Capítulo 2 ¿Cómo es tu vida?

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1 Capítulo 2 ¿Cómo es tu vida?
Suggestions for use: 1) Guide students to pages 38 in their textbooks. Have them review the vocabulary silently for a moment, and then review its pronunciation together as a class. Then, ask students to identify the courses that they are currently taking. 2) Have students categorize the vocabulary by asking them questions such as “¿En qué categoría va el francés?” or “Identifica dos clases de matemáticas.” 3) Give true or false statements such as “El alemán es una clase de ciencias”, and call on student volunteers to respond and, if necessary, correct false statements.

2 ¿Cuál clase no pertenece?
For each group, choose the class that doesn’t belong. el arte, la música, la informática, el teatro el alemán, el álgebra, el cálculo, la geometría el español, el francés, la expresión oral, el inglés la literatura, el periodismo, los negocios, la redacción Suggestions for use: Once students have identified the class that does not belong, have them re-read the set of words, including a class that would belong to the group. Extend the activity by having students create their own sets of classes with one that doesn’t belong. They can share them with a partner, who can find the appropriate response.

3 ¿Te interesa? Indicate which classes from the list are interesting to you: el álgebra el arte la biología las ciencias políticas la criminología la economía la educación física la filosofía la geografía la historia la ingeniería la música la química la redacción Suggestions for use: Point out that this is a partial list. Have students first identify the courses that they find interesting on this list, and then add any others from the vocabulary list on page 38. If you choose to have students write their responses, have them compare lists with their classmates and find someone with similar interests to them.

4 ¡Ten cuidado con la pronunciación de estas palabras!
el álgebra /el-al-hey-bra/ la biología /la-be-oh-lo-he-ya/ las ciencias /las-see-en-see-yas/ la ingeniería/la-in-hen-year-e-ya/ la psicología /la-see-co-lo-he-ya/ la química /la-kim-e-ka/ Suggestions for use: Play the audio recording of the pronunciation of all vocabulary words and have student volunteers repeat the words aloud.

5 Vocabulario: Puntos especiales
Notice that courses and world languages are not capitalized in Spanish as they are in English. Ex: French -> el francés You do not put the class name before the word clase or profesor(a), but rather form the phrase la clase/profesor de… Ex: To express Physics class NO: Física clase SÍ: La clase de física To express Spanish Teacher NO: Español profesor SÍ: El profesor de español Suggestions for use: Before presenting the second bullet points, ask students to express “Spanish class” or “Spanish teacher” in Spanish. If they give correct responses, commend them and show the examples. If they say “Español clase”, point out that it is natural to want to adopt the word order of one’s native language, but that there are many times in Spanish where the word order is different.

6 Actividad Relaciones periodismo ciencias políticas 3. química 4. alemán 5. veterinaria 6. geometría 7. informática 8. teatro a. los animales b. la computadora c. los eventos internacionales d. el triángulo e. los elementos f. el actor g. los verbos h. los presidentes Match each course from the first column with a related topic from the second column. Suggestions for use: Extend the activity by having students use their glossary or dictionary to look up a word that could relate to a field of study not on this list. For example, they could say “ los crímenes”, and their partners would then have to identify the study of “la crimonología”.

7 A comprobar: The verb Tener
The verb tener means to have, and its forms are as follows: Subject Pronoun Verb Form Yo tengo Nosotros(as) tenemos Tú tienes Vosotros(as) tenéis él / ella Usted tiene Ellos/ellas Ustedes tienen Suggestions for use: Have students briefly study page 43 of their text books before presenting this slide. Then, ask a student volunteer to say the forms of the verb tener from memory. Show the chart to fill in any forms that he or she may have missed.

8 A comprobar: The verb Tener
Tener can also be used to mean to be, in certain expressions. Look at these examples and identify the meaning of each. Mi abuela tiene noventa y dos años. Yo tengo calor. Suggestions for use: Direct students to page 43 of their textbook to study the list of expressions with tener so that they can identify the meanings more easily. Point out that the words after the verb are noun phrases and do not require agreement of any kind. Have students write one additional example to share with a partner who should then identify the meaning. ¿Tienes hambre?

