Midterm exam cumulative oral presentation Due Date ______________________________________
Create a dialog using 10 substantial sentences per person using the questions, verbs, nouns and adjectives we have learned so far this semester. Only 2 people per group and it can be done with only one person. You will need to write your script in English and on a separate sheet of paper in Spanish. You may have the English one in front of you when you present. Use props/drawings or real objects (at least 5 props). You must vary the content using vocabulary from each of the sections we have learned. Your presentation is worth 50 points, the script is 25 points and the props are 25 points. You can present in class the day of the midterm or you can video your presentation and bring in the video to show me (nothing in front of you since I can’t verify your script is in English. Look at the following pages in your book that have the reviews of vocabulary: pg 21 (days of the week, numbers and greetings), 47(to like and other verbs), 69 (adjectives and clothing) pg 93 (family vocabulary and months), pg 121 (classroom voc. and verbs), pg. 143 (questions, time, food and places), pg 167 (verbs), and pg 195 (expressing feelings). In order to use all the above content you will need at least one sentence each per section of the book and no more than two from any one section. Your presentation can be an interview format, casual conversation or television host (Oprah), you can be talking about yourself or someone else. Be creative.
Here is an English sample for a partner scenario
1. A= Hi, Jasmine how are you?
2. B=Good thanks, what are you doing?
3. A= I study for my mathematics class.
4. B= Do you like to run?
5. A= I like to walk my dog.
6. B= Do they have hamburgers in the cafeteria today?
7. A= They have french-fries, pork rinds and drinks.
8. B=Your dress is very pretty.
9. A=Thanks, I like your shoes.
10. B= What day do you ride your bike to the auditorium?
11. A= On Tuesday because my sister needs help with her homework today.
12. B= At what time are you going to the library?
13. A= I am going to the library at 6:00 in the afternoon.
14. B= Do you read magazines or books?
15. A= I look at photos in the magazines.
16. B= How is your sister ?
17. A= She is nervous and worried about school.
18. B=Would she like to go shopping on Saturday?
19. A= She would like to go to the movies to see Narnia.
20. B= See you tomorrow in the park.
21. A=Goodbye.
If working alone, one idea is to make is as a letter to your friends or parents:
1. Hi, mom how are you? What do I do every day?
2. First I study for my mathematics class, and then I take the dog for a walk at 12:00
3. Then I eat hamburgers, fries and fruit in the cafeteria.
4. I wear my brown jacket and pants to school.
5. I ride my bike to the gymnasium on Saturday’s.
6. I prepare my homework in the library.
7. My cousin reads the newspaper and I read magazines.
8. My friends are worried about school but I get good grades.
9. I am going to the movies to see Narnia tomorrow.
10. I like to live and to go shopping here in North Carolina.
Wednesday, December 15, 2010
Tuesday, November 30, 2010
Span 2 2:3 presentation/test grade
Spanish II Project presentations
Role play a waiter/customer scenario using the voc. from this section. You can have only 2 people per group, you can video tape your presentation or do it live in class. Turn in a script in Spanish; you may have the English script in front of you during your presentation. Each person needs to say 10 lines and use different vocabulary words. Use props which can be real food or drawn/cut out pictures, you can dress up, make the presentation funny, etc. Be creative. You will be graded on your presentation 50 points, script =25 points, props = 25 points.
Role play a waiter/customer scenario using the voc. from this section. You can have only 2 people per group, you can video tape your presentation or do it live in class. Turn in a script in Spanish; you may have the English script in front of you during your presentation. Each person needs to say 10 lines and use different vocabulary words. Use props which can be real food or drawn/cut out pictures, you can dress up, make the presentation funny, etc. Be creative. You will be graded on your presentation 50 points, script =25 points, props = 25 points.
Span 2 2:3 voc.
Sp 2 2:3 VOC.
La carne de res beef
El pescado fish
Las salchichas sausages
Los tacos tacos
La torta sandwich
Las cebollas onions
Los frijoles beans
Las papas potatoes
Los tomates tomatoes
Las zanahorias carrots
Las verduras vegetables
Las cerezas cherries
Las manzanas apples
Las peras pears
El aceite oil
La harina flour
La pimienta pepper
La sal salt
El pan bread
La pasta pasta
Los cubiertos silverware
La servilleta napkin
El mantel tablecloth
¿Qué desea/n? What would you like?
¿Qué recomienda? What do you recommend?
! Salud! Cheers
¿Se le ofrece algo mas? May I offer you anything more?
La cuenta bill
Dejar la propina to leave a tip
Molestar to bother
Interesar to interest
Importar to be of importance
Fascinar to fascinate
Faltar to be missing
Encantar to love
La carne de res beef
El pescado fish
Las salchichas sausages
Los tacos tacos
La torta sandwich
Las cebollas onions
Los frijoles beans
Las papas potatoes
Los tomates tomatoes
Las zanahorias carrots
Las verduras vegetables
Las cerezas cherries
Las manzanas apples
Las peras pears
El aceite oil
La harina flour
La pimienta pepper
La sal salt
El pan bread
La pasta pasta
Los cubiertos silverware
La servilleta napkin
El mantel tablecloth
¿Qué desea/n? What would you like?
¿Qué recomienda? What do you recommend?
! Salud! Cheers
¿Se le ofrece algo mas? May I offer you anything more?
La cuenta bill
Dejar la propina to leave a tip
Molestar to bother
Interesar to interest
Importar to be of importance
Fascinar to fascinate
Faltar to be missing
Encantar to love
Span I 2:3 voc.
