Debra H. Calise
McKeesport Area High School
McKeesport Area School District
La Familia Real Española
The Spanish Royal Family
La Familia Real Española
Debra H. Calise
Page 1 of 42
Governor’s Institute 2004
Lesson Plan
Author:
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Topic:
La Familia Real Española
The Spanish Royal Family
Language:
Spanish
Level:
Español II or III (Nivel Intermedio)
Spanish II or III (Intermediate)
Materials:
Internet access
Handouts and worksheets examples found in Appendix
Blackboard or overhead projector
Standards
COMMUNICATION
Communicate in Languages Other than English
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Standard 1.3 Students present information, concepts and ideas to an audience of
listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1 Students demonstrate and understanding of the relationship between the
practices and perspectives of the culture studied.
Standard 2.2 Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied.
La Familia Real Española
Debra H. Calise
Page 2 of 42
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1 Students reinforce and further their knowledge of other disciplines through
foreign language.
Standard 3.2 Students acquire information and recognize the distinctive viewpoints that
are only available through the foreign language and its cultures.
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1 Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Standard 4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home and Around the World
Standard 5.1 Students use the language both within and beyond the school setting.
Standard 5.2 Students show evidence of becoming life-long learners by using the
language for personal enjoyment and enrichment.
Overview of the Lesson
Students will be introduced to the Spanish Royal Family members; develop vocabulary to
talk about their relationships to each other; compare the Royal Family to their own; use
charts such as family trees; interpret, and talk about, and compare photos and the people
in them using descriptive adjectives and likes and dislikes to communicate information
about the members of the royal family; scan and read authentic materials to find
information; discuss sports which are popular with the royal family; research the titles
used in Spanish to talk about the royal family and abbreviations; interpret cartoons and
titles; discuss the concept of constitutional monarchy and compare it with representative
democracy; research and address controversial subjects such as the role of the monarchy
in the modern world, whether to keep the monarchy in Spain, is Juan Carlos a good king.
La Familia Real Española
Debra H. Calise
Page 3 of 42
Activity 1
Time required: One or two class days.
Materials: Handouts from Appendix; Internet Access or hard copies of family trees;
blackboard or overhead projector.
1. Review family vocabulary: madre, padre, hijo(a), hermano(a), tío(a), sobrino(a),
nieto(a), cuñado(a), nuera, suegro, esposo(a) (marido, mujer).
2. ¿Quiénes son las personas en tu familia?
Students will talk about their own families using the appropriate family member
vocabulary as a review and relearning exercise.
3. As a group, construct a family tree of the cartoon family The Simpsons on the
blackboard or overhead projector in order to familiarize students to the mechanics
of a family tree. The Simpson family is readily familiar to most young people and
compares to the Royal Family in that there is a father, mother, one son, and two
daughters in the nuclear family.
4. Look at the royal family tree either in hard copy form as a handout (Example 1) or
on the web at http://www.casareal.es/casareal/home.html. Note that at the time
this lesson plan was written (8/04), the tree does not show marriage of Prince
Felipe to Letizia. Advise students that this is an extended family tree showing
many generations and that we will only be using the bottom five lines. We will
also use an additional family tree (Example 2 ) which is less complicated at
http://www.abc.es/informacion/juancarlos/familia/index.asp. Both of these family
trees are found in the Appendix to this lesson plan and can be reproduced for
students as hard copies if computer access is not available.
5. Teacher will question students to make sure they understand the format of the
family tree and where the current Royal Family is to be found on these
documents.
6. With a partner, student will use both family trees to answer the written questions
in Example 3. Once all of the students have completed the questions, teacher will
orally check for accuracy to assess understanding of the vocabulary and the
family tree format.
7. After completing the worksheet, discuss the answer to the last question on the
worksheet regarding the succession to the throne and how Juan Carlos came to
become King of Spain. Brief students on the history of modern Spain.
La Familia Real Española
Debra H. Calise
Page 4 of 42
Standards addressed in this activity:
Talking about their own families, the Simpsons, and the Royal Family
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Reading, creating, and manipulating information in charts (family tree); modern Spanish
history and how Juan Carlos came to be king.
