c t iv d 1.1 vocabulario y gramática en uso -...
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Block Schedule••• •• • • • • • • • • • • •
Have students in small groups dramatizegoing to a sports event. They shoulddecide what event they will go to, who willgo with them, and when they will go.
202 doscientos dosTema 4 • Los pasatiempos
Objectives
Me gustaría ir . . .Say whether or not you would like to do these things this weekend.
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44
• Talk about activities outside ofschool
• Extend, accept, and declineinvitations
• Tell when an event happens
• Say what you are going to do
• Learn to use ir + a + infinitive and the verb jugar
Hablar
No sé jugar . . . Indica si sabes o no sabes jugar estos deportes.
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55 Escribir/Hablar
¿Qué deportes practicas?Using the information from Actividad 5, ask andtell about which sports you know, or don’t know,how to play.
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66 Hablar
Modelos
Me gustaría ir a una fiesta este fin de semana.O: No me gustaría ir a una fiesta este fin de semana.
1. 2. 3. 4. 5.
Modelos
Sé jugar al béisbol muy bien.O: No sé jugar al béisbol.
1. 2. 3.
4. 5. 6.
. Modelos
A —¿Sabes jugar al béisbol?B —¡Por supuesto! Sé jugar al béisbol muy bien.O: —No, no sé jugar al béisbol.
Vocabulario y gramática en uso
Practice andCommunicate
Advanced LearnersAsk students to use the Internet to research a well-known athlete of Spanish-speakingorigin. Have them present a short profile of theathlete, including which sports he or she plays,his or her statistics, and what team he or sheplays for, if appropriate.
Students with Learning Difficulties Actividad 9 requires students to listen, process,and write at the same time, which can bechallenging. You may want to divide this intotwo separate tasks: first listening for the event,then listening for the response.
202
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66Focus: Using new vocabulary in personalcontexts and conversations Suggestions: Have students move aroundthe room and interact with severaldifferent classmates.Answers will vary.
Bellringer ReviewHave students work in pairs to jot
down two places they can go with friendson the weekend.
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44Resources: Answers on Transparencies
Focus: Expressing what you would andwouldn’t like to doSuggestions: Emphasize that students willbe using Me gustaría (“I would like”) asopposed to Me gusta (“I like”).Answers will vary but should include: (No) me gustaría ...1. ir al un concierto.2. ir al baile.3. ir al partido.4. ir de cámping.5. ir de pesca.
Resources: Answers on Transparencies
Focus: Communicating about sportsSuggestions: Tell students that they willneed this information for Actividad 6. Answers will vary but should include:Sé / No sé jugar al...1. básquetbol. 4. tenis.2. fútbol americano. 5. golf.3. vóleibol. 6. fútbol
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55 A N S W E R S
A N S W E R S
Standards: 1.1
Standards: 1.1,1.2
Standards: 1.1
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doscientos tres 203Capítulo 4B
¿Cómo estás?You’ve asked your friends how they are. Now read each friend’s reply and write the correct form of the missing word from the list.
Tú: ¿Cómo estás?
Felipe: Muy 1. . Voy a un concierto esta nochecon mis amigos.
Miguel: ¡ 2. ! Mi clase de ciencias es muy aburrida y no me gusta nada el profesor.
Marta: Estoy 3. . Me duele la cabeza. Hoy no puedo jugar al tenis ni patinar.
Carlos: Estoy 4. . Todos mis amigos van a la playa el sábado pero tengo que trabajar.
Gabriela: Un poco 5. . Todas las noches trabajo en el centro comercial.
Dolores: Demasiado 6. . Juego al básquetbol después de las clases,tomo lecciones de piano y practico cada día y tengo un trabajo también.
Actividad
77 Leer/Escribir
Lo sientoAsk your partner if he or she wants to do these activities with you. Your partner can’t go, and will offer excuses to explain why.
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88 Hablar
Modelos
A —¡Oye! ¿Quieres patinar conmigo esta tarde?B —Lo siento. Hoy no puedo. Estoy demasiado enfermo(a).
Estudiante B
Estudiante A
1. 2. 3.
4. 5.
muy ocupado, -ademasiado enfermo, -aun poco cansado, -a
tristemal
¡Respuesta personal!
Escucha y escribeYou will hear three invitations to events and the responses given.On a sheet of paper, write the numbers 1–3. As you listen, write down what each invitation is for and whether the person accepted it (write sí) or turned it down (write no).
