Teacher: Grade: Date(s): EALRS/GLES: EALR 1: The …17+SPI.pdf · Adapted from Madelaine Hunter’s...
9
Adapted from Madelaine Hunter’s Teaching Model Teacher: Carrie Gibson Grade: 9-12 Subject: Spanish I Date(s): Jan 5-9, 2009 National Standards: In Chapter 5, students will communicate in spoken and written Spanish on the following topics listed in the chapter objectives below. Students will provide and obtain information, express opinions, and participate in conversations dealing with shopping for and ordering food. EALRS/GLES: EALR 1: The student uses listening and observation skills and strategies to gain understanding. (The receptive aspect of the communication process: listening and observing) Components : 1.1 — Uses listening and observation skills and strategies to focus attention and interpret information. 1.1.1--Applies a variety of listening strategies to accommodate the listening situation. Uses listening strategies for: enjoyment listening, active listening (GLE 1.1.2), empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation 1.2 — Understands, analyzes, synthesizes, or evaluates information from a variety of sources. 1.2.1--Evaluates effectiveness of and creates a personal response to visual and auditory information. Compares literal and implicit meaning to respond to a statement. Constructs personal meaning from visual and auditory information Objectives: In Chapter 5, the student will • order food or a beverage at a café. • identify some food. • shop for food. • talk about activities. • talk about differences between eating habits in the United States and in the Spanish speaking world. Recommended for Study: Palabras 1: http://www.quia.com/jg/56953.html Palabras 2: http://www.quia.com/jg/56955.html GRAMMAR REVIEW: http://www.studyspanish.com/lessons/regverb1.htm And http://www.studyspanish.com/lessons/regverb2.htm and http://www.studyspanish.com/lessons/regverb3.htm VERB DRILLS: http://www.studyspanish.com/verbs/lessons/juster.htm and http://www.studyspanish.com/verbs/lessons/justir.htm and http://www.studyspanish.com/verbs/lessons/pireg.htm Assignments:
Transcript of Teacher: Grade: Date(s): EALRS/GLES: EALR 1: The …17+SPI.pdf · Adapted from Madelaine Hunter’s...
Adapted from Madelaine Hunter’s Teaching Model
Teacher: Carrie Gibson Grade: 9-12
Subject: Spanish I Date(s): Jan 5-9, 2009
National Standards: In Chapter 5, students will communicate in spoken and written Spanish
on the following topics listed in the chapter objectives below. Students will provide and obtain
information, express opinions, and participate in conversations dealing with shopping for and
ordering food.
EALRS/GLES: EALR 1: The student uses listening and observation skills and strategies to gain
understanding. (The receptive aspect of the communication process: listening and observing)
Components:
1.1 — Uses listening and observation skills and strategies to focus attention and interpret
information.
1.1.1--Applies a variety of listening strategies to accommodate the listening situation.
Uses listening strategies for: enjoyment listening, active listening (GLE 1.1.2),
empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation
1.2 — Understands, analyzes, synthesizes, or evaluates information from a variety of sources.
1.2.1--Evaluates effectiveness of and creates a personal response to visual and auditory
information.
Compares literal and implicit meaning to respond to a statement.
Constructs personal meaning from visual and auditory information
Objectives: In Chapter 5, the student will
• order food or a beverage at a café.
• identify some food.
• shop for food.
• talk about activities.
• talk about differences between eating habits in the United States and in
the Spanish speaking world.
Recommended for Study: Palabras 1: http://www.quia.com/jg/56953.html
Palabras 2: http://www.quia.com/jg/56955.html
GRAMMAR REVIEW: http://www.studyspanish.com/lessons/regverb1.htm
And http://www.studyspanish.com/lessons/regverb2.htm and
http://www.studyspanish.com/lessons/regverb3.htm
VERB DRILLS: http://www.studyspanish.com/verbs/lessons/juster.htm and
http://www.studyspanish.com/verbs/lessons/justir.htm and
http://www.studyspanish.com/verbs/lessons/pireg.htm
Assignments:
Adapted from Madelaine Hunter’s Teaching Model
Monday: Handout: Practica Con Verbos, Verb Chart ER/IR Verbs due
tomorrow. Recommended for practice: http://www.spanish.bz/verbs.htm
QUIZZES Friday!
Tuesday: WKBK, Act. A–G, pp. 53–55. WKBK, Mi autobiografía, p. 56. Due
tomorrow.
Wednesday: Capítulo 5, (Proficiency Test); (Speaking Test).
Thursday: Situation Cards, Capítulo 5. Create a role play to present
Monday. Quiz tomorrow.
Friday: Class meets in the library to take online quizzes. Participation due.
Reminder: Chapter Test Tuesday.
