Santillana Pre-K-12 Catalog 2015-2016

28 / 156

CUSTOMER SERVICE 1-800-245-8584 I 26
Wrap-around Teacher’s
Edition is an all-in-one,
manageable guide
designed to help deliver
effective instruction.
Presentation
. InDesafío2 Tim and Mack search for coquíes
atMrs.García’s house in order to take pictures.
Students talk about where people,animals,and
things are located using the verbestar.
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
inDesafío1.
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
r Have students rewrite the fotonovela and
highlight thewords they know from the
previous unit and the previousdesafío. Then
ask them to count the number ofwords
highlighted.Howmanywords do they already
know?
EXPANDING LEARNERS
r Ask students to cover the speech bubbles
in the fotonovelaso only the pictures remain.
r Have studentswrite a script ofwhat they
would say in each situation.
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
DJFOUPDVBUSP
%FUFDUJWF EF QBMBCSBT
$PNQMFUB $PNQMFUFUIFTUBUFNFOUTVTJOHUIF GPUPOPWFMBBCPWF
/PIBZDBTBTGFBT FM7JFKP4BO+VBO
y FTUÈOMPTDPRVÓFT y&TUÈO EFMBFTDBMFSB
`"CVFMP IBZVODPRVÓ MBFTUBOUFSÓB `&TUÈ EFMPTMJCSPT
-PT DPRVÀFT FO MB DBTB
$POUJOVBSÈw
5JNBOE.BDLBSSJWFBU"OB(BSDÓBTIPNF 5IFSFUIFZIBWFUPGJOETJY DPRVÓFT
IJEEFOUISPVHIPVUUIFIPVTFBOEUBLFQIPUPTPGUIFN
DESAFÍO 2 &YQSFTBS FYJTUFODJB Z MVHBS
(SBDJBT TFÏPSB(BSDËB 6TUFE
UJFOFVOBDBTBNVZCPOJUB
(SBDJBT 5JN `/PIBZDBTBT
GFBTFOFM7JFKP4BO+VBO
y%ÐOEFFTUÀOMPTDPRVËFT
y&TUÀOEFUSÀTEFMB
FTDBMFSB
`"CVFMP IBZVODPRVË
FOMBFTUBOUFSËB `&TUÀ
FODJNBEFMPTMJCSPT
)PMB .BDL )PMB
5JN #JFOWFOJEPT
BNJDBTB
4Ë
.JSB BCVFMP VOBDBTBBNBSJMMB
DPOKBSEËO &TMBDBTBEFMBTFÏPSB
(BSDËB y5PDPBMBQVFSUB
Teacher’s Edition (Level 1, Unit 2)
105
Expresar existencia y lugar
DESAFÍO 2
Unit 2
HERITAGE LANGUAGE LEARNERS
r The coquíis a typical animal of PuertoRico.
As a result it is a symbol of national identity.
What other symbols are representative of
otherSpanish-speaking countries?Some
examples:El toro en España; el cóndor
en Perú; el quetzal enGuatemala.
COOPERATIVELEARNING
r Place students in groups of four. Each group
should have:
–Two strong readers inSpanish.
–Two studentswho need helpwith reading
skills inSpanish.
r Have students read (or reread) the dialogue
together.Students pick out thewords they
understand from the dialogue such as
cognates,previous vocabulary,and previous
grammatical structures.
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 87K
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. It is found in theWest andSouthwest
of the country. It is a bird that represents
might,speed,and strength,which are
admired qualities.
Answer key
Los coquíes
The sound the coquífrogs 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
Practice Workbook
¿Comprendes?
Escucha y decide.Listen and decidewhether the five sentences you hear
are true(cierto)or false (falso).
Modelo1.Cierto.
¿Dónde están?
Une.What is the caption foreachphoto?Match thephrases in the columns to create
the captions.
A B
1. El coquí está a. al ladode la casa.
2. Los coquíesestán b. en la cocinadeAnaGarcía.
3. El jardín está c. detrásde la escalera.
4. Timestá d. encimade los libros.
Los coquíes
El coquíesunarana (frog) pequeña.Esun símbolo
dePuertoRico.Los coquíesproducenun sonido similar
a sunombre: “co-quí”.
¿Cómo son los coquíes?
Elige. Choosewords to compose an accuratedescription of acoquí .
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 acoquí .
1 3 2 4
Differentiated Instruction
activities in every lesson help
reach all students
Español Santillana
Teacher Resources
Audio Program
The audio program is used in conjunction with Student Book lessons
and Speaking and Listening Workbook activities to help develop
speaking and listening skills.
Two CDs included:
• Student Book Audio CD
• Speaking and Listening
Workbook CD
Video Program
The video program includes nine video segments that present
• The geographical and cultural context of the unit
• The cultural challenges (or Desafíos) the student book characters
embark on
• The dialogues that model the target vocabulary and language
covered in the unit
.
104
Integrated, balanced instruction that works! Full range of print and
online instructional resources supports instruction, provides flexibility,
and facilitates classroom management.
Presents
meaningful
treatment of the 5Cs
GRADES 6–12