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99 Escuchar/Escribir
cansado, -a contento, -aenfermo, -a malocupado, -a triste
jcd-0498
Practice andCommunicate
Culture NoteIf you are invited to a party, a dinner, or otherevent in a Spanish-speaking country and youcannot accept the invitation, it is usually best tooffer an explanation. Just saying Lo siento. Yatengo planes. (“I’m sorry. I already have plans.”),may be seen as rude. It is also customary tobring the host or hostess a gift.
Teacher-to-Teacher Using transparencies or photos of activities,have students write three sentences saying whythey cannot do certain things. Tell them tomake their excuses logical or illogical. Forexample, students may say No puedo montaren monopatín. Estoy demasiado contenta. Thenhave the class decide whether or not the excusemakes sense.
203
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77Resources: Answers on Transparencies
Focus: Reading for comprehension; usingcontextualized vocabularySuggestions: Have students read theentire dialogue before answering.Answers: 1. contento 4. triste2. mal 5. cansada3. enferma 6. ocupada
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88Resources: Answers on Transparencies
Focus: Using personalized vocabulary toextend and decline invitationsRecycle: The body; school subjectsSuggestions: Be sure students can thinkof an excuse for why they can’t do eachactivity. Answers will vary but should include: 1. ir de pesca2. jugar al básquetbol3. ir de compras4. montar en bicicleta5. jugar al fútbol
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99Resources: Teacher’s Resource Book: AudioScript, p. 211; Audio Program: Track 6; Answers onTransparencies
Focus: Listening for comprehension Suggestions: Before the activity, remindstudents to listen for intonations thatindicate a positive or negative reaction.
Script and Answers:1. —¿Puedes ir conmigo al baile esta noche?
(ir al baile)—¡Qué pena! Tengo que trabajar. (no)
2. —¿Te gustaría ir conmigo al partido esta tarde? (ir al partido)—¡Qué buena idea! Me gustaría mucho. (sí)
3. —Voy a jugar al golf el domingo. ¿Quieres jugar?(jugar al golf)—¿Contigo? ¡Genial! (sí)
Enrich Your TeachingResources for All Teachers
A N S W E R S
A N S W E R S
A U D I O
Standards: 1.2
Standards: 1.1
Standards: 1.2,1.3
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Estudiante B
204 doscientos cuatroTema 4 • Los pasatiempos
¿A qué hora?Take turns asking and telling what time the following activities take place.
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1010 Hablar
Modelos
A —¿A qué hora es la película?B —A las ocho de la noche.
9:00
1.
2:30
2.
8:00
1:30
3.
8:30
4.
7:30
5.
7:00
6.
Una invitación para el sábadoInvite your partner to these places, and tell at what time youwill go. Your partner will accept or decline. Follow the model.
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1111 Hablar
Modelos
A —¿Te gustaría ir al conciertoel sábado?
B —¿A qué hora? A —A la una y media de la tarde.B —¡Genial! ¡Nos vemos el sábado!
Estudiante A
1. 4.
2. 5.
3. 6.
11:00
4:15
1:007:30
8:30
5:30
NotaTo ask and tell what time somethinghappens, you say:
• ¿A qué hora vas?• Voy a la una.• Voy a las tres y media.
To specify what part of the day, add:
de la mañana* in the morning (A.M.)de la tarde in the afternoon (P.M.)de la noche in the evening, at night (P.M.)
*Mañana means “tomorrow”; la mañanameans “morning.”1:30
¡Por supuesto! Me gustaríamucho.
Lo siento, pero no puedo.
¡Ay! ¡Qué pena! Tengo quetrabajar.
¡Genial! Nos vemos el sábado.
¡Qué buena idea! ¡Gracias!
¡Respuesta personal!
Practice andCommunicate
Multiple IntelligencesVisual/Spatial: Have students draw a three-panel cartoon. In their cartoon, they shouldwrite a dialogue in which one character invitesthe other(s) to do something. There should be aresponse, and then a comment or conclusion.Ask students to post their cartoons or topresent them to the class.
Heritage Language LearnersRefer students to the Exploración del lenguajeat the top of p. 205. Ask students to identifyadditional Spanish words and expressions thatare borrowed from English.
204
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1010Resources: Answers on Transparencies
Focus: Expressing the time of an eventRecycle: Telling timeSuggestions: Review the vocabulary.Go over the Nota, reminding students torefer to it as they do the activity. Reviewthe Modelo to reinforce the structure.Answers:1. —¿A qué hora es el concierto?
—A las nueve de la noche.2. —¿A qué hora es la fiesta?
—A las dos y media de la tarde.3. —¿A qué hora es el partido?
