HOMEWORK/TAREA AND NOTICIAS (NEWS) - Homework below (this week's on top then in order of dates) and project below homework + resouces below all that!
QUARTER FOUR - ESPAÑOL UNO HONORES– 2007-2008
CUARTO “QUARTER” CUATRIMESTRE
Estaré ahí llueva, caiga nieve o relampagee
SEE below 4th Quarter an outline of Final Exam and the Alternative Exam requirements:
Tarea # 17 Alternative Exam OUTLINE due or Final Project OUTLINE due 6/5 (G); 6/6 (B) - If you ARE OPTING TO TAKE THE FINAL EXAM, YOU SHOULD HAND IN YOUR OUTLINE FOR A FINAL PROJECT (just some way to put together this year's work in any way that will help you also review for the Final - If you are taking the Final Exam you do NOT need to follow the requirements listed in the Alternative). IF you are doing the Alternative Final, your outline MUST have all the requirements listed in the way you will incorporate them (see my example below). If you hand in a more superficial outline not meeting the requirements, you will complete your project as a final prject and take the exam.
Tarea #18 - LAST ASSIGNMENT! due 6/10 (B) and 6/11 (G) - FINAL Alternative and Final Project due. You will be informally presenting your work in class (one minute, no reading) for the oral part of your Final.
OUTLINE EXAMPLE (requirements below after assignments):
Ejemplo del borrador del Final Alternativo UNO Honores- (portafolio)-Escrito en la voz de la Osita pequeña de los Tres Osos. Una obra de teatro/ video in Little Bear's voice- Visiones de mi vida/ Notas de un diario (using the Familia Loca, 3 Osos)
I. Descripción de la familia y la casa y nuestra vida ñ
A. [VOCABULARIO] Chapter 1 =generoso, desordenado, paciente, amable, sociable; chapter 2 = la mochila con el cuaderno, la regal, el diccionario, la calculadora; Chapter 3 = el centro comercial, el parque, la piscina, la playa, el campo, todos los días, conmigo; ¡Claro que sí!*; Chapter 5= la madre, el padre, los ojos azules, el pelo canoso, pequeño, grande, joven; Chapter 6 = la camisa, los zapatos, verde, los calecetines, llevar, barato; Chapter 8 = la sala, la cocina, los dormitorios, los muebles, el sótano; Chapter 10= la esquina, la librería, la plaza, el supermercado, quinientos, mil
B. VERBOS = EL PRESENTE; -ar verbs ñ dibujar, escuchar música, estudiar, tocar la guitarra; -er verbs = leer, creer, deber + infin*, comer, beber; - ir verbs = vivir, recibir; irregular: ser, tener, estar, ir: stem changers = sentir, querer, poder, encontrar, volver, jugar; go-go-yo verbs= traer, decir, poner, hacer, tener (with años, sed, hambre, sueño, frío)*; saber (p.436), dar -(p.466); ir a + infinitive- (p.106).
C. Gramática = Ser vs. Estar ñ ser + adj; la casa está (location), los muebles de la casa están (location)
II. Que está pasando cuando la mamá hace la sopa y damos un paseo:
A. [VOCABULARIO] ñ chapt. 4= la sopa de zanahorias, el pescado, el pan, el café, la leche; chapter 7 = hace calor, hace buen tiempo, el lago, las cataratas, la selva tropical; chapter 11 = por eso, tonto, triste, emocionante, más; chapt 13 = el vaso, el tenedor, la cuchara, el cuchillo, el platillo, en seguida.
B. VERBOS= Presente Progresivo - estamos caminando, estoy pensando, Peloro está entrando, está comiendo, está bebiendo;
C. Gramática = saber vs conocer ñConoce a mi primo, sabe que no es su casa, Direct Object = mira la sopa y la come, mira el café y lo bebe; PERSONAL “a” = busca la cama, conoce a mi primo, llama a su madre.
III. Lo que pasó cuando la chica mala Peloro llegó a casa y la vimosñ
A. [VOCABULARIO] El primer paso= ¿Qué tal?, ¿dónde está__-? ¿Cuántos años tienes? Buenos días, Adiós; Chapter 9= ¿Qué pasa?*, ¿Qué te duele?, ¿Qué tienes?, major, terrible, creo que…* no debes quedarte en cama.
B. VERBO: EL PRETERITO (regular)= pasar, caminar, entrar, - Preterit irregular: ir, dar, ver; spelling change: -car,-gar,-zar = jugar, tocar, llegar; eer,-oir,-uir,-aer (basement boYz)= oír, construir, caer.
C. Gramática ñ Direct Object ñ la vi en mi cama, Possessivesñ nuestra casa
IV. Mi vida en el futuro inmediato - ¿Qué va a pasar con mi vida?
A. [VOCABULARIO] Chapt 13= proteger; usar, conservar, a la vez*, por supuesto*
B. VERBO: ir+a+ infinitive ñ voy a comprar, mi vida va a ser major
C. Gramática ñ contractions ñ voy al centro commercial, con ella, conmigo
*= idiomatic expressions
xxxxx
La semana del 31 de marzo hasta el 7 de abril-
La Próxima Noche de Hablar Español es el 15 de abril (extra crédito)
Cultura Club – every martes después de la escuela en el cuarto 203
Tarea # 1 – para el 2 (G) el 3 (B) – Write the new vocabulary from Chapter 7 pp 220- 221, 224-225 (p. 247) in your vocabulary section. Answer # 12-16 p.227.
Tarea #2 – para el 4 (G) y el 7 (B) - Study and review p 235-237. Do pp 526: 1(even #s), +2 (all), 527: 1(even #s), 2 (all), 528-529: 2 (even #s), 4 (all), 5 (even #s).
ESPAÑOL UNO HONORES
La semana del 7 de abril hasta el 15 de abril- April 7th to April 15th
La Próxima Noche de Hablar Español es el 15 de abril (extra crédito)
Cultura Club – every martes después de la escuela en el cuarto 203
Tarea #3- Due 4/9 (B period), 4/10 (G period) – Exam of chapters 6 and 7:
Vocabulary (pgs. 215 + 247)
Be familiar with the grammar but this test is mostly the vocabulary.
Make flash cards for extra credit.
Tarea #4 – Due 4/8 (G period), 4/11 (B period) –
Make up a character (high school age) for the “fotonovela” (soap opera style photo comics).
Think of a scene that they are likely to be in (especially with a conflict or issue – soap opera style).
Using your vocabulary section, write some words and expressions that they might use in conversation.
