Fiesta IV, grade 7, with Sra. Yvonne de Wright [1964]

The material in this bookl et has been prepared with the consultative hel p of Miss Nidia Herrera,
Visi t ing Foreign Language Consultant, State Department of Education . Miss Herrera has been working with the State Depa r tment of Education
under the sponsorship of the U. S . Office of Education, through Hayes-Fullbright Program .

STATE BOARD OF EDUCATION

James S. Peters, Chairman

Robert Wright, Vice-Chairman

Claude Purcell, Secretary

~~~~~.!L~.
FIRST CONGRESSIONAL DISTRICT .................... J. Brantley Johnson SECOND CONGRESSIONAL DISTRICT .................... Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT .................... Thomas Nesbitt, Jr. FOURTH CONGRESSIONAL DISTRICT ......................... Do,la ld Payton FIFTH CONGRESSIONAL DISTRICT .......................... David F. Rice SIXTH CONGRESSIONAL DISTRICT ........................ James S. Peter~ SEVENTH CONGRESSIONAL DISTRICT ........................ Henry Stewart EIGHTH CONGRESSIONAL DISTRICT ....................... Lo,1,1ie E. Sweat NINTH CONGRESSIONAL DISTRICT ................... Cliff C. Kimsey, Jr. TENTH CONGRESSIONAL DISTRICT ....................... William Presto,1

i

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 teachin~ for the children.
Television dynamic power--long used in communicating other inforrnation--i,., now being made use of in education. It is making this a better uaucated world. None of us knows as much as we would like to knv,., 1hout 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 ~~E of your television facilities. Our aim is to make the school progcam more meaningful in Georgia.
Our competent television teachers are well prepared to help you and the :11embers of your class with lessons in science, mathematics, mode'_., foreign languages, music, and Georgia history. They have time to .~alr<er up visuals that may not be readily available to you or that you , ,y not have time to collect. This relieves you of much planning .:1n.l preparation and leaves you with more time to devote to the actual ~eJching of the child in the classroom, and your personal teachinga:tc.llearning contact with him.
I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective. If you have found some especially good ways to adapt these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is a cooperative venture; it is important that we all work together to make the best use of this new power that has come into our hands in this technological age, so that we may make learning more effective in Georgia schools.
---CLAUDE PURCELL State Superintendent of Schools
ii

GENERAL COMMENTS

NATURE OF FIESTA IV COURSE:

Fiesta IV is a Spanish course designed to follow the prcvic-,us Fiesta !_, II, and III courses, and is primarily directed to elementary and juuior high school pupils in the sixth, seventh, and possibly even eighth grades. As stated in the manuals for the previous Fiesta I, II, and III courses, these courses represent stages of development rather than actual grade levels. It has been recommended that Fiesta I begin at the third grade level and that the following Fiesta courses come in succession only after reasonable mastery of the particular level of instruction has been reached. Fiesta I has been used successfully in some second grades, fourth grades, fifth grades, and even in high school. Repetltion of the first level \vhen it was not mastered the first time has proven to be very successful in the mastery of the following levels. Therefore, all Fiesta courses have been used at different grade levels with success, as long as mastery of the material and continuity from one year to the next have been carefully considered. In this new fourth level, reading will be introduced for the first time. lT IS IMPORTANT TO NOTE THAT THE STUDENTS WILL BEGIN TO READ ONLY THAT WHICH THEY HAVE ALREADY LEARNED TO PRONOUNCE. THEREFORE, A GREAT DEAL OF REVIEw VOCABULARY FROM THE PREVIOUS THREE LEVELS WILL BE PRESENTED IN NEW DIALOGUE SITUATIONS DURING THE FIRST HALF OF THE COURSE. THIS REVIEW VOCABULARY WILL BE SEEN IN WRITTEN FORM, NEW VOCABULARY WILL BE ADDED GRADUALLY, AND NEW VOCABULARY WILL BE DRILLED IN THE CUSTOMARY AUDIO-LINGUAL FASHION, AND WILL BE READ LATER, PARTICULARY IN THE LAST
HALF OF THE COURSE.

The purpose of Fiesta IV, therefore, is to introduce reading and thus reinforce the vocabulary presented in the previous Fiesta courses, as well as to add new vocabulary gradually in urder to further develop the new reading skills. Poems and rhymes which are a part of a Spanish-speaking child 1 s elementary school work will be presented to aid in c.btaining a feel for the rhythm, cadence and intonation of the Spanish language as shO\ro by some of her outstanding authors and poets. These poems and rhymes shoulu be memorized. Additional songs are also presented, as the history, geography and folklore of several Spanish-speakitg nations are emphasized, especially in the last half of the course. Another lmportant addition presented in the fourth level course is the introduction of the informal l)r familiar form of address used in connection with the basic drill patterns and sentence constructions studied with the formal or polite form of addnss in tbc previous courses.

Fiesta IV continues the same pattern of presentation used in the other Fiesta

courses. It consists of .33 televised lessons, with one new lessut prescntt:d <~ach

week. Each lesson presentation lasts approximately thirty minutes, whicl~ are d~vided into two separate part& In this level, each part is appLoximat~ly fifteen

m1nutes long, with the first part dedicated to the oral portion, and the last

part dedicated to the w~n portion. During the ~nd part or 1vri tlhl-;:;-;;:tio,i

b/ t~e basic rules of pronunciation, syllabicatil)n, accentuation and gra':;!r~,-:~- ;i.i_l]

d1scussed in reference to the oral and written sentences presenlt:d in,_;,._

ct.

Additional work in the classroom and at home will be most helpful.

OBJECTIVES OF FIESTA IV COURSE:
b. T~e two major objectives stated previousl./'y the linguistic ri' ~~ the cultural 0 Ject 1Ves, are broadened by the addition of (i:: development of n . reading skill and later commencement of writing sl'-ills:

iii

1. The linguistic objective now deals with the mastery of understanding, speaking, and reading the Spanish words, phrases and sentences presented, striving toward further entrenchment of the habit of "thinking in Spanish" without conscious translation into English, and, in the case of review dialogues, without dependence on visual aids as means of translation.
2. The cultural objective now deals with further integration of Spanish with nrt, music, arithmetic and social studies, so that greater insight into the Spanish pattern of culture (recognizing differences that exist within itself) might result, and greater tolerance and understanding of other peoples, especifically Spanish-speaking peoples, be established.
NATURE OF THE CONTENTS (i'-' FIESTA IV COURSE:
Fiesta IV is divil;l,d into five units of work. The first unit consists of ten lessons dealint; wL.h everyday conversations relating to the family, the home, friends, and activities in the school. The vocabulary used was taught in the previous levels, hut new short dialogues using the familiar form of address inject new life into the (' ld sentence patterns and vocabulary. Two new songs are introduced which lead Lo the study of the alphabet and the celebration of the discovery of America by Christopher Columbus. The second unit also introduces a new song and deals primarily with the celebrations of Christmas in Venezuela. The shopping, the use of dec rations, the food preparation, and unique activities of a folkloric nature are t:Tc...:t:ed in this unit, which is made up of five lessons. In the third unit the wea 1 her, means of orientation, occupations and the celebrations of Carnival with its folk songs and dances are discussed in a series of six lessons, which conclude with a return to the classroom. A new song is also presented in this unit. The fourth unit deals with a series of history lessons which present some of the herc.c:s of Spanish-American independence as well as some important patriotic holidays. The final unit of the year, Unit V, deals with the topography of the American continent, including the mountainous regions, the plains and the valleys, the c1ast line and the sea, as well as part of the flora and fauna found in these regioP.,;. New songs are included in this last unit, which is composed of eight le~so~;s. Throughout the entire course short poems are included as supplements.
FIESTA IV GUIDE FOR TEACHERS:
The Fiesta IV Teacher's 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 ~n effective follow-up of the television lessons.
B. Teacher's Lesson Plan: This section contains a very detailed script of each television lesson. It contains a New Vocabulary Section which enumerates each ~ word, phrase or idiom (plus English translation) which is introduced. It contains an exact reproduction of the Spanish language which is spoken during each 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 >:"eview 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
iv

Learned, and then the Summary. The Sentences to Be Learned include all the Spanish sentences used in the television present6~ion, both
the ~ and the old review sentences which should have been mastered previously. The Summary summarizes the daily lessou 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 throughout the Teacher's Lesson Plan where appropriate by means of notes. OLD VOCABULARY FROM FIESTA I, II, AND FIESTA III IS NOT 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 tap8s 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 times (Escuchen ustedes), repeat three times (Repitan ustedes) with the television teacher, and then repeat one more time (Una vez mas) alone, without the help of the television teacher. The drill pattern already mentioned is used only with the 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 IV 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 meaning 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. Since reading has been introduced at this level, it is very helpful to the students to have a copy of the lesson to look at while the audio tape is playing. Choral reading provides good practice.
It is recommended that each TV lesson should be followed-up by playing the SQrresponding audio tape at least twice, preferably three times a week with the !_isual materials, 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 cr two times a Week. Frequent short repetitions are more effective than infrequent longer repetitions.
v

AUDIO TAPES FOR FIESTA IV:
The Spanish Fiesta IV 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 lon?, 7 1/2 ips), which is then recorded by the Tape Recording Service and sent back ~v 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 TAPE. Tape 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, II and Fiesta III. 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 register 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:
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~ in father: la casa, chacra

e eh?, like~ in they without diphtong glide of y: nene, grande (In a syllable terminated with a consonant, ~ is usually pronounced like~ in elbow: el, papel)

i ee!, like i in machine: cinco, d{a

0

oh!, like in token: doce, boca

u

00!' like ~ in rule: uno, us ted (Never like ~ in mulen

CONSONANTS

b

, like English
(Much softer

except tha when between

t

less air vowels:

escape sabado,

s

gba, eutbwuel e) n

the

lips:

boca, sombrero

c like English k: clo, cuac, camisa (Before "e" or "i" pronounced like 2_: 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)

vi

f

as in English: familia, falda

g

like _g in gold: grande, ganso (Before "e" or "i'' like English h but stronger:

Argentina, refrigeradora)

1l always silent: ahora, hay

j

like English~ but stronger: ojo, oreja

k

like English but rarely occurs in Spanish: kilo

1 like 1 in English elbow: la, lunes 11 likeyofbeyond: lleva, gal;."~

m as in English: martes, mano

n as in English: no, uno

n

lik~ EY in canyon: nino, manana

p

as in English except that less air escap~

between the lips:

,.
papa, pie

qu

,.
pronounced like k: quince, que

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: rojo, regla)

rr strongly trilled: perro, pizarra

s

as in English ~: ganso, dos (Before b, d, m, or n like ~ in rose: las

manos, los ninos

t

as in English took except that the tip of the tongue touches the teeth:

pato, tiene

v

pronounced the same as Spanish ~: vengan, veinte

w pronounced as in English but generally found only in foreign words: Washington

X

like weak _g ~ (never~): examen (Before another consonant like s: texto)

Y when initial like y in~: yo, ya (Otherwise like i in machine: y, hay)

z

like s in saw: zapata, diez

Basic Rules of Syllabication:
l. A Spanish word has as many syllables as it has vowel units: vowel~. and
diphthongs. A diphthong is a combination of a strong vowel followed by a
weak vowel. The vowels ~' ~' and are strong. The vowels i (y) 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:

vii

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_2X as in bou

A Heak vm.;el followed by any vowel becomes a semiconsonant, thus losing its
vocalic value. I followed by a vowel is pronounced as y in yes. Q followed
by vowel is pronounced as w in wet. Here is a list of possible semiconsonant
combinations:

ia

as in fa-mi-lia

ie

as in sie.:..te

_. 1,,

as in a-=dios

i..u

as in ciu-dad

c1a

as in cua-tro

ue

a::. in nue-ve

uo

as in an-ti-~o

ui

as in m~y

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

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

3. T\vo consonants coming together between vowels are generally divided:
cin-co, es-to, ban-de-ra, es-cue-la
When the consonant combination between vowels is formed with 1 11 11 or 11 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 rr 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, n or s, stress the next to the last syllable.
ni-no, li-bro, gran-des, re-i-tan 2. If a word ends in a consonant other than n or~' stress the last syllable:

3. Words which do not conform to the above rules have a written accent mark which indicates the stressed syllable.
viii

____ -- -n-U-rne-ro ' a-diOs , 18-piz ' Ma--r-i-a
The written accent mark also serves to distinguish words whi~h are spelled and pronounced alike but have different meanings such as si (ii) and s{ (yes). The written accent mark is also placed on the stressed syllable of all interrogative words such as ~que?, 6d~nde?, and 6Cuando?.
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TABLE OF CONTENTS

UNIT I

VAMOS A APRENDER A LEER: LET 1 S LEARN TO READ

Lecciones 1-11

Lessons 1-11

Lesson Number

Lesson Title

Lesson Title

Audio Tape Number

Leccion 1. EL PATIO DE MI CASA

THE PATIO OF MY HOUSE

.L 73 71

Leccion 2. SOMOS AMIGOS

WE'RE FRIENDS

17371

Leccion 3. NUESTRA FAMILIA

OUR FAMILY

17372

Leccion 4. NUESTRA CASA

OUR HOUSE

17372

Leccion 5. NUESTRA ESCUELA

OUR SCHOOL

17373

Leccion 6. EL BARCO CHIQUITICO

THE SMALL SAILBOAT

17373

Leccion 7. EL DOCE DE OCTUBRE

THE TWELFTH OF OCTOBER

17374

Leccion 8. ESTUDIAMOS GEOGRAFfA

WE STUDY GEOGRAPHY

17374

Leccion 9. UNA CARTA

A LETTER

17375

Leccion 10. UNA LLAMADA TELEF6NICA

A TELEPHONE CALL

17375

UNIT II

ES TIEMPO DE NAVIDAD: IT'S CHRISTMAS TIME

Lecciones 11-15

Lessons 11-15

Leccion 11. EN LA CIUDAD

IN THE CITY

17376

Lcccion 12. DE COMPRAS

SHOPPING

17376

Leccion 13. YO QUIERO PATINAR

I WANT TO SKATE

17377

Leccion 14. PREPARATIVOS PARA LA NAVIDAD PREPARATIONS FOR CHRISTMAS 17377

Leccion 15. jFELICES PASCUAS!

MERRY CHRISTMAS!

17378

UNIT III

EL CARNAVAL: THE CARNIVAL (CELEBRATIONS)

Lecciones 16-21

Lessons 16-21

Leccion 16. EL PAPAGAYO

THE KITE

17378

Leccion 17. LOS RUMBOS

THE DIRECTIONS (ORIENTATION) 17379

Leccion 18. LOS OFICIOS

THE OCCUPATIONS

17379

L~ccion 19. LOS DISFRACES

THE COSTUMES

17380

Leccion 20. EL CARNAVAL

THE CARNIVAL

17380

Leccion 21. jA ESTUDIAR~

TO STUDY~

17381

X

UNIT IV

LAS FIESTAS PATRIAS: THE PATRIOTIC HOLIDAYS

Lecciones 22-25

Lessons 22-25

Leccion 22. LA HISTORIA

Leccion 23. EL LIBERTADOR

THE LIBERATOR

Leccion 24. LOS HEROES DE LA INDEPENDENCIA

THE HEROES OF INDEPENDENCE

Leccion 25. EL DiA DE LA INDEPENDENCIA

INDEPENDENCE DAY

UNIT V NUESTRO CONTINENTE:
Lecciones 26-33

OUR CONTINENT Lessons 26-33

Lee cion 26. EL CAMPO

THE COUNTRYSIDE

Leccio,1 27. NUESTROS ESTUDIOS

OUR STUDIES

Lecciou 28. LOS ExAMENES: PARTE I

THE EXAMINATIONS: PART I

Leccion 29. LOS EXAMENES: PARTE II

THE EXAMINATIONS: PART II

Lee cion 30. DESPUES DE LOS ExAMENES

AFTER THE EXAMS

Lee cion 31. LAS VACACIONES
Leccion 32. LA ISLA DEL coco

VACATIONS COCONUT ISLAND

Lee cion 33. LA ISLA DEL TESORO

TREASURE ISLAND

1 7'), '1
17382 17382 17383
17383 17384 17384 17385 17385 17386 17386 17387

xi

Unt! 1
Lecciones 1 - 10

SUMMARY OF UNIT This unit of ten lessons introduces the Spanish alphabet by means of a song in the first lesson, "El patio de mi casa". In the following lessons short dialogues are introduced using both the formal and the informal form of address, as friends, family, the home, the school, address and age are discussed. The last five lessons introduce a new song, "El Barco Chiquitico", geography and the discovery of America are discussed in class. It should be noted that a great deal of supplementary vocabulary is presented in each lesson in this unit. It is not to be learned unless desired. General dialogues are presented in each lesson, each containing a large portion of review vocabulary. Some of the dialogues are only practiced orally at this time (to be read later) while the dialogues containing practically all review vocabulary are read as well.
xiii

FIESTA LEVEL IV: BEGINNING SPANISH TEACHER: Sra. Yvonne de Wright

LESSON GUIDES

Leccion 1:

EL PATIO DE MI CASA (The Patio of My House)

Audio Tape 17371: First Part

A. READINESS PREPARATION:

Inform the students that this first lesson of the year will introduce a new song about the patio of the house and what happens to it when it rains. The song also introduces a part of the Spanish alphabet which will be studied in the second part of the lesson. Review vocabulary will be used throughout the lesson. Ask the students to listen carefully <L1d try to remember the vocabulary words they learned before and use them in sentences.

The followiDg visuals will be needed:

1. a Spanish patio which includes plants and flowers, and if possible, a
fountaiD and a pet parrot
2. an illustration of rain which could be placed over the patio visual
3. the letters of the Spanish alphabet 4. a drawing, toy, or model of a donkey

B. TEACHER'S LESSON PLAN:

New Vocabulary

particular (particular, special, llueve (it rains) el burro (the donkey) tu (you, informal familiar form) el alfabeto (the alphabet) las vocales (the vowels) las consonantes (the consonants)

unique)

se moja (he, she, it gets wet; you get wet)
los demas (the rest of them) eres (you are, informal familiar form,
corresponding to "es" the third person and polite form) las letras (the letters)

NOTE:

In the "Sentences to Be Learned" section words to the new song "El Patio
de Mi Casa'' have been included, as well as some review vocabulary. As
part of the orientation leading to the song presentation review vocabu-
lary is used incidentally regarding the weather and description of the patio, using such questions as "z.Qu~ tiempo hace?" (What .veather are we having?), "z.Qu~ h2y en el,patio?" (What is there i.n the patio?), etc.

Sentences to Be Learned (Sentences without an asterisk are incidental)

El patio de mi casa*

The patio of my house

El patio de mi casa es muy particular. Cuando llueve se moja como los demas.

The patio of my house Is a very special place. When it rains, it gets wet, Just like all the rest.

Hache, I, Jota, Ka, Ele, Erne, Ene, A. Yo me voy. Yo me voy. Que no me quiero mojar.

H, I, J, K, L, M, N, A. I'm going awrty. 1 1m going away. Because I don't w&nt to get wet.

1

El alfabeto-1<* E~te es el alfabeto.

The alphabet This is the alphabet.

*Etas son las letras del alfabeto.

~Cuile~ son las letras del alfabeto? Las letras del alfabeto son:

A, B, c. CH. D, E, a ' be, ce, ch12, de, e,

G, H,

I . '..; J

K,

ge, hache, l. J jota. ~"'a '

F,
efe,
L,
ele,

LL,

M.

N.

N.

0, P,

elle, erne. ec,,. - T'1: 1:-'. ~ o, pe,

Q, R, RR,
cu, ere. erre.

T, u,
te, u,

V, W..

:\..

Y,

v c:, doble ve . "'Ci Ll is, i griega

z,
zetz1.

These are the letters of the alpha bet. What "'re the letters of the alphabet? The letters of the alphabet CJ.re:
A, B. c. CH, D, E, F.
G, H, I, J, K, L,
LL, M, N, 1\l ,. o, P,
Q, R, RR, s , T, u, v, w, X. Y, z.

hay vocales y consonantes.

In the :t1plcab,_:t :::here .1re voweL; G11d consonants.

'lc Thi.f' "'':S haE' been recorded onto the audio tape f,,r tbL. Lsson. Shuuld YL'U
'Ni:c:; to obtain a recording of the song, it is included in Vclume 2 of the 1g :llld Speak Spanish" record series by Margrit MacRae, record,~d by B'1wrnar
R,c,,rds. Thi~ album and the rest of the series can be llbtained frum the Acl.:Jnta Record Center, 2581 Piedmont Road, N. t:.. AtL1:1ta 5, Gec1rc:ia or the l:'.ildren's Music Center, 5373 West Pico BoulevGrd, Lo;-. .\ngeles 19, Califor.1i:1. at $5.95 per album.

>'d i:ach letter oi the Spanish alphabet has a name ,..;hicb may or m:.:v tlut be the same as the sound given to that particular writte.t symbol. All the letters of the alphabet are feminine. The name of each letter has been writte1 betleath it. Note the particular letters which have totally different names, for example, la hache (H), la jota (J), la equis (X), la i griega (Y), la zeta (Z). The "K" and "W' are only used in foreign words. The "W" is
referred to as the double V or U (la doble ve, la doble u). For further
information refer to the Spanish Pronunciation Key at the beginning of this guide.

Estas letras se llaman vocales.

Thes~ letters are called vowels.

Estas letras sc ~laman co~sonantes.
~Cu&ntas vocales hay? Hay cinco vocal"'''.

l'r",~se letters are called consOJ;a,cts.
Huw many vowels are there? There ~re five vowels.

*lCuiles son las vocal12s? Las vocales sun:
a, e ' i, o_,
l Cuantas consonante" tlay? Hay veintici.1co co,1SOL1antes.

What ar~ the vowels? 'l'he L: VOY.'t-:" z-1re:

' a, e

i '

Huw ID<l'l :c::- :.lant..-; die'. lbt;::c?

'1.'t:ere arc twei:tv-five consonants.

2

*La che, la ellP, la ene y la erre son consonantes. gstas no son consonantes del alEabeto
ingl~s.
gstas son consonantes del alfabeto
espa:1ol. (castellano)
Ett el alfabeto, espanol hay cuatro
cottsonantes mas.

Ch, LL, N', and RR 'rc cnnsonants.
These are nuL. c, 1<;,-ctdats of the English alphabet. These are con .Jnant;-; of the Spanish alphabet. (Ca.s til ia:; - Spanish) In the Spanish alphabet there are four more consonants.

z.Cuantas letras hay en el alfabeto espanol?
Hay treio.ta letras en el alfabeto espartol. z.Cuantas letras hay en el alfabeto ingles? Hay veintiseis letras en el alfabeto ingles.

How many letters are there in the Spanish alphabet? There are thirty letters in the Spanish alphabet. How ma~y letters are there in the English alphabet? There are twenty-six letters in the English alphabet.

SUPPLEMENTARY VOCABULARY

Las vocales

The vowels

A, E, I, 0, u, tmcls sabe el burro que A, E, I, 0, U, the donkey knows more

tu!

than you!

Be-a-ba (Rhyme)

i Ba-a-ba, el burro ya :se va! i B:!-e-be, el uurro ya se fue! i.Bi-i-bi, f l burro no es':.:a aqu{! iBo-o-bo, el burro no soy yo! 1Bu-u-bu, El burro eres tu!
z.Cual es la primera voc~H La primera vocal es "a".
z.Cual es la segunda vocal? La segunda vocal es "e".
z.Cual es la tercera vocal? La tercera vocal es "i".
z.Cu~l es la cuarta vocal? La cua1ta vocal es "o".
z.Cual es la quinta vocal~
La quinta vocal es "u''.

Be-a-ba, now the burro goes away! Be-e-be, n,Jw the burro has gone! Bi-i-bi, the burro isn't here! Bo-o-bo, the burro isn 1 t I! Bu-u-bu, the burro is you!
What l.s t:he first' vowel'i The first vowel is "a".
What is the second vowel7 The second vowel is "e".
What i~ the third vowel? The third vowel is "i".
What is the fourth vowel? The fourth vowel is "o".
What is the fifth vowel? The fifth VO\\'.d is "u".

Summary

The alphabet is presented witn review vocabulary words used as exan plL:s of the sounds represented by the letters. The vowels are emphasized.

C. FOLLOW-UP:

Play the first part of audio tape 17371 and practice the song. Each pupil should keep a copy of the Spanish alphabet. Practice the rh~nes using the vowel sounds. Pupils should start a Spanish notebook in which copies of the written material taught should be kept. English translations should be avoided as much as possible in these nolt-''books, and whenever possibl_,, drawings should be labeled with the Spanish words. The following can :;erve as a sample sheet for the first page in the noteLooi<.:

3

ESPANOL - FIESTA lV

Alum 'o: (Boy) Joh~ Jones (JJan Jones) Alum.a: (Girl) Mary Smith (Mar{a Smith)

Fecha: 10 de setiembre de 1964

Las htras dcl alfabeto son:

Name in Spanish

Examples:

A a
B b
c c
Ch ch
D d E e F f
G g H h
I i
J j K k L 1 LL 11 Mm
N n N ~ 0 0
p p
Q q R r
RR rr
s
T t
c '.i
v v
X X
y y
z z

a be ce che de e
e fe ge
hac11e
:ota
kd
c:le elle erne ene
e":\.e
0
pe cu ere erre ese te
u
ve dobL.: ve equis i griega zeta

mama, papa, casa bebe, barco, bandera o"ce (11), cero (0), cien (100). cama, color, cc~na
ocho (8), chacra, cucaracha dos (2), diez (10), fa lda ~e~e, cafe, estrella, enero familia, fecha, flor, febrero gato, Gonzalo, refrigeradora, grande
hora, ahora, hay, hace cL1co (5), d{a, libro, Isabel ojo, oreja, jard1n, julio, Juan
kilo, kilometro la, lunes, leche .. lapiz, a,1imal galli~a, calle, toalla, llama martes, mal'1ana, mano, mesa, Maria no, uno (1), nariz, nueve (9) nino, al'1o, sel'1or, sel1ora, se~orita oso, ,wche, boca, agosto, doce (12) papel, pelo, pie, pato, pelota quince,(lS), qu~, aqu{, peque~a ~rbol, parque, lampara. pero, para
perro, pizarra
s1, sala, seis (6), siete (7)
tres (3), Teresa, techo, tiza, tengo usted, azul ve;1gan, vei.1te (20). Venezuela Washington (this h:tter is USLd 011-' L1 Foreign words) examen, sexto (6 0 )
y, yo, j'a, muy zapato, zorra

Leccio.1 ". SOMOS AMIGOS (We're Friends) Ac~dio Tape 17371: Seco 1d Part
A. READINESS PREPARATION:
In this lesson the new informal form of address is introduced. Up to the present time the third person singular which includes tn~ formal "you" (usted), has been used, but now the informal you "t~" and its corresponuing second person singular form of the verbs already introduced (llamarse - to be called; ser - to be; estar to be, referring to present condition of health, location, etc.; vivir- to live; venir - to come) is presented in short dialogs where its use is contrasted to the use of the formal "you". The pupils should be told that this new Wlay of speaking is used wit:1 classmates, friends, and family, but~ with adults. Adults in turn use the informal form with children, family, and their own close friends. With strangers, or in business situations, the formal form is always used. The formal form is also used as a form of respect to older people. Name cards and old visuals of a teacher, family members, children, etc., will be helpful tools
in acting out the dialogues.

B.
...

TEACHER'S LESSON PLAN:

New Vocabulary
z.cbmo te llamas? (what is your name, informal) hola, z.qu~ tal? (hi, how 1 s everything?) quiero presentarte a (I want you to meet,
informal) el muchacho (the boy - older than "nino")

z.co,mo esta,s? ( how are you, informal )
tu (youc) t~ (you, informal)
ven acJ (you come here, informal)
la muchacha (the girl - older than "nina")

NOTE:

In the examples above, "te" and a final 11..11 on the previous formal form change it from the formal to the informal form, for example, "z.como ~ llama?" (formal); "z.cbmo g llama._?" (informal); ";como esta?" (formal);
"z.cbmo estas?" (informal); "quiero presentark a" (formal); "quiero
presentarte a" (informal). Exception: "venga acJ" (formal); "ven acJ" (informal). Note also the importance of the accent: tu (your) t~
(informal you)

Introductory Dialogue (INCIDENTAL)

,
- -Buenos ,d~as, senora. Buenos d~as, Ratoncito. - -z,Cc#mo esta, s?

Good morning, madam. Good morning, Little Mouse. How are you? (informal)

- -Muy b, ien, gr,acias, senora,
z.y co~o esta usted?

Very well, thank you, ma 1 am, and how are you?

- -Muy bien, gracias,.
z.,Saben ustedes co~o se llama mi amigo?

Fine, thank you. Do you know how my friend is called?

s~, verdad, ustedes no tiene mala

Yes, you do, you don't have a bad

memoria. Aver. z.Co~o te llamas tJ?

memory. Let 1 s see. What 1 s your name? (informal)

Yo me llamo Ratoncito Perez. z.Y usted, My name is Ratoncito Perez. And you,

senora? z.Como se llama usted?

ma 1 am. What is your name?

__Yo me llamo senora Yvonne de Wright. My name is Mrs. Yvonne de Wright.

Muchachos, yo quiero presentarles

Boys and girls (older boys and girls), I

DE NUEVO a mi QUERIDO amigo, el

want you to meet AGAIN my DEAR friend,

Raton Perez.

Rat6n Perez.

__Mucho gusto. Y yo quiero presentarlcs It's a pleasure. And I want to present

DE NUEVO a mi QUERIDA amiga, la senora AGAIN my DEAR friend, Mrs. Wright.

de Wright.

___Mucho gusto. Ratoncito Perez y yo

It 1 s a pleasure. Ratoncito Perez and

somas amigos.
__s{_, senora. Us ted y yo somas buenos

I are friends. Yes, ma 1 am. You and I are good

amigos.

friends.

El Ratoncito tiene muchos amigos.

The Little Mouse has ~any friends.

___Senora, mire usted. lstas son fotos Look, ma 1 am. These are photos of some

de unos amigos m1os:

friends of mine:

Federico, Anselmo, Felipe, Pascual,

Fred, Anselmo, Philip, Paschal,

Margarita, Consuela, Dolores Real,

Marguerite, Consuela, Delores ReGl,

Pablo, Enrique, Roberto, Manuel,

Paul, Henry, Robert, Manuel,

Carmen, Rosario, Lupita, Raquel.

Carmen, Rosary, Lupita, Rachel.

___z.Como se llama tu mejor amiga?

What 1 s the name of your best friend;

(girl)

___Mi mejor amiga se llama Cucarachita

My best friend's nJme is Cucarachita

Martina.

Martina.

___Bueno, hasta luego, Ratoncito.

~ell so long, Ratoncito.

___Hasta luego, senora.

Sv long, madam.

r:
J

Hola. ~Como te llamas? ___Pepe. ~y tJ?
Me llamo Ana.

Dialogue 1

Hi. What's your name? Pepe. And yours? (And you?) My name is Anna.

Dialogue 2

__Buenos d!as. ~Como se llama usted?

- -Me , llamo

a sus ordenes.

6Como se llama usted?

__Me llamo ________, a sus ordenes.

Good morning. What is your name? My name is ~ at your service. What is your name? My name is _ , at your service.

Dialogue 3

Ven aca, Pepe. Quiero presentarte a la se~ora de Morales.
Sra. Morales, estc es mi alumno, Pepe Garc!a. __Mucho gusto, ,,_-, 'ra.
__Mucho gusto, ?,_,pe, ~como estas t,J?
__Muy bien, gracias, se~ora, ~y como esta usted?
__Muy bien, gr.J.cias, Pepe.
__Adios, se:'inra. Adios, profesora. __Hasta la visca, Pepe.

Come here, Pepe. I want you to meet Mrs. Morales. Mrs. Morales, this is my pupil, Pepe Garc!a. Glad to meet you, madam. It's a pleasure, Pepe, how are you? Very well, thank you, ma'am, and how are you? Fine, thank you, Pepe. Goodbye, ma'am. Goodbye, teacher. Until we see you again, Pepe.

Dialogue 4 (Supplementary)

__Hola, Marfa, 2,qu~ tal? __Bien, gracias, lY tu? __Bien, gracias. Mar!a, quiero
presentarte a un amigo. __Manuel Ch~vez, a sus ordenes. ___Mucho gusto. Marfa Gomez, a sus ordenes.
__Much!simo gusto, senorita. __Hasta la vista. ___Hasta lavista.

Hi, Mary, how's everything? Fine, thanks, and you? Fine, thank you. Mary, I want you
to meet a ,friend.
Manuel Chavez, at your service. It's a pleasure. Mar!a Gomez,at your service. It's a pleasure, Miss. Until we meet again. Until I see you again.

Supplementary Vocabulary

E,l la primera casa, en la calle sexta, vive una muchacha. 2,Como se llama la muchacha?

In the first house, on Sixth Street, lives a girl. What's the name of the girl?

___&Se llama Susana? __No, no se llama Susana. ___l Se 1_lama Ana? ___s!, se llama Ana.

Is her name Susan? No, her name is not Susan. Is her name Ann? Yes, her name is Ann.

En la segunda casa, en la calle cuarta, vive un muchacho. 2,Como se llama el muchacho?

In the second house, on Fourth Street, lives a boy. What's the name of the boy?

6

~Se llama Daniel? ___No, no se llama Daniel. ___lse llama Miguel?
___s!, se llama Miguel.

Is his name Daniel? No, his name is not Daniel. Is his name Mike? Yes, his name is Mike.

SuimDary Supplementary Poem

A, E, I, 0, U Arbolito del Per~. Yo me llamo Chico.
lComo te llamas tu?

A, E, I, O, U Little tree of Peru. My name is Chico. What's yours?

The alphabet is presented again in the written portion, this time with emphasis on the consonants. The dialogues are read. Please refer to the Spanish Pronunciation Key at the front of this guide, page vi.

C. FOLLOW-UP:

Play the second part of audio tape 17371. The names listed in the Introductory Dialogue are real tongue twisters and provide excellent practice of the recorded consonants, etc. The Introductory Dialogue, as all introductory dialogues, is not listed on the audio tape, but the names are first on the audio tape, prior to Dialogue 1. Have the pupils write these down on their notebooks, as well as Dialogues 1 and 2, and practice these through choral reading. The supplementary vocabulary rhyme and game can be played using the names given for further practice

Leccion 3. NUESTRA FAMILIA (Our Family) Audio Tape 17372: First Part

A. READINESS PREPARATION:

Two dialogues will be presented in this lesson which contain a great deal of review vocabulary. The use of the second person singular or informal "you" is continued. Since the family members are discussed, the following materials are needed:

1. a pretty, tall, and slender girl with black hair and blue eyes, with
name card> "Elena"
2. a handsome, tall, and slender boy with black hair and blue eyes, with
' name card "Ra~l"
3. a family, including the father, mother, older brother, baby brother, and girl

B. TEACHER'S LESSON PLAN:

New Vocabulary

quiero conocer (I want to get acquainted, simpatico-a (nice, likeable, chdnr.ing)

to know, meet)

tt! eres (you are; ir!formal)

Sentences to Be Learned: Dialogues

Dialogue 1
___tTl! tienes hermanos? (tUsted tiene hermanos?)

Do you have brothers and sisters?

7

__s:(, yo tengo dos hermanos y una

her,mana.
, - - ___lComo se llama tu hermana? (lComo se llama ~hermana?)

- -Mi ,hermana se llama -E-l-en--a.,
___l Como e s __tg_ he rma na 7 ( l Como e s ...I.L

hermana?)

__Mi hermana es muy guapa.

Es alta y delgada.

Tiene el pelo negro y los ojos azules. Y es muy inteligente tambi~n.

___lCuantos artos tiene?

Tiene

artos.

=jFantastico! Quiero conocer a ..9:L

hermana. (Quiero ccnocer a 2.!Lhermana.)

Yes, I have two brothers and a sister. What is your sister's name? (formal form in parenthesis) My sister's name is Helen. What is your sister like? (formal form in parenthesis) My sister is very good-looking. She is tall and slender. She has black hair and blue eyes. And she's very smart too. How old is she? She's _____ years old. Great! I want to get to know your sister. (formal form)

Substitution Sentences for Dialogue 1 (familiar form)

__s:C, yo tengo dos ikrmanas y un hermano.

___lComo se llama i_u hermano?

- - ___lMCio'mhoermeasnot11

se h

Llama ermano?

-R-a-S-l.

__Mi hermano e.s muy guapo.

Es alto y delgado.

Yes, I have two sisters and one brother What is your brother's name? My brother's name is Raul. What is your brother like? My brother is very handsome. He's tall and slender.

___ jFantastico! Quiero conocer a tu hermano.

Great! I want to get to know your brother.

Dialogue 2 (Supplementary)

___Qulero presentarte ami familia.

~st:e es mi papci.

Papa, este es Miguel, el hermano de

Ele11a.

___Mucho gusto, Sr. Lopez.

-_

_-

_-M~sutcaho

e

s mi mama. gusto, Sra.

de Lo' pez.

__~ste es Ramon, mi hermano mayor.

__Mucho gusto, Ramon.
Y ~ste es mi hermano menor.
Ah, tS eres Juanita. tComo estas?

jQu~ familia tan simpatica!

I want you to meet (present you to informal) my family.
This is my father. Father, this is Michael, Helen's
brother. Glad to meet you, Mrv Lopez. This is my mother. Glad to meet you, Mrs. Lopez. This is Raymond, my older brother. Glad to meet you, Raymond. And this is my younger brother. Oh, you're Johnny. How are you?
(informal) ~.fuat a nice family!

Identification Excercises (Supplementary)

lSaben ustedes quien es?

Es una muchacha muy ~*

Es alta y delgad~.

Tiene el pelo negro y los ojos azules.

Es inteligente.

Tiene

afios.

tSaben ustedes qui~n es?

* Other adjectives can be substituted:

8

Do all of you know who it is?

* Es un muchacho muy ~

Es alto y delgado.

Tiene el pelo rubio y los ojos verdes.

Es inteligente.

Tiene

afios.

tSaben ustedes qui~n es?

simpatica -- likeable, nice buena -- good alegre - gay, happy triste -- sad joven -- young vieja -- old baja -- short gorda -- fat castano - brown (hair) pelo castano

simpatico -- likeable, nice bueno -- good alegre -- gay, happy triste -- sad joven -- young viejo -- old bajo -- short gordo -- fat pardos - brown (eyes) ojos pardos

Answers to: "~Saben ustedes quien es?"

___s~,,

yo

,
se.

,
No, no se.

Yes, I know. No, I don~t know.

Es tu hermana.

It's your sister.

Es tu hermano.

It's your brother.

Es tu amiga, (name).

It's your friend (girl), (name).

Es tu amigo, (name) . Muy bien. ~c6mo se llama

It's your friend (boy), (name) . Very good. What is the name of my

mi hermana? (mi hermano, mi amiga-o,etc.)sister? (my brother, my friend, etc.)

Tu hermana se llama Elena. (Tu hermano se llama Ra~l, etc.)

Your sister 1 s name is Helen. (Your brother's name is Raul, etc.)

__Muy bien.

Very good.

Surrnnary

In the written portion Dialogue 1 will be read. Punctuation, gender, agreement and position of descriptive adjectives will be studied.

REMEMBER: Most feminine words end in A. Most masculine words end in 0. Adjectives must agree with nouns in gender and number. Most adjectives modifying a masculine singular noun end in 0. Most adjectives modifying a feminine singular noun end in A. Adjectives which do not end in 0 or A are both masculine and feminine. (Note above examples) Descriptive adjectives generally follow the noun they modify.

C. FOLLOW-UP:

Play the first part of audio tape 17372. Practice the dialogs and indentification excercises, possibly adding addilional description regarding the hair. For example, these sentences could be added: "Tiene el pelo curta, largo." (short, long) "Tiene mucho, poco pelo." (a lot, little). The following information should also be included in the Spanish notebooks, with blanks to be filled in by the students, as well as selection of the proper word endings:

La familia

6Cbmo te llamas tu? Me llamo
6C~mo se llama tu papa? Mi papcf se llama

6C6mo se llama tu mama? Mi mama se llama

9

, lTienes hermanos? s~, tengo hermanos. No, no tengo herrnanos.
,
lComo se llaman tus hermanos? Mi hermano se llama Mi hermana se llama Mis herrnanas se llaman Mis herrnanos se llaman

/, Cuantos hennanos tienes'? Tengo un (a) herman(o)(a) Tengo _ ~erman(os) (as).

l Como es tu hermano? Mi hermano es
Tiene el pelo

los ojos- - - - -

(alto, bajo, gordo, delgado, guapo, inteligente) (negro, casta~o, rubio; negros, azul~s, verdes, pardos)

~.Como es tu h<rma 11:1? Mi herrnana ~s
Tiene el pelco

,
~Cuantos a'i'H> :; tienes til?

Yo teugo

ai'ios.

los ojos

(alta, baja, gorda, delgada~ guapa, inteligente) (negro, castano, rubio; negros, azules, verdes, pardos)

,:, Cuantos anos tiene tu hermano?

Hi :1~rmano tiene

ai'ios.

Mi hermano mayor tiene

ai'ios.

Mi hermano menor tiene

ai'ios.

,
,: Cuantos a nos tiene tu hermana?

Mi herrnana tiene

ai'ios.

.Mi hermana mayor tiene

ai'ios.

Mi hermana me nor tiene

ai'ios.

Leccion 4. NUESTRA CASA (Our House) Audio Tape 17372: Second Part
A. READINESS PREPARATION:
In this lesson two dialogues are presented as well as a short poem. As in che previous lesson, a great deal of review vocabulary is included, and the use of the familiar form is emphasized. To help in the dramatization of the dialogues. the following visuals will be needed:
1. a street with a white house with a red roof on the corner, and another house facing it, street sign on it should be evident, bearing the name "Calle Cuarta"
2. name signs for the houses, for the one on the corner, Quinta "La Primavera", and for the one facing it, Quinta "El Bosque".

]0

3. old visuals for the rooms of the house, i.1cluding the livi~1g room, dining room, a bathroom, a kitchen, a bedroom (3 if available). a ::_~arden and a patio

B. TEACHER 1 S LESSON PLAN:

New Vocabulary

vecinos (neighbors) la m!a (mine, referring to something of
feminine gender)

enfrente (facing, in front of) vas (you, familiar, are going)

Sentences to Be Learned: Dialogues

Dialogue 1

,
__z,Adonde vas?

___Voy a casa, z,y tu?

Yo tambien voy a casa.

------z,T,S vives cerca de aqu{?

- - , s~, yo
__,;,Cual?

vivo z,La

en esa casa. que esta en la

esquina?

___

,
s~,

,
la que esta en la esquina.

Somos vecinos. Yo vivo enfrente

de tu casa.

Where are you going? (familiar) I'm going home, and you? I too am going home. Do you live near here? (familiar) Yes, I live in that house. Which one? The one that 1 s on the
corner? Yes, the one that 1 s on the corner We 1 re neighbors. I live in front of your house.

Dialob'Ue 2

Hola. z,D~nde vives tS~

Vivo en la calle cuarta. --z,Donde vives tu?

Yo vivo en la calle cuarta tambien.

===z,Como se llama tu casa?

___Mi casa se llama Quinta "El Bosque".

- - - _ _L.!,aCo,mmo! a

se es

t

llama u cas

Quin a;

ta

"La

Primavera".

__Es blanca con el techo rojo.

__z,Es grande o pequena?

__No es ni grande ni pequena.

Es mediana. ___z,Cu~ntos cuartos tiene?

___Tiene sala y comedor.

Tiene un bai'io.

Tiene una cocina.

Tiene tres dormitories.

Tiene un patio y un jard!n.

___ jQu: bonita es tu Caba!

Hi. Where do you live? (familiar) I live on Fourth Street. Where do you live? (familiar) I live on Fourth Street too. What 1 s the name of your housL My house is named House "The Forest". Mine is called House "Springtime". What is your house like? Ic 1 s white with a red roof. Is it big or ~mall? It 1 s neither big or smali. It 2s middle-sized. How many rooms does it have? It has a living room and dining room. It has one bath. It has a kitchen. It has three bedrooms. It has a patio and a gardPn. Hew pretty your house is!

La casita

Supplementary Vocabulary The Lit~le House

Mi casa chiquita es blanca y bonita. Aqu! est~ su techo Y aqu{ su ventana, Y par esta puerta, saldre yo manana.

My little house Is white and prett) Here is its roof And here ics windm,' And through this d~or I'll leave tomorrow.

11

Summary

Dialog 2 will be read, and the grammar points in the previous lessons will be reviewed. The game, ":Z,C~mo se llama?" will be read also.

C. FOLLOW-UP:

Play the second part of audio tape 17372. The name game introduced in Leccion 2, "z.C~mo se llama la muchacha?" is especially suited to this lesson and should
be reviewed. The questions listed below should be included in the notebook, as
well as Dialog 2. The answers are included for your reference as to the pattern
used. As you have noticed, there is plenty of additional material for the students who have ~astered the parts of the lesson which are emphasized.

Unas preguntas: z.C~mo es tu cJsa?

Some questions What is your house like?

z,Es grande o ~c~uefia?

Is it big or little?

,
~De que color ~s tu casa? z.Cu~ntos cuarcos tiene tu casa?

What color is your house? How many rooms does your house have?

z,Como se llama la calle donde esta tu casa? What's the name of the street where

z.D~nde vives ttf?

your ho~se is located? Where do you live?

Some ans\vers

Yo vivo en Mi calle se llama Mi. c1sa es }li casa tiene ________cuartos.

I live: in My street is named My house is My house has

rooms.

Lecci~n 5. NUESTRA ESCUELA (Our School)
Audio Tape 17373: First Part

A. READINESS PREPARATION:

Two dialogs are presented in this lesson, as well as a new poem. As in prcvinus lessons, there is a great deal of review vocabulary. To act out the dialogs, the following visuals will be needed:

1. a young, pretty teacher standing by the sixth grade door

2. another female teacher standing by the seventh grade door
3. old visuals of Andr~s Bello School on Avenida Cinco de Julio, showing twostory building

4. interior of school showing location of classes

B. TEACHER 1 S LESSON PLAN:

New Vocabulary

s~ptimo~a (seventh)

el a~o pasado (last year, the year Lhat just ended)
12

Sentences to Be Learned: Dialogue 1

Dialogues

1

Hola. Tu estas en mi clase, ~verdad?

- - 2

No se. , Yo estoy e,n el, sexto grado.

~En que grado estas tu?

1 Yo estoy en el septimo. (Yo estoy en --primer a!'l.o.)

2

~Como se llama tu profesora?

