Fiesta III, grades 5, 6, Sra. Yvonne de Wright [1964]

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STATE BOARD OF EDUCATION

James s. Peters, Chairman

Robert Wright, Vice-Chairman

Claude Purcell, Secretary

MEMBER~
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 DISTRICT David Rice SIXTH CONGRESSIONAL DISTRICT Francis Shurling SEVENTH CONGRESSIONAL DISTRICT Henry Stewart EIGHTH CONGRESSIONAL DISTRICT Lonnie E. Sweat NINTH CONGRESSIONAL DISTRICT Mrs. Bruce Schaffer* TENTH CONGRESSIONAL DISTRICT zack 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 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 nowbeing made use of in education. It is making this a better educated world. None of U8 knows as much as we wo~ld like to know about it. It is a new medium and we are all learning together. We need your help 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 languages, music, and GeoJgia history. They have time to gether up visuals that may not be readily available to you or that you may not have time to collect. This relieves you of much planning and prepar ttion and leaves you with more time to devote to the actual teaching of the child i.n the classroom, and your personal teaching-andlearning 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 isa 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

GENERAL COMMENTS
NATURE OF FIESTA III COURSE:
Fiesta III beginning Spanish is designed for pupils in the elementary school who have had previous training in the Spanish language. It is a continuation as well as a review of the Fiesta II course. This course can be used in various grade levels; therefore, it is ungraded. However, since it is assumed that the pupils' Spanish language training began in the third grade and continued in the fourth, the interests of the fifth, sixth, and seventh graders are kept primarily in mind. The audio-lingual method of language instruction is the approach used in this course, as it was in the earlier Fiesta I.and Fiesta II courses.
~iesta III consists of 33 televised lessons, with one new lesson presented every week. Each lesson presentation lasts thirty minutes, which are divided into two separate parts. The first part consists of a twenty-minute presentation of the new lesson, and the second part consists of a ten-minute review of the lesson just presented. No new material is presented in the second part of the lesson. Games, songs, and conversations are used to make the reviews more interesting.
OBJECTIVES OF FIESTA III COURSE:
There are two major objectives, the linguistic objective and the cultural objective as previously stated in the Fiesta I and the Fiesta II courses:
{1) The linguistic objective deals with the mastery of understanding and speaking the Spanish words, phrases, and sentences presented.
(2) The cultural objective deals with the acquisition of a greater insight into another pattern of culture out of which a greater tolerance and understanding of "foreign" things in general and "Spanish" things in particular might result.
NATURE OF THE CONTENTS OF FIESTA III COURSE:
Fiesta III is divided into four units of work. The first unit consists of eleven lessons dealing with the preparations necessary to make a trip abroad. In these lessons a great deal of review vocabulary from the Fiesta II course is used in connection with new vocabulary in various short conversations. The intro.duction of new friends, a song, and some amusing incidents provide pupil motivation to facilitate the learning of the new dialogues. In the seeond unit the first stop on the trip is made. Sightseeing in a foreign capital with the help of a policeman, a visit to a restaurant, a discussion of the weather and the important season of the year are some of the high points in the unit. Review vocabulary has been woven into this unit and the following one. The third unit shows the touristts travel experiences in the interior of the foreign country, in the countryside. The seasons of the year, description of the countryside, sports and special amusements are found in this unit. The last lesson in the unit leads to the narration of a very famous story, The Story of "The Three Bears", which is told in a series of ten lessons in the final unit of the year. The characters of the story are somewhat changed to fit their new local, and there is also a new surprise ending. Aural comprehension is tested with the story of "The Three Bears", as a combination of the narration and dialogue techniques is used.
v

Throughout the entire course the vocabulary has been developed gradually, thus adhering to the sequential vocab~ary development principle. Longer sentence constructions and more complicated tenses have been presented in this Fiesta Ill course, but only because these fitted the particular situation given and would have been used in the pupil's normal conversation about it. Therefore, the pupil speaks in the future, past, and present perfect tense without actually being aware of it. There are no grammatical explanations as such. Throughout the entire course there is a great deal of correlation with social studies units on the Spanish-speaking countries which offer the teacher many possibilities for additional projects and supplementary activities.

FIESTA Ill GUIDE FOR TEACHERS:

The Fiesta Ill Teacherfs Guide for each lesson consists of 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. It also suggests the visuals which the teacher

should prepare in order to carry out an effective follow-up of the

television lessons. B. Teacher 1 sLesson Plan: This section contains a very detailed script

I

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

I

language which is spoken during each TV program with the EXCEPTION of

the Introductory Dialogues. These very brief (often less than one or

two minutes) 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, and

then the Summary. The Sentences to Be Learned include all the Spanish

sentences used in the television presentation, both the ~ and the old

review sentences which should have been mastered previously. The

Summary summarizes the daily lesson in a concise conversational format,

in a game, or in a song. The Summary is presented in the second part

of the television lesson, and therefore will also include old review

vocabulary. Significant points of Spanish grammar are explained through-

out the Teacher's Lesson Plan where appropriate by means of notes. OLD

VOCABULARY FROM FIESTA I AND FIESTA II IS BQ! REPRODUCED IN THE VOCABULARY

SECTION BUT IN THE SENTENCES TO BE LEARNED AND THE SUMMARY. THIS OLD

VOCABULARY IS NOT DRILLED AS MUCH AS NEW VOCABULARY.

C. Follow-up: This section provides information about which audio tapes and visuals should be used to follow-up each lesson. Supplementary activities and helpful bibliography are suggested.

READINESS PREPARATION:
A few comments by the teacher to the class about the nature of the program they are about to view helps the students to be more receptive to it. It is most important that the classroom teacher urge student participation so that the students listen, look and repeat as directed. The drill pattern established is listen three
VI

ttmes (Escuchen ustedes), repeat three ttmea (Repitan ustedes) with the television teacher, and then repeat one more time (Una vez ~s) alone, without the help of the television teacher. The drill pattern already mentioned is used only with new vocabulary. After the vocabulary has been introduced, less repetition is required, and there are variations of the pattern.
FOLLOW-UP OF THE TELEVISION PROGRAMS:
Additional practice in listening and repeating correctly other than during the television lesson is necessary if the pupils are to master the material presented by television. Also little value can be obtained from succeeding television lessons if the pupils have not mastered the preceeding lessons upon which they are built. This additional practice constitutes the follow-up, which should be done with the Fiesta Ill audio tapes available through the Georgia State Department of Education Tape Recording Service and simple visuals prepared by the classroom teacher himself. The visuals should be used with the audio tapes to illustrate effectively the m~aning of the Spanish sentences. The visual and the tape enable the pupil to make an immediate association between what he hears, what he ~~ 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 except when absolutely necessary for comprehension. The tape does follow the Teacher's Guide for each lesson exactly, so that the teacher can follow the tape while looking at the written words and
translations. The classroom teacher should n21 show the written words in Spanish
to the pupils unless he or she is a foreign language (Spanish) specialist. The printed word is considered helpful to adults, but impairs the child's pronunciation
It is recommended that each TV 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 lessons. 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. Frequent short repetitions are more effective than infrequent longer repetitions.
AUDIO TAPES FOR FIESTA Ill:
The Spanish Fiesta Ill audio tapes are available to you, free of charge, through the Tape Recording Service of the Georgia State Department of Education. These tapes are obtained through the regular procedure customary in obtaining tapes from the Audio-Visual Division. It is required that you purchase and send in your own tape (1200 feet, 30 minutes long, 7 1/2 ips), which is then recorded by the Tape Recording Service and sent back to you. Each tape is listed by the number of the tape, Unit Number, Lesson Number, and Lesson Title. Tapes are numbered in sequence. BE SURE THAT YOU HAVE THE CORRECT NUMBER OF THE T/JPE. Tapa numbers are listed in the Table of Contents and with each individual lesson. The Georgia State Tape Catalog also lists these tapes, as well as those in Fiesta I and Fiesta II. There are two lessons on each audio tape, one lesson takes up the first fifteen minutes, and the next one takes up the last fifteen minutes.
In order to obtain the tapes from the Tape Recording Service of the AudioVisual Division you must first resister with that Department prior or in connection With the first order of tapes. For a copy of the Tape Catalog, registration forms, tape request blanks and address cards write to:
VII

State Department of Education Tape Recording Service
121 Memorial Drive, S. w.
Atlanta 3, Georgia 30303
SPANISH PRONUNCIATION KEY Approximate Pronunciation of Basic Spanish Sounds: VOWELS
a ah!, like a in father: la casa, chacra e eht, like~ in thel without diphtong glide of y: nene, grande (ln a
syllable terminated with a consonant, ~ is usually pronounced like e in elbow: el, papel) i ee~, like i in machine: cinco, d!a 0 oh! 1 like 0 in token: doce, boca u 00! 1 like u in rule: uno, us ted (Never like u in mule!) CONSONANTS b like English b except that less air escapes between the lips: boca, sombrero (Much softer ;hen between vowels: slbado, glubul) c like English!_: clo1 cuac, camisa (Before "e" or "i" pronounced like s: hace, gracias) ch like ch in much: chacra, ocho d like English ~: dos, falda (Between vowels is pronounced like the th of their: ustedes, delgado) f as in English: familia, falda
g like_& in gold: grande, ganso (Before "e" or "i" like English h but stronger: Argentina, refrigeradora)
h always silent: ahora1 hay j like English~ but stronger: ojo1 oreja k like English but rarely occurs in Spanish: kilo
1 like 1 in English elbow: la, lunes 11 like ~ of beyond: lleva, gallina
m as in English: martes, mano
Vlll

-

n as in English: no, uno

n like EZ in canyon: ni~o, ma~ana
p as in English except that less air escapes between the lips:
,.
qu pronounced like k: quince, que

,
papa, pie

r softly trilled if it is within a word or at the end of it: profesor, chacra (When it begins a word, it is strongly trilled: rojo1 regla)
rr strongly trilled: perro, pizarra

s as in English ~: ganso, dos (Before b 1 d1 m, or n like s in ~: las manos, los nifios

t as in English took except that the tip of the tongue toches the teeth: pato, tiene

v pronounced the same as Spanish ~: vengan1 veinte w pronounced as in English but generally found only in foreign words: wlshington

X like weak _g ~ (never~): examen (Before another consonant like ~: texto)
z y when initial like in~: yo, ya (Otherwise like~ in machine: y 1 hay)
z like ~ in ~: zapata, diez

Basic Rules of Syllabication:

1. A Spanish word has as many syllables as it has vowel units: vowels and diphthongs. A diphthong is a combination of a strong vowel followed by a weak vowel. The vowels ~~ ~~ and are strong. The vowels ~ (z) and ~ are weak. In pronouncing the diphthongs each vowel retains its characteristic sound, but the vowels should be pronounced rapidly with stress on the strong vowel. Here is a list of possible diphthongs:

ai (ay au ei (ey) eu oi (oy) ou

as in h~ as in gau-bul as in seis as in deu-da
as in h.l
as in bou

z A weak vowel followed by any vowel becomes a semiconsonant1 thus losing its
vocalic value. I followed by a vowel is pronounced as in zes. U followed by a vowel is pr;nounced as w in wet. Here is a list of possible semiconsonant combinations:

ia

as in fa-mi-lia

ie

as in s-ie-t,e

io

as in a-dios

iu

as in ciu-dad

ua

as in cua-tro

IX

w

ue uo ui (uy)

as in nue-ve as in antig~o as in m~y

Here are a few words which have only individual vowel sounds as vowel units:

2. A single consonant between vowels goes with the following syllable:

3. Two consonants coming together between vowels are generally divided:

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, 11 and ! 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, ~ or ~~ stress the next to the last syllable.
ni-bo 1 1!-bro1 gran-des, re-~-tan 2. If a word ends in a consonant other than n or~ stress the last syllable:
a-zul, pa-~ se-nor, us-~, na-riz
3. Words which do not conform co the above rules have a written accent mark which indicates the stressed syllable. ~-# me-ro, ad- .,~ . ~1-#p1..z 1 Ma - ,- 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~ (yes).
The written accent mark is also placed on the stressed syllable of all interrogative words such as ~qu~?, ~quiSn?, ~d~nde?, and ~cu~ndo?.

X

TABLE OF CONTENTS

Lesson Number

UNIT I

VAMOS A HAGER UN VIAJE: WEtRE GOING TO TAKE A TRIP

Lecciones 1-11

Lessons 1-11

Lesson Title

Lesson Title

Lecci~n 1.
Lecci~n 2. Lecci~n 3.

PRESENTANDO A UNOS AMIGOS ME GUSTAN TODAS &QUitN ES LA RUBIA?

INTRODUCING SOME FRIENDS I LIKE THEM ALL WHO IS THE BLONDE?

Lecci~n 4. ME VOY DE VIAJE

ItM GOING AWAY ON A TRIP

Lecci~n 5. PLANES PARA EL VIAJE

PLANS FOR THE TRIP

Lecci~n 6. LA FOTOGRAFfA

THE PHOTOGRAPH

Lecci~n 7. EL MtDico

THE DOCTOR

Lecci~n 8. Lecci~n 9 .

EL PASAPORTE LA MALETA

THE PASSPORT THE SUITCASE

LecciSn 10. LA HORA

THE TIME

Lecci~n 11. AL AEROPUERTO

TO THE AIRPORT

UNIT II

UNA VISITA A LA CIUDAD: A VISIT TO THE CITY

Lecciones 12-18

Lessons 12-18

Lecci~n 12. Lecci~n 13. Lecci~n 14. Lecci~n 15. Lecci~n 16.

EN LA CIUDAD EL POLICfA EL RESTAURANTE LA GENA &QUt TIEMPO HACEt

Lecci~n 17. Lecci~n 18.

EL RESFRIADO EL REMEDIO

IN THE CITY THE POLICEMAN rHE RESTAURANT THE DINNER WHAT KIND OF WEATHER ARE WE HAVING? THE COLD THE REMEDY

Lecci~n 19. Lecci~n 20.

UNIT III

UNA VISITA AL CAMPO: A VISIT TO THE COUNTRYSIDE

Lecciones 19-23

Lessons 19-23

LAS ESTACIONES DELANO

THE SEASONS OF THE YEAR

EN EL CAMPO

IN THE COUNTRYSIDE

XI

Audio Tape Number 17353 17353 17354 17354 17355 17355 17356 17356 17357 17357 17358
17358 17359 17359 17360 17360
17361 17361
17362 17362

Lc:ccion 21. L!.:C c ir~n 22. Leccion 23.

LOS DEPORTES LAS DIVERSIONES UNA VISITA

SPORTS AMUSEMENTS A VISIT

17363 17363 17364

UNIT IV

EL CUENTO DE LOS TRES OSOS: THE STORY OF Trlli THREE BEARS

Lcccionl:S 24-33

Lessons 24-33

Leccion 24. LecLion 25.

SALUDUS Y DESPEDIDAS LOS TRES OSOS

GREETINGS AND FAREWELLS THE THREE BEARS

17365 17365

LA CASA DE LOS TRES OSOS

THE HOUSE OF fHE THREE BEARS 17366

Lccc ir~n 27. Lcccil~n 28. Lecci~n 29.

LOS C 1-~ARTUS DE LA CASA
LA sJPA DE LIJS TRES OSOS
LA NI':\A SE LLAMA CABELLOS NEGROS

THE ROOMS OF THE HOUSE
'THE SOUP Ol" THE riiREE BEARS
THE LITTLE GIRL'S NAML IS RAVEN HAIR

17366
17367
1736 7

Leccion 30. CABELLOS NEGROS ESTA EN LA CAS<\

RI\VEN HAIR lS IN THE HOliSE

Lecc il~n 31. CABELLOS NEGROS Y LOS TRES
osos

RAVEN HAIR AND THE THREE BEARS

l73bo

Leccil)n 32. HE GUSTAN TODAS

I LIKE THEM ALL

17369

Leccil~n 33. EL CUE:\TO DE LOS TRES OSOS

THE STORY OF Trlli THREE BEARS 17370

XII

Unit I
Lecciones 1-11
This booklet was prepared with the consultative help of Dr. Philip E. Smith, Consultant in Foreign Languages, Georgia State Department of Education.
XIII

SUMMARY OF UNIT
The first unit deals with the introduction of two famous folk-tale characters, both well known to all Spanish-speaking children. The first is Rat~n P~re~, a mouse, and the second is Cucarachita Martina, a cockroach. Cucarachita Martina and Rat~n Plrez have a disagreement, because Rat~n Plrez has sung a song selecting his favorite girlfriend, and it turns out to be a blonde instead of Cucarachita Martina. Cucarachita Martina decides to leave for Spain, and in the following lessons, Rat~n P~rez makes the necessary preparations to join her in Spain. Lesson 5 through Lesson 11 deal with the arrangements for the trip, starting with a conversation with the Ambassador, obtaining the passport, pictures, health certificate, passport information, packing of the suitcase and finally leaving from the airport.
XIV

Lecci~n 1: ETV,- Fiesta Ill

TITLE: PRESENTANDO A UNOS AMIGOS (Introducing Some Friends) Audio Tape 17353: First Part

A. Readiness Preparation:

Inform the students that the first lesson will consist of a short dialogue between the television teacher and el Rat~n P~rez (the Mouse P~rez, beloved folk story character of Spanish-speaking children) in which the Mouse is introduced, and he in turn introduces some of his girlfriends. If possible, prepare a sock puppet of a grey mouse, who generally wears a yellow straw hat, cowboy style. Prepare five pictures of little girls faces, portrait style. The little girls should represent different types, including blondes, brunettes, and redheads. The following names should be written as signatures on the portraits:

1)

Pepita (redhead with green eyes)

2)

Rosita (brownette with blue eyes)

3)

Carmen (brunette with brown eyes)

4)

Lolita (blonde with blue eyes)

5)

Martina (brunette with black eyes)

B. Teacher's Lesson Plan:

New Vocabulary

quiero presentarles a (I want Rll of you to meet - someone) el Rat~n P~rez (the P~rez Mouse) Lolita (Diminutive for Dolores, Delores, Lola) foto-s (photo, photos, pictures, snapshots)

el rat~n (the mouse) Pepita (Jo, Josie) amigo-a (friend - male, female friend) Martina (l1artin.e, derivation of Marta, Martha) pero (but) mucho gusto (it's a pleasure, glad to meet you)

Sentences To Be Learned

___Quiero presentarles a un amigo. Este es mi amigo, el Rat~n P~rez.

I want you to meet a friend. (male) This is my friend, the Mouse P~rez.

___Mucho gusto, ni~as.

Glad to meet you, it's a pleasure, girls.

Mucho gusto, ni~os. ___Mucho gusto, Rato# n Pe# rez.

Glad to meet you, itfs a pleasure, boys. Glad to meet you, Mouse P~rez.

___Ahora yo quiero presentarles a

Now I want you to meet some friends.

unas amigas.

(female friends)

sta es mi amiga Pepita.

This is my friend Pepita.

tsta es mi amiga Rosita.

This is my friend Rosita.

ltsta es mi amiga Carmen.

This is my friend Carmen.

tsta es mi amiga Lolita.

This is my friend Lolita.

tsta es mi amiga Martina.

This is my friend Martina.

_Ah, usted tiene mu.chas amigas.

Ah, you have many friends. (female)

~Tiene usted amigos?
___sf, tengo muchos amigos.

Do you have any friends? (male) Yes, I have many friends. (male)

Pero, ino tengo fotos de mis amigos! But, I don 1 t have any pictures of my

male friends!

1

sununary Repeat of the dialogue presented in the Sentences To Be Learned.
C. Follow-up: Play the first part of audio tape 17353 using the visuals suggested in the
11
Readiness Preparation Section. Use pantomime to illustrate 1 want you to
meet" .....

Lecci~n 2 ETV - Fiesta Ill

TITLE: ME GUSTAN TODAS (1 Like Them All) Audio Tape 17353: Second Part

A. Readiness Preparation:
Inform the students that in this lesson Rat~n PGrez will point out the girl
he likes best as he sings the song ''Me gus tan todas" ("I Like Them All"). Have handy the "photo p0rtraits" of the little girls introduced in Lesson 1. Prepare a sock puppet similar to the portrait of ''Martina" with a wig of yellow yarn, felt; paper, etc. to fit over the puppet1 s original dark hair. Wig should be removable. If unable to prepare the puppet, a drawing with a
cut-out blonde wig can be used.

B. Teacher's Lesson Plan:

New Vocabulary

nuevo-a (new - masc. and fem. singular)
tudas (all, all of them referring to feminin,~ persons or things) en general (in general)

favorito-a (favorite - masc. and fem.
singular) la rubia (the blonde, blonde girl) esa rubia (that blonde, blonde girl)

Sentences To Be Learned

' :,Qu~en es'i

Es Es

una una

niY\a. amiga

del

Rat~n

P~rez.

:Qui~nes son'Z " Son las amigas

del

Rat~n

P~rez.

~Saben ustedes c~mo se llaman las ni\'l.as?
s!, :,verdad?
~C~mo se llama esta niY\a? Esta nil'\a se llama (Pepita, Rosita, etc.)

Who is it?

It It

is is

a a

little friend

girl. of the

Mouse

P~rez.

Who are they'? They are the friends of the Mouse P:rez. (girls)
Do you know what the girls' n~es are?

Yes, don't you?
What is the name of this little girl? This little girl 1 s name is (Pepita, Rosita, etc.

2

&Saben ustedes c~mo se llama esa nitta?
No, &Verdad? Ustedes no saben c~mo se llama. Es una nueva amiga.
El Rat~n P~rez, tiene muchas amigas.
Rat~n P~rez, usted tiene muchas amigas.
____s!, yo tengo muchas amigas.
---~cull es su amiga favorita?
Me gustan todas, Me gustan todas, Me gustan todas en general, Pero esa rubia, pero es~ rubia, Pero esa rubia _me gusta mls. ___Ah, ~le gustan las rubias?
___s!, me gustan mucho las rubias.
Esa rubia es mi amiga favorita.

Do you know the name of that little girl?
No, you don't, do you? You don't know what her name is. It is a new friend (female).
,
The Mouse Perez has many friends (female).
Rat~n P~rez, you have many friends? (female) Yes, I have many friends (female). Who (which one) is your favorite friend? (female) I like them all, I like them all, I like them all in general, But that blonde, but that blonde, But that blonde I like best of all. Ah, do you like blondes? Yes, I like blondes a lot. That blonde is my favorite friend. (girl)

*SONG: ME GUSTAN TODAS (I Like Them All)

Me gustan todas

Me gus-tan to-das, Me gus-tan to-das, Me gus-tan

to-da~ en ge-ne - ral. Pe - ro e - sa ru-bia, Pe - ro......_,e - sa
'-"'

ru - bia, Pe - ro..........e - sa

,
ru - bia me gus-ta mas .

3

* The record played is Volume 2 in the "Sing and Speak Spanish" series by
Margrit MacRae, recorded by Bowmar Records. This album can be obtained from the Children's Music Center, 5373 West Pico Boulevard, Los Angeles 191 Calif. ($5.95) It is also available from the Atlanta Record Center, 2581 Piedmont Road, N. E., Atlanta 51 Georgia. The song has been recorded onto the audio tape for this lesson.
Summary
Review of the dialogue and song ''Me gustan todas".
C. Follow-up:
Play the second part of audio tape 17353 using the visuals suggested in the Readiness Preparation Section. Use pantomime to illustrate the meaning of the song. Have the children use motions to accompany the song. For example: for the first line, "Me gustan todas" have each child motion to himself, then make an all encompassing gesture with his arms. Then, with his right hand, make a sweeping gesture from left to right, indicating, "in general", and then point to the puppet with the blonde wig. A blonde girl in the class can be selected by each student, or the visual of the blonde girl in Lesson 1.

Lecci~n 3: ETV - Fiesta Ill

TITLE: z,QUliN ES LA RUBIA? (Who Is The Blonde?)

Audio Tape 17354: First Part

,

A. Readiness Preparation:

Inform the students that a very famous folk story character will be introduced in this lesson. Her name is Cucarachita Martina, who has been Rat&n PSrezt girlfriend in a story as well known to Spanish-speaking children as "The Three Bears" is to American children. Her appearance will be described. She is very angry with Rat&n P~rez because he preferred the blonde little girl. If the sock puppet has been prepared, no other visual is necessary. Have handy the map of Spain. Also have handy the drawing with removable wig if puppet was not prepared. Refer to it using pantomime to indicate anger, etc.

B. Teacher's Lesson Plan:

New Vocabulary

* Cucarachita Martina (Cockroach
Martina or Martinez), name of folk tale character, ''Miss Cockroach")
me voy para (1 1m going away to)

la peluca (the wig)
pues (well, so, therefore) estl enojado-a {he1 she is angry) iay1 Dios m!o! (oh1 my goodness!)

