Weeks 3 & 4 of 4th 9 weeks 2012

PROGRESS REPORTS WILL GO OUT APRIL 6TH.

3rd week

¿Qué haces los fines de semana?
No hago nada.
Voy a la iglesia.
Duermo.
Me gustan los libros.
No tengo nada que hacer.

Capítulo 10 – Secretos revelados
Contesten las preguntas con oraciones completas
1. ¿Cuándo tiene lugar?
2. ¿Dónde tiene lugar?
3. ¿Por qué no sabe nada de la nota de Antonio Raquel?
4. ¿Qué revela Felipe de Antonio?
5. ¿Cómo escapan los piratas?
6. ¿Por qué está bloqueada la entrada de la cueva?
7. ¿Qué le dice Antonio de su novia en España?
8. ¿Por qué no responde Raquel a Antonio?
9. ¿Por qué atacan los piratas a los españoles?
10. ¿Quién está observando a Raquel y a Antonio?

Dibuja los acontecimientos de los capítulos 10 y 11.  (Draw the events for Chapters 10 and 11 on your storyboard so that you can use it for the oral test.)

Practice telling the story.
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We practiced answering questions about the whole book with a game to earn PUNTOS. (PPT)

Oral Test – Students choose a card with 1-5 and begin telling the story from that from on their storyboards, talking for 2 minutes.
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Written Test – Students answer questions about the book, Piratas.
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SEA ARTISTA – Dibuja la casa así – Draw the house according to the directions.
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“Yo, I’m different” worksheet with Present tense Irregular verbs:
“-zco” verbs
Merecer = to deserve———-Merezco = I deserve

“-go” verbs
tener = to have—————Tengo = I have
traer = to bring————–Traigo = I bring
(caer is like traer)

The others:
Ver = to see——————-Veo = I see
Caber = to fit—————–Quepo = I fit

La vida de Juan – Rewrite the paragraph from the “I” perspective. Answer the questions in complete sentences in Spanish.
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Verb Charts
encontrar (ue)——-to find; encounter
jugar (ue)———–to play
entender (ie)——–to understand
pensar (ie)———-to think
empezar (ie)———to begin
pedir (i)————to ask for
repetir (i)———-to repeat
ver———————to see
despertarse (ie)—–to wake up
divertirse (ie)——to have fun
traer——————to bring
oír——————–to hear
saber—————–to know (something)
conocer—————to know (someone); meet
decir (i)————-to say
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4th week

Review the verb charts filled out last week (last 2 pages).  You can download the file here:

el verbo CHART PRESENTE

We reviewed the last half of the 24 questions that will be used on the oral test later this year.  You can download a file with all 24 questions, like the green sheet I passed out, below.   There are possible beginnings of answers included as well as some other helpful words.

ORAL TEST QUESTIONS EVERYONE SHOULD BE ABLE TO ANSWER with possible answers

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Students write a story with at least 200 words.

I passed out a paper with the following list of vocabulary for places and weather for setting, vocabulary for adverbs, prepositions and conjunctions, and words to use other than “he says” for variety.

LUGARES – (places)
la pirámide – the pyramid
el bosque – the forest
el parque = the park
el centro comercial – the mall
la escuela – the school
el barrio – the neighborhood
el estadio – the stadium
la tienda – the store
el banco – the bank
el correo – the post office
el supermercado – the supermarket
el aeropuerto – the airport
el museo – the museum
el hotel – the hotel
el restaurante – the restaurant
la estación de tren – the train station
el lago – the lake
las montañas – the mountains
el campo – the countryside; the field
la playa – the beach
la cárcel – the jail
la luna – the moon
el Marte – Mars
el río – the river
la avenida – the avenue
el mar – the sea

COSAS – (Things)
un libro – a book
una abeja – a bee
una varita mágica – a magic wand
una manzana – an apple
una mochila – a backpack
una maleta – a suitcase
una computadora – a computer
una pelota – a ball
un reloj – a watch; clock
una carta – a letter
una tortuga – a turtle

COMMUNICATION:
Le dice – s/he says to him/her
Le pregunta – s/he asks him/her
le grita – s/he shouts at him/her
le responde – s/he responds to him/her
le menciona – s/he mentions to him/her

EL TIEMPO (the weather)
Hace sol. – It’s sunny.
Hace frío. – It’s cold.
Hace calor. – It’s hot.
Llueve – It’s raining.
Hay tempestad. – It’s stormy.
Hay relámpago. – There’s lightning
Hace viento. – It’s windy.
Nieva. – It’s snowy.
Hay terremoto. – There’s an earthquake.

¿CÓMO SE SIENTE? (How does s/he feel?)
triste – sad
alegre – happy
contento/a – content
sorprendido/a – surprised
enojado/a – mad
aburrido/a – bored (está); boring (es)
angustiado/a – distressed
asustado/a – frightened
preocupado/a – worried

¿CÓMO?
lentamente – slowly
rápidamente – rapidly
con cuidado – carefully
sin cuidado – without care; recklessly
con enojo – with anger; angrily
con amor – with love; lovingly

¿CÓMO VA?
en avión – by plane
en nave espacial – by spaceship
en bote – by boat
en paracaídas – by parachute
en tren – by train
en carro – by car
en bicicleta – by bicycle
en motocicleta – by motorcycle
en autobús – by bus
a pie – on foot
a caballo – on horseback
a camello – on a camel
a cocodrilo – on a crocodile
a jirafa – on a giraffe
a elefante – on an elephant
a tortuga – on a turtle
a llama – on a llama

¿CUÁNDO?
a la … a las … (la hora) – at 1 o’clock; at 2 o’clock
a medianoche – at midnight
a mediodía – at noon
por la mañana – in the morning
por la tarde – in the afternoon
por la noche – in the evening
antes de – before
después de – after
durante – during
en la primavera – in the spring
en el verano – in the summer
en el otoño – in the fall
en el invierno – in the winter
——-

I gave students 6 lists of vocabulary from which they have to pick 3 (from each list) to use in the story. (That’s 18 of at least 200 words that they must use in their stories.)

SUSTANTIVOS (3)
la plata
el barco
la isla
la mujer
los dedos
los pies

VERBOS (3)
besa
busca
dice
escucha
estudia
le gusta
le importa
va a (llegar)

VERBOS (3)
se va
pasa
piensa en
pone—
pregunta
puede
quiere tener
regresa

VERBOS (3)
roba

sabe
saca
sale
tiene que (escapar)
tiene miedo
toma

ADVERBS (3)
también
ahora
entonces
más
otra vez
por fin
después
sólo

PREPOSITIONS AND CONJUNCTIONS (3)
detrás
después de__
para (salir)
pero
porque
por eso
si
entre

The handout also has a proofreading checklist with grammatical items that they must correct in their stories before turning them in.  Also included is a rubric that they must use to evaluate their own stories.

These are the basic categories, but the sheet has examples included for students.

Look for these commonly made errors in your paper and correct your mistakes. 

    Check off the boxes AFTER you have LOOKED FOR THEM and CORRECTED them in your paper.

                 Word order and agreement:

                  Verb usage – Present tense

                  Using pronouns to say “self”

                  Using pronouns to say “to whom” after the verb.  (Says to whom? )

                  Use of weather terminology

  Be sure you are using the correct word: 

                  Personal “a”     After a verb, say “Whom?”  If it’s a person, use “a”

                  Check for spelling errors and correct usage of accents.

                  Check for the correct preposition after the verb:  Ex. piensa en, voy a,

                  Check for added details and answers to many of the questions I could ask:  Who? What? When? Where? Why? How?…

                  Check to see if you used “al” for a el  and “del” for de el.  

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While students are writing, I have 2 students come up to ask each other 5 of the questions from the list of 24.  Each student answers the other student’s questions for Language Practice Points.

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