Chapter-by-Chapter Supplementary Materials
A. Overview of Materials
Supplementary materials that can be used with the Puntos text include the Workbook/Laboratory Manual
(described in the next section of this Instructor’s Manual [IM]), additional online activities on Connect (see the
Section Connect and Other Multimedia Components), and Supplementary Materials to accompany Puntos de
partida 10e, by Foerster. The latter is a compilation of materials that include short pronunciation practice,
audio activities, grammar worksheets, and integrative communication-building activities, as well as chapter
reviews and games to practice language acquisition. For more information on this supplement, contact your
McGraw-Hill sales representative.
This section of the IM contains additional teaching strategies, suggestions, and information related to
various sections in each chapter of the main text of Puntos. It is suggested, however, that you first refer to the
on-page annotations of the Annotated Instructor’s Edition (AIE). The following type of material is regularly
included for each chapter.
• brief comprehension questions to accompany Vocabulario: Preparación sections
• suggestions for Producción personal
• a culminating Desenlace activity in each Un poco de todo section (appearing in the En resumen
section in Capítulo 1)
B. Chapter Materials
CAPÍTULO 1 ANTE TODO
PRIMERA PARTE
Saludos y expresiones de cortesía (p. 4-5)
Suggestion: Optional: Introduce don and doña as titles of respect used only before the first
name, as in don José or doña Ana. These terms are not capitalized, nor do they
have standard abbreviations.
Pronunciación: Las vocales (p. 7)
Suggestion: Have students do a trabalenguas (tongue twister) to practice the vowel sounds.
Here is the Spanish version of “Eeny, meeny, miney, moe.” The person who
corresponds to fue is “it”. Pin, marín / de don Pingüé / cúcara , mácara /
títere, / fue.
El alfabeto español (p. 8)
Suggestions: The examples given with the letters of the alphabet (a male and female name plus a
place name) provide examples of the major sounds of Spanish. As you pronounce
the names with students, you can point out the salient features of Spanish
pronunciation, such as the following.
• ch, ll: Represent sounds not represented by any single letter in Spanish.
Examples: Pancho, Chabela, La Mancha; Guillermo, Estrella, Sevilla.
• ce, ci: Produce an [s] sound; ca, co, cu produce a [k] sound.
• In some areas of Latin America, such as Northern Mexico (Chihuahua), Cuba, the
Dominican Republic, and Panama, the ch is frequently pronounced like the sh in
English shirt. Thus, muchacho = mu-shá-sho.
• ga, go, gu: Produce a [g] sound; ge, gi are pronounced like Spanish j.
• r: When within a word and not immediately preceded by the letters n, l, or s,
the letter r represents a flap [d] sound similar to the middle sound in English
butter.
• rr: The trilled sound of the two–letter grouping rr is also represented by the single r
¿Cómo es usted? (Part 1)
Comunicación A (p. 10)
Suggestions: Explain the meaning of the ¿ ? option and have students include at least two
additional cognate adjectives from Nota comunicativa: Los cognados.
• After students have completed this activity, have several students read their
answers to the whole class. Be sure that their answers include yo soy
estudiante. (Estudiante is one of the three nouns included in this activity.)
• Teach the use of no as in yo no soy. Then have several students tell what they
are not. Their answers should include yo no soy profesor(a).
• Variation: Assign as pair/group work. Model asking questions and present
using no and también: —¿Eres idealista? –Sí, soy idealista.—Yo también. (—
No soy idealista.) Follow-up: Ask students to say a trait they share with one of
their classmates: Mike es idealista y yo también.
SEGUNDA PARTE
Los números del 0 al 30; Hay (p. 13-14)
Práctica y comunicación C (p. 14)
Suggestions: Teach ¿Cuántos son? Give additional problems orally.
Un problema para Einstein: 10 – 5 + 7 – 4 +12 – 15 + 9 – 11 + 17 – 14 + 16 + ?
(Answer: 22)
Salu2 (pp. 20–21)
General Ideas about Salu2
Notes: Two types of language are found in the Salu2 programs: the scripted language
of the in-studio anchors and roving reporter and the unscripted, natural, native
speech of the people interviewed or featured in the shows. The scripted speech
Puntos de partida in this IM for more information about this kind of language in
Salu2.
• The purpose of the Salu2 episodes is not only entertainment but also language
acquisition. Pedagogically, the shows fit within an immersion approach. This
means that, for skill development to occur, students need to “stretch,” not just
listen to vocabulary and structures that have been presented in the text. The
morning show format of Salu2 is designed to provide students with a familiar
format that will make understanding easier. Within this format, language is
supported by visual images at all times and is also, by and large, delivered in
small chunks. See Section V. Chapter Structure and Teaching Techniques for
Puntos de partida in this IM for more information about this aspect of Salu2.
