¿Quieres comer conmigo esta noche? Venezuela

Presentación del tema: "¿Quieres comer conmigo esta noche? Venezuela"— Transcripción de la presentación:

1 ¿Quieres comer conmigo esta noche? Venezuela
Capítulo 6 ¿Quieres comer conmigo esta noche? Venezuela Suggestions for use Warm up by greeting the class in Spanish and walking around the classroom asking individual students how they’re doing. If they don’t answer right away, provide answers such as ¿Estás bien, mal, así así, cansado(a), enfermo(a)? etc. You can also ask any other questions that you think can be answered easily. This will relax the students and help them begin the class speaking Spanish in a relaxed environment. In Spanish, tell students to open their books to the Chapter Opener. Walk around the class checking to see if the students are all on the same page. Continue by telling the class what the theme is for the chapter and the importance of knowing this information for talking about food, meals, ordering meals, and accepting and declining invitations. Call students’ attention to the communication goals, emphasizing their relevance to daily life and usefulness in conversation. Alberto Ribas

2 Venezuela Suggestions for use
Take this opportunity to preview the country info on Venezuela from Encuentro cultural in the text. This will give students a feel for some basic demographic information about the country. Ask the class things such as ¿Dónde está Venezuela? ¿Cuál es la capital de este país? ¿Qué idiomas se habla en Venezuela? ¿Qué moneda se usa? ¿Cómo es la bandera? In Spanish you can ask the class what things they associate with Venezuela to see what they know about the country. If they don’t have any associations, you can provide some details that you think the students will find interesting.

3 Vocabulario: La comida
Suggestions for use Ask students to go over Vocabulario: La comida and listen to the vocabulary track on the Website for Capítulo 6 before coming to class. 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.

4 Vocabulario: Pronunciación
¡Ojo! Ten cuidado con la pronunciación de estas palabras el almuerzo hamburguesa champiñones el huevo el helado mantequilla /eh-lahl-mwehr-soh/ /ahm-boor-Geh-sah/ /chahm-peen-yoh-nehs/ /ehl-weh-boh/ /eh-leh-lah-doh/ /mahn-teh-kee-yah/ Suggestion for use Help students with the pronunciation of these words and any others from the vocabulary that you’ve noticed are difficult for the class. Make students aware of the appropriate syllable stress and the correct pronunciation of the vowels.

5 Actividad 6-3: ¿Qué bebidas te gustan?
Escogiendo de la lista de bebidas, completa las siguientes oraciones para expresar tus preferencias. Para el desayuno, prefiero tomar… zumo de naranja Suggestions for use Guide the class through the instructions in Actividad 6-3. Work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer when you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. If the class has a hard time providing the answer, you can provide incorrect answers and listen for sí or no responses from the class. This activity can also be done orally in pairs or small groups by having students form questions with the examples. Students can ask each other things such as ¿Qué comes para el desayuno? and ¿Qué tomas cuando estudias? Students can keep track of their partners’ answers by writing them down and sharing them with the class. This can be useful for getting students to practice listening and gathering specific information in Spanish. Do a follow-up by asking some of the same questions of individual students.

6 En contexto: La comida típica venezolana
Suggestions for use Have students listen to the En contexto dialogue from Capítulo 6 (CD 2, track 10) in class. Remind them that it’s not important that they understand every single word but that they try to get the general idea of the text. Then have students identify the phrases listed in the exercise instructions on p Students may or may not use the text as a guide depending on their pace and progress. You may continue the class discussion by asking the students some or all of the following questions: ¿Qué ingredientes hay en la comida latinoamericana? You may be more specific and provide details about Mexican, Cuban, Nicaraguan, or Venezuelan food. Alternatively, you may ask students to figure out the ingredients in Venezuelan food on the basis of the information available in the text. ¿Sabes cuáles son los ingredientes en la comida venezolana? (el arroz, la carne, los plátanos, las caraotas o frijoles). If time permits, ask the groups to come up with a list of Hispanic foods and foods from their own culture. In groups or as a class, discuss similarities and differences between the two lists. Students can write these comments on the board or on paper to share with the class.

