RE1_08NATE_Ch02A_72-97.

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Preview Tema 2 • La escuela

Standards for
Capítulo 2A
• To achieve the goals of the Standards,
students will:
Communication
1.1 Interpersonal
• Talk about families and celebrations
• Talk about classes and school materials
• Talk about favorite activities and preferences
• Talk about the royal family of Spain
• Talk about personal heroes
1.2 Interpretive
• Read and listen to information about family
celebrations
• Read a picture-based story
• Listen to and watch a video about a birthday party
• Read about the royal families of Carlos IV, Juan Carlos I
• Read about the family of Carlos IV
• Read a child’s birthday card
• Read about a quinceañera
• Watch and listen to a video mystery
• Read a public service announcement
1.3 Presentational
• Present information about families and celebrations
• Write about how family members are related
Culture
2.1 Practices and Perspectives
• Explain Hispanic names and naming conventions
• Describe celebration traditions like the piñata Colombian artist Fernando Botero (1932– )
is among the best known and most
2.2 Products and Perspectives respected Latin American artists. His works
• Discuss Carmen Lomas Garza and her painting have been exhibited around the world in
• Discuss papel picado prestigious museums, galleries, and open-
• Discuss the royal family of Spain air places. Botero’s style is unique and
• Discuss Francisco de Goya and his painting recognizable. Pedrito Botero, shown in the
• Discuss the family of Carlos IV painting, was the artist’s son. He died in a
car accident when he was four years old.
• Discuss Diego Rivera and his portrayal of indigenous
people through painting • Based upon the painting, how could you
Connections describe Botero’s style?
3.1 Cross-curricular
• Discuss important artists and their work: Garza, Goya
• Discuss the royal family of Spain
3.2 Target Culture
• Read a version of the fairy tale “La Cenicienta” “Pedrito” (1997), Fernando Botero
Comparisons ©Fernando Botero, courtesy of the Marlborough Gallery, New York.

4.1 Language
• Talk about new vocabulary through the recognition of
cognates 72 setenta y dos
• Compare the uses of tener idioms with English Tema 2 • La escuela
• Compare the use of possessive adjectives
• Explain the use of diminutives in Spanish
4.2 Culture
• Compare family celebrations
• Compare crafts
• Compare the role of families STUDENTS NEEDING HERITAGE LEARNERS ADVANCED/PRE-AP*
• Compare pictorial representations of families EXTRA HELP Realidades para Pre-AP* Resource Book,
Communities Guided Practice Activities hispanohablantes pp. 62–65
5.1 Beyond the School • Vocabulary Check, Flash Cards • Chapter Opener, pp. 50–51
• Identify Hispanic surnames in a local phonebook • Grammar • A primera vista, p. 52
5.2 Lifelong Learner • Reading and Speaking Support • Videohistoria, p. 53
• View a video mystery series • Manos a la obra, pp. 54–61
Guided Practice Audio CDs • ¡Adelante!, pp. 62–67
• Disc 1, Track 4
• Repaso del capítulo, pp. 68–69

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Preview
Chapter Opener AT L A S

Core Instruction

Tu día Resources: Voc. and Gram. Transparencies:

Maps 12–13, 15, 18

en la escuela Suggestions: Introduce students to the

theme of the chapter, school schedules,
and subjects by discussing what their
school day is like now. Ask students to
predict what some of the vocabulary words
may be, based on the context. Help
Chapter Objectives
students locate the countries featured
• Talk about school schedules and subjects
in the chapter by using the map
transparencies.
• Discuss what students do during the day
• Ask and tell who is doing an action
• Compare your school with that of a
student in a Spanish-speaking country
Standards: 2.2, 3.1

A primera vista: El primer día de clases

Resources: Fine Art Transparencies with
GramActiva Videos:
Videohistoria: xxx subject pronouns;
present tensevideos:
of -ar verbs
Teacher’s Guide, p. 7
GramActiva™ xxx
Suggestions: Discuss the style in which
xxx
the artist depicted the child in the
Videomisterio: xxx
painting. You may want to comment on
As you learn about the school day in Spanish- the title of the work, Pedrito, and ask
speaking countries, you will make connections to students if they notice anything interesting
these countries and places:
or strange about the proportions of the
child: the face, the neck, and the hands.
España Answers will vary but may include
adjectives such as strange or unrealistic.
México
Venezuela

Costa Rica
Teaching with Art
Colombia
Resources: Fine Art Transparencies with
Teacher’s Guide, p. 7
Remind students that not all artists want
to recreate an image exactly. You may wish
to give examples of other artists who
Más práctica distort reality, such as Salvador Dalí, Pablo
● Real. para hispanohablantes, pp. 50–51 Picasso, or Jean Miró. You can find images
For: Online Atlas
by these artists on the Internet.
Web Code: jce-0002

setenta y tres 73 Culture Note

Capítulo 2A
In the United States it is common
to use a letter grading system, where
generally A = 90–100%, B = 80–90%, and
Teacher Technology
so on. In the majority of Spanish-speaking
countries, however, the grading system is
generally based on the numbers 1–10,
rather than on letter grades.
PLAN TEACH ASSESS TEACH ASSESS
Lesson Planner Teaching Resources Chapter Quizzes Vocabulary & Grammar Powerpoints
Interactive and Tests GramActiva Video
Teacher’s Edition Audio & Clip Art Activities
For: Teacher Home Page Vocabulary Clip Art Transparencies and Maps
Web Code: jck-1001 Activity Answers
Photo Gallery

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Objectives
Language Input Read, listen to, and understand
information about
• the school day

Vocabulario y gramática Vocabulario y gramática en contexto

Core Instruction jcd-0287

Standards: 1.2
El horario de Alicia primera hora
tecnología
Resources: Teacher’s Resource Book: Input
Script, p. 84, Clip Art, pp. 96–97, Audio Script,
p. 85; Voc. and Gram. Transparencies 48–49;
Audio Program: Tracks 1–2 segunda hora
arte
Focus: Presenting new vocabulary for
school subjects, school schedules, school
supplies, adjectives
tercera hora ciencias
Suggestions: Use the story in the TPR
sociales
“
Stories Book or the Input Script from the
Me gusta mucho mi horario.
Teacher’s Resource Book to present the
En la primera hora, tengo la
new vocabulary and grammar. Using the cuarta hora ciencias
clase de tecnología . . . ¡es mi
transparencies, ask students to describe clase favorita! Es interesante naturales
the schedule they see by answering short y práctica. Pero a veces es

”
questions. (Example: ¿Alicia tiene ciencias difícil .
sociales o matemáticas en la tercera hora?) quinta hora
Borrow from fellow teachers textbooks or el almuerzo
other items associated with their disciplines
and use these objects in your presentation.
Arrange them in piles corresponding to
sexta hora
different class periods, and tell what español
classes you have in each period. Then
switch the order, and have students tell
you in what order the classes fall. Play
séptima hora
Lotería del horario. Give students blank matemáticas
versions of the school schedule shown.
Allow them to fill in the schedule with
classes however they wish. Call out a class
octava hora
period and a course name. Students mark inglés
off the classes as you call them. The first to
completely mark a schedule calls out:
¡Tengo mi horario!
novena hora educación
física

Bellringer Review
Review telling time by dictating Más vocabulario
several clock times. Ask that one student décimo, -a tenth
work at the board for confirmation.
74 setenta y cuatro
Tema 2 • La escuela
Additional Resources
• Audio Program: Canciones CD, Disc 22

Advanced Learners/Pre-AP* Students with Learning Difficulties

Have students prepare a schedule of Have students write new words into the
their classes like the one above. Have vocabulary section of their notebooks and
Pre-AP*
them put their teachers’ names under encourage them to accompany each with a
each subject, using Profesor + (name) and picture if possible. Have students look at El
Profesora + (name). Ask students to write three horario de Alicia on p. 74 while they listen in
sentences under their schedule: Mi clase favorita Actividades 1 and 2.
es (subject); (Subject) es difícil; (Subject) es fácil.

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Language Input

“ Tengo mucha tarea en

”
la clase de inglés .
tivid
Standards: 1.2,
4.1

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1
AUDIO

Resources: Teacher’s Resource Book: Audio

“ Estudio mucho en la
clase de español. Para
Script, p. 85; Audio Program: Track 3; Answers on
Transparencies
mí, la clase de español Focus: Listening to statements about the
es más interesante school day and schedule
que la clase de Suggestions: Play the Audio CD or read
matemáticas
” . the script to the class. Allow students to
listen more than once. Remind students
that they should respond based on Alicia’s
statements about her classes on pp. 74–75.
“ Para la clase de matemáticas
necesito una calculadora y
Script and Answers:

”
1. Estudio mucho en la clase de español. (thumbs-up)
una carpeta de argollas . 2. Mi clase favorita es la clase de tecnología.
(thumbs-up)
3. La clase de tecnología es fácil. (thumbs-down)
4. Tengo mucha tarea en la clase de inglés.
“ Para la clase de
español necesito
(thumbs-up)
5. Para la clase de español necesito una calculadora.
un diccionario
” . (thumbs-down)
6. ¡No me gusta nada mi horario! (thumbs-down)

tivid
Standards: 1.2,
4.1

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2
AUDIO

tivid jcd-0287 tivid jcd-0287

Resources: Teacher’s Resource Book: Audio
Script, p. 33; Audio Program: Track 4; Answers on
ad

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1 Escuchar 2 Escuchar Transparencies

¿Sí o no? El horario de Alicia Focus: Listening to understand contextu-
You will hear Alicia make several statements Listen to Alicia as she describes her class
alized vocabulary about the school
about her school day and schedule. Give a schedule. Touch the picture of each class as schedule
“thumbs-up” sign if what she says is true you hear it. Suggestions: Use the Audio CD or read
or a “thumbs-down” sign if what she says the script aloud. Pause in between descrip-
is false. Más práctica tions to verify that students are indicating
the correct picture.
● Practice Workbook, pp. 31–32,
2A-1, 2A-2 Script and Answers:
● WAV Wbk.: Writing, p. 35
● Guided Practice: Vocab. Flash Cards, For: Vocab. Practice Tengo ocho clases.
pp. 53–58 Web Code: jcd-0201 1. Mi clase favorita, la clase de tecnología, es en la
● Real. para hispanohablantes, p. 52 primera hora. (computer)
2. La clase de español es en la sexta hora. (Spanish
textbook)
3. La clase de educación física es en la novena hora.
setenta y cinco 75 (athletic shoes)
Capítulo 2A 4. La clase de matemáticas es en la séptima hora.
(math book)
5. La clase de arte es en la segunda hora. (palette
and brushes)
Enrich Your Teaching 6. La clase de ciencias sociales es en la tercera hora.
Resources for All Teachers (“El Mundo” book)
7. La clase de inglés es en la octava hora. (English
literature book)
Culture Note Teacher-to-Teacher 8. Y la clase de ciencias naturales es en la cuarta
Explain to students that in some parts of Latin A great way to get students on task at the hora. (microscope)
America students begin classes at 7 A.M. in beginning of the class is to put a short, written 9. En la quinta hora tengo el almuerzo. (tray of food)
order to end the day at 1 or 2 P.M. so they can exercise on an overhead transparency. Stand at
go home for lunch. Lunch is the main meal of the door as students enter and hand them papers
the day, and family members often gather to with questions, so they can begin immediately. Assessment
eat at home. Set a time limit, and take attendance or collect Quiz
homework while students work.