Ir a to go to
Andar en bicicleta to ride a bike
Caminar con el perro to walk with the dog
Cenar to have dinner
Cuidar a to take care of
Mandar una carta to send a letter
Pasar un rato con los amigos to spend time with friends
Pasear to go for a walk
Pintar to paint
Tocar el piano/la guitarra to play the piano/guitar
Comer chicharrones to eat pork rinds
Yo Como
Tu Comes
El Come
Nosotros comemos
Ellos Comen
Leer to read
Yo Leo
Tu Lees
El Lee
Nosotros Leemos
Ellos Leen
Ver la televisión to watch TV
Yo Veo
Tu Ves
El Ve
Nosotros Vemos
Ellos Ven
Aprender to learn
Comprender to understand
Beber to drink
Tener hambre/sed to be hungry/thirsty
Vender to sell
Vivir to live
Yo vivo
Tu Vives
El Vive
Nosotros vivimos
Ellos Viven
Compartir to share
Abrir to open
Recibir to receive
---------------------------------------------------------------------------------
Hacer ejercicio to do excercise
Hacer to do or to make
Yo Hago
Tu haces
El hace
Nosotros hacemos
Ellos hacen
Oir to hear
Yo oigo
Tu Oyes
El Oye
Nosotros oimos
ellos Oyen
------------------------------------------------------------------------------------
El animal animal
El pájaro bird
El pez fish
La novela novel
El periódico news paper
El poema poem
La poesía poetry
La revista magazine
--------------------------------------------------------------------------------
Antes (de) before
Después (de) after
Entonces then
Luego later
Por fin finally
Primero first
Andar en bicicleta to ride a bike
Caminar con el perro to walk with the dog
Cenar to have dinner
Cuidar a to take care of
Mandar una carta to send a letter
Pasar un rato con los amigos to spend time with friends
Pasear to go for a walk
Pintar to paint
Tocar el piano/la guitarra to play the piano/guitar
Comer chicharrones to eat pork rinds
Yo Como
Tu Comes
El Come
Nosotros comemos
Ellos Comen
Leer to read
Yo Leo
Tu Lees
El Lee
Nosotros Leemos
Ellos Leen
Ver la televisión to watch TV
Yo Veo
Tu Ves
El Ve
Nosotros Vemos
Ellos Ven
Aprender to learn
Comprender to understand
Beber to drink
Tener hambre/sed to be hungry/thirsty
Vender to sell
Vivir to live
Yo vivo
Tu Vives
El Vive
Nosotros vivimos
Ellos Viven
Compartir to share
Abrir to open
Recibir to receive
---------------------------------------------------------------------------------
Hacer ejercicio to do excercise
Hacer to do or to make
Yo Hago
Tu haces
El hace
Nosotros hacemos
Ellos hacen
Oir to hear
Yo oigo
Tu Oyes
El Oye
Nosotros oimos
ellos Oyen
------------------------------------------------------------------------------------
El animal animal
El pájaro bird
El pez fish
La novela novel
El periódico news paper
El poema poem
La poesía poetry
La revista magazine
--------------------------------------------------------------------------------
Antes (de) before
Después (de) after
Entonces then
Luego later
Por fin finally
Primero first
Monday, November 15, 2010
Span 2 2:2
Notes 2:2
Los adornos- decorations
El aniversario anniversary
La boda wedding
La fiesta party
Los globos balloons
La invitación invitation
La reunión reunión
Romper la piñata break the pinata
Sorprender to suprise
Sorpresa surprise
Las velas candles
El abrazo hug
El amor love
Beso kiss
Casar(se) to get married
Común common
Diario daily(diary)
Enamorar(se) to fall in love
La felicidad happiness
La historia story
Llevar(se) bien to get along well
La mentira lie
La tristeza sadness
(ing) progressive (ar) (er/ir)
Estaba ando iendo
Estabas
Estaba
Estábamos
Estaban
Los adornos- decorations
El aniversario anniversary
La boda wedding
La fiesta party
Los globos balloons
La invitación invitation
La reunión reunión
Romper la piñata break the pinata
Sorprender to suprise
Sorpresa surprise
Las velas candles
El abrazo hug
El amor love
Beso kiss
Casar(se) to get married
Común common
Diario daily(diary)
Enamorar(se) to fall in love
La felicidad happiness
La historia story
Llevar(se) bien to get along well
La mentira lie
La tristeza sadness
(ing) progressive (ar) (er/ir)
Estaba ando iendo
Estabas
Estaba
Estábamos
Estaban
Span I 2:2 verbs and project explanation
Ir (to go) comprar (to buy) descansar (to rest) tomar (to drink)
Yo (I) Voy Compro Descanso Tomo
Tu (you) Vas Compras Descansas Tomas
Él/Ella/Usted (he/she/you (f)) Va Compra Descansa Toma
Nosotros (we) Vamos Compramos Descansamos Tomamos
Ellos/Ellas/Ustedes (they (m)(f)/you all Van
Compran
Descansan Toman
terminar (to finish) visitar (to visit) Estar (to be)
Yo (I) Termino Visito Estoy
Tu (you) Terminas Visitas Estas
Él/Ella/Usted (he/she/you (f)) Termina Visita Esta
Nosotros (we) Terminamos Visitamos Estamos
Ellos/Ellas/Ustedes (they (m)(f)/you all Terminan
Visitan Estan
¿Cómo? How?
¿Cuál(es)? Which?
¿Cuándo? When?
¿Dónde? Where?
¿Adónde? To where?
¿Por qué? Why?
¿Qué? What?
¿Quién(es)? Who?
Project
Ask and answer 7 questions, use the verbs ir, estar, tomar, terminar, visitar, comprar, and descansar. Conjugate them correctly and add what time you do certain things. Use locations like biblioteca, cafeteria, gimnasio, auditorio, oficina, and cafeteria and food words like hamburguesa, papas fritas, torta, refresco, fruta y agua.
Ex.
o ¿Cuándo tomo un refresco? Yo tomo un refresco a las diez y media.
o ¿Que compro a las once veinticinco? Compro una hamburguesa.
o ¿Dónde estoy a las cinco? Estoy en la biblioteca.
o ¿Por que visito la oficina a las tres? Necesito tomar agua.
o ¿Quién va al gimnasio a las ocho y cuarto? Mis amigos van al gimnasio.
o ¿A qué hora descanso? Yo descanso a las dos y veinte.
o ¿Cuál clase termina a las nueve cuarenta y cinco? La clase de historia.
Include 7 pictures of either the locations, food, clock etc.
Yo (I) Voy Compro Descanso Tomo
Tu (you) Vas Compras Descansas Tomas
Él/Ella/Usted (he/she/you (f)) Va Compra Descansa Toma
Nosotros (we) Vamos Compramos Descansamos Tomamos
Ellos/Ellas/Ustedes (they (m)(f)/you all Van
Compran
Descansan Toman
terminar (to finish) visitar (to visit) Estar (to be)
Yo (I) Termino Visito Estoy
Tu (you) Terminas Visitas Estas
Él/Ella/Usted (he/she/you (f)) Termina Visita Esta
Nosotros (we) Terminamos Visitamos Estamos
Ellos/Ellas/Ustedes (they (m)(f)/you all Terminan
Visitan Estan
¿Cómo? How?
¿Cuál(es)? Which?
¿Cuándo? When?
¿Dónde? Where?
¿Adónde? To where?
¿Por qué? Why?
¿Qué? What?
¿Quién(es)? Who?
Project
Ask and answer 7 questions, use the verbs ir, estar, tomar, terminar, visitar, comprar, and descansar. Conjugate them correctly and add what time you do certain things. Use locations like biblioteca, cafeteria, gimnasio, auditorio, oficina, and cafeteria and food words like hamburguesa, papas fritas, torta, refresco, fruta y agua.
Ex.
o ¿Cuándo tomo un refresco? Yo tomo un refresco a las diez y media.
o ¿Que compro a las once veinticinco? Compro una hamburguesa.
o ¿Dónde estoy a las cinco? Estoy en la biblioteca.
o ¿Por que visito la oficina a las tres? Necesito tomar agua.
o ¿Quién va al gimnasio a las ocho y cuarto? Mis amigos van al gimnasio.
o ¿A qué hora descanso? Yo descanso a las dos y veinte.
o ¿Cuál clase termina a las nueve cuarenta y cinco? La clase de historia.
Include 7 pictures of either the locations, food, clock etc.
Tuesday, November 9, 2010
Spanish I 2:2 voc
1. ?A que hora es? At what time is?
2. ?Que hora es? What time is it?
3. A la(s) at
4. Es la una/son las dos it is…..
5. De la mañana in/of the morning
6. De la tarde in/of the afternoon
7. De la noche in/of the night
8. La medianoche midnight
9. El mediodía noon
10. Menos minus
11. Por la mañana during the morning
12. Por la tarde during the afternoon
13. Por la noche during the night
14. El reloj the watch/clock
15. Y cuarto quarter
16. Y media half past (30 min)
17. El auditorio auditorium
18. La biblioteca library
19. La cafetería cafetería
20. El gimnasio gymnasium
21. La oficina the office
22. El agua wáter
23. La fruta fruit
24. La hamburguesa hamburger
25. La merienda snack
26. Las papas fritas french fries
27. El refresco refreshment/soft drink
28. La torta sándwich
29. El vaso de the glass of
2. ?Que hora es? What time is it?
