1 De compras: Argentina y UruguayCapítulo 7 De compras: Argentina y Uruguay Suggestions for use Warm up by greeting the class in Spanish and walking around the classroom asking individual students how they’re doing. If they don’t answer right away, prompt for answers, such as ¿Estás bien, mal, así así, cansado(a), enfermo(a)? etc. You can also ask any other questions that you think can be answered easily. This will relax students and help them begin the class speaking Spanish in a relaxed environment. Tell the class in Spanish what country will be featured in Capítulo 7 and tell them what the theme is for the chapter. Ask the class if they know what De compras means and if they have any associations with the word in Spanish. Mention the importance of knowing this information for talking about clothes and for shopping in Spanish-speaking countries. In Spanish, tell students to open their books to the Chapter Opener. Walk around the class checking to see if students are all on the same page. Ask students to describe the plaza in the photo. ¿Son antiguos o modernos los edificios? ¿Qué tiempo hace? ¿Quiénes están allí? ¿Qué están haciendo? Call students’ attention to the communicative goals, emphasizing their relevance to daily life and usefulness in conversation. Alberto Ribas

2 Argentina y Uruguay Suggestions for useDirect students’ attention to the map and country info, from the Encuentro cultural section. Ask the class things such as: ¿En qué continente están Argentina y Uruguay? ¿Cuál es la capital de Argentina? ¿y de Uruguay? ¿Se hablan lenguas indígenas en estos países? To recycle comparisons, ask: ¿Cuál de los dos países es más grande? ¿La Ciudad de Buenos Aires tiene más o menos habitantes que Gran Buenos Aires? ¿Cuál es la segunda ciudad más grande de Argentina? ¿Tiene más o menos habitantes que Montevideo? Entre las ciudades principales de Uruguay, ¿cuál es la menos grande? In English or Spanish you can ask the class what things they associate with Argentina and Uruguay to see what they know about the countries. If they don’t have any associations, you can provide some details that you think students will find interesting.

3 Vocabulario: La ropa Suggestions for useAsk students to go over Vocabulario: La ropa and to listen to the vocabulary track on the Website for Capítulo 7 before coming to class. Ask the class what Spanish words they know already related to clothing and write them on the board to build on their own knowledge. Introduce thematic vocabulary related to la ropa by asking ¿Te gustan mis pantalones? ¿Te gusta el color de mis zapatos? etc. You can also ask questions like ¿De qué color es este traje de baño? to recycle colors and to solicit responses from students. Have students work in groups of 3 or 4 to describe to one another the clothes they’re wearing using the verb llevar. Follow up by having students share their answers with the rest of the class. Use this slide to pronounce vocabulary related to clothing. As you work with the students on pronunciation, listen for common mistakes and then move to the next slide where the students can practice more challenging pronunciations.

4 Vocabulario: Pronunciación¡Ojo! Ten cuidado con la pronunciación de estas palabras calcetines cinturón chaleco guantes el impermeable traje zapatos /cahl-seh-tee-nehs/ /seen-too-rohn/ /chah-leh-koh/ /gwahn-tehs/ /eh-leem-pehr-meh-ah-bleh/ /trah-Heh/ /sah-pah-tohs/ Suggestion for use Help students with the pronunciation of these words and any others from the vocabulary that you’ve noticed are difficult for the class. Make students aware of the appropriate syllable stress (in bold) and the correct pronunciation of the vowels.

5 Vocabulario: Puntos especialesllevar (to wear) regular verb in the present and preterite tense llevo, llevas, etc. llevé, llevaste, etc. I wore a jacket and a tie to work. Llevé una chaqueta y una corbata al trabajo. la ropa (clothing) is generally left in the singular form in Spanish He wears elegant clothes. Él lleva ropa elegante. Suggestions for use Discuss Vocabulario: Puntos especiales and work on pronunciation of the examples in Spanish. Ask the class for translation of the sentences by drawing the students’ attention to the conjugation of the verb llevar. Remember not to show the translation of the sentence until you hear it from the students. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. After that, you can ask students to provide oral translations of sentences that you invent such as Pablo is wearing an ugly yellow jacket. Be creative with your examples by using students in the class or topics that you think are appropriate for the students. These translations can be oral and/or written on the board.

