¡Avancemos! Level 4 Lesson Plans Unidad 3

Unit and Lesson Opener, Presentación de vocabulario, pp. 142-147 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Talk about vacations • Describe results and states • Talk about past events • Preterite and imperfect • Culture: beaches throughout the Spanish-speaking world; ecotourism FOCUS AND MOTIVATE • Have students look at the photos on pp. 142–143 and read the passages on p. 143 on their own. Project a map of the Caribbean and have them name all the islands they know. Ask the following questions: ¿Viajaron alguna vez en avión a alguna de las islas del Caribe?, ¿Qué hicieron durante el vuelo?, ¿Se quedaron en un hotel de lujo?, ¿Qué lugares visitaron?, ¿Por qué creen que las personas viajan a las islas del Caribe?, etc. Have volunteers share their experiences. If none of the students have ever traveled to the Caribbean, have them share any airplane travel experience. Help students as necessary if they struggle with vocabulary. • Have students turn to pp. 144–145 and answer the questions in ¿Qué ves? section. You could also ask students if they know anything about online travel agencies and elicit or explain similarities and differences with traditional travel agencies like the one on the photo. • Read the Comparación cultural feature. Have students work in pairs or small groups to answer the questions on Compara con tu mundo section on p. 144. TEACH • Ask students to work in pairs and take turns reading Presentación de vocabulario paragraphs A-D on p. 146 and Hoteles Caribe on p. 147. Encourage them to help each other clarify unknown vocabulary words and phrases as necessary resorting to context and inferences. Advise students to pause frequently while reading to check for comprehension. Then, ask them a few questions to check for understanding. • Discuss all the steps you need to follow before traveling abroad and once you get to the destination of your choice. Have students organize the vocabulary into two categories using a Classification Chart labeled “Antes de viajar” and “En el destino.” PRACTICE AND APPLY • Before class, read the script on p. 143c, so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Listen to TXT CD 2 Track 1, and have students complete the ¡A responder! activity on p. 147. Have them work in small groups to write their answers.

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Divide students into groups of three, and have them choose a beach from the Caribbean they would like to visit. Then have them role-play a couple visiting a travel agent and arranging an airplane trip. They should discuss the order of their plans.

ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 146–147. • Vocabulary Self-Check Quiz OPTIONAL RESOURCES • Flashcards • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Práctica de vocabulario, pp. 148-149 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation • 1B ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Talk about vacations • Describe results and states • Talk about past events • Preterite and imperfect • Culture: beaches throughout the Spanish-speaking world; ecotourism FOCUS AND MOTIVATE • Invite students to play a vocabulary race. Have them work in pairs and give them two or three minutes to list as many words and phrases connected with travel and hotels as they can recall from the previous class. You can use a stopwatch to tell the elapsed time to students. When the time is up, ask pairs to read their lists aloud. As vocabulary items are read aloud, check understanding of meaning, pronunciation, and spelling of difficult words and phrases. Congratulate the pair that writes the longest and most accurate list. TEACH Read aloud the prompts for Activity 1: Viajes y hoteles on p. 148 as students read along. Have students fill in the blanks as a class by raising their hands. Make sure to give different students an opportunity to participate. Ask students to write down their answers. Use Flashcards to review any term that students cannot infer. IEP Modification Challenge students to do the Expansión activity on Teacher’s Edition p. 148. Have them create their own sentences in writing. Then have volunteers read their sentences aloud. • Before students complete Activity 2: Minidiálogos on p. 148, model the sample conversation with an advanced student. Make sure you use gestures and intonation to convey meaning accurately. Then, tell students that they are going to work in pairs to complete similar conversations. Check answers as a class. After they complete Activity 2, ask volunteers to role-play the conversations for the whole class. Have classmates comment on the volunteers’ gestures and intonation. • Ask students to use the Expansión suggestion on p. 148 to create two conversations in pairs. Have them write down their conversations and ask volunteers to role-play them

¡Avancemos! Level 4 Lesson Plans Unidad 3 for the whole class. Have classmates comment on the volunteers’ gestures and intonation. PRACTICE AND APPLY • Explain students that in the next activity they are going to listen to Julio, a young man that visited the Dominican Republic last month. Before playing the audio, encourage them to locate the Dominican Republic and on p. xviii and its capital city, Santo Domingo, on p. xxi. Ask students what they know about this country. • Before playing TXT CD 2, Track 2, have students read the prompt and questions for Activity 3: Un viaje a la República Dominicana on p. 148 on their own. Then play TXT CD 2, Track 2 and have students write down their answers independently. Play the audio a second time for re-checking. Have volunteers share their answers as complete sentences. Review as a class and ask students the reason of Julio’s trip. • Read aloud the prompt for Activity 4: Preguntas y respuestas on p. 149. Have students complete the activity individually and then exchange their answers with a partner. After checking answers as a class, review with students the difference between the preterite and the imperfect tenses. If necessary, refer them to pp. 8283. Ask pairs to underline preterite and imperfect verb forms in the questions and answers and say why each tense is used. • Lead a brief discussion about Panama as an introduction to Activity 5: Con el agente de viajes on p. 149. Show the country on the world map on p. xviii and on the Central American map on p. xx. Ask students what they know about the country’s weather and touristic attractions. Ask students if they would like to travel to Panama and why. Then, direct students’ attention to the illustrations on p. 149 and describe what they think is going on in the travel agency. Finally, read the prompt together with students and have students work in pairs to complete the activity and, if time permits, have them switch roles. Ask volunteers to act out their conversations in front of the class. IEP Modification Some students may find Activity 5 more approachable if they write down the conversation before acting it out in front of the class. Students may rehearse and even improvise a little, but encourage them not to read their conversations word by word while they act it out so that they sound more natural. ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 149. Remind them to answer the questions in complete sentences. Check answers as a class. • Homework: Cuaderno, p. 45 OPTIONAL RESOURCES • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader

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¡Avancemos! Level 4 Lesson Plans Unidad 3

Vocabulario en contexto, pp. 150-151 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Read and compare travel plans FOCUS AND MOTIVATE • Draw a gift box on the board and ask students how that may connect with the theme you have been working with, travel and holidays. Then write the word paquete in the center of a mind map. Ask students about the meanings of this word in Spanish. Then lead a brief class discussion about travel agencies and tour packages. Ask students if they have ever bought a travel package and have them share their experiences. If they do not have any experience with this, you can share your experience. TEACH • Tell students that they will read the travel package brochure that Ricardo and Ernesto chose for their vacation. Next, read aloud the Estrategia section on p. 150 and explain students that they will create a web to make a mind map like the one shown. Then give students time to read independently the brochure and caption. Remind them to pay close attention to vocabulary for the map. Students may choose to highlight vocabulary as they read. IEP Modification Pair struggling readers with more proficient students. • Once students are done, complete the mind map as a class. Ask each student to contribute at least one word by writing it on the board. If you have more students than words, students can brainstorm any additional words they recall. Make sure circles are attached to show different levels of categorization. PRACTICE AND APPLY • Ask students to skim and scan the text to answer the questions in Activity 7: Comprensión del paquete turístico on p. 151 in writing. Check answers as a class and have students provide text evidence to support them. Use Flashcards to reteach any vocabulary that needs reinforcement and explain information in the text that students do not understand. • Read the prompt for Activity 8: Viajeros, on p. 151. Organize students in pairs to work on a travel package. Have them discuss cultural products from a Caribbean country of choice. Then instruct them to include a brief description of the city/tourist attraction, geographical location, and tourist sites available. It should also include information about hotels, food, transportation (flights), prices, and optional suggested tours. Students can add in whatever additional information they think necessary to make their brochure attractive. Remind them not to forget pictures! You can extend

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the activity by asking students to include a list of all the documents needed to travel abroad as suggested in Expansión box, on Teacher’s Edition p. 151. IEP Modification If struggling students find the task too challenging, provide additional support and feedback as needed. Consider assigning this task as a smallgroup activity, but insist that all students participate. Ask students to work in pairs for Activity 9: Preferencias on p. 151. As students go over and discuss the different questions, ask them to take quick notes about their partner’s travel preferences and keep them for later use. Students should write their findings in a summary as homework.

ASSESS AND RETEACH • Have students work on the Para y piensa activity on p. 151 and correct any false statements as a class. • Homework: Have students write a summary reporting their findings to close Activity 9. Ask volunteers to read their summaries. • Vocabulary Quiz 1, On-Level Assessment, p. 79 OPTIONAL RESOURCES • Generate Success • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 1, pp. 152-155 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Talk about vacations • Describe results and states • Past participles • Participle clauses FOCUS AND MOTIVATE • Ask students to work in small groups. Give each group two minutes to write down as many examples of travel-related infinitive verbs as possible; for example, reservar. When time is up, ask students to stop writing. Have volunteers read their groups’ list and check the verbs as a class. Congratulate the group that got the highest number of correct answers on their list. Explain that today they will use some of those verbs to form adjectives. Read the English Grammar Connection on p. 152 and evaluate how confident students feel with this grammar topic. Write a couple of sample English sentences with participles and past tense verbs on the board and have students identify them. Make sure to include some irregular forms as well. TEACH • Identify the students who do not feel so comfortable with the topic and ask them to help you read the content on p. 152. Have the rest of the students follow the reading in silence. Pause before reading the participial clauses and give further examples and explanations as you deem necessary. Students should recognize that past participles are not only similar in function in English and in Spanish, but also vaguely similar in the way they are formed. Have students turn to pp. R17–R18 for a list of regular past participles and to pp. R24–R27 for a list of irregular past participles. Check comprehension by using the following drills. Juan está muy… ¿cansado, cansando o cansada? (cansado) Tengo todas las invitaciones… ¿confirmados, confirmadas, confirmando? (confirmadas) Ay, mi teléfono está… ¿rota, rompido, roto? (roto)

¡Avancemos! Level 4 Lesson Plans Unidad 3 •

Continue reading the content on p. 152 and explain that the adjective form of the past participle must agree in gender and number with the noun it modifies in the same way that participial clauses must agree in gender and number with the noun they refer to. Have volunteers read the remaining examples.

