¿Cómo era ese lugar?
unidad 12
start
CALENTAMIENTO
META/GOAL
Describing nature: Create a video about your favorite ecotourism destination.
PREPARAR
In this unit you and your classmates will watch an ecotourism videoblog that explores a top destination for ecotourism in Mexico. You will:
- talk about travel and the environment
- express ideas using indefinite and negative words
- describe situations and states in the past and to compare people and objects
- explore and compare what environmental challenges and policies are needed in the Spanish-speaking world
- create and share your own travel video.
¡PARA COMPRENDER MEJOR!
You have learned that gestures can be a helpful tool in understanding people when speaking Spanish.
Some people use a lot of hand motions and facial gestures as they speak to emphasize or clarify what they are saying.
The cultural collaborator from Ecuador, Sebastián Carrasco, is one of those people.
¡PARA COMPRENDER MEJOR!
Gestures
As you watch the video and listen to Sebastián describe an ecotourism destination, pay attention to how he uses motion to enhance his oral message. Think about the following questions:
- Do his gestures help you understand better? Why or why not?
- Not all gestures are equally useful. Which ones did you find the most helpful? Why?
DISCUSIÓN
Individualmente, busca fotos de las Islas Galápagos y los animales que describe Sebastián en el video. ¿Cómo son? En parejas, túrnense para describir cada foto a su compañero/a usando gestos.
¿Quieres ir a las Islas Galápagos? ¿Por qué o por qué no? Conversen en parejas.
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
En parejas, van a conversar sobre la estrategia de tomar apuntes y el videoblog El mochilero verde. Sigan los pasos.
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
Paso 1
Individualmente, elige una sección del videoblog y mírala otra vez. Toma apuntes, utilizando las técnicas de Estrategia de comprensión:
- identificar las ideas principales y palabras clave
- dividir la página en secciones
- crear abreviaturas
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
Videoblog: El mochilero verde El mochilero verde is a videoblog on ecotourism trips around the world. This videoblog is hosted by Juan, a biology student with a passion for traveling. In this episode, Juan shares his adventures traveling through some prime ecotourism destinations in Mexico. Visit his videoblog, and follow him in his adventure. At the end of this unit, you will use this videoblog as a model to create your own video about your favorite ecotourism destination.
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
En parejas, repasen Videoblog: El mochilero verde y túrnense para contestar las preguntas:
- ¿Qué lugares visita Juan?
- ¿Cómo es cada lugar?
- ¿Qué actividades hace allí?
- ¿Quieres visitar tú ese lugar? Explica con ejemplos.
- ¿Qué tipos de viajes te gustan más? ¿De aventura, de cultura, solitarios, cruceros, etc.? ¿Por qué?
IPAUNIDAD 12
In this activity, you will interpret a video blog about ecotourism.
CALENTAMIENTO
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-1 Key Word Recognition.
Match the activities to the place that Juan did them.
Categories:
- Akumal
- Barrancas del Cobre
- Huasteca Potosina
- hacer rappel
- escalar el cañón
- hacer snorkel
- nadar con la tortugas
- andar en bicicleta de montaña
Activities
- ir en canoa
- bucear
- practicar senderismo
- hacer caminatas
- ver animales acuáticos
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-2 Main ideas.
Select the sentence that best describes the main idea of Juan’s blog.
- There are many ideal destinations to vacation in Mexico, but not many destinations include ecotourism activities.
- Juan enjoyed his exciting trip to Mexico, but he does not plan to return.
- Juan visited three different places in Mexico that were ideal destinations for ecotourism activities.
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-2 Main ideas.
Select the sentence that best describes the main idea of Juan’s blog.
- There are many ideal destinations to vacation in Mexico, but not many destinations include ecotourism activities.
- Juan enjoyed his exciting trip to Mexico, but he does not plan to return.
- Juan visited three different places in Mexico that were ideal destinations for ecotourism activities.
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-3 Supporting Details.
Select the three activities that Juan did on his trip to Mexico.
- hacer vía ferrata
- nadar con las tortugas
- montar a caballo
- observar poblaciones de aves
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-3 Supporting Details.
Select the three activities that Juan did on his trip to Mexico.
