Broadcast 5: REVIEW & EXPANSION
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1 Broadcast 5: REVIEW & EXPANSION OBJETIVOS In this broadcast we will review: Alphabet and Pronunciation Greetings Welcoming the New Student Numbers in School Situations Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review & Expansion 69
2 Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review 70 VOCABULARIO Interrogaciones Actividad 1: Listening for the Message Review the video clip in order to answer the questions. A one-word answer in Spanish will be fine. Cuál? Cuándo? Cuánto? Cuántos? Dónde? Qué? Cómo? Quién? Por qué? Which? When? How much? How many? Where? What? How? Who? Why? Qué enseña el Sr. Bradley?. Durante qué período es la clase del Sr. Bradley?. En qué piso está el salón del Sr. Bradley?.
3 How People Ask Questions Let s go back to the videos and focus on how people ask questions. Repeat after the character speaking. Cómo se pronuncia su nombre? Cómo estás? Cómo está usted? Cómo te llamas? De dónde eres? A qué hora comienza el primer período? Cuánto tiempo tenemos para cambiar de salones? Questions that can be answered yes or no are phrased just like statements, but your voice rises at the end to indicate that you are asking a question. Podría usted venir a la escuela? El segundo período comienza a las 8:25? Actividad 2: Ask a Question After seeing the video clips, figure out how to ask whether classes begin at 7: whether classes end at 2:10.. Based on what you have learned, what kind of questions can you ask to find out......what time the class begins....what time the class ends....what time someone could come to the school....how someone spells their name. Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review & Expansion 71
4 Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review 72 Actividad 3: Más Preguntas Cuál es? asks for a short piece of information. Cuál es tu número de teléfono? Cuál es el número del salón de la clase? Figure out how to ask a person their family name (if necessary, review the information about names on page 12). Cuánto tiempo? asks the duration of an activity. Cuánto tiempo tenemos para cambiar de salones? Follow this model to ask how long a class lasts; how long the school day is. Cuántos? and cuántas? require gender agreement. Cuántos niños y cuántas niñas hay en la clase? Follow this model to ask how many classes there are in a school day. Use quién? to ask a student who his teacher is. Practice asking similar questions and responses with a class partner. Q.. A.. Q.. A..
5 Actividad 4: Take a Message You need to take a phone message for a colleague who is away from the phone. Write down the phone number and the name of the person who called. De: Número de Teléfono: Actividad 5: Más Preguntas Using the question strategies that you have begun to work on, how would you get a person to repeat their name and number if you didn t understand them the first time? De: Número de Teléfono: De: Número de Teléfono: De: Número de Teléfono: Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review & Expansion 73
6 Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review 74 Focus on the Video Before viewing the video, read the questions you will be answering. Listen for the information you will need. The text to the video appears in the Appendix. 1. From what country is Manuel Antonio Fernández? 2. How old is he? 3. What s the name of his school? 4. What program is he in? 5. Who is his teacher? El Himno de las Américas This is the last verse from this hymn. Argentina, Brasil y Bolivia, Colombia, Chile y Ecuador Uruguay, Paraguay, Venezuela, Guatemala y El Salvador Honduras, Haití, Nicaragua, Costa Rica y Panamá Norte América, México y Perú, Cuba y El Canadá Son hermanos soberanos de la libertad Son hermanos soberanos de la libertad 6. Does he live in a house or an apartment? 7. Who does he live with? 8. What is his telephone number?
7 BROADCAST SUMMARY Today we reviewed formal and informal contexts time telling numbers Then we saw how questions are put together. Finally, we had a chance to apply your skills by listening to a video you had not heard before, and figuring out what it was about. Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review & Expansion 75
8 Spanish for Educators, Level 1, 1996, 1997, 1998, 1999, 2000 Broadcast 5: Review 76 (This page intentionally left blank.)
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