RE3 08NLT Page ives A primera vista 2 -...
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Block Schedule • • • • • • • • • • • • • • • • 82 ochenta y dos A primera vista 2 Read, listen to, and understand information about • music, drama, and dance performances • art reviews Objectives A primera vista 2 Vocabulario y gramática en contexto Aquí tienes algunas reseñas que aparecieron en el periódico sobre las actividades de la Semana Cultural. El actor que actuó en “Sueño de una noche de verano” y que interpretó el papel de Puck fue muy cómico. Al exagerar tanto los gestos, se pareció a un político. El público se rió mucho. 1 El conjunto de salsa “Los Salseros de Hoy” estuvo sensacional. Interpretó “Burbujas de amor” con entusiasmo. Muchos jóvenes bailaron al ritmo de las canciones”. 2 el micrófono la trompeta el tambor La semana cultural Escucha cada frase sobre el programa y levanta una mano si es cierta y dos manos si es falsa. A c t i v i d a d 23 23 jed-0271 jed-0271 Escuchar Language Input Students with Learning Difficulties Use concrete objects and listening samples to reinforce the meaning of new vocabulary. For example, bring in a CD of a conjunto de salsa so that students can hear the ritmo. Read aloud from a book written by un(a) poeta. Encourage students to bring in programs from cultural events that they have attended. Advanced Learners Have students work in groups to create a series of narrated pantomimes that use the vocabulary presented on pp. 82–83. Ask them to choose one student in each group as the narrator. The other members act out the actions or scenes that the narrartor describes. Have them present their narrated pantomimes to the class. 82 A c t i v i d a d 23 23 Resources: Teacher’s Resource Book: Audio Script, p. 70; Audio Program: Track 13; Answers on Transparencies Focus: Practicing listening comprehension of new vocabulary Suggestions: Before engaging students in the listening activity, give them a few minutes to silently read and study the reviews on p. 82. Tell them that the information they will hear refers to the Semana Cultural announcement. Then play the Audio CD or use the script to read the activity aloud. Answers: 1. F 4. F 2. F 5. F 3. C 6. F Vocabulario y gramática Core Instruction Resources: Teacher’s Resource Book: Input Script, p. 66, Clip Art, pp. 84–90, Audio Script, p. 70; Voc. and Gram. Transparencies 59–60; Audio Program: Tracks 12, 14 Focus: Presenting new vocabulary and using grammar lexically in context Suggestions: Use the Input Script from the Teacher’s Resource Book as a source of ideas for presentation of new vocabulary and comprehensible input. Pantomime to clarify the meaning of words and expressions such as pararse, exagerar, el aplauso, and los pasos de una danza. Use TPR to teach the meaning of visualized vocabulary. Show Vocabulary & Grammar Transparency 59 and ask volunteers to point to la trompeta, el tambor, and el micrófono. Have students work in pairs to write a short review for a cultural event similar to the models shown. Ask students to read them to the class imitating a critic. VOCABULARY ANSWERS Standards: 1.2, 3.1 Standards: 1.2
Transcript of RE3 08NLT Page ives A primera vista 2 -...
Block Schedule••• •• • • • • • • • • • • •
82 ochenta y dosA primera vista 2
Read, listen to, and understandinformation about
• music, drama, and danceperformances
• art reviews
Objectives
A primera vista 2Vocabulario y gramática en contextoAquí tienes algunas reseñas que aparecieron en elperiódico sobre las actividades de la Semana Cultural.
El actor que actuó en “Sueño de unanoche de verano” y que interpretó elpapel de Puck fue muy cómico. Alexagerar tanto los gestos, se parecióa un político. El público se rió mucho.
1
El conjunto de salsa “Los Salseros de Hoy” estuvosensacional. Interpretó “Burbujas de amor” con entusiasmo.Muchos jóvenes bailaron al ritmo de las canciones”.
2
el micrófonola trompeta
el tambor
La semana culturalEscucha cada frase sobre el programa y levanta unamano si es cierta y dos manos si es falsa.
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Escuchar
Language Input
Students with Learning DifficultiesUse concrete objects and listening samples toreinforce the meaning of new vocabulary. Forexample, bring in a CD of a conjunto de salsaso that students can hear the ritmo. Read aloudfrom a book written by un(a) poeta. Encouragestudents to bring in programs from culturalevents that they have attended.
Advanced LearnersHave students work in groups to create a seriesof narrated pantomimes that use the vocabularypresented on pp. 82–83. Ask them to chooseone student in each group as the narrator. Theother members act out the actions or scenesthat the narrartor describes. Have them presenttheir narrated pantomimes to the class.
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Resources: Teacher’s Resource Book: AudioScript, p. 70; Audio Program: Track 13; Answers onTransparencies
Focus: Practicing listening comprehensionof new vocabulary
Suggestions: Before engaging students inthe listening activity, give them a fewminutes to silently read and study thereviews on p. 82. Tell them that theinformation they will hear refers to theSemana Cultural announcement. Thenplay the Audio CD or use the script to read the activity aloud.
Answers:1. F 4. F2. F 5. F3. C 6. F
Vocabulario y gramática
Core Instruction
Resources: Teacher’s Resource Book: InputScript, p. 66, Clip Art, pp. 84–90, Audio Script, p.70; Voc. and Gram. Transparencies 59–60; AudioProgram: Tracks 12, 14
Focus: Presenting new vocabulary andusing grammar lexically in context
Suggestions: Use the Input Script fromthe Teacher’s Resource Book as a source ofideas for presentation of new vocabularyand comprehensible input. Pantomime toclarify the meaning of words andexpressions such as pararse, exagerar, elaplauso, and los pasos de una danza. UseTPR to teach the meaning of visualizedvocabulary. Show Vocabulary & GrammarTransparency 59 and ask volunteers topoint to la trompeta, el tambor, and elmicrófono.
Have students work in pairs to write ashort review for a cultural event similar tothe models shown. Ask students to readthem to the class imitating a critic.
VOCABULARY
A N S W E R S
Standards: 1.2, 3.1
Standards: 1.2
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ochenta y tres 83Capítulo 2
Lo que dijo la prensaEscucha cada fragmento y di a qué reseña se refiere.
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Los jóvenes en el auditorio se identificaroncon la interpretación de hip hop del Grupo de Danza Moderna.Algunos quisieron aprender sus movimientos rápidos y sus pasos complicados pero no pudieron.
La poeta Sandra Cisneros leyó los poemasen voz alta y las palabras sonaron amúsica. Todos queríamos escuchar más.
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lectura de poemas
Felicitaciones a los bailarines que realizaronuna interpretación hermosa del “Lago de los Cisnes”. El aplauso del público fueimpresionante y muchas personas separaron con entusiasmo.
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danza clásica
el aplauso
el escenario
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Language Input
Culture NoteThere are many different styles of the dance wecall salsa. The Puerto Rican Style is known forits footwork; the New York Style shows theinfluence of disco; the Los Angeles Style isinfluenced by West Coast Swing. The CubanStyle stresses the “one” and “three” beats ofthe music, as opposed to the “two” beat, and
the rhythms are much faster. For this reason,people sometimes dance Cuban Style solo,rather than with a partner.
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Resources: Voc. and Gram. Transparencies59–60; Teacher’s Resource Book: Audio Script,p. 70; Audio Program: Track 15; Answers onTransparencies
Focus: Practicing listening comprehensionof new vocabulary
Suggestions: Use the Audio CD or thescript. Allow students to listen more thanonce. Pause to monitor students, makingsure they are identifying the correct review.
Answers:1. 5 2. 4 3. 2 4. 1 5. 3
Extension: Clarify the meaning of theexpression identificarse con. Use Voc. and Gram. Transparency 60 as well asmagazine or newspaper ads and picturesthat show contrasting types of art, such as ballet vs. salsa, poetry vs. fiction, orclassical music vs. hip hop. Show twocontrasting art types at once and ask:¿Con qué danza te identificas? Studentsanswer with Me identifico con ….
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Internet SearchKeyword: música salsa
Teacher-to-TeacherEncourage students to bring in CD covers,posters, magazines, and ads thatdemonstrate their own artistic preferences.These can be used as props throughoutthis chapter to aid in question-and-answersessions and discussions about the varyingtypes of art and students’ responses tothem.
Chapter ProjectStudents can perform Step 3 at this point.(For more information, see p. 62-a.)
Bellringer ReviewWrite these words above columns
on the board: la danza, la músicainstrumental, cantante, pintor, director,escultor. As a class brainstorm, write thenames of famous people under theappropriate category.
Enrich Your TeachingResources for All Teachers
A N S W E R S
Standards: 1.2
AssessmentQuiz on PresEXPRESS•
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Heritage Language LearnersHave students compose two newspaper clipsreporting on a favorite artist's exhibition orperformance. Explain that one clip wouldappear in the newspaper before the event, andthe other clip would appear after the event.Remind students to keep the time frameconsistent whether they are reporting on afuture or past event.
Students with Learning DifficultiesHave students preview the sentences in Actividad26 on p. 85 prior to reading Espectáculos delmundo latino. After they have read the selectionand answered true or false, have them locateand point to the sentence in the reading thatproves their answer is correct.
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Core Instruction
Resources: Teacher’s Resource Book: InputScript, p. 67, Clip Art, pp. 84–90, Audio Script, pp.70–71; Voc. and Gram. Transparencies 61–62;Audio Program: Track 16
Focus: Extending presentation ofvocabulary and grammar in the context ofreviews of the arts
Suggestions:Pre-reading: Have students read just thetitles of the four reviews. Ask them toname the kinds of art that they expect thereviews to be about.
Reading: Allow students time to read thereviews silently. Then play the Audio CDand have students read along as theylisten. Allow them to listen more than once.
Post-reading: Ask students to write downtwo statements about two differentcultural events on pp. 84–85. Eachstatement should tell something thathappened at the chosen event or describehow it happened. Have students take turnsreading one statement at a time. Listenersidentify which event is being talked about: A: Este cantante cantó canciones con
títulos en inglés. B: Es el concierto de Marc Anthony. Then check comprehension by havingstudents complete Actividades 26 and 27.
Facundo Cabral se presentó en el teatro
Metropólitan para festejar sus 30 años en
la música. Cabral, quien a los 14 años era
analfabeto1, es autor de la letra y la
melodía de sus canciones. En esta ocasión,
Cabral cantó “No soy de aquí, ni soy de
allá”, “Éste es un nuevo día”, “América” y
muchas más.
1 illiterate
Facundo Cabral cantó en el teatro
Metropólitan en MéxicoFacundo Cabral cantó en el teatro
Metropólitan en México
Facundo Cabral
84 setentaA primera vista 2
Espectáculos del mundo latino¿Alguna vez buscaste información sobre un espectáculo en una revista,en un periódico o en la Red? Las reseñas te pueden ayudar a encontrar laspelículas, las obras de teatro y las exposiciones que más te interesan. ¿Quédicen estas reseñas?
Language Input
Vocabulario y gramáticaVOCABULARY
Pre-AP* Support
• Activity: Distribute the crossword puzzle fromthe Writing, Audio & Video Workbook or a teacher-made crossword puzzle to the class. Allowstudents to work in pairs and reward the first twoor three pairs who finish correctly. Have themshare the correct answers with the rest of the class.
• Pre-AP* Resource Book: Comprehensive guide toPre-AP* vocabulary skill development, pp. 47–53
Teacher-to-TeacherTo focus on the role of the tango and theflamenco in the Hispanic culture, show thesection in the ¡Adelante! video for thischapter that shows these two dances.Have students focus on the verbal and thenonverbal signals in communication. Youmight play these sections with the soundon and the sound off to allow students tofocus on the verbal and nonverbalmessages separately.
Standards: 1.2, 2.2, 3.1
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La Compañía de Danza Contemporánea
de León presentó “Poeta del cielo y de la
tierra”, basada en la obra de Lope de Vega.
Los bailarines representaron con sus
movimientos y gestos la obra de este
escritor español, que se caracteriza por
combinar lo trágico y lo cómico.
¿Es cierto?Lee las frases y escribe C (cierto) o F (falso) segúnlo que leíste en “Espectáculos del mundo latino”.
1. En el Museo Vivo del Tango, los visitantesaprenden a bailar salsa.
2. Marc Anthony sólo canta canciones en inglés.
3. Facundo Cabral escribe la letra y la melodíade sus canciones.
4. A través de su obra, Lope de Vega combina lotrágico y lo cómico.
Quisiera irDespués de leer estas reseñas, escribe una frasepara cada una, diciendo por qué sí o por qué note gustaría ir a ese espectáculo.
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El mundo del espectáculoEscribe los números del 1 al 5 en una hoja de papel. Escuchalas siguientes preguntas y escribe la respuesta correcta.
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Una vez más, se vendieron todas lasentradas para el concierto de MarcAnthony en el Madison Square Garden.Después de interpretar sus éxitos eninglés “You sang to me” y “My babyyou”, el público se unió a Anthony paracantar sus éxitos en español y bailar alcompás de su música.jed-0271
Escuchar/Escribir
● Practice Workbook, pp. 28–29: 2-8● WAV Wbk., Writing, p, 29● Guided Practice: Vocab. Flash Cards
and Vocab. Check, pp. 63–70● Real. para hispanohablantes,
pp. 56–57
Más práctica
For: Vocab. PracticeWeb Code: jed-0206
ochenta y cinco 85Capítulo 2
Language Input
Culture NoteBorn in France, Carlos Gardel (the “Father ofTango”) moved to Argentina as a young child.He went on to become one of the foremostinterpreters of the Argentine tango ballad, aswell as a motion picture actor. Gardel appearedin many feature films produced for Spanish-speaking audiences, such as the 1934 film ElTango en Broadway.
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Resources: Voc. and Gram. Transparencies61–62; Teacher’s Resource Book: Audio Script,p. 71; Audio Program: Track 17; Answers onTransparencies
Focus: Demonstrating comprehension ofarts reviews
Suggestions: Remind students thatanswers to the questions they hear arefound in the reviews on pp. 84–85.
Answers:1. Es cantante.2. Era escritor.3. Está en Buenos Aires.4. Se presentó en el Madison Square Garden.5. El público bailó.
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Resources: Answers on Transparencies
Focus: Demonstrating comprehension ofarts reviews
Suggestions: Have students check theiranswers with a partner and correct thefalse statements.
Answers:1. F 2. F 3. C 4. C
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Focus: Expressing personal opinions inwriting
Suggestions: Invite students to share andsupport their opinion with a partner.
Answers will vary.
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Internet SearchKeywords:
Facundo Cabral, Museo Vivodel Tango, compañía de danzacontemporánea, Marc Anthony
A N S W E R S
A N S W E R S
Enrich Your TeachingResources for All Teachers
• Prueba 2-5: Vocab. Recognition,pp. 46–47
AssessmentQuiz on PresEXPRESS•
Standards: 1.2, 1.3
Standards: 1.2
Standards: 1.3
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