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Lesson Planning
Careful organization of each class meeting helps even experienced language instructors use their time more
efficiently, anticipate many questions, and provide clear explanations. Detailed lesson plans minimize the
amount of talking done by the instructor and maximize the opportunity for student practice.
A. Text Adaptation
Individual instructors always know their own students better than any group of textbook authors can. For
this reason, most instructors do not follow the text word for word, but instead emphasize the grammar points
and language skills that seem most important for their language program. They select some exercises and
activities for classroom practice, assign others to be prepared out of class, create their own variations of some
materials, and omit others. This type of decision making is at the heart of good language teaching.
At first reading, it may seem contradictory for the authors of a foreign language textbook to recommend
the adaptation of— rather than the slavish use of— the text for effective language instruction, yet this is
precisely their recommendation. Factors that make textbook adaptation a virtual necessity include the
following:
• the reevaluation of course goals in elementary language courses
• curricular changes such as extending the first-year course over three semesters (four quarters)
If instructors are in agreement with the underlying pedagogical assumptions of a first-year text (that is, if
they believe that the language learning materials that the text contains truly help students learn a foreign
language and are compatible with course goals), then almost any textbook can be adapted to meet the needs
of a given instructional situation.
With the increased emphasis on proficiency-oriented instruction, instructors will find readily available
many fine books and articles on the topic of textbook adaptation. In addition, since the topic of textbook
adaptation has become popular in recent years, attendees at local or national foreign language conferences
will often find sessions on the program about this topic. In particular, the ACTFL organization has been active
in this area.
Perhaps the most common complaint about textbooks is that they cover too much material. Here again,
instructors should feel free to adapt materials to fit their instructional needs. “Covers too much” may mean
“presents too many grammar topics.” If this is the case, instructors should feel free to omit (or present for
passive recognition only) grammar points that they feel are too detailed for first-year students. The omission
of entire chapters is also another option. This recommendation is especially appropriate for language
programs meeting three hours a week. Alternatively, many institutions choose to cover a beginning textbook
over three semesters (or four quarters). There is no need to permit the textbook to define curricular goals,
yet this is precisely what happens when “covering the text” or “covering ‘X’ chapters” is used as a synonym for
“first-year Spanish.”
of reasons:
• to be of help to novice instructors, who are less able to create supplementary materials needed for a
given situation
• to provide instructors with a wide range of materials from which to choose
• to serve as supplementary materials for students who need more practice or who want to do more
B. Systematic Lesson Planning
Whereas some instructors are capable of teaching an excellent and engaging class off the top of their heads,
most instructors—especially “new” teachers—cannot do so without substantial planning ahead of time. The
following four-step approach demonstrates the issues that experienced language teachers think about
implicitly or explicitly as they plan their classes. New or inexperienced teachers may wish to follow these
steps carefully in planning their first classes.
1. Think Through What You Are Going to Teach
a. What you want to accomplish (content)
b. What students already know about the content
c. How will you present new material
d. What exercises and activities you will use and how you will use them
e. How much time you need for each segment of the class
When you present a new grammar topic, it may make sense to begin with a brief review of similar or
related material. For example, review possession with de before introducing the unstressed forms of
possessive adjectives in Capítulo 3. (¿Recuerda Ud.? sections and marginal notes in the Annotated
Instructor’s Edition (AIE) will alert you to such opportunities.) When introducing new material, strive for
clear, concise explanations, and give several pertinent examples; it is a good idea to write down a few.
Exercises should also follow a logical sequence. Ideally, you would follow the presentation of new
material with a very brief, focused exercise that tests students’ ability to use the new material in a controlled
context. Easier exercises should precede more difficult ones, and exercises that are very controlled should
precede the open-ended kind, in which students must be creative with the language. The exercise materials in
Puntos, including those in the AIE, follow the sequence just described.
