ISSN 0038–0849 EL SOL Issue 2 TEACHERS’ GUIDE
5
es.maryglasgowplus.com 2021 EL SOL Issue 2 TEACHERS’ GUIDE TEACHERS’ GUIDE This time, EL SOL brings you articles on activism, climate change, body positivity and social media filters, immigration and the problems faced by young immigrants, Día de los Muertos, and laboratory-grown food. Make the most of the new sections in this guide, Grammar in context and Quiz, to reinforce your lessons. Enjoy this issue! The Mary Glasgow Team Dear teachers, What our symbols mean… Questions to ask… ¿Qué significa ser activista? ¿Qué joven activista te inspira? ¿Por qué? ¿Qué causas defenderías como activista? ¿Qué es criminalización? El ambiente donde uno vive, ¿afecta la salud? Pages 4-5 What does #SerJoven mean to you? Meet two activists whose strongest weapon is their voice. Luis stands up against criminalisation of young people, police brutality and violence. Nalleli fights against industrial pollution and speaks out on behalf of poor communities living alongside environmental dangers. ¡Jóvenes en acción! READ ALONG VIDEO AUDIO EXTRA WORKSHEET LEARNING UNIT Find all the content for this issue here: www.mg-plus.net/elsol212 Nov – Dec Spotlight MaryGlasgow MaryGlasgowMags @maryglasgowMFL ISSN 0038–0849 For GCSE Higher/A-Level! Adapted to the UK curriculum! Listen and read along. Listen to the audio track. Do the learning unit. Watch the video. Explore the extra online content. Download the worksheet. Inside this issue... Page Article Topic Language point Online content 2-3 Panorama News Building vocabulary 4-5 ¡Jóvenes en acción! Social responsibility, community Compound tenses, past participles 6-9 Se nos acaba el tiempo Ecology, global issues Compound tenses 10 Me acepto, pero… Technology, lifestyle Verb poder 11-13 Menores, extranjeros y solos: una población creciente en España Countries, global issues Present tense 14-15 El Día de los Muertos Traditions Present tense 16 Y en el menú: carne de laboratorio Science, lifestyle Expressing opinions
Transcript of ISSN 0038–0849 EL SOL Issue 2 TEACHERS’ GUIDE
es.maryglasgowplus.com 2021
EL SOLIssue 2
TEACHERS’ GUIDETEACHERS’ GUIDEThis time, EL SOL brings you articles on activism, climate change, body positivity and social media filters, immigration and the problems faced by young immigrants, Día de los Muertos, and laboratory-grown food.Make the most of the new sections in this guide, Grammar in context and Quiz, to reinforce your lessons. Enjoy this issue!The Mary Glasgow Team
Dear teachers,
What our symbols mean…
Questions to ask…¿Qué significa ser activista? ¿Qué joven activista te inspira? ¿Por qué? ¿Qué causas defenderías como activista? ¿Qué es criminalización? El ambiente donde uno vive, ¿afecta la salud?
Pages 4-5What does #SerJoven mean to you? Meet two activists whose strongest weapon is their voice. Luis stands up against criminalisation of young people, police brutality and violence. Nalleli fights against industrial pollution and speaks out on behalf of poor communities living alongside environmental dangers.
¡Jóvenes en acción!
READ ALONG
VIDEO
AUDIO
EXTRA WORKSHEET
LEARNING UNIT Find all the content for this issue here: www.mg-plus.net/elsol212
Nov – Dec
Spotlight
MaryGlasgow MaryGlasgowMags @maryglasgowMFL
ISSN
003
8–08
49
For GCSE Higher/A-Level! Adapted to the UK curriculum!
Listen and read along. Listen to the audio track. Do the learning unit.
Watch the video. Explore the extra online content. Download the worksheet.
Inside this issue...Page Article Topic Language point Online content
2-3 Panorama News Building vocabulary
4-5 ¡Jóvenes en acción! Social responsibility, community
Compound tenses, past participles
6-9 Se nos acaba el tiempo
Ecology, global issues Compound tenses
10 Me acepto, pero… Technology, lifestyle Verb poder
11-13
Menores, extranjeros y solos: una población creciente en España
Countries, global issues Present tense
14-15 El Día de los Muertos Traditions Present tense
16 Y en el menú: carne de laboratorio Science, lifestyle Expressing opinions
es.maryglasgowplus.com
ActivitiesAsk students to brainstorm the main social issues that concern them; write them on the board and invite students to choose 2 issues for which they would like to become activists. Work with students to create a graphic showing the issues that concern them and appropriate forms of activism. Trigger a debate by asking: Are guns a problem in this country? How can the criminalisation of young people be prevented? What do students think about Luis’ actions? Can they give examples of poorer communities facing health risks? What can they do to raise awareness of these problems?
ActivitiesInvite students to scroll through their social media feeds for 2 minutes, focusing on the positive and negative feelings that this generates; ask them to make a T-chart showing positive feelings on one side and negative feelings on the other. Encourage them to share some of the negatives, then discuss as a class what makes them feel this way; what messages does society impose on young people? Ask students to underline in the article any vocabulary relating to the dangers and problems of image filters on social media, and to write a 5-sentence paragraph on the impact of these problems and any possible solutions; call on a few students to share out loud. Discuss whether social media should be regulated or whether individuals should take responsibility for themselves.
Pages 4-5
Page 10
¡Jóvenes en acción!
Me acepto, pero…
Pages 11-13
ActivitiesShow students a map of Spanish territories in Africa, indicating some of the immigration routes from African countries into these territories. Invite students to identify the core problems causing many young people to leave their homes the difficulties they face on their journeys as immigrants and the impact on their lives when adjusting to a new culture. Write new vocabulary on the board, and encourage students to use it to suggest solutions to youth immigration. Discuss why Spain, Italy and Greece receive the highest number of immigrants in Europe. Do students think countries should have open borders?
