Spanish II:
Worked on project in the lab.
Due tomorrow at the end of class.
Spanish III/IV:
Main clauses/subjunctive/command challenge.
Will post homework below...
Thursday, March 29, 2012
Subjunctive Notes
http://www.studyspanish.com/lessons/subj1.htm
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
Wednesday, March 28, 2012
Wednesday, March 28
Spanish II:
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Tuesday, March 27, 2012
Tuesday, March 27
Spanish II:
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Monday, March 26, 2012
Monday, March 26
Spanish II:
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
Friday, March 23, 2012
March 19 to March 23
Name: Nathan Whittle
Course: Spanish II
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will be able to express how they feel and give and take advice on how to get better. 1. Dialog Activity
2. Dialog on the board, students line up in two lines and perform the dialog two at a time.
3. Teacher erases words as they go. 1. Performance of the dialog. Looking for reduced wait time in the conversation.
Tuesday Same as Monday
1. Entry Task
2. Dialog Activity
3. Partners, one is a doctor, the other a patient. Rotate through the class. 1. ET, looking for understanding of Spanish using target vocab and structures.
Wednesday Same
1. Bingo writing game using the structures.
2. Exit Ticket.
a. Student gets one square from bingo and writes it on the exit ticket. 1. Looking for correct written structures and writing fluency.
Thursday Same
1. Texting game.
2. This is a silent dialog, where they use the whiteboards and pretend that they are their phones. No real texting is happening. 1. Observations of individual whiteboards looking for same as yesterday.
Friday Same
1. TPRS Leading into the writing workshop/project.
2. Practice writing dialogs. Surround sound and same as yesterday.
Name: Nathan Whittle
Course: Spanish III/IV
Unit: Cuando era un niño pequeño.
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Student will be able to use the imperfect tense to discuss how they were when they were little. 1. TPR with verbs and imperfect tense.
2. Challenge with conjugations.
3. Exit task. Students write down what teacher acts out. Challenge and correct responses to exit task.
Tuesday Same 1. Entry Task
2. TPR Challenge with speaking new verbs in imperfect tense. Entry task and challenge, looking for correct use of advanced structure.
Wednesday Same 1. Bingo game with Verbs and imperfect tense. Same as yesterday.
Thursday Same 1. Q and A with how they were when they were little, etc. 1. Surround sound looking for reduced processing time.
Friday Students will rewrite their power points focusing on advanced structures. 1. Work on song presentations. Begin next Friday. Power points, looking for writing fluency and advanced structures.
Course: Spanish II
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will be able to express how they feel and give and take advice on how to get better. 1. Dialog Activity
2. Dialog on the board, students line up in two lines and perform the dialog two at a time.
3. Teacher erases words as they go. 1. Performance of the dialog. Looking for reduced wait time in the conversation.
Tuesday Same as Monday
1. Entry Task
2. Dialog Activity
3. Partners, one is a doctor, the other a patient. Rotate through the class. 1. ET, looking for understanding of Spanish using target vocab and structures.
Wednesday Same
1. Bingo writing game using the structures.
2. Exit Ticket.
a. Student gets one square from bingo and writes it on the exit ticket. 1. Looking for correct written structures and writing fluency.
Thursday Same
1. Texting game.
2. This is a silent dialog, where they use the whiteboards and pretend that they are their phones. No real texting is happening. 1. Observations of individual whiteboards looking for same as yesterday.
Friday Same
1. TPRS Leading into the writing workshop/project.
2. Practice writing dialogs. Surround sound and same as yesterday.
Name: Nathan Whittle
Course: Spanish III/IV
Unit: Cuando era un niño pequeño.
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Student will be able to use the imperfect tense to discuss how they were when they were little. 1. TPR with verbs and imperfect tense.
2. Challenge with conjugations.
3. Exit task. Students write down what teacher acts out. Challenge and correct responses to exit task.
Tuesday Same 1. Entry Task
2. TPR Challenge with speaking new verbs in imperfect tense. Entry task and challenge, looking for correct use of advanced structure.
