40 cuarentaTema 1 • Tu día escolar
RVocabulario y gramática
to memorize
to answer to give a speechto discussto explain to ask a question
reportlaboratory wordto ask for helpprojectto get a good grade
aprender de memoria
contestardar un discursodiscutirexplicarhacer una
preguntael informeel laboratoriola palabrapedir ayudael proyectosacar una buena
nota
to talk about what you do in class
on timeto turn into arrive lateto pay attentionruleto respectit’s forbidden . . .
a tiempoentregarllegar tardeprestar atenciónla reglarespetarse prohíbe . . .
to talk about classroom rules
lockerseat I.D. card
transparent tapestaplersupplies, materials scissors
el armarioel asientoel carnet de
identidadla cinta adhesivala grapadoralos materialeslas tijeras
to name school objects
entender (e ! ie) to understand
someone, anyonesome, any
no one, nobody no, none, not any
alguienalgún, alguna,
algunos, -asnadieningún, ninguno, -a
negative and affirmative words
to knowwhat on, about
conocerlo quesobre
other useful words
entiendo entendemosentiendes entendéisentiende entienden
empezar (e ! ie) to start, to begin
empiezo empezamosempiezas empezáisempieza empiezan
repetir (e ! i) to repeat
repito repetimosrepites repetísrepite repiten
almorzar (o ! ue) to have lunch
almuerzo almorzamosalmuerzas almorzáisalmuerza almuerzan
To prepare for the test, check tosee if you . . . • know the new vocabulary and
grammar• can perform the tasks on
p. 41
Chapter Review
(See p. 31 for a complete chart.)
Más prácticaPractice Workbook Puzzle 1A-8Practice Workbook Organizer 1A-9
For Vocabulario adicional, see pp. 498–499.
Review
Advanced LearnersPair teachers with students, and ask students toconduct a survey of rules in other classes. Havethem compare rules across classes and compiletheir results into a graph that shows similaritiesamong rules. Ask them to write a shortsummary of the results.
Heritage Language LearnersHave students search the Web for the coats ofarms of their heritage countries or of theirfamilies. Have them write a short paragraphabout the key symbols and their significance.
Universal Access
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Review ActivitiesSuggestions: The Repaso del capítulosummarizes all of the active vocabularyand grammar for the chapter. It provides auseful study tool for review and testpreparation. In each chapter, you will findsuggestions for review activities toaccompany the lists.To talk about what you do in class:Have students work in groups to copyeach expression on a slip of paper. Giveeach group a brown paper bag to fill withthe expressions. Tell students to take turnschoosing a phrase, and acting it out forthe others to guess.To talk about classroom rules: Havepartners use flashcards and take turnsstarting and finishing sentences. StudentA gives an oral sentence such as Hay quellegar a la clase ___. Student B holds upthe correct flashcard. (a tiempo) Tellstudents to use the word espacio toindicate where the missing word or wordsbelong.To name school objects: Some objects arelikely to be in the classroom, so Student Acan point to an item and ask Student B¿Qué es esto? For words for objects notfound in the classroom, have studentstake turns making simple drawings fortheir partner to identify. Negative and affirmative words: HaveStudent A use one of the negatives in asentence. Student B disagrees, and usesthe corresponding affirmative word in asentence. Partners switch roles for thenext word.
PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,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.
Additional Resources• Audio Program: CD 2, Cap. 1A, Track 12• Resource Book: Cap. 1A, Clip Art• Resource Book: Cap. 1A, Situation Cards • Assessment Program: Chapter Checklist and Self-
Assessment Worksheet
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Preparación para el examen
44
55
On the exam youwill be asked to . . .
Escuchar Listen toand understand howstudents describe whatthey must do and whatthey cannot do in class
If you need review . . .
pp. 18–21 A primera vista
Here are practice tasks similar to thoseyou will find on the exam . . .
Listen as two students compare theirSpanish classes. (a) What are two thingsthat students do in both classes? (b) Whatare two things that are different? (c) Whichclass would you prefer? Why?
