1 Confianza en Mis habilidadesA Review Unit for Spanish 3 students
2 NOTES FOR THE TEACHER: This PowerPoint has many resources you can use.Additional resources are attached to the Digital Commons page for this unit. No images have been used due to Copyright Laws. Please feel free to add pictures to the assignments and to this PowerPoint. Materials needed: Access to a projector or smartboard Student journals (interactive notebooks) Mini-whiteboards, whiteboard markers, whiteboard erasers Paper, pens/pencils Art supplies- Paint, markers, crayons, colored pencils, etc.
3 Día 1 Introducciones Las reglas/Las expectativesUn juego/Una actividad
4 Día 2 Entrevista de intereses ¿Cómo te llamas? con una pelotaPre-Assessment Introducir los objetivos y preguntas escenciales “No spoiler rule” Vocabulario Tema 1 Lista A
5 Entrevista de interesesInstrucciones: Each student will receive a piece of construction paper. They will fold it in half (hotdog style). On one side, they will write their name. On the other side, they will answer the following questions in ENGLISH. 1. . My hobbies are… 2. After school I normally… (work, hang out with friends, watch TV, babysit, etc.) 3. In the future I would like to be a… 4. What I like least about school is… 5. I like it when my teachers…
6 ¿Cómo te llamas? Intrucciones: The teacher will have a soft ball (nerf football, kush ball, beach ball, etc). S/He will start by reviewing the question “ Cómo te llamas” and the response “Me llamo”. S/He will throw the ball to a student and ask “¿Cómo te llamas?”. The student will respond “Me llamo _______.” They will the toss the ball to another student and ask “¿Cómo te llamas?”. This process repeats until every student has had a chance to ask answer.
7 Pre-Assessment Instrucciones:A pre-assessment is intended to gauge what your students already know and what they still need to learn. It should not be taken as a grade. ***See Pre-Assessment Document***
8 Los objetivos “ I CAN…” 1. describe myself and others using physical and personality traits. 2. say activities that I and others currently do. 3. talk about different locations. 4. understand some information on descriptions and activities from authentic Spanish sources (readings and audio)
9 Las preguntas esenciales “THE WHY”How will I develop confidence in my knowledge of Spanish vocabulary and grammar to effectively communicate in the target language? How will I use this upper-level language class outside of this classroom?
10 Story Like a Rockstar Instrucciones: Students need to copy down the vocabulary list in Spanish. The teacher will read each word one at a time and the students will repeat it aloud for pronunciation practice. The teacher will use the following slides (you must add pictures) to describe the words in SPANISH to the students. For example: Using the word Alto(a), the teacher may describe him/herself “Yo soy alta.” And exaggerate with hand motions what alto means. S/He then may find a tall student and say “Lorenzo es alto”, again acting out what the word alto means. Then ask a student “Eres alto” and they may respond sí or no. In their journals, students will write down (in pencil) what they think the word means in English. We don’t want students shouting out what they think the answer is in English, as this activity is completed entirely in the target language. To prevent this from happening, use the next slide on the “No spoiler rule.”
11 No Spoiler Rule Have you ever been watching a movie or a TV show that you were really into and excited about? (have students share the title of the movie/TV show) Has anyone every spoiled the ending for you? Or imagine if they had. (have students share what that feels like) Spanish class is the same way. If you start shouting out answers in English, your classmates’ fun is spoiled. Give everybody time to think for themselves and write down their own answers. It’s okay if you don’t get every word exactly right the first time around. At the very end, I will provide you with a list of English answers so that you can check your work.
12 Vocabulario Tema 1 Lista AAlto(a) Bajo(a) Gordo(a) Flaco(a) Fuerte Débil Bonito(a) Guapo(a) De pelo negro De pelo castaño Rubio(a) Pelirrojo(a) Moreno(a) De piel clara Self-selected vocab
13 Alto(a) INSERT PICTURE HERE
14 Bajo(a) INSERT PICTURE HERE
15 Gordo(a) INSERT PICTURE HERE
16 Flaco(a) INSERT PICTURE HERE
17 Fuerte INSERT PICTURE HERE
18 Débil INSERT PICTURE HERE
19 Bonito(a) INSERT PICTURE HERE
20 Guapo(a) INSERT PICTURE HERE
21 De pelo negro INSERT PICTURE HERE
22 De pelo castaño INSERT PICTURE HERE
23 Rubio(a) INSERT PICTURE HERE
24 Pelirrojo(a) INSERT PICTURE HERE
25 Moreno(a) INSERT PICTURE HERE
26 De piel clara INSERT PICTURE HERE
27 Self-selected vocabularyUsing your cellphone, dictionary, tablet, etc. look up 2 extra adjectives that describe HOW YOU LOOK. Examples: freckles, brown eyes, curly hair, glasses, etc.
