120 ciento veinteTema 2 • La escuela

to talk about classroom items la bandera flagel cartel posterla computadora computerel disquete diskettela mochila bookbag, backpackla pantalla (computer) screenla papelera wastepaper basketel ratón (computer) mouseel reloj clockel sacapuntas pencil sharpenerel teclado (computer) keyboard

to talk about classroom furnitureel escritorio deskla mesa tablela silla chair

to talk about parts of a classroomla puerta doorla ventana window

to indicate locational lado de la /del next to, besideallí thereaquí heredebajo de la /del underneathdelante de la /del in front of detrás de la /del behind¿Dónde? Where?en in, onencima de la /del on top of

to indicate possessionde ofmi mytu your

to identify (description, quantity)Es un(a) . . . It’s a . . .Hay There is, There are¿Qué es esto? What is this?

estar to be

To prepare for the test, check tosee if you . . .

• know the new vocabulary andgrammar

• can perform the tasks on p. 121

estoy estamosestás estáisestá están

to identify gender and quantity of nouns los, las theunos, unas some

Vocabulario y gramática

For Vocabulario adicional, see pp. 472–473.

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ObjectivesReview

120

Review ActivitiesTo talk about classroom items: Point toclassroom items and have students identifythem by name. Call on volunteers to tellwhat vocabulary items are not in theirclassroom. For example: En la sala de clasehay una mesa pero no hay un sacapuntas.To talk about classroom furniture: Havestudents make a list of the furniture thatcan be in a classroom. Have Student Apoint to a specific piece of furniture andhave Student B say what it is. For example,¿Es una mesa? No. Es una silla.To talk about parts of a classroom and toindicate location: Using the list createdabove, have students work in pairs, askingand telling where different items are locatedrelative to the parts of the classroom. Forexample: ¿Dónde está el escritorio? Está allado (debajo de) la ventana.To indicate possession, to identify(description, quantity) and to identifygender and quantity of nouns: Havestudents work in groups. Tell them to putseveral classroom objects in front of them.Have Student A point to an item and askwhat it is and Student B will name the itemand say whose it is. For example, ¿Qué esesto? Es una calculadora; es tu calculadora.Estar: Ask volunteers to give the forms ofestar by briefly reviewing the stem andverb endings. You may want them tocreate sentences for each form.

PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,and tapes of oral presentations, or otherprojects. Have them select one or twoitems that they feel best demonstrate theirachievements in Spanish to include in theirportfolios. Have them include this with theChapter Checklist and Self-AssessmentWorksheet.

Students with Learning DifficultiesHave students review the Repaso del capítuloand create flashcards for any words that theydo not know. Pair them with a student who ismore confident with the vocabulary to practice.Before the test, provide students with a practicetest, so they can become comfortable with theformat.

Heritage Language LearnersHave students write a few paragraphs tellingabout their perfect birthday celebration: Whereare they going to have it? Whom are theygoing to invite? What food are they going toeat? What kind of music are they going toplay? Encourage them to use as manyvocabulary words from this chapter as they can.

Additional ResourcesStudent Resources: Realidades para hispanohablantes, p. 88

CD-ROM

Web Code: jcd–0216

Teacher Resources:• Teacher’s Resource Book: Situation Cards, p. 118,

Clip Art, pp. 120–121

• Assessment Program: Chapter Checklist and Self-Assessment Worksheet, pp. T56–T57

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ciento veintiuno 121Capítulo 2B

Preparación para el examen

44

55

On the exam you will be asked to . . .

Escuchar Listen toidentify classrooms andlocations

If you need review . . .

pp. 100–103 A primera vista

p. 105 Actividades 6–7p. 111 Actividad 18

Here are practice tasks similar tothose you will find on the exam . . .

Listen as a student frantically asks some ofhis friends where he left his homework.Can you identify all of the classrooms andplaces they suggest that he look?