- hacer vía ferrata
- nadar con las tortugas
- montar a caballo
- observar poblaciones de aves
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive Expansion
12-4 Personal reaction to the text.
Answer the following questions with your opinion.
- What types of clothes and accessories do you think Juan wore during his trip? Why?
- How is ecotourism different from other types of tourism?
- Would you choose to follow Juan’s blog? Why or why not?
- Which activity that Juan discussed would you be most interested in doing?
- Which destination from Juan’s blog is your favorite? Why?
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Presentational
12-6 Un blog de ecoturismo.
Imagínate: En el pasado, viajabas frecuentemente a uno de los destinos a los que fue Juan u otro destino. Escribe un blog corto sobre el lugar adonde viajabas y las actividades que hacías allí. Entrevista a tu compañero/a sobre su blog. Incluye por lo menos cinco preguntas sobre adónde viajaba, sus actividades preferidas y cómo se sentía durante el viaje.
12-7 Una entrevista.
VOCABULARIO I Y II
Vocabulario I: Los viajes y el medioambiente
Vocabulario II: Palabras indefinidas y negativas
CALENTAMIENTO
https://s3.us-east-2.amazonaws.com/contrasena/interactives/show_hide/index2.html?id=u12_12_04v2
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-3 ¡A repasar!
En grupos pequeños, van a repasar el vocabulario de los viajes y el medioambiente. Sigan los pasos.
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-3 ¡A repasar!
Paso 1
Un miembro del grupo elige una categoría y cada estudiante individualmente prepara una lista de palabras y expresiones relacionadas sin consultar las listas de Vocabulario. Cuando todos/as terminen, comparen sus notas para ver quién tiene la lista más completa.
- los animales
- los lugares para visitar
- las actividades para hacer
- los medios de transporte para viajar
- la naturaleza y el medioambiente
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-3 ¡A repasar!
Paso 2Otro/a compañero/a elige otra categoría y todo el grupo hace lo mismo que en el Paso 1. Después de completar todas las categorías, identifiquen al miembro del grupo que preparó las listas más completas.
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-9 ¿Alguna vez…?
Paso 1. En parejas, túrnense para contestar las preguntas. ¡OJO! Presten atención a los pronombres indefinidos en las preguntas y usen los pronombres negativos en sus respuestas cuando sea necesario. 1. ¿Hay algún ejemplo de cambio climático en tu comunidad? 2. ¿Conoces a alguien o a alguna organización en tu comunidad que trabaje desarrollando la conciencia ambiental? 3. ¿Alguna vez sentiste los efectos de la contaminación en algún recurso natural importante como el agua o el aire? 4. ¿Hay algo que se pueda hacer para evitar las inundaciones? 5. ¿Crees que hay que elegir entre estas dos opciones: o eliminar el hambre (hunger) o salvar el medioambiente? Explica.
CALENTAMIENTO
https://www.baamboozle.com/game/1156190
Objective 4: Describe situations and states in the past.
Conversar 12-10 Conozcan a Katherine Lorenzo
Paso 1. En cuanto al medio ambiente, ¿para ti, que significa, "construir un mundo más justo para todos”? Discutan en sus grupos.
Paso 2. Lean este artículo sobre Katherine Lorenzo. Identifiquen los verbos en el imperfecto:
Objective 4: Describe situations and states in the past.
Conversar 12-10 Conozcan a Katherine Lorenzo
Discutan las siguientes preguntas:
- En su opinión, ¿por qué buscaba Kati una solución al cambio climático?
- ¿Qué le impactó a Kati cuando era joven para dedicarse a su actual trabajo?
- ¿Uds. siguen los consejos de la abuela de Kati?
- ¿Qué significa “Es una lucha difícil pero hay una semilla sembrada”? ¿A qué se refiere?
Objective 4: Describe situations and states in the past.
Conversar 12-10 Conozcan a Katherine Lorenzo
Paso 3. Katherine hace publicaciones en Twitter. Escriban un mensaje de 280 caracteres a Kati acerca de lo que significa construir un mundo más justo para todos.
Paso 4. Lee los Tweets de tus compañeros. ¿Qué Tweet es tu favorito? ¿Por qué?
