++++++++++++++++++++++++++++++
SPANISH 1
3A Vocab Sheet
3A Packet and Unit Plan
3A Quizlet Flashcards
No, no me gusta/n ____________.
LUNES
Quiet review and catch-up day. Review additional 7B vocab as a class. Students who need to correct/finish 3-way vocab sheet and/or take last Friday's Socrative quiz may do so in class. Otherwise, students may get a head start on this week's homework from the new 7B homework packet, beginning with p. 237 and 238.
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MARTES
SPANISH 1
3A Vocab Sheet
3A Packet and Unit Plan
3A Quizlet Flashcards
LUNES
Quiet review and catch-up day. Review food/beverage vocab one more time. Students who need to finish 3-way vocab and/or Socrative quiz from last Friday must do so during class. Otherwise students may choose to get a head start on this week's homework in the new 3A packet.
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MARTES
Quiet review and catch-up day. Review food/beverage vocab one more time. Students who need to finish 3-way vocab and/or Socrative quiz from last Friday must do so during class. Otherwise students may choose to get a head start on this week's homework in the new 3A packet.
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MARTES
NOTA:
Quiz on food/beverage vocabulary and conjugating -er/-ir verb next Monday!
Objective: Use hay (there is / there are) and normalmente (normally) to discuss meals
1- Rompehielos: Get out the 3A vocab list. Turn to your Compañero A and spend four minutes taking turns quizzing each other on food/beverage vocabulary. Use the model below.
¿Cómo se dice 'apple' en español? ¡Qué fácil! Se dice manzana.
¿Cómo se dice 'eggs' en español? Es difícil. ¡No sé! (no sé= I don't know)
Se dice huevos.
(3A homework packet distributed during rompehielos)
2- Remember that hay means "there is" and "there are" in Spanish. No hay means "there is not" or "there are not." Picture your refrigerator (el refrigerador) at home.
¿Qué hay? Work with your Compañero A and ask/answer ten questions each using the models below. Ask a combination of specific and non-specific quesions.
Speak only in Spanish during the activity and keep going until el profesor stops the activity (about 5 minutes).
Non-Specific:
¿Qué hay en tu refrigerador? Hay jámon y tocino. No hay naranjas.
Specific:
¿Hay plátanos en tu refrigerador? Sí, hay plátanos en mi refrigerador.
- o -
No, no hay plátanos en mi refrigerador.
3- Working independently complete activity 6 on p. 154. Write your answers. Pay close attention to the following language and incorporate it into your answers:
en vez de - instead of
la cocina - kitchen
la cocina de Ana - Ana's kitchen
la cocina de Lola - Lola's kitchen
Follow the model as a guide. Note that you are writing DIFFERENCES between the pictures, not similarities.
4- Work with you equipo and take turns reading out your lists. Who had the longest list? Did anyone may a claim that is not true?
The person with the longest list of valid statements wins!
5- Completing listening activity 8 on p. 155
6- Stand and sing/clap to conjugation of tener (to have):
Yo Tengo Nosotros Tenemos
Nosotras
Tú Tienes Vosotros Tenéis
Él Ellos
Ella Tiene Ellas Tienen
Ud Uds
7- Complete a modified version of activity 7 on p. 155. Create a Venn diagram focused on what you and your familiy normally (normalmente) have for breakfast and what you normally have for lunch. Note: para los dos means "for both."
Use the following language to label your Venn diagram:
Write at least six different things in each of the three sections! Do not repeat any items between the three sections. (If you write something under "desayuno," it means you only have that food for breakfast and not for both breakfast and lunch).
Tarea: p. 93 and 94 of new 3A homework packet and finish Venn diagram from today's class if necessary
----------------
MIÉRCOLES
Objective: Use
me gusta / me gustan, no me gusta / no me gustan and me encanta / me encantan to discuss
food
1- Remember
the basic way to ask and answer questions regarding likes and dislikes:
¿Te gusta?
Do you like? (any
verb or one noun)
¿Te gusta
esquiar? Sí, me
gusta esquiar.
¿Te gusta el
café? No, no me
gusta el café.
¿Te gustan? Do you like (two or more nouns)
¿Te gustan
las galletas? Sí, me
encantan las galletas!
¿Te gustan
los plátanos? No. No me
gustan nada los plátanos.
Don't
forget! encantar = to love (superficially, as in loving food)
To love in a
strong, interpersonal sense is amar (very
strong) or querer
Te
amo. = I love you
(typically romantic context)
Te quiero. = I love you (any context -friend, family, etc.)