1 Se llama la Srta. Gonzalez. --~Como se llama tu profesora?

2 Se llama la Srta. Jimenez.

1 Ah, s!. Ella fue mi profesora el

a!'l.o pasado.

2

Ella es muy simpatica, ~verdad?

1 s{, es muy simpatica, y tambien es

joven y bonita.

Hi. You're in my class, aren't you? (Familiar)
I don't know. I'm in the sixth grade. What grade are you in?
I'm in the seventh. (I'm in the first year - high school understood) What is the name of your teacher? Her name is Miss Gonzales. What is the name of your teacher? Her name is Miss Jimenez. Oh, yes. She was my teacher last year. She 1 s very nice, isnrt she? Yes, she's very nice, and she's also young and pretty.

Dialogue 2

,
1 ~Cuantos grados o anos hay en tu

escuela?

- - 2 Hay
1 --~En

qsueei,s

grados grado e

. s

t

a" s

tu?

- - 2
1

~DYoondesetoyesetan,

el tu

sexto grado. sala de clase?

- - 2
1

--~MCui as,n.atloas

de p

clas isos

e h

a

e y

sta en

en tu

el piso alto. escuela?

2 ___Hay dos pisos, el piso alto y el piso

bajo. 1 ---~Donde esta tu escuela?

2 ___Mi escuela esta en la Avenida Cinco

de Julio. 1 ---~Como se llama tu escuela?

2 _Mi escuela se llama "Andres Bello".

How many grades or years of study are there in your school? There are six grades. What grade are you in? I'm in the sixth grade. Where is your classroom? My classroow is on the top floor. How many floors are there in your school There are two floors, the upper floor and the lower floor. Where is your school. My school is on Fifth of July Avenue. What's the name of your school? The name of my school is "Andres Bello""

Supplementary Vocabulary

Me voy para la escuela por Conchita Os!as
___Me voy para la escuela, la bendicion, abuela.
___Dios te bendiga, Perucho, Y que estudies mucho.
___La bendicion, mama, me voy para la escuela.
___Dios te bendiga, Francisco, tres y dos son cinco.
___La bendicion, papa, me voy para la escuela.
---Dios te bendiga, Teodoro, Y no aprendas como el loro.

I'm leaving for school by Conchita Os!as
I'm leaving for school, the blessing, grandmother. God bless you, Perucho, And may you study a lot.
The blessing, mother, I'm leaving for school. God bless you, Perucho, Three and two are five.
The blessing, father, I'm leaving for s ~ool. God bless you, Ted, And don't learn like a parrot.

13

Summary
Dialogs 1 and 2 are read. Pronunciation of dipthongs is practiced. Review.
C. FOU.,OW-UP: Play the first part of audio tape 17373. Practice dialogs 1 and 2 and have the students copy them in their notebooks.

Leccion 6. EL BARCO CHIQUITICO (The Small Sailboat) Audio Tape 17373: Second Part

A. READINESS PREPARATION:

In this lesson the song taught in lesson 1, "El Patio de mi Casa" is reviewed, and a new sonf!.: ":_,1 Barco Chiquitico", is taught. The ne\v song leads into the story of Christ;phcr Columbus and the celebration of the twelfth of October in the next less'',. The following visuals are needed:

1. a small sailboat (if possible, make it to go on the flannel board, so that it can be moved) against an ocean background

2. cale,ldar showing the entire month of October and the month of November

3. old visuals of the three ships of Christopher Columbus showing land and waLer

4. old visual of Christopher Columbus

5. a globe or map showing the Americas

B. TEACHER'S LESSON PLAN:

New Vocabulary

una vez (one time)
la historia (the story) que no pod!a navegar (that couldn't sail) si la historia no les parece larga
(if the story doesn't seem too long) ~cuanto tiempo paso? (how much time
went by?)

nevegar (to sail) hab!a una vez (once upon a time) pasaron siete semanas (seven weeks
went by) volveremos a empezar (let's go back
and start again)

Sentences to Be Learned

- -Buenos d!,as, muchachos. - -Buen, os d~as, profesora.
---~Que vamos a hacer hoy? Hoy vamos a cantar.
--jFantastico! ~Como se llama la -- canciOn?
La cancion se llama ''El patio de mi casa". ~Listos? Cantemos.

Good morning, boys and girls. Good morning, teacher. What are we going to do today? Today we 1 re going to sing. Great! What's the name of the song?
The name of the song is "The Patio of my House". Ready? Let 1 s sing.

14

Muy b. i,en. Ahora vamos a cantar otra
canc~on.
Es una cancion nueva.
~Como se llama la cancion? -La canciOn se llama "El Barco
Chiquitico". Escuchen ustedes.

"Hab!a una vez, un bar, un barco

c, hiquitito,
hab~a una vez, un bar, un barco

c, hiquitito,
hab~a una vez, un bar, un barco

chiquiti,.to,

,

que no pod~a, que no pod~a, que no

pod{a navegar."

"Pasaron una, dos, tres, cuatro, cinco, seis, siete semanas,
pasaron una, dos, tres, cuatro, cinco, seis, siete semanas,
pasaron una, dos, tres, cuatro, cinco, seis, siete semanas,
y el barquito que no pod{a,

que no pod{a, que no pod{a, que no pod{a navegar."

"Y si la histor, la historia no les parece larga,
y si la histor, la historia no les parece larga,
y si la histor, la historia no les parece larga,
volveremos, volveremos, volveremos a empezar."

UNAS PREGUNTAS Y RESPUESTAS

1. ;,Cu~nto tiempo paso"?

Pasaron siete semanas.

2.

,
;,Cuantas semanas hay en un mes?

Hay cuatro semanas en un roes.

3.

,

,.

l. Cuantos d~as hay en una semana?

Hay siete d{as en una semana:

lunes, martes, miercoles, tres;

jueves, viernes, sabado, seis;

y domingo, jsiete!

;,D~nde esta el barquito? El barquito esta en el mar.

Very good. Now we 2re going to sing another song. It 1 s a new song.
What is the name of the song? The name of the song is "The Tiny Sailboat". Listen.
"Once upon a time there vlaS a little sailboat,
once upon a time there was a little sailboat,
once upon a time there was a little sailboat,
that couldn't, that couldn't, that couldn't sail."
"One, two, three, four, five, six, seven weeks went by,
one, two, three, four, five, six, seven weeks went by,
one, two, three, four, five, six, seven weeks went by,
and the little sailboat that couldn't, that couldn't sail
and the little sailboat that couldn't, that couldn't sail."
"And if the story doesn 1 t seem too long to you,
and if the story doesn't seem too long to you,
and if the story doesn't seem too long to you,
we 1 ll go back, we 1 ll go back, we 1 ll go back and start again.
SOME QUESTIONS ANJ ANSWERS
How much time went by? Seven weeks went by.
How many weeks are there in a month? There are four weeks in a month.
How many days are there in a week? There are seven days in a week; Monday, Tuesday, Wednesday, three Thursday, Friday, Saturday, six and Sunday, seven!
Where's the little boat? The little boat is in the sea.

15

,
5. lDe que color es el mar?

What color is the sea?

'

El mar es azul.

The sea is blue.

6. lPod{a navegar el barquito? No, el barquito no pod{a navegar.
7. lQu~ hay en el mar? En el mar hay tres barcos.
8. lComo se llaman los barcos? Los barcos se llaman La Pinta, La Nina y La Santa Mar!a.

Could the little sailboat sail? No, the little sailboat couldn't sail.
What is there in the sea? In the sea there are three ships.
What are the names of the ships? The ships are called The Pinta, The Nina and the Santa Maria.

9. lComo se llama el barco grande? El barco grande se llama "La Santa Mar!a".
10. lDe qui~n son los barcos? Los karcos son de Cristobal Colon.

What is the name of the big ship? The big ship is called "The Santa Maria".
Whose ships are these? These are the ships of Christopher Columbus.

, 11. lPueden navegar los barcos? S1, los barcos pueden navegar.

Can the ships sail? Yes, the ships can sail.

Sunnnary

The words to the song are read, as well as some of the questions and answers. Points of pronunciation are emphasized.

REMEMBER: Adjectives which end in a consonant or the vowel "E" have the same masculine and feminine forms. For example, "el barco grand~", "la bandera grand~", etc.

"DE" is the sign of the possessive. There is no apostrophe to indicate possession in Spanish. Instead, a prepositional phrase with "OF" (DE) must be used. For example, "los barcos de Cristobal Colon".

The number ONE changes according to the noun it modifies. It becomes "UN" before a masculine noun, for example, "un roes'' It becomes "UNA" before a feminine noun, for example, "una semana". However, in counting numbers alone, the number ONE is always "UNO". When the counting refers to particular objects, but the objects are not named while the counting is going on, the gender of the objects must still be shown by saying "UNA" when the object is feminine, and "UNO" when the object is masculine.

C. FOLLOW-UP:

Play the second part of audio tape 17373. Practice both songs, and have the children copy the words in their Spanish notebooks, as well as the following
sentences under the UNAS PREGUNTAS Y RESPUESTAS section: (2), (3), (4), (5),
(7), (8), (9), (10). NOTE: The song "El Barco Chiquitito" is recorded on the record Songs in Spanish for Children album, by Elena Paz Traves{, No. CS 8697, recorded by Columbia Records, 1962,and on sale at most record stores.

16

Lecct~n 7. EL DOGE DE OCTUBRE (The Twelfth of October) Audio Tape 17374: First Part

A. READINESS PREPARATION:

In this lesson, the preparations for the celebration of Columbus Day on the twelfth of October are seen. On the twelfth of October called, "El D!a de la Raza", flags are displayed from windows and balconies, schools and businesses are closed. There are pageants, parades, dances and celebrations. Many of the school children march with their classes representing their schools.

The following visuals are needed:

1. a scene depicting the discovery of America by Columbus with the date written, "el 12 de octubre de 1492"
2. the pictures of Columbus and the ship" s used in the previous lesson

3. a parade

B. TEACHER'S LESSON PLAN:

New Vocabulary

escribir (to write) el descubridor (the discoverer) importante (important) novecientos (nine hundred - 900) mil (one thousand - 1,000) celebramos (we celebrate)

el descubrimiento (the discovery) el desfile (the parade) el D{a de la Raza (Columbus Day,
literally The Day of the Race) cuatrocientos (four hundred - 400)

Sentences to Be Learned

,
*lCual es la fecha de hoy?
Hoy es el once de octubre. Hoy es once de octubre.

What is today's date? Today is the eleventh of October. (October 11)

,
*lCual es la fecha de ma5ana? Manana es el doce de octubre.

What is tomorrow 1 s date? Tomorrow is the twelfth of October.

~~La fecha de manana es muy importante.

(October 12) Tomorrow 1 s date is very important.

Vamos a escribir esta fecha:

Let 1 s write this date:

*el doce de octubre de mil

the twelfth of October of one thousand,

cuatrocientos noventa y dos.

four hundred ninety-two.

el 12 de octubre de 1492

October 12, 1492

>'<~s ta es la fecha del descubrimiento
,de Am~rica.
lCual es la fecha del descubrimiento de Am~rica?

This is the date of the discovery of America.
What is the date of the discovery of America?

El doce de octubre de mil cuatrocientos The twelfth of October o one thousand,

noventa y dos.

four hundred and ninety-two.

lcu&l es la fecha de ma5ana?

What is tomorrow's date?

;'~Manana es el doce de octubre de mil

Tomorrow is the twelfth of October

novecientos sesenta y cuatro.

of one thousand1 nine hundred and sixty-four.

12 de octubre de 1964

October 12, 1961.+

17

~Que celebramos ma~ana7 Ma~ana celebramos el descubrimiento de America.
~Que d!a es ma~ana7 Ma~ana es el D!a de la Raza.
~Como celebramos el D{a de la Raza7 Celebramos con fiestas, bailes y des files.
*~Quien fue el descubridor de America? Cristobal Colon fue el descu~ridor de Am~rica.
*~Quien fue el descubridor de Venezuela? Cristobal Colon fue el descubridor de Venezuela.

What do we celebrate tomorrow? Tomorrow we celebrate the discovery of America.
What day is tomorrow? Tomorrow is Columbus'Day.
How do we celebrate Columbus'Day7 We celebrate with fiesta (festivals), dances, and parades.
Who was the discoverer of America? Christopher Columbus was the discover of America.
Who was the discoverer of Venezuela? Christopher Columbus was the discoverer of Venezuela.

Summary Supplementary Poem
Cristobal Colon con sus tres carabelas fue el descubridor de mi Venezuela. (America)

Christopher Columbus with his three sailing vessels was the discoverer of my Venezuela. (America)

The key sentences are read in the written portion of the lesson. The use of "DE" and "DEL" is emphasized.

REMEMBER: When the preposition "DE" (OF) precedes the masculine singular definite article "EL" (THE) a contraction results with must be used in Spanish: "DEL" (OF THE). For example, "la fecha de~ descubrimiento" becomes "la fecha del descubrimiento".

C. FOLLOW-UP:

Play the first part of audio tape 17374. Have the students write in their notebooks the sentences which have an asteri$k by them, including the question and answer. Since the poem listed is so short, the students could also write it down and memorize it, and perhaps substitute the word "America" for use in a school pageant, etc. Choral reading should be continued, followed by individual reading on the part of the students. Students can be selected by "el profesor" or "la profesora" who may have in turn been chosen by the class or on a volunteer basis.

Leccion 8. ESTUDIAMOS GEOGRAFIA (We Study Geography) Audio Tape 17374: Second Part
A. READINESS PREPARATION:
In this lesson the map of North, Central and South America is showo and the various countries and flags of the Americds are named. While most of the countries are named a,1d the Spanish pronunciation of the names of these countries is emphasized, it is not expected that the students learn all of them at this time. The various countries mentioned at this time will be referred to throughout the entire course, with their corresponding flags.

18

The following visuals are needed for this lesson:

1. A map of the Western hemisphere.

2. The flags of the countries in the Western hemisphere.

3. As many illustrations as can be found of people from these countries dressed in their native costumes.

B. TEACHER'S LESSON PLAN:

New Vocabulary

el pa!s (the country) central (central)

la geograf!a (geography)

el mundo

(the world)

Sentences to Be Learned

*lCu~l es la fecha de hoy? Hoy es
*lQue vamos a hacer hoy? Hoy vamos a estudiar geografia.

What is today 1 s date? Today is
What are we goirrg to do today? Today we are going to study geography.

*Aqu~, esta, e 1 mar. *Aqu{ est~ la tierra.

Here is the sea. Here is the land.

Esto se llama "la tierra".

This is called "the earth".

Esto tambien se llama "el mundo".

This is also called"the world".

~sta es la tierra.

This is the earth.

Este es el mundo.

This is the world.

lQu~ hay en el mundo7

What is there in the world?

En el mundo hay pa{ses.

In the world there are countries.

Este es un pais.

This is a country.

Est,e es un pa!s grande.,
lComo se llama este pa~s7

This is a big country. What is the name of this country?

Este pats se llama (el) Brasil.

This country is called Brazil.

Este es un pa!s pequeno.

This is a small country.

lComo se llama este pa!s?

What is the name of this country?

Este pats se llama Costa Rica.

This country is named Costa Rica.

(Rich Coast)

Este pa!s no es pequeno.

This country is not small.

Este pats es grande.

This country is large.

*Ustedes viven en este pa!s.

You live in this country.

*lComo se llama este pats?

What is the name of this country?

*Este pats se llama los

l Do, ndEestaedsotas,

Unid este

o

ps a~d, se7

N~rteamerica.

This country is called the United States of (North) America. Where is this country?

Est& en la America del Norte. lDonde est~n los Estados Unidos de

It's in North America. Where is the United States of (North) America?

Norteamerica?

*Los Estados Unidos de Norteamerica

The United States of (North) Am~rica

est~n en la America del Norte. *Aqu{ est~ la America del Norte.

is in North America. (incidental) Here is North America.

*lDonde est~ el Brasil? *El Brasil esta en la America del Sur.
*Aqu{ est~ la America del Sur.

Where is Brazil? Brazil is in South America.
Here is South America.

19

*tDonde esta Costa Rica?

*E *Aqu {

sta est

e, n
a

la Am,~rica
la America

Central. Central.

*Miren ustedes el mapa de las Am~ricas: la America del Norte, la Am~rica Central y la Am~rica del Sur.

Where is Costa Rica?

'

It's in Central America.

Here is Central America.

Look at the map of the Americas: North America, Central America and South America.

Hay muchos pa!ses en las Americas.

There are many countries in the Americas.

tCuales son los pa!ses de las Americas?

What are the countries of the Americas?

**Need not be copies by students, Virgin Islands are omitted also.

Supplementary Names (el) Canadcf (los) Estados Unidos Mejico Guatemala Nicaragua Honduras El Salvador Costa Rica Panama Colombia Venezuela (el) Ecuador (el) Per1! Chile Bolivia (la) Argentina (el) Uruguay (el) Paraguay (el) Brasil ~*las Guayanas (la Guayana Inglesa, la Guayana Francesa, La Guayana Holandesa) la RepJblica Dominicana Raid Cuba Jamaica '<'*las Bahamas Puerto Rico

Canada The United States Mexico Guatemala Nicaragua Honduras El Salvador Costa Rica Panama Colombia Venezuela Ecuador Peru Chile Bolivia Argentina Uruguay Paraguay Brazil the Guian~s(British Guiana, French Guiana, Uutch Guiana) the Dominican Republic Haiti Cuba Jamaica the Bahamas Puerto Rico

Additional Information

~stas son las banderas de las Am~ricas.

There are the flags of the Americas.

~sta es la bandera de
tsta es la bandera del (Ecuador, PerJ,etc.) ~sta es la bandera de la (Argentina). ~sta es la bandera de mi pa{s. tDe donde es usted? tDe d~nde eres tJ7
Yo soy de los Estados Unidos.
tComo es subandera7 &Como es tu bandera?
Mi bandera es roja, blanca y azul.
Tiene cincuenta estrellas.

This is the flag of This is the flag of Ecuador, Per1!, etc. This is the flag of Argentina. This is my country's flag.
Where are you from? (polite & familiar)
I am from the United States. What is your flag like? (polite My flag is red, white and blue. It has fifty stars.

20

z.De donde es el? ~1 es de Mejico.
z.Como es su bandera? Su bandera es verde, roja y blanca.
z.De donde es ella? Ella es del Ecuador.
z.Como es su bandera? Su bandera es amarilla, azul y roja.

Where is he from? He is from Mexico. What is his flag like? His flag is green, red and white.
Where is she from? She is from Ecuador. What is her flag like? Her flag is yellow, blue and red.

z.De donde es el? ~1 es de Colombia.
z.Como es su bandera? Su bandera es amarilla, azul y roja.
z.De donde es usted? Yo soy de Venezuela.
z.Com8 es su bandera? Mi bandera es amarilla, azul y raja.

where is he from? He is from Colombia. What is his flag like? His flag is yellow, blue and red.
Where are you from? I am from Venezuela. What is your flag like? My flag is yellow, blue and red.

gl, ella y yo somas vecinos. Ustedes y ellos son vecinos. Ustedes, ellos y yo somos amigos.

He, she and I are neighbors. You and they are neighbors. You, they and I are friends.

Supplementary Poem

La bandera

The flag

Mi bandera es linda. Tiene tres colores: el amarillo primero, (rojo) el azul viene despues, (blanco) y el rojo, rojo, rojito (azul, azul,
azulito) es el ultimo de los tres.

My flag is beautiful (lovely). It has three colors: the yellow first, (red) the blue comes after, (white) and the red, red, red (endearing "little red") (blue, blue, endearing "little blue) is the last of the three.

Mi bandera tiene cincuenta estrellas. Diez estrellas, (10) Veinte estrellas, (20) Treinta estrellas, (30) Cuarenta estrellas, (40) Cincuenta estrellas (50) tiene mi bandera.

(50) My flag has fifty Ten stars, Twenty stars, Thirty stars, Forty stars, Fifty stars has my flag.

(50)

stars.

Summary
In the written portion the starred sentences are read, as well as the poem. Agreement of adjectives is emphasized.

NOTE: The gender of the names of countries is very confusing because some 9untries require the use of the masculine or feminine definite artie!~
~fore the name of the country, while others require no article at all. For
example, el Canad~, el Uruguay, la RepJblica Dominicana, la Argentina. In

some cases, the plural form of the masculine or feminine definite articles is ~sed; for.example, los Estados Unidos, las Guayanas. The countries should be ii;rned w~th the corresponding article whenever it is required, as listed above.

1 n e

article in upper case

low is a

er case part of

i

ndicates th the actual

e gender name, for

of these example,

cou El

ntries. The Salvador.

article

21

C. FOLLOW-UP:
Play the seco.1d part of audio tape 17374. Have the students copy the *starred
se~tences i~ their ~otebooks, as well as the short poem. The colors in pare~thesis can be substituted for those already in the poem. As usual, practice the sentences by doing choral reading. Follow with individual practice whenever possible.

Leccio.1 9. UNA CARTA (A Letter)
Audio Tape 17375: First Part

A. READINESS PREPARATION:

In this lesson review vocabulary is used in a letter regarding Columbus' Day
celebrations. The visuals used in lessons 6 and 7 will be needed, as w~ll
as a visual showinh a school boy in uniform, the day's date, a visual showing a boy and a girl talking to each other, and a flag hanging from a balco:1y.

B. TEACHER'S LESSON_PLAN:

New Vocabulary

u~a carta (a letter) voy a ebcribirle (I'm going to write to
him, her) querido-a (dear) ~vas a c:scribir? (are you (familiar)
goL1g to write)

voy a escribir (I'm going to write)
6Como se escribe? (how do you write ~co' me se dice? (how do you say it?)
el desfile (the parade)

it?)

Sentences to Be Learned

__Voy a escribir Utla carta. &Cual es la fecha de hoy?
__Hoy es el dace de octubre de mil novecie~tos sesenta y cuatro.
__;,Vas a escribir en espa'i'l.ol o en ingles?
__Voy a escribir en espanol. Mi amigo vive e~ Venezuela. No habla ingles.
___lHabla espanol? __Claro, boba. Et1 Venezuela se habla
espanol. &Como se dice "dear friend" en espanol7

I'm going to write a letter. What is today's date? Today is the twelfth of October of olle thousa~d nine hundred and sixty-four. Are you goi~g to write in Spanish or in English? (familiar) I'm going to write in Spanish. My friend lives in Venezuela. He doesn't speak English. Does he speak Spanish? Of course, silly. I.1 Venezuela Spanish is spoken. How do y:Ju say "dear friend" in Spanish?

___&Tu no sabes, bobo? Se dice "querido amigo", o "querida amiga".
___Gracias, gracias, querida amiga. De nada, querido amigo.
---:Como se escribe "querido"? ---Se escribe "q (cu) u e r (ere)i d(de)
A ver. "Querida amigo" .....

You don't know, stupid? You say dear friend (boy), dear friend (girl). Thank you, thank you, dear friend. You're welcome, dear friend. How do you write "querido"? o".It's written"q u e r i d o". Let's see. "Dear friend'' .....

22

Querido amigo:

Dear friend:

Hoy es un d{a muy importante.
No hay clases. (No hay escuela.) Hay fiestas. Hay desfiles. Hay muchas banderas. Nuestra bandera est~ en el balcon. ~Sabes que d{a es hoy7 Hoy es el D{a de la Raza. Llevo mi uniforme.
Tengo que ir al desfile. 1Viva Col~n! 1Viva America~ 1Viva el doce de octubre~ Viva~
Tu amigo, Carlitos Summary

Today is a very important day. There are no classes. (There is no schoolo) There are fiestas. There are parades. There are many flags. Our flag is in the balcony. Do you know what day today is7 Today is Columbus Day. I'm wearing my uniform. I have to go to the parade. Hurray for Columbus~ Hurray for America~ Hurray for the twelfth of October~ Hurray~
Your friend, Carlitos

In the written portion, the letter is read as well as some key words. The alphabet is reviewed.

C. FOLLOW-UP:

Play the first part of audio tape 17375. Have the students copy the letter in
this lesson. Practice choral reading. Whenever possible, allow individual pupils to read aloud to the class, having the other students check for pronunciation and then playing the audio tape for comparison.

Leccion 10. UNA LLAMADA TELEFONICA (A Telephone Call) Audio Tape 17365: Second Part

A. READINESS PREPARATION:

Three different telephone conversations are presented, one depicting a busy signal, one a wrong number, and finally a short conversation. Model phones,
a clock, a visual of a parade and a slip of paper with the number 38-24-91
are needed.

B. TEACHER'S LESSON PLAN:

New Vocabulary

1que fastidio~ (how boring~ what a pain:) el numero equivocado (wrong number) lo siento (I'm sorry)

ocupado (busy, masculine singular) est~ sonando (it's ringing)
no hay de que (don't mention it)

Sentences to Be Learned: Dialogs

Dialog 1
---lcu~l es el numero del telefono de Mar!a?
_Es el 38-24-91. (treinta y ocho,
veinticuatro, noventa y uno) _Gracias. 38~24-91.
1Que fastidio~ El telefono esta ocupado.

What is Maria's telephone number?
It's 38-24-91.
Thanks. 38-24-91.
What a pain~ Huw disgusting~ The phone is busy.

23

Sunnnary
In this series of five lessonsJ there will be a visit to the capital of a Spanish-speaking countryJ followed by a shopping trip and the preparations for the celebration of Christmas in Venezuela. A new songJ "Quicro Patinar" is introduced. Supplementary songs and verses are also included.

Dialogue 2
Est~ sonando el telefono. Rrrring!
---~Alo? ~Quien habla? No, no habla Juan. ~Con qui~n quiere hablar? No, senor. Usted tiene el numero equivocado. MarL,.a no VL. ve aquL, . L o sL. ento. No hay de que. Adios.

The phone is ringing. Ring!
Hello? Who's speaking? No, Juan is not speaking. With whom do you want to speak? No, sir. You have the wrong number.
Maria doesn't live here. I 1m sorry. Don't mention it. (it 1s all right) Goodbye.

Dialogue 3

, ,

-- ---~S,AL,l. o?z.

z,Mana'?
Es ,Jaime?

.

,

___SL. z.Como estas, MarLa?

___Bien, graciJs, ~Y tu?

___Bien, 6racias. ~Est~3 lista?

---No,, LvdDVLI'a no.
___Apurate. El desfile empieza a las

nueve en punto. ,
Ya vamo~ para alla.

Bueno. Estar~ lista.
---Adios, Jaime. ,
___Hasta luego, MarLa.

Hello? Mary? Yes. Is it James? Yes. How are you, Mary? Fine, thank you, and you? Fine, thank you. Are you ready? No, not yet. Hurry up. The parade starts at nine o'clock sharp. We 1 re on our way over there. (We 1 re almost there already.) All right. I'll be ready. Goodbye, James. So long, Mary.

Summary

In the written portion, Dialogue 3 will be read as well as key sentences in the other dialogues.

C. FOLLOW-UP:

Play the second part of the audio tape 17375. Practice choral reading of Dialogues 1 and ).Dramatize the dialogues.Place slips of paper with each student's telephone number (if a child has no phone, assign him an arbitrary number) in a hat or a jar. Play the telephone game by dividing the class into two groups and having one student draw out a number. He can then dial the model phone (or pretend) while calling out the numbers on the slip he has drawn. When the student whose number is called answers, the two students can practice the telephone conversation which they have learned from this lesson. Then a student from the opposite group draws a number, etc.

Leccion 11. EN LA CIL~AD (In the City) Audio Tape 17376: First Part
A. READINESS PREPARATION:
In this lesson a dialog regarding an address is presented, as well as sentences describing some of the importRnt buildings and the types of businesses found in the city. Any photographs, etc. of an important Latin American or S:ranish city, as well as pictures or photographs showing the shops in a~y city arP excell~nt
24

....
visuals) as well as any map or plan of a city showing the streets block
etc. Illustrations of the following are needed: (1) city with s~reets s,
buildings and houses (2) plazas and/or parks (3) a hotel building (4) a' hospital building (5) stores (6) a marketplace and a supermarket (7) a bank (8) a drugstore (9) a restaurant and/or outdoor cafe (10) a motion-picture theater (11) a garage and a mechanic workshop.

B. TEACHER'S LESSON PLAN:

New Vocabulary

lejos (far) la gente (the people) la farmacia (the drugstore) el banco (the bank) el hospital (the hospital) el edificio (the building)

la capital (the capital) las tiendas (the stores) el garage (the garage) el hotel (the hotel) la cuadra (the block) el negocio (the business)

Sentences to Be Learned

Dialog:
lsta es la direcci~n de Teresa: --Avenida Bol{var) numero 15.
~Esta cerca o lejos de aqu!? ---Esta cerca. Su casa esta a dos
cuadras de aqu{. Gracias a Dios. Estoy cansada.

This is Teresa's address: 15 Bolivar Avenue. Is it far or near here? It 1 s near. Her house is two blocks away from here. Thank goodness. I'm tired. (girl speaking)

*lsta es una ciudad.

~:Es una ciudad importante.

*Es la capital de '>':z,C~mo se llama la ciudad?

~:se llama

*z,Cual es la capital de

?

~~La capital de

es -----

*En esta ciudad vive mucha gente.

*z,Qu~ hay en la ciudad? ~Hay muchas calles. ~:Hay ulUchas casas. *Las casas de mis amigos estan en la
ciudad.
- - - -esta en la ciudad.
Tambien hay edificios. En los edificios hay negocios. En las casas hay negocios tambien. z,Qu~ edificio es este? Este edificio en un hotel. z,Qu~ edificio es este? Este edificio es un hospital.

This is a city.

It's an important city.

It's the capital of

What is the name of the city?

The name of it is

What is the capital of - - - - - -?

The capital of

i s _ _: - - - - -

In this city live many people.

What is there in the city? There are many streets. There are many houses. My friend's houses are in the city.

The house of ____is in the city.

There are also buildings. In the buildings there are businesses. In the houses there are businesses also. What building is this? This building is a hotel. What building is this? This building is a hospital.

25

,
~Que claae de negocios hay? Hay muchos negocios. Hay tiendas. Hay mercados y supermercados. Hay bancos. Hay farmacias. Hay cafes y restaurantes.
Hay teatros y cines. Hay garages.
,
t'c'lQue mas hay en la ciudad? kHay iglesias. <'<Hay escuelas.
,<'<Hay museos.
.,.,i Que bonita es 1.:.: ciudad!
*~D~nde est5 nu~stra ciudad?
*Nuestra ci tdad est~ en - - - -
Summary

What kind of businesses are r[,, c:7 There are many businesses. There are stores. There are markets and supermarkets. There are banks. There are drugstores. There are coffee shops (outdoor cafes) and restaurants. There are theaters and movie houses. There are garages.
1-Jhat else is there in the city? There are churches. There are schools. There are mllSl'Ums. How pretty our city is!
Where is our city?
Our city is in --------

A portion of the sentences are read in this written part of the lesson.

REMEMBER: Most Spanish words that end in AL are like English words, but are pru:wunced differently. Be sure to stress the LAST syllable of each \''orJ, for example, hos-pi-TAL, ho-TEL.

C. -FO-U-A1-W--U-P:
PJ~y the first part of audio tape 17367. Practice the dialogue and the choral
r..:.ading of the sentences. Have the students copy the starred<'< sentences in their notebooks.

LE:ccibn 12. VAMOS DE COMPRAS (We tre Going Shopping) Audio Tape 17376: Second Part
A. READINESS PREPARATION:
In this lesson a dialogue, a short poem and another dialogue in rhyme verse form are presented. In each of these, a shopping situation is depicted. To illustrate the vocabulary the following visuals are ;,eeded:
1. old visual of a store with a store window
2. old visual of wrapped gifts or actual dimensional boxes wrapped as gifts
3. paper money and coins (if possible, use real money from a Spanish-speaking country)
4. a clock
5. a hat
26

B. TEACHER'S LESSON PLAN:

New Vocabulary

comprar (to buy) las compras (the shopping)

barato-a (cheap, inexpensive) le debo (to owe him, her, it, you -
formal)

Sentences to Be Learned

Dialog:

___lQuieres ir de compras hoy?

___Depende. &Que vas a comprar?

___Voy a comprar unos regalitos.

Hmm. No tengo mucho dinero.

__Yo tampoco. Voy a comprar alga

barato. NO VOY A COMPRAR ALGO

CARO.

- -Ah, &A

qbueu, ehnoa.r

a?

Entonc

es

yo

voy

tambien.

A las diez.

Hasta las diez.

Do you want to go shopping today? (informal)
It depends. What are you going to buy? I'm going to buy some (small) gifts. I don 1 t have much money. Neither do I. I'm going to buy something inexpensive. I'M NOT GOING TO BUY SOMETHING EXPENSIVE. Oh, O.K. Than I'm going too. At what time? At ten. Until ten.

Supplementary Poem Las tres Bes

Bueno, bonito y barato; si tie~e las tres bes, no espere ni un momenta; i Comprelo de Uc1a vez!

Good, pretty and cheap; If it has all three b 1 s, don't wait even a second (moment) buy it at once!

Supplementary Poem El sombrero

__senor Romero, senor Romero, quiero comprar este sombrero. Senor Romero, senor Romero, &cuanto le debo par el sombrero? lLe debo un peso o le debo dos?
___iNa, senorita! Son veintidos.

Mr. Romero, Mr. Romero, I want to buy this hat. Mr. Romero, Mr. Romero, How much do I owe you for the hat? Do I owe you one peso or two? No, Miss. It is twenty-two.

Sunnnary

In the written portion the key sentences are read. C. FOLLOW-UP:

Play the second part of audio tape 17376. Practice the dialogs. Have the
students copy the rhyme dialog "El sombrero". Continue reading the dialog aloud.

13. YO QUIERO PATINAR (I Want to Skate) Tape 17377: First Part
!EADINESS PREPARATION:
In this lesson a new song is introduced. The song "Quiero Patinar" serves as 8 lead-in to the celebration of Christmas in Venezuela. In the city of Caracas,
27

especially, it is a custom to skate to and from Christmas church services, which are held generally nine days before Christmas in the early mornings, and in the evenings. To insure the safety of the young roller skaters particular streets are closed to traffic and are reserved for the skaters, especially in the area of Los Caobos Park. The song accompaniment features the Venezuelan instruments of maracas, drum and the four-string guitar, el cuatro.

To illustrate the song, a visual of a mother and school boy talking to each other, the school boy talking to his father, and a group of children skating are t1eeded.

TEACHER'S LESSON PLAN:

New Vocabulary
patinar (to skate) quisiera ir (I would like to go) dame (give me, L1forma 1) nosotros (we, us) oye (hear, hey)

d~jame salir (let me go out, informal) el pat!n (the skate) los patines (the skates) ~que deseas? (what do you wish, want,
more polite form)

Sentences to Be Learned

Supplementary Dialog:

___lTienes patines?
___s{, yo tengo patines.

__ __

__Sl S~, ,a

b

es yo

psea,

t

inar.?
pat~nar.

___Vena patinar con nosotros.

Gracias. Un momenta.

---iMama! iMama!ta!
___s{, Carluto (Carlucho), '.ue deseas?

___Oye, mama!ta, yo quierc a patinar

con mis amiguitos.

___No, Carluto, no. No vayas a patinar

todav!a. Espera que venga tu papa.

Do you have skates? Yes, I have skates. Do you know how to skate? Yes, I know how to skate. Come to skate with us. Thanks. Just a moment. Mother! Momsy! (dear Mother) Yes, Charlie, what do you wish, want? Hey,Mother,I want to go skating with my dear little friends. No, Carluto, no. Don't go skating yet. Wait until your father comes.

Quiero Patinar

Mama, quiero patinar Mama, dejame salir Mama, todos los muchachos se van, todos se van a patinar, yo tambien quisiera ir.

Mother, I want to skate, Let me go (leave) Mother, all the boys are leaving, they are all going skating I would (also) like to go too.

("kids")

Papa, quiero patinar, Papa, d~jame salir, Papa, yo s{ se por que patinar porque prepara el pat!n hasta Navidad.
s{, s{, quiero patinar.
De.iame salir. Dame mi pat{n. Quiero patinar.

Father, I want to skate, Father, let me go, Father, I sure do know why we skate because it gets the skate ready until (up to) Christmas.
Yes, yes, I want to skate. Let me go out. Give me my skates. I want to skate.

28
j

Dejame salir. nc{me mi padn. Si no me lo das, me pongo a llorar .... (Bis) (Repeat) iHuy, huy, quiero patinar!

Let me go out. Give me my skate. If you don't give it to me, I'll start crying. Oh, oh, I want to skate!

(First verse starts again and the entire song is repeated, concluding with iHuy, huy, quiero patinar!)

NOTE: The indirect object pronoun ("ME" - me, to me) is attached to the end of the verb in the sentences used in this lesson, for example, "Give me my skate", "Dc{ME mi pat{n", or let me go, "dejaME salir".

Summary

In the written part, the key sentences are read.

C. FOLLOW-UP:

Play the first part of audio tape 17377. Practice the song and the dialogue.

Leccion 14. PREPARATIVOS PARA LA NAVIDAD (Preparations for Christmas) Audio Tape 17377: Second Part
A. READINESS PREPARATION:
In this lesson all the preparations for Christmas are enacted, from shopping in the market for the ingredients for the special Christmas dinner, to the decoration of the Nativity scene and the Christmas tree.
The special dish mentioned, the "hallacas" is similar to a tamale, except larger and different in shape (which is in the form of a rectangle). The dough is similar to that of the Mexican tamale. The filling inside is not highly seasoned with chili so that it is hot, but rather it contains chicken, pork or beef with olives, capers, pimentoes, etc. The leaves referred to are the green banana leaves (not the covering of the banana fruit) in which the hallacas are wrapped and boiled. This dish is especially associated with the Christmas season.
The following visuals are necessary:
1. Christmas decorations, including Christmas balls, silver icicles and other strings of colored paper, little figure decorations to go on the tree, etc.
2. a Nativity scene with the necessary figures included
3. a marketplace
4. models or pictures of meat, corn, fruit, and sweets
5. pictures or models of musical instruments including a harp, a guitar, a four-string guitar, and a pair of maracas
6. a church

29

B. TEACHER 1 S LESSON PLAN:

New Vocabulary

la bolita (the little ball, Christmas tree orname.1t)
no te los comas (don't you eat them) traigan (all of you bring)

la cinta (the ribbon) dulces (sweets) la hoja (the leaf)

Sentences to Be Learned

Dialogue 1:

__Vamos a hacer las compras.
__Mama, ~vamos al mercado?
___s{, m1 hijita, vamos al mercado.

,

,

--~Que vas a comprar, mama?

___Voy a comprar carne, ma{z, frutas,

dulces y hojas para las hallacas.

__Mama, dejame llevar los dulces.

__Bueno, pero no te los comas.

We 1 re going to do the shopping. Mama, are we going to the market? Yes, little daughter, we 1 re going to the market. What are you going to buy, Mother? I'm going to buy meat, corn, fruit, sweets and leaves for the hallacas. Mother, let me carry the sweets. O.K., but don't eat them. (informal)

Supplementary Dialogue 2:

___Vengan, Vamos a poner el arbolito en el comedor.
--~Que vamos a ponerle? __Vamos a ponerle bolitas, cintas,
papeles de colores y juguetes. __iQue bonito esta!

Come, let 1 s put the little tree in the dining r~om. What are we going to put on it? We are going t,J put little balls, ribbons, colored paper and toys. How pretty it is (getting to be)!

Supplementary Dialogue 3:

___Vengan, ahora vamos a poner el Nacimiento.
---~Donde pongo la estrella la Belen~ ___Ponla aqu{ arriba. ___Aqu{ esta el Ni~ito Jesus con la
Virgen y San Jose. __Aqu{ est<ltl los Ires Reyes Magos y
los animales. __ iQue lindo es el Nacimiento!
Traigan el cuatro y la guitarra. Traigan el arpa y las maracas. ___Y ahora, ia cantar y a bailar! Vamos a cantar y a bailar hasta las doce. Entonces vamos a la iglesia. Esta noche es Nochebuena, y no es noche de dormir.

Come, now we 1 ll place the Nativity scene.
Where do I put the star of Bethlehem? Put it up here. Here is Baby Jesus with the Virgin and St. Joseph. Here are the Three Wise Men and the animals. How lovely is the Nativity scene! Bring the "cuatro" and the guitar. Bring the ;1arp and the "maracas". And now, to sing and dance! We 1 re going to sing and dance until twelve o 1 clock. Then we 1 11 go to church. Tonight is Christmas Eve night, and it 1 s not a night for sleeping.

Surrnnary

The key sentences are read. The little verse above abnut Christmas Eve night should be copied and memllrized by the students.

Supplementary Poem

El arbolito

Mira mi arbolito
de esta Navidad.
Tiene las ramitas
adornadas ya.
Bolas y juguetes tambi~n tiene ya.
Junto al Nacimiento qu~ bien luce ya.

Look at my little tree of this Christmas. It has its branches decorated already. Balls and toys it also has already. Next to the Nativity scene how fine it looks already!

C. FOLLOW-UP:

Play the first part of audio tape 17377. Practice the dialogs and dramatize them if possible.

Lecci~n 15. jFELICES PASCUAS! (Merry Christmas!) Audio Tape 17378: First Part

A. READINESS PREPARATION:

In this lesson the traditional Venezuelan Christmas meal is presented with its typical dishes. There is a family reunion with very close friends invited and those who have no family. Christmas presents are brought by Baby Jesus and placed in or next to the children's shoes which have been placed next to the Nativity scene, which as the Christmas tree, is generally placed in the dining room rather than in the living room. A supplementary Christmas carol is
included. The Christmas carol is not Venezuelan but a well known Chilean carol.
Venezuelan Christmas carols will be heard as a part of the background of this lesson, but not taught. A Nativity scene, a mother and child, Baby Jesus in a cradle, a family seated for Christmas dinner, Christmas gifts and children's shoes will be the visuals needed.

B. TEACHER'S LESSON PLAN:

New Vocabulary

comemos (we eat) dulce de lechosa (papaya dessert) t!o (uncle) primitos (dear little cousins)

pan de jam~n (bread of ham) (ham loaf) chicha (special corn beverage)
t!a (aunt) jfelices pascuas! (Merry Christmas~)

Sentences to Be Learned

Hoy es Navidad. Vamos a ver el Nacimiento. jVengan a ver sus zapatos! En los zapatos estan los regales
de Navidad. jQu~ lindos regales! jVengan a comer!

Today is Christmas Day. Let 1 s go see the Nativity scene. Come to see your shoes! In the shoes are the Christmas presents.
What lovely presents! Come to eat!

31

Todos vamos a la mesa. La cena de Navidad es deliciosa. Hay hallacas, pan de jamon, dulce de lechosa, torta y chicha.
Todos comemos alegres. jFelices Pascuas, abuelito! jFelices Pascuas, abuelita! jFelices Pascuas, t!o~ jFelices Pascuas, t!a~ jFelices Pascuas, primitos~

r
We all go to the table. The Christmas dinner is delicious. There are hallacas, bread of ham, papaya dessert, cake and chicha corn beverage. We all eat happily. Merry Christmas, grandfather! Merry Christmas, grandmother! Merry Christmas, uncle! Merry Christmas, aunt! Merry Christmas, dear cousins!

Supplementary Christmas Carol

This song is recorded by Ottenheimer Publishers, Inc., Baltimore 15, Maryland in an album entitled "Let's Sing Songs in Spanish", Number CAB 4102, and on the same album listed previously under Lesson 6, "El Barco Chiquitico".

Arrurrul

Senora dona Mar{a. aqu! le traigo a m'hijito, 2 pa 1que3 le mezca la cuna, cuando llore su ninito.

,

,

Arruru, arruru,

duerm,ete, Nino, Jesus.
Arruru, arruru,

duermete, Nino Jesus.

Senora dona Mar!a,

I bring my little son here to you,

That He may rock His cradle

When your little Baby cries.

,

,

Arruru, arruru,

Sleep,, Baby Je,sus.
Arruru, arruru,

Sleep, Baby Jesus.

Juan Manuel se llamara,

su apellido Echeverr!a,

para cuando usted lo llame,

Senora dona Mar!a.

,

,

Arruru, arruru,

due, rm,ete, , N~'-no J esu, s.

Arruru, arruru,

d ue, rmete, N~'n-o J esu, s.

1 Onomatopoetic expression for crooning. 2 Contraction of "mi hijito". 3 Contraction of "para que".

Juan Manuel, he will be called,

His family name Echeverr!a,

For when you call him,

Senora dona Marla.

,

,

Arruru, arruru,

Sleep,, Baby Je,sus.
Arruru, arruru,

Sleep, Baby Jesus.

Sunnnary

In the written portion the key sentences are read.

C. FOLLOW-UP:

Play the first part of audio tape 17378. Practice the song "Silent Night" learned previously. Words and translations follow. Practice the new song, "Arruru".

32

NOCHE DE PAZ (SILENT NIGHT)

Noche de paz, noche de amor 1 Todo due=me en derredor. Entre los astros que esparecen su luz, Bella anunciando al Ninito JesJs Brilla la estrella de paz, Brilla la estrella de paz.

Night of peace, night of loving kindness, All sleeps round about.
Among the stars that spread their light, Beautiful, announcing the Baby Jesus Shines the star of peace, Shines the star of peace.

'
I
'
Unit 111 I
(Lecciones 16 - 21)

SUMMARY OF UNIT
In this unit of six lessons the weather, means of orientation, occupations and the celebrations of Carnival with its gaiety, folk songs and dances are presented, and, as a conclusion, there is a return to the classroom with a review of songs and vocabulary. In the reading section of each lesson, special attention is given to the sound of particular consonants and consonant combinations, using as many as possible of all the vocabulary words learned in which we find that particular consonant, consonant combinations and/or consonant and vowel com~ binations.

FIESTA LEVEL IV: BEGINNING SPANISH TEACHER: Sra. Yvonne de Wright

LESSON GUIDES
Lecci~n 16: EL PAPAGAYO* (The Kite) Audio Tape 17378: Second Part

A. READINESS PREPARATION:

In this lesson questions and answers pertaining to the weather are reviewed and "hace viento" (it's windy) is introduced for the first time. The universally loved custom of flying kites is discussed in this lesson, with special references made regarding the kind of weather existing in many parts of Hispanic America that allows "kiteflying" to be enjoyed all year around, especially during the months of summer vacation, which for many childrP~ living in Central and South America falls generally between the months of December and April. The dialogue presented reviews the verb forms of IR (to go) in the present tense. The reading section.. a short story in paragraph form, uses vocabulary learned orally and has been composed for the purpose of providing practice in the correct pronunciation of the letter C.

The following visuals will be needed:

1. an illustration of wind 2. a kite 3. a watch 4. a calendar 5. a map of Western Hemisphere showing the USA and Argentina

B. TEACHER'S LESSON PLAN:

New Vocabulary

hace viento (it1 s windy)

vamos a volar (let's fly, we're

la cometa (the kite)

going to fly)

ahara mismo (right now, right away) vamos a volar cometas (we're

chico ("buddy", fellow, boy young-

going to fly kites, let's

ster, what one friend may call

fly kites)

another friend informally, the

feminine counterpart is "chica")

Sentenced to Be Learned Dialogue: Part I

___Muchachos, muchachos, vengan act. Vengan acl, por favor. Race mucho viento. Vamos a volar cometas. tVamos, vamos!
___Ay, no, chico. Ahora no. Vamos esta tarde.

Fellow, fellows, come here. Come here (all of you), please. It 1 s very windy, Let's go fly kites. Let's go! Let 1 s go! Oh, man, no. Not now. Let's go this afternoon.

* "Papagayo" is the word used in Venezuela for "kite". The word
taught in the lesson is "cometa" because it is more universally
used.

34

Dialogue: Part 2

~Qu~ hacemos culndo hace viento? Vamos a volar cometas.
---Cuando hace viento vamos a volar
cometas. ___LQU~ tiempo hace?
Hace viento. :::LQu~ vamos a hacer ahora?
Vamos a volar cometas. -_-__-lA que# hora vas tu, ?

--- , Voy esta tarde, a las tres.
___LA que hora van ustedes?

Vamos a las tres tambi~n. ~A qu~ hora va Enrique?

---t1 va mls temprano.

---El ___JA

vqaue,a

h

las ora

dos. vas

tu,?

___Yo voy ahora mismo.

What do we do when it's windy? We go fly kites. When it's windy, we go fly
kites. What kind of weather are we having? It's windy. What are we going to do now? We'll go fly kites. At what time are you going?
(familiar) I'm going this afternoon, at three. At what time are all of you going? We're going at three o'clock too. At what time is En~ique going? He's going earlier. He 1 s going at two. At what time are you going? I'm going right now.

Preguntas y Respuestas (Questions and Answers)

lcu&ndo hace viento en los Estados Unidos?
Hace, viento en marzo.
tEn que mes estamos? Estamos en el mes de enero.
tHace viento en enero? s!, en algunos pa!ses hace viento en enero.
tD~nde hace calor en diciembre? En la Argentina hace calor en diciembre.

When is it windy in the United States?
It's windy in March. What month are we in? We're in the month of January. Is it windy in January? Yes, in some countries it is windy
in January. Where is it hot in December? In Argentina it's hot in
December.

Summary LECTURA (Reading Portion)

VAMOS A LEER.

LET'S READ.

En esta casa blanca en la Calle Catorce viven Carmen y Carlitos. Carmen y Carlitos estln en la cocina.
Carlitos pregunta: ---tD~nde estln mis cinco dulces? Carmen contesta: ___Tus dulces estln en el comedor. Carlitos pregunta: ~D~nde estl mi cuchara? Carmen contesta: ___Tu cuchara estl en el comedor. Carmen dice: ___vamos a comer en el comedor.
Despu~s de la cena vamos al cine. Ma~ana no hay clases. Manana es doce de octubre.

In this white house on Fourteenth Street live Carmen and Carlitos. Carmen and Carlitos are in the kitchen. Carlitos asks: Where are my five candies? Carmen answers: Your candies are in the dining room. Carlitos asks: Where is my spoon? Carmen answers: Your spoon is in the dining room. Carmen says: Let's go eat in the dining room. After dinner let 1 s go to the movie. Tomorrow there is no school. Tomorrow is October 12th.

35

REMEMBER:

"C" followed by A, 0, U is pronounced like a K. "C" followed by E, I is pronounced like an S. When C is combined with another consonant it is pronounced like a K. For example, clase, octubre.
When C is followed by another c, the first C is pronounced
like a K, the second like an S. For example, lecci~n.

C. FOLLOW-UP:

Play the second part of Audio Tape 17378. Since there is little new vocabulary and the lesson primarily reviews structures and vocabulary already learned, it will probably suffice to play the tape only once. There should be a great deal of individual practice if possible, with teams or rows selected to ask the question and give the answers. After what is presented in the lesson is thus reviewed, additional past vocabulary should be used in connection with the existing structures. For example, Sides A and B could be chosen, with Side A asking the first question. Succeeding questions and answers should be alternated, with credit given for both asking and answering the question correctly. Proper cues, in the forms of motions, visuals, etc. should be used in asking and answering the questions. The following structures should be reviewed.

~A qu~ hora vas t~? (indicating classmate by pointing)

~A qu~ hora va Enrique?

(indicating (ll, ella)

classmate by name) ~A qu~ hora van ustedes?

(indicating (los muchachos)

classmates by pointing to

them.) ~A qu~ hora voy yo?

(indicating person speaking)

,

~Cuando hace viento en los Estados

hace fr~o

Unidos?

hace calor

hace fresco

hace sol

llueve

(Yo) voy esta tarde (esta noche, etc~ a las tres (a las cuatro, ) ahara mismo (roSs temprano, mis tarde, etc.)
Enrique va mSs temprano (m~s tarde,) (El, ella) ahara mismo
a las dos (a las tres, et~) Nosotros vamos a las tres (etc.) (Los muchachos) van a las cuatro (Ellos)
(TJ) vas ahara mismo. (etc.)

Hace viento en marzo. (etc.)

Hace frlo

diciembre.

Hace calor

julio.

Hace fresco setiembre.

Race sol

junio.

Llueve

abril.

~D~nde hace calor en diciembre7

En la Argentina. (etc.)

Lecci~n 17: LOS PUNTOS CARDINALES (The Cardinal Points of Orientation) Audio Tape: 17379 First Part
A. READINESS PREPARATION:
In this lesson weather conditions are reviewed in reference to the reversal of seasons in the northern and southern parts of our hemisphere. The two points of orientation are introduced, the East and the West, in reference to the sun in the daytime and the North star in the evening. "Right" and "left" are also introduced.

36

The following visuals will be needed:

1. a globe and/or maps of the world on which North, East, South, West can be indicated ("O" is used to indicate "West" in Spanish, "Oeste")
2. an illustration of the sun 3. an illustration of the North Star
4. a compass 5. a doll which can be used to name the parts of the body, especially
the name and back.
B. TEACHER'S LESSON PLAN:

New Vocabulary

el este (the East) la derecha (the right) el brazo (the arm) la espalda (the back) el oeste (the West) la izquierda (the left)

la br~jula (the compass)
la estrella Polar (the North Star, literally the Polar Star)
pon (you put, familiar form; ponga, polite form)

Sentences to Be Learned Dialogue

---dO~yned, e

cehsict~o

,

lc6mo el nort

se e?

sabe

Hey, buddy, how does one know where the north is?

___De noche, la estrella polar INDICA el norte.

At nightime the North Star shows (points out) the Nor5h.

_lY de d!a?
___Aver. El sol sale por el este. Pon el brazo derecho as!. Pon el brazo izquierda as!.

And in the daytime?
Let's see. The sun rises in the East. Put your right arm like this. Put your left arm like this.

A la derecha, el este. A la izquierda, el oeste. Al frente, el norte. A la espalda, el sur.

To the right, the East. To the left, the West.
Facing you, (ahead, in front) the North. Behind you, (in back) the South.

___A la derecha, el este. A la izquierda, el oeste. Al frente, el norte. A la espalda, el sur.
___carlos, lad~nde vas?
___Voy a comprar una br~jula. Tengo mala memoria.

To the right, the East. To the left, the West. Facing you, the North. Behind you, the South.
Carlos, where are you going?
I'm going to buy a compass. I have a bad memory.

-lAY de m!!

Oh, me!

-l 'I

Preguntas y Respuestas* (Questions and Answers)

~Por donde sale el sol? El sol sale par el este.

Where does the sun rise? The sun rises in the East.

~Que indica el norte? La estrella polar indica el norte.

What points out the north? The North Star points out the north.

La brujula indica el norte.

The compass points out the north.

Si estoy frente a la estrella polar, ~donde esta el sur?
A la espalda.

If I'm facing the North Star, where is the south? In back, behind you.

~Donde esta el este? A la derecha.

Where is the East? To the right.

~Donde esta el oeste? A la izquierda.

Where is the West? To the left.

6En que parte de los Estados Unidos vives tu7
Vivo en el Sur.

What part of the United States do you live in? I live in the South.

6En que parte vive Vive en

In what part does - - - -live?

LECTURA 1
6Quien es Quique?

Swmnary (Reading Selections)
Who is Quique?

Quique es un nene.

Quique es mi hermano pequeno.

La camisa de Quique es azul.

Sus zapatos son azules tambien.

Aqu{ esta Quique en su cuna.

En la cuna de Quique hay un oso,

una zorra y una pizarra.

La zorra tiene una cinta azul en

la cabeza.

iAY, que zorra!

iAy, que Quique! Cecilia dice: Yo

quiero 2

mucho

a Quique.

Quique is a baby boy. Quique is my little brother. Quique's shirt is blue. His shoes are blue too. Here is Quique in his cradle. In Quique's cradle there is a
bear, a fox and a blackboard. The fox has a blue ribbon in her
hair. (Literally "on her head") On, that fox! Oh, that Quique! Cecily says: I love Quique very
much.

Note l. "Quique" is a short form of the name "Enrique", used, for example, in the same was that "Bob" is used instead of "Robert".
Note 2 "Quiero" means "I want, I wish", and "Quiero a" means "I love" (someone).

The above paragraph in the reading section is an exercise in the
pronunciation of the letters Q and z, and a review of the pronuncia-
tion of the letter C. *The question and answer section listed above is based on the dia-
logue. It is listed once on the audio tape and should be tre~ted as ~ suoolementary section. Only parts of it are presented in the

REMEMBER: Q is always followed by U which is silent, with the QU combination giving a K sound. Z is pronounced like an S in Hispanic America.

K: CA CO CU QUE QUI

S: ZA ZO ZU CE CI

C. FOLLOW-UP:

Play the first part of Audio Tape 17379, using the visuals and motions necessary to illustrate the dialogue. It will be necessary to play the tape several times with the visuals, since there is a greac deal of new vocabulary in the lesson. Dramatize the directions and then the dialogue, first by rows and then individually. The reading section should be practiced by choral reading as customary, after the students have read it silently several times and heard it on the tape.

Lecci~n 18: LOS OFICIOS (The Occupations) Audio Tape 17379: Second Part
A: READINESS PREPARATION:
In this lesson a song game referring to various occupations are taught, Directions to play the game, the words and music follow. There are various versions of this song which is popular with children throughout Hispanic America. Names of occupations learned in previous levels will be reviewed.l
The following visuals will be needed:
1. carpenter 2. mailman 3. salesman 4. female cook 5. dentist
1The occupations presented are that of policeman, doctor, nurse, photographer, fruit vendor, bullfighter, male and female teacher. If it is possible to have these visuals handy, it will serve as an incentive when the game is played because there will be more occupations from which the pupils can choose.
B. TEACHER'S LESSON PLAN:
New Vocabulary

el dentista (the dentist) el carpintero (the carpenter) escoja usted (you choose) yo escojo a (I choose--name of
person) zqu~ oficio le pondremos? (what
duty, occupation can we give him, her?)

el cartero (the mailman) el oficio (the job, duty) la cocinera (the cook, female) Lqul quer!a usted? (what did you
want, wish, what do you desire?)

39

A MAMBRG CHATO

Directions for Playing the Game

A line is formed, the children holding hands. They are the "Pages". The King stands facing them. When the singing starts, the whole line moves forward toward the King, then back to their original places. This forward and back movement continues throughout the song. The translation follows:

1. King:

A Mambru chato, matarile, rile, rile ... Let's play Mambru, matarile, rile, rile ...

2. Pages: ~Que quer{a usted7 matarile, rile, rile .. . What did you wish7 matarile, rile, rile .. .

3. King:

Yo quiero un paje, matarile, rile, rile ... I want a page, matarile, rile, rile ...

4. Pages: Escoja usted, matarile, rile, rile ... Choose! matarile, rile, rile ...

5. King:

Yo escoj0 a Pepeillo, matarile, rile, rile ... I choose Pepeillo, matarile, rile, rile ...

6. Pages: &Que oficio le pondremos7, matarile, rile, rile .. . What job shall we give him7, matarile, rile, rile .. .

7. King:

Le pondremos carpintero, matarile, rile, rile ... Let's make a carpenter of him, matarile, rile, rile ...

8. Pages: Ese oficio s! le gusta, matarile, rile, rile .. . That's a job he likes, matarile, rile, rile .. .

9. Todos:

(All)

Celebremos todos juntos, todos juntos la reunion, que el d!a de tu santo, se celebra la funcion. Let us rejoice together, all together, on your saint's day we shall celebrate.

Different children may be called successively at (5), thus adding stanzas. At (8) the Pages may answer: "Ese oficio no le gusta" (That job he doesn't like), and the King must continue naming different kinds of work until the Pages answer "Ese oficio s{ le gusta". At that moment a circle is formed and the King and Pages dance together.

40

A MAMBR11 CHATO

(Pugnosed Mambru)

I

A

~.

t'J \

'

l

".,l

,wex:z _

~

"



- l. A

Mam- bro

2. ~Qu~ que r!

-.
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,,__, -~
- a,

f'J
cha u

F
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-- !'

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to,

: sted?

I
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. I
I

I

I
,..., I ..~
l 1 ,.

-

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. j

-.:=.'

t

!/('!)

.._

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:

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... ... 0
~&

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,,

; !F A/II

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~

*

iililii:t-

- 3. Yo quie ro un

- - 4. Es co

ja u

,.

~

F

.-~-.

;; ;

es - co - jo a Pe - pe - i - llo, o - fi - cio le pon- dre- mos?

l! Estribillo l! Estribillo

,'\

Estribillo

. .!

7. Le pon - dre - mos car - pin - te - ro,

'
..::0 l-

8. Ese o - fi - cio

. :-n - I

::: F 1
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i~ 9. Ce-le-lbre-mos

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qle el d!- a

s! le gus - ta.

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de

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do a tu

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la la

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funcion: 1

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41

Sunnnary LECTURA (Reading Selection)

Hoy es jueves. Los muchachos van a jugar un
juego. A los muchachos les gusta jugar. Tambi~n les gusta cantar. zQu~ van a jugar? Van a jugar "A Mamb~ Chato".
.,
4Que van a cantar? Van a cantar "A Mamb~ Chato".
"A Mambr,f Chato" es una canci~n y un juego.
Vengan act. Vamos a jugar en el jard!n.
&D~nde esttn Juan, Jos~ y Gonzalo? Esttn en el garage. No van a
jugar.

Today is Thursday. The boys and girls are going to
play a game. The boys and girls like to play. They also like to sing. What are they going to play? They are going to play "A Mambr~
Chato" What are they going to sing? They are going to sing "A Mambr~
Chato". "A Mamb~ Chato" is a song and a
game. Come here. Let's go play in the
garden. Where are John, Joe and Gonzalo? They are in the garage. They are
not going to play.

The above paragraph provides practice in the sound of the J and G in Spanish.

REMEMBER:

J is always pronounced like a hard English H.
H is always silent. G is hard like the Spanish J when followed by E, I.
G is soft like the English G when followed by A, o, U.

JA, JE, JI, JO, JU
GE, GI

GA, GO, GU

C. FOLLOW-UP:

Play the second part of Audio Tape 17379 after you have explained

that it is a song game, and that the occupations should be sub-

stituted with the sentence, "Le pondremos

" The

names have been previously substituted in the sentence "Yo escojo

a

" PLEASE NOTE: On the Audio Tape, the words MUCHACHO

and MUCHACHA are alternated, rather than giving a name. Male and

female occupations are alternated accordingly. AFTER THE SONG HAS

BEEN PLAYED AND DRILLED ON THE TAPE AS IS LISTED ON THE SONG SHEET,

USING THE NAME "PEPEILLO" AND THE OCCUPATION OF "CARPINTERO", SUB-

STITUTIONS OF OCCUPATIONS WILL BE MADE AT RANDOM, BEGINNING WITH A

FEMALE OCCUPATION. HAVE A BOY AND GIRL REPRESENTING ALTERNATE TEAMS

LOOK FOR THE PARTICULAR VISUAL ILLUSTRATING THE OCCUPATION, STOPPING

THE TAPE EACH TIME. THE CLASS IS TO JUDGE WHETHER THE CORRECT VISUAL

WAS SELECTED, WITH EACH TEAM GETTING A POINT FOR EACH CORRECT ANSWER.

1) Cook

2) Mailman 3) Nurse

4) Dentist 5) Female Teacher

COCINERA

CARTERO

ENFERMERA

DENTISTA

PROFESORA

Additional occupations are all for the boys:

6) Policeman 7) Doctor 8) Fruit Vendor

9) Bullfighter

POLIC/A

DOCTOR

FRUTERO

TORERO

VENDEDOR DE FRUTAS

10) Photographer FOT6GRAFO

42

Practice the reading section by having the students read it silently first, as they listen to the audio tape, and practice choral reading later.
Lecci~n 19: LOS DISFRACES (The Costumes) Audio Tape 17380: First Part
A. READINESS PREPARATION:
In this lesson boys and girls are getting ready for one of the gayest celebrations in the entire year, that of Carnival. There are several days of merry-making in which costumes are worn, parades are held with beautiful floats, pranks are played on everyone out in the streets and singing and dancing goes on everywhere on the streets and in private homes. Carnival ends generally on Shrove Tuesday, with Ash Wednesday beginning the Lenten season of forty days ending on Easter Sunday. In most of the Spanish-speaking countries, Carnival is generally celebrated in February, but in others it is celebrated in December. At this time, of course, it is not associated with the incoming Easter season, but is celebrated in connection with the Christmas season, which generally begins on December 16th. At either time, a queen is selected to rule over Carnival, and the schools celebrate their Carnival parties with each school and class having its own queen. The queen selected to rule over the official Carnival festivities is inagurated with big dances and ceremonies. On Shrove Tuesday, "el Dios Momo" the "God of Folly" is buried to indicate the end of Carnival and beginning of the Lenten season on Ash Wednesday.
In this lesson, the first verse of a song about Carnival is introduced and continued in the next lesson. Two short related dialogues about preparations for Carnival are presented, with boys and girls discussing when Carnival comes, and what is done to celebrate it. The selection of the costume to be worn for the Carnival parades is one of the highlights of the dialogue and the season for the boys and girls. There is an element of similarity between Halloween and Carnival regarding the costumes and pranks that perhaps could be mentioned.
The following visuals will be needed:
1. an illustration of Carnival (Mardi Gras) with people wearing costumes, streamers and floats in the streets, which can be used to indicate Carnival and Carnival parades.
2. a calendar indicating the months of February and December. It will also be helpful to point to Easter Sunday and count back to Ash Wednesday and Shrove Tuesday, the last day of Carnival. (March and April could also be used as points of reference to the movable feast of Easter.)
3. illustration indicating good, warm weather. 4. a Carnival queen with dark hair and green eyes, tall and slender.
B, TEACHER'S LESSON PLAN:
New Vocabulary
el Carnaval (the Carnival, Mardi Gras) (Mardi Gras is literally ''Martes de Carnaval")
los Carnavales (the Carnival, referred to in the plural because the festivities last several days- generally four)
43

el disfraz (the costume) los disfraces (the costumes)

disfrazar (to wear a costume)

Sentences to Be Learned Dialogue 1

___jQu~ lindo! tQu~ lindo!
Ya viene el Carnaval. ~Culndo es el Carnaval? ___El Carnaval es en febrero.
(marzo, diciembre) ___Estamos en el mes de febrero. ___Race buen tiempo. No hace
fr!o. Me gusta el mes de febrero.
___s!, hay fiestas de Carnaval.
___Tambi~n hay reina del Carnaval. ___tMe gusta mucho el Carnaval!

How lovely! How nice! Carnival is coming soon. When is Carnival? Carnival is in February.
(March, December) We are in the month of February. We are having good weather. It's
not cold. I like the month of February. Yes, and there are Carnival parties. And there is also a Queen of Carnival. I like Carnival very much!

Dialogue 2

___AD~nde se celebra el Carnaval?
El Carnaval se celebra en --- muchos pa!ses. ~c&mo se celebra el Carnaval? ___Se celebra con m~sica, bailes
de disfraces y desfiles. ___4Te vas a disfrazar para el
des file?
___s!, me voy a disfrazar de
Ratoncito P'rez. Aqu! estl mi disfraz. ___tQue# lindo es!

Where is Carnival celebrated? Carnival is celebrated in many
countries. How is Carnival celebrated? Itts celebrated with music, costume
balls and parades. Are you going to wear a costume to
the parade? Yes, I'm going to dress up like
P~rez the Mouse. Here is my costume. How pretty it is!

Substitutions for Dialogue 2

Me voy a disfrazar de Cucarachita I'm going to go as Cucarachita

Martina.

Martina.

Aqu{ estl mi disfraz de Cucarachita Here is my costume of Cucarachita

Martina.

Martina.

polic!a

policeman

m&dico

9-octor

dentista

dentist

torero

bullfighter

cartero

mailman

~
Cristobal Col~n

king Christopher Columbus

In addition, the various animals learned could be reviewed in connection

with the costumes, such as TORO (bull) PERRO (dog) GATO (cat)

LORO (parrot) GALLINA (hen), etc.

SONG EL CARNAVAL (SUPPLEMENTARY)

CHORUS: Ya vienen, ya vienen, ya vienen los
Carnavales. Ya viene, ya viene, ya viene el
Carnaval.
44

Carnival is coming soon, coming soon.
Carnival is coming, coming, coming
soon.

r FIRST VERSE: Bambilandia se prepara con disfraces muy bonitos Con disfraces muy bonitos Bambilandia se prepara porque se viene acercando el, el, el Carnaval, el, el, el Carnaval.
REPEAT CHORUS:

Bambiland is getting ready with very pretty costumes
With very pretty costumes Bambiland is getting ready (REPEAT)
Because Carnival is drawing near, Carnival, Carnival.

LECTURA

El Carnaval en la Am~rica del Sur es muy lindo.
Se celebra generalmente en febrero. Se celebra en muchos pa!ses. Durante el Carnaval hace buen
tiempo. No hace fr!o. Hay desfiles de disfraces. Hay bailes de disfraces. Hay muchas fiestas. Hay reina del Carnaval. Me gusta mucho el Carnaval.

Carnival in South America is very pretty.
It's generally celebrated in February. It 1 s celebrated in many countries. During Carnival there is nice
weather. It 1 s not cold. There are costume parades. There are costume balls. There are many parties. There is a Queen of Carnival. I like Carnival very much.

C. FOLLOW-UP:

Play the first part of audio tape 17380, using the corresponding visuals. This lesson is continued in the next lesson, so that there will be two weeks dedicated to the Carnival. Since the dialogues contain very little new vocabulary, dramatizations may be possible and are most desirable. The reading portion will also continue the same subject matter in the next lesson. The silent His reviewed as well and the final Y.

Lecci~n 20: EL CARNAVAL (The Carnival) Audio Tape 17380: Second Part
A. READINESS PREPARATION:
In this lesson the celebrations of Carnival are continued, with a visit to one of the costume parades. The second verse of the song is presented and the Carnival Queen is described.
The following visuals will be needed:
1. boys and girls in costume marching in a parade, or visual used in Lesson 19, and a pantomime of marching.
