Lección 10 Buscando apartamento

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1 Lección 10 Buscando apartamento
Suggestions for use: Ask students simple questions about where they live in order to preview the vocabulary. For example, ask: “¿Dónde vives: en una casa, una residencia estudiantil o un apartamento? ¿Es grande o pequeño(a)? ¿Cuántas personas viven contigo? ¿Tienen ustedes bastante espacio?” Ask students to think about what they would look for in a new apartment, and to list at least ten items that they would put in it after they moved in. Point out that these are the types of words that they will be learning in this lesson.

2 Venezuela 1. ¿Qué significado tiene el nombre Venezuela?
Suggestions for use: Direct students to this map on page 283 of their textbooks and allow them time to study it. After students have finished, click to show the questions, and read them aloud. Allow several moments for students to respond, and discuss their answers. (Answers: 1. Significa “pequeña Venecia” porque las construcciones indígenas que estaban situadas en las orillas del lago Maracaibo les recordaron a los españoles de la ciudad de Venecia. 2. Guyana, Brasil) 1. ¿Qué significado tiene el nombre Venezuela? 2. Mira el mapa. Nombra dos países que no son hispanohablantes que tienen frontera con Venezuela.

3 En la casa El dormitorio La sala
Suggestions for use: Display the slide and say the words with students. Then, click to hide the vocabulary terms and say each word one at a time. After each word, have students use their memory to identify whether the item you mention is in el dormitorio or la sala. Once students identify the correct location, confirm their response by saying the word again as you point to the corresponding image for that word.

4 Practica la pronunciación
de estas palabras: convencer /kon-vayn-sair/ espejo /ay-spay-hoh/ muebles /mway-blays/ único /oo-nee-koh/ venezolano /bay-nay-sol-an-oh/ Suggestions for use: Have volunteers read the pronunciations aloud. Then, play the audio recording of the pronunciation of all vocabulary words and ask the class to repeat them.

5 Pronunciación (cont.) Pronunciation in context
In this lesson, there are some new words or phrases that may be challenging to pronounce. For further pronunciation practice of Spanish sounds, listen to your instructor and repeat the following sentences. 1. Ahora las chicas viven en una pensión. 2. Están hablando de su niñez. 3. La casa de sus abuelos no quedaba lejos. 4. ¿Tus padres te malcriaban? 5. El apartamento está amueblado. 6. Incluye la electricidad y el teléfono. 7. Voy a tratar de convencer a mi hermana. 8. Uds. están acostumbradas a vivir en una casa grande. Suggestions for use: Click to display each sample sentence and read it aloud. Have a volunteer repeat after you individually and then have the class repeat each sentence chorally. Play the audio aloud and have students follow along on page 289 in their textbooks.

6 Vocabulario: Puntos especiales
Remember: Although you have seen the word only translated as solamente and único, you use único when talking about an only child: hijo(a) único(a). Note that words such as tostadora, lavadora, and secadora all end in the same way. Their roots are verbs that say what action they do: tostar, lavar, and secar. The word avisar means to warn or notify in advance. The word aconsejar means to advise. Suggestions for use: Click to reveal each bulleted point. Point out that the word solamente is an adverb, whereas único is an adjective. For the second bulleted point, explain that the -ora suffix is equivalent to the -er suffix in English. Give the parallel examples of toaster, washer, and dryer, underlining the root words (toast, wash, and dry) and explaining that those are the actions that these devices perform. For the third bulleted point, remind students that a false cognate looks like one word, but means something else. Say that avisar is a false cognate, because it does not mean to advise (or give advice).

7 la pensión el microondas el subterráneo el alquiler
Asociaciones Circle all of the words that you would associate with your apartment or residence. la pensión el microondas la mesita de noche la cortina el maestro el subterráneo el alquiler la vecindad la cama Suggestions for use: Read the instructions aloud, and then click to make the list of words appear. Point out to students that they should include words for things found in their apartment and other words that are related to renting an apartment. (Answers: Answers may vary. Possible answers: el microondas, la mesita de noche, la cortina, el alquiler, la cama)

8 Actividad 2: Preguntas y respuestas
1. ¿Qué compraste para tu cama? 2. ¿Qué vas a comprar para la sala? 3. ¿La ropa está en la lavadora? 4. ¿Vas a usar la cacerola? 5. ¿Está lejos? 6. ¿Están en un hotel? 7. ¿El apartamento es amplio? 8. ¿Vienes en ómnibus? 9. ¿No te gusta tu casa? Match the questions in column A with the responses in column B. B a. No, en la secadora. b. No, es muy chico. c. No, muy cerca. d. Sí, porque no tengo coche. e. Sábanas y fundas. f. No, me voy a mudar. g. No, la sartén. h. No, en una pensión. i. Una mesa de centro. Suggestions for use: Read the direction line aloud and click to reveal the two columns. To review the activity, have a volunteer read the question aloud. He or she should then choose another student to respond appropriately.