• The native speech in the interviews in Programa 1 will be quite
comprehensible to students. Note that one nonnative speaker is included in the
interviews.
Programa 1
The entire program is presented in the textbook.
Antes de mirar
Suggestions: Have students name popular morning news and talk shows. Examples current
at the time of publication include The Today Show, and The View.
• Additional cognate adjectives to extend this activity: provocativo/a,
interesante.
• You may wish to brainstorm more characteristics of a morning show: anchors,
roving reporters, features on a wide variety of topics, and so on.
• Before or after your first showing of the episode, you may wish to give students
the original Spanish name of the city of Los Angeles: Pueblo de Nuestra Señora
la Reina de los Ángeles de Porciúncula.
• Have students come up with Los Angeles area names that are related to the
original meaning of Los ángeles = the angels. Examples: Los Angeles is often
referred to as the City of Angels. Its baseball team is called the Los Angeles
Angels of Anaheim.
Después de mirar
Optional: Follow-up 1. ¿Cómo se llama el presentador? ¿la presentadora? ¿la reportera? (Víctor
Gutiérrez, Ana García Blanco, Laura Sánchez Tejada)
2. ¿Dónde está la reportera esta mañana? (en la playa de Santa Mónica)
3. ¿Todas las personas que hablan con la reportera son hispanos? (no)
Optional: Discussion 1. ¿Le gusta el nombre del programa?
2. ¿Le gustan los programas matinales?
Optional (p. 21)
Suggestions: Consult the list of general guidelines given for Producción personal B (video
creation) activities in Capítulo 2 of this section of the IM. In addition, be sure to
address the following before students begin to work on the optional video
assignment for this chapter, which specifies an interview format.
• Give students the exact number of interviews that you expect them to film.
• If it is important to you, tell students whether the interviewer should appear in
the video or whether he/she should “appear” as a Voice Over (VO) presence
only.
• Specify whether the interviewees should be other students in their classes or
whether they can interview students in other classes or members of the
Spanish-speaking community.
EN RESUMEN: EN ESTE CAPÍTULO (p. 24)
Desenlace: A conocernos
Note: In all other chapters of Puntos, Desenlace occurs under the Un poco de todo
heading.
Activity: Students will create a skit in Spanish in which they meet, greet, and describe
another person appropriately, and present it to the class.
Purpose: To review and practice formal and informal verbal structures and expressions from
Capítulo 1
“replay” the scene, switching formal register to informal and vice versa.
CAPÍTULO 2 EN LA UNIVERSIDAD
COUNTRY OF FOCUS Los Estados Unidos (p. 27)
Suggestions: Provide the name for those states that have Spanish names, spellings, or slightly
different pronunciations: Carolina del Norte/Sur, Colorado, Dakota del
Norte/Sur, Distrito de Columbia, Florida, Luisiana, Nueva Jersey, Nueva
York, Nuevo Hampshire, Nuevo México, Oregón, Pensilvania, Virginia,
Virginia del Oeste / Occidental, Washingtón.
• •Point out in English that the presence of Spanish in what is today the U.S.
predates the presence of English. Useful facts: (1) 150s and 1600s: intense
Spanish explocations. (2) 170-1776: founding of missions in California and
Arizona. (3) Spain controlled half of what is today U.S. territory in 1776. (4)
1846-1848: war with Mexico; Spain cedes western territories to the U.S. (5)
1891: Spanish-American War; Spain cedes Puerto Rico to the U.S.Note that
Hispanic (and Latino, to a lesser extent) is a pan-ethnic term adopted by U.S.
media in the 1970s, along with the term Hispanic American. Many Hispanics
who lives in the U.S. pefer to refer to themselves by their national origin: Cuban
• See the IE (p. 12) for the states with the largest percentage of Hispanic
population. Point out that only Mexico and Spain have a Hispanic population
that is greater than that of the United States. Have students list their ideas about
the Hispanic population in this country including the areas where they live, the
different groups, as well as food, music, and sociopolitical impact. When you
finish the chapter, return to the lists and ask students what ideas they would
change and/ or add. The success of this activity will depend not only on the
content about U.S. Spanish-speakers presented in the text but also on the extent
to which you have time to supplement that content with your own knowledge
and experiences and also with information given in the AIE and this IM.
• Ask students if there is a Hispanic population in your city or in their home
towns. Does that population speak Spanish? Are they primarily from, or
descended from, people from one area of the Spanish-speaking world in
particular?
• Ask students if they have friends who speak Spanish. Do these friends speak
Spanish at home? Were they born in this country? Has their family been in this
country for a long time, or are their family members recent arrivals? Where do
their ancestors come from? Allow students of Hispanic origin to volunteer
information about these topics. Do not expect them to represent all Hispanic
speakers.
• In order to engage students in a frank discussion of their own, possibly
inaccurate, stereotypes, have them describe how they picture Hispanics
physically (White, Indian, Mestizo, Black). Even Hispanic students from
different regions of this country may have different images of Hispanics,
according to the predominance of Hispanics of one origin or another in their
area. Follow-up by showing magazine (or family) pictures of very different
looking Hispanics.
VOCABULARIO: PREPARACIÓN
En el salón de clase (p. 28)
Preparation: Bring with you the objects listed in the vocabulary box, or know where you can find
an example of each in the classroom. Have pictures for the rest of the items.
Presentation: Follow the sequence of presentation in Suggestions (p. 28, IE).
Quick Comprehension ¿Cierto o falso?
Check: 1. Una librería es un lugar. No es una persona.
2. La residencia es para los profesores.
3. Un consejero es una persona. No es un animal.
4. En el salón de clase, son necesarios un libro, unos escritorios, papel y un
secretario.
5. En la clase de español, hay (insert approximate number of students) estudiantes.
Pronunciación: The two sections in this chapter’s Vocabulario: Preparación section offer
opportunities for practice with the letter c: the letter combinations ca/co/cu versus
ci versus cua. Here are the words for En el salón de clase.
• The letter combination ca: la biblioteca, el/la bibliotecario/a, la cafetería, la
calculadora, la computadora
• The letter combination cua: el cuaderno, (el/la compañero/a de) cuarto
Las materias (p. 30)
Presentation: Have students skim the list of subjects as you pronounce each word out loud twice.
This should take very little time. Then have students close their books.
Quick Comprehension ¿Cierto o falso?
Check: 1. En una clase de historia, los libros no son muy importantes para los estudiantes.
leen.)
6. Es necesario participar mucho en una clase de español.
Pronunciación: The letter combination ca: la física, las matemáticas, (las ciencias) políticas,
la química
• The letter combination co: la computación, las comunicaciones, la economía,
la sicología
• The letter combination ci: la administración, las ciencias sociales, la
sociología
Nota comunicativa (p. 32)
Suggestion: Use the drawings in Com. B (p. 29) to practice interrogative words as well as
cognate recognition. As you read each question, students associate it with the most
appropriate drawing.
1. ¿A qué hora es el examen? (1)
2. ¿Cuánto es/cuesta? (3)
3. ¿Dónde estudian Jorge y Alicia? (2)
4. ¿Cómo es la profesora? (1)
5. ¿Qué compra la estudiante? (3)
6. ¿Quién está en la biblioteca? (2)
Comunicación C (p. 32)
Suggestion: Introduce the days of the week. Have students tell what classes they have on which
days. Put the following model on the board, explaining the meaning of tengo: El
lunes tengo inglés, biología y arte.
SALU2 SEGMENTO 1 (p. 33)
Using the Full Salu2 Programs
Of the 18 Salu2 programs, 7 are completely supported by the two Salu2 sections in their chapter and 3 are
almost completely supported (excluding only the program closing). When a program is only partially
supported (8 programs in all), the segments selected were chosen for their length, vocabulary and grammar
appropriateness, and/or particular cultural content. Often, Segmento 1 is or includes the anchors’
introduction to the show. The rest of the Salu2 program for those 8 shows can easily find its way into the
classroom/curriculum on a regular or occasional basis. In this subsection for appropriate chapters, you will
find specific suggestions on how to use the segments not covered in the textbook.
Here are a few suggestions for using the Salu2 segments not explicitly supported in the text.
• Quick gisting activity At the beginning or the end of the class, show 30-60 seconds of a segment, without
captions or any other support, and ask students to identify key words and get a general sense of the
segment’s content and main idea. Show the segment twice. This is a challenging task, but it presents an
authentic immersion situation, and if students are correct, it is a rewarding experience. That said, it can be a
frustrating experience for some students. For this reason, this activity should not be graded.
Programa 2
(checked segments = used in the textbook)
√ Introduction
√ Study abroad: la universidad del Pacífico en Lima, Perú
Study abroad: Guanajuato, Mexico
Note: This page supports the anchors’ introduction and the first part of the program. It
corresponds to Salu2 Capítulo 2 Track 1.
Suggestion: • If students watch outside of class, stress the importance of repeated viewing.
• All of the activities in Después de mirar can be done as partner/pair work.
Using the Extra Segment
General suggestions: For general suggestions on how to use the extra Salu2 segment, see above.
Specific suggestions: • The extra segment will work best if used after Segmento 2.
• Preview: Use this question as an advanced organizer: When students at
your college or university go abroad to study Spanish, to what
countries/cities do they go? You may wish to ask the question in English,
then rephrase it in Spanish: Cuando los estudiantes de (your university)
van al extranjero para estudiar español, ¿a qué países/ciudades van?
• Showing:
– Show the Guanajuato segment once, then ask basic questions, such as:
GRAMÁTICA
Gramática 2, Point 3 (p.39)
Suggestion: Remind students about the following features of English pluralization, which is
more complicated than the Spanish system: (1) –f or –fe to –ves: wife –
→
wives, calf
→
calves; (2) vowel changes: fireman
→
firemen, foot
→
feet, goose
→
geese; (3) –s
or –es: memos but potatoes; (4) some don’t change at all: deer, fish, sheep.
Gramática 3, Práctica y comunicación A (p. 44)
Extension: 9. en una fiesta (bailar, cantar, escuchar, tomar)
10. el béisbol o el golf (practicar)
11. un piano o una flauta (practicar, tocar
12. en un restaurant (pagar, tomar, trabajar)
UN POCO DE TODO (pp. 51–52)
Desenlace: Los nuevos amigos
Activity: Students will create a skit in Spanish about new students getting acquainted, and
present it to the class. They will ask and answer questions regarding their university
classes, time schedules, and favorite activities.
Purpose: To create a context in which students can review and practice the grammar from
Capítulo 2 and vocabulary related to the university
Resources: Puntos textbook, the Internet, and other sources as appropriate
Duration: Out-of-class preparation time will vary. In-class time will be approximately 5
minutes per presentation.
Format: Groups of three to four students
Comment: You may wish to circulate around the room as students work on their skits, making
suggestions and providing vocabulary, as needed.
SALU2 SEGMENTO 2 (p. 53)
Note: This page supports one of Laura’s reports in Program 2. It corresponds to Salu2
Capítulo 2 Track 2.
Suggestions: • If students watch outside of class, stress the importance of repeated viewing.
• All of the activities in Después de mirar can be done as partner/pair work.
•If you are showing the segment in class, have students watch it before reading the
Fragmento, asking them only to catch a few words and infer general meaning.
A LEER: LECTURA CULTURAL (p. 54)
Más sobre los Estados Unidos
Note: The Spanish spoken by Hispanics varies from group to group according to their
country of origin (and also according to how long they have been in this country or
whether they were born here). Here are some things different native Spanish
speakers say to describe something they like.
bacán, bacano/a (Colombia)
chévere (el Caribe)
guay (España)
(muy) cool (la Argentina, el Uruguay)
padre (México)
A LEER: DEL MUNDO HISPANO (p. 55)
Un paso más: Have students discuss in pairs or groups how their Spanish-learning experience
differs from the English-learning experience of the students at Cincilingua. Before
the discussion starts, generate with students a two-column chart (one column for
Cincilingua, the other for students in the class) with rows for número de horas,
número de días, duración del curso, número de estudiantes en la clase, tipo de
estudiantes, actividades extracurriculares. Use the information students have
given in their answers to the questions in Comprensión A – B as the basis for this
activity.
Optional Writing Activity: Have students create an advertisement for the language program at their
college or university in which they give information similar to that offered in the
Cincilingua ad. They will probably need the days of the week; present them or refer
students to p. 18 (Capítulo 1).
Multimedia: Internet: As homework, have students search for institutos de inglés online and answer the
questions in Comprensión B about one that seems interesting to them. In class,
have students share what they have learned in groups or in a full-class discussion.
Help them organize the information by showing them how to build a chart or table
with key information about the institutes. Alternatively, the class could decide
together on what specific information to look for so that they are better prepared
for the in-class comparison they will make.
A ESCUCHAR (p. 56)
Escuche
Audioscript: La Universidad Internacional anuncia el período de matrícula para los cursos de
verano, desde el 1 hasta el 30 de mayo. La duración de los cursos de verano es de 4 a
8 semanas, según la materia. Las clases empiezan el 20 de junio y terminan el 13 de
agosto. Hay un extenso catálogo de cursos en muchas disciplinas, como
administración de empresas, sociología, psicología, matemáticas, etcétera. También
hay cursos a distancia por Internet en varias lenguas con una variedad de niveles en
inglés y francés y niveles introductorios en italiano y portugués. Los estudiantes
tienen la opción de vivir en La Residencia Universitaria García Lorca. Para más
información sobre la matrícula y la residencia universitaria visitar la página
www.universidadinternacional.es o llamar al 902– 923–13–04.
PRODUCCIÓN PERSONAL (p. 56)
¡Ahora, yo!
General Guidelines: Short video assignments for students are included in each chapter. It is never
assumed that instructors will always assign this feature; for this reason, all video
assignments are independent of each other.
For the majority of these segments, students will need to write, act in, and/or
film others (who can be students, members of the Spanish-speaking community, or
even friends or family members who speak Spanish). For these tasks, as in real
television production, students should ideally work in teams of two or more
classmates, but you should feel free to allow students to work individually, as
appropriate.
Individual instructors should establish specific guidelines about the following
for each video assignment:
• how long the video should be
As noted, a major decision for you to make with each video assignment is how
much you as an instructor want to be involved in the scripting process. With the
video assignments in the first chapters of Puntos, you may wish to have students
prepare their questions (and possibly the answers of the interviewees) before
filming, so that you can check them for clarity and accuracy.
In terms of grading, you will need to consider the following for all video
assignments:
• How will you assess student performance and assign grades? If students are
working in pairs or groups, will you assign individual grades or a group grade?
Students may be particularly anxious about the basis for assigning a group
grade.
• You will also need to decide how much credit to give for filmic aspects of the
videos (montages, extra visuals, music or other sound effects, credits, and so
on).
Suggestions:
• Give students the exact number of interviews that you expect them to film.
• If it is important to you, tell students whether the interviewer should appear in
the video or whether he/she should “appear” as a Voice Over (VO) presence
only.
• Specify whether the interviewees should be other students in their classes or
whether they can interview students in other classes or members of the
Spanish-speaking community.
• Decide ahead of time whether you want to assign groups of three to four
students to work on this task or whether you will allow students to organize
their own teams. The advantage to assigning teams is that you can pair up
you can correct them before filming starts.
• Other possible considerations for some video assignments:
– Characters / Los personajes: Who are they? Are they young or old?
Will the language of the characters be formal or informal?
– Context / El context: Even if the characters are young, context will
determine what they say and how they say it. Consider when and
where the characters are meeting: at the beginning of a class, during
orientation for first-year students, at a party, or elsewhere.
should check the script carefully for vocabulary and grammar usage. It
may even be a good idea to have a dress rehearsal (un ensayo
general). It may seem like “overkill,” but it is likely to save time and
embarrassment in the long run.
Suggestion for this chapter: Encourage students who know Spanish speakers on campus to
interview them instead of classmates for this short assignment.
CAPÍTULO 3 LA FAMILIA
COUNTRY OF FOCUS México (p. 61)
Suggestions: •Tell students that México is a neighbor of this country and the largest Spanish–
speaking country in the world.
•Ask: Who has been to México? Is anyone of Mexican origin? Ask follow-up
questions, as appropriate.
•Most students will heave heard of Cinco de Mayo. Clarify that this is not Mexican
Independence Day but rather a Mexican pride/heritage holiday celebrated primarily
in this country and in Puebla, México, where Mexican troops won a victory over the
French on May 5, 1862. Mexican Independence Day is celebrated on September 16.
•Call students’attention to the fact that this chapter and the next 4 focus on Central
American countries, which are united geographically as well as by cultural
elmements, especialy their indigenous heritage (Aztec, Maya, Zapotec, among
others).
•Have students list their ideas about México, including information on geography,
politics, economy, culture, music, and cuisine. When you finish the chapter, return to
the lists and ask students what ideas they would change and/or add. The success of
this activity will depend not only on the content about México presented in the text
but also on the extent to which you have time to supplement that content with your
own knowledge and experiences and also with information given in the AIE and this
IM.
VOCABULARIO: PREPARACIÓN
La familia y los parientes (pp. 62–63)
Preparation: Before class, draw your “own” family tree on the board. Include all of the family
members you want to present and give them all first names.
Suggestion: Present a few family members in a conceptually related group, check
comprehension, then present a few more, spiraling in vocabulary from the previous
group, check comprehension, and so forth, finishing with a final review.
(and so forth).
Quick Comprehension Sample questions
Check: (pointing to parents) ¿Son mis padres o mis hermanos?
(pointing to grandparents) ¿Son mis padres o mis abuelos?
(pointing to brother) ¿Es mi abuelo o mi hermano?
Final Review: Review all members, pointing to each one and asking ¿Quién es? Students respond
• The letter combination rr: el perro
• The letter j: el/la hijo/a, los hijos, el pájaro
Nota cultural (p. 64)
Notes: • Argentina is an exception to the two-surname system. Very often only the father’s
last name is used.
hyphenation (Calderón-Lázaro), as many Americans have done in recent years.
Suggestion: To practice the last name system, assign names to Patricia’s abuelos in the tree on
page 62. Ask students to invent last names for the in-laws. Then have students work
in pairs to name the remaining family members. Since they are working with the
same information, every pair shoud come up with the same names.
1. 1, 4, 7, 10, ¿…? (Answer: 13)
2. 0, 3, 6, 9, ¿…?(Answer: 12)
3. 2, 4, 3, 9, 4, 16, ¿…? (Answer: 5, 25)
64.
Presentation: Follow the sequence of presentation in Suggestions (p. 64, IE).
Quick Comprehension ¿Cierto o falso?
Check: 1. Esteban es rubio.
2. Juan es moreno.
3. _____ (estudiante de la clase) es alto.
4. El libro Puntos es viejo.
5. Un chimpancé es inteligente.
6. El demonio es bueno.
Pronunciación: The letter r within words: corto, gordo, grande, largo, moreno, perezoso,
pobre, trabajador
• Initial r: rico, rubio
• The letter j: bajo, joven, trabajador, viejo
SALU2 SEGMENTO 1 (p. 67)
Programa 3
(checked segments = used in the textbook)
√ Introduction
Barcelona: Una familia en un parque
√ California: Una familia de origen mexicano
Note: This page supports the anchors’ introduction of the program. It corresponds to
Salu2 Capítulo 3 Track 1.
Suggestions: • If students watch outside of class, stress the importance of repeated viewing.
• All of the activities in Después de mirar can be done as partner/pair work.
Using the Extra Segment
General suggestions: For general suggestions on how to use the extra Salu2 segment, see Using
the Full Salu2 Program in Capítulo 2 in this section of the IM.
Specific suggestions:
• This is a linguistically challenging segment due to the very authentic and
colloquial nature of the interviewees’ language. It is best used after
Segmento 2.
• Preview: Questions to use as advanced organizers
• Showing:
– Show the segment once. Before you do, teach the regular verb cuidar
de, then ask students to focus on answering these questions: ¿Quiénes
son? ¿Dónde están? ¿Quién cuida de la hija?
GRAMÁTICA
Gramática 6, Práctica y comunicación A (p. 77)
Suggestion: Listening/Input: Ask students to assume that you are Gloria from the family tree (p. 62).
Read statements, adjusting items as needed. Students respond cierto o falso.
2. Pedro es mi esposo. (F)
4. Carlos es mi sobrino. (C)
UN POCO DE TODO (pp. 89–90)
En su comunidad (p. 90)
Optional questions: The following option is somewhat more linguistically challenging than the interview
suggested in the text.
Entreviste a (Interview) una persona hispana de su universidad o ciudad sobre
(about) los nombres y apellidos de su familia.
Preguntas posibles
• ¿Cuál es el país de origen de su familia?
• ¿Cuál es el sistema de apellidos en su país de origen? ¿Y en su familia, ahora?
• ¿Qué nombres y apellidos son muy populares en el país o ciudad de origen de
sus padres o abuelos?
• ¿Qué nombres en su familia se repiten de padres a hijos?
Desenlace: La familia y los parientes
Activity: Students will role-play the members of a five-member family from a Spanish-
speaking country. They will give each member an authentic-sounding first and last
name(s). Students will speak about their characters, and include nationality,
appearance, personality, family relationship, age, habits, likes and dislikes, and
family pets, and conclude by introducing another member of the family.
Purpose: To create a context in which students can review and practice the grammar from
Capítulo 3 and vocabulary related to the family, adjectives, and numbers
Resources: Puntos textbook, the Internet, and other sources as appropriate
Vocabulary: Family and relatives, descriptive adjectives, numbers from 31 to 100, nationality
adjectives and languages, and expressions of frequency
Grammar: Principal grammar structures covered in Capítulo 3 of the textbook, including
adjectives, the verb ser, possessive adjectives, and -er and -ir verbs
Recycled Content: me/te/le gusta, cognates, articles, -ar verbs, and the verb estar
Duration: Out-of-class preparation time will vary. In-class time will be approximately 5
minutes per presentation.
Format: Groups of five students
SALU2 SEGMENTO 2 (p. 91)
Note: This page supports one of Laura’s reports in Program 3. It corresponds to Salu2
Capítulo 3 Track 2.
Suggestions: • If students watch outside of class, stress the importance of repeated viewing.
• All of the activities in Después de mirar can be done as partner/pair work.
A LEER: LECTURA CULTURAL (p. 92)
Más sobre México
Typical greetings: ¿Qué onda? What’s up?
¡Ahí nos vemos! = Adiós
To answer the phone: ¿Bueno?
Idioms: ¡Híjole! Wow!
¡Qué buena / mala onda! How cool / bad!
¡Qué padre! How cool!
A LEER: DEL MUNDO HISPANO (p. 93)
Un paso más: Have students discuss in groups which of the following adjectives could be used to
describe the life of los Sres. Figueroa. Ask them if they can think of other adjectives.
MODELO: Los padres necesitan ser muy pacientes con sus hijos porque es difícil
ser padres de sextillizos.
ADJETIVOS: paciente, independiente, emocional, egoísta, tranquilo, difícil (hard),
horrible, prudente, calmado, valiente, responsable, sentimental,
tolerante, generoso
Optional Writing Activities: Option A: No existe una familia perfecta, pero todos tenemos ideas sobre la familia
«ideal».