3. A la(s) at
4. Es la una/son las dos it is…..
5. De la mañana in/of the morning
6. De la tarde in/of the afternoon
7. De la noche in/of the night
8. La medianoche midnight
9. El mediodía noon
10. Menos minus
11. Por la mañana during the morning
12. Por la tarde during the afternoon
13. Por la noche during the night
14. El reloj the watch/clock
15. Y cuarto quarter
16. Y media half past (30 min)
17. El auditorio auditorium
18. La biblioteca library
19. La cafetería cafetería
20. El gimnasio gymnasium
21. La oficina the office
22. El agua wáter
23. La fruta fruit
24. La hamburguesa hamburger
25. La merienda snack
26. Las papas fritas french fries
27. El refresco refreshment/soft drink
28. La torta sándwich
29. El vaso de the glass of
Monday, October 25, 2010
spanish II Unidad 2 Etapa 1 voc, verbs and project info
Construir (tú construct) Contar chistes (to tell jokes) Saltar la cuerda (to jump rope) Trepar a los arboles (to climb tres)
Yo (I) Construía Contaba Saltaba Trepaba
Tu (you) Construías Contabas Saltabas Trepabas
Él/Ella/Usted (he/she/you (f)) Construía Contaba Saltaba Trepaba
Nosotros (we) construíamos Contábamos Saltábamos Trepábamos
Ellos/Ellas/Ustedes (they (m)(f)/you all construían contaban saltaban trepaban
Dibujar (to draw) Ser (to be) Ir (to go) Ver (to watch)
Yo (I) Dibujaba Era Iba Veía
Tu (you) Dibujabas Eras Ibas Veías
Él/Ella/Usted (he/she/you (f)) Dibujaba Era Iba Veía
Nosotros (we) Dibujábamos Éramos Íbamos Veíamos
Ellos/Ellas/Ustedes (they (m)(f)/you all Dibujaban eran Iban Veían
Caerse (to fall down) Esconderse (to hide) Pelearse (to fight) Aburrirse (to get bored)
Yo (I) me caía escondía peleaba Aburría
Tu (you) te caías escondías peleabas Aburrías
Él/Ella/Usted (he/she/you (f)) se caía escondía peleaba Aburría
Nosotros (we) nos caímos escondíamos peleábamos Aburríamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se caían escondían peleaban Aburrían
Asustarse de (to be scared of) Cansarse (to get tired) Darse cuenta de (to realize) Disculparse (to apologize)
Yo (I) me asustaba cansaba daba Disculpaba
Tu (you) te asustabas cansabas dabas Disculpabas
Él/Ella/Usted (he/she/you (f)) se asustaba cansaba daba Disculpaba
Nosotros (we) nos asustábamos cansábamos dábamos Disculpábamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se asustaban cansaban daban Disculpaban
Divertirse (to enjoy oneself) Enojarse con (to get angry with) Portarse bien/mal (to behave good/bad) Preocuparse por (to worry about)
Yo (I) me divertía enojaba portaba Preocupaba
Tu (you) te divertías enojabas portabas Preocupabas
Él/Ella/Usted (he/she/you (f)) se divertía enojaba portaba Preocupaba
Nosotros (we) nos divertíamos enojábamos portábamos Preocupábamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se divertían enojaban portaban Preocupaban
Reírse (to laugh) Sentirse (to feel) Sonreírse (to smile) Reunirse (to get together)
Yo (I) me reía sentía sonreía Reunía
Tu (you) te reías sentías sonreías Reunías
Él/Ella/Usted (he/she/you (f)) se reía sentía sonreí Reunía
Nosotros (we) nos reíamos sentíamos sonreíamos Reuníamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se reían sentían sonreían Reunión
El juguete –toy
La marioneta- marionette
La muñeca- doll
El muñeco de peluche- stuffed animal
Cuando era niño (a) – when I /he/she was young
Spanish II Unidad 2 Etapa 1 Written/Illustrated Project Essay/Exam due date: ________
Use the vocabulary from this unit 2 section 1 to write in Spanish about your childhood experiences. You can interview a relative or you might already know what they used to do as children. Present your essay and paste it on to a manila folder and include pictures or drawing/decorations. Write two paragraphs a minimum of 10 sentences per paragraph. Use at least 15 different verbs in the Imperfect past tense varying the personal pronouns ( I, he, we, they) and at least 10 nouns from this section. Below is an English/Spanish example. Keep the sentences simple as below using the Spanish you have been learning. Do not type something in English then try to have the computer translate it. I will know you did this and you will receive a zero. If you need to look up one word you can but you will see there are many different word meanings based on context, so read carefully before you choose one.
When I was a little girl my family lived in Mexico. I went to school k-1st in Mexico then attended 1st-12th in Eagle Pass Texas. I used to play with dolls and I would teach them math. I didn’t climb trees but I did jump rope. My friends and I would go out and play hide and seek. I enjoyed drawing and behaved well.
When my brother was little he constructed with Lego’s and would fight with me. His favorite toy was a Star Wars sword. My grandmother worried about us. My mother worked and sang at home. When my family would get together, they would tell jokes and laugh a lot.
Cuando era niña, my familia vivía en México. Fui a la escuela kínder a primero en México y después asistí Primero a 12 grado en Eagle Pass Tx. Yo jugaba con muñecas y les ensenaba matemáticas. No trepaba a los arboles pero si saltaba a la cuerda. Mis amigos y yo salíamos y nos escondíamos. Me divertía dibujar y me portaba bien.
Cuando mi hermano era niño, el construía con legos y se peleaba conmigo. Su juguete favorito era una espada de Star Wars. Mi abuela se preocupaba de nosotros. Mi madre trabajaba y cantaba en casa. Cuando mi familia se reunía, contaban chistes y nos reíamos mucho.
Yo (I) Construía Contaba Saltaba Trepaba
Tu (you) Construías Contabas Saltabas Trepabas
Él/Ella/Usted (he/she/you (f)) Construía Contaba Saltaba Trepaba
Nosotros (we) construíamos Contábamos Saltábamos Trepábamos
Ellos/Ellas/Ustedes (they (m)(f)/you all construían contaban saltaban trepaban
Dibujar (to draw) Ser (to be) Ir (to go) Ver (to watch)
Yo (I) Dibujaba Era Iba Veía
Tu (you) Dibujabas Eras Ibas Veías
Él/Ella/Usted (he/she/you (f)) Dibujaba Era Iba Veía
Nosotros (we) Dibujábamos Éramos Íbamos Veíamos
Ellos/Ellas/Ustedes (they (m)(f)/you all Dibujaban eran Iban Veían
Caerse (to fall down) Esconderse (to hide) Pelearse (to fight) Aburrirse (to get bored)
Yo (I) me caía escondía peleaba Aburría
Tu (you) te caías escondías peleabas Aburrías
Él/Ella/Usted (he/she/you (f)) se caía escondía peleaba Aburría
Nosotros (we) nos caímos escondíamos peleábamos Aburríamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se caían escondían peleaban Aburrían
Asustarse de (to be scared of) Cansarse (to get tired) Darse cuenta de (to realize) Disculparse (to apologize)
Yo (I) me asustaba cansaba daba Disculpaba
Tu (you) te asustabas cansabas dabas Disculpabas
Él/Ella/Usted (he/she/you (f)) se asustaba cansaba daba Disculpaba
Nosotros (we) nos asustábamos cansábamos dábamos Disculpábamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se asustaban cansaban daban Disculpaban
Divertirse (to enjoy oneself) Enojarse con (to get angry with) Portarse bien/mal (to behave good/bad) Preocuparse por (to worry about)
Yo (I) me divertía enojaba portaba Preocupaba
Tu (you) te divertías enojabas portabas Preocupabas
Él/Ella/Usted (he/she/you (f)) se divertía enojaba portaba Preocupaba
Nosotros (we) nos divertíamos enojábamos portábamos Preocupábamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se divertían enojaban portaban Preocupaban
Reírse (to laugh) Sentirse (to feel) Sonreírse (to smile) Reunirse (to get together)
Yo (I) me reía sentía sonreía Reunía
Tu (you) te reías sentías sonreías Reunías
Él/Ella/Usted (he/she/you (f)) se reía sentía sonreí Reunía
Nosotros (we) nos reíamos sentíamos sonreíamos Reuníamos
Ellos/Ellas/Ustedes (they (m)(f)/you all se reían sentían sonreían Reunión
El juguete –toy
La marioneta- marionette
La muñeca- doll
El muñeco de peluche- stuffed animal
Cuando era niño (a) – when I /he/she was young
Spanish II Unidad 2 Etapa 1 Written/Illustrated Project Essay/Exam due date: ________
Use the vocabulary from this unit 2 section 1 to write in Spanish about your childhood experiences. You can interview a relative or you might already know what they used to do as children. Present your essay and paste it on to a manila folder and include pictures or drawing/decorations. Write two paragraphs a minimum of 10 sentences per paragraph. Use at least 15 different verbs in the Imperfect past tense varying the personal pronouns ( I, he, we, they) and at least 10 nouns from this section. Below is an English/Spanish example. Keep the sentences simple as below using the Spanish you have been learning. Do not type something in English then try to have the computer translate it. I will know you did this and you will receive a zero. If you need to look up one word you can but you will see there are many different word meanings based on context, so read carefully before you choose one.
