Chapter 2 ~ Spanish I ~ Gibbons
Goals
1. Communicate in a language other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language and culture
Standards
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts and ideas to listeners and readers for a variety of purposes.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.
Progress Indicators
1.1D Students are able to express likes and dislikes
1.1E Students are able to express agreement and disagreement
1.1F Students are able to respond to one-on-one interactions
1.2D Students are able to respond to speech of peers and familiar adults on a given topic.
1.3E Students are able to present prepared material to an audience.
2.1A Students are able to identify and react to cultural perspectives and practices in the culture studied.
3.1B Students are able to identify, through foreign language resources, information for use in other disciplines.
3.2A Students are able to extract information from sources intended for native speakers of the language.
4.1B Students are able to identify the structural patterns of the target language and compare them to the student’s own language.
Thursday, January 26, 2006; Day 1
TLW be able to use vocabulary related to school supplies and school schedule.
1) Have students ask each other what they like and don’t like to do. Must answer with two things for each question. (5 min)
2) Discuss Chapter 1 Tests. (15 min – 20)
3) Students finish writing vocabulary from OT; go through the pronunciation of words, including the blue box on page 59. Flash cards are due Monday. (30 min - 50)
4) Split class into two equal sized teams. Do ordinal number races. (15 min – 1:05)
5) With partner, do text activities 1 and 3 pages 60-1. Repeat with whole class. (15 min – 1:20)
6) Assign PW 2-1, 2-1
Friday, January 27, 2006; Day 2
TLW be able to use vocabulary related to school supplies and school schedule.
1) Ask ¿Cómo se dice? with vocabulary. Also ask ¿Qué clase tienes la...hora? (5 min)
Check flash cards.
2) Do listening act 21 p. 96. Watch video and fill out workbook p. 154. (20 min - 25)
3) Create a dialog with your partner. Its the day before school and you are comparing your schedule with your friend.
A) Ask what class do you have...hour ex. ¿Qué clase tienes tercera hora?
B) Answer Tengo la clase de arte.
A) Say that you have that class, too. ¡De veras! Tengo la clase de arte también
B) Ask if you like the class. ¿Te gusta la clase de arte?
A) Answer No, no me gusta.
B) reply if you like it. A mi, sí me gusta.
Create one dialog with partner, practice and make sure they know what they are to be saying. Randomly call on two students to do their own dialog. Can stay at seats, doesn’t have to be memorized. Must reply to the other person. Will not be their partner or same exact dialog.
Monday, January 30, 2006; Day 3
TLW be able to use vocabulary related to school supplies and school schedule.
1) Have student ask partner what class they have a specific hour, then report that information to the class. Write on board: (name) tiene la clase de _____ en la _____ hora. (10 min)
2) Do board races with materials vocabulary. (20 min - 30)
3) Take quiz 2-1, 2-2. (20 min. – 50)
4) WOB When done with quiz, be ready to say: ¿Cuál es la fecha? ¿Qué día es hoy? and various #’s 1-30.
Using OT #77 go through telling time. Need ¿Qué hora es? and ¿A qué hora? Put the hands on 2:00. To state time use: son las (dos) repeat for 4:00, 7:00, 11:00. Exception is 1:00 - say es la una.
Move back to 2:00. Son las dos to add the number of minutes, just say “and” y and the number of minutes. 2:05 is Son las dos y cinco. do 2:20, 4:25, 7:10, 1:40, 9:35.
Go through cuarto, media, mediodía, medianoche. Also, de la mañana, de la tarde, de la noche (25 min – 1:15)
5) Assign PW 2-3, 2-4
Tuesday, January 31, 2006; Day 4
TLW be able to tell time.
1) Ask students: ¿Te gusta la clase de...? ¿Qué necesitas para la clase de...? (5 min)
2) Do quiz corrections (20 min - 25)
3) I call out times in English, students write them in Spanish. Start each with either it is or at...
1:00pm, 2:20am, 3:45pm, 4:15pm, 5:50am, 6:30am, 7:20pm, 8:55pm, 9:10am, 10:35am, 11:15pm, 12:00am, 12:00pm (20 min - 45)
4) Correct PW 2-3, 2-4 (15 min – 1:00)
5) With die partner, do parts 9, 10 p. 64 (10 min - 1:10)
6) Complete and trade and grade the time worksheet. (20 min)
Wednesday, February 1, 2006; Day 5
TLW be able to tell time.
1) Do audio activity 2-2 (5 min)
2) Watch the video Spanish Time (407916). (30 min – 35)
3) Start writing commercials for school supplies. Work in groups of 3.
1) must have 9 items for sale.
2) need a poster or some type of display.
3) will have a sale in which certain items go on sale at specific times.
4) you may not write out info on poster.
5) tomorrow you will have a commercial for the class, must be done memorized.
use phrases like tenemos... por... centavos...dolares
Thursday, February 2, 2006; Day 6 (12:15 dismissal)
TLW be able to tell time.
1) Play “time” concentration.
2) take Time quiz.
3) Allow 10 minutes to review, then perform the commercials.
Friday, February 3, 2006; Day 7
TLW be able to use -ar verbs
1) Have students say a few different times. (5 min)
2) Do Time Quiz corrections. (15 min – 20)
3) Ask como se dice “and you?” Do you need a dictionary? What part of sentence is “you” Go through subject pronouns using OT. (10 min - 30)
4) Do activity 1 & 2 p. 72-3. Students do not use their books. (15 min - 45)
5) Go through the -ar verb presentation. Have students write out correct forms for subjects given on dry erase boards. (30 min – 1:15)
6) Assign PW 2-7, 2-8.
Monday, February 6, 2006; Day 8
TLW be able to use -ar verbs.
1) Take a subject pronoun pop quiz. (not counted) (10 min)
2) Compare, then trade and grade PW 2-7, 2-8. (15 min - 25)
3) Given a set of verbs, have students write what time they do those activities. (15 min - 40)
ex. Yo estudio a las siete.
4) Do the first 7 of the fill in the blank OT (15 min – 55)
5) Complete act. 5 & 6 p. 75 (15 min – 1:10)
6) Complete and discuss the –ar verb crossword puzzle.
Tuesday, February 7, 2006; Day 9
TLW be able to use -ar verbs.
1) Complete the fill in the blank OT. (20 min)
2) On OT, do communicative activity 2-3. (20 min – 40)
3) Do writing wkbk part F and discuss. (10 min – 50)
4) Draw 6 pictures with -ar verbs. Must use 5 different forms. Must use 6 different verbs. DO NOT USE ME GUSTA. (40 min - 1:30)
Wednesday, February 8, 2006; Day 10
TLW be able to use -ar verbs.
1) Play a round of –ar verbs concentration.
2) Take -ar verbs quiz. (30 min)
3) Go to the writing lab.
Thursday, February 9, 2006; Day 11
1) Go to writing lab for the first half of class.
2) After returning to class, complete the –ar verb quiz corrections.
3) Do the Chapter 2 test review.
Friday, February 10, 2006; Day 12
take chapter 2 test.