Planning for Chapter Chapter Overview - Reeths

Transcripción

Planning for Chapter
Chapter Overview
¿Cómo somos?
Scope and Sequence
Topics
Structure
• Physical descriptions and personality
• Nouns, adjectives, and articles
• The verb ser
• Tú and usted
traits
• Nationalities
• School classes
Culture
• Spanish speakers in the United States
• Characters from the novel El Quijote
Functions
• How to describe people and things
• How to tell where someone is from
• How to tell what subjects you take and
express opinions about them
Planning Guide
required
Vocabulario 1 (pages 22–25)
¿Cómo es?
Vocabulario 2 (pages 26–29)
¿Quiénes son?
Gramática (pages 30–39)
Artículos y sustantivos
Adjetivos
El verbo ser
Pronunciación (page 39)
Las vocales a, e, i, o, u
Conversación (pages 40–41)
Un alumno nuevo
Lectura cultural (pages 42–43)
Amigos latinos en Estados Unidos
Lectura Un poco más (pages 44–45)
Dos personajes importantes
Prepárate para el examen
(pages 46–49)
Repaso cumulativo (pages 52–53)
18A
recommended
optional
Correlations to National Foreign Language Standards
Page numbers in light print refer to the Student Edition.
Page numbers in bold print refer to the Teacher Edition.
Communication Standard 1.1 pp. 18D, 22–23, 24, 25, 26, 28, 29, 29, 35, 35, 37, 41, 46, 48
Interpersonal
Communication Standard 1.2 pp. 20–21, 22, 24, 24, 25, 26, 27, 28, 28, 29, 30, 31, 32, 33, 34, 34, 35, 36,
Interpretive
37, 38, 39, 40, 40, 41, 41, 42, 43, 43, 44, 45, 46–47, 46, 52–53
Communication Standard 1.3 pp. 18C, 22, 24, 29, 36, 38, 41, 43, 45, 48, 49, 49
Presentational
Cultures Standard 2.1
pp. 20–21, 21, 27, 52
Cultures Standard 2.2
pp. 18D, 20–21, 35, 45
Connections Standard 3.1
pp. 18D, 21, 29, 35, 36, 38, 41, 41, 42–43, 43, 44, 44, 45, 47, 52
Connections Standard 3.2
pp. 18D, 39, 39, 44–45
Comparisons Standard 4.1
pp. 27, 30–31, 32–33, 33, 34–35, 35, 39, 42, 45, 51
Comparisons Standard 4.2
pp. 19, 20–21, 30, 34, 35, 35, 37, 39, 42, 43, 45
Communities Standard 5.1
pp. 18C, 22, 24, 25, 37, 37, 38, 38, 43, 43, 48, 49, 50, 53
Communities Standard 5.2
pp. 27, 35, 44–45
To read the ACTFL Standards in their entirety, see the front of the Teacher Edition.
Student Resources
Teacher Resources
Print
Print
Workbook (pp. 1.3–1.16)
Audio Activities (pp. 1.17–1.22)
Pre-AP Workbook, Chapter 1
TeacherTools, Chapter 1
Workbook TE (pp. 1.3–1.16)
Audio Activities TE (pp. 1.19–1.36)
TPR Storytelling (pp. 1.38–1.40)
Quizzes 1−5 (pp. 1.43–1.48)
Tests (pp. 1.50–1.72)
Performance Assessment, Task 1 (pp. 1.73–1.74)
Technology
StudentWorksTM Plus
¡Así se dice! Vocabulario en vivo
¡Así se dice! Gramática en vivo
¡Así se dice! Diálogo en vivo
¡Así se dice! Cultura en vivo
Vocabulary PuzzleMaker
glencoe.com
Technology
Quick Start Transparencies 1.1–1.6
Vocabulary Transparencies V1.1–V1.5
Museo de Arte Fine Art Transparencies F 41
Audio CD 1
ExamView® Assessment Suite
TeacherWorksTM Plus
PowerTeach
¡Así se dice! Video Program
Vocabulary PuzzleMaker
glencoe.com
18B
Chapter Project
Un libro de recuerdos
In this project, students will work individually and collaboratively to create a
class memory book containing a biographical page for each student in the class.
1. Have the class brainstorm ideas for a title for the
class memory book and allow the class to vote to
make the final decision. Once the title is determined,
allow students who enjoy design to sketch various
ideas for the cover of the book; have the class vote
to determine the final cover design.
2. Individually, students will prepare a brief
biography that will appear on their personal
memory book page. Biographies should be
at least five sentences long and include the
students’ names, where they are from, and a
description of themselves, and give their opinion of at least two courses they are taking.
Remind students to stick to only the things
they have learned how to say.
3. Divide the class into groups of four to have
the students peer edit each other’s drafts.
Students will then make any corrections
and include the corrected paragraph on their
personal page.
4. Students should make a sketch of the layout of their personal
page before beginning any work on illustrating and decorating it. This first
sketch of the page layout should be turned in with the students’ final memory pages along with all drafts of their biographical paragraphs.
5. The students’ final pages should contain the corrected paragraph, a photo, and
any other visual elements they want to add that help illustrate who they are.
Expansion: You may wish to have students add class photos, achievements, and
memorabilia to the memory book throughout the school year. If you have access
to appropriate technology, you can enable one or more students to digitize the
book and print copies for classmates.
Scoring Rubric for Project
1
3
5
Evidence of planning
Draft and layout are not
provided.
Draft and layout are
provided, but draft is
not corrected.
Corrected draft and layout are
provided.
Use of illustrations
Memory book page does not
use any visual elements.
Memory book page uses
few visual elements.
Memory book page uses
several visual elements.
Presentation
Memory book page contains
little of the required elements.
Memory book page contains some of the required
elements.
Memory book page contains all
the required elements.
18C
Culture
Recipe
SOPA PARAGUAYA
Ingredients: (makes 6 servings)
8 tablespoons butter
1 large sweet onion, finely chopped
1 cup farmer’s or cottage cheese
1 cup grated Muenster or other mild cheese
2 cups cornmeal
2 cups cream-style corn
1 teaspoon salt
1 cup milk
6 eggs, separated
Heat half the butter in a skillet and cook the
onions over moderate heat until tender, but
not brown. Set aside. Combine the remaining
butter with the farmer’s or cottage cheese
and mix until thoroughly combined. Add the
next five ingredients and egg yolks and mix
thoroughly. Beat the egg whites until soft
peaks form and fold them into the batter.
Pour the batter into a greased and floured
10 x 13 inch baking pan and bake in a preheated oven at 400°F for 45–55 minutes.
*The title of this recipe is deceiving since it is
not a soup, but cornbread, often served with
soup and grilled meats.
Los tejidos
Handmade textiles are an important part of the culture of many
South and Central American countries. They are necessary for
everyday life, as well as important sources of income. Each
piece created is unique in its colors and design patterns, which
often hold significance in identifying where the textile comes
from. Students can create their own “textile” using embroidery
thread to make a friendship bracelet, bookmark, or zipper pull.
Students should create significance for the colors and patterns
they use, which you may wish to have them explain in a short
paragraph. Students may wish to look on the Internet for design
ideas and for instructions on how to make more difficult and
intricate patterns.
Connection to Fine Art
Show the students Glencoe Museo de Arte Fine Art Transparency
F 41, Don Quijote by Pablo Picasso, drawn to commemorate the
350th anniversary of the novel’s publication in 1955.
Students can experiment with achieving the simple strokes
Picasso used in this illustration by picking an object in the
room, closing their eyes, and drawing the object from memory
in fifteen seconds. Have students say what they can about this
activity in Spanish. Is the task (tarea) difficult or easy?
Is their drawing (dibujo) attractive, ugly, funny, interesting?
Technology Expansion: Numerous organizations and communities
worldwide celebrated the 400th anniversary of the publication
of Don Quijote in 2005. Have students use the Internet to
research and report on the events held, memorabilia produced,
and countries involved.
18D
50-Minute Lesson Plans
Objective
Present
Practice
Assess/Homework
Day 1
Identify and describe Chapter Opener, pp. 18–19 (5 min.)
Activities 1–4, p. 24 (15 min.)
people and things
Introducción al tema, pp. 20–21 (10 min.)
Core Instruction/Vocabulario 1, pp. 22–23 (20 min.)
Day 2
Identify and describe Quick Start, p. 22 (5 min.)
people and things
Review Vocabulario 1, pp. 20–21 (10 min.)
Day 3
Tell what subjects
you take and express
opinions about them
Core Instruction/Vocabulario 2, pp. 26–27 (15 min.) Activities 1–3, p. 28 (15 min.)
Video, Vocabulario en vivo (10 min.)
Quiz 1, p. 1.43 (10 min.)
Student Workbook Activities A–E,
pp. 1.5–1.6
Vocabulary Practice
Day 4
Tell what subjects
you take and express
opinions about them
Quick Start, p. 26 (5 min.)
Review Vocabulario 2, pp. 26–27 (5 min.)
Video, Diálogo en vivo (10 min.)
Total Physical Response, p. 27 (5 min.)
InfoGap, p. SR3 (5 min.)
Audio Activities G–L, pp. 1.22–1.24 (10 min.)
Student Workbook Activities F–I,
pp. 1.6–1.7
Vocabulary Practice
Day 5
Learn how to use
nouns and articles
Core Instruction/Gramática, Artículos y sustantivos,
p. 30 (15 min.)
Audio Activities A–D, pp. 1.24–1.26
(10 min.)
Quiz 2, p. 1.44 (10 min.)
Student Workbook Activities A–C,
p. 1.8
Grammar Practice
Day 6
Learn how to use
adjectives
Core Instruction/Gramática, Adjetivos, p. 32
(10 min.)
Video, Gramática en vivo (10 min.)
Activities 3–7, pp. 33–34 (15 min.)
Quiz 3, p. 1.45 (10 min.)
Student Workbook Activities D–F,
pp. 1.8–1.9
Grammar Practice
Day 7
The verb ser
Core Instruction/Gramática, El verbo ser,
pp. 34–35 (15 min.)
Audio Activities H–K, pp. 1.28–1.29
(10 min.)
Quiz 4, p. 1.46 (10 min.)
Student Workbook Activities A–E,
pp. 1.10–1.11
Grammar Practice
Day 8
The verb ser
Review Gramática, El verbo ser, pp. 34–35 (10 min.)
Pronunciación, p. 39 (10 min.)
Dictado, p. 39 (5 min.)
Student Workbook Activities F–I,
pp. 1.11–1.12
Grammar Practice
Day 9
Develop reading
and listening
comprehension skills
Core Instruction/Conversación, p. 40 (20 min.)
¿Comprendes? A–D, p. 41 (15 min.)
Quiz 5, p. 1.47 (10 min.)
Conversation
Day 10 Talk about Spanish
speakers in the
United States
Core Instruction/Lectura cultural, p. 42 (20 min.)
¿Comprendes? A–C, p. 43 (15 min.)
Listening Comprehension Test,
pp. 1.63–1.66 (15 min.)
¿Comprendes? A–B, p. 43
Reading Practice
Day 11 Develop reading
comprehension skills
Core Instruction/Lectura Un poco más, p. 44
(15 min.)
¿Comprendes? A–B, p. 45 (10 min.)
Prepárate para el examen, pp. 46–47
(25 min.)
Prepárate para el examen, Practice
for written proficiency, p. 49
Reading Practice
Day 12 Chapter review
Repaso del Capítulo, pp. 50–51 (15 min.)
Prepárate para el examen, Practice for oral
proficiency, p. 48 (20 min.)
Test for Writing Proficiency,
p. 1.70 (15 min.)
Review for chapter test
Day 13 Chapter 1 Tests (50 min.)
Reading and Writing Test, pp. 1.55–1.62
Speaking Test, p. 1.67
18E
Student Workbook Activities A–D,
pp. 1.3–1.4
Vocabulary Practice
Student Workbook Activities E–G,
Total Physical Response, p. 23 (5 min.)
p. 1.4
Audio Activities A–F, pp. 1.19–1.21 (15 min.)
Vocabulary Practice
Test for Oral Proficiency, p. 1.69
Test for Reading Comprehension, pp. 1.71–1.72
90-Minute Lesson Plans
Objective
Present
Practice
Assess/Homework
Block 1 Identify foods and describe people
and things
Chapter Opener, pp. 18–19 (5 min.)
Introducción al tema, pp. 20–21
(10 min.)
Core Instruction/Vocabulario 1,
pp. 20–21 (20 min.)
Student Workbook Activities A–G,
Total Physical Response, p. 23 (5 min.) pp. 1.3–1.4
Audio Activities A–F, pp. 1.19–1.21
Vocabulary Practice
(15 min.)
Block 2 Tell what subjects you take and
Core Instruction/Vocabulario 2,
pp. 26–27 (15 min.)
Video, Diálogo en vivo (10 min.)
Quiz 1, p. 1.43 (10 min.)
InfoGap, p. SR3 (5 min.)
