1. Lección 2 En la universidad
Suggestions for use: Explain to students that they will be learning to talk about their lives as university students. Then, ask them simple questions in Spanish to preview new vocabulary. For example, ask: ¿Tienes tres, cuatro o cinco clases este semestre?, ¿Eres una persona muy puntual?, or ¿Necesitas mucho café cuando estudias? Repeat each question to several different students before moving on to the next one.

2. Los cubanoamericanos
Suggestions for use: Direct students to this map on page 37 of their textbooks and allow students time to study it. After students have finished, click to show the questions, and read them aloud, clarifying as necessary. Have students give responses. (Answers: Florida, c. 1959) Follow up the questions with a discussion in English as to why Cubans chose to come to Florida in (Close proximity to Cuba, Cuban Revolution)
¿En qué estado viven la mayoría de los cubanoamericanos?
2. ¿En qué año empezó (began) la llegada de los cubanoamericanos?
a b c. 1959

3. En la clase
Suggestions for use: Direct students to page 41 of their textbooks. Have them write a list of ten vocabulary terms, some of which appear in the image on the slide (el cuaderno, la pared) and others that do not (la calle, la semana). Have students read their list of words to a partner, who will determine whether the word they hear appears in the image. If so, the student will give a thumbs-up. If not, he/she will give a thumbs-down.

4. hospital /os-pee-tal/
Pronunciación
Practica la pronunciación de estas palabras:
hospital /os-pee-tal/
juntos /hun-tos/
química /key-me-ka/
reloj /ray-loh/
Suggestions for use: Have volunteers read the pronunciations aloud. Then, play the audio recording of the pronunciation of all vocabulary words and ask the class to repeat them.

5. Pronunciación (cont.) A. The Spanish i
The Spanish i is pronounced like the double e in the English word see. Listen to your teacher and repeat the following sentences.
El chino es difícil. Es el domicilio de Mimí.
El inglés es fácil.
B. The Spanish o
The Spanish o is a short, pure vowel. It corresponds to the o in the English word no, but without the glide. Listen to your teacher and repeat the following sentences.
Yo no tomo. Hablo un poco de chino.
Trabajo con Rodolfo.
Suggestions for use: Play the audio aloud and have students follow along on page 43 in their textbooks.

6. Pronunciación (cont.) C. The Spanish u
The Spanish u is shorter in length than the English u. It corresponds to the ue sound in the English word Sue. Listen to your teacher and repeat the following sentences.
Mucho gusto, Julio.
Estudia en la universidad.
Laura usa uniforme.
Suggestions for use: Play the audio aloud and have students follow along on page 43 in their textbooks.

7. Vocabulario: Puntos especiales
Remember:
The word sí (with an accent) means yes. Si (without an accent) means if or whether.
When used in a question (why), por qué is written as two words. When used to mean because, it is written as one word (porque), without the accent.
Suggestions for use: Click to reveal each bulleted point. Provide example sentences on the board, and have students complete them with si, sí, por qué, or porque. For example, write: (Si / Sí) no hay clase, voy a la biblioteca. (Si) Sara habla ruso (por qué / porque) su padre es de Rusia. (porque) Check students’ work.

8. Vocabulario: Puntos especiales (cont.)
Remember:
When talking about a specific time, you use de la tarde.
Son las tres de la tarde. It’s three o’clock in the afternoon.
When you are saying that something generally happens at a certain time of day, you use por la (tarde).
Tomo mi medicina por la mañana. I take my medicine in the morning.
Suggestions for use: Click to reveal the information. Ask students to say what time it is now, including the time of day. Then, write a list of verbs on the board: Estudio, Hablo con amigos, etc. Have them identify if they do each thing in the morning, in the afternoon, and in the evening.

9. En la mochila la muchacha el reloj el papel la pluma
Identifica los objetos que estarían(that would be) en tu mochila.
la muchacha
el reloj
el papel
la pluma
el cesto de papeles
la pizarra
el libro
la tarde
la ayuda
el cuaderno
Suggestions for use: Click to display the words one at a time. Have students raise their hands if they think the object would belong in a backpack. For each affirmative answer, have a volunteer take the object from his or her backpack and hold it up to show the class.

