Qué opina usted? WEB. You and your students may find the following Puntos de partida supplements helpful as you teach this chapter.

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1 Chapter Opener Photo Point out the Chapter Opener photo and ask students to talk about their own experiences interacting with Hispanic students studying in the U.S. or as exchange students. Encourage them to focus on the individual characteristics of the people they talk about, rather than any generic national traits. Qué opina usted? Note: The Puntos de partida website includes an interview with a Hispanic- American student, in which the student answers these same questions. You may wish to address the question of the existence of a typical student with the class: Is there a typical student or even a typical answer? 1 En la universidad SUGGESTION: Ask students to read the questions independently, then follow up with questions that use cognados and to which students can answer yes or no. Es usted un estudiante típico (una estudiante típica)? Usted tiene 15 años? 16 años? 20 años? (write año year on the board, and point to each student to indicate that you are referring to him/her). (Name of college or university), es grande? es pequeña? (pantomime gestures for grande and pequeña). Su especialización/concentración (write words on board), es matemáticas? historia? español? biología? arte? RECICLADO: Encourage students to generate cognate adjectives by asking Cómo son los estudiantes en (name of university)? Son inteligentes? elegantes? idealistas? interesantes? pesimistas? responsables? serios? extrovertidos? You can also call on individual students to provide additional adjectives about the students at your university. 34 Treinta y cuatro 0 Qué opina usted? Answer these questions based on your own life. Do you think that your answer is typical of answers that other students in this country might give? Visit the Puntos de partida website to read how a Hispanic- American student answered the same questions. 1. Are you a full-time or part-time student? 2. How old were you when you started your university studies? 3. Is your campus large or small? Is it urban or set apart from the city? 4. Do most students on your campus live in a dorm? Off-campus? 5. When will you select your major? If you ve already selected one, what is it? RESOURCES You and your students may find the following Puntos de partida supplements helpful as you teach this chapter. For the Instructor Instructor s Manual and Resource Kit, Chapter-by- Chapter Supplementary Materials Testing Program to accompany Puntos de partida Overhead Transparencies En contexto and Minidramas videos Audioscript to accompany Puntos de partida For Students Workbook Laboratory Manual and Audio Program Listening Comprehension Audio Tape/CD McGraw-Hill Electronic Language Tutor (MHELT) Website at CD-Rom Tesoros Lección 1 of the Tesoros CD-ROM. 32

2 En este capítulo You will study vocabulary related to the university. Does your school have a cafetería? Is your Spanish instructor a profesor or a profesora? You will learn how to identify people, places, and things by gender and how to assign the appropriate article. Did you know that most words in Spanish are considered either feminine or masculine? Can you guess the gender of la secretaria? el secretario? (Grammar 1) You will also learn how to express plural forms and use the articles that correspond to them. (Grammar 2) In this chapter you will expand your growing knowledge of Spanish grammar by studying verbs that end with ar. (Grammar 3) You know how to use interrogative words such as cuándo? and dónde? You will now practice two more ways of asking questions and getting information. (Grammar 4) The Panorama cultural section of this chapter will focus on the growing Hispanic population in this country P U N T O S I N T E R A C T I V O NOTE: As you review the En este capítulo section with students, remind them about the cognados they studied in Ante todo and point out that the Spanish cognates for articles and verbs, respectively, are artículos and verbos. Videoteca Minidramas Diego y Lupe casually meet in the bookstore and talk about their classes. What classes are you currently taking? En contexto Juan Carlos goes to his psychology class and meets a classmate. How do you introduce yourself to other people? CD-ROM In addition to completing vocabulary and grammar activities, you will have the opportunity to converse with someone about your class schedule. Internet In the Capítulo 1 section of the Puntos de partida website, you can access links to Spanish resources and educational websites at Treinta y cinco 035 MULTIMEDIA: Video Refer to the Video Activities and Related Materials in the Instructor s Manual for suggestions for using this chapter of Puntos de partida with the Minidramas and En contexto videos. 33

3 VOCABULARIO: PREPARACIÓN NOTE: For further ideas for presenting vocabulary, refer to the Chapterby-Chapter Supplementary Activities section of the Instructor s Manual. Vocabulario: Preparación En la clase SUGGESTIONS: While teaching En la clase hold up objects or photographs, or point to class members; model pronunciation while students listen. Use both definite and indefinite articles. pronounce 7 or 8 vocabulary words from this chapter. Encourage students to identify the class of the word that is, whether it responds to Dónde? Qué? or Quién? identify and, at times, misidentify several objects or persons (point to them, show pictures, and so on). Have students respond sí/no or correcto/ incorrecto. indicate objects or persons and offer a choice: Qué es esto, una mesa o una silla?, and have students answer in Spanish. emphasize the difference between librería and biblioteca. point out classroom objects, alternating the use of definite and indefinite articles. Students will learn the concept of gender later. For now, they should listen only to the words. Optional vocabulary: el borrador, la carpeta, el estadio, el gimnasio, el laboratorio (de lenguas), el pupitre, el reloj, el sacapuntas, la tiza. RESOURCES: TRANSPARENCIES 11, la ventana el cuaderno Dónde? Lugares en la universidad la biblioteca the library la cafetería the cafeteria la clase the class el edificio the building la librería the bookstore la oficina the office la residencia the dormitory Qué? Cosas el bolígrafo the pen la calculadora the calculator el diccionario the dictionary el dinero the money el lápiz the pencil el libro the book el libro de texto the textbook la silla la puerta el escritorio la mochila el papel Quién? Personas el bibliotecario la bibliotecaria el compañero de clase la compañera de clase el compañero de cuarto la compañera de cuarto el consejero la consejera el estudiante la estudiante el hombre la mujer el profesor la profesora el secretario la secretaria la pizarra la mesa the (male) librarian the (female) librarian the (male) classmate the (female) classmate the (male) roommate the (female) roommate the (male) advisor the (female) advisor the (male) student the (female) student the man the woman the (male) professor the (female) professor the (male) secretary the (female) secretary Heritage Speakers: Suggestions Anime a sus estudiantes hispanohablantes a nombrar otros objetos en el salón de clases: por ejemplo, el reloj 36 Treinta y seis 0 de pared, la luz, etcétera. Capítulo 1 En la universidad Pídales que expliquen en inglés la diferencia entre dormitorio ( habitación) y residencia estudiantil ( dorm). MULTIMEDIA: Audio Students can listen to and practice this chapter s vocabulary on their Listening Comprehension Audio Program tape or CD. CULTURE In most Hispanic countries, there is no equivalent of a U.S. academic or guidance counselor. 34

