Vocabulario y gramática en uso

12 Pages·2004·7.07 MB·Spanish

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Practice and
Objectives
Communicate
• Communicate about families
and parties
•• AAsskk aanndd tteellll wwhhaatt ppeeooppllee hhaavvee
•• AAsskk aanndd tteellll ppeeooppllee’’ss aaggeess
Act44ividad 0011..BB..0022;; 0011..CC..0044 Vocabulario y gramática en uso •• TTeellll ttoo wwhhoomm ssoommeetthhiinngg bbeelloonnggss
•• LLeeaarrnn ttoo uussee tthhee vveerrbb tteenneerraanndd
Resour•c e• s•: •PP •rr aa•cc •ttii cc•ee • AA•nn •ss ww• •ee rr•ss •oo •nn •TT rr•aa •nn ss•pp •aa rr•ee •nncciieess Acti44vidad ppoosssseessssiivvee aaddjjeeccttiivveess
Leer/Escribir/Hablar
Focus:Using new vocabulary orally and in
writing ¿Quién es?
Suggestions:If students are having diffi- Completa cada frase con la palabra apropiada.
culties determining the relationship, refer
them to the family tree on p. 222. Modelos
Answers: La madre de mi madre es mi abuela.
1. tía 5. tío
2. abuelo 6. abuelos 1. La esposa de mi tío es mi . 5. El hermano de mi madre es mi .
3. hermanastro 7. hermanastra
2. El padre de mi padre es mi . 6. Los padres de mi padre son mis .
4. primos 8. primo
3. El hijo de mi madrastra es mi . 7. La hija de mi padrastro es mi .
4. Paco y Ana son mis tíos. Sus hijos son mis 8. El hermano de mi prima es mi .
.
ctivid
Act55ividad 0011..BB..0022 A 55ad Leer/Escribir/Hablar
• • • • • • • • • • • • • • • • • • • • • • • En la fiesta de cumpleaños
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
Escribe la palabra apropiada para completar cada frase.
Focus:Choosing vocabulary words based
Hoy 1. (celebramos/sacamos) la fiesta de A 7. (nuestro/nuestra) hermano le gusta hacer
on contextual clues
cumpleaños de mi hermana menor, Cristina. un 8. (regalo/video) o 9. (abrir/sacar) fotos
Suggestions:Ask students to read
¿Cuántos años 2. (es/tiene) ella? Trece. de la fiesta. Siempre hay una piñata que
through the Actividadbefore beginning. nosotros 10. (abrimos/rompemos). En la piñata
Anuestra madre 3. (le/me) encantan las fiestas.
Remind them to focus on meaning when hay 11. (dulces/flores) sabrosos. Ahora Cristina va
Mamá y mi hermana 4. (decoran/rompen) el patio
they see verbs, since both choices are in a 12. (romper/abrir) sus regalos.
con 5. (luces/pasteles) y 6. (fiestas/flores).
the same person.
Answers:
1. celebramos 7. nuestro
2. tiene 8. video
3. le 9. sacar
4. decoran 10. rompemos
El papel picado Mexican families frequently decorate
5. luces 11. dulces
for celebrations by using papel picado (cut paper). It
6. flores 12. abrir
is made by folding and cutting layers of colored
tissue paper to create designs or scenes that are then
hung as decorations.
• What crafts do you know that use similar
techniques?
0022..BB..0011;; 0044..BB
Haciendo papel picado / Making papel picado(1998),
Resources:FFiinnee AArrtt TTrraannssppaarreenncciieess;; FFiinnee AArrtt Carmen Lomas Garza
Black paper cutout, 22" x 30". © 1998 Carmen Lomas Garza.
TTrraannssppaarreenncciieess TTeeaacchheerr’’ss GGuuiiddee Photo credit: Northern Lights, Collection of Carmen Lomas Garza.
Suggestions:Refer students again to the
226 doscientos veintiséis
papel picadoin Lomas Garza’s painting on
Tema 5 • Fiesta en familia
p. 220 and in the Videohistoriaon p. 224.
Point out that some cutouts are very
intricate, while others are more simple.
Like the paper flowers, papel de chinais Teaching All Students
0011..AA..0022;; 0011..AA..0033 0044..AA
often used for papel picado.
Answerswill vary but may include paper Multiple Intelligences Students with Learning Difficulties
dolls and snowflakes. Visual / Spatial: Have students bring in a photo Preview Actividad 4 by helping students to
of a recent family celebration or a magazine provide the English for the item stems (La
cutout of people at a party. Then have them esposa de mi padreis “my father’s wife.”) For
brainstorm what they could say to describe the Actividad 5, have students read each phrase
scene. In small groups, have them ask and aloud twice, using a different answer choice
answer questions such as: ¿Por qué celebran? each time. This will facilitate the meaning.
¿Quién está en la fiesta? ¿Qué hacen?
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Practice and
ctivid Communicate
A 66ad Hablar
Mi familia
Habla de los miembros de tu familia o de otra familia. República
Dominicana ctivid 0011..AA..0011;; 0011..AA..0022;; 0011..AA..0033
Modelos A 66ad
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
hermanos
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
A––¿Tienes hermanos?
