1

Objectives

• Read and understand an articleabout good study habits

• Make a coat of arms

• Describe what you would do if you were principal for a day

• Read about Guanajuato, Mexico

Para estudiar mejor . . .Para comprender bien tus clases y sacar buenas notas, es importante estudiar bien. Pero hay muchosestudiantes que no saben estudiar. A veces no prestanatención y otras veces no piden ayuda cuando noentienden algo. Lee estos consejos (advice) paraestudiar mejor de la revista española Okapi.

EstrategiaUsing heads and subheadsReading the heads and subheadsin an article will often help youanticipate the material beingpresented. Before you read themagazine article below, tryreading the head and subheads.What kinds of advice do youthink will be in the article?

1gold 2faithful reader

Silvia López, fiel lectora2 de Okapi,

nos da estas interesantes técnicas

de estudio para los exámenes.

Queremos repetirlas aquí para

todos ustedes.

34 treinta y cuatroTema 1 • Tu día escolar

34 treinta y cuatroTema 1 • Tu día escolar

Communicate:Reading

Advanced LearnersHave students prioritize study habits that theyuse to be successful in school. Have themcreate posters, using words and illustrations, tohang in the classroom to remind the classabout good study habits.

Students with Learning DifficultiesHelp students summarize the study tips in thereading and create a flyer that lists them. Postthe flyer on the bulletin board and makeindividual copies for students. Tell them to referto the flyer throughout the year to help themstudy.

34

Core Instruction

Focus: Reading about good study habitsSuggestions: The ¡Adelante! section ofthe chapter provides culminating activitiesand high-interest information. The Lecturaoffers students authentic reading tasksdrawn from many different sources.Pre-reading: Direct attention to theEstrategia. Have students identify and thenwrite the subheads on a piece of paper inthree columns to use as they read. Reading: Have volunteers read each of thethree sections aloud. Stop after eachsection and ask students to look for atleast one piece of advice to write underthe appropriate subhead on their papers. Post-reading: Ask students to share theadvice they wrote for each section. Havestudents add their own tips to their lists.Allow them to use their lists to completethe ¿Comprendiste? questions.

Lectura

Bellringer ReviewPlace this chart on the board:

Un(a) estudiante bueno(a) Un(a) estudiante malo(a)

Have students fill in the chart with the differentstudy habits of successful and unsuccessfulstudents.

Standards: 1.2, 3.2

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¿Comprendiste? 1. ¿Cierto o falso? No es necesario estudiar

a la misma hora todos los días.2. ¿Según el artículo, es importante ser una

persona organizada? 3. ¿Qué consejos del artículo ya (already)

practicas?4. ¿Qué piensas de estos consejos? ¿Son fáciles

de seguir (to follow) en tu casa?5. ¿Qué otros consejos para estudiar mejor les

puedes dar a tus compañeros?

¿Qué debes hacer a la hora de estudiar?Para estudiar mejor necesitas una

buena organización del trabajo y unos

hábitos saludables. Siempre debes

ser positivo. Repite frases como “yo

puedo hacerlo” o “soy capaz3”.

Cuida4 tus libros y otros materiales.

Generalmente una persona constante,

organizada y trabajadora tiene buenos

resultados en los estudios.

¿Cómo puedes organizartepara estudiar?Establece un horario fijo para estudiar

y planifica tu tiempo. Tienes que pasar

suficiente tiempo para llegar al punto

de máxima concentración. También

debes planear unos pequeños descansos

de 5 a 10 minutos. Y si no entiendes

algo, pide ayuda: ¡Tus padres o tus

hermanos mayores te pueden ayudar!

¿Cómo puedes estudiar mejor y sacar buenas notas?

Tienes que cuidarte. Debes comer bien

y dormir lo suficiente. Por ejemplo,

no es bueno estudiar muy tarde por

la noche antes de un examen.

Debes estar tranquilo, sin estar

ni nervioso ni ansioso. La

tranquilidad emocional te

ayuda a pensar mejor.