Student Workbook Activities A–I,
Total Physical Response, p. 29 (5 min.) pp. 1.5–1.7
Foldables, p. 29 (10 min.)
Vocabulary Practice
Audio Activities G–L, pp. 1.22–1.24
(10 min.)
Block 3 Learn how to use nouns, articles, and
adjectives
Core Instruction/Gramática, Artículos Audio Activities A–D, pp. 1.24–1.26
y sustantivos, p. 30 (15 min.)
(10 min.)
Core Instruction/Gramática, Adjetivos,
p. 32 (15 min.)
Quiz 2, p. 1.44 (10 min.)
Student Workbook Activities A–F,
pp. 1.8–1.9
Grammar Practice
Block 4 The verb ser
Core Instruction/Gramática, El verbo
ser, pp. 34–35 (20 min.)
Pronunciación, p. 39 (10 min.)
Quizzes 3–4, pp. 1.45–1.46 (20 min.)
Student Workbook Activities A–I,
pp. 1.10–1.12
Grammar Practice
Block 5 Discuss Spanish speakers in the
United States
¿Comprendes? A–D, p. 41 (15 min.)
Core Instruction/Conversación, p. 40
¿Comprendes? A–C, p. 43 (15 min.)
(20 min.)
Core Instruction/Lectura cultural, p. 42
(20 min.)
Dictado, p. 39 (5 min.)
Quiz 5, p. 1.47 (15 min.)
Prepárate para el examen,
Practice for written proficiency, p. 49
Conversation, Reading
Practice
Listening Comprehension Test,
Block 6 Develop reading comprehension skills Core Instruction/Lectura Un poco más, ¿Comprendes? A–B, p. 45 (10 min.)
p. 44 (15 min.)
Prepárate para el examen, pp. 46–47
pp. 1.63–1.66 (15 min.)
(25 min.)
Review for chapter test
Prepárate para el examen, Practice for
Reading Practice
oral proficiency, p. 48 (25 min.)
Block 7 Chapter 1 Tests (50 min.)
Reading and Writing Test, pp. 1.55–1.62
Speaking Test, p. 1.67
Test for Oral Proficiency, p. 1.69
Test for Writing Proficiency, p. 1.70
Test for Reading Comprehension, pp. 1.71–1.72
Chapter Project, p. 18C (40 min.)
18F
Preview
In this chapter, students will
be able to identify and
describe people and things,
including telling where someone is from. They will also be
able to talk about school subjects and begin to learn about
Spanish speakers in the
United States. To accomplish
this, students will learn the
agreement of nouns, articles,
and adjectives and the present
tense of the verb ser.
Pacing
It is important to note that
in the
once you reach
chapter, there is no more new
material for the students to
learn. The rest of the chapter
recycles what has already been
covered. The suggested pacing
listed here leaves two to three
days for review, assessment,
and enrichment activities such
as the chapter project.
Vocabulario 1
1–2 days
Vocabulario 2
1–2 days
Gramática
2–3 days
Conversación
1 day
Lectura cultural
1 day
Lectura Un poco más
1 day
18
The ¡Así se dice! TeacherWorks™ Plus CD-ROM is an all-in-one planner and resource
center. You may wish to use several of the following features as you plan and present
the Chapter 1 material: Interactive Teacher Edition, Interactive Lesson Planner with
Calendar, and Point and Click Access to Teaching Resources including Hotlinks to the
Internet and Correlations to the National Standards.
18
SPOTLIGHT ON
Vamos a comparar Have you ever
thought about what types of friends you might
have if you lived in another country? The theme
of friendship is universal, but the qualities that
people like in a friend di er. In this chapter,
you will learn how to describe friends —
both their looks and their personality.
Think about your own friends. What
qualities do you look for in
a good friend?
Objetivos
You will:
•
identify and describe people and
things
•
•
tell where someone is from
•
talk about Spanish speakers in the
United States
Cultural Comparison
The material in this chapter is
made more personal for the
students when they think
about the questions asked in
Aquí y Allí. As well as discussing their own friends, students
are asked to think about the
friends they might have in
another country, which will
allow them to start examining
possible cultural differences
among countries.
tell what subjects you take and
You will use:
Los jóvenes
puertorriqueños
son amigos muy
buenos.
•
•
•
nouns, adjectives, and articles
the verb ser
tú and usted
Go to glencoe.com
For: Online book
Web code: ASD4003c1
diecinueve
19
Quia Interactive Online Student Edition found at quia.com allows
students to complete activities online and submit them for computer
grading for instant feedback or teacher grading with suggestions for what to review.
Students can also record speaking activities, listen to chapter audio, and watch the
videos that correspond with each chapter. As a teacher you are able to create rosters, set grading parameters, and post assignments for each class. After students
complete activities, you can view the results and recommend remediation or review.
You can also add your own customized activities for additional student practice.
19
Introducción
al tema
PRESENT
Introduce the theme of the
chapter by having students
look at the photographs on
these pages. Have them look
at the young people and determine if there is anything they
see them doing that is the
same or different from what
they do with their own friends.
Once you have completed the
vocabulary presentation, have
students return to these pages
and read the information that
accompanies each photograph.
Once students are fully
acquainted with the vocabulary
and grammar of the chapter,
you may wish to come back to
these pages and ask the questions that go with each photo.
Cultural Snapshot
República Dominicana (page 20)
The capital of the Dominican
Republic, Santo Domingo, has a
beautiful colonial section with
several pedestrian streets such
as the one shown here. ¿Cómo
son los muchachos? ¿Cómo
son las muchachas? ¿De dónde
son? ¿Son dominicanos?
Perú (page 20) The central part
of Lima is very colonial, but the
city has spread out into many
more modern commercial and
residential districts such as
Miraflores and San Isidro. ¿Son
amigos los muchachos? ¿Son
simpáticos? ¿Son rubios o
morenos ellos? ¿De dónde
son? ¿Son peruanos?
20
Introducción al tema
Look at these photographs to acquaint yourself
with the theme of this chapter. You will learn to
describe yourself and many new friends from all over
the Spanish-speaking world as well as some Latino
students in the United States. What similarities and
differences do you see in the teens in these photos?
How do they compare with your friends and the
students in your school?
República Dominicana
Un grupo de amigos en Santo Domingo,
la capital de la República Dominicana
Perú
¡Hola, amigos! Somos todos
amigos de Lima, la capital de Perú.
Y ustedes, ¿de dónde son? Colombia (page 21)
Barranquilla is a major port city
on the Caribbean. ¿De dónde
son los jóvenes? ¿De qué
nacionalidad son? ¿Son muy
altos los muchachos o bastante
bajos de estatura?
Colombia Los muchachos son
de Barranquilla, una ciudad y puerto
en el norte de Colombia.
Puerto Rico (page 21) Isabela is
a small town on the northwest
coast of Puerto Rico, not far from
Aguadilla. This area is popular
with surfers, but near Isabela
there are a number of coves that
are good for snorkeling and scuba
diving. ¿Son amigos buenos los
muchachos? ¿Son simpáticos
ellos? ¿De dónde son los
muchachos? ¿Son colombianos
o puertorriqueños?
Puerto Rico Unos amigos en la
plaza principal de Isabela, Puerto Rico
Bolivia Dos
amigas bolivianas
en un paseo
principal de la
capital, La Paz Venezuela (page 21) Mérida,
founded in 1558, is one of the
oldest cities in Venezuela. Mérida
has one of the oldest universities
in the Americas, founded in 1785.
Much of the old district no longer
exists. The beauty of the city lies
in the gorgeous views of the
Sierra Nevada. Mérida boasts the
highest teleférico (cable car) in
the world (5,000 feet). ¿Son de
Mérida los amigos? ¿Es Mérida
una ciudad en Venezuela?
¿Son venezolanos los amigos?
Venezuela
Un grupo de amigos con
motos en Mérida, Venezuela
España
Un
grupo de amigos
en bici en Órgiva,
España, un pueblo
pequeño en el sur
de España
21
España (page 21) Órgiva is one of the
small villages in the Alpujarras region on
the southern slopes of the Sierra Nevada
south of Granada. The area is very remote
and basically poor. Originally populated
by the Moors, many gallegos also
migrated to the Alpujarras. Students may
like to know that golosinas are sweets.
¿Son los muchachos del sur de España?
¿Cómo son los muchachos? ¿Son
morenos o rubios? ¿Son bastante
serios?
Bolivia (page 21) La Paz, in the
Andes Mountains, is the highest
capital city in the world at an
altitude of 12,500 feet. The
statue of the libertador Simón
Bolívar is found on el Prado, one
of the city center’s main boulevards. ¿Cuál es la capital de
Bolivia? ¿Es la capital de
Bolivia muy alta? ¿Son de La
Paz las muchachas? ¿Son
bolivianas? ¿Cómo son ellas?
21
Resources
Vocabulary Transparencies
V1.2–V1.3
Audio Activities TE,
pages 1.19–1.21
Audio CD 1, Tracks 1–6
Workbook, pages 1.3–1.4
Quiz 1, page 1.43
¿Cómo es?
fea
guapa, bonita
Quick Start
Use QS Transparency 1.1 or write
the following on the board.
Make a list in Spanish of the
months for fall and winter.
pelirroja
morena
moreno
rubia
baja
alto
TEACH
Core Instruction
cómica, graciosa
Step 1 Present the vocabulary
first with books closed using
V1.2–V1.3. You may also wish
to use students in the class as
“models” as you present the
descriptive adjectives.
Step 2 Have students repeat
each word two or three times.
Give a name to each person in
the photos and ask questions
about them. For example,
¿Quién es? ¿Es María? ¿Cómo
es María? ¿Cómo es? ¿Es
bonita? Sí, es bonita, ¿no? This
practice helps students retain
the vocabulary and reinforces
the meaning of the interrogative words.
Step 3 After the initial presentation, have students open
their books and read the new
vocabulary words.
Step 4 Read En otras partes
aloud to students, especially if
you have heritage language
learners in your class. These
variations may be of special
interest to them.
22
seria
antipático
simpático
22
veintidós
UA
HE S P
ANI SH LANG GE
A B O UT T
The word moreno in most areas of the
Spanish-speaking world refers to a person
with dark hair—de pelo oscuro. It also
refers to a person with dark, olive skin—
de tez oscura. In some areas, particularly
in the Caribbean, it also refers to a person
of color.
CAPÍTULO 1
Heritage Speakers
Have heritage speakers brainstorm other
ways to say the same things in Spanish.
You may want them to make a list of other
adjectives they know that are used to
describe physical appearance and personality traits and share their lists with the class.
Para conversar
Differentiation
¿Quién es el
amigo de Julia?
Multiple Intelligences
Engage bodily-kinesthetic
learners by having the students
pantomime many of the new
vocabulary words while other
students guess the words.
Gestures and facial expressions
often help convey the meanings of words to visual-spatial
learners.
Roberto.
¿Cómo es él?
Es alto y gracioso.
Roberto es un amigo de Julia.
Roberto es un amigo bueno.
Julia es una amiga de Roberto.
Julia es una amiga buena.
Slower Paced Learners
As you introduce ¿Quién? the
first time, reinforce its meaning by saying: ¿Quién? José,
no. Carlos, no. ¿Quién? Roberto,
sí. Ask ¿Cómo es? ¿Rubio?, no.
¿Cómo es? Moreno, sí. Use
other adjectives as well. Do the
same with ¿De dónde? asking:
¿De México? No. ¿De Panamá?
No. ¿De Ecuador? Sí. Preface
each country with ¿De dónde?
Para conversar
¿De dónde es la
muchacha?
Es de Ecuador.
¿De qué
nacionalidad es?
Es ecuatoriana.
Additional Vocabulary
Some additional words you
may want to teach with this
vocabulary are:
linda with bonita and guapa
divertido with cómico, gracioso
agradable, amable with
simpático.
In addition to el muchacho,
you will also hear el chico.
In Mexico you will hear
el chamaco.
Cultural Snapshot
La muchacha joven es de Ecuador.
Ella es ecuatoriana.
veintitrés
Use the expressions levántate, anda,
párate, and señala to engage students in
total physical response. Although these
terms are new to students, you can
convey their meanings by doing the
activity yourself the first time and then
having a student imitate you while the
others look on.
(Student), levántate.
23
Anda por la sala de clase. Párate.
Señala o indica a un muchacho.
Señala a un muchacho alto.
Señala a un muchacho moreno.
Señala a un muchacho alto y rubio.
Señala a una muchacha.
Señala a una muchacha rubia.
Señala a una muchacha alta.
Señala a una muchacha alta y morena.
(page 23 bottom) Many of the
indigenous people of Ecuador,
especially women, continue to
wear indigenous clothing in the
small villages. The girl seen here
is in the town of Cotacachi,
north of Quito close to the
famous market town of Otavalo.
Cotacachi is known for its leather
goods of excellent quality.
23
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For: Vocabulary practice
Web code: ASD4003c1
PRACTICE
ESCUCHAR
1 Escucha y escoge. Match each statement you hear
Leveling EACH Activity
with the picture it describes.
