Español II el 29 de octubre de 2010

Español II
el 29 de octubre de 2010

1. LOS PROYECTOS - Students presented in groups of 4s, then one from each group presented for the class.

2. Actividades para El día de los espíritus: Vocabulary puzzles using thematic vocabulary. Prizes for those who completed all of the puzzles.

3. Watched the first half of the movie, "El pequeño vampiro" - in English with Spanish subtitles.

TAREA? - NO HAY! Have a fun and safe weekend and come back ready to work next week!

Español IV el 29 de octubre de 2010

Español IV
el 29 de octubre de 2010

1. Workbook Packet pages WB27-28, "El preterito": A biography of Jules Verne.

2. Los chistes
A. I shared:
1. "Análisis profundo del por qué cruzó el pollo la carretera”
2. Several "Colmos" and "Tantanes"
B. Next the students shared the jokes they prepared for class.

3. La abeja haragana - We finished reading this short story. Period 1 did some of the review questions from this website:Ejercicios virtuales de la abeja hiragana
http://www.bibliotecasvirtuales.com/biblioteca/guias/laabejaharagana/laabejaharagana.htm

Tarea:
1. Last page of the vocaabulary packet - Select 10 of the 22 verbs listed. Write a sentence in Spanish for each one using it in a way to demonstrate you understand its meaning, and then translate your sentences to English.
2. Continue on in your pink preterite packet - Ex. B & C

Español II _ Proyecto 1B

Proyecto 1B

6 Illustrations each with sentences explaining the illustration.
_May use clip art, neat drawings, magazine photos, etc.

__ Each square has an illustration that relates to the topic of the writing below.
__ Minimum of 2-3 sentences per illustration.

__ Uses a VARIETY of topics from Lesson 1B – Vocabulary
(May write about self and/or others – family and/or friends)
__Hobbies, ___Extracurricular activities, __Sports, __Clubs,
__Things you like to do.

__ Uses structures from Lesson 1B – EACH @ LEAST TWICE
__ Comparisons, ___ Saber, __Saber + Infinitivo,
__ Conocer, ___ Hace + time expression + verb in present tense.

__ Product demonstrates pride in work. (Neatly typed or written in ink & Accurate)

Scoring:
___/ 12 = ACCURACY: Verbs, Use of Spanish, Spelling
___/ 12 = Completed task: Minimum of 2 sentences per illustration.
___/ 06 = Neatness, clarity

___/ 30 = Suma máxima

Español II el 28 de octubre de 2010

Español II
el 28 de octubre de 2010

Homework review: Tarea de repaso - TEST REVIEW.

JUEGO - We played a new "Pared de Palabras" game - using a "Word Wall" spinner and the word "fly swatters".

I introduced the 1B project - shared the scoring criteria and showed an example from last year. - See separate post.

TEST 1B - We took the Lesson Exam (chapter test) = 60 points.

Students started working on their project - due tomorrow.

TAREA: Complete the 1B project (see separate post), and be ready to present with your final copy completed.

Español IV el 28 de octubre de 2010

Español IV
el 28 de octubre de 2010

Vocabulary practice: crucigrama (new handout)

Preterite practice:
1. New verb grid handout - with partial answers
2. www.conjuguemos.com - el preterit-all verbs. We did 20 conjugations.

La abeja haragana - We reviewed part 1 and then began part 2.

Tarea:
1. Print out 5 Chistes Limpios - you'll be choosing one to present to the class, but be prepared with several in case someone else has the one you wanted to present. Want help finding some? Check out these sites -
http://chistes.developers4web.com/
http://www.slideshare.net/japaspanglish/coleccin-de-chistes-limpios
http://www.humorchistes.net/

2. Finish reading La abeja haragana - and WRITE OUT the answers to questions 14-22.

Español II el 27 de octubre de 2010

Español II
el 27 de octubre de 2010

Big Review Day - Test 1B tomorrow!

1. Crossword puzzle handout

2. 20 Sentences Repaso Handout - combining all the vocabulary and structures from 1B

3. Homework "mop-up"- Corrected:
A. Workbook pages 21, 23, 24, 25
B. Comparisons Packet Exercise A

4. Review of "How long have you been..." - Cuánto tiempo hace que.../Hace ... que...

5. Partner Orals/Review/Game
1. Cuánto tiempo hace que... (CUP oral 2)
2. Blue questions handout.
3. Scatter Vocabulary handout - Who can find the word 1st after I say its clue?

Tarea:
1. Tarea de repaso de todo: 2-sided handout reviewing everything for the test.
2. STUDY!

Español IV el 27 de octubre de 2010

Español IV
el 27 de octubre de 2010

Warm-up: New Workbook Packets for Lesson 1A: Activities 1 & 2 - vocabulary practice within past-tense story telling.

Vocabulary Partner Game - who can be the first to find the word I'm describing? Scattered words on handout.

Preterite Review/Homework correction (Ex. A - preterite packet; 2-sided verb conjugation grid)

Started reading "La abeja haragana" - Short story: New packet.

Tarea:
1. Re-read the first part of the story begun in class today
2. Answer the comprehension questions about the story on page 339/packet #1-13.

Español II el 26 de octubre de 2010

Español II
el 26 de octubre de 2010

1. Partner Oral Activity (CUP #1) ¿Qué hace Clara/Pedro los martes? Partners shared information about their students orally with one another, then wrote out the answers. Finally, we reviewed them all together.