2- Work on
p. 95 and 96 of 3A homework packet with your Compañero C. (move seats if necessary). Read each line aloud and
fill in the correct answer in each blank as you say it. Take turns reading line
by line (10 minutes)
3- Briefly
review answers as a class
4- Now that
we have me gusta/n and te gusta/n "on lockdown" (as
the kids these days say), let's learn how to conjugate gustar and encantar for
the rest of pronouns in Spanish.
(a mí) me gusta/n (a
nosotros) nos gusta/n
(a ti) te gusta/n (a
vosotros) os gusta/n
(a él / ella / Ud. / any name) (a ellos/ellas/Uds)
le gusta/n les
gusta/n
To ask a question about whether a person or
group likes/loves something, simply consider your subject and choose the indirect
object (me, te, le, nos, les). Notice that with the el / ella / Ud. form you will ilkely need to say the part in
parenthesis, as it won't otherwise be clear who you're talking about. "Me gusta/n" can only mean "I
like" and "te gusta/n" can only mean "you like," but
"le gusta/n" can mean "he likes," "she likes," or
"you (formal) like."
5- Complete
rotating discussion activity using food/beverage vocabulary. For each picture
slide, create an appropriate question for your partner to answer. Pay close attention to gusta (singular) and gustan (plural)!
Pregunta 1:
¿Te gusta/n ______________?
Sí, me gusta/n ________________.
Sí, me gusta/n ________________.
No, no me gusta/n ____________.
Pregunta 2:
¿(A tu hermano/a) le gusta/n _____?
Sí, (a mi hermano/a) le gusta/n_________.
Sí, (a mi hermano/a) le gusta/n_________.
No,
(a mi hermano/a) no le gusta/n)____.
No
tengo un hermano / una hermana.
Pregunta 3:
¿(A tu familia) les
gusta/n _______?
Sí, (a mi familia) les gusta/n__________.
Sí, (a mi familia) les gusta/n__________.
No,
(a mi familia) no les gusta/n_______.
----------------
JUEVES
Objective: learn to conjugate -er and -ir verbs in the present tense and use comer (to eat) and beber (to drink) to discuss food and beverages
1- Rompehielos: Using your Venn diagram from Tuesday's class, work with your Compañero B and take turns asking and answering the questions below. As you answer, note that you will typically use un or una whenever you would normally say "a" or "an" in English. When you would normally not use any article in English ("We normally have strawberries for breakfast"), you will typically use the definite articles el, la, los, las in Spanish (normalmente nosotros tenemos las fresas para el desayuno).
ASK AND ANSWER EACH COLOR SET OF QUESTIONS THREE DIFFERENT TIMES!
¿Qué tienen tú y tu familia en el desayuno?
Normalmente nosotros tenemos el cereral y el yogur en el desayuno.
¿Qué tienen tú y tu familia en el almuerzo?
Normalmente nosotros tenemos un sanwich y una ensalada en el almuerzo.
¿Qué tienen tú y tu familia para los dos?
Normalmente nosotros tenemos el cereral y el yogur para el desayuno.
2- Read gramática box on p. 160 as a class and watch GramActiva video
3- Turn to your Compañero B and read through the conjugations of comer (to eat) and beber (to drink) in the present tense. After reading through them one time, see if you can conjugate each verb from memory.
COMER - TO EAT BEBER - TO DRINK
Yo como Yo bebo
Tú comes Tú bebes
Él come Él bebe
Nosotros comemos Nosotros bebemos
Ella come Ella bebe
Ud. come Ud. bebe
Ellos comen Uds. beben
Nosotras comemos Nosotras bebemos
COMER - TO EAT BEBER - TO DRINK
Yo como Yo bebo
Tú comes Tú bebes
Él come Él bebe
Nosotros comemos Nosotros bebemos
Ella come Ella bebe
Ud. come Ud. bebe
Ellos comen Uds. beben
Nosotras comemos Nosotras bebemos
4- Note the following language and use it to complete a modified version of activity 9 on p. 155 with your Compañero B. Instead of writing a list, take turns asking and answering questions about different beverages you drink and when you drink them. You will use the interrogative word cuándo (when) to ask and answer these questions, and focus only on beverages and the verb beber.
siempre - always
todos los días - every day
a veces - sometimes
nunca - never
en el desayuno - for breakfast
en el almuerzo - for lunch
¿Cuándo bebes la leche? Siempre bebo la leche.
Bebo la leche todos los días.
A veces bebo la leche.
Nunca bebo la leche.