Wednesday Same 1. Bingo game with Verbs and imperfect tense. Same as yesterday.
Thursday Same 1. Q and A with how they were when they were little, etc. 1. Surround sound looking for reduced processing time.
Friday Students will rewrite their power points focusing on advanced structures. 1. Work on song presentations. Begin next Friday. Power points, looking for writing fluency and advanced structures.
Friday, March 16, 2012
March 8, 9, 12, 16
Spanish II
Independent study unit in the computer lab. Instead of doing worksheets, you will be using a computer website that is interactive, has lessons, and will give you instant feedback on your progress. You are required to take notes, by hand, on each lesson. Then take the basic quiz A, using your notes, until you get 100%. Then print off the page that says you got a 100% and then turn them in on Friday, March 16. You may want to do some at home if four days in the lab isn't enough.
website: studyspanish.com
click: grammar
Go to: Unit Four
Do: Lessons 40-50
Spanish III/IV:
In the computer lab doing the power point presentations for your song presentation. Must be done completely in Spanish. Use the questions that are provided to make your powerpoint, to write the actual presentations.
Primera Pantalla:
1. El nombre de la canción.
2. El nombre del cantante o grupo.
3. Una foto del cantante o del grupo.
Segunda Pantalla:
1. Nombre Completo del cantante o los cantantes del grupo.
a. Datos importantes sobre el cantante o los cantantes del grupo.
b. ¿Qué edad tiene? ¿Cuál es su fecha de nacimiento?
c. ¿Dónde nació?
d. Describe a su familia.
Tercera Pantalla:
1. Datos Interesantes sobre el cantante o los cantantes del grupo.
a. Premios ganados
b. Caridades
c. Fechas notables.
d. Otras cosas interesantes tal como cuentos de su vida.
Cuarta Pantalla:
1. La historia de la canción.
a. ¿Quién la escribió?
b. ¿Cuándo fue publicada?
c. ¿Cuál sello disquero se la publicó?
d. ¿En la lista de éxitos de música, en cuál lugar debutó la canción?
e. ¿En la lista de éxitos de música, hasta dónde llegó la canción?
f. ¿Por qué fue escrita? ¿Hay una historia detrás de la canción?
Quita Pantalla:
1. ¿Por qué escogiste esa canción?
2. Tus pensamientos de la canción.
Sexta Pantalla:
1. Expresiones Idiomáticas
a. La frase en Español
b. La traducción literal en Inglés
c. La expresión idiomática del Inglés, o sea, como diríamos la expresión en Inglés.
Séptima Pantalla:
1. ¡Disfruten!
2. Otra foto.
Octava Pantalla:
1. Otras canciones en Español que recomiendas. (Las que, de verdad, has escuchado).
Independent study unit in the computer lab. Instead of doing worksheets, you will be using a computer website that is interactive, has lessons, and will give you instant feedback on your progress. You are required to take notes, by hand, on each lesson. Then take the basic quiz A, using your notes, until you get 100%. Then print off the page that says you got a 100% and then turn them in on Friday, March 16. You may want to do some at home if four days in the lab isn't enough.
website: studyspanish.com
click: grammar
Go to: Unit Four
Do: Lessons 40-50
Spanish III/IV:
In the computer lab doing the power point presentations for your song presentation. Must be done completely in Spanish. Use the questions that are provided to make your powerpoint, to write the actual presentations.
Primera Pantalla:
1. El nombre de la canción.
2. El nombre del cantante o grupo.
3. Una foto del cantante o del grupo.
Segunda Pantalla:
1. Nombre Completo del cantante o los cantantes del grupo.
a. Datos importantes sobre el cantante o los cantantes del grupo.
b. ¿Qué edad tiene? ¿Cuál es su fecha de nacimiento?
c. ¿Dónde nació?
d. Describe a su familia.
Tercera Pantalla:
1. Datos Interesantes sobre el cantante o los cantantes del grupo.
a. Premios ganados
b. Caridades
c. Fechas notables.
d. Otras cosas interesantes tal como cuentos de su vida.
