68 sesenta y ochoTema 1 • Tu día escolar

RVocabulario y gramática

extracurricular activities

chessclub

athletic clubteamphotography photographer

young peoplemember

to be a memberpastimepracticemeeting

las actividades extracurriculares

el ajedrezel club,

pl. los clubesel club atléticoel equipola fotografíael fotógrafo, la

fotógrafalos jóvenesel miembro

ser miembroel pasatiempola prácticala reunión,

pl. las reuniones

to talk about extracurricular activities

cheerleader

martial artsto do gymnasticshockeyto bowlswimming

el animador, la animadora

las artes marcialeshacer gimnasiael hockeyjugar a los bolosla natación

to talk about athletic activities

banddancer

song

singerchorus, choirto rehearserehearsalmusician

orchestra voice

la bandael bailarín,

la bailarinala canción,

pl. las cancionesel (la) cantanteel coroensayarel ensayoel músico,

la músicala orquestala voz, pl. las voces

to talk about music and drama

to attendto win, to earnto recordto participate (in)to take lessonsto return

asistir aganargrabarparticipar (en)tomar leccionesvolver (o ! ue)

to talk about actions with activities

to create a Web page

to be online to do a search

to surf the Webto visit chat rooms

crear una página Web

estar en líneahacer una

búsquedanavegar en la Redvisitar salones de

chat

to talk about and describe Internet activities

sé sabemossabes sabéissabe saben

To prepare for the test, check tosee if you . . .• know the new vocabulary

and grammar• can perform the tasks

on p. 69

Chapter Review

How long . . . ?

It has been . . .

¿Cuánto tiempo hace que . . . ?

Hace + time + que . . .

to tell how long something has been going on

as + adj. + asas much / many

+ noun + as

tan + adj. + comotantos(as) + noun

+ como

to make comparisons

saber to know (how)

conozco conocemosconoces conocéisconoce conocen

conocer to know, to be acquainted with

Más prácticaPractice Workbook Puzzle 1B-8Practice Workbook Organizer 1B-9

among, betweeninterestopportunity

entreel interésla oportunidad,

pl. las oportunidades

other useful words

For Vocabulario adicional, see pp. 498–499.

Review

Students with Special NeedsAs an alternative to oral work, you may want togive students time to review the vocabulary andgrammar in writing. Provide a word bank forthem to use to write a paragraph about theextracurricular activities in their school. Be sureto provide feedback before the exam.

Advanced LearnersAsk students to write and give an oral reportabout a favorite athlete. Have them include astatement telling how long that person hasbeen involved in the sport. Ask students toinclude an opinion comparing some aspect ofthat person’s skill with that of another athletewho plays the same sport.

Universal Access

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Review ActivitiesStandards:4.1

Suggestions: To talk about extracurricular activities:Have students draw a line to divide a sheetof paper, labeling one side Actividad andthe other Persona. Have Student A say avocabulary word from the list. Then, haveStudent B place a coin on the paper underthe appropriate heading.To talk about athletic activities, music,and drama: Have students look through aschool yearbook. Ask Student A to say aword or expression to Student B, whofinds a picture in the yearbook to match. Ifthere is no picture, students should say Notenemos (name of activity).To talk about actions with activities:Make grab bags of slips of paper withsentence fragments. Have students selectnouns, adverbs, or direct objects toaccompany any of these verbs out of thebag. Students may continue choosing untilthey have a logical sentence.To talk about and describe Internetactivities: Provide pairs of students with alist of scenarios, such as Estoy aburrido yquiero conocer a una persona nueva. HaveStudent A read the sentence and Student Boffer advice. To tell how long something has beengoing on: Give students a list of celebritiesand the year in which they began theircareers. Have students tell how long theyhave been practicing their trade. To make comparisons: Ask students tocompare different extracurricular activities.Suggest that they talk about how long theorganization has been around, how muchtime is involved, or which is more popular.

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 3, Cap. 1B, Track 12• Resource Book: Cap. 1B, Clip Art• Resource Book: Cap. 1B, 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 and understand asteenagers talk aboutwhat they do afterschool

If you need review . . .

pp. 46–49 A primera vistap. 51 Actividad 7p. 57 Actividad 17p. 59 Actividad 20

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

Listen as two teenagers describe what theydo after school. See if you can understand:(a) what they like to do; (b) why they liketo do it; (c) how long they have beenparticipating in that particular activity.

