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Objectives
Language Input
Read, listen to, and understand
information about
• families
• parties and celebrations
Vocabulario y gramática en contexto
Vocabulario y gramática
Presentation
01.B.02
& Gram. Transparencies: 96–97; Resource Book:
Cap. 5A, Clip Art; TPR Storytelling Book: Cap. 5A;
Audio Program: CD Cap. 5A, Tracks 1–2
Focus: Presenting visualized vocabulary for
family members, celebrations, and parties
Suggestions: Use the transparencies to
present the vocabulary and grammar in
three sections: the family tree, Cristina’s
introduction to her family, and the party
room scene.
Ask questions that require limited verbal
response, such as: ¿Es Esteban el padre de
Cristina? ¿Te gusta comer dulces?
If students are unfamiliar with the structure
of a family tree, emphasize that the
youngest members are at the bottom, then
parents in the middle, and grandparents at
the top. Explain the structure of the tree:
for example, people who are connected
with a horizontal blue line are brothers and
sisters.
For sample presentation scripts, use the
Input Script from the Teacher’s Resource
Book, or use the TPR Storytelling Book.
Más vocabulario
mis abuelos
Resources: Resource Book: 5A, Input Script; Voc.
el padrastro stepfather
la madrastra stepmother
Ricardo
mi abuelo, 68
Ana María
mi abuela, 61
el hermanastro stepbrother
la hermanastra stepsister
mis padres
mis tíos
José Antonio
mi padre, 42
María
mi madre, 39
Josefina
mi tía, 38
Andrés
mi tío, 42
Capitán
mi perro
mis hermanos
Angélica
mi hermana, 16
“
Michi
mi gato
mis primos
Esteban
mi hermano, 15
Cristina
yo, 13
¡Hola! Me llamo Cristina. Hoy es mi
cumpleaños. Toda mi familia va a
preparar una fiesta para celebrar.
¡Va a ser muy divertido!
”
Carolina
mi prima, 17
“
Gabriel
mi primo, 13
Aquí está mi familia. Tengo dos hermanos:
mi hermana mayor, Angélica, que tiene
16 años, y mi hermano, Esteban, que tiene
15 años. Y aquí están mis primos: Carolina
tiene 17 años. Su hermano menor, Gabriel,
tiene sólo 13 años.
”
Additional Resources
•
Audio Program: Song CD
• Realidades para hispanohablantes: A
primera vista, 5A
• Vocabulary Flash Cards, Vocabulary
Check: Cap. 5A
Block Schedule
•••••••••• ••••••••••••••••••••••
“
01.C.05;
01.C.06
Have students make family tree posters or
collages. They can either use real photos or
make fictional collages using pictures from
magazines, downloaded pictures, or illustrations. Have them label each family
member: for example, Susana, mi tía. They
can also include a few sentences on the
poster: Mi padre es simpático. Point out
that each person has to be identified in
relation to the student. Remind them to
check their sentences for spelling and
agreement. You may have to provide
students with additional vocabulary words,
based on their individual family structures.
222
Mira a las personas de las fotos. Es la
familia de mi tía Josefina. Mi tío Andrés es
el esposo de Josefina. Ellos tienen dos
hijos: su hijo Gabriel y su hija Carolina.
222 doscientos veintidós
Tema 5 • Fiesta en familia
Teaching All Students
Heritage Language Learners
Students with Learning Difficulties
Ask students who are familiar with other
cultures to describe typical families from their
heritage culture. Does active family life include
extended family members? Do family members
live nearby?
If students are struggling with vocabulary words
and their meanings because of the organization
of the family tree, suggest that they look at the
vocabulary list on p. 244 for another list.
Review the family tree prior to starting
Actividad 1.
”
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Language Input
01.B.01
•••••••••••••••••••••••
Resources: Audio Program: CD Cap. 5A, Track 3;
Resource Book: Cap. 5A, Audio Script
Fiestamanía
todo para tu fiesta de cum
pleaños!
el regalo
“
las luces
la cámara
Hoy es el cumpleaños de Cristina. Tengo
un regalo para ella. Es una cámara.
A Cristina le encanta sacar fotos.
”
la piñata
la luz
el papel
picado
la flor
los globos
las flores
el pastel
Ac
ad
tivid
1
los dulces
calle Bolívar, 23
Tel. 455-23-19
Abierto de
10h a 20h
Focus: Listening comprehension about
family members’ ages and names
Suggestions: Review the words menor
and mayor. Then play the Audio CD or
read the script. You may wish to allow
students to hear the entire script once
before asking them to respond.
Script and Answers:
1.
