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Objectives

Vocabulario y gramática en contextoLos parques nacionales de Chile ofrecen una gran oportunidad paraexplorar la naturaleza. Todos los años, miles de jóvenes vienen a acampar en los bosques, valles,montañas, lagos y desiertosde este país hermoso.

Read, listen to, and understandinformation about:

• camping activities

• features of the naturalenvironment

el saco de dormir

la brújula

los binoculares

“

Equipo de cámpingEn una hoja de papel escribe los números del 1al 5. Vas a escuchar a unos jóvenes hablar sobreel equipo de cámping. Escucha cada frase yescribe si es lógica o ilógica.

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Hola, me llamo Fernando y soy chileno. El veranopasado, mi familia y yo fuimos de cámping a la sierra. Lo pasamos bien.¡El paisaje era impresionante!Como ves, tuvimos que llevarmucho equipo .”

la tienda de acampar

la linterna

el repelente de insectos

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Language Input

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Resources: Teacher’s Resource Book: AudioScript, p. 28; Audio Program: Track 2; Answers onTransparencies

Focus: Practicing listening comprehensionof new vocabulary

Suggestions: Use the Audio CD or readthe script aloud to students.

Common Errors: Remind students not totry to understand every word they hearduring listening comprehension activities.They should let the language “flowthrough” as a stream.

Answers:1. lógica 4. ilógica2. ilógica 5. lógica3. lógica

Heritage Language LearnersInvite students to research information theyhave about camping abroad. They mightdescribe national parks or comment ondifferences between the camping experience inthe United States and in other places.

Students with Learning DisabilitiesRemind students that the new vocabulary ispresented in blue. Use the visuals and contextto determine meaning.

Core Instruction

Resources: Teacher’s Resource Book: InputScript, p. 24, Clip Art, pp. 42–49, Audio Script,p. 28; Voc. and Gram. Transparencies 36–37; AudioProgram: Tracks 1, 3

Focus: Presenting new vocabulary andusing grammar lexically in context

Suggestions: These two pages presentnew vocabulary and grammar in contextusing visuals. Each page can be presentedseparately, but they complement eachother. The presentation of new content will continue on the following two pages(pp. 24–25) through the use of a story. Usethe Audio CD to present new vocabulary.Have students read along as you play it.Ask what each item is used for. Checkcomprehension by asking questions. Seethe Input Script in the Teacher’s ResourceBook for examples.

Vocabulario y gramática

Bellringer ReviewAsk students to refer to pp.

xxvi–xxvii to locate Chile on the map andshare facts about the country. (Use MapTransparency América del sur/parte sur.)

VOCABULARY

A N S W E R S

Standards: 1.1, 1.2

Standards: 1.2

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veintitrés 23Capítulo 1

El viajeEn una hoja de papel escribe los números del 1 al 5. Escuchacada frase y escribe C (cierto) o F (falso) según las fotos.

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También fuimos de pesca. Es un deporte muy tranquilo. Mucha gente dice que es aburrido, pero a mí me encanta.

Otra actividad que nos gustó mucho fueescalar rocas.

También dimos un paseoa caballo. Así se puede explorar mejor el valle.

Al anochecer hicimos una fogata. ¿Qué comimos?¡Pescado, por supuesto! .”

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Dimos un paseo por los senderos alamanecer. Llevamos binoculares paraobservar los pájaros.

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“ Éstas son las fotos que sacamos durante nuestro viaje a la sierra.

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Language Input

Culture NoteEcotourism has become an important industryin Latin America. The beauty and variety ofclimate, landscape, flora, and fauna foundthroughout Central and South America makeecotourism an attractive investment for privateorganizations and governments. In recent years,countries such as Costa Rica, Venezuela, and

Brazil have become internationally renownedecotourism hotspots.