Objective 4: Describe situations and states in the past.
Conversar 12-12 Cuando era niño/a…
Paso 1
Individualmente, piensa en alguna actividad que te gustaba hacer de niño/a y escribe una breve descripción siguiendo las preguntas guía. Usa el imperfecto para indicar que hacías esa actividad habitualmente.
- ¿Dónde hacías la actividad?
- ¿Te mantenías en forma cuando hacías la actividad?
- ¿Cómo te sentías cuando hacías la actividad?
- ¿Con quién hacías la actividad?
Objective 4: Describe situations and states in the past.
Conversar 12-12 Cuando era niño/a…
Paso 2
En grupos, túrnense para leer cada uno/a su descripción sin decir qué actividad es. ¿Pueden tus compañeros/as adivinar qué actividad describes?
Objective 5: Compare people, places, and object
Conversar 12-18 Un anuncio
En parejas, van a crear un anuncio publicitario para una revista dedicada al ecoturismo: Sigan los pasos:
Objective 5: Compare people, places, and object
Conversar 12-18 Un anuncio
Paso 1
Elijan una foto y escriban un anuncio publicitario de ese destino ecoturístico. El anuncio debe ser el testimonio personal de un/a ecoturista que describe su propia experiencia y la de su compañero/a de viaje usando la forma de nosotros/as en el imperfecto. Incluyan dos comparaciones. Sean creativos...
Objective 5: Compare people, places, and object
Conversar 12-18 Un anuncio
Paso 3
Compartan los anuncios con el resto de la clase y entre todos voten por el anuncio más convincente.
GRAMÁTICA I Y II
El imperfecto Los comparativos de igualdad y desigualdad
EXPLORACIÓN CULTURAL
Explore and compare what environmental challenges and policies are needed in the Spanish-speaking world.
CALENTAMIENTO
Objective 5: Compare people, places, and object
Conversar 12-21 Desafíos ambientales en el mundo hispano
Paso 1
En parejas, resuman lo que aprendieron sobre los desafíos ambientales en países hispanohablantes.
Lean la introducción en Exploración cultural: Preparar y tomen notas. Luego, escriban un breve resumen de la información. ¿Cuál es la idea principal que identificaron? ¿De qué hechos decidieron tomar notas y cómo piensan que esa decisión les ayudó a desarrollar su resumen?
Objective 5: Compare people, places, and object
Conversar 12-24 Problemas y soluciones
Paso 1
En Exploración cultural, investigaste sobre los problemas ambientales y sus soluciones en el mundo hispano. Ahora vas a compartir lo que aprendiste con otros estudiantes. Sigue los pasos.
Repasa la información de tu investigación.
Objective 5: Compare people, places, and object
Conversar 12-24 Problemas y soluciones
Paso 2
En grupos, la profesora les asignará un país y ustedes deben completar la tabla.
Objective 5: Compare people, places, and object
Conversar 12-24 Problemas y soluciones
Paso 3
En parejas, resuman (summarize) con un mínimo de tres oraciones lo que aprendieron. ¿Cuál es la situación del medioambiente en los países hispanos?
.
Highlighted phrase
'Your content is liked, but it engages much more if it is interactive'
Genially
'With calm and conciseness. Synthesize the content'
Genially
'Through a scheme, to tell everything in an orderly way'
Genially
Relevant Data
90%
Interactivity
Animation
visual information is better assimilated.
Creativity
Describe the topic and the content you are going to cover in class and don't forget to emphasize why the topic is interesting
+info
Timeline
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You can add interactivity to your timeline.
20XX
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Also animations to make it fun.
20XX
The important thing is that everything fits the theme.
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20XX
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And leave your class speechless.
20XX
Chart + text
Use graphics in your presentation
Use this space to briefly describe your chart and its evolution. To highlight super-relevant data. 90% of the information we assimilate comes through sight.
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Table + text
Use tables and infographics
Visual content is a cross-cutting and universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures.
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List / Processes
Social beings
Narrative beings
Visual beings
We need to interact with each other. We learn collaboratively.
We teach through stories. They entertain us and help maintain attention.
We are able to understand images from millions of years ago, including those from other cultures.