Easy Activity 1
Average Activities 2, 3, 7
CHallenging Activities 4, 5, 8
Activity 1
a
Audio Script
1. Él es cómico. 4. Ella es seria.
2. Ella es alta.
5. Él es rubio.
3. Él es pelirrojo. 6. Ella es baja.
LEER
•
HABLAR
•
d
e
f
ESCRIBIR
2 Parea. Look at the words below and match the opposites
or antonyms.
Cultural Snapshot
Elena es de Santiago, la capital
de Chile. Es una muchacha
simpática, ¿no?
tipático
o an
cómico bajo alto
simpátic
guapo
(page 24 top) The city of Santiago
has several beautiful cerros from
which there are wonderful views
of the city. Unfortunately, during
the summer the views can be
marred by smog. The young
woman in this photo is in the park
on Cerro Santa Lucía. The park is
often referred to as los pulmones
de Santiago because of its lush
oxygen-producing greenery.
GLENCOE
c
b
malo
bueno
ESCUCHAR
•
HABLAR
feo
•
serio
ESCRIBIR
3 Contesta. Look at the photo of Elena and answer
the questions about her.
1. ¿Quién es la muchacha? ¿Es Elena o Cecilia?
2. ¿Cómo es la muchacha? ¿Es pelirroja o morena?
3. ¿Cómo es la muchacha? ¿Es fea o guapa?
4. ¿Cómo es la muchacha? ¿Es graciosa o seria?
5. ¿Cómo es la muchacha? ¿Es simpática o antipática?
L][`fgdg_q
HABLAR
•
ESCRIBIR
4 Describe a Eduardo. Look at the photo of Eduardo. Describe
Online Learning
in the Classroom
him. You may wish to choose the appropriate words from the
banco de palabras to use in your description.
Have students use QuickPass
code ASD4003c1 for additional
vocabulary practice. They can
download audio files of all
vocabulary to their computer
and/or MP3 player. They will also
have access to online flashcards
and eGames.
emala.
Antigua, Guat
Eduardo es de guapo, ¿no?
o
Es un muchach
24
guapo
moreno
gracioso
feo
serio
alto
bajo
guatemalteco
pelirrojo
veinticuatro
CAPÍTULO 1
Answers
Comunicación
Presentational
Heritage Speakers
Have heritage speakers give a
brief presentation about members of their family. Have students ask them questions.
24
1
1. b
2. c
3. a
4. f
5. e
6. d
2
feo ≠ guapo
alto ≠ bajo
serio ≠ cómico
bueno ≠ malo
antipático ≠ simpático
3
1. La muchacha es Elena. (Es Elena.)
2. La muchacha es morena. (Es morena.)
3. La muchacha es guapa. (Es guapa.)
4. La muchacha es seria. (Es seria.)
5. La muchacha es simpática. (Es simpática.)
4 Answers will vary but may include:
Eduardo es guatemalteco. Es guapo. No es feo. Es moreno.
No es pelirrojo. Es serio. No es gracioso. Es alto. No es bajo.
Workbook, pp. 1.3–1.4
StudentWorks™ Plus
Activities 7 and 8 These
activities focus on interrogative words. It is important for
students to be able to respond
correctly to question words
early on in their language
learning. If some students
have problems, you can ask
¿Quién es? and have students
give as many answers as
possible. Do the same with
¿Quiénes? as you walk around
the room and point to different
students.
5 Habla de un(a) amigo(a). In Activity 4, you learned
about Eduardo. Present to the class some similar
information about one of your own friends.
Mi amigo(a) es…
HABLAR
6
Work in groups. Draw several
faces. Exaggerate a feature on each one so members of
your group can guess the adjective you have in mind.
HABLAR
•
ESCRIBIR
7 Contesta. Answer. Pay particular attention to the word
Antonia es una joven de
Cuzco, Perú.
that introduces each question.
1. ¿Quién es la muchacha? ¿Es Antonia?
2. ¿Cómo es Antonia?
3. ¿De dónde es Antonia?
4. ¿De qué nacionalidad es?
ESCUCHAR
•
HABLAR
•
Cultural Snapshot
(page 25 top) This young woman
is from Cuzco, the colonial town
near the famous Incan ruins
of Machu Picchu, seen here.
Before the arrival of Spanish
conquistadores, Cuzco served
as the capital of the Incan empire.
ESCRIBIR
8 Forma preguntas. Form questions according to the
model. Pay attention to the words in italics. They will
help you figure out which question word to use.
MODELO Rafael es muy gracioso. ➞
¿Cómo es Rafael?
1. Elena es de Chile.
2. Paco es muy serio.
3. Felipe es de México.
4. La amiga de Felipe es Sofía.
5. Bárbara es norteamericana.
6. Carlos es guapo y gracioso.
7. Fernando es puertorriqueño.
8. El muchacho es de México.
(page 25 bottom) Punta Arenas is
a stark port and the entry point
to lower Patagonia. The weather
in Punta Arenas can be extremely
severe. There are many winter
and summer sports opportunities in Punta Arenas. There are
many people living in Punta
Arenas who are descendants of
settlers from areas of the former
Yugoslavia.
HABLAR
J
uego Work with a group of friends. Each person
secretly chooses a student in the class and gives
as many adjectives as possible to describe that
person. The others try to guess who it is. Keep score.
9
Es una vista de Punta Are
nas,
una ciudad en la Patago
nia
chilena. Aquí hace mucho
frío.
CÓMO SOMOS?
veinticinco
Answers
5 Answers will vary.
7
1. Sí, la muchacha es Antonia.
2. Antonia es bonita (guapa), morena y simpática.
3. Antonia es de Perú.
4. Antonia es peruana.
8
1. ¿Quién es de Chile?
2. ¿Cómo es Paco?
3. ¿De dónde es Felipe?
4. ¿Quién es la amiga de Felipe?
5. ¿De qué nacionalidad es Bárbara?
6. ¿Cómo es Carlos?
7. ¿De qué nacionalidad es Fernando?
8. ¿Quién es de México?
ASSESS
25
At this point students will
be ready to take Quiz 1 on
page 1.43 of the Chapter 1
TeacherTools booklet. If you
prefer to create your own quiz,
you may want to utilize the
Chapter 1 question bank on
the ExamView® Assessment
Suite or use the program to
create your own questions in
your choice of format.
25
To practice
your new words,
watch Vocabulario
en vivo.
Resources
¿Quiénes son?
V1.4–V1.5
pages 1.22–1.24
Quiz 2, page 1.44
la escuela
los alumnos
Para conversar
¿Quiénes son amigos?
Los alumnos.
las alumnas
Quick Start
Los alumnos son mexicanos.
Son alumnos en una escuela secundaria.
Son alumnos en la misma escuela.
Ellos son amigos también.
On a piece of paper, write a
sentence with three words
that describe a student seated
near you.
Mucho gusto, Ricardo.
When you want to get
someone’s attention you
can say ¡Oye!
¡Oye! ¿Quién es?
TEACH
Core Instruction
Ricardo es un alumno nuevo.
Step 1 Have students close
their books. Present the
vocabulary using Vocabulary
Transparencies V1.4–V1.5.
ambiciosos
perezosos
Step 2 Model each new word
or phrase. Have students
repeat each word or phrase
after you or Audio CD 1.
Step 3 As you present the
new vocabulary, intersperse
with questions such as:
¿Son mexicanos los alumnos?
¿Son mexicanos o
ecuatorianos?
¿Quiénes son mexicanos?
¿Son alumnos en una escuela
secundaria?
¿Dónde son alumnos?
These questions that build
from easy to more complex
permit you to take into account
the varying abilities of your
students as you call on them to
respond.
26
26
veintiséis
Tips for Success
•
As soon as students are familiar with
the new vocabulary, have them read
again the captions of the Introducción
al tema on pages 20–21.
•
After going over the Práctica activities,
have students return to pages 26–27
and make up statements and questions
about the photos.
CAPÍTULO 1
UA
HE S P
ANI SH LANG GE
A B O UT T
El alumno and la alumna are used for both
elementary and secondary school students.
El/La estudiante usually refers to a university student but can also refer to a secondary school student.
To meet
some new friends
in Argentina, watch
Diálogo en vivo.
Differentiation
Personalize the vocabulary by
having students respond to
questions such as: ¿Quién es
un alumno en la clase? ¿Quién
es una alumna? ¿Quiénes son
dos alumnos en la clase?
¿Quiénes son dos alumnas?
¿Quiénes son amigos en la
clase? ¿Quiénes son amigas?
el profesor
una clase grande
Students with Learning
Difficulties
Es la clase de español.
Los alumnos son inteligentes.
Son muy buenos. No son malos.
Son ambiciosos. No son perezosos.
la profesora
una clase pequeña
Reinforce the opposite meanings of the vocabulary by asking questions and modeling
answers such as: ¿Es alta la
alumna? No, no es alta. La
alumna es baja. ¿Son perezosos los alumnos? No, no son
perezosos. Los alumnos son
ambiciosos. ¿Es un curso
difícil? No, no es un curso
difícil. Es un curso fácil.
A cognate is a word
that looks similar and
means the same in two
or more languages. But
be careful. Although
cognates look alike,
they are pronounced
differently. Guess
the meaning of the
following school
subjects.
el español
el inglés
el francés
la ciencia
los estudios sociales
la historia
las matemáticas
la música
el arte
la educación física
Have students pronounce these school
subjects carefully, since
they tend to anglicize
them.
GLENCOE
Es una clase interesante. No es aburrida.
El curso es bastante difícil (duro).
No es fácil.
Video in the Classroom
• Vocabulario en vivo
CÓMO SOMOS?
veintisiete
GLENCOE
Practice pronunciation with school
subjects and nationalities. While students
stand and repeat what you say, have them
stand on tiptoe and raise their hands when
they hear the stressed syllable. This activity will appeal to bodily-kinesthetic and
auditory-musical learners.
L][`fgdg_q
27
L][`fgdg_q
You may wish to use the editable
PowerPoint® presentation on PowerTeach
for additional vocabulary instruction
and practice.
•
Listen
and watch as Nora describes
many different kinds of people.
Diálogo en vivo In this episode, students will meet six
new Spanish-speaking friends
who are studying in Argentina.
Ask students to pay particular
attention to the facial expressions and gestures of the
teens in the video. Have the
teens known each other for a
long time or are they meeting
for the first time?
27
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Web code: ASD4003c1
PRACTICE
ESCUCHAR
1 Escucha y escoge. Listen to each statement and indicate
which photograph it refers to.
Easy Activities 1, 2
Average Activities 4, 5
CHallenging Activities 3, 7
For more practice
using your new vocabulary,
do Activity 1 on page SR3 at
the end of this book.
Activity 1
Audio Script
1. ¿Quiénes son las dos muchachas altas?
2. Es una clase bastante grande.
3. Las dos muchachas son alumnas en la misma escuela.
4. Los muchachos son amigos
muy buenos.
Activity 2 After going over
this activity, call on a student
to look at the photograph and
describe the girls in his or her
own words.
Activity 3 This type of activity is particularly appealing to
logical-mathematical learners
as well as verbal-linguistic
learners. Both groups tend to
be logical in their organizational skills.
GLENCOE
b.
c.
d.
ESCUCHAR
HABLAR
•
ESCRIBIR
Rosa and Gabriela, two good friends from Colombia.
1. ¿Quiénes son las dos muchachas?
2. ¿Son amigas?
3. ¿Son ellas colombianas?
4. ¿Son alumnas en una escuela en Barranquilla?
5. ¿Son muy inteligentes?
6. ¿Son alumnas buenas o malas?
ESCRIBIR
3 Categoriza. You have already learned a number of
Las muchachas son de
bonita
Barranquilla, una ciudad
.
en el norte de Colombia
Online Learning
in the Classroom
28
adjectives. Some describe physical appearance and others
describe personality. Make a chart like the one below and
put the adjectives you know into the appropriate category.
apariencia física
características de personalidad
veintiocho
CAPÍTULO 1
Answers
1
1. c
2. b
3. d
4. a
2
1. Las dos muchachas son Rosa y Gabriela.
2. Sí, son amigas.
3. Sí, (ellas) son colombianas.
4. Sí, son alumnas en una escuela en Barranquilla.
28
•
2 Contesta. Look at the photo and make up answers about
L][`fgdg_q
Have students use QuickPass
code ASD4003c1 for additional
vocabulary practice. They can
download audio files of all
vocabulary to their computer
and/or MP3 player. They will
have access to online flashcards
and eGames. Students can print
and complete the Vocabulario
1 and 2 Review Worksheet.
a.
5. Sí, son muy inteligentes.
6. Son alumnas buenas.
3
apariencia física: alto(a), bajo(a), rubio(a), moreno(a),
pelirrojo(a), guapo(a), bonito(a), feo(a)
características de personalidad: cómico(a),
gracioso(a), serio(a), simpático(a), antipático(a),
bueno(a), malo(a), ambicioso(a), perezoso(a), inteligente, interesante, aburrido(a)
ESCUCHAR
•
HABLAR
•
ESCRIBIR
4 Personaliza. Answer the questions about your own
Spanish class.