También tienes que cuidar tu

vista:5 cuando lees, el libro debe estar

a 35–40 cm de distancia de tus ojos y

siempre debes usar una buena lámpara.

Okapi es una revista publicada en España parajóvenes. Tiene artículos sobre el mundo de hoy:los estudios, la vida social, la música, la escuela.Hay secciones dedicadas a las ciencias, losdeportes, la historia, la tecnología, los libros ymucho más. Las actividades y los consejos puedeninteresar a todos.

• ¿Lees una revista similar a Okapi?¿Qué tipo deinformación hay en las revistas que tú lees?

3capable 4Take care of 5vision

treinta y cincoCapítulo 1A

35

● WAV Wbk.: Writing, p. 15● Guided Practice: Lectura, p. 31● Real. para hispanohablantes,

pp. 22–23

Más práctica

For: Internet ActivityWeb Code: jdd-0106

Communicate:Reading

Teacher-to-TeacherWrite all of the rules mentioned in the readingon individual pieces of paper, making enoughcopies so that everyone in the class has onerule. Have students work in groups. Tell onestudent to act out a rule while the others tryto guess which one it is. To encourage variety,have some students act out what not to do.

35

¿Comprendiste?

Resources: Answers on TransparenciesFocus: Verifying reading comprehensionSuggestions: If you had students createlists as they read the Lectura, allow themto use these as they answer the questions.Encourage students to answer in completesentences, even if the answer requires onlya “yes” or “no” answer.Answers:1. Falso. Es necesario establecer un horario fijo paraestudiar.2. Sí, es importante ser una persona organizada.3. Answers will vary.4. Answers will vary.5. Answers will vary.

Suggestions: If possible, bring in copies ofOkapi or similar magazines, or find onlineversions on the Web. Ask students to skimthe magazines and describe the types ofarticles they see. Have students bring inmagazines they like to read to use as areference when answering the Fondocultural question.

Answers will vary.

Enrich Your TeachingResources for All Teachers

A N S W E R S

For Further ReadingStudent Resources:• Realidades para hispanohablantes, pp. 24–25 • Lecturas para hispanohablantes 2, “Cuaderno de

tareas,” pp. 68–70• Guided Practice: Lectura, p. 31

AP* Literature Author: Antonio Machado, Lecturas para hispanoha-blantes 2, “Recuerdo infantil,” p. 72

Pre-AP* Support

• Activity: Divide students into groups of three.Assign each of the three students one of thesubtitled sections to read silently and then write amultiple choice question about it. Finally, haveeach student read aloud his or her section whilethe group members follow along. Once allsections have been read, have them ask eachother their multiple-choice questions.

• Pre-AP* Resource Book: Comprehensive guideto Pre-AP* reading skill development, pp.18–24

Pre-AP*

Standards: 1.2

Standards: 1.2, 2.2, 4.2

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Un nuevo escudo de armasLos escudos de armas1 son una manera antigua deidentificar a las familias importantes o a los reyes2.Los escudos tienen símbolos, animales y colores querepresentan a la familia. Hoy, muchas familiascontinúan usando los escudos de armas. Muchascompañías, universidades y escuelas también usanescudos de armas que son una versión moderna de estamanera de identificación.

¡Compruébalo! ¿Tiene tu escuela un escudo dearmas? Investiga si tu escuela tiene uno y cuál es susignificado.

ObjetivoHaz un escudo de armas para tu escuela. Si tu escuela tiene uno, haz otro nuevo.

Materiales• hojas grandes de papel

• lápices de colores

InstruccionesTrabaja con un grupo de tres o cuatro estudiantes.

1 Piensen en los símbolos de su escuela. ¿Cómo pueden usar estos símbolos en su nuevo escudo?

2 Dibujen la forma de un escudo o hagan una copia del escudo en la Figura 2.

3 Escojan tres o más símbolos.

4 Escojan tres o más colores.

5 Escojan un lema3 en español para la escuela, porejemplo, Siempre listos o Salud, trabajo y bienestar.

6 Dibujen el escudo y preséntenlo a la clase.

36 treinta y seisTema 1 • Tu día escolar

Figura 2

Figura 1 Éste es el escudo delReino de España. En la parte de arribaestá la corona (crown) de los reyes.

