Singular Plural 0000000000

EMPHASIS A: SUGGESTION: Point out that the stress does

Nouns Ending in a Vowel

not shift when plurals are formed. Word stress and accentuation will not be formally presented until Capítulo 3, so you may prefer to discuss addition/deletion of accent marks in plurals.

EMPHASIS B: Even if a group includes only one male but many females, the masculine plural form is used. If the feminine plural is used, it excludes any male membership in the group: los estudiantes refers to males or females; las estudiantes includes only females. PRELIMINARY EXERCISE: Ask students to listen to the following words and to tell whether they are singular or plural. 1. el diccionario 2. la librería 3. los papeles 4. el lápiz 5. unos bolígrafos 6. las clases 7. una profesora 8. las universidades

el libro la mesa un libro una mesa

Nouns Ending la universidad las universidades in a Consonant un papel unos papeles

Prác. B: Extension Have students provide examples of certain nouns (some plural, some singular). Use names in the class or at the university (the name of the instructor, the names of two or three students together, the name of the president, the names of professors, etc.).

the universities some papers

Plurals in Spanish:

B. The definite and indefinite articles also have plural forms: el ➝ los, la ➝ las, un ➝ unos, una ➝ unas. Unos and unas mean some, several, or a few.

• el ➝ los • la ➝ las

C. In Spanish, the masculine plural form of a noun is used to refer to a group that includes both males and females.

los amigos the friends (both male and female)

• vowel  s • consonant  es • -z ➝ -ces • un ➝ unos • una ➝ unas

unos extranjeros some foreigners (both male and female)

Práctica

▲▲▲▲▲▲ A. Singular 1. 2. 3. 4. 5.

B. Plural 1. 2. 3. 4. 5.

➝

plural. Dé la forma plural

la mesa el papel el amigo la oficina un cuaderno

➝

6. 7. 8. 9.

un lápiz una universidad un bolígrafo un edificio

singular. Dé la forma singular.

los profesores las calculadoras las bibliotecarias los estudiantes unos hombres

44 Cuarenta y cuatro 0

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the books the tables some books some tables

A. Spanish nouns that end in a vowel form plurals by adding -s. Nouns that end in a consonant add -es. Nouns that end in the consonant -z change the -z to -c before adding -es: lápiz ➝ lápices.

Prác. A: Follow-up Have students give the plural of the following. 1. Juana, una estudiante; Juana y Elena... 2. Ramón, un extranjero; Ramón y Ricardo... 3. Ramón, un extranjero; Ramón y Raquel... 4. David, un amigo; David y Cecilia... 5. David, un amigo; David y Roberto...

los libros las mesas unos libros unas mesas

6. 7. 8. 9.

unas tardes unas residencias unas sillas unos escritorios

Capítulo 1

• En la universidad

Conversación

▲▲▲▲▲▲▲▲

RESOURCES: TRANSPARENCIES 13, 14

A. Identificaciones. Identifique las personas, las cosas y los lugares. MODELO: Hay _____ en _____ .

➝ Hay unos estudiantes en la clase.

Palabras útiles: la computadora, el experimento, la planta, el teléfono

Con. A: Suggestions • Encourage students to speak further about people, places, and things by asking such questions as: ¿Quién es? (¿Quiénes son? ) ¿Qué es? ¿Cuántos/as ______ hay? ¿Dónde está(n)? • Introduce muchos/as

1.

RECICLADO: You may wish to combine your review of the numbers and questions with the practice of singular and plural forms. You can ask such questions as ¿Cuántos/as estudiantes/mesas/sillas/libros hay en la clase? Remind students to use hay in their answers.

2.

B. Semejanzas (Similarities) y diferencias Paso 1. ¿Cuáles son las semejanzas y las diferencias entre los dos cuartos? Hay por lo menos (at least) seis diferencias. MODELO:

En el dibujo A, hay _____. En el dibujo B, hay sólo (only) _____. En el escritorio del dibujo A, hay _____. En el escritorio del dibujo B, hay _____.

Con. B: Extension Ask questions and pantomine keywords to elicit chapter vocabulary. For example ¿Qué hay en nuestra (pantomime) (sala de) clase?

