Lisa
Liliana
Illinois–Chicagoof
Ohio
ClaudiaCarmenAgustínGarcíaGarmendiaSorianoFernández
Duke
AIE by Muriel Gallego University Merschel University Paredes University
Aula acciónen 1 with contributions by Jennifer Vojtko Rubí University of Cincinnati EDITION’SINSTRUCTORSANNOTATED
Duke
Jaime Corpas Eva University
You can introduce the lesson theme by discussing, in very general terms, the varieties of Spanish and the richness and cultural diversity of the regions in which Spanish is spoken. To generate discussion, you can ask students: ¿Cuántas personas hablan español en el mundo? ¿Cuántas personas hablan español en los Estados Unidos? Then you can briefly explain and show recent statistics or a map.
In Lesson 2, students will be expected to become familiar with the fact that Spanish is a very widely spoken language around the world. As you walk students through the lesson, they will develop the ability to express intentions, discuss what they want, talk about activities and what they do for fun, and talk about things they are expected to do in Spanish class.
As you walk students through the lesson, they will become familiar with the resources needed to perform the main task of the lesson (Tarea Final: ahora podemos..., p. 46). As you approach Tarea Final: ahora podemos..., guide students so they can make decisions regarding their learning process based on their interests and curiosity.
IN THIS LESSON WE ARE GOING TO identify how we want to learn Spanish2
30
PRIMER GETTINGCONTACTOREADY
GETTING STARTED: PRIMER CONTACTO
Quiero españolaprender
Mural del pintor mexicano Diego Rivera B
La Habana, Cuba E
Julieta Venegas, cantante mexicana D
treinta
IN THIS LESSON WE ARE GOING TO…
30
Pedro Almodóvar, director de cine español A
1.
• Words related to language learning and culture
LANGUAGE STRUCTURES
•
• Interactive Activities: Primer contacto
3.
1 Para mí, la historia. Para mí, el cine.
• Languages in Mexico
2.
• Interactive IPA
• The verb querer
•
• talk about leisure activities
PRONUNCIATION
• Leisure activities
• explain the reasons why we do things
• express intentions
• Personal pronouns
• Para, por, and porque
Test
CULTURAL CONNECTIONS
• Present: regular verbs
Have students describe what they see. Have them focus on colors, people, and objects. If students have access to internet, have them work in groups to research additional information about the pictures.
You will be able to…
31
6.
2.1. EXPANDING
• talk about activities in the language classroom
Glaciar Perito Moreno, Argentina C
5.
31treinta y uno
Rubrics
2.1. Imágenes culturales. The following words are related to culture. Match each one with its corresponding image. There are several possibilities. la historia el arte la música la literatura el cine la geografía y la naturaleza
• Spanish vowels
PRIMER CONTACTO
Crónica de una muerte anunciada, del escritor colombiano Gabriel García MárquezF
VOCABULARY
• Identify how we want to learn Spanish
•
Use Para mí at the beginning of a sentence to present your opinion.
E BDA FD E F A C E B
2.2. Nuestros intereses. Work with a partner and tell each other which cultural categories you find most interesting.
LECCIÓN 2
FINAL TASK
• Classroom activities
• Can-Do Statements
Quiz
• Video: ¿Qué cosas te interesan de México?
Expanding this list, you can create subcategories to be more specific. For example: Música de los 90, de los 2000, or música pop/rock/reggae/reguetón/ etc. Ask students to write a list of things they would be interested in learning this semester.
!
2.1. EXPANDING
LEARNING OUTCOMES
• The definite article (el/la/los/las)
• Combining verbs and prepositions a, con, de
Estrategia
Remember to take advantage of cognates. They are words that exist in different languages and share the same root or origin. Be sure to pronounce them in Spanish, not English! Para comunicar
4.
Actividades de tiempo libre leer un libro hacer deporte cocinar ir de compras ir a una exposición ir a un concierto salir de noche tomar fotos pasear ver a los amigos jugar videojuegos ver una serie 2.3. Actividades de tiempo libre. Listen and discover other activities people do in their free time. La delvariedadespañol ir de compras = shoppinghacer (Mx) tomar fotos = hacer fotos (Es) ver a =amigoslosreunirse con amigos (Pe) COMPRENDEMOS 32 treinta y dos COMPRENDEMOS 32
• Audio: activity 2.3
Quiere jugar videojuegos.
Quiere leer un libro.
33
Quiere pasear.
AUDIO 33y tres
LECCIÓN 2
2.4. EXPANDING
2.5. Nuestras actividades. Share with your classmates your three favorite activities for the weekend. Which are the most popular in the class? Para mí, hacer deporte, salir de noche y leer.
This builds upon the previous activity in which students were asked to recognize various leisure activities via reading and listening. To have students move from the interpretive to the presentational, here they are asked to produce the vocabulary themselves. You can extend this activity by asking students to elaborate on the images: Quiero leer una novela de misterio, Quiero jugar videojuegos como…, or Quiero nadar en la piscina. Invite students to hide the previous page and see how much they can remember, jotting down as many activities as they can. They can then get together with a partner and compare notes, before checking the vocabulary on p. 47 and adding more vocabulary to the images.
