RE2 08NLT A Page A primera vista -...
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Después me pongo el desodorante y el agua de colonia y me visto . ” 74 setenta y cuatro Tema 2 • Un evento especial A primera vista Vocabulario y gramática en contexto Objectives Read, listen to, and understand information about • getting ready for an event • daily routines “ ¡Hola! Me llamo Antonio. ¿Qué hago yo antes de ir a un evento especial? Siempre me despierto temprano y me levanto de la cama. Primero me ducho lentamente. Generalmente estoy en la ducha unos 20 minutos. Después de ducharme, me afeito . . . ducharse la toalla el peine el cepillo el desodorante el agua de colonia la ducha ...y me cepillo los dientes. Luego me seco el pelo con el secador y me arreglo el pelo con el peine. afeitarse cepillarse los dientes el secador vestirse arreglarse el pelo despertarse ponerse secarse Más vocabulario la audición audition la boda wedding el concurso contest por ejemplo for example jdd-0171 Language Input Students with Special Needs Pair hearing-impaired students with advanced learners. Provide each hearing-impaired student with the sentences in Actividad 1. Write the sentences in a different order from the script. Have the advanced learners act them out while the partners identify the correct sentence. Heritage Language Learners Ask students to write a paragraph about their ideal evening. Have them include details such as where and with whom they would go, what they would wear, and how they would prepare. Help students to use the four-step writing process of pre-writing, drafting, editing, and revising. 74 Additional Resources • Audio Program: Canciones CD, Disc 22 Core Instruction Resources: Teacher’s Resource Book: Input Script, p. 76, Clip Art, pp. 90–93, Audio Script, p. 77; Voc. and Gram. Transparencies 44–45; TPR Stories Book, pp. 24–36; Audio Program: Tracks 1–2 Focus: Presenting vocabulary for daily routines and for getting ready to go out Suggestions: Present the vocabulary in two groups: what a boy does to get ready for an event and what a girl does. Use the Input Script from the Teacher’s Resource Book or the story from the TPR Stories Book to present the new words, or use some of these suggestions. Bring in items that students might use to get ready for an event. Have them identify each item, and ask: ¿Quién lo (la) usa? ¿Cuándo lo (la) usas? Point out that in Spanish, just as in English, nouns are sometimes related to the verbs associated with them. Write the words ducharse, cepillarse, and secarse on the board and have students tell the nouns that are related to each verb. Ask students to name a familiar noun that is similar to the verb vestirse (vestido). Have them guess what afeitadora (electric shaver) and peinarse (to comb one’s hair) mean and ask them to explain what clues they see in the two words. Draw two series of stick drawings on the board to illustrate two people going through their daily routines (one girl and one boy). Draw the routines in random order. Ask students to label the drawings with the infinitive form of the correct verb. Then have students tell you in what order the characters should do each activity. For example, Primero ella debe levantarse. Limit students to using the reflexive verbs lexically until the concept is introduced in the Gramática on p. 80. If needed, explain to students that reflexive verbs require a special pronoun and are used to describe actions people do to themselves. Contrast the familiar verb poner with ponerse. Vocabulario y gramática VOCABULARY Standards: 1.2
Transcript of RE2 08NLT A Page A primera vista -...
Después me pongo eldesodorante y el aguade colonia y me visto .”
74 setenta y cuatroTema 2 • Un evento especial
A primera vistaVocabulario y gramática en contexto
Objectives
Read, listen to, and understandinformation about
• getting ready for an event
• daily routines
“ ¡Hola! Me llamo Antonio. ¿Qué hago yo antes deir a un evento especial? Siempre me despiertotemprano y me levanto de la cama.Primero me ducho lentamente.Generalmente estoy en la ducha unos 20 minutos.
Después de ducharme,me afeito . . .
ducharse
la toalla
el peine
el cepillo
el desodorante
el agua de colonia
la ducha
. . . y me cepillo los dientes.