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jcd-0287
Language Input
El primer día de clases
Videohistoria
VOCABULARY
Es el primer día de clases Strategy
Core Instruction
en la Escuela Bilingüe en Using context clues
Standards: 1.2
la Ciudad de México. You can often guess the meaning of
new words by reading the words
Resources: Voc. and Gram. Transparencies around them and understanding
50–51; Audio Program: Track 5 what the rest of the sentence or
paragraph is about.
Focus: Presenting additional contextualized México • Based on the words around it, what
vocabulary and grammar; previewing the does enseña mean in Panel 2?
language video 1 Claudia: Teresa, ¿qué
clase tienes en la primera
Suggestions:
hora?
Pre-reading: Point out the Strategy to the
Teresa: Tengo la clase de
class. Have a student answer the question,
inglés.
guessing what enseña means with the help
of the context. Then have students close
their books and look at the transparencies.
Go panel by panel and ask students to Sr. Treviño
predict what is going to happen. Srta. Santoro
Reading: Use the Audio CD and have Teresa
students follow along in their books. Pause Claudia
after each panel to check comprehension.
Post-reading: Complete Actividad 3 to
check comprehension.

Video
Core Instruction
Standards: 1.2

Resources: Teacher’s Resource Book: Video

Script, p. 88; Video Program: Cap. 2A; Video
Program Teacher’s Guide: Cap. 2A
Focus: Hearing the new vocabulary in context 5 Teresa: Necesitas 6 Claudia: Buenos días, 7 Srta. Santoro: Buenos
días, estudiantes. Las
hablar con el señor señor Treviño. Necesito
Suggestions: Treviño, en la oficina. hablar con Ud. Tengo la matemáticas son muy
Pre-viewing: Remind students that they Claudia: Buena idea. clase de matemáticas . . . interesantes y prácticas,
will not understand every word in the Sr. Treviño: Sí, sí, ¿verdad?
video, but that they should listen and Claudia, pero ahora no es Estudiantes: Sí, profesora.
watch for overall understanding. posible. Mañana. Srta. Santoro: Y es muy
importante estudiar y
Viewing: Show the video once without
trabajar mucho . . .
pausing. Show it again, stopping along the
way to check comprehension. You may 76 setenta y seis
wish to show the segment a final time Tema 2 • La escuela
without pausing.
Post-viewing: Complete the Video Activities
in the Writing, Audio & VIdeo Workbook.

Heritage Language Learners Multiple Intelligences

Have students write a letter to an imaginary Interpersonal/Social: Have students prepare a
friend telling about the first day of school. Then short survey to interview their classmates about
have students exchange letters and answer their opinions on each class. Suggest that they
them. When reading and reviewing students’ use the words interesante, divertida, aburrida,
letters, discuss any necessary strategies for práctica, fácil, and difícil as categories. Have
improving their writing skills. them present the results in a chart, with the
adjectives going down the left side and the
names of classes going across the top.

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Language Input

Standards: 1.2,
tivid
1.3

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ANSWERS
3
Resources: Answers on Transparencies
Focus: Reading and writing to verify
comprehension of the Videohistoria
Suggestions: Have different students read
each statement to the class. When you call
on students, ask them to give you the
2 Claudia: ¿Quién enseña
la clase de inglés?
3 Claudia: Tengo la clase de
matemáticas. Me gusta
4 Teresa: Y en la segunda number of the panel in which the
hora, ¿qué clase tienes, information for their answer is presented.
Teresa: El señor Marín. mucho. Para mí es muy Claudia? Answers:
Es un profesor muy fácil. Y, ¿qué tienes en la Claudia: A ver . . . En la
segunda hora? 1. sí 4. no
divertido. ¿Y tú? ¿Qué segunda hora, tengo la 2. sí 5. sí
clase tienes en la primera Teresa: La clase de clase de matemáticas. ¡Y 3. no 6. no
hora? educación física. también tengo la clase de
Extension: Have students write or say the
matemáticas en la tercera,
en la cuarta, en la quinta y correct answer for the sentences that were
en la sexta hora! incorrect.

tivid
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3 Leer/Escribir Pre-AP* Support

¿Comprendes? • Activity: Distribute Clip Art to all students
Read each sentence. Write sí if it is correct or no if it is representing various classes. Have students
incorrect. rearrange the clip art on their desktop to
1. Es el primer día de clases. represent their own schedule and then share the
information with a partner. Encourage students
2. A Teresa le gusta la clase de inglés.
to tell about each class and teacher similar to
3. Para Claudia, la clase de matemáticas es difícil. the conversations they heard on the video.
4. Claudia tiene la clase de educación física en la segunda hora. • Pre-AP* Resource Book: Comprehensive guide
5. Según la profesora, la clase de matemáticas es muy práctica. to Pre-AP* vocabulary skill development,
pp. 47–53
6. En la sexta hora la clase de matemáticas es interesante.

8 Srta. Santoro: ¿Claudia?

Más práctica Additional Resources
Claudia: ¡Tengo seis clases
● Practice Workbook, pp. 33–34: • WAV Wbk.: Audio Act. 5, p. 31
de matemáticas hoy!
2A-3, 2A-4 • Teacher’s Resource Book: Audio Script, pp. 85–86
Srta. Santoro: ¡Seis! Es ● Guided Practice: Vocab. Check, For: Vocab. Practice
aburrido, ¿no? . . . pp. 59–62 Web Code: jcd-0202 • Audio Program: Track 6
● Real. para hispanohablantes, p. 53

Assessment
• Quiz
setenta y siete 77 • Prueba 2A-1: Vocab. Recognition,
Capítulo 2A pp. 41–42

Enrich Your Teaching

Resources for All Teachers

Teacher-to-Teacher
Have each student write one school-related question, read it, and call on a classmate to
question such as ¿Qué tienes en la tercera answer. The student who answers picks the
hora? on a small piece of paper. Collect all the next question, and so on. You might want to
papers and put them in a grab bag. Go around add a few questions of your own.
the room and have students pull out a

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Practice and Objectives

Communicate
• Discuss the school day
• Ask and tell about likes and
dislikes
• Learn to use subject pronouns
tivid Standards: 1.2, 1.3, 4.1
Vocabulario y gramática en uso • Learn to use verbs that end in -ar
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4
tivid
Resources: Voc. and Gram. Transparency 55;

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Answers on Transparencies 4 Leer/Escribir
Focus: Reading and writing about a school Un horario
schedule in Mexico
Read the list of classes offered at a high school in Querétaro,
Suggestions: Have students review class Mexico. This school has a special focus on the arts. Answer the
names, and ask about those they cannot questions about the schedule.
identify. Point out that “the arts” may refer México
to more than art class: the term includes
performing as well as visual arts. Ask CENTRO DE EDUCACIÓN ARTÍSTICA
specific questions about word meanings, “IGNACIO MARIANO DE LAS CASAS”
such as artes plásticas and semanales.
Remind students to use strategies such as PRIMER SEMESTRE 1. ¿Cuántas clases hay
prior knowledge and cognate identification. Español 5 h semanales cada (each) semana?
Matemáticas 5 h semanales
Answers: 2. ¿Cuántas horas de inglés hay?
Historia universal 3 h semanales
1. once 3. ¿Cuántas clases de ciencias
Educación cívica y ética 3 h semanales
2. tres horas
3. dos—historia universal y educación cívica y ética Biología 3 h semanales sociales hay?
4. dos—biología e introducción a la física Introducción a la física 3 h semanales 4. ¿Cuántas clases de ciencias
5. danza, teatro, artes plásticas, música Inglés 3 h semanales naturales hay?
Extension: Have students design their Danza 3 h semanales 5. Escribe los nombres de las
own list of classes based on Ignacio’s. Teatro 3 h semanales diferentes clases de arte.
Suggest that they total up the number of Artes plásticas 3 h semanales
hours they spend on each subject. You will Música 3 h semanales
need to supply names for some classes.
Discuss which classes are important, Total 37 h semanales
practical, fun, and interesting.

tivid
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5 Escribir

Bellringer Review Mi horario

Have students work in pairs to tell Write out your class schedule. Copy the chart
each other the names of their teachers and provide the information for each class.
using Sr., Sra., and Srta. as well as what ¿Recuerdas?
they teach. Modelos Use señor, señora, and señorita
when talking to adults. Use el in
Hora Clase Profesor(a) front of señor and la in front of
tivid Standards: 1.3 señora or señorita when talking
la primera hora la clase de inglés la Sra. Sánchez
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5 about adults.

Focus: Writing about a class schedule in a

personalized context
Suggestions: Point out the ¿Recuerdas? 78 setenta y ocho
Tema 2 • La escuela
Write the names of several teachers in your
school with the appropriate titles, for
example: el Sr. Hassan, la Srta. Chung, la
Sra. McGuire.
Answers will vary.

