1. check and go over homework
2. Present the conjugation grid. Students must memorize and be prepared to make this exact grid on the quiz tomorrow:
Draw two long lines across your page, and one line down that crosses the middle of both lines. This creates a 6 block grid. The left column is labeled "singular" and the right is "plural." The top line is labeled "1st person" the next line is "2nd person" and below the seond line is "3rd person."
Fill the boxes as follows:
Ist person singular: yo (I)
2nd person singular: tú (you, informal)
3rd person singular: él (he), ella (she), Ud. (you formal)
1st person plural: nosotros (we, all boys or mixed), nosotras (we, all girls)
2nd person plural: vosotros/vosotras (you-all informal) (Spain)
3rd person pllura: ellos (they, all boys or mixed), ellas (they, all girls), Uds. (you-all formal)
2. We practiced talking about people. Each student had to introduce their best friends and describe them with one adjective.
3. Then we described ourselves according to other people, "Según mi mamá, yo soy ______________."
La tarea: Study vocab and conjugation grid for quiz tomorrow!!!!!
jueves, 30 de septiembre de 2010
9/29 - vocab practice
1. Write sentences about yourself using all adjectives.
2. Practice answering questions using new vocab.
3. Text p54, act 5 and 6, p55, act 7
Tarea: Workbook .22-23
2. Practice answering questions using new vocab.
3. Text p54, act 5 and 6, p55, act 7
Tarea: Workbook .22-23
martes, 28 de septiembre de 2010
9/28 - Test! Start new chapter
1. Test
2. Vocab practice, p. 70 in text. We used new adjectives to answer questions about ourselves and others.
La tarea: Write a sentence for each adjective saying "Yo soy ____________" or "Yo no soy _____________" Remember to make the adjective agree with theh noun it is describing, so girls need to use a feminine form of the adjective.
2. Vocab practice, p. 70 in text. We used new adjectives to answer questions about ourselves and others.
La tarea: Write a sentence for each adjective saying "Yo soy ____________" or "Yo no soy _____________" Remember to make the adjective agree with theh noun it is describing, so girls need to use a feminine form of the adjective.
lunes, 27 de septiembre de 2010
9/27 - Test TOMORROW! Review day, cognates
1. Learn what cognates are. See p34-35 in textbook. Basically, they are words that are very similar in Spanish and English. For example, the word "guitarra" is a cognate. Students did a reading on p.35 and found as many cognates as possible. Cognates WILL be on the test tomorrow.
2. Test review: Make sure you also know about infinitives. Infinitives are unconjugated verbs, verbs that end in -ar, -er, or -ir. There are three types of verbs, the aforementioned -ar, -er, and -ir types.
3. Students had a make-up day. Students finished their pen pal letters and turned them in. If they were missing any owrk from this chapter, they were given a notice and allowed to do the work today in-class. Also students missing a quiz made it up.
4. Students with no makeup work did workbook pages 20-21 as review for the test.
La tarea: Study for the test!!!!!!
2. Test review: Make sure you also know about infinitives. Infinitives are unconjugated verbs, verbs that end in -ar, -er, or -ir. There are three types of verbs, the aforementioned -ar, -er, and -ir types.
3. Students had a make-up day. Students finished their pen pal letters and turned them in. If they were missing any owrk from this chapter, they were given a notice and allowed to do the work today in-class. Also students missing a quiz made it up.
4. Students with no makeup work did workbook pages 20-21 as review for the test.
La tarea: Study for the test!!!!!!
sábado, 25 de septiembre de 2010
9/24 - review, pen pal letters
1. Review homework.
2. Pen pal letters: I distributed a letter to each student. Student who were absent will get an assignment on Monday. Students had to read their letters, then I asked them questions in Spanish about their pen pals.
3. Students composed a response based on what they have already learned, what they picked up in the letters, and some other expressions I gave them in class. They did a rough draft, then asked another student to look at it, then prepared the final version.
La tarea: If a student did not turn in their final letter, they should get it ready to turn in on Monday.
2. Pen pal letters: I distributed a letter to each student. Student who were absent will get an assignment on Monday. Students had to read their letters, then I asked them questions in Spanish about their pen pals.
3. Students composed a response based on what they have already learned, what they picked up in the letters, and some other expressions I gave them in class. They did a rough draft, then asked another student to look at it, then prepared the final version.
