Spanish IV 01-31-08

Spanish IV 01-31-08

• Practiced our new Profesiones vocabulary with a partner while we got credit for our homework.
• New HANDOUT – partner sheet of drawings depicting various professions. Using the document camera, we came to agreement about which profession each drawing depicts, and then we circulated making “partner appointments” using the handout.
• With our new “peluquera” partner, we interviewed each other asking and answering questions about our likes and dislikes.
• We began introducing our partners to the class, either as a conversation or as an introduction.
• New WORKBOOK packet: Lección preliminar.
• Tarea:
1. Have your textbook covered for tomorrow: HEAVY PAPER, PROTECTS CORNERS, EDGES AND SPINE of the book.
2. Study pages 1, 2 & 3, paying close attention to NEW details and then APPLY them in ACTIVITIES P-1 & P-2.

Spanish II - Subject Pronouns

Los pronombres de sujeto

(Subject Pronouns = The words we use to replace the name of the

Person or Persons doing the action OF THE VERB)

First person singular = I YO

Second person singular = You Tú (first-name basis of You)

Third person singular

(1) Face-to-Face (formal) You Usted (last-name basis of You)

(2) Talking about 1 person

Male He él

Female She ella

First person plural (Someone & I) We Nosotros/nosotras

2^nd person plural (Someone & Tú) You “guys” Vosotros/Vosotras (España)

3rd person plural

(1) Face-to-Face (Someone & Ud.) You (all) ustedes (Uds.)

(2) Talking ABOUT people

(Someone & él) Ellos

(Someone -Female_ & ella) Ellas

Spanish II - Adjectives= Vocabulary and Use

Realidades 2 – Para empezar (in order to begin)

Los adjetivos de la página 4

Alto/a (altos, altas)…

When do we use which form? We match the form to the noun’s…

• GENDER (masculine/feminine)
• NUMBER (singular / plural)

El muchacho es alto, (masculine & singular)
Los jóvenes son altos (masculine & plural)
La chica es alta, (feminine & singular)
Las señoras son altas. (feminine & plural)

Sing. Pl

Alto	Altos
Alta	Altas

Alto/a tall

(Amable) (Kind)

Atrevido/a daring, risk-taker

Bajo/a short

Desordenado/a messy, disorderly, disorganized

Estudioso/a Studious,

(Aplicado/a) (Studious, hard working, applies oneself)

Gracioso/a funny, amusing, clever, witty

(Cómico/a) funny – jokester

Guapo/a good-looking, attractive

Impaciente Impatient

Inteligente (¡ojo! =L) Intelligent

Ordenado Neat, Orderly, organized, tidy

(Perezoso/a) (Lazy)

Reservado/a Shy, quiet, reserved

(Tímido/a) Shy, timid

Sociable Social, outgoing

(Extrovertido/a) (Extroverted, outgoing)

(Trabajador/a) (Hard-working)

Viejo/a Old

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Word Order:

Usually we IDENTIFY the NOUN first in Spanish and THEN add the descriptors (adjectives).

Mi amigo es trabajador y sociable.

An exception to usual word order = changes the meaning

Un viejo amigo An old friend (of long-standing, but may not be old in years)

Un amigo viejo An old friend (A friend who happens to be up in years).

Spanish II 01-31-08

Spanish II 01-31-08

• Practiced our poem & song about the months and weather, while homework was stamped and checked in.
• We reviewed the vocabulary from page 4 (homework vocabulary list) AND reviewed HOW we use adjectives. We also added a few more adjectives to our lists. I’ll post my teaching notes I shared with the class as a separate blog post.
• We corrected Activities 1 & 2, describing the people in the reading on page 2 and then ourselves.
• BIG review of subject pronouns (I, you, she, he, we, you – plural, they): Flashcards of pictures & HANDOUT. Also, notes about when we use which one; I’ll post these, too.
• Tarea:
1. Have your textbook covered for tomorrow: HEAVY PAPER, PROTECTS CORNERS, EDGES AND SPINE of the book.
2. Activity 8, page 5: Using the verb SER + the adjectives on your vocabulary list from page 3, DESCRIBE 3 PEOPLE FROM OUR CLASS, writing TWO sentences per person. USE él or ella, and NOT their NAME so we can GUESS who you are describing. Please write their name in parenthesis at the end, so I’ll know.
3. Subject Pronoun Quiz tomorrow. Study the blue picture handout from class today. Tomorrow’s quiz is a selection of these pictures.