1. ¿Es grande o pequeña la clase de español?
2. ¿Quién es el/la profesor(a) de español?
3. ¿Es interesante el curso de español?
4. ¿Es fácil o difícil?
5. ¿Son inteligentes los alumnos?
nimos
Antó
Activity 4 After going over
this activity, have one student
or several students say whatever they can about their
Spanish class.
imos
Sinón
Differentiation
Easily Distracted Learners
The activities on pages 28–29
have a variety of formats giving students the opportunity
to practice the same material
in a variety of ways, thereby
helping to hold their attention.
5 Work with a partner. Using words you have already
learned, describe your courses to each other. Then
share your results with the class. See how many of
you agree.
ESCRIBIR
6
VOCABULARY BOOK
See page SH24 for help
with making this foldable.
Use this study organizer to
help remember synonyms
and antonyms. Compare
your list with a partner
to see who came up with
more pairs.
Comunicación
Interpersonal,
Presentational, Interpretive
Join two pieces to form a word. When you have finished, you
should have eight words. Do not use any piece more than once.
DJM
SFOP
QF
OPT
HP
DJB
DVS
TP
DJFO
NP
FT
OVF
BMVN
RVFÉB
Activity 5 Have students
present their course schedules
to the class, including a brief
description of each course.
Then compare and interpret
the results.
BNJ
WP
EJGÅ
7 Completa. Complete the story with the correct words.
La biología
La biología es una ciencia.
La biología es el estudio
de los animales y las
plantas. El/La biólogo(a) es
el científico. El microscopio
es un instrumento muy
importante para el/la
biólogo(a).
Pre-AP Activity 7 will help prepare students for the paragraph
completion portion of the AP exam.
Conexiones
¡Cuidado! You will now use different types of words, including
nouns, adjectives, and verbs.
¿ 1 son los muchachos? El muchacho 2 Diego
y la muchacha 3 Marta. Marta es una 4 de Diego
y Diego es un 5 de Marta. Son alumnos en la misma
6 . Son alumnos 7 . ¿Cómo son? Diego es 8 y
Marta es 9 . ¿De 10 nacionalidad son? Son 11 .
CÓMO SOMOS?
veintinueve
29
Answers
4
1. La clase de español es grande (pequeña).
2. El/La profesor(a) de español es
.
3. Sí (No), el curso de español (no) es
interesante.
4. Es fácil (difícil).
5. Sí (No), los alumnos (no) son
inteligentes.
6
moreno, alumnos,
amigo, pequeña,
difícil, ciencia,
nuevo, curso
ASSESS
7
1. Quiénes
2. es
3. es
4. amiga
5. amigo
6. escuela
Have students identify the cognates
in this paragraph. Then have them
give the word you are defining.
el científico que estudia la
biología
el estudio de las plantas
y animales
un instrumento importante en la
clase de biología
7.
8.
9.
10.
11.
buenos (malos)
Answers will vary.
Answers will vary.
qué
Answers will vary.
Students are now ready to
take Quiz 2 on page 1.44 of the
TeacherTools booklet. If you
prefer to create your own quiz,
use the ExamView® Assessment
Suite.
29
Go to glencoe.com
For: Grammar practice
Web code: ASD4003c1
Resources
Artículos y sustantivos
pages 1.24–1.25
Quiz 3, page 1.45
In the United States we
use the word “friend”
a great deal. Spanish
speakers use the word
amigo a great deal, too,
but un amigo is used only
for a person they know
well. If they don’t know
the person well, they say
un conocido. Spanish
speakers tend to use the
word conocido more
than we use the word
“acquaintance.”
Quick Start
Complete.
1. El muchacho es guapo.
es el muchacho?
¿
2. Las muchachas son de Perú.
¿
son de Perú?
3. El amigo de Alejandra es
de Perú también. ¿
es
el amigo de Alejandra?
4. Las muchachas son
simpáticas. ¿
son las
muchachas?
1. The name of a person, place, or thing is a noun. In Spanish,
every noun has a gender, either masculine or feminine.
Almost all nouns that end in -o are masculine and almost
all nouns that end in -a are feminine.
2. The in English is called a definite article. In Spanish, the
definite article is either el or la. You use el with masculine
nouns and la with feminine nouns.
el muchacho
el amigo
el curso
la muchacha
la amiga
la escuela
Note that in the plural (more than one) el becomes los and
la becomes las.
los muchachos
los amigos
los cursos
las muchachas
las amigas
las escuelas
3. A, an, and some are called indefinite articles. Note the
following forms of the indefinite articles in Spanish.
un muchacho
un amigo
unos muchachos
unos amigos
una muchacha
una amiga
unas muchachas
unas amigas
4. Note that when a noun ends in -e, you have to learn whether
it is masculine or feminine.
el continente
la clase
TEACH
los continentes
las clases
Core Instruction
Step 1 If you wish to present
the grammar point deductively,
have students close their
books. On the board write the
singular forms of the nouns
from Item 2 on page 30. Now
ask students to supply the
plural forms. (They know the
plural forms of the definite
articles from the vocabulary
presentation in Vocabulario 2.)
Step 2 Have students open
their books and go over Items
1–4. Have students repeat the
examples as you write them on
the board. Circle the article
and the -o/-os or -a/-as endings.
Step 3 Contrast the use of a
definite article to refer to a
specific (definite) person with
the indefinite article to refer
to any (indefinite) person.
30
Los muchachos son unos
amigos muy buenos.
30
GLENCOE
treinta
L][`fgdg_q
Online Learning in the Classroom
Have students use QuickPass code
ASD4003c1 for additional grammar
practice. They can review each grammar
point with an eGame. They can also
review all grammar points by doing the
self-check quiz, which integrates the
chapter vocabulary with the new grammar.
CAPÍTULO 1
Comparaciones
In Spanish, as well as in other languages
that assign different genders to nouns, the
gender of the word does not always seem
logical. Whereas some words are masculine
or feminine because they refer to a male or
female, most of the time the gender of the
word has very little to do with the word’s
meaning.
Práctica
ESCUCHAR
•
Differentiation
HABLAR
•
ESCRIBIR
Students with Learning
Difficulties
1 Completa. Complete with el, la, los, or las.
1.
2.
3.
4.
5.
6.
7.
8.
amigo
muchacha
escuela
alumnos
amigas
muchachos
cursos
alumno
Some students will be helped
by copying the model words
on page 30. Have them circle
the article and then underline
the noun ending for each word.
Then have them draw an
arrow from the article to the
ending. This will help students
associate el with -o and la
with -a.
Now repeat the words in the activity. Change
el, la, los, and las to un, una, unos, and unas.
ESCUCHAR
•
HABLAR
•
ESCRIBIR
2 Contesta. Answer with yes. Pedro and María are
friends from the United States. Answer the questions
about them.
1. ¿Es norteamericano el muchacho?
2. ¿Y la muchacha? ¿Es ella norteamericana?
3. ¿Son norteamericanos los amigos?
4. ¿Son los muchachos alumnos buenos?
5. ¿Es Pedro un amigo de María?
6. ¿Es María una amiga de Pedro?
Las jóvenes son alumnas en la misma
escuela en Antigua, Guatemala.
PRACTICE
Easy Activity 1
Average Activity 2
Tips for Success
It is recommended that you go
over the grammar activities once
in class before they are assigned
for homework.
Activity 1 You may wish to
have students change the singular nouns to the plural and
the plural nouns to the singular for additional practice.
Pedro y María son alumnos
en una escuela pública en la
ciudad de El Paso en Texas.
ASSESS
31
Answers
1
1. el
2. la
3. la
4. los
5. las
6. los
7. los
8. el
take Quiz 3 on page 1.45 of
the TeacherTools booklet. If
you prefer to create your own
quiz, use the ExamView®
Assessment Suite.
2
1. un
2. una
3. una
4. unos
5. unas
6. unos
7. unos
8. un
1. Sí, el muchacho es norteamericano.
2. Sí, ella es norteamericana.
3. Sí, los amigos son norteamericanos.
4. Sí, los muchachos son alumnos buenos.
5. Sí, Pedro es un amigo de María.
6. Sí, María es una amiga de Pedro.
31
Adjetivos
Resources
Want help
with the agreement
of nouns and
adjectives? Watch
Gramática en vivo.
pages 1.25–1.27
Quiz 4, page 1.46
1. An adjective is a word that describes or modifies a noun.
In Spanish, unlike English, the adjective must agree with
the noun in gender (masculine or feminine) and number
(singular or plural). Study the following examples.
ADJECTIVES ENDING IN -O
el muchacho argentino
la muchacha argentina
los muchachos argentinos
las muchachas argentinas
ADJECTIVES ENDING IN -E
Quick Start
el curso interesante
la clase interesante
Complete with the correct article.
curso es muy fácil.
1.
2.
profesora es baja.
3.
alumno bueno es de
Ecuador.
4. ¿De dónde son
muchachos?
los cursos interesantes
las clases interesantes
ADJECTIVES ENDING IN A CONSONANT
el curso fácil
los cursos fáciles
2. Note that you use the masculine form when a group consists
of both boys and girls.
Juan y José son alumnos buenos.
María y Teresa son alumnas buenas.
José y Teresa son alumnos buenos.
TEACH
Core Instruction
Step 1 Draw two stick figures
on the board. Name them Pablo
and Elisa. Point to Pablo as you
say bajo, moreno, serio, chileno,
etc. Point to Elisa as you say
baja, morena, seria, chilena, etc.
Ask students what sound they
hear repeated when describing
a boy and what sound they hear
when describing a girl.
their books to page 32. Go over
Items 1 and 2. Point out that
adjectives most often follow
the noun in Spanish.
Differentiation
Students with Auditory
Impairments
Concentrate on the important
-o, -a sounds. Give words ending
in -o and -a and have students
say “boy” or “girl.”
32
Marisol es de Puerto Vallarta,
México. Ella es una alumna
muy buena.
32
GLENCOE
treinta y dos
L][`fgdg_q
Gramática en vivo: Agreement of nouns
and adjectives Enliven learning with
the animated world of Professor Cruz!
Gramática en vivo is a fun and effective
tool for additional instruction and/or
review.
CAPÍTULO 1
Learning from Realia
(page 32) You may wish to ask students
to find an example of noun-adjective
agreement (colegio hispánico). Note
that the word rúa is not commonly used
in Spanish. It means calle de un pueblo.
Práctica
PRACTICE
ESCUCHAR
3 Escucha. Listen to each statement and determine if it is
about one person or thing or more than one. Make a chart
like the one below to indicate your answers.
singular
ESCUCHAR
•
HABLAR
•
Easy Activities 3, 4
CHallenging Activity 7
plural
Activity 3 This activity enables
you to evaluate students’
auditory discrimination.
ESCRIBIR
4 Contesta. Answer the questions. Pay attention
to the form of the adjective.
1. ¿Es gracioso el muchacho guatemalteco?
2. ¿Es graciosa la muchacha guatemalteca?
3. ¿Son graciosos los muchachos
guatemaltecos?
4. ¿Son graciosas las muchachas
guatemaltecas?
LEER
•
ESCRIBIR
5 Cambia Carlos a María. Change Carlos to María.
Audio Script
1. El muchacho es mexicano.
2. ¿Quién es un amigo sincero?
3. Las alumnas son inteligentes.
4. La clase es interesante pero
difícil.
5. Los cursos son fáciles.
Las amigas guate
maltecas son alumn
as
en la misma escue
la.
Activity 4 This activity reinforces ear training and helps
students make the o-o, a-a
association.
Activity 5 Expansion: After
doing this activity you may
have students change Carlos
to Carlos y José and María to
María y Alejandra. It is suggested that you also use Carlos
y María to reinforce the point
that when talking about pairs
or groups of both males and
females together, you use the
masculine plural form.
Be careful to make all the necessary changes.
Carlos es colombiano. Él es moreno. No es rubio.
Carlos es muy inteligente y es bastante gracioso.
Carlos es un amigo bueno.
LEER
•
ESCRIBIR
6 Completa. Complete with the correct
form of the adjective.
. (pequeño)
1. La escuela no es
2. La escuela es
. (grande)
3. Las clases no son
. (pequeño)
4. Las clases son
. (grande)
5. Un curso es
. (difícil)
6. Y otro curso no es
; es
.
(difícil, fácil)
7. Unos cursos son
. (fácil)
8. Y otros cursos son
. (difícil)
Una escuela primaria en Saquisilí, un pueblo
en los Andes de Ecuador
CÓMO SOMOS?
Cultural Snapshot
33
treinta y tres
Answers
3
1. singular
2. singular
3. plural
4. singular
5. plural
4
1. Sí (No), el muchacho guatemalteco
(no) es gracioso.
2. Sí (No), la muchacha guatemalteca
(no) es graciosa.
