SPANISH 2
Spring semester final exam
Unit 7
Unit 7 Week 1 study guide (Directions, numbers 101-1,000,000)
Unit 7 Week 2 study guide (Jobs/work vocab)
UNT 7 WEEK 2 QUIZ
INSTRUCTIONS FOR FRIDAY, MAY 1 -- In a Google Drawing, create four job summaries like the ones in the image below. Each should have:
I know you'll need a lot of Word Reference to make this one happen. That's OK this time. We will turn these in on Monday to Classroom.
Directions destinations (Google Form)
Unit 7 Week 2 study guide (Jobs/work vocab)
UNT 7 WEEK 2 QUIZ
INSTRUCTIONS FOR FRIDAY, MAY 1 -- In a Google Drawing, create four job summaries like the ones in the image below. Each should have:
- Title of what the job is
- Photo of the job
- What they need (three things)
- An advantage
- A disadvantage
- Three adjectives to describe the job
I know you'll need a lot of Word Reference to make this one happen. That's OK this time. We will turn these in on Monday to Classroom.
Directions destinations (Google Form)
Unit 6 -- ¡De vacaciones!
Unit 6 Week 1 study guide (Preterite vs. imperfect, direct object pronouns)
Unit 6 Week 2 study guide (Indirect object pronouns, beach vocab, time phrases)
Unit 6 Week 3 study guide (Double object pronouns, describing a house vocab)
U6S1-2 quiz
U6 test
Playas de Andalucia: Go to this website (click here) and read about the six beach vacation spots in Andalucia, Spain. Then, choose one and write about why you'd prefer to vacation there over the others. Go to the slideshow below, find an open slide, and write 30 words in Spanish with two images of the place (title should be your name).
3rd period slides: 6 paraisos en Andalucia
7th period slides: 6 paraisos en Andalucia
Spanish Dict: Indirect object practice quiz
5 Days to Spring Break Project
Free reading in Spanish (Pimsleur Approach)
Unit 6 Week 2 study guide (Indirect object pronouns, beach vocab, time phrases)
Unit 6 Week 3 study guide (Double object pronouns, describing a house vocab)
U6S1-2 quiz
U6 test
Playas de Andalucia: Go to this website (click here) and read about the six beach vacation spots in Andalucia, Spain. Then, choose one and write about why you'd prefer to vacation there over the others. Go to the slideshow below, find an open slide, and write 30 words in Spanish with two images of the place (title should be your name).
3rd period slides: 6 paraisos en Andalucia
7th period slides: 6 paraisos en Andalucia
Spanish Dict: Indirect object practice quiz
5 Days to Spring Break Project
Free reading in Spanish (Pimsleur Approach)
Unit 5 -- Como niño
Unit 5 Week 1 study guide (Imperfect, childhood vocab)
Unit 5 Week 2 study guide (reflexive verbs, characteristics vocab)
Unit 5 Week 3 study guide (ordinal numbers, chores, deber)
UNIT 5 TEST
UNIT 5 WEEK 2 QUIZ
Imperfect verbs practice (Conjuguemos)
Reflexive verbs practice (Conjuguemos)
Class video (Feb 5) -- Our wacky childhoods! Check out what happened with our students! (OK, it's really made-up, but it's fun!)
-- 3rd period
-- 7th period
Class video (Feb 9) -- We learn about reflexive verbs in third period and seventh period.
FOR THURSDAY, FEB. 25 -- Go to our KidBlog site (http://kidblog.org/TRSpan2) and start a new post. In at least 50 words, EITHER retell the PowerPoint story in class yesterday OR make one up of your own. Use lots of the material in the Unit 5 study guides above (imperfect, childhood vocab, reflexive verbs, characteristics, ordinal numbers, chores, deber). Make sure you find an image at search.creativecommons.org that illustrates some part of your retell and add it to your post. (For the image to show up, you'll have to download it to your computer and then upload it to your blog ... copying and pasting won't work!) If you weren't in class yesterday, you can make something up based on the embedded slide show below or just make the whole thing up.
Unit 5 Week 2 study guide (reflexive verbs, characteristics vocab)
Unit 5 Week 3 study guide (ordinal numbers, chores, deber)
UNIT 5 TEST
UNIT 5 WEEK 2 QUIZ
Imperfect verbs practice (Conjuguemos)
Reflexive verbs practice (Conjuguemos)
Class video (Feb 5) -- Our wacky childhoods! Check out what happened with our students! (OK, it's really made-up, but it's fun!)
-- 3rd period
-- 7th period
Class video (Feb 9) -- We learn about reflexive verbs in third period and seventh period.
FOR THURSDAY, FEB. 25 -- Go to our KidBlog site (http://kidblog.org/TRSpan2) and start a new post. In at least 50 words, EITHER retell the PowerPoint story in class yesterday OR make one up of your own. Use lots of the material in the Unit 5 study guides above (imperfect, childhood vocab, reflexive verbs, characteristics, ordinal numbers, chores, deber). Make sure you find an image at search.creativecommons.org that illustrates some part of your retell and add it to your post. (For the image to show up, you'll have to download it to your computer and then upload it to your blog ... copying and pasting won't work!) If you weren't in class yesterday, you can make something up based on the embedded slide show below or just make the whole thing up.
Unit 4
Unit 4 Week 1 study guide (Stem-changing preterite verbs, air travel vocab)
Unit 4 Week 2 study guide (Irregular preterite, describing a place vocab)
Unit 4 Week 3 study guide (Irregular preterite part 2, adverbs)
Unit 4 Week 3 QUIZ
Winter break survey
Unit 4 Week 2 student survey
Unit 4 Week 1 quiz
Regular preterite tense verbs (Conjuguemos)
Videos of class:
Unit 4 Week 1 Tuesday 3rd period (air travel vocab story, part 1)
Unit 4 Week 2 Wednesday 3rd period (air travel vocab story, part 2)
Unit 4 Week 1 Monday 7th period (air travel vocab)
Unit 4 Week 1 Tuesday 7th period (intro stem-changing preterite verbs, air travel vocab story part 1)
Unit 4 Week 2 study guide (Irregular preterite, describing a place vocab)
Unit 4 Week 3 study guide (Irregular preterite part 2, adverbs)
Unit 4 Week 3 QUIZ
Winter break survey
Unit 4 Week 2 student survey
Unit 4 Week 1 quiz
Regular preterite tense verbs (Conjuguemos)
Videos of class:
Unit 4 Week 1 Tuesday 3rd period (air travel vocab story, part 1)
Unit 4 Week 2 Wednesday 3rd period (air travel vocab story, part 2)
Unit 4 Week 1 Monday 7th period (air travel vocab)
Unit 4 Week 1 Tuesday 7th period (intro stem-changing preterite verbs, air travel vocab story part 1)
Instructions for Jan 18 (Mon) -- Practice the new Quizlet flashcards below. Then do a test (either by choosing "Test" on the Quizlet site or choosing "Test" from the drop-down menu in the bottom-right of the box below). When you get a 100 percent score on the test, take a screenshot of it (CTRL + Switch Window Key).
When you have both of your screenshots, go to Classroom and turn them in under the assignment for today.
When you're done, go play this taxi racing game. It's pretty addictive! (PS -- Some of the irregular preterite verbs are a little different than the ones we're learning right now ... fair warning ...)
When you have both of your screenshots, go to Classroom and turn them in under the assignment for today.
When you're done, go play this taxi racing game. It's pretty addictive! (PS -- Some of the irregular preterite verbs are a little different than the ones we're learning right now ... fair warning ...)
Final exam -- Click here
Fall semester final exam study guides
Unit 4 Week 1 (Stem-changing preterite verbs, air travel vocab)
Unit 3 Week 1 (Regular preterite tense -ar, clothing/sizes vocab)
Unit 3 Week 2 (Regular preterite tense -er/-ir, city buildings vocab, prepositions of location)
Unit 3 Week 3 (Regular preterite tense, spelling-change preterite, money vocab, currency)
U2S1 study guide (affirmative tú commands, food/ingredients vocabulary)
U2S2 study guide (negative tú commands, body/illness vocab)
U2S3 study guide (Usted commands, fit/healthy vocabulary)
Unit 1 week 1 study guide
Unit 1 week 2 study guide (family vocab)
Unit 3 Week 1 (Regular preterite tense -ar, clothing/sizes vocab)
Unit 3 Week 2 (Regular preterite tense -er/-ir, city buildings vocab, prepositions of location)
Unit 3 Week 3 (Regular preterite tense, spelling-change preterite, money vocab, currency)
U2S1 study guide (affirmative tú commands, food/ingredients vocabulary)
U2S2 study guide (negative tú commands, body/illness vocab)
U2S3 study guide (Usted commands, fit/healthy vocabulary)
Unit 1 week 1 study guide
Unit 1 week 2 study guide (family vocab)
Fall Fiesta
Fall semester final project: Children's book
This week, we will be writing and producing children’s books in Spanish. The books should follow a plot, have characters and be illustrated. The books should be at least 13 pages long (not including a cover) and an illustration. Each page should have at least 20 words in Spanish. These books will be created in Google Presentations and will be embedded into a website so others can read them afterward. The Spanish should be basic, clear and understandable, and if you use words that everyone won’t know (don’t use too many!), define them at the bottom of the page.
WATCH THIS VIDEO WHERE MR. MILLER DESCRIBES THE PROJECT!
Your book should be written in the preterite tense. You should also use at least eight words from our vocabulary sections. Underline these words so they’re easily seen.
RUBRIC
60 points: Content (story is understandable, has flow, logical; images clear and illustrate the story; correct number of pages and words in each section)
60 points: Accurate Spanish (uses preterite tense and verbs are changed accurately; vocabulary usage is good/appropriate; sentences formation is good)
30 points: Presentation (overall look of book, neatness, general appearance)
SCHEDULE
MONDAY: Decide on the plot of the story, the characters and what the scene will look like and write at least the first page.
TUESDAY: Add at least three pages to your story (four total).
WEDNESDAY: Add at least three pages to your story (seven total).
THURSDAY: Add at least three pages to your story (10 total).
FRIDAY: Add the three final pages to your story (13 total).
MONDAY: Finish all 12 pages and the cover. Proofread with a partner.
TUESDAY/WEDNESDAY: Activities with each other’s books.
IR (TO GO) IN THE PRETERITE:
Yo fui = I went
Tú fuiste = You went
Él/Ella/Usted fue = He went / She went / You (pol.) went
Nosotros fuimos = We went
Ellos/Ustedes fueron = They went / You all went
***NOTE: The verb above (ir) is THE SAME AS SER (to be). So if you said "es" in the present tense, you'd say "fue" in the preterite.
TENER (TO HAVE) IN THE PRETERITE:
Yo tuve = I had
Tú tuviste = You had
Él/Ella/Usted tuvo = He had / She had / You (pol.) had
Nosotros tuvimos = We had
Ellos/Ustedes tuvieron = They had / You all had
ESTAR (TO BE) IN THE PRETERITE:
Yo estuve = I was
Tú estuviste = You were
Él/Ella/Usted estuvo = He was / She was You (pol.) were
Nosotros estuvimos = We were
Ellos/Ustedes estuvieron = They were / You all were
NOTE: Those same verb changes are used for the verb ser (to be) in the preterite, too.
View the assignment sheet for the children's book here!
WATCH THIS VIDEO WHERE MR. MILLER DESCRIBES THE PROJECT!
Your book should be written in the preterite tense. You should also use at least eight words from our vocabulary sections. Underline these words so they’re easily seen.
RUBRIC
60 points: Content (story is understandable, has flow, logical; images clear and illustrate the story; correct number of pages and words in each section)
60 points: Accurate Spanish (uses preterite tense and verbs are changed accurately; vocabulary usage is good/appropriate; sentences formation is good)
30 points: Presentation (overall look of book, neatness, general appearance)
SCHEDULE
MONDAY: Decide on the plot of the story, the characters and what the scene will look like and write at least the first page.
TUESDAY: Add at least three pages to your story (four total).
WEDNESDAY: Add at least three pages to your story (seven total).
THURSDAY: Add at least three pages to your story (10 total).
FRIDAY: Add the three final pages to your story (13 total).
MONDAY: Finish all 12 pages and the cover. Proofread with a partner.
TUESDAY/WEDNESDAY: Activities with each other’s books.
IR (TO GO) IN THE PRETERITE:
Yo fui = I went
Tú fuiste = You went
Él/Ella/Usted fue = He went / She went / You (pol.) went
Nosotros fuimos = We went
Ellos/Ustedes fueron = They went / You all went
***NOTE: The verb above (ir) is THE SAME AS SER (to be). So if you said "es" in the present tense, you'd say "fue" in the preterite.
TENER (TO HAVE) IN THE PRETERITE:
Yo tuve = I had
Tú tuviste = You had
Él/Ella/Usted tuvo = He had / She had / You (pol.) had
Nosotros tuvimos = We had
Ellos/Ustedes tuvieron = They had / You all had
ESTAR (TO BE) IN THE PRETERITE:
Yo estuve = I was
Tú estuviste = You were
Él/Ella/Usted estuvo = He was / She was You (pol.) were
Nosotros estuvimos = We were
Ellos/Ustedes estuvieron = They were / You all were
NOTE: Those same verb changes are used for the verb ser (to be) in the preterite, too.
View the assignment sheet for the children's book here!
Unit 3: ¿Qué compraste?
Unit 3 Week 1 (Regular preterite tense -ar, clothing/sizes vocab)
Unit 3 Week 2 (Regular preterite tense -er/-ir, city buildings vocab, prepositions of location)
Unit 3 Week 3 (Regular preterite tense, spelling-change preterite, money vocab, currency)
Spaleon online preterite practice
Conjuguemos online preterite practice
Day of the Dead webquest
U3S1 quiz
U3S2 quiz
Unit 3 test
(Don't open the test until we're ready to start.)
Instructions for Nov. 6:
Spanish 2 (3rd and 7th pd) -- Students should continue to work on their illustrated story presentations on Google Apps. On their presentations, they should write:
-- A story in 10 sentences, told in the first person, with each sentence using a verb ending in -car, -gar or -zar. It should be changed into the preterite (-qué, -gué, -cé endings).
-- Each sentence should have a picture found on a Creative Commons image search (search.creativecommons.org), in clip art or created on the Google Drawing.
When they’re done, they should turn their presentations in to Google Classroom (they’ll know how to do this).
If they get done, they should go to Duolingo (www.duolingo.com) or Free Rice (www.freerice.com … change the subject to Spanish) to practice Spanish in the remaining time. They can borrow headphones from me (I have a bunch in the left side middle drawer of my desk … please keep track of who has them and make sure they get returned by the end of class!) if they’re working on Duolingo (they’ll need them for some questions).
Unit 3 Week 2 (Regular preterite tense -er/-ir, city buildings vocab, prepositions of location)
Unit 3 Week 3 (Regular preterite tense, spelling-change preterite, money vocab, currency)
Spaleon online preterite practice
Conjuguemos online preterite practice
Day of the Dead webquest
U3S1 quiz
U3S2 quiz
Unit 3 test
(Don't open the test until we're ready to start.)
Instructions for Nov. 6:
Spanish 2 (3rd and 7th pd) -- Students should continue to work on their illustrated story presentations on Google Apps. On their presentations, they should write:
-- A story in 10 sentences, told in the first person, with each sentence using a verb ending in -car, -gar or -zar. It should be changed into the preterite (-qué, -gué, -cé endings).
-- Each sentence should have a picture found on a Creative Commons image search (search.creativecommons.org), in clip art or created on the Google Drawing.
When they’re done, they should turn their presentations in to Google Classroom (they’ll know how to do this).
If they get done, they should go to Duolingo (www.duolingo.com) or Free Rice (www.freerice.com … change the subject to Spanish) to practice Spanish in the remaining time. They can borrow headphones from me (I have a bunch in the left side middle drawer of my desk … please keep track of who has them and make sure they get returned by the end of class!) if they’re working on Duolingo (they’ll need them for some questions).
Movie in Spanish words form (Click here if form doesn't appear below.)
Unit 2
Activities for Monday (9/15):
1. Check out the study guide above to see how negative tú commands work and to see your new vocabulary list.
2. Consejos para vivir una vida mejor (advice for living a better life) -- After you look at it, fill out the Google Form below that says "II U2S2 Consejos para vivir una vida mejor" (Note: If the form doesn't show up on this page below the Quizlet flashcards, just click this link instead.)
3. Study Quizlet list (see below)
4. Memory hooks: Add three to this list!
If you get done early, you can continue to work on your Quizlet list or go to Duolingo to practice.
1. Check out the study guide above to see how negative tú commands work and to see your new vocabulary list.
2. Consejos para vivir una vida mejor (advice for living a better life) -- After you look at it, fill out the Google Form below that says "II U2S2 Consejos para vivir una vida mejor" (Note: If the form doesn't show up on this page below the Quizlet flashcards, just click this link instead.)
3. Study Quizlet list (see below)
4. Memory hooks: Add three to this list!
If you get done early, you can continue to work on your Quizlet list or go to Duolingo to practice.
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Instructions for Monday, Sept. 8 -- This week we start a new unit! We have a new list of vocabulary to learn -- food and ingredient vocabulary -- and we learn how to form affirmative tú commands. Tú commands are basically when you tell someone to do something. Affirmative commands are when you tell someone TO do something (as opposed to telling someone NOT to do something). Make sure to check out the study guide (the link that says "U2S1 study guide") to see all of the irregular commands so you'll know how to do them. There are a few!
Today, start off by watching the video below. Use headphones (your own if you'd like or borrow some from my jar ... if we run out, listen to the video through the computer's speakers but turn the volume down so only you can hear it). When you're done with the video, practice forming tú commands with the Conjuguemos activity (first link below right). Do it for five minutes (click "Positive only" before starting!). when you're done with that, check out the two Quizlet lists below -- one with tú commands and one with this week's vocabulary.
Instructions for Tuesday, Sept. 9 -- Time to do something with your new commands and vocabulary! Today, you'll create a Google Presentation. It needs a title slide and 8 slides after it (total of 9). The title slide needs the title "Consejos para el restaurante". (PS: That means "advice for the restaurant".) The remaining 8 slides will be you giving advice for what people should do at a restaurant. Write a sentence using an affirmative tú command in the title of each slide. At least four of them need food/ingredient vocab words. Find a picture online (use search.creativecommons.org) that illustrates each sentence.
Use affirmative tú commands in each one so you're telling your readers what to do. NOTE: DO NOT DO ANY NEGATIVE COMMANDS ... THAT MEANS DON'T TELL PEOPLE WHAT NOT TO DO ... JUST WHAT TO DO. If you use the word "no" in any of your commands, that's your first clue that it's a negative command. (i.e. "Serve the women first" is an affirmative command and is fine for this assignment ... "Don't serve the men first" is a negative command and is NOT OK for the assignment.)
Finish all of your slides by the end of class. We will turn them in using Classroom on Wednesday.
Today, start off by watching the video below. Use headphones (your own if you'd like or borrow some from my jar ... if we run out, listen to the video through the computer's speakers but turn the volume down so only you can hear it). When you're done with the video, practice forming tú commands with the Conjuguemos activity (first link below right). Do it for five minutes (click "Positive only" before starting!). when you're done with that, check out the two Quizlet lists below -- one with tú commands and one with this week's vocabulary.
Instructions for Tuesday, Sept. 9 -- Time to do something with your new commands and vocabulary! Today, you'll create a Google Presentation. It needs a title slide and 8 slides after it (total of 9). The title slide needs the title "Consejos para el restaurante". (PS: That means "advice for the restaurant".) The remaining 8 slides will be you giving advice for what people should do at a restaurant. Write a sentence using an affirmative tú command in the title of each slide. At least four of them need food/ingredient vocab words. Find a picture online (use search.creativecommons.org) that illustrates each sentence.
Use affirmative tú commands in each one so you're telling your readers what to do. NOTE: DO NOT DO ANY NEGATIVE COMMANDS ... THAT MEANS DON'T TELL PEOPLE WHAT NOT TO DO ... JUST WHAT TO DO. If you use the word "no" in any of your commands, that's your first clue that it's a negative command. (i.e. "Serve the women first" is an affirmative command and is fine for this assignment ... "Don't serve the men first" is a negative command and is NOT OK for the assignment.)
Finish all of your slides by the end of class. We will turn them in using Classroom on Wednesday.
Unit 1
*** Unit 1 week 1 study guide
¿Quién? questionnaire (Google Form)
Preassessment (Google Form)
*** Stuff we need to go over again (irregular yo, present progressive, stem changers) study guide
Irregular yo practice activity (Study Spanish)
U1 test
Unit 1 week 2 study guide (family vocab)
1. Online practice activities:
-- Present Tense: stem-changing verbs activity (Conjuguemos)
-- Present Tense: stem-changing verbs activity #2 (Conjuguemos)
-- Present Tense: stem-changing verbs practice -- all verbs (Conjuguemos)
-- Present Progressive practice activity (Study Spanish)
-- Present Progressive practice activity (Conjuguemos)
2. Write a list of memory hooks OR draw out several memory hooks (on paper or on an iPad)
3. Write a SHORT (four sentences) blog post using family vocab and stem-changing verbs. Then find other blog posts and ask/answer questions of other bloggers about their/your families.
4. Listen in as Mr. Miller asks questions using new vocabulary and stem-changing verbs. Then answer questions.
5. Practice vocabulary using Quizlet sets.
6. Watch a video below about stem-changing verbs to understand how they're done. (See the little videos under the pictures.)
7. Watch the video (immediately below this) to hear a story about a guy (Jose) and his family using family vocab and stem-changing verbs. Then write a summary of the story using stem-changing verbs and family vocabulary.
¿Quién? questionnaire (Google Form)
Preassessment (Google Form)
*** Stuff we need to go over again (irregular yo, present progressive, stem changers) study guide
Irregular yo practice activity (Study Spanish)
U1 test
Unit 1 week 2 study guide (family vocab)
1. Online practice activities:
-- Present Tense: stem-changing verbs activity (Conjuguemos)
-- Present Tense: stem-changing verbs activity #2 (Conjuguemos)
-- Present Tense: stem-changing verbs practice -- all verbs (Conjuguemos)
-- Present Progressive practice activity (Study Spanish)
-- Present Progressive practice activity (Conjuguemos)
2. Write a list of memory hooks OR draw out several memory hooks (on paper or on an iPad)
3. Write a SHORT (four sentences) blog post using family vocab and stem-changing verbs. Then find other blog posts and ask/answer questions of other bloggers about their/your families.
4. Listen in as Mr. Miller asks questions using new vocabulary and stem-changing verbs. Then answer questions.
5. Practice vocabulary using Quizlet sets.
6. Watch a video below about stem-changing verbs to understand how they're done. (See the little videos under the pictures.)
7. Watch the video (immediately below this) to hear a story about a guy (Jose) and his family using family vocab and stem-changing verbs. Then write a summary of the story using stem-changing verbs and family vocabulary.
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