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Preview Tema 4 • Los pasatiempos

Standards for
Capítulo 4A
• 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
2.2 Products and Perspectives
• Discuss Carmen Lomas Garza and her painting
• Discuss papel picado
• Discuss the royal family of Spain “El quitasol” is a work by Spanish painter
• Discuss Francisco de Goya and his painting Francisco de Goya (1746–1828). He made
• Discuss the family of Carlos IV this painting in 1777 as a design to be used
• Discuss Diego Rivera and his portrayal of indigenous in the manufacture of a royal tapestry. At
people through painting that time Goya was already famous for the
elegance of his artwork and his ability to
Connections capture ordinary events in realistic detail.
3.1 Cross-curricular The brilliant colors of this painting suggest
• Discuss important artists and their work: Garza, Goya a happy moment of relaxation for two
• Discuss the royal family of Spain young people.
3.2 Target Culture • Why do people who live in the city go
• Read a version of the fairy tale “La Cenicienta” out to the country to relax?
Comparisons “El quitasol” (1777), Francisco de Goya
4.1 Language Oil on canvas, 104 x 152 cm. Museo Nacional del Prado, Madrid, Spain.
Photo credit: Scala / Art Resource, NY.

• Talk about new vocabulary through the recognition of

cognates 170 ciento setenta
• Compare the uses of tener idioms with English Tema 4 • Los pasatiempos
• 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. 70–73
5.1 Beyond the School • Vocabulary Check, Flash Cards • Chapter Opener, pp. 130–131
• Identify Hispanic surnames in a local phonebook • Grammar • A primera vista, p. 132
5.2 Lifelong Learner • Reading and Speaking Support • Videohistoria, p. 133
• View a video mystery series • Manos a la obra, pp. 134–141
Guided Practice Audio CDs • ¡Adelante!, pp. 142–147
• Disc 1, Track 8
• Repaso del capítulo, pp. 148–149

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Preview

Chapter Opener
¿Adónde vas?
AT L A S

Core Instruction
Resources: Voc. and Gram. Transparencies:
Maps 12–18, 20
Suggestions: Have students list the
places in your community where they go
for leisure activities. Explain that in this
chapter they will be learning to talk about
Chapter Objectives
the places they go for fun. They will also
• Talk
learn to ask questions of others. The A
xxx about locations in your community
primera vista video focuses on a group of
• Discuss
xxx leisure activities
Spanish teens introducing themselves to a
• Talk
xxx about where you go and with whom
new student and talking about their
• Learn
xxx how to ask questions
preferred activities.
• Understand
xxx cultural perspectives on
leisure activities

Videohistoria: xxx Standards: 2.1, 2.2, 3.1

A primera vista:
GramActiva™ Un chico
videos: xxx reservado
GramActiva
xxx Videos: the verb ir; asking
questions
Videomisterio: xxx Resources: Fine Art Transparencies with
Teacher’s Guide, p. 27
Suggestions: Explain that Goya is one
As you learn about leisure activities, you will make of the great Spanish painters. Bring in
connections to these countries and places: additional examples of his work to share
with students. Individuals can choose their
Texas España
California favorites to explain to the class.
Illinois
Luisiana Answers will vary but may include that
Arizona Florida people enjoy being in a quieter, less
México Puerto Rico polluted environment, surrounded by
Nuevo México Honduras nature.
Ecuador Venezuela
Perú
Colombia
Bolivia
Chile
Argentina
Culture Note
The Parque del Retiro (Retreat
Más práctica Park), established in 1632 by Felipe IV, lies
in the heart of Madrid. Within the Parque
● Real. para hispanohablantes, pp. 130–131
del Retiro are two palacios that hold art
For: Online Atlas exhibitions, a rose garden, and a man-
Web Code: jce-0002
El Parque del Buen Retiro, made lake lake (el estanque, shown in
Madrid, España
the photo) where rowboats can be rented.
ciento
cientosetenta uno 171
setentayyocho Madrileños and tourists can visit
Capítulo 4A
5A throughout the year to enjoy these
activities.

Teacher Technology

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
jcd-0487 information about
• places to go to when you’re
not in school
Vocabulario y gramática
VOCABULARY
Vocabulario y gramática en contexto
Core Instruction
Standards: 1.2, 4.1

Resources: Teacher’s Resource Book: Input

Script, p. 188, Clip Art, pp. 200–201, Audio Script,
p. 189; Voc. and Gram. Transparencies 81–82; el gimnasio el parque el centro comercial ir de compras
TPR Stories Book, pp. 49–61; Audio Program:
Tracks 1–2
Focus: Presenting new vocabulary about
places to go
Suggestions: Use the story in the TPR
Stories Book to present the new el trabajo la lección de piano el cine ver una película
vocabulary and grammar, or use the Input
Script from the Teacher’s Resource Book.
Present the vocabulary in two sets: places
to go during the week and places to go on
weekends. Use the transparencies to
reinforce meaning as you describe places
to go. Draw a map of your town on the la biblioteca la piscina
board or overhead and locate the various
locales as you describe them. Have —En tu tiempo libre después de las —¿Con quién vas al centro comercial?
students raise their hands if you mention a clases, ¿qué haces?
place that they go. Remind students that —Voy al gimnasio para levantar —Voy con Guillermo, y después vamos
they will be held responsible for the words pesas y al parque para correr. ¿Y tú? al cine. ¿Y tú?
in the Más vocabulario.
—Hoy voy a mi trabajo. No voy a mi —Voy a la biblioteca para estudiar. Después
lección de piano. voy al Café del Mundo con Lucila.

Pre-AP* Support
• Activity: Have students copy from the board the
following chart:
Nombre del estudiante Actividad

Have four pairs of students volunteer to re-create

and read aloud to the class one of the dialogs
presented on pp. 172–173. Then, the rest of the
class completes the chart from what they hear. As
a follow-up, you may have each student write two
true/false statements to be shared with the class.
• Pre-AP* Resource Book: Comprehensive
guide to Pre-AP* vocabulary skill development, 172 ciento setenta y dos
pp. 47–53 Tema 4 • Los pasatiempos

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

Divide students into groups of five or six.

Allow each group to have one open book.
Students take turns secretly writing down
one of the places shown. The others ask, Students with Learning Difficulties Advanced Learners
To help students acquire the structure Have students create a calendar for the coming
¿Vas a(l)...? until they guess the
a + el = al, use the Clip Art from the Teacher month on which they label where they are
destination. When it is guessed, the first Express CD-ROM or the Teacher’s Resource Book
student confirms the answer: Sí, voy a(l).... going and at what times. They can quiz one
and provide each student with copies of the another: ¿Qué haces los (domingos)? ¿Qué haces
Continue until all have had a turn. various pictures. Help them label the pictures
el (18)?
with the appropriate prepositions: al, a la, and
a las. They can use these as flashcards for drill.
Additional Resources Be sure to point out the Nota on p. 177.
• Audio Program: Canciones CD, Disc 22
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Language Input

tivid Standards: 1.2

ad
Ac
la playa el restaurante el campo las montañas 1 AUDIO

Resources: Teacher’s Resource Book: Audio

Script, p. 189; Audio Program: Track 3; Answers on
Más vocabulario Transparencies
—¿Qué haces los domingos? la iglesia church Focus: Listening comprehension about
la mezquita mosque locations for activities
—Voy con mis amigos a la playa. la sinagoga synagogue
Allí comemos el almuerzo. Suggestions: Play the Audio CD or read
el templo temple;
Hay un restaurante muy bueno. Protestant
the script. Repeat the activity. Then ask the
¿Y tú? church class to name the seven activities that
Elena describes.
—Generalmente voy al campo o Script and Answers:
a las montañas. 1. Me gusta esquiar en la piscina. (down)
2. Voy a la biblioteca para leer. (up)
3. Bailamos en casa. (up)
4. Practico deportes en el gimnasio. (up)
5. Veo una película en el parque. (down)
6. Nado en el cine. (down)
7. Bebo café en el restaurante. (up)

tivid Standards: 1.2

ad
Ac
2
AUDIO

Resources: Teacher’s Resource Book: Audio

Script, p. 189; Audio Program: Track 4; Answers on
Transparencies
tivid jcd-0487 tivid jcd-0487 Focus: Listening comprehension and
ad

ad
Ac

Ac

1 Escuchar 2 Escuchar identification of place

Suggestions: Play the Audio CD or read
¿Estás de acuerdo? ¡Muchas actividades! the script. As students listen and point,
You will hear Elena describe where Listen to Antonio describe his weekly list walk around the classroom and note
she does seven activities. If a statement of after-school activities. As he names his whether or not they point to the correct
is logical, give a “thumbs-up” sign. activities, touch the corresponding picture(s). picture. Explain that some sentences
If it is not logical, make a “thumbs- contain two activities or places. Confirm
down” sign. Más práctica answers using the transparencies.
● Practice Workbook, pp. 67–68: Script and Answers:
4A-1, 4A-2
● WAV Wbk.: Writing, p. 75
1. Voy a la biblioteca para estudiar. (library)
For: Vocab. Practice
● Guided Practice: Vocab. Flash Cards, Web Code: jcd-0401 2. Me gusta correr en el parque. (park)
pp. 115–120 3. Voy de compras al centro comercial.
● Real. para hispanohablantes, p. 132 (shopping/mall)
4. El viernes voy al cine con Paco. (movie theater)
5. El sábado voy a mi trabajo en el restaurante.
ciento setenta y tres 173 (work/restaurant)
Capítulo 4A
6. El domingo voy a la playa. (beach)

Enrich Your Teaching

Resources for All Teachers

Culture Note Teacher-to-Teacher

On Sundays in many Spanish-speaking Prepare a map handout with various places in
countries, it is common for entire families to go your community pictured on it. Include places
out together. Often, they will attend a religious where your students work. As you describe an
service, then have something to eat at a restau- imaginary itinerary for one of your students,
rant, and then spend time in a park or at the have students trace the route on the map. Put
movies. They may also gather at the home of a up a transparency with a completed map so
family member or friend. that they can check their work.