Paso 1. Conteste estas preguntas, según (according to) su opinión personal.
1. ¿Cómo son los padres ideales (características personales, edad, profesión)?
2. ¿Cuántos hijos hay en una familia ideal?
3. ¿Cómo son los hijos ideales?
4. ¿Cuántos años de edad, idealmente, separan a los hermanos?
situación familiar.
1. ¿Tiene hermanos? ¿Cuántos años tienen y cómo se llaman? ¿Cómo son? ¿Cómo
es su relación con ellos? (cariñosa [affectionate], íntima / cercana [close],
distante, competitiva, indiferente)
2. Si no tiene hermanos, ¿cuáles son las ventajas (advantages) o desventajas
(disadvantages) de la situación, en su opinión?
Multimedia: Internet Have students do one of these two Internet mini-research projects.
• Search for up-to-date information about the family in the reading using
keywords like the father’s and/or mother’s last name and the word sextillizo.
• Use keywords like sextillizo, quintillizo, and so on, to search for information in
Spanish about other multiple births. They should scan the articles they find only
for basic information, including where and when the births occurred, and
whether they were the result of tratamientos de fertilidad. When students
bring their findings to class, lead an information-sharing class discussion,
serving as secretary to write key words and facts on the board.
A ESCUCHAR (p. 94)
Escuche
Audioscript: Lucía Jiménez-Flores tiene una familia muy grande. Muchos parientes viven en
Oaxaca, pero la familia inmediata de Lucía vive en los Estados Unidos,
principalmente en el área de Chicago. El esposo de Lucía se llama Antonio. Los dos
tienen 45 años y enseñan en una escuela primaria. Los padres de Lucía se llaman
Soledad y Juan. La madre, Soledad, tiene 70 años y está muy bien, pero Juan, su
padre, murió en diciembre. Lucía tiene solo un hermano que se llama José. José tiene
50 años y es un hombre trabajador y simpático. La cuñada de Lucía se llama Ana y es
profesora de matemáticas en la universidad de Chicago. Ana es alta y delgada. Lucía
y Antonio no tienen hijos, pero tienen tres sobrinos, los hijos de José y Ana: Adrián,
Camila y Sofía. Adrián tiene 10 años y es muy guapo y muy travieso. Sofía y Camila
son mellizas y tienen 13 años. Son como su madre, altas y delgadas.
PRODUCCIÓN PERSONAL (p. 94)
¡Ahora, yo!
Suggestions: Consult the list of general guidelines for all Producción personal activities and
the suggestions for Capítulos 1 and 2.
• In this chapter, as an alternative to formal interviews, you may wish to suggest
that students just let their interviewees talk about their families without
prompting or answering questions.
CAPÍTULO 4 DE COMPRAS
COUNTRIES OF FOCUS Guatemala y Honduras (p. 98)
Point out: In the 17th century, Guatemala had the first female governor of the New World,
doña Beatriz de la Cueva, widow of the famous conquistador Pedro de
Alvarado.
• Rigoberta Menchú (1959–) won the Nobel Peace Prize in 1992. Born into rural
poverty in Guatemala, she fled to México after most of her family was killed by
government security forces. Questions have arisen about the accuracy of some
of the details in her biography, Me llamo Rigoberta Menchú y así me nació la
conciencia. However, many scholars believe that the book is an example of
testimonio, a genre in which one person represents the voice of many.
• The name of Honduras’s capital, Tegucigalpa, is of indigenous origin, meaning
hills of silver.
• Much of Honduras has always been underdeveloped, due to geography and
topology, as well as to historical experience. Repeated interventions by
outsiders into the country’s political and economic life have kept Hondurans
from seeking out strong external ties. The United Fruit Company was a very
powerful political force in the country during the first part of the 20th century.
• Both Guatemala and Honduras have large indigenous population, among
• Both Guatemala and Honduras are physically beautiful countries with jungles,
highlands, and coasts. There are important archaeological sites in both
countries.
Suggestions: •Reintroduce Centroamérica and Norteamérica. Ask students where Mexico is
located (Norteamérica). Use the map of Centroamérica to review the names of the
countries and practice pronouncing their capitals.
•Introduce el/la indígena, el/la maya.
•Have students list their ideas about Guatemala and Honduras, including
information on geography, politics, economy, culture, music, and cuisine. When you
finish the chapter, return to the lists and ask students what ideas they would change
and/or add. The success of this activity will depend not only on the content about
Guatemala and Honduras presented in the text but also on the extent to which you
have time to supplement that content with your own knowledge and experiences
and also with information given in the AIE and this IM.
VOCABULARIO: PREPARACIÓN
De compras (pp. 100–102)
Note: Clothing vocabulary varies widely across the Spanish-speaking world. The vocabulary
in Así se dice show only a few of these variations.
