EDITIONINSTRUCTOR’SANNOTATED Contreras | Pérez | Rosales 1PROYECTOS
Interpretive matching and text. start moving along the Interpersonal proficiency continuum proficiency of
PERSONAS In this chapter, you will learn how to introduce yourself and write a text, or piece of writing for an online platform. CAPÍTULO 1 1 LEARNING OUTCOMES Introduce yourself and Exchangeothers informationpersonal(I) VOCABULARY Activities to learn a Interestinglanguage topics in a Spanish course LANGUAGE STRUCTURES Subject pronouns Present tense of regular Theverbsverbs llamarse and ser Nouns and articles ORAL AND WRITTEN TEXTS Communication resources in the Spanish classroom Basic politeness How to create a text SOUNDS Alphabet and sounds CULTURE Linguistic landscape (USA) Hispanic artistic heritage in the United States PROJECTS Group: introduce yourselves to the yourselfIndividual:classintroduceinwritingon an online platform In Chapter 1, students will learn to introduce themselves and share personal information. At the Novice Level, students are learning to identify general topics and engagingstudentschapterTheandinformationbasicinfamiliareverydaycontexts.activitiesinthisencouragetostartin
tasks by
by preparing brief presentations on topics
pictures
Students
interest. • 50 Multiple Choice Questions • Test • Interactive Activities: PARA EMPEZAR 2
by thepreferencesexpressingandPresentational
LAYING THE GROUNDWORK
- Me llamo Casey Brown.
Add information to the dialogue until students are able to have a miniconversation with you. Repeat the same dialogue with several students.
#LearningOutcomes: Exchange personal information I
To ask: ¿Cómo te llamas? ¿Cuál es tu apellido? ¿Qué estudias? ATENCIÓN To introduce yourself: (Yo) soy Brendan. = (Yo) me llamo Brendan. Soy estudiante de primero. Me llamo es Brendan. Mi nombre es Brendan. ATENCIÓN To greet: ¿Qué BuenasBuenasBuenostal?días.tardes.noches. ATENCIÓN 1. Fill out this form with your personal information. ENPREPÁRATELARED 2. Complete this introduction and then introduce yourself to the class. 1. (Yo) me llamo 2. (Yo) soy estudiante de Hola. (Yo) me llamo Brendan Kruger. Soy estudiante de primer año. 3. Write down the information of two other students in the class. Estudiante 1 1. (Él/Ella) se llama 2. Es estudiante de Estudiante 2 1. (Él/Ella) se llama 2. Es estudiante de ○ Estudiante de primer año Freshman ○ Estudiante de segundo año Sophomore ○ Estudiante de tercer año Junior ○ Cuarto año Senior ○ Otros Other Semestre Semester Trimestre Term-Quarter de otoño (Fall) de invierno (Winter) de primavera (Spring) de verano (Summer) PROMOCIÓN CLASS APELLIDO LAST NAME NOMBRE FIRST NAME UNIVERSIDAD COLLEGE, UNIVERSITY CURSO ACADÉMICO ACADEMIC YEAR CORREO ELECTRÓNICO E-MAIL LUGAR DE ORIGEN PLACE OF ORIGIN
- Hola, me llamo Javier González y ella es Casey Brown, ¿cómo se llama él/ella?
Students are already used to filling out this kind of form and will be able to transfer their knowledge to Spanish. The instructor could mention that Latinx cultures use two surnames, although this cultural note will appear and will be treated in Chapter 2.
3
3. PLANNING
- Yo soy estudiante de segundo año y Casey es estudiante de primer año, ¿y él/ella?
- Soy estudiante de primer año. Once students seem to understand the meaning of the conversation, ask them to complete the sentences in the activity.
this introductory section, Para empezar, aims to contextualize the chapter’s linguistic content and themes via images, data, quotes, video, etc., before seeing them in more detail in later sections.
1. PLANNING
The linguistic focus of this Para empezar section targets Interpretive and Presentational Communication, as students aim to identify the general topic of the texts (written and visual) and do a brief presentation about basic information in both very familiar and everyday contexts.
#LearningOutcomes: Introduce yourself and others
Throughout PROYECTOS 1,
3
- Yo soy estudiante de segundo año, ¿y tú?
- Buenos días / Hola. Me llamo Javier / (Yo) soy Javier / mi nombre es Javier, ¿cómo te llamas?
Present this activity putting into practice the information presented in the questionnaire, together with the questions posed in Atención. One suggestion is for the instructor to fill out the survey and project it onto a screen as a starting point. Then model the questions with individual students and repeat the different versions of the dialogue several times until students feel comfortable:
- Buenas tardes / Hola. Mi apellido es González. ¿Cuál es tu apellido?
- Yo soy / Me llamo / Mi nombre es Casey.
PARA EMPEZAR CAPÍTULO 1
#LearningOutcomes: Introduce yourself
Return to the dialogue in activity 2 to ask for information and introduce others:
2. PLANNING
PROFICIENCY BENCHMARKS
First, have students practice the dialogue in pairs and then ask them to move around the room, to interact with other students with whom they haven’t spoken yet. Finally, have them complete the activity with the information gathered from two students in the class.
These annotations point to activities associated with specific communication learning targets, as defined by the National Council of State Supervisors for Languages (NCSSFL) in collaboration with the American Council on the Teaching of Foreign Languages (ACTFL).
PARA EMPEZAR
PALABRAS CLAVE
Use the information provided to write an introduction for each person.
Before asking students to carry out the activity, model it for them. Show them a picture of yourself and pictures of where you live, gradually working in structures seen up to this point: - Hola. Soy Javier González. Soy profesor y soy de Nueva York. Esto es el puente de Brooklyn / la estatua de la Libertad / el campus...
Four people are sharing photos of famous landmarks in their hometowns. In pairs, match the name of each landmark with its corresponding photo.
- Esto es la torre Eiffel de Las Vegas.
ATENCIÓN EstudianteKansas Marta Sevilla Profesora Nueva EstudianteYork Santa EstudianteBárbaradebiología
de español Nat
Esto es el puente / la playa de… El de La Giralda de Sevilla
Es de Estados Unidos/Illinois… Es estudiante de… Es profesor(a) de…
Lingüística Literatura Comparada Mercadotecnia Matemáticas NegociosMedicina OftalmologíaNeurociencia Periodismo Psicología RelacionesQuímica Internacionales SaludSociología Teatro Urbanismo ZoologíaVeterinaria
6. PLANNING
IngenieríaInglésHistoriaGenéticaFarmacia
7. Carefully read this list of academic departments and programs. Which English cognates do you recognize? In groups, look up the words you don't recognize in the dictionary.
- Esto es el puente de Golden Gate en San Francisco.
4.
Use the conversations started in earlier activities to gradually add new functions. Refer students to Atención for linguistic explanations:
5. PLANNING
Este semestre estudio (I'm studying)
ZVUTSRQPONML
Brooklyn La Giralda de Kansas City La playa de Santa Bárbara
4
puente
CLASSROOM COMMUNICATION
Sophia es de Kansas. Es estudiante de español.