La tarea: If a student did not turn in their final letter, they should get it ready to turn in on Monday.
viernes, 24 de septiembre de 2010
9/23 - Quiz, negatives
1. Vocab quiz - English to Spanish
2. Listening activities
3. Negatives, text p.36, do activities 15, 16, 17 out loud.
4. Talk about pen pals
La tarea: Workbook pp 18-19
2. Listening activities
3. Negatives, text p.36, do activities 15, 16, 17 out loud.
4. Talk about pen pals
La tarea: Workbook pp 18-19
miércoles, 22 de septiembre de 2010
9/22 - vocab practice, me gusta
1. Esponja, finish "Mayeros"
2. Check tarea, go over
3. Oral practice with expressions of agreement and disagreement, "A mi tambien" "A mi tampoco" "Pues, a mi me gusta" and "Pues, a mi no me gusta".
4. Verb practice with flachcards, study verbs with flipside of workbook
La tarea: Study for vocab quiz tomorrow, English to Spanish.
2. Check tarea, go over
3. Oral practice with expressions of agreement and disagreement, "A mi tambien" "A mi tampoco" "Pues, a mi me gusta" and "Pues, a mi no me gusta".
4. Verb practice with flachcards, study verbs with flipside of workbook
La tarea: Study for vocab quiz tomorrow, English to Spanish.
martes, 21 de septiembre de 2010
9/21 - Vocab work, infinitives
1. Esponja - "Mayeros"
2. Flashcards practice. We did various activities to use the flashcards and learn the vocab. Some included traditional flashcard use, removing known items from array, pointing to items, playing memory game, individual identifications.
3. I explained that these verbs are "Infinitives" - verbs that are not conjugated. That means that noone is doing the action, it is just a verb all by itself. There are 3 kinds of verbs in Spanish, ones that end in -ar, -er, and -ir. We sorted the vocab cards several different ways, then did an activity out of the book to practice both vocab and verb types.
La tarea: Workbook pp. 16-17. Bring flashcards again
2. Flashcards practice. We did various activities to use the flashcards and learn the vocab. Some included traditional flashcard use, removing known items from array, pointing to items, playing memory game, individual identifications.
3. I explained that these verbs are "Infinitives" - verbs that are not conjugated. That means that noone is doing the action, it is just a verb all by itself. There are 3 kinds of verbs in Spanish, ones that end in -ar, -er, and -ir. We sorted the vocab cards several different ways, then did an activity out of the book to practice both vocab and verb types.
La tarea: Workbook pp. 16-17. Bring flashcards again
lunes, 20 de septiembre de 2010
9/20 - verbos, me gusta
1. Esponja "Erandi's Braids"
2. Vocab quiz - Spanish to English
3. Video that goes along with the text pp. 28-29, then we did a couple of activities aloud to go along with the video/reading.
4. Talk about the use of “A mi” and “A tí” to emphasize who we are talking about. “Me gusta nadar” “A mi no me gusta” (I like to swim. I don’t like it.)
La tarea: Make up a set of flashcards for the 21 verbs we have been working with. Write Spanish on one side, and draw a picture on the other side. Bring them to class tomorrow!!!!!!
2. Vocab quiz - Spanish to English
3. Video that goes along with the text pp. 28-29, then we did a couple of activities aloud to go along with the video/reading.
4. Talk about the use of “A mi” and “A tí” to emphasize who we are talking about. “Me gusta nadar” “A mi no me gusta” (I like to swim. I don’t like it.)
La tarea: Make up a set of flashcards for the 21 verbs we have been working with. Write Spanish on one side, and draw a picture on the other side. Bring them to class tomorrow!!!!!!
viernes, 17 de septiembre de 2010
9/17 - Vocab practice, more ways to use me gusta
1. Esponja, "Juan Bobo Goes To Work" a Puerto Rican folk tale
2. Tarea
3. We learned how to say that we don't like either of two choices. Students got to practice saying "No me gusta ni _______ ni _______."
4. In text, we read through pages 26-27. We did activities 1-2, then on p. 30, we did activity 5, and then with partners, students did activity 8.
5. Bonus: Since I forgot to do it with my 5th period Spanish 2 class today and I had the forms, students got to do NFL picks. The team names were all in Spanish and students got to guess which team would win for each matchup. We will check them on Tuesday.
La tarea: Study the 21 verbs in the first section of the vocab list on p. 46. We will have a Spanish to English Vocab quiz on Monday.
