The section Entender cómo funciona la lengua is dedicated to observing, understanding, and practicing aspects of grammar, vocabulary, discourse, and phonology. The Prepárate section shows the activities that can be assigned as preparation before class – in flipped model or hybrid classes. In TheSpanishHub instructors can assign online activities for students to reinforce vocabulary and grammar concepts and to practice pronunciation. Grammar can also be presented or reinforced with Grammar Tutorials (animated grammar short films) for a more dynamic and visually captivating approach.

For homework, assign students to watch Present Subjunctive (I) and (II). Also, students should read and take notes about the present subjunctive, p. 30-31; 33. They may bring questions to class.

In class, before reading the text, have students discuss the title Mis cinco deseos. - What does this mean? Ask students to work in pairs to come up with a different phrase that has a similar meaning: Mis cinco aspiraciones, Mis cinco sueños, Las cinco cosas que más deseo, Cinco de mis ideales, etc.

After reading the text, tell students to identify for each deseo the noun that is referred to. 1. la información; 2. el periodismo; 3. las opiniones vs. hechos; 4. las plataformas de entretenimiento; 5. una crónica, una entrevista, un editorial. ¿Cómo se expresa el deseo?

This activity can be assigned as homework. Have students watch Present Subjunctive (II) again before doing this. Students can upload their texts to a school platform to share with their classmates. 

Read the prompt for the activity with students. They will listen to problemas, and they have already worked on desafíos in activity 38. What should they expect to hear in this audio? The questions indicate that there may be elements in common with what they did in activity 38. Have them read their texts before they listen to this audio as a group. Students may take notes while listening. 

DIFFERENTIATED INSTRUCTION 

Divide the class into groups based on readiness level. Students low on their readiness level should work on concrete problems related to unpopular school rules: no se permite llevar barba o bigote; sonríe siempre; todo error está escrito en rojo; no se permite entrar a la escuela después de que suene el primer timbre, etc. (students can think of other unhappy rules). These students will then write a four-line text with their demands. 

Students more advanced in their readiness level and heritage learners should research current problems in their city, and then divide the problems based on: public works (trash and recycling), parks and community centers, bicycle traffic, transportation. They should choose a theme and write a letter with their demand.