SOLT I Spanish Module 2 Lesson 2

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e2
Modul
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
2
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.
3
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.
4
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.
5
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.
6
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.
7
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
ió
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
________
________
________
________
________
________
________
________
________
________
8
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)
9
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.
10
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.
11
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.
12
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
13
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.
14
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?
______________________________________
15
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
16
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. ____________________________________________________________
17
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?
18
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?
19
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?
20
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: _________________________________
21
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.
22
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.
23
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.”
24
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._____________________________________________________________________.
25
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.
27
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?
_____________________________
28
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)
29
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.
30
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?
_________________________________ _______________________________
_________________________________ _______________________________
_________________________________ _______________________________
_________________________________ _______________________________
_________________________________ _______________________________
31
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.
32
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.
33
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.__________
34
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?
35
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
36
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.
37
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):
38
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
41
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
42
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.
43
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.
44
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.
45
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
50
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.
_________________________
51
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
52
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
53
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
54
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.
55
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.
56
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.
57
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.
58
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.
59
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
60
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.
61
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
62
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
________________________________________________
63
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
____________________________
64
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.
66
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.
67
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
68
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.
69
___________________
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?
_______________________________
70
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
71
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.
72
Time and Measurement
Spanish SOLT I
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
73
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
___________________
74
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
75
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.
77
Time and Measurement
Spanish SOLT I
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...
78
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.
79
Time and Measurement
Spanish SOLT I
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.
__________
80
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.
81
Time and Measurement
Spanish SOLT I
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.
82
Time and Measurement
Spanish SOLT I
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.)
83
Time and Measurement
Spanish SOLT I
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!
84
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?
_____________________________________
86
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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Spanish SOLT I
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.
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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
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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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Spanish SOLT I
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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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
__________________.
112
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.
113
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...)”.
114
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
115
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 ____________
116
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 ________
________
________
,
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
117
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.
118
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.
119
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
121
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.
122
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.
123
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.
124
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.
125
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
126
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).
127
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.
128
UDS.
Occupations
Spanish SOLT I
Grammar Notes
Module 2 Lesson 4
Notes
129
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.”
132
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______________.
138
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?_________________________.
140
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.__________________________________________________________________
141
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?
_______________________________________________________________________.
149
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)
150
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? _________.
151
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 ______
sí
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?
___________________________________________________
153
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.
154
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.
160
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
162
Armed Forces
Spanish SOLT I
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
163
Armed Forces
Spanish SOLT I
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.
164
Armed Forces
Spanish SOLT I
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
165
Armed Forces
Spanish SOLT I
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
166
Armed Forces
Spanish SOLT I
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?
167
Armed Forces
Spanish SOLT I
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.
168
Mr. Torres, how long ago did you go
to Uruguay?
-I went three months ago.
Armed Forces
Spanish SOLT I
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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Grammar Notes
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.
170
destruyo
destruyes
destruye
destruimos
destruyen
í
iste
ó
imos
*eron
Armed Forces
Spanish SOLT I
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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Spanish SOLT I
Vocabulary
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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Armed Forces
Spanish SOLT I
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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Spanish SOLT I
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT
Application Activities
Module 2 Lesson 5
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
Application Activities
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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Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
Application Activities
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
190
Sargento de Sanidad
Sargento de Inteligencia
Armed Forces
Spanish SOLT I
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
Application Activities
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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Armed Forces
Spanish SOLT I
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:
195
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?
197
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.
200
Armed Forces
Spanish SOLT I
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.
201
Armed Forces
Spanish SOLT I
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. _____________________________________
203
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.
______________
______________
______________
______________
______________
______________
______________
______________
204
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.
___________________________
_______________________________
___________________________
_______________________________
___________________________
_______________________________
___________________________.
205
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.
207

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