B ––Sí,tengo un hermano y una hermana. Dos hermanos de la República Dominicana Focus:Asking and telling about family
o: No,no tengo hermanos. Suggestions:If students are hesitant to
A––¿Cómo se llaman? Para decir más . . . talk about their families, they can make up
B —Mi hermano se llama Davidy mi hermana Dos hermanos de la República Dominicana fictional families.
el (la) hijo(a) único(a) only child
se llama Abby. Answerswill vary for Student B, but
Student A will say:
Estudiante A Estudiante B
—¿Tienes (1.tíos; 2.primos; 3.un abuelo; 4.una
hermana mayor; 5.hermanos menores; 6.una tía
1.tíos 5. hermanos menores favorita; 7.una abuela; 8.un gato o un perro)?
2.primos 6. una tía favorita ¡Respuesta personal! —¿Cómo (1.se llaman; 2.se llaman; 3.se llama; 4.se
3.un abuelo 7. una abuela
llama; 5.se llaman; 6.se llama; 7.se llama; 8.se llama)?
4.una hermana mayor 8. un gato o un perro
ctivid
A 77ad Hablar ctivid 0011..AA..0011;; 0011..AA..0022;; 0011..AA..0033
A 77ad
Modelos
A mi familia le gusta . . . (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
primo
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
Habla de las actividades favoritas de los A––¿Qué le gusta hacer a tu primo?
Focus:Using family vocabulary in a
miembros de tu familia o de otra familia. B ––Le gusta sacar fotos.
personalized context
Estudiante A Estudiante B Recycle:Leisure activities
Suggestions:Brainstorm other leisure
1. padre activities with students and write them on
2. madre ¡Respuesta
3. abuelo personal! the board for ¡Respuesta personal!
4. hermana
Answerswill vary for Student B, but
5. prima o primo favorito(a)
6. tía o tío favorito(a) Student A will say:
7. perro o gato —¿Qué le gusta hacer (1.a tu padre; 2.a tu madre;
3.a tu abuelo; 4.a tu hermana; 5.a tu prima o primo
favorito; 6.a tu tía o tío favorito; 7.a tu perro o gato)?
ctivid
A 88ad Escribir/Hablar
Y tú, ¿qué dices? Act88ividad 0011..CC..0033;; 0011..CC..0066
1. Describe a una persona de tu familia o de otra familia.¿Cómo se llama? (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
¿Cuántos años tiene? ¿Cómo es? ¿Qué le gusta hacer? Focus:Answering personalized questions
2. ¿Tienes un perro o un gato? ¿Cómo se llama? ¿Cuántos años tiene? Recycle:Adjectives and leisure activities
Suggestions: Have students discuss the
3. ¿Qué te gusta hacer durante (during)una fiesta de cumpleaños?
questions with a partner before reviewing
them as a class. Have one person present
doscientos veintisiete 227 the information about another person.
Capítulo 5A Answerswill vary.
Enriching Your Teaching AAddddiittiioonnaall RReessoouurrcceess
••WWrriittiinngg,,AAuuddiioo && VViiddeeoo WWoorrkkbbooookk::CCaapp..55AA,,AAuuddiioo
Culture Note IInntteerrnneett SSeeaarrcchh AAccttiivviittiieess 55––66,,TTrraacckkss 66––77
Papel picadodesigns often depict humans, Keyword: República Dominicana ••WWrriittiinngg,,AAuuddiioo && VViiddeeoo WWoorrkkbbooookk::CCaapp..55AA,,WWrriittiinngg
animals, and flowers, and contain lattice-work AAccttiivviittyy 1100
and lettering. The color schemes implemented ••RReessoouurrccee BBooookk::CCaapp..55AA,,CCoommmmuunniiccaattiivvee AAccttiivviittyy
are usually representative of the celebration the BBLLMM
art was created for, such as red, white, and
green—the colors of the Mexican flag—for
Assessment
Mexico’s Independence Day.
••PPrruueebbaa 55AA--22::VVooccaabbuullaarryy pprroodduuccttiioonn
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Practice and
Communicate
Gramática
The verb tener
¿Recuerdas?
The verb teneris used to show relationship or possession.
You have been using the verb
TTeennggooun hermano mayor. II hhaavvee an older brother. tenerfor several chapters.
TTeenneemmooss un regalo para Tere. WWee hhaavveea gift for Tere. (cid:127)¿Tienesuna bicicleta?
Presentation
Some expressions in Spanish use tenerwhere English (cid:127)Tengoque hacer ejercicio.
0044..AA uses “to be.”
Resources:VVoocc..&& GGrraamm..TTrraannssppaarreenncciieess::110000;; Mi primo ttiieenneedieciséis años. My cousin iisssixteen years old.
VViiddeeoo PPrrooggrraamm::CCaapp..55AA;; RReessoouurrccee BBooookk::CCaapp..55AA,, TTeennggoohambre y sed. II aamm hungry and thirsty.
VViiddeeoo SSccrriipptt Here are all the present-tense forms of tener:
Focus:Learning the verb tener
(nosotros)
Suggestions:Direct the students’ (yo) tteennggoo tteenneemmooss
(nosotras)
attention to the ¿Recuerdas?Use the
(vosotros)
transparency to reinforce the forms of (tú) ttiieenneess ttteeennnéééiiisss
tener.Emphasize that tenemosand tenéis (vosotras) GramActivaVIDEO
are the only forms that don’t have the Ud. Uds.
e➝iestem change. Use the GramActiva (él) ttiieennee (ellos) ttiieenneenn Want more help
Video as a follow-up after your own (ella) (ellas) with the verb tener?