2. Tarea
3. We learned how to say that we don't like either of two choices. Students got to practice saying "No me gusta ni _______ ni _______."
4. In text, we read through pages 26-27. We did activities 1-2, then on p. 30, we did activity 5, and then with partners, students did activity 8.
5. Bonus: Since I forgot to do it with my 5th period Spanish 2 class today and I had the forms, students got to do NFL picks. The team names were all in Spanish and students got to guess which team would win for each matchup. We will check them on Tuesday.
La tarea: Study the 21 verbs in the first section of the vocab list on p. 46. We will have a Spanish to English Vocab quiz on Monday.
jueves, 16 de septiembre de 2010
9/16 - 16 de septiembre, me gusta
1. For out esponja activity today, we learned about 16 de septiembre, Mexican Independence Day, which is today. It is the bicentennial of Mexican independence this year.
2. We added to our knowledge of "me gusta" by learning that to answer a question with yes, you say "Si" and then the rest of the phrase (Si, me gusta practicar deportse). To answer no, you need 2 nos. First say "No" to mean no, then say another "no" to mean not. (No, no me gusta jugar videojuegos.)
3. Then we added the phrases mucho and nada to make "me gusta mucho" (I like it a lot) and "no me gusta nada" (I don't like it at all).
4. Students did a poll of the class, asking if they liked different activities and marking down if they like it a lot, like it, don't like it, or don't like it at all. We discussed results.
La tarea: Workbook pages 13 and 15.
2. We added to our knowledge of "me gusta" by learning that to answer a question with yes, you say "Si" and then the rest of the phrase (Si, me gusta practicar deportse). To answer no, you need 2 nos. First say "No" to mean no, then say another "no" to mean not. (No, no me gusta jugar videojuegos.)
3. Then we added the phrases mucho and nada to make "me gusta mucho" (I like it a lot) and "no me gusta nada" (I don't like it at all).
4. Students did a poll of the class, asking if they liked different activities and marking down if they like it a lot, like it, don't like it, or don't like it at all. We discussed results.
La tarea: Workbook pages 13 and 15.
miércoles, 15 de septiembre de 2010
9/15 - Examen, and Me Gusta!
1. Para Empezar chapter test
2. We got acquainted with the new vocabulary and the phrase “me gusta” which means I like. Each student had to say an activity they like, they had to ask each other what they don’t like (and answer), had to say which they liked more of two or three choices of activities.
La tarea: Write a sentence for each of the 21 verbs in the first section of the vocab list on p.46 saying whether you like or don’t like it.
2. We got acquainted with the new vocabulary and the phrase “me gusta” which means I like. Each student had to say an activity they like, they had to ask each other what they don’t like (and answer), had to say which they liked more of two or three choices of activities.
La tarea: Write a sentence for each of the 21 verbs in the first section of the vocab list on p.46 saying whether you like or don’t like it.
martes, 14 de septiembre de 2010
9/14 - Test review!!
1. Esponja
2. Flipside of workbook - wo worked our way through the first 10 pages or so of review material for the test.
3. Review game: Students were assigned teams of 2, 3, or 4 students and had to answer questions, some directly from the test, some just suggested by the exam. The winning team got candy. All teams should be well-prepared for tomorrow's test.
La tarea: Work through the flipside of the workbook through the weather vocab.
2. Flipside of workbook - wo worked our way through the first 10 pages or so of review material for the test.
3. Review game: Students were assigned teams of 2, 3, or 4 students and had to answer questions, some directly from the test, some just suggested by the exam. The winning team got candy. All teams should be well-prepared for tomorrow's test.
La tarea: Work through the flipside of the workbook through the weather vocab.
lunes, 13 de septiembre de 2010
9/13 - Oral exams, workbook pages
1. Check tarea
2. Oral exams. Students are called up to the teacher and choose 5 random cards, each of which has one of their questions on it. Students have to answer in complete sentences.
2. Work in your workbook, on the flipside. Do flipside pages 1-21 (skip the letter pages). This is GREAT practice for the test on Wednesday, and will help with oral exams.
La tarea: If you have not done your oral, practice for tomorrow. Start studying for the chapter test on Weds. ALL MISSING WORK DUE TOMORROW!!
2. Oral exams. Students are called up to the teacher and choose 5 random cards, each of which has one of their questions on it. Students have to answer in complete sentences.
