1. No category

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Practice and
Communicate
Objectives
• Talk about things you and other
people do
• Write a poem describing what you
are like and the things you do
¿Qué haces?
Presentation
Resources: Audio Program: CD 1, Para empezar,
Track 5
Suggestions: Use the transparency to aid
understanding as students listen to the
dialogue. Then draw a large Venn diagram
on the board. Label the left side invierno,
the right side verano, and the section
where the circles overlap, las dos. Mime
activities that can be done in winter, in
summer, or in both seasons and have
students guess the activity and the season.
Have volunteers write the activities on the
diagram. Have pairs of students reread the
dialogue, replacing the activities shown
with other activities from the Venn
diagram.
Pepe
13
Standards:
1.2
••••••••••••••••
Resources: Audio Program: CD 1, Para empezar,
Track 6; Resource Book: Para empezar, Audio
Script; Practice Answers on Transparencies
1. bailar (Paula)
2. leer (Pepe)
3. escuchar música (Paula)
4. montar en bicicleta (Paula)
5. cantar (Paula)
6. nadar (Pepe)
7. correr (Paula)
8. tomar el sol (Pepe)
Extension: Play the Audio CD again and
have students act out the activities.
—Pues, paso tiempo con mis amigos:
escuchamos música, cantamos y por la noche
bailamos. Lo que más me gusta hacer es
practicar deportes.
—¿Qué deportes practicas?
tivid
13
—Monto en bicicleta o corro todos los días para
hacer ejercicio. Practico deportes todo el año.
¿Y tú, Pepe?
—No soy muy deportista. A veces nado, por eso
me encanta el verano. Generalmente tomo el
sol y leo. ¿Qué haces en tus vacaciones de
verano?
—En el verano a veces patino y también monto
en monopatín con mis amigos.
ad
Focus: Reading and listening comprehension
Suggestions: Ask students how they
would describe Sonia (deportista, sociable,
talentosa) and Pepe (no deportista, un
poco perezoso, reservado). Tell students
that keeping Sonia and Pepe’s personality
traits in mind will help them identify the
activities that each likes.
Script and Answers:
—¡Uy! No me gusta nada el invierno. Paula,
¿qué te gusta hacer en el invierno?
Ac
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Paula
Escuchar
Paula y Pepe
Divide una hoja de papel en dos columnas. En la primera
columna escribe Paula, y en la segunda escribe Pepe.
Escucha una lista de actividades. Si Paula hace la
actividad, escribe el número de la actividad debajo de
Paula. Si Pepe la hace, escribe el número debajo de Pepe.
Usa los dibujos para ayudarte.
8
Paula
Pepe
ocho
¿Qué haces?
Universal Access
Block Schedule
••• •• • • • • • • • • • • •
Assign each student a regular verb. Have
one student start a story by forming a
sentence using their verb. Have that
student pick the next student who will
continue the story by creating a sentence
with his or her verb. Continue until the
story ends or every student has had a turn.
8
Advanced Learners
Students with Learning Difficulties
Have students prepare a four-seasons guide to
recreational activities in your area for Spanishspeaking tourists. They can group activities
according to type, and then tell where each can
be performed.
Give students three sets of index cards: one set
with subjects and subject pronouns, one with
the regular stems, and a third with the regular
verb endings. Have them draw random cards
from the first two sets, and then choose the
correct ending from the third set.
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Practice and
Communicate
Present tense of regular verbs
Remember that in Spanish there are three
groups of regular verbs. Their infinitives
end in -ar, -er, or -ir. To form the present
tense of a regular verb, you drop the -ar, -er,
or -ir ending from the infinitive and add the
appropriate present-tense ending. Use the
present tense to talk about what someone is
doing or what someone does.
comer
hablar
vivir
(yo)
como
(nosotros)
(nosotras)
comemos
(tú)
comes
(vosotros)
(vosotras)
coméis
come
Uds.
(ellos)
(ellas)
comen
Ud.
(él)
(ella)
(yo)
hablo
(nosotros)
(nosotras)
hablamos
(yo)
vivo
(nosotros)
(nosotras)
vivimos
(tú)
hablas
(vosotros)
(vosotras)
habláis
(tú)
vives
(vosotros)
(vosotras)
vivís
Ud.
(él)
(ella)
habla
Uds.
(ellos)
(ellas)
hablan
Ud.
(él)
(ella)
vive
Uds.
