CHILE Practice and Communicate - images

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104 ciento cuatroTema 2 • La escuela

¿Qué hay?Write the names of the things you see.

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• Communicate about a classroom

• Ask and tell how someone feels

• Talk about where someone orsomething is located

• Learn to use the verb estar, theplurals of nouns, and the plurals of articles

Escribir

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55 Pensar/Escribir

CHILE

Modelos

Hay una bandera.

Vocabulario y gramática en uso

¿Es lógico o no?Write the word that doesn’t belong in each group.Then supply a word that logically belongs.

Modelos

el disquete el teclado la pantalla la ventanaLa ventana: ¡No! La computadora: ¡Sí!

1. una mesa una silla una mochila un escritorio

2. la sala de clases al lado de detrás de encima de

3. un diccionario una calculadora un reloj una computadora

4. leer estudiar escribir bailar

5. está habla necesitan trabaja

6. el profesor la chica el estudiante el señor

Los estudiantes y la tarea

ObjectivesPractice andCommunicate

Students with Learning DifficultiesStudents with language processing difficultiesmay need extra help with Actividad 5. Go itemby item and ask them to tell you the character-istics of each. Guide them to see what thecategories are that link the items. Actividad 7,

and others like it, are perfect for cooperativelearning; however, it is very important thatstudents with learning difficulties are matchedup with the appropriate partners.

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44Resources: Answers on Transparencies

Focus: Writing to identify classroomobjectsSuggestions: Remind students that haymeans “there is” or “there are,” and thatno other verb is required. Answers:1. Hay un sacapuntas. 5. ...un cartel.2. ...un reloj. 6. ...una papelera.3. ...una silla. 7. ...unas ventanas.4. ...una mochila. 8. ...una mesa.

Extension: Have students tell what itemsthey have in their backpacks.

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Focus: Comprehending vocabulary wordsRecycle: Classroom vocabulary Suggestions: Remind students that theyneed to decide if the sentence is logical ornot. They should not base their responseson the photo.Answers: 1. Una mochila—¡No! Un pupitre—¡Sí!2. La sala de clase—¡No! Debajo de—¡Sí!3. Un diccionario... Un sacapuntas...4. Bailar... Enseñar...5. Necesitan... Necesita, sí.6. La chica... El chico...

Extension: Have students create their ownsets of items like those in the activity.

Bellringer ReviewUse the objects pictured in

Actividad 4 to quickly review indefinitearticles.

A N S W E R S

A N S W E R S

Standards: 1.3

Standards: 1.2

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NotaWhen the preposition de isfollowed by the masculinedefinite article el, thecontraction del must be used.

• La papelera está al lado delescritorio.

ciento cinco 105Capítulo 2B

JuegoWork with a partner. Your partner will faceaway from you and have a blank piece ofpaper and a pen or a pencil.

Choose four classroom items and arrangethem on your desk, putting objects on topof others, next to each other, and so forth.

Your partner will ask you questions aboutwhat is on your desk and how the itemsare positioned. Based on your answers, heor she will try to draw the arrangement onyour desk.

When your teacher calls time, see howclosely the picture matches the actualarrangement. Then switch roles.

4

3

2

1

Para decir más . . .a la izquierda de to the left of

a la derecha de to the right of

Hablar/Escuchar

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Modelos

A —¿Tienes un disquete?B —No, no tengo un disquete.A —¿Tienes una calculadora?B —Sí, tengo una calculadora.A —¿Dónde está?B —Está encima de la carpeta.

Estudiante A

¿Dónde está . . . ?

Estudiante B

al lado de detrás de

delante de encima de

debajo de

Actividad

66 Hablar

¿Dónde está?Take turns with a partner to ask and tellwhere various items in Beto’s bedroom arelocated.

Modelos

A —¿Dónde está el escritorio?B —Está debajo de la ventana.

Practice andCommunicate

Culture NoteSince many Spanish-speaking countries have anevening class schedule (in addition to a dayschedule), most evening school students will dotheir homework in the morning. Ask studentsto imagine doing their homework at 8:00 A.M.,instead of later in the day. What advantagesand disadvantages are there?

