¡Hola amigos! - LearnAlberta.ca · ¡Hola amigos! Teacher Support Materials Page 2 of 12 ¡Hola amigos! Resource Overview ¡Hola amigos! is a Spanish support resource with correlations

¡Hola amigos!

Teacher Support Materials

¡Hola amigos! Teacher Support Materials

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¡Hola amigos! Resource Overview

¡Hola amigos! is a Spanish support resource with correlations to many Grade 4 and Grade 5 learning outcomes; it is intended to be used in conjunction with other teaching and learning resources in face-to-face classroom settings or computer-mediated learning environments. The design of ¡Hola amigos! allows teachers to present curriculum-based material in different contexts in order to better suit the needs of students.

Navigation and Activity Selection

The activities in this resource can be accessed in two ways.

1. The activities can be accessed according to individual categories by clicking on the corresponding icons arranged vertically on the left hand margin of the interface.

2. The activities can also be accessed in a pedagogically sound, pre-determined sequence by clicking on the buttons along the bottom of the screen.

The activities in each scenario are colour coded to indicate that they:

1. introduce linguistic content or cultural information ( presentación) 2. allow students to practice what has been presented ( práctica) 3. encourage students to use the language ( producción)

Knowledge of this colour coding can be useful in selecting relevant activities or even re-sequencing the activities to address student needs. To assist with lesson planning, the activities sequenced along the bottom of the screen are also grouped into clusters of activities based on related content, theme or topic. The groupings suggest activities that could be attempted in one session or within the same week of instruction.

¡Hola amigos! Activity Types

¡Hola amigos! is a Grade 4/5 resource that engages students in a variety of activities while focusing on certain program of studies learning outcomes. What follows is a description of the activity types.

Mini-Movie: Students play (and replay as often as they like) an animated story with cartoon characters situated in a futuristic international school. New vocabulary, expressions and linguistic structures are introduced, and previously learned linguistic content from other scenarios is reinforced through the engaging storyline. The movie player controls allow students to skip to the beginning of previous scenes or skip

forward. Speech balloons can be turned on and off by clicking on the button next to the player controls; the default setting is to have the speech balloons turned off.

Mini-Movie Activities: To confirm and demonstrate their understanding of the mini-movie content, students reconstitute the dialogue of key excerpts by selecting appropriate text for the speech balloons in a follow-up activity. Some scenarios include a self-recording activity based on the content of the mini-movie in which students may record and listen to their own voices. These audio files are available as

long as the student is logged on to the activity. Moreover, each scenario gives students the



opportunity to build their own three-panel cartoon sequences by using images from the mini-movie and selecting appropriate text for the speech balloons. The finished comic can be printed.

Explore and Discover: In this component, students have the opportunity to engage with content in such a way as to discover new concepts in the language. These may related to vocabulary, linguistic structures or other matters. In general, most explore and discover activities are also followed by practice activities. Picture/Vocabulary: Through mouse-click or mouse-over, students discover picture-word relationships to build and practice vocabulary. The first activity in this component will be of a standardized nature: a type of summary or overview of key nouns/verbs of the scenario. Additional activities include simple games or other interactions to reinforce vocabulary knowledge.

Amigos: Friends from nine Spanish-speaking countries show and talk about aspects of their diverse cultures and expose students to a variety of Spanish accents. The storyline of the resource links the characters from this component with the characters in the mini-movie. In later scenarios, some of the Amigos also take on leading roles in the mini-movie plots. Language Investigator: A “language scientist” helps students take notice of and understand patterns, structures and grammatical aspects of Spanish. An effort has been made to identify key concepts that students may find difficult to grasp and to present these concepts clearly in this section.

Sounds and Letters: In this component, students have the opportunity to focus on specific letters and sounds that they may find unusual or difficult to pronounce. While the first scenario presents the entire alphabet, later scenarios limit the focus to a few specific sounds and letters. In some cases, students also have the opportunity to record their voices as they practice the sounds.

Mediateca: Students can access a library containing fun, informative, and culturally rich print, visual, auditory and multi-media texts dealing with themes, topics and vocabulary addressed in the scenario.

Scenario Overview Tables

An overview of ¡Hola amigos! follows. The overview provides information about each of the activities. This information may be useful in lesson planning and locating specific activities to achieve specific objectives and address specific learning outcomes.



Scenario 10: ¡Me gusta! ¡Me gustan! – Overview Table

Outcomes # Icon Title User Experience

Grade 4 Grade 5

0

¡Me gusta! ¡Me gustan! I like it! I like them!

In this Spanish language animation, Jenny, Lucía, Matthew, and Matthew’s older cousin go to a cyber-café after having watched a soccer match. At the café, they eat, talk about their favourite sports and players—expressing preferences and agreement—and play a computer game.

LC-2.1a. LC-2.4a. LC-2.6a. LC-3.3a.