PRACTICE AND APPLY • Have students work individually on Activity 9: Así eres on p. 153. After they complete the questionnaire, check answers together and, finally, ask them if they agree or disagree with the results they came up with. Expand the activity by asking ¿Qué otras dos cosas hacen las personas organizadas y las distraídas cuando van de viaje? as suggested in the Expansión box. Have volunteers answer orally. • Have students work in pairs to complete Activity 10: Preparativos on p. 153. Advise students to read the text quickly for general comprehension before filling the blanks. Check answers as a class. • Before class, read the script on p. 143C so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Play TXT CD 2, Track 3. Have students complete Activity 11: ¡A escuchar! on p. 154 and go over the answers with a partner. Play the audio at least three times. If time allows, have students use their notes to write complete sentences about Paula’s trip. If not, assign as homework. • Read aloud the prompt for Activity 12: ¿Ya está hecho? on p. 154. Have students work in pairs to complete it. If necessary, have them turn to pp. 82–83 to review the preterite tense. Circulate around the classroom and provide corrective feedback as needed. Make sure students include the questions in Expansión box on their conversations. • For Activity 13: Tu viaje on p. 155, ask students to continue working in pairs. Read the prompt and the verbs aloud and ask students to use as many participles as possible. Encourage them to use the list of travel-related infinitive verbs they completed at the beginning of the lesson. If time allows, have volunteers role-play the conversation in front of the class. • Have a volunteer read aloud Comparación cultural on p. 155. Then have students compare and contrast beaches in the U.S. with those of Spanish-speaking countries by discussing the questions under Compara con tu mundo. Assign the Internet research activity as homework and have students write a persuasive essay convincing a tourist to visit one of the beaches for vacation. Ask them to include at least five participles. ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 155 on their own in writing. Check answers as a class. • Cuaderno, pp. 46–47 OPTIONAL RESOURCES • Grammar Review Videos: El participio pasado • Grammar Summary: Verbs: Irregular Verbs; Verbs: Regular Verbs • Conjuguemos.com

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Gramática en contexto, pp. 156-157 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations OBJECTIVES • Talk about vacations • Describe results and states • Past participles FOCUS AND MOTIVATE • Call students’ attention to the illustration on p. 156 and ask them to guess who the three women are, where they are, and what they are doing. Ask if they think they will have any problems at the travel agency. Activate grammar prior knowledge by asking volunteers to use the following past participles as they speak: incluido, organizado, satisfecho, escrito, cubierto. For example: Hay tres chicas en una agencia de viajes. Deben estar planificando un viaje. Quizás sean amigas, o hermanas. Se ve que están satisfechas, así que seguramente ya tienen todo organizado y su viaje tiene todo incluido. Quizás están averiguando si todos los gastos están cubiertos. Los papeles de la mesa deben ser folletos donde están escritos todos los detalles del viaje. TEACH • Have students skim the dialogue on p. 156. While they read, draw a Venn diagram on the board or create one using Generate Success. Then, discuss how close their predictions were. • Remind students of the tour package offered by Quisqueya Tours. Ask them to brainstorm what they remember about the package. Have them turn to p. 150 if necessary. List the main points on the board: vuelos directos en primera clase o clase turista, hoteles de 3, 4 y 5 estrellas, habitaciones dobles o sencillas, transporte al hotel, comidas incluidas, paseo por la ciudad, otras excursiones opcionales, reservas pagando el 20% por adelantado. • Read aloud the Estrategia section and teach or review how to use Venn diagrams to compare and contrast information. Then ask four volunteers to read aloud the dialogue. This time, tell students to pay attention to details. Have them list the main

¡Avancemos! Level 4 Lesson Plans Unidad 3 information of the package that La Habana travel agency offers. They can use the main points about Quisqueya Tours as a model. Then, have students work with a partner and complete the Venn diagram on their own. Ask volunteers to present their diagrams to the whole class and provide corrective feedback as necessary. PRACTICE AND APPLY • Have students summarize the details of the conversation by answering the questions on Activity 14, Comprensión del diálogo, on p. 157 independently. Check answers as a class. Expand the activity by asking students to answer the questions on Expansión box. IEP Modification To make this activity more challenging, ask students to use the questions as help to write a cohesive paragraph that summarizes the information on the dialogue including connectors and complete sentences. • Organize students in pairs and have them complete Activity 15, ¿Verdadero o falso?, on p. 157. If students have difficulties with participles, have them turn to pp. R24R27 for a list of irregular participles. Have each pair read one false sentence aloud for the rest of the class to correct. • Have pairs imagine that they are going on a trip to a Spanish-speaking country to complete Activity 16, Vamos de viaje, on p. 157. They do not need to write the whole dialogue, but should take notes of the general gist after they are done. Remind students that they must use past participles in their dialogues. Then have volunteers act out their dialogues using their notes as help. Expand the activity by asking students to think of a different problem to include in their conversations. ASSESS AND RETEACH • Have students work on the Para y piensa activity on p. 157. Review answers as a class. Remind students to pay close attention to agreement. • Grammar Quiz 1, On-Level Assessment, p. 80 OPTIONAL RESOURCES • Grammar Review Videos: El participio pasado • Grammar Summary: Verbs: Irregular Verbs; Verbs: Regular Verbs • Interactive Whiteboard Activities: Past Participles as adjectives, Past participle of irregular verbs • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 2, pp. 158-161 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Present perfect and past perfect • Sequence events FOCUS AND MOTIVATE • Have students brainstorm what they know of travel plans and arrangements. Draw a timeline on the board and have different volunteers come to the board and complete it showing the possible sequence of events that happened before going on a vacation trip; for example: leer sobre el lugar de destino, ir a la agencia de viajes, reservar el hotel, pagar por adelantado, comprar los pasajes, preparar las maletas, confirmar el vuelo, viajar. Explain that today they will learn to talk about several different actions which have occurred in the past at different times and express situations that began in the past and continue to the present. • Read the Goal on p. 158 to preview the lesson theme. Point out that the present perfect and the past perfect tenses are compound tenses, unlike the preterite. Read the English Grammar Connection together with students. Ask them about the similarities in forming the compound past tenses in English and Spanish. Elicit from students how to form the past participles of regular verbs in Spanish (drop the infinitive ending and add -ado to -ar verbs or -ido to an -er or -ir verb). TEACH • Call on volunteers to read the grammar content on p. 158 aloud. Have the rest of the students follow the reading in silence. Pause after each sample sentence and give further explanations as necessary. When they finish reading, write the following sentences on the board: Carla fue a Puerto Rico la semana pasada. Ya ha estado en el extranjero varias veces, pero nunca había viajado sola. Underline the three verb phrases that are used in the sentences (fue, ha estado, había viajado) and have students identify the tenses. If necessary, have them turn to pp. 82?83 to review the preterite. • Before students move into practicing activities, check their comprehension of the main grammar points. Ask them to fill in a three-column chart to summarize the past tenses, with the following heads: Tiempo verbal, Forma, Usos. As students are creating their charts, walk around the classroom to check their work and help them as needed. Then, have volunteers share their charts with the rest of the class. PRACTICE AND APPLY • Before class, read the script on p. 143D so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Play TXT

¡Avancemos! Level 4 Lesson Plans Unidad 3

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CD 2, Track 4 and have students complete Activity 17, ¿Cuándo ocurrió?, on p. 159. Check answers as a class and then ask students: ¿Creen que Yamila y Rogelio realmente están preparados para su viaje? ¿Por qué? Encourage students to use tenses correctly in their answers emphasizing the moment when each action happened. If time allows, have students listen to the audio again and have them take quick notes about each item. Ask them to use their notes to write complete sentences about Yamila and Rogelio’s traveling arrangements. If not, assign as homework. Read the prompt for Activity 18, Fotos de las vacaciones, on p. 159. Before students start working on their own to complete the activity, have students review how to form the present perfect in Spanish by turning to their three-column charts. Introduce unfamiliar vocabulary whenever you consider it appropriate. Then have them write the sentences independently. Before students work in pairs on Activity 19, ¿Qué habían hecho?, on p. 160, have students review how to form the present perfect in Spanish by turning to their threecolumn chart. Then have them complete the activity independently. Move around the classroom to identify any areas of difficulty that may require additional instruction and practice. Have students refer to the list of irregular past participle forms on pp. R24-R27 if necessary. Check answers as a class. Organize students in pairs for Activity 20, Ya había pasado todo, on p. 160. Give them a few minutes to look at all pictures to find out what had happened in each. Then assign each student two of the pictures to describe. Call students’ attention to the sample picture and read the sample sentence aloud. Remind students that the preterite is used to express a completed past action and the past perfect is used to talk about a past action that occurred before another action in the past. Then have students write their sentences and exchange with their partners. Expand the activity by asking students to write three additional sentences about things that had already happened when they came to class as suggested in Expansión box on Teacher’s Edition p. 160. Check answers as a class and have volunteers read aloud their additional sentences. Prepare students for Activity 21, ¿Por qué?, on p. 161 by telling them that they will take turns with a partner to ask and answer questions about an imaginary trip they took to the Caribbean. Call on an advanced student to role-play the dialogue with you as a model. Expand the activity by asking students to answer the questions in Expansión box. Have students look at the picture and read the caption in Comparación cultural on p. 161. Ask the following questions: ¿Alguna vez han estado en un lugar como este? ¿Por qué razones creen que algunas personas se oponen a que los turistas visiten estos lugares? ¿Qué se podría hacer para que los lugares como estos se valoren cada vez más? Read the text aloud as students follow along. Encourage students to use context clues to figure out the meaning of unfamiliar words or phrases. Ask students if they know any other places in the Spanish-speaking world where ecotourism is encouraged. Then ask them what they think about the practices and perspectives reading natural resources behind this form of tourism in Spanishspeaking countries. Finally have students work in pairs to discuss the questions under Compara con tu mundo to compare and contrast the protection of natural resources in Costa Rica and the U.S.

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¡Avancemos! Level 4 Lesson Plans Unidad 3 ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 161 on their own in writing. Review answers as a class. • Homework: Ask students to choose one of the sentences they wrote in Activity 20, Ya había pasado todo, on p. 160 and use it as a starting point for a short fictional story. • Cuaderno, pp. 48-49 OPTIONAL RESOURCES • Generate Success • Grammar Review Videos: El pretérito perfecto, El pluscuamperfecto • Grammar Summary: Compound Tenses • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto 2, pp. 162-163 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations OBJECTIVES • Travel and vacation plans and activities, hotels, tour packages • Past participle FOCUS AND MOTIVATE • Call students’ attention to the illustration on p. 156 and ask them to guess who the three women are, where they are, and what they are doing. Ask if they think they will have any problems at the travel agency. Activate grammar prior knowledge by asking volunteers to use the following past participles as they speak: incluido, organizado, satisfecho, escrito, cubierto. For example: Hay tres chicas en una agencia de viajes. Deben estar planificando un viaje. Quizás sean amigas, o hermanas. Se ve que están satisfechas, así que seguramente ya tienen todo organizado y su viaje tiene todo incluido. Quizás están averiguando si todos los gastos están cubiertos. Los papeles de la mesa deben ser folletos donde están escritos todos los detalles del viaje. TEACH • Have students skim the dialogue on p. 156. While they read, draw a Venn diagram on the board or create one using Generate Success. Then, discuss how close their predictions were. • Remind students of the tour package offered by Quisqueya Tours. Ask them to brainstorm what they remember about the package. Have them turn to p. 150 if necessary. List the main points on the board: vuelos directos en primera clase o clase turista, hoteles de 3, 4 y 5 estrellas, habitaciones dobles o sencillas, transporte al hotel, comidas incluidas, paseo por la ciudad, otras excursiones opcionales, reservas pagando el 20% por adelantado. • Read aloud the Estrategia section and teach or review how to use Venn diagrams to compare and contrast information. Then ask four volunteers to read aloud the dialogue. This time, tell students to pay attention to details. Have them list the main information of the package that La Habana travel agency offers. They can use the main points about Quisqueya Tours as a model. Then, have students work with a partner and complete the Venn diagram on their own. Ask volunteers to present their diagrams to the whole class and provide corrective feedback as necessary. PRACTICE AND APPLY