10. Actividad 4: Para completar
Complete the following sentences, using appropriate vocabulary.
1. Mi domicilio es: ____ Ocho, número 98.
2. Sandra es una ____ cubanoamericana y Julio es un
____ de El Salvador.
3. El chino es un ____ muy difícil.
4. ¿Cómo se ____ backpack en español? Se dice “mochila”.
5. Tú necesitas ____ el español todos los ____, de lunes a viernes.
6. Sandra ____ con otros estudiantes en español para practicar.
7. Julio ____ cinco clases este semestre.
8. ¿Tú hablas cinco idiomas? ¡Caramba! ¿En ____?
Suggestions for use: Read the direction line aloud and click to make it disappear. Project the slide onto the board and have volunteers come to the front to fill it in. Or, for additional support, write the letters in the blank, scrambled. For example, write alcel for number one (calle). Have students unscramble the letters to form the correct vocabulary term. Check their work.

11. Estructuras: Género y número
All nouns in Spanish are either masculine or feminine.
Nouns that denote males are masculine. (el hombre)
Nouns that denote females are feminine. (la chica)
The article (el, la, un, una) can be used to determine the gender of a noun (el estudiante vs. la estudiante)
MASCULINE
FEMININE
usually end in -o
usually end in -a
may also end in -ma
may also end in -sión,
-ción, -tad, -dad, and
-umbre
may end in a consonant
(profesor)
may be formed by adding an -a to a masculine form that ends in a consonant (profesora)
Suggestions for use: After reviewing each bulleted point, click to show the chart. Point out that in English, nouns do not carry gender. Contrast this with Spanish. Say: Even inanimate objects have gender in Spanish. Give examples from the vocabulary list. Point out that the gender assignment is arbitrary and does not have anything to do with the meaning of the word. Give the example of two articles of clothing: el vestido (dress) and la corbata (tie). Explain that even though a dress is usually worn my a woman, the noun’s masculine gender has nothing to do with the use of the object. Although a tie is normally worn by a man, it carries a feminine gender in Spanish.

12. ¿Masculino o femenino?
Suggestions for use: Have students write the words down for each image first, and then use their books to find the corresponding articles to determine which are masculine (el escritorio, el reloj, el mapa) and which are feminine (la mujer, la ventana, la silla). To check their work, randomly point to the images, and have them respond masculino o femenino.

13. Write the plural forms of the following words:
Estructuras: Género y número (cont.)
To pluralize a word in Spanish:
add -s to a word that ends in a vowel
add -es to a word that ends in a consonant
Nouns that end in -z are pluralized by changing the -z to -c and adding -es. (lápiz → lápices)
A group of nouns that has both masculine and feminine objects takes the masculine form.
El profesor + la profesora = los profesores
Suggestions for use: Have students extend the activity by writing three additional vocabulary terms in the singular and asking a partner to provide the plural form of each.
cuaderno luz
profesor lápiz
silla reloj
mapa día
libro lección
Write the plural forms of the following words:

14. Estructuras: Definite Articles (the):
Artículos determinados e indeterminados
Definite Articles (the):
Masculine
Feminine
Singular el la
Plural
los
las
Suggestions for use: Click to display each element of the slide. After reviewing the examples, say several vocabulary terms aloud and have students provide the appropriate definite article.
Ejemplos: el cuaderno, la muchacha
los cuadernos, las muchachas

15. Estructuras: Indefinite Articles (a, an, some):
Artículos determinados e indeterminados
Indefinite Articles (a, an, some):
Masculine
Feminine
Singular un
una
Plural
unos
unas
Suggestions for use: Click to display each element of the slide. After reviewing the examples, say several vocabulary terms aloud and have students provide the appropriate indefinite article.
Ejemplos: un cuaderno, una muchacha
unos cuadernos, unas muchachas

16. Actividad 11: En la clase
With a partner, take turns asking each other questions about the items or people that can be found in the classroom, according to the illustrations. Follow the model.
Modelo
—¿Hay un cuaderno?
—No, pero hay un libro.
Suggestions for use: Show students the model and then click to change to the prompts. Challenge students to do the activity with their books closed.