2.
3.
4.
5.
6.
7.
8.
Common Errors: Students confuse similar
words that differentiate gender, such as
primo and prima. Remind them that words
ending in a are usually feminine and words
ending in o are usually masculine.
Escuchar
01.B.01
La familia de Cristina
•••••••••••••••••••••••
Listen as Cristina describes her family. If her
statement is true, give a “thumbs-up” sign. If it
is false, give a “thumbs-down” sign.
Resources: Audio Program: CD Cap. 5A, Track 4;
Resource Book: Cap. 5A, Audio Script
Focus: Listening comprehension about
preparing for a party
Suggestions: Play the Audio CD or read
the script. Pause between each statement
to monitor students. Have them listen to
the script again as you review the answers.
Script and Answers:
Ac
ad
tivid
2
Mi hermano se llama Esteban. (up)
Mi tío tiene cuarenta y dos años. (up)
Mi hermana menor se llama Ana Isabel. (down)
Mi madre tiene treinta y ocho años. (down)
Mi perro se llama Michi. (down)
Mi primo se llama Esteban. (down)
Mi abuela es mayor que mi abuelo. (down)
Mi perro se llama Capitán. (up)
Escuchar
Más práctica
Practice Workbook 5A-1, 5A-2
Preparamos la fiesta
Now listen as Cristina and her mother
prepare for the birthday party. Look at the
items in the party shop ad on this page and
touch each item they mention.
For: Vocabulary practice
Visit: www.phschool.com
Web Code: jcd-0501
doscientos veintitrés
Capítulo 5A
Enriching Your Teaching
223
1.
2.
3.
4.
Necesitamos muchos globos, ¿no? (balloons)
A Angélica le encantan las flores. (flowers)
A los chicos les encanta la piñata, ¿no? (piñata)
Hay globos y luces en la fiesta de cumpleaños, ¿no?
(balloons, lights)
5. Ya tenemos dulces, ¿verdad? (candies)
6. No me gusta el papel picado de plástico. (cut-paper
decorations)
7. Y en el pastel vamos a escribir “¡Feliz cumpleaños!”
(cake)
01.C.05
Culture Note
Teacher-to-Teacher
Paper flowers are popular party decorations in
Mexico. The flowers are made from tissue
paper (papel de china) that is folded and
bound together with wire. While some paper
flowers require a great deal of skill to fold, cut,
and shape, there are more simple techniques
that children can use to create these
decorations.
Have students plan a party where every guest
has to bring things to the party. Show students
how to make a simple invitation with entries as
follows: La fecha: _____, La hora: _____;
El lugar: _____ (for example, en la casa de
Martina). Then have students request that
people bring food or decorations next to the
entry: Por favor, necesitamos: _____ y ______.
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Language Input
Videohistoria
Presentation
01.B.02
¡Feliz
cumpleaños!
Strategy
Using visuals
Look at the pictures as you read
to help you get the details of
the story.
¿Qué pasa en la fiesta de
Cristina? Lee la historia.
Resources: Voc. & Gram. Transparencies: 98–99;
Audio Program: CD Cap. 5A, Track 4
Texas
Focus: Presenting contextualized
vocabulary; previewing the video
Suggestions:
Pre-reading: Direct students’ attention to
the Strategy. Have them look at the
pictures and point out details that will help
them with the story line. Using the
transparencies, go panel by panel and ask
students to predict what will happen.
Reading: Have student volunteers play the
roles of the characters or use the Audio
CD. Using transparencies, and non-verbal
clues, help students understand the new
words in blue type. Ask students comprehension questions.
Post-reading: Complete Actividad 3 to
check comprehension.
Carolina
1
Esteban: Vamos a hacer
un video. Uno . . . dos . . .
tres . . . ¡Acción!
Angélica: Hola, me llamo
Angélica. Hoy es el
cumpleaños de nuestra
hermana, Cristina. Todos
están aquí para celebrar.
7
Padre: ¡Vamos, Gabriel!
¿Puedes romper la piñata?
Gabriel: ¡Por supuesto!
Todos: Dale, dale, dale, no
pierdas el tino, porque si lo
pierdes, pierdes el camino.
(¡Crac! Gabriel rompe la
piñata y . . . )
Angélica
Gabriel
Esteban
Cristina
Additional Resources
•
Writing, Audio & Video Workbook: Cap. 5A, Video
Activity 1
Video
Presentation
01.B.01
Resources: Video Program: Cap. 5A; Resource
5
Angélica: Aquí está mi
madre. A mamá le gustan
las decoraciones.
Madre: Sí. A mí me
encanta decorar con papel
picado.