5- Complete listening activity 8 on p. 53B and 54B of 3A packet
6- Review main points and wrap up as a class
Tarea: p. 50 and 51 in 3A homework packet
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VIERNES
Don't forget:
VIERNES
Objective: Practice conjugating -er
and -ir verbs through a series of
activities and games
1- Rompehielos:
Discuss the following questions with your Compañero A and be prepared to answer if called on. Use the present
tense (el presente) poster hanging above the whiteboard if necessary.
a. What is the difference between the way -ar verbs and conjugated in the tú form
(i.e. hablar) and the way -er / -ir verbs are conjugated in the tú form (i.e. comer or vivir)?
b. Most of the time, what is the simple
difference between the conjugations of -ar
verbs in the present tense and -er / -ir
verbs in the present tense? (one letter
difference)
c. What is
the exception to this rule? (focus on -ir verbs) (In other words, what is the conjugation that is unique to -ir verbs that is not the same for -er verbs?)
2- Play
Battleship game. Discuss rules as a class and note special Spanish phrases. Paper copies are on the table, or you may open the link aquí and write in Notability.
3- Talk
through activity 10 on p. 156. Follow the model. Once you've used the foods in
the pictures, keep going and ask about other food items from the list. Ask and answer at least 10 questions each!
Don't forget:
siempre - always
todos
los días - every day
a
veces - sometimes
nunca - never
en
el desayuno - for breakfast
en
el almuerzo - for lunch
4- Review as
a class
5- Play
conjugation race game. Divide the group into three teams. A member from each team will come up to the board. The teacher will announce an -er or -ir verb, and whoever writes the correct conjugation first gets a point for his/her team. You may also add in -ar verbs for review to up the challenge. Pass markers on to the next person in your group. Everyone should get to go once!
Tarea: Continue working on p. 53 of 3A packet and study for Monday's quiz
(all vocab + -er / -ir verb
conjugations). Packets will be turned in on Monday, not today!
+++++++++++++++++++++++++++++
SPANISH 2
7B Vocab Sheet
7B Vocab (Fotos)
7B Additional Vocab (Fotos)
7B Packet and Unit Plan
7B Quizlet Flashcards
SPANISH 2
7B Vocab Sheet
7B Vocab (Fotos)
7B Additional Vocab (Fotos)
7B Packet and Unit Plan
7B Quizlet Flashcards
LUNES
Quiet review and catch-up day. Review additional 7B vocab as a class. Students who need to correct/finish 3-way vocab sheet and/or take last Friday's Socrative quiz may do so in class. Otherwise, students may get a head start on this week's homework from the new 7B homework packet, beginning with p. 237 and 238.
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MARTES
NOTA: Preterite (past tense) + 7B vocabulary quiz next Monday!
Objective: use preterite tense of -ar
verbs and past time expressions to discuss actions in the past
1- Lee el
objectivo de hoy y la caja de gramática en la página 196. También recita (recite) las siguientes (the following) frases del pasado:
anoche - last night
ayer - yesterday
la semana pasada - last week
el año pasado - last year
hace + time expression - ago
hace una semana - a week ago
hace dos días - two days ago
hace viente años - twenty years ago
¿Qué significan las siguientes frases?
hace cinco meses
hace una década
hace viente minutos
hace un milenio
NOTA:
It is vital to remember accents when writing in the preterite! Including or
omitting the accent can change the meaning of the verb. This should also be
noted when speaking and affect the pronunciation of the word, putting the
emphasis where the accent is.
compró (he/she/you formal bought) / compro
(I buy - present indicative)
compré
(I bought) / compre (yo
+ él/ella/Ud. subjunctive tense)
Also
remember that the nosotros
conjugation of the preterite is the same as the present indicative for -ar verbs. You must
use context (hace una semana) to
realize that the past is being discussed and not the present. If there's
nothing in a sentence to indicate the past is being discuss, assume the present
is being discussed.
Hablamos todos los días - We talk
everyday (present indicative)
Hablamos el año pasado - We talked last year (preterite - past)
2- Hacer la
actividad 13 (escuchar) en la página 196. Escribe presente o pasado por
cada quehacer que escuchas.
3- Habla con
tu Compañero A. Haz la actividad 14
en la página 196. Después (after), di (say) tres oraciones verdaderos sobre tú
y tu familia. (Yo compré una chaqueta hace dos semanas).
4- Complete
rotating discussion activity. Using the yo
and tú forms of preterite -ar verbs, ask and answer questions
about clothing accessories and stores.
¿Compraste los aretes en el almacén?
Sí, compré los aretes en
el alamacén.
¿Compraste la pulsera en la tienda
de electrodomésticos?
No, compré la pulsera en
la joyería.
(change store)
(change store)
No, compré una tableta
en la tienda de electrodomésticos.
(change item)
5- Escuche la canción '¿Qué compraste ayer? + ¡hacer una competencia!
