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Practice and
Communicate
Objectives
4
ANSWERS
(No) me gustaría ...
1. ir al un concierto.
2. ir al baile.
3. ir al partido.
4. ir de cámping.
5. ir de pesca.
Ac
ad
5
Standards: 1.1,
1.2
ANSWERS
Resources: Answers on Transparencies
Focus: Communicating about sports
Suggestions: Tell students that they will
need this information for Actividad 6.
Answers will vary but should include:
Ac
Standards: 1.1
Focus: Using new vocabulary in personal
contexts and conversations
Suggestions: Have students move around
the room and interact with several
different classmates.
Answers will vary.
Block Schedule
••• •• • • • • • • • • • • •
Have students in small groups dramatize
going to a sports event. They should
decide what event they will go to, who will
go with them, and when they will go.
2.
3.
4.
5.
tivid
5
Escribir/Hablar
No sé jugar . . .
Modelos
Sé jugar al béisbol muy bien.
O:
No sé jugar al béisbol.
Indica si sabes o no sabes jugar
estos deportes.
1.
2.
3.
4.
5.
6.
4. tenis.
5. golf.
6. fútbol
6
202
Hablar
Modelos
Me gustaría ir a una fiesta este fin de semana.
O:
No me gustaría ir a una fiesta este fin de semana.
tivid
ad
ad
tivid
• Say what you are going to do
Say whether or not you would like to do these things this weekend.
Ac
Sé / No sé jugar al...
1. básquetbol.
2. fútbol americano.
3. vóleibol.
• Tell when an event happens
Me gustaría ir . . .
ad
Have students work in pairs to jot
down two places they can go with friends
on the weekend.
tivid
4
1.
Bellringer Review
• Extend, accept, and decline
invitations
• Learn to use ir + a + infinitive
and the verb jugar
tivid
ad
Focus: Expressing what you would and
wouldn’t like to do
Suggestions: Emphasize that students will
be using Me gustaría (“I would like”) as
opposed to Me gusta (“I like”).
Vocabulario y gramática en uso
Ac
Standards: 1.1
Ac
tivid
ad
Ac
• Talk about activities outside of
school
6
Hablar
¿Qué deportes practicas?
Using the information from Actividad 5, ask and
tell about which sports you know, or don’t know,
how to play.
. Modelos
A —¿Sabes jugar al béisbol?
B —¡Por supuesto! Sé jugar al béisbol muy bien.
O: —No, no sé jugar al béisbol.
202 doscientos dos
Tema 4 • Los pasatiempos
Advanced Learners
Students with Learning Difficulties
Ask students to use the Internet to research
a well-known athlete of Spanish-speaking
origin. Have them present a short profile of the
athlete, including which sports he or she plays,
his or her statistics, and what team he or she
plays for, if appropriate.
Actividad 9 requires students to listen, process,
and write at the same time, which can be
challenging. You may want to divide this into
two separate tasks: first listening for the event,
then listening for the response.
Practice and
Communicate
tivid
ad
Ac
7
Leer/Escribir
cansado, -a
enfermo, -a
ocupado, -a
contento, -a
mal
triste
¿Cómo estás?
Felipe:
Muy 1. . Voy a un concierto esta noche
con mis amigos.
Miguel:
¡ 2. ! Mi clase de ciencias es muy aburrida y no me gusta nada el profesor.
Marta:
Estoy 3. . Me duele la cabeza. Hoy no puedo jugar al tenis ni patinar.
Carlos:
Estoy 4. . Todos mis amigos van a la playa el sábado pero tengo que trabajar.
Gabriela:
Un poco 5. . Todas las noches trabajo en el centro comercial.
Dolores:
Demasiado 6. . Juego al básquetbol después de las clases,
tomo lecciones de piano y practico cada día y tengo un trabajo también.
7
Standards: 1.2,
1.3
ANSWERS
Focus: Reading for comprehension; using
contextualized vocabulary
Suggestions: Have students read the
entire dialogue before answering.
Answers:
1. contento
2. mal
3. enferma
4. triste
5. cansada
6. ocupada
tivid
ad
Hablar
Lo siento
Ask your partner if he or she wants to do these activities with you. Your
partner can’t go, and will offer excuses to explain why.
Modelos
A —¡Oye! ¿Quieres patinar conmigo esta tarde?
B —Lo siento. Hoy no puedo. Estoy demasiado enfermo(a).
Estudiante A
1.
2.
4.