¡Avancemos! Level 4 Lesson Plans Unidad 3 •

Have students summarize the details of the conversation by answering the questions on Activity 14, Comprensión del diálogo, on p. 157 independently. Check answers as a class. Expand the activity by asking students to answer the questions on Expansión box. IEP Modification To make this activity more challenging, ask students to use the questions as help to write a cohesive paragraph that summarizes the information on the dialogue including connectors and complete sentences. • Organize students in pairs and have them complete Activity 15, ¿Verdadero o falso?, on p. 157. If students have difficulties with participles, have them turn to pp. R24R27 for a list of irregular participles. Have each pair read one false sentence aloud for the rest of the class to correct. • Have pairs imagine that they are going on a trip to a Spanish-speaking country to complete Activity 16, Vamos de viaje, on p. 157. They do not need to write the whole dialogue, but should take notes of the general gist after they are done. Remind students that they must use past participles in their dialogues. Then have volunteers act out their dialogues using their notes as help. Expand the activity by asking students to think of a different problem to include in their conversations. ASSESS AND RETEACH • Have students work on the Para y piensa activity on p. 157. Review answers as a class. Remind students to pay close attention to agreement. • Grammar Quiz 1, On-Level Assessment, p. 80 OPTIONAL RESOURCES • Generate Success • Grammar Review Videos: El participio pasado • Grammar Summary: Verbs: Irregular Verbs; Verbs: Regular Verbs • Interactive Whiteboard Activities: Past Participles as adjectives, Past participle of irregular verbs • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Todo junto, pp. 164-165 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 1F interact and react in spoken conversation using culturally appropriate expressions, register, and gestures • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read a hotel brochure • Organize information FOCUS AND MOTIVATE • Review vocabulary related to hotels and lodging by having a competition. Ask students to work in pairs and give them only three minutes to list as many words and expressions as possible about the following categories. Give one example for each category as a guidance: Habitación (for example, cama doble), Entretenimiento (for example, piscina), Comida (for example, todo incluido). Have partners share their lists with the rest of the class and write all of the words and expressions on the board on a three-column chart. • Draw the students’ attention to the photo on p. 164 and ask the following questions: ¿Qué tipo de hotel creen que se publicita en este folleto? ¿Cómo lo saben? ¿Qué servicios e instalaciones ofrecen los hoteles como los de este folleto? ¿En qué destinos creen que encontrarán estos hoteles? ¿Conocen algún hotel similar en los Estados Unidos? TEACH • Tell students that they are going to read a brochure about a hotel that offers different services for their guests. Read aloud the Estrategia section on p. 164 and explain students that they will organize the services into the categories written on the board (Habitación, Entretenimiento, Comida). Remind them that some information may fit into more than one category. Ask students to read the brochure independently and organize the services on a three-column chart. Review their answers as a class and add any new words or expressions to the chart on the board. Finally, ask students if they would go to Las Palmas hotel and who would they go with based on the services and facilities that it offers.

¡Avancemos! Level 4 Lesson Plans Unidad 3 PRACTICE AND APPLY • Have students complete Activity 25, Comprensión del folleto de hotel, on p. 165 independently in writing, turning to the brochure as necessary. Go around the class as students work to offer help as needed. Have different volunteers read aloud their answers and correct them as a class. As an expansion to this activity, ask students to discuss with a partner which five services or amenities their ideal hotel should offer, as suggested in Expansión box. • Before moving to Activity 26, Minidiálogos, on p. 165, have a brief discussion about how different situations and people call for different registers. Remind them that, unlike English, Spanish has different pronouns for addressing others in different registers: “usted” is used for formal situations and “tú” is a more casual and intimate form of address. Go through all the items and elicit the degree of formality and register students should use in each situation. Allow students ample time to prepare and rehearse their dialogues, then invite volunteers to represent their dialogues in front of the class. • Have pairs take turns in asking questions using the present perfect tense in Activity 27, Quiero saber…, on p. 166. Remind students to answer using complete sentences. If time allows, have them report their findings in writing using sentences such as Michael ha estado por trabajo en Venezuela. Pairs that finish earlier can complete the activity on the Expansión box. • Before students work on Activity 28, Una encuesta, on p. 166, elicit how the present perfect and past perfect are formed in Spanish and when they are used. Write students’ input on the board. Then, read aloud the prompt and have students go around the classroom interviewing their classmates. Advise them to take brief notes while they talk, and remind them that notes do not have to be in complete sentences. Encourage students to add their own questions to the survey, as suggested in Expansión box on Teacher’s Edition p. 166. After students have interviewed all their classmates or a significant number of them, have them write a summary reporting their findings using their notes as help. Ask each student to read out one sentence about the classmate on their left. Continue the round until all students have contributed. • Working in groups of three, have students create a dialogue based on the photos on p. 167. Ask students to follow the prompts in Para crear activity and have them reflect on and answer the questions in Para comenzar section to use as a guide or checklist. Encourage students to discuss the degree of formality each speaker might use in their dialogues. Give groups ample time to work on their dialogues, then invite them to act out their dialogues in front of the class. ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 167 in writing. Review answers as a class. • Cuaderno, pp. 50-51 • Homework: Have students imagine that they have just arrived from a Spanishspeaking country and they have experienced the vacations of their dreams. Have them work independently to write an email telling a friend everything about their trip. Brainstorm the information they can include in their emails, such as where they went,

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¡Avancemos! Level 4 Lesson Plans Unidad 3 where they stayed, how they traveled, what they did, if they had any language issues or difficult situations, visa requirements, etc. Encourage students to use travel-related vocabulary, past participles, and past compound tenses. OPTIONAL RESOURCES • Flashcards, Unidad 3, Lección 1 • Conjuguemos.com • Spanish InterActive Reader: Viajes Caribe TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lesson 1 Test TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Describe vacation trips and activities • Recount past events and experiences • Ask for and give information ASSESS AND RETEACH • Lesson 1 Test, On-level Assessment, pp. 82-87 • Assessment Audio: Examen Lección 1, Test CD 1, Track 13, Test CD 1, Track 14 OPTIONAL RESOURCES • Flashcards, Unidad 1, Lección 1 • News and Networking • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lesson Opener, Presentación de vocabulario, pp. 170-173 TEKS • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3B narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Check in at an airport • Talk about airplane travel • Discuss travel arangements and concerns • Use future tense and conditional • Review ir a + infinitive • Culture: travel related proverbs in Spanish; language schools in Spanish-speaking countries; youth hostels in Spain; Caribbean travel destinations FOCUS AND MOTIVATE • Have students share prior air travel experiences. Where did they go? How was their flight? Did they enjoy flying or do they prefer other means of transportation? If they have visited airports in different countries, how do they compare? • Have students look at the photo on pp. 170–171. Next, point out that the airport from the photo is located in Peru and ask them whether it looks any different from airports they know in the United States. Does the place look familiar to them? What does this suggest about airports elsewhere in Latin America and around the world? Ask volunteers who have flown to Latin America how was their experience similar or different from their experience in American airports. • Then, ask them to read the Compara con tu mundo feature and answer the questions in ¿Qué ves? on p. 170 as a class. TEACH • Show the Presentación de vocabulario on p. 172. Move through paragraphs A-E as a class while you present the different steps to be followed before boarding a flight at an airport. Stress that these are usually followed in all airports around the world. Have students repeat after you the vocabulary words students may find harder to pronounce. • Once students have read the Bienvenido a bordo section on p. 173, point out the vocabulary words and match them with the illustrations. PRACTICE AND APPLY • Use the Flashcards to call students’ attention to the vocabulary words. Have them work in pairs to classify the words into different categories, for example: documents,

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airline staff, actions, parts of the airport. Have them organize the classified words in a Classification Chart. IEP Modification If you think some of your students will find handling all of the terms too challenging, provide a list of categories yourself and/or assign a specific number of words to each pair of students. Have students work in pairs to role-play a dialogue between a flight attendant and a passenger. The passenger asks questions about the parts of the plane and security measures, and the flight attendant provides him or her with the information using the vocabulary words. Have students select three words from the Más vocabulario section and write two sentences using them that describe an airport situation. Have students listen to TXT CD 2 Track 5 and do the ¡A responder! activity on p. 173.

ASSESS AND RETEACH • Homework: Have students study the vocabulary presented on pp. 172-173. • Homework: Cuaderno, p. 55, p. 62 • Vocabulary Self-check Quiz OPTIONAL RESOURCES • Interactive Whiteboard Activities: Preparándose para viajar; Viajar en los medios de transporte • Spanish Interactive Reader: B16 Salidas y llegadas • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Práctica de vocabulario, pp. 174-175 TEKS • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials OBJECTIVES • Describe airplane travel and travel arrangements and concerns • Express the meaning of idioms in their own words FOCUS AND MOTIVATE • Direct students’ attention to the illustration on p. 175. Point to different parts of the illustration and have volunteers say the corresponding vocabulary word aloud. • Discuss with the class the different jobs related to air traveling, such as flight attendant, security guard, and check-in officer. Provide a list of tasks and have students match them with the corresponding job. TEACH • Have students read the five sentences from Activity 1: Opciones para volar on p. 174. Read aloud the answer options and make sure students know the meaning of each vocabulary word. If there are any unknown words, ask them to try to infer their meaning by looking at the context. Once they have completed the activity independently, have volunteers read their answers. Provide corrective feedback and support as necessary. Finally, discuss the questions in Expansión as a class. • Before partners complete Activity 2: Minidiálogos on p. 174, review the use of ir a + infinitive for the future. Ask them to identify examples of ir a + infinitive in the minidialogues. They may refer to p. R18 as necessary. Then, have partners complete the activity and have volunteers role-play the minidialogues for the class. PRACTICE AND APPLY • Before class, read the script on p. 169C, so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Have students read questions 1–5 in Activity 3: Antes de despegar on p. 174 and then play TXT CD 2, Track 6. Check for general understanding by asking simple comprehension questions. Have students write down the answers and then review them as a class. Finally, ask: ¿Cuál es un sinónimo de azafata? (auxiliar de vuelo) • Direct students’ attention to Activity 4: Encuentro en el avión on p. 175. Before partners role-play their dialogues, call on a volunteer to model a dialogue with you, showing how to include details from the illustration and lesson vocabulary words.