Watch the
grammar explanation. GramActivavideo.
ttiieenneenn
ctivid
ctivid 0011..BB..0022;; 0011..CC..0044;; 0033..BB..0022 A 99adGramática Leer/Escribir/Pensar
A 99ad
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) Rompecabezas
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
Escribe la forma apropiada del verbo tenerpara cada frase.
Focus:Using forms of the verb tener
Luego (Then)resuelve el problema.
Suggestions:Point out that a
El total de las edades (ages) de los hijos de Laura y Eva 3. cinco años menos que
Rompecabezasis a puzzle or brain teaser.
nuestra familia es cien.Marta 1. 19 años. Paco y yo.¿Cuántos años 4. nuestro
Answers: Paco y yo 2. dos años menos que Marta. hermano mayor,Enrique?
1. tiene
234... ttteiieennneeemnos Act11iv00idadGramática Hablar
Enrique tiene 23 años.
(19+17+17+12+12 = 77; 100-77=23) ¿Qué hay para la fiesta? Modelos
Pregunta a otro(a) estudiante qué tienen Ana A—¿Qué tiene Ana?
B —Ana tiene la piñata.
estas personas para la fiesta.
ctivid 0011..AA..0022;; 0011..AA..0033 1.David 2.Yolanda 3.tu abuela
A1100ad
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
4.tú 5.Uds. 6.Juan y Marcos
Focus:Using tenerand new vocabulary
Suggestions:Have student volunteers act
out the model.
228 doscientos veintiocho
Answers:
Tema 5 (cid:127) Fiesta en familia
1. —¿Qué tiene David para la fiesta?
—David tiene los dulces.
2. —¿Qué tiene Yolanda para la fiesta?
—Yolanda tiene el pastel. Teaching All Students
3. —¿Qué tiene tu abuela para la fiesta? 0022..AA..0011
—Mi abuela tiene las luces.
4. —¿Qué tienes tú para la fiesta? Multiple Intelligences Students with Learning Difficulties
—Tengo los regalos.
Visual / Spatial: Assign a Spanish-speaking Make photocopies of Actividad 9. Have students
5. —¿Qué tienen Uds.para la fiesta?
—Tenemos los globos. country. Have them make a decorative poster- underline the digits and the words for numbers.
6. —¿Qué tienen Juan y Marcos para la fiesta? size chart for a festival or celebration particular By highlighting the numbers, they may have an
—Tienen las flores. to that country. Each poster should include the easier time solving the puzzle as they read it. For
country, the celebration, the time of the year it Actividad 11,work with students to create a
takes place and a visual representation of its format for taking notes. Let them know they do
cultural or historical significance. not need to write out a long sentence or copy
their partner’s response down word for word.
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Practice and
ctivid Communicate
A 1111ad Hablar/Escribir
Entrevista
Nota
Interview a partner.Find out the answers to the
following questions.Your partner may answer To say that a person likes or loves Ac11tiv11idad 0011..AA..0022;; 0011..AA..0033;; 0011..CC..0066
something, you use le gusta(n)or
based on his or her own family or on a TV family. (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
le encanta(n).When you include
Write your partner’s answers so that you can the name of the person or the Focus:Using family vocabulary and
report your interview to the class. pronoun, be sure to add a: grammar in a personalized context
1. ¿Cómo te llamas y cuántos años tienes? ¿Qué te gusta hacer? (cid:127)A Pedro legustan los dulces. Recycle:Saying names; expressing likes;
(cid:127) A ella leencanta sacar fotos.
2. ¿Cuántos hermanos mayores o menores tienes? talking about activities
3. ¿Cómo se llaman tus hermanos(as) y cuántos años tienen? Suggestions:Explain that students will
need this information to complete
4. ¿Cómo son tus hermanos(as)?
Actividad 12. Point out question 4, and
5. ¿Qué le gusta hacer a uno(a) de tus hermanos(as)?
explain to students that the question
6. ¿Tienes perros o gatos? ¿Cómo se llama(n)? ¿Cómo son?should be answered with a
description of the person’s physical and
ctivid ctivid personality characteristics.
A1122adEscribir/Hablar A1133adEscribir/Hablar Answerswill vary.
¡Reportaje! Preparaciones para una fiesta
Based on your notes from Actividad 11,write a de cumpleaños
ryeopuo trot roef aydo uyro uinrt reerpvoierwt .tYo otuhre tcelaacshs.er may ask CCounatnedsota t ula fsa mprielgiau ncetlaesb.ra un cumpleaños, Ac11tiv22idad 0011..CC..0033;; 0011..CC..0066
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
¿quién tiene que ...
