Portales - PROGRAM SAMPLER

S-25 Contextos 43 43 En la universidad cuarenta y tres Comunicación Horario Read Cristina’s description of her schedule. Then indicate whether the following conclusions are lógico or ilógico , based on what you read. Hoy es lunes. Los lunes y los miércoles hay clase de sociología a las nueve. El profesor Núñez enseña ( teaches ) la clase de sociología. A las once hay clase de biología con la profesora Calderón. Tomo ( I take ) biología los lunes y los jueves. Los miércoles y los jueves tomo matemáticas a las tres. La profesora Salazar enseña la clase de matemáticas. Tomo química los martes y los viernes a la una y media. El profesor Fuentes enseña la clase de química. Lógico Ilógico 1. Cristina es estudiante. 2. Cristina toma ( takes ) dos clases hoy. 3. Cristina toma una clase los lunes a las tres de la tarde. 4. La profesora Calderón enseña la clase de biología los lunes y los jueves. 5. Cristina toma clases los sábados. 6. Cristina toma clases de humanidades. ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ ❍ La semana Write a paragraph about what a typical week looks like for you. Describe your schedule for the week, including classes, times, and professors. El lunes tomo la clase de matemáticas a las nueve con el profesor Smith. A las diez... modelo Nuevos amigos During the first week of class, you meet a new student in the cafeteria. With a partner, prepare a conversation using these cues. Estudiante 1 Estudiante 2 Greet your new acquaintance. Find out about him or her. Ask about your partner’s class schedule. Say nice to meet you and goodbye. Introduce yourself. Tell him or her about yourself. Compare your schedule to your partner’s. Say nice to meet you and goodbye. 8 ✔ ✔ ✔ ✔ ✔ ✔ 9 Answers will vary. 10 Answers will vary. Use el + [ day of the week ] when an activity occurs on a specific day and los + [ day of the week ] when an activity occurs regularly. El lunes tengo un examen. On Monday I have an exam. Los lunes y miércoles tomo biología. On Mondays and Wednesdays I take biology. • • • Except for sábados and domingos , the singular and plural forms for days of the week are the same. ¡ ATENC I ÓN! I CAN meet a new student in school and find out basic information about him/her. 8 Expansion Students may retain the names of the days of the week better if they know their etymology, and how they are related to Roman gods, planets, and religious traditions: Lunes – Luna (Latin for moon) Martes – Marte (Mars, Roman god of war) Miércoles – Mercurio (Mercury, messenger of the Roman gods) Jueves – Júpiter (king of the gods and god of the sky) Viernes – Venus (goddess of beauty and love) Sábado – Shabat (In Hebrew “day of rest”) Domingo – Dominicus (Latin for “day of the Lord”) 9 Teaching Tip Ask students to use the reading text in Actividad 8 as a model to write their own paragraph. 9 Online Class Tip Create and assign a student recording activity where students record a short 1-minute oral presentation based on the information in their paragraph. Successful Language Learning Remind the class that errors are a natural part of language learning. Point out that it is impossible to speak “perfectly” in any language. Emphasize that their spoken and written Spanish will improve if they make the effort to practice. 10 Teaching Tip To simplify, quickly review the basic greet- ings, courtesy expressions, and introductions taught in Lección 1, Contextos , pages 2–3. 10 Expansion Ask volunteers to introduce their new acquaintances to the class and present any new information they learned about their partners. 10 Partner Chat Available online. TEACHING OPTIONS Groups Have students do Actividad 10 in groups, imagin- ing that they meet several new students in the cafeteria. Have the groups present this activity as a skit for the class. Give the groups time to prepare and rehearse, and tell them that they will be presenting it without a script or any other kind of notes. Game Point out the modelo in Actividad 8 . Have students write a few simple sentences that describe their own course schedules. Ex: Tomo dos clases. Los lunes, miércoles y viernes, de 10 a 11, tomo español con la profesora Morales. Los martes y jueves, de 2:30 a 4, tomo arte con el profesor Casas. Then collect the descriptions, shuffle them, and read them aloud. The class should guess who wrote each