Autentico_Guided_Practice Pages 1-50 - Flip PDF Download (2024)

literacy skills workbook Boston, Massachusetts • Chandler, Arizona • Glenview, Illinois • New York, New York 1 Guided practice Leveled Vocab ulary an d Gr amma r Workbook Guided practice

© Pearson Education, Inc. All rights reserved. iii Table of Contents Para empezar 1 En la escuela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 En la clase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 3 El tiempo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Tema 1: Mis amigos y yo Capítulo 1A: ¿Qué te gusta hacer? . . . . . . . . . . . . . . . . . . . . . . . . . 25 Capítulo 1B: Y tú, ¿cómo eres? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Tema 2: La escuela Capítulo 2A: Tu día en la escuela . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Capítulo 2B: Tu sala de clases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Tema 3: La comida Capítulo 3A: ¿Desayuno o almuerzo? . . . . . . . . . . . . . . . . . . . . . . . 83 Capítulo 3B: Para mantener la salud . . . . . . . . . . . . . . . . . . . . . . . 99 Tema 4: Los pasatiempos Capítulo 4A: ¿Adónde vas? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Capítulo 4B: ¿Quieres ir conmigo? . . . . . . . . . . . . . . . . . . . . . . . . 133 Tema 5: Fiesta en familia Capítulo 5A: Una fiesta de cumpleaños . . . . . . . . . . . . . . . . . . . . 149 © Pearson Education, Inc. All rights reserved. Capítulo 5B: ¡Vamos a un restaurante! . . . . . . . . . . . . . . . . . . . . . 165

Tema 6: La casa Capítulo 6A: En mi dormitorio . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Capítulo 6B: ¿Cómo es tu casa? . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Tema 7: De compras Capítulo 7A: ¿Cuánto cuesta? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Capítulo 7B: ¡Qué regalo! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 Tema 8: Experiencias Capítulo 8A: De vacaciones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Capítulo 8B: Ayudando en la comunidad . . . . . . . . . . . . . . . . . . . 259 Tema 9: Medios de comunicación Capítulo 9A: El cine y la televisión . . . . . . . . . . . . . . . . . . . . . . . . 275 Capítulo 9B: La tecnología . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 iv © Pearson Education, Inc. All rights reserved.

v Dear Parents and Guardians: Learning a second language can be both exciting and fun. As your child studies Spanish, he or she will not only learn to communicate with Spanish speakers, but will also learn about their cultures and daily lives. Language learning is a building process that requires considerable time and practice, but it is one of the most rewarding things your child can learn in school. Language learning calls on all of the senses and on many skills that are not necessarily used in other kinds of learning. Students will find their Spanish class different from other classes in a variety of ways. For instance, lectures generally play only a small role in the language classroom. Because the goal is to learn to communicate, students interact with each other and with their teacher as they learn to express themselves about things they like to do (and things they don’t), their personalities, the world around them, foods, celebrations, pastimes, technology, and much more. Rather than primarily listening to the teacher, reading the text, and memorizing information as they might in a social studies class, language learners will share ideas; discuss similarities and differences between cultures; ask and answer questions; and work with others to practice new words, sounds, and sentence structures. Your child will be given a variety of tasks to do in preparation for such an interactive class. He or she will complete written activities, perform listening tasks, watch and listen to videos, and go on the Internet. In addition, to help solidify command of words and structures, time will need to be spent on learning vocabulary and practicing the language until it starts to become second nature. Many students will find that using flash cards and doing written practice will help them become confident using the building blocks of language. To help you help your child in this endeavor, we offer the following insights into the textbook your child will be using, along with suggestions for ways that you can help build your child’s motivation and confidence—and as a result, their success with learning Spanish. Textbook Organization Your child will be learning Spanish using Auténtico, which means “authentic.” The emphasis throughout the text is on learning to use the language in authentic, real ways. Chapters are organized by themes such as school life, food and health, family and celebrations, etc. Each chapter begins with Vocabulario en contexto, which gives an initial presentation of new grammar and vocabulary in the form of pictures, short dialogues, and audio recordings. Students then watch the new vocabulary and grammar used in an authentic context in an engaging video in the Videohistoria. Once students have been exposed to the new language, the Vocabulario en uso and Gramática y vocabulario en uso sections offer lots of practice with the language as well as explanations of how the language works. The Lectura, La cultura en vivo, Presentación oral, and Presentación escrita sections provide activities for your child to use the language by understanding readings, giving oral or written presentations, and learning more about the cultural perspectives of Spanish speakers. The Auténtico section offers your child a chance to see how the language they have learned is used by native speakers in an authentic context such as a news report, talk show, or podcast. Finally, all chapters conclude with an at-a-glance review of the chapter material called Repaso del capítulo (Chapter Review), with summary lists and charts, and practice activities like those on the chapter test. If students have trouble with a given task, the Repaso del capítulo tells them where in the chapter they can go to review. Here are some suggestions that will help your child become a successful language learner. Routine: Provide a special, quiet place for study, equipped with a Spanish-English dictionary, pens or pencils, paper, computer, and any other items your child’s teacher suggests. © Pearson Education, Inc. All rights reserved.