Check to make sure you include expressions from the dialogues we have learned and from the blue section of vocabulary words from each of the 7 chapters we have studied.
Tarea # 5 – Due 4/14 –G period; 4/15 – B period – Bring to class your version of your scene of Los Tres Osos – see instructions for Individual Work on handout.
ESPAÑOL UNO HONORES
La semana del 14 de abril hasta el 18 de abril- April 14th to April 18th
Noche de Hablar Español es el 15 de abril (extra crédito)
Tarea # 6 – Due 4/17 (B), 4/18 (G) – Presentations of your individual preparation and group presentation of Los Tres Osos – Remember your scenes should be written individually to hand in, but the presentations are oral (not read).
For INDIVIDUAL SCENES (written to hand in):
Each member should use (1) at least 3 different stem changing verbs: handout, poder - 95, 233; querer and pensar- 95, 236 (notes); preferir - 270, dormir – (p.299), “e to i” verbs (397) – notes. (2) Also try to use Direct Object pronouns 2 times (p.204-205). (3) Use expressions from this year (¡Qué asco!, ¡Vaya!, ¡Genial! ¡Qué lástima! etc.) and a rich mixture of vocabulary.
For GROUP (oral presentation):
Bring LOTS of visuals to help clue the group of each scene.
You will also earn Puntos de Conversación for your participation. All group members should participate.
Don’t worry about being precise – get the story across and enjoy!
No hay tarea durante las vacaciones. ¡Qué disfruten y descansen!
ESPAÑOL UNO HONORES
La semana del 28 de abril hasta el 6 de mayo- April 28th to May 6th
Noche de Hablar Español es el 19 de mayo (extra crédito)
Tarea #7 Due 4/30 (B); 5/1 (G) - QUIZ Study all stem changing verbs (vocabulary, rules, how they change) for a quiz on those verbs. Study class notes and Present Tense handout and book samples on pages:
233 poder= o>ue,
236 pensar, querer = e>ie,
280 preferir = e>ie,
299 dormir = o>ue,
397 pedir = e>i
Tarea # 8 due 5/2 (B); 5/5 (G) ñ write any new vocabulary from pp. 252 ñ 253, 256 - 257 in your vocabulary section. Continue the writing and preparation work on your scene for the fotonovela or telenovela we are creating in class.
Tarea # 9 - due 5/6 (B); 5/7 (G) ñ
Make a sketch of an ideal house (la casa ideal) and identify the rooms using new vocabulary from pp. 252 -253, 256-257.
Write 5 sentences to sell your ideal house using as much new vocabulary as possible. Plan for the WLN presentation (bring in costumes, camera, etc)
Tarea # 10 - due 5/12 (B); 5/13 (G) - Continue final preparations for WLN as assigned.
All participation in WLN must be prepared for your task on the evening of May 14th. Those doing presentations, start work on it now.
Tarea # 11* - due 5/16 (B); 5/15 (G) If you are not participating in the World Language Night presentation, you are responsible for presenting the NEW vocabulary (a least 15 words) from an assigned chapter: SIGN UP in class (if you are not in class do Chapter 11)
chapter 9- p 286-287;
p 290 - 291;
chapter 10: p 316-317;
322-323.
Each presentation must: (1) have prepared visuals of vocabulary; and (2) five sentences incorporating the new words to demonstrate how to use them (see EMPECEMOS A CONVERSAR sections following the vocabulary to help).
*If you are participating you get extra credit and must be prepared for our presentation.
Everyone can also bring in food from a Spanish speaking country for extra credit!
*If you attend and participate in WLN, you do not have to do the tarea # 11.
Tarea # 12 - due 5/19 (G) 5/20 (B) - Preterito packet - Una Novela Policíaca - Do page 101 (using vocabulary from 100+101). Read p. 102-103 Las Joyas Robadas - underline the preterit and translate the underlined verbs in the margin. Note any new vocabulary or vocab you don't understand in your vocabulary section.
ESPAÑOL UNO HONORES
La semana del 5/20 de mayo hasta el 27 de mayo
Noche de Hablar Español es el 20 de mayo (extra crédito)
Tarea # 13 - Due 5/20 (B), 5/21 (G) - Quiz on the vocabulary from chapter 8 and on the formation of the regular past tense (el Pretérito) - study pp. 252-253, 256-257 (vocabulary); p 333 (-ar pretérito), p. 403 (-er, -ir pretérito) and handouts of preterit. Know the verbs mirar, beber, vivir in present and preterit for a verb quiz too.(check p. 476 of book)
Tarea #14 - due 5/22 (B), 5/23 (G) - answer questions on the reading of Preterito packet - Una Novela Policíaca - Las Joyas Robadas p.103-104 Actividad C, and do Actividad D and E p. 104-105 in that handout.
You will have a play to finish reading over the long weekend if it is not completed in class.
ESPAÑOL UNO HONORES
La semana del 5/27 de mayo hasta el 3 de junio
Noche de Hablar Español es el 17 de junio (every third Tuesday of the month)
Tarea #15 due 5/29 (B), 5/30 (G) BRING BOOKS TO CLASS (please remember from now to the end to bring your books because we will use them) Begin incorporating work (vocabulary and verbs) into your OUTLINE for the Alternative Final or for your flash cards for the Final.
Pretérito packet called The Preterit Package: Study spelling changes in the Preterit ñcar, -gar, -zar page 13 and 14 (also numbered 31-33)
Do: Ejercicio K p.14 and translate
Tarea # 16 due 6/2 (B), 6/3 (G) Continue Final Exam work
Pretérito packet called The Preterit Package: Study ñeer, -aer, -uir, -oir (Basement BoYz) in the Preterit #2 p.13 (also numbered 30-31).
Do p. 13 (31) ejercicio I in The Preterit Package
Study Preterito packet - Una Novela Policíaca p. 111 # 9.
Do p. 111 #9 and Actividad L p. 112.
FINAL EXAM AND ALTERNATIVE:
UNO HONORES EXAMEN FINAL 2008
Several sections: VOCABULARIO: El Primer Paso p.25 (greetings); chapt.1 p.53 (verbs, adjectives); chapt.2 p.85 (school, tener, time); chapt.3 p. 117 (verb ir, activities, seasons, emotions); chapt.4 p.149 (foods); chapt.5 p.179 (family, adjectives); chapt.6 p.215 (clothing, colors, stores); chapt.7 p. 247 (places, more clothing, weather); chapt.8 p.281 (houses, items, descriptive words, chores); chapt.9 (body, sickness, health); chapt.10 p.345 (places, activities in them, directions, transportation, when an event occurred, prepositions, large numbers); chapt.11 p.379 (television and movies, descriptive words, time and duration); chapt.12 p. 413 (food, utensils, frequency, prepositions); chapt.13 p.445 (animals, nature, environment); Other vocabulary from packets and presentations
include: prepositions, opposites, work places, food, animals, places, furniture, family, sports expressions, verbs, weather, chores, question words, days, months, numbers 1-5000 (500,700, 900, etc), go/go and oy/yo verbs in present, stem changing verbs, vocab used for pretérito, tener expressions, and other idiomatic expressions in chapters.