Spanish II 01-30-08

Spanish II 01-30-08

• Turned in Parent information letters (re: workbook & level appropriate)
• Reviewed months of the year and some weather expressions with poems and songs: (1) En enero hace frío (period 2 only did this one)

(2) En enero nieva mucho = to the song, My Darling Clementine.

(per. 4 did both)

• Practiced vowel sounds and learned a rhyme incorporating them.
• Practiced plurals of nouns: Nouns ending with a consonant need “ES” , whereas nouns ending with a vowel need just the “S”.

• We did our class mixer: Survey using the 5 questions written as homework over the class procedures and grading policies.
• Reviewed the survey questions and clarified any questions students were still uncertain about.
• Went over the goals for our review chapter: Para empezar: Describing yourself and others AND saying where people are from.
• Period 2: listened to (and read along) a conversation, on page 2, where students used the goals in context.
• Tarea/homework:
1. Read the dialogue on page 2, and ANSWER the questions in

ACTIVITY 1 the best you can in Spanish, using complete sentences.

2. On page 3, make your own vocabulary list of the words in the box labeled “¿Recuerdas?” Copy the Spanish and give their English meanings.
3. Answer the questions about yourself in ACTIVITY 2, page 3, using the vocabulary from the ¿Recuerdas? Box.

Spanish IV 01-30-08

Spanish IV 01-30-08

• Turned in Parent information letters.
• We did our class mixer: Survey using the 5 questions written as homework over the class procedures and grading policies.
• Reviewed the survey questions and clarified any questions students were still uncertain about.
• We went over how to open a conversation, introduce a new topic, close a conversation and say good-bye. We used page 5 in our texts as well as watched a video clip from the University of Texas’ Language Proficiency Testing website – http://www.laits.utexas.edu/spe/int01.html
• We practiced with partners introducing ourselves and having mini conversations using the elements of the conversation practiced.
• Students took turns introducing their conversation partners to the class.
• Tarea:
1. Page 4: Create your own vocabulary list/flashcards of the vocabulary over college majors and their related careers. You can use the back of the book or http://www.wordreference.com to find out the English translations.
2. Add any majors and/or careers that interest you that are not on page 4.

Spanish II 01-29-08

Spanish II 01-29-08

¡Bienvenidos a nuestra clase!

• I introduced myself via a Power Point Resume.
• I distributed a Names List for students to select their Spanish names for class.
• Students completed a personal information sheet, “Datos personales”. Students turned these in as their “tickets out the door” at the end of class.
• I distributed a handout, “Expresiones para la clase de español”, and we reviewed these basic expressions for running class in Spanish.
• We went over the course procedures and grading expectations with another Power Point and the HANDOUT packets:

(1) "Bienvenidos a la clase de español!” with an attached letter to your parents, with information for them to complete.

(2) Participation grades, Make-up Oral & Participation Points, Helpful Websites for Students.

• We went to the Library and checked out our textbook: REALIDADES 2 - please have it covered by Friday.
• Reviewed a little more basic Spanish:

(1) Positive personality traits;

(2) Favorite events & celebrations

• Distributed another letter for your parents for them to sign regarding appropriate level placement.
• Tarea/ Homework:

1. Write a 5 question quiz, in English, over the procedures and grading policies for this class. We’ll use this in class tomorrow where you’ll pose your questions to 3 other people and you’ll track how well they answered your questions.
2. Have your parent(s) complete and sign the information letter with your syllabus AND the “level appropriate” letter.

Spanish IV 01-29-08

Spanish IV 01-29-08

¡Bienvenidos a nuestra clase!

