1. Open Section Two, Day One of the Workbook and complete the Reflection.

2 Section Two: Wild Animals DAY ONE In this lesson, I will view the animation Vámonos al zoológico! 1. Open Section Two, Day One of the Workbook and complete the Reflection. 2. Read the context below then view the animation Vámonos al zoológico! on the Animation CD or Website. Context: Michel, Isabel, Enrique and Bárbara are spending a nice summer day at the local zoo. They visit various animals from Asia, Africa and Australia as well as some marine life and Alberta wildlife. 3. Open Section Two, Day One of the Workbook and do questions 1 and 2. Pg 1

We often talk about Spanish-speaking people from Central or South America but did you know that there are Spanish communities all over the world? Look at the map below to see where they are found. Spanish as an official language Spanish is one of the languages used in schools Pg 2

DAY TWO In this lesson, I will be introduced to new vocabulary related to wild animals. 1. Listen to Track 17 on the Module 4 CD and take some time to learn the wild animal vocabulary. Use the following pictures from left to right to help you follow along. Listen a second time and repeat each word after you hear it. Record yourself saying the words below. Compare your recording with the track. How is your pronunciation? Practice saying the words again that are giving you difficulty. el avestruz la ballena el camello el cocodrilo el delfín el elefante la jirafa el gorila Pg 3

el hipopótamo el canguro el león el tiburón la serpiente el mono el tigre la tortuga la cebra When you wish to ask someone what type of animal you are looking at, you would say: Qué es? Qué son? (What is it?) or (What are they?) Pg 4

continued... If there was one animal, he/she would answer: Es un tigre. If there were two or more of this animal, he/she would answer: Son unos tigres. Notice that you would use Es for singular answers and Son for plural answers. 2. Open Section Two, Day Two of the Workbook and do questions 1, 2, 3, and 4. Pg 5

DAY THREE In this lesson, I will be introduced to habitat vocabulary and review the verb Vivir. 1. Open Section Two, Day Three of the Workbook and complete question 1. 2. Where an animal lives is called its habitat. Listen to Track 19 on the Module 4 CD. You will hear where each of the animals below lives. Notice that some animals like more than one habitat. Use the following chart from left to right to help you understand. Animals and Their Habitats el desierto el bosque Pg 6

la selva el pantano las montañas el océano Pg 7

la pradera el río el lago Pg 8

When you are talking about habitats and which animals are found in a particular habitat, you would use the same structure as you just heard on the CD. For example: En el río, hay un cocodrilo. (In the river, there is a crocodile.) En el bosque, hay un tigre. (In the forest, there is a tiger.) Notice that in these sentences we use the indefinite articles un/una/unos/unas. Another way to say this is to use the verb Vivir. El cocodrilo vive en el río. (The crocodile lives in the river.) El tigre vive en el bosque. (The tiger lives in the forest.) Notice that in these sentences we use the definite articles el/la/los/las. If you were wondering where a certain animal lives, you would ask: Dónde vive el camello? (Where does the camel live?) You would then answer using the same structure as above: El camello vive en el desierto. (The camel lives in the desert.) 3. Open Section Two, Day Three of the Workbook and do questions 2, 3, 4, and 5. Pg 9

DAY FOUR In this lesson, I will review the expressions Prefiero, Me gusta and No me gusta. 1. Open Section Two, Day Four of the Workbook and do question 1. In the animation, Bárbara wanted to know which ocean animal her friends preferred, therefore she asked the question: Cuál es tu animal del océano preferido? (Which is your preferred ocean animal?) If she had been in a different part of the zoo, she might have asked one of the following questions: Cuál es tu animal de Asia preferido? (Which is your preferred animal from Asia?) Cuál es tu animal de África preferido? (Which is your preferred animal from Africa?) Cuál es tu animal de Australia preferido? (Which is your preferred animal from Australia?) Cuál es tu animal de Alberta preferido? (Which is your preferred animal from Alberta?) Pg 10

continued... Cuál es tu animal salvaje preferido? (Which is your preferred wild animal?) The person answering one of these questions would start their response with Prefiero. Michel answered: Prefiero los delfines. (I prefer dolphins.) When we talk about preferences, we can also use the expressions Me gusta and No me gusta. Me gustan los tiburones. (I like sharks.) No me gustan las serpientes. (I don t like snakes.) 2. Read the context below then listen to Track 20 on the Module 4 CD. Use the picture on the next page to help you understand. Context: Bárbara bought a souvenir zoo poster. She and Enrique are looking at it and discussing animals they like, dislike, and prefer. Pg 11

3. Open Section Two, Day Four of the Workbook and do questions 2, 3, 4, and 5. Pg 12

DAY FIVE In this lesson, I will review animal body parts. 1. Open Section Two, Day Five of the Workbook and do question 1. 2. Listen to Track 21 on the Module 4 CD. Use the following pictures from left to right to help you understand as you review animal body parts. el ala (f) el pico el cuerno el cuello la crin el lomo las escamas la garra Pg 13

la lengua los bigotes el morro la oreja la pata la piel el pelaje la pluma la cola la cabeza la trompa el tronco los ojos la joroba la melena Pg 14

In Section One, we reviewed how to use numbers and colours as adjectives to help us describe body parts. For example: El león tiene cuatro patas marrones. Review Day Five of Section One if you are still unsure. We can also use other adjectives to help us describe animal body parts. Here are some common adjectives: Masculine Singular Feminine Singular Masculine Plural Feminine Plural English Equivalent alto alta altos altas tall bonito bonita bonitos bonitas pretty corto cortas cortos cortas short delgado delgada delgados delgadas thin grande grande grandes grandes big largo larga largos largas long pequeño pequeña pequeños pequeñas small suave suave suaves suaves soft Did you notice that we often add an a to make the adjective feminine and an s to make it plural? La serpiente tiene una cabeza pequeña. (The snake has a small head.) Ella tiene una cabeza pequeña. (She has a small head.) El elefante tiene unas orejas grandes. (The elephant has large ears.) Pg 15

continued... The adjective suave is an exception. El león tiene una melena suave. (The lion has a soft mane.) Él tiene una melena suave. (He has a soft mane.) Remember that feminine nouns are replaced by the pronoun Ella and masculine nouns are replaced by the pronoun Él. 3. Read the context below then listen to Track 22 on the Module 4 CD. Context: After their trip to the zoo, Isabel decided to write some riddles for her friends. She describes an animal one body part at a time until her friends can guess what it is. Listen carefully. Can you guess the animal before Michel? 4. Open Section Two, Day Five of the Workbook and do questions 2, 3, 4, and 5. Pg 16

DAY SIX In this lesson, I will describe animals using adjectives that describe their behaviour. 1. Open Section Two, Day Six of the Workbook and complete the Reflection. 2. View again the Australia section of the animation Vámonos al zoológico! on the Animation CD or Website. Enrique s favorite animal is the crocodile. Listen carefully as he describes this animal. Michel : Enrique : Ah sí, cómo son los cocodrilos? Son silenciosos cuando están debajo del agua pero fuertes y rápidos cuando atacan. We have learned to describe animals by describing their outer appearance using colours, numbers and other adjectives. We can also describe animals by describing their behaviour. Pg 17

continued... At various places in the animation, you will hear someone ask how an animal is: Cómo es el tigre? (How is the tiger?) Cómo son los cocodrilos? (How are the crocodiles?) Look at the box in question 2 and notice that Enrique uses the words silenciosos (silent), fuertes (strong), and rápidos (fast) to describe crocodiles. These adjectives that describe behaviours also take on the same gender (masculine or feminine) and number (singular or plural) as the animal they describe. Look at the chart below and on the next page to become familiar with some of these new adjectives. Also notice how they change with gender and number. Masculine Singular Feminine Singular Masculine Plural Feminine Plural English Equivalent activo activa activos activas active ágil ágil ágiles ágiles agile bueno buena buenos buenas nice / kind cómico cómica cómicos cómicas funny curioso curiosa curiosos curiosas curious exótico exótica exóticos exóticas exotic feroz feroz feroces feroces ferocious fuerte fuerte fuertes fuertes strong inteligente inteligente inteligentes inteligentes intelligent interesante interesante interesantes interesantes interesting tranquilo tranquila tranquilos tranquilas calm Pg 18

continued... Masculine Singular Feminine Singular Masculine Plural Feminine Plural English Equivalent lento lenta lentos lentas slow lindo linda lindos lindas cute misterioso misteriosa misteriosos misteriosas mysterious rápido rápida rápidos rápidas fast silencioso silenciosa silenciosos silenciosas silent tímido tímida tímidos tímidas shy 3. Listen to Track 24 on the Module 4 CD. Michel will ask Isabel how she finds each of the animals below. She will answer using one of the adjectives above or on the previous page. Cómo es el elefante? Cómo son los monos? Cómo son los tigres? Cómo es el delfín? Cómo es la tortuga? Cómo es la ballena? 4. Open Section Two, Day Six of the Workbook and do questions 1, 2, 3, and 4. Pg 19

DAY SEVEN In this lesson, I will be introduced to names for animal family members. 1. View again the Asia section of the animation Vámonos al zoológico! on the Animation CD or Website. Notice the four names that Bárbara gives to the elephant. Then open Section Two, Day Seven of the Workbook and do question 1. elefante elefanta elefantes cachorro de elefante In English, male, female and baby animals of the same family are named differently such as lion, lioness, and cub. This is the same in Spanish. Look at the chart on the following page and discover how to name a few animal families you saw at the zoo in the animation. Remember that you can also have several of one gender of animal these are formed by adding s to the end of the word. Look at the following examples: un león unos leones una leona unas leonas Pg 20

Male Female Baby Group un león una leona un cachorro de león una manada de leones un tigre una tigresa un cachorro de tigre una manada de tigres un oso una osa un osezno una familia de osos un elefante una elefanta un cachorro de elefante una manada de elefantes un lobo una loba un lobezno una manada de lobos 2. Read the context below and listen to Track 25 on the Module 4 CD. Use the chart above to help you understand. Context: After visiting the zoo, Isabel found a brain twister in the local paper. It tested her knowledge of vocabulary related to animal families. Listen as she fills in the above chart with the correct names of all the animals. Pg 21

In English, we often use animals in our expressions. For example you might say: I m hungry as a wolf. -meaning that you are very hungry. In Spanish, we also have various expressions using animals. Here are a few popular ones: Llora lágrimas de cocodrilo. -meaning that you cry for nothing (You cry crocodile tears.) Es un lagarto/rata en los negocios. -meaning that you are sneaky (You are sly as a lizard/rat.) Tener vista de ágila. -meaning you have great eyesight (To have the eyesight of an eagle.) Nadar como un pez. -meaning that you are a very good swimmer (To swim like a fish.) Coger el toro por los cuernos. -meaning that you attack the problem at hand (To take the bull by the horns.) Es como una cabra. -meaning you are eccentric or crazy (He/She is like a goat.) 3. Open Section Two, Day Seven of the Workbook and do questions 2, 3, and complete the Reflection. Pg 22

DAY EIGHT In this lesson, I will be introduced to los animales salvajes in Alberta. 1. Open Section Two, Day Eight of the Workbook and complete the Reflection. 2. View again La fauna y flora de Alberta in the Vámonos al zoológico! animation on the Animation CD or Website. Listen carefully to all the animals that are found in this area of the zoo. Pg 23

3. Listen to Track 27 on the Module 4 CD. Use the following pictures from left to right to help you understand. Practice saying the names of the animals. Record yourself. Compare your pronunciation with the Track. Repeat those that are giving you difficulty. el castor el ciervo la cabra de montaña el coyote la ardilla el búho la liebre el lobo la mofeta el alce el oso el puercoespín el mapache el zorro el wapití 4. Open Section Two, Day Eight of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 24

DAY NINE In this lesson, I will learn the difference between a carnivore, herbivore and omnivore as well as review the verb Comer. 1. Open Section Two, Day Nine of the Workbook and complete the Reflection. The difference between an herbivore, carnivore and omnivore is simple. Notice how the spelling of the Spanish word is almost identical to the spelling of the English word. un herbívoro: animal that eats only plants un carnívoro: animal that eats only meat un omnívoro: animal that eats both meat and plants Pg 25

continued... Let s take a look at animals found in Alberta. The chart below indicates what type of animal they are. un herbívoro un carnívoro un omnívoro el castor x el ciervo x la cabra de montaña x x el coyote x la ardilla Pg 26

continued... un herbívoro un carnívoro un omnívoro x el búho x la liebre x el lobo x la mofeta x el alce Pg 27

continued... un herbívoro un carnívoro un omnívoro x el oso x el puercoespín x el mapache x el zorro x el wapití Pg 28

continued... If you wanted to state under what category we find a certain animal, you would simply say: El lobo es un carnívoro. La cabra de montaña es un herbívoro. El oso es un omnívoro. If you wanted to say what these animals eat, you would use the verb comer. (El lobo) Él come la carne. (La cabra de montaña) Ella come las hojas. (El oso) Él come las bayas. Notice that masculine nouns are replaced by the pronoun Él and that feminine nouns are replaced by the pronoun Ella. Here are a few examples of food items that these animals might eat. la carne las hierbas las plantas las hojas las bayas las bellotas los peces el pájaro la corteza Pg 29

continued... Listen to Track 28 on the Module 4 CD. For each of the sets of pictures below, you will hear whether the animal is an herbivore, carnivore or omnivore as well as one thing they like to eat. 2. Open Section Two, Day Nine of the Workbook and do questions 1, 2, and 3. Pg 30

DAY TEN In this lesson, I will review concepts from previous lessons in Section Two. 1. Before moving to today s activities, take some time to review Days One through Nine and be aware of all that you have learned. Day One: Can you name at least one country other than Canada where Spanish is spoken? Day Two: Look at the four pictures below. Can you name each of these animals in Spanish? Day Three: Look at the pictures above. Using the verb vivir, can you say where each of these animals live? Pg 31

Day Four: Look at the pictures of different animals below. Answer the question: Cúal es tu animal preferido? for each set of pictures. Day Five: Look at the picture of the elephant below. Can you describe him using names of body parts and the adjectives grande and pequeño? Start your sentences with Hay Pg 32

Day Six: If I were to ask you: Cómo es el elefante?, how would you describe his behaviour? Day Seven: Look at the picture below. Can you name the male, the female, and the baby in this animal family? Do you remember the meaning of this expression: Nadar como un pez. Day Eight: Look at the pictures below. Can you name in Spanish each of these Alberta animals? Day Nine: Look at the three animal pictures below. Say in Spanish whether they are an herbivore, carnivore or omnivore and name one thing they like to eat. 2. Open Section Two, Day Ten of the Workbook and do questions 1, 2, and 3. Pg 33