EL PRESENTE; -ar verbs (p73), -er verbs (p.138); - ir verbs (p.268); ser - to be(169); tener - to have (p167), estar -to be(108);ir (105), stem changers (p.233, 236, 270, 299, 397 and notes), more irregulares: go-go-yo verbs: traer (398), decir (433), poner, hacer (267), many others from notes; saber (p.436), dar -(p.466); ir a + infinitive- (p.106) - EL PRESENTE REGULAR o IRREGULAR/ VERBOS: CONJUGATE THESE REGULAR VERBS IN THE PRESENTE TENSE ACCORDING TO ITS SUBJECT, AND TRANSLATE: hablar (yo) hablo I speak
EL PRESENTE PROGRESIVO (handout- ando/ iendo ñ irregular ñir stems)
EL PRETERITO (regular). THE PAST. CONJUGATE AND TRANSLATE ACCORDING TO THE SUBJECT. REMEMBER TO TRANSLATE IN THE PAST! Modelo: hablar (yo) hablé I spoke - Preterito Regular: -ar (p. 333-334), -ir (315), -er + -ir (p.403), hacer (280), ir (281), notes, handouts. spelling change: -car,-gar,-zar , -eer,-oir,-uir,-aer (basement boyz); Preterito Irregular: -ir stem changers (underground girls); Sid Vicious - ir/ser; dar (pretender),ver (ver p368, ir p.336);
GRAMATICA:
SABER OR CONOCER (notes)
SER vs. ESTAR: (notes, packet)
DIRECT OBJECT PRONOUNS
PERSONAL "a" (237)
CONTRACTIONS - al and del (331)
XXXI. PREGUNTAS PERSONALES (Answer with COMPLETE sentences- subject and verb- ¡OJO! Watch for the tenses, some questions are in present and some in past):
XXXII. Translations:
XXXIII. COMPOSICION; WRITE A 10-15 SENTENCE (WHOLE SENTENCES)
XXXIV. LECTURA: READING:
XXXV. LISTENING
XXXVI. SPEAKING (can choose one of five choices) ñ poesia
XXXVII. PROYECTO FINAL
Poema can count up to 100 points
ALTERNATIVE: VOCABULARY - Make sure to have at least five words or expressions from each chapter in your project:
El Primer Paso p.25 (greetings);
chapt.1 p.53 (verbs, adjectives);
chapt.2 p.85 (school, tener, time);
chapt.3 p. 117 (verb ir, activities, seasons, emotions);
chapt.4 p.149 (foods);
chapt.5 p.179 (family, adjectives);
chapt.6 p.215 (clothing, colors, stores);
chapt.7 p. 247 (places, more clothing, weather);
chapt.8 p.281 (houses, items, descriptive words, chores);
chapt.9 (body, sickness, health);
chapt.10 p.345 (places, activities in them, directions, transportation, when an event occurred, prepositions, large numbers);
chapt.11 p.379 (television and movies, descriptive words, time and duration);
chapt.12 p. 413 (food, utensils, frequency, prepositions);
chapt.13 p.445 (animals, nature, environment);
Include at least three of each (unless covered from above): prepositions, opposites, work places, food, animals, places, furniture, family, sports expressions, verbs, weather, chores, question words, days, months, numbers 1-5000 (500,700, 900, etc), go/go and oy/yo verbs in present, stem changing verbs, vocab used for pretérito,
Have at least 5 tener expressions, and several other idiomatic expressions from textbook.
VERBOS: Make sure to have at least 5 different verbs of each:
EL PRESENTE; -ar verbs (p73), -er verbs (p.138); - ir verbs (p.268); ser - to be (169); tener - to have (p167), estar -to be(108);ir (105), stem changers (p.233, 236, 270, 299, 397 and notes), more irregulars: go-go-yo verbs: traer (398), decir (433), poner, hacer (267), many others from notes; saber (p.436), dar -(p.466); ir a + infinitive- (p.106).
EL PRESENTE PROGRESIVO (handout- ando/ iendo ñ irregular ñir stems)
EL PRETERITO (regular). THE PAST - Preterit Regular: -ar (p. 333-334), -ir (315), -er + -ir (p.403), hacer (280), ir (281), notes, handouts. spelling change: -car,-gar,-zar ,
*-eer,-oir,-uir,-aer (basement boyz); *Preterit Irregular: -ir stem changers (underground girls); Sid Vicious - ir/ser; dar (pretender),ver (ver p368, ir p.336).* =If we get there!
GRAMATICA: Use at least twice correctly to show mastery.
? SABER OR CONOCER (notes)
? SER vs. ESTAR: (notes, packet)
? DIRECT OBJECT PRONOUNS
? PERSONAL "a" (237)
? CONTRACTIONS - al and del (331)
Your project must reflect listening, reading, writing, and speaking. You may use your play or the 3 Osos as a base and build it with your own writing. The project must include ALL of the above requirements to be considered. You may work with a group, but each person must do the requirements separately ñ therefore, consider taking your play and converting it as required above, and then recruiting others to participate in the production/presentation/ video. Due June 9th ñ must take a brief vocabulary/verb test too.
QUARTER THREE - ESPAÑOL UNO HONORES– 2007-2008
TERCER “QUARTER” CUATRIMESTRE
La semana del 4 de febrero hasta el 12 de febrero -
La Próxima Noche de Hablar Español es el 19 de febrero (extra crédito)
Tarea #1 – para el 1 (B) y el 4 (G) de febrero – midterm analysis and visual presentation (or assigned work) of the most difficult part of the exam for review.
Tarea #2 – para el 6 (G) y el 7 (B) - Make a menu for class including new vocabulary p. 149 (entrants: soups, etc; Principal: carne, pescado, verdures; Postre; fruta, etc; Bebidas) include as much vocabulary as possible and be prepared to translate it. You may want to use some authentic menus as a guide: http://www.granhotelguadalpin.com/es/restauracion/festival_cine_malaga.cfm
o Nombre del restaurante
o Lista de comida en categorías (entrantes, principal, postres) y su precio
o Dibujos o fotos para adornar el menú
Tarea #3 – para el 13 (B) y el 12 (G) – Memorize the restaurant dialogue to recite.
