Chapter One

 

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.

 

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.

 

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.

1.2B Students are able to make an idetification based on simple oral and/or written descriptors.

1.2D Students are able to respond to speech of peers and familiar adults on a given topic.

1.3B Students are able to give a description orally and in writing using simple phrases.

1.3E Students are able to present prepared material to an audience.

2.1E Students are able to identify common words, phrases, and idioms that reflect the culture.

3.1A Students are able to idetify ad apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.

3.2A Students are able to extract information from sources intended for native speakers of the language.

 

Monday, January 16, 2006; Day 1

Primer Paso test. TLW be able to express things they like/don’t like to do.

 

1) Allow 15 minutes to practice with partner.

2) Students recite dialogs. (20 min - 35)

3) Inform students that they are going to get their next set of vocabulary from a video so they need to situate themselves where they can see the TV and take notes. Watch the Me gusta video. (25 min - 1:10)

4) Go through all the vocabulary using OT 6 & 7. Flash cards will be due on Monday. (20 min)

 

Tuesday, January 17, 2006; Day 2

 

TLW express things they like/don’t like to do.

 

1) Have students think of two things they like to do and one thing they don’t like to do. Tell their partner then the class. (15 min)

2) Complete parts 1 and 2 p. 32 of the text; first with partner, then outloud. (10 min - 25)

3) Students will do an additional vocab search. They look in the dictionary for three more activity words that interest them and then present those activities to the class. Be sure to show dictionary entries. (20 min - 45)

4) Using 8.5 x 14 paper, draw six pictures depicting three things students like, three things students dislike. Write a sentence under each picture. Students post pictures when done. They have 25 min. to complete. (30 min – 1:15)

5) Assign PW 1-1, 1-2.

 

Wednesday, January 18, 2006; Day 3

 

TLW express likes and dislikes. TLW be able to describe their personality traits.

 

1) Ask ¿Cómo se dice? with vocab. As students are working, check their flash cards. (10 min)

2) Discuss, then trade and grade PW 1-1, 1-2 (10 min - 20)

3) Hand each student vocabulary pictures. They create the chart below by labeling likes/dislikes as they survey other members of the class. (30 min – 50)

4) Take quiz 1-1, 1-2 (15 min – 1:05)

5) Using projector, go through the vocabulary p. 34. Flash cards due Wed. (20 min 1:25)

6) Assign PW 1-3, 1-4

 

 

                                me gusta        no me gusta           te gusta/tambien          no te gusta/tampoco   

cocinar                         yo                                                                                           

hablar por telefono                              yo                                                                   

tocar la guitarra                                   yo                                                                   

ver la tele                     yo                                                                                           

ir al cine                       yo             

 

 

 

 

 

 

Thursday, January 19, 2006; Day 4

 

TLW be able to use adjectives to discuss their personality traits.

 

1) Ask ¿Cómo se dice? with likes/dislikes vocab.

2) Hand back quizzes, make corrections. (25 min)

3) With die partner do act. 10, 11, 12 p. 36-7 (15 min - 1:20)

4) When done making quiz corrections, discuss assignment with partner. Then trade and grade papers. (15 min - 40)

5) Put poem on page 42 on OT. Students read then:

            decide if the poet is male or female

            based on reading, write down what they think are the rules for using adjectives

     Ask students what they wrote, then compare to the Adjective rules OT. (20 min -1:00)

6) Show pictures of people, using designated adjectives, students describe person. (I need to write el es - he is; ella es - she is on board.) (5 min - 1:05)

7) Go through the ni...ni rules on OT, then do act. 3 p. 44 as a class. When done, have students read through the Si/tampoco information and do act 5 with partner. (20 min - 1:25)

 

Friday, January 20, 2006; Day 5

 

TLW be able to use adjectives to discuss their personality traits.

 

1) Show pictures of people, using designated adjectives, students describe person. (I need to write el es - he is; ella es - she is on board.) Check flash cards while students prepare. (5 min)

2) Students cut 10 pictures of people from magazines. Students write a sentence for each picture using two adjectives to describe what that person is like and a sentence stating what that person likes to do. Use el/ella es and le gusta. (40 min - 45)

3) Watch part 1 (A & B) of the Paso A Paso video. Students fill in workbook. (10 min - 30)

4) Take quiz 1-3, 1-4 (20 min - 65)

 

Monday, January 23, 2006, Day 6

TLW understand the use of adjectives, the phrase ni...ni and the use of the word tampoco.

 

1) Describe self to partner, then call on students to describe partner using what partner said.

     (5 min)

2) Do quiz corrections

3) With partner, complete writing activites C, E, F pages 7-9, discuss as a class. (20 min -55)

4) Do audio activities 1.3 and 1.4; watch video. (15 min - 1:10)

5) Assign PW 1-6, 1-7 (1-8)

6) Go through Powerpoint portfolios.

 

 

Tuesday, January 24, 2006; Day 7

 

1) Take students to the writing lab to have them work on creating their portfolios. They need to: introduce themselves, say how old they are and where they are from. Give three adjectives that describe themselves, one that they are not. One thing they like to do, one thing they do not like to do.

 

 

 

Wednesday, January 25, 2006; Day 8

TLW understand the use of adjectives, the phrase ni...ni and the use of the word tampoco. Begin review for Chapter 1 test.

 

1) Compare, then trade and grade assignment. (15 min)

2) Take quiz 1-5, 1-6 (20 min - 35)

3) As students finish quiz, begin reviewing for test.

     Working in groups of four, students must complete the following:

            a) translate sentences from OT

            b) do the second actividad p. 47

            c) complete the chapter 1 review test.

 

 

Thursday, January 26, 2006; Day 9

 

Testing day!

 

1) Ask Como se dice? with vocabulary.

2) Complete quiz corrections.

3) Allow students 10-15 minutes for silent study; while studying call on students to work on their portfolios.

4) Take the Chapter 1 test. Students continue to work on portfolios.

5) When done with test, students should begin working on FC for first vocab chapter 2. (due on Friday.)