When I was a little girl my family lived in Mexico. I went to school k-1st in Mexico then attended 1st-12th in Eagle Pass Texas. I used to play with dolls and I would teach them math. I didn’t climb trees but I did jump rope. My friends and I would go out and play hide and seek. I enjoyed drawing and behaved well.
When my brother was little he constructed with Lego’s and would fight with me. His favorite toy was a Star Wars sword. My grandmother worried about us. My mother worked and sang at home. When my family would get together, they would tell jokes and laugh a lot.
Cuando era niña, my familia vivía en México. Fui a la escuela kínder a primero en México y después asistí Primero a 12 grado en Eagle Pass Tx. Yo jugaba con muñecas y les ensenaba matemáticas. No trepaba a los arboles pero si saltaba a la cuerda. Mis amigos y yo salíamos y nos escondíamos. Me divertía dibujar y me portaba bien.
Cuando mi hermano era niño, el construía con legos y se peleaba conmigo. Su juguete favorito era una espada de Star Wars. Mi abuela se preocupaba de nosotros. Mi madre trabajaba y cantaba en casa. Cuando mi familia se reunía, contaban chistes y nos reíamos mucho.
Spanish I Unidad 2 Etapa 1 classroom voc. verbs and project information
DESCRIBING CLASSES
At School
la clase
class, classroom
la escuela
school
el examen
test
la lección
lesson
la prueba
quiz
la tarea
homework
School Subjects
el arte
art
las ciencias
science
la computación
computer science
la educación física
physical education
el español
Spanish
los estudios sociales
social studies
la historia
history
el inglés
English
la literatura
literature
las matemáticas
mathematics
la materia
subject
la música
music
DESCRIBING CLASS OBJECTS
el borrador
eraser
la calculadora
calculator
el cuaderno
notebook
el diccionario
dictionary
el escritorio
desk
el lápiz
pencil
el libro
book
la mochila
backpack
el papel
paper
el pizarrón
chalkboard
la pluma
pen
la tiza
chalk
At the Computer
la computadora
computer
la impresora
printer
la pantalla
screen
el ratón
mouse
el teclado
keyboard
SAYING HOW OFTEN
a veces
sometimes
de vez en cuando
oncemucho
often
nunca
never
poco
a little
rara vez
rarely
siempre
always
todos los días
every day
in a while
Estudiar (to study) Ayudar (to help) Buscar (to look for) Contestar (to answer)
Yo (I) estudio ayudo busco contesto
Tu (you) estudias ayudas buscas contestas
Él/Ella/Usted (he/she/you (f)) estudia ayuda busca contesta
Nosotros (we) estudiamos ayudamos buscamos contestamos
Ellos/Ellas/Ustedes (they (m)(f)/you all estudian ayudan buscan contestan
Ensenar (to teach) Entrar (to enter) Esperar (to wait for) LLegar (to arrive)
Yo (I) enseno entro espero llego
Tu (you) ensenas entras esperas llegas
Él/Ella/Usted (he/she/you (f)) ensena entra espera llega
Nosotros (we) ensenamos entramos esperamos llegamos
Ellos/Ellas/Ustedes (they (m)(f)/you all ensenan entran esperan llegan
Llevar (to wear, to carry) Mirar (to look at, to watch) Necesitar (to need) Pasar (to pass)
Yo (I) llevo miro necesito paso
Tu (you) llevas miras necesitas pasas
Él/Ella/Usted (he/she/you (f)) lleva mira necesita pasa
Nosotros (we) llevamos miramos necesitamos pasamos
Ellos/Ellas/Ustedes (they (m)(f)/you all llevan miran necesitan pasan
Preparar (to prepare) Usar (to use)
Yo (I) preparo uso
Tu (you) preparas usas
Él/Ella/Usted (he/she/you (f)) prepara usa
Nosotros (we) preparamos usamos
Ellos/Ellas/Ustedes (they (m)(f)/you all preparan usan
On a manila folder create a bubble map using the vocabulary from Chapter 2:1. Describe your school by listing your classes, what classroom objects you use in each class, write a sentence conjugating different verbs per subject listed. Use pictures or drawings to illustrate the classroom objects (at least 10 pictures/illustrations). A minimum of 7 sentences and 14 classroom object vocabulary words need to be included in the project. Present your project with improved pronunciation, knowing your vocabulary, you can read the Spanish sentences. A written quiz plus this project will be used to assess your learning over this section. Due date for project for A day November 5th for B day November 8th.
MI ESCUELA GATEWAY
EDUCACION FISICA La maestro prepara la leccion. MATEMATICAS Yo miro el pizaron en la clase, tengo mucha tarea. ESPANOL Yo estudio y saco buenas notas.
Pictures of pencils, erasor, calculator Pictures of a diccionary and a pen
ARTE Yo escucho mi musica en la clase
MIS CLASES
CIENCIAS Me gusta la clase de ciencia
HISTORIA El maestro ensena muy bien la clase, tenemos un examen el lunes. INGLES La maestra habla ingles Pictures of books, computer, key board
Picture of paper Picture of a notebook and backpack
At School
la clase
class, classroom
la escuela
school
el examen
test
la lección
lesson
la prueba
quiz
la tarea
homework
School Subjects
el arte
art
las ciencias
science
la computación
computer science
la educación física
physical education
el español
Spanish
los estudios sociales
social studies
la historia
history
el inglés
English
la literatura
literature
las matemáticas
mathematics
la materia
subject
la música
music
DESCRIBING CLASS OBJECTS
el borrador
eraser
la calculadora
calculator
el cuaderno
notebook
el diccionario
dictionary
el escritorio
desk
el lápiz
pencil
el libro
book
la mochila
backpack
el papel
paper
el pizarrón
chalkboard
la pluma
pen
la tiza
chalk
At the Computer
la computadora
computer
la impresora
printer
la pantalla
screen
el ratón
mouse
el teclado
keyboard
SAYING HOW OFTEN
a veces
sometimes
de vez en cuando
oncemucho
often
nunca
never
poco
a little
rara vez
rarely
siempre
always
todos los días
every day
in a while
Estudiar (to study) Ayudar (to help) Buscar (to look for) Contestar (to answer)
Yo (I) estudio ayudo busco contesto
Tu (you) estudias ayudas buscas contestas
Él/Ella/Usted (he/she/you (f)) estudia ayuda busca contesta
Nosotros (we) estudiamos ayudamos buscamos contestamos
Ellos/Ellas/Ustedes (they (m)(f)/you all estudian ayudan buscan contestan
Ensenar (to teach) Entrar (to enter) Esperar (to wait for) LLegar (to arrive)
Yo (I) enseno entro espero llego
Tu (you) ensenas entras esperas llegas
Él/Ella/Usted (he/she/you (f)) ensena entra espera llega
Nosotros (we) ensenamos entramos esperamos llegamos
Ellos/Ellas/Ustedes (they (m)(f)/you all ensenan entran esperan llegan
Llevar (to wear, to carry) Mirar (to look at, to watch) Necesitar (to need) Pasar (to pass)
Yo (I) llevo miro necesito paso
Tu (you) llevas miras necesitas pasas
Él/Ella/Usted (he/she/you (f)) lleva mira necesita pasa
Nosotros (we) llevamos miramos necesitamos pasamos
Ellos/Ellas/Ustedes (they (m)(f)/you all llevan miran necesitan pasan
Preparar (to prepare) Usar (to use)
Yo (I) preparo uso
Tu (you) preparas usas
Él/Ella/Usted (he/she/you (f)) prepara usa
Nosotros (we) preparamos usamos
Ellos/Ellas/Ustedes (they (m)(f)/you all preparan usan
On a manila folder create a bubble map using the vocabulary from Chapter 2:1. Describe your school by listing your classes, what classroom objects you use in each class, write a sentence conjugating different verbs per subject listed. Use pictures or drawings to illustrate the classroom objects (at least 10 pictures/illustrations). A minimum of 7 sentences and 14 classroom object vocabulary words need to be included in the project. Present your project with improved pronunciation, knowing your vocabulary, you can read the Spanish sentences. A written quiz plus this project will be used to assess your learning over this section. Due date for project for A day November 5th for B day November 8th.
