SPANISH 1
3A Vocab Sheet
3A Packet and Unit Plan
3A Quizlet Flashcards
_______________________________
3A UNIT OUTLINE
_______________________________
Book Objectives:
- learn vocabulary associated with food and
beverages
- ask and answer questions relating to meals (comidas)
- learn present tense conjugations of -er and -ir verbs
- use gustar
(to like) and encantar (to love)
in relationship to food
- ask and answer interogative questions using
¿qué?
(what?), ¿quién?
(who?), ¿cuándo?
(when?) and ¿cuántos? / ¿cuántas? (how many?)
- discuss cultural practices relating to food
in Mexico and South American
Additional Objectives:
- discuss costs relating to food (¿cuánto cuesta/n?)
- refresh me,
te and le when discussing likes
in yo, tú, él/ella/Ud.
- refresh prepositions and use to describe
locations of food in a
refrigerator
or a supermarket (supermercado)
- refresh emotions vocabulary in conjunction
with estar + food vocab
Additional Vocabulary:
normalmente - normally
la bebida - beverage
/ drink
la carne - meat
los dulces -
candy
el helado - ice
cream
la sal - salt
la pimienta - pepper
desayunar - to
eat breakfast
almorzar* (o-ue) - to eat lunch (yo
almuerzo, tú almuerzas)
cenar - to eat dinner
___________________________________________________
LUNES
Objective:
Review 2B chapter test and review feelings vocabulary with estar
3A VOCAB SOCRATIVE QUIZ THIS
FRIDAY!
1- ¡ iBienvenidos al segundo semestre! Algunos
anuncios importantes:
- Homework is due each Friday. If you're not
here when homework is collected, you need to turn it in to Sr. Kargol the
day you return to class (the same day you show Sr. Kargol your yellow
re-admit slip). Too many people are turning in homework packets late and
expecting them to get graded. This is not fair to students who complete and
turn in homework on time. You will receive a zero on homework if you don't turn
it in as soon as you return to class.
- Test and quiz make up days for Semester 2
are the following:
- Mondays
(during lunch and after school)
- Tuesday (during lunch only)
- Thursdays (after school only)
Remember
that you can also make up tests and quizzes in the testing lab on Wednesdays
after school. However, since listening exams don't lend themselves well to this
set up, it might make more sense to make up tests for other classes in the
testing lab. SHS school policy on make
up tests will be strictly enforced, and students who take tests late will be
docked 10% for each day he or she waits to make up the test beyond the allowed
limit.
2- Read the
below refresher on estar and fellings vocab with your Compañero A:
Remember that estar can be used both to describe where people are
located, where items are located, and also how people are feeling.
¿Dónde está tu
hermano?
Él está en la sala de matemáticas.
¿Dónde están los
lápices?
Los lápices están en mi mochila.
¿Cómo
estás?
Estoy triste (sad).
¿Cómo están
Ustedes?
Estamos muy bien.
We can remember these two functions
of estar with the following jingle:
For how you feel and where you are
you always use the verb estar ..
FEELINGS VOCABULARY:
estar
bien
- to be well
estar
regular
- to be so-so
estar mal
- to be doing poorly
estar
contento/a
- to be happy / content
estar
triste
- to be sad
estar
enojado/a
- to be angry
estar
cansado/a
- to be tired
estar emocionado/a
- to be excited
estar
aburrido/a
- to be bored
Note: When using a feelings adjective to describe how a group of
people are doing, we often need to add an -s or -es to the end of
the adjective.
Estamos muy
cansados. Ellos están
aburridos. Ustedes están
tristes.
We do not need to follow this rule
when using the words bien and mal.
Estamos muy
bien.
Ellos están
mal.
Ustedes están bien.
3- Using
first five slides from PowerPoint, questions about how each person or group of
people are feeling, and then write answers
4- Working
with your Compañero A, take turns
asking and answering questions for each remaining slide.
