2005 Sp Ult Year 1.book

2005 Sp Ult Year 1.book Page 202 Thursday, January 5, 2006 12:25 PM
Wrap-Up
Activities
Reading and Responding to Questions
In this activity you
will:
➜ Re-tell stories using
visuals.
➜ Use pictographs to
master words and dialogues.
INSTRUCTIONS This activity simulates a very important step in the natural language learning process: putting together many different parts of what you have
learned to create new and meaningful statements. In preparation, have the following materials ready:
1.
The set of 3" x 5" pictograph cards taken from all the previous pictograph
exercises.
2.
A new set of 3" x 5" cards (that you make) with the question word pictographs
(see below).
Question Words and Their Pictographs
The People and Culture of Mexico
At the beginning of this unit you
learned about the physical aspects of
Mexico. Now let’s learn more about
this beautiful country, its people and
culture. Mexico is a rich and diverse
country with many resources and history. Did you know that even though
Spanish is the official language of Mexico, there are as many as 100 Indian languages still spoken in parts of Mexico? It
is known as the “cradle” of advanced
civilizations. Many Mexicans are of
mixed indigenous and European
descent.
INSTRUCTIONS Read through the following chart to cement your knowledge of
the following Spanish question words.
English
Spanish
Pictograph
Memory Aid
Who?
¿Quién? (key-N.)
(person)
(To) whom?
¿A quién?
(arrow to…)
From whom?
¿De quién?
(arrow from…)
Which?
¿Cuál?
Why?
¿Por qué? (for
what?)
(R for “reason”)
How?
¿Cómo?
(H for “how”)
2005 Sp Ult Year 1.book Page 203 Thursday, January 5, 2006 12:25 PM
English (cont.)
Spanish
Pictograph
Where?
¿Dónde?
(@ for “at”)
(To) where?
¿Adónde?
(arrow to…)
From where?
¿De dónde?
(arrow from…)
What?
¿Qué? ("K")
(thing)
When?
¿Cuándo?
How much?
¿Cuánto?
activity, doing
haciendo
English
Spanish
What is she doing?
¿Qué está haciendo ella?
With whom is she singing?
¿Con quién está cantando?
Memory Aid
Pictograph
?
?
Mini-Story:The Musical Royal Family
INSTRUCTIONS
Read the story just below, preparing to respond to the questions
that follow it.
En esta historia hay (= there is) un rey y una reina. Éste es el rey
.
Esta es la torre
están haciendo ellos? Están cantando.
dónde están cantando
(= type, kind) de cantos están cantando
están cantando? Con Polo y Misti.
y
y ésta es la reina
están cantando? En la torre.
.
clase
? Cantos fúnebres. ¿Con
cantan ellos? Más o menos bien.
2005 Sp Ult Year 1.book Page 204 Thursday, January 5, 2006 12:25 PM
canta mejor que
,
canta mejor que el perro, y el perro canta
mejor que el gato. Hay una princesa también. Esta es la princesa
? No, ella no está cantando.
. ¿Está cantando
no? Pues ella no canta bien. Canta peor que el
perro. ¿Peor que el perro? Sí, peor que el perro…pero mejor que el gato.
? ¿No está llorando en el baño? ¿
sabe? ¿Llora
con
sabe?
llora
en el baño?
en el baño? Sí, las dos lloran en el baño.
Questions
Put the following questions into pictographs. Answer them
according to the pictograph answers given. A review of the previous pictographs
may be helpful.
INSTRUCTIONS
Question
ex.
1.
¿Qué está haciendo el gato?
¿Qué está haciendo el rey?
Answer
? El gato llora.
.................................................................
.................................................................
2.
¿Cómo canta el rey?
.................................................................
.................................................................
3.
¿Qué está haciendo la reina?
.................................................................
.................................................................
.................................................................
4.
¿Quién canta mejor, el perro o el gato?
.................................................................
.................................................................
5.
¿Qué clase de cantos tocaba el rey en el
tambor?
.................................................................
.................................................................
2005 Sp Ult Year 1.book Page 205 Thursday, January 5, 2006 12:25 PM
6.
Question (cont.)
Answer
¿Dónde está cantando el rey?
.................................................................
.................................................................
7.
¿Con quién está cantando el rey?
.................................................................
.................................................................
8.
¿Él canta mejor que el perro?
.................................................................
.................................................................
9.
¿La princesa está cantando con el rey?
.................................................................
.................................................................
