Descubre el español con Santillana

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5
Language Functions
Students will
•learn and practice different forms of greetings
and goodbyes in Spanish.
•dentify themselves and others in Spanish.
•ecognize the sequence of events in a text.
Vocabulary
Activate Prior Knowledge INTERPERSONAL
FrontloadVocabulary
• sk students how they greet and say goodbye in English.
xplain that in Spanish you say “hi”or “hello”by sayinghola.
ayholato a student.Thenwave and sayadiós to him or her.
Have the student sayholaandadiós back to you.Repeat
with a few more students.
• Then have students start this process: one student says hola
to the student on his or her right, and then saysadiós to that
student,who turns to the next student and says holaand
thenadiós to him or her.Continue until all students have
participated.
o/niña
or/señora/
eñorita
pirámide
cierto ≠ falso
gracias
adiós
buenos días
buenas tardes
buenas noches
¿cómo estás?
hasta luego
hola
nos vemos
¿qué tal?
yo soy…
Essential Question
¿Cómonos saludamos ynosdespedimos en español?
How do we greet and say goodbye to each other
in Spanish?
Write the question on the board, or create a sentence strip
and place it in a sentence strip chart or attach it to the
wall.Read the question and have students repeat it after
you.Have volunteers try to answer the question.Explain
to students that by the end of the first week of study,
they will be able to greet and say goodbye to each other
in Spanish.
Build Background ANDPERSPECTIVES
• Explain to students that throughout this book they will learn
aboutAnna and her brother Charlie, two children from the
United States,who will visit México and seven other Spanish-
speaking countries.
• Direct students’ attention to the week opener image on
student book pages 12–13.Then explain that most cities
in Spanish-speaking countries have a main square, or plaza
central , in the downtown area.Tell students that the name
of this plaza is El Zócalo.Ask students if they have ever been
to or seen similar plazas.
P
Saludos y despedidas
México • Week1 DAY
1
12
¡Buenosdías!
Yo soyCharlie. Yo soyTomás.
¡Hola!
Yo soyAnna.
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Predict INTERPRET
•Explain to students that they will read two dialogues.Have
them turn to page 14 and quickly scan the
ask them what they think the dialogues are about, accordin
to what they see.Elicit ideas by referring students to this
unit’s Big Idea.Write students’ ideas on the board and do not
erase them until you confirm predictions after the reading.
•Have students again say who the characters on pages 12–13
are.Ask them where they thinkTomás is from.Elicit that he
might be from México.Have students discuss whether they
thinkTomás will be in the dialogues or not.
Close INTERPRETIVE
Total Physical Response Have students
build a Character Poster using poster board,
adhesive tape,and the Character Cutouts.Then ask
students to pick up a particular character and tape
it to the poster.Model as necessary.
TomaaAnna.Ponla enel cartel. TakeAnna.
Place her on the poster.
TomaaCharlie.Ponloen el cartel. Take Charlie.
Place him on the poster.
Language in Context
• Read the dialogue on page 12 to students as they follow
along.Then have students chorally repeat the dialogue
after you.You may wish to have them close their books
and repeat the dialogue after you two or three times before
they open their books again as you have them repeat one
more time.
Role-Play Have volunteers form groups of two or four
to role-play the dialogue.
• Read aloud the introductions on page 13, except for the
incomplete one.Have volunteers read the introductions
aloud again.Then point to yourself and say:
Yo soy el señor/la señora/la señorita_____ [your name].
I’m Mr./Mrs./Ms. _____.
• Next,have students look at the incomplete introduction on
page 13 and repeat the pattern, Yo soy_____,filling in their
ll d h l d h l
Day 1
13
Yo soy...
Yo soyAnna.
Yo soyTomás.
Yo soyCharlie.
ElZócalo
Conversa.
Yo soy...
Standards
National
Cultures: 2.1
Connections: 3.1
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Teacher’s Guide Week 1 Opener
RODUCTS
D
i
r
niñ
señ
s
F
A
E
S
G
IVE
n
g
H
I
Photo-card Kit
includes 300 full-color,
laminated photo cards.
I Standards for Foreign Language
Learning in the 21st Century
J Differentiated instruction
strategies
K Extension activities
L Review and Apply including
informal assessment activities
M Culminating Activities: writing
process and a hands-on project
D Integration of the 5 Cs
E Point-of-use icons
F Language functions
and vocabulary
G Activation of students’
prior knowledge
H Prediction activities
Teacher’s Guide Week 1, Day 4
name.Have a stu ents in t e cass intro uce t emseves
individually.
Multiple Intelligences
Logical/Mathematical
p g Provide co ies of the ima e sideoftheTarjeta
fotográfica that shows a Mexican pyramid.
Explain that this pyramid has four triangular sides
and a square base,while others, such as Egyptian
pyramids,were built with three triangular sides and
a triangular base.
DistributeHojadeactividad 45 and have
n students design and color their own Mexica
pyramid.Have them cut out and glue their pyramids
together.Display students’ artwork in the classroom.
18 | Unit1
México • Week1
DAY
4
18 Unidad1
Buenos días, buenas tardes,
buenas noches
B.Conversa.