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Read Comparación cultural on p. 175. Explain any new or unknown words. Have students work in pairs or small groups to answer Compara con tu mundo questions. Then, discuss as a class what ideas about traveling underlie these Spanish idioms and sayings. Finally, ask: ¿Tenemos las mismas ideas sobre los viajes en nuestra cultura? ¿Se reflejan en algún dicho? IEP Modification If you consider some of your students will find the activity too challenging, provide the English saying “He that travels far knows much” for them to grasp the concept of idioms and sayings before dealing with Compara con tu mundo. ASSESS AND RETEACH • Para y piensa, p. 175. Have students answer the questions using complete sentences. • Homework: Have students imagine that they are about to travel by plane. Ask them to write a paragraph including all the steps they will follow from the moment they arrive at the airport to their arrival to their destination. Challenge them to use idioms and sayings they have learned in this lesson in their paragraphs. • Homework: Cuaderno, p. 55 OPTIONAL RESOURCES • Flashcards, Unidad 3, Lección 2 • Vocabulario: Self-Check Quiz, Unidad 3, Lección 2 • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Vocabulario en contexto, pp. 176-177 TEKS • 1D ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Read and discuss flight experiences FOCUS AND MOTIVATE • Discuss with the class how they communicate with their family and friends when they travel. Have them brainstorm a list of possibilities and express their preferences. Provide some examples, such as phone calls, postcards, emails, blog posts, and social network updates. Then, have students compare and contrast which of these ways of communication are more popular in the United States and in the Spanish-speaking world, and ask them to suggest reasons. • Ask students to read the Estrategia feature on p. 176 and draw a three-column graphic organizer (or any other similar graphic organizer from Generate Success) on their notebooks with the heads “En el aeropuerto,” “En el avión,” and “Al regresar del viaje.” Have them predict which of the travel-related vocabulary words they have learned so far might appear in the postcard for each category. Give a couple of examples to start with. • IEP Modification If some of your students have trouble recalling the travel-related vocabulary they learned on previous lessons, you may show them the Flashcards as memory aids. TEACH • Call on volunteers to read aloud the postcard on p. 176. Use the reading aloud as an opportunity to provide corrective feedback on pronunciation. After reading, have students check their predictions from the previous activity and complete their graphic organizers with the actual vocabulary words from the postcard. • Have students reread Silvia’s postcard in pairs. Ask them to identify and underline the phrases and expressions related to her feelings. Then, ask: ¿Qué aspectos positivos tuvo la experiencia de Silvia? ¿Cuáles no fueron tan positivos? ¿Ustedes sentirían lo mismo si estuvieran en su lugar? PRACTICE AND APPLY • Have students answer the questions in Activity 5, Comprensión de la tarjeta postal, on p. 177 with a partner. Have pairs share their answers with the class and provide text evidence to support them. • Before students complete Activity 6, Tu tarjeta postal, on p. 177 independently, model how to brainstorm ideas for writing. If necessary, review the parts of a

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postcard—greeting, body, and closing. Remind students to check for spelling and grammar once they have finished writing their postcards. Have students work in pairs to role-play the dialogue in Activity 7, El auxiliar de vuelo y yo, on p. 177. Ask them to use as many vocabulary words as possible in their dialogues. As a warm-up, have students recall the feelings associated with traveling by plane they have discussed at the beginning of this lesson. Have volunteers roleplay their dialogues for the class.

ASSESS AND RETEACH • Have students complete the Para y piensa activity on p. 177 on their own. Check answers as a class. • Homework: Have students complete Expansión in Activity 6 on p. 177. • Vocabulary Quiz, On-level Assessment, p. 92 OPTIONAL RESOURCES • Flashcards, Unidad 3, Lección 2 • Generate Success, Interactive Graphic Organizers • Activity 7, Expansión, Teacher’s Edition p. 177 • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 1, pp. 178-181 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Use future and conditional to describe travel arrangements FOCUS AND MOTIVATE • Elicit from students how the future and conditional tenses are formed in English. Then have them read the English Grammar Connection on p. 178. Ask how English and Spanish are different in this respect. Make sure they understand that Spanish inflectional endings play the same role as the English helping verbs. TEACH • Read the future forms of the verb hablar on p. 178 and write the different endings on the board, next to the list of activities your wrote earlier. Model how to express the activities using first-person future tense, for example: Llegaré dos horas antes. Then have volunteers repeat the sentences you have produced changing the verb ending. • Call on volunteers to read p. 178 aloud. Provide additional examples as necessary. Have students try adding different future and conditional endings to the irregular stems. Make sure students understand how to combine the present with the future, and the past with the conditional in reported speech, pointing out the similarities with English. To provide extra support, you may show the Grammar Review Video: Future and Conditional. PRACTICE AND APPLY • Before asking students to complete Activity 8, En el aeropuerto, on p. 179, have them identify the verbs in parentheses that undergo stem changes in the future tense. Tell students to refer to the chart on p. 178 if needed. Allow some time to complete the activity and then have students share their answers with the class. Provide corrective feedback as needed. • Tell students that they will now read about the steps to be followed in case of an emergency on a plane. Have students read the leaflet in Activity 9, En caso de emergencia, on p. 179 independently and check for comprehension by asking simple questions. Then have students complete the activity with a partner and have pairs share their answers with the class. • Before class, read the script on Teacher’s Edition p. 169C so you can preview the audio for students. In your preview, point out the topic and the number of speakers in the audio. Play TXT CD 2, Track 7 and have students complete Activity 10, ¿Cuántas

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maletas habrá?, on p. 180. Check the answers as a class. Finally, ask students: ¿Quién tiene exceso de equipaje? ¿Pagará exceso de equipaje? Remind students that when someone says something using the present tense, the person’s words can be reported using the future tense. Model the example in Activity 11, Dice que…, on p. 180 and have students work on their own to complete it. Before introducing Activity 12, ¿Quién hará qué?, on p. 180, discuss with students what travel-related activities they usually do themselves, such as packing or looking for information. Then have students complete the activity with a partner. Go around the classroom and provide corrective feedback as necessary. IEP Modification For a more challenging activity, have pairs brainstorm other travelrelated activities to extend the list provided. Have students write their ideas on a separate sheet of paper and exchange it with another pair to produce further sentences using the future tense. To introduce Activity 13, Algún día, on p. 181, call on a volunteer to role-play the dialogue with you as a model for the class. Once students have completed the activity, have pairs share their dialogues with the class. Then discuss how those activities may vary depending on the travel destination. Have students read Comparación cultural feature on p. 181 independently. Briefly discuss their viewpoints on trips that combine study and tourism. Ask: ¿Alguna vez han asistido a un curso de lengua en un país extranjero? ¿Cómo fue su experiencia? ¿Qué ventajas creen que tiene estudiar un idioma en el país donde se habla? ¿Qué inconvenientes creen que tiene? Next, have students complete Compara con tu mundo activity on p. 181 in writing. Then, ask students to compare and contrast English language courses that take place in the United States with Spanish language courses that take place in different Spanish-speaking countries.

ASSESS AND RETEACH • Have students complete Expansión activity on p. 180. • Have students work in pairs to complete the Para y piensa activity on p. 181. Have students answer the questions writing complete sentences. • Homework: Have students complete Cuaderno pp. 56-57. OPTIONAL RESOURCES • Interactive Whiteboard Activities: Future of regular verbs, Future of irregular verbs • Grammar Summary: Simple Indicative Tenses • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto, pp. 182-183 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Read the future tense and conditional FOCUS AND MOTIVATE • Direct student’s attention to the illustration on p. 182 and have them predict what the three women will do using the future tense. Model as needed with sentences such as Las mujeres facturarán las maletas. • Ask three volunteers to play the roles of Sofía, Magali, and Sandra, and read aloud the dialogue in Contexto feature on p. 182. Then discuss with students how close their predictions were. TEACH • Draw the table on p. 182 on the board while students reread the dialogue on their own. Once they are finished, complete the table with the verbs in the future and conditional tenses as a class. Then ask students: ¿Qué tiempo usan Sandra, Sofía y Magali para expresar deseos y preferencias? • Go through the completed chart on the board. Point to each verb and say which of them are irregular. Then have students tell the infinitive of each verb by asking ¿Cuál es el infinitivo de este verbo? PRACTICE AND APPLY • Have students complete Activity 14, Comprensión del diálogo, on p. 183 in writing and then correct the answers as a class. Next, complete Expansión activity with the whole group. Finally, discuss with students if the activities mentioned in the dialogue may be different in airports from different Spanish-Speaking countries. If necessary, provide this sentence frame to elicit answers using the conditional: En el aeropuerto de…. también… • Read aloud instructions for Activity 15, ¿Verdadero o falso?, on p. 183. Ask: ¿Usarán los verbos en primera o en tercera persona? Then have students work in pairs to complete the activity. Go around the classroom as students work in pairs providing help and corrective feedback as needed. • For Activity 16, De viaje, on p. 183, ask students to continue working in pairs and choose a role. Read the instructions for A and B and allow students some time to plan and rehearse the dialogue. Encourage students to use the future and the conditional tenses. Have volunteers role-play their dialogue for the rest of the class.

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ASSESS AND RETEACH • Have students write down the dialogue suggested in Teacher’s Edition Expansión activity on p. 183. • Homework: Have students complete Para y piensa activity on p. 183. • Grammar Quiz 1, On-level Assessment, p. 93 OPTIONAL RESOURCES • Interactive Whiteboard Activities: Future of regular verbs, Future of irregular verbs • Grammar Summary: Simple Indicative Tenses • Grammar Review Video: Future and Conditional • Conjuguemos.com • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Presentación y práctica de gramática 2, pp. 184-187 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. OBJECTIVES • Future and conditional • Talk about airplane travel FOCUS AND MOTIVATE • Elicit from students how to express uncertainty and probability in English. Then have them read the English Grammar Connection on p. 184. Ask how English and Spanish are different in this respect. Go through all the examples to make sure they understand that Spanish uses the future and conditional tenses to express uncertainty or probability, whereas English uses certain words or phrases for that purpose. TEACH • Read as a class the special use of the future tense in Más usos del futuro y del condicional on p. 184. Explain to students that the future tense can be used in Spanish to express that something is probably true now. Make sure they understand that even though the future tense is used, those events refer to something probably happening in the present. Provide the following example to show the difference between the future tense used to express events to come (first sentence) or to express probability (second sentence): Dicen que el vuelo se retrasará. Será por la tormenta. • Direct students’ attention to the section about the special use of the conditional tense and read it as a class. Explain to students that the conditional can be used in Spanish to express that something was probably true in the past. Make sure they understand that even though the conditional tense is used, those events refer to something probably happening in the past. Provide the following example to show how the conditional is used to express probability in the past: ¿Llevaban mucho equipaje? No recuerdo bien, tendríamos tres maletas. PRACTICE AND APPLY • Have students look at the illustration in Activity 17, Se preguntan, on p.185. Ask: ¿Qué cosas les preocuparán a estas personas? Then have students complete the activity and correct their answers as a class. Finally, have volunteers provide sentences in the future tense to complete the Expansión activity. • Before having students complete Activity 18, ¿Cómo serán?, on p.185, ask them to identify the verbs that undergo stem changes in the future and conditional tenses. Allow some time to complete the activity on their own and then have students share their answers and provide corrective feedback as needed. Finally, have students work with a partner to create three more sentences about what Vanesa may want to know about her cousins.

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Before class, read the script on Teacher’s Edition p. 169D so you can preview the audio for students. In your preview point out the topic and the number of speakers in the audio. Play TXT CD 2, Track 8 and have students complete Activity 19, En el aeropuerto, on p. 186. Check the answers as a class. Then play it again, but stop after each sentence and ask students: ¿Qué tiempo verbal se usa: el futuro o el condicional? Remind students that the future tense can be used to express probability in the present. Model the example in Activity 20, ¿Quién nos lleva?, on p. 186 and have students work in pairs to complete it. Then have students complete the Expansión activity on Teacher’s Edition. If time allows, have pairs volunteer to role-play their dialogues for the class. Model the example in Activity 21, ¿Qué pasaría?, on p. 186 and have student pairs complete the activity in writing. Go around the classroom and provide corrective feedback as necessary. To introduce Activity 22, Conjeturas, on p. 187, have students share who their favorite music and movie stars are. Group students according to their preferences to complete the activity. Finally, have volunteers from each group share their conjectures with the class. Have students read the Comparación cultural feature on p. 187 independently. Briefly discuss the similarities and differences between a hotel and a youth hostel, as well as personal preferences and viewpoints in this regard. Ask: ¿Qué ventajas tendrá alojarse en un albergue juvenil? ¿Y alojarse en un hotel? ¿En cuál preferirían alojarse? ¿Por qué? ¿Qué dudas y preocupaciones tendrían si se alojaran en un albergue juvenil? Then, have students complete Compara con tu mundo activity on p. 187 in writing. Finally, lead a brief discussion about the similarities and differences between youth hostels in the United States and in Spanish-speaking countries.

