1/2 Day:
Spanish 2:
Finished the "Finding Nemo" listening activity. If you were gone you need to translate the last page from number 17 to the end, or schedule a time to come watch it with me. (30 Minutes).
Had a challenge with the vocabulary and pronunciation. (Pictionary)
Friday, December 19, 2008
Thursday, December 18, 2008
el 18 de diciembre
Spanish 3/4:
Practiced simple table conversations and telling the waiter that you were missing somethings as well as asking him to bring it to you.
Then we played the dart board game with those structures.
¿Con qué se hace...(n)? Se hace(n) con...
¿Has probado...? Sí lo he probado.
Me falta(n)... ¿Me lo trae por favor? Sí se lo traigo en seguida.
If you were gone you need to come see me and have a five minute conversation with the above structures to make up your points.
Spanish 2:
Learn "El Burrito de Belén" Compared it to our Christmas songs. Watched at least four versions of the song. Sang along and some classes even danced! The five versions were shown with the purpose of see an old version, a "hip" version, a typical version, a school assembly in Mexico, and a home video. The main idea is that we all have traditions that are unique and make us who we are, and that it is okay to see what others do differently and have fun with it. Even though we all are different, we do similar things.
If you were gone you need to watch the youtube videos on the side of my blog and then comment on which version you liked the most and why as well as which version you didn't prefer and why. Then I want you to comment on what this reminds you of in you culture or possibly traditions within your family.
We then had a challenge. Second and Third periods played pictionary with the new vocab 1-39. 5th period studied their words, and sixth period threw a ball around the room and if they pronounced the vocab word wrong, they were eliminated from the game.
Practiced simple table conversations and telling the waiter that you were missing somethings as well as asking him to bring it to you.
Then we played the dart board game with those structures.
¿Con qué se hace...(n)? Se hace(n) con...
¿Has probado...? Sí lo he probado.
Me falta(n)... ¿Me lo trae por favor? Sí se lo traigo en seguida.
If you were gone you need to come see me and have a five minute conversation with the above structures to make up your points.
Spanish 2:
Learn "El Burrito de Belén" Compared it to our Christmas songs. Watched at least four versions of the song. Sang along and some classes even danced! The five versions were shown with the purpose of see an old version, a "hip" version, a typical version, a school assembly in Mexico, and a home video. The main idea is that we all have traditions that are unique and make us who we are, and that it is okay to see what others do differently and have fun with it. Even though we all are different, we do similar things.
If you were gone you need to watch the youtube videos on the side of my blog and then comment on which version you liked the most and why as well as which version you didn't prefer and why. Then I want you to comment on what this reminds you of in you culture or possibly traditions within your family.
We then had a challenge. Second and Third periods played pictionary with the new vocab 1-39. 5th period studied their words, and sixth period threw a ball around the room and if they pronounced the vocab word wrong, they were eliminated from the game.
Wednesday, December 17, 2008
el 17 de diciembre
Spanish 3/4:
We separated into two groups. It will be goup one and group two. Group four now became group three.
-Got in little groups and used our table settings to work on the talking about what is missing. The main goal was to get practice with saying, "Me falta(n) _______. ¿Me lo trae por favor? The waiter would then say. "Sí, se lo traigo en seguida." Remember that it won't always be "Lo" because it can also be los, la, or las depending on the thing or things we are missing.
Dart Board Game Challenge. Focusing on answering the questions, ¿Con qué se hace?, ¿Has probado?, and ¿Qué me falta?
Spanish 2:
Focused on the vowels "A,E,I,O,U" The consanants "r, rr, d, t, h" With the vocabulary.
Went through the vocabulary using the pictures for the new vocab.
Homework: (except 3rd period) 5 questions and answers in complete Spanish sentences. 1-2 needs to ask question "What can yo do/buy/see in (pick a place)?" The answer needs answer using a logical word in a complete sentence. For the questions 3-5 needs to ask the qustion, "Where can I buy/(do something)/see (vocabulary word)?" The answer " You can buy (it, them) at (store).
Period 2: Bahumbug! Your homework was doubled due to complaining about the first homework assignment. Your 1-5 follows the same pattern as the 1-2 above, and your 6-10 follows the same patters as the 3-5.
We separated into two groups. It will be goup one and group two. Group four now became group three.
-Got in little groups and used our table settings to work on the talking about what is missing. The main goal was to get practice with saying, "Me falta(n) _______. ¿Me lo trae por favor? The waiter would then say. "Sí, se lo traigo en seguida." Remember that it won't always be "Lo" because it can also be los, la, or las depending on the thing or things we are missing.
Dart Board Game Challenge. Focusing on answering the questions, ¿Con qué se hace?, ¿Has probado?, and ¿Qué me falta?
Spanish 2:
Focused on the vowels "A,E,I,O,U" The consanants "r, rr, d, t, h" With the vocabulary.
Went through the vocabulary using the pictures for the new vocab.
Homework: (except 3rd period) 5 questions and answers in complete Spanish sentences. 1-2 needs to ask question "What can yo do/buy/see in (pick a place)?" The answer needs answer using a logical word in a complete sentence. For the questions 3-5 needs to ask the qustion, "Where can I buy/(do something)/see (vocabulary word)?" The answer " You can buy (it, them) at (store).
Period 2: Bahumbug! Your homework was doubled due to complaining about the first homework assignment. Your 1-5 follows the same pattern as the 1-2 above, and your 6-10 follows the same patters as the 3-5.
Tuesday, December 16, 2008
el 16 de diciembre
3/4:
Finished making the table settings for each student. (see the blog for the 15th).
Began to work with the question ¿Qué me falta? We also worked with the pronouns (te, le, nos, les) Focused on answering te falta or te faltan. I drew all the table settings on a whiteboard and then erased on or multiple items. Then the students would have to answer what items where gone using that same structure discussed above.
2:
Some classes needed to finish grading the test, while others already finished.
We then used pictures to start becoming familiar with the words on the list. The goal was to focus on reading pronunciation of the single vocabulary words. We covered words 1-39 from our list. After that we started working on review structures to ask about the vocabulary words. Here are some of the questions we worked with today:
1. ¿Qué puedo comprar en el supermercado?
2. ¿Qué puedo hacer en el banco?
3. ¿Dónde puedo comprar (ver,etc)?
4. ¿Adónde vas para comprar (ver, etc.)?
If you were gone, your assignment is to write 5 questions, in Spanish, using at least two of the questions above and then answer them in complete sentences.