5- Review
and discuss 2B chapter test as a group
Tarea:
Study 3A vocabulary using Quizlet
flashcards linked AQUÍ and at the top of the page. Flip
through ALL vocabulary at least two times in Spanish and English.
-------------------------------------
MARTES
Objective: Use 3A vocabulary to discuss likes and dislikes relating to food
and beverages
1- Stand and
review 3A vocab .PPT as a group
2- Juego: ¡Dibujar el vocabulario nuevo!
2- Juego: ¡Dibujar el vocabulario nuevo!
3- As a class, read aloud the gramática box on p. 164
4- Read through the questions below and Spanish translations. Write your own answers to each question (your answers should be true for you). Remember to write an 'n' when saying that you like or dislike something plural (me
gustan los plátanos, no me gustan las papas fritas)
Do you like yogurt? Yes, I like yogurt.
Do you like hamburgers? Yes, I like
hamburgers.
Do you like breakfast? Yes, I love breakfast.
Do you like apples? No, I don't like apples.
Do you like eggs and bacon? I love eggs but I don't like bacon.
¿Te gusta el yogur? Sí, me gusta
el yogur.
¿Te gustan las hamburguesas? Sí, me gustan las
hamburguesas.
¿Te gusta el desayuno? Sí, me encanta el
desayuno.
¿Te gustan las manzanas? No, no me gustan las
manzanas.
¿Te gustan los huevos y el tocino? Me encantan los huevos pero no me
gusta el tocino.
gusta el tocino.
5- Following
activity 23 on p. 164, write NO ME GUSTA N
and cut/rip each section into its own piece. Work with you equipo, and ask/answer five questions each using different
food/beverage vocab from the list. Each person must answer each question and
match their written words to their spoken answer.
6- Complete
full class rotating discussion task using PowerPoint and today's target
language
Tarea: Work on 3-way vocabulary worksheet for 3A vocab (due Friday)
-------------------------------------
MIÉRCOLES
Objective: refresh verb tener and
use to discuss how old you and other people are
1- As a
class, review family vocabulary first studied in November
la madre
-
the mother
el padre
- the father
el hermano
- the brother
la hermana
- the sister
el
hijo
- the son
la
hija
- the daughter
el primo
-
the cousin (male)
la prima
-
the cousin (female)
la
tía
- the aunt
el
tío
- the uncle
el abuelo
-
the grandfather
la abuela
-
the grandmother
+ POSSESSIVE PRONOUNS
mi
- my
tu -
your
REMEMBER!
mí
- me
tú
- you (informal)
2-
In Spanish, you don't say how many years old you "are" like you do in
English. Instead, you say how many years you HAVE, and you use the verb TENER (to have).
So
far we've learned the first half of the conjugation chart for tener. Let's look at the rest of the
chart just to see how the entire verb is conjugated in the present tense.
Yo Tengo Nosotros Tenemos
Nosotras Tenemos
Tú Tienes Vosotros Tenéis
Él Ellos
Ella Tiene Ellas Tienen
Ud Uds
In
Spanish, we use tener + años (years)
to say how old we are (literally, how many years we have):
Yo tengo catorce años. I'm fourteen years old.
Tú tienes veintidós años. You're twenty two years old.
Ella tiene treinta años. She's thirty years old.
Mi madre tiene cuarenta
años. My mom is forty years old.
Mis abuelos tienen ochena
años. My grandparents are eighty years
old.
old.
3-
Working independnetly for a few minutes, translate the following questions and
answers into Spanish:
How old are you? I'm fifteen years
old.
How old are you (formal)? I'm sixty.
How old is your uncle? My uncle is forty five.
How old is your (female) cousin? My (female) cousin is ten years old.
¿Cuántos años tienes? Tengo quince años.
¿Cuántos años tiene (Ud)? Tengo sesenta años.
¿Cuántos años tiene tu tío? Mi tío tiene diez años.
