Unit ObjectivesBy the end of this unit, students will be able to

• greet and say goodbye by imagining they

are meeting people in Bolivia.

• name family members by imagining

a family reunion.

• introduce themselves to new friends

by engaging in a dialogue with their

classmates.

• describe themselves, people, animals, and

places by using adjectives in conversation

and in writing.

Discuss the Big Idea • In this unit, students learn about the

country of Bolivia, how Spanish speakers

greet and say goodbye to each other,

the use of last names in Hispanic culture,

the names of family members, and how

to identify and describe themselves,

people, animals, and places using

adjectives.

Display a map of South America. Ask

a volunteer to locate Bolivia. Point out

that Bolivia has two capitals, La Paz and

Sucre. Distribute Hoja de actividad 53 and

have students locate Bolivia on their map.

Ask volunteers to name Bolivia’s neighbors:

Brazil, Perú, Paraguay, Argentina, and Chile.

Have students label these countries on their

map and color in Bolivia. Distribute Hoja de

actividad 44 and have students label the two

capital cities (La Paz and Sucre) on their map

of Bolivia.

• Display a Bolivian flag and have students

identify the symbols of the condor and the

llama. Have volunteers share what they

know about Bolivia.

• Point to the boy holding the flag. Explain that his name is Eduardo. Mention

that the clothes he is wearing are traditional Bolivian clothes and that people

sometimes wear these clothes on special occasions. Explain that Eduardo will

be Sarah, David, and Lucy’s guide during their trip to Bolivia.

Preview the Unit PRODUCTS AND PERSPECTIVES

Saludos y despedidas

Have students look at the photo of the street scene at the top left of page 10.

Have volunteers describe what they see in the picture. Explain that this is the

city of Cochabamba, where the characters will meet their Bolivian friends.

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Unit �Big Idea

Nos conocemos

10

Unidad 1

Unidad 1

Nos conocemosNos conocemos

La familia

Have students look at the photo in the middle of page 10. Explain that this

is a park called the Parque Mariscal Santa Cruz, a place where families like

to gather.

Los amigos

Have students look at the photo at the bottom of page 10. Explain that this is

an animal refuge called Inti Wara Yassi, where mistreated or injured animals are

cared for. Ask students to describe the monkeys in the picture. Explain that this

week they will learn to describe and identify themselves and others.

¿Cómo somos?

Have students look at the photo at the top of

page 11. Explain that this is Lake Titicaca, the

second-largest lake in South America. Part of

the lake is in Bolivia, and part of it is in Perú.

Explain that this is one of the places they will

learn to describe in Spanish.

Essential QuestionsYou may pose the following essential

questions at the beginning of each

week. Explain to students that they will

be able to answer them at the end of

each week.

Week 1

¿Cómo nos saludamos y despedimos

en español? How do we greet and

say goodbye to one another in

Spanish?

Week 2

¿Quiénes son los miembros de

una familia? What are the names

for family members?

Week 3

¿Cómo eres tú y cómo son tus

amigos? How do you describe

yourself and your friends?

Week 4

¿Cómo son tus padres? How do you

describe your parents?

11

Voy a aprender sobre…

BoliviaBoliviaDescubreDescubre

los saludos y despedidas.

la familia.

los amigos.

cómo somos.

12 | Unit 1

Build Background PRODUCTS AND PERSPECTIVES

• Explain to students that they will follow Sarah and David,

two students from the United States, on their trip to different

Spanish-speaking countries. The adventure begins in Bolivia.

• Direct students’ attention to the week opener image on

student book pages 12–13. Explain that most cities in

Spanish-speaking countries have this kind of colonial

architecture, and that it is found mainly in the downtown

area. Ask students if they have ever seen a similar style of

architecture and where they saw it.

• Read the llama tongue twister on page 13. Point out the

image of the llama and remind students that this is the same

animal they saw in the Bolivian flag. Explain that in Spanish

the word llama refers to the animal and is also a form of the

verb llamar (to call or name something). Have students repeat

the tongue twister: La llama se llama llama, porque su papá y

su mamá así se llaman.

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Language FunctionsStudents will

• learn and practice different forms of greetings and goodbyes.

• identify what greetings and goodbyes to use according to the

time of the day or the need for formal or informal language.

• recognize the sequence of answers to follow when greeting

and saying goodbye.

Vocabulary

Activate Prior Knowledge INTERPERSONAL

Frontload Vocabulary

Introduce yourself to students in Spanish: ¡Hola! Me llamo

_____ [your name]. (Hi! My name’s _____.) Have students repeat

the expression using their own name. Then have students

individually introduce themselves to each other. Next, have

a student introduce himself or herself to you and respond with

mucho gusto or encantado/encantada (nice or glad to meet

you). Have each student introduce himself or herself to you and

alternate your responses. Point out that David would respond

encantado, but Sarah would respond encantada. Ask students

why this might be, to elicit the masculine and feminine forms.