Heritage Language Learners Students with Learning Difficulties

If students have attended school in other When practicing reading comprehension, as in
countries, ask them to describe any different Actividad 5, allow students with learning diffi-
scheduling and grading procedures. They may culties extra time to use the variety of reading
mention rotating schedules with different strategies that are accessible. Comprehension
classes each day, and grading with numbers may require two or three attempts at reading
instead of letters, etc. You may wish to discuss the questions and text.
these differences with the rest of the class.

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Practice and
tivid
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Communicate
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6 Hablar

Mucha tarea
With a partner, ask and tell if you have a lot of homework in each class. Standards: 1.1
tivid

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Modelos
6 ANSWERS

A —¿Tienes mucha tarea en la clase de matemáticas? Resources: Answers on Transparencies

B —Sí, tengo mucha tarea. Focus: Speaking about homework in a
o: —No, no tengo mucha tarea. personalized context
o: —No estudio matemáticas. Suggestions: Briefly review which subject
each object represents. Have volunteers
read the model and be sure students
Estudiante A understand their options. Have them take
Estudiante B turns being Student A and Student B.
Answers: Student A:
1. 2. 1. ¿Tienes mucha tarea en la clase de español?
¡Respuesta personal! 2. ¿ ... en la clase de inglés?
3. ¿ ... en la clase de tecnología?
4. ¿ ... en la clase de ciencias naturales?
5. ¿ ... en la clase de arte?
3. 4. 5. 6. ¿ ... en la clase de educación física?
7. ¿ ... en la clase de ciencias sociales?
Student B: Answers will vary.
6. 7. Common Errors: Students often have
trouble understanding that mucho(a) is an
adjective and must agree with the noun
that follows it. Remind students that tarea
is feminine; they should say mucha tarea,
not mucho tarea.

tivid
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7 Escribir
tivid Standards: 1.3
Me gusta más . . .

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Write sentences stating which of the two classes you
aburrida divertida interesante 7
like better and why. Use the list of adjectives to help difícil fácil práctica
Focus: Writing and comparing class
with your response. Save your paper for Actividad 8. preferences in a personalized context
Suggestions: If students do not take all
Modelos 1. inglés / español the classes listed, suggest alternatives.
inglés/español 2. arte / educación física Remind students to save their answers to
Me gusta más la clase de español. Es divertida. 3. inglés / matemáticas use in Actividad 8.
o: Me gusta más la clase de español. No es aburrida. 4. ciencias sociales / ciencias naturales
Answers will vary.
o: No me gusta ni la clase de español ni la clase 5. tecnología / música
de inglés. 6. matemáticas / ciencias sociales Extension: For homework, have students
rewrite their opinions, this time comparing
both classes. Provide a model to copy onto
their papers. The sentences should be
setenta y nueve 79
simple, for example: La clase de inglés es
Capítulo 2A divertida, pero la clase de español es difícil.

Enrich Your Teaching

Resources for All Teachers

Culture Note Teacher-to-Teacher

In Spanish-speaking countries, students often When students see the words ¡Respuesta
address teachers by their title to show respect: personal! in an activity, encourage them to
for example, Profesor Rodríguez, Profesora create phrases beyond what the model
Millán, or simply Profesor(a). Occasionally, suggests.
students will address their teacher as profe,
short for profesor(a). Students in Spain,
however, may actually call teachers by their
first names.

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Practice and
Communicate tivid

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8 Hablar

¿Qué te gusta más?

tivid Standards: 1.1 With a partner, ask and tell which classes from Actividad 7 you like best
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8 ANSWERS and why.

Modelos
Resources: Answers on Transparencies
A —¿Te gusta más la clase de inglés o la clase de español?
Focus: Making comparisons using más...que B —A ver . . . Para mí, la clase de español es más divertida
Suggestions: Remind students to use the que la clase de inglés.
information from Actividad 7. Point out that
instead of using me gusta in the response, tivid

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they will use es más (adjective) que to 9 Escribir/Hablar
explain why they prefer one class to
another. Y tú, ¿qué dices?
Answers: Student A: 1. ¿Qué clase te gusta más?
1. ¿Te gusta más la clase de inglés o la clase de
español? 2. ¿Cómo es la clase?
2. ¿ ... la clase de arte o la clase de educación física?
3. ¿ ... la clase de inglés o la clase de matemáticas? 3. ¿En qué hora tienes la clase?
4. ¿ ... la clase de ciencias sociales o la clase de
ciencias naturales? 4. ¿Quién enseña la clase?
5. ¿ ... la clase de tecnología o la clase de música?
6. ¿ ... la clase de matemáticas o la clase de ciencias 5. ¿Tienes mucha tarea en la clase?
sociales?
Student B: Answers will vary.

tivid Standards: 1.1, 1.3

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9
Focus: Writing and speaking in a
personalized context
Studying English While you’re in Spanish class at
Suggestions: You may want to have your school, large numbers of Spanish-speaking
students answer the questions in paragraph students are studying to learn the most popular
format, with the title Mi clase favorita. foreign language worldwide: English. Many
children begin to study English in grade school and
Answers will vary. continue through high school. They often attend
special language school for additional English
classes. When visiting a Spanish-speaking country,
you might easily find someone who is eager to
practice his or her English skills with you in
Standards: 2.1, 4.2 exchange for helping you improve your Spanish.
• Why do you think English is so popular in
other countries? Are you studying Spanish for
Suggestions: Tell students that throughout similar reasons?
Estudiantes mexicanos en una clase de inglés
the Spanish-speaking world, learning
English is important to success both in
school and at work. Students begin to
learn English at an early age and by middle 80 ochenta
school are often quite competent. Tema 2 • La escuela
Answers will vary.

Additional Resources
• WAV Wbk.: Audio Act. 6, p. 31
Heritage Language Learners Advanced Learners/Pre-AP*
• Teacher’s Resource Book: Audio Script, p. 86, Have students compare English and Spanish. Assign students a Spanish-speaking
Communicative Activity BLM, p. 90–91
Do the languages seem closely related? What country and ask them to use the Internet
• Audio Program: Track 7 Pre-AP*
specific structures in English are different in to find information about the education
Spanish? What expressions are difficult to system in that country. Suggest that they include
remember? Follow up their comments with a details such as the format and size of schools,
whole-class discussion on some of the challenges subjects offered, and languages of instruction.
and rewards of learning a second language. Have them share their findings with the class.

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Practice and
Exploración del lenguaje Communicate
Connections between Latin, Exploración del lenguaje
English, and Spanish Core Instruction
Many words in English and Spanish are uni- Standards: 3.1
sext-
based on Latin. Seeing the relationship prim-
between these words will help expand your Suggestions: To extend the second Try it
English or Spanish vocabulary. Look at the du- out!, ask students to come up with other
list of Latin root forms for the numbers bi- sept- words in English or Spanish that use the
1 to 10. roots sept-, oct-, nov-, dic- or dec-. Have
second-
students share their answers with the class.
Try it out! For each Roman numeral
oct- Answers may include: unisex, primary,
listed, choose one of the root forms (if tri- dual, bicycle, secondary, tricycle, quadrant, quarter,
more than one is listed) and write down octav- quintuplets, sexto, September, séptimo, octagon, octavo,
a Spanish or English word you know that is octave, November, decade, decimal; these months
based on that root. were named using ordinals, so September, October,
quadr- November, and December were the seventh, eighth,
Try it out! The Roman year used to begin novem- ninth, and tenth months, respectively.
quart-
with the month of March. Knowing that,
can you explain why septiembre, octubre,
noviembre, and diciembre use the Latin root Standards: 3.1
forms for seven, eight, nine, and ten?
dec-
quint-
decim-
Suggestions: Point out that the historical
connection between Rome and Spain goes
beyond language. Some of Rome’s most
successful leaders came from Spain, for
example, Trajan (98–117 A.D.) and Hadrian
(117–138 A.D.). Students may wish to do
further research on these leaders or other
Many Spanish words are derived from Latin Roman influences on Spain.
because Spain was once part of the Roman Empire.
Rome occupied most of Spain from about 209 B.C.
to 586 A.D. During that time, massive public
structures, including aqueducts and theaters, were
built. Some of these, such as the aqueduct that Pre-AP* Support
towers over the modern city of Segovia, are still
standing. The Latin name for Spain was Hispania.
• Activity: Have students write a brief letter about
• Can you see the similarity between Hispania and the first day of school to an imaginary friend.
the country’s name in Spanish, España? Collect the letters and make copies of four letters
for the whole class, omitting names. Have
students sit in circles of four. Distribute one letter
per student. Students read the letter, then, they
pass it to the right and read the next one. They
continue until they have read all four letters.
El Acueducto de Segovia Have students discuss what they learned.
• Pre-AP* Resource Book: Comprehensive guide
to Pre-AP* communication skill development,
pp. 9–17, 36–46
ochenta y uno 81
Capítulo 2A Teaching with Photos
Point out to students that this structure,
like many of the Roman Empire remains,
Enrich Your Teaching is significant because of its size and
Resources for All Teachers complexity. Remind students that the
Romans did not have modern building
Culture Note tools. These construction projects were
Spanish is one of the Romance languages, half of English words are derived from Latin or extremely arduous and time-consuming
along with French, Italian, Portuguese, Greek, though most of these are relative for the workers.
Rumanian, and Romansch (one of the official latecomers to the English language.
languages of Switzerland). These languages are
called “Romance” because they came from the Internet Search Assessment
language of ancient Rome, Latin. Spanish is Keyword: Segovia, Spain • Prueba 2A-2: Vocab. Production,
pp. 43–44
considered the most similar to Latin. More than

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Practice and
Communicate Gramática
Subject pronouns
The subject of a sentence tells who is doing the action.
Bellringer Review You often use people’s names as the subject:
Before beginning, define subject Gregorio escucha música. Gregory listens to music.
pronouns and have students list them in Ana canta y baila. Ana sings and dances.
English. Without looking at the chart, can
students name Spanish subject pronouns You also use subject pronouns (I, you, he, she, we, they) to tell
they’ve seen so far? who is doing an action. The subject pronouns replace people’s names:
Él escucha música. He listens to music.
Ella canta y baila. She sings and dances.
Gramática
Gramática GRAMMAR Here are all the subject pronouns in Spanish:

Core Instruction yo I nosotros we (masc., masc./fem.)

nosotras we (fem.)
Standards: 4.1
tú you (familiar) vosotros you(masc.,
you (masc.,masc./fem.)
masc./fem.)
vosotras you(fem.)
you (fem.)
Resources: Voc. and Gram. Transparencies
52–53; Teacher’s Resource Book: Video Script, usted (Ud.) you (formal) ustedes (Uds.) you(formal)
you (formal)
pp. 88–89; Video Program: Cap. 2A él he ellos they (masc., masc./fem.)
Suggestions: Use the GramActiva Video ella she ellas they (fem.)
either as an initial introduction to subject
pronouns or as a follow-up to your own Tú, usted, ustedes, and vosotros(as) all mean “you.”
explanation. Use the transparencies to • Use tú with family, friends, people your age or younger, and anyone
reinforce the subject pronouns. Remind you call by his or her first name.
students of the distinction between tú and
• Use usted with adults you address with a title, such as señor, señora,
usted. Use groups of students standing at
profesor(a), etc. Usted is usually written as Ud.
the front of the class to reinforce the
concepts, pointing to them and moving • In Latin America, use ustedes when speaking to two or more people,
them as necessary. Recall students’ English regardless of age. Ustedes is usually written as Uds.
language knowledge to introduce • In Spain, use vosotros(as) when speaking to two or more people you
compound subjects in Spanish. call tú individually: tú + tú = vosotros(as). Use ustedes when talking
to two or more people you call usted individually.