6 Vocabulario: Puntos especialesHow to describe clothing clothing style and what things are made of de* + fabric or style a + style is common in Argentina and Spain The jacket is made of wool. La chaqueta es de lana. He’s wearing a striped shirt. Lleva una camisa de rayas. (Arg., Spa.: Lleva una camisa a rayas) Suggestions for use Continue presenting the points in Vocabulario: Puntos especiales and work on pronunciation of the translations in Spanish. Ask the class for translation of the sentences by drawing the students’ attention to the preposition de and the vocabulary related to styles and fabrics. Remember not to show the translation of the sentence until you hear it from the students.

7 Actividad 7-4: Tus preferenciasHabla con un(a) compañero(a) acerca de (with regard to) sus preferencias. MODELO botas negras de cuero / zapatos de tenis E1: ¿Qué prefieres tú, unas botas negras de cuero o unos zapatos de tenis? E2: Mmm, yo prefiero unas botas negras. No me gustan mucho los zapatos de tenis, ¿Y tú? ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the example in Actividad 7-4. Ask the class how they would ask the question, What do you prefer, black leather boots or tennis shoes? in Spanish. Remember to wait until you hear the correct response from someone in the class before showing the answer. Then ask if there are any questions about how the answer was chosen. This activity can be done as an interview where students keep track of their partners’ answers. Do a follow-up by asking some of the same questions of individual students. Students can then share their partners’ answers with the rest of the class using the 3rd person form of the verb preferir.

8 ¡Así se dice!: Making emphatic statements: Stressed possessive adjectives and pronounsPossessives used to express ownership It’s her dress. Expressing ownership in Spanish ser + de + noun Es el vestido de Silvia. possessive adjectives (unstressed) Es su vestido. Suggestions for use Have students review Así se dice: Making emphatic statements: Stressed possessive adjectives and pronouns before class. Tell students that it is important to learn all forms of possessives in Spanish in order to show ownership of nouns. Use the English examples in the slide to demonstrate the kinds of things they’re going to learn how to say. Present this slide by reviewing unstressed possessive adjectives that were learned in Capítulo 2. You can ask for translations of sentences such as Our house is small to practice the concepts of making possessives agree with the nouns they modify. Remind students that English speakers often forget to make adjectives agree with nouns in gender and number. Note Students frequently think that they should copy all of the information in the slides. This can be very time-consuming and detrimental to understanding the material being presented. Remind students that the majority of the information presented in the slides can be found in the textbook and that it is more important that they listen to the concepts and try to understand them. There are times, however, when it is beneficial that students copy specific points from the slides or highlight these points in the text. It is at your discretion to tell the students which information should be written down from the slides or highlighted in the text. It is also an option (time permitting) to review these points again before a test or to print and copy the information from the Outline View of PowerPoint for the students. For more information, open the Help Assistant in the Help toolbar and do a search for “Print an outline.”

9 Stressed possessive adjectives and pronounsEmphasizing the possessive in English using intonation This is my* dress. emphasized intonation using the form of mine, of his, of hers, etc. This is a dress of mine. Suggestion for use Continue discussing stressed possessive adjectives and pronouns by giving examples in English of stressed possessive adjectives. Students need to understand that there are two ways in English of stressing a possessive adjective, through intonation and through the forms of mine, of yours, etc. The form that they will learn is the latter, and in Spanish it must follow the noun it modifies. Note It is at your discretion whether you want students to write down these concepts in their notes.

10 Stressed possessive adjectives and pronounsStressed possessive adjectives in Spanish mío(a)(s), tuyo(a)(s),* etc. must come after the noun must agree with the noun in gender and number It’s a jacket of mine. Es una chaqueta mía. Those shoes are yours. Esos zapatos son tuyos. Suggestion for use Present the two points related to placement of and agreement with stressed possessives. Then ask the class for translation of the sentences by drawing the students’ attention to these two points. Remember not to show the translation of the sentence until you hear it from the students. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence.

11 Stressed possessive adjectivesmío(a)(s) my, (of) mine tuyo(a)(s) your, (of) yours suyo(a)(s) your, of yours; his, (of) his; her, (of) hers, its nuestro(a)(s) our, (of) ours vuestro(a)(s) your, (of) yours suyo(a)(s) your, (of) yours; their, (of) theirs; his, (of) his; her (of) hers Suggestions for use Have students pronounce all of the stressed possessives and then practice oral translation of sentences such as This is a house of ours to give the students practice with agreement and adjective placement. Tell the students that it is important that they learn the correct spelling of these possessives and to learn how to make them agree with nouns.

