Portales - PROGRAM SAMPLER

S-27 JUANJO: Valentina. Buenos días. VALENTINA: Hola. JUANJO: ¿Caminan a la universidad? MANUEL: ¡No! VALENTINA: Sí. ¿Caminas con nosotros? JUANJO: ¡Por supuesto! 3 PROFESOR: Gracias por la presentación, Jaime. ¡Buenos días, Sara! SARA: Buenos días, profesor. PROFESOR: ¡Llegas treinta y cinco minutos tarde! ¿Estás lista para la presentación? SARA: Sí, claro. PROFESOR: Adelante. SARA: El tema de mi presentación es: ¿Cómo afecta el cambio climático a la geografía? 6 TEACHING OPTIONS Fotonovela 45 En la clase 45 cuarenta y cinco Expresiones útiles adelante go ahead las bellas artes fine arts la cama bed el cambio climático climate change el casco helmet el dibujo drawing la energía eólica wind energy la facultad department/school of a university listo/a ready tarde late todavía still La Escuela Secundaria Obligatoria (ESO) The Spanish education system features a level called Escuela Secundaria Obligatoria ( ESO ) , which spans four years and includes students aged 12 to 16. Once students complete this level, they can go on to Bachillerato .This level, which includes two years of additional study, is not compulsory and is meant to provide students with the opportunity to specialize in one of four areas of their choice: arts, science and technology, humanities, and social sciences. In 2019, the school with the highest ranking in Spain was Colegio Meres, a private institution located in Asturias—an autonomous community in north-west Spain. What, if any, areas of specialization can students in your school choose? PERSONAJES MANUEL SARA VALENTINA JUANJO PROFESOR DANIEL JAIME JUANJO: Vale tina. Buenos días. VALE TINA: Hola. JUANJO: ¿Caminan a la universidad? MANUEL: ¡No! VALE TINA: Sí. ¿Caminas con nos tros? JUANJO: ¡Por s puesto! 3 PROFESOR: Gracias por la presentación, Jaime. ¡Buenos días, Sara! SARA: Buenos días, profesor. PROFESOR: ¡Llegas treinta y inco minutos tarde! ¿E tás list para la presentación? SARA: Sí, claro. PROFESOR: Adelante. SARA: El tema de mi presentación es: ¿Cómo afecta el cambio climático a la eografía? 6 Pairs Pause the video at the scene when Manuel looks at his class schedule on the blackboard. Explain that Siglo de Oro is a period of great productivity in art and literature, in the16 th and 17 th centuries. One student picks a course that Manuel takes and says: Manuel toma historia . The other student comments: Me gusta/No me gusta la historia . Extra Practice Ask pairs to write five true/false statements based on the ¡¿Te gustan los lunes?! captions. Then have them exchange papers with another pair, who will complete the activity and correct the false statements. Ask volunteers to read a few statements for the class, and have students answer and point out the caption that contains the information. Also, you can use the Forums tool to have students share their true/false statements about this episode. Notas culturales • In Spain, people can get a moped license at age fourteen (50cc and under) or sixteen (80cc and over). • For additional cultural comparison, tell students that the Spanish education system is divided into six levels: Educación Infantil (ages 0-6); Educación Primaria (ages 6-12); Educación Secundaria Obligatoria–ESO (ages 12-16); Bachillerato ; and Universidad . Schools in Spain can be públicas , privadas or concertadas (private schools that may receive public funds). • The territory of Spain is divided into 17 political regions called comunidades autónomas . Teaching Tips • Preview the grammatical structures taught in this lesson. Identify forms of the verbs caminar , buscar , tomar , necesitar , llegar , and estar in the captions. Point out the questions and interrogative words. Tell students that they will learn more about these concepts in Estructura . Point out that gusta is used when what is liked is singular, and gustan is used when what is liked is plural. A detailed discussion of the gustar construction (see Estructura 2.1 ) is unnecessary here. Emphasize the me/te gusta(n) forms, as these are the only ones that will appear on tests until Lección 7 . • If students have started lists of words from the Fotonovela that are useful for conversations, they may want to add por supuesto and claro , which both mean of course . • Have the class read through the entire Fotonovela , with volunteers playing the roles of Manuel , Sara , Valentina , Juanjo , Jaime , the profesor , and Daniel . IM-31 Personajes show the main characters who appear in the episode so that students can easily refer back to them when talking about the episode. Expresiones útiles highlight new words and expressions