Palabras útiles: la cama (bed), la computadora, el estante (bookshelf), la lámpara, la planta

RECICLADO: Ask students to form pairs to review cognates presented in the explanations and activities in Ante todo and scan the realia and drawings in that chapter and in Capítulo 1. Then invite them to give as many nouns as they can that fit into the following categories: 1. lugares de la universidad 2. cosas en una librería 3. personas en una librería 4. problemas de los estudiantes. FOLLOW-UP: As a whole-class activity, ask students what things they associate with certain places: for example, ¿Qué hay en una oficina típica de la universidad? ¿Qué hay en una clase que no hay en una oficina? ¿Qué hay en la biblioteca?

Paso 2. Ahora indique qué hay en su propio (your own) cuarto. Use palabras del Paso 1. MODELO:

En mi cuarto hay _____. En mi escritorio hay _____.

Minidiálogos y gramática

045

Cuarenta y cinco

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En los Estados Unidos y el Canadá... Grammar 3 Subject Pronouns; Present Tense of -ar Verbs; Negation NOTE: The short dialogue between Diego and Lupe introduces material that will appear in Grammar 3. You may prefer to focus on subject pronouns alone before introducing the minidialogue. Continue to use the previous guidelines for minidialogue presentation.

SUGGESTION: Model Lupe’s possible responses to Diego’s questions; encourage student repetition and expansion of them. (Translate unfamiliar vocabulary on the board as you proceed.) 1. No, no pago mucho en cuentas de teléfono. ¿Trabajas? 2. No, ahora (translate on board) no trabajo. ¿Qué te gusta hacer (translate)? 3. Yo también bailo los fines de semana. Pero no busco libros de antropología. Busco libros de arte moderno.

Cruz Bustamante Cruz Bustamante (1953– ) was elected Lieutenant Governor of the State of California in 1998. A first-generation Californian, he was the first Latino to serve as Speaker of the Assembly (1996–1998), and the first Latino to be elected to statewide office in more than 120 years. As Lieutenant Governor, Bustamante has worked hard to improve education and educational opportunities for Californians. One of his main goals is to keep college affordable for working families. In addition, he wrote a law providing $1

 3

billion to put updated textbooks into California classrooms. Bustamante is also a Regent of the University of California and a Trustee of the California State University. Bustamante graduated from Tranquillity High School in California’s San Joaquín Valley, then later attended Fresno City College and Fresno State University. While attending college, he was offered an internship in Washington, D.C., to work for Congressman B.F. Sisk, where his political career began.

Expressing Actions • Subject Pronouns; Present Tense of -ar Verbs; Negation 9999999999999999999999999

Escuchando furtivamente Escuche lo que Diego le dice a Lupe. Luego haga el papel de Lupe. Modifique las oraciones de Diego con no si es necesario. DIEGO:

Yo hablo con mi familia con frecuencia. Por eso pago mucho en cuentas de teléfono. ¿Y tú? LUPE: […] DIEGO: Necesito dinero para comprar libros. Por eso enseño inglés a un estudiante de matemáticas. ¿Y tú? LUPE: […]

FOLLOW-UP: Ask students if these statements are true for them (¿si o no?): 1. Yo hablo francés (inglés). 2. Nosotros hablamos espanol (francés) en esta clase. (Suggestion: Introduce un poco) 3. Nosotros bailamos en esta clase. 4. Yo bailo muy mal (muy bien).

DIEGO:

En mi tiempo libre escucho música. También toco la guitarra. En las fiestas bailo mucho y tomo cerveza con mis amigos. Los fines de semana, busco libros de antropología en las librerías. ¿Y tú? LUPE: […]

Comprensión: ¿Cierto o falso? 1. Diego no habla mucho con su familia. 2. Es estudiante de ciencias.

Eavesdropping Listen to what Diego is saying to Lupe. Then play the role of Lupe. Modify Diego’s sentences with no if neccessary. DIEGO: I speak often with my family. That’s why I pay a lot in telephone bills. And you? LUPE: [. . .] DIEGO: I need money to buy books. That’s why I teach English to a math student. And you? LUPE: [. . .] DIEGO: In my spare time I listen to music. I also play the guitar. At parties I dance a lot and drink beer with my friends. On weekends, I look for anthropology books in bookstores. And you? LUPE: [. . .]

