inspirados en la cultura global. Ana se identifica con los diseños
de Dimex.
GRAMÁTICA
9. Pointing Out People and Things: Demonstrative Adjectives (Part 2) and Pronouns (pp. 110-113)
Optional: Ask students to explain the difference between a demonstrative adjective and
demonstrative pronoun. Give them these examples in English, then ask them to
provide others. This car is John’s. vs. This (one) is John’s. That cat is white. vs. That
(one) is white.
10. Expressing Actions and States: Tener, venir, poder, preferir, querer; Some Idioms with tener,
Preliminary Exercise (p. 116)
Have students answer these questions based on the cues.
UN POCO DE TODO (pp. 121–122)
Desenlace: De compras en un país hispanohablante
Activity: Students will role-play a situation in a Hispanic shopping mall, between two clients
and a clerk. They will prepare and present appropriate store objects, such as a
poster board with the store’s name and the discounted or sale items. They may also
wish to bring in currency from the country.
Purpose: To create a context in which students can review and practice the grammar from
Capítulo 4 and vocabulary related to stores and shopping
Recycled Content: Adjectives, gender and number, interrogatives, me/te/le gusta(n), estar, ser, and
other verbs from previous chapters
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
Comments: You may wish to comment on difference/similarity of dress codes in the Spanish–
speaking world and bring in examples of Latin American and Spanish currency.
SALU2 SEGMENTO 2 (p. 123)
Notes: This page supports one of Laura’s reports in Program 4. It corresponds to Salu2
Capítulo 4 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.
Optional: If your students watched the first segment in this chapter, ask them to compare the
type of clothes that both designers sell. Since students have not learned
comparisons yet, expect only adjectives. Or you can volunteer the comparisons, by
introducing the terms más / menos. Ejemplo: ¿Qué diseñador hace (new) ropa
más/menos formal/cara?
A LEER: LECTURA CULTURAL (p. 124)
Más sobre Honduras y Guatemala
Typical greeting (youth): ¿Qué onda, vos? What’s up?
To answer the phone: ¿Aló? ¿Bueno?
Idioms: Cuídese. Cuídate. Cuídese mucho. Ahí se cuida bastante. Take care.
¿Qué purrún vos? ¿Cuál es tu onda? What’s up?
A LEER: DEL MUNDO HISPANO (p. 125)
Un paso más: Have students brainstorm the qualities they consider when they purchase clothing.
Working individually or in groups, have them make a list of the most important
qualities and write a sentence of justification for each one. Then have students share
their lists and justifications with the whole class. As they talk, you can create a
master list on the board. You may wish to share some qualities with students to get
them going: la elegancia, el precio, el confort, el prestigio de la marca (new),
and so on. You may also have them answer this question: ¿Cómo se siente (do you
feel) cuando lleva ____?
Optional Writing Activity: Clothing is a basic need, like shelter and other kinds of protection, from the
elements, but many people consider it to be a form of self–expression as well. Have
students define and explain their own attitudes about clothing, fashion, or shopping.
have students read and comment on their classmates’ statements.
Multimedia: Internet Have students visit the official website of Exofficio, an American company:
exofficio.com. Then have them compare it to the websites of similar companies in
Spanish-speaking countries. Suggest that they use search terms like: ropa para
montañismo, ropa para protección solar, ropa repelente, ropa impermeable.
Have students send you the links to interesting pages they find. If possible, project
the pages in class and ask students to explain what they found interesting about the
pages they selected.
A ESCUCHAR (p. 126)
Escuche
Audioscript: LIDIA: ¿Bueno?
CRISTINA: Hola, Lidia. Soy Cristina.
LIDIA: ¡Hola, Cristina! ¿Qué onda?
CRISTINA: Todo muy bien. Te llamo porque quiero ir de compras a las rebajas mañana.
¿Quieres ir conmigo?
LIDIA: ¡Es verdad, empiezan hoy! Me apetece mucho. ¿Cuándo quieres ir?
CRISTINA: No tengo clases mañana, así que puedo ir por la mañana o por la tarde.
LIDIA: ¡Qué padre! Yo solo puedo por la tarde, después de las dos, cuando termina mi
clase de literatura.
CRISTINA: Pues no hay problema. Si quieres, puedo pasar a buscarte a las dos o podemos
encontrarnos directamente en el centro comercial.
LIDIA: ¿Por qué no nos vemos en el centro a las dos y media? Así no tienes que llevar
el carro, si no quieres. Oye, ¿te importa si mi hermana Juana va con nosotras?
CRISTINA: ¡Claro que no! Tengo muchas ganas de ver a Juana. Bueno, ¿a qué tienda
vamos primero?
LIDIA: ¿A Zara? Siempre tienen buenas rebajas y es un buen lugar para encontrarnos,
¿no?