from the video. Lists are organized by language function, demonstrating their real, practical use. Notas culturales feature highlights some aspect of culture from the video. Using Fotonovela for grammar instruction • Play parts of the episode that demonstrate the grammar point you are teaching. • Show selected scenes that review known grammar topics and ask students to identify them. • After completing the Estructura section, have students watch the corresponding Resumen section of the Fotonovela in its entirety for additional review. Instructional Resources Videoscripts, or the written script of what people are saying on-screen, can be used to support comprehension or to work with listening. Consider sharing English translations with students after they have studied the complete Fotonovela, especially for students who may be curious about material not highlighted in the activity sequence. Incorporate the Optional Testing Sections into a lesson test, or use them as additional practice. J NJ : Valentina. Bue s días. V LENTINA: Hola. J NJ : ¿Caminan a la universidad? NUEL: ¡No! V LENTINA: Sí. ¿Caminas con nosotr s? J NJ : ¡Por s puesto! PR FESOR: Gracias por la presentación, Jaime. ¡ e s días, Sara! S RA: Bue s días, profesor. PR FESOR: ¡Llegas treinta y cinco min tos tarde! ¿ stás lista para la presentación? S RA: Sí, claro. PR FESOR: Adelante. S RA: El tema de mi presentación es: ¿Cómo afecta el ca bio climático a la geo rafía? TE I TI Fotonovela l l c re t ci c r i til l t l s l s rt s fi rts l c l c i cli tic cli t c l c sc l t l i j r i l r í lic i r l f c lt rt t/sc l f i rsit list / r t r l t t í stil l ri li t ri ( ) is c tio s st f t r s le l c l e sc la c ria lig t ria ( ) , ic s s f r rs inclu s st ts t . c st ts c let t is le l, t c t c il er t .T is le l, ic inclu s t rs f itio l st , is t c ls r is t t r id st ts it t rt it t s cializ in f f r r s f t ir c ic : rts, scie c t c lo , ities, s cial scie c s. In , t sc l it t ig st r kin in in s le io r s, ri t instit tio loc t in Ast rias t s c it in rt - st in. t, if , r s f s cializ tio c st ts in r sc l c s ? PERS JES A UEL SARA VALE TINA JUA JO PROFESOR DA IEL JAIME JUA JO: Vale tina. B enos días. VALE TINA: Hola. JUA JO: ¿Cami n la universi a ? MANUEL: ¡N ! VALE TINA: Sí. ¿Caminas con n s tr s? JUA JO: ¡Por s puest ! PROFESOR: Gr cias por la presentación, Jaime. ¡B enos días, S ra! S RA: B enos días, profes r. PROFESOR: ¡Llegas treinta y inc minutos tarde! ¿E tá list p r la presentació ? S RA: Sí, clar . PROFESOR: Adelante. S RA: El tema de mi presentación es: ¿Cómo afecta el cambio climático la geogr fía? airs ause the video at the scene when Manuel lo ks at his clas schedule on the blackboard. Explain that Siglo de Oro is a period of great productivity in art and literature, in the16 th and 17 th centuries. One student picks a course that Manuel takes and says: Manuel to a historia . The other student co ents: e gusta/ o me gusta la historia . Extra Practice sk pairs to write five true/false state ents based on the ¡¿Te gustan los lunes?! captions. Then have the exchange papers with another pair, who wil co plete the activity and cor ect the false state ents. Ask volunte rs to read a fe state ents for the clas , and have students ans er and point out the caption that contains the infor ation. Also, you can use the Foru s to l to have students share their true/false state ents about this episode. t s lt r l s • I in, le t lic s t f rt (50 r) r sixt (80 v r). • F r a itio l c lt r l ris , t l st ts t t t S is e tio syst is divid int six lev ls: Educación Infantil ( s 0-6); Educación Pri aria ( s 6-12); Educación Secundaria bligatoria–E ( s 12-16); achil erato ; a Universidad . ls in in públicas , privadas r concertadas ( riv t s ls t t m y r iv p lic f s). • t r it ry f in is ivid int 17 litic l r io s l e co unidades autóno as . i i s • r vie t gr tic l str t r s t t in t is les . I tify f r s of t v r s ca inar , buscar , to ar , necesitar , l egar , a estar in t c tio s. P int o t t stio s a int r tiv r s. T l st ts t t t y il le r m r a t t s ts in Estructura . P int t t t gusta is us w t is lik is sin lar, a gustan is us w w t is lik is plur l. A d t ile is s io of t gustar str tio (s Estructura 2.1 ) is u s ry h r . siz t me/te gusta(n) f r s, as t s ar t o ly s t t wil a r o t sts til Lec ión 7 . • If st ts h v st rt lists of w r s fr t Fotonovela t t ar us f l f r v rs tio s, t y m y w t t a por supuesto a claro , ic b t m of c rs . • v t las r t r t tir Fotonovela , it v lu t rs layin t r les f anuel , ara , alentina , Juanjo , Jai e , t profesor , aniel . I 1 S-27