17. Estructuras: Números cardinales 31-100
Da el número correcto:
100 / 2 = / 3 =
18 x 2 = =
97 – 53 = – 29 =
44 x 2 = x 4 =
Suggestions for use: Encourage students to read the problem aloud. Model how to talk about arithmetic in Spanish. For example, say: Dos más dos son cuatro, pero dos por tres son seis. Teach the terms más, menos, por, and dividido por.
Answers (First column): cincuenta, treinta y seis, cuarenta y cuatro, ochenta y ocho (Second column): treinta y tres, setenta y ocho, cuarenta y tres, sesenta y ocho

18. Actividad 14: Especialistas
1. Your nephew has a bad case of acne.
2. Mrs. Vega thinks she is pregnant.
3. Your grandmother has blurred vision.
4. Your friend’s child is sick.
5. Your neighbor has frequent chest pains.
When saying phone numbers, people in many Spanish-speaking countries tend to say the first number alone and the rest of the numbers in pairs. Using this system, give the names and phone numbers of the specialists the following people would call for each situation.
Suggestions for use: Before clicking to display the activity, read the direction line aloud. Then, write three phone numbers on the board. Model how to say the first one aloud in Spanish, and ask volunteers to continue with the other two. Then, click to display the prompts and the image for students to do the activity.

19. Estructuras: La hora To ask what time it is, say, “¿Qué hora es?”
To tell the time in Spanish, the following word order is used:
Es is used with una.
Es la una. (It’s 1:00.)
Son is used with all the other hours.
Son las cuatro. (It’s 4:00.)
The feminine definite article is always used before the hour, since it refers to la hora.
Media = half past; cuarto = quarter (past/till)
Suggestions for use: Click to show each bulleted point. Provide two or three additional examples for telling time, such as Es la una y veinte or Son las tres y media. As you say each, have students say the English equivalent.

20. Estructuras: La hora (cont.)
To say something is at a certain time, use
a la(s) + time
¿A qué hora es la clase? What time is the class?
La clase es a las dos y media. The class is at 2:30.
To specify whether the time is A.M. or P.M., use de la mañana, de la tarde, or de la noche.
¿La clase es a las 8 de la mañana?
Is the class at eight in the morning?
To indicate that an activity takes place at an undefined time in the morning, afternoon, or evening, use por la mañana, por la tarde, or por la noche.
Estudiamos por la mañana. We study in the morning.
Suggestions for use: As you display each bulleted point, ask students follow-up questions. For example, ask: ¿A qué hora es la clase de español? or ¿Hay clases los sábados por la mañana?

21. Completa las oraciones con la hora.
1. La clase de español es __________________.
2. Ahora (Now), _________________________.
3. Me despierto (I wake up)________________.
4. Normalmente, estudio __________________.
5. Me acuesto (I go to bed) ________________.
Suggestions for use: Remind students to use es/son to talk about the current time, and a to talk about what time something happens. Encourage them to give specific times, using expressions such as de la tarde. Have students share their responses with a partner.

22. Actividad 16: ¿Qué hora es?
With a partner, take turns giving the time indicated on the clocks in the illustration. Start with clock number one.
Suggestions for use: After students have completed the activity as directed, review by randomly saying times shown on the clocks, and having volunteers come to the front of the class to point to the clock that corresponds to the time that you said.

23. Estructuras: Presente de indicativo de los verbos regulares terminados en -ar
Verbs in Spanish are conjugated according to their ending. All Spanish verbs end in either
-ar, -er, or -ir.
All Spanish verbs have 2 parts:
Stem Ending
hablar
The stem of regular verbs doesn’t change.
Verb endings change with the subject.
Suggestions for use: Point out to students that they will be focusing on just the –ar verb conjugations in this lesson. Click to show additional information about verb stems and endings. Write a list of infinitives (estudiar, anotar, necesitar, etc.) on the board and have students identify the stem of each one.

24. Estructuras: Presente de indicativo de los verbos regulares terminados en -ar (cont.)
*Remember that it is not always necessary to include a subject pronoun since the verb endings tell who the subject is.
Example: (Nosotros) Estudiamos.
* When two verbs are used together, the first is conjugated and the second stays in the infinitive.
Example: Necesitamos estudiar.
Suggestions for use: Review the verb chart with students, reminding them that it also appears on page 53 of their textbooks. Click to reveal two additional points on –ar verb conjugations.

25. Empareja 1. Yo a. necesita trabajar el viernes. 2. Graciela
Match items from Column A with those from
Column B to form correct sentences. A B
1. Yo
a. necesita trabajar el viernes.
2. Graciela
b. regresamos tarde de la biblioteca cuando hay examen.
3. Carmen y Antonio
c. practicas con los estudiantes de la clase.
4. Gilberto y yo
d. anotan la tarea para mañana.
5. Tú
e. hablo español, pero no chino.
Suggestions for use: Extend the activity by having students change the phrase in column B to agree with the subject from the same line of column A. For example, for number 1, have students write: Yo necesito trabajar el viernes. (Answers: 1. e, 2. a, 3. d, 4. b, 5. c)

26. Actividad 22: ¿Qué pasa aquí?
Talk about what is going on in these drawings.
Suggestions for use: Direct students to page 55 of their textbooks, and have them do the activity as directed. Use this slide to check the activity. Display each image separately, and have pairs say what is happening in each one. Click to change images.

