Teacher’s Notes
November / December 2012
Your web teacher code is:
ISSN 0033-5940
rxu548
www.maryglasgowplus.com/es
CONTENT PREVIEW ¿QUÉ TAL?
Pages 4 - 5 Cine
¡One Direction en América!
One Direction is touring the US. Are
these guys the new conquistadores?
And what are their interests? Your
students will be able to learn about the
personal preferences of their idols!
Language focus: Free time activities.
Verbs: ser, tener, gustar.
Culture: Music.
Online Activity:
Audio:
One Direction en América.
Lesson plan 1
Go to page 2
Pages 6 - 7 ¡El club Glee!
Canción: Los colores
FLM-TE-F12
An exclusive song to sing-along, with
many game-based activities to expand
on the student’s vocabulary. This current
issue presents a song about colors.
Language focus: Vocabulary: colors.
Culture: Names of colors used in Spain
and Latin America.
Online Activity:
Audio:
La canción: Los colores.
With National Standards for Foreign Language
planet. Justin Bieber, Jessica Sánchez
and Zac Efron talk about their planetfriendly habits.
Language focus: Vocabulary: the
environment, ecology, recycling and
green transports.
Culture: The environment.
Online Activity:
Audio:
Famosos y ecológicos.
Lesson plan 3
Go to page 3
Pages 12 - 13 ¡Bienvenidos a Barcelona!
¡Mi casa es tu casa!
An exclusive video about two Spanishspeaking students that get to know
each other and learn about their cultural
differences.
Language focus: Parts of the house.
Culture: A Spanish home.
Online Activity:
Video:
Lesson plan 5
Pages 14 and 15 Historia
Simon Bolívar
Go to page ?
Biography of Simon Bolívar.
Language focus: Talking about a historical
figure. Preparing someone’s favorite
desert.
Famosos y ecologistas
Three famous people. The ecological
people. Three ways of respecting our
Page 16 Deporte
Queralt Casteller
An all-in-one fact file and bite-size task
on this Spanish snowboarder.
Language focus: Reading comprehension.
Culture: Profile of a Spanish-speaking
athlete.
Online Activity:
Lesson plan 4
Go to page 3
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Go to page 4
Lesson plan 2
Pages 8 - 9 Planeta verde
Culture: Profile of a Spanish-speaking
politician.
Online Activity:
Angela Hill is the author
of the Teacher’s Notes.
Angela is an awardwinning, National Board
Certified Language
teacher. She enjoys traveling, often
with her students, to Spanish-speaking
countries.
Find us on facebook
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7 As time permits, use Audio Track 6 and the online
activities at maryglasgowplus.com/es/actividades
Pages 4 - 5 Lesson plan 1
¡One Direction en América!
Extension
Ask students to draw a picture of themselves doing a hobby
they enjoy and writing 5 complete sentences to explain.
Encourage them to use the verbs ser, tener, and gustar at
least once each.
Objectives:
• To express opinions about hobbies. (1.1 Interpersonal
Communication)
• To practice the verbs ser/tener/gustar. (4.1 Language
Comparisons)
Essential questions:
Who are the members of pop band, One Direction, and what
are their hobbies? How do we conjugate and use the verbs
ser, tener, and gustar?
Pages 6 - 7 Lesson plan 2
¡El club Glee!
Objectives:
• To practice colors and the verb estar. (1.2 Interpretive
Communication)
• To learn about flags of the Spanish-speaking world. (2.2
Products of Culture)
Essential questions:
How do we conjugate and when do we use the verb estar?
What are the colors of the rainbow?
Anticipatory set
Write the following words (la música, cocinar, la televisión,
el surf, los animales, volar, el deporte, actuar) on the board
and ask students to place them in a column under ‘Me gusta’
or ‘No me gusta’. Tape pictures next to new words. Check
comprehension by having students raise a hand if they like
the activity and ask a student to act out each word.
Anticipatory set
Practice
1 Write the following musical genres on the board (clásica,
Download Los Colores from www.mg-plus.net/qt2612 or
use Audio Track 7. Play the song as students enter the
classroom. Continue playing the song once class starts
and have students make a list of all the colors that they are
wearing and have on their desk. Then call out colors and
have students raise their hand and either point to the item or
use the verb tener to say for ex., ‘tengo una blusa roja’. Write
the colors on the board.
rock, reggeatón, jazz) and ask students to name a band or
musician for each genre. Ask students to raise their hand if
they know One Direction. Complete Antes de Leer orally. Call
on students to read ‘¿Quién es One Direction?’ and ask the
following questions after each bullet point:
• ¿Cuántos chicos hay?
• ¿Los músicos son de Estados Unidos?