—A la una y media de la tarde.4. —¿A qué hora es el baile?
—A las ocho y media de la noche.5. —¿A qué hora es la cena?
—A las siete y media de la noche.6. —¿A qué hora es el desayuno?
—A las siete de la mañana.
Common Errors: Students may say ¿Quéhora? instead of ¿A qué hora? and en lamañana instead of de la mañana.
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1111Resources: Answers on Transparencies
Focus: Using contextualized vocabulary inconversationRecycle: ir; place namesSuggestions: Review the responses,making sure students know how to acceptand decline an invitation.Answers: 1. ir al baile; A las siete y media de la noche.2. ir a la fiesta; A las ocho y media de la noche.3. ir al cine; A las cinco y media de la tarde.4. ir a la piscina; A la una de la tarde.5. ir al partido de fútbol; A las cuatro y cuarto de la tarde.6. ir de compras (ir al centro comercial); A las once de
la mañana.
Theme ProjectStudents can perform Step 4 at this point.(For more information, see p. 170-a.)
Pre-AP* Support
• Activity: Have several students volunteer topantomime a party scene similar to the onepictured in Actividad 10. As they act out whatthey might be doing at the party, ask classmatesto identify the activity and how each participant isfeeling. (Ex. Marta baila. Está muy contenta.)
• Pre-AP* Resource Book: Comprehensive guideto Pre-AP* communication skill development,pp. 9–17; 36–46
A N S W E R S
A N S W E R S
Standards: 1.1
Standards: 1.1
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doscientos cinco 205Capítulo 4B
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Y tú, ¿qué dices?1. ¿A qué hora te gusta ir al cine?
2. ¿Estás más contento(a) cuando practicas un deporte o cuando ves la televisión?
3. ¿Qué deportes te gustan más?
4. ¿Este fin de semana tienes que trabajar o puedes pasar tiempo con amigos?
Spanish words borrowed from EnglishLanguages often borrow words from one another. For example,“rodeo” and “patio” are Spanish words that have found their way into English. There are also many examples of Englishwords that have entered Spanish. By recognizing these familiar words, you can increase your vocabulary in Spanish.
Try it out! Read the sentences and identify the “borrowed words.” Don’t forget to pronounce the words correctly in Spanish.
Quiero hacer videos.¿Quieres jugar al básquetbol conmigo?Practico el rugby y el ráquetbol.Juego al fútbol en el cámping.¡Me encantan los sándwiches!
Exploración del lenguaje
447 52 83447 23 23
24 horas a su servicio
Radio Taxi
La Noche de los Rábanos is just one of themany kinds of fiestas in the Spanish-speakingworld. On the evening of December 23,people set up booths around the zócalo(town square) of Oaxaca, Mexico, to displayand sell radishes (los rábanos) sculpted into afantastic array of shapes. Oaxaqueños andvisitors alike crowd the square to view theamazing creations.
• Do you know communities or regions inthe United States that are known forparticular crafts or products?
Rábanos esculpidos (sculpted), Oaxaca, México
Practice andCommunicate
205
Core Instruction
Focus: Identifying examples of borrowedwordsSuggestions: Review Try it out! withstudents. For further practice, have themwork with a partner to scan the glossaryfor additional borrowed words.
Exploración del lenguaje
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1212Focus: Using vocabulary in a personalizedcontextSuggestions: Encourage students to be asdetailed as possible in their answers. Answers will vary.Extension: Have students create oneadditional question to ask their classmates.Then, as a class, ask volunteers to readtheir questions and select students toanswer them.
Resources: Voc. and Gram. Transparencies:Map 12
Suggestions: Locate Oaxaca on the maptransparency. Ask students if they haveseen foods carved into shapes. When isthis done, and why? How does thispractice in the United States differ fromwhat is done with the rábanos in Oaxaca?
Additional Resources• WAV Wbk.: Audio Act. 6, p. 81
• Teacher’s Resource Book: Audio Script, p. 212,Communicative Activity BLM, pp. 216–217
• Audio Program: Track 8
Assessment• Prueba 4B-2: Vocab. Production,
pp. 107–108
Culture NoteA wide range of handicrafts is produced inOaxaca, including black pottery, glass pottery,weavings, and brightly colored woodcarvings ofsmall animals (alebrijes). Artisans bring theirwares to the zócalos to sell. Artisans pass theirknowledge from one generation to another.
