1. Art and Diseño

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Objectives
• Communicate about families
and parties
• Ask and tell what people have
4
•••••••••••••••••••••••
1.
2.
3.
4.
tía
abuelo
hermanastro
primos
5.
6.
7.
8.
tío
abuelos
hermanastra
primo
• Learn to use the verb tener and
possessive adjectives
4
Leer/Escribir/Hablar
¿Quién es?
Completa cada frase con la palabra apropiada.
Modelos
La madre de mi madre es mi abuela.
1. La esposa de mi tío es mi
5. El hermano de mi madre es mi
.
2. El padre de mi padre es mi
.
4. Paco y Ana son mis tíos. Sus hijos son mis
•••••••••••••••••••••••
celebramos
tiene
le
decoran
luces
flores
7.
8.
9.
10.
11.
12.
nuestro
video
sacar
rompemos
dulces
abrir
Ac
02.B.01; 04.B
Resources: Fine Art Transparencies; Fine Art
Transparencies Teacher’s Guide
Suggestions: Refer students again to the
papel picado in Lomas Garza’s painting on
p. 220 and in the Videohistoria on p. 224.
Point out that some cutouts are very
intricate, while others are more simple.
Like the paper flowers, papel de china is
often used for papel picado.
Answers will vary but may include paper
dolls and snowflakes.
Additional Resources
• Realidades para hispanohablantes:
Manos a la obra, 5A
Ac
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01.B.02
Resources: Practice Answers on Transparencies
Focus: Choosing vocabulary words based
on contextual clues
Suggestions: Ask students to read
through the Actividad before beginning.
Remind them to focus on meaning when
they see verbs, since both choices are in
the same person.
Answers:
226
7. La hija de mi padrastro es mi
8. El hermano de mi prima es mi
.
.
.
.
tivid
tivid
1.
2.
3.
4.
5.
6.
.
6. Los padres de mi padre son mis
.
3. El hijo de mi madrastra es mi
5
• Tell to whom something belongs
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Resources: Practice Answers on Transparencies
Focus: Using new vocabulary orally and in
writing
Suggestions: If students are having difficulties determining the relationship, refer
them to the family tree on p. 222.
Answers:
• Ask and tell people’s ages
Vocabulario y gramática en uso
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5
Leer/Escribir/Hablar
En la fiesta de cumpleaños
Escribe la palabra apropiada para completar cada frase.
Hoy 1. (celebramos/sacamos) la fiesta de
cumpleaños de mi hermana menor, Cristina.
¿Cuántos años 2. (es/tiene) ella? Trece.
A nuestra madre 3. (le/me) encantan las fiestas.
Mamá y mi hermana 4. (decoran/rompen) el patio
con 5. (luces/pasteles) y 6. (fiestas/flores).
A 7. (nuestro/nuestra) hermano le gusta hacer
un 8. (regalo/video) o 9. (abrir/sacar) fotos
de la fiesta. Siempre hay una piñata que
nosotros 10. (abrimos/rompemos). En la piñata
hay 11. (dulces/flores) sabrosos. Ahora Cristina va
a 12. (romper/abrir) sus regalos.
El papel picado Mexican families frequently decorate
for celebrations by using papel picado (cut paper). It
is made by folding and cutting layers of colored
tissue paper to create designs or scenes that are then
hung as decorations.
• What crafts do you know that use similar
techniques?
Haciendo papel picado / Making papel picado (1998),
Carmen Lomas Garza
Black paper cutout, 22" x 30". © 1998 Carmen Lomas Garza.
Photo credit: Northern Lights, Collection of Carmen Lomas Garza.
226 doscientos veintiséis
Tema 5 • Fiesta en familia
01.A.02; 01.A.03
Teaching All Students
04.A
Multiple Intelligences
Students with Learning Difficulties
Visual / Spatial: Have students bring in a photo
of a recent family celebration or a magazine
cutout of people at a party. Then have them
brainstorm what they could say to describe the
scene. In small groups, have them ask and
answer questions such as: ¿Por qué celebran?
¿Quién está en la fiesta? ¿Qué hacen?
Preview Actividad 4 by helping students to
provide the English for the item stems (La
esposa de mi padre is “my father’s wife.”) For
Actividad 5, have students read each phrase
aloud twice, using a different answer choice
each time. This will facilitate the meaning.
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6
Hablar
Mi familia
Dos hermanos de la República Dominicana
Para
decirdemás
. . . Dominicana
Dos hermanos
la República
el (la) hijo(a) único(a) only child
Estudiante B
Estudiante A
1.
2.
3.
4.
tíos
primos
un abuelo
una hermana mayor
5.
6.
7.
8.
hermanos menores
una tía favorita
una abuela
un gato o un perro
¡Respuesta personal!
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•••••••••••••••••••••••
Resources: Practice Answers on Transparencies
Focus: Asking and telling about family
Suggestions: If students are hesitant to
talk about their families, they can make up
fictional families.
Answers will vary for Student B, but
Student A will say:
Estudiante A
Modelos
primo
A ––¿Qué le gusta hacer a tu primo?
B ––Le gusta sacar fotos.
Estudiante B
padre
madre
abuelo
hermana
prima o primo favorito(a)
tía o tío favorito(a)
perro o gato
¡Respuesta
personal!
01.A.01; 01.A.02; 01.A.03
ad
Habla de las actividades favoritas de los
miembros de tu familia o de otra familia.
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01.A.01; 01.A.02; 01.A.03
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Hablar
A mi familia le gusta . . .
1.
2.
3.
4.
5.
6.
7.
6
—¿Tienes (1. tíos; 2. primos; 3. un abuelo; 4. una
hermana mayor; 5. hermanos menores; 6. una tía
favorita; 7. una abuela; 8. un gato o un perro)?