2. HOW long have you been ...ing? = See page 58.
a. NOTES over expressing this notion in Spanish.
We literally say, "It (now) makes _an expression of an amount of _ that someone is doing something".
The formula is:
Hace + time expression + que + subject and verb.
b. We read through the Gramática explanation box at the top of page 58.
c. We practiced by writing Actividad 18, and then went over it together.

3. Review/Corrections of Vocabulary Test:
a. Students cleared everything off their desks - NO writing utensils NOR papers. Then I distributed yesterday's VOCABULARY TEST 1B, Highlighters and RED PENS.
b. We went over the answers and how to correct them - each student correcting his/her own test: HIGHLIGHTING errors and then writing corrections to the side.
c. Next, using their vocabulary list 1B, students highlighted the words they need to work on.

How to Study Workshop = How to study efficiently and effectively:
a. STUDY SYSTEM:Fan Folds = Make 6=8 columns across the width of the page.
b. CAREFULLY copy NO LESS THAN 5 words and NO MORE THAN 7 words IN SPANISH in the first column.
TIPS:
1. SAY the word ALOUD as you write it out.
2. Leave LOTS of WHITE SPACE around each word to help your brain focus on JUST THAT WORD.
c. In the second column, write the English equivalent right next to its Spanish word.
d. FOLD BACK the first column, and open up the third column.
e. Use the English clues in the second column to quiz yourself on the Spanish in the third column.
f. Fold back the 3rd column.
g. In the 4th column fill-in the English from the Spanish clues in the 3rd column.
CONTINUE FOLDING BACK THE LAST COLUMN and use THE NEXT COLUMN AS A MINI QUIZ. Fill-in AT LEAST THE FRONT, but its BETTER to do BOTH THE FRONT AND BACK of the page.

Tarea:
1. Complete TWO Fans of vocabulary words YOU NEED to STUDY.
2. Workbook page 24 (see text page 58)
3. Workbook page 25 - Review crossword.

Español IV el 26 de octubre de 2010

Español IV
el 26 de octubre de 2010

A. Práctica del vocabulario:
1. Ampliación - page 10. Review of Parts of Speech (Las partes de la oración and then applied them to this section of the vocabulary.
2. Activity 4, page 12
3. ¡Cuidado! - Tricksters for English speakers learning Spanish:
a. Solo/a versus Sólo
b. Darse cuenta de que (verbo)
4. Activity 5, page 12
5. Pared de palabras - we reviewed the words from the lesson as they were organized on the "Word Wall" template.
6. Juego:"Estoy pensando en una palabra" - Working in pairs, students took turns offering one of their definitions written as homework as the other groups wrote on a small white board what they thought the vocabulary item was being described.

TRIVIA: ¿Cómo se llama “the parts of speech” en español?

B. El pretérito
1. Text page 13 = Regular forms
2. Paquete Rosado (from yesterday) - First 2 pages (pp. 19-20) = Spelling Changes in the REGULAR PRETERITE for -AR, -ER & -IR verbs.
3. Text page 14 = IRREGULAR PRETERITES
4. Paquete Rosado = Bottom of second page (pg. 20) through all of 3rd page (pg. 21) = Irregulares del pretérito
5. Began Ejercicio A in pink packet.

Tarea:
1. Turn-in SIGNED Progress Report if your parents DID NOT attend conferences.
2. Finish Ejercicio A (pg. 22, #s 2-10)
3. Complete the TWO-SIDED verb grid in the preterite.

Español II el 25 de octubre de 2010

Español II
el 25 de octubre de 2010

1. Practiced vocabulary:
a. ¿Qué falta? (What's missing?) - I showed 9 small drawing/flashcards under the document camera and then covered the lens and removed one. Students identified ¿Qué falta?
b. Partner drills - pairs of students shared a set of the clip art flashcards to practice with one another
c. Vocabulary 1B test - English to Spanish on one side/ Definitions to clip art drawings on the other.

SABER or CONOCER (Which 'to know' fits?)
a. Gram Activia - DVD - Forms, uses and practice
b. Page 56: Forms and uses
c. Activities 15 & 16, pages 56 & 57

Comparisons: Reviewed and then continued on in the packet -
a. three types of comparisons - Equal, Unequal, Superlatives
b. Irregulars
c. Filled-in #2-5, top of page 176 (Practice D)
d. Continued on through the "Summary"
e. Started Exercise A together - we did #s 1 & 2 in class.

Una porra mexicana - A classic cheer for the world cup!
Shiquitibum a la bim bom ba
Shiquitibum a la bim bom ba
a la bio, a la bao
a la bim bom ba
Méxicom Méxicom ra, ra, ra

Anuncio: Lesson 1B TEST on Thursday - a small project will be due on Friday.


Tarea:
1. Workbook page 23
2. Comparisons packet - Finish Exercise A (#s 3-5, parts a, b & c for all)

Español IV el 25 de octubre de 2010

Español IV
el 25 de octubre de 2010

1. Organized our papers for our cover letter (Carta de solicitar un trabajo) in the following order and then stapled them together with the final draft of the letter on top:
a. Cover letter - typed final copy
b. Paragraph written as homework for last Tuesday
c. Editor's handout with comments: In-class work from last Tuesday
d. Yellow handout with letter writing instructions.

2. NEW CHAPTER - La narración - TEXT Capítulo 1 - primera parte (I'll refer to this lesson as '1A'.)
a. Vocabulary Packet - A variety of ists of vocabulary
1. Pages 10 & 11: fill-in, Quia Activities
2. Verbs from the chapter (in text and workbook): fill-in lists and an activity
b. Reading - page 9: 3 types of narrations and their defining characteristics - The joke, the legend and the fable.
c. Activity 1-2, page 10: Comprehension activity based on the reading.
d. Introduction/review of the PRETERIT:
a. Review of its Uses and FORMS - see pages 13 & 14.
b. NEW pink packet - first page is SPELLING CHANGERS

ANUNCIO: 5 CHISTES EN ESPAÑOL (APROPIADOS PARA LA CLASE) PARA VIERNES.

Trivia:¿Cuál es la expresión para un “pun” en español?

Period 1 received Progress Report for those whose parents did NOT come to conferences and already picked them up.

Tarea:
1. Write out 10 sentences in Spanish, each defining one of the new terms in the 1A vocabulary packet.
2. Fill-in a new Pared de palabras (Word Wall) using the words in your new 1A vocabulary packet.
3 - Period 1: Progress Report Signed and Returned by Wednesday.

Español II el 20 de octubre de 2010

Español II
el 20 de octubre de 2010

!MUCHO VOCABULARIO!
1. We filled out the handout "PARED DE PALABRAS" organizing our vocabulary from page 68 & our lists into alpha groupings.
2. Confirmed the vocabulary and adding in extras.
3. Played "Pared de Palabras" - alpha ball toss game, writing in words onto the large laminated "Pared de Palabras" poster.
4. Corrected the workbook -page 20, also practicing the vocabulary.

TRIVIA: How do you say, "It is useful"?

COMPARISONS of EQUALITY
1. Reviewed the first two pages on the yellow Comparisons Packet
2. Corrected the homework on Workbook page 22

ORAL - Hear/Say conversation about making plans for the weekend.

TAREA:
1. STUDY for spelling and meaning vocabulary test on MONDAY - Be sure you can quickly and accurately write the SPANISH from its English meaning.
2. Workbook page 21 - vocabulary practice.

Español IV el 20 de octubre de 2010

Español IV
el 20 de octubre de 2010

LOS ORALES: Las entrevistas del trabajo - Oral exam using a variety of work place situations in groups of 4: 2 people talked while the other two documented what was being said - One for vocabulary use the other the questions being asked. After each conversation, every one rotated to a new position with a new job. LOS ESTUDIANTES FUERON FANTASTICOS! I'm a very proud teacher today - gracias, estudiantes (:>)
TRIVIA: Traduzca "I have worked there for two years"

Tarea:
Write a letter of interest: Una carta de solicitud for a REAL JOB you want.
Use the HANDOUTS from today's class AND your paragraph prepared for class yesterday. Address your letter to the REAL person who would hire you for this REAL JOB that you are interested in.
* Due on MONDAY:
1. Final copy of your letter - typed in Business Letter Format - refer to the example on your yellow handout.
2. Your paragraph Donde te gustaria trabajar
3. Your editor's handout about your paragraph.
BRING YOUR TEXT BOOK on MONDAY

Español II el 19 de octubre de 2010

Español II
el 19 de octubre de 2010

Vocabulary practice:
1. Activity 4- page 50: Which word?
2. Activity 5 - Identify the word describe, then use it in a sentence.
3. Homework correction: Workbook pp. 18 & 19
4. Reviewed my "Sports Drawings" from Mexico - practicing the
25 different sports pictured.

Gram Activa:
1. Text book page 53:
a. Comparisons of equality (Just as...as; Just as much/many ...as)
b. ¿Recuerdas? - box in upper corner reviewing the other two kinds of comparisons.
2. Gram Activa DVD
3. Packet - NEW!
a. Overview of whole packet and all three kinds of comparisons.
b. NOTES over comparisons of equality.
c. Practices A, B & C


TRIVIA:¿Cómo se llama "field hockey"?

TAREA:
1. Workbook page 20 = Vocabulary
2. Workbook page 22 = Comparisons of Equality: See text page 53 AND the first 2 pages of the yellow Comparisons packet.

Español IV el 19 de octubre de 2010

Español IV
el 19 de octubre de 2010

1. Partner editors of last night's homework paragraph, "¿Dónde quieres trabajar?" - Used Editor's handout indicating the 3 areas to be addressed, specific details to be included and then common grammatical problem areas to make suggestions to the writer to for improvement.
KEEP YOUR ORIGINAL PARAGRAPH AND YOUR EDITOR'S SUGGESTION SHEET to turn-in with your Carta de solicitud on Monday.

Primera hora: Distributed their responses to Mi escudo projects.

2. BIG BRAIN STORM SESSION - Typical questions for BOTH the interviewer and interviewee on the 17 situations that we'll be using tomorrow in our orals.

TRIVIA:¿Cómo se dice “brain storm” en español?

TAREA: PRACTICE! Come prepared to ask and answer LOTS of questions and to "live in the moment" of the "false reality" created in each of these situations.

Español II el 18 de octubre de 2010

Español II
el 18 de octubre de 2010

1. Warm-up: Practice sentences using the TWO uses of IR and a review of TENER expressions. Students wrote out answers while I checked in their flashcards -1B #25-62
TRIVIA: How do you say, "I feel like dancing" using the Tener expression we added to our other list of tener expressions?

2. Vocabulary 1B pronunciation practice - need the list? Go to http://www.quia.com/jg/619368list.html I also previewed the grammar focus of the chapter using the items #s55-62.

3. Vocabulary and grammar in context: Text pages 46-49. We did the listening/reading/writing comprehension activities along with watching the DVD of the Video Historia.

4. Reviewed the results of the 1A Lesson Exam

5. Tarea:
Workbook pages 18 & 19, exercises 1B-1 & 2

Español IV El 18 de octubre de 2010

Español IV
El 18 de octubre de 2010

1. Precaliento: Practiced 5 more of the 20 most common questions used in job interviews (backside of your A trabajar vocabulary list)

2. Hora 1era: Practiced more vocabulary definitions – juego: Estoy pensando en una palabra. Trivia:¿Qué quiere decir "disponible" en inglés?

3. Herramientas:
a. Hora 1era – finished up reviewing article.
b. Hora 4rta – Working with a partner read the article (you started after the perfectos quiz last week.

4. Went over the Perfecto Test answers and corrections.

5. Practiced orals using the situations written as homework – being sure to include appropriate courtesies: Formal greetings, introductions, welcoming and thanking one another at the end.

6. I collected the 20 definitions and the final copy of the Curriculum Vitae.

TAREA:
(1) Write a paragraph in Spanish that talks about:
a. Where you would like to work: either for salary or as a volunteer
b. Why it would be a good job for you. Talk about your skills and abilities and how you can use them in the job.
c. Why you are the candidate that deserves this job.
(2) Study/learn & practice answering your 20 most common questions used in job interviews.

Español II el 15 de octubre de 2010

Español II
el 15 de octubre de 2010

1. Warm-up: Sentences using vocabulary and structures from pages 42 & 43 with a little time-telling and weather review.

2. Students took notes about extra vocabulary for this topic and I showed teaching visuals from Mexico highlighting various sports.

TRIVIA: ¿Cómo se dice Water Polo en español?


3. Text page 43: Review of the VERB IR (to go) and it's two most common uses:
a. Ir + a + lugar (To go to a place)
b. Review of the verb Estar + sentences talking about being IN/AT a place.
c. Ir + a + Infinitivo (To be going to do something - immediate future plans)

4.Text page 42: Activity 1 - Survey of TWO classmates re:(1)Where they go around town after school and(2)How often they go there.

5. Loteria de Nombres: Signature speaking game - moving through the class to find out each others' weekend plans - Who is going to...Find 4 in a row? - Loteria

Watched the Baile Folclórico – La Bamba

Tarea:
Complete the remaining flashcards for 1B

Español IV el 15 de octubre de 2010

Español IV
el 15 de octubre de 2010

Turned-in your paragraph in Spanish about the partner you interviewed yesterday, based on the information in their C.V. (Curriculum Vitae/Resume) and then worked as Partner Editors - reading over each others' rough draft of their CV

NEW Vocabulary List - A trabajar - compiling items from the articles we are reading and the other reading/listening activities we have been doing.

Pared de Palabra - NEW LARGE one on the side wall - Same as new vocabulary list. We played "Estoy pensando en una palabra" - I describe a word in Spanish and the students identify which one it is.

TRIVIA: ¿Qué es la palabra del artículo “Herramientas” que es un sinónimo para “desafío”?

Hora 1era: Read through the article Herramientas with a partner and using your glossary handout to find out what workplace TOOLS will be the most helpful for you in planning your career and going for your interview(s). We debriefed most of the article together - will finish up on Monday.

Hora 2nda: Corrections of WAVA/A practicar activities 6-1 & 6-2 (yesterday's homework)

1era & 2nda: Situaciones Orales - In groups of 4, each person has a different roll that rotates for each new situation. Interviewer; Interviewee; Thematic Vocabulary Recorder; Questions (asked) Recorder. Goal: Minimum of 20 thematic vocabulary items & 10 questions (5 of which are open-ended)
Two Handouts:
1. Los elementos de la conversacion
2. 6 Work Interview Situations with details for Interviewer and Interviewee

Tarea:
1. Type up your final copy of your CV (Resume) in Spanish following the format from the handout.
2. Write up a new situation - using handout. In English describe the set-up in general terms:indicate who the people are and what each needs to find out from the other. Look at the situations handout as a guide. ALSO in the table below fill-in 20 vocabulary items AND 10 questions that would logically be used in this conversation.
3. Choose 20 Vocabulary Items YOU NEED TO LEARN and write a definition SENTENCE in Spanish for each of them. BE CAREFUL NOT TO REPEAT ANY FROM THE FIRST SET OF 10 YOU DID FOR MONDAY THIS WEEK.

Español II el 14 de octubre de 2010

Español II
el 14 de octubre de 2010

How to write sentences! (Handout) Build your RICH Sentences by asking yourself questions and their answers will create your sentence - Students worked with a partner to create 10 sentences RICH with details. Once done, we shared some examples aloud.

Verb Quiz: I shared the results from the Stem-changer Quiz from Tuesday.

In-Class Performance Check-In (Handout) - completed (homework) and turned-in - If not already completed yesterday.

