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SOLT I Spanish Module 2 Lesson 1

Personal and Biographical Information

02/2006 EDITION

Personal and Biographical Information

Spanish SOLT I

Objectives

Module 2 Lesson 1

At the end of this lesson, you will be able to request personal and biographical information. After this lesson, the student will also be able to talk about him/herself using the present tense as well as the past tense. This lesson will include two tasks: 1. Exchange Personal Information • • • •

Ask and answer questions about someone’s age Ask and answer questions about marital status Ask and answer questions about someone’s residence Provide personal information

2. Exchange Biographical Information • • •

Request personal history Extract biographical data Report autobiographical data

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Personal and Biographical Information

Spanish SOLT I

Introduction

Module 2 Lesson 1

Scenario Raul Molina is in a job interview and he is being asked all kinds of questions. The employer needs to see if he qualifies for the positions he has applied for. Some of the questions they ask him are personal.

Interviewer:

-¿Cuántos años tiene?

Raul:

-Tengo 27 años.

Interviewer:

-¿Es Ud. casado o soltero?

Raul:

-Soy casado.

Interviwer:

-¿Dónde vive?

Raul:

-Vivo en Quito, Ecuador.

Interviewer:

-Y, ¿dónde nació?

Raul:

-Nací en los Estados Unidos, pero ahora vivo en Ecuador. Mi esposa es ecuatoriana.

Interviewer:

-Gracias por la información.

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Personal and Biographical Information

Spanish SOLT I

Introduction

Module 2 Lesson 1

1. Ask and answer questions about someone’s age Exercise 1 Pair activity. Working with your partner, ask each other’s ages. Example: ¿Cuántos años tienes? -Tengo veinticinco años. ¿Y tú?

2. Ask and answer questions about marital status Exercise 2 Pair activity. Working with a partner, ask and answer the following questions about marital status. 1.Are you married? No, I’m not married.

3. Are you divorced? Yes, I’m divorced.

¿Eres casado? Sí, estoy divorciado.

¿Estás divorciado?

No, no soy casado.

¿Están casados?

Sí, estamos casados.

2.Are you married? Yes, we are married.

¿Eres viuda?

Sí, estamos casados.

4. Are you a widow? Yes, I am.

Sí, soy viuda.

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Personal and Biographical Information

Spanish SOLT I

Introduction

Module 2 Lesson 1

3. Ask and answer questions about someone’s residence “¿Cuál es tu domicilio?” or “¿Cuál es tu dirección?” are the most common expressions you will hear for: What is your address? You will also hear: “¿Dónde vives?” (Where do you live?), and in forms that you may have to fill out, you may see: “Lugar de domicilio”or “Lugar de residencia” for (residence).

Exercise 3 Pair activity. Working with a partner, ask each other your address, using the examples listed above. Then ask each other where the various members of the families live. Example: “¿Dónde viven tus padres?” Viven en Guatemala.

4. Provide and request personal information and history. Also, extract biographical data and report autobiographical data. Language allows for communication and transmission of information among people of different cultures. Human beings are social beings that function in terms of his or her language and culture. It is difficult to learn to appreciate a group of people without understanding their past and their present situations. Biographical information becomes crucial in order to gain an appreciation for who these people are, what they are about, how they function in their daily lives, their occupations and their livelihood. In order to learn more about people in Hispanic America, or from any part of the world, you will have to train your mind to give and receive personal information.

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Personal and Biographical Information

Spanish SOLT I

Introduction

Module 2 Lesson 1

Exercise 4 Pair activity. Take turns reading the following biographical data about the newly elected president of Mexico.

El Nuevo Presidente de México VICENTE FOX

Una biografía breve de Vicente Fox Quesada: Nació el 2 de Julio de 1942 en la ciudad de México, Distrito Federal. Sirvió como gobernador del estado de Guanajuato. Tiene cuatro hijos adoptivos: Ana Cristina, Vicente, Paulina y Rodrigo. Vicente es una persona amable, respetuosa, y honesta. Es disciplinado y le gusta el trabajo. Fue administrador de la empresa de Coca Cola en México y Centroamérica. La agricultura forma parte de su vida porque sus padres son del Rancho San Cristóbal, en Guanajuato, México. El presidente Fox propone buenas relaciones con los EE.UU. Su visión idealista es abrir las fronteras entre México y los Estados Unidos.

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Personal and Biographical Information

Spanish SOLT I

Grammar Notes

Module 2 Lesson 1

1. Stem-changing verbs Class I verbs. These verbs have –ar and –er endings. These verbs change the stem vowel e>ie and o>ue in the present tense (every person except nosotros) and in the imperative mode or command form. Example: e>ie querer, venir o>ue volver, mostrar Class II verbs. These are –ir verbs only. The verbs change the same way, from e>ie and from o>ue in the present and the command form but also change from e >i and o>u in the preterite and the gerund. Example: e>ie sentir o>ue morir Class III verbs. These are –ir verbs only. These verbs change the e>i in the present, command, preterite and the gerund. Example: e> pedir

VENIR yo vengo tú vienes él/ ella / usted viene nosotros venimos ellos / ellas / ustedes vienen

VOLVER (to return) vuelvo vuelves vuelve volvemos vuelven

PEDIR (to ask for) pido pides pide pedimos piden

Exercise 1 Pair activity. Working with your partner, practice the conjugation of the following verbs: querer, mostrar, sentir, morir, volver, and pedir.

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Personal and Biographical Information Grammar Notes

Spanish SOLT I Module 2 Lesson 1

2. The past preterite and past imperfect tense of regular verbs Spanish uses two simple tenses the preterite and the imperfect to talk about events in the past. The preterite is used to express actions or states, which are seen by the speaker as completed in the past. The imperfect is used to describe past events, which are seen by the speaker as “incomplete” or “continuing”. Preterite

yo tú él ella usted nosotros ellos ellas Uds.

Imperfect

AR e aste

ER/IR í iste

ó

amos

imos

aron

ieron

yo tú él ella usted nosotros ellos ellas Uds.

AR aba abas

ER/IR ía ías

aba

ía

abamos

íamos

aban

ían

NOTES: 1. Ar and er ending verbs that have a stem change in the present tense are regular in the preterite. They do not have a stem change. 2. There are only three verbs that are irregular in the imperfect: ser, ir, and ver!

Exercise 2 Pair activity. Working with your partner, practice the conjugation of regular verbs in the present, past preterite and past imperfect.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Mis hijos Nosotros Yo Tú y yo Ud. Elena Emilio y yo Uds. Pablo y Elena Tú

Present ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

Preterite ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

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Imperfect ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

Personal and Biographical Information

Spanish SOLT I

Grammar Notes

Module 2 Lesson 1

Preterite Vs. Imperfect The imperfect is used to describe a scene and the preterite is used to list series of completed actions. The imperfect is used to tell “what was going on” while the preterite is used to tell, “What happened”. Uses of the preterite 1. It is used for when you begin, finish or become something. Carlos comenzó el examen. Carlos began the test. Ismael terminó su tarea. Ismael finished his homework. Paco se enojó. Paco became angry. 2. To express an action that is located in a specific point of a time line and is considered a completed action. Carlota entró. Carlota came in. (Now she is in) 3. It is always used when listing a series of consecutive actions. Salí de la casa y manejé al centro. I left the house and drove (to) downtown.

Uses of the imperfect : 1. AgeTenía 12 años /I was 12 years old. 2. Physical characteristics descriptions in the past Era alta y bonita / She was tall and pretty. 3. Mental or emotional statesEstaba nervioso / I was nervous. Note: When you become something use the Preterite- Me puse nervioso/I became nervous. 4. Habitual or repeated actionsEstudiaba todas las tardes / I used to study every afternoon. 5. Events or actions that were in progressCenaba cuando llamaste/ I was dining when you called. 6. Time-tellingEran las ocho de la noche / It was eight o’clock. 7. WeatherHacía buen tiempo / It was nice weather. NOTE: Words that are hints for using the Imperfect are: siempre, usualmente, frecuentemente, generalmente, cada (año, día, verano), todos los (años, días, veranos)

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Personal and Biographical Information

Spanish SOLT I

Grammar Notes

Module 2 Lesson 1

Tip of the day: When asking for personal information you will be asking for a person’s age. In Spanish, we express age with the verb “To have” instead of the English use of the verb “to be.” In other words, Hispanics “have” years. Thus, it becomes crucial that in this section you become very comfortable with all of the different conjugations of the irregular verb to have/tener

3. Tener yo tengo tú tienes él, ella, usted tiene

nosotros tenemos ellos, ellas, ustedes tienen

Exercise 3 Pair activity. Working with a partner, ask each other’s age, then ask your classmates their age and their relatives’ ages. Example: ¿Cuántos años tienes? Tengo veinticinco años.

4. Ser (to be), Ir (to go), and *Ver (to see) a) The irregular verbs ser (to be) and ir (to go), share the same conjugation in the preterite tense. b) There are only three verbs that are irregular in the imperfect: ser, ir, and ver!

yo tú él, ella, usted nosotros ellos, ellas, ustedes

Preterite

Imperfect

ser / ir

ser

ir

ver

fui fuiste fue fuimos fueron

era eras era éramos eran

íba íbas íba íbamos íban

veía veías veía veíamos veían

*Note: Ver is a regular verb in the preterite tense.

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Personal and Biographical Information

Spanish SOLT I

Grammar Notes

Module 2 Lesson 1

Exercise 4 Pair activity. Working with your partner, practice the conjugation of ser, ir, and ver in the Preterite and Imperfect.

5. Past Preterite of Estar and Tener

yo tú él, ella, usted nosotros ellos, ellas, ustedes

estar

tener

estuve estuviste estuvo estuvimos estuvieron

tuve tuviste tuvo tuvimos tuvieron

Exercise 5 Pair activity. Working with your partner, practice the conjugation of the following verbs in the past preterite tense. 1. Ella (estar) ______________ en el parque. 2. Él presidente (ir) ______________ a la reunión. 3. Yo (preferir) _________________ comer en casa. 4. Él (ser) _________abogado. 5. Ellos (volver) _________________ temprano. 6. Mis hijos (estar) ____________ enfermos. 7. Nosotros (ir) ____________ al mercado. 8. Tú (hablar) _____________ con ella ayer. 9. Ellas le (escribir) ______________ a su abuelo. 10. Yo (nacer) ___________ en Colombia.

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Personal and Biographical Information

Spanish SOLT I

Grammar Notes

Module 2 Lesson 1

Exercise 6 Pair activity. Working with your partner, practice the conjugation of the following verbs in the past imperfect tense. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Todos los días, nosotros (ir) ______________ al parque. Él administrador (estar) ______________ a la reunión. Yo (ser) _________escritor. Generalmente, ellos (volver) _________________ temprano. Frecuentemente, mis hijos (estar) ____________ enfermos. Ustedes (ir) ____________ al mercado. Tú (hablar) _____________ con ella cuando llamé. (ser) ______________ las siete de la noche cuando llegué. Cuando era niño (vivir) ___________ en Medellín, Colombia. Siempre (hacer) ___________ buen tiempo en la costa.

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Personal and Biographical Information

Spanish SOLT I

Vocabulary

Module 2 Lesson 1

The vocabulary has been group in four equally important categories. They are places, occupations, verbs and useful words. Lugares la bahía el centro la costa el mundo el terreno

bay downtown coast world terrain, ground

Ocupaciones el administrador el apóstol el, la escritor (a) el, la mártir el, la poeta la profesión el, la profeta el revolucionario

administrator apostle writer martyr poet profession prophet revolutionary

Verbos besar comenzar confesar dar escribir estornudar hacer intentar llegar luchar nacer terminar venir volver

to kiss to start to confess to give to write to sneeze to do, to make to try to arrive to fight, to wrestle to be born to finish to come to return

Palabras útiles la agricultura el balcón la cita conocido (a) la consecuencia disciplinado (a) el héroe la mente la paz la película la persona el poema respetuoso (a) sencillo (a) temeroso la tierra la verdad la vida

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agriculture balcony date, appointment well known consequence disciplined heroe mind peace movie person poem respectful simple frightening, fearful earth, land truth life

Personal and Biographical Information

Spanish SOLT I

Cultural Notes

Module 2 Lesson 1

1. El cumpleaños en el mundo hispano. Birthday celebrations in the Hispanic world are very special. They are usually family celebrations because the concept of family in Hispanic America includes aunts, uncles, grandparents, cousins and even friends. It is natural then that on such occasions, they all get together to celebrate a birthday. Food is also very important in these celebrations. In some cases all the family members participate in a form of potluck, and other times, the host family prepares all the food, but in any case, nobody goes hungry, and they all have plenty of fun. 2. El divorcio. In the Catholic Church, divorce is not accepted. Sometimes couples apply to the Vatican for an annulment, other times they legalize the separation and do not go through church channels at all. For this reason instead of using the term “divorced”, they use the term “separado/s”, and it could mean that they are legally divorced, but do not use the term because traditionally the church has not accepted it.

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 1 Asking someone’s age Pair activity. Working with your partner, ask each other’s age and birthday. Follow the example below. A: ¿Cuántos años tienes? B: Tengo veinte años. A: ¿Cuándo es tu cumpleaños? B: El 15 de septiembre. Y tu, ¿cuándo es tu cumpleaños? A: Yo tengo 23, mi cumpleaños es el 19 de noviembre.

Activity 2 Ages of family members Pair activity. Working with your partner, tell the ages of the different members in your family. Take turns to ask and answer the questions below.

1. ¿Cuántos años tienes tú? ______________________________________ 2.¿Cuántos años tiene tu mamá? ______________________________________ 3. ¿Cuántos años tiene tu esposa/o? ______________________________________ 4. ¿Cuántos años tiene tu profesor/a? ______________________________________ 5.¿Cuantos años tiene tu compañero/a de clase? ______________________________________

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 3 Marital status Pair activity. Working with your partner, talk about the marital status of your immediate family members. You can use either SER or ESTAR. You were already introduced to these verbs in module one. Here you will review them in context.

Activity 4 Ask/answer about your marital status ya already

sólo only

todavía still

Pair activity. Take turns filling in the blanks by choosing one of the words above: ¿Hace mucho tiempo que es Ud. casado? No, ________________ hace 2 años. Sí, _________________ hace 2 años.

¿Hace mucho tiempo que su hijo es casado? No, ____________ hace 5 años. Sí, ______________ hace 5 años. ¿Está usted casado___________? No, soy divorciado

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 5 Answer about marital status. Think of your own brothers and sisters, your sons and daughters and your best friends and neighbors. Are they married or single?

Pair activity. Working with your partner, construct five sentences following the model below. Use the verb SER on three examples and the verb ESTAR in the other two. Compare your sentences with your partner’s. Example: Mi mejor amiga se llama Patricia. Ella está casada. (married) Mi hermano se llama Alberto y es viudo. (widower)

1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 6 Famous personalities (biographies) You will listen to a series of three mini-biographies. Pair activity. Working with a partner, you will ask and answer the following questions alternating famous personalities. Biography no. 1

Eva Perón Questions: 1. ¿Quién era Eva Perón? 2. ¿Cómo se llamaba su esposo? 3. ¿De qué país era presidente? 4. ¿A quienes ayudaba Evita? 5. ¿Que veía Evita en las miradas de los argentinos?

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Biography no. 2

José Martí

Questions: 1. 2. 3. 4. 5.

¿De qué país era José Marti? ¿Qué profesión tenía José Martí? ¿Qué género literario prefería? ¿En qué movimiento revolucionario participó? Ademas de poeta, ¿qué fue Martí?

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Personal and Biographical Information Application Activities

Module 2 Lesson 1

Biography no. 3

Pancho Villa

Questions: 1. 2. 3. 4.

Spanish SOLT I

¿Qué era Pancho Villa? ¿Dónde nació? ¿En qué evento importante participó? ¿Por qué luchaba?

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 7 Ask/provide personal information Class activity. Working with your partner, you will first answer the question and then ask a classmate the same question. 1. ¿Tienes un auto? ¿De qué color es? Your answer: ___________________________________________ Classmate’s answer: _____________________________________ 2. ¿Tienes un reloj? ¿Es bueno o malo? Your answer: ___________________________________________ Classmate’s answer: _____________________________________ 3. ¿Tienes una familia? ¿Es chica o grande? Your answer: ___________________________________________ Your classmate’s answer: _________________________________ 4. ¿Tienes un bolígrafo? ¿Es negro, azul o rojo? Your answer: ___________________________________________ Your classmate’s answer: _________________________________ 5. ¿Tienes un amigo o amiga? ¿Está en esta clase? Your answer: ___________________________________________ Your classmate’s answer: _________________________________

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 8 Famous people Provide information about the famous personalities from the list below, but do not reveal his or her identity. Pair activity. Working with your partner, ask yes/no questions until the clues add up and he can identify the person. Play one game each from column A and column B. Examples: ¿Todavía trabaja? ¿Gana bastante dinero? ¿Trabaja en la televisión? Sí/No/Ya no A NOLAN RYAN DONALD TRUMP GEORGE BUSH MOHAMED ALI TOM CRUISE OLIVER NORTH FIDEL CASTRO

B MADONNA MOTHER TERESA MARTIN LUTHER KING OPRAH WINFREY NANCY REAGAN MARGARET THATCHER CORAZÓN AQUINO

Activity 9 Biography

Octavio Paz Pair activity. Working with your partner, complete the biographical data about the famous writer Octavio Paz, filling the blanks using the appropriate tense, either past preterite or past imperfect of the verbs in parenthesis. Octavio Paz (nacer) __________ en la Ciudad de México en 1914. Cuando era joven (estudiar) ___________ en la Universidad Nacional Autónoma de México. En 1933 (publicar) __________ su primer libro de poemas, Luna Silvestre. En 1937 (viajar) ___________ a España para participar en un congreso de escritores antifascistas.

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 9 (Continued)

En 1943 (recibir) _____________ una beca (scholarship) Guggenheim y se (ir) ______ a los Estados Unidos donde se (quedar) _____________por dos años. A fines de 1945 (entrar) _____________ al servicio diplomático de México. En 1950 (publicar) ____________ su libro de ensayos más famoso, El Laberinto de la Soledad. En 1968 (renunciar) ____________a su cargo de embajador en la India. Luego en 1981 (recibir) ______________ el Premio Cervantes de España y más tarde, en 1990 el Premio Nobel de Literatura.

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity10 Biography review using past preterite and past imperfect. Pair activity. Working with your partner, complete the biographical data about the famous writer Gabriela Mistral, filling the blanks using the appropriate tense, either past preterite or past imperfect of the verbs in parenthesis.

Biografía “Lucila Godoy Alcayaga, también conocida como (known as) Gabriela Mistral, _____ (nacer) en Chile, en el valle de Elqui, en 1889. Primero se ______ (dedicar) a la enseñanza; ________ (practicar) su profesión de profesora en muchas escuelas de Chile. Después, ______ (aceptar) cargos consulares en Europa y en América. _______ (publicar) su primer libro, Desolación, en 1922. En 1945 _______ (recibir) el Premio Nóbel de Literatura. Fue la primera vez que alguien de Hispanoamérica _________(recibir) este premio. Gabriela Mistral _____ (morir) en 1957, en un hospital de Nueva York.”

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 10 (Continued) Pair activity. Working with your partner, answer the following questions. Then try to tell your partner what you can remember in your own words. a. ¿Dónde y cuándo nació Gabriela Mistral?

b. ¿Cuál era su profesión?

c. ¿Cuál es el nombre de su primer libro?

d. ¿En qué año recibió el Premio Nóbel de Literatura?

Activity 11 Ask and answer about someone’s residence Class activity. Circulate around the classroom and ask your classmates where they live, take notes and answer the teacher when he or she asks where each student lives. Each student should give complete residence details, to include more than the city, such as actual physical address, city, state and country. 1._____________________________________________________________________. 2._____________________________________________________________________. 3._____________________________________________________________________. 4._____________________________________________________________________. 5._____________________________________________________________________. 6._____________________________________________________________________.