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+info
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Video
A great title
Visual content is a cross-cutting and universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
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Video
Contextualize your topic
Contextualize your topic
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+info
Text + icons
see
see
see
see
see
see
Audio
Contextualize your topic
Contextualize your topic
Contextualize your topic
Inserted Content
Interactive question
Interactive Question
Interactive Question
Interactive Question
Conclusions
- Improve understanding on any topic.
- Engages the entire class…
- And maintains their attention until the end.
- Includes visual elements suitable for the topic.
- Displays data and info visually.
Write a great headline
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for students to view it on any device and learn anywhere.
A great title
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Thank you!
A great title
Our brain is wired to consume visual content. And it makes sense: 90% of the information we process comes through our sight. That's why visual content helps with quicker learning in many cases.
20XX
To tell stories in an organized, hierarchical, structured, and concise manner. These are the four pillars for carrying out a successful presentation.
'Your content is liked, but it engagesmuch more if it is interactive' - Genially
Pose a question or problem that makes the class think; it is the essential ingredient to maintain their attention. It is usually raised at the beginning of the topic to encourage critical thinking and participation.
- Plan the structure of your content.
- Give visual weight to key points and main ones.
- Define secondary messages with interactivity.
A great title
Although you should not abuse the bulletpoints, icons and diagrams can be great allies when presenting. You will keep your class's attention and the information will be ingrained in their brains.
20XX
To tell stories in an organized, hierarchical, structured, and concise manner. These are the four pillars for carrying out a successful presentation.
80%
We remember 80% of what we do and see. Your students also remember 10% of what they hear, 20% of what they read. Create interactive content!
50%
80% of our brain is involved in the processing of visual stimuli.
50% of purchases are emotional. The passion that storytelling provokes is our ally to influence the teaching and learning process.
85%
Here you can put a highlighted title
Our brain is prepared to consume visual content. And it makes sense: 90% of the information we process comes to us through sight. That's why visual content helps with faster learning in many cases.
- Include appropriate visual elements related to the theme.
- Display data and information visually.
- Use interactivity to delve deeper into the concepts.
A great title
Visual content is a cross-cutting and universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures.
A great title
Visual content is a cross-cutting and universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures.
Use an image
And use this space to describe it. You can upload an image from your computer or use the resources available in Genially, on the left side of the tool. Leave the whole class amazed!
Insert an awesome video for your presentation
And use this space to describe it. Multimedia content is essential in a presentation, to leave everyone speechless. Also, this way you will synthesize the content and entertain the whole class.
With this feature...
You can add additional content that excites the brains of your students: videos, images, links, interactivity... Whatever you want!
A great title
Although you should not abuse bulletpoints, icons and diagrams can be great allies when presenting. You will keep your class's attention and the information will be engraved in their brains.
Did you know...
The window allows you to add more extensive content? You can enrich your genially by incorporating PDFs, videos, text... The content of the window will appear when clicking on the interactive element.
A great title
We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate the thinking and creativity of each student.
A great title
We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate the thinking and creativity of each student.
A great title
We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate the thinking and creativity of each student.
20XX
You can briefly describe what your presentation timeline consists of and orally present the milestones achieved so that no one falls asleep.
You can briefly describe what your presentation timeline consists of and present the milestones achieved orally so that no one falls asleep.
20XX
Write a subtitle that provides more information
Use an image
And use this space to describe it. You can upload an image from your computer or use the resources available in Genially, on the left side of the tool. Leave the whole class amazed!
¿Cómo era ese lugar?
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Transcript
¿Cómo era ese lugar?
unidad 12
start
CALENTAMIENTO
META/GOAL
Describing nature: Create a video about your favorite ecotourism destination.
PREPARAR
In this unit you and your classmates will watch an ecotourism videoblog that explores a top destination for ecotourism in Mexico. You will:
¡PARA COMPRENDER MEJOR!
You have learned that gestures can be a helpful tool in understanding people when speaking Spanish. Some people use a lot of hand motions and facial gestures as they speak to emphasize or clarify what they are saying. The cultural collaborator from Ecuador, Sebastián Carrasco, is one of those people.
¡PARA COMPRENDER MEJOR!