Teacher-to-TeacherProvide pairs of students two very similarpictures of a classroom but with five or sixdifferences. Without looking at each other’spictures, have the students ask one anotherquestions about the objects and their locationsuntil they have identified all the differences.

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66Focus: Talking with a partner aboutlocations of items in a bedroomSuggestions: Help Student A see thatthere are multiple items to choose from,and that they can be chosen in any order.This can also be turned into a whole-classguessing game.Answers will vary. Items will include: la ventana, la computadora, el escritorio, la mochila,la silla, la papelera, la mesa, el reloj, el cartel.

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77Resources: Teacher’s Resource Book: GramActivaBLM, p. 119

Focus: Describing and listening forlocations of objectsRecycle: Classroom vocabularySuggestions: Remind students thatvocabulary in the Para decir más... will behelpful to them in completing an activity,but that it is not tested. Demonstrate howto play the game. Walk around the room,prompting students if necessary andmonitoring their accuracy.Answers will vary.

Enrich Your TeachingResources for All Teachers

A N S W E R S

Pre-AP* Support

• Activity: Have students write several sentencestelling what is in their classroom. Make some ofthe sentences false. Then, have volunteers readone of their sentences to the class to be confirmedor disputed.

• Pre-AP* Resource Book: Comprehensive guideto Pre-AP* communication skill development,pp. 9–17, 36–46

Teacher-to-TeacherGive the following classroom instructions for students to follow: Pongan la mochilaencima de la silla, pongan la papeleradebajo de la ventana, pongan el disquete al lado de la computadora, pongan elbolígrafo encima del escritorio delprofesor/de la profesora, etc. Havestudents work in small groups to writeadditional instructions to give to othergroups to follow.

Standards: 1.1

Standards: 1.1, 1.2

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106 ciento seisTema 2 • La escuela

Language through gesturesIn Spanish, just as in English, nonverbalbody language in the form of gestures, orgestos, is very important to communication.

You saw the expression ¡Ojo! in the videoUn ratón en la clase. The word literallymeans “eye,” but it is used to mean “becareful” or “pay attention.” It is usuallyaccompanied by a gesture, and often people use the ¡Ojo! gesture without saying the word.

Exploración del lenguaje

Y tú, ¿qué dices?Describe your classroom.

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88 Escribir/Hablar

Estudiantes mexicanas

School uniforms Many schools in Spanish-speakingcountries require their students to wear uniforms.Often students wear a full uniform, like the onesyou see in the photo. Sometimes the uniformconsists of something more like a smock that isworn over a student’s regular clothes and helpsprotect them from becoming dirty or torn duringthe school day.

• How are these uniforms similar to or differentfrom those worn by high school students in theUnited States?

1. ¿Dónde está la puerta?

2. ¿Qué está al lado de la puerta?

3. ¿Hay ventanas en la clase? ¿Cuántas?

4. ¿Hay un reloj en la clase? ¿Dónde está?

5. ¿Cuántos escritorios y sillas hay?

6. ¿Qué más (What else) hay?


Students with Learning DifficultiesFrom time to time, allow students to refer tothe vocabulary section of their notebooks whendoing activities that require memorization. ForGramática, have them write all forms of estarinto their grammar notebook section. Under-standing and mastering verb forms can provedifficult and may require numerousreinforcement exercises.

Heritage Language Learners Have students make a list of appropriategestures used in Spanish-speaking communities.Then have them compare these with bodylanguage used by people in the United States.

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Exploración del lenguaje

Suggestions: Have students look at thepicture. Ask them to discuss theadvantages and disadvantages of uniforms.Remind them about the insignias on thechapter opener photo.Answers will vary.

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Focus: Writing and talking about theclassroomSuggestions: Have students write theiranswers at the beginning of the classperiod while you take attendance.Answers will vary but will include:1. La puerta está...2. El / la...está al lado de la puerta.3. Sí / No hay ventanas en la clase. Hay...ventana(s).4. Sí / No hay un reloj en la clase. El reloj está...5. Hay...escritorios y...sillas.6. Hay...