CRISTINA: Perfecto. Nos vemos a las dos y media en la puerta de Zara. Si pasa algo, me
llamas al celular, ¿de acuerdo?
LIDIA: Bien. Hasta mañana.
PRODUCCIÓN PERSONAL (p. 126)
¡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, you may wish to suggest that students interview at least one
• Consider suggesting that the interviewer ask the interviewees to describe what
they are wearing and/or to bring a favorite article of clothing to the interview.
CAPÍTULO 5 EN CASA
COUNTRIES OF FOCUS El Salvador y Nicaragua (P. 131)
Point out: •El Salvador is the only Central American country that does not have a coastline in
the Atlantic.
•Violeta Barrios de Chamorro was president of Nicaragua from 1990 to 1997. She
was the first female president of that country.
Suggestions: •Re-introduce the term Centroamérica and review Central American country
names and capitals.
Ask students if they now what the name El Salvador means (the Savior, Jesus Christ).
•Ask if students have heard of Ernesto Cardenal, the Nicaraguan priest, poet, and
author. A Christian Marxist, he is a spokesperson for justice and self–determination
in Latin America.
•Have students list their ideas about Nicaragua and El Salvador, including
and also with information given in the AIE and this IM.
VOCABULARIO: PREPARACIÓN
Los muebles, los cuartos y otras partes de la casa (Part 1) (p. 132)
Preparation: Prepare a “floor plan” of your apartment/home (or an invented one) to put on the
board or projector. It need not contain furniture, since you will add this during the
presentation. As with family members, present a few items at a time in a
conceptually related group, check comprehension, present a few more, and so forth.
Lead in by mentioning weekdays, when you work, and weekend days, when you
enjoy being at home. (This will preview the next Vocabulario section, ¿Qué día es
hoy?) Then tell students you are going to describe your home and create a floor
plan (plano de planta). As you move from room to room, mention and draw in the
furniture. Tell which rooms are your favorites and why, where you spend the most
time, and so on. You might also mention items for your casa ideal that your present
home does not have, such as un patio or una piscina.
Quick Comprehension Sample questions: ¿Cierto o falso?
Check: 1. En la sala no hay un sofá, solo sillones.
2. Siempre como en el comedor.
3. Miro la televisión en la alcoba.
4. Tengo mis libros en la sala.
Variation: 1. ¿Dónde paso mucho tiempo, en la sala o en la cocina?
2. ¿Cuántas cómodas tengo en mi alcoba, una o dos?
3. ¿Dónde guardo mis camisetas, en el armario o en la cómoda?
Optional Activity: Use your comments about your casa ideal to generate discussion about what the
ideal house should have. Have the class brainstorm as you write rooms, items, and
Pronunciación: The three sections in this chapter’s Vocabulario: Preparación section offer
opportunities for practice the letter j and the letter combination ll as well as a
review of the use of accent marks and word stress.
• The letter j: el garaje, el jardín
• The letter combination ll: la silla, el sillón, la toalla
• Accent marks and word stress: la cómoda, el jardín, la lámpara, el sofá, la
televisión
Nota cultural (p. 134)
Note Rural estates are often called haciendas in Spanish-speaking America, although
there are also other names, as chacra in Uruguay. The are also different names in
Spain, such as caserío (Basque region), cortijo (Andalusia), or masía
(Catalonia).
¿Qué día es hoy? (pp. 134–135)
Preparation: It is optional for students to scan the vocabulary before you begin but recommended
that they do not. Bring a large calendar to class, or draw one on the board. As you
use new vocabulary from the list, write the word on the board or overhead.
Sample Passage: ¿Cuántos de Uds. tienen un calendario en la mochila? Levanten la mano los
días en una semana. Hay cinco días de trabajo. Esta es la semana laboral. La
semana laboral tiene cinco días: lunes, martes… (and so forth). También hay
dos días para descansar. Esto es el fin de semana, el sábado y el domingo.
(Continue to discuss weekday vs. weekend activities, favorite days, first day of the
week in United States vs. Hispanic countries, and so on.)
Quick Comprehension Sample questions
Check: ¿Cierto o falso?
1. La semana consiste en siete días.
2. Tenemos la clase de español los sábados.
3. El día favorito de muchos estudiantes es el viernes.
4. El fin de semana consiste en dos días, jueves y sábado.
Optional Activity: Draw a typical student’s weekly schedule on the board, including weekday classes,
with some quizzes (pruebas) and an exam. Add a dentist appointment (cita con el
dentista) and a birthday (cumpleaños de Marta). First ask cierto/falso questions,
then questions for specific information, such as ¿Qué día tiene que estudiar
mucho? (examen) ¿Qué día va a una fiesta? (cumpleaños).