9 Actividad 2.8 ¿Cuántos años tiene?
Ask your partner how old the following people are. If you are not sure, guess and use the expression probablemente. Modelo: tu profesor de inglés Estudiante 1: ¿Cuántos años tiene tu (your) profesor de inglés? Estudiante 2: Mi (My) profesor (probablemente) tiene 35 años. 1. tú 2. tu mejor amigo (best friend) 3. tu profesor de la clase de español 4. el presidente de los Estados Unidos 5. tu actor favorito (¿Quién es?) 6. tu actriz favorita (¿Quién es?) Suggestions for use: 1)Direct students to the activity on page 45 of their textbooks. After they discuss the answers with a partner, use the projection to guide students through a whole-class discussion. 2) Extend the activity with a trivia game. Name 3 or 4 people that the entire class would know. Have students guess their ages. After they offer their ideas, say más if the person is older than their guess, or menos if the person is younger until they get it right.

10 A comprobar: Adjective Placement
Adjectives are usually placed after the noun that they modify. Example: Tengo clases difíciles este semestre. I have difficult classes this semester. Example: El hombre alto y moreno es mi profesor de alemán. The tall, dark-haired man is my German teacher. Suggestions for use: Provide students with one or two additional phrases in English which contain adjectives and nouns, and have them provide the Spanish word order.

11 A comprobar: Adjective Placement
2. Certain adjectives are placed before nouns, namely those that identify quantity. (mucho, poco, varios) Example: Hay muchos estudiantes en clase hoy. There are many students in class today. 3. When describing a noun with more than one adjective, separate them by commas, and use y before the last one. Example: Pilár es paciente y simpática. Pilár is patient and kind. Example: Sara es una mujer inteligente, interesante y amable. Sara is an intelligent, interesting, and friendly woman. Suggestions for use: Have students describe a classmate using three adjectives. You may want students to first say the description with the pronoun él or ella, and then have others guess who is being described.

12 Actividad En busca de... Circulate throughout the classroom and find eight different students to whom one of the following statements applies. Be ready to report to the class, so remember to ask for the names of your classmates if you don't know them. 1. Tiene una clase difícil. 2. Tiene mucha tarea este semestre. 3. Tiene un profesor rubio. 4. Tiene una computadora nueva. 5. Tiene pocos libros en la mochila hoy (today). 6. Siempre (Always) tiene notas excelentes. 7. Tiene un lápiz corto. 8. Tiene un compañero de clase muy inteligente. Suggestions for use: When students are reporting back to the class, have them also say whether or not the statement is true for themselves.

13 Esta es la familia de Hernán. ¿Quiénes son las personas en su familia?
Suggestions for use: Direct students to page 54 of their textbooks and have them study the vocabulary for family members. Then, point to various people on the projected image and questions such as “¿Es la abuela o la tía de Hernán?” or “¿Es el primo o el sobrino de Hernán?” Then, have student volunteers come to the front of the class to continue asking their own questions. Hernán

14 Pronunciación ¡Ten cuidado con la pronunciación de estas palabras! El hijo/eh-lee-Hoh/ El hermano/eh-lehr-mah-noh/ El cuñado/el-koon-yah-doh/ El nieto /el-nyeh-toh/ El suegro/sweh-groh/ La nuera /la-nweh-rah/ El pájaro /el-pah-Hah-roh/ El caballo /el-kab-ay-oh/ Suggestions for use: Play the audio recording of the pronunciation of all vocabulary words and have student volunteers repeat the words aloud.

15 Vocabulario: Puntos especiales
When speaking about family members, you can pluralize the masculine form to describe a mixed-gender pair. Ex: Mi padre (my father) Mis padres (my parents) Ex: Mi tío (my uncle) Mis tíos (my aunt & uncle OR my uncles) Note that the word novio(a) can also mean fiancé(e) or groom/bride (depending on the context)

16 ¿Quiénes son las personas en su familia?
Complete the phrases with the appropriate response. La madre de mi padre es mi ____________. El esposo de mi tía es mi _______________. Los hijos de mis tíos son mis ____________. La hija de mi hermana es mi ____________. Yo soy el(la) _____________de mis abuelos. Answers: 1. abuela, 2. tío, 3. primos, 4. sobrina, 5. nieto(a) Suggestions for use: Project the slide on a white board or chalk board, and have a student volunteer come up and complete the sentences. To extend the activity, have students write a sixth phrase and read it aloud for the class to complete.