3. Sí (No), los muchachos guatemaltecos
(no) son graciosos.
4. Sí (No), las muchachas guatemaltecas
(no) son graciosas.
5
María es colombiana.
Ella es morena. No es
rubia. María es muy
inteligente y es bastante
graciosa. María es una
amiga buena.
6
1. pequeña
2. grande
3. pequeñas
4. grandes
5. difícil
6. difícil, fácil
7. fáciles
8. difíciles
(page 33 top) Antigua, Guatemala,
is a charming colonial town
known for its beautiful architecture and streets of adoquines—
cobblestone. Antigua was the
original capital, but the capital
was moved to Guatemala City in
1776, after a severe earthquake
devastated Antigua in 1773.
(page 33 bottom) This colorful
primary school is in Saquisilí in
the central highlands of Ecuador.
It is a town inhabited almost
entirely by indigenous people.
33
Comunicación
Interpretive
7 Look at these photographs of a girl from Mexico and
Activity 7 Students will look
at both photos and identify
similarities between the two
people.
a boy from Chile. Give them each a name and say as
much as you can about them. Use the diagram below
to tell what they have in common.
es
Resources
.
y
son
.
pages 1.28–1.30
Quiz 5, page 1.47
es
.
.
.
.
El verbo ser
1. Study the following forms of the verb ser.
ser
yo soy
tú eres
Ud., él, ella es
Quick Start
Give the opposite.
1. alto
2. serio
3. difícil
4. perezoso
5. bueno
nosotros(as) somos
vosotros(as) sois
Uds., ellos, ellas son
2. Note that the form of the verb changes with each subject.
Since the verb changes, the subject pronouns yo, tú, usted,
él, ella, nosotros(as), ustedes, ellos, and ellas are often
omitted in Spanish.
(Él) es rubio y (ella)
es rubia también.
(Nosotros) somos
alumnos.
(Yo) soy Juana.
TEACH
Core Instruction
Step 1 Go over Items 1 and
2. Call on individuals to repeat
the sentences in the speech
bubbles and point to the
appropriate person(s). It is
important for students to pay
close attention to the person
to whom they are referring
when they use each verb form.
Step 2 Read and explain
Item 3 to the class. To reinforce the difference between
tú and usted you may wish to
bring in magazine photos of
children, adults, and pets, each
labeled with a name. Ask students to respond: Tú eres Ana.
Usted es Marco. Ustedes son
Ana y Marco.
34
You use yo to talk
about yourself.
34
You use nosotros(as) to talk
about yourself and someone
else.
You use él or ella to
talk about someone.
treinta y cuatro
UA
HE S P
ANI SH LANG GE
A B O UT T
We present the vosotros form for recognition only. It is used in Spain as the plural
of tú. In many areas of Latin America, vos
is used instead of tú. The major differentiations in forms of address given here are
sufficient for beginning students.
CAPÍTULO 1
Answers
7 Answers will vary. Students should make sure
the adjectives agree with the nouns in number
and gender.
Ellos son
cubanos.
Differentiation
Ellos son
amigos.
Ellas son
mexicanas.
It is helpful for bodilykinesthetic learners to have
students point to themselves
each time they use the yo
form, look directly at the person to whom they are speaking
when they use the tú or usted
form, and point to a person
when they use the él, ella
form. The same can be done
for the plural forms.
You use ellos or ellas to talk about two or more people.
Note that ellos also refers to a group of males and females.
3. Unlike in English, there are several ways to express you in
Spanish.
You use tú when speaking to a friend or person the same age.
José, (tú) eres de México, ¿no?
You use usted when speaking to an adult or someone you do
not know well. Usted, often abbreviated Ud., shows respect.
Señor López, usted es de México, ¿no?
Ustedes is a plural form. In the plural there is no distinction.
You use ustedes (Uds.) when addressing two or more friends
or adults.
¿Son ustedes de México?
However, vosotros(as) is used in Spain as the plural of tú
when addressing two or more friends.
Sois de España, ¿no?
PRACTICE
Easy Activity 8
Activity 8 Pairs of students
can either stand up and act
out the conversation as they
read it or they can do it from
their seats.
Práctica
ESCUCHAR
•
LEER
•
HABLAR
8 Practica la conversación. Practice the conversation with
a classmate. Take turns playing each role. Pay close attention
to the verb form you use when speaking about yourself as
opposed to talking to a friend.
Susana ¡Hola!
Andrés ¡Hola! ¿Quién eres?
Susana ¿Quién? ¿Yo?
Andrés Sí, tú.
Susana Pues, soy Susana, Susana Gómez.
Y tú, ¿quién eres?
Andrés Soy Andrés. Andrés Álvarez.
Susana Mucho gusto, Andrés. ¿Eres
de Estados Unidos?
Andrés No. Soy de México.
Susana ¿De México? ¡Increíble! Yo también
soy mexicana.
CÓMO SOMOS?
Pre-AP in Activity 8, students
may practice for the simulated
conversation portion of the AP
exam by closing their books and
responding orally to Susana’s or
Andrés’ questions.
GLENCOE
Monumento de la Independencia,
Ciudad de México
treinta y cinco
35
Remind students that in standard English,
there is only one way to say you, whether
you’re talking to a friend, an adult, or more
than one person. This was not always the
case, however. English once had a tú form—
PowerPoint® presentation on
PowerTeach for additional grammar instruction and practice.
GLENCOE
Comparaciones
L][`fgdg_q
L][`fgdg_q
thou, no longer in common use. Note that
many languages, including all the Romance
languages, still have more than one word
for you. English is the exception.
Cultura en vivo In this episode,
students will travel to Mexico
City and two other capital cities
in the Hispanic world. Ask students to identify similarities and
differences between these cities
and their own city or town.
35
ESCRIBIR
PRACTICE (continued)
9
¿de dónde es?
¿de qué
nacionalidad es?
la muchacha
el muchacho
HABLAR
Activity 9 Call on several students to present their summaries to the class.
ESCRIBIR
Personaliza. Answer about yourself. Think about which
verb form you use when you talk about yourself.
1. ¿Quién eres?
2. ¿Eres norteamericano(a)?
3. ¿De qué nacionalidad eres?
4. ¿De dónde eres?
5. ¿Eres gracioso(a) o serio(a)?
11
Completa la conversación. Complete the conversation
with the correct form of ser.
Catalina Hola, Ricardo. ¿ 1 de Puerto Rico?
Ricardo
Sí, Catalina. 2 puertorriqueño.
Catalina ¿ 3 de San Juan?
Ricardo
Sí, 4 de la capital.
Catalina ¿ 5 alumno en una escuela privada en
San Juan?
Ricardo
No, 6 alumno en una escuela pública.
Catalina ¿ 7 un alumno bueno o malo?
Ricardo
¡Oye, Catalina! Yo 8 un alumno bueno.
Activity 10 Using this activity
as a starting point, verballinguistic learners will enjoy
creating an original haiku
poem (5, 7, 5 structure) in
Spanish, reflecting their own
physical characteristics and
personality traits. For example:
Yo soy profesor. Soy moreno y
bajo. Soy gracioso.
•
10
Differentiation
Activity 11 Expansión: This
encourages students to speak
and manipulate language on
their own. Note that they have
to go from the tú/yo forms to
él, ella and from dialogue to
narrative.
HABLAR
¿quién es?
Easy Activities 9, 10, 12
CHallenging Activity 13
Auditory-musical learners may
wish to create a song by putting
their poems to music. They may
even welcome the challenge of
having their poems rhyme. This
activity can be extended by
writing haikus about a friend,
teacher, or family member.
•
Completa. Complete the chart based on the information
in the conversation. Then summarize the conversation using
complete sentences.
LEER
•
HABLAR
•
ESCRIBIR
Una vista de San Juan, Puerto Rico
Now, without looking at the conversation, tell all you
remember about Ricardo and Catalina. Your partner will
add anything you forgot.
HABLAR
12
36
•
ESCRIBIR
Personaliza. Answer each question about yourself and a
friend. Remember to use the nosotros(as) form of the verb.
1. ¿De qué nacionalidad son ustedes?
2. ¿Son ustedes alumnos(as)?
3. ¿En qué escuela son alumnos(as)?
4. ¿Son ustedes amigos(as) buenos(as)?
5. ¿Son ustedes alumnos(as) en la misma clase de español?
treinta y seis
CAPÍTULO 1
Answers
9
la muchacha: Susana Gómez, México, mexicana
el muchacho: Andrés Álvarez, México, mexicano
Answers will vary but may include: La muchacha
es Susana Gómez. Susana (Ella) es de México.
Susana (Ella) es mexicana. El muchacho es Andrés
Álvarez. Andrés (Él) es de México. Andrés (Él) es
mexicano.
36
10 Answers will vary but
may include:
1. (Yo) soy
.
2. Sí, (No, no) soy
norteamericano(a).
3. Soy norteamericano(a).
4. Soy de Estados Unidos.
5. Soy gracioso(a).
11
12
1. Eres
2. Soy
3. Eres
4. soy
5. Eres
6. soy
7. Eres
8. soy
1. Nosotros(as) somos norteamericanos(as).
2. Sí, somos alumnos(as).
3. Somos alumnos(as) en la escuela
.
4. Sí, (No, no) somos amigos(as) buenos(as).
5. Sí, (No, no) somos alumnos(as) en la misma
clase de español.
Pre-AP To practice for the simulated conversation portion of the
AP exam, have students close their
books and answer a series of similar questions to those asked in the
Activity 11 conversation.
13 Work in small groups. Interview one another to find
out as much as possible about yourselves and your
friends. Take turns. Share what you have learned about
one another with your classmates.
ESCUCHAR
14
•
HABLAR
•
Activity 12 This activity gives
students ear training to make
them aware that when they
hear son ustedes they must
answer somos. This practice is
extremely important since students very often erroneously
respond with the same verb
form they hear in the question.
ESCRIBIR
Forma preguntas con De dónde. Ask where the people are
from. Use tú, usted, or ustedes as appropriate.
Tips for Success
1. Adelita
2. Linda y Marta
4. Señor y Señora Gómez
Have students look at two or
more students when they ask
questions using ustedes. To
encourage interactive and collaborative learning, you may
want to have students work in
groups of three with each student taking turns asking the
other two questions.
3. Señor Nadal
Comunicación
5. Antonio
Interpersonal, Presentational
Activity 13 Students may want
to prepare interview questions
ahead of time.
HABLAR
15
J
uego Work in teams. One person begins by giving el,
la, los, or las. Each member will then add a new word until a
complete sentence is formed.
CÓMO SOMOS?
treinta y siete
37
Activity 14 You can give students additional tú, usted,
ustedes practice by giving
them names of students in the
class and different teachers at
your school.
Answers
13 Answers will vary. The con-
versations will encourage
students to be as creative
as possible and say as much
as they can, using the various forms of the verb ser.
14
1. ¿De dónde eres (tú)?
2. ¿De dónde son (ustedes)?
3. ¿De dónde es (usted)?
4. ¿De dónde son (ustedes)?
15 Answers will vary. Students should
form complete sentences beginning
with the words el, la, los, or las.
Articles, adjectives, and verb forms
should agree with the subject.
37
HABLAR
PRACTICE (continued)
16
The Latino demographics
in the United States are
changing. Until recently,
most Latinos were of
Mexican, Cuban, or
Puerto Rican background.
Today there are people
from many other Latin
American countries. For
example, sections of
New York City that were
predominantly Puerto
Rican now have more
Dominican residents
than Puerto Rican. Are
there any Latinos in your
community? What areas
are they from?
CHallenging Activities 16, 17, 18
GLENCOE SPANISH
Note that throughout ¡Así se
dice! the activities build from
simple to more complex. In
Activity 16 students must use all
forms of the verb ser.
Activity 16 After completing
this activity, have a student
retell the information about
Puerto Rico and the
Dominican Republic.
Pre-AP Activity 16 will help
prepare students for the paragraph
completion section of the AP exam.
ESCRIBIR
17
This activity will engage interpersonal and logical-mathematical
learners. Have students interview
each other about their heritage
and create a chart or graph that
depicts the information they have
found. Then ask students to volunteer to present their charts and
have the class draw conclusions
based on the data.
Forma frases. Choose words from each column to make
sentences. Be sure to make the adjectives agree with the
words they describe.
yo
usted
tú
Julia y Roberto
nosotros
la amiga de José
38
somos
es
eres
son
soy
dominicano
norteamericano
puertorriqueño
chileno
venezolano
treinta y ocho
Cultural Snapshot
38
ESCRIBIR
Una plaza colonial en Santo Domingo,
la capital de la República Dominicana
Comunidades
(page 38) This plaza is in the historic district of Santo Domingo.
It is near the original home of
Columbus’ son, Diego Colón,
who in 1509 was appointed governor of the island then called
Hispaniola.
•
Completa. Complete with ser. You will now have to use all
forms of this verb.