Quiere ir de compras.Quiere ir a una exposición.
2.4. Los planes de Eva. Eva has plans for the weekend. Write down what she wants to do according to the images.
LECCIÓN 2 treinta
Quiere cocinar. Quiere hacer deporte.
Create a small database of resources that are applicable to your students and your campus. You can feature information about Latinx groups on campus, conversation hours, a list of favorite songs in Spanish, a list of different bands/groups/solo artists that represent different genres of music, a list of recommended movies and shows, and/or a list of celebrities (artists, athletes, politicians, movie directors, singers, etc.) that students can follow on social media.
Cómo mejorar tu español Texto mapeado 2.6. Recomendaciones. The following students give suggestions on how to improve your Spanish. Listen and read what they say. SARAH Yo recomiendo usar internet. ¡En internet está todo! Puedes hacer ejercicios de gramática y buscar palabras en diccionarios. Y ver películas y series en español. Y ver televisión también, claro. MATEO Para mí, es importante tener amigos hispanos y hablar con ellos para practicar la pronunciación Y también escribir mensajes, correos electrónicos JAMES Es importante leer. Leer periódicos, revistas, novelas… Y también escribir: escribir un diario, escribir mensajes PATRICIA Yo recomiendo hacer un intercambio con un hablante de español y hablar de temas interesantes ¡Ah!, y escuchar música latina
preferences
2.6. PREPARING
COMPRENDEMOS 34
usefulness.
34 treinta y cuatro
COMPRENDEMOS
Before the listening, you can have students do a vocabulary game (for example a memory challenge). You can let them know that you will play the recording twice and that they should write down or mark cognates as they hear them. After listening, have them rank the based on their and
recommendations
2.6. EXPANDING
• Interactive Activities: Comprendemos
Escuchar música latina.
Project onto a screen pp. 33 and 35. How many words can students associate with the images now? An alternative to this is to have students jot down in their notebooks two lists: one with the heading Actividades de tiempo libre and one with the heading Actividades para aprender español. How many activities can they list?
Tener amigos latinos 2.7. Actividades para aprender. Write the activities from activity 2.6 next to the corresponding image. There are several possibilities. 2.8. Solo/-a o con otras personas. Classify the suggestions from activity 2.6. Which ones can you do alone and which ones do you need to do with other people? Solo/-a Con otras personas 2.9. Sugerencias para nosotros. Choose three suggestions you would like to use to improve your Spanish and discuss them with your partner. What suggestions do you and your partner both want to follow? 1 ¿Tú qué quieres hacer? ! Yo quiero escribir un diario. 1 4 2 5 3 6 copy TRANSCRIPCIÓN TEXTO MAPEADOAUDIO 35 LECCIÓN 2 treinta y cinco LECCIÓN 2
buscar palabras en el escuchardiccionariomúsica latina escribir mensajes escribir un diario leer periódicos
2.8. ANSWER KEY
2.7. EXPANDING
Leer periódicos.
Escribir un diario.
Leer novelas.
• Audio and script: activity 2.6
Answers might vary. Some activities can be done either individually or in pairs or groups.
Usar internet (y el resto de opciones, ya que se pueden realizar con un celular).
escuchar música latina hablar con amigos en tenerespañolamigos hispanos
• Texto mapeado: Recomendaciones
35
Hola,Mark
HABLAR COMPRENDER VIVIR
a alguien para practicar inglés
¡QuéLaurabien!
2.10. ANSWER KEY
36
VivoMarkcon
EXPLORAMOS LA LENGUA
Vives en Bogotá?
una chica inglesa y siempre hablamos inglés...
Laura y Mark quieren estudiar español. Laura y Mark quieren practicar español. Laura y Mark quieren hablar en español.
(yo)(tú)
YoLauraquiero
36 treinta y seis
Comprendes bien el español, ¿no?
2.10. Un chat. Read this online chat. What do Laura and Mark want to do?
Answers might vary. Possible answers:
¿Hablas inglés? Presente: verbos regulares Texto mapeado Present Indicative (I)
hablas (él/ella, usted) habla comprende vive (nosotros/nosotras) comprendemos (vosotros/vosotras) habláis comprendéis vivís (ellos/ellas, ustedes) viven
2.12. Conjugamos. Now, in your notebook, conjugate the verbs estudiar, aprender, and escribir
hablamoshablohablan comprendencomprendescomprendo vivimosvivesvivo
Hola,Laurabusco
¿Laura
2.11. EXPANDING
yo soy estadounidense. Hablo inglés y estudio español
mejorar mi inglés por mi trabajo. Trabajo en un hotel y muchos turistas no hablan español.
Sí,Markpero
Los dos vivimos en Bogotá. Laura
Sí.MarkEstudio arquitectura en la Universidad de los Andes.
EXPLORAMOS LA LENGUA
2.10. EXPANDING
You can have your students recreate this type of interaction on their own. Have them exchange phone numbers and text each other. If they don’t want to exchange phone numbers, they can use an online video chat (ask them to install it on their phone and/or computers and create a username ahead of time).