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 12 Biographical sentences Pair activity. Working with your partner, GO FISHING from the pond below. Take articles, nouns and adjectives to make a sentence. Make as many sentences as you can, but at least five. Add some words of your own if necessary. 1._____________________________________________ 2._____________________________________________ 3._____________________________________________ 4._____________________________________________ 5._____________________________________________

Words in the pond el soldado

famoso

héroe

le gustó

la

importante

estuvo

una

estudió

militar

carrera

profesional

años

vivió

honesto

26

estudiante

director fue

un

vivió

a

trabajó

impresionante

Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 13 Negation (review) Pair activity. Working with your partner, practice changing sentences to negative as on the following model. Example: bolígrafo / lápiz A: ¿Tienes un bolígrafo? B: No, no tengo un bolígrafo, pero tengo un lápiz. 1. 2. 3. 4.

libro de gramática/ diccionario máquina de escribir / computadora 12 dólares/10 dólares trabajo de medio tiempo/ trabajo de tiempo completo.

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 14 Tener/venir Pair activity. Working with your partner, combine the words and phrases below to form sentences using the verbs tener and venir. Follow the model and take turns supplying any missing words. Example: Carmen y Martín / universidad / clase Carmen y Martín vienen a la universidad porque tienen una clase. 1. Ellos / parque / pelota

2. Pamela y Hernán / México / amigos allá.

3. Tú / biblioteca / tarea que hacer.

4. Ud. / oficina / entrevista con diferentes personas.

5. Marla y yo / tienda / cosas que comprar.

Activity 15 To have relatives (Tener parientes): Pair activity. Working with your partner, answer the following questions and be ready to answer aloud as your instructor asks you one of the questions. 1)¿Cuántos hermanos tienes tú?

_____________________________

2)¿Cuántos tíos tienes tú?

_____________________________

3)¿Cuántas tías tienes tú?

_____________________________

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Personal and Biographical Information

Spanish SOLT I

Application Activities

Module 2 Lesson 1

Activity 16 Personal information Pair activity. Working with your partner, conduct an interview the following questions and answers below. Remember to reverse roles. Example: ¿Cuándo naciste *(tú)? Nací el 28 de agosto de 1972.

When were you born? I was born August 28, 1972.

¿Dónde naciste? Nací en Catamarca.

Where were you born? I was born in Catamarca.

¿Estudiaste español anoche? Sí, estudié (No estudié).

Did you study Spanish last night? Yes, I studied (I didn’t study).

Remember that native speakers drop the pronouns most of the time when speaking. The conjugation indicates which person the speaker is referring to.

Activity 17 Personal information in the preterite Pair activity. Working with your partner, answer the following questions in the past preterite tense? 1. 2. 3. 4. 5. 6. 7. 8.

¿Cuándo naciste? ____________________________________________________ ¿Dónde naciste? _____________________________________________________ ¿Dónde asististe a la escuela? __________________________________________ ¿Dónde trabajas? ____________________________________________________ ¿Eres casado(a) o soltero(a)? ___________________________________________ ¿Cuántos años asististe a la escuela primaria _______________________________ ¿Cuánto tiempo practicaste español anoche? _______________________________ ¿Cuánto tiempo demoraste de tu casa a la escuela esta mañana? ________________ (Make up a few questions of your own)

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Personal and Biographical Information Skill Integration

Spanish SOLT I Module 2 Lesson 1

Activity 1 Interview: speaking, and listening. Class activity. Three students sit in front of the classroom and are interviewed by the whole class. The object of the interview is to determine who is telling the truth about themselves and who isn’t. Only one of the three students selected by the instructor will be telling the truth.

Activity 2 Biographical data: writing, speaking, and listening Group activity. Create a list of items you may know about a Hispanic famous personality. Half of the group switches with half of another group and alternately provide the information to the new group and they have to guess who it is.

Activity 3 Exchanging personal information: reading, writing speaking, and listening. Class activity. Pretend you are at a social gathering full of famous Spanish speaking personalities. You write in a piece of paper the name and some information about the famous personality you are supposed to represent. When another student guesses who you are, you find out about him or her and once you are both discovered you read each other’s additional information if any has been left out during the conversation, then move on to someone new. If someone is not discovered after a couple of minutes, students show the written information to their partner so no one else can hear it and move on to someone else. At the end of the session the instructor will ask which personality a certain student represents and students will take turns volunteering information.

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Personal and Biographical Information

Spanish SOLT I

Skill Integration

Module 2 Lesson 1

Activity 4 Provide personal information: reading, writing, speaking, and listening. Class activity. Write in a piece of paper your age, your marital status, your residence, your occupation and something about your immediate family. The instructor will gather the written information and pass it out to different students. It is the students’ task to find the person the information pertains to.

Activity 5 Provide personal information: speaking, and listening. Class activity. The students will take turns asking the instructor personal information about him/herself and it’s up to the students to determine if it’s true or false. ¿Cierto o falso?

Activity 6 Biographical information in the media: reading, and speaking. Pair activity. Working with your partner, gather biographical information provided by the instructor from newspapers and magazines in Spanish. You will present the information in pairs to the rest of the class.

Activity 7 Ask and answer about someone’s residence: speaking, listening, and writing. Class activity. Walk around the classroom asking classmates about their home address and write it down. The instructor will then ask where various students live. Example: ¿Dónde vives?, ¿Cuál es tu dirección?, or ¿Cuál es tu domicilio? _________________________________ _______________________________ _________________________________ _______________________________ _________________________________ _______________________________ _________________________________ _______________________________ _________________________________ _______________________________

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Personal and Biographical Information

Spanish SOLT I

Skill Integration

Module 2 Lesson 1

Activity 8 News: reading, speaking, and listening. Pair activity. Working with your partner, read the newscast once, then listen to your partner read it and take notes. Tell another classmate about it.

TITULARES DEL DIA ALREDEDOR DEL MUNDO Con:Mario Moreno

Noticiero Internacional Cartagena, Colombia 12 de junio del 2000

Muy buenas noches estimado público. Son las once en punto de la noche, ¿Sabe usted dónde están sus hijos? Esta noche, noticias de Colombia y el grupo terrorista más ilusorio que aceptó este viernes la responsabilidad del asesinato del diplomático británico de defensa, el general de brigada, Stephen Saunders, quien murió a los 52 (cincuenta y dos) años de edad. Los terroristas acusan a Saunders por su participación en ataques aéreos, bárbaros de NATO contra Colombia el año pasado. La acción militar de NATO se compara con crímenes tipo Nazi, quienes asesinaron a miles de personas sin (without) armas. Este grupo terrorista no continúa con su ideología marxista. En el presente, los terroristas tienen una perspectiva nacionalista muy fuerte. Y ahora, unos breves comentarios de Conchita Cárdenas quien se encuentra en el lugar de los hechos.

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Personal and Biographical Information

Spanish SOLT I

Skill Integration

Module 2 Lesson 1

Activity 8 (Continued)

Conchita Cárdenaz ¿Cómo estás Mario? Aquí (here) en Cartagena, Colombia descubrí que el Ministro de Defensa, dijo (said) que Saunders era inocente. Que no participó en planear los ataques aéreos de NATO, y que él estaba en Kuwait en una misión de observador de las Naciones Unidas cuando empezó el bombardeo (bombing) en marzo de 1999.

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Personal and Biographical Information Homework

Spanish SOLT I Module 2 Lesson 1

Activity 1 The verb “Tener” Conjugate the verb “Tener” Yo_________,tú__________,él________,nosotros________,Uds._______ellos_______.

Activity 2 Personal information CD ROM. Información sobre Sandra. Listen to what Sandra has to say about herself, and then answer the questions that follow.

Activity 3 Cierto o falso Read the phrase and write a C for CIERTO (TRUE) or F for FALSO (FALSE). If you write F explain why. 1. 2. 3. 4. 5.

Sandra tiene 20 años y es de Paraguay.________ La familia de Sandra es grande.___________ Tiene cinco hermanas y tres hermanos.___________ Sandra tiene dos perros.__________ Los perros son muy desobedientes.__________

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Personal and Biographical Information

Spanish SOLT I

Homework

Module 2 Lesson 1

Activity 4 Personal information CD ROM. You will hear a short description about Rosa’s life and then you will answer the following questions:

Questions 1. ¿Quién es Rosa María Alarcón Piña? 2. ¿Cómo se llama su padre? 3. ¿Cómo se llama su madre? 4. Describa a los padres. 5. ¿Es Rosa María una persona importante? ¿Por qué? 6. ¿Tiene mucho tiempo Rosa María? 7. ¿Qué hace de vez en cuando? 8. ¿Qué hay en la bahía de Coquimbo?

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Personal and Biographical Information

Spanish SOLT I

Homework

Module 2 Lesson 1

Activity 5 Choosing the best answer Choose all of the possible correct answers for each sentence. Explain why certain answers are incorrect. 1. El director está… a. enfermo 2.

b. muy buena persona

c. en la oficina.

d. arquitecto.

b. hermanos de Eva

c. miembros del club.

d. en el desierto.

b. temprano.

c. buena idea.

d. de metal.

Somos...

a. felices 3. Es... a. verano

4. Claudia está... a. en la escuela

b. casada

c. una buena estudiante

d. demócrata.

b. verde

c. preciosa

d. en mi casa.

c. guapa.

d. buen estudiante.

5. La mesa está... a. en la cocina

6. Tú eres... a. mi amigo.

b. en mi casa

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Personal and Biographical Information

Spanish SOLT I

Homework

Module 2 Lesson 1

Activity 6 ¿Qué hacen? CD ROM. Listen to what the following people like to do as a hobbie and then write down the letter of the activity according to the descriptions below. 1. 2. 3. 4. 5. 6. 7. 8.

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Personal and Biographical Information

Spanish SOLT I

Homework

Module 2 Lesson 1

Activity 7 Finding biographical information Look on the Internet for biographical information on Spanish-speaking celebrities such as James Olmos, César Chavez, Julio Iglesias, Ricky Martin, Selena, Luis Buñuel, Carlos Fuentes, Pedro Almodóvar, Diego Rivera, Jorge Luis Borges or Rigoberta Menchú. You may come up with one of your own in other areas besides the ones mentioned, such as famous people in sports, history, art, or politics. Obtain biographical information such as: Fecha de nacimiento: Lugar de nacimiento: Profesión: Dirección: Familia: Premios: Estado civil: soltero (a), casado (a):

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Personal and Biographical Information

Spanish SOLT I

Speaking Preparation

Module 2 Lesson 1

Activity 8 Biography Come to class prepared to present a complete biography on a family member. You should be able to speak for no less than 5 minutes. You may use visuals to enhance your presentation. Try to make it as interesting as possible even if it’s necessary to invent some facts. Include age, marital status, residence, and all other possible personal history.

39

SOLT I Spanish Module 2 Lesson 2

Time and Measurement

Time and Measurement

Spanish SOLT I

Objectives

Module 2 Lesson 2

In this lesson the student will get familiar with telling time and measurement. For this purpose the student will learn how to:

1. Tell Time • • • •

Ask for the time Use military official time Use the 12-hour time system Ask and answer questions about clock time

2. Use Metric System • • • • •

Use numbers from 101 through 1,000,000 Tell distance in the metric system Recognize types of packaging use in the TR markets Recognize and use metric system, weights and measures Compare the metric system with the English system

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Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

This lesson introduces you to concepts, time and measurement. That’s why it is important to become familiar with time zones in the Hispanic countries. It is also important to be able to function with military time in Spanish. Also, the United States is one of the few countries in the world where the metric system is not used. For instance, anywhere you go in the Hispanic world you will be required to function with the metric system. It is actually a fairly simple system to learn, since it is based on the digit 10. You either increase or decrease the number by ten or by multiples of ten. Thus, you will have an opportunity to measure distances and weighing objects as well as comparing both the metric and the English systems.

Scenario Ernesto, an SOF soldier and his counterpart, Estela are talking about their plans for this coming weekend.

Los planes de Ricardo y Margarita empiezan desde el viernes por la noche. A las 9:30 de la noche van a ver una película. Después de las 11:20, planean ir a bailar a una discoteca. El sábado a las 10:00 de la mañana Ricardo va a lavar el carro. Alrededor de las 11:00 de la mañana Ricardo y Margarita van al Mercado a comprar varias cosas: un kilo de arroz, un litro de leche y un metro de tela para Margarita. El sábado a las 5:30, Ricardo y Margarita van a dar una fiesta. El domingo van a almorzar en un restaurante. El domingo por la tarde Ricardo va a escribir una carta y Estela va a escuchar música.

Exercise 1 Pair activity. Working with your partner, complete the following by choosing the correct phrase and compare each other’s answers. 1. El sábado a las 10:00 de la mañana Ricardo... a. va a ir al Mercado b. va a lavar el carro

c. va a reparar el carro

2. El viernes a las…van a bailar a una discoteca. a. 11:30 de la noche b. 10: de la noche

c. 11:20 de la mañana

3. El domingo por la tarde Ricardo va a… a. viajar b. escuchar música

c. escribir una carta

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Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

1. Ask for the time

Tip of the day: In English there is a difference between a watch and a clock, in Spanish only reloj is used to refer to both.

1. In Spanish there are two ways to ask what time it is. ¿Qué hora es?

Or

¿Qué horas son?

What time is it?

2. To express time, use: ser + definite article + hour. Es la una (de la tarde, de la madrugada). It’s one (in the afternoon, in the morning). Example: Son las cuatro. Es la una y media.

It’s four o’clock. It’s one thirty.

Note: Since one is singular, use es with una. Son is used with all other hours. Son las once en punto. Son las tres y diez.

It’s eleven o’clock. It’s ten past three.

3. The feminine definite articles la and las are always used before the hour since the word hora is feminine. Son las cuatro y media. Es la una menos quince.

It’s four thirty. It’s fifteen till one.

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Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

1. Ask for the time (Continued) Son las once y media. Es la una menos quince.

It’s eleven thirty. It’s fifteen till one

Una is used instead of uno when telling time.

Note:

To add minutes to the hour add y:

Es la una y siete. Son las dos y veinte.

It’s seven past one. It’s twenty past two.

Note: To express a half hour or a quarter of an hour, it is common to hear media or cuarto, respectively.

Son las tres y media. Son la cinco y cuarto.

It’s three thirty. It’s a quarter after five.

4. To ask at what time something is going to happen, the expression ¿A qué hora? is used.

¿A qué hora es la reunión?

At what time is the meeting?

To reply, use: a las or a las + hour. La reunión es a las cuatro y media.

The meeting is at four thirty.

5. To express a specific time of the morning, afternoon, or evening, use de la mañana, de la tarde, de la noche.

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Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

1. Telling and asking time (Continued)

Note: When no specific time is expressed, use por la mañana, por la tarde, por la noche.

Ayer Raúl y Esteban estudiaron por la tarde.

Yesterday Raúl and Esteban studied in the afternoon.

2. Tell military official time To tell time using the military system you must use the 24 hour system. Example: Military system:

Son las 23:00 horas

It’s 23:00 hours

12 hour system:

Son las 11:00 p.m.

It’s 11:00 p.m.

3. Ask and answer questions about clock time Pair activity. Working with your partner, look at the following clocks and tell each other what time it is. Take turns and ask each other “¿Qué horas son?” by pointing out to the clocks.

1

2

3.

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4.

Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

4. Use numbers from 101 through 1,000,000 Notice that numbers starting from two hundred become plural until you reach one thousand (mil), and the feminine version of the hundreds range numbers is also used starting with 200, but you can say ciento uno (a), keeping the hundred as a singular and making the number one a feminine when necessary Example: doscientos (as), trescientos (as), etc. cien escuelas /ciento una escuelas. 100 = cien 101 = ciento uno 102 = ciento dos 199 = ciento noventa y nueve 200 = doscientos (as) 300 = trescientos (as) 400 = cuatrocientos (as) 500 = quinientos (as) 600 = seiscientos (as) 700 = setecientos (as) 800 = ochocientos (as) 900 = novecientos (as)

4. Use numbers from 101 through 1,000,000 (Continued)

After the first thousand ( mil ), the mil always goes after the number of thousands, and the feminine version is used after the word mil. Example: dos mil una lecciones. 1000 = mil 1001 = mil uno (a) 2000 = dos mil 2001 = dos mil uno (a) 100,000 = cien mil 999,000 = novecientos noventa y nueve mil 1,000,000 = un millón

46

Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

5. Tell distance in the metric system

You and your partner each have a partial list of cities and their distances in kilometers from Mexico City. Ask your partner for the information you need to complete your list and give him the information he lacks on his list.

47

Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

5. Tell distance in the metric system (Continued)

48

Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

5. Tell distance in the metric system (Continued)

49

Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

6. Recognize the types of packaging used in the TR markets

Pesos y medidas

La libra Americana tiene 454 gramos.

El medio kilo tiene 500 gramos.

un kilo

medio kilo

un cuarto de kilo

medio litro

una botella

el tarro

la lata

la caja

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el paquete

un litro

la bolsa

Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

7.

Recognize and use the metric system, weights and measures.

Write out the Spanish word for each weight or measure next to its symbol, express the equivalent in the English system. Example: Doscientos cincuenta gramos

1.

_________________________

2.

_________________________

3.

_________________________

4.

_________________________

5.

_________________________

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Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

8. Compare the metric system with the English system Inches To convert from inches inches inches inches

to millimeters centimeters meters microns

multiply by 25.4 2.54 0.0254 25,400

to inches meters centimeters microns mils

multiply by 0.03937 0.001 0.1 1000 39.37

to centimeters meters miles

multiply by 30.48 0.3048 0.000189

to centimeters feet inches kilometers miles microns yards

multiply by 100 3.281 39.37 0.001 0.0006214 0.000001 1.094

Millimeters To convert from millimeters millimeters millimeters millimeters millimeters

Feet To convert from feet feet feet Meters To convert from meters meters meters meters meters meters meters

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Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

8. Compare metric system with English system (Continued) Ounces To convert from ounces ounces ounces ounces

to grams grains pounds tons

multiply by 28.35 437.5 0.0625 0.00003125

Grams To convert from grams grams grams grams

to milligrams kilograms ounces pounds

multiply by 1000 0.001 0.0353 0.002205

to grams kilograms ounces tons

multiply by 453.6 0.4536 16 0.0005

Pounds To convert from pounds pounds pounds pounds Kilograms To convert from kilograms kilograms kilograms kilograms

to grams pounds ounces tons

multiply by 1000 2.205 35.27 0.001102

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Time and Measurement

Spanish SOLT I

Introduction

Module 2 Lesson 2

Cubic Feet To convert from cubic feet cubic feet cubic feet cubic feet cubic feet

to cubic centimeters cubic inches cubic meters liters quarts

multiply by 28317 1728 0.0283 28.32 29.92

to cubic centimeters cubic feet cubic inches liters quarts

multiply by 1,000,000 35.31 61023 1000 1057

to

multiply by 100 24 0.04167 14.7 0.0680 51.72 0.0194

Cubic Meters To convert from cubic meters cubic meters cubic meters cubic meters cubic meters Miscellaneous To convert from newtons days hours atmospheres pounds/sq inch pounds/sq. inch mm mercury

grams hours days pounds/sq. inch atmospheres mm mercury pounds/sq. inch

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Time and Measurement

Spanish SOLT I

Grammar Notes

Module 2 Lesson 2

1. Reflexive verbs Reflexive verbs are usually associated with DAILY ROUTINES. We use THE REFLEXIVE FORM OF THE VERB to indicate that we do the action on ourselves HOWEVER if I were to do the action to another person, it is not necessary to use the reflexive form of a verb. Example of the Reflexive Form: (Yo) me baño por las mañanas. Example of the non-reflexive: (Yo) baño a mi bebé todas las noches If you use the reflexive form, you will need to include a reflexive pronoun. This reflexive pronoun is what makes the verb a reflexive verb. Personal Pronoun

Reflexive Pronoun

Verb

(yo) (tú) (él, ella, Ud.) (nosotros) (ellos, ellas, Uds.)

me te se nos se

baño bañas baña bañamos bañan

NOTE: The names of reflexive verbs end with SE. bañarSE, peinarSE, irSE. This is an indication that the verb must be conjugated as a reflexive. After a preposition (a, de, por, para, etc.) always use the infinitive (or name of the verb). In the case of reflexive verbs you must also attach the reflexive pronoun at the end. Ex: bañarme, irte, levantarnos, etc.

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Time and Measurement

Spanish SOLT I

Grammar Notes

Module 2 Lesson 2

Note: Remember that Spanish is a “pro-drop” language. This means that dropping the personal pronoun is allowed, and it is a very common practice in the native’s oral language. The conjugation of the verb tells what person the speaker is referring to. Although it is not necessary to use the personal pronoun, especially in oral language, it is perfectly fine to use it.

