As a follow-up, one student serves as volunteer, with students asking questions so that the class can draw the volunteer's extended family tree. Students had been assigned a reading on rural and urban Hispanic families, with pre-reading activities. Working with a partner, students correct any false statements in order to make them true. Students work with a new partner and create a list of the characteristics of either urban or rural life. As a follow up, students share their lists with class.
Teacher asks students to be careful with adjective agreement and with use of conjunction que .
Teacher assigns Family topic of El taller hispano . The activities require some reading, listening comprehension, and writing on actual Hispanic families. Teacher reviews uses of the imperfect to discuss actions and events in the past. Teacher asks class to identify whether the speakers come from rural or urban families. Teacher divides class into partners.