• Encourage your child to study Spanish at a regular time every day. A study routine will greatly facilitate the learning process. Strategy: • Remind your child that class participation and memorization are very important in a foreign language course. • Tell your child that in reading or listening activities, as well as in the classroom, it is not necessary to understand every word. Suggest that they listen or look for key words to get the gist of what’s being communicated. • Encourage your child to ask questions in class if he or she is confused. Remind the child that other students may have the same question. This will minimize frustration and help your child succeed. Real-life connection: • Outside of the regular study time, encourage your child to review words in their proper context as they relate to the chapter themes. For example, when studying the chapter about community places, Capítulo 4A, have your child bring flash cards for place names on a trip into town and review words for the places you pass along the way. Similarly, while studying Capítulo 5A vocabulary, bring out family photos and remind your child of the toys he or she used to have and the activities that he or she liked. Ask your child to name the toys and activities in Spanish. If your child can include multiple senses while studying (see the school and say escuela, or taste ice cream and say helado), it will help reinforce study and will aid in vocabulary retention. • Motivate your child with praise for small jobs well done, not just for big exams and final grades. A memorized vocabulary list is something to be proud of! Review: • Encourage your child to review previously learned material frequently, and not just before a test. Remember, learning a language is a building process, and it is important to keep using what you’ve already learned. • To aid vocabulary memorization, suggest that your child try several different methods, such as saying words aloud while looking at a picture of the items, writing the words, acting them out while saying them, and so on. • Suggest that your child organize new material using charts, graphs, pictures with labels, or other visuals that can be posted in the study area. A daily review of those visuals will help keep the material fresh. • Help your child drill new vocabulary and grammar by using the charts and lists in the textbook. Resources: • Offer to help frequently! Your child may have great ideas for how you can facilitate his or her learning experience. • Ask your child’s teacher, or encourage your child to ask, about how to best prepare for and what to expect on tests and quizzes. • Ask your child’s teacher about access to the eText and the digital course on Pearson Realize. These digital tools provide access to audio recordings and videos that support the text. The more your child sees and hears the language, the greater the retention. vi © Pearson Education, Inc. All rights reserved.

vii Above all, help your child understand that a language is not acquired overnight. Just as for a first language, there is a gradual process for learning a second one. It takes time and patience, and it is important to know that mistakes are a completely natural part of the process. Remind your child that it took years to become proficient in his or her first language, and that the second one will also take time. Praise your child for even small progress in the ability to communicate in Spanish, and provide opportunities for your child to hear and use the language. Don’t hesitate to ask your child’s teacher for ideas. You will find the teacher eager to help you. You may also be able to help the teacher understand special needs that your child may have, and work together with him or her to find the best techniques for helping your child learn. Learning to speak another language is one of the most gratifying experiences a person can have. We know that your child will benefit from the effort, and will acquire a skill that will serve to enrich his or her life. © Pearson Education, Inc. All rights reserved.

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la escuela Vocabulary Flash Cards 1 Nombre Hora Fecha Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun. Vocabulary Flash Cards, Sheet 1 Buenos días. Buenas noches. Buenas tardes. ¡Hola! ¿Cómo te llamas? Me llamo... Encantado, Encantada. , Igualmente. Mucho gusto.

