Studyguide Cap1A Page of 1 12 Guided Practice Activities 1A-1 23 Nombre Hora Realidades Guided Practice Activities 1A-1 The verb tener (p. 15) • Remember that tener means “to have.” It is also used to tell how old you are (tener años), or to say that you’re hungry (tener hambre), sleepy (tener sueño), or thirsty (tener sed). • Here are the present-tense forms of tener: WEB CODE jdd- 0101 hacer poner traer (to do, to make) (to put) (to bring) hago pongo traigo yo tengo nosotros/nosotras tenemos tú tienes vosotros/vosotras tenéis usted/él/ella tiene ustedes/ellos/ellas tienen A. Circle the correct form of tener to complete each sentence. 1. Yo no ( tienes / tengo ) los carteles. 2. Paco y Lulú ( tenemos / tienen ) el sacapuntas. 3. Nosotros ( tenemos / tienen ) los bolígrafos. 4. Marco ( tiene / tienes ) la carpeta. 5. ¿Cuántos diccionarios ( tiene / tienes ) tú? 6. Alicia y tú no ( tienen / tienes ) calculadoras, ¿verdad? • The yo form of tener in the present tense is irregular. It ends in -go (Yo tengo). • Other verbs that are irregular in the yo form are: B. Write the yo form of each verb in parentheses. 1. Yo (tener) un asiento. 2. Yo (poner) los cuadernos en la mesa. 3. Yo (hacer) la tarea. 4. Yo (traer) la papelera. tengo hago traigo
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Studyguide Cap1A
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• Remember that tener means “to have.” It is also used to tell how old you are (teneraños), or to say that you’re hungry (tener hambre), sleepy (tener sueño), orthirsty (tener sed).
• Here are the present-tense forms of tener:
WEB CODE jdd-0101
hacer poner traer(to do, to make) (to put) (to bring)
hago pongo traigo
yo tengo nosotros/nosotras tenemostú tienes vosotros/vosotras tenéisusted/él/ella tiene ustedes/ellos/ellas tienen
A. Circle the correct form of tener to complete each sentence.
1. Yo no ( tienes / tengo ) los carteles.
2. Paco y Lulú ( tenemos / tienen ) el sacapuntas.
3. Nosotros ( tenemos / tienen ) los bolígrafos.
4. Marco ( tiene / tienes ) la carpeta.
5. ¿Cuántos diccionarios ( tiene / tienes ) tú?
6. Alicia y tú no ( tienen / tienes ) calculadoras, ¿verdad?
• The yo form of tener in the present tense is irregular. It ends in -go (Yo tengo).• Other verbs that are irregular in the yo form are:
• Remember that tener means “to have.” It is also used to tell how old you are (teneraños), or to say that you’re hungry (tener hambre), sleepy (tener sueño), orthirsty (tener sed).
• Here are the present-tense forms of tener:
WEB CODE jdd-0101
hacer poner traer(to do, to make) (to put) (to bring)
hago pongo traigo
yo tengo nosotros/nosotras tenemostú tienes vosotros/vosotras tenéisusted/él/ella tiene ustedes/ellos/ellas tienen
A. Circle the correct form of tener to complete each sentence.
1. Yo no ( tienes / tengo ) los carteles.
2. Paco y Lulú ( tenemos / tienen ) el sacapuntas.
3. Nosotros ( tenemos / tienen ) los bolígrafos.
4. Marco ( tiene / tienes ) la carpeta.
5. ¿Cuántos diccionarios ( tiene / tienes ) tú?
6. Alicia y tú no ( tienen / tienes ) calculadoras, ¿verdad?
• The yo form of tener in the present tense is irregular. It ends in -go (Yo tengo).• Other verbs that are irregular in the yo form are:
B. Look at the list of school supplies below. Is the word (or words) masculine orfeminine, singular or plural? Circle the correct form of alguno or ninguno inparentheses.
• Alguien is an affirmative word and means “someone.” The word nadie is anegative word and means “no one:”
Alguien llega tarde. Someone arrives late.Nadie llega tarde. No one arrives late.
C. Circle the letter of the answer that best completes each sentence.
1. —¿Conoces a alguien en el laboratorio? —No, yo no conozco a a. alguien. b. nadie.
2. —¿Conoce Sandra a alguien en el laboratorio? —Sí, ella conoce aa. alguien. b. nadie.
3. —¿Conoce el maestro a alguien en el laboratorio? —No, el maestro no conoce a a. alguien. b. nadie.
