¡Hola amigos!
Teacher Support Materials
¡Hola amigos!
Teacher Support Materials
¡Hola amigos! Resource Overview
¡Hola amigos! is a Spanish support resource with correlations to many Grade 4 and Grade 5
learning outcomes; it is intended to be used in conjunction with other teaching and learning
resources in face-to-face classroom settings or computer-mediated learning environments. The
design of ¡Hola amigos! allows teachers to present curriculum-based material in different
contexts in order to better suit the needs of students.
Navigation and Activity Selection
The activities in this resource can be accessed in two ways.
1. The activities can be accessed according to individual categories by clicking on the
corresponding icons arranged vertically on the left hand margin of the interface.
2. The activities can also be accessed in a pedagogically sound, pre-determined sequence by
clicking on the buttons along the bottom of the screen.
The activities in each scenario are colour coded to indicate that they:
1. introduce linguistic content or cultural information ( ] presentación)
2. allow students to practice what has been presented (] práctica)
3. encourage students to use the language (] producción)
Knowledge of this colour coding can be useful in selecting relevant activities or even resequencing the activities to address student needs.
To assist with lesson planning, the activities sequenced along the bottom of the screen are also
grouped into clusters of activities based on related content, theme or topic. The groupings
suggest activities that could be attempted in one session or within the same week of instruction.
¡Hola amigos! Activity Types
¡Hola amigos! is a Grade 4/5 resource that engages students in a variety of activities while
focusing on certain program of studies learning outcomes. What follows is a description of the
activity types.
Mini-Movie: Students play (and replay as often as they like) an animated story with
cartoon characters situated in a futuristic international school. New vocabulary,
expressions and linguistic structures are introduced, and previously learned linguistic
content from other scenarios is reinforced through the engaging storyline. The movie
player controls allow students to skip to the beginning of previous scenes or skip
forward. Speech balloons can be turned on and off by clicking on the button next to the player
controls; the default setting is to have the speech balloons turned off.
Mini-Movie Activities: To confirm and demonstrate their understanding of the minimovie content, students reconstitute the dialogue of key excerpts by selecting
appropriate text for the speech balloons in a follow-up activity. Some scenarios
include a self-recording activity based on the content of the mini-movie in which
students may record and listen to their own voices. These audio files are available as
long as the student is logged on to the activity. Moreover, each scenario gives students the
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¡Hola amigos!
Teacher Support Materials
opportunity to build their own three-panel cartoon sequences by using images from the minimovie and selecting appropriate text for the speech balloons. The finished comic can be printed.
Explore and Discover: In this component, students have the opportunity to engage
with content in such a way as to discover new concepts in the language. These may
related to vocabulary, linguistic structures or other matters. In general, most explore
and discover activities are also followed by practice activities.
Picture/Vocabulary: Through mouse-click or mouse-over, students discover
picture-word relationships to build and practice vocabulary. The first activity in this
component will be of a standardized nature: a type of summary or overview of key
nouns/verbs of the scenario. Additional activities include simple games or other
interactions to reinforce vocabulary knowledge.
Amigos: Friends from nine Spanish-speaking countries show and talk about aspects
of their diverse cultures and expose students to a variety of Spanish accents. The
storyline of the resource links the characters from this component with the characters
in the mini-movie. In later scenarios, some of the Amigos also take on leading roles
in the mini-movie plots.
Language Investigator: A “language scientist” helps students take notice of and
understand patterns, structures and grammatical aspects of Spanish. An effort has
been made to identify key concepts that students may find difficult to grasp and to
present these concepts clearly in this section.
Sounds and Letters: In this component, students have the opportunity to focus on
specific letters and sounds that they may find unusual or difficult to pronounce.
While the first scenario presents the entire alphabet, later scenarios limit the focus
to a few specific sounds and letters. In some cases, students also have the
opportunity to record their voices as they practice the sounds.
Mediateca: Students can access a library containing fun, informative, and culturally
rich print, visual, auditory and multi-media texts dealing with themes, topics and
vocabulary addressed in the scenario.
Scenario Overview Tables
An overview of ¡Hola amigos! follows. The overview provides information about each of the
activities. This information may be useful in lesson planning and locating specific activities to
achieve specific objectives and address specific learning outcomes.
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¡Hola amigos!
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Scenario 1: La clase de español – Overview Table
#
Icon
Title
User Experience
Outcomes
Grade 4 Grade 5
0
La clase de
español
Spanish class
Lucía arrives at her new school, greets
her classmates and finds out their
names, countries of origin and how
they are feeling.
LC-2.1a.
LC-2.4a.
LC-2.6a.
LC-3.3a.
LC-1.1a.
LC-2.1a.
LC-2.4a.
LC-2.6a.
1
¿Qué dicen?
What did they say?
Students listen to a dialogue dealing
with greetings and then recreate the
dialogue by sequencing text in speech
balloons.
LC-4.2a.
LC-3.3a.
LC-2.6a.