Additional Resources• WAV Wbk.: Audio Act. 6, p. 42

• Teacher’s Resource Book: Audio Script, p. 87,Communicative Activity BLM, pp. 114–115

• Audio Program: Track 7

Assessment• Prueba 2B-2: Vocab. Production,

pp. 56–57

Core Instruction

Suggestions: Demonstrate the ¡Ojo!gesture. Have students discuss what kindsof gestures they use to communicate withor are familiar with. Do different agegroups have different types of bodylanguage? Are there different types ofbody language to indicate differentrelationships between people?

A N S W E R S

Standards: 4.1

Standards: 1.2

Standards: 2.1, 4.2


Core Instruction

Resources: Voc. and Gram. Transparency 61;Teacher’s Resource Book: Video Script, p. 112;Video Program: Cap. 2B

Suggestions: Direct attention to the¿Recuerdas? Point out additional examplesof estar that students have encountered.Show the GramActiva Video to reinforce thepresentation. Ask questions for each verbform: ¿Cómo estás? Yo estoy muy bien.¿Cómo está(n) usted(es)? Be sure studentsnotice the accents, and that theyunderstand the importance of includingthem when writing. You may want to usethe transparency to reinforce the verb estar.

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Focus: Completing a dialogue using formsof estarSuggestions: Have students read theexercise through before giving theanswers. Have them identify the subject ofeach statement. Have volunteers performthe dialogue.Answers: 1. están 3. Estoy 5. está2. estamos 4. están 6. está

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Focus: Using correct forms of estar in aschool contextRecycle: Names of classesSuggestions: Review the school subjectsbefore students begin the activity. Answers: 1. (Yo) estoy en la clase de español.2. Los profesores están en la clase de ciencias

naturales.3. La profesora está en la clase de matemáticas.4. Nosotros estamos en la clase de inglés.5. Ella está en la clase de arte.6. Tú estás en la clase de educación física.

Extension: Use names of students in someof the sentences to practice matchingsubject pronouns and names.

A N S W E R S

A N S W E R S

ciento siete 107Capítulo 2B

¡Hola! ¿Cómo estás?Write the correct forms of estar on a separate sheet of paper.

Marcos: ¡Buenos días! ¿Cómo 1. Uds.?

Paula y Roberta: ¡Hola, Marcos! Nosotras 2. bien, gracias. ¿Y tú?

Marcos: 3. muy bien. ¿Dónde 4. Pedro y Juana?

Roberta: Pedro 5. en la sala de clases. Juana 6. en la oficina.

¿En qué clase están?Take turns with a partner to give the correct forms of estar as you tell what class each person is in.

The verb estarThe -ar verbs you have used until now are called regularverbs because they follow a regular pattern. Verbs that donot follow a regular pattern are called irregular verbs.

Estar is irregular because the yo form doesn’t follow aregular pattern and because the forms estás, está, andestán require accent marks.

Use estar to tell how someone feels or where someone or something is located.

Gramática

Want more practice with the verb estar?Watch theGramActiva video.

¿Recuerdas?You have used the verb estar toask how someone is.

• ¿Cómo estás?

• ¿Cómo está Ud.?

1. yo

4. nosotros

2. los profesores

5. ella

3. la profesora

6. tú

Modelos

Ella está en la clase de tecnología.ella

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99 Escribir

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1010 Hablar

(yo) estoy(nosotros)

estamos(nosotras)

(tú) estás

Ud. Uds.(él) está (ellos) están(ella) (ellas)

(vosotros)estáis

(vosotras)están debajo de . . .están debajo de . . .


Advanced Learners/Pre-AP*Demonstrate how important bodylanguage can be by telling students astory using only Spanish. Even though

students don’t have the vocabulary or grammarto understand the entire story, use gestures tohelp them. For example: ¡Vamos! Ya es tarde

(point to your watch impatiently) y tengohambre (rub your stomach). Tengo ganas de comer (place your fingertips together andbring your hand up close to your mouth.Repeat the motion several times). See p. 442for more gestures.

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G R A M M A RGramáticaGramática

Pre-AP*

Standards: 4.1

Standards: 1.2

Standards: 1.1

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Block Schedule••• •• • • • • • • • • • • •

Have students stand in two facing lines.The first student in Group A will name aperson or people, such as Carmen yMateo. The first student in Group B willanswer with Ellos están. Tally points on theboard.

