1. Before viewing the animation, read the context below then open Section Three, Day One of the Workbook and do question 1.

Transcription

1 3Section Three: Personality Traits DAY ONE In this lesson, I will view an animation titled Un picnic. 1. Before viewing the animation, read the context below then open Section Three, Day One of the Workbook and do question Read the context below then view the animation Un picnic on the Animation CD or Website. Context: Bárbara is spending the day at the beach with Raúl for a family picnic. As Raúl points out and names his family members, he also describes them and names some of their personality traits. 3. Open Section Three, Day One of the Workbook and do questions 2 and 3. Pg 63

2 DAY TWO In this lesson, I will review the vocabulary used to describe personality traits. 1. View again the animation Un picnic on the Animation CD or Website. This time, pay attention to the way Raúl describes the personalities of his family members. 2. Open Section Three, Day Two of the Workbook and do question 1. What kind of words does Raúl use to describe the personality of his cousins and half-sisters? Raúl used adjectives. They are used to give a quality to the noun (person, animal, object or thing) they describe. Bruno es serio. Cristina es cómica. (Bruno is serious.) (Cristina is funny.) Pg 64

3 continued Remember: In Spanish, adjectives can be masculine or feminine. In a sentence, always look at the noun or the pronoun which accompanies the adjective; this will help you decide if you must use the masculine or feminine form of the adjective. Pedro es guapo. Él es guapo. Cristina es guapa. Ella es guapa. Pg 65

4 3. Listen to Track 33 on the Module 3 CD. You have seen all the adjectives below in Module Two. Take some time to review them. Listen to them as often as you need and practice saying them at least twice. Él es bueno. Él es simpático. Él es honesto. Él es alto. Él es interesante. Él es aburrido. Él es cómico. Él es guapo. Él es delgado. Él es grande. Él es inteligente. Él es atlético. Él es bajo. Él es pequeño. Ella es buena. Ella es simpática. Ella es honesta. Ella es alta. Ella es interesante. Ella es aburrida. Ella es cómica. Ella es guapa. Ella es delgada. Ella es grande. Ella es inteligente. Ella es atlética. Ella es baja. Ella es pequeña. 4. Open Section Three, Day Two of the Workbook and do questions 2, 3, and 4. Pg 66

5 DAY THREE In this lesson, I will review the verb Ser and the pronouns él/ellos and ella/ellas. 1. Read the context below then listen to Track 34 on the Module 3 CD. Use the following pictures from left to right to help you understand. Context: Raúl is describing his half-sisters, Micaela, and Cristina. 2. Open Section Three, Day Three of the Workbook and do question 1. Pg 67

6 If you wrote the verb Ser in question 1 of the Workbook, you are correct. The verb Ser is often used to describe someone s personality traits. Yo soy simpático. Tú eres interesante. Él es aburrido. Ella es inteligente. Usted es bueno. (I am nice/friendly.) (You are interesting.) (He is boring.) (She is intelligent.) (You (formal) are nice.) Nosotros somos cómicos. (We are funny.) Ellos son guapos. (They are handsome.) Ellas son guapas. (They are good-looking.) Ustedes son buenos. (You.(formal/informal) are nice.) In this section, we will focus on the pronouns él, ella, ellos and ellas. Él and ella are singular pronouns and refer to the person or object you are talking about. Bruno es bueno. Él es bueno. (Bruno is nice/kind. He is nice/kind.) El pupitre es grande. Él es grande. (The student s desk is big. It is big.) Micaela es buena. Ella es buena. (Micaela is nice/kind. She is nice/kind.) La ventana es grande. Ella es grande. (The window is big. It is big.) Pg 68

7 continued Ellos and ellas are plural pronouns and refer to the people or objects you are talking about. Bruno y Pedro son buenos. Ellos son buenos. (Bruno and Pierre are nice/kind. They are nice/kind.) El pupitre y el escritorio son grandes. Ellos son grandes. (The student s desk and the teacher s desk are big. They are big.) Cristina y Micaela son buenas. Ellas son buenas. (Cristina and Micaela are nice/kind. They are nice/kind.) La ventana y la puerta son grandes. Ellas son grandes. (The window and the door are big. They are big.) Él and ellos replace a masculine noun. Ella and ellas replace a feminine noun. Pg 69