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Resources: Teacher’s Resource Book: AudioScript, p. 28; Voc. and Gram. Transparency 37;Audio Program: Track 4; Answers on Transparencies

Focus: Practicing listening comprehensionof new vocabulary

Suggestions: Use the Audio CD or thescript. Remind students that this listeningactivity is based on the vocabulary on p. 23.

Answers: 1. C 4. F2. C 5. F3. C

Extension: On the board, copy as modelstwo or three statements from the AudioScript. Have each student write twostatements like the models, one true andone false. Ask volunteers to read aloudone of their statements. After eachstatement, ask another volunteer todetermine whether it is cierto or falso.

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Internet SearchKeywords:

ecoturismo, área recreativa,excursiones de ecología

Teacher-to-TeacherHave students write a note to a friendasking for advice on what they need for acamping trip, focusing on basic needssuch as clothing, food, and shelter. Havethem exchange notes with a classmatewho will write a response. Ask students tohand in the notes if you wish to assess theactivity.

Enrich Your TeachingResources for All Teachers

A N S W E R S

Pre-AP* Support

• Activity: Ask students to make up a mini-storyusing one of the photos as an illustration. Theyshould give names to the people and createsentences using the preterite to relate their story.Have students share their story with classmates.

• Pre-AP* Resource Book: Comprehensive guideto Pre-AP* vocabulary skill development,pp. 48–54

Standards: 1.2

AssessmentQuiz on PresEXPRESS•

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Block Schedule••• •• • • • • • • • • • • • 24 veinticuatro

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Al amanecer, Guille, Felipe y yo noslevantamos para dar un paseo. Anduvimospor dos horas por un sendero. Queríamos ir a La Peña, una roca enorme, perfectapara escalar.

Nos acercamos al pie de La Peña. Nosimpresionó mucho porque era muy alta.

––¿Por qué no descansamos un rato antes de escalar?

––Buena idea.

Una vez allí, nos sentamos. De repente,apareció un oso muy grande. ¡Uf, nosasustó con lo grande que era!

––¡Ay! ¿Qué podemos hacer? ¿Adóndepodemos ir? ¿Dónde nos refugiamos?

De repente, Guille se cayó y dio un grito.

––¿Qué sucedió, Guille?––No vi la raíz del árbol. ¡Ay! Se rompió la

brújula.––¡Qué desastre! Y no tenemos otra.

Vamos a perdernos.––Creo que no. Se puede ver La Peña en

la distancia. ¡Vamos!

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¡Una aventura desastrosa!

EstrategiaCause and effectIdentifying cause and effect relationships helps usunderstand what we are reading.

Look at the pictures. Write the effect for each cause:

Causa EfectoA Guille no ve la piedra.

B Aparece un oso.

C El oso ve la mochila.

Language Input

Students with Special NeedsHelp visually impaired students deal with theinformation on these two pages by askingother volunteers to describe each panel.Remind them to include details about theweather, location, colors, and the expressionson the boys’ faces.

Advanced LearnersHave students prepare descriptions of the story in their own words describing asaccurately as possible the elements and actions in each picture. Partners then take turns giving their descriptions of the pictures in random order. The listener identifies whichpicture is being described.

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Core Instruction

Resources: Teacher’s Resource Book: InputScript, p. 25, Clip Art, pp. 42–49, Audio Script,pp. 28–29; Voc. and Gram. Transparencies 38–39;Audio Program: Track 5

Focus: Presenting additional vocabulary;extending presentation of vocabulary andgrammar in the context of a story

Suggestions:Pre-reading: Direct attention to theEstrategia. Have students talk about theirreasons for writing each efecto.

Reading: Have students read along as they listen. Have them look at each of the visuals as they are reading to aidcomprehension. Allow them to listen morethan once. Model pronunciation of thewords in boldface. Check comprehensionby asking questions. See the Input Scriptsin the Teacher’s Resource Book for specificquestions.

Post-reading: Complete Actividad 3 tocheck comprehension.Extension: Have students rewrite the storyas a third-person narrative.

