Objectives Read, listen to, and understand information about • families • parties and celebrations Aquí está mi familia. Tengo dos hermanos: mi hermana mayor, Angélica, que tiene 16 años, y mi hermano, Esteban, que tiene 15 años. Y aquí están mis primos: Carolina tiene 17 años. Su hermano menor, Gabriel, tiene sólo 13 años. Más vocabulario el padrastro stepfather la madrastra stepmother el hermanastro stepbrother la hermanastra stepsister Ricardo mi abuelo, 68 mis abuelos mis padres mis tíos mis hermanos Ana María mi abuela, 61 María mi madre, 39 José Antonio mi padre, 42 Josefina mi tía, 38 Andrés mi tío, 42 Capitán mi perro Michi mi gato mis primos Angélica mi hermana, 16 Cristina yo, 13 Esteban mi hermano, 15 Carolina mi prima, 17 Gabriel mi primo, 13 Mira a las personas de las fotos. Es la familia de mi tía Josefina. Mi tío Andrés es el esposo de Josefina. Ellos tienen dos hijos: su hijo Gabriel y su hija Carolina. ¡Hola! Me llamo Cristina. Hoy es mi cumpleaños. Toda mi familia va a preparar una fiesta para celebrar. ¡Va a ser muy divertido! “ ” “ ” “ ” 222 doscientos veintidós Tema 5 • Fiesta en familia Vocabulario y gramática en contexto Language Input Block Schedule • • • • • • • • • • • • • • • • Heritage Language Learners Ask students who are familiar with other cultures to describe typical families from their heritage culture. Does active family life include extended family members? Do family members live nearby? Students with Learning Difficulties If students are struggling with vocabulary words and their meanings because of the organization of the family tree, suggest that they look at the vocabulary list on p. 244 for another list. Review the family tree prior to starting Actividad 1. • • • • • • • • • • • • • • • • Have students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illus- trations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures. 222 Presentation 01.B.02 Resources: Resource Book: 5A, Input Script; Voc. & Gram. Transparencies: 96–97; Resource Book: Cap. 5A, Clip Art; TPR Storytelling Book: Cap. 5A; Audio Program: CD Cap. 5A, Tracks 1–2 Focus: Presenting visualized vocabulary for family members, celebrations, and parties Suggestions: Use the transparencies to present the vocabulary and grammar in three sections: the family tree, Cristina’s introduction to her family, and the party room scene. Ask questions that require limited verbal response, such as: ¿Es Esteban el padre de Cristina? ¿Te gusta comer dulces? If students are unfamiliar with the structure of a family tree, emphasize that the youngest members are at the bottom, then parents in the middle, and grandparents at the top. Explain the structure of the tree: for example, people who are connected with a horizontal blue line are brothers and sisters. For sample presentation scripts, use the Input Script from the Teacher’s Resource Book, or use the TPR Storytelling Book. Vocabulario y gramática Additional Resources • Audio Program: Song CD Teaching All Students 01.C.05; 01.C.06
Transcript
Objectives
Read, listen to, and understandinformation about
• families• families
• parties and celebrations• parties and celebrations
Aquí está mi familia. Tengo dos hermanos:mi hermana mayor, Angélica, que tiene16 años, y mi hermano, Esteban, que tiene15 años. Y aquí están mis primos: Carolinatiene 17 años. Su hermano menor, Gabriel,tiene sólo 13 años.
Más vocabulario
el padrastro stepfather
la madrastra stepmother
el hermanastro stepbrother
la hermanastra stepsister
Ricardomi abuelo, 68
mis abuelos
mis padrespadres mis tíos
mis hermanos
Ana Maríami abuela, 61
Maríami madre, 39
José Antoniomi padre, 42
Josefinami tía, 38
Andrésmi tío, 42
Capitán mi perro
Michi mi gato
mis primos
Angélicami hermana, 16
Cristinayo, 13
Estebanmi hermano, 15
Carolinami prima, 17
Gabrielmi primo, 13
Mira a las personas de las fotos. Es lafamilia de mi tía Josefina. Mi tío Andrés esel esposo de Josefina. Ellos tienen doshijos: su hijo Gabriel y su hija Carolina.
