Portales - PROGRAM SAMPLER

Estructura Estructura presents Spanish grammar as a tool for clear and effective communication, with contextualized examples and scaffolded activities that build confidence and fluency. Ante todo helps students ease into grammar with definitions of grammatical terms, comparisons to English grammar, and reminders of previously learned Spanish grammar. Teaching Tips provide extensive suggestions on how to clarify the grammar point for enhanced student comprehension and engage students with the material in class. ¡Inténtalo! is a brief activity that practices the grammar forms that have just been presented. It is a quick way to check student comprehension. Online Class Tips offer suggestions for how to present and practice grammar in the online learning environment. Estructura Explore features carefully designed charts and diagrams that call out key grammatical structures and forms, as well as additional active vocabulary. Audio and point-of-use photos from the Vocabulary Tutorials provide additional context. See Implementation Guides for additional instructional support Section Goals In Estructura 2.2 , students will be introduced to: • forming questions in Spanish • rising and falling intonation in questions and statements • tag questions • interrogative words KEY STANDARDS Communication Interpersonal Communication (Activity 5, 6, Teaching options); Interpretive Communication (Activity 4); Presentational Communication (Activity 7, Teaching options) Teaching Tips • Review questions such as: ¿Cómo te llamas? ¿Qué clases tomas? Ask volunteers to suggest others. • Model the pronunciation and intonation of the various types of questions in the photo captions and example statements and questions. Point out that these types of questions signal a yes/no response. • Explain that a more common way to form questions in Spanish is to invert the subject and verb. • Emphasize that ¿no? can only be used when the first part of the sentence does not include a negative statement. Tell students to use ¿verdad? after a negative statement. • Point out that the inverted question mark does not necessarily appear at the beginning of the sentence. Estructura 55 TEACHING OPTIONS TPR To add a listening aspect to this grammar presentation, read aloud a series of statements and questions, including tag questions. Have students raise their right hand when they hear a statement and their left hand when they hear a question. Extra Practice Introduce ten statements. Ask students to convert the statements into questions by inverting the subject and the verb. Students can work in pairs to write their questions. When they have finished, ask volunteers to share their questions with the class. Model rising intonation and inverting subject/verb order in the questions. Have the class repeat the questions after you. Extra Practice Using the same ten statements from the previous activity, ask students to say them aloud using tag questions. Be sure to include a few negative sentences so that students will have to use ¿verdad? as a tag question. 55 cincuenta y cinco Forming questions in Spanish ANTETODO There are three basic ways to ask questions in Spanish. Can you guess what they are by looking at the photos and photo captions on this page? ¿Caminan a la universidad? A la Facultad de Bellas Artes, ¿no?  One way to form a question is to raise the pitch of your voice at the end of a declarative sentence. When writing any question in Spanish, be sure to use an upside-down question mark ( ¿ ) at the beginning and a regular question mark ( ? ) at the end of the sentence. Statement Question Ustedes trabajan los sábados. ¿Ustedes trabajan los sábados? You work on Saturdays. Do you work on Saturdays? Carlota busca un mapa. ¿Carlota busca un mapa? Carlota is looking for a map. Is Carlota looking for a map?  You can also form a question by inverting the order of the subject and the verb of a declarative statement. The subject may even be placed at the end of the sentence. Statement Question SUBJECT VERB VERB SUBJECT Ustedes trabajan los sábados. You work on Saturdays. ¿ Trabajan ustedes los sábados? Do you work on Saturdays? SUBJECT VERB VERB SUBJECT Carlota regresa a las seis. Carlota returns at six. ¿ Regresa a las seis Carlota ? Does Carlota return at six?  Questions can also be formed by adding the tags ¿no? or ¿verdad? at the end of a statement. Statement Question Ustedes trabajan los sábados. You work on Saturdays. Ustedes trabajan los sábados, ¿no? You work on Saturdays, don’t you? Carlota regresa a las seis. Carlota returns at six. Carlota regresa a las seis, ¿verdad? Carlota returns at six, right? 2.2 With a partner, take turns saying out loud the example statements and questions on this page. Your pitch indicates whether you are making a statement or asking a question. Then take turns making up statements of your own and turning them into questions, using all three methods. AYUDA Communicative Goal: Ask questions about student life IM-36 ti l I Estructura 2.2 , st ts il intr t : • f r in stio s in is • risin f l in int tio in stio s st t ts • t stio s • int r tiv r s E ST o unication I t r rs l ic tio ( tivity 5, 6, in tio s); I t r r tiv ic tio ( tivity 4); r s t tio l ic tio ( tivity 7, in tio s) i i s • vie stio s s s: ¿ ó o te l a as? ¿ ué clases to as? Ask v lu t rs t s st t rs. • l t r iatio int tio f t v rio s ty s f stio s in t t tio s x le st t ts stio s. int t t t t s ty s f stio s sig l y s/ r s s . • x lain t t r y t f r stio s in is is t inv rt t s je t v r . • siz t t ¿no? c o ly us w t first p rt f t s t d s n t in lu a n tiv st t t. l st ts t us ¿verdad? ft r a n tiv st t t. • int t t t t inv rt stio rk s t s rily r t t in in f t s t . Estructura TE I TI T To ad a listening aspect to this gra ar presentation, read aloud a series of state ents and questions, including tag questions. Have students raise their right hand when they hear a state ent and their left hand when they hear a question. Extra Practice Introduce ten state ents. Ask students to convert the state ents into questions by inverting the subject and the verb. tudents can work in pairs to write their questions. When they have finished, ask volunte rs to share their questions with the clas . Model rising intonation and inverting subject/verb order in the questions. Have the clas repeat the questions after you. Extra Practice sing the sa e ten state ents fro the previous activity, ask students to say the aloud using tag questions. Be sure to include a fe negative sentences so that students wil have to use ¿verdad? as a tag question. ci c e t ci c T T ere re t re sic s t s esti s i is . es t t e re l i t t e t s t c ti s t is e? ¿ a ina a la iversida ? la Fac lta de el as Artes, ¿ ? e t f r esti is t r ise t e itc f r ice t t e e f ecl r ti e se te ce. e riti esti i is , e s re t se si e- esti r ( ) t t e e i i re l r esti r ( ) t t e e f t e se te ce. t t t ti st s tr j l s s s. ¿ st s tr j l s s s? r Sat r ays. y r Sat r ays? rl t sc . ¿ rl t sc ? arl ta is l i g f r a a . Is arl ta l i g f r a a ? c ls f r esti i erti t e r er f t e s ject t e er f ecl r ti e st te e t. e s ject e e e l ce t t e e f t e se te ce. t t t ti SUBJECT VERB VERB SUBJECT t tr j l s s s. r Sat r ays. ¿ r j t l s s s? y r Sat r ays? SUBJECT VERB VERB SUBJECT rl t r r l s s is. arl ta ret r s at si . ¿ r l s s is rl t ? es arl ta ret r at si ? esti s c ls e f r e i t e t s r r t t e e f st te e t. t t t ti st s tr j l s s s. r Sat r ays. st s tr j l s s s, r Sat r ays, ’t y ? rl t r r s l s s is. arl ta ret r s at si . rl t r r s l s s is, r arl ta ret r s at si , rig t? ith a partner, take turns saying out loud the exa ple state ents and questions on this page. Your pitch indicates whether you are making a state ent or asking a question. Then take turns making up state ents of your o n and turning the into questions, using al thre methods. i ti l: s stio s t st t lif S-32