Estudiante B
3.
muy
demasiado
un poco
5.
ocupado, -a
enfermo, -a
cansado, -a
triste
mal
tivid
Standards: 1.1
ad
8
Ac
Ac
Tú:
tivid
ad
You’ve asked your friends how they are. Now
read each friend’s reply and write the correct
form of the missing word from the list.
Ac
¿Cómo estás?
8
ANSWERS
Focus: Using personalized vocabulary to
extend and decline invitations
Recycle: The body; school subjects
Suggestions: Be sure students can think
of an excuse for why they can’t do each
activity.
1.
2.
3.
4.
5.
ir de pesca
jugar al básquetbol
ir de compras
montar en bicicleta
jugar al fútbol
9
Ac
jcd-0498
Escuchar/Escribir
tivid
ad
tivid
ad
Ac
¡Respuesta personal!
9
Standards: 1.2
AUDIO
Resources: Teacher’s Resource Book: Audio
Escucha y escribe
Script, p. 211; Audio Program: Track 6; Answers on
Transparencies
You will hear three invitations to events and the responses given.
On a sheet of paper, write the numbers 1–3. As you listen, write
down what each invitation is for and whether the person accepted it
(write sí) or turned it down (write no).
Focus: Listening for comprehension
Suggestions: Before the activity, remind
students to listen for intonations that
indicate a positive or negative reaction.
Script and Answers:
doscientos tres 203
Capítulo 4B
Enrich Your Teaching
Resources for All Teachers
Culture Note
Teacher-to-Teacher
If you are invited to a party, a dinner, or other
event in a Spanish-speaking country and you
cannot accept the invitation, it is usually best to
offer an explanation. Just saying Lo siento. Ya
tengo planes. (“I’m sorry. I already have plans.”),
may be seen as rude. It is also customary to
bring the host or hostess a gift.
Using transparencies or photos of activities,
have students write three sentences saying why
they cannot do certain things. Tell them to
make their excuses logical or illogical. For
example, students may say No puedo montar
en monopatín. Estoy demasiado contenta. Then
have the class decide whether or not the excuse
makes sense.
1. —¿Puedes ir conmigo al baile esta noche?
(ir al baile)
—¡Qué pena! Tengo que trabajar. (no)
2. —¿Te gustaría ir conmigo al partido esta tarde?
(ir al partido)
—¡Qué buena idea! Me gustaría mucho. (sí)
3. —Voy a jugar al golf el domingo. ¿Quieres jugar?
(jugar al golf)
—¿Contigo? ¡Genial! (sí)
203
10
ANSWERS
Focus: Expressing the time of an event
Recycle: Telling time
Suggestions: Review the vocabulary.
Go over the Nota, reminding students to
refer to it as they do the activity. Review
the Modelo to reinforce the structure.
Answers:
Hablar
¿A qué hora?
Modelos
Take turns asking and telling what
time the following activities take place.
4.
8:30
Ac
ad
1.
2.
3.
4.
5.
6.
Theme Project
Students can perform Step 4 at this point.
(For more information, see p. 170-a.)
6.
7:30
Hablar
7:00
Nota
To ask and tell what time something
happens, you say:
Una invitación para el sábado
Invite your partner to these places, and tell at what time you
will go. Your partner will accept or decline. Follow the model.
• ¿A qué hora vas?
• Voy a la una.
• Voy a las tres y media.
To specify what part of the day, add:
Modelos
A —¿Te gustaría ir al concierto
el sábado?
B —¿A qué hora?
A —A la una y media de la tarde.
B —¡Genial! ¡Nos vemos el sábado!
de la mañana* in the morning (A.M.)
de la tarde in the afternoon (P.M.)
de la noche in the evening, at night (P.M.)
*Mañana means “tomorrow”; la mañana
means “morning.”
Estudiante A
ANSWERS
ir al baile; A las siete y media de la noche.
ir a la fiesta; A las ocho y media de la noche.
ir al cine; A las cinco y media de la tarde.
ir a la piscina; A la una de la tarde.
ir al partido de fútbol; A las cuatro y cuarto de la tarde.
ir de compras (ir al centro comercial); A las once de
la mañana.
1:30
tivid
11
Standards: 1.1
Focus: Using contextualized vocabulary in
conversation
Recycle: ir; place names
Suggestions: Review the responses,
making sure students know how to accept
and decline an invitation.
Answers:
3.
5.
1:30
11
A —¿A qué hora es la película?
B —A las ocho de la noche.
2:30
9:00
Common Errors: Students may say ¿Qué
hora? instead of ¿A qué hora? and en la
mañana instead of de la mañana.
tivid
8:00
2.
1.
ad
1. —¿A qué hora es el concierto?
—A las nueve de la noche.