MI ESCUELA GATEWAY
EDUCACION FISICA La maestro prepara la leccion. MATEMATICAS Yo miro el pizaron en la clase, tengo mucha tarea. ESPANOL Yo estudio y saco buenas notas.
Pictures of pencils, erasor, calculator Pictures of a diccionary and a pen
ARTE Yo escucho mi musica en la clase
MIS CLASES
CIENCIAS Me gusta la clase de ciencia
HISTORIA El maestro ensena muy bien la clase, tenemos un examen el lunes. INGLES La maestra habla ingles Pictures of books, computer, key board
Picture of paper Picture of a notebook and backpack
Wednesday, October 13, 2010
Span 1 Unidad 1 Etapa 3
la abuela
grandmother
el abuelo
grandfather
los abuelos
grandparents
la hermana
sister
el hermano
brother
los hermanos
brother(s) and sister(s)
la hija
daughter
el hijo
son
los hijos
son(s) and daughter(s), children
la madre
mother
el padre
father
los padres
parents
el (la) primo(a)
cousin
la tía
aunt
el tío
uncle
los tíos
uncle(s) and aunt(s)
Descriptions
joven
young
mayor
older
menor
younger
viejo(a)
old
EXPRESSING POSSESSION
¿De quién es...?
Whose is...?
el (la)... de...
(someone)’s...
Es de...
It’s...
mi
my
tu
your (familiar)
su
your, his, her, its, their
nuestro(a)
our
vuestro(a)
your (plural familiar)
ASKING AND TELLING AGES
Asking About Age
la edad
age
¿Cuántos años tiene...?
How old is...?
Tiene... años.
He/She is...years old.
Numbers from 11 to 100
once
eleven
doce
twelve
trece
thirteen
catorce
fourteen
quince
fifteen
dieciséis
sixteen
diecisiete
seventeen
dieciocho
eighteen
diecinueve
nineteen
veinte
twenty
veintiuno
twenty-one
treinta
thirty
cuarenta
forty
cincuenta
fifty
sesenta
sixty
setenta
seventy
ochenta
eighty
noventa
ninety
cien
one hundred
GIVING DATES
Asking the Date
el año
year
la fecha
date
¿Cuál es la fecha?
What is the date?
Es el... de...
It’s the...of...
Months
el mes
month
enero
January
febrero
February
marzo
March
abril
April
mayo
May
junio
June
julio
July
agosto
August
septiembre
September
octubre
October
noviembre
November
diciembre
December
TALKING ABOUT BIRTHDAYS
el cumpleaños
birthday
felicidades
congratulations
feliz
happy
grandmother
el abuelo
grandfather
los abuelos
grandparents
la hermana
sister
el hermano
brother
los hermanos
brother(s) and sister(s)
la hija
daughter
el hijo
son
los hijos
son(s) and daughter(s), children
la madre
mother
el padre
father
los padres
parents
el (la) primo(a)
cousin
la tía
aunt
el tío
uncle
los tíos
uncle(s) and aunt(s)
Descriptions
joven
young
mayor
older
menor
younger
viejo(a)
old
EXPRESSING POSSESSION
¿De quién es...?
Whose is...?
el (la)... de...
(someone)’s...
Es de...
It’s...
mi
my
tu
your (familiar)
su
your, his, her, its, their
nuestro(a)
our
vuestro(a)
your (plural familiar)
ASKING AND TELLING AGES
Asking About Age
la edad
age
¿Cuántos años tiene...?
How old is...?
Tiene... años.
He/She is...years old.
Numbers from 11 to 100
once
eleven
doce
twelve
trece
thirteen
catorce
fourteen
quince
fifteen
dieciséis
sixteen
diecisiete
seventeen
dieciocho
eighteen
diecinueve
nineteen
veinte
twenty
veintiuno
twenty-one
treinta
thirty
cuarenta
forty
cincuenta
fifty
sesenta
sixty
setenta
seventy
ochenta
eighty
noventa
ninety
cien
one hundred
GIVING DATES
Asking the Date
el año
year
la fecha
date
¿Cuál es la fecha?
What is the date?
Es el... de...
It’s the...of...
Months
el mes
month
enero
January
febrero
February
marzo
March
abril
April
mayo
May
junio
June
julio
July
agosto
August
septiembre
September
octubre
October
noviembre
November
diciembre
December
TALKING ABOUT BIRTHDAYS
el cumpleaños
birthday
felicidades
congratulations
feliz
happy
Spanish 2 unidad etapa 3
DISCUSS WAYS TO COMMUNICATE
Newspapers
el artículo article
el (la) autor(a) author
la crítica criticism, review
la edición edition
el (la) editor(a) editor
el (la) escritor(a) writer
el (la) fotógrafo(a) photographer
el periodismo journalism
el (la) periodista journalist
la tira cómica comic strip
el titular headline
Television
el anuncio commercial
la cámara camera
el canal channel, station
el noticiero news program
el programa program
el reportaje report
el (la) reportero(a) reporter
el (la) televidente viewer
TALK ABOUT THINGS AND PEOPLE YOU KNOW
REACT TO NEWS
¿De veras? Really?
¡No me digas! Don’t tell me!
¿Tú crees? Do you think so?
¡Ya lo sé! I already know!
ASK FOR AND GIVE INFORMATION
la causa cause
de repente suddenly
el detalle detail
estar bien informado(a) to be well informed
el hecho fact
el héroe hero
la heroína heroine
hubo there was, there were
internacional international
el (la) ladrón(ona) thief
local local
las noticias news
rescatar to rescue
el rescate rescue
robar to steal
el robo robbery
Stem-Changing Preterite Verbs
morir (o_ue, u) to die
Ya sabes
competir (e_i, i) to compete
dormir (o_ue, u) to sleep
pedir (e_i, i) to ask for, to order
preferir (e_ie, i) to prefer
repetir (e_i, i) to repeat
servir (e_i, i) to serve
Spelling Changes in the Preterite (i _ y)
creer to believe
leer to read
oír to hear
Ya sabes
conocer to know, to meet
saber to know
Morir to die
Morí
Moriste
Murió
Morimos
Murieron
Competir to compete
Competí
Competiste
Compitió
Competimos
Compitieron
Dormir to sleep
Dormí
Dormiste
Durmió
Dormimos
Durmieron
Pedir to ask for
Pedí
Pediste
Pidió
Pedimos
Pidieron
preferir
preferí
preferiste
prefirió
preferimos
prefirieron
repetir
repetí
repetiste
repitió
repetimos
repitieron
server
serví
serviste
sirvió
servimos
sirvieron
Creer to believe
Creí
Creíste
Creyó
Creímos
Creyeron
Leer to read
Leí
Leíste
Leyó
Leímos
Leyeron
Oír to hear
Oí
Oíste
Oyó
Oímos
Oyeron
Saber- to know something
Supe
Supiste
Supo
Supimos
Supieron
Conocer- to know someone
Conocí
Conociste
Conoció
Conocimos
Conocieron
Newspapers
el artículo article
el (la) autor(a) author
la crítica criticism, review
la edición edition
el (la) editor(a) editor
el (la) escritor(a) writer
el (la) fotógrafo(a) photographer
el periodismo journalism
el (la) periodista journalist
la tira cómica comic strip
el titular headline
Television
el anuncio commercial
la cámara camera
el canal channel, station
el noticiero news program
el programa program
el reportaje report
el (la) reportero(a) reporter
el (la) televidente viewer
TALK ABOUT THINGS AND PEOPLE YOU KNOW
REACT TO NEWS
¿De veras? Really?
