f!JJ~ ~ rfe~ fflMe of ~doodwn ~[!71/ Jltet~ STATE BOARD OF EDUCATION James s. Peters, Chairman Robert Wright, Vice-Chairman Claude Purcell, Secretary FIRST CONGRESSIONAL DISTRICT J. Brantley Johnson SECOND CONGRESSIONAL DISTRICT Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT Thomas Nesbitt, Jr. FOURTH CONGRESSIONAL DISTRICT James S. Peters FIFTH CONGRESSIONAL DISTRICTDavid Rice SIXTH CONGRESSIONAL DISTRICTFrancis Shurling SEVENTH CONGRESSIONAL DISTRICTHenry Stewart EIGHTH CONGRESSIONAL DISTRICTLonnie E. Sweat NINTH CONGRESSIONAL DISTRICT Mrs. Bruce Schaffer* TENTH CONGRESSIONAL DISTRICTZack Daniel *Resigned, but not replaced as yet. FOREWORD We are now providing more televised instruction that we hope will be of help to you in your classroom. YOU are the best authority on HOW it will help you, and in what ways you wish to use it. We are providing teacher guides like this one with suggestions that may be of service to you as you plan the best use of these lessons and fit them into the program that you have planned. These guides were written by our television teachers. We think of the television teacher and the classroom teacher as being partners in the best creative teaching for the children. Television's dynamic power--long used in communicating other information-is now being made use of in education. It is making this a better educated world. None of us knows as much as we would like to know about it. It is a new medium and we are all learning together. We need yourhelp and your suggestions as we seek to make the best use of our television facilities. Our aim is to make the school program more meaningful in Georgia. Our competent television teachers are well prepared to help you and the members of your class with lessons in science, mathematics, modern foreign language, music, and Georgia history. They have time to gather up visuals that may not be readily available to you or that you may not haye time to collect. This relieves you of much planning and preparation and leaves you with more time to devote to the actual teaching of the child in the classroom, and your personal teaching-and-learning contact with him. I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective. If you have found some especially good ways to adapt these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is a cooperative venture; it is important that we all work together to make the best use of this new power that has come into our hands in this technological age, so that we may make learning more effective in Georgia schools. Claude Purcell State Superintendent of Schools The material in this bulletin has been prepared with the consultative help of Dr. Philip E. Smith, Consultant in Foreign Language Education, State Department of Education. F I E S T A L E V E L II BE GI NNI NG S P ANI S H Sra. Yvonne de Wright T A BL E 0 F C 0 NT E NT UNIT I INTRODUCCI6N: LOS ANIMA.LES, EL CUERPO Y LA ROPA (Introduction: The Animals, The Body and Clothing) Lecciones 1-5 Lessons 1-5 Audio Tape Number Leccion 1. LOS ANIMALES THE ANIMALS 17336 Leccion 2. VENGAN A VER MI CHACRA COME TO SEE MY FARM 17336 Leccion 3. LAS PARTES DEL CUERPO THE PARTS OF THE BODY 17337 Leccion 4. LA ROPA PARA NINOS CLOTHING FOR BOYS 17337 Leccion 5. LA ROPA PARA NINAS CLOTHING FOR GIRLS 17338 UNIT II DESCRIPCI6N DE MI FAMILIA Y MI CASA (Description of My Family and My House) Lecciones 6-13 Lessons 6-13 Audio Tape Number Leccion 6. z,C6MO ES su FAMILIA? Leccion 7. z,C6MO ES Ml FAMILIA? WHAT IS YOUR FAMILY LIKE? WHAT IS MY FAMILY LIKE? 17338 17339 Leccion 8. MI FAMILIA Y YO MY FAMILY AND I 17339 Leccion 9. z,CU1NTOS ANOS TIENE USTED? HOW OLD ARE YOU? 17340 Leccion 10. z,TIENE USTED UN PERRO? DO YOU HAVE A DOG? 17340 Leccion 11. z,n6NDE VIVE USTED? WHERE DO YOU LIVE? 17341 Leccion 12. z,C6MO ES su CASA? Leccion 13. z,C6MO ES MI CASA? WHAT IS YOUR HOUSE LIKE? WHAT IS MY HOUSE LIKE? 17341 17342 UNIT III LAS FIESTAS DE NAVIDAD (The Celebration of Christmas) Lecciones 14-15 Lessons 14-15 Audio Tape Number Leccion 14. LAS PASCUAS THE CHRISTMAS SEASON 17342 Leccion 15. LA NOCHEBUENA Y EL DiA DE LOS REYES CHRISTMAS EVE AND THE DAY 17343 OF THE KINGS i UNIT IV EN LA ESCUELA (In the School) Lecciones 16-26 Lessons 16-26 Audio Tape Number Lee cion 16 0 NUESTRA ESCUELA OUR SCHOOL 17343 Lee cion 17. NUESTRA SALA DE CLASE OUR CLASSROOM 17344 Lee cion 18. EN LA SALA DE CLASE IN THE CLASSROOM 17344 Lee cion 19. LA CLASE DE ARITz..ffiTICA THE ARITHMETIC CLASS 17345 Lee cion 20. UNOS PROBLEMAS DE ARIT:r4:TICA Lee cion 21. LOS D1As DE LA SEMANA SOME ARITHMETIC PROBLEMS THE DAYS OF THE WEEK 17345 17346 Lee cion 22. 6QlJt HORA ES? WHAT TIME IS IT? 17346 Lee cion 23. ES HORA DE COMER IT'S TIME TO EAT 17347 Lee cion 24. z,QlJt HAY DE COMER? WHAT 1 S THERE TO EAT? 17347 Lee cion 25 0 EL ALMUERZO THE LUNCH 17348 Leecion 26. DESPlJtS DEL ALMUERZO AFTER LUNCH 17348 UNIT V DURANTE EL ANO (During the Year) Lecciones 27-33 Lessons 27-33 Audio Tape Number Leccion 27. EL JUEGO A GAME 17349 Leccion 28. EL CALENDARIO THE CALENDAR 17349 Leccion 29. LOS OTROS MESES THE OTHER MONTHS 17350 Leccion 30. z,CUAL ES LA FECHA? Leccion 31. EN LA PL~ZA WHAT IS THE DATE? IN THE PLAZA 17350 17351 Leccion 32. JUGANDO A LOS TOROS PLAYING AT BULLFIGHTING 17351 Leccion 33. LA CORRIDA DE TOROS THE BULLFIGHT 17352 ii GENERAL COMMENTS NATURE Qt: FIESTA!! _c_o_URS==E Fiesta !! Beginning Spanish is designed for pupils in the elementary school who have had some training in the Spanish language. It is a continuation as well as a review of the first level beginning course. It can be used in various grade levels, therefore, it is ungraded. However, since the first level course was primarily deisnged for the third grade, the interests of the fourth, fifth, and sixth graders are kept primarily in mind in the new lessons. The audio-li~gual method of language instruction is the approach used in the course as it was in the Fiesta ! first level beginning course. Fiesta II consists of 33 televised lessons. One new lesson is presented each week. Each lesson is 30 minutes long and is divided into two parts. Part one lasts approximately 20 minutes. During its presentation, all new vocabulary is given and drilled. In part two, which takes up approximately 10 minutes, no new material is introduced. The elements which are presented in part one are combined here into a normal conversational pattern. Games, songs, and conversations are used to make these repetitions interesting. OPJECTIVES .Q!: FIESTA !! COURSE There are two major objectives; the linguistic objective and the cultural objective: 1. The linguistic objective deals with the mastery of understanding and speaking the Spanish words, phrases, and sentences presented. O~e of the major aims of the linguistic objective is the acquisition of a greater understanding of language itself. It is hoped that the student will become more and more aware of the essence of language and in this way gain a greater insight into his own language. 2. The cultural objective deals with the acquisition of a greater insight into another pattern of culture. It is hoped that this new insight will create a feeling of sympathy and understanding of "foreign" peoples (Spanish-speaking peoples in particular) and of those things which are "foreign". In addition, the student's close contact with the foreign culture should give him a greater awareness and appreciation of the contribution that it has made to his ~ culture. As a result, the student should become more directly aware of his own cultural pattern. NATURE OF !,!!! CONTENT OF FIESTA II COURSE Fiesta II is divided into five units. The Spanish-speaking child's relationship with the family, the home, the school, and the community serves as the foundation for the many activities which are discussed and described. Each situation is developed against the proper background, providing as much authenticity and Spanish 11flavor 11 as possible. The vocabulary used to describe each situation is sequentially developed so that there is repetition ~ ~ lesson !2 ~ ~ iii The vocabulary is essentially Spanish-American. The teacher's pronunciation is Spanish-American as well; that is, Venezuelan. There is some variation in vocabulary and pronunciation throughout the Spanish-speaking world, as is to be expected, but this in E way prevents communication between Spanish-speaking peoples. While the variations in pronunciation are slight, it is good to recognize that there are differences. Therefore, invite native speakers to visit your classes whenever possible. Most of the Fiesta II series is devoted to the learning of short dialogues depicting everyday situations which are important in the child's life and which reflect his relationship with his family, his teachers, and his friends. These dialogues include old vocabulary in~ situations. The new vocabulary and drill patterns are presented in connection with the old vocabulary and the old topics so that there is an element of review throughout the entire course. For example, in Fiesta I there is counting up to number thirty-two. Simple addition of various numbers is also learned. In Fiesta II the same numbers are used, but they are used in~ problems. After these numbers have been used again in many new situations, new numbers are added. The children learn to count up to one hundred. Some of the new areas of content bring in different aspects of the cultural background. Examples of this are found in various units under such topics as the bullfight and the Christmas celebrations. These lessons relate nicely with some units in social studies. Short narrations to improve aural comprehension are included in the Fiesta II series. - - - FIESTA II GUIDE FOR TEACHERS The Fiesta II Teacher's Guide for which these comments are written consists of the following sections: a table of content for the entire year, introductory comments which cover the nature and objectives of the course, a Spanish pronunciation key, and five units which make up the total Spanish language course. Each unit is a comprehensive guide for the teacher. It consists of an index to the content, a brief general summary of the content, and the teacher guide. The teacher guides are a very complete text to help the classroom teacher utilize the television lessons. The teacher guide for each lesson is divided into the following parts: A. Readiness Preparation: This section provides information so that the classroom teacher can prepare his students for each telecast prior to its presentation. This section also suggests the visuals which the teacher should prepare in order to carry out an effective follow-up of the television lessons. B. Teacher's Lesson Plan: This section contains a very detailed script of each television lesson. It contains a new vocabulary section which enumerates each~ word, phrase, or idiom (plus English translation) which is introduced. It contains an exact reproduction of the Spanish language which is spoken during each television program with the EXCEPTION of the introductory dialogues. These one or two-minute dialogues are used to introduce each new lesson in a rather dramatic fashion. They review vocabulary from the previous lesson or lessons. Therefore, they are not reproduced in written form. The new vocabulary section is followed by the sentences to be learned. This title is self-explanatory. Some iv lessons contain special dialogues, conversations, or stories which are listed separately within the sentences to be learned. The summary of the materials learned, the second part of each television program, summarizes the daily lesson in a concise conversational format, in a game or in a song. Significant points of Spanish grammar are explained throughout the teacher's lesson plan where appropriate by means of notes. SINCE FIESTA II IS A CONTINUATION FROM FIESTA ~ VOCABULARY WHICH WAS USED FREQUENTLY DURING THE PAST YEAR AND WHICH THE STUDENTS SHOULD HAVE MASTERED AT THAT TIME IS Nor REPRODUCED IN THE NEW VOCABULARY SECTION. HOWEVER, IF IT IS USED IN THE NEW LESSON, IT IS REPRODUCED IN THE SENTENCES TO BE LEARNED AND IN THE SUMMARIES THIS OLD VOCABULARY IS !iQ!. DRILLED AS MUCH ~ ~ VOCABULARY. c. Follow-E: This section provides information about which audio tapes and visuals should be used to follow-up each particular lesson. Games, songs, activities, helpful bibliography, etc., which can provide good oral practice, are suggested. READINESS PREPARATION A few comments by the teacher to the class about the nature of the program they are about to view via television helps the students to be more receptive to it. It is most important to instruct the students that they~ take part in the television lesson, listening, looking, and repeating as directed. First they are asked to listen carefully, then they are asked to eeat with the television teacher, and finally they are asked to repeat ~ ~ ~ ~ themselves. The children are asked to listen as the word, phrase, or sentence is pronounced three times, then they are asked to repeat with the television teacher three times, and finally once by themselves. This is the drill pattern used throughout with new vocabulary:- Once the vocabulary has been introduced, less repetition is required, and there are variations of the pattern. Directions are given in Spanish. "Escuchen ustedes" asks the stu,dents to listen; 11Repitan ustedes" asks the students to repeat; 11Una vez mas 11 asks the students to repeat once more; and "Miren ustedes" asks the students to look. FOLLOW-UP OF THE TELEVISION PROGRAMS Additional practice in listening and repeating correctly other than during the television lesson is necessary if the children are to master the sounds, vocabulary, and sentence structures presented in the television lessons. Also, little value can be gotten from succeeding television lessons if the students have not mastered the preceding lessons upon which they are built. This additional practice constitutes the follow-up. It is assumed that most of the teachers and the students have had no previous training in Spanish except for their participation in the Fiesta! series. For this reason, audio tapes for each television lesson are made available in addition to the teacher's guide to provide authentic pronunciation for the children. The audio tapes contain the phrases and sentences listed in the teacher's lesson plan with pauses for repetition. Directions for listening and repeating are given in Spanish in the same way given during the video presentations. The audio tapes are to be played for the students and the teacher's lesson plan is to be used by the teachers alone, not by the students since the printed word is considered to be helpful to adults, but impairs the children1s pronunciation. v To obtain the best results, visuals should be used with the audio tapes to illustrate effectively the meaning of the Spanish words. These visuals may be as simple or as elaborate as the teacher cares to make them. The visuals may be a stick figure quickly drawn on the blackboard to which he points as the Spanish word is pronounced. For example, at the same time that "la manzana" (the apple) is heard on the tape, "la manzana" should also be seen in some form, be it in a drawing, a picture, a photograph, a mode~or a real apple. It is best to establish a word dealing with a person with an inanimate object at first, so that the students do not associate the word only with a particular person. The use of the visual and the tape enables the child to make an immediate association between what he hears, what he sees, and what he repeats without the use of the English language. In this way he begins to think in Spanish. For this reason, the audio tape does not include English translations, but it follows the teacher guide exactly so that the teacher may follow it with the written words and translations. The use of visuals makes learning easier and adds greater interest, especially if the teacher tries to give the visuals Spanish character and flavor. Explicit instructions are given in the readiness preparation section of each lesson as to the nature of the visuals needed for the follow-up of the lesson. The size, colors, arrangements, materials, etc., are included in these instructions. It is recommended that each television lesson should be followed up by playing the corresponding audio tape at least once, twice if possible, in order to utilize effectively the Spanish television program. It is also recommended that a few minutes be spent every day in reviewing the last Spanish lesson viewed rather than a large block of time, one or two times a week, for the most effective results. AUDIO TAPES ~ FIESTA II The audio tapes are available to you from the Audio-Visual Service of the State Deparbnent of Education. The tapes are obtained through the regular procedure customary in obtaining all tapes from this division. There is no charge for this service, but you must send in your own tape (1200 feet, 30 minutes long, 7 1/2 i.p.s.). Each tape is listed under the name Fiesta II by the number of the audio tape (tapes are numbered in sequence), unit number, 1;8son number, and title. There are ~ lessons on each audio tape; one lesson on the first part of the tape and the following lesson on the second part of the tape. The Audio-Visual Division wishes to call the attention of the teachers to the following procedures for registering with and for ordering the audio tapes from them: 1. Fill in registration form and mail to: State Deparbnent of Education Tape Recording Service 121 Memorial Drive, s. w. Atlanta 3, Georgia 2. You will then receive from Atlanta the tape request blanks and address cards. 