A Ver Si Recuerdas - 1B: Mini-lesson/review
1. Places around the town
2. Activities to do there
3. The verb "to go"
4. Saying we're going to a place and what we're going to do there.
- Blue handout/homework & Workbook pages 16 & 17 (homework)

NEW VOCABULARY HANDOUT: 1B
Tarea:
1. Number the items on the NEW vocabulary list.
2. Make FLASHCARDS for numbers 1-24 (+ a cover card)

Español IV el 14 de octubre de 2010

Español IV
el 14 de octubre de 2010

Warm-up: Written answers to 5 of the "20 Most Commonly Asked Questions in Job Interviews" - back of vocabulary handout. We reviewed our answers together and strategized how to respond effectively in an interview. (Both 1st & 4th Blocks)

Homework correction = Reviewed professions, Conocer versus Saber, the Passive Voice for Classified Ads. (1st Block)

Definiciones - Reviewed the words on our Pared de Palabras with games:
1st Block: "Estoy pensando en una palabra" - using our written definitions others guessed at the intended meaning.
4th Block: Alphabet Ball - filling-in the big Pared de Palabras

Curriculum Vitae: Reviewed WHAT questions would elicit that information from another person. Students then started their partner interviews to do just that = complete one side of their CV Handout with their partner's information. If need be, they can call each other, to complete outside of class.
TRIVIA: ¿Qué es otro termino en español por un "Curriculum Vitae"?

Fourth Block didn't really get started until 25 minutes into the period due to the OUS College Fair - I showed the rest of ELOISE for the few who were there at the start of class, and it continued as students filtered in.

Tarea:
1. Complete your partner conversation regarding their personal data on the Curriculum Vitae (C.V.)
2. Write a paragraph describing your partner incorporating the information you got from him/her on the C.V.
3. Complete the reverse of your CV Handout FOR YOURSELF as a rough draft of the one you'll have typed for Monday.

Español II el 13 de octubre de 2010

Español II
el 13 de octubre de 2010

REVIEW!
a. Partner Orals - Questions and Answers using Stem-Changing verbs.
b. Homework correction: Test Review 2-sided handout.

TEST! Took Lesson 1A Exam: Listening, Reading and Writing exercises using the structures and vocabulary from this lesson. This took much of the class.

As they finished their tests, students started our next "Mini-review lesson" - A ver si recuerdas 1B - text pages 42-43. Talking about GOing PLACES. They picked-up a BLUE WORKSHEET as they turned in their tests to practice these vocabulary and grammar items.

In-class Performance Check-In: White handout. Students rate themselves on their OUTSIDE of CLASS PREPARATION as well as their IN-CLASS performance. Then WROTE TWO GOALS relating to both of these.

TAREA:
1. Memorize/Review the verb "Ir" - to go (see page 43. Know the forms and their meanings.
2. Workbook pages 16 & 17 - practicing the vocabulary and structures on text pages 42-43.
3. Complete the two handouts from class today, if not already finished:
a. Blue worksheet, re:pages 42-43
b. In-class Performance Check-in

Español IV el 13 de octubre de 2010

Español IV
el 13 de octubre de 2010

Precaliento: We finished the practice quiz from yesterday: Prueba 5-2, parte c: Practicing the Pluscuamperfecto.

Repaso: Homework corrections in the workbook packet (WAVA & A practicar, Capitulo 5) 3 vocabulary in context exercise and one exercise practicing the present and pluperfects.

TEST! We did complete the test on the present and pluperfects that we originally had planned for yesterday.

PACKET = Article - Workplace Readiness: Las herramientas. Students started reading this article as they completed their tests.
They also picked up a glossary handout to help them understand the article. PLEASE BRING THESE BACK FOR TOMORROW'S CLASS.

Period 4: In-class Performance Check-In Students rate their own performance regarding their preparation for class OUTSIDE of class AND their performance IN CLASS. Then they write TWO GOALS regarding their performance.

TAREA:
1. If not yet completed, finish the In-class Performance Check-in
2. Workbook packet (WAVA) 6-1 & 6-2

Español II el 12 de octubre de 2010

Español II
el 12 de octubre de 2010

REVIEW! Verb quiz today & Lesson Test tomorrow

1. Los verbos
a. Partner "Hear"/"Say" conversation -re: Ir al cine using Stem-changing verbs.
b. Barco de Guerra - verb battleship
c. Homework correction - WAVA 10 & 11: writing sentences using these verbs.
d. QUIZ - once all were in I showed them what the answers should be.

Lesson Review: BIG review handout - 20 sentences including the vocabulary (page 40), Uses of "Para" - page 24, Stem-changing Verbs - page 27, Affirmative and Negative Words - page 31

Tarea:
1. Green 2-sided review and practice exercises - NOTE the study guide at the bottom of the page but also see the items I wrote just above this.

Español IV el 12 de octubre de 2010

Español IV
el 12 de octubre de 2010
¡Feliz día de la Raza!

Vocabulario en contexto: 4 "Vocabulary Quizzes" - used as practice of work place terms Pruebas 5-1/5-2 - Recognition & 5-3/5-4 - Application/production. LEARN any of these terms that you don't already know - ADD them to your vocabulary sheet ¡A trabajar!
We also added "Paseador/a de perros - Dog walker" to our Inventario de profesiones y oficios

Triva: ¿Qué es un repartidor de periódicos?

Listening Comprehension - more vocabulary in context: WAVA 5- Actividad 1 (hora 4rta)/ Actividad 2 (hora 1)

Los perfectos -
Homework correction and review of the present and pluperfects -
WE POSTPONED THE QUIZ UNTIL TOMORROW due to UNFORESEEN SCHEDULE BUSTERS to our already shortened Tuesday horario: Bus Drill moved to 1st period and Fire Drill at the beginning of 4th.

Tarea:
1. Perfectos Quiz Tomorrow: Make good use of the gift of an extra day - BE SURE you can apply the workplace vocabulary to help you choose which verb would work best in the context of the sentences on the quiz. Today's practices and last night's and tonight's written homework = BIG HELP!
2. WAVA/A practicar packet:
a. Vocabulario 5-1, 5-3, 5-4
b. Perfectos 5-7 (Both presente y pluscuamperfecto)

Español II el 07 de octubre de 2010

Español II
el 07 de octubre de 2010

MAP TEST!: We took, and then corrected our quiz over the Spanish-speaking countries and their capital cities.

Practice vocabulary quiz - just a self-check to see how effectively you are studying. Remember EVERYDAY: Drill new, recycle/review old vocabulary and verbs.

Homework correction: Workbook pages 10 & 11: Affirmative/Negative words(re:page 31 in book) and Stem-changing verbs(re:page 27 in book)

Watched the "goofy grammar" DVD = "Gram Activa" re: Affirmatives and Negatives.

TAREA:
1. Verb packet - Exercise E - translations - remember the verbs you need are in the packet on those "dictionary pages" in the beginning.
2. STUDY your pink verb grid = STEM-CHANGING VERB QUIZ on MONDAY!
3. Workbook page 12: More Affirmative/Negative words practice - see page 31 in book.
ANUNCIO: Lesson Test on WEDNESDAY.

Las 20 preguntas más comunes de las entrevistas de empleo

Las 20 preguntas más comunes de las entrevistas de empleo

1. Hábleme de usted.
2. ¿Cuáles son sus metas con la carrera a corto plazo?...a largo plazo?
¿Cómo se está preparando para lograr estas metas?
3. ¿Por qué le interesa esa carrera?
4. ¿Cuáles son sus mejores rasgos y/o sus mejores destrezas? ...su flaqueza?
5. ¿Cómo se describiría a si mismo/a?... ¿cómo lo/la describiría un/a amigo/a o profesor/a?
6. ¿Cómo lo/la ha preparado la experiencia universitaria para la carrera?
7. ¿Por qué debo ofrecerle un puesto?
8. ¿Cómo determina, o evalua, Ud. el éxito?
9. ¿En cuales maneras piensa hacer una contribución a nuestra compañía?
10. Describe la relación que debe tener entre un/a supervisor/a y los que tienen que reportarse a él/ella.
11. Describe la experiencia más gratificante que tuvo en la preparatoria y/o en la universidad.
12. ¿Qué buscaría en un candidato si Ud. tuviera que emplear a alguien para este puesto?
13. ¿Por qué se dedicó Ud. a esta área de concentración?
14. ¿Qué lo/la ha enseñado su participación en las actividades extracurriculares?
15. Describe la manera en que trabaja Ud. bajo presión.
16. Describe el puesto ideal para Ud.
17. ¿Por qué decidió Ud. solicitar un puesto con esta organización, y qué sabe Ud. de nosotros?
18. Describe las situaciones más difíciles que ha enfrentado y cómo Ud. sobrellevó las situaciones.
19. ¿Cuáles criterios usa Ud. para evaluar la compañía con que desea trabajar?
20. Indica el salario que espera ganar y por qué lo necesita y/o lo merece.

Esp. IV: Los vocablos para la lección ¡A trabajar!

Nombre:__________________________________ fecha: _________________ hora: ___________

Los vocablos para la lección ¡A trabajar!

La habilidad
La destreza
El rasgo
La solicitud
El currículo (El curriculum vitae)
El resumen
La entrevista
La carrera
Las metas a corto plazo; … a largo plazo
La flaqueza
El puesto; la colocación
El éxito
Los logros
El fracaso
El sueldo
Las herramientas
El liderazco
El aprendizaje
El desafío
El trabajo completo / jornada complete
El trabajo de medio tiempo
Las pautas de conducta
El conocimiento
La empresa
El oficio
Los anuncios clasificados
Solicitar
Entrevistar
Lograr
Renumerar
Merecer
Realizar un trabajo
Resultar
Dejar
Quejar
Presumir
Disfrutar
Colaborar
Evitar
Pretender
Culpar

Español IV el 07 de octubre de 2010

Español IV
el 07 de octubre de 2010


LOS PERFECTOS:
1. BK Nelson Present Perfect exercise #3
2. Homework corrections - Packet Ex. A (1-8). Hora primera completed Ex. B & C in class - Hora 4rta will do as homework.
3. Hora 4rta did ¡A trabajar!: Sign-off conversation activity with follow-up questions asking about what kinds of jobs/work each other HAS DONE in the past.

NEW! Hoja del vocabulario ¡A trabajar! AND on the reverse: The 20 Most Commonly Asked Questions in Job Interviews - translated in Spanish. START LEARNING these RIGHT AWAY! You'll want to be able to incorporate these in your "on-demand orals" for the lesson final test. (See separate postings for copies of these)

Hora 1era: Self-reflection & goals re:In-class performance and out-of-class preparation. Didn't complete in class? Please finish as homework. Period 4 will get it on Monday.

Eloise - we watched some more! Woo-hoo!
TRIVIA: ¿Cómo se llama la maestra de Eloise a Hawthorn Prep?

Tarea:
1. Perfectos Packet- Ex. B, C, G & H - circled items.REMEMBER - TEST ON TUESDAY.
2. Pared de palabras: Fill-in your new vocabulary items by their first letter
3. 10 definiciones - Select 10 of your new vocabulary items and write sentences about them describing the word so well someone else will be able to guess which one it is. (Matching game - like you've done before)

Español II el 06 de octubre de 2010

Español II
el 06 de octubre de 2010

Los mapas: Practicing identifying countries in the Americas from maps without names (Mexico, Central, Carribean, South America)and their corresponding capital cities. We also practiced using the website of map tests included in yesterday's blog post.

Practiced vocabulary by correcting last night's homework (workbook pages 7 & the top of 8). Then we did the bottom of page 8 together. Because it was talking about José Martí we listened to, and sang, the song Guantanamera based on his very famous poem we read about yesterday on page 25.

Introduced AFFIRMATIVE and NEGATIVE words, modeling "algo" and "nada" by hiding a marble in one of my hands and students indicating which one would have "algo" or "nada" inside. Then we referred to page 31 and went through the meanings of all of those listed in the gold box AS WELL as explaining all of the forms of "alguno" and "ninguno"

PRESENTACION: Los Amigos de las Américas: An immersion and community service program for teens - like "Teenage Peace Corps". Three THS students who participated last summer shared a video, their photos and lots of stories.
TRIVIA: What countries did these students stay in last summer?

Tarea:
1. MAP Test tomorrow: countries and capitals of the Spanish-speaking world
2. Workbook pages 10 & 11

Español IV el 06 de octubre de 2010

Español IV
el 06 de octubre de 2010

Warm-up: BK Nelson Present Perfect Practice #2 (8 sentence transforming present tense to present perfect and then translating them.)

Hora Primera: Received the Perfecto packets that Cuarta hora got yesterday - we reviewed HOW to form the various PERFECTOS = Students will be responsible for the Presente Perfecto and the Pluscuamperfecto forms.

ANUNCIO: PRUEBA de los PERFECTOS(presente y el pluscuamperfecto) - el martes, el 12 de octubre. Be sure you know how to conjugate them, all of the irregular past participles and how to translate them.

Homework correction/review: Este año - handout of questions using the present perfecto.

Hora 1era: Mixer Oral ¡A trabajar!
Hora 4rta: Listening comprehension ¡Conseguí el trabajo!

Las dos horas:
Presentation by Ben, Nicole and Jordan about Amigos de las Américas and their experience last summer in the "teen Peace Corps" program and their immersion experiences in Honduras and Paraguay.

TRIVIA: Which of our presenters did have electricity in her home?

Tarea:
Perfectos packet - Exercise A, #s 1-8, practicing the presente perfecto and pluscuamperfecto

Español II el 05 de octubre de 2010

Español II
el 05 de octubre de 2010

La geografía Practice map tests - matching the countries and capital cities of the Americas. Also practiced the Capital Rap without the music. ANUNCIO - Map Test on Thursday: Be able to locate the countries on a map and give their capital city. Want to practice more? Go to this Geography Web Site – with fun interactive map quizzes http://www.lizardpoint.com/fun/geoquiz/

PARA
- Review of 3 common uses for the preposition "Para" - see the box labeled ¿Recuerdas? on page 24. We took notes and then practiced with Activity 7 on the same page, writing out answers and then going over them together. NOTE: THIS will be on the lesson test next week (either Tuesday or Wednesday).

- La Bamba: This song starts off with one of the uses of "para" = "In order to"
Para bailar La Bamba = In order to dance La Bamba. Students received a packet of common songs in Spanish, La Bamba on the last page. Then we listened to TWO versions of La Bamba - Los Lobos and the more traditional one the CD ¡Cantemos en español! We sang along and practiced "Para bailar" I filled in a little history of how this traditional folk song from Veracruz, Mexico came to be a classic rock and roll song.

José Martí, page 25: I referenced "Guantanamera" in the students' song packets and then partners read aloud the Fondo cultural on the bottom of page 25. Then we read the Versos sencillos at the top of the page. We'll listen to the song based on this poem tomorrow.

Homework review: We corrected a little of Ejercicio A in the Stem-Changing Verbs Packet, and we'll continue tomorrow.

Tarea:
Practice your vocabulary (page 40) by filling in the most appropriate term on Exercises 1A-1 & 2 on pages 7 & 8 in your workbook. NOTE: Only do the top of the page on 1A-2.

Español IV el 05 de octubre de 2010

Español IV
el 05 de octubre de 2010

Warm-up: Notes over the perfectos: presente y pluscuamperfecto - Re: forms & uses.
We used the Spanish Grammar Study Guide (green card students checked out earlier) and notes from one of my grammar review books. Period 4 got a packet based on this book - Period 1 will get it tomorrow.

Activity at B K Nelson's site from Colby College. Want to practice more? Go to her website at http://www.colby.edu/~bknelson/SLC/

Partner Oral/questions - el perfecto, Handout Este año

Homework - Debriefed the questions we asked others about our jobs - I checked off these & the third section of the Encuesta.

Period 1: Listening comprehension = My story about how I got this job at Tigard High. They answered comprehension questions while I told my story, and I collected their answers after we reviewed them together. Period 4 will do this tomorrow.

Period 4: Eduardo presented his "escudo" project.


TRIVIA: ¿Cuál es la diferencia entre “mover” y “mudar”?