¡No me digas! Don’t tell me!
¿Tú crees? Do you think so?
¡Ya lo sé! I already know!
ASK FOR AND GIVE INFORMATION
la causa cause
de repente suddenly
el detalle detail
estar bien informado(a) to be well informed
el hecho fact
el héroe hero
la heroína heroine
hubo there was, there were
internacional international
el (la) ladrón(ona) thief
local local
las noticias news
rescatar to rescue
el rescate rescue
robar to steal
el robo robbery
Stem-Changing Preterite Verbs
morir (o_ue, u) to die
Ya sabes
competir (e_i, i) to compete
dormir (o_ue, u) to sleep
pedir (e_i, i) to ask for, to order
preferir (e_ie, i) to prefer
repetir (e_i, i) to repeat
servir (e_i, i) to serve
Spelling Changes in the Preterite (i _ y)
creer to believe
leer to read
oír to hear
Ya sabes
conocer to know, to meet
saber to know
Morir to die
Morí
Moriste
Murió
Morimos
Murieron
Competir to compete
Competí
Competiste
Compitió
Competimos
Compitieron
Dormir to sleep
Dormí
Dormiste
Durmió
Dormimos
Durmieron
Pedir to ask for
Pedí
Pediste
Pidió
Pedimos
Pidieron
preferir
preferí
preferiste
prefirió
preferimos
prefirieron
repetir
repetí
repetiste
repitió
repetimos
repitieron
server
serví
serviste
sirvió
servimos
sirvieron
Creer to believe
Creí
Creíste
Creyó
Creímos
Creyeron
Leer to read
Leí
Leíste
Leyó
Leímos
Leyeron
Oír to hear
Oí
Oíste
Oyó
Oímos
Oyeron
Saber- to know something
Supe
Supiste
Supo
Supimos
Supieron
Conocer- to know someone
Conocí
Conociste
Conoció
Conocimos
Conocieron
Tutoring
Mandatory tutoring for students who failed the 6 weeks , are currently failing or missing projects/tests. Tutoring will be on Thursdays from 3:30 to 4:30. If a student can’t stay during the designated time, it is his/her responsibility to make other arrangements with Mr. Werlein for tutoring. A log will be kept to record attendance. Tutoring will be in my room, please make transportation arrangements.
Name 10/21 10/28 11/4 11/11
Name 10/21 10/28 11/4 11/11
Sunday, October 3, 2010
spanish 2 Unidad 1 Etapa 2 hw, voc and project
Unidad 1 Etapa 2
el atún tuna
el batido milk shake
el cereal cereal
la crema cream
la fresa strawberry
las galletas cookies
las habichuelas red beans
coloradas
el helado ice cream
los huevos eggs
el jamón ham
el jugo juice
la leche milk
la mantequilla butter
la mantequilla peanut butter
de cacahuate
el melón melón
el plátano verde plantain
el pollo asado roast chicken
los tostones fried plantains
las uvas grapes
el yogur yogurt
Art
el (la) artista artist
las bellas artes fine arts
el (la) escultor(a) sculptor
la escultura sculpture
la exposición exhibit
la galería gallery
la obra work of art
el (la) pintor(a) painter
la pintura painting
el retrato portrait
el talento talent
Review of Present tense stem changing verbs
Recomendar =e-ie (to recommend)
Pedir =e-i (to ask for/order)
Querer= e-ie (to want)
Jugar =u-ue (to play)
Preferir = e-ie (to prefer)
Servir =e-i (to serve)
Remember the pattern for present tense ar verbs: o, as, a, amos, an for er/ir verbs: o es, e, emos, en. Everything stem changes but the we form.
Remember the pattern is for ar=e, aste, o, amos, aron for er/ir is i, iste, io, imos, ieron with accents on the 1st and 3rd person
The verbs below are however Irregular Preterite verbs
Andar=anduve, anduviste, anduvo, anduvimos, anduvieron (to wak/ride)
Estar=estuve…………………(to be)
Poder=pude…………………(to be able to)
Poner=puse…………………..(to put)
Venir=vine……………… (to come)
Querer=quise,…………………………….(to want)
Remember irregular verbs from last section
Ir and ser= fui, fuiste, fue, fuimos, fueron (to go)
Hacer= hice, hiciste, hizo, hicimos, hicieron( to do/make)
Dar=di, diste, dio,dimos, dieron( to give)
Ver=vi, viste, vio, vimos, vieron ( to see/watch)
Traer=traje……………………………(to bring)
Conducir=conduje…………………………..( to drive)
Traducir=traduje…………………….( to translate)
Producir=produje……………………….( to produce)
Homework worksheet over this material due Oct. 4th or 5th depending on A or B
Spanish II Unidad 1 Etapa 2 Project Due date: Oct 6 or 7th (a or b day)
Use 10 different irregular verbs from this section in the past tense to create a fictional story using at least 15 different vocabulary nouns from this section. Present your story in Spanish (not read) using a manila folder to include pictures/illustrations/magazine cut outs/ of your nouns. Your project should have the 10 not conjugated verbs listed throughout but you must conjugate them appropriately, varying personal pronouns during your presentation. Pictures of your nouns if drawn must be colored neatly.
Example story:
I went to a restaurant and wanted a shake and strawberry ice cream but I ordered eggs, ham and grapes. The waiter recommended melon juice but I drank milk. The waiter brought cookies with peanut butter.
The restaurant had a gallery with many artists, paintings, sculptures and portraits. My friends came and I was able to pay. We drove home and I put myself to work.
el atún tuna
el batido milk shake
el cereal cereal
la crema cream
la fresa strawberry
las galletas cookies
las habichuelas red beans
coloradas
el helado ice cream
los huevos eggs
el jamón ham
el jugo juice
la leche milk
la mantequilla butter
la mantequilla peanut butter
de cacahuate
el melón melón
el plátano verde plantain
el pollo asado roast chicken
los tostones fried plantains
las uvas grapes
el yogur yogurt
Art
el (la) artista artist
las bellas artes fine arts
el (la) escultor(a) sculptor
la escultura sculpture
la exposición exhibit
la galería gallery
la obra work of art
el (la) pintor(a) painter
la pintura painting
el retrato portrait
el talento talent
Review of Present tense stem changing verbs
Recomendar =e-ie (to recommend)
Pedir =e-i (to ask for/order)
Querer= e-ie (to want)
Jugar =u-ue (to play)
Preferir = e-ie (to prefer)
Servir =e-i (to serve)
Remember the pattern for present tense ar verbs: o, as, a, amos, an for er/ir verbs: o es, e, emos, en. Everything stem changes but the we form.
