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Language Input
Vocabulario y gramática
VOCABULARY
Page 18
A primera vista
Objectives
jdd-0187
Vocabulario y gramática en contexto
Read, listen to, and understand
information about
• school activities
• school rules
• items you need for class
Core Instruction
“
Standards: 1.2
Resources: Teacher’s Resource Book: Input Script,
A+
p. 24, Clip Art, pp. 36–38, Audio Script, p. 25; Voc. and
Gram. Transparencies 27–28; Audio Program: Tracks 1–2
Focus: Presenting vocabulary related to school
activities, classroom items, and school rules
Suggestions: The A primera vista presents
new vocabulary in context and provides lexical
examples of the grammar structures that will
be explained in the chapter. The first two
pages present vocabulary in visual and
communicative context. The next two pages
present vocabulary in the context of the
Videohistoria reading.
Present this vocabulary in two groups:
classroom tasks and items used to complete
them, and classroom rules. Use the Input
Script from the Teacher’s Resource Book or
the story from the TPR Stories Book to present
the new vocabulary and grammar.
To practice new expressions, make enlarged
photocopies of the images on this page, or
use the Transparencies. Hold up or point to
each picture as you ask students limitedresponse questions: for example, ¿La
profesora le explica a la estudiante cómo usar
el laboratorio?
Write the rules from p. 19 on a large piece of
poster board. Using non-verbal cues, pretend
to break some of the rules. After each one
you “break,” have a volunteer come to the
front of the room and point to the appropriate
rule. Have students decide which rules apply
to your classroom. Cut them out and display
them on a bulletin board.
Variation: Prohíbe may be written with or
without an accent mark. The written accent
mark on this and a number of other words
was authorized by the Real Academia
Española in 1952 to reflect contemporary
pronounciation.
¡Hola! Me llamo Miguel. En mi escuela
siempre estamos muy ocupados. Vamos a
.
ver lo que hacemos en las clases
”
la tarea
tes discuten
an
di
tu
es
os
Est
orio.
en el laborat
Estos estudiantes hacen
un proyecto de arte.
sacar una buena nota
Marcos escribe un informe sobre
la música latinoamericana.
Victoria repite las palabras
nuevas para aprender de
memoria el vocabulario.
18
dieciocho
Tema 1 • Tu día escolar
La profesora le explica a Elena cómo
usar la computadora.
Bellringer Review
Write these letters on the board and
ask the students to unscramble them to
create Spanish words for class items:
ihomcla; alclacurado; arcepat; lfrabogoí;
roilb; lizáp
(Answers: mochila, calculadora, carpeta,
bolígrafo, libro, lápiz)
Additional Resources
•
Audio Program: Canciones CD, Disc 22
18
Advanced Learners
Multiple Intelligences
Give students different classroom scenarios,
such as taking tests, working in groups, or
doing projects. Have them create a list of rules
for each scenario, and post them in the
classroom.
Bodily/Kinesthetic: Ask students to work in
groups and pantomime the new words that are
presented on pp. 18–19. Have them take turns
acting out the vocabulary while the others in
the group try to guess the word.
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Language Input
Más vocabulario
La profesora de español de la Escuela Benito Juárez
prepara un cartel con las reglas de la escuela.
¿Cuáles son las reglas?
alguien someone, somebody
ningún, ninguno, -a no, none
prestar atención to pay attention
Ac
Hay que . . .
Hay que llevar
el carnet de identidad.
Focus: Listening comprehension about
school-related activities
Suggestions: Throughout the program,
you may choose to use the Audio CD or to
read scripts yourself. You may wish to have
students listen once and then again,
stopping after each sentence. Pause to
monitor that students are pointing to the
correct picture.
Script and Answers:
:
la grapadora
Hay que estar en el
asiento cuando la
clase empieza.
1. Tengo que escribir un informe esta noche. (boy
typing on the computer)
2. Los estudiantes van a discutir la tarea.
(students talking in laboratory)
3. Ellos hacen un proyecto de arte.
(students doing an art project)
4. Yo siempre repito las palabras muchas veces. (girl
repeating words)
5. La profesora explica el programa.
(teacher helping student at the computer)
Se prohíbe . . .
Ac
Se prohíbe almorzar
en la sala de clases.
tivid
Standards: 1.2
ad
Se prohíbe ir al
armario durante
las clases.
