Spanish 1
NOTE: Captítulo 1A Exam this Friday, 10/25/13!
Monday - objective: Use a variety of question styles to ask about likes
Classwork: 1) Review possible ways to ask
questions with gustar:
(general) ¿Qué te gusta hacer?
(A mí) me gusta dibujar.
(specific) ¿Te gusta leer revistas?
Sí, me gusta leer revistas.
No, no me gusta leer revistas.
(specific) ¿Te gusta ver la tele
y bailar?
Sí, (a mí)
me gusta ver la tele y bailar.
No, no me gusta ni
ver la tele ni bailar.
(A
mí) me gusta ver la tele, pero no me
gusta
bailar.
(specific) ¿Qué te gusta más, cantar o nadar?
A mí
me gusta más cantar.
(as make-up activity, write each question with new verbs and also write an answer)
2) Complete act. 24, p. 44 individually in notebooks, using four options to
agree/disagree
TO AGREE
TO DISAGREE
(+)
A mí también. (Me too) A
mí no. (I don't)
(-)
A mí tampoco. (Me neither) A mí sí. (I do)
Homework: Prepare for mini-presentations tomorrow (using posters designed during last Friday's class)
Expectations for mini-presentations tomorrow:
1. Introduction: Hola. Me llamo Manuel.
2. Share information from Friday project
A mí me gusta mucho correr.
A mí me gusta más tocar el piano.
Me
gusta comer pero no me gusta cocinar.
No
me gusta ni cantar ni hablar por teléfono.
3. Be prepared to answer '¿Qué significa?' questions/
¿Qué significa comer?
Comer significa 'to eat.'
Worth 20 points - 10 for physical document (sentences
and art)
+
10 for presentation (amount of info + clarity/volume)
----------------------------
Tuesday - objective: 1) Stuents use 1A vocabulary to complete mini-presentations, 2) complete
readings using 1A vocabulary
Classwork:
2) Read act. 26, p. 45. Write a statement in Spanish reflecting your opinion about snowboarding in notebook after reading.
3) Read lectura on p. 46: ¿Qué te gusta hacer? In notebooks, write answers to questions in ¿Comprendes? section on p. 47.
Homework: - p. 37 in 1A packet
----------------------------
Wednesday - objective: Complete discussion activities relating to Spanish infinite
verbs
(-ar, -er, -ir)
Classwork:
1) Scan 'Adelante' reading from yesterday for verbs. Write each in notebook, indicate whether it is -ar, -er, or -ir verb.
1) Scan 'Adelante' reading from yesterday for verbs. Write each in notebook, indicate whether it is -ar, -er, or -ir verb.
Homework: Bring in three new positive Spanish verbs for una persona positiva (a positive person) and three verbs for una
persona negativa (a negative person). Write English translations.
positiva negativa
tocar el violín (to play violin) no hacer nada (to do nothing)
hornear pasteles (to
bake cakes) burlarse de los demás (to make fun of others)
acariciar perritos (to
pet puppies) dibjuar calaveras (to draw skulls)
----------------------------
Thursday - objective: Review all taught vocabulary and target language by completing various
discussion activities
Classwork:
1) Read p. 41 in book, listen to samples of flamenco, tango, salsa, merengue and cumbia music.
2) Watch videos: 1) tango (from Argentina - watch from start to 1:10)
2) merengue (from Dominican Republic - watch from :30 to 1:30)
3) cumbia (from Colombia - watch from 3:00 to 4:00 ) and
4) flamenco (from Spain - watch first minute)
Homework: Write a brief conversation between una persona positiva (a positive person) and una persona negativa (a negative person). Discuss likes and dislikes.
1) Read p. 41 in book, listen to samples of flamenco, tango, salsa, merengue and cumbia music.
2) Watch videos: 1) tango (from Argentina - watch from start to 1:10)
2) merengue (from Dominican Republic - watch from :30 to 1:30)
3) cumbia (from Colombia - watch from 3:00 to 4:00 ) and
4) flamenco (from Spain - watch first minute)
Homework: Write a brief conversation between una persona positiva (a positive person) and una persona negativa (a negative person). Discuss likes and dislikes.
example:
Julia: ¡Hola
Ramon! ¿Cómo estás?
Ramon: Muy
mal. No me gusta hablar contigo (with you).
Julia: ¿Te
gusta patinar? A mí sí.
Ramon: No
me gusta nada patinar.
Julia: Pues,
¿te gusta correr?
Ramon: No
me gusta ni patinar ni correr.
Julia: Entonces (so),
¿qué te gusta hacer?
Ramon: Me
gusta quejarme.
