Nombre: Español 8
Fecha: Capítulo 6B
Vocabulary and Grammar Packet Capítulo 6B – ¿Cómo es tu casa?
Chapter Objectives Upon completion of this chapter, you will be able to:
Identify rooms in a house
Name household chores
Tell where you live
Understand cultural perspectives on different types of housing
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¿Cómo es tu casa? To talk about where someone lives 1. cerca (de) 2. lejos (de) 3. vivir To talk about houses or apartments 4. el apartamento 5. el baño 6. la cocina 7. el comedor 8. el cuarto 9. el despacho 10. la escalera 11. el garaje 12. el piso 13. la planta baja 14. el primer piso 15. la sala 16. el segundo piso 17. el sótano To name household chores 18. arreglar el cuarto 19. ayudar 20. cocinar 21. cortar el césped 22. dar (yo doy, tú das) 23. dar de comer al perro 24. hacer la cama 25. lavar (el coche, los platos, la ropa) 26. limpiar el baño 27. pasar la aspiradora 28. poner (yo pongo, tú pones) 29. poner la mesa 30. los quehaceres 31. quitar el polvo 32. sacar la basura
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To describe household items 33. limpio, -a 34. sucio, -a Other useful words 35. bastante 36. ¿Cuáles? 37. el dinero 38. un momento 39. ¿Qué estás haciendo? 40. recibir 41. si Affirmative tú commands For regular verbs, use the Ud./él/ella form: -ar habla -er lee -ir escribe For hacer and poner: hacer haz poner pon Present progressive Use the present-tense forms of estar + the present participle to say that you are doing something right now. Present participles: -ar stem + ando lavando -er stem + iendo comiendo -ir stem + iendo escribiendo
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Directions: First translate the word. Then draw images of the items.
1. la casa
2. el apartamento
3. cerca de
4. lejos de
5. el comedor
6. la cocina
7. el cuarto
8. el despacho
9. el primer piso
10. la planta baja
11. la escalera
12. el sótano
13. el garaje
14. el piso
15. la sala
16. el segundo piso
17. cocinar
18. cortar el césped
19. dar de comer al perro
20. hacer la cama
21. lavar el coche
22. pasar la aspiradora
23. poner la mesa
24. quitar el polvo
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25. sacar la basura
26. el dinero
27. sucio
Look at the house in the picture. In Spanish, answer the following questions. 1. ¿De qué color es la casa? _______________________________________________ 2. ¿De qué color es tu casa? _______________________________________________ 3. ¿Es la casa más grande o más pequeña que tu casa? _______________________ 4. ¿Qué hay enfrente de la casa? __________________________________________ 5. ¿Te gusta esta casa? __________________________________________________ 6. ¿Te gusta tu casa? ____________________________________________________
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Vocabulario en Contexto
Translate the ad for the house: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ What do you notice about the phone number? ____________________________________
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What excuses do the children give not to do their chores? The girl: _________________________________________________________________________ The boy: ________________________________________________________________________ Look at the list of chores above. First, translate the chore. Then, write down who in your house does the chore. Los quehaceres/¿Quién lo hace en tu casa? 1. 8. 2. 9. 3. 10. 4. 11. 5. 12. 6. 13. 7.
Actividad 1, texto página 299 – Escuchar – La casa de Elena FIRST, write the Spanish translation for each of the rooms of the house listed in English. Be sure to include the definite article. THEN, as we listen to Elena describe her house, write the number of each statement you hear next to the vocabulary word listed. You will hear eight statements, and each will be repeated once. NOTE: there is one listening passage that mentions two rooms: write both numbers on the line. ______a. the basement ______ ________________________________ ______b. the bathroom
______
________________________________
______c. the bedroom
______
________________________________
______d. the dining room
______
________________________________
______e. the home office
______
________________________________
______f. the kitchen
______
________________________________
______g. the living room
______
________________________________
Actividad 2, texto página 299 – Escuchar - ¿Es lógico o no? You will hear eight statements about rooms of the house and the activities that are done there. If the statement is logical, write LÓGICO. If the statement is illogical, write ILÓGICO. You will hear each statement twice.