3. Choose the programs that you will need from the FIESTA II TEACHER AID. Type in the required information, giving the number of the tape, the lesson number, the title, and the speed (i.p.s.) .that you will want the duplicate recording made. Put the tape order in the shipping case with the tape. Be sure declaration is on the address card stating vi "First Class Mail Enclosed". Be sure to send the complete order form. Do not separate it. We need the copy for our office files. 4. Put sufficient tape for the programs that you are requesting into the shipping case and use the card which is already addressed to the Tape Recording Service. 5. Send only strong tape for duplicating. Paper tape and very thin plastic tape cannot be used on the duplicating units. 6. Always be sure to state the size and number of reels of tape that you mail to the Recording Service in the proper spaces on the request blanks. 7. Keep tape full length and keep all breaks mended or properly spliced. 8. You will need to pay the postage to Atlanta. The rate is lower when the inscription "Library Materials" is used. 9. Do~ ship tape in anything but in its cardboard box inside of a regular fiber mailing case. We have no facilities for wrapping and shipping back to you if you do not send tape in fiber tape mailing cases. Your audio-visual dealer can supply these. (ASK FOR FIBERBILT CASES WITH STRAPS, DESIGNED ESPECIALLY FOR TAPE.) 10. The tapes will be duplicated only in Atlanta (branch Film Libraries will not furnish the service). Tapes will be returned to you as soon as possible. Please allow about ten days. 11. Be sure to put your name, school, and address on the mailing card and also on your tape order. This space is on the blank just above the ordering space. 12. After you have used the tape and if it is no longer needed, it can be sent to Atlanta again for another program of your choice. The Tape Service will erase it and duplicate your next request on the same tape. If you wish to start a tape library for your school, the tape can be stored and other tapes sent for the additional programs that you will want. 13. Each school will need the following equipment and supplies to be able to participate in the tapes-for-teaching program and to utilize the Spanish audio tapes: a. a good quality tape recorder (tapes will be recorded at 7 1/2 i.p.s.) b. sufficient tape of the correct size or length (7-inch reels, 1200 feet, plastic back tape recommended) c. fiber mailing cases with standard size address card holders d. empty 7-inch reels vii SPANISH PRONUNCIATION KEY APPROXIMATE PRONUNCIATION OF BASIC SPANISH SOUNDS VOWELS a ah! like a in father: la casa, chacra e eh! like e in they without diphtong glide of y: nene, grande (In a syllable terminated with a consonant, e is usually pronounced like ~ in elbow: el, papel.) i ee! like i in machine: cinco, d1a o oh! like o in token: doce, boca u oo! like u in rule: uno, usted (Never like u in ~!) CONSONANTS b like English -b except that less air, escapes, between the lips: boca, sombrero (Much softer when between vowels: sabado, gaubul) c like English k: clo, cuac, camisa (Before ~ or !, pronounce like ~: hace, gracias) - ch like ch in much: chacra, ocho d like English ~: dos, falda (Between vowels pronounce like th in their: ustedes, delgado) f as in English: familia, falda g like ~ in gold: grande, ganso (Before~ or i like English~ but stronger: Argentina, refrigeradora) h always silent: ahora, hay j like English ~ but stronger: ojo, oreja k like English, but rarely occurs in Spanish: kilo 1 like 1 in English elbow: la, lunes 11 like ~ in beyond: lleva, gallina m as in English: martes, mano n as in English: no, uno ft like ~ in canyon: nifto, maftana p as in English except that less air escapes between the lips: , papa, pie qu pronounced like ~: , quince, que viii r softly trilled if it is within a word or at the end of it: profesor, chacra Olhen it begins a word, it is strongly trilled: rojo, regia) rr strongly trilled: perro, pizarra s as in English ~: ganso, dos (Before ., ~ ~ or ~ like s in ~: las manos, los niftos) t as in English ~ except that the tip of the tongue touches the teeth: pato, tiene v pronounced the same as Spanish ~: vengan, veinte w pronounced as in English, but generally found only in foreign words: W~shington x like weak~+~ (never~: examen (Before another consonant like s: y when initial like ~ in~: yo, ya (Otherwise like i in machine: y, hay) z like s in ~: zapata, diez BASIC RULES OF SYLLABICATION 1. A Spanish word has as many syllables as it has vowel units: vowels and dipthongs. A dipthong is a combination of a strong vowel followed by a weak vowel. The vowels ,!_, ~ and .2. are strong. The vowels !. (I) and ~ are weak. In pronouncing the dipthongs each vowel retains its charac- teristic sound, but the vowels should be pronounced rapidly with stress on the strong vowel. Here is a list of possible dipthongs: ai (ay) au ei (ey) eu oi (oy) ou as in h;,r as in gau-bul as in seis as in deu-da as in h_2.I as in bou A weak vowel followed by a~ vowel becomes a semiconsonant, thus losing its vocalic value. 1 followed by a vowel is pronounced as~ in ~es. ] followed by a vowel is pronounced as w in ~et. Here is a list of possible semiconsonant combinations: ia ie io iu ua ue uo ui (uy) as in fa-mi-lia - as as in in as-idei-otes, as in ciu-dad as in cua-tro as in nue-ve as in an-ti-g~o as in m~ Here are a few words which have only individual vowel sounds as vowel units: ix 2. A single consonant between vowels goes with the following syllable: 3. Two Gonsonants coming together between vowels are generally divided: __ __ cin-co, es-to, ba-n--de-ra'-e-s--cue-la - - When the consonant combination between vowels is formed with 1 or r as the second consonant, these consonants are not divided because these consonants cannot be separated as to sound from others: In Spanish, ch, ~ and !E have a characteristic sound of their own and are considered single consonants. Therefore, they cannot be divided: BASIC RULES OF ACCENT 1. If a word ends in a vowel, E or ~ stress the next to the last syllable. ni-no, li-bro, gran-des, re-]i-tan 2. If a word ends in a consonant other than n or ~ stress the last syllable: a-zul, pa-~ se-ftor, us-ted, na-ili 3. Words which do not conform to the above rules have a written accent mark which indicates the stressed syllable. E!, !-me-ro, a-..d::"!.,2,!, _1!' -p.u, Ma-!,4!-a The written accent mark also serves to distinguish words which are spelled and pronounced alike, but have different meanings; such as si (if) and s1 (yes). The written accent mark is also placed on the stressed syllable of all interrogative words such as: ~que? ~quien? ~donde? ~cu~ndo? X TABLE OF CONTENT UNIT I INIRODUCCI6N: LOS ANJ:MALES1 EL CUERPO Y LA ROPA (INTRODUCTION: THE ANIMALS1 THE BODY AND CLOTHING) Lecciones 1-5 Lecci~n 1. LOS ANIMALES Lecci~n 2. VENGAN A VER MI CHACRA Lecci~n 3. Leccion 4. LAS PARTES DEL CUERPO - LA ROPA PARA NINOS Lecci~n 5. LA ROPA PARA NINAS Lessons 1-5 Audio Tape NlUllber THE ANIMALS 17336 COME TO SEE MY FARM 17336 THE PARTS OF THE BODY 17337 CLOTHING FOR BOYS 17337 CLOTHING FOR GIIW) 17338 SUMMARY OF UNIT The first unit is composed of five lessons. It gives an introduction to some of the different kinds of animals which may be found on a farm in Argentina; a cat, a dog, a hen, a baby chicken, a duck, a goose, a turkey, and1 finally, a fox. The farm visit is climaxed by a delightful children's song similar to OLD MacDONALD HAD A FARM. In the third lesson a few parts of the body are identified and studied. The final two lessons of the unit introduce simple articles of clothing for both boys and girls. xii FIESTA LEVEL II: BEGINNING SPANISH TEACHER: Sra. Yvonne de Wright LESSON GUIDES Lecci~n 1: LOS ANIMALES (THE ANIMAlS) Audio Tape 17336: First Part A. READINESS PREPARATION: Inform the students that the first lesson will be a visit to a farm in Argentina. Have a map of South America handy in order to point out the location of Argentina. Prepare the following visuals: ~ Spanish farmhouse ~ animals in the foreground, ~ cat, ! ~ ~ hen, and ! baby chick. B. TEACHER 1S LESSON PLAN: New Vocabulary la chacra {the farm) el-los animal-es (the animal-s) el pollito (the baby chick) as1 (so, like this) clo-clo-clo {cluck, cluck, cluck) la Argentina (Argentina) la gallina {the hen) hace {he, she, or it does or makes) p1~ o-p1~ o-p1~ o (peep, peep, peep) Sentences to Be Learned Buenos d1as, niftos. lCamo est~n ustedes? MUy bien, gracias, lverdad? Good day, children. How are you? {plural) Very well, thanks, isn't that right? Miren ustedes. Look~ la chacra, lQue es esto? Es la chacra. l~nde est~ la chacra? La chacra est~ en la Argentina. the farm What is this? It is the farm. Where is the farm? The farm is in Argentina. Miren ustedes. Aqu1 est~ la Argentina. Aqu1 est~ la chacra. Look~ Here is Argentina. Here is the farm. lQue hay en la chacra? Hay animales en la chacra. Hay muchos animales en la chacra. What is there on the farm? There are animals on the farm. There are many animales on the farm. Mlren ustedes el gato. Look at the cat~ lQue hace el gato? El gato hace as1: imiau, miau, miau ~' What does the cat do? The cat does like this: meow, meow, meow~ -1- Miren ustedes el perro. Look at the dog! Ehalcpe eerrlophearrcoe?as1 : iguau, guau, guau! Miren ustedes la gallina. What does the dog do? The dog does like this: bow-wow, bow-wow, bow-wow! Look at the hen. la gallin, a lQue es esto? Es la gallina. the hen What is this? It is the hen. 6Que hLaacegallalingaalhliancae?as1: iclo, clo, clo! What does the hen do? The hen does like this: cluck, cluck, cluck! Miren ustedes el pollito. Look at the baby chick! el pollit,o lQue es esto? Es el pollito. , . . . 6Que hace el pollito? ' El pollito hace as!: jp1o1 p1o1 p1o. , 6Que animales hay en la chacra? Hay un gato. Hay un perro. Hay una gallina. Hay un pollito. the baby chick What is this? It is the baby chick. What does the baby chick do? The baby chick does like this: peep, peep, peepl What animals are there on the farm? There is a cat. There is a dog. There is a hen. There is a chick. Summary , 6Que hay en la chacra? , Hay animales en la chacra. 6Que animales hay en la chacra? , Hay un gato. lQue hace el El gato gh aact oe? a s 1 : imiau, miau, miau! , Hay un perro. z.Que hace el perro? El perro hace as 1 : iguau, guau, guau! , Hay una gallina. z.Que hace la gallina? La gallina hace as1: iclo, clo, clo! , Hay un pollito. zQue hace el pollito? El pollito hace as1: jp1o, p1o, p1o! C. FOLLOW-UP: Play the first part of Audio Tape 17336, using the visuals suggested in the Readiness and Preparation Section. -2- Lecci~n 2: VENGAN ~ VER .MI CHACRA (COME TO SEE MY FARM) Audio Tape 17336: Second Part A. READINESS PREPARATION: Inform the students that a song will be taught about the animals found on the Argentine farm. Have the visuals handy from the first lesson. Prepare the following visuals: ~ ~~ ~goose, ~turkey, and~ fox. B. TEACHER'S LESSON PLAN: New Vocabulary el pato (the duck} el ganso (the goose) el guajolote (the turkey) vengan (come - plural command) la zorra (the fox) icuac, cuac, cuac! (quack, quack, quack!} ijaunc, jaunc, jaunc! (honk, honk, honk!) igaubul, gaubul, gaubul! (gobble, gobble, gobble!) igrrr, grrr, grrr ! (grrr, grrr, grrr !) Sentences to Be Learned Miren ustedes la chacra. , lQue hay en la chacra? Hay animales en la chacra. Hay muchos animales en la chacra. , lQue animales hay en la chacra? Hay una gallina. Look at the farm! What is there on the farm? There are animals on the farm. There are many animals on the farm. What animals are there on the farm? There is a hen. lQue hace la gallina? La gallina hace as1~.: iclo, clo, clo! What does the hen do? The hen does like this: cluck, cluck, cluck! Hay un pollito. There is a baby chick. lQue hace el pollito? El pollito hace as1~.: iPl4. 0 , pl4.o, p!o! Hay un pato. What does the baby chick do? The baby chick does like this: peep, peep, peep! There is a duck. el pato , lQue es esto? Es el pato. the duck What is this? It is the duck. lQue hace el pato? El pato hace as1~.: icuac, cuac, cuac! What does the duck do? The duck does like this: quack, quack, quack! Hay un ganso. There is a goose. el ganso, lQue es esto? Es el ganso. the goose What is this? It is the goose. -3- , . z.Que hace el ganso? EiJ.la, gans unc, oJ.ah, uanc ec , , asJ.~a:u n c.' What does the goose do? The goose does like this: honk, honk, honk! Hay un guajolote. There is a turkey. el guajo,lote z.Que es esto? Es el guajolote. , z.Que hace el guajolote? El, guajolo,te hace ,as1: igaubul, gaubul, gaubul! the turkey What is this? It is the turkey. What does the turkey do? The turkey does like this: gobble, gobble, gobble! Hay una zorra. There is a fox. la zorra z.Que es esto? Es la zorra. , z.Que hace la zorra? La zorra hace as1: igrrr, grrr, grrr! the fox What is this? It is the fox. What does the fox do? The fox does like this: grrr, grrr, grrr! MI. CHACRA Vengan a ver mi chacra que es hermosa. . Vengan a ver mi chacra que es hermosa El pollito hace as1: p1o. 4 .. .. p~o, p~o, El pollito hace as1: 4 4 4 p~o, p~o, p~o. Come to see my farm that is beautiful. Come to see my farm that is beautiful. The baby chick does like this: peep, peep, peep. The baby chick does like this: peep, peep, peep. CHORUS: iO va, camarad, o va, camarad, o va, o va, o va! Oh come, comrade, etc. iO va, camarad, o va, camarad, o va, o va, o va! Oh come, comrade, etc. ADDITIONAL ANIMALS: La gallina hace as1: clo, clo, clo. (the hen) Y el pato hace as1: cuac, cuac, cuac .. Y el g.,anso ha.,ce ,. as~: Jaunc, Jaunc, Jaunc. (the duck) (the goose) El guga,ajuobloutle, hga,acuebuals, 1g: ,aubu1 (the turkey) Y la zorra hace as1: grrr, grrr, grrr. (the fox) -4- NOTE: The children will be able to learn the song very easily. They should know the meaning of the song clearly; however, they are responsible only for the words listed in the vocabulary. C. FOLLOW-UP: Play the second part of Audio Tape 17336 using the visuals suggested in the Readiness Preparation Section. In practicing the song, the teacher should hold up the visual of the farm gesturing toward it to indicate the idea of coming, then the visual of each animal should be held up as it is referred to in the song. Should the teacher be interested in purchasing a recording of the song, VENGAN A VER MI CHACRA, which is included on the audio tape, it is record No. 1 of the SING AND SPEAK SPANISH series by Margit MacRae. It is available through Bowmar Records at the Children's Music Center, 5373 W. Pico Boulevard, Los Angeles 19, California, or at the Atlanta Record Center, 2581 Piedmont Road, N. E., Atlanta 5, Georgia. Leccion 3: LAS PARTES DEL CUERPO (THE PARTS OF .!!ill. BODY) Audio Tape 17337: First Part A. READINESS PREPARATION: Prepare a visual of (or obtain) a boy doll with black hair and eyes which can serve as a model to point out the parts of the body. B. TEACHER'S LESSON PLAN: New Vocabulary el pel~, (the hair) la nariz (the nose) la oreja (the ear) el pie (the foot) el oj o {the eye) la boca (the mouth) la mano (the hand) Sentences to Be Learned Miren ustedes. Look! ;. Qu ~e' n es.? Es el nene. Who is it? It is the (male) baby. Miren el pelo del nene. Look at the baby's hair. el pelo , ;.Que es esto? Es el pelo. the hair What is this? It is the hair. ;.De que color es el pelo? El pelo es negro. What color is the hair? The hair is black. Miren los ojos del nene. Look at the baby's eyes. los ojos ;.Que son? Son los oj os. the eyes What are they? They are the eyes. -5- , ~De que color son los ojos? Los ojos son negros. ~ Cu,antos . OJOS tiene el nene? El nene tiene dos ojos. 6Son grandes los ojos? No, los ojos no son grandes. Miren la boca del nene. la boca , 6Que es esto? Es la boca. , 6De que color es la boca? La boca es roja. 6Cuantas bocas tiene el nene? El nene tiene una boca. ~Es pe~uefta la boca? S11 la boca es pequeffa. Miren la nariz del nene. la nariz, 6Que es esto? Es la nariz. 