Gestures
As you watch the video and listen to Sebastián describe an ecotourism destination, pay attention to how he uses motion to enhance his oral message. Think about the following questions:
DISCUSIÓN
Individualmente, busca fotos de las Islas Galápagos y los animales que describe Sebastián en el video. ¿Cómo son? En parejas, túrnense para describir cada foto a su compañero/a usando gestos.
¿Quieres ir a las Islas Galápagos? ¿Por qué o por qué no? Conversen en parejas.
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
En parejas, van a conversar sobre la estrategia de tomar apuntes y el videoblog El mochilero verde. Sigan los pasos.
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
Paso 1 Individualmente, elige una sección del videoblog y mírala otra vez. Toma apuntes, utilizando las técnicas de Estrategia de comprensión:
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
Videoblog: El mochilero verde El mochilero verde is a videoblog on ecotourism trips around the world. This videoblog is hosted by Juan, a biology student with a passion for traveling. In this episode, Juan shares his adventures traveling through some prime ecotourism destinations in Mexico. Visit his videoblog, and follow him in his adventure. At the end of this unit, you will use this videoblog as a model to create your own video about your favorite ecotourism destination.
ESTRATEGIA DE COMPRENSIÓN Y TEXTO
Conversar 12-1 La estructura de un texto
En parejas, repasen Videoblog: El mochilero verde y túrnense para contestar las preguntas:
IPAUNIDAD 12
In this activity, you will interpret a video blog about ecotourism.
CALENTAMIENTO
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-1 Key Word Recognition.
Match the activities to the place that Juan did them.
Categories:
Activities
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-2 Main ideas.
Select the sentence that best describes the main idea of Juan’s blog.
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-2 Main ideas.
Select the sentence that best describes the main idea of Juan’s blog.
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-3 Supporting Details.
Select the three activities that Juan did on his trip to Mexico.
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive
12-3 Supporting Details.
Select the three activities that Juan did on his trip to Mexico.
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Interpretive Expansion
12-4 Personal reaction to the text.
Answer the following questions with your opinion.
Objective 2: Identify basic information in a travel blog about ecotourism in Mexico.
Presentational
12-6 Un blog de ecoturismo.
Imagínate: En el pasado, viajabas frecuentemente a uno de los destinos a los que fue Juan u otro destino. Escribe un blog corto sobre el lugar adonde viajabas y las actividades que hacías allí. Entrevista a tu compañero/a sobre su blog. Incluye por lo menos cinco preguntas sobre adónde viajaba, sus actividades preferidas y cómo se sentía durante el viaje.
12-7 Una entrevista.
VOCABULARIO I Y II
Vocabulario I: Los viajes y el medioambiente Vocabulario II: Palabras indefinidas y negativas
CALENTAMIENTO
https://s3.us-east-2.amazonaws.com/contrasena/interactives/show_hide/index2.html?id=u12_12_04v2
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-3 ¡A repasar!
En grupos pequeños, van a repasar el vocabulario de los viajes y el medioambiente. Sigan los pasos.
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-3 ¡A repasar!
Paso 1 Un miembro del grupo elige una categoría y cada estudiante individualmente prepara una lista de palabras y expresiones relacionadas sin consultar las listas de Vocabulario. Cuando todos/as terminen, comparen sus notas para ver quién tiene la lista más completa.
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-3 ¡A repasar!
Paso 2Otro/a compañero/a elige otra categoría y todo el grupo hace lo mismo que en el Paso 1. Después de completar todas las categorías, identifiquen al miembro del grupo que preparó las listas más completas.
Objective 3: Discuss travel and the environment and use indefinite and negative words in Spanish.
Conversar 12-9 ¿Alguna vez…?
Paso 1. En parejas, túrnense para contestar las preguntas. ¡OJO! Presten atención a los pronombres indefinidos en las preguntas y usen los pronombres negativos en sus respuestas cuando sea necesario. 1. ¿Hay algún ejemplo de cambio climático en tu comunidad? 2. ¿Conoces a alguien o a alguna organización en tu comunidad que trabaje desarrollando la conciencia ambiental? 3. ¿Alguna vez sentiste los efectos de la contaminación en algún recurso natural importante como el agua o el aire? 4. ¿Hay algo que se pueda hacer para evitar las inundaciones? 5. ¿Crees que hay que elegir entre estas dos opciones: o eliminar el hambre (hunger) o salvar el medioambiente? Explica.
