vocabulario y gramática • can perform the tasks on p. 235 · vocabulario y gramática to hug to...

234 doscientos treinta y cuatroTema 4 • Recuerdos del pasado

RVocabulario y gramática

to hugto kissto shake handsto say good-bye (to)mannersto greetto smile

abrazar(se)besar(se)dar(se) la manodespedirse (e ! i)(de)los modalessaludar(se) sonreír (e ! í)

to talk about manners and customsold, antiquefrequentlythere was / there werewhile to remember

antiguo, -a frecuentementehabíamientras (que)recordar (o ! ue)

to discuss the past

babyto tell (jokes)

to get along well / badlyto crygrown-upsrelativesto laughto meet

el bebé, la bebécontar (o ! ue)

(chistes)llevarse bien / malllorarlos mayoreslos parientesreírse (e ! í)reunirse (u ! ú)

to talk about peopleLa casa donde vivía el año pasado estaba al

lado de un lago.Había mucha gente en la fiesta de sorpresa.Mis padres me felicitaban cuando llegó mi tía.

using the imperfect tense to describe a situation

Los estudiantes se saludaban todos los días.Nos veíamos frecuentemente cuando éramos

niños.Se escribían por correo electrónico de vez

en cuando.

reciprocal actions

aroundanniversaryto get married (to)to chatcustomto have a birthdayparadeholidayto have funenormousCongratulations!to congratulatesurprise partyfireworks

to have a picnicto be bornto give (a gift)gathering

alrededor deel aniversariocasarse (con)charlarla costumbrecumplir añosel desfileel día festivodivertirse (e ! ie)enorme¡Felicidades! felicitarla fiesta de sorpresalos fuegos

artificialeshacer un picnicnacerregalarla reunión, pl. las

reuniones

to talk about special events

To prepare for the test, check to see if you . . .• know the new vocabulary

and grammar• can perform the tasks

on p. 235

Chapter Review

Más prácticaPractice Workbook Puzzle 4B-8Practice Workbook Organizer 4B-9

For Vocabulario adicional, see pp. 498–499.

Review

Students with Special NeedsHave hearing-impaired students work in pairs.Give each student 20 index cards with a wordor phrase on each one. Have students draw acorresponding illustration on the blank side.Have students exchange cards and identify thewords that the drawings represent.

Multiple IntelligencesIntrapersonal: Have students write a reflectiveessay on a celebration that they learned aboutin this chapter. Encourage them to incorporatefacts as well as their own opinions in theiressay. Have students focus on using thevocabulary words as much as possible.

Universal Access

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Review ActivitiesSuggestions:To talk about manners and customs:Prepare cards listing vocabulary formanners and customs. In groups of four,have one student hold up a word orphrase over a second student’s head. Theremaining students act out clues until thesecond student guesses the word.To talk about people: Have pairs create adrawing in which vocabulary words aredepicted and write questions toaccompany their drawing. Then have pairsexchange their work, respond to thequestions, and discuss the answers withthe pair who created the activity.To talk about special events: Bring in fivegreeting cards for different events. Giveone to each group of students. Havestudents brainstorm as many words as theycan about the event. After one minute,have groups switch cards and repeat theactivity.To discuss the past: Prepare a story in theform of a cloze passage. Have students usethese vocabulary words as a word bank tocomplete the passage.

PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,tapes of oral presentations, or otherprojects. Have them select one or twoitems that they feel best demonstrate theirachievements in Spanish to include in theirportfolios. Have them include this with theChapter Checklist and Self-AssessmentWorksheet.

Additional Resources• Audio Program: CD 9, Cap. 4B, Track 13• Resource Book: Cap. 4B, Clip Art• Resource Book: Cap. 4B, Situation Cards• Assessment Program: Chapter Checklist and Self-

Assessment Worksheet

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Preparación para el examen

44

55

On the exam youwill be asked to . . .

Escuchar Listenand understand aspeople talk about theirchildhood memories offamily celebrations

If you need review . . .

pp. 212–215 A primeravista

p. 218 Actividad 8p. 222 Actividad 13

Here are practice tasks similar tothose you will find on the exam . . .