Remember ALL corrections on Mi Familia Loca are due no later than Feb. 14th. Follow the guide, ask for help, your Gramatica grade can go up 10 points. Only correct mistakes, do not rewrite. Make sure to use a different color and make corrections clear. Even if you do not make corrections hand in your stories for class use.
Tarea #4 – para el 14 (G) y el 15 (B) – examen de – diálogo (restaurante) written; saber vs conocer and “a” personal, a+el=al (here are some verbs that could use the “a” personal: buscar (to look for), llamar (to call), escuchar (to listen to), invitar (to invite), visitar (to visit), esperar (to wait for, to hope), ayudar (to help), mirar (to watch, look at), ver (to see), amar (to love),conocer (to know a person, a place, to be familiar with),querer (to want or to love with a person); oy/yo verbs (dar, ser, ir), and stem changing verbs (rules for all and the verbs querer, preferir, poder, probar); food pg 149 in book.
Tarea # 5– para el 19 (G) y el 20 (B) – G period take test. B period finish test and dialogue - work on finishing orisha presentation as assigned by group. Make clear to me each group member’s responsibility.
Tarea # 6- para el 21 (G) y el 22 (B) – comida tex-mex (burritos, quesadillas, tamales, enchiladas, nachos, guacamole, salsa, etc) and presentation of orishas due without the Legend *(unless extra). 1) the main characteristics of your orisha; *2) a legend involving your orisha – to be presented later en español; 3) what are the other forms/ incarnations of your orisha that are recognized (syncretism); 4) your orisha’s powers or magic; 5) art work depicting your orisha, symbols worn to distinguish your orisha; 6) music or chants associated with your orisha; 7) special offerings for your orisha; 8) colors of your orisha (the eleke beads, the costume worn as a symbol); 9) your orisha’s dance; 10) trace the history and travels of your orisha from culture to culture.
ESPAÑOL UNO HONORES– La semana del 3 hasta el 14 de marzo-
La Próxima Noche de Hablar Español es el 18 de marzo (extra crédito)
FUN PODCAST info - Just two minutes each week: you can receive podcasts for free - If you search under "News", there is an ABC news broadcast in Spanish with David Puente. Each week you can listen to two minutes broadcasts from the Spanish speaking world. If you subscribe- it's FREE. This is a wonderful and easy way to do listening exercise and learn about the news for 2 minutes a week!
Tarea # 7 – para el 5 (G) el 6 (B) de marzo - copy ALL words of clothing, stores, expressions, and colors that you don’t already have in notebooks – pp 184-185, 190-191 answer pp. 188: 6-10 and p. 194: 15-18 read # 19 and answer a-d.
Tarea # 8 - para el 7 (G) el 10 (B) de marzo – complete the handout on Go/Go verbs.
Tarea # 9 - para el 11 (G) el 12 (B) de marzo - study p. 205 and do 205-06 # 7 + 9, 10 (without partner), p. 525 : 4+5.
Tarea # 10 - para el 13 (G) el 14 (B) de marzo – make flash cards for test on chapter 6 (p.215), demonstrative adjectives – p. 202, direct objects – p. 205, el preterit yo and tú for ar verbs (comprar, pagar), go/go verbs in the present: tener (and expressions tener sed, hambre, sueño, frío, calor, miedo, años), venir, oir, decir, hacer, poner, salir, caer, traer
(DO TV – SaPoHa-CaiTrai)
Tarea # 11 – para el 17 (G) el 18 (B) de marzo – do take home test chapter 6 and hand in flash cards.
ESPAÑOL UNO HONORES– La semana del 17 hasta el 24 de marzo-
La Próxima Noche de Hablar Español es el 18 de marzo (extra crédito)
Tarea # 12 – para el 19 (G) el 20 (B) - In class (Monday or Tuesday) in groups of 3-4 write a market or store scene with a salesperson and customers based on dialogues pp 186-188,192-193; 195, 201, 204,206-207, speaking p.214 (the conversations should contain something from every dialogue on these pages); also use demonstrative adjectives p.202, direct object pronouns p. 205. Each person should write a copy of this conversation and add it to their take home test to turn in the 19th (G) or 20th (B). If you miss class, write a conversation individually. BRING BOOKS TO CLASS.
Tarea # 13 – para el 21 (G) el 24 (B) - Bring an article of your choice from a Spanish speaking periodical (newspaper or magazine) from the country you have been assigned. Select an article about something you are interested in: sports, politics, clothing, health, art, theater, music, etc. Underline the cognates and be prepared to give an oral summary of what you understand in the article (even though you may not understand it all).
ESPAÑOL UNO HONORES– La semana del 24 hasta el 31 de marzo-
La Próxima Noche de Hablar Español es el 15 de abril (extra crédito)
Cultura Club – every martes después de la escuela en el cuarto 203
Tarea # 14 – para el 26 (B) el 27 (G) – BRING IN YOUR VOCAB SECTION – (it should contain at least: vocabulary from presentations, vocabulary from chapters 1- 6 plus words and expressions we covered in the two dialogues) to hand in for a grade.
Write a letter to a pen pal (best to do on your computer so that you can easily send it via e-mail later). Tell your name, how old you are, how many are in your family, what music you like, what activities you do, what the Island is like, etc. Ask at least 5 questions (could be about the things you wrote about yourself (example: Me llamo Luisa y tengo 15 años. Hay 5 personas en mi familia – mi madre, mi abuela y mis dos hermanos menores y yo. ¿Cómo te llamas? ¿Cuántos años tienes? ¿Cuántas personas hay en tu familia?) Your letter should have at least 15 sentences (you can use the 6 that I gave as examples). You can use the Writing + Speaking sections on pages 52, 84, 116, 178, 214, and 246 to help.
QUARTER TWO - ESPA„OL UNO HONORESÐ 2007-2008
SEGUNDO ÒQUARTERÓ CUATRIMESTRE ÁBIENVENIDOS A TODOS!