¿Cuántos años tiene tu prima? Mi prima tiene diez años.
¿Cuántos años tienes? Tengo quince años.
¿Cuántos años tiene (Ud)? Tengo sesenta años.
¿Cuántos años tiene tu tío? Mi tío tiene diez años.
¿Cuántos años tiene tu prima? Mi prima tiene diez años.
4-
Working in equipos, take turns asking
and answering questions about age. Start with asking how old each person in the
group is, then ask about family members using the vocab list above.
¿Tienes un/una _________? Sí, yo tengo un/una ______________.
No, no tengo un/una _____________.
¿Cuántos años tiene tu ________? Mi _____________ tiene _________ años.
¿Tienes un/una _________? Sí, yo tengo un/una ______________.
No, no tengo un/una _____________.
¿Cuántos años tiene tu ________? Mi _____________ tiene _________ años.
Tarea: Write five true statements about how old you and
four members or friends are. Write out all numbers as Spanish words.
Follow the model below as a guide:
Mi tía Mary tiene treinta y nueve
años.
Mi amigo Jim tiene dieciséis años.
(due Friday)
-------------------------------------
JUEVES
Objective: use 3A vocabulary to view and analyze Videohistoria
1- Stand and
review 3A vocabulary as a group
2- Open books
to p. 148 and 149. With your Compañero
B, take turns asking questions using prepositions and estar to ask where the different food items in the pictures are.
¿Dónde está el tocino?
El tocino está arriba del yogur
de fresa.
¿Dónde están los perritos calientes?
Los perritos calientes están a
la izquierda de los jugos.
Remember!
a la derecha de - to
the right of
a la izquierda de - to
the left of
debajo de - underneath
arriba de - above
cerca de - close to
lejos de - far
from
+
entre - between
3- Read
entire script of Videohistoria aloud
with your Compañero B. Make notes on
new or unfamiliar words and be ready to share words you looked up with the
class.
4- Watch Videohistoria
5- Working
with Compañero B, talk through
activities 4 and 5 on p. 153. Take turns reading each item aloud and then
answer each question.
6- Briefly
highlight DuoLingo app
Tarea:
Study for 30 Point Socrative quiz tomorrow (on 3A vocab) and complete 3-way
vocab activity (due tomorrow)
-------------------------------------
VIERNES
Objective: Use 3A vocabulary to communicate about food/beverages and take
Socrative quiz to demonstrate knowledge of vocab
*
* pass up 3-way vocab sheets with five true
statments using tener años *
*
1- In your
notebook or using your iPad, write down ten food or beverage words from this
chapter that you might have trouble recalling on the quiz. Remember to include
definite articles (el, la, los, las)
2- Work with
your Compañero C and quiz him/her on
the words. Keep track any words you miss and repeat the process again. Keep
going until you get all items correct. If necessary, quiz your partner on the
other words in on the vocab list.
3- Review
vocab one more time as a class
4- Find
pictures of five different food or beverage items from our current vocab list.
Working in equipos, play rotating
memory game.
Directions:
The first person starts by showing a picture of a food item and saying either
"me gusta/me gustan," "no me gusta/no me gustan," or
"me encanta/me encantan" and the name of the food/beverage.
Me encantan las hamburguesas. (I love hamburgers).
The second
person must now repeat what the first person said, but change me to te.
Te encantan las hamburguesas. (You love hamburgers).
After doing
this, he/she must make a new statement. The third person must remember and
restate the first two statments using te
and then make a new statement. Etc.
The goal is
to see how many times you can go around the circle without making a mistake.
You must show the food/beverage in question as the turns rotate around.