• I introduced myself via a Power Point Resume.
• I distributed a Names list for students to select their names for class, and students completed a personal information sheet, “Datos personales”.
• We went over the course procedures and grading expectations with another Power Point and with HANDOUT packets:

(1) "Bienvenidos a la clase de español!” with an attached letter to your parents, with information for them to complete.

(2) Participation grades, Make-up Oral & Participation Grades, Helpful Websites for Students.

• We went to the Library and checked out our textbook: CONEXIONES - please have it covered by Friday.
• Reviewed: (1) Positive personality traits;

(2) Favorite events & celebrations

(3) Places: inside & outdoors;

(4) Foods.

• I introduced how to create a two-sided name card:

On one side write, Mi nombre es “ Your real-life” name.

On the other side write, Me llamo Your “ Spanish-class’ name.

In each corner of the second side (Spanish-class name) draw a symbol for a personal example of each of the 4 categories we reviewed (trait, event, place, food) to use in class tomorrow to describe you and your favorite things.

• Tarea:

1. Write a 5 question quiz, in Spanish, over the procedures and grading policies for this class. We’ll use this in class tomorrow where you’ll pose your questions to 3 other people and you’ll track how well they answered your questions.
2. Complete your 2-sided name card for our conversation in-class tomorrow. See directions above.
3. Have your parent(s) complete and sign the information letter with your syllabus.

Spanish IV 01-23-08

Spanish IV 01-23-08

• We gathered in our Debate teams to solidify our “Attacks” and “Defenses”.
• Round Robin Debate: Every team member took a turn in the “Hot Seat” as we debated the issues from our Oral “¿A quiénes admitimos?” re: immigration policies.
• We debated for about an hour! ¡Muy bien hecho, jóvenes!
• Tarea: Study for final and remember to bring your hall passes.

Spanish II 01-23-08

Spanish II 01-23-08

• Warm-up: Review sheet for lessons A & B of Unit 2: Vocabulary review as well as an overview of the structures and the pages on which you can study.
• During warm-up, I collected the homework, scored it and returned it to the students.
• Homework corrections – reviewing structures and vocabulary from Unit 1.
• Partner Oral 4B-1: Asking and answering questions about what you did, generally during your childhood, for birthday parties and family picnics.
• Period 4: Reviews for Units 3 & 4. – Your final is TOMORROW.
• Tarea
1. Period 2 – (EXTRA CREDIT for Period 4): Written out answers to the 4B-1 Partner oral questions=Both A & B partners’ questions.
2. Period 2 – Review sheet for Unit 3
3. Period 4 – Remember your HALL PASSES!

Spanish IV 01-22-08

Spanish IV 01-22-08

Working in teams of four, or five, students brainstorm reasons people have for immigrating, and we shared our ideas as a whole class. We then compared our answers with the "push factors" for immegration from a website.

We then complied our homework lists of the positive and negative effects of immigration in Oregon.

I distributed a discussion activity entitled, ?A quienes admitimos?, which students worked through discussing their priorities in establishing new immigration policies, in preparation for our in-class debate tomorrow.

Tarea: Prepare "attacks" and "defenses" for various positions for our immigration debate tomorrow in class.

Spanish II 01-22-08

Major Review Day!

Unit 1, Chapters A & B - Review pages.

• Self-test of all of the vocabulary and and grammar structures.

• A review of SER and ESTAR: uses and exercises.
  
• STEM-CHANGING VERBS.

Review of Preterite and Imperfect -When to use which. Translation exercises applying use of them.

Tarea:

1. Study for final: see website below - I recommend you focus on Tema 3 (if you've already reviewed Tema 2, as recommended as weekend work) http://www.rockwood.k12.mo.us/rsummit/spanish/
2. Tarea de repaso packet - Unit 1
   

Spanish II 01-18-08

Spanish II 01-18-08

• Review of pink Entrevista handout: Answers to questions about our childhoods.

• Concentric Circles (Inside/outside) Orals: We did several rounds practicing asking and answering questions with the 3 different homework sheets from this week (azul, verde y rosado). Points put into the gradebook for last night’s homework while the students were having their conversations.