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jcd-0487
Language Input

Videohistoria VOCABULARY
Un chico reservado
Core Instruction
¿Qué pasa cuando Ignacio, Strategy
Standards: 1.2
Elena y Ana hablan con el Scanning
estudiante nuevo (new)? Use the visuals to predict what
Lee la historia. different activities Ana, Elena,
Resources: Voc. and Gram. Transparencies Ignacio, and Javier are talking
83–84; Audio Program: Track 5 about. Then look in the
Focus: Presenting additional contextualized dialogues to find the
vocabulary and grammar; previewing the corresponding word or phrase
España that describes each activity.
video
Suggestions: 1 Ignacio: Mira, el
estudiante nuevo es un
Pre-reading: Direct attention to the Strategy. poco reservado, ¿verdad?
Point out that scanning the text before Elena: Ah, sí . . . Está allí
reading in a detailed way can help in under- solo. ¿Por qué no hablamos
standing the whole story. Use the trans- con él?
parencies to go panel by panel. Cover the Ignacio: Sí, ¡vamos!
Ignacio Elena
dialogue and ask students to predict what
activities are being talked about. Uncover the Ana
dialogue and have students scan to find the Javier
phrases that support their predictions. Show
students where Madrid and Salamanca are
located, using the map on Transparency 18.
Reading: Use the Audio CD or have
volunteers read the parts aloud. Stop
periodically to check comprehension. Give
students verbal and nonverbal clues to help
them understand the new words in blue.
Post-reading: Complete Actividad 3 to
check comprehension.

Video
Core Instruction 5 Ana: Los lunes voy a mi
6 Javier: ¿Los fines de
7 Ana: ¡No me digas! Pues,
Standards: 1.2 lección de piano y los semana? Me quedo nosotros vamos al parque
martes, miércoles y jueves en casa. No tengo muchos para practicar fútbol.
voy a la biblioteca para amigos aquí. Javier: ¿Cuándo?
Resources: Teacher’s Resource Book: Video estudiar. Y Javier, ¿qué Ignacio: ¿Qué te gusta Ana: El sábado.
Script, p. 192; Video Program: Cap. 4A; Video haces los fines de hacer?
semana? Javier: Está bien.
Program Teacher’s Guide: Cap. 4A Javier: ¡Me gusta el fútbol!
Focus: Comprehending a story about a
new student meeting classmates; talking
about leisure activities
Suggestions:
174 ciento setenta y cuatro
Pre-viewing: Ask students if they’ve Tema 4 • Los pasatiempos
experienced being in a new location, or if
they’ve befriended new students. Explain
that the video deals with this situation.
Remind them that they will not understand
every word, and that they will be hearing
the vosotros form of certain verbs.
Viewing: Show the video once without Advanced Learners Heritage Language Learners
pausing. Then go back and show it again, Have students rewrite the dialogue for the Have students write a short paragraph telling
using the graphics-supported version. Stop various characters, substituting other activities what they usually do each day of the week.
along the way to check comprehension. Show or places that they’ve learned. They could also Allow them to use vocabulary that has not yet
the segment a final time without pausing. personalize it using names of classmates. Have been taught, if they desire. Verify their spelling
them perform their dialogues for the class. and have them make necessary corrections
Post-viewing: Complete the video activities
Encourage creativity. before placing the paragraphs in their
in the Writing, Audio & Video Workbook.
portfolios.

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Language Input

tivid Standards: 1.2,

1.3

ad
Ac
3 ANSWERS

Resources: Answers on Transparencies

Focus: Demonstrating comprehension of
the Videohistoria
Suggestions: Tell students that they can
refer to the Videohistoria captions when
they answer the questions. Have them tell
3 4 Javier: in what panel they found the information
2 Elena: Hola. Me llamo Elena.
Él es Ignacio, y ella es Ana.
Ana: Pues, Javier, ¿vas
después de las clases con tus
¿Adónde vais*
vosotros después de las clases? to complete the sentences.
Javier: Mucho gusto. Me llamo amigos? Elena: Los lunes, miércoles y Answers:
Javier. Javier: No, voy a casa. viernes voy a mi trabajo en el 1. ... Salamanca. (panel 2)
Elena: Encantada . . . ¿De centro comercial. 2. ... a casa. (panel 3)
dónde eres? Ignacio: Generalmente 3. ... gimnasio. (panel 4)
Javier: Soy de Salamanca. voy al gimnasio. Me gusta 4. ... biblioteca. (panel 5)
levantar pesas. 5. ... el fútbol (deportes). (panel 6)
6. ... sábado. (panel 7)
Extension: Have students use the captions
tivid to create their own open-ended sentences.
ad
Ac

3 Leer/Escribir/Hablar If you prefer, they can write true or false

statements. Have students give their papers
¿Comprendes? to classmates to complete the statements.
En una hoja de papel completa las frases según la Videohistoria. Have several volunteers write sentences on
1. Javier es de . . . the board for the class to review.
2. Después de las clases Javier va . . .
3. Después de las clases Ignacio va al . . .
4. El jueves Ana va a la . . . Additional Resources
5. A Javier le gusta practicar . . .
• WAV Wbk.: Audio Act. 5, p. 72
• Teacher’s Resource Book: Audio Script,
6. Todos van al parque el . . . pp. 189–190
• Audio Program: Track 7
Más práctica
Elena: Pero Ana, ¿fútbol?
8 ● Practice Workbook, pp. 69–70:
Ana: ¿Por qué no? ¡No tiene
muchos amigos y le gusta
4A-3, 4A-4
● WAV Wbk.: Video, pp. 70–71 For: Vocab. Practice
Assessment
el fútbol! ● Guided Practice: Vocab. Check, Web Code: jcd-0402 • Quiz
pp. 121–124
● Real. para hispanohablantes, p. 133 • Prueba 4A-1: Vocab. Recognition,
pp. 93–94

*Remember that in Spain, the vosotros(as) form of verbs is used when

speaking to a group of people you would address individually with tú.
ciento setenta y cinco 175
Capítulo 4A

Enrich Your Teaching

Resources for All Teachers

Culture Note Internet Search

Salamanca, located northwest of Madrid, is Keywords:
one of the oldest university cities in Europe.
Salamanca, Salmantica,
The university was founded in 1218. Salamanca
Lazarillo de Tormes
was originally a Roman military camp called
Salmantica. It is located on the Tormes River
and is the setting for one of the classics of
Spanish literature, Lazarillo de Tormes.

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Practice and Objectives

Communicate
• Communicate about leisure
activities
• Tell where you go and with whom
• Learn to use the verb ir and
tivid Standards: 1.2,
1.3
Vocabulario y gramática en uso how to ask questions
ad
Ac

4 ANSWERS

Resources: Answers on Transparencies tivid

ad
Ac
Focus: Reading and completing sentences 4 Escribir/Hablar
about where certain activities take place
¿Qué haces en . . . ?
Suggestions: Review the places pictured
before students begin. Brainstorm logical Completa las frases lógicamente.
responses for the ¡Respuesta personal! 1. Hago ejercicio en . . .
Answers: 2. Nado en . . .
1. ... el gimnasio (el parque). 3. Veo películas en . . .
2. ... la piscina (la playa).
3. ... el cine. 4. Leo libros y revistas en . . .
4. ... la biblioteca (casa, la escuela). 5. Voy de compras en . . .
5. ... el centro comercial. ¡Respuesta
6. ... las montañas. 6. Esquío en . . . personal!
7. ... el restaurante (casa, el café). 7. Como el desayuno en . . .
Extension: Have students create illogical
sentences, e.g., Nado en la biblioteca. Ask tivid
ad
Ac

volunteers to write theirs on the board and 5 Escribir

have the class correct them.
¿Vas mucho a . . . ?
On a sheet of paper, copy the diagram below and write the names of the places
you go under the appropriate expression of frequency.

Bellringer Review
as
dí

Show Voc. and Gram. Transpar-

s
lo

ency 81. Ask students to look at the trans-

s
ho

ce

a
s

nc
do

ve
uc
parency for 10 seconds, then turn off the

nu
to

a
light and cover one of the pictures with a
coin. When you turn the light back on, la playa
ask for individuals to tell you which image
has been covered. Continue with several
images.

tivid Standards: 1.3

ad
Ac

5
Resources: Teacher’s Resource Book: GramActiva
BLM, p. 199
Focus: Writing about frequency of going
certain places
Recycle: Expressions of frequency
Suggestions: Have students identify each
picture before they begin. As students 176 ciento setenta y seis
work, walk around the room, checking Tema 4 • Los pasatiempos
that they understand what to do.
Answers will vary.
Extension: Draw the line diagram on the
board and have volunteers write places [TK]
they go under the correct time expression.
Students with Special Needs Advanced Learners/Pre-AP*
Students who have difficulty writing can be Have students write an original
given copies of the pictures from the Clip Art sentence using each one of the places
Pre-AP*
on the Teacher Express CD-ROM or the mentioned in Actividad 5. Ask students
Teacher’s Resource Book. Prepare a large to read their sentences to the class.
version of the diagram and have them place the
pictures under the appropriate expressions.

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Practice and
tivid
ad
Communicate
Ac

6 Hablar

¡No me digas!
Work with a partner. Using what you wrote for Actividad 5, Nota tivid Standards: 1.1
take turns saying where you go and how often. React to your

ad
Ac
partner’s statements. Follow the model.
When a is used before el, the
two words form the contraction
6
al (to the):
Modelos Focus: Talking about places people go and
a + el = al
how often in a personalized context
A — Voy a la playa a veces. • Voy al centro comercial a veces,
B — ¡No me digas! Yo voy a la playa a veces también. pero voy a la piscina mucho. Recycle: Expressions of frequency
o: — ¡No me digas! Yo nunca voy a la playa. Suggestions: Point out the Nota if you
o: — Pues, yo voy a la playa todos los días. have not already explained this concept.
Remind students of the examples they
También se dice . . . saw earlier. Show the transparencies and
la piscina = la alberca (México); have students tell you the preposition for
la pileta (América
del Sur) each place or activity. Be sure Student B
el restaurante = el restaurán understands the options in the Modelo.
(América del Sur) Answers will vary.
tivid jcd-0488
ad
Ac

7 Escuchar/Escribir

Escucha y escribe tivid

Standards: 1.2,
1.3

ad
Look at the painting of Plaza Morazán in Tegucigalpa, Honduras.