Remember the pattern is for ar=e, aste, o, amos, aron for er/ir is i, iste, io, imos, ieron with accents on the 1st and 3rd person
The verbs below are however Irregular Preterite verbs
Andar=anduve, anduviste, anduvo, anduvimos, anduvieron (to wak/ride)
Estar=estuve…………………(to be)
Poder=pude…………………(to be able to)
Poner=puse…………………..(to put)
Venir=vine……………… (to come)
Querer=quise,…………………………….(to want)
Remember irregular verbs from last section
Ir and ser= fui, fuiste, fue, fuimos, fueron (to go)
Hacer= hice, hiciste, hizo, hicimos, hicieron( to do/make)
Dar=di, diste, dio,dimos, dieron( to give)
Ver=vi, viste, vio, vimos, vieron ( to see/watch)
Traer=traje……………………………(to bring)
Conducir=conduje…………………………..( to drive)
Traducir=traduje…………………….( to translate)
Producir=produje……………………….( to produce)
Homework worksheet over this material due Oct. 4th or 5th depending on A or B
Spanish II Unidad 1 Etapa 2 Project Due date: Oct 6 or 7th (a or b day)
Use 10 different irregular verbs from this section in the past tense to create a fictional story using at least 15 different vocabulary nouns from this section. Present your story in Spanish (not read) using a manila folder to include pictures/illustrations/magazine cut outs/ of your nouns. Your project should have the 10 not conjugated verbs listed throughout but you must conjugate them appropriately, varying personal pronouns during your presentation. Pictures of your nouns if drawn must be colored neatly.
Example story:
I went to a restaurant and wanted a shake and strawberry ice cream but I ordered eggs, ham and grapes. The waiter recommended melon juice but I drank milk. The waiter brought cookies with peanut butter.
The restaurant had a gallery with many artists, paintings, sculptures and portraits. My friends came and I was able to pay. We drove home and I put myself to work.
Saturday, September 25, 2010
spanish I Unidad 1 Etapa 2 hw and project
Home work for this section due dates Oct. 1 or Oct. 4th depending on A or B day, Project test grade due Oct. 5th or 6th depending on A or B day as well. The project consists of presenting 10 sentences in Spanish orally and using a manila folder as a poster/prop. There is a choice on the type of presentation, doing it alone or in a group of no more than 3. Students will each need to use the vocabulary from this chapter as well as incorporating some of the vocabulary previously learned. One choice is to either cut out/draw/print etc. the illustrations or choice number two is to model them themselves. Each person in the group will have to know 10 sentences in Spanish and not repeat more than 10 of the same words. They can have key words written in their poster (manila folder)to help them with their presentation. If they need an English outline to follow, they can have that as well. Here is an example in Spanish and English.
Proyecto Español I Unidad 1 Etapa 2 Ejemplo
1. La chica se llama Alejandra, es de Chile.
2. Ella es alta, delgada, y trabajadora.
3. Ella es morena, inteligente y bonita.
4. Ella tiene pelo largo y castaño.
5. Ella tiene ojos azules.
6. Ella lleva una falda blanca y una blusa verde.
7. Ella lleva una bolsa grande amarilla y zapatos negros.
8. Le gusta correr y cantar.
9. Ella tiene un gato cómico, divertido y muy simpático.
10. El gato es anaranjado y café.
1. The girl is called Alejandar, she is from Chile.
2. She is tall, thin and hardworking.
3. She is dark skinned, intelligent and pretty.
4. She has long brown hair.
5. She has blue eyes.
6. She is wearing a white skirt and a green blouse.
7. She is wearing a big yellow bag and black shoes.
8. She likes to run an sing.
9. She has a comical, fun and nice cat.
10.The cat is orange and brown.
Proyecto Español I Unidad 1 Etapa 2 Ejemplo
1. La chica se llama Alejandra, es de Chile.
2. Ella es alta, delgada, y trabajadora.
3. Ella es morena, inteligente y bonita.
4. Ella tiene pelo largo y castaño.
5. Ella tiene ojos azules.
6. Ella lleva una falda blanca y una blusa verde.
7. Ella lleva una bolsa grande amarilla y zapatos negros.
8. Le gusta correr y cantar.
9. Ella tiene un gato cómico, divertido y muy simpático.
10. El gato es anaranjado y café.
1. The girl is called Alejandar, she is from Chile.
2. She is tall, thin and hardworking.
3. She is dark skinned, intelligent and pretty.
4. She has long brown hair.
5. She has blue eyes.
6. She is wearing a white skirt and a green blouse.
7. She is wearing a big yellow bag and black shoes.
8. She likes to run an sing.
9. She has a comical, fun and nice cat.
10.The cat is orange and brown.
Thursday, September 23, 2010
Span I unidad 1 Etapa 2 voc. Sept. 23/24
Span I unidad 1 Etapa 2 voc.
¿Cómo es? What is he/she like?
Alto(a) tall
Bajo(a) short
Bonito(a) pretty
Feo(a) ugly
Delgado(a) thin
Gordo(a) fat
Guapo(a) good looking
Pequeño(a) small
Moreno(a) dark skin
Fuerte strong
Grande big
Tiene he/she has
Pelo hair
Castaño brown
Rubio blonde
Pelirrojo red head
Corto short
Largo long
Ojos eyes
Verdes green
Azules blue
¿Cómo es? What is he/she like?
Alto(a) tall
Bajo(a) short
Bonito(a) pretty
Feo(a) ugly
Delgado(a) thin
Gordo(a) fat
Guapo(a) good looking
Pequeño(a) small
Moreno(a) dark skin
Fuerte strong
Grande big
Tiene he/she has
Pelo hair
Castaño brown
Rubio blonde
Pelirrojo red head
Corto short
Largo long
Ojos eyes
Verdes green
Azules blue
Sunday, September 19, 2010
Spanish II voc. Unidad 1 Etapa 1
comer, hablar, vivir, comenzar, explicar, almorzar, buscar, empezar, jugar, llegar, pagar, practicar, sacar, tocar, dar, hacer, ir, ser, ver, acampar en las montanas, bajar un rio en canoa, cantar en el coro, disfrutar con los amigos, estudiar las artes marciales, jugar al ajedrez, tomar un curso de natación.
customs, airline, travel agent, seat, flight attendant, ticket, luggage, excess luggage, identification, sign, arrival, suitcase, counter, passenger, passport, aisle, pilot, departure, security, window, trip, flight.
Saturday, September 18, 2010
Spanish II
Class Syllabus Español II Señora Tobin
Description:
The course is a continuation of the learning from Spanish I language and culture. It is designed to be used with the National Standards for Foreign Language encompassing Communications, Cultures, Connections, Comparisons and Communities. This book series is interactive.
Spanish II reviews and covers: greetings, likes and dislikes, descriptions, preterit, (regular, irregular, stem changing and spelling changes), Demonstrative, possessive adjective, reflexive verbs, the imperfect, progressive, direct and indirect objects, double object pronouns, formal commands, affirmative and negative tu commands, adverbs, , the subjunctive, comparatives and superlatives, future tense, por and para, weather, travel, food, art, news toys, games, family, transitional words, celebrations, restaurant, things to do, exercise and daily routine, beach, chores, body parts, furniture/house, directions, shopping and clothing, animals and nature, outdoor activities and the environment, jobs, professions, voc.
TEXTBOOK- En Español by McDougal. This series has a multi-media approach that addresses multiple learning styles, provides variety and interest to the learning experience, encourages multiple repetitions of content in different contexts, and facilitates communication.
There are several websites available to students that offer many ways to expand upon what they have learned in class and to test their knowledge of each unit.
McDougal Littell website www.classzone.com Click on “world languages,” “Spanish” “En Español IIA (or IIB),” the unit and the “etapa” you wish to review. This website contains online flashcards with a native speaker that pronounces each vocabulary term as well as self-quizzes to serve as a “check.” Also, you may wish to use the online workbook section for more vocabulary or grammar practice at three different levels of difficulty. Go to www.classzone.com. Click on “world languages,” “Spanish,” and “En Español IIA (or IIB).” Click on the arrow next to “Student Tools” and choose “Online Workbook.” Then pick the “unidad” you wish to work on. Then you can decide what “Etapa,” “gramática” or “vocabulario” you wish to work on and at what level.
