RE1_08NATE_Ch4_196-219.

qxd 6/23/06 7:07 PM Page 196

Preview Tema 4 • Los pasatiempos

Standards for
Capítulo 4B
• To achieve the goals of the Standards,
students will:
Communication
1.1 Interpersonal
• Talk about: sports and pastimes; emotions and states
of being; when certain events and activities occur;
cellular phone usage; experiences of family
immigration
• Extend, accept, or decline invitations
1.2 Interpretive
• Read and listen to information about sports and pastimes
• Listen to information about how people are feeling
• Read: a picture-based story; about emotions and states
of being; an advertisement for a sports training school;
an advertisement for a campground; about golfers
Sergio García and Lorena Ochoa Reyes
• Listen to and watch a video about sports and pastimes
1.3 Presentational
• Present information about: sports and pastimes;
emotions and states of being; when certain activities
occur; a sports training school; Sergio García and
Lorena Ochoa Reyes
• Write about cellular phone usage
• Present an account of an interview about immigration
Culture
2.1 Practices and Perspectives
• Talk about the festival, La Noche de los rábanos;
how students traditionally engage in activities outside
of school
2.2 Products and Perspectives
• Talk about the elaborate radish-sculpting of La Noche Starting with the first Paralympics Games
de los rábanos in Rome in 1960, the International
Paralympics Committee has organized
Connections summer and winter games that follow the
3.1 Cross-curricular regular Olympic Games and are hosted by
• Reinforce math and metric conversion skills the same city. Athletes with all types of
• Apply knowledge of geography and current events disabilities compete in the Paralympics.
3.2 Target Culture More than 160 nations participate in this
• Read an advertisement for a sports training school nonprofit organization, with over 6,000
participants worldwide.
Comparisons
• How do you think athletes with
4.1 Language
disabilities benefit from competing in the
• Talk about new vocabulary through the recognition of
Paralympics or in similar local events?
cognates; the use of ir in conjunctioin with a and an
infinitive; the pronunciation of the letter d
• Explain that words are borrowed across languages
• Compare the use of jugar idioms with English
4.2 Culture
• Compare: specialized, regional crafts and products; 196 ciento noventa y seis
how students engage in activities outside of school Tema 4 • Los pasatiempos
Communities
5.1 Beyond the School
• Consider local opportunities for Spanish-speakers in
the health care professions
• Interview a Spanish-speaker about the immigrant
experience STUDENTS NEEDING HERITAGE LEARNERS ADVANCED/PRE-AP*
5.2 Lifelong Learner EXTRA HELP Realidades para Pre-AP* Resource Book,
• Read about golfers Sergio García and Lorena Ochoa Guided Practice Activities hispanohablantes pp. 70-73
Reyes • Vocabulary Check, Flash Cards • Chapter Opener, pp. 150–151
• Explain the current influence of Spanish-speakers in • A primera vista, p. 152
• Grammar
areas like politics, music, poetry, and science • Videohistoria, p. 153
• Reading and Writing Support
• Manos a la obra, pp. 154–161
Guided Practice Audio CDs • ¡Adelante!, pp. 162–167
• Disk 1, Track 9
• Repaso del capítulo, pp. 168–169

196
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:45 PM Page 197

Preview
Chapter Opener AT L A S

Core Instruction
¿Quieres ir Resources: Voc. and Gram. Transparencies: Maps
12, 16–18, 20
conmigo? Suggestions: As you go over the
objectives of the chapter, point out that
the video segments will introduce more
leisure-time vocabulary. Introduce the
theme of the chapter by asking students
Chapter Objectives what they like to do in their free time.
How many enjoy concerts? How many
• Talk about activities outside of school participate in sports or other outdoor
• Extend, accept, and decline invitations activities? Brainstorm a list of activities.
• Tell when an event happens Help students locate the cities, states, and
• Understand cultural perspectives on countries featured in the chapter by using
after-school activities the map transparencies.

A primera vista: ¡A jugar!

Standards: 3.1
GramActiva Videos: ir + a + infinitive;
the verb jugar

Suggestions: Emphasize that the

Paralympic Games promote international
As you learn about after-school activities, you will
make connections to these countries and places:
competition and fellowship among athletes
with disabilities. Ask students to name
similar local competitions and the events in
Texas
which those athletes compete.
España
Nueva York Answers will vary.
Florida
México

Chile

Más práctica
● Real. para hispanohablantes, pp. 150–151

For: Online Atlas

Web Code: jce-0002
En los juegos paralímpicos
de Atlanta, Georgia

ciento noventa y siete 197

Capítulo 4B

Teacher Technology

PLAN TEACH ASSESS TEACH ASSESS

Lesson Planner Teaching Resources Chapter Quizzes Vocabulary & Grammar Powerpoints
Interactive and Tests GramActiva Video
Teacher’s Edition Audio & Clip Art Activities Quizzes
For: Teacher Home Page Vocabulary Clip Art Transparencies and Maps
Web Code: jck-1001 Activity Answers
Photo Gallery

197
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:46 PM Page 198

Objectives
Language Input Read, listen to, and understand
jcd-0497 information about
• activities outside of school

Vocabulario y gramática
VOCABULARY
Vocabulario y gramática en contexto
Core Instruction
Standards: 1.2, 4.1

Resources: Teacher’s Resource Book: Input

Script, p. 210, Clip Art, pp. 222–223, Audio Script,
p. 211; Voc. and Gram. Transparencies 89–90; TPR
Stories Book, pp. 49–61; Audio Program: Tracks 1–2
Focus: Presenting vocabulary about non-
Parque de la Independencia
school activities ¿Te gustan los deportes? ¡Puedes practicar con uno de nuestros expertos!
Suggestions: Use the Input Script from ¿Juegas bien o juegas mal? ¡No importa! Hay un deporte para ti.
the Teacher’s Resource Book or the story in
the TPR Stories Book to help present the
new vocabulary and grammar. Or you can 8.00 el fútbol
use the transparencies to present the new
vocabulary and to talk about what 8.00 el vóleibol
activities you like to do. Ask such questions
as: ¿Qué te gusta practicar más, el béisbol 10.00 el golf
o el fútbol americano? Continue the
questions until students seem comfortable
with the vocabulary. Have students look at
10.00 el tenis
the schedule, and point out that it uses the
24-hour clock, which is common in 13.00 el béisbol
Spanish-speaking cultures. Ask students to
recall this concept, and have them tell you 13.00 el básquetbol
what time 13:00 and 16:00 are.
Have students predict what is happening in
the pictures on p.199. Ask volunteers to
read the parts of Rosa and her friends. Club Depor tiv o León
el fútbol americano
16.00

Then have students list words they

recognize in the conversation. —¿Qué quieres hacer a las
ocho de la mañana, jugar al
fútbol o al vóleibol?
—A ver . . . No quiero jugar al
fútbol. Juego muy mal.
Bellringer Review Prefiero jugar al vóleibol.
Review the 24-hour clock by writing Necesito practicar más. ¿Y qué
these times on the board and asking
te gustaría hacer a las cuatro
students to tell you the times using the
12-hour clock: 14:45 16:30 18:15 23:10. esta tarde?
—Me gustaría jugar al fútbol
americano.
Block Schedule
••• •• • • • • • • • • • • •
198 ciento noventa y ocho
Have students create advertisements Tema 4 • Los pasatiempos
for a sports club or outdoor recreation
facility. They should include a variety of
activities, hours of operation, and contact
information. Suggest that they illustrate the
advertisements, then post them in the room
to be used to guide further conversations Students with Special Needs Students with Learning Difficulties
about sports and leisure-time activities. If students are unable to act out the vocabulary Have students add new words to their
for Actividad 2 on p. 199, ask them to write vocabulary notebook section and accompany
each adjective on a sheet of paper or say it these words with pictures and English transla-
aloud. tions if needed. For Actividad 2, provide
Additional Resources students with a few examples of what is
• Audio Program: Canciones CD, Disc 22
expected of them.

198
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:46 PM Page 199

Language Input

tivid Standards: 1.2

ad
Ac
1
AUDIO

el concierto la fiesta el baile el partido

Resources: Teacher’s Resource Book: Audio
—¡Hola! ¡Soy Rosa! ¿Quieres hacer algo conmigo este Script, p. 211; Audio Program: Track 3; Answers on
fin de semana? Hay un concierto en el parque. Transparencies
Focus: Listening for comprehension
Suggestions: Play the Audio CD or read
the script. Monitor to verify that students
are correctly identifying the sports.
Script and Answers:
1. El lunes tengo que practicar el golf. (golf)
2. El martes hay un partido de básquetbol. (basketball)
3. El miércoles juego al tenis con Lorenzo. (tennis)
4. El jueves tengo que jugar al béisbol. (baseball)
5. El viernes hay un partido de vóleibol. (volleyball)
—Lo siento, pero no —No puedo porque tengo —¡Qué triste! No, no 6. El sábado tengo que jugar al fútbol. (soccer)
puedo. Estoy que trabajar. Trabajo puedo ir contigo. Estoy
demasiado ocupado esta noche a las siete y un poco enferma.
y tengo mucha tarea. mañana trabajo a la
una de la tarde. Voy a tivid Standards: 1.2

ad
Ac
estar un poco cansada. 2
AUDIO

¡Ay! ¡Qué pena!

Resources: Teacher’s Resource Book: Audio
—¡Qué buena idea! Script, p. 211; Audio Program: Track 4; Answers on
Pero no me gustan los Transparencies
conciertos. Prefiero ir de Focus: Listening for comprehension
cámping. Siempre estoy
muy contenta cuando
Suggestions: First agree on the body
ir de cámping ir de pesca language to represent the different
voy de cámping. . . .
¿A qué hora? ¿Mañana feelings. In a large class, you may wish to
tivid jcd-0497 a las cinco de la tarde? have volunteers act out the words, and ask
ad
Ac

1 Escuchar Entonces, nos vemos. the rest of the class whether or not they
agree with what they see.
¡Deportemanía! Más práctica Script and Answers:
Marcela is a sports fanatic! As she lists the Practice Workbook, pp. 76–77:
days on which she will play the various
●
1. ¡Uf! Estoy muy cansada. (tired)
4B-1, 4B-2
2. Lo siento pero estoy muy mal, muy enfermo. (sick)
sports, touch the picture of each sport. ● WAV Wbk.: Writing, p. 84 For: Vocab. Practice 3. No tengo tarea esta noche. Estoy muy contenta.
● Guided Practice: Vocab. Flash Cards, Web Code: jcd-0411
pp. 133–138
(happy)
tivid jcd-0497 ● Real. para hispanohablantes, p. 152
4. ¿La señora Sánchez no enseña la clase de español?
ad
Ac

2 Escuchar Estoy triste. (sad)

5. Tengo mucho que hacer. Estoy ocupado. (busy)
¿Cómo estás? Extension: Give students three situations
You will hear how five people are feeling. Act using known vocabulary, such as Tengo
out the adjectives that you hear. que estudiar or No hay clases. Ask them to
ciento noventa y nueve 199
give you at least one adjective to describe
Capítulo 4B how they might feel in each situation.