12 Stressed possessive pronounsStressed possessives function as pronouns when replacing the omitted noun* should be preceded by a definite or indefinite article Suggestion for use Present stressed possessives pronouns by focusing on the translation of the sentence and by drawing the students’ attention to the bulleted points. Remember not to show the translation of the sentence until you hear it from students. Pedro doesn’t have a suit, so I’ll give him mine. Pedro no tiene un traje, así que le doy el mío.

13 Actividad 7-9: ¿De quién son…?Con un(a) compañero(a) de clase, contesten las siguientes preguntas sobre de quién son estas cosas. MODELO E1: ¿Son estos mis guantes? E2: Sí, son tuyos. E2: No, no son los tuyos. Son los míos ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the model in Actividad 7-9. Have the class pronounce the example and answer to get them comfortable with pronunciation and with the task at hand. Work on the first example as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how it was chosen. A similar exercise with larger groups can be done with Actividad 7-10.

14 Estructura 1: Talking about singular and/or completed events in the past: Irregular verbs in the preterite Suggestion for use Narrate the story of Sr. Mondragón who buys a present for his wife: Ayer el Sr. Mondragón tuvo que ir de compras porque fue el cumpleaños de su esposa. Fue a una tienda de regalos y vio un collar muy bonito. Muy contento, decidió comprar el collar. Cuando el dependiente le dijo el precio no estuvo tan contento. No pudo comprarlo porque no traía suficiente dinero. Salió de la tienda y fue a su oficina para pensarlo un poco. Por fin, decidió comprarlo. Primero fue al banco y luego a la tienda. Le dio el dinero al dependiente y salió con el collar. Estuvo muy contento porque pudo comprarle un regalo bonito a su esposa. Fue a casa, le dio el regalo y le dijo “¡Feliz cumpleaños!” Ella abrió la caja, vio el collar y se puso muy contenta. Se puso el collar inmediatamente y le dio un abrazo a su esposo.

15 No estuve en casa anoche. Alonso le dijo “hola” al señor. Estructura 1: Talking about singular and/or completed events in the past: Irregular verbs in the preterite No estuve en casa anoche. Alonso le dijo “hola” al señor. Fuimos a Buenos Aires el verano pasado. Traje mis libros a clase hoy. Suggestions for use Have students review Estructura 1: Talking about singular and/or completed events in the past: Irregular verbs in the preterite before class. Read the sentences to the class while pointing to the words in blue. Point out the title, Talking about singular events in the past, and then ask the class if they can give a simple English translation, keeping this title in mind. After the translation you can explain that Spanish speakers have many common, useful verbs that are irregular in the preterite.

16 Preterite Irregular preteriteEstructura 1: Talking about singular and/or completed events in the past: Irregular verbs in the preterite Preterite expresses the beginning and ending/completion of past actions, conditions, and events Irregular preterite does not follow regular conjugation pattern Suggestion for use Remind students that it is important to understand that the preterite is used specifically for these types of actions in the past. Present the points in the slide and draw on some of the examples from the previous slide like Fuimos a Buenos Aires, Traje mis libros, etc. Note Remember to keep in mind that students will not need to take notes on all of the information in the slides. You can decide and inform the class as to what information should and should not be written down. It is most important for the students to understand the concepts and to focus on the information that you decide is most important.

17 Irregular verbs in the preterite: Puntos especialesPreterite irregular verbs Do not have accent marks Nunca fui a la playa este verano. Use a different stem preterite stem of estar estuv- Yo estuve en clase esta mañana. Suggestions for use Discuss the points in the slide and then have students practice pronunciation of the Spanish sentences. Tell students that it is very important that they spend time memorizing the new stems for the irregular preterite. Students often mix up verbs like poner and poder in the preterite because they are so similar.

18 Irregular verbs in the preterite: Puntos especialesPreterite irregular verbs ir and ser have identical forms Fui dependiente por un día. Fui a la tienda de ropa ayer. The following verbs share the same endings poder, poner, saber, querer, venir, estar, tener Preterite of hay* is hubo comes from the infinitive haber Hubo un robo hoy en esta tienda. Suggestions for use Present the points in this slide and have students pronounce the example sentences. Ask the class for translation of the first two sentences using the verbs ser/ir and tell students that they must understand the context of the sentence to know if the verb means to go or to be. After that, you can ask students to provide oral translations of sentences that you invent such as There was an exam last week. Be creative with your examples by using students in the class or topics that you think are appropriate for them. These translations can be oral and/or written on the board.