Modelo Focus:Writing a paragraph based on an
1. ...decorar la casa? ¿Con qué?
interview; tener;family vocabulary
AAnniittaa ttiieennee 1133 aaññooss yy llee eennccaannttaa eessccuucchhaarr 2. ...preparar la comida y las bebidas? Suggestions:Students can trade papers
mmúússiiccaa.. AAnniittaa ttiieennee ttrreess hheerrmmaannooss:: uunn hheerrmmaannoo 3. ...comprar los regalos? and check each other’s work for content
mmaayyoorr yy ddooss hheerrmmaannooss mmeennoorreess.. SSuu hheerrmmaannoo 4. ...hacer el pastel? accuracy, as well as grammar and spelling.
mmaayyoorr,, PPeetteerr,, ttiieennee 1166 aaññooss.. SSuuss hheerrmmaannooss Then have students prepare a final copy,
5. ...hacer el video o sacar fotos?
mmeennoorreess ssee llllaammaann LLiissaa yy KKeevviinn.. EEllllooss ttiieenneenn which can be read to the class.
ssóólloo oonnccee yy oocchhoo aaññooss.. SSoonn ssiimmppááttiiccooss yy Answerswill vary.
ddeeppoorrttiissttaass.. AA KKeevviinn llee gguussttaa jjuuggaarr aall ¿Recuerdas?
bbáássqquueettbbooll.. AAnniittaa nnoo ttiieennee nnii ppeerrrrooss nnii ggaattooss..
Remember that tener que+
infinitive means “to have to” (do
something). ctivid 0011..CC..0033;; 0011..CC..0066
(cid:127)Sofía tiene quedecorar el pastel. A1133ad
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
Focus:Using vocabulary and grammar
Suggestions:Direct students’ attention to
the ¿Recuerdas?, and practice answering
using tener que+ infinitive. Encourage
students to speak about more than one
person doing something: for example, Mi
Celebrando un cumpleaños en un parque
en Texas padre y mi tío tienen que preparar las
bebidas.
doscientos veintinueve 229 Answerswill vary.
Capítulo 5A
Enriching Your Teaching
0011..CC..0033
TTeeaacchhiinngg wwiitthh PPhhoottooss
Culture Note Teacher-to-Teacher
In many Spanish-speaking countries, people Cooperative learning is an excellent tool, but In small groups, have students describe the
would almost never consider missing an students must be monitored to stay on task. scene using their vocabulary. Start them off
important family event such as a baptism, Actividades 11 and 12 provide an opportunity with En la fiesta, hay ...and have them
wedding, or birthday. Parties for such events for you to hold students accountable for their create two or three original sentences to
span several generations, with everyone from cooperative activity by asking them to produce be shared with the class. Once the
babies to grandparents celebrating together. an oral or written response after working with responses have been discussed, ask
Good friends are also included in family events. their group. students to compare the people and
activities pictured with what might go on
at their own birthday party.
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Practice and
Communicate ctivid
A1144adGramática Leer/Escribir
La familia de Pablo
ctivid 0011..BB..0022;; 0011..CC..0044 Look carefully at the photograph of Pablo’s
A1144ad family,the royal family of Spain,as they
• • • • • • • • • • • • • • • • • • • • • • • celebrate his special day.As Pablo describes
Resources:VVoocc..&& GGrraamm..TTrraannssppaarreenncciieess::110022;; this family photo,complete the story with
PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess the appropriate forms of the verb tener.
Focus:Reading comprehension; tener
Me llamo Pablo Nicolás Urdangarín y de Borbón.
Suggestions:Upon completion, brainstorm
Mi cumpleaños es el 6 de diciembre.Nosotros 1.
unfamiliar words, write them on the board, muchas fiestas en mi familia.
and have students guess their meanings En la foto celebramos un día muy especial para
using contextual cues as you review the mí.Es el día de mi bautizo.(Yo) 2. un
La familia de Juan Carlos I, rey de España
story. hermano mayor que se llama Juan Valentín.
También (yo) 3. dos primos:Felipe,que 4.
Answers:
dos años,y una prima,Victoria.Victoria 5. sólo
1. tenemos 4. tiene 7. Tienes
tres meses más que yo.Felipe y Victoria son los
2. Tengo 5. tiene
3. tengo 6. tienen hijos de mis tíos,la infanta1Elena y su esposo,
Jaime.Están a la derecha en la foto.A la La familia real (royal)de España Juan Carlos I and
Extension:Have students use the trans- izquierda están mi tío—el príncipe Felipe—y mis Sofía have been king and queen of Spain since 1975.
parency to create an imaginary family tree
padres.Mi hermano está en los brazos de mi • What other countries can you name that have
as preparation for the Theme Project. padre,Iñaki.Yo estoy en los brazos de mi mamá, monarchies?
la infanta Cristina.Mis abuelos,el rey Juan
Carlos y la reina Sofía, 6. 62 años.Ellos son los
reyes2de España.¿ 7. tú tíos y primos? Me Más práctica
encanta tener una familia grande.
ctivid 0011..AA..0022;; 0011..AA..0033 Practice Workbook 5A-6
A1155ad 1In the Spanish royal family, una infantais a princess
• • • • • • • • • • • • • • • • • • • • • • • (una princesa)who is not heir to the throne.
2Note that el rey + la reina = los reyes.
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
For:Practice with tener
Focus:Speaking using family vocabulary
Visit:www.phschool.com
Suggestions: Point out the relationship of ctivid Web Code:jcd-0504
the silhouette figures to the photo. A1155ad Leer/Hablar/Pensar
Answersto silhouette numbers:
¿Quiénes son los miembros
1. Príncipe Felipe 7.el rey Juan Carlos
2 4 10
2. Juan Valentín 8.Elena de la familia real?
8
3. Iñaki 9.Felipe
4. la infanta Cristina 10.Jaime Work with a partner to identify the members
5. Pablo Nicolás 11.Victoria of the royal family.Use the photograph and
1 3
6. la reina Sofía answers from Actividad 14 to help. 6 7 11
5
Modelos
9
A—Creo que el número uno es el tío de Pablo.