—¿Cómo (1. se llaman; 2. se llaman; 3. se llama; 4. se
llama; 5. se llaman; 6. se llama; 7. se llama; 8. se llama)?
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Modelos
hermanos
A ––¿Tienes hermanos?
B ––Sí, tengo un hermano y una hermana.
o: No, no tengo hermanos.
A ––¿Cómo se llaman?
B —Mi hermano se llama David y mi hermana
se llama Abby.
República
Dominicana
Ac
Habla de los miembros de tu familia o de otra familia.
7
•••••••••••••••••••••••
Resources: Practice Answers on Transparencies
Focus: Using family vocabulary in a
personalized context
Recycle: Leisure activities
Suggestions: Brainstorm other leisure
activities with students and write them on
the board for ¡Respuesta personal!
Answers will vary for Student B, but
Student A will say:
—¿Qué le gusta hacer (1. a tu padre; 2. a tu madre;
3. a tu abuelo; 4. a tu hermana; 5. a tu prima o primo
favorito; 6. a tu tía o tío favorito; 7. a tu perro o gato)?
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Escribir/Hablar
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1. Describe a una persona de tu familia o de otra familia. ¿Cómo se llama?
¿Cuántos años tiene? ¿Cómo es? ¿Qué le gusta hacer?
2. ¿Tienes un perro o un gato? ¿Cómo se llama? ¿Cuántos años tiene?
3. ¿Qué te gusta hacer durante (during) una fiesta de cumpleaños?
doscientos veintisiete
Capítulo 5A
Enriching Your Teaching
227
01.C.03; 01.C.06
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Y tú, ¿qué dices?
8
•••••••••••••••••••••••
Focus: Answering personalized questions
Recycle: Adjectives and leisure activities
Suggestions: Have students discuss the
questions with a partner before reviewing
them as a class. Have one person present
the information about another person.
Answers will vary.
Additional Resources
Writing, Audio & Video Workbook: Cap. 5A, Audio
Activities 5–6, Tracks 6–7
• Writing, Audio & Video Workbook: Cap. 5A, Writing
Activity 10
• Resource Book: Cap. 5A, Communicative Activity
BLM
•
Culture Note
Internet Search
Papel picado designs often depict humans,
animals, and flowers, and contain lattice-work
and lettering. The color schemes implemented
are usually representative of the celebration the
art was created for, such as red, white, and
green—the colors of the Mexican flag—for
Mexico’s Independence Day.
Keyword:
República Dominicana
Assessment
•
Prueba 5A-2: Vocabulary production
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Gramática
The verb tener
¿Recuerdas?
The verb tener is used to show relationship or possession.
Tengo un hermano mayor.
Tenemos un regalo para Tere.
Presentation
You have been using the verb
tener for several chapters.
I have an older brother.
We have a gift for Tere.
• ¿Tienes una bicicleta?
• Tengo que hacer ejercicio.
Some expressions in Spanish use tener where English
uses “to be.”
04.A
Mi primo tiene dieciséis años.
Tengo hambre y sed.
Resources: Voc. & Gram. Transparencies: 100;
Video Program: Cap. 5A; Resource Book: Cap. 5A,
Video Script
Focus: Learning the verb tener
My cousin is sixteen years old.
I am hungry and thirsty.
Here are all the present-tense forms of tener:
Suggestions: Direct the students’
attention to the ¿Recuerdas? Use the
transparency to reinforce the forms of
tener. Emphasize that tenemos and tenéis
are the only forms that don’t have the
e ➝ ie stem change. Use the GramActiva
Video as a follow-up after your own
grammar explanation.
(yo)
tengo
(nosotros)
(nosotras)
tenemos
(tú)
tienes
(vosotros)
(vosotras)
tenéis
tiene
Uds.
(ellos)
(ellas)
tienen
Ud.
(él)
(ella)
GramActiva VIDEO
Want more help
with the verb tener?
Watch the
GramActiva video.
tienen
•••••••••••••••••••••••
Resources: Practice Answers on Transparencies
Focus: Using forms of the verb tener
Suggestions: Point out that a
Rompecabezas is a puzzle or brain teaser.
Answers:
Ac
Gramática
Leer/Escribir/Pensar
Escribe la forma apropiada del verbo tener para cada frase.
Luego (Then) resuelve el problema.
Laura y Eva 3. cinco años menos que
Paco y yo. ¿Cuántos años 4. nuestro
hermano mayor, Enrique?
El total de las edades (ages) de los hijos de
nuestra familia es cien. Marta 1. 19 años.
Paco y yo 2. dos años menos que Marta.
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1. tiene
2. tenemos
3. tienen
4. tiene
Enrique tiene 23 años.
(19+17+17+12+12 = 77; 100-77=23)
9
Rompecabezas
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Gramática
Hablar
Modelos
¿Qué hay para la fiesta?
Ana
Pregunta a otro(a) estudiante qué tienen
estas personas para la fiesta.
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10
01.A.02; 01.A.03
1. David
2. Yolanda
3. tu abuela
4. tú
5. Uds.
6. Juan y Marcos
•••••••••••••••••••••••
Resources: Practice Answers on Transparencies
Focus: Using tener and new vocabulary
Suggestions: Have student volunteers act
out the model.
Answers:
1. —¿Qué tiene David para la fiesta?
—David tiene los dulces.
2. —¿Qué tiene Yolanda para la fiesta?
—Yolanda tiene el pastel.
3. —¿Qué tiene tu abuela para la fiesta?
—Mi abuela tiene las luces.
4. —¿Qué tienes tú para la fiesta?
—Tengo los regalos.
5. —¿Qué tienen Uds. para la fiesta?
—Tenemos los globos.
6. —¿Qué tienen Juan y Marcos para la fiesta?
—Tienen las flores.
228
A —¿Qué tiene Ana?
