sp04_te_2a_70_77.qxd
8/6/03
9:07 PM
Page 74
A primera vista
Language Input
Standards:
1.2
Resources: Voc. & Gram. Transparencies: 44–45;
Resource Book: Cap. 2A, Input Script; TPR Storytelling Book: Cap. 2A; Audio Program: CD, 4, Cap.
2A, Tracks 1–2; Resource Book: Cap. 2A, Clip Art
Focus: Presenting vocabulary for daily
routines and for getting ready to go out
Suggestions: Present the vocabulary in
two groups: what a boy does to get ready
for an event and what a girl does. Use the
Input Script from the Teacher’s Resource
Book or the story from the TPR Storytelling
Book to present the new words, or use
some of these suggestions.
Bring in items that students might use to
get ready for an event. Have them identify
each item, and ask: ¿Quién lo (la) usa?
¿Cuándo lo (la) usas?
Point out that in Spanish, just as in English,
nouns are sometimes related to the verbs
associated with them. Write the words
ducharse, cepillarse, and secarse on the
board and have students tell the nouns
that are related to each verb. Ask students
to name a familiar noun that is similar to
the verb vestirse (vestido). Have them
guess what afeitadora (electric shaver) and
peinarse (to comb one’s hair) mean and
ask them to explain what clues they see in
the two words.
Draw two series of stick drawings on the
board to illustrate two people going
through their daily routines (one girl and
one boy). Draw the routines in random
order. Ask students to label the drawings
with the infinitive form of the correct verb.
Then have students tell you in what order
the characters should do each activity. For
example, Primero ella debe levantarse.
Limit students to using the reflexive verbs
lexically until the concept is introduced in
the Gramática on p. 80. If needed, explain
to students that reflexive verbs require a
special pronoun and are used to describe
actions people do to themselves. Contrast
the familiar verb poner with ponerse.
Additional Resources
• Audio Program: Song CD
74
Read, listen to, and understand
information about
• getting ready for an event
• daily routines
Vocabulario y gramática en contexto
Vocabulario y gramática
Presentation
Objectives
“
¡Hola! Me llamo Antonio. ¿Qué hago yo antes de
ir a un evento especial? Siempre me despierto
temprano y me levanto de la cama.
Primero me ducho lentamente—
generalmente estoy en la ducha unos
20 minutos.
afeitarse
despertarse
Después de ducharme,
me afeito . . .
cepillarse
los dientes
la ducha
. . . y me cepillo los dientes.
ducharse
arreglarse el pelo
secarse
la toalla
el desodorante
el secador
Luego me seco el pelo con
el secador y me arreglo
el pelo con el peine.
el agua de colonia
el cepillo
el peine
Más vocabulario
la audición audition
ponerse
la boda wedding
vestirse
Después me pongo el
desodorante y el agua
de colonia y me visto.
el concurso contest
por ejemplo for example
74
setenta y cuatro
Tema 2 • Un evento especial
”
Universal Access
Students with Special Needs
Heritage Language Learners
Pair hearing-impaired students with advanced
learners. Provide each hearing-impaired student
with the sentences in Actividad 1. Write the
sentences in a different order from the script.
Have the advanced learners act them out while
the partners identify the correct sentence.
Ask students to write a paragraph about their
ideal evening. Have them include details such
as where and with whom they would go, what
they would wear, and how they would prepare.
Help students to use the four-step writing
process of pre-writing, drafting, editing, and
revising.
sp04_te_2a_70_77.qxd
8/6/03
9:07 PM
Page 75
Language Input
—Tengo una cita con Rafael. ¡Vamos a un baile elegante!
—Debes estar muy entusiasmada. ¿Qué vas a hacer
para prepararte?
Ac
ad
tivid
—Primero me baño, . . .
1
Standards:
1.2
••••••••••••••••
pintarse las uñas
Resources: Audio Program: CD 4, Cap. 2A, Track
3; Resource Book: Cap. 2A, Audio Script; Practice
Answers on Transparencies
Focus: Listening comprehension about
daily routines
Suggestions: Establish appropriate
ways to pantomime each action before
beginning the activity. You may want to
have students point to the picture of the
appropriate activity or item on p. 74
instead of acting out the activity.