2. —¿A qué hora es la fiesta?
—A las dos y media de la tarde.
3. —¿A qué hora es el partido?
—A la una y media de la tarde.
4. —¿A qué hora es el baile?
—A las ocho y media de la noche.
5. —¿A qué hora es la cena?
—A las siete y media de la noche.
6. —¿A qué hora es el desayuno?
—A las siete de la mañana.
10
Ac
Ac
Standards: 1.1
ad
tivid
tivid
ad
Practice and
Communicate
Ac
1.
4.
1:00
7:30
2.
Estudiante B
5.
8:30
3.
Lo siento, pero no puedo.
4:15
¡Ay! ¡Qué pena! Tengo que
trabajar.
¡Genial! Nos vemos el sábado.
¡Qué buena idea! ¡Gracias!
6.
5:30
¡Por supuesto! Me gustaría
mucho.
¡Respuesta personal!
11:00
204 doscientos cuatro
Pre-AP* Support
Activity: Have several students volunteer to
pantomime a party scene similar to the one
pictured in Actividad 10. As they act out what
they might be doing at the party, ask classmates
to identify the activity and how each participant is
feeling. (Ex. Marta baila. Está muy contenta.)
• Pre-AP* Resource Book: Comprehensive guide
to Pre-AP* communication skill development,
pp. 9–17; 36–46
•
204
Multiple Intelligences
Heritage Language Learners
Visual/Spatial: Have students draw a threepanel cartoon. In their cartoon, they should
write a dialogue in which one character invites
the other(s) to do something. There should be a
response, and then a comment or conclusion.
Ask students to post their cartoons or to
present them to the class.
Refer students to the Exploración del lenguaje
at the top of p. 205. Ask students to identify
additional Spanish words and expressions that
are borrowed from English.
Practice and
Communicate
Exploración del lenguaje
Spanish words borrowed from English
Languages often borrow words from one another. For example,
“rodeo” and “patio” are Spanish words that have found their
way into English. There are also many examples of English
words that have entered Spanish. By recognizing these
familiar words, you can increase your vocabulary in Spanish.
Try it out! Read the sentences and identify the “borrowed
words.” Don’t forget to pronounce the words correctly in Spanish.
Core Instruction
447 52 83
447 23 23
24 horas a su servicio
Ac
Focus: Identifying examples of borrowed
words
Suggestions: Review Try it out! with
students. For further practice, have them
work with a partner to scan the glossary
for additional borrowed words.
Standards: 1.1, 1.3
tivid
ad
12
Exploración del lenguaje
Standards: 4.1
tivid
ad
Ac
Quiero hacer videos.
¿Quieres jugar al básquetbol conmigo?
Practico el rugby y el ráquetbol.
Juego al fútbol en el cámping.
¡Me encantan los sándwiches!
io Tax
i
Rad
12
Escribir/Hablar
Y tú, ¿qué dices?
1. ¿A qué hora te gusta ir al cine?
2. ¿Estás más contento(a) cuando practicas un deporte o cuando ves la televisión?
3. ¿Qué deportes te gustan más?
4. ¿Este fin de semana tienes que trabajar o puedes pasar tiempo con amigos?
La Noche de los Rábanos is just one of the
many kinds of fiestas in the Spanish-speaking
world. On the evening of December 23,
people set up booths around the zócalo
(town square) of Oaxaca, Mexico, to display
and sell radishes (los rábanos) sculpted into a
fantastic array of shapes. Oaxaqueños and
visitors alike crowd the square to view the
amazing creations.
Focus: Using vocabulary in a personalized
context
Suggestions: Encourage students to be as
detailed as possible in their answers.
Answers will vary.
Extension: Have students create one
additional question to ask their classmates.
Then, as a class, ask volunteers to read
their questions and select students to
answer them.
Standards: 2.1, 2.2, 4.2
Resources: Voc. and Gram. Transparencies:
Map 12
Suggestions: Locate Oaxaca on the map
transparency. Ask students if they have
seen foods carved into shapes. When is
this done, and why? How does this
practice in the United States differ from
what is done with the rábanos in Oaxaca?
• Do you know communities or regions in
the United States that are known for
particular crafts or products?
Rábanos esculpidos (sculpted), Oaxaca, México
doscientos cinco 205
Capítulo 4B
Additional Resources
WAV Wbk.: Audio Act. 6, p. 81
Teacher’s Resource Book: Audio Script, p. 212,
Communicative Activity BLM, pp. 216–217
• Audio Program: Track 8
•
•
Culture Note
Internet Search
A wide range of handicrafts is produced in
Oaxaca, including black pottery, glass pottery,
weavings, and brightly colored woodcarvings of
small animals (alebrijes). Artisans bring their
wares to the zócalos to sell. Artisans pass their
knowledge from one generation to another.
