Friday, August 23, 2013

SPN 101-1 Otoño/Fall 2013 Semana/Week 2: 26-30 Agosto



SPN 101- 1 Otoño/Fall 2013 Actividades Semanales/Weekly Activities
Semana/Week 2: 26-30 Agosto

Importante
COUNTRY report: Please include these SIX areas (minimum) in your COUNTRY Power Point Report: General Info: (Demographics, Capital City, Area, Inhabitants, Official Languages), Education, History, and Society/Culture, Politics (Government, any connection with the US politics, news of current events); and one AREA of your interest (e.g. connected to your major, your family background, etc.).
Highlight two important facts of the country (in particular that got your academic/personal interest) at the end of your PP presentation. Mention these to your classmates.
Please bring a one-page summary with your PP presentation (one single space). The second page needs to have at least three references from which you obtained your information. See syllabus for guidelines for library report in your syllabus. Click here for to see a sample:

Canción: Las Mañanitas. Start learning this song.
Vicente Fernández con letra en español
Vicente Fernández con letra en español

1 Estas son las mañanitas
que cantaba el rey David.
Hoy por ser día de tu santo
te las cantamos a ti.

2 Despierta, mi bien, despierta;
mira que ya amaneció.
Ya los pajaritos cantan;
la luna ya se metió

3 Qué linda está la mañana
en que vengo a saludarte;
venimos todos con gusto
y placer a felicitarte.

4 El día en que tú naciste
Nacieron todas las flores
En la pila del bautismo
cantaron los ruiseñores

5 Ya viene amaneciendo
Ya la luz del día nos dio
Levántate de mañana
mira que ya amaneció

6 Si yo pudiera bajarte
las estrellas y un lucero
para poder demostrarte
lo mucho que yo te quiero

7 Con jazmines y flores
Este día quiero acordar
Hoy por ser día de tu Santo
Te venimos a cantar.

1 These are the dawns
that King David sang about
We are singing here because today is your Saint's day
(or birthday or anniversary)

2 Wake up my dear, Wake up and
see what dawn has brought
the birds are singing
and the moon has set.

3 How beautiful is this morning
on which I come to greet you
we’ve come to congratulate you
with happiness and pleasure!

4 All flowers were born on the day
that you were born
the nightingales sing
at your baptismal fountain.

5 Dawn is arriving and
the light of day is upon us.
Rise up this morning and
see that dawn has come.

6 If I could, I’d lower
the stars along with the brightest one
to show you
how much I care for you

7 With jasmine and flowers
I want to adorn this day
Because today it’s your Saint’s day
we’ve come to sing for you.



Obra en español/Play in Spanish

Listen to the dramatic reading here: https://app.box.com/s/rlj0lfca2halhuqdvo9t
Start learning this part of our Spanish play this semester. More to come next week.

Texto 1
¿QUE ES EL PERÚ?
Profesor:         El Perú es un hermoso país ubicado en la América del Sur,  con tres hermosas regiones: La Selva, la Sierra y la Costa que es dueña de un mar poseedor de infinitas riquezas marinas. Eso es el Perú.
Alumnos:        (En coro y haciendo “footing dramático”) ¿Qué es el Perú? ¿Qué es el Perú?  ¿Qué es el Perú? ¿Qué es el Perú?

Text 1
WHAT IS PERU?
Teacher:         Peru is a beautiful country located in South America with three beautiful regions: the jungle, the highlands and the coast, which has a sea with endless marine wealth. That is Peru.
Students:         (In chorus and doing “dramatic footing”) What is Peru? What is Peru? What is Peru? What is Peru? What is Peru?


