Realidades 3 Vocabulary Activities
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Realidades 3 Vocabulary Activities

Deptid 61 327
Standards Activities & projects Grammar

12 Days

theme project entrevista Other teacher created

-review present tense, other

grammatical structures - stem changing verbs - reflexives - verbs like “gustar” - Aventuras bajo el sol” - theme project: “Club de exploradores” -Other teacher created

- preterite tense (all)

11 days

Oral or written activities - “Cmo eras de nio?”

- relate

incident from - puppet shows with fairy

- imperfect tense Time frame Thematic unit topics/objectives Topics which address the F/L Standards Activities & projects Grammar 10 days

Celebrations Realidades II Tema - holiday celebrationsin

USA and hispanic Cultura -El Dia de los Muertos -Los Sanfermines -Other hispanic celebrations/ holidays Literatura -holiday readings Write

a letter to los Reyes Contrast holiday celebrations in past with Describe a traditional U.S.holiday you celebrated as a child

-imperfect tense -comparing usage of preterite and

8 days

Competition Realidades III Tema 1B -discuss competitions of -discuss personal involvement in competitions

Cultura Hispanic sports -Hispanic children’s -talk/write about personal experience in a competition -write and present a simple children’s store -talk/write about favorite childhood object (using past vocab and tense usage) -focus on correct usage of preterite and imperfect tenses

10 days Artistic expression: Cmo te Realidades III Tema 2 A (art) or 2 B (drama.

Music.(teacher - Discuss and give opinion of art /music / drama / poetry

- Relate the arts to personal experience - Narrate events in the Cultura - artists of the Spanish speaking world - “el arte y la historia” - performing arts Literatura: Cuando era puertorriqueade Esmeralda Santiago -presentation in which student evaluates and critiques a “work of art” -presentation in which student describes selected “artist’ - “Artista del milenio” (see page 97)

- ser o estar - expansion of preterite & imperfect tenses -use of past participles as adjectives
Additional materials and sources: 1.

Junior Greatbooks stories 2.Dimeclassroom sets may still be available in your school.)3.Selected episodes from the Destinos series (if available)4.Selected articles from Spanish language magazines.

5.Pre A P activities from the College Board 6.Internet sites: a.

http://periodicos.ws/ b. has video clips) c. has video clips)d.

http://www.batanga.com/ (music, video).
Lesson plans october 27 31
Tema 3, Captulo 3A

Completed Day 1

Learn about the painter Bartolom Murillo

Learn new vocabulary about foods and beverages eaten for breakfast and lunch

Listen to and understand statements about food and beverages

Listen to and distinguish between statements about breakfast and lunch

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary Technology: Overhead/LCD projector, CD player Pacing: 50 minutes National Standards

1.2, 2.1, 2.2, 3.1

1.WARM-UP/ASSESS (10 minutes)

Targeted Resources

ALL STUDENTS Return the Examen del captulo Go over any recurring errors that students may have made, reteaching as necessary.

Examen del captulo, 2B

Answer Key: Examen del captulo, 2B

REALIDADES para hispanohablantes: Examen del captulo, 2B

REALIDADES para hispanohablantes: Answer Key: Examen del captulo, 2B

2.PRESENT/PRACTICE (35 minutes)

Targeted Resources

ALL STUDENTS Objectives (p.123) Go over the chapter objectives with students to prepare them for the new material.

Fondo cultural: Bartolom Murillo (p.122) Go over the information and have students respond to the questions.

Vocabulary & Grammar Transparencies: Transparencies 12-20

Atlas, Cap.3A

3.PRESENT/PRACTICE

Targeted Resources

ALL STUDENTS Core Instruction: Vocabulario y gramtica en contexto (p.124) Play Tracks 1 and 2.Present new vocabulary about foods and beverages eaten for breakfast and lunch.

Actividad 1 Beber o comer? (p.125) Play Track 3
realidades 3 vocabulary activities
Pacing Guide For Realidades Iii Spanish Iii
Activities & projects Grammar ... vocabulary Cultura - perspectives on family ... Realidades III Tema 3 A - symtoms & remedies (k12pearson.com)
Tema 3, Capítulo 3a Completed Day 1
Assign Video Activities 2, 3, and 4 for in-class work. Actividad 3 ¿Comprendes? ... Vocabulary production REALIDADES para hispanohablantes: Prueba 3A-2, ... (wcps.k12.md.us)
Realidades 2- Quizlet - Campuses
CHAPTER 2B (review voc): http://quizlet.com/2000160/realidades -2 2b a ver si recuerdas vocabulary flash cards/ (www2.hoover.k12.al.us)
.