0044..BB Se llama Felipe.
B —Estoy de acuerdo.
o: No estoy de acuerdo.
Suggestions:Remind students that
monarchies are governments with kings
and/or queens.
Answerswill vary but may include 230 doscientos treinta
England, Jordan, the Netherlands, etc. Tema 5 • Fiesta en familia
AAddddiittiioonnaall RReessoouurrcceess Teaching All Students
0011..CC..0033
••WWrriittiinngg,,AAuuddiioo && VViiddeeoo WWoorrkkbbooookk::CCaapp..55AA,,AAuuddiioo
AAccttiivviittyy 77,,TTrraacckk 88 Multiple Intelligences Students with Special Needs
••WWrriittiinngg,,AAuuddiioo && VViiddeeoo WWoorrkkbbooookk::CCaapp..55AA,,WWrriittiinngg Visual/Linguistic: Have students create and Matching the silhouette to the photograph may
AAccttiivviittyy 1111 describe a fictional “royal family” and a be especially difficult for students with visual
fictional country for the family to rule. Have problems. Pair students who have strong spatial
them present their family to a small group. skills with those who don’t.
Assessment
••PPrruueebbaa 55AA--33::TThhee vveerrbb tteenneerr
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Practice and
ctivid Communicate
A1166ad
Leer
La familia de Carlos IV
Before the age of photography, painted portraits were used to capture the
images of people. Look carefully at the painting La familia de Carlos IVby Ac11tiv66idad 0011..BB..0022;; 0022..BB..0011;; 0033..BB..0011
Francisco de Goya and then read about the family. (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
Focus:Reading comprehension; looking at
art
La familia real tiene mucha importancia en la
Suggestions:As students read the
historia de España. Es el año 1800: Carlos IV
passage, have them identify the cognates.
(Cuarto)no es un rey popular y muchas
Upon completion, ask a volunteer to
personas creen que es demasiado indeciso.1
summarize the main idea of the reading.
En este cuadro2del pintor Francisco de Goya,
Answer:Goya está a la izquierda.
puedes ver a la familia del rey Carlos IV.
Extension:Have students work in groups
Carlos IV reinó3de 1788 a 1808.
to research Goya’s work. Use the Internet
(cid:127) El pintor también está en el cuadro.
to find three or four other paintings by
¿Puedes ver a Goya? ¿Dónde está?
Goya, and assign each one to a different
group. Have that group research the
La familia de Carlos IV(1800), Francisco de Goya
Oil on canvas, 110 1/4" x 132 1/4 " (280 x 336 cm). Museo Nacional del Prado, Madrid. painting, and provide a print to show the
Photo credit: Scala / Art Resource, NY.
class as they discuss its meaning.
1 indecisive 2 painting 3 reigned
ctivid
A1177ad
Pensar/Hablar ctivid 0011..AA..0022;; 0011..AA..0033
Carlos IV y su familia A1177ad
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
Work with a partner. Point to different people Focus:Using family vocabulary; analyzing
in Goya’s painting of the royal family and ask art
your partner who he or she thinks they are.
Suggestions:Remind students that they
do not have to name the people but just
Modelos practice the family vocabulary and make
A—¿Quién es? good guesses as to relationships.
B —Creo que es el hijo menor.
You can have Student A respond to
Student B’s statement by saying Estoy de
acuerdoor No estoy de acuerdo.
Answerswill vary.
Dos familias reales The family photo of the Spanish
royal family on the preceding page was taken in the
year 2000, 200 years after Goya painted the portrait
of Juan Carlos I’s ancestor and his family. Study the Autorretrato (ca. 1815) 0033..AA..0022;; 0044..BB
two pictures as you answer these questions. OThile o Bnr cidangevmasa. nA Acardt eLmibiara drey SInatne rFneartnioannadlo ,L Mtda.drid, Spain. Courtesy
Francisco de Goya(1746–1828) was one of the
(cid:127) In what ways are the two pictures similar?
greatest Spanish painters and is considered by many
(cid:127) How are they different? Resources:FFiinnee AArrtt TTrraannssppaarreenncciieess;; FFiinnee AArrtt
to be the “Father of Modern Art.” He was known
(cid:127) How would you compare them to your own for a wide range of art themes, including portraits of TTrraannssppaarreenncciieess TTeeaacchheerr’’ss GGuuiiddee
family portraits?
the royal family and other members of the nobility. Suggestions:To find differences and
doscientos treinta y uno 231
similarities, have students compare the
Capítulo 5A
number, age, clothing, and poses of the
people in the paintings.
Answerswill vary.
Enriching Your Teaching
Culture Note Prince of Asturias (on the far left in the photo
TThheemmee PPrroojjeecctt
In 1975, upon the death of General Francisco on p. 230).
Franco, King Juan Carlos acceded to the throne Give students copies of the Theme Project
of Spain as a constitutional monarch. This IInntteerrnneett SSeeaarrcchh outline and rubric from the Teacher’s
means that while the king technically is the Keywords: Resource Book. Explain the task to them,
head of government, decisions and laws are and have them perform step 1. (For more
familia real, Juan Carlos I,
made by a representative body, the Cortes.King information, see p. 220-a.)