(change item)
5- Escuche la canción '¿Qué compraste ayer? + ¡hacer una competencia!
Tarea: p. 237 and 238 of 7B packet
(+ finish 3-Way vocab with additional vocab if necessary. Additional
vocab list is on the back page of the 7B packet and posted under Lunes of last week's post)
Bonus Video: Want to review what we learned today? Click here!
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MIÉRCOLES
Objective: Use preterite of comprar,
mirar and buscar to discuss
shopping in famous markets in Guatemala and Ecuador
1- ¿Sabías que...? (Did
you know...?)
There are
many cases in Spanish where a group is treated as singular rather than plural.
In these cases conjugated verbs will be singular (él/ella/Ud form).
Here are
some examples of such groups and example sentences in the present tense and the
preterite tense.
el grupo:
El grupo busca una ganga. (The group is looking for a bargain).
la clase:
La clase estudió francés el año
pasado. (The class studied French last year).
la audiencia (audience): La audiencia cantó con la banda.
(The audience sang with the band).
la gente (people): La gente en
Honduras es muy simpática. (People in
Honduras are very friendly).
todo el mundo (everyone): Todo el mundo aprobó el
examen. (Everyone passed the test). [ aprobar = to pass ]
Yes, even
the phrase "everyone" is treated as singular!
It is not
difficult to know when to treat groups as singular, as the group will be
stated in the singular form. If stated
in the plural, you will conjugate using the plural form. (Los
grupos buscaron una ganga, las clases estudiaron francés, las audiencias
cantaron con la banda, etc.)
2- Traduzca
los siguientes oraciones. Usa la forma singular o la forma plural por cada uno.
a.
The people at the store bought the t-shirt.
b.
Everyone walked to school yesterday.
c. The classes drew their favorite
animals.
d. The audience listened to the
song. (the song = la canción)
e. The groups paid for their food last week.
3- Trabaja
con tu equipo. Lee la
información abajo sobre los mercados famosos que visité el año pasado.
El año pasado yo fui (I went)
a Guatemala y Ecuador con mi esposa. Visitamos dos mercados muy famosos durante nuestra excursión.
Primero, visitamos el mercado de
Chichicastenango (chi-chi-cas-ten-an-go) en Guatemala. Es un mercado bastante
grande con muchas telas (textiles), ropa, máscaras (masks), y otras cosas. Es un
buen lugar para buscar regalos para toda la familia.
El famoso mercado de Chichicastenango en Guatemala. Hay muchísimos quioscos (stands/kiosks) y muchas cosas para comprar. Se vende flores, ropa, comida, y mucho más.
El día más importante del mercado es el domingo. Cada semana miles de personas visitan el mercado para ir de compras y buscar buenas gangas (bargains).
Las mujeres Mayas llevan Huipil- un tipo de blusa que es hecha de mano (hand-made) y indica la puebla donde vive la mujer. Esta mujer vende frutas y flores.
Aquí estoy con un chico Guatemalteco. El chico lleva una gorrita (beanie hat). Estoy llevando unas chanclas (flip-flops).
En esta tienda se vende muchas mascaras en el famoso estilo de Oaxaca, México. Las mascaras son muy coloridas y sumamente (extremely) bonitas. Yo tengo dos mascaras de esta tienda en la pared de mi sala de clases, a la derecha de la pizarra.
Después de unas semanas visitamos otro
mercado famoso: el mercado de Otavalo en la parte norte de Ecuador. Allí
compramos muchas bufandas y muchas cobijas (blankets) hecha de lana de
alpaca (made of alpaca wool).
Un hombre vende pulseras en el mercado de Otavalo en Ecuador. La ciudad de Otavalo está a dos a horas al norte de la ciudad capital de Quito, y se localiza (is located) en el lado norte del ecuador.
Mi esposa y yo delante de un quiosco. Este quisco vende atrapapesadillas (dreamcatchers). El verbo 'atrapar' significa to trap y la palabra 'pesadilla' significa nightmare.
Esta mujer está vendiendo pulseras también. Yo compré más o menos cuarenta pulseras durante nuestro viaje. ¿Mejor tener demasiado que no tener suficiente, verdad?
Gorritas hecha de lana de alpaca (Beanies made of alpaca wool)
Este muchacho tiene una máquina (machine) para hacer jugos frescos. Compré un jugo de naranja fresco por sólo un dólar. El país (country) de Ecuador usa el dólar americano como su moneda oficial (official currency).
Este hombre vende tapices (woven wall hangings) y bolsos. Los imagines son muy intricados (intricate). Es muy común para los hombres en el mercado de Otavalo llevar sombreros, y la mayoría (the majority) tienen el pelo largo.