19 Irregular verbs in the preteritepoder, poner, saber, querer, venir, estar, tener pud- pus- sup- quis- vin- estuv- tuv- -e -iste -o -imos -isteis -ieron } Suggestions for use Use this slide to demonstrate the structure of preterite irregular verbs. Take any verb from the list of verbs, write it on the board and chorally drill the conjugation with rote cues like yo, nosotros, usted, etc. Go further with verb conjugation than just rote cues and verb conjugation. Have the students translate meaningful sentences such as I didn’t come to class yesterday, We were at the beach last year, etc.

20 Irregular verbs in the preteritedar: di, diste, dio, dimos, disteis, dieron hacer: hice, hiciste, hizo, hicimos, hicisteis, hicieron ser/ir: fui, fuiste, fue, fuimos, fuisteis, fueron decir: dije, dijiste, dijo, dijimos, dijisteis, dijeron traer: traje, trajiste, trajo, trajimos, trajisteis, trajeron The preterite of hay (there is, there are) is hubo. Suggestions for use Use this slide to demonstrate the conjugation and pronunciation of preterite irregular verbs. Make students aware of the irregularities of the conjugations in red. Student should spend a little extra time memorizing these points. Again, take any verb from the list, write it on the board and chorally drill the conjugation with rote cues like yo, nosotros, usted, etc. When practicing drills later, make sure you have students do so with short sentences to help memorization and to make them used to speak in complete sentences. Go further with verb conjugation by having students translate meaningful sentences such as I said “hello” to the teacher.

21 Actividad 7-13: De comprasConjuga los verbos entre paréntesis para saber adónde fue de compras Silvia. 1. Ella ________ (tener) que ir de compras para buscar ropa para su esposo y su hijo. 2. Ella _________ (decir) “adios” a su esposo a las 9 de la mañana. tuvo dijo ¡Termínalo en el texto! Suggestions for use Guide the class through the instructions and the first examples in Actividad 7-13. Work on the two examples as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. If the class has a hard time providing the answer, check to see if students understand who the subject is for each sentence. Student should finish this exercise in the textbook.

22 Vocabulario: De comprasSuggestions for use Ask students to go over Vocabulario: De compras and to listen to the vocabulary track on the Website for Capítulo 7 before coming to class. Use this slide along with the text to present the vocabulary through choral pronunciation. You may want to call on different students to act out parts of the dialogue. After working on pronunciation, you can point to different parts of the photo and ask questions such as how the person would say This tie is cheap! This is the latest style! etc.

23 Vocabulario: De comprasSuggestions for use Ask students to go over Vocabulario: De compras and to listen to the vocabulary track on the Website for Capítulo 7 before coming to class. Use this slide along with the text to present the vocabulary through choral pronunciation. You may want to call on different students to act out parts of the dialogue. After working on pronunciation, you can point to different parts of the photo and ask questions such as how the person would say This tie is cheap! This is the latest style! etc. 23

24 Vocabulario: De comprasSuggestions for use Ask students to go over Vocabulario: De compras and to listen to the vocabulary track on the Website for Capítulo 7 before coming to class. Use this slide along with the text to present the vocabulary through choral pronunciation. You may want to call on different students to act out parts of the dialogue. After working on pronunciation, you can point to different parts of the photo and ask questions such as how the person would say This tie is cheap! This is the latest style! etc. 24

25 Vocabulario: De comprasSuggestions for use Ask students to go over Vocabulario: De compras and to listen to the vocabulary track on the Website for Capítulo 7 before coming to class. Use this slide along with the text to present the vocabulary through choral pronunciation. You may want to call on different students to act out parts of the dialogue. After working on pronunciation, you can point to different parts of the photo and ask questions such as how the person would say This tie is cheap! This is the latest style! etc. 25

26 Vocabulario: Puntos especialesquedarle (a uno) to fit (someone) conjugates like gustar The pants don’t fit you. No te quedan los pantalones. hacer juego con to match conjugate hacer for the subject The shirt does not match the tie. La camisa no hace juego con la corbata. Suggestions for use Discuss Vocabulario: Puntos especiales and work on pronunciation of the examples in Spanish. Ask the class for translation of the sentences by drawing the students’ attention to the verbs quedarle and hacer juego con. Remember not to show the translation of the sentence until you hear it from the students. The verb quedarle provides students a good opportunity to practice verbs that require indirect objects like gustar. Pay special attention to the use of queda and quedan as students frequently will use quedo or the singular form queda for plural articles of clothing. After that you can ask for students to provide oral translations of sentences that you invent such as the shoes don’t fit him very well, the pants don’t match the blue jacket, etc. Be creative with your examples by using students in the class or topics that you think are appropriate for them. These translations can be oral and/or written on the board. Note In Spain, the expression is “(no) te queda bien” or “(no) te queda mal”.