B —Ana tiene la piñata.
228 doscientos veintiocho
Tema 5 • Fiesta en familia
02.A.01
Teaching All Students
Multiple Intelligences
Students with Learning Difficulties
Visual / Spatial: Assign a Spanish-speaking
country. Have them make a decorative postersize chart for a festival or celebration particular
to that country. Each poster should include the
country, the celebration, the time of the year it
takes place and a visual representation of its
cultural or historical significance.
Make photocopies of Actividad 9. Have students
underline the digits and the words for numbers.
By highlighting the numbers, they may have an
easier time solving the puzzle as they read it. For
Actividad 11, work with students to create a
format for taking notes. Let them know they do
not need to write out a long sentence or copy
their partner’s response down word for word.
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Hablar/Escribir
Entrevista
1. ¿Cómo te llamas y cuántos años tienes? ¿Qué te gusta hacer?
• A Pedro le gustan los dulces.
• A ella le encanta sacar fotos.
2. ¿Cuántos hermanos mayores o menores tienes?
3. ¿Cómo se llaman tus hermanos(as) y cuántos años tienen?
4. ¿Cómo son tus hermanos(as)?
5. ¿Qué le gusta hacer a uno(a) de tus hermanos(as)?
6. ¿Tienes perros o gatos? ¿Cómo se llama(n)?
Ac
13
¡Reportaje!
Modelo
tivid
Contesta las preguntas.
12
Cuando tu familia celebra un cumpleaños,
¿quién tiene que . . .
01.C.03; 01.C.06
•••••••••••••••••••••••
Focus: Writing a paragraph based on an
interview; tener; family vocabulary
Suggestions: Students can trade papers
and check each other’s work for content
accuracy, as well as grammar and spelling.
Then have students prepare a final copy,
which can be read to the class.
Answers will vary.
1. . . . decorar la casa? ¿Con qué?
Anita tiene 13 años y le encanta escuchar
música. Anita tiene tres hermanos: un hermano
mayor y dos hermanos menores. Su hermano
mayor, Peter, tiene 16 años. Sus hermanos
menores se llaman Lisa y Kevin. Ellos tienen
sólo once y ocho años. Son simpáticos y
deportistas. A Kevin le gusta jugar al
básquetbol. Anita no tiene ni perros ni gatos.
•••••••••••••••••••••••
Preparaciones para una fiesta
de cumpleaños
ad
Based on your notes from Actividad 11, write a
report of your interview. Your teacher may ask
you to read your report to the class.
Escribir/Hablar
01.A.02; 01.A.03; 01.C.06
Focus: Using family vocabulary and
grammar in a personalized context
Recycle: Saying names; expressing likes;
talking about activities
Suggestions: Explain that students will
need this information to complete
Actividad 12. Point out question 4, and
explain to students that the question
¿Cómo son? should be answered with a
description of the person’s physical and
personality characteristics.
Answers will vary.
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Escribir/Hablar
11
2. . . . preparar la comida y las bebidas?
3. . . . comprar los regalos?
4. . . . hacer el pastel?
5. . . . hacer el video o sacar fotos?
¿Recuerdas?
Remember that tener que +
infinitive means “to have to” (do
something).
• Sofía tiene que decorar el pastel.
13
Celebrando un cumpleaños en un parque
en Texas
doscientos veintinueve
Capítulo 5A
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To say that a person likes or loves
something, you use le gusta(n) or
le encanta(n). When you include
the name of the person or the
pronoun, be sure to add a:
Ac
Nota
Interview a partner. Find out the answers to the
following questions. Your partner may answer
based on his or her own family or on a TV family.
Write your partner’s answers so that you can
report your interview to the class.
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01.C.03; 01.C.06
•••••••••••••••••••••••
Focus: Using vocabulary and grammar
Suggestions: Direct students’ attention to
the ¿Recuerdas?, and practice answering
using tener que + infinitive. Encourage
students to speak about more than one
person doing something: for example, Mi
padre y mi tío tienen que preparar las
bebidas.
Answers will vary.
Enriching Your Teaching
Culture Note
Teacher-to-Teacher
In many Spanish-speaking countries, people
would almost never consider missing an
important family event such as a baptism,
wedding, or birthday. Parties for such events
span several generations, with everyone from
babies to grandparents celebrating together.
Good friends are also included in family events.
Cooperative learning is an excellent tool, but
students must be monitored to stay on task.
Actividades 11 and 12 provide an opportunity
for you to hold students accountable for their
cooperative activity by asking them to produce
an oral or written response after working with
their group.
Teaching with Photos
01.C.03
In small groups, have students describe the
scene using their vocabulary. Start them off
with En la fiesta, hay ... and have them
create two or three original sentences to
be shared with the class. Once the
responses have been discussed, ask
students to compare the people and
activities pictured with what might go on
at their own birthday party.
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Gramática
Leer/Escribir
La familia de Pablo
01.B.02; 01.C.04
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•••••••••••••••••••••••
Resources: Voc. & Gram. Transparencies: 102;
Practice Answers on Transparencies
Focus: Reading comprehension; tener
Suggestions: Upon completion, brainstorm
unfamiliar words, write them on the board,
and have students guess their meanings
using contextual cues as you review the
story.
Answers:
1. tenemos
2. Tengo
3. tengo
4. tiene
5. tiene
6. tienen
7. Tienes
Extension: Have students use the transparency to create an imaginary family tree
as preparation for the Theme Project.
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01.A.02; 01.A.03
15
Me llamo Pablo Nicolás Urdangarín y de Borbón.
Mi cumpleaños es el 6 de diciembre. Nosotros 1.
muchas fiestas en mi familia.
En la foto celebramos un día muy especial para
mí. Es el día de mi bautizo. (Yo) 2. un
hermano mayor que se llama Juan Valentín.