• Giving and Following Directions Game: Using children’s rugs of towns, we were divided into 2 teams per rug and we took turns following the directions, given in the command form from the other team, as we “drove” our car around the town, hoping to arrive at the predetermined destination.

• Handout distributed: HOW TO STUDY FOR THE FINAL

• Recommended studying this weekend: The first three Units of the course: Para Empezar, Tema 1 & Tema 2.

Spanish IV 01-18-08

Spanish IV 01-18-08

• Situation Orals based on themes and vocabulary from Unit 3 A & B, vocabulary pp 80 & 89. Students rotated through stations and improvised their roles as described on the situation card located at each station. 20 puntos. I entered homework points for the students as I roamed among them as their were conversing.

• We converted our class from inside/outside circles to one large one, and took turns reading aloud the story the students prepared over the past two nights, Una Familia Inolvidable. We then reviewed the questions prepared as homework.

• I introduced their homework: Research the issues around immigration and how they pertain, in particular, to Oregon. Make a “T-chart” (a 2-column chart with a (+) in the top of one column and a (-) in the top of the other one. Under the (+) side, list the advantages for Oregon of immigration and under the (-) list the challenges/disadvantages. We are doing background research for our final oral, ¿A quiénes admitimos?.

Spanish IV 01-17-08

Spanish IV 01-17-08

• Turned in our Progress Reports (I’ll still accept them tomorrow, too), and I stamped the translation sheets.
• Students copied down a study guide to use in preparing for their final exam – ONE WEEK from today!
• We watched The Oregon Experience program about the Bracero program in Oregon.
• We (finally!) got to play the games we had planned for yesterday. Most groups played with the pirinolas – taking and putting in candies from the central pot depending on the command on the spinner/top.
• Tarea:
1. Review the vocabulary on pages 80 & 89 for situation orals tomorrow.
2. Finish reading the story distributed yesterday (Una familia inolvidable) and answer the comprehension questions at the end.

Spanish II 01-17-08

Spanish II 01-17-08

• Reviewed 4B vocabulary, took some notes over uses, and practiced the pronunciation.
• We took the 4A “Recognition Test”, but just as a practice to see if we have internalized the meanings yet. And then we went over the answers when we were done, sharing what contextual cues helped give us the answer.
• We read the Fondo Cultural, page 218, about the Basque Country in Spain, and then watched the Video Historia, about a Spanish teenager getting ready to go to a Basque village to celebrate a local holiday. See pages 216-217.
• Working with a partner, we answered the comprehension questions in Act. 3, page 217, about the video.
• Period 2 watched the Gram Activa, about using the imperfecto for describing open-ended actions in the past.
• We practiced conjugating the regular –ar, -er/-ir forms of the imperfecto.
• Period 4 earned their 30 minutes of ¡JUEGOS! –¡Felicidades!
• Tarea:
1. Pink questions handout, “Entrevista acerca de la niñez”: answer the questions fully about what your life was like when you were little. We’ll use these for partner interviews tomorrow.
2. Bring BOTH of your partner conversation sheets: 4A-1 & 4A-2.
3. Period 4: Bring wrapped candies to use in one of our games tomorrow.

Spanish II 01-11-08

Spanish II 01-11-08

• 3B Recognition test taken today.
• Received 4A vocabulary list, see http://www.quia.com/jg/1275153list.html
• We reviewed the new vocabulary, and did the listening/reading exercises on pp. 186-187.
• I introduced the other past tense, “El imperfecto”: see page 194 & be sure to pick up the green packet, The Imperfect Tense.
• We went through the regular and irregular conjugations and the basic uses.
• We practiced the Imperfecto, working through the packet in class: pp.61-63.
• Tarea:
1. Study system for vocabulary 4A (flashcards, fan-folds or 2-column lists).
2. Complete the Imperfect packet (omitting Ex. C)= Double homework points:
1. pp. 64-65 - completing Exercise B.
2. pp. 66-67 – Exercise D.
3. Period 2: Printed Progress Report:

parents initial the Message to Parents and Sign

Spanish II 01-16-08

Spanish II 01-16-08

• Warm-up: 4A Vocabulary practice – wrote the Spanish for the 29 clip art flashcards projected.
• Activity 4, page 190. We wrote 6 sentences about what we used to have when we were children, based on the items pictured in the exercise.
• Activity 5 = with a partner, we told about what we had written in Act. 4 and asked our partner’s about what they had.
• Reviewed the Imperfecto: homework corrections.
1. Checked our verb forms from the grid and then drilled them for meanings and forms.
2. Finished correcting the green Imperfect Tense packet – Exercise D: sentence translations.
3. GramActiva: We confirmed what type of information would go in each column, and then did a quick partner oral practice, asking and answering the questions based on this grid.
• Imperfecto: Yellow HANDOUT - “Ready reference” for when/how to use the imperfect. Refer to the GREEN Imperfect Tense packet, study item #7-page 63m, for the meanings of the time expressions that indicate using the imperfect.
• White HANDOUT: Rimas Infantiles. Common children’s songs, rhymes and tongue twisters that use Preterite & the Imperfecto.
• Tarea:
1. 4A vocabulary recognition test tomorrow.
2. Communication Activity 4A-2: Just write YOUR answers to the questions on line A.
3. Prepare a written study system for vocabulary 4A – pink handout, or get a new list at http://www.quia.com/jg/1160504list.html

Spanish IV 01-16-08

Spanish IV 01-16-08

• Stamped the homework, and then we reviewed the questions for the first part of Cajas de Cartón.
• We read aloud part 2 of Cajas, with students taking turns volunteering to read.
• We then went over these comprehension questions.
• Next we finished up our discussion of El norte, reviewing the student questions from that homework packet. We touched on the topic of “Los braceros”, and I promised to share a video I bought from Oregon Experience on this topic tomorrow.
• These discussions took longer than I anticipated and we ran long for our 30 minutes – ¡Perdónenme, estudiantes! I’m sure you all noticed, and it was only I who was so into our conversation that I didn’t even notice the time flying by. !Yo se los debo! ¿Mañana?
• Tarea:
1. Vocabulary translation page, using the vocabulary from page 89.
2. Progress report signed, por favor.

Spanish II 01-15-08

Spanish II 01-15-08

2 Hour Delay Schedule today.

• Period 2 turned in their Progress Reports. Both periods turned in their homework for me to check off while they read the Video Historia, page 188-189 and then wrote out answers to Activity 3, page 189: comprehension questions based on the reading.
• We went over the answers together from Act. 3 and then watched the video of the story of Ana remembering her childhood.
• We reviewed the Imperfecto (open-ended past tense) by watching the GramActiva: practicing the conjugations of regular and irregular forms.
• We corrected Exercises A & B from last night’s homework and took some notes over when and why to use this tense.
• Tarea:
1. 4A-1: Communicative Activity. Complete the answers to the questions on both sides of the blue handout.
2. Imperfecto verb grid: fill-in for class tomorrow. Study the notes over usage on the reverse.
3. Gram Activa 4A: fill in each square of the chart with the information indicated in the first row.
4. Period 4: Progress Reports - Have your parents initial by the message and then sign your progress report.

Spanish IV 01-15-08

Spanish IV 01-15-08

2 Hour Delay Schedule today

• In groups of threes, students read aloud the first part of the short story, Cajas de Cartón, and completed the comprehension questions, ¿Qué pasó?

• We reviewed the structure, verbs like gustar, and corrected the homework

WB ex. 3-13 from last night.

• I shared my collection of Guatemalan Mayan weavings and Mayan Silver Wedding Beads: like Rosa wore in San Pedro in El Norte.

• We filled our botella so we’ve earned 30 minutes of games – we’ll play them tomorrow!
• Tarea:
1. Read the second part of Cajas de Cartón and complete the comprehension questions.
2. Bring wrapped candy for one of our games tomorrow.