© Pearson Education, Inc. All rights reserved. 2 Guided Practice Activities En la escuela Vocabulary Flash Cards A Nombre Hora Fecha Realidades Vocabulary Flash Cards, Sheet 1 © Pearson Education, Inc. All rights reserved. 2 Guided Practice Activities, En la escuela Vocabulary Flash Cards Nombre Hora Fecha Vocabulary Flash Cards, Sheet 2 ¿Cómo está Ud.? ¿Cómo estás? ¿Qué pasa? ¿Qué tal? ¿Y tú? ¿Y usted (Ud.)? (muy) bien regular gracias

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la escuela Vocabulary Flash Cards 3 Nombre Hora Fecha Vocabulary Flash Cards, Sheet 3 nada señor, Sr. , señora, Sra. , señorita, Srta. , ¡Adiós! Hasta luego. Hasta mañana. ¡Nos vemos! uno

© Pearson Education, Inc. All rights reserved. 4 Guided Practice Activities, En la escuela Vocabulary Flash Cards Nombre Hora Fecha Vocabulary Flash Cards, Sheet 4 dos tres cuatro cinco seis siete ocho nueve diez

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la escuela Vocabulary Flash Cards 5 Nombre Hora Fecha Vocabulary Flash Cards, Sheet 5 ¿Qué hora es? Es . Son . Son . Son . Son . Son . Son . Son .

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la escuela Vocabulary Check 7 Nombre Hora Fecha Vocabulary Check, Sheet 1 En la escuela Buenos días. Buenas noches. Buenas tardes. ¡Hola! ¿Cómo te llamas? Me llamo... Encantado, Encantada. Igualmente. Mucho gusto. señor, Sr. señora, Sra. señorita, Srta. ¡Adiós! Hasta luego. Hasta mañana. ¡Nos vemos! Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

© Pearson Education, Inc. All rights reserved. 8 Guided Practice Activities, En la escuela Vocabulary Check Nombre Hora Fecha Vocabulary Check, Sheet 2 Good morning. Good evening. Good afternoon. Hello! What is your name? My name is . . . Delighted. Likewise. Pleased to meet you. sir, Mr. madam, Mrs. miss, Miss Good-bye! See you later. See you tomorrow. See you! Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la escuela Para empezar 9 Nombre Hora Fecha Vowel sounds • Like English, Spanish has five basic vowels, a, e, i, o, and u. But unlike English, each Spanish vowel sounds nearly the same in every word, which will help you figure out how to pronounce any Spanish word you see. A. The letter a is pronounced “ah,” as in the English word “father.” Write three Spanish words related to body parts (el cuerpo) that contain the letter a. Say each word as you write it, paying special attention to the a. _________________________ _________________________ _________________________ B. The letter e is pronounced “ay,” as in the English word “pay.” Write three Spanish numbers under ten that contain the letter e. Say each word as you write it, paying special attention to the e. _________________________ _________________________ _________________________ C. The letter i is pronounced “ee,” as in the English word “see.” Write two Spanish words used in greetings that contain the letter i. Say each word as you write it, paying special attention to the i. _________________________ _____________________________________________________ D. The letter o is pronounced “oh,” as in the English word “go.” Write three Spanish numbers over ten that contain the letter o. Say each word as you write it, paying special attention to the o. _________________________ _________________________ _________________________ E. The letter u is pronounced “oo,” as in the English word “zoo.” Write three Spanish words that you’ve learned so far that contain the letter u. Say each word as you write it, paying special attention to the u. ________________________ ________________________ ________________________ Guided Practice Activities P-1