Standard 3.1 Students reinforce and further their knowledge of other disciplines through
foreign language.
Activity 2
Time required: 1 class period
Materials: Handouts from Appendix; Internet Access or hard copies of pictures.
La Familia Real Española
Debra H. Calise
Page 5 of 42
1. In groups of five, depending on size of the class and teacher’s preference, student
will look at a group photograph of the Spanish Royal Family (Example 4) and
orally answer questions and prompts found in Example 5. The photo can either
be printed out and distributed or viewed over the internet at
http://www.casareal.es/casareal/home.html.
Once again, note that this picture is not recent and does not include Princess
Letizia.
2. Compare this photo with the photo found in Example 7
(http://www.casareal.es/boda/enlace/enlace.html) and answer questions in
Example 6.
3. Ask if any students know anything about the news coverage of the marriage of
Diana and Prince Charles. Compare this with the coverage we received about this
important royal wedding. Why?
Standards addressed in this activity.
Student interpretation of the two photos
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Wedding photo
Standard 4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own
Current Events and news coverage (or lack thereof) of wedding.
Standard 3.1 Students reinforce and further their knowledge of other disciplines through
foreign language.
Standard 4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Activity 3
Time required: 1 class period
La Familia Real Española
Debra H. Calise
Page 6 of 42
Materials: internet access or hard copies of articles and “fichas”.
1. As a group with the students, scan the example of a “ficha personal” to determine
meaning of the vocabulary used. Individually the students should fill out the
“ficha personal” in Spanish with information about themselves. (Example 8).
Review the normal formation of Spanish formal names and contrast this with the
typical English language way. Are royalty treated the same in the naming
process? From their background knowledge, have student guess how a royal
formal name might be different.
2. On the blackboard or overhead, brainstorm other information that the students
might want to find out about the members of the royal family that is not included
on the ficha (card). Each student should add two or three of these areas to the
royal family member’s ficha and see if they can find that information in the
articles they will be skimming. Students should also be encouraged to take brief
notes and jot down any interesting facts or information they discover while
reading the biography.
3. Have students visit the following internet page or make hard copies of Example 9:
http://www.casareal.es/casareal/home.html. Each student in the group of five
should choose one of the five members of the nuclear royal family (Juan Carlos,
Sofía, Felipe, Elena, Cristina) and click on their name, bringing up a biography of
that member. Students individually should review the ficha to determine the
information being sought, and then scan the biography to find main ideas of
paragraphs and sections and then determine areas for further scrutiny. Some of
the biographies are manageable, but the one for Juan Carlos is quite long. During
the second reading, students should read to discover information needed to fill out
the data cards found in the Appendix. (Examples 10-14)
Caution: unless the teacher decides otherwise, students should scan the articles
in Spanish. The material changes to English at the click of a mouse which may be
necessary for slower students or lower levels, but also offers ample opportunity to
avoid reading the authentic materials in Spanish if the teacher is not vigilant.
Some of the articles are quite lengthy and if time or ability level is a concern, the
teacher can cut and paste hard copy pages of a desired length eliminating material
that is not essential to the task without doing irreparable harm to the authenticity
of the materials.
4. Note that in order to find out the age of the individual royal family member,
students will need to use math skills to determine age. Review the procedure for
doing the simple math for less advanced students using the birthdays of their
parents and a few of their friends.
This activity based on a lesson in Materiales, Octubre-Noviembre 1999 by Julia
Caballero.
La Familia Real Española
Debra H. Calise
Page 7 of 42
http://www.sgci.mec.es/usa/materiales/1999nov/act5_p3.shtml
Standards addressed in this activity:
Name formation
Standard 2.1 Students demonstrate and understanding of the relationship between the
practices and perspectives of the culture studied.
Standard 2.2 Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied.
Standard 4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Determining ages
Standard 3.1 Students reinforce and further their knowledge of other disciplines through
foreign language.