Ac
7
AUDIO

On a sheet of paper, write the numbers 1–6. You will hear six
statements about the painting. Write what you hear. Resources: Teacher’s Resource Book: Audio
Script, p. 189; Audio Program: Track 6; Answers on
Transparencies
Focus: Listening and writing information
about a painting
Suggestions: Play the Audio CD or read
Strolling through the main square (la plaza) of the script. Allow students to listen several
most towns and cities in Spanish-speaking countries times. Use the Fine Art Transparencies to
is a popular activity for young and old alike. Plaza guide students’ attention as they listen.
Morazán is the main square in the capital city of
Honduras, Tegucigalpa. The square is named after Script and Answers:
Francisco Morazán (1792–1842), a Honduran 1. Hay muchas personas en la plaza.
general and head of state. 2. Hace buen tiempo hoy.
• What social gathering place in your community
3. ¿Ves la bandera de Honduras?
is similar to la plaza?
4. Muchas personas hablan en el parque.
5. Voy a la plaza con mis amigos.
“Plaza Morazán en Tegucigalpa” (1969), José Antonio Velásquez 6. Me encanta la iglesia.

Standards: 2.1, 4.2

Suggestions: Point out that the main

plaza is the hub of most towns or cities,
ciento setenta y siete 177 and that people often arrange to meet at
Capítulo 4A the plaza, both for business and pleasure.
Answers will vary but may include such
places as malls, post offices, etc.
Enrich Your Teaching
Resources for All Teachers

Culture Note Teaching with Art

General Francisco Morazán (1792–1842) was For ten years Morazán served as president of the Honduran artist José Antonio Velásquez
key in forming the Unión de las Provincias de Unión, which collapsed in 1839. He was forced depicted village life in a way that is represen-
Centroamérica (later to become la República into exile within a year. He then became tational without being photographic. His art
Federal de Centroamérica) after Honduras, president of Costa Rica, but was betrayed by his is similar in style to American Primitive artists
Nicaragua, Guatemala, El Salvador, and Costa troops and killed. His birthday is celebrated each such as Grandma Moses. Bring in examples
Rica gained independence from Spain in 1821. October 3rd as a national holiday in Honduras. for students to compare.

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Practice and
Communicate Exploración del lenguaje
Origins of the Spanish days of the week
The word sábado, like many Spanish words, is based on Latin. The Spanish
Exploración del lenguaje ANSWERS days of the week come from the Latin names for the gods, planets, sun, and
Core Instruction moon, all of which were important in Roman daily life.
Standards: 4.1
Try it out! Match the Spanish days of the week with their Latin origins.
Resources: Answers on Transparencies
Suggestions: Remind students that what 1. lunes a. dies Mercurii: named after Mercury, the god of commerce
is now Spain was a Roman province for and travelers
centuries. Have students research the 2. martes b. dies Veneris: named after Venus, the goddess of beauty
origins of the English days of the week and and love
make comparisons with the Latin / Spanish 3. miércoles c. dies lunae: the day dedicated to the moon (luna)
versions.
4. jueves d. dies solis: named after the sun (sol), but later changed
Answers: to dies Dominicus, which means “the Lord’s day”
1. c 5. b
2. e 6. f 5. viernes e. dies Martis: dedicated to Mars, the god of war
3. a 7. d 6. sábado f. dies Saturni: named after Saturn; also called dies Sabbati,
4. g based on the Hebrew word shabbath, or “day of rest”
The Latin word for day is dies.
7. domingo g. dies Jovis: named after Jove, or Jupiter, the ruler of the gods

• Since you know día means “day” in Spanish, what is the word for “day” in Latin?
tivid Standards: 1.1
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8
tivid
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Focus: Asking and telling about where you 8 Hablar

go on specific days
Recycle: Vocabulary for leisure activities ¿Adónde vas?
Suggestions: Direct attention to the Nota. Habla con otro(a) estudiante sobre los lugares Nota
Point out that the article is required, unlike (about the places) adónde vas y cuándo vas allí. To say that something usually
happens on a certain day every
in English. Go through possible answers week, use los with the day of
that Student B might give before students Modelos the week:
begin. los lunes • Generalmente ellos van
Answers will vary. A — ¿Adónde vas los lunes? al campo los viernes o
los sábados.
B — Generalmente voy a mi lección de piano.
Common Errors: Students often try to use
o: — Generalmente me quedo en casa.
en before days of the week. To reinforce
the correct structure, have Student B
include the article and day of the week in
Estudiante A Estudiante B
the answers.
Extension: Have the class brainstorm places 1. los miércoles 4. los domingos
and activities they have learned and write 2. los viernes 5. los fines de semana ¡Respuesta personal!
3. los sábados 6. después de las clases
them on the board. Then write, ¿Cuándo
vas...? and give a possible answer (los
jueves, los sábados, etc.). Then have
volunteers ask and answer the question. 178 ciento setenta y ocho
Tema 4 • Los pasatiempos

Students with Learning Difficulties Advanced Learners

If students have trouble with mathematics skills Have students research the origins of the
in Actividad 9, give them the formula for Spanish names of the months. Have them
converting percentages: the number of students prepare a poster or handout with a two-column
who gave a particular answer is divided by the chart like the one in the Exploración del
total number of students in the class. Allow lenguaje. They could also create a matching
students to use calculators as necessary. exercise like the one there.

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Practice and
tivid
ad Communicate
Ac

9 Hablar/Pensar/Escribir

Cuando no estamos en la escuela . . .

¿Cómo pasan el tiempo tus compañeros de clase cuando no están en la tivid Standards: 1.1, 1.2, 1.3, 3.1

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escuela? Sigue (follow) los pasos. 9
Perú

Resources: Voc. and Gram. Transparency 11

Focus: Talking about activities and how
often people do them; making a cross-
curricular connection with mathematics
Recycle: Leisure activities
2 Get together with another group of Suggestions: Give students the directions
four and combine the results of your for each step just before it is done.
tally sheets. Prepare summary Encourage speed in gathering the
statements to report to the class. information in Step 1. You might give
3 Report your summary statements to students a prepared checklist for tracking
the class and make a class total. the answers. Help students with the
Convert each total to a percentage. mathematical operation, if necessary, or
have students explain it to others. Use the
4 Create a bar graph like the one below
graphic organizer from the transparencies
for each activity that shows the class’s
Muchos jóvenes pasan el día en la playa en Perú.
frequency of participation.
for creating the bar graph in Step 4.
Answers will vary.
1 Working in groups of four, take turns
asking each person how often he or she
FRECUENCIA CON QUE
does the activities listed below. Answer
LEVANTAN PESAS
using mucho, a veces, or nunca. Keep a
mucho tivid Standards: 1.1, 1.2
group tally of the responses.

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10
ver películas usar la computadora ir a un trabajo
a veces Focus: Writing and speaking in a person-
correr ir de compras ir a la biblioteca alized context
nunca Suggestions: Have students deduce the
meaning of solo(a) in item 3 using
Modelos
% 0 10 20 30 40 50
cognate recognition or context clues (it’s
A —¿Con qué frecuencia (How often) the opposite of con tus amigos).
usas la computadora?
Answers will vary but will include:
B —Uso la computadora mucho.
ves, veo, corres, corro, usas, uso, vas, voy.

tivid
ad
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10 Escribir/Hablar Additional Resources

• WAV Wbk.: Audio Act. 6, p. 73
Y tú, ¿qué dices? • Teacher’s Resource Book: Audio Script, p. 190,
1. ¿Dónde ves más películas, en casa o en el cine? Communicative Activity BLM, pp. 194–195
2. Cuando vas de compras, ¿adónde vas? • Audio Program: Track 8
3. ¿Adónde vas los fines de semana?
¿Vas solo(a) o con tus amigos?
ciento setenta y nueve 179 Assessment
Capítulo 4A • Prueba 4A-2: Vocab. Production,
pp. 95–96

Enrich Your Teaching

Resources for All Teachers

Teacher-to-Teacher
Some students might enjoy doing a more with questions for everyone to answer. Have
extensive survey of their classmates’ leisure them compile the information and give a
preferences. Help them create lists of activities presentation of their findings to the class,
or places that are popular in your community. complete with bar charts produced using
They can include some humorous choices. Ask presentation software.
them to use their lists to create a written survey

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Practice and
Communicate Gramática
The verb ir
¿Recuerdas?
To say where someone is going, use the verb ir.
You have used the infinitive ir
Gramática
Gramática GRAMMAR Here are its present-tense forms: to talk about going to school.
• Me gusta ir a la escuela.
Core Instruction (yo) voy
(nosotros)
vamos
Standards: 4.1 (nosotras)
(vosotros)
(tú) vas vais
(vosotras)
Resources: Voc. and Gram. Transparency 85;
Teacher’s Resource Book: Video Script, p. 192; Ud. Uds.
Video Program: Cap. 4A (él) va (ellos) van
Suggestions: Direct attention to the (ella) (ellas)
¿Recuerdas? Use the transparency to
reinforce the verb forms or write them on The verb ir is almost always followed by a.
the board. Ask the question ¿Adónde vas? To ask where someone is going, use ¿Adónde?
of several students. Then point to another ¿Adónde vas? Where are you going (to)?
student and ask, ¿Adónde va? Continue Want more help
• You will often hear people say ¡Vamos! with the verb ir?
through the verb forms. For additional This means, “Let’s go!” Watch the
reinforcement, play the GramActiva Video. GramActiva video.
Voy al cine.

tivid
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tivid Standards: 1.2, 11 Leer/Escribir