Luego me seco el pelo conel secador y me arreglo el pelo con el peine.
afeitarse
cepillarse los dientes
el secador
vestirse
arreglarse el pelo
despertarse
ponerse
secarse
Más vocabulario la audición audition
la boda wedding
el concurso contest
por ejemplo for example
jdd-0171
Language Input
Students with Special NeedsPair hearing-impaired students with advancedlearners. Provide each hearing-impaired studentwith the sentences in Actividad 1. Write thesentences in a different order from the script.Have the advanced learners act them out whilethe partners identify the correct sentence.
Heritage Language LearnersAsk students to write a paragraph about theirideal evening. Have them include details suchas where and with whom they would go, whatthey would wear, and how they would prepare.Help students to use the four-step writingprocess of pre-writing, drafting, editing, andrevising.
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Additional Resources• Audio Program: Canciones CD, Disc 22
Core Instruction
Resources: Teacher’s Resource Book: InputScript, p. 76, Clip Art, pp. 90–93, Audio Script,p. 77; Voc. and Gram. Transparencies 44–45; TPRStories Book, pp. 24–36; Audio Program: Tracks 1–2Focus: Presenting vocabulary for dailyroutines and for getting ready to go out Suggestions: Present the vocabulary intwo groups: what a boy does to get readyfor an event and what a girl does. Use theInput Script from the Teacher’s ResourceBook or the story from the TPR StoriesBook to present the new words, or usesome of these suggestions. Bring in items that students might use toget ready for an event. Have them identifyeach item, and ask: ¿Quién lo (la) usa?¿Cuándo lo (la) usas?Point out that in Spanish, just as in English,nouns are sometimes related to the verbsassociated with them. Write the wordsducharse, cepillarse, and secarse on theboard and have students tell the nounsthat are related to each verb. Ask studentsto name a familiar noun that is similar tothe verb vestirse (vestido). Have themguess what afeitadora (electric shaver) andpeinarse (to comb one’s hair) mean andask them to explain what clues they see inthe two words.Draw two series of stick drawings on theboard to illustrate two people goingthrough their daily routines (one girl andone boy). Draw the routines in randomorder. Ask students to label the drawingswith the infinitive form of the correct verb.Then have students tell you in what orderthe characters should do each activity. Forexample, Primero ella debe levantarse.Limit students to using the reflexive verbslexically until the concept is introduced inthe Gramática on p. 80. If needed, explainto students that reflexive verbs require aspecial pronoun and are used to describeactions people do to themselves. Contrastthe familiar verb poner with ponerse.
Vocabulario y gramáticaVOCABULARY
Standards: 1.2
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”
—Tengo una cita con Rafael. ¡Vamos a un baile elegante!
—Debes estar muy entusiasmada. ¿Qué vas a hacer para prepararte?
—Primero me baño, . . .
¿Qué haces por la mañana? Vas a escuchar siete frases quedescriben qué hace alguien por lamañana. Representa (Act out) cada una de estas acciones sin hablar.
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¿Lógica o no?Vas a escuchar siete frases. Algunas son lógicasy otras no. Señala con el pulgar hacia arriba sila frase es lógica y con el pulgar hacia abajosi no es lógica.
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setenta y cincoCapítulo 2A
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. . . luego me pinto las uñas.
bañarse
Después del baile . . .Ahora tengo mucho sueño.Voy a lavarme la cara y acostarme. ¡Hasta mañana! .
pintarse las uñas
el cinturónlavarse la cara
cortarse el pelo
No puedo cortarme el pelo. Por eso quiero ir al salón de belleza.
de oro
—¿Puedo pedirte prestados tus aretes?—¿De oro o de plata?—Depende . . . prefiero los aretes
de plata.
de plata
“las joyas
jdd-0287
Escuchar Escucharjdd-0287
● Practice Workbook, pp. 29–30: 2A-1, 2A-2
● WAV Wbk.: Writing, p. 31● Guided Practice: Vocab. Flash Cards,
pp. 55–60● Real. para hispanohablantes, p. 52
Más práctica
For: Vocab.PracticeWeb Code: jdd-0202
Language Input
Culture NoteIn most Spanish-speaking countries, it is morecommon for young people to go out in a groupthan on “dates.” Often dance clubs will haveevents exclusively for teenagers. They serve softdrinks and juices instead of alcohol, and providea safe environment for friends to get together,dance, and have a good time.