ASSESS AND RETEACH • Have students work in pairs to complete Para y piensa activity on p. 187. Have students answer the questions writing complete sentences. • Homework: Have students complete Expansión activity on p. 186. • Homework: Have students complete Cuaderno pp. 58-59. OPTIONAL RESOURCES • Interactive Whiteboard Activities: Future of regular verbs, Future of irregular verbs • Grammar Summary: Simple Indicative Tenses • Grammar Review Video: Future and Conditional to Express Probability TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Gramática en contexto 2, pp. 188-189 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1B ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Future tense • Conditional tense FOCUS AND MOTIVATE • Lead a class discussion about concerns related to airplane travel by asking students if they usually travel or if they have ever traveled by plane. Ask them if they feel confident and relaxed when they travel by plane. Say: ¿Se sienten tranquilos y relajados cuando viajan en avión? ¿Tienen miedo de algo? ¿De qué? ¿Conocen a alguien que le tenga miedo a volar? ¿Qué es exactamente lo que le da miedo? ¿Creen que está justificado ese temor? ¿Creen que las personas de otras culturas sufren los mismos miedos u otros distintos? ¿En qué se parecen y en qué se diferencian los miedos de la cultura estadounidense y la cultura hispana? • Direct students’ attention to the illustration on p. 188 and ask them to predict what concerns the three women may have based on what they are doing using the future tense. Model as needed with sentences such as: La mujer que está de pie se pregunta: “¿Entrará mi maleta en el compartimiento?”. TEACH • Have students skim the dialogue in Contexto feature on p. 188. Explain that, when you skim a text, your aim is to get an overall picture of its content. While students read the dialogue, draw the chart on the board or create one using Generate Success. Then complete the column with the head First Reading: Big Picture as a class. Make sure students understand that they should focus only on the main ideas. Then, ask students how close their predictions were. • Ask three volunteers to play the roles of Sofía, Magali, and Sandra, and read aloud the dialogue. This time, tell students to pay attention to details. Then have students find and underline the sentences in the future or the conditional tense. Model how to complete the remaining columns of the chart with the first sentence in the future: ¿No habrá otros más cerca de la salida de emergencia? Explain that this sentence uses the probability future. Then have students complete the table on their own and provide corrective feedback as necessary. PRACTICE AND APPLY • Have students answer the questions in Activity 23, Comprensión del diálogo, on p. 189 in writing. Check their answers as a class. Then discuss with students what uses of the future and conditional tenses they can identify in the questions and answers.

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Read aloud instructions for Activity 24, ¿Verdadero o falso?, on p. 189. Ask: ¿Cuándo usarán el futuro y cuándo usarán el condicional en sus oraciones? Then have students work in pairs to complete the activity. Go around the classroom as students work in pairs and provide help and corrective feedback as needed. Then, complete Expansión activity as a class. • For Activity 25, ¿Cómo será?, on p. 189, have students work in pairs and choose a role. Call on volunteers to read the instructions for A and B and allow some time for planning and rehearsing the dialogue. Encourage students to use the future and the conditional tenses. Have volunteers role-play their dialogue for the rest of the class. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 189. • Homework: Have students write down the dialogue suggested in Expansión (Teacher’s Edition Only) activity on Teacher's Edition p. 189. • Grammar Quiz 2, On-level Assessment, p. 94 OPTIONAL RESOURCES • Review Lección 2: Gramática Self-check Quiz • Interactive Whiteboard Activities: Future of regular verbs, Future of irregular verbs • Grammar Summary: Simple Indicative Tenses • Grammar Review Video: Future and Conditional to Express Probability • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Todo junto, pp. 190-193 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 1F interact and react in spoken conversation using culturally appropriate expressions, register, and gestures • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Present perfect, future, and conditional in a video • Plan a trip FOCUS AND MOTIVATE • Have students look at the photo on p. 190. Ask: ¿Sobre qué piensan que tratará el video? ¿Dónde estarán las mujeres de la foto? ¿De qué estarán hablando? ¿Cómo se sentirán? ¿Habrá algún problema entre ellas? Tell students that they will later read their dialogue and watch the video and find out if their predictions were right. TEACH • Before reading the script, explain and discuss the strategy in Estrategias, on p. 190. Explain that paying attention to who is talking and to whom is key to understanding a dialogue. Have students work in groups of three and ask each member to read a character’s lines aloud. The experience of turn-taking will help them better follow the conversation. • Before playing the video Dos amigas, dos hoteles, explain and discuss the viewing strategy introduced in Estrategias, on p. 190. Discuss as a class how facial expressions vary depending on how someone is feeling. After watching the video, ask students: ¿Cómo se sentía Claudia? ¿Cómo se sentía Silvia? ¿Qué expresiones faciales demuestran esos sentimientos? • Direct students’ attention to También se dice feature on p. 191. Remind them that, as Spanish is spoken in many different countries, certain expressions may vary across regions. Read the examples provided and have students share any other examples they may be acquainted with. PRACTICE AND APPLY

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Have students complete Activity 26, Comprensión del video, on p. 191 in writing. Have volunteers share their answers with the class and provide corrective feedback as needed. • Play TXT CD 2, Track 9 and have students follow along the written instructions for Activity 27, Integración, on p. 192. Then have students read the Web page and underline the key information they will need to choose a hotel. Next, play TXT CD 2, Track 10 and have students answer the Escucha y apunta questions in pairs. Then ask: ¿Qué hotel elegirían? ¿Por qué? ¿Qué servicios y comodidades ofrece cada uno? ¿Cuáles les faltan? Finally, have students use the model as a guide to write their email explaining their preferences. • For Activity 28, Hablar, on p. 193, ask students to work in small groups to role-play a conversation between a hotel receptionist and newly arrived guests. Read the instructions and allow students some time to plan what they will say. Encourage students to vary their pitch, tone, and intonation in order to clearly express their feelings, as explained in Estrategia feature on p. 193. Have volunteers role-play their conversation for the rest of the class. IEP Modification Challenge more advanced students to role-play a second conversation. This time, have students imagine that they are leaving the hotel, as suggested in Expansión activity on p. 193. Encourage students to focus on the tone, pitch, and intonation in order to create an expressive conversation. ASSESS AND RETEACH • Have students complete Para y piensa activity on p. 193 in writing. Check answers as a class. • Homework: Have students complete Expansión activity on p. 192. Ask them to add that information to their e-mail. • Homework: Have students complete Activity 29, ¡A escribir! on p. 193. Make sure they understand how to use the rubric as a guide when editing their emails after writing a first draft. OPTIONAL RESOURCES • Interactive Whiteboard Activities: Future of regular verbs, Future of irregular verbs, Present perfect indicative • Cuaderno, Actividades de video, p. 66 • Flashcards, Unidad 3, Lección 2 • News and Networking • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lectura literaria, Day 1, pp. 196-199 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Read a memoir • Make comparisons FOCUS AND MOTIVATE • Tell students that Three Kings’ Day on January 6th is widely celebrated in Spain, Latin America and the Caribbean. The holiday comes from the traditional Christian feast day of Epiphany, when the Three Wise Men brought gifts to the baby Jesus, according to the Christian Bible. Then ask: ¿Han oído hablar sobre el Día de Reyes? ¿Conocen a alguien que siga esta tradición en los Estados Unidos? TEACH • Read the Nota cultural feature on p. 196 as a class to introduce the literary reading. Discuss the author’s profile and the information about the celebration of Día de Reyes in Spanish-speaking countries. This will give students some background to better understand the reading. • To introduce the genre, explain to students the main characteristics of a scene. Then call on a volunteer to read the Para leer feature on p. 196 aloud. Make sure students understand how short stories compare with scenes by focusing on the absence of a plot with beginning, middle, and end. Explain that the aim is to give an overall impression, not to tell a story. Also, make sure students understand how the narrative and descriptive strands work and which their characteristics are. They will use this reading strategy as an aid to better understand the text. PRACTICE AND APPLY • Have a volunteer read the first part of “Día de Reyes” on p. 197 aloud. If necessary, clarify the meaning of any unknown words and expressions. Ask the questions in Reflexiona to check for comprehension. Then, discuss the question in A pensar. Tell students that they will not find the answer in a sentence from the text, but they should infer it from the narrator’s words. If necessary, model how to do it by pointing out the expressions that suggest the narrator’s enthusiasm.

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Repeat the procedure with the sections on p. 198 and p. 199 by calling different volunteers to read aloud and making pauses to check for comprehension. If students have difficulty answering the questions in A pensar in these pages, refer them back to the text and point out the relevant fragments as help. The A pensar questions should help students evaluate the author´s perspective about the Three Kings’ Day tradition. Direct students’ attention back to the strategy on p. 196. Work with the whole group and provide support for students to distinguish and analyze the narrative and descriptive sections in the text. You may want to use the first two paragraphs in p. 198 to work with a narrative section and the third paragraph in that page for the descriptive section. Focus on time markers and verb tenses for students to see the difference. IEP Modification For students who have difficulty with identifying verb tenses, provide extra support by grouping them together to review the verb tenses they will work with in this lesson. You may wish to use the Grammar Summary for this aim. Have students work in groups to complete a graphic organizer similar to the one on p. 196, but with an extra column for examples. You may want to draw the chart on the board or create one with Generate Success. Tell them to include words from the reading that illustrate the different characteristics of the narrative and descriptive sections. Model with the sentence “Durante la noche del 5 de enero dormía con un ojo abierto” as an example of imperfect tense in the narrative section. Have students share their completed charts with the class.