1._______ 2.________ 3.________ 4.________ 5.________ 6._______ 7._______ 8._______
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El primer piso
La planta baja
Actividad 4, texto página 302 – Escuchar – La casa de los Ramírez You will hear eight statements about the rooms of the house and where they are located. Listen to the statement and write the name of the room on the line. Include the definite article. You will hear each statement twice. 1.
5.
2.
6.
3.
7.
4.
8.
Entreviste a cinco compañeros sobre los muebles y la casa. Usa el vocabulario nuevo de tu casa. Pregunta (question)
Nombre de su compañero/a
Respuesta (answer)
¿Cómo es tu sala? ¿Qué hay en tu baño? ¿Cuántos cuartos tiene tu casa? ¿Cuál es tu cuarto favorito?
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¿Dónde está tu dormitorio?
Actividad 5, texto página 302 – Escribir / Leer – ¿Cierto o falso? FIRST, write five true/false statements about the house pictured on page 302 on line A. Please write at least three false statements. THEN switch packets with your partner. For your partner’s sentences, tell whether each statement is true or false. If it is false, rewrite the sentence on line B to make it true. If it is true, write cierto on line B. FINALLY, switch packets again so that you can check your partner’s answers for accuracy. Follow the model. A —La sala está en el primer piso. B —Falso. La sala está en la planta baja. 1. A B 2. A B 3. A B 4. A B 5. A B Actividad 6, texto página 303 – Escribir – ¿Dónde pongo la silla? (modified) You and your family are helping the Ramírez family move to their new house, but you don’t know where to put the furniture. FIRST, write a complete Spanish sentence using the subject given, the verb poner, and the furniture shown in the “Estudiante A” box on page 303 to tell in what room each person should put each piece of furniture. Follow the model. THEN box the form of poner, underline the furniture, and double-underline the room.
Modelo: nosotros / chair
Nosotros ponemos la silla en el comedor.
1. Tú 2. Los gemelos 3. Mi mamá 4. Yo 5. Soledad y yo 6. Miguelina 7. Beto y Samuel
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Actividad 7, texto página 303 – Escribir – ¿En qué cuarto? Now the Ramírez family is very content with their new house, but they have a lot to do! In what room do the Ramírez’ do each of the chores? Write a complete Spanish sentence to tell where the Ramírez’ do each chore. Follow the model, and be sure to use the third person plural form since the subject is “Los Ramírez” for each sentence.
Modelo:
(Los Ramírez) Sacan la basura en el garaje.
1. Los Ramírez 2. Los Ramírez 3. Los Ramírez 4. Los Ramírez 5. Los Ramírez 6. Los Ramírez Preguntas sobre tu casa 1. ¿Cuál es tu cuarto favorito? _______________________________________________________________________. 2. ¿En qué cuarto duermes tú? ______________________________________________________________________. 3. ¿Cuántos cuartos hay en tu casa? _______________________________________________________________________. 4. ¿Quién mira la televisión en la sala? _______________________________________________________________________. 5. ¿Estudias tú en el sótano? _______________________________________________________________________. 6. ¿En qué cuarto lees mucho? _______________________________________________________________________. 7. ¿Comes en el comedor o en la cocina? _______________________________________________________________________. 8. ¿Dónde preparas la tarea en tu casa? _______________________________________________________________________. 9. ¿Tienes un garaje e n tu casa o apartamento? ¿Cómo es? ________________________________________________________________________
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10. ¿Te gusta tu casa o apartamento? ¿Por qué? ________________________________________________________________________
Vocabulary practice Part 1: Multiple choice vocabulary – Choose the letter of the best answer to the item and write the answer in the blank provided. ____ 1. Mi cocina tiene _____. a. un microondas al lado del horno c. un despertador en la mesita b. un lavabo cerca del inodoro d. un sofa y un televisor ____ 2. Mi hermana pone la mesa en _____. a. el baño b. el garaje
c. el comedor d. la alfombra
____ 3. Hay ____ en el garaje. a. una cama b. una estufa
c. un inodoro d. un coche
Part 2: Traduce a inglés. 1. El comedor de Gloria tiene ocho sillas y una mesa muy grande y vieja. _______________________________________________________________________ _______________________________________________________________________. 2. La cocina de mi tía es muy moderna y tiene un horno, una estufa y un microondas. ________________________________________________________________________ _______________________________________________________________________. 3. Mi sala es mi cuarto favorito porque tiene una mesita de café delante del sofá y un televisor grande. ________________________________________________________________________ _______________________________________________________________________. Part 3: Traduce las frases a español. 1. My house has an office where I do my homework. _______________________________________________________________________. 2. The bathroom on the second floor has a large bathtub. _______________________________________________________________________. 3. The garage in my house is very disorganized. _______________________________________________________________________.