Reading biographies
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Standard 5.1 Students use the language both within and beyond the school setting
Activity 4
Time required: 1 class period
Materials: Completed fichas and summary worksheet
La Familia Real Española
Debra H. Calise
Page 8 of 42
1. After completing the individual fichas, students should regroup according to
which family member who was chosen (all Reina Sofias in one group, etc). In
Spanish, they should communicate with each other in Spanish to check answers
with other group members and come up with a consensus for the ficha answers.
Each student should then contribute the information they discovered in answer to
their chosen brainstorming questions and add any interesting facts found during
reading.
2. New groupings for each royal family member will present their information to the
whole class through an oral report in Spanish in which each group member adds
different information to the report. Each group member should say a minimum of
two to three sentences and group members will repeat turns until all of the
necessary material is presented to the group. This will vary greatly by class size;
individuals in small classes will be speaking much more often than those in large
classes. Students will be assessed using standardized speaking activities rubric
(Ven Conmigo ancillary materials).
3. While groups are presenting orally, the remaining students will listen to the
information and briefly individually fill in the chart found in the Appendix which
summarizes the information on the ficha. (Example 15).
Standards addressed in this activity:
Checking answers and coming to consensus about essential information
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Standard 1.3 Students present information, concepts and ideas to an audience of
listeners or readers on a variety of topics.
Oral reports
Standard 5.1 Students use the language both within and beyond the school setting.
Activity 5
Time : ½ class period
Materials: Summary sheet, sports sheet handout, fichas
La Familia Real Española
Debra H. Calise
Page 9 of 42
1. As a whole class, discuss whether or not members of the class think that the
Spanish Royal family is athletic. Is this what you would expect from royalty?
Why or why not? Compare the Spanish royal family with what they know about
the British royal family or the current U.S. President’s family. Are these popular
sports in the US? Have any of the students ever participated in these sports?
Which ones? Why or why not? Have members of the royal family ever
participated in Olympics?
2. Students will return to their original group. Using the data chart and fichas,
students will fill out the Sports Chart found in the Appendix. (Example 15)
This activity taken from Materiales, Octubre-Noviembre 1999 by Julia Caballero.
http://www.sgci.mec.es/usa/materiales/1999nov/act5_p4.shtml
Standards addressed in this activity:
Sports and what sports appeal to what class and nation
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Standard 2.1 Students demonstrate and understanding of the relationship between the
practices and perspectives of the culture studied.
Standard 4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Activity 6
Time needed: ½ class period
Materials: Internet access or hand copies of Example 9 and 18; worksheet on title and
abbreviations. (Example 17)
1. Once again have students go to http://www.casareal.es/casareal/home.html or use
handout. Look at how the royals are titled on this page. Have students guess
La Familia Real Española
Debra H. Calise
Page 10 of 42
what the abbreviations might mean. Allow students to click on the Available in
English/Disponible en ingles button. (Example 19) Can they now guess as to the
meaning of the abbreviations? How have the titles of Felipe and Letizia changed?
Have students find Asturias on the map. Compare this title to the British Prince of
Wales. What happened to the name of Jaime and Iñaki? Discuss the use of the
titles Don and Doña with Christian names. Only for royalty? How are they used
now? Compare the way royalty is addressed in Spain and the way the President is
addressed in the United States. What does that tell you about how each country
regards their heads of state.
2. Individually students will complete the worksheet on titles and abbreviations.
(Example 17).
Standards addressed in this activity:
Talking about titles and how they differ in Spanish and English/Spanish culture and
American culture.
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 3.2 Students acquire information and recognize the distinctive viewpoints that
are only available through the foreign language and its cultures.
Standard 4.1 Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Standard 4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Activity 7
Time: ½ to 1 class period
Materials: Previously used worksheets for reference.