Keywords:
Assessment
•
La noche de los rábanos;
Oaxaca, Mexico
Prueba 4B-2: Vocab. Production,
pp. 107–108
205
Practice and
Communicate
Gramática
Ir + a + infinitive
Gramática
Gramática
Just as you use “going” + an infinitive in
English to say what you are going to do, in
Spanish you use a form of the verb ir + a +
an infinitive to express the same thing:
GRAMMAR
Core Instruction
Voy a jugar al tenis hoy.
I’m going to play tennis today.
Standards: 4.1
Teacher’s Resource Book: Video Script, p. 214;
Video Program: Cap. 4B
Ac
Mis amigas van a ir de cámping mañana.
My friends are going camping tomorrow.
¿Van a jugar conmigo, o no?
Sí, vamos a jugar contigo.
Want more help with
ir + a + infinitive?
Watch the
GramActiva video.
Voy a comer.
tivid
ad
Suggestions: Emphasize that the second
verb is always in the infinitive and that only
the forms of ir change. Play the
GramActiva Video and / or use the transparency as an introduction or to reinforce
your own presentation.
Javier:
Ana:
¿Tú vas a jugar al golf esta tarde?
Are you going to play golf this afternoon?
Resources: Voc. and Gram. Transparency 95;
13
jcd-0498
Escuchar/Escribir
13
Standards: 1.2,
1.3
AUDIO
Script, p. 212; Audio Program: Track 9; Answers on
Transparencies
¡Hola! Soy Rosario. ¿Qué pasa? Tomás y yo vamos a
patinar esta tarde. ¿Te gustaría ir con nosotros? Vamos
a estar en el parque a las cuatro. Hasta luego. (Rosario:
1. al parque; 2. patinar; 3. a las cuatro)
¡Oye! ¿Cómo estás? Soy Pablo. ¿Puedes ir al gimnasio
conmigo? No tengo que trabajar hoy. Muchos
estudiantes van a jugar al vóleibol a las siete. Háblame
por teléfono si puedes ir. (Pablo: 1. al gimnasio; 2. jugar
al vóleibol; 3. a las siete)
1. ¿Adónde quiere ir?
14
Ac
ad
14
Standards: 1.3
ANSWERS
Focus: Writing and saying what people are
going to do
Recycle: Telling time
Answers:
1. Angélica va a trabajar a las tres y media de la tarde.
2. Yo voy a jugar al vóleibol a las cuatro de la tarde.
3. Esteban y un amigo van a jugar al fútbol a las diez
de la mañana.
4. Angélica y el Sr. Ríos van a ir de pesca a las siete de
la mañana.
5. Los señores Ríos van a ir de compras a las siete y
media de la noche.
6. Angélica, Esteban y yo vamos a ir al cine a las ocho
de la noche.
206
3. ¿A qué hora va a ir?
Escribir/Hablar
Este fin de semana vamos a . . .
¿Qué va a hacer la familia Ríos este fin de semana?
Modelos
Esteban /
/ 8:00
1. Angélica /
/ 3:30
2. Yo /
tivid
2. ¿Qué va a hacer?
tivid
ad
Focus: Listening for comprehension
Suggestions: Use the Audio CD or read
the script aloud. Have students listen to
the messages without taking notes the
first time.
Script and Answers:
Rosario and Pablo have left messages on your answering machine telling you
what they are going to do and inviting you to join them. On a sheet of paper,
write their names and, under each one, the numbers 1–3. As you listen to
each message, write down information to answer these three questions:
Ac
tivid
ad
Ac
Escucha y escribe
Esteban va a estudiar a las ocho de la noche.
4. Angélica y el Sr. Ríos /
/ 4:00
3. Esteban y un amigo /
5. Los señores Ríos /
/ 10:00
6. Angélica, Esteban y yo /
/ 7:00
/ 7:30
/ 8:00
206 doscientos seis
Advanced Learners/Pre-AP*
Have students create a mini-journal in
which they tell what they are going to
Pre-AP*
do each day of the week after school.
Have them include the phrases de la mañana,
de la tarde, and de la noche. Suggest that they
include details such as with whom they will do
the activities, where they will go, and why they
plan to do them.
You may want to provide a chart similar to the
one in Actividad 15 to help students organize
information for Actividad 13. Across the top,
use the headings Rosario and Pablo. Down the
side use the headings ¿Adónde?, ¿Qué?, and
¿A qué hora?