Hablar/EscribirTalk or write aboutwhere someone islocated by describingwhere that person is inrelation to objects inthe classroom

pp. 100–103 A primera vista

p. 105 Actividades 6–7p. 108 Actividades 11–12p. 109 Actividad 13p. 111 Actividad 18

You are trying to find out the name ofsomeone in your class. You ask the personnext to you, but he doesn’t understandwhom you are talking about. Give at leastthree statements that would help himidentify the person. You might includewhere he or she is in relation to theteacher’s desk, the window, someone else’sdesk, and so on.

PensarDemonstrate anunderstanding ofcultural differences inschools

p. 106 Fondo culturalp. 113 Fondo culturalp. 116 Perspectivas del

mundo hispano

Think about how students and teachersinteract within a typical classroom in aSpanish-speaking country. What are atleast four things you might find differentfrom most schools in the United States?

Escribir Write anemail to a friend aboutone of her classes

pp. 100–103 A primera vista

p. 112 Actividad 19

You have just moved to a new town and aresending an e-mail to a friend from your oldschool. You have lots of questions about herclasses. Write at least three questionsabout one of her classes: whether she likesit, how many students are in it, where herdesk is in the room, what else is in theroom, etc.

Leer Read andunderstand a letter thatcontains questions andconcerns about schoolissues

pp. 100–103 A primera vista

p. 112 Actividad 19p. 114 Lectura

The school counselor has asked you to helphim read a note written by a new Spanish-speaking student at school. After reading it,tell the counselor what the problem is andthe kinds of questions the student asks.

Necesito una clase para la primera hora. ¿Cómo es laclase de tecnología, fácil o difícil? ¿Qué necesitopara la clase? ¿Cuántos estudiantes hay en la clase?¿Hay mucha tarea?

11

22

33

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● Practice Workbook: Puzzle, p. 47● Practice Workbook: Organizer, p. 48

Más práctica

For: Test PreparationWeb Code: jcd-0216

Review

121

1. Escuchar Suggestions: Play the Audio CD or readthe script.

Script: Juan: ¡Ay! Mi tarea...¿Dónde está? Necesito mi tareapara la clase de matemáticas. Ana, ¿dónde está mitarea?Ana: ¿Tu tarea? Está en la clase de ciencias sociales, enel escritorio del profesor.Juan: Gracias, Ana. ¡Ay! No está aquí. Daniel, ¿dóndeestá mi tarea de matemáticas?Daniel: Está en la clase de tecnología...al lado de lacomputadora.Juan: Gracias.

Answers:Clase de matemáticas, clase de ciencias sociales—en elescritorio del profesor, clase de tecnología—al lado dela computadora

2. HablarSuggestions: Pair students for this activity.Give them time to prepare before theyspeak. Answers will vary.3. LeerSuggestions: If students have difficultyreading and understanding this note, referthem to the vocabulary list to study wordsthey do not recognize.4. EscribirSuggestions: Have students try thisactivity without consulting the vocabularylist, notes, or completed activities. 5. PensarSuggestion: Encourage students to readthe Perspectivas del mundo hispano andFondos culturales to prepare for this task.

STUDENTS NEEDING EXTRA HELP• Alternate Assessment Program:

Examen del capítulo 2B• Audio Program CD 20: Chap. 2B, Track 6

HERITAGE LEARNERS• Assessment Program: Realidades para

hispanohablantes: Examen del capítulo 2B• Heritage Learner Test Bank

ADVANCED/PRE-AP*

• Pre-AP* Test Bank

• Pre-AP* Resource Book, pp. 62–65

A N S W E R S

Performance Tasks

Student Resource: Realidades para hispanohablantes, p. 89

Teacher Resources: Teacher’s Resource Book:Audio Script, p. 111; Audio Program: Track 15;Answers on Transparencies

Standards: 1.1, 1.2, 1.3, 4.2

Assessment• Chapter Test

• Assessment Program: Examen del capítulo

• Test Banks A and B

• Audio Program CD 20: Chap. 2B, Track 6

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