Teacher-to-TeacherBe sure to bring in at least one each of thevocabulary items mentioned to use as visualprops throughout the chapter. For toiletries, use construction paper or adhesive labels tolabel them in Spanish.
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11Resources: Teacher’s Resource Book: AudioScript, p. 77; Audio Program: Track 3; Answers onTransparenciesFocus: Listening comprehension aboutdaily routinesSuggestions: Establish appropriate ways to pantomime each action beforebeginning the activity. You may want tohave students point to the picture of theappropriate activity or item on p. 74instead of acting out the activity.
Script and Answers1. Me levanto a las ocho. (wake up)2. Primero, me afeito. (shave)3. Después me ducho. (take a shower)4. Me pongo desodorante. (put on deodorant)5. Me cepillo los dientes. (brush your teeth)6. Me arreglo el pelo. (fix your hair)7. Me visto. (get dressed)
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22Resources: Teacher’s Resource Book: AudioScript, p. 77; Audio Program: Track 4; Answers onTransparenciesFocus: Listening comprehension aboutdaily routinesSuggestions: Remind students thatanswers are not based on their personaldaily routine.
Script and Answers1. Me levanto antes de despertarme. (down)2. Me pongo los aretes en los pies. (down)3. Me seco el pelo con el secador. (up)4. Me lavo con el peine. (down)5. Me visto después de bañarme. (up)6. Me cepillo los dientes todos los días. (up)7. Me pongo el desodorante antes de bañarme. (down)
Extension: Ask students to change theillogical statements to make them logical.
Bellringer ReviewClass brainstorm to list on the
board Spanish words for special events.
A U D I O
Enrich Your TeachingResources for All Teachers
AssessmentQuiz on PresEXPRESS•
Standards: 1.2
Standards: 1.2
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EstrategiaRelating to your own experienceMaking a connection between yourown life and what you are readingwill help you to understand a storybetter. Think about the following:
• Have you ever done a favor forsomeone, only to regret it later?
76 setenta y seisTema 2 • Un evento especial
Raúl: No dan nadainteresante hoy.Tomás: Tienes razón. ¿Porqué no tomamos unrefresco?Gloria: (al teléfono) ¡Ay, no!¿Estás seguro? ¿Quépodemos hacer? Unmomento, tengo una idea.
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¿Más maquillaje?¿Qué emergencia tieneGloria? ¿Cómo se arreglanRaúl y Tomás? Lee lahistoria para saber.
Raúl: ¡Qué idea! Mira dondeestamos.Gloria: Primero, no es ideamía . . . ¡Tranquilos! Nodeben estar tan nerviosos.Raúl: No estamos nerviosos.Pero no me gusta vestirme alo ridículo.
Tomás: ¿Es necesariopintarse los labios?Raúl: ¿Tanto gel? ¿Por quétiene que ponerme tantomaquillaje? Dos horas así.No va a ser muy cómodo.
Tomás: Tienes razón. Perote ves muy bien.Raúl: ¿Tú crees? Y mira tuszapatos. ¡Qué grandes son!
Raúl
Gloria
Tomás
jdd-0287
Language Input
Advanced LearnersProvide pictures of different Halloweendisguises. Have students list two things thatthey would have to do to prepare eachcostume. Ask them to share their answers withthe class and have the other students guesswhich disguise they are describing.
Students with Learning DifficultiesTo help students use context to determine themeaning of new words, provide them withcopies of sentences that contain the newwords. Review the new sentences with them, inconjunction with the Videohistoria.
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Videohistoria
Core Instruction
Resources: Voc. and Gram. Transparencies46–47; Audio Program: Track 5Focus: Extending the presentation ofvocabulary and grammarSuggestions: Pre-reading: After students think of afavor that they have done for anotherperson, ask them to tell how they feltwhile doing it. Point out the last threepanels, and ask students to list words thatdescribe how Tomás and Raúl might feel. Reading: Pause after the fourth panel tohave students summarize what they haveread. Have them use that information topredict the outcome.Post-reading: Complete Actividad 3 tocheck comprehension.