27. Oraciones negativas e interrogativas
Estructuras:
Oraciones negativas e interrogativas
Negative sentences:
Make a sentence negative by putting no in front of the verb.
Juan no trabaja hoy.
Juan doesn’t work today.
To answer a question negatively, put a no at the beginning of the response, and another before the verb.
¿Estudias inglés? Do you study English?
No, no estudio inglés.
No, I don’t study English.
Suggestions for use: Discuss the first bulleted point. Tell students something that you don’t do. (No estudio en la universidad.) Call on several volunteers to do the same. Click to reveal the second bulleted point and ask students questions that will elicit negative responses. (¿Trabajas en Cuba?)

28. Subject at end of question
Estructuras: Oraciones negativas e interrogativas (cont.)
Interrogative Sentences:
You can ask a question that will elicit a yes/no answer as follows:
¿José estudia el jueves?
¿Estudia José el jueves?
¿Estudia el jueves José?
You can ask a question by adding a tag such as no or verdad to the end of a statement.
Ustedes son estadounidesnes, ¿verdad?
When using an interrogative word (dónde, qué, cuándo), put the subject after the verb.
¿Qué estudian ustedes?
Use intonation
Subject after verb
Subject at end of question
Note the inverted question mark
at the beginning of written questions.
Suggestions for use: Model how to use intonation to read the examples. Have students repeat after you. Click to reveal additional bulleted points. Remind students that when the context permits, the subject can be omitted from the question.

29. Una entrevista 1.tú / hablar / inglés
Use the words below to form questions. Then, take turns asking and answering questions with a partner.
1.tú / hablar / inglés
2. tú / trabajar / en un restaurante
3. los estudiantes en la clase / estudiar / mucho
4. cuándo / ser / la clase de español
5. qué / estudiar / ustedes
Suggestions for use: Allow time for students to write their questions on a sheet of paper. Then, have them discuss the questions with a partner. Remind students that they will need to conjugate the verbs in both the questions and the answers. Have pairs say question and answer pairs in front of the class.

30. Note that the definite article is included. Translate the following:
Estructuras: El caso posesivo
In Spanish, the apostrophe is never used. To express possession, use the preposition de, meaning of or belonging to.
Note that the definite article is included.
Translate the following:
Mario’s notebook
Mr. Ramos’ class
Carla’s homework
Professor Silva’s exam
The students’ books
Suggestions for use: Click to reveal example and activity. (Answers: 1. el cuaderno de Mario, 2. la clase de Sr. Ramos, 3. la tarea de Carla, 4. el examen del (de la) profesor(a) Silva, 5. los libros de los estudiantes)

31. Actividad 29: Deseamos saber…
With a partner, look carefully at the illustrations and then take turns answering the questions that follow.
Suggestions for use: After students have responded to questions 1 to 3, click to reveal questions 4 to 6.
1. ¿Quiénes son las amigas de Sergio?
2. ¿Qué necesita Olga?
3. ¿Qué necesita Luis?
4. ¿Quién es el Sr. Soto?
5. ¿Quién es de Cuba?
6. ¿Quiénes son Pedro y José?

32. Repaso
Use what you have learned in this lesson to complete the following. When you are finished, share your responses with a partner.
1. Estudio ____ matemáticas y ___ español.
2. ¿Hay un lápiz en la mesa? Sí, hay dos_____.
3. ¿Qué hora es? (3:25) _________________.
4. Mi amigo Luis ____ en la biblioteca. (trabajar)
5. ¿A qué hora estudian ustedes? (7:30)
____________________________________.
6. ¿De quién son los libros? (Rosa) ______________________________________.
Suggestions for use: Encourage students to close their books in order to complete this review. Project the slide onto the board and have volunteers write their answers in the spaces.
(Answers: 1. las, el; 2. lápices; 3. Son las tres y veinticinco.; 4. trabaja; 5. Estudiamos a las siete y media.; 6. Los libros son de Rosa./ Son los libros de Rosa. )

33. FIN