If a group is made up of males only or of both males and females

Standards: 1.2
together, use the masculine forms: nosotros, vosotros, ellos.
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10 If a group is all females, use the feminine forms:

nosotras, vosotras, ellas.
Focus: Listening and speaking using
subject pronouns You can combine a subject pronoun and a name
Suggestions: Model this activity for your to form a subject.
students, pointing to pre-designated Alejandro y yo = nosotros Pepe y tú = ustedes Want more help
with subject pronouns?
people in the class. You will need to say Carlos y ella = ellos Lola y ella = ellas Watch the
the subject pronouns aloud. For example, GramActiva video. yo
point to yourself for yo, have students face
each other and point for tú, point to a
male or female student when saying él 82 ochenta y dos
and ella, indicate an imaginary circle Tema 2 • La escuela
including yourself when saying nosotros,
point directly to two or more students for
vosotros, and point to a group of male or
female students for ellos / ellas. You might
want to draw several adult-like stick
figures on the board so students can point
to ustedes. Heritage Language Learners Students with Learning Difficulties
Give students a paragraph or list of sentences. Students often have difficulty substituting
Ask them to underline the subjects of the subject pronouns for proper nouns. Give
sentences in one color and the subject students two or three examples in English of
pronouns in another. how they substitute subject pronouns, and then
have them transfer this skill to Spanish. Start
with individual nouns, then work up to full
sentences.

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Practice and
tivid
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10 Escuchar/Hablar/GramActiva

¡Señala!
Your teacher will name several subject pronouns. Point to people in the tivid Standards: 1.3

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classroom who represent the pronoun you hear. After you have practiced 11 ANSWERS

with your teacher, practice with a partner.

Resources: Answers on Transparencies
tivid Focus: Writing subject pronouns
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11 Escribir Suggestions: Refer students to p. 82

to decide which subject pronoun is
¿Es ella? Modelos appropriate. Point out that item 6 has two
What subject pronouns would you use to talk Gloria possible responses.
about these people? Ella.
Answers:
1. Carlos 3. María y Sarita 5. el señor Treviño 1. él 4. ellos
2. nosotros 5. él
2. Felipe y yo 4. Pablo, Tomás y Anita 6. tú y Esteban 3. ellas 6. vosotros / ustedes

tivid
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12 Hablar
tivid Standards: 1.3
¿Tú, Ud. o Uds.?

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Tell whether you would use tú, Ud., or Uds. with these people.
12 ANSWERS

1. 2. 3. 4. Resources: Answers on Transparencies

Focus: Choosing socially appropriate
subject pronouns
Suggestions: Remind students that tú is
used informally, and usted is generally
used for people who would be addressed
by their last name. Point out that students
5. 6. 7. 8. will not use vosotros(as) in this activity. If
you stress vosotros, however, allow that
as an answer.
Answers:
1. Ud. 5. Ud.
2. tú 6. Uds.
3. Ud. 7. tú
4. Uds. 8. Ud.

Más práctica
Practice Workbook, p. 35: 2A-5
Theme Project
●
● WAV Wbk.: Writing, p. 36
● Guided Practice: Grammar Acts., For: Subject Pronouns Give students copies of the Theme Project
pp. 63–64 Web Code: jcd-0203
● Real. para hispanohablantes,
outline and rubric from the Teacher’s
pp. 54–57 Resource Book. Explain the task to them,
and have the perform Step 1. (For more
information, see p. 72-a.)

ochenta y tres 83 Additional Resources

Capítulo 2A
• WAV Wbk.: Audio Act. 7, p. 32
• Teacher’s Resource Book: Audio Script, p. 86
• Audio Program: Track 8
Enrich Your Teaching
Resources for All Teachers
Assessment
Teacher-to-Teacher Teacher-to-Teacher
• Quiz
Often, confusion arises when the subject Have students prepare three pieces of paper,
pronouns yo and tú are seen in an activity. When one labeled tú, one labeled usted, and one • Prueba 2A-3: Subject pronouns, p. 45
given such prompts, students generally should labeled ustedes. Have them cut out magazine
assume that they will stay the same in their pictures or download images showing
answers. When an activity is “talking to” the individuals and groups of people whom they
students (for example, Y tú, ¿qué dices? ), they would address as tú, usted, or ustedes, and
need to change the tú in the question to yo in mount them on the correct sheet. These can
the answer in order to talk about themselves. be displayed on the bulletin board.

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Practice and
Communicate Gramática
Present tense of -ar verbs
¿Recuerdas?
You already know that the infinitive forms of Spanish
You already know many -ar
Gramática
Gramática GRAMMAR
verbs always end in -ar, -er, or -ir. verbs, such as cantar and bailar.

Core Instruction The largest group of verbs end in -ar. Hablar is one of
Standards: 4.1 these -ar verbs.

You will want to use verbs in ways other

Resources: Voc. and Gram. Transparency 54; than in the infinitive form. To do this, you
Teacher’s Resource Book: Video Script, p. 89; Video
will drop the -ar ending and make changes.
Program: Cap. 2A
Suggestions: Point out the ¿Recuerdas? To create the forms of most -ar verbs, you first
and remind students that they have seen drop the -ar from the infinitive, leaving the stem:
-ar verbs before. Present the new grammar hablar ➞ habl-
using the transparencies, and show the
GramActiva Video as reinforcement. Give Then you add the verb endings -o, -as, -a,
students several examples of how stems -amos, -áis, or -an to the stem.
are derived. Show them that the stem of a
Here are the forms of hablar:
verb carries the basic meaning, while the
ending tells “who” and “when.” Point out The verb endings always indicate who is
(yo) hablo (nosotros) hablamos
that the same thing happens in English, (nosotras) doing the action. In this case, they tell who
though the endings are not as helpful— is speaking. Because of this, you can often
which is why we cannot usually drop the (tú) hablas (vosotros)
(vosotras) habláis use the verb without a subject:
subject. Demonstrate this difference with Hablo inglés. ¿Hablas español?
examples from the two languages: canto/ Ud. Uds.
canta vs. I sing/he sings. Have students (él) habla (ellos) hablan Subject pronouns are often used for
(ella) (ellas) emphasis or clarification.
identify stems of the other infinitives they
know. In Spanish, the present tense form of a verb Ella habla inglés pero él habla español.
can be translated into English in two ways:
Hablo español. I speak Spanish.
I am speaking Spanish.
tivid Standards: 1.2
Want more help with
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13 AUDIO
verbs that end in -ar?
Watch the
Resources: Teacher’s Resource Book: Audio GramActiva video.
Script, p. 86; Audio Program: Track 9; Answers hablo
on Transparencies
tivid jcd-0288
Focus: Listening for verb endings
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Suggestions: Before beginning, direct

13 Escuchar/Pensar/GramActiva
students’ attention to the Strategy. Have ¿Una mano o dos?
students refer to the verb chart while Strategy
You will hear eight -ar verbs. If the ending tells you one Listening for information
doing this activity. Point out that the forms
person is performing the action, raise one hand. If the Always listen carefully for the
on the left side of the chart are singular
ending tells you more than one person is doing something, endings on verbs to know who is
(one person doing the action), and those doing the action.
raise both hands.
on the right are plural.
Script and Answers:
1. hablo (one hand) 84 ochenta y cuatro
2. enseñan (two hands) Tema 2 • La escuela
3. dibujamos (two hands)
4. trabaja (one hand)
5. cantas (one hand)
6. estudian (two hands)
7. necesitan (two hands)
8. practico (one hand)
Common Errors: Students hear the -s in Multiple Intelligences Heritage Language Learners
the tú ending and think it is a plural. Bodily/Kinesthetic: Have students cut out Pay special attention to students’ verb formation.
Remind them that the -s ending makes magazine pictures that depict -ar verbs and Depending on their heritage, their pronunciation
nouns plural, but not verbs. paste them on construction paper to make may vary from the “standard” ways of saying
posters. At the bottom of the poster have these endings. These differences may result in
students write a sentence describing incorrect spelling or adding the wrong verb
each action. ending. Some students may also use forms such
as the voseo, which should be recognized.

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Practice and
tivid
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14 Escribir/Hablar

¿Qué estudian? Modelos

Look at the pictures and tell what these people Tomás Standards: 1.3
tivid
are studying. Tomás estudia música.