Pronunciación: The letter j: jueves
• Accent marks and word stress: miércoles, (la) próxima (semana), sábado
¿Cuándo? Las preposiciones (Part 1) (pp. 136–137)
Pronunciación: Accent marks and word stress: después de
SALU2 SEGMENTO 1 (p. 138)
Programa 5
(checked segments = used in the text book)
√ Introduction
√ Mexican students’ living arrangements: Encuesta a varios estudiantes
U.S. students’ living arrangements: La Residencia El Sol y la Luna
√ Study abroad: Una familia mexicana con un cuarto para un estudiante extranjero
Note: This page supports the anchors’ introduction to the program and the first of Laura’s
reports. It corresponds to Salu2 Capítulo 5 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:
• Due to the linguistic complexity of this segment, it is best to use it after Segmento
2 as an immersion exercise. It also can be used to introduce students to the past
tense, as the preterite and imperfect appear a number of times.
• Preview:
– Point out that the Spanish of the dorm resident is typical of second–
generation speakers in the US. There are some non-standard
expressions, but the flow of her Spanish is excellent.
– Questions to use as advanced organizers: ¿Ud. vive en una residencia
de estudiantes o en una casa o apartamento? ¿Cuál es la residencia
más grande en el campus? ¿Hay residencias para grupos
específicos de estudiantes?
• Showing:
– Show the segment once, asking students to simply get the main idea of
it: ¿Quiénes hablan? ¿Dónde están? ¿Qué ven Uds. en el segmento?
– Show the segment a second time. Give students the following excerpts
from the show, along with the translations, and ask them to identify
them as the watch. The quotes are given in order as they appear.
1. <<El Sol y la Luna>> (The Sun and the Moon)
2. <<…quería estar rodeada de gente que hablara mi… el mismo
idioma que yo…>> (I wanted to be surrounded by people who
speak my… the same language as I do)
3. <<…las costumbres y tradiciones que yo también tengo>> (the
customs and traditions that I also have)
in everything we do.)
12. Expressing Actions Hacer, oír, pner, salir, traer, ver (pp.139-143)
Suggestion: Students may complain about the need to sort out the meaning of related verbs in Spanish.
13. Expressing Actions: Present Tense of Stem-Changing Verbs (pp. 145-149)
Suggestion: Especially for classes in which there is a predominance of true beginners, you may
wish to talk through the conjugation of a number of verbs in the list. Suggestions:
(1) Start the conjugation (empiezo) and ask students to finish it. (2) Give a subject
pronounand ask students to give the corresponding verb form. Vary the order of the
pronouns(don’t just follow the conjugation order). (3) Give a verb form (empieza)
and ask students to give the infinitive. And so on.
Preliminary Exercise: Have students give new sentences based on the subject cues. Encourage students not to
overuse subject pronouns.
1. Sara y Anita almuerzan en el patio. (Ud., tú, nuestros hijos, yo, nosotros,
vosotros)
2. Felipe pide un café. (yo, Lisa, nosotros, tú, ellos, vosotros)
3. Yo pierdo muchas cosas. (ellos, tú, yo, los niños, Fernando, vosotros)
Práctica y comunicación A (p. 147)
Follow-up: After students complete Paso 1, give verb cues and ask for stem-changing verbs
Expressing –self/-selves Reflexive Pronouns (Part 1) (pp. 150–155)
Preliminary exercises: •Have student give the subject pronoun that corresponds to each reflexive pronoun:
te, me, nos, os, se (6 subjects).
•Have students give the yo form of the following verbs: bañarse, ponerse,
levantarse, depertarse, ducharse, dormirse, vestirse, acostarse.
UN POCO DE TODO (pp. 155–156)
Desenlace: Problemas de vivienda
Activity: Students will role-play situations between the following persons:
• a renting agent and two would-be renters who identify their preferences and
daily routines
• roommates renting a room to another student. They must decide what rooms
they will use, identify their daily schedules, and negotiate house rules.
• roommates the day after a party, who argue about cleaning the house
Purpose: To create a context in which students can review and practice the grammar from
Capítulo 5 and vocabulary related to the parts and furnishings of a house and days
of the week
Resources: Puntos textbook, the Internet, and other sources as appropriate
Vocabulary: The house and furniture, days of the week
Grammar: Principal grammar structures covered in Capítulo 5 of the textbook, including the
verbs hacer, oír, poner, salir, traer, and ver, stem-changing verbs, and reflexive
pronouns
Optional Writing Activity: Students write a newspaper announcement that describes a housing
situation, for example, looking for a house/apartment or looking for roommates.
Recycled Content: Grammar structures and vocabulary from previous chapters, especially verb
conjugations, gender, and agreement
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
SALU2 SEGMENTO 2 (p. 157)
Note: This page supports one of Laura’s reports as well as the anchors’closing segment. It corresponds to
Salu2 Capítulo 5 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. 158)
Más sobre El Salvador y Nicaragua
Typical greetings: ¿Qué onda? What’s up?
