1. Before viewing the animation, read the context below then open Section One, Day One of the Workbook and do question 1.

Transcription

1 1 Section One: Birthdays DAY ONE In this lesson, I will view an animation titled El cumpleaños de mi abuelo. 1. Before viewing the animation, read the context below then open Section One, Day One of the Workbook and do question Read the context below then view the animation El cumpleaños de mi abuelo on the Animation CD or Website. Context: Michel has invited Isabel to join his family for his grandfather s birthday brunch. Before entering the room, Michel introduces his family to Isabel. Pg 3

2 In addition to celebrating birthdays, Spanish speakers may also celebrate, El día del santo, the feast day of their namesake patron saint. Traditionally, among Hispanics who practice the Roman Catholic faith, a Hispanic child is named after a saint. Each saint has his or her own feast day in the Catholic church and it is this day that is celebrated in addition to birthdays. On the feast day of the namesake saint, the family celebrates with a party and often goes to church and attends mass. The celebration is religious, and the celebrant usually receives gifts as well. Example: Mateo might have a birthday on February 18 with a feast day on September 21. Antonio might have a birthday on August 3 with a feast day on January 17. Genoveva might have a birthday on July 7 with a feast day on January 3. Do you remember the song, Las mañanitas, from the previous Module? Here it is again to remind you: Estas son las mañanitas, Que cantaba el rey David, Hoy por ser DÍA DE TU SANTO, Te las cantamos a ti! Now you know exactly what they are talking about! Pg 4

3 3. Open Section One, Day One of the Workbook and do question View the animation again. This time, pay attention to the song the family sings when Michel s father brings in the birthday cake. Try singing the song while watching the animation. Follow the lyrics below. Cumpleaños feliz, Te deseamos a ti Cumpleaños, cumpleaños Cumpleaños feliz 5. Open Section One, Day One of the Workbook and do question 3. Pg 5

4 DAY TWO In this lesson, I will be introduced to new vocabulary related to the family. 1. Open Section One, Day Two of the Workbook and do question Listen to Track 1 on the Module 3 CD. Take some time to familiarize yourself with the vocabulary related to family members. Listen to the words and practice saying them at least twice. el abuelo la abuela los abuelos el hermano la hermana la tía el tío el primo la madre el padre los padres Pg 6

5 3. View again the animation El cumpleaños de mi abuelo on the Animation CD or Website. This time, pay attention to the way Michel introduces the members of his family. Did you notice how Michel used the possessive adjectives mi and mis when he presented his family to Isabel? Ellos son MIS abuelos: MI abuelo Francisco y MI abuela Teresa. Mi and Mis refer to My. The form you use depends on the number (singular or plural) of the noun following the possessive adjective. Review the examples below: mi tía Emilia mis abuelos (my aunt Emilia) (my grandparents) 4. Open Section One, Day Two of the Workbook and do questions 2 and 3. Pg 7

6 There are different ways to present someone. When presenting a person, you can use Es: Es mi abuelo. When presenting more than one person, you can use Son: Son mis abuelos. You can also use Te presento a which literally means I am introducing you to but is more simply translated as Here is/here are or This is/these are. Te presento a mi abuelo. (Here is/this is my grandfather.) Te presento a mis abuelos. (Here are/these are my grandparents.) Pg 8

7 5. Read the context below then listen to Track 2 on the Module 3 CD. Use the following pictures from left to right to help you understand. Context: Michel introduces his family to you for a second time. 6. Open Section One, Day Two of the Workbook and do question 4. Pg 9

8 DAY THREE In this lesson, I will review how to ask questions. 1. Read the context below then listen to Track 3 on the Module 3 CD. Use the following picture to help you understand. Context: Michel is showing Enrique a photo taken at his grandfather s birthday party. Pg 10

9 When you don t know the identity of a person, there are various ways to ask who that person is. Quién es? Es mi madre. Es tu madre? No, es mi tía Emilia. Es ella tu madre? Sí, es mi madre. (Who is this?) (This is my mother.) (Is that your mother?) (No, that s my Aunt Emilia.) (Is that your mother?) (Yes, that s my mother.) Remember that es becomes son when you re asking a question about more than one person. Son tus abuelos? Sí, son mis abuelos. 2. Open Section One, Day Three of the Workbook and do question 1. Pg 11

10 When asking someone a question about someone else, pay attention to the possessive adjective. Look at the examples. Es tu padre? Sí, es mi padre. Is he your father? Yes, he is my father. Es tu madre? No, es mi tía. Son tus padres? Sí, son mis padres. Masculine or Feminine Singular mi padre, mi madre Masculine or Feminine Plural mis padres tu abuelo, tu abuela tus abuelos 3. Listen to Track 4 on the Module 3 CD. Listen to each set of questions and answer at least twice. Then, without listening to the CD, try to ask a question for each image. Answer each question. Son tus padres? Es tu madre? Es tu tío? Es tu abuela? Sí, son mis padres. No, es mi tía. No, es mi hermano. Sí, es mi abuela. 4. Open Section One, Day Three of the Workbook and do questions 2, 3, and 4. Pg 12

