MIN. 1.1, 1.2, 1.3

• Do the Gestures activity (TE, p. 318).5 MIN. 1.3



pp. 125–127.

DAY 1

DAY 2



• Play the video/audio; have students do Actividades 1 and 2 orally. 10 MIN. 1.2

• Read and discuss the También se dice, p. 321. 5 MIN. 1.2, 2.1, 3.2

• Work orally with the class to complete Actividad 3. 5 MIN. 1.2, 1.3

• Have students work in groups to complete Actividad 4. 5 MIN. 1.1, 1.2, 1.3

• Ask groups to share the results of Actividad4. 5 MIN. 1.2, 1.3

En acción (cont.)• Play the audio as students work on Actividad

5. 5 MIN. 1.2• Ask selected students to share their responses

to Actividad 5. 5 MIN. 1.3• Have students work in pairs on Actividad

6. 10 MIN. 1.1, 1.2, 1.3• Ask selected pairs to model their interviews

for Actividad 6. 5 MIN. 1.1, 1.2, 1.3• Read and discuss the Conexiones, p. 323.

5 MIN. 2.2, 3.2• Quick Start Review (TE, p. 324) 5 MIN. 1.2, 1.3• Present Repaso: Review: Present Progressive

and ir a + infinitive, p. 324. 10 MIN. 1.2, 4.1

Homework Option:• Have students do the Para hacer, p. 323. 3.2

DAY 4

DAY 3

Day 11.1, 1.2, 2.2, 3.1, 3.2

Day 21.1, 1.2, 1.3, 2.1, 3.2

Day 31.1, 1.2, 1.3, 3.1

Day 41.2, 1.3, 3.2, 4.1, 5.1

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En acción (cont.)• Check homework. 5 MIN.• Work orally with the class on Actividad 7.


Actividad 7. 5 MIN. 1.3• Assign Actividad 8. 5 MIN. 1.2, 1.3• Call on volunteers to say their answers to

Actividad 8. 5 MIN. 1.3• Have students work in groups on Actividad

9. 5 MIN. 1.1, 1.2, 1.3• Call on selected groups to share their work

on Actividad 9. 5 MIN. 1.3• Quick Wrap-up (TE, p. 325) 5 MIN. 1.3• Present the Speaking Strategy, p. 325. 5 MIN. 1.1




10. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to share their work from Actividad

10. 5 MIN. 1.1, 1.2, 1.3• Assign Actividad 11. 5 MIN. 1.2, 1.3• Ask volunteers to read their letters from

Actividad 11. 5 MIN. 1.3• Quick Start Review (TE, p. 326) 5 MIN. 1.3• Present Repaso: Review: Affirmative tú

Commands, p. 326. 10 MIN. 1.2, 4.1• Assign Actividad 12. 5 MIN. 1.2, 1.3



DAY 5

DAY 6


En acción (cont.)• Check homework. 5 MIN.• Have students work in pairs to complete

Actividad 13. 5 MIN. 1.1, 1.2, 1.3• Ask pairs to share their work on Actividad

13 with the class. 5 MIN. 1.1, 1.2, 1.3• Assign Actividad 14. 5 MIN. 1.2, 1.3• Ask volunteers to read their lists from

Actividad 14. 5 MIN. 1.3• Quick Start Review (TE, p. 327) 5 MIN. 1.2, 1.3• Present Repaso: Review: Regular Preterite,

p. 327. 10 MIN. 1.2, 4.1• Assign the Juego (Answer, TE, p. 328).

5 MIN. 1.2

En acción (cont.)• Have students write their responses to

Actividad 15. 5 MIN. 1.2, 1.3• Ask volunteers to read their answers for

Actividad 15. 5 MIN. 1.3• Quick Wrap-up (TE, p. 328) 5 MIN. 1.1, 1.2, 1.3• Ask students to write their responses to

Actividad 16. 5 MIN. 1.3• Call on students to read their sentences

from Actividad 16. 5 MIN. 1.3• Assign Actividad 17. 5 MIN. 1.2, 1.3• Call on selected students to read their

sentences from Actividad 17. 5 MIN. 1.3• Read and discuss the Conexiones, p. 329.