Cuarta Pantalla:
1. La historia de la canción.
a. ¿Quién la escribió?
b. ¿Cuándo fue publicada?
c. ¿Cuál sello disquero se la publicó?
d. ¿En la lista de éxitos de música, en cuál lugar debutó la canción?
e. ¿En la lista de éxitos de música, hasta dónde llegó la canción?
f. ¿Por qué fue escrita? ¿Hay una historia detrás de la canción?
Quita Pantalla:
1. ¿Por qué escogiste esa canción?
2. Tus pensamientos de la canción.
Sexta Pantalla:
1. Expresiones Idiomáticas
a. La frase en Español
b. La traducción literal en Inglés
c. La expresión idiomática del Inglés, o sea, como diríamos la expresión en Inglés.
Séptima Pantalla:
1. ¡Disfruten!
2. Otra foto.
Octava Pantalla:
1. Otras canciones en Español que recomiendas. (Las que, de verdad, has escuchado).
Thursday, March 15, 2012
Feb 27 & 28, and March 7, 13, 14, 15
Spanish II:
Did reading, writing, speaking, and listening activities having to do with the dialog of a doctor and patient. If you were gone you need to get the make up packet and the dialog sheet. Do the packet and practice the dialog. Below I have posted all of the dialog that we need to know. This has all verbs and vocabulary you need to know, used in context.
El diálogo del capítulo nueve.
La primera pregunta: ¿Qué tienes?, ¿Cómo te sientes?, ¿Qué te pasa?, ¿Qué te duele?
La respuesta: Tengo dolor de cabeza, Tengo dolor de garganta, Tengo dolor de oído, Tengo dolor de estómago, Tengo dolor de muelas, Tengo frío, Tengo gripe, Tengo un resfriado, Tengo sueño, Tengo calor, Tengo fiebre (calentura), Me duele la cabeza (o las otras partes del cuerpo), Me duele el oído derecho, etc. Me siento bien, Me siento mal, Me siento mejor, Me siento peor, Me lastimé la pierna (o otra parte del cuerpo)
(You can start the answer with this...Yo creo que...then add one of these answers just as you see them written).
La segunda pregunta: ¿Qué debes hacer? (¿Qué debo hacer?)
La segunda respuesta: Debo (Debes)... ir al hospital, ir al dentista, ir al médico, ir a la clínica, ir a la enfermería, hacer ejercicio, dormir, quedarme (te) en cama, o llamar el doctor, tomar una pastilla, ponerme (te) una chaqueta.
Spanish III/IV:
Worked on song lyrics, as well as a variety of other Spanish concepts.
For each day you were gone you should have worked with your song or done something Spanish related to build you proficiency in speaking, reading, writing, and listening comprehension.
Did reading, writing, speaking, and listening activities having to do with the dialog of a doctor and patient. If you were gone you need to get the make up packet and the dialog sheet. Do the packet and practice the dialog. Below I have posted all of the dialog that we need to know. This has all verbs and vocabulary you need to know, used in context.
El diálogo del capítulo nueve.
La primera pregunta: ¿Qué tienes?, ¿Cómo te sientes?, ¿Qué te pasa?, ¿Qué te duele?
La respuesta: Tengo dolor de cabeza, Tengo dolor de garganta, Tengo dolor de oído, Tengo dolor de estómago, Tengo dolor de muelas, Tengo frío, Tengo gripe, Tengo un resfriado, Tengo sueño, Tengo calor, Tengo fiebre (calentura), Me duele la cabeza (o las otras partes del cuerpo), Me duele el oído derecho, etc. Me siento bien, Me siento mal, Me siento mejor, Me siento peor, Me lastimé la pierna (o otra parte del cuerpo)
(You can start the answer with this...Yo creo que...then add one of these answers just as you see them written).
La segunda pregunta: ¿Qué debes hacer? (¿Qué debo hacer?)