Then have students introduce themselves again and respond

appropriately to the introduction.

apellido

despedidas ≠

saludos

don/doña

gracias

igualmente

hola ≠ adiós

buenos días

buenas tardes

buenas noches

¿cómo está usted?/

¿cómo estás?

¿cómo te llamas?

¿cuántos años

tienes?

estoy bien

hasta mañana

me llamo...

¡mucho gusto!

muy bien

nos vemos pronto

te presento a...

tengo... años

Essential Question¿Cómo nos saludamos y despedimos en español?

How do we greet and say goodbye to one another

in Spanish?

Write the question on the board, or create a sentence strip

and place it in a sentence strip chart or attach it to the

wall. Read the question and have students repeat it after

you. Have volunteers try to answer the question. Explain

to students that by the end of the first week of study, they

will be able to greet and say goodbye in Spanish.

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Saludos y despedidas Bolivia • Week �

1212

Calle de Cochabamba

¡Hola! Me llamo Eduardo.

¿Cómo te llamas?

¡Hola! Me llamo David.

¡Mucho gusto!

¡Hola! Me llam

Sarah. ¡Encan

Nos conocemos | 13

Predict INTERPRETIVE

Explain to students that they will read some short dialogues.

Have them turn to page 14 and quickly scan the photos. Ask

them what they think the dialogues might be about. Elicit ideas

by referring students to this unit’s Big Idea. Write students’ ideas

on the board and do not erase them until you confirm

predictions after the reading.

Standards

TexasCommunication: Novice A and B

Cultures: Novice A

Comparisons: Novice B

CaliforniaContent: A.1.1.a, A.2.1.a, A.3.1.a

Communication: B.1.0, B.1.2, B.1.4, B.1.5,

B.2.0–B.2.2, B.2.4, B.2.5

Cultures: C.1.0, C.1.1, C.2.0, C.2.1

Structures: D.1.0, D.1.1, D.2.1

Settings: E.1.0, E.1.1, E.2.0, E.2.1

NationalCommunication: 1.1–1.3

Cultures: 2.1

Connections: 3.1

Comparisons: 4.1

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Close PRESENTATIONAL

Have students create a Welcome Poster with all their

names included. Use a long sheet of rag paper and

colored markers. Write the word ¡Bienvenidos! at the

top and have students write how they would introduce

themselves in Spanish. Hang the Welcome Poster on

the door or wall.

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Language in Context • Have students look at the speech bubble on page 13. Gesture

appropriately as you say the line: Y tú, ¿Cómo te llamas? (And

you? What’s your name?) Have students repeat the line after

you. Then ask the question again and have the class answer it.

• Tell students that they are going to engage in a little dialogue

with a partner. Direct students to the prompt in the Conversa

activity and ask them to repeat the phrase: Me llamo… Then

invite them to have a conversation with their partner, asking

and answering questions about their name. Ask ¿Cómo

te llamas? and have volunteers respond with their name

following the model Me llamo... Correct as necessary.

Day 1

131313

������������ ������������

¿Y tú? ¿Cómo te llamas?

Conversa.

Me llamo...

14 | Unit 1

14 Unidad 1

������������������������������������������

Adiós.

Eduardo: Hola, David. ¿Cómo estás?

David: Estoy bien, gracias.

Eduardo: Te presento a mi tía, doña Elena.

David: ¡Buenos días, señora!

Me llamo David. ¡Mucho gusto!

Doña Elena: Igualmente.

Sarah: ¿Cómo está usted?

Doña Elena: Bien, gracias.

¿Cómo te llamas?

Sarah: Me llamo Sarah.

Nos vemos pronto.

Multiple Access Strategies

Accessing Concepts Ask these questions:

¿Quiénes están en el mercado? (Eduardo, David, Sarah y

Tía Elena) Who’s at the market? (Eduardo, David, Sarah,

and Aunt Elena).

Accessing Content Point to the photos and ask:

¿Dónde están los personajes? (en el mercado) Where are

the characters? (in the marketplace)

¿Qué palabras se usan para saludar? (¡hola! ¡buenos días!

¿cómo estás? ¿cómo está usted?) What words are used as

greetings? (hi!, good morning!, how are you doing?)

¿Qué palabras se usan para despedirse? (adiós, nos vemos

pronto) What words are used to say goodbye? (goodbye,

see you soon)

Accessing Critical-Thinking Skills Ask these questions:

¿Quién es doña Elena? (la tía de Eduardo) Who’s doña

Elena? (Eduardo’s aunt)

Read to Learn INTERPRETIVE

���������������

Warm-up

Ask students if they know what a mercado is. Display the

Tarjeta fotográfica showing a mercado, or marketplace.

