Submitted by kimber on
-Students reviewed days of the week and how to say the date in Spanish.
-We practiced more with the letters of alphabet and their sounds.
-In partners, students spelled names of South American cities out loud to one another.
-HOMEWORK: Students should study for the oral quiz for Friday.
Submitted by Nikki on
Students completed the exercise below as their first topic (based on 10 minute review from last class).
Traduce:
our friends ____________________
my grandparents ____________________
our classes ____________________
he ____________________
you guys ____________________
el o la:
______ problema
______ teléfono
______ acción
______ casa
______ ciudad
Our 10 minute review today was about verbs:
hay -- there is/there are. Ej. Hay 12 estudiantes en la clase de español.
¿hay? -- are there/is there/ Ej. ¿Hay muchos estudiantes en la clase de español?
no hay -- there aren't. Ej. No hay elefantes en Logan.
Tener -- to have
(yo) tengo -- I have
(tú) tienes -- you have
(él/ella/usted) tiene -- he has
(nosotros) tenemos -- we have
(ellos/ustedes) tienen -- they have
ser -- to be (permanent characteristics)
soy
eres
es
somos
son
estar -- to be (temporary state)
estoy
estás
está
estamos
están
gustar -- to be pleasing to
We talked about how gustar (and a group of verbs) are different than regular verbs where we are doing the action. Instead of thinking of "I like ice cream", in Spanish think "ice cream is pleasing to me". If students are confused, feel free to come in early Friday or read this information about gustar.
me
te
le
nos
les
gusta/gustan
We played a review game based on vocabulary students had studied over the weekend (ropa, colores, formas, lugares en la ciudad).
For students who weren't here last week, here is the 10 minute review we worked on:
How do you know whether a word has a masculine or feminine article (el/la)?
el --> words ending in -o (teléfono, perro) and words ending in -ma (problema, sistema, programa)
la --> words ending in -a (mesa, persona) and -ción (situación, educación) and -tad/dad (libertad, ciudad).
What preposition do you use to talk about possessing something?
mi/mis (my)
tu/tus (your)
su/sus (his)
nuestro/a/os/as (our)
su/sus (their)
Whether or not we use the singular (mi) or plural (mis) depends on the item possessed.
ej. Mi amigo.
Mis amigos.
Finally, we quickly reviewed personal pronouns.
yo (I)
tú (you)
él (he)
ella (she)
usted (you formal)
nosotros (we)
ellos (they)
ustedes (you all)
Tarea: students should study both of our ten minute reviews (information directly above plus verbs we worked on today). Make flashcards of the verbs.
Submitted by Nikki on
Students arrived and quizzed their partner on vocabulary from their personal dictionaries.
To practice listening comprehension and to learn some new vocabulary, we listened to Pasos de gigantes by Bacilos and students filled out missing lyrics (attached). This activity ended up taking longer than expected so we didn't get to our discussion of Lucha Libre.
tarea: short biography (en español) of famous luchador. Each student will quickly present what they learned about luchador.
Submitted by Nikki on
Students received an information gap activity where they worked with a partner and had to describe pictures. Students compared results.
We are going to spend 10 minutes in each class for the next few weeks reviewing concepts from the past. We reviewed: rules for masculine/feminine nouns, possessive prououns (my, your, his), personal pronouns (I, you, he).
In teams, students competed answering questions about review material vocabulary they had studied for homework (members of the family, things in a school, days, months).
Tarea: review several more review vocabulary topics: colors, places in a city, and shapes.
Submitted by Nikki on
Students arrived and wrote down all of the body parts they remember. We went over some of the less common body parts (codo, muñeca, cejas) and played Simon dice. Students are going to take turns being the leader of this game in the next few weeks. We went over some frases hechas (idiomatic expressions) in Spanish using body parts. A full list of idioms related to the body are here, but we talked about 7 of them.
Students made posters for the classroom using vocabulary and phrases we need in class. Each student had a specific theme that their poster was to be about (verb conjugations, ordinal numbers, connecting words, etc.).
Tarea: if students haven't already done this, next class we are going to talk about Lucha Libre so students need to come to contribute to a conversation about what it is, who are some important wrestlers, how it works, etc.
Submitted by kimber on
-Students took a quiz on months of the year and numbers.
-We reviewed our discussion on Mexican Independence Day. Students practiced responding to questions in Spanish with complete sentences.
-Students finished presenting their mini-lessons to the class.
-HOMEWORK: Students have no homework.
Submitted by kimber on
-Students practiced translating Spanish phrases and words into English.
-We reviewed the alphabet and sounds in Spanish. Students practiced writing out words as I spelled each letter. (*copies can be found outside my classroom)
-Students worked in groups spelling out various words to each other in Spanish.
-HOMEWORK: Practice the alphabet sounds at home, especially if you are having trouble in class.
Submitted by kimber on
-We reviewed our discussion on Mexican Independence Day.
-Students practiced conversational skills in partners.
-We talked about how to conjugate the verb "tener" (to have), in order to say I have, you have, she has, etc. We will go over this again next week.
-We will be having an oral quiz on Tuesday on conversation questions. Practice at home to be prepared.
-HOMEWORK: Study for oral quiz.
Submitted by kimber on
-Students practiced talking about the days of the week in Spanish.
-Students learned the history of Mexican Independence Day and completed a worksheet about it (see attachment).
-We celebrated the holiday the same way Mexicans do, by going outside with our noisemakers and shouting together, "Viva Mexico!"
-Students tried different types of Mexican candy and listened to Mariachi music in celebration of the holiday.
-HOMEWORK: Students must complete a worksheet about Mexican Independence Day (see attachment).
Submitted by kimber on
-Students practiced saying dates in Spanish.
-Students learned the history of Mexican Independence Day and completed a reading in Spanish of an interview (see attachment for reading and guide).
-We celebrated the holiday the same way Mexicans do, by going outside and shouting together, "Viva Mexico!"
-Students will have a quiz on Friday over months of the year and numbers.
-HOMEWORK: Students must complete a worksheet about the reading we went over in class (see attachment). They should also study for the quiz.