10.
¿Quién canta peor, el gato o la princesa?
.................................................................
.................................................................
Generating Your Own Sentences
INSTRUCTIONS Suppose you knew only four nouns: butcher, baker, dog, cat, and
five possible interactions between them: hates, loves, catches, ignores, hugs. Suppose also that you had this simple rule for combining these elements into meaningful statements: place a noun before an interaction word (a verb), and place a
noun after the verb. Here is a combination chart of those elements. Pick any item
in column 1, then any in column 2, then any in column 3, and say them in that
order: 1-2-3.
Sentence Generation Chart
INSTRUCTIONS Read through the following chart to learn how to generate sentences correctly.
1: Agent (noun)
2: Impact (verb)
3: Patient (noun)
The butcher
hates
the dog.
The baker
loves
the cat.
The dog
catches
the butcher.
The cat
ignores
the baker.
hugs
Here are some sample sentences from this sentence “machine”: The butcher
ignores the baker. The cat loves the butcher. The dog catches the butcher.
2005 Sp Ult Year 1.book Page 206 Thursday, January 5, 2006 12:25 PM
Sring several sentence combinations from this chart into a story line. To do this,
you just need to pay attention to the logic of the story possibilities of the
sequence.Here, for example, is a story line: The baker loves the cat. The baker
loves the dog. The dog hates the cat. The cat hates the dog. The dog catches the
cat. The dog ignores the cat. The baker hates the dog.
A language learner gains a lot by practicing telling such stories (and longer ones)
fluently and expressively.
Here is some help in organizing your own sentence machine, one that will be
much more powerful than the chart shown above. From the statements you can
form various combinations. From the various combinations of words, you can create stories.
Sentence and Phrase Parts You Know How to Express
Sentence and Phrase Part
Example
Actor / patient noun
rey, reina, princesa, gato (reyes, reinas,
princesas, gatos)
Modifiers
el, la, un, una, este, esta (los, las, estos,
estas)
Pronouns
ella, él (ellos, ellas)
Location nouns
baño, torre
Location or accompaniment
en, con
Action verb stems
cant-, llor-, toc-
Action verb endings
-a(n), -aba(n), -ando
Auxiliary verb
está(n)
Manner
mejor / peor (que); (muy) bien, mal
Information question words
¿Qué? ¿Quién? ¿Dónde? ¿Cómo? ¿Cuál?
¿Por qué?
Answers or rejoinders
Sí. No. ¡Imagínese!
Other words
y, pero, también
Arrange your cards into separate piles according to the categories listed above.
INSTRUCTIONS Using the words listed above (represented by your pictographs on
cards), do the following:
1.
Take three actor nouns and three action-verb stems, like {rey} and {llor-}. By
adding the proper grammatical details, make up three quick sentences on the
model of El rey llora.
2005 Sp Ult Year 1.book Page 207 Thursday, January 5, 2006 12:25 PM
2.
Make your three sentences plural, on the model Los reyes lloran. (Be sure to
put the plural marker -n on the action word.)
3.
Turn these sentences into yes / no questions by reversing the noun and the
verb on the model of ¿Llora el rey? (the reverse of El rey llora).
4.
Turn the sentences into who questions or where questions as in ¿Quién llora?
¿Dónde llora la reina?
5.
Change the sentences to what action questions as in ¿Qué hace el rey? or ¿Qué
hacen las princesas?
6.
Make three new sentences by joining two actors as sentence subjects, on the
model El rey y la reina lloran. (Be sure to put the plural marker -n on the action
word.)
7.
Expand your last three sentences by adding a location phrase (en…) and a
“with” phrase (con…) on the model El rey y la reina lloran en la torre con el gato.
8.
Choosing from this material, make up equally complex or even more complex
sentences of your own.
Creating Your Own Mini-Story Plots
Create your own mini-story plots. Plan them out–perhaps even
write them–then give them orally, aiming for a smooth flow of speech without
hesitation. Limit yourself to words you know, supplemented by a selection of a
few additional words given below.
INSTRUCTIONS
How to prepare using new vocabulary:
1.
Write each of the new words below on a separate card and put the cards in
their appropriate piles.
2.
Select certain cards that together can form meaningful statements and arrange
them in the order you want.
3.
Aim at performing your story plots orally without reading. Aim at smoothflowing diction.
Subjects or Agents of Action
Use these words as the subjects of your sentences.