Sentences To Be Learned

Miren ustedes.

Look.

z.Qui~n es? Es la rubia.

Who is it? It is the blonde (girl).

4

Es laamiga favorita de Rat&n
P~rez.

It is Rat&n P~rez favorite friend. (girl)

4Qui~n es la rubia? l,C&mo se llama? iQue es esto! jEsa rubia no es rubia!
jAY, Dios m!o! jEsa rubia es la Cucarachita Martina~

Who is the blonde?
What is her name? What is this!
That blonde isn't blonde! Oh1 my goodness! Thatblonde is the Cucarachita Martina!

l.QU~ es esto'i Es una peluca.

What is this? It is a wig.

LDe qu~ color es el pelo de la peluca? What color is the hair of the wig?

El pelo de la peluca es rubio.

The hair of the wig is blonde.

1.Es rubio el pelo de la Cucarachita? No, el pelo de la Cucarachita no es rubio. No es rubio. Es negro.

Is the Cucarachita's hair blonde? No, the Cucarachita's hair is not blonde. It is not blonde. It is black.

l,ES rubia la Cucarachita? No, la Cucarachita no es rubia.

Is the Cucarachita blondet No, the Cucarachita is not blonde.

Cucarachita Martina tiene el pelo negro.Cucarachita Martina has black hair.

Cucarachita Martina tiene los ojos

Cucarachita Martina has black eyes.

negros.

jQU' lindos ojos tiene!

What pretty eyes she has!

Pero1 jhuy! jla Cucarachita estl enojada.

But, oh1 the Cucarachita is angry!

4Por qu~ estl enojada la Cucarachita? Porque ella no es la favorita. Porque la favorita es rubia.

Why is the Cucarachita angry? Because she is not the favorite. (one) Because the favorite is blonde.

Escuchen ustedes.

Listen.

La Cucarachita dice: jEse Rat&n P~rez!
---tAl Rat~n P~rez le gustan las

The Cucarachita says; That P~rez Mouse! Rat&n P~rez likes blondes!

rubias!

jLa favorita es rubia! Pues1 iYO no soy rubia1 Rat&n P~rez! No, senor, no soy rubia.
jMe voy! jMe voy para Espana!

The favorite is a blonde! Well, I'm not blonde, RatSn P~rez! No, sir1 I'm not blonde. I'm going away! I'm going away to

jAdi&s, Rat~n P~rezl

Spain! Goodbye, Rat&n P~rez!

Summary

Repeat of the Sentences To Be Learned.
* One version of the famous folk-tale "La Cucaraehita Martfnez"1 ''Miss
Cockroach") is told in English in Frank Henius 1 book Stories from the
Americas, published by Charles Scribner's Sons in 1944. The Atlanta ~arnegie Library has it in its Juvenile Department.
5

C. Follow-up:

Play the first part of audio tape 17354 using the visuals suggested in the Readiness Preparation Section. The children should be encouraged to use the puppet, Cucarachita Martina, and say her lines in as dramatic a fashion as possible. The puppet's wig can be a big motivation factor. The children will naturally want to clown with it.

The following game can be played with the wig. Someone should be selected

to wear the wig ("la rubia"), and someonelse to guess the name of the class-

mate who has it on. "La rubia" (boy or girl) should have his back to the

guesser and be away from the rest of the class. The class points to "la

rubia" and asks: "z.QuiEfn es esa rubia'l" "The guesser" answers: "Esa rubia

es (una nifta_, un nifto)". The class then agrees or disagrees with the answer

by saying: "s!, es un nifto" or "No, noes un nifto" (for an example). Then
the class asks: "l.C~o se llama (el nifto1 la nifta)T" "The guesser" then answers: "El nifto se llama Juan" (for an example). The class then either
agrees or disagrees by saying: "s!, el nino se llama Juan" or "No, el nino

no se llama Juan" (for an example). Points can be given; "the guesser" can

be changed, etc. To make the game harder someone can be selected to be la

Cucarachita Martina (a girl) and if "the guesser" has guessed the girl's

name correctly he can then ask, "z.Es la Cucarachita Martina?" If the class

answers, "s!, es la Cucarachita Martina", "The guesser" gets bonus points.

The game can also be carried further by asking for the real color of the

hair of, the person who is "la rubia". "z.De qu~ co lor es el pelo de

'l".

The answer should then be: "El pelo de __ es (rubio, rojo, negro, ~afto).*

* (blonde, red, black, brown, chestnut color)

Lecci~n 4: ETV - Fiesta III

TITLE: ME VOY DE VIAJE (I'm Going Away On A Trip) Audio Tape 17354: Second Part

A. Readiness Preparation:
Inform the children that in this lesson they shall see the reaction of Rat~n pEfrez to Cucarachita Martina's departure for Spain. Have handy the puppet of Rat~n P&rez, a calendar, a clock, and a map of Spain. If the puppet is not available, a visual of a sad Rat~n P~rez and Rat~n P&re~ with a question mark over his head, a suitcase in hand, and a map of Spain in the background, will be necessary.

B. Teacher's Lesson Plan:

New Vocabulary

ya (already)

,
.!,que voy a hacer'l (what am I going to do"?}

voy a hacer un viaje (I'm going to

make a trip)

6

r

,
z.Quien es? Es el Rat&n P~rez.

Sentences To Be Learned Who is it? It is Rat&n P~rez.

El Rat&n Perez estS triste.

Rat~n P~rez is sad.

Dialogue

jQU~
---jAY d

ti e

em,n,1e!

usted1
E, stoy.

Ratoncito? triste.

z.Por que esta tr1ste?
- -__Porque la Cucarachita

esta,

enojada.

__1que l!stima!

s!1 Cucarachita
--enojada. Ya se

Martina estl muy fu~ para Espana.

z.Cu!ndo se fu~?

-Se uS ayer.

- . ---z.A quS hora se fue?
---Se fu~ a las tres de la tarde.
, ---jQU~ lastima! Adi&s 1 Ratoncito. jAY de m1! z.Que voy a hacer? ---Ah1 iYa s~! Voy a hacer un viaje.
jSenora de Wright, senora de

Wrigh~!

jMe voy para Espana!

What 1 s wrong with you 1 Little Mouse? Oh1 woe is me! I'm sad. Why are you sad? Because the Cucarachita is angry. What a shame! Yes, Cucarachita Martina is very angry. She's already gone to Spain. When did she go? She went yesterday. What time did she go? She went at three o'clock in the afternoon What a shame! Goodbye, Little Mouse. Woe is me! What am I going to do? Ah1 !.know! I'm going to make a trip. Mrs. Wright! Mrs. Wright!
I'm going away to Spain!

Summary
z.Estl enojado el Ratoncito P~rez? No 1 el Ratoncito no estl enojado.
El Ratoncito estl triste. z.Por qu~ estl triste el Ratoncito?
Porque la Cucarachita esta enojada. Porque la Cucarachita se uS para Espana. z.Culndo se fu~ la Cucarachita? La Cucarachita se uS ayer. z.A quS hora se fue la Cucarachita? La Cucarachita se fue a las tres. Se uS a las tres de la tarde. z.Qu~ va a hacer el Ratoncito? El Ratoncito va a hacer un V1aJe. El Ratoncito se va para Espana.

C. Follow-up:

Play the second part of audio tape 17354 using the visuals suggested in the Readiness Preparation Section. Divide the class into two groups and have them perform the dialogue in this lesson.

Lecci~n 5: ETV - Fiesta III
'nTLE: PLANES PARA EL VIAJE (Plans For The Trip) Audio Tape 17355: First Part

7

A. Readiness Preparation:
Inform the students that in this lesson Rat~n P'rez is making plans for his trip. He calls the Spanish Embassy on the telephone to find out what he needs to do to enter that foreign country. He speaks with the Ambassador and finds out what needs to be done to enter a foreign country. Telephone courtesy is emphasized, and a standard procedure in making a call in a Spanish-speaking country, always asking who is calling, is introduced. Toy telephones, a picture of a foreign dignitary, mock passport, pictures, and health certificate are the necessary visuals.

B. Teacher's Lesson Plan:

New Vocabulary

el embajador (the Ambassador) necesita (you, he, she, it needs) el certificado de sanidad (the health certificate) magnifico (wonderful) bse va Vd de viaje? (are you going away, leaving for a trip)

el pasaporte (the passport) necesito (I need) bde parte de qui~n? (who's calling?) bcon qui~n quiere hablar? (with whom do you want to speak?)
me voy de viaje (I 1m going away on a trip, leaving for a trip)

Sentences To Be Learned

Dialogue

Al~. Al~. bHablo con el n~ero

---23-13?
s{. bCon qui~n quiere hablar?

--- , --- , ---Con el embajador.
, ~De parte de quien?
___De parte del Raton Perez.

Un momenta, por favor.

---Habla el embajador. ___bc~mo estl usted, Sr. P~rez?

___Muy bien, gracias, bY usted?

Muy bien, gracias. ---~Se va usted de viajet
___sl, Sr. Embajador.

Me voy de viaje. ---~Ad~nde va usted?

Voy a Espana.

Magn!fico.

~Tiene pasaporte?

____No, senor. No tengo pasaporte.

Necesita pasaporte1 fotos 1 y -----certificado de sanidad.

A ver. Necesito pasaporte1 fotos 1 ---y certificado de sanidad.

Muchas gracias~, senor embajador.

De nad Adi~s,

a

1
S

Sr. r. E

P~rez. mbajado

r.

Adi~s.

Hello. Hello. Am I speaking with number 23-13? Yes. With whom do you want to speak? With the Ambassador. Who is calling? Rat~n P~rez is calling. Just a minute, please. The Ambassador is speaking. How are you, Mr. P~rez. Fine1 thank you, and you? Fine, thank you.
Are you going away on a trip? Yes, Mr. Ambassador. I'm going away on a trip. Where are you going? I'm going to Spain. Wonderful.
Do you have a passport?
No1 sir. I don't have a passport. You need a passport, photographs, and a health certificate.
Let's see. I need a passport, photos, and a health certificate.
Thank you, Mr. Ambassador. You 1 re welcome, Mr. P&res. Goodbye. Goodbye, Mr. Ambassador.

8

Summary
Repeat of the dialogue.
C. Follow-up:
Play the first part of audio tape 17355 using the visuals suggested in the Readiness Preparation Section. This is the most difficult dialogue presented up to now. Special practice is needed, even though the new vocabulary used will be presented again in the following lessons.

Lecci~n 6: ETV - Fiesta III

TITLE: LA FOTOGRAFfA {The Photograph) Audio Tape 17355: Second Part

A. Readiness Preparation:
Inform the students that in this lesson Rat~n PSrez will attempt to get his passport pictures. He is very much in a hurry, and the photographer agrees to have the photographs ready on the following day. Prepare the following visuals: 1) a photographer with camera, 2) 6 simulated photograph negatives made of black paper with white frame and a white outline (front view of an unsmiling face of a mouse, 3) 6 cut-out front views of same mouse (Rat~n P~rez) to be put over the white outline.

B. Teacher's Lesson Plan:

New Vocabulary

la clmara fotogrlfica (the photograph camera) la fotograf!a (the photograph) la foto (the photo) tengo prisa (I am in a hurry)
6tiene prisa? (are you, is he, she, it in a hurry?) guapo shandsome, singular) el fotografo (the photographer) c~mo no (why, of course; certainly - used to contradict a negative, etc.) estarln listas (they - fern. - will be ready)

Sentences To Be Learned

,
lQue es esto? Es una camara de fotogrAfica.

What is this? It is a photograph camera.

, lQu8 es este senor? Este senor es un fotografo.

What is this gentleman? This gentleman is a photographer.

Dialogue 1:
,
___senor fotografo, necesito seis fotograf!as.
___lPara pasaporte?
___s!, para pasaporte.

Mr. Photographer, I need six photographs. For a passport? Yes, for a passport.

9

- -z,.Tiene prisa?
- , 51, tengo mucha prisa. i,Cu~ando estaran listas las fotos? Estar!n listas ma~ana temprano. --iMagn!fico! Muchas gracias.

Are you in a hurry? Yes, I'm in a big hurry. When will the photographs be ready? They will be ready early tomorrow. Wonderful! Thank you very much.

Dialogue 2:

Sra., lsab e uste d qu1. e, n es? - -S,1, co,m. o no. Es el Rato# n P~rez.



---RSa1It'1~ns

1" , se~ora.
P~rez.

Soy yo, el

No soy ni gordo ni delgado.

No soy ni alto ni bajo.

Tengo los ojos negros.

Soy guapo, ~verdad? __Ay, jRato, n pe'rez.t
, - ,&No , soy guapo, senora?
___Como no, Raton Perez,

Usted s! es guapo.

___Gracias, gracias, se~ora.

Esta foto es para usted. ___Gracias, Ratoncito.

Ma'am, do you know who it is? Why yes, of course. It's the P:rez Mouse. Yes, yes, ma'am. It is I, the Mouse Plrez. I'm neither fat nor slender. I'm neither tall or short. I have bluck eyes. I'm handsome, don't you think? Oh, Ra t~n P:rez!
, , I'm not handsome, ma'am?
Why, of course, Raton Perez. You certainly are handsome. (emphatic) Thank you, thank you, ma'am. This photo is for you. Thank you, dear little Mouse.

Sunnnary

Repeat of Dialogues 1 and 2,

C. Follow-up:

Play the second part of audio tape 17355 using the visuals suggested in the Readiness Preparation Section. Both dialogues presented can be dramatized in front of the class by selected pupils. The second dialogue contains a great deal of review vocabulary from Fiesta 11 and earlier les~ons so that it should be easy to learn.

Lecci~n 7: ETV - Fiesta Ill
TITLE: EL Mlorco (The Doctor)
Audio Tape 17356: First Part
A. Readiness Preparation:
Inform the students that in this lesson Rat~n Plrez will go to the doctor's office for a check~up and his health certificate for the passport. It is customary for the person who is going to travel abroad to get various shots and vaccinations against certain diseases. After these have been ~iven the future tourist will get his health certificate, thus, protecting himself and the people of the foreign country from contriving a disease. Prepare a visual of a doctor and a nurse (already available from Fiesta 11). A toy doctor's kit with a hypodermic needle, thermometer, etc. would be ideal for the visuals needed which include the hypodermic needle, thermometer, doctor and nurse. Pantomime with the doctor's tools with clearly illustrate the meaning of the Spanish sentences in this lesson.
10

B. Teacher 1 s Lesson Plan:

New Vocabulary

et paciente (the patient) * doctor (title of address given to medical doctor, and someone with a Doctor's degree) la inyectadora (the hypodermic) duelen (they hurt) *2gracias a Dios (thank goodness, literally thanks to God)

enfermoa (sick - masc. & fern. singular)
abra (open - singular command) el termo# metro (the thermometer) cierre (close - singular command) la inyecci~n (the injection, shot) no tenga miedo (don't be afraid)

*l "Doctor" is masculine. It is a term of respect also given to a learned, outstanding person in a particular field, especially in the arts, such as law, education, and in some cases, to professional people in general.
* 2 It is an important part of Spanish psychology that the name of God (Dios), Jesus, the Virgin Mary, and the Saints be used in regular conversation. The interpretation is one of imploring assistance from these deities, not of taking God's name in vain.

Sentences To Be Learned

lQu~ es este sefior1 Este senor es un m:dico.

What is this gentleman? This gentleman is a doctor.

&Que# es esta senorita? Esta senorita es una enfermera.

What is this lady? This (young) lady is a nurse.

Aqu! est~ el paciente.

Here is the patient.

lQuiln es el paciente! El Rat~n P~rez cs el paciente.

Who is the patient? The Mouse P~rez is the patient.

Dialogue Between Rat~n P~rez and The Doctor:

Doctor, no estoy enfermo. - -Ah, lS~, ? lQu~.# en es el m,edico,

Doctor, I 1m not sick. Oh, yes? (Is that so?) Who is the

usted o yo?

doctor, you or me?

Usted es el m~dico, doctor.

You are the doctor, Doctor.

- _s~ ,, yo soy el m#edico. Abra la boca. Yes, I am the doctor. Open your mouth.

__Pero, doctor ..

But, doctor ...

- Abra la boca.

,

Open your mouth.

Enfermera, el termometro, por favor. Nurse, the thermometer, please.

Cierre la boca.

Close your mouth.

-Estl bien.

Itt s all right.

___Doctor, necesito un certificado

Doctor, I need a certificate for my

para mi pasaporte.

passport.

_Un momento, por favor.

Just a moment, please.

Enfermera, la inyectadora, por favor.Nurse, the hypodermic, please.

___ jHuy! &Qu: es eso?

Oh! What is that?

___Es la inyectadora. No tenga miedo. It's the hypodermic. Don't be afraid.

Estas inyecciones no duelen.

These shots don 1 t hurt.

___ jGracias a Dios!

Thank goodness!

11

SUDIDary
Repeat of the dialogue.
C. Follow-up:
Play the first part of audio tape 17356 using the visuals suggested in the Readiness Preparation Section. the dialogue in this lesson is long1 but its amusing nature should be a motivating factor in its dramatic presentation, an excellent follow-up activity to this lesson.

Lecci~n 8: ETV - Fiesta Ill

titLE: EL PASAPORtE (the Passport) Audio tape 17356: Second Part

A. Readiness Preparation:
Inform the students that in this lesson Rat~n P~rez is trying to get his many papers in order so that he can travel abroad. the interrogating official could be the Immigration or Customs representative. He gives Rat~n P~rez a third-degree investigation, using some of the points of personal information learned in Fiesta 11 as to address, description, telephone number; etc. Rat~n P~rez' reaction is that of a typical tourist. Prepare the following visuals: 1) a street sign with ''Washington" written on it and a ho~se with "Number 15" in the background, 2) a phone with "Number 29-14" written on it, 3) use photos from lesson 6, 4) mock passport and health certificate from lessons 5 and 7.

B. teacherrs Lesson Plan:

New Vocabulary

la ciudad (the city)

avenida Jorge wishington (George

todQ est! listo (everything is ready) Washington Avenue)

Sentences to Be Learned

Dialogue:
___Buenos tardes. Buenas tardes. 6Tiene usted su pasaporte? sf, senor. Aquf est! mi pasaporte.
---6Se llama usted RatSn P~rez?
---sl, senor. Me llamo Rat~n P~rez.
===LTiene usted las fotos para su pasaporte?
s!, senor. Aquf estln las fotos.
---A ver. Una 1 dos, tres, cuatro1 ---cinco, seis. Todas estln aquf.
Su pelo y sus ojos son negros 1 6verdad?
___s!, senor. Tengo el pelo negro y
los ojos negros.
12

Good afternoon.

Good afternoon.

Do you have your passport?

Yes1 sir. Here is Is your name Mouse

my passport.
P~rez?

Yes 1 sir. My nam~ is Rat~n P~rez.

Do you have the pictures for your

passport?

Yes 1 sir. Here are the pictures. Let's see. One, two, three, four1 five, six. They are all here.

Your hair and your eyes are black,

aren't they?

Yes, sir. 1 have black hair and

black eyes.

r

___A ver 1 usted no es alto. No es gordo.

___Soy muy ___ jAjemt

g~cuuaplnot1 os~vear~doasd?tiene

usted?

___Tengo diez a~os.

- , , - ,~Vive usted en la ciudad? S1 1 se~or. Vivo en la ciudad. ___;Cual es su direccion?
, - ,Mi direcci~n es avenida Jorge Washington, numero 15. ~y el n~ero de su tellfono?
_- __El nu, mero de mi tele~fono es 29-14 .

___tTiene usted e1 certificado de

sanidad? ___s!, se~or. Aqu! estl.

- , Muy bien. Todo estl listo. LQue dice usted?

___iGracias a Dios!

Let's see1 you are not tall. You are not fat. I'm very handsome, am I not? Ahem! How.old are you? I'm ten years old. Do you live in the city? Yes, sir. I live in the city. What is your address? My address is 15 George Washington Avenue. And your telephone number? My telephone number is 2914. Do you have your health certificate?
Yes, sir. Here it is. Very good. Everything is ready. What do you say? Thank goodness!

Summary

Repeat of the dialogue.

C. Follow-up:

Play the second part of audio tape 17356 using the visuals suggested in the
Readiness Preparation Section. A great deal of review vocabulary is used, so that the children should already be familiar with the sentences presented. Use the visuals as clues to the children for the order of the sentences in
the dialogue. Take these important questions and answers out of the dialogue and have the children answer them. A game can be played by passing around the mock passport, photos, health certificate, telephone number, and number oi
the street (on street sign). Someone is selected as Rat~n P~rez 1 ~o asks:
~Qui~n tiene mi pasaporte? ~Qui:n tiene mis fotos? ~Qui~n tiene e1 n~ero de mi tel~fono? ~Qui~n tiene mi direcci~n? 4Quiln tiene mi certificado de sanidad?The student having each item answers: Yo tengo su pasaporte. Yo tengo sus fotos. Yo tengo el n~mero de su tel~fono. Yo tengo su direcci~n.
Yo tengo su certificado de sanidad. (BE SURE THAT THE AGREEMENT OF THE POSSESSIVE
ADJECTIVES IS CORRECT, REMEMBERING THAT ADJECTIVES AGREE IN NUMBER WITH THE NOUNS.) Rat~n P~rez would in turn ask the person having each item to give him the information necessary, such as, lC~mo me llamo yo? Usted se llama Rat~n P~rP~ (regarding the passport)? lC~mo soy yo? Usted no es alto. No es gordo. ~De q~: color es mi pelo? ~De qu~ color son mis ojos? Su pelo es negro. Sus ojos son negros (regarding the photos). ~cull es el n~ero de mi tel~fono? El n&mero de su tel~fono es 29-14 $regarding the phone). lcull es su direcci~n? Mi direcci~n es avenida Jorge Washington, n~ero 15 (regarding the address). ~C~mo estoy yo? Usted estl bien (regarding the health certificate). These examples for the game will be included in audio tape 17356.

Lecci~n 9: ETV - Fiesta III
TltLE: LA MALETA (The Suitcase)
Audio Tape 17357: First Part

13

A. Readiness Preparation:
Inform the students that in this lesson Rat~n Pirez is trying to pack his suitcase and various items of clothing will be seen and reviewed. Prepare the following visuals or bring toy or real items:

1) 2 pairs of pants 4) a pair of pajamas 7) a toothbrush

2) 2 pair of shoes

3) 2 pair of socks

5) 2 shirts

6) a sweater

8) a tube of toothpaste 9) a suitcase

B. Teacher 1 s Lesson Plan:

New Vocabulary

la maleta (the suitcase) los calcetines (the socks) la pasta de dientes (the toothpaste) otro (another, masc. sing.)

las p~Jamas (the pajamas) el cepillo de dientes (the toothbrush) va a poner (you, he, she, it is going to put)

Sentences To Be Learned

;.Qu~ es esto? Es un par de pantalones.

What is this'l It1 s a pair of pants.

A~u! hay otro par de pantalones. s~, hay dos pares de pantalones.
,
;.Que es esto'l Es un par de zapatos.

Here there is another pair of pants. Yes, there are two pairs of pants.
What is this'l It 1 s a pair of shoes.

Alu! hay otro par de zapatos. s~, hay dos pares de zapatos.
;.Qu~ es esto'l Es un par de calcetines.
,
z.Y que es esto'l Es otro par de calcetines.

Here there is another pair of shoes. Yes, there are two pairs of shoes.
What is this'l It's a pair of socks.
And what is this'l It's another pair of socks.

;.Culntos calcetines hay'l Hay dos pares de calcetines.
s!, hay cuatro calcetines.
;.Qu~ es esto'l Es un par de pijamas.
;.Qu~ es esto'l Es una caroisa.
;.Qu~ es eso? Es otra camisa.
l.Qu~ es eso? Es un su~ter.

How many sock are there'l There are two pairs of socks. Yes, there are four socks.
What is this'l It's a pair of pajamas.
What is this'l It's a shirt.
What is this'l It1 s anothershirt.
What is this? It's a sweater.

14

Miren ustedes. Aquf estln el cepillo de dientes y
la pasta de dientes.

Look. Here are the toothbrush and the toothpaste.

iste es el cepillo de dientes. ista es la pasta de dientes.

This is the toothbrush. This is the toothpaste.

- ~&DAYo~n1 dDe

i

o v

s a

mlo, Ratoncito! a poner todo esto?

Oh1 my goodness, Ratoncito! Where are you going to put all this?

Aquf en la maleta, senora

Here in the suitcase, ma'am

-jAY de ml~

Woe is me!