1. Groups will create a version of the game “Guess Who” (Quién es) by listing five
facts in sentence form about each of the members of the Royal Family, ordering
them from most obscure to obvious. The last clue should be a giveaway or very
easy : i.e., Es el rey de España. They should not be limited to information in the
La Familia Real Española
Debra H. Calise
Page 11 of 42
charts, but should also be able to use the pictures or make deductions about the
information to from clues or previous class discussions: Si el Principe de Asturias
muera, ella va a ser reina a la muerte de Juan Carlos. Remind students to listen
for gender clues found in nouns, pronouns and adjectives.
2. After compiling lists of clues for each family, each member of the group will read
one of the lists. The other groups will have the opportunity to guess who is being
described. Give teams opportunities to answer on a rotating basis, or if buzzers or
bells are available, on a first come basis. Award points according to the number
of clues taken to guess the correct individual. (5 points for guessing correctly
with only one clue; 0 points for incorrectly guessing or not guessing at all).
Teacher can award bonus points or a treat to the winning group if so desired.
Standards addressed in this activity:
Guess Who game
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Standard 1.3 Students present information, concepts and ideas to an audience of
listeners or readers on a variety of topics.
Activity 8
Time: one class period
Materials: Internet access or hard copies of Example 19
1. Go to web site http://www.abc.es/informacion/juancarlos/opinion/index.asp
2. or use the hard copy page in appendix. Scan the titles of the various article
published in ABC, a Spanish newspaper, upon the anniversary of the coronation
of Juan Carlos. As a group, brainstorm about the titles of the articles. Determine
La Familia Real Española
Debra H. Calise
Page 12 of 42
whether they are positive or negative. What impression do they give of the king.
Why? Is he a good king or a bad one? Can you determine any reasons why?
3.
Can you sense any negative titles? Would you expect any? Why or why not?
4. Now look at the three political cartoons also from ABC at
http://www.abc.es/informacion/juancarlos/humor/index.asp and
http://www.abc.es/informacion/juancarlos/humor/humor01.asp
5. or print out hard copies Examples 21, 22, and 23.
6. What does the Example 23 tell you about Juan Carlos? What is in the x-ray?
What could that symbolize? What organ should be in that place in a normal
anatomy?
7. Look at the Example 22 cartoon. Dialogue: “Nuestros reyes se pasan por
sencillos.¿Te querrás creer que en venticinco años ya de monarquía aún no les he
visto ni una vez con la corona puesta.” (may be difficult for students to read).
What do you assume the man in the picture means by his comment? Is it a
positive or negative remark? Do you think he likes Juan Carlos?
8. Look at the third cartoon, Example 21. Where is the crown located? What might
that indicate? Is it used often or a symbol?
9. Draw a conclusion about Juan Carlos’s views of monarchy? How might he feel
about power?
Assignment: In a well-written, thoughtful paragraph in Spanish, address one of the
following prompts. Support your opinions with specific facts learned in
the past weeks activities. Paragraph should be 5 to 10 sentences in length
and will be evaluated using Writing Rubric (Ven Conmigo ancillary).
ƒ
¿Es Juan Carlos un buen rey? ¿Por qué?
ƒ
¿Que piensan los españoles de su rey? ¿Por qué?
ƒ
¿Te gustaría si los Estados Unidos tuviera Juan Carlos como líder
en vez de nuestro Presidente? ¿Por qué?
ƒ
Su proprio idea.
La Familia Real Española
Debra H. Calise
Page 13 of 42
Standards addressed in this activity:
Interpretation of readings and political cartoons.
Standard 1.1 Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a
variety of topics.
Standard 1.3 Students present information, concepts and ideas to an audience of
listeners or readers on a variety of topics.
Standard 2.1 Students demonstrate and understanding of the relationship between the
practices and perspectives of the culture studied.
Standard 2.2 Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied.
Standard 3.2 Students acquire information and recognize the distinctive viewpoints that
are only available through the foreign language and its cultures.
Standard 4.2 Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Writing assignment, especially third and fourth prompts; drawing conclusions about
current situation and evaluating them.
Standard 5.2 Students show evidence of becoming life-long learners by using the
language for personal enjoyment and enrichment.