English
Spanish
preacher
predicador, predicadora
student
(el / la) estudiante
director
director, directora
trombone player
(el / la) trombón
violinist
(el / la) violinista
drummer
(el / la) tambor
2005 Sp Ult Year 1.book Page 208 Thursday, January 5, 2006 12:25 PM
English (cont.)
Spanish
secretary
(el / la) secretaria
helper
(el / la) ayudante
actress
(la) actriz
actor
(el) actor
doctor
(el) médico
chief, boss
(el / la) jefe
commander
(el / la) comandante
teacher
profesor, profesora
person
persona
Action Without Impact on Anyone Else *(Intransitive Verbs)
Verbs are action words. They tell us what the subject does. From the verbs you
have learned so far, we can divide them into two types: some verbs describe
actions that impact others, while others do not. For example, we say “I like (cake,
the drummer, the school...)”. However, it does not make sense to say “I sleep
(cake, the drummer, the student...)”. To sleep does not have an impact on others,
whereas to detest does.
English
Spanish
enters
entra
exits
sale
dies
muere
relaxes
relaja
dances
baila
sleeps
duerme
Action With Impact on Persons or Things *(Transitive Verbs)
Verbs that impact others are called transitive verbs. Verbs that do not impact
others are called intransitive verbs. You can remember this by thinking that
when there is an impact on others (a transitive verb), there is a transition of the
action from one to another. When there is not an impact on another, there is not
a transition of the action from one to another.
English
Spanish
attacks
ataca
defends
defiende
2005 Sp Ult Year 1.book Page 209 Thursday, January 5, 2006 12:25 PM
English (cont.)
Spanish
detests
detesta
loves
ama
accepts
acepta
receives
recibe
fabricates
fabrica
preaches
predica
observes
observa
prepares
prepara
studies
estudia
cures
cura
helps
ayuda
insults
insulta
practices
practica
commands / sends
manda
Settings
Use these words as the setting or location for your subjects and verbs.
Place:
Time:
English
Spanish
school
escuela
theater
teatro
church
iglesia
one day
un día
one night
una noche
Concrete Objects and Associated Verbs
Use these words as the objects upon which your subject performs an action.
English
Spanish
a document
un documento
The secretary prepares a document.
La secretaria prepara un documento.
a sermon
un sermón
The preacher preaches a sermon at
church.
El predicador predica un sermón en la
iglesia.
2005 Sp Ult Year 1.book Page 210 Thursday, January 5, 2006 12:25 PM
English (cont.)
Spanish
a package
un paquete
The trombonist receives a package
from the violinist.
El trombón recibe un paquete de la violinista.
a letter
una carta
The chief sends a letter to the actress.
El jefe manda una carta a la actriz.
the lesson
la lección
The student studies the lesson in
school.
La estudiante estudia la lección en la
escuela.
the cause
la causa (“cow-sa”)
The helper helps the cause.
El ayudante ayuda la causa.
Sample Beginning of a Mini-Story Plot
INSTRUCTIONS Below is the beginning of a story based on some of the vocabulary
that was presented above. Read it once attempting to understand the meaning.
1.
Hay tres personas: un trombón, una violinista, y un tambor.
2.
El trombón ama a la violinista.
3.
Pero la violinista no ama al trombón.
4.
Ella odia…detesta al trombón.
5.
La violinista ama al tambor.
6.
Pero el tambor no ama a la violinista.
7.
Él ama a una actriz.
8.
El tambor canta y baila con la actriz.
9.
Él le manda cartas a la actriz, y la actriz le manda cartas al tambor.
10.
Un día el trombón le manda una carta a la violinista.
11.
La violinista recibe la carta del trombón.
12.
La violinista ataca al trombón.
You now have everything you need to create a mini-story of your own. It may
help to begin by selecting some of your pictographs and laying them out in front
of you, subjects in one group, action verbs in another, etc. You don’t need to create great pieces of fiction, just string statements together in some meaningful
order.
The more statements you can weave into each story, the better. Write two or
more stories on paper, but then tell them without reading. Or better yet, sit back
and relax, letting your mind spin off meaningful strings of statements that form a
2005 Sp Ult Year 1.book Page 211 Thursday, January 5, 2006 12:25 PM
story line. In telling your stories out loud, aim for fluency of delivery, imitating a
Spanish accent as well as you can.
Read the sample mini-story plot, then create your own. Work on using
correct grammar, but don’t worry if it’s not perfect. At this point, just
focus on being creative with the Spanish language.