Portales - PROGRAM SAMPLER

S-29 Section Goal In Pronunciación , students will be introduced to Spanish vowels and how they are pronounced. Teaching Tips • Point out that the drawings above the vowels on this page indicate the approximate position of the mouth as the vowels are pronounced. • Model the pronunciation of each vowel and have students pay attention to the shape of your mouth. Have them repeat the vowel after you. Then go through the example words. • To practice pure vowel sounds, teach students this chant: A-E-I-O-U, ¡el burro sabe más que tú! • Pronounce a few of the example words and have students spell them with their books closed. Online Class Tip Create and assign a partner chat activity where students complete the Práctica activity together. Ask the students to observe each other's mouth position and provide feedback to one another about correct pronunciation. Encourage students to play back their partner chat recording for self-assessment purposes and re-record if needed to correct any mistakes. Pronunciación 47 TEACHING OPTIONS Extra Practice Provide additional names of places in Spain. Have students spell each name aloud in Spanish, then ask them to pronounce each one. Avoid names that contain diphthongs. Ex: Sevilla, Salamanca, Santander, Albacete, Gerona, Lugo, Badajoz, Tarragona, Logroño, Valladolid, Orense, Pamplona, Ibiza. Small Groups Have the class turn to the Fotonovela, pages 44–45, and work in groups of four to read all or part of the Fotonovela aloud, focusing on the correct pronunciation of the vowels. Circulate among the groups and, as needed, model the correct pronunciation and intonation of words and phrases. En la universidad cuarenta y siete 47 1 Easier said than done. 2 To each his own. Pronunciación Spanish vowels a e i o u Spanish vowels are never silent; they are always pronounced in a short, crisp way without the glide sounds used in English. Álex clase nada encantada The letter a is pronounced like the a in father , but shorter. el ene mesa elefante The letter e is pronounced like the e in they , but shorter. Inés chica tiza señorita The letter i sounds like the ee in beet , but shorter. hola con libro don Francisco The letter o is pronounced like the o in tone , but shorter. uno regular saludos gusto The letter u sounds like the oo in room , but shorter. Práctica Practice the vowels by saying the names of these places in Spain. 1. Madrid 2. Alicante 3. Tenerife 4. Toledo 5. Barcelona 6. Granada 7. Burgos 8. La Coruña Oraciones Read the sentences aloud, focusing on the vowels. 1. Hola. Me llamo Ramiro Morgado. 2. Estudio arte en la Universidad de Salamanca. 3. Tomo también literatura y contabilidad. 4. Ay, tengo clase en cinco minutos. ¡Nos vemos! Refranes Practice the vowels by reading these sayings aloud. Cada loco con su tema. 2 Del dicho al hecho hay un gran trecho. 1 Although hay and ay are pronounced identically, they do not have the same meaning. As you learned in Lección 1, hay is a verb form that means there is/are . Hay veinte libros . ( There are twenty books. ) ¡Ay! is an exclamation expressing pain, shock, or affliction: Oh!; Oh, dear! AYUDA Pronunciación and Ortografía IM-33 Pronunciación explains the sounds and pronunciation of Spanish in Lessons 1–9. Through continued study of the alphabet sounds, students can learn to pronounce any word in Spanish, even if they haven't seen it previously. This facilitates their ability to learn new vocabulary, as well as to speak more confidently with Spanish speakers. Ortografía focuses on topics related to Spanish spelling in Lessons 10–18. By reinforcing specific spelling rules in Spanish, students can learn to communicate more confidently in writing. Teaching Tips provide suggestions for presenting the material. Teaching Options provide you with in-class activity ideas for extra practice and small group work. For Pronunciación , proverbs or riddles provide further examples of the topic covered. Pronunciation Tutorials require students to engage with the material via interactive quick checks throughout each tutorial. Interactive feedback via embedded Speech Recognition gives students an opportunity to reflect on their language patterns and increases their awareness of pronunciation through low-stakes production practice. The more feedback that students receive on their pronunciation outside of class, the more confident they are speaking during class. ti l I ronunciación , st ts il intr t is v ls t y r r . i i s • int o t t t t dr in s v t v ls o t is p in ic t t a r xim t sitio of t m t as t v ls ar pr . • l t pr iatio of v l a h v st ts y at tio t t s of y r m t . H v t r t t v l aft r y . T g t r t ex le w r s. • r tic r v l s s, t st ts t is t: -E-I- - , ¡el bur o sabe más que tú! • r f f t x le r s v st ts s l t it t ir ks los . li l ss i r t s ig rt r t tivity r st ts let t ráctica tivity t t r. sk t st ts t s rv t r's t sitio r vid f k t t r t r t r iatio . r st ts t lay k t ir rt r t r r in f r s lf- s s t r s s r -r r if t r t y ist k s. Pronunciación TE I TI Extra Practice rovide ad itional na es of places in Spain. ave students spel each na e aloud in Spanish, then ask the to pronounce each one. Avoid na es that contain diphthongs. Ex: Sevil a, Sala anca, Santander, Albacete, Gerona, Lugo, adajoz, Tar agona, Logroño, Val adolid, Orense, Pa plona, Ibiza. al Groups ave the clas turn to the Fotonovela, pages 4 –45, and work in groups of four to read al or part of the Fotonovela aloud, focusing on the cor ect pronunciation of the vo els. Circulate a ong the groups and, as ne ded, model the cor ect pronunciation and intonation of words and phrases. l i r i c re t siete 1 Easier said than done. 2 To each his own. i l Spanish vo els are never silent; they are always pronounced in a short, crisp way without the glide sounds used in English. l l The let er a is pronounced like the a in father , but shorter. l l The let er e is pronounced like the e in they , but shorter. I i i i The let er i sounds like the e in be t , but shorter. l li i The let er o is pronounced like the o in tone , but shorter. l l The let er u sounds like the o in ro , but shorter. r ctic r ctic t ls s i t s f t s l c s i i . . ri . lic t . rif . l . rc l . r . r s . r r ci s t s t c s l , f c si t ls. . l . l ir r . . st i rt l i rsi l c . . t i lit r t r c t ili . . , t cl s ci c i t s. ¡ s s! fr s r ctic t ls r i t s s i s l . a a l c c t a. 2 l ic al c a ra tr c . 1 Although hay and ay are pronounced identical y, they do not have the sa e eaning. As you learned in Lec ión 1, hay is a verb for that eans there is/are . Hay veinte libros . ( There are twenty bo ks. ) ¡Ay! is an excla ation expres ing pain, shock, or af liction: Oh!; Oh, dear! I 3 S-29