You may not use this as your assignment, but you need to follow the example below:
Example: ¿Qué puedo comprar en el supermercado? Puedes comprar los comestibles.
Finished making the table settings for each student. (see the blog for the 15th).
Began to work with the question ¿Qué me falta? We also worked with the pronouns (te, le, nos, les) Focused on answering te falta or te faltan. I drew all the table settings on a whiteboard and then erased on or multiple items. Then the students would have to answer what items where gone using that same structure discussed above.
2:
Some classes needed to finish grading the test, while others already finished.
We then used pictures to start becoming familiar with the words on the list. The goal was to focus on reading pronunciation of the single vocabulary words. We covered words 1-39 from our list. After that we started working on review structures to ask about the vocabulary words. Here are some of the questions we worked with today:
1. ¿Qué puedo comprar en el supermercado?
2. ¿Qué puedo hacer en el banco?
3. ¿Dónde puedo comprar (ver,etc)?
4. ¿Adónde vas para comprar (ver, etc.)?
If you were gone, your assignment is to write 5 questions, in Spanish, using at least two of the questions above and then answer them in complete sentences.
You may not use this as your assignment, but you need to follow the example below:
Example: ¿Qué puedo comprar en el supermercado? Puedes comprar los comestibles.
el 15 de diciembre
3/4:
Used menus to ask and answer the questions. ¿Con qué se hace? and ¿Has probado ____? We answered focusing on using se hace or se hacen and lo he probado. (using the direct object pronoun)
We then began an artsy type activity where you had to make your own:
1. Tenedor
2. Cuchillo
3. Cuchara
4. Servilleta
5. Plato
6. Platillo
7. Tazón (bandeja)
8. Taza
9. Mantel
10. Vaso
2:
Correct tests and reviewed for feedback.
Used menus to ask and answer the questions. ¿Con qué se hace? and ¿Has probado ____? We answered focusing on using se hace or se hacen and lo he probado. (using the direct object pronoun)
We then began an artsy type activity where you had to make your own:
1. Tenedor
2. Cuchillo
3. Cuchara
4. Servilleta
5. Plato
6. Platillo
7. Tazón (bandeja)
8. Taza
9. Mantel
10. Vaso
2:
Correct tests and reviewed for feedback.
Friday, December 12, 2008
El 12 de diciembre
3/4:
Speaking Activity
Translation Activity
I will post the activity when I have more time.
2:
Finished the Speaking part of the Exam.
Finished New Vocab Lists and Translated "El Burrito de Belén" A popular Spanish Christmas song that we will be singing as a cultural activity.
Speaking Activity
Translation Activity
I will post the activity when I have more time.
2:
Finished the Speaking part of the Exam.
Finished New Vocab Lists and Translated "El Burrito de Belén" A popular Spanish Christmas song that we will be singing as a cultural activity.
Thursday, December 11, 2008
El 11 de diciembre.
3/4:
Used the menu from "El Mirador" and put any of the English from the menu into Spanish.
If you were gone you need to get the menu and begin to put it into Spanish.
2:
Finished up the written part and began the speaking part. Should finish with testing tomorrow.
While we were doing the individual testing, we had a list of all the new words and structures for the newest unit. You are to use pages 316-323 in the book to find the Spanish words for the words on the list. It is best if you just translate them onto the paper that I gave you, right next to the word.
Used the menu from "El Mirador" and put any of the English from the menu into Spanish.
If you were gone you need to get the menu and begin to put it into Spanish.
2:
Finished up the written part and began the speaking part. Should finish with testing tomorrow.
While we were doing the individual testing, we had a list of all the new words and structures for the newest unit. You are to use pages 316-323 in the book to find the Spanish words for the words on the list. It is best if you just translate them onto the paper that I gave you, right next to the word.
Wednesday, December 10, 2008
El 10 de diciembre
3/4:
We finished our class tournament. Carrie was the champion. Congrats! While we were finishing the challenge, everyone worked on and most finished the restaurant scene. Those that got finished were given the menu from "El Mirador" and were told to begin to put any of the English from the menu into Spanish. We will continue with this task tomorrow.
If you were gone you need to get the menu and begin to put it into Spanish.
2:
Day two of the written part of the test. Tomorrow comes the oral portion of the test. If you were gone, you need to use your Spanish outside of class and prove to me that you did for at least 15 minutes.
We finished our class tournament. Carrie was the champion. Congrats! While we were finishing the challenge, everyone worked on and most finished the restaurant scene. Those that got finished were given the menu from "El Mirador" and were told to begin to put any of the English from the menu into Spanish. We will continue with this task tomorrow.
If you were gone you need to get the menu and begin to put it into Spanish.
2:
Day two of the written part of the test. Tomorrow comes the oral portion of the test. If you were gone, you need to use your Spanish outside of class and prove to me that you did for at least 15 minutes.
Tuesday, December 9, 2008
El9 de diciembre
3/4:
We had two things going on today. We started the day studying the vocabulary words and structures in small groups. Some people used whiteboards and others spoke. We formed a 14 bracket, double elimination, tournament. While you were still in the running you were studying your words. Once you lost you paired up with the next person to lose and did the following activity that we will work on tomorrow.
Write a dialogue between you and your partner at a restaurant in Mexico. Include a waiter or waitress in this scene. I said scene because you will be writing this in play format. Paige and Kayla will work together. If one is not here then come see me to find out who your partner(s) will be. To make up today's points you will have to do something Spanish related outside of class and prove that you did it.
Example:
Pedro: Marcos, ¿Has probado el flan?
Marcos: No, no lo he probado, ¿Con qué se hace?
etc. etc. etc...
The idea is to use as many of the vocabulary words you can. Make sure to underline or highlight the words you use. We will be working on this and presenting them tomorrow.
Lisha, Jacee, Carrie, Nathan, and Jacob are still in the running for the class championship of this unit's vocabulary.
2:
Began the testing process for the unit on medicine and health. We will finish the writing section tomorrow and begin the oral interviews. We will take as much time as needed for the next few days in order to finish the testing process. We will be working on next chapter's vocabulary as well as doing a small listening activity while we all do our individual speaking parts.
If you were gone you need to schedule a time to make up the test with me. Please write your name on my calendar on the wall behind my desk. Put your name on the date you are coming and make sure you include the time and reason you are coming.