- Ella es Casey y es estudiante de español, ¿de dónde es Casey?
8. What are you studying this semester? Complete the sentence and share with your classmates.
ASK ABOUT ORIGIN ¿De dónde es Sophia ?
Antropología es 'Anthropology', ¿no?
Show students pictures of famous people, and after modeling the information sought, ask them to practice the structures, es de... / esto es... -Bill Gates es de los Estados Unidos. Esto es Microsoft en el estado de -AngelinaWashington.Jolie es de Estados Unidos. Esto es Hollywood
The goal for the activities in this section of Para empezar is to continue broadening the repertoire of functions in giving and asking for personal information. Here the linguistic focus is on topics such as where students call home. As the title of the section suggests, the use of images helps add more information to the conversation started in activities 2 and 3. Meaningful chunks of language are highlighted in blue.
TALK ABOUT PROFESSIONS ser + nombre Sofía es estudiante. TALK ABOUT ORIGIN ser de + lugar Mark es de EE. UU.
Once the activity has been completed, show students photos or images of a bridge, a beach or a monument to reinforce the use of esto es, which will then allow students to successfully complete activity 6.
6. EXTENDING
#LearningOutcomes: Introduce yourself
IMÁGENES
Sophia
de español
Students could be shown replicas of famous monuments, such as other Eiffel Towers. Have them say what they are and where they are found.
4
(Yo) soy de Seattle. Esto es el Fish Market.
#LearningOutcomes: Introduce yourself and others
Significa Law (It means Law.)
¿Cómo se dice Chemistry en español? (How do you say Chemistry in Spanish?)
5.
Derechos Humanos Educación Economía y Finanzas Escritura creativa Estadística Estudios Asiáticos Estudios Latinoamericanos
CienciasBiologíaAntropologíadela Computación DerechoDanzaCine
LAYING THE GROUNDWORK
La Giralda de Kansas CityLa Giralda de SevillaEl puente de BrooklynLa playa de Santa Bárbara
7. EXTENDING
4. EXTENDING
Refer students to structures typically used in classroom communication in Atención and put them in practice. Use the same structures to practice the content seen in earlier activities. –¿Cómo se dice my name is en español? -¿Qué significa apellido? Finally, add a new question and answer to the conversation. -Yo estudio Historia. ¿(Tú) qué estudias?
¿Qué significa Derecho ? (What does Derecho mean?)
- Buenas tardes. Me llamo Javier González. Soy profesor y soy de Nueva -York.Éles Peter. Es estudiante de español y es de Orlando, Florida.
de cine Emma
Chemistry se dice Química (Chemistry in Spanish is Química.)
IHGFEDCBA
6. Find a photo from your hometown and explain where you are from.
ATENCIÓN
LAYING THE
in
First, ask students to pay attention to the information that they will have to match with the pictures of each of the people. For example, they can read the words and prompts together as a class and the instructor can clear up any questions they have. Then, before showing the video a second time, ask them to try to match the information with the pictures. Finally, before showing the video and verifying the answers, remind them that this time they should concentrate solely on identifying and matching the information provided to each one of the people.
The goal of this audiovisual activity is not for students to understand every single word, but to practice Interpretative Communication and identify familiar words when supported by visuals in informational texts. For this reason, it is important to emphasize to students that, upon a first viewing, they concentrate solely on the images and the spoken text to be able to identify the name and place where the university is located and where the three students study. The instructor could also ask students to take note of any words that they recognize.
País: México Año: 2019 5
#LearningOutcomes: Introduce yourself and others
10. PLANNING
SantiagoMarceladeChile (Chile) un doctorado en Historiografía Cultural PastoJason(Colombia)LetrasHispánicas MontevideoDaniela (Uruguay) Producción
GROUNDWORK
Género: Entrevista
PROYECTOS 1 includes 10 videos, carefully selected and produced, belonging to diverse genres: real-life, documentary, fiction, interview, advertisement, etc. They are designed to help immerse students in Spanish and its variations as well as to help them understand diverse Hispanic cultures, encouraging their comprehension of the perspectives, practices, and products of these cultures.
10. EXTENDING
la Universidad Autónoma Metropolitana, en México.
up on
cafetería, students could collect the class’s favorite words in a Spanish/English dictionary. For example: ilusión - hope, thrill / libertad - freedom
Picking the main idea La
PLANNING
5
Show this video once again at the end of Chapter 1 or upon finalizing Chapter 2, once more functions have been presented related to offering personal information and once students have been exposed to expressing likes and dislikes, or tools for recognizing words, such as cognates. By then, students will have been exposed to more input, and by returning to this video and being able to recognize a greater number of words or even complete sentences, students will have the opportunity to see their progress.
12. EXTENDING
• Video and script: Hola, soy Marcela • Interactive Activities: PARA EMPEZAR CAPÍTULO 1 VIDEO: HOLA, SOY MARCELA 9. Watch the video. At which university are these three people studying? In which country? Estudian en… 10. Watch the video again and match this information with the three interviewees. Jason Montevideo (Uruguay) Santiago de Chile (Chile) Daniela Marcela Producción un doctorado en Historiografía Cultural Letras Hispánicas Pasto (Colombia) PREPÁRATE Se llama Es Estudiade Se llama Es Estudiade Se llama Es Estudiade 11. The favorite words of these three people are coraje, utopía, and playa. Find the meaning of each in a dictionary and write it down. 12. Write down a word that you know in Spanish, along with its meaning. What is your favorite word in English? Why? LA CAFETERÍA 1 2 3 13. In pairs, compare your answers to activities 9, 10 and 11. 14. In groups, share the words that you wrote in activity 12. VIDEO TRANSCRIPCIÓN
#LearningOutcomes: Introduce yourself and others
3.
Para mí, es interesante la política. Para mí, son interesantes las tradiciones. Three students of Spanish talk about the topics that are important to them. Write them down.
2.
The goal for the activities in the section Documentos para descubrir is to contextualize the linguistic content and themes in the chapter. This section focuses on the experiences of college students and includes longer written and audio texts, together with comprehension activities. The icon Texto locutado y mapeado indicates that a “mapped” version of text can be downloaded from TheSpanishHub together with four tracks of the text read aloud in four different varieties of spoken Spanish. PLANNING
el arte, la música y la gastronomía la geografía del mundo hispano y los problemas del medioambiente la literatura en español
1 uno 2 dos 3 tres 4 cuatro 5 cinco 6 seis 7 siete 8 ocho 9 nueve 10 diez 11 once 12 doce 13 trece 14 catorce 15 quince 16 dieciséis 17 diecisiete 18 dieciocho 19 diecinueve 20 veinte ATENCIÓN DOCUMENTOS PARA DESCUBRIR NUESTROS TEMAS CON PROYECTOS SOBRE...ESCRIBENLEENHABLAN,ESTUDIANTESLOSY → la literatura en español → la mercadotecnia y la publicidad → la geografía del mundo hispano → la historia del mundo hispano → la política → los problemas del medioambientegastronomíahispana arte las tradiciones y las celebraciones del mundo lashispanoredes sociales el español como lengua lainternacionalvidadelos universitariosestudiantes 15. Look at these photos and read about the topics included in Proyectos. Write the topic that corresponds with each photo. 1. la gastronomía 6.5.4.3.2. 12.11.10.9.8.7. 16. In groups, compare your answers to activity 15. 17. In groups, take turns sharing which themes interest you. Follow the model.