A typical class should also include a review of the previous day’s material, especially when new material
was presented, and a quick preview of new material for the following day. Review can be systematic,
featuring grammar exercises, but it can also be a simple warm-up exercise at the beginning of the class,
consisting of a few personalized questions that practice the vocabulary or grammar point emphasized in the
previous day’s lesson. Even though a preview of new material can be as simple as the modeling and choral
repetition of new vocabulary items, this kind of brief introduction will give students a head start.
2. Write Down Your Plan
Check your plan to see that you have a variety of classroom activities, as well as a balance of the language
skills and cultural material appropriate to your course. Is there an opportunity for students to talk with each
other in Spanish, as well as with you? Have you planned enough activities for the entire class hour? Many
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
early—a listening comprehension passage, a guessing game, a grammar review exercise, a conversation
activity, and so on.
Remember to make an assignment for the next class. Many students appreciate being given very specific
assignments, such as those listed in the sample lesson plans given in this section of the Manual. When clear,
regular assignments are given along with frequent quizzes, students are more likely to keep up with their
work on a day-to-day basis.
3. Prepare Your Materials
Some instructors write down every detail of their plans on index cards; others make most of their teaching
notes in the margins of their books, and still others use a teaching notebook or a folder. After you have
written down your plan, prepare the handouts, visuals, or transparencies you want to use, and then review
your plan and materials one last time to make sure that everything fits together: Does every exercise have a
purpose? Has anything important been omitted? How much time do you want to devote to each segment of
the class? Have you planned a few minutes of review? Will most of the class hour be spent on the material you
want to emphasize? Have you reserved a few minutes of the class for a preview of tomorrow’s material? This
4. Evaluate Your Class Session
What went well? Why? What didn’t go so well? Why not? Would a slight change improve an explanation or an
C. Using the Suggestions in the Annotated Instructor’s Edition
The annotations and supplementary exercises in the AIE are intended to assist you with lesson planning.
Annotations are found in all sections of the textbook, including each point in Gramática presentations and
every activity in Práctica y comunicación. The sample lesson plans in this Manual will show you how to
incorporate the suggestions and exercises into your lesson plans for the first chapters of the text.
In this edition of Puntos, the purpose of each activity in Práctica y comunicación (in the Gramática section)
is noted with the following abbreviations:
V = Vocabulary
FF = Form-focused
FF+ = Form-focused + added and/or personal information
FE = Free expression
This annotation system, which makes the purpose of each activity salient, will help instructors with lesson
planning.
The rest of the annotations and exercises fall into the categories, described below.
1. Suggestion(s)
These bulleted annotations present ways to introduce material, suggest that you call attention to something,
provide ideas for implementing an exercise in class, and provide extra or alternative practice. They are by no
means the only way to use text material, but they may give you some good ideas. Typically, the first word(s)
in each suggestion indicates what you can expect in that bullet.
to the extension items in the AIE to make sure that students have mastered the material. Another
advantage to the extension items is that they often provide listening comprehension practice.
• Variation: This suggests use of exercises and activities in a way that is different from the
instructions given in the student text.
• Emphasis: This information is intended for you as a reminder to point out or cover points that
represent particularly difficult hurdles for students.
• Follow-up: These are additional exercises and activities intended for use after related exercises and
2. Note(s)
3. Preliminary Exercises/Activities
This kind of very focused exercise or activity usually precedes an exercise or exercise sequence in the student
4. Heritage Speakers
5. Reciclado icon
6. Chapter Title and Opening Photo
7. Country of Focus: Datos esenciales
8. Questions and Answers
9. Estrategia
10. Word Families
12. Pronunciación
This annotation provides information on the pronunciation topic that is covered in the current chapter of the
13. Resources
D. Sample Lesson Plans
This section of the Manual offers sample lesson plans for Capítulos 1 and 2 for classes that will devote six
contact hours to those chapters. These plans assume that instructors will move through the vocabulary and
grammar of the chapter briskly and that they intend to devote only a minimal amount of class time to the
optional end-of-chapter sections (A leer, A escuchar, and Producción personal) as well as the Salu2
segments). Instructors who do not wish to cover those sections at all can simply expand the amount of time
per section of the regular chapter. These plans also assume that instructors require students to use the
Workbook/Laboratory Manual. Obviously, instructors who plan to spend more than six contact hours on
these chapters can modify these plans in a variety of ways.