PART I

The following podcast prepares for the direction of the course and practice of the alphabet. Play with language with the Actividad/Actividad after listening the podcast. Click here. https://app.box.com/s/kc5q1s9u6tobdlr0pw1q

Inicio/Start

Podcast SPN 101-0- Lección Introductoria
Saludos. In this Introductory Lesson, the course content, directions for your Spanish language learning and a practice with the sounds of español are presented.  In this course you will develop your oral reading, writing, listening, speaking skills and your understanding of language cultural practices of Spanish language-dominant, and bilingual users, and in relation to different texts in Spanish in particular with your first academic major. You are advised to focus on understanding Spanish language as a social and interactive practice with different speakers and users of español, investigate some specific topics; explore your voice, body movements, and language to build up your Spanish language skills; explore the intersections and new spaces of building up your bilingual/bicultural voices; and self-assess your learning in this course periodically. The Practice focuses on the exploration of the Spanish language alphabet. Repeat after me.
A (a); B (be, be de burro): -CH (che)-; C (se); D (de); E (e);F (efe): G (ge); H (ache); I (i); J (jota), K (ka), L (ele); -LL (elle)-;M (eme); N (ene), Ñ (eñe); O (o); P (pe); Q (cu), R (ere), -RR (erre), S (ese), T (te); U (u); V (uve, ve de vaca, ve chica); W (doble v, doble uve, ve doble); X (equis); Y (i griega, ye), Z (zeta). Repeat the vowels: A-E-I-O-U. Explore and play with the pronunciation of these sounds on their own making syllables, words, and try to read a paragraph in Spanish aloud. Reflect on the information presented and the first Spanish language practice. Gracias. 

End/Fin

Actividad: El alfabeto se mueve: The alphabet moves
A. Repeat the Alphabet: A-B-C-Ch-D-E-F-G-H-I-J-K-L-ll-M-N-Ñ-O-P-Q-R-S-T-U-V-V-W-X-Y-Z.
B. Repeat the Vocales: A-E-I-O-U
C. Make up five syllables with five consonants: (a) DA-DE-DI-DO-DU; (b) FA-FE-FI-FO-FU); (c) GA-GE-GI-GO-GU; (d) JA-JE-JI-JO-JU; (e) JA-JE-JI-JO-JU
D. Act them out moving your body. Express new meanings with them.

Reflection/Summary
(1) What does the learning of a new language mean? What are some techniques? How will you learn Spanish?
(2) Can you say the alphabet in Spanish? Can you sing it?
(2) Which are the five vowels in Spanish? Mention five syllables with different consonants.
(3) What are your reflections of this week’s activities?

PART 2: Nouns and the Definite and the Indefinite Articles
Lunes/Monday 26 Agosto-Miércoles/Wednesday 28 Ago

Before doing the actividades, please listen to the podcast about nouns, definite and indefinite articles. Click here: https://app.box.com/s/fm5vp8wol49o43lhfub1

Inicio/Start

PODCAST 2: Nouns (chico, chica, hombres, mujeres). Definite articles (la, el, las, los). Indefinite articles (un, una, unos, unas)

Read Gramática Section (BOOK) U1: p. 22-23; U2: 34-35; U6 (A-B): p. 69-70

Nouns (nombres/sustantivos) are content words that designate objects, things, ideas, or persons that are either masculine of feminine. Masculine nouns tend to end in –O (chicO), feminine nouns in –A (chicA). Nouns that follow this rule should be memorized with their articles: el or la.

PLURAL: Add –s to nouns that end in las vocales (a-e-i-o-u) with the corresponding feminine/masculine article: las casas; add –es to nouns that end in consonants: los profesores; omit the accent mark from the singular noun (canción) when adding –es: las canciones; change final Z to C before adding –es: (el lápiz): los lápices.

Extra Notes on Nouns
Feminine nouns also end in –dad, -ción, -sión.
Ejemplos: la ciudad, la canción. Some cognates: la lección, la canción, la emoción, la nación, la composición, la confusión, la represión, la televisión, la pasión, la fricción, la sesión, la promoción, la ilusión.
Some feminine nouns: la calle, la clase (cognate), la frase (cognate), la luna, la mamá, la noche.

Cognates
MASCULINE: El animal, el hospital, el hotel, el Papa, el papá, el elefante, el restaurante, el patio, el color, el oceáno, el piano, el león.
FEMININE: La patata, la papa, la cámara, la guitarra, la razón, la foto, la fotografía, la historia, la filosofía, la sicología, la biología, la matemática, la música.

Definite articles: are non-content words that help us to stand out specific nouns we are talking about. El español es importante para mi trabajo (Spanish is important for my job). The articles in español are as follows.

Artículos Definidos/Definite Articles: el, los (the) masculine – la. las (the) (feminine)
Indefinite Articles:    un (a, an), unos (some, a few) (masculine)
una (a, an), unas (some, a few) (feminine)

Compared to definite articles (el, la, los, las) that help us to focus on specific objects: (El español es importante, Spanish is important), indefinite articles (un, una = a, one, an),unos (some masc), unas (some fem.) help us to refer to non-specific objects: El gato (the cat)/Un gato(a cat). Las chicas (the girls)/Unas chicas (some girls).

Fin/End

Actividad 1. Nouns in plural and definite and indefinite articles.

A. Study these groups of nouns:
La casa: teléfono, mesa, puerta, ventana, sala, cocina, comedor, gato., perro, silla, patio, cama, habitación.
El salón de clase: cuaderno, libro, cuadro, lápiz, bolígrafo/lapicero, proyector, computadora, escritorio, carpeta, mapa, pizarra.
La ciudad: policía, edificio, coche/carro, mujer, hombre, autobús/bus, cine, periódico, centro comercial, hospital, restaurante.
Los alimentos: (botella de) leche, agua, pan, cereal, pollo, pescado, carne, naranjas, manzanas, huevo, dulce, queso, jugo (de naranja, manzana), café, hamburguesa, sanguche.

B. Provide the plural of these noun phrases:
el teléfono, la mesa, la puerta, la ventana, la sala, la cocina, el gato., el perro; el cuaderno, el libro, el cuadro, el lápiz, el bolígrafo/lapicero, la computadora, el escritorio, la carpeta, el mapa; el policía, el edificio, el coche/carro, la mujer, el hombre, el autobús/bus, el cine, el periódico; (la botella de) leche/agua, el pan, el cereal, el pollo, el pescado, la carne, el huevo, el dulce, el queso, el jugo (de naranja, manzana), el café, la hamburguesa.

C. Provide the plural of these noun phrases:
un teléfono, una mesa, una puerta, una ventana, una sala, una cocina, un gato., un perro; un cuaderno, un libro, un cuadro, un lápiz, un bolígrafo/lapicero, una computadora, un escritorio, una carpeta, un mapa; un policía, un edificio, un coche/carro, una mujer, un hombre, un autobús/bus, un cine, un periódico; (la botella de) leche/agua, un pan, un cereal, un pollo, un filete de pescado, un bistec de carne, un huevo, un dulce, un queso, un jugo (de naranja, manzana), un café, una hamburguesa.

Actividad 2. Describing specific objects at your home or in class.
A. Read these descriptions that Jose and Selena did.  
José mentions specific parts of his house:
“Esta es mi casa.
Esta es la sala. Este es el comedor. Esta es la cocina. Este es el baño”. (This is my house. This is the living room. This is the kitchen. This is the bathroom)
Selena mentions specific objects in the classroom asking herself what the object is
“¿Qué es esto? La puerta, la pizarra, el mapa, el escritorio, la carpeta de Juan, la computadora, el proyector”. (What is this? The door, the blackboard, the map, the desk, John’s desk, the computer, the projector).
B. Draw a picture of your house or apartment. Imagine you are describing it to someone as José did.
C. Describe some specific objects in class as Selena did. Ask yourself (various times) what is this? as Selena did.
D. Be ready to perform your descriptions with creativity to your classmates.

Summary/Reflection
(1) Name five masculine nouns and five feminine nouns in singular.
(2) Name five masculine nouns and five feminine nouns in plural.
(3) Mention five masculine noun phrases and five feminine noun phrases using singular definite article: e.g. El gato, La casa.
(4) Mention five masculine noun phrases and five feminine noun phrases using plural definite articles: e.g. Los gatos, Las casas.
(5) Mention five masculine noun phrases and five feminine noun phrases using singular indefinite articles: e.g. Un hombre, Una mujer.
(6) Mention five masculine noun phrases and five feminine noun phrases using plural indefinite article: e.g. Unos hombres. Unas mujeres.
(7) How do nouns differ in English and Spanish? Give some examples.
(8) When will you use a definite article (el, la, los, las) with these nouns? When will use an indefinite article (un, una, unos, unas) with these nouns?
(9) What are some of your favorite nouns so far?
(10) Use your body and voice to perform nouns and noun phrases. Use your creativity.

Tarea/Homework
(1)Write _______ masculine noun phrases and _______ feminine noun phrases using singular definite articles.
(2) Write _______ masculine noun phrases and _______ feminine noun phrases using plural indefinite articles.

Part 3: Verb “Ser”
Viernes/Friday 30 Agosto, 2013

Before doing the actividades, please listen to Podcast 3. Click here:

Inicio/Start

Podcast 3: VERBO “SER”
SER Indicates a fixed nature of TO BE in Spanish. Irregular verb conjugations in the PRESENT TENSE are as follows: Yo soy (I am), Tú eres (You –informal- are), Usted es (You-formal-are), él es (he is), ella es (she is); Nosotros/Nosotras somos (We –masc. fem.-are), Vosotros/Vosotras sois (You –masc. fem plural in Spain- are), Ustedes (You –plural in the Americas-are) son, Ellos/ellas son (they –masc. fem.- are).

USES


1. SER is used to mention specific and non-specific objects, describe identifications, relationships, professions, occupations, nationalities/places of origin.
¿Qué es esto? (What is this) (general question)
Es una manzana. It is an apple. Esta es una manzana. This is an apple.
Yo soy Carlos. I am Carlos.
Ellos son mis padres. They are my parents.
Luis es mecánico.
I am a mechanic.
Martha es puertorriqueña. Martha is Puerto Rican.
2. SER is used to describe personality and physical characteristics.
¿Cómo eres tú? (en tu personalidad). What are you like? (in your personality)
Soy alegre, positivo y amable. I am cheerful, positive, and kind.
¿Cómo es su papá? (en su físico) What is your father like? (in his physical appearance)
Nuestro papá es alto, moreno y guapo. Our father is tall, dark, and handsome.
3. SER is used to describe possession, date, time, events (where they take place, or occur)
Este libro es de Natalia.
This book is Natalia’s. It is not Rubi’s.
¿Qué día es hoy? Hoy es domingo. What day is today? Today is Sunday.
¿Qué hora es? Son las 2. What time is it? It’s 2.
¿Dónde es la fiesta? La fiesta es en la casa de Delia. Where is the party? The party is at Delia’s house.

Fin/End

Actividad 1. Read Gramática Section (BOOK) U11: p. 116-118; U13: 135-137

Actividad 2.
Provide the conjugation of the verb “SER” in the blanks to complete the sentences.
1. Yo ___________ peruano, de Lima, Perú.
2. Esta (this) ___________________ la cocina.
3. Ellos _______________ mis amigos.
4. ________________ una silla.
5. Nosotras _________________ de Lewisport, Kentucky.
6. ¿De dónde ___________ ustedes?
7. Juana ______________ de Guatemala.
8. Estos (these) __________________ las mesas.
9. Este (this)______________ un león.
10. ¿De dónde ________________ tú?

Actividad 3. Write 5 sentences in Spanish (with their English translation) using SER as in the previous actividades. Be ready to share them in class.

Summary/Reflection
(1) What are the uses of the verb “SER” in Spanish?
(2) Translate: I am from Kentucky. Where are you (usted) from? I am a student. This is my book.
(3) Mention two of your favorite sentences using the verb SER. Use your creativity to mention these sentences (use movements for example, voice inflections, etc.).
(4) What are your learning points for the week? What are your reflections for this week’s learning points?

Tarea/Homework
Write ______ sentences in Spanish (with their English translations) using the verb “ser” in the present tense.

No comments:

Post a Comment