Spanish 3/4:
Jacob got to chose our challenge game today and he chose the dart board game. We all found out that Peter proved to be a very valuable player and group one won his services as well as the challenge. We also discovered that Carrie is really good at Spanish, but needs dart lessons from Peter.
The challenge consisted of turning verbs into command form that we learned yesterday as well as adding the d.o.p.'s when needed. Focused on not changing the pronunciation of the command when adding the d.o.p. That is a common error.
Spanish 2:
We did a review activity that had three steps to it.
1: We played a guessing game about what food I had in my hand from the box of food items. We could only speak Spanish. If you couldn't guess then I would give hints in Spanish to help you all guess. Each person got at least one food item after it was guessed. I would say, ¿Quién quiere el bistec? and the class would have to say...Lo quiero. (keep up those d.o.p.'s until they become fluent.
2. Then we reviewed the vocabulary words by me asking ¿Dónde está or están (food)? Focused on the differece between the "a" and "an" endings. (it-they). The student with the item I said then held up the food and yelled out "aquí" (here) and then everyone would point and say "allí" (there).
3. At the end of the period you have to return the item. You say the word outloud and the class repeats. You then throw the item into the box. If you miss, I throw it back and you have to repeat the word and the class does the same until it gets into the box.
If you were gone you need to do something Spanish food vocabulary related and prove you did it.
Wednesday, February 25, 2009
el 24 de febrero.
Spanish 3/4:
We got a page of guided notes about the command form (tú). This is called Mandatos afirmativos en la forma de tú. Each student read the notes and filled in the blank spaces with the correct answers. This ties into our song when we learned the irregular commands.
The first section of the guided notes covers how we come up with the conjugation for the command form. The rule to remember is to use the present tense conjugation for he.
Example: He speaks Spanish= Habla español. Speak Spanish!(you)= Habla español.
He plays tennis=juega tenis. Play tennis! (you)= juega tenis.
He writes a letter = Escribe una carta. Write a letter! = Escribe una carta.
There isn't any difference in pronunciation or anything. Usually the biggest clarifier will be tone of voice and the use of a pronoun to clarify we are saying he.
The second section deals with replacing the direct object noun with a direct object pronoun. Before we learned that the correct syntax is to put the d.o.p. in front of the conjugated verb, but if you recall, we also learned that it attaches to the end of an affirmative command.
Do it= Hazlo, Write it (letter)=escríbela.
We then went over the 90% tilde rule.
Quick overview:
Only vowel con have a tilde.
The natural place to accent a vowel is the vowel to the left of the last vowel in the word. 2nd vowel over. If that word is is pronounced with the accent there, then there is no need to add the written tilde. If it is anywhere else in the word, then you have to write it where you hear it. (It is called the 90% rule because you will be right 90% of the time. There are exceptions that I will teach later).
Example: Biblioteca. The "e" is the stressed vowel in the word. Since it is the second one to the left from the end, we use the natural rule and there is no need to write the accent.
Pájaro: The first "a" is stressed. Does the natural rule apply? Nope...because the second vowel from the end vowel is the other "a" isn't were we stress it, we need to write it were we stress it in when speaking.
Looking back at the examples or "hazlo" and "escríbela" we know can see why we added an accent to escribe and not to haz.
This is just a quick explanation. There is much more to this than what I have written, but this is the jist of the 90% rule.
Spanish 2:
Turned in packets as you finished.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
We got a page of guided notes about the command form (tú). This is called Mandatos afirmativos en la forma de tú. Each student read the notes and filled in the blank spaces with the correct answers. This ties into our song when we learned the irregular commands.
The first section of the guided notes covers how we come up with the conjugation for the command form. The rule to remember is to use the present tense conjugation for he.
Example: He speaks Spanish= Habla español. Speak Spanish!(you)= Habla español.
He plays tennis=juega tenis. Play tennis! (you)= juega tenis.
He writes a letter = Escribe una carta. Write a letter! = Escribe una carta.
There isn't any difference in pronunciation or anything. Usually the biggest clarifier will be tone of voice and the use of a pronoun to clarify we are saying he.
The second section deals with replacing the direct object noun with a direct object pronoun. Before we learned that the correct syntax is to put the d.o.p. in front of the conjugated verb, but if you recall, we also learned that it attaches to the end of an affirmative command.