¿Qué hubo? What’s up?
To answer the phone: ¿Aló?
Buenos días. Buenas tardes. Buenas noches.
Idioms: ¡Qué yuca! How difficult! (El Salvador)
Hay que ponerse las pilas. Let’s step up the effort. (Nicaragua)
A LEER: DEL MUNDO HISPANO (p. 159)
Estrategia: Deducing Information: Students might be confused by the abbreviations and
(m2) of the indoor and outdoor dimensions of the property. Likewise, the numbers
at the bottom of the Cultura Inmobiliaria Providencia ad (37002053,
15683392) and other ads might be confusing, but that type of number is preceded
by the abbreviation “Tel.” (= teléfono) in the Tuzania and Residencial Santa Fe
ads.
Comprensión B
2. 328.125,00 dólares USA / 341.463,41 dólares canadienses (Cult. Inmob.
Providencia)
3. 113.281,25 dólares USA / 117.886,18 dólares canadienses (Res. Sta. Fe)
Un paso más: Have students work in groups to discuss the following:
• What are the features that make a dwelling (house, apartment, condo, and so
on) especially appealing to them?
• Which ones are really important?
Optional Writing Activities: Option A: Have students imagine that they are selling or renting their current home.
They must design an advertisement in Spanish similar to the ones on this page.
Encourage them to think about their home’s special features; you may need to help
them with appropriate vocabulary.
Option B: In groups of three or four, have students design the absolute perfect
student residence and write a short, ad–like description of it. The different “ads” can
be circulated (or posted on a class website), and classmates can be asked to
comment.
Multimedia: Internet Have students do a Google search for real estate companies in the Spanish-speaking
world, using the terms bienes raíces + country name. Have them search for a home
they might like to buy or rent, in a country of special interest to them. They should
prepare a brief oral presentation or written composition about this home (perhaps
even with images from the website they visit) in which they include the following
information:
• la ubicación de la casa (¿donde está?)
• las características básicas (el número de alcobas, baños, garaje, metros
cuadrados, etcétera)
• las características especiales de la casa
• el precio
Remind students that there may be lexical variations from one country to another,
as noted in Así se dice (Vocabulario: Preparación). In their presentations
students should also explain why this seems like an attractive home to them.
A ESCUCHAR (p. 160)
Escuche
Audioscript: ENRIQUE: Víctor, ahora que tenemos el apartamento, tenemos que pensar en si tenemos
todos los muebles que necesitamos.
VÍCTOR: Creo que yo tengo todo lo necesario para mi alcoba: una cama doble, mi
escritorio con una silla, una cómoda, unos estantes y un televisor pequeño. Y
tú, Enrique, ¿qué cosas tienes?
ENRIQUE: Yo también tengo mi cama, mi escritorio, una silla, una mesita con una
lámpara y unos estantes.
VÍCTOR: ¡Una lámpara! Eso es lo que necesito para mi cuarto.
ENRIQUE: Y yo necesito una cómoda nueva, porque la que tengo está muy vieja. Bueno,
¿y qué tenemos para la sala comedor? Ya hay una mesa de comedor con
cuatro sillas en buenas condiciones.
VÍCTOR: Para la sala yo tengo un sofá cama que está bastante bien. Y tengo un par de
plantas. Pero no tengo nada más.
ENRIQUE: Yo tengo dos sillones y una lámpara grande. ¡Ah!… y mi plasma.
VÍCTOR: ¡Tenemos casi todo! Podemos comprar una mesita para el sofá.
ENRIQUE: Perfecto. También tenemos que comprar platos y otras cosas para la cocina.
¿Cuándo vamos a ir de compras?
VÍCTOR: Yo puedo ir esta tarde o mañana.
ENRIQUE: Pues mañana es mejor para mí. Vamos en mi carro.
PRODUCCIÓN PERSONAL (p. 160)
¡Ahora, yo!
Suggestions: Consult the list of general guidelines given for all Producción personal
activities and the suggestions for Capítulos 1 and 2.
• In this chapter, consider having students film their interviews where the
interviewees live. If you do this, the students might ask the interviewees to give
a “tour” of their room, apartment, or house.
CAPÍTULO 6 LAS ESTACIONES Y EL TIEMPO
COUNTRY OF FOCUS Costa Rica (p. 165)
Point out: •The history of Costa Rica is different from that of other Central American countries,
as Costa Rica did not have mineral reserves and it was somewhat distant from
Guatemala (the seat of the Spanish government) In addition, Costa Rica did not have
a large indigenous work force.
•You may wish to discuss the influence of the United Fruit Company in the politics of
the Caribbean and Central American in general for decades, beginning in the late 18s
and early 1900s.
•Point out that, in recent times, Costa Rica has set an international example of how
native ecosystems can be preserved.
your own knowledge and experiences and also with information given in the AIE
and this IM.
VOCABULARIO: PREPARACIÓN
¿Qué tiempo hace hoy? (p. 166), Los meses y las estaciones del año (p. 168)
Preparation: On the board before you begin, draw a blank one-year calendar, divided into twelve
months. As you use target vocabulary items, repeat them and write them on the
board. Use sketches to aid comprehension.
mes (hold up one finger) es enero… enero (write into blank calendar). (Present all
the months.) ¿Cuántos días tiene noviembre? And so on. ¿Qué personas famosas
celebran su cumpleaños en febrero? And so forth.
El año está dividido en cuatro estaciones… cuatro estaciones: el otoño, el
invierno, la primavera y el verano. El otoño tiene tres meses: septiembre,
octubre y noviembre. Oficialmente, el otoño comienza el 21 de septiembre…
(write and repeat) 21 de septiembre. Muchos estudiantes regresan a clases en
el otoño. También… (Mention other things associated with autumn, including
weather. Continue with other seasons.)
Quick Comprehension: Sample items
Check: ¿A qué estación corresponden estas palabras y frases?
1. Un año tiene trece meses.
2. Todas las estaciones tienen tres meses.
3. Todos los meses tienen treinta días.
4. En abril llueve y hace fresco.
Pronunciación: The three sections in this chapter’s Vocabulario: Preparación section offer
opportunities for practice with the letters h and j and the letter combination ll. Here
are the words for ¿Qué tiempo hace hoy? and Los meses y las estaciones del año.
• The letter h: hace (no sound = no suena)
• The letter j: julio, junio
• The letter combination ll: llueve (Regarding that, in most parts of the Spanish-
speaking world, ll is pronounced exactly like y.)
Students are now prepared to begin textbook activities and to continue to study
vocabulary on their own.
Suggestion: Review years with dates by asking students to express the following important
dates in the history of Costa Rica. Tell students that the month comes second in the
Comunicación C (p. 167)
Suggestion: Listening/Input: Ask if the following activities are typical on campus in bad
weather.
¿Dónde está? Las preposiciones (Part 2) (p. 170)
Pronunciación: The letter j: debajo de, lejos de
SALU2 SEGMENTO 1 (p. 172)
Programa 6
(checked segments = used in the textbook)
√ Introduction
√ Climate: El clima de Quito y del Ecuador
√ A craftsperson: Entrevista con un artesano textil de Otavalo
Notes: • This page supports the anchors’ introduction and the first part of the program. It
corresponds to Salu2 Capítulo 6 Track 1.
• In this chapter, almost the whole program (except for the program closing) is
covered in the two Salu2 sections.
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.
GRAMÁTICA
15. ¿Qué están haciendo? Present Progressive: Estar + –do (pp. 173-177)
Note: Some students may have heard or know ahorita from contact with Mexican
speakers of Spanish. Explain that ahorita is used only in Mexico, and that it differs
from ahora: ahora means now, while ahorita means later, not exactly at this
moment.
Preliminary Exercises: •Give the following infinitives and ask students to give el gerundio: pedir,
dormir, prefeir, servir.
•Ask student togive the you form of the present progressive in two ways (before
estar and after the participle: bañarse, levantarse, vestirse, acostarse,
despertase, dormirse, divertirse.
• Ask studenst to change the following actions to the Uds., then nosotros forms:
estoy cantando / perdiendo/ levantándome, durmiéndome,cepillándome los dientes.
17 Describing (p. 185)
Gramática en acción
Suggestions: •Have students describe the weather of both cities as they know or imagine it to be
based on the information provided.
•Additional information about San José: it is a very attractive city, with theaters,
museums, parks, plazas, and zoos. Official website: www.msj.go.cr
•Additional information about Buenos Aires: It was originally founded in 1539, but
it was destroyed by indigenous people. The name comes rom the original name of
the settlement: Nuestra Señora del Buen Aire. It is one of the great cultural
centers of the Americas. Official website: www.buenosaires.gov.ar
UN POCO DE TODO (pp. 191-192)
Desenlace: En Latinoamérica, ¿dónde está la Patagonia?
Activity: Teams of students will participate in a game in which they identify Spanish–
speaking countries, their weather, and their geography.
Purpose: To create a context in which students can review and practice the grammar from
Capítulo 6 and vocabulary related to geography, climate, and weather
Resources: Puntos textbook, the Internet, and other sources as appropriate
Vocabulary: Weather and climate, months and seasons of the year
Recycled Content: Grammar structures and vocabulary from previous chapters
Duration: Out-of-class preparation time will vary. In-class time will be approximately 25
minutes.
Format: Two teams, each one composed of half the members of the class
Comments: You may wish to have students prepare (as an assignment) four to five questions
about the weather, climate, or geography of Spanish-speaking countries. Examples:
• Cuando es primavera en Toronto, en Chile es _________.