6Es grande la nariz? No, la nariz no es grande. 6Es pe~uefta la nariz? S1, la nariz es pequefta. Miren las orejas del nene. las oreja, s ~Que son? Son las orejas. 6Cuantas orejas tiene el nene? El nene tiene dos orejas. ~Son pe~ueftas las orejas? Si, las orejas son pequeftas. Miren las manos del nene. las manos, ~Que son? Son las manos. What color are the eyes? The eyes are black. How many eyes does the baby have? The baby has two eyes. Are the eyes big? No, the eyes are not big. Look at the baby's mouth. the mouth What is this? It is the mouth. What color is the mouth? The mouth is red. How many mouths does the baby have? The baby has one mouth. Is the mouth small? Yes, the mouth is small. Look at the baby's nose. the nose What is this? It is the nose. Is the noxe large? No, the nose is not large. Is the nose small? Yes, the nose is small. Look at the baby's ears. the ears What are they? They are the ears. How many ears does the baby have? The baby has two ears. Are the ears small? Yes, the ears are small. Look at the baby's hands. the hands What are they? They are the hands. -6- ~Cu~ntas manos tiene el nene? El nene tiene dos manos. How many hands does the baby have? The baby has two hands. lSon grandes las manos? No1 las manos no son grandes. Miren los pies del nene. Are the hands big? No1 the hands are not big. Look at the baby's feet. los pies, lQue son? Son los pies. lCu~ntos pies tiene el nene? El nene tiene dos pies. the feet What are they? They are the feet. How many feet does the baby have? The baby has two feet. lSon pe~ueftos los pies? Si, los pies son pequeftos. Are the feet small? Yes, the feet are small. Summary ~De qu~ color es el pelo del nene? El pelo del nene es negro. lDe qu~ color son los ojos del nene? Los ojos del nene son negros. ~De qu~ color es la boca del nene? La boca del nene es roja. lcu~ntos pies tiene el nene? El nene tiene dos pies. lcu~ntas manos tiene el nene? El nene tiene dos manos. ~Cu~ntas orejas tiene el nene? El nene tiene dos orejas. C. FOLLn 6. &C6MO ES SU FAMILIA? Leccif>n 7. tC6MO ES MI FAMILIA? WHAT IS YOUR FAMILY 17338 LIKE? WHAT IS MY FAMILY LIKE 'l 17339 Leccif>n 8. MI FAMILIA Y YO MY FAMILY AND I 17339 Leccif>n 9. l,Cu1NTOS ANOS TIENE USTED? HOW OLD ARE YOU? 17340 Leccif>n 10. l,TIENE USTED UN PERRO? DO YOU HAVE A DOG? 17340 Leccif>n 11. l,D6NDE VIVE USTED? WHERE DO YOU LIVE? 17341 Leccif>n 12. l,C6MO ES SU CASA? Leccif>n 13. l C6MO ES MI CASA? WHAT IS YOUR HOUSE LIKE? WHAT IS MY HOUSE LIKE? 17341 17342 -12- SUMMARY OF UNIT The second unit consists of eight lessons. The families of the children, their friends, and their pets and houses are described. An interesting story about a little boy and his dog is presented in the last four lessons. It brings forth an element of suspense when the dog gets lost. Much old vocabulary is used throughout this unit. Colors and numbers are reviewed. Throughout this unit and the following units, incidental vocabulary which is not drilled in the lesson or on the audio tape has been written in capital letters. -13- FIESTA LEVEL II: BEGINNING SPANISH TEACHER: Sra. Yvonne de Wright LESSON GUIDES Lecci~n 6. .;,C6MO ES SU FAMILIA? ~ IS ~ FAMILY LIKE?) Audio Tape 17338: Second Part A. READINESS PREPARATION: Prepare the following visuals: 1. a tall slender policeman (father) with a black mustache and a short slender mother 2. a small baby boy with little hair and a short, fat little girl 3. a short, fat grandfather with a white mustache, and a short, fat grandmother with white hair 4. a young boy B. TEACHER 1 S LESSON ~: New Vocabulary ~sta (this: fem., sing.) el abuelo (the grandfather) el polic!a (the policeman) el bigote (the mustache) los abuelos (the grandparents) este (this - masc. sing.) esa (that: fern., sing.) la persona (the person) la abuela (the grandmother) delgado (slender, thin) mis (my - masc. and fern. pl.) ~c~o es ? (what is ?) ese (that - masc. sing.) NOTE: The names of the family members in this lesson are part of the review vocabulary from Fiesta! with the exception of the grandparents. The verbs and most of the adjectives are also review vocabulary. The demonstrative adjectives and the demonstrative pronouns are first introduced in this lesson. These adjectives must agree in number and in gender with the nouns which they modify like all adjectives in Spanish. These pronouns are spelled exactly the same as their corresponding adjective forms. However, the pronouns, while pronounced exactly the same as the adjective forms, have a written accent on the stressed syllable in order to distinguish them from the adjectives in their written form. A list of the demonstratives follows below: Demonstrative Adjectives singular plural masc. fern. masc. fem. este ese esta (this) esa (that) estos esos estas (these) esas (those) -14- Demonstrative Pronouns singular plural mas c. fem. masc. fem. este #ese ,esta (this, this one) esa (that, that one) estos e# sos estas (these) esas (those) Sentences to Be Learned tsta es mi familia. ~Es grande su familia? No, mi familia no es grande. , lCuantas personas hay en su familia? Hay siete personas en mi familia~ mL pap'a, mL mam'a, mi a bue1o, mL abue1a, mi hermano, mi hermana y yo. This is my family Is your family large? No, my family is not large. How many persons are there in family? There are seven persons in my family: my father, my mother, my grandfather, my grandmother, my brother, my sister and I. ~ QuLe'n es ese senor? Es mi abuelo. ~Qui~n es esa senora? Es mi abuela. , fste es mi pap,a. fsta es mi mama. f:ste es mi hermanito. f:sta es mi hermana. ~Quien es ese MUCHACHO? fse soy yo. Who is that gentleman? It is my grandfather. Who is that lady? It is my grandmother. This is my father. This is my mother. This is my little brother. This is my sister. Who is that BOY? (older boy) That is I. tsta es la familia de Victor. This is Victor's family. VAMOS A CONTAR lAS PERSONAS EN LA FAMILIA DE VICTOR: el abuelo la abu,ela el papa la m~ el hermanito la hermana LET 1 S COUNT THE PERSONS IN VICTOR'S FAMILY: the grandfather the grandmother the father the mother the little brother the sister Hay siete personas en mi familia. There are seven persons in my family. ~ QuL'enes son,? Es mi papa. Es mi mam~. Es mi abuelo. Es mi abuela. Es mi hermanito. Es mi hermana. Soy yo. -15- Who are they? It 1 s my father. It's my mother. It's my grandfather. It's my grandmother. It's my little brother. It 1 s my sister. It is I. , , 6Como es su papa? Mi papa es alto y delgado. Tiene un bigote negro. Miren ustedes el bigote. Es el bigote. , z.De que color es? Es negro. Mi papa tiene un bigote negro. Su pap,a es un po1~' c~4 a, z.verdad? si; mi papa es un polic{a. z.Es alto o bajo? Es alto. z.Es gordo o delgado? Es delgado. Mi papa es alto y delgado. ~sta es mi , mama. Es muy LINDA. 6Es alta o baja? Es baja. 6Es gorda o delgada? Es del~ada. Mi mama es baja y delgada. z.Tiene usted hermanos? st, tengo dos hermanos. 6Quiene es ese nifto? ~se es mi hermanito. 6Quien es esa nifta? ~sa es mi hermana. Su hermanito es un nene, 6Verdad? s{, mi hermanito es un nene. Mi hermanito no tiene mucho pelo. , 6Como es su hermana? Mi hermana es baja y gorda. z.Cuantos hermanos tiene usted? Tengo dos hermanos. 6Tiene usted abuelos? st, tengo dos abuelos. -16- What is your father like? My father is tall and slender. He has a black mustache. Look at the mustache. It's the mustache. What color is it? It's black. My father has a black mustache. Your father is a policeman, isn't he? Yes, my father is a policeman. Is he tall or short? He is tall. Is he fat or slender? He is slender. My father is tall and slender. This is my mother. She is very LOVELY. Is she tall or short? She's short. Is she fat or slender? She's slender. My mother is short and slender. Do you have any brothers and sisters? Yes, I have a brother and a sister. Who is that boy? That is my little brother. Who is that girl? That is my sister. Your little brother is a baby, isn1 t he? Yes, my little brother is a baby. My little brother doesn't have much hair. What is your sister like? My sister is short and fat. How many brothers and sisters do you have? I have a brother and a sister. Do you have any grandparents? Yes, I have two grandparents. . , lQu1en es este senor? lQu1e' n es ~c.L? L es mi abuelo. Who is this gentleman? Who is HE'S HE is my grandfather. l Qu1e' n es esta senora? lQui~n es ELLA? ELLA es mi abuela. , lComo es su abuelo? Mi abuelo es bajo y gordo. Tiene un bigote blanco. Tiene el pelo blanco. , lComo es su abuela? Mi abuela es baja y gorda. , lDe que color es el pelo de su abuela? El pelo de mi abuela es blanco. lQui~n es ese MUCHACHO~ ~se soy yo. Who is that lady? Who is SHE? SHE is my grandmother. What is your grandfather like? My grandfather is short and fat. He has a white mustache. He has white hair. What is your grandmother like? My grandmother is short and fat. What is the color of your grandmother 1s hair? My grandmother's hair is white. Who is that BOY? (older boy) That is I. Summary ~sta es mi familia. Mi familia no es grande. Hay siete personas en mi familia: mi pap1, mi mam1, mis abuelos, mAqiu1h eremstaa,nom, 1.mpi ahpe,ar.mana y yo. Mi pap,a es un po11' c1a. Mi pap1 es alto y delgado. Mi A q u p 1 ~ a p1 es t a,ti emn1 emuanm,ab. i g o t e negro. Mi mam1 no es gorda. Mi ma~ es alta y delgada. Aqu1 esta, n m.1s hermanos. Mi hermanito es un nene. No tiene mucho pelo. Mi hermana es baja y gorda. Aqu1 est~n mis abuelos. Mi abuelo es bajo y gordo. Mi abuelo tiene un bigote blanco. Mi abuela es baja y gorda. Mi abuela tiene el pelo blanco. C FOLLOW-UP: Play the second part of Audio Tape 17338 using the visuals suggested in the Readiness Preparation Section. -17- Leccif>n 7: t,C6MO ES 1. FAMILIA'? ~!.MY FAMILY 1.m,'l) Audio Tape 17339: First Part A. READINESS PREPARATION: Prepare the following visuals: 1. a short, fat doctor (father) with little hair and a tall slender nurse (mother) 2. a big brother and a little brother 3. a big sister with long hair and a little sister with short hair 4. a grandfather with a pipe and a grandmother wearing glasses 5. a girl whose age is between that of the girls in No. 3 above. B. TEACHER'S LESSON~: New Vocabulary el m~dico (the doctor) inteligente (intelligent) tambi~n (also, too) menor (younger) el abuelito {the grandfather; affectionate ending) la pipa (the pipe) gordo (fat) la enfermera (the nurse) mayor {elder, older) l. cu~l 'l (which 'l) la abuelita {the grandmother; affectionate ending) los anteojos (the eye glasses) Sentences to Be Learned t,Cf>mo es su familia'? lEs irande'l S, 1., es grande. lCuantas personas hay en su familia? Hay nueve personas en mi familia: mi pap~, mi mam~, mis dos abuelos, mis cuatro hermanos y yo. Mi pap~ es un m~dico. Este seftor es un m~dico. lEs alto o bajo'l No es alto. Es bajo. Es bajo y gordo. No tiene mucho pelo. Pap~ es muy inteligente. Mi mam~ es una enfermera. t,Es alta o baja'l Es alta. No es baja. Es alta y delgada. Mam,a es muy 1. .nte11' .gente tambie' n. What is your family like? Is it large? Yes, it is large. How many persons are there in your family? There are nine persons in my family: my father, my mother, my two grandparents, my four brothers and sisters, and I. My father is a doctor. This gentleman is a doctor. Is he tall or short? He is not tall. He is short. He is short and fat. He doesn't have much hair. Papa is very intelligent. My mother is a nurse. Is she tall or short? She is tall. She is not short. She is tall and slender. Mama is very intelligent, too. -18- Tengo dos hermanos y dos hermanas. tste es mi hermano mayor. tste es mi hermano menor. tsta es mi hermana mayor. tsta es mi hermana menor. Mi hermana mayor tiene el pelo largo. Mi hermana menor tiene el pelo corto. , ~Cual es su hermano mayor? tste es mi hermano mayor. ~Cu~l es su hermana menor? tsta es mi hermana menor. I have two brothers and two sisters. This is my older brother. This is my younger brother. This is my older sister. This is my younger sister. My older sister has long hair. My younger sister has short hair. Which is your older brother? This is my older brother. Which is your younger sister? This is my younger sister. Mi abuelito tiene una pipa. Mi abuelita tiene anteojos. My grandfather has a pipe. My grandmother has eyeglasses. tsa es mi abuelita. tsa es mi abuelito. tsa soy yo. That's my grandmother. That's my grandfather. That is I (girl) Sunnnary ~C~mo es su familia? M, i familia es grande. &Cuantas personas hay en su familia? Hay nueve personas en mi familia. Mi pap~ es un medico. ~Es alto o bajo mi pap~? Mi ~ap~ es bajo. Mi mama es una enfermera. &Es alta o baja mi ma~? Mi mam~ es alta. Tengo dos hermanos. tste es mi hermano mayor. tste es mi hermano menor. Tengo dos hermanas. ftsta es mi hermana mayor. Mi hermana mayor tiene el pelo largo. tsta es mi hermana menor. Mi hermana menor tiene el pelo corto. C. FOLLOW~UP: Play the first part of Audio Tape 17339 using the visuals suggested in the Readiness Preparation Section. Ask the children who the members of the family are who were studied in lessons six and seven, what they are like, etc. (For example, "lQuien es el pap~?" or 't~o es el abuelo?") Lecci~n 8: MI FAMILIA Y YO (!!! FAMILY AND I) Audio Tape 17339: SecondPart -- -19- A. READINESS PREPARATION: Prepare the following visuals: 1. the family described below in the living room (father and mother in armchairs, and grandparents on sofa) 2. a father in a big armchair and a mother in a small armchair 3. grandparents on a sofa 4. a boy and a girl seated on chairs 5. a baby boy sleeping in a cradle and his sister (little) sleeping on a bed B. TEACHER'S LESSON~: New Vocabulary sentado (seated, sitting down: masc., singular) acostado (lying down: masc. sing.) , alla (there, over there) sentada (seated; fern. sing.) acostada (Lying down; fern. sing.) Sentences to Be Learned lnOnde esta la familia? Mis padres y rnis abuelos estan en la sala. lunu!n.de esta, rn1 pap'a? Mi papa esta sentado. Esta sentado en el sillon grande. lunv!.nd e esta, m1 mam,a ? Mi mama esta sentada. Esta sentada en el sillon pequeno. Where is the family? My parents and my grandparents are in the living room. Where is my father? My father is seated. My father is seated in the big armchair. Where is my mother? My mother is seated. She is seated in the small armchair. lDonde estan rnis abuelos? Mis abuelos estan sentados. Estan sentados en el sofa. Where are my grandparents? My grandparents are seated. They are seated in the sofa. lDonde estan rnis herrnanos? Mi hermano mayor esta en el patio. Esta sentado en la silla. Where are my brothers and sisters? My older brother is in the patio. He is seated in the chair. Mi hermana mayor esta en el patio. Esta sentada en la silla. My older sister is in the patio. She is seated in the chair. Mi hermano menor esta en el dormitorio. Esta acostado en su cama. My younger brother is in the bedro~ He is lying down in his bed. Mi hermana menor esta en el dormitorio. Esta acostada en su cama. My younger sister is in the bedro~ She is lying down in her bed. -20- SONG: PARADITOS AQU1 (STANDING HERE) Paraditos aqu{, paraditos alla, chumbele, chumbara, chum, chum, chumchum. Standing here, standing there, chumbele, chumbara, chum, chum, chumchum. Paraditos aqu!, paraditos alla, chumbele, chumbara, chum. Standing here, standing there, chumbele, chumbara, chum. (Sigue la segunda parte.) Sentaditos aqu!, sentaditos alla, chumbele, chumbara, chum, chum, chumchum. (The second part follows.) Sitting here, sitting there, chumbele, chumbara, chum, chum, chumchum. Sentaditos aqu{, sentaditos alla, chumbele, chumbara, chum. Sitting here, sitting there, chumbele, chumbara, chum. (Sigue la tercera parte.) (The third part follows.) Acostaditos aqu1, acostaditos alla, chumbele, chumbara, chum, chum, chumchum. Lying here, lying there, chumbele, chumbara, chum, chum, chumchum. Acostaditos aqu{, acostaditos alla, chumbele, chumbara, chum. Lying here, lying there, chumbele, chumbara, chum. NOTE: The children should learn the song by memory although they do not need to learn the vocabulary. However, they should be told exactly what the song means. Summary