Spanish IV 01-14-08

Spanish IV 01-14-08

• We watched the end of El norte, and did a little debriefing. We’ll do more tomorrow.
• With a partner, we read about Rigoberta Menchú, on page 99.
• We went over the reading by re-read this page, taking turns reading aloud, and confirming any questions students might have had about meanings.
• Introduced the verbs that work like the verb Gustar: in that they require an indirect object pronoun. See pages 100-101. Students took notes and we then practiced by writing out Ex. 3-32.
• Tarea:
1. Have the El Norte packet completed for review in class tomorrow.
2. Write out your answers to questions over the Rigoberta Menchu reading.
3. Practice Indirect Objects & Verbs like Gustar,

Workbook packet, WB 59, Ex. 3-13.

Spanish II 01-11-08

Spanish II 01-11-08

• 3B Recognition test taken today.
• Received 4A vocabulary list, see http://www.quia.com/jg/1275153list.html
• We reviewed the new vocabulary, and did the listening/reading exercises on pp. 186-187.
• I introduced the other past tense, “El imperfecto”: see page 194 & be sure to pick up the green packet, The Imperfect Tense.
• We went through the regular and irregular conjugations and the basic uses.
• We practiced the Imperfecto, working through the packet in class: pp.61-63.
• Tarea:
1. Study system for vocabulary 4A (flashcards, fan-folds or 2-column lists).
2. Complete the Imperfect packet (omitting Ex. C)= Double homework points:
1. pp. 64-65 - completing Exercise B.
2. pp. 66-67 – Exercise D.
3. Period 2: Printed Progress Report:

parents initial the Message to Parents and Sign

Spanish IV 01-11-08

Spanish IV 01-11-08

• We reviewed the use of the Personal “A” and the object pronouns while correcting our workbook homework.
• We reviewed the questions from parts 1 and 2 of El Norte.
• We continued on with the movie and have only about 10 minutes remaining.
• Tarea:
1. Complete the movie packet, except for the few items that depend on the very ending of the movie.

Spanish II 01-11-08

Spanish II 01-11-08

• We reviewed the Present Progressive and then corrected our homework.

• Preterite Partner Orals! The classes did a really great job on these rotating partner questions and answers today. Students were both peer assessed and teacher assessed, earning points for accuracy as well as participation. Several students commented that it turned out to be much easier than they had feared, and I know that is because they had prepared so well.

• Giving and following directions partner oral practice 1: Using a map of Tigard High, one student asked the other for directions from our classroom to one of the locations indicated on their handouts. The partner then answered incorporating at least 5 different commands and 2 points of reference. The first partner then confirmed his/her understanding by restating the instructions.

• Giving and following directions partner oral practice 2: Referring to a list of locales in the town of Tigard, one student asked the other for directions from THS to one of the locations on their handouts. The same criteria as in practice one: The partner then answered incorporating at least 5 different commands and 2 points of reference. The first partner then confirmed his/her understanding by restating the instructions.

• Tarea:
1. Study for 3B vocabulary recognition test on Monday.
2. Keep reviewing towards the final exam.

Spanish II 01-11-08

Spanish II 01-11-08

• We reviewed the Present Progressive and then corrected our homework.

• Preterite Partner Orals! The classes did a really great job on these rotating partner questions and answers today. Students were both peer assessed and teacher assessed, earning points for accuracy as well as participation. Several students commented that it turned out to be much easier than they had feared, and I know that is because they had prepared so well.

• Giving and following directions partner oral practice 1: Using a map of Tigard High, one student asked the other for directions from our classroom to one of the locations indicated on their handouts. The partner then answered incorporating at least 5 different commands and 2 points of reference. The first partner then confirmed his/her understanding by restating the instructions.

• Giving and following directions partner oral practice 2: Referring to a list of locales in the town of Tigard, one student asked the other for directions from THS to one of the locations on their handouts. The same criteria as in practice one: The partner then answered incorporating at least 5 different commands and 2 points of reference. The first partner then confirmed his/her understanding by restating the instructions.

• Tarea:
1. Study for 3B vocabulary recognition test on Monday.
2. Keep reviewing towards the final exam.