• ¿Qué país sudamericano tiene la costa más larga?
• ¿Qué países se encuentran al sur del Perú? Mencione dos.
• Es julio. Me gusta esquiar y ver animales exóticos—como, por ejemplo, los
pingüinos. Por eso, voy de vacaciones a _________.
• ¿Cómo es el clima de _________?
In class, have teams take turns answering the questions. Give extra credit for using
estar + the present progressive correctly and for using prepositions that indicate
location. The team that answers the most questions correctly wins the game.
SALU2 SEGMENTO 2 (p. 193)
Note: This page supports one of Laura’s reports in Program 6. It corresponds to Salu2
Capítulo 6 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.
• This segment will be challenging because it includes a number of verbs in various
information they already know about the climate in el Ecuador.
• Ask students what the weather is like up in the mountains in the equatorial region,
where Otavalo is located.
.
A LEER: LECTURA CULTURAL (p. 194)
Más sobre Costa Rica
Typical greeting: Pura vida: This very distinctive Costa Rican expression expresses hello, goodbye,
OK, fine, and probably a few other things as well.
To answer the phone: ¿Aló?
Idioms: un tico / una tica = una persona de Costa Rica
un bañazo = something embarrassing
A LEER: DEL MUNDO HISPANO (p. 195)
Un paso más: Question one in Antes de leer asks what format students use for their calendars.
Options: paper agenda-type or “day-timer” calendars, decorative wall calendars,
digital computer, or smart-phone-based calendars. Some students may not use a
calendar at all. Survey the class to find out who uses what, then break the class into
groups to brainstorm the advantages of their chosen format. Ask each group to
present its list, record the key points on the board, then open up the topic to
question/answer or debate about the various options. Ask students to come up
with questions for each of the other groups or counterpoints to their reasons.
Optional Writing Activity: In pairs, have students think of two or three easily answerable opinion or
factual questions related to this chapter’s theme: seasons, months of the year,
weather. Students should write the question in Spanish, with help from you, if
necessary. Collect all of the questions, check them for comprehensibility and
appropriateness, then, on the following day, distribute the questions to different
pairs of students, who will attempt to answer them as accurately as possible. Review
the answers for comprehensibility and language accuracy, as well as accuracy of the
answers. You may want to ask the students who answered the questions to read the
questions and answers out loud as a whole-class activity, with you checking for
comprehension as they present. Alternatively, questions and answers could be
posted on the class website, if there is one.
Multimedia: Internet Show students the Yahoo answers Spanish-language website where the public can
ask/answer questions of any type: https://espanol.answers.yahoo.com/ . Invite
them to browse and print out or send you the link to a question/answer that they
find interesting enough to discuss in class.
A ESCUCHAR (p. 196)
Escuche
Audioscript: Muy buenos días a todos. Vamos a ver qué tiempo hace en Argentina, hoy sábado 9
de agosto. Vamos primero al norte. En general, el tiempo está despejado y
primaveral por todo el norte. Salta y Jujuy registran hoy máximas de 20 grados y se
esperan mínimas de 5 grados. Mañana domingo entran las nubes y se espera lluvia,
aunque las temperaturas van a cambiar poco.
En el centro del país, el panorama del tiempo es similar, muy soleado. La
máxima de hoy para Mendoza es de 21 grados centígrados y una mínima de tres
grados. En la ciudad de Córdoba va a estar soleado todo el día de hoy con una
temperatura máxima de 18 grados centígrados y una mínima de 5 grados. Y en
Buenos Aires también hace sol hoy y hay una temperatura máxima pronosticada de
16 grados y una mínima de 6 centígrados. En la Pampa hoy hay un sol radiante,
máxima de 20 grados y mínima de siete. Pero, como en el norte, el tiempo cambiará
mañana y va a llover por toda la franja central del país, de Mendoza a Buenos Aires.
En Buenos Aires también puede haber granizo.
PRODUCCIÓN PERSONAL (p. 196)
¡Ahora, yo!
Suggestions: Consult the list of general guidelines given for all Producción personal
activities and the suggestions for Capítulos 1 and 2.
• For this chapter’s filming assignment you will need to specify the length and
scope (local, state, or nationwide) of the weather forecasts students will create.
As an alternative, you can have students do weather reports for Spanish–
speaking countries. If you do so, you may wish to assign a different country to
each student or pair of students.
Note: This assignment could easily be done as audio only. A escuchar (Capítulo 6) offers
an excellent model.
CAPÍTULO 7 ¡A COMER!
CHAPTER TITLE (p. 200)
Suggestion: Teach students other phrases used to call people to the table or to invite people to start
eating, ¡A la mesa! = to call people to sit down to eat
¡Salud! = a basic toast
¡Arriba, abajo, adentro y para dentro! = a fun toast
¡Buen provecho! = Bon appetit!
