Estructura I: Simplifying expressions: indirect object pronouns

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1 Estructura I: Simplifying expressions: indirect object pronouns
Ana y Cristina van a la agencia de viajes porque quieren viajar a Quito, Ecuador. El agente les recomienda un vuelo con dos escalas. Ana le hace muchas preguntas al agente y él le da mucha información. Suggestions for use Have students review Estructura I: Simplifying expressions: indirect object pronouns before class. Read this brief passage to the class while pointing to the words in blue. Point out the title, Simplifying expressions, and then ask the class if they can give a simple English translation, keeping this title in mind. After the translation you can explain that Spanish speakers use indirect object pronouns just as they do direct object pronouns, to simplify expressions. Remind students that they actually learned indirect object pronouns with the verb gustar, when they expressed to whom something is pleasing. Note Students can always refer to Appendix A: QuickGuide to English Grammar to learn more about grammatical terms.

2 Sentence structure: Review
All sentences have a subject and a verb Silvia está hablando. Many sentences have a direct object Yo compré el boleto. Some sentences have an indirect object* Yo compré el boleto a Julieta. indirect objects cannot exist without direct objects Suggestions for use Tell students that it is important to learn how to use indirect object pronouns in order to simplify expressions. Instead of always having to use a plus the object of a preposition, they can use pronouns such as le, me, nos to simplify the sentence. Present the points in this slide by focusing on the Spanish examples. Ask the class for translation of the sentences and then make sure the students understand what the subjects, verbs, and objects are in the sentences. Note Students frequently think that they should copy all of the information in the slides. This can be very time-consuming and detrimental to understanding the material being presented. Remind students that the majority of the information presented in the slides can be found in the textbook and that it is more important that they listen to the concepts and try to understand them. There are times, however, when it is beneficial that students copy specific points from the slides or highlight these points in the text. It is at your discretion to tell the students which information should be written down from the slides or highlighted in the text. It is also an option (time permitting) to review these points again before a test or to print and copy the information from the Outline View of PowerPoint for the students. For more information, open the Help Assistant in the Help toolbar and do a search for Print an outline.

3 Direct objects: Review
noun or pronoun that directly receives the action of the verb answers the question whom? or what? in relation to the sentence’s subject and verb Manny compró un boleto. Lo compró hace dos días. Suggestions for use Present the points on direct object pronouns and use the Spanish examples to review that a direct object answers the question who? or what? directly after the verb. Take advantage of the animations in the slide that demonstrate how a pronoun is used in the second sentence to take the place of un boleto. If necessary, write the direct object pronouns on the board to use as a reference of comparison to indirect object pronouns. Note Remember to keep in mind that students will not need to take notes on all of the information in the slides. You can decide and inform the class as to what information should and should not be written down. It is most important for the students to understand the concepts and to focus on the information that you decide is most important.

4 The concept of indirect objects
Observe the indirect object in the following sentence Manny le compró un boleto a su esposa. Subject Verb Direct Object Indirect Object Indirect Object Pronoun Suggestion for use Use this slide to demonstrate the structure of basic sentences with direct and indirect object pronouns. Ask for a translation of the Spanish sentence so that students recognize the different parts of speech. Visual learners may benefit from seeing the different parts of speech that are shown in the slide.

5 Simplifying expressions: indirect object pronouns
me te le nos os les to/for me to/for you (informal) to/for you (formal); to/for him, her to/for us to/for you (informal, plural) to/for you (formal, plural); to/for them Suggestions for use Have students pronounce the indirect object pronouns and then compare the pronouns to the direct object pronouns on the board. Make sure students are aware that in several cases the pronouns are the same. Remind students that these are the same pronouns that were learned with the verb gustar. They can still be clarified by using a plus the object of the preposition (a mí, a ti, a él, etc.). Note This slide is set up so that you can see the indirect object pronouns and then the meanings in English. Take advantage of this feature when reviewing and practicing word meaning.

6 Simplifying expressions: indirect object pronouns
noun or pronoun that indirectly receives the action of a verb indirect object tells to whom? or for whom? the action of the verb is performed Manny compró un boleto a ella. (for whom?) Le compró un boleto hace dos días. Suggestions for use Discuss Puntos especiales by focusing on the Spanish example in the slide. Check for comprehension and have students ask the question for whom? after the verb to be sure they understand who the indirect object is. Take advantage of the visuals in the slides that demonstrate the indirect object pronoun that takes the place of a ella in the second sentence. Emphasize again the similarities between placement of direct and indirect object pronouns. Note Remember to keep in mind that students will not need to take notes on all of the information in the slides. You can decide and inform the class as to what information should and should not be written down. It is most important for the students to understand the concepts and to focus on the information that you decide is most important.

7 Simplifying expressions: indirect object pronouns
Placement of indirect object pronouns identical to placement of direct object pronouns in front of conjugated verb I gave the jacket to her. Yo le di la chaqueta. in negative statements, place the no in front of the pronoun They did not buy the present for us. No nos compraron el regalo. Suggestion for use Present the points in this slide by focusing on the translations from English to Spanish. As you work on translation as a class, draw the attention of the students to bulleted points related to placement of the pronoun and no. Remember if the students don’t begin to translate right away, start the answer for them to encourage them and they will probably finish it.