Book: Cap. 5A, Video Script
Focus: Hearing and seeing contextualized
vocabulary; listening comprehension
Suggestions:
Pre-viewing: Remind students to use prior
experience to help them understand the
video. Have them think of birthday parties
they have attended and how people react
when they are videotaped. Tell them that
when they see the images for the new
vocabulary words in the video, they
should try to listen for these words in the
conversation.
Viewing: Show the video once without
pausing, and then show it again, stopping
to check for comprehension. Write difficult
words on the board. Show the segment a
final time without pausing.
Post-viewing: Complete the Video Activities
in the Writing, Audio & Video Workbook.
224
6
Angélica: Y aquí está
Cristina. Hoy es su
cumpleaños. ¡Feliz
cumpleaños!
Cristina: ¿Cuándo puedo
abrir mis regalos?
Angélica: Ahora no.
Primero, la piñata.
224 doscientos veinticuatro
Tema 5 • Fiesta en familia
03.A.01; 03.B.03; 05.B.01
Teaching All Students
Multiple Intelligences
Musical / Rhythmic: Have students use the
Internet or library resources to look for Spanish
folk songs like the piñata song. Have them
bring in the lyrics, and if you are familiar with
the tune, have students sing along. Suggest
that students find out on which occasions the
song is sung. Remind them that they do not
need to focus on the meaning of the lyrics in
their research, but it may be helpful.
Students with Learning Difficulties
Preview the questions for Actividad 3 by
reading them with students. Have students look
carefully at the pictures from the Videohistoria
to see if they can predict any answers to the
questions. Preview the new vocabulary words.
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Language Input
01.B.02; 01.C.03; 01.C.06
•••••••••••••••••••••••
2
Angélica: Aquí están mis
abuelos. ¿Y cuántos años
tienen Uds.?
Abuelo: Pues, yo tengo
sesenta y ocho años y tu
abuela . . .
Abuela: Por favor, Ricardo.
Angélica, ¡qué pregunta!
3
Angélica: Aquí está Gabriel,
mi primo menor. Le gusta
mucho el fútbol. Y aquí está
mi prima. ¿Cómo te llamas?
Carolina: Pero, Angélica,
tú sabes mi nombre.
Angélica: Sí, pero es para el
video. Por favor . . .
Él es nuestro
4 Angélica:
padre. ¿Qué haces, papá?
Padre: Voy a preparar unas
hamburguesas y después voy a
sacar fotos de la fiesta.
Resources: Practice Answers on Transparencies
Focus: Reading for understanding
Suggestions: Point out to students that
each question is asking them to identify
one of two possible responses. When
reviewing the responses, have students say
in which panel they found the information.
Answers:
1.
2.
3.
4.
5.
6.
Esteban va a hacer el video.
El abuelo (de Cristina) tiene sesenta y ocho años.
A Gabriel le gusta el fútbol.
El padre va a preparar hamburguesas.
La madre decora con papel picado.
Gabriel rompe la piñata.
Additional Resources
Writing, Audio & Video Workbook: Cap. 5A, Video
Activities 2–4
• Heritage Language Learner Workbook: 5A-1,
5A-2
•
Ac
ad
tivid
3
Escribir/Hablar
¿Comprendes?
1. ¿Quién va a hacer el video, Gabriel o Esteban?
2. ¿Quién tiene sesenta y ocho años, el abuelo o la abuela?
3. ¿A quién le gusta jugar al fútbol, a Esteban o a Gabriel?
Assessment
•
Prueba 5A-1: Vocabulary recognition
4. ¿Qué va a hacer el padre, decorar o preparar
hamburguesas?
5. ¿Con qué decora la madre, con globos o con papel picado?
8
Madre: ¡Gabriel! ¡La piñata!
¡El pastel! ¡Ay, no!
6. ¿Quién rompe la piñata, Cristina o Gabriel?
Más práctica
Practice Workbook 5A-3, 5A-4
For: Vocabulary practice
Visit: www.phschool.com
Web Code: jcd-0502
doscientos veinticinco
Capítulo 5A
225
Enriching Your Teaching
Culture Note
Piñatas are crafts that serve as both party
decorations and entertainment. Although other
materials are now common, traditional piñatas
are made from a clay pot, or olla de barro,
with papier-mâché attached to complete the
desired shape. Curled strips and streamers of
tissue paper are then glued on the outside. The
breaking of the piñata is a ritual, with a song
urging the blindfolded child to hit the piñata
and bring down the shower of candies, fruit, or
small toys that it contains.
Internet Search
Keyword:
piñata
225