The brief overview offered with each day’s suggested lesson plan lists the major topics suggested for
main focus on that day. You will note that, by and large, major sections of each chapter receive major in-class
focus in the same sequence of presentation as in the text.
It is possible, of course, to cover materials in a different sequence, but you will find that adjustments in
content may be needed. In particular, if you choose to introduce a section earlier than where it is presented in
the text, it may be necessary to introduce some prerequisite knowledge for the section.
LESSON PLANS: CAPÍTULO 1 (OVERVIEW)
Third Day: Main focus: Capítulo 1: Primera parte
Preview aspects of Capítulo 1: Segunda parte
Fourth Day: Main focus: Capítulo 1: Segunda parte
Preview aspects of Salu2 Programa 1 and A leer
Fifth Day: Main focus: Salu2 Programa 1 and A leer
Finish Capítulo 1: Segunda parte, Salu2 Programa 1 and A leer
Sixth Day: Review of Capítulo 1
Chapter quiz
Preview aspects of Capítulo 2
Note: The suggested lesson plans for Capítulo 1 get off to a relatively slow start to accommodate what is
often less than a full first day of class and also to allow students who join the class on the second day to catch
up.
1. Greet students, saying ¡Hola! Buenos días/Buenas tardes/Buenas noches, as appropriate, offering
a handshake. Then have students greet other students who are sitting near them. (2 min.)
2. Introduce yourself and the course. Tell students what materials they need to have for the course. Pass
out your syllabus and explain your expectations. (See also Section V. Chapter Structure and Teaching
Techniques for Puntos de Partida: “The First Day of Class” of this Manual.) (20 min.)
3. Getting to know students (20 min.)
Have students fill out information sheets: name, high school and/or community college attended,
local address and phone number; e-mail address; languages studied in high school or college and
for how long; class rank and major; foreign study, work, or travel: where and for how long.
Discuss some of the data, as appropriate. Ask questions of students who have traveled abroad to
Spanish-speaking countries. Refer to the photos on p. 2, as appropriate. Have at least some
students give their name (Me llamo… ) and start to learn their names. Read the questions on p. 3
and explain their purpose, as noted in the AIE Suggestions.
4. Preview Primera parte: Saludos y expresiones de cortesía: Situaciones formales (1) (p. 4) (8
min.)
a. Introduce the topic of the first two minidiálogos:
e. Tell students that you will continue to work on greetings in the next class period.
5. Assignment (on board): Read Saludos y expresiones de cortesía 1, 2, 3, 4, and greetings chart (pp.
4-5).
1. Warm-up/Review (8 min.)
a. Greet students and ask them questions using formal greetings from the minidialogue 1 (p. 4)
b. Read the minidialogue aloud, followed by choral repetition. Then read it aloud with one student,
then have pairs of students read it aloud at their desks.
2. Saludos y expresiones de cortesía: Situaciones formales (2) (p. 4) (10 min.)
a. Introduce the topic: one way to ask for a person’s name, and how to respond when meeting
someone for the first time, in formal settings.
b. Model, then do multiple choral repetitions, followed by individual repetitions.
c. Ask several students: ¿Cómo se llama Ud.? and emphasize the appropriate responses when
meeting someone for the first time: Mucho gusto, along with its rejoinder: Igualmente.
d. Do a chain drill: The first student in the front row turns to the next student and asks: ¿Cómo se
llama? Student answers: Me llamo _______. First student responds: Mucho gusto (Encantado/a).
3. Saludos y expresiones de cortesía: Situaciones informales (3) (p. 4) (11 min.)
a. Introduce the topic: how to greet and take leave of friends.