Internet SearchKeywords:
La noche de los rábanos;Oaxaca, Mexico
Enrich Your TeachingResources for All Teachers
Standards: 4.1
Standards: 1.1, 1.3
Standards: 2.1, 2.2, 4.2
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206 doscientos seisTema 4 • Los pasatiempos
Ir + a + infinitiveJust as you use “going” + an infinitive inEnglish to say what you are going to do, inSpanish you use a form of the verb ir + a +an infinitive to express the same thing:
Voy a jugar al tenis hoy.I’m going to play tennis today.
¿Tú vas a jugar al golf esta tarde?Are you going to play golf this afternoon?
Mis amigas van a ir de cámping mañana.My friends are going camping tomorrow.
Javier: ¿Van a jugar conmigo, o no?Ana: Sí, vamos a jugar contigo.
Gramática
Want more help withir + a + infinitive? Watch theGramActiva video.
Escucha y escribeRosario and Pablo have left messages on your answering machine telling you what they are going to do and inviting you to join them. On a sheet of paper,write their names and, under each one, the numbers 1–3. As you listen toeach message, write down information to answer these three questions:
1. ¿Adónde quiere ir? 2. ¿Qué va a hacer? 3. ¿A qué hora va a ir?
Este fin de semana vamos a . . .¿Qué va a hacer la familia Ríos este fin de semana?
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Modelos
Esteban / / 8:00 Esteban va a estudiar a las ocho de la noche.
1. Angélica / / 3:30
2. Yo / / 4:00
3. Esteban y un amigo / / 10:00
4. Angélica y el Sr. Ríos / / 7:00
5. Los señores Ríos / / 7:30
6. Angélica, Esteban y yo / / 8:00
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1313 Escuchar/Escribir
Voy a comer.Voy a comer.jcd-0498
Practice andCommunicate
206
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1414Resources: Answers on Transparencies
Focus: Writing and saying what people aregoing to doRecycle: Telling timeAnswers: 1. Angélica va a trabajar a las tres y media de la tarde.2. Yo voy a jugar al vóleibol a las cuatro de la tarde.3. Esteban y un amigo van a jugar al fútbol a las diez
de la mañana.4. Angélica y el Sr. Ríos van a ir de pesca a las siete de
la mañana.5. Los señores Ríos van a ir de compras a las siete y
media de la noche.6. Angélica, Esteban y yo vamos a ir al cine a las ocho
de la noche.
A N S W E R S
Core Instruction
Resources: Voc. and Gram. Transparency 95;Teacher’s Resource Book: Video Script, p. 214;Video Program: Cap. 4B
Suggestions: Emphasize that the secondverb is always in the infinitive and that onlythe forms of ir change. Play theGramActiva Video and / or use the trans-parency as an introduction or to reinforceyour own presentation.
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1313Resources: Teacher’s Resource Book: AudioScript, p. 212; Audio Program: Track 9; Answers onTransparencies
Focus: Listening for comprehensionSuggestions: Use the Audio CD or readthe script aloud. Have students listen tothe messages without taking notes the first time.
Script and Answers:¡Hola! Soy Rosario. ¿Qué pasa? Tomás y yo vamos apatinar esta tarde. ¿Te gustaría ir con nosotros? Vamosa estar en el parque a las cuatro. Hasta luego. (Rosario:1. al parque; 2. patinar; 3. a las cuatro)¡Oye! ¿Cómo estás? Soy Pablo. ¿Puedes ir al gimnasioconmigo? No tengo que trabajar hoy. Muchosestudiantes van a jugar al vóleibol a las siete. Háblamepor teléfono si puedes ir. (Pablo: 1. al gimnasio; 2. jugaral vóleibol; 3. a las siete)
A U D I O
Advanced Learners/Pre-AP*Have students create a mini-journal inwhich they tell what they are going todo each day of the week after school.
Have them include the phrases de la mañana,de la tarde, and de la noche. Suggest that theyinclude details such as with whom they will dothe activities, where they will go, and why theyplan to do them.
Students with Learning DifficultiesYou may want to provide a chart similar to theone in Actividad 15 to help students organizeinformation for Actividad 13. Across the top,use the headings Rosario and Pablo. Down theside use the headings ¿Adónde?, ¿Qué?, and¿A qué hora?
G R A M M A RGramáticaGramática
Standards: 4.1
Standards: 1.2,1.3
Standards: 1.3
Pre-AP*
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doscientos siete 207Capítulo 4B
Actividad
1515 Escribir/Hablar
¿Qué vas a hacer?Make a chart like this one to describe five things you’regoing to do, when you’re going to do them, and with whom.Use the following words to say when you’re going to dothese things: esta tarde, esta noche, mañana, el jueves, el finde semana.