2. Carnival illustration used previously. 3. illustration of Carnival Queen used previously.
Pantomime to illustrate "hurry up", "marching", "I want to see", "going to put on costume" will be most effective.
B. TEACHER t S LESSON PLAN:
New Vocabulary Iatenci~n! (attention! come to order!) 1marchen! (march!)
45

Sentences to Be Learned Dialogue 1

___ jAp~rate, ap~rate, chico, chica!

Ya viene el desfile de

disfraces,

- -Bueno. tVlmonos!
__tAtencio~n! tMarchen!

tUno, dos!

JUno, dos!

!Izquierdo, derecho!

Jlzquierdo, derecho!

tAl to!

JA la derecha!

tA la izquierda!

!Alto!

JAqu! viene la reina!

tViva la reina!

jViva el Carnaval! __ JQu~ linda es la reina!

Es alta y delgad~.

Tiene el pelo castano y los

ojos verdes.

,

__Y es muy inteligente tambien,

___Quiero conocer a la reina.

Hurry, hurry up, chico, chica! (friend, boy, girl.)
The parade of costumes is coming already.
O.K. Let's leave! (go!) Attention! March! One, two! One, two! Left, right! Left, right! Halt! To the ri..ght! To the left! Halt! Here comes the queen! Hurrah for the queen! Hurrah for the Carnival! How pretty the queen in! She's tall and slender. She has dark (brownish red) hair and
green eyes. And she's very smart too. I want to meet (get acquainted with)
the queen.

Dialogue 2
___tMira! tQu~ lindos son los disfraces!
Yo quiero ver al PAYASO. Yo quiero ver a la reina. Yo quiero ver todos los
disfraces, __ JMira! Alll va el Rat~n P~rez.
Alll va la Cucarachita Martina. Me gustan mucho los disfraces.

Look! How pretty the costumes are!
I want to see the CLOWN. I want to see the queen. I want to see all the costumes.
There goes Rat~n P~rez. There goes Cucarachita Martina. I like the costumes very much.

SONG EL CARNAVAL (SUPPLEMENTARY)

CHORUS: Llegaron, llegaron, llegaron los Car- Carnival has arrived.
navales. Ya vino, ya vino, ya vino el Carnaval. Carnival came.

SECOND VERSE: Los chicos de Bambilandia se fueron a
disfrazar. Se fueron a disfrazar los chicos de
Bambilandia. Porque estamos celebrando, porque
estamos celebrando, el, el, el Carnaval; el, el, el Carnaval.

The boys and girls from Bambiland went to put on their costumes. (REPEAT)
To put on their costumes went the boys and girls of Bambiland.
Because we are celebrating Carnival. (REPEAT)

REPEAT CHORUS:

46

LECTURA

rQu~ lindos son los disfraces!

How pretty the costumes are!

Me gusta mucho el disfraz de Rat~n I like the Rat~n P~rez costume very

P~rez.

much.

Aqu! viene la reina.

Here comes the queen.

rQut linda es la reina!

How lovely she is!

Es alta y delgada.

She's tall and slender.

Tiene el pelo castano y los ojos She has brown hair and green eyes.

verdes. Es muy inteligente tambi~n.

She's very intelligent too.

Ah, quiero conocer a la reina.

I want to meet the queen.

rViva la reina!

Hurrah for the queen.

jViva el Carnaval!

Hurrah for the Carnival!

Co FOLLOW-UP:

Play the second part of Audio Tape 17380, using the corresponding visuals.
Pantomime is most helpful in this lesson, especially in indicating enthusiasm in the hurrahs, rhythm in marching, and the direction taken, and in asking others to hurry. There are opportunities for dramatization again. lQut disfraz es ~se? or lQu~ es ese senor, senorita, muchacho, muchacha? (What costume is that? or What is that gentleman, young lady, boy, girl?) These could be used to review the various costumes, possibly in the form of a game with the class answering and the student who answered correctly changing places with the person asking the question. The reading could be incorporated as a part of the dramatization in the form of a letter, advertisement regarding the queen, etc., using only the sentences which would lend themselves to the performance.

Lecci~n 21: 1A ESTUDIAR! Audio Tape 17381: First Part
A. READINESS PREPARATION:
In this lesson the vocabulary presented in this unit and in Lesson 8, "Estudiamos geograf:!a" will be reviewed. The songs introduced in this unit will also be reviewed. All the visuals from this unit should be handy for this lesson.
B. TEACHER'S LESSON PLAN:
No new vocabulary. No Sentences to Be Learned.
C. ,tOLLOW- UP:
Play the first part of Audio Tape 17381 to review the songs.

47

Unit IV
(Lecciones 22 - 25)

SUMMARY OF UNIT
This unit serves as a short general background to the study of the history of the Americas, from the time of the Conquest to the time of Independence. The three major Indian civilizations which existed in North, Central and Socth America (the Aztec, Maya and Inca civilizations) in Pre-Columbian times are identified, as well as some of the chief Spanish discoverers and conquerors. A lesson is dedicated to the liberator of northern South America, Simon Bolivar, and the following one deals jointly with the other two great leaders of the Americas during the struggle for Independence, Jose de San Martin and Geo~ge Washington. The final lesson of the unit is dedicated to the celebration of Independence Day in Central America.

Leccion 22: LA HISTORIA (History) Audio Tape 17381: Second Part

A. READINESS PREPARATION:

Inform the students about the nature of the lesson, which consists of a brief irrtroduction to the history of the Americatl continent (North, Central and South America), naming the three major Indian civilizations that existed there prior to the arrival of Christopher Columbus: the Aztec, Maya, and Inca civilizations. The arrival of Columbus and the Spaniards is also noted, and some of the famous Spanish discoverers and conquerors are named, such as De Soto, Ponce de Leon, Cortes and Pizarro. Explain to the students that since we are talking about something which happened long ago, the past tense is used.

The following visuals should be available:

1. A map of the Western Hemisphere, on which cut-outs of the word "INCAS" could be placed on Pero, Ecuador and Bolivia, ''MAYAS" on the Yucatan Peninsula and Guatemala, Honduras and El Salvador, the "AZTECAS" on the central part of Mexico.

2. Illustrations of these Indians in their costumes, as seen in social studies textbooks (Cut-outs of any Indians could be placed on the map next to the corresponding names listed above.)

3. Illustration of Christopher Columbus and date 1492.

4. Illustration of any of the Spanish conquerors (especially of De Soto, Ponce de Leon, Cortes and Pizarro, if available.)

B. TEACHER' S LESSON PLAN:

NEW VOCABULARY

el indio, (the Indian) los indios, (the Indians) el espafl.ol, los espafl.oles, (the Spaniard, the Spaniards) habitaban (they, you (pl.) inhabited) imperfect past tense (from the verb habitar - to inhabit)

el conquistador, los conquistadores (the conqueror, conquerors) viv{an (they, you (pl.) used to live, lived, imperfect past tense)

SENTENCES TO BE LEARNED

DIALOGUE 1 Vamos a estudiar historia. Vamos a estudiar la historia de America.

DIALOGUE 1 We're going to study history. We're going to study the history of America.

z.Quienes habitaban America en 1492? Who inhabited America in 1492? Los indios habitaban America en 1492. The Indians inhabited America in 1492

48

___lQue indios habitaban America7

What Indians inhabited America7

___Los aztecas, los mayas, los incas y muchos otros.

The Aztecs, the Mayas, the Incas and many others.

___lDonde viv!an los incas7

Where did the Incas live7 (used to live)

Los incas viv!an en la America del Sur.

The Incas lived in South America.

___lDortde viv{an los mayas7

Where did the Mayas live7

Los mayas viv!an en Mejico y la ---America Central.

The Mayas lived in Mexico and Central America.

___lDonde viv!an los aztecas7

Where did the Aztecs live7

~os aztecas viv!an en Mejico.

The Aztecs lived in Mexico.

DIALOGUE 2

___LQuienes llegaron a America en 14927

Who arrived in America in 14927

___Colony los espanoles.

Columbus and the Spaniards.

~os espanoles fueron descubridores i.verdad?

The Spaniards were discoverers, weren't they7

_s!, y tamoien fueron conquistaeores.

Yes, they were also conquerors.

__JQuienes fueron descubridores famosos? Who were famous discoverers7

___De Soto y Ponce de Leon.

De Soto and Ponce de Leon.

~Quienes fueron conquistadores famosos7
___cortes y Pizarro.

Who were famous conquerors7 Cortez and Pizarro.

SUPPLEMENTARY QUESTIONS AND ANSWERS PREGUNTAS Y RESPUESTAS SUPLEMENTARIAS

--JDonde viv!an los incas7 ___Viv!an en el Peru, el Ecuador y
Bolivia.
--JDonde viv!an los mayas7 Viv!an en Mejico, Guatemala, Honduras y El Salvador.

Where did the Incas live7 They lived in Peru, Ecuador and Bolivia.
Where did the Mayas live7 They lived in Mexico, Guatemala, Honduras and El Salvador.

49

___&Donde viv{an los aztecas? Viv{an en Mejico.

Where did the Aztecs use to live? They used to live in Mexico.

LECTURA

Hay muchos indios en America. Los indios viven en la America del Norte, la America Central y la America del Sur. Los indios ya habitaban America en 1492. Los aztecas viv{an en Mejico. Los mayas viv{arr en Mejico y la America Ce,ltral. Los incas viv!an en la Atilerica del Sur.

There are many Indians in America. The Indians live in North America, Central America and South America. The Indians were already inhabiting America in 1492. The Aztecs lived in Mexico. The Mayas lived in Mexico and Central America. The Incas lived in South America.

Colon y los espa~oles llegaron a America en 1492. Los espa~oles fueron
descubridores y conquistadores.

Columbus and the Spaniards arrived in America in 1492. The Spaniards were discoverers and conquerors.

NOTE: In this lesson, two differe>1t forms of the past tense are introduced, the simple past tense indicating a completed past action, and the imperfect past tense which indicates continuing or customa~y past action, and thus is also used to describe persons and events in the past. "Used to" is always translated into the imperfect tense in Spanish.

The difference between these two verbs is not explained to the students at this time, but is listed here only for the teacher's own information. Students should simply learn the forms as given. Explanations will come later.

C. FOLLOW-UP:
Play the second part of audio tape 17381 with the corresponding visuals. There is a great deal of correlation which can be made between this lesson and social studies.

Leccion 23: EL LIBERTADOR (The Liberator) Audio Tape 17382: First Part
A. READINESS PREPARATION:
In this lesson the Liberator of northern South America, Simon Bolivar, is presented. Simon Bolivar was born in Caracas, Venezuela the 24th of July, 1783, of wealthy Creole parents. He liberated Venezuela, Colombia, Ecuador, Peru, and what is today Bolivia, which he founded and was named in his honor. He also fou.tded La Gran Colombia, composed of Venezuela, Colombia and Ecuador, for it was his dream to have a united South America with many states, similar to the United States of North America. Even though his dream was not realized the Organization of American States today is a result of his dream. Simon Bolivar is Venezuela's national hero, and his name and picture was given to Venezuela's unit of money, the bolivar, worth approximately twenty-five American cents. His home in Caracas, la Casa Natal, is now a national museum.

50

B. TEACHER' LESSON PLAN:

NEW VOCABULARY

El Libertador
nacio el retrato la moneda era

(The Liberator, title given to the liberator of northern South America, Simon Bolivar)
(he, she, it was born, from verb "NAGER" to be born) (the portrait, picture) (the coin, unit of money) (he, she, it was, imperfect tense from verb "SER" - to be)

SENTENCES TO BE LEARNED

Dialogue 1

1. ___Oye, chico, lquien fue El Libertador? Hey, fellow, who was The Liberator?

2. ___ iQue hobo eres tu! El Libertador fue Simon Bol{var.

How dumb you are~ The Liberator was Simon Bolivar.

1. ___z.De donde es Simon BoHvar?

Where is Simon Bolivar from?

2. ___Simon Bolivar es de Venezuela.

Simon Bolivar is from Venezuela.

1. __;,Donde nacio Simon BoHvar?

Where was Simon Bolivar born?

2. ___Nacio en Caracas.

He was born in Caracas.

1. ___S{, ya se! Caracas es la capital de Venezuela.

Yes, now I know! (I got it!) Caracas is the capital of Venezuela.

Dialogue 2

1. __lSabes? Sim6n Bol!var es el libertador de cinco pa!ses.

Do you know? Simon Bolivar is The Liberator of five countries.

2. _lAh, d? lcuales?

Oh, really? Which ones?

1. __Venezuela, Colombia, (el) Ecuador, (el) Peru y Bol~via.

Venezuela, Colombia, Ecuador, Peru and Bolivia.

2. ___lComo era El Libertador?

What did El Libertador look like? What was he like?

1. ___Era guapo, inteligento y valiente.

He was handsome, intelligent and brave.

Mira. Aqu{ esta el retrato de Bol!var. Look. Here is a portrait of Bolivar.

2. ---lQue es es o?

What is that?

1. ___Es un bol!var. El bol{var es la moneda de Venezuela.

It's a bolivar. The bolivar is the unit of money of Venezuela.

51

LECTURA La Casa Natal

Simon Bol!var nacio en Caracas. Simon Bol!var nacio en la Casa Natal. La Casa Ndtal es grande y bonita. Tiene muchas puertas y ventanas. Tiene
muchos cuartos. En los cuartos hay retratos y cuadros. En el cuarto de Bol{var hay una cama grande. En la casa hay tambi~n dos patios, pajaros y flores. Me gusta la casa de Bol{var.

Simon Bolivar was born in Caracas. Simon Bolivar was born in the Casa Natal. The Casa Natal is big and pretty. It has many doors and windows. It has many rooms. In the rooms there are many portraits and pictures. In Bolivar's room there is a big bed. In the house there are also two patios, birds and flowers. I like Bolivar's house.

PREGUNTAS Y RESPUESTAS SUPLEMEN!ARIAS

---~Qui~n fue Simon Bol{var?
___B.ol!var f,ue el libertador de c~nco pa~ses.
---~Donde nacio Simon Bol!var? ___Bol!var nacio en Caracas.

Who was Simon Bolivar? Bolivar was the liberator of five countries.
Where was Simon Bolivar born? Bolivar was born in Caracas.

___AQue es Caracas? ___Caracas es una ciudad. ___Caracas es la capital de
Venezuela.

What is Caracas? Caracas is a city. Caracas is the capital of Venezuela.

---~Donde viv!a El Libertador? ___El Libertador vivfa en la Casa
Natal en Caracas.

Where did El Libertador live? El Libertador lived in the Casa Natal in Caracas.

___AComo era Simon Bol!var? ___Simon Bol!var era guapo,
inteligente y valiente.

What was Bolivar like? Bolivar was handsome, intelligent and valiant.

C. FOLLOW-UP:
Play the first part of audio tape 17382 using the corresponding visuals. The supplementary questions can be asked about Bolivar, and the dialogues could be dramatized. Supplementary reading in English about the Liberator can serve as an additional follow-up done on an individual basis.

52

rLeccion 24: LOS HtROES DE LA INDEPENDENCIA Audio Tape 17382: Second Part

(The Heroes of Independence)

Ao READINESS PREPARATION:

In this lesson, the other two great heroes in the independence of the Americas are mentioned along with Bol{var. They are Jorge Washington and Jose de San Martfn. Jose de San Mart{n, the liberator of southern South America, was born iu Yapeyu, Argentina. A great soldier and selfless hero, he demanded no honor ur reward except the liberty of his country. George Washington, the Father of the United States of North America was admired by both Bol{var and San Mart{n. Bolfvar and Washington met on several occasions.
The following visuals will be needed:

1. A map of the Americas, on which the figures of Washington, Bolivar and San Martin could be placed. (NOTE: Should the actual illustration of these leaders not be available, labeled stick figures could be substituted.)
2. Calendars showing the birthdates of Bol{var, San Mart{n and Washington: July 24th, February 22nd, February 25th.
3. Calendars showing Independence Day in Argentina, Venezuela and the USA: July 9th, July 5th, July 4th.
B. TEACHER'S LESSON PLAN:

New Vocabulary

los libertadores la independencia adivina (guess)

(the liberators) (independence)
command, familiar form

los heroes (the heroes) el D{a de la Independencia

(Independence Day)

53

Sentences to Be Learned

DIALOGUE 1

l __z.Sabes quitfnes SOt1 los tres grandes libertadores de Am~rica?
z__s{ claro, lo se muy bien.

Do you know who the three great liberators of America are?
Yes, of course, I know it very well.

1 Son los tres grandes heroes de la Independencia. Son Bol{var, San Martfn y W~shington.
z__~Donde nacieron los tres heroes?

They are the three great heroes of the Independence. They are Bolivar, San Martin and Washington.
Where were the three heroes born?

l __Bol{var nacio en Venezuela, San Mart{n en la Argentina y Washington en los Estados Unidos.
z__~En que roes nacieron?

Bolivar was born in Venezuela, San Martin in Argentina and Washington in the United States.
In what month were they born?

l __Bol{var nacio en julio, y San Mart{n y Washington nacieron en febrero.

Bolivar was born in July and San Martin and Washington were born in February.

2__z.Eran inteligentes y valientes, verdad?
,
l __s~, eratl inteligentes y valientes.

They were intelligent and brave weren't they?
Yes, they were intelligent and brave.

DIALOGUE 2

l __~Sabes cuando se celebra la independencia de los Estados Unidos?
z__s{, claro, el 4 de julio.

Do you know when the independence of the United States is celebrated~
Yes, of course, the fourth of July.

l __Muy bien. El 4 de julio se
celebra la Independencia de los Estados Unidos. z.Y la de Venezuela?
z__No se.

Very good. The fourth of July the independence of the United States is celebrated. And the independence of Venezuela?
I don 1 t know.

1 Adivina.

Guess.

54

r 2_Bueno ... z.es en julio?

Okay ... is it in July?

l ___S!, es en julio.

Yes, it's in July.

z_z.Es el 9 de julio?

Is it the ninth of July?

l_No, no es el 9 de julio. El 9
de julio es el D{a de la Independencia de la Argentina.

No, it's not the ninth of July. The ninth of July is Independence Day in Argentina.

2_o . El 9 de julio es el D!a de
la Independencia de la Argentina ... j Ya se~ Entonces es el cinco de julio.

...The ninth of July is Independence Day in Argentina ... I got it! Then it's the fifth of July.

l ___S{, el cinco de julio es el D{a de Independencia de Venezuela.

Yes, the fifth of July is Independence Day in Venezuela.

2___Eres muy inteligente.

You are very smart.

l ___Gracias.

Thank you.

*** (Notes)
'~0'' (it) is introduced in this lesson. It is a direct pronoun, masculine or neuter in gender, which is used to refer to masculine objects, or as in this case, to a statement for the idea previously stated. It is translated as "IT"
in English. For example: s!, lQ se muy bien. (Yes, I know it very well.)

"LA" (Her, it) was also introduced in this lesson, as a direct object pronoun
referring to something feminine, ".12. independencia" (independence): z.Y la
de Venezuela? (And Venezuela's independence)?

NOTE: "GRANDES" and the shortened singular form "GRAN" when it PRECEDES the noun means "GREAT" INSTEAD OF "BIG" OR "LARGE", which is the meaning attached to "GRANDES" when it FOLLOWS the noun in a regular statement. "GRAN" ALWAYS MEANS "GREAT". IT ALWAYS PRECEDES THE NOUN. For example: "el gran libertador", "the great Liberator".

LECTURA

Hay tres grandes heroes de la

Alnmde, eripceanddeenlciaSuern,

America. Bol~I'var y

En la San

Mart!n. En la America del Norte, Jorge W~shington. W~shington

nacio en los Estados Unidos, San

Mart!n en la Argentina y Bol{var en Venezuela. W~shington y San

Mart{n nacieron en febrero. Bol{var ~ci6 ~n julio. La independencia de

los Estados Unidos, la Argentina y

Venezuela se celebra en el roes de

julio.

There are three great heroes of the Independence in America. In South America, Bolivar and San Martin. In North America, George Washington. Washington was born in the United States, San Martin in Argentina and Bolivar in Venezuela. Washington and San Martin were born in February. Bolivar was born in July. The Independence of the United States, Argentina and Venezuela is celebrated in the month of July.

55

C. FOLLOW-UP: Play the second part of audio tape 17382 with the corresponding visuals. The two dialogues lend themselves for dramatization, and the second, Dialogue 2, could be easily represented. There is a great deal of supplementary reading in English about these three great heroes of Independence which could be conducted as additional follow-up on an individual basjs,
Leccion 25: EL DIA LA INDEPENDENCIA (Independence Day) Audio Tape 17383: First Part
A. READINESS PREPARATION: In this lesson Independence Day in Central America is celebrated. It is important to note that Central America was composed of five republics; Guatemala, El Salvador, Nicaragua and Costa Rica. The republics of Central America obtained their independence at the same time in 1821. These five republics also formed in 1823 a federal republic, called, PROVINCIAS UNIDAS DEL CENTRO DE AMERICA. This federal republic remained as such during a few years, but because of many internal problems, these five countries separated again and became five independent and democratic republics. Panama was i10t a part of Central America at that time; it was a part of Colombia. Panama was later annexed to Central America get:Jt,raphically but its history is quite different from that of the other Central American countries. The flag of Costa Rica is the only Central American flag that has three colors: white, blue and red. The other four flags are blue and white. The following visuals are needed: 1. A calendar showing the date of the 15th of September. 2. A map of Central America. 3. Flags or illustrations of flags from Guatemala, Honduras, El Salvador, Nicaragua y Costa Rica.
56

~

4. A parade.
5. A stage (with or without a representation taking place) to be used to illustrate the assembly or pageant presented as a part of the celebration of Independence Day.
6. A clock showing six o'clock.

B. TEACHER'S LESSON PLAN:

New Vocabulary

la asamblea (assemblyJ pageant)

lPara que?

se celebr6 (was celebrated)

el D{a de la Independencia (Independence Day)

baja (lower, take down)

(What

for?)

Incidental Vocabulary

lo21 MIL OCHOCIENTOS VEINTIUNO
ERA PARTE (was a part)

SENTENCES TO BE LEARNED

Dialogue 1

l Mira las bJ,lderas.

__Look at the flags;

2__ iQue lindas son; Cuatro son
azul~s y blancas y la otra es bla0ca, azul y roja.
l __lcu<fl es blanca, azul y l"l-'~a?

__How pretty they are~ Four are blue and white, and the other is whit~, blue and red.
Which is white, blue and red?

2 La bandera de Costa Rica.

__The flag of Costa Rica.

1__4De donde son las otras banderas? __Where are the other flags from?

2 Las otras son de Guatemala,

__The others are those of Guatemala,

Honduras, El Salvador y Nicaragua.

Honduras, El Salvador and Nicaragua,

l __lPara que son los banderas?

__What are the flags for?

2__ iBobo (boba)! Para la asamblea.
, Para celebrar la independencia de
esos pa~ses.

_ _Silly (silly-feminine)~ For the assembly program. To celebrate the iadependence of those countries.

l __Ah, sl para celebrar la Indepen-
dencia de la America Central. Hu y ~~ s .= l 15 de "' e t i em b r e .

__Oh, yes, to celebrate the Indepe:tdence of Central America. Today is the fifteenth of September.

57

Dialogue 2 (Supplementary)

l ___Baja la bandera. Ya son las seis de la tarde.

Take down the flag. It 1 s already six o 1 clock in the afternoon.

2___6Que se celebre hoy?

What was celebrated today?

l ___Hoy se celebre el D{a de la Independencia.

Today Independence Day was celebrated.

What day is today?

l ___Hoy es el 15 de setiembre.

Today is the fifteenth of September.

2___6Que es el 15 de setiembre?

What is the fifteenth of September?

l ___Es el D{a de la Independencia de Guatemala, Honduras, El Salvador, Nicaragua y Costa Rica.

It is the Independence Day of Guatemala, Honduras, Salvador, Nicaragua and Costa Rica.

2 Es el D{a de la Independencia de la America Central.

It is the Independence Day of Central America.

1___6Cemo se celebre?

How was it celebrated?

2___Se celebrO con desfiles, mUsica y asambleas.

It was celebrated with parades, music and assemblies (pageants or speeches, etc.)

LECTURA

El 15 de Setiembre

El 15 de setiembre es un d{a muy importante. Se celebra la independencia de la America Central: Guatemala, Honduras, El Salvador, Nicaragua y Costa Rica. La independencia de la America Central fue en 1821. Panama no era parte de la Armfrica Central en 1821. Era parte de Colombia. La independencia de Panama no se celebra el 15 de setiembre. Se celebra e1 3 de noviembre. i Viva la America Central: i Viva la In.dependencia! i Viva!

The 15th of September

The 15th of September is a very important day. The independence of Central America is celebrated; Guatemala, Honduras, El Salvador, Nicaragua and Costa Rica. The independence of Central America was in 1821. Panama was not a part of Central America. It was a part of Colombia. The independence of Panama is not celebrated the 15th of September. It is celebrated the 3rd of November. Hurrah for Central America! Hurrah for Independence! Hurrah!

FOLLOW-UP:

Play the first part of audio tape 17383 with the corresponding visuals. It is
important to point out that Dialogue 1 takes place earlier in the day, while some of the celebrations are going on, and that Dialogue 2 takes place later

58

on in the same day, at six o'clock in the evening, and refers to what happened earlier. Therefore, in Dialogue l the present tense is used, and in Dialogue 2 the past tense is used. Pantomime will be especially useful in Dialogue 2 in indicate "take down the flag" if actual flags are not available. Using the clock, point out the time when the flags are generally taken down, at 6:00 in the evening.

Additional Follow-up Activities

Comment that in most of the Spanish-speaking countries flags are displayed at all national feast days, including October 12th. Note the similarity and differences of the flags mentioned, and comment that these countries were once united into one federal republic and, as they know, celebrated their independence at the same time. At this point, reference could be made to the fact that Panama is geographically a part of Central America, but that it is not linked historically.

Description of the flags m~ntioned in the dialogues is a good additional follow-up. To make this even broader, since we are at the e11d of this short unit of history, the flag of the other countries mentioned in this unit could also be described. These would include the countries of Panama, mentioned here, Argentina, the United States, Venezuela, Colombia, Ecuador, Peru and Bolivia. It will be interesting to note the similarity of the flags of
Venezuela, Colombia and Ecuador, which all use the colors oE yellow, blue
and red. These three nations once were united into one federal republic, La Gran Colombia, under the leadership of Simon Bolivar. Due to internal problems, the union was dissolved and each country was established as an independent nation.

SUPPLEMENTARY QUESTIONS AND ANSWERS

,
z.De que color es la bandera de

What color is the flag of

7

La bandera es

The flag is

and

.1,Como es la bandera de

"

La bandera de

es

z.Cu~ndo se celebra la Independencia

de

7

What is the flag of ------like?

The flag of

is

When is the Independence of celebrated?

Se celebra el

de-----

It's celebrated the

of

59

Unit V
(Lecciones 26 - 33)

NUESTROS ESTUDIOS: Lecciones 26 - 33

UNIT V
OUR STUDIES Lessons 26 - 33

Lesson Number

Audio Tape Number

Leccion 26. EL CAMPO (THE COUNTRY)

17383 (2nd part)

Leccion 27. NUESTROS ESTUDIOS (OUR STUDIES)

17384

Leccion 28.

LOS ExAMENES: PARTE I (THE EXAMINATIONS:

PART I)

17384

Leccion 29.

LOS ExAMENES: PARTE II (THE EXAMINATIONS:

PART II)

17385

Leccion 30. DESPUES DE LOS ExAMENES (AFTER THE EXAMS) 173<;5

Leccion 31. LAS VACACIONES (VACATIONS)

173c.;6

Leccioc1 37. LA ISLA DEL COCO (COCONUT ISLAND)

17386

Leccion 33. LA ISLA DEL TESORO (TREASURE ISLAND)

17387

SUMMARY
In this last unit of eight lessons the use of the past tense is emphasized. Very little new vocabulary is introduced, and a great deal of old vocabulary is reviewed. The dialogues presented emphasize the use of one or more verbs already learned, using it with all persons either in the present or past tenses or both. Two short choruses of two songs, dealing with the beach and vacation are presented. The unit terminates with a trip to Treasure Isla,ld.

Leccion 26. EL CAMPO (THE COUNTRY) Audio Tape 17383: Second Part

A. READINESS PREPARATION:

This lesson presents a dialogue in which two friends discuss what one of them did the past week. They talk about a visit to the country with the family, when they went to visit grandmother. Notice that the verb IR (TO GO) already presented in all persons in the present tense is now presented in all persons in the past tense.

The following visuals will be needed:

1. a calendar indicating the present week and the week before, "last week" 2. a picture of the country, showing flowers, trees and animals, possibly
including a farmhouse. 3. a picture of the city. 4. pictures of the family members: father, mother, grandmother, sister
and brother. (Cut-outs of the family which can be placed individually are ideal.)

B. TEACHER'S LESSON PLAN:

New Vocabulary

fui (I went) fuiste (you, familiar, went) fue (you, formal, he, she, it
went)

fuirnos (we we11t) fueron (you (plural) went; they went)

NOTE: The simple past tense or preterit of the verbs IR (to go) and SER (to be) are exactly the same. Only usage determines meaning.

Sentences to Be Learned Dialogue

,:.Adonde fuiste la sernana pasada'l Where did you go last week?

Fui al campo.

I went to the country.

___,:.Tu hermana tarnbien fue'l
___s{, ella tarnbien fue.

Did your sister go too? Yes, she went too.

___&Y tus padres tarnbien fueron'l
___s{, ellos tarnbien fueron.
Fuirnos los cuatro: papa, marna, mi hermana y yo.

And did your parents go also?
Yes, they also went. We went the four of us: father, mother, my sister and I.

___&Fueron ustedes a visitar a tu abuelita'l
___s{, fuirnos a visitar a rni
abuelita.

Did all of you go to visit your grandmother'!
Yes, we went to visit my grandmother.

60

___ADonde vive tu abuelitai

Where does your grandmother livej

___Ahora vive en el campo, antes viv{a en la cuidad.

Now she lives in the country, but before she used to live in the city.

___Me gusta mucho el campo. Me gustan las flores, los arboles y los animales.

I like the country very much. I like the flowers, the trees and the animals.

LECTURA

Querido amigo:

La semana pasada fui al campo. Mi hermano fue corumigo. Mis padres
tambien fueron. Fuimos a visitar a mi abuelita. El campo es muy !indo, nos gusto mucho. Tu no fuiste. ~Por que no fuistei 6Adonde fueron ustedesi

Tu amigo,

El Raton Perez

Dear friend (male):

Last week I went to the country. My brother went with me. My parents also went. We went to visit my grandmother. The country is very pretty, we liked it a great deal (a lot). We went to visit my grandmother. You didn't go. Why didn't you goi Where did all of you (you all) goi

Your friend,

Perez The Mouse (The Mouse Perez)

C. FOLLOW-UP:

Play the second part of Audio Tape 17383 using the corresponding visuals. Since the dialogue presented was used to practice all the persons of the verb IR (to go) which are used in regular conversation in the past tense, the first question and answer of the dialogue should be used to practice all the persons of the verb mentioned, and the corresponding cards of the written sentences should be made as follows, to be placed on a flannel board: (Example 1 has been placed)
----~Adonde fuiste (t~) la semana pasadai

(1.) 2. 3.
4.

fuiste (d) or fue usted
fue h; fue ella; fue Pedro;
fueron us tedes; fueron ellos
fuimos (nosotros)

fue Marfa

_(Yo) (fui) al campo.

NOTE: ~Ad~nde fuistej ~Ad~nde fueron ustedesi

(1.) 2. 3. 4.

fui El fue; ella fue; Pedro fue; Nosotros fuimos; ellos fueron (Nosotros) fuimos

Marfa fue

Fui al campo. (Nosotros) fpimas al campo
61

This practice can be conducted by calling the pronoun to be used in the question first, then the student is to place the correct verb form in the blank for the question, and in turn call on another student to place the correct verb form in the answer.

Example 1:

Teacher: Johnny:

Johnny, "t~" z,Ad~nde fuiste {t~2 la semana pasada?

** - Sue.

Sue:

(Yo) fui al campo.

Bobby, "us ted"

Bobby:

z,Adonde fue us ted la semana pasada?

JiDIDJy.

JiDIDJy:

(Yo) fui al campo.

Additional substitutions can be made with other sentences to practice the verbs. To review other nouns, these same questions can be used, changing the time and place where the students have gone. For example: z,Adonde fuiste ayer? Fui a la escuela.

Leccion 27: NUESTROS ESTUDIOS (OUR STUDIES)
Audio Tape 17384: First Part

A. READINESS PREPARATION:

In this lesson, a dialogue is presented in which one friend invites another to go play in the country, and the other refuses becaus~ he has to study. The first one to speak sadly observes that all his friends and even his sister have to study. The second one jokes that even his dog had to study and asks his friend why he doesn't have to study. The first one comments that he had to study the day before, and then both are interrupted by a call to have some refreshments. In this dialogue the verb TENER (to have) is reviewed in the present tense, and the first person singular of the past tense is introduced. All persons are used in the present tense.

In this lesson, visuals and pantomime will be necessary to illustrate the

dialogue

the following visuals will be needed:

1. a picture of the countryside. 2. a picture of students studying, showing at least two boys and a girl. 3. a picture of a dog. 4. a calendar to indicate "today" and "yesterday". 5. a picture or actual Coca-Colas and candies. 6. one or two books.

B. TEACHER'S LESSON PLAN:

New Vocabulary

hasta (even)

tuve que (I had to)

62

Sentences to Be Learned Dialogue

l ___Vamos a jugar. Vamos a jugar al campo.

Let's go play. Let's go to the country to play.

2___No, porque tengo que estudiar.

No, because I have to study.

l ___ jAy, no! Todos mis amigos tienen que estudiar. Tu tienes que estudiar. Mi herrnana tiene que estudiar. Juan y Pedro tienen que estudiar.

Oh, no! All my friends have to study.
You (familiar) have to study. My sister has to study. Juan and Pedro have to study.

2___s{, claro. Mira. Hasta mi
perro tiene que estudiar. ~y tu no tienes que estudiar?
l ___No, yo no tengo que estudiar hoy. Yo tuve que estudiar ayer.

Yes, of course. Look. Even my dog has to study. And don't~ have to study?
No, I don't have to study today, I had to study yesterday.

J Muchachos (as), ~tienen ustedes hambre? Aqu{ lPs traigo coca-colas y dulces.

Boys (girls) are you hungry? Here ram bringing you cokes and sweets.

1,2___Gracias, gracias. Tenemos
l'lucha hambre.

Thank you, lha:1k you. We are very hungry.

LECTURA

Todos ustedes tieih:Cl mucho que estudiar.
Juan y Pedro ti0nen que estudiar geograf!a.
Elena tiene que 2studiar historia. Ustedes no t:.tvieron que estudiar
ayer. Todos tenemos que estudiar hoy. Todos nosotros tenemos que
estudiar espahol. Nos gusta mucho el espahol.
C. FOLLOW-UP:

All of you have a great deal to study.
Juan and Pedro have to study geo,;raphy.
Helen has to study history. All of you didn't have to study
yesterday. We all have to study today. We all have to study Spanish.
We like Spanish very much.

Play the first part of audio tape 17384 using the corresponding visuals and gestures to inclicate "Let's play" (bouncing ball, etc.); "No, because I have to study" (pr-'tend to read book); "You have to study" (point, pretend to read); "And don't you have to study?" (point, pretend to read) (same with dog picture); "No, I don't have to study today, I had to study yesterday" (pointing to yourself and calendar); "Are all of you (yo'all) hungry?" (-,,dicatc- by pretending to savor food, etc.)" Practice verb forms in the same way as done in the previous lesson. Another form of practicing the verbs ~ould be the following:

63

Class is divided into two groups, Group "A" and Group "B". The first student

1

in Group "A" is "YO" (I) and the first student in Group "B" is TO (YOU, sing.

fam.). Teacher is "USTED" (YOU, sing., polite). "YO","Tt1" and "USTED" stand

up. "YO" stands in front of "A" group and points to himself. Side "A" chants

"TENGO QUE ESTUDIAR" or "YO TENGO QUE ESTUDIAR". "YO" and "Tt1" always keep

their respective personalities. At this point they swit.:::h sides, with "YO"

again pointing to himself as this time Side "B" chants "TENGO QUE ESTUDIAR"

or "YO TENGO QUE ESTUDIAR", and respectively points to "Tt1" and in turn Side

"A" chants "Tt1 TIENES QUE ESTUDIAR". "Td" now points to "USTED" as Side "A"

chants "USTED TIENE QUE ESTUDIAR" and "YO" points to "USTED" with Side "B"

chanting "USTED TIENE QUE ESTUDIAR". At this point either "USTED" or both

"YO" and "Tt1" select the next two persons to perform "EL" (HE) and "ELLL"

(SHE). Each will point to the other to direct the repetition of their

respective sides and then switch to reverse the repetition. "tl- TIENE QUE

ESTUDIAR". "ELLA TIENE QUE ESTUDIAR". "EL" and "ELLA" in turn select anoth~r

teammate, two boys for "ELLOS" or a boy and a girl for "ELLOS" (THEY, mascu-

line or mixed gender) and two girls for "ELLAS" (THEY, feminine). Again they

point to the opposing group as their respective sides chant ''ELLOS TIENEN QUE

ESTUDIAR" and "ELLAS TIENEN QUE ESTUDIAR". Again they switch, and two new

teammates are selected, this time to represent "NOSOTROS" (WE) and "USTEDES"

(YOU, plural, "you all"). The two teammates "NOSOTROS" as "YO" did, point

to themselves, as Side "A" chants "NOSOTROS TlllEMOS QUE ESTUDIAR" or "TENEMOS

QUE ESTUDIAR", then point to "USTEDES" as Side "B" chants "USTEDES TIENEN

QUE ESTUDIAR". Again they switch thus completing the total repetition.

IT IS IMPORTANT TO HAVE THE PRONOUN CARDS FOR THE STCDENTS PARTICIPATING, AND CUE TlfE CLASS THAT EACH ALWAYS REMAINS THE PRONOUN HE IS WEARING, INCLUDING WHEN THEY SWITCH SIDES. This exercise provides a great deal of class participation. After the oral practice, the individual students who are the pronouns could place the corresponding sentences on the falnncl board or with due supervision, write the sentences on the board.

DIAGRAM OF CLASS ACTIVITY

SIDE "A"

SIDE "B"

Student 1. "YO"

Student 1. "Td"

"YO TENGO QUE ESTUDIAR"

"Td" TIENES QUE ESTUDIAR"

"US TED"

"US TED"

"USTED TIENE QUE ESTUDIAR"

"USTED TIENE QUE ESTUDIAR"

Student 2. "lfL" "lfL" TIENE QUE ESTUDIAR"

Student 2. "ELLA" "ELLA" TIENE QUE ESTUDIAR"

Stude,1ts 2 & 3. "ELLOS" "ELLOS TIENEN QUE ESTUDIAR"

Students 2 & 3. "ELLAS" "ELLAS TIENEN QUE ESTUDIAR"

Students 4 & 5. "NOSOTROS" "NOSOTROS TENEMOS QUE ESTUDIAR"

Students 4 & 5. "USTEDES"
"USTEDES TIENEN QUE ESTUDIAR"

Leccibn 28: LOS EXJ<MENES: PARTE I (THE EXAMINATIONS: PART I) Audio Tape 17384: Second Part
A. READINESS PREPARATION:
In this lesson, the basic sounds of some of the difficult consonants in Spanish such as N and LL are reviewed, as well as some of the semiconsonant

64

combinations such as "IE", "IA", "UE" and "IO", as part of the study preparation for the examination. The dialogue presentation takes place just before the examinations. Two students comment about their studies, and one tries to calm the fears of the other by telling him that if he studies, the examinations will not be difficult. Explain to the students that these examinations are particularly important to the students in the dialogue because they are the final examinations, covering all the subjects studied during the year. The students must pass these examinations if they are to graduate from one year of study to the next (even in elementary school).

The following visuals will be needed:

1. a calendar to indicate today and tomorrow 2. books labeled "Espanol","Historia"and"Geograf!a"
3. two sheets of paper labeled "EXAMEN"

It will be necessary to use pantomime along with the visuals to illustrate most of the sentences in the dialogue, such as "I'm afraid", "Don 1 t be afraid", "I studied", "The exams will not be difficult", etc.

B. TEACHER'S LESSON PLAN:

New Vocabulary

el examen - los examenes (the exam,

dif{cil - dif{ciles (difficult, sing-

examination, the examinations)

ular and plural)

yo, estudi~ (I studied)

la campana (the bell)

tu estudiaste (you, familiar studied)

Sentences to Be Learned Dialogue

l ___Hoy es d{a de examenes.

Today is the day of exams (examinations).

2---Hoy, y manana son d{as de examenes.

Today and tomorrow are days of exams.

l ___Ay, s!, tengo mucho miedo.

Oh, yes, I'm very frightened.

2 Yo no. Yo estudie mucho con Juan y Rosario.
l ___lQu~ estudiaste?

I'm not. I studied a lot with Juan and Rosario.
What did you study?

2___Estudi~ espanol, historia y geograf{a. Tu estudiaste, lverdad?
l ___s{, estudie mucho, pero,
jtengo miedo:

I studied Spanish, History and Geography. You studied, didn't you?
Yes, I studied a lot, but, I'm afraid'.

2___No tengas miedo. Si estudiaste los examenes no van a ser dif{ciles.

Don't be afraid. If you studied, the exams are not going to be (will not be) difficult.

65

(Ding, dong)
1___ 1La campana~ 1Apurate~ jEs tarde!

The bell! Hurry up~ It's late!

LECTURA

Hoy es jueves, nueve de julio. Hoy es d{a de examenes. No tengo miedo porque estudie
mucho. Tu estudiaste mucho tambien. No tengas miedo. Los examenes no van a ser dif{ciles.

Today is Thursday, July ninth. Today is the day of examinations. I am not afraid because I studied
a lot. You (familiar) studied a lot too. Don't be afraid. The exams are not going to be difficult.

LECTURA SUPLEMENTARIA: SUPPLEMENTARY READING

An exercise of the following consonants and vowel combination&: C, D, J, L, LL, N, Q, IE, IO, UE

Hay edificios en la cuidad. Este edificio tiene diez pisos. Este calle se llama "Quince de
Setiembre". La tienda de mi abuelo esta a dos
cuadras de aqu{. Mi abuelo esta en la esquina. Mi abuelo no es joven. Es viejo. Tiene sesenta y siete aaos.
Su s,ueter no es viej,o. Es nuevo.
jQue lindo es el sueter~

There are buildings in the city. This building has ten floors. This street is named "Fifteenth of
September." My grandfather's store is two blocks
away from here. My grandfather is on the corner. My grandfather is not young. He is old. He is sixty-seven years old. His sweater is not old. It's new. How pretty the sweater is!

C. FOLLOW-UP:
Play the second part of audio tape 17384 using the visuals and gestures. Since
the reading selections are designed for practicing the sounds of particular consonants and vowels, after reading the first selection, change the date using the various days of the week and months (these provide excellent vowel and consonant practice and should be thoroughly familiar to the students). Additional adaptions can be used asking yesterday's and tomorrow's date. (Ayer fue ____ . Manana sera ____ .) Additional practice of the various sounds emphasized could be obtained by underlining the consonant or vowel combinations in some of the words and asking for additional examples found in the same selection or in the following one. A type or matching game activity could be made out of this by finding how many words with the same sounds were underlined and writing them on the board, etc.

Leccion 29. LOS ExAMENES: PARTE II (THE EXAMINATIONS: PART II)
Audio Tape 17385: First Part
A, READINESS PREPARATION:
In this lesson the examination is given to the students. It is composed of

66

fifteen questions, five of which are to be written and the others answ d

orally. The entire examination is given in Spanish and covers questio:rei

arithmetic, history, geography and there is a short dialogue in which

Spanish itself. instructions are

Prior given

to and

the a

examin: question

t~.n~n

answered. There is no reading portion as such in this lesson, but the exami-

nation questions and answers themselves can be used for that phase of the

lesson. No special visuals need be prepared for this lesson.

BI TEACHER'S LESSON PLAN:

New Vocabulary

estudiaron (ustedes, ellos) they, you (pl.) studied

facil (easy) escriban (you, (pl.) write, command)

Sentences to Be Learned Dialogue

___ jAtenci6n, muchachos~ ;.Est~n todos listos para el examen7

Your attention, please, boys and girls~ Are all of you ready for the examination?

___s{, se~orita (senor, se~ora).
Estamos listos.
,
___Srta., lcomo va a ser el examen'l lF~cil o dif{cil7

Yes, ma 1am (sir). We're ready.
Miss, what is the exam going to be like7 Easy or difficult?

Si estudiaste (si todos ustedes ---estudiaron) va a ser f~cil.
A ver. lTienen lapiz y papel7 (;.TIENEN PAPEL Y PLUMA?)
___s!, tenemos l~piz y papel.
TENEMOS EL UPIZ Y EL PAPEL.

If you studied (if all of you studied) it's going to be easy.
Let's see. Do all of you have a pencil and paper'l (DO YOU HAVE A PEN AND PAPER?)
Yes, we have pencil and paper. WE HAVE THE PENCIL AND PAPER.

___Escriban su NOMBRE, grado y escuela. POR EJEMPLO . . .

Write your NAME, grade and school. FOR EXAMPLE . . .

COMIENZA EL EXAMEN.

THE EXAM HAS STARTED.

Escriban estos nUmeros:

Write these numbers:

1. seis, ocho, diez, doce,

1. six, eight, ten, twelve,

veinte. 2. ;.Cu~ntos son dieciseis y

twenty. 2. How many are sixteen and seven?

siete7 (Son veintitres)

(They are twenty-three)

3. lCuantos son catorce menos

3. How many are fourteen minus five?

cinco? (Son nueve)
4. lCu~les son las vocales del

(They are nine)
4. What are the vowels of the Spanish

alfabeto espanol?

alphabet?

(Las vocales son a, e, i,

(The vowels are a, e, i, o, u.)

o, u.)

5. ;,C6mo se escribe "Honduras"? 5. How do you write "Honduras"'l Write

Escriban "Honduras". (Se

"Honduras". (It is written

escribe H 0 N D U R A S)

H 0 N D U R A S)

67

Ahora escuchen la pregunta, por favor.

Now listen to the question, please.

6. ~Donde vives tu7

6. Where do you live?

La respuesta, por favor.

The answer, please.

(Vivo en

.)

7 0 ~Cuantos afl:os tienes tu

(Tengo

afl:os.)

(I live in

.)

7. How old are you?

(I am

years old.)

8. ~Cual es la capital de los Estados Unidos7 (La capital de los Estados Unidos es Washington, D.C.)

8. What is the capital of the United States? (The capital of the United States is Washington, D. C.)

9. ~Cuando hace viento en los Estados Unidos7 (Race viento en marzo~

9. When is it windy in the United States? (It's windy in March.)

10. ~nOnde esta la Argentina? (Esta en la America del Sur)

10. Where is Argentina? (It's in South America.)

11. ~Quien fue Cristobal Colon? (Fue el descubridor de America)

11. Who was Christopher Columbus? (He was the discoverer of America.)

12. ~Donde vivian los aztecas? (Viv!an en Mejico.)

12. Where did the Aztecs use to live? (They used to live in Mexico,)

13. ~Quien fue el Libertador7 (El Libertador fue Simon Bolivar)

13. Who was the Liberator? (The Liberator was Simon Bolivar.)

14. ~Donde nacto el Libertador7 (El Libertador nacio en Caracas, Venezuela.)

14. Where was the Liberator born? (The Liberator was born in Caracas, Venezuela,)

15. ~Cual es el Dia de la Independencia de la America Central? (Es el 15 de setiembre)

15. What is Independence Day in Central America? (It's the fifteenth of September)

C. FOLLOW-UP:

Play the first part of audio tape 17385 and give the students the test. The sentences used in the test, both questions and answers could be read later.

Leccion 30: DESPUtS DE LOS ExAMENES (AFTER THE EXAMINATIONS) Audio Tape 17385: Second Part
A. READINESS PREPARATION:
In this lesson the students are comparing the grades they received on their examinations. They have all passed and obtained good grades. The grading

68

system Js~ in many Latin-American countries, from one to ten, is mentioned. Ten is tO highest grade ob~ainable, and six is passing. It should be explained that there are different grading systems, and that this is only one of them, but by far the most common.

The following visuals will be needed:

l, an illustration of two students (stick figures if desired) with their exam papers, wearing happy expressions.
2, another student entering the picture, waving paper marked "EXAMEN", wearing a very happy expression.
3. exam paper marked "EXAMEN DE GEOGRAF!A" with a big "9" over it. 4, exam paper marked "EXAMEN DE HISTORIA" with a big "8" over it, 5, exam paper marked "EXAMEN DE ESPANOL" with a b:l.g "10" over it, and
"EXCELENTE" (excellent) written on it. 6, exam paper marked "EXAMEN DE ESPANOL" with a big "9" over it, 7. exam paper marked "EXAMEN DE HISTORIA" with a big "10" over ..:.t, and
"EXCELENTE" written on it.

B. TEACHER'S LESSON PLAN:

New Vocabulary

lcontestaste (tu)? (did you answer, familiar form)

(yo) con teste' (I answered) buenas notas (good grades)

Sentences to be Learned Dialogue 1

1 _6c6MJ SALISTE EN EL EXAMEN?
2_SAL1 MUY BIEN, ;, Y TfJ?

How did you come out in the exam? I came out well, and you?

l ___Yo tambien. lContestaste todas las preguntas?
2___si, las conteste todas, lY tu?

I did too, Did you answer all the questions?
Yes, I answered them all, and you?

1 Yo tambien, Eran muy faciles, i. verdad?
2 s!, eran muy faciles. ;,Y los otros
--examenes?

I did too, They were very easy, weren't they?
Yes, they were very easy. And the other exams?

l ___Muy faciles tambien.

Very easy too.

3__ t0igan! tEstoy feli~~

Hey, everybody hear this! I'm happy.

Why?

*3___Porque gane todos mis examenes. ;,Y ustedes?

Because I passed (literally "won") all my exams. And you all? (all of you)

1&2 Nosotros tambien.

We did too.

___Somos muy inteligentes,

We are very smart.

*"Pase mis examenes" is also used to indicate "I passed my examinations". (Infinitive - "PASAR" to pass)

69

1 6Que notas tienes?

Dialogue 2 What grades do you have?

- - 2

T6Yengtuo,

muy buenas notas. tienes buenas notas?

I have very good grades And do you have good grades?

1 st, st. Tengo muy buenas notas" --Un nueve en geograf!a, un ocho
en historia yen diez en espaftol. tMe gusta mucho el espaftol!

Yes, yes. I have very good grades. A nine in geography, an eight in history, and a ten in Spanish. I like Spanish very much!

2__Yo tengo un nueve en espaftol, pero tengo un diez en historia. tMe gusta mucho la historia!

I have a nine in Spanish, but I have a ten in history. I like history very much~

>'<l__l Y Manuel?

And Manuel?

- - 2 Tsuiesneexma, muyenmesa.las notas. No gano

He has very bad grades. He didn't pass his exams.

l __tPobre Manuel!

Poor Manuel!

*(Optional Supplementary Sentences)

LECTURA

Querida abuelita:

tEstoy feliz! Hoy gane todos mis examenes. Tengo muy buenas notas. Tengo un diez en espaftol, un nueve en historia, un ocho en geograf!a y un nueve en aritmetica. Esta noche todos vamos al cine. 1Que bueno! tQue bueno! tGane todos mis examenes! tVoy al cine!

Te quiere mucho,

Ratoncito Perez

Dear Grandmother:
Am I happy! Today I passed all my exams. I have very good grades, I
have a ten in Spanish, a nine in history1 an eight in geography and a nine in arithmetic. Tonight we are all going to the movies. How great! How nice! I passed all my exams! I'm going to the movies!

I love you very much,

Ratoncito Perez

C" FOLLOW-UP:

Play the second part of audio tape 17385, using the corresponding visuals. Notice that the first two lines in Dialogue 1 are in capital letters, and are thus composed of incidental vocabulary of a supplementary nature, to be learned only if desired as something additional. The last three lines in Dialogue 2 are optional and can serve, if desired, in contrastable drill. ALL THESE SENTENCES ARE INCLUDED IN THE AUDIO TAPE BUT ARE NOT DRILLED. For the oral drill and the reading of the sentences, the following exercise could be practiced.

70

Student l is selected to ask questions, He or she can ask any of the students
as many of these questions as the student can answer correctly, beginning with a command:

CONTESTA TO LAS PREGUNTA(S)

(YOU) ANSWER (FAMILIAR) THE QUESTION(S).

After the student answers two questions correctly, Student 1 asks:

~SON FACILES LAS PREGUNTAS?

ARE THE QUESTIONS EASY?

The other student replies:
sf, SON FACILES.

YES, THEY ARE EASY.

Student 1 then asks the other student to ask the questions himself.

PREGUNTA TO LAS PREGUNTAS.

(YOU) (FAMILIAR) ASK THE QUESTIONS.

If the student asked has missed the first question, Student 1 asks:

&ES FACIL LA PREGUNTA?

IS THE QUESTION EASY?

The other student replies:

NO, NO ES FACIL.

NO, IT'S NOT EASY.

Student 1 then asks the same question to another student.

Some of the questions in this lesson which can be practiced in this fashion are the following (many other questions from other lessons can also be practiced):

1. 6Ganaste tus examenes? s~1 , gane' mis exa, menes.
No, no gane mis examenes.

Did you pass your exams? Yes, I passed my exams. No, I did not pass my exams.

2. z.Tienes buenas notas? s!, tengo buenas notas. No, no tengo buenas notas.

Do you have good grades? Yes, I have good grades. No, I do not have good grades.

3. z. Que nota tienes en espaffol?
Tengo un ~
4. z.Te gusta el espaffol? la his tor ia? la geograf!a? la aritmetica?
s!, me gusta mucho. No, no me gusta.

What grade do you have in Spanish? I have a nine.
Do you like Spanish? history? geography? arithmetic?
Yes, I like it a lot" No, I do not like it.

Affirmative or negative answers can be given at will. For special practice in either, Student 1 can evoke the answer by adding "Si" or "No" prior to the Student response. For practice of the reading portion to follow the choral reading, students can be asked to read individually. Each sentence should be numbered, so that the command may be: "LEA USTED LA FRASE N!JMERO CUATRO", etc,

71

("READ SENTENCE NUMBER FOUR," POR FAVOR), etc. Excellent practice in sentence construction can be obtained by making individual work cards using all the words in the reading section, then calling out the sentence in Spanish and have the students piece them together, on the flannel board. This can be done having all the components of the sentence and placing these in the correct order, after having heard the sentence orally, or as a completion, giving only part of the sentence and having it already on the board with a clue as to what is missing. For example, "Querida " (abuelita): The student is to read the sentence upon constructing or completing it. Matching exercises can also be practiced. One way of doing this is to have all the sentences written and numbered on a piece of paper. Student 1, for example, is to read these sentences in the order he or she chooses, The other students are to place a number next to the written sentence indicating the order in which the sentence was read.

Leccion 31: LAS VACACIONES (VACATIONS) Audio Tape 17386: Second Part

A. READINESS PREPARATION:

In this lesson vacation begins and the students celebrate by singing the chorus to a song entitled "Las Vacaciones" (Vacations) and by giving a pep rally cheer. They say good-bye to their studies and look forward to their three months summer vacation. Remind the students that since the Spanish-speaking countries cover a great range of geographical and climatic conditions, "surrnner" falls at a different time of the year in different places. In Central America, and in southern South America, summer vacation is generally held between the months of December and March, whereas in other places it may be held in June through August, or, as in Venezuela, in early July through the latter part of September.

The following visuals will be needed:

1. have handy the following objects or pictures of these objects which should

be put aside to indicate "no more books", etc.

a) uniforms

c) blackboard and eraser

b) books

2. a calendar on which vacation time should be indicated (June-August)

(December-February).

3. empty classroom picture or picture of students leaving school.

4. pictures of activities indicating games and diversions, such as swimming

and other sports, dancing, motion picture theater to indicate movie-going, etc

S. ball, to indicate "we can play".

B, TEACHER 1 S LESSON PLAN:

New Vocabulary

la vacacion, las vacaciones (the vacation, vacations)
compafl:eros (fellow students, co-workers,
male, male & female)

las diversiones (the diversions, 11ft activities, pastimes)
estar de vacaciones (to be on vacatJ podemos (we can, we are able)

72

Sentences to be Learned Dialogue

Ya TERMINARON los examenes. Hoy es el ultimo d!a de clases. Manana comienzan las vacaciones.

The exams are already over. Today is the last day of school. Tomorrow vacations begin.

tNo mas uniformes; ---1No mas libros;
___ , ---1No mas !apices;
---No mas pizarra ni borrador;
iYa no tenemos que estudiar; ---1Tenemos tres meses de vacaciones~ ---,Yo estoy de vacaciones; iLa profesora ---esta de vacaciones; 1Tu estas de
vacaciones; is!, s!, ustedes estan de vacaciones; ---,Nosotros estamos de vacaciones; tTodos estamos de vacaciones; tAdios, senorita; ---,Adios, muchachos; JAdios~ ---compafieros! ___ !Felices vacaciones para todos;
A la bin, a la bin A la bin, bon, ba. tLas vacaciones; jLas vacaciones! jRah, rah, rah! jVivan las vacaciones! -tVivan las diversiones! _(Vi van!

No more uniforms: No more books! No more pencils! No more blackboard nor eraser! We don't have to study anymore! We have three months of vacations; I'm on vacation! The teacher is on vacation! You (familiar) are on vacation! Yes, yes, all of you are on vacation! We are on vacation; We are all on vacation! Good-bye, Miss (teacher)! Good-bye, boys! Good-bye, classmates~
Happy vacations to all!
A la bin, a la bin A la bin, bon, ba. Vacations! Vacations! Rah, rah, rah! Hurrah for vacations! Hurrah for diversions! Hurrah!

CANCI6N (SUPPLEMENTARY SONG)

(Vivan las vacaciones! (Vivan las diversiones!
hl todos somas felices.
y todos vamos a cantar:

Hurrah, long live vacations! Hurrah, long live diversions!
Like this we are all happy. and we are all going to sing:

(Viva nuestra cancion! La, la, la. (Viva la vacacion!

Hurrah for our song! La, la, la. Hurrah for vacation!

LECTURA

Querida amiga:

.n"

Hoy es el ultimo d!a de clases. Manana comienzan las vacaciones ~ Tenemos

~es meses de vacaciones. Son los meses del verano. En mi pals las vacaciones

.on) terminan en se tiembre. l. Cuando terminan tus vacaciones?

Te quiere tu amiga,

Cucarachita Martina

73

Dear Friend (girl):

Today is the last day of school. Tomorrow the vacations begin. We have three months of vacations. They are the months of summer. In my country the vacations end in September. When do your vacations end?

Your friend who is very fond of you,

Cucarachita Martina

C. FOLLOW-UP:

Play the second part of audio tape 17386 using the corresponding visuals. One of the students could point to the various classroom objects as the class responds, "No mas libros", etc., with corresponding shaking of the head and downward movement with the right hand indicating "no more"! The same student could continue or select another student who could point to the teacher and class and wave good-bye (preferably with the back of the hand rather than the palm), evoking, "adios, Srta., profesora, profesor", "felices vacaciones". With a calendar the questions,"z.Que d!a es hoy?", "z.Cuando comienzan las vacaciones?", and "z.Cuando terminan las vacaciones?" could be asked.

"Estar de vacaciones" should be conjugated. Sentence strips should be made of the various forms of ESTAR in the present tense with an additional separate strip for DE VACACIONES. In this way practice of the verb ESTAR with old vocabulary could be practiced later as well. For example:

YO ESTOY DE VACACIONES.
Td ESTAS ~L ESTA ELLA ESTA USTED ESTA

EN LA ESCUELA.

I'm on vacation.
You are (familiar) He is She is You are (polite)

I'm in school.

NOSOTROS ESTAMOS USTEDES ESTAN ELLOS ESTAN ELLAS ESTAN

We are
You are
They are (male, male & female)
They are (female)

The question can be asked, z.Quien esta de vacaciones? (Who, sing. is on vacation?) or z.Quienes estan de vacaciones? (Who, pl. are on vacation?). Students are to answer orally, then locate the written sentence, read it, and place it on the board. The letter can be read using the same procedure mentioned in earlier lessons.

Lecci6n 32: LA ISLA DEL COCO (COCONUT ISLAND) Audio Tape 17386: Second Part

A. READINESS PREPARATION:

In this lesson the students discuss where they are going to spend their vacations during the summer months. One of the students is going to the mountains, the other to an island. The island is described briefly, and upon finding the name of the island, Coconut Island, also known as Treasure Island
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the other student decides to go there too. LA ISLA DEL COCO is a small island in the Pacific Ocean near the western coast of South America. It belongs to Costa Rica, in Central America. A short chorus of the song, "La Montafla" (The Mountain) is introduced in this lesson as supplementary work.

The following visuals will be needed:

1. map of the Western Hemisphere on which general area where Coconut Island is located can be indicated, Coconut and treasure chest could be placed
there along with the names LA ISLA DEL COC01 LA ISLA DEL TESORO.
2, picture of a mountain.
3. picture of a tropical island, showing the beach and the ocean. 4. picture of tropical vegetation, perhaps palm and coconut trees with birds
or monkeys in the trees, flower and fruit in evidence, ~ individual pictures of tropical birds or monkeys. 5. picture of family. 6. picture of boys arid girls swimming in the ocean,

B< TEACHER'S LESSON PLAN:

New Vocabulary

la isla la playa se puede

(the island) (the beach) (it is permissable) (it can be done)

la montafla (the mountain) las olas (the waves)

Sentences to be Learned Dialogue

l ___lAdonde vas a ir este verano?

Where are you going to go this summer?

2___Voy a ir a la montafla con mi familia.
lAdonde van ustedes?

I'm going to the mountains with my family, Where are all of you going?

1 Vamos a ir a una isla.

We are going to go to an island,

2___lLa isla tiene montaflas?

Does the island have mountains?

1- - ,s!, tiene montaftas con lindos
arboles, frutas y animales,

Yes, it has mountains with lovely trees, fruit and animals.

2__lY la isla tiene playas?

And does the island have beaches?

1 s!, clara, hobo. La isla --esta en el mar,

Yes, of course, silly, The island is in the sea.

2___lSe puede nadar en el mar?

Can you go swimming in the ocean?

l ___s!, claro. Se puede nadar en el mar.

Yes, of course. One can go swimming in the ocean.

2 Am! no me gustan las olas.
l ___A m! s!. Me gustan mucho. Ven con nosotros. Vamos a la Isla del Coco.

I don't like the waves.
I sure do. I like them a lot. Come with us. (familiar command) We are going to Coconut Island.

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2___ jAy 1 s{~ ~sa es la Isla del Tesoro.

Oh, yes~ That's Treasure Island.

CANCI6N

A mi me gusta ir a la montana A m{ me gusta banarme en el mar Vamos primero a la monta~a, despues al mar.

I like to go to the mountain I like to go swimming (bathing) in the sea Let's go first to the mountain then to the sea.

LECTURA

Vamos a ir a visitar una isla. La isla esta en el mar. Es de Costa Rica. La isla se llama Isla del Coco. Tambi~n la llaman la Isla del
Tesoro. La isla tiene monta~as, lindas
playas, arboles, frutas y animales. Me gusta mucho la playa. Me gusta nadar en el mar.

We are going to visit an island. The island is in the sea (ocean). It belongs to Costa Rica. The name of the island is Coconut Island. They also call her Treasure Island.
The island has mountains, beautiful beaches 1 trees, fruit and animals.
I like the beach very much. I like to go swimming in the ocean.

Leccion 33: LA ISLA DEL TESORO (TREASURE ISLAND) Audio Tape 17387: First Part

A. READINESS PREPARATION:

In this final lesson of the year, a story is told about the pirates who came to La Isla del Tesoro leaving their treasure buried there. The boys and girls who hear the story decide to go look for the treasure. The presentation of the story will make it necessary to introduce new vocabulary with the old, but the meaning should be apparent in context. THE NEW VOCABULARY IS NOT PRESENTED FOR MASTERY AT THIS TIME, BUT RATHER FOR RECOGNITION.

The following visuals will be needed:

1. pirates arriving at the island in a ship. 2. a pirate Captain and other pirates with three chests of treasure. 3. opened chest showing gold and silver coins, jewelry, etc. 4. pirates burying treasure ten paces from coconut tree. 5. boys and girls looking for treasure.

B. TEACHER'S LESSON PLAN:

New Vocabulary

el tesoro el cofre el oro la plata enterrar

(the treasure) (the chest) (the gold) (the silver) (to bury)

el capitan pirata (the pirate captain)

los piratas

(the pirates)

esconder

(to hide)

Vamos a esconderlo (let's hide it)

~ referring to something masculine)

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vamos a enterrar el tesoro bury the treasure)
vamos a buscar el tesoro look for the treasure)

(let's (let's

EL CUENTO DE LA ISLA DEL TESORO

Escuchen ustedes. Les voy a contar un cuento. z.Quien sabe lo que hay en la Isla del Coco?

Yo se, senorita. Hay muchos cocos. -~ Ja, ja, ja ~ i Todo el mundo sa be -eso!
jAtenci6n, por favor! s{, hay
-muchos cocos. Tambien hay un
tesoro. Les voy a contar el cuento de la Isla del Tesoro.
Escuchen ustedes.

, .. "Hab{a una vez una isla peque\'!a. La isla esta en el mar. Tiene lindas playas y monta~as. En la isla hay arboles, frutas, flares, y animales. Hay rnuchos cocos. Por eso se llama la I~la del Coco.

A esta isla llegaron unos piratas.
Llegaron en un barco grande. El capitan pirata ten!a un loro como todos los piratas. El loro dec!a, ''Lorita real, lorito real" como todos los loros. El capitan pirata era alto y fuerte. Ten!a el pelo negro y los ojos azules. Era muy malo.
___iHuy! jQue miedo tengo! ___No tengas miedo.
Los piratas ten!an mucho dinero. Ten{an aonedas de oro y de plata. Ten!an tres cofres grandes llenos de oro Y plata. "l. Que vamos a hacer con nuestro tesoro?" preguntaban los piratas. "Vamos a esconderlo", dijo el capitan pira ta. "z.Donde lamos a esconderlo? z.En el norte de la isla? z.En el sur? z.En el este? z.En el oeste?" preguntaban los piratas.
iPum! z,Que es eso? Es un coco. 11 1Ya se! Vamos a enterrar el tesoro a diez pies de ese arbol," dijo el

bus car (to search, look for)
THE STORY OF TREASURE ISLAND
Listen. I am going to tell you a story. Who knows what there is in Coconut Island?
I know, Miss. There are many coconuts. Ha, ha, ha! Everybody knows that!
Attention, please! Yes, there are many coconuts. There is also a treasure. I'm going to tell you the story of Treasure Island. Listen.
. .. Once upon a time there was a small island. The island is in the sea. It has lovely beaches and mountains, In the island there are trees, fruit, flowers and animals. There are many coconuts. That is why it is called Coconut Island.
To this island carne some pirates. They arrived in a large ship. The pirate captain had a parrot, like all pirates do. The parrot used to say, "Royal parrot, royal parrot", like all parrots do. The pirate captain was tall and strong. He had black hair and blue eyes. He was very wicked.
Oh, how frightened I am! Don't be frightened.
The pirates had much money. They had coins of gold and silver. They had three large chests filled with gold and silver. "What are we going to do with our treasure?" asked the pirates. "Let's hide it". said the pirate captain. "Where shall we hide it? In the north of the island? In the south? In the east? In the west?" asked the pirates.
Boom! What is that? It's a coconut! "I got it! Let's bury the treasure ten feet from that tree," said the pirate

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capitan pirata. Entonces los piratas enterraron el tesoro y ahi esta. Y color!n, colorado, el cuento esta acabado.

captain. Then the pirates buried the treasure and there it is. And, robin redbreast, the story has already ended.

Pero, ~donde esta el tesoro? ---1Hay tantos arboles!
Vamos a buscar el tesoro. Aqu! ---esta el mapa de la isla. ___ tVamos a descubrir el tesoro de
los piratas! tVamos! tVamos!

But, where is the treasure? There are so many trees!
Let's go look for the treasure. Here is the map of the island.
Let's go discover the treasure of the pirates! Let's go! Let's go!

SUPPLEMENTARY QUESTIONS AND ANSWERS

~Que hay en la isla? Hay un tesoro. Hay lindas playas, montanas, arboles, frutas, flares, y animales.

What is there in the island? There is a treasure. There are lovely beaches, trees, fruit, and animals.

~Quienes llegaron a la isla? Los piratas ll.egaron a la isla.

Who came to the island? The pirates came to the island.

~c&no erael capitan pirata? Era alto. Ten!a el pelo negro y los ojos azules. Era fuerte. Era malo.

What was the pirate captain like? He was tall. He had black hair and blue eyes.
He was strong. He was wicked.

~Donde esta el tesoro? El tesoro esta a diez pies de un arbol. El tesoro esta enterrado.

Where is the treasure? The treasure is ten feet away from a tree. The treasure is buried.

~Que van a hacer los muchachos? Van a buscar el tesoro.

What are the boys and girls going to do They are going to look for the treasure.

C. FOLLOW-UP:

Play the first part of audio tape 17387 using the corresponding visuals. The narration of the story and the supplementary questions and answers are included in the tape. Parts of the story could be acted out in sections as the tape plays. Printed copies of the story in Spanish could be given to the students to look at as the tape plays, after it has been presented visually. The new vocabulary words could be presented as sight words and introduced to the students prior to the reading of the new story. It should be emphasized here that the purpose of the lesson is that of ~ comprehension and that verbalization is not expected. It is hoped that the presentation of this lesson on television will motivate the students and serve as a nice finale for the year's work.

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