Carlos IV, Goya
Juan Carlos will be succeeded by his son, Felipe,
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Practice and
Communicate
Gramática
Possessive adjectives
¿Recuerdas?
You use possessive adjectives to tell what
You know that deshows
belongs to someone or to show relationships.
possession or relationship and is
In English,the possessive adjectives are my, the equivalent of -’s and -s’:
Presentation your,his,her,its,our,and their. (cid:127)el regalo deAna
(cid:127)los primos demis amigos
0044..AA
Here are the possessive adjectives in Spanish:
Resources:VVoocc..&& GGrraamm..TTrraannssppaarreenncciieess::110011;;
VViiddeeoo PPrrooggrraamm::CCaapp..55AA;; RReessoouurrccee BBooookk::CCaapp..55AA,, nnuueessttrroo((ss))
mmii((ss))
VViiddeeoo SSccrriipptt nnuueessttrraa((ss))
Focus:Possessive adjectives vvvuuueeessstttrrrooo(((sss)))
ttuu((ss))
Suggestions:Direct students’ attention to vvvuuueeessstttrrraaa(((sss)))
the ¿Recuerdas?to remind them of what ssuu((ss)) ssuu((ss))
they already know about expressing
possession in Spanish. Point out that they
have already been using some of the Javier y yo con nnuueessttrraaabuela Mis padres con ssuuregalo
possessive adjectives presented and ask
volunteers for some examples. Like other adjectives,possessive adjectives Su and sus can have many different
(mi hermano, tu cumpleaños) agree in number with the nouns that follow meanings:his,her,its,your,or their.To
Use the textbook and transparencies to them.Only nuestroand vuestro have be more specific,you can use de + noun
present possessive adjectives. Use the different masculine and feminine endings. or pronoun.
GramActivaVideo to reinforce your mi cámaraa misscámaraass ssuuss flores = las flores ddee eellllaa
grammar explanation.
nuestrooabueloo nuestroossabuelooss ssuuss regalos = los regalos ddee JJaavviieerr yy CCaarrllooss
Point out that possessive adjectives must
nuestraahijaa nuestraasshijaass
match the noun in number and gender
GramActivaVIDEO
and provide a few examples on the board.
Underline the endings of the adjectives mmii ppeerrrroo
Want to learn more
and nouns to emphasize agreement.
about possessive
adjectives? Watch the
GramActivavideo.
ctivid
Ac11tiv88idad 0011..BB..0022;; 0011..CC..0044;; 0033..BB..0022 A1188adGramática Leer/Escribir
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) La Cenicienta y su familia
Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
Escribe la palabra o los adjetivos posesivos apropiados para completar la historia
Focus:Reading comprehension; using
de la Cenicienta.La Cenicienta es un personaje de un cuento muy famoso.¿Quién es?
possessive adjectives
Cenicienta tiene una madrastra y dos “Quiero 5. (mi/su) desayuno.¿Dónde está?”
Suggestions:Have students read the
hermanastras muy perezosas. 1. (Sus/Tus) Una noche Cenicienta va al baile del príncipe.
entire story silently before filling in the
hermanastras se llaman Griselda y Anastasia. Él le pregunta a Cenicienta:“¿Cómo te llamas?
correct forms of the adjectives. Tell students
2. (Nuestra/Su)madrastra y 3. (su/sus) ¿Quiénes son 6. (tu/tus) padres?”Las
that the story is a fairy tale, and ask them hermanastras siempre dicen:“¡Cenicienta! hermanastras 7. (de/su) Cenicienta ven al
to guess which one it is. Tenemos hambre.¿Dónde está 4. (mi/nuestra) príncipe cuando baila con Cenicienta.Ellas dicen:
Have them use the diagram above to comida?”Cada mañana Griselda le dice: “¡ 8. (Nuestra/Su) hermanastra baila con el
check adjective agreement for gender and príncipe! ¡Qué ridículo!”
plural endings. 232 doscientos treinta y dos
Tema 5 (cid:127) Fiesta en familia
Answers:
1. Sus 5. mi
2. Su 6. tus
3. sus 7. de Teaching All Students
4. nuestra 8. Nuestra 0011..CC..0066
Heritage Language Learners Advanced Learners
Be sure to closely monitor the agreement of Ask students to make a small poster presenting
adjectives and verbs in written exercises. It is their hero, including a photo. They can choose
not uncommon for students who have not had a family member, a public figure, an athlete,
extensive formal writing practice in Spanish to and so on. Have them tell the person’s name
spell phonetically. If they commonly drop and age, and then list several characteristics
certain sounds when speaking, they may tend that explain why he or she is a hero.
to drop those letters in their writing.
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Practice and
ctivid Communicate
A1199ad Leer/Escribir/Hablar
¿Quién es tu héroe o heroína?
Lee el anuncio y contesta las preguntas.
ctivid 0011..AA..0022;; 0011..AA..0033;; 0011..BB..0022;;
A1199ad 0011..CC..0066
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
Focus:Reading comprehension; using
possessive adjectives
Suggestions:Ask students to give
examples of people that they consider
heroes before beginning.
Answerswill vary but may include:
1. El padre es el héroe de su hijo.
2. ¿Quién es tu héroe o heroína?