También (yo) 3. dos primos: Felipe, que 4.
dos años, y una prima, Victoria. Victoria 5. sólo
tres meses más que yo. Felipe y Victoria son los
hijos de mis tíos, la infanta1 Elena y su esposo,
Jaime. Están a la derecha en la foto. A la
izquierda están mi tío—el príncipe Felipe—y mis
padres. Mi hermano está en los brazos de mi
padre, Iñaki. Yo estoy en los brazos de mi mamá,
la infanta Cristina. Mis abuelos, el rey Juan
Carlos y la reina Sofía, 6. 62 años. Ellos son los
reyes2 de España. ¿ 7. tú tíos y primos? Me
encanta tener una familia grande.
1
•••••••••••••••••••••••
Príncipe Felipe
Juan Valentín
Iñaki
la infanta Cristina
Pablo Nicolás
la reina Sofía
7.
8.
9.
10.
11.
el rey Juan Carlos
Elena
Felipe
Jaime
Victoria
04.B
Suggestions: Remind students that
monarchies are governments with kings
and / or queens.
Answers will vary but may include
England, Jordan, the Netherlands, etc.
Additional Resources
Writing, Audio & Video Workbook: Cap. 5A, Audio
Activity 7, Track 8
• Writing, Audio & Video Workbook: Cap. 5A, Writing
Activity 11
2
La familia de Juan Carlos I, rey de España
La familia real (royal) de España Juan Carlos I and
Sofía have been king and queen of Spain since 1975.
• What other countries can you name that have
monarchies?
Más práctica
Practice Workbook 5A-6
In the Spanish royal family, una infanta is a princess
(una princesa) who is not heir to the throne.
Note that el rey + la reina = los reyes.
For: Practice with tener
Visit: www.phschool.com
Web Code: jcd-0504
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Resources: Practice Answers on Transparencies
Focus: Speaking using family vocabulary
Suggestions: Point out the relationship of
the silhouette figures to the photo.
Answers to silhouette numbers:
1.
2.
3.
4.
5.
6.
Look carefully at the photograph of Pablo’s
family, the royal family of Spain, as they
celebrate his special day. As Pablo describes
this family photo, complete the story with
the appropriate forms of the verb tener.
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Leer/Hablar/Pensar
¿Quiénes son los miembros
de la familia real?
Work with a partner to identify the members
of the royal family. Use the photograph and
answers from Actividad 14 to help.
4
2
10
8
1
3
5
6
7
Modelos
A —Creo que el número uno es el tío de Pablo.
Se llama Felipe.
B —Estoy de acuerdo.
o: No estoy de acuerdo.
11
9
230 doscientos treinta
Tema 5 • Fiesta en familia
01.C.03
Teaching All Students
•
• Guided Practice Activity 5A-1, 5A-2
Assessment
•
230
Prueba 5A-3: The verb tener
Multiple Intelligences
Students with Special Needs
Visual / Linguistic: Have students create and
describe a fictional “royal family” and a
fictional country for the family to rule. Have
them present their family to a small group.
Matching the silhouette to the photograph may
be especially difficult for students with visual
problems. Pair students who have strong spatial
skills with those who don’t.
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Leer
La familia de Carlos IV
Before the age of photography, painted portraits were used to capture the
images of people. Look carefully at the painting La familia de Carlos IV by
Francisco de Goya and then read about the family.
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La familia real tiene mucha importancia en la
historia de España. Es el año 1800: Carlos IV
(Cuarto) no es un rey popular y muchas
personas creen que es demasiado indeciso.1
En este cuadro2 del pintor Francisco de Goya,
puedes ver a la familia del rey Carlos IV.
Carlos IV reinó3 de 1788 a 1808.
• El pintor también está en el cuadro.
¿Puedes ver a Goya? ¿Dónde está?
La familia de Carlos IV (1800), Francisco de Goya
Oil on canvas, 110 1/4" x 132 1/4 " (280 x 336 cm). Museo Nacional del Prado, Madrid.
Photo credit: Scala / Art Resource, NY.
1
indecisive
2
painting
3
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•••••••••••••••••••••••
Resources: Practice Answers on Transparencies
Focus: Reading comprehension; looking at
art
Suggestions: As students read the
passage, have them identify the cognates.
Upon completion, ask a volunteer to
summarize the main idea of the reading.
Answer: Goya está a la izquierda.
Extension: Have students work in groups
to research Goya’s work. Use the Internet
to find three or four other paintings by
Goya, and assign each one to a different
group. Have that group research the
painting, and provide a print to show the
class as they discuss its meaning.
reigned
17
Pensar/Hablar
17
Carlos IV y su familia
Work with a partner. Point to different people
in Goya’s painting of the royal family and ask
your partner who he or she thinks they are.
Modelos
• In what ways are the two pictures similar?
• How are they different?
• How would you compare them to your own
family portraits?
Autorretrato (ca. 1815)
Francisco de Goya (1746–1828) was one of the
greatest Spanish painters and is considered by many
to be the “Father of Modern Art.” He was known
for a wide range of art themes, including portraits of
the royal family and other members of the nobility.
231
Enriching Your Teaching
In 1975, upon the death of General Francisco
Franco, King Juan Carlos acceded to the throne
of Spain as a constitutional monarch. This
means that while the king technically is the
head of government, decisions and laws are
made by a representative body, the Cortes. King
Juan Carlos will be succeeded by his son, Felipe,
•••••••••••••••••••••••
03.A.02; 04.B
Oil on canvas. Academia de San Fernando, Madrid, Spain. Courtesy
The Bridgeman Art Library International Ltd.
doscientos treinta y uno
Capítulo 5A
Culture Note
01.A.02; 01.A.03
Focus: Using family vocabulary; analyzing
art
Suggestions: Remind students that they
do not have to name the people but just
practice the family vocabulary and make
good guesses as to relationships.
