18 dieciochoTema 1 • Tu día escolar

A primera vistaVocabulario y gramática en contexto

Objectives

Read, listen to, and understandinformation about

• school activities

• school rules

• items you need for class

“ ¡Hola! Me llamo Miguel. En mi escuela siempre estamos muy ocupados. Vamos a ver lo que hacemos en las clases .”

Victoria repite las palabrasnuevas para aprender dememoria el vocabulario.

La profesora le explica a Elena cómo usar la computadora.

Marcos escribe un informe sobrela música latinoamericana.

Estos estudiantes hacenun proyecto de arte.

Estos estudiantes discuten la tarea

en el laboratorio.

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sacar una buena nota

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Language Input

Advanced LearnersGive students different classroom scenarios,such as taking tests, working in groups, ordoing projects. Have them create a list of rulesfor each scenario, and post them in theclassroom.

Multiple IntelligencesBodily/Kinesthetic: Ask students to work ingroups and pantomime the new words that arepresented on pp. 18–19. Have them take turnsacting out the vocabulary while the others inthe group try to guess the word.

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Additional Resources• Audio Program: Canciones CD, Disc 22

Vocabulario y gramática Core Instruction

Resources: Teacher’s Resource Book: Input Script,p. 24, Clip Art, pp. 36–38, Audio Script, p. 25; Voc. andGram. Transparencies 27–28; Audio Program: Tracks 1–2Focus: Presenting vocabulary related to schoolactivities, classroom items, and school rulesSuggestions: The A primera vista presentsnew vocabulary in context and provides lexicalexamples of the grammar structures that willbe explained in the chapter. The first twopages present vocabulary in visual andcommunicative context. The next two pagespresent vocabulary in the context of theVideohistoria reading.Present this vocabulary in two groups:classroom tasks and items used to completethem, and classroom rules. Use the InputScript from the Teacher’s Resource Book orthe story from the TPR Stories Book to presentthe new vocabulary and grammar. To practice new expressions, make enlargedphotocopies of the images on this page, oruse the Transparencies. Hold up or point toeach picture as you ask students limited-response questions: for example, ¿Laprofesora le explica a la estudiante cómo usarel laboratorio?Write the rules from p. 19 on a large piece ofposter board. Using non-verbal cues, pretendto break some of the rules. After each oneyou “break,” have a volunteer come to thefront of the room and point to the appropriaterule. Have students decide which rules applyto your classroom. Cut them out and displaythem on a bulletin board.Variation: Prohíbe may be written with orwithout an accent mark. The written accentmark on this and a number of other wordswas authorized by the Real AcademiaEspañola in 1952 to reflect contemporarypronounciation.

VOCABULARY

Bellringer ReviewWrite these letters on the board and

ask the students to unscramble them tocreate Spanish words for class items:ihomcla; alclacurado; arcepat; lfrabogoí;roilb; lizáp(Answers: mochila, calculadora, carpeta,bolígrafo, libro, lápiz)

Standards: 1.2

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La profesora de español de la Escuela Benito Juárezprepara un cartel con las reglas de la escuela.¿Cuáles son las reglas?

diecinueveCapítulo 1A

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Hay que pedir ayudasi no entiendes.

Hay que estar en elasiento cuando laclase empieza.

Se prohíbe almorzaren la sala de clases.

Hay que entregar latarea a tiempo.

hacer una pregunta

contestar

Hay que . . .

Se prohíbe . . .Se prohíbe ir al armario durante las clases.

Hay que llevar el carnet de identidad.

Más vocabulario alguien someone, somebody

ningún, ninguno, -a no, none

prestar atención to pay attention

respetar to respect

la cinta adhesiva

las tijeras

la grapadora

Hay que traer losmateriales a clase.

Hay que . . .

Se prohíbe . . .

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¿Qué hacen en la escuela?Escucha lo que estos estudiantes hacen en laescuela y señala el dibujo apropiado.

¿Qué reglas tienes?Escucha estas seis reglas. Si tienes la mismaregla en tu clase de español, levanta una mano.Si no tienes la regla, levanta las dos manos.

