SPANISH 1
3A Vocab Sheet
3A Packet and Unit Plan
3A Quizlet Flashcards
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LUNES
no hay escuela
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MARTES
no hay escuela
------------------------
MARTES
Objective: Review covered material from last week and demonstrate knowledge of -ar / -er / -ir verbs in Spanish
1- Rompehielos: Test your knowledge of present tense verb conjugations. Create a chart like the one below and fill in the blanks with the correct verb conjugation in the present tense.
CANTAR
|
CORRER
|
ESCRIBIR
| |
YO
| |||
TÚ
| |||
ÉL / ELLA / UD.
| |||
NOSOTROS /
NOSOTRAS
| |||
ELLOS / ELLAS / UDS
|
If you had trouble, remember that most conjugations for -er / -ir verbs are the same -ar verbs but tend to replace the a with an e. The exception to this rule is the nosotros form of -ir verbs, which end in -imos.
2- Play rapid-fire review game using -er and -ir verbs and food/beverage vocabulary.
ex. Ellos compartir
el jamón.
Ellos comparten
el jamón.
3- WIth your Compañero B, read Exploración del lenguaje (exploring the language) on p. 156. Take turns reading each paragraph aloud. When you're finished. complete activity 12 on p. 157 as a review of gusta/n and encanta/n.
4- Talk
through partner questions (linked aquí)
5- Take -ar / -er / - ir conjugation and
food/beverage vocab quiz
Tarea: p. 57 in 3A HW packet (worth 10 points)
------------------------
MIÉRCOLES
Objective: Use
con (with) and sin (without) to discuss what you and your family members do and do
not like to have with food
1- Nota:
La palabra CON significa
"with." La palabra SIN
significa "without."
Also
remember what we've learned up to this point about how to say what people like or do not like:
(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)
le gusta/n (a ellos/ellas/Uds) les
gusta/n
ejemplos:
A ti te gusta el café con leche.
A ella le gustan las fresas con yogur.
A nosotros nos encanta el chocolate con helado (ice
cream).
A mi familia no les gusta el cereal con azúcar (sugar).
Remember
that gusta
and encanta are only used with verbs or with one noun.
Te gusta
esquiar. You
like to ski.
Nos
gusta el pan con mantiquilla (butter). We like bread with butter.
Gustan and encantan are only used with plural
nouns (more than one noun).
Me
gustan las fresas sin azúcar. I like strawberries without sugar.
A ellos
les gustan el té con leche. They like tea with milk.
Be careful! Most
verbs in Spanish don't work this way. As we already know, verbs normally get
conjugated a different way for different pronouns (yo
como, tú comes, él come, etc.) Verbs that follow the gusta/gustan pattern are actually called "Verbs like gustar." We will learn more verbs like gustar as we move throughout
the year.
2- With your
Compañero B, ask/answer a
combination of questions following the model below. Use the items below create
new questions (including strange questions). You must either use con (with) or sin (without) with each question.
¿Te gusta/n + el / la / los / las + con / sin +
(otra plabra?)
¿Te gusta el cereal con plátanos?
Sí, me gusta el cereal con plátanos.
Do you like cereal with bananas? Yes, I like cereal with bananas.
¿Te gustan las fresas con tocino? No, no me gustan las fresas con
tocino.
Do you like strawberries with bacon? No, I don't like strawberries with
bacon.
la sopa
de verduras el
chocolate el
jamón
la pizza el
café el
yogur
las
manzanas el
pan tostado el azucár
el queso la
leche el
chocolate
las
salchichas las
papas fritas la
mantiquilla
los
huevos el
jugo de naranja el
té
NOTA:
el azúcar = sugar
el chocolate = chocolate
la mantiquilla = butter
3 - Search for and save six pictures of food or
beverage items from the vocab list. Complete rotating discussion activity. Use
the same question and answer pattern given above.
4- Remember the family vocabulary we've learned
up to this point. Create a chart similar to the one below and write in true
sentences to describe what food or beverage each person loves (le encanta/n) and what food or beverage
each person does not like (no le
gusta/n). (Blank chart below example chart).
(A)
LA PERSONA
|
LE
ENCANTA/N
(CON
/ SIN)
|
NO
LE GUSTA/N
(CON
/ SIN)
|
A mi madre
|
le encantan las frutas con azúcar
|
No le gusta el café con azúcar.
|
A mi hermana Sally
|
le encanta el té con limón.
|
No le gusta le leche con limón.
|
A mi abuela
|
le encanta la sopa con pan.
|
No le gustan las manzanas con pan.
|
A mi tío Jef
|
le encanta el cereal
|
No le gustan las fresas
|
A mi tía Jennifer
|
le encantan los huevos
|
No le gusta el tocino
|
(A)
LA PERSONA
|
LE
ENCANTA/N
|
NO
LE GUSTA/N
|
Tarea:
Complete writing off sentences
for homework (to be used with tomorrow's
icebreaker) + p. 54 in homework packet (worth 10 points)
JUEVES
Objective: use ¡Qué asco! (how disgusting!) and ¡Qué delicioso! to respond to different foods/beverages
0- Briefly look at p. 57 from 3A packet
0- Briefly look at p. 57 from 3A packet
1- As an
icebreaker, complete activity 11 on p. 157. Note the meanings of que asco and que delicioso above. Work with your Compañero A.