You can have Student A respond to
Student B’s statement by saying Estoy de
acuerdo or No estoy de acuerdo.
Answers will vary.
A —¿Quién es?
B —Creo que es el hijo menor.
Dos familias reales The family photo of the Spanish
royal family on the preceding page was taken in the
year 2000, 200 years after Goya painted the portrait
of Juan Carlos I’s ancestor and his family. Study the
two pictures as you answer these questions.
ad
tivid
Ac
Ac
ad
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Prince of Asturias (on the far left in the photo
on p. 230).
Internet Search
Keywords:
familia real, Juan Carlos I,
Carlos IV, Goya
Resources: Fine Art Transparencies; Fine Art
Transparencies Teacher’s Guide
Suggestions: To find differences and
similarities, have students compare the
number, age, clothing, and poses of the
people in the paintings.
Answers will vary.
Theme Project
Give students copies of the Theme Project
outline and rubric from the Teacher’s
Resource Book. Explain the task to them,
and have them perform step 1. (For more
information, see p. 220-a.)
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Gramática
Possessive adjectives
Presentation
You use possessive adjectives to tell what
belongs to someone or to show relationships.
In English, the possessive adjectives are my,
your, his, her, its, our, and their.
04.A
Here are the possessive adjectives in Spanish:
¿Recuerdas?
You know that de shows
possession or relationship and is
the equivalent of -’s and -s’:
• el regalo de Ana
• los primos de mis amigos
Resources: Voc. & Gram. Transparencies: 101;
Video Program: Cap. 5A; Resource Book: Cap. 5A,
Video Script
Focus: Possessive adjectives
Suggestions: Direct students’ attention to
the ¿Recuerdas? to remind them of what
they already know about expressing
possession in Spanish. Point out that they
have already been using some of the
possessive adjectives presented and ask
volunteers for some examples.
(mi hermano, tu cumpleaños)
Use the textbook and transparencies to
present possessive adjectives. Use the
GramActiva Video to reinforce your
grammar explanation.
Point out that possessive adjectives must
match the noun in number and gender
and provide a few examples on the board.
Underline the endings of the adjectives
and nouns to emphasize agreement.
•••••••••••••••••••••••
Sus
Su
sus
nuestra
vuestro(s)
vuestra(s)
su(s)
su(s)
Javier y yo con nuestra abuela
Like other adjectives, possessive adjectives
agree in number with the nouns that follow
them. Only nuestro and vuestro have
different masculine and feminine endings.
Mis padres con su regalo
Su and sus can have many different
meanings: his, her, its, your, or their. To
be more specific, you can use de + noun
or pronoun.
mi cámara
a
miss cámaras
as
sus flores = las flores de ella
nuestro
o abuelo
o
nuestros
os abuelos
os
sus regalos = los regalos de Javier y Carlos
nuestra
a hija
a
nuestras
as hijas
as
GramActiva VIDEO
Want to learn more
about possessive
adjectives? Watch the
GramActiva video.
5.
6.
7.
8.
mi
tus
de
Nuestra
Ac
Ac
232
tu(s)
ad
ad
01.B.02; 01.C.04; 03.B.02
Resources: Practice Answers on Transparencies
Focus: Reading comprehension; using
possessive adjectives
Suggestions: Have students read the
entire story silently before filling in the
correct forms of the adjectives. Tell students
that the story is a fairy tale, and ask them
to guess which one it is.
Have them use the diagram above to
check adjective agreement for gender and
plural endings.
Answers:
1.
2.
3.
4.
nuestro(s)
nuestra(s)
mi perro
tivid
tivid
18
mi(s)
18
Gramática
Leer/Escribir
La Cenicienta y su familia
Escribe la palabra o los adjetivos posesivos apropiados para completar la historia
de la Cenicienta. La Cenicienta es un personaje de un cuento muy famoso. ¿Quién es?
Cenicienta tiene una madrastra y dos
hermanastras muy perezosas. 1. (Sus/Tus)
hermanastras se llaman Griselda y Anastasia.
2. (Nuestra/Su) madrastra y 3. (su/sus)
hermanastras siempre dicen: “¡Cenicienta!
Tenemos hambre. ¿Dónde está 4. (mi/nuestra)
comida?” Cada mañana Griselda le dice:
“Quiero 5. (mi/su) desayuno. ¿Dónde está?”
Una noche Cenicienta va al baile del príncipe.
Él le pregunta a Cenicienta: “¿Cómo te llamas?
¿Quiénes son 6. (tu/tus) padres?” Las
hermanastras 7. (de/su) Cenicienta ven al
príncipe cuando baila con Cenicienta. Ellas dicen:
“¡ 8. (Nuestra/Su) hermanastra baila con el
príncipe! ¡Qué ridículo!”
232 doscientos treinta y dos
Tema 5 • Fiesta en familia
Teaching All Students
01.C.06
Heritage Language Learners
Advanced Learners
Be sure to closely monitor the agreement of
adjectives and verbs in written exercises. It is
not uncommon for students who have not had
extensive formal writing practice in Spanish to
spell phonetically. If they commonly drop
certain sounds when speaking, they may tend
to drop those letters in their writing.
Ask students to make a small poster presenting
their hero, including a photo. They can choose
a family member, a public figure, an athlete,
and so on. Have them tell the person’s name
and age, and then list several characteristics
that explain why he or she is a hero.
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Ac
ad
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19
Leer/Escribir/Hablar
¿Quién es tu héroe o heroína?
Lee el anuncio y contesta las preguntas.
Ac
ad
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19
01.A.02; 01.A.03; 01.B.02;
01.C.06
•••••••••••••••••••••••
Focus: Reading comprehension; using
possessive adjectives
Suggestions: Ask students to give
examples of people that they consider
heroes before beginning.