Mi héroe es… / Mi heroína es…
Rapid Review
Put the words mi, tu, nuestro,and
1.En este anuncio,¿quién es el héroe? ¿De quiénes es el héroe?
suon the board, and show students
2.Trabaja con otro(a) estudiante.Pregunta quién es su héroe o heroína.
pictures of the vocabulary from this
Modelos chapter. As you hold up a picture, point to
A—¿Quién es tu héroe o heroína? ¿Cómo es? a possessive adjective, and have students
B —Mi heroína es mi madre.Es muy inteligente. say the correct form of the possessive
adjective before the noun.
ctivid
A2200adGramática Leer/Pensar
¿Dónde está o dónde están? ctivid 0011..BB..0022
A2200ad
Un grupo de estudiantes busca (is looking for)sus decoraciones para
(cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127) (cid:127)
una fiesta en la escuela.Empareja (Match)cada pregunta con la respuesta Resources: PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
más apropiada.
Focus:Using possessive adjectives
1.¿Dónde están tus flores? a. Tu papel picado está allí.
Suggestions:Remind students that they
2.¿Dónde está el papel picado de Clara? b. Sus flores están allí. are not matching the possessive adjectives
3.¿Dónde está mi papel picado? c. Mis globos están allí. from the first column to the second but
are answering the question logically. Point
4.¿Dónde están los globos de Marta y Tere? d. Mis flores están detrás del escritorio.
out that there are seven possible answers
5.¿Dónde están las flores de Teodoro? e. Tus globos están debajo de la mesa. and only six questions.
6.¿Dónde están mis globos? f. Su papel picado está debajo de la carpeta. Answers:
g. Sus globos están al lado de la computadora. 1. d 4. g
2. f 5. b
3. a 6. e
Extension:Have students write three
sentences about their friends or family
doscientos treinta y tres 233 members using possessive adjectives: Mi
Capítulo 5A amiga Paula tiene dos hermanos. Sus
hermanos son muy deportistas.
Enriching Your Teaching
0011..CC..0022;; 0011..CC..0066
Teacher-to-Teacher
Have students bring in a photo of their family, a practice, and have them include those words in
school function (sports event, club photo), or a their descriptions. After correcting spelling and
photo of themselves on vacation. Working with grammar errors, have students write their
partners, have students describe the photos. descriptions on construction paper and attach
You may want to provide a list of possessive the photos. Display them in the classroom.
adjectives that you feel students need to
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Practice and
Communicate ctivid
A 2211adGramática Hablar/GramActiva
Juego Modelos
ctivid 0011..AA..0022;; 0011..CC..0033 1 Working with a partner,make a set of two cubes using Uds.tienen su calculadora.
A2211ad the template your teacher will give you.
• • • • • • • • • • • • • • • • • • • • • • •
• Cube 1Write a different subject pronoun on
Resources:RReessoouurrccee BBooookk::CCaapp..55AA,,GGrraammAAccttiivvaa
each side.
BBLLMM
• Cube 2Write a different classroom object on
Focus:Playing a game using possessive
each side.Make three of them singular and
adjectives and tener
three of them plural.
Recycle:Classroom objects
• Both cubesWrite a different point value from
Suggestions:Have students write on the
1 to 6 on each side.
template before making it into a cube.
Remind students that they must focus on 2 You and your partner will play against another pair of
both the forms of tenerand the possessive students.Team 1 rolls both of your cubes and says a
adjective for the subject pronoun they roll. sentence using the correct form of the verb tener,the
Have students save the cubes for future appropriate possessive adjective,and the classroom
use and review. object.If the sentence is correct,Team 1 receives the
total points shown on the cubes.Team 2 then rolls the
Answerswill vary.
other cubes.Continue until a team reaches 100 points
or time is called.
ctivid
ctivid 0011..AA..0022;; 0011..AA..0033;; 0011..CC..0066 A 2222ad Hablar
A2222ad
• • • • • • • • • • • • • • • • • • • • • • • ¿Qué tienen y para qué clase?
Focus:Using possessive adjectives, ¿Recuerdas?
¿Qué tienen tus compañeros hoy?
classroom vocabulary, and tener You have been using vocabulary
Recycle:Classroom vocabulary 1 Escribe cinco cosas (things)que usas en la escuela y for classroom supplies for
para qué clases son. several chapters.
Suggestions:For part 1, suggest that
students make a two-column chart in their 2 Pide (Ask for)las respuestas a tres compañeros y
notebooks. In part 2, students can expand escríbelas en una hoja de papel.
the chart to include their classmate. For
part 3, encourage students to vary the Modelos
subjects of their sentences to include the A—¿Qué tienes para tus clases hoy?
first person singular and plural, and the B —Tengo mi calculadora para la clase de matemáticas
third person singular. y mi carpeta para la clase de inglés.
Answerswill vary.
3 Escribe cinco frases para describir las cosas que tienen
los estudiantes para las clases de hoy. Más práctica
AAddddiittiioonnaall RReessoouurrcceess Practice Workbook 5A-7
Modelos
••Writing,Audio & Video Workbook:Audio Activities
Ana tiene su carpeta para la clase de inglés.
8–9,Tracks 10–11
Paco y yo tenemos nuestros lápices para la clase de arte.