~D~nde estarl mi cepillo de dientest Where could my toothbrush be?

___Aquf estl su cepillo de dientes.

Here is your toothbrush.

-

-

-M4Suacbheas

grac usted

i

as, do~n

se de

n e

ora. sta~n

mis

pijamas?

Thank you very much, Do you know where my

ma'am. pajamas

aref

___sl, Ratoncito. Aquf estln sus

Yes, little Mouse. Here are your

pijamas.

pajamas.

___Ah1 gracias, senora. Voy a poner las pijamas en la

Oh1 thanks, ma'am. I am going to put the pajamas in the

maleta .. lDo~nde estara~n mis

suitcase. Where could my socks bet

calcetines?

Hmmm. 4Qui~n sabe? Yo no s~.
---Adi~s.
iY ~ui~n sabe culndo estarl listo el

Hmm. Who knows? I don 1 t.
Goodbye. And who knows when Rat~n P~rez will

Raton P~rez!

be ready~

Summary

C. Follow-up:

Camisas, pijamas, zapatos, pantalones,

calcetines, un su:ter . .

jAY, Dios m!o, Ratoncito! 4D~onde va a poner todo esto?

Aqul en la maleta, senora. jAY de mf~ 4D~nde estarl mi cepillo de dientes?

6DSnde estarl mi pasta de dientes? 4Qui~n sabe?

Yo no s:.

irAQYu1i~nR

atonc sabe

ito! cuin

d

o

usted

estarl

listo!

Miren ustedes. 4Qu~ hay en la maleta?

Hay----

Play the first part of audio tape 17357 using the visuals suggested in the Readiness Preparation Section. The sentences in the Summary can be used in a dramatized dialogue presentation between a boy playing the part of Rat~n P~rez (or handling the puppet) and a little girl playing the part of "la senora" or "la profesora". A game can be played to identify the articles of clothing, ownership of the clothing, and enact the packing of the suitcase. Have each child bring one sock, for example, which should be properly identified
as h!!, sock. Hold it up to the class, asking, " 4 Qu~ es esto?". The class

15

should answer in unison: "Es un calcet!n." If the color is already known, ask1 "l.De qu~ color es'l" the answer should be: "Es (rojo, amarillo, blanco, negro, azul, verde, de muchos colores). Now ownership is asked: "z.De quiln es'l". the answers can be: "!s mi calcet!n". "Es su (your) calcet!n". "Es el calcet!n de (name} ." the one guessing correctly places the sock in the
suitcase and says, ''Voy a poner el calcet!n en la maleta"1 or, "Voy a poner el calcet!n aqu!". He then asks the class the question about the next "calcet!n".
At the end, "los calcetines" can be counted. "l.Culntos calcetines hay (eh la maleta)'l" "Hay _ _ calcetines".

Another game can be played by placing the childreD in a circle, having them

pass around a particular small item, such as "el cepillo de dientes", "la

pasta passe

d d,

e

t

die he

ntes 11 child

1
r

e

" n

el c

zapa hant,

t

a", etc
"z.d~nde

.

, e

from starl

hand to hand. el cepillo'l",

As for

the item example.

is "the

suesser" inside the circle can stop the chanting whenever ht::. chooses by

pointing to one child and saying, "Aqu! estl11 If "the guesser" is correct,

he changes places with the child identified. If he is incorrect, he guesses

two more times, after which someonelse is selected to be "the guesser".

Lecci~n 10: ETV - Fiesta III

tiTLE: LA HORA (the Time) Audio tape 17357: Second Part

A. Readiness Preparation:
Inform the students that in this lesson Rat~n P:rez is asleep in bed, and that Sra. de Wright is trying to awaken him so that he can go on to catch his plane for his trip to Spain. Prepare the following visuals: 1) a bed for the puppet or a drawing, etc. showing a mouse asleep in bed, 2) a clock, showing 10:30 o'clock, 3) an airplane with a superimposed clock showing 11:00 o1 clock, 4) an airplane ticket, and S) a calendar.

B. Teacher's Lesson Plan:

New Vocabulary

tarde (late) el pasaje (the passage, trip tickets) llegar (to arrive)

el avi~n (the plane) iaptfrese! (hurry up! - sing. coDIIland)

Sentences to Be Learned

l.D~nde estarl el Ratoncito'l l.Qul es esto'l &!1 Ratoncito estl acostado~ 1Estl acostado en su cama!

Where could the little Mouse be'l What is this1 the little Mouse is lying down! He 1 s lying down in his bed!

Dialogue

s,. _ILevlntese! 1Levlntese1 Ratoncito! Get up! Get up, little Mouse!

z,Sabe usted qul hora es'l

Do you know what ttme it is'l

_No, no

tengo suefto.

No, I don't know. I 1m sleepy.

16

- - , Son las diez y media de la mahana. It's ten-thirty in the morning. bA que hora se va usted para Espaha? At what time are you leaving for Spain?

___Me voy a las once.

I'm leaving at eleven.

---~A las once? jAY, Dios m!o!

At eleven? Oh, my goodness!

Ya es tarde.

It's already late.

Usted se va en avi~n, ~verdad? ___s!, senora. Me voy en avi~n.

You're leaving in a plane, aren't you? Yes, ma'am. I'm leaving in a plane.

___Ya tiene su pasaje, ~verdad?

You already have your passage tickets,

don't you?

- - , No, senora. No tengo mi pasaje.
__ jApurese, Ratoncito! Vamos a

No, ma'am. I don't have my tic~et. Hurry up, little Mouse! We're going

llegar tarde.
--- , Sra., 6qu~ d!a es hoy?
___Hoy es lunes, ~por que?

to be late. Madam, what day is today? Today is Monday, why?

- Porque
__ jAY de

,me voy
m~!

el

martes.

Because I 1m leaving on Tuesday. Woe is me!

Summary

Repeat of the dialogue.

C. Follow-up:

Play the las~ part of audio tape 17357 using the visuals suggested in the Readiness Preparation Section. Pantomime should be used to indicate "iLevlntese!" and "Tengo suefio" and 11 jAp~rese!". Each negative statement should also be accompanied by a shake of the head. Additional group and individual practice on this dialogue would be helpful.

Lecci~n 11: ETV - Fiesta ~II

TITLE: AL AEROPUERTO (To The Airport) Audio Tape 17358: First Part

A. Readiness Preparation:
Inform the students that in this lesson Rat~n Ptrez will go to the airport to catch his plane for Spain. Prepare the following visuals:

1) a male tourist, wearing a yellow straw hat, dark glasses, a "loud" shirt, carrying a photograph camera on a shoulder strap, with a s.uitcase in hand, calling a taxi which is pictured enroute

2) an airport, having handy the visual of the plane from the previous lesson, and perhaps a taxi in the foreground

3) people waving goodbye as plane ascends into space.

B. Teacher's Lesson Plan:

New Vocabulary

el turista (the tourist) el taxi (the taxicab) lle#veme (take me) jbuen viaje\ (have a good tript)
17

el aeropuerto (the airport) los anteojos negros (the dark glasses) tenso que (I have to, I must) jCUidadot (watch it, be careful!)

Sentences To Be Learned

Hay un turista en la calle. Miren ustedes. Aqu! estl el turista.

There is a tourist in the street.
Look. Here is the tourist.

lQue# lleva el turista? El turista lleva un sombrero amarillo.
El turista lleva un par de anteojos negros. El turista lleva una c~mara fotogrifica.
,
lQue lleva el turista en la mano? El turista lleva una maleta en la mano.

What is the tourist wearing? The tourist is wearing a yellow hat.
The tourist wears a pair of dark glasses. The tourist carries a photograph camera.
What is the tourist carrying in his hand? The tourist is carrying a suitcase in his hand.

lQui~n es el turista? El turista es el Ratoncito P~rez.

Who is the tourist? The tourist is the Mouse P~rez.

lAd~nde va el Ratoncito? El Ratoncito va al aeropuerto.

Where is the little Mouse going? The little Mouse is going to the airport.

, --'LTleavxeim! e

jTaxi! al aeropuerto.

Tengo que llegar a las once.

jApJrese, por favor!

Taxi! Taxi! Take me to the airport. I must arrive at eleven. Please _hurry!

jAY de m!! Vamos a llegar tarde.

Cuidado!

I

I

,

Aqu~ esta el aeropuerto.

Ya se va el avi~n.

jAp,urese, Rato, n pe' res.t

i Buen v iaje!

Woe is me! We're going to arrive late. Watch it! Be careful! Here is the airport. The plane is already leaving. Hurry up, Rato.,n Pe, rez.t Have a good trip!

Summary

Repeat of the Sentences to Be Learned.

C. Follow-up:

Play the first part of audio tape 17358 using the visuals suggested in the Readiness Preparation Section. Ask the children to bring some of the clotning and models of the plane and taxi mentioned in this lesson. Select one student to be the tourist and have the class describe his appearance and then urge him on after "the tourist" calls the taxi.

18

Unit II
Lecciones 12-18
19

SUMMARY OF UNlT
The second unit deals with the experiences of Raton Perez as he arrives in Spain. He visits the nation's capital, Madrid, and that great city is contrasted to other great cities in the Spanish-speaking world. Special places of interest, such as the famous "El Retiro" Park and the Del Prado Museum are visited. A policeman, proud member of Spain's Ci~il Guard, is introduced and his gala uniform is described. The policeman directs Raton Perez to a restaurant, and later Raton Perez eats a meal at Cucarachita Martina's home. As Raton Perez goes shopping a change of weather gives him a cold, but a special cure is found for him.
20

Lecci~n 12: ETV - Fiesta III

TITLE: EN LA CIUDAD (In The City) Audio Tape 17358: Second Part

A. Readiness Preparation:

Inform the students that Rat~n P~rez' plane will arrive in Spain, and that

Spain's most important city, Madrid, its capital, is Rat&n P~rezt destina-

tion. The Spanish flag shall be seen and described, as well as a famous

park, "El Retiro" and a museum, the "Del Prado" Museum. Prepare the

following visuals: 1) a map of Spain, with the location of the capital,

Madrid1 clearly indicated, 2) a city1 if possible that of Madrid,*, 3) the

Spanish flag1 4) if possible, the

a park1 if possible, "Del Prado" Museum.

"El

Retiro"

Park1

and

5)

a

museum 1

* Reference is made to the Informative Classroom Pictures Series, "Life
in Europe: Spain", published by the Informative Classroom Picture Publishers
in Grand Rapids, Michigan. These series are available in the Atlanta E:arnegie Public Library, Juvenile Department.

B. Teacher's Lesson Plan:

New Vocabulary

el pa!s (the country) el centro (the center) el parque (the park) famoso (famous, masc. sing.)

la ciudad (the city) el museo (the museum) el mapa (the map)

Sentences To Be Learned

Miren ustedes el mapa.
lQu~ hay en el mapa? En el mapa hay un pa!s.
;.Qu~ es esto? Es un pa!s.
;.CoI mo se llama el pa1I s? Es pa!s se llama Espana.

Look at the map.
What is there on the map? On the map there is a country.
What is this? It is a country.
What's the name of the country? The name of the country is Spain.

lsta es la bandera de Espana.

This ~ the flag of Spain.

,

;.De que color es la bandera?

What color is the flag?

La bandera es roja, amarilla y roja.
,

The flag is red1 yellow and red.

;.Que hablan en Espana?

What do they speak in Spain?

En Espana hablan espanol.

In Spain1 they speak Spanish.

;.Qul es eso? Es una ciudad
tComo se llama la ciudad?
La ciudad se llama Madrid.

What is that? It's a city.
What is the name of the cityt The name of the city is Madrid.

21

LD&nde est~ Madrid? Madrid estl en Espana.

Where is Madrid? Madrid is in Spain.

Miren ustedes el mapa. Aqu! estl Madrid. Madrid estl en el centro de Espana. Madrid es una ciudad grande. En el centro de Madrid estl la Plaza Mayor. En Madrid hay un parque famoso.
,
6Como se llama el parque? El parque se llama "El Retiro".

Look at the map. Here is Madrid. Madrid is in the center of Spain. Madrid is a large city. ln the center of Madrid is the Plaza Mayor. ln Madrid there is a famous park.
What is the name of the parkt The name of the park is "El Retiro".

En el parque hay jardines. Hay muchas flores. Hay muchos lrboles. Hay muchos pljaros. Hay muchas fuentes.

ln the park there are gardens. There are many flowers. There are many trees. There are many birds. There are many fountains.

En Madrid hay un museo famoso.

In Madrid there is a famous museum.

tCo#mo se llama el museo?

What is the name of the museum?

El museo se llama ''Museo del Prado". The name of the museum is "Del Prado

Museum".

En el museo hay muchos cuadros famosos. In the museum there are many famous paintings.

Slllmlary
lQu~ es Madrid? Madrid es una ciudad. tDSnde estl Madrid?
Madrid estl en el centro de Espana. t,Qul es Espana?
Espana es un pa!s. t,D&nde est~ la Plaza Mayor?
La Plaza Mayor estl en el centro de Madrid. l.Qu~ hay en el parque "El Retiro"?
En el parque "El Retiro" hay jardines.
Hay muchas f,lores.
Hay muchos arboles. Hay muchos pljaros. Hay muchas fuentes. t,Qu' hay en el Museo del Prado? En el Museo del Prado hay muchos cuadros. Hay muchos cuadros famosos.

C. Follow-up:

Play the second part of audio tape 17358 using the visuals suggested in the Readiness Preparation Section. A great deal of correlation with a social studies unit on Spain can be of much interest to the class as a whole.

22

Lecci~n 13: ETV - Fiesta Ill
TITLE: EL POLIC!A (The Policeman) Audio Tape 17359: First Part

A. Readiness Preparation:

Inform the students that in this lesson they will meet a member of the Spanish Civil Guard, a Spanish policeman, dressed in his gala uniform, who will be directing traffic. His appearance is described. Prepare a visual of a policeman with black hair, black eyes, and a black mustache. The policeman is handsome, not too tall, not too fat, or too slender. He is wearing a three-cornered hat, trimmed with gold. He wears a khakicolored uniform with a black leather strap worn diagonally, and tall boots.
His uniform appears like that of a military officer, because he 1! a member
of the military, the Civil Guard. The policeman should be standing in the street.

B. Teacher's Lesson Plan:

New Vocabulary

elegante (elegant, sing.) jSiga! (go ahead!)

i alto! (stop!)

Sentences To Be Learned

Miren ustedes. Es un senor
.r.Qui~n es? Es el policla.

Look. It's a man.
Who is it? It is the policeman.

El policla lleva un uniforme. Es un uniforme muy elegante. El policla lleva un sombrero. Miren ustedes el sombrero del policla. Es un sombrero muy elegante. El uniforme es muy elegante. El sombrero es muy elegante.

The policeman wears a uniform. It is a very elegant uniform. The policeman wears a hat. Look at the policeman's hat. It is a very elegant hat. The uniform is very elegant. The hat is very elegant.

&C~mo es el policlat Es muy guapo. Es joven. No es ni gordo ni delgado. No es muy alto. Tiene los pelo negro. Tiene un bigote negro. Tiene los ojos negros.

What is the policeman liket He is very handsome. He is young. He is neither fat nor slender. He is not very tall. He has black hair. He has a black mustache. He has black eyes.

tD~nde estl el policla? Estl en la calle.
4Qu~ dice el policla? El polic{a dice: jAlto! jAlto! jSiga! jSiga!

Where is the policeman? He is in the street.
What does the policeman say? The policeman says: Stop! Stop! Go ahead! Go ahead!

23

SUDDDary
Repetition of the Sentences To Be Learned.
c. Follow-up:
Play the first part of audio tape 17359 using the visual suggested in the Readiness Preparation Section. Use pantomime to illustrate the traffic signals of "ialto!" and "isiga!". Prepare a cardboard hat similar to the policeman's (as seen on the television lesson) and have different boys wear it and pretend to direct traffic. Also make a black mustache and have "el polic!a" wear it. "El policla" should point to the particular item, etc., and the class should say what it is and describe it. This procedure can be made into a game with one "policla" from each team. The team would get points according to the "policla's" ability to act out his role and his team's ability to describe the appearance and actions correctly.

Lecci~n 14: ETV - Fiesta Ill

TITLE: EL RESTAURANTE (The Restaurant) Audio Tape 17359: Second Part

A. Readiness Preparation:
Inform the children that in this lesson Rat~n P~rez is trying to find a good restaurant. The policeman directs him to one and he orders a special meal. In order to attract the attention of the waiter, one must clap one's hands. Prepare the following visuals: (Some will already be available from the Fiesta II series, Unit IV) 1) a restaurant on a street corner with a street sign, 2) a waiter, standing by a table, with a menu in hand, 3) a glass, filled with water, 4) a plate filled with rice and chicken, 5) a salad, 6) a cup of coffee with milk, 7) strawberry ice cream, 8) a bill tinvoice).

B. Teacher's Lesson Plan:

New Vocabulary

el restaurante (the restaurant) la lista de platos (the menu, literally list of plates) tomar (to drink, take a meal, to take) la cuenta (the bill) una taza (a cup)

cerca de aquf (near here) agua frla (cold water) 4algo mls? (something else?) trligame (bring me, to me - sing. command) un vaso (a glass) cafl {_coffee)

Sentences To Be Learned

Dialogue 1:
___senor policla, ~hay un buen restaurante cerca de aqu!? s!, hay uno en la esquina.
---Magn!fico. ~Qui calle es ~sa? -'lsa es la Calle DEL SOL. ---El restaurante estl en la Calle
DEL SOL. 1C~mo se llama el restaurante?

Mr. Policeman, is there a good restaurant near here?
Yes, there is one on the corner. Wonderful. What street is that one? That's STltEG ~ THE SUN. The restaurant is on STREET OF THE SUN.
What's the name of the restaurant?

24
d

Se llama Restaurante "Las Palmas". ---Muchas gracias, Sr. polic!a.
De nada. A SUS l1RDENES.*

It's called "The Palms" Restaurant. Thank you, Mr. Policeman. You're welcome. AT YOUR SERVICE.

* Incidental vocabulary is written in caps.

Dialogue 2:

___Buenas tardes, senor.

Buenas tardes.

---Aquf tiene la lista de platos.

---Gracias. Trligame un vaso de agua

_..._fr!a, por favor. Tengo mucha sed.

Con mucho gusto, senor. ---4Qu~ quiere usted comer?

_..._Quiero el arroz con pollo y

una ensalada.

4Qu~ quiere tomar7

--- ---Una Muy

taza de caf~ bien. lAlgo

mco,ans? leche.

s!. Un helado de fresa, por favor.

Good afternoon, sir. Good afternoon. Here you have the menu. Thank you. Bring me a glass of cold water, please. 1 1m very thirsty. Gladly, sir. What do you want to eat? I want the chicken with rice and a salad. What do you want to drinkT A cup of coffee with milk. Very well, Something else1 Yes. A strawberry ice cream, please.

La cuenta, por favor.
- - , ---s!, senor. Aqu! est~.
__ i Ay de. m~!

The bill, please. Yes, sir. Here it is. Woe is me!

Repeat of Dialogues 1 and 2.

Summary

C. Follow-up:
Play the second part of audio tape 17359 using the visuals suggested in the Readiness Preparation Section. If possible, dramatize Dialogue 2.

Lecci~n 15: ETV - Fiesta III

TITLE: LA CENA (The Dinner) Audio Tape 17360: First Part

A. Readiness Preparation:
Inform the children that in this lesson, Cucarachita Martina and Rat~n P~rez are reunited. Rat~n P~rez is to stay for dinner and he helps Cucarachita Martina set the table. Prepare the following visuals: 1) a balcony, 2) a bouquet of flowers, 3} a table on which will be placed two plates, two glasses, two knives, two forks, two spoons, salt, pepper, bread, sugar, and butter.

B. Teacher's Lesson Plan:

New Vocabulary

el plato (the plate) el cuchillo (the knife) la sal (the salt) el az~car (the sugar) traiga (you bring - sing. command) la comida (the food)

el tenedor-es (the fork, forks) la cuchara (the spoon) la ptmienta (the pepper) la mantequilla (the butter) el balcSn (the balcony)

25

Sentences To Be Learned

z.Qu' es esto'l Es el balc~n.

What is this? It 1s the balcony.

Miren ustedes. z.Qui~n estl en el balc~n'l
La Cucarachita estl en el balc~n.

Look.
Who is in the balcony'l The Cucarachita is in the balcony.

Escuchen ustedes.

Listen.

Hay m.1sica.

There is music.

El Ratoncito P~rez canta una canci~n: The P8rez Mouse sings a song:

'~e gusta la leche Me gusta el caf~

"I 1ike milk I like coffee

Pero mls me gustan los ojos de usted". But I like your eyes best of all."

(the most)

z.Qu8 dice la Cucarachita'l La Cucarachita dice:
iQu' bien canta usted1 Ratoncito Pirez!

What does the Cucarachita sayt The Cucarachita says: "How well you sing, P~rez Mouse!"

Ya la Cucarachita no estl enjoda.
El Ratoncito P~rez dice: Estas flores son para usted1 Cucarachita.

The Cucarachita is no longer angry.
,
The Mouse Perez says: These flowers are for you, Cucarachita.

Muchas gracias, Ratoncito.

Thank you, Ratoncito.

Dialogue

___Ratoncito 1 z.tiene usted hambre'l

Ratoncito, are you hungry?

s!, Cucarachita. Tengo mucha hambre.Yes 1 Cucarachita. I 1m very hungry.

___Venga. Vamos a comer aqu! en mi

Come. Let's eat here at my house.

casa.

___Gracias, Cucarachita.

Thank you, Cucarachita.

___Vamos a poner la mesa.

Let's set the table.

Traiga usted los platos y los vasos. Bring the plates and the glasses.

___Aqu! estln los platos y los vasos. Here are the plates and the glasses.

Muy bien.

Very good.

---Traiga usted los cuchillos1 los tenedores y las cucharas.

Bring the knives, the forks, and the spoons.

Aquf estln los cuchillos.

Here are the knives.

---Aqu! estln los tenedores.

Here are the forks.

Aqu! estln las cucharas.

Here are the spoons.

Muy bien.

Very good.

---Traiga usted el az.1car.

Bring the sugar.

___Aqu! estl el az.1car.

Here is the sugar.

Traiga usted la mantequilla.

Bring the butter.

Aqu! estl la mantequilla.

Here is the butter.

Traiga usted la sal y la pimienta. Bring the salt and the pepper.

Aquf estln la sal y la pimienta.

Here are the salt and pepper.

26

,
~Falta algo mas?
s!, Cucarachita.
iAY, Ratoncito!

Falta la comida.

Is something else missing? Yes 1 Cucarachita. The food is missing. Oh, little Mouse!

Summary

Repeat of the song and the dialogue.

~:
Me gus - ta la le - che, me gus - ta el ca - fe, pe - ro

,
mas me gus - tan los

o - jos de us - ted.

C. Follow-up:
Play the first part of audio tape 17360 using the visuals suggested in the Readiness Preparation Section. Dramatize the dialogue, if possible, and practice the little song.

Lecci~n 16: ETV - Fiesta III
TITLE: lQUt riEMPO RACE? (What Kind Of Weather Are We Having?)
Audio Tape 17360: Second Part

A. Readiness Preparation:
Inform the students that in this lesson Rat~n Plrez leaves Cucarachita Martina's home, goes to the bus stop and gets caught in the rain. Therefore, the weather will be discussed. Prepare the following visuals: 1) a round sign with "BUS STOP" written on it, 2) a bus, picture or dimensional, 3) a cloud with rain coming down from it, pictures of cold and hot weather used in Fiesta II, Lesson 14, 4) an umbrella, and 5) the sun.

B. Teacher's Lesson Plan:

New Vocabulary

la parada de autobuses (the bus stop) el autob~s (the bus)

tqu~ tiempo hace? (what kind of weather hace buen tiempo (we 1 re having good

are we having; what kind of weather is weather)

it?)

estl lloviendo (it1s raining)

el paraguas (the umbrella)

estl todo mojado (he is all wet; it,

el sol (the sun)

you are all wet)(masc.)

