September / October 2011 ISSN Your web teacher code is:

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1 Teacher s Notes September / October 2011 ISSN Your web teacher code is: 4jfvd4 CONTENT PREVIEW EL SOL With National Standards for Foreign Language Pages 4 & 5 En Escena Los top 4 de la música en español Profiles of four famous musicians. Language focus: The present and perfect tenses and the immediate future. Personal information. Profile of a famous person. Latin music. Activity Online. CD: Listen to a report about the four musicians. Lesson plan 1 Go to page 2 Pages 6 & 7 En exclusiva Adiós a los tacos? The corn crisis in Mexico and its consequences for the Mexican diet. Language focus: The preterite tense. Culture: Mexican food. News in Latin America. Activity Online. CD: An interview with a Mexican housewife about the corn crisis. Lesson plan 2 Go to page 2 Language focus: Give opinions. Culture: Madrid and los madrileños. Greetings. Activity Online Written comprehension. NEW! Vídeo: Greetings in Madrid. CD: Madrid y los madrileños. Lesson plan 3 Go to page 3 Page segundos Isabel Allende An interview with the Chilean writer Isabel Allende. Language focus: Adjectives. Verbs in the third person. Culture: Literature in Spanish. Pages 12 & 13 Ayer y Hoy Ángel Nieto y Fernando Alonso This article compares two Spaniards from the world of motor racing: Ángel Nieto and Fernando Alonso. Language focus: Contrasting the preterite tense with the present tense. Activity Online Verbs in the preterite. Pages 14 & 15 Qué prefieres? Lady Gaga o Glee Club? Two well-known personalities from the world of music are presented in the format for or against so that the readers can formulate their own opinions and put their ideas on the website. Language focus: Verbs for expressing opinions. Giving opinions orally. Activity Online Listen to and match the opinions. Extra Online Express your opinions on the internet. CD: A telephone debate. Page 16 El debate Twitter: Información útil o pérdida de tiempo? Readers are asked to comment on whether they think the socail networking site twitter is useful or a waste of time. Language focus: Giving opinions. Writing. Activity Online Giving opinions about social networking sites. NEW! Lesson plan 5 Go to page 4 Pages 8 & 9 Sobremesa Bienvenido a Madrid! Five teenagers from Madrid introduce their city. Lesson plan 4 Go to page 3

2 Pages 4 & 5 Lesson plan 1 Los TOP 4 de la música en español Find out about Spanish-speaking singers and make a mural. (1.2 Interpersonal Communication) Use the present, past and future. (4.1 Language Comparison) Give a presentation. (1.3 Presentational Communication) Ask students the following questions before they read the text: qué saben de estos cantantes hispanos?, Les gustan?, qué instrumentos están tocando?, qué otros cantantes hispanos conocen o son famosos en nuestro país? When they have read the article, divide the students into pairs and give out the following sentences. Working together, they decide which singer each sentence refers to. Correct orally in class. 1 Tiene una hermana gemela. (J) 2 Nació en Puerto Rico. (K) 3 Su estilo es una mezcla de funk, jazz, pop y música latina. (AC) 4 Compone sus canciones y tiene un estilo urbano y personal. (K) 5 Le gusta experimentar con instrumentos musicales y su estilo es puramente latino. (J) 6 Nació en Madrid, España, aunque sus padres son andaluces. (AS) 7 Nació en California de padres mexicanos, pero se crió en Tijuana. (J) Explain to the class that they are going to work together and make a class mural about Spanish-speaking singers. Divide the class into threes and give each trio a big piece of card in a different colour. Give each trio the name of a different singer and ask them to fi nd information about him or her and also photos. They should produce a short illustrated text to include the same topics as those covered in the article: Sus orígenes Su público Su estilo Sus canciones Premios Su familia Proyectos futuros Finally each trio presents their singer to the rest of the class and puts the card on the wall to form part of the collective class mural. Pages 6 & 7 Lesson plan 2 Adiós a los tacos? Find out about life, culture and traditions in Mexico and make comparisons with your own country. (4.2 Cultural Comparisons) Make a placard. (1.3 Presentational Communication) Ask students to look at the photos before they read the text. Ask questions such as: qué comida aparece en la página 6?, os gusta?, en qué platos se suelen comer tortillas?, os gusta la comida mexicana en general?, por qué?, qué están haciendo las personas de la página 7? When they have read the article, divide the class into pairs and give out the following sentences to each student. They choose the correct option in each sentence. The correct options are shown in bold for your reference. Correct orally in class. 1 El precio de las tortillas está disminuyendo/bajando/ aumentando en México. 2 El precio es demasiado caro para las familias ricas / pobres / acomodadas. 3 La familia de Lupe tiene que cambiar su dieta/su marca de tortillas /su mercado habitual. 4 Ahora van a comer bastantes /más /menos tacos. 5 Los mexicanos hacen fi estas/manifestaciones/reuniones para protestar en contra de esta subida. 1 Ask students the following questions and write their answers on the board: a) Las tortillas son populares en vuestro país? Existe algo similar a las tortillas en vuestro país? b) Qué alimento(s) es/son básicos y/o tradicionales en la dieta de vuestro país? c) En qué momento del día se come(n)? d) En qué platos se come(n)? e) Te imaginas tu país sin este/estos alimento(s)?, cómo reaccionarías? 2 Working in pairs, the students imagine that they live in Mexico and they make a poster or placard to take to a protest against the corn crisis. When they have fi nished, they show the rest of the class their placard and place it on the wall in the classroom. 2