2- Today we
are going to draw sándwiches extraños (weird
sandwiches).
Your
sandwich must include at least ten different foods (from the vocab list or
elsewhere). Each item must be labeled. Title the page "Mi sándwich extraño." Get loco
with your sandwiches!
3- Turn to
three different people. Show them your weird sandwich and read off the contents
using the model below.
Aquí está mi sándwich extraño.
Mi sándwich contiene (contains)
[list your contents in Spanish here,
using el / la / los / las as
necessary]. ¿Te gusta?
Repond by
either saying ¡Qué delicioso! or ¡Qué asco!
4- Complete
picture circle activity using ¿Qué es esto? (What is this?) and food/beverage pictures. After identifying the item or items, ask ¿Les gusta/n...? (do you all like) as a follow-up question. Only one person needs to identify the item, but everyone needs to respond to the ¿Les gusta/n? question. Use con (with) and sin (without) if possible.
5- Complete
rapid conjugation activity (linked aquí)
Tarea: continue working on p. 57 and p. 54 (packet due tomorrow)
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VIERNES
Objective: use the verb costar and
other learned vocabulary to ask and answer questions as part of a "digital
market day"
PASS
HOMEWORK PACKET TO THE FRONT + STUDY/HOMEWORK CHECK-IN
1- Rompehielos: Talk through activity 17 on p. 161. Read aloud with your Compañero C, changing off at each sentence. If you finish early, quiz your partner on 3A vocabulary using your vocab sheet.
2- Nota:
The verb costar means "to
cost." There are only two conjugations of this verb used to discuss how
much things cost: cuesta for singular things and cuestan
for plural things. We use these conjugations with the word cuánto
(how much? how many?) to ask how much things cost.
¿Cuánto cuesta el pan? El pan cuesta dos
dólares.
How much
does the bread cost? The bread
costs two dollars.
¿Cuánto cuestan las
manzanas? Las manzanas
cuestan diez centavos.
How much do
the apples cost? The apples
cost ten cents.
Note than el dólar
means "dollar" and el centavo means "cent." Also note that the item being asked about
comes at the end of the question in Spanish.
ENGLISH: How much does the orange
cost?
SPANISH: ¿Cuánto cuesta la
naranja?
3- Talk
through act. 27 on p. 166. Ask your Compañero
B questions about how much the food items in the picture cost. Be careful
to use cuesta when asking and answering about single items and cuestan
when asking and answering about more than one item. Use the model
questions above as a guide.
4- Take five
minutes to find pictures of five different food or beverage items (preferably
from the vocab list). Notate each item with a price.
5- Set up
classroom as large, self-enclosed market. The first half of the class will spend
the first five minutes being vendedores (vendors).
The other half must walk around and ask the following questions to as many
vendors as possible, as well as write down notes on at least five differnt food
or beverage items. After five minutes roles switch. Use the questions and answers below as a
guide.
¿Cuánto cuesta (el/la)...? El / la _______ cuesta
....
How much
does the _____cost? The _______ costs
.....
¿Cuánto cuestan (los/las)...? Los / las ______ cuestan ....
How much do
the ____-s cost? The
______-s cost .....
¿Cuántos ______ hay? Hay .... ______________.
How many
____ are there? There
are .... ___________.
¿Tiene más .....? Sí, tengo más.... / No, no
tengo más...
Do you have
more....? Yes,
I have more... / No, I don't have...
¿Tiene __________? Sí, tengo ______. / No, no tengo...
Do you have
___________? Yes, I have
_____. / No, I don't have...
¿Es fresco? Sí,
es fresco. / No, no es fresco.
Is it fresh? Yes,
it's fresh. / No, it isn't fresh.
¿Son frescos? Sí,
son frescos. / No, no son frescos.
Are they
fresh? Yes,
they're fresh. / No, they're not....
6- As a
class, discuss notes from market day. Students randomly selected with animal
cards.
+++++++++++++++++++++++++++++
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
no hay escuela
------------------------
MARTES
no hay escuela
------------------------
MARTES
Objective: Review preterite tense and take quiz
1- Refresh -car / -gar / -zar verbs as a group. Translate the following sentences using the correct spelling change in the preterite.
a. I looked for a necklace.
b. I took some pictures.
c. I arrived at three in the afternoon.
d. I ate lunch at one.
e. I paid five dollars.
f. I organized my room at night.
a. I looked for a necklace.
b. I took some pictures.
c. I arrived at three in the afternoon.
d. I ate lunch at one.
e. I paid five dollars.
f. I organized my room at night.