5- Take
Socrative quiz on 3A vocab
if time --
discuss must know questions and new
procedure for starting class
+++++++++++++++++++++++++++++++++
SPANISH 2
7B Vocab Sheet
7B Vocab (Fotos)
7B Additional Vocab (Fotos)
7B Packet and Unit Plan
7B Quizlet Flashcards
___________________________________________
7B UNIT OUTLINE
___________________________________________
Book Objectives
- learn vocabulary associated with clothing
accesories and gifts
- learn direct object pronouns (lo, la, los, las) + rules for
conjugation
- learn preterite (past tense) of regular -ar verbs
- learn irregular preterite yo form of -car + -gar verbs
- learn past tense using hace + time expression (hace dos semanas)
Additional Objectives:
- ería as
an ending for store names (panadería, zapatería, heladería)
- learn -zar
verbs irregular preterite yo form in addition to -car + -gar
- learn
reflexive verbs and basic conjugations
- refresh -ísimo/a
to discuss extremes
- refresh con
/ sin and learn conmigo (with me) / contigo (with you)
- discuss clothing and accessories in
Guatemala and Ecuador
Additional Vocabulary (must know in addition
to 7B vocab list)
la bufanda - scarf
la botella de agua - water bottle
la tarjeta regalo - gift card
la caja de chocolates - box of chocolates
la tarjeta de crédito - credit card
el boleto de concierto - concert ticket
el boleto de teatro - theater ticket
una obra - a play
el maquillaje - makeup
el cinturón - belt
los mitónes - mitten
las sandalias - sandals
las chanclas -
flip-flops
la gorrita - beanie
___________________________________________________
WEEK 1
LUNES
Objective:
Review 7A chapter test and use
prepositions and back-to-back verbs to discuss plans and preferences (7th
period: take written portion of midterm)
7B VOCAB SOCRATIVE QUIZ THIS
FRIDAY!
1- ¡ iBienvenidos al segundo semestre! Algunos
anuncios importantes:
- Homework is due each Friday. If you're not
here when homework is collected, you need to turn it in to Sr. Kargol the
day you return to class (the same day you show Sr. Kargol your yellow
re-admit slip). Too many people are turning in homework packets late and
expecting them to get graded. This is not fair to students who complete and
turn in homework on time. You will receive a zero on homework if you don't turn
it in as soon as you return to class.
- Test and quiz make up days for Semester 2
are the following:
- Mondays
(during lunch and after school)
- Tuesday (during lunch only)
- Thursdays (after school only)
Remember
that you can also make up tests and quizzes in the testing lab on Wednesdays
after school. However, since listening exams don't lend themselves well to this
set up, it might make more sense to make up tests for other classes in the
testing lab. SHS school policy on make
up tests will be strictly enforced, and students who take tests late will be
docked 10% for each day he or she waits to make up the test beyond the allowed
limit.
2- Translate
the following questions into Spanish, then take turns asking them to your B Partner. Answers should make sense and be
grammatically correct.
What do you
plan to do in order to learn (aprender) Spanish?
a. (At) what
time do you want to go to the mall?
b. What do
you plan to do with these dirty shoes?
c. When do
you prefer to visit the clothing store?
d. What do
you plan to do at four o'clock?
e. When do
you want to be in/at the school?
Nota:
para - in
order to (often used directly before an
infinitive verb)
a - to (in the direction of a place) or
at (a specific time on the clock)
al - combination
of a and el
en - in or
at a place
3- Review
traslations and possible answers together
4- Create a
few questions of your own using back-to-back verbs (pensar,
querer, preferir + another verb). In equipos,
take turns asking and answers quetsions.
5- Review 6B
exam as a class
Tarea:
no hay
-----------------------------
MARTES
Objective:
Introduce 7B vocabulary and use
to discuss what you wear and when
1- Review
vocabulary as a class using TPR motions
2- Target Language:
¿Qué llevas con un abrigo?
Llevo una
bufanda y unos guantes con un abrigo.
¿Cuándo preferies
llevar los aretes?
Prefiero llevar los aretes
cuando llevo un vestido.
Siempre prefiero
llevar los aretes.