27

Sentences To Be Learned

___Adi~s, Cucarachita, y muchas gracias.
___De nada, Ratoncito, adi~s. ___Ratoncito, 4ad&nde va usted? ___Voy a casa. 4D&nde esti la parada
de autobuses? Estl en la esquina. jAp~resel -All~ va el autob~s. Gracias y adiSs. -iAY de m!! Ya se fu' el autob~s. Aver. 4Qu~ tiempo hace? Bueno, hace buen tiempo. Pero~. 4qu~ es esto? iAY, no! iEstl lloviendo! jNO tengo paraguas! jMe voy a MOJAR! iAY, Dios m!o! jYa estoy majado! jEstoy todo mojado! jSan Isidro labrador, quita el agua y pon el soH
jSan Isidro labrador, quita el agua y pon el soH

Goodbye, Cucarachita, and thanks a lot. You're welcome, Ratoncito, goodbye. Ratoncito, where are you going? I'm going home. Where is ~he bus
stop? It's on the corner. Hurry up! There goes the bus. Thank you and good~ye. Oh, me! The bus has already gone. Let's see. What kind of weather is it? Well, it1 s good weather. But, what is this? Oh, no! It1 s raining! I don1 t have an umbrella! I'm going to get WETl oh, my goodness! I 1m already wet! I'm all wet! Saint Isidro the farmer take away the water and bring on the sun! (Spanish counterpart of: "Rain, rain, go away, come again another day!") Saint Isidro the farmer take away the water and bring on the sun!

NOTE: "Hacer" (to do or make) not "ser" (to be) is used with certain Spanish nouns to describe temperature o~he weather. It is translated in English "to be" or "to have" good or bad weather, etc. See sentences above.

Summary
LQu~ tiempo hace? lHace buen 'tiempo'l
No, no hace buen tiempo. Est! lloviendo y no tengo paraguas. Estoy todo molado. (masc.) Estoy toda mojada. (fem.) jSan Isidro labrador, quita el agua y pon el sol!

C. Follow-up:

Play the second part of audio tape 17360 using the visuals suggested in the Readiness Preparation Section. Have the children learn the rhyme by heart. For drill of it, look at the sky while holding the visual of the rain, then take it away and show the visual of the sun. Many interesting stories are told about the good, humble farmer who became the patron saint of the farmer, San Isidro. This information is available from the public libraries.

Lecci~n 17: ETV - Fiesta III
TITLE: EL RESFRlADO (the Cold) Audio Tape 17361: First Part 28

A Readiness Preparation:
Tell the students that as a result of the rain, Rat&n P~rez has caught a cold. As in previous lessons, pantomime is essential in getting across the meaning of the Spanish sentences. Instead of preparing visuals to illustrate headache, sore throat, etc., simply go through the motions using a handkerchief to blow your nose and thus illustrate having a cold, and then use the thermometer from Lesson 7 to find out if Rat&n P~rez has a fever. If a puppet is available, use it. If not, play the part yourself.

B. Teacher's Lesson Plan:

New Vocabulary

un resfriado (a cold) me duele la garganta (my throat hurts) la garganta (the throat) la fiebre (the fever)

me duele la cabeza (my head hurts) me duelen las orejas (my ears hurt) tengo mucho calor (I'm very hot)

Sentences To Be Learned

Ratoncito, lqu~ tiene usted? ___Tengo un resfriado.
Me duele la cabeza.
Me duele la garganta.
Me duelen las orejas.
Tengo mucho calor.
jHuy! jQU~ calor! jAbra la ventana, por favor! jPobre Ratoncito! --- jEl Ratoncito esta# enfermo! jTiene un resfriado! Vamos a ver si tiene fiebre. Aqu! est~ el term~metro. Abra la boca, por favor. jAnj!! Ratoncito, usted tiene fiebre. jAcu~stese, Ratoncito! jAcu~stese It-MEDIATAMENTE!

Ratoncito, what's wrong with you? I have a cold. I have a headache; my head hurts; my head aches. I have a sore throat; my throat hurts; my throat aches. I have an earache; my ears hurt; my ears ache. I am very hot. {literally "I have much heat".) Oh, what heat! Open the window, please!
Poor little Mouse! The little Mouse is sick! He has a cold! Let's see if he has a fever. Here is the thermometer. Open your mouth, please. Aha! Ratoncito, you have a fever.
Lie down, little Mouse! Lie down IMMEDIATELY!

NOTE: The verb "TENER" (to have) with certain 1Jr.S2WU is used to describe certain physical and mental conditions that require the use of "TO BE" with adjectives in English. Also note "a", meaning "any" is omitted in Spanish as long as it is unemphatic, as in the sentences above.

The verb "DOLER" (to ache) reverses the usual subject-object order of English sentences and agrees in number with the object it modifies, ~ the subject. For example, see the Sentences To Be Learned: Me duele la cabeza. Me duelen las orejas.

29

SUDIDary

l

Repeat the Sentences To Be Lea~ed.

c. Follow-up:

Play the first part of audio tape 17361 using pantomime and visuals. Dramatize the action as much as possible.

Lecci~n 18: ETV - Fiesta III

TITLE: EL REMEDIO (The Remedy) Audio Tape 17361: Second Part

A. Readiness Preparation:

Inform the children that in this lesson the doctor and Cucarachita will try to cure Rat~n P~rez, each with his own remedy or cure. Pantomime will again be necessary, as well as a visual of hot lemonade, aspirins, and a toy telephone, if available.

B. Teacher 1 s Lesson Plan:

New Vocabulary

el remedio (the remedy) caliente (hot - object not person) ya no puede (he, she, it can no longer do something)

la limonada (the lemonade) la aspirina (the aspirin) caminar (to walk) el mejor (the best one - referring to something masculine)

Sentences To Be Learned

___Doctor, Ratoncito Plrez estl
enfermo. Tiene fiebre. Tiene un resfriado. s!, s!. Dos aspirinas y una ltmonada caliente. Muy bien. Gracias, doctor.
z.Qu' es eso'l
---Es una limonada caliente.
- . ---No me gusta la limonada.
---Aqu! estln las aspirinas.
, ---No me gustan las aspirinas.
___iPero, Raton Perez! El m~dico dice que usted tiene que
tamar limonada y aspirinas. Rat~n P~rea. Yo tengo otro remedio.
z.Qu' es'l
- Voy a cantar "La Cucaracha". ---La Cucaracha, la Cucaracha,
Ya no puede caminar, Porque no tiene,
Porque le falta, Limonada que tomar.

Doctor, Ratoncito P~rez is sick.
He has a fever. He has a cold. Yes, yes. Two aspirins and a hot lemonade. Very well. Thank you, doctor. What is that'l It is a hot lemonade. I don't like lemonade. Here are the aspirins. I don't like aspirins. But, Rat~n Plrez! The doctor says you have to drink lemonade and aspirins. Mouse Plrez, I have another cure. What is it'l I'm going to sing "The Cockroach". The Cockroach, The Cockroach, Can no longer walk, Because she needs,
Because it1 s lacking: Lemonade to drink!

30

La limonada es muy buena,

Ratoncito.

,

__ iAY de m!! (,Donde estl la

limonada?

Mi remedio es el mejor.

Lemonade is very good. oh, me! Where is the lemonade? My cure is the best.

Summary

Mi remedio es el mejor. Voy a cantar "La Cucaracha".

Repeat the song "La Cucaracha".

La cucaracha

La cu-ca-ra-cha,

la cu-ca-ra-cha,

ya no pue-de ca-mi-
tr#ll w :t II

nar, por-que no tie-ne, por-que le fal-ta, li-mo-na-da que tomar.

C. Follow-up:
Play the second part of audio tape 17361 using pantomime and visuals. Repeat the song as many times as possible.

31

Unit Ill
Lecciones 19-23
32

SUMMARY OF UNl T The third unit consists of a series of five lessons in which different places are visited. The first of these lessons presents a dialogue in which the seasons of the year, climate and months are discussed. The point of reference is the climate in the United States during the seasons. The next lesson presents a plan for a visit to the countryside by car. The weather is discussed as the children think of swimming in Don Miguel's hacienda. Sports is the next topic of interest. Baseball is the national sport of some Spanishspeaking countries, among them, Venezuela. Two boys plan to watch a ball game between the Yankees and the Angels, and each has picked his favorite team as the winner. The following lesson features a visit to the theatre where a music and dance program is being presented, and in the last lesson children sing and dance at home and then settle down to hear the tales told by one of the children's grandmother. One of these stories, the story of "The Three Bears", is told in the following unit.
33

Lecci~n 19: ETV - Fiesta Ill

TITLE: LAS ESTACIONES DEL ANO (The Seasons Of The Year) Audio Tape 17362: First Part

A. Readiness Preparation:
Inform the students that in this lesson Rat~n P~rez is feeling better probably because of the nice weather. He talks about the different seasons of the year. In southern South America there are four seasons as there are in the United States, but these seasons are reversed. In northern South America, Central America, and the Antille~ there are really only two seasons, the dry and the wescharacteristic ot tropical regions. However, the altitude of the land also greatly determines the weather, sc, that even within one country there may be a difference even of snow and heat. Caracas, Venezuela has spring-like weather all year round, average 68.9 degrees Fahrenheit; whereas Bogotl, Colombia has an average tempera ture of 58 degrees Fahrenheit all year round, because of the altitude.

Prepare the following visuals:

1) the season of winter, with snow, thermometer showing low temperatur, 2) the season of fall, with falling leaves, breeze 3) the season of spring, with flowers, showers 4) the season of' summer, with greenery, sun, thermometer showing high
temperature.

Have handy a calendar along with the Fiesta II visuals for the months the year, if those are available.

B. Teacher's Lesson Plan:

New Vocabulary

hace fresco (it's cool) el verano (the summer) la primavera (the spring) la estaciJn del ano {the season of the year)

cada {each) el invierno (the winter) el otono (the fall) me alegro (I'm glad)

Sentences To Be Learned

Ratoncito 1 4c~mo est~ usted hoy7 ___Estoy mucho mejor, gracias.
Me alegro.
==:s!, hoy hace buen tiempo.
No estl lloviendo. No hace fr!o y no hace calor.
._..._s!, es verdad. Hace fresco.
___Sra., en los Estados Unidos hace
fr!o ahora, 4verdad1 En los Estados Unidos hace fr!o en diciembre, enero y febrero.

Little Mouse, how are you today? I 1m much better, thank you. I'm glad. Today there is good weather. It's not raining. It's not cold and itts not hot . Yes, that 1 s tru,e. It's cool. Ma'am, in the United States it's cold now, isn't it? In the United States it's cold in December, January and February.

___Diciembre, enero y febrero son los tres meses del invierno.
___lculndo hace calor en los Estados Unidos?
___En los Estados Unidos hace calor en junio, julio y agosto. Junia, julio y agosto son los tres meses del verano.
~culndo hace fresco? Race fresco en el otoao.
---~culles son los meses del otono?
___Septiembre, octubre y noviembre son los tres meses del otono.
___Entonces marzo, abril y mayo son los tres meses de la primavera.
___s!, Ratoncito, usted es muy
inteligente. Hay cuatro estaciones en un ano: la primavera, el verano, el otofio y el invierno.*
___sl, seaora, y en cada estaci~n
hay tres meses. ___Ah, Ratoncito, iqu~ inteligente
es usted! ___Gracias, senora.

December, January and February are the three months of the winter. When is it hot in the United States? In the United States it's cold in June, July and August. June, July and August are the three months of the summer. When is it cool? It's cool in the autumn. What (which ones) are the months of autumn? September, October and November are the three months of the autumn. Then March, April and May are the three months of the spring. Yes, Little Mouse, you are very smart. There are four seasons in a year: spring, summer, autumn and winter.
Yes, ma'am, and in each season there are three months. Ah, Little Mouse, how intelligent you are! Thank you, ma'am.

* NOTE: The difinite article (el, la} is used regularly with the names of the seasons as it is with the days of the week, but is generally omitted after forms of the verb "ser" (to be).

Summary

Re,eat of the Sentences To Be Learned.

C. Follow-up:

Play the first part of audio tape 17362 using the visuals suggested in th~ Readiness Preparation Section.

Lecci~n 20: ETV - Fiesta III
TITLE: EN EL CAMPO (In The Countryside) Audio Tape 17362: Second Part
A. Readiness Preparation:
Inform the students that this lesson deals with a visit to the countryside during the summer months. Prepare the following visuals:
1) a country scene in the summer 2) an automobile 3) sandwiches 4) the season of summer, visual number 4 from the previous lesson.

35

5) children swimming with bathing suits easily identified 6) an "hacienda" with Spanish gentleman near it.

B. Teacher's Lesson Plan:

New Vocabulary

el

campo (the ~

country.side)

el-los sandwich-es (the sandwich,

the sandwiches)

nadar (to swim)

la hacienda (the hacienda)

el autom~vil (the automobile) hace sol (it1 s sunny) el auto (the auto, car) el traje de bano {the bathing suit) Don Miguel (Don Michael)*

* NOTE:

"Don" and "Dona11 are titles of respect given by children to adults whom they know rather well. Servants use it with their masters, and younger people with their elders. The title also indicates that the person has a respected place in the community, with a good social position (not necessarily with money). "Don" is used in addressing a man, and 11dona" in addressing a woman, both adults.

Sentences To Be Learned

Dialogue:

___Ah, jqu~ linda d!a! Race buen tiempo.

4Por qu~ no vamos al campo?

___s!, s!, vamos al campo.

Me ~usta mucho el campo.

___,cu~ndo van ustedes al campo?

---Vamos al campo e,n el verano. , ,vamos en autobus o en automovil? -Vamos en autom~vil.

- - - - - - & M a g n ! f i c o ! 4Vamos a comer

alla,?

___s!, pero traiga unos sindwiches.

___Bueno. jHuy! Race mucho sol.

Race mucho calor. 4Vamos a nadar?

___s!, vamos a nadar.

Traiga su traje de bano.

___ jMagn!fico! Me gusta nadar.

___Vamos a la hacienda de don Miguel,

4verdad'l

___s!, vamos a la hacienda de don

Miguel.

Oh, what a pretty day! It 1 s good weather. We 1 re having good
weather. Why don't we go to the countryside'l Yes, yes, let's go to the countryside. I like the countryside a lot. When do you go to the countryside? (pl.) We go in the summertime. Are we going by bus or by automobile? We 1 re going by automobile. Wonderful! Are we going to eat over there'l Yes, but bring some sandwiches. (you, sing.) OK. Oh! (disgust or fear) It's very sunny. It 1 s very hot. Are we going swimming'l Yes, we 1 re going swimming. Bring your bathing suit. Wonderful! I like to swim. We 1 re going to Don Miguel's Q1ichael) hacienda, aren't we? Yes, we are going to Don Miguel's hacienda.

SUDJDary

bSabe usted nadar? s!, yo s~ nadar.

4Culndo va usted a nadar? Voy a nadar en el v~rano.

4Le ~sta el campo?

sr, me gusta mucho el campo.

~Va usted al campo en autom~vil?

s!1 voy al campo en autom~vil.

36

j

--

Repeat of the dialogue.
C. Follow-up:
Play the second part of audio tape 17362 using the visuals suggested in the Readiness Preparation Section. Divide the class into two groups for further practice of the dialogue. The sentences in the Summary can also be used for a dialogue.

Leccibn 21: ETV - Fiesta Ill

TITLE: LOS DEPORTES (The Sports) Audio Tape 17363: First Part

A. Readiness Preparation:

Inform the students that in this lesson two boys are talking about going to a ball game (baseball). They discuss whots going to play and at what time the game is going to start. One boy thinks that the "Angels" will win, but the other one disagrees. Some baseball terms shall be introduced. Prepare the following visuals:

1) two boys talking, with boy A motioning toward a baseball stadium, showing some of the players in position {a dotted line from the eyes of boy A to the stadium shold be drawn)
2) boy B with cartoon balloon overhead, showing positioned players with big question marks on their uniforms instead of team names
3) boy A with cartoon balloon overhead, with the same positioned players displaying the team names ANGELS and YANKEES, and boy B showing approval
4) boy B with cartoon balloon overhead, showing baseball stadium and big clock with a question mark in the middle instead of the clock hands, and boy A with the same clock with the hands pointing to 3 o'clock
S) boy B with cartoon balloon overhead, showing scorecard marked "ANGELS" with high score, and boy A with cartoon balloon overhead showing same scorecard with no score.

Have baseball bat and ball handy to demonstrate the baseball terms "strike", "ball", and "out".

B. Teacher's Lesson Plan:

New Vocabulary

Los ~ngeles (The Angels) contra (against) ganar (to win) veremos (we shall see) el deporte (the sport)

Los Yanquis (The Yankees) empieza (it starts) jqu~ va! (you're kidding! not really! of course not!) jfuera! (out- in baseball game- get out!)

37

Sentences To Be Learned

Dialogue:

A___Vamos a ver el juego de pelota. B___s!, vamos. Me gustan mucho
los juegos de pelota. ~Qui~nes van a jugar? A___"Los .l{ngeles" van a jugar contra "Los Yanquis". B Va a ser un juego bien bueno. ---~A qu~ hora empieza el juego? A___Empieza a las tres en punto. B___Van a ganar Los Angeles. A___ jQu~ va! Los 1ngeles nunca ganan.
B___ jJa! Veremos.

Let's go see the ball game. Yes, let's go. I like ball games a lot. Who is going to play? (which teams) "The Angels" are going to play againsi.-. "The Yankees". It's going to be a really good gam~. What time does the game start? It starts at three o 1 clock on the dot. The Angels are going to win. You're kidding! Not really! (idiomatic expression) Ho! We shall see.

, ~Le gustan los deportes? s~, me gustan mucho. Am! tambi~n me gustan los deportes. Me gustan mucho. ~cull es su deporte favorito?
Mi deporte favorito es el b~isbol. ~Sabe jugar b~isbol?*
s!, yo s~ jugar b~isbol.
Vamos a ver. z,Qu~ es esto?
Es un estrike. ~Qu~ es esto?
Es una bola.
jDos estrikes!
jAy, ay, ay!
jDos bolas!
jAhhhh!
jTres estrikes! jFuera!
jAy de m!!
jJa! jUsted no sabe jugar bien!

Do you like sports? Yes, I like them a lot.
I also like sports. (emphatic) I like them a lot.
What is your favorite sport? My favorite sport is baseball.
Do you know how to play baseball? Yes, I know how to play baseball.
Let's see.
What is this? Itt s a strike.
What is this? It's a ball.
Two strikes!
Oh-oh!
Ball two!
Ahhhh!
Three strikes! Out!
Oh1 me! Ho! You don't know how to play well!

38
I

* NOTE: In Venezuela and other Spanish-speaking countries, the verb JUGAR
(to play) is ! followed by the preposition A, whereas in Spain and
other Spanish-speaking countries, it must be. The omission of the preposition A is especially noted in reference to ball games, perhaps becau5 , the terms of the games are directly translated from the English language. Note that "sports" when used in general terms takes the article in Spanish "los deportes". Nouns referred to in a general or abstract sense require the article, but it is not translated in English.
C. Follow-up:
Play the first part of audio tape 17363 in connection with the visuals suggested in the Readiness Preparation Section. Have the children bring items associated with sports, such as a baseball bat, a catcherts glove, different kinds of balls, a tennis racket, etc. Place these on a table, and point to them to illustrate "sports". ("z.Le gus tan los deportes?") In answer to "z.Cual es su deporte favorite?" have the pupil pick up the baseball and the baseball bat. A demonstration of his playing ability should then follow, within the limitations of the local. The boys in the class will enjoy doing these sentences individually. The dialogue practice can be performed in unison as the class is divided into side "A" and side "B'

Lecci~n 22: ETV - Fiesta III

TITLE: LAS DIVERSIONES (The Amusements) Audio Tape 17363: Second Part

A. Readiness Preparation:

Inform the children that this lesson deals with a visit to the theater to see some dances and hear "Spanish" music.(Several countries in the Spanish-
speaking world will be represented). To follow in the spirit of the play, Ratoncito P~rez asks Cucarachita Martina to dance, as he sings a song to her. The simple song sung by Ratoncito P~rez constitutes the main part of the lesson. Pantomime will be necessary to illustrate the meaning of the song. Prepare the following visuals:

1) boys and girls singing (available from FiestaIr) 2) theater 3) theater stage with theater players singing and dancing

B. Teacher's Lesson Plan:

New Vocabulary

z.le gusta cantar? (do you like to sing?) bailar (to dance)

z.les gusta cantar? (do all of you like

bailar~ (I will dance)

to sing?)

invitar (to invite)

nos gusta cantar (we like to sing -

el teatro (the theater)

all of us)

un programa de (a program of)

los artistas (the artists - all fields

of art)

39

Sentences To Be Learned

___tLe gusta a usted la m~sicat

- , s!, me gusta mucho la mJsica.

-__!_s~.Le, s

gusta nos gu

a st

ustedes a mucho

l

alamm,uusiscicaa.

?

___tLe gusta a usted el baile?
_s!, me gusta mucho el baile.

---~Les gusta a ustedes el baile?
___s!, nos gusta mucho el baile.

___tLe gusta cantar?
___s!, me gusta cantar.

___lLes gusta cantart
___s!, nos gusta cantar.

___iAnjl! Les gusta cantar y tambiln

les gusta bailar, ~verdad?
___s!, am! me gusta bailar.

Ratoncito, lle gusta bailart
___s!, sefiora. Me gusta mucho bailar.

A la Cucarachita tambiln le gusta

bailar.

Do you like music?
Yes, I like music a lot, a great deal. Do all of you like music? Yes, we like music a lot. Do you like the dance? Yes, I like the dance a great deal. Do all of you like the dance? Yes, we like the dance a great deal. Do you (does he1 she) like to sing? Yes1 I like to sing. Do all of you like to sing? Yes, we like to sing. Ah! All of you like to sing and you like to dance too1 don1t you? Yes, I like to dance. Little Mouse, do you like to dance? Yes, ma'am. I like to dance a lot. The Cucarachita also likes to dance.

Cucarachita Martina, Cucarachita

Cucarachita Martina, Cucarachita

Martina,

Martina,

~quieres bailar?, di, lquieres

do you want to dance, say, do you

bailart El Ratoncito P~rez, te viene a

want to dance? Ratoncito Pirez is coming to invite

invitar, to viene a invitar.
___Ratoncito P~rez 1 Ratoncito amigo,

you1 Rato

is nci

t

co o

ming
P~rez

t
1

o

inv dear

it f

e ri

you end

.

P~rez

1

Bailar~ contigo1 tra, la1 tra1 la1 I shall dance with you, tra, la, tra, la,

tra, la. Tra, la, tra, la, tra, la. tra, la. Tra, la, tra1 la, tra, la.

Cucarachita Martina

Cu-ca-ra-chi-ta Mar-ti-na,

Cu-ca-ra-chi-ta Mar-ti-na,

--P't'-~ a!t;i-=:;9~-A-.h F- It=V:t+--t-#~--...;...JIIhti~IJ--r.p~Aof---+-=

=-t~~~~~;I~f:~~~=-}L)~=lt-J- ~ .----I tQui-res bai-lar, di, quie-res bailar?