AUDIO
Script, p. 25; Audio Program: Track 3; Answers on
Transparencies
la cinta adhesiva
Hay que entregar la
tarea a tiempo.
contestar
Standards: 1.2
1
Resources: Teacher’s Resource Book: Audio
las tijeras
Hay que traer los
materiales a clase.
hacer una pregunta
Hay que pedir ayuda
si no entiendes.
tivid
ad
respetar to respect
2
AUDIO
ˆ
Ac
1
jdd-0187
Escuchar
tivid
ad
ad
Ac
Resources: Teacher’s Resource Book: Audio
tivid
Script, p. 25; Audio Program: Track 4; Answers on
Transparencies
jdd-0187
2
Escuchar
¿Qué hacen en la escuela?
¿Qué reglas tienes?
Escucha lo que estos estudiantes hacen en la
escuela y señala el dibujo apropiado.
Escucha estas seis reglas. Si tienes la misma
regla en tu clase de español, levanta una mano.
Si no tienes la regla, levanta las dos manos.
Más práctica
Practice Workbook, pp. 7–8: 1A-1, 1A-2
● WAV Wbk.: Writing, p. 12
● Guided Practice: Vocab. Flash Cards,
pp. 17–22
● Real. para hispanohablantes, p. 12
●
For: Vocab. Practice
Web Code: jdd-0102
diecinueve
Capítulo 1A
19
Enrich Your Teaching
Resources for All Teachers
Culture Note
Teacher-to-Teacher
Many schools in Latin America do not have
lockers. As a result, many students use book
bags or backpacks to carry their books and
personal items with them throughout the day.
Play a game of “Las reglas tontas.” Have
students use hay que or se prohíbe plus an
infinitive, as in the example sentences, to make
up a list of five silly classroom rules. Provide an
example such as Hay que traer a tu perro a la
clase cada día. Have students vote on the
silliest list.
Focus: Listening comprehension about
classroom rules
Suggestions: Ask students to make a list
of the rules in their own class. Have them
refer to the list as you play the Audio CD
or read the script.
Script:
1. Hay que llevar el carnet de identidad.
2. Hay que traer la grapadora a la clase de español.
3. Hay que estar en el asiento cuando la clase
empieza.
4. Hay que ir al armario durante las clases.
5. Hay que entregar la tarea a tiempo.
6. Hay que aprender el vocabulario de memoria.
Answers will vary.
Extension: Have students identify
additional rules in your class that are not
mentioned in the activity.
Assessment
•
Quiz on PresEXPRESS
19
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Language Input
La clase de Esteban
Videohistoria
VOCABULARY
Core Instruction
Standards: 1.2
¿Qué pasa con Esteban el
primer día de clases? Lee
la historia.
Estrategia
Making inferences
As you read the story, think about
why such strange things are
happening to Esteban.
Resources: Voc. and Gram. Transparencies
• Why is Esteban acting like the
teacher?
• Why is his mother in the class?
29–30; Audio Program: Track 5
Focus: Presenting additional vocabulary to
discuss classes
Suggestions: The Videohistoria is a
reading task that introduces additional
new vocabulary and grammar in a story
context, and also provides a framework for
comprehension of the video.
Pre-reading: Before students open their
books, show them the transparencies for
panels 1–7, covering up panel 8. Have
students make predictions based on what
they see. Encourage them to provide
supporting details for their predictions.
Reading: Play the Audio CD or have
volunteers read the story aloud. To check
comprehension, pause after panel 4 and
ask students to summarize in their own
words what is happening. Use the transparencies and context clues to help
students with the words in blue type.
Post-reading: Ask students to point out
places in the story that give clues about
the outcome. Complete Actividad 3 to
check comprehension.
Esteban
Pedro
Angélica
5
Esteban: ¡No! ¡Se prohíbe ir
al armario durante la clase!
Nadie tiene el libro. Es el
primer día de clases.
6
Esteban: Mamá, ¿por qué
estás aquí en la clase?
Mamá: No tengo idea. ¿Y
qué vas a enseñar hoy?
•
20
20
1
Esteban: Bienvenidos a la
clase de historia. Algunos
de Uds. me conocen como
Esteban. Pero hoy soy el
profesor.
Pedro: Esteban piensa que
es el profesor. ¡Qué divertido!
7
Mamá: ¿Por qué no
empiezas?
Esteban: Es la clase de
historia. Pienso dar un
discurso sobre algunos de
los presidentes de los
Estados Unidos . . . El
primer presidente fue
George Washington . . .
