Vocabulario: El cuerpo humano Suggestions for use Use the picture to introduce new vocabulary. Point to the body parts in the drawing as you present the items in the list. Associate the body parts with action verbs that students know, such as la boca: comer, hablar Describe an unusual “character” and have students draw a picture of him/her. Make it funny, saying something such as Tiene una cabeza muy grande, ojos pequeños, una nariz grande y una boca muy pequeña. Una oreja es más grande que la otra, etc. Describe the entire body of the character. Afterward, have students share their drawings with a partner and explain in Spanish the characteristics of the various body parts. As a follow-up, you may have students work in pairs, with one student describing a character and the other drawing it. Another way to practice the body parts is by playing Simon Says (Simón dice…). Say Simón dice: tóquense la cabeza; Simón dice: pónganse las manos en las rodillas, etc. Do the actions for the first few commands with the students, then give only the oral commands and have students do the actions. After three or four that begin with Simón dice… , you may wish to do one without the phrase and see if students still do the action or not.

Vocabulario: El cuerpo humano Suggestions for use Have students describe the athletes in the slides by mentioning words such as el cuello, las piernas, and los brazos using descriptive adjectives learned in Chapter 2. Have students work in small groups to describe the baseball players. Tell students to assign a speaker and a secretary. Then, have them share their answers with the rest of the class. Remind students that most adjectives in Spanish follow the nouns they modify.

Vocabulario: Pronunciación ¡Ojo! Ten cuidado con la pronunciación de estas palabras corazón el oído el cuello el estómago /koh-rah-sohn/ /eh-loh-ee-doh/ /kweh-yoh/ /eh-leh-stoh-mah-goh/ Suggestion for use Help the students with the pronunciation of these words and any others from the vocabulary that may be difficult. Make the students aware of the appropriate syllable stress (in bold) and the correct pronunciation of the vowels.

Actividad 5-1: ¡No es lógico! Identifica la palabra que no va con el grupo y explica por qué. MODELO los dedos, las manos, los dientes Los dientes son parte de la cabeza; los dedos y las manos son parte del brazo. Try one la boca, la cabeza, el brazo Suggestion for use Guide the students through the instructions and the example. Have the class pronounce the three words in number 1 and then ask them ¿Cuál es la palabra que no pertenece? Then, see if the class can come up with a Spanish sentence explaining why it doesn’t belong. Use the slide transition from model to answer to get the students to anticipate the completion of the sentence. Note It may be helpful to practice the transition of the slide before class in slideshow mode so you can anticipate the animations and get your students to anticipate and guess answers. El brazo … no es parte de la cabeza.

Vocabulario: La salud Suggestion for use Use the picture to introduce new vocabulary. For initial practice of the new vocabulary, ask the students different questions about the picture such as ¿Dónde están? and ¿Cómo están? Try to invoke responses by giving them wrong answers, choices to questions, etc. You can also write any responses you hear from the class on the board. Note The situation in the picture is as follows: everybody in the slide is sick and has decided to go to the hospital. Now they are in the waiting room. As a class, decide on what is happening to each person in this slide, incorporating the vocabulary from the text.

Los problemas médicos Suggestions for use Use this slide to practice expressions related to health. You can use vocabulary, doler, or any other expressions that need to be practiced. Have students work in pairs where one person writes and another speaks. The person speaking can answer the question ¿Qué le duele a esta persona? while the other person can write down the expression. Pairs can then share their answers with the class orally or by writing them on the board. Remind students that when using le duele and le duelen, doler is used like gustar.

Verbos relacionados con la salud doler (ue) a alguien (to be painful to someone) Used like the verb gustar (3rd person forms) Use an indirect object pronoun (me, te, le, nos, os, les) Use definite articles (el, la, los, las) with body parts Me duele el estómago. A Lorena le duelen los pies. A nosotros nos duelen las manos. agreement Suggestions for use Start off by reading some examples of your own or using ones from the book. Check to see if the students get a sense of the general meaning of the examples. Go through the bulleted list and discuss the structure of the verb doler by comparing it with gustar. Have the students conjugate the two 3rd person forms of the verb paying close attention to the stem change. Finally, show them the examples on the slide and demonstrate the verb agreement with the body parts. Note This structure can be practice briefly or more in depth depending on time. There are practice exercises in the Workbook and Activity File that can be used to practice the structure and activities in the text that can be used for conversation. agreement

Actividad 5-19: ¿Qué recomiendas? Empareja cada enfermedad con el tratamiento (treatment) apropiado. MODELO catarro tomar jarabe Una persona que tiene catarro debe tomar jarabe. Try one fiebre descansar Suggestion for use Guide the students through the instructions and the example. Have the class pronounce the words in number 1 and ask them ¿Qué debe hacer una persona que tiene fiebre? Then, see if the class can come up with a sentence in Spanish similar to the answer provided. Note It may be helpful to practice the transition of the slide before class in Slideshow mode so you can anticipate the animations and get your students to anticipate and guess answers. fiebre Una persona que tiene _________ debe _____________. descansar

Estructura II: Describing, people, things, and conditions: Ser vs Estructura II: Describing, people, things, and conditions: Ser vs. estar Suggestion for use Introduce the differences between ser and estar with a story about Tomás and Gerardo: Tomás y Gerardo son hermanos. Son de Bolivia. Son bolivianos. Son estudiantes en la universidad. Son solteros, no están casados. Son bajos y son un poco gordos. Hoy es lunes. Ahora Tomás y Gerardo están en su casa. Su casa está en La Paz y La Paz está en Bolivia. Son las cuatro de la tarde y están viendo su programa favorito en la televisión. A ellos les gusta su vida: son felices. Pero están un poco preocupados. Esta semana están muy cansados y por eso van al médico. Las consultas son en el hospital. El doctor Marichal es su médico. El doctor Marichal les dice: “Este consejo es para ustedes. Es importante comer frutas y verduras.”