La segunda respuesta: Debo (Debes)... ir al hospital, ir al dentista, ir al médico, ir a la clínica, ir a la enfermería, hacer ejercicio, dormir, quedarme (te) en cama, o llamar el doctor, tomar una pastilla, ponerme (te) una chaqueta.
Spanish III/IV:
Worked on song lyrics, as well as a variety of other Spanish concepts.
For each day you were gone you should have worked with your song or done something Spanish related to build you proficiency in speaking, reading, writing, and listening comprehension.
Tuesday, March 6, 2012
Sub plans March 6
Periods Two, Three, Four, Five: Spanish II:
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. This is day two begin at 47 minutes into the movie (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
6. Collect packets when finished with the movie.
Period 6-Spanish III/IV:
1. Take Roll
2. Tell them to be ready to take a quiz on their songs tomorrow. They will begin working on the powerpoint on the 8th and presentations will begin on the 23rd. I can’t stress enough that they need to know their songs inside and out!!!! Tell them that they will have 4 days in the lab make the powerpoints. March 8, 9, 12, 16.
3. Ask them if they want time with their songs. If they do, and they remain on task, they may have as much time as they need. If they are off task, focus them on the video.
4. Those who choose not to work on their songs, will watch quack videos. They take 15 minutes each, so you should get through three of them. Have them sit back and enjoy them. They should know all the concepts. Please play in this order. Put the video in the vcr (under the printer) Turn on projector. You might have to push input on the projector remote.
a. Reflexive Verbs
b. Estar
c. Ser
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. This is day two begin at 47 minutes into the movie (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
6. Collect packets when finished with the movie.
Period 6-Spanish III/IV:
1. Take Roll
2. Tell them to be ready to take a quiz on their songs tomorrow. They will begin working on the powerpoint on the 8th and presentations will begin on the 23rd. I can’t stress enough that they need to know their songs inside and out!!!! Tell them that they will have 4 days in the lab make the powerpoints. March 8, 9, 12, 16.
3. Ask them if they want time with their songs. If they do, and they remain on task, they may have as much time as they need. If they are off task, focus them on the video.
4. Those who choose not to work on their songs, will watch quack videos. They take 15 minutes each, so you should get through three of them. Have them sit back and enjoy them. They should know all the concepts. Please play in this order. Put the video in the vcr (under the printer) Turn on projector. You might have to push input on the projector remote.
a. Reflexive Verbs
b. Estar
c. Ser
Monday, March 5, 2012
Sub Plans March 5
Periods Two, Three, Four, Five: Spanish II:
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
Sub Plans March 5
Periods Two, Three, Four, Five: Spanish II:
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
1. Take roll
2. Have them get out the Napoleon Dynamite Packets.
3. Put the movie in the computer, turn on the projector. Set the language to Spanish and the subtitles to English.
4. They will listen to the movie and follow along with the packet. When they hear a line from the movie that is written in their packets, they need to write the letter that represents the name of the person in the small blank space beside the quote.
5. The lines go in order as you will hear them in the movie. It is always good to ask the kids which ones they are listening for, periodically, because if they miss one, they will be stuck on that one until they realize that it was already said. Please only play the first 47 minutes of the movie or until they say # 38 (This is when Rico goes to the house and Napoleon is waiting in the van for a ride to the dance).
Period 6-Spanish III/IV:
1. Take Roll
2. If they were gone yesterday or didn’t finish…Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
5. If they think they can pass a quiz on their own song, then they may play scrabble. If not, they need to get a different partner from yesterday and repeat 2-4 above.
Friday, March 2, 2012
Sub Plans March 2
Spanish II
1. Take roll
2. They were going to do a story and answer questions, but I didn’t have time to write the story. So tell them plans have changed.
3. They will get out their Napoleon Dynamite packets. This has lines, in Spanish, from the movie.
4. They will get a partner and take turns quizzing each other on the meaning of each line. Start with one and move through the whole song. If they don’t know a word, they need to look it up in the dictionary and write it on their paper.
5. The following two class periods will require them to watch the movie and do a listening activity, so they are practicing so they know what the movie means.