Song, "Paraditos Aqu1", is repeated. C. FOLLOW- UP: Play the second part of Audio Tape 17339 using the visuals suggested in the Readiness Preparation Section. Practice the song, "Paraditos Aqu{", until all the children know it. This song should be accompanied by motions indicating the various positions as in the television presentation. First, the children are standing here and over there--they turn from one side to the other to indicate here (aqu!) and over there (alla). Next, the children are sitting here and over there--they indicate a sitting position with their hands and bodies, again turning from one side to the other to illustrate aqu{ and alla. Finally, the children are lying down here and over there--they indicate the reclining position with their hands cupped under their chins, again moving from one side to the other to show aqu{ and alla. To maintain the rhythm of the nonsensical words inthe chorus, the children may move their hands from side to side or clap their hands in the following manner: Paraditos aqu!, paraditos alla, chumbele, chumbara, chum-chum-chum-chum. Paraditos aqu!, paraditos alla, chumbele, chumbara, chum. Clap, clap, clap-clap-clap-clap. (2 slow claps, 4 rapid, short claps) Clap, clap, clap. (3 slow claps.) The recording containing this song is the following: SMC Pro-Arte Cancionero Infantil (Children's Songs) by Herminio ("Kenny") Alvarez. SMC-1039-1. It is available from the Atlanta Record Center, 1251 Piedmont Road, N. E., Atlanta 5, -21- I Georgia, or from the Lorraine Music Company, 39-86 47th Street, Long Island City 4, New York. Leccion 9: z.CU!NTOS ANOS TIENE USTED? (HOW OLD ARE YOU?) Audio Tape 17340: First Part A. READINESS PREPARATION: 1. a man and a boy standing with a school nearby 2. a front view of a school with name ANDRts BELLO on it 3. a door to a classroom with "4" on it 4. the boy from number "1" holding up nine fingers 5. (using the models from number "1") the man (with a cartoon balloon depicting old school teacher - female) and the boy (with a cartoon balloon depicting a young school teacher - female) 6. the same young teacher walking 7. young male teacher 8 old male teacher 9. old female teacher 10. visuals of the baby boy and the grandfather from lesson No. 6 B. TEACHER'S LESSON PLAN: New Vocabulary z.adonde? (where - when it refers to going somewhere) j oven (young) viejo (old - masc. sing.) el grado (the grade) cuarto (fourth) bonita (pretty - fern. sing.) con (with) Sentences to Be Learned En la calle hay un nifto. El nifto se llama Carlitos. In the street there is a boy. The boy's name is Carlitos. Miren ustedes. Es el seftcr Gomez. Look~ It is Mr. Gomez. El seftor Gomez VE A Carlitos. Mr. Gomez SEES Carlitos. El seftor Gomez DICE: Mr. Gomez SAYS: -22- DIALOGUE BETWEEN CARLITOS AND MR. G6MEZ Buenos d1as, Carlitos. 6Adonde va usted? Buenos d1as, Sr. Gomez. Voy a la escuela. 6A que escuela va usted? Voy a esa escuela. Mi escuela se llama "Escuela Andres Bello". 6En que grado esta usted? Estoy en el cuarto grado. ----6Cuantos affos tiene usted? ---- ____T6Ceon,mgoo nueve affos. se llama su profesora? ____Mi profesora se llama la sefforita Morales. ____6Es joven y bonita? ____st, es joven y bonita. 6Cuantos affos tiene? Tiene veinte y cuatro affos. ----Mire usted. Alla va mi profesora. ____Voy con usted. Good morning, Carlitos. Where are you going? Good morning, Mr. Gomez. I am going to school. What school do you go to? I go to that school. My school's name is "Andres Bello School". What grade are you in? I am in the fourth grade. How old are you? I am nine years old. What is the name of your teacher? (female) The name of my teacher (female) is Miss Morales. Is she young and pretty? Yes, she is young and pretty. How old is she? She is twenty-four years old. Look, there (over there) goes my teacher. I'm going with you. 6De que HABLAN Carlitos y el Sr. Gomez? HABLAN de la escuela. HABLAN de la profesora de Carlitos. La profesora es LINDA, 6verdad? Sf, es LINDA. Es joven. Es joven y bonita. La profesora es joven y bonita. What ARE Carlitos and Mr. Gomez TALKING ABOUT? THEY ARE TALKING ABOUT school. THEY TALK ABOUT Carlitos' teacher. The teacher is LOVELY, isn't she? Yes, she is LOVELY. She is young. She is young and pretty. The teacher is young and pretty. Miren ustedes. Look~ Este seffor es un profesor. Es joven. Este profesor es joven. This gentleman is a teacher. He is young. This teacher is young. Miren ustedes. Look~ Este seffor es un professor. No es joven. Es viejo. Este profesor es viejo. This gentleman is a teacher. He is not young. He is old. This teacher is old. Miren us tedes . Look! Esta sefforita es una profesora. Es joven. No es vieja. Esta profesora es joven. This young lady is a teacher. She is young. She is not old. This teacher is young. -23- Hay profesores JbVENES Y VIEJOS. These are YOUNG AND OLD teachers. Este profesor es j oven. Este profesor no es joven. Es viejo. Es un profesor viejo. Esta profesora es joven. Esta profesora no es joven. Es vieja. Es una profesora vieja. This teacher is young. (male) This teacher is not young. He is old. He is an old teacher. This teacher is young. (female) This teacher is not young. She is old. She is an old teacher. Miren ustedes. Look! lQuien es? Es el nene. Who is it? It is the baby. (boy) lEs joven el nene? ls{ o no? s~4 , el nene es joven. Is the baby young? Yes or no? Yes, the baby is young. Miren ustedes. Look! lQuien es? Es el abuelo. Who is it? It is the grandfather. lEs joven el abuelo? ls{ o no? No, el abuelo no es joven. El abuelo es viejo. Is the grandfather young? Yes or no? No, the grandfather isn't young. The grandfather is old. lCuantos anos tiene la profesora? La profesora tiene veinte y cuatro affos. lCuantos anos tiene Carlitos? Carlitos tiene nueve affos. lCuantos anos tiene usted? Tengo ____ anos. How old is the female teacher? The teacher is twenty-four years old. How old is Carlitos? Carlitos is nine years old. How old are you? I am ____ years old. lEn que grado esta Carlitos? Carlitos esta en el cuarto grado. What grade is Carlitos in? Carlitos is in the fourth grade. lAdonde va Carlitos? Carlitos va a esa escuela. Where is Carlitos going? Carlitos is going to that school. Voy con usted. I am going with you. (Repeat of dialogue between Carlitos and Mr. Gamez.) Summary lCuantos anos tiene la profesora' La profesora tiene veinte y cuatro affos. lcuantos affos tiene Carlitos? Carlitos tiene nueve affos. lEn que grado esta Carlitos? Carlitos esta en el cuarto grado. lAdonde va Carlitos? Carlitos va a esa escuela. -24- REPEAT OF DIALOGUE C FOLLOW- UP: Play the first part of Audio Tape 17340 using the visuals described in the Readiness Preparation Section. Have individual children dramatize the dialogue between Senor Gomez and C rlitos with appropriate visuals and gestures. Leccion 10: l,TIENE USTED UN PERRO? @_YOU HAVE! DOG?) Audio Tape 17340: Second Part A. READINESS PREPARATION: Tell the students before they see this lesson that it initiates a continued story about a little boy and his dog which lasts for four weeks. This sequence should prove interesting to the children because of its very nature and an element of suspense which enters the story. Prepare the following visuals: 1. the boy (Carlitos) and his big, brown dog 2. Carlitos and his dog standing up 3. Carlitos and his dog sitting down 4. Carlitos and his dog lying down 5. a girl (Rosita) and her cat 6. Rosita near a tree in which the frightened cat is hiding and the dog growling underneath 7. Rosita (with a cartoon balloon showing a dog and a question mark) approaching doorway of a house where Carlitos is standing 8. Rosita (with a cartoon balloon showing a question mark) and Carlitos (with a cartoon balloon showing his big, brown dog) 9. the same scene repeated except that Carlitos' cartoon balloon also contains a cat with its back arched and the dog is growling 10. Rosita (cartoon balloon with question marks) and Carlitos (cartoon balloon with exclamation points) still talking 11. Carlitos with his hands covering his face B. TEACHER'S LESSON PLAN: New Vocabulary Chispa ("Sparky") Rosita (Rosie) le gustan (he, you, or she likes) yo sf se (I sure do know - emphatic) debajo (under, underneath) sabe {he, you, or she knows) levantese (get up-sing. command) Blanco ("Whitey") cas taffo {brown) no se (I don't know) pobre (poor-shows pity when preceding noun) alla arriba (up there) acuestese (lie down-sing. command} sientese (sit down-sing. command) -2.5- NOTE: The verb gustar (to be pleasing) reverses the usual subject-object order of English sentences. Observe examples which follow: Le gus ta El GATO. (The cat is pleasing! him, you, or her.) OR CHANGED TO ENGLISH WORD ORDER: ~ ~ or she like THE CAT. Le gus tan J.OS GATOS (The cats are pleasing! him, you, or her.) OR CHANGED TO ENGLISH WORD ORDER: ~' you, or she likes CATS. Sentences to Be Learned Miren ustedes el perro. Look at the dog. lDe quien es el perro? Es el perro de Carlitos. Whose dog is it? It is Carlitos' dog. lComo se llama e1 perro? El perro se llama Chispa. What is the dog's name? The dog's name is Chispa. Carli tos, DICE: iLevantese, Chispa~ Carlitos SAYS: Get up, Chispa~ Carli tos DICE: iSientese, Chispa~ Carlitos SAYS: Sit down, Chispa~ Carli tos DICE: iAcuestese, Chispa~ Carlitos SAYS: Lie down, Chispa~ Miren ustedes el gato. Look at the cat. lDe quien es el gato? Es el gato de Rosita. Whose cat is it? It is Rosita's cat. lComo se llama el gato? El gato se llama Blanco. What is the eat's name? The eat's name is Blanco. iHUY~ iMiren ustedes~ Oh-h-h! Look! Al perro no le gustan los gatos. Al gato no le gustan los perros. lnDnde est~ el gato? El gato est~ en el ~rbol. The dog doesn't like cats. The cat doesn't like dogs. Where is the cat? The cat is in the tree. lDonde est~ el perro? El perro esta debajo del arbol. Where is the dog? The dog is under the tree. -26- DIALOGUE BETWEEN CARLITOS AND ROSITA - -Buenos d{as, Carlitos. Buenos d~~ as, Rosita. - - --Carlitos, usted tiene un perro, lverdadY -_ _-_slC,~~ ,omoyo e te s ngo su un perr pe o? r r o . Es grande. Se llama Chispa. Es de color castafto, lverdad? _____s~~, es castafto. _ _No le gustan los gatos, lverdad? No le - - - iANJ(a! ---No, no gustan se,lS. abe l os us t ga ed t od,osn. d e esta, ? se. -----Yo sf Esta debajo de ese arbol. iMi pobre gato esta alla arriba! ___ iAY de mf! Good morning, Charlie. Good morning, Rosita. Charlie, you have a dog, don't you? Yes, I have a dog. What is your dog like? He's big. His name is Chispa. He's chestnut-colored, isn't he? (brown) Yes, he's brown. He doesn't like cats, right? He doesn't like cats. AHA~ Do you know where he is? No, I don't know. I sure do. (know where he is) emphatic He's under that tree. My poor cat is up there! Woe is me! lTiene usted un perro? s~~, yo tengo un perro. Do you have a dog? Yes, I have a dog. lComo es su perro? Mi perro is grande. What is your dog like? My dog is big. lDe que color es su perro? Mi perro es castafto. What color is your dog? My dog is brown. lComo se llama su perro? Mi perro se llama Chispa. What is your dog's name. My dog's name is Chispa. lSabe usted donde esta Chispa? No, no se donde esta Chispa. Yo 4 s~ se, do, nde esta, Ch~spa. Do you know where Chispa is? No~ I don't know where Chispa is. I sure do know where Chispa is. Sunnnary REPEAT OF DIALOGUE BETWEEN CARLITOS AND ROSITA C. FOLLOW-UP: Play the second part of Audio Tape 17340 using the visuals described in the Readiness Preparation Section. Have individual children dramatize the dialogue from this lesson with appropriate visuals and gestures. -27- Leccion 11: ;,n6NDE Y!Y! USTED? Audio Tape 17341: First Part A. READINESS PREPARATION: Prepare the following visuals based upon the models established in this story: 1. Carlitos sitting on street curb looking sad and a big question mark cartoon style 2. Carlitos calling and cartoon balloon containing Chispa and question marks 3. a policeman in the street 4. the policeman (with question marks cartoon style) and Carlitos (with cartoon balloon showing Chispa) 5. the policeman (with question marks cartoon style) and Carlitos (with cartoon style balloon showing a white house with a red roof surrounded by a high wall showing a large number 17 and a sign post showing a large number 5; a large telephone with number 1634 visible) B. TEACHER'S LESSON PLAN: New Vocabulary tris te (sad) porque (because) perdido (lost) julio (July) Las Palmas (The Palm Trees) z.por que? (why?) vive (he, you, or she lives) la direccion (the address; street) el amigo (the friend; male) la quinta (the residence; house) Sentences to Be Learned z.Quien es ese nifto? Es mi amigo Carlitos. Carlitos esta triste. Who is that boy? It's my friend Carlitos. Carlitos is sad. z,Por que esta triste? Porque Chispa esta perdido. Why is he sad. Because Chispa is lost. z.nOnde esta Chispa? , Carlitos no sabe donde esta. Chispa esta perdido. Where is Chispa? Carlitos doesn't know where he is. Chispa is lost. Miren ustedes. Alla va un policfa. Carlitos LLAMA AL polic{a. Look. There goes a policeman. Carl:tos CALLS the policeman. DIALOGUE BETWEEN CARLITOS AND THE POLICEMAN ____iSeftor polic{a, seftor policfa! iVenga pronto! Seftor policta, mi perro esta perdido. Su perro esta perdido. z.C&mo es su perro? Mr. Policeman, Mr. Policeman~ Come quickly! Mr. Policeman, my dog is lost. Your dog is lost. What is your dog like? -28- Es un perro grande. Es castano y se ----llama Chispa. ____z:I>Onde vive us ted? Vivo en la calle Cinco de Julio, ----nllinero lZ,, Quinta "Las Palmas". Repita su direccion, por favor. ----Mi direccion es: ----Calle Cinco de Julio, nllinero 17 Quinta "Las Palmas". - Mteulye,fboineon,. ;,Cual es su por favor? nllinero de Mi n6mero de telefono es 16-34. _ 6Y como se llama usted? Me llamo Carlitos Perez Garcfa, ----a sus Ordenes. _Muchas gracias, earlitos. TODO esta bien. NO SE PRECUPE Gracias, Sr. policfa. -Ad"1'os, Sr. po11 c41a. Hasta lavista, Carlitos. He is a big dog. He's brown and his name is Chispa. Where do you live? I live on the Fifth of July Street, number 17, "The Palms" residence. (17 Fifth of July Street, House "The Palms 11 .) Repeat your address, ylease. My address is: 17 Fifth of July Street House 11The Palms".) Very well. What is your telephone number, please? My telephone number is 16-34. And what is your name? My name is Carlitos Perez Garc1a, at your service. Thank you, Carlitos. ALL is well. DON'T WORRY. Thank you, Mr. Policeman. Goodbye1 Mr. Policeman. Goodbye, Carlitos. (Until I see you again.) ;,Como esta Carlitos? Carlitos esta triste. How is Carli tos? Carlitos is sad. ;,Por que esta triste? Porque Chispa esta perdido. Why is he sad? Because Chispa is lost. ;,Garno es el perro de Carlitos? ;,Es grande? s1, es grande. , ;,De que color es? Es castano. What is Carlitos' dog like? Is it big? Yes, it is big. What color is it? It is brown. ;,Como se llama el perro? El perro se llama Chispa. What is the dog's namef The dog's name is Chispa. Carlitos, ;,donde vive usted? Vivo en la calle Cinco de Julio, nllinero 17, Quinta "Las Palmas". Carlitos, where do you live? I live on Fifth of July Street. number 17, Residence "The Palms 11 SUillllary REPEAT OF DIALOGUE BETWEEN CARLITOS AND THE POLICEMAN C. FOLLOw-UP: Play the first part of Audio Tape 17341 using the visuals described in the Readiness Preparation Section. Have individual children dramatize the dialogue from this lesson with appropriate visuals and gestures. -29- Leccion 12: z.C6MO ES SU CASA? ~ IS ~ HOUSE LIKE?) Audio Tape 17341: Second Part A. READINESS PREPARATION: Prepare the following visuals based upon the models established in this story: 1. Chispa (with tears running down face) and a police dog (with appropriate hat and badge) in the street 2. the police dog (with cartoon balloon showing the outline of a house and and question marks) and Chispa (with cartoon balloon with a white house which has a red roof, six windows, and two doors) 3. Chispa (with cartoon balloon depicting cutaway of a house showing six rooms; two bedrooms, a bathroom, a living room, a dining room, and a kitchen---and a patio. 