LC-1.1a. LC-2.1a. LC-2.4a. LC-2.6a.

1

¡Me gusta! I like it!

This Spanish language comprehension practice activity deals with likes and dislikes. By listening and reading text, students recreate the dialogue.

LC-2.1a. LC-2.6a.

LC-2.1a. LC-2.6a. A-5.4b. GC-1.4a.

2

Comidas y bebidas Things to eat and things to drink

In this Spanish language “explore and discover” presentation activity, students match audio and textual clues with pictures of the foods and drinks that appear in randomized groupings.

LC-2.1a. LC-2.6a.

3

Comidas y bebidas, tipos de música y profesiones Foods, drinks and types of music and professions

This Spanish language vocabulary presentation activity allows students to associate text and audio with pictures of foods, drinks, types of dance music, and professions.

LC-4.2a. LC-2.6a. LC-2.1a.

LC-1.1a. LC-2.1a. LC-2.4a. LC-2.6a.

4

Ritmos y bailes Dance and rhythms

This Spanish language “explore and discover” presentation activity allows students to become familiar with the names and rhythms of some Hispanic music.

GC-1.3a.

5

Gustos y preferencias Things I like

In this Spanish language “explore and discover” presentation activity, students observe responses to requests about preferences, likes, and dislikes related to drinks, foods, and sports.

LC-1.2b. LC-2.1a. LC-4.2a.

LC-2.1a. LC-2.4a. LC-2.6a.

6

¿Qué me gusta? What do I like?

This Spanish language vocabulary practice activity allows students to complete short fill-in-the-blank sentences expressing preferences related to food and activities.

LC-2.2a. LC-2.1a. LC-2.4a

LC-1.2a. LC-2.4a. LC-2.6a



7

Me gusta, me gustan I like this and that

This Spanish language “investigator” presentation activity allows students to make observations about the two ways of expressing likes: Me gusta/Me gustan.

LC-2.1a. LC-2.4a. LC-2.6a

LC-2.1a. GC-2.4a. LC-2.6a. LC-4.2a

8

¿Qué le gusta? What do they like?

This Spanish language “investigator” practice activity allows students to demonstrate their understanding of the agreement between indirect complement and the person expressing their likes. Students examine when to use me, te, or le with the verb gustar.

LC-2.1a. LC-2.4a. LC-2.6a. A-3.1a.

LC-2.1a. LC-2.4a. LC-2.6a. LC-4.2a.

9

Los gustos de mis amigos Do you like apples?

This Spanish language “investigator” practice activity allows students to demonstrate their understanding of the uses of the verb “gustar” (to like) in the randomly determined questions and expressions.

LC-2.1a. LC-2.6a.

LC-2.1a. LC-2.4a. LC-2.6a. LC-4.2a.

10

Hispanos famosos Famous people

This Spanish language presentation activity allows students to become familiar with famous people from around the Hispanic world and identify some expressions that are used to express likes and preferences using me/le gusta/gustan; es mi… favorito.

GC-1.3a. LC-4.2a

GC-1.4a. LC-2.1a LC-2.4a. GC-1.1a.

11

El blog de los amigos A special blog

This Spanish language presentation activity allows students to identify different ways of expressing likes and preferences related to activities and famous people from around the Hispanic world through reading blog entries.

GC-1.3a. LC-2.4a LC-2.6a.

GC-1.4a. GC-1.1a LC-2.4a. LC-2.6a.

12

¿Por qué te gusta? What are they talking about?

In this Spanish language “explore and discover” practice activity, students select the correct answer by listening to a short dialogue between two characters indicating their preferences for famous people from the Hispanic world.

LC-2.1a. A-1.1b. LC-2.4a. LC-2.6a.

GC-1.4a. A-2.1a LC-2.1a. LC-2.4a.

13

Acuerdo y desacuerdo Tell me what you like!

This Spanish language “explore and discover” presentation activity allows students to become familiar with expressions of agreement or disagreement with another person’s stated likes and dislikes.

LC-2.1a. LC-2.4a. LC-4.2a. LC-2.6a.

LC-2.1a. LC-2.4a. LC-2.6a.



14

!A mi también! !A mi tampoco! Me too! Me neither!

In this Spanish language “explore and discover” practice activity, students practice expressions that are used to show agreement or disagreement with other people’s likes and dislikes. Vocabulary includes the following: me gusta/me gustan, a mí no, a mí sí, a mí tampoco, a mí tambíen.

LC-2.4a. LC-2.6a.

LC-2.1a. LC-2.4a. LC-2.6a.

15

Ca, que, qui, co, cu Fun with sounds

This Spanish language “sounds and letters” presentation activity allows to students to practice the pronunciation of the sound “k” by listening to words and recording themselves repeating them.

LC-1.1a. LC-2.1a. LC-2.2a. LC-2.6a.