¡Hola! Me llamo Cristina. Hoy es micumpleaños. Toda mi familia va apreparar una fiesta para celebrar.¡Va a ser muy divertido!
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”222 doscientos veintidós
Tema 5 • Fiesta en familia
Vocabulario y gramática en contexto
Language Input
Block Schedule• • • • • • • • •• • • ••• •
Heritage Language LearnersAsk students who are familiar with othercultures to describe typical families from theirheritage culture. Does active family life includeextended family members? Do family memberslive nearby?
Students with Learning DifficultiesIf students are struggling with vocabulary wordsand their meanings because of the organizationof the family tree, suggest that they look at thevocabulary list on p. 244 for another list.Review the family tree prior to startingActividad 1.
•• • • • • • • • • • • • • • •
Have students make family tree posters orcollages. They can either use real photos ormake fictional collages using pictures frommagazines, downloaded pictures, or illus-trations. Have them label each familymember: for example, Susana, mi tía. Theycan also include a few sentences on theposter: Mi padre es simpático. Point outthat each person has to be identified inrelation to the student. Remind them tocheck their sentences for spelling andagreement. You may have to providestudents with additional vocabulary words,based on their individual family structures.
222
Presentation
01.B.0201.B.02
Resources: Resource Book: 5A, Input Script; Voc.Resource Book: 5A, Input Script; Voc.& Gram. Transparencies: 96–97; Resource Book:& Gram. Transparencies: 96–97; Resource Book:Cap. 5A, Clip Art; TPR Storytelling Book: Cap. 5A;Cap. 5A, Clip Art; TPR Storytelling Book: Cap. 5A;Audio Program: CD Cap. 5A, Tracks 1–2Audio Program: CD Cap. 5A, Tracks 1–2Focus: Presenting visualized vocabulary forfamily members, celebrations, and partiesSuggestions: Use the transparencies topresent the vocabulary and grammar inthree sections: the family tree, Cristina’sintroduction to her family, and the partyroom scene.Ask questions that require limited verbalresponse, such as: ¿Es Esteban el padre deCristina? ¿Te gusta comer dulces?If students are unfamiliar with the structureof a family tree, emphasize that theyoungest members are at the bottom, thenparents in the middle, and grandparents atthe top. Explain the structure of the tree:for example, people who are connectedwith a horizontal blue line are brothers andsisters.For sample presentation scripts, use theInput Script from the Teacher’s ResourceBook, or use the TPR Storytelling Book.
Vocabulario y gramática
Additional ResourcesAdditional Resources•• Audio Program: Song CDAudio Program: Song CD
Teaching All Students
01.C.05;01.C.05;01.C.0601.C.06
Real1TXte1e_Tm5C05A.qxd 3/2/04 4:10 PM Page 222
doscientos veintitrés 223Capítulo 5A
La familia de CristinaListen as Cristina describes her family. If herstatement is true, give a “thumbs-up” sign. If itis false, give a “thumbs-down” sign.
Ac
tividad
11 Escuchar
Preparamos la fiestaNow listen as Cristina and her motherprepare for the birthday party. Look at theitems in the party shop ad on this page andtouch each item they mention.
Ac
tividad
22 Escuchar
el regalola cámara
“Hoy es el cumpleaños de Cristina. Tengoun regalo para ella. Es una cámara.A Cristina le encanta sacar fotos.”
Resources: Audio Program: CD Cap. 5A, Track 3;Audio Program: CD Cap. 5A, Track 3;Resource Book: Cap. 5A, Audio ScriptResource Book: Cap. 5A, Audio ScriptFocus: Listening comprehension aboutfamily members’ ages and namesSuggestions: Review the words menorand mayor. Then play the Audio CD orread the script. You may wish to allowstudents to hear the entire script oncebefore asking them to respond. Script and Answers:1. Mi hermano se llama Esteban. (up)2. Mi tío tiene cuarenta y dos años. (up)3. Mi hermana menor se llama Ana Isabel. (down)4. Mi madre tiene treinta y ocho años. (down)5. Mi perro se llama Michi. (down)6. Mi primo se llama Esteban. (down)7. Mi abuela es mayor que mi abuelo. (down)8. Mi perro se llama Capitán. (up)
Common Errors: Students confuse similarwords that differentiate gender, such asprimo and prima. Remind them that wordsending in a are usually feminine and wordsending in o are usually masculine.