5 MIN. 2.1, 2.2, 3.1• Assign the Para hacer, p. 329. 5 MIN. 3.2



DAY 8

DAY 7

Day 51.1, 1.2, 1.3, 3.1

Day 61.1, 1.2, 1.3, 3.2, 4.1

Day 71.2, 1.3, 4.1, 5.2

Day 81.1, 1.2, 1.3, 2.2, 3.2


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En acción (cont.)• Check homework. 5 MIN.• Assign Actividad 18. 5 MIN. 1.2, 1.3• Ask volunteers to read their lists from

Actividad 18. 5 MIN. 1.3• Quick Start Review (TE, p. 330) 5 MIN. 1.2, 1.3• Present Repaso: Review: Irregular Preterite,

p. 330. 5 MIN. 1.2, 4.1• Play the audio and assign Actividad 19.


Actividad 19. 5 MIN.• Assign Actividad 20. 5 MIN. 1.2, 1.3• Ask volunteers to read their answers to




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

Actividad 21. 5 MIN. 1.1, 1.2, 1.3• Ask students to read their summaries from

Actividad 21 to the class. 5 MIN. 1.3• Assign Actividad 22. 5 MIN. 1.2, 1.3• Have students work in pairs to complete

Actividad 23. 5 MIN. 1.1, 1.2, 1.3• Ask volunteers to share their questions and

answers from Actividad 23. 5 MIN. 1.3• Assign Actividades 24 and 25. 5 MIN. 1.2, 1.3• Have students share their work on Actividad

24. 5 MIN. 1.3• Play the audio and have students practice

the Refrán, p. 333. 5 MIN. 1.2, 4.1

DAY 9

DAY 10


5 MIN. 1.2• Ask students to skim the Lectura and to

look at the pictures to remember what a murciélago is. 5 MIN. 1.2


• Work orally with students on the ¿Compren-diste? questions (Answers, TE, p. 335).5 MIN. 1.2

• Have students write answers to the

¿Comprendiste? questions. 5 MIN. 1.3• Discuss the ¿Qué piensas? questions,

p. 335. 10 MIN. 1.2


the ¿Qué piensas? questions, p. 335. 1.3

En colores: Cultura y comparaciones• Check homework. 5 MIN.• Quick Start Review (TE, p. 336) 5 MIN. 1.2, 1.3• Discuss the Connecting Cultures Strategy,

p. 336. 5 MIN. 2.2• Have students brainstorm a list of dishes

made with potatoes, tomatoes, and corn.5 MIN.

• Discuss the Culture Highlights (TE, p. 337). 5 MIN. 2.1, 2.2, 3.2




• Discuss the ¿Qué piensas? questions, p. 337. 5 MIN. 1.2, 4.2

Homework Option:• Have students work on the assignment in

the Connecting Cultures Strategy, p. 336. 2.2

DAY 12

DAY 11

Day 91.1, 1.2, 1.3, 4.1

Day 101.2, 1.3, 3.1, 3.2, 4.1

Day 111.1, 1.2, 2.1, 3.2

Day 121.2, 1.3, 2.2, 3.2, 4.2

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En uso: Repaso y más comunicación• Check homework. 5 MIN.• Quick Start Review (TE, p. 338) 5 MIN. 1.3• Assign Actividad 1. 5 MIN. 1.2• Work orally with students to complete

Actividades 2 and 3. 5 min. 1.2• Have students read and think about Actividad

4. 5 MIN. 1.2• Call on students to give oral responses to


5 MIN. 1.1• Have pairs work on Actividad 5. 5 MIN. 1.1, 1.2, 1.3• Have pairs share their work on Actividad 5.

5 MIN. 1.1, 1.2, 1.3

Homework Option:

• Have students review all the Gramáticaboxes in Etapa 3. 1.2




Actividad 6. 5 MIN. 1.1, 1.2, 1.3En tu propia voz: Escritura• Have students work independently to

complete the writing activity, Actividad 7.10 MIN. 1.2, 1.3


En resumen: Repaso de vocabulario• Quick Start Review (TE, p. 341) 5 MIN. 1.2, 1.3• Go over En resumen with the class. 10 MIN. 1.2


