P4. Imagines alternatives and generates solutions for problems.
*Students practice circumlocution in English and in Spanish. I give them pictures of objects for which they do not know the Spanish word; in small groups they must use the words they do know to explain the item in the picture.
*Students imagine possible solutions to environmental problems, especially in the Spanish-speaking world.
*Students are provided with unexpected difficulties while traveling in South America. They must generate solutions for these problems.
P9. Acts and reflects on global issues.
*Students compare and contrast the USA and Spain in regards to marriage rates, birth rates, life expectancy rates, divorce rates, unemployment rates, obesity rates, etc. The importance of the nuclear family in both countries is discussed.
*Students research a variety of environmental issues affecting the Spanish-speaking world. They also research the causes and possible solutions before presenting to the class.