4. police dog (~th cartoon balloon containing an outline of a house, a telephone, and a telephone book; with question marks) and Chispa (with cartoon balloon containing exclamation points) 5. the police dog looking sad and cartoon style exclamation points B. TEACHER'S LESSON PLAN: New Vocabulary otro (another) malo (bad) buen (good-masc. sing. shortened form) el momenta (the moment) dice (he, you, or she says) la memoria (the memory) z.cual? (what?) (in sense of which one of a choice) hablan (they, you-pl. speak, talk) NOTE: Several adjectives in Spanish are shortened when coming before a masculine singular noun. For example, ~ becomes un and bueno becomes buen. Sentences to Be Learned Hay un perro en la calle. Es un perro grande. Es castaflo. Esta triste. z.Por que esta triste? Porque esta perdido. z.Quien es este perro? Es Chispa. There is a dog in the street. It's a big dog. It is brown. He is sad. Why is he sad? Because he is lost. Who is this dog? It's Chispa. Miren ustedes. Look! En la calle hay otro perro. Es el perro del polic1a. Es muy inteligente. El perro dice: iGuau, guau, guau! In the street there is another dog. It's the policeman's dog. He is very smart. The dog says: Bow, wow, wow! -30- DIALOGUE BETWEEN CHISPA AND THE POLICEMAN'S DOG lEst~ usted perdido? ------ -- slCfo,,moseneos r s polic!a. u casa? Estoy perdido. -----MlDi ecqausa,e es pequena. color es su casa? -- Mi lDe cqausa,e es blanca. color es el techo? -El techo es rojo. -Mi casa es blanca y roja. lCamo se llama su casa? -----Mi casa se llama Quinta "Las Palmas". - lCu~ntas ventanas tiene la casa? - L laCuc,aanstaas t iene puer seis ventanas. tas tiene la ca sa? - - L a l, Cucaanstoas t iene dos cuarLO~ t puert iene as la . c a s a? -La casa tiene dos dormitories. ----Hay uno, dos dormitories. En la casa hay un cuarto de bano. Hay una sala. Hay un comedor. Y hay una cocina tambien. En la casa hay un patio. La casa tiene seis cuartos y un patio ~Cu~l es su direccion? - Un No mse,o,metnetnag, opmoral favor. a memoria. _lCual es su nUmero de telefono? Un momenta, por favor. No se, tengo mala memoria, _iAY de m!! iUsted no es buen polic!a! -_iAY de mc1! Are you lost? Yes, Mt. Policeman. I'm lost. What is your ouse like? My house is small. What color is your house? My house is white. What color is the roof? The roof is red. My house is white and red. What is the name of your house? My house is called Residence "The Palms". How many windows does the house have? The house has xix windows. How many doors does the house have? Tre house has two doors. How many rooms does the house have? The house has two bedrooms. There are one, two bedrooms. In the house there is a bathroom. There is a living room. There is a dining room. And there is a kitchen, also. In the house there is a patio. The house has six rooms and a patio. What is your address? One moment, please? I don't know, I have a bad memory. What is your telephone number? One moment, please. I don't know, I have a bad memory. Woe is me! You are not a good policeman! Woe is me. QUESTION AND ANSWER REVIEW tSaben ustedes quien es este perro? Es un perro grande. Es castano. tCOmo se llama este perro? Este perro se llama Chispa, lverdad? S{, se llama Chispa. tSaben ustedes quien es este otro perro? Este es el perro del polic1a. Do you know who this dog is? It is a big dog. It is brown. What is this dog's name? This dog's name is Chispa, isn't it? Yes, its name is Chispa. Do you know who this other dog is? This is the policeman's dog. El perro del polic1a y Chispa hablan. The policeman's dog and Chispa speak. tQue dice el perro? What does the dog say? Eschuchen ustedes. Listen. -31- El perro dice: iguau, guau, guau! lEsta usted perdido? lQue dice Chispa? Chispa dice: s1, senor polic{a. estoy perdido. , El perro del polic1a sabe que Chispa esta perdido. lQue dice el perro del polic1a? El perro del polic{a dice: lCual es su direccion? , Chispa dice: No se, tengo mala memoria. El perro del polic1a pregunta: lCual es su namero de telefono? Chispa no sabe. , Chispa dice: No se. Tengo mala memoria. lTienen ustedes mala memoria? No, lverdad? Ustedes no tienen. mala memoria. lEn que calle vive Carlitos? Carlitos vive en la calle Cinco de Julio. Carlitos dice: Mi direccipn es calle Cinco de Julio, namero 17. lcual es el namero de la casa de Carlitos? El ntimero de la casa es 17. lComo se llama la casa de Carlitos? La casa se llama Quinta "Las Palmas". Carlitos, lcual es su ntimero de telefono? Mi ntimero de telefono es 16-34. lComo es la casa de Carlitos? La casa tiene dos puertas y seis ventanas. La casa tiene dos dormitorios. s{, hay uno, dos dormitorios. Hay un cuarto de bano. Hay una sala. Hay un comedor. Hay una cocina. Y tambien hay un patio. La casa tiene seis cuartos y un patio. -32- The dog says: bow-wow-wow! Are you lost? What does Chispa say? Chispa says: Yes, Mr. Policeman, I'm lost. The policeman's dog knows that Chispa is lost. What does the policeman's dog say? The policeman's dog says: What is your address? Chispa says: I don't know, I have a bad memory. The policeman's dog asks: What is your telephone number? Chispa doesn't know. Chispa says: I don't know, I have a bad memory. Do you have a bad memory? No, isn't that right. You (pl.) don't have a bad memory. On what street does c~litos live? Carlitos lives on Fifth of July Street. Carlitos says: My address if Fifth of July Street, number 17. What is the number of Carlitos' house! The number of the house is 17. What is the name of Carlitos' house? The house is called Residence "The Palms". Carlitos, what is your telephone number? My telephone number is 16-34. What is Carlitos' house like? The house has two doors and six windows. The house has two bedrooms, Yes, there are one, two bedrooms. There is a bathroom. There is a living room. There is a dining room. There is a kitchen. And also there is a patio. The house has six rooms and a patio. . Sunnnary REPEAT THE DIALOGUE BETWEEN CHISPA AND THE POLICEMAN'S DOG. C. FOLLOW- UP: Play the second part of Audio Tape 17341 using the visuals described in the Readiness Preparation Section. Have individual children dramatize the dialogue from this lesson with appropriate visuals and gestures. Leccion 13: l,C6MO ES MI CASA? Audio Tape 17342: First Part A. READINESS PREPARATION: Prepare the following visuals based upon the models established in this story: 1. a big white house (red roof, six windows, and two doors) 2. a cutaway view of the house showing the rooms, a garden, and a patio 3. Carlitos and Chispa in the garden. 4. Chispa in a garden showing trees, plants, and flowers 5. Carlitos and Chispa going to the house 6. Chispa in the patio looking tired and hungry 1. Chispa, looking sleepy, lying down with Carlitos next to him standing up 8. Carlitos beside Chispa who is standing up, happily 9. A boy and a girl sitting down 10. A boy and a girl standing up 11. Visual No. 3 from Lesson 10 (Carlitos and his dog sitting down) B. TEACHER'S LESSON~: New Vocabulary el jard1n (the garden) tiene hambre {he, you, or she is hungry) tiene suefto {he, you, or she is sleepy) cansado (tired) la comida {the food, meal) Sentences to Be Learned DIALOGUE ____l.DOnde vive usted? Vivo en --,-- ____tVive usted en una casa grande? ----s1, _ _ _! , D e vqiuve,o en una cas color es? a grande. Where do you live? I live in (Atlanta, etc.) Do you live in a big house? Yes, I live in a big house. What color is it? -33- Es El techo es ____z.Cuantas ventanas tiene? ____Tie~e _____ventanas. z.Cuantas puertas tiene? ---- ____Tz.iCeun,aentos puertas. cuartos tiene? Tiene cuartos. Tiene _u_n__p-atio y un jard1n. Hay dormitorio (s), _____cuarto de baffo (cuartos de baffo) _____sala (s), un comedor y una cocina. Tambien hay un jard1n y un patio. tsta es mi casa. iMama! iPapa! iVengan pronto! iVengan pronto! Aqu! esta Chispa. z.Como esta Chispa? Chispa esta cansado. Tiene hambre. Tiene sueffo. iPobre Chispa! z.nOnde esta Chispa? Chispa esta en el jard1n. , z.Que es esto? Es el jard1n. En el jardfn hay arboles, plantas y flores. Chispa y Carlitos van a la casa. z.nOnde esta Chi,spa? Chispa esta en el patio. z. Co, mo esta, Ch~. spa? Chispa no esta bien. Chispa esta cansado. Chispa tiene hambre. Chispa tiene sueffo. iPobre Chispa! Carlitos dice: Acuestese, Chispa. z.Que dice Carlitos? Carlitos dice: Acuestese, Chispa. Chispa SE ACUESTA. , Carlitos dice: Levantese, Chispa. Aqu~" esta, su comida. It is The roof is How many windows does it have? ---- It has windows. How many doors does it have? It has doors. How many rooms does it have? It has rooms. It has a patio and a garden. There is, are bedroom (s), ____ bathroom, (bathrooms) ___living room (s), a dining room and a kitchen. There is also a garden and a patio. This is my house. Mother! Father! Come quickly! Come quickly! Here is Chispa. How is Chispa? Chispa is tired. He is hungry. He is sleepy. Poor Chispa! Where is Chispa? Chispa is in the garden. What is this? It is the garden. In the garden there are trees, plants, and flowers. Chi~pa and Carlitos are going to the house. Where is Chispa? Chispa is in the patio. Hos is Chispa? Chispa is not well. Chispa is tired. Chispa is hungry. Chispa is sleepy. Poor Chispa! Carlitos says: Lie down, Chispa. What does Carlitos say? Carlitos says: Lie down, Chispa. Chispa LIES DOWN. Carlitos says: Get up, Chispa. Here is your food. -34- , 6Que dice Carlitos? Carlitos dice: Lev~ntese~ Chispa. Aqu14 esta, su com1'da. Ahora Chispa no est~ cansado. No tiene hambre. No tiene suefio. Chispa est~ contento. What does Carlitos say? Carlitos says: Get up~ Chispa. Here is your food. Now Chispa is not tired. He is not hungry. He is not sleepy. Chispa is happy. Chispa~ ;lev~ntese! Chispa, ;s1e, ,ntese.I Chispa, ;acuestese! Chi spa, get up! Chispa~ sit up! Chispa~ lie down! Niftos, ;sientense ustedes! Niftos, ;lev~ntense ustedes! Children, sit down! Children, get up! Summary 6o0nde est~ Chispa? Chispa est~ en el jard1n. 6Como est~ Chis~a? Chispa esta cansado. Chispa tiene hambre. Carlitos dice: Lev~ntese Chispa. Chispa tiene suefto. Carlitos dice: Acuestese, Chispa. Niftos, ;lev~ntense ustedes! Niftas, ;lev~ntense ustedes! Niftos, ;sientense ustedes! Niftas, ;sientense ustedes! ;Lev~ntese usted! ;Sientese usted! C. FOLLOW-UP: Play the first part of Audio Tape 17342 using the visuals described in the Readiness Preparation Section. Practice the commands "sit down" and "get up" with individual students (sing.) and with the whole class (pl.). -35- TABLE OF CONTENT UNIT III LAS FIESTAS DE NAVIDAD (THE CELEBRATION OF CHRISTMAS) Lecciones 14-15 Lessons 14-15 Audio Tape Number Leccion 14. LAS PASCUAS THE CHRISTMAS SEASON 17342 Leccion 15. LA NOCHEBUENA Y EL D1:A DE LOS REYES CHRISTMAS EVE AND THE DAY OF THE KINGS 17343 -36- - SUMMARY OF UNIT The third unit consists of only two lessons. It provides a rich cultural background as it presents a Spanish interpretation of the Christmas season. Its main purpose is to enable the pupils to begin to describe the Christmas season in Spanish, incorporating part of the Spanish interpretation of Christmas. Some of the ways in which Christmas is celebrated in various Spanish-speaking countries are presented. -37- FIESTA LEVEL II: BEGINNING SPANISH TEACHER: Sra. Yvonne de Wright LESSON GUIDES Leccion 14. LAS PASCUAS (THE CHRISTMAS SEASON) Audio Tape 17342: Second Part A. READINESS PREPARATION: Find our what the students know about Spanish Christmas customs from previous television programs about the Christmas season, if they participated in some, or from other sources of information. Augment this information from library resources, etc. Prepare the following visual aids: 1. a model calendar with the initials L, M, M, J 1 v, s, and D for the days of the week and with numbers 1-31 (16th and 25th circled) 2. a girl in an open doorway shivering with a thermometer indicating 30 3. a perspiring boy who is mopping his face with a thermometer indicating 100 4. a Decorated Christmas tree with gifts underneath 5. a Nativity scene 6. a scene depicting the posadas: Mexican children marching with candles, etc. 7. a scene depicting the breaking of a piftata B. TEACHER'S LESSON ~: New Vocabulary el calendario (the calendar) el mes (the month) diciembre (December) hace frio (it is cold) hace calor (it is hot, warm) el Nacimiento (the Nativity scene) en (in) el norte (the north) el sur (the south) el tiempo (the time) las posadas (the lodging plays) la piftata (the piftata) Sentences to Be Learned Miren ustedes el calendario. Look at the calendar. Es el mes de diciembre. tste es el mes de diciembre. It is the month of December. This is the month of December. En el norte hace fr1o. En el norte hace mucho fr1o. Hay NIEVE. En el norte hace fr!o. Hay arbol de Navidad. In the north it is cold. In the north it is very cold. There is SNOW. In the north it is cold. There is a Christmas tree. -38- Miren ustedes ese arbol de Navidad. Look at that Christmas tree. En el sur no hace fr{o. Race calor. En el sur hace calor. Hay Nacimiento. In the south it is not cold. It is hot. In the south it is hot. There is a Nativity scene. Miren ustedes ese Nacimiento. Aqu{ estan SAN JOSE el Nino Jesus, y la ~ Aqu~ eVsIRtaG,nENloMsARRieAy. es Magos. Look at that Nativity scene. Here are ST. JOSEPH the Baby Jesus, and the VIRGIN MARY. Here are the Wise Men. Miren ustedes. Look~ Es el 16 de diciembre. Hay posadas. Aqu{ es tan SAN J OS~ y LA VIRGIN MARfA. It is the 16th of December. There are lodging plays. Here are ST. JOSEPH and the VIRGIN MARY. Hay pinata. There is a pinata. Miren ustedes. Look~ Es el 25 de diciembre. Es tiempo de Navidad. Aqu~~ esta, la FLOR DE NOCHE BUENA. It is the 25th of December. It is Christmas time. Here is the POINSETTIA. iFeliz Navidad! Merry Christmas~ Sunnnary Miren ustedes el calendario. Es el mes de diciembre. En el norte hace fr{o. Hay arbol de Navidad. En el sur no hace fr{o. En el sur hace calor. Hay Nacimiento. Es el 16 de diciembre. Hay posadas. Hay pinata. Es el 25 de diciembre. Es tiempo de Navidad. iFeliz Navidad~ C FOLLOW- UP: Play the second part of Audio Tape 17342 using the visuals described in the Readiness Preparation Section. Carry out some of the Spanish Christmas customs seen on the television program in the classroom. Review "Noche de Paz" ('snent Night") if the children learned it before. -39- Leccibn 15. LA NOCHE BUENA Y EL DU DE LOS REYES (CHRISTMAS EVE AND THE DAY OF Audio Tape 17343: First Part-------- ~KINGS) A. READINESS PREPARATION: Find out what the students know about the Epiphany (January 6) celebrations in Spanish-speaking countries from previous television programs or from other sources of information. Augment this information from library resources, etc. Prepare the following visuals: 1. a model calendar like the one prepared for Lesson 14 with the 24th and 25th circled. 2. another model calendar like the one above with the 6th circled and the new year (196_) indicated on it 3. visuals four and five from the previous lesson (a Christmas tree and a Nativity scene) 4. visuals six and seven from the previous lesson (a scene depicting the Posadas and the breaking of the piftata) 5. illustrations to "Silent Night" from Fiesta Level .L Lesson 15: a. little children sleeping in a bed with pets sleeping beside it b. a scene of Mary holding the Baby Jesus with a background of stars in the sky and the East Star with a golden beam which shines down on the Babe 6. illustrations of the Three Wise Men (Kings) from Fiesta Level!, Lesson 16, showing the Three Kings riding their camels with the star of Bethlehem overhead. B. TEACHER'S LESSON PLAN: New Vocabulary la Nochebuena (Christmas Eve) enero (January) el Ano Nuevo (the New Year) el D1a de los Reyes (the Day of the Kings - Epiphany) Sentences to Be Learned Miren ustedes el calendario. Look at the calendar. z,Que es esto'l Es el calendario. z,En que mes ESTAMOS'l ESTAMOS en el mes de diciembre. What is this? It is the calendar. What month ARE WE IM'l WE ARE IN the month of December. z,Que d{a es? Es el 24 de diciembre. Es la Nochebuena. Hay Nacimiento. Hay arbol de Navidad. Vamos a eANTAR LA CANCI6N "Noche de Paz". -40- What day is it? It is the 24th of December. It is Christmas Eve. There is a Nativity scene. There is a Christmas tree. Let's SING THE SONG, "Silent Night". Noche de paz, Noche *de_amor, Todo *duerme_en derredor. Entre los astros *que_esparcen su luz, Bella anunciando al Niffito Jesus Brilla *la estrella de paz, Brilla*la:estrella de paz. Night of peace, Night of loving kindness, All sleeps, round about. Among the stars that spread their light, Beautiful, announcing the Little Lord Jesus Shines the star of peace, Shines the star of peace. Hay posadas. Hay pinata. There are lodging plays. There is a piffata. iFeliz Navidad! Merry Christmas! iFeliz Afto Nuevo! Happy New Year! Miren ustedes el calendario. Look at the calendar. Es el calendario. ESTAMOS EN EL MES DE enero. It is the calendar. WE ARE IN THE MONTH OF January. lQue d!a es? Es el seis de enero. Es el D41a de Reyes. What day is it? It is the 6th of January. It is the Day of Kings. iFeliz D1a de Reyes! Happy Day of Kings. Summary Review of "Noche de Paz" C. FOLLOW- UP: Play the first part of Audio Tape 17343 using the visuals suggested in the Readiness Preparation Section. *Indicates words that are written as two words, but sounded as one. -41- TABLE OF CONTENT UNIT IV EN LA ESCUELA (IN THE SCHOOL) Lecciones 16-26 Lessons 16-26 Audio Tape Number Lee cion 16. NUESTRA ESCUELA OUR SCHOOL 17343 Lee cion 17. NUESTRA SALA DE CLASE OUR CLASSROOM 17344 Lee cion 18. EN LA SALA DE CLASE IN THE CLASSROOM 17344 Lee cion 19. LA CLASE DE ARITMtTICA THE ARITHMETIC CLASS 17345 Lee cion 20. UNOS PROBLEMAS DE ARITMtTICA SOME ARITHMETIC PROBLEMS 17345 Lee cion 21. LOS D1As DE LA SEMANA THE DAYS OF THE WEEK 17346 Leecion 22. z. QlJt HORA ES? Lee cion 23. ES HORA DE COMER Lee cion 24. z,QlJt HAY DE COMER? WHAT TIME IS IT? IT Is TIME TO EAT WHAT'S THERE TO EAT? 17346 17347 17347 Lee cion 25. EL ALMUERZO THE LUNCH 17348 Leecion 26. DESP'lJtS DEL A:MUERZO AFTER LUNCH 17348 -42- SUMMARY OF UNIT The fourth unit deals with the school and with the activities that take place within it. There is a brief description of the school building and the classroom. Much of the vocabulary used in the description is presented in the Fiesta ! course. The counting numbers up to 32 are reviewed and new ones are added. Arithmetic exercises in simple addition, subtraction, and multiplication are presented. Telling time is introduced for the first time. It is used in connection with school activities during the week such as lunch time. -43- FIESTA LEVEL II: BEGINNING SPANISH TEACHER: Sra. Yvonne Wtight LESSON GUIDES Leccion 16. NUESTRA ESCUELA (OUR SCHOOL) Audio Tape 17343: Second Part A. READINESS PREPARATION: Present to the students a few general comments about schools in Spanishspeaking countries before they see the televised program. Here are some points of interest about schools in Spanish-speaking countries: 1. Boys and girls generally attend school separately. However, there are many schools attended by both boys and girls. The school presented on television is for both boys and girls. 