4. Saludos y expresiones de cortesía: Situaciones informales (4) (p. 4) (11 min.)
a. Introduce the topic: the informal way to ask for a person’s name and find out where he or she is
from.
b. Model, then do multiple choral repetitions, followed by individual repetitions.
c. Ask several students: ¿Cómo se llama Ud.? (formal) versus ¿Cómo te llamas? (familiar), as well
as ¿De dónde es usted? (formal) versus ¿De dónde eres? (familiar). (Note that ¿De dónde es
usted? does not appear in the minidialogues but that it is listed in the chart on p. 5.) Have
students use familiar form with each other, formal with you, if that is your preference. Also, point
out the phrase ¿Y usted? and ¿Y tú? for returning the question.
d. Do a chain drill: The first student in the front row turns to the next student and asks: ¿De dónde
eres? Student answers: Soy de _______. ¿Y tú? First student responds: Soy de _______. Second
5. Pronunciación: Las vocales: a, e, i, o, u (p. 7) (6 min.)
6. Preview: El alfabeto español (p. 8) (4 min.)
7. Assignment (on board)
a. Review: Saludos y expresiones de cortesía 1, 2, 3, 4 and greetings chart (pp. 4–5).
b. Read: Notas comunicativas: Más expresiones de cortesía (p. 5), Los cognados (p. 9) and
¡Aquí se habla español! (pp. 11–12).
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Capítulo 1: Third Day
Overview: Nota cultural: Los saludos en el mundo hispano
Greetings chart and Nota comunicativa: Más expresiones de cortesía
Pronunciación: Las vocales: a, e, i, o, u
El alfabeto español
Nota comunicativa: Los cognados
¿Cómo es usted? (Part 1)
¡Aquí se habla español!
1. Warm-up/Review (4 min.)
a. Review greetings.
b. Review ¿Cómo se llama Ud.? and ¿De dónde es usted?
2. Greetings chart and Nota comunicativa: Más expresiones de cortesía (p. 5) (8 min.)
a. Introduce the topic: variations of greetings already learned.
b. Use model, choral repetition, individual repetition pattern.
c. Point out mealtimes (See Suggestions in AIE ).
d. Have students greet each other using señor/señorita/señora with last name and appropriate
time expression: Buenos días/Buenas tardes/Buenas noches.
e. Do Comunicación A through E (p. 6).
f. Present the material in Nota cultural: Los saludos en el mundo hispano (p. 5) briefly and
discuss (in English) how these Hispanic customs compare with those of this country or of
students’ county of origin.
3. Pronunciación: Las vocales: a, e, i, o, u (p. 7) (5 min.)
4. El alfabeto español (p. 8) (8 min.)
a. Practice pronunciation of names in list: model, choral repetition, individual repetition.
b. Do a spelling dictation.
c. Ask ¿Cómo se llama usted? Have students answer and spell names: Me llamo Juan: jota-u-a-
5. Nota comunicativa: Los cognados (p. 9) (4 min.)
6. ¿Cómo es usted? (Part 1) (pp. 9-10) (10 min.)
a. Model singular forms of ser, then do choral repetition, individual repetition.
b. Point out: concept of familiar (tú eres) versus formal (usted es) already discussed in greetings.
c. Do Comunicación A through C (p. 10).
7. ¡Aquí se habla español! (pp. 11–12) (5 min.)
a. Ask: Where is Spanish spoken? Students answer using the names of Spanish-speaking countries
from the map (p. 12). Write the names of countries on the board and pronounce them in Spanish
as students give them.
b. Point out: (1) There are approximately twenty Spanish-speaking countries with 450 million
native speakers; (2) Spanish is the second most widely spoken language in the world.
c. Model the names of countries again, followed by student repetition.
8. Preview Los números del 0 al 30; Hay (p. 13), Los gustos y preferencias (p. 15), and ¿Qué hora
es? (p. 17) (6 min.)
a. Preview numbers by counting aloud with students, 1 to 10, then 1 to 20, then 1 to 30.