Answers will vary but may include:
1. El padre es el héroe de su hijo.
2. ¿Quién es tu héroe o heroína?
Mi héroe es… / Mi heroína es…
Rapid Review
Put the words mi, tu, nuestro, and
su on the board, and show students
pictures of the vocabulary from this
chapter. As you hold up a picture, point to
a possessive adjective, and have students
say the correct form of the possessive
adjective before the noun.
1. En este anuncio, ¿quién es el héroe? ¿De quiénes es el héroe?
2. Trabaja con otro(a) estudiante. Pregunta quién es su héroe o heroína.
Modelos
A —¿Quién es tu héroe o heroína? ¿Cómo es?
B —Mi heroína es mi madre. Es muy inteligente.
Ac
ad
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20
Gramática
Leer/Pensar
Ac
20
Un grupo de estudiantes busca (is looking for) sus decoraciones para
una fiesta en la escuela. Empareja (Match) cada pregunta con la respuesta
más apropiada.
1. ¿Dónde están tus flores?
2. ¿Dónde está el papel picado de Clara?
b. Sus flores están allí.
c. Mis globos están allí.
4. ¿Dónde están los globos de Marta y Tere?
d. Mis flores están detrás del escritorio.
5. ¿Dónde están las flores de Teodoro?
e. Tus globos están debajo de la mesa.
6. ¿Dónde están mis globos?
f. Su papel picado está debajo de la carpeta.
g. Sus globos están al lado de la computadora.
doscientos treinta y tres
Capítulo 5A
01.C.02; 01.C.06
01.B.02
•••••••••••••••••••••••
Resources: Practice Answers on Transparencies
Focus: Using possessive adjectives
Suggestions: Remind students that they
are not matching the possessive adjectives
from the first column to the second but
are answering the question logically. Point
out that there are seven possible answers
and only six questions.
Answers:
a. Tu papel picado está allí.
3. ¿Dónde está mi papel picado?
ad
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¿Dónde está o dónde están?
233
1. d
2. f
3. a
4. g
5. b
6. e
Extension: Have students write three
sentences about their friends or family
members using possessive adjectives: Mi
amiga Paula tiene dos hermanos. Sus
hermanos son muy deportistas.
Enriching Your Teaching
Teacher-to-Teacher
Have students bring in a photo of their family, a
school function (sports event, club photo), or a
photo of themselves on vacation. Working with
partners, have students describe the photos.
You may want to provide a list of possessive
adjectives that you feel students need to
practice, and have them include those words in
their descriptions. After correcting spelling and
grammar errors, have students write their
descriptions on construction paper and attach
the photos. Display them in the classroom.
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Ac
ad
tivid
21
Hablar/GramActiva
Gramática
Juego
tivid
Ac
1 Working with a partner, make a set of two cubes using
the template your teacher will give you.
• Cube 1 Write a different subject pronoun on
each side.
• Cube 2 Write a different classroom object on
each side. Make three of them singular and
three of them plural.
• Both cubes Write a different point value from
1 to 6 on each side.
01.A.02; 01.C.03
ad
21
•••••••••••••••••••••••
Resources: Resource Book: Cap. 5A, GramActiva
BLM
Focus: Playing a game using possessive
adjectives and tener
Recycle: Classroom objects
Suggestions: Have students write on the
template before making it into a cube.
Remind students that they must focus on
both the forms of tener and the possessive
adjective for the subject pronoun they roll.
Have students save the cubes for future
use and review.
Answers will vary.
Ac
ad
22
01.A.02; 01.A.03; 01.C.06
ad
Ac
2 You and your partner will play against another pair of
students. Team 1 rolls both of your cubes and says a
sentence using the correct form of the verb tener, the
appropriate possessive adjective, and the classroom
object. If the sentence is correct, Team 1 receives the
total points shown on the cubes. Team 2 then rolls the
other cubes. Continue until a team reaches 100 points
or time is called.
tivid
tivid
22
Modelos
Uds. tienen su calculadora.
•••••••••••••••••••••••
Focus: Using possessive adjectives,
classroom vocabulary, and tener
Recycle: Classroom vocabulary
Suggestions: For part 1, suggest that
students make a two-column chart in their
notebooks. In part 2, students can expand
the chart to include their classmate. For
part 3, encourage students to vary the
subjects of their sentences to include the
first person singular and plural, and the
third person singular.
Answers will vary.
Hablar
¿Qué tienen y para qué clase?
¿Recuerdas?
¿Qué tienen tus compañeros hoy?
1 Escribe cinco cosas (things) que usas en la escuela y
para qué clases son.
2 Pide (Ask for) las respuestas a tres compañeros y
escríbelas en una hoja de papel.
Modelos
A —¿Qué tienes para tus clases hoy?
B —Tengo mi calculadora para la clase de matemáticas
y mi carpeta para la clase de inglés.
3 Escribe cinco frases para describir las cosas que tienen
los estudiantes para las clases de hoy.
Additional Resources
Writing, Audio & Video Workbook: Audio Activities
8–9, Tracks 10–11
• Writing, Audio & Video Workbook: Writing Activities
12–13
• Resource Book: Cap. 5A, Communicative Activity
BLM
•
• Guided Practice Activity 5A-3, 5A-4
You have been using vocabulary
for classroom supplies for
several chapters.
Modelos
Ana tiene su carpeta para la clase de inglés.
Paco y yo tenemos nuestros lápices para la clase de arte.
Más práctica
Practice Workbook 5A-7
For: Practice with possessive adjectives
Visit: www.phschool.com
Web Code: jcd-0505
234 doscientos treinta y cuatro
Tema 5 • Fiesta en familia
Assessment
•
Prueba 5A-4: Possessive adjectives
Block Schedule
01.C.06
•••••••••• ••••••••••••••••••••••
Brainstorm names of families from
television shows or movies. Have students
write a paragraph about one of the
families, including the names of the
members, their relationships, their physical
and personality traits, and so on.