3 Pages 8 & 9 Lesson plan 3 Bienvenido a Madrid! Find out about Madrid and Spain. Give opinions about where you live. (1.1 Interpersonal Communication) Perform a short play. (1.3 Presentational Communication) Find out about life in Spain. (2.2 Products of Culture) Before the students read the article, put a map of Spain on the board so that they can see where Madrid is. Show them photos of the places of interest mentioned in the article. Write the names of the places and ask the students to match each name to the correct picture. When they have read the text, divide the students into pairs and give out the following descriptions. They match the places, names and phrases to the correct descriptions. Iker Casillas la Cibeles carácter de los madrileños entretenimiento el parque del Retiro la Gran Vía la Plaza Mayor 1 Presumidos, simpáticos, amables, extrovertidos. (carácter de los madrileños) 2 Avenida muy grande ideal para ir de compras o dar una vuelta. (la Gran Vía) 3 Centros culturales, parques, cafés, salas de conciertos. (entretenimiento) 4 Lugar ideal para dar un paseo y relajarse. (el parque del Retiro) 5 Portero del Real Madrid. (Iker Casillas) 6 Lugar popular en la zona de Sol. Los chicos de la página 8 están aquí. (la Plaza Mayor) 7 Fuente formada por una diosa y dos leones. (la Cibeles) 1 Divide the class into groups of 4 or 5 students. Each group prepares a short play in which the students talk about their hometown using the questions from the article. One student in each group interviews the other members of his or her group and asks them: Cómo es la gente en...? Es diferente a la gente de otros lugares de...? Cuál es tu lugar favorito de...? Qué personaje(s) famosos son de...? Qué recomendarías a un/a chico/a que visita...? Set a time limit for the preparation stage then ask each group to perform their play for the rest of the class. 2 Show students the video and have them do the activity on page 10. Then ask: En situaciones como las del vídeo, cómo se saluda y se presenta la gente de nuestro país? Qué opinas de la forma en que se saluda y se presenta en España?, por qué? Pages 12 & 13 Lesson plan 4 Ayer y Hoy Talk about the past. (1.1 Interpersonal Communication) Before the students read the article, have them look at the photos and ask: qué deportes del motor están practicando estos deportistas?, os gustan estos deportes?, por qué?, qué sabéis de Fernando Alonso? When they have read the text, give out the following sentences to each student. They should decide whether the statements are true or false and give reasons for their answers using information from the text. Correct orally in class. 1 Cuando era niño, Fernando soñaba con pilotar un coche de Fórmula 1. (V) 2 Ángel nació en Madrid. (V) 3 Ángel empezó a pilotar coches a los 13 años. (F) 4 Fernando fue campeón del mundo con un coche Renault en 2005 y (V) 5 Cuando Ángel era pequeño, su familia no tenía muchos recursos. (V) 6 A Fernando le gusta mucho leer. (F) 7 Ángel era muy supersticioso cuando corría una carrera. (V) 8 Actualmente Fernando vive en Inglaterra. (F) 9 El abuelo de Fernando le regaló su primer kart a los tres años. (F) 10 Ángel tuvo un accidente en (F) Divide the class into pairs, A and B. Give out the following questions to each student. In their pairs, the students then take turns to ask each other the questions and they should write down their partner s answers in note form. When they have finished, ask students to tell the class what they have found out about their partner. 1 Dónde naciste?, en qué año naciste? 2 Qué regalo de tu infancia recuerdas especialmente?, quién te lo regaló? 3 Qué sueño tenías de niño? 4 Practicabas algún deporte cuando eras pequeño?, cuántos años tenías cuando empezaste a practicarlo? 5 Tenías algún pasatiempo cuando eras pequeño?, a qué edad te aficionaste a ello? 6 Ganaste algún premio en tu infancia?, qué ganaste?, cuándo lo ganaste? 3

