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2020DIFUSIÓN USAAlba y Gael Level 1 Section Con lupa 2Unidad 2 Unidad 2CON LUPA 21Escucha 21 y señala quién habla.4 A. Lee y escribe los números. ✎ Cuaderno act. 6+ más- menos= iguala. ¿Cuántos años tiene Alba?9 - 1 = 8 Tiene ocho años.1 2 32 Escucha 22 las frases y repite . Después, lee los diálogoscon un compañero o una compañera.b. ¿Cuántos años tiene Pablo?4 + 2 = Tiene años.c. ¿Cuántos años tiene Curro?¿Cuántos añostienes?¿Y cuántos añostiene Gael?7 + 8 = Tiene años.Tengo ocho años.¿Y tú?a. b.Gael tienediez años.d. ¿Cuántos años tienes tú?- = Tengo años.3 A. Escucha 23 y repite los números. ✎ Cuaderno act. 3, 40 1 2 3 4 5 6 7e. ¿Cuántos años tiene tu compañero o compañera?+ = Tiene años.cero uno dos tres cuatro cinco seis siete8 9 10 11 12 13 14 15Ahora tú B. Juega✎ Cuaderno act. 5, 7con tus compañeros.Tengosiete años.Alice tienesiete años y yotengo nueve.ocho nueve diez once doce trece catorce quinceB. Escucha 24 y señala en la tabla los números que escuches.REGLAS DEL JUEGOLa primera persona dicesu edad. El compañero ocompañera de la derechala repite y añade la suya.Y así sucesivamente.32 treinta y dostreinta y tres 33Alba y Gael Level 1 Section Mis palabras y Gramática visualMIS PALABRASGRAMÁTICA VISUALUnidad 2 Unidad 21Mira , escucha 29 y repite . ✎ Cuaderno act. 1, 101Lee y mira . ✎ Cuaderno act. 2MASCULINOelFEMENINOlael regaloel juego el pastel el globo el autoel refrescoel hijoel regalola hijala bicicletael padrela madreel trenel librola piñatala patinetala limonadaMASCULINOPLURALFEMENINOPLURAL2Recorta , clasifica las palabras y compara con un compañeroo una compañera .loslaslos objetos de la fiesta de Gaella familia de Gaellos hijoslos hijoslos regaloslas hijaslas bicicletas2Lee y mira . ✎ Cuaderno act. 93Recorta las tarjetas, escucha a tu profe y juega .mi globomi pelotatu globotu pelotasu globosu pelotaEl auto.3 Lee y mira .Tengo unapatineta nueva.¡Yo tengoel auto!¡Y yo!yoTENERtengoveintinueve29tú tienesAlba tiene ocho años.él, ella tiene36 treinta y seistreinta y siete 37Each unit offers dynamic activities, vocabulary and grammar sections, and a fun final project to continue thelearning and playing. ALBA Y GAEL incorporates a new visual grammar concept so that students learnmore naturally.Each volume of ALBA Y GAEL has a workbook with downloadable audio, a teacher’s guide with valuableinstructors’ lesson plans and teaching suggestions, and a full set of downloadable teacher resources. Inaddition, we offer a special digital learning platform for teachers and students.DIFUSIÓN USA 11
Unidad 2 Unidad 2123Escucha y señala quién habla.¡Felizcumpleaños,Gael!¡Muchasgracias!a. b.Mira , lee y relaciona .219C o n l u p a 11 2 3Alba, tengouna bicicletanueva.Roja yazul.¡Qué bien!¿De qué color es?1. un tren2. una bicicleta3. un auto4. un juego5. una patineta6. un librocompañera.30 treinta treinta y uno 314Mi lista de regalos• una bicicleta• una pelota• un auto• un tren• un libro• un juego•••¡Feliz cumpleaños,Tommy!¡Muchasgracias,Julia!Toma,tus regalos. ¡Qué bien!¡Una pelotay un libro!Representael diálogo enclase .2020DIFUSIÓNNEW RELEASES / K-12Teacher’s guideALBA Y GAEL offers a teacher’s guide with valuable lesson plans, teaching suggestions,and a full set of downloadable teacher resources.UNIT 2 UNIT 2El cumpleañosde GaelUnitobjectives1. Wish someone ahappy birthday.2. Give and receivegifts.3. Ask and tellsomeone’s age.4. Talk about familymembers and familyrelationships.5. Ask and talk aboutnationality.6. Express possession.What are we going todo in this unit?Students will talk about birthday parties in Mexicoand will be able to compare them to the birthdaysin their own country. They will learn the namesof different gifts as well as and how to give andreceive gifts in Spanish. They will also learn abouttwo typical birthday songs (Cumpleaños feliz andLas Mañanitas).They will learn the numbers from 0 to 15, andthey will learn how to ask about age and answerthe question “how old are you?” in Spanish. Inaddition, they will