description. IM- 9 Video Virtual Chats Students participate in simulated conversations by responding to questions delivered by video recordings of native speakers. Students benefit from non-verbal as well as articulatory cues—essential for production and pronunciation. Video Virtual Chats allow students to practice their conversation skills without the need for a live partner. Comunicación provides scaffolded activities built around the three modes of communication: Interpretive communication activities target students’ reading or listening comprehension skills. Interpersonal communication activities provide students with opportunities to carry out language functions in simulated real-life contexts or engage in real-time communication with others. Presentational communication activities require students to produce either a written or an oral presentation in Spanish. Contextos l i r i c re t tres r ri ead ristina’s description of her schedule. Then indicate hether the fol o ing conclusions are ló ico or iló ico , based on hat you read. oy es lunes. Los lunes y los iércoles hay clase de sociología a las nueve. El profesor úñez enseña ( teaches ) la clase de sociología. A las once hay clase de biología con la profesora alderón. To o ( I take ) biología los lunes y los jueves. Los iércoles y los jueves to o ate áticas a las tres. La profesora alazar enseña la clase de ate áticas. To o química los artes y los viernes a la una y edia. El profesor Fuentes enseña la clase de química. Lógico Ilógico . risti es est i te. . risti t ( t es ) s cl ses . . risti t cl se l s l es l s tres e l t r e. . r fes r l er e se l cl se e i l í l s l es l s j e es. . risti t cl ses l s s s. . risti t cl ses e i es. ❍ ❍ ❍ ❍ ❍ rite a paragraph about hat a typical e k lo ks like for you. escribe your schedule for the e k, including clas es, times, and profes ors. l lu e t la cla e de m te tic a la nueve c el pr fe r S it . A la diez. odelo i uring the first e k of clas , you e t a ne student in the cafeteria. With a partner, prepare a conversation using these cues. t i t t i t re t r e c i t ce. i t t i r er. s t r rt er’s cl s sc e le. ice t e t e. I tr ce rself. el i r er t rself. re r sc e le t r rt er’s. ice t e t e. ✔ ✔ ✔ ✔ ✔ ns ers wil vary. ns ers wil vary. Use el + [ day of the e k ] when an activity oc urs on a specific day and los + [ day of the we k ] hen an activity oc urs regularly. El lunes tengo un exa en. On Monday I have an exa . Los lunes y miércoles to o biología. On Mondays and ednesdays I take biology. • • • Except for sábados and do ingos , the singular and plural for s for days of the we k are the sa e. ¡ TE I ! I me t a ne student in scho l and find out basic infor ation about him/her. 8 si t ts y r t in t s f t ys f t w k b t r if t y k t ir ty lo y, t y r r lat t s, la ts, a r ligio s tr itio s: Lunes Luna (L tin f r ) artes arte ( rs, f r) iércoles ercurio ( r ry, s r f t s) Jueves Júpiter (kin f t s f t sky) iernes enus ( s f ty lov ) ábado habat (I r “ y f r st”) o ingo o inicus (L tin f r “ y f t L r ”) 9 i i sk st ts t s t r in t xt in ctividad 8 as l t rit t ir r r . 9 li l s i r t as ig a st t r r in tivity w r st ts r r a s rt 1- in t or l pr s t tio s o t inf r tio in t ir r r . s f l L L r i in t las t t r rs r t r l rt f la le r in . int t t t it is im s ible t s k “ rf tly” in y la . siz t t t ir s k rit is il im r v if t y k t f rt t r tic . 10 i i sim lify, ickly r vie t sic r t- in s, rt sy x r s io s, intr tio s t t in Lec ión 1, Contextos , s 2 3. 10 si sk v lu t rs t intr t ir int s t t las r s t y inf r tio t y le r t t ir rt rs. 10 rt r t v ila le lin . TE I TI roups Have students do Actividad 10 in groups, imagin- ing that they me t several ne students in the cafeteria. Have the groups present this activity as a skit for the clas . Give the groups time to prepare and rehearse, and tel the that they wil be presenting it without a script or any other kind of notes. a e Point out the modelo in Actividad 8 . Have students rite a fe simple sentences that describe their o n course schedules. Ex: To o dos clases. Los lunes, miércoles y viernes, de 10 a 1 , to o español con la profesora Morales. Los martes y jueves, de 2:30 a 4, to o arte con el profesor Casas. Then col ect the descriptions, shuf le the , and read the aloud. The clas should gues who wrote each description. I 29 S-25