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14
ANSWERS

1. Laura 4. Catalina y José Resources: Answers on Transparencies

Focus: Writing simple sentences with
-ar verbs
Suggestions: Review the school subjects
2. Josefina, Elena y yo 5. Joaquín y tú quickly. Call on students to answer orally.
Answers:
1. Laura estudia matemáticas.
2. Josefina, Elena y yo estudiamos arte.
3. Tú estudias inglés.
3. tú 6. yo 4. Catalina y José estudian español.
5. Joaquín y tú estudian (estudiáis) tecnología.
6. Yo estudio ciencias sociales.
Extension: Have students replace the
subjects with subject pronouns in the
tivid answers for items 1, 2, 4, and 5. Then
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15 Escuchar/Hablar/GramActiva have them write out all six answers in the

negative, with the pronouns.
Juego
1 Work with a partner and tear a sheet of
paper into eight pieces of equal size. Write Standards: 1.1,
a different subject pronoun on each piece tivid
1.2

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15
AUDIO
(yo, tú, él, ella, Ud., nosotros, ellas, Uds.).
Place the subject pronouns face down in
Resources: Teacher’s Resource Book: GramActiva
a pile. BLM, p. 95
2 Your teacher will say an infinitive. One Focus: Listening comprehension of
partner will select the top piece of paper infinitives; providing forms of verbs
from the pile, read the subject pronoun, Suggestions: Tell students how much
and say the correct verb form. A correct time they will have, and walk around the
answer earns one point. Place the “used” room to make sure students check their
subject pronouns in a separate pile. Take
answers.
turns selecting from the pile and En una escuela en México
answering. Script:
1. estudiar 5. bailar
3 When your teacher calls time, shuffle the Más práctica 2. enseñar 6. patinar
pieces of paper with subject pronouns and 3. trabajar 7. necesitar
● Practice Workbook, pp. 36–37,
place them in a new pile face down. When 2A-6, 2A-7
4. cantar 8. usar
the next verb is read aloud, continue play. ● WAV Wbk.: Writing, p. 37 For: -ar Verbs Answers will vary.
● Guided Practice: Grammar Acts., Web Code: jcd-0204
The partner with the most correct answers
pp. 65–66
is the winner. ● Real. para hispanohablantes,
pp. 58–60
Additional Resources
ochenta y cinco 85
• WAV Wbk.: Audio Act. 8–9, pp. 33–34
Capítulo 2A • Teacher’s Resource Book: Audio Script, pp. 86–87,
Communicative Activity BLM, pp. 92–93
• Audio Program: Tracks 11–12
Enrich Your Teaching
Resources for All Teachers
Assessment
Culture Note • Quiz
Look at the picture on p. 85 and point out that differently than they might be in U.S. • Prueba 2A-4: Present tense of -ar verbs,
students are wearing uniforms. It is common classrooms. You might also mention that in p. 46
practice to require uniforms in secondary some places students stay in the same room all
schools in many Spanish-speaking countries. day, and the teachers come to them.
Point out also that the walls may be decorated

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Practice and
Communicate tivid

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16 Escribir
En la escuela
Standards: 1.2, Use the verbs in the list to complete the sentences about what different
tivid
1.3 activities take place during school.
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16 ANSWERS

Modelos
Resources: Answers on Transparencies Yo estudio mucho en la clase de español. 1. Lupe y Guillermo mucho en la clase de arte.
Focus: Writing using -ar verb conjugations 2. Tú la computadora en la clase de tecnología.
Recycle: Meanings of -ar verbs
3. Yo una calculadora y una carpeta para la
Suggestions: Refer students to the -ar necesitar hablar dibujar
clase de matemáticas.
verb chart on p. 84. Point out that they usar practicar enseñar 4. Tomás y yo deportes en la clase de educación
need both the correct form and meaning
patinar bailar física.
to get the right answer. They will not use
all of the verbs in the word bank. 5. ¿Quién la clase de ciencias naturales?
Answers: 6. Marta mucho en la clase de español.
1. dibujan 4. practicamos
2. usas 5. enseña tivid jcd-0288

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3. necesito 6. habla 17 Escuchar/Escribir

Escucha y escribe
Listen to a student describe this picture of
tivid Standards: 1.2, himself and other students during their
1.3
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17 AUDIO recreo. Write what you hear.

Resources: Teacher’s Resource Book: Audio

Script, p. 86; Audio Program: Track 10; Answers on
Transparencies
Focus: Listening comprehension; writing
about school breaktime
Suggestions: Play the Audio CD or read
the script more than once.
Script and Answers:
1. Dos amigos y yo hablamos de las clases.
2. Tomás estudia español.
El recreo In Spanish-speaking countries, students
3. Ana canta.
usually have el recreo (recess or break) in the
4. Y María escucha música. El recreo school patio. Students take time to relax and
spend time with friends, eat a snack, or participate
in activities such as a quick game of basketball,
soccer, or volleyball.
Standards: 2.1, 4.2 • How is this similar to your school? How is it
different?

Suggestions: Have students look at the

pictures of el recreo and identify what the
students are doing and where. Ask them
to talk about what they do in the short
breaks between classes.
86 ochenta y seis
Answers will vary. Tema 2 • La escuela

Block Schedule
••• •• • • • • • • • • • • •
Multiple Intelligences Students with Special Needs
For Actividad 16, have students write out Visual/Spatial: Have students create posters Before starting the Actividades for this section,
the sentences and underline the subjects. promoting activities that can be done during review infinitives and the word bank in Actividad
Then have them write eight more sentences school free time. Explain that by using the 16. Transcribing while listening can be difficult for
or questions using the verbs listed. nosotros form of the verb ir, minus the subject some students. Have them listen and then discuss
Encourage them to write at least two pronoun, they are expressing the command what they understood. For Actividad 18, review
negative sentences. “Let’s.” For example, ¡Vamos a jugar! they are the activities in the word bank. Provide a copy of
suggesting, “Let’s play!” the Venn diagram graphic organizer.

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Practice and
tivid
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18 Escribir/Hablar

Actividades y más actividades Modelos

1 Work with a partner. Copy the Venn Yo Nosotros Diego tivid Standards: 1.1, 1.3

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diagram on a sheet of paper. Label the 18
oval on the left Yo. Label the oval on the
right with the name of your partner. Label Resources: Voc. and Gram. Transparency 2
the overlapping area Nosotros or Nosotras. Focus: Writing and speaking using -ar
verbs in personalized context
2 From the list below, choose five activities you do a lot. Recycle: -ar verb meanings
Write your activities in the oval labeled Yo. Be sure to Suggestions: Use the board or an
conjugate the verb in the yo form. overhead transparency to demonstrate the
activity. Show students how you would fill
in the ovals. Point out that students must
montar en bicicleta pasar tiempo con amigos trabajar
write the words in the yo form for Step 2,
hablar por teléfono practicar deportes cantar and in the él/ella form for Step 3. Have
escuchar música hablar español bailar volunteers read the Modelo for Step 3, and
then re-read it, this time personalizing it
dibujar nadar
with their information. Encourage students
estudiar usar la computadora to use other words besides mucho, such as
bien or con mis amigos. Point out that they
3 Interview your partner. Ask questions to will not use the nosotros section of the
find out the five activities your partner ¿Recuerdas? Venn diagram until Actividad 19.
wrote in his or her diagram. When you find When you answer in the negative, Answers will vary.
out an activity, write it in the right oval of you often use no twice. The first no Common Errors: While focusing on
your diagram. Be sure to conjugate the answers the question. The second completing the activity, students can easily
verb in the él/ella form. Save your diagram no goes before the verb and means
forget to conjugate the verbs to agree with
“not.”
for Actividad 19. the subjects in each section of the
diagram. Circulate among pairs and
Modelos
remind them to think about subject-verb
A—¿Dibujas mucho? agreement.
B—A ver . . . No, no dibujo mucho.
A—Pues, ¿trabajas mucho?
B—Sí, trabajo mucho.
tivid tivid Standards: 1.3
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19

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Escribir 19 Pre-AP*

Nosotros(as) . . . Focus: Writing using nosotros forms of

Compare the two sides of your diagram. Write the activities you and -ar verbs in a personalized context
your partner both do in the center. Be sure to use the nosotros(as) form. Suggestions: Encourage students to write
Then use your completed diagram from Actividad 18 to write about what negative sentences about actions neither
you and/or your partner do. Write at least five complete sentences. of them do: Nosotros no dibujamos. Ask
them to then state who does the action
Modelos and who doesn’t. For example: Diego
Diego y yo trabajamos. dibuja pero yo no dibujo.
Yo dibujo. Answers will vary.
ochenta y siete 87
Capítulo 2A Extension: After pairs have written
sentences in the nosotros/nosotras form,
have one of them read a sentence aloud.
Enrich Your Teaching Then have a third student repeat the
information, using the ellos/ellas form to
Resources for All Teachers
state the action those classmates both do.

Teacher-to-Teacher
Have students bring in action pictures of present these orally to a partner, or volunteers
themselves, family, or friends, or pictures from can present them to the class. You might want
magazines. They should prepare 3–5 sentences to model this for the class using sample photos. Assessment
about the actions shown, using more than one Refer students to the word bank in Actividad 18
picture if needed. The next day, they can for -ar verbs. Evaluate students on both their written
and spoken accuracy on Actividades 18
and 19.

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Practice and
Communicate tivid

ad
Ac
20 Escribir/Hablar

Y tú, ¿qué dices?

tivid Standards: 1.1, 1.3 1. En tu escuela, ¿quién enseña la clase de
arte? ¿Quién enseña la clase de educación
ad
Ac

20 física?
Focus: Writing and speaking about school 2. En tu escuela, ¿quién canta muy bien
in a personalized context (well)? ¿Quién dibuja muy bien?
Recycle: School subjects; meanings of 3. ¿Escuchan tus amigos(as) mucha música?
-ar verbs ¿Bailan bien tú y tus amigos(as)?
Suggestions: Before students answer the 4. ¿Qué estudias en la primera hora?
questions, remind them that the verb 5. ¿Qué clase tienes en la tercera hora?
forms for the answers will differ from the
verb forms in the questions. Suggest that tivid Una estudiante en la clase de español

ad
Ac
sudents ask and answer the questions with 21 Leer/Pensar
a partner before reviewing their answers as
a class. Los números mayas
Answers will vary. Long before the Spaniards set foot in the Americas, many different
Common Errors: Students often get civilizations already existed here. One of these, the Maya, lived in southern
confused about which subject to use when Mexico and Central America, where their decendants still make their
answering questions in Spanish. Write this home. One of the accomplishments of the ancient Maya was the
chart on the board for students to copy development of a system of mathematics.
into their notebooks as a reference. Remind
them that this pattern is the same as in
English.
Question Answer The Maya used three symbols to write numbers: a dot •, a bar —, and a
tú/Ud. ➝ yo drawing of a shell. The dot equals 1, the bar equals 5, and the shell equals
Uds. ➝ nosotros(as) 0. Mayan numbers were written from bottom to top, not from left to right.
él/ella ➝ él/ella
ellos/ellas ➝ ellos/ellas Look at the Mayan numbers below.
tú y _____ ➝ nosotros(as)

tivid Standards: 3.1

ad
Ac

21
Focus: Reading about the Mayan What would these Mayan numbers be in our numbering system?
civilization’s system of mathematics 1. 2. 3.
Suggestions: Make up two or three
additional numbers to review with students
before having them decipher the ones in Now write these numbers in the Mayan system.
4. 13 5. 16 6. 19
the book.
Answers will vary but may include the Are you familiar with any other numbering systems that remind you of the
Roman numeral system. Mayan system?
Extension: Write simple addition or
subtraction problems on the board using 88 ochenta y ocho
the Mayan number system. Have students Tema 2 • La escuela
give the answers in both Mayan symbols
and Arabic numerals.