We had two things going on today. We started the day studying the vocabulary words and structures in small groups. Some people used whiteboards and others spoke. We formed a 14 bracket, double elimination, tournament. While you were still in the running you were studying your words. Once you lost you paired up with the next person to lose and did the following activity that we will work on tomorrow.
Write a dialogue between you and your partner at a restaurant in Mexico. Include a waiter or waitress in this scene. I said scene because you will be writing this in play format. Paige and Kayla will work together. If one is not here then come see me to find out who your partner(s) will be. To make up today's points you will have to do something Spanish related outside of class and prove that you did it.
Example:
Pedro: Marcos, ¿Has probado el flan?
Marcos: No, no lo he probado, ¿Con qué se hace?
etc. etc. etc...
The idea is to use as many of the vocabulary words you can. Make sure to underline or highlight the words you use. We will be working on this and presenting them tomorrow.
Lisha, Jacee, Carrie, Nathan, and Jacob are still in the running for the class championship of this unit's vocabulary.
2:
Began the testing process for the unit on medicine and health. We will finish the writing section tomorrow and begin the oral interviews. We will take as much time as needed for the next few days in order to finish the testing process. We will be working on next chapter's vocabulary as well as doing a small listening activity while we all do our individual speaking parts.
If you were gone you need to schedule a time to make up the test with me. Please write your name on my calendar on the wall behind my desk. Put your name on the date you are coming and make sure you include the time and reason you are coming.
Monday, December 8, 2008
El 8 de diciembre.
3/4:
Went over the homework from Friday as an entry activity. Took turn answering the two questions: "¿Con qué se hace?" and ¿Has probado? We answered using D.O.P.'s in the second question.
After, we did an individual challenge. Head to head using the unit's vocab.
If you were gone, you need to turn in your homework and study the flashcards for 20 minutes.
2:
Reviewed for the test. Check previous blogs for any notes or questions you might have.
Went over the homework from Friday as an entry activity. Took turn answering the two questions: "¿Con qué se hace?" and ¿Has probado? We answered using D.O.P.'s in the second question.
After, we did an individual challenge. Head to head using the unit's vocab.
If you were gone, you need to turn in your homework and study the flashcards for 20 minutes.
2:
Reviewed for the test. Check previous blogs for any notes or questions you might have.
Friday, December 5, 2008
El 5 de diciembre
3/4:
Played a challenge. We did the grab game. Cut out flashcards, got a partner from a different team and placed the cards on the two desks (Picture/English side up). I then said the Spanish word and the first to grab it with their pen kept the flashcard and the winner was the person with the most flashcards at the end of the game. If you were gone, you need to study your flashcards in my classroom ten minutes before school starts.
2:
Reviewed for test on Tuesday. Covered pages 300-303 1-9 as a class. We took turns speaking through all the activities in those sections of the book, as a class. If you were gone you need to write out 1-9 and turn in.
Played a challenge. We did the grab game. Cut out flashcards, got a partner from a different team and placed the cards on the two desks (Picture/English side up). I then said the Spanish word and the first to grab it with their pen kept the flashcard and the winner was the person with the most flashcards at the end of the game. If you were gone, you need to study your flashcards in my classroom ten minutes before school starts.
2:
Reviewed for test on Tuesday. Covered pages 300-303 1-9 as a class. We took turns speaking through all the activities in those sections of the book, as a class. If you were gone you need to write out 1-9 and turn in.
Thursday, December 4, 2008
El 4 de diciembre.
3/4:
We worked with the vocabulary words from our flashcards. We formed two circles (one inner and one outer) of seven people. The inside taught their words and the outsider circle used the whiteboards to write draw the words (when possible, if not they translated) The second round they spelled the words correctly.
Homework is to write what is in the following dishes: guacamole, chiles rellenos, flan, tacos, enchiladas, un pastel.
Worked with “se hace, se hacen”
If you were gone you need to do the homework assignment as well as study your flashcards for at least 20 minutes.
2:
With partners we finished the speaking parts from 288-289 and 292-293. We then did the finished the written questions without a partner for those same pages. We turned in 5-7 and 11-14. If you were gone you need to check out a book and do 1-14 on those pages and turn in the same written sections. These are critical for the test on Tuesday the 9th of December.
We then continued in a whole group activity, using the book. I drew names randomly and those people had to do the part from the book out loud as the class followed along. We started on 299 and finished at 300 #3.
If you were gone you need to write all of the conversations out and complete the activities up to number 3 and turn in.
We worked with the vocabulary words from our flashcards. We formed two circles (one inner and one outer) of seven people. The inside taught their words and the outsider circle used the whiteboards to write draw the words (when possible, if not they translated) The second round they spelled the words correctly.
Homework is to write what is in the following dishes: guacamole, chiles rellenos, flan, tacos, enchiladas, un pastel.
Worked with “se hace, se hacen”
If you were gone you need to do the homework assignment as well as study your flashcards for at least 20 minutes.
2:
With partners we finished the speaking parts from 288-289 and 292-293. We then did the finished the written questions without a partner for those same pages. We turned in 5-7 and 11-14. If you were gone you need to check out a book and do 1-14 on those pages and turn in the same written sections. These are critical for the test on Tuesday the 9th of December.
We then continued in a whole group activity, using the book. I drew names randomly and those people had to do the part from the book out loud as the class followed along. We started on 299 and finished at 300 #3.
If you were gone you need to write all of the conversations out and complete the activities up to number 3 and turn in.
Tuesday, December 2, 2008
El 3 de diciembre.
3/4:
We first talked about the past tense unit and the work that wasn't turned in my the student-teachers. You have until tomorrow to get me everything graded and ready to go so I can get my gradebook up to date.
We worked with the vocabulary words from our flashcards. We formed two circles (one inner and one outer) of seven people. The inside taught their words and the outsider circle used the whiteboards to write draw the words (when possible, if not they translated) The second round they spelled the words correctly.
Homework is to write what is in the following dishes: guacamole, chiles rellenos, flan, tacos, enchiladas, un pastel.
Worked with “se hace, se hacen”
2: With a partner we wrote a dialogue about how the two of you were feeling bad. Identified what was wrong with both of you and gave some good medical advice about how to feel better. If you were gone, you need to write your own dialogue.
We acted out the dialogues and answered questions, as a class, about each.
Page 288-289 1-7, Page 292-293 8-14 with partners.
We first talked about the past tense unit and the work that wasn't turned in my the student-teachers. You have until tomorrow to get me everything graded and ready to go so I can get my gradebook up to date.