DAY 13

DAY 14


En resumen (cont.)• Quick Start Review (TE, p. 342)

5 MIN. 1.2, 1.3• Answer questions related to Etapa 3 content.



pp. 342–343, after they complete the exam.10 MIN. 1.3, 2.1, 2.2, 3.1, 3.2, 5.1, 5.2

DAY 15

Day 131.1, 1.2, 1.3, 3.1

Day 141.1, 1.2, 1.3, 3.1

Day 151.1, 2.1, 2.2, 3.2, 5.2


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Standard 1.1INTERPERSONAL COMMUNICATION - SPEAKING/WRITINGSTUDENTS WILL ENGAGE IN CONVERSATIONS AND/OR WRITTEN CORRESPONDENCE IN WHICH THEY PROVIDE

AND OBTAIN INFORMATION, EXPRESS FEELINGS AND EMOTIONS, AND EXCHANGE OPINIONS.Progress Indicators: What will novice level learners be able to do in the target language?

By the end of the novice level, students will be able to handle the following language tasks in a consistent, comfortable, andspontaneous manner.

When speaking and/or writing in person-to-person communication, learners in the novice level range will:

1. Initiate greetings, introductions, and leave-taking.

2. Ask and answer basic questions based on self and familiar material such as family members, personal belongings, school and leisure activities, location of people and objects, time, and weather.

3. Express personal needs, preferences, and feelings.

4. Initiate simple commands.

Performance Guidelines: What characterizes novice level learners' performance in person-to-person speakingand writing?

Learners in the novice level range:

A. Use memorized phrases and short sentences when communicating.

B. Use words and phrases primarily as lexical items without awareness of grammatical structure.

C. Comprehend and produce vocabulary that is related to everyday objects and actions on a limited number offamiliar topics.

D. Rely on visual aids, gestures and repetitions to enhance communication.

E. Imitate modeled words and phrases using intonation and pronunciation similar to that of the model.

F. Communicate with pauses, false starts, some recourse to their native language and make frequent errors whentaking risks with the language.

G. Are understood primarily by those very accustomed to interacting with language learners.

¡En español! Lesson Plans 87

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

NOVICE LEVEL RANGE

Goal 1Communication: Communicate in Languages Other Than English

88 ¡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 novice learners be able to do in the target language?


When listening, reading, and viewing, learners in the novice level range will:

1. Comprehend simple daily communications on familiar topics, including simple instructions such as classroomprocedures.

2. Understand key words in written material such as advertisements, schedules, and menus, etc.

3. Comprehend the main idea of selected, age-appropriate authentic recordings, broadcasts, and videos.

4. Comprehend the main idea of selected, short, authentic written materials that use familiar vocabulary and language structures.

5. Respond to simple commands.

Performance Guidelines: What characterizes novice level learners' performance in listening, reading and viewing?


A. Understand short, simple conversations and narratives (live or recorded), within highly predictable and familiarcontexts.

B. Recognize highly predictable key words and phrases and familiar structures by using contextual clues with strongvisual support.

C. Rely on personal background experience to assist in comprehension.

D. Rely on repetition for understanding.

E. Determine meaning by recognition of cognates, prefixes, suffixes, and thematic vocabulary.

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 novice learners be able to do in the target language?


When presenting information by speaking or writing, learners in the novice level range will:

1. Describe in written or spoken format basic information, such as self, family members and friends, events, interests, school activities, and personal belongings.

2. Give simple commands and make requests of another person or group.

3. Retell a simple story using familiar vocabulary and language structures.

4. Write personal journals and send brief messages to friends.

5. Dramatize student-created and/or authentic songs, short poems, skits or dialogues.

Standard 2.1PRACTICES OF CULTURESTUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRACTICES AND

PERSPECTIVES OF THE CULTURE(S) STUDIED.Progress Indicators: What are novice level learners able to do in the target language?

Learners in the novice level range will:

1. Imitate patterns of behavior such as greetings or gestures used in formal and informal settings in the target culture.