Aquí estoy con un hombre muy famoso del mercado de Otavalo. Él hace arte muy único. Tiene una sierra (saw) y corta monedas (coins) en diseños muy impresionantes (impressive). Yo saqué unas fotos de su mesa, pero no puedo mostrarlo (show it) aquí. ¡Él quiere guarder (keep, guard) su secreto!
4- Imagine
you visited Chichicastenango in Guatemala and the Otavalo Market in Ecuador.
Also imagine a friend of yours visited both places later the same year. Write
five original questions in the preterite (past) tense using the following
verbs: buscar, comprar, pagar (por), mirar, y llevar.
ejemplo:
¿Qué regalos buscaste? / Yo busqué unas bufandas
y unas gorritas.
Nota: In
the yo form, buscar is conjugated busqué. We
will learn why this is in tomorrow's class (short answer: it is a -car, -gar, -zar verb).
Si hay
tiempo - Repasar la tarea de hayer como grupo
Tarea: p. 239 in 7B packet (read
and fill in blanks)
------------------------
JUEVES
Objective: Use preterite of -ar verbs with all Spanish pronouns to discuss actions in the past
1- Repasar la tarea de ayer como grupo (ask/answer five preterite questions in tú form written yesterday)
2- Watch YouTube song focusing on -ar preterite endings:
yo - -é
tú - -aste
él/ella/Ud. - ó
nosotros - -amos (same as present tense)
ellos/ellas/Uds. - -aron
3- Run through preterite rap otra vez (again!)
4- Play battleship game. Discuss rules as a class and note special Spanish phrases. Battleship document AQUÍ.
5- Repasar como clase
Tarea: p. 134 of 7B packet
-------------------
VIERNES
Objective: Use preterite forms of verbs ending in -car, -gar and -zar to discuss past events
1- Rompehielos: Traduzca los siguinetes
frases a español
a.
I bought
b.
You sang
c.
She drew
d.
Bill and Jill listened to the music
e.
We talked yesteday
f. He walked to the discount store
a.
Yo compré
b.
Tú cantaste - o - Ud. cantó
c.
Ella dibujó
d.
Bill y Jill escucharon la música
e.
(Nosotros) hablamos ayer
f.
Él caminó a la tienda de descuentos *
* (the word él is
necessary to indicate who the subject is)
2 - Leer la caja de Gramática en la página
198 como grupo. (Read the Gramática box on p. 198 together).
3- Review some common -car, -gar, -zar verbs out loud as a class
-CAR (c-qu spelling change in yo form only)
buscar - to look for (yo
busqué)
practicar- to practice / play (yo
practiqué)
sacar - to take (out)
(yo saqué)
tocar -
to
play (yo
toqué)
-GAR (g-gu spelling change in yo form only)
jugar - to play
(yo jugué)
llegar - to arrive
(yo llegué)
pagar - to pay
(yo pagué)
rogar - to beg
(yo rogué)
-ZAR (z-c spelling change in yo form only)
almorzar - to eat lunch (yo
almorcé)
cazar - to hunt (yo
cacé)
comenzar - to begin (yo
comencé)
empezar - to begin (yo empecé)
organizar - to organize
(yo organicé)
4- Con tu Compañero B, lee la actividad 17 en la página 198. Usa la forma
corecta de los verbos jugar, pagar, sacar
y tocar. Después, lee la caja de 'Fondo Cultural' acerca del museo de oro en Bogotá, Colombia. Mira las fotos del museo de oro por abajo.
(Read act. 17 on p. 198 and use the correct form the verbs jugar, pagar, sacar y tocar. After, read the Fondo Cultural fox about the gold museum in Bogotá, Colombia and view the pictures from the museum below).
(Read act. 17 on p. 198 and use the correct form the verbs jugar, pagar, sacar y tocar. After, read the Fondo Cultural fox about the gold museum in Bogotá, Colombia and view the pictures from the museum below).
5- Hacer juego
de conjugación como clase. (
6- Hacer la
actividad 8 (escuchar) en la primera página del paquete de 7B (Listening activity 8 on first page of 7B homework packet)
7 - If there's time, finish up barco de batalla (Battleship) game from yesterday's class
7 - If there's time, finish up barco de batalla (Battleship) game from yesterday's class
Tarea: p. 135 in 7B packet + study for preterite quiz on Monday (all regular -ar preterite verbs + -car, -gar, -zar verbs). Keep your packets until Monday!
BONUS - For a review of -car, -gar, -zar verbs and some extra practice, click aquí.
BONUS - For a review of -car, -gar, -zar verbs and some extra practice, click aquí.
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