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1111Resources: Teacher’s Resource Book: AudioScript, p. 110; Audio Program: Track 8; Answerson Transparencies

Focus: Listening to and responding toinformation about a photoSuggestions: Have students examine thephotograph, saying the names of thepeople, indicating what they are doing,and identifying objects that appear. Allowstudents to listen more than once.

Script and Answers:1. Yo estoy detrás de Sara. (cierto)2. El señor Salas está debajo del escritorio. (falso)3. Julián y Mateo están delante de Rosa. (falso)4. Sara y yo estamos al lado del escritorio. (cierto)5. José y Lucita están encima del escritorio. (cierto)6. Benito está delante del señor Salas. (cierto)

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Focus: Speaking about the locations ofpeople in a photoSuggestions: Be sure students understandthat they are describing locations fromJavier’s perspective.Answers will vary but may include: 1. Julián y Mateo están detrás de Rosa.2. Rosa está al lado del escritorio.3. Sara está delante de mí.4. Yo estoy detrás de Sara.5. El Sr. Salas está delante del escritorio.6. Lucita y José están encima del escritorio.7. Benito está delante del escritorio.8. Sara y yo estamos a la izquierda del escritorio.

¿Y dónde están todos? Work with a partner. Using the club picture above, find out where the various students are located from Javier’s perspective. Follow the model.

Modelos

A ––¿Y dónde está Lucita?B ––Lucita está encima del escritorio.

1. Julián y Mateo 5. el Sr. Salas

2. Rosa 6. Lucita y José

3. Sara 7. Benito

4. yo 8. Sara y yo

108 ciento ochoTema 2 • La escuela

¿Cierto o falso? Write the numbers 1–6 on a sheet of paper. Listen to the statements about Javier’s Spanish club photo and write cierto or falso based on the information provided as you view the photograph from your perspective.

Rosa

JoséJulián

Mateo

Sr. Salas

Benito

LucitaSara yo/Javier

En la clase de ciencias naturales

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1111 Escuchar

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1212 Hablar

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Heritage Language LearnersHave students bring in photographs. Ask themto break into small groups to describe thelocation of people and things in the photos.Encourage students to indicate location byusing estar and vocabulary they have learned.

Students with Special NeedsSome students may have difficulty visualizingspatial relationships from a photo. Bring insmall dolls, name them, and place them inorder in front of the student. This will make therelationships more concrete.

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Bellringer ReviewGo around the room and have

students state where they are in relationto another student or a classroom object.Example: Yo estoy al lado de la ventana.

A U D I O

A N S W E R S

Standards: 1.2

Standards: 1.1


ciento nueve 109Capítulo 2B

JuegoWork with a partner. Write down the name of someone in the classroom. Your partner can ask only sí / noquestions to find out the name. When your partner has guessed the mystery student’s identity, change roles.

Modelos

A ––¿Es una estudiante?B ––Sí.A ––¿Está al lado de Tomás?B ––No.A ––¿Está detrás de mí?B ––Sí.A ––¿Es Patricia?B ––Sí.

Para decir más . . .detrás de mí behind me

detrás de ti behind you

1. How much does a typical mochila costin your community?

2. Convert the prices for una mochila intodollars. You can find a currency converter onthe Internet.

3. How do these prices compare to those in your community? Why might the same itemhave different values in different countries?

Los precios de mochilas en el mundo hispano

Most countries have their owncurrencies. In Mexico, people pay fortheir purchases in pesos, in Peru they usenuevos soles, and so on. The value ofeach currency can go up ordown daily in relation to othercountries’ currencies. Forexample, a dollar might beworth 10 Mexican pesos oneday and 9.5 pesos thefollowing day. Read the prices foruna mochila in six different countries.

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Actividad

1313

España20 euros

Perú100 nuevossoles

Puerto Rico25 dólares

México250 pesos

Venezuela21.000 bolívares

Guatemala180 quetzales

Escribir/Hablar

● Practice Workbook, p. 44: 2B-5● WAV Wbk.: Writing, p. 46● Guided Practice: Grammar Acts.,

pp. 77–78● Real. para hispanohablantes,

pp. 74–77

Más práctica

For: EstarWeb Code: jcd-0214


Culture Note The official currency of Venezuela, the bolívar,is named after Simón Bolívar, the “GreatLiberator.” The quetzal, the official unit ofmoney in Guatemala, is named after a rare,exotic bird found only in Central American rainforests. Have students research these and othercurrencies to see what they look like.