practice the mathematicaloperations of adding and subtracting.They will talk about family members, familytrees, and kinship between well-known people orcharacters in the book. In addition, students willtalk about different types of families and theirown families. They will ask questions to identifypeople they don’t know, their relationship withother people, and their nationality.Students will learn the difference betweenmasculine and feminine nouns, both singularand plural; the difference between mi, tu, su toexpress possession with regard to objects andpeople; and the use of the verb tener to expresspossession and age.Unit QuestionsThis is the summary of the questions you willencounter in this pedagogical guide throughout theunit. The purpose of these questions is to explorestudents’ prior knowledge at the beginning of somesections of the unit (CON LUPA y DESCUBRIREL MUNDO). You can also consider asking thesequestions at the end of each section to checkcomprehension and students’ progress throughoutthe course.ConLupa 1How do youwish someonea happybirthday inSpanish?¿Qué decimospara felicitar elcumpleañosen español?What do yousay whenyou give andreceive a gift?¿Qué decimospara ofrecery recibir unregalo?ConLupa 2How do youask someone’sage inSpanish?¿Qué decimospara preguntarla edad enespañol?You can create “a wall of questions and answers.”You could designate a colorful spot in theclassroom for these questions. You could use abulletin board, a poster, an easel, or a space on thewall. With your help, students will answer thesequestions as the unit progresses.ConLupa 3Who are themembers of afamily?¿Quiénes sonlas personasde una familia?Descubrirel MundoAre theredifferent typesof families?¿Haydiferentestipos defamilias?What’s yourfamily like?¿Cómo es tufamilia?• Information on the unitobjectives and activities• Explicit instructionsfor the Student Bookactivities and for theentire course syllabus• Innovative pedagogicaltools such as theThourght RoutinesexercisesThe final taskStudents will be able to create a poster about theirbirthday party where they will talk about theirfamily, their friends, their gifts and details of theirparty. Finally, they will make a small presentationin front of the whole class.40 41UNIT 2 UNIT 2• Suggestions onassessment for teacherand students• Ample supplementarymaterial to expandactivities• Student Book andWorkbook Answer Key• Transcriptions of theStudent Book andWorkbook audiomaterial30 31Con Lupa 1Objetctives• Wish someone a happy birthday in Spanish.• Make a list of gifts.• Give someone a gift.• Receive and say thank you for a gift.VocabularyFeliz cumpleaños. (Muchas) gracias. ¡Qué bien!¿De qué color es? Toma. nuevo/a rojo/aazul bicicleta tren auto juego patinetalibro regalo mi lista1 Escucha y señala quién habla.C Interpretive and Interpersonal CommunicationEscucha 20 las frases y repite . Después, lee los diálogoscon un compañero o una compañera.Look at the three images at the top of the pageand ask your students if they recognize thescenes. These images are excerpts from the mainillustration of the unit (pages 28 and 29). Describethe scenes in Spanish. You can say phrasesaccompanied by gestures/body movements, pointto the image, and even use English to clarify aterm to aid comprehension:1. Una niña y un niño miran el pastel de cumpleaños2. Sara y un amigo miran unas fotos3. Gael y Alba habla por videollamadaThen, explain to your students that they will heara short conversation. They should:– listen to track 19 and mark the image they thinkcorresponds to that conversation– check their answer with a partner– listen again to track 19 and check their answerswith the classRepeat track 19 as many times as you deemnecessary.A. El juego de los regalos de la clase: lee la lista de regalos, escribeotras ideas y dibuja dos regalos para un compañero o unaAhora tú B. Pon tus regalos en una bolsa, lee el ejemplo y escribeun diálogo parecido con un compañero o una compañera.Materials• Audio tracks 19, 20, paper, pens and markers, abag for every two students to store and give giftsawayThe questions in CON LUPA 1• How do you wish someone a happy birthday inSpanish?