Teacher Information

CAPÍTULO 2
Ciudades hispanohablantes en los Estados Unidos

• 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:

• You may wish to have students read the Lectura cultural on page 60 of the textbook, the Lectura opcional on page 62 of the textbook, and/or the Conexiones section on pages 64-65 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 62 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.