Enrich Your Teaching

Resources for All Teachers

Culture Note Internet Search

The musical sounds of Latin America have a Keywords:
variety of origins, most linked to regional Latin American music,
history. Instruments include panpipes, steel Carlos Santana, Gloria
drum, marimba, maracas, and guitarrón. Ask Estefan, Tito Puentes
students to list some singers who have a
distinct Latin American sound.

199
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:48 PM Page 200

jcd-0497
Language Input
Strategy
¡A jugar! Looking to find key questions
Before you read the story, skim to
Videohistoria find where the characters are asking
VOCABULARY
Ignacio, Javier, Ana y Elena questions. The answers may point to
Core Instruction están en el Parque del Retiro important information in the story.
Standards: 1.2 en Madrid. ¿Qué van a jugar • Look at the questions. Which
y hacer? ¿De qué hablan? characters are offering invitations?
Lee la historia. What do you think they will do?
Resources: Voc. and Gram. Transparencies
91–92; Audio Program: Track 5
Focus: Extending the presentation of España
contextualized vocabulary and grammar;
previewing the language video
Suggestions:
1 Hoy es sábado y hace buen
tiempo. Ignacio, Javier, Ana
y Elena están en el parque
Pre-reading: Direct students’ attention to
para jugar al fútbol.
the Strategy. Have students identify the Ignacio
questions they think are invitations. Then
have students close their books. Using the Javier
transparencies, go panel by panel and ask Elena
students who seems to be doing the
inviting, who is accepting, and what they
Ana
think will happen next.
Reading: Read the captions with students,
using the transparencies and pantomime
to help them understand the new words in
blue type. Have students repeat some of
the expressions, such as ¡Oye! ¡Genial!
and ¡Por supuesto! Ask students to try to
determine the meanings of the
expressions, based on context clues.
Post-reading: Complete Actividad 3 to
check comprehension.

5 Ignacio: Oye, hay una

fiesta esta noche. Ana, tú y
6 Javier: ¿A qué hora es la
fiesta?
7 Javier: ¿Tengo que bailar?
Ana: Pues, sí. Puedes bailar
Video Elena vais, ¿verdad? Ana: A las nueve de la conmigo y con Elena.
Core Instruction Ana: ¡Claro! noche. En la escuela. Javier: No sé bailar muy
Standards: 1.2 Ignacio : Javier, ¿quieres ir bien.
con nosotros a la fiesta? Ana: ¡Vamos, Javier!
Resources: Teacher’s Resource Book: Video Elena: ¡Qué buena idea! Javier: Bien, voy.
Script, p. 214; Video Program: Cap. 4B; Video
Program Teacher’s Guide: Cap. 4B
Focus: Viewing and understanding the
language input video
Suggestions:
Pre-viewing: Remind students that they do 200 doscientos
not need to get every word in order to Tema 4 • Los pasatiempos
understand what is happening. Remind
them that body language and gestures can
aid in comprehension. Show them a short
clip of the video with the volume muted.
[TK] [TK]
Discuss how the characters’ body language
helps express their feelings. Heritage Language Learners Multiple Intelligences
Viewing: Show the video without pausing. Have students write three sentences about their Verbal/Linguistic: Ask students to write a few
Show it again, stopping along the way to favorite sport, including teams and athletes that short lines of dialogue to change the ending of
verify new vocabulary and to check general they follow. Collect the first draft of their the Videohistoria. In the new ending, Javier
understanding. sentences, and correct any spelling and should not accept the invitation to the party,
Post-viewing: Complete the video activities grammar mistakes. and he should give two or three reasons why
in the Writing, Audio & Video Workbook. he will not go.

200
RE1_08NATE_Ch4_196-219.qxd 7/6/06 9:18 AM Page 201

Language Input

tivid Standards: 1.2,

1.3

ad
Ac
3 ANSWERS

Resources: Answers on Transparencies

Focus: Reading for comprehension
Suggestions: When reviewing the
answers, have students give the number of
the panel and read the sentence that
supports each one. Have students read the
answers as if they were the person. For
2 Ignacio: ¡Oye, Javier! ¡Sabes
jugar muy bien al fútbol!
3 Elena: Estoy demasiado
cansada y tengo sed. ¿Por qué
4 tarde?
Ana: ¿Juegas al vóleibol esta
example, No sé bailar bien. Soy Javier.
Javier: Y tú también . . . no tomamos un refresco? Elena: Sí, a las seis. Answers:
Pero necesito practicar más. Ignacio: ¡Genial! Yo también 1. Javier 4. Elena
Ana, ¿quieres jugar? estoy un poco cansado. 2. Javier 5. Ana
Ana: ¡Por supuesto! Vamos 3. Elena 6. Ignacio
a jugar.

Pre-AP* Support
tivid
ad
Ac

3 Escribir/Hablar • Activity: Show Voc. and Gram. Transparencies

91–92 covering the text. Have students keep their
¿Comprendes? books closed. Select three students to come to
¿Quién habla: Ana, Elena, Ignacio o Javier? the front of the room and stand next to you so
that all can see your textbook. The remainder of
1. No sé bailar bien. the class listens as you and the other students
2. Necesito practicar más. read in random order the captions under each
frame. Have class members indicate which frame
3. Necesito beber algo después de jugar al fútbol.
is being illustrated.
4. Juego al vóleibol a las seis. • Pre-AP* Resource Book: Comprehensive guide
5. Voy a la fiesta a las nueve. to Pre-AP* vocabulary skill development,
6. Estoy cansado. pp. 47–53
8 Javier: Hasta las nueve,
entonces.
Ignacio: ¡Genial! Hasta Más práctica Teacher-to-Teacher
más tarde. ● Practice Workbook, pp. 78–79: Call attention to the word vais on panel 5
4B-3, 4B-4 of the video. Remind students that vais is
● WAV Wbk.: Video, pp. 79–80 For: Vocab. Practice the informal way to say “you go” or “you
● Guided Practice: Vocab. Check, Web Code: jcd-0412
pp. 139–142 are going” when referring to more than
● Real. para hispanohablantes, p. 153 one person. This plural informal verb form
is used much more often in Spain than in
other Spanish-speaking countries, where
ustedes van would most likely be used
instead. Since the video story takes place
in Madrid, it is natural for the characters to
doscientos uno 201
Capítulo 4B
use vais.

Additional Resources
Enrich Your Teaching • WAV Wbk.: Audio Act. 5, p. 81
Resources for All Teachers • Teacher’s Resource Book: Audio Script, p. 212
• Audio Program: Track 7
Culture Note Internet Search
In the United States, when young people get Keywords:
together, they frequently go to a friend’s house recreación, ocio, parques, Assessment
to watch TV or play video games. In Spanish- atracciones • Quiz
speaking countries, however, young people
usually gather in a plaza, café, or a park. They
• Prueba 4B-1: Vocab. Recognition,
pp. 105–106
talk, listen to music, have a snack, or enjoy an
informal game of soccer.

201
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:49 PM Page 202

Practice and Objectives

Communicate
• Talk about activities outside of
school
• Extend, accept, and decline
invitations
tivid Standards: 1.1
Vocabulario y gramática en uso • Tell when an event happens
ad
Ac

4 ANSWERS • Say what you are going to do

• Learn to use ir + a + infinitive
Resources: Answers on Transparencies tivid
and the verb jugar

ad
Ac
Focus: Expressing what you would and 4 Hablar
wouldn’t like to do
Suggestions: Emphasize that students will Me gustaría ir . . .
be using Me gustaría (“I would like”) as Say whether or not you would like to do these things this weekend.
opposed to Me gusta (“I like”). Modelos
Answers will vary but should include: Me gustaría ir a una fiesta este fin de semana.
(No) me gustaría ... O: No me gustaría ir a una fiesta este fin de semana.
1. ir al un concierto.
2. ir al baile.
3. ir al partido. 1. 2. 3. 4. 5.
4. ir de cámping.
5. ir de pesca.

tivid
ad
Ac

Bellringer Review 5 Escribir/Hablar

Have students work in pairs to jot
down two places they can go with friends
No sé jugar . . . Modelos
Indica si sabes o no sabes jugar Sé jugar al béisbol muy bien.
on the weekend.
estos deportes. O: No sé jugar al béisbol.

tivid Standards: 1.1,

1.2 1. 2. 3.
ad
Ac

5 ANSWERS

Resources: Answers on Transparencies

Focus: Communicating about sports
Suggestions: Tell students that they will 4. 5. 6.
need this information for Actividad 6.
Answers will vary but should include:
Sé / No sé jugar al...
1. básquetbol. 4. tenis.
2. fútbol americano. 5. golf.
3. vóleibol. 6. fútbol
tivid
ad
Ac

6 Hablar

Standards: 1.1
¿Qué deportes practicas? . Modelos
tivid A —¿Sabes jugar al béisbol?
Using the information from Actividad 5, ask and
ad
Ac

6 tell about which sports you know, or don’t know, B —¡Por supuesto! Sé jugar al béisbol muy bien.
how to play. O: —No, no sé jugar al béisbol.
Focus: Using new vocabulary in personal
contexts and conversations
202 doscientos dos
Suggestions: Have students move around Tema 4 • Los pasatiempos
the room and interact with several
different classmates.
Answers will vary.

Advanced Learners Students with Learning Difficulties

Block Schedule Ask students to use the Internet to research Actividad 9 requires students to listen, process,
••• •• • • • • • • • • • • • a well-known athlete of Spanish-speaking and write at the same time, which can be
Have students in small groups dramatize origin. Have them present a short profile of the challenging. You may want to divide this into
going to a sports event. They should athlete, including which sports he or she plays, two separate tasks: first listening for the event,
decide what event they will go to, who will his or her statistics, and what team he or she then listening for the response.
go with them, and when they will go. plays for, if appropriate.

202
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:50 PM Page 203

Practice and
tivid
ad
Communicate
Ac

7 Leer/Escribir
¿Cómo estás?
You’ve asked your friends how they are. Now tivid Standards: 1.2,
read each friend’s reply and write the correct 1.3

ad
Ac
cansado, -a contento, -a
form of the missing word from the list. enfermo, -a mal 7 ANSWERS

ocupado, -a triste
Tú: ¿Cómo estás? Resources: Answers on Transparencies
Felipe: Muy 1. . Voy a un concierto esta noche Focus: Reading for comprehension; using
con mis amigos. contextualized vocabulary
Miguel: ¡ 2. ! Mi clase de ciencias es muy aburrida y no me gusta nada el profesor. Suggestions: Have students read the
entire dialogue before answering.
Marta: Estoy 3. . Me duele la cabeza. Hoy no puedo jugar al tenis ni patinar.
Answers:
Carlos: Estoy 4. . Todos mis amigos van a la playa el sábado pero tengo que trabajar. 1. contento 4. triste
Gabriela: Un poco 5. . Todas las noches trabajo en el centro comercial. 2. mal 5. cansada
3. enferma 6. ocupada
Dolores: Demasiado 6. . Juego al básquetbol después de las clases,
tomo lecciones de piano y practico cada día y tengo un trabajo también.

tivid
ad
Ac

8 Hablar tivid Standards: 1.1

ad
Ac
Lo siento 8 ANSWERS

Ask your partner if he or she wants to do these activities with you. Your Resources: Answers on Transparencies
partner can’t go, and will offer excuses to explain why. Focus: Using personalized vocabulary to
Modelos extend and decline invitations
A —¡Oye! ¿Quieres patinar conmigo esta tarde? Recycle: The body; school subjects
B —Lo siento. Hoy no puedo. Estoy demasiado enfermo(a). Suggestions: Be sure students can think
of an excuse for why they can’t do each
Estudiante A activity.
Answers will vary but should include:
1. 2. 3. Estudiante B 1. ir de pesca
2. jugar al básquetbol
muy ocupado, -a 3. ir de compras
demasiado enfermo, -a 4. montar en bicicleta
4. 5.
un poco cansado, -a 5. jugar al fútbol
triste
mal

¡Respuesta personal!
tivid Standards: 1.2

ad
Ac
tivid jcd-0498 9 AUDIO
ad
Ac

9 Escuchar/Escribir Resources: Teacher’s Resource Book: Audio

Script, p. 211; Audio Program: Track 6; Answers on
Escucha y escribe Transparencies
You will hear three invitations to events and the responses given. Focus: Listening for comprehension
On a sheet of paper, write the numbers 1–3. As you listen, write
Suggestions: Before the activity, remind
down what each invitation is for and whether the person accepted it
(write sí) or turned it down (write no).
students to listen for intonations that
indicate a positive or negative reaction.
doscientos tres 203 Script and Answers:
Capítulo 4B 1. —¿Puedes ir conmigo al baile esta noche?
(ir al baile)
—¡Qué pena! Tengo que trabajar. (no)
Enrich Your Teaching 2. —¿Te gustaría ir conmigo al partido esta tarde?
(ir al partido)
Resources for All Teachers —¡Qué buena idea! Me gustaría mucho. (sí)
3. —Voy a jugar al golf el domingo. ¿Quieres jugar?
Culture Note Teacher-to-Teacher (jugar al golf)
—¿Contigo? ¡Genial! (sí)
If you are invited to a party, a dinner, or other Using transparencies or photos of activities,
event in a Spanish-speaking country and you have students write three sentences saying why
cannot accept the invitation, it is usually best to they cannot do certain things. Tell them to
offer an explanation. Just saying Lo siento. Ya make their excuses logical or illogical. For
tengo planes. (“I’m sorry. I already have plans.”), example, students may say No puedo montar
may be seen as rude. It is also customary to en monopatín. Estoy demasiado contenta. Then
bring the host or hostess a gift. have the class decide whether or not the excuse
makes sense.

203
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:51 PM Page 204

Practice and
Communicate tivid

ad
Ac
10 Hablar
tivid Standards: 1.1
¿A qué hora? Modelos
ad
Ac

10 ANSWERS
Take turns asking and telling what A —¿A qué hora es la película?
time the following activities take place. B —A las ocho de la noche.
Resources: Answers on Transparencies 8:00
Focus: Expressing the time of an event
1. 2. 3.
Recycle: Telling time
Suggestions: Review the vocabulary.
Go over the Nota, reminding students to 9:00 2:30 1:30
refer to it as they do the activity. Review
the Modelo to reinforce the structure. 4. 5. 6.
Answers:
1. —¿A qué hora es el concierto? 8:30 7:30 7:00
—A las nueve de la noche.
2. —¿A qué hora es la fiesta?
—A las dos y media de la tarde. tivid

ad
Ac
3. —¿A qué hora es el partido? 11 Hablar
—A la una y media de la tarde. Nota
4. —¿A qué hora es el baile? To ask and tell what time something
—A las ocho y media de la noche.
Una invitación para el sábado happens, you say:
5. —¿A qué hora es la cena? Invite your partner to these places, and tell at what time you • ¿A qué hora vas?
—A las siete y media de la noche. will go. Your partner will accept or decline. Follow the model. • Voy a la una.
6. —¿A qué hora es el desayuno? • Voy a las tres y media.
—A las siete de la mañana. Modelos To specify what part of the day, add:
Common Errors: Students may say ¿Qué A —¿Te gustaría ir al concierto de la mañana* in the morning (A.M.)
hora? instead of ¿A qué hora? and en la de la tarde in the afternoon (P.M.)
el sábado? de la noche in the evening, at night (P.M.)
mañana instead of de la mañana. B —¿A qué hora?
1:30 A —A la una y media de la tarde. *Mañana means “tomorrow”; la mañana
means “morning.”
B —¡Genial! ¡Nos vemos el sábado!
tivid Standards: 1.1
Estudiante A
ad
Ac

11 ANSWERS

Resources: Answers on Transparencies 1. 4.

Estudiante B
Focus: Using contextualized vocabulary in
conversation 7:30 1:00 ¡Por supuesto! Me gustaría
Recycle: ir; place names mucho.
Suggestions: Review the responses, 2. 5. Lo siento, pero no puedo.
making sure students know how to accept ¡Ay! ¡Qué pena! Tengo que
and decline an invitation. 8:30 4:15
trabajar.

Answers: ¡Genial! Nos vemos el sábado.

1. ir al baile; A las siete y media de la noche. ¡Qué buena idea! ¡Gracias!
2. ir a la fiesta; A las ocho y media de la noche. 3. 6.
¡Respuesta personal!
3. ir al cine; A las cinco y media de la tarde.
4. ir a la piscina; A la una de la tarde.
5. ir al partido de fútbol; A las cuatro y cuarto de la tarde. 5:30 11:00
6. ir de compras (ir al centro comercial); A las once de
la mañana.

Theme Project 204 doscientos cuatro

Tema 4 • Los pasatiempos
Students can perform Step 4 at this point.
(For more information, see p. 170-a.)

Pre-AP* Support
• Activity: Have several students volunteer to
pantomime a party scene similar to the one Multiple Intelligences Heritage Language Learners
pictured in Actividad 10. As they act out what Visual/Spatial: Have students draw a three- Refer students to the Exploración del lenguaje
they might be doing at the party, ask classmates panel cartoon. In their cartoon, they should at the top of p. 205. Ask students to identify
to identify the activity and how each participant is write a dialogue in which one character invites additional Spanish words and expressions that
feeling. (Ex. Marta baila. Está muy contenta.) the other(s) to do something. There should be a are borrowed from English.
• Pre-AP* Resource Book: Comprehensive guide response, and then a comment or conclusion.
to Pre-AP* communication skill development, Ask students to post their cartoons or to
pp. 9–17; 36–46 present them to the class.

204
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:51 PM Page 205

Practice and
Exploración del lenguaje
Communicate
Spanish words borrowed from English
io Tax
Rad
Languages often borrow words from one another. For example,
Exploración del lenguaje
“rodeo” and “patio” are Spanish words that have found their
way into English. There are also many examples of English
i Core Instruction
words that have entered Spanish. By recognizing these Standards: 4.1
familiar words, you can increase your vocabulary in Spanish.
Focus: Identifying examples of borrowed
Try it out! Read the sentences and identify the “borrowed
words
words.” Don’t forget to pronounce the words correctly in Spanish. 447 52 83 Suggestions: Review Try it out! with
Quiero hacer videos. 447 23 23
24 horas a su servicio
students. For further practice, have them
¿Quieres jugar al básquetbol conmigo?
Practico el rugby y el ráquetbol. work with a partner to scan the glossary
Juego al fútbol en el cámping. for additional borrowed words.
¡Me encantan los sándwiches!

tivid Standards: 1.1, 1.3

tivid

ad
Ac
12
ad
Ac

12 Escribir/Hablar
Focus: Using vocabulary in a personalized
Y tú, ¿qué dices?
context
1. ¿A qué hora te gusta ir al cine?
Suggestions: Encourage students to be as
2. ¿Estás más contento(a) cuando practicas un deporte o cuando ves la televisión? detailed as possible in their answers.
3. ¿Qué deportes te gustan más? Answers will vary.
4. ¿Este fin de semana tienes que trabajar o puedes pasar tiempo con amigos? Extension: Have students create one
additional question to ask their classmates.
Then, as a class, ask volunteers to read
their questions and select students to
answer them.

La Noche de los Rábanos is just one of the

many kinds of fiestas in the Spanish-speaking
world. On the evening of December 23, Standards: 2.1, 2.2, 4.2
people set up booths around the zócalo
(town square) of Oaxaca, Mexico, to display
and sell radishes (los rábanos) sculpted into a
fantastic array of shapes. Oaxaqueños and Resources: Voc. and Gram. Transparencies:
visitors alike crowd the square to view the Map 12
amazing creations.
Suggestions: Locate Oaxaca on the map
• Do you know communities or regions in transparency. Ask students if they have
the United States that are known for
particular crafts or products?
seen foods carved into shapes. When is
this done, and why? How does this
practice in the United States differ from
Rábanos esculpidos (sculpted), Oaxaca, México
what is done with the rábanos in Oaxaca?

doscientos cinco 205

Capítulo 4B Additional Resources
• WAV Wbk.: Audio Act. 6, p. 81
• Teacher’s Resource Book: Audio Script, p. 212,
Communicative Activity BLM, pp. 216–217
Enrich Your Teaching
• Audio Program: Track 8
Resources for All Teachers

Culture Note Internet Search

A wide range of handicrafts is produced in Keywords: Assessment
Oaxaca, including black pottery, glass pottery, • Prueba 4B-2: Vocab. Production,
La noche de los rábanos; pp. 107–108
weavings, and brightly colored woodcarvings of
Oaxaca, Mexico
small animals (alebrijes). Artisans bring their
wares to the zócalos to sell. Artisans pass their
knowledge from one generation to another.

205
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:52 PM Page 206

Practice and
Communicate Gramática
Ir + a + infinitive
Just as you use “going” + an infinitive in
Gramática
Gramática GRAMMAR English to say what you are going to do, in
Spanish you use a form of the verb ir + a +
Core Instruction an infinitive to express the same thing:
Standards: 4.1 Voy a jugar al tenis hoy.
I’m going to play tennis today. Javier: ¿Van a jugar conmigo, o no?
Resources: Voc. and Gram. Transparency 95; ¿Tú vas a jugar al golf esta tarde? Ana: Sí, vamos a jugar contigo.
Teacher’s Resource Book: Video Script, p. 214; Are you going to play golf this afternoon?
Video Program: Cap. 4B Mis amigas van a ir de cámping mañana.
Suggestions: Emphasize that the second My friends are going camping tomorrow.
Want more help with
verb is always in the infinitive and that only ir + a + infinitive?
the forms of ir change. Play the Watch the
GramActiva Video and / or use the trans- GramActiva video.
parency as an introduction or to reinforce Voy a comer.
tivid jcd-0498
your own presentation.

ad
Ac13 Escuchar/Escribir
Escucha y escribe
Standards: 1.2, Rosario and Pablo have left messages on your answering machine telling you
tivid
1.3 what they are going to do and inviting you to join them. On a sheet of paper,
ad
Ac

13 AUDIO
write their names and, under each one, the numbers 1–3. As you listen to
Resources: Teacher’s Resource Book: Audio each message, write down information to answer these three questions:
Script, p. 212; Audio Program: Track 9; Answers on 1. ¿Adónde quiere ir? 2. ¿Qué va a hacer? 3. ¿A qué hora va a ir?
Transparencies
tivid
Focus: Listening for comprehension
ad
Ac

Suggestions: Use the Audio CD or read 14 Escribir/Hablar

the script aloud. Have students listen to Este fin de semana vamos a . . .
the messages without taking notes the
¿Qué va a hacer la familia Ríos este fin de semana?
first time.
Script and Answers: Modelos
¡Hola! Soy Rosario. ¿Qué pasa? Tomás y yo vamos a
patinar esta tarde. ¿Te gustaría ir con nosotros? Vamos
a estar en el parque a las cuatro. Hasta luego. (Rosario: Esteban / / 8:00 Esteban va a estudiar a las ocho de la noche.
1. al parque; 2. patinar; 3. a las cuatro)
¡Oye! ¿Cómo estás? Soy Pablo. ¿Puedes ir al gimnasio
conmigo? No tengo que trabajar hoy. Muchos
estudiantes van a jugar al vóleibol a las siete. Háblame 1. Angélica / / 3:30 4. Angélica y el Sr. Ríos / / 7:00
por teléfono si puedes ir. (Pablo: 1. al gimnasio; 2. jugar
al vóleibol; 3. a las siete)
2. Yo / / 4:00 5. Los señores Ríos / / 7:30

tivid Standards: 1.3

3. Esteban y un amigo / / 10:00 6. Angélica, Esteban y yo / / 8:00
ad
Ac

14 ANSWERS

Resources: Answers on Transparencies 206 doscientos seis

Focus: Writing and saying what people are Tema 4 • Los pasatiempos
going to do
Recycle: Telling time
Answers:
1. Angélica va a trabajar a las tres y media de la tarde.
2. Yo voy a jugar al vóleibol a las cuatro de la tarde.
3. Esteban y un amigo van a jugar al fútbol a las diez Advanced Learners/Pre-AP* Students with Learning Difficulties
de la mañana. Have students create a mini-journal in You may want to provide a chart similar to the
4. Angélica y el Sr. Ríos van a ir de pesca a las siete de which they tell what they are going to one in Actividad 15 to help students organize
la mañana. Pre-AP*
do each day of the week after school. information for Actividad 13. Across the top,
5. Los señores Ríos van a ir de compras a las siete y
media de la noche. Have them include the phrases de la mañana, use the headings Rosario and Pablo. Down the
6. Angélica, Esteban y yo vamos a ir al cine a las ocho de la tarde, and de la noche. Suggest that they side use the headings ¿Adónde?, ¿Qué?, and
de la noche. include details such as with whom they will do ¿A qué hora?
the activities, where they will go, and why they
plan to do them.

206
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:53 PM Page 207

Practice and
tivid
ad
Communicate
Ac

15 Escribir/Hablar
¿Qué vas a hacer?
1 Make a chart like this one to describe five things you’re tivid Standards: 1.1, 1.3

ad
Ac
going to do, when you’re going to do them, and with whom. 15
Use the following words to say when you’re going to do
these things: esta tarde, esta noche, mañana, el jueves, el fin Resources: Teacher’s Resource Book: GramActiva
de semana. BLM, p. 221
Focus: Using new vocabulary
Modelos Suggestions: Brainstorm a few activities
to aid student recall.
¿Qué? ¿Cuándo? ¿Con quién?
Answers will vary.
tocar la guitarra esta tarde mis amigos

2 Ask your partner what his or her plans are.

Modelos tivid Standards: 1.1,

1.2, 1.3

ad
Ac
A —¿Qué vas a hacer esta tarde? 16 ANSWERS

B —Esta tarde mis amigos y yo vamos a tocar la guitarra.

Mañana voy a tocar la guitarra.
Resources: Voc. and Gram. Transparency 95;
Answers on Transparencies
tivid
Focus: Reading for comprehension and
ad
Ac

16 Leer/Escribir/Hablar writing with accuracy

El teléfono celular ¿Te gustaría Suggestions: Form groups of students
Lee el anuncio para el teléfono celular y
contesta las preguntas.
...
pasar más tie
mpo con tus amig
with varying abilities to interpret the ad.
Discuss the questions as a class.
os?
1. ¿Por qué es bueno tener un teléfono celular? ir de compras
?
Answers:
1. ¡Con un teléfono celular puedes hacer planes para
2. ¿Te gusta hablar por teléfono celular? ¿Con ir al cine?
hacerlo todo!
quién? escribir un m 2. Answers will vary.
ensaje? 3. Answers will vary.
3. ¿Crees que es bueno o malo usar un teléfono
escuchar mús
celular en un restaurante? ¿Por qué? ica?
jugar un jueg
o?
tivid
tivid Standards: 1.1
¡Por supuesto!
ad
Ac

17 Hablar

ad
Ac
¡Con un teléfon
17
¿Quieres ir conmigo? hacer planes o celular puedes
para hacerlo Focus: Having a telephone conversation
todo!
Pretending to use a cell phone, greet a partner Suggestions: You may want students to
and invite him or her to do something with prepare two conversations, so that they
you. Your partner can’t go and tells you why. get a chance both to extend and decline
Más práctica
an invitation. Each pair can choose one
Modelos ● Practice Workbook, pp. 80–81,
4B-5, 4B-6 conversation to present aloud to the class.
A —Hola, Sara. Soy Rosa. ¿Quieres jugar al ● WAV Wbk.: Writing, p. 85 For: Ir + a + Infinitive Encourage them to present it without a
tenis conmigo esta tarde? ● Guided Practice: Grammar Acts., Web Code: jcd-0413 script.
pp. 143–144
B —Lo siento, hoy no puedo. Voy a estudiar
● Real. para hispanohablantes, Answers will vary.
para la clase de inglés. pp. 154–157
A —¡Ay! ¡Qué pena!
doscientos siete 207
Capítulo 4B Additional Resources
• WAV Wbk.: Audio Act. 7, p. 82
• Teacher’s Resource Book: Audio Script, p. 212,
Enrich Your Teaching • Audio Program: Track 10
Resources for All Teachers

Teacher-to-Teacher Assessment
Have small groups choose a Latin American what time, where, and what country they will • Quiz
country to research. They should find out about be representing. You might want to write a • Prueba 4B-3: Ir + a + infinitive, p. 109
the foods, music, and customs associated with model invitation, either on the board or as a
a particular fiesta in that country, then write an handout. If possible, plan a day for your fiestas,
invitation to the fiesta. They should include complete with comida, música, bailes ¡y más!

207
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:54 PM Page 208

Practice and
Communicate Gramática
The verb jugar
Use the verb jugar to talk about playing a Nota
Gramática
Gramática GRAMMAR
sport or a game. Even though jugar uses the Many Spanish speakers always use
same endings as the other -ar verbs, it has a jugar a and the name of the sport
Core Instruction different stem in some forms. For those forms, or game:
the -u- becomes -ue-. This kind of verb is called • ¿Juegas al vóleibol?
Standards: 4.1
a “stem-changing verb.” Here are the present- Others do not use the a:
tense forms: • ¿Juegas vóleibol?
Resources: Voc. and Gram. Transparencies
93–94; Teacher’s Resource Book: Video Script, (nosotros)
pp. 214–215; Video Program: Cap. 4B (yo) juego jugamos
(nosotras)
Suggestions: Highlight the difference
(vosotros)
between a stem-changing verb, such as (tú) juegas jugáis
(vosotras)
jugar, and a regular -ar verb, such as
hablar, by using a different color chalk or Ud. Uds.
Use the GramActiva juego
pen for the stem-changes. Play the (él) juega (ellos) juegan
video to help you
GramActiva Video as an introduction or to (ella) (ellas) learn more about the
verb jugar.
reinforce your own presentation of the
verb jugar.
tivid
ad
Ac

18 Escribir

tivid Standards: 1.3 ¿A qué juegan? Modelos

ad
Ac

18 ANSWERS
Escribe frases para decir qué deportes practican Alex Rodríguez juega al béisbol.
estas personas.
Resources: Answers on Transparencies
Focus: Saying what sports people play
Suggestions: Ask students if they Alex Rodríguez
recognize any of the athletes in the
pictures. Point out the También se dice... 1. 2. 3.
to give students additional vocabulary.
Answers:
1. Sergio García juega al golf.
2. Rebecca Lobo y Eduardo Nájera juegan al
básquetbol.
3. Carlos Valderrama juega al fútbol.
4. Sammy Sosa y Edgardo Alfonzo juegan al béisbol. Sergio García Rebecca Lobo y Eduardo Nájera Carlos Valderrama
5. Answers will vary.
4. 5. Y tus amigos y tú, ¿a qué juegan Uds.?
Common Errors: With stem-changing
verbs, students may overgeneralize and
change all forms. También se dice . . .
el básquetbol = el baloncesto
Extension: For homework, have students (muchos países)
choose five sports. For each sport, ask el fútbol = el balompié (muchos países)
them to write a sentence about one or el vóleibol = el balonvolea (España)
more athletes who play it. Sammy Sosa y Edgardo Alfonzo

208 doscientos ocho

Tema 4 • Los pasatiempos
Theme Project
Students can perform Step 5 at this point.
Be sure they understand your corrections
and suggestions. (For more information,
see p. 170-a.)

Heritage Language Learners Students with Learning Difficulties

Have students prepare an oral presentation on The advertisement in Actividad 20 might
their favorite sport or athlete. Students intimidate students because of all the unknown
presenting a sport not covered in this chapter vocabulary. Help them review the ad for
should provide a poster to support their vocabulary they already know. Then read the ad
presentation. with them, emphasizing key words and phrases
that will help students understand the meaning.

208
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:54 PM Page 209

Practice and
tivid
ad
Communicate
Ac

19 Dibujar/Escribir/Hablar/GramActiva
Juego
1 On each of two index cards, draw a picture that
represents a sport or game and write muy bien, Bellringer Review
bien, or mal to show how well you play that sport Use Transparency 94 to quickly
or game. Don’t let your classmates see your cards. review sports activities. You may want to
have students say the answers aloud
2 Get together with five other students. Put all the instead of having to write sentences.
cards face down in the center of your group. Choose
a card and try to identify who drew it by asking the
others how well they play what is pictured. Keep tivid Standards: 1.1, 1.3

ad
Ac
track of what you learn about your classmates. 19
Focus: Writing and speaking in person-
Modelos
alized contexts; using the verb jugar
A —Enrique, ¿juegas bien al tenis?
B —No, juego muy mal al tenis. Suggestions: Note the placement of bien
and muy mal. To keep track of who plays
3 Write six sentences about the sports and games the students in your group play. what, have students take notes as each
person speaks: Ana: tenis/bien. For part 3,
Modelos encourage students to vary the subjects,
Óscar y Nacho juegan muy bien al fútbol. Teresa y yo jugamos bien al golf. as in the model, talking about what they
play (yo), what another classmate plays
tivid (él/ella), what other students play
ad
Ac

20 Leer/Escribir/Hablar (ellas/ellos), and what they and others

play (nosotros).
La ciudad deportiva Answers will vary.
Lee sobre el sueño (dream) de Iván Zamorano y contesta las preguntas.
1. ¿Qué es el sueño de Iván Zamorano?
Mi sueño
1

2. ¿Qué deportes juegan en la Ciudad Standards: 1.2, 1.3,

tivid
Quiero una ciudad2 dedicada al deporte, a la familia y los Deportiva de Iván? 3.2

ad
Ac
niños.3 Quiero servicios de calidad internacional, con 20 Pre-AP*
profesores de excelencia. En mi sueño, los niños y jóvenes
3. ¿Qué día empieza (begins) la inscripción
juegan y practican deportes para ser mejores.4 Este sueño para las escuelas? ¿A qué hora? Resources: Answers on Transparencies
ya es realidad y quiero compartirlo contigo. El lugar5 para 4. ¿A qué hora empiezan las actividades? Focus: Reading for comprehension
hacer deporte en familia. Suggestions: Have students scan the ad
5. ¿Te gustaría ir a la Ciudad Deportiva de
Iván Zamorano? ¿Por qué? for cognates. Read the ad aloud, and then
ask a volunteer to reread it. Have students
Más práctica work in pairs to answer the questions.
● Practice Workbook, p. 82: 4B-7 Answers:
● WAV Wbk.: Writing, p. 86 1. Quiere una ciudad dedicada al deporte, a la
● Guided Practice: Grammar Acts., For: Jugar familia y a los niños. Quiere servicios de calidad
pp. 145–146 Web Code: jcd-0414 internacional, con profesores de excelencia.
Escuelas de Fútbol, Tenis, Hockey ● Real. para hispanohablantes,
2. fútbol, tenis y hockey
pp. 158–159
Inicio de Inscripción6: 23 de marzo, a las 8 3. el 23 de marzo, a las ocho
Inicio de Actividades: 1 de abril, a las 14 horas 4. a las dos de la tarde
Avenida Pedro Hurtado 2650, Las Condes, Santiago, Chile 5. Answers will vary.
Teléfono: 212 2711
1
dream 3
children place
5 doscientos nueve 209
2
city 4
better Registration
6
Capítulo 4B
Additional Resources
• WAV Wbk.: Audio Act. 8–9, pp. 82–83
Enrich Your Teaching • Teacher’s Resource Book: Audio Script, pp. 212–213,
Resources for All Teachers Communicative Activity BLM, pp. 218–219
• Audio Program: Tracks 11–12
Culture Note
Baseball was first introduced to Cuba well over 1998’s National League. The Dominican
100 years ago. From there its popularity spread government finances the building and Assessment
to other Spanish-speaking countries of the maintenance of stadiums and local fields and
• Quiz
Caribbean, in particular, the Dominican pays the coaches’ salaries. Baseball is more than
Republic. The Dominican Republic has produced just a sport in the Dominican Republic; it is a • Prueba 4B-4: The verb jugar, p. 110
many baseball superstars, including the great way of life.
Sammy Sosa, named Most Valuable Player of

209
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:55 PM Page 210

Practice and
Communicate Pronunciación
jcd-0498

The letter d
In Spanish, the pronunciation of the letter d Try it out! Here is a tongue twister to give
Pronunciación
AUDIO is determined by its location in a word. When you practice in pronouncing the d, but also
Core Instruction d is at the beginning of a word, or when it to give you something to think about!
Standards: 4.1 comes after l or n, it sounds similar to the d Porque puedo, puedes,
in “dog.” Listen, then say these words: porque puedes, puedo;
Resources: Teacher’s Resource Book: Audio diccionario doce donde Pero si no puedes,
Script, p. 213; Audio Program: Track 13 domingo desayuno día yo tampoco puedo.
Suggestions: Read the Pronunciación with deportes calendario bandera
students or use the Audio CD. Model the When d comes between vowels and after
two sounds of the letter d: exaggerating any consonant except l or n, it sounds
the d sound in doce and the th sound in similar to the th of “the.” Listen, then
cansado. Then have the class repeat. If say these words:
possible, record the tongue twister as cansado ocupado puedes
students say it. See if students can hear idea sábado partido
the difference between the two sounds. tarde ensalada atrevido

El español en el mundo del trabajo

Core Instruction
Standards: 5.1
There are many
opportunities to use
Suggestions: Have students determine Spanish in the health
the meaning of the quotation in the care field—in hospitals,
reading and use it as a model to say how emergency rooms, and neighborhood clinics. This
they feel about volunteer work. To help young woman volunteers in a California hospital.
Since many of the patients come from Spanish-speaking
students answer the questions, brainstorm homes, she is able to speak with them and their
different volunteer opportunities on the families in Spanish. “Para mí, trabajar como voluntaria
board. es una de mis actividades favoritas. Creo que mi
trabajo es importante.”
Answers will vary.
Extension: If possible, invite a health care • What opportunities are there in your community to
do volunteer work where speaking Spanish is helpful?
worker to your class to talk about ways in Una voluntaria en un hospital
which knowledge of Spanish is helpful in
his or her job.

210 doscientos diez

Tema 4 • Los pasatiempos

Block Schedule
••• •• • • • • • • • • • • • Heritage Language Learners Students with Special Needs
Have students create a brochure for a Have students create a poster for a community Students may have difficulty hearing the
favorite vacation spot. They should include organization that is looking for volunteers who difference between the two sounds of the letter
artwork and text that describes the kinds speak Spanish. d if they are looking at the words. Have them
of activities available for guests. You may close their eyes as they listen. Some may have
wish to provide a model, or refer them to particular difficulty with the th sound. Consider
the brochure on p. 211. writing a small th over the letter d in the rele-
vant words on the board to help students get
used to the sound.

210
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:56 PM Page 211

Practice and
tivid
ad
Communicate
Ac

21 Leer/Pensar/Escribir
¡Vamos de cámping!
Tourism is an important industry in Spain. Many tourists prefer to go tivid Standards: 1.2,
camping rather than stay in hotels. Read the following brochure about 3.1

ad
Ac
21 ANSWERS

a campground and then answer the questions.

Resources: Voc. and Gram. Transparency 18;
Answers on Transparencies
Focus: Reading comprehension
Suggestions: Before beginning, have
Cámping Playa Tropıcana students talk about the title and the
norte
Golfo de
oeste este
Vizcaya
Francia
sur Santiago de
! Compostela
Asturias Cantabria
!
Bilbao
País
photograph. Ask them to compare what
they see to vacations and camping trips
Vasco
Galicia Pamplona
!
Navarra PIR
Río IN E
O S
Castilla-León
La Rioja Eb
ro

Cataluña
that they have been on or know about.
!
Valladolid
OCÉANO !
Remind students that they will not know
Zaragoza
ATLÁNTICO !
Aragón Barcelona

España Mar Mediterráneo every word. Have them identify some

"
Madrid
Portugal

• Castellón Mallorca
Menorca
cognates, such as fabulosa and ideal.
Castilla-La Mancha
Extremadura !
Valencia
E Answers:

S
R
A
! LE
Mérida Valencia

RENA
Ibiza

ISL
AS
BA
Entre Barcelona y el Cámping Playa Tropicana hay
SIER
RA MO !
Alicante
150 millas. Entre Castellón y Playa Tropicana hay
!
Córdoba Murcia
ad
!
alqu
ivir

Sevilla
32.5 millas.

Gu
Andalucía Frontera nacional

Río
! "
Granada
Capital
! Ciudad
!
Málaga

0 100 200 millas

ar
Gibralt 0 100 200 kilómetros
ho de
Estrec

Alcossebre (Castellón)
Teléfono: 462 41 42 73 Fax: 964 01 55 05 tivid Standards: 1.1, 1.3

ad
Ac
240 kilómetros al sur de Barcelona
1. ¿Qué distancia en millas hay entre 2 3
22
Barcelona y el Cámping Playa Tropicana?
52 kilómetros al norte de Castellón Focus: Answering questions about sports
2. ¿Qué distancia hay entre Castellón y el
• Un cámping verdaderamente recomendable Cámping Playa Tropicana? Suggestions: After students have written
• Siempre algo nuevo Para convertir kilómetros en millas, es their answers, have them work with a
• La mejor opción para su dinero necesario dividir el número de kilómetros partner to ask and answer the questions.
Con abundante vegetación y mucha sombra,1 por 1.6. Answers will vary.
directamente sobre una fabulosa playa. Ideal para 2
miles 3
between
Extension: Have students create addi-
niños. La mejor zona de pesca de la Costa de tional open-ended questions based on
Azahar. those in Actividad 22. For example, they
shade
1 Para decir más . . . can change ir a una fiesta to jugar al
200 = doscientos tenis. Encourage them to create original
tivid questions as well.
ad
Ac

22 Escribir/Hablar

Y tú, ¿qué dices? 3. ¿Qué vas a hacer mañana a las ocho de la

1. ¿Con quién te gustaría ir a una fiesta?
noche? Theme Project
4. ¿Qué vas a hacer este fin de semana? Students can perform Step 6 at this point.
¿Por qué?
Record their presentations on cassette or
2. ¿Qué prefieres, ir de pesca o ir a un baile? 5. ¿Te gustaría ver un partido de fútbol o ir a
videotape for inclusion in their portfolios.
un concierto?
(For more information, see p. 170-a.)
doscientos once 211
Capítulo 4B Teacher-to-Teacher
e-amigos: Have students write their
e-amigos to ask three questions about
Enrich Your Teaching leisure activities. Have them print out or
Resources for All Teachers e-mail you their questions and responses.

Culture Note Teacher-to-Teacher

Because Spain has a variety of landscapes, there Choose a question from Y tú, ¿qué dices?, or
are many different kinds of sporting activities create a similar one to ask students as they
available—from fishing, swimming, and prepare to start class. If you present them with
parasailing to hiking, mountain climbing, cave a question upon entering, communication can
exploring, and canoeing. In addition to all the begin immediately.
activities, tourists enjoy the wonderful food,
museums, architecture, and climate.

211
RE1_08NATE_Ch4_196-219.qxd 6/29/06 10:01 AM Page 212

Communicate: Objectives
Reading • Read about and compare the lives
of two famous golfers
• Recognize specialized sports
vocabulary

Lectura • Understand cultural perspectives

regarding extracurricular activities
Core Instruction
Standards: 1.2, 1.3, 5.2, 4.1
Sergio y Lorena: • Write an invitation to an event
• Learn facts about the contemporary
United States
El futuro del golf
Focus: Developing reading strategies and Lee dos artículos de una revista deportiva.
interpretive skills; comparing the lives of Vas a conocer a1 Sergio García y a Lorena Strategy
two people Ochoa Reyes, dos atletas famosos. Cognates
Suggestions: Use the cognates in the
following article to help you
Pre-reading: Direct attention to the understand what is being said
Strategy. Have students skim the two about the golfers.
articles and write a list of cognates. Have
them share their lists with the class and
write them on the board. Encourage Nombre: Sergio García
students to use other context clues, such Fecha de nacimiento: 9/1/80
as dates and numbers.
Lugar de nacimiento:
Reading: Have students read the article Borriol, Castellón (España)
about Sergio García first. Ask them to Club: Club de Campo
make a list of words they do not del Mediterráneo
understand. Then have them read the
Su objetivo: Ser el mejor
piece about Lorena Ochoa Reyes. Did they del mundo
find similar words, or were there additional
Profesional: Desde abril
unfamiliar words? del 99
Post-reading: Ask students what they
Aficiones2: Real Madrid,
learned about Sergio García. What did tenis, fútbol, videojuegos
they learn about Lorena Ochoa Reyes?
Discuss how these two athletes are alike.
arcía
Then have students think about what Sergio G
makes each one unique.

Sergio García es uno de los golfistas competir en el campeonato

más populares en el mundo del PGA desde Gene Sarazen en
1921 y gana el segundo lugar.
5 6

golf profesional.
Bellringer Review Tiene el nombre “El niño.” A los
Have students identify these Sergio juega para el Club de Campo 15 años, juega en un torneo del
cognates in English: del Mediterráneo en Borriol, circuito europeo de profesionales.
Castellón, donde su padre Víctor Y a la edad de 17 años gana su
objetivo profesional evidente es golfista profesional. Juega al golf primer torneo de profesionales.
universidad emocionada desde la edad de tres años y a los
3

(Answers: objective, professional, evident, 12 años es campeón del Club de

4
Es evidente que este español tiene
university, emotional) Campo. Es el golfista más joven en el talento para realizar su objetivo.

1 2 3 4 5 6
You will meet Interests age champion he wins second place
212 doscientos doce
Tema 4 • Los pasatiempos
Pre-AP* Support
• Activity: Have students write one statement
about either Sergio or Lorena without mentioning
their names. As several volunteers read their
statements to the class, have students guess Advanced Learners Heritage Language Learners
who the volunteer is talking about.
Have students choose an athlete in the school Ask students to discuss athletes they are
• Pre-AP* Resource Book: Comprehensive guide
to interview. Suggest that they find out familiar with from a variety of sports. As they
to Pre-AP* reading skill development, pp. 18–24
information similar to what they have read are talking, guide their discussion by asking:
about Sergio and Lorena. Tell them that they How old is this person? Where was he or she
can conduct the interview in English, if the born? What are some of his or her biggest
athlete is not a Spanish-speaking student, but accomplishments or statistics? Do you think
that they should write a summary in Spanish to that he or she is a good role model? Why or
share with the class. why not?

212
RE1_08NATE_Ch4_196-219.qxd 7/6/06 9:19 AM Page 213

Nombre:
Lorena Ochoa Reyes
Communicate:
Fecha de nacimiento: Reading
15/11/81
Lugar de nacimiento:
Guadalajara, México
Su objetivo: Ser la golfista ¿Comprendes?
ANSWERS
número uno del mundo
Universidad: Universidad
de Arizona Resources: Voc. and Gram. Transparency 2;
Aficiones: Básquetbol, tenis, Answers on Transparencies
bicicleta de montaña, Focus: Comparing Sergio García and
correr, nadar, comida
yes
Lorena Ochoa Reyes
choa Re italiana
Lorena O Suggestions: Use the transparency for a
blank venn diagram. Remind students to
Unidos. Ella dice que es look at both the profiles and the
Lorena es la mejor golfista de México.
Juega al golf desde los seis años de muy importante prac- paragraphs to find facts about the two
ticar y entrenar todos athletes. When reviewing answers, ask
9

edad. A los 21 años, gana su primer

torneo de profesionales. Es la única
7
los días. Lorena gana 3 tor- students questions such as: ¿Quién juega
mexicana en calificar al torneo U.S. neos importantes entre 2004 en el Club de Campo del Mediterráneo?
Women’s Open. Ella dice que está y 2005. Un día ella quiere ser la
golfista número uno del mundo. Answers will vary but may include:
muy emocionada porque quiere jugar Sergio García:
mejor y competir en los Estados
7 8 9
8
only better to train
from Spain
professional golfer
his father is a golfer
Los dos:
they both want to be the best
¿Comprendes? they both like tennis
Copy this Venn diagram on a sheet of paper. Lorena Ochoa Reyes:
Make a list in English of at least eight facts from Mexico
that you learned about Sergio and Lorena. younger
Una jugadora profesional Rebecca Lobo, plays golf for her university
Write the facts on your Venn diagram. Include professional basketball player, won a gold
information about Sergio in the left oval, medal in the 1996
information about Lorena in the right oval, Olympics. She
and any fact that applies to both of them in became one of the
WNBA’s original Standards: 4.2
the overlapping oval.
players. Rebecca
wrote a book called
The Home Team,
Suggestions: After reading the text,
which tells about her
Sergio Los Lorena life and her mother’s discuss the question with students.
dos struggle against Encourage them to think about how
breast cancer. In Rebecca Lobo’s struggles and accomplish-
2001, she established
ments may affect her message. Ask
a college scholarship
fund for minority students to name other celebrities or
students who plan athletes who have overcome struggles.
Más práctica to enter the healthcare field. Today, How do they compare with Rebecca Lobo?
Rebecca is an announcer for the WNBA.
● WAV Wbk.: Writing, p. 87 Answers will vary.
● Guided Practice: Lectura, p. 147 • Rebecca Lobo is a popular motivational
● Real. para hispanohablantes, For: Internet Link Activity speaker. What message do you think she
pp. 162–163 Web Code: jcd-0415 gives to her audiences?

doscientos trece 213

Teacher-to-Teacher
Capítulo 4B Have students write a short autobio-
graphical “snapshot.” They can follow
the format used in the boxes to the right
Enrich Your Teaching of the photos. Encourage them to use
vocabulary from this chapter.
Resources for All Teachers

Culture Note For Further Reading

In the 1950s, the “Ticas” of Costa Rica 1985, only one South American country had a Student Resource: Realidades para
formed the first women’s soccer team in Latin team—Brazil. Today almost all South American hispanohablantes: Lectura 2, pp. 164–165
America. However, it wasn’t until 1982 that the countries have women’s soccer teams. Despite a
Federation of International Football Associates long struggle for acceptance, women’s profes-
decided to make women’s soccer official. By sional sports teams are gaining popularity.

213
RE1_08NATE_Ch4_196-219.qxd 6/23/06 6:59 PM Page 214

Culture

Perspectivas del mundo hispano

¿Qué haces en tu
Core Instruction tiempo libre?
Standards: 2.1, 4.2
In many Spanish-speaking countries, extracurricular
Focus: Reading about leisure activities of activities traditionally play a much smaller role in
students in Spanish-speaking countries school life than in the United States. Students
Suggestions: Ask students what they do usually participate in activities such as music and
in their spare time. Tell them that in many athletics at clubs and institutions outside of school.
Spanish-speaking countries, spare time is
not necessarily free time. Many students Although some schools have teams, many students Jugando al hockey en Buenos Aires, Argentina
use it to learn a foreign language or who are interested in sports attend clubs such as
practice a sport in an athletic club. Have el Club Deportivo General San Martín. At these
students read the text and point out clubs teens practice and compete on teams. They
similarities and differences between their also participate in individual sports such as tennis.
experience and that of the students The competition between clubs is sometimes more
described. Direct attention to the photos. intense than the competition between schools.
Of course many students in the United
States also participate in these and similar Students with artistic talents often go to a private
activities. Mention that in general, high- institute to take music, dance, or art lessons. They
school students in Spanish-speaking might attend el Instituto de Música Clásica or
countries do not have jobs. el Instituto de Danza Julio Bocca.
Have students think about how a schedule
like the one described would affect their Many students spend their time outside of classes
studying a foreign language. They might learn English
lives. What would change? Would they ¿Te gusta jugar al ajedrez?
at la Cultura Inglesa or French at la Alianza Francesa.
have to stop doing something? Ask if this
schedule sounds enjoyable. Remember that
In general, students do not hold jobs. They spend
many students today hold jobs out of
their time studying, being with family and friends,
necessity, and that many have very full
and participating in different activities.
schedules, much like the one described
here.
Check it out! Take a survey of your friends to
Direct attention to the Think about it! find out what they do after school. Do they work a
section and have students discuss the part-time job? Do they participate in a sport with
question. a school team or in extracurricular activities at
Answers will vary. school? Do they belong to a club or organization
outside of school?

Think about it! How do the practices in your

Teacher-to-Teacher community compare with what you have learned
Careers: Tema 4 has focused on leisure about young people’s after-school activities in
activities. Have students work in small Spanish-speaking countries?
groups to talk about a career in the field of
recreation. Have them write a list of
Trabajando después de la clases
activities that they might implement as
director of an after-school recreation 214 doscientos catorce
Tema 4 • Los pasatiempos
center for middle school students. Ask
groups to share their lists.

Additional Resources
Student Resource: Realidades para Advanced Learners Students with Special Needs
hispanohablantes, p. 166
Have students research schools in the United Students may participate in special activities or
States where students can go if they have groups. If they wish, invite them to share their
artistic talents; for example, the Juilliard School, experiences with the class.
music conservatories, etc. Have them find out
more about the schools listed in the text. Ask
them to compare the schools and make a short
presentation to the class.

214
RE1_08NATE_Ch4_196-219.qxd 6/23/06 7:00 PM Page 215

Communicate:
Writing
Una invitación
Presentación escrita
Expository
Task
A special event is coming up on the calendar and you Standards: 1.3
want to invite a friend to go with you.
Focus: Writing an invitation
Suggestions: Review the assignment, the
5-step approach, and the rubric with the
1 Prewrite Think about an event that you’d invite a friend class. Make an invitation of your own as a
to attend, such as a concert, sporting event, or party. model for students to use. Refer them to
Write an invitation that includes: the Strategy, and have them write the
Strategy information to be included in their
• the name of the event
Organizing information invitations before beginning. You may
• when, where, and at what time the event is taking place Thinking about the correct wish to have them give you rough drafts.
• who is going format and necessary
In Spanish, review the 5-Ws: Who, What,
information beforehand will
help you create a better Where, When, Why, and have volunteers
2 Draft Use the information from Step 1 to write a first invitation. suggest how these could be included in
draft of your invitation. Begin your invitation with an invitation.
¡Hola . . . ! and close with Tu amigo(a) and your name.
Encourage students to make their
3 Revise Read your note and check for correct spelling and invitations appealing with artwork or
verb forms. Share your invitation with a partner. Your calligraphy.
partner should check the following:
• Did you give all the necessary information?
• Is there anything you should add or change?
• Are there any errors? Pre-AP* Support

4 Publish Write a final copy of your invitation, making Pre-AP* Resource Book: Comprehensive guide to
any necessary changes. You may want to give it to your Pre-AP* writing skill development, pp. 25–35
friend or include it in your portfolio.
Teacher-to-Teacher
5 Evaluation Your teacher may give you a rubric Have students work in groups to create a
for how your invitation will be graded. You probably will singing telegram inviting a special friend to
be graded on: an event. The class can evaluate the
• how complete the information was telegrams in a variety of categories, such
• use of vocabulary expressions as most original, best singing, most
• accuracy of sentence structures humorous.

Portfolio
Attach a copy of the grading rubric to the
final copy of the invitation, and include
both in students’ portfolios.
doscientos quince 215
Capítulo 4B
Additional Resources
Student Resources: Realidades para
hispanohablantes, p. 167; Guided Practice:
Enrich Your Teaching Presentación escrita, p. 148
Resources for All Teachers

RUBRIC Score 1 Score 3 Score 5

Assessment
Amount of information You give very few or no details or You give only a few details or You consistently give many details
examples about locations and examples about locations and and examples about locations, • Assessment Program: Rubrics, p. T30
activities. activities. times and activities. Give students copies of the rubric before
Use of vocabulary You have very little variation of You have limited usage of You have extended use of a variety they begin the activity. Give students
expressions vocabulary use with frequent vocabulary; some usage errors. of vocabulary; few usage errors. examples to demonstrate the different levels
incorrect usage. of performance. After assessing students,
Accuracy of sentence You have at least three sentences; You have at least three sentences; You have at least three sentences; help individuals understand how they could
structures many grammar errors. some grammar errors. very few grammar errors. improve their performance.

215
RE1_08NATE_Ch4_196-219.qxd 6/23/06 7:02 PM Page 216

Culture

El mundo hispano
AT L A S

Core Instruction
Standards: 1.1, 1.3, 2.1, 5.1, 5.2 Contemporáneo
According to the 2000 census, 32,800,000 people (about 12 percent of the total
Resources: Voc. and Gram. Transparency 20 population of the United States) classified themselves as being of Spanish or
Focus: Reading about the current Hispanic descent. Out of that number, 30,700,800 indicated that they were of either
influence of Spanish speakers in the Mexican, Puerto Rican, or Cuban descent. The remaining 2,099,200 people checked
United States “Other Spanish/Hispanic” on their census questionnaires. This broad category
Suggestions: Have students read the included people who came from or who had ancestral ties to other Spanish-
selection. Locate Mexico, Cuba, and Puerto speaking countries in the Caribbean, Central and South America, or Spain.
Rico on the maps. Discuss the latest census
results in the United States and how most
Born in Costa Rica, Dr. Franklin Chang-Díaz (left) was the first
Spanish speakers in this country say they Hispanic astronaut to fly in space. He was selected by NASA in
are from one of these locations. Have 1980 and is a veteran of seven space flights. In 1990, Californian
students think about the reasons people Dr. Ellen Ochoa (right) became the first Hispanic female
from Spanish-speaking countries now astronaut. Since then she has logged more than 978 hours in
space. Her dream is to help build a space station, which she
immigrate to the United States.
considers “critical . . . to human exploration in space.” Both Dr.
Have students read about the astronauts Ochoa and Dr. Chang-Díaz are the recipients of many honors for
featured and discuss their achievements. their technical contributions and their scholarship.
Direct attention to the photo at the top of
p. 217. Discuss the contribution of Spanish
speakers to the arts. New York City has a
large concentration of Puerto Ricans.
¿Sabes que . . . ?
Locate Puerto Rico and New York City on The influence of Spanish-speaking cultures is evident
the maps. Ask students to hypothesize as throughout the United States. Musical artists such as
to why so many Puerto Ricans went to Enrique Iglesias, Shakira, and Marc Anthony sell millions Canadá

New York City when other parts of the of CDs. Actors such as Salma Hayek, Jennifer López,
country are much closer. Have students Cameron Díaz, and Martin Sheen earn great acclaim for
consider the idea that people go where their work. And in politics, Spanish-speaking Americans
they have family. Moving to a new country serve in Congress and top-level Cabinet posts. Estados Unidos

is difficult; being with family greatly eases Para pensar OCÉA N O

PA CÍFICO
OCÉA N O
A TLÁ N TICO

the transition. Remind students that Puerto

Work with a partner and interview a classmate, friend, or México

Rico is a territory of the United States, Alaska Canadá

OCÉANO

acquaintance who is Spanish-speaking or who has ties to a

PACÍFICO
Go l f o d e M é x i c o

which means that Puerto Ricans have an Hawaii

Spanish-speaking country. What is the person’s name?

automatic right to immigrate.
Where did the family come from, and when? Why did the
Have students read the middle paragraph family move to your community? If this person had one
on p. 217. Discuss Miami and Calle Ocho. thing to say to you and your classmates about the
This street has become famous for its immigrant experience and cultural differences, what might
Cuban atmosphere and festivals. Help that be? Write a short account of the interview and present
students see the proximity of Cuba and it to your class or to a small group. For: Online Atlas
Miami on the map. Mention that because Web Code: jce-0002
of the political situation in Cuba, many
Cubans left their country and arrived on 216 doscientos dieciséis
Tema 4 • Los pasatiempos
the shores of Florida. The Cuban influence
is evident throughout Miami.

Advanced Learners Heritage Language Learners

Have students choose a major city or region in Have students find out if there is a city or
the United States with a large Spanish- region in the United States that has a large
speaking population, research celebrations and concentration of people from their heritage
businesses that reflect the Spanish-speaking country. Have them identify the place and find
culture, and prepare a short report indicating out why people from their heritage country
their findings. concentrated there.

216
RE1_08NATE_Ch4_196-219.qxd 6/23/06 7:04 PM Page 217

The music and poetry

of New York
City’s Puerto Rican com
a creative blend of Eng
munity are
lish and Culture
Spanish. Nuyoricans of
the Loisaida
(Lower East Side) rub
shoulders
with people of divers
e ethnic
backgrounds creating
rhythms unlike any oth
sounds and Have students focus on the information
er in the under the photo of the road signs. Discuss
world. The Nuyorican
Poets Café
has become an institut
ion on the how people who live near the Mexico-
Loisaida, where poets, United States border often go to the other
writers,
performance artists,
musicians, and
visual artists of all nat
country for brief visits.
ionalities can
find an outlet for the
ir work.
Direct students to the ¿Sabes que…?
section. Discuss the people mentioned and
highlight their achievements.
Emphasize that people emigrate for a
variety of reasons. Some students may not
understand that many people emigrate for
political reasons. Explain, if necessary, that
not all countries offer the same opportu-
More than half of Miami’s population is nities and freedoms.
of Spanish-speaking descent. Calle Ocho
Direct attention to the Para pensar section.
is the heart of Little Havana, the largest
Cuban American community in the Have students complete it and present it to
United States. The Calle Ocho Festival, the class another day.
which takes place at the end of Carnaval Answers will vary.
Miami, is a great time to sample Cuban
food and dance to some of the world’s
greatest salsa artists.

More Mexicans visit the border town of Laredo, Texas, than any Go Online
other city in the United States; and more United States citizens The Online Atlas provides more detailed
visit the Mexican border town of Tijuana than any other foreign maps of the locations mentioned here.
city. Most of the visitors come from nearby areas and stay for
only a few hours to visit or shop.

doscientos diecisiete 217

Capítulo 4B

Enrich Your Teaching

Resources for All Teachers

Teacher-to-Teacher
Latin American foods are very popular in restaurants according to the country of origin
the United States. Have students research one and make a bar graph indicating the countries
or two major cities across the nation for represented. Which country has the most
restaurants that offer cuisine from Spanish- widespread representation?
speaking countries. Have them sort the

217
RE1_08NATE_Ch4_196-219.qxd 6/29/06 10:02 AM Page 218

Chapter Review
Review To prepare for the test, check to
see if you . . .
• know the new vocabulary
jcd-0499 and grammar
Review Activities Vocabulario y gramática • can perform the tasks on p. 219

Talking about leisure activities and

describing how someone feels: Have
to talk about leisure activities to extend, accept, or decline invitations
students work in pairs to quiz each other. el baile dance conmigo with me
They should take turns being Student A
el concierto concert contigo with you
and Student B. Student A can pantomime
la fiesta party (yo) puedo I can
an activity as Student B says the word in
el partido game, match (tú) puedes you can
Spanish.
ir + a + infinitive to be going to + verb ¡Ay! ¡Qué pena! Oh! What a shame!
Extending, accepting, and declining
ir de cámping to go camping ¡Genial! Great!
invitations; telling what time something
ir de pesca to go fishing lo siento I’m sorry
happens: Student A will invite Student B to
jugar al to play basketball ¡Oye! Hey!
an activity and state what time it will take
básquetbol ¡Qué buena idea! What a good / nice
place. Student B will give an excuse why
jugar al béisbol to play baseball idea!
he or she cannot go based on how he or (yo) quiero I want
jugar al fútbol to play soccer
she feels. (tú) quieres you want
jugar al fútbol to play football
Jugar: Have students write the six americano ¿Te gustaría? Would you like?
pronouns on separate note cards, shuffle jugar al golf to play golf Me gustaría I would like
the cards, and hold them up one at a time. jugar al tenis to play tennis Tengo que . I have to .
Student pairs will take turns saying the jugar al vóleibol to play volleyball
appropriate form of jugar. To reinforce other useful words and expressions
(yo) sé I know (how) demasiado too
vocabulary, ask them to add a sport to
(tú) sabes you know (how) entonces then
create sentences, for example, Ellos juegan
al tenis. to describe how someone feels un poco (de) a little
cansado, -a tired jugar (a) to play (games, sports)
contento, -a happy
juego jugamos
enfermo, -a sick
Portfolio juegas jugáis
mal bad, badly
Invite students to review the activities they juega juegan
ocupado, -a busy
completed in this chapter, including triste sad
written reports, posters or other visuals,
tapes of oral presentations, or other to tell what time something happens
projects. Have them select one or two ¿A qué hora? (At) what time?
items they feel best demonstrate their a la una at one (o’clock)
achievements in Spanish. Include these a las ocho at eight (o’clock)
items in students’ portfolios. Have them de la mañana in the morning
include this with the Chapter Checklist and de la noche in the evening,
Self-Assessment Worksheet. at night
de la tarde in the afternoon
este fin de semana this weekend
Additional Resources esta noche this evening
For Vocabulario adicional, see pp. 472–473.
Student Resources: Realidades para
esta tarde this afternoon
hispanohablantes, p. 168

CD-ROM
Web Code: jcd-0416 218 doscientos dieciocho
Tema 4 • Los pasatiempos
Teacher Resources:
• Teacher’s Resource Book: Situation Cards, p. 220,
Clip Art, pp. 222–223
• Assessment Program: Chapter Checklist and
Self-Assessment Worksheet, pp. T56–T57
Students with Learning Difficulties Heritage Language Learners
Have students review the Repaso del capítulo Have students write a few paragraphs telling
and create flashcards for any words that they about their perfect birthday celebration: Where
do not know. Pair them with a student who is are they going to have it? Whom are they
more confident with the vocabulary to practice. going to invite? What food are they going to
Before the test, provide students with a practice eat? What kind of music are they going to
test, so they can become comfortable with the play? Encourage them to use as many
format. vocabulary words from this chapter as they can.

218
RE1_08NATE_Ch4_196-219.qxd 6/23/06 7:05 PM Page 219

Más práctica Review

● Practice Workbook: Puzzle, p. 83
● Practice Workbook: Organizer, p. 84

For: Test Preparation

Performance Tasks
Preparación para el examen Web Code: jcd-0416

Standards: 1.1, 1.2, 1.3, 4.2 ANSWERS

On the exam you Here are practice tasks similar to If you need review . . .
will be asked to . . . those you will find on the exam . . . Student Resources: Realidades para
jcd-0499
hispanohablantes, p. 169
1 Escuchar Listen to On your answering machine, you hear your pp. 198–201 A primera
and understand friend asking if you can go somewhere with vista Teacher Resources: Teacher’s Resource Book:
messages that give her this weekend. Based on her message, p. 203 Actividad 9 Audio Script, p. 213; Audio Program: Track 15;
information about try to tell: a) where she is going; b) what p. 206 Actividad 13 Answers on Transparencies
when and where to she is going to do; and c) what time she 1. Escuchar
meet someone wants to go.
Suggestions: Use the Audio CD or read
the script.
2 Hablar Make You and a friend have planned a camping p. 202 Actividad 4 Answers and Script:
excuses for not trip this weekend, but another friend now p. 203 Actividad 8 Hola, Toni, soy Susi. Yo voy al centro comercial después
accepting an invitation wants you to do something with him. With p. 204 Actividad 11 de las clases, a las cuatro de la tarde. ¿Te gustaría ir
a partner, take turns rehearsing excuses for p. 207 Actividad 17 conmigo? Voy a comprar algo para un amigo.
declining his invitation. a. Susi is going to the mall.
b. Susi is going to buy something for her friend.
c. Susi is going at 4:00 in the afternoon.
3 Leer Read and You find notes under your desk that were pp. 198–201 A primera 2. Hablar
understand short written to the person who was sitting there vista Suggestions: Remind students that their
messages about before you. Read them to see why people p. 203 Actividad 7
excuses should sound legitimate. Ask them
accepting or declining declined an invitation to a party: pp. 212–213 Lectura
invitations to tell how they feel, and to mention
a) Me gustaría, b) ¡Genial! ¡Una c) ¿A las siete? No
another activity that is preventing them
pero no puedo. fiesta! Ay, pero puedo. Juego un from attending.
Tengo que no puedo. Voy partido de Answers will vary.
estudiar para un de cámping. vóleibol a las 3. Leer
examen. siete y media. Suggestions: Tell students to scan the
Lo siento.
readings for the key word that says why
the person cannot go, and then have them
4 Escribir Write a As a counselor for an after-school program pp. 198–201 A primera
read the entire passage.
short note telling what for children, you must write a note to the vista
you are going to do parents telling them at least three things p. 206 ir + a + infinitive; Answers:
during the week their children are going to do during the Actividad 14 a. The person has to study for a test.
week. (Hint: Start your note with ¡Hola! p. 207 Actividad 15 b. The person is going camping.
Esta semana . . . ) p. 215 Presentación escrita c. The person is going to a volleyball game.
4. Escribir
Suggestions: Remind students that verbs
5 Pensar Demonstrate Think about what you and your friends p. 214 Perspectivas del will be in the third person since they are
an understanding of typically do after school. Are your activities mundo hispano
cultural differences usually school-related? How would you
describing what students will do.
regarding extra- compare what you do to what some Answers will vary.
curricular activities Hispanic teens do in their after-school time? 5. Pensar
Suggestions: Have students refer to
Perspectivas del mundo hispano on p. 214.
doscientos diecinueve 219 Answers will vary.
Capítulo 4B

Assessment
• Chapter Test
STUDENTS NEEDING EXTRA HELP ADVANCED/PRE-AP* • Assessment Program: Examen del
• Alternate Assessment Program: • Pre-AP* Test Bank capítulo
Examen del capítulo 4B • Test Banks A and B
• Audio Program CD 20: Chap. 4B, Track 10 • Pre-AP* Resource Book, pp. 70–73
• Audio Program CD 20: Chap. 4B, Track 10
HERITAGE LEARNERS
• Assessment Program: Realidades para
hispanohablantes: Examen del capítulo 4B
• Heritage Learner Test Bank

219