28 Vocabulario Tema 1 Lista AAlto(a)- tall Bajo(a)- short Gordo(a)- fat Flaco(a)- skinny Fuerte- strong Débil- weak Bonito(a)- pretty Guapo(a)- handsome De pelo negro- black haired De pelo castaño- brunette Rubio(a)- blonde Pelirrojo(a)- redheaded Moreno(a)- dark skinned De piel clara- light skinned Self-selected vocab
29 Día 3 Juego de memoria Mini repaso con el verb “SER” Los SUPER 7Adivina quién
30 El juego de memoria Instrucciones: In pairs, students will cut out the following two slides and place all the squares face down in rows. The object of the game is to match the Spanish word with the corresponding picture. Whoever has the most pairs at the end of the game wins. Taking turns, one student will randomly flip up two cards. If they are a match, they take the pair out and make their own stack. They then get to select two different cards. If the cards do not match, they must flip them back over face down and it becomes their partner’s turn. This process repeats until no cards are left.
31 Alto Bajo Gordo Flaco Fuerte [Insert alto picture here][Insert bajo picture here] Gordo [Insert gordo picture here] Flaco [Insert flaco picture here] Fuerte
32 Bonito Rubio De pelo castaño De pelo negro[Insert fuerte picture here] De pelo castaño [Insert de pelo castaño picture here] Bonito [Insert bonito picture here] De pelo negro [Insert de pelo negro picture here] Rubio [Insert rubio picture here]
33 Mini-repaso “SER” ¿Qué significa el verbo “SER”? To be
34 Foldable (have student make and glue in their notebooks)
35 Los SUPER 7 The following 7 verbs are conjugated in the yo form and the él/ella form. These verbs are helpful because they can be used and combined in my different ways to form sentences. Have students copy these down in the journals so that they can always use them as a reference point when speaking or writing.
36 Los SUPER 7 YO Quiero Voy Tengo Soy Me gusta Estoy 7. HayÉL, ELLA, USTED Quiere Va Tiene Es Le gusta Está
37 Nombre _____________ La flor de descripcionesIn each petal, write a sentence describing how you look conjugating either “ser” or “tener.” Yo tengo ojos verdes. EX: Yo soy baja. Nombre _____________ La flor de descripciones
38 Adivina quién Instrucciones: Teacher will assign each student the name of another student in the class. They should NOT show anyone who’s name they received. Using the following slide, students will draw their partner (being super sneaky) and write a physical description using the verb SER (es) and TENER (tiene). They need to write at least 5 sentences—this may include self-selected vocabulary. Once everyone has finished, they will pass their paper to the student they described. The student they described will edit the paper for mistakes. The teacher will the collect all of the descriptions. The teacher will read the description in Spanish and the class will have to guess who s/he is describing.
39 Día 4 Video: ¿Cómo eres? Foldable con preguntasVocabulario Tema 1 Lista B Práctica en pizarra blanca
40 Video: ¿Cómo eres? https://www.youtube.com/watch?v=TxWugQUw2usWhile watching and listening to this video, students will write down adjectives the recognize in Spanish. As a class, we will share our responses and talk about adjectives we already know and don’t know yet.
41 Foldable con preguntas (have students make and glue in their notebooks)
42 Story Like a Rockstar Instrucciones: Students need to copy down the vocabulary list in Spanish. The teacher will read each word one at a time and the students will repeat it aloud for pronunciation practice. The teacher will use the following slides (you must add pictures) to describe the words in SPANISH to the students. For example: Using the word Alto(a), the teacher may describe him/herself “Yo soy alta.” And exaggerate with hand motions what alto means. S/He then may find a tall student and say “Lorenzo es alto”, again acting out what the word alto means. Then ask a student “Eres alto” and they may respond sí or no. In their journals, students will write down (in pencil) what they think the word means in English. We don’t want students shouting out what they think the answer is in English, as this activity is completed entirely in the target language. To prevent this from happening, use the next slide on the “No spoiler rule.”
43 Remind them about the “No Spoiler Rule”Have you ever been watching a movie or a TV show that you were really into and excited about? (have students share the title of the movie/TV show) Has anyone every spoiled the ending for you? Or imagine if they had. (have students share what that feels like) Spanish class is the same way. If you start shouting out answers in English, your classmates’ fun is spoiled. Give everybody time to think for themselves and write down their own answers. It’s okay if you don’t get every word exactly right the first time around. At the very end, I will provide you with a list of English answers so that you can check your work.