01.B.0101.B.01
• • • • • • • • • • • • • • • • • • • • • • •
Resources: Audio Program: CD Cap. 5A, Track 4;Audio Program: CD Cap. 5A, Track 4;Resource Book: Cap. 5A, Audio ScriptResource Book: Cap. 5A, Audio ScriptFocus: Listening comprehension aboutpreparing for a partySuggestions: Play the Audio CD or readthe script. Pause between each statementto monitor students. Have them listen tothe script again as you review the answers.Script and Answers:1. Necesitamos muchos globos, ¿no? (balloons) 2. A Angélica le encantan las flores. (flowers)3. A los chicos les encanta la piñata, ¿no? (piñata)4. Hay globos y luces en la fiesta de cumpleaños, ¿no?
(balloons, lights)5. Ya tenemos dulces, ¿verdad? (candies)6. No me gusta el papel picado de plástico. (cut-paper
decorations)7. Y en el pastel vamos a escribir “¡Feliz cumpleaños!”
(cake)Enriching Your Teaching
Culture NotePaper flowers are popular party decorations inMexico. The flowers are made from tissuepaper (papel de china) that is folded andbound together with wire. While some paperflowers require a great deal of skill to fold, cut,and shape, there are more simple techniquesthat children can use to create thesedecorations.
Teacher-to-TeacherHave students plan a party where every guesthas to bring things to the party. Show studentshow to make a simple invitation with entries asfollows: La fecha: _____, La hora: _____; El lugar: _____ (for example, en la casa deMartina). Then have students request thatpeople bring food or decorations next to theentry: Por favor, necesitamos: _____ y ______.
224 doscientos veinticuatroTema 5 • Fiesta en familia
¡Feliz cumpleaños!
¿Qué pasa en la fiesta deCristina? Lee la historia.
Strategy
Using visualsLook at the pictures as you readto help you get the details ofthe story.
11
55 6 76 7Angélica: Aquí está mimadre. A mamá le gustanlas decoraciones.Madre: Sí. A mí meencanta decorar con papelpicado.
Angélica: Y aquí estáCristina. Hoy es sucumpleaños. ¡Felizcumpleaños!Cristina: ¿Cuándo puedoabrir mis regalos?Angélica: Ahora no.Primero, la piñata.
Padre: ¡Vamos, Gabriel!¿Puedes romper la piñata?Gabriel: ¡Por supuesto!Todos: Dale, dale, dale, nopierdas el tino, porque si lopierdes, pierdes el camino.(¡Crac! Gabriel rompe lapiñata y . . . )
CristinaCristina
Angélica
Carolina
GabrielEsteban
Esteban: Vamos a hacerun video. Uno . . . dos . . .tres . . . ¡Acción!Angélica: Hola, me llamoAngélica. Hoy es elcumpleaños de nuestrahermana, Cristina. Todosestán aquí para celebrar.
Texas
Language Input
224
Videohistoria
Presentation
01.B.0201.B.02
Resources: Voc. & Gram. Transparencies: 98–99;Voc. & Gram. Transparencies: 98–99;Audio Program: CD Cap. 5A, Track 4Audio Program: CD Cap. 5A, Track 4Focus: Presenting contextualizedvocabulary; previewing the videoSuggestions: Pre-reading: Direct students’ attention tothe Strategy. Have them look at thepictures and point out details that will helpthem with the story line. Using the transparencies, go panel by panel and askstudents to predict what will happen.Reading: Have student volunteers play theroles of the characters or use the AudioCD. Using transparencies, and non-verbalclues, help students understand the newwords in blue type. Ask students compre-hension questions. Post-reading: Complete Actividad 3 tocheck comprehension.