Recommended for study:
GRAMMAR REVIEW: http://www.studyspanish.com/lessons/regverb1.htm
http://www.studyspanish.com/lessons/regverb2.htm
http://www.studyspanish.com/lessons/regverb3.htm
VERB DRILLS: http://www.studyspanish.com/verbs/lessons/juster.htm
http://www.studyspanish.com/verbs/lessons/justir.htm
http://www.studyspanish.com/verbs/lessons/pireg.htm
Lesson Plans:
BRR: Bell Ringer Review
TWE: Teacher’s Wraparound Edition
CQ: Chapter Quizzes
STM: Student Tape Manual
WKBK: Workbook
Monday, el 5 de enero
FOCUS
____ Update agenda. BRR: Chapter 5 Magic Number Squares Verbs
____ Slap Game to review vocabulary.
____ Dice Game to review verbs.
____ TWE, Actividad escrita A, p. 155. (Cafetería o café)
____ Handout: Practica Con Verbos, Verb Chart ER/IR Verbs
Tuesday
FOCUS
____ Go over any homework assignments.
____ TWE, BRR. Dictado.
____ Use Communication Transparency C–5 to review the chapter.
____ Conversation.
TEACH
____ TWE, Teaching Pronunciation, A–B, p. 147. Use STM, Actividad F, p. 56
(Cassette 4A/CD–3) and Pronunciation Transparency P–5 to practice
Adapted from Madelaine Hunter’s Teaching Model
pronunciation.
____ Review using STM Actividades. Finish and hand in.
____ TWE, Teaching the Reading, En un café en Madrid, pp. 148–149.
____ TWE, Después de leer A–B, p. 149.
____ Finish or review any activities from Culminación, TWE, pp. 154–155.
____ WKBK, Act. A–G, pp. 53–55. WKBK, Mi autobiografía, p. 56. Due
tomorrow.
Wednesday, LATE START
____ TWE, Lectura opcional 1, p. 150. Hand in WKBK.
____ TWE, Conexiones, Las matemáticas, pp. 152–153 with partner.
ASSESS
____ Testing Program, Capítulo 5, (Proficiency Test); (Speaking Test).
Thursday
FOCUS
____ Go over any homework assignments.
____ TWE, BRR, p. 148.
____ Speaking Test in groups of 3. Rotate the role of Interviewer,
Interviewer, and Evaluator.
____ TWE, Tecnotur, Video A–B, p. 157.
ENRICHMENT / EXPANSION
____ TWE, Learning from Photos, p. 148.
____ TWE, Learning From Photos, p. 150.
____ TWE, Lectura opcional 2, p. 151.
____ TWE, Informal Assessment, p. 151.
____ TWE, Learning From Photos, p. 151.
CLOSE
____ TWE, Juego, p. 154.
____ Situation Cards, Capítulo 5. Have students practice with a partner.
These situations may be practiced, then used as a part of formal
evaluation for the chapter test. Present Monday.
Friday—CLASS MEETS IN LIBRARY
FOCUS
____ Practice with online quizzes for 10 minutes. Do not send. Take quizzes
for grade. Record and send.
____ www.conjuguemos.com, 1. PRESENT TENSE: regular verbs, 10 minutes, record
and send.
____ If time allows, take practice quiz online.
____ Participation Due
____ Reminder: Chapter Test Tuesday.
Adapted from Madelaine Hunter’s Teaching Model
Monday
____ Summarize the formation of -er and -ir verbs.
____ Have team competitions using erasable slates or verb drill sheets to
conjugate the verbs. Reward winning team with pesos or other prizes.
ENRICHMENT / EXPANSION
____ Present Role Plays
CLOSE
____ TWE, Writing Strategy, p. 155.
Tuesday, el 16 de enero
____ Maratón mental Videoquiz.
ASSESS
____ Testing Program, Capítulo 5
Adapted from Madelaine Hunter’s Teaching Model
CHAPTER 5.doc
Adapted from Madelaine Hunter’s Teaching Model
La comida
Las frutas
las uvas el melón el durazno La pera la piña
la ananá
el limón
la sandía la manzana la banana,
el plátano
la cereza las fresas,
las frutillas
la naranja
Las verduras, los vegetales
los frijoles el aguacate la pimienta la zanahoría el apio el elote,
El choclo
Adapted from Madelaine Hunter’s Teaching Model
el trigo El tomate la lechuga la aceituna la cebolla la papa
El coliflor
el ajo el cacahuete,
el maní
la calabaza los guisantes el champiñón
La carne y los mariscos (el atún = tuna, los camarones = shrimp, las almejas = clams)
el biftec
la carne de res
el cerdo el pollo el pescado la langosta el cangrejo
Las bebidas
el café el jugo de
naranja
El batido,
El liquado
la leche la gaseosa
el refresco
la limonada
Adapted from Madelaine Hunter’s Teaching Model
el té el agua
purificada Los
cereales
el arroz el cereal el pan rallado
el pan el queso la mantequilla
la manteca
los huevos el yogur el cátsup
la pimiento, el
sal
la mostaza Los dulces el helado las galletas la torta
el pastel
la ensalada la sopa la salchicha la pizza la hamburguesa las papas fritas
Adapted from Madelaine Hunter’s Teaching Model
los espaguetís El sándwich
El bocadillo Las
comidas
el desayuno el almuerzo la cena
Useful Verbs comer = to eat
beber = to drink leer = to read ver = to see
vender = to sell atender = to assist
vivir = to live escribir = to write
En el café el mesero/el camarero = the waiter
el menu = the menu la orden/la pedida = the order
la cuenta = the bill la propina = the tip
libre = free
Shopping for food el mercado = the market
el supermercado = the supermarket una lata = can
un paquete = a package una bolsa = bag
congelado = frozen