Nunca llevo los
aretes.
siempre =
always
nunca = never
3- Escribe seis preguntas nuevas. Usa los modelos arriba.
4- Trabaja
con tu equipo. Haz cada (each)
pregunta a cada persona en el equipo.
5- Repasar
como clase (review as a class)
6- Juego: ¡Dibujar el vocabulario nuevo!
6- Juego: ¡Dibujar el vocabulario nuevo!
Tarea:
Complete 3-way vocab exercise (due
Friday)
-----------------------------
MIÉRCOLES
Objective: refresh affirmative tu commands and introduce 7B vocab in
context through readings and Videohistoria
1- Trabaja con tu Compañero A. Lee la caja acerca de (about) los mandatos
affirmativos en la forma de tú. Traduzca
(translate) los siguientes oraciones a español.
a.
Come here!
b. Wash the windows!
c. Feed your cats!
d. Get out!
e. Do the chores!
f. Put your backpack on the table!
g. Be a better student!
2- Using TPR
motions, run through 2B vocabulary as a group
3- Con tu Compañero A, lee acerca de la Videohistoria en la
página 189 y 190. Lee en voz alta (out loud).
4- Ver la
Videohistoria. Después (after), trabaja
con tu Compañero A y preguntale (ask
him or her) las pretuntas de la actividad 5 en la página 191.
Tarea: study 7B vocabulary and
additional vocabulary (on back of 7B packet)
-----------------------------
JUEVES
Objective: use the verb vender (to
sell) to discuss where clothing items and accessories are sold
1- In
Spanish, many types of stores end with the suffix -ería
From
Vocab List:
la zapatería - shoe
store
la librería - book store
la joyería - jewelry story (la
joya = jewel)
Using your
knowledge of Spanish, can you guess what the following stores are?
la panadería
la carnicería
la heladería
la pastelería
la pescadería
Occasionally,
store names ending in -ería are a
little harder to guess:
la ferretería - hardware store
(tool - la herramienta)
la
pulpería - corner store (Central America)
(el pulpo
- octopus)
or do not
end in -ería at all:
la tienda de descuentos - discount store
la tienda de electrodomésticos - household appliance store
2- Hacer la
actividad 6 en la página 192 (escuchar). Escribe lo que escuchas (write what
you hear). Repasar como clase (review as
a class).
3- Lee la
caja de 'Fondo Cultural' en la página 192 y, después, habla con tu Compañero B de la actividad 7. Sigue
(follow) el modelo.
4- Haz
activity 9 en la página 193. Tienes que dibjuar un mapa de un centro comercial
y, después, hablar de 1) dónde está cada (each) lugar (place), y 2) por qué
quieres ir allí. Sigue el modelo.
5- Review
midterm scores and discuss midterm writing portion
Tarea:
complete 3-way vocab worksheet
and study ALL 7B vocab (including additional vocab on back of packet) 30-point vocab quiz tomorrow!
-----------------------------
Viernes
Objective:
review all 7B vocabulary and
demonstrate knowledge through 7B vocab Socrative quiz
*
* turn in 7B 3-way vocab
assignment * *
1- Review
all vocab as a class (including additional vocab)
2- Saque el
mapa de ayer (Take out the map from
yesterday). Vamos a usar el mapa para practicar los oraciones por abajo.
¿Adónde quieres ir?
Quiero ir a la zapatería para
comprar unas chanclas y unos tenís.
Nota:
para
- in order to (often used before an infinitve verb)
¿adónde? - to
where?
Habla con tu
Compañero A. Preguntale por lo menos
cinco preguntas.
3- Complete
rotating partner activity using the following pattern:
¿Adónde vas?
Voy
al almacén.
¿Por qué vas al almacén?
(Voy al almacén) para comprar una corbata.
4- Play team
drawing game with 7B vocab
5- Take 7B
Socrative quiz
Si hay tiempo libre: Focus on DuoLingo app for iPad
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