D. Rubén and Nora are talking about a class. Look at the underlined affirmative ornegative words in each sentence. Then, write ! next to the sentence if the word isaffirmative and " if the word is negative. The first one is done for you.
1. RUBÉN: ¿Por qué tú siempre haces preguntas en esa clase?
NORA: Porque yo nunca entiendo y me gusta entender.
2. RUBÉN: ¿Conoces a Marina? A ella también le gusta hacer preguntas.
Affirmative and negative words (p. 31)• Affirmative words are used to say that something does exist, or that it does
happen. Negative words are used to say that something doesn’t exist, or that itdoesn’t happen.
• Yo siempre hago preguntas is an affirmative sentence. It means “I always askquestions.”
• Yo nunca hago preguntas is a negative sentence. It means “I never ask questions.”
WEB CODE jdd-0105
Affirmative Negative
alguien someone, anyone nadie no one, nobody
algo something nada nothing
algún some, any ningún no, none, not anyalguno(s) ningunoalguna(s) ninguna
siempre always nunca never
también also, too tampoco neither, either
A. Each sentence below has an affirmative or negative word from the above chart. Findthe word and circle it. Follow the model.
Modelo Yo siempre respeto las reglas.
1. Alguien contesta la pregunta.
2. Lucía siempre llega tarde.
3. Mis padres nunca dan un discurso.
4. Tú también haces tu proyecto.
5. Marta y María tampoco piden ayuda.
6. Yo no tengo ninguna clase aburrida.
• When you want to say “some,” change the ending of alguno so it matches whatyou’re describing in gender (masculine or feminine) and number (singular orplural): alguna chica, algunos libros, algunas chicas. The same is true forninguno: ninguna clase, ningunos materiales, ningunas tijeras.
• Before a masculine singular noun, alguno and ninguno change to algún andningún.
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Studyguide Cap1A
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40 cuarentaTema 1 • Tu día escolar
RVocabulario y gramática
to memorize
to answer to give a speechto discussto explain to ask a question
reportlaboratory wordto ask for helpprojectto get a good grade
aprender de memoria
contestardar un discursodiscutirexplicarhacer una
preguntael informeel laboratoriola palabrapedir ayudael proyectosacar una buena
nota
to talk about what you do in class
on timeto turn into arrive lateto pay attentionruleto respectit’s forbidden . . .
a tiempoentregarllegar tardeprestar atenciónla reglarespetarse prohíbe . . .
To prepare for the test, check tosee if you . . . • know the new vocabulary and
grammar• can perform the tasks on
p. 41
Chapter Review
(See p. 31 for a complete chart.)
Más prácticaPractice Workbook Puzzle 1A-8Practice Workbook Organizer 1A-9
For Vocabulario adicional, see pp. 498–499.
Review
Advanced LearnersPair teachers with students, and ask students toconduct a survey of rules in other classes. Havethem compare rules across classes and compiletheir results into a graph that shows similaritiesamong rules. Ask them to write a shortsummary of the results.
Heritage Language LearnersHave students search the Web for the coats ofarms of their heritage countries or of theirfamilies. Have them write a short paragraphabout the key symbols and their significance.
Universal Access
40
Review ActivitiesSuggestions: The Repaso del capítulosummarizes all of the active vocabularyand grammar for the chapter. It provides auseful study tool for review and testpreparation. In each chapter, you will findsuggestions for review activities toaccompany the lists.To talk about what you do in class:Have students work in groups to copyeach expression on a slip of paper. Giveeach group a brown paper bag to fill withthe expressions. Tell students to take turnschoosing a phrase, and acting it out forthe others to guess.To talk about classroom rules: Havepartners use flashcards and take turnsstarting and finishing sentences. StudentA gives an oral sentence such as Hay quellegar a la clase ___. Student B holds upthe correct flashcard. (a tiempo) Tellstudents to use the word espacio toindicate where the missing word or wordsbelong.To name school objects: Some objects arelikely to be in the classroom, so Student Acan point to an item and ask Student B¿Qué es esto? For words for objects notfound in the classroom, have studentstake turns making simple drawings fortheir partner to identify. Negative and affirmative words: HaveStudent A use one of the negatives in asentence. Student B disagrees, and usesthe corresponding affirmative word in asentence. Partners switch roles for thenext word.
PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,tapes of oral presentations, or otherprojects. Have them select one or twoitems that they feel best demonstrate theirachievements in Spanish to include in theirportfolios. Have them include this with theChapter Checklist and Self-AssessmentWorksheet.