semestre 1 - srasebastian.weebly.com€¦ · s 2x u 1 l i n g u a c a f é - d e s p u é s d e h a...

Nombre: ______________________________________

Español 2-3x

Semestre 1

Unidad 1: La vida escolar Unidad 2: Mi tiempo libre

Unidad 3: Celebraciones

S2xU1 Cover Page: Vida Escolar

Unit 1 AP Theme: Personal and Public Identities

School life

Essential questions: ● What factors contribute to one’s identity? ● How do young people’s school experiences compare?

Objectives ● I can describe myself. ● I can talk about my school day. ● I can compare my school day with that of Spanish-speaking countries. ● I can describe my daily routine.

Supporting Content ● Vocab: personal characteristics, school, extracurricular activities, daily routine - S2xU1: Quizlet ● Recycled - present tense (regular + stem-changing) ● Recycled - ser/estar + adjectives ● Recycled - interrogatives ● New - reflexive verbs ● New - comparisons

Performance Assessments (Evidence) Presentational mode Interpersonal mode Interpretive mode

LT1A: Presentational speaking I can describe myself.

LT2A: Interpersonal speaking I can describe myself.

LT3B: Interpretive reading I can describe myself.

LT1B: Presentational writing I can compare my school day with that of Spanish-speaking countries.

LT2A: Interpersonal speaking I can describe my daily routine.

LT3A: Interpretive listening I can compare my school day with that of Spanish-speaking countries.

LT3B: Interpretive reading I can describe my daily routine.

2

https://quizlet.com/_3bv21p

S2xU1 La vida escolar S2xU1: Quizlet (complete list)

Complete list (A, B, C, D)

Objetivo A : Yo puedo describirme.

S2xU1A Quizlet

Características personales y actividades

Adjetivos 1. Mayor older 2. Menor younger 3. Deportista athletic 4. Desordenado/a messy 5. Estudioso/a studious 6. Gracioso/a funny 7. Guapo/a good-looking 8. Impaciente impatient 9. Atrevido/a daring 10. Ordenado/a neat 11. Reservado/a reserved, shy 12. Sociable social 13. Joven, jóvenes young 14. Artístico/a artistic 15. Talentoso/a talented 16. Simpático/a nice 17. Paciente patient 18. Trabajador/a hard-working 19. Perezoso/a lazy 20. Serio/a serious 21. Creativo/a creative

Verbos 22. Pasar tiempo con amigos To spend time with friends 23 . Socializar to socialize 24. Tocar un instrumento to play an instrument 25. Contar chistes to tell jokes 26. Crear el arte To create art 27. Pref e rir (e-ie) to prefer 28. Competir (e-i) to compete 29. Ayudar a otros To help others 30. Textear to text 31. Navegar la red To surf the web

Vocabulario reciclado ● Leer ● Bailar ● Jugar ● Correr ● Estudiar ● Escribir ● Pintar ● Dibujar

Actividades/Palabras adicionales (wordreference.com)

3

https://quizlet.com/_632xwlhttps://quizlet.com/201306537/s2x-unidad-1-objetivo-a-flash-cards/

Objetivo B : Yo puedo describir mi día escolar.

S2xU1B Quizlet

El colegio 32. Sacar una buena nota to get a good grade 33. Tomar apuntes to take notes 34. *Hacer una pregunta to ask a question 35. Responder to answer 36. Discutir to discuss 37. Grabar to record 38. Reflexionar to reflect 39. *Pedir ayuda (e-i) to ask for help 40. Dar un discurso to give a speech 41. El informe report 42. El proyecto project 43. Entregar / La fecha de entrega to turn in/

due date 44. Llegar tarde/ a tiempo to arrive late/on time 45. *Prestar atención to pay attention 46. Las reglas rules 47. Respetar to respect 48. Se prohíbe it’s forbidden 49. El salón/La clase/El aula classroom 50. El armario/ El casillero locker 51. El asiento seat 52. Las materias school subjects 53. Los materiales materials 54. El móvil cell phone 55. Escolar (adj.) school related

Actividad:

Vocabulario adicional

4

https://quizlet.com/201307153/s2x-unidad-1-objetivo-b-flash-cards/

Objetivo C : Yo puedo describir mis actividades extraescolares.

S2xU1C Quizlet

Actividades extraescolares

56. Participar (en) to participate (in) 57. Las actividades extraescolares

extracurricular activities 58. El club/ los clubs club/clubs 59. El equipo athletic team 60. El partido the game 61. Ser miembro de to be a member of 62. El pasatiempo pastime 63. La práctica practice 64. La reunión meeting 65. Reunirse to get together 66. El animador/ La animadora cheerleader 67. La natación swimming 68. La banda band 69. El bailarín/ la bailarina dancer 70. El cantante/ la cantante singer 71. El coro chorus, choir 72. Ensayar to rehearse 73. Hacer una prueba para to try out for 74. La orquesta orchestra 75. Asistir a (clases de) to attend 76. Ganar to win, to earn 77. P e rder (e-ie ) to lose

Actividad:


5

https://quizlet.com/201307999/s2x-unidad-1-objetivo-c-flash-cards/

Objetivo D : Yo puedo describir mi rutina diaria.

