¡Buen viaje!: Level 1Chapter 2:
Alumnos y cursosWebQuestCiudades hispanohablantes en los Estados
Unidos
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Objective- To
learn about Spanish-speakers and their
communities in the United States
Notes - You
may wish to provide students with the
following vocabulary list before they
begin the activity to help them understand
the titles of the sections and links used
in the activity:
| | la
ciudad | city | | | el
estado | state | | | mejor,
el mejor | better,
best | | | quiere | she
or he wants | | | vivir | to
live |
- You
may wish to have students read the Lectura
cultural on pages 62-63 of the textbook,
the Lectura opcional on page 64
of the textbook, and/or the Conexiones
section on pages 66-67 of the textbook
before beginning this activity.
- Point
out to students that Miami, Los Angeles,
and New York City have large Spanish-speaking
populations.
Expansion - After
students have completed the ¡A navegar!
section, you may wish to have them write
on the map from the Antes de navegar
section of their worksheets which nationality
is most represented in each of the cities
listed. Then ask students to think of
reasons why some cities are more heavily
populated with Spanish-speakers of a particular
nationality. For example, Miami is the
U.S. point of entry nearest to Cuba, while
the states of California and Texas border
Mexico.
- In
Despúes de leer A, ¿Cómo
es San Antonio? on page 64 of the
textbook, students are asked questions
about the city of San Antonio. Have them
refer to the San Antonio information from
the El mapa link in the Primera
parte section of ¡A navegar!
to more fully answer the questions.
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