The letter c • The letter c has two different sounds in Spanish. When it is followed by a, o, u, or any consonant other than h, it is a “hard c” and is pronounced like the c in “cat.” Say these words with a hard c: cómo práctica encantado • When the letter c is followed by e or i, it is a “soft c” and is pronounced like the s in “Sally.” Say these words with a soft c: doce gracias silencio A. Write out the numbers below (which all contain at least one letter c) in Spanish on the blanks provided. 1. 4 _________________________________ 2. 0 _________________________________ 3. 13 _________________________________ 4. 100 _________________________________ 5. 11 _________________________________ 6. 5 _________________________________ 7. 16 _________________________________ 8. 14 _________________________________ 9. 55 _________________________________ 10. 48 _________________________________ B. Now, say aloud each of the words you wrote, paying special attention to the letter c. Go back to the answers you gave in part A and underline each hard c (as in cat). Circle each soft c (as in Sally). Ojo: Some words contain more than one c. © Pearson Education, Inc. All rights reserved. 10 Guided Practice Activities, En la escuela Para empezar Nombre Hora Fecha Guided Practice Activities P-2

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la clase Vocabulary Flash Cards 11 Nombre Hora Fecha Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun. Vocabulary Flash Cards, Sheet 1

© Pearson Education, Inc. All rights reserved. 12 Guided Practice Activities, En la clase Vocabulary Flash Cards Nombre Hora Fecha Vocabulary Flash Cards, Sheet 2 la sala de clases el año el día el mes la semana ¿Qué día es hoy? ¿Cuál es la fecha? . .

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la clase Vocabulary Flash Cards 13 Nombre Hora Fecha Vocabulary Flash Cards, Sheet 3 Es el primero de enero. Es el tres de marzo. Es el cinco de mayo. Es el catorce de febrero. Es el once de septiembre. Es el veinticinco de diciembre. mañana hoy en

© Pearson Education, Inc. All rights reserved. 14 Guided Practice Activities, En la clase Vocabulary Flash Cards Nombre Hora Fecha Vocabulary Flash Cards, Sheet 4 ¿Cuántos?, ¿Cuántas? , hay por favor ¿Cómo se dice...? Se dice... ¿Cómo se escribe...? Se escribe... ¿Qué quiere decir...? Quiere decir...

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la clase Vocabulary Check 15 Nombre Hora Fecha Vocabulary Check, Sheet 1 En la clase el bolígrafo la carpeta el cuaderno el estudiante, la estudiante la hoja de papel el lápiz el libro el profesor, la profesora el pupitre la sala de clases el año el día el mes la semana hoy mañana Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

© Pearson Education, Inc. All rights reserved. 16 Guided Practice Activities, En la clase Vocabulary Check Nombre Hora Fecha Vocabulary Check, Sheet 2 pen folder notebook student sheet of paper pencil book teacher (student) desk classroom year day month week today tomorrow Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, En la clase Para empezar 17 Nombre Hora Fecha Guided Practice Activities P-3 More c sounds • In Activity P-2 you learned that the letter c has two different sounds in Spanish: “hard c” and “soft c.” The “hard c” sound is also created by the letter groups que and qui. Que is always pronounced like the English “kay” and qui is always pronounced like the English word “key.” Say these words: quince que quiere A. Remember that the hard c is sometimes spelled with a c and sometimes with a q. Underline the words in each group below with a hard c (“cat”) sound. Say each word aloud as you read it. 1. clase / García / doce 2. trece / cien / carpeta 3. equis / cierren / dieciséis 4. gracias / saquen / Cecilia 5. cero / silencio / catorce 6. once / cuaderno / diciembre B. Circle the words in each group with a soft c (“Sally”) sound. Say each word aloud as you read it. 1. Ricardo / cuarto / atención 2. diciembre / cómo / octubre 3. carpeta / cuaderno / Alicia 4. qué / quiere / decir 5. cien / Cristina / cuántos 6. saquen / cierren / capítulo

The h sound • In Spanish, some letters have different pronunciations than they do in English. For example, the letter j is pronounced like the letter h in the English word “hat,” but even more strongly and in the back of the throat. The letter g, when followed by e or i, also has the same “h” sound. However, the Spanish letter h is always silent! Say these words aloud: Jorge jueves hay hasta hoja A. Circle all of the words below with a pronounced “h” sound. Don’t be fooled by the silent letter h! Say each word aloud as you read it. julio hoy hasta hoja Jorge Juan junio Guillermo hora José página hay juego ¡Hola! Eugenia B. Now, go back to the words in part A and draw a diagonal line through every silent h. The first one has been done for you. Did you notice that hoja has both a silent h and a j that has a pronounced “h” sound? © Pearson Education, Inc. All rights reserved. 18 Guided Practice Activities, En la clase Para empezar Nombre Hora Fecha Guided Practice Activities P-4