Activity 9
Time: ½ to 1 class period
Materials: photo cards
1. As a summarizing event, students will pick a card out of the pile. In Spanish, they
will say something about the person in card. The next person in line can steal the
card if he can add any different and true information about the person in the card.
The next person in line can do likewise. The last person who can make a new true
statement keeps the card and gets the point. Any classmate can challenge the
veracity of a statement and if they can prove it, they can steal the card; if they
cannot prove it or if the challenge is erroneous, they loose a card if they have any.
La Familia Real Española
Debra H. Calise
Page 14 of 42
There should be many more cards of Juan Carlos than the others. Include the
grandchildren for a real challenge. Award bonus points or a prize if so desired.
Standards addressed in this activity:
Game
Standard 1.3 Students present information, concepts and ideas to an audience of
listeners or readers on a variety of topics.
Assessment:
Although the primary form of evaluation in this lesson is through class
participation, reading and speaking activities, teachers have the option of
collecting and evaluating the various worksheets that go along with the
activities. The culminating activity is a written paragraph summarizing
information gleaned from the various readings, discussions, and internet
resources.
Rubrics used in evaluating speaking, reading, and writing activities are
those used throughout McKeesport High School World Language
Department and which are available in Ven Conmigo ancillary materials.
Various opportunities for bonus points are available through games if the
teacher so desires.
Resources:
Numerous websites are used in this lesson plan. Each is listed with its
appropriate activity. All are authentic materials.
La Familia Real Española
Debra H. Calise
Page 15 of 42
APPENDIX
La Familia Real Española
The Spanish Royal Family
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
La Familia Real Española
Debra H. Calise
Page 16 of 42
Example 1: Árbol Geneológico de la Familia Real
Site: http://www.casareal.es/casareal/home.html
La Familia Real Española
Debra H. Calise
Page 17 of 42
Example 2: Árbol Geneológico de la Familia Real
Site: http://www.abc.es/informacion/juancarlos/familia/index.asp
Familia Real
[Ver árbol genealógico]
S.M Doña Sofía
S.A.R Don Felipe
S.A.R Doña Elena
S.A.R Doña
Cristina
Don Jaime de
Marichalar
Don Iñaki
Urdangarin
Felipe Juan Froilán
Juan Valentín
Victoria Eugenia
Pablo Nicolás
Miguel
La Familia Real Española
Debra H. Calise
Page 18 of 42
Example 3
Preguntas sobre los árboles geneolóicos de la Familia Real
(Questions regarding Royal Family trees)
*(¡Ojo! Doña Letizia se casó con el Príncipe Felipe en 2004).
1. ¿Quién es la esposa de Rey Juan Carlos?
2. ¿Cuántos hijos tienen los reyes?
3. ¿ Cuántas hijas tiene Doña Sofia?
4. ¿Cuántos hermanos tienen Elena y Cristina?
5. ¿Están casados los hijos de Sofía y Juan Carlos? *
6. ¿Quién es el marido de Elena?
7. ¿Quién es la esposa del Príncipe Felipe?
8. ¿Quiénes son los tíos de Miguel?
9. ¿Cómo se llaman los abuelos de Juan Valentín?
10. ¿Cuántos nietos tienen Rey Juan Carlos?
11. ¿Tienen Cristina y Iñaki una hija?
12. ¿Cuántos primos tiene Victoria Eugenia?
13. ¿Tiene Don Felipe sobrinos? ¿Cuántos?
14. ¿Cómo es esta familia? Descríbela.
15. ¿Fue el padre de Juan Carlos Rey de España? ¿Fue el abuelo de Juan
Carlos Rey de España? ¿Cómo lo sabes?
La Familia Real Española
Debra H. Calise
Page 19 of 42
Example 4: Fotografía de la Familia Real
Internet address: http://www.casareal.es/casareal/home.html
© Dalda
La Familia Real, junto a la escultura de Eduardo Chillida que está en el jardín del
Palacio de La Zarzuela
(3 de noviembre de 1997)
Una persona no está en esta foto. Es La Princesa Doña Letizia, esposa del Principe
Felipe. Mira la fecha de la foto. Adivina porque Doña Letizia no está.
