AHORA 1. US_3rd.indd

Teacher’s Notes
September / October 2011
Your web teacher code is:
ISSN 0961-8481
4jfvd4
www.maryglasgowplus.com/es
CONTENT PREVIEW AHORA
Pages 4 & 5 La chica de moda
Selena Gómez
Selena Gómez’s handbag gives the
reader an insight into her daily routine.
Language focus: Present tense: daily
routine. Expressions of frequency.
Culture: A personal profile. Latin music.
Activity Online
Comprehension.
CD:
Listen to the interview with one of
Selena’s fans.
With National Standards for Foreign Language
Renewable energy: wind, solar and
geothermal energy. Projects in Spain.
Language focus: Speaking: give a
presentation. Writing and creative
work: make a mural. Vocabulary: the
environment.
Culture: The environment in Spain.
Activity Online
Matching information
Lesson plan 3
Go to page 2
Lesson plan 1
Go to page 2
Pages 10 & 11 Dos hermanos
La vuelta al cole
Pages 6 & 7 Informe especial
Buenos Aires, ciudad ruidosa
Argentina’s capital is the noisiest city in
Latin America.
Language focus: Cultural information.
Speaking: exchange of information.
Vocabulary: town and city.
Culture: Cities of the Spanish-speaking
world.
Activity Online
Verbs.
NEW! Vídeo
What it’s like to live in
Buenos Aires.
CD:
Las ciudades.
Lesson plan 2
Go to page 2
Pages 8 & 9 El planeta
Las energías renovables
AHORA 1. US_3rd.indd 1
Franco and Pablo talk about their school
life.
Language focus: Speaking: exchange of
information. Vocabulary: school.
Culture: Teenage life in the Spanishspeaking world.
Activity Online
Put the sentences in
the correct order.
CD:
The school of the future.
Lesson plan 4
Go to page 3
Pages 12 & 13 Rayos X
Boca Juniors
Culture: Football teams. The fans, the
stadium, the championships.
Activity Online
Nouns.
Page 14 El consejo
‘Voy a un colegio nuevo y no tengo
amigos.’
Santiago, a 14-year-old boy, feels lonely
in his new school. He asks the readers
for advice.
Language focus: Making suggestions and
giving advice.
Activity Online
Expressing opinions
on the internet.
CD:
Santiago’s phone call.
Page 15 Quinceañera
A new radio soap opera: the millionaire
Alberto Roberto falls in love with the
beautiful María Violeta.
Language focus: Present tense for
everyday language and daily life.
Culture: Radio soap operas.
Activity Online
Soap operas on the
internet
NEW!
Lesson plan 5
Using resources from the website
Go to pages 3 and 4
A profile of Boca Juniors football team
who are the national champions in
Argentina.
Language focus: Sports vocabulary.
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www.maryglasgowplus.com/es
Lesson plan 1 Pages 4 & 5
Lesson plan 2
Selena Gómez
Buenos Aires
Objectives
Pages 6 & 7
Objectives
• Talk about daily routine.
• The present tense and expressions of frequency.
(1.1 Interpersonal Communication)
• Evaluate and compare aspects of a town or city.
(2.2 Products of Culture)
• Express an opinion about the place where you live.
(1.1 Interpersonal Communication)
Anticipatory Set
Before they read the text, ask the students to look at the
photos of Selena on the cover and with the article. Ask
them: ¿a qué se dedica Selena?, ¿de dónde es?, ¿cómo es
físicamente?, ¿qué ropa lleva? Then ask the students what
the photos on page 5 tell them about Selena, for example:
Selena tiene un móvil rosa. / Tiene coche. / Sabe conducir. /
Le gustan los pepinillos en vinagre.
Anticipatory Set
Before they read the article, ask the students what they know
about Buenos Aires: ¿de qué país es capital? , ¿dónde están
Argentina y Buenos Aires?, ¿qué sabéis sobre esta ciudad y
este país?