Exercise 1 Pair activity. Working with your partner, identify the reflexive verbs by writing an “R” or leave it blank if it is not. Compare each other’s answers. _____1) I bathe myself. _____2) I bathe my baby. _____3) I get up early. _____4) I look at myself in the mirror. _____5) I look at the book. _____6) I comb my hair in the morning. _____7) I shower after a basketball game. _____8) I comb my grandmother’s hair. _____9) I wake up early. _____10) I wake up my family.

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Time and Measurement

Spanish SOLT I

Grammar Notes

Module 2 Lesson 2

2. The uses of POR and PARA: Por and para both mean for in Spanish; however, both por and para have a variety of other meanings that must be memorized.

A. The uses of por: 1. Por means to go through, along, by, around when por is used to indicate location. I walk along the river. He goes through the city. 2. Por means for when it is used to indicate duration or period of time. She is going to Honduras for two weeks. I can only stay for a while. B. Por means per. I work forty hours per week. It costs $2.00 per pound. C. Por means by means of. They travel by plane. I talked by (on the) phone.

D. Por means for when is it used as in exchange for. I give you my pen for your book. We pay $10.00 for dinner. E. Por means for when it is used as on behalf of, in place of, because of. I do it for you. She is nervous because of the interview.

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Time and Measurement

Spanish SOLT I

Grammar Notes

Module 2 Lesson 2

3. Expressions with por: por Dios por ejemplo por eso por favor por fin por lo tanto

for heaven’s sake for example that’s why please finally, at last therefore

por lo general por lo menos por si acaso por primera\última vez por cierto por lo visto

in general at least just in case for the first/last time by the way apparently

4. Uses of para: 1. Para means for (by) when it means deadline. I have to finish it by next week. The homework is for tomorrow. 2. Para means to (for) when it means destination. He is going to Colombia. I am leaving for Europe tomorrow. 3. Para means for when it means for the benefit of or directed to All of this is for you. I work for you. 4. Para means to when it means in order to or for the purpose of They go to the mountain to ski. Ramon is studying to be a lawyer. 5. Para means for when it means compared to others or in relation to others. For me Spanish is easy. She looks young for her age.

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Time and Measurement

Spanish SOLT I

Grammar Notes

Module 2 Lesson 2

Exercise 2 Pair activity. Working with your partner, determine which one to use POR or PARA, using the rules above. Then compare each other’s answers. 1. El avión sale __________ San Juan. 2. Ellos pasan __________ el parque. 3. Compré este libro __________ Elena. 4. El periódico es __________ papá. 5. Queremos viajar __________ Chile. 6. Vamos a estar en la ciudad __________ dos meses. 7. Tengo que hacer la tarea __________ el lunes. 8. Mi padre estuvo (was) sick __________ un año. 9. Tengo que estar allí __________ el 25 de diciembre. 10. Él estudia __________ ser doctor. 11. Hoy sale (leaves) __________ Perú. 12. Él entra(enters) __________ aquella puerta. 13. El barco pasó __________ la bahía (bay). 14. El ladrón (thieve) entró (entered) __________ la ventana. 15. Estudia __________ ser abogado. 16. ¿ __________ quién es este libro? 17. Es alto __________ su edad. 18. Venden el arroz __________ libra (pound). 19. Los estudiantes estuvieron (were) en el salón __________ cinco meses. 20. Habla muy bien el inglés __________ ser hispano.

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Time and Measurement

Spanish SOLT I

Vocabulary

Module 2 Lesson 2

The vocabulary has been group in three equally important categories. They are expressions of time, verbs and useful words. Para expresar la hora a eso de a tiempo ahora mismo ahora antes de después de en punto la hora más tarde la medianoche el mediodía el segundo siempre tarde temprano y media y cuarto menos cuarto Verbos acostarse asustarse bañarse casarse cepillarse desayunarse despertarse divorciarse ducharse durar enfermarse irse levantarse maquillarse mejorarse mirarse pararse peinarse ponerse quedarse quitarse salir secarse sentarse valer vestirse

Palabras útiles around on time right now now before after o’clock time, hour later midnight noon second always late early half past the hour quarter past the hour quarter ‘til the hour

to go to bed to get scared to bathe to get married to brush to eat breakfast to wake up to get divorced to shower to last to become sick to go out to get up to apply make up to get well to look to stand up to comb to put on to stay to take off to leave to dry to sit down to be worth to dress

a menudo anoche anteayer ayer la biología cúbicos en la noche el fin de semana la física generalmente el gramo hoy el kilogramo la libra la mañana la matemática el metro el milímetro nacimiento la onza pasado mañana el pie la pulgada la química el reloj sobre valor

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often last night day before yesterday yesterday biology square in the evening weekend physics generally gram today kilogram pound morning mathematics meter millimeter birth ounce day after tomorrow foot inch chemistry watch, clock on, over value

Time and Measurement

Spanish SOLT I

Cultural Notes

Module 2 Lesson 2

1. Measurements Almost all the countries in the world use the metric system based on multiples of tenths. Three of the most important measurements are: the meter, a unit of length; the liter, a unit of volume; and the gram, a unit of mass and weight. A meter is equivalent to 3.3 feet and approximately 1.1 yards. A centimeter equals 0.4 inches. A kilometer equals approximately 0.6 miles. A liter is equivalent to 1.057 quarts. An ounce has 28.35 grams and a kilogram is equivalent to 2.2 pounds. The prefixes mega and giga are also part of the metric decimal system. For example, a megawatt is equivalent to a million watts and a giga-watt is equivalent to a thousand million (billion) watts.

2. Time in Latin America Time is relative in Hispanic Culture. It is possible that for official events, people are very much aware of starting “on time”. On other more informal occasions, don’t be surprised about starting late. Hispanics tend to be more casual when it comes to time.

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 1 Telling military time Pair activity. Working with your partner, look at the following clocks and tell each other what time it is in military time. Take turns and ask each other “¿Qué horas son?” by pointing out to the clocks.

1

2

3.

4.

Activity 2 How much is your car worth? Class activity. Circulate around the room asking your classmates how much their cars are worth. Example: ¿Cuánto vale tu carro? How much is your car worth?

Vale quinientos dólares. It is five hundred dollars

For year dates the number in the thousands is placed first. Example: 1920 = mil novecientos veinte 1999 = mil novecientos noventa y nueve 2001 = dos mil uno

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 3 When is your birthday? Class activity. This time your instructor will ask for your dates of birth and write the dates on the board to determine who is the youngest and the oldest in the classroom. Example: ¿Cuándo naciste? When were you born? En 1984/En mil novecientos ochenta y cuatro. In 1984/ In nineteen eighty four.

Activity 4 Mi horario Pair activity. Working with your partner, tell in military time where you are at specific times during a typical day. Follow the example below. Example:

¿Dónde está Ud. a las 8:00 de la mañana? 8:00 (a.m.) A las ocho de la mañana, estoy en la clase de español.

1. 6:00

________________________________________________

2. 12:00 (p.m.)

________________________________________________

3. 17:30

________________________________________________

4. 23:00

________________________________________________

5. 24:00

________________________________________________

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 5 Translation Pair activity. Working with your partner, read the following sentences aloud to each other and convey the meaning in English. 1. El general Domínguez llamó a las siete de la mañana. 2. Mis amigos vinieron a las tres de la tarde. 3. Ellos tenían ganas de ir al circo a las siete de la noche. Activity 6 ¿A qué hora… Pair activity. Working with your partner, ask when (in military time) he/she does the following activities. Make sure to write down the answers in case your instructor asks you. ¿A qué hora…? 1. ...llega Ud. a clase ____________________________ 2. ...mira la televisión ____________________________ 3. ...come el desayuno ____________________________ 4. ...va al gimnasio ____________________________ 5. ...estudia español ____________________________ 6. ...hace ejercicio ____________________________ 7. ...duerme la siesta ____________________________ 8. ...va la cine ____________________________

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 7 Identify the numbers Pair activity. Working with your partner, identify the numbers your instructor will read aloud and write them down. Example: Your instructor says- treintiocho.

65

You write- 38

Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 8 Tell distance using the metric system How many miles do you drive to school every day? Pair activity. Working with your partner, convert the distance into meters and exchange the information with a classmate.

Activity 9 Measuring heights Pair activity. Working with your partner, ask him/her how tall he/she is. Then walk through the classroom and find out how tall your other classmates are. Make a comparison chart.

Activity 10 Using the metric system Group activity. Working in groups of three, guess the following measurements. Each group will present the results to the class in the metric and the English system. a. b. c. d.

The height (in meters and centimeters) of each person in your group. The weight of the backpacks. The distance (in kilometers) from your house to your class. The size of a computer diskette in megabytes or gigabytes.

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 11 Measures and weights Pair activity. Working with your partner, listen to several sentences. As you hear weights, measures or packaging information, write the number of the sentence next to the appropriate illustration. Compare your answers.

a.

e.

i.

b.

f.

j.

c.

g.

k.

d.

h.

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 12 What time is it? Pair activity. Working with your partner, ask him/her for the time. He / She should say the official time first and then the military time. Switch roles. 13:00 – 16:00 – 17:00 – 18:00 – 19:00 – 20:00 – 21:00 – 22:00 – 23:00 – 24:00

Activity 13 What time is it? Pair activity. Working with your partner, draw the watch hands on the face of each circle according to the written time. Compare your work with your partner’s.

Ocho diez

Cuatro veinte

Doce veinticinco

Dos y un cuarto

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Nueve quince

Seis en punto

Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 14 What time is it? Pair activity. Working with your partner, ask him/her ¿Qué hora es?

a. 9:00A.M._____________________________

b. 7:30 P.M. ____________________________

c. 2:00 P.M. ____________________________

d. 8:00 A.M.____________________________

Activity 15 The time Pair activity. Working with your partner, ask for the time and give the answer alternately.

1.

2.

3.

___________________

____________________

4.

5.

___________________

____________________

___________________

6.

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___________________

Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 16 Daily routine Pair activity. Working with your partner, read aloud the paragraph about a daily routine below and answer the following questions. Ask your partner questions about his/her daily routine. En la mañana me levanto muy temprano a las cinco y media. Me pongo mis zapatillas de gimnasia (tenis shoes), mi ropa deportiva (my sport clothes) y voy a caminar por una hora. A las seis y media me ducho, me seco el pelo (hair) muy bien, me visto, me lavo los dientes (teeth), me maquillo, me perfumo y voy a enseñar mi clase de español.

Example:

¿Qué clase enseña esta persona?

Ella enseña español.

1. ¿A qué hora se levanta esta persona?

_______________________________

2. ¿Qué ropa lleva cuando camina?

_______________________________

3. ¿Por cuánto tiempo camina?

_______________________________

4. ¿Cuándo se ducha?

_______________________________

5. ¿Qué profesión tiene esta persona?

_______________________________

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 17 Traveling information Imagine yourself being at the Federal Railroad in Bolivia. You want to know at what time your bus, train or airplane leaves. How would you ask the questions? Pair activity. Working with your partner, read the dialogue below as you play the roles between a traveler and an information clerk. Look at the text while reading/listening. Dialogue 1. Traveler:¿A qué hora sale el tren a Santa Cruz? Clerk: Hay uno a las 10 de la mañana, otro al mediodía y el último sale a las 5 de la tarde. Traveler: ¿Cuánto cuesta el boleto? Clerk: Cuesta ciento cincuenta pesos. Traveler: ¿Hay boletos de primera clase? Clerk: Hay una sola clase solamente. Dialogue 2. Josefina: ¿A qué hora llega el avión procedente de Bogotá? Clerk: En media hora más. Josefina: ¿Por qué está atrasado? Clerk: Hay mal tiempo en Bogotá y los aviones no están despegando a tiempo. Josefina: ¿En que puerta arribarán? Clerk: En la puerta internacional. Hay una sola. Pair activity. Working with your partner, ask him/her questions by looking at the bus timetable below. Take the role of a traveler being in Santiago de Chile who wants to travel to different destinations within the country. Your partner is an information clerk at the bus station. Use the previous dialogues as models. Notice that the schedule is written in military time. Santiago

Rancagua

San Antonio

Valparaíso

Quillota

Calera

22:00

20:45

12:50

19:00

6:30

17:00

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Tip of the day: The comma is used where the period is used in the U.S. for numbers and vice versa. Be aware that 109 watts = I gigawatt. Avoid using the term billion. In the U.S. 1 billion = 109 whereas, in other countries 1 billion = 10 12 .

Activity 18 Practicing the numbers Pair activity. Working with your partner, practice saying aloud the following dates in Spanish. Be prepared to know how to read them in case your instructor asks you. 1. 1876

6. 1810

2. 1588

7. 1615

3. 1775

8. 1999

4. 2000

9. 1776

5. 1011

10. 1492

Activity 19 Celebrities Class activity. Discuss as a class how much celebrities such as Magic Johnson, Mike Meyers, Sean Connery, and Jennifer López earn in a year, a month, or a week.

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Time and Measurement

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Application Activities

Module 2 Lesson 2

Activity 20 ¿Qué hora es? Pair activity. Working with your partner, ask each other the time. Example:

3:00

You ask: ¿Qué hora es? Your partner: Son las tres en punto.

4:20 am

.8:13 pm

7:07 am

3:00 pm

15:30 pm

18:40 pm

14:10 pm

12:00 pm

6:15 pm

22:00 pm

Activity 21 Auto auction Pair activity. Working your partner, ask how many kilometers/miles he/she drives to school/work every week. Write down the information and report back to the class. Your partner does the same. One student keeps a log for the group to see who drives the most kilometers each week. Bugatti del año 1929

The cars listed below are to be sold to the highest bidder. The instructor is the auctioneer and will invite your bids. Bid by shouting out your offer. Overbid as necessary. Cap at $999,999.

Ford Model T del año 1923 Lamborguini del año 1990 Rolls Royce Silver Ghost del año 1924 Studebaker del año 1935 Mercedes 300SL del año 1954 Packard LeBaron del año 1934 De Tomaso Pantera del año 1971

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 22 How many centimeters…? Pair activity. Working with your partner, convert to centimeters the following units. 1. 2. 3. 4. 5.

in a yard in 10 inches in 25 inches the length of your shoe the width of your desk

6. in ½ a meter 7. in ¼ of a meter 8. in ¾ of a meter 9. in 1/3 of a meter 10. in your height.

Activity 23 How many grams…? Pair activity. Working with your partner, convert the following from ounces to grams.

1. Hershey’s 3 oz.

___________________

2. Mounds 2.5 oz.

___________________

3. Pay-Day 3.5 oz

___________________

4. Chocolate kiss 1/2 oz

___________________

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 24 How many kilometers? Pair activity. Working with your partner, ask questions and answer following the example below. You look only at chart A, your partner looks only at chart B on the next page. Your partner has information you need to complete chart A. Take turns. Example 1. ¿Cuántos kilómetros hay de Buenos Aires a Quito? Hay 4500 kilómetros.

Santiago

Quito

Managua

1500

4900

1600

3500

5000

Buenos Aires Caracas

2300

6200

1210

3814

1890 710

5437

1736

562

5630

1747

Guatemala

900

5100

La Habana

1419

2650

1100

5020

180

5920

2800

5300

767

3000

6213

2429

4092

San 3775 Salvador Tegucigalpa 3874

San Juan

San José

Asunción

Montevideo

DE

La Paz

A

Lima

A

2115

225

1710

1327

3164

4001

2400 6524

2500

7024

1725

6000

325

Sto. Domingo Bogotá

3750

1873

5693

2208

1974

2479

1507

4100

750

1475

1835

4729

México

5875

2835

1500

3237

7528

3758

789

2400

4850

1536

Panamá

618

3350

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Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 24 (Continued) Pair activity. You look only at chart B, your partner looks only at chart A on the previous page. Your partner has information you need to complete chart B. Take turns asking questions and filling in the answers. Example 2. ¿Cuántos kilómetros hay de Bogotá a Lima? Hay 1835 kilómetros.

Quito

4900

1600

3500

Buenos Aires

2300

6200

1210

4500

2050

4900

1890

5437

Caracas

5000

2650

1100

3250

180

2115

San Salvador

3775

710

Tegucigalpa

3950

562

Guatemala

3874

La Habana

4679

1419

Sto. Domingo Bogotá

3750

1873

2479

1507

4100

750

1475

1625

6200

2835

1500

618

3350

1075

México Panamá

3150

5100

San Juan

Santiago

1500

Montevideo

San José

Asunción

Lima

DE

La Paz

A

Managua

B

5920 767

247

3000

6213

1747

225

3164

6425

1836

500

3250

1327

4001

7024

1725

3428

6000

325

4729

1136

3237

7528

3758

2400

4850

6619 2208

76

2400 2500

Time and Measurement

Spanish SOLT I

Application Activities

Module 2 Lesson 2

Activity 25 Listening to the weather report Class activity. Listen to your instructor as he reads a weather report and you will be asked to paraphrase it

Activity 26 Buying a car Pair activity. Working with your partner, practice this dialogue in Spanish. Buying a new car (A = buyer, B = salesman) A: Ask B if he has a certain type of car (state the make, model, and year you want). B: Respond affirmatively. A: Ask how much it costs (you can use dollars). B: Give a price (ask for a lot since you are going to get a commission). A: Tell B you want a good car to drive through Latin America. B: Tell A this is a good car, and it does not cost a lot. A: Tell B you like the car, but you want to talk to your spouse first. B: Ask A what kind of car he has now, and what year. A: Tell B the year and the make, and how many miles it has. B: Tell A you can buy his car if he buys the new car. A: Ask B how much he will give for your car, more or less. B: Name a modest amount. A: Tell B that it is not very much. B: Tell A his car has many miles on it. A: Tell B Yes, thank you, and so long.

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Skill Integration

Module 2 Lesson 2

Activity 1 Tell military time: speaking and listening Pair activity. Working with your partner, ask each other questions about various activities using military time.

Activity 2 Tell clock times: listening and speaking Pair activity. Working with partner, tell him/her what you do during your weekend using the following time expressions. Follow the example below. Example: ¿Qué haces los fines de semana? Me levanto a las seis en punto. en punto por la mañana

y media

medianoche y cuarto

mediodía

en la madrugada

por la tarde anteayer

hoy

Activity 3 Numbers 101 through 1,000,000: listening and speaking Pair activity. Working with your partner, tell him/her what you will buy after winning the lottery and you have one million balboas to spend. Exchange the balboas to bolivares to calculate the final cost. Switch roles. Example: Primero voy a viajar a Europa, y va a costar____________________...... Luego... Después...

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Time and Measurement

Spanish SOLT I

Skill Integration

Module 2 Lesson 2

Activity 4 Packaging in TR markets: speaking and writing Pair activity. Working with your partner, write a grocery list to purchase things in a Peruvian market. Include the type of package each ingredient comes in. Read the lists to each other and put them together in writing. Example: Necesitamos una caja de galletas

Activity 5 Metric system: speaking and listening Pair activity. Working with your partner, tell each other how far you travel to work or school each day, how much liquid you drink each day, and what measure of candy you consume each day using the metric system. kilómetros

kilogramos

gramos

Example: Yo viajo 60 kilómetros cada día para ir a la universidad.

Activity 6 English system: speaking and listening Pair activity. Working with your partner, tell him/her the same information above in English system measures.

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Homework

Module 2 Lesson 2

Activity 1 Un día con Héctor CD ROM. Listen to the passage and then answer the following questions. 1.¿A qué hora se levanta Héctor? 2. ¿Qué día de la semana es? 3.¿Qué hace Héctor después que se despierta? 4.¿Cómo es el almuerzo de Héctor? 5.¿Qué hace Héctor por la tarde y a qué hora? 6.¿A qué hora regresa a su apartamento?

Activity 2 Measurements A friend has just shared with you a wonderful recipe you would like to try, but you find out that it was written in the English system, and you need to buy the ingredients using the metric system. Make the necessary conversions. Harina 32 oz.

__________

Aceite 6 oz.

__________

Azúcar 4 oz.

__________

Sal 1.oz

__________

Agua 16 oz.

__________

Levadura 3 oz.

__________

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Time and Measurement

Spanish SOLT I

Homework

Module 2 Lesson 2

Note cien is used for 100 but most numbers over 100 use ciento, except cien mil, cien millones, cien mil miI1ones.

Activity 3 More numbers CD ROM. Listen to the following numbers and write them down. Try to pronounce the numbers as you hear them.