Video
Presentation
01.B.0101.B.01
Resources: Video Program: Cap. 5A; ResourceVideo Program: Cap. 5A; ResourceBook: Cap. 5A, Video ScriptBook: Cap. 5A, Video Script
Focus: Hearing and seeing contextualizedvocabulary; listening comprehensionSuggestions:Pre-viewing: Remind students to use priorexperience to help them understand thevideo. Have them think of birthday partiesthey have attended and how people reactwhen they are videotaped. Tell them thatwhen they see the images for the newvocabulary words in the video, they should try to listen for these words in theconversation.Viewing: Show the video once withoutpausing, and then show it again, stoppingto check for comprehension. Write difficultwords on the board. Show the segment afinal time without pausing.Post-viewing: Complete the Video Activitiesin the Writing, Audio & Video Workbook.
Multiple IntelligencesMusical / Rhythmic: Have students use theInternet or library resources to look for Spanishfolk songs like the piñata song. Have thembring in the lyrics, and if you are familiar withthe tune, have students sing along. Suggestthat students find out on which occasions thesong is sung. Remind them that they do not
need to focus on the meaning of the lyrics intheir research, but it may be helpful.
Students with Learning DifficultiesPreview the questions for Actividad 3 byreading them with students. Have students lookcarefully at the pictures from the Videohistoriato see if they can predict any answers to thequestions. Preview the new vocabulary words.
Teaching All Students
Additional ResourcesAdditional Resources•• Writing, Audio & Video Workbook: Cap. 5A, VideoWriting, Audio & Video Workbook: Cap. 5A, Video
¿Comprendes?1. ¿Quién va a hacer el video, Gabriel o Esteban?
2. ¿Quién tiene sesenta y ocho años, el abuelo o la abuela?
3. ¿A quién le gusta jugar al fútbol, a Esteban o a Gabriel?
4. ¿Qué va a hacer el padre, decorar o prepararhamburguesas?
5. ¿Con qué decora la madre, con globos o con papel picado?
6. ¿Quién rompe la piñata, Cristina o Gabriel?
Angélica: Aquí están misabuelos. ¿Y cuántos añostienen Uds.?Abuelo: Pues, yo tengosesenta y ocho años y tuabuela . . .Abuela: Por favor, Ricardo.Angélica, ¡qué pregunta!
Angélica: Aquí está Gabriel,mi primo menor. Le gustamucho el fútbol. Y aquí está mi prima. ¿Cómo te llamas?Carolina: Pero, Angélica,tú sabes mi nombre.Angélica: Sí, pero es para elvideo. Por favor . . .
Angélica: Él es nuestropadre. ¿Qué haces, papá?Padre: Voy a preparar unashamburguesas y después voy asacar fotos de la fiesta.
Culture NotePiñatas are crafts that serve as both partydecorations and entertainment. Although othermaterials are now common, traditional piñatasare made from a clay pot, or olla de barro,with papier-mâché attached to complete thedesired shape. Curled strips and streamers oftissue paper are then glued on the outside. The
breaking of the piñata is a ritual, with a songurging the blindfolded child to hit the piñataand bring down the shower of candies, fruit, orsmall toys that it contains.
Resources: Practice Answers on TransparenciesPractice Answers on TransparenciesFocus: Reading for understandingSuggestions: Point out to students thateach question is asking them to identifyone of two possible responses. Whenreviewing the responses, have students sayin which panel they found the information.Answers:1. Esteban va a hacer el video.2. El abuelo (de Cristina) tiene sesenta y ocho años.3. A Gabriel le gusta el fútbol.4. El padre va a preparar hamburguesas.5. La madre decora con papel picado.6. Gabriel rompe la piñata.
Additional ResourcesAdditional Resources•• Writing, Audio & Video Workbook: Cap. 5A, VideoWriting, Audio & Video Workbook: Cap. 5A, Video
Activities 2–4Activities 2–4•• Heritage Language Learner Workbook: 5A-1,Heritage Language Learner Workbook: 5A-1,