¡Hola! Yo 1 un amigo de Marcos. Marcos y yo
2 muy buenos amigos. Marcos 3 de Puerto Rico
y yo 4 de la República Dominicana. Puerto Rico y la
República Dominicana 5 dos islas en el mar Caribe.
6 dos islas tropicales.
Ahora nosotros 7 alumnos en una escuela
secundaria en Nueva York. Nosotros 8 alumnos
muy buenos. Marcos 9 un alumno muy bueno en
matemáticas y yo 10 un alumno bueno en historia.
Y nosotros dos 11 alumnos muy buenos en español.
Y ustedes, ¿de dónde 12 ? ¿Y quiénes 13 ? ¿ 14
ustedes alumnos buenos en español también?
CAPÍTULO 1
Answers
16
1. soy
2. somos
3. es
4. soy
5. son
6. Son
7. somos
8.
9.
10.
11.
12.
13.
14.
somos
es
soy
somos
son
son
Son
18
1. y
2. son
3. una
4. secundaria (grande,
pequeña, privada,
pública)
5. la
6. amigos (alumnos)
7.
8.
9.
10.
11.
La
es
la
de
son
HABLAR
18
•
ESCRIBIR
Completa. Complete the following activity. ¡Cuidado!
You will have to use nouns, articles, adjectives, verbs, etc.
Carlos 1 Teresa 2 alumnos en 3 escuela
4 en Lima, 5 capital de Perú. Ellos son 6 muy
buenos. 7 clase de español 8 muy interesante
y 9 profesora 10 español es simpática. Carlos y
Teresa 11 alumnos y amigos.
Pre-AP Activity 18 will help
prepare students for the paragraph
completion section of the AP exam.
ASSESS
.Can you guess what the
following proverb means?
take Quiz 5 on page 1.47 of
the TeacherTools booklet. If
you prefer to create your own
quiz, use the ExamView®
Assessment Suite.
PRONUNCIACIÓN
Las vocales a, e, i, o, u
When you speak Spanish, it is important to pronounce the
vowels carefully. The vowel sounds in Spanish are short,
clear, and concise. The vowels in English have several
different pronunciations, but in Spanish they have only
one sound. Note that the pronunciation of a is similar to
the a in father. The pronunciation of e is similar to the a in
mate. The pronunciation of i is similar to the ee in bee. The
o is similar to the o in most, and u is similar to the u in flu.
Repeat the following.
a
e
i
o
u
Ana
Elena
Isabel
o
uno
baja
peso
Inés
no
mucha
amiga
Felipe
italiano
Paco
mucho
alumna
feo
simpático
amigo
muchacho
Pronounce the following sentences carefully. Then write
them to prepare for a dictation.
Ana es alumna.
Adán es alumno.
Ana es una amiga de Adán.
Elena es una amiga de Felipe.
Inés es simpática.
Sí, Isabel es italiana.
CÓMO SOMOS?
Proverbs, adages, idiomatic expressions,
and other popular sayings provide a wealth
of opportunities for students to learn about
different cultural perspectives as well as
perspectives shared by different cultures.
They also serve to enrich students’ overall
understanding of language.
Have students recite the proverb aloud.
Then see if they can figure out its meaning,
PRONUNCIACIÓN
Un amigo
sincero es un
tesoro divino.
Step 1 With books closed,
have students repeat the vowels after you or the recording
on Audio CD 1, Track 26. Have
them imitate very carefully.
their books to page 39. Call
on individuals to read the
sentences carefully. Or you may
prefer to use Transparency P1.
Heritage Speakers
Use popular tongue twisters
(trabalenguas) to make pronunciation activities more fun for
heritage speakers. Choose
them yourself based on the
specific pronunciation topic
being studied or have students
pick one to try out. It is recommended that teachers supply
the tongue twisters themselves,
since some may be inappropriate for the classroom.
You have now learned
all the new vocabulary
and grammar in this
chapter. Continue to
use and practice all
that you know while
learning more cultural
information. ¡Vamos!
treinta y nueve
39
and encourage them to try to give an
equivalent expression in English. Although
in many cases, there may not be an exact
match, students may be able to think of
expressions related to the same theme.
In this instance, you could also ask them
to list the characteristics of un(a) buen(a)
amigo(a).
The remaining
pages of the
chapter recycle information in a
variety of ways, allowing students
to build upon their newly acquired
language skills as well as to keep
track of their own progress. This
format also ensures that students
are not surprised by vocabulary or
grammar that has not yet been
introduced or studied.
39
Go to glencoe.com
For: Conversation practice
Web code: ASD4003c1
Resources
UN ALUMNO NUEVO
pages 1.31–1.32
SÍ, ES JOSÉ
CÁRDENAS.
¡OYE, SANDRA!
¿QUIÉN ES
EL MUCHACHO
ALLÍ?
Quick Start
Answer.
1. ¿De dónde eres?
2. ¿En qué escuela eres
alumno(a)?
3. ¿Es fácil o difícil el español?
¿EL MUCHACHO
ALTO O BAJO?
CON EL NOMBRE
CÁRDENAS, ES
LATINO, ¿NO?
TEACH
Core Instruction
Step 1 Tell students that
they are going to hear a conversation among three students, Sandra, Anita, and José.
Anita wants to meet José. It
turns out they have something
in common.
HOLA,
JOSÉ.
versation on audio CD will help
students develop the skills that
they need to be successful on the
listening portion of the AP exam.
40
HOLA,
SANDRA.
SÍ, ES DE
COLOMBIA.
JOSÉ, ES
ANITA.
MUCHO
GUSTO,
ANITA.
¿ERES DE COLOMBIA,
JOSÉ? YO TAMBIÉN.
Step 3 Have students work in
groups of three to practice the
conversation. Then have several
groups present it to the class.
Pre-AP Listening to this con-
ES UN ALUMNO NUEVO,
PERO ÉL Y YO SOMOS AMIGOS.
¿DE COLOMBIA?
Step 2 Ask students to open
their books to page 40. Have
them follow along as you read
the conversation or play the
recorded version on Audio CD 1.
Step 4 After presenting the
conversation, go over the
¿Comprendes? activities. If
students can answer the questions with relative ease, move
on. Students should not be
expected to memorize the
conversation.
EL MUCHACHO BAJO. ES
BASTANTE GUAPO, ¿NO?
SÍ, SOY DE
CARTAGENA.
¡QUÉ
COINCIDENCIA!
USTEDES DOS SON
COLOMBIANOS.
40
cuarenta
GLENCOE SPANISH
CAPÍTULO 1
GLENCOE
L][`fgdg_q
No new material is used in the
Conversación in order not to confuse
students. The Conversación recombines
only the vocabulary and grammar that
students have already learned to understand and manipulate.
Have students use QuickPass code
ASD4003c1 for additional conversation
practice. Students can download audio
files for the conversation to their computer and/or MP3 player and complete
a self-check quiz.
Differentiation
A
B
C
D
Contesta. Answer based on the information in the
conversation between Sandra, Anita, and José.
1. ¿Es alto o bajo José Cárdenas?
2. ¿Son amigos José y Sandra?
3. ¿Es José un alumno nuevo en la escuela?
4. ¿Es guapo?
5. ¿De dónde es?
6. Y, ¿de dónde es Anita?
7. ¿Son colombianos los dos?
To engage bodily-kinesthetic
learners, call on students to
come to the front of the room
and dramatize the conversation
using gestures, facial expressions, and proper intonation.
To learn more about
Colombia, take a tour on
pages SH54–SH55.
Visual-spatial learners might
enjoy creating their own cartoon strips. They can either
imitate these characters or
create new ones. They may
want to share their cartoons
with others in the class.
¿Sí o no? Correct any wrong information.
1. José es alto.
2. Sandra y José son amigos.
3. José es norteamericano.
4. José es colombiano y Sandra es colombiana también.
Resumiendo Work with a partner. Summarize what Sandra,
Anita, and José talked about.
PRACTICE
Dando opiniones Do you think Anita and José will be friends?
Why or why not?
C and D Remind students
that they can apply strategies
they’ve learned in their
English classes to summarize
and draw conclusions.
Writing Development
You may want students to write
their summaries for Activity C to
help develop their writing skills.
GLENCOE
CULTURA
Una vista de la parte moderna de Cartagena, Colombia
CÓMO SOMOS?
cuarenta y uno
41
Answers
A
B
C Answers will vary but may include:
1. José Cárdenas es bajo.
2. Sí, José y Sandra son amigos.
3. Sí, José es un alumno nuevo en
la escuela.
4. Sí, es (bastante) guapo.
5. Es de Colombia (Cartagena).
6. Anita es de Colombia (también).
7. Sí, los dos son colombianos.
1. José es bajo.
2. Sí.
3. José es colombiano.
4. José es colombiano y
Anita es colombiana
también.
José Cárdenas es un muchacho bajo y
bastante guapo. Es un alumno nuevo.
Sandra y José son amigos. José es de
Cartagena, Colombia. Anita y Sandra
son amigas. Anita es de Colombia
también.
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PowerTeach to have students
listen to and repeat the conversation. Additional activities are
also provided.
Cultural Snapshot
(page 41) Cartagena is a colonial
city on the shores of the Caribbean
presently undergoing much
expansion and new investment.
D Answers will vary.
41
Resources
Audio Activities TE, page 1.33
READING STRATEGY
Using titles and subtitles What is the first thing you see
Antes de leer
TEACH
Core Instruction
Read the title of the reading.
Based on the title, what do you
think this reading is about?
Step 1 Read and discuss the
Reading Strategy on page 42.
Amigos latinos en
Estados Unidos
Step 2 Have students scan the
reading quickly and silently.
Step 3 Have students close
their books as you read the
selection for them or as they
listen to Audio CD 1. Then
have them listen as they follow
along in their books.
Step 4 Ask the Reading
Check questions on page 42
as you read the selection. Call
on a student to read several
sentences. Ask questions after
every three sentences.
Step 5 Have students do the
activities in the ¿Comprendes?
section. Call on several students to give, in their own
words, some information about
Spanish speakers in the
United States.
Differentiation
Advanced Learners
Have advanced learners read
the story and then write a summary of it in their own words.
when you look at any reading? The title, right? Titles provide important
information about the content of a reading. As you read, remember
to also focus on any subtitles. Understanding titles and subtitles
will clarify content and help you understand and
enjoy what you read.
¿Es el español una lengua extranjera
para Francisco y Guadalupe?
Durante la lectura
Look at the subtitle of each
section. How does it help you
understand what you are
reading?
Ramón y Marisa son de ascendencia
cubana. Pero no son de Cuba. ¿De
dónde son?
Mexicanoamericanos ¡Hola, amigos! Somos Francisco Chávez
y Guadalupe Garza. Somos alumnos en una escuela secundaria
en Norteamérica. Somos alumnos en una escuela secundaria
norteamericana pero para nosotros el español no es una lengua
extranjera1. ¿Por qué? Porque nosotros somos de ascendencia2
mexicana. Somos mexicanoamericanos. Somos el grupo número
uno—el grupo mayoritario—de hispanohablantes3 en Estados Unidos.
Cubanoamericanos Somos Ramón Ugarte y Marisa Dávila. Somos
de Miami en la Florida. Como muchas personas en Miami, somos de
ascendencia cubana. Somos cubanoamericanos.
El español es una lengua importante en todas partes de Estados
Unidos. En Estados Unidos hay 4 más de cuarenta y cuatro millones
de hispanohablantes.
1
2
extranjera foreign
ascendencia background
3
hispanohablantes
hay there are
Spanish speakers
4
Marisa y Ramón
Después de leer
Did the reading discuss
what you predicted?
Explain.
Guadalupe y Francisco
42
Heritage Speakers
Ask heritage speakers to talk
about which language is more
difficult for them and why. You
may also want to generate a
class discussion on the advantages of being bilingual in
Spanish and English or on the
difference between their experience as Hispanics in the
United States today and that
of previous generations.
42
GLENCOE
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You may wish to have students use
QuickPass code ASD4003c1 to develop
their reading comprehension and writing skills. Students will be able to take a
self-check quiz, which includes an essay.
Pre-AP These cultural readings will
develop the skills that students need to
be successful on the reading and writing
sections of the AP exam. Listening to these
readings will also help prepare them for the
auditory component.
PRACTICE
A
B
A Allow students to refer to
Recordando hechos Answer the questions to see how much
information you remember from the story.
1. ¿Dónde son alumnos Francisco y Guadalupe?
2. ¿De qué ascendencia son?
3. ¿Es el español una lengua extranjera para Francisco
y Guadalupe?
4. ¿De dónde son Ramón y Marisa?
5. ¿De qué ascendencia son Ramón y Marisa?
Buscando información Find the following information
in the reading.
1. estado con muchos residentes o habitantes de
ascendencia cubana
2. el grupo mayoritario de latinos en Estados Unidos
3. la población (el número de habitantes) latina en
Estados Unidos
the reading for the answers, or
you may use this activity as a
testing device for factual recall.