Practice and
Communicate
tivid
ad
Ac
15
Escribir/Hablar
¿Qué vas a hacer?
Ac
15
Resources: Teacher’s Resource Book: GramActiva
BLM, p. 221
Focus: Using new vocabulary
Suggestions: Brainstorm a few activities
to aid student recall.
Answers will vary.
Modelos
¿Qué?
¿Cuándo?
¿Con quién?
tocar la guitarra
esta tarde
mis amigos
Standards: 1.1, 1.3
tivid
ad
1 Make a chart like this one to describe five things you’re
going to do, when you’re going to do them, and with whom.
Use the following words to say when you’re going to do
these things: esta tarde, esta noche, mañana, el jueves, el fin
de semana.
2 Ask your partner what his or her plans are.
Ac
16
tivid
Leer/Escribir/Hablar
¿Te gustaría
...
El teléfono celular
Lee el anuncio para el teléfono celular y
contesta las preguntas.
pasar más tie
mpo
1. ¿Por qué es bueno tener un teléfono celular?
ir de compras
?
2. ¿Te gusta hablar por teléfono celular? ¿Con
quién?
ir al cine?
1. ¡Con un teléfono celular puedes hacer planes para
hacerlo todo!
2. Answers will vary.
escribir un m
ensaje?
escuchar mús
ica?
¡Por supuesto!
¡Con un te
Hablar
léfon
hacer planes o celular puedes
para hacerlo
todo!
¿Quieres ir conmigo?
Pretending to use a cell phone, greet a partner
and invite him or her to do something with
you. Your partner can’t go and tells you why.
Modelos
A —Hola, Sara. Soy Rosa. ¿Quieres jugar al
tenis conmigo esta tarde?
B —Lo siento, hoy no puedo. Voy a estudiar
para la clase de inglés.
A —¡Ay! ¡Qué pena!
Más práctica
Practice Workbook, pp. 80–81,
4B-5, 4B-6
● WAV Wbk.: Writing, p. 85
● Guided Practice: Grammar Acts.,
pp. 143–144
● Real. para hispanohablantes,
pp. 154–157
●
For: Ir + a + Infinitive
Web Code: jcd-0413
doscientos siete 207
Capítulo 4B
Standards: 1.1
tivid
ad
17
Answers on Transparencies
Focus: Reading for comprehension and
writing with accuracy
Suggestions: Form groups of students
with varying abilities to interpret the ad.
Discuss the questions as a class.
Answers:
jugar un jueg
o?
tivid
ad
Ac
3. ¿Crees que es bueno o malo usar un teléfono
celular en un restaurante? ¿Por qué?
con tus amig
os?
ANSWERS
Ac
ad
Ac
Mañana voy a tocar la guitarra.
16
Standards: 1.1,
1.2, 1.3
tivid
ad
Modelos
A —¿Qué vas a hacer esta tarde?
B —Esta tarde mis amigos y yo vamos a tocar la guitarra.
17
Focus: Having a telephone conversation
Suggestions: You may want students to
prepare two conversations, so that they
get a chance both to extend and decline
an invitation. Each pair can choose one
conversation to present aloud to the class.
Encourage them to present it without a
script.
Answers will vary.
WAV Wbk.: Audio Act. 7, p. 82
Teacher’s Resource Book: Audio Script, p. 212,
• Audio Program: Track 10
•
Assessment
Teacher-to-Teacher
Have small groups choose a Latin American
country to research. They should find out about
the foods, music, and customs associated with
a particular fiesta in that country, then write an
invitation to the fiesta. They should include
•
what time, where, and what country they will
be representing. You might want to write a
model invitation, either on the board or as a
handout. If possible, plan a day for your fiestas,
complete with comida, música, bailes ¡y más!
•
•
Quiz
Prueba 4B-3: Ir + a + infinitive, p. 109
207
Practice and
Communicate
Gramática
The verb jugar
Gramática
Gramática
Use the verb jugar to talk about playing a
sport or a game. Even though jugar uses the
same endings as the other -ar verbs, it has a
different stem in some forms. For those forms,
the -u- becomes -ue-. This kind of verb is called
a “stem-changing verb.” Here are the presenttense forms:
GRAMMAR
Core Instruction
Standards: 4.1
Resources: Voc. and Gram. Transparencies
93–94; Teacher’s Resource Book: Video Script,
pp. 214–215; Video Program: Cap. 4B
Standards: 1.3
ad
Ac
18
tivid
18
juego
(nosotros)
(nosotras)
jugamos
(tú)
juegas
(vosotros)
(vosotras)
jugáis
Ud.