234
02.A.02
Teaching All Students
Heritage Language Learners
Students with Special Needs
When presenting the Exploración del lenguaje
on p. 235, ask students to list additional
examples of diminutives. Do they or their family
members commonly use diminutives? Whom
would they most often address or describe
using diminutives?
Prepare an extra set of dice for any students
who have difficulties with fine motor skills.
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Exploración del lenguaje
Diminutives
Now that you know what the suffix
-ito(a) means, can you figure out the
meanings of these words?
abuelita
perros ➞ perritos
hermana ➞ hermanita
Ana
Presentation
hijita
Ac
Leer/Pensar
Juana
Eva
Lola
24
04.A
Resources: Practice Answers on Transparencies
Suggestions: Point out that in English
diminutives are formed by adding -y or -ie
to words: Bobby, doggie. Note that the
diminutives of some names are first turned
into nicknames: Manuel becomes Manolo,
then Manolito; Dolores becomes Lola,
then Lolita, etc.
Answers:
little grandma, kitty, little Miguel, little daughter; Anita,
Juanita, Evita, Lolita
tivid
ad
tivid
ad
Ac
Miguelito
Some very popular names are
diminutives. What do you think the
diminutives of these names are?
abuelo ➞ abuelito
23
gatito
Exploración del lenguaje
Escuchar
La fiesta de cumpleaños
Read the birthday card. Who is it for? Find the
diminutives. What words in the poem do you
understand? How many objects in the picture
can you name in Spanish?
En una hoja de papel, escribe los números del
1 al 6. Mira la tarjeta (card) de cumpleaños y
escucha las frases. Si la frase es cierta, escribe
C. Si es falsa, escribe F.
tivid
ad
¡Feliz cumpleaños!
Ac
In Spanish you can add the suffix -ito(a) to a
word to give it the meaning of “small” or
“little.” It can also be used to show affection.
Words with this suffix are called diminutives
(diminutivos).
23
01.B.02
•••••••••••••••••••••••
Resources: Voc. & Gram. Transparencies: 103;
Practice Answers on Transparencies
Focus: Reading for understanding
Suggestions: Remind students that they
do not need to understand every word to
understand the message.
Answers:
s,
s, y flore sabroso,
Hay luce
to
li
e
st
un pa
globitos,
s,
to
li
a
g
y lindos
re
s
y mucho
y una piñata
,
y seis perrit
os que cant
an y bailan,
muy conten
titos,
porque h
oy cump
le
¡6 añitos! s. . .
The birthday card is for a child. Diminutives: globitos,
pastelito, regalitos, perritos, contentitos, añitos. Objects:
luces, flores, globos, pastel, perro, piñata, regalos, papel
picado
Ac
ad
tivid
24
01.B.01
•••••••••••••••••••••••
Resources: Audio Program: CD Cap. 5A, Track 9;
Resource Book: Cap. 5A, Audio Script; Practice
Answers on Transparencies
Enriching Your Teaching
01.C.06
Culture Note
Teacher-to-Teacher
In Mexico, the use of the diminutive is so
common that not to use it when talking of
one’s grandparents, for example, would seem
to show a lack of affection. Friends often refer
to each other using the diminutive form even as
adults, and older siblings refer to their
hermanitos using the diminutive, such as
Carmelita, Teresita, Elenita, etc.
Have students create a birthday card in Spanish.
You can help by providing Spanish-language
cards for wording. Collect them and keep them
in a folder. Then, whenever another student or
staff member has a birthday, you can give him
or her one of the student-made cards to
celebrate.
Focus: Listening for understanding
Suggestions: Play the Audio CD or read
the script. Allow students to listen a
second time, and give time between each
statement for them to determine the
answer. Finally, allow them to listen to
check their work.
Script and Answers:
1.
2.
3.
4.
5.
6.
La fiesta es en un restaurante. (F)
Usan globos para decorar. (C)
Hay muchos perritos en la fiesta. (C)
Van a comer pastel en la fiesta de cumpleaños. (C)
Van a abrir regalos en la fiesta. (C)
Hay un gato en la fiesta. (F)
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The letters p, t, and q
Pronunciación
Presentation
04.A
Resources: Audio Program: CD Cap. 5A, Tracks
12–13
Suggestions: When you model the
English consonants, exaggerate the puff of
air. Distribute tissues so students can see
them move when they say the English
words. Then have students say the Spanish
words with you. Remind them that you
can check their pronunciation by watching
the tissue.
Allow students to listen to the nursery
rhyme a few times before repeating it. Use
the tissues again to check the pronunciation.
In English the consonants p, t, q, and
the hard c sound are pronounced with
a little puff of air.
Hold a tissue loosely in front of your
mouth as you say these English words.
You will notice that the tissue moves.
pan
comb
papa
case
too
park
tea
take
Diego Rivera (1886–1957) This painting by Mexican
muralist Diego Rivera shows a woman grinding
maize on a metate, a utensil used for grinding
grain. This is one of many paintings in which
Rivera portrays the daily life of the indigenous
peoples of Mexico.
• Through paintings, an artist conveys feelings to
the viewer. What do you think Rivera wants you
to feel about this woman and her task?
Now say these Spanish words with the
tissue in front of your mouth. Try to say
the consonants so that there is no puff
of air and the tissue does not move.
pan
cómo
papá
queso
tú
parque
tía
taco
Listen to this nursery rhyme.
Listen particularly for the p, t, and q
sounds. Then repeat the rhyme.