9 Estructuras: El imperfecto de indicativo
You know the preterit is a past tense form. The imperfect is another past tense form in Spanish. The imperfect is used to: Talk about habitual actions in the past Talk about actions in the past without reference to when they began or ended The imperfect tense is equivalent to any of the following three English forms: Used to do something Was doing something Did something (for a period of time) Ejemplo: Vivía en un apartamento grande. I used to live in a big apartment. I was living in a big apartment. I lived in a big apartment (for a while). Suggestions for use: Click to reveal the first bulleted point, and remind students that they studied the preterit in Lecciones 7-9. Remind students that the preterit is used to discuss completed actions in the past. Click to reveal the uses of the imperfect. Have a volunteer read the example, and then point out that it could be translated as any of the three sentences below, depending upon what the speaker is trying to say.

10 Estructuras: El imperfecto de indicativo (cont).
The following are regular forms of the imperfect: Ejemplos: Carmen escribía en un diario. David y yo trabajábamos en la biblioteca. Suggestions for use: Click to reveal the forms of the imperfect. Say the endings of the -ar verbs individually, and then say all six conjugations of the verb hablar in the imperfect. Repeat with the -er verb comer. Point out to students that -er and -ir verbs take the same ending in the imperfect. Also, have students take note of the accents used in all of the -er and -ir forms. Highlight the fact that the nosotros form is the only one to take an accent for -ar verbs in the imperfect. Explain that it does so in order to maintain proper stress after the addition of an extra syllable. Have volunteers read the examples aloud, and discuss all of their possible translations.

11 Estructuras: El imperfecto de indicativo (cont).
The following are irregular forms of the imperfect. Note that only 3 verbs (ser, ver, and ir) have irregular forms in this tense. Ejemplos: Íbamos al parque los sábados. De niño, ¿veías tú los dibujos animados (cartoons)? Suggestions for use: Point out that the verb ver maintains the -e in the stem, rendering it irregular. Remind students that otherwise, it takes on regular -er imperfect endings.

12 Preguntas y respuestas
Answer the questions using the imperfect tense: 1. ¿Dónde vivías hace cinco años? 2. ¿Qué comías de niño(a) que ya no comes? 3. ¿Con quién jugabas cuando eras niño(a)? 4. ¿Cómo eran tus amigos de la escuela primaria? 5. ¿Dónde estaban tú y tus amigos el sábado por la noche? Suggestions for use: Review the questions with students before they answer them. Point out that some of the questions are asking about what used to happen, while others ask about what was happening in the past. Have students discuss their responses in small groups.

13 Actividad 8: Hace diez años
Mi familia y yo vivimos en Caracas. Mi padre trabaja para la compañía Sandoval y mi madre enseña en la universidad. Es una profesora excelente. Mis hermanos y yo asistimos a la escuela. Generalmente pasamos las vacaciones en Isla Margarita. Allí vamos a la playa y nadamos. Mis abuelos viven en Maracaibo y no los vemos mucho, pero siempre les escribimos. Ten years ago, Maria wrote this composition about herself and her family. Rewrite her composition, using the imperfect tense. Suggestions for use: Click to remove the direction line and again to reveal the paragraph. Have students identify all of the verbs in the paragraph before beginning. Then, have them rewrite it using the imperfect. To check the activity, project this slide onto the board. Have volunteers come to the front to cross out each verb in the present tense and rewrite its imperfect form directly above it in the paragraph.

14 Estructuras: El pretérito contrastado con el imperfecto
The difference between the preterit and the imperfect can be visualized as follows: Suggestions for use: Click to reveal the image. Trace your hand along the green line and say: “Yo jugaba al golf todos los domingos.” Point out that you are referring to an action that took place over time in the past (every Sunday) without a specific reference to its beginning or end. Click to reveal the description of the wavy line and read it aloud. Then, put your hand next to the vertical line and say: “Ayer fue domingo, y yo jugué al golf.” Explain that now you are talking about one action that took place at a specific time in the past and is now completed. Click to reveal the description of the vertical line and read it aloud. The wavy line represents an ongoing action in the past, with no reference to its beginning or end. The vertical line that represents the preterit shows an action or event as completed in the past.