Modelos
1
Ask your partner what his or her plans are.
Modelos
A —¿Qué vas a hacer esta tarde?B —Esta tarde mis amigos y yo vamos a tocar la guitarra.
2
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1616 Leer/Escribir/Hablar
El teléfono celularLee el anuncio para el teléfono celular ycontesta las preguntas.
1. ¿Por qué es bueno tener un teléfono celular?
2. ¿Te gusta hablar por teléfono celular? ¿Conquién?
3. ¿Crees que es bueno o malo usar un teléfonocelular en un restaurante? ¿Por qué?
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1717 Hablar
¿Quieres ir conmigo?Pretending to use a cell phone, greet a partnerand invite him or her to do something withyou. Your partner can’t go and tells you why.
Modelos
A —Hola, Sara. Soy Rosa. ¿Quieres jugar altenis conmigo esta tarde?
B —Lo siento, hoy no puedo. Voy a estudiarpara la clase de inglés.
A —¡Ay! ¡Qué pena!
¿Qué? ¿Cuándo? ¿Con quién?tocar la guitarra esta tarde mis amigos
¿Te gustaría . . .pasar más tiempo con tus amigos?ir de compras?
ir al cine?
escribir un mensaje?
escuchar música?
jugar un juego?
¡Por supuesto!¡Con un teléfono celular puedes hacer planes para hacerlo todo!
Mañana voy a tocar la guitarra.
● Practice Workbook, pp. 80–81, 4B-5, 4B-6
● WAV Wbk.: Writing, p. 85● Guided Practice: Grammar Acts.,
pp. 143–144● Real. para hispanohablantes,
pp. 154–157
Más práctica
For: Ir + a + Infinitive
Web Code: jcd-0413
Practice andCommunicate
207
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1515Resources: Teacher’s Resource Book: GramActivaBLM, p. 221
Focus: Using new vocabulary Suggestions: Brainstorm a few activitiesto aid student recall.Answers will vary.
Resources: Voc. and Gram. Transparency 95;Answers on Transparencies
Focus: Reading for comprehension andwriting with accuracySuggestions: Form groups of studentswith varying abilities to interpret the ad.Discuss the questions as a class.Answers:1. ¡Con un teléfono celular puedes hacer planes para
hacerlo todo!2. Answers will vary.3. Answers will vary.
Focus: Having a telephone conversationSuggestions: You may want students toprepare two conversations, so that theyget a chance both to extend and declinean invitation. Each pair can choose oneconversation to present aloud to the class.Encourage them to present it without ascript.Answers will vary.
Additional Resources• WAV Wbk.: Audio Act. 7, p. 82
• Teacher’s Resource Book: Audio Script, p. 212,
• Audio Program: Track 10
AssessmentTeacher-to-TeacherHave small groups choose a Latin Americancountry to research. They should find out aboutthe foods, music, and customs associated witha particular fiesta in that country, then write aninvitation to the fiesta. They should include
what time, where, and what country they willbe representing. You might want to write amodel invitation, either on the board or as ahandout. If possible, plan a day for your fiestas,complete with comida, música, bailes ¡y más!
Enrich Your TeachingResources for All Teachers
A N S W E R SAc
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1616
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1717
Standards: 1.1, 1.3
Standards: 1.1,1.2, 1.3
Standards: 1.1
• Quiz
• Prueba 4B-3: Ir + a + infinitive, p. 109
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También se dice . . .el básquetbol = el baloncesto
(muchos países)
el fútbol = el balompié (muchos países)
el vóleibol = el balonvolea (España)
208 doscientos ochoTema 4 • Los pasatiempos
The verb jugarUse the verb jugar to talk about playing a sport or a game. Even though jugar uses the same endings as the other -ar verbs, it has a different stem in some forms. For those forms,the -u- becomes -ue-. This kind of verb is calleda “stem-changing verb.” Here are the present-tense forms:
Gramática
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1818 Escribir
ModelosAlex Rodríguez juega al béisbol.
¿A qué juegan?Escribe frases para decir qué deportes practicanestas personas.
NotaMany Spanish speakers always usejugar a and the name of the sportor game:• ¿Juegas al vóleibol?
Others do not use the a:• ¿Juegas vóleibol?
Use the GramActivavideo to help you learn more about theverb jugar.
Alex Rodríguez
Sergio García Carlos ValderramaRebecca Lobo
Sammy Sosa
Eduardo Nájera
Edgardo Alfonzo
1. 2. 3.