2. Boys and girls generally wear uniforms to school. Sometimes the uniform is a white smock worn over the pupil's regular clothes. Dress uniforms are displayed at parades performed by the schools on patriotic holidays. 3. Great emphasis is placed on the study of language, history, and the sciences. There is a great deal of homework from one day to the next, so that the boys and girls carry many books to and from school. For this reason, most boys and girls have book satchels. Many of these are very pretty, usually made from leather. Girls carry their books and book stachels by hand. Many boys carry their book satchels on their backs. 4. The school day is longer for Spanish-speaking children. School begins earlier and the students leave school at a later time in the afternoon; but there is a longer lunch period, generally about two hours lo~g, during which time all those who can go home for lunch with their families. Most children must attend school half a day on Saturdays. 5. Elementary school is compulsory in most Spanish-speaking countries. It consists of six grades. High school is not compulsory in many places. It consists of five years which are referred to as the first year (primer afto) through the fifth year (quinto afto). Many courses which would be taught in college ordinarily are taught in high school. There are practically no extracurricular activities related to the school. Prepare the following visuals: 1. a picture of a two-story school bearing a sign ANDR!S BELLO with a boy wearing a uniform, with a book stachel on his back, and a girl wearing a uniform and carrying books by hand, in front of it. -44- - 2. a street corner with a street sign reading ANDRtS BELLO and 5 DE JULIO and a school in the background 3. a picture of two stairways 4. an interior view of a school showing classroom doors numbered 1 to 3 5. an interior view of a school showing classroom doors numbered 4 to 5 6. the boy in hallway (near doorway to 4th grade) and the girl (near doorway to 5th grade) B. TEACHER'S LESS ON PLAN: New Vocabulary lleva (he, you, she wears or carries) la avenida (the avenue) la escalera (the stairway) segundo (second) cuarto (fourth) sexto (sixth) llevan (they, you (pl.) wear or carry) la esquina (the corner; street) el piso (floor of building) tercer-a (third) primer-a (first) quinto (fifth) Sentences to Be Learned lAdonde van los niffos? Los niffos van a la escuela. Van a la escuela A PIE. Where are the children going? The children are going to school. They are going to school ON FOOT. Los niffos llevan uniformes. Los niffos llevan el uniforme de la escuela. The children wear uniforms. The children wear the uniform of the school. lnOnde estan los libros de Carlitos? Aquf estan los libros de Carlitos. Carlitos no lleva los libros en la mana. Rosita lleva los libros en la mano. Where are Carlitos' books? Here are Carlitos' books. Carlitos doesn't carry the books in his hand. Rosita carries the books in her hand. lA que escuela van los niffos? Los niffos van a esta escuela. What school are the children going to? The children are going to this school. lnOnde esta la escuela? La escuela esta en la esquina de la calle Cinco de Julio y la avenida Andres Bello. La escuela esta en la esquina. , Esta es la avenida Andres Bello. Where is this school? The school is on the corner of Fifth of July Street and Andres Bello Avenue. The school is on the corner. This is Andres Bello Avenue. lQue es una avenida? Una avenida es una calle grande. What is an avenue? An avenue is a big street. -45- ~Como se llama la avenida? La avenida se llama Andres Bello. ~Como se llama la escuela? La escuela se llama Andres Bello. tsta es la calle Cinco de Julio. tsta es una esquina. tsta es la esquina de la calle Cinco de Julio y la avenida Andres Bello. ~Donde esta la escuela? La escuela esta en la esquina de la calle Cinco de Julio y la avenida Andres Bello. Los niffos van a la escuela Andres Bello. Los niffos ENrRAN en la escuela. Aqu! estan los niffos. Los niffos estan en la escuela. tsta es la escuela Andres Bello. Es una escuela grande. En la escuela hay dos pisos. La escuela tiene dos pisos. La escuela tiene un piso alto y un piso bajo. tste es el piso alto. tste es el piso bajo. tsta es la escalera. Hay dos escaleras. Hay dos piS0S. Hay muchas salas de clase. Hay seis salas de clase. La sala de clase ntnnero uno es el primer ~rado. ste es el primer grado. La sala de clase nGmero dos es el segundo ~rado. ste es el segundo grado. La sala de clase ntnnero tres es el tercer grado. tste es el tercer grado. La sala de clase ntnnero cuatro es el cuarto ~rado. ste es el cuarto grado. -46- What is the name of the avenue? The name of the avenue is Andres Bello. What is the name of the school? The name of the school is Andres Bello. This is Fifth of July Street. This is a corner. This is the corner of Fifth of July Street and Andres Bello Avenue. Where is the school? The school is on the corner of Fifth of July Street and Andres Bello Avenue. The children go to Andres Bello School. The childrenENTER in the school. Here are the children. The children are in the school. This is the Andres Bello School. It's a big school. In the school there are two floors. The school has two floors. The school has an upper floor and a lower floor. This is the upper floor. This is the lower floor. This is the staircase. There are two staircases. There are two floors. There are many classrooms. There are six classrooms. Classroom number one is the first grade. This is the first grade. Classroom number two is the second grade. This is the second grade. Classroom number three is the third grade. This is the third grade. Classroom number four is the fourth grade. This is the fourth grade. , La sala de clase numero cinco es el quinto grado. tste es el quinto grado. , La sala de clase numero seis es el sexto grado. tste es el sexto grado. Classroom number five is the fifth grade. This is the fifth grade. Classroom number six is the sixth grade. This is the sixth grade. Mi.ren ustedes. Look! El primer grado, el segundo grado y el tercer grado estan en el piso bajo. The first grade, the second grade, the third grade are on the lower floor. El cuarto grado, el quinto grado y el sexto grado estan en el piso alto. The fourth grade, the fifth grade, and the sixth grade are on the upper floor. zEn que piso esta el quinto grado? El quinto grado esta en el piso alto. Esta en el segundo piso. On what floor is the fifth grade? The fifth grade is on the upper floor. It's on the second floor. Rosita esta en el quinto grado. , . , 6En que p1so esta el cuarto grado? El cuarto grado esta en el piso alto. Esta en el segundo piso. Rosita is in the fifth grade. On what floor is the fourth grade? The fourth grade is on the upper floor. It's on the second floor. Carlitos esta en el cuarto grado. Carlitos is in the fourth grade. NOTE: The regular adjectives bajo and alto follow piso, but the ordinal numbers (segundo, etc.) precede piso. Also notice that primero and tercero are shortened to primer and tercer when they occur before a masculine singular noun. Summary 6A que escuela van los niftos? Los niftos van a la escuela Andres Bello. 6nonde esta la escuela Andres Bello? La escuela Andres Bello esta en la esquina. Esta en la esquina de la calle Cinco de Julio y la avenida Andres Bello. 6Como es la escuela? La escuela es grande. La escuela tiene dos pisos. La escuela tiene dos escaleras. La escuela tiene muchas salas de clase. La escuela tiene seis grados. 6Cuantos pisos tiene la escuela? La escuela tiene dos pisos. fste es el piso alto. tste es el piso bajo. -47- lCu~ntas escaleras tiene la escuela? La escuela tiene seis grados. tste es el primer grado. tste es el segundo grado. tste es el tercer grado. tste es el cuarto grado. tste es el quinto grado. tste es el sexto grado. lEn que piso est~ el primer grado? El primer grado est~ en el piso bajo. Est~ en el primer piso. lEn que piso est~ el sexto grado? El sexto grado est~ en el piso alto. Est~ en el segundo piso. C. FOLLOW-UP: Play the second part of Audio Tape 17343 using the visuals suggested in the Readiness Preparation Section. This lesson is longer than usual on the tape (approximately 23 minutes). It is well to divide the tape into various listening sessions, especially since the audio tape for the next lesson is very short? about five minutes. Have children practice some of the questions and answers in regard to their own situation, grade, name and location of school, name of teacher, location of classroom. These questions and answers were presented in past lessons and are again listed here: lCOmo se llama su escuela? Mi escuela se llama lDOnde est~ su escuela? Mi escuela est~ en ------- lEn que grado est~ usted? Estoy en el grado. lCOmo se llama su pCOfesor wrofesora)? Mi profesor se llama el senor ------- Mi profesora se llama la senorita (senora) lEn que piso est~ su sala de clase? Est~ en el (segundo) piso. Est~ en el piso ~). Leccion 17: NUESTRA SALA DE CLASE (OUR CLASSROOM) Audio Tape 17344: First Part A. READINESS PREPARATION: Give the children some of the following information before they see the televised lesson: In this lesson a part of Spanish history is enacted. The location of Spain and its central province, Castile, are emphasized. Castile (Castilla) has given Spain its reputation as a land of castles because of the large number of castles in the region. Castile (Castilla) means "the land of castles". These castles were erected to protect the Christians from the attacks of the Moors. The Moorish invasion of Spain is mentioned along with the scientific advances which came to Spain through the MOors. The fortress palace of the Moors in Granada, La Alhambra, is shown. It is also shown that Castile became one of the most powerful Christian Kingdoms. It gave birth to the Spanish language (Castilian Spanish) and to Spain's national epic hero, El Cid, who attempted to unify Spain by driving out the Moors after winning from them their stronghold in the city.of Valencia. El Cid did not succeed in unifying Spain, but his efforts were noteworthy. Several centuries -48- later under the reign of Isabella of Castile and Ferdinand of Aragon, Spain was united into one nation. El Cid is a legendary hero. Legend and history disagree as to his deeds and personal attributes, but he is the subject of Spain's first great epic poem, EL CANTAR DE M1o CID? a literary masterpiece. A statue in his honor stands today in the city of Valencia, and he is considered a national hero. His name means the Chief, Lord, or Master. His real name was Rodrigo D1az de Bivar. The last name, Bivar, shows the place of his birth. Bivar is pear the city of Burgos in the central province of Castile. El Cid was also known as El Campeador, or the King's Champion. His outstanding qualities are those of honor, loyalty, love of duty, and love of family. The children should be shown a map of Spain which will compare its location with Africa. The general area in the center where Castile is should be pointed out. Prepare the following visuals: 1. a map of Spain 2. a picture of two castles 3. a picture of the Cid 4. two boy students in uniform 5. have handy visuals of a garden from Lesson 13 6. a picture of a fountain B. TEACHER'S LESSON PIAN: New Vocabulary estudiar (to study) Espafta (Spain) el castillo (the castle) el alumna (the pupil, student) la historia (the history) Castilla (Castile) la tierra (the land) Sentences to Be Learned Aqu14 esta, la profesora. Aqu14 esta, n los alumnos. Estan en la sala de clase. Here is the teacher. Here are the pupils. They are in the classroom. Vamos a estudiar. Vamos a estudiar historia. Vamos a estudiar la historia de Espaffa. Let us study. Let us study history. We are going to study the history of Spain. -49- .Aqu1 esta, Espana. Aqu{ esta Castilla. Castilla esta en el de Espana. Castilla esta en Espana. En Castilla hay castillos. Castilla es la tierra de los castillos. FERNANDO PRIMERO ES EL REY DE CASTILLA, LE6N Y ASTURIAS En Espana hay castillos. Here is Spain. Here is Castile. Castile is in the of Spain. Castile is in Spain. In Castile there are castles. Castile is the land of castles. FERDINAND THE FIRST IS THE KING OF CASTILE? LEON AND ASTURIAS In Spain there are castles. ~STEES EL PALACIO DE LOS MOROS. EL PALACIO SE LLAMA LA ALHAMBRA. Aqu{ esta el PATIO DE LOS LEONES. ~ste es el PATIO DE LOS LEONES. ~sta es una fuente. Aqu! hay muchas fuentes. ~ste es el jard!n. Hay muchas flores y plantas. ~ste senor es el Cid. Es el Cid. El Cid es de Castilla. Castilla es la tierra del Cid. Castilla es la tierra de los castillos. En Castilla hay muchos castillos. THIS IS THE PALACE OF THE MOORS. THE NAME OF THE PALACE IS THE ALHAMBRA. Here is the PATIO OF THE LIONS. This is the PATIO OF THE LIONS. This is a fountain. Here there are many fountains. This is the garden. There are many flowers and plants. This gentleman is the Cid. It is the Cid. The Cid is from Castile. Castile is the land of the Cid. Castile is the land of castles. In Castile there are many castles. el c, astillo z.Que es esto? Es el castillo. the castle What is this? It is the castle. NOTE: The material in caps is presented for the cultural value. It is not drilled in the lesson or on the audio tape. Sununary z.Quien es? Es un alurnno. z.Quienes son? Son dos alurnnos. z.Donde estan los alurnnos? Estan en la sala de clase. z. Que 'Tamos a es tudiar? Vamos a estudiar historia. Vamos a estudiar la historia de Espana. z.DondAe que1staesEtaspEansap?ana. z.Donde esta Castilla? Castilla esta en Espana. z.Que hay en Castilla? , En Castilla hay castillos. z.Que es esto? Es el castillo. Castilla es la tierra de los castillos. z.Quien es este senor? Este senor es el Cid. El Cid es de Castilla. Castilla es la tierra del Cid. -so- C FOU.OW- UP: Play the first part of Audio Tape 17344 using the visuals recommended in the Readiness Preparation. This audio tape is unusually short; approximately five minutes long. Related social studies activities about the Moors, the Alhambra, the struggle between the Christians and the Moors, the Moorish invasion, and the story of the Cid are all possible topics of interest for class discussions, research projects, etc. There are many films about Spain which could be shown in connection with this lesson and the next lesson. Pan American Airways has made an excellent film about Spain entitled "Castles and Castanets" which runs 28 minutes, 30 seconds. It is in color and represents a