4 Conversación A. Dónde están ahora (are they now)? Tell where these people are. Then identify the numbered people and things: 1 la mesa, 3 el consejero, and so on. Refer to the drawing and lists on page 36 as much as you need to. 1. Están en. 2. Están en. 3. Están en. 4. Están en. B. Identificaciones. Es hombre o mujer? MODELO: La consejera? Es mujer. 1. El profesor? 4. El estudiante? 2. La estudiante? 5. La bibliotecaria? 3. El secretario? 6. El compañero de cuarto? Las materias The names for most of these subject areas are cognates. See if you can recognize their meaning without looking at the English equivalent. You should learn in particular the names of subject areas that are of interest to you. la administración de empresas el arte business art la computación las comunicaciones la economía computer science communications economics Heritage Speakers Vocabulario: Preparación Pídales a los estudiantes hispanohablantes Treinta y siete 037 que nombren otros cursos universitarios. RESOURCES: TRANSPARENCY 12 Con. A: Suggestions Point out the use of están for location. Give statements about the drawings. Ask students to tell whether your statements are true or false. For example: Hay un consejero en la clase. (falso) Con. A: Variations Qué hay en? Present el un, la una before doing this variation. Then have students identify persons and objects, using short complete sentences: Hay un profesor / una profesora. Hay un(a)... Have students tell where individual objects and people are, using short complete sentences: La estudiante está en la biblioteca. Con. B: Follow-up Ask students to give male counterparts of la profesora, la secretaria, la estudiante, la consejera, la compañera de cuarto. Then have them give female counterparts of el profesor, el consejero, el compañero de cuarto. SUGGESTIONS: To teach Las materias model the names of academic subjects. Ask students to stand each time they hear the name of a subject that they are taking. point out the many cognates that end in -ía and -ción. explain that another word for la computación is la informática. EXTENSION: Ask students to generate as many words as possible that they associate with the following categories: las ciencias, la sicología, la biblioteca, el diccionario, el lápiz, el libro, el comercio. Optional vocabulary: la antropología, la biografía, la contabilidad (accounting), la geología, la geografía, la ingeniería, el mercadeo, el periodismo. 35

5 Con. A: Extension Hold up various books that students have at their desks, and ask them to identify by the titles the subjects for which they use the books. Then ask students to identify the classes for which they might need the following books: Introducción a Pascal, La revolución de los zares, Mein Kampf, La familia, Cómo usar el telescopio, Los microbios. Con. B: Suggestion Model names of academic subjects before asking for student responses. Then encourage students to listen to their classmates. Check for comprehension: Tim, qué estudia Susie? If students do not recall the names of the subjects spontaneously, give them clues: Estudia física? el español la filosofía la física la historia el inglés la literatura las matemáticas la química la sicología la sociología las ciencias las humanidades las lenguas extranjeras Conversación Spanish philosophy physics history English literature mathematics chemistry psychology sociology sciences humanities foreign languages A. Asociaciones. Con qué materia(s) asocia usted a? 1. Louis Pasteur, Marie Curie 2. la doctora Joyce Brothers, B. F. Skinner 3. Barbara Walters, Peter Jennings 4. Aristóteles, Confucio 5. Mark Twain, Toni Morrison 6. Frida Kahlo, Pablo Picasso 7. Microsoft, IBM 8. Isaac Newton, Stephen Hawking B. Qué estudias? (What are you studying?) The right-hand column lists a number of university subjects. Tell about your academic interests by creating sentences using one word or phrase from each column. You can tell what you are studying (Estudio ), want to study (Deseo estudiar ), need to study (Necesito estudiar ), and like to study (Me gusta estudiar ). Using the word no makes the sentence negative. (No) Estudio. español, francés, inglés (No) Deseo estudiar. arte, filosofía, literatura, música (No) Necesito estudiar. (No) Me gusta estudiar. ciencias políticas, historia antropología, sicología, sociología biología, física, química matemáticas, computación? 38 Treinta y ocho Capítulo 1 En la universidad 0 National Standards: Communication Invite students to play the role of consejero/a and advise incoming freshman on what to study, depending on their majors. Follow these models: Usted necesita estudiar. Usted necesita tomar créditos de. Sample majors: un estudiante de inglés, un estudiante de biología, un estudiante de ciencias políticas, un estudiante de francés. Other words students may need to know are: campo or especialización, to indicate student majors in an academic subject or discipline. 36