5. Y tus amigos y tú, ¿a qué juegan Uds.?4.
(yo) juego(nosotros)(nosotras)
jugamos
(tú) juegas
Ud. Uds.(él) juega (ellos) juegan(ella) (ellas)
(vosotros)(vosotras)
jugáis
y
y
juegojuego
Practice andCommunicate
Heritage Language Learners Have students prepare an oral presentation ontheir favorite sport or athlete. Studentspresenting a sport not covered in this chaptershould provide a poster to support theirpresentation.
Students with Learning DifficultiesThe advertisement in Actividad 20 mightintimidate students because of all the unknownvocabulary. Help them review the ad forvocabulary they already know. Then read the adwith them, emphasizing key words and phrasesthat will help students understand the meaning.
208
Resources: Answers on Transparencies
Focus: Saying what sports people playSuggestions: Ask students if theyrecognize any of the athletes in thepictures. Point out the También se dice...to give students additional vocabulary.Answers: 1. Sergio García juega al golf.2. Rebecca Lobo y Eduardo Nájera juegan al
básquetbol.3. Carlos Valderrama juega al fútbol.4. Sammy Sosa y Edgardo Alfonzo juegan al béisbol.5. Answers will vary.
Common Errors: With stem-changingverbs, students may overgeneralize andchange all forms.Extension: For homework, have studentschoose five sports. For each sport, askthem to write a sentence about one ormore athletes who play it.
Theme ProjectStudents can perform Step 5 at this point.Be sure they understand your correctionsand suggestions. (For more information,see p. 170-a.)
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G R A M M A R
Core Instruction
Resources: Voc. and Gram. Transparencies93–94; Teacher’s Resource Book: Video Script,pp. 214–215; Video Program: Cap. 4B
Suggestions: Highlight the differencebetween a stem-changing verb, such asjugar, and a regular -ar verb, such ashablar, by using a different color chalk orpen for the stem-changes. Play theGramActiva Video as an introduction or toreinforce your own presentation of theverb jugar.
GramáticaGramática
A N S W E R S
Standards: 4.1
Standards: 1.3
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La ciudad deportivaLee sobre el sueño (dream) de Iván Zamorano y contesta las preguntas.
1. ¿Qué es el sueño de Iván Zamorano?
2. ¿Qué deportes juegan en la CiudadDeportiva de Iván?
3. ¿Qué día empieza (begins) la inscripciónpara las escuelas? ¿A qué hora?
4. ¿A qué hora empiezan las actividades?
5. ¿Te gustaría ir a la Ciudad Deportiva deIván Zamorano? ¿Por qué?
doscientos nueve 209Capítulo 4B
Actividad
1919 Dibujar/Escribir/Hablar/GramActiva
JuegoOn each of two index cards, draw a picture thatrepresents a sport or game and write muy bien,bien, or mal to show how well you play that sport or game. Don’t let your classmates see your cards.
Get together with five other students. Put all thecards face down in the center of your group. Choose a card and try to identify who drew it by asking theothers how well they play what is pictured. Keeptrack of what you learn about your classmates.
Modelos
A —Enrique, ¿juegas bien al tenis?B —No, juego muy mal al tenis.
Write six sentences about the sports and games the students in your group play.
Modelos
Óscar y Nacho juegan muy bien al fútbol. Teresa y yo jugamos bien al golf.
3
2
1
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2020 Leer/Escribir/Hablar
1dream 3children 5place2city 4better 6Registration
Mi sueño1
Quiero una ciudad2 dedicada al deporte, a la familia y losniños.3 Quiero servicios de calidad internacional, con
profesores de excelencia. En mi sueño, los niños y jóvenesjuegan y practican deportes para ser mejores.4 Este sueñoya es realidad y quiero compartirlo contigo. El lugar5 para
hacer deporte en familia.
Escuelas de Fútbol, Tenis, Hockey
Inicio de Inscripción6: 23 de marzo, a las 8Inicio de Actividades: 1 de abril, a las 14 horas
Avenida Pedro Hurtado 2650, Las Condes, Santiago, ChileTeléfono: 212 2711
● Practice Workbook, p. 82: 4B-7● WAV Wbk.: Writing, p. 86● Guided Practice: Grammar Acts.,
pp. 145–146● Real. para hispanohablantes,
pp. 158–159
Más práctica
For: JugarWeb Code: jcd-0414
Practice andCommunicate
209
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tividad1919Focus: Writing and speaking in person-alized contexts; using the verb jugarSuggestions: Note the placement of bienand muy mal. To keep track of who playswhat, have students take notes as eachperson speaks: Ana: tenis/bien. For part 3,encourage students to vary the subjects, as in the model, talking about what theyplay (yo), what another classmate plays (él/ella), what other students play (ellas/ellos), and what they and others play (nosotros).Answers will vary.