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tividad1313Focus: Asking questions to determine theidentity of a classmateSuggestions: Point out the Para decirmás... and demonstrate the words. Modelthe questions before students begin.Answers will vary but may include: al lado de, delante de, detrás de.

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1414Focus: Reading and calculating interna-tional currencies; making a cross-curricularconnectionSuggestions: Bring in prices of otherschool supplies that you’ve found on theInternet (or have students do a searchthemselves) to reinforce the concept thatitems not only have different prices butdifferent values in various countries. Answers will vary.

Additional Resources• WAV Wbk.: Audio Act. 7, p. 42

• Teacher’s Resource Book: Audio Script, p. 110

• Audio Program: Track 9

Internet SearchKeywords:

currency converter, exchange rates


Bellringer ReviewUse Transparency 63 to quickly

review location of classroom objects.Instead of having students write sentences,you may want to have them say where theobject is.

Assessment• Quiz

• Prueba 2B-3: The verb estar, p. 58

Standards: 1.1

Standards: 3.1


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Focus: Definite article agreementRecycle: School suppliesSuggestions: Encourage students to worktogether to select the appropriate articlesbefore they carry on the conversation. Besure they use the definite article in allcases.Answers:1. los 3. los 5. la 7. los 9. la2. la 4. los 6. las 8. las 10. las

Extension: Have students create their owndialogues based on real objects.

The plurals of nouns and articlesTo make nouns plural you usually add -s to words ending in a vowel and -es to words ending in a consonant.

silla ➞ sillas teclado ➞ teclados cartel ➞ carteles

Singular nouns that end in z change the z to c in the plural.el lápiz ➞ los lápices

The plural definite articles are los and las.Like el and la, they both mean “the.”

las sillas ➞ the chairs

The plural indefinite articles are unos and unas. They both mean “some” or “a few.”

unos carteles ➞ some posters

110 ciento diezTema 2 • La escuela

Gramática

¿Recuerdas?You have used definite andindefinite articles in the singular:

• el, la = the• un, una = a, an

1. el cuaderno

2. la bandera

3. la papelera

4. el profesor

5. una clase

6. una mochila

7. un escritorio

8. un pupitre

Want more help with plurals?Watch theGramActiva video.

Singular Plural

el reloj los relojesla ventana las ventanas

un disquete unos disquetesuna mesa unas mesas

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1515 Escribir

Palabras pluralesWrite the plural forms of the articles and nouns below.

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¡A estudiar!Marta and Berta are getting ready for school. Read the dialogue with a partner and fill in the blanks with the correct definite articles.

Marta: ¿Dónde están 1. lápices?

Berta: Aquí están, en 2. mochila.

Marta: ¿Y tienes 3. bolígrafos y 4. libros?

Berta: No. Están allí, encima de 5. mesa, debajo de 6. ventanas.

Marta: Ah, sí. ¿Y 7. cuadernos y 8. carpetas? ¿Dónde están?

Berta: Están encima de 9. mesa, detrás de 10. computadoras.

los, lasunos, unas

los, lasunos, unas


Students with Learning DifficultiesProvide students with a two-column graphicorganizer. Have them write examples of singularnouns in one column and the correspondingplural forms in the next. Have them record thisinformation in their grammar notebook section.Provide numerous examples of situations inwhich el, la, los, and las are used.

Multiple IntelligencesInterpersonal/Social: Have students work ingroups to write a short dialogue in which theyask a parent to help them find their thingsbefore they leave for school. They canvideotape their dialogues for their portfolios.

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Focus: Writing plural forms of nouns andarticlesRecycle: School vocabularySuggestions: Encourage students to trychanting the singular and then the pluralwith a rap-like cadence to make thepattern second-nature: el cuaderno, loscuadernos, la bandera, las banderas, etc.Then have them go back and forthbetween definite and indefinite articles.Answers:1. los cuadernos 5. unas clases2. las banderas 6. unas mochilas3. las papeleras 7. unos escritorios4. los profesores 8. unos pupitres

A N S W E R S

A N S W E R S

Core Instruction

Resources: Voc. and Gram. Transparency 62;Teacher’s Resource Book: Video Script, p. 113;Video Program: Cap. 2B

Suggestions: Direct attention to the¿Recuerdas? Show the GramActiva Videoto reinforce the presentation. Unos / unasis difficult for many English speakers tograsp, so you will want to give additionalexamples. Use the transparency foradditional practice.