● Practice Workbook, pp. 7–8: 1A-1, 1A-2● WAV Wbk.: Writing, p. 12● Guided Practice: Vocab. Flash Cards,

pp. 17–22● Real. para hispanohablantes, p. 12

Más práctica

For: Vocab. PracticeWeb Code: jdd-0102

Language Input

Culture NoteMany schools in Latin America do not havelockers. As a result, many students use bookbags or backpacks to carry their books andpersonal items with them throughout the day.

Teacher-to-TeacherPlay a game of “Las reglas tontas.” Havestudents use hay que or se prohíbe plus aninfinitive, as in the example sentences, to makeup a list of five silly classroom rules. Provide anexample such as Hay que traer a tu perro a laclase cada día. Have students vote on the silliest list.

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Resources: Teacher’s Resource Book: AudioScript, p. 25; Audio Program: Track 3; Answers onTransparenciesFocus: Listening comprehension aboutschool-related activitiesSuggestions: Throughout the program,you may choose to use the Audio CD or toread scripts yourself. You may wish to havestudents listen once and then again,stopping after each sentence. Pause tomonitor that students are pointing to thecorrect picture. : 1. Tengo que escribir un informe esta noche. (boy

typing on the computer)2. Los estudiantes van a discutir la tarea.

(students talking in laboratory)3. Ellos hacen un proyecto de arte.

(students doing an art project)4. Yo siempre repito las palabras muchas veces. (girl

repeating words)5. La profesora explica el programa.

(teacher helping student at the computer)

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Resources: Teacher’s Resource Book: AudioScript, p. 25; Audio Program: Track 4; Answers onTransparencies Focus: Listening comprehension aboutclassroom rulesSuggestions: Ask students to make a listof the rules in their own class. Have themrefer to the list as you play the Audio CDor read the script.

1. Hay que llevar el carnet de identidad.2. Hay que traer la grapadora a la clase de español.3. Hay que estar en el asiento cuando la clase

empieza.4. Hay que ir al armario durante las clases.5. Hay que entregar la tarea a tiempo.6. Hay que aprender el vocabulario de memoria.

Answers will vary.Extension: Have students identifyadditional rules in your class that are notmentioned in the activity.

Enrich Your TeachingResources for All Teachers

A U D I O

Script and Answers:

A U D I O

Script:

AssessmentQuiz on PresEXPRESS•

Standards: 1.2

Standards: 1.2

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20 veinteTema 1 • Tu día escolar

Esteban: Bienvenidos a laclase de historia. Algunosde Uds. me conocen comoEsteban. Pero hoy soy elprofesor.Pedro: Esteban piensa quees el profesor. ¡Qué divertido!

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La clase de EstebanEstrategiaMaking inferencesAs you read the story, think aboutwhy such strange things arehappening to Esteban.

• Why is Esteban acting like theteacher?

• Why is his mother in the class?

¿Qué pasa con Esteban elprimer día de clases? Leela historia.

Esteban: ¡No! ¡Se prohíbe iral armario durante la clase!Nadie tiene el libro. Es elprimer día de clases.

Esteban: Mamá, ¿por quéestás aquí en la clase?Mamá: No tengo idea. ¿Yqué vas a enseñar hoy?

Mamá: ¿Por qué noempiezas?Esteban: Es la clase dehistoria. Pienso dar undiscurso sobre algunos delos presidentes de losEstados Unidos . . . Elprimer presidente fueGeorge Washington . . .

Pedro

Mamá

Esteban

Lisa

Angélica

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Language Input

Advanced LearnersHave volunteers pretend to be teachers of theirfavorite subject. Ask them to prepare a fewshort sentences about what they teach andwhat their classroom rules are. Have studentsact as though they were the teacher while youpretend to be a student.

Students with Learning DifficultiesIf students have difficulty with inferentialreasoning, ask them questions about the visualclues in the eighth panel of the Videohistoria:Where is Esteban? Why are Esteban’s windowshades drawn? Why is Esteban’s mothershaking him?

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Core Instruction

Resources: Voc. and Gram. Transparencies29–30; Audio Program: Track 5Focus: Presenting additional vocabulary todiscuss classesSuggestions: The Videohistoria is areading task that introduces additionalnew vocabulary and grammar in a storycontext, and also provides a framework forcomprehension of the video.Pre-reading: Before students open theirbooks, show them the transparencies forpanels 1–7, covering up panel 8. Havestudents make predictions based on whatthey see. Encourage them to providesupporting details for their predictions. Reading: Play the Audio CD or havevolunteers read the story aloud. To checkcomprehension, pause after panel 4 andask students to summarize in their ownwords what is happening. Use the trans-parencies and context clues to helpstudents with the words in blue type. Post-reading: Ask students to point outplaces in the story that give clues aboutthe outcome. Complete Actividad 3 tocheck comprehension.

