Adjectives that refer to nouns of different genders use the masculine plural form. Manuel es alto. Lola es alta. Manuel y Lola son altos. alto/a antipático/a bajo/a bonito/a bueno/a delgado/a difícil fácil feo/a tall unpleasant short (in height) pretty good thin; slender hard; difficult easy ugly gordo/a grande guapo/a importante inteligente interesante joven (jóvenes) malo/a mismo/a fat big; large good-looking important intelligent interesting young bad same moreno/a mucho/a pelirrojo/a pequeño/a rubio/a simpático/a tonto/a trabajador(a) viejo/a brunet(te) much; many; a lot of red-haired small blond(e) nice; likeable silly; foolish hard-working old amarillo/a azul blanco/a yellow blue white negro/a rojo/a verde black red green alemán, alemana argentino/a canadiense chino/a costarricense cubano/a ecuatoriano/a español(a) estadounidense German Argentine Canadian Chinese Costa Rican Cuban Ecuadorian Spanish from the U.S. francés, francesa inglés, inglesa italiano/a japonés, japonesa mexicano/a norteamericano/a puertorriqueño/a ruso/a French English Italian Japanese Mexican (North) American Puerto Rican Russian In Spanish, country names are capitalized, but adjectives of nationality are not. Adjectives of nationality that end in a consonant form the feminine by adding -a. japonés japonesa español española Adjectives of color and nationality are formed like other descriptive adjectives. Masculine Feminine SINGULAR PLURAL PLURAL SINGULAR argentino argentinos argentina argentinas azul azules azul azules verde verdes verde verdes Common adjectives Colors Some adjectives of nationality Many adjectives are cognates, that is, words that share similar spellings and meanings in Spanish and English. A cognate can be a noun like profesor or a descriptive adjective like interesante. AYUDA Note that joven takes an accent in its plural form. Los jóvenes estudian mucho. ¡ATENCIÓN! Note that adjectives with an accent on the last syllable drop the accent in the feminine and plural forms. inglés inglesa alemán alemanes ¡ATENCIÓN! VERIFICA 125 La familia ciento veinticinco 125 Estructura TEACHING OPTIONS Teaching Tips • Point out that when referring to people, bonito/a is usually only used for females, but guapo/a can be used for both males and females. Some heritage speakers may use moreno/a to refer to someone with dark skin, and rubio/a for someone with light brown hair. • Use pictures or names of celebrities to teach descriptive adjectives in semantic pairs. Ex: ¿Marc Gasol es alto o bajo? (Es alto.) ¿Salma Hayek es fea? (No, es bonita.) ¿Los candidatos son inteligentes o tontos? (Son inteligentes.) • Explain that the words for colors are adjectives and agree in number and gender with the nouns they modify, except for azul and verde, which only change in number. • Point to objects in the classroom and have students describe them using color words. Ex: una pluma roja, unos cuadernos negros. Then make statements about objects and have students identify them. Ex: Está al lado del escritorio de Laura. (Es una mochila verde.) • Students will learn additional color words in Lección 6, Contextos. • Use names of celebrities to practice adjectives of nationality. Ex: David Beckham, ¿es canadiense? (No, es inglés.) Hillary Clinton, ¿es francesa? (No, es norteamericana.) • Point out that adjectives of nationality also can be used as nouns. Ex: La chica rusa es guapa. La rusa es guapa. Like adjectives, nouns of nationality are not capitalized. • You may want to add to the list of nationalities. Ex: ¿Cate Blanchett es australiana? (Sí, es australiana.) ¿Cuáles son las formas plurales de australiano? (australianos/ australianas) Pairs If the majority of your students are norteamericanos, have pairs ask each other their family’s origin. Write ¿Cuál es el origen de tu familia? and Mi familia es de origen… on the board. Brainstorm other adjectives of nationality as necessary (Ex: galés, indígena, nigeriano, polaco). Point out that since el origen is masculine and singular, any adjectives they use will be as well. Language in Action Create two sets of note cards with a city and a corresponding adjective of nationality. Shuffle the cards and distribute them. Have students circulate around the room to find the person who shares their nationality. Ex: ¿De dónde eres? Soy de Managua. Soy nicaragüense. Then students should arrange themselves in a “map,” finding their place by asking other pairs’ nationality (¿De dónde son ustedes? Somos panameños.). Level 1, Lesson 3 Teacher’s Edition
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