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, El tiempo Vocabulary Check 21 Nombre Hora Fecha Vocabulary Check, Sheet 1 El tiempo Hace calor. Hace frío. Hace sol. Hace viento. Llueve. Nieva. la estación el invierno el otoño la primavera el verano Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

© Pearson Education, Inc. All rights reserved. 22 Guided Practice Activities, El tiempo Vocabulary Check It’s hot. It’s cold. It’s sunny. It’s windy. It’s raining. It’s snowing. season winter fall, autumn spring summer Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In Nombre Hora Fecha Vocabulary Check, Sheet 2

© Pearson Education, Inc. All rights reserved. Guided Practice Activities, El tiempo Para empezar 23 Nombre Hora Fecha Special letters • When studying the alphabet, you will notice a few letters that you may not have seen before. In addition to the letters we have in English, Spanish also has ll, ñ, and rr. a) ll is pronounced like a “y” in English, as in the word “yellow.” b) ñ is pronounced like the combination “ny,” as in the English word “canyon.” c) rr is a “rolled” sound in Spanish. It is made by letting your tongue vibrate against the roof of your mouth, and sounds a bit like a cat purring or a child imitating the sound of a helicopter. Look at the pictures below and fill in the blanks in the words or phrases with either the letter ll, ñ, or rr. Be sure to say each word aloud as you write it, practicing the sounds of the new letters. 1. Es la se_____ora Guité_____ez. 4. _____ueve en la primavera. 2. Me _____amo Gui_____ermo. 5. Hace viento en el oto_____o. 3. Es el libro de espa_____ol. Guided Practice Activities P-5

The letters b and v • In Spanish, the letters b and v are both pronounced with a “b” sound, like in the English word “boy.” This makes pronunciation simple, but can make spelling more challenging! Say the following words: Buenos días. ¡Nos vemos! brazo veinte bolígrafo verano The phrases below all contain either b or v. Pronounce both with a “b” sound, and write the correct letter in the blanks in each conversation. 1. —Hola, profesor. —_____uenos días, estudiantes. 2. —¿Qué tiempo hace en el otoño? —Hace _____iento. 3. En fe_____rero hace mucho frío. —Sí, hace frío en el in_____ierno. 4. —¿Qué tiempo hace en la prima_____era? —Llue_____e pero hace calor. 5. —¿Qué día es hoy? —Hoy es el _____einte de no_____iembre. 6. —Le_____ántense, por fa_____or. —Sí, profesora. 7. —¿Cómo estás? —_____ien, pero me duele el _____razo. © Pearson Education, Inc. All rights reserved. 24 Guided Practice Activities, El tiempo Para empezar Nombre Hora Fecha Guided Practice Activities P-6

Capítulo 3A © Pearson Education, Inc. All rights reserved. Guided Practice Activities Vocabulary Flash Cards 1A 25 Nombre Hora Fecha Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun. Vocabulary Flash Cards, Sheet 1

Capítulo 3A bailar cantar correr dibujar escribir cuentos escuchar música esquiar hablar por teléfono ir a la escuela jugar videojuegos leer revistas montar en bicicleta montar en monopatín © Pearson Education, Inc. All rights reserved. Guided Practice Activities Vocabulary Check 1A 29 Nombre Hora Fecha Vocabulary Check, Sheet 1 Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

Capítulo 3A © Pearson Education, Inc. All rights reserved. 30 Guided Practice Activities Vocabulary Check 1A Nombre Hora Fecha Vocabulary Check, Sheet 2 to dance to sing to run to draw to write stories to listen to music to ski to talk on the phone to go to school to play video games to read magazines to ride a bicycle to skateboard Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

Capítulo 3A © Pearson Education, Inc. All rights reserved. Guided Practice Activities Vocabulary Check 1A 31 Nombre Hora Fecha Vocabulary Check, Sheet 3 nadar pasar tiempo con amigos patinar practicar deportes tocar la guitarra trabajar usar la computadora ver la tele Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