¿Qué decimos para felicitar el cumpleaños enespañol?• What do you say when you give and receive agift?¿Qué decimos para ofrecer y recibir un regalo?Answer32 Escucha las frases y repite. Después, lee losdiálogos con un compañero o una compañera.C Interpretive CommunicationExplain to your students that they will work ontwo parts of the conversation they just heard inactivity 1. They must:– listen to track 20– repeat the conversation in unison emphasizingpronunciation and intonation– read both conversations aloud in pairs– switch roles (within the same pair) and practicethe conversations againWhile students practice the conversations in pairs,go around to monitor their pronunciation andintonation patterns and identify any pronunciationand/or intonation difficulty. You may choose toaddress any issues one-on-one with students. Ifyou notice any common errors, you can addressthem with the class.At the end of the practice, you can ask students tovoluntarily read the conversation aloud to checktheir pronunciation and to make sure they feelcomfortable using the language. This exercisecan be challenging for students who experiencedifficulties when reading and pronouncing inSpanish, especially at the initial stages of learningthe different sounds of the phonetic sound systemin Spanish.Repeat track 20 as you deem necessary.3 Mira, lee y relaciona.C Interpretive CommunicationC Language ComparisonsIntroduce the activity to your students and brieflyexplain that they will learn words related to giftsfrom Gael’s birthday party.– Ask your students to pronounce the words onthe list. Teach them to pronounce the words bypatting or clapping out each syllable: bi-ci-cle-ta.– Once you have pronounced all the words on thelist in this way, ask your students if any of thewords look like or sound like any word in theirnative language.– If you get some responses (e.g. tren/train,bicicleta/bicycle), have students look at theimages and try to match the words with the images.If students can’t match any words and imagescorrectly, help them to recognize the words. Forinstance, write the word bicicleta on the board.Pronounce the word, do choral repetitions, and askstudents to look at the images again.Repeat this identification and association activitywhen possible as a tool to learn vocabulary.4 A. El juego de los regalos de la clase: lee la listade regalos, escribe otras ideas y dibuja dosregalos para un compañero o una compañera.C Interpretive and Interpersonal CommunicationExplain to your students that they will play a gamecalled The Class Gift Game. They must:– working in pairs, read the list and complete it withother words (encourage them to ask for help if theyneed it)– working individually, draw two gifts on two piecesof papers for a classmateAhora tú. B. Pon tus regalos en una bolsa, lee elejemplo y escribe un diálogo parecido con uncompañero o una compañera.C Interpretive, Interpersonal & Presentational CommunicationAfter drawing all their gifts, have students workin pairs and hand out a bag for each pair. Studentsmust:– put the gifts they’ve drawn in the bag– exchange their bag with that of another pair inthe class– look at the gifts received in the bag and writedown the name of the gift in Spanish on the backof each drawing (encourage them to ask for helpif they need it)When everyone has their gifts ready, ask twovolunteers to read the conversation as a model.Answer any questions about the vocabulary thatmay arise.Then, have students work in the same pairs asbefore. Students should:– write a similar conversation about each one ofthe gifts they got in the bag– choose one of the conversations theyhave written and rehearse it, emphasizingpronunciation and intonation– act out the conversation in classIf you have a small number of students, youcan encourage them to act out both of theirconversations in front of the class.44 45Answers12 DIFUSIÓN USA
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