3.1
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11 ANSWERS
Un invierno en Chile
Resources: Answers on Transparencies María, una estudiante de Chicago, Illinois, pasa un año en Santiago,
Focus: Reading and writing forms of the Chile, con una familia chilena. Lee la carta (letter) y escribe las formas
verb ir in context apropiadas del verbo ir.
Suggestions: Have students number their Chile
papers 1–6 and complete the assignment. 17 de julio
Walk around the room as they work, o tiempo en
assisting with comprehension. When Querida So
nia:
G en er a lmente pas
s? Yo, bien
. 1. a
students have finished, ask volunteers to ¿Cómo está na , p er o a veces yo ío
s de s em a ce mucho fr
read a sentence using the correct form of casa los fine ili a p a ra esquiar. Ha ie m p re con
la fa m no 2. s
the verb. Portillo con á ” ch ilena uiad ores
o mi “mam los esq
Answers: allí y por es o ha y un a escuela para io ne s .
n Portill a las lecc
nosotros. E cos 3. has
1. voy 4. van
ho s ch icos simpáti m put adoras. Muc s.
2. va 5. vamos y muc a fé co n co m igo
y un ciberc con los a
3. van 6. vas También ha p a ra p a s ar tiempo p la ya
4. allí . a la
personas . Y tú, ¿ 6
o s 5 . el domingo
Nosotr amigos?
ías con tus
todos los d
o, Esquiadores en Portillo, Chile
Hasta lueg
María

180 ciento ochenta

Block Schedule Tema 4 • Los pasatiempos
••• •• • • • • • • • • • • •

Have students write a list of five places

they go. Divide the class into groups of
five. Name a leader in each group. The
leader asks the person to the right, ¿Vas a
(la biblioteca)? The person responds with Students with Learning Difficulties Multiple Intelligences
Sí, voy... or No, no voy... according to his In Actividad 13, some students may have Verbal/Linguistic: Have students research places
or her list. The leader continues asking difficulty with the compound subjects and with to go in Chile and present their information as
questions twice around the circle, and then going from tú to the first person. They may a postcard telling where they are going with
must try to restate where everyone is also confuse tus with tú. You may want to their Chilean friends. Students can use pictures
going without making any errors. Play provide them with a chart showing the trans- from magazines or the Internet to make the
continues around the circle. formations necessary for completing the postcard look authentic.
sentences.

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Practice and
tivid
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12 Leer/Hablar

La carta
Lee la carta de María en la Actividad 11 y contesta tivid Standards: 1.2,
1.3

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las preguntas. 12 ANSWERS

1. ¿Quién no va a veces con la familia a Portillo?

Resources: Answers on Transparencies
2. ¿Por qué a María le gusta ir a las lecciones de esquí? Focus: Reading a letter and orally
3. ¿Adónde van para usar las computadoras? answering questions about it
4. ¿Cuándo van al cibercafé? Suggestions: Have students take turns
5. ¿Adónde van muchas personas para pasar tiempo con los amigos? reading the letter in Actividad 11 aloud.
Then ask the class the questions.
tivid Answers:
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13 Leer/Hablar/Escribir 1. La “mamá” chilena no va a veces con la familia.

2. Porque muchos chicos simpáticos van a las lecciones.
¿Adónde van todos? 3. Van a un cibercafé.
4. Van el domingo.
1 Read the sentence and determine who does the activity. 5. Van a la playa.
Using the correct form of ir, ask where they go to do the
activity. Your partner will answer with the most logical place.

Modelos Bellringer Review

A — Te gusta esquiar. (tú) ¿Adónde vas? Name a place and ask students
B — Voy a las montañas para esquiar. what one does there: Vas a (la biblioteca).
¿Qué haces allí? Students answer: Leo
1. Te gusta levantar pesas. 4. A tu amigo le gusta comer bistec. libros y revistas. Estudio. Continue asking
2. Tú y tu amigo corren mucho. 5. Tus amigas nadan muy bien. about other places.
3. Tus amigos y tú ven muchas películas. 6. Tus amigos hacen ejercicio todos los días.
tivid Standards: 1.1,
2 Now write four sentences about yourself and your friends, 1.2, 1.3

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saying where you go and for what purpose.
13 ANSWERS

Resources: Answers on Transparencies

Modelos Focus: Reading, speaking, and writing
Vamos a . . . para . . . about activities and places
Suggestions: For Step 1, you may want to
state the item and ask the ¿Adónde...?
question for each item so that students hear
Sports clubs and gyms are very popular in Spanish- what they should respond to. For Step 2, be
speaking countries. Since there are few school- sure students know that they can use any of
based sports teams, many young people join the items in their responses or can create
private gyms for individual exercise or play for
privately sponsored teams in order to compete in new ones.
their favorite sports. Answers:
• What do you think students would do if your 1. ¿Adónde vas? Voy al gimnasio para levantar pesas.
school did not offer opportunities for playing and 2. ¿Adónde van Uds.? Vamos al parque para correr.
competing in sports? 3. ¿Adónde van Uds.? Vamos al cine para ver películas.
4. ¿Adónde va? Va al restaurante.
5. ¿Adónde van? Van a la piscina.
Estudiantes en el gimnasio 6. ¿Adónde van? Van al gimnasio.
ciento ochenta y uno 181 Extension: Repeat Step 1 of the activity,
Capítulo 4A
but have students work in pairs.

Enrich Your Teaching Standards: 2.1, 4.2

Resources for All Teachers

Culture Note Internet Search Suggestions: Students may have difficulty

Portillo is recognized as one of the finest resorts Keywords:
imagining the situation posed in the
in South America, but it offers much more than
Portillo + Chile, Gran + question. Point out that students in other
just skiing and snowboarding. You can relax in
Catedral, Cerro + Catedral, countries find outlets for exercise and
one of the two lodges, take a yoga class, go to
Bariloche + Argentina sports despite the lack of school-sponsored
the movie theater, visit the game room, or use
competitions.
the gym. Portillo provides a relaxing vacation
atmosphere for skiers and non-skiers alike. Answers will vary.

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Practice and
Communicate tivid

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14 Escribir/Hablar

Juego
tivid Standards: 1.1, 1.2, 1.3 Play this game in teams of two.
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14 1 With a partner, write five sentences saying what the two of you like to do
in your free time and when. Also write sentences saying where you go for
Focus: Writing and talking about what
these activities.
people like to do and where they do it
Suggestions: Point out to students that Modelos
they need to write ten sentences, five
Nosotros corremos después de las clases. (Vamos al gimnasio.)
stating what they like to do and five telling
where they do each activity. Stress that 2 Read one of your statements about activities to another team of classmates,
they should not let other teams see their but don’t read the part that tells where you go. Then have one person try to
sentences. As students work in groups of guess where you go to do this activity. If the student answers correctly, his or
four, walk around the room to monitor her team wins a point. The team that earns the most points wins.
understanding, and correct sentence
formation, speaking, and pronunciation. Modelos
Answers will vary. A — Nosotros corremos después de las clases.
B — Uds. van al gimnasio, ¿verdad?
A — Sí, vamos al gimnasio para correr.
o: — No, no vamos al gimnasio para correr. Vamos al parque.
El español en la comunidad
Core Instruction
Standards: 5.1

Suggestions: Ask a student to read El

In many businesses
español en la comunidad. When students and neighborhoods in
discuss the questions, ask: If you have not the United States, you
visited a neighborhood with a Spanish- can hear Spanish being
speaking community, what would you spoken. For example, the Pilsen neighborhood in Chicago,
Illinois, is home to one of the nation’s largest Mexican
expect to find in one? Correct any
communities. The colorful murals, thriving businesses, and
misconceptions. popular restaurants give Pilsen its own character.
Answers will vary. • Are there areas near you where you can see expressions
of community for Spanish speakers? What are they?

Pre-AP* Support
Chicago
d de Pilsen, en
• Activity: Have students bring to class a personal En la comunida
photo (or picture from a magazine) of a place
they might go after school or on the weekends.
Ask that they write three multiple-choice
questions about the picture to ask of a partner.
• Pre-AP* Resource Book: Comprehensive guide
to Pre-AP* communication skill development,
pp. 9–17; 36–46 182 ciento ochenta y dos
Tema 4 • Los pasatiempos

Student with Special Needs Heritage Language Learners

Students with hearing impairments may benefit Students may have trouble remembering to use
from seeing hand signals to indicate where written accents on words. Dictate a mixture of
syllabic stress falls. You might use an open hand words that require accent marks and those that
to indicate a stressed syllable and a closed one do not. Ask students to write the words,
to indicate an unstressed one. inserting necessary accent marks based on the
rules they’ve learned.

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Practice and
Pronunciación
Communicate
jcd-0488
Stress and accents
How can you tell which syllable to stress, 3. When a word has a written accent,
or emphasize, when you see words written place the stress on the accented syllable. Pronunciación AUDIO
in Spanish? Here are some general rules. One reason for written accents is to indicate
exceptions to the first two rules. Listen to Core Instruction
1. When words end in a vowel, n, or s, and say these words. Be sure to emphasize Standards: 3.2, 4.1
place the stress on the next-to-last the accented syllable.
syllable. Copy each of these words and Resources: Teacher’s Resource Book: Audio
draw a line under the next-to-last syllable. café número teléfono
Script, pp. 190–191; Audio Program: Tracks 10–11
Then listen to and say these words, making difícil película lápiz
fácil plátano artístico Suggestions: Take each of the rules
sure you stress the underlined syllable:
separately. Spend time drilling each stress
centro pasteles piscina pattern and its rules before moving on to
Try it out! Listen to the first verse of the
computadora trabajo parque the next step. Play the Audio CD as many
song “La Bamba” and say each word with
mantequilla escriben generalmente times as necessary.
the stress on the correct syllable. Then
listen to the recording again and see if you Try it out! After students have completed
2. When words end in a consonant can sing along with the first verse. the activity, ask two students to read one
(except n or s), place the stress on the line at a time together. Correct pronunci-
last syllable. Listen to and say these words, ation errors. Play the song (Track 11) and
making sure you stress the last syllable: encourage students to sing.
Have students write the words to the song
señor nariz escribir “La Bamba” and highlight accent and stress
profesor reloj arroz español points mentioned in Steps 1, 2, and 3.
trabajador comer

Teaching with Music

Songs are an excellent means of teaching
rhythm and stress as students acquire a
second language. Use the Song CD from
the Audio Program or bring in other
music from your collection or from
libraries. Choose songs that have easy,
singable lyrics.