Buenosdías
Buenas tardes
Buenasnoches
señor
señora
Buenosdías,Lisa.
Buenosdías,
señoraLópez.
Buenasnoches,Lisa.
Buenasnoches,
mamá.
Buenas tardes,
señorGómez.
Buenas tardes,Pedro.
A.Escucha y repite. Explore Cultures PRACTICESANDPERSPECTIVE
Buenos días, buenas tardes,
buenas noches
•Have students turn to page 18 in their books.Call on
a volunteer to read the title,Buenosdías, buenas tardes,
buenasnoches, and then have the class chorally repeat
the title after you.
A. Read the direction aloud and have students read along.Then
read the three dialogues aloud and have students listen.Read
them again and have students repeat after you.You may wish
to repeat the procedure while students have their books
closed.
B. Have volunteers read the direction, Conversa .Explain that
buenosdías (good morning),buenas tardes (good afternoon),
andbuenasnoches (good evening/good night) are also
common Spanish greetings—and, in addition,buenasnoches
is used to say goodbye.
•Point out thatseñor (Mr./sir) and señora(Mrs./ma’am) are
formal forms of address for teachers,parents, and other
adults.
•Point to the scene depicting Lisa and her mother, and explain
that in most Spanish-speaking countries it is common for
family members or close friends to kiss on the cheek when
they greet each other or when they say goodbye.
MultipleAccess Strategies
essing ConceptsHave students point to words and to
ases such asbuenosdías, buenas tardes, and buenasnoches,
ask them to say them back to you.
essing Content/Role-Play Have pairs of students take turns
-playing all three dialogues from activityA.
essing Critical-Thinking Skills/Role-Play Have pairs of
students create their own dialogues using their names.Have
them act out the dialogues in front of the class.
Meeting Individual Needs
Benchmark You may assist students having minor difficulties
pronouncing the letterñ in señor and señoraby having them
pretend that the words are spelled senyorand senyora as they
try saying them again.
Challenge Call on volunteers to name two objects in the
illustrations, such aslibro (book) and pelota(ball). For additional practice and reinforcement of the skills
and concepts presented this week,have students access
the Descubre Online activities for this unit and week.
Las respuestas varían.
TGCU1.indd 18 6/15/12 12:43PM
Nos conocemos | 19
Review and Apply TERPERSONAL
Have students turn to page 19.Read the topic under Repasa
and review with students new concepts and vocabulary learned
throughout the week. Skim through previous pages and use
Tarjetas fotográficas and items from the Manipulatives Kit
as necessary.
InformalAssessment
•For the Aplica activity, read the three commands and have
individual students stand up and perform one command each.
•When you say Saludaaunniño (Greet a boy), the student
should stand up and greet a boy, following the model ¡Hola!
Yo soy… (Hello! My name is …) or Buenas tardes, yo soy…
(Good afternoon,my name is …)
•When you say Saludaaunaniña (Greet a girl), the student
should stand up and greet a girl.Then choose a girl and have
her pretend that she is señora López.Explain Despídetede.
Have students practice despídetede using adiós(goodbye),
hasta luego (see you later), andnos vemos(I’ll see you).
I
•Be sure that all students participate, and evaluate stu
performance.
•Revisit the Essential Question for the week and ask
to answer it using concepts and vocabulary learned during
the week.
Have students open their Cuadernode prácticato page 7.
Read the directions and have students read along with you.
Explain the directions and model the activity/activities.Then
have students complete the page as independent class work
or homework.
Culminating Activities P S O RE ENTATI
Writing Process
Students plan what they are going to
write by drawing,developing ideas, and
organizing their drawings and ideas.
• Have students repeat the activity title¡A escribir!
after you.Then have the class read the lineTema:
Mi familia Expla . in to students that in the next few
weeks, they will prepare illustrated stories about
their families.
• Briefly mention the four stages of the writing
process.Explain that this week they are at the
Planifica stage.Discuss the meaning of the stage
and ask students to draw a picture of themselves
and all their family members on a sheet of paper.
Álbumde recuerdos
• Explain to students thatAnna and Charlie are
keeping a scrapbook containing pictures and
items they collect of the places they visit.They
call itElálbumde recuerdosdeAnna yCharlie
(Anna and Charlie’s scrapbook).
y n Tell students that the will create their ow
álbumde recuerdos as they accompanyAnna
and Charlie on their travels.Then distribute Hojade
actividad 12 , and hand out the blank scrapbooks.
Have students label the cover Miálbumde recuerdos.
This can be a home connection activity.
• Explain to students that, to start,they need to draw
themselves greetingTomás.Then they have to cut
out the speech bubbles and glue them where they
belong in the drawing.When finished,have students
glue theirrecuerdoinside their álbum.
Day 4
91
¡A escribir!
Semana1
Repasa
™ los saludos y lasdespedidas
Aplica
1. Saludaa unniño.
2. Saludaa unaniña.
3. Despídetede la señora López.
Tema:Mifamilia
¡Hola!
Yo soy Janet.
Las respuestas varían.
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K N
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Nosconocemos | 13
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