44 Vocabulario Tema 1 Lista BSimpático(a) Antipático(a) Amable Inteligente Activo(a) Perezoso(a) Honesto(a) Leal Gracioso(a) Serio(a) Callado(a) Tímido(a) Atlético Self-selected vocab
45 Simpático(a) INSERT PICTURE HERE
46 Antipático(a) INSERT PICTURE HERE
47 Amable INSERT PICTURE HERE
48 Inteligente INSERT PICTURE HERE
49 Activo(a) INSERT PICTURE HERE
50 Perezoso(a) INSERT PICTURE HERE
51 Honesto(a) INSERT PICTURE HERE
52 Leal INSERT PICTURE HERE
53 Gracioso(a) INSERT PICTURE HERE
54 Serio(a) INSERT PICTURE HERE
55 Callado(a) INSERT PICTURE HERE
56 Tímido(a) INSERT PICTURE HERE
57 Atlético(a) INSERT PICTURE HERE
58 Self-selected vocabularyUsing your cellphone, dictionary, tablet, etc. look up 2 extra adjectives that describe YOUR PERSONALITY Example: outgoing, studious, positive, etc.
59 Vocabulario Tema 1 Lista BSimpático(a)- Nice Antipático(a) Mean Amable- Friendly Inteligente- Inteligent Activo(a)- Active Perezoso(a)- Lazy Honesto(a)- Honest Leal- Loyal Gracioso(a)- Funny Serio(a)- Serious Callado(a)- Quiet Tímido(a)- Shy Atlético(a)- Athletic Self-selected vocab
60 Práctica en pizarra blancaIn pairs, students will share a mini whiteboard, a whiteboard maker, and a whiteboard eraser. The teacher will project an adjective using images (these can be physical or personality traits) and students will have to write a sentence using that adjective. I like to use images of famous people that have more than one right answer. Once students write a sentence, they will hold their whiteboard in the air for the teacher to check and verbally correct. Example: A picture of Kim Kardashian Students may write “ Ella es bonita.” “Ella es flaca.” “Ella es de pelo negro.” “Ella es leal.” etc.
61 Día 5 Lectura Handprints con preguntas
62 Lectura: My Name (From House on Mango Street) por Sandra CisnerosTO GET BACKGROUND INFORMATION ON THE AUTHOR: Paso 1: Students will look up 3 interesting facts about Sandra Cisneros Paso 2: Students will share this information with their partner Paso 3: Teacher will call on partners to share out the most interesting fact TO READ: Students will read one line and then chose another student to read the next line. https://concepcionespanol.wikispaces.com/file/view/Cuento+corto+Mi+no mbre+Cisneros.pdf Talk about the reading as a class. Remind students that is okay to not know EVERY single word.
63 Handprints Instrucciones: Each student will chose a color of construction paper (provided by the teacher). They will chose a paint color (provided by the teacher). Students will use the paint to make a handprint on their piece of paper. This symbolizes how everyone is a member of our classroom. Using the next slide, students will write a description of themselves to be graded by the teacher. They will spend the rest of class decorating their handprint (with markers, art supplies ,etc.) showing what makes them unique, special, and an important member of our class. Once graded, these will be hung up around the classroom.
64 Preguntas de reflección:PARA CONTESTAR EN ORACIONES COMPLETAS EN ESPAÑOL (por lo menos 6 frases): How would you introduce yourself? Name Hometown Age How do you look? (the more you elaborate, the higher the score you will receive) How do you act? (the more you elaborate, the higher the score you will receive)
65 Día 6 Adivina quién con Disney Vocabulario Tema 1 Lista CMe gusta manos Quiz, Quiz, Trade
66 Adivina quién con DisneyEither project or print the following slides (you must add pictures). I like to use Disney because these characters are well know and have exaggerated features. In pairs or groups of 3-4 students, students will take turns describing a character in Spanish verbally. For example: Es alto. Es gordo. Es perezoso. Etc. The students that aren’t describing the character will have to guess who is being described. If s/he guesses the correct character, s/he get a point and gets to describe the next character. This process continues until the teacher calls time. The student with the most points wins.
67 Adivina quién con Disney[Insert picture of animated character]
68 Story Like a Rockstar Instrucciones: Students need to copy down the vocabulary list in Spanish. The teacher will read each word one at a time and the students will repeat it aloud for pronunciation practice. The teacher will use the following slides (you must add pictures) to describe the words in SPANISH to the students. For example: Using the word Alto(a), the teacher may describe him/herself “Yo soy alta.” And exaggerate with hand motions what alto means. S/He then may find a tall student and say “Lorenzo es alto”, again acting out what the word alto means. Then ask a student “Eres alto” and they may respond sí or no. In their journals, students will write down (in pencil) what they think the word means in English. We don’t want students shouting out what they think the answer is in English, as this activity is completed entirely in the target language. To prevent this from happening, use the next slide on the “No spoiler rule.”
69 Remind them about the “No Spoiler Rule”Have you ever been watching a movie or a TV show that you were really into and excited about? (have students share the title of the movie/TV show) Has anyone every spoiled the ending for you? Or imagine if they had. (have students share what that feels like) Spanish class is the same way. If you start shouting out answers in English, your classmates’ fun is spoiled. Give everybody time to think for themselves and write down their own answers. It’s okay if you don’t get every word exactly right the first time around. At the very end, I will provide you with a list of English answers so that you can check your work.