2- Ask/answer questions about this week's homework and review as a group. Rap along with ¿Qué compraste ayer? one last time.
3- Haz la actividad 16 en la página 197 con tu Compañero C. (You may move desks).
4- Take Preterite + Vocab quiz
5- Watch video focused on Otavalo Market in Ecuador
Tarea: Complete p. 59 in 7B packet. Write three sentences for each item. Use the preterite at least once for each of the three items (worth 10 points)
BONUS - For a review of -car, -gar, -zar verbs and some extra practice, click aquí.
Rompehielos: Habla con to Compañero C. Lee los oraciones que escribiste (you wrote) en la página 59.
Tarea: Complete p. 59 in 7B packet. Write three sentences for each item. Use the preterite at least once for each of the three items (worth 10 points)
BONUS - For a review of -car, -gar, -zar verbs and some extra practice, click aquí.
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MIÉRCOLES
Objective: use direct object pronouns
(DOPs) to replace nouns in sentences
1- Lee la
caja de gramática en la página 202
2- Trabaja
con tu Compañero A. Haz la página
240 en el paquete de tarea. Lee cada oración en voz alta. Escribe tus
respuestas en la página.
3- Repasar
como grupo
4- Haz la
actividad 21 en la página 202. Una persona lee el número y la otra lee la
respuesta corecta. Después, hazlo (do it) otra vez (again) en al revés (the
other way around).
5- Haz la
actividad 22 en la página 203. When finished, read the También se dice box on p. 203 and try to pronounce all of the words
aloud.
Tarea: p. 136 en el paquete del cápitulo 7B (10 pts)
+ install Haiku Deck updates on
iPad
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JUEVES
Objective: Use direct object pronouns (DOPs) and preterite tense to complete various speaking activities
0- Briefly look at p. 136 from 7B packet
0- Briefly look at p. 136 from 7B packet
1- Open to
p. 202. Think back to yesterday's class and DOPs. Discuss the following
question?
a) What is
the difference between a direct object and a direct object pronoun?
b) In
following English sentences, what is the direct object and what is the direct
object pronoun?
I bought the wallet. I bought it.
c) How would
we translate the above sentences into Spanish? Where does the DOP come in
relationship to the verb in the second sentence?
d) What are
the two correct ways to translate the following English sentence into Spanish
(only because there will be an infinitive verb coming after the conjugated
verb).
I want to buy it. (it = el bolso)
2- Haz actividades
24 y 23 en las páginas 204 y 203. Para actividad 24 NO NECESITAS ESCRIBIR. Para actividad 23, Sí ES NECESARIO ESCRIBIR. Make
sure to use DOPs in all of your answers.
3- Canta la
canción por abajo. ¡Podemos inventar letras (lyrics) nuevas!
Yo compré
un collar
Lo compré
Yo compré un collar
Lo compré
No tengo
ganas de cantar
esta
canción más
pero compré
un collar
Lo compré
(tener ganas
= to feel like)
(la canción
= the song)
4- Take five
minutes to search for pictures of five items you bought (in reality or
fiction). You will talk through act. 25 on p. 204, but use your pictures
instead of the pictures in the book. Follow the modelo.
5- Watch
video on Otavalo Market in Ecuador
Tarea:
Continue working on p. 59 and 136
in 7B packet (collected tomorrow)
----------------
VIERNES
Objective: Create Haiku Deck presentations using a combination of vocabulary
and grammar
Rompehielos: Habla con to Compañero C. Lee los oraciones que escribiste (you wrote) en la página 59.
* * *
PASS 7B HOMEWORK PACKET TO THE FRONT * * *
Using
Haiku Deck, create a past-tense story using pictures and the following forms.
*
Preterite-tense verbs (at least one -car, -gar, -zar verb)
* Direct
object pronouns (lo, la, los, las)
* 7B
vocabulary (may also include additional vocab from back of packet + linked at
top of page)
* Feel free
to use new verbs! Don't hesitate to ask about new words or look them up using
Word Reference.
Guiding Questions (Preguntas guías)
- ¿adónde fuiste (did you go)? (where
did you go?)
Yo fui a... (I went to)
- ¿con quién fuiste? (who did you go with?)
Mi amigo Juan vino (came) conmigo (with me).
- ¿qué buscaste? (what did you look for?)
- ¿qué más buscaste? (what else did you look for?)
También busqué...
- ¿qué compraste? (what did you buy?)
-¿cuánto costó / costaron? (how much did it / they cost?)
- ¿cómo pagaste? (how did you pay?)
-¿qué más? (what
else?)
-¿cuándo regresaste a tu casa? (when did you get back to your house?
regresar = to return to / to get back to a
place
Tu cuento (your story) necesita por lo menos seis diapositivas (slides). Puede tener más que seis si quieres.
2- Comparte
tu presentación con tu equipo. Si escuchas algo incorecto, dile (tell) a la
persona que dijo (said) el error.
3- Algunos
estudiantes comparten sus presentaciónes con la clase con AirPlay.
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