02.A.01; 02.B.01; 02.B.02
La molendera (1926), Diego Rivera
Resources: Fine Art Transparencies; Fine Art
1
The burned ones
2
The pretty ones
Oil on canvas, 35 7/16 x 46 1/16 in. Museo Nacional de Arte Moderno, Instituto Nacional de Bellas
Artes, México City, D.F., México. © Banco de México Diego Rivera & Frida Kahlo Museums Trust.
Av. Cinco de Mayo No. 2, Col. Centro, Del. Cuauhtemoc 06059, México D.F. Reproduction authorized
by the Instituto Nacional de Bellas Artes y Literatura. Courtesy of Art Resource, NY.
Transparencies Teacher’s Guide
Suggestions: To help students answer the
question, point out that the woman seems
to be working laboriously on preparing the
tortilla. Ask students how they feel when
they are putting a lot of physical effort into
a task.
Answers will vary but may include
empathetic, admiring, or intrigued.
The five most
common last names in
the United States, in
order, are Smith, Johnson,
Williams, Jones, and Brown. The five most common last
names in the United States for people of Spanish-speaking
heritage, in order, are García, Martínez, Rodríguez,
Hernández, and López.
El español en la comunidad
• Look up these names in your local phone book. Count
the number of entries for each. Do the numbers in your
community match the statement made above? Can you
identify two other Hispanic last names that are common
in your community or that you are familiar with?
Presentation
05.A.02
Suggestions: Have students read
their lists to the class. Keep a tally on the
board of which names appear in the
telephone book and how often they
appear. Have students rank them and
create a bar graph to compare them.
Haciendo tortillas en Chiapas, México
236 doscientos treinta y seis
Tema 5 • Fiesta en familia
02.B.01
236
Teaching All Students
02.A.02; 02.B.02
Heritage Language Learners
Multiple Intelligences
Have students name a food item that is a staple
of the diet in their heritage country, as tortillas
are in Mexico. If possible, have students bring
in the recipe, and have a volunteer prepare the
dish to share with the class.
Visual / Spatial: Explain that Diego Rivera made
his art available to the public by painting
murals. Using a long sheet of rolled paper, have
students create a mural that depicts any of the
cultural products, practices, or perspectives
discussed in Realidades. Post the murals in the
classroom and have other classmates try to
identify their subjects and meanings.
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Ac
ad
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25
Hablar/Escribir
Un cumpleaños divertido
Mes del cumpleaños
Actividad y lugar favorito
Comidas favoritas
yo
julio
comer–un restaurante
pastel y helado
Miguel
enero
abrir regalos–en casa
pizza y ensalada
Anita
julio
bailar–un baile
hamburguesas y helado
Ac
ad
tivid
26
Escuchar/Hablar/Escribir/Leer
tivid
Ac
Modelos
¿En qué mes es tu cumpleaños?
¿Cuál es tu actividad y lugar (place) favorito?
¿Cuáles son tus comidas favoritas?
ad
Find out from your classmates what they
consider to be a great birthday. Make a chart
like the one below on a sheet of paper and
complete the first row about yourself. Then
survey four classmates to find out what their
preferences are and record the information
in the chart.
25
01.A.02; 01.A.03; 01.C.05
•••••••••••••••••••••••
Focus: Using party vocabulary in a personalized context
Recycle: Months; activities; places; food
and drink vocabulary
Suggestions: As you read the directions,
pause to discuss with students what it is
that they like to do to celebrate their
birthdays. How do these activities vary
based on when the birthday is? You can
either have students work in groups of 5
or give students time to go around the
room and choose 4 students to interview.
Remind students that they will need to use
their charts for Actividad 26.
Answers will vary.
¿Quién es esta persona?
1 Use your completed chart from Actividad 25 and describe
a classmate to the class. Do not give that person’s name.
The class will try to guess whom you are describing.
Ac
ad
tivid
26
Modelos
Su cumpleaños es en enero. Para su cumpleaños le
gusta abrir regalos en casa. Sus comidas favoritas
en su cumpleaños son pizza y ensalada. ¿Quién es?
2 Write a paragraph describing the person you
interviewed whose idea of a great birthday celebration
is most like your own. Describe the similarities, but
also mention differences.
Un chico chileno con su mejor amigo
Modelos
Nuestro cumpleaños es en julio. Nuestra comida
favorita es el helado. El lugar favorito para mi
cumpleaños es un restaurante porque me gusta
comer. Su lugar favorito es un baile porque le gusta
bailar. A ella le gustan las hamburguesas pero a mí
me gusta el pastel. ¿Quién es la persona? Es Anita.
01.B.01; 01.C.03; 01.C.06
•••••••••••••••••••••••
Focus: Using party vocabulary in a personalized context
Recycle: Months; activities; places; food
and drink vocabulary
Suggestions: You might want to write the
model on a transparency and highlight the
parts that will be replaced. As students
read their descriptions, encourage others
to refer to their charts and guess which
student is being described.
Answers will vary.
Theme Project
Students can perform step 2 at this point.
Be sure they understand your corrections
and suggestions. (For more information,
see p. 220-a.)
doscientos treinta y siete
Capítulo 5A
237
Additional Resources
•
Heritage Language Learner Workbook: 5A-3,
5A-4, 5A-5
Enriching Your Teaching
Culture Note
Rivera’s painting highlights the tortilla, one of
the staples of the traditional Mexican diet.
Other staples include chile, tomatoes, and
beans. The tortilla can accompany any meal and
is most commonly made of corn meal (though
in the north, tortillas are made of wheat flour).
Formerly, tortillas were handmade every
morning, but today families are more likely to
purchase their tortillas from a tortillería, a place
that specializes in making tortillas.
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Keyword:
Diego Rivera
Teacher-to-Teacher
01.A.04;
01.A.06;
05.A.01
E-amigos: Have students write their
e-amigos to ask how they usually spend
their birthdays. Ask students to print
out or e-mail you their questions and
responses.
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