Period 6-Spanish III/IV:
1. Take Roll
2. Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
1. Take roll
2. They were going to do a story and answer questions, but I didn’t have time to write the story. So tell them plans have changed.
3. They will get out their Napoleon Dynamite packets. This has lines, in Spanish, from the movie.
4. They will get a partner and take turns quizzing each other on the meaning of each line. Start with one and move through the whole song. If they don’t know a word, they need to look it up in the dictionary and write it on their paper.
5. The following two class periods will require them to watch the movie and do a listening activity, so they are practicing so they know what the movie means.
Period 6-Spanish III/IV:
1. Take Roll
2. Have them get their song packets out.
3. They need to go through each verb and label them for the tense they are. They will need to use the sheet of paper called “the text book”
4. When they are done, they need to get a partner and exchange songs. They will then quiz each other on the meaning of their songs.
a. For example. They randomly pick a line of the song and read it to their partner. They partner will then translate the line to them or explain what they mean if it is an idiomatic expression.
b. They need to take turns doing this. If there is any time left over, they will practice singing their songs. This is the one time they may use their ipods or phones to listen to their song.
Thursday, March 1, 2012
Sub Plans March 1
Spanish II
1. Take roll
2. Form groups of four made up of members from different groups.
3. Hand out the go fish cards to each group, pick a person responsible for getting the cards back to you intact.
4. This is the second day of the game. They should know what they are doing now.
5. While playing go fish, the will need to speak in Spanish.
a. Question: Do you have the ________? = ¿Tienes________?
b. Answer: Yes, I have (it/them). Sí, _______ tengo.
c. In the question the blank will be for the body part they need.
d. When they answer they need to focus on whether or not the body part is masculine, feminine, singular, or plural, and in the blank they will insert the correct word (it or them)
i. El brazo = lo (it)
ii. La mano= la (it)
iii. Los hombros los (them)
iv. Las piernas las (them)
e. Example: ¿Tienes el brazo? Sí, lo tengo.
f. If they don’t have it, they need two no’s. No, no lo tengo. Then they add, “go fish” vete de pesca.
6. With five minutes to go in the period, have them count up their matches. Return to their groups and average their group scores. They get one point for each match they got.
Spanish III/IV
1. Take Roll
2. Put Princess Bride into the computer and turn on the projector. Set the movie to Spanish Language and English Subtitles.
3. Have students get out a piece of paper, and write down words and sentences they understand in Spanish.
4. Turn in their word lists at the end of the period for credit.
5. Please check yesterdays sub plans to know where to begin the movie. This is day 2 of this activity.
1. Take roll
2. Form groups of four made up of members from different groups.
3. Hand out the go fish cards to each group, pick a person responsible for getting the cards back to you intact.
4. This is the second day of the game. They should know what they are doing now.
5. While playing go fish, the will need to speak in Spanish.
a. Question: Do you have the ________? = ¿Tienes________?
b. Answer: Yes, I have (it/them). Sí, _______ tengo.
c. In the question the blank will be for the body part they need.
d. When they answer they need to focus on whether or not the body part is masculine, feminine, singular, or plural, and in the blank they will insert the correct word (it or them)
i. El brazo = lo (it)
ii. La mano= la (it)
iii. Los hombros los (them)
iv. Las piernas las (them)
e. Example: ¿Tienes el brazo? Sí, lo tengo.
f. If they don’t have it, they need two no’s. No, no lo tengo. Then they add, “go fish” vete de pesca.
6. With five minutes to go in the period, have them count up their matches. Return to their groups and average their group scores. They get one point for each match they got.
Spanish III/IV
1. Take Roll
2. Put Princess Bride into the computer and turn on the projector. Set the movie to Spanish Language and English Subtitles.
3. Have students get out a piece of paper, and write down words and sentences they understand in Spanish.
4. Turn in their word lists at the end of the period for credit.
5. Please check yesterdays sub plans to know where to begin the movie. This is day 2 of this activity.
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