CALENTAMIENTO
https://www.baamboozle.com/game/1156190
Objective 4: Describe situations and states in the past.
Conversar 12-10 Conozcan a Katherine Lorenzo
Paso 1. En cuanto al medio ambiente, ¿para ti, que significa, "construir un mundo más justo para todos”? Discutan en sus grupos. Paso 2. Lean este artículo sobre Katherine Lorenzo. Identifiquen los verbos en el imperfecto:
Objective 4: Describe situations and states in the past.
Conversar 12-10 Conozcan a Katherine Lorenzo
Discutan las siguientes preguntas:
Objective 4: Describe situations and states in the past.
Conversar 12-10 Conozcan a Katherine Lorenzo
Paso 3. Katherine hace publicaciones en Twitter. Escriban un mensaje de 280 caracteres a Kati acerca de lo que significa construir un mundo más justo para todos. Paso 4. Lee los Tweets de tus compañeros. ¿Qué Tweet es tu favorito? ¿Por qué?
Objective 4: Describe situations and states in the past.
Conversar 12-12 Cuando era niño/a…
Paso 1 Individualmente, piensa en alguna actividad que te gustaba hacer de niño/a y escribe una breve descripción siguiendo las preguntas guía. Usa el imperfecto para indicar que hacías esa actividad habitualmente.
Objective 4: Describe situations and states in the past.
Conversar 12-12 Cuando era niño/a…
Paso 2 En grupos, túrnense para leer cada uno/a su descripción sin decir qué actividad es. ¿Pueden tus compañeros/as adivinar qué actividad describes?
Objective 5: Compare people, places, and object
Conversar 12-18 Un anuncio
En parejas, van a crear un anuncio publicitario para una revista dedicada al ecoturismo: Sigan los pasos:
Objective 5: Compare people, places, and object
Conversar 12-18 Un anuncio
Paso 1 Elijan una foto y escriban un anuncio publicitario de ese destino ecoturístico. El anuncio debe ser el testimonio personal de un/a ecoturista que describe su propia experiencia y la de su compañero/a de viaje usando la forma de nosotros/as en el imperfecto. Incluyan dos comparaciones. Sean creativos...
Objective 5: Compare people, places, and object
Conversar 12-18 Un anuncio
Paso 3 Compartan los anuncios con el resto de la clase y entre todos voten por el anuncio más convincente.
GRAMÁTICA I Y II
El imperfecto Los comparativos de igualdad y desigualdad
EXPLORACIÓN CULTURAL
Explore and compare what environmental challenges and policies are needed in the Spanish-speaking world.
CALENTAMIENTO
Objective 5: Compare people, places, and object
Conversar 12-21 Desafíos ambientales en el mundo hispano
Paso 1 En parejas, resuman lo que aprendieron sobre los desafíos ambientales en países hispanohablantes. Lean la introducción en Exploración cultural: Preparar y tomen notas. Luego, escriban un breve resumen de la información. ¿Cuál es la idea principal que identificaron? ¿De qué hechos decidieron tomar notas y cómo piensan que esa decisión les ayudó a desarrollar su resumen?
Objective 5: Compare people, places, and object
Conversar 12-24 Problemas y soluciones
Paso 1 En Exploración cultural, investigaste sobre los problemas ambientales y sus soluciones en el mundo hispano. Ahora vas a compartir lo que aprendiste con otros estudiantes. Sigue los pasos. Repasa la información de tu investigación.
Objective 5: Compare people, places, and object
Conversar 12-24 Problemas y soluciones
Paso 2 En grupos, la profesora les asignará un país y ustedes deben completar la tabla.
Objective 5: Compare people, places, and object
Conversar 12-24 Problemas y soluciones
Paso 3 En parejas, resuman (summarize) con un mínimo de tres oraciones lo que aprendieron. ¿Cuál es la situación del medioambiente en los países hispanos? .