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Fondo cultural: El patio - texto página 303 – Leer / Escribir Read the descriptions about patios and answer the questions that follow in English.
Culture Notes (from teacher’s edition page 303) Enclosed patios were often used by the Moors, a group who occupied Spain for over 700 years. The Moors were Muslim and used patios as places for prayer and meditation. Because the climate of southern Spain is so warm throughout the year, many homes have a patio within the house that is open to the sky. These patios often contain a fountain, small pool, or garden to help cool the home. Usually this is a place for private relaxation, but every May the city of Córdoba has a festival during which each homeowner proudly displays his or her patio. Thousands of flowers and plants are used for decoration. People open their homes for several weeks so friends, neighbors, and tourists can come and enjoy their patios. A prize is awarded to the most beautiful patio. 1. How does the Spanish patio differ from what a patio is in your community? How is the patio similar?
2. How would you decorate a patio if you had a typical Spanish-style patio in your house? Why?
3. How would you use a patio in your house? Why?
TENER: to have yo
_______________________
tú
_______________________
él ella Ud.
_______________________
nosotros/as
_______________________
ellos ella Uds.
_______________________
Tener means “to have”. When you want to express that you “must” or “have to” do something in Spanish, you can use the expression “tener que”. Make sure you don’t conjugate the verb after tener que.
Ejemplo:
I have to vacuum today 19
Yo tengo que pasar la aspiradora hoy. Part 1. Make a sentence using Tener que, the subject provided and the chore illustrated.
1.
Ustedes
2.
Yo
3.
Mi madre
4.
Tú Part 2. Escribe tres frases más. Usa formas diferentes de tener que con los quehaceres. No repita los quehaceres de parte 1. Pon un cuarto en cada frase donde hace el quehacer.
1. __________________________________________________________________________. 2. ___________________________________________________________________________. 3. ___________________________________________________________________________. Actividad 8, texto página 304 – Escribir – ¿Cómo ayudas en casa? (modified) Do you and your friends help much around your house? FIRST, write the question that you would ask your partner to find out what chores each of your friends have to do on line A. Use the pictures in the “Estudiante A” box, the subject given below, and the verb phrase tener que + infinitive to say what each has to do. Box the infinitive in your sentence. THEN switch packets with your partner. On line B, answer the questions using the present tense form of the verb given in the infinitive and a time frame from the “Estudiante B” box to say when each person does the chore. Write your answers in the affirmative and the negative. Box the verb in your sentence. Follow the model.
Modelo:
Raúl
A: ¿Tienes que lavar el coche?
1. A: ¿
B: Sí, lavo el coche todos los sábados.
?
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yo tú Evana todos
B:
.
2. A: ¿
?
B:
.
3. A: ¿
?
B:
.
4. A: ¿
?
B:
.
5. A: ¿
?
B:
. ?
nosotros 6. A: ¿ B:
.
Actividad 9, texto página 304 – Hablar – ¿Dónde vives? (modified) Where do you live? What’s near your house? FIRST, use the pictures below and ask your partner if he/she lives close to each of the places in town. Hint: you may want to write the name of the location in Spanish and your partner’s response in the space below the picture. 1
2
3
4
5
THEN write a summary of where your partner lives, using complete Spanish sentences.