We worked with the vocabulary words from our flashcards. We formed two circles (one inner and one outer) of seven people. The inside taught their words and the outsider circle used the whiteboards to write draw the words (when possible, if not they translated) The second round they spelled the words correctly.
Homework is to write what is in the following dishes: guacamole, chiles rellenos, flan, tacos, enchiladas, un pastel.
Worked with “se hace, se hacen”
2: With a partner we wrote a dialogue about how the two of you were feeling bad. Identified what was wrong with both of you and gave some good medical advice about how to feel better. If you were gone, you need to write your own dialogue.
We acted out the dialogues and answered questions, as a class, about each.
Page 288-289 1-7, Page 292-293 8-14 with partners.
El 2 de diciembre
All classes did the listening activity with "Buscando a Nemo"
Periods two and three were assigned page 288-289
Read through 1-4. Take turns being student A and B.
Do 5-7 in complete sentences in Spanish.
Periods two and three were assigned page 288-289
Read through 1-4. Take turns being student A and B.
Do 5-7 in complete sentences in Spanish.
Monday, December 1, 2008
El primero de diciembre.
3/4: Finished the challenge from learnspanish.com We did grammar lessons 42 and 44 on Wednesday and we did 47 today. If you were gone you need to go to those lessons and study the lessons and do the basic quiz for each lesson studied. Print off the page that says you got 100% correct and hand those in.
2:
Whole group activity, practicing the interview questions as a class. The following were words and phrases we worked (as well as others that I haven't written).
1. ¿Cómo te sientes?
2. ¿Qué te pasa?
3. ¿Qué te duele?
4. ¿Qué tienes?
5. ¿Te lastimaste_____?
6. ¿Qué debes hacer?
7. ¿Qué debo hacer?
8. ¿Cuánto tiempo hace que_____?
9. ¿Qué hiciste?
mejor-better, peor-worse, fuiste a - you went to, fui a - I went to, todavía-still, si - if, ahora-now, tomar pastillas-to take pills.
We also used the past tense endings for yo and tú.
tomé- I took, tomaste-you took, dormí-I slept, dormiste-you slept.
Period 6 also did one of the worksheets that we hadn't finished for the challenge. (9-6) Will try to finish 9-7, 9-8, and 9-9 tomorrow)
2:
Whole group activity, practicing the interview questions as a class. The following were words and phrases we worked (as well as others that I haven't written).
1. ¿Cómo te sientes?
2. ¿Qué te pasa?
3. ¿Qué te duele?
4. ¿Qué tienes?
5. ¿Te lastimaste_____?
6. ¿Qué debes hacer?
7. ¿Qué debo hacer?
8. ¿Cuánto tiempo hace que_____?
9. ¿Qué hiciste?
mejor-better, peor-worse, fuiste a - you went to, fui a - I went to, todavía-still, si - if, ahora-now, tomar pastillas-to take pills.
We also used the past tense endings for yo and tú.
tomé- I took, tomaste-you took, dormí-I slept, dormiste-you slept.
Period 6 also did one of the worksheets that we hadn't finished for the challenge. (9-6) Will try to finish 9-7, 9-8, and 9-9 tomorrow)
Sunday, November 30, 2008
El 26 de noviembre
3/4: IDOP and DOP Worksheet Challenge. Will finish on Monday. If you were gone you need to go to those lessons and study the lessons and do the basic quiz for each lesson studied. Print off the page that says you got 100% correct and hand those in. Go to www.learnspanish.com and go to grammar lesson 42 and 44.
2: Listening activity with finding nemo. If you were gone you need to make this up I will be setting a time when you can do this with the rest of the students who missed class.
2: Listening activity with finding nemo. If you were gone you need to make this up I will be setting a time when you can do this with the rest of the students who missed class.
Tuesday, November 25, 2008
El 25 de noviembre.
3/4: Began an activity to use the questions that we learned yesterday. Turned out that we weren't very strong with our use of direct object pronouns and indirect object pronouns. Therefore we spent the rest of the time with whiteboards trying to understand the difference between the two pronouns.
For some notes and examples, please go see the Spanish 2 posts on this blog site for the dates of Oct. 29th (DOP's) and Nov. 7 (IDOP's)
2: We did the listening activity with Finding Nemo. We got to the 66th quote in the movie. If you were gone, you need to either schedule a time to watch it with me or translate all 66 quotes and turn that in to me.
For some notes and examples, please go see the Spanish 2 posts on this blog site for the dates of Oct. 29th (DOP's) and Nov. 7 (IDOP's)
2: We did the listening activity with Finding Nemo. We got to the 66th quote in the movie. If you were gone, you need to either schedule a time to watch it with me or translate all 66 quotes and turn that in to me.
Monday, November 24, 2008
el 24 de noviembre
3/4: Asked and answer the questions, ¿Con qué se hace(n)? and began learning the compound tense. In this tense we take the verb haber, which means, to have (to form the compound tense), and then take another verb and put the ending -ado (ar verbs) and -ido (er/ir verbs).
Example: Yo he comido= I have eaten. Has hablado = you have spoken.
2: We are beginning a listening activity that will be completed at the end of this school year. Today the goal was to go through as much of the written quotes from the movie, "Finding Nemo" "Buscando a Nemo" We identified the words we didn't understand by underlining and then, as a class, we figured out what each one was saying. Above the underlined word, each person wrote the meaning in English. Most classes got through the first 20 words.
If you were gone, you need to pick up the quotes and simply read through all the quotes and underline words or phrases you don't understand on all 84 quotes.
Example: Yo he comido= I have eaten. Has hablado = you have spoken.
2: We are beginning a listening activity that will be completed at the end of this school year. Today the goal was to go through as much of the written quotes from the movie, "Finding Nemo" "Buscando a Nemo" We identified the words we didn't understand by underlining and then, as a class, we figured out what each one was saying. Above the underlined word, each person wrote the meaning in English. Most classes got through the first 20 words.
If you were gone, you need to pick up the quotes and simply read through all the quotes and underline words or phrases you don't understand on all 84 quotes.
Thursday, November 20, 2008
El video con el tema más desarrollado.
Escribimos canciones en mis clases del segundo año. Aquí está el video que ganó el premio de "tema más desarrollado."
El 21 de noviembre
Good luck soccer!
3/4: Finished the flashcards. Made sure that they were correctly defined. Started conversations with whole group, using the flashcards. I will post the structures tomorrow after we see how far we got in class.