To celebrate “Grandparents’ Day,” yourteacher invited Spanish-speakers fromthe community to talk about their favoritechildhood memories. Listen as one ofthem describes one of their favoritefamily celebrations. See if you understand:(a) the reason for the gathering; (b) whowas there; (c) what people used to do atthe celebration.

Hablar Talk abouthow your family usedto celebrate holidayswhen you were a child

p. 218 Actividad 8p. 222 Actividad 14p. 226 Actividad 19

You have been invited to an elementarySpanish classroom to talk to the childrenabout how you used to celebrate holidayswhen you were their age. What could yousay? Try to include: (a) where you used tocelebrate most holidays; (b) what you used todo; (c) who got together to celebrate with you.

Pensar Demonstratean understanding of howsome Hispanic familiescelebrate special daysand holidays

p. 210 Fondo culturalp. 214–215 Videohistoriap. 220 Fondo culturalp. 226 Fondo culturalp. 227 Actividad 20p. 230 Perspectivas del

mundo hispano

Describe a holiday, such as Las Fallas orCarnaval, that is of special interest to you.How is this holiday similar to one that youcelebrate in your community?

Escribir Writeabout your last familycelebration

p. 226 Actividad 19p. 231 Presentación escrita

A local Spanish-language radio station isasking people to send e-mails or faxesdescribing their best birthday. You mightbegin by writing: Yo recuerdo bien micumpleaños de trece años . . . Describepeople who were there, where it was held,and what happened.

Leer Read andunderstand a descriptionof activities at a specialevent

p. 219 Actividad 10p. 227 Actividad 20pp. 228–229 Lectura

Read part of the notes that Miguel wrotefor the wedding reception video he justfinished filming for his friend, Mauricio, thegroom, and the bride, Luisa. Can youdetermine who was having a good time andwho was not without seeing the video?

Cuando Mauricio besó a Luisa, la madre de Luisalloraba y el padre de ella sonreía. Los sobrinospequeños se reían y jugaban con sus juguetes.

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doscientos treinta y cinco 235Capítulo 4B

33

For: Test preparationVisit: www.phschool.comWeb Code: jdd-0417

Review

Enriching Your Teaching

Teacher-to-TeacherHave students compile a family photo album.Ask them to illustrate or bring in pictures of atleast three of the celebrations mentioned in thischapter. Have them write a caption for each ofthe photos, including information such as whowas there, when it was taken, and whateveryone was doing.

Alternative Assessment• ExamView Test Bank CD-ROM• MindPoint Quiz Show CD-ROM• Resource Book: Cap 4B, Situation Cards• Resource Book: Cap 4B, Communicative Activities

235

Performance TasksStandards:1.1, 1.2, 1.3, 2.1, 2.2, 4.2

Resources: Audio Program: CD 9, Cap. 4B,Track 14; Resource Book: Cap. 4B, Audio Script;Practice Answers on Transparencies1. EscucharSuggestions: Remind students of conver-sations that they have had aboutgatherings. Ask them to list some probableanswers to the questions, and determine iftheir predictions were accurate.Script:Buenos días. Me encanta hablar con los jóvenes.Recuerdo bien los domingos con mi familia. Cadadomingo nos reuníamos en la casa de nuestra abuelapara comer. Cuando los mayores hablaban, los niñosjugaban con el perro y el gato.Answers:a) They got together on Sundays to eat at their

grandmother’s house.b) Grown-ups and children.c) The grown-ups talked and the children played with

the dog and cat.2. HablarSuggestions: Have students brainstorminformation on an index card beforesharing it with a partner.Answers will vary.3. LeerAnswers may vary but will include:It is possible to determine who was having a good time.The father and the nieces and nephews were having agood time. Luisa’s mother may not have been having agood time.4. EscribirSuggestions: Have students organize theinformation that they want to include in alist before writing their message.Answers will vary.5. PensarSuggestions: Make a list of holidaysdiscussed in this chapter. Have volunteerssummarize the traditions of each onebefore students begin.Answers will vary.

Assessment• Examen del capítulo: 4B• Audio Program: CD 20, 4B, Track 10

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