Contextos 156
In-Class Tips provide suggestions for how to enhance the vocabulary presentation. Ideas include asking personalized questions and emphasizing cognates to build connections to language students already know.
Expansion activities offer suggestions for more complex communication. Pair and group activities engage students as they collaborate and build fluency, while individual activities extend application.
weather expressions by asking students about current weather conditions around the world. Ex: ¿Hace calor en Alaska hoy?
ciento cincuenta y seis
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9 Expansion Use the alternate choices in the exercise to ask students weather-related questions. Ex: No nieva en
Yucatán. ¿Dónde nieva? 10 In-Class Tip Point out the words soleado, lluvia, and nieve in the key. Have students guess the meaning of these words based on the context. Finally, explain that soleado is an adjective and lluvia and nieve are nouns related to llover and nevar.
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nevar y va a hacer mucho frío.
Estudiante 1: ¿Cuál es la temperatura máxima? Estudiante 2: Treinta y un grados (degrees). Estudiante 1: ¿Y la temperatura mínima? Estudiante 2: Diez grados.
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11 In-Class Tip Model the activity by completing the first two sentences about yourself. 11 Expansion
nublado nublado
nieve nieve
Nueva York Nueva York
Miami Miami
Chicago Chicago
París París
Madrid Madrid
Tokio Tokio
Máx. 31° Máx. 31° Mín. 10° Mín. 10°
Máx. 84° Máx. 84° Mín. 62° Mín. 62°
Máx. 23° Máx. 23° Mín. 5° Mín. 5°
Máx. 38° Máx. 38° Mín. 26° Mín. 26°
Máx. 42° Máx. 42° Mín. 27° Mín. 27°
Máx. 49° Máx. 49° Mín. 34° Mín. 34°
Montreal Montreal
México D.F. México D.F.
Cozumel Cozumel
Caracas Caracas
Quito Quito
Buenos Aires Buenos Aires
Máx. 18° Máx. 18° Mín. 2° Mín. 2°
Máx. 76° Máx. 76° Mín. 41° Mín. 41°
Máx. 91° Máx. 91° Mín. 73° Mín. 73°
Máx. 80° Máx. 80° Mín. 72° Mín. 72°
Máx. 60° Máx. 60° Mín. 51° Mín. 51°
Máx. 85° Máx. 85° Mín. 59° Mín. 59°
Cuando Cuando Cuando Cuando Cuando Cuando Cuando Cuando Cuando Cuando
hace sol, yo… llueve, mis amigos y yo… hace calor, mi familia… hace viento, la gente… hace frío, yo… hace mal tiempo, mis amigos… nieva, muchas personas… está nublado, mis amigos y yo… hace fresco, mis padres… hace buen tiempo, mis amigos…
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viento viento
Completar Complete these sentences with your own ideas. Answers will vary. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Available online.
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lluvia lluvia
NOTA CULTURAL
In most Spanish-speaking countries, temperatures are given in degrees Celsius. Use these formulas to convert between grados centígrados and grados Fahrenheit. degrees C. × 9 ÷ 5 + 32 = degrees F. degrees F. - 32 × 5 ÷ 9 = degrees C.
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Itinerario Create a trip itinerary for a friend, a relative, or someone famous. First, choose a destination. Include information about transportation and accommodations, as well as a section for each day with activities. Answers will vary. fechas lugar transporte hotel actividades
Síntesis 15
Un viaje With a partner, role-play a conversation between a travel agent and a client planning a trip. Discuss destinations, dates, transportation, hotel accommodations, and activities for the trip. Answers will vary.
CONSULTA
Speech Recognition, embedded in the Vocabulary Tutorials, identifies student utterances in real time and objectively determines whether a student knows the word. This innovative technology increases student awareness of pronunciation through low-stakes production practice.
Have pairs imagine that one of them is a journalist and the other is a celebrity. Then have them conduct the interview using questions 3–8. 13 Virtual Chat
Available online. 14 In-Class Tip Have students create a tourist brochure of the destination they selected for their trip. 15 In-Class Tip Encourage students to use the information they prepared in activity 14 Itinerario as the basis of this conversation. 15 Expansion Divide the class in pairs and distribute the handouts for activity Un viaje from the online Resources (Lección 5/Activity Pack/ Information Gap Activities). Ask students to read the instructions and give them ten minutes to complete the activity.
Interpersonal communication activities
target the development of students' skills in real-time negotiation of meaning with one or more partners in both spoken and written communication settings.
Presentational communication activities
target students' skills in producing a variety of written and spoken language.
Teaching Options offer in-class activity ideas to reinforce new and previously taught vocabulary. Games, such as 20 questions or charades, enliven students’ newly-acquired vocabulary.
Pairs Practice Extra Tell Narrate studentsathey brief...... are part of a scientific expedition to Antarctica (la Antártida). Have them write a letter back home about the weather conditions and their activities there. Begin the letter for them by writing Queridos amigos on the board. Game Have each student create a Bingo card with 25 squares (five rows of five). Tell them to write GRATIS (free) in the center square and the name of a different city in each of the other
squares. Have them exchange cards. Call out different weather expressions. Ex: Hace viento. Students who think this description fits a city or cities on their card should mark the square with the weather condition. In order to win, a student must have marked five squares in a row and be able to give the weather condition for each one. Ex: Hace mucho viento en Chicago.