G R A M M A RGramáticaGramática

Standards: 1.2

Standards: 1.2,1.3

Standards: 4.1


School districts inthe United Stateshave many positions inwhich employees need tospeak Spanish. For example, school counselors workwith new students and parents from Spanish-speakingcountries. Counselors help them set up schedules, talkabout school policies, and answer questions. Both theparents and the new students feel much morecomfortable when the counselor can communicatewith them in Spanish.

• Does your district need employees who speakSpanish? In what other jobs within a school systemwould speaking Spanish be helpful?

ciento once 111Capítulo 2B

Modelos

You will hear: el libroYou will say: los libros

NotaIn Spanish, you express possessionby using de and the name of theowner of the item.

• el escritorio de la profesorathe teacher’s desk

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1818 Hablar

Es el cuaderno de . . .Work in groups of four. Each of you should choose a classroom object you have brought to class. Show your group what you have chosen. Your teacher will collect all the items, then place them in view in different parts ofthe classroom. Ask your group where your object is. Taketurns until all members of your group have asked theirquestion.

Modelos

A ––¿Dónde está mi calculadora?B ––Tu calculadora está debajo de la silla

de Margarita.

Actividad

1717 Escuchar/Hablar

Más palabras pluralesYou will hear eight words. Say the plural form of each word as you hear it.

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111

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1717Resources: Teacher’s Resource Book: AudioScript, p. 110; Audio Program: Track 10; Answers on Transparencies

Focus: Listening and speaking using pluralnouns and articlesSuggestions: Play the Audio CD or readthe script and have the class respond withthe appropriate plural.

Script and Answers:1. la mesa (las mesas)2. la ventana (las ventanas)3. el escritorio (los escritorios)4. la mochila (las mochilas)5. el teclado (los teclados)6. el reloj (los relojes)7. la bandera (las banderas)8. el disquete (los disquetes)

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1818Focus: Speaking about the locations ofclassroom objects; mi; tu; possessive with deSuggestions: Be sure students don’tvolunteer anything of any value. Return allitems to students before the end of theclass period. Remind them of the Nota onp. 111.Answers will vary.

Teacher-to-TeacherUse the Clip Art from the Teacher’s ResourceBook or the Teacher Express CD-ROM to createflashcards to practice articles and plurals. Someshould show single objects. Others should showmultiple copies of one object.

Theme ProjectStudents can perform Step 4 at this point.Be sure they understand your correctionsand suggestions. (For more information,see p. 72-a.)


A U D I O

El español en el mundo del trabajo

Core Instruction

Focus: Professions in schoolsSuggestions: Have school employees whospeak Spanish in their jobs tell studentsabout what they do and why Spanish isimportant.Answers will vary but may include:secretary, principal, teacher, nurse, social worker.

Standards: 1.2

Standards: 1.1, 1.2

Standards: 5.1


112 ciento doceTema 2 • La escuela

Study the photograph and make a list in Spanish of items you can name.

Write two questions about the photograph, then ask your partner the questions. Use the models below.

Modelos

A ––¿Cuántos estudiantes hay en la clase?B ––Hay diez estudiantes.A ––¿Hay banderas en la clase?B ––No, no hay banderas.

2

1

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1919 Hablar/Escribir

Una clase de inglésLook at this picture of a high school English class in Spain.

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2020 Escribir

Y tú, ¿qué dices?Look around your classroom and write fivesentences about it.

Modelos

En mi clase de español hay 33 estudiantes. Hay35 pupitres y un escritorio. El escritorio estádelante de los pupitres. La computadora estáencima del escritorio. No hay bandera en miclase.

¿Qué es esto?

¿Cuántos(as) . . . hay?

¿Dónde está(n) . . . ?

¿Quién está . . . ?

¿Hay . . . ?

¿Qué hay?