Theme Project
Give students copies of the Theme Project
Más práctica outline and rubric from the Teacher’s
● Practice Workbook, p. 71: 4A-5 Resource Book. Explain the task to them,
● WAV Wbk.: Writing, p. 76 and have them perform Step 1. (For more
● Guided Practice: Grammar Acts., For: Ir information, see p. 170-a.)
pp. 125–126 Web Code: jcd-0403
● Real. para hispanohablantes,
pp. 134–137
Additional Resources
• WAV Wbk.: Audio Act. 7, p. 73
• Teacher’s Resource Book: Audio Script, p. 190
ciento ochenta y tres 183 • Audio Program: Track 9
Capítulo 4A

Assessment
Enrich Your Teaching
• Quiz
Resources for All Teachers
• Prueba 4A-3: The verb ir, p. 97
Culture Note
“La Bamba” is a folk song that was popularized in a small-plane crash with Buddy Holly, shortly
by Ritchie Valens (1941–1959), a young singer before his eighteenth birthday.
from a Mexican American family in California.
His last name was Valenzuela, but he changed Internet Search
it when he became a performer. He had a Keywords:
million-seller hit single, “Donna.” “La Bamba”
was on the other side of the record and Ritchie Valens, La Bamba
became an unexpected hit as well. Valens died

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Practice and
Communicate Gramática
Asking questions
You use interrogative words (who, what, where, and so on) to ask questions.

Gramática
Gramática GRAMMAR ¿Qué? What? ¿Adónde? (To) Where?

Core Instruction ¿Cómo? How?, What? ¿De dónde? From where?

Standards: 4.1 ¿Quién? Who? ¿Cuál? Which?, What?

¿Con quién? With whom? ¿Por qué? Why?
Resources: Voc. and Gram. Transparency: 86; ¿Dónde? Where? ¿Cuándo? When?
Teacher’s Resource Book: Video Script, p. 193;
Video Program: Cap. 4A ¿Cuántos, -as? How many?
Suggestions: Be sure that students
understand how questions are formed in In Spanish, when you ask a question with an interrogative word you
English, and the relationship between the put the verb before the subject.
kind of information you are seeking and the ¿Qué come Elena en el restaurante? What does Elena eat at the restaurant?
way a question is asked. Go through the ¿Adónde van Uds. después de las clases? Where do you go after classes?
list of questions. Point out the use of
¿Por qué va Ignacio a la playa todos los días? Why does Ignacio go to the beach every day?
the double question marks. Then point
out the written accent marks on question You have already used several interrogative words. Notice that all
words and explain that they are extra clues interrogative words have a written accent mark.
to the fact a question is being asked. Use
the transparency and cover the English to For simple questions that can be answered by sí or no, you can indicate
check comprehension. When students with your voice that you’re asking a question:
seem to be grasping the concept, give
them a statement and see if they can tell ¿Ana va a la biblioteca?
you what question they would ask to get
that answer. Show the GramActiva Video OR: ¿Va Ana a la biblioteca?
¿Por qué?
Use the GramActiva
to reinforce the concept. video to help you
OR: Ana va a la biblioteca, ¿verdad? learn more about
asking questions.

tivid Standards: 1.2,

tivid
1.3
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15
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15
ANSWERS
Pensar/Escribir
Resources: Answers on Transparencies Preguntas revueltas
Focus: Identifying interrogatives and
Your new pen pal from Bolivia has sent you an e-mail, but all
word order
his questions are scrambled. Unscramble them and write them
Suggestions: Write the words on strips in the correct order. Then answer his questions.
of paper and show students how to rese-
quence them. Tell them to be sure to 1. ¿ / eres / de dónde / tú / ? 4. ¿ / clases / tienes / cuántas / ?
capitalize appropriate words. Be sure they 2. ¿ / Uds. / adónde / van / los fines de semana / ? 5. ¿ / tú / qué / después de las clases / haces / ?
understand that they are to answer the 3. ¿ / al centro comercial / cuándo / van / Uds. / ? 6. ¿ / vas / tú / con quién / al centro comercial / ?
questions truthfully.
Answers:
1. ¿De dónde eres tú?
2. ¿Adónde van Uds. los fines de semana?
3. ¿Cuándo van Uds. al centro comercial? 184 ciento ochenta y cuatro
4. ¿Cuántas clases tienes? Tema 4 • Los pasatiempos
5. ¿Qué haces tú después de las clases?
6. ¿Con quién vas tú al centro comercial?
Answers to the questions will vary.

Heritage Language Learners Students with Special Needs

Using the interrogative words taught on this Write the words in Actividad 15 on individual
page, have students prepare a list of questions cards and help students sort them into proper
that they would like to ask their favorite singer, order. Use a different color card for the interrog-
actor, athlete, or other person. Have students ative words so that they stand out. Emphasize
exchange lists and answer the questions as if the accent marks so students notice them.
they were the well-known individuals.

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Practice and
tivid
ad
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Ac

16 Leer/Pensar/Escribir
¿Cómo es el cine?
Lee este anuncio del cine. tivid Standards: 1.2,

ad
1.3

Ac
16 ANSWERS

CINE PARQUE ARAUCO Resources: Voc. and Gram. Transparency 87;

Answers on Transparencies
Excelente calidad Diariamente funciones Focus: Reading a theater ad and
de proyección continuadas desde el mediodía completing questions about it using
Estacionamientos Funciones de trasnoche los appropriate interrogatives
iluminados, gratis miércoles, viernes y sábados Suggestions: Read through the ad with
the class, activating prior knowledge, using
Para su comodidad, Palomitas recién preparadas
aire acondicionado cognates, and using context to help with
meaning. Remind students that they do
Las únicas butacas reclinables Servicio amable y eficiente not have to know the meaning of every
de la ciudad word to understand the general message.
Point out the interrogatives in the word
Excelentes instalaciones Precios especiales para grupos y
bank. Help students see how the words in
para discapacitados arriendos de salas de cine
italics are key to knowing which interrog-
Situado delante del Centro Comercial Gigante ative to choose.
Answers:
1. Cómo 4. Cuándo
Según el anuncio del Cine Parque Arauco, escribe la palabra 2. Qué 5. Dónde
apropiada para cada pregunta. 3. Cuál
1. ¿ es la calidad de la proyección en el cine? Excelente. Common errors: Students often forget to
Cuándo Por qué
2. ¿ comen muchas personas allí? Palomitas. write accent marks on question words.
Cómo Cuál
3. ¿ es el nombre del cine? Cine Parque Arauco. Demonstrate that omitting them can often
Dónde Qué change meaning.
4. ¿ van las personas a ver películas muy tarde (late)
por la noche? Los miércoles, viernes y sábados.
5. ¿ está el cine? Delante del Centro Comercial Gigante.
Standards: 2.1, 4.2

Suggestions: Ask students to describe

Movies are a popular form of entertainment for their movie-going habits. Have any
teenagers in Spanish-speaking countries. Spain,
Mexico, Argentina, Colombia, and Venezuela have
students seen foreign films? Which ones?
important film industries, but movies from the Were they dubbed or subtitled?
United States are also popular. Spanish-speaking Answers will vary.
teens tend to go to the movies in groups.
• How do your movie-going habits compare with
those of teens in Spanish-speaking countries?
• Are movies from Spanish-speaking countries
popular in your community? Why or why not?
Los actores lati
noamericanos
Mía Maestro,
Rodrigo de la
Serna y Gael Ga
rcía Bernal

ciento ochenta y cinco 185

Capítulo 4A

Enrich Your Teaching

Resources for All Teachers

Teacher-to-Teacher
Tell students that they are going to match up groups report their questions as you write them
perfect friends in the class. To do so, they must on the board or overhead. Have the class vote
create a survey questionnaire with questions on the ten best questions. Create a survey form
that reveal people’s personalities and interests, that students can answer for homework. Have
where they like to go, etc. Have them work in volunteers tally the results and match up the
small groups to come up with six questions in people who have the most similar answers.
each group. When they’re done, have the

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Practice and
Communicate tivid

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17 Escribir/Hablar

Los fines de semana

tivid Standards: 1.1, 1.3 1 Copy a chart like this one on a separate sheet of paper and fill in
ad
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17 information on one activity you do on the weekends. Then find out the
same information from three classmates.
Focus: Writing and speaking about
weekend activities; reviewing forms of ir Modelos
Suggestions: Allow students to choose A — ¿Adónde vas los fines de semana? Nombre ¿Adónde vas? ¿Con quién?
the three classmates for Step 1, but pair B — Voy al centro comercial.
students for Step 2. Give them copies of yo a mi lección de guitarra solo(a)
A — ¿Con quién vas?
the chart to fill out to save time. If they are B — Voy con Selena. Laura al centro comercial con Selena
drawing their own charts, be sure that o: — Voy solo(a).
they understand to omit the information
shown in the example. 2 Tell a classmate or the class where you and each of the
three people you interviewed are going and with whom.
Answers will vary.
Modelos
Yo voy a mi lección de guitarra
solo(a).
Bellringer Review Laura va al centro comercial
Call out simple questions and have con Selena.
students give possible answers.
tivid
ad
Ac

tivid Standards: 1.1 18 Escribir/Hablar

ad
Ac

18 Pre-AP* Y tú, ¿qué preguntas?

Focus: Writing and talking about a photo Habla con otro(a) estudiante
Suggestions: Have the class study the sobre (about) la foto.
photo and discuss its important features. 1 Mira la foto y escribe cuatro
Then have students work individually on preguntas sobre el parque, las Parque de las Palomas, San Juan, Puerto Rico
Step 1. While students are conversing in personas y las actividades.
pairs for Step 2, walk around the room to
monitor correct word usage, syntax, and 2 Haz tus preguntas (ask your
questions) a otro(a) estudiante.
pronunciation. Then have volunteers ask
their questions in front of the class while Old San Juan is a popular and lively part of
others answer. Más práctica
Puerto Rico’s capital, San Juan. Puerto Rican
Answers will vary. ● Practice Workbook, pp. 72–73: authorities are making great efforts to preserve
4A-6, 4A-7 colonial houses and other buildings and restore
● WAV Wbk.: Writing, p. 77 For: Questions them to their original beauty.
● Guided Practice: Grammar Acts., Web Code: jcd-0404
pp. 127–129 • Are there historic areas near your community
Standards: 4.2 ● Real. para hispanohablantes, that have been or that are being restored?
pp. 138–140 How do they compare with those in Old
San Juan?