Script and Answers:
. . . luego me pinto las uñas.
cortarse el pelo
No puedo cortarme el
pelo. Por eso quiero ir
al salón de belleza.
el cinturón
bañarse
de oro
lavarse la cara
1. Me levanto a las ocho. (wake up)
2. Primero, me afeito. (shave)
3. Después me ducho. (take a shower)
4. Me pongo desodorante. (put on deodorant)
5. Me cepillo los dientes. (brush your teeth)
6. Me arreglo el pelo. (fix your hair)
7. Me visto. (get dressed)
de plata
—¿Puedo pedirte prestados tus aretes?
—¿De oro o de plata?
—Depende . . . prefiero los aretes
de plata.
“
Ac
Ac
1
tivid
Escuchar
ad
ad
tivid
Después del baile . . .
Ahora tengo mucho sueño.
Voy a lavarme la cara y
acostarme. ¡Hasta mañana!
2
Escuchar
¿Qué haces por la mañana?
¿Lógica o no?
Vas a escuchar siete frases que
describen qué hace alguien por la
mañana. Representa (Act out) cada
una de estas acciones sin hablar.
Vas a escuchar siete frases. Algunas son lógicas
y otras no. Señala con el pulgar hacia arriba si
la frase es lógica y con el pulgar hacia abajo
si no es lógica.
Más práctica
Practice Workbook 2A-1, 2A-2
For: Vocabulary practice
Visit: www.phschool.com
Web Code: jdd-0202
setenta y cinco
Capítulo 2A
Ac
las joyas
ad
tivid
2
Standards:
1.2
••••••••••••••••
”
75
Resources: Audio Program: CD 4, Cap. 2A, Track
4; Resource Book: Cap. 2A, Audio Script; Practice
Answers on Transparencies
Focus: Listening comprehension about
daily routines
Suggestions: Remind students that
answers are not based on their personal
daily routine.
Script and Answers:
1. Me levanto antes de despertarme. (down)
2. Me pongo los aretes en los pies. (down)
3. Me seco el pelo con el secador. (up)
4. Me lavo con el peine. (down)
5. Me visto después de bañarme. (up)
6. Me cepillo los dientes todos los días. (up)
7. Me pongo el desodorante antes de bañarme. (down)
Extension: Ask students to change the
illogical statements to make them logical.
Enriching Your Teaching
Culture Note
Teacher-to-Teacher
In most Spanish-speaking countries, it is more
common for young people to go out in a group
than on “dates.” Often dance clubs will have
events exclusively for teenagers. They serve soft
drinks and juices instead of alcohol, and provide
a safe environment for friends to get together,
dance, and have a good time.
Be sure to bring in at least one each of the
vocabulary items mentioned to use as visual
props throughout the chapter. For toiletries,
use construction paper or adhesive labels to
label them in Spanish.
75
sp04_te_2a_70_77.qxd
8/6/03
9:07 PM
Page 76
Language Input
Videohistoria
Presentation
Standards:
1.2
Resources: Voc. & Gram. Transparencies: 46–47;
¿Más maquillaje?
¿Qué emergencia tiene
Gloria? ¿Cómo se arreglan
Raúl y Tomás? Lee la
historia para saber.
Audio Program: CD 4, Cap. 2A, Track 5
Focus: Extending the presentation of
vocabulary and grammar
Suggestions:
Pre-reading: After students think of a
favor that they have done for another
person, ask them to tell how they felt
while doing it. Point out the last three
panels, and ask students to list words that
describe how Tomás and Raúl might feel.
Reading: Pause after the fourth panel to
have students summarize what they have
read. Have them use that information to
predict the outcome.
Post-reading: Complete Actividad 3 to
check comprehension.
Estrategia
Relating to your own experience
Making a connection between your
own life and what you are reading
will help you to understand a story
better. Think about the following:
• Have you ever done a favor for
someone, only to regret it later?
1
Raúl: No dan nada
interesante hoy.
Tomás: Tienes razón. ¿Por
qué no tomamos un
refresco?
Gloria: (al teléfono) ¡Ay, no!
¿Estás seguro? ¿Qué
podemos hacer? Un
momento, tengo una idea.
7
Tomás: Tienes razón. Pero
te ves muy bien.
Raúl: ¿Tú crees? Y mira tus
zapatos. ¡Qué grandes son!
Raúl
Tomás
Additional Resources
• Writing, Audio & Video Workbook: Cap. 2A, Video
Activity 1
5
Raúl: ¡Qué idea! Mira dónde
estamos.
Gloria: Primero, no es idea
mía . . . ¡Tranquilos! No
deben estar tan nerviosos.