70 Vocabulario Tema 1 Lista CHacer la tarea Estudiar Ir de compras Hablar por teléfono Mandar textos Escuchar a música Comer Dormir Limpiar la casa Cocinar Self-selected vocabulary Jugar deportes Jugar videojuegos Correr Hacer ejercicio Nadar Bailar Cantar Dibujar Usar la computadora Ver la tele Ver una película Leer
71 Jugar deportes INSERT PICTURE HERE
72 Jugar videojuegos INSERT PICTURE HERE
73 Correr INSERT PICTURE HERE
74 Hacer ejercicio INSERT PICTURE HERE
75 Nadar INSERT PICTURE HERE
76 Bailar INSERT PICTURE HERE
77 Cantar INSERT PICTURE HERE
78 Dibujar INSERT PICTURE HERE
79 Usar la computadora INSERT PICTURE HERE
80 Ver la tele INSERT PICTURE HERE
81 Ver una película INSERT PICTURE HERE
82 Leer INSERT PICTURE HERE
83 Hacer la tarea INSERT PICTURE HERE
84 Estudiar INSERT PICTURE HERE
85 Ir de compras INSERT PICTURE HERE
86 Hablar por teléfono INSERT PICTURE HERE
87 Mandar textos INSERT PICTURE HERE
88 Escuchar a música INSERT PICTURE HERE
89 Comer INSERT PICTURE HERE
90 Dormir INSERT PICTURE HERE
91 Limpiar la casa INSERT PICTURE HERE
92 Cocinar INSERT PICTURE HERE
93 Self-selected vocabularyUsing your cellphone, dictionary, tablet, etc. look up 1 extra activity that you do and add this to your list Example: skateboard, work, travel, ski, sunbathe, etc.
94 Vocabulario Tema 1 Lista CJugar deportes- To play sports Jugar videojuegos- To play videogames Correr- To run Hacer ejercicio- To exercise Nadar- To swim Bailar- To dance Cantar- To sing Dibujar- To draw Usar la computadora- To use the computer Ver la tele- To watch TV Ver una película- To watch a movie Leer- To read
95 Vocabulario Tema 1 Lista CHacer la tarea- To do homework Estudiar- To study Ir de compras- To go shopping Hablar por teléfono- To talk on the phone Mandar textos- To send text messages Escuchar a música- To listen to music Comer- To eat Dormir- To sleep Limpiar la casa- To clean the house Cocinar- To cook Self-selected vocabulary
96 Me gusta manos Instrucciones: Using the following slide, students will trace their hand in a thumbs up shape in their journals and then in a thumbs down shape. They will sort the vocabulary into activities they like to do and don’t like to do (at least 10 activities) Afterwards, they will compare their list with a partners and talk about why they have similar/different lists. Teacher will poll the class asking “Te gusta _________.” Students will hold their thumb up or down.
97 Sort these activities (at least 10)Hacer la tarea Estudiar Ir de compras Hablar por teléfono Mandar textos Escuchar a música Comer Dormir Limpiar la casa Cocinar Self-selected vocabulary Jugar deportes Jugar videojuegos Correr Hacer ejercicio Nadar Bailar Cantar Dibujar Usar la computadora Ver la tele Ver una película Leer
98 Quiz Quiz Trade Teacher Instructions:Print a class set of the following slide, front/back. (You’ll need to print more than one set depending on your class size) Cut out each square. Review the question “¿Qué te gusta hacer?” or “Qué no te gusta hacer?” Students will need you to explain to them that hacer means “to do” and they don’t need to use it in their answer. Give one square to each student. It’s ok that some students have the same card! Each pair of students needs a whiteboard, a whiteboard marker, and a whiteboard eraser. Students practice asking the question in Spanish. Students practice how the answer should sound in Spanish. “me gusta…” Or no me gusta…” Students take their card, stand up, and find a partner. Partner A quizzes Partner B by holding up his card & asking the question on the back. Partner B must answer the question in Spanish based on the picture on the whiteboard. Once Partner B gets it right, they switch cards. The teacher will instruct students to find a new partner. Repeat the process as many times as you would like.
99 Quiz Quiz Trade Student Instructions:Half the class has an index card with a question using GUSTAR Half the class has a picture with an activity Pair up and write a sentence using GUSTAR and the activity Switch cards each time
100 ¿Qué no te gusta hacer? ¿Qué te gusta hacer?
101 [Insert image of an activity here]
102 Día 7 Audio: UT Website Inductive SortingApuntes: El presente + Foldable Práctica: “Quién lo dijo?
103 Audio Practice Teacher Instructions:Play each video 2-3 times. Explain to students that they won’t understand EVERY single word, but that’s okay! They will still be able to pick out some key words to help them gain meaning and understanding. Students can respond in English or in Spanish. With learned vocabulary students may be able to understand exactly what each person likes to do. Other times, they may not know the word but were able to hear it/sound it out in Spanish. This is a good first step. We can talk about what words they heard and don’t yet know the meanings.