VideohistoriaVOCABULARY

Pre-AP* Support

• Activity: Have students work in groups of threeto create a similar classroom scene as illustratedin frames 4, 5, and 7. Ask that they use real rulesand content for a class in their school. As eachgroup presents their scene, classmates canguess the teacher and class being represented.

• Pre-AP* Resource Book: Comprehensive guideto Pre-AP* vocabulary skill development,pp. 47–53

Standards: 1.2

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¿Comprendiste?1. ¿Quién es el profesor de la clase?

2. ¿Quiénes llegan tarde a la clase?

3. ¿Adónde necesita ir Lisa? ¿Por qué?

4. ¿Qué enseña Esteban?

5. ¿Sobre qué da un discurso Esteban?

6. ¿Cuáles son las reglas en la clase de Esteban?

Mamá: Esteban. Esteban. ¡Yaes tarde!Esteban: ¿Qué pasa? ¿Dóndeestoy? ¡Ay! El primer día declases . . .

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Escribir/Hablar

Esteban: Señoritas, ¿sabenqué hora es?Angélica: Hola, Esteban. Sonlas nueve y seis.Esteban: Y la clase empieza alas nueve y cinco. ¿Por quéllegan tarde Uds.?Lisa: Pero, ¿por qué estás túdelante de la clase? ¿Dóndeestá la profesora?

Esteban: Yo soy el profesor.¡Y hay que estar en el asientocuando la clase empieza!

Lisa: Profesor . . . necesito iral armario. No tengo el libro.

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● Practice Workbook, pp. 9–10: 1A-3,1A-4

● WAV Wbk.: Video, pp. 6–8● Guided Practice: Vocab. Check,

pp. 23–26● Real. para hispanohablantes, p. 13

Más práctica

For: Vocab. PracticeWeb Code: jdd-0103

Language Input

Teacher-to-TeacherHave students make a cartoon sketch ofthemselves as teachers. They should indicatewhat subject they teach in their illustration. Askthem to include speech bubbles to show thatthey are explaining rules to the class.

Allow them to write rules that they wouldimplement if they were in charge andencourage them to include humorous details.Compile the cartoons into a booklet or displaythem on a bulletin board.

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Video

Core Instruction

Resources: Teacher’s Resource Book: Video Script,p. 28; Video Program: Cap. 1A; Video ProgramTeacher’s Guide: Cap. 1AFocus: Comprehension of contextualizedvocabularySuggestions: The video is provided in twoversions, one with graphic support tohighlight new words, and one without.Choose whichever of the two best suitsyour needs.Pre-viewing: Ask students to describe whattheir classroom would be like if they werethe teacher. Encourage them to invent theirown rules and procedures.Viewing: The first time you show the video,pause it at points at which students mightfind clues to predict the outcome. Show thevideo a second time without stopping. Post-viewing: Complete the Video Activitiesin the Writing, Audio & Video Workbook.

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Resources: Answers on TransparenciesFocus: Verifying comprehension of theVideohistoria Suggestions: As you review the answers,have students indicate in which panel theyfound the information. Answers:1. Esteban es el profesor.2. Angélica y Lisa llegan tarde a la clase.3. Lisa necesita ir al armario. No tiene su libro.4. Esteban enseña la clase de historia.5. Esteban da un discurso sobre los presidentes de los

Estados Unidos.6. Hay que estar en el asiento cuando la clase

empieza. Se prohíbe ir al armario durante la clase.

Additional Resources• WAV Wbk.: Audio Act. 5, p. 9• Teacher’s Resource Book: Audio Script, pp. 25–26• Audio Program: Track 6

A N S W E R S

• Prueba 1A-1: Vocab. Recognition,pp. 13–14

Enrich Your TeachingResources for All Teachers

AssessmentQuiz on PresEXPRESS•

Standards: 1.2

Standards: 1.2

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