Activity 4 POR and PARA Read the following paragraph and fill in the blank with the right word. Yo voy _________ Paraguay en dos días. _______ ser un viaje tan largo no cuesta mucho. Voy a viajar ______ avión y voy a estar ________ dos semanas. Allí voy a trabajar ______ una compañía privada. Tengo que ir _________ dar un informe sobre las condiciones de trabajo. En esas dos semanas voy a comprar muchas cosas __________ mi familia.

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Time and Measurement

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Homework

Module 2 Lesson 2

Activity 5 Por or Para Contesta las siguientes preguntas: Remember to use por or para. 1. ¿Cuándo vas para Buenos Aires? 2. ¿Cómo vas a viajar? 3. ¿Cuánto tiempo vas a estar? 4. ¿Para quién es el mensaje? 5. ¿Quién va a trabajar por ella? 6. ¿Quién trabaja para ella? 7. ¿Para dónde van ellos? Activity 6 Identifying the numbers in writing Identify the written time with the numerical by writing a line across. 1. Son las cuatro (y) treinta

a.4:15 p.m.

2. Son las doce (y) diez

b.7:55 p.m.

3. Son las once (y) veinte

c.12:10 p.m.

4. Son las cuatro (y) quince

d.10:40 p.m.

5. Son las siete (y) cincuenta y cinco

e.8:35 a.m.

6. Son las diez (y) cuarenta

f.11:20 a.m.

7. Son las ocho (y) treinta y cinco

g.4:30 a.m.

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Time and Measurement

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Homework

Module 2 Lesson 2

Activity 7 Writing down the numbers Write down the numbers in letters: 1)1850

____________________________________________________

2)260

____________________________________________________

3)3417

____________________________________________________

4)813

____________________________________________________

5)578

____________________________________________________

Activity 8 Comparing the Metric system with the English system Imagine that you bought a gift basket to your friend. He/ She has the list of items, but the weight is written in the English system. Help him/ her translate it into the Metric system. Chocolate (2.5 oz.) Chorizo Español (9 oz.) Mostaza (2 oz.) Nueces (1.5 oz.) Galletas Tritón (12 oz.) Saladitas (6 oz.) Café Colombiano (8 oz.)

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Time and Measurement

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Homework

Module 2 Lesson 2

Activity 9 TV Announcement Look at the TV listing below and read the TV announcement carefully. Write down the time for each broadcast. Evento

Hora

Deportes Noticias Telenovelas Caricaturas Buenas tardes señores televidentes! A las 20:30 horas, no se pierda el apasionante capítulo de la telenovela “Cecilia”. Esta noche a las 22 horas vamos a tener, como de costumbre, nuestro noticiario con los últimos acontecimientos locales, nacionales e internacionales. Mañana sábado comenzamos la programación con caricaturas para todos los niños a las 7 en punto de la mañana. En la tarde del sábado podremos disfrutar de un partido profesional de fútbol entre Colombia y Argentina. ¡No se pierda estos eventos tan interesantes!

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Time and Measurement

Spanish SOLT I

Homework

Module 2 Lesson 2

Activity 10 Writing numbers in letters Imagine that you have to write checks in peso amounts. You must write the amounts, not only in figures, but also in letters. You will hear numbers that you have to write down in letters. Repeat each number and then write it down. Look at the example first. Use the pause button as needed. Example: (125) (229) (309) (406) (560) (224) (832) (767) (876) (1418) (3725)

ciento veinticinco_____________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

85

pesos pesos pesos pesos pesos pesos pesos pesos pesos pesos pesos

Time and Measurement

Spanish SOLT I

Homework

Module 2 Lesson 2

Activity 11 The Spanish class (listening comprehension) CD ROM. Read the following passage and answer the following questions:

1.¿Cómo es la clase de español?

_____________________________________

2.¿Por qué es bueno tener una clase pequeña? _________________________________ 3.¿De dónde es el instructor?

_____________________________________

4.¿Cómo es el instructor?

_____________________________________

5. ¿Qué opina el instructor?

_____________________________________

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Time and Measurement

Spanish SOLT I

Speaking Preparation

Module 2 Lesson 2

Activity 12 Talk about your daily activities Come prepared to talk in class about the different hours of the day, every day of the week that you do certain activities or hobbies. If you talk about a hobby or sport in which you cover a certain distance, refer to it in the metric system.

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SOLT I Spanish Module 2 Lesson 3

Hobbies

Hobbies

Spanish SOLT I

Objectives

Module 2 Lesson 3

In this lesson the student will learn to express likes and dislikes within the context of hobbies. For this purpose the student will: 1. Discuss Hobbies • • • •

Ask and answer questions about different hobbies Discuss your favorite hobbies and interests Talk about different games Talk about hobbies

2. Discuss Equipment and Training Needs for Leisure Activities • • •

Ask and answer questions about leisure activities Name the equipment you need for each activity Discuss where and how to use the equipment

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Hobbies

Spanish SOLT I

Introduction

Module 2 Lesson 3

Sports, hobbies and leisure activities are all affected by the economy in Latin America. Inflation is also a problem in most Latin American countries, making the production and purchase of sports equipment unreachably high for many. Individuals and families living on a fixed income have a hard time making ends meet. Salaries are low when compared with the cost of such necessities as food, shelter, clothing, and education. Expensive leisure activities are therefore uncommon, except among the rich. Cities offer the most varied menu of entertainment, including sports, theater, films, and music, and since unemployment in some countries is high, any free entertainment available to everyone is especially popular. Competition in school sports, profesional sports and nationalistic pride in Olympic participation is also important to the Latin American people. In the sports news of Latin America, the speech is very fast and you must become accustomed to the style. Sport fans around the world, however, may recognize the most outstanding names in sports.

Scenario El fútbol en Latinoamérica EXCLUSIVO FUTBOL 365 Bilardo: "Brasil y Argentina ya están en el Mundial" 14 Junio 2000 - 00:34 GMT - Jaime Tipe (365-Lima, Perú) Siempre será interesante escuchar a Carlos Salvador Bilardo. En su estilo, señala que en Sudamérica sólo se están disputando dos copas. Verdeamarelos y Albicelestes ya están listos: “por jugadores, por competencias, por tradición”. Además, agrupa a Paraguay, Uruguay, Colombia y Perú como el cuarteto que peleará directamente dichas vacantes. Sobre Chile, el ex DT de Argentina apuntó que: “cuando se empieza mal la gente se pone nerviosa y existe mucha presión hacia los dirigentes”. Del resto, opina que Ecuador “no tuvo el recambio necesario”, mientras que en Bolivia no aparecen nuevos valores. Y sobre Venezuela apuntó: “Hace rato que ya dejó de ser el más débil de Sudamérica”. Una nota 365 para no despreciar.

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Hobbies

Spanish SOLT I

Introduction

Module 2 Lesson 3

1. Ask and answer questions about different hobbies When the hobbies we like or dislike can be expressed with a verb, you must use the infinitive or name of the verb. Me gusta + infinitive-Æ Me gusta CANTAR Example: Me encanta, ver (to watch) películas (movies). Me fascina patinar (skating).

Exercise 1 Pair activity. Working with your partner, take turns answering the question about your different hobbies by looking at the images. ¿Qué te gusta hacer en tu tiempo libre? What do you like to do in your free time? hacer ejercicio

to exercise

caminar

to walk, to hike

nadar

to swim

leer

to read

escuchar música

to listen to music

correr

to run

viajar

to travel

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Hobbies

Spanish SOLT I

Introduction

Module 2 Lesson 3

Exercise 1 (Continued)

trotar

to jog

cazar

to hunt

pescar

to fish

jugar deportes

to play sports

levantar pesas

to lift weights

mirar televisión.

to watch T.V.

usar la computadora

to use the computer

jugar a las cartas

to play cards

cocinar

to cook

ir de compras

to go shopping

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Hobbies

Spanish SOLT I

Introduction

Module 2 Lesson 3

2. Discuss different games, your favorite hobbies and interests. Exercise 2 Pair activity. Working with your partner, describe to your partner which hobbies interest you, then switch roles. Example: Me interesa/n

Los juegos de computadoras. El radio. El levantamiento de pesos/pesas. El tiro al arco. El deporte de la esgrima. El deporte del esquí. Practicar con deslizadores. Los planeadores. El patinaje sobre las olas. El buceo.

3. Ask and answer questions about leisure activities -¿Qué te gusta hacer durante tus ratos libres? Me gusta… …hacer excursiones en el campo. …pescar. …el deporte de vela. …la fotografía. …montar a caballo. …dormir tarde. …tener invitados en casa. …invitar a amigos a casa. …leer libros, periódicos, revistas. …escuchar música. …el ciclismo/montar en bicicleta. …reparar el auto.

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Hobbies

Spanish SOLT I

Introduction

Module 2 Lesson 3

4. Name the equipment you need for each activity and discuss where and how to use the equipment At a sporting goods store... A) You are the customer. Tell the salesman what kind of interest or hobby you pursue (choose from the list below). Ask what he has in the way of sportswear, outfits, or equipment, and let him suggest some purchases. You may also want to ask about the necessity of training and the existence of local clubs. Example: Tengo interés en... Mi pasatiempo es... Necesito comprar(to buy)... Suggestions: Los planeadores La esgrima El buceo El tiro con arco El radio El fútbol La cacería Then switch roles. B) You are the salesman. Accommodate the customer with as many suitable items as you can think of, such as special clothing, equipment, and paraphernalia. If nothing else, suggest literature on the subject. Example: ¿Ya tiene usted un/una…? ¿Todavía necesita...? También tenemos libros/revistas sobre... Hay también una organización para...

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Hobbies

Spanish SOLT I

Grammar Notes

Module 2 Lesson 3

1. Infinitives used as Nouns

The infinitive in Spanish may be used like a noun as the subject or object of a verb, or as the object of a preposition. It is sometimes accompanied by the definite article. The English equivalent is often the -ing form.

Correr es bueno para la salud. El vivir aquí es agradable. El tener éxito en la vida no es fácil. Antes de comer, nos lavamos las manos. Después de comer, nos lavamos los dientes.

Running is good for health. Living here is pleasant. Succeeding in life is not easy. Before eating, we wash our hands. After eating, we brush our teeth.

2. Demonstrative adjectives • Demonstrative adjectives agree in number and gender with the noun they modify. esta niña… estas niñas •

They show the distance a noun is from the speaker, the listener or both.

Near the speaker- this/these Near the listener- that/ those Far from both -that /those (at a distance) •

The neuter esto/ eso /aquello are used when we don’t specify what noun we are talking about. Also when we refer to an idea or statement in general.

-¿Qué es eso? -Esto no me gusta.

They can be used in two ways: 1. As adjectives-before the noun 2. As pronoun - replacing the noun. In this case they carry a written accent. ¿Quieres este libro? No, quiero ése.

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Hobbies

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Grammar Notes

Module 2 Lesson 3

singular mas.

fem.

this

este

esta

that

ese

that aquel (over there)

plural mas.

fem.

these

estos

estas

esa

those

esos

esas

aquella

those (over there)

aquellos

aquellas

Exercise 1 Pair activity. Working with your partner, take turns underlining the correct form of the adjectives in parentheses: 1. Hay muchas cosas en ( aquella, estas) mesa. 2. (Esa, Aquel) película fue aburrida. 3. El señor Gómez vive en (ese, aquella) hotel. 4. (Estos, aquel) cuartos son muy pequeños. 5. (Esa, Estas) ciudad es antigua. 6. (Estas, Aquellos) revistas son interesantes. 7. (Esos, Aquel) monumentos son famosos. 8. (Esa, Este) mujer trabaja aquí. 9. ¿Cuál es la capital de (ese, estos) país? 10. (Aquel, Estos) muchacho es mi primo.

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Hobbies

Spanish SOLT I

Grammar Notes

Module 2 Lesson 3

3. The verbs querer and preferir These two verbs do not follow the regular conjugation rules, but change the stem of the verb.

yo tú él/ella/Ud. nosotros ellos/ellas/Uds.

Querer quiero quieres quiere queremos quieren

yo tú él/ella/Ud. nosotros ellos/ellas/Uds.

97

Preferir prefiero prefieres prefiere preferimos prefieren

Hobbies

Spanish SOLT I

Vocabulary

Module 2 Lesson 3

The vocabulary has been group in three equally important categories. They are hobbies, verbs, and useful words. Los pasatiempos el ajedrez el baile el billar el buceo la cacería el ciclismo el deporte equestre la esgrima la fotografía el fútbol la jardinería la lectura los naipes la navegación a vela el paracaidismo

chess dance billiard scuba diving hunting cycling horseback riding fencing photography soccer gardening reading cards sailing skydiving

Verbos acampar bailar cazar coleccionar escalar flotar jugar montar a caballo nadar navegar patinar patrocinar remar sacar fotos tocar volar

to camp to dance to hunt to collect things to climb to float to play to ride a horse to swim to sail to skate to sponsor to row to take photos to play to fly

Palabras útiles aficionado (a) las aletas el altímetro el anzuelo el arco la barbacoa el batímetro los binoculares el blanco la caña la carabina la careta el cartucho el casco el cebo el entrenador la escopeta el esnorkel el esquí la flecha el invierno la meta la mira el otoño el paseo la pelota el planeador la primavera el radioaficionado la raqueta saludable el sedal el traje de buzo el velódromo el verano

98

fan fins altimeter fishing hook bow barbeque depth gauge binoculars target fishing rod carbine diving goggles cartridge helmet bait trainer shotgun snorkel ski arrow winter finish line sight autumn stroll, walk ball glider spring ham radio fan raquet healthy fishline diving suit cycling track summer

Hobbies

Spanish SOLT I

Cultural Notes

Module 2 Lesson 3

1. Sports Vocabulary Spanish has borrowed many of its words relating to sports from English. The spelling, of course, has been changed: fútbol, béisbol, tenis, básquetbol. The origins of the following Spanish baseball terms are immediately recognizable: jonrón, picher, catcher, aut, ining, strike, faul. A uniquely Spanish term for a right fielder is el jardinero derecho, “the gardener of the right,” so called because the fielder is out on the grassy part of the playing field, 2. Most popular sports The most popular spectator sports in the Hispanic world are: fútbol, baloncesto, béisbol, boxeo, ciclismo, and in Mexico, Cuba, and Spain, jai alai. The most popular participating sports are: fútbol, baloncesto, béisbol, frontón, and ciclismo. Of all of these, however, soccer is undoubtedly the most popular and important of all sports, except in the Caribbeacn Islands, Central America, and Venezuela, where baseball is the most popular.

3. Jai alai Jai alai, derived from the basque “juego de pelota”, is also called “pelota vasca”, or just “pelota”, and is a unique sport that comes from the Basque region in Spain. It is played in the major cities of Mexico, Cuba, and in Florida in the U.S. In the Basque region, it is played year around. In Spain, it is played daily where the season runs from October to June. Jai alai is something like handball, and is one of the fastest and most skilldemanding games ever devised. It is played between two teams of two players each who use a “cesta”, a scooped, long wicker basket that is strapped to one hand. This catches an extremely hard ball and it is hurled against a wall called “frontis”. The places where Jai alai is played is called el “frontón”, which is also the name of the long, three-walled court It is played in. The fourth long side, facing the spectators is made of wire mesh to protect the spectators from the ball.

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Application Activities

Module 2 Lesson 3

Activity 1 Likes and dislikes Class activity. Circulate around the classroom asking people what they like or don’t like to do in their free time according to the statements below. Example: ¿Qué te gusta hacer en tu tiempo libre? ¿Qué no te gusta hacer?

Me gusta esquiar. No me gusta patinar.

No me gusta cantar. Me gusta cantar. Me gustan los ejercicios. No me gustan los ejercicios. Me gustan los deportes. No me gustan los deportes. No me gusta cazar. Me gusta cazar. No me gusta estudiar español. Me gusta estudiar español.

Activity 2 Different types of film Example: Raúl: ¿Qué películas te gusta ver? Ester: Me gustan las películas románticas. Raúl: ¿No te gustan las películas de terror? Ester:¡No! No me gustan. ¿Te gustan a ti las películas de romance? Raúl: No, no me gustan, pero me gustan mucho las de guerra. Now chat with your partner about movies using the following suggestions. Películas de drama Películas de terror Películas de guerra Películas de comedia

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 2 (Continued) Películas de romance Películas de aventuras Películas históricas Películas musicales

Activity 3 Taking a poll Class activity. Go around the room and ask your classmates the questions below and write down their answers. 1. ¿Te gustan las películas? _____________________ 2. ¿Qué películas te gustan? _____________________ 3. ¿Qué películas no te gustan? _____________________ 4. ¿Qué películas te gustan más, las de guerra o las de terror? _____________________

Activity 4 Favorite hobbies and interests with querer/preferir. Example 1. ¿Quieres jugar al fútbol hoy? No, prefiero jugar otro día. Example 2. Quiero viajar a Colombia. Prefiero viajar por avión.

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 4 (Continued) Pair activity. Working with your partner, tell each other which activity you want to do or prefer using querer or preferir. Fútbol (soccer) Fútbol americano Béisbol Tenis Golf Tiro al blanco Boliche Carreras de autos

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 5 Hobbies and verbs Pair activity. Working with your partner, match each incomplete sentence with its appropriate verb and compare notes with your partner. A. ¿Qué hace usted en su tiempo libre?

______ el libro en la casa con mi hijo. ______ en el lago con mis niños. ______ billares en el club. ______ a mis amigos y vecinos a comer. ______ a cazar con un amigo. ______ música clásica en la sala. ______ sellos postales y monedas. ______ tres veces a la semana en el estadio. ______ en la televisión, fútbol con mis compañeros. ______ los viernes y sábados en el club nocturno.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

B. ¿Qué le gusta hacer en su tiempo libre? Me gusta… …hacer excursiones en el campo. …pescar. …el deporte de vela. …la fotografía. …montar a caballo. …dormir tarde. …tener invitados en casa. …invitar a amigos a casa. …leer libros, periódicos, revistas. …escuchar música. …el ciclismo/montar en bicicleta. …reparar el auto.

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colecciono corro voy veo invito bailo escucho leo juego nado

Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 6 Hobbies at different times Pair activity. Working with your partner, ask what your partner likes to do at various times. Enter his answers on the lines provided and report back to the class. Example: ¿Qué hace en las tardes? What do you do in the afternoons? Durante los fines de semana_______________________________________________ En la primavera ________________________________________________________ En el verano ___________________________________________________________ En el otoño ____________________________________________________________ En el invierno __________________________________________________________ Después del trabajo ______________________________________________________

Activity 7 Read about hobbies in military headquarters Read the following article and underline all cognates. Then, identify the words that have to do with leisure activities. Spare-time in the military (Las horas libres en el ejército). En todas las bases militares se encuentran un gimnasio y un campo de deportes. Casi todos los cuarteles tienen una sala de lectura. Tienen periódicos y una variedad de revistas. También se pueden pedir libros prestados. En la sala social hay un radio y hay un taller de mecánica en el centro de vehículos para quienes les gusta hacer sus propias reparaciones. En algunas bases hasta hay un cuarto obscuro para los aficionados a la fotografía. También se pueden encontrar saunas.

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 8 Hobby preferences Pair activity. Working with your partner, ask your partner about his preferences in leisure-time activities. Your partner will tell you whether or not he likes a certain activity, or whether he prefers a different one. Example: A. ¿Te gusta ir al cine? B. Sí, pero prefiero salir a comer./No, prefiero ir a bailar. A. ¿Te gusta jugar al ajedréz? B. Sí, pero prefiero jugar a los naipes./No, prefiero jugar a los naipes.