Tarea:
1. Write out your answers (in complete sentences :>)to the partner questions we used in class today - "Este año"
2. Go to http://www.conjuguemos.com →Spanish Verbs → Compound Verbs → Present Perfect (all participles). Practice until you can complete the 5 minute test with AT LEAST 60 verbs at 90%, or better. Either print out your results page or send it to me (you'll have to register at the site to do this. You'll need the THS ID = 893 - remember I'll be able to see your user name, so keep it polite:>)

Español II el 04 de octubre de 2010

Español II
el 04 de octubre de 2010

1. Warm-up: Copied and answered questions in Spanish about school - using our new vocabulary (page 40).

2. We did LOTS with STEM-CHANGING VERBS today!
A. We corrected the verb grid from last night and I handed out a NEW ONE (pink) with all of the verbs from page 27 in our book, and we completed ALL OF THE CONJUGATIONS FOR ALL OF THE VERBS.
B. We watched ALL of the Gram-Activa DVD
C. NEW PACKET - The Present Tense: Stem-Changing Verbs (white). We wrote in notes and memory tricks while we worked through pages 20-23, ending at the EJERCICIOS section.
D. We played the LOTERIA #6 completed at homework, practicing E-IE stem-changing verbs.

TAREA:
1. Write out answers for EJERCICIO A in the new white verb packet, pp. 23-24 (#s 1-10)
2. Write-in Answers for the Loteria #7 - (O-UE) verbs like we did for today: Spanish Verb & English Equivalent. Example: Almuerzo/I eat lunch; Puedes/You are able, or can

Español IV El 04 de octubre de 2010

Español IV
El 04 de octubre de 2010

A. Students wrote out answers to questions:
FIRST relating to the personality traits of the 5 people whose birthdays (friends and/or families) s/he brought in as part of their homework.
Second, using and the HANDOUT: Inventario de características/Los signos del Zodíaco they compared how they described these people to what the Zodiac said they should be like.

B. Students 1. copied the following questions onto a survey form (Encuesta); 2. answered them for themselves (in the middle section of the form) and then 3. moved around the class asking/answering them.
La encuesta para los signos del Zodíaco
1.¿Cuándo cumples años tú?...y ¿Cuál es tu signo del Zodíaco?
2. ¿Cuáles son tus rasgos, según el Zodíaco?
3. ¿Cómo eres de verdad?
4. A las personas que conoces, ¿son similares o diferentes a sus signos del Zodíaco?
5. ¿Crees que la fecha del nacimiento determina la personalidad?

They will "report on their findings" in the third section "Lo que dicen mis compañeros" as part of their homework.

C. El pretérito
1. Working together we practiced the conjugations of all of the forms of the preterite by going to the site http://www.conjuguemos.com. Students took turns coming to the computer to write in the answers while the other students wrote them down too.
2. Working with a partner students exchanged their paragraphs written about how they spent their weekends and they double checked each others' use of the preterite.
3. After reading their partner's paragraph, each one tried to draw out more information by asking as many "Who, What, When, Where, Why" questions as possible.

D. Period 4 - Completed their project presentations.
TRIVIA: ¿Qué quiere decir “encuesta”?

Tarea:
1."Report on your findings" from your in-class survey in the third section of your ENCUESTA handout: "Lo que dicen mis compañeros". Remember to look for ways to use the plurals of the verbs in at least 2 answers AND to write using complete sentences.
2. Interview someone who has a job by asking these questions:
Entrevista sobre un trabajo/una colocación
1. ¿Dónde trabajas?
2. ¿Cómo conseguiste el trabajo?
3. ¿Cuáles rasgos deben tener los buenos empleados?
4. ¿Por qué, o cómo, los ayudan en el trabajo?
5. ¿Cuáles habilidades, o destrezas, son importantes para el trabajo?
6. ¿Cómo las (o los) utilizan en el trabajo?

Español II el primero de octubre de 2010

Español II
el primero de octubre de 2010

Warm-up: Review "QUIZ 1-1": Basics of regular verb conjugations & of uses of GUSTAR and ENCANTAR

TENER -
1. Sang the song Tengo hambre alternating parts with our seat partners - review of the special expressions with the verb TENER.
2. Reviewed TENER + que + INFINITIVO - Actividad 4, page 22 in text

EXAM REVIEW - Looked again at the last lesson test - this time verifying WHY the answers are what they are.

Introduced STEM-CHANGING VERBS - see page 27: We watched a little of the "goofy grammar" DVD that comes with our text book, and started a verb grid for e-ie verbs (just one of the three types of these verbs on page 27). I handed out a PACKET of Loteria games - each based on one of the three types of stem-changers with a "dictionary page" on the cover.

Tarea:
1. Complete the verb grid we began in class.
2. Complete Loteria #6 from the packet - USE BILINGUAL ANSWERS: Ex. Empiezo/I begin would go together in the same square.

Español IV El primer de octubre de 2010

Español IV
El primer de octubre de 2010

• Continued our work in partners on the article, Pierde miedo a elegir carrera – HANDOUT: Vocabulary and summary page divided by paragraphs.
TRIVIA: ¿Qué quiere decir “fracaso”?
• I checked off homework and handed back papers while I circulated working with the student pairs.
• Reviewed the article together as a whole group – (period 4 just has the last section to finish up) – some students finished their summaries while we debriefed together.
• Period 1 – played Lotería – pretérito; period 4 only just started the first round
• Period 1 – watched more of the película Eloise – they are now 40 minutes into the film…nos quedan sólo 5 minutos más.
• Period 1 – Handout: los signos del zodiac europeo /inventario de características. We reviewed the signs and their corresponding traits.
Tarea:
1. Escribe un párrafo sobre lo que hiciste solo/a, con amigos y/o familia, durante un fin de semana. Mínimo de:
• seis (6) oraciones completas
• diez (10) verbos en el pretérito con INFINITIVOS DIFERENTES
2. Fechas de nacimiento de 5 personas que conoces bien.