Menores, extranjeros y solos: una población creciente en España
• Students will identify different forms of activism.
• Students will talk about image filters on social media.
• Students will debate young people and immigration.
ActivitiesBefore reading the article, provide students with some images and expressions relating to Día de los Muertos and challenge them to match them up. Ask students to compare Día de los Muertos with a tradition or festival mentioned in Prepara; are there any parallels in terms of cultural products, practices or perspectives? After reading the article, ask students what attitude towards death and remembrance this tradition conveys, then invite them to underline any words in the article that support this idea; select a few students to share their words with the class.
Pages 14-15
El Día de los Muertos• Students will examine and discuss attitudes towards death.
Grammar in context | Infinitive vs. gerundPages 4–5Explanation¿Cuándo se usa el infinitivo en español? You probably know that in Spanish you can’t have two conjugated verbs side by side. You will need to use the infinitivo: Yo quiero dormir. Él ama nadar. Nosotros preferimos bailar.
But did you know that there are many other uses of the infinitivo in Spanish? These can be tricky, because in English we often use the gerundio instead:1. Use the infinitivo after antes de, después de, sin, por and para. E.g. After waking up, I will have a cup of coffee. Después de despertarme, tomaré una taza de café.E.g. Thank you for helping me. Gracias por ayudarme.2. Use the infinitivo after the expression Al to imply ‘Upon…’.E.g. Upon arriving at school, she called the student. Al llegar a la escuela, llamó al estudiante.3. Use the infinitivo to give general advice at the start of a sentence.E.g. Drinking water is important. Tomar agua es importante.
Activity 1Choose the correct infinitivo to complete each sentence.defender / mejorar / ser / denunciar / usar / acabar1. ¿Qué significa para ti _____ joven?2. #SerJoven significa querer _____ el mundo.3. Los activistas sacrifican su propia libertad para _____ las
causas importantes.4. Nalleli mandó un mensaje público para _____ los
problemas de contaminación industrial.5. La lucha está lejos de _____ .6. Al _____ sus voces, los activistas logran cambios.
Activity 2Circle the correct form of each verb to complete the sentences.1. Cuando (despertarme / me despierto), espero unos
minutos antes de (levantarme / me levanto).2. Gracias por (llamarme / llamándome) después de (volver /
volviendo) a casa.3. Al (salir / saliendo) de la escuela, dobla a la izquierda para
(llegar / llegas) a mi casa.4. (Estudiar / Estudiando) con amigos puede (ser / es) más
divertido.5. El profesor terminó la clase sin (darnos / dándonos)
la tarea.
Activity 3Complete each sentence to talk about your daily routine.1. Antes de ir a la escuela…2. Después de ducharme…3. Para entender mejor…4. Nunca voy a la escuela sin…5. Hacer ejercicio es…
ANY QUESTIONS? Email us: [email protected]
How should any country handle immigration? Do students agree with their country’s immigration policies?
Quiz
MaryGlasgow MaryGlasgowMags @maryglasgowMFL
???Unscramble the wordPages 4–5Activity 1Unscramble the letters to form a word to complete each sentence.1. Los de #SerJoven quieren _________ el mundo.
RJOERMA2. Luis y Nalleli son dos jóvenes ________ . CTTSSVAAII3. Los jóvenes están preocupados por el cambio
_________ OLICMITCÁ4. El hermano de Luis fue _______ injustamente.
CERNLEACOAD5. Nalleli lucha por el derecho a aire ________ para todos.
OILIMP
Word familiesPage 10Activity 2Follow the model to complete the word families: sustantivo / adjetivo / verbo.1. el bronceador / bronceado / ___________2. _____________ / aumentado / aumentar3. el sonido / sonado / ___________4. el crecimiento / crecido / ___________5. _________ / retocado / retocar
Fill in the blanksPages 11–13Activity 3Complete each sentence with the correct word or expression.testigos / están huyendo / la pobreza / fue detenido / desempleo / juvenil1. Muchos inmigrantes tienen que salir por la violencia o
______________ en sus países.2. Los guardias de fronteras son _____________ de la
llegada de muchos inmigrantes a su país.3. Los inmigrantes _________________ de problemas
serios en sus países.4. Las altas tasas de ___________ hacen que muchos
salgan en busca de trabajo para poder sobrevivir. 5. El niño _______________ por las autoridades antes de
poder entrar en el país.6. Las tasas de desempleo ______________ son
considerablemente altas.
What’s that?Pages 14–15Activity 4Match the correct definition (a–e) to each term (1–5).1. La Catrina2. La flor de cempasúchil3. El papel picado4. El retrato5. El xoloitzcuintle
a. Un guía del alma en el otro mundob. Una palabra náhuatlc. Una figura inventada por un artista mexicanod. Una imagen del muertoe. Una artesanía que requiere el uso de las tijeras
Editing and proof correction: Yolanna Lamar Cordovés and Pat Dunn Writer: Angela Hill Design: David Dutch
AnswersGrammar in context: 1: 1 ser, 2 mejorar, 3 defender, 4 denunciar, 5 acabar, 6 usar. 2: 1 me despierto, levantarme, 2 llamarme, volver, 3 salir, llegar, 4 Estudiar, ser, 5 darnos. 3: Respuesta libre.Quiz: 1: 1 mejorar, 2 activistas, 3 climático, 4 encarcelado, 5 limpio. 2: 1 broncear, 2 el aumento, 3 sonar, 4 crecer, 5 el retoque. 3: 1 la pobreza, 2 testigos, 3 están huyendo, 4 desempleo, 5 fue detenido, 6 juvenil. 4: 1 c, 2 b, 3 e, 4 d, 5 a.