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 9 Conversation about hobbies Pair activity. Working with your partner, take turns reading paragraphs of the following report and tell each other which hobbies are not fun and which are dangerous. Example: La caza no es divertida. El buceo es peligroso. Como mucha gente por todo el mundo, los hispanoamericanos se divierten en numerosos pasatiempos durante toda su vida. En la niñez empiezan a coleccionar estampillas y monedas, más tarde coleccionan otras cosas de acuerdo con sus intereses. Los niños van a pescar con sus padres en el verano, y en el invierno practican otros deportes de esa estación. Cuando son ya mayores, practican otros deportes como el alpinismo, la pesca o la cacería. Hay deportistas que se dedican a diferentes pasatiempos y deportes. Los aficionados al tiro pertenecen al Club de Tiro. En el Club Montañés uno puede practicar el alpinismo y la escalada durante sus horas desocupadas (off hours). Todos los pasatiempos son divertidos. Muchos son saludables y le ayudan a uno a mantenerse en buenas condiciones. Pueden ser entretenidos, emocionantes como la cacería, o simplemente relajadores como el de leer un libro o escuchar música. Activity 10 Hobbies and rainy days Pair activity. Working with your partner, choose the appropriate activities and tell each other why you can’t do them. ¿Qué no puede hacer hoy?

leer revistas tener invitados escalar montañas nadar en la piscina

No puedo dar un paseo porque me mojo

escalar rocas volar en planeador saltar en paracaídas tocar el piano

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ir al cine dar un paseo patinar en las olas dormir tarde

Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 11 Talking about hobbies Pair activity. With the help of your partner, write an interview in Spanish about hobbies and interests. One student plays the role of a tri-athlete, and another interviews him/her. A. Ask what keeps him fit. ___________________________________________________________________

B. Say that you swim three times per week. ___________________________________________________________________

A. Ask how many kilometers he swims per day, and ask if he swims on Mondays, Wednesdays, and Fridays. _______________________________________________________________________ B. Say that sometimes you swim only on Tuesdays and Thursdays, but usually you swim on Mondays, Wednesdays, and Fridays. ___________________________________________________________________

A. Ask how many kilometers he bicycles per week and how many kilometers he runs per week. _______________________________________________________________________ B. Say that you bike about 600 kilometers per week, and that you run about 12 kilometers per week. ___________________________________________________________________

A. Ask whether he also works. ___________________________________________________________________

B. Say that you have no time for that. ___________________________________________________________________

A. Ask whether he is also interested in weight lifting. ___________________________________________________________________

B. Say yes, you do that too, but not very often. ___________________________________________________________________

A. Say: Thank you very much for the interview! ___________________________________________________________________

B. Say: You are welcome! _______________________________________________________________________

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 12 Popularity poll Class activity. Students circulate around the room and interview each other using tally marks under the appropriate response, to determine how popular the listed activities are among members of their class. Example:

¿Le gusta ir a bailar? SI

NO

ir a bailar leer un periódico jugar al ajedrez escuchar música de jazz trabajar en el jardín jugar juegos de computadoras Then report to the class, which is the most popular type of.activity.

Activity 13 Planning a pentathlon Group activity. Students work in groups of five and then report to class. Take 5 minutes to plan a pentathlon for your team. Set up the sequence of 5 events of your choice, and also determine the criteria for successful completion (how many meters/metros, how many minutes/minutos, how many times/veces). Be prepared to report your event schedule, looking up the necessary equipment vocabulary in the dictionary. Example: Vamos a comenzar con... Usted tiene que... Después usted tiene que...

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 14 Which equipment? You are a deep-sea diver and are planning an excursion. Pair activity. Working with a partner, select the necessary equipment from the following list of words. Refer to the dictionary if necessary Example: Necesitamos un indicador de profundidad, anteojos de inmersión, y también... bicicleta cinturón de bucear esnorkel reloj de buceo mira telescópica casco protector

indicador de profundidad velódromo escopeta anteojos de inmersión jersey de ciclista botella de agua

flechas planeador altímetro arco blanco

traje de buzo careta aletas rifle binoculares

Activity 15 Sports chat Pair activity. Working with your partner, practice the following dialogue with your partner and be prepared to repeat your conversation to the rest of the class. A. Ask your partner what he does in his leisure tune. B. Say what you like to do, or what your hobby is. Ask whether A likes to do that, too. A. Say yes or no and mention something else you prefer. B. Ask why (A likes to do that). A. Say it is exciting (or relaxing, or whatever adjective applies). Ask B how long he has been doing this. B. Say how many years and how often you do it. A. Ask B if he is in a club. B. Answer. Ask if A needs equipment for his hobby. A. Answer and tell B what equipment you need, if any. B. Ask if A’s activity requires training. A. Answer.

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 16 Guessing identities (interview) Group activity. Three students assume the identity of a famous athlete. The rest of the class tries to guess who it is by interviewing one of them at a time, with sports-related questions. No gestures should be used. Examples: ¿Cuál deporte...? ¿Cuándo...? ¿Dónde...? ¿Con cuáles equipos ha competido(have you competed)? ¿Qué equipo tiene usted? ¿Necesita entrenamiento especial...? ¿Ha participado en un campeonato internacional...? ¿Cómo se llama su entrenador?

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Hobbies

Spanish SOLT I

Application Activities

Module 2 Lesson 3

Activity 17 Favorite hobbies A) José:

¿Cuál es tu pasatiempo favorito?

Marina:

Me gusta correr todos los días.

José:

¿Te gusta caminar?

Marina:

Sí, me gusta caminar también.

Pair activity. Working with your partner, take turns as you continue the conversation by filling in the blanks: Marina: __________________________ José: __________________________

Now continue playing the roles of Marina and José in your mind to ask and answer questions about different hobbies. Then continue to expand upon the roles of José and Marcos, adding some more questions and answers, to practice by yourself. B) José:-

¿Cuál es tu pasatiempo favorito?

Marcos:- Mi pasatiempo favorito es cazar. José:-

Interesante.

Marcos:- ¿Y el tuyo? José:-

Mi pasatiempo favorito es hacer ejercicio.

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Hobbies

Spanish SOLT I

Skill Integration

Module 2 Lesson 3

Activity 1 Talk about hobbies: speaking, and listening Pair activity. Working with your partner, ask each other and answer questions about your favorite hobbies. Example: A. ¿Cuál es tu pasatiempo favorito? B. Me gusta mucho nadar. A. ¿Qué más te gusta hacer? B. También me gusta caminar en las montañas.

Activity 2 Different games: speaking, listening, reading, and writing Class activivity. Do a survey of the different sports and games the students in your classroom play. Then work in pairs to determine which is the most and the least popular game played. Example: ¿Cuántos días por semana juegas al ajedréz? ¿Cuántos días por semana juegas al Nintendo?

__________________. ________________.

Juegos de computadoras

__________________.

Los naipes

__________________.

Billares

__________________.

Boliche

__________________.

Lotería

__________________.

Ruleta rusa

__________________.

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Hobbies

Spanish SOLT I

Skill Integration

Module 2 Lesson 3

Activity 3 Leisure activities: writing, reading, speaking, and listening Pair activity. Working with your partner, place the leisure activities from the list below, that you and your partner do during the weekend and tell each other to compare who does a greater variety of things. YOU

YOUR PARTNER

hacer ejercicio

caminar

nadar

leer

escuchar música

correr

viajar

trotar

cazar

pescar

jugar deportes

cocinar

levantar pesas

mirar televisión

juegos de computación dormir

jugar a los naipes

ir de compras

pasear

bailar

escuchar música

ir al cine

visitar un museo

pescar

tomar fotos

ir a excursiones

montar motocicletas

invitar amigos

Activity 4 Equipment and training: Pair activity. Working with your partner, tell each other about the different training, equipment, and locations needed to go on a specific excursion. You may refer to application activity 15 if necessary, and you may add information with the use of a dictionary.

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Hobbies

Spanish SOLT I

Skill Integration

Module 2 Lesson 3

Activity 5 Noticias del día Pair activity. Working with your partner, read once then listen to your partner and take notes. Tell a classmate about the news.

TITULARES DEL DIA ALREDEDOR DEL MUNDO Con:

Mario Moreno

Noticiero Internacional

Mary Pierce, la simpática campeona de tenis, nacida en Canadá, tiene veinticinco años de edad, y se crió en los Estados Unidos, pero es hija de una mujer francesa que compitió en Francia durante toda su carrera deportiva. Pierce ganó el título: “Roland Garros” 6-2, y 7-5 contra la española Conchita Martinez el sábado, junio 10, 2000. Mary es la primera mujer francesa que ha ganado este título en 33. Martina Navratilova presentó el trofeo a Pierce. Mary Pierce, muy emocionada, dio las gracias a su padre Jim y a su madre Yannick. Roberto Alomar, el prometido de Pierce, quien juega segunda base para los “Cleveland Indians” le dijo a Mary Pierce: “¡Te amo!”.

Conchita Cárdenaz entrevista a

Mary Pierce:

Conchita: ¿Cómo te sientes Mary? M. Pierce: “Es increíble, No voy a olvidar este momento, estoy feliz. Ahora se ha realizado mi sueño (the dream has come true...)”.

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Hobbies

Spanish SOLT I

Homework

Module 2 Lesson 3

Activity 1 Sports equipment Write down the vocabulary from the Jumble Box under the appropriate categories. neumático jersey de ciclista indicador de profundidad pedal careta casco protector mira telescópica binoculares rifle altímetro traje de buceo avión deslizador escopeta cronómetro línea de meta zapatos guantes caña arco sedal reloj de buceo traje de baño cebo anteojos de inmersión What sports equipment do you need for…? ¿Qué se necesita para…? El buceo: El deporte de esnorkel: El ciclismo La cacería: El tiro al arco:

Activity 2 Vocabulary practice Which vocabulary item is the odd one? 1.

Altímetro Paracaídas Navaja

2.

Red Paraguas Raqueta

3.

Caña de pescar Meta Pelota

4.

Rifle Escopeta Pepino

5.

Organización Club Parque

6.

Equipo Comedor Insignia

7.

Caña Sedal Carretera

8.

Independiente Excitante Emocionante

9.

Rifle Bomberos Pistola

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Hobbies

Spanish SOLT I

Homework

Module 2 Lesson 3

Activity 2 (Continued) 10.

Nadando Buceando Cambiando

11.

Revista Periódico Película

12.

Escalando Alegrando Acampando

13.

Libro Periódico Pelota

14.

Meta final Club Carrera

15.

Cuerda Carabina Pistola

Activity 3 Hobbies, sports and fitness Which of the following activities are more likely to keep you mentally fit and which activities are more likely to keep you physically fit? Mark the mental activities with an M and the physical activities with a P. 1.jugar al billar ____________ 2.tiro con arco ____________ 3.juegos de computadoras ____________ 4.esgrima ____________ 5.fotografía ____________ 6.fútbol ____________ 7.jardinería ____________ 8.cacería ____________ 9.jugar a las cartas ____________

10.jugar al ajedrez ____________ 11.bucear ____________ 12.volar planeadores ____________ 13.esquí ____________ 14.baile ____________ 15.levantar pesas ____________ 16.tenis ____________ 17.ciclismo ____________ 18.tocar el piano ____________

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Hobbies

Spanish SOLT I

Homework

Module 2 Lesson 3

Activity 4 Profile/ hobbies and interests Write T or F to the following statements about you and sports or hobbies. Es líder de los “Boy Scouts”________ Navega a vela en su tiempo libre__________ Necesita nervios de acero_________ Está en buenas condiciones físicas_________ Le gusta saltar en paracaídas _____________ Hace ejercicios 4 días a la semana_________ Le gusta remar_________ Prefiere los deportes acuáticos____________ Le gusta viajar a las montañas____________

Activity 5 Using the appropriate equipment Match the equipment with the appropriate activities. Some items of equipment can be used in 2 or more activities. buceo ________ ________ escalar ________ ________ ________ cazar ________ ________ ________ volar ________ ________ ________ pescar ________ ________ ________ ,

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

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1. escopeta 2. aletas 3. carabina 4. altímetro 5. mira telescópica 6. guantes de buceo 7. cebo 8. rifle 9. arco 10. cinturón de buceo 11. paracaídas 12. binoculares 13. caña 14. traje de bucear 15. anzuelos 16. cartuchos 17. botas 18. sedal 19. flechas 20. cuerda

Hobbies

Spanish SOLT I

Homework

Module 2 Lesson 3

Activity 6 Reading sports-ads Read this newspaper advertisement and answer the questions. Aprenda a jugar al tenis con facilidad en nuestro centro exclusivo, de mucho prestigio local y nacional, “ Academia de Tenis”. La instrucción se da siguiendo las últimas técnicas y métodos de enseñanza. Se ofrecen cursos para principiantes y avanzados. Hay cursos intensivos de dos y tres semanas por solamente $120 dólares. Tenemos cursos regulares de siete semanas por $120 dólares. Cuotas especiales para adolescentes. Para más información llame a la oficina central. No se da información por correo. TRUE or FALSE? a) This tennis school follows the latest teaching methods. b) The school accommodates beginners as well as advanced players. c) The longer course costs more than the intensive course. d) You can get information through the mail.

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T/F T/F T/F T/F

Hobbies

Spanish SOLT I

Speaking Preparation

Module 2 Lesson 3

Activity 7 Talk about your favorite sport Come prepared to talk about your favorite sport, give a full description of the training and the equipment necessary to practice it.

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SOLT I Spanish Module 2 Lesson 4

Occupations

Occupations

Spanish SOLT I

Objectives

Module 2 Lesson 4

In this lesson the student will learn to talk about different professions and occupations both in and out of the military. The student will also be able to expand on this topic by talking about job related skills, comparing salaries, including average income, and the cost of living. To accomplish this the student will learn to: 1. Discuss Different Occupations • • • • • • • •

Provide occupations of your family members Ask others about their occupation Describe different occupations Describe job skill characteristics Talk about civilian occupations Exchange information about salary Name different military and civilian occupations Compare military and civilian occupations

2. Provide Information about a Person’s Salary and Livelihood • •

Discuss the cost of living Compare military and civilian pay

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Occupations

Spanish SOLT I

Introduction

Module 2 Lesson 4

People in the military have their own occupations within the armed forces. As they serve their country they live in a service community that provides careers, education, living quarters and a means for retirement. They are not completely excluded from civilian life. They are still affected by the economy, and by living conditions outside their compound if they choose to live in different areas of the cities where they are stationed. Sometimes military families buy homes that are not connected to the military; their spouses may pursue various professions or occupations outside of the military; and the public school system and civilian teachers provide their children’s education. Technology is a profession that can be found both in the military and in civilian life. The following ad reflects a Hispanic ad in the Internet about a site for Art and Technology:

Scenario La Fundación Telefónica, a través de su División Arte y Tecnología, viene prestando desde hace años una atención preferentemente a los artistas que se sirven de las tecnologías de la información y las comunicaciones en sus creaciones, tanto produciendo y presentando exposiciones reales o virtuales, como estimulando el debate y la reflexión sobre el propio fenómeno y sus implicaciones artísticas y sociales. Dentro de esta línea de trabajo, la Fundación Telefónica se complace en invitarles a visitar nuestro Web donde el medio tecnológico aporta su capacidad de interacción, participación e integración al usuario.

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For many years, through its Art and Technology Division, the Telephonic Foundation has been paying special attention to artists who create their artwork using telecommunications and information technologies. It has sponsored and presented real and virtual exhibitions as well as stimulated discussion and reflection on the phenomenon and its social and artistic repercussions. The Telefónica Foundation is pleased to invite you to visit our website where the medium of the Internet presents the user with a new experience of interaction, participation and integration.

Occupations

Spanish SOLT I

Introduction

Module 2 Lesson 4

1. Ask each other about your family members and their occupations Exercise 1 Pair activity. Working with your partner, ask each other about the occupations of your family members (at least 5 of them). Look at the vocabulary list as necessary,

2. Describe different occupations and describe job skill characteristics Exercise 2 Group activity. In groups of three you will make a list of four different occupations (from the vocabulary list) and as you read aloud one of the occupations, your partners will describe what these people do and the skills they need to perform their jobs.

3. Talk and compare different military and civilian occupations and their salaries Exercise 3 Pair activity. Working with your partner, each one of you will make up two lists of different military and civilian occupations (at least 5 of each) and then you will compare them as far as skills, and salaries. Take notes and be ready to share your notes with the rest of the group.

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Occupations

Spanish SOLT I

Introduction

Module 2 Lesson 4

4. Discuss the cost of living Exercise 4 Compare the cost of living in your country of origin: Una casa =_________________ . Un carro =__________________ Educación =________________ Compare each other’s answers.

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Occupations

Spanish SOLT I

Grammar Notes

Module 2 Lesson 4

1. Work related verbs There are certain regular and irregular verbs, as well as auxiliary verbs and expressions that you need to learn in order to communicate in the work place: (Irregular verbs/present tense)

Yo Tú Él, ella, Ud. Nosotros ellos, ellas, Uds.

Saber to know as in “knowledge”

Poder to be able o>ue

sé sabes sabe sabemos saben

puedo puedes puede podemos pueden

Conocer to know as in “acquaintance” conozco conoces conoce conocemos conocen

(Regular verbs / present tense)

Yo Tú Él, ella, Ud. Nosotros Ellos, ellas, Uds.

Deber should

Trabajar to work

Necesitar to need

debo debes debe debemos deben

trabajo trabajas trabaja trabajamos trabajan

necesito necesitas necesita necesitamos necesitan

Exercise 1 Pair activity. Working with your partner, make sentences using the following verbs: saber, poder, conocer, deber, trabajar, necesitar. Example: Yo sé usar la computadora. ¿Conoces el programa de Microsoft Word? No puedo trabajar hoy, necesito descansar. Debo llegar temprano al trabajo. Now you and your partner make a sentence with each of the verbs listed above. You may combine verbs.

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Occupations

Spanish SOLT I

Grammar Notes

Module 2 Lesson 4

Preterite of saber, poder,conocer

Yo Tú Él, ella, Ud. Nosotros Ellos, ellas, Uds.

Saber

Poder

Conocer

supe supiste supo supimos supieron

pude pudiste pudo pudimos pudieron

conocí conociste conoció conocimos conocieron

Exercise 2 Pair activity. Working with your partner, make up a sentence in the preterite for each of the following verbs: saber, poder, and conocer. Example: No supe contestar la pregunta en el examen. Preterite verb endings - Regular verbs. Deber (í) (iste) (ió) (imos) (ieron)

Trabajar/Necesitar (é) (aste) (ó) (amos) (aron)

Remember that the commonly used form of the future tense is “ir a” + the infinitive form of the verb. Example:

Voy a: Voy a:

saber trabajar

poder necesitar

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conocer

Occupations

Spanish SOLT I

Grammar Notes

Module 2 Lesson 4

2. Work related expressions: The following expressions are similar in meaning in that they are all related to duty: Tener que

Haber que

Deber de

Examples: Tengo que trabajar. I have to work. Debo de trabajar.

Hay que trabajar. One must work

I must (it’s my obligation or duty to work).

Saber and Poder express knowledge and ability and are used with the infinitive form of the verb, whereas Conocer expresses acquaintance with someone or something and is used with the personal “a”. Examples: Sé tocar el piano.

I know how to play the piano.

Puedo tocar el piano.

I am able to play the piano.

Conozco a un pianista famoso. I know (am acquainted with) a famous pianist).

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Occupations

Spanish SOLT I

Grammar Notes

Module 2 Lesson 4

3. Commands with Ud. and Uds. The command form of a verb is used to order someone to do something. It is used very frequently in daily speech. Example: Come in and sit down. Listen, put that down and come here. A). Polite commands are commands you would make to a person you address with usted. They are formed by changing –ar verb endings to –e; -er and –ir endings change to –a. Example: Llevar (to take) Comer (to eat) Abrir (to open)

-ar: -er: -ir:

Lleve ese paquete. Coma fruta, por favor. Abra la ventana.

Take that package. Eat fruit please. Open the window.

B). To give polite commands to more than one people (ustedes). No lleven el paquete al mercado.

Don’t take the package to the market.

Exercise 3 Give the commands for the following verbs: VERBS To walk To think To write To describe To discover To run To hide To defend To drink To eat To throw away To analyze To prepare To draw

VERBOS caminar pensar escribir describir descubrir correr esconder defender beber comer tirar analizar preparar dibujar

UD.

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UDS.

Occupations

Spanish SOLT I

Grammar Notes

Module 2 Lesson 4

Notes

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Occupations

Spanish SOLT I

Vocabulary

Module 2 Lesson 4

The vocabulary has been grouped in three equally important categories. They are professions, verbs, and useful words. Profesiones el, la abogado /a el, la agricultor /a el, la albañil el, la alumno /a la ama de casa el, la camionero /a el, la carpintero /a el, la cocinero /a el, la comerciante el, la conductor /a el, la constructor /a el, la doctor /a el, la gerente el hombre de negocios el, la instructor /a el, la licenciado/a el, la vendedor /a

lawyer farmer bricklayer student homemaker trucker carpenter cook merchant conductor builder doctor manager businessman instructor lawyer salesperson

Verbos administrar aplicar aprender arreglar asear/limpiar atornillar cambiar clavar conducir construir contratar copiar demostrar despachar dirigir diseñar distribuir enseñar explicar exportar fotografiar ganar importar imprimir instruir inventariar investigar inyectar

to administrate to apply to learn to fix to clean to screw to change to nail to drive to build to contract to copy to demonstrate to dispatch to direct to design to distribute to teach to explain to export to photograph to earn to import to print to instruct to inventory to investigate to inject

130

Occupations

Spanish SOLT I

Vocabulary

Module 2 Lesson 4

Más verbos manejar maniobrar operar pagar persuadir pintar planear reparar repartir revisar tirar vender

to drive to maneuver to operate to pay to persuade to paint to plan to repair to distribute to revise to shoot to sell

Palabras útiles a el banco el correo el cuartel general el desempleo el dinero la escuela vocacional la industria el, la jubilado /a mensualmente el negocio propio la oficina de correos la pagaduría la policía el, la programador /a quincenalmente el, la retirado /a el seguro de vida la televisión el televisor el trabajo

to bank mail headquarters unemployment money vocational school industry retired monthly own business post office paymaster’s office police station programmer every two weeks retired life insurance television station television set job

131

Occupations

Spanish SOLT I

Cultural Notes

Module 2 Lesson 4

1. Most common professions Women have entered the Latin American workforce and are doing so more and more, just as they have in the United States. Technology is the area that is growing more rapidly than any other and women are beginning to participate in greater numbers. Still, in the Hispanic world, women are still not holding jobs in some fields that are considered traditionally for women in the U.S., such as bank-tellers. In Latin America, it’s usually men that have these occupations. One still sees more waiters than waitresses, and more male bus drivers than female bus drivers. Both men and women of the middle or upper class would not be seen doing manual labor, as it is considered the work of the lower classes. Jobs with the government and in banks are widely sought after because of the security, benefits, and opportunity for advancement they provide. Most of the maid service is still done by women, as is nursing and the work of telephone operators and secretaries.

2. Cultural interpretations Just as you are aware that false cognates can get the wrong interpretation in different cultures because they are similar in spelling and pronunciation but very different in meaning, you must be careful not to translate literally in some cases. It could prove to be an embarrassing situation or a humorous one, depending on the circumstances. Wingate University mentions in a Spanish course announcement in the Internet, a couple of true stories to make students aware that they must: “learn to avoid translation pitfalls and other faux pas in a Spanish-speaking workplace”: Imagine the surprise when Coors realized its Spanish translation of the slogan “Turn it Loose” was read by native speakers as “Suffer from Diarrhea.” And Frank Perdue was surely embarrassed to hear that his chicken slogan “It takes a strong man to make a tender chicken” was read as “It takes an aroused man to make a chicken affectionate.”

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Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 1 Different occupations Pair activity. Working with your partner, alternate reading the questions and the answers about the different occupations. Example: ¿Cuál es la profesión del señor Maldonado? Él es doctor. a. ¿Cuál es la profesión del señor Barrios? Él es un hombre de negocios. b. ¿Cuál es la profesión de Paco González? Él maneja un camión. c. ¿Cuál es la profesión de Edmundo Calderón? Él es vendedor. d. ¿Cuál es la profesión de Gerardo Estrada? Él es programador. e.

¿Cuál es la profesión de Victoria Maldonado? Ella es enfermera.

e. ¿Cuál es la profesión de Marco Vinicio? Él es ingeniero. f.

¿Cuál es la profesión de Carmen Díaz? Ella es ama de casa.

h. ¿Cuál es la profesión de Francisco Arango? Él es constructor. i.

¿Cuál es la profesión de Daniel Enríquez? Él es cocinero.

j.

¿Cuál es la profesión de Mario Palacios? Él es agricultor.

k. ¿Cuál es la profesión de Jorge Meza? Él es policía. 133

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 2 Occupation of family members Group activity. In groups of three tell your classmates what your father, mother, relative, or friend does for a living. Fill in the blanks by selecting the appropriate words from the Jumble Box.

clínica sólo

por su cuenta

jubilado (a)

todavía

negocio propio

en la oficina

por mi cuenta

1.

Carlos, ¿trabaja su padre ___________? No, él no trabaja, está______________.

2.

¿Trabaja su hermano _______? No, él tiene ________ ____________.

3.

¿Trabaja _______ la señora? No, ella está ________, no trabaja.

4.

¿Dónde trabaja Ud., doctora? ______________.

5.

¿Trabaja su hermana _______________? No, ella tiene __________ 13 años de edad.

134

en el banco

ya

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 3 Job skills Pair activity. Working with your partner, tell him/her what job skills the members of your family have to have for their jobs. Use the phrases provided in the box below to guide you. Example: Mi padre es doctor. Él tiene que saber operar a sus pacientes.

1.______________________________________________________________________. 2.______________________________________________________________________. 3.______________________________________________________________________. 4.______________________________________________________________________. 5.______________________________________________________________________. • • • • • • •

Tiene que poder enseñarle a sus estudiantes. Tiene que saber dirigir a sus empleados. Debe conocer la tecnología. Necesita saber vender sus productos. Necesita ser buen conductor. Debe de ser muy paciente. Necesita trabajar muchas horas.

Activity 4 Metric system review Pair activity. Working with your partner, ask him/her how many kilometers he drives to school/work every week. Write down the information and report back to the class. Your partner does the same. One student keeps a log for the group to see who drives the most kilometers each week.

135

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 5 A family member in the Armed Forces Pair activity. Working with your partner, answer questions about work and salary in the service. Pretend you have a brother or a sister in the service.

¿Es su hermano / hermana?

¿Está en el ejercito?

¿Cuánto gana?,

¿Gana mucho dinero?

¿Gana suficiente dinero?

¿Fue a la guerra?

¿Cuál es su rango?

¿Le gusta su ocupación?

¿Trabaja en el cuartel?

¿Cuánto hace que está en el ejército?

Activity 6 Civilian occupations

Pair activity. (You are at a cocktail party in Tegucigalpa, Honduras. Simulate this by circulating around the classroom.) Working with your partner, introduce yourself to another guest. Greet him/her and state your name and your hometown, and state your profession. Talk about the type of work you do in your profession and the necessary skills to carry it out. He/she should give you the same information about himself/herself. Example: Hola, soy de Tegucigalpa, Honduras. Soy enfermera y necesito saber inyectar a mis pacientes…

136

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 7 Salary Pair activity. Working with your partner, read the information about how much these people earn per week, month, and year. Practice repeating the amounts with a partner, and at the end of the activity tell how much each of you earn per month and per year, and what would be the equivalency in another currency. Example:

a la semana

al mes

Isabel Rodríguez gana $500.00 (quinientos dólares) a la semana.

1. Francisco Calderón gana $4,800 pesos al mes. Repeat: 4,800 pesos. 2. Hugo y María Arévalo ganan 60,000 dólares al año. Repeat: 60,000 dólares. 3. El coronel Aguirre gana 50,000 bolivianos a la semana. Repeat: 50,000 bolivianos. 4. Virginia López gana 1,500 nuevos soles al mes. Repeat: 1,500 nuevos soles. 5. Yo gano______________________al mes. Yo gano______________________al año.

137

al año.

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 8 Guessing professions Group activity. Working in groups of three, take turns telling information about your occupation without saying what you do for a living or how you spend your time if you don’t work. After everyone has listened to everyone’s details, take turns guessing what each student’s occupation is. #1. Es________#2. Es_______#3. Es_______#4. Es________#5. Es_________.

Activity 9 Profession identification Pair activity. Working with a partner, ask a question to identify the occupation of the following. Example: ¿Que es?

Es panadero.

Es______________.

Es______________.

Es______________.

Es______________.

Es______________.

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Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 9 (Continued)

Es______________.

Es_____________.

Es_____________.

139

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 10 Military occupations Pair activity. Working with your partner, read the following military occupations, and talk to your partner about what you think a soldier does in the occupations listed. Take turns choosing a list. Example: Me gusta ser soldado.

marinero

ingeniero de telecomunicación

jefe

enfermero (a)

infante de marina

ingeniero electrónico

interrogador

oficial

paracaidista

fotógrafo

centinela

intérprete

piloto

administrador militar

mercenario

guerrillero

Me gusta ser _________________________________.

Activity 11 Employment ad Pair activity. Working with your partner, read this Help Wanted ad and answer the following questions. Compare each other’s answers. OPORTUNIDAD ¿Fue usted profesor, ingeniero, abogado, doctor, agrónomo, un profesional en su país? ¿Tiene problemas con el inglés? Usted puede ganar $500.00 a la semana en nuestro programa. (H/M). Llámenos al: (213) 489-2744 Centro L.A.I., Lenguas Internacionales.

A)

Who is this ad addressed to? ____________________________________.

B)

Is this a weekly, monthly, or yearly salary?_________________________.

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Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 12 Interrogatives Class activity. (Everyone in the classroom assumes a job related personality. Choose somebody in the classroom to interview and find out everything you can about him or her and his or her family. Use the following interrogative words to inquire about employment and professions. ¿Qué? ¿Quién? ¿Cómo? ¿Cuál? ¿Cuándo? ¿Cuánto? ¿Dónde? ¿Por qué? Example: ¿Qué profesión tiene usted?

¿Dónde trabaja su esposo?

Write a profile of the person interviewed. 1.__________________________________________________________________ 2.__________________________________________________________________ 3.__________________________________________________________________ 4.__________________________________________________________________ 5.__________________________________________________________________ 6.__________________________________________________________________ 7.__________________________________________________________________ 8.__________________________________________________________________

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Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 13

Military courses UNIVERSIDAD MILITAR DE NUEVA GRANADA Pair activity. Working with a partner, tell each other which courses you prefer to take. Use the dictionary only if cognates fail to help you. Use cognates to derive meaning. ESPECIALISTA EN LA ADMINISTRACION DE SEGURIDAD Programa Académico PRIMER SEMESTRE

SEGUNDO SEMESTRE Área técnica

Introducción a la seguridad

Investigaciones

Análisis de Riesgos

Aplicaciones Tecnológicas

Diseños de Seguridad

Seguridad Especializada

Seguridad Industrial

Seguridad Informática

Estudios de Seguridad

Manejo de Crisis Área administrativa

Áreas Funcionales

Gerencia Financiera

El Proceso Administrativo

Gerencia Moderna Área Humanidades

Normativa Legal

Gestión Humana

Filosofía Socio-Política de la Seguridad

Investigación Científica

142

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 13 (Continued) Investigación Científica

Ética

Seminarios

Seminarios

Activity 14 Compare salaries

*Using the comparative expressions más que, menos qué compare the salaries of different civilian and military jobs.

Tip of the day: más o menos= “more or less,” is a comparative expression that can be used to compare salaries when referring to approximate figures. Igual que is another comparative expression that can be used; it means: “Same as.”

Note

In Latin America they refer to the United States in abbreviation as: los EE.UU. They use the double letters to differentiate between Latin America and North America and because “Estados Unidos” is plural. Example: El presidente de México gana más o menos $810,000.00 pesos al año, que es IGUAL QUE $90,000.00 dólares al año, pero en el sector privado gana, posiblemente 50 millones de pesos. El presidente de los EE.UU.(US) gana más o menos $160,000.00 dólares al año, que es igual que $1,440,000.00 pesos al año, pero en el sector privado gana mucho más. Choose one answer: 1. Una secretaria en los Estados Unidos (EE.UU.) gana más o menos $15,000.00 dólares al año, pero una secretaria en Latinoamérica gana más o menos $2,400.00 dólares al año. A) Una secretaria latinoamericana gana (más/menos) dinero =________. B) Una secretaria de los Estados Unidos norteamericanos gana (más que/menos que) una secretaria de Latinoamérica. =________.

143

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 14 (Continued) 2. Un piloto militar de los Estados Unidos de Norteamérica puede ganar $40,000.00 dólares al año, y un piloto militar especialista en helicópteros puede ganar $40,000.00 dólares al año, pero, un piloto de Latinoamérica gana más o menos $20,000.00 al año. A) Un piloto militar de los EE.UU. gana más que/igual que un piloto militar especialista en helicópteros. =________. B) Un piloto militar de Latinoamérica gana más que/menos que un piloto de los EE.UU. =________.

144

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 15 The economy Pair activity. Working with your partner, study the charts and the commentaries below and compare incomes according to dates, and between the U.S. and Latin America, using the following expressions: Se ganó (was earned), se gastó (was spent), lo mínimo (the minimum), lo máximo (the maximum).

At the end of the activity be prepared to answer the following questions: ¿Cuánto se ganó en 1979? ¿Cuánto se ganó en 1994? ¿Cuánto se gastó en el año 2000? ¿Cuánto se va a gastar en el año 2005?

Lo máximo que se ganó es ____________. Lo mínimo que se ganó es _____________. Se gastaron (pl.)____billones,____trillones. Se proyectan ( are projected)_______billones.

Economía Latinoamericana / LATAM-ECON En la economía de El Salvador - los trabajadores (workers) salvadoreños, en los EE.UU., enviaron (sent) a sus familias, 1200 millones de dólares en 1997, 10% (diez por ciento), más que en 1996. Los mexicanos en los EE.UU. representan 7,500 millones de dólares que enviaron a sus familias en México. Durante la crisis de 1994, la economía mexicana se salvó con el dinero que enviaron los parientes (relatives) que trabajaban en los EE.UU. A Brasil, los familiares (relatives) enviaron más o menos 5000 millones en 1996.

145

Occupations

Spanish SOLT I

Application Activities

Module 2 Lesson 4

Activity 15 (Continued) A)¿Cuánto enviaron (sent) a sus familias en El Salvador en 1997? =__________. B)¿ Cuánto enviaron a México? =________________, y a Brasil? =__________.

Activity 16 Technological skills with: Saber, Poder, Conocer. Group activity. Working in small groups each student will use the vocabulary below to form sentences with the verbs mentioned above. Then share the sentences with the rest of the group. You will notice that computer technology terms in Spanish are very similar if not identical to the English version. Example: Yo conozco el programa “Adobe”, pero no sé usarlo. I am (familiar with/acquainted with) the Adobe program, but I don’t know how to use it. Computadora Internet El Web Chat Icono Archivar (save) Mouse Copiar (copy) Menú Windows 2000 Cliquear (to click) Archivo (folder) Teclado (key board) Correo electrónico Imprimir (print) Navegador (navigator) 1.______________________________________________________________________. 2.______________________________________________________________________. 3.______________________________________________________________________. 4.______________________________________________________________________. 5.______________________________________________________________________.

146

Occupations

Spanish SOLT I

Skill Integration

Module 2 Lesson 4

Activity 1 Occupations: listening, and speaking. Pair activity. Working with your partner, tell each other about the different occupations you and your family members have had in the past. Go into as much detail as possible, using the imperfect tense whenever possible. You will report the information your partner gave you when the instructor calls on you.

Activity 2 Occupational skills: reading, writing, speaking, and listening. Pair activity. Working with your partner, read to your partner the different skills the following occupations require, and then add some to each one with the use of a dictionary and the vocabulary list. Switch roles. Carpintero = atornillar, clavar, medir, cortar, planear, construir, diseñar. Doctor = Pintor = Fotógrafo = Soldado =

Activity 3 Command: speaking, listening, and writing. Pair activity. Working with your partner, take turns making some commands with the verbs using the list you built above

147

Occupations

Spanish SOLT I

Skill Integration

Module 2 Lesson 4

Activity 4 Pair activity. Working with your partner, read once, then listen to your partner and take notes. Tell a classmate about the economy in El Salvador, and have him/her tell you which products are exported.

TITULARES DEL DIA ALREDEDOR DEL MUNDO Con:

Mario Moreno

Noticiero Internacional 20 de junio del 2000 El Salvador es un país en desarrollo (development) económico y en democracia. El trabajador salvadoreño es reconocido por su constancia y adaptación rápida (fast) a los cambios. La economía es una de las mejores para el negocio abierto en América Latina. El gobierno es Republicano, Democrático y Representativo. Tiene un sólido sistema financiero que favorece la inversión nacional y extranjera (foreign).

Conchita Cárdenaz

Mario: cuando visité El Salvador la semana pasada (last week) me informaron que compañías de los EE.UU , Canadá, Japón, Alemania, Corea, Taiwán y México, han hecho inversiones con resultados favorables. 148

Occupations

Spanish SOLT I

Homework

Module 2 Lesson 4

Activity 1 The economy Answer the following questions after reading about the economy in El Salvador, reflected by the amount of U.S. foreign aid received. Write out the amount of millions. Example: “Ciento cincuenta y cuatro millones de dólares.” Banco de la Reserva Nacional de El Salvador Indicadores de la Economía 1992-1999 Presupuesto de gastos/Expenditure budget Millones de $ de los EE.UU Concepto

1992 1993 1994 1995

1996

1997

1998 19991/

Educación

104

122

154

186

231

271

321

335

Trabajos públicos

67

66

85

123

148

171

194

126

Defensa y seguridad pública 148

105

96

193

231

233

260

276

Salud pública (public health)

57

78

100

123

143

145

177

188

Agricultura y Ganado(cattle)

25

24

23

23

25

31

43

33

Los sectores más importantes

1.¿Cuántos millones de dólares envió los EE.UU. a El Salvador para la Defensa en 1998? ______________________________________________________________________. 2.¿Cuánto recibió El Salvador de (from) 1992 a (to)1999 para la agricultura y el ganado? ______________________________________________________________________. 3. ¿Cuál sector recibió menos millones de dólares en 1992? _______________________________________________________________________. 4. ¿Cuál sector recibió la mejor asistencia económica? _______________________________________________________________________.

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Occupations

Spanish SOLT I

Homework

Module 2 Lesson 4

Activity 1 (Continued) 5. ¿ En qué año es la asistencia igual que otros años en la agricultura? _____________________________________________________________.

Activity 2 Cost of living Read the following ads and determine what it would cost to buy land, own a home, buy a car, or go to Air Traffic School in Caracas, Venezuela. SE VENDEN TERRENOS Para empresarias comerciales en el Estado de Caracas (1.000 a 3.000metros) privado de $368.000 a 864.000 bolívares primaria para información llame a los Llame a la agencia de ventas: 239.9102

SE VENDE CASA Con terreno en la Ave. Páez, Colonia Paraíso, $648 mil pesos dos recámaras (bedrooms)/jardín cerca de (near to) la escuela (school) Estilo Colonial Teléfonos: 562.6276 y 238.2738

INSTITUTO FORMATUR Curso Intensivo (2 meses) de Tráfico Aéreo y Reservaciones

Dirigido a Estudiantes de Turismo y para preparación de Agencia de viajes (travel) Grupos limitados/Inscripciones abiertas (open registration) Docentes Altamente Calificados Cuotas semanales =2 mil pesos, mensuales = 8 mil pesos. Llame al 573-80-58 ¡Supérese Ya! (Get ahead now)

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Occupations

Spanish SOLT I

Homework

Module 2 Lesson 4

Activity 2 (Continued) 1.

¿Cuánto cuesta un lote en Caracas? ____________________________________.

2.

¿Cuánto cuesta una casa? ____________________________________________.

3.

¿Cuánto tiempo dura un curso intensivo de Tráfico Aéreo?__________________.

4.

¿Cuánto cuesta un curso para trabajar en una Agencia de Viajes?_____________.

5.

¿Cuánto cuesta vivir (to live) y estudiar (to study) en Latinoamérica? _________.

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Occupations

Spanish SOLT I

Homework

Module 2 Lesson 4

Activity 3 Different occupations Which of these female occupations are done in the Armed Forces. Write S or N by the image. Example:

A)

paracaidista

guardia ______

S

no

mujer de negocios______

conductora de trenes______

jueza_______

cirujana____

mecánica______

bombera______

diseñadora de gráficas______

carnicera______

N ---

peluquera______

conductora de camiones______

joyera________

jardinera_____

152

cocinera_______

asistente administrativa_____

Occupations

Spanish SOLT I

Homework

Module 2 Lesson 4

Activity 3 (Continued) Looking at the various occupations in the previous page, answer the following questions. B) ¿Cuáles ocupaciones pagan más dinero?____________________________________. ¿Cuántas ocupaciones son mejores para hombres?____________________________. ¿Cómo son las ocupaciones de: jueza, cirujana, y mujer de negocios?_____________. ¿Cuál ocupación es peor para la salud (health)?______________________________. ¿Quién tiene una ocupación igual que las mujeres en tu familia?