27 ¡A conversar! De comprasHabla con un compañero. Uno(a) está de compras en La Recoleta. Otro(a) es dependiente en la tienda. EXPRESIONES ÚTILES ¿En qué puedo ayudarle? Busco / Necesito / ¿Tiene…? ¿De qué talla / color / modelo? Está de rebajas / ¡Es una ganga! / ¡Es la última moda! ¿Tiene … más grande / más barato / de otro color? Me queda bien / mal / grande / pequeño Me parece caro / barato… Suggestions for use 1. Divide the class in pairs. Have them practice a shopping transaction in Spanish. 2. Students may follow the script presented in Actividad 7-21 as a guide. 3. The same activity can be done after the students have learned the direct object pronoun, so that they can practice sentences such as ¿De qué talla la quiere? Me lo pruebo. Me lo llevo, etc.

28 Estructura 2: Simplifying expressions: Direct object pronouns¿Tienes la blusa nueva? Sí, yo la tengo. La quiero llevar a lavar. ¡Lo siento mucho, pero ya la llevé al trabajo! Suggestions for use Have students review Estructura 2: Simplifying expressions: Direct object pronouns before class. Read this brief passage to the class while pointing to the words in blue. Point out the title of Estructura 2 and then ask the class if they can give a simple English translation, keeping this title in mind. You may want to ask the class if they know what a direct object pronoun is. Note Students can always refer to Apéndice A: QuickGuide to English Grammar to learn more about grammatical terms.

29 Direct object pronounsme te lo la nos os los las me you (informal) you (formal); him; it (masculine) you (formal); her; it (feminine) us you (formal/plural); them (masculine) you (formal/plural); them (feminine) Suggestions for use Tell students that it is important to learn direct object pronouns in order to avoid repeating object nouns constantly. Use this slide to demonstrate the different forms of direct object pronouns. Make sure students understand that lo, la, los, and las are used to refer to you (singular and plural) in formal situations. Note The slide is set up so that you can view the pronouns without seeing the translations. In this way you can have them focus on the Spanish pronouns, ask for translation, and then give them immediate visual feedback. You may want to practice the slide transitions in Slideshow mode to get used to this feature.

30 Estructura 2: Simplifying expressions: Direct object pronounsAll sentences have a subject and a verb Silvia está hablando. Many sentences also have an object* an object receives the action of a verb Silvia compró la blusa. Suggestion for use Present the points in this slide by asking the students if they can tell you what the subjects and objects are in the example sentences. You can also ask the class for translation of the Spanish sentences to check for comprehension.

31 Estructura 2: Simplifying expressions: Direct object pronounsperson or thing that directly receives the action of the verb answers the question whom? or what? in relation to the sentence’s subject and verb Julio llamó a su mamá (called whom?) Silvia compró la blusa (bought what?) Suggestion for use Present these concepts by having students focus on the Spanish examples. Tell students that they will go through the same process in Spanish as in English to determine direct objects (i.e., by asking the questions whom? or what? immediately after the verb). Note It is at your discretion whether you want students to write down these concepts in their notes.

32 Estructura 2: Simplifying expressions: Direct object pronounsreplace direct object nouns* object pronouns must agree with the nouns they replace Julio llamó a su mamá. Julio la llamó a las ocho. Suggestion for use Present the correct placement of object pronouns by visually showing the students how this is done. The slide is set up so you can demonstrate how the direct object noun is used as a pronoun in the second sentence. Note Again, you may want to practice the animations in the slide in Slideshow mode before class.