9. Assignment (on board)
a. Review: Notas comunicativas: Más expresiones de cortesía (p. 5) and Los cognados (p. 9),
and ¿Cómo es usted? (pp. 9-10).
b. Los números del 0 al 30; Hay (p. 13), Los gustos y preferencias (Part 1) (p. 15), and ¿Qué
hora es? (p. 17).
c. Write: the exercises for Capítulo 1: Primera parte in the Workbook/Laboratory Manual (pp. 1–
9).
Capítulo 1: Fourth Day
Overview: Los números del 0 al 30; Hay
Los gustos y preferencias (Part 1)
¿Qué hora es?
1. Warm-up/Review (5 min.)
a. Greet students, using all expressions of courtesy and titles, including those from Nota
comunicativa: Más expresiones de cortesía.
b. Review the Spanish alphabet.
c. Review ¿Cómo es usted? and cognates. Ask: ¿La clase es interesante / importante /
eficiente/ terrible?, using cognate adjectives from p. 9.
2. Segunda parte: Los números del 0 al 30; Hay (pp. 13-14) (15 min.)
a. Introduce the topic: numbers. How many students can already count to 10, 20, or 30 in Spanish?
3. Los gustos y preferencias (Part 1) (p. 15) (15 min.)
a. Use objects or drawings that you have brought to class, in addition to those used when
previewing gustar during the previous class session. Holding the appropriate item, say, Me
gusta el café. No me gusta la Coca-Cola. Make appropriate facial expressions to accompany the
model sentences. Use the question form (¿Le gusta el café?) to elicit full-sentence answers from
several students.
b. Present the concept of gustar (p. 15). Write model sentences on the board as you give the
explanation.
4. ¿Qué hora es? (p. 17) (15 min.)
5. Assignment (on board)
a. Review: Los números del 0 al 30; Hay (pp. 13-14), Los gustos y preferencias (p. 15), and
¿Qué hora es? (p. 17),
b. Prepare Salu2: Antes de mirar (p. 20), and A leer: Una lección de geografía (pp. 22-23).
c. Write: the exercises for Los números del 0 al 30; Hay, Los gustos y preferencias, and ¿Qué
hora es? in the Workbook/Laboratory Manual (pp. 9–15).
Capítulo 1: Fifth Day
Overview: Salu2
A leer: Una lección de geografía
1. Warm-up/Review (15 min.)
a. Review Los números del 0 al 30, Hay. Give math problems orally, as in Práctica y
comunicación B, p. 14. Ask: ¿Hay treinta días en una semana? ¿diecinueve, dieciocho, doce,
veintisiete? ¿Hay veinticuatro estudiantes en la clase?
2. Salu2 (pp. 20-21) (15 min.)
a. Have students share their answers to Antes de mirar.
3. A leer: Una lección de geografía (pp. 22-23) (20 min.)
a. Point out: the Estrategias feature will help students develop good reading skills in Spanish.
b. Go over the strategies.
c. Ask students what they already know about geography in different Spanish-speaking countries.
Describe the photos in random order in Spanish, and have students identify which one you are
describing. For example, En el Ecuador hay un volcán (first photo).
d. Have students follow along in their text as you read the paragraphs of the reading aloud. Ask
4. Assignment (on board)
a. Review all of Capítulo 1.
b. Go over the En resumen section (p. 24), especially After studying this chapter I can…
c. Finish Workbook/Laboratory Manual.
Capítulo 1: Sixth Day
Overview: Chapter quiz
Preview of Capítulo 2
1. Warm-up/Review (10-15 min.)
a. After greeting students, ask a variety of questions covering the different topics of Capítulo 1,
such as: ¿Qué hora es? ¿A qué hora es la clase? ¿Le gusta la clase de español? ¿A qué hora es
el programa de televisión The Voice (Modern Family, ... )?
b. Offer students a chance to ask questions about material in Capítulo 1.
2. Chapter quiz (25-30 min.)
3. Preview: Overview of Capítulo 2 (10-15 min.)
a. Point out: the description on p. 25 of the Puntos regular chapter structure, which begins with
Capítulo 2.
b. Introduce the theme and grammar structures of the chapter, focusing on opening pages (pp. 26-
27).
c. Go over the questions and Alejandra… contesta… sections on p. 27. Remind students that they
provide a model for the kind of conversation students should be able to produce at the end of the
chapter.
4. Assignment (on board)
a. Listen to Alejandra’s answers (p. 27) in the eBook.
b. Read Vocabulario: Preparación (pp. 28–32).
LESSON PLANS: CAPÍTULO 2 (OVERVIEW)
First Day: Review Capítulo 1
Main focus: Vocabulario: Preparación, Pronunciación
Preview: Salu2 segmento 1, Gramática 1
Sixth Day: Review of Capítulo 2
Chapter quiz
Introduce and preview aspects of Capítulo 3
Capítulo 2: First Day
Overview: Vocabulario: Preparación
Pronunciación: Diphthongs and Linking
1. Warm-up/Review (5 min.)
a. Greet students, using all expressions of courtesy and titles possible for the class. Have a few
students share their Y ahora, Uds. paragraph (Salu2, Capítulo 1) with the class, if it was
assigned.
b. Review telling time, gustar questions, and questions with interrogatives.
c. Review some cultural information from Capítulo 1 (example: ¿Hay volcanes en el mundo
hispano? ¿En qué país, en la República Dominicana o en el Ecuador?) or the country of
2. Vocabulario: Preparación: En el salón de clase (p. 28) (10 min.)
a. Present vocabulary: model, choral repetition, individual repetition.
b. Hold up classroom items, point to other items; use ¿Qué es esto? / ¿Quién es?, as appropriate.
3. Nota cultural: Las universidades más antiguas del mundo hispano (p. 30) (3 min.)
4. Vocabulario: Preparación: Las materias (p. 30) (7 min.)
5. Nota comunicativa: Más palabras interrogativas (p. 32) (5 min.)
a. Point out: ¿Recuerda Ud.? boxes (p. 31) are recurring activities that review structures students
have already learned that will help with the next presentation.
b. Do the ¿Recuerda Ud.? activity.
c. Introduce Nota comunicativa: Más palabras interrogativas (p. 32).
d. Do Comunicación C (p. 32).
6. Salu2 Segmento 1 (p. 33) (4-7 min.)
a. Introduce the segment: Ask students to read Este segmento. Then ask them to answer Antes de
mirar.
b. Show the video once in class and do Después de mirar A, or simply assign all video work as
homework.
7. Pronunciación: Diphthongs and Linking (p. 34) (5 min.)
8. Preview: Gramática 1: Singular Nouns: Gender and Articles (pp. 35–37) (10 min.)
a. Introduce the topic.
9. Assignment (on board)
a. Review: Vocabulario: Preparación (pp. 28–32)
Pronunciación: Diphthongs and Linking in the Workbook/Laboratory Manual (pp. 21-27).
Capítulo 2: Second Day
Overview: Gramática 1
Gramática 2
Introduction of Gramática 3
1. Warm-up/Review (5 min.)
a. Use visuals or objects and people to review En el salón de clase.
b. Review Las materias, practicing pronunciation (model/choral repetitions).
c. Cognate recognition: Use optional vocabulary (p. 9, AIE ). Expand with ¿Le gusta...? questions.
2. Salu2 Segmento 1 (p. 33) (5 min.)
a. Go over answers for Después de mirar activities.
3. Gramática 1: Singular Nouns: Gender and Articles (pp. 35–37) (18 min.)
a. GEA: model items in list, followed by choral repetition.
b. Do Comprensión as a whole-class activity.
c. Do follow-up comprehension exercise (p. 35, AIE ).
3. Gramática 2: Nouns and Articles: Plural Forms (pp. 39–40) (18 min.)
a. Introduce the topic.
b. Point out: plural of a, an → some. Review the plural form of nouns ending in a vowel (-s) and
those ending in a consonant (-es).