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2020Resources: Answers on Transparencies
Focus: Reading for comprehensionSuggestions: Have students scan the adfor cognates. Read the ad aloud, and thenask a volunteer to reread it. Have studentswork in pairs to answer the questions.Answers:1. Quiere una ciudad dedicada al deporte, a la
familia y a los niños. Quiere servicios de calidadinternacional, con profesores de excelencia.
2. fútbol, tenis y hockey3. el 23 de marzo, a las ocho4. a las dos de la tarde5. Answers will vary.
Additional Resources• WAV Wbk.: Audio Act. 8–9, pp. 82–83
• Teacher’s Resource Book: Audio Script, pp. 212–213,Communicative Activity BLM, pp. 218–219
• Audio Program: Tracks 11–12Culture NoteBaseball was first introduced to Cuba well over100 years ago. From there its popularity spreadto other Spanish-speaking countries of theCaribbean, in particular, the DominicanRepublic. The Dominican Republic has producedmany baseball superstars, including the greatSammy Sosa, named Most Valuable Player of
1998’s National League. The Dominicangovernment finances the building andmaintenance of stadiums and local fields andpays the coaches’ salaries. Baseball is more thanjust a sport in the Dominican Republic; it is away of life.
Enrich Your TeachingResources for All Teachers
Bellringer ReviewUse Transparency 94 to quickly
review sports activities. You may want tohave students say the answers aloudinstead of having to write sentences.
Assessment
Pre-AP*
Standards: 1.1, 1.3
Standards: 1.2, 1.3,3.2
• Quiz
• Prueba 4B-4: The verb jugar, p. 110
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210 doscientos diezTema 4 • Los pasatiempos
The letter dIn Spanish, the pronunciation of the letter dis determined by its location in a word. Whend is at the beginning of a word, or when itcomes after l or n, it sounds similar to the din “dog.” Listen, then say these words:
diccionario doce dondedomingo desayuno díadeportes calendario bandera
When d comes between vowels and afterany consonant except l or n, it soundssimilar to the th of “the.” Listen, then say these words:
cansado ocupado puedesidea sábado partidotarde ensalada atrevido
Try it out! Here is a tongue twister to giveyou practice in pronouncing the d, but alsoto give you something to think about!
Porque puedo, puedes,porque puedes, puedo;
Pero si no puedes,yo tampoco puedo.
Pronunciación
Una voluntaria en un hospital
There are manyopportunities to useSpanish in the healthcare field—in hospitals,emergency rooms, and neighborhood clinics. Thisyoung woman volunteers in a California hospital. Since many of the patients come from Spanish-speakinghomes, she is able to speak with them and theirfamilies in Spanish. “Para mí, trabajar como voluntariaes una de mis actividades favoritas. Creo que mitrabajo es importante.”
• What opportunities are there in your community todo volunteer work where speaking Spanish is helpful?
jcd-0498
Practice andCommunicate
Block ScheduleHeritage Language Learners Have students create a poster for a communityorganization that is looking for volunteers whospeak Spanish.
Students with Special NeedsStudents may have difficulty hearing thedifference between the two sounds of the letterd if they are looking at the words. Have themclose their eyes as they listen. Some may haveparticular difficulty with the th sound. Considerwriting a small th over the letter d in the rele-vant words on the board to help students getused to the sound.
••• •• • • • • • • • • • • •
Have students create a brochure for afavorite vacation spot. They should includeartwork and text that describes the kindsof activities available for guests. You maywish to provide a model, or refer them tothe brochure on p. 211.
210
El español en el mundo del trabajo
Core Instruction
Suggestions: Have students determinethe meaning of the quotation in thereading and use it as a model to say howthey feel about volunteer work. To helpstudents answer the questions, brainstormdifferent volunteer opportunities on theboard.Answers will vary.Extension: If possible, invite a health careworker to your class to talk about ways inwhich knowledge of Spanish is helpful inhis or her job.
Core Instruction
Resources: Teacher’s Resource Book: AudioScript, p. 213; Audio Program: Track 13
Suggestions: Read the Pronunciación withstudents or use the Audio CD. Model thetwo sounds of the letter d: exaggeratingthe d sound in doce and the th sound incansado. Then have the class repeat. Ifpossible, record the tongue twister asstudents say it. See if students can hearthe difference between the two sounds.