2. Work in your workbook, on the flipside. Do flipside pages 1-21 (skip the letter pages). This is GREAT practice for the test on Wednesday, and will help with oral exams.
La tarea: If you have not done your oral, practice for tomorrow. Start studying for the chapter test on Weds. ALL MISSING WORK DUE TOMORROW!!
viernes, 10 de septiembre de 2010
9/10 - Weather, important questions, oral exam on Monday
1. Esponjas
2. Go over tarea
3. Hand back and go over quizzes
4. Weather vocab: flipside of workbook, pages 19-20, 21.
5. Text: p. 19-20 Read about season in Southern Hemisphere, practice using weather vocab.
6. ORAL EXAM ON MONDAY! Be prepared to answer 5 random questions from this list:
1. ¿Cómo se escribe tu nombre en español? (spell you spanish class name in spanish)
2. ¿Cómo te llamas?
3. ¿Cómo estás?
4. ¿Cuántos años tienes?
5. ¿Cuándo es tu cumpleaños?
6. ¿Cuál es la fecha hoy?
7. ¿Qué día es hoy?
8. ¿Qué quiere decir “la espalda”?
9. ¿Cómo se dice “the face” en español?
10. ¿Qué tiempo hace hoy?
11. ¿Qué hora es?
You will not know which questions you will get until you are taking the exam, so prepare for all 11!!!
La tarea: Workbook p10 (crossword puzzle), prepare for oral exam.
2. Go over tarea
3. Hand back and go over quizzes
4. Weather vocab: flipside of workbook, pages 19-20, 21.
5. Text: p. 19-20 Read about season in Southern Hemisphere, practice using weather vocab.
6. ORAL EXAM ON MONDAY! Be prepared to answer 5 random questions from this list:
1. ¿Cómo se escribe tu nombre en español? (spell you spanish class name in spanish)
2. ¿Cómo te llamas?
3. ¿Cómo estás?
4. ¿Cuántos años tienes?
5. ¿Cuándo es tu cumpleaños?
6. ¿Cuál es la fecha hoy?
7. ¿Qué día es hoy?
8. ¿Qué quiere decir “la espalda”?
9. ¿Cómo se dice “the face” en español?
10. ¿Qué tiempo hace hoy?
11. ¿Qué hora es?
You will not know which questions you will get until you are taking the exam, so prepare for all 11!!!
La tarea: Workbook p10 (crossword puzzle), prepare for oral exam.
jueves, 9 de septiembre de 2010
9/9 - Weather vocab
1. Workbook p. 9 ¿Qué tiempo hace?
2. Divide a paper in 4 boxes. Label each box with a season, write the months for each season. Then draw and label all weather that applies for that season.
3. Other side of workbook: do page 19, weather flashcards
La tarea: finish these activities, if not already done.
2. Divide a paper in 4 boxes. Label each box with a season, write the months for each season. Then draw and label all weather that applies for that season.
3. Other side of workbook: do page 19, weather flashcards
La tarea: finish these activities, if not already done.
miércoles, 8 de septiembre de 2010
9/8 - Body parts quiz, conversation quiz
1. Esponja, explanation of esponja grade from last week.
2. Prueba 1 - fill in the blank conversational vocab.
3. Prueba 2 - las partes del cuerpo. Students must label at least 12 body parts on Homer Simpson.
4. Text pp 18-19. Repeat weather vocab, do first two activities aloud.
La tarea: None!
2. Prueba 1 - fill in the blank conversational vocab.
3. Prueba 2 - las partes del cuerpo. Students must label at least 12 body parts on Homer Simpson.
4. Text pp 18-19. Repeat weather vocab, do first two activities aloud.
La tarea: None!
martes, 7 de septiembre de 2010
9/7 - Review
1. Esponja/check and go over homework
2. In textbooks, read p10 and do activities on p11 with partners.
3. Review of the difference between ¿Cómo está Ud.? and ¿Cómo estás? The first one is formal and used with adults and people to whom you want to show respect. The second is informal and used with friends, family, and people younger than you.
4. Birthday "bingo" Students prepared a sheet with all twelve months listed in Spanish. Then they had to circulate through the class asking ¿Cuándo es tu cumpleaños? and answering Mi cumpleaños es el (#) de (month). They tried to find someone with a birthday for each month, the first to do so won.