© Pearson Education, Inc. All rights reserved. 32 Guided Practice Activities Vocabulary Check 1A Nombre Hora Fecha Capítulo 3A Realidades Vocabulary Check, Sheet 1 Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In Capítulo 3A © Pearson Education, Inc. All rights reserved. 32 Guided Practice Activities Vocabulary Check 1A Nombre Hora Fecha Vocabulary Check, Sheet 4 to swim to spend time with friends to skate to play sports to play the guitar to work to use the computer to watch television Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. Fold In

Capítulo 3A © Pearson Education, Inc. All rights reserved. Guided Practice Activities 1A-1 33 Nombre Hora Fecha Infinitives (p. 32) • The most basic form of a verb is an infinitive. • In English, infinitives have the word “to” in front of them such as to walk or to swim. • In Spanish, infinitives end in -ar (nadar), -er (leer), or -ir (escribir). A. Look at each infinitive below and underline its ending. Follow the model. Modelo patinar 1. escribir 4. esquiar 7. leer 2. nadar 5. usar 8. jugar 3. correr 6. dibujar 9. ver B. Now, write the infinitive in the correct column of the chart. Is it an -ar verb, -er verb, or -ir verb? The first one has been done for you. -ar verbs -er verbs -ir verbs C. Complete the sentences with infinitives from part A to express what you like and don’t like to do. 1. Me gusta ____________________ y ____________________. 2. No me gusta ____________________. 3. Me gusta mucho ____________________. Guided Practice Activities 1A-1

Capítulo 3A 34 Guided Practice Activities 1A-2 Negatives (p. 36) • To make an English sentence negative, you usually use the word “not”: I do not like to sing. • To make a Spanish sentence negative, you usually put no in front of the verb or expression: No me gusta cantar. • To answer a Spanish question negatively, you often use no twice: ¿Te gusta bailar? No, no me gusta. • To say that you do not like something at all, you add the word nada: No, no me gusta nada. • To say you don’t like either of two choices, use ni... ni: No me gusta ni correr ni practicar deportes. A. Look at the sentences and circle only the negative words you see. Some sentences do not have negative words. Follow the model. (Hint: There should be eight words circled.) Modelo No me gusta cantar. 1. ¿Te gusta bailar? 2. No, no me gusta bailar. 3. ¿Te gusta patinar? 4. No, no me gusta nada. 5. No me gusta ni bailar ni patinar. B. You circled three different negative words in part A above. What are they? Write them on the lines. _______________________ _______________________ _______________________ C. Use the negative words no, ni, and nada to complete the following conversation. elena: Enrique, ¿te gusta escuchar música? enrique: No, ____________________ me gusta. elena: ¿Te gusta bailar? enrique: ____________________, no me gusta bailar. elena: No te gusta ____________________ escuchar música ____________________ bailar. ¿Qué te gusta hacer? enrique: ¡Me gusta ver la tele! elena: ¡Uy, no me gusta ____________________! © Pearson Education, Inc. All rights reserved. Nombre Hora Fecha Guided Practice Activities 1A-2

Capítulo 3A © Pearson Education, Inc. All rights reserved. Guided Practice Activities 1A-3 35 Nombre Hora Fecha Negatives (continued) D. Complete the sentences with activities you don’t like. You can use the drawings for ideas of activities. 1. No me gusta ________________________________. 2. No me gusta ________________________________. 3. No me gusta ni ____________________ ni ____________________. E. Now answer the questions negatively. Follow the models. Modelos ¿Te gusta esquiar? No, no me gusta esquiar. ¿Te gusta correr y nadar? No, no me gusta ni correr ni nadar. 1. ¿Te gusta dibujar? ___________________________________________________________________________ 2. ¿Te gusta cantar? ___________________________________________________________________________ 3. ¿Te gusta escribir cuentos? ___________________________________________________________________________ 4. ¿Te gusta esquiar y nadar? ___________________________________________________________________________ 5. ¿Te gusta patinar y correr? ___________________________________________________________________________ Guided Practice Activities 1A-3