• ¿Cómo se llama el programa?
• ¿Cómo se llaman los chicos?
Ask if anyone knows any bands from the original ‘British
Invasion’ (the Beatles, for ex).
2 Review numbers by counting from 0-20 with the class.
Ask a student his age. Write a verb paradigm on the board of
the verb tener: tengo, tienes, tiene, tenemos, tenéis, tienen.
Ask students to turn to a partner and ask his age. Call on a
student to report his partner’s age to the class.
3 Review the verb ser by asking a student, ‘¿De dónde
eres?’. Write a verb paradigm on the board of the verb ser:
soy, eres, es, somos, sois, son. Ask students to turn to a
partner and ask where he is from. Call on a student to report
his partner’s answer to the class.
4 Pick a student to narrate each biography. Call attention to
the verbs on the board as they appear. As needed, reinforce
asking, ‘¿De dónde es Niall?’ for ex.
5 Show students a map and ask a volunteer to identify
Ireland and the United Kingdom.
6 Partner students to complete the following: ¡Une con
flechas!, Ahora…¡responde!, ¡Completa las frases!, and
¿Qué cosas te gustan? Walk around the room to monitor
responses and assist. For ¡Completa la frase!, ask a student
after each question if he likes the same hobby.
Practice
1 Ask students if they like to sing and if they watch Glee.
Pointing to the Glee snapshots, ask students to identify the
colors in the first few images, ‘¿Qué colores hay en esta
imagen?’. Then ask individual students to identify the colors
of clothing in the images, increasing the difficulty of your
questions with each snapshot, ‘¿Mercedes lleva una camisa
verde o roja?’ up to ‘¿De qué color es la ropa de Rachel?’.
2 Ask students to complete #1 individually. Review the
alphabet by having a student spell out each answer to check
comprehension. Ask students to raise their hand if they are
wearing each color as it’s mentioned.
3 Partner students to complete #2. As needed, ask a
student to spell out each response and point to an item in the
classroom of this color.
4 As students complete #3-4, walk around room to assist.
Remind them to use vocabulary lists or dictionaries to look
up new words.
5 Prepare students for the song by asking them to read
the lyrics and underline at least 2 emotions, 2 verbs, and 6
colors. Complete a verb paradigm on the board for the verb
estar: estoy, estás, está, estamos, estáis, están. Remind
students to use this verb with feelings and location. Ask
students to raise their hand in response to questions like,
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‘¿Quién está feliz/nervioso/cansado/triste hoy?’
6 Play the song and encourage the students to join you in
singing.
Page 16 Lesson plan 4
Queralt Casteller
Extension
Objectives:
Ask students to go online and look at the flags for 5 Spanishspeaking countries. Ask them to draw each flag, labeling
each color.
Pages 8 - 9
• To interview a peer and present findings to the class.
(1.1 Interpersonal Communication, 1.3 Presentational
Communication)
• To learn vocabulary to understand a basic biography.
(3.2 Acquiring Information)
Essential questions:
Who is Olympian Queralt Castellet and what is she like?
What information is relevant to an individual’s biography?
Lesson plan 3
Famosos y ecologistas
Objectives:
• To learn about and express personal opinions regarding
environmental protection. (1.2 Interpretive Communication,
5.1 School and Community)
• To learn how teen pop stars protect the environment.
(5.1 School and community)
• To learn vocabulary related to environmental protection.
(1.2 Interpretive Communication)
Essential questions:
What can we do to protect the environment? Do celebrities
share the same environmental responsibilities?
Anticipatory set
Write the following sports on the board and ask students
to copy them and rank their preference from #1 (no me
gusta) to #5 (me gusta mucho): El snowboard, el tenis, el
baloncesto, la natación, el fútbol. Call on students to share
their answers. Ask if they know of any famous snowboarders
(Shaun White, for ex.). Ask which season people tend to
snowboard (el invierno, la primavera, el verano, el otoño).
Practice
1 Ask a student to read the three sentences about Queralt.
Anticipatory set
Tell students that they will read her bio and then interview a
partner with the same questions to report to the class. Next,
ask students to complete Descubre la palabra individually
and then call on students to complete the blanks.
2 Now ask students how to form a question to elicit each
response and ask them to copy the 8 questions down
that they generate (¿Cómo te llamas?, ¿De dónde eres?,
¿Cuántos años tienes?, ¿Cuál es tu aspecto positivo?, ¿Cuál
es tu aspecto negativo?, ¿Cuál es tu estación favorita?,
¿Dónde vives?)
3 Pair students and ask them to take turns interviewing
their partner. Circulate around the room to assist. Once
finished, call on several pairs to perform their interview for
the class.