Suggested game (requires some preparation): create signs with regular -ar, -er and -ir verbs conjugated in different forms (for example: escribimos, corre, hablan). Make sure to have plenty of signs (for classes with more than 20 students, use at least 15 verbs). Tape the signs to the board. Divide students into two teams. One member of each team stands up and goes to the back of the room. You say the infinitive and the person, for example: nosotros-correr. The two students run to the board and try to get the sign that says: corremos. Whoever reaches the sign first, wins a point for their team.
quiero hablar mejor.
2.11. Verbos regulares. Underline in the chat the forms of the verbs hablar, comprender, and vivir Then complete the table.
(tú)(yo) quieres (él/ella,
4. Kate y Michael quieren ir de vacaciones a América Latina y aprender idiomas.
2.13. PREPARING
2. Mi compañero/-a John quiere vivir en Colombia.
4. y quieren
Have students include two additional things they want to do. You can also ask them: ¿Cuál es tu sueño?
Texto mapeado: Un chat
2.16. ANSWER KEY
1. (Yo) Quiero
quierenqueremosquierequiero•
2. Mi compañero/-a quiere
2.14. Comparamos nuestras actividades. Get together with your classmates and compare your answers from activity 2.13. Use the model as a guide.
3. Susan y yo queremos ir de vacaciones a España y estudiar en una universidad mexicana.
1. (Yo) Quiero tener amigos de habla hispana.
queréis
3. y yo queremos
After they complete the info about themselves and their classmates, have students tell you what they want to do. Then, have them rank the most popular/ common activities that the class does. These steps include both presentational and interpersonal modes.
QUERER (vosotros/vosotras)(nosotros/nosotras)usted) (ellos/ellas, ustedes)
2.15. El verbo querer. Review the sentences in activity 2.14 and underline the different forms of the verb querer. Then complete the table.
2.16. Comparamos los verbos. Now compare querer to another verb ending in -er: comprender (activity 2.11) Are the endings the same? What is different in the verb querer?
2.13. EXPANDING
Yes, the endings are the same. In the verb querer there is a change in the stem (e>ie) in the yo, tú, él/ella, usted and ellos/ellas, ustedes forms.
• Grammar Tutorial: Present Indicative (I)
• Interactive Activities: Exploramos la lengua
37
Quiero, quieres, quiere El verbo querer Present Indicative (I)
TUTORIAL TEXTO MAPEADO 37 LECCIÓN 2 treinta y siete LECCIÓN 2
2.13. Actividades para el futuro. Which of the following do you want to do in the future? Choose two. aprender idiomas vivir en Colombia tener amigos/-as de habla hispana trabajar en una compañía española o latinoamericana ir de vacaciones a España o a América Latina estudiar en una universidad mexicana
After the students completed the three sentences, have them compare notes with another person in the class and have them write three sentences about what their partner wants to do.
AskSpanish.students to write down how they think Spanish can enhance their future and how they think it can connect to their majors (they can do this reflection in English). Share with the class.
2.17. PREPARING
2. Melanie estudia español
Quiero aprender español… porparaporque
a. para leer literatura hispanoamericana b. por su trabajo c. para viajar
tiene un novio colombiano.para
¿Por qué estudian español? Para, por, porque Prepositions
porqueporque
2.19. CONNECTING AND RELATING
In Spanish, porque, por, and para are used to explain why something is done. Porque means "because". Por is followed by a noun to mean "for the sake of / because of". Para is followed by a verb in the infinitive to mean "in order to".
4. Andrew estudia español
5. Rachel estudia español
6. Clare estudia español
2.18. Comprobamos. Listen and check your answers from activity 2.17.
2.19. Nuestras razones. Explain why you want to learn Spanish by completing the following sentence using porque, para and por.
Before they complete the three sentences, show a brief video of the benefits of bilingualism (there are plenty available online). You can also create an “infomercial-type” presentation in which you discuss the benefits of learning
2.17. Razones para aprender español. Complete the sentences with the options that follow to find out the reason each person has to learn Spanish.
3. Christina estudia español
38 treinta y ocho para chatear con amigos. para viajar.
Keep in mind that por, para, and porque are introduced here as communicative chunks. You can gather other examples that could be useful in the classroom or in this course such as:
EXPLORAMOS LA LENGUA
leer literatura hispanoamericana. por su quieretrabajo.viviren
1. Tom estudia español
Costa Rica.
EXPLORAMOS LA LENGUA 38
d. porque tiene un novio colombiano e. para chatear con amigos f. porque quiere vivir en Costa Rica ¿Necesitas ayuda?
Usamos papel y lápiz para escribir. Estudiamos español porque es importante para nuestro desarrollo. Estudio español por razones personales.
by
Estrategia
Have students notice that grammar rules most of the time refer to grammatical tendencies. You can bring to the class a few of the exceptions such as la mano, el problema, el tema, la radio.
is
You can always check the glossary at the end of the textbook to find the meaning of words, but it is important that you learn how to use dictionaries: they provide more useful and complete information about the words you are trying to learn. For a feminine noun often indicated by ( ) and a masculine noun (
TUTORIAL copy TRANSCRIPCIÓNAUDIO 39 LECCIÓN 2 treinta y nueve
instance,
m).