Class structure/atmosphere/procedures: Students will greet me at the door in Spanish. Respect will be modeled by everyone including the teacher. We will stand up and greet in Spanish any adult visitors to our classroom. Rules will be established by both students and teachers in collaboration, the first day of school. Students will be exposed to diverse teaching/learning methodologies and will be guided to do a lot of oral practices, recitations, group work, role plays, use/listen to music, dance; play games write and read in Spanish. Technology will be used often and culture exposure will come in forms of readings, eating Mexican foods, celebrating birthdays by singing in Spanish, creating authentic arts and crafts, videos etc. Assessments of Language Acquisition (testing) will come in many forms to include a variety of projects, written and oral tests every 5 days at end of section. Students should study a min. of 15min a day their vocabulary and grammar.
ORAL PARTICIPATION (Pesos) POINTS
Participation points are earned in the following ways: L.O. (Lenguaje Oral or Oral Language) Most of the participation points will be earned by knowing and correctly pronouncing a Spanish word or words given to them at the beginning of class. Students will be given 5-6 words or phrases each night to memorize and recite in class. 2 pesos (points) will be given if the answer is correct and without hesitation. 1 point will be given if the answer is correct but slow or if there is one pronunciation error. No points will be given for incorrect answers or answers with more than one pronunciation error. More pesos will be earned throughout the week by participating in class.
REQUIRED MATERIALS
· COVERED textbook
· 2” binder (any color can be share with other subjects) with dividers labeled as follows:
· Apuntes - Notes
· Tarea – Homework
· Examen/proyectos- Tests and projects
· Loose-leaf notebook paper, pen/pencil/personal sharpener/eraser
· 10 manila folders
· Markers
ABSENCES (MAKE-UP WORK)/STUDY BUDDIES
You are responsible for finding out what you missed during your absence.
1. Check the tray for any worksheets or in-class work you missed.
2. You have one day for every day of absence to make-up your work. For example, if you missed Monday, you would pick up your work on Tuesday and it would be due on Wednesday.
3. Any quiz or test/project/presentation that is missed must be made up as soon as possible after your return. Quizzes or tests must be made up before or after school.
4. Each student will have a “study buddy” from class. If a student is absent, his or her “study buddy” will copy assignments, take classroom notes, pick-up handouts, and call the absent student with information about what was missed. If you are absent and your “study buddy” does not call you, you should contact him or her. It is easy to get behind and feel lost and frustrated in a foreign language class when you are absent. Having a “study buddy” to help explain what went on while you were absent will relieve some of the frustration you may feel due to missing class.
5. If you are absent the day before a test or quiz or if you have a pre-arranged absence, you must still take the test or quiz the next day with the rest of the class. If you do not have your materials at home with you, find someone to bring them to you so you can study.
GRADES
Grades will be determined by the use of the following categories and percentages. Parents can check parent connect to keep informed of their child’s progress.
Quizzes/Tests/Projects/Presentations - 70%
Oral Participation - 15%
Homework - 15%
Grading Scale:
A 90-100%
B 80-89%
C 75-79%
D 70-74%
F 69% or below
Mrs. Tobin: Spanish I
Mrs. Tobin: Spanish I: "
Señora Tobin
Description:
The course is an introduction to Spanish language and culture. It is designed to be used with the National Standards for Foreign Language encompassing Communications, Cultures, Connections, Comparisons and Communities. This book series is interactive.
Spanish 1 covers: greetings, numbers, days, likes and dislikes, descriptions, clothing, family, months, possession, classes and class objects, schedules, time, questions, food, places, invitations, talking on phone, expressing feelings, sports, making comparisons, weather, transportation, directions, commands, shopping, daily routines and grooming, chores, house, persuasion, and grammar verb tenses such as present, present participles, preterit, (regular, irregular, stem changing and spelling changes), adjectives and adverbs.
TEXTBOOK- En Español by McDougal. This series has a multi-media approach that addresses multiple learning styles, provides variety and interest to the learning experience, encourages multiple repetitions of content in different contexts, and facilitates communication.
There are several websites available to students that offer many ways to expand upon what they have learned in class and to test their knowledge of each unit.
McDougal Littell website www.classzone.com Click on “world languages,” “Spanish” “En Español IA (or IB),” the unit and the “etapa” you wish to review. This website contains online flashcards with a native speaker that pronounces each vocabulary term as well as self-quizzes to serve as a “check.” Also, you may wish to use the online workbook section for more vocabulary or grammar practice at three different levels of difficulty. Go to www.classzone.com. Click on “world languages,” “Spanish,” and “En Español IA (or IB).” Click on the arrow next to “Student Tools” and choose “Online Workbook.” Then pick the “unidad” you wish to work on. Then you can decide what “Etapa,” “gramática” or “vocabulario” you wish to work on and at what level.
Class structure/atmosphere/procedures: Students will greet me at the door in Spanish. Respect will be modeled by everyone including the teacher. We will stand up and greet in Spanish any adult visitors to our classroom. Rules will be established by both students and teachers in collaboration, the first day of school. Students will be exposed to diverse teaching/learning methodologies and will be guided to do a lot of oral practices, recitations, group work, role plays, use/listen to music, dance; play games write and read in Spanish. Technology will be used often and culture exposure will come in forms of readings, eating Mexican foods, celebrating birthdays by singing in Spanish, creating authentic arts and crafts, videos etc. Assessments of Language Acquisition (testing) will come in many forms to include a variety of projects, written and oral tests every 5 days at end of section. Students should study a min. of 15min a day their vocabulary and grammar.
ORAL PARTICIPATION (Pesos) POINTS
Participation points are earned in the following ways: L.O. (Lenguaje Oral or Oral Language) Most of the participation points will be earned by knowing and correctly pronouncing a Spanish word that is said to students at the start of class. Students will be given 5-6 words or phrases each night to memorize and recite. 2 pesos (points) will be given if the answer is correct and without hesitation. 1 point will be given if the answer is correct but slow or if there is one pronunciation error. No points will be given for incorrect answers or answers with more than one pronunciation error. More pesos will be earned throughout the week by participating in class.
· COVERED textbook
· 2” binder (any color, can be shared with other subjects) with dividers labeled as follows:
· Apuntes - Notes
· Tarea – Homework
· Examen/proyectos- Tests and projects
· Loose-leaf notebook paper, pen/pencil/personal sharpener/eraser
· 10 manila folders
· Markers
ABSENCES (MAKE-UP WORK)/STUDY BUDDIES
You are responsible for finding out what you missed during your absence.
1. Check the tray for any worksheets or in-class work you missed.
2. You have one day for every day of absence to make-up your work. For example, if you missed Monday, you would pick up your work on Tuesday and it would be due on Wednesday.
3. Any quiz or test/project/presentation that is missed must be made up as soon as possible after your return. Quizzes or tests must be made up before or after school.
4. Each student will have a “study buddy” from class. If a student is absent, his or her “study buddy” will copy assignments, take classroom notes, pick-up handouts, and call the absent student with information about what was missed. If you are absent and your “study buddy” does not call you, you should contact him or her. It is easy to get behind and feel lost and frustrated in a foreign language class when you are absent. Having a “study buddy” to help explain what went on while you were absent will relieve some of the frustration you may feel due to missing class.
5. If you are absent the day before a test or quiz or if you have a pre-arranged absence, you must still take the test or quiz the next day with the rest of the class. If you do not have your materials at home with you, find someone to bring them to you so you can study.
Quizzes/Tests/Projects/Presentations - 70%
Oral Participation - 15%
Homework - 15%
Grading Scale:
A 90-100%
B 80-89%
C 75-79%
D 70-74%
F 69% or below
Subscribe to:
Comments (Atom)