Preparation: Have students skim the vocabulary list quickly, then close books and listen to you,
watching carefully. Each time you introduce a new word from the list, write it on the
board. Use gestures and point when possible to items you are speaking of.
Sample Passage: Hoy vamos a hablar de la ropa. Esta es la ropa (indicate your own clothing). Hay
ropa para hombres y hay ropa para mujeres.. ¿Dónde compra Ud. la ropa? Hay
dos lugares típicos para comprar ropa: el almacén y la tienda. Los almacenes
son grandes (gesture) y las tiendas son pequeñas. Penney’s es un almacén y es
grande, pero (name of a local shop) es una tienda y es pequeña. En los
almacenes venden de todo… ropa, aparatos electrónicos y otros objetos. Los
almacenes venden cosas y Ud. compra cosas. Vender es lo opuesto de
comprar… (and so forth, explaining terms through simple contexts).
Suggestion: To illustrate regatear, create and act out a brief dialogue, taking on both parts
yourself. Sketch the faces of buyer and seller on the board, and point to the
appropriate face as you say each one. Then summarize the transaction for further
input.
Quick Comprehension Sample questions
Check: ¿Cierto o falso?
1. Los almacenes son grandes y las tiendas son pequeñas.
2. Sears solo vende ropa para hombres.
3. Las tiendas venden de todo.
4. Lo opuesto de comprar es vender.
Pronunciation: The three sections in this chapter’s Vocabulario: Preparación section offer
opportunities for practice with the letters v and b, z, and j, as well as with the letter
combination ll. Here are the words for De compras: La ropa.
• The letter combination ll: llevar
¿De qué color es? (p. 103)
Preparation: Wear items that represent some of the colors to be presented. Also bring magazine
photos of familiar articles of clothing in all the colors, as well as in plaid, stripes, and
polka-dots.
Presentation: Follow the model of the sample for Capítulo 3. Point to an article and discuss it,
repeating its name and color at least twice, then go on to another item. After three
or four items, go back and review. Check comprehension by pointing and asking
either/or questions, such as ¿Es verde o es azul?
Final Review: Ask about items of clothing that students are wearing. ¿De qué color es la camiseta
de Jorge? ¿Quién lleva una camisa de cuadros hoy?, and so forth. When you have
finished this review, students will be ready to start the textbook activities.
Pronunciation: The letter v: verde
• The letter b: blanco
• The letter z: azul
• The letter j: rojo
• The letter combination ll: amarillo
Los números a partir del 100 (p. 105)
Pronunciation: The letter v: novecientos/as
• The letter combination ll: millón
Suggestions: •¿Cómo se dice en español?
•Play a ¿más o menos? guessing game. Think or have students think of a number
for others to guess. After each guess, the leader tells whether the number is más o
menos: 650: ¿500? →más, ¿700?→ menos, ¿600?→más, ¿650?→¡Eso es! (new)
SALU2 SEGMENTO 1 (p. 107)
Programa 4
(checked segments = used in the textbook)
√ Introduction
√ Fashion in Puerto Rico: Entrevista con Vilma Torres, diseñadora
√ Fashion in Puerto Rico: Entrevista con el dueño de Icónica, diseñador de camisetas
Fashion in Los Ángeles: Entrevista con el dueño de Dimex
Note: This page supports the anchors’ introduction of the program. It corresponds to
Salu2 Capítulo 4 Track 1.
Suggestions: • If students watch outside of class, stress the importance of repeated viewing.
• All of the activities in Después de mirar can be done as partner/pair work.
• Vocabulary is the challenge in this segment. Doing previewing and other activities (noted in
Estrategia in the text) will be very helpful to prepare students for viewing.
Using the Extra Segment
General suggestions: For general suggestions on how to use the extra Salu2 segment, see Using
the Full Salu2 Program in Capítulo 2 in this section of the IM.
Specific suggestions:
• Because of its linguistic level, it is more appropriate to use this segment after
Segmento 2.
• Preview:
– Questions to use as advanced organizers: ¿Lleva Ud. camisetas con
frecuencia? ¿Qué tipo de camisetas lleva, de un solo color, de un
equipo (new) deportivo o una universidad? ¿camisetas con
mensajes importantes o divertidos (new)? ¿Tiene Ud. una camiseta
especial?
– Provide some vocabulary for viewing: la calle más antigua (the oldest
street), la lucha (wrestling), sobresalir (to excel), sucio/a (dirty), con
sangre (bloody), he peleado (I have fought), la gente (people), vivo/a
(alive)
– Point out that Christian Vidaurrázaga is a Californian Latino. His
Spanish shows the influence of English, which is very typical of Spanish
speakers living in an English-dominant environment.