2. Identify some customs and traditions such as celebrations and holiday practices of the target culture.

3. Participate in cultural activities such as games, songs, and dances of the target culture.

4. Identify some viewpoints of the target culture, such as those relating to time, school, transportation, pastimes,and the role of family members.

5. Recognize and explore the process of stereotyping other cultures.

Performance Guidelines: What characterizes the novice learners’ performance in communicating about culturalpractices in the target language?

Learners at the novice level:

A. Imitate the use of culturally appropriate vocabulary, idiomatic expressions, and non-verbal behaviors modeledby the teacher.

B. Use memorized phrases and short sentences when communicating in spoken or written formats.

C. Rely on visual aids, gestures, and repetition to enhance comprehensibility.

D. Comprehend written and spoken language better when content has been previously presented in an oral and/orvisual context.

E. Understand a story line or event in written or oral contexts that reflect a cultural background similar to their own.

F. Use the student's native language only when the investigation of cultural perspectives extends beyond the noviceproficiency range.


Performance Guidelines: What characterizes novice level learners' performance in spoken and written presentations?

Novice level learners will:

A. Use memorized, short phrases and sentences in oral and written presentations based on familiar material.

B. Demonstrate some accuracy in pronunciation and intonation when presenting well-rehearsed material on famil-iar topics.

C. Rely heavily on repetition, gestures, facial expressions and visual aids to communicate their message orally.

D. Reproduce familiar material in written presentations.

E. Communicate with pauses, false starts, some recourse to their native language, and make frequent errors whentaking risks with the language and attempting to produce language beyond the memorized.

F. Are understood primarily by those very accustomed to interacting with language learners.

Goal 2Cultures: Gain Knowledge and Understanding of Other Cultures


Standard 2.2 PRODUCTS OF CULTURESTUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN THE PRODUCTS AND

PERSPECTIVES OF THE CULTURE(S) STUDIED.Progress Indicators: What are novice level learners able to do in the target language?

1. Identify objects, images and symbols, such as flags, currency, food, dress, and toys that are commonly used inthe target culture.

2. Identify some major contributions and historical figures from the target culture, including contributions in science, mathematics, government, and fine arts.

3. Identify some historical and contemporary influences from the target culture that are significant in the U.S. culture, such as explorers and settlers, music and sports.

4. Identify countries, regions, and geographic features where the target language is spoken.

5. Extract samples of the culture's perspectives from popular media in the target culture.

Performance Guidelines: What characterizes the novice level learners’ performance in communicating aboutcultural products in the target language?

Learners at the novice level range will:

A. Use memorized phrases and short sentences when communicating in spoken or written formats about culturalproducts.

B. Rely on visual aids, gestures and repetition to enhance comprehensibility about cultural products.

C. Comprehend written and spoken language about cultural products better when content has been previously presented in an oral and/or visual context.

D. Understand a story line or event in written or oral contexts that reflect a cultural background similar to their own.

E. Use the student's native language only when the investigation of cultural perspectives extends beyond the noviceproficiency range.


Standard 3.1INTERDISCIPLINARY STUDIESSTUDENTS WILL REINFORCE AND FURTHER THEIR KNOWLEDGE OF OTHER CONTENT AREAS THROUGH THE

FOREIGN LANGUAGE.Progress Indicators: What will novice level learners be able to do in the target language?

1. Identify and/or use selected information and skills from other content areas (such as the arts, health, social studies, sciences, mathematics, and English, etc.) in the target language classroom.

2. Using authentic target language resources, (such as the Internet, books, magazines), identify and/or use selectedinformation to reinforce or expand learning in other content area classrooms (such as the arts, health, socialstudies, sciences, mathematics, English, etc.).

Performance Guidelines: What characterizes the performance of novice level learners?


A. Use memorized phrases and short sentences when communicating about selected content areas.

B. Rely on visual aids, gestures and repetitions to enhance communication about other content areas.

C. Understand short, simple conversations and narratives about other content areas (live or recorded), within highlypredictable and familiar contexts.

D. Recognize highly predictable key words and phrases and familiar structures by using contextual clues with strongvisual support.