4 New! Internet Lesson plan 5 Ventajas y desventajas de internet Learn vocabulary connected with the internet. (4.1 Language Comparisons) Explain and justify the positive and negative aspects of using the internet. (1.1 Interpersonal Communication) Ask students: con qué frecuencia navegáis por internet?, cuántas horas estáis conectados?, cuándo os conectáis normalmente? Give out the following sentences to each student. Then, working in pairs, they choose the correct words to complete the sentences. Correct orally in class. relacionarse subir usar mandar descargar escuchar buscar - comprar 1... internet para hacer los deberes (usar) 2... información útil en internet (buscar) 3... y comunicarse a través de las redes sociales (relacionarse) 4... o bajar música/películas/vídeos/programas de software (descargar) 5... música/la radio online y ver vídeos en YouTube (escuchar) 6... o colgar información personal, fotos o vídeos (subir) 7... entradas o billetes por internet (comprar) 8... o enviar correos electrónicos (mandar) Divide the class into two groups, A and B, and generate a debate about the advantages and disadvantages of using the internet. Give each group the list below. The students in group A must write down all the positive aspects they can think of while those in group B make a list of the negative points. The students should write brief notes to substantiate their opinions about the points on their list. Set a time limit for the students to formulate these ideas. Debate about the advantages and disadvantages of the following: 1) buscar información en internet; 2) relacionarse y comunicarse a través de las redes sociales; 3) descargar música/películas/vídeos/programas de softwar; 4) hacer compras online Extension For more resources visit: and go to the Recursos. In Búsqueda type in internet and click on buscar. You can search by topic, level and skill. Vocabulario relacionado con internet: Write the following words and phrases in your own language. Use your dictionary to help you where necessary. EN ESPAÑOL EN TU IDIOMA EN ESPAÑOL EN TU IDIOMA abrir/crear una cuenta altavoces archivo adjunto arroba buscar información contraseña descargar/bajar... (de internet) dirección de correo electrónico enlace guardar jugar/juegos online/en red mandar un correo electrónico navegar por internet red social subir/colgar información personal, fotos o vídeos teclado El Sol Vol. 51 POSTAL INFORMATION: September/October 2011 El Sol (ISSN ) is published fi ve times during the school year: Sept./Oct., Nov./Dec., Jan./Feb., March/April, May/ June, by Scholastic Inc. Office of Publication: 2931 E.McCarty Street, PO Box 3710, Jefferson City, MO PRICES: $7.95 each per year for 10 or more subscriptions to the same address. 1-9 subscriptions, each $24.95 student edition; $29.95 Teacher s Edition, per school year. Single copy: $5.50 student, $6.50 Teacher s Edition. Periodical postage paid at Jefferson City, MO and at additional mailing offi ces. POSTMASTERS: send address changes or any communications relating to subscriptions to Office of Publications, BONJOUR 2931 E.McCarty Street, P.O. Box 3710, Jefferson City, MO PRINTED IN U.S.A. Contains a minimum of 10% post-consumer waste 4 Writer: Ruth Manteca Adaptation: Teri Valdes Translation: Libby Mitchell Design: David Dutch

5 online All teachers and students who subscribe to EL SOL magazine can access hundreds of free digital resources and activities on our website. How to start a website account Safety and privacy information Website features and resources Website lesson ideas Students can win an ipod touch on Mary Glasgow Plus! Students earn points every time they use Mary Glasgow Plus. The sooner your students start using the website, the more time they have to earn points. Tell them to start using the website today. The student who has the most points by 31st May 2012, wins an ipod touch! How to earn points Start an account 10 Points Answer all questions on Mi Página Upload an avatar picture Comment on Noticias or Yo Periodista 5 Points 5 Points 2 Points For excellent work, students get extra points: Write an excellent comment on Noticias Publish a story on Yo Periodista Publish a video on Yo Periodista 10 Points 20 to 35 Points 40 to 50 Points 5