S2xU1D Quizlet

Rutina diaria

68. Ac o starse (o-ue) go to bed 69. Levantarse to get up 70. Desp e rtarse (e-ie) to wake up 71. El despertador alarm clock 72. Levantarse to get up, to stand up 73. Prepararse to get ready 74. Bañarse to bathe 75. Ducharse to shower 76. El cepillo the hair brush 77. Cepillarse (el pelo, los dientes) to brush

one’s (hair, teeth) 78. Peinarse to comb (one’s hair) 79. Lavarse (las manos, el pelo) to wash one’s

(hands, hair) 80. Secarse to dry oneself 81. El secador de pelo blow dryer 82. La toalla towel 83. El espejo mirror 84. El desodorante deodorant 85. Afeitarse to shave 86. Maquillarse to put on makeup 87. V e stirse (e-i) to get dressed 88. Quitarse la ropa to take off one’s clothes 89. Ponerse la ropa to put on clothes 90. *Darse prisa to be in a hurry 91. Desayunar to eat breakfast 92. Alm o rzar (o-ue) to eat lunch 93. Cenar to have dinner 94. Saludable healthy

Actividad:


6

https://quizlet.com/201308743/s2x-unidad-1-objetivo-d-flash-cards/?new

Para expresar semejanzas Para expresar diferencias

Similar a ….. Similar to __ Amb@s somos/tenemos, etc. We both are/have, etc. Tanto como as much as Igual same Una semejanza a similarity

Más/menos que….. more/less than __ Somos diferentes porque… We are different b/c Una diferencia a difference Al contrario… on the other hand

S2xU1 Linguacafé - Después de hablar

Semana 1: ¿Qué aprendiste sobre tu compañero? ¿Cómo son similares/diferentes? Elabora.





7





8

Present tense: https://www.youtube.com/watch?v=zRINOxaGG1Y y https://www.youtube.com/watch?v=wxBzi42aNh8

9

https://www.youtube.com/watch?v=zRINOxaGG1Yhttps://www.youtube.com/watch?v=wxBzi42aNh8

Stem change verbs

¿Cómo puedo incorporar LOS VERBOS DE CAMBIO RADICAL DEL PRESENTE en mi comunicación? Aprende a usar LOS VERBOS DE CAMBIO RADICAL para narrar en el presente y variar tu vocabulario.

Mira los videos y toma apuntes. Luego, inventa tus propios ejemplos. https://www.youtube.com/watch?v=3AV-z1johRI (overview)

https://www.youtube.com/watch?v=18zgcTNvQ5I (e->ie with practice + verb list) https://www.youtube.com/watch?v=IBj7-ZnP-Dk (e->i with practice + verb list)

https://www.youtube.com/watch?v=PL7f8FOjwpg (o->ue with practice + verb list)

11

https://www.youtube.com/watch?v=3AV-z1johRIhttps://www.youtube.com/watch?v=18zgcTNvQ5Ihttps://www.youtube.com/watch?v=IBj7-ZnP-Dkhttps://www.youtube.com/watch?v=PL7f8FOjwpg

PALABRAS INTERROGATIVAS: https://www.youtube.com/watch?v=hL2gMY7ZciM

12

https://www.youtube.com/watch?v=hL2gMY7ZciM

https://www.youtube.com/watch?v=lyy8pgKQHgY forms of SER https://www.youtube.com/watch?v=7Q9lOoPfyyo forms of ESTAR https://www.youtube.com/watch?v=1r59lFAw180 uses https://www.youtube.com/watch?v=1mUSK7RRA3E&list=PLPD6OTouCqT5Xtqh2tD04xXJlprGNRbS playlist

14

https://www.youtube.com/watch?v=lyy8pgKQHgYhttps://www.youtube.com/watch?v=7Q9lOoPfyyohttps://www.youtube.com/watch?v=1r59lFAw180https://www.youtube.com/watch?v=1mUSK7RRA3E&list=PLPD6OTouCqT5Xtqh2tD04xXJlprGNRbS

¿Cómo puedo incorporar LOS VERBOS REFLEXIVOS en mi comunicación? Aprende a usar LOS VERBOS REFLEXIVOS para describir las acciones. Mira los videos y toma apuntes.