(ellos)
(ellas)
viven
Presentation
Resources: Voc. & Gram. Transparencies: 24
Suggestions: Make two sets of 13
ping-pong balls with the regular -ar, -er,
and -ir verb endings (-o, -as, -a, -amos,
-áis, -an, -es, -e, -emos, -éis, -en, -imos,
-ís) written on them. Place each set in a
box. After reviewing the Gramática,
divide the class into two teams. Give a
student from each team one of the
boxes. Call out a verb. The first student
to pull out six correct verb endings for
that verb and place them in order on
the chalk rail wins a point for the team.
For more variety, you may want to
include other infinitives than those
shown here.
Gramática
Leer/Escribir
¿Qué hace Claudia los fines de
semana?
Me gusta pasar tiempo con mis amigos los fines de
semana. Los viernes generalmente vamos al cine.
(Nosotros) 1. (vivir) cerca de un cine donde dan
muchas películas. Por lo general, los sábados por la
mañana, (yo) 2. (correr) por una hora y luego
3. (montar) en bicicleta. Mis amigos, Carlos y
Mario, generalmente 4. (montar) en monopatín
y en el invierno 5. (esquiar). Los domingos
generalmente (yo) 6. (leer) un libro y hago
la tarea para el lunes.
tivid
You can talk about leisure activities using these
regular verbs and expressions:
montar en bicicleta
bailar
caminar
montar en monopatín
cantar
nadar
comer
pasar tiempo
correr
patinar
dibujar
practicar deportes
escribir cuentos
tocar la guitarra
escuchar música
tomar el sol
esquiar*
usar la computadora
14
Resources: Practice Answers on Transparencies
Focus: Using the present tense of regular
verbs to complete a paragraph
Suggestions: Point out that in items 1, 2,
and 6, students are given the subject
pronouns, but they will need to determine
which verb forms to use in the other items
by looking at the sentences.
Answers:
*In the present tense, esquiar has an accent on the i in
all forms except nosotros and vosotros: esquío, esquías,
esquía, esquiamos, esquiáis, esquían.
Enriching Your Teaching
Teacher-to-Teacher
Teacher-to-Teacher
Divide the class into groups. Have each group
pick an -ar, -er, or -ir verb and create a Sesame
Street–style video to teach the verb and its
endings to elementary school students. They
could also create a slide show using presentation software.
Have students take pictures of one another
performing the various activities listed here,
either singly or in groups. Have them label the
pictures using complete sentences and create
an album for the class.
Standards:
1.2
••••••••••••••••
leer revistas
nueve
Para empezar
ad
A Claudia le gusta pasar tiempo con sus
amigos. Lee la descripción y completa su
historia con la forma apropiada de cada verbo.
¿Recuerdas?
Ac
Ac
ad
tivid
14
1. vivimos
2. corro
3. monto
9
4. montan
5. esquían
6. leo
Common Errors: Students may forget the
accent mark on esquían. Direct their
attention to the note at the bottom of
¿Recuerdas? before they begin writing
their responses.
Extension: Have students imagine they
just moved to Beverly Hills, California. Have
them write a letter to their friends back
home, bragging about the activities they
do with their new movie star friends.
9
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Practice and
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Ac
ad
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15
Escribir
Unas preguntas
••••••••••••••••
1. quién
2. Cuándo
3. Dónde
4. Qué
5. Cuál
6. Cuándo
7. Cuántas
¿Recuerdas?
Here are the question words you already know:
¿Adónde?
¿Cómo?
¿Cuál(es)?
¿Cuándo?
¿Cuánto, -a?
¿Cuántos, -as?
¿De dónde?
¿Dónde?
¿Por qué?
¿Qué?
¿Quién(es)?
And here are words you can use to talk about how
often you do an activity:
a veces
el (los) fin(es)
de semana
después de
nunca
a menudo
siempre
todos los días
tivid
16
Hablar/Escribir
¿A menudo o nunca?
Modelo
Usa las preguntas de la Actividad 15 para hacer una
conversación con otro(a) estudiante. Pregúntale con qué
frecuencia hace estas actividades. Escribe las respuestas
de tu compañero(a) y úsalas para escribir un párrafo.
A veces paso los fines de semana con
mis amigos. Siempre vamos al cine
los sábados . . .
tivid
ad
Extension: As homework, have students
write an e-mail to a student in one of your
other Spanish classes or to a Spanish
student at another school. In their e-mail,
they should ask five questions.
1. ¿Con ___ pasas tiempo los fines de semana?
2. ¿___ vas al cine, los viernes, los sábados o los
domingos?
3. ¿___ vives? ¿Está cerca de la escuela?
4. ¿___ deportes practicas?