11 DAY FOUR In this lesson, I will review numbers and how to express my age and the age of others in Spanish. 1. Open Section One, Day Four, of the Workbook and do question 1. When you count orally or when you write numbers in Spanish, there are a few rules to remember. Some numbers don t follow a specific pattern. They are as follows: 10: diez 20: veinte 11: once 30: treinta 12: doce 40: cuarenta 13: trece 50: cincuenta 14: catorce 60: sesenta 15: quince Pg 13

12 continued Numbers ending in 1 to 9 (with the exception of the numbers listed above) take an extra word between the tens and the units: For example: 16: diez y seis 21: veinte y uno 32: treinta y dos 43: cuarenta y tres 54: cincuenta y cuatro 65: sesenta y cinco There is no simple way to remember them. Create a song, a rhyme, make a drawing or write them in your notebook. Listen to Track 5, on the Module 3 CD. Listen to the number jingle. Listen a few times and count along to 69. Pg 14

13 2. Read the context below then listen to Track 6 on the Module 3 CD. Use the following pictures to help you understand. Can you recognize the ages mentioned by Michel? Context: At his grandfather s birthday brunch, Michel tells Isabel the age of each family member. mi abuelo mi madre mi primo mi tía mi hermano mi hermana mi padre mi abuela In Spanish, we use the verb Tener to express our age or the age of others. Tengo 10 años. Mi hermana tiene 14 años. In English, we use the verb To Be rather than To Have. I am 10 years old. My sister is 14 years old. 3. Open Section One, Day Four of the Workbook and do question 2. Pg 15

14 When you talk about a person, an animal or an object, you can use the pronouns él and ella. Él is used when what you talk about is masculine. Ella is used when it is feminine. Example: MI PADRE tiene 35 años. ÉL tiene 35 años. MI MADRE tiene 37 años. ELLA tiene 37 años. EL QUESO está delicioso. ÉL está delicioso. LA LIMONADA es amarilla. ELLA es amarilla. Note that in Spanish, when you know what you are referring to, you can omit the él and ella. In fact, these pronouns are more often omitted, especially when talking about objects. They are, however, frequently used for clarification or emphasis. 4. Open Section One, Day Four of the Workbook and do questions 3 and 4. Pg 16

15 DAY FIVE In this lesson, I will review the vocabulary about birthdays, numbers and food. 1. Open Section One, Day Five of the Workbook and do question 1. Using los, las and unos, unas is the most common way to change a noun from the singular to the plural form. The articles placed before a noun help you recognize if a noun is singular or plural. Definite Indefinite singular el la un una plural los las unos unas Pg 17

16 continued EL jugo, UN jugo = singular LOS jugos, UNOS jugos = plural LA vela, UNA vela = singular LAS velas, UNAS velas = plural Pg 18

17 2. Listen to Track 8 on the Module 3 CD for correct pronunciation of the words below. Pay attention to the article before each noun. Repeat them aloud. una magdalena una zanahoria unas verduras el apio la banana las naranjas un queso una manzana unas frutas el brécol la salsa las uvas el jugo la limonada 3. Open Section One, Day Five of the Workbook and do question 2. Pg 19

18 Another way to transform singular nouns to plural nouns is to use numbers. The number replaces the article before the noun. Hay una vela. Hay diez velas. Hay un jugo. Hay dos jugos. Pg 20

19 4. Read the context below then listen to Track 9 on the Module 3 CD. Use the following picture to help you understand. Listen as often as you like. Context: Michel is describing what is on the table at the brunch for his grandfather s 60 th birthday party. 5. Open Section One, Day Five of the Workbook and do questions 3 and 4. Pg 21

20 DAY SIX In this lesson, I will be introduced to telling time in hours. 1. View again the animation El cumpleaños de mi abuelo. This time, listen for the time at which the brunch is taking place. 2. Open Section One, Day Six of the Workbook, do question 1 and complete the Reflection. In Spanish, as in English, there are many ways to say what time it is. Some people like to use a digital clock or watch while others prefer the traditional analogue ones with the big hand and the little hand. Look at the two clocks below. The first clock indicates one o clock: Es la una. The second clock indicates six o clock: Son las seis. Pg 22

21 3. Read the context below then listen to Track 10 on the Module 3 CD. Use the following pictures from left to right to help you understand. Context: Michel s grandfather has received a new watch for his birthday. Michel asks him what time it is. 4. Open Section One, Day Six of the Workbook and do question 2. When you want to ask what time it is, you use this format: Qué hora es? Son las dos. (What time is it?) (It s two o clock.) Pg 23

22 5. Listen to Track 12 on the Module 3 CD and look at the series of clocks below. Each one of them represents an hour on the clock. Listen to Michel and Isabel asking each other what time it is. Repeat the question and the answers aloud. 6. Open Section One, Day Six of the Workbook and do question 3. Pg 24

23 DAY SEVEN In this lesson, I will be introduced to the concept of time referring to noon, midnight, morning, and evening. 1. Open Section One, Day Seven of the Workbook and complete the Reflection. When a clock is showing 12 o clock, it can be either noon or midnight. In Spanish, there are also two words to differentiate those specific times of the day. Noon is mediodía. Es mediodía. Midnight is medianoche. Es medianoche. Here s a hint to help you remember which Spanish word corresponds to which time of the day. Mediodía has the word día in it which means day. Medianoche has the word noche in it which means night. Pg 25

24 2. Listen to Track 13 on the Module 3 CD. Look at the following pictures to help you understand what time it is. Sometimes you ll hear people talking about something they do at a specific time of the day. For example, I watch TV at 7 o clock. How do you know if this is in the morning or in the evening? Sometimes, to emphasize or distinguish between day, afternoon and night, people add, de la mañana (in the morning), de la tarde (in the afternoon), or de la noche (at night). Example: Son las siete de la mañana. (It s 7 o clock in the morning.) Son las siete de la noche. (It s 7 o clock in the evening.) Pg 26

25 3. Listen to Track 14 on the Module 3 CD. Repeat each sentence. 4. Open Section One, Day Seven of the Workbook and do questions 1, 2, and 3. Pg 27

26 DAY EIGHT In this lesson, I will review some Gustar verb forms: Me gusta(n)/le gusta(n) and No me gusta(n)/no le gusta(n). The verb Gustar is used to express likes and dislikes. When you want to express that you like something, it is used as follows: Me gusta la torta. A mi primo le gusta la limonada. A mi hermana le gusta el queso. When you want to express dislikes, it is used as follows: No me gusta el brécol. A mi tío no le gusta la leche. A mi hermana no le gustan las zanahorias. Pg 28

27 1. Read the context below then listen to Track 16 on the Module 3 CD. Use the following pictures from left to right to help you understand. Context: Michel and Isabel are talking about the food at the birthday brunch. He s telling her what his grandparents like and don t like to eat. 2. Open Section One, Day Eight of the Workbook and do questions 1, 2, and 3. Pg 29

28 DAY NINE In this lesson, I will review how to ask questions using te gusta(n) and le gusta(n). 1. In Spanish, there are several ways to ask questions. Read the context below and then listen to Track 17 on the Module 3 CD. Use the following chart to help you understand. Context: Isabel wants to know what kinds of food Michel s family likes and dislikes. She asks questions about the foods in the chart below and notes Michel s responses to her questions. las magdalenas el queso las uvas las verduras las galletas el brécol A tu tía No A tu tío Sí A tu papá Sí A tu primo No A tu mamá A tu hermana A ti (Michel) Sí Sí Sí Sí Sí Sí No Sí Pg 30

29 2. Open Section One, Day Nine of the Workbook and do question 1. On Track 14 that you just heard, Isabel used a specific format to ask Michel about what his uncle liked. Isabel asked questions using A tu tío/a tu hermana, etc.: A tu tío le gusta la limonada? (Does your uncle like lemonade?) She could also have asked questions replacing A tu tío/ A tu hermana, etc. with Le: Le gusta la limonada? (Does he/she like lemonade?) Did you also notice that because you are asking a question about someone else s family, you use the possessive adjectives: tu and tus which mean YOUR? Isabel asked the questions using appropriate voice pitch: A tu tío le gusta la limonada? Le gusta la limonada? 3. Open Section One, Day Nine of the Workbook and do questions 2, 3, and 4. Pg 31

30 DAY TEN In this lesson, I will review concepts from previous lessons in Section One. 1. Before moving to today s activities, take some time to review this section and be aware of all that you have learned. Day One: Can you sing a birthday song in Spanish? Day Two: Think about your family. Name the people in your family and say what your relationship is to each of them. Day Three: Imagine that your friend is meeting your parents for the first time. What would you say to introduce your parents? Day Four: Choose two members of your family. Can you say how old they are in Spanish? Day Five: Look at the pictures below. Can you tell what the items are and how many you see in each picture? Pg 32

31 Day Six: Look at the clock below. Can you say what time it is in Spanish? Day Seven: Look at the clocks and the corresponding images. What time is it? Pg 33

32 Day Eight: Choose someone in your family. Name something that he/she likes and something that he/she dislikes. Make complete sentences using a possessive adjective. Day Nine: You want to know if Michel s grandfather likes lemonade. How would you ask Michel? Ask him in Spanish using two different ways. 2. Open Section One, Day Ten of the Workbook and do questions 1, 2, 3, and 4. Pg 34