LC-2.4a.
LC-4.1a.
LC-4.2a.
LC-3.2a.
LC-3.1b.
2
¿Cómo se saludan Students listen to greetings and
farewells and make associations
estas personas?
between images and oral and written
Saying hello
messages.
LC-2.1a.
LC-2.4a.
LC-2.6a.
LC-3.2a.
LC-3.2a.
LC-2.6a.
LC-2.1a.
LC-2.4a.
3
Palabras y
palabras
Greetings
LC-2.1a.
Students recognize greetings and
farewells through listening and reading LC-2.4a.
LC-2.6a.
text.
LC-3.2a.
LC-3.2a.
LC-2.6a.
LC-2.1a.
LC-2.4a.
4
Hola y adiós
Hello and goodbye
Students practice greetings and
farewells by choosing the appropriate
expression for a situation based on
images and written clues.
LC-2.4a.
LC-2.6a.
LC-2.1a.
LC-2.4a.
LC-2.6a.
LC-2.1a.
5
¿Cómo estás?
How are you?
Students listen to and read some
typical responses to the question
¿Cómo estás?.
LC-2.1a.
LC-2.4a.
LC-2.6a.
LC-3.2a.
LC-2.1a.
LC-2.4a.
LC-2.6a.
6
¿Cómo están?
How are they?
LC-2.1a.
Students decide the appropriate
response to the question ¿Cómo estás? LC-2.6a.
LC-3.3a.
by assessing the characters’
expressions and situation.
LC-3.2a.
LC-2.1a.
LC-2.6a.
7
Mis amigos
hispanos
My Hispanic friends
Students become familiar with
common introductions by listening to
and reading the self-introductions of
characters from around the Hispanic
world.
GC-1.4a.
LC-3.3a.
LC-2.1a.
LC-2.4a.
GC-1.1a.
S-2.1a.
LC-2.1a.
LC-2.6a.
8
Los países de mis
amigos
My friends and their
countries
Students associate various characters
with their Hispanic countries of origin
by listening to and/or reading their
self-introductions.
A-1.1b.
GC-1.4a.
LC-2.1a.
LC-2.4a.
A-2.1a.
GC-1.1a.
LC-2.1a.
LC-2.6a.
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¡Hola amigos!
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¿De dónde es?
Where are they
from?
Students complete written statements LC-2.1a.
about the countries of origin of various LC-2.4a.
A-1.1b.
characters using audio clues.
A-2.1a.
LC-2.1a.
LC-2.4a.
LC-2.6a.
El abecedario
The alphabet
Students select a letter of the alphabet A-6.2a.
from the onscreen keyboard, listen to LC-1.1a.
the letter’s name, and see a word and LC-1.2a.
an image that can be associated with
the letter.
A-6.2a.
LC-1.1b.
LC-2.1a.
LC-2.6a.
El ritmos de las
letras
Alphabet rap
Students listen to and sing along with
a rap song about the letters of the
alphabet.
LC-1.2a.
LC-2.2a.
12
Algunas letras
Which letter is it?
Students practice some of the letters
of the alphabet by selecting the correct
letter to complete a word using audio
clues.
LC-2.1a.
LC-2.4a.
A-1.1b.
LC-2.6a.
LC-2.1a.
LC-2.6a.
13
Encuentra la letra Students practice the alphabet by
Find the letter
listening to the name of a letter and
selecting the correct letter.
LC-1.2b.
LC-2.1a.
A-1.1b.
LC-1.1a.
14
La palabra
escondida
The hidden word
Students practice the alphabet by
listening to the name of a letter and
selecting the correct letter to spell
common words.
LC-1.2b.
LC-2.1a.
A-1.1b.
15
Tú y yo
You and I
Students understand the difference
between the pronouns I (yo) and you
(tú) by viewing images, listening to
audio and reading text.
LC-2.1a.
LC-2.4a.
LC-2.6a.
LC-2.1a.
LC-2.4a.
LC-2.6a.
16
¿Tú o yo?
You or I?
Students demonstrate their
understanding of the difference
between the pronouns I (yo) and you
(tú) by matching sentences to the
correct pictures.
LC-2.4a.
LC-2.6a.
LC-2.4a.
LC-2.6a.
17
Yo soy de Marte
I am from Mars
Students read and listen to a comic
strip in Spanish about a boy from
Earth who meets an extraterrestrial.
LC-2.1a.
LC-2.4a.
LC-2.6a.
LC-2.1a.
LC-2.4a.
LC-2.6a.
18
¡Vamos a cantar!
Let’s sing!
Students hear, read and sing the song LC-4.2a.
LC-2.1a.
"Buenos dias, América" in karaoke
LC-2.4a.
style.
LC-4.2a.
LC-2.1a.
LC-2.4a.
19
¡Te toca a ti!
It’s your turn!
Students record, listen to and modify
their own answer to the questions
¿Cómo te llamas? and ¿De dónde
eres?.
LC-4.2a.
