TEXAS Build Presentational Communication Through...
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TryPearsonTexas.com/Autentico 800-527-2701 Copyright Pearson Education, Inc., or its affiliates. All rights reserved. For additional program information, visit TryPearsonTexas.com/Autentico or contact your Pearson Account General Manager. W0816-013 TEXAS Build Presentational Communication Through Performance-Based Tasks Written Presentation and Evaluation Rubrics let students know how they will be evaluated, fostering greater preparation for tasks and supporting better outcomes. Edit the rubrics or create your own! Use Discussion Boards to engage students and encour- age collaboration and social learning. Speak and Record Texas Auténtico provides students with the knowledge and tools to prepare, practice, present, and be evaluated while demonstrating written and oral fluency. Oral Presentation and Evaluation Speak/Record gives students a tool to record and save their responses, so teachers can provide feedback and evaluate their performance. The online DK Visual Bilingual Dictionary empowers students to choose the vocabulary they want to include in their speaking and writing communication. In Texas Auténtico, students write with a purpose. Each activity provides objectives and writing strategies, with opportunities to Prewrite, Draft, Revise, and Publish. Uniquely TEXAS. Uniquely Auténtico! Demonstration of Student Expectations Built for Texas with 100% coverage of the TEKS for Languages Other Than English (LOTE), Texas Auténtico builds your students’ ability to communicate in all three modes. Texas Auténtico is built with the end in mind, preparing students to excel in TEKS-based communication. Interpretive One-way Communication: Reading, Listening, Viewing Interpersonal Two-way Communication: Reading, Writing, Listening, Speaking Presentational One-to-many Communication: Speaking, Writing Games Tutorials Más recursos PearsonSchool.com/AutenticoTX Flashcards GramActiva videos Instant check Animated verbs Preparación para el examen What you need to be able to do for the exam… Here are practice tasks similar to those you will find on the exam… For review go to your print or digital textbook… 1 ESCUCHAR I can understand descriptions of what people eat and drink for lunch. Listen as three students describe what they typically eat and drink for lunch. Which is most like the kind of lunch you eat? Did they mention anything you could not buy in your school cafeteria? pp. 124–127 Vocabulario en contexto p. 125 Actividades 1–2 p. 128 Actividad 5 2 HABLAR I can tell someone what I typically eat for breakfast and ask them the same. Your Spanish club is meeting for breakfast before school next week. Find out what other people in your class typically eat for breakfast. After you tell at least two people what you eat for breakfast, ask what they like to eat. Does everyone eat the same kind of breakfast or do you all like to eat different things? p. 129 Actividad 7 p. 130 Actividad 8 p. 131 Actividad 11 p. 133 Actividad 13 p. 134 Actividades 15–16 p. 141 Presentación oral 3 LEER I can read and understand words on a menu. You are trying to help a child order from the lunch menu below, but he is very difficult to please. He doesn’t like anything white. And he refuses to eat anything that grows on trees. Which items from the menu do you think he would refuse to eat or drink? Almuerzo hamburguesa plátanos pizza manzana ensalada leche pp. 124–127 Vocabulario en contexto p. 131 Actividad 10 p. 137 Actividad 20 pp. 138–139 Lectura 4 ESCRIBIR I can write a list of the foods that I like and dislike. Your Spanish club is sponsoring a “Super Spanish Saturday.” Your teacher wants to know what foods the class likes and dislikes so that the club can buy what most people like. Write the headings Me gusta(n) and No me gusta(n) in two columns. List at least four items that you like to eat and drink for breakfast and four items for lunch. Then list what you don’t like to eat and drink for these same meals. p. 128 Actividad 4 p. 129 Actividad 6 p. 131 Actividad 11 p. 134 Actividad 16 p. 135 Actividad 18 p. 137 Actividad 20 5 COMPARAR I can understand some cultural differences regarding snacks. Think about popular food combinations in the United States, such as a cup of coffee and a doughnut. What is a similar combination that is popular in many Spanish-speaking countries, and where are you able to buy it? p. 140 La cultura en vivo Interpretive Interpersonal Interpretive Presentational Culture Capítulo 3A • ciento cuarenta y cinco 145 3 LEER I can read and understand words on a menu. Interpretive Presentational Can-do statements emphasize what students can do with the language.