COUNTRY OF FOCUS Panamá (p. 201)
Point out: Panamá’s independence occured relatively late in comparison with other Latin American
countries: 1903. It gained independence from Colombia, of which it had been a province
since that country’s independence from Spain, in 1821.
•The Panama Canal was operated by the U.S. until 1999. Students will learn more about the
Canal in Lectura cultural (p.226).
•Although they were exported from Panamá, Panama hats were and are made in el
Ecuador.
Suggestion: •Have students list their ideas about Panamá, 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 Panamá 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 comida y las comidas (pp. 202–203)
Preparation: It’s helpful to have pictures of food items large enough to see easily. (Alternatively
you can use the Digital Image Files of the art from p. 200.) As you say each new
target vocabulary item, write it on the board. As with family members, present foods
a few at a time by food groups, check comprehension, present another group, check,
and so forth.
Sample Passage: Hoy vamos a hablar de la comida. La palabra comida se relaciona con la
palabra comer. (Write both words.) Comer es la acción; la comida es el objeto de
la acción. Entonces, ¡Ud. come comida! Hay varios grupos importantes de
comidas. (Write each category name as you introduce those items.) Primero, las
carnes. ¿Qué es una carne? Bueno, el jamón es carne. El jamón viene del cerdo
(draw pig with curly tail). Los sándwiches de jamón son muy populares, ¿no?
También hay chuletas de cerdo (draw a chop). Otra clase de carne es el bistec.
(And so forth.)
Quick Comprehension Sample items
Check: ¿Cierto o falso?
1. En Nebraska, ¿abundan los mariscos frescos o el bistec?
2. ¿Cuál es más barata, la hamburguesa o la langosta?
3. ¿Se usa Shake ’n’ Bake con los mariscos o con el pollo?
When you have presented and reviewed this vocabulary, students will be ready to
start the textbook activities.
Pronunciación: This section offers opportunities for practice with the letters d and r and the letter
combination rr.
• The letter d: initial position: desayunar, el desayuno, los dulces
mariscos, (el agua) mineral, el postre, la zanahoria
• The letter r: word-final position: almorzar, el azúcar, cenar, cocinar,
desayunar, el yogur
• The letter combination rr: el arroz, los espárragos
Suggestion: You may wish to tell students that the gender of azúcar is grammatically ambiguous
and is therefore variable. It is more frequently masculine, but it is often modified by
a feminine adjective: No vamos a tener el azúcar necesaria.
SALU2 SEGMENTO 1 (p. 208)
Programa 7
(checked segments = used in the textbook)
√ Introduction
√ Miami: Un sándwich cubano
√ Barcelona: La comida española
√ Various countries: La comida en la calle
Notes : • This page supports the anchors’ introduction to the program as well as Laura’s
first two reports. It corresponds to Salu2 Capítulo 7 Track 1.
• In this chapter, the entire program is covered in the two Salu2 sections .
• Although rich in vocabulary, both segments will be easy to understand by students
because the text is well supported visually.
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.
• You may wish to give students more information about jamón serrano.The best
Spanish jamón serrano comes from the black-footed pig (el cerdo ibérico de pata
negra), indigenous to Spain. These pigs are fed with the acorns of a native oak called
la encina. This ham, considered a delicacy, is quite expensive.
GRAMÁTICA
18. Expressing what or who(m) Direct Objects; The Personal a; Direct Object Pronouns (pp. 209-214)
Suggestion: Remind students that many verbs commonly used with reflexive pronouns can be
19. Expressing Negation Indefinite and Negative Words Prática y comunicación (p. 215)
Optional: Ask students, working in pairs, to write a sentence about your eating habits using
indefinite and negative words. Example: La profesora nunca come mariscos.
Then have students ask you questions based on their sentences. Examples:
Profesora, Ud. nunca come mariscos, ¿verdad? Profesora, ¿come mariscos con
frecuencia? Answer the questions and follow up with questions to the whole class
20. Influencing Others Commands (Part 1): Formal commands (p. 219-222)
Gramática en acción
Suggestion: Follow-up: Have students imagine that they have won a cooking contest for the best
homemade recipe. The prize is a trip for four to eat in the best restaurants of a
Spanish-speaking city. The contest organizers have asked the winners to find 5
Spanish restaurants where they want to eat. Have students work in small groups to
Práctica y comunicación
Optional: Create lists of verb phrases (using verbs that students already know) that describe a
sequence of activities in a particular context: the first day of school, one’s daily
routine, and so on. Ask them to create a sequence of Ud. (or Uds.) commands. Have
students work in pairs or groups and suggest that they add infinitives to the
sequence whenever possible. Example: Una cena en casa para celebrar algo
importante
1. hacer la lista de los invitados
2. llamar a los amigo paara invitarlos
8. servir una cena muy elegante
9. comer y beber mucho
10. divertirse mucho con sus amigos
11. acostarse muy tarde
12. dormir hasta muy tarde el día siguiente
UN POCO DE TODO (pp. 223-224)
Desenlace: ¿Qué vamos a comer?