Hablar Talk aboutthe extracurricularactivities that you areinterested in doingafter school and howlong you have beendoing these activities

p. 51 Actividad 6p. 52 Actividad 8p. 54 Actividad 13p. 58 Actividad 18pp. 59 Actividades 19–20

Imagine that you meet a new classmatefrom Venezuela who is going to your school.Since you both seem to like the same typesof things: (a) tell him about some of thethings you do after school that you thinkwould interest him; (b) ask him to go withyou to one of your activities.

Pensar Demonstratean understanding of thedifferences betweenschools in the UnitedStates and Spain

p. 64 Perspectivas delmundo hispano

Your friend’s father is being transferred toSpain for one year, so your friend will beattending school in Madrid. Based on thischapter, what could you tell him about thedifferences that he will probably find in hisnew school there?

Escribir Writebriefly about yourextracurricularactivities

p. 50 Actividad 4p. 52 Actividades 8–9p. 57 Actividad 16p. 59 Actividad 19p. 65 Presentación escrita

You’re trying to get an after-school job. Mostof the applications you have picked up askthe same questions: ¿En qué actividadesextracurriculares participas? ¿Cómo te van aayudar estas actividades en este trabajo?Write a brief paragraph describing yourextracurricular activities and mention whyyou like these activities.

Leer Read andunderstand a letterwritten by a studentabout a problem atschool

p. 53 Actividad 11p. 57 Actividad 16pp. 62–63 Lectura

Read the following letter to an advicecolumnist. What problem is the writerdescribing? How does he compare himself to his brother? Mi hermano mayor es muy estudioso y deportista. Pero yo . . . ¡no! A mí me interesa visitar a mis amigos en lossalones de chat en la Red. Según mis amigos, soyincreíble con mi computadora. ¡El problema es que todosmis profesores piensan que soy tan estudioso ydeportista como mi hermano! Mis padres dicen que debo ser como mi hermano. No me gusta.—Frustrado

11

22

33

sesenta y nueveCapítulo 1B

69

For: Test preparationVisit: www.phschool.comWeb Code: jdd-0118

Review

Enriching Your Teaching

Teacher-to-TeacherAs a culminating activity, have students createtheir own class “yearbook.” They could includethe paragraphs they wrote about each other for various activities in this chapter. Encouragethem to add photos, news items, and otherinformation about classmates throughout the year.

Alternative Assessment• ExamView Test Bank CD-ROM• MindPoint Quiz Show CD-ROM• Resource Book: Cap. 1B, Situation Cards• Resource Book: Cap. 1B, Communicative Activities

69

Performance TasksStandards:1.1, 1.2, 1.3, 2.1, 2.2, 4.2

Resources: Audio Program: CD 3, Cap. 1B, Track13; Resource Book: Cap. 1B, Audio Script; PracticeAnswers on Transparencies1. EscucharSuggestions: Have students listen to theentire script once before they answer. Script: Person #1: No conozco a muchas personas en laescuela. Soy un nuevo estudiante aquí y soy bastantetímido. Por eso, después de las clases regreso a micasa. Me gusta visitar salones de chat en la Red.También me gusta cantar. Hace cinco años que cantocon mi hermana en una banda musical.Person #2: ¿Te gusta cantar? ¡A mí también! ¿Quieres irconmigo a la práctica del coro esta tarde? Hace dosaños que canto en el coro. Es muy divertido.Answers: a) Person #1 likes to visit chat rooms and sing.

Person #2 also likes to sing.b) Person #1 likes to visit chat rooms because he is

new at school and shy and doesn’t know manypeople.

c) Person #1 has been singing in a band for five years.Person #2 has been singing in a chorus for twoyears.

2. HablarSuggestions: If students are not involvedin extracurricular activities, ask them toanswer according to which ones mightappeal to a new student.Answers will vary.3. LeerSuggestions: To help students relate tothis letter, have them list ways they differfrom their own brothers or sisters.Answers:a) Sus padres y profesores piensan que él debe ser tan

estudioso y deportista como su hermano.b) Él dice que no es tan estudioso y deportista como su

hermano, pero usa la computadora muy bien.4. EscribirSuggestions: Ask students to brainstormthings they have learned from extracur-ricular activities.Answers will vary.5. PensarSuggestions: Refer students to the articleon p. 64 to help explain the differences.Answers will vary.

Assessment• Examen del capítulo: 1B • Audio Program: CD 20, Cap. 1B, Track 4

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