5. ¿___ es tu restaurante favorito?
6. ¿___ usas la computadora, después de las
clases o por la noche?
7. ¿___ veces vas a la biblioteca durante la
semana?
ad
Resources: Practice Answers on Transparencies
Focus: Reviewing interrogative words
Suggestions: Review the ¿Recuerdas? by
giving students situations in English, such
as: “You can’t find your favorite T-shirt.”
Students will tell you which question word
they would use to ask about their T-shirt’s
whereabouts (¿dónde?). Remind them of
the importance of writing the accent
marks on question words. Review the
expressions of time and frequency by
asking choice-forcing questions: ¿Montas
en bicicleta todos los días o solamente los
fines de semana?
Answers:
Ac
15
Vas a contestar unas preguntas, pero primero
tienes que completarlas. En una hoja de papel,
escribe los números del 1 al 7. Luego escribe la
palabra apropiada para completar cada pregunta.
Standards:
1.2
Ac
Ac
ad
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17
Escribir/Hablar
Dos preguntas, por favor
Ac
ad
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16
Standards:
1.1, 1.3
••••••••••••••••
Focus: Asking and answering questions
about activities and writing summaries
Suggestions: Have students create a twocolumn chart with the headings Actividad
and Frecuencia to record their partner’s
answers to their questions.
Answers will vary.
1 Van a trabajar en grupos de tres. Cada
estudiante debe escribir en una hoja de
papel una actividad que hace.
Modelo
Modelo
¿Dónde montas en bicicleta?
Monto en bicicleta.
2 Pasen la hoja de papel a la persona a su
izquierda. Esta persona va a escribir una
pregunta usando la información de la
primera frase y una palabra interrogativa.
¿Cuándo montas en bicicleta?
Ac
ad
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Standards:
1.1
10
4 Pasen la hoja a la persona que escribió la
primera frase. Esta persona tiene que leer
las preguntas y contestarlas.
Modelo
Monto en bicicleta a menudo. Monto
en bicicleta en el parque.
Modelo
17
3 Pasen la hoja de papel a la persona a su
izquierda que va a escribir otra pregunta
usando la información de la primera frase
y otra palabra interrogativa.
diez
¿Qué haces?Tema 1 • Tu día escolar
••••••••••••••••
Resources: Practice Answers on Transparencies
Focus: Writing, reading, and responding to
questions about activities
Suggestions: Write the names of activities
on the board with the letters scrambled.
Have the class unscramble them and leave
them on the board for reference as
students do the activity. Remind students
to write complete questions.
Answers will vary.
10
Universal Access
Heritage Language Learners
Students with Learning Difficulties
Have students research a popular entertainer
and write a report on his or her life and career.
They should follow the model shown in
Actividad 19. Have them begin by writing six to
eight questions to which they would like to find
the answers. They should turn in both their
questions and their report.
Some students will have difficulty understanding which interrogative words elicit which
kinds of information. You may want to give
them a simple chart that makes the relationships clear. It could be organized according to
the categories Who? What / Which? When?
Where? Why? and How?
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Practice and
Communicate
Ac
ad
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18
Hablar
Tu tiempo libre
Modelo
Estudiante A
1. en el invierno
2. los fines de semana
3. después de las clases
4. en la primavera
5. en el otoño
6. de vacaciones
Estudiante B
¿Dónde?
la piscina
el centro comercial
la playa
el parque
el gimnasio
¿Cuándo?
todos los días
siempre
a veces
nunca
a menudo
ad
Ac
Standards:
1.1
¡Respuesta
personal!
¡Respuesta
personal!
Focus: Asking and telling where one goes
and how often
Suggestions: Before they begin their
conversations, ask students what the
weather is like in each season and what
activities they are likely to do in each one.
Answers will vary.
Common Errors: Student B may respond
with answers in the order they are listed in
the box. Remind students to give
appropriate responses based on the
season, day of the week, or time.
Extension: Encourage Student B to give
longer responses by using y, pero, or o to
connect phrases.
Leer/Escribir
¡Enrique!
Lee este artículo de una revista sobre el cantante
Enrique Iglesias. Luego contesta las preguntas.