104 Audio Practice Audio #1: https://www.laits.utexas.edu/spe/vid/beg05ex.html List in your journal (in English or in Spanish) what she likes to do. Audio #2: https://www.laits.utexas.edu/spe/vid/beg05a.html List in your journal (in English or in Spanish) what Alfredo likes to do. Audio #3: https://www.laits.utexas.edu/spe/vid/beg05d.html List in your journal (in English or in Spanish) what Alejandra likes to do.
105 Inductive Sorting Students will receive a list of conjugated verbs (already cut out) from the following slide In pairs, they will sort these words into groups. Explain to the students that there is no right or wrong answer. They are just trying to make sense of the verbs and look for patterns. Some students may sort the words based off of the word itself (all of the conjugations for hablar in the same group) Some students may sort them by subject conjugation (all the yo forms together, etc.) Some students may take this a step further and sort by word and subject conjugation. After each group has sorted their words, they will do a gallery walk in which the students stand up and walk around to look at all the other tables groupings. Once everyone has returned to their seats, we will have a class discussion about how we sorted the words and why.
106 Hablo Como Duermo Bailo Leo Hablas Comes Duermes Bailas Lees Habla Come Duerme Baila Lee Hablamos Comemos Dormimos Bailamos Leemos Hablan Comen Duermen Bailan Leen
107 Apuntes: El presente
108 Foldable -AR VERBS (have students make and glue in their notebooks)
109 -AR VERBS Hablar= To talk Nosotros Hablamos Yo Hablo Tú HablasExample: Hablar= To talk Nosotros Hablamos Yo Hablo Tú Hablas Ellos, Ellas, Ustedes Hablan Él, Ella, Usted Habla
110 Foldable –ER/IR VERBS (have students make and glue in their notebooks)
111 -ER VERBS Comer= To eat Nosotros Comemos Yo Como Tú ComesExample: Comer= To eat Nosotros Comemos Yo Como Tú Comes Ellos, Ellas, Ustedes Comen Él, Ella, Usted Come
112 -IR VERBS Escribir= To write Nosotros Escribimos Yo Escribo TúExample: Escribir= To write Nosotros Escribimos Yo Escribo Tú Escribes Ellos, Ellas, Ustedes Escriben Él, Ella, Usted Escribe
113 ¿Quién lo dijo? Parte 1: Identify who said each of the following sentences using your knowledge of present tense verbs. Some answer choices will be used more than once. Las respuestas posibles: Josefina Yo Alicia y Adrian Jennifer y yo Tú Siempre como verduras y frutas para ser más saludable. _______________ Nunca corremos en la tarde porque hace calor. _______________ Usa la computadora después de la escuela en la casa de su amigo. _______________ Hablo por telefono con Tomás para hacer planes para el fin de semana. _______________ Cada semana hacen ejercicio en el gimnasio y en el parque. _______________ De vez en cuando haces la tarea en la biblioteca. _______________ Tienen muchas actividades. Por ejemplo cantan en el coro y bailan con su equipo. _______________ Nada en la piscina todas las mañanas por una hora. _______________ A veces lees después de la cena en mi cuarto. _______________ Muchas veces escuchamos a música en la clase de español. _______________ Parte 2: Write five sentences of your own explaining what you and others do. 11._____________________________________________________________________________________________________________________ 12._____________________________________________________________________________________________________________________ 13._____________________________________________________________________________________________________________________ 14._____________________________________________________________________________________________________________________ 15._____________________________________________________________________________________________________________________
114 Día 8 Traveling Dictado Apuntes: Los irregulares en el presenteMatamoscas Lectura + Sorting
115 Traveling Dictado Instrucciones: On the following slide, there are 8 sentences. Print and cut out each sentence. Post them either around your room or in the hallway. Divide students into groups of 4. Have them number off by height. Tallest is number 1, shortest is number 4. Each group needs one piece of paper. When the teacher says go, all of the number 1s will run into the hallway and memorize sentence number 1. Once they have it memorized, the will run back in and whisper it to their group. The group must write down the sentence as accurately as possible (don’t stress too much about spelling though!). If group member number 1 forgets the sentence, s/he can go back to the hall to re-memorize. Once they have the sentence written down, the group members need to determine who the subject is (yo, tú, él/ ella, etc.) Once they think they have the sentence correct, group member number 2 runs out into the hall to memorize sentence number 2. This process repeats until all 8 sentences are written down. The first group to finish all 8 sentences correctly wins. (The teacher will check answers at the end)