Transcript of TEXAS Build Presentational Communication Through...
TryPearsonTexas.com/Autentico800-527-2701Copyright Pearson Education, Inc., or its affiliates. All rights reserved.
For additional program information, visit TryPearsonTexas.com/Autentico or contact your Pearson Account General Manager.
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TEXAS
Build Presentational Communication Through Performance-Based Tasks
Written Presentation and Evaluation
Rubrics let students know how they will be evaluated, fostering greater preparation for tasks and supporting better outcomes.
Edit the rubrics or create
your own!
Use Discussion Boards to engage
students and encour-age collaboration and
social learning.
Speak and Record
Texas Auténtico provides students with the knowledge and tools to prepare, practice, present, and be evaluated while demonstrating written and oral fluency.
Oral Presentation and Evaluation
Speak/Record gives students a tool to record and save their responses, so teachers can provide feedback and evaluate their performance.
The online DK Visual Bilingual Dictionary empowers students to choose the vocabulary they want to include in their speaking and writing communication.
In Texas Auténtico, students write with a purpose. Each activity provides objectives and writing strategies, with opportunities to Prewrite, Draft, Revise, and Publish.
Uniquely TEXAS. Uniquely Auténtico!Demonstration of Student Expectations
Built for Texas with 100% coverage of the TEKS for Languages Other Than English (LOTE), Texas Auténtico builds your students’ ability to communicate in all three modes.
Texas Auténtico is built with the end in mind, preparing students to excel
in TEKS-based communication.
Interpretive
One-way Communication: Reading, Listening, Viewing
Interpersonal
Two-way Communication: Reading, Writing, Listening, Speaking
Presentational
One-to-many Communication: Speaking, Writing
Games
Tutorials
Más recursos PearsonSchool.com/AutenticoTX
Flashcards
GramActiva videos
Instant check
Animated verbsPreparación para el examen
What you need to be able to do for
the exam…
Here are practice tasks similar to those you will find on
the exam…
For review go to your print or digital
textbook…
1 ESCUCHAR I can understand descriptions of what people eat and drink for lunch.
Listen as three students describe what they typically eat and drink for lunch. Which is most like the kind of lunch you eat? Did they mention anything you could not buy in your school cafeteria?
pp. 124–127 Vocabulario en contextop. 125 Actividades 1–2p. 128 Actividad 5
2 HABLAR I can tell someone what I typically eat for breakfast and ask them the same.
Your Spanish club is meeting for breakfast before school next week. Find out what other people in your class typically eat for breakfast. After you tell at least two people what you eat for breakfast, ask what they like to eat. Does everyone eat the same kind of breakfast or do you all like to eat different things?
p. 129 Actividad 7p. 130 Actividad 8p. 131 Actividad 11p. 133 Actividad 13p. 134 Actividades 15–16p. 141 Presentación oral
3 LEER I can read and understand words on a menu.
You are trying to help a child order from the lunch menu below, but he is very difficult to please. He doesn’t like anything white. And he refuses to eat anything that grows on trees. Which items from the menu do you think he would refuse to eat or drink?