Suggestions: If yours is a relatively new

community, suggest that students think of
places they have seen on vacations or 186 ciento ochenta y seis
other trips. Tema 4 • Los pasatiempos
Answers will vary.

Students with Learning Difficulties Multiple Intelligences

If students have trouble deciding what to ask Intrapersonal/Introspective: Some students
about the photo in Actividad 18, you might might enjoy a personalized version of Actividad
give them a list of statements from which they 18. Invite students to bring in a few vacation
can derive questions. If this is still difficult, help photos to share. Pair students and have them
them identify the appropriate interrogative ask and answer questions about their photos.
words and have them create the questions
from those.

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Practice and
tivid
ad
Communicate
Ac

19 Leer/Escribir

¡Vamos al Viejo San Juan!

Puerto Rico has been a commonwealth of the United States since 1952. It is tivid Standards: 1.2,
an island with a fascinating past. Look at the photos and read about a 1.3, 3.1

ad
Ac
historic section of Puerto Rico’s capital. Then answer the questions below.
19 ANSWERS

Resources: Voc. and Gram. Transparency

14; Answers on Transparencies
Focus: Reading about Old San Juan;
making a cross-curricular connection
El Viejo1 San Juan es una zona histórica,
pintoresca, colonial y muy popular en la
Suggestions: Show Transparency 14 or
capital de Puerto Rico. Los jóvenes2 pasan refer to the map on p. xxi for another view
el tiempo con sus amigos en los parques, of Puerto Rico. Have students read the
cafés y plazas. Allí cantan, bailan y comen questions in English before they begin to
en los restaurantes típicos. read. Be sure they know that they are to
answer in English.
Answers:
El Morro Construido en el siglo5 XVI para combatir 1. San Juan has been the capital of Puerto Rico since
los ataques de los piratas ingleses y franceses6 1521.
2. Christopher Columbus landed on Puerto Rico during
his second voyage to the Americas.
3. Spaniards built El Morro to combat the attacks of
English and French pirates.
4. Two things that one can see in the cathedral are
the remains of Juan Ponce de León and many works
of art.

Datos importantes: Theme Project

Students can perform Step 2 at this point.
• Cristóbal Colón llega3 aquí durante su
segunda visita a las Américas en 1493
Be sure students understand the task. (For
more information, see p. 170-a.)
• El Viejo San Juan llega a ser4 la capital La Catedral de San Juan tiene muchas obras de
de Puerto Rico en 1521 arte7. Allí descansan8 los restos9 de Juan Ponce de
Léon, famoso explorador de la Florida. Additional Resources
1
Old 2
young people arrives
3
becomes
4
century
5
French
6
works of art
7
lie
8
remains
9 • WAV Wbk.: Audio Act. 8–9, p. 74
• Teacher’s Resource Book: Audio Script, p. 191,
Communicative Activity BLM, pp. 196–197
• Audio Program: Tracks 12–13
1. For how many years has San Juan been the capital of Puerto Rico?
2. On which of his voyages did Christopher Columbus land on Puerto Rico?
3. Why did the Spaniards build El Morro? Assessment
4. What are two things you’ll see when you visit the cathedral? • Quiz
• Prueba 4A-4: Asking questions, p. 98

ciento ochenta y siete 187

Capítulo 4A

Enrich Your Teaching

Resources for All Teachers

Culture Note
Puerto Ricans are American citizens. However, Puerto Ricans remain divided on the issue.
they do not have the right to vote for president Teacher-to-Teacher
or for full representation in Congress. Puerto
Have students plan a trip to Puerto Rico using
Rico does send an observer to the U.S. House of
guidebooks, encyclopedias, and the Internet.
Representatives. This individual cannot vote on
Students can work in small groups to write
laws but does vote in Congressional committees.
sentences saying where they plan to go while
The question of Puerto Rico becoming the 51st
they are there.
state has been debated for some time, and

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Communicate: Objectives
Reading • Read about after-school and
weekend activities offered at
a mall
• Learn some nursery rhymes
• Role-play a new student’s first
Lectura day at school

Al centro comercial
• Learn facts about the history of the
Core Instruction United States
Standards: 1.2, 1.3, 4.1
Lee las actividades diferentes que puedes hacer en la
semana del 11 al 17 de enero durante tu tiempo libre. Strategy
Resources: Voc. and Gram. Transparency 88
Using prior knowledge
Focus: Reading a mall advertisement Think about what you know
about available activities about special-event weeks at

!
shopping centers. List events
Suggestions: that you think might be
Pre-reading: Direct students’ attention to offered at a mall.
the Strategy. Point out the words in the
glosses. To activate students’ prior
knowledge, bring in brochures from a local
¡Vamos a la Plaza del Sol!
mall with similar information and have Aquí en la Plaza del Sol, ¡siempre hay algo que hacer!
students identify the events. Have them
scan the Lectura to see if any of the events Actividades para el 11 al 17 de enero
are similar. Have them identify the calendar
organization of the brochure.
Reading: Have students take turns reading
sections of the brochure. Remind them
11 lunes7.00 P.M. Música andina 16 sábado 1.30 P.M. Exposición de fotografía
2.00 P.M.
12 martes
Show infantil
that context and cognates can help them
7.00 P.M. 4.00 P.M. Exhibición de yoga
understand what they read. Help them Clase de yoga
decode unfamiliar words. 8.00 P.M. Sábado flamenco
Post-reading: Have students answer the
13 miércoles
8.00 P.M. Noche de jazz
17 domingo
¿Comprendes? questions to check compre-
hension. When they have finished, discuss
14 jueves
1.30 P.M. Exposición de fotografía
the questions and answers in class.
7.00 P.M. Clase de repostería 1 2.00 P.M. Show infantil
4.00 P.M. Exhibición de yoga

15 viernes
8.00 P.M. Música andina
8.00 P.M. Noche de tango

Bellringer Review
Show Voc. and Gram. Música andina Clase de yoga
Transparency 30 to review days of El grupo Sol Andino toca La práctica de yoga es
the week and months. música andina fusionada todos los martes desde
con bossa nova y jazz las 7.00 hasta las 9.00 P.M.
el lunes a las 8.00 P.M. La instructora Lucía
Abierto2 al público. Gómez Paloma enseña
Pre-AP* Support los secretos de esta
disciplina. Inscríbase3
• Activity: Have students research a cultural al teléfono 224-24-16.
calendar for their community or city on the Vacantes limitadas.
Internet. Have them write a brief, descriptive
paragraph about one of the upcoming events
they find to share with the class. 188 ciento ochenta y ocho 1 2 3
pastry making Open Register
• Pre-AP* Resource Book: Comprehensive guide Tema 4 • Los pasatiempos
to Pre-AP* reading skill development, pp. 18–24

Students with Learning Difficulties Advanced Learners

Some students may have difficulty sorting out Have students go on the Internet to find
information when it is presented in an adver- shopping malls or cultural centers in Spanish-
tisement like this. Help them identify that it’s speaking countries that feature activities similar
a calendar by pointing out the days and dates. to those in the reading. Have them print out
Help them see that the four featured events the schedules and identify in English the basic
are among those mentioned in the calendar information.
portion.

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Sábado flamenco Clase de repostería Communicate:

Inscríbase gratis4 en la clase de repostería
El Sábado flamenco
programada para el jueves
Reading
es el programa más
a las 7.00 P.M. Preparamos
popular de la semana.
unos pasteles deliciosos
María del Carmen
gracias a la Repostería
Ramachi baila
Ideal y al maestro Rudolfo ¿Comprendes?
acompañada por el
Torres. Inscríbase al ANSWERS
guitarrista Ernesto Standards: 1.3
teléfono 224-24-16.
Hermoza el sábado
Vacantes limitadas.
a las 8.00 P.M. Es una
Resources: Answers on Transparencies
noche emocionante
y sensacional de Answers:
música y danza. 1. Yes, in all of them.
Abierto al público. 2. Yoga and the pastry class have limited spaces
available; the Andean music and flamenco are open
to the public.
3. Saturday the 16th and Sunday the 17th, because
4 there’s a children’s show.
free
4. Raquel: yoga; Roberto: pastry making class; Teresa:
flamenco and tango; Alejandro: Andean music and
jazz
¿Comprendes? 5. Answers will vary.
1. You will be in town from January 9 through
February 2. Will you be able to take part in
these activities? In which ones?
2. Which events require you to sign up in Standards: 2.2, 4.2
advance? Which do not?
3. You have to baby-sit your six-year-old sister.
Which day(s) would be best to go with her? Resources: Voc. and Gram. Transparencies 15–17
Suggestions: Use the transparencies to
4. Según los intereses de estos chicos, ¿a qué
eventos van ellos?
point out the Andean region. Bring in
examples of Andean music for students to
Raquel: Me gusta mucho hacer ejercicio. enjoy. Explain that flutes like the quena
Roberto: Me encantan los pasteles. and siku are very ancient, and that similar
Teresa: Estudio baile. Tomo lecciones instruments exist in many parts of the
todos los jueves. world.
Alejandro: Me gusta escuchar música; Answers will vary.
toda clase de música.
5. ¿Qué actividad es más interesante para ti?
Teaching with Music
Más práctica Andean music has become popular worldwide. Play some Andean music for the class and
● WAV Wbk.: Writing, p. 78 This haunting style of music originated in the point out the instruments mentioned in
● Guided Practice: Lectura, Andes mountains of Peru, Ecuador, Bolivia, and
pp. 130–131 Chile. Performers sometimes wear typical Andean the Fondo cultural.
For: Internet Activity
● Real. para hispanohablantes, Web Code: jcd-0405 attire. Instruments commonly used in Andean
pp. 142–143 music include the quena flute, siku panpipes, and
a small guitar called a charango.
Theme Project
• The Andean sound is created using a particular
Students can perform Step 3 at this point.
set of instruments. What instruments define
the music you enjoy? Be sure that students understand your
suggestions. (For more information, see
p. 170-a.)
ciento ochenta y nueve 189
Capítulo 4A
For Further Reading
Student Resource: Realidades para
Enrich Your Teaching hispanohablantes: Lectura 2, pp. 144–145
Resources for All Teachers

Culture Note Internet Search

Shopping malls are common in many parts of Keywords:
the Spanish-speaking world. You will find very
elegant ones, for example, in cities like Mexico Perisur, Plaza Satélite
City. Many of the stores would be familiar to
students, either because they are American
chain stores or because they are similar in style.