Enrique Iglesias
Ac
tivid
ad
o
esias es de España per
El cantante Enrique Igl
o
sim
osí
fam
Su padre es el
ahora vive en Miami.
o el
tod
de
s
ene
jóv
los
as, pero
cantante Julio Iglesi
nes
cio
can
sus
por
ique
mundo conocen a Enr
“Hero.”
os,” “Be With You,” y
populares como “Bailam
ina,
lat
a
sic
mú
historia de la
Por primera vez en la
jor
Me
o
com
y
mio Gramm
recibe en 1996 el pre
dice que
primer disco. Enrique
su
con
ino
Lat
ta
Artis
a rock
sic
sica viene de la mú
la inspiración de su mú
s,
ina
lat
las influencias
norteamericana y por
ser
Dice que “Soy y voy a
as.
ope
eur
caribeñas y
ndo no
Cua
”
es.
lo
no
a
sic
mi mú
siempre latino, pero
rtos,
a o cantando en concie
sic
mú
do
ien
rib
esc
á
est
mpo
tie
ar
pas
,
ortes acuáticos
le gusta practicar dep
e
ent
alm
eci
esp
e,
y, y ver la tel
con su perro, Gramm
es
que
en
dic
s
igo
am
s
s. Su
los programas musicale
sta.
e, romántico y optimi
ent
ndi
epe
ind
so,
cio
gra
18
••••••••••••••••
tivid
19
tivid
ad
Trabaja con otro(a) estudiante y pregúntale
adónde va en su tiempo libre. Tu compañero(a)
te va a contestar y va a decir con qué
frecuencia va.
A —¿Adónde vas en el verano?
B —En el verano voy a la piscina todos los días.
Ac
sp04_te_xxxii_13.qxd
19
Standards:
1.2, 2.2
••••••••••••••••
1. ¿Cómo se llama el padre de Enrique?
2. ¿De dónde es Enrique?
1. El padre de Enrique se llama Julio Iglesias.
2. Enrique es de España.
3. Ahora vive en Miami.
4. Recibe el premio Grammy en 1996.
5. La música rock norteamericana, la música latina,
caribeña y europea le inspiran a Enrique.
6. Grammy es su perro.
7. Answers will vary.
3. ¿Dónde vive ahora?
4. ¿Cuándo recibe el premio Grammy?
5. ¿Qué tipo de música le inspira a
Enrique?
6. ¿Quién es Grammy?
7. ¿Quién es tu cantante favorito(a)?
¿Por qué te gusta?
once
Para empezar
Resources: Practice Answers on Transparencies
Focus: Reading comprehension
Suggestions: Read items 1–6 and have
students write their guesses on a sheet of
paper. Have volunteers read the article
aloud and see who guessed the most
answers correctly.
Answers:
11
Common Errors: Students may confuse el
premio Grammy with el perro Grammy.
Advise them to read items 4 and 6
carefully.
Enriching Your Teaching
Teacher-to-Teacher
Have students turn Actividad 18 into a skit
about a journalist interviewing someone who
just won $100 million about his or her daily
activities. Allow them to add additional places
to the list.
Cuture Note
The Grammy Award for “Best Latin
Recording” was first awarded (to Eddie
Palmieri) in 1975, 18 years after the first
Grammy Awards ceremony was held in 1958.
The separate Latin Grammy Awards ceremony
was first held in 2000.
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Practice and
Communicate
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Pensar/Escribir/Hablar
Juego
Ac
ad
tivid
20
1 Escribe palabras que puedes usar para
hablar de los tres dibujos. No tienes que
escribir frases completas. Piensa en estas
preguntas:
¿Qué hacen los jóvenes?
¿Dónde están?
¿Cuándo es?
¿Cómo se llaman ellos?
¿Cómo son ellos?
Standards:
1.3
••••••••••••••••
Focus: Describing images
Suggestions: Have students write the
questions in step 1 on a sheet of paper
and then give them a time limit in which
to write words for each question.
Answers will vary.
Extension: Have students compete to see
who can describe one of the images for
the longest time without pausing for more
than three seconds or saying “Umm . . .”
or “Uh . . .”
Ac
ad
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21
2 Formen grupos de tres. Decidan quién va a
empezar (start). La primera persona habla
del primer dibujo por 20 segundos. Su
profesor(a) va a decirles cuándo se termina el
tiempo. La segunda persona habla del mismo
dibujo por 15 segundos sin repetir nada. Su
profesor(a) va a decirles cuándo se termina el
tiempo. Luego la tercera persona habla del
mismo dibujo por diez segundos.
Standards:
1.1, 1.3
3 Ahora repitan el Paso 2, pero describan el
segundo dibujo. Luego repitan lo mismo,
pero con el tercer dibujo.
••••••••••••••••
tivid
Ac
ad
Focus: Writing about and discussing
activities
Suggestions: For item 1, suggest that
students review the ¿Recuerdas? on p. 9
for activity ideas. Point out that item 2 has
a follow-up question. Tell students that
they may make up an answer for item 3 if
they like.