Do it= Hazlo, Write it (letter)=escríbela.
We then went over the 90% tilde rule.
Quick overview:
Only vowel con have a tilde.
The natural place to accent a vowel is the vowel to the left of the last vowel in the word. 2nd vowel over. If that word is is pronounced with the accent there, then there is no need to add the written tilde. If it is anywhere else in the word, then you have to write it where you hear it. (It is called the 90% rule because you will be right 90% of the time. There are exceptions that I will teach later).
Example: Biblioteca. The "e" is the stressed vowel in the word. Since it is the second one to the left from the end, we use the natural rule and there is no need to write the accent.
Pájaro: The first "a" is stressed. Does the natural rule apply? Nope...because the second vowel from the end vowel is the other "a" isn't were we stress it, we need to write it were we stress it in when speaking.
Looking back at the examples or "hazlo" and "escríbela" we know can see why we added an accent to escribe and not to haz.
This is just a quick explanation. There is much more to this than what I have written, but this is the jist of the 90% rule.
Spanish 2:
Turned in packets as you finished.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
Monday, February 23, 2009
el 23 de febrero.
Spanish 3/4:
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Used flashcards to do the grab game challenge and then the flyswatter challenge. The flashcard game focused on the endings and their meaning and the flyswatter game focused on using verbs with the flashcard endings.
If you were gone you need to come in and do a similar activity with me.
Spanish 2:
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Used flashcards to do the grab game challenge and then the flyswatter challenge. The flashcard game focused on the endings and their meaning and the flyswatter game focused on using verbs with the flashcard endings.
If you were gone you need to come in and do a similar activity with me.
Spanish 2:
Turned in 25 sentences. You will get those back later after I look at them. We will return to them in different activity.
Speaking Test
Make up if gone. While we were doing the speaking, we worked on the unit 4 required extra-credit review packet for the food unit last year.
Friday, February 20, 2009
el 20 de febrero
Spanish 3/4:
Finished:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Cut up flash cards and did a challenge. (I'll explain challenge later)
Spanish 2:
Speaking Test and Listening Test.
Make up if gone. While we were doing the speaking, we worked on the 25 sentences and a review packet for the food unit last year.
Finished:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Cut up flash cards and did a challenge. (I'll explain challenge later)
Spanish 2:
Speaking Test and Listening Test.
Make up if gone. While we were doing the speaking, we worked on the 25 sentences and a review packet for the food unit last year.
Thursday, February 19, 2009
el 19 de febrero
Spanish 3/4 and Spanish 2:
The following activity is adjusted for the level of the class.
Create a translation quiz in Spanish:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Spanish II has a test tomorrow. There will be a speaking and listening section. The writing section took place with the map projects.
Spanish II also did a challenge quiz at the beginning of the period.
The following activity is adjusted for the level of the class.
Create a translation quiz in Spanish:
1. 25 sentences with 8 words or more.
2. Use all the endings from your flashcards. (Spanish 3/4 all tenses, vary endings)
3. Include AR, ER, and IR verbs and vocabulary from past chapters.
4. Be creative.
Spanish II has a test tomorrow. There will be a speaking and listening section. The writing section took place with the map projects.
Spanish II also did a challenge quiz at the beginning of the period.
el 18 de febrero
I was out of town and we had a sub. Below is the copy of the sub plan. To make this day up you will need to do something Spanish related or use something from your extra credit bank.
Spanish 3/4:
1st Period: Spanish 3 and 4
*Take Roll.
*Hand out finding nemo packets.
*Start movie at chapter 23. Set it in Spanish language with no subtitles.
*Collect the packets at the end of the movie
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Spanish 2:
*Take roll.
*Have them take out a sheet of paper.
*Set Shrek 2 to Spanish Language and English Subtitles. Start at chapter 9
*Student will be doing a listening activity where they write down all the words they understand from the movie. They get more points if they can put together sentences.
*Collect their work at the end of the period.
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Spanish 3/4:
1st Period: Spanish 3 and 4
*Take Roll.
*Hand out finding nemo packets.
*Start movie at chapter 23. Set it in Spanish language with no subtitles.