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Culture
Rimas infantiles
La cultura en vivo Can you remember the chants and songs you learned as
a child? Or do you remember the rhymes you or your
Core Instruction friends recited while jumping rope?
Standards: 3.2, 4.2
Here are some chants and songs that children in the
Spanish-speaking world use when they play. The first Niños saltando a la cuerda
Resources: Audio Program: Track 14 one is a Spanish-language equivalent to “Eenie, meenie,
Focus: Reading about and learning minie, moe . . .” It is a nonsense rhyme used to select the
children’s rhymes person who will be “It” in various games.
Suggestions: Begin class by reciting a few Tin Marín de dopingüé
words from an English nursery rhyme that cucaramanga titirifuera
students would likely know. Ask them to yo no fui,
identify it. Ask if they remember any jump- fue Teté.
rope rhymes. If students are unfamiliar pégale, pégale,
with these, elicit something they do know que ella fue.
and use it. Direct attention to the top Niños jugando en San Sebastián, España
photo of children jumping rope. Point out Here’s a chant for jumping rope:
that it is easier to jump rope to a chant, as Salta, salta la perdiz The partridge jumps and jumps
it helps you keep the beat and jump at the por los campos de maíz. Through the cornfields.
right time. Have students read the first two ¡Ten cuidado, por favor, Be careful, please!
paragraphs. Practice the rhyme and the porque viene el cazador! Here comes the hunter!
chant with the class. (The jump rope then turns faster.)
If you can, go outdoors for this activity. A Try it out! Here’s a traditional game that combines Spanish, math, and
real jump rope works best. In the hopping over a board. Place a long, narrow board on the floor. Take turns
classroom, use a short piece of rope or hopping with both feet from one side of the board to the other. Go forward
string with a paper clip in the middle and a as you hop. When you get to the end of the board, jump and turn in the air,
volunteer to demonstrate how a song facing the direction you came from. Continue hopping from side to side back
helps to keep the beat while jumping rope. to the other end. Be very careful! Try this in an area where you won’t hurt
Students will hear the rope or paper clip yourself. As you are hopping, sing this song:
hit the desk or floor. Brinca la tablita Jump over the board
Have students work in three groups. For que yo la brinqué. That I already jumped.
the first chant, one student can say it, Bríncala tú ahora Now you jump
indicating another group member with que yo me cansé. Since I’m tired.
each word, and the last person is “It.” Dos y dos son cuatro, Two and two are four,
That person takes the role of saying the cuatro y dos son seis. Four and two are six.
rhyme and the first one moves on to group Seis y dos son ocho, Six and two are eight,
2. Students in group 2 jump rope to the y ocho dieciséis, And eight are sixteen,
chant, moving on to group 3 when their y ocho veinticuatro, And eight are twenty-four,
turn is over. Students in group 3 play the y ocho treinta y dos. And eight are thirty two.
game described while singing the song. Y diez que le sumo And ten that I add
Each moves on to group 1 when the turn son cuarenta y dos. Equals forty-two.
is over. Students continue until all have
Think about it! What rhymes and songs do you know?
had a turn.
What purpose do they serve in play?
Direct attention to the Think about it! 190 ciento noventa
section and have students discuss the Tema 4 • Tiempo libre
questions.
Answers will vary.

Additional Resources
Student Resource: Realidades para Multiple Intelligences Heritage Language Learners
hispanohablantes, p. 146 Musical/Rhythmic: Have students learn other Students may be familiar with these or other
songs or rhymes from a Spanish-speaking children’s songs and rhymes. If so, allow
country. Have them research this topic, learn them to present them to the class with an
one rhyme or song, and present it to the class, explanation of when and how the song or
telling where it came from and when children rhyme is used.
use it.

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Communicate:
Speaking
Un estudiante nuevo
Presentación oral
Core Instruction
Task
This is a new student’s first day at school. You and a Standards: 1.1, 1.3
partner will play the roles of a new student and a
student who has been at the school for awhile. Focus: Talking about a new student’s first
Find out information about the new student. day of class
Suggestions: Go over the task and the 4-
Step approach with students. Point out the
1 Prepare You will need to prepare for both roles. Strategy. Give students time to do the
review suggested. Help them identify the
Strategy questions that will be most important for
Experienced student: Make a list of at least four questions.
Find out where the new student is from, activities he or she Using models them. Review the rubric with the class (see
It helps to go back and review Assessment below) to explain how you will
likes to do and on what days of the week, and where he or she models that prepare you for a
goes and with whom. Plan to greet the new student and task like this role play. Reread grade the performance task. Do a presen-
introduce yourself. A primera vista (pp. 172–175). tation of your own to model a top-scoring
Pay attention to the different presentation.
questions and answers that will
New student: Look at the questions the experienced student help you with this task. Step 1: Pair the students. The experienced
will ask you and jot down answers. student may need to review A primera
vista, pp.172–173 and Videohistoria,
2 Practice Work in groups of four, with two experienced pp.174–175, to complete his or her role.
students and two new students. Practice different questions Step 2: Allow students adequate time to
and responses. Be sure you are comfortable in both roles. Go practice both roles. Monitor their progress.
through your presentation several times. You can use your
Step 3: Students should not use their notes
notes in practice, but not during the role play. Try to:
for this part of the presentation. Remind
• obtain or provide information the new student to listen carefully to the
• keep the conversation going questions so that he or she can answer
accurately.
• speak clearly
Step 4: Students may want to keep their
3 Present Your teacher will tell you which role to play. written questions and answers to add to
The experienced student begins the conversation by their portfolio.
greeting the new student. Listen to your partner’s
questions or responses and keep the conversation going.

4 Evaluation Your teacher may give you a rubric for how the Pre-AP* Support
presentation will be graded. You probably will be graded on:
Pre-AP* Resource Book: Comprehensive guide to
• completion of task Pre-AP* speaking skill development, pp. 36–46
• ability to keep the conversation going
• how well you were understood Portfolio
Record students’ oral presentations on
cassette or videotape for inclusion in their
ciento noventa y uno 191 portfolios.
Capítulo 4A
Additional Resources
Student Resources: Realidades para
Enrich Your Teaching hispanohablantes, p. 147; Guided Practice:
Resources for All Teachers Presentación oral, p. 132

RUBRIC Score 1 Score 3 Score 5

Completion of task You ask or answer two questions. You ask or answer three questions. You ask or answer four or more
Assessment
questions. • Assessment Program: Rubrics, p. T30
Your ability to keep the You have no conversational You have frequent response or You always respond to partner, Give students copies of the rubric before
conversation going response or follow-up to what follow-up to what partner says. listen and ask follow-up questions. they begin the activity. Review the different
partner says. levels of performance. After assessing
How easily you are You are very difficult to understand. You are understandable, but have You are easily understood. Your students, help individuals understand how
understood Your teacher could only recognize frequent errors in vocabulary and/or teacher does not have to “decode” their performance could be improved.
isolated words and phrases. grammar that hinder understanding. what you are trying to say.

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Culture

El mundo hispano
AT L A S

Core Instruction
Standards: 2.2, 3.1 Histórico
The oldest permanent European settlement in the United States,
Resources: Voc. and Gram. Transparency 20 St. Augustine, Florida, was established by Spain in 1565—55 years
Focus: Reading about historical Spanish before the Pilgrims landed at Plymouth Rock. For more than two
influences in the United States centuries after that, the Spanish controlled a large territory in
Suggestions: Display a map of the United North America that included what is now Mexico, parts of the
States. Locate St. Augustine, Florida, and southern United States, the states of
Plymouth, Massachusetts, as you discuss Texas, New Mexico, Arizona,
the first colonists. Using a world map, California, Nevada, and parts of
point out the origins of the colonists in Colorado and Utah.
Spain and England. As you discuss the
lands held by Spain, locate them on a
world map so that students can see the
vastness of the Spanish holdings.
Direct attention to the top left photo on
p. 193. Tell students that the English and Constructed as a mission in 1718, the Alamo
(in San Antonio, Texas) today is best known as a
Spanish were joined by the French in key battleground in the secession of Texas from
colonizing North America. Can students Mexico in 1836. The defeat of the Texians at the
name a French-speaking region in North Alamo became a rallying cry for Texas
America? (Quebec) Discuss the French independence, and Texas gained its freedom
from Mexico two months later.
Quarter in New Orleans. Even today, the
French influence can be seen in the city
and in the names of other places in
Louisiana. Point out that although the
French left their mark, the Spanish rebuilt ¿Sabes que . . . ?
Canadá

the city and their influence is found in the The language of the Nahua peoples of central Mexico,
architecture. For example, many homes which included the Aztecs, is related to the languages of the
there are built around courtyards and Shoshone, Comanche, and Hopi tribes in the United States.
feature wrought-iron grilles and balconies, When Spaniards pushed north from the newly conquered Estados Unidos

both very indicative of Spanish influence. central Mexico, they often followed ancient Native
American trade routes and used Nahua people as guides. OCÉA N O OCÉA N O

Focus attention on the picture of the

PA CÍFICO A TLÁ N TICO

México
Castillo, a national monument since 1924. Para pensar Alaska Canadá
OCÉANO
PACÍFICO

Discuss its original purpose, and have

Go l f o d e M é x i c o

You can find many Spanish names of cities, counties, and

Hawaii

students give their ideas as to why ships

states in the United States. Work with a partner and write
returning to Spain needed protection. Help a list of at least ten places with Spanish names and then
them understand that the ships were try to guess what they mean in English.
carrying riches from America to Spain.