(él)
(ella)
juega
Uds.
(ellos)
(ellas)
juegan
Many Spanish speakers always use
jugar a and the name of the sport
or game:
• ¿Juegas al vóleibol?
Others do not use the a:
• ¿Juegas vóleibol?
Use the GramActiva
video to help you
learn more about the
verb jugar.
Escribir
¿A qué juegan?
ANSWERS
Focus: Saying what sports people play
Suggestions: Ask students if they
recognize any of the athletes in the
pictures. Point out the También se dice...
to give students additional vocabulary.
Answers:
1. Sergio García juega al golf.
2. Rebecca Lobo y Eduardo Nájera juegan al
básquetbol.
3. Carlos Valderrama juega al fútbol.
4. Sammy Sosa y Edgardo Alfonzo juegan al béisbol.
Common Errors: With stem-changing
verbs, students may overgeneralize and
change all forms.
Extension: For homework, have students
choose five sports. For each sport, ask
them to write a sentence about one or
more athletes who play it.
juego
tivid
ad
Ac
Suggestions: Highlight the difference
between a stem-changing verb, such as
jugar, and a regular -ar verb, such as
hablar, by using a different color chalk or
pen for the stem-changes. Play the
GramActiva Video as an introduction or to
reinforce your own presentation of the
verb jugar.
(yo)
Nota
Modelos
Alex Rodríguez juega al béisbol.
Escribe frases para decir qué deportes practican
estas personas.
Alex Rodríguez
1.
3.
2.
Sergio García
Rebecca Lobo
4.
y
Eduardo Nájera
Carlos Valderrama
5. Y tus amigos y tú, ¿a qué juegan Uds.?
También se dice . . .
el básquetbol = el baloncesto
(muchos países)
el fútbol = el balompié (muchos países)
el vóleibol = el balonvolea (España)
Sammy Sosa
y Edgardo Alfonzo
208 doscientos ocho
Theme Project
Be sure they understand your corrections
and suggestions. (For more information,
see p. 170-a.)
208
Have students prepare an oral presentation on
their favorite sport or athlete. Students
presenting a sport not covered in this chapter
should provide a poster to support their
presentation.
The advertisement in Actividad 20 might
intimidate students because of all the unknown
vocabulary. Help them review the ad for
vocabulary they already know. Then read the ad
with them, emphasizing key words and phrases
that will help students understand the meaning.
Practice and
Communicate
tivid
ad
Ac
19
Dibujar/Escribir/Hablar/GramActiva
Juego
1 On each of two index cards, draw a picture that
represents a sport or game and write muy bien,
bien, or mal to show how well you play that sport
or game. Don’t let your classmates see your cards.
Bellringer Review
Use Transparency 94 to quickly
review sports activities. You may want to
have students say the answers aloud
instead of having to write sentences.
Ac
19
Modelos
A —Enrique, ¿juegas bien al tenis?
B —No, juego muy mal al tenis.
3 Write six sentences about the sports and games the students in your group play.
tivid
ad
Ac
Modelos
Óscar y Nacho juegan muy bien al fútbol. Teresa y yo jugamos bien al golf.
20
Standards: 1.1, 1.3
tivid
ad
2 Get together with five other students. Put all the
cards face down in the center of your group. Choose
a card and try to identify who drew it by asking the
others how well they play what is pictured. Keep
track of what you learn about your classmates.
Leer/Escribir/Hablar
La ciudad deportiva
Focus: Writing and speaking in personalized contexts; using the verb jugar
Suggestions: Note the placement of bien
and muy mal. To keep track of who plays
what, have students take notes as each
person speaks: Ana: tenis/bien. For part 3,
encourage students to vary the subjects,
as in the model, talking about what they
play (yo), what another classmate plays
(él/ella), what other students play
(ellas/ellos), and what they and others
play (nosotros).
Answers will vary.
Lee sobre el sueño (dream) de Iván Zamorano y contesta las preguntas.
1
2. ¿Qué deportes juegan en la Ciudad
Deportiva de Iván?
3. ¿Qué día empieza (begins) la inscripción
para las escuelas? ¿A qué hora?
4. ¿A qué hora empiezan las actividades?
5. ¿Te gustaría ir a la Ciudad Deportiva de
Iván Zamorano? ¿Por qué?