VOCABULARY
Pre-AP* Support
• Activity: Point out frame 2 to the students andask that they imagine Gloria asks the boys todo something other than take part in a play.(Exs. Go to a party or go to a ballgame.) Havestudents work in groups of three to rewrite theother scenes to reflect the change and thenask for volunteers to present their scenes tothe class.
• Pre-AP* Resource Book: Comprehensive guideto Pre-AP* vocabulary skill development,pp. 47–53
Standards: 1.2
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¿Comprendiste?Indica si las siguientes frases son (C) ciertas o (F) falsas.Si la frase es falsa, escribe la información correcta.
1. Tomás y Raúl miran un programa de televisión muyinteresante.
2. Tomás quiere ayudar a Gloria con una obra de teatro.
3. Raúl no quiere ayudar a Gloria.
4. Raúl va a cepillarse los dientes y lavarse el pelo.
5. A Raúl le gusta vestirse a lo ridículo.
6. A Raúl no le gusta el maquillaje porque no es cómodo.
7. Tomás se pone zapatos muy grandes para la obra de teatro.
8. Raúl cree que todo va a ser muy divertido.
Raúl: ¡Esto va a ser undesastre!
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Leer/Escribir
Gloria: ¿Les gustaríaparticipar en una obra deteatro? Es una emergencia.Necesitamos a dos personas y tienen que venirrápidamente.Raúl: ¿En qué? ¡No!
Tomás: Pero, ¿por qué no?Puede ser interesante.Gloria: ¡Fantástico! Les va agustar mucho.
Tomás: ¿Cómo me preparo?¿Me arreglo el pelo? Gloria: Tomás, te ves bien.Pero Raúl . . .Raúl: Sí, voy a cepillarme losdientes, lavarme el pelo . . .Gloria: Tienen 30 minutos.
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● Practice Workbook pp. 31–32: 2A-3,2A-4
● WAV Wbk.: Video, pp. 25–27● Guided Practice: Vocab. Check,
pp. 61–64● Real. para hispanohablantes, p. 53
Más práctica
For: Vocab. PracticeWeb Code: jdd-0203
Language Input
Teacher-to-TeacherTo familiarize students with the events of theVideohistoria, write a summary of the story ona transparency. Write each sentence on aseparate line. Cut out each sentence and mixthem up. Have a volunteer rearrange thesentences in the correct order on the overheadprojector.
Teacher-to-TeacherPhotocopy and cut out the panels. Paste them on another sheet of paper, and makephotocopies to distribute to students. Write and make copies of speech bubbles, usingquotations from the reading. Ask students toplace the speech bubbles next to theappropriate person.
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Video
Core Instruction
Resources: Teacher’s Resource Book: VideoScript, p. 82; Video Program: Cap. 2A; VideoProgram, Teacher’s Guide: Cap. 2AFocus: Viewing and comprehending the videoSuggestions: Pre-viewing: Remind students that they donot need to understand every word tofollow the story. Viewing: Show the video once withoutpausing. Show it again, pausing to point out key events and to check comprehension.Post-viewing: Complete the VideoActivities in the Writing, Audio & VideoWorkbook.
Additional Resources• WAV Wbk.: Audio Act. 5, p. 28• Teacher’s Resource Book: Audio Script, pp. 77–78• Audio Program: Track 6
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33Resources: Answers on TransparenciesFocus: Verifying comprehension of theVideohistoriaSuggestions: As students review theiranswers, have them identify where theyfound the information in the story. Answers: 1. falsa: No dan nada interesante hoy. (panel 1)2. cierta (panel 3)3. cierta (panel 2)4. cierta (panel 4)5. falsa: A Raúl no le gusta vestirse a lo ridículo. (panel
5)6. cierta (panel 6)7. cierta (panel 7)8. falsa: Raúl cree que va a ser un desastre. (panel 8)
Enrich Your TeachingResources for All Teachers
• Prueba 2A-2: Vocab. Recognition, pp.41–42
AssessmentQuiz on PresEXPRESS•
Standards: 1.2
Standards: 1.2, 1.3
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