SANTILLANA USA - ES HS Teacher Guide Sampler Level 1 -2018

19503 Expresar existencia y lugar DESAFÍO 2 Unit 2 expAnDing leARneRS • Askstudentstocoverthespeechbubbles inthe fotonovela soonlythepicturesremain. • Havestudentswriteascriptofwhatthey wouldsayineachsituation. HeRiTAge lAngUAge leARneRS • The coquí isatypicalanimalofPuertoRico. Asaresultitisasymbolofnationalidentity. Whatothersymbolsarerepresentativeof otherSpanish-speakingcountries?Some examples: El toro en España; el cóndor en Perú; el quetzal enGuatemala. CoopeRATiveleARning • Placestudentsingroupsoffour.Eachgroup shouldhave: –TwostrongreadersinSpanish. –Twostudentswhoneedhelpwithreading skillsinSpanish. • Havestudentsread(orreread)thedialogue together.Studentspickoutthewordsthey understandfromthedialoguesuchas cognates,previousvocabulary,andprevious grammaticalstructures. 33. Ask students to look up the animal that represents their state if they do not know. Point out that every state also has a state flower. AUDIO SCRIPT See page 85I. 29.   1. en 4. en 2. Dónde 5. encima 3. detrás 30.   1. Cierto 4. Falso 2. Falso 5. Cierto 3. Falso 31.   1. c 2. d 3. a 1. b 32.   Answers will vary. 33.   Answers will vary. Sample answer: The bald eagle is the symbol of the United States.ItisfoundintheWestandSouthwest ofthecountry.Itisabirdthatrepresents might,speed,andstrength,whichare admiredqualities. Answer Key Los coquíes The sound the coquí frogs make at night is very distinct. The inhabitants of the island often say they miss the murmur of these creatures when they go to sleep if they move to other countries. Because of this,it is relatively easy to find recordings of the coquíes on the web. Some students may relate to this if they grew up in rural areas where the sound of crickets or birds may fill the nights. CULTURA Additional Resources Fans Online activities 102 cientodos Detective de palabras Completa. Complete the statements using the fotonovela above. 1. Nohay casas feas 1 elViejoSan Juan. 2. ¿ 2 están los coquíes? ¿Están 3 de laescalera? 3. ¡Abuelo,hayun coquí 4 la estantería! ¡Está 5 de los libros! Los coquíes en la casa Continuará… TimandMackarriveatAnaGarcía’shome.There theyhave to find six coquíes hidden throughout thehouseand takephotosof them. DESAFÍO 2 Expresar existencia y lugar Gracias, señoraGarcía.Usted tieneunacasamuybonita. Gracias,Tim. ¡Nohaycasas feasenelViejoSanJuan! ¿Dóndeestán loscoquíes? ¿Estándetrásde la escalera? ¡Abuelo,hayuncoquí en laestantería! ¡Está encimade los libros! Hola,Mack.Hola, Tim.Bienvenidos amicasa. Sí. Mira,abuelo,unacasaamarilla con jardín. Es lacasade la señora García.¿Tocoa lapuerta? 300347_0112-0169.indd 128 27/12/10 15:26 ciento tres 103 ¿Comprendes? Escucha y decide. Listen and decidewhether the five sentences you hear are true (cierto) or false (falso) . Modelo 1. Cierto. ¿Dónde están? Une. What is the caption foreachphoto?Match thephrases in the columns to create the captions. A B 1. El coquíestá a. al ladode la casa. 2. Los coquíes están b. en la cocinadeAnaGarcía. 3. El jardínestá c. detrásde la escalera. 4. Timestá d. encimade los libros. E e a e iste ia y lu r r cias, señor Gar í .Usted ieneunacasam ybonita. Los coquíes El coquíesuna rana (frog) pequeña.Esun símbolo dePuertoRico.Los coquíesproducenun sonido similar a sunombre: “ co-quí ”. ¿Cómo son los coquíes? Elige. Choosewords to compose an accurate description of a coquí . Comparación What animal represents your state or your country?Why do you think itwas chosen as a symbol? TU DESAFÍO Use thewebsite to listen to a coquí . feo animal bonito pequeño simbólico grande 1 3 2 4 300347_0112-0169.indd 129 27/12/10 15:26 194 Presentation . In Desafío2 Tim and Mack search for coquíes atMrs.García’shouseinordertotakepictures. Students talk about where people,animals,and things are located using the verb estar . Expresar existencia y lugar DESAFÍO 2 Unit 2 Warm-Up/Independent Starter . Ask students to write six sentences in Spanish about the houses and streets of Old San Juan. Preparation . Ask volunteers