good cross-section of Spain today. The Alhambra is shown in it. This film is available for use free of charge. Leccion 18. EN LA SALA DE CLASE Q!i THE CLASSROOM) Audio Tape 17344: Second Part A. READINESS PREPARATION: The children should be informed in advance as to the nature of the lesson to be televised. This lesson represents another chapter in the history of Spain. It introduces the Catholic Kings, FERDINAND AND ISABELLA, by whose marriage Spain became one unified nation. At this time, in the latter part of the 15th century, the Moors had been pushed back into the sea. Their remaining stronghold was in Granada where the beautiful and famous palace of the Moorish sultans, LA ALHAMBRA, is located. Spain was divided into two powerful Christian kingdoms, THE KINGDOM OF CASTILE and THE KINGDOM OF ARAGON. Isabella was queen of Castile while Ferdinand was king of Aragon. Their marriage united the core of Spain. Then Los Reyes Catolicos, Fernando and Isabel, undertook the Reconquest of Granada from the Moors. The battle was won, and Spain was unified under one crown and one religion in the year 1492. A few months later, Christopher Columbus came seeking the help of !sahel of Castilla, and in obtaining it, discovered a new world for the crown of Spain. This lesson presents the story of Columbus and also seeks to show that to the Spanish people, the year 1492 has a greater significance than just the discovery of America. The big event which is even of greater importance for them is the unification of Spain and the Reconquest of Granada and, after this, the discovery of America which brought Spain many new conquests in the golden period of its history when it was the most powerful nation in the world. Spanish-speaking people do not celebrate many holidays which are celebrated in the United States, such as Thanksgiving Day or Halloween. However, to Spanish-speaking people, Columbus Day is a very big celebration. It is called EL DiA DE LA RAZA (The Day of the Race), honoring the mixture of the Indian and Spanish cultures. It is a day of American solidarity, and, at that point, the children should be told that Spanish Americans claim the title of Americans, also; that on that day there is a feeling of Pan Americanism. Flags are displayed from windows and balconies and typical dances are performed along with pageants and other celebrations. It is a legal holiday with both schools and offices being closed. -51- Prepare the following visuals: 1. A map showing Spain and Spanish America so that Columbus' first three trips to America can be traced. On his first trip, he discovered San Salvador (now Watlings Island), then Cuba and Haiti. On his second trip he discovered Puerto Rico, then Jamaica and other Antilles. On his third trip, he discovered Venezuela, thus the mainland of South America. 2. a picture of Queen Isabella and King Ferdinand 3. a picture of Columbus 4. a picture of sea and some land with a palm tree 5. a large sailing ship (Santa Marfa) 6. a small sailing ship (Nifla) and a medium-sized ship (Pinta) B TEACHER' S LESS ON PLAN: New Vocabulary el mar (the sea) el rey (the king) los reyes (the king and queen) Isabel de Castilla (Isabella of Castile) el barco (the ship) la Nifla (the Nifla) el ingles (English-language) la reina (the queen) Fernando de Aragon (Ferdinand of Aragon) Cristobal Colon (Christopher Columbus) la Pinta (the Pinta) la Santa Marfa (the Santa Marfa) NOTE: The definite article "el" must be used before the names of all language except after a form of the verb to speak (hablar) or after the preposition "en". Sentences to Be Learned Miren ustedes. Aqu14 esta, Puerto R1" co. Aqu14 esta, el mar. El mar esta ALREDEDOR DE Puerto Rico. ~stos son los Reyes de Espafla. Este es el Rey de Espafla. , El rey se llama Fernando de Aragon. ~sta es la Reina de Espafla. La reina se llama Isabel de Castilla. Look! Here is Puerto Rico. Here is the sea. The sea is AROUND (surrounds) Puerto Rico. These are the King and Queen of Spain. This is the King of Spain. The name of the King is Ferdinand of Aragon. This is the Queen of Spain. The name of the Queen is Isabella of Castile. -52- lQuien es este seffor? Este seffor es Cristobal Colon. En ingles se llama Christopher Columbus. En espaffol se llama Cristobal Colon. Mi.ren ustedes. Son los barcos de Cristobal Colon. Cristobal Colon tiene tres barcos. Es un barco. El barco se llama La Pinta. Es otro barco. El barco se llama La Santa Mar!a. Es otro barco. El barco se llama La Niffa. , , lDOnde estan los barcos? Los barcos estan en el mar. Aqu14 esta, el mar. Es el mar. Mi.ren ustedes. iTierra! ;Tierra! Aqu1( esta, 1a t1. erra. Es la tierra. Aqu! hay arboles. ESTAMOS en la tierra. En el mar hay AGUA. Los barcos de Cristobal Colon estan en el mar. lQuien es? Es Cristobal Colon. Summary iTierra! iTierra! Aqu14 esta, 1a t1. erra. Es la tierra. Aqu14 esta, el mar. Es el mar. lQue hay en el mar? Hay tres barcos en el mar. Es un barco. Son dos barcos. lCuantos barcos hay? Hay tres barcos. Who is this gentleman? This gentleman is Christopher Columbus. In English he is called Christopher Columbus. In Spanish he is called Cristobal Colon. Look! They are the ships of Christopher Columbus. Christopher Columbus has three ships. It's a ship. The ship is named "The Pinta". It's another ship. The ship is named "The Santa Maria". It's another ship. The ship is named "The Nina". Where are the ships? The ships are in the sea. Here is the sea. It is the sea. Look! Land! Land! Here is the land. It is the land. Here there are trees. WE ARE on the land. In the sea there is WATER. Christopher Columbus' ships are in the sea. Who is it? It is Christopher Columbus. -53- En ingles este barco se llama the Santa Maria. En espaffol este barco se llama La Santa Marfa. En ingles este barco se llama the Pinta. En espaffol este barco se llama La Pinta. En ingles este barco se llama the Nina. En espaffol este barco se llama La Niffa. &Quien es este seffor? En ingles se llama Ferdinand of Aragon. En espaffol se llama Fernando de Aragon. &Quien es la reina? En ingles se llama Isabella of Castile. En espaffol se llama Isabel de Castilla. C. FOLLOW-UP: Play the second part of Audio Tape 17344 using the visuals suggested in the Readiness Preparation Section. Leccion 19: LA CLASE DE ARITMtTICA (THE ARITHMETIC CLASS) Audio Tape 17345: First Part A. READINESS PREPARATION: The children should have a review of counting numbers up to 32. If they learned the counting song "Dos y Dos 11, it should be reviewed. Prepare the following visuals: 1. a blackboard with numbers on it 2. visuals containing numbers from 0 to 32 3. the following addition problems: 1 + 1 = ?; 2 + 2 = ?; 4 + 2 = ?; 6 + 2 = ? ; 8 + 8 = ? ; 10 + 10 = ? ; 16 + 8 = ? ; 20 + 10 = ? ; 24 + 8 = ? ; 2 + 3 = ? ; 8 + 6 = ? ; 15 + 9 = ? ; 12 + 13 = ? ; 10 + 26 = ? 4. visuals of numbers by tens up to 100 B. TEACHER'S LESSON PLAN: New Vocabulary la clase (the class) hasta (up to) de _s_ en _5_ (by fives) veinte (20) cuarenta (40) sesenta (60) ochenta (80) cien (100) la aritmetica (the arithmetic) de (?) a (from _?_ to) el cero (the zero) treinta (30) cincuenta (50) setenta (70) noventa (90) saben (they or you (pl.) know how to) -54- Sentences to Be Learned , lQue hay en la pizarra? What is there on the blackboard? Hay ntimeros en la pizarra. There are numbers on the blackboard. Hoy no hay clase de historia. Hay clase de aritmetica. Today there is no history class. There is an arithmetic class. Miren ustedes los ntimeros en la pizarra. Look at the numbers on the blackboard. lCuantos son uno y uno? Uno y uno son dos. How many are one and one? One and one are two. 6Cuantos son dos y dos? Dos y dos son cuatro. How many are two and two? Two and two are four. lcuantos son cuatro y dos? Cuatro y dos son seis. How many are four and two? Four and two are six. 6Cuantos son seis y dos? Seis y dos son ocho. How many are six and two? Six and two are eight. 6Cuantos son ocho y ocho? Ocho y ocho son diez y seis. How many are eight and eight? Eight and eight are sixteen. 6Cuantos son diez y diez? Diez y diez son veinte. How many are ten and ten? Ten and ten are twenty. 6Cuantos son diez y seis y ocho? Diez y seis y ocho son veinte y cuatro. How many are sixteen and eight? Sixteen and eight are twenty-four. 6Cuantos son veinte y diez? Veinte y diez son treinta. How many are twenty and ten? Twenty and ten are thirty. 6Cuantos son veinte y cuatro y ocho? How many are twenty-four and eight? Veinte y cuatro y ocho son treinta y dos. Twenty-four and eight are thirty-two. Ustedes saben contar hasta treinta y dos, lverdad? Ah, S41. You (pl.) know how to count up to thirty-two, don't you? Oh, yes. Vamos a contar de uno a diez. Let's count from one to ten. Uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez. One, two, three, four, five, six, seven, eight, nine, ten. Vamos a contar de once a quince. Lets count from 11 to 15. Once, doce, trece, catorce, quince. 11, 12, 13, 14, 15. Ahara vamos a contar de diez y seis a veinte. Now let's count from 16 to 20. Diez y seis, diez y siete, diez y ocho, diez y nueve, veinte. 16, .17, 18, 19, 20. -55- Vamos a contar de veinte a treinta. Let's count from 20 to 30. Veinte y uno, veinte y dos, veinte y tres, veinte y cuatro, veinte y cinco, veinte y seis, veinte y siete, veinte y ocho, veinte y nueve, treinta. 21, 22, 23, 24, 25, 26, 27, 28, 29, 30. Vamos a contar de diez en diez. Vamos a contar de diez en diez hasta cien. Diez, veinte, treinta, cuarenta, cincuenta, sesenta, setenta, ochenta, noventa, cien. Let's count by tens. Let's count by tens to 100. 10, 20, 30, 40, so, 60, 70, so, 90, 100. tste es el nlimero cero. This is the number zero. z,Que nUm.ero es? Es el nlimero cero. What number is it? It is the number zero. NOTE: There are two words for one hundred in Spanish--"ciento" and "cien". In Spain, "ciento" is used consistently for counting purposes, but in some Spanish American countries, "cien" is used for one hundred. However, in all Spanish-speaking countries, "ciento" is used for one hundred and one, one hundred and two, etc. Summary z,Que nUm.ero es? Es el nUm.ero cero. z,Que nlimero es? Es el nUm.ero cuarenta. z,Que nUm.ero es? Es el nUm.ero cincuenta. z,Que n\nnero es? Es el nUm.ero sesenta. z,Que nUm.ero es? Es el n\nnero setenta. z,Que ntunero es? Es el nUm.ero ochenta. z,Que nUm.ero es? Es tl nUm.ero noventa. z,Que n\nnero es? Es el ntunero cien. Vamos a contar de diez en diez hasta cien. Diez, veinte, treinta, cuarenta, cincuenta, sesenta, setenta, ochenta, noventa, cien. Vamos a contar de diez a veinte. Diez, once, doce, trece, catorce, quince, diez y seis, diez y siete, diez y ocho, diez y nueve, veinte. z,Cuantos son dos y tres? Dos y tres son cinco. z,Cuantos son ocho y seis? Ocho y seis son catorce. z,Cuantos son quince y nueve? Quince y nueve son veinte y cuatro. z,Cuantos son doce y trece? Doce y trece son veinte y cinco. z,Cuantos son diez y veinte y seis? Diez y veinte y seis son treinta y seis. -56- C. FOLLOW-UP: Play the first part of Audio Tape 17345 using the visua~suggested in the Readiness Preparation Section. Practice other arithmetic problems within the framework of the numbers learned. Play the game "z.Cuantos son?" by dividing the class into two groups and alternating simple addition problems from one team to the other. Have the children practice counting in various ways up to one hundred. Leccion 20: JlliQ. PROBLEMAS DE ARITr.ffiTICA (SOME ARITHMETIC PROBLEMS) Audio Tape 17345: Second Part A. READINESS PREPARATION: Prepare the following visuals or plan to put these problems on the blackboard for use with the audio tape: . . 1. the following addition problems: 5 + 5 = ? ) 7 + 7= ? , 3 + 1 = ? , . . . . . 6 + 1 = ?, 9 + 1 = ?, 10 + 1 = ,? 11 + 1 = ? ) 12 + 1 = ,? 13 + 1 = ? , . . 14 + 1= ,? 6 + 6 = ,? 3 + 4 = ? . - . - . 2. the following subtraction problems: 3 1 = ,? 4 2 = ,? 5 3 = ,? - . . - . . . 6 2 = ,? 7 - 1 = ,? 9 1 = ,? 12 2 = ,? 13 2 = ,? 14 9 = ?; - . . - . 15 7 = ?, 8 - 6 = ?, 9 3 = ? . . . 3. the following multiplication problems: 1 X 2 = ?, 1 X 3 = ?, 1 X 4 = ? , . . . . 2 X 2 = ?; 3 X 3 = ?, 2 X 3 = ,? 2 X 4 = ?, 3 X 4 = ?, 4. the following number series: (1, 2, 3, 4, 6, 7, 8) (9, 10, 12, 13, 14, 15, 16) (17, 18, 20, 21, 22, 23, 24) (25, 26, 27' 28, 29, 31) (10, 11, 12, 13, 15, 16, 17) B. TEACHER'S LESSON PLAN: New Vocabulary el problema (the problem) por (times) menos (minus) Sentences to Be Learned Hoy hay clase de aritmetica. Vamos a estudiar aritmetica. Today there is an arithmetic class. We are going to study arithmetic. Muy bien. Ahora miren ustedes los problemas de aritmetica. Very well. Now look at the arithmetic problems. el problema ~Que es esto? Es el problema. the problem What is this? It is the problem. z.Que son? Son los problemas. What are they? They are the problems. z,Cuantos son cinco y cinco? Cinco y cinco son diez. How many are five and five? Five and five are ten. -57- , lCuantos son siete y siete? Siete y siete son catorce. lCuantos son tres y uno? Tres y uno son cuatro. , lCuantos son nueve y uno? Nueve y uno son diez. lcuantos son diez y uno? Diez y uno son once. , lcuantos son once y uno? Once y uno son doce. lcuantos son doce y uno? Doce y uno son trece. , lCuantos son trece y uno? Trece y uno son catorce. , lCuantos son catorce y uno? Catorce y uno son quince. , lCuantos son tres menos uno? Tres menos uno son dos. lCuantos son cuatro menos dos? Cuatro menos dos son dos. lcuantos son cinco menos tres? Cinco menos tres son dos. lcuantos son seis menos dos? Seis menos dos son cuatro. lcuantos son siete menos uno? Siete menos uno son seis. , lCuantos son nueve menos uno? Nueve menos uno son ocho. lCuantos son doce menos dos? Doce menos dos son diez. , lCuantos son trece menos dos? Trece menos dos son once. lCuantos son catorce menos nueve? Catorce menos nueve son cinco. lCuantos son quince menos siete? Quince menos siete son ocho. , lCuantos son uno por dos? Uno por dos son dos. -58- How many are seven and seven? Seven and seven are fourteen. How many are three and one? Three and one are four. How many are nine and one? Nine and one are ten. How many are ten and one? Ten and one are eleven. How many are eleven and one? Eleven and one are twelve. How many are twelve and one? Twelve and one are thirteen. How many are thirteen and one? Thirteen and one are fourteen. How many are fourteen and one? Fourteen and one are fifteen. How many are three minus one? Three minus one are two. How many are four minus two? Four minus two are two. How many are five minus three? Five minus three are two. How many are six minus two? Six minus two are four. How many are seven minus one? Seven minus one are six. How many are nine minus one? Nine minus one are eight. How many are twelve minus two? Twelve minus two are ten. How many are thirteen minus two? Thirteen minus two are eleven. How many are fourteen minus nine? Fourteen minus nine are five. How many are fifteen minus seven? Fifteen minus seven are eight. How many are one times two? One times two are two. , l,Cuantos son uno por tres? Uno por tres son tres. , l,Cuantos son uno por cuatro? Uno por cuatro son cuatro. l,Cuantos son dos por dos? Dos por dos son cuatro. , l,Cuantos son tres por tres? Tres por tres son nueve. l,Cuantos son dos por tres? Dos por tres son seis. , l,Cuantos son dos por cuatro? Dos por cuatro son ocho. l,Cuantos son tres por cuatro? Tres por cuatro son doce. Falta un n0mero. l,Cual falta? Uno, dos, tres, cuatro, seis, siete, ocho. Falta un nUmero. l,Cual falta? Falta el numero cinco. sf, falta el nUmero cinco. Falta un nUmero. Nueve, diez, doce, trece, catorce, quince, diez y seis. l,Cuh falta? Falta el nUmero once. s{, falta el nUmero once. Falta un nUmero. Diez y siete, diez y ocho , veinte, veinte y uno, veinte y dos, veinte y tres, veinte y cuatro. l,Cual falta? Falta el nUmero diez y nueve. sf, falta el nUmero diez y nueve. Falta un nUmero. Veinte y cinco, veinte y seis, veinte y siete, veinte y ocho, veinte y nueve, treinta y uno. l,Cuh falta? Falta el nUmero treinta. sf, falta el nUmero treinta. How many are one times three? One times three are three. How many are one times four? One times four are four. How many are two times two? Two times two are four. How many are three times three? Three times three are nine. How many are two times three? Two times three are six. How many are two times four? Two times four are eight. How many are three times four? Three times four are twelve. A number is missing. Which one is missing? One, two, three, four, six, seven, eight. A number is missing. Which one is missing? The