La Familia Real Española
Debra H. Calise
Page 20 of 42
Example 5: Contesta las siguientes preguntas sobre la fotografía.
1. ¿Cuántas personas hay en la fotografía?
¿Quién es el padre de la famila?
¿Quién es la madre de la famila?
¿Cuántas infantas hay? ¿Qué es una infanta? (Una infanta es una princesa por
nacimiento.)
Cada infanta tiene un marido y un hermano. Adivina donde están en la fotografía.
2. ¿Dónde están las personas in la fotografía? Describe el lugar.
3. ¿Cuándo se sacó esta foto? ¿Quién no está? (Letizia)
4.
Compara la foto y el árbol geneolóico.
Example 6
Mira la nueva foto. (Example 7)
1. ¿Qué pasa en la foto?
2. ¿Quién es la novia?
3. ¿Quién es el novio?
4. ¿Quiénes son la personas adicionales en esta foto?
5. ¿Qué piensas de la ropa que llevan? ¿Te gusta el traje de boda de Letizia?
6. ¿Qué lleva la Reina en vez de un sombrero?
La Familia Real Española
Debra H. Calise
Page 21 of 42
Example 7
La boda del Principe de Asturias y Doña Letizia.
Web site: http://www.casareal.es/boda/enlace/enlace.html
La Familia Real Española
Debra H. Calise
Page 22 of 42
Example 8
FICHA PERSONAL
Nombre:
__________________________
Edad:
__________________________
Lugar de nacimiento:
__________________________
Estado civil:
__________________________
Estudios:
__________________________
Profesión:
__________________________
Aficiones:
__________________________
La Familia Real Española
Debra H. Calise
Page 23 of 42
Example 9
¿Qué título tienen los dos esposos de las infantas?
¿Qué título tiene la esposa del príncipe?
La Familia Real Española
Debra H. Calise
Page 24 of 42
Example 10
FICHA PERSONAL
Nombre:
__________________________
Edad:
__________________________
Lugar de nacimiento: __________________________
La Familia Real Española
Debra H. Calise
Page 25 of 42
Estado civil:
__________________________
Estudios:
__________________________
Profesión:
__________________________
Aficiones:
__________________________
Example 11
FICHA PERSONAL
Nombre:
__________________________
Edad:
__________________________
Lugar de nacimiento: __________________________
La Familia Real Española
Debra H. Calise
Page 26 of 42
Estado civil:
__________________________
Estudios:
__________________________
Profesión:
__________________________
Aficiones:
__________________________
Example 12
FICHA PERSONAL
Nombre:
__________________________
Edad:
__________________________
Lugar de nacimiento: __________________________
La Familia Real Española
Debra H. Calise
Page 27 of 42
Estado civil:
__________________________
Estudios:
__________________________
Profesión:
__________________________
Aficiones:
__________________________
Example 13
FICHA PERSONAL
Nombre:
__________________________
Edad:
__________________________
Lugar de nacimiento: __________________________
La Familia Real Española
Debra H. Calise
Page 28 of 42
Estado civil:
__________________________
Estudios:
__________________________
Profesión:
__________________________
Aficiones:
__________________________
Example 14
FICHA PERSONAL
Nombre:
__________________________
Edad:
__________________________
Lugar de nacimiento: __________________________
La Familia Real Española
Debra H. Calise
Page 29 of 42
Estado civil:
__________________________
Estudios:
__________________________
Profesión:
__________________________
Aficiones:
__________________________
Example 15:
Rey
Nombre
Edad
Lugar de
nacimiento
Estado Civil
Estudios
Profesión
Aficiones
1.
2.
3.
La Familia Real Española
Debra H. Calise
Page 30 of 42
Reina
Principe
Infanta Mayor Infanta Menor
Example 16:
Como ya has observado, a todos los miembros de la familia real española les gusta
practicar algún deporte. De acuerdo con las biografías que has leído, completa el
siguiente esquema para saber cuáles son sus deportes favoritos. ¡Ojo, puede haber
más de una respuesta!