(I like to
complain)
If you prefer, you can also write out your dialogue in a table format:
If you prefer, you can also write out your dialogue in a table format:
Una Persona Positiva Una
Persona Negativa
|
¿Qué te gusta
hacer?
|
A mí me gusta tocar el violín.
|
A mí no me gusta hacer nada.
|
|
¿Te gusta hornear?
|
Sí. A mí me gusta mucho hornear.
|
No. A mí me gusta dibujar calaveras.
|
|
¿Te gusta acariciar
perritos?
|
Sí. A mi me gusta mucho acariciar perritos.
|
No. A mí me gusta luchar con osos.
|
+ study for exam tomorrow
Students take 1A Exam. If missed, must be made up at lunch or after school within the timeframe allowed by the SHS Student Handbook.
----------------------------
Friday - objective: demonstrate knowledge of 1A vocabulary though exam
Students take 1A Exam. If missed, must be made up at lunch or after school within the timeframe allowed by the SHS Student Handbook.
______________________________
Spanish 2
Monday - objective:
Classwork:
1) Review key vocabulary and add new terms (*) to blue sheets:
desear - to want quisiera - I would like
1) Review key vocabulary and add new terms (*) to blue sheets:
desear - to want quisiera - I would like
aperitivo* - appetizer muchímas gracias* - thanks so much
me gustaría* - I would like (alternative)
1. Buenas noches. ¿Qué desea Usted de bebida?
2.
Buenas noches. Yo quisiera un/una té
caliente, por favor.
1.
Muy bien. ¿Y qué desea pedir de aperitivo?
2.
Me gustaría las tortillas de maiz
con salsa, por favor.
1.
Excelente. ¿Y qué le puedo traer de plato principal?
2.
Me trae la paella de mariscos, por favor.
1.
Le traigo la paella en seguida. ¿Y qué desea de postre?
2.
Quisiera el pastel de chocolate,
por favor.
1.
Muchísimas gracias.
2.
(Gracias) a Usted.
(as make-up exercise, write out dialogue and turn in to Señor Kargol)
2) Watch first two episodes of Mi Vida Loca BBC Series and complete built-in, interactive exercises
Homework: Restaurant review (top half of p. 180, prewrite and draft) on a favorite
restraurant (due Wednesday (5
pts), complete paragraph due Friday (10 pts.)
----------------------------
Tuesday - objective: Use 5B vocabulary to complete various communication exercises
Classwork:
1) act. 11, p. 73 in book (match letters to numbers)
2) Dictation exercise (must be made up after school)
Homework: Restaurant review (top half of p. 180, prewrite and draft) on a favorite
restraurant (due tomorrow (5
pts), complete paragraph due Friday (10 pts.)
----------------------------
----------------------------
----------------------------
----------------------------
Wednesday - objective: Use personality traits and venir to
discuss celebrities and make invitations
Classwork:
1) Complete act. 15 in notebooks. Students write four complete sentences, each focusing on a different famous person and using two different adjectives. The first two should describe who is coming and why, and the second two should describe who is not coming and why. [7 mins]
1) Complete act. 15 in notebooks. Students write four complete sentences, each focusing on a different famous person and using two different adjectives. The first two should describe who is coming and why, and the second two should describe who is not coming and why. [7 mins]
John Stienbeck viene a la fiesta porque es
intelegente y carismático.
Frida
Kahlo viene a la fiesta porque es atrevida y madura.
Kanye
West no viene a la fiesta porque es egoista y superficial.
Bruce
Willis no viene a la fiesta porque es impulsivo y sarcástico.
2) partner activity in 5B packet on p. 50 (may be made up by completing both parts)
Homework: restaurant review paragraph due Friday
----------------------------
Thursday - objective:
Classwork: 1) Complete reading and writing exercises using 5B vocabulary and target
language 2) begin writing skits
for tomorrow's class
As a class, run
through prepositions on screen:
1) Review prepositions:
delante de -
in
front of
al
lado de -
next
to
a
la derecha de -
to
the right of
a
la izquierda de -
to
the left of
detrás
de -
behind
por el otro lado de - across
from
+ work on act. 22, p. 70
2) Students work on act. 23, p. 79
3) Complete p. 96-97 Practice Workbook worksheet (in Señor Kargol's classroom) as part of skit preparation
Post instructions for skits. Place students in
groups and begin writing. Inform students that anyone who is absent on Friday
must complete a make-up communication exercise after school.
+ Skit Instructions: Today you will write
mini-skits relating to Capítulo 5B
vocabulary and target language. Each skit must consist of the following:
* One camarero /
camarera and clientes (2-3 customers seated at table)
*
A minimum of three spoken lines per individual
Each student will
receive an individual grade based on:
*
clarity and volume of speech
*
preparedness and accuracy of vocabulary and grammar
*
effort and enthusiasm
Skits will be
practiced and acted out on Friday
Homework: restaurant review paragraph due Friday
----------------------------
Friday - objective: Practice perform mini-skits realting to 5B resturant vocabulary and
target language
Students act out skits. All absent students are required to schedule a time to meet with Señor Kargol after school and take part in a one-on-one communication exercise.
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