Advanced Learners
Have students use the Internet to do further
research on the Mayan number system. They
could also explore numbering systems used by
other civilizations in the Americas.

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Practice and
Pronunciación Communicate
jcd-0288
The letter c
In Spanish the pronunciation of the letter c Try it out! Listen to this rhyme. Listen
depends on the letter that follows it. particularly for the sound of the letter c. Pronunciación
AUDIO
Then repeat the rhyme. Core Instruction
When the letter c comes before a, o, u, or
Standards: 4.1
another consonant, it is pronounced like the
c in “cat.” Listen to and say these words:
Resources: Teacher’s Resource Book: Audio
computadora cantar escuela
Script, p. 87; Audio Program: Track 13
tampoco cómo tocar
correr practicar Carlos
Suggestions: Should students ask, you
Cero más cuatro,
might explain that some Spanish speakers
o cuatro más cero,
When the letter c comes before e or i, most pronounce a c before e or i with a “th”
siempre° son cuatro. always
Spanish speakers pronounce it like the s in sound. For the Try it out!, read the rhyme
¿No es verdadero°? true
“Sally.” Listen to and say these words: first, then have student volunteers read it
veces sociable gracioso gracias aloud. Have volunteers say the variations
Say the rhyme again, first replacing cuatro with doce and trece. Students can
hacer once doce trece
with doce, then replacing cuatro with trece. compete to say the rhyme the fastest.
Then say the rhyme quickly several times.

El español en la comunidad
Core Instruction
Standards: 5.1

Suggestions: Ask if students know of

anyone who is taking Spanish classes
outside of your school. If so, have them
Do you know about opportunities to learn inquire about the courses. Why does the
Spanish in your community outside of your
person want to learn Spanish? What
school? Do some research using the Internet,
college brochures, and the Yellow Pages
methods and activities does the teacher
about Spanish classes or private lessons offered use? What are some of the topics covered?
in your community. Make a list of your findings. If these answers are available, have
Why do you think people in your community want students compare the community class
to study Spanish? with their own class.
Answers will vary but may include:
Spanish classes are offered by adult education centers,
community colleges, private language institutes, and
private tutors. Reasons for studying Spanish may
include for travel, business, being able to talk with
family or friends, etc.

Theme Project
Students can perform Step 2 at this point.
Be sure they understand your corrections
ochenta y nueve 89
Capítulo 2A and suggestions. (For more information,
see p. 72-a.)

Enrich Your Teaching Teacher-to-Teacher

Resources for All Teachers Communities: Invite a Spanish professor
from a local community college or
Teacher-to-Teacher university to talk to your students about
If you know of students in the upper grades This will serve as a good introduction to the college courses and class schedules using
who have traveled abroad on an exchange reading on p. 90. the words and expressions in this chapter.
program, invite them to give a presentation to
the class describing how their language skills
Internet Search
improved during the time spent in that country. Keywords:
As an alternative, if you have participated in an high school + exchange
exchange program yourself, you may want to programs + Spanish
share your experiences with learning Spanish.

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Communicate: Objectives
Reading • Read a brochure about a school in
Costa Rica
• Learn soccer fan chants
• Talk about some of your classes
Lectura • Learn facts about Mexico

Core Instruction
Standards: 1.2, 1.3 Consider what an immersion experience in Strategy
Spanish would be like for you as you read this
Using photos
brochure from a Spanish language school Look at the photos to help you
Focus: Reading about a Spanish-language in Costa Rica. understand the contents of a
school in Costa Rica brochure or advertisement.
Suggestions: Costa Rica
Pre-reading: Have students look at the title
and subtitle and ask them to predict what
the reading is about. Direct attention to

La Escuela
the Strategy and point out that the photos
will help identify the context of the
reading.
Reading: Pair students and have them take

Español Vivo
turns reading the text to each other.
Encourage students to deduce the meaning
of the passage from context and cognates.
Have students share words they could not
figure out and write them on the board.
Rica!
Ask volunteers to guess the meanings and ¡Una experiencia fabulosa en Costa
explain how they deduced them. la Escuela Español Vivo!
Post-reading: Answer the ¿Comprendes? ¡Estudia español con nosotros en
estudiante
questions in class or have students write Es verano, el mes de junio. Eres
montañas
en Santa Ana, un pueblo en las
their answers as homework. de Costa Rica.

¿Y cómo es una clase? Hay cinco

han,
estudiantes en tu clase. Uds. escuc
n y practican el español todo el día.
habla
Tam bién usan la comp utadora.
Bellringer Review muchos
Put these letters on the board En la escuela hay estudiantes de
, Francia,
representing the days of the week. Ask países: Estados Unidos, Inglaterra
frica y otros.
Brasil, Canadá, Japón, India, Sudá
that students unscramble the letters as ¡Todos estudian español!
they write the days in correct order.
JMSMVDL

Teaching with Photos

Before reading, have students guess what
some of the activities offered by the
school, based on the climate and
atmosphere depicted in the photos.
Brainstorm a list of activities that would be
done in such an environment, and then
have the class check the list as you review 90
the reading.

Block Schedule
••• •• • • • • • • • • • • •

Have students choose a destination in

the United States and create a brochure Heritage Language Learners Multiple Intelligences
for an English language institute similar If applicable, ask students to comment on the Logical/Mathematical: Have students rewrite
to La Escuela Español Vivo. Have them idea of immersion. If they came from another their own schedules in Spanish, including after-
include a schedule of classes and other country, did they know English at all before school activities, using the 24-hour clock. Have
possible activities that students can coming to the United States? If not, or if their them use a chart format.
participate in. They may illustrate their English skills were limited, ask them to list the
piece with drawings or photos. advantages and disadvantages of being
immersed in an English-speaking culture.

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Los sábados y los domingos hay actividades

muy interesantes: visitar un volcán o un
parque nacional, nadar en el océano
Communicate:
Pacífico . . . ¡y más! Reading
sábado
s/domin
• visitar g
un volc os
• visitar án
un parq
• nadar ue
en el oc nacional ¿Comprendes?
éano Pa
cífico ANSWERS
Standards: 1.2, 1.3

Resources: Answers on Transparencies

Focus: Demonstrating reading
comprehension
Suggestions: Have students share their
answers for items 1–4. Ask volunteers to
explain their answers for item 5.
Answers:
1. In the summer, in June.
2. There are five students in a class. They listen,
El horario de clases en ¿Por qué la Escuela speak, and practice Spanish all day, and also use
the computer.
la escuela es: Español Vivo? 3. You can visit a volcano or a park, or you can swim
hora lunes a viernes • La naturaleza de Costa Rica en in the ocean.
08:00–10:30 el pueblo de Santa Ana 4. Six hours a day.
Clases de español
10:30–11:00 • Amigos de muchos países 5. Answers will vary.
Recreo
11:00–13:00 • Mucha práctica y conversación
Clases de español
13:00–14:00 Almuerzo en español
14:00–15:30 • Clases de música y baile
Conversaciones
15:30–16:30 • Excursiones los sábados y domingos
Clase de música y baile
Standards: 4.2
ANSWERS

Resources: Answers on Transparencies

Suggestions: Read the text to the class
and give students some extra examples of
¿Comprendes? schedules in the 24-hour format. Point out
1. When does the program take place? that the 24-hour clock is used in the
2. Describe what a class is like. United States Armed Forces, and therefore
La hora in Spanish-speaking countries is usually
is often referred to as military time. Ask
3. What activities are offered on the shown using the 24-hour clock on official
schedules and timetables. Times in the morning students what the benefits are of using
weekends?
are shown as 00:00 (midnight) through 11:59 this system.
4. How many hours are spent on learning and (11:59 A.M.), 1:00 P.M. is shown as 13:00, 2:00 P.M.
Answer:
using Spanish each week? is 14:00, and so on.
The train from Alicante arrives at 15:20, or 3:20 P.M.
5. Would you like to study Spanish in Costa • Look at the times in the horario from the
Rica? Why or why not? train station. At what time
does the train from
Alicante arrive?
Más práctica
● WAV Wbk.: Writing, p. 38 En una estación
Pre-AP* Support
● Guided Practice: Lectura, p. 67 de trenes de Madrid
● Real. para hispanohablantes, For: Internet Activity • Activity: Write on the board the words: “En la
pp. 62–63 Web Code: jcd-0205
clase” and “Los sábados y los domingos.” Read
several teacher-made statements indicating
noventa y uno 91 where/when the activities usually take place.
Capítulo 2A Students raise their left hand if the answer is
“en la clase” and their right hand if the answer is
“los sábados y los domingos.” (Ex. Visitamos un
Enrich Your Teaching parque nacional.)
Resources for All Teachers • Pre-AP* Resource Book: Comprehensive guide
to Pre-AP* reading skill development, pp. 18–24
Culture Note Teacher-to-Teacher
In Spanish-speaking countries, the 24-hour Look at Spanish-language Web sites, For Further Reading
clock is used for public events such as concerts, newspapers, magazines, or travel guides to Student Resource: Realidades para
bullfights, sports events, and radio and television find examples of how times of events are hispanohablantes: Lectura 2, pp. 64–65
schedules, as well as for invitations to private listed times using the 24-hour clock. Post
events such as graduations and weddings. It these scheduled events on a bulletin board.
may also be used in ordinary conversation to
specify that an event people are talking about
is occurring in the evening.