2: All classes finished the challenge if not done. With the time left, all classes finished the packet. If it wasn't finished in class, it becomes homework that is due on Monday. Please refer to previous post to see the objectives of the packet and challenge.
3/4: Finished the flashcards. Made sure that they were correctly defined. Started conversations with whole group, using the flashcards. I will post the structures tomorrow after we see how far we got in class.
2: All classes finished the challenge if not done. With the time left, all classes finished the packet. If it wasn't finished in class, it becomes homework that is due on Monday. Please refer to previous post to see the objectives of the packet and challenge.
El 20 de noviembre.
3/4: Finished the test. Handed them in. We will use them on either Friday or Monday.
We worked on the Flashcards for the new unit. The list is in the post below. Finish the flashcards for tomorrow, but don't cut them out yet.
2: Most classes finished the Challenge with the worksheets. Period 6 did the packet. If you were gone you will need to pick up the worksheets that you missed as part of the challenge or get the packet if you haven't gotten it already. They will be due on Monday.
We worked on the Flashcards for the new unit. The list is in the post below. Finish the flashcards for tomorrow, but don't cut them out yet.
2: Most classes finished the Challenge with the worksheets. Period 6 did the packet. If you were gone you will need to pick up the worksheets that you missed as part of the challenge or get the packet if you haven't gotten it already. They will be due on Monday.
Tuesday, November 18, 2008
Español III/IV: Nueva lista de palabras y verbos.
1. Un Restaurante Mexicano
2. El menú
3. El camarero
4. La camarera
5. La cuenta
6. La taza
7. El platillo
8. La mantequilla
9. El azúcar
10. La Sal
11. La Pimienta
12. La cuchara
13. El tenedor
14. El cuchillo
15. Los cubiertos
16. El tazón
17. La servilleta
18. El mantel
19. Encima de
20. Debajo de
21. Delante de
22. Detrás de
23. La tortilla
24. Harina
25. Maíz
26. La carne (de res)
27. El aguacate
28. Las salsas
29. Los frijoles refritos
30. El chile
31. El chile con carne
32. Las enchiladas
33. Los burritos
34. Los tacos
35. Las quesadillas
36. El guacamole
37. Los chiles rellenos
38. Los platos principales
39. Los postres
40. El flan
41. Los churros
42. El chocolate
43. Los pasteles
44. El helado
45. Hacer
46. Pedir/Ordenar
47. Probar
48. Haber
49. Faltar
50. Pasar
51. Traer
52. Vender
53. Servir
54. Beber/Tomar
55. Comer
56. Una vez
57. Alguna vez
58. Algo
59. Picante
60. No picante
61. A menudo
62. La comida
63. Muchas veces
64. En seguida
65. A la carta
66. La especialidad de la casa
67. El plato del día
68. Has
69. He
70. La propina
2. El menú
3. El camarero
4. La camarera
5. La cuenta
6. La taza
7. El platillo
8. La mantequilla
9. El azúcar
10. La Sal
11. La Pimienta
12. La cuchara
13. El tenedor
14. El cuchillo
15. Los cubiertos
16. El tazón
17. La servilleta
18. El mantel
19. Encima de
20. Debajo de
21. Delante de
22. Detrás de
23. La tortilla
24. Harina
25. Maíz
26. La carne (de res)
27. El aguacate
28. Las salsas
29. Los frijoles refritos
30. El chile
31. El chile con carne
32. Las enchiladas
33. Los burritos
34. Los tacos
35. Las quesadillas
36. El guacamole
37. Los chiles rellenos
38. Los platos principales
39. Los postres
40. El flan
41. Los churros
42. El chocolate
43. Los pasteles
44. El helado
45. Hacer
46. Pedir/Ordenar
47. Probar
48. Haber
49. Faltar
50. Pasar
51. Traer
52. Vender
53. Servir
54. Beber/Tomar
55. Comer
56. Una vez
57. Alguna vez
58. Algo
59. Picante
60. No picante
61. A menudo
62. La comida
63. Muchas veces
64. En seguida
65. A la carta
66. La especialidad de la casa
67. El plato del día
68. Has
69. He
70. La propina
El 19 de noviembre
3/4:
1. Took test on Imperfect and Preterit. Must make up by Friday if you were gone.
2. Got a list of all the new vocabulary words and verbs as well as some function words. Made flashcards out of them. Spanish on one side and English on the back. Will check on Thursday for finished flashcards. 384-385 and 388-389 from the book.
2: Below is the sub plan. We will continue the challenge tomorrow. You will get an individual grade for you individual work on the packet. If you were gone please pick up the packet and the sheet with extra instructions. You may need to check out a book as well.
*While you take roll have a student pass out the packet and the instruction sheet that goes with the packet.
*Tell the kids they will need the textbook to complete the assignment.
*If they get done with the assignment early, they need to translate each page into English. They can just write above the Spanish on the worksheet.
*Collect at the end of the period, even if they aren’t finished.
1. Took test on Imperfect and Preterit. Must make up by Friday if you were gone.
2. Got a list of all the new vocabulary words and verbs as well as some function words. Made flashcards out of them. Spanish on one side and English on the back. Will check on Thursday for finished flashcards. 384-385 and 388-389 from the book.
2: Below is the sub plan. We will continue the challenge tomorrow. You will get an individual grade for you individual work on the packet. If you were gone please pick up the packet and the sheet with extra instructions. You may need to check out a book as well.
*While you take roll have a student pass out the packet and the instruction sheet that goes with the packet.
*Tell the kids they will need the textbook to complete the assignment.
*If they get done with the assignment early, they need to translate each page into English. They can just write above the Spanish on the worksheet.
*Collect at the end of the period, even if they aren’t finished.
El 18 de noviembre
3/4: We did two review games for the test. The first one focused on Imperfect and Preterit. The second was the bingo game with sentences.
The test covers AR/ER/IR Imperfect and Preterit.
Imperfect is general and preterit is specific.
Remember, there are only three irregular imperfect verbs. (Ver, Ser, Ir) We have been focusing on both of these past tenses and you will really need to know the irregular preterit to pass this test.
Misfits, Ortografía, Cambios Radicales, Verbos de familia.
Buena Suerte = Good Luck!
2: If you were gone you have 5-6 worksheets you need to pick up from me and complete them on your own. They are due to me by Friday the 21st of November.
What we did:
1. Finished any songs that needed to be presented.
2. Group challenge with the worksheets. Worksheets revolved around talking about how we feel and all the structures we have been learning as well as adding some more answers to the question, "¿Qué debo hacer?"