ASSESS AND RETEACH • Homework: Cuaderno, p. 53 • Homework: Have students think about a time that they badly wanted something and when they finally got it, they did not feel as happy as they had imagined they would be. Have them write a paragraph describing the experience. OPTIONAL RESOURCES • • •

Lecturas literarias Spanish Interactive Reader News and Networking

TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Lectura literaria 1 Day 2, pp. 196-199 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials OBJECTIVES • Discuss the tradition of the Three Kings’ Day in Spanish-speaking countries • Describe how the beliefs of children of Hispanic background are reflected in a literary piece, and will compare and contrast them to their own culture • Research the Three Kings’ Day celebration in the U.S. and evaluate its effects on American traditions FOCUS AND MOTIVATE • Have students review the characteristics of the reading. Ask the following questions for students to recall the author, genre, theme, and parts of the text: ¿Quién es la autora de “Día de Reyes”? ¿De qué origen es? ¿Qué tipo de texto es este? ¿En qué se diferencia de un cuento? ¿Cuál es el tema principal? ¿Qué secciones tiene la lectura? ¿Qué características tiene cada una? • Have students summarize the main ideas of the reading. Divide the class in small groups and assign each group different questions to help them recall what they have read. Encourage students to go back to the text as necessary to find supporting evidence for their answers. Assign one or two questions from Comprendiste on p. 199 to each group and also some additional questions that are connected to them. You may assign the following questions and/or others that you see fit: ¿A quiénes esperaba la narradora? ¿Qué preparativos hacía? ¿Qué hacía durante esa noche? ¿Cómo se sentía mientras esperaba? ¿Cómo la acompañaban sus padres? ¿Cuánto duraba el entusiasmo de la narradora? ¿Qué diferencias había entre los juguetes nuevos y los que ella ya tenía? ¿Por qué no puede perdonar la autora a una de sus amigas de la infancia? ¿Qué reflexión hace la narradora sobre la ilusión? Finally, have a member of each group share their answers with the class and provide feedback as needed. TEACH • Guide students to analyze how different emotions and feelings are expressed in the reading. Point out the following expressions on pp. 198-199 and have students underline them: nerviosa y sin reposo (line 21), emoción suprema (line 26), deliciosa excitación (line 31), indiferencia (line 33), inquietud (line 34), curiosidad (line 36), pasión del secreto (line 36), leyenda de ensueño (line 49), belleza de mi fe (line 52), despiadada revelación (line 54). Then, ask students to pay attention to the surrounding text of each word or expression to better grasp the emotion expressed and the reason underlying it. Finally, guide students to classify the expressions above into Emociones positivas and Emociones negativas in a T-chart that you may draw on the board or create with Generate Success.

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Point out the following idiomatic expressions in the reading: por los siglos de los siglos (line 10) and dormía con un ojo abierto (line 14). Allow some time for students to try to infer their meaning by paying attention to the literal meaning of each word and also by looking for context clues. Have students share their inferences and then write on the board the idiomatic expressions and their meanings (“para toda la eternidad,” “medio dormía, medio velaba.”)

PRACTICE AND APPLY • Have students work in pairs to brainstorm days they considered to be special for any reason when they were children, such as birthdays, religious celebrations, national holidays, the first day of school, a special visit to a relative, etc. Then, have them pick one from their list and complete the activities ¿Y tú? and Desde tu mundo, on p. 199. If students need help finding words to describe their feelings, refer them back to the chart they completed earlier today to look for ideas. You may suggest additional questions to help students reflect on the topics: ¿Ese día especial estaba relacionado con tradiciones culturales propias de su comunidad? ¿Se trataba de una costumbre familiar? ¿Por qué ese día era particularmente especial para los niños? ¿Cuáles son los mejores recuerdos o anécdotas que tienen sobre ese día especial? Have students write full sentences as their answers. Next, have students share their answers with the class. Check the correct use of the imperfect tense when referring to past experiences. Progression and Spiraling: Imperfect and present tenses, pp. R17-R18 IEP Modification Have proficient students also talk about which are special days for them today and how they feel about them. Have students discuss any similarities and differences they notice between the special days chosen and the feelings related to them. Check the correct use of the present tense when describing current experiences. • Have students work in groups to research how people of Hispanic origin celebrate Three Kings’ Day in the U.S. Students should find out whether the tradition is maintained, how children and adults feel about it, and what particular features the celebration has in this country. Have them evaluate the effects of this Hispanic contribution to American culture, if any. Suggest they read about the annual parade held in Manhattan. Have them take notes and then discuss their findings as a class. ASSESS AND RETEACH • Homework: Have students review the entire reading and use it as input to prepare a series of questions they would ask a Hispanic child about Three Kings’ Day. If at all possible, arrange a meeting with a group of Spanish-speaking kids so that your students have an opportunity to communicate in Spanish outside the classroom and to develop deeper appreciation of cultural differences. The meeting could be in person with kids from your local community or virtual over the Internet. • Homework: Para escribir, p. 199 OPTIONAL RESOURCES • Lecturas literarias • Spanish InterActive Reader • News and Networking

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Lectura literaria 2, pp. 200-201 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials OBJECTIVES • Discuss a literary piece of work in Spanish, “La tela de Penélope o quién engaña a quién” by the Honduran writer Augusto Monterroso • Dscribe perspectives about the nature of love relationships as expressed in this story • Compare and contrast notions related to love relationships in their own culture and the Spanishspeaking culture FOCUS AND MOTIVATE • Ask students the following questions to activate their prior knowledge on Ulysses and Penelope, and Homer’s Odyssey: ¿Qué saben de la historia de Ulises y Penélope? ¿Han leído la Odisea de Homero o alguna adaptación de su argumento? ¿Conocen alguna versión cinematográfica? For students to understand Monterroso’s twist to the story of Ulysses and Penelope, provide a brief summary of the relevant section of Homer’s Odyssey’s: En la Odisea se narran las innumerables aventuras y dificultades que enfrenta Ulises, uno de héroes de la guerra de Troya, cuando intenta regresar a su hogar terminado el conflicto. En Ítaca, lo espera pacientemente su esposa Penélope durante veinte años. Aunque en su patria muchos creen que Ulises no regresará nunca y muchos pretendientes intentan conquistar a Penélope durante los años de espera, ella se mantiene siempre fiel a su esposo. Para seguir postergando la decisión de casarse nuevamente, idea diversas estrategias. Una de ellas es prometer que elegirá un pretendiente cuando termine un laborioso tejido, lo que nunca ocurrirá porque Penélope desteje de noche lo que ha tejido de día. • Allow some time to discuss the story with the class and make sure students understand that Ulysses stays away from home against his will and that Penelope is a loving and faithful wife who waits for him for twenty years. Encourage students to share any other details they may know about the characters or the story. TEACH • Have students read Nota cultural on p. 200 independently. Point out that Monterroso’s short stories usually resort to irony. If necessary, explain that when using irony an author expresses meaning by using language that normally signifies the opposite, typically for humorous effect. • Have students read the strategy in Para leer on p. 200. Point out that they are going to read Monterroso’s version of the story of Ulysses and Penelope. Then have students read the right column of the chart. Tell them to retain that information, as it will be helpful to understand the story. Anticipate that they will later complete the left column to compare and contrast the two versions.

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Read aloud “La tela de Penélope o quien engaña a quién” on p. 200-201. After reading, clarify any unknown vocabulary and expressions. To check for comprehension, work with the whole class to answer the questions in ¿Comprendiste? on p. 201. Discuss students’ answers and provide feedback, referring back to the text as needed. Direct students’ attention to the question in A pensar feature on p. 201. You may want to guide the discussion with these questions: ¿Qué actitud tienen Ulises y Penélope en este cuento que son totalmente opuestas a la de la versión original? ¿Qué motiva los viajes de Ulises? ¿Qué motiva la afición a tejer de Penélope? ¿Cómo es la relación entre Ulises y Penélope?

PRACTICE AND APPLY • Have students reread the story with a partner and complete the chart on p. 200. Have them share their answers with the class. Make sure students have identified the similarities and differences between the two versions. • Ask students to work in groups and spot phrases in the text that express irony. Have them explain why they think they are ironical. Model with the phrase “a pesar de ser bastante sabio, era muy astuto.” Explain that the irony underlying this statement comes from the commonplace conception of considering that wise people are not generally astute or savvy. Finally, have groups share their work with the class and discuss similarities and differences in their interpretation. • Have students discuss in pairs the two topics suggested in the activity Para escribir on p. 201. Encourage them to express their feelings and opinions. Then, have them choose one to write their paragraphs individually. • Group students to complete the activity Desde tu mundo on p. 201. Tell them to compare and contrast the two different conceptions of love underlying each saying. Have groups share their opinions with the class. ASSESS AND RETEACH • Homework: Ask students to choose a well-known story, legend, or myth of their preference. Challenge them to write an ironical version of the text chosen to create a humorous effect, by turning some of the events or characters into their opposites. OPTIONAL RESOURCES • Lecturas literarias • Spanish Interactive Reader TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Conexiones, pp. 202 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Describe different kinds of climates • Elaborate and present vacation plans • Express personal preferences FOCUS AND MOTIVATE • Based on students´ climate preferences for a vacation, have them discuss how they would prepare for it. Prompt a discussion by asking questions such as ¿Necesitan llevar mucho equipaje? ¿Tienen que llevar ropa de abrigo? ¿Necesitarán protegerse del sol? ¿Es necesario llevar un paraguas o prendas impermeables en la maleta? ¿Necesitarán algún calzado especial? TEACH • Give examples of countries located in different parts of Latin America and how their location determines their climate. Show the worldwide map on Teacher’s Edition, pp. xviii-xix. Briefly introduce the terms ecuador, paralelos, trópicos, and polos as necessary. Ask questions such as ¿Cómo es el clima en los países más cercanos a los polos? ¿Y en los países cercanos al ecuador o a los trópicos de Cáncer y Capricornio? ¿Y qué sucede en los países que están cerca del ecuador y de los trópicos? Point out that students should not confuse the “equator” with the country “Ecuador.” • Read aloud the title and first paragraph as students follow along on p. 202. Then have students read the four kinds of climates presented in the text silently and help with any unknown words. Discuss the content and ask students if they can find any similarities with the climate in their own country or region. PRACTICE AND APPLY • Have students work in small groups to analyze the four climates presented in the section. Remind them to describe the photos and connect them to the accompanying paragraphs. Ask them to think about different activities (sunbathing, rafting, trekking, swimming, etc.) that they would like to do if they could travel to each of these places. Encourage the use of the conditional. • Tell students to complete the Proyecto activity on p. 202 with a partner. Provide them with reference materials from your school library or any digital resources

¡Avancemos! Level 4 Lesson Plans Unidad 3 available for them to conduct their research. Have pairs discuss and agree upon the best time to visit each country according to their preferences. Finally, have them write down their itinerary. • After partners have completed the Proyecto activity, have them present their itinerary to the class and the reasons for their choices. Call on class members to give opinions on the itineraries presented. • Have students complete En tu comunidad on p. 202. Encourage students to use a graphic organizer to compare the information they find about the characteristics of each area. You may wish to create a graphic organizer with Generate Success for them to use as reference. Make sure they account for the climate differences and support their travel choices. ASSESS AND RETEACH • Homework: Have students research the climate in a Spanish-speaking country not covered in this lesson. Ask them to prepare a map classifying different regions by type of climate. They should include call-outs with temperature, precipitation, etc. and indicate the region they would choose for a trip. OPTIONAL RESOURCES • Interactive Whiteboard Activities: Future of Irregular Verbs, Future of Regular Verbs, ir a + infinitive • Grammar Review Videos: El futuro y el condicional (Future and Conditional) • Interactive Whiteboard Activities: Future of Irregular Verbs, Future of Regular Verbs, ir a + infinitive • Grammar Review Videos: El futuro y el condicional (Future and Conditional) TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Escritura, pp. 203 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 1E articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Describe vacation plans • Express preferences • Make plans based on research FOCUS AND MOTIVATE • Divide the class into three groups and have them research on Puerto Rico, the Yucatán Peninsula, and Costa Rica. Have them visit tourism websites, forums, and online tour guides in Spanish. Have them organize ideas about sites, lodging, activities, and means of transportation into a Four-Square Map from Generate Success. Consider assigning the task as a group project outside the classroom. Have students share their charts with the class and lead a whole-group discussion. TEACH • Prepárate para escribir: Ask students to choose sites, lodgings, activities, and means of transportation for their pre-writing lists. Have them share their lists with a partner and provide feedback and suggestions. Then, present the chart on p. 203 to the class and model how to complete one day. Finally, have students complete the charts for each week using their lists as input. • Escribe: Guide students through the writing plan on p. 203 to show how to logically organize their ideas into paragraphs. Emphasize what the aim of each paragraph is. Review what a good introduction, development, and conclusion should include. Discuss the importance of deciding before-hand how much time to devote to each paragraph as well as allowing time to review the composition at the end. PRACTICE AND APPLY • Escribe: Ask students to write their compositions individually based on their charts. Model and encourage the use of the future tense to express what they will do; the use of the conditional to say what they would like to do; and the use of the present perfect to explain what they have already done, or what they have not done yet, to organize the trip. IEP Modification Check with students the need for guidance with tenses. Refer struggling students to the Grammar Summary in the Teacher’s Edition on