Almuerzo hamburguesa plátanos pizza manzana ensalada leche
pp. 124–127 Vocabulario en contextop. 131 Actividad 10p. 137 Actividad 20pp. 138–139 Lectura
4 ESCRIBIR I can write a list of the foods that I like and dislike.
Your Spanish club is sponsoring a “Super Spanish Saturday.” Your teacher wants to know what foods the class likes and dislikes so that the club can buy what most people like. Write the headings Me gusta(n) and No me gusta(n) in two columns. List at least four items that you like to eat and drink for breakfast and four items for lunch. Then list what you don’t like to eat and drink for these same meals.
p. 128 Actividad 4p. 129 Actividad 6p. 131 Actividad 11p. 134 Actividad 16p. 135 Actividad 18p. 137 Actividad 20
5 COMPARAR I can understand some cultural differences regarding snacks.
Think about popular food combinations in the United States, such as a cup of coffee and a doughnut. What is a similar combination that is popular in many Spanish-speaking countries, and where are you able to buy it?
p. 140 La cultura en vivo
Interpretive
Interpersonal
Interpretive
Presentational
Culture
Capítulo 3A • ciento cuarenta y cinco 145
REAL18_SE_TX_L1_CH03A.indd Page 145 11/03/16 11:54 AM S-015 /119/PE02565/World_Languages/Realidades_Autentico_2018/Print_and_Ancillaries/Texa ...
Games
Tutorials
Más recursos PearsonSchool.com/AutenticoTX
Flashcards
GramActiva videos
Instant check
Animated verbsPreparación para el examen
What you need to be able to do for
the exam…
Here are practice tasks similar to those you will find on
the exam…
For review go to your print or digital
textbook…
1 ESCUCHAR I can understand descriptions of what people eat and drink for lunch.
Listen as three students describe what they typically eat and drink for lunch. Which is most like the kind of lunch you eat? Did they mention anything you could not buy in your school cafeteria?
pp. 124–127 Vocabulario en contextop. 125 Actividades 1–2p. 128 Actividad 5
2 HABLAR I can tell someone what I typically eat for breakfast and ask them the same.
Your Spanish club is meeting for breakfast before school next week. Find out what other people in your class typically eat for breakfast. After you tell at least two people what you eat for breakfast, ask what they like to eat. Does everyone eat the same kind of breakfast or do you all like to eat different things?
p. 129 Actividad 7p. 130 Actividad 8p. 131 Actividad 11p. 133 Actividad 13p. 134 Actividades 15–16p. 141 Presentación oral
3 LEER I can read and understand words on a menu.
You are trying to help a child order from the lunch menu below, but he is very difficult to please. He doesn’t like anything white. And he refuses to eat anything that grows on trees. Which items from the menu do you think he would refuse to eat or drink?
Almuerzo hamburguesa plátanos pizza manzana ensalada leche
pp. 124–127 Vocabulario en contextop. 131 Actividad 10p. 137 Actividad 20pp. 138–139 Lectura
4 ESCRIBIR I can write a list of the foods that I like and dislike.
Your Spanish club is sponsoring a “Super Spanish Saturday.” Your teacher wants to know what foods the class likes and dislikes so that the club can buy what most people like. Write the headings Me gusta(n) and No me gusta(n) in two columns. List at least four items that you like to eat and drink for breakfast and four items for lunch. Then list what you don’t like to eat and drink for these same meals.
p. 128 Actividad 4p. 129 Actividad 6p. 131 Actividad 11p. 134 Actividad 16p. 135 Actividad 18p. 137 Actividad 20
5 COMPARAR I can understand some cultural differences regarding snacks.
Think about popular food combinations in the United States, such as a cup of coffee and a doughnut. What is a similar combination that is popular in many Spanish-speaking countries, and where are you able to buy it?
p. 140 La cultura en vivo
Interpretive
Interpersonal
Interpretive
Presentational
Culture
Capítulo 3A • ciento cuarenta y cinco 145
REAL18_SE_TX_L1_CH03A.indd Page 145 11/03/16 11:54 AM S-015 /119/PE02565/World_Languages/Realidades_Autentico_2018/Print_and_Ancillaries/Texa ...
Can-do statements emphasize what
students can do with the language.
Comprehensible Input ScriptInput Vocabulary: Project on a whiteboard the Student eText for the Ch. 3A Vocabulario en contexto. Model each word as you circle or point to the corresponding picture, having students follow along so they start associating each word with its visual.