Luego, inventa tus propios ejemplos.

https://www.youtube.com/watch?v=3ZyN3XWCKCo https://www.youtube.com/watch?v=l2ZTZZIiZog reflexives with practice

https://www.youtube.com/watch?v=PXf92Oc66x4 reflexive stem change verbs with practice

16

https://www.youtube.com/watch?v=3ZyN3XWCKCohttps://www.youtube.com/watch?v=l2ZTZZIiZoghttps://www.youtube.com/watch?v=PXf92Oc66x4

Saber/conocer enlaces: https://www.youtube.com/watch?v=3AVz1johRI https://www.youtube.com/watch?v=mjcLJDIgTV8

18

https://www.youtube.com/watch?v=3AVz1johRIhttps://www.youtube.com/watch?v=mjcLJDIgTV8

¿Cómo puedo incorporar LOS COMPARATIVOS en mi comunicación?

Aprende a usar LOS COMPARATIVOS para describir y expresar tu opinión.. Mira los videos y toma apuntes. Luego, inventa tus propios ejemplos.

https://www.youtube.com/watch?v=FmM6s7c9T-k y https://www.youtube.com/watch?v=eAvXC5xgO5w https://www.youtube.com/watch?v=iMaWF2bdJzk - equal comparisons with practice

https://www.youtube.com/watch?v=gHYUjQZhtSk - unequal comparisons with practice https://www.youtube.com/watch?v=uWecVfkkMds - irregular comparisons with practice

Preguntas 1. What is an equal comparison? 2. How do you make an equal comparison with adjectives in Spanish? 3. How do you make an equal comparison with adverbs in Spanish? 4. How do you make an equal comparison with nouns in Spanish?

Apuntes (notes)

Mis ejemplos - Write two original sentences (level 3 or level 4) to demonstrate your understanding of equal comparisons. (topic: famous people/places/things). 1. 2.

20

https://www.youtube.com/watch?v=FmM6s7c9T-khttps://www.youtube.com/watch?v=eAvXC5xgO5whttps://www.youtube.com/watch?v=iMaWF2bdJzkhttps://www.youtube.com/watch?v=gHYUjQZhtSkhttps://www.youtube.com/watch?v=uWecVfkkMds

Preguntas 5. What is an unequal comparison? 6. How do you form an unequal comparison with adjectives? Adverbs? Nouns? 7. What are the irregular forms of unequal comparisons in Spanish?

Apuntes

Mis ejemplos - Write two original sentences (level 3 or level 4) to demonstrate your understanding of unequal comparisons. (topic: famous people/places/things). 1. 2.

21

Reflection Log

Unidad 1 Learning checks

Topic (vocab, grammar structure)

Score Reflection What were your errors?

What do you understand better now?

22

Unidad 1 Performance Assessments

Presentational Mode LT1A: I can create an original spoken message. (Presentational Speaking)

LT1B: I can create an original written message. (Presentational Writing/AP-Style Interpersonal Writing)

Learning target Score Reflection and Feedback What went well? - WWW

In what areas do you need to grow? - EBI

Presentational Mode Additional evidence

Interpersonal Mode LT2A: I can engage in conversation (Interpersonal speaking)



Interpersonal Mode Additional evidence

Interpretive Mode LT3A: I can interpret an audio/visual source (listening/viewing)

LT3B: I can interpret a written passage (reading)



23

S2xU2 Cover Page: El tiempo libre

Unit 2 AP Theme: Personal and Public Identities

Leisure Time

Essential question: ● How are one’s personality and interests reflected in how they spend their free time? ● How do entertainment and leisure reflect cultural values?

Objectives ● I can describe what I do during my free time. ● I can compare my leisure time activities to those of my peers and Spanish-speaking young

people.

Supporting Structures ● Vocab list - leisure and sports activities - S2xU2 Quizlet ● Recycled - Preterite regular, -car, -gar, -zar ● New - Preterite VDISH (Ver Dar Ir Ser Hacer) ● New - direct object pronouns

Performance Assessments (Evidence)

Presentational mode Interpersonal mode Interpretive mode

LT1A: Presentational speaking I can compare my leisure time activities to those of my peers and Spanish-speaking young people.

LT2A: Interpersonal speaking I can describe what I do during my free time.

LT3A: Interpretive Listening I can compare my leisure time activities to those of my peers and Spanish-speaking young people.

LT1B: Presentational writing I can describe what I do during my free time.

LT3B: Interpretive Reading I can describe what I do during my free time.

24

https://docs.google.com/document/d/15d-w2Kn6PUscdELl6lPDSFk_-K_S3cDGp96MIuAKO6s/edithttps://quizlet.com/213461401/s2x-unidad-2-lista-completanew-flash-cards/

S2xU2 El tiempo libre Quizlet: S2xU2 (complete list)

Complete list

Objetivo A: Yo puedo describir qué hago en mi tiempo libre. Quizlet: S2xU2A

Mi tiempo libre

1. el ocio free time 2. disfrutar de(l) to enjoy the 3. div e rtirse (e-ie) to have fun 4. el fin de semana the weekend 5. descansar to rest 6. relajarse to relax 7. salir to go out 8. tomar algo (un café, un helado, etc.)

to have something (coffee, ice cream, etc.) 9. compartir to share 10. *tener ganas de + infinitive I want to/ I can’t

wait to/ I feel like 11. *pasarlo bien to have fun

(Yo lo paso bien. = I have fun.) 12. * quedar con (amigos) meet with (friends) 13. me importa It’s important to me 14. ver una película to see a movie 15. he visto I have seen 16. ¿Has visto? Have you seen? 17. he ido I have gone 18. ¿Has ido? Have you gone? 19. andar en bicicleta to ride a bike 20. manejar to drive 21. j ugar videojuegos (u-ue) to play video

games 22. tocar un instrumento to play an instrument 23. cocinar to cook 24. almorzar (o-ue) to eat lunch 25. textear to text 26. acampar to camp 27. pasear to go for a walk/stroll 28. dar una vuelta to go for a walk/stroll 29. hacer footing to jog 30. ir de compras to go shopping 31. el centro comercial the mall 32. estar de moda to be in fashion 33. el estilo the style

34. la marca the brand 35. el precio the price 36. caro expensive 37. barato cheap 38. gastar spend 39. la tarjeta de crédito credit card 40. escoger (yo escojo) choose 41. probarse (o-ue) to try on 42. vestirse (e-i) to get dressed 43. encontrar (o-ue) to find 44. buscar to look for 45. tener en común to have in common 46. las semejanzas similarities 47. las diferencias differences

________________________________________

Vocabulario adicional/Actividades

25

https://quizlet.com/_3j37vdhttps://quizlet.com/_3j4fdy

Objetivo B : Yo puedo describir las competiciones atléticas. Quizlet: S2xU2B

Deportes

48. al aire libre outside 49. el (la) atleta athlete 50. el (la) jugador(a) player 51. el (la) entrenador(a) coach 52. la práctica practice 53. el (la) aficionado(a) fan 54. los espectadores spectators 55. el campeón (la campeona) champion 56. comp e tir (e-i) to compete 57. el campeonato championship 58. la competencia competition 59. la liga league 60. la temporada (sports) season 61. el tanteo/resultado score 62. el empate tie 63. ganar to win 64. esperar to hope 65. esforzarse (o-ue) to make an effort 66. lograr to achieve 67. p e rder (e-ie) to lose 68. resultar to result, to turn out 69. aplaudir to applaud 70. v o lverse loco/a (o-ue) to go crazy 71. ponerse + adjetivo to become 72. emocionado/a excited 73. alegre happy 74. enojado angry 75. enojarse to get angry 76. aburrirse to get bored

Actividad:


26

https://quizlet.com/_3j4fxx

¿Cómo puedo incorporar EL PRETÉRITO DE LOS VERBOS -AR -ER -IR en mi comunicación?

Aprende a usar EL PRETÉRITO para hablar del pasado. Mira los videos y toma apuntes. Luego, inventa tus propios ejemplos.

https://www.youtube.com/watch?v=77ty7_9AuhM https://www.youtube.com/watch?v=Jf7yEus4FwA - AR verbs with practice https://www.youtube.com/watch?v=2i2GrTjDKFc - ER verbs with practice https://www.youtube.com/watch?v=L8kMZSFBrWI - IR verbs with practice

Preguntas 1. When do we use the preterite tense? 2. How do you conjugate regular -AR verbs in the preterite? 3. How do you conjugate regular -ER verbs in the preterite? 4. How do you conjugate regular -IR verbs in the preterite?

Apuntes (notes)

Mis ejemplos - Write 2 original sentences (level 3 or level 4) to demonstrate your understanding of regular verbs in the preterite. (topic: weekend activities). 1. 2.

27

https://www.youtube.com/watch?v=77ty7_9AuhMhttps://www.youtube.com/watch?v=Jf7yEus4FwAhttps://www.youtube.com/watch?v=2i2GrTjDKFchttps://www.youtube.com/watch?v=L8kMZSFBrWI

¿Cómo puedo incorporar EL PRETÉRITO DE LOS VERBOS -CAR -GAR -ZAR en mi comunicación?


https://www.youtube.com/watch?v=m3sU0iAERs8 -car - gar - zar https://www.youtube.com/watch?v=JcKPo9b0IDs - car -gar -zar with practice

Preguntas 5 . What are some common -CAR -GAR -ZAR verbs in Spanish? What do they mean in English? 6. How do you conjugate -CAR verbs in the preterite? 7. How do you conjugate -GAR verbs in the preterite? 8. How do you conjugate -ZAR verbs in the preterite?

Apuntes

Mis ejemplos - Write 2 original sentences (level 3 or level 4) to demonstrate your understanding of -CAR -GAR -ZAR verbs in the preterite. (topic: sports and pasttimes). 1. 2.

Study strategies. What are some strategies you can implement to learn regular -AR -ER -IR and -CAR -GAR -ZAR verbs in the preterite so you can use them in your communication?

28

https://www.youtube.com/watch?v=m3sU0iAERs8https://www.youtube.com/watch?v=JcKPo9b0IDs

¿Cómo puedo incorporar EL PRETÉRITO DE LOS VERBOS IRREGULARES VDISH en mi comunicación?

Aprende a usar EL PRETÉRITO para hablar del pasado.

Mira los videos y toma apuntes. Luego, inventa tus propios ejemplos. https://www.youtube.com/watch?v=nn_Lrnv4_Vw - ir/ser/ver overview

https://www.youtube.com/watch?v=BiZV9ciAFtQ - ir/ser with practice https://www.youtube.com/watch?v=jpQUzXUdPZ4 - hacer with practice

https://www.youtube.com/watch?v=lsgQDY_w9TQ - ver/dar with practice

Preguntas 1. When do we use the preterite tense? 2. What are some words in Spanish that indicate the preterite? What do they mean in English? 2. What are the verbs of VDISH? What do they mean in English?

Apuntes (notes)

29

https://www.youtube.com/watch?v=nn_Lrnv4_Vwhttps://www.youtube.com/watch?v=BiZV9ciAFtQhttps://www.youtube.com/watch?v=jpQUzXUdPZ4https://www.youtube.com/watch?v=lsgQDY_w9TQ

Preguntas 3. How do you conjugate IR in the preterite? Write all 6 forms. 4. How do you conjugate SER in the preterite? Write all 6 forms. 5 . How do you conjugate HACER in the preterite? Write all 6 forms. 6. How do you conjugate VER in the preterite? Write all 6 forms. 7. How do you conjugate DAR in the preterite? Write all 6 forms.

Apuntes

Mis ejemplos - Write 2 original sentences (level 3 or level 4) to demonstrate your understanding of IRREGULAR VDISH verbs in the preterite. (topic: spending time with friends). 1. 2.

30

S2xU2 verbos locos nombre:_____________________________________

¿Cómo puedo incorporar EL PRETÉRITO DE LOS VERBOS IRREGULARES en mi comunicación?


https://www.youtube.com/watch?v=3qi_99_NLhA - verb chart - irregulars https://www.youtube.com/watch?v=q7mEotMXODM - practice with irregulars

Preguntas 1. What are the most common irregular verbs in the preterite tense? What do they mean in English? 2. Copy the verb chart from the video in a way that makes sense for you. 3. What are some ways to memorize the irregulars in the preterite tense ?

Apuntes (notes)

Mis ejemplos - Write 2 original sentences (level 3 or level 4) to demonstrate your understanding of irregular verbs in the preterite. (topic: an accident). 1. 2.

31

https://www.youtube.com/watch?v=3qi_99_NLhAhttps://www.youtube.com/watch?v=q7mEotMXODM










32

Reflection Log





33




Learning target Score Reflection and Feedback What went well?

In what areas do you need to grow?










34

S2xU3 Cover Page: Celebraciones, tradiciones, y la niñez

Unit 3

AP Theme: Families and Communities, Contemporary Life Celebrations, traditions, and childhood

Essential question: ● What are the values and beliefs of my family and community? ● How do celebrations and traditions reflect culture?

Objectives ● I can talk about my childhood. ● I can describe traditions and memorable experiences. ● I can identify and describe holidays and special events celebrated in Spanish-speaking

countries.

Supporting Content ● Vocab : childhood, celebrations, and traditions S2xU3 Quizlet ● Recycled - preterite forms ● Recycled - reflexives ● Recycled - comparisons ● New - Imperfect ● New - Preterite/Imperfect use in context

Performance Assessments (Evidence)

Presentational mode Interpersonal mode Interpretive mode

LT1A: Presentational speaking N/A

LT2A: Interpersonal speaking I can talk about my childhood.

LT3A: Interpretive Listening I can identify and describe holidays and special events celebrated in Spanish-speaking countries.

LT1B: Presentational writing I can describe traditions and memorable experiences.

LT3B: Interpretive Reading I can identify and describe holidays and special events celebrated in Spanish-speaking countries.

35

https://docs.google.com/document/d/1UGjRc5w0vn2c7T7GSKZUGn3BNa9WpTGqGHEdy7dr4nE/edithttps://quizlet.com/209458822/s2x-unidad-3-lista-completa-flash-cards/

S2xU3 Las Celebraciones, las tradiciones, y la niñez

Quizlet: S2xU3 (complete list) Complete list

Objetivo A : Yo puedo describir mi niñez. Quizlet: S2xU3A

La niñez 1. la niñez childhood 2. de niñ@ as a child 3. de pequeñ@ as a child 4. siempre always 5. a veces sometimes 6. por lo general in general 7. todo el mundo everyone 8. el/la vecin@ neighbor 9. la guardería infantil daycare center 10. bien educad@ well-behaved 11. consentid@ spoiled 12. (des)obediente (dis)obedient 13. géneros@ generous 14. tímid@ timid 15. travies@ mischievous, naughty 16. obedecer (yo obedezco) to obey 17. portarse bien/ma l to behave well/badly 18. m e ntir (i-ie) to lie 19. decir la verdad to tell the truth 20. permitir to permit/ to allow 21. pelearse to fight 22. molestar (a + persona) to bother 23. coleccionar to collect 24. saltar a la cuerda to jump rope 25. jugar a las escondidas to play hide and seek 26. jugar en los columpios to play on the swings 27. trepar a los árboles to climb trees 28. ir al parque de diversiones to go to an amusement park 29. ir al campamento de verano to go to summer camp 30. hacer castillos de arena to build sandcastles 31. hacer un hombre de nieve to build a snowman 32. construir un fuerte to build a fort 33. los bloques blocks 34. la muñeca doll 35. el muñeco action figure 36. el oso de peluche teddy bear 37. la mascota pet

Vocabulario adicional/Actividad:

36

https://quizlet.com/_3bv21phttps://quizlet.com/_3gp9zg

Objetivo B: Yo puedo hablar de las celebraciones y tradiciones.

Quizlet: S2xU3B

Las celebraciones

38. saludar to greet, to say “hi” 39. desp e dirse de (e-i) to say goodbye to 40. reunirse to meet, to get together 41. sonreír (e-i) to smile 42. reírse (e-i) to laugh 43. abrazar to hug 44. besar to kiss 45. llevarse bien/mal con to get along well/poorly with 46. divertirse (e-ie) to have fun 47. ¡Diviértete! Have fun! 48. llorar to cry 49. los mayores grown-ups 50. los parientes relatives 51. l a fiesta sorpresa surprise party 52. regalar to give (a gift) 53. felicitar to congratulate 54. ¡Felicidades! Congratulations! 55. casarse (con) to get married (to) 56. el aniversario anniversary 57. el día festivo holiday 58. la costumbre custom 59. el desfile parade 60. los fuegos artificiales fireworks 61. frecuentemente frequently 62. mientras while 63. recordar (o-ue) to remember 64. la Nochevieja New Year’s Eve 65. el Año Nuevo New Year’s Day 66. el Día de Independencia Independence Day 67. el Día de Acción de Gracias Thanksgiving 68. la Nochebuena Christmas Eve 69. la Navidad Christmas 70. el Día de Reyes Three Kings Day 71. el Hanukkah Hanukkah

Actividad:


37

https://quizlet.com/_3gpd9t

S2xu3 Preterite vs. Imperfect Ve estos videos y toma apuntes:

Video 1 (differences between the two) https://www.youtube.com/watch?v=3_v79t_QAA8

Video 2 (interrupting actions) https://www.youtube.com/watch?v=8T1a5G75uY4

Yo puedo usar el pretérito y el imperfecto para narrar en el pasado.

Preguntas (questions) ● When do we use

the preterite? ● When do we use

the imperfect?

How do the preterite and imperfect work with interrupting actions?

Apuntes (notes) Preterite (past) Imperfect (past) __________________________________________________________________

40

https://www.youtube.com/watch?v=3_v79t_QAA8https://www.youtube.com/watch?v=8T1a5G75uY4

Give 3 original example sentences of the preterite. Give 3 original example sentences of the imperfect. Give 3 original example sentences of the imperfect and preterite in the same sentence (interrupting action).

1.

2.

3.

1.

2.

3.

1.

2.

3.

Resumen (summary): What are the most important things to remember about the preterite/imperfect?

41










42

Reflection Log





43















44

Apuntes Culturales - Semestre 1

PALABRAS PARA EXPRESAR SEMEJANZAS PALABRAS PARA EXPRESAR DIFERENCIAS PALABRAS PARA CONECTAR IDEAS

• una semejanza - a similarity • semejante - similar • similar - similar • igual - identical, the same • lo mismo - the same thing • Tanto en España como en mi comunidad, ... - Both in Spain and in my community, … • En ambas culturas,... - In both cultures, … • De la misma manera, … - In the same way, … • Los peruanos valoran…, y nosotros, también . - Peruvians value … and we do, too.

• una diferencia - a difference • diferente - different • A diferencia de en Costa Rica, en los Estados Unidos … - Unlike in costa Rica, in the United States… • Mientras que en México,... en los Estados Unidos … - Whereas in Mexico, … in the United States … • No … sino … - Not …, but rather ...

• sin embargo - however • n o obstante - nevertheless • a pesar de las diferencias - in spite of the differences

Tema Apuntes/comparación cultural

45

Errores Comunes de semestre 1

Error Ejemplo Correcto

46

Semester 1: Presentational writing/speaking

Semester 2 Above Level (Intermediate Mid) Level Appropriate (Intermediate Low) Non-level (Novice High)

Language Function Language tasks the speaker/writer is able to handle in a consistent, comfortable, sustained, and spontaneous manner

❏ Creates with language by

combining and recombining known elements; ability to express own meaning expands in quantity and quality.

❏ Handles successfully a variety of uncomplicated communicative tasks in straightforward social situations, primarily in concrete exchanges and topics necessary for survival in target-language cultures.

❏ These exchanges include personal information related to self, interests, and personal preferences, as well as physical and social needs such as food, shopping, and travel.

❏ Creates with language by combining and recombining known elements; is able to express personal meaning in a basic way.

❏ Handles successfully a number of uncomplicated communicative tasks and topics necessary for survival in target-language cultures.

❏ Uses mostly memorized language with some attempts to create .

❏ Handles a limited number of uncomplicated communicative tasks involving topics related to basic personal information and some activities, preferences, and immediate needs.

Text Type Quantity and organization of language discourse (continuum: word - phrase - sentence - connected sentences - paragraph - extended discourse)

❏ Uses strings of sentences , with some complex sentences (dependent clauses).

❏ Uses simple sentences and some strings of sentences.

❏ Uses some simple sentences and memorized phrases .

Impact  Clarity, organization, and depth of presentation; degree to which presentation maintains attention and interest of audience

❏ Presented in a clear and organized manner.

❏ Presentation illustrates originality and features rich details , visuals, and/or organization of the text to maintain audience’s attention and/or interest.


❏ Presentation illustrates originality and features rich details , visuals, and/or organization of the text to maintain audience’s attention and/or interest.


❏ Some effort to maintain audience’s attention through visuals, organization of the text, and/or details.

Comprehensibility Who can understand this person’s language? Can this person be understood only by sympathetic listeners used to interacting with non- natives? Can a native speaker unaccustomed to non-native speech understand this speaker/writer?

❏ Is generally understood by those accustomed to the speaking/writing of non-natives.

❏ Is generally understood  by those accustomed to interacting with non-natives, although repetition or re-phrasing may be required.

❏ Is understood with occasional difficulty by those accustomed to the speaking/writing of non-natives, although additional effort may be required.

Language Control Grammatical accuracy, appropriate vocabulary, degree of fluency

❏ Demonstrates significant quantity and quality of intermediate-level language.

❏ Accuracy and/or fluency decreases when attempting to handle topics at the Advanced level or as language becomes more complex.

❏ Is most accurate when producing simple sentences in present time.

❏ Pronunciation, vocabulary, and syntax are strongly influenced by the native language.

❏ Accuracy decreases as language becomes more complex.

❏ Is most accurate with memorized language , including phrases .

❏ Accuracy decreases when creating and trying to express personal meaning.

47

Semester 1: Interpersonal speaking

Semester 2 Above Level (Intermediate Mid) Level Appropriate l (Intermediate

Low) Non Level (Novice High)

Language Function Language tasks the speaker is able to handle in a consistent, comfortable, sustained, and spontaneous manner

❏ Creates with language by

combining and recombining known elements; ability to express own meaning expands in quantity and quality.

❏ Handles successfully a variety of uncomplicated communicative tasks in straightforward social situations, primarily in concrete exchanges and topics necessary for survival in target-language cultures.

❏ These exchanges include personal information related to self, interests, and personal preferences, as well as physical and social needs such as food, shopping, and travel.

❏ Creates with language   by combining and recombining known elements; is able to express personal meaning in a basic way .

❏ Handles successfully a number of uncomplicated communicative tasks in straightforward social situations, primarily in concrete exchanges and topics necessary for survival in target-language cultures.

❏ Uses mostly memorized language with some attempts to create .

❏ Handles a limited number of uncomplicated communicative tasks involving topics related to basic personal information and some activities, preferences, and immediate needs.

Comprehensibility Who can understand this person’s language? Can  this person be understood  only by sympathetic listeners used to interacting with non- natives? Can a native speaker unaccustomed to non-native speech understand this speaker?

❏ Is generally understood by those accustomed to the speaking/writing of non-natives.

❏ Is generally understood  by those accustomed to interacting with non-natives, although repetition or re-phrasing may be required.

❏ Is understood with occasional difficulty by those accustomed to the speaking/writing of non-natives, although additional effort may be required.

Communication Strategies  Quality of engagement and interactivity; how one participates in the conversation and advances it; strategies for negotiating meaning in the face of breakdown of communication

❏ Responds to direct questions and requests for information.

❏ Asks a variety of questions to obtain simple information, but tends to function reactively.

❏ May clarify by restating .

❏ Responds to direct questions and requests for information.

❏ Asks a few appropriate questions , but is primarily reactive.

❏ May try to restate in the face of miscommunication.

❏ Responds to basic direct questions and requests for information.

❏ Asks a few formulaic questions but is primarily reactive.

❏ May clarify by repeating and/or substituting different words .

Text Type Quantity and organization of language discourse (continuum: word - phrase - sentence - connected sentences - paragraph - extended discourse)

❏ Uses strings of sentences , with some complex sentences (dependent clauses).

❏ Uses simple sentences and some strings of sentences .

❏ Uses some simple sentences and memorized phrases .

Language Control Grammatical accuracy, appropriate vocabulary, degree of fluency, appropriate tones, pronunciation and intonation

❏ Demonstrates significant quantity and quality of intermediate-level language.

❏ Accuracy and/or fluency decreases when attempting to handle topics at the Advanced level or as language becomes more complex.

❏ Is most accurate when producing simple sentences in present time.

❏ Pronunciation, tones, intonation, vocabulary, and syntax are strongly influenced by the native language. Accuracy decreases as language becomes more complex .

❏ Is most accurate with memorized language , including phrases .

❏ Accuracy decreases when creating and trying to express personal meaning.

48

S2xU1 EL CALENDARIO DEL CAPÍTULO: Unidad 1

Use the calendar below to keep track of assessment dates, your homework, and your classmates birthdays.

lunes martes miércoles jueves viernes

17 de agosto

18 19 20 21

24

25 26 27 28


31

1 de septiembre 2 3 4

7 de septiembre

8 9 10 11

49

14

15 16 17 18

21

22 23 24 25

28

29 30 1 de octubre 2

5

6 7 8 9

12

13 14 15 16

50

S2x

EL CALENDARIO DE LA UNIDAD 2



19 de octubre 20 21 22 23

26 27 28

29

30

2 de noviembre 3

4

5

6

9 10 11 12

13

16 17 18 19 20

51

S2x

EL CALENDARIO DE LA UNIDAD 3



23 de noviembre 24 25 26 El Día de Acción

de Gracias

27

30 1 de diciembre 2

3

4

7 8

9

10

11

14 15 16 17 18

52

Product: What evidence toward proficiency is present within each mode? Presentational Communication Targets

LT 1A (Presentational Speaking)

Unidad

Score LT 1B (Presentational Writing)

Unidad

Score

U1 U1

*Additional evidence *Additional evidence

U2 U2

*Additional evidence *Additional evidence

U3

*Additional evidence

Interpersonal Communication Targets

LT 2A (Interpersonal Speaking)

Unidad

Score LT2C (Daily Speaking progress)

U1 How does this score correspond with your interpersonal speaking performances (LT2A)?


U1


U2


U3

Interpretive Skills Targets LT3A

Interpretive listening Score LT3B

Interpretive reading

Score

U1 U1

U2 U1

*Additional evidence: U3

U2

U3

53

Mid semester: Do your scores reflect any pattern of growth (up or down)? ______________________

Have you made the effort to provide additional evidence? ______

What would be your projected score for this mode? ___________

End of semester: Do your scores reflect any pattern of growth (up or down)? _____________________

Have you made the effort to provide additional evidence? ______

What would be your projected score for this mode? ___________

Process: How does your participation inside and outside of class support your learning? Please consider the

following questions: ● How have you been preparing for and performing on learning checks? ● Have you been thoughtfully completing your homework on time? ● Have you been actively participating in class and group discussions/activities? ● Have you been consistently speaking Spanish in class? Do you practice outside of class? ● Have you been a self-advocate? i.e. Seeking help outside of class.

Mid semester: End of semester: Check in date

What would your overall score be for each mode?

What would be your overall grade at this point?

What are your areas for growth?

Have you taken advantage of re-performance/additio nal evidence opportunities?

Parent signature

Presentational: ______

Interpersonal: ______

Interpretive: ______










54

Vocab Quizlet links

Unidad 1

Complete List

Unidad 2

Complete List

Unidad 3

Complete List

Visit 3modes.org for more helpful activities!

55

semestre 1 - srasebastian.weebly.com€¦ · s 2x u 1 l i n g u a c a f é - d e s p u é s d e h a...

Documents