33 Estructura 2: Simplifying expressions: Direct object pronounsPlacement of direct object pronouns in front of conjugated verb She bought it (la blusa). Ella la compró. in negative statements, place the no in front of the direct object pronoun I didn’t wear it (la chaqueta). No la llevé. Suggestions for use Present the points in this slide by working on translations of the English sentences. Ask the class for translation of the sentences by drawing the students’ attention to the bulleted points related to pronoun placement. Remember not to show the translation of the sentence until you hear it from the students. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. After that you can ask students to provide oral translations of sentences that you invent such as Did you buy the shirt? Yes, I bought it, etc.

34 Estructura 2: Simplifying expressions: Direct object pronounsPlacement of direct object pronouns with an infinitive or a present participle before the conjugated verb attached to the infinitive or participle* I’m going to fix the watch (el reloj). Voy a arreglarlo. or Lo voy a arreglar. Suggestions for use Present the points in this slide by focusing on the translation of the English sentence. Ask the class for translation of the sentences by drawing the students’ attention to the points on pronoun placement. Remember not to show the translation of the sentence until you hear it from the students. It’s especially important with object pronouns that students be careful about attaching the pronouns only to infinitive verbs. Many students will always want to attach object pronouns to verbs initially, without distinguishing if a verb is conjugated or an infinitive. Have students pronounce the Spanish translations so they get a feel for the new structure. After that you can ask students to provide oral translations of sentences that you invent such as I bought a jacket and I’m going to give it to Marcela. Be creative with your examples by using students in the class or topics that you think are appropriate for the students. These translations can be oral and/or written on the board. Note It is at your discretion whether you want students to write down these concepts in their notes.

35 Actividad 7-23: El asistente de JulioJulio está trabajando en la tienda con su nuevo asistente Rogelio. Completa sus conversaciones con los pronombres lo, la, los, and las. MODELO —Julio, ¿Usted vendió la última blusa de seda? —Sí, la vendí ayer. ¡Termínalo en el texto! Suggestion for use Guide the class through the instructions and the model in Actividad Have the class pronounce the example to get them comfortable with pronunciation and with the task at hand. Try to get the class to figure the answer for the example. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how it was chosen.

36 Alonso, ¿qué hacías los veranos cuando eras niño?Estructura 3: Describing ongoing and habitual actions in the past: The imperfect tense Alonso, ¿qué hacías los veranos cuando eras niño? Todos los veranos mi familia iba de vacaciones a La Florida. Nadábamos en la playa, jugábamos al voleibol y salíamos por la noche a comer. Suggestions for use Have students review Estructura 3: Describing ongoing and habitual actions in the past: The imperfect tense before class. Read this brief passage to the class while pointing to the words in blue. Point out the title, Describing ongoing and habitual actions in the past, and then ask the class if they can give a simple English translation, keeping this title in mind. Note Students can always refer to Apéndice A: Grammar Guide to learn more about grammatical terms.

37 Estructura 3: Describing ongoing and habitual actions in the past: The imperfect tensedescribes past actions, conditions, and events in progress occurred habitually or repeatedly* expresses the idea used to Todos los días yo iba a la piscina. Alejandro no comía champiñones de niño. Suggestion for use Present the points in this slide by focusing on the Spanish sentences. Have students pronounce these sentences and then ask the class for translation of the sentences by drawing the students’ attention to the bulleted points. Remember not to show the translation of the sentence until you hear it from the students. Note Remember to keep in mind that students will not need to take notes on all of the information in the slides. You can decide and inform the class as to what information should and should not be written down. It is most important for the students to understand the concepts and to focus on the information that you decide is most important.

38 Verbs in the imperfect -aba -abas -ábamos -abais -aban -ía -ías -íamosjugar hacer divertirse yo jug hac me divert tú jug hac me divert él, ella, Ud. jug hac me divert nosotros(as) jug hac me divert vosotros(as) jug hac me divert ellos, ellas, jug hac me divert Uds. -aba -abas -ábamos -abais -aban -ía -ías -íamos -íais -ían -ía -ías -íamos -íais -ían Suggestions for use Use this slide to demonstrate the structure of imperfect verbs. Take any verb from the list of verbs in the chapter, write it on the board, and chorally drill the conjugation with rote cues like yo, nosotros, usted, etc. Go further with verb conjugation than just rote cues and verb conjugation. Have the student translate meaningful sentences such as I used to play soccer in the park on Saturdays. At first, the sentence may seem long to the students, but reassure them that it can be done. Break the sentence into manageable pieces such as I used to play soccer—in the park—on Saturdays and have the class translate these small pieces. Do variations of the same sentence with examples such as Sarita used to play volleyball with her friends every Saturday. From this point on, you can do practice drills by having students conjugate verbs in the presente, pretérito and imperfecto de indicativo by using short sentences, e.g. Yo corro rápido, ¿tú? Ayer yo… corrí rápido; ayer vosotros…; cuando era joven yo corría rápido… Ud…., and so on. Note The slide is set up so that you can view the verb stems without seeing the imperfect endings. In this way you can show them the stems and then demonstrate how regular endings are applied to the verbs. You can ask for the conjugation of these verbs and then give them immediate visual feedback. You may want to practice the slide transitions in Slideshow mode to get used to this feature.