Answers will vary.
21
Escribir/Hablar
Y tú, ¿qué dices?
1. ¿Qué haces los fines de semana?
2. ¿Cuándo vas al gimnasio: nunca, a veces o todos los días? ¿Por qué?
3. ¿Qué hace tu familia en el verano?
Block Schedule
••• •• • • • • • • • • • • •
Más práctica
Practice Workbook P-4
Divide the class into small groups and give
each group the name of a popular
Spanish-speaking singer. Have the groups
research their singer on the Internet and
give a brief report to the class about what
he or she is like.
12
For: More practice with regular verbs
Visit: www.phschool.com
Web Code: jdd-0004
doce
¿Qué haces?Tema 1 • Tu día escolar
Additional Resources
Writing, Audio & Video Workbook: CD1, Para
empezar, Audio Activity 3, Track 7
• Writing, Audio & Video Workbook: Para empezar,
Writing Activity 6
Universal Access
•
12
Heritage Language Learners
Students with Special Needs
To extend Actividad 20, ask students to write a
letter to a long-lost relative that describes what
they typically do on the weekends. Encourage
them to give as many details as possible, and to
use adjectives. Remind students to check their
work for spelling, punctuation, and grammar
errors.
For Actividad 20, pair advanced learners with
visually impaired students. For each illustration,
have the advanced learner briefly describe the
illustration. The visually impaired student then
can use interrogatives to elicit additional details.
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Practice and
Communicate
Presentación escrita
Poemas en diamante
Presentación escrita
Presentation
Task
Write a poem in the shape of a diamond. The poem
is going to describe you.
Standards:
1.3, 3.1
Focus: Writing a poem that follows a
model
Suggestions: Read through the task and
the outline for the assignment. Suggest
that students spend ample time planning.
Before students decide on the information
to include for lines 1–7, ask them to
consider the answers to questions such as
the following: What is your favorite thing
to do when you are not in school? What
do you like to do in school? What kind of
person do you think you are? How do
other people describe you? What makes
you angry? What makes you happy?
Remind students that they might have to
revise the sentences to make sure the
poem has a diamond shape. You may
want to display students’ poems in the
classroom and have volunteers read their
poems to the class.
1 Prewrite Follow these instructions to write
your poem:
1. Escribe tu nombre.
2. Escribe dos adjetivos que no te describen.
3. Escribe tres adjetivos que te describen.
4. Escribe cuatro actividades que haces todos los días.
5. Escribe tres actividades que tú y tus amigos hacen
en el verano.
6. Escribe dos actividades que nunca haces.
7. Escribe “¡Así soy yo!”
2 Draft Use the information above and write your
poem in the shape of a diamond.
Estrategia
Organizing your thoughts
3 Revise Show your poem to a partner. Your partner
will check the following:
• Does the poem include all the information from the
Prewrite section?
• Did you use the correct forms of the adjectives
and verbs?
• Is there anything you should add or change?
Decide whether you want to use your partner’s
suggestions. Rewrite your draft.
Follow the guidelines of a graphic
organizer in a diamond shape as
you write your poem. This will help
you organize your ideas and
improve your writing.
Portfolio
Have students include their poem in their
portfolio.
1
4 Publish Put your poem on an 8 2 " ⫻ 11" sheet of
paper or poster board. Decorate the sheet or poster
with photos, drawings, and other items that are
descriptive of you.
Assessment
•
Assessment Program: Para empezar,
Rubrics
Give students copies of the rubric before
they begin the activity. Go over the
descriptions of the different levels of
performance. After assessing students,
help individuals understand how their
performance could be improved.
5 Evaluation Your teacher may give you a rubric for
grading the poem. You will probably be graded on:
• correct completion of the task
• use of adjectives and verbs
• attractiveness of the project
trece
Para empezar
13
Enriching Your Teaching
RUBRIC
Score 1
Score 3
Score 5
Completeness of your task
You provide some of the
information required.
You provide most of the
information required.
You provide all of the
information required.
Your use of adjectives
and verbs
You use adjectives and verbs
with many grammatical errors.
You use adjectives and verbs
with occasional grammatical
errors.
You use adjectives and verbs
with very few grammatical errors.
Neatness and
attractiveness of your
presentation
You provide no visuals and your
poster contains visible error
corrections and smudges.
You provide few visuals and your
poster contains visible error
corrections and smudges.
You provide several visuals, have
no error corrections and smudges,
and your poster is attractive.
13