Comprehension
After reading the text, give out the following sentences to
each student. They complete them using the words from the
list at the top. Correct orally in class.
ruido – viven – capital – edificios – autobuses – ruidosa –
ciudad – contaminación
1 Buenos Aires es la ... de Argentina. (capital)
2 Es una ... muy grande. (ciudad)
3 Allí ... 13 millones de personas. (viven)
4 Es una ciudad bonita, con muchos ... modernos, parques
y cafés. (edificios)
5 También es la ciudad más ... de América Latina.
(ruidosa)
6 En Buenos Aires hay mucha ... . (contaminación)
7 Los coches y ... son la causa más importante del ... .
(autobuses, ruido)
Comprehension
When the students have read the article, give out the
following sentences to each student. They should decide
whether they are true or false and give reasons for their
answers using information from the text. Correct orally in
class.
1 Selena se levanta normalmente a las diez. (F)
2 Se ducha y se va al gimnasio. (F)
3 A veces no tiene tiempo para desayunar. (V)
4 Tiene cinco gatos y siempre les da una galleta para
merendar. (F)
5 Siempre lleva gafas de sol para evitar a los paparazzi.
(V)
6 En el bolso lleva cosas de comer, galletas para sus
perros y accesorios. (V)
7 A veces va al estudio de cine y a veces ensaya sus
canciones. (V)
Practice
The students watch the video and then do the activity on
page 7. Next, divide the class into groups of 3 or 4. The
students compare Buenos Aires with their own town or
city. Set a time limit and at the end of it ask the students to
compare their ideas within their group. Next, project the
worksheet onto the board and share all the ideas as a class.
Write the main points on the board in note form.
Practice
The students can practice the present tense and vocabulary
for talking about daily routine by playing “pasar la bola”.
Divide the class into two teams: A and B. Make a ball out of
paper. The teams face each other. Invent a character and
give him or her a name, for example David. Call out the first
sentence in David’s daily routine: David se levanta a las
7.30 todos los días. Then throw the paper ball to a student
in Team A. This student says the next thing that David does
in the morning and throws the ball to someone in Team B
who adds a new sentence, and so on, until all the students
have contributed a sentence. Team A (Marcos): Después
siempre se ducha. / Equipo B (Ana): A continuación se viste
y desayuna, etc.
Lesson plan 3 Pages 8 & 9
Las energías renovables
Objectives
Find out about renewable energy and give a presentation
about renewable energy in the students’ own country or
region.
(1.3 Presentational Communication)
( 3.1 Making Connections)
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Comprehension
Anticipatory Set
After reading the text, give out the following questions. The
students write the answers. Correct orally in class.
1 ¿Cuál es la asignatura preferida de Franco? (La historia.)
2 ¿Qué horario escolar tienen Pablo y Franco? (De 8 de la
mañana a 3:15 de la tarde.)
3 ¿Qué opina Pablo de los profesores? (Son estrictos, pero
muy simpáticos.)
4 ¿Qué interés comparten Franco y su amigo Callum? (Los
deportes.)
5 ¿Por qué le gusta a Pablo el inglés? (Porque siempre
aprende cosas nuevas.)
6 ¿Cómo va Franco al colegio? (En autobús.)
7 ¿Qué le gusta desayunar a Pablo? (Huevos con frijoles.)
Ask the students to look at the pictures before they read
the article. Write the following words on the board and ask
the students to explain them using their dictionaries where
necessary: combustibles fósiles, energías renovables, carbón,
petróleo, gas, contaminar, eólica, geotérmica, solar.
Comprehension
When the students have read the article, divide them into pairs
and give out the following sentences about energy sources.
Working together, the students decide which kind of energy
each sentence describes: eólica, geotérmica or solar. Correct
orally in class:
1 Esta energía viene del interior de la Tierra. (G)
2 Recibimos muchísima más de la necesaria, pero sólo
funciona en lugares ¡con sol! (S)
3 Consiste en capturar la energía donde hay roca muy
caliente. (G)
4 Esta energía viene del viento. (E)
5 Se puede obtener instalando paneles solares en el techo
de tu casa. (S)
6 Sólo funciona en lugares como Nueva Zelanda o Japón,
donde las rocas calientes están en la superficie. (G)
7 Se obtiene mediante turbinas similares a molinos. (E)
8 Esta energía viene del sol como calor y luz. (S)
9 Hay mucha gente en contra porque su producción afea el
paisaje natural. (E)
Practice
Students do a class survey to find out what their classmates
think about their school. Set a time limit during which students
move around the class, asking each other the questions
on the sheet. They should each interview a maximum of 6
students. They write the name of each person they interview
and their answers, in note form. Finally, ask some of the
students to explain the results of their survey to the rest of
the class, using expressions such as: (A) la mayoría de
mis compañeros/as ... (A) muchos/as /algunos/as de mis
compañeros/as ... De ellos/ellas .... (A) casi ninguno/a ... (A)
ninguno/a ...