39 Verbs in the imperfect: Puntos especialesImperfect conjugation 1st and 3rd person singular forms identical endings* only indicator is context or subject noun or pronoun Hacía mal tiempo. Yo hacía la tarea cuando el teléfono sonó. -er and -ir verbs ía, ías, ía, etc. Suggestion for use Discuss Puntos especiales in English and present the examples in the slide. Check for comprehension of the Spanish sentences and then work on pronunciation. Note It is at your discretion whether you want students to write down these concepts in their notes.

40 Verbs in the imperfect: Puntos especialesImperfect tense of hay* había (there was, there were) comes from infinitive haber There was a lot of people in the street. Había mucha gente en la calle. Suggestions for use Present the verb había and present the examples in the slide. Check for comprehension of the Spanish sentences and then work on pronunciation. Ask the class for translation of the English sentence by drawing the students’ attention to the conjugation of haber. If students don’t give translations right away, start the translation for them in Spanish to see if they can finish the sentence. Students frequently know the answers but are afraid to say them out loud, so it can be helpful to provide part of the answer to give them confidence before speaking. After that you can ask for students to provide oral translations of sentences that you invent such as There were lots of students in the park every summer. Be creative with your examples by using students in the class or topics that you think are appropriate for the students. These translations can be oral and/or written on the board. Note It is at your discretion whether you want students to write down these concepts in their notes.

41 Irregular verbs in the imperfectThere’s only three irregular verbs in the imperfect tense of Spanish: ir, ser, ver ir ser ver yo tú él, ella, Ud. nosotros(as) vosotros(as) ellos, ellas Uds. iba ibas íbamos ibais iban era eras éramos erais eran veía veías veíamos veíais veían Suggestions for use Use this slide to demonstrate the conjugations of ir, ser, and ver in the imperfect. Have the student translate meaningful sentences such as I was a bad student as a kid and I used to watch a lot of television with my brother. At first, the sentence may seem long to the students, but reassure them that it can be done. You can divide the sentences into short pieces that the class translates. Note The slide is set up so that you can view the infinitives without seeing the full conjugations. In this way you can drill the verbs and give them immediate feedback. You may want to practice the slide transitions in Slideshow mode to get used to this feature.

42 Actividad 7-29: Querido abueloCambia los verbos de la siguiente lista al imperfecto para completar el primer párrafo. tener querer ¿Cómo estás, abuelito? Yo ___________ escribirte antes pero no lo pude hacer porque ___________ tantos quehaceres aquí en casa para prepararnos para una fiesta. ¡Termínalo en el texto! quería tenía Suggestions for use Guide the class through the instructions and the paragraph in Actividad Work on the conjugations of the verbs as a class by guiding the students through the slide animations. Remember to wait to show the answer until you hear the correct response from someone in the class. Show the answer and ask if there are any questions about how the answer was chosen. Tell students that this type of exercise is useful because not only will they have to conjugate the verbs but also pay special attention to verb meaning and contextual clues in the sentence.

43 Talking about the past: Using the preterite and the imperfectpast actions, conditions, and events beginning and completion in the past Esta mañana mi despertador sonó a las 7:00 como siempre. Imperfect in progress or habitual in the past Cuando nos bajamos del colectivo, hacía un poco de frío y llovía. Suggestions for use Use this slide to demonstrate the differences between the preterite and the imperfect tenses. In small groups, ask students to discuss three things they did last week in Spanish. 3. In the same groups, instruct students to switch the discussion to things they used to do when they were little. 4. As a class, write a brief story that uses both tenses. The story could be a humorous mystery that includes actions that were completed and actions that were in progress. For example, Marta estaba leyendo una revista cuando vio un payaso (a clown) en la ventana. Write the story on a blank overhead and add sentences per the suggestions of the class.