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EntreCulturas 1 - Teacher Edition
Author:Ann Mar, Robert Davis, Maritza Sloan, George Watson-López
Edition: 1st Content Grades Assignments Students FlexText® Settings
Observa 1: ¿Cómo son las personas de mi familia?
Así se dice 2
p. 154
Mi casa, mi hogar
The objective of this display is to present housing types and the places where the family gathers while in the house. A PowerPoint with images to illustrate
the vocabulary is available in Explorer. Before the presentation, have the students work in groups to brainstorm any words they already might know about
types of places to live and the rooms in the house.
Ask students what the difference between “house” and “home” is in English. Have students find the Spanish equivalents for these concepts in the title of this
section.
Point out that vocabulary for housing varies by region: apartamento o departamento, planta or piso (floor; storey), etc. Most words are understood
everywhere, but this sidebar should help students understand that vocabulary has cultural connotations, beyond literal meaning.
Enfoque cultural
p. 155
Práctica cultural: Los espacios donde vivimos
The names of the parts of a house vary across the Spanish-speaking world:
Dónde vivimos
piso/apartamento/departamento
Lugares para dormir
el dormitorio/la habitación/el cuarto
Espacios que compartimos (we share)
la sala (de estar)/el salón/el líving (Argentina, Chile)
el patio/el jardín/el solar/la yarda (U.S.)
Los edificios altos
la planta baja bottom/ground floor
la primera (first) planta second floor
In some cases the variants are regional synonyms, but in others they reveal interesting details about the local
culture. For example, la yarda in U.S. Spanish refers to a typical North American suburban yard. Since most
Spaniards live in pisos, with no outdoor green space of their own, el jardín in Spain suggests a public park or
common garden area. In Costa Rica or Venezuela, el solar is the green space around a freestanding house.
Conexiones
Which parts of the houses/apartments in your community are unique to the culture or region? How does the design
of houses/apartments in the community affect how people interact with family and neighbors?
Actividad 11
¿Dónde en la casa?
List the parts of the house where you can do each activity.
1. estudiar 6. jugar videojuegos
2. comer 7. navegar por internet
3. hablar por teléfono 8. bailar
4. mirar películas 9. convivir (be together) con la familia
5. tocar un instrumento 10. estar solo/a (alone)
La casa estilo ranch es típica de muchas ciudades norteamericanas. Viene de la
casa de un rancho del oeste de Estados Unidos.
Other details: Yarda and líving are obviously loans from English, which name borrowed cultural patterns. Habitación and cuarto mean room in general, but
in context (e.g., mi cuarto), they could refer to one’s bedroom. Dormitorio (a false cognate) is unambiguously a bedroom. Also point out the different
custom of naming the floors of a multi-story building: the second story in the U.S. is la primera planta.
Actividad 12
p. 156
¿Quién vive aquí?
Which dwellings in the left-hand columns would be good for the people at the right? There may be more than
one option.
1. un piso de un dormitorio en la ciudad b, c, d a. una familia con tres hijos
2. una casa de cuatro habitaciones en el campo a, e b. una mujer soltera
3. un apartamento con dos baños a, c, e c. una pareja mayor
4. un piso con garaje y un parque en el barrio a,b,c,d,e d. un estudiante de 22 años
(depending on number of rooms)
e. un padre soltero con dos hijas
Enfoque cultural
Práctica cultural: Salir del “nido del hogar” (Leaving the nest)
En muchos países hispanohablantes, los hijos pueden vivir en casa de sus padres hasta (until) terminar la
universidad. No hay mucha presión por salir del hogar e independizarse. En muchas ocasiones los hijos de 30 años
todavía viven en casa.
Conexiones
What is the custom in your community? Typically, how old are young people when they become independent? What
are the reasons for leaving home?
Reflexión intercultural
How long do you plan to live at home with your parents? Interview adult family members and
acquaintances to find out what motivated them to leave home. How do those experiences compare with what
you have learned about young people in the Spanish-speaking world?
Record your reflections in the forum in Explorer and comment on three classmates’ posts.
Encourage students to interview community members who have lived in Spanish-speaking countries to find out when young people leave their parents’
home and about multigenerational households.
Mi progreso
intercultural
I can compare across
cultures who makes up
a family and how long
people live together at home.
Actividad 13
p. 157
La casa de Paola
Access the video in Explorer.
Paso 1
Watch Paola, the blogger from Santo Domingo, la República
Dominicana, as she gives a video tour of her house, without the sound.
Write down as many details in Spanish as you can about what you
think she may be saying.
Paso 2
Now watch and listen to Paola’s tour, to see how many details you were able to predict in Paso 1.
Actividad 14
Una nueva casa
The audio recording is in Explorer.
Paso 1
Susana has just moved into a new apartment, and
she describes it in the conversation with her friend
Eva. Listen and indicate which elements on the list
she mentions.
el baño el comedor
la cocina el dormitorio de Susana
el garaje el patio
la terraza
baño, comedor, cocina, dormitorio, terraza.
Extension: Give the students some follow-up questions, such as ¿Por qué está contenta Susana? ¿Cómo están los padres? ¿Dónde está el piso nuevo? ¿Dónde
está el dormitorio de Susana? ¿Cómo es el comedor? etc. Have them listen one more time to find the answers.
Paso 2
Listen again, and describe in detail the elements of the house Susana mentions.
Actividad 15
p. 158
¿Dónde viven tus parientes?
Check for understanding of the meaning of “parientes” and provide a model if necessary: Tengo muchos/pocos parientes en (name your town). Tell where
different relatives live.
Review the expresiones útiles by incorporating the names of nearby and distant communities.
Paso 1
Answer the following questions about your extended family members. If you do not have an extended family,
answer with information about a family that you know well.
1. ¿Dónde viven? ¿A qué distancia de tu casa están?
2. ¿En qué tipo de casa viven?
3. ¿Quiénes viven en la casa?
4. ¿Cuántos años tienen los hijos que viven en la casa?
Expresiones útiles:
Hablando de la familia Mi progreso
Viven cerca de mí. comunicativo
They live close to me.
I can ask and answer
Viven lejos de mí.
questions about family
They live far away from me. members and where they
Nos vemos mucho/poco. live.
We see each other a lot/little.
Paso 2
Compare your answers with those of five other classmates. Are there
any patterns? Summarize them in Spanish to present to the class.
Modelo
En general, mis abuelos/tíos/primos viven cerca/lejos de mí.
Actividad 16
p. 159
¡Vamos a compartir (share) casa!
Paso 1: Los elementos importantes
You are going to share a vacation house with a Spanish-speaking friend and his/her family. Working on your
own, make a list of five elements (rooms or features) that you absolutely must have in your house. Look up
any additional vocabulary you need, or ask your teacher.
Before starting Paso 2 ¡Negociemos!, have students repeat in chorus the expresiones útiles, and encourage them to use these expressions when negotiating
ideas in Spanish. Be ready to provide additional vocabulary that students are interested in; encourage them to ask using ¿Cómo se dice _____ en español?
Use the Actividad de extensión in which Paola, the blogger from the Dominican Republic, gives a tour of her house.
Paso 2: ¡Negociemos!
Working with a partner, role play and negotiate a common list of five things that you will have in a house
that you will share. Use the Expresiones útiles to negotiate with them.
Expresiones útiles: Cómo Mi progreso
llegar a una solución
común
comunicativo
I can talk about where
Yo prefiero .
I live.
I prefer .
Mi propia habitación
My own room
Para mí es importante .
For me is important.
¿Qué tal si tenemos . . . ?
What if we have . . . ?
¡No seas tonto/a!
Don’t be silly!
De acuerdo.
Agreed.
Susana tiene razón.
Susana is right.
Observa 2: ¿Dónde está?
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