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'Your content is liked, but it engages much more if it is interactive'
Genially
'With calm and conciseness. Synthesize the content'
Genially
'Through a scheme, to tell everything in an orderly way'
Genially
Relevant Data
90%
Interactivity
Animation
visual information is better assimilated.
Creativity
Describe the topic and the content you are going to cover in class and don't forget to emphasize why the topic is interesting
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Timeline
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You can add interactivity to your timeline.
20XX
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Also animations to make it fun.
20XX
The important thing is that everything fits the theme.
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20XX
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And leave your class speechless.
20XX
Chart + text
Use graphics in your presentation
Use this space to briefly describe your chart and its evolution. To highlight super-relevant data. 90% of the information we assimilate comes through sight.
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Table + text
Use tables and infographics
Visual content is a cross-cutting and universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures.
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List / Processes
Social beings
Narrative beings
Visual beings
We need to interact with each other. We learn collaboratively.
We teach through stories. They entertain us and help maintain attention.
We are able to understand images from millions of years ago, including those from other cultures.
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Video
A great title
Visual content is a cross-cutting and universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
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Video
Contextualize your topic
Contextualize your topic
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Text + icons
see
see
see
see
see
see
Audio
Contextualize your topic
Contextualize your topic
Contextualize your topic
Inserted Content
Interactive question
Interactive Question
Interactive Question
Interactive Question
Conclusions
Write a great headline
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for students to view it on any device and learn anywhere.
A great title
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Thank you!
A great title
Our brain is wired to consume visual content. And it makes sense: 90% of the information we process comes through our sight. That's why visual content helps with quicker learning in many cases.
20XX
To tell stories in an organized, hierarchical, structured, and concise manner. These are the four pillars for carrying out a successful presentation.
'Your content is liked, but it engagesmuch more if it is interactive' - Genially
Pose a question or problem that makes the class think; it is the essential ingredient to maintain their attention. It is usually raised at the beginning of the topic to encourage critical thinking and participation.
A great title
Although you should not abuse the bulletpoints, icons and diagrams can be great allies when presenting. You will keep your class's attention and the information will be ingrained in their brains.
20XX
To tell stories in an organized, hierarchical, structured, and concise manner. These are the four pillars for carrying out a successful presentation.
80%
We remember 80% of what we do and see. Your students also remember 10% of what they hear, 20% of what they read. Create interactive content!
50%
80% of our brain is involved in the processing of visual stimuli.
50% of purchases are emotional. The passion that storytelling provokes is our ally to influence the teaching and learning process.
85%
Here you can put a highlighted title
Our brain is prepared to consume visual content. And it makes sense: 90% of the information we process comes to us through sight. That's why visual content helps with faster learning in many cases.
A great title
Visual content is a cross-cutting and universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures.
A great title
Visual content is a cross-cutting and universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures.
Use an image
And use this space to describe it. You can upload an image from your computer or use the resources available in Genially, on the left side of the tool. Leave the whole class amazed!
Insert an awesome video for your presentation
And use this space to describe it. Multimedia content is essential in a presentation, to leave everyone speechless. Also, this way you will synthesize the content and entertain the whole class.
With this feature... You can add additional content that excites the brains of your students: videos, images, links, interactivity... Whatever you want!
A great title
Although you should not abuse bulletpoints, icons and diagrams can be great allies when presenting. You will keep your class's attention and the information will be engraved in their brains.
Did you know... The window allows you to add more extensive content? You can enrich your genially by incorporating PDFs, videos, text... The content of the window will appear when clicking on the interactive element.
A great title
We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate the thinking and creativity of each student.
A great title
We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate the thinking and creativity of each student.
A great title
We don't like to bore in our classes or work with flat content. It's time to bet on dynamic and interactive learning experiences that stimulate the thinking and creativity of each student.
20XX
You can briefly describe what your presentation timeline consists of and orally present the milestones achieved so that no one falls asleep.
You can briefly describe what your presentation timeline consists of and present the milestones achieved orally so that no one falls asleep.
20XX
Write a subtitle that provides more information
Use an image
And use this space to describe it. You can upload an image from your computer or use the resources available in Genially, on the left side of the tool. Leave the whole class amazed!