Spanish II:
Worked on project in the lab.
Due tomorrow at the end of class.
Spanish III/IV:
Main clauses/subjunctive/command challenge.
Will post homework below...
Thursday, March 29, 2012
Subjunctive Notes
http://www.studyspanish.com/lessons/subj1.htm
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
Wednesday, March 28, 2012
Wednesday, March 28
Spanish II:
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Tuesday, March 27, 2012
Tuesday, March 27
Spanish II:
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Monday, March 26, 2012
Monday, March 26
Spanish II:
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
Friday, March 23, 2012
March 19 to March 23
Name: Nathan Whittle
Course: Spanish II
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will be able to express how they feel and give and take advice on how to get better. 1. Dialog Activity
2. Dialog on the board, students line up in two lines and perform the dialog two at a time.
3. Teacher erases words as they go. 1. Performance of the dialog. Looking for reduced wait time in the conversation.
Tuesday Same as Monday
1. Entry Task
2. Dialog Activity
3. Partners, one is a doctor, the other a patient. Rotate through the class. 1. ET, looking for understanding of Spanish using target vocab and structures.
Wednesday Same
1. Bingo writing game using the structures.
2. Exit Ticket.
a. Student gets one square from bingo and writes it on the exit ticket. 1. Looking for correct written structures and writing fluency.
Thursday Same
1. Texting game.
2. This is a silent dialog, where they use the whiteboards and pretend that they are their phones. No real texting is happening. 1. Observations of individual whiteboards looking for same as yesterday.
Friday Same
1. TPRS Leading into the writing workshop/project.
2. Practice writing dialogs. Surround sound and same as yesterday.
Name: Nathan Whittle
Course: Spanish III/IV
Unit: Cuando era un niño pequeño.
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Student will be able to use the imperfect tense to discuss how they were when they were little. 1. TPR with verbs and imperfect tense.
2. Challenge with conjugations.
3. Exit task. Students write down what teacher acts out. Challenge and correct responses to exit task.
Tuesday Same 1. Entry Task
2. TPR Challenge with speaking new verbs in imperfect tense. Entry task and challenge, looking for correct use of advanced structure.
Wednesday Same 1. Bingo game with Verbs and imperfect tense. Same as yesterday.
Thursday Same 1. Q and A with how they were when they were little, etc. 1. Surround sound looking for reduced processing time.
Friday Students will rewrite their power points focusing on advanced structures. 1. Work on song presentations. Begin next Friday. Power points, looking for writing fluency and advanced structures.
Course: Spanish II
Unit: ¿Cómo te sientes?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency.
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will be able to express how they feel and give and take advice on how to get better. 1. Dialog Activity
2. Dialog on the board, students line up in two lines and perform the dialog two at a time.
3. Teacher erases words as they go. 1. Performance of the dialog. Looking for reduced wait time in the conversation.
Tuesday Same as Monday
1. Entry Task
2. Dialog Activity
3. Partners, one is a doctor, the other a patient. Rotate through the class. 1. ET, looking for understanding of Spanish using target vocab and structures.
Wednesday Same
1. Bingo writing game using the structures.
2. Exit Ticket.
a. Student gets one square from bingo and writes it on the exit ticket. 1. Looking for correct written structures and writing fluency.
Thursday Same
1. Texting game.
2. This is a silent dialog, where they use the whiteboards and pretend that they are their phones. No real texting is happening. 1. Observations of individual whiteboards looking for same as yesterday.
Friday Same
1. TPRS Leading into the writing workshop/project.
2. Practice writing dialogs. Surround sound and same as yesterday.
Name: Nathan Whittle
Course: Spanish III/IV
Unit: Cuando era un niño pequeño.
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards fluency
Date
What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Student will be able to use the imperfect tense to discuss how they were when they were little. 1. TPR with verbs and imperfect tense.
2. Challenge with conjugations.
3. Exit task. Students write down what teacher acts out. Challenge and correct responses to exit task.
Tuesday Same 1. Entry Task
2. TPR Challenge with speaking new verbs in imperfect tense. Entry task and challenge, looking for correct use of advanced structure.
Wednesday Same 1. Bingo game with Verbs and imperfect tense. Same as yesterday.
Thursday Same 1. Q and A with how they were when they were little, etc. 1. Surround sound looking for reduced processing time.
Friday Students will rewrite their power points focusing on advanced structures. 1. Work on song presentations. Begin next Friday. Power points, looking for writing fluency and advanced structures.
Friday, March 16, 2012
March 8, 9, 12, 16
Spanish II
Independent study unit in the computer lab. Instead of doing worksheets, you will be using a computer website that is interactive, has lessons, and will give you instant feedback on your progress. You are required to take notes, by hand, on each lesson. Then take the basic quiz A, using your notes, until you get 100%. Then print off the page that says you got a 100% and then turn them in on Friday, March 16. You may want to do some at home if four days in the lab isn't enough.
website: studyspanish.com
click: grammar
Go to: Unit Four
Do: Lessons 40-50
Spanish III/IV:
In the computer lab doing the power point presentations for your song presentation. Must be done completely in Spanish. Use the questions that are provided to make your powerpoint, to write the actual presentations.
Primera Pantalla:
1. El nombre de la canción.
2. El nombre del cantante o grupo.
3. Una foto del cantante o del grupo.
Segunda Pantalla:
1. Nombre Completo del cantante o los cantantes del grupo.
a. Datos importantes sobre el cantante o los cantantes del grupo.
b. ¿Qué edad tiene? ¿Cuál es su fecha de nacimiento?
c. ¿Dónde nació?
d. Describe a su familia.
Tercera Pantalla:
1. Datos Interesantes sobre el cantante o los cantantes del grupo.
a. Premios ganados
b. Caridades
c. Fechas notables.
d. Otras cosas interesantes tal como cuentos de su vida.
Cuarta Pantalla:
1. La historia de la canción.
a. ¿Quién la escribió?
b. ¿Cuándo fue publicada?
c. ¿Cuál sello disquero se la publicó?
d. ¿En la lista de éxitos de música, en cuál lugar debutó la canción?
e. ¿En la lista de éxitos de música, hasta dónde llegó la canción?
f. ¿Por qué fue escrita? ¿Hay una historia detrás de la canción?
Quita Pantalla:
1. ¿Por qué escogiste esa canción?
2. Tus pensamientos de la canción.
Sexta Pantalla:
1. Expresiones Idiomáticas
a. La frase en Español
b. La traducción literal en Inglés
c. La expresión idiomática del Inglés, o sea, como diríamos la expresión en Inglés.
Séptima Pantalla:
1. ¡Disfruten!
2. Otra foto.
Octava Pantalla:
1. Otras canciones en Español que recomiendas. (Las que, de verdad, has escuchado).
Independent study unit in the computer lab. Instead of doing worksheets, you will be using a computer website that is interactive, has lessons, and will give you instant feedback on your progress. You are required to take notes, by hand, on each lesson. Then take the basic quiz A, using your notes, until you get 100%. Then print off the page that says you got a 100% and then turn them in on Friday, March 16. You may want to do some at home if four days in the lab isn't enough.
website: studyspanish.com
click: grammar
Go to: Unit Four
Do: Lessons 40-50
Spanish III/IV:
In the computer lab doing the power point presentations for your song presentation. Must be done completely in Spanish. Use the questions that are provided to make your powerpoint, to write the actual presentations.
Primera Pantalla:
1. El nombre de la canción.
2. El nombre del cantante o grupo.
3. Una foto del cantante o del grupo.
Segunda Pantalla:
1. Nombre Completo del cantante o los cantantes del grupo.
a. Datos importantes sobre el cantante o los cantantes del grupo.
b. ¿Qué edad tiene? ¿Cuál es su fecha de nacimiento?
c. ¿Dónde nació?
d. Describe a su familia.
Tercera Pantalla:
1. Datos Interesantes sobre el cantante o los cantantes del grupo.
a. Premios ganados
b. Caridades
c. Fechas notables.
d. Otras cosas interesantes tal como cuentos de su vida.
Cuarta Pantalla:
1. La historia de la canción.
a. ¿Quién la escribió?
b. ¿Cuándo fue publicada?
c. ¿Cuál sello disquero se la publicó?
d. ¿En la lista de éxitos de música, en cuál lugar debutó la canción?
e. ¿En la lista de éxitos de música, hasta dónde llegó la canción?
f. ¿Por qué fue escrita? ¿Hay una historia detrás de la canción?
Quita Pantalla:
1. ¿Por qué escogiste esa canción?
2. Tus pensamientos de la canción.
Sexta Pantalla:
1. Expresiones Idiomáticas
a. La frase en Español
b. La traducción literal en Inglés
c. La expresión idiomática del Inglés, o sea, como diríamos la expresión en Inglés.
Séptima Pantalla:
1. ¡Disfruten!
2. Otra foto.
Octava Pantalla:
1. Otras canciones en Español que recomiendas. (Las que, de verdad, has escuchado).
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