Pe El Raton-ci-to

rez te

vie - neain - vi tar,

Te vie - neain - vi - tar.

~~~~r=-a~~-:~=tttv- ~ Jl JIJ

Pe - aa - ton-ci - to

rez.

ra - ton-ci - toa - mi - go, 40

re Bai - la -

con

j

ti

go, jTra - la - la-la - la - la~

jTra - la - la-la - la - la!

Cucarachita Martina1 Cucarachita Martina1

This With

is your chance, Ratoncito P~rez

yes1

this

is

your chance

To whirl and turn and dance,

To whirl and turn and dance.
Ratoncito P~rez, Ratoncito P~rez 1

Let's go gaily dancing,

Tra la la la la la, tra la la la la la.

Ni~os 1 vengan ustedes. Vamos a ver un programa de mJsica y bail e.

Children1 come on. Let's go see a music and dance
program.

Vamos al teatro.

Let's go to the theater.

Aquf estln los artistas. jQu~ bien cantan! jQu~ hien bailan!

Here are the artists (theater players).
How well they sing! How well they dance!

NOTE: "GUSTA" (is pleasing, like) is used throughout this lesson because it agrees in number with the ~ thing liked, either dancing or singing, regardless of how many people do the liking. the indirect object pro nouns indicate who is pleased by it, and varies accordingly. "Le" is used for you, him, her, and "les" for you (pl.) and them.

Summary

The song, "Cucarachita Martina" is repeated.

C. Follow-up:

Play the second part of audio tape 17363 using the visuals and pantomime suggested in the Readiness Preparation Section. Practice the song with the children, using puppets, if available, and pantomime to illustrate the meaning of the song.

Lecci~n 23. ETV - Fiesta III TITLE: UNA VISITA (A Visit)
Audio Tape 17364
A. Readiness Preparation:
Tell the students that in this lesson some Spanish-speaking children visit a friend. They sing and dance and then the Grandmother tells them stories.
41

One of these stories 1 the story of The Three Bears1 is told in a series of ten episodes in the next unit. The visuals of the children singing and dancing will be needed again in this lesson. Prepare the following visuals:

1) a little girl seated at the window of a house 2) several boys and girls entering the house in number 1, with same little
girl standing by the door 3) a grandmother seated, holding a storybook

B. Teacher's Lesson Plan:

New Vocabulary

visitar (to visit) entran (they, you (pl). enter) 4quieren bailar1 (do ~ou all want to dance1) contar un cuento (to tell a story)

adelante (come in) Lquieren cantar1 (do you - all want to sing1) otra vez (once more) nos va a contar un cuento (is going to tell us a story)

NOTE: "Contar" means "to count". "Cantar" means to "sing". "Contar un cuento" means to tell a story". Don1 t confuse these!

Sentences To Be Learned

Vamos a visitar a una amiga.
4Qui~n es su amiga1 Es mi amiga Teresa.
,
4Donde vive Teresa1 Vive cerca.

Let's go visit a friend (girl).
Who is your friend1 (girl) It 1 s my friend Teresa.
Where does Teresa live? She lives near.

ista es la casa de Teresa.

This is Teresa's house.

___Adelante1 adelante. Los niaos entran en la casa.

Come in1 come in. The children go in the house.

Si&ntense ustedes.

Sit down, all of you.

Los niaos se sientan.

The children sit down.

Voy a sentarme en esa silla. :::LQui&ren bailart

I'm going to sit in that chair. Do you all want to dance.

S!1 s!. Los niaos bailan.

Yes, yes. The children dance.

4Cull es su baile favorito?

What is your favorite dance?

---Mi baile favorito es el chacha-chl. My favorite dance is the chacha.

---A m! me gusta mucho bailar el

I 1ike to dance the chacha a

---chachachl.

lot.

- , 4Cull es su canciSn favorita?
__JMi cancion favorita es

What is your favorite song? My favorite song is --------

___jQuieren cantar1

Do all of you want to sing?

42
J

sl, sl. Los ninos cantan.
jQul bien cantan! jQul bien bailan!

Yes, yes. The children sing. How well they sing! How well they dance!

___Ahora, vamos a cantar "Cucarachita Martina".
sl, sl. Los nifios cantan otra vez.
jQue bien cantan!
___Ninos, ~sta es mi abuelita. Mi abuelita nos va a contar un cuento.
__;.En espanol?
___s!, en espafiol y en inglis.
Escuchen ustedes.

Now, let's sing "Cucarachita Martina".
Yes, yes. The children sing again. How well they sing!
Children, this is my dear grandmother My grandmother is going to tell us a story. In Spanish? Yes, in Spanish and in English. Listen.

Summary

Repeat of the dialogue.

C. Follow-up:

Play the a_udio tape 17364 using the visuals and pantomime suggested in the Readiness Preparation Section.

43

Unit IV
Lecciones 24-33
44

SUMMARY OF UNIT *
The fourth unit consists of a series of ten lessons in which the story 0
the Three Bears is dramatized in short episodes. In the beginning lessons the child is told the story in the same way that he has always known it, but then an exciting new surprise is added to the story. The Three Bears go to live in a Spanish-speaking country, and the atmosphere of the story changes entirely. The bears live in a tropical rain forest in a Spanish house. They speak a different language. They wear different clothes. They even look different, and as we see their visitor, it is not a golden-haired young lady, but one with raven tresses, "Cabellos Negros". The ending also has a happy twist. At the conclusion of the series there is a dramatization of the entire story which concludes the entire year's work.
The patter~ of presentation includes a brief introduction, a dramatization of the episode dealt with in each lesson, and a drill of the main vocabulary used in the dramatization. Every object and every action in each episode is represented visually. The visuals are used to illustrate the spoken vocabulary, so that no English translations are necessary during the dramatization. In the following part of the lesson, when the main vocabulary is repeated in the customary drill procedure, translations are used whenever necessary. However, translations are avoided as much as possible.
In telling the story, a combination of the narration and dialogue techniques is used. The narrator describes the scene and the action taking place in each scene, but the characters speak directly to the audience. The voices used for the characters are those of native speakers from Spain, Cuba, and Puerto Rico. The voice of an American who has studied Spanish extensively and has lived in Mexico was also used. Since the native speakers are from various countries, there will be a slight variation of accents. This slight variation will not prevent understanding on the part of the students, and it will promote better understanding of a larger portion of Spanish-speaking peoples. Both the narration and the dialogues contain a great deal of repetition. At the beginning of each new lesson there is a brief flashback of the previous lesson which serves as a point of orientation as well as a tool for further repetition. It is hoped that this series of short dramatizations will teach the children to listen. Aural comprehension is one of the main objectives in this unit.
In order to increase teacher and pupil confidence, a great deal of review vocabulary is presented. It is hoped that at the end of this unit the children will be able to present their own dramatization of The Three Bears story, maintaining as much Spanish flavor as possible. The setting in which The Three Bears story is presented on television provides a rich, cultural background which is emp?asized along with the vocabulary presentation.
RESOURCE MATERIALS
!.!.!.!!!: "Los Tres Osos", produced by Film Associates of California, available
free, in color, through the Audio-Visual Division of the State Department of Education. (Ask for Number 4916.)
45

Books: MacRae, Margrit. Teaching Spanish in the Grades. Boston: Houghton Miffling Company, 1957. (2 Park Street) Price is about $4.50. MacRae, Margrit. Mi Cuaderno de Espabol. Boston: Houghton Miffling Company, 1959. Spanish in the Grades, Book I. Notebook contains many line illustrations. Berlitz, Charles F. Berlitz Spanish for Children. New York: Grosset and Dunlap Publishers, 1959. Price is about $2.50. Includes "The Three Bears" and "Little Red Riding Hood". Contains many illustrations.
Records: Sing and Speak Spanish by Margrit MacRae. Volume 2. Includes song "Me Gustan Todas". Bowmar Records. Price is $5.95. Included in Audio Tape 17369. Available from: Atlanta Record Center 2581 Piedmont Road, N. E. Atlanta 5, Georgia Children1 s Music Center 5373 West Pico Blvd. Los Angeles 19, California (LG99)
* Throughout this unit a great deal of vocabulary presented in this year 1 s work
has been repeated in the "New Vocabulary" sections with the p~se of reinforcing the learning with sufficient repetitions.
46

Lecci~n 24: ETV - Fiesta III

TITLE: SALUDOS Y DESPEDIDAS (Greetings and Farewells) Audio Tape 17365: First Part

A. Readiness Preparation:

Lecci6n 24 introduces the series of ten lessons relating the story of The Three Bears. The three main characters in the story, The Three Bears, are formally introduced to the children for the first time. Prepare the visuals of the Three Bears, described as follows: the visuals should identify each one of the characters and make their difference in size. Papa Bear should be wearing a large Mexican or Spanish type hat. Mama Bear should not be wearing a hat, but she should be wearing a dress or something feminine to be identified with her. Baby Bear should be wearing a small hat, very similar to Papa Bear's hat. The illustrations for the bears can be simple cut-outs to be placed on the flannel-board. These visuals will be used throughout the first ten lessons, and to a large extent on the first two lessons.

B. Teacher's Lesson Plan:

New Vocabulary

el oso (the bear) el osito (the little bear) Es el se~or Oso. (It's Mr. Bear.) Es la se~ora de Oso. (It's Mrs. Bear.) a sus ~rdenes (at your service)

Pap! Oso (Father Bear - Papa Bear) Mam! Osa (Mother Bear - Mama Bear) Osito Chiquito (Baby Bear - Little Bear) Es el osito. (It 1 s the little bear.)

Sentences To Be Learned

Dialogue Presentation A:

Niil.os, es ---Aqu! est~ ______ ___Mucho gusto, ni~os.

-- " _

_

Ah, bu _Buenos

e

,nos d
d~as,

{as,
---

-

se
J

nora lcomo

de e

sWta,r

i

g

h

t

.

us ted?

___Muy bien, gracias, t,Y usted?

---MAudyio,bs,ien, gracias.

Hasta la vista, Sra. de Wright.

Boys and girls, it's--------

Here is

Delighted to meet you. (It's a pleasureJ

children.)

Good Morning, Mrs. Wright

Good morning,

1 how are you?

Fine, thank you, and you? Fine, thank you. Goodbye, Until I see you again, Mrs. Wright.

Dialogue Adaptation 1:

--

-

Niil.os Aqu{

1eset~s

el el

se~or
se~or

Oso. Oso.

Mucho gusto, ninos.

---Ah1 bueno,s d!as, Sra. de ,Wright.
___Buenos d~as, Sr. Oso, lComo

estl usted?

Boys and girls, it 1 s Mr. Bear. Here is Mr. Bear. Delighted to meet you, boys and girls.
Ah 1 good morning, Mrs. Wright. Good morning, Mr. Bear, how are you?

47

___Muy bien, gracias, 6Y usted?

---MAudyio,bs,ienS,r.

gracias Oso.

.

___Hasta la vista, Sra. de Wright.

Dialogue Adaptation 2:

Nit\os, es la senora de Oso.

-Aqu! estl la senora de Oso.

,_MY~hP ~Ytg, ni'ftg~,

IY@f\Q d!u, IrA, th~ Wfilht,

IU@f\Qi d!Ai, -@ltl u1todY

SrA,

d@

0Mo 1

&e&mo

~uy bian, arAciAI 1 .&Y u1todt
Muy bian, araciAio

---Adi&1, Sra. de Oao,

___Hasta la vista, Sra. de Wri&ht,

Dialogue Adaptation 3:

Ninos, es el osito.

-Aquf estl el osito.

Mucha
---Buenos

gduL,staos;,

, ___Buenos d{as,

ninos.
Sra. . de Wright. ,
osLto, ~como esta

us ted?

___Muy bien, gracias, lY usted?

Muy bien, gracias. ---Adi~s, osito.

___Hasta la vista, Sra. de Wright.

Basic Dialogue Presentation B:

-~C~mo se llama usted?

Me llama

a sus ~rdenes.

Muchas gracias.

Dialogue Adaptation 1:

--- , senor Me lla

Oso, ma P

lC~mo se apa Oso, a

llsaums ao,urdsteende?s.

~uchas gracias, Sr. Oso.

---Ninos, el senor Oso se llama Papl

Oso.

Dialogue Adaptation 2:
___senora de Oso, lc~mo se llama us ted? Me llama Maml Osa, a sus ordenes. Muchas gracias, Sra. de Oso.
---Ninos, la Sra. de Oso se llama Maml Osa.

Fine, thank you, and you? Very well, thank you. Goodbye, Mr. Bear. Until we meet again, Mrs. Wright.
Boys and girls, it's Mrs. Bear. Here is Mrs. Bear.
Peliaht@d to m@@t ygy1 ~hitdi~n. Gqod morntna, Mr, Wriaht, Good mornina, Mr1. loar, how are you7
Vary wall, thank you, and yout rine, thank you, Goodbye, Mrs. Bear.
Until I see you again, Mrs. Wright.
Boys and girls, it 1 s the little bear. Here is the little bear. lt 1s a pleasure, boys and girls. Good morning, Mrs. Wright. Good morning, little bear, how are you?
Very well, thank you, and you? Very well, thank you. Goodbye, little bear. Until 1 see you again, Mrs. Wright.
What is your name? CWbat do you call yourself? My name is . , at your service. Thank you very much.
Mr. Bear, what is your name? My name is Papa Bear, at your service. Thank you, Mr. Bear. Children, Mr. Bear is called Papa Bear.
Mrs. Bear, what is your name?
My name is Mama Bear, at your service. Thank you, Mrs. Bear, Children, Mrs. Bear is called Mama Bear.

48

Dialogue Adaptation 3:
___Osito, l,C~mo se llama usted? Me llamo Osito Chiquita, a sus
-~rdenes.
___Muchas gracias, osito. Ni~os, el osito se llama Osito Chiquita.

Little bear, what is your name? My name is Baby Bear (Little Bear), at your service. Thank you, little bear. Children, the little bear is called Baby Bear.

Sununary

Repetition of the dialogues.
c. Follow-up:

Play the first part of audio tape 17365 in connection with the visuals suggest~d in the Readiness Preparation Section, using Papa Bear in connection with Dialogue Adaptation 11 then Mama Bear for Dialogue Adaptation 2, and finally Baby Bear for Dialogue Adaptation 3. After the class has had sufficient practice with the tape, have the children perform the dialogues in front of the class. The selection of partners for the dialogues and of those to perform first can be done in various ways. One method of selection is to have the character parts and the number in the order of presentation on pieces of paper, and have each child get one of these at random. The teacher calls out the numbers in Spanish (n~ero uno, dos, tres) and lets the first three select a partner and so on. The child not having a character part should be addressed by his own Spanish name. Emphasize that these dialogues should be acted out. If at all possible, have the children bring hats and fans as props. The boys should remove their hats and bow, and the girls should nod with their fans. Politeness should be stressed, and the fact that "a sus ~rdenes" (at your service) has now been added after one's name is given.

Play the game "i.Sf. o no?" with the visuals of The Three Bears. Here is an example of game procedure:

Pupil number 1 holds cards of visuals. He selects card of Papa Bear. He asks:
",:Es el Sr. Oso: 2,Sf o no?" to pupil of his choice, pupil number 2. Pupil
number 2 must answer either, "s!, es el Sr. Oso", or, "No, no es el Sr. Oso".
If he answers correctly he changes positions with pupil number 1. Pupil number 2
answers correctly, "sf, es el Sr. Qso". Pupil number 2 now changes visual cards.
He selects card of Mam.'l Bear, and asks: ":,Es el osito? z,S! o no?" Pupil number
3 answers correctly, "No, no es el osito". Pupil number 2 and number 3 change positions, but pupil number 3 keeps the same card and asks, "i,Qui~n es?" Pupil
number 4 identifies Mama Bear by saying: "Es la Sra. de Oso". And so the game
goes on, with pupils changing positions as soon as the questions are answered
correctly.

Since at this point there is not sufficient vocabulary to keep the game going for a long period of time, a guessing contest could follow. The children are to guess what card the pupil in front of the class is holding, without being able to see it. The same questions can be used for this game. The one who guesses correctly could be rewarded by being first to do the dialogue in frontof the rlass 1 etc.

49

Lecci6n 25: ETV - Fiesta Ill

TITLE: LOS TRES OSOS (The Three Bears) Audio Tape 17365: Second Part

A. Readiness Preparation:

Comment briefly in English about the nature of the episode to be presented in Lecci~n 25 1 a description of The Three Bears. According to the progress made with the vocabulary in Lecci~n 24, play the audio tape to Lecci6n 25 as a pre-
view of that lesson. If sufficient progress has not been attained continue with the tape of Lecci~n 24 and omit preview of Lecci6n 25 on the audio tape. At the beginning of Lecci~n 25 the Introductory Dialogue will be drilled. This
dialogue contains most of the same vocabulary presented in Basic Dialogue A and
will serve in part as a review. The Introductory Dialogue differs from Basic Dialogue A in the presentation of the plural "~Cbmo estc:fn ustedes?" which is
used in greeting more than one person, as you recall. Basic Dialogues A and B
are presented without drill as a part of the new episode. The new dialogue,
Basic Dialogue c, presents an individual description of each one of the bears.
The description is stated in the first person, with size, color, family rela-
tionship, and ownership of clothing being mentioned. Color the visuals of the
bears to show that each bear is brown. This is specially important since color
cannot be presented on tel~vision. If possible, have copies of the visuals
for the class to color.

B. Teacher's Lesson Plan:

New Vocabulary

pardo (dark, brown - masculine singular)

Introductory Dialogue:

(Exchange of greetings between teacher and pupils)

- -Bu,enos d!a,s, ninos. ~Como estan ustedes? ___Muy bien, gracias, ~y usted? ___Muy bien, gracias.

Good morning, children (boys and girls). How are you? (plural) Fine, thank you, and you? (singular you) Fine, thank you.

(Exchange of greetings between The Three Bears and the children)

- -B,:,Cuo,emnoos

edst{aa,ns,

ni~os.
ustedes?

___Muy bien, gracias, ~y ustedes?

___Muy bien, gracias.

Good morning, boys and girls. How are you? (plural) Fine, thank you, and you? (plural you) Fine, thank you.

Sentences To Be Learned

Basic Dialogue Presentation C:

Part 1. Pap~ Oso describes himself:

50

___Soy un oso pardo. Soy grande. Tengo un sombrero grande. Soy el papS de Osito Chiquita.

I am a brown bear. I am big. I have a big hat.
I am the father of Baby Bear (Osito Chiquita)

Part 2. Maml Osa describes herself:

___Soy un oso pardo.* No soy grande. No tengo sombrero. Soy la mama de Osito Chiquita.

I am a brown bear. I am not big. I don't have a hat. I am the mother of Osito Chiquita.

Part 3. Osito Chiquita describes himself:

___Soy un osito pardo. Soy pequel'\o. Tengo un sombrero pequel"lo. Soy el nene de la familia.

I am a little brown bear. I am small. I have a small hat. I am the baby of the family.

* For the sake of greater simplicity, only the masculine gender of "bear"
, {"oso") is used. {The feminine is used only as part of the name of Mama
Bear, Mam<l: ~.)

Swmnary

Repetition of dialogues presented up to this time.

C. Follow-up:

Play the second part of audio tape 17365 using the visuals already prepared. For a different way to review the first two basic dialogues presented in Lecci~n 24, a game of charades could be played. Have name tags in Spanish
for each of The Three Bears. Let certain motions or something quite similar represent each sentence or similar group of sentences in each dialogue. For example, the following could serve as a guide format for Basic Dialogue A.

Pupil 1 faces the class, then turns his head to look at Pupil 21 motioning

toward him or her with his right hand. (Nil"los, es

.)

Pupil 2 walks up and stops next to Pupil 1 who again motions toward him.

(Aqu[ esta

.)

Pupil 2 turns and nods to Pupil 1, who returns the nod, and then shakes hands with Pupil 2. (Buenos d{as. Buenos d{as, &c~mo esta usted? Muy bien, gracias,
&Y usted? Muy bien, gracias.)

Pupil 1 and Pupil 2 motion "goodbye" to each other and walk in opposite directions. {Adi~s, hasta la vista.)

For Basic Dialogue B, the two pupils should face each other. Pupil 1 should

motion slightly to Pupil 2 with his right hand. (&C~mo se llama usted?) Then

Pupil 2 should motion to himself, nod slightly or bow. (Me llama

, a sus

~rdenes.) Pupil 1 and Pupil 2 shake hands. (Muchas gracias.) Pu~il 1 should

then face the class and motion toward Pupil 2 with his right hahd. (Ninos,

se llama

.)

51

As Dialogue C is presented on the tape, point out the color, size, hat or
lack of hat in each corresponding visual of Papl Oso1 Maml Osa1 and Osito
Chiquita. As soon as the children have had enough repetition as a group, have
them perform the dialogues individually.

Additional Activities:

The game "S! o No" can be played in connection with Dialogue C. It can be played

in teams or simply with various players switching positions, as listed in Lesson

24. Pupil 1 from Team A recites the descriptive dialogue of one of The Three

Bears characters. Then another teammate asks the opposing team, "4Es

'l"

"4S! o no?". The member of the opposing team, Pupil 2, answers either "sf, es

- - - - - - " or "No, no es

" If a negative answer is correct, Team A asks

for identification of the character, "z.Qui~n es'l". The answer is given, "Es

- - - J 11 and according to whether it is right or wrong the respective team gets a
point, with the winning side continuing the questioning in order to obtain the

greatest number of points.

A similar game can be played with the person reciting asking directly, ''Who am l'l"

("z.Qui~n soy yo'l"). The person asked must answer "You are

" ("Usted es __.")

This game provides good practice in the use of first and third person singular

with the use of the personal pronouns.

A drawing contest, in which a drawing is made according to the description in the dialogues, can be a great source of motivation to the children. Two teams are selected. Each team has its representative ready at the blackboard. (Colored chalk will be necessary for this activity.) Then a pupil is selected to recite one of the parts of Dialogue 3. Depending on how many students are to participate, the dialogue can be read in its entirety or it can be divided sentence by sentence. The drawing is to be judged as to correct representation and rapidity. After the drawing is completed the pupil who did it is to answer the question "z.qui~n es'l" in reference to it. If desired the drawing can be done on a relay basis, with the team ending first with a correct drawing as the winner.

Lecci~n 26: ETV - Fiesta III
TITLE: LA CASA DE LOS TRES OSOS {The House Of The Three Bears) Audio Tape 17366: First Part
A. Readiness Preparation:
Comment briefly in English about the nature of the episode to be presented in Lecci~n 26. Use the audio tape for preview of the lesson, at your discretion. At the beginning of the lesson there is a brief review of Basic Dialogue C. The narration of the story of The Three Bears then begins, with a description of the house of The Three Bears in the forest. Two additional visuals will be needed: 1) a tropical forest in which a tree and several trees could be singled out, and
2l a small Spanish house with a door and several windows. If possible, put iron
grillwork on two of the windows, and the name of the house, "La Casa Linda". It
is very important that the visual of the house be in color.
BQ!!: The last part of the narration is a preview of the next lesson, and the rooms
of the house are mentioned. That vocabulary is not drilled at this point, so that
the visuals illustrating the bedroom and the dining room of The Three Bears are E
necessary for this lesson, even though it would be nice to have them ready for preview.
52



B. Teacher's Lesson Plan:

New Vocabulary

el bosque (the forest)

mediano (middle-sized, masc. sing

.r.Qu~ es esto? Es un bosque.

Narration
What is this? It is a forest.

Hay muchos Srboles.
.r.Qu~ es esto? Es un Srbol.

There are many trees .
What is this? It is a tree.

En el bosque hay muchos Srboles.

In the forest there are many trees.

Miren ustedes. 4Qu~ mSs hay en el bosque?
Hay una casa.

Look. What else is there in the forest?
There is a house.

;.C~mo es la casa? La casa es pequeha. Es blanca. El techo es rojo
.r.C~mo se llama la casa? La casa se llama "La Casa Linda".

What is the house like? The house is small. It is white. The roof is red.
What is the name of the house? The house is named "The Pretty House'

La casa tiene ventanas.
4Qu~ es esto? Es una ventana.

The house has windows.
What is this? It is a window.

La casa tiene una puerta.

The house has a door.

;.Qu~ es esto? Es una puerta
.r.Qui~n vive en esta casa? En esta casa viven tres osos. lsta es la casa de Los Tres Osos.

What is this? It is a door.
Who lives in this house? Three bears live in this house. This is the house of The Three Bears

Hay un oso grande.
El oso grande es pardo.
Se llama PapS pso.

There is a big bear. The big bear is brown. His name is Papa Bear.

Hay un oso mediano. El oso mediano es pardo. Se llama MamS Osa.
Hay un oso pequeho. El oso pequeho es pardo. Se llama Osito Chiquito.

There is a middle-sized bear. The middle-sized bear is brown. Her name is Mama Bear.
There is a small bear. The small bear is brown. His name is Baby Bear.

53

Vamos a ver la casa de Los Tres Osos. Let's go see the house of The Three Bears

Miren ustedes. Es un cuarto.
z.Qu~ cuarto es? Es el dormitorio.

Look. It is a room.
What room is it? It is the bedroom.

Ahora vamos a ver el comedor.

Now let's go see the dining room.

Miren ustedes. Es un cuarto.
z.Qu~ cuarto es? Es el comedor.
z,D~nde estln Los Tres Osos? EstSn en el comedor.
z,C~mo se llama la casa? La casa se llama "La Casa Linda".

Look. It is a room.
What room is it? It is the dining room.
Where are The Three Bears? They are in the dining room.
What is the name of the house? The name of the house is "The Pretty House".

Sentences To Be Learned

z,Qu8 es esto?
*Es el bosque. *z.Qu~ hay en el bosque?
Hay cfrboles. Hay una casa. La casa es pequena.
Es blanca. El techo es rojo.
z.Qut es esto?
Es una ventana.
z.Qut es esto?
Es una puerta. La casa tiene ventanas. La casa tiene una puerta.

What is this? It's the forest.
What is there in the forest? There are trees. There is a house. The house is small. lt1 s white. The roof is red.
What is this? It 1 s a window.
What is this? It 1 s a door. The house has windows. The house has a door.

* Only~ sentences.

Summary

Repetition of narration.

C. Follow-up:

Play the first part of audio tape 17366 using the visuals suggested in the Readiness Preparation Section. Since there is no dialogue in this lesson, the children can review the vocabulary individually by playing a game. One pupil is to be the teacher ("el profesor" or "la profesora 11 ) who is questioning the class. "El profeso~" is to question the class as a group, or he can select a pupil to answer the question. The pupils are to raise their hands quickly to answer the question, and upon giving the right answer change places with "el profesor". "El profesor" uses the visuals and points. The questions asked are to be answered in complete sentences. Some of these questions and answers are:

54

~Qui es esto? Es

4Qu~ son? Son

. 4Qui~n

llama? Se llama --:- ~Qu~ hay aquf? A~hay

.

_ . ~D~nde est~Est~



--

es? 'De

Es qu~

color

,c~o b. es? Es

Additional Activities:
,
The "S1 o No" game, can be played in connection with the objects and colors named
in the lesson. For example: "La casa est! en el bosque. l,S{ o no?" "El oso grande se llama Osito Chiquita. ~s! o no?" "El techo es pardo, l,S{ o no?", "La casa es roja. ~s{ o no?" The response should be: "S{, la casa esta en el
bosque". "No, el oso grande no se llama Osito Chiquita". "No, el techo no es pardo". "No, la casa no es roja."

Leccibn 27: ETV - Fiesta III

TITLE: LOS CUARTOS DE LA CASA (The Rooms Of The House) Audio Tape 17366: Second Part

A. Readiness Preparation:

Lecci6n 27 begins with a review narration and then continues with the new episode, the visit to the rooms of the house. Two additional visuals are needed: 1) the dining room; which is furnished with a table and a large chair, a middle-sized chair, and a small chair, 2) the bedroom, which should be furnished with a large bed, a middle-sized bed, and a small bed.

As in the previous lesson, the last part of the narration is a preview of th~ next lesson to come. Pantomime the preview dialogue with motions to indicate hunger.

B. Teacher's Lesson Plan:

New Vocabulary

mediano-a (middle-sized) vamos a ver (let's go see)

dice (he, she, it says; you say) yo tengo mucha hambre tambi~n
(I 1m very hungry too.)

Review Narration

l,QuG es esto? Es una casa. Es una casa peque~a.
l,De qu~ color es la casa? La casa es blanca.

What is this? It's a house. It is a small house.
What color is the house? The house is white.

Miren ustedes el techo de la casa.
,
l,De que color es? Es rojo. El techo es rojo.

Look at the roof of the house.
What color is it? It is red. The roof is red.

55

Miren ustedes las ventanas de la casa. Look at the windows of the house.

~culntas ventanas tiene la casa~ Una, dos, tres, cuatro. La casa tiene cuatro ventanas.

How many windows does the house have?
One, two, three, four. The house has four windows.

La casa tiene una puerta.

The house has a door.

~Qu~ es esto? Es la puerta.
~C~mo se llama la casa? La casa se llama "La Casa Linda".

What is this? It's the door.
What is the name of the house? The name of the house is "The Lovely House".

En "I.. Casa Linda" viven tre,.s osos.
El oso grande es el papa. El oso mediano es la mam~. El oso peque~o es el nene de la familia.
~D~nde est~n los tres osos? Los tres osos estln en un cuarto.

In "The Lovely House" live three bears. The big bear is the father. The middle-sized bear is the mother. The small bear is the baby of the family.
Where are the three bears? The three bears are in a room.

~Qu$. es esto? Es un cuarto.
" ~Que cuarto es? Es el comedor.

What is this? It is a room.
What room is it? It's the dining room.

New Narration

~Qu$. hay en el comedor? Hay una mesa y tres sillas.

What is there in the dining room? There is a table and three chairs.

~ cu~ntas sillas hay? Una, dos, tres.

Hay Hay

tres sillas. una silla grande

para

Pap~

Oso.

Hay una silla mediana para Maml

Osa. Hay una silla peque~a para Osito

Chiquita.

How many chairs are there? One, two, three. There are three chairs. There is a big chair for Papa Bear. There is a middle-sized chair for
Mama Bear. There is a small chair for Baby
Bear.

Hay tambi~n una mesa.

There is also a table.

~Qu~ cs esto? Es la mesa.

What is this~ It's the table.

~Qu~ es el ~omedor? El comedor es un cuarto. Es un cuarto de la casa.

What is the dining room? The dining room is a room. It is a room of the house.

Vamos a ver otro cuarto.

Let's go see another room.

Vamos a ver el dormitorio.

Let's go see the bedroom.

56

(.Qul es esto? Es el dormitorio. El dormitorio es un cuarto. Es un cuarto de la casa.

lQu~ hay en el dormitorio?

Hay tres camas.

,

Hay una cama grande para Papa Oso.

Hay una cama mediana para MamS

Osa.

Hay una cama pequefia para Osito

Chiquita.

lAdoI nde van los tres osos? Van al comedor. PapS Oso dice: "Yo tengo hambre". Mamcf Osa dice: "Yo tengo mucha hambre".
Osito Chiquita dice: "Yo tengo mucha hambre tambi~n".

What is this? It is the bedroom. The bedroom is a room. It is a room of the house.
What is there in the bedroom? There are three beds. There is a large bed for Papa Bear. There is a middle-sized bed for Mama Bear. There is a small bed for Baby Bear.
Where are the three bears going? They are going to the dining room. Papa Bear says: "I a:m hungry". Mama Bear says: "I am very hungry". Baby Bear says: "I am very hungry, too".

Sentences To Be Learned

El comedor es un cuarto. El dormitorio es un cuarto.

The dining room is a room. The bedroom is a room.

Hay tres camas. *Hay una cama grande para PapS Oso. *Hay una cama mediana para MamS Osa. *Hay una cama peque~a para Osito Chiquita.

There are three beds. There is a big bed for Papa Bear. There is a middle-sized bed for Hama Bear. There is a small bed for Baby Bear.

Hay tres sillas. *Hay una silla grande para PapS Oso.
*Hay una silla mediana para MamS Osa. *Hay una silla peque~a para Osito
Chiquita.

There are three chairs. There is a big chair for Papa Bear. There is a middle-sized chair for Mama Bear. There is a small chair for Baby Bear.

NOTE: * Only ~ sentences.

The number ~ in Spanish changes according to the gender of the thing counted. When the number is used in connection with the thing counted which is of masculine gender, the word "un" is used for "one". For example: Hay un oso. Hay un plato.
Hay un sombrero. However, if the masculine item counted is E! listed with the
number but is understood, the work' "uno" (the regular counting number) is used.
For example: lcu!ntos sombreros hay? Hay un sombrero. (Ther2 is one hat.) Hay uno. (There is one.)

When an item of feminine gender is counted, the word "una" is used for "one. "Una" is used with the item listed and alone without it. For example: lcuSntas mesas hay? Hay una mesa. Hay una.

57

Summary
Repetition of New Narration.
C. Follow-up:
Play the second part of audio tape 17366 using the visuals suggested in the Readiness Preparation Section. Play the tape as often as necessary. Whenever interest appears to lag, perk it up by allowing the children to play guessing gaiiies with the vocabulary, as in the "z.S! o No'l" game. "El profesor y la profesora" game mentioned in Lecci~n 26 could also be played.
Additional Activities:
Play a new game, the "z.Cu.fntos o culntas?" game. This game can be started in connection with Lecci~n 26 and continued with Lecci~n 27. The game is played by asking how many items of a particular kind there are, and obtaining the answer. Gender and number are especially important features of the game. 4culntos? is used in asking how many? It refers to words of masculine gender, "boy words". These words can be recognized in connection with the masculine definite article (el, los) and the masculine indefinite article (un, unos). Most masculine words and in "O" (singular) end "OS" (plural). For example: z.Culntos osos hay? Ray tres osos . z.Culntos sombreros hay? Hay dos sombreros. z.Cu.fntos platos hay? Hay tres platos.
lCulnta~ is used in asking how many'l It refers to words of feminine gender, "girl words". These words can be recognized in connection with the feminine definite article (la, las) and feminine indefinite article (una, unas). Most feminine words end in "A" (singular) or "AS" (plural). For example: z.Culntas camas hay? Hay tres camas. z.culntas sillas hay? Hay tres sillas. z.Cu.fntas cucharas hay? Hay tres cucharas. The numbers used here as examples are the ones used in the story, but for the z.Culntos o culntas? game the number can be increased or decreased, as long as the corresponding visuals are used.
Lecci~n 28: ETV - Fiesta III
TITLE: LA SOPA DE LOS TRES OSOS (The Soup Of The Thr~ Bears) Audio Tape 17367: First Part
A. Readiness Preparation:
Lecci~n 28 begins with a drill of some of the sentences presented in Lecci~n 27. The new episode, the setting of the table and the meal presentation, follows the drill. The following visuals to illustrate the table setting are needed: 1) Three plates, 2) three spoons in the corresponding large, medium, and small sizes1 3) Maml Bear setting the table, 4) Papl Bear sitting on big chair looking hungry, 5) Maml Bear sitting on middle-sized chair looking hungry, 6) Baby Bear sitting
on small chair looking hungry, 7) Maml Bear filling plates a lot on big plate,
less on middle-sized plate, and a little on the small plate. Since the action of placing the plates on the table, filling the plates, and then tasting the soup is of basic importance in this lesson, dimensional obJects or cutouts which are actually placed as the action is demonstrated will be most helpful. You may want to duplicate visuals, having both drawings and cut-outs or dimensional objects. The variety of visuals will be especially helpful when the children play the "z.culntos o culntas?" game.
58

iiii>

B. Teacher's Lesson Plan:

New Vocabulary

una cuchara (a spoon, one spoon) la cuchara, las cucharas (the spoon, spoons) sobre (on, on top of) toma (you take; he 1 she, it takes) prueba (you taste; he, she, it tastes un plato (a plate, one plate) pone (you put, set; he, she, it puts, sets)

se sienta (you sit yourself; he she, it sits himself)
mucha sopa (much soup; a lot of soup) menos sopa (less soup) poca sopa {little soup, a little bit of soup) caliente (hot)
el plato, los platos (the plate, plates) llena (you fill; he, she, it fills)

New Narration

lQu~ hace Maml Osa? Maml Osa pone la mesa. Maml Osa pone los platos sobre la
mesa. Pone un pl~to grande para Papl Oso. Pone un plato mediano para Maml
Osa. Pone un plato peque~o para Osito
Chiquita.

What does Mama Bear do? Mama Bear sets the table. Mama Bear sets the plates on the table. She puts a large plate for Papa Bear. She puts a middle-sized plate for Mama Bear. She puts a small plate for Baby Bear.

lculntos platos hay sobre la mesa?

How many plates are there on the table?

Uno, dos, tres.

One, two, three.

Hay tres platos sobre la mesa.

There are three plates on the table.

Ahora Maml Osa pone las cucharas

Now Mama Bear puts the spoons on the

sobre la mesa.

,

table.

Pone una cuchara grande para Papa Oso. She puts a large spoon for Papa Bear.

Pone una cuchara mediana para Mam~

She puts a middle-sized spoon for Mama

Osa.

Bear.

Pone una cuchara peque~a para Osito

She puts a small spoon for Baby

Chiquita.

Bear.

lCu!ntas cucharas hay sobre la mesa? Una, dos, tres. Hay tres cucharas sobre la mesa.

How many spoons are there on the table? One, two, three. There are three spoons on the table.

PapS, Oso se sienta en la silla grande. Papa Bear sits in the big chair.

Papa Oso dice: "Yo tengo hambre".

Papa Bear says: "I am hungry".

Maml Osa se sienta en la silla mediana. Mama Bear sits in the middle-sized chair. Maml Osa dice: "Yo tengo mucha hambre". Mama Bear says: "I am very hungry.

Osito Chiquita se sienta en la silla
peque~a.
Osito Chiquita dice: "Yo tengo mucha hambre, tambi~n".

Baby Bear sits in the small chair.
Baby Bear says: "I am very hungry, too."

59

Entonces Maml Osa llena los platos. Pone mucha sopa en el plato grande. Pone menos sopa en el plato mediano. Pone poca sopa en el plato peque~o.
Los Tres Osos tienen mucha hambre.
,
Papa Oso toma la cuchara grande y prueba la sopa. Papl Oso dice: "jAy! jLa sopa estl caliente!"

Then Mama Bear fills the plates. She puts a lot of soup in the big plate. She puts less soup in the middle-sized plate. She puts a little bit of soup in the small plate.
The Three Bears are very hungry.
Papa Bear takes the big spoon and tastes the soup. Papa Bear says: "Oh! The soup is hot!"

Mam:f Osa toma la cuchara mediana y

prueba la sapa.

Mam:f Osa dice: "s! la sopa estcf

muy caliente!"

I

'

Mama Bear takes the middle-sized spoon and tastes the soup. Mama Bear says: "Yes, the soup is very hot!"

Osito Chiquita toma la cuchara peque~a
y prueba la sopa.
Osito Chiquita dice: "is!, sf., la
sopa estcf muy caliente!"

Baby Bear takes the small spoon and tastes the soup. Baby Bear syas: "Yes, yes, the soup is very hot!"

Sentences To Be Learned

Maml Osa pone lamesa. Pone los platos sabre la mesa. Pone las cucharas sabre la mesa.
~cu!ntos platos hay sabre la mesa? Hay tres platos sabre la mesa.

Mama Bear sets the table. She puts the plates on the table. She puts the spans on the table.
How many plates are there on the table? There are three plates on the table.

~cu!ntas cucharas hay sabre la mesa? How many spoons are there on the table?

Hay tres cucharas sabre la mesa.

There are three spoons on the table.

,
Papa Oso dice: "Yo tengo hambre".

Papa Bear says: "1 am hungry".

Marn! Osa dice: "Yo tengo rnucha hambre". Mama Bear says: "1 am very hungry".

Osito Chiquita dice: "Yo tengo mucha hambre tambi~n'.'

Baby Bear says: "1 am very hungry, too".

Summary

Repetition of the Sentences To Be Learned and the main portion of the New Narration.

C. Follow-up:
Use the first part of audio tape 17367 with the visuals suggested in the Readiness Pr~paration Section. The next step takes the form of individual participation on the part of the pupils. Games and dramatizations are the means used. This particular lesson, Lecci~n 28, is especially suited for dramatization and pantomime. Dimensional objects should be used by the children. Mam! Osa can be identified with an apron, Papl Oso and Osito Chiquita with the big hat and the small hat. The narrator will not need any special mark of identification. The new "z.Culntos o culntas'Z" game introduced in Lecci~n 27 is especially effective with this lesson.

60

-

Additional Activities:
Play the "z.Cu~ntos o culntas?" game. Dramatize the small episode presented, using a narrator and three actors to represent The Three Bears. Play the charade game explained in Lecci~n 25.

Lecci~n 29: ETV - Fiesta Ill

TITLE: LA NINA SE LLAMA CABELLOS NEGROS (The Little Girlts Name is Raven Locks) Audio Tape 17367: Second Part

A. Readiness Preparation:
Lecci~n 29 begins with a review narration and drill of the sentences presented in the review narration. The new episode begins with the reaction of The Three Bears to the hot soup, and then continues with their departure for a walk in the forest. A new character is introduced. She has black hair and eyes, and her name is Raven Hair, Cabellos Negros. Three new visuals are needed: 1) The Three Bears seated at the table, spoon in hand, with a facial expression which would indicate that they had tasted the hot soup; 2) The Three Bears leaving the house to go into the fore~(the door of the house should be left open); 3) Cabellos Negros in the forest. (Remember that she has black hair and black eyes!) To supplement the visuals as each action is taking place, pantomime and dramatization should be used. In addition have the visuals from Lecci~n 26 and 28 handy for use with the review narration, new narration, and the Sentences To Be Learned.

B. Teacher's Lesson Plan:

New Vocabulary

jpobres osos! (poor bears!) un paseo (a walk, stroll) por el bosque (through the forest) mira (you look at; he, she, it looks at) cerca de {near) por eso {because of that; for that reason)

van a hacer (they are going to do 1 make; you {pl.) are- going to do, make) vamos a dar un paseo {let's take a walk, we are going to take a walk) est! abierta (is open; it 1s open - referring to something feminine)

Review Narration

NiY\os, mircn ustedes "La Casa Linda" .

. ,

,

z.Qu~en vive aqu~?

Los Tres Osos viven aqu!.

Children, look at "The Lovely House".
Who lives here? The Three Bears live here.

z,qut ha,ce Maml Osa? Mama Osa pone la mesa.

What is Mama Bear doing? Mama Bear sets the table.

Mam! Osa pone los platos sobre la

Mama Bear puts the plates on the

mesa.

table.

Ahora Mam! Osa llena los platos.

Now Mama Bear fills the plates.

Pone mucha sopa en el plato grande.

She puts a lot of soup in the big plate.

Pone menos sopa en el plato mediano. She puts less soup in the middle-sized

plate.

61

Pone poca sopa en el plato peque~o.

She puts a little bit of soup in the small plate.

Los Tres Osos tienen mucha hambre.

The Three Beats are very hungty.

Papl Oso toma la cuchara grande y prueba la sopa. Pap! Oso dice: "iAy! jLa sopa estcf caliente!"

Papa Bear takes the big spoon and tastes the soup. Papa Bear says: "Oh! The soup is hot!"

Maml Osa toma la cuchara mediana y
prueba la sopa.
Maml Osa dice: "is!, la sopa estl
muy caliente!"

Mama Bear takes the middle-sized spoon and tastes the soup. Mama Bear says: 1 ~es, the soup is very hot!"

Osito Chiquita toma la cuchara peque~a
y prueba la sopa.
Osito Chiquita dice: "is!, s! la
sopa estl muy caliente!"

Baby Bear takes the small spoon and tastes the soup. Baby Bear says: "Yes, yes, the soup is very hot! 11

New Narration

jPobres osos! lQu~ van a hacer?

Poor bears! What are they going to do?

Papl Oso dice: "Vamos a dar un paseo por el bosque".
Maml Osa dice: "s!, vamos a dar un
paseo por el bosque".
Osito Chiquita dice: "s!, sf., vamos a
dar un paseo por el bosque".
lQu~ es esto? Es el bosque.
lQu~ hay en el bosque? Hay muchos 4rboles.
lQU~ m!s hay .en el bosque? Miren ustedes.

Papa Bear says: 1 ~et 1 s take a walk through the fares t 11
Mama Bear says: 1 ~es, let's take a walk through the forest."
Baby Bear says: "Yes, yes, let's take a walk through the forest."
What is this? It is the forest.
What is there in the forest? There are many trees.
What else is there in the forest? Look.

Hay una ni~a. La ni~a es muy linda. Tiene el pelo negro. Tiene los ojos negros.

There is a little girl. The little girl is very pretty. She has black hair. She has black eyes.

lDe qu~ color es el pelo de la ni~a? Es negro. El pelo de la ni~a es negro.

What color is the hair of the little girl? It is black. The hair of the little girl is black.

lDe qu~ color son los ojos de la nina? What color are the eyes of the little girl?

Son negros.

They are black.

Los ojos de la nina son negros.

The eyes of the little girl are black.

62

La ni~a tiene el pelo muy negro. Por eso se llama Cabellos Negros.
&Ctmo se llama la ni~?
La ni~ se llama Cabellos Negros.

The little girl has very black hair. For that reason, she is called Raven Hair.
What is the name of the little girl1 The name of the little girl is Raven Hair.

Escuchen ustedes. Cabellos Negros dice:
,
_s~, me llamo Cabellos Negros. Soy una ni~a. Soy muy linda. Tengo el pelo negro y los ojos negros.
&D~nde est~ la ni~a? Est! en el bosque. Est~ cerca de la casa de Los Tres Osos. La ni~a mira la casa. La puerta de la casa estJ abierta.

Listen. Raven Hair says:
Yes, my name is Raven Locks. I am a little girl. I am very pretty. I have black hair and black eyes.
Where is the little girl? She is in the forest. She is near the house of The Three Bears. The little girl looks at the house. The door of the house is open.

Sentences To Be Learned

Mam~ Osa ]lena los platos. Pon~ mucha sopa en el plato grande. Pone menos sopa en el plato mediano. Pone poca sopa en el plato peque~o.
,
Papa Oso toma la cuchara grande y prueba L..1 sopa. Mam! Osa lorna la cuchara mediana y pruc ba la St)pa. Osilo Chiquita torna Ja cuchara pequena y prucba La sopa.
,
Pap Oso dice: "jAy! jLa sopd tsta calicntt!"
Mam~ Osa dice: "I sf1 la sopa <>st~ muy
caliente!"
Osito Chiquita dice: "-.s!, sf, 1"
sopa estcf muy caliente!"

Mama Bear fills the plates. She puts a lot of soup in the big plate. She puts less soup in the middle-sized plate. She puts a little bit of soup in the small plate.
Papa Bear takes the big spoon and tastes the soup. Mama Bear takes the middle-sized spoon and tastes the soup. Baby Bear takes the small spoon and tastes the soup.
Papa Bear says: "Oh! Tlw soup is hot!"
Mama Bear says: "Yes, the soup is very hot!" Baby Bear says: "Yes, yes, the soup is very hot!"

Pap~ Oso dice: "Vamos a dar un paseo
por el bosque".
Mam! Osa dice: "sf, vamos a dar un
pasco por el bosque".
Osito Chiquita dice: "sf, sf., vamos a
dar un p...ts<'o por el bosqu<:".

Papa Bear says: "Let's take a walk through the forest. Mama Bear says: "Yes, let 1 s take a walk through the forest". Baby Bear says: "Yes, yes, let's take a walk through the fort'S t."

63

Summary
Repetition on Sentences To Be Learned and the main portion of the New Narration.
C. Follow-up:
Play the first part of audio tape 17367 and coordinate it with the visuals and pantomime. lt will be very effective for you to act out in pantomime the narration on the audio tape, and then encourage the children to use the same motions as they repeat the vocabulary on the tape. (This can be followed by short dramatizations performed by the children in front of the class.)
You will need some extra help in this for the handling of the visuals and it may be necessary to make some adaptations. The games previously introduced will provide another means of follow-up.
Additional Activities:
Play a new game, the game of completion. This game can be played by teams or by pupils taking the place of the teacher, (el profesor o la profesora) and asking the class as a whole. If you play it in teams, the team which answers correctly gets a point and the privilege of asking the next question. If it is played with "El profesor", the pupil answering correctly switches positions with "el profesor". In either case, part of a sentence is stated, and the opposition must complete it correctly. The answer is to complete the particular sentence which the interrogator had in mind. Since some sentences could have several "answers", visuals can be used as clues, or you may decide to leave it open and let the pupils continue to guess until the right answer is reached. Some examples of sentences whichoould be used are:
Los tres osos est~n (en el bosque, en el comedor, en el dormitorio, en la casa) La casa estl (en el bosque) La ni~a estd (en el bosque) El oso peque~o se llama (Osito Chiquita) En la mesa hay (tres plato~, tres cucharas) En el plato grande hay (mucha sopa) Pap& Oso dice: (Yo tengo hambre, la sopa esta caliente, etc.)
Maml Osa diet': ("s!, vamos a dar un paseo por el bosque)
Lecci6tl 30: ETV - Fiesta III
TITLE: jCABELLOS NEGROS ESTA EN LA CASA! (Raveol Hair Is In The House!) Audio Tapv 17368: First Part
A. Readiness Preparation:
Lecci6n 30 begins with a short review narration and then a drill of the sentences presented in it. The episode relates the activities of Raven Hair in the house of the Three Bears, from the time she enters the house to the time she falls asleep on Baby Bear's bed. Since the vocabulary mainly denotes the action taking place and then describes the reaction, cut-outs, pantomime, and dramatization are effective visuals. Stick drawings on the board showing each action are also effective. Prepare the following visuals:
64

l) Rav~n Hair entering the house, door ajar 2) Raven Hair in dining room by the table, on which there are 3 plates
a large plate filled with soup, a middle-sized plate filled with le~s soup, and a small plate filled with some soup 3) Hungry Raven Hair with big spoon in hand tasting soup from big plate 4) Raven Hair burned from hot soup 5) Raven Hair with middle-sized spoon in hand tasting soup from middle-sized plate 6) Raven Hair with small spoon in hand testing soup from small olate 7) Happy Raven Hair having drunk all the soup 8) Raven Hair sitting in big chair 9) Raven Hair sitting in middle-sized chair 10) Raven Hair sitting in small chair ll) Raven H.a i r falling from the chair 12) Raven Hair lying down in big, middle-sized, and small bed 13) Raven Hair asleep on Baby Bear's bed.

B. Teacher's Lesson Plan:

New Vocabulary

mira (he, she, it looks at;

entra (he, she, it enters; you enter)

you look at)

est! abierta (is open, referring to: feminine word)

ve (he, she, it sees; you see) tengo sue~o (I am sleepy)

tiene hambre (he1 she, it is hungry; you are hungry)

se acuesta (he, she, it lies down; you li~ down; go to bed)

se toma (he, she, it drinks;

se cae (falls; he, she, it falls; youf~ll)

you dri.1k s0methi.ng)

estoy cansada (I am tired - female snt>a ing)

se rompe (breaks; it breaks) voy a scntarme (I am going to sit down)

se duerme (he, sht.:', it falls asletp; y,,u fall asleep)

esta sopa (this soup) c~moda (c,,m[urtable - feminine singular)

voy a acostarmc (I am goinl;

L'nset!uid<l (right away)

to bed; I am ~oing to ] ie dc>wn) tampocu (l'ither)

Review Narration

Ni11os, iminn ust,dl's! Es cl bosque. En el bosque hay muchos a~rboles. En el bosque hay una casa pL.quel\a. Es la casa de Los Tres Osos. En el bosque hay una nina.

Children, look! It's the forest. In the forest tlwcc are many trees. In the forest there is a small house. It's the house of The Three Bears. In the forest there is a little girl.

;. C~mo s e llama la n i~a 1 Se llama Cabellos Negros.

What is the name of the 1 ~ttle girl'! Her name is Raven Hair.

Cabellus Negros dice:
s!, me llamo Cabellos Negros.

R.Jven H;.~ir says: Yes~ my name is Raven Hair.

Soy una n il'la.

I am a little girl.

Soy muy linda.

I am very pretty.

Tengo el pelu negro y los ojos negros. I have black hair and black eyes.

;D~ndc estcf la nina? Estl en ~1 bosque.
Estcf l'n el bosque cerca de la
casa de Los Tres Osos.

Where is the little girl? sh~'s in the forest. She's in the forest near the house of The Three Bears.

65

New Narration

La ni~a mira la casa.
jQu: casa tan linda! La puerta est~ abierta.
La ni~a mira la puerta.
La ni~a entra en la casa.

The little girl looks at the house. What a pretty house! The door is open. The little girl looks at the door. The little girl enters the house.

lD~nde est~ la ni~a? Est! en un cuarto de la casa.

Where is the little girl? She's in a room of the house.

lQu~ cuarto es? Es el comedor.
La ni~a estl en el comedor. La nina mira la mesa. Hay tres platos sabre la mesa. Hay sopa en los platos. Hay mucha sopa en el plato grande. Hay menos sopa en el plato mediano. Hay poca sopa en el plato pequeno.

What room is it? It's the dining room.
The little girl is in the dining room. The little girl looks at the table. There are three plates on the table. There is soup in the plates. There is a lot of soup in the big plate. There is less soup in the middle-sized plate. There is little soup in the small plate.

Cabellos Negros ~iene hambre.

Raven Hair is hungry.

Cabellos Negros dice:

Raven Hair says:

__Tengo hambre.

"I am hungry".

Cabellos Negros toma la cuchara grande Raven Hair takes the big spoon and tastes

y pru~ba la sopa del plato grande.

the soup from the big plate.

Cabellos Negros dice:

Raven Hair says:

_._i Esta sopa estcf muy caliente!

"This soup is very hot!"

Entonces toma la cuchara mediana y

Then she takes the middle-sized spoon and

prueba la sopa del plato mediano.

tastes the soup of the middle-sized plate.

Cabellos Negros dice:

Raven Hair says:

_ _ jEsta sopa estcf muy caliente tambi~n!"This soup is very hot, too!"

Y ahora Cabellos Negros toma la cuchara And now Raven Hair takes the small spoon

pequena y prueba la sopa del plato

and tastes the soup of the small plate.

peque'ho.

Cabellos Negros dice:

Raven Hair syas:

__jEsta sopa estcf deliciosa!

"This soup is delicious!"

Y Cabellos Negros se toma toda la sopa. And Raven Hair drinks all the soup.

Entonces Cabellos Negros ve las tres s illas. Cabellos Negros dice:
__Estoy cansada. Voy a sentarme en una silla.
Cabellos Negros se sienta en la silla grande. Cabellos Negros dice:
Esta silla no es c~moda. Entonces Cab~llos Negros se sienta en la silla mediana. Cabellos Negros dice:
Esta silla no es c~moda tampoco. Y ahara Cabellos Negros se sienta en la silla peque~a. Cabellos Negros dice:
Esta silla es muy c&moda. Per~jay!, jla silla se rompe!
66

Then Raven Hair sees the three chairs.
Raven Hair says: "I am tired." "I am going to sit in a chair." Raven Hair sits in the big chair.
Raven Hair syas: "This chair is not comfortable". Then Raven Hair sits in the middle-sized chair. Raven Hair says: "This chair is not comfortable either. 11 And now Raven Hair sits in the small chair. Raven Hair says: "This chair is very comfortable." But1 oh1 the chair breaks!

...

jCabellos Negros se cae de la silla! iPobre Cabellos Negros!

Raven Hair falls from the chair! Poor Raven Hair!

Cabellos Negros estl muy cansada. Cabellos Negros dice:
_Tengo sue!io. La ni!ia va al otro cuarto.
lAd~nde vat va al dormitorio.

Raven Hair is very tired. Raven Hair says: "I'm sleepy." The little girl goes into the other room.
Where does she got She goes to the bedroom.

Hay tres camas en el dormitorio. Cabellos Negros mira las tres camss. Cabellos Negros dice:
___Voy a acostarme en la cama. Cabellos Negros se acuesta en la cama grande. Cabellos Negros dice:
___Esta cama no es c&moda. Entonces Cabellos Negros se acuesta en la cama mediana.
Cabellos Negros dice: ,
___Esta emma no es comoda tampoco. Y ahora Cabellos Negros se acuesta en la cama pequeha. Cabellos Negros dice:
___Esta cama es muy c&moda. Y Cabellos Negros se duerme enseguida.

There are three beds in the bedroom. Raven Hair looks at the three beds. Raven Hair says: "I am going to lie down on the bed." Raven Hair lies down on the big bed.
Raven Hair says: "This bed is not comfortable." Then Raven Hair lies down on the middlesized bed. Raven Hair says: "This bed is not comfortable either. 11 And now Raven Hair lies down on the small bed. Raven Hair says: "This bed is very comfortable." And Raven Hair falls asleep right away.

Sentences To Be Learned

____s!, me llamo Cabellos Negros.
Soy una ni!ia. Soy muy linda . Tengo el pelo negro y los ojos negros.

"Yes, my name is Raven Locks." "I am a little .girl." "I am very pretty." "I have black hair and black eyes."

La nifta mira la casa.

The little girl looks at the house.

La puerta estl abierta.

The door is open.

La ni!ia entra en la casa.

The little girl enters in the house.

11 jEsta sopa estl muy caliente!"

"This soup is very hot!"

"iEsta sopa estl muy caliente tambi~n!" "This soup is very hot too!"

"iEsta sopa estl deliciosa!"

"This soup is delicious."

"iEsta silla no es c&moda!"

"This chair is not comortable!"

"iEsta silla no es c&noda tampoco!" "iEsta silla es muy c~moda!"

"This chair is not comfortable either!" "This chair is very comfortable!"

"1Esta cama no es c&moda!"

"This bed is not comfortable!"

"iEsta cama no es c&moda tampoco!"

"This bed is not comfortable either!"

11 jEsta cama es muy c&moda!"

"This bed is very comfortable!"

Summary

Review of Sentences to be Learned and the main portion of the New Narration.

67

C. Follow-up:

Play the first part of audio tape 17368 using the visuals. The visuals can be

used in a game of true and false, ~s! o No?, as the children identify the visual

to correspond to a particular sentence. In addition to this1 the children can

play the "drawing game" mentioned in Lesson 25.

Have the children play

the part of Raven Locks, using her lines in the dialogue. Dramatize the episode

as much as you can. Play the games.

Lecci~n 31: ETV - Fiesta Ill
TITLE: CABELLOS NEGROS Y LOS TRES OSOS (Raven Hair And The Three Bears) Audio Ta~e 17368: Second Part
A. Readiness Preparation:
Leccion 31 begins with a brief recapitulation of the main events in the previous lesson. The new episode presents the return of The Three Bears, up to the point when they find Raven Hair asleep in Baby Bear's bed. To illustrate the reaction of the bears, pantomime and dramatization are most effective.
Prepare the following visuals: 1) Papa Bear pointing to his spoon and plate motioning in anger, 2) Mama Bear pointing to her spoon and plate motioning in anger, 3) Baby Bedr pointing to his spoon and plate crying. (Baby Bear's plate should be empty), 4) Papa Bear pointing to his chair and motioning in anger, 5) Mama Bear pointing to her chair and motioning in anger, 6) Baby Bear pointing to his broken chair crying, 7) Three Bears entering bedroom, 8) Papa Bear pointing to his bed and motioning in anger, 9) Mama Bear pointing to her bed and motioning in anger, 10) Baby Bear jumping up and down pointing to his bed where Raven Hair
is asleep.
B. teacher' Leason Plan:
New Vocabulary
entran (they enter; you (pl.) enter) miran (they look at; you (pl) look at) ha entrada (he1 1he1 it hal entered; you have entered) alguien ha entrado aqu! (1omeone ha1 entered here) ha probado (he1 ahe1 it hal taated; you have taated) ha tomado (he, 1he1 it hal drunk; you have drunk) 1e pone a llorar (ho1 1he1 it atart to cry; you atart to cry) 10 ha 1cntado (ho1 1he1 it ha aat; y~~have eat) ha roto (he1 ahe1 it hal broken; you have broken) llora y llora (he1 1he1 it erie and criea; you cry and cry (weep) 11 ha acoatado (he1 aha, it hal lain; you have lain)
alguien (aomeone) corea do (noar) pero (but) Jpobrel (poor thina1) entonce1 (then) oatl dormida (h i1 a1leep)
68



New Narration

Cabellos Negros estl en el dormitorio. Cabellos Negros esti en la cama de Osito Chiquita. iQul linda es Cabellos Negros! iQu8 lindo es el pelo negro de Cabellos Negros! Cabellos Negros estl dormida.

Raven Hair is in the bedroom. Raven Hair is in Baby Bear's bed.
How pretty Raven Hair is! How pretty is Raven Hair's black hair!
Raven Hair is asleep.

6D~nde estln Los Tres Osos? Estln en el bosque.

Where are The Three Bears? They are in the forest.

Pero, lqul es esto? Miren ustedes. Los Tres Osos estln cerca de la casa. Los Tres Osos entran .. la casa.
6D~nde estln Los Tres Osos? Estln en el camedor.

But, what is this? Look. The Three Bears are near the house. The Three Bears enter the house.
Where are The Three Bears? They are in the dining room.

Los Tres Osos miran la mesa.

The Three Bears look at the table.

Papl Oso mira su cuchara y su plato y dice: ___&Alguien ha entrada aqu! y ha
probado mi sopa!

Maml Osa mira su cuchara y su plato

y dice:

- is ha

!

p, roablgaudoienmihsaopeantrtaamdabiae,nq!u

!

y

Papa Bear looks at his spoon and his plate and says: "Someone has entered here and has tasted my soup!"
Mama Bear looks at her spoon and plate and says: "Yes, someone has entered here and has tasted my soup. too!"

Osito Chiquita mira su cuchara y su
plato y dice:
___is!, s!, alguien ha entrada aqu!
y se ha tamado toda mi sopa! iPobre Osito Chiquita!
Osito Chiquita se pone a llorar.

Baby Bear lo~s at his spoon and plate and says: ~es 1 yes, someone has entered here and has drunk all my soup!" Poor Baby Bear! Baby Bear starts to cry.

Entonces Papl Oso mira su silla y dice: Then Papa Bear looks at his chair and says:

___iAlguien ha entrado aquf y se ha

"Someone has entered here and has sat

sentado en mi silla!

on my chair!"

Maml Osa mira su silla y dice:
___is!, alguien ha entrado aqu! y
se ha sentado en mi silla tambiln!

Mama Bear looks at her chair and says: ~es 1 someone has entered here and has sat on my chair too!"

Osito Chiquita mira su silla y dice: ___is!, s!1 alguien ha entrado aquf
y ha roto mi silla! &Pobre Osito Chiquita! Osito Chiquita llora y llora.

Baby Bear looks at his chair and says: ~es 1 yes 1 someone has entered here and has broken my chair!" Poor Baby Bear! Baby Bear cries and cries.

69

,
Entonces Papa Oso dice: ___ iVamos al dormitorio!

Then Papa Bear says: "Let's go to the bedroom!"

Maml O, sa dice:
___ is~, vamos al dormitorio!

Mama Bear says: "Yes, let's go to the bedroom!"

, Osito Chiq, uito dice:
___jS11 s1, vamos al dormitorio!

Baby Bear says: "Yes, yes, let 1 s go to the bedroom!"

Los Tres Osos entran en el dormitorio. The Three Bears enter the bedroom.

Pap! Oso mira su cama y dice: ___iAlguietl ha entrado aqu! y
se ha acostado en mi ca111a!

Papa Bear looks at his bed and says: "Someone has entered here and has lain on my bed!"

Maml Osa mira su cama y dice: ___is!, alguien ha entrada aqu!
y se ha acostado en mi cama
tambi~n!

Mama Bear l0oks at her bed and says; "Yes, someone has entered here and has lain on my bed too!"

Osito Chiquita mira su cama y dice: ___ is!, s{! iMamJ! iPapl! iVengan
pronto! i Vengan pronto! i Hay una nii\a en mi cama! i Una nit\a est! en mi cama!

Baby Bear looks at his bed and says: "Yes, yes! Mama! Papa! Come quickly! Come quickly! There is a little girl in my bed! A littl~ girl is in my bed!

Sentences To Be Learned

PapaI' Oso mira su cuchara y su plat0. Mam.{ Osa mira su cuchara y su plato. Ositu Chiquito mira su cuchara y su plato.

Papa Bear looks at his spoon and his plate. Mama Bear luuks at her spoon and her plate. Baby Bear looks at his spoon and his plate.

jAlguien ha entrado aqu! y ha --- probado mi sopa!
jS[, alguien ha entrado aqu{ y ha
---probado mi sopa tambi~n!"
___is!, s!, alguien ha entrado aqu{
y sc ha tornado toda mi sopa!
jAlguien ha entrado aqu! y se ---ha sentado en mi silla!
___is!,. alguien ha entrado aqu! y
se ha sentado en mi silla tambi:n!
___ is!, s!, alguien ha entrado aqu!
y ha roto mi silla! ___ iVamos al dormitorio!
___is!, vamos al dormitorio!
- , jS!, s!, vamos al dormitorio!
___ jAlguien ha ~ntrado aqu1 y se ha
acostado en mi cama! ___is!, alguien ha entrado aqu! y se
ha acostado en mi cama tambi~n! ___ i S1' 1 s1' .1 iMam'a1. i Papa't. i Vengan
pronto! iVengan pronto! iUna nit\a
estl en mi cama!

"Someone has entered and has tasted my soup!" ~es, someone has enter0d here and has tasted my soup too!" "Yes, yes, someone has entered here and has drunk all my soup!" ''Someone has entered her\.! and has sat on my chair!" "Yes, someone has entered here and has sat on my chair too!" "Yes, yes, someone has entered here anJ has broken my chair!" "Let's go to the bedroom! "Yes, let's go to the bedroom!;' "Yes, yes, let 1 s go to the bedroom!" "Someone has entered here and has lain on my bed!" "Yes, someone has entered here an:! has lain on my bed too!"
"Yes, yes! Mama! Papa! Come quickly! Come quickly! A little girl is it my bed!"

70

Summary

Review of Sentences To ~e Learned and the main portion of New Narration.
c. Follow-up:

The follow-up is to be done in the customary fashion with the second part of tape

17368 and the visuals. The children are to dramatize the episode as much as possible

Have them use motions to indicate anger and excitement, and let them represent the

voices of The Thre Bears by lowering their voice pitch to a deep tone for Papl Oso,

making it less deep for Maml Osa and then higher for Osito Chiquita. As each

child recites his lines, have him finish the dialogue by asking the class lQui~n

es? and letting the class guess which character was represented. The "lS! o

No?" game can be played in connection with the children's recitation, with the

child asking lEs

? lS! o no? instead of lQui~n es?. Another variation of

this game can be used, with the child holding up a visual of his choice after

the recitation which is supposed to correspond to it. For example, Pupil 1

recites the following: ___jAlguien ha entrada aqu! y se ha sentado en mi silla!

Immediately following his line, he holds up a picture of a bed and says, lEstl

bien? (Is it all right?) The class is to answer "s!, estc! bien" or "No, no estc!

bien".

Additional Activities:

In addition to the activities mentioned under the section "Follow-up", play the following new game, the lD~nde? (Where?) game. The first child or team to answer the question correctly wins. For example:

lD~nde estl la ni1\a?
,
lDonde entran Los Tres Osos? lD~nde entra la ni1\a? lD~nde est~n Los Tres Osos? lD~nde esta la casa? lD~nde hay tres camas? lD~nde hay tres platos? lD~nde hay mucha sopa? lD~nde se sienta la ni1\a?
,
lDonde viven Los Tres Osos?

Estl en el dormitorio. Estl en la cama peque1\a. Estl en la cama de Osito Chiquita.
Entran en la casa. Entra en la casa. Estln en el bosque. Estln en la casa. Estln en el comedor. Estln en el dormitorio. Estl en el bosque. Hay tres camas en el dormitorio. Hay tres plates sabre la mesa. Hay mucha sopa en el plato grande. Se sienta en la silla grande. Se sienta en la silla mediana. Se sienta en la s illa peque1\a. Viven en La Casa Linda.

etc.

71

Lecci~n 32: ETV - Primary Science

TITLE: ME GUSTAN TODAS (1 Like Them All) Audio Tape l7369: First Part

A. Readiness Preparation:
Lecci~n 32 presents the concluding episode in The Three Bears series. This new ending introduces a song which was presented in the first unit. Pantomime and dramatization are again ideal means to present this new episode.

Prepare the following visuals: 1) Raven Hair, awakening, looking at the Three Bears in great fear, 2) The Three Bears smiling at Raven Hair, who also looks happy, 3) Raven Hair and Baby Bear shaking hands, 4) Raven Hair looking at Papa Bear who is singing (put musical notes near Papa Bears mouth), 5) Mama Bear, Baby Bear, and Raven Hair clapping, 6) The Three Bears waving goodbye and Raven Hair waving goodbye.

B. Teacher's Lesson Plan:

New Vocabulary

tengo mucho miedo (1 am very frightened)

no tengo miedo (~ am not frightened)

tiene mucho miedo (he, she, it is very frightened; you are very frightened)

no tenga miedo (don't be frightened)

somos sus amigos (we are your friends)

iqul bueno! (how nice!)

pregunta (he, she, it asks; you ask)

preguntan (they ask; you (pl) ask)

contesta (he, she, it answers; you answer)

~sabe usted cantar? (do you know how to sing?)

s!, senorita (yes, Miss)

voy a cantar (1 am going to sing)

canta iqu~

b

(he1 ien

she, canta

!

i

t sin (how

gs; well

y

ou he

,

s

ing) she,

it

sings~

how well you sing!)

icante otra vez! (sing (you) once more!)

est!n muy contentos (they are very happy; you (pl) are very happy)

est! muy contenta (she is very happy)

una nueva amiga (a new friend- girl)

nuevos amigos (new friends)

mira a (they look at - a person or a personalized object) iqu~ nina tan linda! (what a pretty little girl!)

se despierta (he, she, it awakens; you awaken)

se levanta (he1 she, it gets up; you get up)

New Narration

Los Tres Osos miran a la nina.

The Three Bears look at the little girl.

Pap! Oso dice: ___ jAh, qu~ nina tan linda~
Maml Osa dice:
___,s!, qu~ nina tan linda!

Papa Bear says: "Oh1 what a pretty little girl!"
Mama Bear says: "Yes, what a pretty little girl!"

72

Osito Chi~uito dice: jS!, sf, qu~ nina tan linda!

Baby Bear says: "Yes, yes, what a pretty little girt!"

Entonces Cabellos Negros se despierta. Then Raven Hair awakens.

La niba mira a Los Tres Osos.

The little girl looks at The Three Bears.

La nina dice: ___ jAy! jTengo mucho miedo!

The little girl says: "Oh! I'm very frightened!"

Cabellos Negros se levanta CORRIENDO. Raven Hair gets up IN A HURRY.

Los Tres Osos miran a la nina.

The Three Bears look at the little girl.

Pap.f Oso dice: ___ jAh, la nina tiene miedo!

Papa Bear says: "Oh, the little girl is frightened 1 "

Mam! Osa dice:
jSf, la nina tiene mucho miedo!

Mama Bear says: "Yes, the little girl is very frightened!rr

Osito Chiquita dice:
___is{, s{, la nina tiene mucho miedo!
,.
Entonces Papa Oso llama a la nina.

Baby Bear says: "Yes, yes, the little girl is very frightened!
Then Papa Bear calls the little girl.

--

- , No tenga Papa Oso.

mie

do,

oinita,

---dice

s~,, no tenga m~. ed 0 n~.r.ata, - - ---dice MamS Osa.
, , ___s~, s~, no lenga miedo, nihita, ___
dice Osito Chiquita.

"Don't be frightened, little girl", says Papa Bear.
"Yes, don't be frightened, little girl': says Mama Bear.
"Yes, yes, don1 t be frightened little girl", says Baby Bear.

Los Tres Osos dicen: Somas sus amigos.

The Three Bears say: "We are your friends."

Entonces Cabellos Negros dice: ___No tengo miedo.

Then Raven Hair says: "I am not afraid."

_jQU~ bueno! ---' dicen Los Tres Osos."How nice!", say The Three Bears.
Osito Chiquita mira a Cabellos Negros. Baby Bear looks at Raven Hair.

Osito ,Chiquito pregunta:
___6Como se llama usted?

Baby Bear asks: "What is your name?"

Cabellos Negros contesta:
- ,Me llamo Cabe,llos Negros, a sus
ordenes, lY como se lJama usted?

Raven Hair answers: ~y name is Raven Hair, at your service, and what is your name?"

___Me llamo Osito Chiquita, a sus

ordenes,

dice Osito Chiquito.

~y name is Baby Beary, at your service." says Baby Bear.

_E_n_tAoqnuc~, ese, sOt, asnitom. ~Cmhaim, qauiyta. m~ dicp, ea:pa.

Then, Baby Bear says: "Here are my mother and father".

___Mucho gusto __.J dice Cabellos

"It's a pleasure", says Raven Hair.

73

l

__ Mucho gusto __ Mucho gusto

, dice Maml Osa. , dice Papl Oso.

"It's a pleasure", says Mama Bear. "It's a pleasure", says Papa Bear.

Cabellos Negros pregunta: Senor Oso, t,sabe usted cantar?
___s{, senorita. Escuchen ustedes.
Voy a cantar una canci&n.

Raven Hair asks: "Do you know how to sing?"
'~es, Miss. Listen. I am going to sing a song."

Cabellos Negros, Maml Osa y Osito Chiquito preguntan: ___l,C~mo se llama la ~anci~n?
,.
Papa Oso contesta: La canci~~ se llama ~e gustan todas".
PapS Oso canta la canci~n.

Raven Hair, Mama Bear and Baby Bear ask: "What is the name of the song?"
Papa Bear answers: "The song is called 'I Like Them All 1 ".
Papa Bear sings the song.

Me gustan todas, Me gustan todas, Me gustan tod~s en general. Pero esa rubia, Pero esa rubia,
Pero esa ru,bia
Me gu::;ta mas.
__jQU~ bien canta! ___, dicen Maml Osa, Osito Chiquito y Cabellos Negros.

"I like them all, I like them all, I like them all in general. But that blonde, But that blonde, But that blonde I like the best."
"How well he sings", say Mama BE:ar, Baby Bear, and Raven Hair.

___iCant otra vez! _, dicen ellos. "Sing once more", they say.

Los Tres Osos estln muy contentos.
Tienen una nueva am,iga.
Cabellos Negros esta muy contenta. TiPne tres nuevos amigos.

The Three Bears are very happy. They have a new friend. Raven Hair is very happy. She has three new fr1.ends.

Los Tres Osos dicen: ___Adi~s, amigos. Hasta la vista.

The Three Bears say: (to audiE:nce) "Goodbye, friends. Until we see you again.''

Cabellos Negros dice: Adi6s, amigos. Hasta lavista.

Raven Hair says: (to audience) "Goodbye, friends. Until I Sl~e you again."

Y color!n colorado, el cuento estS acabado.

And so, (robin redbreast) the story ends. (idiomatic expression)

Sentences To Be Learned

___ jAh1 qu~ nina tan linda! Ay! 1 Tengo mucho miedo!
- __-_iSl#. 1 la nina tiene mucho miedo! ___No tenga miedo, ninita.
___No tengo miedo.
Somos sus amigos.

Oh, what a pretty girl! Oh, I am very frightened! Yes, the little girl is very frightened. Don't be fright~ned, little girl. I am not frightened. We are your friends.



Cabellos Negros pregunta: ~Sabe usted cantart

Raven Hair asks: "Do you know how to sing?"

PapS Oso contesta:
s!, senorita. Voy a cantar una
-canci~n.
___iQul bien canta! ___,cante otra vez!

Papa Bear answers: ''Yes 1 Kiss. I am going to sing a song".
How well he sings! Sing once more!

Los Tres Osos tienen una nueva amiga. The Three Bears have a new friend. Cabellos Negros tiene tres nuevos amigos. Raven Hair has three new friends.

Summary

Repetion of Sentences To Be Learned and the main portion of the New Narration.

C. Follow-up:

Play audio tape 17369 using the visuals suggested in the Readiness Preparation Section. A combination of the visuals with additional pantamime makes a very interesting dramatization of each character. A dramatization of this episode
with the class taking part in such lines as "iQul bien cantal"1 "1Cante otra vez!" 1 etc. can follow. The child portraying Papl Oso can simply hum in the rhythm of the little song to illustrate that he is singing. The song has been recorded on the tape1 and the words are very simple andare repeated several
times. DO 1!Q! BE CONCERNED IF THE CJULDREN DO NOT KNOW ALL THE VOCABULARY
WinCH HAS BEEN PRESENTED. THE OBJECTIVE OF TJUS UNIT HAS BEEN TO INCREASE OBAL
C<fPREHENSION, AND tHEN RETAIN ENOUGH VOCABULARY TO DRAMATIZE A SIMPLIFIED VERSION OF THE STORY.

Lecci~n 33: ETV - Fiesta III

TITLE: EL CUENTO DE LOS TRES OSOS (The Story Of The Three Bears) Audio Tape 17370

A. Readiness Preparation:

Tell the children that in this lesson the complete story of The Three Bears will be dramatized. Have handy all the visuals used in this series of lessons.

This is a listening lesson. It is presented as a review of the narrations presented before. Again1 it is emphasized that the children are not expected to know exactly what every word means, nor are they expected to know how to say every ~ The key phrases were drilled in previous lessons 1 and the pupils are expected to recognize these. The other sentences will become clear in context.

B. Teacher 1 s Lesson Plan:

NOTE: There is no New Vocabulary, Sentences To Be Learned1 or Summary. Narration Of ~ Three Bears Story

Kiren ustedes el bosque. Es el bosque.

Look at the forest. It is the forest.

75

~Qu~ hay en el ,bosquet Hay muchos arboles.
~Qu~ mls hay en el bosque? Hay una casa.

What is there in the forestf There are many trees.
What else is there b~ the forest? There is a house.

Miren ustedes la casa en el bosque.
~C~mo es la casa? La casa es pequena. Es blanca. El techo es rojo.
,
lComo se llama la casa? La casa se llama "La Casa Linda."

Look at the house in the forest.
What is the house like? The house is small. It is white. The roof is red.
What is the name of the house? The house is named "The Pretty House".

La casa tiene ventanas.

The house has windows.

;.QuS es es to? Es una vcntana

What is this? It is a window.

La casa tiene una puerta.
z.Qu~ cs esto? Es una puerta.
l Qu1. e,.n v1. ve en esta casa.,, En esta c~sa viven tres nsos. Esta es la casa de Los Tres Osns. Hay un oso grande. El os0 grande es pardo. Se llama Papa# Oso. Hay un oso mediano. El oso mediano es pardo. Sc llama Maml Osa. Hay un oso pequeflo. El oso pequeno e~ pardo. Sl, llama Osito Chiquit~,,.

The house has a door.
What is this? It is a door.
Who lives ir this houset In this house live three bears. This is the house of The Three Bears. There is a big bear. The big bear is brown. His name is Papa Bear. There is a middle-sized bear. The middle-sized bear is brown. Her name is Mama Bear. There is a small bear. The small bear is brown. His name is Baby Bear.

Papif Oso dice: ___Soy un oso pardo.
Soy grande. Tengo -un s1mbrero grande. Soy el papi de Osito Chiquita.

Papa Bear says: "I am a brown bear. 11 "I am big." "I have a big hat." "I am the father of Baby Bear."

Maml Osa dicc>: _s._)y un oso pardo.
No soy graode. No tengo sombrero. Soy la maml de Osito Chiquita.

Mama Bear says: "I am a brown bear."
"I am not big."
"1 don't have a hat." "1 am the mother of Baby Bear."

Osito Chiquito dice: __ .Soy un ositn: pardo.
Soy pequeno. Tengo <Ill sombrero pequef\o.
Soy el nenc de la familia.

Baby Bear sRys:
"I am a little brown blear."
"I am small." "I have a small hat."
"I am the baby of the family."

76

p

~D~nde estln los tres osos? Estln en un cuarto.
~Qui es esto'Z Es un cuarto.

Where are the three bears? They are in a room.
What is this? It is a room.

4Qul cuarto es? Es el comedor.
~Qul hay en el comedorf Hay una mesa y tres sillas.

What room is it? It is the dining room.
What is there in the dining room? There is a table and three chairs.

4Culntas sillas hay?

How many chairs are there?

Una, dos, tres.

One, two, three.

Hay tres sillas.

.,.

Hay una silla grande para Papa Oso.

There are three chairs. There is a big chair for Papa Bear.

Hay una silla mediana para Mam& Osa. There is a middle-sized chair for

Mama Bear.

Hay una silla pequena para Osite>

There is a small chair for Baby Bear.

Chiquita. Hay tambi~n una mesa.

There is also a tabl~.

~Qui es esto? Es la mesa.
~Qui es el comedor? El comedor es un cuarto. Es un cuarto de la casa.

What is this? It is the table.
What is the dining room? The dining room is a room. It is a room of the house.

Bueno, vamos a ver otro cuarto.

Well, let's go see another room.

;,Qui es es to? Es el dormitorio. El dormitorio es un cuarto. Es un cuarto de la casa.

What is this? It is a bedroom. The bedroom is a room. It is a room of the house.

4Que# hay en el dormitorio? Hay tres camas. Hay una cama grande para PapS Oso. Hay una cama mediana para Maml
Osa. Hay una cama pequena para Osito Chiquita.

What is there in the bedroom? There are three beds. There is a big bed for Papa Bear. There is a middle-sized bed for Mama Bear. there is a small bed for Baby Bear.

Maml Osa pone la mesa.

Mama Bear sets the table.

Maml Osa pone los platos sabre la ml'Sa. Mama Btoar puts the plates on the table.

Pont un plato grande para Pap! Osu.

She puts a large plate fl.,r Papa Bear.

Porw un pLato IDldiano para Maml Osa. She puts a middle-sized plate for Mama Bear

Ponf. un plato pequeno para Osito

She puts a small plate for Baby Bear.

Chiquita.

4Culntos platos hay sobre la mesa? Uno, dos, tres. Hay tres platos sabre la mesa.
Ahara Maml Osa pone las cucha1.as
aobre la mesa.

How many plates are there on the table? One, two, three. There are three plates on the table.
Now Mama Bear puts the spoons on the table.

77

PLlllL' una cuchara grande para Pap.S Oso. Pune una cuchara mediana para Mam! Osa. Pone una cuchara pequefta para Osito Chil[Uito.

She puts a large spoon for Papa Bear. She puts a middle-sized spoon for Mama Bear. She puts a small spoon for Baby Bear.

6Cu#antas cucharas hay sobre la mesa? Una, dos, tres. Hay tres cucharas sobre la mesa.

How many spoons are there on the table? One, two, three. There are three spoons on the table.

Pap! Oso se sienta en la silla grande. Papa Bear sits on the big chair.

P...1p! Oso dice:

P<1pa Bear says:

___Yo tengo hambre.

"I am hungry."

Mam! Osa sc sienta en la silla mLdiana. Mama Bear sits on the middle-sized chair.

Mam.f Osa cl ict':

Mama Bear says:

Yo ten~o mucha hambre.

"I am very hungry."

Osito Chiquita se sienta en la silla ptquc\'\a,
Osit'' Chiquita dice: ___Yo tengo mucha hambre tambien.

Baby Bear sits on the small chair.
Baby Bear s.:1ys: "I am very hun6rY too."

Entonces Mam! Ooa llena los plates. Pone mucha sopa en el plato grande. Pone monos sopa en el plato m~diano. Pone poca sopa en el plato pe4ueno.

Then Mama Bear fills the plates. She puts a lot of soup in the big plate. She puts less soup in the middle-sized plate. She puts little soup in the small plate.

Los Tres Osos tienen mucha hambre.
,
Papa Oso toma la cuchara grande y prueba la sopa. Pap<f Oso dice: ___iAy! iLa sopa est! caliente!

The Three Bears are very hungry.
Papa Bear takes the big spoon and tastes the soup. Papa Bear says: "Oh! The soup is hot!"

Mam! Osa toma la cuchara mediana y prueba la sopa. MaDJ! Osa dice: ___ is!, la sopa est! muy caliente!

Mama Bear takes the middle-sized spoon and tastes the soup. Mama Bear says: "YesJ the soup is very hot!"

Osito Chiquita tuma la cuchara peque~a y prueba la sopa. Osito Chi~uito dice:
isf, s1, la sopa estl muy caliente!
,
Papa Oso dice: V:tmos a dar un pasco por el bosque.

Baby Bear takes the small spoon and tastes the soup. Baby Bear says: "Yes, yes, the soup is very h0t!"
Papa Bear says: "Let's take a walk through the forest."

Maml Osa dice: is{, vamos a dar un paseo por el
--bosque!

Mama Bear says: "Ye,s, let's take a walk through the forest!"

Osito Chi~uito dice: ___ isf., s1, vamos a dar un pasl:'o por
el bosque!

Baby Bear says: "YesJl yes, let's take a walk through thL' forest!"

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,
z,Que es esto? Es el bosque.
z,Qu~ hay en el bosque? Hay muchos Jrboles.
z,Qu8 m~s hay en el bosque? .Hay una nina. La nina es muy linda. I~ene el pelo negro. Tiene los ojos negros.

What is this? It is the forest.
What is there in the forestT There are many trees.
What else is there in the forest? There is a little girl . The little girl is very pretty. She has black hair. She has black eyes.

z,De qu8 color es el pelo de la nina? Es negro.
,
z,De que color son los ojos de la nina? Son negros.

What color is the hair of the little girl? It is black.
What color are the eyes of the little girl? They are black.

La nina tiene el pelo muy negro. Por eso se llama Cabellos Negros.
,
!,Como se llama la nina? Se llama Cabellos Negros.

The little girl has very black hair. That is why she is called Raven Hair.
What is the name of the little girl? Her name is Raven Hair.

Escuchen ustedes.

Listen.

Cabellos Negros dice:
___s!, me llamo Cabellos Negros.
Soy una nina. Soy muy linda. Tengo el pelo negro y los ojos negros.
!,D~nde estl la nina? Est! en el bosque. Estl cerca de la casa de Los Tres Osos.

Raven Hair says: "Yes, my name is Raven Hair." "I am a little girl." "I am very pretty." "I have black hair and black eyes."
Where is the little girl? She is in the forest. She is near the house of The Three Bears.

La nina mira la casa. iQu~ casa tan linda! La puerta estS abierta. La nina mira la puerta. La nina entra en la casa.
!,D~nde estJ la nina? La nina est! en un cuarto de la casa.
l,QU~ cuarto es? Es el comedor. La nina estl en el comedor. La nina mira la mesa.

The little girl looks at the house. What a pretty house! The door is open. The little girl looks at the door. The little girl enters the house.
Where is the little girl? The little girl is in a room of the house.
What room is it'l It is the dining room. The little girl is in the dining room. The little girl looks at the table.

Hay tres platos sabre la mesa. Hay tres cucharas sabre la mesa.
Hay sopa en los platos.

There are three plates on the table. There are three spoons on the table.
There is soup in the plates.

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Hay mucha sopa en el plato grande. Hay menos sopa en el plato mediano. Hay poca sopa en el plato pequeno.
Cabellos Negros tiene hambre. Cabellos Negros dice: __Tengo hambre.
Cabell0s Negros toma la cuchara grande y prueba la sopa del plato gr,ilnde. l.aoellos Negros dice: __iEsta sopa estl muy caliente!
Entonces toma la cuchara mediana y prueba la sopa del plato mediano.
Cabellos Negros dice: 1Esta sopa estl muy caliente
--tambi~n!

There is a lot of soup in the big plate. There is less soup in the middle-sized plate. There is little soup in the small plate.
Raven Hair is hungry. Raven Hair says: "I am hungry. "
Raven Hair takes the big spoon and tastes the soup of the big plate.
Raven Hair says: "This soup is very hot!"
Then she takes the middle-sized spoon and tastes the soup of the middle-sized plate.
Raven Hair says: "This soup is very hot too!"

Y ahara, Cabellos Negros toma la ,cu~hara pequ~na y prueba la sopa del plato pequeno.
Cab~llos Negros dice: __iEsta sopa estl deliciosa!

And now, Raven Hair takes the small spoon and tastes the soup of the small plate.
Raven Hair says: "This soup is delicious!"

Y entonces la nina se toma toda la sopa.And then the little girl drinks all the soup.

Entonces Cabellos Negros ve las tres sillas. Cabellos Negros dice: _Estoy cansada.
Voy a sentarme en una silla.

Raven Hair then sees the three chairs.
Raven Hair says: "I am tired." "I am going to sit on a chair."

Cabellos Negros se sienta en la silla Raven Hair sits on the big chair. grande.

, Cabellos Negros dice:
__Esta silla no es comoda.

Raven Hair says: "This chair is not comfortable."

Entonces Cabellos Negros se sienta en la silla mediana.

Then Raven Hair sits on the middle-sized chair.

Cabellos Negros dice: Esta silla no es c~moda tampoco.

Raven Hair says: "This chair is not comfortable either."

Y ahara Cabellos Negros se sienta en ' And now Raven Hair sits on the small

la silla pequena.

chair.

Cabellos Negros dice: ___Esta silla es muy cJmoda.

Raven Hair says: "This chair is very comfortable."

Cabellos Negros se cae de la silla.

Raven Hair falls from the chair.

Pobre Cabellos Negrost

Poor Raven Hair! 80

a

Cabellos Negros est! muy cansada.

Raven Hair is very tired.

Cabellos Negros dice: _Tengo sueno.

Raven Hair says: "I am sleepy."

Cabellos Negros va al otro cuarto.
,
z,Adonde va?
Va al dormitorio

Raven Hair goes into the other room.
Where is she going? She is going to the bedroom.

Hay tres camas en el dormitorio.

There are three beds in the bedroom.

Cabellos Negros mira las camas. Cabellos Negros dice: ___Voy a acostarme en la cama.

Raven Hair looks at the beds. Raven Hair says: "I am going to lie down on the bed."

Cabellos Negros se acuesta en la
cama grande.
Cabellos Negros dice: Esta cama no es c~moda.

Raven Hair lies down on the big bed.
Raven Hair says: "This bed is not comfortable."

Cabellos Negros se acuesta en la cama mediana. Cabellos Negros dice:
- Esta cama no es c~moda tampoco.
Y ahora se acuesta en la cama pequena.
Cabellos Negros dice: ,
___Esta cama es muy comoda.

Raven Hair lies down on the middle-sized bed. Raven Hair says: "This bed is not comfortable either."
And now she lies down on the small bed. Raven Hair says: "This bed is very comfortable."

Y Cabellos Negros se duerme enseguida.
,
Pero, z.que es esto? Miren ustedes. Los Tres Osos estln cerca de la casa. Los Tres Osos entran en la casa. Los Tres Osos miran la mesa.

And she falls asleep right away.
But, what is this? Look. The Three Bears are near the house. The Three Bears enter the house. The Tbtee Bears look at the table.

Pap! Oso mira su cuchara y su plato y

dice:

,

___ jAlguien ha entrado aqu~ y ha

probado mi sopa!

Papa Bear looks at his spoon and his plate and says: "Someone has entered here and has tasted my soup!"

Maml Osa mira su cuchara y su plato
y dice:
___is!, alguien ha entrado aqu{ y ha
probado mi sopa tambi:nt

Mama Bear looks at her spoon and plate and says: '~es, someone has entered here and has tasted my soup too!"

Osito Chiquita mira su cuchara y su
r., plato y dice:
_is!, s alguien ha entrado aqu{
y se ha tornado toda mi sopa!

Baby Bear looks at his spoon and plate and says: "Yes, yes, someone has entered here and has drunk all my soup!"

jPobre Osito Chiquita!

Poor Baby Bear!

81

4

Osito Chiquita se pone a llorar.

Baby Bear starts to cry.

Entonces, Papl Oso mira su silla y dice: ___ jAlguien ha entrado aqu! y se ha
sentado en mi silla!

Then, Papa Bear looks at his chair and Says: "Someone has entered and has sat on my chair."

Maml Osa mira silla y dice:
___is!, alguien ha entrado aqu! y se ha sentado en mi silla tambi~n!

Mama Bear looks at her chair and says: "Yes, someone has entered here and has sat on my chair too!"

Osito Chi~uito m~ra su silla y dice: ___is!, s!, algu1en ha entrado aqu!
y ha roto mi silla!

Baby Bear looks at his chair and says: "Yes, yes, someone has entered here and has broken my chair!"

jPobre Osito Chiquito! Osito Chiquito llora y nora.

Poor Baby Bear! Baby Bear cries and cries.

Entonces Papl Oso dice: ___ iVamos al dormitorio!

Then Papa Bear says: "Let's go to the bedroom!"

Mam! Osa dice: ___ is!, vamos al dormitorio!

Mama Bear says: "Yes, let's go to the bedroom!"

Osito Chiquito dice: jS!, s!, vamos al dormitorio!

Baby Bear says: "Yes, yes, let 1 s go to the bedroom!"

Los Tres Osos entran en el dormitorio. The Three Bears enter the bedroom.

Papl Oso mira su cama y dice: iAlguien ha entrado aqu! y se ha
---acostado en mi cama!

Papa Bear looks at his bed and says: "Someone has entered here and has lain on my bed!"

Maml Osa mira su cama y dice: ___is!, alguien ha entrado aqu! y ,
se ha acostado en mi cama tambien!

Mama Bear looks at her bed and says: "Yes, someone has entered here and has lain on my bed too!"

Osito Chiquito mira su cama y dice: ___is!, sf! iMam!! jPapl! jVengan
prontot iVengan pronto! jHaY una nina. en mi cama! jUna nina estc! en mi cama!

Baby Bear looks at his bed and says: "Yes, yes! Mama! Papa! Come quickly! Come quickly! There is a little girl in my bed! A little girl is in my bed!

Los Tres Osos miran a la nina.

The Three Bears look at the little girl.

Papl Oso dice: ___ jAh, qu~ nina tan linda!

Papa Bear says: "Oh, what a pretty little girl!"

Mam! Osa dice: ___is!, qu~ nina tan linda!

Mama Bear says: "Yes, what a pretty little girl!"

Osito Chi~uito dice: ___is!, s1, qui nina tan linda!

Baby Bear says: "Yes, yes, what a pretty little girl!"

82

Entonces Cabellos Negros se despierta. Then Raven Hair awaken~.

La nina mira a Los Tres Osos.

The little girl looks at The Three Bears.

La nitta dice: jAy! jTengo mucho miedo!

The little girl says: "Oh! I am very frightened!"

Cabellos Negros se levanta corriendo. Raven Hair gets up in a hurry.

Los Tres Osos miran a la nina.

The Three Bears look at the little girl.

Pap! Oso dice: ___ jAh1 la nina tiene miedo!
Mam.f Osa dice: ___is{, la nina tiene mucho miedo!

Papa Bear says: "Ah1 the little girl is frightened!"
Mama Bear says: "Yes, the little girl is very frightened!"

Osito Chiquita dice:

Baby Bear says:

___ is!, s!, la nina tiene mucho miedo! '~es 1 yes, the little girl is very frighten~J!

Entonces Papcf Oso llama a la nina.
___No tenga miedo 1 ninita, _____dice Pap! Oso.
___s{, no tenga miedo 1 ninita, .__..
di,ce M, ami Osa.
___S11 s11 no t~nga miedo, ninita, ___ dice Osito Chiquita.

Then Papa Bear calls the little girl. "Don 1 t be frightened, little girl," says Papa Bear. "Yes, don1 t be frightened, little girl," says Mama Bear. '~es 1 yes, don 1 t be fright~ed 1 little girl," says Baby Bear.

Los Tres Osos dicen: Somos sus amigos.

The Three Bears say: ''We are your friends!"

Entonces Cabellos Negros dice: __No tengo miedo.

Then Raven Hair says: "I am not afraid."

--' __ jQut bueno!

dicen Los Tres Osos. "How nice!" say The Three Bears,

Osito Chiquita mira a Cabellos Negros.

Osito Chiquita pregunta: lC~mo se llama usted?

- - , ---, --Me llamo Cabellos Negros, a sus ordenes, contesta Cabellos Negros ___.. lY como se llama

us ted.

Me llamo Osito Chiquito, a sus

. . ---~rdenes, _____dice Osito Chiquito.

, Entonces
___Aqu1

eOstsa,intomC1. hmiaqmuai

ta y

md1i.cep:apa.

___Mucho gusto dice Cabellos

Negros,

_Mucho gusto dice Maml Osa.

_Mucho gusto dice Pap! Oso.

Baby Bear looks at Raven Hair. Baby Bear asks: ''What is your name?" '~y name is Raven Hair, at yoyr service, answers Raven Hair, "and what is your namet"
'~y name is Baby Bear, at your service," says Baby Bear.
Then Baby Bears says: "Here are my mother and father." "It's a pleasure," says Raven Hair.
"It 1 s a pleasure," says Mama Bear. "It1 s a pleasure," says Papa Bear.

Y Cabellos Negros dice: ___Muchas gracias. Cabellos Negros pregunta: __senor Oso, lsabe usted cantar?

And Raven Hair says: "Thank you." Raven Hair asks: "Mr. Bear, do you know how to sing?"

83

___s!, senorita. Escuchen ustedes.
Voy a cantar una canci~n.
Cabellos Negros, Maml Osa y Osito Chiquito preguntan:
bC~mo se llama la canci~n?
PapaI' Oso contesta: ___La canci~n se llama ~e gustan
todas." Papl Oso canta la canci~n. ___Me gustan todas,
Me gustan todas, Me gustan todas en general. Pero esa rubia, Pero esa rubia, Pero esa rubia Me gusta mSs.
___jQU~ bien canta! ___, dicen Maml Osa, Osito Chiquito y Cabellos Negros.
---lCante otra vez! ___, dicen ellos. Papa Oso canta la canci~n otra vez.
Los Tres Osos estln muy contentos. Tienen una nueva amiga. Cabellos Negros estl muy contenta tambi&n. Tiene tres nuevos amigos.
Los Tres Osos dicen: ___Adi~s, amigos. Hasta la vista.
Cabellos Negros dice: ___Adi~s, amigos. Hasta la vista.

"Yes1 Miss. Lis ten. II
"I am going to sing a song. II
Raven Hair, Mama Bear, and Baby Bear ask: "What is the name of the song?"
Papa Bear answers: "The song is called 1I like Them All'"
Papa Bear sings the song. "I like them all, I like them all, I like them all in general. But that blonde, But that blonde, But that blonde I like the best."
"How well he sings!" say Mama Bear, Baby Bear, and Raven Hair.
"Sing once more!" they say. Papa Bear sings the song once again.
The Three Bears are very happy. They have a new friend. Raven Hair is very happy too.
She has three new friends.
The Three Bears say: "Goodbye, friends. Until we meet again."
Raven Hair says: "Goodbye, friends. Until we meet again."

Y color!n colorado, el cuento estl acabado.

And so, (robin redbreast) the story ends.

C. Follow-up:

Play audio tape 17370 using the visuals compiled during this series of lessons on The Three Bears.

Dramatize the story of The Three Bears, using only the key sentences and dialogue. Have the children make a set of drawings to tell the story. Using cut-outs on the
flannel board, have the children demonstrate the main points of the story. Play a new version of the "Bingo" game, called "Acab~se". ("Acab~se" will be called
out in the same way that "Bingo" is called out.) Make a set of "Bingo" cards with illustrations of objects mentioned in the story. Then have a pupil call out the particular objects until someone cries "iAcab~se!"

84