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
c. Realia (p. 38): Have students identify plural nouns in the ad. Then do items in Comprensión.
d. Introduce plural of nouns that end in a vowel: add -s. Dé la forma plural: el libro, el niño, el
hombre, la mesa, la niña, la consejera.
e. Introduce plural of nouns that end in a consonant: add -es. Dé la forma plural: el papel, la
universidad, la libertad, la mujer.
f. Present plural of articles. Do Preliminary Exercise (p. 39, AIE ).
g. Do Práctica y comunicación A -C (pp. 39-40).
4. Preview: Gramática 3: Subject Pronouns (Part 1); Present Tense of -ar Verbs; Negation (pp. 41-
44) (5 min.)
a. Introduce the concept of the subject: a word or group of words about which something is said or
asserted.
b. Ask: What is a pronoun? What are the subject pronouns in English? What are they in Spanish?
What is the difference between tú and usted? between vosotros/as and ustedes?
5. Assignment (on board)
a. Review: Gramática 1 and 2.
Nouns and Articles: Plural Forms in the Workbook/Laboratory Manual (pp. 28–31).
Capítulo 2: Third Day
Overview: Gramática 3
Introduction of Gramática 4, Salu2 Segmento 2
1. Warm-up/Review: Las materias, Gramática 1: Singular Nouns: Gender and Articles, and
Gramática 2: Nouns and Articles: Plural Forms (5 min.)
a. Oral exercise: Conduct as choral or individual drill or mixture: Dé el femenino: el secretario, el
consejero, and so on. Dé el masculino: la consejera, la profesora, and so on.
b. ¿Cómo se dice en español? Give mix of masculine/feminine items and people.
2. Gramática 3: Subject Pronouns (Part 1); Present Tense of -ar Verbs; Negation (pp. 41-44) (25
min.)
a. GEA (p. 41): model, choral repetition, one individual repetition. Do Suggestions (p. 41, AIE ).
b. Introduce the concept of the infinitive. ¿Cómo se dice en inglés?: bailar, necesitar, pagar,
trabajar, tomar, regresar, estudiar, desear, enseñar, buscar, comprar, cantar. Then reverse:
¿Cómo se dice en español?: to dance, to need, and so on.
3. Preview: Gramática 4: Asking Yes/No Questions (pp. 48–49) (10 min.)
a. Contrast English (You work here. Do you work here? You do work here?) with Spanish (Ud.
trabaja aquí. ¿Trabaja Ud. aquí? [inversion] ¿Ud. trabaja aquí? [intonation]).
b. GEA (p. 48): model, choral repetition, one individual repetition, followed by Comprensión.
c. Go over Point 2 first suggestion (p. 49, AIE ), and do Preliminary exercise (also p. 49, AIE ),
d. Do Práctica y comunicación A (p. 49).
4. Preview Salu2 Segmento 2 (p. 53)
a. Do Antes de mirar.
b. Ask students what they expect to see in the segment; provide students with possible answers: sí,
no, es posible, no es probable: En el segmento, ¿hay imágenes (explain) de … ? la
universidad en el Perú/ la universidad en los Estados Unidos/ los estudiantes en una clase
/ los estudiantes con la familia en el Perú/ de los estudiantes en Lima…
5. Assignment (on board)
a. Review: Gramática 3.
1. Warm-up/Review (10 min.)
a. Practice conjugation of estudiar and necesitar.
b. Hold up objects from En el salón de clase vocabulary. Ask: ¿Necesita Ud. un(a) _______?
c. Review: Las materias. Ask: ¿Estudia Ud. _______?
d. Review: Gramática 1 and 2 as choral/individual drill, Dé el plural: el libro, el consejero, la
profesora, una mujer, and so on. Dé el singular: unos papeles, unos estudiantes, unas
amigas, and so on.
2. Gramática 4: Asking Yes/No Questions (pp. 48–49) (15 min.)
a. Review: What are two ways for forming yes/no questions? (inversion, intonation) What are the
possible ways to change the statement Ud. estudia mucho into a question?
b. Do Práctica y comunicación B-D (pp. 49-50). Emphasize the importance of rising intonation.
