8th Grade MYP Spanish lessons (2014-2015)
Class Syllabus: Click HERE
Class rubrics: Click HERE
Review Unit: Introducing and talking about yourself
Class Syllabus: Click HERE
Class rubrics: Click HERE
Review Unit: Introducing and talking about yourself
Power Point 1: Introducing yourself
introducing_yourself_power_point_1.pptxDownload File
Word document # 1: Preguntas sobre mí
preguntas_sobre_mi.docDownload File
Word document #2: Preguntas y respuestas de sobre Carlos y María
preguntas_y_respuestas_sobre_carlos_y_maria.docDownload File
Power Point # 2: Usos de (SER)
verbo_ser.pptxDownload File
Word document # 3: ejercicios de SER y ESTAR
ser_y_estar_ejercicios_y_respuestas.docDownload File
Word document # 4: Worksheet on the verb (SER)ser_-_worksheet.docxDownload File
Word document # 5: Worksheet on the verb (ESTAR)estar_-_worksheet.docxDownload File
PDF document # 1: Additional practice of the verb SERworksheet_ser_spanish.pdfDownload File
PDF document # 2: Additional practice on verb SER and ESTARspanish_ser_estar_worksheet.pdfDownload File
Video # 1: Greetings and introductions
introducing_yourself_power_point_1.pptxDownload File
Word document # 1: Preguntas sobre mí
preguntas_sobre_mi.docDownload File
Word document #2: Preguntas y respuestas de sobre Carlos y María
preguntas_y_respuestas_sobre_carlos_y_maria.docDownload File
Power Point # 2: Usos de (SER)
verbo_ser.pptxDownload File
Word document # 3: ejercicios de SER y ESTAR
ser_y_estar_ejercicios_y_respuestas.docDownload File
Word document # 4: Worksheet on the verb (SER)ser_-_worksheet.docxDownload File
Word document # 5: Worksheet on the verb (ESTAR)estar_-_worksheet.docxDownload File
PDF document # 1: Additional practice of the verb SERworksheet_ser_spanish.pdfDownload File
PDF document # 2: Additional practice on verb SER and ESTARspanish_ser_estar_worksheet.pdfDownload File
Video # 1: Greetings and introductions
Video # 2: Introducing yourself(Greetings, your name, where you are from, and age.)
TASKS
1) Watch Video # 1: Observe how people greet each other. Discuss with your partner how the way people greet in the video differ from how you greet people in your country. Watch Video # 2 and listen to how these people introduce themselves and mention their name, where they are from, and their age.
Power Point # 1.
2) Power Point # 1: Read about Carlos in slide # 3, and answer the questions about the reading. Get peer feedback once done.
3) Power Point # 1: Read about Maria in slide # 4, and answer the questions about the reading. Get peer feedback once done.
4) Word document # 2: Check your answers to the questions about the readings on Carlos and Maria.
5) Review the vocabulary/expressions on slides # 5 & # 6.
6) Review grammar guide.
7) Reading Practice: follow instructions on slide # 12.
8) Word document # 1: Answer the questions about you. Get peer feedback once done.
9) Power Point # 2: Review the uses of the verb (Ser).
10) Word document # 4 : Worksheet on the verb (SER)
11) Power Point # 3: Review the uses of the verb (ESTAR)
12) Word document # 5: Worksheet on the verb (ESTAR)
13) Word document # 3: Exercises about (Ser) and (Estar) on page # 1. Check your answers on page # 3.
14) Power Point # 1: Write a paragraph about you. Follow the instructions on slide # 16.
15) Short skit: Do a short skit with your partner. Both partners need to write their own dialogue. The dialogue needs to include the following: greetings, say good morning, ask how each other is doing, say your name and ask the other persons name, ask each others age, ask where your partner is from, ask what city your partner is from, say it was a pleasure to meet each other, and then say bye.
After you finish writing your dialogue, let me check it. Once I have revised it, practice your skit several times so you feel confident to present in front of the class. Before you present, let me observe your skit so I may make final suggestions and corrections with respect to pronunciation and intonation.
16) Write a skit: Without consulting your notes or getting help from a friend, write a skit with all the information included in activity # 15. Write this skit in your notebook, and make sure you double space. When you are done, please show it to your teacher.
17) Power Point #4: Review other uses of the verb (ESTAR)
18) PDF document # 1: Additional practice on verb SER
19) PDF document # 2: Additional practice on verb SER and ESTAR.
1) Watch Video # 1: Observe how people greet each other. Discuss with your partner how the way people greet in the video differ from how you greet people in your country. Watch Video # 2 and listen to how these people introduce themselves and mention their name, where they are from, and their age.
Power Point # 1.
2) Power Point # 1: Read about Carlos in slide # 3, and answer the questions about the reading. Get peer feedback once done.
3) Power Point # 1: Read about Maria in slide # 4, and answer the questions about the reading. Get peer feedback once done.
4) Word document # 2: Check your answers to the questions about the readings on Carlos and Maria.
5) Review the vocabulary/expressions on slides # 5 & # 6.
6) Review grammar guide.
7) Reading Practice: follow instructions on slide # 12.
8) Word document # 1: Answer the questions about you. Get peer feedback once done.
9) Power Point # 2: Review the uses of the verb (Ser).
10) Word document # 4 : Worksheet on the verb (SER)
11) Power Point # 3: Review the uses of the verb (ESTAR)
12) Word document # 5: Worksheet on the verb (ESTAR)
13) Word document # 3: Exercises about (Ser) and (Estar) on page # 1. Check your answers on page # 3.
14) Power Point # 1: Write a paragraph about you. Follow the instructions on slide # 16.
15) Short skit: Do a short skit with your partner. Both partners need to write their own dialogue. The dialogue needs to include the following: greetings, say good morning, ask how each other is doing, say your name and ask the other persons name, ask each others age, ask where your partner is from, ask what city your partner is from, say it was a pleasure to meet each other, and then say bye.
After you finish writing your dialogue, let me check it. Once I have revised it, practice your skit several times so you feel confident to present in front of the class. Before you present, let me observe your skit so I may make final suggestions and corrections with respect to pronunciation and intonation.
16) Write a skit: Without consulting your notes or getting help from a friend, write a skit with all the information included in activity # 15. Write this skit in your notebook, and make sure you double space. When you are done, please show it to your teacher.
17) Power Point #4: Review other uses of the verb (ESTAR)
18) PDF document # 1: Additional practice on verb SER
19) PDF document # 2: Additional practice on verb SER and ESTAR.
Unit # 1: Shopping for clothing, accessories, and other things
Topic # 1: Talking about clothes
Students will be able to:
Say what they and others are wearing
Talk about clothes and accessories that you like, prefer, don't like and why
Power Point # 1: Ropa y accesoriosclothing_and_accessories_2.pptxDownload File
Lesson outline:
Topic # 2: Going shopping for clothes and accessories
Objectives: students will be able to
1. ask and say how much something cost.
2. compare prices and say that something is more expensive or inexpensive.
3. ask if they can try something on.
4. ask if something suits them and say how something looks
Power Point # 1: Going shopping for clothes and accessoriesgoing_shopping.pptxDownload File
Lesson outline:
Topic # 3: What are you going to wear?
Objectives: students will be able to ask what someone is going to wear to a special event.
Power Point # 1: What are you going to wear for the party?what_are_you_going_to_wear.pptxDownload File
Lesson outline:
Students will be able to talk about how does native culture, foreign culture, and the conditions in the natural environment influence the type of clothe we wear with respect to its function, fabric, color, style, etc
Topic # 1: Talking about clothes
Students will be able to:
Say what they and others are wearing
Talk about clothes and accessories that you like, prefer, don't like and why
Power Point # 1: Ropa y accesoriosclothing_and_accessories_2.pptxDownload File
Lesson outline:
- Assessments: you will have a grammar/vocabulary test and a written or oral assessment after the Chousak holidays. We will decide in class the exact date and type of test. The topic of the assessments is: Introducing yourself.
- PP # 1: slide 2 - 41. Here you will review a variety of clothing and accessories. Class ended. HW: Study slides 2-41 in PP # 1 (Vocabulary on clothing and accessories)
- Review slides 2 -41. Warm up game using soccer ball.
- PP # 1: slides 42 -43. Verb LLEVAR (to wear/to have on) Class ended. HW: do steps 5 - 7.
- (Review steps 5 -7)PP # 1: Slides 44-45. Using GUSTAR to express that you like something.
- PP # 1: Slide 46. Types o clothing depending on the occasion.
- PP # 1: Slides 47 - 48. Colors and clothing.
- PP # 1: Slide 49, (these, that, these, and those). Here you will learn how to refer to objects that are next to you, near you, and far away from you.
- PP # 1: Slide 49. Practice with your partner and say that you like or don't like the article of clothing according to how far away it is from you.
Topic # 2: Going shopping for clothes and accessories
Objectives: students will be able to
1. ask and say how much something cost.
2. compare prices and say that something is more expensive or inexpensive.
3. ask if they can try something on.
4. ask if something suits them and say how something looks
Power Point # 1: Going shopping for clothes and accessoriesgoing_shopping.pptxDownload File
Lesson outline:
- PP # 1: slides 1-8. Here we will learn how to say how much something costs in different ways.
- PP # 1: slide 9 . Here we will learn to compare prices and to say that one product is more expensive or cheaper (inexpensive) than another product.
- PP # 1: slide 10 . Here you will practice with your partner and compare the prices of different articles of clothing.
- PP # 1: slide 10 . Here we will practice as a whole class and compare the prices of different articles of clothing.
- PP#1: Slide 11. Here we will read a dialogue that uses several of the expressions that we have just learned about shopping for clothe. In addition, we will learn the expression: May I try this on?
- PP#1: Slides 12-17. Here we will learn how to say that clothes fit well, that an article of clothing is too big or too small, and that an article of clothing looks awful.
- PP#1: Slide 18. Here you will practice with your partner and talk about how clothe fit. Ask each other questions about the different pictures.
- Word document # 1: Skit (Shopping for clothing) Please read this document thoroughly to understand the nature and requirements of the skit you need to do in this clothing unit.
- Continue working on your skit (Shopping for clothing)
- Continue rehearsing your skit (shopping for clothing.)
- Final rehearsal of skit (shopping for clothing) before the presentation on
- Skit (Shopping for clothing) presentation.
Topic # 3: What are you going to wear?
Objectives: students will be able to ask what someone is going to wear to a special event.
- say what they are going to wear to a special event.
- describe clothes and accessories.
- ask and say where certain items may be bought.
- say who they are buying certain items for.
Power Point # 1: What are you going to wear for the party?what_are_you_going_to_wear.pptxDownload File
Lesson outline:
- Power Point # 1: What are you going to wear for the party. (Slides 1-10) In these slides we are going to review how to say what your are going to wear for a special event, how to describe clothes and accessories, how to say where certain accessories are bought, and how to say who you are buying items for. We will review these slides as a whole class.
- Power Point # 1: What are you going to wear for the party. (Slides 1-10). Your task is to practice the dialogue with a partner. Remember to switch roles.
- Your task: your task is to do a Power Point presentation. This Power Point should be done individually and it needs to have the following: 1) 10 Slides (With an introduction slide: it needs a title, picture, and a very short introduction to your story. So, you need 11 slides in total.) 2) Each slide needs the images of two characters. 3) Each character image will be speaking their parts 4) the content of the script needs to reflect objectives 1-4 (Look at the objectives under Topic # 3: What are you going to wear. 5) Your story should have a surprise ending 6) You need to record the voice of what your characters are saying on each slide. So, each slide needs to have an icon of a little speaker. When someone clicks on the play button, they will be able to hear your voice as your read the lines of each character.
- present your Power Point clothing to the class.
- finish Power Point clothing presentations to the class.
Students will be able to talk about how does native culture, foreign culture, and the conditions in the natural environment influence the type of clothe we wear with respect to its function, fabric, color, style, etc
Power Point # 1: Chile y sus costumbresropa_tipica_paises_de_habla_hispana.pptxDownload File
Lesson outline:
Topic # 1: Talking about what you like and don't like to eat
Students will be able to say what they eat and don't eat, ask someone what they like to eat, say what foods they prefer, love, and hate to eat, ask someone what is their favorite dish, and say at what time meals are.
Lesson outline:
- PP # 1: Chile y sus costumbres (Slide 1) Here we are going to watch a promotional video about Chile. After we see the video, go back and revise the video with your partner and observe in detail all the activities you can do when you visit Chile. Then do the Power Point to present your findings. Read the instructions in Slide # 1.
- PP # 1: Chile y sus costumbres (Slide # 1) Continue working on your Power Point about Chile.
- present our Power Points about the activities you can do in Chile.
- Part 1: You need to be able to write the meaning in Spanish of the clothes and accessories vocabulay found in slides 3- 41 in Power Point # 1: Ropa y accesorios. Part 2: You need to write a short dialogue about someone shopping at a store to buy clothes. This dialogue needs to include the following: 1) Greetings 2) The salesperson ask the customer what he needs. 3) The customer says that he needs one item of clothing(name the clothe) , the size, and color. 4) The sales person asks if he/she likes the item of clothing. 5) The customer says that he loves it and if he may try it on. 6) The salesperson says yes 7) The customer asks the salesperson how the item of clothing fit 8) The salesperson says the item of clothing fits very well. 9) the customer says thank you and asks how much it costs 10) The salesperson says the price and asks the customer if he/she will buy it 11) The customer says yes and says that he will pay with a credit card 12) The salesperson says that credit cards is fine and says thank you. 13) Both the salesperson and the customer say goodbye.
- Today we will present through a Power Point one activity we would love to do in Chile and three reasons why, and one activity we would hate to do in Chile and three reasons why.
- PP # 1: Chile y sus costumbres (Slide # 2 - 9) Today we will continue studying more about Chiles traditions and customs.
- PP # 1: Chile y sus costumbres (Slide # 8 - 9) Today we will continue studying more about Chiles traditions and customs
- End of Unit Project: For this project you will need to research on one (1) Typical clothe on the country you have chosen. You need to research on the typical clothe a man wears and the typical clothes a woman wears. You need to investigate about the following: 1) the different colors the clothe have and why they have these types of color, the design the clothes have and why it is designed this way, the material the clothe is made of and why it is used, the different textures of the material used, how the clothe is made and why it is made that way, in what occasions and why these clothes are worn. Talk about a celebration or typical dance when the clothes are worn.
- take our written assessment on clothing.
- continue working on your End of Unit project about typical clothing from the country you have chosen.
- 1)Continue working on your project (Presentations will start Friday January the 10th). 2) If you are done, practice for your presentation. You may with a Partner if you wish. 3) If your are fully ready to present, you need to prepare to talk for 2 minutes about the typical clothes of the country you chose. Among other things, you need to talk about the history and cultural importance of the clothe, its design, its color, its texture, and when it's used for (celebrations).
- present out country typical clothing project to the class.
- we will finish with Maya's and Eric's presentation. After the presentations, you will do the following in yourWOW Art Sketch Book: 1) Draw and color the two typical types of clothes for male and female. Make sure you label the name of the clothe in general and then label the different parts of the clothe (for male and female) with their correct Spanish names. 2) Draw part of the typical male and female clothing but Zoom in and show details. These details should clearly illustrate texture, material, type of design, and color (label all these in Spanish.) These drawings need to be very well done as they are part of your art component.
Topic # 1: Talking about what you like and don't like to eat
Students will be able to say what they eat and don't eat, ask someone what they like to eat, say what foods they prefer, love, and hate to eat, ask someone what is their favorite dish, and say at what time meals are.
Lesson outline:
Word document # 1: Questions about your food research
You need to be able to answer the following questions about thefoods you are researching about.
1.Dime el nombre de cinco frutas.
2. ¿Cuál es tu fruta favorita y por qué?
3. ¿Qué fruta no te gusta y por qué?
4.Dime el nombre de cinco vegetales.
5.¿Cuál es tu vegetal favorito y por qué?
6.¿Qué vegetal no te gusta y por qué?
7.Dime el nombre de cuatro quesos.
8.¿Cuál es tu queso favorito y por qué?
9.¿Qué queso no te gusta y por qué?
10.Dime el nombre de cinco carnes.
11.¿Cuál es tu carne favorito y por qué?
12.¿Qué carne no te gusta y por qué?
13.Dime el nombre cinco frutos del mar.
14.¿Cuál es el fruto de mar que más te gusta y por qué?
15.¿Cuál es el fruto de mar que no te gusta y por qué?
16.Dime el nombre de cuatro sopas.
17.¿Cuáles es tu sopa favorita y por qué?
18.¿Qué sopa no te gusta y por qué?
19.Dime el nombre de de cinco bebidas.
20.¿Cuál es tu bebida favorita y por qué?
21. ¿Qué bebida no te gusta y por qué?
22.Dime el nombre de cuatro postres?
22. ¿Cuál es tu postre favorito y por qué?
23. ¿Qué postre no te gusta y por qué?
24. Dime el nombre de 4 platos (dishes).
25. ¿Cuál es tu plato favorito y por qué?
26. ¿Qué plato no te gusta y por qué?
27. Dime los ingredientes de tu plato (dish) favorito y su país de origen.
- start a Power Point/Prezi notebook about food. This notebook is important because you will use it to study. In this notebook, I need for you to include the following: 1) 10 images of fruits and their Spanish names 2) 10 images of vegetables and their Spanish names 3) 6 images of different types of cheese and their Spanish names 4) 10 images of different meat and their Spanish name (this could be meat from animals with 4 legs or birds) 5) 6 images of different types of seafood and their Spanish names 6) 6 images of different types of grains and their Spanish names 7) 10 images of different types of dishes and their names 8) 6 images of different types of desserts and their Spanish names 9) 10 images of different types of drinks and their names 10) For each image, you also need to include if you like/love the food/drink, if you don't like/hate the food/drink, and if it is one of your favorite foods/drinks 11) For each image under the dishes category, please mention from what country each dish originated, also pick your favorite dish and list what ingredients the dish has. Then link a YouTube video to your favorite dish image. The video has to be related to your dish and it should not be more than 5-6 minuteslong. 12) Include a cover slide for the Power Point/Prezi notebook.
- As you continue working on your Power Point notebook, make sure you are able to answer specific questions about the different foods you have been researching. The questions are in the Word document # 1: Questions about your food research. Thus, when the oral assessment comes along, I will be asking questions from the list of (27) questions you see in the word document to your left. Since you don't know which questions I will ask you, you need to be able to answer all of them. So, if you are done with your Power Point notebook task, your next task is to answer these questions in written form in your notebook or computer. Also, make sure you answer these questions in complete sentences. In the oral evaluation, you need to answer in complete sentences.
- pulling you aside to see how your are doing with the 27 questions on Word document # 1.
- practicing food vocabulary through a bingo game.
- Our next task is to do a skit related to eating out at a restaurant. For starters, you need to get into groups of three. Then, individually, you need to watch videos #1 and #2and take notes on the type of vocabulary and expressions used when a person is eating at a restaurant. Together, let's decide what type of expressions and vocabulary we should use in our skits. Your skit may have a humorous or dramatic twist to it. Your group should decide. Furthermore, depending on your skit, you need to have theappropriate props to use in your skit. As usual, you should save your script in Google drive so every member in your group has access to it. Moreover, everyone should have equal participation in the skit and the work that is being done.
- Continue working on your restaurant skit. Today, Wednesday, let's decide on the expressions and vocabulary we need to use in our skit.
- During this time you will be working on your WOW project.
- Now that the WOW project is over, we can focus on our restaurant skit. Today we will choose the date of the presentation. We may present Friday April 18th (4 days to practice) or Wednesday April 23 (5 days to practice).
- Continue working on restaurant skit.
- present your restaurant skits to the class. You need to know your lines by heart. However, you must have the script with you just in case you forget a word or two, and remember to have your props.
- Work on the WHAT IF ... skits.
- practice your WHAT IF... skits.
- practice your WHAT IF... skits.
- Dear all I am absent to class today. Thus, your tasks are the following: 1) Write a paragraph (150 words minimum) using Visual Prompt # 1 or # 2 (You chose). Make sure the paragraph has an introduction sentence, a body, aconclusion, and transition words (y, primero, segundo, después, luego, también, adicionalmente, finalmente, etc.) Do your paragraph in yournotebook (no computer) and do not use Google translate. Use the big dictionaries on the shelfs. Finally, make sure you double space your paragraph. If it is not double spaced, you will need to repeat it. 2) If you get done with your paragraph, review the 27 questions on Worddocument # 1 right above the restaurant videos. This will start getting you ready for our next written test. Make sure your are able to answer these questions verbally.
Word document # 1: Questions about your food research
You need to be able to answer the following questions about thefoods you are researching about.
1.Dime el nombre de cinco frutas.
2. ¿Cuál es tu fruta favorita y por qué?
3. ¿Qué fruta no te gusta y por qué?
4.Dime el nombre de cinco vegetales.
5.¿Cuál es tu vegetal favorito y por qué?
6.¿Qué vegetal no te gusta y por qué?
7.Dime el nombre de cuatro quesos.
8.¿Cuál es tu queso favorito y por qué?
9.¿Qué queso no te gusta y por qué?
10.Dime el nombre de cinco carnes.
11.¿Cuál es tu carne favorito y por qué?
12.¿Qué carne no te gusta y por qué?
13.Dime el nombre cinco frutos del mar.
14.¿Cuál es el fruto de mar que más te gusta y por qué?
15.¿Cuál es el fruto de mar que no te gusta y por qué?
16.Dime el nombre de cuatro sopas.
17.¿Cuáles es tu sopa favorita y por qué?
18.¿Qué sopa no te gusta y por qué?
19.Dime el nombre de de cinco bebidas.
20.¿Cuál es tu bebida favorita y por qué?
21. ¿Qué bebida no te gusta y por qué?
22.Dime el nombre de cuatro postres?
22. ¿Cuál es tu postre favorito y por qué?
23. ¿Qué postre no te gusta y por qué?
24. Dime el nombre de 4 platos (dishes).
25. ¿Cuál es tu plato favorito y por qué?
26. ¿Qué plato no te gusta y por qué?
27. Dime los ingredientes de tu plato (dish) favorito y su país de origen.
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1) You need to answer in written form the 27 questions. Do this in a Word document and put it in Google Drive and share it with me. Your document needs to have the 27 questions and below each questions you need to have your answers in simple but completesentences. As write the answers to each question, let your partner read your answers so he/she may give youinput on wether the sentence is complete or not or check for any spelling/grammar mistakes.
1) Read the two (2) texts below as you listen to the audio for each text (Bares y tapas españoles y La Comida Mediterránea). After you listen to the audios, look up any vocabulary or grammar structures you don't understand in the big dictionaries in the class shelves. DO NOT USE GOOGLE TRANSLATE. I recommend you work with a partner and distribute the search for the vocabulary and grammar structures. Make sure you keep your notes about the meaning of each text in a safe place so you may use it later for reference. After you finish looking up all words and grammar, discuss the whole meaning of the text with your partner. 2) Write 4 questions for each text so another student other than your partner may answer them. Write your 4 questions in a Word document andshare it with another student (not your partner). Each one of you is responsible for answering the questions shared with you by the person who wrote the questions. Important: Make sure your questions ARE NOT yes and no questions. Make them doable but challenging.
Audio # 1: Bares y Tapas Españoles
Bares y Tapas Españoles
Algo que los extranjeros tienen que tener claro es que la mayoría de los bares son también restaurantes, y viceversa. Se usan como puntos de encuentro, establecimientos sociales, lugares de juegos, para ver partidos de fútbol, para charlar, tomar café, beber, comer, salir de fiesta, cualquier otra excusa es buena, lo que explica porqué hay tantos. Un bar típico tendrá una buena variedad de “pinchos” o “tapas” (pequeñas porciones de comida) que varían de una región a otra y a menudo van incluidas en el precio de la bebida. Igual que los restaurantes, muchos de los bares también ofrecen menús diarios (3 platos a un precio fijo), platos combinados (un plato con alimentos variados) y raciones, que se suelen compartir en grupo para comer o cenar. Por supuesto que otra opción muy frecuente es la de ir de pinchos, que consiste en ir de un bar a otro disfrutando de diferentes tapas en cada uno de los bares.
Audio # 2: La Cocina Mediterránea
La Cocina Mediterránea
La cocina que te puedes encontrar puede ser sorprendente para algunos y el paraiso terrenal para otros. Aunque hay un adjetivo que define con seguridad la mayoría de los platos: “mediterránea”. Los españoles están orgullosos de su dieta mediterránea y muchas veces piensan que tienen la mejor y más saludable gastronomía mediterránea del mundo. La cocina mediterránea se caracteriza por tener abundancia de ingredientes en sus platos, basados en frutas, verduras y legumbres, así como pan, pasta, arroz, frutos secos (nueces, semillas de girasol, etc), aceite de oliva extra virgen, ajo, pescado, marisco, aves de corral, carnes, queso y yogourt, y por supuesto vino. Esta dieta rica y saludable, que tradicionalmente se encuentra en los países del Mediterráneo, se considera la más saludable del mundo.
begin a small project that will last two to three days. You will be part of a general group of about 5 people and part of an expert group of about 3 people.
The main objective of your task is to go to your expert group and look at a video that will talk about a specific Spanish recipe. In your expert group, you will become an authority on that specific recipe and make a Power Point presentation about the recipe. Next, you will go back to your general group and share what you learned about the recipe using your Power Point/Prezi presentation. Finally, all members of the general group need to write one thing they liked and one thing they did not like about the recipe they heard on a piece of paper.
When you are seated in your general group, you will be assigned a number between 1-5. After you have your number, your teacher will dismiss you to your specific expert groups. All students who have the same numberassigned to them will sit together. So, all 1s sit together, all 2s sit together, etc.
What to do once you are in your expert group
Once you are in your expert group, you will listen to the video and help each other clarify meaning, expressions, and vocabulary. Once the meaning is clear for all members in the expert group, you all need to collaborate and make a Power Point/Prezi presentation about the recipe. You will need to share this presentation with each other in the expert group. Once the presentation is done and you feel knowledgeable about the information, you will use the presentation to go back to your general group and share what you learned about the recipe.
Below, you need to watch the video that has the number you have been assigned. (The number of your expert group)
1) Read the two (2) texts below as you listen to the audio for each text (Bares y tapas españoles y La Comida Mediterránea). After you listen to the audios, look up any vocabulary or grammar structures you don't understand in the big dictionaries in the class shelves. DO NOT USE GOOGLE TRANSLATE. I recommend you work with a partner and distribute the search for the vocabulary and grammar structures. Make sure you keep your notes about the meaning of each text in a safe place so you may use it later for reference. After you finish looking up all words and grammar, discuss the whole meaning of the text with your partner. 2) Write 4 questions for each text so another student other than your partner may answer them. Write your 4 questions in a Word document andshare it with another student (not your partner). Each one of you is responsible for answering the questions shared with you by the person who wrote the questions. Important: Make sure your questions ARE NOT yes and no questions. Make them doable but challenging.
Audio # 1: Bares y Tapas Españoles
Bares y Tapas Españoles
Algo que los extranjeros tienen que tener claro es que la mayoría de los bares son también restaurantes, y viceversa. Se usan como puntos de encuentro, establecimientos sociales, lugares de juegos, para ver partidos de fútbol, para charlar, tomar café, beber, comer, salir de fiesta, cualquier otra excusa es buena, lo que explica porqué hay tantos. Un bar típico tendrá una buena variedad de “pinchos” o “tapas” (pequeñas porciones de comida) que varían de una región a otra y a menudo van incluidas en el precio de la bebida. Igual que los restaurantes, muchos de los bares también ofrecen menús diarios (3 platos a un precio fijo), platos combinados (un plato con alimentos variados) y raciones, que se suelen compartir en grupo para comer o cenar. Por supuesto que otra opción muy frecuente es la de ir de pinchos, que consiste en ir de un bar a otro disfrutando de diferentes tapas en cada uno de los bares.
Audio # 2: La Cocina Mediterránea
La Cocina Mediterránea
La cocina que te puedes encontrar puede ser sorprendente para algunos y el paraiso terrenal para otros. Aunque hay un adjetivo que define con seguridad la mayoría de los platos: “mediterránea”. Los españoles están orgullosos de su dieta mediterránea y muchas veces piensan que tienen la mejor y más saludable gastronomía mediterránea del mundo. La cocina mediterránea se caracteriza por tener abundancia de ingredientes en sus platos, basados en frutas, verduras y legumbres, así como pan, pasta, arroz, frutos secos (nueces, semillas de girasol, etc), aceite de oliva extra virgen, ajo, pescado, marisco, aves de corral, carnes, queso y yogourt, y por supuesto vino. Esta dieta rica y saludable, que tradicionalmente se encuentra en los países del Mediterráneo, se considera la más saludable del mundo.
begin a small project that will last two to three days. You will be part of a general group of about 5 people and part of an expert group of about 3 people.
The main objective of your task is to go to your expert group and look at a video that will talk about a specific Spanish recipe. In your expert group, you will become an authority on that specific recipe and make a Power Point presentation about the recipe. Next, you will go back to your general group and share what you learned about the recipe using your Power Point/Prezi presentation. Finally, all members of the general group need to write one thing they liked and one thing they did not like about the recipe they heard on a piece of paper.
When you are seated in your general group, you will be assigned a number between 1-5. After you have your number, your teacher will dismiss you to your specific expert groups. All students who have the same numberassigned to them will sit together. So, all 1s sit together, all 2s sit together, etc.
What to do once you are in your expert group
Once you are in your expert group, you will listen to the video and help each other clarify meaning, expressions, and vocabulary. Once the meaning is clear for all members in the expert group, you all need to collaborate and make a Power Point/Prezi presentation about the recipe. You will need to share this presentation with each other in the expert group. Once the presentation is done and you feel knowledgeable about the information, you will use the presentation to go back to your general group and share what you learned about the recipe.
Below, you need to watch the video that has the number you have been assigned. (The number of your expert group)
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Present your recipe to your general groups. Remember that you are the expert for your specific recipe. Thus make sure you know your recipe inside and out. Furthermore, make your presentation is interesting. This means that you should have good pronunciation, enunciation, modulation, and projection of voice. Also, your Power Point/Prezi should use visuals effectively so your presentation is inviting.
At the end of each presentation in the general group
After each person is done presenting, there will be a question and answer session. This means that each member in the general group will ask one question to the presenter about the recipe. NO YES & NO QUESTIONS, PLEASE. Each questions needs to be inSpanish and it needs to be written down in your notebook. All answers need to be in Spanish and each group member needs to write down the answer below his/her question. If the presenter has difficulty stating the answer in Spanish, the whole groupneeds to come together and formulate the answer in Spanish.
At the end of all presentations in the general group
The whole group needs to decide on one presentation as the best one. Furthermore, you need to come up with three (3) validreasons on why your group chose the presentation as the best one. Once you are done, you will report back to the whole class in Spanish, of course.
Unit # 3 Leisure and travel
Topic # 2: Places, Holidays, and Travel
Students will learn about interest places to visit in Spanish speaking countries during their holidays and how to make travel arrangements and plan accommodations.
Power Point # 1: Places, Holidays, and Travel.
turismo_y_viajes_3_2.pptxDownload File
start your unit on Leisure and Trave. Task # 1: Find an image on the internet about your favorite place to visit. Then you need to write a 150 word paragraph on why this is your favorite place to visit. Finally place your image and your paragraph in a one slide Power Point. You will share this with the class on the projector once everyone is done.
Paragraph
Your paragraph needs to have a the following:
turismo_y_viajes_3_2.pptxDownload File
start your unit on Leisure and Trave. Task # 1: Find an image on the internet about your favorite place to visit. Then you need to write a 150 word paragraph on why this is your favorite place to visit. Finally place your image and your paragraph in a one slide Power Point. You will share this with the class on the projector once everyone is done.
Paragraph
Your paragraph needs to have a the following:
- title
- introduction sentence
- body
- closing sentence
- transition words
Unit # 2: Education
In this unit you will be able to talk about your school, subjects, schedules, school facilities, after school activities and clubs.Resources
Power Point # 1: Mi escuelaWord document # 1: Numbers 1 - 100Video # 1: Numbers 1- 100
mi_escuela.pptDownload File
Video # 3: Talking about your class schedule
numeros__1_-_100.docxDownload File
Video # 2: ¿Qué hora es?
Video # 1: Numbers 1- 100
Tasks
1) Whole class discussion: As a whole class we will talk about your observations about the pictures that introduce Unit # 2: Education.
In our discussion, we will be using the following words and expressions:
a) Dime
b) Observación
c) Hay
d) ¿Qué te gusta de ________ y por qué?
e) Me gusta ___________ porque ___________.
2) Reflection: In this task you will talk to your partner and discuss why you like, love, don't like, or hate your school. You need to give at leas 7 reasons on why you do like or love your school and at least 3 reasons on why you don't like or hate your school. To do this task, you will need to know 3 things:
a) How to say: I like my school, or I love my school.
b) How to say: I don't like my school, or I hate my school.
c) How to say: because
d) How to say: several adjectives to be able to talk about why you like, love, don't like or hate your school.
***See how much you can do on your own without translating whole sentences on Google translate. Once you finish writing your sentences on a Word document, we will touch base and share with the whole class.
3) Power Point # 1: Mi escuela In this task we are going to review slides 3-21. Your teacher will guide you through the first couple of slides, and then you will continue practicing with your partner. Go through slides 3-21 at least twice. Once we are all done, we will touch base as a whole class.
4) Power Point # 1: Mi escuela Check slides 22-24.
In this task you will revise several paragraphs that show how to talk about: a) personal information b) subjects you like c) subjects you like a lot d) subjects you love e) subjects you don't like f) subjects you hate
With your partner, revise these paragraphs and make sure you understand all vocabulary and expressions. Also take turns reading the paragraphs to each other. If you have any questions you can't resolve among yourselves, ask your teacher.
5) Power Point # 1: Mi escuela Check slide # 25
In this task you need to answer the questions in slide # 25 in paragraph form in your notebook. Please make sure to double space your paragraph. Also, write a closing sentence. Remember that your closing sentence brings closure to the paragraph. Below is an example of a paragraph with a closing sentence. The closing sentence is in bold letters. See how the closing sentence brings the main idea of the paragraph into one final sentence. The closing sentence allows the reader to see the last message you want them to remember about your writing.
Sample paragraph with a closing sentence
Hi. I am John, I am from Argentina, and I am 17 years old. The name of my school is San Diego International school, and I like it very much. I take several subjects in my school, but I don't feel the same way about every subject. First, I love science and math because they are very interesting and challenging. Second, I like art and physical education because they are fun and easy. Third, geography and history are more difficult because they are to complex. So, I don't like them that much. Finally, my literature class is boring and the teacher has no spark. That is why I hate that class. You might say that everyone has subjects that they prefer and subjects that they are not interested in taking because we are all different.
Once you are done with your paragraph, let your partner revise it. When you are revising the paragraph look for the following:
a) Complete content and requirements
b) Effective closing sentence
c) Correct structures, spelling and proper vocabulary
*** Once you are done peer editing, let your teacher check your paragraph. ***
6) Power Point # 1: Mi escuela Slide # 26
In this task you need to read the dialogue between Luis and Lisa. In this dialogue, Luis and Lisa talk about:
a) Why they love school
b) Subjects they like
c) Favorite subjects
d) Subjects they like a lot
e) Subjects they hate
You and your partner need to make sure you understand all the vocabulary in the dialogue. After this, practice the dialogue together.
7) Power Point # 1: Mi escuela Slides # 27-28
In this task you will become familiar with the different types of adjectives that you may use to describe the different subjects that you take. Slide #28 illustrates a list of 10 adjectives in their masculine, feminine, and plural form. Revise this slide and consult it whenever you are in doubt of the feminine, masculine, and plural form. Also, make sure you know the meaning of all the adjectives that you see on both slides.
8) Power Point # 1: Mi escuela Slides # 29-34
In this task, you will observe sample sentences that model how to use different adjectives to describe your subjects. Revise these slides with your partner. Make sure you understand the questions and the answers.
After you are sure you understand the meaning, have your partner ask the questions in the slides and you answer the question by reading the exact information you see on the slides. Once you are done, exchange roles.
9) Power Point # 1: Mi escuela Slide # 35.
In this task you and your partner will ask each other questions about at least 6 subjects you take. You will ask the following questions:
a) ¿Qué classes te gustan y por qué? What classes do you like and why?
b) ¿Qué classes no te gustan y por qué? What classes don't you like and why?
Here you will have a chance to correctly use the adjectives you learned in slides # 27-28. Consult slides # 29-34 if you need to see sample sentences.
10) Power Point # 1: Mi escuela Slides # 36 - 37
In slide # 36 you will learn how to conjugate the verbs pensar (to think) and preferir (to prefer). Go through the conjugations so you become familiar with it. You will be consulting this slide in the future.
In slide # 37 you will see an example question using the verb pensar (to think) and a sample answer that uses the verb pensar (to think) and preferir (to prefer). Make sure you read this slide carefully and discuss with your partner what the question and answer mean. Also revise how the verbs pensar and preferir are used in the question and in the answer.
11) Power Point # 1: Mi escuela Slide # 38
In this slide you will have the opportunity to write a paragraph using the verbs pensar and preferir. Read the question carefully with your partner and figure out what is asking, and answer appropriately. Write your paragraph in your notebook and please make sure to double space it. Also, write a closing sentence. Remember that your closing sentence brings closure to the paragraph.
*** Important***
When you want to express "I think that ...", you need to use the Spanish structure:
"Pienso que ..."
Example: I think that math is fun. In Spanish you say: "Yo Pienso que las matemáticas son divertidas.
12) Power Point # 1: Mi escuela Slide # 39 - 40
In slide # 39 you will see two expressions that will allow you to tell time. Review these expression with your partner. When you are done, go to slide # 39 and ask each other what time is it in the different clocks and respond appropriately. However, read below before you start with slides # 39 - 40.
*** Important ***
For slides # 39-40 you need to know the numbers 1-59. Please check Word document # 1: Numbers 1 - 100
Additionally, if you need help pronouncing the numbers 1-100, watch Video # 1: Numbers 1 - 100
Finally, if you need more explanation on how to tell time, watch Video # 2: ¿Qué hora es?
13) Power Point # 1: Mi escuela Slide # 41 (This slide is about talking about class schedules.)
In this slide you will be asking two basic questions about your class schedule.
Question # 1: At what time is your math class on thursdays?
¿A qué hora es la clase de matemáticas el jueves?
Question # 2: What class does john have Thursdays at 2:00 O'clock?
¿Qué clase tiene Juan los jueves a las 2:00 de la tarde?
*** Important***
To answer question # 2 above, you need to know how to conjugate one important verb: to have (TENER)
To have (Tener)
yo tengo (I have) nosotros tenemos (we have)
tú tienes (you have) ustedes tienen (you all have)
el/ella tiene (he/she has) ellos tienen (they have)
Finally, take a look at Video # 3: Talking about your class schedule. This video is a good listening comprehension task for subjects, days of the week, and time. STOP the video at 2 minutes 40 seconds.
14) Power Point # 1: Mi escuela Slide # 42
In this slide you will read a text about a person describing their schedule and explaining the changes he would like to see in his schedule.
Collaborating with your partner, make sure you understand the essential vocabulary in the text. Also, make sure you find out the meaning of the underlined expressions. You may ask any class member or look up the expressions in Google. If you still don't understand the underlined expressions or other vocabulary, please ask your teacher.
15) Power Point # 1: Mi escuela Slide # 43
This slide is a writing task. You need to write a paragraph of at least 150 words. Even though you are writing your own paragraph, you may still collaborate with your partner by asking and answering questions and by giving suggestions.
*** Important ***
Write your paragraph in your notebook and don't forget to double space it. Also, include a title, an introduction sentence, and a proper closing sentence.
The body of your paragraph needs the following content:
a) What is your opinion about your schedule?
b) What do you like about your schedule and why?
c) What do you need to chance about your schedule to make it better?
d) Describe the schedule that you want.
16)Task: Power Point # 1: Mi escuela Slide 44 - 63
In these slides you will have the opportunity to talk about what foods and drinks you love, you like, you don't like and you hate at school during break or lunch time. With a partner, work through each slide and ask each other the appropriate questions: a) ¿Qué te gusta comer? b) ¿Qué te gusta beber?
***Important***
Make sure you learn the new vocabulary for the different types of foods and drinks. Also, make sure you learn the questions and the different ways of answering (I love, I like, I don't like, and I hate)
17) Task Power Point # 1: Mi Escuela - Slide # 64
This slides has specific instructions about a skit you need to do in a group of at least 3 people. Please do the scriptof the skit in a Google Doc and share it with Mr. Fernando. Also, all participants need to collaborate in writing the script. Furthermore, all members of the group need to have equal participation (lines in the script) in the skit. Finally, make sure that all the expressions in slide # 64 are used in the skit at least once.
Task 18: On the document below, write the correct conjugation in the present for the verb inside the parentheses. Then, write the Spanish sentence in English. You may work with a partner in order to collaborate. Write the original Spanish sentence in your notebook with the correct verb conjugation, and write the English translation below each Spanish sentence.
tener_ser_necesitar_querer_worksheet.pdfDownload File
Answers to task 18 above.
answers_to_task_18.docxDownload File
Task 19: In this task you need to present to the class what would be your ideal school. You may work in groups of two or maximum three students. You will have only four class periods to work on this and one class period to present to the class. Your presentation can be done through a poster, Power Point, Prezi, or video. You need to focus on at least two of the following areas:
1) School subjects
2) Schedule
3) After school activities
4) School facilities
5) Type of teachers and students
As you work through your project, make sure you :
a) Plan what you are going to do.
b) Decide who is responsible for doing what.
c) Decide who is responsible for presenting what during the class presentation.
d) Take into consideration if some one is absent during the planning days or during the actual presentation on day # 5. How are you going to go about solving this problem if it arises?
e) Use images and text. Also, every one needs to have a speaking part during the presentation.
Unit # 3: Mi Casa (My Home)
1) Whole class discussion: As a whole class we will talk about your observations about the pictures that introduce Unit # 2: Education.
In our discussion, we will be using the following words and expressions:
a) Dime
b) Observación
c) Hay
d) ¿Qué te gusta de ________ y por qué?
e) Me gusta ___________ porque ___________.
2) Reflection: In this task you will talk to your partner and discuss why you like, love, don't like, or hate your school. You need to give at leas 7 reasons on why you do like or love your school and at least 3 reasons on why you don't like or hate your school. To do this task, you will need to know 3 things:
a) How to say: I like my school, or I love my school.
b) How to say: I don't like my school, or I hate my school.
c) How to say: because
d) How to say: several adjectives to be able to talk about why you like, love, don't like or hate your school.
***See how much you can do on your own without translating whole sentences on Google translate. Once you finish writing your sentences on a Word document, we will touch base and share with the whole class.
3) Power Point # 1: Mi escuela In this task we are going to review slides 3-21. Your teacher will guide you through the first couple of slides, and then you will continue practicing with your partner. Go through slides 3-21 at least twice. Once we are all done, we will touch base as a whole class.
4) Power Point # 1: Mi escuela Check slides 22-24.
In this task you will revise several paragraphs that show how to talk about: a) personal information b) subjects you like c) subjects you like a lot d) subjects you love e) subjects you don't like f) subjects you hate
With your partner, revise these paragraphs and make sure you understand all vocabulary and expressions. Also take turns reading the paragraphs to each other. If you have any questions you can't resolve among yourselves, ask your teacher.
5) Power Point # 1: Mi escuela Check slide # 25
In this task you need to answer the questions in slide # 25 in paragraph form in your notebook. Please make sure to double space your paragraph. Also, write a closing sentence. Remember that your closing sentence brings closure to the paragraph. Below is an example of a paragraph with a closing sentence. The closing sentence is in bold letters. See how the closing sentence brings the main idea of the paragraph into one final sentence. The closing sentence allows the reader to see the last message you want them to remember about your writing.
Sample paragraph with a closing sentence
Hi. I am John, I am from Argentina, and I am 17 years old. The name of my school is San Diego International school, and I like it very much. I take several subjects in my school, but I don't feel the same way about every subject. First, I love science and math because they are very interesting and challenging. Second, I like art and physical education because they are fun and easy. Third, geography and history are more difficult because they are to complex. So, I don't like them that much. Finally, my literature class is boring and the teacher has no spark. That is why I hate that class. You might say that everyone has subjects that they prefer and subjects that they are not interested in taking because we are all different.
Once you are done with your paragraph, let your partner revise it. When you are revising the paragraph look for the following:
a) Complete content and requirements
b) Effective closing sentence
c) Correct structures, spelling and proper vocabulary
*** Once you are done peer editing, let your teacher check your paragraph. ***
6) Power Point # 1: Mi escuela Slide # 26
In this task you need to read the dialogue between Luis and Lisa. In this dialogue, Luis and Lisa talk about:
a) Why they love school
b) Subjects they like
c) Favorite subjects
d) Subjects they like a lot
e) Subjects they hate
You and your partner need to make sure you understand all the vocabulary in the dialogue. After this, practice the dialogue together.
7) Power Point # 1: Mi escuela Slides # 27-28
In this task you will become familiar with the different types of adjectives that you may use to describe the different subjects that you take. Slide #28 illustrates a list of 10 adjectives in their masculine, feminine, and plural form. Revise this slide and consult it whenever you are in doubt of the feminine, masculine, and plural form. Also, make sure you know the meaning of all the adjectives that you see on both slides.
8) Power Point # 1: Mi escuela Slides # 29-34
In this task, you will observe sample sentences that model how to use different adjectives to describe your subjects. Revise these slides with your partner. Make sure you understand the questions and the answers.
After you are sure you understand the meaning, have your partner ask the questions in the slides and you answer the question by reading the exact information you see on the slides. Once you are done, exchange roles.
9) Power Point # 1: Mi escuela Slide # 35.
In this task you and your partner will ask each other questions about at least 6 subjects you take. You will ask the following questions:
a) ¿Qué classes te gustan y por qué? What classes do you like and why?
b) ¿Qué classes no te gustan y por qué? What classes don't you like and why?
Here you will have a chance to correctly use the adjectives you learned in slides # 27-28. Consult slides # 29-34 if you need to see sample sentences.
10) Power Point # 1: Mi escuela Slides # 36 - 37
In slide # 36 you will learn how to conjugate the verbs pensar (to think) and preferir (to prefer). Go through the conjugations so you become familiar with it. You will be consulting this slide in the future.
In slide # 37 you will see an example question using the verb pensar (to think) and a sample answer that uses the verb pensar (to think) and preferir (to prefer). Make sure you read this slide carefully and discuss with your partner what the question and answer mean. Also revise how the verbs pensar and preferir are used in the question and in the answer.
11) Power Point # 1: Mi escuela Slide # 38
In this slide you will have the opportunity to write a paragraph using the verbs pensar and preferir. Read the question carefully with your partner and figure out what is asking, and answer appropriately. Write your paragraph in your notebook and please make sure to double space it. Also, write a closing sentence. Remember that your closing sentence brings closure to the paragraph.
*** Important***
When you want to express "I think that ...", you need to use the Spanish structure:
"Pienso que ..."
Example: I think that math is fun. In Spanish you say: "Yo Pienso que las matemáticas son divertidas.
12) Power Point # 1: Mi escuela Slide # 39 - 40
In slide # 39 you will see two expressions that will allow you to tell time. Review these expression with your partner. When you are done, go to slide # 39 and ask each other what time is it in the different clocks and respond appropriately. However, read below before you start with slides # 39 - 40.
*** Important ***
For slides # 39-40 you need to know the numbers 1-59. Please check Word document # 1: Numbers 1 - 100
Additionally, if you need help pronouncing the numbers 1-100, watch Video # 1: Numbers 1 - 100
Finally, if you need more explanation on how to tell time, watch Video # 2: ¿Qué hora es?
13) Power Point # 1: Mi escuela Slide # 41 (This slide is about talking about class schedules.)
In this slide you will be asking two basic questions about your class schedule.
Question # 1: At what time is your math class on thursdays?
¿A qué hora es la clase de matemáticas el jueves?
Question # 2: What class does john have Thursdays at 2:00 O'clock?
¿Qué clase tiene Juan los jueves a las 2:00 de la tarde?
*** Important***
To answer question # 2 above, you need to know how to conjugate one important verb: to have (TENER)
To have (Tener)
yo tengo (I have) nosotros tenemos (we have)
tú tienes (you have) ustedes tienen (you all have)
el/ella tiene (he/she has) ellos tienen (they have)
Finally, take a look at Video # 3: Talking about your class schedule. This video is a good listening comprehension task for subjects, days of the week, and time. STOP the video at 2 minutes 40 seconds.
14) Power Point # 1: Mi escuela Slide # 42
In this slide you will read a text about a person describing their schedule and explaining the changes he would like to see in his schedule.
Collaborating with your partner, make sure you understand the essential vocabulary in the text. Also, make sure you find out the meaning of the underlined expressions. You may ask any class member or look up the expressions in Google. If you still don't understand the underlined expressions or other vocabulary, please ask your teacher.
15) Power Point # 1: Mi escuela Slide # 43
This slide is a writing task. You need to write a paragraph of at least 150 words. Even though you are writing your own paragraph, you may still collaborate with your partner by asking and answering questions and by giving suggestions.
*** Important ***
Write your paragraph in your notebook and don't forget to double space it. Also, include a title, an introduction sentence, and a proper closing sentence.
The body of your paragraph needs the following content:
a) What is your opinion about your schedule?
b) What do you like about your schedule and why?
c) What do you need to chance about your schedule to make it better?
d) Describe the schedule that you want.
16)Task: Power Point # 1: Mi escuela Slide 44 - 63
In these slides you will have the opportunity to talk about what foods and drinks you love, you like, you don't like and you hate at school during break or lunch time. With a partner, work through each slide and ask each other the appropriate questions: a) ¿Qué te gusta comer? b) ¿Qué te gusta beber?
***Important***
Make sure you learn the new vocabulary for the different types of foods and drinks. Also, make sure you learn the questions and the different ways of answering (I love, I like, I don't like, and I hate)
17) Task Power Point # 1: Mi Escuela - Slide # 64
This slides has specific instructions about a skit you need to do in a group of at least 3 people. Please do the scriptof the skit in a Google Doc and share it with Mr. Fernando. Also, all participants need to collaborate in writing the script. Furthermore, all members of the group need to have equal participation (lines in the script) in the skit. Finally, make sure that all the expressions in slide # 64 are used in the skit at least once.
Task 18: On the document below, write the correct conjugation in the present for the verb inside the parentheses. Then, write the Spanish sentence in English. You may work with a partner in order to collaborate. Write the original Spanish sentence in your notebook with the correct verb conjugation, and write the English translation below each Spanish sentence.
tener_ser_necesitar_querer_worksheet.pdfDownload File
Answers to task 18 above.
answers_to_task_18.docxDownload File
Task 19: In this task you need to present to the class what would be your ideal school. You may work in groups of two or maximum three students. You will have only four class periods to work on this and one class period to present to the class. Your presentation can be done through a poster, Power Point, Prezi, or video. You need to focus on at least two of the following areas:
1) School subjects
2) Schedule
3) After school activities
4) School facilities
5) Type of teachers and students
As you work through your project, make sure you :
a) Plan what you are going to do.
b) Decide who is responsible for doing what.
c) Decide who is responsible for presenting what during the class presentation.
d) Take into consideration if some one is absent during the planning days or during the actual presentation on day # 5. How are you going to go about solving this problem if it arises?
e) Use images and text. Also, every one needs to have a speaking part during the presentation.
Unit # 3: Mi Casa (My Home)
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Unit # 3: Mi Casa (My Home)
Topic # 1: Where do you live? Key Concept: Creativity Global Context: Personal and cultural expression Statement of Inquiry: People use and design their living spaces according to their needs and wants. Key Questions: 1. (F) What are the different living spaces in your home? 2. (C) How are we influenced by the space we live in? 3. (D) Does the space you live in meet your needs? Power Point # 1: En mi casa en_mi_casa_power_point.pptxDownload File |