Students bring a variety of background knowledge to this task. Encourage students to activate this prior knowledge by asking them what cognates they recognize.
6
PROFICIENCY BENCHMARKS
15. ANSWER KEY 2. la mercadotecnia y la publicidad 3. la geografía del mundo hispano 4. la vida de los estudiantes 5.universitarioslahistoriadel mundo hispano 6. la política 7. las tradiciones y las celebraciones del mundo hispano 8. los problemas del medioambiente 9. el arte 10. las redes sociales 11. el español como lengua 12.internacionallaliteratura en español • “Texto locutado y mapeado”: Con Proyectos los estudiantes hablan, leen y escriben sobre... • Audio and script: activity 18 • Interactive Activities: DOCUMENTOS PARA DESCUBRIR 15.
1. Mike: Kathy: Bill: groups, what other topics interest you? photos and prepare a presentation about the topics you choose.
19. In
18.
This section targets Interpretive and Presentational Communication as students will aim to identify the general topic of the texts (written and visual) and do a brief presentation about basic information on familiar topics.
Find
—Para mí, son interesantes los problemas del medioambiente. —Pues, para mí, la gastronomía.
6 → LAS CIUDADES NUESTROS TEMAS → LA MÚSICA LAYING THE GROUNDWORK
,
Use an online survey application that gathers answers to prepare a survey with the twelve topics to see what the preferences are for the whole class.
1. Mike: el arte, la música, la 2.gastronomíaKathy:lageografía del mundo hispano y los problemas del 3.medioambienteBill:laliteratura en español
7
19. PLANNING
18. ANSWER KEY
CAPÍTULO 1 3 4 105 11 12 TEXTO MAPEADO TEXTO LOCUTADO 2 7 7 8 18. PLANNING
Encourage students simply to listen for and identify the information sought. Students do not need to understand every word or write complete sentences to complete this exercise successfully. This is a good moment to introduce the textos locutados y mapeados that students will have access to in TheSpanishHub throughout the textbook. Have students look at the highlighted words in the texto mapeado: can they think of similar combinations in English? Do they work the same as in Spanish? Play the four versions of the texto locutado and ask them to identify one difference they could perceive among the spoken texts.
17. EXTENDING
16. EXTENDING
Give students a few minutes to find two or three pictures on their phone or on the web of other topics of interest. If you have access to a shared web space, consider having students upload their pictures for the instructor to project on a screen for all to see. Alternatively, have students show pictures in a smaller group. Again, the principal focus should be on communication and less on grammatical precision at this point.
Tell students you are thinking of a number from 1-20. Start with one student and call on others until someone guesses it using the Spanish word for the number. Use thumbs up or thumbs down to indicate higher or lower, or basic words like más or menos. Then form groups of three and have students play against each other. On the internet, search for “Random Number Generator” (RNG) and set the minimum to 1 and maximum to 20. Project the RNG for everyone in the class to see. In teams of two or three, students must spell out the number presented, without consulting the textbook. For example, if the RNG shows 10, students write diez
17. PLANNING
Here students are exposed to some linguistic features of the chapter: gender and number agreement and the conjugation of ser. The focus should be on the communication of information and less on the grammatical structure, leaving this topic to the following section, Entender cómo funciona la lengua
The section Entender cómo funciona la lengua is dedicated to observing, understanding, and practicing aspects of grammar, vocabulary, discourse, and phonology.
¿Son estudiantes de segundo año? No, nosotras somos de primer año. Nosotros sí, nosotros somos de segundo.
LAYING THE GROUNDWORK
The Prepárate section shows the activities that can be assigned as a preparation before classflipped model - or hybrid classes.
ATENCIÓN
Sí, somos de segundo; yo soy Carlos y ella es Estela.
No, nosotras somos de segundo año, pero ellos sí, ellos son de primer año.
¿Ustedes son de la Universidad de Chile? No, nosotros somos de la Universidad de Valparaíso, pero ellas sí, ellas son de la Universidad de BuenosChile.días,
pronombresSER somoseseressoy
In TheSpanishHub instructors can assign online activities for students to reinforce vocabulary and grammar concepts, and to practice
Grammar
Buenos días, yo soy Ana, ¿tú eres…? Yo soy Arturo, encantado
Tutorials (animated grammar short films) for a more dynamic and visually captivating approach.
Vosotros is the plural form of you . It is used exclusively in Spain. The rest of the Spanish-speaking world uses ustedes : —¿ Vosotros sois de Barcelona? —Él sí, pero yo soy de Madrid.
Ask students to take a look at the images. What do they have in common? Based on the way the people are interacting, do students think that these people know each other? Are they close friends or just acquaintances? Where are they? Are these formal or informal situations? This conversation could take place in English. The instructor can assign this part of the activity as homework. Once in the classroom, the conversation can be used as a warm up to transition into the pragmatics of formality in Spanish and also into the pronoun identification activity that follows.
Assign students to review Recursos lingüísticos, p. 20. Students should bring back to class a question for clarification.
LASPREPÁRATEPERSONAS DEL VERBO
20. EXTENDING
encantado/a: pleased
Hola, ¿ustedes son estudiantes de primer año?
¡Encantada! ¿Son de aquí, de Bogotá? Yo sí, pero Carlos, no; él es de Cali.
¿usted es el nuevo (new) profesor de Español? Sí, y usted es la profesora de Economía, ¿no?
to meet you también: also
orGrammarpronunciation.canalsobepresentedreinforcedwith
• Interactive Activities: ENTENDER CÓMO FUNCIONA LA LENGUA ENTENDER CÓMO FUNCIONA LA LENGUA 20. Look at the photos and read the conversations. Then fill out the table with the correct subject pronouns.
#LearningOutcomes: Introduce yourself and others
8
20. PLANNING
8 él,tú/vosyoella, ellos/-as,nosotros/-asustedustedes
Hola, soy Marta, ¿ustedes son también estudiantes de segundo año?
vosotros/as sonsois
Then
5. In this language, there are four subject pronouns with a masculine form and four with a feminine form.
23. PLANNING
On a screen, project images of students talking on an elevator, on a bus or in a classroom without an instructor present. Ask students to create dialogues associated with the images and act them out.
21. In pairs, compare your answers to activity 20. 22. In groups of two, three, or five, choose one of the scenes in activity 20 and perform it using your own information.
and say
24. PLANNING
2. There's one pronoun that has the same form in the singular and plural. There are 7 subject pronouns.
22. EXTENDING
#LearningOutcomes: Introduce yourself and others English. You English. I, you, he, she, it, we, they English. He, Spanish.she nosotros, vosotros, ellos; ella, nosotras, vosotras, ellas
9
Él,
pronoun that corresponds to each pronoun in Spanish. 1. yo: 2. tú: 3.