® Heritage Speakers: Suggestion

Anime a los hispanohablantes en la clase a usar los recursos del Internet y de la biblioteca para encontrar informaCuarenta y seis ción sobre un(a) líder nacional o estatal que, al igual que Capítulo 1 • En la universidad Cruz Bustamante, sea de origen latino. Si desea, puede pedirles que hablen con la clase acerca de esta persona.

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En los Estados Unidos y el Canadá... Note: En los Estados Unidos y el Canadá is a recurrent section that profiles individual Hispanics and Hispanic organizations and enterprises in the U.S. and Canada.

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Extension: Encourage students to use the Web to find current information about Cruz Bustamante and other Latino/a leaders in their community. Have them write several sentences in Spanish about their findings.

3. No le gusta la música. 4. Es una persona introvertida y solitaria. 5. Habla francés.

NOTES: 

Subject Pronouns Singular

Plural 0000000000

yo tú usted (Ud.)* él ella

I you (fam.) you (form.) he she

nosotros / nosotras vosotros / vosotras ustedes (Uds.)* ellos / ellas

we you (fam. Sp.) you (form.) they

pronoun  a word that takes the place of a noun Ted ➝ he Martha and Ted ➝ they

A. Several subject pronouns (los pronombres personales) have masculine and feminine forms. The masculine plural form is used to refer to a group of males as well as to a group of males and females.

• The subject of a sentence is the word or group of words about which something is said or asserted. Usually the subject indicates who or what performs the subject of the sentence: The girl threw the ball. • A pronoun (pronombre) is a word used in place of a noun or to represent a person (I, you): She (the girl) threw the ball.

SUGGESTION: Have students indicate the subjects in the following sentences: 1. Olga is going to write a message. 2. The car ran off the road. 3. Have Jack and Joyce arrived yet? 4. Love conquers all.

ellos  they (all males; males and females) ellas  they (all females)

EMPHASIS A: SUGGESTION: Point out that there is no

B. Spanish has different words for you. In general, tú is used to refer to a close friend or a member of your family, while usted is used with people with whom the speaker has a more formal or distant relationship. The situations in which tú and usted are used also vary among different countries and regions.

tú ➝ close friend, family member usted (Ud.) ➝ formal or distant relationship

EMPHASIS B: SUGGESTION:

C. In Latin America and in this country, the plural for both usted and tú is ustedes. In Spain, however, vosotros/vosotras is the plural of tú, while ustedes is used as the plural of usted exclusively.

Latin America, North America tú ustedes usted

D. Subject pronouns are not used as frequently in Spanish as they are in English and may usually be omitted. You will learn more about the uses of Spanish subject pronouns in Capítulo 2.



will not be actively practiced in the regular activities and exercises of Puntos de partida.

® Heritage Speakers: Suggestions

PRELIMINARY EXERCISES:

Si hay hispanohablantes en su clase que usen o estén familiarizados con el voseo (por ejemplo, que digan vos sos, vos hablás, vos vivís), pídales que expliquen a la clase la diferencia entre tú, Ud. y vos y que den ejemplos del voseo. Si desea ampliar *Usted and ustedes are frequently abbreviated in writing as Ud. or Vd., and Uds. or Vds., esta actividad, pídales a dos esturespectively. diantes hispanohablantes que lleven a cabo una breve conversación (quizás representando los papeles de amigos que se encuentran en la calle). Luego, invite a otros dos que repitan la misma conversación usando el voseo.

047

Cuarenta y siete

Suggestions 000000000 C U LT U R E :

• Emphasize the difference between tú and Ud., explaining that the kind of relationship between two people determines the form they will use. Point out that the contexts for tú and Ud. are very different throughout the Spanish-speaking world, and they vary from country to country and from one generation to another. In some countries (for example, Spain, Puerto Rico, and Cuba), people are much more liberal in the use of tú than in others (for example, Colombia, Honduras, or Costa Rica).

As you introduce tú and Ud., review what students already know about formal and informal usages by asking them to address these questions to you or to another student, as appropriate. 1. ¿Cómo está? 2. ¿Le gusta la universidad? 3. ¿Te gusta la clase de español? 4. ¿Cómo se llama Ud.? 5. ¿Cómo te llamas? 6. ¿Cómo estás?

EMPHASIS C: NOTE: Vosotros

Spain tú ➝ vosotros/vosotras usted (Ud.) ➝ ustedes

Minidiálogos y gramática

Spanish equivalent for it as a subject.

• Remind students that people in some countries (among them, Argentina, Uruguay, and Costa Rica) use vos instead of tú. This form will not be presented formally in Puntos de partida. However, it appears in the En contexto video vignettes that take place in Costa Rica. You may wish to show these vignettes as illustration.

• What subject pronoun would you use in English to speak about the following persons? 1. yourself 2. two men 3. a female child 4. yourself (male) and your sister 5. yourself (female) and your mother 6. your uncle • What subject pronoun would you use in Spanish to speak to the following persons? 1. una profesora 2. unos consejeros 3. un estudiante 4. unas amigas 5. tu mamá 6. un dependiente • What subject pronoun would you substitute in Spanish for each of the following persons? 1. tu amiga Eva 2. Luis 3. Fausto y yo (male) 4. tú (female) y Cecilia 5. tú (male) y Cecilia 6. Vicente y David 7. la señora Álvarez y tú

45

Verbs: Infinitives and Personal Endings SUGGESTIONS: • Model the pronunciation of each infinitive several times. Then use the yo form of each in a brief, simple sentence about yourself, repeating several times and pantomining if necessary. • Transform the base sentence into a simple Ud. question directed to a student, coaching him or her to answer using the yo form. Example: bailar  Me gusta bailar. Bailo muy bien. Y Ud., ¿baila bien? • Ask students to generate all forms of one verb, after you give the subject pronouns. • Ask: ¿Cómo se dice I/we dance, I/we sing, I/we buy . . . ? • Emphasize tocar (music) and those infinitives that include prepositions in their meaning. • Optional verbs: caminar, fumar, hablar por teléfono, mirar (la televisión)

A. The infinitive (el infinitivo) of a verb indicates the action or state of being, with no reference to who or what performs the action or when it is done (present, past, or future). In Spanish all infinitives end in -ar, -er, or -ir. Infinitives in English are indicated by to: to speak, to eat, to live.

-ar: -er: -ir:

B. To conjugate (conjugar) a verb means to give the various forms of the verb with their corresponding subjects: I speak, you speak, she speaks, and so on. All regular Spanish verbs are conjugated by adding personal endings (las terminaciones personales) that reflect the subject doing the action. These are added to the stem (la raíz or el radical), which is the infinitive minus the infinitive ending.

hablar ➝ hablcomer ➝ comvivir ➝ viv-

C. The right-hand column shows the personal endings that are added to the stem of all regular -ar verbs:

hablar comer vivir

to speak to eat to live

Regular -ar verb indings: o, -as, -a, -amos, -áis, -an.

hablar (to speak) : habl-

0000000000 (yo)

Singular hablo I speak

Plural (nosotros)   hablamos we speak (nosotras) 

(tú)

hablas

you speak

(vosotros)  habláis (vosotras) 

(Ud.)  (él)  (ella) 

habla

you speak; he/she speaks

Some important -ar verbs in this chapter include those on the right. O J O

bailar buscar cantar comprar desear enseñar escuchar estudiar

to to to to to to to to

(Uds.) (ellos) (ellas) 

dance look for sing buy want teach listen (to) study

you speak

hablan

you/they speak

hablar necesitar pagar practicar regresar tocar tomar trabajar

to to to to to to to to

speak; to talk need pay (for) practice return (to a place) play (a musical instrument) take; to drink work

Note that in Spanish the meaning of the English word for is included in the verbs buscar (to look for) and pagar (to pay for); to Heritage Speakers: Suggestions is included in escuchar (to listen to). • Pídales a los estudiantes hispanohablantes que expliquen la diferencia entre regre-

®

sar, volver y devolver. También indique que la expresión preferida que significa to return a phone call no es llamar atrás sino devolver una llamada o volver a llamar. Cuarenta y ocho • Anime a los estudiantes hispanohablantes a formar parejas Capítulo 1 • En la universidad con estudiantes que no lo son y que se turnen haciendo preguntas con estos verbos y contestándolas. Por ejemplo, ¿Cuándo regresas de la universidad? Regreso a las seis.

48 0

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