Write the following words on the board: vende, compra, frutas,

verduras, flores, ropa, artesanías. Have students repeat them

after you. Then tell students to listen for these words as they

hear the text below. When they hear the words, they should

raise their hands. Discuss with students what the words might

mean. Read the information in the Good to Know! box.

• Have students turn to page 14. Ask volunteers to read the

title. Then read the title and have the class repeat it after you.

• Explain to students that the dialogues they will read

take place in a mercado, a typical location where people

congregate in Spanish-speaking countries. The one shown

here, called La Cancha, is located in Cochabamba, Bolivia.

• Ask students what they see in the photos to elicit some of

the vocabulary they heard in the Good to Know! activity.

Echo Read

• Read the dialogues and have students follow along. Then

read them again and have students chorally repeat the text

after you.

• Conduct an echo read of the dialogues, having students

gradually repeat words, phrases, and then sentences after you.

• Refer students back to the predictions they made about the

dialogues and discuss whether they were accurate.

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Good to Know! PRODUCTS AND PERSPECTIVES

Un mercado es un lugar público donde se vende y se

compra mercancía. Muchas de las tiendas están al aire

libre o en las calles cercanas al mercado. En los mercados

se venden frutas, verduras, flores, ropa, artesanías y otros

artículos.

A mercado is a public place where people sell and buy

merchandise. Many of the stores are outdoors or in the

streets close to the market area. In the markets, you can

find fruits, vegetables, flowers, clothes, handicrafts, and

other items.

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Bolivia • Week �

Nos conocemos | 15

15Semana 1

Compara con la historia. ¿Es cierto o falso?

Completa las conversaciones. Lee en voz alta.

1. Adiós.

4. Te presento a Eduardo. 3. Me llamo Sarah.

2. ¡Mucho gusto!

1.

Estoy bien, gracias.

Me llamo Sarah. Igualmente.

Nos vemos pronto. ¿Cómo está?

3. ¿Cómo te llamas?

Adiós.

4.

2. ¡Mucho gusto, David!

¿Cómo presenta Eduardo a su tía? (Te presento a mi tía,

doña Elena.) How does Eduardo introduct his aunt?

(I’d like you to meet my aunt, doña Elena.)

Cómo se presentan los personajes a doña Elena? (Me llamo

David. ¡Mucho gusto!, ¿Cómo está usted?) How do the

characters introduce themselves to doña Elena? (My name

is David. Glad to meet you! How are you?)

¿Cómo demuestran los niños respeto con la tía de Eduardo?

(Dicen “doña”, “señora” y “usted”.) How do the characters

show respect to Eduardo’s aunt when they address her?

(They say “lady,” “Mrs.,” and “you” [formal].)

Meeting Individual Needs

Intensive Assist students with a learning disability by reading

the name of the characters. Then ask students to read after you

to practice pronunciation. Have students point to the characters

as they read their names.

Challenge Ask more-advanced students and/or heritage

speakers to draw a comic strip in which the characters meet

doña Elena’s husband, don Arturo. The comic strip should

include a dialogue in speech bubbles. If necessary, students

can use the dialogues on page 14 as a model. When they finish,

have volunteers show and read the comic strip to the class.

Practice and Apply INTERPERSONAL

• Have students turn to page 15. For activity A, read the

directions and have students read along with you. Explain

to students that they have to read the sentences and look at

what the characters are doing in the illustration. Students say

cierto (true) if the sentence matches the illustration, or falso

(false) if the sentence doesn’t match the illustration.

• Have volunteers read each sentence and say whether it is

cierto (true) or falso (false). After each student reads, have

students provide the expression that best fits the picture.

• For activity B, read the directions and have students read

them along with you. Then explain to students that they

have to complete the dialogue. Read the options in the box

and have students repeat them after you. Then ask students

what word or phrase best completes the first exchange. Elicit

¿Cómo está? Have pairs of students complete the activity.

Invite volunteers to act out the completed dialogues.

• After each student reads, model reading the sentence with the

correct answer and have the class repeat after you.

Have students open their Cuaderno de práctica to page 5.

Read the directions and have students read along with you.

Explain the directions and model the activity/activities. Then

have students complete the page as independent class work or

homework.

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Close INTERPERSONAL

Have groups of three or four students take turns

greeting each other and introducing a classmate to the

others. Ask students to use the model Te presento a

_____, with the other students answering ¡Mucho gusto!

¡Encantado(a)! or ¿Cómo estás? Then students say

goodbye using Nos vemos pronto or Adiós.

I

Day 2

¿Cómo está?

Igualmente.

Me llamo Sarah.

Nos vemos pronto.

Falso Falso

Falso Cierto