___________________________________________________

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Occupations

Spanish SOLT I

Speaking Preparation

Module 2 Lesson 4

Activity 4 Talking about yourself Come prepared to present yourself as an enlisted person new to being stationed in Central America. Give your name, rank and serial number. Talk about what your living conditions are economically in the country you are stationed, what your occupation is like, what skills you need for it, the monetary system you have to deal with and how much they pay you in the service.

* Your presentation should not exceed 5 minutes.

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SOLT I Spanish Module 2 Lesson 5

Armed Forces

Armed Forces

Spanish SOLT I

Objectives

Module 2 Lesson 5

In this lesson, the student will learn how to recognize military ranks, identify military insignias and compare military insignias with the TR. Also, the student will be able to recognize and describe military specialties as well as the activities of different military specialties. For this purpose the student will:

1. Identify Military Ranks and Titles • • • • •

Recognize military ranks Identify and compare military insignia Address TR officer and enlisted personnel by appropriate rank and protocol Compare military ranks with the TR Identify ranks and specialties of a SF team

2. Identify Military Specialties • • • • • •

Recognize military specialties Describe activities of different military specialties Name the military specialties and functions of your team members Provide the function for military specialties Provide information about the MOS of the US team members Request information about the MOS of the TR team members

3. Discuss the Branches of the Armed Forces • • • •

Identify branches of services of the TR Identify the branch insignia of the Armed Forces Discuss the differences between the US and the target region military insignia and functions Talk about the organization and formation of the Armed Forces

156

Armed Forces

Spanish SOLT I

Introduction

Module 2 Lesson 5

This lesson is focused on the military life. Therefore, it is especially important to you as a military student. You will be introduced to different military aspects in Latin America. You will become familiar with different military ranks, appropriate ways to address military personnel, and the activities performed by military personnel. You will identify the different branches of the Armed Forces, its functions and characteristics.

La Armada Army

La Fuerza Marina Marines

La Fuerza Aérea Air Forces

La Fuerza Naval Navy

Scenario

Hola. Me llamo Mario. Soy sargento y soy de San José, Costa Rica. Vivo en el cuartel. Soy soltero, por eso (that’s why) tengo un compañero de cuarto. Él es Sargento Mayor. Los dos somos de la Compañía Alfa y somos especialistas en operaciones químicas.

157

Armed Forces

Spanish SOLT I

Introduction

Module 2 Lesson 5

Tip of the day: Latin American military rank structure is very similar to that of the U.S. Army and Air Force. The organization of branches of the Army is similar to that of U.S. Army branches.

1. Identify and compare recognize military ranks Exercise 1 Class activity. Repeat after your instructor as he/she says aloud the following ranks. Soldado

(no insignia)

Capitán

Cabo

Mayor

Sargento

Teniente Coronel

Coronel Sargento Mayor General de Brigada

Teniente

General de la Armada

158

Armed Forces

Spanish SOLT I

Introduction

Module 2 Lesson 5

2. Address TR officer and enlisted personnel by appropriate rank and protocol When introducing two people to each other in Latin America, it is customary to first introduce the younger person (or the one of lower rank) to the older or higher-ranking person. Just as they do in the U.S., people shake hands when they meet or part.

Exercise 2 Pair activity. (How would you introduce yourself if you had the following identities?) Working with your partner, introduce each other using the appropriate greeting and addressing. Make up your own greeting. Example: Soldado -Buenos días, mi General.

General -Buenos días, soldado.

Soldado

Cabo

Capitán

Sargento Mayor

Teniente

Mayor

General de Brigada

Cabo

Teniente Coronel

Soldado

Mayor

Sargento

Capitán

Soldado

Cabo

Cabo

159

Armed Forces

Spanish SOLT I

Introduction

Module 2 Lesson 5

3. Compare military ranks with the TR Note to the Instructor: Before doing this activity you will make a list with all the ranks in Spanish. Make copies and give them to the students.

Exercise 3 Pair activity. (Your instructor will hand you a list with all the military ranks in Latin America. Your instructor will go over each rank and ask you to give the equivalent.) Working with your partner, write down besides each rank the equivalent in English. Most of them, if not all, are congnates. 4. Identify ranks and specialties of a SF team Exercise 4 Class activity. Go around the classroom and introduce yourself. Say your name, your rank and your specialty. Of course, all the introductions will be conducted in Spanish. Make sure you make a list of all the specialties and ranks so you can share them with your instructor. Your instructor will ask the class if there is anyone with a specific rank and if that is you, you will raise your hand, stand up and introduce yourself to the class.

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Armed Forces

Spanish SOLT I

Introduction

Module 2 Lesson 5

Exercise 5 Recognize the military specialties and the insignia, plus describe their activities. Group activity. Work in small groups. Describe their activities to your partners. Branch Air defense

Insignia Defensa Aérea

Armor

Fuerzas Blindadas

Aviation

Aviación

Chemical

Químico

Engineers

Ingeniería

Infantry

Infantería

Signal

Comunicaciones

161

Armed Forces

Spanish SOLT I

Introduction

Module 2 Lesson 5

5. Name the military specialties and functions of your team members Exercise 6 Pair activity. Working with your partner, find out what is the MOS in the following situations by asking each other the following questions. Example: Si trabajas con...tu especialidad es...If you work with...your specialty is...

1. Si trabajas con tanques de guerra (tanks), tu especialidad es … 1. Si vuelas en helicópteros y aviones de combate, tu especialidad es ... 2. Si trabajas con bazucas, fusiles sin retroceso (recoilless rifle) y proyectiles (misiles), tu especialidad es … 3. Si trabajas con químicos y máscaras de gases, tu especialidad es ... 4. Si construyes puentes y caminos, tu especialidad es ... 5. Si combates a pie y utilizas rifles, tu especialidad es... 6. Si trabajas con radios y satélites, tu especialidad es...

Defensa Aérea Fuerzas Blindadas Aviación Químico Ingeniería Infantería Comunicaciones

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Introduction

Module 2 Lesson 5

6. Provide the function for military specialties and information about the MOS of the US team members. Exercise 7 Pair activity. Working with your partner, identify the following images and decide which specialty belongs to it. Underline the correct specialty.

1.

2.

Defensa Aérea Comunicaciones

Químico Aviación

3.

4.

Infantería Comunicaciones

Defensa Aérea Aviación

5.

6.

Ingeniería Defensa Aérea

Químico Infantería

7. Infantería Químico

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Introduction

Module 2 Lesson 5

6. Request information about the MOS of the TR team members Exercise 8 Class activity. Below is a list of Military Occupation Specialties in Spanish. Have students read each description aloud. Students will then share with the instructor and class what they know about these specialities. Write keywords or any new words you may want to share with the class on the board. El Sargento de Armas es un experto en el armamento ligero y pesado de infantería, en armamento anti-blindado. El Sargento de Sargento de Armas Armas es capaz de usar armas foráneas al igual que americanas.

Sargento de Demoliciones

Sargento de Sanidad

Sargento de Comunicaciones

Sargento de Inteligencia

El Sargento de Demoliciones usa explosivos para destruir blancos y usa sus conocimientos para construir puentes y edificios. El Sargento de Sanidad es el doctor del equipo y también cuida de la demás gente. El Sargento de Comunicaciones es el responsable de las comunicaciones radiales y del mantenimiento del equipo de radio. El Sargento de Inteligencia y Operaciones hace planes, junta y analiza datos de inteligencia para misiones. El también da asesoría (consejos) al comando de cómo usar estrategias de inteligencia de la mejor manera.

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Introduction

Module 2 Lesson 5

7. Identify branches of services of the TR Exercise 9 Pair activity. Working with your partner, write the equivalent in English and then compare your results with your partner’s. 1. 2. 3. 4. 5. 6. 7.

La Infantería El Cuerpo de Artillería El Cuerpo de Sanidad El Cuerpo de Ingenieros El Equipo de Transmisiones Las Fuerzas Aerotransportadas Las Fuerzas Blindadas

_____ Armored Forces _____ Medical corps _____ Corps of engineers _____ Artillery corps _____ Communication team _____ Airborne Forces _____ Infantry

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Introduction

Module 2 Lesson 5

8. Identify the branch and insignia of the Armed Forces Exercise 10 Pair activity. Working with your partner, practice the following branches and insignias by giving each other a brief description of a branch and letting your partner figure out what branch you are describing. Air defense Defensa Aérea

Armor

Fuerzas Blindadas

Aviation

Aviación

Chemical

Químico

Engineers

Ingeniería

Infantry

Infantería

Signal

Comunicaciones

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Introduction

Module 2 Lesson 5

11. Talk about the organization and formation of the Armed Forces Exercise 11 Pair activity. Working with your partner, read the following information. One of you will read aloud one question at a time as the other answers in Spanish. Take turns when asking and answering. The United States Army has been a cornerstone of America's freedom, military power, service to other nations, communications and technological leadership. Army personnel have commanded great military victories, traveled the world, masterminded many of the communications field's greatest achievements and developed much of the battlefield technology that we now take for granted. For the next few months, and especially between June 12 and June 16, 2000, communities across the nation, around the world, and our nation's capital will sponsor and host many different commemorative events. 1. ¿Cuándo fue creada la Armada estadounidense? 2. ¿Quién era el Comandante en Jefe? 3. ¿Quiénes se juntarán para celebrar tal celebración? 4. ¿Cuándo se van a reunir?

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Grammar Notes

Module 2 Lesson 5

1. The Preterite and the Imperfect of the Verb Ser. You have learned to express past actions by using the preterite tense. The imperfect tense also expresses past action, but it is used in different contexts and focuses on tan ongoing action in the past, to relate a story in the past, or to address what used to be. Example: Cuando era estudiante… Let’s take a look at the verb Ser. Ser is irregular in the preterite and in the imperfect. Ser Preterite yo tú él, ella, Ud. nosotros ellos, ellas, Uds.

Imperfect fui fuiste fue fuimos fueron

yo tú él, ella, Ud. nosotros ellos, ellas, Uds.

era eras era éramos eran

* Note that ir and ser are identical in the preterite.

2. Expressing time with “ago”: hacer + time The verb hacer followed by an amount of time is equivalent to English expressions of time with ago. Hace dos minutos Hace una hora Hace dos años

Two minutes ago An hour ago Two years ago

There are two ways to formulate the question How long ago did...? Cuánto (tiempo) hace que + past tense? Hace cuánto (tiempo) que + past tense? Sr. Torres, ¿cuánto (tiempo) hace que usted fue a Uruguay? -Fui hace tres meses.

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Mr. Torres, how long ago did you go to Uruguay? -I went three months ago.

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Grammar Notes

Module 2 Lesson 5

Exercise 1 El Capitán Gómez está muy cansado hoy, y acusa al soldado Morales de no hacer nada. ¿Cómo puede defenderse el soldado Morales? Example: Capitán: Ud. nunca lava los tanques, soldado Morales. Soldado: Señor, lavé los tanques hace una hora. Pair activity. Working with your partner, take turns as you defend yourself by telling Captain Gomez that you do the following things. Follow the examples below. Example: 1. Ud nunca limpia el baño. 2. Ud nunca barre el cuartel. 3. Ud. nunca lava su uniforme.

Exercise 2 Do you know a lot of history? How long ago has it been...? Pair activity. Working with your partner, take turns asking and answering the following questions. Example: ¿Cuánto (tiempo) hace que terminó la Segunda Guerra Mundial? (1945) -Terminó hace cincuenta y cinco años. 1. 2. 3. 4. 5. 6.

¿Cuánto tiempo hace que Alejandro G. Bell inventó el teléfono? (1876) ¿Cuánto tiempo hace que Gustave Eiffel construyó la Torre Eiffel? (1889) ¿Cuánto tiempo hace que murió Pancho Villa? (1923) ¿Cuánto tiempo hace que Cristóbal Colón llegó a América? (1492) ¿Cuánto tiempo hace que murió Francisco Franco, el dictador de España? (1975) ¿Cuánto tiempo hace que Alemania se unificó? (1990)

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Module 2 Lesson 5

3. Construir and Destruir yo tú él,ella, Ud. nosotros ellos, ellas, Uds.

construyo construyes construye construimos construyen

í iste ó imos *eron

yo tú él, ella, Ud. nosotros ellos, ellas, Uds.

* eron the-i on the endings is eliminated due to the –y: destruyieron = destruyeron.

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destruyo destruyes destruye destruimos destruyen

í iste ó imos *eron

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Vocabulary

Module 2 Lesson 5

The vocabulary has been grouped in three equally important categories. They are verbs, useful words, and military words.

Verbos construir destruir lavar limpiar llegar morir quedar terminar unificarse

to construct to destroy to wash to clean to arrive to die to be located to finish to unify

Palabras útiles el asistente el caballero el centro el destacamento el equipo el grupo la ingeniería la inteligencia internacional la lana la operación el paracaidista el petróleo el participante el platino la unidad

assistant, helper gentleman center, middle detachment team, equipment group engineering intelligence international wool operation parachutist oil, petroleum participant platinum unit

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Module 2 Lesson 5

Palabras militares la brigada cabo capitán comandante coronel coronel general coronel superior el cuerpo cuerpo de artillería cuerpo de ingenieros cuerpo de sanidad cuerpo de transmisiones cuerpo médico la demolición enfermero de primera equipo de transmisiones el escuadrón especialista estacionado la fuerza fuerzas aerotransportadas fuerzas blindadas general general de brigada la infantería la infantería de montaña insignia mayor mayor general el oficial técnico el pelotón sargento sargento de comunicaciones 1º. sargento de comunicaciones 2do. sargento de demoliciones 1º. sargento de demoliciones 2 do sargento de inteligencia sargento de primera clase sargento de segunda clase sargento maestre sargento mayor sargento de operaciones soldado soldado de primera teniente teniente coronel teniente general teniente subordinado teniente superior

brigade corporal captain Commanding officer colonel colonel general senior colonel corps artillery corps corps of engineers medical corps signal corps medical corps demolition first medic communications team squadron specialist stationed force airborne forces armored forces general brigadier genera infantry mountain infantry insignia major major general Warrant Officer platoon sergeant first communications sergeant second communications sergeant first demolitions sergeant second demolitions sergeant intelligence sergeant sergeant first class staff sergeant master sergeant master sergeant operations officer private private first class lieutenant Lt. colonel Lt. general junior lieutenant senior lieutenantl

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Cultural Notes

Module 2 Lesson 5

1. The Latin American Military The roles of the armies, navies, and air forces in contemporary Latin America are highly complex and rapidly changing. It must be remembered that the armed forces of Latin America have traditions dating back to the colonial period and the independence movements. The years following independence have often been referred to as the age of the caudillo, or “strongman”, generally a man with a charismatic personality who won the admiration and loyalty of a large segment of the population and of the military, and made himself the leading figure in the country. Perón of Argentina and Pinochet of Chile are examples of the caudillo. Aside from being politically active, many of the military organizations in Latin America also perform important public services. In some countries, the military plays a major role in the field of professional education. 2. The Economy of Latin America Latin America faces numerous obstacles to its economic development efforts. Although each nation has its own unique set of problems, certain difficulties are common to most countries. The core economic problems of Latin America are a dependency on one or few minerals, on highly specialized agricultural products (coffee or bananas, for example), and on raw materials, which are exported unprocessed, primarily to the industrialized nations. Latin American countries are greatly concerned with solving their economic problems and are expending considerable effort to escape from their lopsided economies. They are making progress in their efforts to industrialize and diversify. In order to deal with their economic problems, the countries of Latin America have formed or joined several international organizations, such as the Economic Commission for Latin America (ECLA) and the Inter-American Development Bank (IDB). 3. The Geography of Latin America The Spanish-speaking countries of Latin America include Mexico, the six countries of Central America (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, and Panama); Cuba, the Dominican Republic, and the Puerto Rican Commonwealth in the Caribbean; plus the nine Republics of South America (Venezuela, Colombia, Ecuador, Perú, Bolivia, Chile, Paraguay, Uruguay, and Argentina). This comprises a total area of almost eight million square miles. A continuous chain of mountains, site of frequent earthquakes and volcanic eruptions, it extends along the entire length of Latin America and forms its geographic backbone.

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Application Activities

Module 2 Lesson 5

Activity 1 Military Ranks and Titles Class activity. Here is a short list of the main ranks in the military. Listen to your instructor and repeat the following ranks. Soldado

(no insignia)

Capitán

Cabo

Mayor

Sargento

Teniente Coronel

Coronel Sargento Mayor General de Brigada

Teniente

General de la Armada

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Module 2 Lesson 5

Activity 2 Telling your rank Group activity. Choose a Spanish rank from the list above and make a drawing of the insignia on your Spanish name card. Then introduce yourself by rank, name, and hometown.

Activity 3 Military ranks Pair activity. Working with your partner, listen to your instructor, repeat, and fill in the Spanish rank to its English equivalent. Keep in mind that you will not hear it in Spanish in the same order as they appear on this page. Compare your answers with those of another classmate.

1. Private _____________________ 2. Private 1st Class ______________ 3. Corporal ____________________ 4. Sergeant ____________________ 5. Sergeant Major _______________ 6. Lieutenant ___________________

7. Captain___________________________ 8. Major ___________________________ 9. Lieutenant Colonel__________________ 10.Colonel __________________________ 11.Brigadier General __________________

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Activity 4 Recognize military specialties Pair activity. Working with your partner, see and compare the following U.S. branches insignias with the Latin American ones. Branch

Insignia

Air defense Defensa Aérea

Fuerzas Blindadas Armor

Aviation

Aviación Químico

Chemical

Engineers Ingeniería

Infantry Infantería Signal Comunicaciones

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Module 2 Lesson 5

Activity 5 Identifying insignias Pair activity. Working with your partner, identify the following insignias in Spanish by choosing the appropriate name from the box and compare each other’s results. Defensa Aérea Fuerzas Blindadas Aviación Químico Ingeniería Infantería Comunicaciones

__________________

__________________

__________________

__________________

__________________

__________________

__________________

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Module 2 Lesson 5

Activity 6 Telling your adventure Pair activity. Working with your partner, Tell him/her about an event that happened to you in the past in the Armed Forces using the verbs tener, luchar, venir, llegar, confesar, intentar and volver.

Activity 7 Introduce yourself Group activity. Working in small groups, you will introduce yourself, talk about your ranks and the branch you belong to.

Tip of the day: Military Address. In the U.S. military, it is customary to address persons of higher rank with “sir.” In Spanish mi is used with the appropriate rank when addressing superiors, but the rank alone is used when addressing someone of lower rank. Example: Sargento: ¡Buenos días, mi Coronel! Colonel: ¡Buenos días, Sargento!

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Module 2 Lesson 5

Activity 8 El Salvador Pair activity. Working with your partner, take turns reading the following passages and then help each other answer the questions that follow. En los años recientes, a partir (since) de la firma de los Acuerdos de Paz (Peace Treaty)en 1992 y la institucionalización de la democracia, El Salvador ha empezado (has begun) un proceso de desarrollo económico y social, logrando con ello destacar (to excel) dentro de la comunidad internacional. Recientemente, El Salvador fue reconocido por la opinión internacional, como un país moderno, con un marcado crecimiento (growth) económico, un sólido sistema financiero y un marco de seguridad jurídica, lo cual favorece (favors) la inversión nacional y extranjera (foreign). El Salvador tiene también como una de las fortalezas (strengths), la calidad laboral de su gente y el dinamismo de sus empresarios (business people). 1. What’s the main topic about this pasaje? a) The social life of El Salvador

b) El Salvador’s economy

2. The international community considers El Salvador as a__________country. a) modern

b) old

Activity 9 Questions about El Salvador Pair activity. Working with your partner, answer the following questions by asking and answering each other in Spanish. You may look at the passage, as you need to. 3. What are the characteristics that favor this country and make it so attractive to the other countries? 4. What are some of the strengths of El Salvador?

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Module 2 Lesson 5

Activity 10 Discuss military promotions Pair activity. Working with your partner, each student takes turns alternately telling his/her rank and the other their promotion in the future. Example: Student A

Student B

Soy soldado.

En el futuro quiero ser sargento.