*Collect the packets at the end of the movie
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Spanish 2:
*Take roll.
*Have them take out a sheet of paper.
*Set Shrek 2 to Spanish Language and English Subtitles. Start at chapter 9
*Student will be doing a listening activity where they write down all the words they understand from the movie. They get more points if they can put together sentences.
*Collect their work at the end of the period.
*Homework for tomorrow. Write as many sentences using different tenses from the flashcards we made last week. (I provided a copy of the flashcards for you).
Friday, February 13, 2009
el 13 de febrero
Spanish 3/4
Made flashcards for all the endings from the presente, pretérito, imperfecto, futuro, y condicional tenses.
Practiced with a partner.
Taught Nathan the song actions and went over the irregular commands from the song just using the actions and the Spanish.
Spanish 2:
Challenge quiz: 15 incomplete sentences using different subjects and tenses (past and present)
Made flashcards for the presente, pretérito, and yo and tú forms of the imperfecto (other past tense)
Practiced with a partner using the flashcards. Used verbs in context to study with the flashcards.
Made flashcards for all the endings from the presente, pretérito, imperfecto, futuro, y condicional tenses.
Practiced with a partner.
Taught Nathan the song actions and went over the irregular commands from the song just using the actions and the Spanish.
Spanish 2:
Challenge quiz: 15 incomplete sentences using different subjects and tenses (past and present)
Made flashcards for the presente, pretérito, and yo and tú forms of the imperfecto (other past tense)
Practiced with a partner using the flashcards. Used verbs in context to study with the flashcards.
Thursday, February 12, 2009
el 12 de febrero
Spanish 3/4:
Series of Challenges with singing the song.
We made actions for all the commands. Played the radio game. Sung the song in our heads while doing the actions. Sung without words. Practiced the commands.
If you were gone you need to use the blog and sing along until you know the song and actions by heart!!!! Then sing it for me.
Spanish 2:
Dart Board Challenge. Focused on Past and Present tense writing using the whiteboards. If you were gone you need to see me to get the make up activity.
Series of Challenges with singing the song.
We made actions for all the commands. Played the radio game. Sung the song in our heads while doing the actions. Sung without words. Practiced the commands.
If you were gone you need to use the blog and sing along until you know the song and actions by heart!!!! Then sing it for me.
Spanish 2:
Dart Board Challenge. Focused on Past and Present tense writing using the whiteboards. If you were gone you need to see me to get the make up activity.
Wednesday, February 11, 2009
el 11 de febrero
Spanish 3/4:
Song Challenge day.
We learned a new song called "Sal, Sal Si Puedes" Treat this song like a text book because it has all the irregular command forms in it and it's purpose is to help you memorize them.
Salir=sal, Ir(se)=ve(te), Hacer=haz, Venir=ven, ser=sé, tener=ten, Decir=di, poner=pon.
Activities:
Each group got 13 strips of paper with the lines from the songs. The first challenge was trying to use what you knew as a group to put the song together in the correct order.
Next I played the song once and then each group had to put the song in the correct order.
Then the groups had to translate the song on a piece of paper in 5 minutes. Then each student wrote the words they didn't understand above the words on the song paper that I gave you.
We then sang the song two times through.
If you were gone you need to get the song and find someone to help you tranlate and write the words you didn't understand above the words in the song. Make sure you are showing me this at a propper time.
Spanish 2:
As a class we worked on listening comprehension and speaking fluency as well as recognizing subtle changes in structure and their impact on the meaning of the sentence and how the answer will change due to the change in structure.
For example: ¿Dónde puedes comprar libros? ¿Compraste libros? ¿Dónde compraste tus libros? ¿Por qué compraste los libros? ¿Cuándo compraste los libros? ¿Qué hiciste en la libería? ¿Por qué fuiste a la libreria? ¿Qué hiciste cuando fuiste a la librería? etc.
Then all period, except 2nd, actually had to interview me and ask those questions.
Only second period got to the dart challenge. Tomorrow all other classes will do the dart challenge while period two does the question portion of the speaking activity.
If you were gone you need to take the example questions and write them out. Answer them in complete sentences in Spanish. Make sure you use direct object pronouns (lo, la, los, las) when necessary. Then translate both your questions and your answers to English.
Song Challenge day.
We learned a new song called "Sal, Sal Si Puedes" Treat this song like a text book because it has all the irregular command forms in it and it's purpose is to help you memorize them.
Salir=sal, Ir(se)=ve(te), Hacer=haz, Venir=ven, ser=sé, tener=ten, Decir=di, poner=pon.
Activities:
Each group got 13 strips of paper with the lines from the songs. The first challenge was trying to use what you knew as a group to put the song together in the correct order.
Next I played the song once and then each group had to put the song in the correct order.
Then the groups had to translate the song on a piece of paper in 5 minutes. Then each student wrote the words they didn't understand above the words on the song paper that I gave you.
We then sang the song two times through.
If you were gone you need to get the song and find someone to help you tranlate and write the words you didn't understand above the words in the song. Make sure you are showing me this at a propper time.
Spanish 2:
As a class we worked on listening comprehension and speaking fluency as well as recognizing subtle changes in structure and their impact on the meaning of the sentence and how the answer will change due to the change in structure.
For example: ¿Dónde puedes comprar libros? ¿Compraste libros? ¿Dónde compraste tus libros? ¿Por qué compraste los libros? ¿Cuándo compraste los libros? ¿Qué hiciste en la libería? ¿Por qué fuiste a la libreria? ¿Qué hiciste cuando fuiste a la librería? etc.
Then all period, except 2nd, actually had to interview me and ask those questions.
Only second period got to the dart challenge. Tomorrow all other classes will do the dart challenge while period two does the question portion of the speaking activity.
If you were gone you need to take the example questions and write them out. Answer them in complete sentences in Spanish. Make sure you use direct object pronouns (lo, la, los, las) when necessary. Then translate both your questions and your answers to English.
Tuesday, February 10, 2009
el 10 de febrero
Spanish 3/4:
Copied down the endings for all the tenses we are studying.
Played the dart board game again. This time it went much better.
If you were gone you need to schedule a time to come see me and do this activity.
Spanish 2:
Challenge: King of the hill. We focused on past tense endings. The challenge was about 20 minute with the group and then 20 minutes individual with the rest of the time explaining and teaching concepts as we went.
If you were gone you need to schedule a time to see me and make up the activity.
Copied down the endings for all the tenses we are studying.
Played the dart board game again. This time it went much better.
If you were gone you need to schedule a time to come see me and do this activity.
Spanish 2:
Challenge: King of the hill. We focused on past tense endings. The challenge was about 20 minute with the group and then 20 minutes individual with the rest of the time explaining and teaching concepts as we went.
If you were gone you need to schedule a time to see me and make up the activity.
Monday, February 9, 2009
el 9 de febrero
All classes got their 2 week progress reports for the 3rd quarter. All D's and F's need to be signed and returned to me tomorrow.
Spanish 3/4:
Animales
La ballena, El caballo, el elefante, el gorila, el jaguar, el lobo, el oso, el pájaro, la serpiente, el tigre, la vaca.
Worked with the verb "decir" example: La vaca "dice" mu.
Challenge with the vocab
Collected the verb/tense charts for the verbs after the dart challenge.
If you were gone you need to write a sentence for each animal and translate to English.
Spanish 2:
Whiteboard challenge: King of the hill. Worked with directions dialogue.
Spanish 3/4:
Animales
La ballena, El caballo, el elefante, el gorila, el jaguar, el lobo, el oso, el pájaro, la serpiente, el tigre, la vaca.
Worked with the verb "decir" example: La vaca "dice" mu.
Challenge with the vocab
Collected the verb/tense charts for the verbs after the dart challenge.
If you were gone you need to write a sentence for each animal and translate to English.
Spanish 2:
Whiteboard challenge: King of the hill. Worked with directions dialogue.
Friday, February 6, 2009
el 6 de febrero
Spanish 3/4:
Late start due to the fire "drill."
Challenge using the verb/tense chart and the pictures. I said different tenses of the verbs we are studying and we tried to begin to hear the differences in meaning as we used them.
If you were gone you need to come do this activity with me outside of class time.
Spanish 2:
Pop quiz-make up if gone. (on asking for directions from the plaza) 22 points.
Corrected quiz.
Challenge: Went through the dialogue as a class. We all participated in the dialogue. I would call out a persons name to continue from where the last person left off. If they got it wrong then they would sit down and then follow along silently.
To make up the challenge you must write out the dialogue for three different places. Make sure you repeat the given directions, but don't use the command form.
Late start due to the fire "drill."
Challenge using the verb/tense chart and the pictures. I said different tenses of the verbs we are studying and we tried to begin to hear the differences in meaning as we used them.
If you were gone you need to come do this activity with me outside of class time.
Spanish 2:
Pop quiz-make up if gone. (on asking for directions from the plaza) 22 points.
Corrected quiz.
Challenge: Went through the dialogue as a class. We all participated in the dialogue. I would call out a persons name to continue from where the last person left off. If they got it wrong then they would sit down and then follow along silently.
To make up the challenge you must write out the dialogue for three different places. Make sure you repeat the given directions, but don't use the command form.
el 5 de febrero
Yo estaba enfermo.
Spanish 3/4:
Finding Nemo listening activity with the movie and the packets. We got through number 23 on the second part.
If you were gone you can either watch the movie and do the listening activity with me, or get your packet and translate what you missed.
Spanish 2:
Listening activity with Shrek II. If you were gone you need to do something Spanish related outside of class. You could even do this activity at home. Make sure you come tell me what you have done and for what day so I give you your points.
Spanish 3/4:
Finding Nemo listening activity with the movie and the packets. We got through number 23 on the second part.
If you were gone you can either watch the movie and do the listening activity with me, or get your packet and translate what you missed.
Spanish 2:
Listening activity with Shrek II. If you were gone you need to do something Spanish related outside of class. You could even do this activity at home. Make sure you come tell me what you have done and for what day so I give you your points.
Wednesday, February 4, 2009
el 4 de febrero.
Spanish 3/4:
Showed pictures that represent the new verbs.
Went over the chart of verbs from yesterday. Assigned a new chart for the same verbs. This time we are focusing on the "tú" form.
Played the flyswatter game with the pictures as a challenge.
If you were gone you need to get a new form and turn the old chart in to me.
Spanish 2:
Began class with a group challenge. We worked on the dialogue. I was person A and the group was person B. I began the conversation and the group had to huddle together and answer back in unison. We continued through the dialogue in this fashion and went through all four groups.
Then we got a partner and lined up facing each other. Looked kind of like a gauntlet. You would have the conversation with you partner then we would rotate after a minute or two. Each person got to be person A and B many times during this activity.
Then we prepared for a challenge tomorrow. Using the Popsicle sticks, we began the conversation. Everyone had to follow along because I would call a new name out at any point during the conversation, and that person had to pick up right where the other left off.
Tomorrow you will be out if you are not up to speed and have to write down everything people are saying.
If you were gone you need to schedule a time to make these activities up with me. (on my calendar)
Showed pictures that represent the new verbs.
Went over the chart of verbs from yesterday. Assigned a new chart for the same verbs. This time we are focusing on the "tú" form.
Played the flyswatter game with the pictures as a challenge.
If you were gone you need to get a new form and turn the old chart in to me.
Spanish 2:
Began class with a group challenge. We worked on the dialogue. I was person A and the group was person B. I began the conversation and the group had to huddle together and answer back in unison. We continued through the dialogue in this fashion and went through all four groups.
Then we got a partner and lined up facing each other. Looked kind of like a gauntlet. You would have the conversation with you partner then we would rotate after a minute or two. Each person got to be person A and B many times during this activity.
Then we prepared for a challenge tomorrow. Using the Popsicle sticks, we began the conversation. Everyone had to follow along because I would call a new name out at any point during the conversation, and that person had to pick up right where the other left off.
Tomorrow you will be out if you are not up to speed and have to write down everything people are saying.
If you were gone you need to schedule a time to make these activities up with me. (on my calendar)
el 3 de febrero
Spanish 3/4:
Challenge due tomorrow. We put all the verbs into the "yo" form for the following tenses (except with the command form (tú). This is a "big picture" activity. We will break it back down and work on the individual parts throughout the rest of the year.
Presente
Pretérito
Imperfecto
Pregresivo
Futuro
Condicional
Perfecto de indicativo
Mandato Afirmativo (tú)
Apagar-to turn off, proteger-to protect, recoger-to pick up, Conservar-to conserve, reducir, to reduce, separar-to separate, usar-to use, saber-to know, decir-to say, montar-to ride, salvar-to save, formar-to form, poner-to put, place, set, hacer-to do or to make, reciclar-to recycle, valer-to be worth.
If you were gone you need to get this done. We used computers and books to complete this activity.
Spanish 2:
Looked at final project grades and final grades for the semester.
Created a dialogue as a class. We were supposing that we were in a plaza in Santiago Chile and we were the only ones who spoke English and the rest spoke Spanish. This is what we came up with. A key point to remember is that we can never control what they will say to you, but we can control what we know how to say.
You: Perdón señor, señora, señorita. (¿Me puedes ayudar?)
Chilean: Sí (????)
You: ¿Dónde queda el correo?
Chilean: Queda a más o menos cuatro cuadras de la plaza?
You: ¿Cómo llego?
Chilean: Sal de la plaza y dobla a la derecha. Sigue derecho por dos cuadras. Dobla a la izquierda y sique derecho por dos cuadras y media. El correo queda a la izquierda.
You: Así que...¿salgo de la plaza, doblo a la derecha, sigo derecho por dos cuadras, doblo a la izquierda, sigo derecho por dos cuadras y media y el correo queda a la izquierda?
Chilean: Sí/No (?????)
You: Gracias
We then practiced this with a partner using the map projects as our city to guide the dialogue.
If you were gone you have to come in to do this with me after having scheduled a time on my calendar.
Challenge due tomorrow. We put all the verbs into the "yo" form for the following tenses (except with the command form (tú). This is a "big picture" activity. We will break it back down and work on the individual parts throughout the rest of the year.
Presente
Pretérito
Imperfecto
Pregresivo
Futuro
Condicional
Perfecto de indicativo
Mandato Afirmativo (tú)
Apagar-to turn off, proteger-to protect, recoger-to pick up, Conservar-to conserve, reducir, to reduce, separar-to separate, usar-to use, saber-to know, decir-to say, montar-to ride, salvar-to save, formar-to form, poner-to put, place, set, hacer-to do or to make, reciclar-to recycle, valer-to be worth.
If you were gone you need to get this done. We used computers and books to complete this activity.
Spanish 2:
Looked at final project grades and final grades for the semester.
Created a dialogue as a class. We were supposing that we were in a plaza in Santiago Chile and we were the only ones who spoke English and the rest spoke Spanish. This is what we came up with. A key point to remember is that we can never control what they will say to you, but we can control what we know how to say.
You: Perdón señor, señora, señorita. (¿Me puedes ayudar?)
Chilean: Sí (????)
You: ¿Dónde queda el correo?
Chilean: Queda a más o menos cuatro cuadras de la plaza?
You: ¿Cómo llego?
Chilean: Sal de la plaza y dobla a la derecha. Sigue derecho por dos cuadras. Dobla a la izquierda y sique derecho por dos cuadras y media. El correo queda a la izquierda.
You: Así que...¿salgo de la plaza, doblo a la derecha, sigo derecho por dos cuadras, doblo a la izquierda, sigo derecho por dos cuadras y media y el correo queda a la izquierda?
Chilean: Sí/No (?????)
You: Gracias
We then practiced this with a partner using the map projects as our city to guide the dialogue.
If you were gone you have to come in to do this with me after having scheduled a time on my calendar.
Monday, February 2, 2009
el 2 de febrero
Spanish 3/4:
Worked on the rough draft of the essay. Body is due tomorrow.
Spanish 2:
Quiz - Make up if you were gone. Worth 36 points.
Two options: 1. Finished homework and turned in. 2. Got the translation packet for Napoleon. Highlighted all the words and phrases that were not understood from 1-38 and then translated.
Worked on the rough draft of the essay. Body is due tomorrow.
Spanish 2:
Quiz - Make up if you were gone. Worth 36 points.
Two options: 1. Finished homework and turned in. 2. Got the translation packet for Napoleon. Highlighted all the words and phrases that were not understood from 1-38 and then translated.
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