Hablar Ask andrespond to statementsmade about classroomactivities
p. 22 Actividad 4p. 23 Actividades 5–6p. 24 Actividad 7p. 28 Actividades 15–16p. 29 Actividad 17p. 32 Actividad 21
Your teacher has asked you and a partnerto see which classroom activities are themost common. Each of you will make achart with a list of your classes across thetop. Then think of five or six classroomactivities and write them down the side ofyour chart. Write an X next to the activitiesthat you do in each class. Then describehow often you do these activities.
Doy discursos en las clases de historia,español e inglés. Hablo sólo español en laclase de español todos los días.
Pensar Demonstratean understanding ofcoats of arms
p. 36 La cultura en vivoYou are researching los escudos beforecreating one for an assignment. A list ofWeb sites gives historical examples fromSpanish-speaking countries. Based on whatyou have learned, what types of decorationwould you expect to find on them? Wherewould they be displayed?
Escribir Write aparagraph about yourfavorite class
p. 26 Actividad 12p. 27 Actividad 14p. 29 Actividad 17
In a short paragraph, describe your favoriteclass. Include: (a) what you do in the class;(b) the kind of homework you have.
Leer Read andunderstand a list oftypical classroom rules
p. 31 Actividad 19p. 33 Actividad 23p. 37 Presentación oral
Read the rules below. Write the numbers1–5 and then write a P for thosestatements that you think were the idea ofun(a) profesor(a) or an E for those youthink were written by un(a) estudiante.
1. Se prohíbe hacer la tarea a tiempo. 2. Hay que pedir ayuda si no entiendes.3. Hay que prestar atención.4. Se prohíbe traer libros a la clase de literatura.5. Hay que dormir en las clases.
11
22
33
cuarenta y unoCapítulo 1A
41
For: Test preparationVisit: www.phschool.comWeb Code: jdd-0107
Review
Enriching Your Teaching
Alternative Assessment– ExamView Test Bank CD-ROM– MindPoint Quiz Show CD-ROM– Resource Book: Cap. 1A, Situation Cards– Resource Book: Cap. 1A, Communicative Activities
Teacher-to-TeacherHave students keep an audio journal. Give eachstudent a cassette tape. At the end of eachchapter, give students a list of personalizedquestions related to the theme. Ask them torecord their answers. Use the tapes as an instruc-tional tool to help students feel comfortablespeaking and understanding Spanish.
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Performance TasksStandards:1.1, 1.2, 1.3, 2.2
Resources: Audio Program: CD 6, Cap. 1A,Track 13; Resource Book: Cap. 1A, Audio Script;Practice Answers on TransparenciesSuggestions: The Preparación para elexamen provides students withperformance tasks very similar to thosethey will encounter on the chapter test inthe Assessment Program. Explain that ifthey can carry out these tasks, they will beable to succeed on the test.1. EscucharSuggestions: Use the Audio CD or readthe script.Script: Girl #1:¿Cómo es tu clase de español? En mi clase hay queentregar la tarea cada día y escribir un informe cadasemana. También contestamos preguntas y hay quepracticar en el laboratorio.Girl #2:¡Ay! ¿Mucho trabajo, no? En mi clase hay que prestaratención, pero no entregamos la tarea cada día.Practicamos y contestamos preguntas en el laboratorio.Discutimos algo de interés cada día en español yhacemos muchos proyectos.Answers: (a) They answer questions and they practice in the
laboratory.(b) One student turns in homework every day and
writes a report every week. The other student isinvolved in discussions in Spanish every day anddoes a lot of projects.
(c) Answers will vary.2. HablarSuggestions: Have students includeexpressions such as siempre, a veces, andnunca in their responses. Answers will vary.3. LeerSuggestions: Have students discuss yourclassroom rules before they read.Answers: 1. E 2. P 3. P 4. E 5. E4. EscribirSuggestions: Before they write theparagraph, have students make a T-chartand brainstorm items for each category.Answers will vary.5. PensarSuggestions: Have students look back atthe designs on p. 36 and think of othercoats of arms that they have seen.Answers will vary.
Assessment• Examen del capítulo: 1A • Audio Program: CD 20, Cap. 1A, Track 3
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