¡Avancemos! Level 4 Lesson Plans Unidad 3 pp. R17-R27. Encourage them to prevent writer’s block by writing to the best of their knowledge and then revising all tenses. Remind them to allow some extra time at the end to do so. • Revisa tu composición: Pair students. Have each student pair exchange their drafts with their partner. Each student reviews his/her partner’s composition and provides feedback. Have students consider these questions when providing feedback to their partners: ¿Está claro el plan de tu compañero(a)? ¿Son correctas las formas verbales? ¿Tiene una introducción y una conclusión interesantes y completas? ASSESS AND RETEACH • Homework: Cuaderno p. 54, p. 64 • Homework: Have students type their compositions on a computer with the corrections suggested by their partners as necessary. Provide corrective feedback about the use of tenses and their writing plan. OPTIONAL RESOURCES • Interactive Whiteboard Activities: De vacaciones, Preparándose para viajar; Grammar: Future, Present Perfect • Spanish Interactive Reader: Solicitud de pasaporte TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 1, pp. 204-207 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Compare vacation spots FOCUS AND MOTIVATE • Read the title on p. 204 and have students take a look at the maps and photos on this spread. Point out that “in-” is a negative prefix, so “inolvidable” means something that cannot be forgotten. Ask the class to predict and discuss: ¿Qué tipos de paisajes creen que pueden encontrar en estos lugares? ¿Qué tipo de actividades podrá hacer el turista en ellos? ¿Qué tipo de clima esperarían encontrarse? TEACH • Divide the class into groups of three. Assign each student one of the three destinations on pp. 204-205. Each student will read about their destination on their own. Encourage note-taking, underlining, the use of graphic organizers, or any other reading strategy of student´s choice. Then have students take turns to retell the reading main ideas to the other members of their group. IEP Modification Make this activity more challenging for your students by dividing the class into groups of three and assigning a number to each student. Have each member of the group read the three texts. Encourage the use of reading strategies. After group-discussion, call on a number at random and have those students retell one of the texts to the rest of the class. PRACTICE AND APPLY • Have students answer ¿Comprendiste? questions 1-5 on p. 205 in writing. Check students’ answers as a class. • Have students work in pairs to role-play a dialogue between a travel agent and a potential client interested in one of these Caribbean destinations. The client will ask questions about geography, natural features, history, and activities. The travel agent will answer based on the information from the texts and his or her knowledge from previous lessons.

ASSESS AND RETEACH

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Homework: Compara con tu mundo, p. 205. Have students research on the Internet about a national park or an archeological site in the United States. How does this place compare to one of the Caribbean travel sites they have read about in this lesson? What can they do in the U.S. and in the Caribbean sites? Ask them to prepare and present a two-minute oral report in Spanish.

OPTIONAL RESOURCES • Spanish Interactive Reader: Viajes Caribe • Interactive Whiteboard Activities: Una leyenda mexicana TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 2, pp. 204-207 TEKS • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Compare vacation spots FOCUS AND MOTIVATE • Lead a class discussion about organized tours as a way of traveling Have students think about the advantages and disadvantages of organized tours by asking the questions such as: ¿Por qué puede ser interesante visitar un sitio turístico con un guía? ¿Creen que todos los turistas están dispuestos a cumplir con horarios? ¿Las excursiones serán una buena opción para las personas que viajan solas? Based on their answers, complete a T-Chart from Generate Success as a class. • Have students to predict with a partner what kinds of organized tours and excursions may Puerto Rico, Costa Rica, and Mexico offer based on what they read about these destinations on pp. 204-205 and what they may infer from the readings. Assign pairs one of the following questions: ¿Cómo podría ser un recorrido por la ciudad de Mérida? ¿Qué clase de actividades podría haber en El Yunque? ¿Cómo se imaginan una excursión en el Parque Nacional Tortuguero? Have pairs state their conclusions as a list. Ask volunteers to share their lists and save them for later use. Tell students that they will read about tours and excursions in these destinations. TEACH • Write the following topics on the board: Excursiones, Alojamiento, Actividades optativas con cargo adicional, Visitas para amantes de la naturaleza, Visitas para viajeros con intereses culturales, Actividades nocturnas. Read aloud p. 206 for the class and have students take notes regarding the above topics. Guide them to use context clues to infer the meaning of unfamiliar words. Then have students compare and contrast the three offers by using their notes to discuss each topic as a class. IEP Modification If you think some of your students will feel overwhelmed by the amount of information in this reading, have them work in small groups to reread the text. Tell them to stop after reading each bullet to make sure they understand the service offered by discussing it with the rest of the group. Model as needed. • Have students read p. 207 independently. Then work with the class to check for comprehension. Write the following statements on the board and have students identify which are true and which are false using text evidence: El hotel de Puerto Rico solo tiene habitaciones dobles. [F] El hotel de Costa Rica incluye el desayuno y la cena. [T]

¡Avancemos! Level 4 Lesson Plans Unidad 3 El hotel de México tiene una piscina climatizada. [T] El hotel de Puerto Rico incluye dos comidas. [F] El hotel de México es el más costoso. [F] El hotel de Puerto Rico tiene muchas habitaciones. [F] El hotel de Costa Rica ofrece paseos por agua. [T] PRACTICE AND APPLY • Have pairs create a dialogue between two friends who want to book one of the three hotels on p. 207, but have different opinions and preferences about them. They will need to discuss the location, services, and other characteristics of each hotel to reach an agreement. Then, ask students to write down their dialogues and have pairs role-play them in front of the class. • Have students imagine that they have a friend who is planning a trip to the Caribbean and needs some advice. Tell students that their friend prefers visiting sites of historical and cultural interest, is fond of luxury hotels, and loves sound and light shows. Have students write a paragraph telling which tour they would recommend and why. ASSESS AND RETEACH • Have students answer the questions from ¿Comprendiste? on Student Edition p. 207 as a class to check for comprehension. • Homework: Compara con tu mundo, p. 207. Have students write down their findings. • Homework: Cuaderno, Cultura, Activities 2 and 4, p. 65 OPTIONAL RESOURCES • Interactive Whiteboard Activities: Preparándose para viajar • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Comparación cultural, Day 3, pp. 204-207 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2D compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Compare vacation spots FOCUS AND MOTIVATE • Begin the lesson by asking students to share orally the definitions and the sentences they created as homework with the new vocabulary. Have volunteers correct the sentences produced by their peers. Provide feedback as needed. TEACH • Engage students in a charade-like game to quickly review the content from the readings on pp. 204-207. Pair students and hand each pair a card with a place, an activity, or a feature found in Puerto Rico, Costa Rica, and Mexico. Each pair should describe their card using hints and key words, e.g. Es una ciudad con edificios coloniales, Son dibujos hechos en cuevas y rocas, Hay muchas frutas y se puede recorrer a caballo. You can set a time limit to make the activity more fun. IEP Modification If the class finds relying only on oral skills too hard, students can add mimicry. Make sure they use verbal language too. • Review how to express formally and informally in Spanish, by means of usted vs. tú, but also through vocabulary and grammar structures. Have students reflect on and explain the importance of adjusting register according to each context. PRACTICE AND APPLY Choose one of the projects below to help students integrate the readings and the material presented in the unit. • Have students work in small groups to create a 3-5 minute TV advertisement for one of the destinies they have read about. Students should synthesize the information on pp. 204-207 and add details from experience, previous knowledge, further readings, or research. Students are expected to draft a script, rehearse, and finally perform in front of their classmates. Encourage them to use complete sentences using the future tense, such as Usted encontrará… Usted podrá... Point out that they should use appropriate register. Model as needed. Props and costumes are recommended. • Have students work in small groups to create a poster or a slideshow on a cultureoriented vs. a nature-oriented vacation on the destinies they have read about. Students

¡Avancemos! Level 4 Lesson Plans Unidad 3 should include information regarding the three spots from pp. 204-207 and compare what a tourist interested in local culture and a tourist interested in local nature may find each. Encourage groups to use visual aids, such as photographs, pictures, realia, and/or graphic organizers. Finally, have groups present their posters or slideshows to the rest of the class in 3-5 minutes. • Have students work individually to write an e-mail to a friend in Puerto Rico, Costa Rica, or Mexico telling him or her about their coming visit to their country. Have them use the information on pp. 204-207 to express their ideas and preferences for the trip. Encourage the use of the conditional sentence, so that they produce sentences with Me gustaría…, Podríamos…, Necesitaría… Model as needed. Point out that they should use informal register. IEP Modification You can challenge your students to write an additional paragraph inviting their friend to visit them. Students should mention touristic sites and activities in their area and compare them to the destiny of choice. ASSESS AND RETEACH • Culture Quiz, On-level Assessment, p. 95 • Homework: Compara con tu mundo, p. 207 OPTIONAL RESOURCES • Generate Success • News and Networking TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Repaso inclusivo, Day 1, pp. 208-209 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation • 1G interact and react in writing using culturally appropriate expressions, register, and style. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. OBJECTIVES • Interpret flight announcements • Write a letter • Ask and answer questions • Express preferences about job choices FOCUS AND MOTIVATE • Have students brainstorm travel-related professions or jobs and write five of them on the board. You may also bring some newspapers in Spanish to class so that students can have a look at real job offers. Then, conduct a class survey to find out which profession students would choose. Tally-chart the results on the board. Then, lead a class discussion to talk about the reasons behind the most popular choice. Ask: ¿Por qué creen que este trabajo fue el más elegido? ¿Qué características lo hacen atractivo? ¿Es un trabajo creativo o rutinario? ¿En este trabajo es importante el conocimiento de otros idiomas o culturas? TEACH • Divide the class into Group A and Group B to play a game that reviews vocabulary words using Flashcards from Unit 1 Lesson 1 and Flashcards from Unit 3 Lesson 2. Show a flashcard to Group A and assign one point if they are able to provide a definition for the word and another point if they are able to use it in a sentence. If Group A fails to come up with either, Group B has a chance to score points with that word. Repeat the procedure as time allows. • Write the following sentences on the board to review the use of the preterite and present perfect tenses in Spanish: El mes pasado viajé en avión a Cancún. He visitado muchas ciudades latinoamericanas. Remind students that, in Spanish, the preterite is used to talk about specific actions that happened in the past with an implied beginning and end. On the other hand, the present perfect is used to talk about something that happened in the past but has no specific time frame to it. Have volunteers say other sample sentences out loud using these verb tenses and including vocabulary related to traveling or jobs. Provide corrective feedback as needed. PRACTICE AND APPLY • Before class, read the script on p. 169F so you can preview the audio for students. Then, before playing TXT CD 2, Track 11 for students, tell them that they will listen to the announcement made by a flight attendant prior to take off. Ask them to work in