We will continue the challenge on Thursday.
The test covers AR/ER/IR Imperfect and Preterit.
Imperfect is general and preterit is specific.
Remember, there are only three irregular imperfect verbs. (Ver, Ser, Ir) We have been focusing on both of these past tenses and you will really need to know the irregular preterit to pass this test.
Misfits, Ortografía, Cambios Radicales, Verbos de familia.
Buena Suerte = Good Luck!
2: If you were gone you have 5-6 worksheets you need to pick up from me and complete them on your own. They are due to me by Friday the 21st of November.
What we did:
1. Finished any songs that needed to be presented.
2. Group challenge with the worksheets. Worksheets revolved around talking about how we feel and all the structures we have been learning as well as adding some more answers to the question, "¿Qué debo hacer?"
We will continue the challenge on Thursday.
Monday, November 17, 2008
El 17 de noviembre.
3/4: Misfit Verbs Jeopardy game.
2: Final copy of song, go over rubric, turn in copy of song and perform. I recorded them.
2: Final copy of song, go over rubric, turn in copy of song and perform. I recorded them.
Thursday, November 13, 2008
El 14 de noviembre
3/4: El imperfecto y el pretérito...student taught.
Si tú no estabas uno de estos días, necesitan hablar con los estudiantes que enseñaron y ellos te pueden dar tu tarea.
2: Escribimos canciónes en nuestros grupos. Las vamos a presentar el lunes.
Reminder: You should have picked a tune that I know. This is an assessment of what Spanish is floating around in your heads. Don't write it in English then translate, that just won't work. Be creative and teach me what you know!!!!!
Si tú no estabas uno de estos días, necesitan hablar con los estudiantes que enseñaron y ellos te pueden dar tu tarea.
2: Escribimos canciónes en nuestros grupos. Las vamos a presentar el lunes.
Reminder: You should have picked a tune that I know. This is an assessment of what Spanish is floating around in your heads. Don't write it in English then translate, that just won't work. Be creative and teach me what you know!!!!!
El 13 de noviembre
3/4: Student Teach: Imperfecto
2: Practiced the interview with whole group. Question and answer.
Finished head to head challenge on words we learned yesterday. (see yesterday's blog)
Group challenge. Picked a tune to write a Spanish song with your group. Will work in class tomorrow and present on Monday.
2: Practiced the interview with whole group. Question and answer.
Finished head to head challenge on words we learned yesterday. (see yesterday's blog)
Group challenge. Picked a tune to write a Spanish song with your group. Will work in class tomorrow and present on Monday.
El día de los muertos.
La mayoría de la clase del tercer año fue a una excursión a una celebración del día de los muertos. Abajo, puse unas fotos que sacó Sharise. Gracias Sharise
.
Dos ejemplos de los altares que vieron.
.
Dos ejemplos de los altares que vieron.
Wednesday, November 12, 2008
El 12 de noviembre
3/4: Student Teach: Verbos de Familia.
2:
Asked and answered question: ¿Cómo te sientes? (How do you feel?) Remember the ending "es" means you. The verb "sentir" means to feel. The stem changes from "e - ie" in the present tense. Remembering that we can also figure out how to say (I feel bad) What ending means "I"? That is correct..."o" Therefore we would say, "me siento mal" We aren't answering "bien" because we are discussing the illnesses and pains we experience, as well as what we should do to feel better.
Also aked questions: ¿Qué tienes? and ¿Qué te pasa?
We learned expressions using tener:
Tengo dolor de muelas
Tengo dolor de cabeza
Tengo dolor de garganta
Tengo dolor de oído
Tengo dolor de estómago
Tengo frío
Tengo gripe
Tengo un resfriado
Tengo sueño
Tengo calor
Tengo fiebre
2:
Asked and answered question: ¿Cómo te sientes? (How do you feel?) Remember the ending "es" means you. The verb "sentir" means to feel. The stem changes from "e - ie" in the present tense. Remembering that we can also figure out how to say (I feel bad) What ending means "I"? That is correct..."o" Therefore we would say, "me siento mal" We aren't answering "bien" because we are discussing the illnesses and pains we experience, as well as what we should do to feel better.
Also aked questions: ¿Qué tienes? and ¿Qué te pasa?
We learned expressions using tener:
Tengo dolor de muelas
Tengo dolor de cabeza
Tengo dolor de garganta
Tengo dolor de oído
Tengo dolor de estómago
Tengo frío
Tengo gripe
Tengo un resfriado
Tengo sueño
Tengo calor
Tengo fiebre
El 11 de noviembre
Debemos honrar a los veteranos cada día, pero hoy, especificamente, los reconocemos por sus sacrificios ofrecidos a nuestro país y a nosotros.
No hay escuela hoy.
No hay escuela hoy.
Monday, November 10, 2008
El 10 de noviembre
3/4: Student Teach: Cambios Radicales.
2: Reviewed the question, ¿Qué te duele? Speaking activity with the class.
Learned new structures to the new song called, "¿Cómo te sientes?"
Below is the song. If you were gone, you can run it through the translator.
¿Cómo te sientes?
Me siento muy mal.
¿Qué te duele?
Me duele la cabeza
Me lastimé el codo.
Tengo mucho frío
¿Tienes un dolor?
Me duelen las rodillas
y tengo calor.
Debes quedarte en cama
para sentirte mejor.
¿Cómo te sientes?
Me siento muy mal.
¿Qué te pasa?
¿Te duele la espalda?
¿Debes ir al hospital?
Debo tomar pastillas
Porque tengo fiebre
Tengo dolor de muelas
Me duele, Me duele
Creo que me muero
Ahora, repite.
¿Por qué me siento mal,
y te sientes muy bien?
No tienes gripe.
Tengo un resfriado.
¿Qué más debo hacer?
¿Cómo te sientes?
¿Cómo te sientes?
¿Cómo te sientes?
2: Reviewed the question, ¿Qué te duele? Speaking activity with the class.
Learned new structures to the new song called, "¿Cómo te sientes?"
Below is the song. If you were gone, you can run it through the translator.
¿Cómo te sientes?
Me siento muy mal.
¿Qué te duele?
Me duele la cabeza
Me lastimé el codo.
Tengo mucho frío
¿Tienes un dolor?
Me duelen las rodillas
y tengo calor.
Debes quedarte en cama
para sentirte mejor.
¿Cómo te sientes?
Me siento muy mal.
¿Qué te pasa?