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Culture

La cultura en vivo
Aficionados al fútbol
Core Instruction El fútbol (soccer) is the favorite sport in most
Standards: 1.3, 2.1, 2.2, 3.2, 4.2 Spanish-speaking countries. In fact, it is the most
popular sport in the entire world. It has grown in
popularity in the United States over the past years.
Focus: Reading cheers for sports teams
As with other sports you are familiar with, fútbol
and creating one
has loyal fans, cheers, team songs, and sometimes
Suggestions: Before reading poll students cheerleaders. If you attended a game in Venezuela
to determine their favorite sports. List at the Escuela Secundaria Bolívar you might hear
them on the board and have students the following chant:
arrive at a class favorite. After noting the
favorite sport of the class, ask what they Chiquitibúm a la bim bom bam
think the favorite sport is in the entire A la bío
world. A la bao
Direct attention to the opening paragraph. A la bim bom bam
After students have finished reading, find ¡Bolívar! ¡Bolívar!
out if any correctly predicted the world’s ¡Ra, ra, ra! Jugando al fútbol en la Ciudad
most popular sport. If your school has a Universitaria, Madrid, España

soccer team, talk about it. Except for the school name, the words of this chant
Many teams have cheerleaders who cheer do not have any meaning.
the team on enthusiastically, boost spirits,
and help create a winning attitude. Have Here’s another cheer:
students think about cheers they know ¡Se ve! ¡Se siente! You see it, you feel it!
and their meaning, if any. Point out those ¡Bolívar está presente! Bolívar is here!
in the book. Read one aloud with ¡Que sí, que no! Oh, yes, oh, no!
enthusiasm. Emphasize the rhythm. Have ¡Bolívar ya ganó! Bolívar has already won!
students repeat after you. Move on to the ¡A la bío, a la bao! ¡A la bío! ¡A la bao!
second and do the same. Direct students ¡El otro está cansao! The other team is tired!
to the Try it out! Allow them to work on
their cheers and present them another day.
Some students will have no interest in Try it out! In groups of five, select one of
the chants and use it for a model to create
soccer (or perhaps in any sport at all). You
a chant for one of your school teams.
may find it helpful to allow them to focus
Present it to the class.
on the rhyme scheme of the cheers.
Perhaps grouping them with students who
Think about it! How are these cheers and
are enthusiastic will help. Also, when
fan enthusiasm similar to or different from
working in a group, these students may
the cheers at your school?
prefer to record the group’s ideas.
Direct attention to the Think about it!
section and have students discuss the
questions.
Answers will vary.
Aficionados al fútbol
92 noventa y dos
Tema 2 • La escuela
Teacher-to-Teacher
Have students visit other Spanish classes
and present the school cheers they
created. Students might want to present
their Spanish cheer at a school pep rally
or assembly. Multiple Intelligences Heritage Language Learners
Bodily/Kinesthetic: Encourage students to Some students may be familiar with cheers
make up moves to accompany their cheers. from their heritage country. Allow them time to
Additional Resources Allow them to present their cheers to the class. ask family and friends about them, and then to
Student Resource: Realidades para bring the information to share with the class.
hispanohablantes, p. 66

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Communicate:
Speaking
Mis clases
Bellringer Review
Use the Transparencies to quickly
Task review the class names and ordinal
Imagine that a student from Costa Rica has just numbers.
arrived at your school. Tell the student about some
of your classes.
Presentación oral
Pre-AP*

1 Prepare Make a chart similar to the one below and fill in Core Instruction
information for three of your classes. You will use this chart to Standards: 1.3
think through what you may want to say about these classes.
Resources: Voc. and Gram. Transparency 56
Hora Clase Comentarios Profesor(a) Focus: Speaking about classes
Suggestions: Review the task and the
primera la clase de español me gusta la Sra. Salinas four steps with students. You might want
hablar español
Strategy to model a top-scoring presentation. Then,
cuarta la clase de arte difícil el Sr. Highsmith to get students started, have them
Using graphic organizers
Simple charts can help you brainstorm vocabulary they can use to
octava la clase de divertida la Srta. Huerta organize your thoughts for a describe classes. Have students practice
ciencias naturales presentation. their presentation with a partner, focusing
on fluency and pronunciation.
2 Practice Go through your presentation several times. You
can use your notes in practice, but your teacher may not want
you to use them when you present. Try to:
• mention the information about your classes and your teachers
Portfolio
Record students’ oral presentations on
• use complete sentences cassette or videotape for inclusion in
• speak clearly their portfolios.
Modelos
En la primera hora tengo la clase de español. Me gusta Additional Resources
hablar español. La clase es muy divertida. La Sra. Salinas Student Resources: Realidades para
es la profesora. hispanohablantes, p. 67; Guided Practice:
Presentación oral, p. 68

3 Present Describe the three classes you selected.

Assessment
4 Evaluation Your teacher may give you a rubric for how your • Assessment Program: Rubrics, p. T29
presentation will be graded. You probably will be graded on:
Give students copies of the rubric before
• how complete your preparation is they begin the activity. Go over the
• how much information you communicate descriptions of the different levels of
• how easy it is to understand you performance. After assessing students,
help individuals understand how their
noventa y tres 93 performance could be improved.
Capítulo 2A

Enrich Your Teaching

Resources for All Teachers

RUBRIC Score 1 Score 3 Score 5

How complete your You have information written down You used the chart, but only You used the chart and provided all
preparation is but without use of the chart. partially completed it. the information.
Amount of information You describe three classes but only You describe three classes but only You describe five classes and
you give provide one piece of information provide two pieces of information include all requested information.
about each class. about each class.
How easily you are You are very difficult to understand, You are understandable but have You are easily understood. Your
understood using only isolated words and frequent errors in vocabulary teacher does not have to “decode”
phrases. and / or grammar. what you are trying to say.

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Culture

El mundo hispano
Core Instruction
Standards: 2.1, 2.2, 3.2, 4.2
With a population of more than 100 million people, Mexico is
Resources: Voc. and Gram. Transparencies: the most populous Spanish-speaking country. It has been shaped
Map 12 by ancient indigenous civilizations, European colonialism, and
Focus: Reading about Mexico’s heritage immigration, as well as by its proximity to the United States.

Suggestions: After students read the text,

show a map of Mexico. Have them note The Mayan city of Tulum, situated on a cliff overlooking
the Caribbean, was a major port from about 1200 until the
that Mexico borders the Gulf of Mexico Spaniards arrived in the early 1500s. The Mayan civilization
on the east and the Pacific Ocean on the dates from 750 B.C., and includes ancient cities throughout
west. Locate Mexico City and the Yucatan southern Mexico, including the Yucatan Peninsula, and
peninsula. Have students identify Mexico’s parts of Central America. Today many people in these
three neighbors. Point out that Belize— areas speak one of approximately 30 languages and
once known as British Honduras—is an dialects that developed from ancient Maya.
English-speaking country.
Focus on the first paragraph. Have
students hypothesize about the ways in
which the United States and Mexico have
influenced each other.
Direct attention to the large background
photo. Have students identify it. Point out
its approximate location on the map. Ask
students what advantage there would be
in having a port built on a cliff. When
discussing the Mayan civilization, highlight
its years of existence and its achievements. ¿Sabes que . . . ? Estados Unidos

Have students do the math to get a clearer The butterfly reserve at El Rosario, Michoacán, lies in the
understanding of how long the civilization mountains not far from Mexico City. From November
flourished. Imagine the conditions and life through February every year, millions of monarch Go lf o d e M é xic o

México
style during those years. On a map, indicate butterflies migrate to this area from the north, covering the
the expanse of the Mayan civilization. branches of the area’s tall pine trees.
Remind students that the present borders
between countries did not exist at that time. Para pensar Belice
OCÉANO PACÍF ICO
Point out that there are approximately thirty These two pages show a brief overview of Mexico. If you Guatemala

languages that evolved from ancient Mayan. were asked to create a similar overview of the United El Salvador

States, what would you highlight? Select five photographs

Direct attention to the photo of Mexico and write a brief caption for each one. Share your results
City and to its location on a map. Have with a small group or the whole class.
students discuss the advantages and disad-
vantages of its location. Point out that, like
the port in the background photo, it was For: Online Atlas
built by indigenous peoples (the Aztecs) Web Code: jce-0002
before the arrival of the Spaniards. When 94 noventa y cuatro
the Spaniards arrived in 1519, the city was Tema 2 • La escuela
already larger than most European cities.
Today it is the largest city in the world.
Focus on the picture of the Ballet
Folklórico. Ask students to compare this
troupe to what they know about ballet
companies in the United States. If Advanced Learners Heritage Language Learners
necessary, point out the traditional Have students research and compare the Mayan Students whose heritage country is Mexico may
clothing, emphasizing the wide, colorful and Aztec civilizations. Help them focus on enjoy researching the hometown of their
skirts and the white embroidered blouses. when they existed, what they were like at ancestors. Perhaps they can find answers to
their height, and some achievements and such questions as: Who were the indigenous
accomplishments of each. peoples of the area? What, if any, traces of
those peoples still exist today?

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Culture

Focus on the boat in the middle picture.