11.
1. There are 12 subject pronouns in this language. Spanish. Yo, tú, él, ella, usted, nosotros, nosotras, vosotros, vosotras, ellos, ellas, ustedes.
ESTRATEGIAS
Comparing and contrasting languages not only activates the capacity for metalinguistic observation. It also permits the instructor to address features of the two grammars and provides the instructor an opportunity to dissuade students from using translation as a mechanism for supporting language learning.
write the
12.
10.
This activity invites students to make connections between English and Spanish in terms of morphological features (such as indicating gender: nosotros vs. nosotras), which are novel if their primary language is English and if they don’t speak a language with gendered pronouns.
9.
24. In
–¡Encantado! ¿Son de aquí, de Los Ángeles?
–Yo sí, pero Tricia, no; ella es de Nueva York. pairs, English usted: ella: nosotros: nosotras: vosotros: vosotras: ellos: ellas: ustedes: es 'we', también. groups, the statements on pronouns whether they refer to Spanish or English. write the pronouns.
23. In
3.
–Sí, somos de primero; yo soy Anna y ella es Tricia.
• Interactive Activities: ENTENDER CÓMO FUNCIONA LA LENGUA
GRAMÁTICA
–Hola, soy Mark, ¿ustedes son también estudiantes de primer año?
read
6.
— Nosotros
4. In this language, there is one masculine subject pronoun and one feminine subject pronoun.
8.
youtheytheyyouyouwewesheheyouyouI
¿no? — Sí, y nosotras
7.
Reflecting on your own language activates knowledge that you can apply when learning a new language.
4. él: 5.
CAPÍTULO 1
9
Refer to the Personal Pronouns paragraph in the section Recursos lingüísticos, p. 20.
GRAMÁTICA
ENTENDER CÓMO FUNCIONA LA LENGUA
pluralMasculino pluralFemenino
Include a list of other words that make reference to people, according to what has been seen previously: el amigo / la amiga; el / la colega; el asistente / la asistenta.
La clase
pluralMasculino pluralFemenino
La profesora Los profesores
In Spanish, the masculine plural form is used to refer to groups including both masculine and feminine nouns: los compañeros = los compañeros + las compañeras
26. EXTENDING
25. PLANNING
pluraloMasculinofemenino
LA CAFETERÍA
Invite students to have a conversation in English following the prompt in La cafetería. Make sure to give students several resources such as The Language Gulper or Wikipedia to discuss language and grammatical gender. This will be an open-ended discussion, so it is not expected that students will reach a conclusion. Rather this prompt serves as a way to examine social changes and linguistic uses. Languages that can be used to discuss this issue (in addition to Romance languages) could be: German, Turkish, Quechua, Korean. Consider inviting students to discuss this on a platform through the course’s learning management system and use some takeaways for class discussion.
X X X X X X X XXX XX X X X X X X
Do you think languages can be sexist?
Las clases
Some people prefer to use alternatives such as: compañeros y compañeras or, when writing, lxs compañerxs / l@s compañer@s : los compañeros + las compañeras
La playa Las playas
26. Mark the gender and number of these nouns referring to things. Then add two more nouns.
El libro
Las actividades
The instructor could also point out to students that the articles also mark the gender of the noun: la estudiante - femenino; el estudiante - masculino
Have students work in pairs to make a list of nouns that refer to things: pizarra, lápices, ventana, etc. Invite them to look through the chapter and look around their classroom. Refer to the Gender of nouns and Plural nouns paragraphs in the section Recursos lingüísticos, p. 21.
27. EXTENDING
La actividad
singularMasculino singularFemenino
GÉNERO Y NÚMERO
-o/-a El compañero La compañera Los compañeros Las compañeras -e Los estudiantes Las estudiantes El estudiante La estudiante -ora-or/ El profesor Las profesoras
• Interactive Activities: ENTENDER CÓMO FUNCIONA LA LENGUA
27. Compare your answers to activities 25 and 26 with a partner. Then find other examples of nouns in this chapter and identify their gender and number together.
singularMasculino singularFemenino
Los libros
ATENCIÓN 10
25. Identify and mark the gender and number of these nouns referring to people. Write other examples in your notebook.
10
PREPÁRATE
VOCABULARIO
28 29. EXTENDING
Prepárate section shows the activities that can be assigned as a preparation before classflipped model - or hybrid classes.
In this section scaffolding activities allow the instructor to gradually introduce more complicated structures with the ultimate goal of learning vocabulary (and collocations) associated with the language Theclass.
LAYING THE GROUNDWORK
Finally, refer students to p. 25 to examine other frequent combinations. Can they use them in a mini conversation? Can they identify them in a reading passage/in a text?
These activities can be expanded by asking students, in groups of three, to think of more verbs and to make a list of them on the board. When the list is complete, students can attempt to make frequent word combinations. grabar un audio, una canción, un examen oral abrir el libro, la computadora, la cerrarventanael libro, la computadora, la ventana
31. PLANNING
• Interactive Activities: ENTENDER CÓMO FUNCIONA LA LENGUA 28. Match these verbs with their corresponding icons. 1. escuchar 2. leer 3. hablar 4. escribir 5. trabajar 29. Match the activities with the photos. 1. escuchar audios 2. leer libros 3. hablar en español 4. ver videos 5. trabajar en grupos 6. trabajar en parejas 7. escribir correos (e-mails) 8. escribir textos ACTIVIDADESPREPÁRATE DE MI CLASE DE ESPAÑOL VOCABULARIO Y GRAMÁTICA Las Galápagosislas La geografía La salsa La música El ceviche La gastronomía Guillermo del Toro El cine La independencia de Puerto Rico La historia y la política Miguel Cabrera El deporte El carnaval de Barranquilla Las tradiciones y las celebraciones Cartagena de Indias Las ciudades Pablo Picasso El arte TEMAS DEL CURSO DE ESPAÑOL HOLA A TODOS, ME VICTORIA.LLAMO B C D EA CAPÍTULO 1 30. Compare your answers to activities 28 and 29 with a classmate. TEMAS DEL CURSO DE ESPAÑOL 31. Work in groups to complete the table. What do you know about the Spanish-speaking world in relation to these topics? You may use a dictionary.
11
Ask students to close their books to brainstorm and create a list, in groups of three, of which topics may be seen in a Spanish class. Then have students open their books and compare with what is shown in activity 31. Can they think of more topics?
E C DAB 2 5 1 7 4 6 8 3 11
• Interactive Activities: ENTENDER CÓMO FUNCIONA LA LENGUA
LetraNombre EjemplosSe parece a…
La x en text
eneemeelekajotaihachegeefeedece
33. Listen to the pronunciation of the example words in activity 32. Then, in the Se parece a… column, write an English word with a similar sound.
Although they are not part of the alphabet, these two pairs of letters represent distinct sounds in Spanish. ATENCIÓN AUDIO TRANSCRIPCIÓN 12 32.