Lisa
Mamá
Pre-AP* Support
Activity: Have students work in groups of three
to create a similar classroom scene as illustrated
in frames 4, 5, and 7. Ask that they use real rules
and content for a class in their school. As each
group presents their scene, classmates can
guess the teacher and class being represented.
• Pre-AP* Resource Book: Comprehensive guide
to Pre-AP* vocabulary skill development,
pp. 47–53
jdd-0187
veinte
Tema 1 • Tu día escolar
Advanced Learners
Students with Learning Difficulties
Have volunteers pretend to be teachers of their
favorite subject. Ask them to prepare a few
short sentences about what they teach and
what their classroom rules are. Have students
act as though they were the teacher while you
pretend to be a student.
If students have difficulty with inferential
reasoning, ask them questions about the visual
clues in the eighth panel of the Videohistoria:
Where is Esteban? Why are Esteban’s window
shades drawn? Why is Esteban’s mother
shaking him?
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Language Input
Video
Core Instruction
Standards: 1.2
Resources: Teacher’s Resource Book: Video Script,
p. 28; Video Program: Cap. 1A; Video Program
Teacher’s Guide: Cap. 1A
Esteban: Señoritas, ¿saben
qué hora es?
Angélica: Hola, Esteban. Son
las nueve y seis.
Esteban: Y la clase empieza a
las nueve y cinco. ¿Por qué
llegan tarde Uds.?
Lisa: Pero, ¿por qué estás tú
delante de la clase? ¿Dónde
está la profesora?
Esteban: Yo soy el profesor.
¡Y hay que estar en el asiento
cuando la clase empieza!
3
4
Lisa: Profesor . . . necesito ir
al armario. No tengo el libro.
tivid
ad
Ac
2
3
Escribir/Hablar
¿Comprendiste?
1. ¿Quién es el profesor de la clase?
2. ¿Quiénes llegan tarde a la clase?
Focus: Comprehension of contextualized
vocabulary
Suggestions: The video is provided in two
versions, one with graphic support to
highlight new words, and one without.
Choose whichever of the two best suits
your needs.
Pre-viewing: Ask students to describe what
their classroom would be like if they were
the teacher. Encourage them to invent their
own rules and procedures.
Viewing: The first time you show the video,
pause it at points at which students might
find clues to predict the outcome. Show the
video a second time without stopping.
Post-viewing: Complete the Video Activities
in the Writing, Audio & Video Workbook.
3. ¿Adónde necesita ir Lisa? ¿Por qué?
5. ¿Sobre qué da un discurso Esteban?
tivid
Standards: 1.2
ad
Ac
4. ¿Qué enseña Esteban?
3
ANSWERS
6. ¿Cuáles son las reglas en la clase de Esteban?
8
Mamá: Esteban. Esteban. ¡Ya
es tarde!
Esteban: ¿Qué pasa? ¿Dónde
estoy? ¡Ay! El primer día de
clases . . .
Resources: Answers on Transparencies
Focus: Verifying comprehension of the
Videohistoria
Suggestions: As you review the answers,
have students indicate in which panel they
found the information.
Answers:
Más práctica
Practice Workbook, pp. 9–10: 1A-3,
1A-4
● WAV Wbk.: Video, pp. 6–8
● Guided Practice: Vocab. Check,
pp. 23–26
● Real. para hispanohablantes, p. 13
●
For: Vocab. Practice
Web Code: jdd-0103
1.
2.
3.
4.
5.
veintiuno
Capítulo 1A
21
Enrich Your Teaching
Resources for All Teachers
Esteban es el profesor.
Angélica y Lisa llegan tarde a la clase.
Lisa necesita ir al armario. No tiene su libro.
Esteban enseña la clase de historia.
Esteban da un discurso sobre los presidentes de los
Estados Unidos.
6. Hay que estar en el asiento cuando la clase
empieza. Se prohíbe ir al armario durante la clase.
Additional Resources
WAV Wbk.: Audio Act. 5, p. 9
Teacher’s Resource Book: Audio Script, pp. 25–26
• Audio Program: Track 6
•
Teacher-to-Teacher
Have students make a cartoon sketch of
themselves as teachers. They should indicate
what subject they teach in their illustration. Ask
them to include speech bubbles to show that
they are explaining rules to the class.
•
Allow them to write rules that they would
implement if they were in charge and
encourage them to include humorous details.
Compile the cartoons into a booklet or display
them on a bulletin board.
Assessment
•
•
Quiz on PresEXPRESS
Prueba 1A-1: Vocab. Recognition,
pp. 13–14
21