NEW! Internet Lesson plan 5
Practice
When they have read the article, divide the class into groups
or 3 or 4. Each group finds out about the use and production
of the three types of renewable energy – solar, wind or
geothermic - (or others if appropriate) in their own area or
country. Using the internet or other sources, the students
should find out: where the energy is produced, how much is
produced and how it is used. Ask the students to present their
information in the form of a mural. They should write short texts
illustrated with photos or drawings, using the article about
Spain on pages 8 and 9 as a model. Finally, each group puts
its mural on the classroom wall and gives a presentation to the
rest of the class.
¿Cómo usas internet?
Students practise words and phrases related to using the
internet.
Objectives
• Learn and practise vocabulary related to using the internet.
• Say how often and why you use the internet.
(3.1 Making Connections)
Anticipatory Set
Ask students: ¿con qué frecuencia navegáis por internet?,
¿cuántas horas estáis conectados?, ¿cuándo os conectáis
normalmente?
Lesson plan 4 Pages 10 & 11
Comprehension
La vuelta al cole
Give out the following sentences to each student. Working in
pairs, the students complete the sentences with the correct
words. Correct orally in class.
redes sociales – deberes – subes – correos electrónicos –
chateas – descargo – online – juegos – buscar – comprar
1 Marcos usa internet para hacer los ... habitualmente.
(deberes)
2 Internet es muy útil para ... información de todo tipo.
(buscar)
3 Muchos jóvenes se comunican a través de las ... como
Facebook o twitter. (redes sociales)
Objectives
• Do a class survey about the students’ school and explain the
results.
(1.1 Interpersonal Communication)
• Evaluate a school and express opinions.
(1.3 Presentational Communication)
Anticipatory Set
Before reading the article, ask the class to brainstorm
vocabulary related to school and write the words they suggest
on the board.
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www.maryglasgowplus.com/es
películas / vídeos / programas de software; 5) hacer compras
online; 6) chatear y entrar en foros; 7) los juegos online
The students should note down how often and why they use
the internet for each activity. They then work in pairs and
compare their answers. Finally, ask some of the pairs to talk
about the similarities and differences between their own and
their partner’s use of the internet. For example:
Ana: Carlos y yo nos comunicamos a través de ... todos los
días porque nuestros amigos siempre están conectados.
Carlos: Yo compro por internet a menudo porque es muy
rápido y fácil. Sin embargo, Ana nunca compra por internet
porque cree que no es seguro.
4 Yo a veces ... música de internet y veo vídeos en
YouTube. (descargo)
5 Elena escucha la radio ... a menudo. (online)
6 Debes tener cuidado si ... información personal, fotos o
vídeos a Internet. (subes)
7 ¿Te gusta ... por internet? (comprar)
8 David manda muchos ... a sus amigos. (correos
electrónicos)
9 ¿Con quién ... normalmente? (chateas)
10 Me encantan los ... online. (juegos)
Practice
Divide the class into pairs. Give out the following list of uses
of the internet to each student:
Usos de internet: 1) buscar información en internet;
2) relacionarse y comunicarse a través de las redes sociales;
3) comunicarse por correo electrónico; 4) descargar música /
Vocabulario relacionado con internet:
EN ESPAÑOL
abrir o crear una cuenta
altavoces
antivirus
archivo adjunto
archivo pirata
arroba
For more resources visit: www.maryglasgowplus.com/es
and go to the ‘Recursos’. In ‘Búsqueda’ type in ‘internet’ and
click on ‘buscar’. You can search by topic, level and skill.