Comunidades
• Ask heritage speakers to
Hay muchos latinos en
todas partes de Estados
Unidos. ¿Hay latinos
en la escuela donde
tú eres alumno(a)? ¿De
dónde son ellos? ¿De
qué países o naciones
hispanohablantes son?
•
To learn more about the
United States, take a tour
on pages SH64–SH65.
discuss their background
or heritage.
Encourage students to practice their Spanish with classmates or members of the
community who speak
Spanish. For example, they
could speak Spanish when
they go to a Mexican restaurant. The more they practice,
the easier it will get and
the more fluent they will
become, just like learning
to play a sport or musical
instrument.
CULTURA
Influencia mexicana en
Santa Cruz, California
C
Describiendo Write as much information as you can about
the following people.
Francisco Chávez y
Guadalupe Garza
Ramón Ugarte
Marisa Dávila
43
Answers
A
B
1. Son alumnos en una escuela secundaria en
Norteamérica.
2. Son de ascendencia mexicana.
3. No, el español no es una lengua extranjera para
Francisco y Guadalupe.
4. Ramón y Marisa son de Miami en la Florida.
5. Son de ascendencia cubana.
1. la Florida
2. los mexicanoamericanos
3. más de cuarenta y cuatro millones
Have students work in small
groups or individually to
design a poster or computerized slideshow related to the
theme of Spanish speakers in
the United States and then
give brief presentations. Topics
can be based on demographic,
historical, geographic, or
cultural information. If Hispanic
Heritage month is being celebrated, teachers may want
students to focus on famous
Hispanic Americans.
C Answers will vary but should include as much
information as possible about the people in
the reading.
43
Resources
Audio CD 1, Track 31
Antes de leer
TEACH
Core Instruction
You may wish to have students
read this selection on their
own and do the ¿Comprendes?
activities on page 45, or you
may prefer to present the
Lectura more in depth. If you
choose to present the Lectura
in class, you may wish to refer
to these suggestions.
You are going to read about two
main characters in a famous
Spanish novel. Have you ever
heard of Don Quijote and
Sancho Panza in other courses?
Dos personajes
importantes
Una descripción Una novela famosa de la literatura española es
El Quijote. El autor es Miguel de Cervantes Saavedra.
El Quijote es la historia del famoso caballero andante1 don Quijote
de la Mancha. La Mancha es una región de España.
Step 1 Have students locate
La Mancha (in central Spain)
on the map of Spain,
page SH38, or use Map
Transparency M2.
La literatura
The novel El Quijote is the
second most widely read
book in the world. The first
is La Biblia. El Quijote has
also been translated into
more languages than any
other literary work.
Step 2 Lead students through
the Lectura by reading it aloud
or playing Audio CD 1. Then
have students repeat each
sentence after you or the CD.
Step 3 After every two or
three sentences, ask questions
such as: ¿Es El Quijote una
novela famosa? ¿Es una novela
mexicana o española? ¿Quién
es el autor de la novela?
Call on some students to read
aloud individually. After a student
has read about three sentences,
ask questions of other students
to check comprehension.
CULTURA
Don Quijote montado a caballo y Sancho Panza montado en un asno
Don Quijote es alto y flaco2. Sancho Panza es el compañero de
don Quijote. Pero don Quijote y Sancho Panza son dos personajes
muy diferentes. Sancho, ¿es alto y flaco como don Quijote? No, de
ninguna manera. Él es bajo y gordo3. Sancho Panza es una persona
graciosa. Él es cómico pero don Quijote, no. Él es muy serio y es una
persona honesta y generosa. Pero según4 Sancho Panza, don Quijote
es tonto5. Y según don Quijote, Sancho es perezoso.
1
4
2
5
caballero andante knight errant
flaco thin
3
gordo fat
44
cuarenta y cuatro
Tips for Success
This reading not only introduces
students to the two most famous
characters in Hispanic literature, but
it also reinforces noun-adjective
agreement. Have students look
through the reading and identify
all the adjectives and the nouns
they describe.
44
según according to
tonto foolish, crazy
CAPÍTULO 1
GLENCOE
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You may wish to have students use
QuickPass code ASD4003c1 to develop
their reading comprehension and writing
skills. Students will print and complete
a review worksheet.
Differentiation
A
Escoge. Choose the correct answer or completion.
1. El título de la novela es
.
a. España
b. Un caballero andante
c. El Quijote
d. Don Quijote y Sancho Panza
2. Cervantes es
.
a. un personaje en la novela
b. un famoso caballero andante
c. una región de España
d. el autor de la novela
4.
es un defecto.
a. Ser cómico
b. Ser serio
c. Ser perezoso
d. Ser un caballero andante
5.
es un atributo positivo.
a. Ser tonto
b. Ser perezoso
c. Ser honesto
d. Ser alto
Have bodily-kinesthetic learners act out the following sentences from the Lectura.
Don Quijote es alto y flaco.
Sancho Panza es bajo y gordo.
Don Quijote es serio.
Sancho Panza es una persona
graciosa.
Sancho Panza es perezoso.
To engage visual-spatial learners, have students draw their
own caricatures of Don Quijote
and Sancho Panza. You may
wish to have them label the
different parts of their drawing that reflect vocabulary
used in the reading.
3. ¿Cómo es don Quijote?
a. Es perezoso.
b. Es serio.
c. Es bajo.
d. Es gracioso.
B
Categoriza. Make a chart similar to the one below.
Place a check under the character each adjective
describes. Then use the adjectives and the verb ser
to compare Don Quijote and Sancho Panza.
característica
don Quijote
Cultural Snapshot
(page 45) Students will read about
Don Quijote’s famous episode
with the windmills in ¡Así se dice!
Level 2, Literary Reader.
Sancho Panza
alto
CULTURA
bajo
Unos molinos de viento en La Mancha
gordo
Conexiones
flaco
gracioso
• Ask students if they have ever
serio
generoso
honesto
tonto
perezoso
•
CÓMO SOMOS?
cuarenta y cinco
Answers
A
B
1. c
2. d
3. b
4. c
5. c
don Quijote: alto, flaco, serio,
generoso, honesto, tonto
Sancho Panza: bajo, gordo,
gracioso, perezoso
Answers will vary.
45
Tips for Success
The type of multiple-choice comprehension exercises that accompany
the second reading selection in each
chapter have a format that will help
students prepare for standardized tests.
heard the word quixotic in their
English classes. If yes, ask them
to explain what it means. If no,
give them the meaning and ask
them how it relates to Don
Quijote’s personality.
You may want to tell students
that Cervantes was writing at the
same time as William Shakespeare
and that both authors died on the
same date: April 23, 1616. Motivated students may want to
research and compare the cultural practices that influenced
the writings of both authors and
report back to the class. Students
can also share their reports with
their English class.
45
Prepárate para
el examen
Self-check for achievement
Resources
Vocabulario
TPR Storytelling, pages 1.39–1.40
Tests, pages 1.55–1.72
Performance Assessment, Task 1,
pages 1.73–1.74
ExamView ® Assessment Suite
1
Parea. Match each description with the girl it describes.
To review Vocabulario 1
and Vocabulario 2, turn to
pages 22–23 and 26–27.
Self-check
for achievement
A
F
3. una muchacha graciosa
4. una muchacha inteligente
Completa. Complete.
5. El joven es
. No es alto.
6. Ella no es muy seria. Es bastante
.
7. Carlos es un
muy bueno en matemáticas.
8. La clase de español no es pequeña. Es
.
9. Rosa no es antipática. Es
.
10. La señora Ortiz es una
de español.
3
Escoge. Choose the correct answer.
11. ¿Quién es?
a. Carlos
b. la clase
c. grande
12. ¿Cómo es él?
a. mexicano
b. José
c. alto
13. ¿De dónde es?
a. Puerto Rico
b. la escuela
c. sincero
14. ¿Quiénes son?
a. los cursos
b. José
c. José y Tomás
Have students work in pairs
to complete the Self-Check in
class. Once they have finished,
call on individuals to give the
correct answers as you review
together.
E
2
Differentiation
Gramática
To review artículos y
sustantivos, turn to page 30.
4
Escoge. Choose.
15.
muchacho es de Guatemala.
a. El
b. Los
c. La
16. Carlos es
a. una
46
D
1. una muchacha rubia
2. una muchacha alta
This is a pre-test for students
to take before you administer
the chapter test. Note that each
section is cross-referenced so
students can easily find the
material they feel they need
to review. You may wish to use
Self-Check Worksheet Transparency SC1 to have students
complete this assessment in
class or at home. You can correct the assessment yourself,
or you may prefer to project
the answers on the overhead
in class using Self-Check
Answers Transparency SC1A.
To engage visual-spatial and
bodily-kinesthetic learners,
number from 1 to 40 on the
board and call on a student to
go to the board and write the
correct answer (this may be
done chronologically or you may
allow students to choose the
one they answer). Then have
the student who wrote the first
answer decide who will write
the second, and so on, making
sure to remind them not to
pick the same person again.
C
B
46
amigo sincero.
b. un
c. unos
cuarenta y seis
CAPÍTULO 1
Answers
1
1. c
2. b
3. e
4. a
2
5. bajo
6. graciosa (cómica)
7. alumno
8. grande
9. simpática
10. profesora
3
4
11. a
12. c
13. a
14. c
15. a
16. b
17. a
18. c
17.
escuelas son grandes.
a. Unas
b. Una
18.
a. El
5
6
7
cursos son fáciles.
b. Las
Prepárate para
el examen
c. La
c. Los
Differentiation
Completa. Complete with the correct form of the adjective.
19. La amiga de Enrique es
. (rubio)
20. Los cursos son
. (difícil)
21. La clase es
. (aburrido)
22–23. Los alumnos son
y
. (inteligente, bueno)
24. Paco y Anita son
. (ambicioso)
25. Las profesoras son muy
. (simpático)
To review adjetivos,
turn to page 32.
Completa con ser. Complete with the correct form of ser.
26. ¡Hola! Yo
Teresa.
27. ¿De qué nacionalidad
tú?
28. Nosotros
amigos.
29. ¿
ustedes alumnos en la misma escuela?
30. Él
un alumno muy bueno.
31. Los cursos
interesantes.
32. ¿
usted argentino?
33. Las escuelas
grandes.
34. Ella
una alumna nueva.
To review ser, turn to
pages 34–35.
(continued)
This type of review activity is
particularly appealing to interpersonal learners but will also
benefit the class on the whole
by promoting an inclusive,
student-centered learning
environment.
To review tú vs. usted
(Activity 7), turn to page 35.
To review this cultural
information (Activity 8), turn
to pages 42–43.
Forma una pregunta. Make up a question asking each
person where he or she is from.
Encourage students who need
extra help to refer to the book
icons and review any section
before answering the questions.
Pre-AP Students preparing for
the AP exam may benefit from a
set time limit when completing this
Self-Check. This may also help to
identify students with learning difficulties or slower paced students
who need extra help.
Cultural Snapshot
35. Carlos
36. Señora Álvarez
(page 47) Calle Ocho is a main
thoroughfare in the Pequeña
Habana section in Miami. Many
festivals take place on calle
Ocho. Although the Cuban influence on the street and in the
area is still very strong, there
are now stores and restaurants
from various Latin American
countries.
Cultura
8
¿Sí o no?
37. Hay muchos cubanoamericanos en Miami, en
la Florida.
38. Los cubanoamericanos son el grupo número uno
de hispanohablantes en Estados Unidos.
39. Para los mexicanoamericanos en Estados Unidos,
el español es una lengua extranjera.
40. El español es una lengua importante en Estados
Unidos.
La calle Ocho es una calle
importante en la Pequeña
Habana en Miami.
47
CÓMO SOMOS?
19. rubia
20. difíciles
21. aburrida
22–23. inteligentes,
buenos
24. ambiciosos
25. simpáticas
6
26. soy
27. eres
28. somos
29. Son
30. es
7
31. son
32. Es
33. son
34. es
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Online Learning
in the Classroom
Answers
5
GLENCOE
36. ¿De dónde es (usted)?
8
37. sí
38. no
39. no
40. sí
use QuickPass code ASD4003c1
for additional test preparation.
They will be able to complete
a self-check quiz for chapter
review.
47
Prepárate para
el examen
Practice for oral proficiency
Tips for Success
Encourage students to say as
much as possible when they do
these open-ended activities. Tell
them not to be afraid to make
mistakes, since the goal of the
activities is real-life communication. If someone in the group
makes an error, allow the others
to politely correct him or her. Let
students choose the activities
they would like to do.
1
Un amigo nuevo
Describe a friend
Work with a partner. Look at this photograph
of your new friend, Sergio Díaz, who is from
Puerto Rico. Tell as much as you can about
Sergio. Then ask each other questions about
him.
2
La escuela y los cursos
Talk about school and subjects
you take
Work with a partner. One of you will be
Isabel Cortés, a student from Guatemala.
She does not know much about schools in
the United States and she has questions
about your classes and teachers. Answer
her questions.
3
Un alumno nuevo
Talk about yourself and get
information about someone else
It’s difficult to be a new student in a new
school — even more difficult when you are
in a new country. Take turns with a partner.