to read the text in the speech bubbles for each image. La fotonovela Before Viewing . Ask students to review the expressions they learned in Unit 1 to greet someone they meet for the first time. While Viewing . Ask students to pay close attention to Ana García’s house and write down the names of the parts of the house that they observe in the video based on the vocabulary they learned in Desafío1 . After Viewing . Ask students to write a summary of what happened. Activities  32. Point out that the word coquí is masculine: el coquí . As a result,it is modified by masculine adjectives (ending in o ). Teaching Suggestions  Developing leARneRS • Havestudentsrewritethe fotonovela and highlightthewordstheyknowfromthe previousunitandtheprevious desafío .Then askthemtocountthenumberofwords highlighted.Howmanywordsdotheyalready know? expAnDing leARneRS • Askstudentstocoverthesp echbu bles inthe fotonovela soonlythepicturesremain. • Havestudentswriteascriptofwha they wouldsayineachsituation. HeRiTAge lAngUAge leARneRS • The coquí isatypicalanimalofPuertoRico. Asaresultitisasymbolofnationaliden ity. Whatothersymbolsarerepresentativeof otherSpanish-speakingcountries?Some examples: El toro en España; el cóndor en Perú; el quetzal enGuatemala. 02 Differentiated Instruction Activities Standards Resources Fotonovela 1.2,2.2 Vis. Pres. 29. 1.2,1.3 30. 1.2 Audio 31. 1.2,1.3 32. Cultura 1.1,1.2,3.1,3.2, 4.2 Tu desafío 3.1 102 cientodos Detective de palabras Completa. Complete the statements using the fotonovela above. 1. Nohay casas feas 1 elViejoSan Juan. 2. ¿ 2 están los coquíes? ¿Están 3 de la escalera? 3. ¡Abuelo,hayun coquí 4 laestantería! ¡Está 5 de los libros! í l Continuará TimandMacka riveatAnaGarcía’shome.There theyhave to find six coquíes hi den throughou thehouseand takephotosof them. ESAFÍ 2 Expresar existencia y lugar Gracias, señoraGarcía.Usted tieneunac samuybonita. Gracias,Tim. ¡Nohaycasas feasenelViejoSanJuan! ¿Dónd están loscoquíes? ¿Estándetrásde la escalera? ¡Abuelo,hayuncoquí en laestantería! ¡Está encimade los libros! Hola,Mack.Hola, Tim.Bienvenidos amicasa. Sí. Mira,abuelo,unacas amarilla con jardín. Es lacasade la señora García.¿Tocoa lapuerta? 3 0347_0 12-0169.indd 128 27/12/10 15:26 ciento tres 103 ¿Comprendes? Escucha y decide. Listen and decidewhether the five sentences you hear are true (cierto) or false (falso) . Modelo 1. Cierto. ¿Dónde están? Une. What is the caption foreachphoto?Match thephrases in the columns to create the captions. A B 1. El coquíestá a. a ladode la casa. 2. Los coquíes están b. en la cocinadeAnaGarcía. 3. El jardínestá c. detrásde la escalera. 4. Tim está d. encimade los libros. r s r ist i y l Gracias, señoraGarcía.Usted tieneunacasa uybonita. Los coquíes El coquí esuna rana (frog) pequeña.Esun símbolo dePuertoRico.Los coquíesproducenun sonido similar a sunombre: “ co-quí ”. ¿Cómo son los coquíes? Elige. Ch osewords to compose an a curate description of a coquí . Comparación What animal represents your state or your country?Why do you think itwas chosen as a symbol? TU DESAFÍO Use thewebsite to listen to a coquí . feo animal bonito pequeño simbólico grande 1 3 2 4 3 0347_0 12-0169.indd 129 27/12/10 15:26 A full range of instructional resources supports instruction, provides flexibility, and facilitates classroom management. Wrap-around Teacher’s Edition is an all-in-one, manageable guide designed to help deliver effective instruction. • Comprehensive lessons with suggestions, strategies, and activities help teachers adjust instruction to any teaching situation. • Differentiated instruction activities in every lesson help meet the needs of all students—from beginning to advanced and heritage speakers. Differentiated Instruction activities in every lesson At-a-glance look at standards covered and materials needed Point-of-use icons Additional cultural information to support instruction as student complete the activities in the “C-boxes” Guided viewing activities help with comprehension Presents meaningful treatment of the 5 Cs 2