120 ciento veinteTema 2 • La escuela

to talk about classroom items la bandera flagel cartel posterla computadora computerel disquete diskettela mochila bookbag, backpackla pantalla (computer) screenla papelera wastepaper basketel ratón (computer) mouseel reloj clockel sacapuntas pencil sharpenerel teclado (computer) keyboard

to talk about classroom furnitureel escritorio deskla mesa tablela silla chair

to talk about parts of a classroomla puerta doorla ventana window

to indicate locational lado de la / del next to, besideallí thereaquí heredebajo de la / del underneathdelante de la / del in front of detrás de la / del behind¿Dónde? Where?en in, onencima de la / del on top of

to indicate possessionde ofmi mytu your

to identify (description, quantity)Es un(a) . . . It’s a . . .Hay There is, There are¿Qué es esto? What is this?

estar to be

To prepare for the test, check tosee if you . . .• know the new vocabulary and

grammar• can perform the tasks on p. 121

estoy estamosestás estáisestá están

to identify gender and quantity of nouns los, las theunos, unas some

Vocabulario y gramática

For Vocabulario adicional, see pp. 472–473.

jcd-0299

ObjectivesReview

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Review ActivitiesTo talk about classroom items: Point toclassroom items and have students identifythem by name. Call on volunteers to tellwhat vocabulary items are not in theirclassroom. For example: En la sala de clasehay una mesa pero no hay un sacapuntas.To talk about classroom furniture: Havestudents make a list of the furniture thatcan be in a classroom. Have Student Apoint to a specific piece of furniture andhave Student B say what it is. For example,¿Es una mesa? No. Es una silla.To talk about parts of a classroom and toindicate location: Using the list createdabove, have students work in pairs, askingand telling where different items are locatedrelative to the parts of the classroom. Forexample: ¿Dónde está el escritorio? Está allado (debajo de) la ventana.To indicate possession, to identify(description, quantity) and to identifygender and quantity of nouns: Havestudents work in groups. Tell them to putseveral classroom objects in front of them.Have Student A point to an item and askwhat it is and Student B will name the itemand say whose it is. For example, ¿Qué esesto? Es una calculadora; es tu calculadora.Estar: Ask volunteers to give the forms ofestar by briefly reviewing the stem andverb endings. You may want them tocreate sentences for each form.

PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,and tapes of oral presentations, or otherprojects. Have them select one or twoitems that they feel best demonstrate theirachievements in Spanish to include in theirportfolios. Have them include this with theChapter Checklist and Self-AssessmentWorksheet.

Students with Learning DifficultiesHave students review the Repaso del capítuloand create flashcards for any words that theydo not know. Pair them with a student who ismore confident with the vocabulary to practice.Before the test, provide students with a practicetest, so they can become comfortable with theformat.

Heritage Language LearnersHave students write a few paragraphs tellingabout their perfect birthday celebration: Whereare they going to have it? Whom are theygoing to invite? What food are they going toeat? What kind of music are they going toplay? Encourage them to use as manyvocabulary words from this chapter as they can.

Additional ResourcesStudent Resources: Realidades para hispanohablantes, p. 88

CD-ROM

Web Code: jcd–0216

Teacher Resources:• Teacher’s Resource Book: Situation Cards, p. 118,

Clip Art, pp. 120–121 • Assessment Program: Chapter Checklist and

Self-Assessment Worksheet, pp. T56–T57

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