Mexico’s most famous dance Note that many families spend Sundays
company, el Ballet Folklórico de relaxing together, a time that is very
México, is a world-class troupe of
more than 75 dancers and
important to them. The photo reflects a
musicians. For more than five modern-day use of a canal system built
decades, this company has been centuries ago.
touring the globe and
Direct students to the ¿Sabes que...? section.
performing traditional Mexican
dances, such as the jarabe Ask who has seen a monarch butterfly. Elicit
tapatío, (better known in the from students the importance of protecting
United States as the Mexican hat the butterflies’ habitat.
dance), la culebra, and the
chilingo lingo. Some students may have difficulty
computing the duration of the Mayan
civilization. You may want to have a
volunteer do the math on the board.
When discussing this time period, help
students realize that there were no modern
tools or machines. All work was done by
manual labor and with beasts of burden,
and many people were needed to build the
great cities.
Have students make a timeline showing
when each civilization was prominent in
Mexico.
Direct attention to the Para pensar section
and have students work in groups to
discuss the question. Allow each group to
present their ideas to the class.
Answers will vary.

of the largest
Mexico’s capital is one
is also one of
cities in the world. It
the oldest, dating bac
k to 1500 B.C.
ecs built
Go Online
s her e tha t the Azt
It wa
och titlán, in the The Online Atlas provides additional
their capital , Ten
Many families in Mexico spend maps of the locations mentioned here.
niards arrived
1300s. When the Spa Sundays together. A popular spot
had a
in 1519, Tenochtitlán for families in Mexico City is
ula tion of mo re tha n 100,000—
pop Xochimilco, where they can relax on
makin g it larg er tha n mo st
colorful boats while enjoying a meal Theme Project
European cities. and music. The canals of Xochimilco Students can perform Step 3 at this
are remnants of chinampas, the point. (for more information, see
“floating gardens” that helped feed
p. 72-a.)
Tenochtitlán and other ancient cities
in the valley of Mexico.

noventa y cinco 95
Capítulo 2A

Enrich Your Teaching

Resources for All Teachers

Culture Note
In the summer, the monarch butterfly lives in they take flight, you can hear their wings flap.
Canada and the United States. In fall, however, What is perhaps most amazing is the fact that
all the monarchs fly to their winter home; a the monarchs who migrate have never made
mountain in Angangueo, Mexico. Here so many the journey before. Each trip is made by a new
butterflies gather that they weigh down the generation that somehow knows how to find
tree branches. When the sun hits them and the way.

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Objectives
Review
To prepare for the test, check to
see if you . . .
• know the new vocabulary and
jcd-0289 grammar
Review Activities Vocabulario y gramática • can perform the tasks on p. 97
To talk about your school day: Have
students bring in books from other classes.
Randomly select a few and call on to talk about your school day to talk about things you need for school
volunteers to tell what class each is from. el almuerzo lunch la calculadora calculator
For example, using the Spanish book, ask: la clase class la carpeta de argollas three-ring binder
¿Es para la clase de ciencias naturales? la clase de . . . . . . class el diccionario dictionary
(No. Es para la clase de español.) arte art necesito I need
To talk about the order of things and español Spanish necesitas you need
things you need for school: Have students ciencias naturales science to describe your classes
make a list of their classes for that day, ciencias sociales social studies aburrido, -a boring
numbering them in order. Have Student A educación física physical education difícil difficult
point to a specific class in Student B’s list inglés English divertido, -a amusing, fun
and have Student B say what time it is and matemáticas mathematics fácil easy
then describe it. For example, En la tercera tecnología technology/computers favorito, -a favorite
hora tengo la clase de matemáticas. Es el horario schedule interesante interesting
divertida. Be sure to have students include en la . . . hora in the . . . hour
items they need from the list in To talk práctico, -a practical
(class period)
about things you need for school. más . . . que more . . . than
la tarea homework
To describe your classes and Other useful other useful words
to describe school activities a ver . . . Let’s see
words: Using the list created above, have
enseñar to teach
students work in pairs to compare classes. ¿Quién? Who?
estudiar to study
For example, La clase de tecnología es más para for
hablar to talk
difícil que la clase de inglés. Be sure they mucho a lot
use a variety of descriptions and to talk about the order of things (yo) tengo I have
comparisons. primero*, -a first (tú) tienes you have
segundo, -a second
subject pronouns
tercero*, -a third
Portfolio cuarto, -a fourth
nosotros we (masc.,
Invite students to review the activities they yo I masc./fem.)
quinto, -a fifth nosotras we (fem.)
completed in this chapter, including
sexto, -a sixth tú you vosotros you (masc.,
written reports, posters or other visuals,
séptimo, -a seventh (fam.) masc./fem.)
and tapes of oral presentations, or other usted (Ud.) you vosotras you (fem.)
octavo, -a eighth
projects. Have them select one or two (form.) ustedes (Uds.) you (form.)
items that they feel best demonstrate their noveno, -a ninth
él he ellos they (masc.,
achievements in Spanish to include in their décimo, -a tenth masc./fem.)
portfolios. Have them include this with the ella she ellas they (fem.)
*
Changes to primer, tercer before a masculine singular noun.
Chapter Checklist and Self-Assessment hablar to talk
For Vocabulario adicional, see pp. 472–473.
Worksheet. hablo hablamos
hablas habláis
Additional Resources habla hablan
Student Resources: Realidades para
hispanohablantes, p. 68

CD-ROM 96 noventa y seis

Tema 2 • La escuela
Web Code: jcd-0206
Teacher Resources:
• Teacher’s Resource Book: Situation Cards, p. 94,
Clip Art, pp. 96–97
• Assessment Program: Chapter Checklist and
Self-Assessment Worksheet, pp. T56–T57 Students with Learning Difficulties Heritage Language Learners
Have students review the Repaso del capítulo Have students write a few paragraphs telling
and create flashcards for any words that they about their perfect birthday celebration: Where
do not know. Pair them with a student who is are they going to have it? Whom are they
more confident with the vocabulary to practice. going to invite? What food are they going to
Before the test, provide students with a practice eat? What kind of music are they going to
test, so they can become comfortable with the play? Encourage them to use as many
format. vocabulary words from this chapter as they can.

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RE1_08NATE_Ch02A_72-97.qxd 6/13/06 5:24 PM Page 97

Más práctica Review

● Practice Workbook: Puzzle, p. 38
● Practice Workbook: Organizer, p. 39

For: Test Preparation

Performance Tasks
Preparación para el examen
Web Code: jcd-0206
Standards: 1.2, 1.3, 2.1, 4.2 ANSWERS

On the exam you Here are practice tasks similar to If you need review . . .
will be asked to . . . those you will find on the exam . . . Student Resource: Realidades para
hispanohablantes, p. 69
jcd-0289
1 Escuchar Listen Listen to two students who have just pp. 74–77 A primera vista Teacher Resources: Teacher’s Resource Book:
and understand as attended some of the classes on their new p. 75 Actividades 1–2 Audio Script, p. 87; Audio Program: Track 15;
people talk about their schedules. a) Which class does each one p. 79 Actividad 7 Answers on Transparencies
new schedules and like? Why? b) Which class does each one p. 80 Actividades 8–9
what they think of dislike? Why? 1. Escuchar
their classes Suggestions: Use the Audio CD or read
the script.
2 Hablar Talk about To get to know you, your homeroom advisor p. 80 Actividad 8 Script:
activities you and your asks you to talk or write about what you p. 86 Actividad 16 Boy: Me gusta mucho la clase de arte. Me gusta dibujar.
friends have in and your friends have in common, such as p. 87 Actividades 18–19 Es una clase fantástica. Pero la clase de matemáticas...
common school subjects that you all study and p. 93 Presentación oral ¡Uf! Es mucho más difícil que mi clase de arte. A veces
music or activities that you all like. For hay mucha tarea.
example, cantamos. You might also tell how
Girl: ¡La clase de matemáticas no es difícil! La tarea es
you and your friends are different. For
muy fácil. Me gusta mucho el profesor. Él es muy
example, Yo toco la guitarra y ellos
divertido. Pero no me gusta la clase de educación física.
practican deportes.
No soy atlética.
Answers:
3 Leer Read and Read this e-mail that your friend received pp. 74–77 A primera vista Boy: a) Art class, because he likes to draw. b) Math,
understand someone’s from his e-pal. What does the e-pal study in p. 78 Actividad 4 because it’s difficult and has lots of homework. Girl:
e-mail description of school? What does he think of his classes? pp. 90–91 Lectura a) Math, because the homework is easy and she likes
his or her classes Do you agree or disagree? Why? the teacher. b) Physical education, because she’s not
¿Cómo son mis clases? A ver . . . Yo tengo ocho clases. athletic.
Estudio ciencias naturales, inglés, español, educación 2. Hablar
física, geografía, matemáticas, tecnología y ciencias
sociales. ¡Me gusta más la clase de inglés! Necesito Suggestions: Brainstorm vocabulary
hablar inglés aquí en Ecuador, pero es MUY difícil. Mi clase needed to describe and compare classes
de geografía es muy aburrida y mi clase de educación
física es muy divertida. Y, ¿cómo son tus clases? with students. Write the list on the board.
Answers will vary.
3. Leer
4 Escribir Write your Write a note to a counselor listing reasons p. 78 Actividad 5
schedule including why you want to drop two of the classes on p. 79 Actividades 6–7 Suggestions: Remind students that almost
hour, class, and your schedule. What might be some reasons p. 93 Presentación oral all the vocabulary can be found on p. 96.
teacher’s name, and for wanting to change classes? You might say Answers:
give opinions about that your first hour class is boring and that
the classes your second hour class is difficult for you. He studies science, English, Spanish, physical
education, geography, math, technology, and social
studies. He likes English and thinks that geography is
boring. Answers will vary.
5 Pensar Demonstrate Think about the sports at your school that p. 92 La cultura en vivo
an understanding of attract the most fans to their games or 4. Escribir
cultural practices competitions. Are these the same sports Suggestions: Brainstorm with students
concerning sports that are most popular in Spanish-speaking words to use for this activity.
countries? How do spectators show their
enthusiasm? How is this similar to or Answers will vary.
different from the United States? 5. Pensar
noventa y siete 97
Capítulo 2A Suggestions: Remind students that they
may use a Venn diagram to organize their
information before writing.
Answers will vary.

STUDENTS NEEDING EXTRA HELP ADVANCED/PRE-AP*

• Alternate Assessment Program: • Pre-AP* Test Bank Assessment
Examen del capítulo 2A • Chapter Test
• Audio Program CD 20: Chap. 2A, Track 5 • Pre-AP* Resource Book, pp. 62–65
• Assessment Program: Examen del
HERITAGE LEARNERS capítulo
• Assessment Program: Realidades para • Test Banks A and B
hispanohablantes: Examen del capítulo 2A • Audio Program CD 20: Chap. 2A, Track 5
• Heritage Learner Test Bank

97