• Audio and script: activities 32, 33, 34
CH choice, challenge, change LL yellow, yawn
La f en forest
—¿De dónde eres?
—Soy de Nogales, de Arizona.
#LearningOutcomes: Exchange personal information I
—Ene, o, ge, a, ele, e, ese.
34. Listen to the pronunciation of these letters in the following words. Are there similar sounds in English?
La p en professor
La n en night
32. Listen to the Spanish alphabet and write the names of the letters
—¿Cómo se escribe?
LLllamarse
35. How do you spell your first name, last name, and city/ town? How do you pronounce them? Tell a partner.
La y en you La z en zoo La u en sound La v en verb
La q en queue La r en creed
A a adiós La u en hut B be buenos, escribir C correo, doce D días E estudiar F favor G pregunta, página H hola I imagen J pareja K kilómetro L lugar M mundo N noches
La d en desk
La e en ever
12
La i en image
La m en moody
—Be, a, ka, e, erre.
—¿Cómo se escribe Nogales?
—Me llamo Elizabeth.
EL ABECEDARIO Y LOS SONIDOS
Ñ español O once P profesor Q química R r coespuesta, rreo, para S seis T tardes U universidad V verbo, actividad W wifi X texto Y yo Z zoo
La g en leg
in the Nombre columns of the table. SONIDOS
La h en hah!
—¿Y cuál es tu apellido?
36. In groups, write the Spanish alphabet using words. You may look up words in a dictionary.
La b en bag
La t en terrific
La c en cool
La n en companion
B de Buenos días
LetraNombreEjemplosSe parece a...
35. EXTENDING
CH chocolate/escucha/noche
La o en olive
La h en right
A de América
34.TheSpanishHubANSWERKEY
errecupeoeñeeseteuuveuve
La l en love
ENTENDER CÓMO FUNCIONA LA LENGUAPLANNING
—E, ele, i, zeta, a, be, e, te, hache.
La w en water
zetaye,equisdobleigriega
Students stand up, interview their classmates and write down the information they hear from their classmates.
The alphabet poses challenges at this stage given that the letters correspond to a phonetic system that is quite different from English. Students and instructors should focus on listening practice and oral production. Note that the activities ask students to move between Spanish and English, to listen carefully to the model, and to compare and identify a word that has a similar sound to the one that was just written or read aloud. Play the audio and ask students to close their books and their eyes. Upon playing the audio a second time, students can open their books and try to complete the activity. On the third try, students should review the exercise and then compare the results in small groups. Students can prepare before class by listening to the sounds on
—¿Cómo—Baker. se escribe?
La k en king
La s en sister
PARA COMUNICARNOS EN LA CLASE DE ESPAÑOL
• Interactive Activities: ENTENDER CÓMO FUNCIONA LA LENGUA 37. Match the Spanish questions with their equivalents in English. Look for cognates and use a dictionary, if necessary. 1. ¿Puedo ir al baño? 2. ¿Puede/Puedes repetir (,por favor)? 3. ¿Cómo se dice… en español? 4. ¿Qué significa…? 5. ¿Cómo se pronuncia…? 6. ¿Cómo se escribe…? 7. ¿Qué tarea tenemos? 8. ¿Qué página? a. What’s for homework? b. What page? c. How do you say… in Spanish? d. What does… mean? e. How do you pronounce…? f. May I go to the bathroom? g. Can you repeat please? h. How do you spell…?
38. In pairs, compare your answers to activity 37. Then complete the dialogues by writing the question that goes with each answer. 1. ¿Puede/Puedes
la forma tú 2. –Quince
quince. 3. –Se dice ‘libro’. 4. –Hache, i, ese, te, o, erre, i, a: his-to-ria. 5. –Leer el texto de la página quince (15). 6. –Significa classmate CORTESÍA BÁSICA PARA LA CLASE
–s es
ESPAÑOL VOCABULARIO
CAPÍTULO 1
¿ Puede repetir? = usted ¿ Puedes repetir? = tú ATENCIÓN Cognates are words that are the same or similar and etymologically related in different languages. Recognizing them will help you understand new words in Spanish. pronunciar – to pronounce página – page ESTRATEGIAS 39. Match the groups of expressions 1 to 4 with the corresponding category. a. disculpas (apologies) b. despedidas (farewells) c. saludos (greetings) d. agradecimientos (thanks) 1. ¿QuéHola. (Hola,)tal?buenos días. (Hola,) buenas tardes. (Hola,) buenas noches. 2. Hasta luego. Hasta mañana. Hasta el Buenmiércoles...lunes/martes/findesemana. 3. (Muchas) gracias. De nada. 4. Lo Perdonasiento.(= tú). Perdone (= usted). 13 38. EXTENDING After comparing answers and completing the dialogues, practice the questions and answers aloud with the students. 39. EXTENDINGY Rank from more formal to less formal the disculpas, despedidas, saludos and agradecimientos 13 f g c d e h a b ¿Qué página? ¿Cómo se dice book en español? ¿Cómo se escribe historia? ¿Qué tarea tenemos? ¿Qué significa compañero? 3124
RECURSOSPREPÁRATE
–Sí: la
VOCABULARIO repetir (, por favor)? terminación para (15), página DE
Start out by asking what word in English students would associate with prohibido (prohibit/prohibited). Then ask them to look at the signs and identify which one would be associated with prohibido. After this warm-up, use a Think/Pair/Share activity: give the students two minutes to think on their own, matching the signs to the text, then ask them to pair with a partner to show what they did, and finally the whole class comes together to share their answers. This kind of activity gives students a chance to figure out the answers on their own before sharing with others and can be especially helpful for more reticent students to gather their thoughts.
• “Texto locutado y mapeado”: Un paisaje lingüístico bilingüe LAYING THE GROUNDWORK The section Culturas is dedicated specifically to culture in the Spanish-speaking world: art, music, and literature, as well as social, political, and community events. Culture and cultural products are presented organically and connected to chapter content. CULTURAS ESPAÑOL EN ESTADOS UNIDOS Un paisaje lingüístico bilingüe ESTADOS UNIDOS ANTES DE LEER 40. What do you think “linguistic landscape” means? DESPUÉS DE LEER 41. Read the introductory text to confirm your hypothesis. 42. The text in Spanish is hidden in the eight photos above. Match the texts with the right photo. 1. Jugos naturales & batidas. 2. Se rentan cuartos. 3. Cuidado. Piso mojado. 4. Prohibido fumar en cualquier lugar del hospital. 5. ¿Olor a gas? Actúe de inmediato. 6. Cuarto piso. 7. Compramos oro. 8. Gratis. 43. What words did you already know? Can you guess the meaning of any new vocabulary? 44. Find similar texts—in Spanish only or in English and Spanish—where you study or live, or somewhere in the United States. Explain where they are and what they say. Cuidado significa 'Caution'. Multiculturalism is one of the most distinctive charac teristics of the United States. We can see examples of this co-existence of cultures by observing the linguistic landscape -that is, the presence of language in public spaces. Hispanic communities in particular become visible in cities in the United States through the use of Spanish. Here are some examples. 14
44. EXTENDING
PROFICIENCY BENCHMARKS
This section targets Interpretive Communication (via written and visual texts) and advances Intercultural Competence since students will aim to identify products and practices to help them understand perspectives.