1coats of arms 2kings 3slogan

Advanced LearnersHave students search the Web for informationon the official coat of arms of Spain or of theroyal family. Have them write a reportexplaining how the symbols reflect the historyof the country.

Students with Learning DifficultiesTo help students prepare for their oral presen-tation, encourage those with oral expressiondifficulties to tape-record or videotape apractice presentation. They can then play itback and make appropriate adjustments totheir rate, intonation, volume, and nonverbalgestures.

36

La cultura en vivo

Core Instruction

Focus: Creating a coat of arms for theschoolSuggestions: The La cultura en vivosections introduce students to culturalproducts of the Spanish-speaking world. Inalternate chapters, there is the Perspectivasdel mundo hispano, which presents culturalperspectives. Bring in samples of coats of arms fromhistory books or find university logos thatcontain coats of arms. Ask students to pointout symbols and colors and give theiropinions about why they think they werechosen. If possible, bring in your own familycoat of arms and explain the symbols tostudents. Ask interested students to researchthe meanings of various colors and symbolsin heraldry (the study of coats of arms andemblems).Ask the woodshop teacher at your school tomake you a blank coat of arms. Have theclass vote on the best coat of arms andallow the winning group to transfer theirdrawing onto the wood. Hang the winningcoat of arms in the classroom. Extension: Have students research theirfamily coat of arms. Ask volunteers topresent their coat of arms and explain howthey symbolize the history of their family.

Communicate:Culture

Teacher-to-Teachere-amigos: Pair students to be e-amigos.Have them socialize by sending each othere-mails. Ask them to introduce themselvesand to exchange information about theirclasses. Encourage them to ask questionsabout their partner’s classes. Have studentsprint out their e-mails or send them to youfor your review.

Additional ResourcesStudent Resource: Realidades para hispanohablantes, p. 26

Standards: 1.2, 1.3, 2.2, 3.1

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Director(a) por un día

TaskYou have been invited to be principal for a day. Yourfirst task is to create some new school rules and displaythem on a poster. Be creative! After you complete theposter, present it to the class.

treinta y sieteCapítulo 1A

37

Prepare Make a list of six new school rules. Include threethings students must do and three that are not allowed. Youwant to create a very supportive environment where peoplewill learn better. Then make a poster to illustrate your rules.

Practice Using the illustrations on your poster, go throughyour presentation several times. You can use your notes whenyou practice, but not when you present. Be sure to:

• include three things that students must do and three thingsthat are not allowed

• use complete sentences

• speak clearly

Present Tell your classmates your new school rules, using the visuals on your poster.

Evaluation Your teacher may give you a rubric for how the presentation will be graded. You probably will be graded on:

• how complete your presentation is

• how easy it is to understand you

• how clearly the visuals on your poster illustrate your rules

1

2

3

4

EstrategiaBrainstormingBefore you prepare a presenta-tion, think of all the possibleideas for your project. List allyour ideas, without judgingwhether they are good or bad.Then go back and review yourlist. Pick the best ones for yourpresentation.

ModeloÉstas son mis reglas nuevas: Todos los estudiantes deben hacerpreguntas si no entienden algo. Y hay que . . . ¡Se prohíbehablar inglés en la clase de español! Y tampoco deben . . .

Communicate:Speaking

37

Core Instruction

Focus: Speaking about appropriate andinappropriate school behaviorSuggestions: The Presentación oral helpsstudents learn to build oral presentationsof many sorts using a four-step approach.In alternate chapters, there is a parallelPresentación escrita. To help students brainstorm, suggest thatthey think about the rules in their ownschool. Are there any rules that don’twork? Are there some that could beimproved? Also encourage students tothink about problems in school that couldbe prevented by rules. Review the four-step approach withstudents. Emphasize the importance ofplanning and practicing for an oral presen-tation. Remind students to use their visualpresentation to help organize their oralpresentation.

