Spanish II 10-04-07

• Warm-up: 12 translation sentences based on the Yo-go verbs, Tener + que+ infinitives and the vocabulary from 1A lesson. Students wrote the Spanish for the English while I corrected and credited them for their homework.
• I reminded students to take care with their accuracy while doing homework: remember what the purpose of the exercise is and how it connects to the lesson.
• Period 2: reviewed corrections from last night’s homework. Also, period 2 had the bus evacuation drill today.
• Period 4: Since expressing concerns over spelling yesterday, we reviewed the basics. (1) How to sound out the words based on the vowel sounds. (2) What each of the vowel sounds are and what your mouth does to pronounce them well – I also taught hand gestures to help them remember this. (3) Students copied a basic phonemes chart with the spelling for the 4 spelling changers for hard/soft K/sS AND G/H sounds.

A	E	I	O	U
CA	QUE	QUI	CO	CU
SA	SE/CE	SI/CI	SO	SU
GA	GUE	GUI	GO	GU
JA	GE/JE	GI/JI	JO	JU

• Activity 8, page 21: partner oral – asking for/giving advice

Reviewing Yo forms and Tener + que + infinitive

• Introduced Affirmative and Negative words: Some/none, Something/nothing, Someone/no one = using props under the document camera and the “shell game” for something/nothing.
• More Affirmative/negatives practice on page 31 in the text.
• Introduced the homework:
• Tarea
1. Review the table on page 31, then complete Activity 19 on the same page.
2. WAVA workbook:

(A) Page 12- Activity 10. Using as many vocabulary expressions as you can, write a sentence for each of the people labeled in the drawing, referring to what the person(s) is/are doing.

(B) Page 13 – Activity 11. Using as many of the stem-changing verbs you can from your verb grid, write 3 SENTENCES for EACH picture. 2 of the sentences are general comments about the people doing the activity pictured. The third sentence is in the YO form, and about what YOU and the activity.