17 Actividad 2.24 En busca de... 1. Tiene un hijo. 2. Tiene dos hermanos.
Circulate throughout the classroom and find students to whom the following statements apply. Find a different student for each statement. Take notes and be ready to report to the class. 1. Tiene un hijo. 2. Tiene dos hermanos. 3. Tiene muchos primos. 4. Tiene un caballo. 5. Tiene un padrastro o una madrastra. 6. Tiene una mascota. 7. Tiene esposo. 8. Tiene sobrinos. Suggestions for use: Point out to students that this activity is on page 55 of their texts, where they can find a model question and answer set if they need extra support.

18 A comprobar: Regular -ar verbs
Verbs in Spanish are categorized into three groups according to their endings: -ar verbs, -er verbs, and –ir verbs. Verbs must be conjugated to agree with the subject. The first step in conjugating the verb is removing the infinitive ending to get the stem. Ex: hablar – ar = habl Next, you add –ar verb endings This is the stem! Suggestions for use: Have students review the list of verbs on page 57 of their textbooks, and find the stem of the verbs presented.

19 A comprobar: Regular -ar verbs
Add the following endings to the stem to conjugate the verb. Here is an example with the verb hablar. Subject Pronoun Ending Conjugated Verb Meaning Yo -o hablo I speak. Tú -as hablas You speak. Él / ella / usted -a habla He/she speaks. You (f.) speak. Nosotros -amos hablamos We speak. Vosotros -áis habláis You (all) speak. Ellos / ellas / ustedes -an hablan They speak. Suggestions for use: Encourage students to highlight the endings in their notebooks. Point out that the –ar verbs follow a pattern and that these endings apply to all of the verbs found on page 57.

20 A comprobar: Regular -ar verbs
Práctica: Give the forms for each subject/verb combination. Félix / trabajar Los niños / cantar Tú / caminar Yo / ayudar a mi madre Javier y Carlos / mirar la televisión Mis amigos y yo / tomar café Answers: 1. trabaja, 2. cantan, 3. caminas, 4. ayudo, 5. miran,6. tomamos Suggestions for use: Project this image on a white board or chalk board and have student volunteers come up to write the correct verb form next to each item.

21 A comprobar: Regular -ar verbs
When using two verbs together, the first is conjugated and the second stays in the infinitive, unless they do not depend on each other. Ex: Juan necesita estudiar. Juan needs to study. conjugated infinitive (Juan is needing; he is not studying) Ex: Yo canto y bailo bien. I sing and dance well. conjugated , conjugated (I do both activities, therefore both are conjugated.) Suggestions for use: Point out that verbs such as necesitar and desear will often be followed by infinitives. Ask students to identify something that they need or want to do, and listen to their responses.

22 A comprobar: Regular -ar verbs
To make a statement negative, put no before the conjugated verb. Example:  Pablo habla inglés, pero no habla francés. Pablo speaks English, but he doesn’t speak French. What are 3 things that you do not do? Suggestions for use: Have students write or say what they do not do. Then, have volunteers make a presupposition about a classmate, saying that the person doesn’t do something. The person being talked about should affirm or deny the presupposition.

23 A comprobar: Regular -ar verbs
To form a yes/no question, simply put the subject after the verb and use intonation to raise your voice. ¿Trabaja Ricardo en el restaurante? ¿Practicas tú un deporte? Práctica: Turn the following statements into questions. 1.Tú estudias mucho. 2.Los hermanos trabajan aquí (here). 3.Usted escucha música clásica. Suggestions for use: Have students write two questions to ask you or another classmate. Allow time for answers.