Practice “breaking the ice.” One of you will be
Miguel Ramos, a new student from Nicaragua.
Tell him about yourself and ask him things you
want to know about him.
4
Personas interesantes
Describe people
Bring in a photograph of several people. It can
be a family photograph or a picture from a
magazine. Give each person in the photograph
a name. Say as much as you can about the
people in the photograph.
Tell students to feel free to elaborate on the basic theme and to
be creative. They may use props,
pictures, or posters if they wish.
Pre-AP These oral activities will
give students the opportunity to
develop and improve their speaking skills so that they may succeed
on the speaking portion of the
AP exam.
Note: Some teachers may want
to use the rubric below to help
students prepare their speaking
activities.
Un colegio, o una escuela secundaria,
en Masaya, Nicaragua
48
cuarenta y ocho
CAPÍTULO 1
Scoring Rubric for Speaking
4
3
2
1
extensive use of vocabulary,
including idiomatic expressions
adequate use of vocabulary and
idiomatic expressions
limited vocabulary marked with
some anglicisms
limited vocabulary marked by
frequent anglicisms that force
interpretation by the listener
grammar
few or no grammatical errors
minor grammatical errors
some serious grammatical errors
serious grammatical errors
pronunciation
good intonation and largely
accurate pronunciation with
slight accent
acceptable intonation and pronunciation with distinctive
accent
errors in intonation and pronunciation with heavy accent
errors in intonation and pronunciation that interfere with listener’s
comprehension
thorough response with interesting and pertinent detail
thorough response with
sufficient detail
some detail, but not sufficient
general, insufficient response
vocabulary
content
48
Prepárate para
el examen
Tarea
Differentiation
Practice for written proficiency
Advanced Learners
Picture two of your best friends — a boy
and a girl. Write a description of each of them.
Include some things about them that are the
same and other things that are different.
Have advanced learners
describe additional people in
their lives such as family members, teachers, or role models.
Writing Strategy
Describing Grab any popular novel and
you will find colorful, detailed descriptions.
Why? A good description brings a simple
noun to life. Would you prefer to meet
una persona or una persona interesante?
The more adjectives you use to describe a
person, the more interesting the portrait of
that person is.
1 Prewrite
There may be things you want to say about
your friends, but you can’t because you
have not yet learned how to say them. When
writing in Spanish, stick to what you know.
Here is a suggestion to help you do that.
• Make a chart similar to the one below.
Think of all the adjectives you have
learned and put them in the appropriate
categories in your chart.
physical
personality background
appearance
boy
girl
Pre-AP This tarea will give students the opportunity to develop
and improve their writing skills so
that they may succeed on the
writing portion of the AP exam.
• Begin each paragraph with a good
introductory sentence. Be sure your
introductory sentence identifies the
person you are going to describe. A good
example might be, Anita es una amiga
muy buena.
• Be sure each paragraph has a logical
order. Ask yourself if the paragraph
describes the physical characteristics
of your friend first and then his or her
personality traits.
• Proofread your work and correct any
errors. Check the endings of words you
used to describe each person.
• Give your composition a title.
• You may wish to share your work with
a classmate to have him or her edit your
composition.
Evaluate
2 Write
• Describe each friend in a separate
paragraph. From your chart, pick out
the adjectives you need for that person.
Don’t forget that your teacher
will evaluate you on your ability to
bring your friends to life through
vivid description, correctness of
grammar, sentence structure, and the
completeness of your message.
CÓMO SOMOS?
cuarenta y nueve
Note: Some teachers may want to
use the rubric below to help students prepare their writing task.
49
Scoring Rubric for Writing
4
vocabulary
grammar
content
organization
3
2
1
precise, varied
functional, fails to communicate
complete meaning
limited to basic words, often
inaccurate
inadequate
excellent, very few or no errors
some errors, but do not hinder
communication
numerous errors interfere with
communication
many errors, little sentence
structure
thorough response to the topic
generally thorough response to
the topic
partial response to the topic
insufficient response to the topic
well organized, ideas presented
clearly and logically
loosely organized, but main ideas
present
some attempts at organization,
but with confused sequencing
lack of organization
49
1
Resources
1
Gramática
• Artículos y sustantivos (page 30)
Nouns in Spanish are either masculine or feminine. The definite and
indefinite articles that modify a noun must agree with the noun in
gender and in number.
el amigo
un amigo
la clase
una clase
Grammar Review
This page provides a quick
“at a glance” summary of the
grammar points students have
learned in this chapter. The
corresponding page numbers
are also listed so that students
can easily find each grammar
point as it was presented.
• Adjetivos (page 32)
An adjective must also agree with the noun it describes or modifies.
El amigo es simpático.
La muchacha es seria.
La escuela es grande.
El curso es difícil.
Los amigos son simpáticos.
Las muchachas son serias.
Las escuelas son grandes.
Los cursos son difíciles.
• Ser (pages 34–35)
Review the forms of the verb ser (to be).
Differentiation
singular
You may want to call on
verbal-linguistic and logicalmathematical learners for
whom grammar often comes
easily to explain the main
concepts to their classmates
in their own words. Having
students explain the concepts
in different ways may also
help slower paced learners
or students with learning
difficulties.
los amigos
unos amigos
las clases
unas clases
yo soy
tú eres
Ud., él, ella es
plural
nosotros(as) somos
vosotros(as) sois
Uds., ellos, ellas son
• Tú vs. usted (page 35)
Remember that there is more than one way
to express you in Spanish.
Tomás, (tú) eres un amigo bueno.
Señora Cortés, (usted) es una profesora
buena.
Es una escuela o instituto
secundario en Ushuaia,
Argentina.
50
50
cincuenta
CAPÍTULO 1
Juego
There are a number of cognates in this list. See how
many you and a partner can find. Who can find the
most? Compare your list with those of your classmates.
1
Vocabulario
Vocabulary Review
The words and phrases in
Vocabulario 1 and 2 have been
taught for productive use in
this chapter. They are summarized here as a resource for
both student and teacher. This
list also serves as a convenient
resource for the Prepárate
para el examen activities on
pages 46–49.
Identifying a person or thing
el muchacho
la muchacha
el joven
la joven
el amigo
la amiga
el alumno
la alumna
la escuela
la clase
el curso
el profesor
la profesora
pelirrojo(a)
alto(a)
bajo(a)
bueno(a)
malo(a)
cómico(a)
gracioso(a)
serio(a)
ambicioso(a)
perezoso(a)
simpático(a)
antipático(a)
inteligente
joven
Describing a person
guapo(a)
bonito(a)
feo(a)
moreno(a)
rubio(a)
GLENCOE SPANISH
Finding out information
¿quién?
¿quiénes?
¿cómo?
¿de dónde?
¿de qué
nacionalidad?
Identifying nationalities
argentino(a)
chileno(a)
colombiano(a)
cubano(a)
dominicano(a)
ecuatoriano(a)
guatemalteco(a)
mexicano(a)
norteamericano(a)
peruano(a)
puertorriqueño(a)
venezolano(a)
Describing classes and courses
grande
pequeño(a)
interesante
aburrido(a)
difícil, duro(a)
fácil
Identifying school subjects
el español
el francés
el inglés
la ciencia
los estudios sociales
la historia
las matemáticas
la música
el arte
la educación física
Other useful words and expressions
secundario(a)
nuevo(a)
mismo(a)
también
bastante
muy
pero
¡Mucho gusto!
¡Oye!
CÓMO SOMOS?
The cognates in this list are: la clase,
uego el curso, el profesor, la profesora,
cómico, serio, ambicioso, inteligente,
nacionalidad, argentino, chileno, colombiano,
cubano, dominicano, ecuatoriano, guatemalteco,
mexicano, norteamericano, peruano, puertorriqueño, venezolano, interesante, el español, el
francés, el inglés, la ciencia, los estudios sociales,
la historia, las matemáticas, la música, el arte, la
educación física, secundario.
J
cincuenta y uno
51
Don’t forget the
chapter project and
cultural activities found on
pages 18C–18D. Students
have learned all the information that they will need
to complete these engaging enrichment tasks.
This vocabulary reference list has
not been translated into English
for two reasons. First, it is recommended that students learn the
new vocabulary through direct
association with images on the
Vocabulario pages. Secondly, all
vocabulary is reintroduced in the
chapter many times and upon
completion of the chapter students should be familiar with the
meaning of all the words. If there
are words that students still do
not know, they can refer back to
the vocabulary presentation in
the chapter or the dictionary at
the end of the book. If, however,
it is your preference to give students the English translations,
please refer to Vocabulary Transparency 1.1 or to the Chapter 1
PowerTeach.
Differentiation
Slower paced learners may
benefit from creating their
own visual dictionary of nouns
and adjectives in this list. They
can either draw their own
depictions or use images from
the Internet, magazines, etc.
51
Repasa lo que ya has aprendido
Review Preliminary
Lessons and
Chapter 1
Every chapter of ¡Así se dice!
contains this review section of
previously learned material.
By recycling information from
previous chapters, the cumulative review serves to remind
students that they need to continue practicing what they
have learned after finishing
each chapter.
Activity 1 This activity
reviews greetings and leavetaking. See pages 2–5.
1
Escucha y escoge. Listen to each expression. On a
separate sheet of paper, indicate whether you use the
expression when you greet someone (saludos) or when
you take leave of someone (despedidas).
saludo
2
despedida
Completa. Make a calendar like the one below. Fill it in
with the current month. Include numbers and days of the
week. Remember which day is the first day of the week on
a Spanish calendar.
orriqueños
Unos amigos puert
Audio Script (Track 35)
1. ¡Hola!
2. ¡Adiós!
3. ¡Hasta luego!
4. ¿Qué tal?
5. Buenos días.
6. ¡Chao!
reviews days of the week
and months. See pages 10–11.
reviews telling time. See
pages 12–13.
GLENCOE
3
1.
2.
3.
4.
5.
6.
L][`fgdg_q
Online Learning
in the Classroom
use QuickPass code ASD4003c1
for additional cumulative review.
They will be able to complete a
self-check quiz containing material from the Preliminary Lessons
and Chapter 1.
52
cincuenta y dos
CAPÍTULO 1
Answers
1
1. saludo
2. despedida
3. despedida
4. saludo
5. saludo
6. despedida
52
¿Qué hora es? Tell what time it is on each clock.
2
Answers will vary, but students
should remember that the lefthand column should be lunes.
3
1. Es la una y veinte.
2. Son las once y doce.
3. Son las cuatro.
4. Son las dos y cuarto (quince).
5. Son las seis (y) treinta y ocho.
6. Son las siete (y) cuarenta y cinco.
4
reviews time. See page 13.
reviews the weather and
seasons. See pages 14–16.
reviews courteous expressions.
See pages 6–7.
reviews how to describe oneself with the verb ser. See
pages 34–35.
reviews Chapter 1 vocabulary.
See page 22.
Personaliza. Answer giving information about your
school day.
1. ¿A qué hora es la clase de español?
2. ¿A qué hora es la clase de matemáticas?
3. ¿A qué hora es la primera clase?
5
Contesta. Answer.
1. ¿Qué tiempo hace hoy?
2. ¿Qué estación es?
6
Contesta. Answer.
Give the expressions you know in Spanish to be polite.
7
Personaliza. Answer about yourself.
¿Quién eres?
¿De dónde eres?
¿De qué nacionalidad eres?
¿Cómo eres?
¿En qué escuela eres alumno(a)?
¿Qué tipo de alumno(a) eres?
Heritage Speakers
Ask heritage speakers to compare and contrast the four
characters. They will be able
to say more than what is taught
in Chapter 1, and it will help
other students to hear additional descriptive vocabulary.
8
¿Quién es el/la culpable? Look at the following people.
Read the clues to find out who is to blame for stealing the pie.
Es pelirroja. Es baja. Es seria. ¿Quién es?
GLENCOE
L][`fgdg_q
Audio in the Classroom
The ¡Así se dice! Audio Program
for Chapter 1 has thirty-five
activities, which afford students
extensive listening and speaking
practice.
Rosa
Eugenio
Roberto
CÓMO SOMOS?
Reina
cincuenta y tres
53
Answers
5
4
1. La clase de español es a la(s)
.
2. La clase de matemáticas es a la(s)
3. La primera clase es a las
.
.
1. Answers will vary but may include:
Hace buen tiempo. Hace calor. Hace (Hay) sol. Hace
frío. Llueve. Nieva.
2. Es el otoño (el invierno, la primavera, el verano).
6 Answers will vary but may include:
Por favor. Gracias. De (Por) nada. No hay de qué.
7
Answers will vary but may include:
Soy
. Soy de
. Soy
. Soy
(alto[a],
rubio[a], gracioso[a], inteligente, etc.). Soy alumno(a)
en la escuela
. Soy un(a) alumno(a)
(bueno[a],
malo[a], ambicioso[a], perezoso[a]).
8
Es Reina.
53

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