2.20. PREPARING
Estrategia
Students can create a notebook of new vocabulary where instead of writing lists of words and their English translations, they produce phrases that include an article and adjective to encourage the practice of agreement.
LECCIÓN 2 ¿Femenina o masculina? Género: nombres y artículos definidos Nouns Articles 2.20. Completamos la regla. Pay close attention to the endings of the following nouns, then match the columns to complete the rules. 1. Los nombres terminados en -a 2. Los nombres terminados en -o 3. Los nombres terminados en -e a. ... normalmente son masculinos (m). b. ... normalmente son femeninos (f). c. ... son masculinos (m) o femeninos (f). 2.21. Usamos los artículos. Read these dialogs and then complete the table with the correct articles. 1. 1 ¿Quieres visitar el Museo Nacional de Arte? ! No, quiero ir a los museos de Historia y de Antropología. 2. 1 Quiero ver la nueva película de Alfonso Cuarón. ! Sí, yo también, las películas de Cuarón son fantásticas. DEFINITE ARTICLESSingular Plural Masculine museo museos Feminine película películas naturaleza (f) curso museonochemúsica(m)(f)(f)(m) historia (f) teatro (m) cine película(m) (f) trabajo (m) guitarra seriedeporteclaseliteratura(f)(f)(f)(m)(f)
2.20. EXPANDING
Paying attention to the articles that go with a noun will let you know if it is masculine or feminine. It may be a good idea to memorize nouns along with their corresponding article.
lael loslas
• Audio and script: activity 2.18 • Grammar Tutorials: Prepositions, Nouns, Articles
•
Interactive Activities: Exploramos la lengua 39
f
leer un libro, jugar videojuegos, ver una serie, cocinar, tomar fotos
COMUNICAMOS 40
Este fin de semana, Matt y yo queremos pasear en Lake Union. Y los tres queremos ir a una exposición en el Seattle Art Museum.
2.22. PREPARING
2.22. EXPANDING CULTURAL INFORMATION
Planes para el fin de semana
Los Andes
Gabriela Mistral (1889-1957), was a Chilean writer/poet who received the Nobel Prize. She taught Spanish literature in the United States at Columbia University, Middlebury College, and Vassar College.
Los Andes is the longest continental mountain range in the world. It extends from north to south through seven countries (Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile and Argentina).
2.24. Compartimos en grupo. In groups of three, share which activities from activity 2.23 you want to do with other people and decide which activities you want to do together this weekend.
Share this information with your students:
Gabriela Mistral
10. jugar videojuegos 11. ver una serie
Answers may vary. Some activities can be done both individually or in pairs or groups.
2.25. Compartimos con la clase. Share with the class what you and your group want to do. Does anybody want to join you?
! ¡Yo también!
Las imágenes de un país
Isabel Allende
p Yo, no. Yo quiero…
2.23. ANSWER KEY
LA LITERATURAenCHILEimágenes
la música la literatura el cine la geografía la naturaleza
Isabel Allende (1942-) is a Chilean writer who received, among many other recognitions, the Presidential Medal of Freedom, awarded in 2014.
hacer deporte, ir a un concierto, ir de compras, salir de noche, pasear
LA GEOGRAFÍA
1 Este fin de semana, yo quiero pasear, ¿y ustedes?
You can assign this as homework. If done in class, remind students to bring in their computers. Make sure there are a variety of countries represented. Have students create a collage of images and project it.
Solo/-a Con otras personas
7. salir de noche 8. tomar fotos 9. pasear
COMUNICAMOS 40 cuarenta
El desierto de Atacama, located in the Pacific coast of Chile, is one of the driest places in the world and is composed of rocky terrain, salt lakes (salares), sand, and felsic lava that flows towards the Andes.
El desierto de Atacama
2.23. Solo/-a o con otras personas. Classify these activities. Which ones do you prefer doing alone and which ones do you prefer doing with other people?
1. leer un libro 2. hacer deporte 3. cocinar 4. ir de compras 5. ir a una exposición 6. ir a un concierto
2.22. Presentamos un país de habla hispana. In pairs, choose a withaculturalrelatedcountrySpanish-speakingandfindimagestothefollowingcategories.Createpresentationandshareittheclass.
la historia el arte
2.26. ANSWER KEY
LECCIÓN 2
Miami, FL; NYC; Los Angeles, CA
8. ir de compras:
5. pasear:
Washington, DC
3. salir de noche:
San Diego:para ir exposicionesa
Para ir a exposiciones, nosotros recomendamos San Diego.
New York = Nueva York Philadelphia = Filadelfia South Carolina = Carolina del Sur
2.27. Elegimos las mejores recomendaciones. Now share your recommendations with the class. As a class, choose the best recommendations and write them on the map.
Answers may vary. Some possible answers are provided.
Some U.S. cities and states have Spanish versions for their name.
6. hablar español:
Más
Salt Lake City , UT
LECCIÓN 2 41cuarenta y uno
• Interactive Activities: Exploramos la lengua
San Francisco, CA
Miami,NYC FL
Recomendar ciudades para… información
2.26. EXPANDING
Nashville, TN
7. ir a conciertos de música country:
41
2.26. Elegimos ciudades. Work with a partner and write the name of a city in the United States that you recommend for doing the following activities. Try to name a different city for each activity.
4. tomar fotos espectaculares:
Have students write a list of their personal recommendations and have some of them share their lists. This is a presentational task.
1. hacer deporte:
Chicago, IL
2. ir a exposiciones y museos:
MULTILINGÜEMÉXICO 69 NACIONALESLENGUAS INTERNACIONALDÍA DE LA MATERNALENGUA21 FEBRERODE El español y las lenguas originarias en México CONECTAMOS NUESTRAS CULTURAS: TEXTO 42 cuarenta y dos Texto mapeado y locutado CONECTAMOS NUESTRAS CULTURAS: TEXTO 42
languages
DESPUÉS DE LEER there locutado y mapeado: El español y las lenguas originarias en México Activities: Conectamos nuestras
2.31. Investigamos. Are
2.29. ANSWER KEY
2.29
LECCIÓN 2
ANTES DE LEER language or do you are in
2.29.
2.28. Conocimiento previo. What
2.31. EXPANDING
Do some research about native languages in your state. What languages are or were spoken in the territories of your state? Are any of those languages taught in schools or colleges? Is there a Native American student group on your campus?
LECTURA ACTIVA Verdadero o falso. Read the text and pay attention to the image. Then, indicate if these statements are true or false.
1.
2.28. EXPANDING Ask students: Who is Gabriela Badillo? Find out more about her and her project.
Mexico?
think
El INALI (Instituto Nacional de Lenguas Indígenas) promueve la diversidad cultural y lingüística. Su misión es preservar y fortalecer las lenguas originarias. Además, asesora al gobierno mexicano en políticas relacionadas con esta materia.
4.
• Interactive
Verdadero Falso En México existen muchas lenguas nativas. El náhuatl es una de las lengua originarias más representativas de México. En México existe una institución que protege las lenguas originarias. El Día de la Lengua Materna solo se celebra en México. Correct the statements from activity that are false.
TEXTO MAPEADO TEXTO LOCUTADO LECCIÓN 2 43cuarenta y tres
any institutions in your country devoted to protecting languages? Research this topic online and share your findings in the class. X XXX • Texto
2.
En México se habla español y cerca de 70 lenguas originarias. De estas, las más importantes son el náhuatl, el ch'ol, el tseltal, el totonaco, el otomí, el tsotsil, el mixteco, el mazateco, el maya y el zapoteco.
Possible answers: 2. El náhuatl es una de las lenguas originarias más importantes de México. 4. El Día de la Lengua Materna es internacional.
2.28. PREPARING Mexico has 68 indigenous languages. Students can search online for the project 68 voces, 68 corazones. What is this project about? Play one of the clips with English subtitles. Try the short in nahuatl. Have students comment on: the poem, the colors of the short, the animation, and the art.
spoken
culturas 43
El español tiene una posición dominante y se pueden observar variedades de esta lengua en las diferentes regiones del país.
2.30. Corregimos.
3.
VIDEOACTIVIDAD 2. EXPANDING
VIDEOACTIVIDAD 1. PREPARING
This video shows a variety of people responding to a question asking what they most enjoy about Mexico. Play the video a first time and invite students to jot down the activities they hear. Then, have students answer the questions after playing it a second time. Finally, have students check the transcript to find the answers. If students were in Mexico, which activities and things would be most interesting for them to explore or try.
Have students imagine that a similar video was being made about their hometown or home country. What things do they imagine people would say? What would tourists visiting their region or country say in response to the question ¿Qué cosas te interesan de…?
VIDEO copy TRANSCRIPCIÓN 44 cuarenta y cuatro ¿Qué cosas te interesan de México? CONECTAMOS NUESTRAS CULTURAS: VIDEO Videoactividad 1 Which of the following topics are covered in the video? la historia la comida la gente la vida nocturna la naturaleza la música la playa el clima el arte la losliteraturapueblos y las ciudades el cine Videoactividad 2 How many times does each of these words get mentioned in the video? 1. Guacamole 2. Elote 3. Agua de horchata 4. Tacos 5. Quesadillas 6. Queso fundido con chorizo 7. Tortilla 8. Tostadas CONECTAMOS NUESTRAS CULTURAS: VIDEO XXX XXX 2310 1111 44
• Audio and script: activities 2.33, 2.35 • Pronunciation Tutorial: Vocales • Interactive Activities: Pronunciamos LECCIÓN 2 t), in Spanish each of these letters has only one possible pronunciation. Vowels in Spanish are pronounced as single short sounds. u a as in father u e as in they u i as in machine u o as in low u u as in Sue Creo que pronunciase "AH-SEE-AH". ¿"Asia"? 2.32. Pronunciamos. Vowel sounds are sometimes tricky for English speakers, especially when words are similar in English and Spanish. Try and say these pairs of words, noticing the difference in the vowels in each language. 1. Asia Asia 2. Egypt Egipto 3. Ireland Irlanda 4. Uruguay Uruguay 5. London Londres 6. use usar 7. nature naturaleza 8. concert concierto 9. photo foto 10. series serie 2.33. Escuchamos y repetimos. Now listen to the recording of the Spanish words from activity 2.32 and repeat them. 2.34. Pronunciamos. Pronounce these words paying attention to the sound of the vowels in Spanish. 1. mate agencia hay 2. me teatro Europa 3. isla país América 4. muchos osos lagos 5. cultural mundo Dublín 2.35. Escuchamos y repetimos. Now listen to the recording and repeat. PRONUNCIAMOS PRONUNCIAMOS copy TRANSCRIPCIÓNAUDIO 45cuarenta y cinco LECCIÓN 2 PRONUNCIAMOS 45
Decidir
THE THREE MODES: TAREA FINAL
• Offer comments (orally and in writing) about their classmates’ presentations
1: - Buscar información en internet - Visitar páginas web en español
• Reconstruct texts and comments based on the feedback received and offered
• Interactive Activities: Tarea final: ahora podemos…
You can use any online platform or any classroom response system with which you can show the ten recommendations and have students use their phones to vote. You can also do this manually by tallying their votes on the board.
• Rubrics
• Negotiate meaning in group work
qué queremos hacer para aprender español y conocer la cultura hispana 2.36. Interpretación. This web page gives recommendations for learning Spanish. Look at the images and think what the recommendations may be. Write them down using the following verbs. leer hacer ver ir hablar escuchar escribir buscar visitar practicar 2.37. Comunicación interpersonal. Working in groups, share your lists and decide on the top three activities you want to do in this course to learn Spanish. 2.38. Presentación. Write down your preferences and discuss them with the rest of the class. 6 7 8 9 10 1 2 3 4 5 RECOMENDACIONES PARA APRENDER ESPAÑOL Y CONOCER LA CULTURA HISPANA TAREA FINAL: AHORA PODEMOS… 1 Yo quiero hablar mucho, ver películas en español y leer periódicos y revistas. ¿Y tú? ! Yo quiero escuchar música. Se separaron. TAREA FINAL: AHORA PODEMOS… 46
As they produce the target language, students are encouraged to make connections between cultures and become familiar with using the target language to communicate their own needs/realities/likes/etc. Students will be required to:
• Write collaboratively and negotiate form as well as meaning
• Share and present
2.37. EXPANDING
This section is designed with “Can-Do Statements” in mind and is a holistic approach to integrate, not only the content covered in the lesson, but also the Three Modes of Communication. The different tasks proposed here tend to be more complex and demanding than the rest of the tasks presented in the lesson and will require students to actively engage in language production. For instance, students will not read and respond to true/ false statements or mechanically repeat scripted dialogues, rather they will read to get the information they need, make decisions, and/or ask further questions in order to carry out a task.
2.36. EXPANDING
• Individually reflect and create
• Provide peer feedback
On p. 38 (2.19), we suggested a Connecting and Relating expansion to ask students to relate Spanish to their majors. As an additional interpretive task, you can create a list of majors and a list of how Spanish can benefit different career and study paths. Then have students match the content of the two lists based on their opinions or beliefs. For example: Medicina - Puedo ayudar a pacientes bilingües o pacientes que no hablan inglés.
46 cuarenta y seis En este curso, nosotros queremos…
Imagen
• ver (la) televisión to watch TV
• ir a un concierto to go to a concert
• aprender idiomas/lenguas (el idioma; la lengua) to learn languages
• hacer ejercicios de gramática (el ejercicio) to do grammar exercises
Have students work on a mind map: identify and define three or four categories and use it as organizers for these terms or phrases. For instance, actividad física, cultura, vida social. Students can bring new words and add them to the mind map.
• cocinar to cook
• (porque) quiere vivir en (un país) (because) he/ she wants to live in (a country)
Reasons for learning a language (para) trabajar en una compañía (in order) to work in a company
Preposiciones y conectores Prepositions and connectors
• tener amigos/-as (el amigo; la amiga) to have friends
• chatear con amigos/-as to chat with friends comprender bien una lengua to understand a language well
• tomar fotos (la fotografía) to take pictures
• ir de vacaciones (las vacaciones) to go on vacation
• escuchar música latina (la música) to listen to Latin music
• hablar de temas interesantes (el tema) to talk about interesting topics
LECCIÓN 2 Estrategia Learning vocabulary in chunks may also help you expand your knowledge of grammar. For instance, when you learn hablar de temas interesantes, you are learning one of the ways the preposition de is used in Spanish.
• el arte art
• jugar videojuegos (el videojuego) to play videogames
• ver películas/series en español (la película; la serie) to watch movies/series in Spanish
• Para mí… For me (In my opinion)
• (para) viajar (in order) to travel
Vocabulario activo
• estudiar español/inglés (el español; el inglés) to study Spanish/English
• ir a una exposición to go to an exhibition
RECURSOS LINGÜÍSTICOS: VOCABULARIO ACTIVO
ACTIVIDADES DE TIEMPO LIBRE
• por for the sake of, because of
Razones para aprender un idioma
Palabras relacionadas con la cultura y el patrimonio
• hacer deporte (el deporte) to play sports
aprender + idiomas + matemáticas + el vocabulario + las conjugaciones
• practicar la pronunciación to practice pronunciation
usar internet to use the internet
• el cine movies
• la naturaleza nature
• ir de compras (las compras) to go shopping
• leer literatura hispanoamericana/española (la literatura) to read Latin-American/Spanish literature
• pasear to go for a walk
• para to, for
Create an online multiple choice quiz using these terms and adding a few more represented by cognates or images. “Play” the quiz in class to check their vocabulary comprehension.
• mejorar mi inglés to improve my English
RECURSOS LINGÜÍSTICOS
• la historia history
buscar palabras en el diccionario/en internet (la palabra; el/la internet) to look up words in the dictionary/on the internet
Expresar una opinión personal Expressing a personal opinion
• practicar español/inglés to practice your Spanish/English
• escribir un diario/correos electrónicos/ mensajes (el correo electrónico; el mensaje) to write a diary/emails/messages
• hacer un intercambio to make an exchange
• hablar con amigos/-as to talk to friends
• ver una serie to watch a TV series
• (por) su trabajo (el trabajo) (for the sake of) his/ her job
• porque because
• estudiar en una universidad mexicana/ española to study at a Mexican/Spanish university
Words related to culture and heritage
Ask students to focus on verbs such as: aprender, buscar, comprender, estudiar, leer y hablar. Then, they can make combinations using the terms found on the list. Note that some of the combinations apply to more than one verb: aprender, comprender, estudiar
buscar + palabras en el diccionario + ejemplos en los libros + fotos para representar el vocabulario
Aprender idiomas Learning languages
• Audio and script: Vocabulario activo
• la geografía geography
APRENDER IDIOMAS
• la arquitectura architecture
• (porque) tiene un/a novio/-a colombiano/-a (because) he/she has a Colombian boyfriend/girlfriend
• Interactive Activities: Recursos lingüísticos
• ver a los/las amigos/-as to meet some friends
Actividades de tiempo libre Leisure activities
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copy TRANSCRIPCIÓNAUDIO 47 LECCIÓN 2 cuarenta y siete
• leer libros/periódicos/revistas/novelas (el libro; el periódico; la revista; la novela) to read books/ newspapers/magazines/novels
• salir de noche (la noche) to go out at night
1
48
Verbs have two parts: the stem and the ending. The stem is the verb without ar, er, ir The endings of conjugated verbs tell us when the action takes place and who is doing the action.
48 cuarenta y ocho
THE VERB QUERER Present Indicative (I)
PARA + infinitive
PARA , POR, PORQUE Prepositions
PORQUE + conjugated verb
u Querer is an irregular verb: the letter e in the stem changes to ie in all forms except nosotros and vosotros
Para viajar por Latinoamérica. = In order to travel around Latin America.
Gramática y comunicación
¿Qué quieren hacer este fin de semana? = What do you want to do this weekend?
Remember that in Spanish, verbs are conjugated in three different ways depending on their endings: ar (first conjugation), er (second conjugation) or ir (third conjugation).
¿POR QUÉ + conjugated verb?
¿Por qué estudias español?
! Yo quiero hacer deporte. = I want to play sports.
= Why do you study Spanish?
Por mi trabajo. = Because of my job.
Porque quiero vivir en España. = Because I want to live in Spain.
estudiar ending stem
PRESENT: REGULAR VERBS Present Indicative (I)
RECURSOS LINGÜÍSTICOS
HABLAR COMPRENDER ESCRIBIR (yo) hablo comprendo escribo (tú) hablas comprendes escribes (él/ella, usted) habla comprende escribe (nosotros/nosotras) hablamos comprendemos escribimos (vosotros/vosotras) habláis comprendéis escribís ustedes)(ellos/ellas, hablan comprenden escriben
POR + noun
RECURSOS LINGÜÍSTICOS: GRAMÁTICA Y COMUNICACIÓN
u When followed by an infinitive (e.g., hacer, estudiar, leer, etc.) querer is used to express an intention, that is, something that the person wants or intends to do at some point in the future.
p Yo quiero leer y pasear. = I want to read and go for a walk.
QUERER + infinitive (yo) quiero
leerviajarnovelas en español. vivir en España. (tú) quieres (él/ella, usted) quiere (nosotros/nosotras) queremos (vosotros/vosotras) queréis (ellos/ellas, ustedes) quieren
1st person yo nosotros/nosotras
Singular Plural
GENDER: NOUNS AND DEFINITE ARTICLES Nouns
3rd person él/ella ellos/ellas
When the direct object refers to people, it usually takes the preposition a: Quiero visitar a mi hermano. = I want to visit my brother.
¡Quiero Tegucigalpa!visitar * al = a + el 49
visitar la ciudad. a mis amigos/-as colombianos/-as. estudiar español.hablarhablaraprenderpracticar con nativos. hablar de cine/música/historia… ir al* cine. a bailar. de compras. tomar fotos. salir con mis compañeros/-as. de noche. ver a los amigos. una serie/película. hacer undeporte.intercambio.
• Test
LECCIÓN 2 TUTORIAL 49
VERBS WITH AND WITHOUT PREPOSITIONS
2nd person tú, usted* ustedes*vosotros/vosotras,
PERSONAL PRONOUNS Pronouns (I)
• Rubrics
• Interactive Activities: Recursos lingüísticos, Diario de aprendizaje y exploración cuarenta y nueve
* Usted and ustedes take the third person verb forms.
Masculine
Quiero
• Can-Do Statements
la playa las playas la película las películas In general, nouns ending in -o are masculine, and those ending in -a are feminine. However, there are numerous exceptions: el idioma, el sofá, la mano, la moto, etc. Nouns ending in -e can be masculine and/or feminine: la gente, el cine, el/la estudiante
el museo los museos el curso los cursos
• Grammar Tutorials: Present Indicative (I), Prepositions, Nouns, Pronouns (I)
• Quiz
LECCIÓN 2
Feminine
While most prepositions in Spanish have English equivalents, some are untranslatable or are part of a set expression. For this reason, it helps to focus on the prepositions that frequently accompany certain verbs.
Singular Plural
Feminine nouns starting with the stressed a sound take the definite article el in the singular, even though the noun is feminine: el aula, el agua, etc. (but las aulas, las aguas).
1. Lenguas:
4 DATOS CURIOSOS SOBRE MÉXICO
1. ANSWER KEY Answers will vary.
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3. Lectura. Now read the text and find out more about Mexico. What topic from activity 1 relates to each of the facts in the text?
IPA: TEXTOS ESCRITOS. LEEMOS Y ESCRIBIMOS
IPA: TEXTOS ESCRITOS. LEEMOS Y ESCRIBIMOS
2. CONNECTING AND RELATING
2. Comparación. Compare your answers to a classmate's. Are they similar? Have you learned something new about Mexico?
The development of comprehension and expression is carried out following a model similar to that of ACTFL’s IPA (Integrat ed Performance Assessment). IPAs ask learners to use language for real purposes: skimming an ad to find needed information, finding coincidences with the likes and dislikes of a speaker, exchanging opinions with a partner, answering an email to a pen pal... that is, they aim to generate genuine acts of communication.
1. Preparación. What do you know about Mexico? Brainstorm information related to each of the following categories and write it down.
Leemos sobre México
ANTES DE LA LECTURA
2. Turismo: 3. Educación:
LECTURA ACTIVA
1
This section is designed to help develop students’ abilities to comprehend written messages and produce texts (ACTFL Standards 1.2, 1.3). Students will engage in interpretive and presentational tasks that integrate the concepts covered in the lesson. All of the texts are not only connected to the theme of the lesson, but also include cultural content. Students then produce texts based on their personal reactions, cultural connections, and cultural comparisons (ACTFL Standards 1.3; 3.1, 3.2, 4.1, 4.2).
2México es un destino turístico importante:muyel principal de América Latina y uno de los más visitados del mundo. Hay 32 sitios culturales o deUnescoconsideradosnaturalesporlacomoPatrimoniolaHumanidad. 3En 1551 se funda la Real y Teología,clasesdelaAutónomaUniversidadMéxicoUniversidadPontificiade(laactualNacionaldeMéxico),primerainstituciónAméricaenofrecerdeMedicina,LeyesyArte. 4México produce gran cantidad de primerpreciosos.metalesEselproductor de plata del mundo. IPA: TEXTOS ESCRITOS. LEEMOS Y ESCRIBIMOS 50 cincuenta
español, náhuatl, totonaco, mixteco… Cancún, Puerto Vallarta… educación gratuita en todos los niveles chiles, aguacates, lima, petróleo, automóviles…
Have students write datos curiosos or fun facts about their own country/state/city. This will be the perfect segway to continue onto 6.
4. Productos:
México tiene una lingüísticadiversidadenorme. El español es una de las lenguas nacionales junto con 68 lenguas originarias.
Students can also create questions about their fact sheets. After presenting them, they can also quiz their classmates.
5. Reacción personal. Write a personal reaction to specific information provided by the text "4 datos curiosos sobre México". Justify your reaction.
UNAM3268
51 LECCIÓN 2 cincuenta
Escribimos sobre México y sobre nuestro país
1. Número de lenguas nacionales:
6. Comparación. Create a similar fact sheet about your country: "4 datos sobre mi país". Include the answers to the following questions: When was your university founded? How many official languages are spoken in the U.S.? What kind of products are produced in the state you live or are originally from? Include any images to support your information. Then, share it with the rest of the class.
3. Primera institución universitaria en América:
(antes Real y Pontificia Universidad de México)
DESPUÉS DE LEER
b. Find in the text the information requested and write it down.
4. Interpretación. Follow these steps to extract information from the text.
4. Lugar en el ranking mundial de producción de plata:
2. Número de lugares reconocidos por la Unesco:
w
a. First, circle the number of each detail below that is mentioned in the article (not all are included!).
6. EXPANDING
Arkansas es el primer productor de arroz en Estados Unidos. y uno
c. In pairs, check you answers. Do you have similar ones?
1
• Interactive IPA • Interactive Activities: IPA LECCIÓN 2 51