Espa–ol I - La semana del 14 de noviembre -
La Pr—xima Noche de Hablar Espa–ol es el 20 de noviembre (extra crŽdito)
Review vocabulary choices:
Nœmeros: 1-31 Ðp.16 (handout); Nœmeros 31-100 (handout); d’as y meses- p.16-17; saludos pp7-12, objetos de la clase- p.13, p 59; alfabeto- p.14; questions for the class- p.17; comida (handout for 2 people); la familia (handout); la estaciones y el tiempo (handout); la ropa (handout); los verbos (p.30-31); adjectives/descriptives (p.34-35); time (62-63); seasons and week days (90-91); emotions/health (95, handout), verbs about recreation (94); occupations (handout); la casa (handout); deportes (handout); jewelry (handout); animales (handout=2 people); weather (handout).
TAR #1 para lunes el 19 o martes el 20 de noviembreÐ review project vocabulary (choose one topic above in class) Ð PROJECT OF VOCAB PRESENTATIONS (total 5 minutes):
PRESENTATION (10 of the more difficult words or expressions),
GRAPHIC (may be hand done or use magazines, etc)
GAME/PRACTICE, (a short way to reinforce the vocab)
5 QUESTIONS to check understanding + COVER BOOKS if you havenÕt done that yet.
ESPA„OL UNO HONORESÐ 2007-2008
El 26 hasta el 30 de noviembre
TAR #2 Ð para el 28 (B), el 29 (G) Estudia Ð hay examen del vocabulario: el cuerpo/ the body, los deportes/sports, las emociones/emotions, las descripciones/ descriptions, los verbos regulares/regular verbs, las profesiones/ professions (and all vocabulary review thus far)Ð and regular verb conjugations.
TAR #3 Ð para el 30 (B), el 3 (G) Study the first dialogue (Hola, Àc—mo est‡s?, etc), translate it, and be prepared to recite it next week for quiz day. In your verb packet, do Exercises: A, D, E page 4. Start designing a web for your project ÒMi Familia LocaÓ about your made up family (as we do in class).
ESPAñOL UNO HONORES 2007-2008 - El 3 hasta el 10 de diciembre
TAREA # 4- para el 5 (G), el 6 (B) Ð oral quiz of Situaci—n #1 Ð You can use your English translation on a separate sheet as a cue.
TAREA #5 Ð para el 7 (G), el 10 (B) Ð Finish any class work on verbs not completed in class including work on IR + a + infinitive p. 106: 3, 4 and conmigo, etc. p.107. Write answers - Start web of five imaginary family members using descriptive words, regular Ðar verbs and Ðer, -ir regular verbs too if you can.
Tarea #6 – para el 12 (B), el 13 (G) – In class 12/10 and 12/11 we will finish the oral exams and meanwhile you will work on the following. Whatever is not completed , do for homework. Write 5 sentences: Yo soy ___adjectives and 5 sentences: Yo no soy __adj___ using descriptive adjectives p. 43 book (eg. Yo soy generosa. No soy ordenada.); 5 sentences: Me gusta mucho __infinitve__ and 5 sentences: No me gusta nada __infinitive_ using infinitives pg.73,94 (eg. Me gusta mucho dibujar. No me gusta ver la tele.); 5 sentences: yo _conjugated verb__; 5 sentences: yo no _ conjugated verb__ using pa. 73 and pg 2 of verb packet (eg. Como tortillas todos los días. No vivo en la ciudad.); 5 sentences telling what you are going to do: using -voy a + infinitive using p.94, p. 90-91, p. 106, and verb
handout package p.3 +4 (eg.En enero voy a comprar un perrosi tengo dinero.); and 5 sentences Cuando estoy enferma (put in emotion, feelings – notes or p.95), yo _conjugated verb; or Cuando estoy enferma (put in emotion, feelings – notes or p.95), me gusta + infinitive (eg. Cuando estoy triste, quiero estar con mis amigos. Cuando estoy cansada me gusta ver la tele.)
Tarea #7 – para el 14 (B), el 17 (G) – Test next class: –ar, -er, -ir verbs (verb package p.2 + 4, book p.73, p.138, 268; all -ar verbs pg. 4 packet, -er verbs: comer, beber, aprender, comprender, deber(to be obliged, ought to, to owe): -ir verbs: recibir (to receive), escribir, vivir, abrir; how to make questions + negative sentences (p.4 packet, notes).
Tarea # 8 – para el 18 (B), el 19(G) – make a web with at least ten sentences creating an imaginary character from the Spanish speaking country you chose. Use the sentences you did in class or for tarea #6 to make sure the character has characteristics like you. Try to make interesting sentences by combining what you have already written and using connector words like y= and, pero = but, también = also, tampoco = neither, not either: Eg Me gusta dibujar todos los días pero no soy muy artística. ¡Qué lástima!
Tarea # 9- para el 20 (B), el 21 (G) – Prepare some treat to bring to class for a fiesta and prepare to tell us about 5 ingredients you used or tell us five things you like to eat using new vocabulary p. 122-127, and notes on food or from vocabulary handout. Also bring in a picture (to decorate a piñata) of something symbolic that you hope for in 2008. Bring coats to class to go outside for the piñata.
NO HAY TAREA DURANTE LAS VACACIONES – ¡A DISFRUTAR!
FELICES FIESTAS – PROSPERO AñO NUEVO
Although there is no homework, for those who like to get ahead you can work on the project DRAFT that will be due January 10th and 11th by creating 5 other family members, this time make them very silly - Complete 5 webs on make believe characters for your make believe family album. Answer the questions: ¿De dónde es? (Where is she or he from?), ¿Dónde está hoy? (Where is she or he now?); ¿Cómo está hoy? (How is she or he today?); ¿Cómo es? (What is this person like?) - this last one should include three descriptions (e.g. Mi tía Juanita es perezosa. Es fea y es símpática.). You can use the sentences you did for homework as a
model but make sure to use él, ella, or ellos, ellas (if you refer to more than one person) as the subjects pronouns.