Students listen to someone talk about food and beverage vocabulary.Actividad 2 El desayuno o el almuerzo? (p.125) Play Track 4.Students listen to someone talk about food vocabulary and distinguish between breakfast and lunch.

HERITAGE LANGUAGE LEARNERS Ask students to name fruits, vegetables, and meats that are popular in their heritage countries.Have them give an example of where these products are available in their community.STUDENTS WITH LEARNING DIFFICULTIES Provide students with a two-column chart to help them organize vocabulary.Have students write grocery lists with four or five items from the picture on p.124.Working in pairs, have students take turns reading prices from the advertisement while their partner checks items off the list.

Vocabulary, Cap.3A

Act.1, Act.

2 Audio, Cap.3A

Vocabulary & Grammar Transparencies: Transparency 65

Vocabulary & Grammar Transparencies: Transparency 66

TRB: Cap.3A, Input Script

TRB: Cap.3A, Vocabulary Clip Art

TPR Stories: Tema 3

TRB: Cap.3A, Audio Script

Answers on Transparencies: Cap.3A, Act.

1 Answers

Answers on Transparencies: Cap.3A, Act.

2 Answers

4.WRAP-UP/HOMEWORK OPTIONS (5 minutes)

Targeted Resources

ALL STUDENTS Practice Workbook 3A-1, 3A-2 Assign 3A-1 and 3A-2 for homework or in-class work.Go Online (p.

123) Have students Go Online at home or in class to view the Online Atlas.

Go Online (p.125) Have students Go Online at home or in class for more practice with the new vocabulary.HERITAGE LANGUAGE LEARNERS Realidades para hispanohablantes: A primera vista, 3A.Assign for homework or in-class work.

STUDENTS WITH SPECIAL NEEDS Guided Practice Activities for Vocabulary and Grammar: Vocabulary Flash Cards, Vocabulary Check.

Have students fill in vocabulary flash cards as in-class work or homework.

Practice Workbook: 3A-1

Practice Workbook: 3A-2

Practice Workbook: 3A-1 Answers

Practice Workbook: 3A-2 Answers

REALIDADES para hispanohablantes: Cap.3A, A primera vista

REALIDADES para hispanohablantes Answer Key: Cap.

3A, A primera vista

Guided Practice Activities: Vocabulary Flash Cards, Vocabulary Check

Guided Practice Activities Answer Key: Vocabulary Flash Cards, Vocabulary Check

Tema 3, Captulo 3A

Completed Day 2

Learn additional vocabulary and grammar in visual and story context

Recognize similarities and differences between breakfast and lunch in Costa Rica and the United States

Watch and listen to the video and understand new vocabulary and grammar in authentic context

Read and demonstrate comprehension of statements about the video

Vocabulary: Food and beverage vocabulary, breakfast and lunch vocabulary Technology: VCR/DVD player, Overhead/LCD projector, CD player Pacing: 50 minutes National Standards

1.2, 1.3

1.WARM-UP/ASSESS (5 minutes)

Targeted Resources

ALL STUDENTS Homework check errors that students may have made, reteaching as necessary.

Practice Workbook: 3A-1

Practice Workbook: 3A-2

Practice Workbook: 3A-1 Answers

Practice Workbook: 3A-2 Answers

2.PRESENT/PRACTICE (40 minutes)

Targeted Resources

ALL STUDENTS Core Instruction: Videohistoria El desayuno (pp.126-127) Present additional vocabulary and grammar by showing transparencies and having students look at pictures and read dialogue from characters in the Videohistoria.Preview the video.

Vocabulary, Cap.3A

Vocabulary & Grammar Transparencies: Transparency 67

Vocabulary & Grammar Transparencies: Transparency 68

TRB: Cap.

3A, Audio Script

3.PRESENT/PRACTICE

Targeted Resources

ALL STUDENTS Video Activity 1 Assign Video Activity 1 for in-class work.View: Videohistoria Show the video for Captulo 3A.Through multiple viewings, students learn new vocabulary and grammar in context.Video Activities 2, 3, 4 Assign Video Activities 2, 3, and 4 for in-class work.Actividad 3 Comprendes? (p.127) Students indicate reading comprehension by answering questions about the Videohistoria.STUDENTS WITH SPECIAL NEEDS Provide hearing-impaired students with a copy of the script of the Videohistoria so that they may follow
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