Más práctica
Practice Workbook, p. 82: 4B-7
WAV Wbk.: Writing, p. 86
● Guided Practice: Grammar Acts.,
pp. 145–146
● Real. para hispanohablantes,
pp. 158–159
●
●
Escuelas de Fútbol, Tenis, Hockey
Inicio de Inscripción6: 23 de marzo, a las 8
Inicio de Actividades: 1 de abril, a las 14 horas
For: Jugar
Web Code: jcd-0414
Avenida Pedro Hurtado 2650, Las Condes, Santiago, Chile
Teléfono: 212 2711
dream
city
children
better
3
5
2
4
6
20
Pre-AP*
Focus: Reading for comprehension
Suggestions: Have students scan the ad
for cognates. Read the ad aloud, and then
ask a volunteer to reread it. Have students
work in pairs to answer the questions.
Answers:
1. Quiere una ciudad dedicada al deporte, a la
familia y a los niños. Quiere servicios de calidad
internacional, con profesores de excelencia.
2. fútbol, tenis y hockey
3. el 23 de marzo, a las ocho
4. a las dos de la tarde
doscientos nueve 209
Capítulo 4B
place
Registration
1
Standards: 1.2, 1.3,
3.2
tivid
ad
Quiero una ciudad2 dedicada al deporte, a la familia y los
niños.3 Quiero servicios de calidad internacional, con
profesores de excelencia. En mi sueño, los niños y jóvenes
juegan y practican deportes para ser mejores.4 Este sueño
ya es realidad y quiero compartirlo contigo. El lugar5 para
hacer deporte en familia.
Ac
1. ¿Qué es el sueño de Iván Zamorano?
Mi sueño
Culture Note
Baseball was first introduced to Cuba well over
100 years ago. From there its popularity spread
to other Spanish-speaking countries of the
Caribbean, in particular, the Dominican
Republic. The Dominican Republic has produced
many baseball superstars, including the great
Sammy Sosa, named Most Valuable Player of
1998’s National League. The Dominican
government finances the building and
maintenance of stadiums and local fields and
pays the coaches’ salaries. Baseball is more than
just a sport in the Dominican Republic; it is a
way of life.
WAV Wbk.: Audio Act. 8–9, pp. 82–83
Teacher’s Resource Book: Audio Script, pp. 212–213,
Communicative Activity BLM, pp. 218–219
• Audio Program: Tracks 11–12
•
•
Assessment
•
•
Quiz
Prueba 4B-4: The verb jugar, p. 110
209
Practice and
Communicate
Pronunciación
jcd-0498
The letter d
Pronunciación
AUDIO
Core Instruction
Standards: 4.1
Script, p. 213; Audio Program: Track 13
Suggestions: Read the Pronunciación with
students or use the Audio CD. Model the
two sounds of the letter d: exaggerating
the d sound in doce and the th sound in
cansado. Then have the class repeat. If
possible, record the tongue twister as
students say it. See if students can hear
the difference between the two sounds.
In Spanish, the pronunciation of the letter d
is determined by its location in a word. When
d is at the beginning of a word, or when it
comes after l or n, it sounds similar to the d
in “dog.” Listen, then say these words:
diccionario
domingo
deportes
doce
desayuno
calendario
donde
día
bandera
Try it out! Here is a tongue twister to give
you practice in pronouncing the d, but also
to give you something to think about!
Porque puedo, puedes,
porque puedes, puedo;
Pero si no puedes,
yo tampoco puedo.
When d comes between vowels and after
any consonant except l or n, it sounds
similar to the th of “the.” Listen, then
say these words:
cansado
idea
tarde
ocupado
sábado
ensalada
puedes
partido
atrevido
El español en el mundo del trabajo
Core Instruction
Standards: 5.1
Suggestions: Have students determine
the meaning of the quotation in the
reading and use it as a model to say how
they feel about volunteer work. To help
students answer the questions, brainstorm
different volunteer opportunities on the
board.
Answers will vary.
Extension: If possible, invite a health care
worker to your class to talk about ways in
which knowledge of Spanish is helpful in
his or her job.
There are many
opportunities to use
Spanish in the health
care field—in hospitals,
emergency rooms, and neighborhood clinics. This
young woman volunteers in a California hospital.
Since many of the patients come from Spanish-speaking
homes, she is able to speak with them and their
families in Spanish. “Para mí, trabajar como voluntaria
es una de mis actividades favoritas. Creo que mi
trabajo es importante.”
Una voluntaria en un hospital
• What opportunities are there in your community to
do volunteer work where speaking Spanish is helpful?
210 doscientos diez
Block Schedule
••• •• • • • • • • • • • • •
Have students create a brochure for a
favorite vacation spot. They should include
artwork and text that describes the kinds
of activities available for guests. You may
wish to provide a model, or refer them to
the brochure on p. 211.
210
Students with Special Needs
Have students create a poster for a community
organization that is looking for volunteers who
speak Spanish.