Write the following words and phrases in your own language.
Use your dictionary to help you where necessary.
EN TU IDIOMA
EN ESPAÑOL
enlace
escuchar/ver ... online
guardar
hacer clic
jugar/juegos online/en red
mandar o enviar/recibir
un correo electrónico
navegar por internet
pantalla
punto - com
recursos digitales
red social
subir/colgar información
personal, fotos o vídeos
teclado
buscar información
chatear
comprar por internet
conectarse a internet
contraseña
descargar/bajar ... (de internet)
dirección de correo electrónico
EN TU IDIOMA
Writer: Ruth Manteca Translation: Libby Mitchell
Adaptation: Teri Valdes Layout: David Dutch
AHORA Vol. 18
POSTAL INFORMATION: September/October 2011 AHORA (ISSN 0961-8481) is published five times during the school year: Sept./Oct., Nov./Dec., Jan./Feb., March/
April, May/June, by Scholastic Inc. Office of Publication: 2931 E.McCarty Street, PO Box 3710, Jefferson City, MO 65102-3710. PRICES: $7.95 each per year for 10 or more
subscriptions to the same address. 1-9 subscriptions, each $24.95 student edition; $29.95 Teacher’s Edition, per school year. Single copy: $5.50 student, $6.50 Teacher’s
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online
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Start an account
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40 to 50 Points
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Watch videos on the website or download them to
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Online activities relate to articles from the
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After reading the magazine articles, students can test
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Activities can be completed on a computer screen or
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There are 4 different versions of the week’s news story
– from elementary to advanced level. This is great for
mixed-level classes.
Every week we publish a topical news story, with an
angle that appeals to teenagers.
Students can send written articles or videos.
We publish the best ones on the website.
Here are some ideas for what your students can report on:
● an interesting hobby
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or country
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download, so that students can hear the text as
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Guidelines
We prefer articles of 200 words or less.
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This email address is also available on the ‘Mi Página’
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www.mg-plus.net/tn-espanol
What’s your opinion?
Website lesson ideas
www.mg-plus.net/tn-spnews
1 Choose a news story. Print out the correct level for your
students. If you have a mixed-ability class, print out two
different versions.
2 Read the article in class. Ask all students to think of an
opinion about the article or an answer to one of the questions
at the end. Discuss students’ opinions and answers as a
class.
3 If your students have internet access at home, tell them
to log into the website and write a comment on the news
story. Or go online in class and let students do their reading
and writing online.
Here are some ideas to use the Mary Glasgow Plus
website in class.
Points race
www.mg-plus.net/tn-sppoints
Why not have a competition in your class to see which
student can get the most points?
Here is the news
www.mg-plus.net/tn-spnews
1 Divide the class into small groups.
2 Give the students a role (a news reader, a live reporter,
interviewees).
3 Give each group a different news story. In their roles, they
act out a report for the class.
Spot the difference
1 Tell your students how to earn points (see the list on
www.mg-plus.net/tn-spnews
1 Print out two levels of the same news story.
2 Students read both versions and spot the difference.
3 What extra information is in the higher level? How is the
language different?
page 5).
2 At the start of a month, tell students to earn as many
points as they can before the end of the month.
3 Students can prove how many points they have by
printing a copy of their ‘Mi Página’.
4 Give a prize to the student with the most points.
Remember, the more points they earned, the more Spanish
practice they had!
Someone like me
There are many AHORA readers from around the world
registered on Mary Glasgow Plus. Tell your students to find
other students who share their hobbies and interests.
1 Log in to a student account. Go to ‘Mis Amigos’ >
‘Encuentra a más amigos’.
2 Click on different students to view their profile.
3 Students send a friend request to other students who like
the same things.
4 Students report back on who they found.
Example: I like football and Luca from Italy also likes football.
Match photos and headlines
www.mg-plus.net/tn-spnews
1 Print out the ‘Noticias’ page.
2 Cut up the headlines and photos from the 7 stories and
give them to students to match up.
3 Ask students to predict what the articles are about.
4 For homework students can visit the ‘Noticias’ page and
read some articles.
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