¿Te duele la espalda?
¿Debes ir al hospital?
Debo tomar pastillas
Porque tengo fiebre
Tengo dolor de muelas
Me duele, Me duele
Creo que me muero
Ahora, repite.
¿Por qué me siento mal,
y te sientes muy bien?
No tienes gripe.
Tengo un resfriado.
¿Qué más debo hacer?
¿Cómo te sientes?
¿Cómo te sientes?
¿Cómo te sientes?
Thursday, November 6, 2008
Felicitaciones. Congratulations
All my Spanish classes averaged a 56% on the quiz we took Monday. I wanted to let you all know that Tuesday paid off and we raised the average to 85%!!!!! I'm proud of the work you guys are doing!
Remember to help each other with transitions from activity to activity and to keep challenging yourselves by keeping you brain involved!!!
I couldn't ask for better classes and better students than I have.
Me gustan mis clases y Erik Estrada es mi amigo.
Whittle
Remember to help each other with transitions from activity to activity and to keep challenging yourselves by keeping you brain involved!!!
I couldn't ask for better classes and better students than I have.
Me gustan mis clases y Erik Estrada es mi amigo.
Whittle
El 7 de noviembre.
3/4: Student Teachers: Ortografía. (Collected take home quiz and crossword)
2: 2: Activities revolving around the following information:
New verb: Doler (o-ue) = To hurt
2 structures: duele and duelen. Remember that the endings "e" and "en" have meaning. "e" means it and "en" means they. "Duele" means "it hurts" and "Duelen" means "they hurt"
We also used Indirect Object Pronouns. Syntax rules are the same as Direct object pronouns.
Here are the I.D.O.P.'s
Me = Me Nos = Us
Te = You
Le = Him, Her, You Les = You All, Them
The difference between a direct object pronoun and an indirect object pronoun is that the direct object receives the action of the noun. Remember "who or what about the verb?" With an indirect object pronoun you ask who or what is the direct object noun or pronoun for?
Example: I served my mom pizza.
Who or what did I serve? = Pizza. (Direct object noun). D.O.P. = la
For who or what is the pizza? = My mom (indirect object noun). I.D.O.P. = le
2: 2: Activities revolving around the following information:
New verb: Doler (o-ue) = To hurt
2 structures: duele and duelen. Remember that the endings "e" and "en" have meaning. "e" means it and "en" means they. "Duele" means "it hurts" and "Duelen" means "they hurt"
We also used Indirect Object Pronouns. Syntax rules are the same as Direct object pronouns.
Here are the I.D.O.P.'s
Me = Me Nos = Us
Te = You
Le = Him, Her, You Les = You All, Them
The difference between a direct object pronoun and an indirect object pronoun is that the direct object receives the action of the noun. Remember "who or what about the verb?" With an indirect object pronoun you ask who or what is the direct object noun or pronoun for?
Example: I served my mom pizza.
Who or what did I serve? = Pizza. (Direct object noun). D.O.P. = la
For who or what is the pizza? = My mom (indirect object noun). I.D.O.P. = le
Wednesday, November 5, 2008
El 6 de noviembre
3/4: Teaching day for Regular Preterit and Misfits.
Homework is due tomorrow. Hand in to the two teachers. They will grade and give feedback.
Regular Preterit: Take Home Test
Misfits: Crossword
2: Quick Review of main points with examples. (D.O.P.) Retake quiz. Grade and feedback.
Homework is due tomorrow. Hand in to the two teachers. They will grade and give feedback.
Regular Preterit: Take Home Test
Misfits: Crossword
2: Quick Review of main points with examples. (D.O.P.) Retake quiz. Grade and feedback.
Tuesday, November 4, 2008
El 5 de noviembre
3/4: Last Prep Day in Lab
2:
We will be retaking the quiz as a class due to the overall poor results of the quiz. I feel we need one more day of activities to help us with direct object pronouns before we move on to the other portions of our unit.
Today: Work in partners to play a game revolving around D.O.P.'s. You will need to make this activity up if you were gone.
Challenge: Around the world.
2:
We will be retaking the quiz as a class due to the overall poor results of the quiz. I feel we need one more day of activities to help us with direct object pronouns before we move on to the other portions of our unit.
Today: Work in partners to play a game revolving around D.O.P.'s. You will need to make this activity up if you were gone.
Challenge: Around the world.
Monday, November 3, 2008
El 4 de noviembre
3/4: Prep for teaching. Lab time.
2: Correct Quiz from yesterday. Feedback.
All classes received a copy of their grades.
2: Correct Quiz from yesterday. Feedback.
All classes received a copy of their grades.
El 3 de noviembre.
3/4: 1. Handed in Unit 6, Internet Lessons. 2. Divided into teams to teach the class what was studied in unit 6. We will be in the Computer lab until we finish. Last day of this unit is November 14th.
November 3rd: Prep
November 4th: Prep
November 5th: Prep
November 6th: Teach (Verbos Regulares y Misfits) 25 minutes each.
November 7th: Teach (Ortografía)
November 10th: Teach (Cambios Radicales)
November 11th: No school
November 12th: Teach (Verbos de familia)
November 13th: Teach (Imperfecto)
November 14th: Teach and Test (Imperfecto y el pretérito)
2: 1. Took Quiz on D.O.P.s and syntax.
November 3rd: Prep
November 4th: Prep
November 5th: Prep
November 6th: Teach (Verbos Regulares y Misfits) 25 minutes each.
November 7th: Teach (Ortografía)
November 10th: Teach (Cambios Radicales)
November 11th: No school
November 12th: Teach (Verbos de familia)
November 13th: Teach (Imperfecto)
November 14th: Teach and Test (Imperfecto y el pretérito)
2: 1. Took Quiz on D.O.P.s and syntax.
Sunday, November 2, 2008
Because you checked the Blog!
Here's a little help for the quiz today.
Change the Direct object noun to an direct object pronoun and make any syntax changes. (order of the words).
Here's the hint.
Figure out how to say. I want to sing it to you.
Syntax hint. Sounds like this in English-Spanish...To you it I want to sing.
or I want tosingtoyouit.
Getting this right might pay off huge!!!!!!!
Change the Direct object noun to an direct object pronoun and make any syntax changes. (order of the words).
This one has a direct object noun and an indirect object noun. Don’t let them fool you…they both work the same way. Just change them to pronouns and remember syntax. Now translate the changed sentence on the line.
Cantar = to sing Canción = song
Here's the hint.