For: Online Atlas

Web Code: jce-0002
Teacher-to-Teacher 192 ciento noventa y dos
Have groups of students choose one of the Tema 4 • Tiempo libre
cities or buildings featured here to
research. Have them prepare posters and
reports complete with photographs and
drawings. When students have finished,
make these available in a resource center
in your classroom so that others can learn Advanced Learners Heritage Language Learners
from and enjoy them. Have students research Fray Junípero Serra Have students research the architecture in one
on the Internet and report back to the class. of the following states: Texas, New Mexico,
Who was he? When did he live? What is his Arizona, or California. Have them look for
importance in the history of California? architecture that shows a Spanish influence and
write a report about it to present the class.

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The French Quarter in New Orleans was

named after the French who first settled
Culture
here. In spite of its name, most of the
buildings date to when Spain ruled
Louisiana (1763 –1803). Fires
ravaged the area in 1788 and Point out the picture of the Alamo on
1794, so when the rebuilding
was done, the architectural
p. 192. Most students will have heard of
style was Spanish. This can it, but many may not know that it was
be seen in the landscaped built as a mission. Then note the photo of
patios and iron grillwork the mission on p. 193, and have students
on balconies. Despite the
destruction caused by
reread the paragraph. At one time a
Hurricane Katrina, the network of missions extended throughout
French Quarter remains. the Americas. Cities often grew up around
the missions (San Diego, Los Angeles, San
Francisco). Some missions still exist and
are open to visitors.
Have students read the ¿Sabes que…?
section. Discuss possible explanations
A network of Spanish Catholic missions once extended
throughout the Americas. Many cities in the southwestern about how these languages could be
United States, including San Francisco, San Diego, and related.
Santa Fe, were originally built around Catholic missions, Discuss the battle of the Alamo, in San
which in turn were often located at Native American
villages or religious sites. The Mission San Xavier del Bac, Antonio. Point out its location on the
in Arizona, combines the name of a Catholic saint (San map. Point out its proximity to Mexico
Xavier) with the name of the Papago village where it was and remind students that Texas was at
built (Bac, which means “where the water emerges”). that time part of Mexico. Mexico won the
Constructed in the early 1700s, the mission is still used by
the Papago people and is considered one of the world’s battle for the Alamo, but Texas won its
architectural treasures. independence soon thereafter.
Discuss the missions that extended
throughout the Americas. Point out that
the missionaries’ goal was to convert the
indigenous people to Christianity.
Direct attention to the Para pensar section
and have students discuss the questions.
Answers will vary.

Go Online
The Online Atlas provides detailed maps
of the locations mentioned here.
Spain built the Castillo de San Marcos to
protect both St. Augustine (Florida) and the
sea routes for ships returning to Spain from
enemy attacks. This fort was started in 1672
and took 23 years to build. When Spain sold
Florida to the United States in 1821, the
fort was renamed Fort Marion. The Castillo
has been a National Monument since 1924.

ciento noventa y tres 193

Capítulo 4A

Enrich Your Teaching

Resources for All Teachers

Teacher-to-Teacher
Have students work in groups to find the
locations of the missions in California. Have
them note the locations on a map and estimate
the number of miles from one to the next. This
mileage is the distance a rider on horseback
could cover in a day.

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Chapter Review
Review To prepare for the test, check to
see if you . . .
• know the new vocabulary and
jcd-0489 grammar
Review Activities Vocabulario y gramática • can perform the tasks on p. 195
To talk about leisure activities and places:
Have students work in pairs to quiz each
other on the vocabulary. They can create to talk about leisure activities to tell where you go
flashcards, writing the Spanish word on ir de compras to go shopping a to (prep.)
one side of an index card and the English ver una película to see a movie a la, al (a + el) to the
meaning on the other. Provide copies of la lección de piano piano lesson (class) ¿Adónde? (To) Where?
the Clip Art for this purpose. Me quedo en casa. I stay at home. a casa (to) home
To ask and tell where, with whom, and to talk about places to tell with whom you go
when you go: Have students work in pairs la biblioteca library ¿Con quién? With whom?
to practice asking and answering questions el café café con mis / tus amigos with my / your friends
about their leisure activities. el campo countryside solo, -a alone
la casa home, house
to talk about when things are done
Portfolio en casa at home ¿Cuándo? When?
Invite students to review the activities they el centro comercial mall después afterwards
completed in this chapter, including el cine movie theater después (de) after
written reports, posters or other visuals, el gimnasio gym los fines de semana on weekends
tapes of oral presentations, or other la iglesia church los lunes, los martes . . . on Mondays,
projects. Have them select one or two la mezquita mosque on Tuesdays . . .
items that they feel best demonstrate their las montañas mountains tiempo libre free time
achievements in Spanish to include in their el parque park
to talk about where someone is from
portfolios. Have them include this with the la piscina swimming pool
¿De dónde eres? Where are you from?
Chapter Checklist and Self-Assessment la playa beach
de from, of
Worksheet. el restaurante restaurant
la sinagoga synagogue to indicate how often
generalmente generally
Additional Resources el templo temple, Protestant
church other useful words and expressions
Student Resources: Realidades para
hispanohablantes, p. 148 el trabajo work, job ¡No me digas! You don’t say!
para + infinitive in order to + infinitive
CD-ROM
ir to go
Web Code: jcd-0406 voy vamos
Teacher Resources: vas vais
• Teacher’s Resource Book: Situation Cards, p. 198, va van
Clip Art, pp. 200–201
• Assessment Program: Chapter Checklist and For Vocabulario adicional, see pp. 472–473.
Self-Assessment Worksheet, pp. T56–T57

194 ciento noventa y cuatro

Tema 4 • Los pasatiempos

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_Ch4_170-195.qxd 6/15/06 7:49 AM Page 195

Más práctica Review

● Practice Workbook: Puzzle, p. 74
● Practice Workbook: Organizer, p. 75

For: Test Preparation

Performance Tasks
Preparación para el examen
Web Code: jbd-406
Standards: 1.1, 1.2, 1.3, 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. 149
jcd-0489
1 Escuchar Listen Two friends are trying to make plans for pp. 172–175 A primera Teacher Resources: Teacher’s Resource Book:
and understand as the weekend. Based on their dialogue, vista Audio Script, p. 191; Audio Program: Track 16;
people ask questions what do they finally agree on? a) Who is p. 186 Actividad 17 Answers on Transparencies
about weekend events going? b) Where are they going? c) When
are they going? 1. Escuchar
Suggestions: Play the Audio CD or read
.2 Hablar Talk about Your parents want to know what you’re pp. 172–175 A primera from the script until all students know the
places to go and things doing this weekend. Mention at least three vista answers. Ask students to suggest answers
to do on the weekend places you plan to go or things you plan to p. 177 Actividad 6 to the questions.
do. For example, you might say Voy de p. 178 Actividad 8
Script:
compras con mis amigos. p. 181 Actividad 13
p. 182 Actividad 14 —¿Adónde vas el fin de semana?
p. 186 Actividad 17 —El sábado me quedo en casa, pero el domingo voy al
cine.
—¿A qué hora vas?
3 Leer Read about Someone has left his or her planner at your pp. 172–175 A primera —A las nueve y media. Y tú, ¿qué haces el fin de
what a person does on house. Read the schedule for two days to vista semana?
particular days of the try to figure out what type of person owns p. 176 Actividad 4 —Yo también voy al cine el domingo.
week it. Indicate whether you agree or disagree p. 180 Actividad 11 —¿Por qué no vamos a las nueve y media?
with the statements about the person. pp. 188–189 Lectura —Yo prefiero ir a las siete.
—Bien… estoy de acuerdo. ¡A las siete!
MARTES: 6:00 Desayuno 4:00 Lección de piano
5:00 Trabajo 8:30 Clase aeróbica Answers:
a) two boys b) to the movies c) Sunday at 7:00
JUEVES: 3:30 Gimnasio 4:30 Piscina
6:00 Trabajo 8:00 Biblioteca
2. Hablar
Suggestions: Allow individual study time
¿Estás de acuerdo o no? a) Es muy
perezoso(a); b) Es atlético(a); c) Le gusta
in class. If students have difficulty with
ir de compras. spontaneous conversation, have them
write what they’re going to say and
practice until they can say it without
4 Escribir Write a Your friend is taking a make-up test after p. 176 Actividad 4
short note to a friend to school, so you need to write her a short p. 179 Actividad 10 consulting their notes.
let him or her know note to tell her what you are doing after p. 181 Actividad 13 Answers will vary.
where you are going school today. In the note, tell her where you p. 182 Actividad 14 3. Leer
after school are going and then at what time you are p. 186 Actividad 18
going home. Suggestions: Some students will under-
stand this better if they transcribe it in
5 Pensar Demonstrate
planner form.
Think about your favorite childhood game. p. 190 La cultura en vivo
an understanding of How does it compare to the children’s Answers: a) no b) sí c) no
rhymes, songs, and games you learned about in this chapter? 4. Escribir
games from Spanish- Describe a traditional game from a Suggestions: Have students try this
speaking cultures Spanish-speaking country.
activity without consulting the vocabulary
list, notes, or completed activities.
ciento noventa y cinco 195 Answers will vary
Capítulo 4A
5. Pensar
Suggestions: Have students reread La
cultura en vivo if they need to.
Answers will vary.

STUDENTS NEEDING EXTRA HELP ADVANCED/PRE-AP*

• Alternate Assessment Program: • Pre-AP* Test Bank Assessment
Examen del capítulo 4A
• Pre-AP* Resource Book, pp. 70–73 • Chapter Test
• Audio Program CD 20: Chap. 4A, Track 9
• Assessment Program: Examen del
HERITAGE LEARNERS capítulo
• Assessment Program: Realidades para
hispanohablantes: Examen del capítulo 4A • Test Banks A and B
• Heritage Learner Test Bank • Audio Program CD 20: Chap. 4A, Track 9

195