8 Simplifying expressions: indirect object pronouns
Placement of indirect object pronouns With an infinitive or a present participle before the conjugated verb attached to the infinitive or participle* only if an infinitive or participle is present I’m going to give the ticket to her. Voy a darle el boleto. or Le voy a dar el boleto. Suggestions for use Present the points in this slide by focusing on the translation of the English sentence. Ask the class for translation of the sentences by drawing the students’ attention to the points on pronoun placement. Remember not to show the translation of the sentence until you hear it from the students. It’s especially important with object pronouns that students be careful about attaching the pronouns only to infinitive verbs. Many students will always want to attach object pronouns to verbs initially, without distinguishing if a verb is conjugated or an infinitive. Have students pronounce the Spanish translations so they get a feel for the new structure. After that you can ask for students to provide oral translations of sentences that you invent such as I gave the book to you and The professor is going to give me an “a.” Be creative with your examples by using students in the class or topics that you think are appropriate for the students. Note It is at your discretion whether you want students to write down these concepts in their notes.

9 Indirect object pronouns: Puntos especiales
le and les can have different meanings clarified with a él, a ella, a usted, a ellos, a ellas, or a ustedes -¿Le prometiste el viaje a él o a ella? -Le prometí el viaje a ella. Suggestions for use Present the points in this slide by reminding students that the pronouns le and les are vague since they can imply to him, her, you. Just like with gustar, it is often very important to clarify who this person is with a él, a ella, etc. Ask the class for translation of the sentences by drawing the students’ attention to the two Spanish examples. Make sure students are aware how le is clarified in the second sentence with a ella.

10 Estructura II: Simplifying expressions: double object pronouns
El agente de viajes le explica a Ana el horario del vuelo. Sí, se lo explica a Ana. No se lo explica a Cristina y Cristina está enojada. Suggestions for use Have students review Estructura II: Simplifying expressions: double object pronouns before class. Read this brief passage to the class while pointing to the words in blue. Point out the title, Simplifying expressions, and then ask the class if they can give a simple English translation, keeping this title in mind. If the students have trouble at first, draw their attention to the first sentence and ask for a translation. Then, point out that the pronouns in the second sentence are referring to the object nouns in the first sentence, el horario and a Ana. After the translation you can explain that in Spanish, just like in English, double object pronouns are used in the same sentence. You may want to point out an English example such as I gave it to him to give students a point of reference. Note Students can always refer to Appendix A: QuickGuide to English Grammar to learn more about grammatical terms.

11 Simplifying expressions: Double object pronouns
use of both the direct and indirect object pronouns >>¿Te dio Marcos el regalo de Cuba? >>¡Sí, me lo dio anoche! >>Did Marcos give you the gift from Cuba? >>Yes, he gave it to me last night! Suggestion for use Present the points in this slide by focusing on the Spanish sentences. Ask students for translation of the pronouns me and lo and then show them the translation in English. Remind students of the rules of pronoun placement in Spanish (either before conjugated verbs or attached to infinitives). Point out that in the answer the pronouns are used to avoid repetition of the object nouns in the first sentence.

12 Simplifying expressions: double object pronouns
I.O.P me te le (se) nos os les (se) D.O.P lo la los las + Suggestion for use Present both types of object pronouns in Spanish through choral pronunciation and discussion of the pronoun meanings. Remind students that indirect object pronouns mean to me, to you, etc., since they are the nouns that receive the direct object. Also note that when using double object pronouns, the direct objects are generally 3rd person pronouns since people (the indirect object) receive the direct object. Note It is at your discretion whether you want students to write down these concepts in their notes.

13 Simplifying expressions: double object pronouns
Order of pronouns indirect object pronouns always precede direct object pronouns le and les become se when followed by lo, la, los, and las Suggestion for use Discuss the points in the slide and present the structure for 3rd person double object pronouns. Take advantage of the visuals in the slides that show how le and les become se when the direct object is in the 3rd person. Visual learners may benefit from seeing how this change is made through the slide animations. Note You may want to practice the slide transitions in Slideshow mode before class. le les } lo, la los, las se +

14 Simplifying expressions: double object pronouns
Placement of double object pronouns before the conjugated verb attached to the infinitive or participle* only if an infinitive or participle is present Suggestions for use Use this slide to review rules related to pronoun placement. It’s generally a good idea to reiterate that object pronouns can be attached to infinitives only when they are present. Ask the class for translation of the sentences by drawing the students’ attention to rules of pronoun placement. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. Point out to students that the pronoun le in the second sentence becomes se because the direct object pronoun is the 3rd person lo. He bought the gift for my brother. He bought it for him in the airport. Él compró el regalo a mi hermano. (Le) Se lo compró en el aeropuerto.

15 Double object pronouns: Puntos especiales
attach double object pronouns to an infinitive or present participle it is always optional to place object pronouns before the conjugated verb I’m going to buy it (the ticket) for her. Voy a comprárselo. or Se lo voy a comprar. Suggestion for use Continue discussing placement of double object pronouns by focusing on the translations. Ask the class for translation of the sentence but remind students to be mindful object pronouns can only be attached to infinitives and not conjugated verbs. Remember not to show the translation of the sentence until you hear it from the students.

16 Actividad 9-14: ¿Qué hicieron Manny y Teri en Cuba?
Subraya el objeto directo y haz un círculo alrededor del objeto indirecto. Después, sustitúyelos con los pronombres de objeto directo e indirecto. MODELO >>¿Venden los agentes de viajes los boletos a los turistas? >>Sí, _____ _______ venden. ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the model in Actividad As you work on the model answer, ask the class what the object pronouns are in the question. Then, ask the students to provide the correct object pronouns that would be used to replace the nouns and show them using the slide animations. Have students work in groups of 2 or 3 where one student keeps track of the answers while the others work on speaking and pronoun placement. Follow up by having the students read their sentences to the class. Note Take advantage of the slide animations and transitions that demonstrate how the exercise should be done. You may want to practice the slide transitions in Slideshow mode to get used to the animations. se los