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TECHNOLOGY SUPPORT
15
SPANISH AS A WORLD LANGUAGE
TEACHER KITS
• Teacher’s Guide with
Audio Program and
Teacher’s Resources
• Language Arts Manual
• Video Program
• Assessment System
• Thematic Library
• Poster Cut-Outs (A–C)
• Characters Cut-Outs (A–C)
• Phonics Kit (A–C)
Level A 978-1-61435-727-8
$599.95
Level B 978-1-61435-729-2
$599.95
Level C 978-1-61435-731-5
$599.95
Level D 978-1-61435-733-9
$404.95
Level E 978-1-61435-735-3
$432.95
Level F 978-1-61435-737-7
$446.95
Customize your classroom kit with online
components and more materials
on PAGES 16–19
D
Presentation of
objectives
for the week in
the form of language functions
E
Introduction of
vocabulary
for the unit
F
Activation of students’ prior knowledge
with front-loading vocabulary, building
background, and language-in-context
activities
G
Prediction activities
to elicit ideas and
vocabulary for the unit
H
Listing of national
standards
I
Differentiated Instruction Strategies
J
Extension activities with
Multiple
Intelligences
strategies and/or
Descubre
online
interactive practice
K
Review and Apply
including informal
assessment activities
L
Culminating Activities
involving the
writing process and a hands-on project
12
| Unit1
Language Functions
dents will
•
arn 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 saying
hola
.
ay
hola
to a student.Thenwave and say
adiós
tohimorher
Have the
with a few
•
Then hav
to the stu
student,w
then
adió
participat
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
PRODUCTSANDPERSPECTIVES
•
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
Language in Context
•
Saludos y despedidas
México • Week
12
¡Buenosdías!
Yo soyCharlie.
Yo soyTomás.
¡Hola!
Yo soyAnna.
Predict
INTERPRET
•
Explain to students that they will read two dialogues.Have
them turn to page 14 and quickly scan the illustrations.Th
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.
Standards
Texas
California
National
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.
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
Day 1
13
=S WS]
Yo soyAnna.
Yo soyTomás.
Yo soyCharlie.
a ElZóc lo
Conversa.
Yo soy...
National
Communication: 1.1–1.3
Cultures: 2.1
Connections: 3.1
Teacher’s Guide Week Opener (Day 1)
Stu
le
D
i
r
niñ
señ
s
E
A
E
S
F
IVE
en
g
G
H
.
student say
hola
and
adiós
back to you.Repeat
mo
e stu
dent
ho
s
to
ed.
central
, in the downtown area.Tell students that the name
of this plaza is El Zócalo Ask students if they have ever been
,
page 13 and repeat the pattern,
Yo soy
_____,filling in their
Multiple Intelligences
Logical/Mathema
Provide copies of the image sideof the
t
T jarea
fotográfica
that shows a Mexican pyramid.
Explain that this pyramid ha fs our triangular sides
and a square base,while others, such as Egyptian
pyramids,were built with three triangular sides and
a triangular base.
Distribute
Hojadeactividad 45
and have
students design and color their own Mexican
pyramid.Have them cut out and glue their pyramids
together.Display students’ artwork in the classroom.
México • Week
18
Unidad1
Buenos días, buenas tardes,
buenas noches
B.
Conversa.
Buenosdías
Buenas tardes
Buenasnoches
señor
señora
Buenosdías,Lisa.
Buenosdías,
López.
señora
,Lisa.
Buenasnoches
Buenasnoches,
mamá.
Buenas tardes,
Gómez.
señor
Buenas tardes,Pedro.
A.
Escucha y repite.
Explore Cultures
PRACTICESANDPERSPECTIVES
&YIRSW HvEW FYIREW XEVHIW
FYIREW RSGLIW
•
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.
•
For activityA, 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.
•
For activity B,have volunteers read the direction,
Conversa
.
Explain that
buenosdías
(good morning),
buenas tardes
(good afternoon), and
buenasnoches
(good evening/good
night) are also common Spanish greetings—and, in addition,
buenasnoches
is used to say goodbye.
•
Point out that
señor
(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
Accessing Concepts
Have students point to words and to
rases such as
buenosdías, buenas tardes
, and
buenasnoches
,
d ask them to say them back to you.
cessing Content/Role-Play
Have pairs of students take turns
e-playing all three dialogues from activityA.
cessing Critical-Thinking Skills/Role-Play
Have pairs of
dents create their own dialogues using their names.Have
m act out the dialogues in front of the class.
Meeting Individual Needs
Benchmark
You may assist students having minor difficulties
pronouncing the letter
ñ
in
señor
and
señora
by having them
pretend that the words are spelled
senyor
and
senyora
as they
try saying them again.
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.
Nos conocemos |
19
Review and Apply
NTERPRETIVE
Have students turn to
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), and
nos vemos
(I’ll see you).
•
performance.
•
Revisit the Essential Question for the week and ask students
to answer it using concepts and vocabulary learned during
the week.
Have students open their
Cuadernode práctica
to 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
PRESENTATIO
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 line
Tema:
Mi familia
.Explain 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 it
Elálbumde recuerdosdeAnna yCharlie
(Anna and Charlie’s scrapbook).
y
Tell students that the will create their own
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 their
recuerdo
inside their
álbum
.
Day 4
19
¤% IWGVMFMV
Semana1
Repasa
•
los saludos y lasdespedidas
Aplica
1.
Saludaa unniño.
2.
Saludaa unaniña.
3.
Despídetede la señora López.
Tema:
Mi familia
¡Hola!
Yo soy Janet.
Las respuestas varían.
Teacher’s Guide Week Closing (Day 4)
tical
J
I
page 19.Read the topic under
K
LNA
L
ph
an
Ac
rol
Ac
stu
the
I
18
| Unit1
Challenge
Call on volunteers to name two objects in the
illustrations, such as
libro
(book) and
pelota
(ball).
Support students of
all language levels, from
beginner to
heritage speakers.