7 Estructura 1: Making comparisons: Comparatives and superlatives
English to make comparisons add -er to most one-syllable adjectives (warmer) Daniel is nicer than his brother. use words like more or less before most longer adjectives This book is more interesting than that one. use comparisons like better, worse, more, etc., with than The weather in Caracas is better than in Maracaibo. Suggestions for use Have students review Estructura 1: Making comparisons: Comparatives and superlatives before class. Tell students that it is important to learn how to make comparisons in order to express their opinions through comparison of nouns. Use the English examples in the slide to show them the kinds of things they’re going to learn how to say in Spanish. Present the bulleted points in this slide on Making comparisons by showing the examples in English. When discussing ideas in English, elicit responses by asking the class if they know what a comparison is in English and if they can give examples. 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 students which information should be written down from the slides or highlighted in the text.

8 Estructura 1: Making comparisons of inequality with más or menos
más (more) menos (less) use más or menos before an adjective, an adverb, or a noun, and que (than) Daniel es más simpático que su hermano. Daniel is nicer than his brother. use más or menos with de before a number Marta has more than five classes. Marta tiene más de cinco clases. Suggestions for use Have students pronounce más and menos and then discuss the points in the slides. Ask the class for translation of the sentences by drawing the students’ attention to the new structures. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. Students frequently know the answers but are afraid to say them out loud, so it can be helpful to provide part of the answer to give them confidence before speaking. After that you can ask students to provide oral translations of sentences that you invent such as John has more homework than Susan. Be creative with your examples by using students in the class or topics that you think are appropriate for them. These translations can be oral and/or written on the board. 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.

9 Comparisons of inequality with más or menos
structure más menos } adjective (tímido) } adverb (pronto) + que de + número noun (hambre) Suggestions for use Discuss the structure used for Making comparisons and ask for more translations of English sentences. Visual learners may benefit from seeing how comparisons are formed in Spanish using the structure in this slide. This slide is followed by another one where both structures are visible, without effects. Note It is at your discretion whether you want students to write down these concepts in their notes. Used when making a comparison of quantity

10 Comparisons of inequality with más or menos
structure más menos } adjective (tímido) } adverb (pronto) + que noun (hambre) Suggestion for use Discuss the structure used for Making comparisons and ask for more translations of English sentences. Visual learners may benefit from seeing how comparisons are formed in Spanish using the structure in this slide. Note It is at your discretion whether you want students to write down these concepts in their notes. de + número Used when making a comparison of quantity

11 Comparisons of inequality with más or menos
más que (more than) menos que (less than) use más que and menos que after a verb form You work more than Julio. Trabajas más que Julio. irregular comparatives* with que mejor(es) better menor(es) younger peor(es) worse mayor(es) older Eres mayor que Daniel. You are older than Daniel. Suggestions for use Have students pronounce más que, menos que, mejor que, etc., and other Spanish comparisons in the slide and then discuss the bulleted points and translations. Ask the class for translation of the sentences by drawing the students’ attention to the new structures. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. After that you can ask students to provide oral translations of sentences that you invent like John is older than Fred. 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 It is at your discretion whether you want students to write down these concepts in their notes.

12 ¡A practicar! Suggestion for use
Use these illustrations from an earlier chapter to have students practice the comparative, as in X es más gordo que Y, Y es menos fuerte que X, X tiene el pelo más corto que Y, etc.

13 Estructura 1: Making comparisons of equality: tan… como
tan… como (as as) use tan before an adjective or an adverb and como after it* after the adjective or adverb It’s as easy as riding a bicycle. Es tan fácil como andar en bicicleta. Suggestions for use Have students pronounce tan and como and then discuss the points in the slide. Ask the class for translation of the sentences by drawing the students’ attention to the new structures. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence.