PortfolioRecord students’ oral presentations oncassette or videotape for inclusion in theirportfolios.

Assessment• Assessment Program: Rubrics, p. T27

Give students copies of the rubric beforethey begin the activity. Go over thedescriptions of the different levels ofperformance. After assessing students,help individuals understand how theirperformance could be improved.

Presentación oral

Score 1 Score 3 Score 5

You provide some of theinformation required.

You are difficult to understandand have many grammaticalerrors.

You provide four visuals thatclearly match your rules.

You provide most of theinformation required.

You are fairly easy to understandand have occasionalgrammatical errors.

You are easy to understand andhave very few grammaticalerrors.

You provide six visuals thatclearly match your rules.

You provide five visuals thatclearly match your rules.

You provide all of theinformation required.

RUBRIC

How easily you areunderstood

How clearly your visualsmatch your rules

Completeness of yourtask

Additional ResourcesStudent Resources: Realidades parahispanohablantes, p. 27; Guided Practice:Presentación oral, p. 32

Enrich Your TeachingResources for All Teachers

Pre-AP* Support

• Pre-AP* Resource Book: Comprehensive guideto Pre-AP* speaking skill development, pp. 36–46

Standards: 1.3, 3.1

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Preparación para . . .

38 treinta y ochoTema 1 • Tu día escolar

Las estudiantinas de Guanajuato son grupos de jóvenes que pasean cantando y caminandopor las calles. Llevan trajes de diferentescolores y tocan instrumentos musicales.

Esta bella ciudad tiene una hermosa arquitectura del período colonial (siglos1 XVI a XVIII). Esto fue posible gracias a la riqueza2 de sus minas durante la colonización española de México. Estas minas hicieron de Guanajuato una ciudad muy importante, con costumbres y tradiciones españolas.

Hoy en día, Guanajuato todavía es una de las ciudades mexicanas más importantes en la producción de plata3. Sus minas, tal como la Bocamina de la Valenciana, son lugares de mucho valor histórico y cultural.

1centuries 2riches 3silver 4 set fire

GuanajuatoBienvenidos a Guanajuato, lugar principaldel Videomisterio. A unos 450 kilómetros al noroeste de la Ciudad de México,Guanajuato tiene una población de más de 141,000 habitantes y es una ciudad conmucha historia. En los dos primeros Temas,van a conocer algunos lugares que tienenimportancia en el video En busca de laverdad. Van a empezar a ver el video con el Tema 3.

Guanajuato es famosa por sus grandes héroes ybatallas de la independencia mexicana (1810–1821).“El Pípila” es un monumento en homenaje alminero Juan José Martines de los Reyes. En 1810 él se convirtió en héroe cuando le prendió fuego4

a la puerta de la fortificación española, llamadaAlhóndiga de Granaditas.

Culture

38

Videomisterio

Core Instruction

Resources: Voc. and Gram. Transparencies:Map 12Focus: Reading about Guanajuato toprepare for the VideomisterioSuggestions: Before reading the intro-ductory paragraph, have students findGuanajuato on the map. Have studentslocate Mexico City, the Pacific Ocean, theGulf of Mexico, and the United States.Point out that Guanajuato, the capital cityof the state of Guanajuato, is bordered onthe north by the Sierra Central region,which includes San Miguel de Allende andDolores Hidalgo, two other cities studentswill get to know in the Videomisterio.To give students perspective on the size ofGuanajuato, have them research thepopulation of their town or city, as well asvarious cities in their state. Direct attention to the photo of las estu-diantinas. Explain that these are studentgroups that dress in medieval attire andstroll through the streets singing andplaying their music. This custom is basedon the Spanish tradition of las tunas. Thetradition was brought to Guanajuato in1963, and today it is an important part ofthe culture of the city. Large groups ofpeople follow the musicians as they tourthe city’s narrow streets singing songs andtelling stories. Point out the photo of the Bocamina de laValenciana mine and ask students if theyhave ever visited a mine. If so, where?What was it like?Ask students to look at the photo of ElPípila, and ask them to predict its actualsize. Tell them that the statue is 26 meters(85 feet) tall. Explain that Juan Olaguíbelbuilt it in 1939 and that it contains aninterior staircase that visitors can use toclimb to the top. Point out that theAlhóndiga de Granaditas is a fortress thatwas built between 1798 and 1809, andwas the site of one of the first battles forMexican independence from Spain. Advanced Learners