Input Script 1, p. 124: Read the following script.
(1) Context: Pretend you just got out of bed; yawn, stretch, and look at the clock. “Son las seis de la mañana.” Mime rubbing your stomach. “Me encanta comer el desayuno.” Look at the projected visuals and say, “¿Qué hay para el desayuno?”
(2) Read the script, pointing to each picture as you read. You may want to insert your own clarifications or questions to aid in comprehension.
“Me gusta comer cereal con plátanos. Pero me gustan más los huevos. [Ask several students] ¿Les gustan los huevos?... No me gusta comer jamón en el desayuno. También como pan tostado todos los días: lunes, martes, miércoles... [Ask students] ¿Quién come pan tostado en el desayuno?... Y bebo jugo de naranja; ¡es delicioso!”
(3) Summarize: “Hoy en el desayuno, como huevos con pan tostado, y bebo jugo de naranja.”
(4) Comprehension check: Ask: ¿Qué como en en desayuno? ¿Como pan tostado? ¿Como jamón? ¿Qué como todos los días? Ask students: ¿Quién come cereal? ¿Quién come huevos en el desayuno?
Input Script 2, pp. 125–126: Read the following script.
(1) Context: Look at the clock and say, “Son las doce. ¿Qué como en el almuerzo? A ver...”
(2) Point to each picture as you read.
“Hay un perrito caliente y un sándwich de jamón y queso. Pero me encanta la hamburguesa. [Ask a student] ¿Te gusta la hamburguesa? [After the student responds, ask another student] ¿A [name of first student] le gusta la hamburguesa? ... A veces comparto mi almuerzo con mi amiga. A ella le gusta el tocino, ¡qué asco! Y con la hamburguesa, me gusta beber leche y agua. La leche es importante, ¿verdad? Y el agua también. [Ask students] ¿Beben ustedes mucha agua?”
(3) Summarize: “Hoy en el almuerzo, como una hamburguesa con leche y agua.”
(4) Comprehension check: Ask: ¿Qué como hoy en el almuerzo: una hamburguesa o un sándwich de jamón y queso? ¿Me gusta el tocino? ¿Qué es importante beber? Ask individual students: ¿Te gusta el tocino? ¿Te gusta beber leche? ¿Compartes tu almuerzo con un amigo?
Use similar scripts to present the rest of the vocabulary.
Comprehension Activities• Pair students and have them interview one another about their favorite foods. They can use ¿Qué te
gusta comer en el desayuno? or ¿Qué te gusta comer en el almuerzo? Give each pair 5 minutes, then have volunteers present their partners’ preferences.
• Hand out copies of the Vocabulary Clip Art. Have students cut out the items and arrange them in three rows. Then call out items at random. When students hear one of the items they have on their desk, they will turn that picture over. The first student to turn over three items in a row wins. Repeat with two more sets of items.
© Pearson Education, Inc. All rights reserved.
92 Capítulo 3A Teaching in the Target Language
Teaching in the Target Language
Capítulo 3A
Paired speaking activities engage students in interpersonal communication.
Texas Auténtico helps students develop interpersonal, interpretive, and presentational communication skills through powerful language models and engaging tools and resources.
The Texas Auténtico Vocabulary App lets students hear and practice language they will use in TEKS-based communication.
Build Language Proficiency Through Scaffolded Instruction
Interpersonal CommunicationInterpretive Communication
Vocabulario en contexto models language using strong visuals and vocabulary in a meaningful context.
Blogs and other language models give students a familiar context for acquiring new language.
Videomodelos give students a model of the interpersonal communication they will produce.
Comprehensible Input Scripts provide teachers the language to teach in Spanish and develop their students’ understanding.
Videohistorias provide real-life scenarios that model language usage and check for understanding.
The Speak and Record tool lets students submitexamples, and teachers provide feedback.