Vocabulario y gramática

Divide students into groups of three. Giveeach group a number from 1 to 7 thatrepresents a scene in Una aventuradesastrosa. The group has five minutes topresent that scene for the class. They arealso to create the scene for panel 8. Haveeach group present their scene sequentiallyas the story is retold. Then have eachgroup present panel 8. The class can voteon the most creative ending!

Bellringer ReviewOn the board, begin a word web

with the expression ir de cámping at thecenter. Invite students to share what theyknow about camping and have them tellabout outdoor experiences they have had.Add to the web the camping andoutdoors-related vocabulary that studentsuse.

VOCABULARY

Standards: 1.2, 3.1

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Empezamos a correr hacia La Peña. Nohabía otro refugio. El oso empezó a corrertambién.

––¡Rápido!––¡Mira! Hay una roca grande a la

izquierda. ¡Vamos allí!––¡Ay! Perdí la mochila.––No importa. ¡Corre!

Felipe perdió el equilibrio, se cayó y setorció el tobillo.

––¡Felipe, te ayudo!

De repente, el oso dejó de correr. Vio lamochila y la abrió. Sacó la comida queestaba adentro y se fue con la comida enla boca.

¿Cómo crees que terminó la aventura?

¿Comprendiste? 1. ¿Por qué querían ir a La Peña los chicos?

2. ¿Qué le pasó a Guille?

3. ¿Qué animal los asustó? ¿Dónde serefugiaron?

4. Imagínate que estás con los chicos cuandoaparece el oso. ¿Qué crees que deben hacer?

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¡Qué mala suerte! Inmediatamente empezó a llover. Vimos unos relámpagos y oímos un trueno tremendo. Luego, empezó acaer granizo. Entonces . . .

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● Practice Workbook, pp. 9–10● Guided Practice: Vocab. Flash Cards

and Vocab. Check, pp. 19–26● Real. para hispanohablantes, pp. 14–15

Más práctica

For: Vocab. PracticeWeb Code: jed-0102

Language Input

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Resources: Voc. and Gram. Transparencies38–39; Answers on Transparencies

Focus: Demonstrating comprehension of a story

Suggestions: As students answer thequestions, have them also supply thenumber of the picture in which theinformation for their answer is presented.

Answers:1. Querían escalar la roca enorme. (panel 1)2. Guille se cayó y dio un grito. Rompió la brújula.

(panel 2)3. Un oso los asustó. Se refugiaron en una roca

grande. (panel 4)4. Answers will vary.

Extension: Ask students to write downone question they have about the story.This may involve story elements such asplot or characters, or it may be a questionabout new words or structures. Invite themto take turns reading their questions. Asmuch as possible, allow other students toanswer the questions.

Culture NoteA backpacking trip to the mountains in thesouthern part of South America would probablyinclude sightings of the guanaco or its cousinthe vicuña. These wild herd animals are relatedto the camel, but smaller. The adult guanaco isapproximately three and one-half feet tall at theshoulder. The llama and the alpaca, domestic

animals used in the Andes, are descendants ofthe guanaco.

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Internet Search

Keyword: oso andino

Teacher-to-TeacherAsking students to visualize parts of a storyis a good way to help them understandnew material. During a second or thirdpresentation, ask students to close theireyes and visualize scenes as they listen.Then ask them to describe what theyvisualized. Doing this regularly helpsstudents improve their memories bycreating mental “corners” or “places” inwhich to store information.

Enrich Your TeachingResources for All Teachers

A N S W E R S

Chapter ProjectGive students copies of the Chapter Projectoutline and rubric from the Teacher’sResource Book. Explain the task to them,and have them perform Step 1. (For moreinformation, see p. 16-a.)

Standards: 1.1, 1.2,1.3

• Prueba 1-1: Vocab. Recognition,pp. 13–14

AssessmentQuiz on PresEXPRESS•

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