¿Qué les gusta?
Esquí
Vela
Equitación
Rey
Reina
Felipe
Elena
Cristina
Solución: Rey: esquí y vela; Reina: vela; Felipe: esquí y vela; Elena: equitación y esquí; Cristina: vela y esquí
This activity taken from Materiales, Octubre-Noviembre 1999 by Julia Caballero.
http://www.sgci.mec.es/usa/materiales/1999nov/act5_p4.shtml
La Familia Real Española
Debra H. Calise
Page 31 of 42
Example 17:
Empareja los títulos españoles y ingleses con una línea
SM (Su Majestad)
SAR (Su Alteza Real)
Excmo. (Excelentísimo)
La princesa
La infanta
La reina
El rey
El príncipe
Don
Doña
Male title of respect with Christian name
Prince
Queen
Princess of royal blood
Princess
King
Most excellent
HRH (His/Her Royal Highness)
HR (His/Her Majesty)
Female title of respect with Christian
name
La Familia Real Española
Debra H. Calise
Page 32 of 42
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 33 of 42
Example 18
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 34 of 42
Example 19
Opinión
Textos publicados en ABC con motivo del 25 aniversario del reinado de
Don Juan Carlos en el año 2000
-Tercera-"Un Rey para la Historia"
Por Guillermo Luca de Tena.
"Mi padre, el Rey"
por Felipe, Príncipe de Asturias
En portada- "El Vértice"
Por José Antonio Zarzalejos
-Crónica de un Reinado-
"Veinticinco años de libertad"
Por Camilo José Cela
"Un Rey para la Democracia"
Análisis de Charles T. Powell
"Nada habría sido posible sin la Corona"
Por Adolfo Suárez
"En el principio fue el Rey"
Por Leopoldo Calvo-Sotelo
"Algo más que un símbolo"
Por José Mª Aznar
"El rompecabezas del 23-F"
Por Sabino Fernández Campo
-Con otra voz-
"Mi hermano"
Por S.M. Abdalah II, Rey de Jordania
"La autoridad tranquila"
Por Jacques Delors, Ex Presidente de la Comisión Europea
"Una suerte para Europa"
Por Hans-Dietrich Genscher, Ex Ministro de Asuntos Exteriores de Alemania
"Feliz que España tenga tan Rey bueno"
Por Mstislav Rostropovich, Violoncelista
"La conciencia y la libertad de un pueblo"
Por el Cardenal Angelo Sodano, Secretario de Estado de Su Santidad
"Un Rey sin Corte al que su pueblo adora"
Por Mario Soares, Ex Presidente de la República de Portugal
"Paradigma del Monarca moderno"
Por Javier Pérez de Cuéllar, Ex Secretario General de la ONU
"La amistad reencontrada"
Por Raúl Alfonsín, Ex Presidente de la República Argentina
"Capacidad de liderazgo, espíritu de servicio"
Por César Gaviria Trujillo, Secretario General de la OEA
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 35 of 42
"Siempre tiende una mano amiga"
Por Yaser Arafat, Presidente de la Autoridad Nacional Palestina
Copyright © ABC Periódico Electrónico S.L.U, Madrid, 2003.
Todos los derechos reservados.
ABC Periódico Electrónico S.L.U. contiene información de Diario ABC. S.L.
Copyright © Diario ABC. S.L., Madrid, 2003.
Todos los derechos reservados.
Cualquier reproducción total o parcial debe contar con autorización expresa.
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 36 of 42
Example 20
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 37 of 42
Example 21
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 38 of 42
Example 22
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 39 of 42
Example 23: Key to picture cards
Cristina
Elena
Felipe
Felipe Juan
Juan Valentine
Miguel
Pablo Nicolás
Sofía
Juan Carlos
Jaime
Victoria Eugenia
Iñaki
Letizia
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 40 of 42
Picture cards:
cut up photos
into individual
cards
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 41 of 42
Debra H. Calise
McKeesport Area High School
McKeesport Area School District
Page 42 of 42