Los deportes y los pasatiempos levantar pesas caminar por las montañas jugar al tenis esquiar andar en bicicleta hacer el ciclismo montar a caballo Suggestions for use Ask students to go over Vocabulario: Los deportes y los pasatiempos and to listen to the vocabulary track on the Text Audio CD for Capítulo 3 before coming to class. Use this slide to present the vocabulary, asking questions about the activities students watch and participate in. Also, recycle the days of the week with questions such as ¿En qué días de la semana hay muchos partidos de fútbol americano en la universidad? (sábado)/ fútbol americano profesional? (domingo y lunes por la noche) Recycle numbers by asking ¿Cuántos jugadores hay en un equipo de baloncesto/béisbol? etc. Ask the class what Spanish words they already know or associate with sports and pastimes and write them on the board to build their vocabulary. Use this slide along with the text to pronounce vocabulary. As you work with the students on pronunciation, listen for common mistakes and then move to the next slide where the students can practice more challenging pronunciations. After working on pronunciation, have the students close their books and point to different parts of the photo and ask questions such as ¿Cómo se dice I run a lot on Saturdays? Inform the class that if it is a regular verb in the present tense then they should be able to conjugate it in the present tense. nadar practicar natación patinar en línea correr esquiar en el agua

LA CAMARA EL ESTADIO LOS ZAPATOS DE TENIS

OTROS DEPORTES

BALONCESTO BEISBOL FUTBOL AMERICANO FUTBOL

GOLF VOLIBOL

CAMPO O CANCHA DE………………

PARTIDO DE….. GANAR/ PERDER

PASATIEMPOS

IR A………………….. ACAMPAR BAILAR TOMAR UN CAFE DE COMPRAS

IR A…….. UN BAR UN MUSEO A LA DISCOTECA

VER LA TELE HACER UN PICNIC TOMAR EL SOL TOCAR GUITARRA

Expresses to whom or for whom something is pleasing Gustar: Structure Gustar agreement I O P me te le nos os les + singular noun or infinitive(s) + gusta } No + gustan + plural noun Suggestions for use Show this slide and tell students how to construct sentences with gustar. Reinforce the idea that instead of using yo, tú, él/ella, nosotros(as), vosotros(as), ellos(as), Spanish uses me, te, le, nos, os, and les. Then show gusta + noun in singular and infinitive and finally, gustan + plural. After that you can ask students to provide oral translations of sentences that you invent such as they don’t like to work, I like to do exercise, I like the red cars, etc. Be creative with your examples by using students in the class or topics that you think are appropriate for the students. These translations can be oral and/or written on the board. Note The slide is set up so that you can view each part of the structure without seeing the next. In this way you can have the students focus on one piece at a time. Take advantage of the visuals in the slide to emphasize agreement with the verb gustar, placement of no for negation, etc. You may want to practice the slide transitions in Slideshow mode to get used to this feature. 1 2 3 Expresses to whom or for whom something is pleasing

Gustar: Additional structures Spanish speakers often use the following structure* (A mí) (A ti) (A él, ella, Ud.) (A nosotros) (A vosotros) (A ellos, ellas, Uds.) me te le nos os les + gusta } no + gustan Suggestions for use Use this slide to demonstrate how Spanish speakers use the a + object of a preposition to emphasize or clarify the pronouns me, te, le, etc. Students are frequently confused by this structure because it looks so complicated, despite the fact that the added structures are redundant. Have the students translate meaningful sentences such as I really like to eat, Paul likes the book, etc. Note Again, take advantage of the visual animations by practicing this slide ahead of time in Slideshow mode. A + name/ subject pronoun + gusta/gustan used for emphasis or clarity (3rd person)

A completar las frases me gusta nos gusta le gustan Le gustan les gusta nos gusta les gusta A mí_______ _______________ la música rock. A nosotros no _______ _______________ comer en la cafetería. A Ud. _______ _______________ las películas de terror. ¿ _______ _______________ a Ud. las películas de terror? A Uds. _______ _______________ esquiar y andar en bicicleta. A Juan y a mí _______ _______________ jugar al tenis. A Samanta y a Marianela _______ _______________ beber Coca-Cola. ¡A Daniela _______ _______________ las fiestas mucho! Suggestion for use Have students work in pairs where a secretary is assigned to write down answers while the other practices speaking and structure. Encourage students to say their answers out loud after they have completed the entire translation since they will be sharing them with the class.

El banco El supermercado El café La iglesia La piscina El museo La oficina de correos La iglesia La piscina El centro La plaza El museo El mercado al aire libre El parque Suggestions for use Ask students to go over Vocabulario: Los lugares and to listen to the vocabulary track on the Text Audio CD for Capítulo 3 before coming to class. Have students compare their city or town to Siempre Verde. Model the activity by saying En Siempre Verde, hay un centro comercial. En mi ciudad no hay un centro comercial. Expand this activity by asking students ¿Dónde vas de compras? (A la tienda.) Es el lugar donde vemos películas. (el cine) Do some circumlocutions based on the image of the slides for students to give the name of the place. In that way, students learn the names of the different places in town. Tell students that in the Spanish-speaking world, bars and cafés are common places to meet with friends and that coffee is a popular drink among many people. Ask the class what Spanish words they already know or associate with places in a town or city (el bar, la discoteca, un café) and write them on the board to build on their vocabulary. Use this slide along with the text to pronounce vocabulary related to places. As you work with the students on pronunciation, listen for common mistakes and then move to the next slide where the students can practice more challenging pronunciations. After working on pronunciation, have the students close their books and point to different parts of the photo and ask questions such as ¿Dónde tomamos el café? ¿Adónde vas para comer? etc. El centro comercial El cine La tienda El restaurante

TIENDA-FRUTERIA

TIENDA EN EL CAMINO

TIENDA DE ABARROTES

PANADERIA

CARNICERIA

MERCADO CALLEJERO