● Practice Workbook, pp. 45–46, 2B-6, 2B-7

● WAV Wbk.: Writing, p. 47● Guided Practice: Grammar Acts.,

pp. 79–80● Real. para hispanohablantes,

pp. 78–81

Más práctica

For: Plurals

Web Code: jcd-0213


Students with Learning DifficultiesStudents might need to use their vocabularynotebook section to do Actividad 19. Youmight need to modify Actividad 20, havingstudents write three sentences, instead of five.For Pronunciación, have students put the rulefor g in their grammar notebook section.

Advanced Learners Have students choose a Spanish-speakingcountry and research the educational system.They should include information about require-ments for attendance, whether schools areprimarily private or public, how schools aredivided based on ages, and the country’sliteracy rate.

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1919

Focus: Asking and answering questions inauthentic context Suggestions: Be sure students understandthat they can choose among the optionsto create their questions. Answers will vary.Extension: Have students compare theirclassroom to the one in the picture. Or,bring in other photos of classrooms tohave students describe.

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2020Focus: Writing a paragraph about theclassroomSuggestions: Assign this as homework.Students should list or outline what theywant to talk about and some of the wordsthey want to use. Answers will vary.

Additional Resources• WAV Wbk.: Audio Act. 8–9, pp. 43–44

• Teacher’s Resource Book: Audio Script,pp. 110–111, Communicative Activity BLM,pp. 116–117

• Audio Program: Tracks 11–12

Pre-AP*

Standards: 1.1, 1.2

Standards: 1.3

Assessment• Quiz

• Prueba 2B-4: The plurals of nouns

and articles, p. 59


ciento trece 113Capítulo 2B

School gyms are rare in Spanish-speaking countries.Students usually have physical education classes inthe school’s patio. High school students usuallyhave P.E. one or two times a week, sometimesbefore or after regular school hours. School sportsteams are also less common than in the UnitedStates.

• What are some reasons that schools in Spanish-speaking countries might place less emphasis onphysical education, sports, and gymnasiums?

En la clase de educación física

jcd-0298

The letter gIn Spanish, the letter g sounds like g in “go”when it is followed by a, o, or u, although itoften has a slightly softer sound than inEnglish. Listen to and say the followingwords and sentences:

Gustavo domingo tengoagosto pregunta luegoamigo argollas gato

In Spanish, the letter g sounds like theletter h in “hot” when it is followed by e or i.Listen to and say the following words. Someof these words you have not yet heard orseen. Can you guess the meanings of thecognates?

inteligente generoso generalgimnasio tecnología biología

Try it out! See if you can guess how topronounce the following Spanish firstnames. Keep in mind the pronunciationrules for the g sound.

Gabriela Ángela GerardoGilberto Gustavo RodrigoOlga Rogelio Gregorio

Pronunciación

Estudiantes en un gimnasio


Culture NoteThe school’s patio is used for many otheractivities, not just for sports. For example, insome schools during the morning, students lineup and pledge allegiance to the flag. Duringspecial occasions, the patio is used for studentperformances. In a sense, it can almost beconsidered an outdoor auditorium.

Teacher-to-TeacherFor writing activities, such as Actividad 20, usesamples produced by students to write a longercomposition on the board. This should includetheir best ideas. Use the exercise to modelcorrect spelling and punctuation.

113

Suggestions: Have students consider thevalue that their local culture places onsports and physical activity as part of aneducation.Answers will vary, but may include:lack of space, more emphasis on academics.

Theme ProjectStudents can perform Step 5 at this point.(For more information, see p. 72-a.)


Core Instruction

Resources: Teacher’s Resource Book: AudioScript, p. 111; Audio Program: Track 13

Suggestions: Have students practice thesyllables ga-, go-, and gu-, perhaps singingthem on a tone. Then have them practicegi- and ge-, alternating between themwith each breath, emphasizing theexhaling.Have students work in pairs to createtongue twisters using words with bothhard and soft g and present them to theclass. Give them additional words toinclude. Example: Gustavo es inteligente ysu amiga, Olga, es graciosa.

PronunciaciónA U D I O

Standards: 4.1

Standards: 2.1, 4.2


CHILE Practice and Communicate - images

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Transcript of CHILE Practice and Communicate - images