La tarea: STUDY for the body parts quiz. Students will be given a drawing of a person and they will have to label at least 12 body parts. There will be no word bank, so make sure you know your vocab!!!
2. In textbooks, read p10 and do activities on p11 with partners.
3. Review of the difference between ¿Cómo está Ud.? and ¿Cómo estás? The first one is formal and used with adults and people to whom you want to show respect. The second is informal and used with friends, family, and people younger than you.
4. Birthday "bingo" Students prepared a sheet with all twelve months listed in Spanish. Then they had to circulate through the class asking ¿Cuándo es tu cumpleaños? and answering Mi cumpleaños es el (#) de (month). They tried to find someone with a birthday for each month, the first to do so won.
La tarea: STUDY for the body parts quiz. Students will be given a drawing of a person and they will have to label at least 12 body parts. There will be no word bank, so make sure you know your vocab!!!
viernes, 3 de septiembre de 2010
9/3 - Body, colors
1. Esponja - list body parts from top to bottom
2. Practice English to Spanish body parts.
3. Learn colors:
blanco = white
negro = black
gris = grey
rojo = red
verde = green
azul = blue
amarillo = yellow
anaranjado = orange
morado/violeta = purple
marron/cafe = brown
rosado = pink
4. In workbook (opposite side from usual), we colored people, practicing colors and body parts.
La tarea: Workbook p. 5, color by number sheet. Study body parts for quiz on Tuesday.
2. Practice English to Spanish body parts.
3. Learn colors:
blanco = white
negro = black
gris = grey
rojo = red
verde = green
azul = blue
amarillo = yellow
anaranjado = orange
morado/violeta = purple
marron/cafe = brown
rosado = pink
4. In workbook (opposite side from usual), we colored people, practicing colors and body parts.
La tarea: Workbook p. 5, color by number sheet. Study body parts for quiz on Tuesday.
jueves, 2 de septiembre de 2010
9/2 - Body parts practice, time
1. Esponja/check and go over homework
1.5 Q&A Each student had to answer a basic question.
2. Review body parts. Play "Muestrame" (Show me) a Simon Says game where noone gets to be out.
3. Matamoscas (Fly swatter) game. All the body part names were written on the board. The class was split into two teams and a member of each would have to run up and swat the correct translation of the word I called out.
4. Time practice: still using the fly swatters, students would have to run to the board and swat the correct time with one hand, and AM or PM with the other. This was particularly funny, kind of like Twister.
La tarea: Check infinite campus to see what work you are missing and catch up on the work!!
1.5 Q&A Each student had to answer a basic question.
2. Review body parts. Play "Muestrame" (Show me) a Simon Says game where noone gets to be out.
3. Matamoscas (Fly swatter) game. All the body part names were written on the board. The class was split into two teams and a member of each would have to run up and swat the correct translation of the word I called out.
4. Time practice: still using the fly swatters, students would have to run to the board and swat the correct time with one hand, and AM or PM with the other. This was particularly funny, kind of like Twister.
La tarea: Check infinite campus to see what work you are missing and catch up on the work!!
miércoles, 1 de septiembre de 2010
9/1 - Masculine vs. feminine nouns, body parts
1. Esponja, check homework.
2. Discussion of masuline and feminine nouns. In Spanish, all nouns have a gender. There are general rules as to what makes a word masculine or feminine, but they have many exceptions. Masculine words take the article "el" to mean "the", feminine ones take "la" to mean "the."In general, words that end in "o" are masculine, and ones that end in "a" are feminine. We have only learned one exception to this rule so far, la mano. It is important to memorize the article together with the noun, so never practice "libro", always practice "el libro."
This discussion is also in the text on page 11.
3. Students had to draw a person and label all 18 body parts from our list.
La tarea: finish your drawing if necessary.
2. Discussion of masuline and feminine nouns. In Spanish, all nouns have a gender. There are general rules as to what makes a word masculine or feminine, but they have many exceptions. Masculine words take the article "el" to mean "the", feminine ones take "la" to mean "the."In general, words that end in "o" are masculine, and ones that end in "a" are feminine. We have only learned one exception to this rule so far, la mano. It is important to memorize the article together with the noun, so never practice "libro", always practice "el libro."
This discussion is also in the text on page 11.
3. Students had to draw a person and label all 18 body parts from our list.
La tarea: finish your drawing if necessary.
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