LC-2.1a.
LC-2.4a.
9
10
11
LC-3.3a.
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LC-4.2a.
Lc-2.1a
LC-2.2a.
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Teacher Support Materials
Haz tu tira cómica
(La clase de
español)
Make your own
comic strip
(Welcome to
Spanish Class)
Students create their own comic strip
using speech balloons with vocabulary
related to greetings and farewells as
well as various questions.
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A-6.1a.
A-6.2a.
LC-2.5a.
LC-2.7a.
A-6.1a.
A-6.2a.
LC-2.5a.
LC-2.7a.
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Escenario 1: La clase de español / Scenario 1: Spanish class –
Contents
Resumen / Summary
En esta escenario conocemos a Lucía y a sus compañeros de clase: Jenny y Matthew. Es su
primer día en la escuela por lo que vemos como se saludan y presentan. Matthew y Jenny, le
muestran su reloj mágico que les permite comunicarse con los amigos del mundo hispano.
Podemos conocer y saludar a estos amigos. Se trabajan los saludos, las presentaciones y las
despedidas. Además, aprendemos a preguntar y responder sobre los estados de ánimo y a decir
el abecedario cantando un rap.
Secciones / Sections
•
La aventura
o La clase de español
•
Explora y descubre
o Saludos, presentaciones y despedidas
•
Investiga con el profesor Morfi
o Tú y yo
•
Más que palabras
o Saludos y despedidas
•
Mira como suena
o El abecedario
•
Lee, canta y... disfruta
o Cómic: Soy de Marte
o Canción: Buenos días, América
Contenidos / Contents
•
Cómo saludar y cómo
despedirse
Hola.
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¡Hola amigos!
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Adiós.
Buenos días.
Buenas tardes.
Buenas noches.
Hasta mañana.
•
Cómo preguntar y responder sobre los estados de ánimo
¿Cómo estás?
Estoy muy bien.
Estoy bien.
Estoy regular.
Estoy mal.
Estoy muy mal.
•
Cómo presentarse y decir de dónde eres
Yo soy de la República Dominicana y me
llamo Beatriz.
¡Hola! Yo me llamo César y soy de los
Estados Unidos.
•
Cómo preguntar por información personal
¿Cómo te llamas?
Me llamo Lucía.
¿De dónde eres?
Soy de España.
•
Español para la interacción
Adelante.
Gracias.
Espera... Ya.
Bienvenida/Bienvenido.
•
Los paises de la escenario
México
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El Salvador
República Dominicana
España
Chile
Argentina
Estados Unidos de América
Guatemala
Perú
Canadá
Ucrania
Colombia
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Guión de La aventura / Mini-movie script
Escenario 1: La clase de español / Scenario 1: Welcome to Spanish class
[Escena 3]
Lucía: ¡Buenos días!
Sr. Márquez: ¡Hola, buenos días! Adelante.
[Escena 4]
Sr. Márquez: ¿Cómo te llamas?
Lucía: Me llamo Lucía.
Sr. Márquez: Bienvenida a clase, Lucía. Por favor, den la bienvenida a Lucía. Todos: ¡Bienvenida
a clase, Lucía!
Lucía: Gracias.
[Escena 5]
Sr. Márquez: Lucía, yo soy el señor Márquez, el profesor de español.
[Escena 6]
Jenny: Hola, Lucía. Yo me llamo Jenny.
Lucía: Hola. (mirando a Matthew) Y tú, ¿cómo te llamas? Matthew: Matthew.
Otro niño: Yo me llamo…
[Escena 7]
Sr. Márquez: ¿Cómo estás, Lucía?
Lucía: ¡Estoy muy bien, gracias!
Sr. Márquez: ¿Y tú, Jenny?
Jenny: ¡Yo estoy regular!
[Escena 8:]
Sr. Márquez: Y tú, Matthew, ¿cómo estás?
Matthew: ¡Ay! No muy bien.
Jenny: Es un saltamontes. Espera… Ya.
Matthew: Gracias.
Sr. Márquez: Muy bien. A ver… ¿Saben de dónde soy?
[Escena 9]
Sr. Márquez: ¡Miren, yo soy de Colombia!
[Escena 10]
Sr. Márquez: Tú, Matthew, eres de Ucrania, ¿verdad? Matthew: Sí.
Sr. Márquez: Y tú, Jenny, ¿de dónde eres?
Jenny: Yo soy de Canadá.
Sr. Márquez: Muy bien. ¿Y tú, Lucía?
Lucía: ¡Yo soy de España!
[Escena 11]
Sr. Márquez: ¡Mira, Lucía, estos son nuestros amigos del mundo!
[Escena 12]
Matthew y Jenny: ¡Chist, chist, mira, Lucía!
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[Escena 13]
Jenny: Mira, Lucía, eres tú.
Lucía: ¡Qué guay!
[Escena 14]
Jenny: ¡Chist, chist! Y tú, ¿cómo te llamas?
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