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Teacher’s NotesSeptember / October 2011 ISSN 0038-0849

Pages 4 & 5 En Escena

Los top 4 de la música en español

Profi les of four famous musicians.Language focus: The present and perfect tenses and the immediate future. Personal information.Profi le of a famous person. Latin music.Activity Online Comprehension.CD: Listen to a report about the four musicians.

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 Comprehension.CD: An interview with a Mexican housewife about the corn crisis.

Pages 8 & 9 Sobremesa

¡Bienvenido a Madrid!

Five teenagers from Madrid introduce their city.

Language focus: Give opinions.Culture: Madrid and los madrileños. Greetings.Activity Online Written comprehension.NEW! Vídeo: Greetings in Madrid.CD: Madrid y los madrileños.

1 60 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.

CONTENT PREVIEW EL SOL

Your web teacher code is: 4jfvd4

Pages 14 & 15 ¿Qué prefi eres?

¿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.

Lesson plan 5 Go to page 4

NEW!





With National Standards for Foreign Language

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Pages 4 & 5 Lesson plan 1

Los TOP 4 de la música en español

Objectives• 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)

Anticipatory SetAsk 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?

ComprehensionWhen 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)

PracticeExplain 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 futurosFinally 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.


¿Adiós a los tacos?

Objectives• 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)

Anticipatory SetAsk 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?

ComprehensionWhen 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.

Practice1 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.


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¡Bienvenido a Madrid!

Objectives• 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)

Anticipatory SetBefore 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.

ComprehensionWhen 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 Mayor1 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)

Practice1 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?


Ayer y Hoy

Objectives• Talk about the past.(1.1 Interpersonal Communication)

Anticipatory SetBefore 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?

ComprehensionWhen 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 2006. (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) Ángel tuvo un accidente en 1996. (F)

PracticeDivide 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?

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EL SOL1. US_2nd.indd 3 6/7/11 10:39:08

El Sol Vol. 51POSTAL INFORMATION: September/October 2011 El Sol (ISSN 0038-0849) is published fi ve times during the school year: Sept./Oct., Nov./Dec., Jan./Feb., March/April, May/June, by Scholastic Inc. Offi ce of Publication: 2931 E.McCarty Street, PO Box 3710, Jefferson City, MO 65102-3710. 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 65102 and at additional mailing offi ces. POSTMASTERS: send address changes or any communications relating to subscriptions to Offi ce of Publications, BONJOUR 2931 E.McCarty Street, P.O. Box 3710, Jefferson City, MO 65102-3710.

PRINTED IN U.S.A. Contains a minimum of 10% post-consumer waste

New! Internet Lesson plan 5

Ventajas y desventajas de internet

Objectives• 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)

Anticipatory SetAsk students: ¿con qué frecuencia navegáis por internet?, ¿cuántas horas estáis conectados?, ¿cuándo os conectáis normalmente?

ComprehensionGive 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)

PracticeDivide 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

ExtensionFor more resources visit: www.maryglasgowplus.com/es and go to the ‘Recursos’. In ‘Búsqueda’ type in ‘internet’ and click on ‘buscar’. You can search by topic, level and skill.

EN ESPAÑOL EN TU IDIOMA EN ESPAÑOL EN TU IDIOMA

abrir/crear una cuenta enlace altavoces guardar archivo adjunto jugar/juegos online/en red arroba mandar un correo electrónico buscar información navegar por internet contraseña red social descargar/bajar ... (de internet) subir/colgar información personal, fotos o vídeos dirección de correo electrónico teclado

Vocabulario relacionado con internet:Write the following words and phrases in your own language. Use your dictionary to help you where necessary.


Writer: Ruth Manteca Adaptation: Teri Valdes Translation: Libby Mitchell Design: David Dutch4

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➜

www.mg-plus.net/tn-espanol

Students can win an iPod touch on Mary Glasgow Plus!

The student who has the most points by 31st May 2012, wins an iPod touch!

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.

How to earn points

Start an account 10 Points

Answer all questions on ‘Mi Página’ 5 Points

Upload an avatar picture 5 Points

Comment on ‘Noticias’ or ‘Yo Periodista’ 2 Points

For excellent work, students get extra points:

Write an excellent comment on ‘Noticias’ 10 Points

Publish a story on ‘Yo Periodista’ 20 to 35 Points

Publish a video on ‘Yo Periodista’ 40 to 50 Points

onlineAll 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

www.mg-plus.net/tn-puntos

EL SOL Uk/us TNwebguide_1st.indd 1 6/7/11 10:34:00

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To start a new accountStart a new teacher or student account:

1. Go to www.mg-plus.net/tn-spstartEnter your email 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 www.mg-plus.net/tn-spstart

2. Enter the email address and password for your old account.

3. After you log in to your account, go to ‘Mi Página’ and add your new code.

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.

Start an account or reactivate an old account

Your web teacher code is: 4jfvd4

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 email addresses.Students need to enter an email address when they register. This is so that we can email them a new password if they forget the one they chose.

If students don’t have an email address, we suggest they use their parent’s email address or they create one with a free service like Hotmail or Gmail.

We will only use the email address to contact students if they request a new password. We will not use students’ email addresses for marketing.

!

Where are the student codes? Student codes are printed on the cover of every magazine.

Where are the student codes?

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.


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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

There is a free video for each magazine issue. The video relates to an article from the magazine.

Videos show real Spanish speaking teenagers talking about their lives or topical issues.

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.

Every week we publish a topical news story, with an angle that appeals to teenagers.

There are 4 different versions of the week’s news story – from elementary to advanced level. This is great for mixed-level classes.

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

GuidelinesWe 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 emails.

Students send their work to the correct address for their magazine:

[email protected] email address is also available on the ‘Mi Página’ page.


www.mg-plus.net/tn-espanol

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Website lesson ideas

Here are some ideas to use the Mary Glasgow Plus website in class.

Points racewww.mg-plus.net/tn-sppointsWhy not have a competition in your class to see which student can get the most points?

1 Tell your students how to earn points (see the list on 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!

Match photos and headlineswww.mg-plus.net/tn-spnews1 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.

What’s your opinion?www.mg-plus.net/tn-spnews1 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 is the newswww.mg-plus.net/tn-spnews1 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 differencewww.mg-plus.net/tn-spnews1 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?

Someone like meThere are many EL SOL readers from around the world registered on Mary Glasgow Plus. Tell your students to fi nd 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 profi le.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.


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