15 Estructuras: El pretérito contrastado con el imperfecto (cont.)
Describes past actions in the process of happening, with no reference to their beginning or end. Refers to repeated or habitual actions or events: used to . . . Describes a physical, mental, or emotional state or condition in the past. Expresses time in the past. Is generally used in indirect discourse. Describes age in the past. Describes or sets the stage in the past. Preterit Reports past actions that the speaker views as finished and completed. Sums up a condition or state viewed as a whole (and no longer in effect). Suggestions for use: Point out that in some cases, the use of one tense over the other depends on how the speaker views the event. Click to reveal the uses of the preterit. Ask students to use write down one activity that they did yesterday using the preterit tense. Then, click to reveal the uses of the imperfect. Have students rewrite the sentence saying whether or not they did this same activity when they were in high school. Then have them identify which use(s) of the imperfect can be applied to their second sentence. Direct students to page 293 of their textbooks. After you read each bulleted point, call on a volunteer to read the corresponding example from the textbook.

16 ¿Pretérito o imperfecto?
Number a paper For each panel of the cartoon, write down the verb(s). Then, write p if the verb is in the preterit and i if it is in the imperfect. Next to each verb, write the reason why the tense was used. Suggestions for use: Read the cartoon panels aloud with students, clarifying as necessary. Allow time for them to write the verbs, the tenses, and the reasons why the given tenses were used. Then, click to reveal the following panels. Remind students to refer to the chart on page 293 of their textbooks to do the activity. To save time, you might simply have students write the corresponding number of the reason. For example, if a verb refers to time in the past, students might simply list the reason as I-4 (reason number 4 on the chart for the imperfect tense). You may wish to re-use this slide as you review Actividad 15: ¡Pobre Beto!, on page 295 of the textbook.

17 Actividad 17:¡Habla con tu compañero!
1. ¿Cuántos años tenías cuando conociste a tu mejor amigo(a)? 2. ¿A qué escuela ibas cuando tenías 12 años? 3. ¿Siempre ibas de vacaciones en el verano? 4. ¿Te divertías mucho en las vacaciones? 5. ¿Cómo era tu primer(a) novio(a)? 6. ¿A qué hora te levantaste ayer? ¿Qué hiciste? 7. ¿Te encontraste con algún (alguna) amigo(a)? 8. ¿Qué tiempo hacía cuando saliste de tu casa? 9. ¿Llegaste tarde a clase hoy? ¿A qué hora llegaste? 10. ¿Tuviste algún examen la semana pasada (last)? Interview a classmate. Ask the following questions to practice the preterit and the imperfect. Then add four more questions of your own to practice both tenses. When you have finished, switch roles. Suggestions for use: Display the direction line, read it aloud, and click to make it disappear. Then, reveal each question one at a time. Allow students time to discuss each one with a partner. Then, ask to hear students’ responses. Click again to reveal the next question and continue the activity in the same way.

18 Estructuras: Verbos que cambian de significado en el pretérito
Conocer conocí (preterit) = I met: Conocí a mi mejor amigo en la universidad. conocía (imperfect) = I knew: Conocía a Julia porque trabajaba con ella. Saber supe (preterit) = I found out, learned: Supe de la fiesta porque Paco me invitó. sabía (imperfect) = I knew: No sabía nada del examen. No querer No quise (preterit) = I refused: No quise ir. No quería (imperfect) = I didn’t want: No quería ir porque no venías. Suggestions for use: Before beginning, point out that the three verbs presented are conocer, saber, and querer. Ask students their meanings. Then, click to reveal the information on how they change meaning depending on tense. Read the example sentences aloud for students and have them identify their meanings.

19 Identify the correct responses.
Práctica Identify the correct responses. ¿(Sabías/Supiste) tú del examen? Yo (sabía/supe) de él anoche por primera vez. 2. Los amigos de Jaime querían llevarlo a la fiesta, pero no (quería/quiso) ir. Después de mucho tiempo, lo convencieron y fue con ellos. Pero, cuando lo invitaron a salir después, (no quería/no quiso) y regresó solo. 3. Cuando yo (conocía / conocí) a Marcos, vivía en Nueva York. Pero, me dijo que no (conocía / conoció) bien la ciudad. Suggestions for use: Allow time for students to read each scenario and to write the correct verb form on a separate sheet of paper. Then, project the slide onto the board and underline the correct responses as you review them with students.

20 Actividad 19: Una telenovela
Act out the following scene from a soap opera with a partner, providing the missing verbs. Adrián: ¿Tú ______ que Rosaura estaba embarazada (pregnant)? Sara: No, lo ______ anoche. Adrián: ¡Qué horrible! Dicen que su esposo es un idiota. Los padres de ella no ______ ir a la boda (wedding). Ese día se fueron a Europa. Sara: Pero, ¿dónde ______ Rosaura a Lorenzo? Adrián: En una fiesta. Rosaura no ______ ir, pero Olga la llevó. Sara: ¿Olga ______ a Lorenzo? Adrián: Sí, Olga es la ex esposa de Lorenzo... Suggestions for use: Point out to students that they will use each of the three verbs in both the preterit and imperfect. Have a pair of volunteers act out the scene. Then, project the slide on the board and ask volunteers to come to the front and fill in the correct form of the verb. Extend the activity by having students use the verb saber to write an additional line of dialogue reacting to Adrián’s last piece of gossip.