3. Un poco de todo (p. 52) (10 min.)
a. Point out that the purpose of this section is to provide a general review of grammar and
vocabulary from the current and preceding chapters.
b. Explain the Un poco de todo: Lengua y cultura activity. Point out that the paragraph is a
cultural reading and that the items recycle previous, along with the current, vocabulary and
grammar. This one will be assigned as homework.
4. En su comunidad (p. 52) (5 min.)
Introduce En su comunidad and establish how and how often students will conduct and report on
these interviews. Have the class brainstorm community resources for conducting the interviews,
as well as additional questions they might use for this interview.
5. Salu2 segmento 2 (p. 53) (5 min.)
Go over Después de mirar A-C answers.
6. Introduce A leer (pp. 54-55) (5 min.)
a. Introduce the A leer spread and explain the difference between the two readings (Lectura
cultural and Del mundo hispano). Explain how these readings will be used in your course, for
example, whether or not the content from readings will be tested, and whether students are
expected to read the passages before class or as an in-class activity.
b. Read the first section of Lectura cultural, either modeling followed by choral repetition or have
students read it in pairs out loud to each other, helping each other with pronunciation.
7. Assignment (on board)
a. Review: Gramática 4.
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b. Prepare Un poco de todo A (p. 51-52).
c. Read A leer.
d. Assign ¡Ahora yo! (p. 56), to be completed in two days. Consider assigning B to groups of
students.
e. Write the exercises for Gramática 4: Asking Yes/No Questions and Un poco de todo in the
Workbook/Laboratory Manual (pp. 36–40).
Capítulo 2: Fifth Day
Overview: Finish Un poco de todo
A leer: Lectura cultural
Introduction of A escuchar, A escribir
1. Warm-up/Review (10 min.)
a. Small-group activity: Conversation Cards. Students work in pairs, asking each other the following
questions (from copies):
4. ¿Deseas bailar con (estudiante)? 8. ¿Estudias historia? ¿sociología? ¿sicología? ¿matemáticas?
b. Whole-class follow-up: Ask individual students questions about the student(s) they talked with.
For example, Juan, ¿Susana habla italiano?, and so on. Or ask questions such as ¿Quién habla
italiano? based on the copies. Students may answer only for the students they talked with, not
for themselves. For example, Ana may answer, Linda habla italiano, and so on.
2. Un poco de todo (pp. 51-52) (10 min.)
Do A.
3. A leer: Lectura cultural (p. 55) (10 min.)
a. Orient students to what will be the repeating structure of these author-written reading sections.
b. Ask the Comprensión questions.
4. Preview A escuchar (p. 56) (3 min.)
a. Introduce this listening comprehension section, and establish how and when you expect these to
be completed (in class, in the laboratory, or as part of Connect homework).
b. Do the Antes de escuchar activity.
5. A escribir (p. 57) (5 min.)
a Briefly introduce the A escribir section, the steps in each writing assignment, and an overview of
the writing requirements and rules for your course.
b. Have students complete the Preparar activity in class.
6. Introduce the concept of un portafolio, if it is something you expect your students to create
throughout the semester.
7. Assignment (on board)
a. Review all of Capítulo 1.
Prueba corta in the Workbook/Laboratory Manual (pp. 40-43).
Capítulo 2: Sixth Day
Overview: Chapter quiz
Preview of Capítulo 3
1. Warm-up/Review (10-15 min.)
a. As needed, tailored to your class. Allow students to ask questions for review.
b. Go over the questions in the chapter opening spread (p. 27,) and have students in pairs ask and
answer them. Then have 2-3 pairs do the interaction for the whole class.
c. Show one or two of the Producción personal videos, if any students have completed them
already.
2. Chapter quiz (20-25 min.)
3. Preview: Overview of Capítulo 3 (5-10 min.)
Introduce the theme and grammar structures of the chapter, focusing on the opening pages (pp. 60–
61).
4. Assignment (on board)
a. Read Vocabulario: Preparación: La familia y los parientes (pp. 62-63).
b. Complete the Puntos personales exercises in the Workbook/Laboratory Manual (pp. 43-46).