Set up the classroom chairs in two parallel rows so pairs of students face each other. The students in one row will be assigned the role of travel agents and the others will be the customers. Let them interact for two minutes and then ask one row to shift one seat to the right, and ask the new pairs to continue the role-play. 15 Partner Chat
Available online. Contextos
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target students’ reading and listening comprehension skills.
15 In-Class Tip
Teacher’s Edition • Lesson Five
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Comunicación provides scaffolded activities built around the three modes of communication:
Interpretive communication activities
Communication 1.1
TEACHING OPTIONS
Small Groups Have students form groups of two to four. Hand out cards that contain the name of a holiday or other annual event. The group must come up with at least three sentences to describe the holiday or occasion without mentioning its name. They can, however, mention the season of the year. After discussing, other groups must first guess the month and day on which the event takes place, then name the holiday or event itself.
12 In-Class Tip Ask students if they have ever been to a travel agency. Let them share their experiences before doing the activity.
13 Expansion
¿Cuál es la fecha de hoy? ¿Qué estación es? ¿Te gusta esta estación? ¿Por qué? ¿Qué estación prefieres? ¿Por qué? ¿Prefieres el mar o las montañas? ¿La playa o el campo? ¿Por qué? Cuando haces un viaje, ¿qué te gusta hacer y ver? ¿Piensas ir de vacaciones este verano? ¿Adónde quieres ir? ¿Por qué? ¿Qué deseas ver y qué lugares quieres visitar? ¿Cómo te gusta viajar? ¿En avión? ¿En motocicleta...?
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Communication 1.1, 1.2, 1.3
12 Script See the script for this activity on Interleaf page 151B.
Calor and frío can apply to both weather and people. Use hacer to describe weather conditions or climate. (Hace frío en Santiago. It’s cold in Santiago.) Use tener to refer to people. (El viajero tiene frío. The traveler is cold.) See Estructura 3.4, p. 101.
TEACHING OPTIONS
TPR Have volunteers mime situations that elicit weather-related vocabulary from the class. Ex: A shiver might elicit hace frío. Heritage Speakers Ask heritage speakers to talk about typical weather-dependent activities in their families’ countries of origin. Refer them to Actividad 11 as a model. Ex: En México, cuando hace frío, la gente bebe ponche de frutas (una bebida caliente).
Ilógico
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Preguntas personales Answer your partner’s questions. Answers will vary. 1. 2. 3. 4. 5. 6. 7. 8.
Estudiante 2: Hace frío y hace viento.
10 Partner Chat
Tell students to imagine that they are six years old again. Then have them write a short paragraph repeating the activity.
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Estudiante 1: ¿Qué tiempo hace hoy en Nueva York?
temperatura está a 85 grados en Buenos Aires, ¿a cuánto está en Tokio?
• To challenge students, ask them to predict tomorrow’s weather for these cities, based on the same cues. Have them use ir a + [infinitive]. Ex: En Montreal, mañana va a
1. El señor Vega quiere visitar la Antártida. 2. Hace calor en Puerto Rico. 3. El señor Vega va a ver el mar en Puerto Rico. 4. El señor Vega va a comprar un pasaje de ida y vuelta. 5. El señor Vega viaja con su familia.
tiempo
soleado soleado
En la agencia de viajes Listen to the conversation between Mr. Vega and a travel agent. Then indicate whether the following conclusions are lógico or ilógico, based on what you heard. Lógico
modelo
10 Expansion
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Comunicación 12
A mis padres les gusta ir a Yucatán porque (hace sol, nieva). hace sol Mi primo de Kansas dice que durante (during) un tornado, hace mucho (sol, viento). viento Mis amigos van a esquiar si (nieva, está nublado). nieva Tomo el sol cuando (hace calor, llueve). hace calor Nosotros vamos a ver una película si hace (buen, mal) tiempo. mal Mi hermana prefiere correr cuando (hace mucho calor, hace fresco). hace fresco Mis tíos van de excursión si hace (buen, mal) tiempo. buen Mi padre no quiere jugar al golf si (hace fresco, llueve). llueve Cuando hace mucho (sol, frío) no salgo de casa y tomo chocolate caliente (hot). frío Hoy mi sobrino va al parque porque (está lloviendo, hace buen tiempo). hace buen
El clima With a partner, take turns asking and answering questions about the weather and temperatures in these cities. Use the model as a guide. Answers will vary.
• Ask students questions that compare and contrast the weather conditions presented in the activity or on the weather page of a Spanish-language newspaper. Ex: Cuando la
ciento cincuenta y siete
Las vacaciones
Seleccionar Paco is talking about his family and friends. Choose the word or phrase that best completes each sentence. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
¿Nieva en Puerto Rico?
Lección 5
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9 In-Class Tip Review
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Video Virtual Chat activities provide students with opportunities to develop their listening and speaking skills. They also help build students’ confidence as they practice with video recordings of native speakers. Students also benefit from nonverbal and articulatory cues that are essential for production and pronunciation.
Emparejar is a low-stakes matching activity that provides students with a cumulative review of lesson vocabulary.
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