6 Start an account or reactivate an old account To access the website, teachers need a teacher code and students need a student code. There are two different sections to the website Teachers and Students, so it s important to start an account with the correct code. Your web teacher code is: 4jfvd4 Where Where are are the the student codes? Student codes are printed on the cover of every magazine. It is important that students use the correct code for their magazine. This way they will see online features that relate to their magazine articles. To start a new account Start a new teacher or student account: 1. Go to Enter your address and tick Soy nuevo/a. 2. The website asks for your code. Students enter their student code. Teachers enter their teacher code. 3. Follow the instructions on the screen. 4. After you have started an account, log in to the account every time you visit the website. To reactivate an account from last year If you already have an account from last year or an account for a different language, do not start a new account. Add this year s Spanish code to your old account. 1. Go to 2. Enter the address and password for your old account. 3. After you log in to your account, go to Mi Página and add your new code.! Online safety Students safety is important to us. Our access code system means Mary Glasgow Plus is completely private. The only students who can register on the student site are the young learners who read Mary Glasgow magazines. All students on the website are anonymous. We do not show their contact details or details of their school. All avatar images and comments are checked. Inappropriate images or comments are deleted before they appear on the website. Just like in our magazines, all the content on Mary Glasgow Plus is appropriate for students of a young age. If parents are worried about their children using Mary Glasgow Plus, we suggest that you give them a copy of the information above. My students don t have addresses. Students need to enter an address when they register. This is so that we can them a new password if they forget the one they chose. If students don t have an address, we suggest they use their parent s address or they create one with a free service like Hotmail or Gmail. We will only use the address to contact students if they request a new password. We will not use students addresses for marketing. 6

7 On the teacher site, teachers can search and download thousands of resources. Worksheets Audio fi les (with listening activities) Videos Articles from past Mary Glasgow magazines Images to use as vocabulary fl ash cards Whiteboard activities Videos show real Spanish speaking teenagers talking about their lives or topical issues. There is a free video for each magazine issue. The video relates to an article from the magazine. A transcript and two comprehension activities are available with the video. Watch videos on the website or download them to watch without an internet connection. Videos are suitable for use on an interactive whiteboard. Online activities relate to articles from the magazines. With every magazine issue we put eight new interactive activities online. After reading the magazine articles, students can test their understanding and practice the language points. Activities can be completed on a computer screen or interactive whiteboard. There are 4 different versions of the week s news story from elementary to advanced level. This is great for mixed-level classes. Every week we publish a topical news story, with an angle that appeals to teenagers. The story is also available in audio as an MP3 download, so that students can hear the text as they read. Students can send written articles or videos. We publish the best ones on the website. Here are some ideas for what your students can report on: an interesting hobby something that s happening in their school, town or country their opinions on an issue a holiday or school trip Guidelines We prefer articles of 200 words or less. Students need to send a photo with a written article. If students are sending a video, they must upload it to a website like youtube.com or vimeo.com and send us the link. We cannot accept videos that are attached to s. Students send their work to the correct address for their magazine: elsol@maryglasgowplus.com This address is also available on the Mi Página page. 7

8 What s your opinion? Website lesson ideas 1 Choose a news story. Print out the correct level for your students. If you have a mixed-ability class, print out two different versions. 2 Read the article in class. Ask all students to think of an opinion about the article or an answer to one of the questions at the end. Discuss students opinions and answers as a class. 3 If your students have internet access at home, tell them to log into the website and write a comment on the news story. Or go online in class and let students do their reading and writing online. Here are some ideas to use the Mary Glasgow Plus website in class. Points race Why not have a competition in your class to see which student can get the most points? Here is the news 1 Divide the class into small groups. 2 Give the students a role (a news reader, a live reporter, interviewees). 3 Give each group a different news story. In their roles, they act out a report for the class. Spot the difference 1 Tell your students how to earn points (see the list on 1 Print out two levels of the same news story. 2 Students read both versions and spot the difference. 3 What extra information is in the higher level? How is the language different? page 5). 2 At the start of a month, tell students to earn as many points as they can before the end of the month. 3 Students can prove how many points they have by printing a copy of their Mi Página. 4 Give a prize to the student with the most points. Remember, the more points they earned, the more Spanish practice they had! Someone like me There are many EL SOL readers from around the world registered on Mary Glasgow Plus. Tell your students to find other students who share their hobbies and interests. 1 Log in to a student account. Go to Mis Amigos > Encuentra a más amigos. 2 Click on different students to view their profile. 3 Students send a friend request to other students who like the same things. 4 Students report back on who they found. Example: I like football and Luca from Italy also likes football. Match photos and headlines 1 Print out the Noticias page. 2 Cut up the headlines and photos from the 7 stories and give them to students to match up. 3 Ask students to predict what the articles are about. 4 For homework students can visit the Noticias page and read some articles. 8 EL SOL Uk/us TNwebguide_1st.indd 4 6/7/11 10:34:05