LC-2.4a. LC-2.1a. LC-2.2a. LC-2.6a.

16

¿Con c o con qu? With a “c” or “qu”?

This Spanish language “sounds and letters” practice activity allows to students to practice the spelling of different words which contain the sound “k” by listening to audio clues, discriminating among several options, and selecting the correct missing letter combinations in words.

LC-1.2a. LC-2.1a. LC-2.6a.

LC-2.1a. LC-2.5a. LC-2.6a.

17

Una revista para ti Read about famous people

This Spanish language “library” presentation activity allows students to read information in an e-magazine about some famous people from various Hispanic counties. They can also listen to and read the lyrics to the song “Yo soy un cantante”.

LC-2.1a. LC-2.6a. LC-2.4a. LC-2.2a.

LC-2.4a. LC-2.1a. LC-2.6a. LC-4.2a.

18

¿Qué sabes de…? Write about famous people

This Spanish language “library” practice activity allows students to write short statements about some famous Hispanic people onto information cards. Students can confirm the accuracy of their statements by comparing their cards with model cards.

LC-2.4a. LC-2.6a. GC-1.3a. LC-4.2a.

LC-2.4a. GC-1.4a. LC-2.5a. LC-4.2a.

19

Haz tu tira cómica (¡Me gusta! ¡Me gustan!) Make your own comic strip (I like it! I like them!)

This Spanish language production activity allows students to create their own comic strip by selecting characters, objects, and settings. Students can also choose the dialogue of their characters from a variety of questions, phrases, words, and expressions often used to express likes and preferences.

A-6.1a. A-6.2a. LC-2.5a. LC-2.7a.

A-6.1a. A-6.2a. LC-2.5a. LC-2.7a.



Escenario 10: ¡Me gusta! ¡Me gustan! / Scenario 10: I like it! I like them! – Contents

Resumen / Summary Matthew, Jenny y Lucía han estado viendo un partido de fútbol con un primo mayor de Matthew. Después del partido, deciden ir a tomar algo a un ciber-café que hay cerca del estadio. Mientras comen algo, los niños hablan de cuáles son sus deportes, deportistas y cantantes favoritos. Después, deciden jugar en una computadora de la cafetería al juego Quién es…, que consiste en averiguar los nombres de varios personajes famosos a través de su silueta.

En esta unidad aprendemos a expresar los gustos y preferencias, y a preguntar sus gustos a otras personas. Además, aprendemos a explicar las razones de esas preferencias y a mostrar acuerdo y desacuerdo en los gustos. También vemos y practicamos el verbo gustar. En la sección de léxico, aprendemos léxico de deportes y de comidas y bebidas. En los contenidos culturales, conocemos algunos ritmos y bailes y a personajes famosos del mundo de habla hispana. Al final, leemos una revista y escuchamos una canción.

Secciones / Sections

• La aventura o ¡Me gusta!

• Explora y descubre o Expresar gustos y preferencias o Expresar acuerdo y desacuerdo en los gustos o Justificar los propios gustos o Ritmos y bailes hispanos

• Nuestros amigos o Cantantes, actores y deportistas del mundo de habla hispana

• Investiga con el profesor Morfi o El verbo gustar

• Más que palabras o Tipos de música o Profesiones

• Mira como suena o La c y la qu: ca, que, qui, co, cu.

• Lee, canta y... disfruta o Una revista hispana: canciones, cartas, entrevistas y perfiles de famosos



Contenidos / Contents

• Preguntar por los gustos y preferencias y

expresarlos

¿Qué comida te gusta? Me gustan las fresas. ¿Qué bebida te gusta? Me gusta el agua. Me gusta patinar.

• Expresar acuerdo y desacuerdo en los gustos

Me gusta patinar. A mí también. A mí no. No me gusta el fútbol. A mí tampoco. A mí sí.

• Tipos de música y bailes

la cumbia el tango el flamenco la cueca el mambo el merengue

• Comidas y bebidas

la uva la fresa la manzana el helado la leche la galleta el sándwich el chocolate la tarta

• Profesiones

cantante actor / actriz deportista



• Verbo gustar

• La c y la qu

ca que qui co cu

• Personajes famosos del mundo hispano

Cantantes: Belinda, Thalía, Ricky Martin Deportistas: Messi, Fernando Alonso, Sammy Sosa Actrices: Salma Hayek