8 3. Listen to Track 35 on the Module 3 CD. Below are the plural forms of the adjectives you reviewed on Day Two. Listen to the sentences as often as you need. Practice saying them and then record yourself. Compare your recording to the CD recording. How do you find your pronunciation? Are you finding it easier to read and speak in Spanish? Ellos son buenos. Ellos son simpáticos. Ellos son honestos. Ellos son altos. Ellos son interesantes. Ellos son aburridos. Ellos son cómicos. Ellos son guapos. Ellos son delgados. Ellos son grandes. Ellos son inteligentes. Ellos son atléticos. Ellos son bajos. Ellos son pequeños. Ellas son buenas. Ellas son simpáticas. Ellas son honestas. Ellas son altas. Ellas son interesantes. Ellas son aburridas. Ellas son cómicas. Ellas son guapas. Ellas son delgadas. Ellas son grandes. Ellas son inteligentes. Ellas son atléticas. Ellas son bajas. Ellas son pequeñas. 4. Open Section Three, Day Three of the Workbook and do questions 2, 3, 4, and 5. Pg 70

9 DAY FOUR In this lesson, I will review vocabulary related to the family and possessive adjectives. 1. Open Section Three, Day Four of the Workbook and complete the Reflection. 2. In Sections One and Two, you worked with words related to the family. Listen to Track 36 on the Module 3 CD and review these words. Use the pictures from left to right to follow along with the track. el abuelo la abuela los abuelos el hermano el medio hermano la hermana la media hermana la tía Pg 71

10 el tío el primo la prima la madre el padre los padres los gemelos las gemelas 3. Open Section Three, Day Four of the Workbook and do question Read the context below then listen to Track 38 on the Module 3 CD. Context: Raúl and Bárbara are meeting up with Raúl s cousins. Bárbara asks what his cousins are like. Raúl describes them. Pg 72

11 Raúl and Bárbara used possessive adjectives to describe their cousins. Mi and mis refer to My. Tu and tus refer to Your. Always look at the noun FOLLOWING the possessive adjective. This is the word which will determine if the adjective to use is singular or plural. Review the examples below: Mi PRIMA es BUENA. (My cousin is nice/kind.) Singular Mi PRIMO es BUENO. (My cousin is nice/kind.) Singular Mis HERMANAS son BUENAS. (My sisters are nice/kind.) Plural Mis HERMANOS son BUENOS. (My brothers are nice/kind.) Plural Tu HERMANA es BUENA. (Your sister is nice/kind.) Singular Tu PRIMO es BUENO. (Your cousin is nice/kind.) Singular Tus PRIMAS son BUENAS. (Your cousins are nice/kind.) Plural Pg 73

12 continued Remember that when asking a question, the possessive adjectives will change depending on who is talking. TU prima es buena? (Is your cousin nice/kind?) Sí, MI prima es buena (Yes, my cousin is nice/kind.) Es MI lápiz? (Is this my pencil?) Sí, es TU lápiz. (Yes, it s your pencil.) 5. Open Section Three, Day Four of the Workbook and do questions 2 and 3. Pg 74

13 DAY FIVE In this lesson, I will work with the possessive adjectives su and sus. 1. Read the context below then listen to Track 39 on the Module 3 CD. Use the following pictures from left to right to help you understand. Context: Bárbara is talking to María about her picnic at the beach with Raúl s family. Pg 75

14 Su and sus are used when describing someone or something you are talking about. Su primo es alto. (His/Her cousin is tall.) Su hermana es pequeña. (His/Her sister is small.) Sus hermanos son atléticos. (His/Her brothers are athletic.) Always look at the noun after the possessive adjective in order to determine if you will use su or sus. Masculine/Feminine Singular su Masculine/Feminine Plural sus 2. Open Section Three, Day Five of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 76

15 DAY SIX In this lesson, I will review food vocabulary and the verb Gustar. 1. Open Section Three, Day Six of the Workbook and complete the Reflection. 2. Listen to Track 41 on the Module 3 CD. Use the pictures from left to right to follow along. You have seen these words before in Modules Two and Three. Listen to their pronunciation and then repeat them aloud. las magdalenas las zanahorias las verduras el apio las bananas las naranjas el queso las manzanas las frutas el brécol la salsa las uvas las palomitas el helado Pg 77

16 3. Open Section Three, Day Six of the Workbook and do question 1. When you want to express what you like or what other people in your family like, you use the verb Gustar. Me gusta la limonada. (I like lemonade.) A mi primo le gusta el fútbol. (My cousin likes soccer.) Le gusta el fútbol. (He likes soccer.) A mi prima le gusta el helado. (My cousin likes ice cream.) Le gusta el helado. (She likes ice cream.) A mis primos les gusta la fruta. (My cousins like fruit.) Les gusta la fruta. (They like fruit.) A mis media hermanas les gusta la música. (My half-sisters like music.) Les gusta la música. (They like music.) Pg 78