Have students search the Internet to find study-abroad programs that offer summer classes atthe Universidad de Guanajuato. Ask them tochoose a program and write a report describingwhat classes they would like to take and wherethey would like to live. Have them includeinformation about cost, lodging, and dates.

Students with Learning DifficultiesStudents may have difficulty putting the datesin Mexican history into perspective. Give them atimeline with important dates in Americanhistory and have them use a colored pencil towrite in the historical dates mentioned in thereading. Encourage them to add dates to thetimeline when viewing Videomisterio episodes.

Standards: 1.2, 3.2, 5.2

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39treinta y nueveCapítulo 1A

5 narrow and cobblestoned 6 strange

¿Sabes que . . . ?Guanajuato tiene muchas calles subterráneas. Las calles son productos de las viejas minas y antiguos ríos. Éstas permiten que los coches pasen por la ciudad sin afectar la arquitectura colonial y estilo de vida guanajuatense.

Para pensarLa belleza colonial y la vida cultural de Guanajuato atrae a visitantes de todo el mundo. ¿Qué ciudad estadounidense conoces que hace lo mismo?

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0 300 600 kilómetros

0 300 600 millas

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Guanajuato es famosa por sus estrechas y empedradas5

calles, llamadas callejones. También es un gran centro artístico, intelectual y cultural. Aquí nació el muralista Diego Rivera. Hay una respetada universidad en el centro.También hay una gran cantidad de museos, algunos artísticos, como el Museo Iconográfico del Quixote, y otros raros6, como el Museo de la Momia.

Guanajuato celebra cada octubre el Festival Cervantino. Es en honor al escritor español Miguel de Cervantes y llegan personas de todo el mundo.

Culture

Culture NoteMiguel de Cervantes was one of the greatestwriters Spain has ever produced. His mostfamous work of fiction, Don Quixote, waspublished when Cervantes was already middle-aged. Prior to its publication, Cervantes hadbeen held for a time as a slave in North Africaand had served with distinction in the SpanishArmy.

Internet Search

39

Suggestions: Direct attention to thephoto of the callejón, a narrow street oralleyway that is typical of the city ofGuanajuato. Tell students about thefamous Callejón del Beso. Explain thatwhen the estudiantinas get to the Callejóndel Beso, they tell a story similar to that ofRomeo and Juliet and encourage couplesto follow the tradition of kissing at thebottom of the street.Point out the photo of the statues of DonQuixote and Sancho Panza. Ask students ifthey have ever read anything written byMiguel de Cervantes. Have they ever seenthe movie or play, The Man of La Mancha?The festival is one of the most importantarts festivals held in a Spanish-speakingcountry. It attracts nearly 150,000 visitorsannually. It has been held in Guanajuatoevery October since 1972. To help students answer the Para pensarquestion, have them research colonial citiesin the United States. You may prefer to listcolonial cities on the board and havestudents who have visited them givedescriptions and explanations for why theyare popular among tourists. Answers will vary.Extension: Ask students to choose theirfavorite colonial city and write a touristbrochure describing the city’s history andattractions. If possible, encourage them toinclude photos of the city that they tookwhen they visited there, or have themdownload visuals from the Internet.

Keywords:

Festival Cervantino +Guanajuato

Enrich Your TeachingResources for All Teachers

AssessmentQuiz on PresEXPRESS•

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