E. Rely on personal background experience to assist in comprehension.

F. Rely on repetition for understanding.

G. Determine meaning by recognition of cognates, prefixes, suffixes and thematic vocabulary.

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 novice level learners be able to do in the target language?


1. Extract information about the target culture from selected authentic sources (such as the Internet, books, magazines).

2. Use authentic target language sources to gain insight about the distinctive perspectives of the target culture.

Performance Guidelines: What characterizes the performance of novice level learners?


A. Understand general oral and written information when enhanced by illustrations within highly predictable contexts.

B. Increase their comprehension by looking for and recognizing key words or phrases.

C. Rely on personal background information to help in understanding something they read or hear.

D. Rely on memorized phrases and short sentences to describe distinctive viewpoints of the target culture.

E. Use the student's native language only when the discussion of distinctive viewpoints extends beyond the noviceproficiency range.

Goal 3Connections: Connect with Other Disciplines and

Acquire Information


Standard 4.1 LANGUAGE COMPARISONSSTUDENTS DEMONSTRATE UNDERSTANDING OF THE NATURE OF LANGUAGE THROUGH COMPARISONS OF

THE LANGUAGE STUDIED WITH THEIR OWN.Progress Indicators: What will novice level learners be able to do in the target language?


1. Recognize cognates and borrowed words and be aware of their usefulness in comprehending language.

2. Identify and compare the sound and writing systems of the target language with their own, including stress, intonation, punctuation, etc.

3. Identify basic grammatical structures of the language studied and compare these structures to their own language, including word order, gender, agreement, etc.

4. Recognize identified idiomatic expressions that cannot be directly translated into their own language.

Performance Guidelines: What characterizes novice level learners' performance?


A. Rely primarily on memorized phrases or short sentences when describing language structure comparisonsbetween cultures.

B. Rely heavily on visuals to get ideas across to the audience.

C. Rely on personal background information to help in understanding similarities and differences of grammaticalstructures between the 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 novice level learners be able to do in the target language?


1. Identify similarities and differences in verbal and non-verbal behavior between cultures.

2. Recognize cross-cultural similarities and differences in the practices of the culture studied.

3. Identify cross-cultural similarities and differences in the products of the culture studied.

4. Recognize cross-cultural similarities and differences in the perspectives within the target culture.



A. Rely primarily on memorized phrases or short sentences when describing comparisons between cultures.

B. Rely heavily on visuals to get ideas across to the audience.

C. Rely on personal background information to help in understanding cultural similarities and differences betweenthe culture studied and their own.

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 novice level learners be able to do in the target language?


1. Identify professions/occupations which are enhanced by proficiency in another language.

2. Practice oral or written use of the foreign language with people outside the classrooms.

3. Communicate on a personal level with speakers of the language via short letters, e-mail, audio, and videotapes.

4. Produce short skits, stories, poems, multimedia shows, etc., and present their works at school and/or in the community.



A. Use memorized phrases or short sentences with very familiar topics.

B. Write simple tasks, such as short messages or notes.

C. Be accurate in pronunciation when presenting well-rehearsed materials.

D. Understand general information when enhanced by visuals or gestures.

Standard 5.2PERSONAL ENRICHMENTSTUDENTS WILL SHOW EVIDENCE OF BECOMING LIFELONG LEARNERS BY USING THE LANGUAGE FOR

PERSONAL ENJOYMENT AND ENRICHMENT.Progress Indicators: What will novice level learners be able to do in the target language?


1. Demonstrate a willingness to interact with native speakers.

2. Discover and explore a variety of entertainment sources representative of the target culture.

3. Identify current issues of interest within the target culture.

4. Discover and explore samples of art, literature, music, etc. representative of the target culture.


Learners in the novice range will:

A. Be understood primarily by those very accustomed to interacting with language learners.

B. Exhibit increased comprehension when constructing meaning through recognition of key words or phrasesembedded in familiar contexts.

C. Rely heavily on visuals to enhance comprehensibility in both oral and written presentations.

D. Use primarily memorized phrases and short sentences during highly predictable interactions on very 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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