SPN 101-1 Fall
2014 Actividades Semanales/Weekly Activities
C. Martin Vélez Salas
Semana/Week 1: 20-22
de Agosto, 2014
Introduction
Course
Personal
Information
Syllabus:
Library Research Report: Power Point of a Chosen Country and ONE page summary
of this presentation. Choose Country and Date.
Presentations
Country: General Information, Education, History, Culture, Politics (current
events), Information of interest to major
Mid-Term
and Final Performances of Skit-See Models
Final
Interview with Instructor
Homework/Tareas:
KEEP A NOTEBOOK/BINDER
Quizzes-Exams
METODO
Grammar
content and communication exercises: See blog for weekly activities, classwork
and homework.
Integrating
the Arts and Second Language Learning: Follow us in Facebook on this
integration:
https://www.facebook.com/groups/457534097663541/
Further suggestions for learning a second language
(1) Learning a Second Language: Focus on another way to express meanings. Spanish: Functions in the US and Spanish speaking countries.
(2) How?: Discovery of meanings in different contexts by observing new words, sentences, paragraphs, stories, images, movements, people in different situations and from various countries, regions, listening to music, eating food with people, dancing, working with other people, interacting with people.
(3) Structure Learning: Focus on how these meanings work in language in context (e.g. newspaper, film, face-to-face interaction, text message). Grammar as a starting point. Look at your grammar: Noun-Adjective-Verb-Adverb. Sentence: Subject-Verb-Complement
(4) Techniques: Use a diary to reflect on your learning. Use flashcards to learn new words, new verbs combinations. Use a notebook to classify your new words and write new sentences. Start observing new words around you, books, written materials in the new language, start listening to songs, dance, movies, TV programs. Watch a movie with the captions in Spanish or English. Start exploring new meanings in different texts and materials.
(5) Use the language with creativity. Start playing with language right away. Read the words, phrases, and sentences, lines, and paragraphs stressing different emotions. Make a link between your words and your physical movements. Improvise. Create new ways to express language, meanings and emotions. Below: Imagine the context of the text and start using the language with creativity.
(1) Learning a Second Language: Focus on another way to express meanings. Spanish: Functions in the US and Spanish speaking countries.
(2) How?: Discovery of meanings in different contexts by observing new words, sentences, paragraphs, stories, images, movements, people in different situations and from various countries, regions, listening to music, eating food with people, dancing, working with other people, interacting with people.
(3) Structure Learning: Focus on how these meanings work in language in context (e.g. newspaper, film, face-to-face interaction, text message). Grammar as a starting point. Look at your grammar: Noun-Adjective-Verb-Adverb. Sentence: Subject-Verb-Complement
(4) Techniques: Use a diary to reflect on your learning. Use flashcards to learn new words, new verbs combinations. Use a notebook to classify your new words and write new sentences. Start observing new words around you, books, written materials in the new language, start listening to songs, dance, movies, TV programs. Watch a movie with the captions in Spanish or English. Start exploring new meanings in different texts and materials.
(5) Use the language with creativity. Start playing with language right away. Read the words, phrases, and sentences, lines, and paragraphs stressing different emotions. Make a link between your words and your physical movements. Improvise. Create new ways to express language, meanings and emotions. Below: Imagine the context of the text and start using the language with creativity.
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.
Power
Power Presentation of a country and page summary: samples
Sample PP presentation of a country: https://app.box.com/s/ycagtr1fsoubh97xrspe
Sample ONE page summary of a country: https://app.box.com/s/3bzg69ua6ea6udt2a5v8
PODCAST
The
following podcast prepares for the direction of the course and practice of the
alphabet. Play with language with the 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.