14 Estructura 1: Making comparisons of equality: tanto(a), tantos(as) with como
tanto(a) (as much) tantos(as)(as many) use tanto(a) or tantos(as) before a noun and como (as) after it There are as many students as professors. Hay tantos estudiantes como profesores. You study as much as I do. Estudias tanto como yo. Suggestions for use Have students pronounce tanto(a) and tantos(as) and then discuss the points in the slide. Ask the class for translation of the sentences by drawing the students’ attention to the new structures. After that, you can ask students to provide oral translations of sentences that you invent such as I eat as much as you. Be creative with your examples by using students in the class or topics that you think are appropriate for them. These translations can be oral and/or written on the board.

15 Comparisons of equality: tan and tanto(a) with como
structure } adjective (tímido) } tan + como adverb (pronto) } Suggestion for use Discuss the structure used for Comparisons of equality and ask for more translations of English sentences. Visual learners may benefit from seeing how this type of comparison is formed in Spanish. Note It is at your discretion whether you want students to write down these concepts in their notes. } tanto(a) tantos(as) noun (dinero) + como

16 Translate the following sentences using comparisons.
A traducir Translate the following sentences using comparisons. Estudio tanto como tú. Quiero irme más pronto que mi hermano. Tienen más de tres coches. Ana es menos tímida que su hermana. Llueve tanto aquí como en Ecuador. Trabajo tan frecuentemente como mi jefe. I study as much as as you. I want to leave sooner than my brother. They have more than three cars. Ana is less shy than her sister. It rains as much here as it does in Ecuador. I work as frequently as my boss (mi jefe). Suggestion for use Have students work in groups of 2 or 3 where a secretary is assigned to write down answers. Encourage groups to share their answers with the class. Note Remind students that literal translation can cause problems due to idioms and different grammatical structures. Students should be careful when translating word for word. Encourage students to apply the concepts that have just been discussed to express these ideas without having to worry about translating every word literally.

17 Estructura 1: Making comparisons: Superlatives
English to single out someone or something from a group add -est to most one-syllable adjectives (warmest) Alberto is the nicest guy. use phrases like the most or the least with most longer adjectives (the most elegant, the least expensive) This is the most elegant dinner. Suggestions for use Have students review Estructura 1: Making comparisons: Comparatives and superlatives before class. Present the points in this slide on superlatives by showing them the examples in English. When discussing ideas in English, elicit responses by asking the class if they know what a superlative is and if they can give an example.

18 Estructura 1: Making comparisons: Superlatives
Spanish use a definite article before the person or thing being compared + más (most) or menos (least) + an adjective Este punto es el más importante. La familia Ramírez es la más generosa del* pueblo. use the preposition de to introduce the group that is being compared Suggestions for use Discuss the topic in the slide and see if the students can translate the Spanish sentences. After that you can ask students to provide oral translations of sentences that you invent such as That class is the most boring of all. Again, try to be creative with your examples by using topics that you think are appropriate for the students. These translations can be oral and/or written on the board. Note It is at your discretion whether you want students to write down these concepts in their notes.

19 Estructura 1: Making comparisons: Superlatives
Irregular superlatives el (la, los, las) mejor(es) best el (la, los, las) peor(es) worst el (la, los, las) menor(es) youngest el (la, los, las) mayor(es) oldest Traduce: Alberto is the best cook in the family. Alberto es el mejor cocinero de la familia. Suggestions for use Have students pronounce the irregular superlatives and then work on translation of the sentence. Tell students that it is important that they spend a little extra time with irregular structures and vocabulary since they are more likely to forget them.

20 Actividad 6-7: ¡La mejor comida de la ciudad!
Pensando en los restaurantes en tu ciudad, forma expresiones superlativas. MODELO comida/picante El restaurante con la comida más picante es La Charreada. Suggestions for use Guide the class through the instructions and the model in Actividad 6-7. Have the class pronounce the model example and answer to get them comfortable with pronunciation and with the task at hand. Then, work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. This activity can also be done orally in pairs or small groups by having students ask each other questions such as ¿Cuál es el restuarante más picante en esta ciudad? Students can keep track of their partners’ answers by writing them down and sharing them with the class. This can be useful for getting students to practice listening and gathering specific information in Spanish. Try one los meseros / simpático El restaurante con los meseros más simpáticos es _¿?__.