Write these Spanish words on the board and ask students to
guess their English equivalent: (ecologista/environmentalist,
ecosistema/ecosystem, ecología/ecology, ecológico/
ecological). Check for comprehension and tell students about
word families (ex: estudiar/estudiante/estudio).
Practice
1 Ask a student to read the title and teaser on the left,
‘Tres..’. Ask students to complete Antes de Leer. Check for
comprehension asking students to raise their hand if they
do the mentioned activities. Ask a student to point to the
recycling bin the classroom.
2 Choose pairs of students to read the interviews out loud
like a talk show. One student asks the questions and the other
reads the answers. Check comprehension by asking a third
student questions like, ¿Y tú, cómo te llamas? ¿De dónde
eres? ¿Cuántos años tienes? ¿Eres ecologista? Compile a
list on the board of the ‘green’ activities that the celebrities
and the students do. After another student reads the El Dato
box, have students raise their hand if they also do what the
celebrity does.
3 Ask students to complete ¿Qué actividades NO son… and
read out the answers. Ask for alternatives to the non-‘green’
activities (imprimir papel vs. guardar en la computadora).
4 Ask students to complete ¿Es verdadero o falso?
individually and then check with a partner. Call on students to
read out their answers. Direct the same questions to individual
students, ‘Y tú, ¿eres cantante? ¿vives en México?’.
Culture box
One country, many languages
nish, there are
Did you know that in addition to Spa
These are Catalan
many regional languages in Spain?
Baleares),
(spoken in Cataluña, Valencia and Islas
(from País Vasco).
Gallego (spoken in Galicia) y Vasco
is called castellano
Interestingly enough, even Spanish
means? (Castle.)
in Spain. Can you guess what castillo
in called Castilla,
Spanish developed in a region in Spa
hence the name, castellano.
Extension
Ask students to follow the interview model in this spread and
write about themselves, answering each of the questions in
complete sentences. Encourage them to have fun explaining
why they are famoso/a.
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comprehension of challenging words before starting.
List: Sofía conoce a Laura, Sofía tiene hambre, Sofía viaja
por la ciudad de Barcelona, Laura lleva las gafas de sol,
Sofía conoce la casa de Laura.
Answer key: 1. Sofía viaja por la ciudad de Barcelona,
2. Sofía conoce a Laura, 3. Sofía conoce la casa de Laura,
4. Sofía tiene hambre, 5. Laura lleva las gafas de sol.
3 As students watch the video, ask them to write down the
Chilean equivalent of the word next to the Spanish word on
the printed floor plan. Answer key: terraza/balcón, oficina/
despacho, habitación/pieza.
4 Ask students to complete ¿Cómo se llaman las partes…?
Remind them to use their vocabulary list, textbook, and
vocabulary box at the bottom of the page. Once completed,
divide the class into two teams. Take turns calling on a
volunteer from each team to spell out one of the words. If
they spell it correctly, they win a point for the team. Write the
correct spelling on the board as they go.
5 Consider using Audio Track 9 and the online activities at
maryglasgowplus.com/es/actividades
Pages 12 - 13 Lesson plan 5
El video: ¡Mi casa es tu casa!
Objectives:
• To experience a virtual tour of a home in a Spanishspeaking country. (4.2 Cultural Comparisons)
• To learn household vocabulary and review spelling. (1.2
Interpretive Communication)
Essential questions:
What are the words to label the rooms in a house? Does
vocabulary vary amongst Spanish-speaking countries?
Anticipatory set
Ask students to look at the screengrabs and write down
as many words as they can identify in the picture (colors,
objects, emotions, clothing, etc.). Call on students to share
responses and write several on the board. Review spelling
by having a few students spell some of their words.
Practice
1 Tell students that you will show the video twice. Remind
Extension
them that they don’t have to understand every word. Preview
for them the tasks that you will be asking them to complete.
2 Before showing the video, ask students to copy this list
of activities. Tell them they will need to number them from
#1-5 based on the order in which they appear. Check for
Vocabulary connected with
Lesson Plan 3: Famosos y ecologistas.
EN ESPAÑOL
Encourage students to participate in Yo periodista. Consider
publishing their work in the school newspaper or offering
extra credit.
Give each student a copy of the following chart to complete.
They can use a dictionary if they need to.
EN TU IDIOMA
EN ESPAÑOL
el/la ecologista
respetar
el planeta
reciclar
los vehículos híbridos
la contaminación
ofrecer
el/la cantante
plantar un árbol
ir en avión
EN TU IDIOMA
el televisor
la botella
el vidrio
el papel
la caja
la ropa
el pueblo
la ciudad
el mundo
la bicicleta
¿QUÉ TAL? Vol. 46
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