Raúl: No estamos nerviosos.
Pero no me gusta vestirme a
lo ridículo.
76
setenta y seis
Tema 2 • Un evento especial
6
Tomás: ¿Es necesario
pintarse los labios?
Raúl: ¿Tanto gel? ¿Por qué
tiene que ponerme tanto
maquillaje? Dos horas así.
No va a ser muy cómodo.
Universal Access
76
Advanced Learners
Students with Learning Difficulties
Provide pictures of different Halloween
disguises. Have students list two things that
they would have to do to prepare each
costume. Ask them to share their answers with
the class and have the other students guess
which disguise they are describing.
To help students use context to determine the
meaning of new words, provide them with
copies of sentences that contain the new
words. Review the new sentences with them, in
conjunction with the Videohistoria.
sp04_te_2a_70_77.qxd
8/6/03
9:08 PM
Page 77
Language Input
Video
Presentation
Standards:
1.2
Resources: Video Program: Cap. 2A; Resource
Book: Cap. 2A, Video Script
2
Gloria: ¿Les gustaría
participar en una obra de
teatro? Es una emergencia.
Necesitamos a dos personas
y tienen que venir
rápidamente.
Raúl: ¿En qué? ¡No!
Tomás: Pero, ¿por qué no?
Puede ser interesante.
Gloria: ¡Fantástico! Les va a
gustar mucho.
3
4
Tomás: ¿Cómo me preparo?
¿Me arreglo el pelo?
Gloria: Tomás, te ves bien.
Pero Raúl . . .
Raúl: Si, voy a cepillarme los
dientes, lavarme el pelo . . .
Gloria: Tienen 30 minutos.
Ac
ad
tivid
3
Leer/Escribir
Focus: Viewing and comprehending
the video
Suggestions:
Pre-viewing: Remind students that they do
not need to understand every word to
follow the story.
Viewing: Show the video once without
pausing. Show it again, pausing to
point out key events and to check
comprehension.
Post-viewing: Complete the Video
Activities in the Writing, Audio & Video
Workbook.
¿Comprendiste?
Indica si las siguientes frases son (C) ciertas o (F) falsas.
Si la frase es falsa, escribe la información correcta.
Additional Resources
1. Tomás y Raúl miran un programa de televisión muy
interesante.
• Writing, Audio & Video Workbook: Cap. 2A, Video
Activities 2–4
• Heritage Language Learner Workbook: 2A-1, 2A-2
2. Tomás quiere ayudar a Gloria con una obra de teatro.
3. Raúl no quiere ayudar a Gloria.
8
Raúl: ¡Esto va a ser un
desastre!
Ac
5. A Raúl le gusta vestirse a lo ridículo.
7. Tomás se pone zapatos muy grandes para la obra de teatro.
8. Raúl cree que todo va a ser muy divertido.
Más práctica
Practice Workbook 2A-3, 2A-4
For: Vocabulary practice
Visit: www.phschool.com
Web Code: jdd-0203
Enriching Your Teaching
Teacher-to-Teacher
Teacher-to-Teacher
To familiarize students with the events of the
Videohistoria, write a summary of the story on
a transparency. Write each sentence on a
separate line. Cut out each sentence and mix
them up. Have a volunteer rearrange the
sentences in the correct order on the overhead
projector.
Photocopy and cut out the panels. Paste
them on another sheet of paper, and make
photocopies to distribute to students. Write
and make copies of speech bubbles, using
quotations from the reading. Ask students to
place the speech bubbles next to the
appropriate person.
3
Standards:
1.2, 1.3
••••••••••••••••
6. A Raúl no le gusta el maquillaje porque no es cómodo.
setenta y siete
Capítulo 2A
ad
tivid
4. Raúl va a cepillarse los dientes y lavarse el pelo.
77
Resources: Practice Answers on Transparencies
Focus: Verifying comprehension of the
Videohistoria
Suggestions: As students review their
answers, have them identify where they
found the information in the story.
Answers:
1. falsa — No dan nada interesante hoy. (panel 1)
2. cierta (panel 3)
3. cierta (panel 2)
4. cierta (panel 4)
5. falsa — A Raúl no le gusta vestirse a lo ridículo.
(panel 5)
6. cierta (panel 6)
7. cierta (panel 7)
8. falsa — Raúl cree que va a ser un desastre. (panel 8)
Assessment
• Prueba 2A-1: Vocabulary recognition
77