Basic HTML Version
42
Unit
1
36
Differentiated Instruction
EXPANDING LEARNERS
•
Have students write descriptions of their
immediate family members on a piece of
paper. Tell students not to put their names on
their papers. Then have students exchange
their papers several times to ensure that the
paper received by each student is not the
one he or she wrote. Then, one by one, have
students read the family description aloud
for the class to guess whose family fits the
description. If a student guesses correctly,
then he or she is the next one to read a
description.
DEVELOPING LEARNERS
•
In small groups, have students talk about
their family pets. If they do not have a pet,
they can speak about one they would like to
have or a pet they know. Have them describe
the animal’s physical appearance and
character traits. Ask them to consider what
things make the pet happy, sad, or angry.
They may also discuss any tricks the pet
can do.
DESAFÍO 2
Gramática – Expresar posesión
Presentation
■■
In this section, students will review possessive
adjectives and pronouns as well as the
preposition
de
plus the name of the possessor to
indicate possession.
Activities
Standards
Resources
Gramática
1.2, 3.1
47.
4.1
48.
1.2
49.
1.2, 1.3
Audio
50.
1.2, 1.3
51.
1.1, 1.2, 1.3, 5.1
52.
1.1, 1.3, 5.1
Warm-Up/ Independent Starter
■■
Ask students to make a two-column chart and list
all the different forms of possessive adjectives
and possessive pronouns they remember, including
vosotros
. Ask them to label the chart
Expresar
posesión
and the columns
Adjetivos posesivos
and
Pronombres posesivos
. If time permits, have them
write sentences using some of these forms.
Preparation
■■
Call on individual students to read aloud one
bulleted item each in the
Gramática
feature. Help
students to see the difference in meaning in the
first example:
Carlos es mi primo. Carlos es primo
mío.
(Carlos is my cousin. Carlos is a cousin of
mine.)
■■
You might point out the ambiguity of the
possessive adjective
su
. To clarify meaning, write
the following on the board:
la maleta de mis tíos.
Explain that
su maleta
is correct, but they could
also say
la maleta de ellos
to clear up ownership
since
su
can also mean his, her, its, or your.
Activities
47.
To expand this activity, have students write
more relationships modeled on the
Compara
feature and then ask them to exchange papers
with a partner who must translate them into
Spanish.
Teaching Suggestions
36 treinta y seis
Gramática
Expresar posesión
Los adjetivos posesivos
•
Possessive adjectives (
mi
,
tu
,
su
…) are used to show ownership. They can be placed
before or after the noun they accompany, but some forms change depending on their
position. In order to review the forms of possessive adjectives, see page R2.
Carlos es
mi
primo. Carlos es primo
mío
.
•
Possessive adjectives agree in number with the noun they accompany. They agree with
the thing possessed, not with the owner.
Nuestro
and
vuestro
also agree in gender
with the item possessed.
Estas son
nuestras
hijas, María y Susana.
Los pronombres posesivos
•
Possessive pronouns (
mío
,
tuyo
,
suyo
…) are used instead of a noun. The forms are the
same as those of the possessive adjectives after the noun (see page R2).
Estas fotos son
mías
y esas son
tuyas
.
•
When the possessive pronoun is used to identify, it is preceded by
el
,
la
,
los
,
las
(
el mío
,
la tuya
,
los suyos
…).
Esta es mi familia y aquella es
la suya
.
La preposición
de
•
In Spanish you may also express possession with the preposition
de
where you would put
’s
in English. The following structure is used:
thing possessed
1
de
1
possessor
Marta es
la hermana de Ricardo.
Remember:
de
1
el
del
47
Compara.
¿Cómo se dice en español?
a.
Laura’s stepmother
c.
your half-brother’s fiancée
b.
my father’s sister-in-law
d.
her godson’s partner
DESAFÍO 2
48
¿De quién?
Une
las dos columnas.
A
B
1.
un disco - de ella
a.
suya
2.
un libro - de ti y de mí
b.
suyo
3.
una casa - de Victoria y de Álex
c.
nuestro
4.
una mochila - de ti
d.
suyas
5.
unas fotos - de ustedes
e.
tuya
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