Figure out how to say. I want to sing it to you.
Syntax hint. Sounds like this in English-Spanish...To you it I want to sing.
or I want tosingtoyouit.
Getting this right might pay off huge!!!!!!!
Friday, October 31, 2008
Vote for the winner of the Prettiest Mr. Whittle on back of the quiz contest.
VOTE FOR THE WINNER ON THE SIDE OF THE BLOG. THE PICTURES ARE NUMBERED AND YOU CAN CLICK ON THE PHOTO TO SEE THEM UP CLOSE.
WHICH PICTURE WILL WIN THE PRETTIEST MR. WHITTLE CONTEST?
IT'S UP TO YOU!
YOU HAVE UNTIL THE REAL ELECTION DAY TO CAST YOUR VOTE!
Final Results: #6 is the winner.
WHICH PICTURE WILL WIN THE PRETTIEST MR. WHITTLE CONTEST?
IT'S UP TO YOU!
YOU HAVE UNTIL THE REAL ELECTION DAY TO CAST YOUR VOTE!
Final Results: #6 is the winner.
1 2(9%) | |
2 | 2 (9%) |
3 | 4 (19%) |
4 | 2 (9%) |
5 | 2 (9%) |
6 | 6 (28%) |
7 | 0 (0%) |
8 | 3 (14%) |
El 31 de octubre. ¡Feliz día de las brujas!
3/4: Unit 6 = Para el lunes.
2: Video Lecture from "Intermediate Spanish" Watched interactive video. Paused and participated as class as well as took personal notes. The video is about using direct object pronouns and the syntax involved.
Watched Día de los muertos video from youtube.
http://www.youtube.com/watch?v=pbcdI9cgnZg&feature=related
http://www.youtube.com/watch?v=86_Z0Nscs9g&feature=related
Quiz moved to Monday.
Atención: WEEKEND GROUP CHALLENGE: The group that has the most post this weekend wins 5 points for their group. The post has to be from the comment section from this blog. Also, the challenge begins at 2:26 P.M. Any posts prior to that will not count. The last posts that will be accepted will be at 11:59 P.M. domingo (Sunday). One post per group member counts as part of the challenge.
Thursday, October 30, 2008
El 30 de octubre
3/4: Unit 6
2: Quiz on Direct Object Pronouns. Questions come directly from notes, and the structures we practiced while correcting the Scattegories game and "Vete de pesca."
Corrected in class.
Quiz tomorrow on structures of D.O.P.
2: Quiz on Direct Object Pronouns. Questions come directly from notes, and the structures we practiced while correcting the Scattegories game and "Vete de pesca."
Corrected in class.
Quiz tomorrow on structures of D.O.P.
Wednesday, October 29, 2008
El 29 de octubre
Español 3/4 = Unit 6 online lessons.
Español 2 = Encouraged use of blog y jugamos vete de pesca. Focused on Syntax of direct object pronouns as well as correct use in practice speach.
Stuctures used: Tienes y Tengo.
Direct object nouns used: All body Vocabulary words.
Direct object pronouns used: Lo, La (it), Los, Las (them)
Examples:
¿Tienes el pie? Sí, lo tengo.
¿Tienes los oídos? Sí, los tengo.
¿Tienes la lengua? Sí, la tengo.
¿Tienes las piernas? No, no las tengo. ¡Vete de pesca!
Remember that the syntax is different in Spanish and the D.O.P. Goes in front of the conjugated verb. We also don't repeat the Noun, because by definition, the pronoun replaces the noun in the sentence. That is why we can't answer. Sí, lo tengo el pie. For one, it doesn't make sense and for two we can't use a Direct object noun with a direct object pronoun.
Quiz tomorrow. No notes.
Español 2 = Encouraged use of blog y jugamos vete de pesca. Focused on Syntax of direct object pronouns as well as correct use in practice speach.
Stuctures used: Tienes y Tengo.
Direct object nouns used: All body Vocabulary words.
Direct object pronouns used: Lo, La (it), Los, Las (them)
Examples:
¿Tienes el pie? Sí, lo tengo.
¿Tienes los oídos? Sí, los tengo.
¿Tienes la lengua? Sí, la tengo.
¿Tienes las piernas? No, no las tengo. ¡Vete de pesca!
Remember that the syntax is different in Spanish and the D.O.P. Goes in front of the conjugated verb. We also don't repeat the Noun, because by definition, the pronoun replaces the noun in the sentence. That is why we can't answer. Sí, lo tengo el pie. For one, it doesn't make sense and for two we can't use a Direct object noun with a direct object pronoun.
Quiz tomorrow. No notes.
Tuesday, October 28, 2008
Español 3/4
www.learnspanish.com
Grammar Unit 6
Lecciones 62-74
Necesitan terminar con las lecciones para el viernes el 31. Estaremos en el cuarto con computadoras cada día.
Si tienen una pregunta, pueden dejar (leave) un comentario abajo.
Grammar Unit 6
Lecciones 62-74
Necesitan terminar con las lecciones para el viernes el 31. Estaremos en el cuarto con computadoras cada día.
Si tienen una pregunta, pueden dejar (leave) un comentario abajo.
Monday, October 27, 2008
El vocabulario para las clases de Español 2.
1. El Cuerpo-the body
2. El pelo-the hair
3. La frente-the forehead
4. La Cara-The face
5. Los ojos- the eyes
6. La nariz-the nose
7. La boca-the mouth
8. Los labios-the lips
9. La lengua-the tongue
10. Los dientes-the teeth
11. Las orejas-the outer ears (lobes)
12. Los oídos-the inner ears
13. La cabeza-the head
14. El cuello-the neck
15. La garganta-the throat
16. Los hombros-the shoulders
17. El brazo-the arm
18. El codo-the elbow
19. La muñeca-the wrist
20. Las manos-the hands
21. Los dedos-the fingers
22. Las uñas-the fingernails
23. El pulgar-the thumb
24. El pecho-the chest
25. La espalda-the back
26. El estómago-The stomach
27. El ombligo-the bellybutton
28. Las piernas-The legs
29. Las rodillas-the knees
30. Los tobillos-the ankles
31. El pie-the foot
32. Los dedos del pie-Toes
Wednesday, October 22, 2008
Bienvenidos a mi Blog!
Quieres extra crédito en el banco? Necesitas hacer un comentario LIMPIO y en una frase completa en Español. Tienes siete días y no puedes comentar despues del miércoles el 29 de octubre.
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