number five is missing. Yes, the number five is missing. A number is missing. Nine, ten, twelve, thirteen, fourteen, fifteen, sixteen. Which one is missing? The number eleven is missing. Yes, the number eleven is missing. A number is missing. Seventeen, eighteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four. Which one is missing? The number nineteen is missing. Yes, the number nineteen is missing. A number is missing. Twenty-five, twenty-six, twentyseven, twenty-eight, twenty-nine, thirty-one. Which one is missing? The number thirty is missing. Yes, the number thirty is missing. -59- Summary , l. Que es es to? , Es el problema. z.Que son? Son los problemas. z.Cuantos son seis y seis? Seis y seis son doce. z.Cuantos son tres y cuatro? Tres y cuatro son siete. z.Cuantos son ocho menos seis? , Ocho menos seis son dos. z.Cuantos son nueve menos tres? Nueve menos tres son seis. z.Cuantos son dos por tres? Dos por tres son seis. z.Cuantos son uno por tres? Uno por tres son tres. Falta un nUmero. Diez, once, doce, trece, quince, diez y seis, diez y siete. z.Cual falta? Falta el nUmero catorce. s~4, falta el nu, mero catorce. C. FOLLOW- UP: Play the second part of Audio Tape 17345 using visuals of the arithmetic problems asked or write them on the blackboard. Practice simple problems in addition, subtraction, and multiplication until all children in the class can solve them. If these problems are rapidly mastered, problems in division may be attempted. Examples follow: z.Cuantos son seis dividido por dos? Seis dividido por dos son tres. z.Cuantos son cuatro dividido por dos? Cuatro dividido por dos son dos. Leccion 21: LOS DfAs DE LA SEMANA (THE DAYS OF THE WEEK) Audio Tape 17346: First Part A. READINESS PREPARATION: Tell the children that the Spanish calendar lists MONDAY as the first day of the week (instead of SUNDAY as on the American calendar) and that the calendar used for this program as well as the sentences to be learned begin with MONDAY AS THE FIRST DAY OF 1]! ~ Review the days of the week in Spanish if the students have studied them before. Prepare the following visual: a calendar without any writing on which the days of the month are indicated 1-31 in black and the days of the week are 1-7 in red, i.e., first day, second day, etc. B. TEACHER'S LESSON PLAN: New Vocabulary ultimo (last) sera (it, he, or she will be) fue (it, he, or she was; from the verb SER) -60- septimo (seventh) ayer (yesterday) Sentences to Be Learned Miren ustedes el calendario. Look at the calendar. Es un d{a. Es un d!a de la semana. 4Cu,antos d"1as hay en una semana? Hay siete d!as en una semana. Los d!as de la semana son: Lunes, martes, miercoles, ~; Jueves, viernes, sabado, ~; iY domingo, siete! It is a day. It is a day of the week. How many days are there in a week? There are seven days in a week. The days of the week are: Monday, Tuesday, Wednesday, three; Thursday, Friday, Saturday, six; And Sunday, seven! 4Cual es el primer d!a de la semana? El primer d!a de la semana es lunes. What is the first day of the week? The first day of the week is Monday. 4Cual es el segundo d!a de la semana? El segundo d1"a de la semana es martes. What is the second day of the week? The second day of the week is Monday. 4Cual es el tercer d{a de la semana? What is the third day of the week? El tercer d{a de la semana es miercoles. The third day of the week is Wednesda~ 4Cual es el cuarto d{a de la semana? El cuarto d{a de la semana es jueves. What is the fourth day of the week? The fourth day of the week is Thursday. 4Cual es el quinto d{a de la semana? El quinto d!a de la semana es viernes. What is the fifth day of the week? The fifth day of the week is Friday. 4Cual es el sexto d{a de la semana? El sexto d{a de la semana es sabado. What is the sixth day of the week? The sixth day of the week is Saturday. 4Cual es el septimo d{a de la semana? El septimo d{a de la semana es domingo. El septimo d{a de la semana es el ultimo d!a de la semana. What is the seventh day of the week? The seventh day of the week is Sunday. The seventh day of the week is the last day of the week. 4Cual es el ultimo d{a de la semana? El ultimo d{a de la semana es domingo. What is the last day of the week? The last day of the week is Sunday. 4Que d{a es hoy? Hoy es lunes. What day is today? Today is Monday. 4Que d{a es hoy? Hoy es mar tes What day is today? Today is Tuesday. Si hoy es domingo, 4que dfa sera maftana? Maftana sera lunes. Si hoy es J.ueves, 4que, d"1a sera, maftana? Maftana sera viernes. If today is Sunday, what day will tomorrow be? Tomorrow will be Monday. If today is Thursday, what day will tomorrow be? Tomorrow will be Friday. -61- Si hoy es martes, , lque d1~ a , sera manana? Manana sera miercoles. S1. hoy es sa'bado, lque, d~1a sera, ma~uana?. Manana sera domingo. S1. h oy es v1. ernes, lque, d~1a sera, ma~uana?. If today is Tuesday, what day will tomorrow be? Tomorrow will be Wednesday. If today is Saturday, what day will tomorrow be? Tomorrow will be Sunday. If today is Friday, what day will tomorrow be? Tomorrow will be Saturday. Si hoy es domingo, lque dfa fue ayer? Ayer fue sabado. If today is Sunday, what day was yesterday? Yesterday was Saturday. Si hoy es jueves, lque d{a fue ayer? Ayer fue miercoles. If today is Thursday, what day was yesterday? Yesterday was Wednesday. Si hoy es martes, lque d{a fue ayer? Ayer fue lunes. If today is Tuesday, what day was yesterday? Yesterday was Monday. Si hoy es sabado, lque dfa fue ayer? Ayer fue viernes. S1. h oy es v1. ernes, lque, 1 d~ a f ue, ayer.? Ayer fue jueves. If today is Saturday, what day was yesterday? Yesterday was Friday. If today is Friday what day was yesterday? Yesterday was Thursday. Summary lCu,al es el segundo d1~ a de la semana? El segundo d1~ a de la semana es martes. lCu,al es el cuarto d1~ a de la semana? l C , ua l El e s c ua el r to se d{a xto d d1~ e a la de semana es jueves. la semana? El sexto d{a de la semana es sabado. lCual es el primer d{a de la semana? El primer d{a de la semana es lunes. lcual es el ultimo d{a de la semana? El ultimo dfa de la semana es domingo. S1. h oy es martes, l9ue, 1 d~ a sera, ma~uana? Manana sera miercoles. S 1. h oy es J.Ueves, lque, d~1a sera, ma#u< ana ? Manana sera viernes. Si hoy es domingo, lque d{a sera manana? Manana sera lunes. S1. h oy es J. ueves, lque, d~1a f u,e ayer.,, Ayer fue miercoles. S1. hoy es sa'ba do, lque, d~1a f u,e ayer ? Ayer fue viernes. S1. hoy es 1unes, lque, d~1a f ue, ayer ? Ayer fue domingo. -62- ......... ---------------------------- C FOLLOW- UP: Play the first part of Audio Tape 17346 using the visual suggested in the Readiness Preparation Section. Have the children practice the days of the week with the game, "Si hoy es_", following the pattern established in the television lesson. Leccion 22: z,Qtm HORA ES? ~ ~ IS IT?) Audio Tape 17346: Second Part B. TEACHER'S LESSON PLA.N: New Vocabulary el reloj (the clock) media (half, half hour; fern. sing.) digo (I say) buenas naches (good evening, night) de la tarde (in the afternoon, p.m.) la hora (the hour, time) dice (he, you, or she says) buenas tardes (good afternoon) de la manana (in the morning, a.m.) de la noche (in the evening, p.m.) Sentences to Be Learned Miren ustedes. Look! el reloj , z.Que es esto? Es el reloj. Es Es el el reloj reloj grand de la em. am,a. the clock What is this? It is the clock. It is the big clock. It is the mother's clock. z.De quien es el reloj? , Es el reloj de la mama. Vamos a contar las horas. Whose clock is it? It is the mother's clock. Let's count the hours. Una, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, dace. Hay dace horas. z.Cuantas horas hay en el reloj? Hay doce horas en el reloj. z,Cuantas horas hay en un dfa? Hay veinte y cuatro horas. , z.Que hora es? Es la una. Son las dos. Son las tres. Son las cuatro. Son las cinco. Son las seis. Son las siete. Son las ocho. Son las nueve. One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve. There are twelve hours. How many hours are there on the clock? There are twelve hours on the clock. How many hours are there in a day? There are twenty-four hours. What time is it? It's one o'clock. It's two o'clock. It's three o'clock. It's four o'clock. It's five o'clock. It's six o'clock. It's seven o'clock. It's eight o'clock. It's nine o'clock. -63- Son las diez. Son las once. Son las doce. Son las dos y media. Son las tres y media. Son las dos y cinco. Son las tres y cinco. Son las dos y diez. Son las dos menos cinco. Son las tres menos cinco. Son las tres menos diez. It's ten o'clock. It's eleven o'clock. It's twelve o'clock. It's two-thirty. It's three-thirty. It's five after two. It's five after three. It's two ten. It's five until two. It's five until three. It's ten until three. Son las ocho de la maflana. 6Que dice el niflo? El niflo dice: "Buenos d{as". It's eight a. m. What does the boy say? The boy says: "Good morning". Son, las ocho de la maflana. z.Que dice la nifla? La nifla dice: "Buenos d!as". It's eight a. m. What does the girl say? The girl says: "Good morning". Son, las ocho de la maflana. z.Que dice usted? Digo: "Buenos d{as". It's eight a. m. What do you say? I say: "Good morning". Son, las tres de la tarde. z.Que dice el niflo? El niflo dice: "Buenas tardes". It's three p. m. What does the boy say? The boy says: "Good afternoon". Son, las tres de la tarde. z.Que dice la profesora? La profesora dice: "Buenas tardes". It's three p. m. What does the teacher say? The teacher says: "Good afternoon". Son, las tres de la tarde. z.Que dice usted? Digo: "Buenas tardes". It's three p. m. What do you say? I say: "Good afternoon". Son las nueve de la noche. z.Que dice el papa? El papa dice: "Buenas noches". It's nine p. m. What does the father say? The father says: "Good night". Son las nueve de la noche. 6Que dice la mama? La mama dice: "Buenas noches". It's nine p. m. What does the mother say? The mother says: "Good night". Son, las nueve de la noche. z.Que dice usted? Digo: "Buenas noches". It's nine p. m. What do you say? I say: "Good night". NOIE: Telling time in Spanish is rather simple. The verb "ser" (to be) is always used. Except for one o'clock and its components, the third person, plural form, ~ (they are--referring to hours) is always used. -64- Es (it is--referring to hour) is always used for~ o'clock. Time is represented by saying, "It is the one", "They ~ the two", "The::t ~ the two and five", "They ~ the three and ten", T 11 hey ~ the two and half", "They ~ the two and minus five", "They ~ the three minus ten", etc. The words for hours and minutes are understood, but not expressed. Therefore, since hour (hora) is feminine in Spanish, the feminine definite articles (la, las) must be used, and the adjective half (media--for half hour) must be used in the feminine form. Check over the examples in the sentences to be learned to see how these grammar points are carried out. When giving a. m. or p. m. with a given hour of the day, "de la maf'lana", "de la tarde", and "de la noche" are used. Summary Mlren ustedes el reloj. lEs grande el reloj? s{,. el reloj es grande. lDe quien es el reloj? Es el reloj de la mama. lCuantas horas hay en el reloj? , Hay doce horas en el reloj. lQue hora es? Es la una. Es la una y quince. Es la una y media. Es la una menos veinte. Son las cuatro. Son las cuatro y veinte. Son las cuatro y media. Son las cuatro menos quince. Mlren ustedes el reloj. Son las siete de la maf'lana. lQu~ dice la nif'la? La nif'la dice: "Buencs d{as". Son las cuatro de la tarde. lQue dice la profesora? La profesora dice: "Buenas tardes". Son, las diez de la noche. lQue dice usted? Digo: "Buenas naches". C. FOI.J.OW- UP: Play the second part of Audio Tape 17346 while using the visuals suggested in the Readiness Preparation Section. Practice telling time by asking the question "lQu~ hora es?" and using the visual aids for pointing out the time. -65- Leccion 23: ES HORA DE COMER (IT'S ~TO EAT) Audio Tape 17347: First Part A. READINESS PREPARATION: Tell the children before they see the television program that they will hear a con~rsation between two friends about whether they will eat at home or at school. Remind the children that in most Spanish-speaking countries almost everyone goes home for lunch since most schools and businesses are closed for two hours at lunch time. Lunch is the big meal of the day, coming after a small breakfast, and generally the entire family eats the noon meal together. Prepare the following visuals using stick figures for the two boys: 1. a clock face showing noon 2. a clock face showing noon and a boy sitting at the table 3. boy "A" with question marks overhead and boy "B" with arrow pointing away from his feet. 4. boy "A" and boy "B" (with cartoon balloon showing food) 5. boy "A" (with a cartoon balloon showing question marks and food) talking to boy "B" who has an arrow pointing away from his feet 6X. boy "A" and boy "B" (with cartoon balloon showing food) and a school in the background 6Y. boy "A" and boy "B" (with cartoon balloon showing food) and a house in the background 7. boy "A" (with a cartoon balloon showing people's heads and question marks) and boy "B". 8X. boy "B" pointing his arm toward boy "A" 8Y. boy "A" and boy "B" pointing toward cartoon balloon which shows a family at the table 9. boy "A" "with a cartoon balloon showing food, water, and a question mark) 10. boy "B" with his hands on his stomach and cartoon balloon which shows food, a water tap running, and a glass of water, talking to boy "A" 11. boy "A" with exclamation points overhead pointing to boy "B" 12. boy "A" and boy "B" with his hands on his head and exclamation points overhead. B. TEACHER'S LESSON PLAN: New Vocabulary comer (to eat) tiene sed (he, you, or she is thirsty) tengo sed (I am thirsty) -66- NOTE: Several idioms have been studied in which the verb, "tener", is used to represent the state or condition of being hungry, sleepy, thirsty etc. Observe that the adjective ''mucho-a" is used in these idioms t~ mean very. For example, "tengo much sueflo" is, "I am very s leepy and "usted tiene mucha hambre", is "you are very hungry". ' Sentences to Be Learned Son las doce. Son las doce del d{a. Es MEDIOD1A.. Es hora de comer. It's twelve o'clock. It's twelve o'clock noon. It's NOON. It's time to eat. *TELEPHONE CONVERSATION ----.lTiene usted hambre? Ts~a,mbtie,enng o te mucha hambre. ngo mucha sed . __lva a comer en la escuela? _ _No, no voy a comer en la escuela. lVa a comer en casa? - - - - 4 s~, _ _ _l e o v n oy qu i ea , n comer va a en casa. comer? ___Voy a comer con mi familia. lY usted? lVa a comer en la escuela? ___No, no voy a comer en la escuela. Are you hungry? Yes, I am very hungry. Also, I am very thirsty. Are you going to eat at school? No, I am not going to eat at school. Are you going to eat at home? Yes, I am going to eat at home. With whom are you going to eat? I am going to eat with my family. 1D:i you? Are you going to eat at school? No, I am not going to eat at school. ___lva a comer en su casa? ___No, no voy a comer en mi casa. ___lAdonde va a comer? Usted tiene mala memoria. Voy a comer con usted. ___ iAY de mf! Are you going to eat at your house? No, I am not going to eat at my house. Where are you going to eat? You have a bad memory. I am going to eat with you. Oh, woe is me! DIALOGUE X A___lAdonde va usted? - - AB__VlAodyo, andceovmaera. comer? B__Voy a comer en casa. - - AB---"s4V~,a A___lCo a comer en nvqoyuiea, ncovma ear s u casa? en mi cas comer? a . B___Voy a comer con mi familia. Where are you going? I am going to eat. Where are you going to eat? I am going to eat at home. Are you going to eat at your home? Yes, I am going to eat at my home. With whom are you going to eat? I am going to eat with my family. ---.A lTiene usted hambre? B___s~, tengo mucha hambre. A lTiene usted sed? B- __-_4 s~, tengo mucha sed. DIALOGUE Z Are you hungry? Yes, I am very hungry. Are you thirsty? Yes, I am very thirsty. -67- NOTE: The expression "en casa" (at home) is an idian and in all other cases locations with at require the use of the definite article. For example, at school (en la escuela). *The telephone conversation is not included on the audio tape. Sunmary Son las doce. Es hora de comer. 6Tiene usted hambre? S41, tengo mucha hambre. 6Tiene usted sed? , S14 1 tengo mucha sed. 6Adonde va usted? Voy a comer. &Adonde va a comer? Voy a comer en casa. 6Va a comer en su casa? . S14 1 , voy a comer en mi casa 6Con qu1en va a comer? Voy a comer con mi familia. Usted tiene mala memoria. Voy a comer con usted. iAY de m1! Co FOLL