SONG FOR SEMESTER
Lejos de ti: Pelo D’Ambrosio
- Perú
1 Hace
tiempo que mi vida no tiene valor
será porque dentro mío llevo un gran dolor
tu decidiste no volver
aquella noche yo morí
2 desde esa noche nunca más volví a reír
llevo dentro el castigo de no serte fiel
parece que ahora si entendí
que te he perdido para siempre
3 cómo te digo que me enseñes a vivir
si cada noche me muero de recordar
tu gran amor (ooh)
tu triste adiós (ooh)
ay tu cariño aún vive en mí (ooh)
será porque dentro mío llevo un gran dolor
tu decidiste no volver
aquella noche yo morí
2 desde esa noche nunca más volví a reír
llevo dentro el castigo de no serte fiel
parece que ahora si entendí
que te he perdido para siempre
3 cómo te digo que me enseñes a vivir
si cada noche me muero de recordar
tu gran amor (ooh)
tu triste adiós (ooh)
ay tu cariño aún vive en mí (ooh)
no puedo
más
vivir
sin ti (ooh)
lejos de ti voy a morir
lejos de ti
voy a morir
ay cómo duele vivir sin ti (2)
Hace tiempo que mi vida no tiene valor
será porque dentro mío llevo un gran dolor
tu decidiste no volver
aquella noche yo morí
desde esa noche nunca más volví a reír
llevo dentro el castigo de no serte fiel
parece que ahora si entendí
que te he perdido para siempre
cómo te digo que me enseñes a vivir
si cada noche me muero de recordar
tu gran amor (ooh)
tu triste adiós (ooh)
ay tu cariño aún vive en mí (ooh)
lejos de ti voy a morir
lejos de ti
voy a morir
ay cómo duele vivir sin ti (2)
Hace tiempo que mi vida no tiene valor
será porque dentro mío llevo un gran dolor
tu decidiste no volver
aquella noche yo morí
desde esa noche nunca más volví a reír
llevo dentro el castigo de no serte fiel
parece que ahora si entendí
que te he perdido para siempre
cómo te digo que me enseñes a vivir
si cada noche me muero de recordar
tu gran amor (ooh)
tu triste adiós (ooh)
ay tu cariño aún vive en mí (ooh)
no puedo
más
vivir
sin ti (ooh)
ay tu cariño aún vive en mí (ooh)
ay tu cariño aún vive en mí (ooh)
lejos de
ti
voy a
morir
ay como duele vivir sin ti (2)
ay como duele vivir sin ti (2)
quiero
solo escuchar tu voz
y mirarte solo un minuto más
lejos de ti voy a morir
ay como duele esta vida sin ti
quiero solo escuchar tu voz
y mirarte solo un minuto más
y mirarte solo un minuto más
lejos de ti voy a morir
ay como duele esta vida sin ti
quiero solo escuchar tu voz
y mirarte solo un minuto más
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?
Viernes/Friday
22 de Agosto
BEFORE
CLASE: READ AND LISTEN this section before clase.
Nouns
and the Definite and the Indefinite Articles
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
DO THIS ACTIVIDAD BEFORE CLASE on
Friday Aug 22, 14
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.
SPN 101-1 FALL 2014 Actividades Semanales/Weekly Activities 2
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.
SPN 101-1 FALL 2014 Actividades Semanales/Weekly Activities 2
Semana/Week 2: 25-29
de Agosto, 2014
Lunes/Monday
25 de Agosto, 2014
Actividad 2.
Describing specific objects at your
home or in class.
A. Read these descriptions that José 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
A. Read these descriptions that José 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) 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?
(8) What are some of your favorite nouns so far?
(8) What are some of your favorite nouns so far?
(9) Use your body and voice to
perform nouns and noun phrases. Use your creativity.
Tarea/Homework
1: DUE el Miércoles/Wednesday 27 de Agosto
(1)Write _______ masculine noun
phrases and _______ feminine noun phrases using singular definite articles.
Provide the English translations.
(2) Write _______ masculine noun
phrases and _______ feminine noun phrases using plural indefinite articles.
Provide the English transaltions.
Miércoles/Wednesday
27 de Agosto
Verb
SER
BEFORE CLASE: 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. Luis is 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. Luis is 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
BEFORE
CLASE: Do these activities.
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. Estas (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. Estas (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
2: DUE: Viernes/Friday 29 de Agosto, 2014
Write ______ sentences in Spanish (with their
English translations) using the verb “ser” in the present tense.
Viernes/Friday
29 de Agosto, 2014
Library
Research training: Kathy Eby: Meet at the library computer lab basement
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