ESPAÑOL UNO HONORES– 2008 - El 2 hasta el 11 de enero de dos mil y ocho
¡FELIZ Año Nuevo! – El próximo Noche de Hablar Español es el 15 de enero
Tarea # 10 – para el 4 (B) el 7 (G) de enero- Complete 5 webs on make believe characters for your make believe family album. Answer the questions: ¿De dónde es? (Where is she or he from? Mi padre es de Cuba y siempre canta Guantanamera por la mañana.), ¿Dónde está hoy? (Where is she or he now? Mi abuela está en Costa Rica donde pesca todos los días en el mar pacífico y bebe leche con helado de chocolate.); ¿Cómo está hoy? (How is she or he today? Pobre tío Pedro está muy cansado porque trabaja mucho.); ¿Cómo es? (What is this person like?) - this last one should include three descriptions (e.g. Mi tía Juanita es perezosa
y también es bastante fea. Ella es más o menos simpática pero no es muy callada.). You can use the sentences you did for homework # 6 as a model but make sure to use él, ella, or ellos, ellas forms (if you refer to more than one person) as the subjects pronouns (see pg.140 for help). Concentrate on using the verbs Ser and Estar correctly and as many –ar, -er, -ir verbs as you can. In class we’ll work on oy/yo verbs and SER (169) vs ESTAR -
Tarea # 11- para el 8 (B) y el 9 (G) de enero – get pictures to match your characters, check to see that you have included all the requirements in your writing (verbs, vocab to pg 179, negatives, subjects, adjectives, plurals, possessive adjectives-170, etc.) Begin to transfer from note/web/outline form to typed form, making sure to double space. Bring to class (with any questions you have) for peer editing and to check progress.
Tarea # 12 – para el 10 (B) y para el 11 (G) – Your draft of the project with requirements underlined, typed writing double spaced, visuals, etc is due. Next week test on chapt 4 and 5 and requirements for project.
ESPAÑOL UNO HONORES– 2008 - El 8 hasta el 17 de enero de dos mil y ocho
El próximo Noche de Hablar Español es el 15 de enero (extra credit if you attend this monthly potluck dinner in Edgartown – only Spanish is spoken, it’s great fun too)
Tarea # 13- para el 14 (B) y para el 15 (G) – You will have a test on all the requirements asked for in your project (ser vs estar, old and new –ar, -er, -ir regular verbs, oy/yo verbs, ir+a+infinitive, vocabulary from chapter 4 and 5, definite and indefinite articles (el, la, los, las, un, una, unos, unas) and agreement of adjectives and nouns, singular and plurals. You will also do a quick oral assessment with me personally about your Familia Loca project, which will count as part of your midterm. REMEMBER – If you do flash cards for these concepts and vocabulary, you can also turn them in for the midterm and use them to study for the midterm exam.
Tarea # 14 – para el 16 (B) y el 17 de enero (G) - Look over handout for midterm and decide which sections need review. Make a quiz with the three hardest parts for you with 5 questions each – total 15 questions (to do this you will be reviewing and you should have the answers too on a separate sheet). You may have fill-in or matching or sentence answer questions or any combination.
*Remember, if you write a study guide that clearly marks each section of the test (please do it in order that it is in your midterm outline) and has notes for each and flash cards for vocabulary you will get up to 3 points extra on your midterm exam! Please don’t hand in your class notes or vocab sections – they are not newly created for the study of the midterm. See me for poetry extra credit/ alternative testing.
PROYECTO ESPAÑOL – UNO Honores - EL ALBUM DE LA FAMILIA LOCA
Vocabulary to use in Albúm de la Familia Loca:
classroom commands (p.21); greetings (p.7,,9,10,11,12,17), Las Profesiones - p. 6; La Clase (los objetos) - p.13, 59; El Alfabeto - p.14; Los Meses y Los Días de la Semana y Las Estaciones - p. 16-17, 91; La Hora - 62; Emociones - p. 95 (notes); Question words - (17,notes);Los Verbos - p.30-31,46,53 (activities), 94, hand-outs; Las Descripciones (adjetivos - personality characteristics)- p. 34-35, 43, 46,53 (describe), hand-outs; Las Clases de la Escuela - p.58, 78, 85 (school subjects); Los Números (1-100) - p. 16,63,85, 155, 179 (tell how old); Números Ordenales - p.58, La Comida - p 122-123, 142, 149 (Fruta, Verdura p.126, Bebida- p. 127); Los Animales - p. 129, 422-423; La Familia - p. 154, 172,179; Más Adjetivos (physical appearance) - p. 158-159, 172, 179 (describe);
Vocab. Summary: p.25 (el Primer Paso), p.53 (Capítulo 1), p.85 (Capítulo 2), p.117 (Capítulo 3); p.149 (Capítul 4); some of capítulo 5…
Verbos:
verbos regulares - -ar - p.73 (hand-out); -er p. 138 (hand-out); -ir - p. 268 (hand-out);
verbos irregulares: estar - 108; ser- 169; (hand-out packet)
ir - 94-96, 105; ir + a + infinitive p106; tener - p.167;
Gramatica:
subject pronouns - p.71; nouns - p.76; adjectives and agreement (p.43, 158-159, notes); articles (p.76, notes), telling time (p.62,notes); negative sentences (notes, hand-out), questions (notes, handout) me gusta/ te gusta/ le gusta + infinitive (I/ you/ he/ she like/s to _____ p.38; me gustaría, te gustaría (I would like, you would like) + infinitive p. 95;
possessive adj. P.70, 271
- draw and enhance a web for each of the five make believe family members to be used as an outline. Use the above list and your vocabulary section to help remind you of all the potential vocabulary you have to use as a resource.
In class you will work a bit more on the project. For tarea you will finish writing at least ten sentences on each of the five characters from this make-believe family. Your sentences should be long ones using connecting words, two verbs, and two or more adjectives (that agree with the nouns they describe). At least one sentence in each set should be a negative sentence (eg. Mi tía Ana no es alta ni baja, es mediana. No es ni perezosa ni trabajadora tampoco.)
Make sure the sentences contain the required things mentioned below. Remember, this project is a chance to use WHAT WE HAVE BEEN STUDYING in class and it is a way to experiment creatively. Try NOT to use vocabulary we haven't yet studied and DO NOT use dictionaries! Projects are graded on PROCESS, CORRECT USE OF Required content, Creativity and Effort, REQUIRED LENGTH.