17 4. Listen to the sentences above on Track 43 on the Module 3 CD. 5. Open Section Three, Day Six of the Workbook and do questions 2, 3, and 4. Pg 79

18 DAY SEVEN In this lesson, I will review the verb Gustar to express likes and dislikes: le/les gusta(n) and no le/les gusta(n). 1. Read the context below then listen to Track 44 on the Module 3 CD. Use the following pictures from left to right to help you understand. Context: Bárbara and Raúl are at the family picnic at the beach. As they look at the food, they discuss what everyone likes and dislikes. x Pg 80

19 x x Pg 81

20 As seen before, we use the verb Gustar when expressing likes and dislikes. Likes: Me gusta la torta. A mi primo le gusta la limonada. A su hermana le gusta el queso. A mis padres les gustan las verduras. Pg 82

21 continued Dislikes: No me gusta el brécol. A mi tío no le gusta la leche. A mi hermana no le gustan las zanahorias. A sus padres no les gusta el helado. 2. Open Section Three, Day Seven of the Workbook and do questions 1, 2, and 3. Pg 83

22 DAY EIGHT In this lesson, I will review the verbs Encantar and Detestar. 1. Open Section Three, Day Eight of the Workbook and do question View again the animation Un picnic on the Animation CD or Website. Pay attention to how Raúl describes the likes and dislikes of his cousins and sisters. The verbs Encantar and Detestar are two verbs often used to express strong feelings about likes and dislikes. A mi padre le encanta el fútbol. (My father loves soccer.) A su prima le encanta el color azul. (His/Her cousin loves the colour blue.) Pg 84

23 continued The verb Encantar expresses that not only does a person like something but that person likes it a lot. On the other hand, if this person really dislikes something, the verb Detestar is often used. Mi madre detesta las palomitas. (My mother hates popcorn.) Su tío detesta el fútbol. (His/Her uncle hates soccer.) 3. Read the context below then listen to Track 45 on the Module 3 CD. Use the following pictures from left to right to help you understand. Context: Raúl is stating his cousins likes and dislikes. 4. Open Section Three, Day Eight of the Workbook and do questions 2, 3, and 4. Pg 85

24 DAY NINE In this lesson, I will review how to ask questions using the verbs Encantar and Detestar. 1. In Spanish, there are several ways to ask questions. Read the context below then listen to Track 46 on the Module 3 CD. Use the following chart to help you understand. Context: Bárbara is showing María a picture of Alicia and Martina taken at the picnic. They discuss what the twins really like and really dislike. detestar encantar encantar detestar detestar encantar encantar encantar Pg 86

25 When you want to ask for information about something or someone, you can ask a question by simply raising your voice at the end of a sentence. A Alicia le encanta el queso? (Does Alicia love cheese?) Don t forget that you can put the subject of the sentence at the beginning or at the end of the sentence. A Raúl le encantan las frutas? (Does Raúl love fruits?) Le encantan las frutas a Raúl? (Does Raúl love fruits?) Remember that the a used with gustar and encantar always stays with the subject. 2. Open Section Three, Day Nine of the Workbook and do questions 1, 2, 3, and 4. Pg 87

26 DAY TEN In this lesson, I will review concepts from previous lessons in Section Three. 1. Before moving to today s activities, take some time to review this section and be aware of all that you have learned. Day One: Name three people who attended Raúl s family picnic on the beach. Day Two: Choose one person in your family: mi madre, mi padre, mi hermana, mi hermano. How would you describe his/her personality? Make a complete sentence in Spanish. Mi madre es Mi padre es Day Three: Look at the following sentences: Michaela es buena. Ellos son inteligentes. Do you recognize the verb used in both sentences? Day Four: Can you make a sentence with the following words? primos / mis / cómicos / son Pg 88

27 Day Five: Complete the following sentences with the appropriate possessive adjective: su, sus hermana es baja. hermanos son inteligentes. primo es alto. Day Six: Choose one person in your family: mi madre, mi padre, mi hermana, mi hermano. Name two foods items that this person likes using gustar. Make complete sentences in Spanish. Day Seven: Choose a different person in your family than the one you chose for Day Six. Name two food items that this person dislikes using no gustar. Make complete sentences in Spanish. Day Eight: To say that someone really likes something, we use the verb Encantar. For example you might say: A Bárbara le encanta el queso. How would you change this sentence to say that Bárbara hates cheese? Day Nine: Here are a few sentences. Change them to questions. A mi primo le gustan las frutas. A mi tía le encanta el queso. Juan detesta el brécol. 2. Open Section Three, Day Ten of the Workbook and do questions 1, 2, and 3. Pg 89

28 Pg 90