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Repaso y actividad auditiva

Submitted by Nikki on

Class Activities: 

Repaso (números, ser, estar, hay, tener)

Students arrived and wrote the following numbers in Spanish.
1. 100
2. 75
3. 342
4. 783
5. 1999

We are going to spend some time reviewing some concepts students may have learned in the past but may have forgotten or need a little practice with. We started reviewing numbers. Review below:
20 veinte
30 treinta
40 cuarenta
50 cincuenta
60 sesenta
70 setenta
80 ochenta
90 noventa
100 cien
200 doscientos
300 trescientos
400 cuatrocientos
500 quinientos
600 seiscientos
700 setecientos
800 ochocientos
900 novecientos
1000 mil

We also reviewed the most basic Spanish verbs:

  • hay -- there is/there are
  • ser -- to be (permanente). We use ser with nationalities, professions, and physical and personality traits. Conjugations: soy, eres, es, somos, son
  • estar -- to be (temporal). We use estar with temporary states of being -- emotion, health, location. Conjugations: estoy, estás, está, estamos, están
  • tener -- to have. Used to talk about things we have as well as the following uses: tener sed/hambre (to be thirsty/hungry, literally to have thirst/hunger), tener calor/frio (to be hot/cold), tener + años (I have 12 years = I am 12 years old).

Listening activity: animals

Students received the attached form with pictures of animals. We talked about what animals they know in Spanish and they labeled all of the animal names under the animal heading. We listened to someone talking about animals and describing them. Students were to make sure they wrote the name of the animal and write down anything else they understood. The audio is attached.

Tarea: review numbers and verbs hay, ser, estar, tener including conjugations.

Class topics: 
tener
ser
estar
animales
números
Fluency level: 
Beginner

Repaso general

Submitted by Nikki on

Class Activities: 

Class today was to practice speaking as well as reviewing some previous concepts like telling time.

Students wrote out complete sentences for the following questions:
¿Qué hora es?
7:45
10:15
1:45
5:12
6:50
¿A qué hora?
2:23
1:30
7:00
12:00
11:55

In pairs students were given the attached worksheets and using each of their clues, they had to figure out who lives where, what they study and where they're from.

Tarea: we'll be having a quick quiz with vocabulary around body parts and yoga on Thursday. Students should study attached vocabulary.

Fluency level: 
Intermediate

Palabras opuestas y lotería: 11/22

Submitted by Nikki on

Class Activities: 

Students arrived and paired up with opposite lists (attached). They had to find and match up opposite words (grande/pequeño, alto/bajo). We went through the list and came up with sentences using the words.

Students got a Lotería card made from the yoga positions we've been learning about in class. I read the directions about each position and students marked off any cards that were described.

Tarea: students are to complete the attached level test without using notes. The test doesn't count for class grades -- it's just a level test to see what we should work on.

Fluency level: 
Intermediate

Opposite words and art project 11/23

Submitted by Nikki on

Class Activities: 

Students arrived and each got a list of words. Partner A and B were matched up and had to match up their opposite words. On one list is the word grande while the other list includes pequeño. Students went through and matched up their words. For students who were gone, please print the attach sheets and complete one sheet writing down all the opposite words.

We went through all the words as a class and came up with sentences and questions for the words.

We did a quick art project using a Spanish-language newspaper, lucha libre characters and loteria cards. Students made a collage that they will use as the first page of their folders.

Tarea: no hay

Fluency level: 
Beginner

Before School: La comida (11/23)

Submitted by kimber on

Class Activities: 

-Students began class by writing down seven foods they like, and three they do not like.
-After writing the lists, we practiced conversational skills by discussing which foods we wrote down.
-We reviewed the conjugation of the verb "gustar", and how to express preferences (see previous lesson for attachment on "gustar")
-Students learned how to use the verb "encantar", which can mean "to love". It functions the same as the verb "gustar".
-Students completed a worksheet practicing how to discuss foods they like or love.
-No homework was given. Students should be continuing to study the vocabulary list of food from last week (see previous lesson for attachment)

Class topics: 
gustar
food
Fluency level: 
Beginner

Conversación: introductions 11/18

Submitted by Nikki on

Class Activities: 

Students wrote questions for the following responses:
* Tengo 14 años (¿Cuántos años tienes?)
* Me llamo Nikki. (¿Cómo te llamas?)
* Soy de Colorado. (¿De dónde eres?)
* Me gusta esquiar y hacer trekking. (¿Qué te gusta hacer?)

Final group shared their dialogue they had written between a Logan and exchange student.

Students learned how to introduce someone to someone else.

Te presento a Sarah (or if you are introducing someone to a group of people "Les presento a Sarah"). Students practiced introductions at their tables, introducing one person and talking a bit about them. Te presento a Sarah. Es estudiante en Logan y le gusta bailar. Tiene 2 hermanos.

Finally, students were given a picture of an apartment building. In pairs, each student was given a list of clues so they could piece together who lives where. For students who were missing, I can give you a copy on Wednesday that you can do as homework.

Tarea: complete activity with who lives in what apartment building, what they study, and their nationality.

Class topics: 
introductions
Fluency level: 
Beginner

Expresando opiniones 11/17

Submitted by Nikki on

Class Activities: 

Students translated the following sentences using command verbs and yoga vocabulary:
1. Put your hands on your knees.
2. Stretch your arms in the opposite direction.
3. Roll your neck to the left.
4. Put your palms together.
5. Separate your hands.

As a group, we came up with some phrases to express opinions.
* En mi opinión...
* (no) estoy de acuerdo
* Creo que = pienso que
* Tiene(s) razón

Students were given cards with different questions and conversation topics. Incorporating the above vocabulary, they shared their opinions/ideas about different topics, including travels, education and likes/dislikes.

Tarea: write a text about a trip to a Spanish speaking country you've taken or would like to take. Include what activities you did/would like to do and any other relevant details.

Before School: La comida (11/18)

Submitted by kimber on

Class Activities: 

-Students took a quiz. If you were absent, please see me about setting up a time to take the quiz.
-Students were given a vocabulary list with words relating to food, drinks, and restaurants (see attachment for list)
-We discussed how to express preference with the verb “gustar”. We looked at the different ways to conjugate the verb according to the speaker and the subject you are speaking about (see attachment for study sheet on “gustar”)
-For homework, students are to study the vocabulary list in order to be prepared for class activities.

Class topics: 
gustar
food
Fluency level: 
Beginner

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