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La Casa / Los Cuartos
Across 2. floor 3. balcony 5. dining room 8. garden 9. kitchen 10. pool 11. office 14. small 16. window 17. bedroom 18. medium 22. room 24. apartment 25. home
Down 1. bedroom 4. new 6. hallway 7. garage 12. house 13. fireplace 15. building 16. old 19. bathroom 20. big 21. door 23. living room
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Directions: Write a sentence relating to the subject provided performing a chore in a room of the home.
MODELO:
Mi hermana lava los platos en la cocina.
hermana
1. Usted
2.
los niños
3.
madre
4.
tú
5.
yo
6. nosotros
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Translation: Translate the following description of the grandmother’s house. La casa de los abuelos La casa de mis abuelos es muy grande con cuatro pisos en total. El jardín es bonito con muchos árboles. Los dormitorios están en el primer piso. Hay dos baños , uno en el pasillo, cerca de las escaleras y otro en el segundo piso a la izquierda del dormitorio de mis abuelos. Hay también un comedor grande, cerca de la cocina . La casa tiene una terrazapequeña y una piscina mediana. A mi me gusta mucho la casa.
trees near the stairs to the left of also terrace
TRANSLATE THE READING:
Audio Activity 5 Listen as people look for things they have misplaced somewhere in their house. After each conversation, complete the sentence that explains what each person is looking for (busca) and in which room it is found. You will hear each dialogue twice. 1. La muchacha busca ________________. Está en ___________________________. 2. El muchacho busca ________________. Está en ___________________________. 3. La mujer busca ___________________. Está en ___________________________. 4. El muchacho busca ________________. Está en ___________________________. 5. La muchacha busca ________________. Está en ___________________________.
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Actividades para practicar los mandatos – página 305
GramActiva – Affirmative tú commands In Spanish, there are two types of affirmative commands: and
.
Formal affirmative commands are used in formal situations, like telling what to do to your or someone you
.
Informal commands are used in informal situations, like talking to a a
, or a
,
.
For most verbs, to give an affirmative tú command, start the sentence with the -
form of the verb for Usted, él, and ella.
There are a few tricky verbs that have irregular forms.
poner, “to set”:
hacer, “to make or do” :
Quiz: Fill in the blank with the correct form of the verb. (limpiar)
1. ________________ el baño.
(arreglar)
2. ________________ el comedor.
(hacer)
3. ________________ la tarea.
(poner)
4. ________________ el cuaderno.
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Actividad 12, texto página 305 – Gramática / Escribir – ¡Habla bien! Your friend wants to speak Spanish well. What do you recommend? Write the command form of each of the following verbs. You should add more information to your verb to make your suggestion clear. Follow the model.
Modelo:
usar - Usa un buen diccionario.
1. 2. 3. 4. 5. 6. 7. 8. Los mandatos Write each chore in Spanish in the command form. Be sure to say please! 1. Wash your dad’s car, please!
___________________________________________
2. Cut the lawn, please!
___________________________________________
3. Vacuum the living room, please!
___________________________________________
4. Make the bed in your sister’s room, please! ___________________________________________
5. Wash the breakfast dishes, please!
___________________________________________
6. Straighten up your room, please!
___________________________________________
7. Cook the lunch, please!
___________________________________________
8. Clean the clothes, please!
___________________________________________
9. Set the table for dinner, please!
___________________________________________
10. Help your parents, please!
___________________________________________
11. Take out the trash, please!
___________________________________________
12. Clean the bathroom, please!
___________________________________________
13. Feed the dog in the kitchen, please!
___________________________________________
14. Dust the office, please!
___________________________________________
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Cenicienta Letra: Madrastra:
Cenicienta, Cenicienta, ¡
tus quehaceres!
Cenicienta, Cenicienta, ¡trabaja,
!
Cenicienta, Cenicienta, ¡haz tus
!
Cenicienta, Cenicienta, ¡trabaja! ¡
! la basura!
Cenicienta, Cenicienta, ¡ ¡Y Cenicienta:
Madrastra:
Cenicienta:
el baño! ¡
¡No puedo porque estoy
el coche!
¡No puedo porque estoy
el césped!
Cenicienta, Cenicienta, ¡
la mesa! ¡Ahora!
¡Y
los platos! ¡
¡No
! Estoy cocinando la comida!
¡No puedo! Estoy Estoy Estoy
el polvo y limpiando el baño. el baño. la cama y lavando la ropa.
Estoy haciendo la cama y
la ropa.
Cenicienta, Cenicienta, ¡haz tus Cenicienta, Cenicienta, ¡ Cenicienta, Cenicienta, ¡haz Cenicienta, Cenicienta, ¡trabaja! ¡
! ¡Ahora!
la comida!
Estoy quitando el polvo y
Madrastra:
el cuarto!
! , trabaja! quehaceres! !
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Actividad 13, texto página 306 – Leer / Escribir – ¿Qué debo hacer? Your friend Carmen has a problem, and she wrote you a letter asking for your advice. FIRST, carefully read her letter. THEN complete the letter below with your recommendations for Carmen. Use the verbs from the list, and write them in the command form when appropriate.
Mi querida Carmen, Aquí están mis recomendaciones: Come menos dulces,
Tu amigo(a), Actividad 14, texto página 306 – Hablar – Muchos quehaceres You should do a lot of chores at home, but you don’t want to – you want to see if your little brother or sister can do it all! FIRST, say what is dirty or is not clean, using the phrase “está(n) sucio(-a/-os/-as)”. “no está(n) limpio(-a/-os/-as)”. THEN tell your sibling to do the chore using the command form of the correct verb. Be sure to say please! Follow the model.
1. 2. 3. 4.
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5. 6.
Culture Notes Although many Spanish-speaking countries have warm climates, air-conditioning in homes is not as common as in the United States. Many homes have an open floor plan with a central patio and lots of windows and fans to circulate fresh air. Building materials such as adobe and ceramic tiles help keep walls and floors cool in warm weather. Actividad 15, texto página 307 – Leer / Escribir / Hablar – ¿Quién hace los quehaceres? (modified) An article in the Spanish magazine Very Interesting explains who does the majority of the chores around the house. FIRST, read and review the information presented in the graphic. Compare and contrast the chores completed by men and women in Spain. THEN explain if more men or women complete the chores listed using the phrases “mucho más”, “un poco más” or “menos que”. Write a second sentence to tell what percentage of men or women do the chore the most according to the article. Write your number in Spanish words. Follow the model.
Modelo: lavar los platos Las mujeres lavan los platos mucho más que los hombres. Según el artículo, sesenta y siete por ciento de mujeres lavan los platos en sus casas. 1. comprar cosas para la familia cada día
2. preparar la comida y la cena
3. cuidar (take care of) el coche
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4. cuidar a las personas enfermas de la familia
5. lavar y planchar (iron) la ropa
6. ir al banco
7. limpiar la casa
Extension: How is this similar to or different than what you see in your house? Explain your answer in English.
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Exploración del lenguaje: The endings –dor and –dora - texto página 307
Can you think of any other English words whose noun form ends in –er or –or ? Write them below.
Write the letter answers to the “Try it out!” activity below. 1. _______ 2. _______ 3._______ 4. _______
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Actividades para practicar el presente progresivo – página 308
Warm-up: Actividad 16, texto página 308 – Escribir – ¿Qué están haciendo ahora? (modified) Look around the classroom and write five sentences to describe what you and some of your classmates are doing right now. Be sure to use the name of your classmate in your sentence, and use a different verb in each sentence. Write your answer on line A in the present tense. AFTER REVIEWING THE NOTES, write your answer in the present progressive on line B. 1. A: B: 2. A: B: 3. A: B: 4. A: B: 5. A: B:
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GramActiva – The present progressive When you want to emphasize that an action is happening use the present progressive.
,
+ a The present progressive uses the verb the verb estar: estoy, estás, está, estamos, están
.
Here’s how to form the participle for –ar verbs: and cut off the
Take the
, then add
to the stem.
-er and -ir verbs are formed the same way, except instead of adding -ando after the stem, you add
.
Quiz: Fill in the blank with the correct form of the present progressive of the verb in parentheses. (comer)
1. Estoy ________ ________ tres huevos.
(sacar)
2. Están ________ fotos en la fiesta.
(abrir)
3. Estamos ________ los regalos.
Actividad 17, texto página 308 – Escuchar / Escribir - Dictation These siblings have a lot of chores to do. Listen and write the question that the mom asks and the excuses of her children. ----Actividad 18, texto página 309 – Hablar / Escribir – Un momento, por favor Sometimes we can’t do our chores because we are doing other things. Work with your partner to give a command with the information shown in the “Estudiante A” box, and an excuse from the information shown in the “Estudiante B” box. Follow the model.
Modelo: A: Por favor, da de comer al perro.
B: No puedo. Estoy estudiando para un examen.
1. A: B: 2. A: B: 3. A: B:
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4. A: B: 5. A: B: 6. A: B: Actividad 21, texto página 310
¿Quién va a comprar la casa? _________________________________________________________
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39
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Audio activity 8 – practice with present progressive
Extension: Write the room of the house in Spanish where you can find each family member. 1. Luis está en
.
4. Paco está en
.
2. Pedro está en
.
5. Tomás está en
.
3. Susana está en
.
6. El padre está en
.
Audio activity 9 – practice with chores, excuses
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Lectura página 314
Perspectivas del mundo hispano: ¿Cómo son las casas en el mundo hispano?
Pre-reading activity: Skim and scan the text and the pictures. What do you think this reading will be about? Why?
During reading activity: Carefully read the text and write a short summary of each paragraph in the chart below párrafo #1
párrafo #2
párrafo #3
What questions do you have about the text? Write two English questions that you have about houses in Spanish-speaking countries. 1. 2. Now discuss your questions with those of your partner. Reflect on the reading and see if you can get more clarification on your questions after your discussion with your partner.
Post-reading activity: Read the information below and answer the questions that follow. Use the information in the texts as well as what you know about the world to answer the questions. Write your answers in complete English sentences.
Un poco más: La clima y la arquitectura How does climate influence architecture? There are many types and styles of architecture. Homes and buildings usually have a form that is functional. One thing that influences the form is the local climate. An example is slanted roofs in places where it snows a lot. This lets the snow fall off, instead of building up and threatening a collapse from the weight. 1. Where are most Spanish-speaking countries located? What is the typical climate in that geographical area? How does the climate influence the activities of the patio? Use the information described in the “Un poco más” text above and in the text in the book.
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Post-reading activity (continued):
Un poco más: Actividades del patio Although uncovered, the patios are nonetheless inside the house. The rest of the house is built around the patio, and many rooms will have a door leading to it. In many countries where the climate is warm, going outdoors to eat and socialize is pleasant. 2. The patio is private, yet open and relaxed. How does this characteristic of the patio fit into the social aspects of the Spanish-speaking culture? Use the information described in the “Un poco más” text above and in the text in the book.
3. What are some other privacy-oriented characteristics of homes in Spanish-speaking countries? Be sure to use the information in the text to answer this question!
4. Check it out! How does the architecture of houses in your neighborhood compare with the design of houses in the Spanish-speaking world as described in the text?
5. Think about it! If architectural features of houses in Spanish-speaking countries imply a desire for privacy, what do the architectural features of houses in the US imply? How does the concept of patio compare in these cultures?
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_____________________________________ _____________________________________ _____________________________________
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Speaking situations: Situation 1: You want to know what your friend’s house/apartment looks like. (Student initiates)
Situation 2: You are babysitting for your younger cousins. They have made terrible mess in the house. Tell them what they should do to clean/organize the house. (Student initiates)
Situation 3: Your parents call on the phone to find out what you’re doing. Tell them what chores your and your siblings are doing in the house.(Teacher initiates)
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