Activity: Students will create a skit that takes place in one of the following places:
• a restaurant
• a market
• a cooking show
They will make any necessary props, and bring a prepared food dish (if possible,
from a Spanish-speaking country) to share with the class.
Purpose: To create a context in which students can review and practice the grammar from
Capítulo 7 and vocabulary related to food
Resources: Puntos textbook, the Internet, and other sources as appropriate
Vocabulary: Food, drinks, serving and eating utensils, and expressions for commenting on the
food
Grammar: Principal grammatical structures covered in Capítulo 7 of the textbook, including
direct object pronouns, indefinite and negative words, and formal commands
Optional Writing: Students may wish to distribute copies of the recipe for the dish they bring in.
Recycled Content: Grammar structures and vocabulary from previous chapters
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
SALU2 SEGMENTO 2 (p. 225)
Note: • This page supports Laura’s final report and the anchors’ closing of the program. It
corresponds to Salu2 Capítulo 7 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. 226)
Más sobre Panamá
Typical greetings: ¿Cuál es onda? ¿Qué sopa? What’s up?
To answer the phone: Aló. ¡Hola! Buenos días / Buenas tardes / Buenas noches.
Idioms: Megaonda. Megaweil. OK
A LEER: DEL MUNDO HISPANO (p. 227)
Un paso más: Have students, working in groups, discuss whether this recipe is easy and quick to
prepare and what sort of occasion they might prepare it for (a holiday, lunch, dinner
with their parents, a first date, dinner for young children, etc.). Have groups report
Optional Writing Activity: Have students choose an easy, tasty recipe that they think their classmates
would enjoy, then make a list of ingredients and instructions, similar to those in this
recipe. The recipe should have an introduction, directed to its potential readers, that
explains that the recipe is easy, delicious, healthy, and so on, and what situations it’s
perfectly suited for. Additional challenge: convert all measures to metric (fluid
measures → mililitros, litros; ounces or pounds → gramos). On-line calculators
can be used for these conversions.
Multimedia: Internet Have students, working in groups, use a Spanish recipe Internet site (there are
many options one can access by using the search term recetas) to create the menu
for a full course meal, including appetizers (entradas o antojos), salads, breads /
starch, main dish, vegetable dish, and dessert. This project can be done in or outside
of class and eventually be posted to the class website for the rest of the class to read
and comment on. To add a competitive element: have students vote on which meal
they would most like to be invited to.
A ESCUCHAR (p. 228)
Escuche
Audioscript: CAMARERO: Buenas noches, señores. ¿Qué desean de tomar?
EL SR. ROBLES: Buenas noches. De beber nos trae una botella de vino tinto de la casa. Es
argentino, ¿no?
CAMARERO: Sí, señor. Muy bueno. ¿Y de comer? Si quieren, puedo explicarles los platos del
día que no están en la carta.
EL SR. ROBLES: Sí, por favor.
CAMARERO: De entrantes, hoy tenemos una exquisita sopa de mariscos, con una base de
tomate y cebolla, que lleva camarones, calamares y langosta. De especial del
día, para el segundo plato, tenemos una paella mixta, con mariscos y pollo.
Está muy rica.
EL SR. ROBLES: Bien. Yo ya sé lo que quiero. De entrante, quiero una ensalada de la casa, pero
sin cebolla, por favor.
CAMARERO: Muy bien. ¿Y de segundo?
EL SR. ROBLES: Paella. La paella de este restaurante tiene fama, ¿no?
CAMARERO: Sí, señor. De verdad es deliciosa. ¿Y para la señora?
EL SR. ROBLES: Yo quiero la sopa de mariscos para empezar. Y de segundo, arroz con pollo. Es
a la manera tradicional, ¿no?
CAMARERO: Sí, señora, y es un plato muy popular en este restaurante. ¿Desean pedir el
postre ahora o vuelvo con la carta más tarde?
EL SR. ROBLES: Más tarde, por favor. A la hora del café.
CAMARERO: Cómo no.
PRODUCCIÓN PERSONAL (p. 228)
¡Ahora, yo!
Suggestions: Consult the list of general guidelines given for all Producción personal
activities and the suggestions for Capítulos 1 and 2.
• For this chapter’s filming assignment, you may wish to have students focus on
the culinary traditions of their own state or region. Alternatively, you could
have students focus on two or three key local products (for example, corn and
beef in the U.S. Midwest, lobster and blueberries in the U.S. Northeast, and so
on), and where, when, and how they are used.