42. PLANNING
Ask students to think about places where the Spanish language is used, on campus or in the local environment. What signs are most likely to be in English and Spanish? Why do students think that these particular signs have been made available in English and Spanish? What does this say about the purpose of written language in public spaces and what decisions go into making signs available in certain languages?
14 6 4 5 1 7 8 3 2
• “Texto locutado y mapeado”: Patrimonio artístico CAPÍTULO 1 PINTURA Patrimonio artístico ESTADOS UNIDOS ANTES DE LEER 45. Look at these paintings. Have you seen them before? What do you know about the artists? DESPUÉS DE LEER 46. Read the text. What do the two works have in common? 47. Match each piece of information with the correct painting. You may search online. a. Museo MOMA, Nueva York. b. City College de San Francisco. c. Primera obra considerada cubista. d. Es una pintura mural (pintada en un muro). e. Es de 1940. f. Pintado en Estados Unidos. g. Es una pintura al óleo (oil) h. El tema es la unión del arte del sur y del norte del continente americano. i. Es de 1907. 48. Search online for works of art by other Spanish-speaking artists in the U.S. and share your findings. Here are some names. Dalí Botero Kahlo Sert Varo Plensa … En Estados Unidos se encuentran algunas obras importantes de pintores de habla hispana. Estas son dos de ellas. Detalle de Unidad Panamericana, Diego Rivera (1886-1957) Las señoritas de Avignon, Pablo Picasso (1881-1973) © 2019 Banco de México Diego Rivera Frida Kahlo Museums Trust, Mexico, D.F. /VEGAP 15
48. EXTENDING
“Google Arts and Culture” is a resource for instructors and students that can expose students to artists and artwork from around the world. ANSWER KEY
Las señoritas de Avignon: a, c, g, i Detalle de la Unidad Panamericana: b, d, e, f, h 15
Students present their website to the class, and the class takes notes on each presentation. After all the presentations, the whole class comments on which artists they most appreciate, using structures seen in activity 17. E.g. Para mí, son interesantes las obras de…
47.
Assign pairs or groups of students to research an artist. Students build a website (such as at wix.com or similar options) to display the art of their particular artist and provide basic biographical information.
Se encuentran en Estados Unidos y son dos obras pintadas por artistas de habla hispana. ANSWER KEY
46.
• Does it conform to the characteristics of this type of text?
DURING THE WRITING PROCESS
49. PLANNING
Write a first draft. Write an initial version of your text. Use your notes and start to create a text. Don’t forget the type of text, the topic, the target reader, and the purpose.
• Is the goal of the text accomplished? Are the target readers’ expectations fulfilled?
49. Read the text. Which of the following pieces of advice do you follow when you write a text? Underline them.
This activity asks students to reflect on strategies that they use to prepare a written text. By reflecting on the strategies used in writing in their native language, students are able to think more critically about what their writing process in Spanish will look like. Instructors can take this moment to talk to students about what online tools are permissible as aids to writing in Spanish. Ask students what they think will be the most challenging part of producing written text in Spanish. After students have underlined the advice that they follow when writing a text, put them in groups to compare their responses.
PREPÁRATEBEFORE
16
• Does it require any particular format or design? Does it contain any images or graphics? What is the length or number of words?
• What is purpose?itsWho are the target readers and what are expectations?their
YOU WRITE
HOW TO CREATE A TEXT
Write a second draft. Review your first draft, making any necessary changes. In order to do so, ask these questions about your text:
PREPARAR
Very important: look for examples of similar texts to learn about their characteristics, register (level and style of language), vocabulary, and structures.
• What strategies are used in this type of text? Description, narration, argumentation,exposition,explanation, etc.?
16
• What topic(s) will be dealt with?
Organize your ideas. Consider writing as a process, not a product. First of all, take notes for your draft by brainstorming, using outlines, lists, etc.
• What type of text is it? A form, an email, an infographic, a poster, an academic essay, a summary, an exam, a newspaper article, an advertisement, a poem, etc.?
• Is/Are the topic(s) clear? Are they relevant?
CONOCER LOS TEXTOS VOCABULARIO PARA TEXTOS Y EXÁMENES
• Are the design, format, and length of the text adequate?
LAYING THE GROUNDWORK
The section Conocer los textos presents texts related to the academic and professional world, allowing students to familiarize themselves with the techniques involved in their production.
• Texto en español TEXTOS ACADÉMICOS
• Is the format adequate and appropriate?
After students have answered the two questions, have a conversation with the entire class and summarize their responses. This is a good moment to remind students of the expectations established by you and your institution regarding citing sources, plagiarism and the use of online tools.
50. In pairs, comment on these questions.
17
Reflecting on your method writing a text in English or in other languages can help you write better texts in Spanish.
• Does the text contain redundancies or unnecessary repetitions of words or structures? Are synonyms, pronouns, etc. used to avoid them?
• Are the presentation and organization of ideas logical?
Grammar
You can use this plan to review future writing assignments in this course.
1. Have you used these or similar procedures to write texts in a foreign language or in English?
50. PLANNING
CAPÍTULO 1
Vocabulary
• Is the register appropriate?
ATENCIÓN
• Prepositions: Have you consulted a dictionary to check that you have used the correct prepositions?
• Does it conform to spelling and punctuation rules?
ESTRATEGIAS
PREPÁRATE
Write a final version. Proofread it carefully and consider if it needs more corrections. Cite all sources, including dictionaries.
17
• Is it accurate and varied?
• Is the vocabulary appropriate for the context?
• Are discourse markers and connectors (pronouns, articles, demonstratives, possessives, etc.) used?
• Is the general structure of the text coherent?
BEFORE YOU FINISH
• Verb system: Have you chosen the appropriate tenses and moods to express your ideas? Have you checked your verbs for correct endings and spelling changes?
• Was more than one (monolingual/bilingual)dictionaryused?
• Gender and number: Have you used the correct masculine/ feminine and singular/plural forms of nouns, adjectives, pronouns, and determiners (articles, demonstratives, possessives, or quantifiers)?
Coherence and cohesion
2. Taking into account your learning style(s), which of these resources/procedures do you anticipate as being more or less relevant in this Spanish course?
PROYECTO EN GRUPO
• Proyecto en grupo; Activities:
PROYECTOS
LAST NAME
In this project, students negotiate personal information and present it in groups to the rest of the class. Refer students to the content seen at the beginning of the chapter, where they learned how to offer and solicit personal information (Para empezar) or to speak about topics of interest (Documentos para descubrir or Actividades de mi clase de español). Ask them to fill out the questionnaire and then exchange the information, through questions and responses, in small groups.
¿Qué temas son interesantes para ti?