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pairs to complete Activity 1, Escucha, comprende y decide, on p. 208. After they have finished, have them provide a correct statement for item 1, which is false. Finally, have students discuss item 5, using prior knowledge from Unit 3. Before students read the text in Activity 2, Solicita trabajo, on p. 208, explain that they will read two different job offers published on a webpage—one of them offers positions in a hotel and the other one offers a job as a tourist guide. Have students work in pairs to read the texts and discuss what their choice would be and what the best qualifications and skills required to apply for each job would be. Ask students to choose one job and prepare an application letter for it. Guide students to acknowledge that they should adapt their choice of words and general tone to meet the formal requirements of an application. Ask: ¿Qué implicaciones y consecuencias tendría presentar una carta de solicitud de empleo en tono informal? IEP Modification If struggling students have difficulties remembering the different parts of a formal letter, refer them back to p. 41 and help them identify the opening, the body, and the greeting. Also, remind students that the general tone of a letter of application should be formal. Before students complete Activity 3, Haz una entrevista, on p. 209, brainstorm some examples of typical questions asked during a job interview. For example: ¿Qué estudios ha cursado? ¿Qué conocimientos de idiomas tiene? ¿Cuál es su experiencia? ¿Por qué está interesado(a) en este puesto? ¿Qué cree que puede ofrecerle a nuestra empresa? To make the activity more challenging, have students playing the role of applicants prepare in advance three questions that they would like to ask their interviewer, as suggested in Expansión box on Teacher’s Edition p. 209. Finally have pairs role play their interviews in front of the class.

ASSESS AND RETEACH • Homework: Cuaderno, p. 50 Hablar, p. 51 Escribir, p. 52 Escuchar OPTIONAL RESOURCES • Flashcards (Unidad 1, Lección 1) • Flashcards (Unidad 3, Lección 2) • Gramática: Self-Check Quiz (Unidad 2, Lección 1) • Vocabulario: Self-Check Quiz (Unidad 1, Lección 1) • Vocabulario: Self-Check Quiz (Unidad 3, Lección 2) • Conjuguemos.com TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Repaso inclusivo, Day 2, pp. 208-209 TEKS • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation • 1G interact and react in writing using culturally appropriate expressions, register, and style. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3A express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration OBJECTIVES • Describe vacation activities • Express preferences about vacation activities • Compare amenities and services offered by hotels • Write a brochure • Use formal and informal language appropriately FOCUS AND MOTIVATE • Have students brainstorm what needs to be considered when planning a vacation at the beach. Allow some time for students to write down their ideas individually and then bring the class together to share their lists. Then discuss what things are a must, such as good weather, and what things are related to personal preferences, such as full board accommodation. TEACH • In order to review the expressions used to compare amounts and quantities, write the following sentences on the board: En esta playa hay más olas que en la playa vecina. En este hotel hay menos tumbonas que huéspedes. En esa playa se realizan tantas actividades de entretenimiento como de relax. En el club deportivo del hotel ofrecían más actividades de las que podía hacer. En el restaurante del hotel me sirvieron menos postres de lo que imaginaba. Underline the comparison words and make sure students recall the usual contexts in which que and de are used when comparing amounts and quantities. • Remind students that, when someone says something using the future tense, then they can report what that person says using the future tense or what that person said using the conditional. Write the following example on the board, pointing out the verb tenses in the original statement and in each reported speech sentence. Then, ask volunteers to provide other examples. Ramiro: “La semana entrante iré al cine con mi hermano”. Ramiro dice que la semana entrante irá al cine con su hermano.

¡Avancemos! Level 4 Lesson Plans Unidad 3 Ramiro dijo que la semana entrante iría al cine con su hermano. PRACTICE AND APPLY • Have students work in groups of three to complete Activity 4, Convence a tus amigos, on p. 209. Encourage students to choose a destination in a Spanish-speaking country. Suggest students to try to convince their friends using the ideas discussed in Focus and Motivate activity. Provide the following dialogue as a model: Podremos jugar al vóleibol de playa./Ya hemos jugado al vóleibol en el verano. Es más divertido jugar al fútbol. When students are finished, have volunteers role play their dialogues for the class. • Have students complete Activity 5, Crea un folleto, on p. 209 in pairs. Guide students to locate the new hotel in a Spanish-speaking country. Ask them to use a chart to organize their ideas before writing. They may include categories such as location, services and amenities, and fees. Have pairs think about the different reasons why this hotel is better than others so that they use comparatives. Encourage students to use the verbs ser and estar to describe the hotel and the future tense to address potential guests, for example: El hotel está ubicado frente a la playa. Usted disfrutará de una vista increíble desde su habitación. Guide students to acknowledge that they should use a formal register for their brochures (use of “usted”), but with a friendly tone (they may use exclamation marks, for instance). Ask students to reflect on the implications and consequences of using an informal register in a touristic brochure. Finally, have pairs present their brochures to the class. When presentations are finished, have students compare the characteristics and amenities of the different hotels. IEP Modification Challenge students who finish their brochures ahead of time to add a section describing the hotel’s sports club, as suggested in Expansión box. • Ask students to complete Activity 6, Prepara un informe, on p. 209, with a partner. Model how to report an answer and write the example on the board for students’ reference: A: ¿Qué harás el próximo fin de semana? B: Visitaré a mis abuelos. / B dijo que visitaría a sus abuelos el próximo fin de semana. ASSESS AND RETEACH • Homework: Cuaderno, p. 60 Hablar, p. 61 Escribir, p. 62 Escuchar OPTIONAL RESOURCES • Flashcards (Unidad 3, Lección 1) • Gramática: Self-Check Quiz (Unidad 3, Lección 2) • Vocabulario: Self-Check Quiz (Unidad 3, Lección 1) TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Actividades preparatorias, pp. 210-211 TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation • 1C express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation. • 1F interact and react in spoken conversation using culturally appropriate expressions, register, and gestures • 1G interact and react in writing using culturally appropriate expressions, register, and style • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials OBJECTIVES • Express preferences, express future plans • Identify main ideas and details • Compare and contrast places • Ask and answer questions • Conduct an interview • Use formal and informal language appropriately • Make inferences based on context FOCUS AND MOTIVATE • Display a world map and help students locate Castilla-La Mancha in Spain and the Amazon in South America. Ask students: ¿Qué saben sobre estas regiones? Use students’ answers as an opportunity to focus the discussion on these regions’ cultural and historical aspects or geographical features. Make sure students understand that the Amazon extends over several countries, most of them being Spanish-speaking countries. Then ask: ¿Cuál de los dos destinos elegirían si quisieran hacer un viaje de turismo cultural? ¿Qué características de ese destino les resultan atractivas? ¿Por qué? TEACH • Tell students that they will first listen to a text about the history and the tourist attractions in Castilla-La Mancha, and that they will then read a passage on the Amazon. Introduce unfamiliar vocabulary as necessary. • Have students work in groups and choose one of the two destinations, Castilla-La Mancha or the Amazon. Have them imagine that they are planning a trip to the place chosen and they have a lot of questions to ask their travel agent. Have them write their questions down and share them with the class. Then, ask students to make inferences to try to guess the answer to some of those questions. Tell students that some of them may be answered during this lesson. PRACTICE AND APPLY

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Before class, read the script on p. 169F so you can preview the audio for students. Read aloud the introduction for the listening activity on p. 210 as students follow along in their books and reinforce unfamiliar vocabulary as necessary. Then, read the questions aloud and tell students that they will answer them after a second listening. Play TXT CD 2, Track 12 and encourage students to take down notes of the main ideas and details of each section of the audio. Play TXT CD 2, Track 12 again and have students answer the questions on p. 210. When they are finished, have students share their answers and provide corrective feedback as needed. Then, have students point out one similarity and one difference between the place where they live and Castilla-La Mancha. Read aloud the title and the introduction for Activity 2 on p. 210 as students follow along in their books. As a class, discuss the characteristics of a postcard. Guide students to acknowledge that the register should be informal, that they should include a greeting, a body, and a closing, and that the body should be brief due to space constraints. Then, have students work with a partner to brainstorm ideas for their postcards before writing, including means of transportation, the name of the country, the type of courses they will take, and the activities they will do. Finally, have them write their postcards individually and ask some volunteers to share them with the class. Point out informal words and phrases from students’ postcards and provide formal equivalents for comparison. Have students complete Activity 3 on p. 211 independently. Introduce unfamiliar vocabulary as necessary by encouraging students to figure out the meaning of unfamiliar words or phrases based on context clues. Check students’ answers as a class. Have students work with a partner to role-play an interview with Rubén. The student playing the interviewer may focus on Rubén’s background, motivations, future plans, and feelings about his experience in the Amazon. The student playing Rubén will provide imaginary answers built upon text evidence. Have pairs present their interviews to the class.

ASSESS AND RETEACH • Homework: As an extension to Activity 2, have students write a postcard or a brief letter to the family they will staying with during their exchange program. They should tell the family about themselves, where they live and what hobbies and interests they have. Remind students to use a formal but friendly register. • Student Resources for AP® Preparation, Tema 3: Conversation; Tema 5: Interpersonal Writing OPTIONAL RESOURCES • Teacher Resources for AP® Preparation Teacher • Teacher Resources for AP® Preparation Teacher: Examination Practice • Lecturas literarias • Interactive Whiteboard Activities, Themes: De vacaciones, El mercado de artesanías, Preparándose para viajar

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Unit Test TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts. • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration. OBJECTIVES • Describe vacation trips and activities • Recount past events and experiences • Ask for and give information • Express preferences about hotel services and amenities • Describe plans for a hotel stay ASSESS AND RETEACH • Unit 3 Test, On-level Assessment, pp. 106-112 • Assessment Audio: Examen Unidad 3, Test CD 1, Track 17, Test CD 1, Track 18 TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation

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Integrated Performance Assessment TEKS • 1A ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation. • 2A analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts • 2B paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials • 2C infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials • 3C inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration ASSESS AND RETEACH • Integrated Performance Assessment OPTIONAL RESOURCES • Unit 3 Test, On-level Assessment, pp. 106-112 • Assessment Audio: Examen Unidad 3, Test CD 1, Track 17, Test CD 1, Track 18 TECHNOLOGY TOOLS Teacher Tools Student Tools Interactive Whiteboard Activities Flashcards Performance Space Teacher Dashboard Performance Space Examview Test Generator InterActive Reader Generate Success Rubric Generator News + Networking Resources for AP Preparation Resources for AP Preparation