In order to get a B, your project must have:
25 long sentences (at least) or several if short sentences (10 each member) used describing family members.
use the verbs - ser and estar at least twice for each character (see Verbs above) to describe ¿Cómo es? (What’s the person like?), ¿De dónde es? (Where s/he’s from?); ¿Dónde está ahora? (Where he/she is now?); ¿Cómo está ahora? (How s/he is now?)
use the verb tener at least once for each character to describe: ¿Qué tiene? (What does he or she have - as in body type…big feet, etc) and ¿Cuántos años tiene? (How old).
use a total of at least 10 different regular verbs (-ar, -er, -ir verbs from handouts and book and conjugate for the subject) to describe: ¿Qué hace? (What does the person do?), or (with infinitives) to say: ¿Qué le gusta hacer? (What does s/he like to do?).
use at least 10 different adjectives (¿Quién es? y ¿Cómo es?) . You must use agreement between the nouns and the adjectives that modify them - make sure you show you understand this concept by having plural nouns and adjectives and masculine and feminine nouns and adjectives. Also remember that when you are using a noun and adjective together, the noun goes first (example: Mi hermana Paquita es una chica sincera y simpática.).
make at least one question for each character and use question words (at least 5: ¿Por qué?, ¿Cómo? ¿Qué? ¿Cuándo? ¿Dónde? ¿De dónde?, ¿Cuánto? ¿Quién? ¿Adónde?). You can interrupt your "album" with questions to the reader, which you answer with another sentence (i.e. ¿Por qué habla mucho el tío Paco? Porque tiene muchos amigos y le gusta estar con amigos.), or use questions in the dialogue part.
use a good blend of vocabulary words from vocab. section - including joining words (conjunctions- like: también = also, too; tampoco = neither (opposite of también p.45); pero = but (p. 35); con = with, sin embargo = however, porque = because, y = and, ni…ni = neither…nor- p. 44, o…o = either…or -p.40; muy = very p.35; a veces = sometimes - p.35; nunca = never, etc; to make a long sentence.
5 negative sentences (i.e. El tío Paco no trabaja los domingos y no mira la tele.).
at least 5 Pictures to decorate your project (either hand drawn, cut out from magazines or comics, etc.).
All rough work: webs used for outlines for work, sentences (tarea #6), and any rough drafts you have.
Steps for now: a) Complete 5 webs on make believe characters for your make believe family album. Answer the questions: ¿De dónde es? (Where is she or he from?), ¿Dónde está hoy? (Where is she or he now?); ¿Cómo está hoy? (How is she or he today?); ¿Cómo es? (What is this person like?) - this last one should include three descriptions (e.g. Mi tía Juanita es perezoza. Es fea y es símpática.). (b)Add regular -ar, -er -ir verbs to webs as further descriptions of your made up Familia Loca. Use at least 3 verbs for each character. (e.g. Mi tía Juana baila. Ella vive en España. Ella no bebe mucho.)
Include what each family member regularly eats and likes for at least one meal (Mi tía Elsa no come pizza. Para el almuerzo le gustan las papas fritas con hamburguesas); how old each person in family is; and previous material (where from, where at, what they do).
Project draft due – January 10th or 11th, 2008.
PROGRESS – 20% (ie have you kept up with the assignments); CONTENT – 40% (ie have you covered all the above requirements): COMMUNICATION- 20% (ie do you communicate your ideas fluidly – with good use of grammar and comprehensible style of writing); EFFORT AND CREATIVITY – 20% (does the project show that you worked hard to communicate the story successfully)
Study guide is below. Make your own study guide representing each section that is listed below and get up top 3 points on the midterm (DO YOUR GUIDE IN THE SAME ORDER LISTED BELOW), Also, You can get extra points by memorizing up to 25 words of a poem (I have many to chose from) or a song if I approve it before hand- each word = 4 points which is then added to the test (25 words = 100 points, so if the test has 200 questions and you learn the 25 words of a poem, the test would be counted as 300 questions making mistakes count much less).
STUDY GUIDE FOR ESPAÑOL 1 Honores - MIDTERM 2007-08
Vocabulary
classroom commands (p.21); greetings (p.7,,9,10,11,12,17), Las Profesiones - p. 6, notes; La Clase (los objetos) - p.13, 59; El Alfabeto - p.14; Los Meses y Los Días de la Semana y Las Estaciones - p. 16-17, 91; Los Verbos - p.30-31,46,53 (activities), 94, hand-outs; Las Descripciones (adjetivos - personality characteristics)- p. 34-35, 43, 46,53 (describe), hand-outs; Las Clases de la Escuela - p.58, 78, 85 (school subjects); Los Números (1-100) - p. 16,63,85; Números Ordenales - p.58, La Comida - p 122-123, 142, 149 (Fruta, Verdura p.126, Bebida- p. 127); Emociones - p. 95 (notes); chapt.5 p.179 (family, adjectives); Question words - (17,notes- ¿Por qué?, ¿Cómo? ¿Qué? ¿Cuándo? ¿Dónde? ¿De dónde?, ¿Cuánto? ¿Quién? ¿Adónde?, ¿Cuál?); conjunctions- (también = also, too; tampoco = neither <opposite of también p.45>; pero = but p. 35; con = with, sin embargo = however, porque = because, y = and, ni…ni = neither…nor- p. 44, o…o = either…or -p.40; muy = very p.35; a veces =
sometimes - p.35; etc.); body, emotions, professions, sports, etc from presentations.
Vocab. Summary: p.25 (el Primer Paso), p.53 (Capítulo 1), p.85 (Capítulo 2), p.117 (Ch. 3); p.149 (Ch 4); p.179 (Ch.5)
Preguntas Personales:
Study above vocabulary and study questions and dialogues from each chapter: p.10,11,12,19,24 (el Primer Paso), p.31,32,33,36,37 (Capítulo 1), p.60,61,64,65,84 (Capítulo 2), p.92,93,96-100,105,106-109,116 (Capítulo 3); p.124, 125,128-131,136,137,139,146,148 (Capítulo 4); 156-157,160-161 (Capítulo 5); Cap 6-8
Verbos:
verbos regulares - -ar - p.73 (hand-out); -er p. 138 (hand-out); -ir - p. 268 (hand-out);
verbos irregulares: estar - 108; ser- 169; (hand-out packet)
ir - 94-96, 105; ir + a + infinitive p106; tener - p.167;
Gramatica:
? Telling time - La Hora - p.62;
? subject pronouns - p.71 (yo, tú, Usted,él, ella, etc);
? nouns - p.76; adjectives and agreement (p.43, notes);
? articles (p.76, notes) – el libro= the book, un libro = a book, los libros= the books,
unos libros=some books;
? negative sentences (notes, hand-out), questions (notes, handout) - How to ask questions, make negative and affirmative sentences:
¿Hablas español? Sí, hablo español. No, no hablo español.
¿Trabajan Uds. mucho? Sí, nosotros trabajamos mucho. No, no trabajamos mucho.
¿Eres de aquí, verdad? No, soy de Nueva York. No soy de aquí.;
? me gusta/ te gusta/ le gusta + infinitive (I/ you/ he/ she like/s to _____ p.38;
me gustaría, te gustaría (I would like, you would like) + infinitive p. 95
me encanta/ me encantan.