Spanish IV 01-10-08

Spanish IV 01-10-08

• Lucas presented his project on Joan Miró and Adriana presented hers on Salvador Dalí – we had an art lesson in Surrealismo –¡Qué fascinante!
• We reviewed the use of direct and indirect object pronouns while correcting our workbook packet homework from last night.
• We watched the entire second act of El norte.
• Tarea:
1. Complete the activities for parts 1 & 2 of El norte.
2. Write out exercises 3-10 & 3-11 in the workbook packet.

Spanish II 01-10-08

Spanish II 01-10-08

• Activity 4, pg. 162: We learned about “Glorietas” while practicing the vocabulary in a reading context, and then answered personal questions about our opinions and impression of Glorietas in Activity 5.
• Activity 8, pg 163: We learned about traffic signs and used them in a partner oral giving advice about driving, using tú commands.
• Listening exercise 5 – WAVA pg. 59: Following directions on a map.
• We reviewed the 3 sets of directions we wrote out last night – and have tonight to revise them for an activity tomorrow.
• We corrected the WAVA homework, page 65: Tú commands.
• I distributed STUDY GUIDES FOR THE FINAL, which is in 2 weeks!
• Period 4: Got practice vocabulary quizzes to study/practice for our recognition test over 3B vocabulary on MONDAY.
• Period 4: Most got to practice their questions and answers for the PRETERITE Oral Exam tomorrow.
• I introduced the written tarea:
1. WAVA, page 66. Present progressives: See GREEN 3B Vocabulary & Study Packet: Present progressives & Text page 171. State what time it is now, according to the clock in the drawing AND use the present progressive (ESTAR + VERB STEM-+-NDO) to say what the people ARE DOING. NOTICE the irregular / spelling changers and use them.

Spanish IV 01-09-08

Spanish IV 01-09-08

• Students turned in their short articles written as homework last night.
• Carlata presented your Power Point on Gabriel García Márquez today. ¡Buen trabajo!
• We reviewed, and took notes over, Direct and Indirect Objects, their pronouns and the use of the “A” personal – see pages 94-95.
• We wrote out Actividad 23, page 95-96 and then reviewed with the class.
• We continued on with El Norte, completing the first part.
• Tarea:
1. Complete the comprehension question for the first part of the movie.
2. Practice the pronouns on page WB57, Activity 3-9

Spanish II 01-09-08

Spanish II 01-09-08

• We reviewed the 3B vocabulary in context by reading and watching the Video Historia, pp 160-161 and then completing Actividad 3, page 161.
• We reviewed Informal Commands, and corrected our homework from last night.
• We practiced following commands by listening to directions to several places and following them on a map of Old San Juan, Puerto Rico.
• We practiced for our ORAL on the preterite on Friday.
• Tarea:
1. Keep practicing your questions and answers for Friday’s Oral Exam.
2. Use the commands on Exercise 12, page 65 of the WAVA.
3. Write out directions to 3 more places, using the map on page 164.

For each of the three sets of directions you need to include:

a. At least 5 tú commands (affirmative or negative)

b. At least 1 point of reference (the name of the street, something you’ll pass by along the way.)

Spanish IV 01-08-08

Spanish IV 01-08-08

• Vocabulary Review: In groups of threes the students took turns reading the sentences they prepared as homework in English while the others took turns writing and editing the Spanish equivalents on small white boards.
• We then played this translation game as a whole class with one student at the large white board while the other groups also wrote out the Spanish.
• We corrected the Workbook exercise, 3-7 page 56, verifying the meaning of the reading and the words needed to complete the blanks.
• Carmen presented her project on El baile flamenco..¡Olé, Carmen!
• We started the first part of our movie, El norte. We only saw the first 15 minutes, so we’ll continue on with this part tomorrow.
• Tarea:

WB 56, Act. 3-8: write a short journalistic report about a real or imaginary happening, incorporating at least 8 of the words from the list on the exercise.