21 Vocabulario: El restaurante
Suggestions for use Introduce thematic vocabulary related to El restaurante by asking questions such as ¿Cuál es tu restaurante preferido? and ¿Comes en ese restaurante frecuentemente? to warm up the class. Ask the class what Spanish words they know already related to restaurants and write them on the board to build their vocabulary. Use this slide along with the text to present the vocabulary through choral pronunciation. After working on pronunciation, you can point to different parts of the photo and ask questions such as ¿Qué es esto?

22 Vocabulario: El restaurante
Suggestions for use Introduce thematic vocabulary related to El restaurante by asking questions such as ¿Cuál es tu restaurante preferido? and ¿Comes en ese restaurante frecuentemente? to warm up the class. Ask the class what Spanish words they know already related to restaurants and write them on the board to build their vocabulary. Use this slide along with the text to present the vocabulary through choral pronunciation. After working on pronunciation, you can point to different parts of the photo and ask questions such as ¿Qué es esto? 22

23 ¡A practicar! Preguntas al (a la) mesero(a)
Haz preguntas con las siguientes palabras y luego hazle las preguntas a un(a) compañero(a) de clase. MODELO el menú E1: ¿Puedo ver el menú? E2: Aquí está el menú. Try the following la especialidad de la casa recomendar refrescos postre la cuenta Suggestions for use Have the class practice a guided dialogue with the words suggested below. Depending on the pace and learning capacity of the class, you may add other words to the list. Have the class pronounce the Modelo to get them comfortable with pronunciation and with the task at hand. Students can keep track of their partners’ answers by writing them down and sharing them with the class. This can be useful for getting students to practice listening and gathering specific information in Spanish. Do a follow-up by asking some of the same questions of individual students. This activity can be further complemented with Actividad 6-13 in the textbook.

24 ¡Así se dice! Making statements about quantity
¿Cuánto necesitas? MODELO jamón Necesito dos rodajas de jamón para un sándwich. OR: Necesito dos libras de jamón para una cena. Try the following: sal queso pan sopa cereal azúcar leche yogur papas tomates mayonesa huevos Suggestions for use Have the class practice the measurements using the foods on the list in this slide. Students should think of a logical measurement for each food item and give a sentence of explanation. For example, ham could come in slices or by weight, hence the two example sentences in the model. This activity can be further complemented with Actividad 6-20 in the textbook. 24

25 Estructura 2: Describing past events: Regular verbs and verbs with spelling changes in the preterite
hablar comer vivir yo habl com viv tú habl com viv él, ella, Ud. habl com viv nosotros(as) habl com viv vosotros(as) habl com viv ellos, ellas, habl com viv Uds. -é -aste -ó -amos -asteis -aron -í -iste -ió -imos -isteis -ieron -í -iste -ió -imos -isteis -ieron Suggestions for use Have students review Estructura 2: Regular verbs and verbs with spelling changes in the preterite before class. Tell students that it is important to learn regular preterite verbs in order to talk about completed actions in the past. Use this slide to demonstrate the structure of regular verbs in the preterite. Take any verb from the list of verbs in the chapter, write it on the board, and chorally drill the conjugation with route cues like yo, nosotros, usted, etc. Go further with verb conjugation than just rote cues and verb conjugation. Have the student translate meaningful sentences such as I spoke on the phone last night at 8:00. At first, the sentence may seem long to the students, but reassure them that it can be done. As the instructor, break the sentence into manageable pieces such as I spoke—on the phone—last night—at 8:00 and have the class translate these small pieces. Do variations of the same sentence with examples such as Juan spoke with his brother last night on the phone. Note Once students have become comfortable with using the pretérito, you can add the pretérito to the presente during your verb drills. Start with a brief sentence, as in Canto canciones. Cue students to produce the sentence in another person by asking ¿tú…? ¿ellas…? Make sure they pronounce the complete phrase during the drill. Then you can continue with the pretérito: ¿ayer yo…? ¿ayer Ud.?, etc.

