2005 Sp Ult Year 1.book
Transcripción
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.