Spanish II 01-08-08

Spanish II 01-08-08

• Warm-up: Students took a recognition “pretest” over vocabulary for 3B A ver si recuerdas and Lesson 3B. Students wrote in the English for the Spanish items listed. See GREEN packet handout: Realidades II-3B.
• We reviewed the answers of the vocabulary and took some notes over the extra items. See pages 154-155 & 180.
• We further reinforced the vocabulary in context by doing the listening comprehension exercises on pages 158 & 159.
• We reviewed the grammar items in the chapter – these are also highlighted on the green packet handout from today. Many of these structures are review for us:
1. The Progressives: regular and irregular forms
2. Direct Object Pronouns
3. Tú commands
• We spent time reviewing (for some and introducing for others) the REGULAR INFORMAL COMMANDS and comparing these to IRREGULAR INFORMAL COMMANDS. See today’s green handout AND page 168. We practiced BOTH Affirmative and Negative commands – which are two different verb forms in the informal (tú) forms.
• I introduced the homework and we did the first ones as examples.
• Tarea:
1. Complete the exercise on the 3^rd page of today’s green packet handout. Add in the meanings of the verbs and fill-in the forms missing for affirmative and negative tú commands.

Ex. Esperar To wait for, Espero Espera No esperes

wish for, hope for

2. Write out ACTIVIDAD 16, page 16. Be sure to:

a. Conjugate the verb in parenthesis in the affirmative tú command.

b. Write out the rest of that phrase

c. Match up the ending of the sentence that completes the first phrase

d. Translate the sentence to English.

Ex. 1. (poner) Pon el permiso de manejar…en la cartera antes de salir (c)

Put your driver’s license …in your wallet before leaving.

3. Practice for your ORAL on the preterite on Friday.

Spanish IV 01-07-08

Spanish IV 01-07-08

• Rubi presented her project on Frida Kahló – Fue muy interesante, !gracias, Rubi!
• Received handout of new vocabulary from Quia site http://www.quia.com/jg/833593list.html See page 89. We reviewed it for pronunciation and meaning. Note Work training center – el centro de capacitación – please add the “r” to centro.
• With our “Represor” partner, we read the article on page 88, and then wrote out the answers to activity 8-16, page 90. Later, we reviewed this as a whole class.
• I shared some videos from La noche vieja in Madrid and Aragón as well as the Cabalgata de los Reyes Magos, also from Madrid.
• I shared an article about the United Fruit Company and its involvement in Guatemala as background for the movie we’ll be starting tomorrow in class. You can read it at this link

  http://www.mayaparadise.com/ufc1e.htm

• I distributed the new workbook packets for 3B – second part of Unit 3.
• Tarea:
1. Incorporate 15 vocabulary items, from page 89, in original sentences in Spanish. Under line them and then translate your sentence.
2. Using the vocabulary (Así se dice), complete the exercise on WB56 – in the new workbook packet.

Spanish II 01-07-08

Spanish II 01-07-08

• Warm-up: Recognition “test” of 3A vocabulary.
• Partner Orals – Asking and answering questions in the preterite being sure we’re answering with appropriate information and the correct form of the verb. This is practice towards Oral Test on Friday. We rotated partners several times practicing asking and answering the questions we’ll be tested on.
• Translation tarea: In-class tarea (task) practicing translating the English for the equivalent Spanish using our vocabulary and grammar (preterite and direct object pronouns).
• We got a new vocabulary list: 3B – this will be tested for recognition: be sure you know what these words mean when you see and or hear them.
• Tarea:
1. Make flashcards for ALL of the items on the new list (3B).
2. Practice answering the questions for the orals. Try calling your study buddy!

ANO NUEVO y La Cabalgata de los Reyes Magos

Las campanadas de la Plaza del Sol

http://www.youtube.com/watch?v=gZcIX33U2qg

Las campanadas de Aragón

http://www.youtube.com/watch?v=aJloaafO8fc&feature=related

Los Reyes Magos en Madrid 2007

http://www.youtube.com/watch?v=7uh9P6dzsvU

La Cabalgata de 2007

http://www.youtube.com/watch?v=-tIpZPboO6k&feature=related

La Cabalgata de los Reyes Magos de Madrid 2006

http://www.youtube.com/watch?v=8tgBinTWOa0&feature=related