126 Teacher’s Edition • Lesson Three EXPANSION TEACHING OPTIONS Teaching Tips • Introduce the position of descriptive adjectives and adjectives of nationality. Ask simple questions, such as: ¿Tienes amigos inteligentes? ¿Tomas clases difíciles? ¿Tienes profesores simpáticos o antipáticos? • To practice position of descriptive adjectives, write simple sentences (similar to the example sentences on this page) on paper and cut them into strips, one word per strip. In pairs, have students arrange the words in the correct order. • Practice adjectives of quantity by saying: Hay mucha tarea en esta clase, ¿verdad? You may want to introduce poco/a for contrast. Survey the class: ¿En qué clases hay mucha tarea? ¿En qué clases hay poca tarea? • Introduce bueno/a, malo/a, and grande, and explain the short forms. Clarify that bueno and malo are shortened only before masculine singular nouns and their meaning does not change. However, grande is shortened before any singular noun, regardless of gender, and there is a change in meaning. • To practice bueno/a, malo/a, and grande, write a series of cloze sentences on the board. In pairs, have students fill in the blanks. Video Show the Fotonovela episode again, stopping where appropriate to discuss how certain adjectives were used. Extra Practice Create sentences similar to those in ¡Inténtalo! Say the sentence, have students repeat it, then say a different subject. Have students say the sentence with the new subject, changing adjectives and verbs as necessary. Game Divide the class into two teams and have them line up. Point to a member from each team and give a certain form of an adjective (Ex: rubios). Then name another form that you want students to provide (Ex: feminine singular) and have them race to the board. The first student who writes the correct form earns one point for his or her team. Deduct one point for each wrong answer. The team with the most points at the end wins. ¡INTÉNTALO! Provide the appropriate forms of the adjectives. simpático alemán 1. Mi hermano es simpático . 1. Hans es alemán . 2. La profesora Martínez es . 2. Mis primas son . 3. Rosa y Teresa son . 3. Marcus y yo somos . 4. Nosotros somos . 4. Mi tía es . azul guapo 1. La calculadora es azul . 1. Su esposo es guapo . 2. El papel es . 2. Mis sobrinas son . 3. Las maletas son . 3. Los padres de ella son . 4. Los libros son . 4. Marta es . Position of adjectives Descriptive adjectives and adjectives of nationality generally follow the nouns they modify. El niño rubio es de España. La mujer española habla inglés. The blond boy is from Spain. The Spanish woman speaks English. Unlike descriptive adjectives, adjectives of quantity precede the modified noun. Hay muchos libros en la biblioteca. Hablo con dos turistas puertorriqueños. There are many books in the library. I am talking with two Puerto Rican tourists. Bueno/a and malo/a can appear before or after a noun. When placed before a masculine singular noun, the forms are shortened: bueno buen; malo mal. Joaquín es un buen amigo. Joaquín is a good friend. Joaquín es un amigo bueno. Hoy es un mal día. Today is a bad day. Hoy es un día malo. When grande appears before a singular noun, it is shortened to gran, and the meaning of the word changes: gran = great and grande = big, large. Don Francisco es un gran hombre. La familia de Inés es grande. Don Francisco is a great man. Inés’ family is large. Like bueno and grande, santo (saint) is also shortened before masculine nouns (unless they begin with To- or Do-): San Francisco, San José (but: Santo Tomás, Santo Domingo). Santa is used with names of female saints: Santa Bárbara, Santa Clara. ¡LENGUA VIVA! guapas guapos guapa alemana alemanes alemanas azules azules azul simpáticos simpáticas simpática 126 Lección 3 ciento veintiséis Level 1, Lesson 3 Teacher’s Edition
RkJQdWJsaXNoZXIy MjUyNzA0NQ==