Submitted by kimber on
-We reviewed the use of "gustar" to talk about what activities we like to do.
-We practiced conversation questions in partners.
-Students shared sentences from their homework.
-HOMEWORK: None. Today is the end of 2nd quarter; 3rd quarter will begin on Wed Jan 23.
Submitted by kimber on
-We reviewed use of present tense verbs, specifically how to answer questions addressed to you.
-We discussed the reading on Velazquez and looked at his art.
-Students were given instructions for a project that will be due in the upcoming weeks. (see attachment)
-HOMEWORK: Students should begin thinking about the topic for their project.
Submitted by Nikki on
In January and part of February, we will be studying various aspects of Costa Rica (culture, food, music, geography). We will also be reviewing the verbs we know so far.
Students read an article about Costa Rica and wrote down 5 interesting things they learned. We read article aloud to practice pronunciation and students summarized paragraphs. Students wrote several words in their diccionario personal, incluso:
* cadena
* cordillera
* escala
* anfitrión
* llenar
We went over factual information about Costa Rica.
* La capital de Costa Rica se llama San Jose.
* Costa Rica tiene una temporada seca, de diciembre hasta abril.
* En la capital, la temperatura general es 23 grados centigrado.
* Costa Rica tiene un volcán se llama Arenal que es uno de los volcanes más activo del mundo.
Portia presented her verb: imperfect, and included conjugation information, irregulars and when it is used.
Tarea: students need to be ready to present their mini lesson about their verb tense.
Submitted by Nikki on
Students arrived and wrote in their notebook words and people that remind them of peace as well as things that go against peace. We came up with list:
Paz:
símbilos de la paz
hippies
paloma
amigos
sueño
contra la paz:
violencia
guerra
esclavitud
ejército militar
We also talked about people who worked for peace (as we have MLK Jr. day coming up this month) and against it.
We watched a video called Sadako y las mil grullas de papel
Students answered some questions about the story.
Each student got a piece of origami paper and wrote down their name and a message of peace. As a group, we started to learn how to make paper cranes given instructions in Spanish.
Tarea: 5 sentences about a person who worked for peace. (MLK Jr. nació el 15 de enero de 1929 en Atlanta).
Submitted by Nikki on
Students had a list of opposite words they had to match. We went over the list and made up sentences. We reviewed some confusing words from last class (conocer vs. saber)
Students presented the country they want to learn about and why. Based on student presentations, we will study Costa Rica. We went over different aspects of the country that we will focus on (history, culture, food, people, music, tourist destinations).
Tarea: we will be doing some work reviewing verbs so each student in the next few weeks will present a mini-lección on a type of verb and an activity or drill to give students practice. Options:
* presente
* presente progresivo
* futuro próximo (ir a + infinitivo)
* perfecto de indicativo
* pretérito
* imperfecto
Submitted by Nikki on
Students spent 5 minutes writing in their notebook what they did during their vacation.
In Spanish, they lined up by birthday, asking:
¿Cuándo es tu cumpleaños?
Mi cumpleaños es el 10 de marzo.
With the person next to them, they had a 5 minute conversation talking about their winter break.
They were given attached reading comprehension activity (about trips, which they were studying before break) and asked questions on second page.
Tarea: if students didn't finish reading comprehension questions, they need to finish it for homework.
Submitted by Nikki on
Students arrived and wrote for 5 minutes about their breaks.
In pairs, students discussed what they did over break with a partner.
As a group, we talked about several verbs that can be confusing:
perder y ganar/encontrar (to lose and to win/to find)
encontrarse vs conocer (to meet up with vs. to meet someone for the first time)
conocer vs saber (to know somebody/something/a place vs to know information)
Our next unit is going to be studying a specific Spanish-speaking country and learning about festivals, cities, language, food and any other interesting aspects to the place. The whole class will be studying one country in depth. After this unit, students will be paired up with a Spanish-speaker and will be conducting an interview to learn about how the person learned Spanish (if not a native speaker) and information about what Spanish-speaking countries in which they have spent time.
Tarea: present what country you want to learn about and why. The presentation doesn't have to be written down, but be prepared to talk for 3-5 minutes about what interests you about the country you're presenting about.
Submitted by Nikki on
Submitted by Nikki on
¿Por qué vienen a los EEUU los inmigrantes?
¿Qué quieren?
¿Qué quieren para los hijos?
¿Cómo es la vida de un inmigrante diferente de su vida en su país natal?
¿Qué barreras tienen?
Submitted by kimber on
-We finished presentations today.
-No homework..Have a nice holiday break!