24 Actividad 2.27 Un día ocupado
Fedra and Bruno are very busy. Look at the drawings and Describe what they do on a typical day. Modelo Fedra y Bruno toman un café Suggestions for use: Extend the activity by having students identify 3 activities that Fedra and Bruno did not do.

25 A comprobar: Possessive Adjectives
Meaning Example Mi(s) My Mi abuelo, mis abuelos Tu(s) Your Tu amigo, tus amigos Su (s) His, her, your(f.), its Su primo, sus primos Nuestro(a)(s) Our Nuestra clase, nuestros profesores Vuestro(a)(s) Vuestro hermano, vuestras compañeras Su(s) Their, your Su perro, sus perros Suggestions for use: Before showing this slide, ask students to identify the possessive adjectives in English.

26 A comprobar: Possessive Adjectives
Just like regular adjectives, possessive adjectives must agree in number with the noun that they modify. Nuestro and vuestro must agree in both gender and number with the noun that they modify. Note that there are four different translations for the possessive adjective your . Each one corresponds to a different subject pronoun – tú, usted, vosotros, and ustedes. Suggestions for use: As you review the material on this slide, refer back periodically to the previous slide. The examples found on that slide can help you clarify the gender and number agreement for students.

27 A comprobar: Possessive Adjectives
*Use the context to determine the meaning of some possessive adjectives. Paco tiene un gato. Su gato es blanco. Paco has a cat. His cat is white. ¿Tiene usted su libro? Do you have your book? Graciela y Rosa caminan con su abuela. Graciela and Rosa walk with their grandmother. Suggestions for use: Point out the importance of context in determining meaning. Remind students that the adjective modifies the object being possessed, not the owner. Show how in the third example, there is a plural subject, but a singular possessive adjective because the direct object is singular.

28 A comprobar: Possessive Adjectives
When you want to say something belongs to a specific person, use de instead of an ’s Example: La prima de Wilmer es muy alta. Wilmer’s cousin is very tall. Note: When de is followed by the definite article el, the contraction del must be formed. de + el = del Ella es la esposa del profesor. She is the professor’s wife. Suggestions for use: Point out that contractions in English are optional, but that in Spanish, they are mandatory.

29 A comprobar: Possessive Adjectives
Summary: How to show possession in Spanish. Use a possessive adjective to show possession Mi amigo es optimista. Tus libros son grandes. Use de to show possession instead of an ’s La hermana de Marcos es muy inteligente.

30 Actividad 2.30 ¿De quién es? Match the objects with the instructor they belong to and form a sentence. Modelo el libro de Nietzche/el profesor de filosofía El libro de Nietzsche es del profesor de filosofía. 1. el libro de Don Quijote a. la profesora de francés 2. los mapas b. el profesor de arte 3. el cartel de París c. la profesora de matemáticas 4. los exámenes de álgebra d. la profesora de español 5. la computadora e. el profesor de geografía 6. los lápices de color f. el profesor de informática Suggestions for use: Extend the activity by having students come up with one additional object that could be used by an instructor of a class not on the list. Students can share their descriptions with a partner, or it can be discussed as a whole class activity.

31 Repaso ¿Qué estudias? ¿Es la clase de español fácil o difícil?
¿Cómo es tu familia? ¿Cuántos años tienes? ¿Tienes hambre ahora (now)? ¿Cocinas mucho? ¿Practicas un deporte? Suggestions for use: Have students take turns asking and answering the questions with a partner. Extend the activity by having students change one key word or phrase for each question to create a new question. Students can then find out the responses from a partner. For example, for number 6, students might change the verb and ask ¿Bailas mucho?, or they might change mucho to bien.

32 Describe the photos with as much detail as possible.
Repaso Describe the photos with as much detail as possible. Suggestions for use: Ask students to be as descriptive as possible about what the people are doing and what they look like. Have them make guesses about the family relationships of the people in the photos. Have volunteers come to the projection screen to point to the people as they are describing them. Point out that they can find these images, as well as others, on page 71 of their text books. Show this slide as students work on the corresponding activity 2-38.

33 Capítulo 2 FIN