21 Los pronombres relativos que y quien
Estructuras: Los pronombres relativos que y quien Relative pronouns combine two sentences that have a common element, such as a noun or a pronoun. In Spanish, que and quien are used as relative pronouns. Suggestions for use: Read the bulleted point aloud and then click to display the examples. Remind students that they can find these examples on page 298 of their textbooks. Point out that relative pronouns in English include words such as that, who, and which. Remind students that when used as relative pronouns, the words que and quien do not carry accents. They only carry accents when used as interrogative words.

22 Los pronombres relativos que y quien (cont.)
Estructuras: Los pronombres relativos que y quien (cont.) A. The relative pronoun que: Combines two sentences Replaces one of the nouns/pronouns from the two sentences Is used for both persons and things Is equivalent to the English that, which, or who Is never omitted B. The relative pronoun quien: Is used only with persons Takes the plural form quienes Generally follows a preposition (i.e. con quien) Is equivalent to the English whom or that Suggestions for use: Click to reveal each bulleted point individually. For the pronoun que, refer students back to the examples from the previous slide to point out how the relative pronoun helps to replace the nouns used in each sentence. Remind students that el dinero is a thing, and Rosa is a person, but that they both can take the relative pronoun que. Give students an example of how a relative pronoun can be omitted in English. For example, say: The cookies that you baked were delicious. The cookies you baked were delicious. Explain that while in English, the sentence is correct both with or without the relative pronoun, in Spanish it would be incorrect to omit it. For the pronoun quien, remind students that whom also follows a preposition in English (i.e. the person for whom…) Have volunteers read the corresponding examples on page 298 for both pronouns.

23 Completa las oraciones
Rewrite the two sentences using the relative pronoun que or quien. Esta es la cama de Alejandro. La cama es muy grande. 2. Fui al cine con María. María es una chica venezolana. 3. Vivimos en un apartamento amplio. El apartamento está en la avenida Santos. 4. Hablaste de Miguel. Miguel es el chico que conocimos en la fiesta. Suggestions for use: Have students scan the sentences to see if the common nouns are persons or things. For sentences that have persons, have students look for prepositions within the sentence to determine whether they will be using the pronoun que or quien. (Answers: 1. Esta cama, que es muy grande, es de Alejandro. 2. María, con quien fui al cine, es una chica venezolana. 3. Vivimos en un apartamento amplio que está en la avenida Santos. 4. Miguel, de quien hablaste, es el chico que conocimos en la fiesta.)

24 Actividad 22: Minidiálogos
4. —¿Vas a salir sola esta noche? —No, voy a salir con Roberto, el muchacho de _____ te hablé ayer. 5. —¿Esa es la chica _____ estudia contigo? —No, es la muchacha con _____ trabajo. 6. —¿Quién es la persona _____ todavía te malcría? —Mi abuela. Ayer me regaló un traje magnífico. 7. —¿Sandra es la chica _____ te invitó a su fiesta? —No, ella es la muchacha _____ trabaja para mi papá. Complete the following dialogues, using que, quien, or quienes. Then act them out with a partner. 1. —¿Quién es el muchacho _____ va a compartir el apartamento con Mario? —Es el hermano del chico con _____ estudio. —¿Dónde pusiste el ventilador _____ traje ayer? —Lo puse en el cuarto de los niños. 3. —Los muchachos con ______ trabajo estuvieron aquí ayer. —¿Trajeron el microondas _____ les pedí? —Sí, y lo dejaron en la cocina. Suggestions for use: Allow time for students to complete the activity at their seats. Then, reveal each mini-dialogue individually. Project the slide onto the board. Call on two students to read the lines, and fill in their responses as you hear them. After item 3, erase your responses, and click to reveal mini-dialogues 4-7. Continue to complete the activity.

25 Repaso Use what you have learned in this lesson
to respond to the following. 1. ¿Cómo eras de niño(a)? Habla de tus hábitos y tu personalidad, usando el imperfecto. 2. Menciona tres de tus actividades favoritas de tu niñez. Explica qué hacías y con quién. 3. Piensa en un evento muy importante de las noticias. ¿Qué hacías tú cuando este evento sucedió (took place)? 4. ¿Cuándo conociste a tu mejor amigo(a)? ¿Qué sabías de él/ella antes de conocerlo(la)? ¿Qué supiste después de hablar un rato con él/ella? 5. Describe brevemente un(a) compañero(a) de clase usando los pronombres relativos que y quien. Usa por lo menos dos oraciones. Suggestions for use: Encourage students to close their books in order to complete this review. Have students share their responses with a partner before discussing them as a class. (Answers: Answers will vary.)

26 FIN