Students may have difficulty hearing the
difference between the two sounds of the letter
d if they are looking at the words. Have them
close their eyes as they listen. Some may have
particular difficulty with the th sound. Consider
writing a small th over the letter d in the relevant words on the board to help students get
used to the sound.
Practice and
Communicate
tivid
ad
Ac
21
Leer/Pensar/Escribir
¡Vamos de cámping!
Ac
tivid
ad
Tourism is an important industry in Spain. Many tourists prefer to go
camping rather than stay in hotels. Read the following brochure about
a campground and then answer the questions.
21
Standards: 1.2,
3.1
ANSWERS
Answers on Transparencies
Golfo de
Vizcaya
este
Asturias
Santiago de
Compostela
sur
Cantabria
Francia
Bilbao
País
Vasco
Galicia
Pamplona
PIR
IN E
O S
Navarra
Río
La Rioja
Eb
ro
Castilla-León
OCÉANO
ATLÁNTICO
Valladolid
Cataluña
Zaragoza
Aragón
España
Portugal
Barcelona
Mar Mediterráneo
Madrid
Menorca
• Castellón
Castilla-La Mancha
Extremadura
Mérida
Mallorca
Valencia
Valencia
Ibiza
Río
Gu
SIER
alqu
ad
RENA
RA MO
ivir
Sevilla
Córdoba
Andalucía
ISL
Alicante
LE
A
R
E
Granada
Málaga
ar
Gibralt
0
Frontera nacional
Capital
Ciudad
100
100
200 millas
200 kilómetros
1. ¿Qué distancia en millas hay entre
Barcelona y el Cámping Playa Tropicana?
2. ¿Qué distancia hay entre Castellón y el
Cámping Playa Tropicana?
2
240 kilómetros al sur de Barcelona
52 kilómetros al norte de Castellón
• Un cámping verdaderamente recomendable
• Siempre algo nuevo
3
Para convertir kilómetros en millas, es
necesario dividir el número de kilómetros
por 1.6.
• La mejor opción para su dinero
Con abundante vegetación y mucha sombra,1
directamente sobre una fabulosa playa. Ideal para
niños. La mejor zona de pesca de la Costa de
Azahar.
miles
2
between
3
Para decir más . . .
shade
1
ad
Ac
200 = doscientos
tivid
22
Entre Barcelona y el Cámping Playa Tropicana hay
150 millas. Entre Castellón y Playa Tropicana hay
32.5 millas.
tivid
Standards: 1.1, 1.3
ad
Alcossebre (Castellón)
Teléfono: 462 41 42 73 Fax: 964 01 55 05
BA
Murcia
0
ho de
Estrec
AS
Ac
norte
oeste
S
Cámping Playa Tropıcana
Focus: Reading comprehension
Suggestions: Before beginning, have
students talk about the title and the
photograph. Ask them to compare what
they see to vacations and camping trips
that they have been on or know about.
Remind students that they will not know
every word. Have them identify some
cognates, such as fabulosa and ideal.
Answers:
22
Focus: Answering questions about sports
Suggestions: After students have written
their answers, have them work with a
partner to ask and answer the questions.
Answers will vary.
Extension: Have students create additional open-ended questions based on
those in Actividad 22. For example, they
can change ir a una fiesta to jugar al
tenis. Encourage them to create original
questions as well.
Escribir/Hablar
Y tú, ¿qué dices?
1. ¿Con quién te gustaría ir a una fiesta?
¿Por qué?
2. ¿Qué prefieres, ir de pesca o ir a un baile?
3. ¿Qué vas a hacer mañana a las ocho de la
noche?
4. ¿Qué vas a hacer este fin de semana?
5. ¿Te gustaría ver un partido de fútbol o ir a
un concierto?
doscientos once 211
Capítulo 4B
Culture Note
Teacher-to-Teacher
Because Spain has a variety of landscapes, there
are many different kinds of sporting activities
available—from fishing, swimming, and
parasailing to hiking, mountain climbing, cave
exploring, and canoeing. In addition to all the
activities, tourists enjoy the wonderful food,
museums, architecture, and climate.
Choose a question from Y tú, ¿qué dices?, or
create a similar one to ask students as they
prepare to start class. If you present them with
a question upon entering, communication can
begin immediately.
Theme Project
Record their presentations on cassette or
videotape for inclusion in their portfolios.
(For more information, see p. 170-a.)
Teacher-to-Teacher
e-amigos: Have students write their
e-amigos to ask three questions about
leisure activities. Have them print out or
e-mail you their questions and responses.
211

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