PronunciaciónA U D I O
Standards: 4.1
Standards: 5.1
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doscientos once 211Capítulo 4B
Actividad
2121 Leer/Pensar/Escribir
¡Vamos de cámping!Tourism is an important industry in Spain. Many tourists prefer to gocamping rather than stay in hotels. Read the following brochure about a campground and then answer the questions.
Alcossebre (Castellón)Teléfono: 462 41 42 73 Fax: 964 01 55 05
240 kilómetros al sur de Barcelona52 kilómetros al norte de Castellón
• Un cámping verdaderamente recomendable
• Siempre algo nuevo
• La mejor opción para su dinero
Con abundante vegetación y mucha sombra,1
directamente sobre una fabulosa playa. Ideal paraniños. La mejor zona de pesca de la Costa deAzahar.
Cámping Playa Tropıcana
0 100 200 kilómetros
0 100 200 millas
norte
sur
esteoeste
�
Frontera nacionalCapitalCiudad
�
Río Ebro
Mar Mediterráneo
OCÉANOATLÁNTICO
Golfo deVizcaya
Estrecho de Gibraltar
Río
Gua
dalquivir
Asturias CantabriaPaís
Vasco
Navarra
La Rioja
Galicia
Cataluña
Aragón
Castilla-León
ExtremaduraCastilla-La Mancha
Murcia
Andalucía
Valencia
P I R I N E O S
ANEROMARREIS
Mallorca
Menorca
Ibiza
I S L A SB A L E A
R E S
España
Francia
PortugalMadrid
Zaragoza
Barcelona
Bilbao
Sevilla
Málaga
Santiago deCompostela
Córdoba
Valencia
Granada
Alicante
Mérida
Valladolid
Pamplona
�
�
�
�
�
�
�
�
�
�
�
�
�
�
Castellón•
¿Qué distancia en millas2 hay entre3
Barcelona y el Cámping Playa Tropicana?¿Qué distancia hay entre Castellón y elCámping Playa Tropicana?
Para convertir kilómetros en millas, esnecesario dividir el número de kilómetrospor 1.6.
2miles 3between
1shade
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2222 Escribir/Hablar
Y tú, ¿qué dices?1. ¿Con quién te gustaría ir a una fiesta?
¿Por qué?
2. ¿Qué prefieres, ir de pesca o ir a un baile?
3. ¿Qué vas a hacer mañana a las ocho de lanoche?
4. ¿Qué vas a hacer este fin de semana?
5. ¿Te gustaría ver un partido de fútbol o ir aun concierto?
Para decir más . . .200 = doscientos
1.
2.
Practice andCommunicate
Culture NoteBecause Spain has a variety of landscapes, thereare many different kinds of sporting activitiesavailable—from fishing, swimming, andparasailing to hiking, mountain climbing, caveexploring, and canoeing. In addition to all theactivities, tourists enjoy the wonderful food,museums, architecture, and climate.
Teacher-to-TeacherChoose a question from Y tú, ¿qué dices?, orcreate a similar one to ask students as theyprepare to start class. If you present them witha question upon entering, communication canbegin immediately.
211
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2121Resources: Voc. and Gram. Transparency 18;Answers on Transparencies
Focus: Reading comprehensionSuggestions: Before beginning, havestudents talk about the title and thephotograph. Ask them to compare whatthey see to vacations and camping tripsthat they have been on or know about.Remind students that they will not knowevery word. Have them identify somecognates, such as fabulosa and ideal.Answers: Entre Barcelona y el Cámping Playa Tropicana hay 150 millas. Entre Castellón y Playa Tropicana hay 32.5 millas.
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2222Focus: Answering questions about sportsSuggestions: After students have writtentheir answers, have them work with apartner to ask and answer the questions.Answers will vary.Extension: Have students create addi-tional open-ended questions based onthose in Actividad 22. For example, theycan change ir a una fiesta to jugar altenis. Encourage them to create originalquestions as well.
Theme ProjectStudents can perform Step 6 at this point.Record their presentations on cassette orvideotape for inclusion in their portfolios.(For more information, see p. 170-a.)
Enrich Your TeachingResources for All Teachers
A N S W E R S
Teacher-to-Teachere-amigos: Have students write their e-amigos to ask three questions aboutleisure activities. Have them print out or e-mail you their questions and responses.
Standards: 1.2,3.1
Standards: 1.1, 1.3
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