116 Traveling Dictado SentencesSiempre como verduras y frutas para ser más saludable. _______________ Nunca corremos en la tarde porque hace calor. _______________ Usa la computadora después de la escuela en la casa de su amigo. _______________ Hablo por telefono con Tomás para hacer planes para el fin de semana. ___________ Cada semana hacen ejercicio en el gimnasio y en el parque. _______________ De vez en cuando haces la tarea en la biblioteca. _______________ Muchas veces escuchamos a música en la clase de español. _______________ Nada en la piscina todas las mañanas por una hora. _______________
117 Stem-changers: o or uuedormir, poder, jugar Jugar= To play Juego Nosotros Jugamos Yo Tú Juegas Ellos, Ellas, Ustedes Juegan Él, Ella, Usted Juega
118 querer, tener, despertarseStem-changers: eie querer, tener, despertarse Querer= To want Quiero Nosotros Queremos Yo Tú Quieres Ellos, Ellas, Ustedes Quieren Él, Ella, Usted Quiere
119 Stem-changers: ei decir, vestirse Decir= To say digo Nosotros decimosYo Tú dices Ellos, Ellas, Ustedes dicen Él, Ella, Usted dice
120 -go Verbs ***These verbs are only different in the YO form***Hacer= To do Decir= To say Yo Hago Yo Digo Poner= To put Tener= To have Yo Pongo Yo Tengo
121 Another Different “Yo” Verb ***This verb is only different in the YO form***To see/watch Yo Veo
122 Total Rule Breakers Ser= To be soy Nosotros somos Yo Tú eresEllos, Ellas, Ustedes son Él, Ella, Usted es
123 Total Rule Breakers Ir= To go voy Nosotros vamos Yo Tú vasEllos, Ellas, Ustedes van Él, Ella, Usted va
124 Matamoscas Instrucciones: Each pair of students needs a copy of the following slide. Teacher will read a phrase in English. Students will search for the Spanish translation on their worksheet. The first student to find the correct conjugation will cross of the verb. If s/he is correct, she gets a tally mark point. If s/he is incorrect, the partner gets a tally mark point.
125 Matamoscas hablo juegas canta corremos bailan juego cantas correbailamos hablan hago ves duerme vamos quieren tengo haces dormimos ve tienen voy comes quiere somos son como escribe nadas cocinan escribimos
126 Matamoscas script They want We write They dance He watches (TV)I play (sports) You swim They are (friendly) We talk (on the phone) She runs I eat She sings We sleep He writes I have (a dog) They cook We go (to the park) You eat You watch (a movie) They have (homework) She wants (new clothes) You play (videogames) I do (homework) I go (to the store) They talk (on the phone) He sleeps
127 Lectura + Preguntas de comprensión
128 Día 9 Práctica en pizarra blanca Prueba Vocabulario Tema 1 Lista DPiccionario
129 Práctica en pizarra blanca- You may re-use images from your Day 4 practice or choose new imagesIn pairs, students will share a mini whiteboard, a whiteboard maker, and a whiteboard eraser. The teacher will project an adjective or an acivity using images (these can be physical or personality traits) and students will have to write a sentence using that adjective/activity. I like to use images of famous people that have more than one right answer. Once students write a sentence, they will hold their whiteboard in the air for the teacher to check and verbally correct. Example: A picture of Kim Kardashian Students may write “ Ella es bonita.” “Ella es flaca.” “Ella es de pelo negro.” “Ella es leal.” etc. OR “Ella hace ejercicio.” “Ella habla por teléfono.” etc.
130 Prueba #1 See Prueba #1 Document
131 Story Like a Rockstar Instrucciones: Students need to copy down the vocabulary list in Spanish. The teacher will read each word one at a time and the students will repeat it aloud for pronunciation practice. The teacher will use the following slides (you must add pictures) to describe the words in SPANISH to the students. For example: Using the word Alto(a), the teacher may describe him/herself “Yo soy alta.” And exaggerate with hand motions what alto means. S/He then may find a tall student and say “Lorenzo es alto”, again acting out what the word alto means. Then ask a student “Eres alto” and they may respond sí or no. In their journals, students will write down (in pencil) what they think the word means in English. We don’t want students shouting out what they think the answer is in English, as this activity is completed entirely in the target language. To prevent this from happening, use the next slide on the “No spoiler rule.”
132 Remind them about the “No Spoiler Rule”Have you ever been watching a movie or a TV show that you were really into and excited about? (have students share the title of the movie/TV show) Has anyone every spoiled the ending for you? Or imagine if they had. (have students share what that feels like) Spanish class is the same way. If you start shouting out answers in English, your classmates’ fun is spoiled. Give everybody time to think for themselves and write down their own answers. It’s okay if you don’t get every word exactly right the first time around. At the very end, I will provide you with a list of English answers so that you can check your work.
133 Vocabulario Tema 1 Lista DEl parque La piscina El cine El restaurante El café La escuela La casa El gimnasio La playa El museo El centro comercial La fiesta La iglesia El centro El supermercado Self-selected vocabulary
134 El parque INSERT PICTURE HERE
135 La piscina INSERT PICTURE HERE
136 El cine INSERT PICTURE HERE
137 El restaurante INSERT PICTURE HERE
138 El café INSERT PICTURE HERE
139 La escuela INSERT PICTURE HERE
140 La casa INSERT PICTURE HERE
141 El gimnasio INSERT PICTURE HERE
142 La playa INSERT PICTURE HERE
143 El museo INSERT PICTURE HERE
144 El centro comercial INSERT PICTURE HERE
145 La fiesta INSERT PICTURE HERE
146 La iglesia INSERT PICTURE HERE
147 El centro INSERT PICTURE HERE
148 El supermercado INSERT PICTURE HERE
149 Self-selected vocabularyUsing your cellphone, dictionary, tablet, etc. look up 1 extra activity that you do and add this to your list Example: temple, mountains, zoo, lake, etc.
150 Vocabulario Tema 1 Lista DEl parque- The park La piscine- The pool El cine- The movie theater El restaurante- The restaurant El café- The coffee shop La escuela- The school La casa- The house El gimnasio- the gym La playa- The beach El museo- The mueseum El centro comercial- The mall La fiesta- The party La iglesia- The church El centro- Downtown El supermercado- the grocery store Self-selected vocabulary
151 Piccionario Instrucciones: Students should be divided into groups of 3-4. Groups can earn points by A)Having a student volunteer to draw in front of the class, B) Guessing the correct word on their whiteboard One student volunteer (or selected by the teacher) will pick one of the new vocabulary terms from a cup. They will then have to draw that word on the board (smartboard, promethean board, whiteboard, etc) The students at their desk will have a mini whiteboard, whiteboard marker, and whiteboard eraser. They will write down what they think the correct word is and hold their board in the air. If they guess the correct answer first, they get a point Whichever team has the most points wins.
152 Día 10 Verbos reflexivos Centros- Estudiante A y B, Infogap with schedule/Create schedule and compare with a partner, Interpretive reading
153 ¿Qué son verbos reflexivos?Dime un ejemplo de un verbo reflexivo [You can write down their examples and talk about whether they are reflexive or not any why. Explain how these are actions we do to ourselves]
154 Verbos reflexivos Vestirse Ducharse Maquillarse Afeitarse DespertarseLavarse Dormirse Cepillarse Arreglarse Ponerse*
155 Verbos reflexivos Take the “se” and move it to the frontChange the pronoun Yo-Me Tú-Te Él/Ella/Ud.-Se Nosotros-Nos Ellos/Ellas/Uds.-Se 3) Conjugate the verb in the present tense
156 Ejemplo: Lavarse= To wash (oneself) Me lavo Nosotros Nos lavamos Yo TúTe lavas Ellos, Ellas, Ustedes Se lavan Él, Ella, Usted Se lava
157 Centros de práctica (see attachment)Centro #1: Estudiante A y B- Students will have opposite worksheets. Student A will answer question A in writing on their worksheet. S/He will read the WHOLE sentence aloud. Student B has the answers on his/her paper. She will confirm whether the answer is correct or incorrect. They will talk about the right answer if incorrect. Student B then answers question 1 and student A verifies the answer. This process continues until all questions have been answered. Individually, students will translate the sentences to English. Centro #2:Horarios- Individually students will create the schedule including at least 10 activities they do in a day in Spanish (some verbs should be reflexive, but all of them don’t have to be). After making their schedules, students will compare with a partner. Centro #3: Comic strip- project this comic on the board. Students will write a sentence for each box in Spanish. y_I/AAAAAAAACZQ/ht-h3lQ50Ic/s1600/la%2Brutina%2Bverbos%2Breflexivos%2Bme- encanta-escribir.png
158 Día 11 Reverse Charades Audio: UT Listening Ping-Pong Reading
159 Reverse Charades In a “normal” game of charades, one student acts out a word and the team tried to guess the word the student is acting out. In reverse charades, students need to be divided into groups of 3-4 students. One student from each group will come up to the front of the classroom with a mini whiteboard and whiteboard marker. The rest of the students stay sitting with their groups On the screen behind the students at the front of the room, the teacher will project an image of a verb. Students CANNOT turn around. The students that are sitting down start acting out the verb WITHOUT making noise. The students at the front of the room try to write down the correct verb first. The teacher checks the answers. Whichever person guesses the word first, gets a point for their team. Repeat this process with different students coming to the front of the room.
160 Reverse Charades [Insert image her]Make as many slides as you would like.
161 Audio Practice in Student JournalsSimplified Example https://www.laits.utexas.edu/spe/vid/beg15ex.html What time does she wake up? What is one activity she does at home after school? What is the last thing she does? Claudia https://www.laits.utexas.edu/spe/vid/beg15b.html List 3 activities she does (in English or in Spanish) Hint: Some of the verbs are reflexive! Leonardo https://www.laits.utexas.edu/spe/vid/beg15a.html List 3 activities Leonardo does (in English or in Spanish) Hint: Some of the verbs are reflexive!
162 Ping-Pong Reading In Ping-Pong Reading, students are working in pairs.Student 1 reads a sentence aloud and Student 2 translates it to English. Then Student 2 reads a sentence aloud and Student 1 translates it to English. This process repeats until the entire text has been read and translated. Remind students to work on their pronunciation because they will have a Speaking assessment later this week.
163 Ping-Pong Reading Hola, me llamo Paulina. Tengo dieciséis años y soy una estudiante en Lima, Peru. Tengo una familia muy grande—vivo con mis abuelos, mis padres y mis hermanos. Nosotros somos altos, morenos y tenemos pelo castaño. Mi abuelo se llama Alfredo y le gusta ver la tele. Mi abuela se llama Beatriz y ella cocina mucho. Mi padre trabaja en una oficina en el centro de la ciudad. Mi madre limpia la casa y se lava la ropa. Tengo dos hermanos—Guillermo y Paco. Ellos siempre juegan deportes y hacen ejercicio. Me levanto a las siete y media de la mañana. Camino a escuela a las ocho y cuarto. En mis clases tengo muchos amigos porque soy simpática, activa e inteligente. Después de la escuela yo estudio y hago mi tarea. Antes de me duermo yo siempre leo un libro.
164 Día 12 Silly Sentences Infografía: ¿A qué dedicas tu tiempo libre?
165 Silly Sentences Instrucciones: On a blank piece of paper, students will need to fold their papers so that they have 8 boxes. In the first box, in the top corner, they need to write their name. Each box should also be numbered in the bottom corner (#1-8) The teacher will read a sentence in Spanish. The students will draw in box 1 what they understood. Once everyone is done, students pass their papers to the right. The teacher will read another sentence and the new student will draw what they understand in box 2. Then pass the papers. Once all 8 sentences have been read, students will receive their original paper (they usually need a little bit of time to laugh and share with a partner)
166 Silly Sentencce (to read aloud)El chico gordo va a la piscina para comer. Las chicas altas juegan baloncesto en el parque. El gato inteligente va a la escuela para dormir. El abuelo débil hace ejercicio en el gimnasio. El perro compra ropa nueva en el centro comercial. Los bebes grandes caminan por el centro. Yo bailo en la fiesta de cumpleaños. Nosotros cocinamos en la playa.
167 Infografía: ¿A qué dedicas tu tiempo libre?Use the infographic from this link https://thelanguagepoint.com/english_collections/show/Spanish%2521_Tiempo_ Libre to answer the following questions.
168 ¿A qué dedicas tu tiempo libre?Respond to the following questions in short answers in English. 1. Do teenagers in Mexico prefer to use the computer or read? __________________ 2. Do they prefer to go to the movies or watch TV? __________________ 3. Do they prefer to go to the beach or go to museums? __________________ 4. Do they prefer to watch sports or play sports? __________________ 5. What percentage likes to go out with their girlfriend/boyfriend? _______________
169 ¿A qué dedicas tu tiempo libre?6a. What are the top two most popular pastimes for teens in Mexico? ______________________________________________________________________ 6b. Do you think this is the same in the US? Why or why not? 7a. What are the top two least popular pastimes for teens in Mexico? 7b. Do you think this is the same in the US? Why or why not?
170 ¿A qué dedicas tu tiempo libre?8a. Which percentage do you think is most UNLIKE your experience as a teenager in the United States? ______________________________________________________________________ 8b. Why? 9a. Which percentage do you think is most LIKE your experience as a teenager in the United States? 9b. Why?
171 ¿A qué dedicas tu tiempo libre?10. What do you think the paragraph under “Ir a la ciudad” is saying? Try your best! ______________________________________________________________________
172 ¿A qué dedicas tu tiempo libre?Your turn! Create an infographic similar to the one we saw about your own free time and what percent of time (each week) you do each of the activities that we have learned. The percentages should add up to 100%
173 ¿A qué dedicas tu tiempo libre?Write 6 sentences in Spanish explaining your top 3 activities and why they are your most popular activites and your bottom 3 activities and why you don’t do those as often. ***Remember that because in Spanish is “porque”*** Example: Me gusta jugar deportes porque soy atlética. Example: No nado porque no me gusta ir a la piscina.
174 Día 13 Speaking/Writing Practice
175 Scenario: Parte 1: Imagine that a Spanish-speaking student is staying with you for the weekend. This could be a friend from school or someone visiting from a different country. Create an itinerary in Spanish about what you would do in Houston. Parte 2: Write questions in Spanish asking your friend if s/he wants to do 3 of the activities you have planned. Parte 3: Ask your partner the three questions you have created and answer his/her questions/ Answer your partner’s questions. Parte 4: Draw the activities your partner invites you to. Circle the activities you agreed to do.
176 Día 14 Students will all work on the integrated Listening and Writing PBA As students finish, they will go to teachers desk for the Speaking PBA.
177 Día 15 Students will all work on the integrated Reading PBAStudents that did not speak yesterday will finish the Speaking PBA Everyone will complete post assessment Close out the unit with a class discussion