—Somos Eva, Mark, Lily y Duncan.
—Paul es de California y Mark, también.
PROYECTOS
PLANNING
LAYING THE GROUNDWORK
We introduce ourselves to the class.
—El grupo se llama El Dorado.
¿Cómo te llamas? ¿Cuál es tu apellido?
¿De dónde eres?
C. Choose a name for your group and present yourselves to the rest of the class.
NOMBRE Y SEGUNDO NOMBRE O INICIAL FIRST NAME AND MIDDLE NAME OR INITIAL
Consider showing students pictures of groups of people that they may or may not know: a basketball or football team, a musical group, actors in a TV show, etc. and ask students to introduce them. If the people are unknown to the students, they can invent the information.
C. EXTENDING
CURSO YEAR
TEMAS INTERESANTES
In this section students will engage in a variety of communication modes (Interpersonal, Interpretive, and Presentational) to practice the content seen thus far.
PROCEDENCIA WHERE
I AM FROM ESTUDIOS. EN ESTE MOMENTO ESTUDIO I STUDY
—Sí, soy de Los Ángeles.
—… 18
DE CLASE INTERESANTES PARA MÍ CLASS ACTIVITIES I FIND INTERESTING
PARA MÍ TOPICS I FIND INTERESTING
Presentación oral • Interactive
B. In small groups, share your information from A.
A.
These two projects have been designed to guide learners to develop and practice the two main learning objectives: Exchange personal information and Introduce yourself and others. A holistic rubric can be found in TheSpanishHub to assess the projects.
ACTIVIDADES
APELLIDO
18
The section Proyectos provides two projects, an individual one and one in groups, in which learners have the chance to create more complex linguistic output by activating the language they have learned in the chapter. Students are encouraged to conduct research on the internet, work in groups, and prepare presentations in a wide range of formats.
¿Qué curso estudias?
—Yo soy de Paso Robles.
PROFICIENCY BENCHMARKS
Rubrics:
LEARNING OUTCOMES
¿Qué estudias?
Fill out this form with your personal information.
enPresentacióngrupo
C. EXTENDING
• Rubrics: Proyecto individual; Presentación escrita • Interactive Activities: PROYECTOS A. Prepare your draft with personal information. CAPÍTULO 1 NOMBRE Kimberley APELLIDO Tomassini LUGAR DE ORIGEN Austin, Texas TEMAS INTERESANTES PARA TI La música, las series y los animales ESTUDIAS Biología, Español y Computación Me llamo Kimberley Tomassini. Soy de Austin, Texas… PROYECTO INDIVIDUAL Presentarse en un foro o un blog Introduce yourself in writing on an online platform. B. You can add photos showing your interests, your favorite places, etc. C. Write a final text. 19
The individual project seeks to practice the same functions seen throughout the chapter, but now in writing, and aims for students to present information on everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through written language, a hallmark of
Presentational Writing
PROFICIENCY BENCHMARKS
With the goal of increasing the level of student engagement, it would be beneficial if the class could share their texts in a blog or an online forum, or if they could collaborate with another class, or school, or even share their texts with a friend via email.
19
• Grammar Tutorials
RECURSOS LINGÜÍSTICOS
Tú estudias / Vos estudiás español. Ella estudias español. Ella estudia español.
u The present tense of the verb ser
Yo soy David. Soy estudiante de segundo año.
The grammar covered in each chapter is supported by Grammar Tutorials, created specifically for this program and available online at TheSpanishHub
u Conjugation of regular verbs: -ar, -er, -ir
We use the verb ser + noun to identify a person, an object or a place.
THE PRESENT
yo estudio leo escribo tú/vos estudias/ás lees/és escribes/ís él, ella, usted estudia lee escribe nosotros/-as estudiamos leemos escribimos vosotros/-as estudiáis leéis escribís ellos, ellas, ustedes estudian leen escriben
—¿Qué es esto? —Esto es el puente de Brooklyn.
To identify objects, places, and situations (never people), we can use the neutral pronoun. Esto es Jim.
Spanish has first-, second-, and third-person personal pronouns, each with singular and plural forms. These correspond to the English personal pronouns I, you, he, she, it, we, you, they
GRAMMAR
PERSONAL PRONOUNS
• Resources: Grammar Tables
singular plural
We use ser de + location to talk about one's place of origin.
Soy de California, soy de San Diego.
In Spanish, there are three groups of verbs, called conjugations: those that end in -ar (1st conjugation), those that end in -er (2nd conjugation), and those that end in -ir (3rd conjugation).
yo me llamo tú/vos te llamas/llamás él, ella, usted se llama nosotros/as nos llamamos vosotros/as os llamáis ellos, ellas, ustedes se llaman
Me llamo Sofía. Mi nombre es Sofía. Me llamo es Sofía.
20
u The present tense of the verb llamarse
In Spanish, some verbs are reflexive and always include the reflexive pronouns me, te, se, nos, os, se
Yo me llamo Carla. ¿Tú cómo te llamas?
¿Ustedes son estudiantes de primer año?
ESTUDIAR LEER ESCRIBIR
In Spanish, second person singular tú (vos) and plural (vosotros/as) forms of verbs in the present tense end with -s Tú/Vos:: -as(ás)/-es(és/ís )
yo nosotros/as tú/vos vosotros/as él, ella, ustedellos, ellas, ustedes
Vosotros/-as is used only in Spain. Ustedes is used everywhere in the Americas.
Ella es Amelia y yo soy Yirley.
LAYING THE GROUNDWORK
yo soy tú/vos eres/sos él, ella, usted es nosotros/as somos vosotros/as sois ellos, ellas, ustedes son
20
• Interactive Activities: RECURSOS LINGÜÍSTICOS
The section Recursos lingüísticos explains and presents concepts related to the linguistic content of the chapter: grammar, vocabulary, and text analysis, with special emphasis on the active vocabulary that students should master by the end of the chapter.
The pronoun vos (and its related verb forms) is used instead of tú in informal contexts in Argentina, Uruguay, Paraguay, Costa Rica, and Andean areas of Venezuela and Colombia.
Vosotros/as: -áis, -éis, -s.
u Uses of the verb ser
Soy de América. Soy de americano.
1
THE DEFINITE ARTICLEmasculinefeminine
first singularperson second singularperson third singularperson
PLURAL NOUNS
El tema - Los temas
El lápiz - Los lápices
Nouns that refer to objects, situations, ideas, etc. have one grammatical gender only.
masculine singular
In Spanish, nouns that refer to people and animals have masculine and feminine forms, according to the gender of the person or animal.
–z > –ces
(Yo) me llamo Kim. ¿(Tú) te llamas Tom? (Ella) se llama Ali.
singular el la plural los las
-o el libro -e el nombre -s el paí feminines singular
an -s to nouns that end with a vowel la clase → las clases el compañero → los compañeros la letra → las letras
• Interactive Activities: RECURSOS LINGÜÍSTICOS
El mano
• Quiz
PERSONAL INFORMATION
Las tradiciones del mundo hispano son muy variadas.
masculine singularfeminine singular -o>-a el compañero la compañera -or>-ora el profesor la profesora -e>-e el estudiante la estudiante
The definite article is used to identify specific and known information:
CAPÍTULO
(Yo) soy de Nevada. ¿(Tú) eres de Florida? (Ella) es Vermont.de
Learn each new noun along with the corresponding article. That way you will always know if it is masculine or feminine.
(Yo) soy estudiante. ¿(Tú) eres estudiante? (Ella) es estudiante.
To form the plural, we add:
La tema - Las temas
(Yo) soy Kim. ¿(Tú) eres Tom? (Ella) es Ali.
GENDER OF NOUNS
Esto es el puente de Brooklyn. La profesora de español se llama Marta. Para mí son interesantes los problemas del medioambiente.
• Grammar Tutorials
-a la letra -e la clase -dad la actividad
Keep in mind that there can be exceptions. La mano
-es to nouns that end with a consonant la actividad → las actividades el país → los países
TUTORIAL QUIZ 21 21
RECURSOS LINGÜÍSTICOS
¿Puedo ir al baño? (May I go to the bathroom?)
Hasta mañana. (See you tomorrow.)
¿Cómo se escribe…? (How do you spell/write...?)
Soy Adrián, encantado. (I'm Adrián, delighted to meet you.)
Pedir información (Requesting information)
¿Puede usted repetir, por favor? (Can you repeat, please?)
Nombre: ¿Cómo te llamas? (What's your name?)
Yo también.
(I'm studying Spanish this semester.)
POLITENESS IN THE CLASSROOM
Con be de Bogotá (With a b like Bogotá.)
PERSONAL INFORMATION
Disculpas (Apologies)
Pedir algo (Requesting an action)
¿Qué tarea tenemos? (What’s for homework?)
Pedir instrucciones (Asking how to do something)
Apellido: ¿Cuál es tu apellido? / ¿Cómo te apellidas? (What's your last name?)
¿Puede deletrear 'universidad', por favor? (Can you spell 'universidad', please?)
Hola. ¿Qué tal? (How's it going? / How are you?)
22
Perdona. (Excuse me.)
Interactive
Hasta el lunes/martes/miércoles... (See you on Monday/ BuenTuesday/Wednesday…)findesemana.(Have a nice weekend.)
Procedencia: ¿De dónde eres? (Where do you come from?)
22
Agradecimientos (Thanks)
¿Cómo se dice… en español? (How do you say… in Spanish?)
Este semestre estudio español.
(Muchas) gracias. (Thank you (very much).) De nada. (You're welcome.)
Hasta luego. (See you later.)
Estudios: ¿Qué estudias? (What are you studying?)
¿Qué página? (What page?)
(Me, too.)
CLASSROOM COMMUNICATION RESOURCES
Hola, buenos días / buenas tardes / buenas noches. (Good morning / Good afternoon / Good evening.)
Despedidas (Farewells)
• Activities: RECURSOS LINGÜÍSTICOS
Lo siento. (I'm sorry.) Perdone. (Excuse me.)
COMMUNICATION
¿Puedes repetir, por favor? (Can you repeat, please?)
¿Qué significa…? (What does... mean?)
Pedir permiso (Asking for permission)
Saludos y presentaciones (Greetings and introductions)
¿Cómo se pronuncia…? (How do you pronounce…?)
CAPÍTULO 1 TEMAS DE LA CLASE DE ESPAÑOL (TOPICS IN THE SPANISH CLASS) LOS NÚMEROS DEL 1 AL 20 (NUMBERS FROM 1 TO 20) 1 uno 2 dos 3 tres 4 cuatro 5 cinco 6 seis 7 siete 8 ocho 9 nueve 10 diez 11 once 12 doce 13 trece 14 catorce 15 quince 16 dieciséis 17 diecisiete 18 dieciocho 19 diecinueve 20 veinte La gastronomía (Cuisine) La historia (History) La mercadotecnia y la publicidad (Marketing and advertising) Los universitariosestudiantes (College students) La política (Politics) La geografía (Geography) Las tradiciones y las celebraciones (Traditions and celebrations) La música (Music) El medioambiente (The environment) El arte (Art) El cine (Cinema) Las ciudades (Cities) VOCABULARY 23 23
The Vocabulary section presents lexical items logically and visually, putting special emphasis on frequent word Thiscombinations.presentation brings learning closer to the kind that happens in an immersion environment and, in addition, facilitates learning via graphic organizers, mental mapping, images, outlines, etc.
• Interactive Activities: RECURSOS LINGÜÍSTICOS
LAYING THE GROUNDWORK
• Interactive Activities: RECURSOS LINGÜÍSTICOS RECURSOS LINGÜÍSTICOS CURSOS Y MATERIAS (COURSES AND SUBJECTS) (el) derecho (Law) (la) estadística (Statistics) (la) ingeniería (Engineering) (la) mercadotecnia (Marketing) (la) antropología (Anthropology) (la) economía y (las) finanzas (Economics and Finance) (la) farmacia (Pharmaceutical Science) (el) inglés (English) (los) negocios (Business) (la) biología (Biology) (el) español (Spanish) (la) historia (History) (la) medicina (Medicine) (la) química (Chemistry) (la) danza (Dance) (la) educación (Education) (la) genética (Genetics) (la) literatura (Literature) (el) periodismo (Journalism) (las) ciencias de la computación (Computer Science) VOCABULARY PROYECTOSPROYECTOS 24 24
(las) internacionalesrelaciones (International Relations)
4 → cuatro → cuarto curso/año (fourth year / senior year)
ACTIVIDADES DE CLASE (CLASS ACTIVITIES)
estudiar un tema español to study a subject/Spanish
2 → dos → segundo curso/año (second year / sophomore year)
el nombre (first name)
leer textos libros to read texts/books
FREQUENT WORD COMBINATIONS
1
CURSOS Y NÚMEROS (YEARS AND NUMBERS)
(el) teatro (Theater)
trabajar en grupos en parejas to work in groups / in pairs
escribir textos correos electrónicos en las redes sociales to write texts/emails/in social networks
el apellido (last name)
hablar en español en inglés con un(a) compañero/a con un(a) profesor(a) sobre un tema to speak in Spanish / in English / with a classmate / with an instructor/professor / about a topic
el semestre (semester)
(la) veterinaria (Veterinary Medicine)
INFORMACIÓN PERSONAL (PERSONAL INFORMATION)
la universidad (college, university)
(la) zoología (Zoology)
25 25
• Interactive Activities: RECURSOS LINGÜÍSTICOS
semestre de otoño de primavera fall/spring semester
trimestre de otoño de invierno de primavera de verano fall/winter/spring/summer quarter/term
la promoción (class)
el curso (year)
ver videos imágenes to watch videos to look at pictures
CAPÍTULO
3 → tres → tercer curso/año (third year / junior year)
escuchar audios música to listen to audio/music
PERÍODOS LECTIVOS (ACADEMIC PERIODS)
1 → uno → primer curso/año (first year / freshman year)