26 El pretérito: Puntos especiales
Preterite conjugation -er and -ir verbs share the same conjugation endings in the preterite -í, -iste, -ió, -imos, -isteis, -ieron Word stress and accent marks appropriate vocal stress correct placement of written accent marks essential for expressing the preterite tense Habló por teléfono ayer vs. Hablo por teléfono ahora. Suggestions for use Discuss Puntos especiales in English and present the examples in the slide. Check for comprehension of the examples and then work on pronunciation, paying special attention to word stress. After that, you can ask students to provide oral translations of sentences that you invent such as I ate in the restaurant and I eat in the restaurant. 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 It is at your discretion whether you want students to write down these concepts in their notes.

27 El pretérito: Puntos especiales
Stem-changing verbs present tense -ar and -er stem-changing verbs* do not have stem changes in the preterite pensar: pensé, pensaste, etc. volver: volví, volviste, etc. present tense -ir stem-changing verbs* also have stem changes in the preterite see Estructura 3 Suggestions for use Ask the class if they remember stem-changing verbs from Capítulo 4 and how to conjugate these verbs in the present tense. If necessary, briefly review these concepts on the board with examples. Discuss the points in the slide on stem-changing verbs in the preterite. Work on pronunciation of the example in the slide. After that you can ask students to provide oral translations of sentences that you invent such as I returned home and I thought that you left. Make sure that students are aware that these verbs are stem-changing in the present tense but not the preterite. Note It is at your discretion whether you want students to write down these concepts in their notes.

28 El pretérito: Puntos especiales
Verbs with spelling changes verbs ending in -car, -gar, and -zar have a spelling change in the yo form* all other forms are regular c changes to qu tocar  yo toqué Suggestions for use Discuss Preterite verbs with spelling changes and pronounce the examples in the slide. You may want to try the full conjugation of these verbs on the board since some students will accidentally apply the spelling changes in the yo form to all forms of conjugation. Tell students that it is important that they spend a little extra time with irregular structures and vocabulary since they are more likely to forget them. Note It is at your discretion whether you want students to write down these concepts in their notes. g changes to gu llegar  yo llegué z changes to c comenzar  yo comencé

29 El pretérito: Puntos especiales
Verbs with spelling changes verbs ending in -ir and -er with a vowel before the infinitive ending i changes to y in the 3rd person (singular and plural) ending creer leer oír Suggestions for use Discuss verbs that have a spelling change and present the examples in the slide. Practice pronunciation of the verbs and you may want to conjugate the entire verbs on the board since creer, leer, and oír all have added accent marks (oí, oíste, oyó, oímos, etc.). Take advantage of the visuals in the slides that demonstrate these irregularities in the preterite. After that, you can ask students to provide oral translations of sentences that you invent such as He read the book in the library. 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. Again, remind students that it is important that they spend a little extra time with irregular structures and vocabulary since they are more likely to forget them. Note It is at your discretion whether you want students to write down these concepts in their notes. Ud., él/ella creyó leyó oyó Uds., ellos(as) creyeron leyeron oyeron

30 Uses of the preterite Preterite tense
expresses the beginning and completion of past actions, conditions, and events I woke up late because I didn’t hear the alarm. Me desperté tarde porque no oí el despertador. Common expressions used to refer to the past Suggestions for use Discuss points related to the use of the preterite and the examples in the slide. Also work on pronunciation of anoche, anteayer, etc., and tell students the importance of learning these words to express completed actions. Ask the class for translation of the sentences and work on pronunciation. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. Note It is at your discretion whether you want students to write down these concepts in their notes. anoche anteayer ayer (la semana, el mes, el año) pasado(a) last night the day before yesterday yesterday last (week, month, year)