Guión de La aventura / Mini-movie script

Escenario 10: ¡Me gusta! ¡Me gustan! / Scenario 10: I like it! I like them! [Escena 1] Jenny: ¡Qué partido! Matthew: ¡Sí, muy bueno! Primo de Matthew: Les gusta mucho el fútbol, ¿verdad? Lucía: ¡Sí, mucho! Matthew: Sí, es muy divertido. Robito: ¡Fút-bol! Todos: ¡Ja, ja, ja! [Escena 2] Matthew: ¿Por qué no vamos a tomar algo a ese ciber-café? Jenny y Lucía: ¡Síííí, bien! Primo de Matthew: ¿No les apetece ir a casa y ver una película? Los tres niños: ¡No, qué aburrido! ¡Por favor, vamos a tomar algo! Primo de Matthew: ¡Bueno, está bien! [Escena 3] Primo de Matthew: ¿Qué quieren tomar? Matthew: No sé… Primo de Matthew: ¿Quieren tomar un helado? Matthew: ¡No, yo no! Jenny: ¡Yo sí, por favor! Lucía: Yo también, gracias. Primo de Matthew: ¿Y qué helados quieren? Jenny: Yo, un helado de chocolate. Lucía: Mmmm, me gusta mucho el chocolate. Yo también quiero un helado de chocolate. Primo de Matthew: ¿Y tú, Matthew, quieres beber o comer algo? Matthew: No sé… Bueno, un refresco. Primo de Matthew: Muy bien, entonces… dos helados de chocolate y un refresco. [Escena 4] Lucía: ¡Qué bueno el partido!, ¿verdad? Matthew: Sí. Lucía: A mí me gusta mucho Ronaldinho, juega muy bien. Matthew: ¡¡Qué!! Ronaldinho juega muy mal. A mí me gusta Raúl, es muy rápido. Lucía: ¡Ah! Raúl no sabe jugar y no mete goles. Jenny: ¡Hola, chicos, estoy aquí! Matthew: Ay, Jenny, perdona. ¿Qué deporte te gusta a ti? Jenny: A mí me gusta el baloncesto. Es muy divertido. Lucía: ¿Y no te gusta el fútbol? Jenny: Bueno… Está bien. Robito: ¡Me gus-ta el ba-lon-ces-to! Jenny: ¡Muy bien, Robito! A Robito también le gusta el baloncesto. Matthew y Lucía: ¡Ja, ja, ja!



[Escena 5] Primo de Matthew: Aquí están los helados y el refresco. Los tres niños: Gracias. Lucía: ¡Ah, Thalía! Me gusta mucho. Primo de Matthew: A mí también. Lucía: Es que canta muy bien, ¿verdad? Lucía: Jenny, ¿qué cantante te gusta más? Jenny: A mí me gusta Ricky Martin. Es muy simpático. Matthew: ¡Pues a mí me gusta Belinda! Primo de Matthew: Sí, a mí también me gusta mucho Belinda. Los tres niños: Ja, ja, ja. [Escena 6] Jenny: ¡Miren! ¿Quieren jugar? Lucía: ¡Sí! Matthew: ¡Genial! [Escena 7] Jenny: ¿Ponemos un juego? Matthew: Sí. Jenny: ¿Cuál les gusta? Matthew: A mí me gusta el Veo-Veo. Lucía: ¡A mí, no! Jenny: ¡A mí tampoco! Es muy aburrido. Matthew: Bueno… ¿Por qué no jugamos a Quién es…? Jenny: De acuerdo. Lucía: ¡Bien! [Escena 8] Jenny: ¿Qué prefieren: actores,… cantantes,… o deportistas… o personajes de cómic? Lucía y Matthew: ¡Deportistas! Jenny: ¡Estupendo! ¡A jugar! A ver… ¿Quién es… este personaje? Lucía: ¡Es Sammy Sosa! Matthew: No, no es Sammy Sosa. Lucía: Jenny, escribe “Sammy Sosa”. Jenny: A ver… Lucía: ¡¡Bien, bien!! Jenny: Me gusta Sammy Sosa. ¡Es muy bueno! Matthew: Sí, a mí también. Es muy bueno. Lucía: Sí, es genial. [Escena 9] Matthew: ¡Ahora, me toca a mí! Jenny: ¡Sí! Matthew: ¿Quién es… este personaje? Robito: ¡Ro-bi-to! Computadora: (ruido de error) Jenny: ¡Oooh, lo siento Robito! Matthew: No es Robito. ¡Es Superrobita! Jenny y Lucía: ¡Biennn! Robito: ¡Ohhhh! Los tres niños: ¡Ja, ja, ja!



[Escena 10] El primo de Matthew: ¡Es muy tarde! ¡Vamos! [Escena 11] Los tres niños: ¿Y a ti, qué personaje famoso te gusta? Lucía: ¡A mí, no! Jenny: ¡A mí tampoco! Es muy aburrido. Matthew: Bueno… ¿Por qué no jugamos a Quién es…? Jenny: De acuerdo. Lucía: ¡Bien!

Documents

¡Hola amigos! - LearnAlberta.ca · ¡Hola amigos! Teacher Support Materials Page 2 of 12 ¡Hola amigos! Resource Overview ¡Hola amigos! is a Spanish support resource with correlations