) next to the exchange if it is positive. Put a minus (–) next to it if it is negative. © Pearson Education, Inc. All rights reserved. Nombre Hora Fecha Guided Practice Activities 1A-4 positive me gusta sí mucho negative no nada ni no me gusta

Capítulo 3A © Pearson Education, Inc. All rights reserved. Guided Practice Activities 1A-5 37 Nombre Hora Fecha Lectura: ¿Qué te gusta hacer? (pp. 40–41) A. The reading in your textbook contains four self-descriptions by students from various parts of the Spanish-speaking world. Read the following selection about Marisol. Then answer the questions that follow. “¿Te gusta practicar deportes y escuchar música? ¡A mí me gusta mucho! También me gusta jugar al básquetbol. ¡Hasta luego!” 1. Go back to the reading above and circle the sentence where Marisol is asking you a question. 2. Underline the words that tell you that Marisol is talking about things that she likes. 3. Now list the activities that Marisol likes to do in the spaces below: _____________________ _______________________ _______________________ B. Read the following selection written by Pablo and answer the questions that follow. “Me gusta mucho jugar al vóleibol y al tenis. Me gusta escribir cuentos y también me gusta organizar fiestas con amigos. No me gusta ni jugar videojuegos ni ver la tele. ¡Hasta pronto!” 1. Underline the words that tell you that Pablo is talking about things that he likes. 2. Circle the things Pablo does not like. 3. Pablo is from «Guinea Ecuatorial». How would you write that in English? ___________________________ C. Some quotes from the reading are listed below. Identify the speaker of each by writing in their name and country of origin. Follow the model. Modelo “Me gusta jugar al básquetbol.” Marisol Puerto Rico 1. “Me gusta mucho ver la tele.” _________________ __________________ 2. “Me gusta escribir cuentos.” _________________ __________________ 3. “Me gusta hablar por teléfono con amigos.” _________________ __________________ 4. “Me gusta organizar fiestas con amigos.” _________________ __________________ 5. “Me gusta tocar el piano.” _________________ __________________ Guided Practice Activities 1A-5

Capítulo 3A 38 Guided Practice Activities 1A-6 Presentación oral (p. 43) Task: Pretend that you are a new student at school. You have been asked to tell the class a little bit about your likes and dislikes. A. Fill in each empty space in the diagram with at least two activities that represent you. B. As part of your presentation, you will need to introduce yourself to everyone before you begin talking about your likes and dislikes. Think about how you would introduce yourself in Spanish to someone you don’t know. Write one possibility below. C. Now, add to your greeting by talking about what you like and dislike. Using your information from the diagram in part A, write three sentences describing what you like, what you like a lot, and what you do not like. 1. Me gusta _________________________________________________________________. 2. Me gusta mucho __________________________________________________________. 3. No me gusta ______________________________________________________________. D. Your teacher will always evaluate your presentations using a rubric, which is like a checklist of elements needed to perform your task. The fewer items completed, the lower the score. Some of the items for this presentation include: • how much information you communicate • how easy it is to understand you • how clearly and neatly your visuals match what you are saying © Pearson Education, Inc. All rights reserved. Nombre Hora Fecha Guided Practice Activities 1A-6 A mí me gusta me gusta mucho no me gusta nada

Capítulo 3A © Pearson Education, Inc. All rights reserved. Guided Practice Activities Vocabulary Flash Cards 1B 39 Nombre Hora Fecha Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun. Vocabulary Flash Cards, Sheet 1

Capítulo 3A © Pearson Education, Inc. All rights reserved. 40 Guided Practice Activities Vocabulary Flash Cards 1B Nombre Hora Fecha Vocabulary Flash Cards, Sheet 2 bueno, buena , paciente reservado, reservada , atrevido, atrevida ,

Capítulo 3A © Pearson Education, Inc. All rights reserved. Guided Practice Activities Vocabulary Flash Cards 1B 41 Nombre Hora Fecha Vocabulary Flash Cards, Sheet 3 simpático, simpática , talentoso, talentosa , yo él ella la familia el amigo la amiga a veces