Activity 11 Information about 5 organizations Pair activity. (Your instructor will read aloud information about 4 organizations. From each of these organizations, 2 people will be mentioned by name.) Working with your partner, indicate next to their names who is first and who is second (in charge) using the numerals 1 and 2. Compare notes with your partner. Hoy día existen muchos soldados en las Fuerzas Armadas, pero hay quienes consideran que una de las organizaciones más distinguidas es la Fuerza Aérea. Sin embargo, no a todos les gusta volar o el paracaidismo. Uno de mis hermanos, Gregorio Fuentes, el menor de mi familia, es sargento de comunicaciones 2 en La Armada, mientras que mi primo Miguel Morales, es coronel. Yo prefiero ser capitán en la Fuerza Marina, o vivir la aventura de la Fuerza Naval en un gran buque de guerra.

__________García __________Morales __________ Robles __________Castillo __________ Jones

_________ Pérez _________Fuentes _________ Pardo _________ Beltrán _________Warner

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Module 2 Lesson 5

Activity 12 Pair activity. Working with your partner, answer the following question and compare your answers. Then each of you designs another sign and you have your partner give you the meaning of it.

JEFATURA This sign directs you to: a) the headquarters. b) the executive secretary. c) the officer of the day.

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Application Activities

Module 2 Lesson 5

Activity 12 How would you answer? Class activity. Each student in the classroom is assigned by the instructor to write one of the following questions in Spanish using the English cues provided. Then circulate around the room getting answers from all of your other classmates. Mention the question number you are asking so the other student can identify the answer. 1-A: Ask whether B is a platoon leader. Example: ¿Es usted el jefe de este pelotón? _________________________________________________________ 1-B: Respond negatively. _________________________________________________________ 2-A: Ask whether B is a squad leader. _________________________________________________________ 2-B:

Respond negatively. Say that you are the detachment commander and that you are a captain. _________________________________________________________

3-A: Ask how many soldiers are in the detachment. _________________________________________________________ 3-B: Say that the detachment has 12 men. _________________________________________________________ 4-A: Ask what the soldiers do. ______________________________________________________ 4-B:

Say that one soldier is assistant detachment commander. Say that he is a technical officer. _________________________________________________________

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Application Activities

Module 2 Lesson 5

Activity 12 (Continued) 5-A:

Say that the team also has one operations sergeant, two weapons sergeants, two medical sergeants, two communications sergeants, and two demolitions sergeants, and say that one is an intelligence sergeant.

___ ____________________________________________________________________ ________________________________________________________________________

5-B:

Say that the team also has one operations sergeant, two weapons sergeants, two medics, two communications sergeants, two demolitions sergeants, and say that one soldier is an intelligence sergeant.

________________________________________________________________________ ________________________________________________________________________ 6-A:

Ask whether the team has a master sergeant.

_________________________________________________________ 6-B:

Say: It has one.

_________________________________________________________ 7-A:

Ask how many staff sergeants the team has.

_________________________________________________________ 7-B:

Say: The team has three staff sergeants.

_________________________________________________________ 8-A:

Ask where the team is now stationed.

_________________________________________________________ 8-B:

Say: In Colombia.

_________________________________________________________

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Application Activities

Module 2 Lesson 5

Activity 13 Introducing yourself Class activity. Using your assumed Spanish name and military identity, including rank, position in your branch of the army, and location of your unit, go around the room and introduce yourself to your classmates. Give the other classmate the opportunity to introduce him/herself as well. Example: Yo soy el Sargento Mata. Soy jefe del Cuerpo de Artillería. Mi unidad está en el Cuartel Río Blanco. Un Cuerpo de Equipo A Oficial de Destacamento Oficial Técnico y Comandante Asistente de Destacamento

Oficial de Fuerzas Blindadas

Sargento de Armas 1o

Sargento de Inteligencia

Sargento de Armas 2o

Sargento de Sanidad 1o

Sargento de Comunicaciones

Sargento de Comunicaciones 2o

Sargento de Operaciones

Sargento de Demoliciones 1o

Sargento de Demoliciones 2o

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Module 2 Lesson 5

Activity 14 Introducing yourself again With the help of your instructor, prepare to introduce yourself as a member of your A Team. Imagine that your entire team is meeting a “Centro de Fuerzas Armadas” and a “Sudamericanas” unit for a joint exercise somewhere in Central or South America. Go to the front of the class and introduce yourself. Mention your name, rank, and function or position within your “A Team”. Example: A) Yo soy el Sargento Cowan. Soy Sargento de Comunicaciones. At a special operations training camp in Panama. A Soldier from a South American country B Soldier from a Central American country A. Say hello to B casually. Give your first name (choose from Pedro, José, Luis, Manuel, Carlos, Pepe, or Juan) and country of origin. B. Return a casual greeting. Introduce yourself (choose from Sergio, Roberto, Jorge, Francisco, Enrique, Salvador, and Julio). Say what country you are from. A. Ask B what he is doing here. B. Say that you are a squad leader and also a weapons sergeant. A. Tell B that you have been here only a short time. Say that you are still in training. B. Ask A how he likes it. A. Say how you like it. Ask B if he makes good money. B. Say you are still alive and that is good enough. A. End the conversation casually. B. Say so long.

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Application Activities

Module 2 Lesson 5

Activity 15 Military specialties. Some of the specialties in the Armed Forces are: Oficial Técnico Sargento de Sanidad 2 Sargento de Operaciones Sargento de Comunicaciones 2 Sargento de Inteligencia Sargento de Comunicaciones 1 Sargento de Demoliciones 1 Sargento de Sanidad Sargento de Armas Sargento de Demoliciones 2 Sargento de Armas 2

Pair activity. Working with your partner, tell your partner and have him/her tell you alternately what are some of the duties and skills that are required for these occupations.

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Application Activities

Module 2 Lesson 5

Activity 16 MOS Equipment Read the following information and familiarize yourself with the MOS equipment. BLINDADO: Tiene como misión llevar el choque del impulso de su avance mediante la imponencia del vehículo blindado, con su poder de fuego. Su sistema de arma es el clásico Tanque de Guerra con su diversidad de tamaño, peso y armamento. .

DRAGOON – 300: Vehículo de reconocimiento y de seguridad, muy útil para operaciones del orden público.

COMUNICACIONES: Tiene como misión brindar el apoyo de comunicaciones a las Unidades de Combate Tácticas o Administrativas, así como el empleo de medios de Inteligencia y Contrainteligencia Electrónicas. Sus sistemas de armas están basados en equipos electrónicos de captación y emisión de ondas electromagnéticas. .

CABINA TERMINAL REPETIDORA RADIOTELEFÓNICA

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Application Activities

Module 2 Lesson 5

Activity 16 (Continued) INGENIERÍA: Tiene como misión la de construir puentes o edificaciones para facilitar el paso de tropas a pie o vehículos de su propia fuerza así como también destruir puentes, y construir obstáculos para negarle el paso al Ejército enemigo.

EQUIPO DE INGENIERÍA PUENTE MÓVIL PARA OPERACIONES DE CRUCE DE RIÓS Y EQUIPOS DE LANCHAS LIVIANAS.

INFANTERÍA: Tiene como misión capturar y destruir al enemigo mediante el fuego y la maniobra, ocupando el terreno y explotando el objetivo. Su sistema de armas es el soldado a pie, el cual en los tiempos modernos es completamente móvil, valiéndose de los sistemas de transporte de personal.

DENTRO DEL ARMA DE INFANTERÍA TENEMOS LAS UNIDADES ESPECIALES DE PARACAIDISTAS, LAS CUALES REALIZAN OPERACIONES AEROTRANSPORTADAS

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Application Activities

Module 2 Lesson 5

Activity 16 (Continued) ARTILLERÍA: Tiene como misión en un campo de Batalla proporcionar continuo y oportuno apoyo de fuego, mediante la destrucción de blanco con su sistema de arma. Los sistemas de arma, que utiliza son Obuses, Cañones, Lanzacohetes y Morteros de alto calibre.

Sistema de Obús 105 mm Efectivos de tropa efectuando ejercicio de tiro real de Artillería

Activity 17 Identify the MOS Pair activity. Working with your partner, one student will choose an MOS description (listed above) and read it aloud, and the other will identify the equipment used for that specific MOS operation.

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Module 2 Lesson 5

Activity 18 Describe activities of different military specialties. Pair activity. Working with your partner, one student will read aloud and the other will decide which MOS belong there by choosing the correct one from the box below. You will alternate when doing this activity El Sargento de Armas es un experto en el armamento ligero y pesado de infantería en armamento antiblindado. El Sargento de Armas es capaz de usar armas foráneas al igual que americanas. El Sargento de Demoliciones usa explosivos para destruir blancos y usa sus conocimientos para construir puentes y edificios. El Sargento de Sanidad es el doctor del equipo y también cuida de la demás gente. El Sargento de Comunicaciones es el responsable de las comunicaciones radiales y del mantenimiento del equipo de radio. El Sargento de Inteligencia y Operaciones hace planes, junta y analiza datos de inteligencia para misiones. Él también da asesoría (consejos) al comando de cómo usar estrategias de inteligencia de la mejor manera.

Sargento de Armas Sargento de Comunicaciones

Sargento de Demoliciones

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Sargento de Sanidad Sargento de Inteligencia

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Application Activities

Module 2 Lesson 5

Tip of the day: In many Hispanic countries the official time is used only for transportation purposes, but it is only seen in print. It is not used in normal conversation between two people.

Activity 19 Hierarchy Pair activity. Working with your partner, fill in each blank with an appropriate rank according to the chain of command. The first one has been done for you. Compare notes with your partner.

EQUIPO A ___Capitán___ _____________ ______________

_____________ _____________ ____________

____________

_____________

_____________ _____________ ____________

____________

Sargento de Operaciones (1 persona)

Sgto. de Primera Clase Oficial Técnico (6 personas) (1 persona)

Capitán (1 persona)

Sgto. de Segunda Clase (3 personas)

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Module 2 Lesson 5

Activity 20

Identifing the members of your team Pair activity. Working with your partner, identify the members of your team by name, rank, and MOS. Don’t forget to include yourself. Work together with a partner to include other members of your class in your team lists. Example:

Ese es.. Y ése es. MI EQUIPO

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Module 2 Lesson 5

Activity 21 Identify Types of Units Pair activity. Working with your partner, read the following aloud to your partner. Then have him/her choose the appropriate answer.

Las Fuerzas Aerotransportadas soviéticas y la región central Las fuerzas de paracaidistas soviéticas forman parte de…

This article features: a) artillery units. b) armored units. c) airborne units.

Activity 22 Reading from a Book Cover Pair activity. Working with your partner, take turns reading the following information in a book cover and each of you answers one of the questions below. BIBLIOTECA G E N E R A L A R T I G A S VOLUMEN No. 22 Teniente Coronel Carlos M. Vidal BLINDADOS GENERALIDADES Y EMPLEO CENTRO MILITAR República Oriental de Uruguay, MONTEVIDEO

True or false? a) This book deals with armor b) The author is a lieutenant.

T/F T/F

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Module 2 Lesson 5

Activity 23 Some Branches of the Army Pair activity. Working with your partner, alternately choose a branch of the Army from the following list and tell your partner what you do in it.

La Infantería Answer Key & Audio Script Reading Ex. W/ answer key El Cuerpo de Artillería Grammar Notes El Cuerpo Sanidad El Cuerpo de Ingenieros El Equipo de Transmisiones

Las Fuerzas Aerotransportadas

Las Fuerzas Blindadas

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Application Activities

Module 2 Lesson 5

Activity 24 Interviewing your classmates. Class activity. Use your assumed Latin American identities to role-play getting to know your classmates. First, fill out your own ID card below, including name, rank, Army branch, duty position, duty station and related dates. Then circulate around the room to meet the others. After the initial ID introduction, ask and answer questions about careers, job satisfaction, income, personal background, family, children, cars, daily commute, and any other appropriate topics related to personal information. Examples: ¿Hace mucho tiempo que es Ud. comandante de una compañía? ¿Le gusta mucho trabajar en la artillería? ¿Dónde queda su unidad? ¿Es usted casado?

APELLIDO: RANGO: PUESTO ACTUAL: UNIDAD: PUESTO M1LITAR:

NOMBRE: DESDE: DESDE: DESDE: DESDE:

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Armed Forces

Spanish SOLT I

Application Activities

Module 2 Lesson 5

Activity 25 Reviewing the vocabulary Pair activity. (So far, you have been introduced to a considerable number of Spanish vocabulary items. Here are some related words.) Working with your partner, match column A and column B. One English item cannot be matched. Which one? Compare your answer with your partner’s.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

A enfermería artillero telefonista camioneta fotografía felicidad venta costoso empleado jubilación medicamento vivienda

a) b) c) d) e) f) g) h) i) j) k) i) m)

B costly housing retirement photographer employee gunner small van medicine happiness operator sale infirmary photograph

Tip of the day: The official time. In many Hispanic countries the 24-hour clock is used for scheduling radio programs and television, theatrical functions, planes, buses, and trains. 00:00---medianoche 12:00---mediodía 14:30---2:30 P.M. 23:00---11:00P.M.

196

Armed Forces

Spanish SOLT I

Application Activities

Module 2 Lesson 5

Activity 26 The Organization and Formation of the Armed Forces Pair activity. Working with your partner, read the following passage and talk with your partner about the organization and formation of the Armed Forces in a general discussion about the reading.

223 Años de Servicio La Armada de EE.UU.,1775-2000 Este 14 de junio marca uno de los aniversarios más importantes de los Estados Unidos. Se celebra la creación de la Armada estadounidense que fue creada hace 225 años. Fue en 1775 cuando el Segundo Congreso Continental autorizó el reclutamiento de diez compañías de fusileros en Maryland, Pennsylvania y Virginia, el mismo día en que George Washington se convirtió en Comandante en Jefe. La Armada de los Estados Unidos ha sido la piedra angular de la libertad de América, de la fuerza militar, y está al servicio de las naciones como líder de las comunicaciones y de la tecnología. El personal de la Armada ha realizado grandes victorias militares, ha viajado por el mundo, ha dirigido en el campo de las comunicaciones y se ha convertido en el campo de batalla para ganar en el campo de la tecnología que hoy en día apreciamos. En los siguientes meses, y especialmente entre el 12 y el 16 de junio del presente año, comunidades de todo el mundo, junto con nuestra capital se reunirán para patrocinar y ser el anfitrión de muchos eventos conmemorativos. 1.¿Qué se celebra en el presente? 2.¿Qué pasó en 1775? 3.¿Qué representa la Armada de los Estados Unidos? 4.¿Qué ha hecho el personal de la Armada? 5.¿Qué van a hacer para celebrar las comunidades el 12 y el 16 de junio?

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Armed Forces

Spanish SOLT I

Application Activities

Module 2 Lesson 5

Activity 27 Play a role Pair activity. Working with your partner, one of you will play the role of a Latin American soldier and the other will play the role of an American officer. You will work together because you need information about the different branches in the two armed forces: Latin American and American. Ask and answer each other about the branches of the Armed Forces as well as their responsabilities.

198

Armed Forces

Spanish SOLT I

Skill Integration

Module 2 Lesson 5

Activity 1 Military ranks: writing, reading, and speaking Pair activity. Working with your partner, make a list in English, of military ranks in order from the highest to the lowest rank. After you are done, compare your list with your partner by checking to see who got the most, and who listed them in the appropriate rank order. Activity 2 Military ranks in the TR: reading, writing, and speaking Pair activity. (Now take the list that you just completed in activity one and write the equivalent rank in the target language.) Working with your partner, read your list to each other alternately to compare notes before double-checking your answers.

Activity 3 Military promotions: speaking, and listening. Class activity. Everyone in the classroom assumes a military rank of their choice. Circulate around the classroom and ask each other your military rank, then tell each other what military rank you hope to achieve in your career.

Activity 4 Military specialties and functions: speaking, and listening. Group activity. Talk in small circles about each other’s military specialties and their function. Include personal information such as why you chose it and what value it has for yourselves and for the Armed Forces.

Activity 5 Identify branches of service: writing, speaking, and listening. Group activity. In the same groups, make a list of the branches of service and what are the functions and skills that pertain to each one, afterwards, discuss it as a group.

199

Armed Forces

Spanish SOLT I

Skill Integration

Module 2 Lesson 5

Activity 6 Colombia and the U.S. Pair activity. Working with your partner, read once, then tell a classmate about the situation in Colombia and have him/her tell you about the Clinton Administration’s involvement in that country.

TITULARES DEL DIA ALREDEDOR DEL MUNDO Con:

Mario Moreno

Noticiero Internacional 26 de junio del 2000 En Colombia, la duración de la Guerra Civil colombiana es más de 30 años. Miles de soldados muertos o desaparecidos representan el conflicto entre: “Las Fuerzas Armadas Revolucionarias” de Colombia asociadas con el narcotráfico, y las fuerzas militares del gobierno actual. Los paramilitares de Colombia también están conectados más y más con el tráfico de las drogas. Los $1.3 billones de dólares de la administración de Clinton no ayudan (do not help) al problema de los derechos humanos (human rights) en Colombia. Conchita Cárdenaz Mario, aquí en Colombia la realidad es la violencia en el pasado y la violencia en el futuro. La guerra de los EE.UU contra las drogas es obviamente política, y de ideología, igual que contra las drogas, por el enfoque exclusivo de Clinton en las guerrillas.

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Homework

Module 2 Lesson 5

Activity 1 Identify the following MOS Choose the correct MOS from the box and write down the number besides the appropriate MOS description. 1. 2. 3. 4. 5.

Sargento de Inteligencia Sargento de Comunicaciones Sargento de Sanidad Sargento de Demoliciones Sargento de Armas

1. ____ is an expert on light and heavy infantry weapons, anti-armor weapons and operations. The Weapons Sergeant is able to use many foreign-made weapons, as well as US-made weapons.

2. ____ uses explosives to destroy targets and uses his skills to build bridges and buildings.

3. ____ is the doctor for the team and also provides medical care to the native population.

4. ____ is responsible for all radio communication and for the maintenance of the radio equipment.

5. ____ makes plans, collects and analyses intelligence for missions. He also provides advice to the commander on the best use of the intelligence.

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Armed Forces

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Homework

Module 2 Lesson 5

Activity 2 Identifying images and insignias Identify the following images and decide what is the specialty. Write down the answer under each image using the material provided below.

1.

2.

3.

4.

5.

6.

7.

Infantería Aviación

Químico Defensa Aérea Fuerzas Blindadas

202

Comunicaciones

Ingeniería

Armed Forces

Spanish SOLT I

Homework

Module 2 Lesson 5

Activity 3 What do you do in these branches? CD ROM. Listen to the description of the following specialities, identify it and write it down. 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________

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Armed Forces

Spanish SOLT I

Homework

Module 2 Lesson 5

Activity 4 What time is it? CD ROM. Listen to the different times and description (a.m. or p.m.) and write them down. Example: Your hear: Es la una de la tarde.

You write: 1:00 p.m.

______________

______________

______________

______________

______________

______________

______________

______________

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Armed Forces

Spanish SOLT I

Homework

Module 2 Lesson 5

Activity 5 What’s your MOS? CD ROM. Listen and find out what is the MOS in the following situations.

___________________________

_______________________________

___________________________

_______________________________

___________________________

_______________________________

___________________________.

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Armed Forces

Spanish SOLT I

Homework

Module 2 Lesson 5

Activity 6 What is the Spanish equivalent? CD ROM. Listen and fill in the Spanish rank to its English equivalent. Keep in mind that you will not hear it in Spanish in the same order as they appear on this page. 1. 2. 3. 4. 5. 6.

Private ____________________ Private 1st Class _____________ Corporal ___________________ Sergeant ___________________ Sergeant Major ______________ Lieutenant __________________

7. 8. 9. 10. 11.

206

Captain _________________________ Major __________________________ Lieutenant Colonel ________________ Colonel ________________________ Brigadier General ________________

Armed Forces

Spanish SOLT I

Speaking Preparation

Module 2 Lesson 5

Activity 7 Talk about your experience in a battle... Prepare to describe to the class a battle in which you participated directly or indirectly. Talk about the following points: the plan, the branches that participated in the battle, the role of each branch, what were the steps of the plan, and any other relevant information.

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[PDF] SOLT I Spanish Module 2 Lesson 2 - Free Download PDF (2024)
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