31 Actividad 6-22: Cómo preparamos las arepas
Escribe la historia de cómo Doña Olga, Fernando, y sus tres hijos, Alberto, Pedro y Óscar, prepararon las arepas ayer. esposo Fernando / leer / la receta Mi esposo Fernando leyó la receta. Suggestions for use Guide the class through the instructions and the model in Actividad Have the class pronounce the model example and answer to get them comfortable with pronunciation and with the task at hand. Work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer when you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. If the class has a hard time providing the answer, you can provide incorrect answers and listen for sí or no responses from the class. After students are done with this activity, have individuals write their answers on the board. Go over the answers by having students read their sentences. Check for errors in the written examples so students can learn from their mistakes.

32 Estructura 3: Describing past events: Verbs with stem changes in the preterite
Stem-changing verbs present tense -ar and -er stem-changing verbs do not have stem changes in the preterite pensar, volver, entender, etc. present tense -ir stem-changing verbs also have stem changes in the preterite servir, divertirse, dormir, etc. Suggestions for use Have students review Estructura 3: Giving detailed description about past events: Verbs with stem changes in the preterite before class. Tell students that it is important to learn that some verbs have stem changes in the preterite. Make sure students remember how to form stem-changing verbs by asking them to give examples of stem-changing verbs in the present tense.

33 Stem-changing verbs in the preterite: Puntos especiales
How to recognize stem-changing verbs infinitive is followed by stem change in parenthesis preferir (ie, i)* first stem change (ie) is for the present tense second stem change (i) is for the preterite Marcela prefiere comer ahora. Paula prefirió hablar por teléfono anoche. Suggestion for use Discuss Puntos especiales and pronounce the Spanish examples in the slide. Check for comprehension of the Spanish sentences and then work on pronunciation, paying special attention to the pronunciation of the ie and i in preferir. At a later point you may do have students drill the conjugation of some of the verbs on page 202. Note It is at your discretion whether you want students to write down these concepts in their notes.

34 Stem-changing verbs in the preterite: Puntos especiales
How to conjugate stem-changing verbs present tense Stem change occurs in all forms but nosotros(as) and vosotros(as) duermo, duermes, duerme, dormimos, etc. preterite tense Stem change occurs only in the Ud./él/ella and Uds./ellos/ellas forms dormí, dormiste, durmió, etc. Suggestion for use Discuss Puntos especiales and pronounce the Spanish examples in the slide. Work on pronunciation of the verbs in the slide, paying special attention to the pronunciation of the o and ue in dormir. Note It is at your discretion whether you want students to write down these concepts in their notes.

35 Stem-changing verbs in the preterite: dormir
Present Preterite yo tú él, ella, Ud. nosotros(as) vosotros(as) ellos, ellas, Uds. duermo duermes duerme dormimos dormís duermen dormí dormiste durmió dormimos dormisteis durmieron Suggestions for use Use this slide to demonstrate the structure of dormir in the present and preterite tense. Work on pronunciation with the class and check for accurate pronunciation of the vowels. You can also practice conjugation of this or other stem-changing verbs in the preterite through more drills. Go further with verb conjugation than just rote cues and verb conjugation. Have students translate meaningful sentences such as I did not sleep well last night. At first, the sentence may seem long to students, but reassure them that it can be done. As the instructor, break the sentence into manageable pieces such as I did not sleep—well—last night and have the class translate these small pieces. Do variations of the same sentence with examples such as We did not sleep well last week.

36 Actividad 6-28: Unas vacaciones para Julio
Cambia las oraciones de Julio, gerente del Restaurante del Lago, del presente al pasado. MODELO Yo consigo un boleto (ticket) de avión para Caracas. Conseguí un boleto de avión para Caracas. Suggestion for use Guide the class through the instructions and the model in Actividad Have the class pronounce the example to get them comfortable with pronunciation. Ask the class for the answer and remember to wait to show it until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen.