Para estudiar mejor . . .

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Communicate:
Reading
Objectives
• Read and understand an article
about good study habits
• Make a coat of arms
• Describe what you would do
if you were principal for a day
Lectura
• Read about Guanajuato, Mexico
Core Instruction
Standards: 1.2, 3.2
Focus: Reading about good study habits
Suggestions: The ¡Adelante! section of
the chapter provides culminating activities
and high-interest information. The Lectura
offers students authentic reading tasks
drawn from many different sources.
Pre-reading: Direct attention to the
Estrategia. Have students identify and then
write the subheads on a piece of paper in
three columns to use as they read.
Reading: Have volunteers read each of the
three sections aloud. Stop after each
section and ask students to look for at
least one piece of advice to write under
the appropriate subhead on their papers.
Post-reading: Ask students to share the
advice they wrote for each section. Have
students add their own tips to their lists.
Allow them to use their lists to complete
the ¿Comprendiste? questions.
Para estudiar mejor . . .
Para comprender bien tus clases y sacar buenas
notas, es importante estudiar bien. Pero hay muchos
estudiantes que no saben estudiar. A veces no prestan
atención y otras veces no piden ayuda cuando no
entienden algo. Lee estos consejos (advice) para
estudiar mejor de la revista española Okapi.
Estrategia
Using heads and subheads
Reading the heads and subheads
in an article will often help you
anticipate the material being
presented. Before you read the
magazine article below, try
reading the head and subheads.
What kinds of advice do you
think will be in the article?
1
Bellringer Review
Place this chart on the board:
Un(a) estudiante bueno(a) Un(a) estudiante malo(a)
2
Silvia López, fiel lectora de Okapi,
nos da estas interesantes técnicas
de estudio para los exámenes.
Queremos repetirlas aquí para
todos ustedes.
Have students fill in the chart with the different
study habits of successful and unsuccessful
students.
1gold
34
34
2 faithful
reader
treinta y cuatro
Tema 1 • Tu día escolar
Advanced Learners
Students with Learning Difficulties
Have students prioritize study habits that they
use to be successful in school. Have them
create posters, using words and illustrations, to
hang in the classroom to remind the class
about good study habits.
Help students summarize the study tips in the
reading and create a flyer that lists them. Post
the flyer on the bulletin board and make
individual copies for students. Tell them to refer
to the flyer throughout the year to help them
study.
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Communicate:
Reading
¿Comprendiste?
1. ¿Cierto o falso? No es necesario estudiar
a la misma hora todos los días.
2. ¿Según el artículo, es importante ser una
persona organizada?
3. ¿Qué consejos del artículo ya (already)
practicas?
4. ¿Qué piensas de estos consejos? ¿Son fáciles
de seguir (to follow) en tu casa?
5. ¿Qué otros consejos para estudiar mejor les
puedes dar a tus compañeros?
Más práctica
WAV Wbk.: Writing, p. 15
Guided Practice: Lectura, p. 31
● Real. para hispanohablantes,
pp. 22–23
●
●
Okapi es una revista publicada en España para
jóvenes. Tiene artículos sobre el mundo de hoy:
los estudios, la vida social, la música, la escuela.
Hay secciones dedicadas a las ciencias, los
deportes, la historia, la tecnología, los libros y
mucho más. Las actividades y los consejos pueden
interesar a todos.
¿Comprendiste?
Standards: 1.2
ANSWERS
Resources: Answers on Transparencies
Focus: Verifying reading comprehension
Suggestions: If you had students create
lists as they read the Lectura, allow them
to use these as they answer the questions.
Encourage students to answer in complete
sentences, even if the answer requires only
a “yes” or “no” answer.
Answers:
• ¿Lees una revista
similar a Okapi?
¿Qué tipo de
información
hay en las revistas
que tú lees?
For: Internet Activity
Web Code: jdd-0106
1. Falso. Es necesario establecer un horario fijo para
estudiar.
2. Sí, es importante ser una persona organizada.
3. Answers will vary.
4. Answers will vary.
5. Answers will vary.
¿Qué debes hacer a la hora
de estudiar?
Para estudiar mejor necesitas una
buena organización del trabajo y unos
hábitos saludables. Siempre debes
ser positivo. Repite frases com3 o “yo
puedo hacerlo” o “soy capaz ”.
4
Cuida tus libros y otros materiales.
Generalmente una persona constante,
organizada y trabajadora tiene buenos
resultados en los estudios.
s
debes planear unos pequeños descanso
ndes
de 5 a 10 minutos. Y si no entie
algo, pide ayuda: ¡Tus padres o tus
hermanos mayores te pueden ayudar!
Standards: 1.2, 2.2, 4.2
¿Cómo puedes estudiar
mejor y sacar buenas notas?
Suggestions: If possible, bring in copies of
Okapi or similar magazines, or find online
versions on the Web. Ask students to skim
the magazines and describe the types of
articles they see. Have students bring in
magazines they like to read to use as a
reference when answering the Fondo
cultural question.
Answers will vary.
Tienes que cuidarte. Debes comer bien
y dormir lo suficiente. Por ejemplo,
no es bueno estudiar muy tarde por
la noche antes de un examen.
Debes estar tranquilo, sin estar
ni nervioso ni ansioso. La
¿Cómo puedes organizar te
tranquilidad emocional te
para estudiar?
ayuda a pensar mejor.
Establece un horario fijo para estudiar
También tienes que cuidar tu
y planifica tu tiempo. Tienes que pasar vista:5 cuando lees, el libro debe estar
suficiente tiempo para llegar al punto
a 35–40 cm de distancia de tus ojos y
bién
Tam
.
ción
de máxima concentra
siempre debes usar una buena lámpara.
3 capable
4 Take
care of
Pre-AP* Support
5 vision
treinta y cinco
Capítulo 1A
Enrich Your Teaching
Resources for All Teachers
Teacher-to-Teacher
Write all of the rules mentioned in the reading
on individual pieces of paper, making enough
copies so that everyone in the class has one
rule. Have students work in groups. Tell one
student to act out a rule while the others try
to guess which one it is. To encourage variety,
have some students act out what not to do.
Activity: Divide students into groups of three.
Assign each of the three students one of the
subtitled sections to read silently and then write a
multiple choice question about it. Finally, have
each student read aloud his or her section while
the group members follow along. Once all
sections have been read, have them ask each
other their multiple-choice questions.
• Pre-AP* Resource Book: Comprehensive guide
to Pre-AP* reading skill development, pp.18–24
•
35
For Further Reading
Student Resources:
Realidades para hispanohablantes, pp. 24–25
Lecturas para hispanohablantes 2, “Cuaderno de
tareas,” pp. 68–70
• Guided Practice: Lectura, p. 31
AP* Literature Author: Antonio
Machado, Lecturas para hispanohaPre-AP* blantes 2, “Recuerdo infantil,” p. 72
•
•
35
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Communicate:
Culture
La cultura en vivo
Core Instruction
Standards: 1.2, 1.3, 2.2, 3.1
Focus: Creating a coat of arms for the
school
Suggestions: The La cultura en vivo
sections introduce students to cultural
products of the Spanish-speaking world. In
alternate chapters, there is the Perspectivas
del mundo hispano, which presents cultural
perspectives.
Bring in samples of coats of arms from
history books or find university logos that
contain coats of arms. Ask students to point
out symbols and colors and give their
opinions about why they think they were
chosen. If possible, bring in your own family
coat of arms and explain the symbols to
students. Ask interested students to research
the meanings of various colors and symbols
in heraldry (the study of coats of arms and
emblems).
Ask the woodshop teacher at your school to
make you a blank coat of arms. Have the
class vote on the best coat of arms and
allow the winning group to transfer their
drawing onto the wood. Hang the winning
coat of arms in the classroom.
Extension: Have students research their
family coat of arms. Ask volunteers to
present their coat of arms and explain how
they symbolize the history of their family.
Un nuevo escudo de armas
Los escudos de armas1 son una manera antigua de
identificar a las familias importantes o a los reyes 2.
Los escudos tienen símbolos, animales y colores que
representan a la familia. Hoy, muchas familias
continúan usando los escudos de armas. Muchas
compañías, universidades y escuelas también usan
escudos de armas que son una versión moderna de esta
manera de identificación.
¡Compruébalo! ¿Tiene tu escuela un escudo de
armas? Investiga si tu escuela tiene uno y cuál es su
significado.
Objetivo
Haz un escudo de armas para tu escuela. Si tu
escuela tiene uno, haz otro nuevo.
Figura 1
Éste es el escudo del
Reino de España. En la parte de arriba
está la corona (crown) de los reyes.
Materiales
• hojas grandes de papel
• lápices de colores
Instrucciones
Trabaja con un grupo de tres o cuatro estudiantes.
1 Piensen en los símbolos de su escuela. ¿Cómo pueden
usar estos símbolos en su nuevo escudo?
2 Dibujen la forma de un escudo o hagan una copia
del escudo en la Figura 2.
3 Escojan tres o más símbolos.
4 Escojan tres o más colores.
5 Escojan un lema3 en español para la escuela, por
ejemplo, Siempre listos o Salud, trabajo y bienestar.
Teacher-to-Teacher
e-amigos: Pair students to be e-amigos.
Have them socialize by sending each other
e-mails. Ask them to introduce themselves
and to exchange information about their
classes. Encourage them to ask questions
about their partner’s classes. Have students
print out their e-mails or send them to you
for your review.
6 Dibujen el escudo y preséntenlo a la clase.
1coats
of arms
2kings
3slogan
Figura 2
36
treinta y seis
Tema 1 • Tu día escolar
Additional Resources
Student Resource: Realidades para
hispanohablantes, p. 26
36
Advanced Learners
Students with Learning Difficulties
Have students search the Web for information
on the official coat of arms of Spain or of the
royal family. Have them write a report
explaining how the symbols reflect the history
of the country.
To help students prepare for their oral presentation, encourage those with oral expression
difficulties to tape-record or videotape a
practice presentation. They can then play it
back and make appropriate adjustments to
their rate, intonation, volume, and nonverbal
gestures.
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Communicate:
Speaking
Director(a) por un día
Presentación oral
Core Instruction
Task
You have been invited to be principal for a day. Your
first task is to create some new school rules and display
them on a poster. Be creative! After you complete the
poster, present it to the class.
Standards: 1.3, 3.1
1 Prepare Make a list of six new school rules. Include three
things students must do and three that are not allowed. You
want to create a very supportive environment where people
will learn better. Then make a poster to illustrate your rules.
Estrategia
Brainstorming
2 Practice Using the illustrations on your poster, go through
your presentation several times. You can use your notes when
you practice, but not when you present. Be sure to:
• include three things that students must do and three things
that are not allowed
• use complete sentences
• speak clearly
Before you prepare a presentation, think of all the possible
ideas for your project. List all
your ideas, without judging
whether they are good or bad.
Then go back and review your
list. Pick the best ones for your
presentation.
Modelo
Éstas son mis reglas nuevas: Todos los estudiantes deben hacer
preguntas si no entienden algo. Y hay que . . . ¡Se prohíbe
hablar inglés en la clase de español! Y tampoco deben . . .
Portfolio
Record students’ oral presentations on
cassette or videotape for inclusion in their
portfolios.
3 Present Tell your classmates
your new school rules, using the
visuals on your poster.
4 Evaluation Your teacher may
give you a rubric for how the
presentation will be graded. You
probably will be graded on:
• how complete your presentation is
• how easy it is to understand you
• how clearly the visuals on your poster illustrate
your rules
Pre-AP* Support
•
Student Resources: Realidades para
hispanohablantes, p. 27; Guided Practice:
Presentación oral, p. 32
37
Enrich Your Teaching
Resources for All Teachers
Score 1
Pre-AP* Resource Book: Comprehensive guide
to Pre-AP* speaking skill development, pp. 36–46
Additional Resources
treinta y siete
Capítulo 1A
RUBRIC
Focus: Speaking about appropriate and
inappropriate school behavior
Suggestions: The Presentación oral helps
students learn to build oral presentations
of many sorts using a four-step approach.
In alternate chapters, there is a parallel
Presentación escrita.
To help students brainstorm, suggest that
they think about the rules in their own
school. Are there any rules that don’t
work? Are there some that could be
improved? Also encourage students to
think about problems in school that could
be prevented by rules.
Review the four-step approach with
students. Emphasize the importance of
planning and practicing for an oral presentation. Remind students to use their visual
presentation to help organize their oral
presentation.
Score 3
Score 5
Completeness of your
task
You provide some of the
information required.
You provide most of the
information required.
You provide all of the
information required.
How easily you are
understood
You are difficult to understand
and have many grammatical
errors.
You are fairly easy to understand
and have occasional
grammatical errors.
You are easy to understand and
have very few grammatical
errors.
How clearly your visuals
match your rules
You provide four visuals that
clearly match your rules.
You provide five visuals that
clearly match your rules.
You provide six visuals that
clearly match your rules.
Assessment
•
Assessment Program: Rubrics, p. T27
Give students copies of the rubric before
they begin the activity. Go over the
descriptions of the different levels of
performance. After assessing students,
help individuals understand how their
performance could be improved.
37
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Culture
Las estudiantinas de Guanajuato son grupos
de jóvenes que pasean cantando y caminando
por las calles. Llevan trajes de diferentes
colores y tocan instrumentos musicales.
Videomisterio
Core Instruction
Preparación para . . .
Standards: 1.2, 3.2, 5.2
Resources: Voc. and Gram. Transparencies:
Map 12
Focus: Reading about Guanajuato to
prepare for the Videomisterio
Suggestions: Before reading the introductory paragraph, have students find
Guanajuato on the map. Have students
locate Mexico City, the Pacific Ocean, the
Gulf of Mexico, and the United States.
Point out that Guanajuato, the capital city
of the state of Guanajuato, is bordered on
the north by the Sierra Central region,
which includes San Miguel de Allende and
Dolores Hidalgo, two other cities students
will get to know in the Videomisterio.
To give students perspective on the size of
Guanajuato, have them research the
population of their town or city, as well as
various cities in their state.
Direct attention to the photo of las estudiantinas. Explain that these are student
groups that dress in medieval attire and
stroll through the streets singing and
playing their music. This custom is based
on the Spanish tradition of las tunas. The
tradition was brought to Guanajuato in
1963, and today it is an important part of
the culture of the city. Large groups of
people follow the musicians as they tour
the city’s narrow streets singing songs and
telling stories.
Point out the photo of the Bocamina de la
Valenciana mine and ask students if they
have ever visited a mine. If so, where?
What was it like?
Ask students to look at the photo of El
Pípila, and ask them to predict its actual
size. Tell them that the statue is 26 meters
(85 feet) tall. Explain that Juan Olaguíbel
built it in 1939 and that it contains an
interior staircase that visitors can use to
climb to the top. Point out that the
Alhóndiga de Granaditas is a fortress that
was built between 1798 and 1809, and
was the site of one of the first battles for
Mexican independence from Spain.
38
Guanajuato
Bienvenidos a Guanajuato, lugar principal
del Videomisterio. A unos 450 kilómetros
al noroeste de la Ciudad de México,
Guanajuato tiene una población de más
de 141,000 habitantes y es una ciudad con
mucha historia. En los dos primeros Temas,
van a conocer algunos lugares que tienen
importancia en el video En busca de la
verdad. Van a empezar a ver el video con
el Tema 3.
Esta bella ciudad tiene una hermosa
arquitectura del período colonial
(siglos1 XVI a XVIII). Esto fue posible
gracias a la riqueza2 de sus minas durante
la colonización española de México. Estas
minas hicieron de Guanajuato una ciudad
muy importante, con costumbres y
tradiciones españolas.
Hoy en día, Guanajuato todavía es una de
las ciudades mexicanas más importantes en
la producción de plata3. Sus minas, tal como
la Bocamina de la Valenciana, son lugares
de mucho valor histórico y cultural.
Guanajuato es famosa por sus grandes héroes y
batallas de la independencia mexicana (1810–1821).
“El Pípila” es un monumento en homenaje al
minero Juan José Martines de los Reyes. En 1810
él se convirtió en héroe cuando le prendió fuego 4
a la puerta de la fortificación española, llamada
Alhóndiga de Granaditas.
1centuries
38
2 riches
3silver
4 set
fire
treinta y ocho
Tema 1 • Tu día escolar
Advanced Learners
Students with Learning Difficulties
Have students search the Internet to find studyabroad programs that offer summer classes at
the Universidad de Guanajuato. Ask them to
choose a program and write a report describing
what classes they would like to take and where
they would like to live. Have them include
information about cost, lodging, and dates.
Students may have difficulty putting the dates
in Mexican history into perspective. Give them a
timeline with important dates in American
history and have them use a colored pencil to
write in the historical dates mentioned in the
reading. Encourage them to add dates to the
timeline when viewing Videomisterio episodes.
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Culture
Guanajuato es famosa por sus estrechas y empedradas 5
calles, llamadas callejones. También es un gran centro
artístico, intelectual y cultural. Aquí nació el muralista
Diego Rivera. Hay una respetada universidad en el centro.
También hay una gran cantidad de museos, algunos
artísticos, como el Museo Iconográfico del Quixote, y
otros raros 6, como el Museo de la Momia.
Guanajuato celebra cada octubre el Festival Cervantino.
Es en honor al escritor español Miguel de Cervantes
y llegan personas de todo el mundo.
Tijuana
¿Sabes que . . . ?
Estados Unidos
Ciudad
Juárez
SI
Chihuahua
RA
SIE
ER
RR
M
RE
CC
ID
IE
TA
este
NT
L
OCÉANO PACÍFICO
Guadalajara
Querétaro Paricutín
La belleza colonial y la vida cultural de Guanajuato
atrae a visitantes de todo el mundo. ¿Qué ciudad
estadounidense conoces que hace lo mismo?
SI
Guanajuato
AL
sur
Para pensar
ER
RA
M
Mérida
Ciudad Iztaccíhuatl
de Veracruz
México Popocatépetl
AD
RE
Puebla
DE
Acapulco
Frontera nacional
Capital
Ciudad
Volcán o montaña
0
0
Golfo de M éxic o
OR
EN
oeste
Monterrey
RE
México
O
norte
Nuevo Laredo
AD
A M
AD
Guanajuato tiene muchas calles subterráneas. Las
calles son productos de las viejas minas y antiguos
ríos. Éstas permiten que los coches pasen por la
ciudad sin afectar la arquitectura colonial y estilo
de vida guanajuatense.
300
300
L S Oaxaca UR
ISTMO DE
TEHUANTEPEC
600 millas
600 kilómetros
Belice
Guatemala
El Salvador
Suggestions: Direct attention to the
photo of the callejón, a narrow street or
alleyway that is typical of the city of
Guanajuato. Tell students about the
famous Callejón del Beso. Explain that
when the estudiantinas get to the Callejón
del Beso, they tell a story similar to that of
Romeo and Juliet and encourage couples
to follow the tradition of kissing at the
bottom of the street.
Point out the photo of the statues of Don
Quixote and Sancho Panza. Ask students if
they have ever read anything written by
Miguel de Cervantes. Have they ever seen
the movie or play, The Man of La Mancha?
The festival is one of the most important
arts festivals held in a Spanish-speaking
country. It attracts nearly 150,000 visitors
annually. It has been held in Guanajuato
every October since 1972.
To help students answer the Para pensar
question, have them research colonial cities
in the United States. You may prefer to list
colonial cities on the board and have
students who have visited them give
descriptions and explanations for why they
are popular among tourists.
Answers will vary.
Extension: Ask students to choose their
favorite colonial city and write a tourist
brochure describing the city’s history and
attractions. If possible, encourage them to
include photos of the city that they took
when they visited there, or have them
download visuals from the Internet.
Assessment
•
5 narrow
and cobblestoned
6 strange
treinta y nueve
Capítulo 1A
Quiz on PresEXPRESS
39
Enrich Your Teaching
Resources for All Teachers
Culture Note
Internet Search
Miguel de Cervantes was one of the greatest
writers Spain has ever produced. His most
famous work of fiction, Don Quixote, was
published when Cervantes was already middleaged. Prior to its publication, Cervantes had
been held for a time as a slave in North Africa
and had served with distinction in the Spanish
Army.
Keywords:
Festival Cervantino +
Guanajuato
39