••WWrriittiinngg,,AAuuddiioo && VViiddeeoo WWoorrkkbbooookk::WWrriittiinngg AAccttiivviittiieess For:Practice with possessive adjectives
1122––1133 Visit:www.phschool.com
Web Code:jcd-0505
••RReessoouurrccee BBooookk::CCaapp..55AA,,CCoommmmuunniiccaattiivvee AAccttiivviittyy
BBLLMM 234 doscientos treinta y cuatro
Tema 5 •Fiesta en familia
Assessment
••PPrruueebbaa 55AA--44::PPoosssseessssiivvee aaddjjeeccttiivveess
Teaching All Students
0022..AA..0022
Block Schedule 0011..CC..0066
•• •• •• •• •• •• •• •• •• •• •• •• ••• •• • • • Heritage Language Learners Students with Special Needs
When presenting the Exploración del lenguaje Prepare an extra set of dice for any students
Brainstorm names of families from
on p. 235, ask students to list additional who have difficulties with fine motor skills.
television shows or movies. Have students
examples of diminutives. Do they or their family
write a paragraph about one of the
members commonly use diminutives? Whom
families, including the names of the
would they most often address or describe
members, their relationships, their physical
using diminutives?
and personality traits, and so on.
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Practice and
Communicate
Exploración del lenguaje
Diminutives
In Spanish you can add the suffix -ito(a)to a Now that you know what the suffix
EExxpplloorraacciióónn ddeell lleenngguuaajjee
word to give it the meaning of “small”or -ito(a)means,can you figure out the
“little.”It can also be used to show affection. meanings of these words? Presentation
Words with this suffix are called diminutives abuelita gatito Miguelito hijita 0044..AA
(diminutivos).
abuelo ➞ abuelito Some very popular names are Resources:PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
diminutives.What do you think the
perros ➞ perritos Suggestions:Point out that in English
diminutives of these names are?
diminutives are formed by adding -yor -ie
hermana ➞ hermanita Ana Juana Eva Lola to words: Bobby, doggie. Note that the
diminutives of some names are first turned
into nicknames: Manuelbecomes Manolo,
then Manolito; Doloresbecomes Lola,
then Lolita, etc.
Answers:
little grandma,kitty,little Miguel,little daughter; Anita,
Juanita,Evita,Lolita
ctivid ctivid
A2233ad Leer/Pensar A2244ad Escuchar
¡Feliz cumpleaños! La fiesta de cumpleaños
ctivid 0011..BB..0022
Read the birthday card.Who is it for? Find the En una hoja de papel,escribe los números del A2233ad
diminutives.What words in the poem do you 1 al 6.Mira la tarjeta (card)de cumpleaños y • • • • • • • • • • • • • • • • • • • • • • •
understand? How many objects in the picture escucha las frases.Si la frase es cierta,escribe Resources: VVoocc..&& GGrraamm..TTrraannssppaarreenncciieess::110033;;
PPrraaccttiiccee AAnnsswweerrss oonn TTrraannssppaarreenncciieess
can you name in Spanish? C.Si es falsa,escribe F.
Focus:Reading for understanding
Suggestions:Remind students that they
do not need to understand every word to
understand the message.
Answers:
The birthday card is for a child.Diminutives: globitos,
y lindos gHlyoa bmyi tuloucsch,e ouss,n yrpe gfalsoatlrieetlosit,so, sabroso, y seis permriutyoy suc nqoaun etpe icnñatanitttoaa,sn, y bailan, porque¡ 6h oayñ itcousm!ples... plpuaiccseatsde,loiftloo,rreesg,aglliotobso,sp,eprarsittoesl,,pceornrtoe,nptiiñtoast,aa,ñreitgoasl.oOs,bpjeacptesl:
Ac22tivi44dad 0011..BB..0011
• • • • • • • • • • • • • • • • • • • • • • •
Resources:AAuuddiioo PPrrooggrraamm::CCDD CCaapp..55AA,,TTrraacckk 99;;
RReessoouurrccee BBooookk::CCaapp..55AA,,AAuuddiioo SSccrriipptt;; PPrraaccttiiccee
AAnnsswweerrss oonn TTrraannssppaarreenncciieess
Focus:Listening for understanding
Suggestions:Play the Audio CDor read
the script. Allow students to listen a
second time, and give time between each
statement for them to determine the
answer. Finally, allow them to listen to
Enriching Your Teaching check their work.
0011..CC..0066 Script and Answers:
1. La fiesta es en un restaurante.(F)
Culture Note Teacher-to-Teacher
2. Usan globos para decorar.(C)
In Mexico, the use of the diminutive is so Have students create a birthday card in Spanish. 3. Hay muchos perritos en la fiesta.(C)
common that notto use it when talking of You can help by providing Spanish-language 4. Van a comer pastel en la fiesta de cumpleaños.(C)
one’s grandparents, for example, would seem cards for wording. Collect them and keep them 5. Van a abrir regalos en la fiesta.(C)
6. Hay un gato en la fiesta.(F)
to show a lack of affection. Friends often refer in a folder. Then, whenever another student or
to each other using the diminutive form even as staff member has a birthday, you can give him
adults, and older siblings refer to their or her one of the student-made cards to
hermanitosusing the diminutive, such as celebrate.
Carmelita, Teresita, Elenita, etc.
235