OUTLINE EXAMPLE (requirements below after assignments):
Ejemplo del borrador del Final Alternativo UNO Honores- (portafolio)-Escrito en la voz de la Osita pequeña de los Tres Osos. Una obra de teatro/ video in Little Bear's voice- Visiones de mi vida/ Notas de un diario (using the Familia Loca, 3 Osos)
I. Descripción de la familia y la casa y nuestra vida ñ
A. [VOCABULARIO] Chapter 1 =generoso, desordenado, paciente, amable, sociable; chapter 2 = la mochila con el cuaderno, la regal, el diccionario, la calculadora; Chapter 3 = el centro comercial, el parque, la piscina, la playa, el campo, todos los días, conmigo; ¡Claro que sí!*; Chapter 5= la madre, el padre, los ojos azules, el pelo canoso, pequeño, grande, joven; Chapter 6 = la camisa, los zapatos, verde, los calecetines, llevar, barato; Chapter 8 = la sala, la cocina, los dormitorios, los muebles, el sótano; Chapter 10= la esquina, la librería, la plaza, el supermercado, quinientos, mil
B. VERBOS = EL PRESENTE; -ar verbs ñ dibujar, escuchar música, estudiar, tocar la guitarra; -er verbs = leer, creer, deber + infin*, comer, beber; - ir verbs = vivir, recibir; irregular: ser, tener, estar, ir: stem changers = sentir, querer, poder, encontrar, volver, jugar; go-go-yo verbs= traer, decir, poner, hacer, tener (with años, sed, hambre, sueño, frío)*; saber (p.436), dar -(p.466); ir a + infinitive- (p.106).
C. Gramática = Ser vs. Estar ñ ser + adj; la casa está (location), los muebles de la casa están (location)
II. Que está pasando cuando la mamá hace la sopa y damos un paseo:
A. [VOCABULARIO] ñ chapt. 4= la sopa de zanahorias, el pescado, el pan, el café, la leche; chapter 7 = hace calor, hace buen tiempo, el lago, las cataratas, la selva tropical; chapter 11 = por eso, tonto, triste, emocionante, más; chapt 13 = el vaso, el tenedor, la cuchara, el cuchillo, el platillo, en seguida.
B. VERBOS= Presente Progresivo - estamos caminando, estoy pensando, Peloro está entrando, está comiendo, está bebiendo;
C. Gramática = saber vs conocer ñConoce a mi primo, sabe que no es su casa, Direct Object = mira la sopa y la come, mira el café y lo bebe; PERSONAL “a” = busca la cama, conoce a mi primo, llama a su madre.
III. Lo que pasó cuando la chica mala Peloro llegó a casa y la vimosñ
A. [VOCABULARIO] El primer paso= ¿Qué tal?, ¿dónde está__-? ¿Cuántos años tienes? Buenos días, Adiós; Chapter 9= ¿Qué pasa?*, ¿Qué te duele?, ¿Qué tienes?, major, terrible, creo que…* no debes quedarte en cama.
B. VERBO: EL PRETERITO (regular)= pasar, caminar, entrar, - Preterit irregular: ir, dar, ver; spelling change: -car,-gar,-zar = jugar, tocar, llegar; eer,-oir,-uir,-aer (basement boYz)= oír, construir, caer.
C. Gramática ñ Direct Object ñ la vi en mi cama, Possessivesñ nuestra casa
IV. Mi vida en el futuro inmediato - ¿Qué va a pasar con mi vida?
A. [VOCABULARIO] Chapt 13= proteger; usar, conservar, a la vez*, por supuesto*
B. VERBO: ir+a+ infinitive ñ voy a comprar, mi vida va a ser major
C. Gramática ñ contractions ñ voy al centro commercial, con ella, conmigo
*= idiomatic expressions
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Here are some International Summer Abroad Programs mostly in Spain and Latin America that are worth looking into if you're interested:
SOL TOURS: Travel to Costa Rica, Ecuador, The Four Corners, Peru, Baja, Puerto Rico, Spain, or Yucatan
HOMESTAYS and COMMUNITY SERVICE projects
This program is run by the School for International Training in Brattleboro, VT. Former students have had very positive things to say about their experience with this group. She states: "The college abroad program is based on full immersion programs with family homestays and a heavy emphasis on interacting with the culture and people. I assume that the high school summer program of EIL do the same. I don't know how much service is involved, but there certainly will be a ton of language. Everyone that I know who has been on one of their programs swears by them."
Amigos de las Americas (http://www.amigoslink.org/) It is a service based program offering trips throughout Latin America. Students are placed in either urban or rural service projects and are working directly with the people of the country they are in--lots of Spanish and lots of service. They are more affordable and really do phenomenal work.
Rustic Pathways (http://www.rusticpathways.com). They offer service, language, and adventure programs in Costa Rica. The trips are a lot of fun. However, you will find them to be expensive and there is little overlap between the language program and the service program; i.e. if they are in the service program they won't speak Spanish.
There is a studies program in the Arts called Artes en Mexico for HS students and the same program offers Mexican Studies for Undergraduates in Qerrétero, Mexxico - http://www.iusi.org, 1-800-345-4874 and they have programs in Costa Rica too.
Here's a suggestion from the AP listserve on finding good websites among the mass of them that are out there.
One multi-lingual site that includes French and Spanish and German (Thai, Chinese and others) is Tennessee Bob's links:
also for all: conjuguemos.com
She also suggests these three for Spanish (they were all included in the links I sent out some time ago, bit it's noce to have them reduced to three):
1) colby.edu/~bknelson/exercises
Barbara Nelson is the bomb! The most comprehensive and a wide variety of
internet activities. I'm always grateful to her for creating and updating
this great webiste. It's simply the best there is. Lower level kids
don't really go for it, though.
2) studyspanish.com
(you get under "grammar" test #1 and quiz #1 free!) Very easy for you
and your students to become members and keep track of their practice! I
use it like vitamins... extra credit, practice, substitute teachers, etc.
3) conjuguemos.com
this website is really great at ALL levels. Check it out. Kids can
become members, practice on their own, print out their results (w/time
they worked on and everything!). You can also become a free member and
have students do everything through your school. Also note it's
"conjuguemos" also in Latin, French and German here.
AND for information about SUMMER PROGRAMS ABROADask anytime!!!
FUN PODCAST info - Just two minutes each week: you can receive podcasts for free - If you seach under "News", there is an ABC news broadcast in Spanish with David Puente. Each week you can listen to two minutes broadcasts from the Spanish speaking world. If you subscribe- it's FREE.
HERE's a student produced podcast made at MVRHS - check it out: pod cast link: