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.
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.
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)
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.
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
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.
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.
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?
(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?
(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
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.
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.
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)
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.
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?
(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
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.
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.
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?
(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.
