8th Grade MYP Spanish lessons (2014-2015)
Class Syllabus: Click HERE
Class rubrics: Click HERE
Review Unit: Introducing and talking about yourself
Class Syllabus: Click HERE
Class rubrics: Click HERE
Review Unit: Introducing and talking about yourself
Power Point 1: Introducing yourself
introducing_yourself_power_point_1.pptxDownload File
Word document # 1: Preguntas sobre mí
preguntas_sobre_mi.docDownload File
Word document #2: Preguntas y respuestas de sobre Carlos y María
preguntas_y_respuestas_sobre_carlos_y_maria.docDownload File
Power Point # 2: Usos de (SER)
verbo_ser.pptxDownload File
Word document # 3: ejercicios de SER y ESTAR
ser_y_estar_ejercicios_y_respuestas.doc Download File
Word document # 4: Worksheet on the verb (SER)ser_-_worksheet.docx Download File
Word document # 5: Worksheet on the verb (ESTAR)estar_-_worksheet.docx Download File
PDF document # 1: Additional practice of the verb SERworksheet_ser_spanish.pdf Download File
PDF document # 2: Additional practice on verb SER and ESTARspanish_ser_estar_worksheet.pdf Download File
Video # 1: Greetings and introductions
introducing_yourself_power_point_1.pptxDownload File
Word document # 1: Preguntas sobre mí
preguntas_sobre_mi.docDownload File
Word document #2: Preguntas y respuestas de sobre Carlos y María
preguntas_y_respuestas_sobre_carlos_y_maria.docDownload File
Power Point # 2: Usos de (SER)
verbo_ser.pptxDownload File
Word document # 3: ejercicios de SER y ESTAR
ser_y_estar_ejercicios_y_respuestas.doc Download File
Word document # 4: Worksheet on the verb (SER)ser_-_worksheet.docx Download File
Word document # 5: Worksheet on the verb (ESTAR)estar_-_worksheet.docx Download File
PDF document # 1: Additional practice of the verb SERworksheet_ser_spanish.pdf Download File
PDF document # 2: Additional practice on verb SER and ESTARspanish_ser_estar_worksheet.pdf Download File
Video # 1: Greetings and introductions
Video # 2: Introducing yourself(Greetings, your name, where you are from, and age.)
TASKS
1) Watch Video # 1: Observe how people greet each other. Discuss with your partner how the way people greet in the video differ from how you greet people in your country. Watch Video # 2 and listen to how these people introduce themselves and say their name, where they are from, and their age.
2) Power Point # 1: Read about Carlos in slide # 3, and answer the questions about the reading. Get peer feedback once done.
3) Power Point # 1: Read about Maria in slide # 4, and answer the questions about the reading. Get peer feedback once done.
4) Word document # 2: Check your answers to the questions about the readings on Carlos and Maria.
5) Review the vocabulary/expressions on slides # 5 & # 6.
6) Review grammar guide.
7) Power Point # 1: (Reading Practice) Follow instructions on slide # 12.
8) Word document # 1: Answer the questions about you. Get peer feedback once done.
9) Power Point # 2: Review the uses of the verb (Ser).
10) Word document # 4 : Worksheet on the verb (SER)
11) Power Point # 3: Review the uses of the verb (ESTAR)
12) Word document # 5: Worksheet on the verb (ESTAR)
13) Word document # 3: Exercises about (Ser) and (Estar) on page # 1. Check your answers on page # 3.
14) Power Point # 1: Write a paragraph about you. Follow the instructions on slide # 16.
15) Short skit: Do a short skit with your partner. Both partners need to write their own dialogue on a Google Doc and share them with Mr. Fernando. The dialogue needs to include the following:
greetings,
say good morning,
ask how each other is doing,
say your name and ask the other persons name,
ask each others age, ask each others birthday,
ask what country your partner is from,
ask what city your partner is from,
ask what is the favorite subject of your partner and why,
ask your partner for his/her favorite hobby/sport,
ask your partner for his/her favorite food,
say it was a pleasure to meet each other,
say bye.
After you finish writing your dialogue, let me check it. Once I have revised it, practice your skit several times so you feel confident to present in front of the teacher. Before you present, let me observe your skit so I may make final suggestions and corrections with respect to pronunciation and intonation.
17) Power Point #4: Review other uses of the verb (ESTAR)
18) PDF document # 1: Additional practice on verb SER
19) PDF document # 2: Additional practice on verb SER and ESTAR.
1) Watch Video # 1: Observe how people greet each other. Discuss with your partner how the way people greet in the video differ from how you greet people in your country. Watch Video # 2 and listen to how these people introduce themselves and say their name, where they are from, and their age.
2) Power Point # 1: Read about Carlos in slide # 3, and answer the questions about the reading. Get peer feedback once done.
3) Power Point # 1: Read about Maria in slide # 4, and answer the questions about the reading. Get peer feedback once done.
4) Word document # 2: Check your answers to the questions about the readings on Carlos and Maria.
5) Review the vocabulary/expressions on slides # 5 & # 6.
6) Review grammar guide.
7) Power Point # 1: (Reading Practice) Follow instructions on slide # 12.
8) Word document # 1: Answer the questions about you. Get peer feedback once done.
9) Power Point # 2: Review the uses of the verb (Ser).
10) Word document # 4 : Worksheet on the verb (SER)
11) Power Point # 3: Review the uses of the verb (ESTAR)
12) Word document # 5: Worksheet on the verb (ESTAR)
13) Word document # 3: Exercises about (Ser) and (Estar) on page # 1. Check your answers on page # 3.
14) Power Point # 1: Write a paragraph about you. Follow the instructions on slide # 16.
15) Short skit: Do a short skit with your partner. Both partners need to write their own dialogue on a Google Doc and share them with Mr. Fernando. The dialogue needs to include the following:
greetings,
say good morning,
ask how each other is doing,
say your name and ask the other persons name,
ask each others age, ask each others birthday,
ask what country your partner is from,
ask what city your partner is from,
ask what is the favorite subject of your partner and why,
ask your partner for his/her favorite hobby/sport,
ask your partner for his/her favorite food,
say it was a pleasure to meet each other,
say bye.
After you finish writing your dialogue, let me check it. Once I have revised it, practice your skit several times so you feel confident to present in front of the teacher. Before you present, let me observe your skit so I may make final suggestions and corrections with respect to pronunciation and intonation.
17) Power Point #4: Review other uses of the verb (ESTAR)
18) PDF document # 1: Additional practice on verb SER
19) PDF document # 2: Additional practice on verb SER and ESTAR.
Unit # 1: Shopping for clothing, accessories, and other things
Topic # 1: Talking about clothes
Students will be able to: Say what they and others are wearing
Talk about clothes and accessories that you like, prefer, don't like and whyPower Point # 1: Ropa y accesorios
clothing_and_accessories_2.pptxDownload File
Lesson outline:
Objectives: students will be able to
1. ask and say how much something cost.
2. compare prices and say that something is more expensive or inexpensive.
3. ask if they can try something on.
4. ask if something suits them and say how something looks
Power Point # 1: Going shopping for clothes and accessories
going_shopping.pptxDownload File
Word document # 1: Skit (Shopping for clothing). Instructions.going_shopping_skit.docx Download File
Lesson outline:
Topic # 3: What are you going to wear?
Objectives: students will be able to ask what someone is going to wear to a special event.
Power Point # 1: What are you going to wear for the party?what_are_you_going_to_wear.pptxDownload File
Lesson outline:
Students will be able to talk about how does native culture, foreign culture, and the conditions in the natural environment influence the type of clothe we wear with respect to its function, fabric, color, style, etc.
Topic # 1: Talking about clothes
Students will be able to: Say what they and others are wearing
Talk about clothes and accessories that you like, prefer, don't like and whyPower Point # 1: Ropa y accesorios
clothing_and_accessories_2.pptxDownload File
Lesson outline:
- Lesson outline:
- Assessments: you will have a grammar/vocabulary test and a written or oral assessment after the Chousak holidays. We will decide in class the exact date and type of test. The topic of the assessments is: Introducing yourself.
- PP # 1: slide 2 - 41. Here you will review a variety of clothing and accessories. Class ended. HW: Study slides 2-41 in PP # 1 (Vocabulary on clothing and accessories)
- Review slides 2 -41. Warm up game using soccer ball.
- PP # 1: slides 42 -43. Verb LLEVAR (to wear/to have on) Class ended. HW: do steps 5 - 7.
- (Review steps 5 -7)PP # 1: Slides 44-45. Using GUSTAR to express that you like something.
- PP # 1: Slide 46. Types o clothing depending on the occasion.
- PP # 1: Slides 47 - 48. Colors and clothing.
- PP # 1: Slide 49, (these, that, these, and those). Here you will learn how to refer to objects that are next to you, near you, and far away from you.
- PP # 1: Slide 49. Practice with your partner and say that you like or don't like the article of clothing according to how far away it is from you.
Objectives: students will be able to
1. ask and say how much something cost.
2. compare prices and say that something is more expensive or inexpensive.
3. ask if they can try something on.
4. ask if something suits them and say how something looks
Power Point # 1: Going shopping for clothes and accessories
going_shopping.pptxDownload File
Word document # 1: Skit (Shopping for clothing). Instructions.going_shopping_skit.docx Download File
Lesson outline:
- PP # 1: slides 1-8. Here we will learn how to say how much something costs in different ways.
- PP # 1: slide 9 . Here we will learn to compare prices and to say that one product is more expensive or cheaper (inexpensive) than another product.
- PP # 1: slide 10 . Here you will practice with your partner and compare the prices of different articles of clothing.
- PP # 1: slide 10 . Here we will practice as a whole class and compare the prices of different articles of clothing.
- PP#1: Slide 11. Here we will read a dialogue that uses several of the expressions that we have just learned about shopping for clothe. In addition, we will learn the expression: May I try this on?
- PP#1: Slides 12-17. Here we will learn how to say that clothes fit well, that an article of clothing is too big or too small, and that an article of clothing looks awful.
- PP#1: Slide 18. Here you will practice with your partner and talk about how clothe fit. Ask each other questions about the different pictures.
- Word document # 1: Skit (Shopping for clothing) Please read this document thoroughly to understand the nature and requirements of the skit you need to do in this clothing unit.
- Continue working on your skit (Shopping for clothing)
- Continue rehearsing your skit (shopping for clothing.)
- Final rehearsal of skit (shopping for clothing) before the presentation onWednesday October 16.
- Skit (Shopping for clothing) presentation.
- viernes 18 de diciembre
Topic # 3: What are you going to wear?
Objectives: students will be able to ask what someone is going to wear to a special event.
- say what they are going to wear to a special event.
- describe clothes and accessories.
- ask and say where certain items may be bought.
- say who they are buying certain items for.
Power Point # 1: What are you going to wear for the party?what_are_you_going_to_wear.pptxDownload File
Lesson outline:
- Power Point # 1: What are you going to wear for the party. (Slides 1-10) In these slides we are going to review how to say what your are going to wear for a special event, how to describe clothes and accessories, how to say where certain accessories are bought, and how to say who you are buying items for. We will review these slides as a whole class.
- Power Point # 1: What are you going to wear for the party. (Slides 1-10). Your task is to practice the dialogue with a partner. Remember to switch roles.
- Your task: your task is to do a Power Point presentation. This Power Point should be done individually and it needs to have the following: 1) 10 Slides (With an introduction slide: it needs a title, picture, and a very short introduction to your story. So, you need 11 slides in total.) 2) Each slide needs the images of two characters. 3) Each character image will be speaking their parts 4) the content of the script needs to reflect objectives 1-4 (Look at the objectives under Topic # 3: What are you going to wear. 5) Your story should have a surprise ending 6) You need to record the voice of what your characters are saying on each slide. So, each slide needs to have an icon of a little speaker. When someone clicks on the play button, they will be able to hear your voice as your read the lines of each character.
- present your Power Point clothing to the class.
- finish Power Point clothing presentations to the class.
Students will be able to talk about how does native culture, foreign culture, and the conditions in the natural environment influence the type of clothe we wear with respect to its function, fabric, color, style, etc.
Power Point # 1: Chile y sus costumbresropa_tipica_paises_de_habla_hispana.pptxDownload File
Lesson outline:
Unit # 2: Food
Topic # 1: Talking about what you like and don't like to eat
Students will be able to say what they eat and don't eat, ask someone what they like to eat, say what foods they prefer, love, and hate to eat, ask someone what is their favorite dish, and say at what time meals are
Lesson outline:
- PP # 1: Chile y sus costumbres (Slide 1) Here we are going to watch a promotional video about Chile. After we see the video, go back and revise the video with your partner and observe in detail all the activities you can do when you visit Chile. Then do the Power Point to present your findings. Read the instructions in Slide # 1.
- PP # 1: Chile y sus costumbres (Slide # 1) Continue working on your Power Point about Chile.
- present our Power Points about the activities you can do in Chile.
- Part 1: You need to be able to write the meaning in Spanish of the clothes and accessories vocabulay found in slides 3- 41 in Power Point # 1: Ropa y accesorios. Part 2: You need to write a short dialogue about someone shopping at a store to buy clothes. This dialogue needs to include the following: 1) Greetings 2) The salesperson ask the customer what he needs. 3) The customer says that he needs one item of clothing(name the clothe) , the size, and color. 4) The sales person asks if he/she likes the item of clothing. 5) The customer says that he loves it and if he may try it on. 6) The salesperson says yes 7) The customer asks the salesperson how the item of clothing fit 8) The salesperson says the item of clothing fits very well. 9) the customer says thank you and asks how much it costs 10) The salesperson says the price and asks the customer if he/she will buy it 11) The customer says yes and says that he will pay with a credit card 12) The salesperson says that credit cards is fine and says thank you. 13) Both the salesperson and the customer say goodbye.
- Today we will present through a Power Point one activity we would love to do in Chile and three reasons why, and one activity we would hate to do in Chile and three reasons why.
- PP # 1: Chile y sus costumbres (Slide # 2 - 9) Today we will continue studying more about Chiles traditions and customs.
- PP # 1: Chile y sus costumbres (Slide # 8 - 9) Today we will continue studying more about Chiles traditions and customs
- End of Unit Project: For this project you will need to research on one (1) Typical clothe on the country you have chosen. You need to research on the typical clothe a man wears and the typical clothes a woman wears. You need to investigate about the following: 1) the different colors the clothe have and why they have these types of color, the design the clothes have and why it is designed this way, the material the clothe is made of and why it is used, the different textures of the material used, how the clothe is made and why it is made that way, in what occasions and why these clothes are worn. Talk about a celebration or typical dance when the clothes are worn.
- take our written assessment on clothing.
- continue working on your End of Unit project about typical clothing from the country you have chosen.
- 1)Continue working on your project (Presentations will start Friday January the 10th). 2) If you are done, practice for your presentation. You may with a Partner if you wish. 3) If your are fully ready to present, you need to prepare to talk for 2 minutes about the typical clothes of the country you chose. Among other things, you need to talk about the history and cultural importance of the clothe, its design, its color, its texture, and when it's used for (celebrations).
- present out country typical clothing project to the class.
- we will finish with Maya's and Eric's presentation. After the presentations, you will do the following in yourWOW Art Sketch Book: 1) Draw and color the two typical types of clothes for male and female. Make sure you label the name of the clothe in general and then label the different parts of the clothe (for male and female) with their correct Spanish names. 2) Draw part of the typical male and female clothing but Zoom in and show details. These details should clearly illustrate texture, material, type of design, and color (label all these in Spanish.) These drawings need to be very well done as they are part of your art component.
Unit # 2: Food
Topic # 1: Talking about what you like and don't like to eat
Students will be able to say what they eat and don't eat, ask someone what they like to eat, say what foods they prefer, love, and hate to eat, ask someone what is their favorite dish, and say at what time meals are
Lesson outline:
Word document # 1: Questions about your food research
You need to be able to answer the following questions about thefoods you are researching about.
1.Dime el nombre de cinco frutas.
2. ¿Cuál es tu fruta favorita y por qué?
3. ¿Qué fruta no te gusta y por qué?
4.Dime el nombre de cinco vegetales.
5.¿Cuál es tu vegetal favorito y por qué?
6.¿Qué vegetal no te gusta y por qué?
7.Dime el nombre de cuatro quesos.
8.¿Cuál es tu queso favorito y por qué?
9.¿Qué queso no te gusta y por qué?
10.Dime el nombre de cinco carnes.
11.¿Cuál es tu carne favorito y por qué?
12.¿Qué carne no te gusta y por qué?
13.Dime el nombre cinco frutos del mar.
14.¿Cuál es el fruto de mar que más te gusta y por qué?
15.¿Cuál es el fruto de mar que no te gusta y por qué?
16.Dime el nombre de cuatro sopas.
17.¿Cuáles es tu sopa favorita y por qué?
18.¿Qué sopa no te gusta y por qué?
19.Dime el nombre de de cinco bebidas.
20.¿Cuál es tu bebida favorita y por qué?
21. ¿Qué bebida no te gusta y por qué?
22.Dime el nombre de cuatro postres?
22. ¿Cuál es tu postre favorito y por qué?
23. ¿Qué postre no te gusta y por qué?
24. Dime el nombre de 4 platos (dishes).
25. ¿Cuál es tu plato favorito y por qué?
26. ¿Qué plato no te gusta y por qué?
27. Dime los ingredientes de tu plato (dish) favorito y su país de origen.
- start a Power Point/Prezi notebook about food. This notebook is important because you will use it to study. In this notebook, I need for you to include the following: 1) 10 images of fruits and their Spanish names 2) 10 images of vegetables and their Spanish names 3) 6 images of different types of cheese and their Spanish names 4) 10 images of different meat and their Spanish name (this could be meat from animals with 4 legs or birds) 5) 6 images of different types of seafood and their Spanish names 6) 6 images of different types of grains and their Spanish names 7) 10 images of different types of dishes and their names 8) 6 images of different types of desserts and their Spanish names 9) 10 images of different types of drinks and their names 10) For each image, you also need to include if you like/love the food/drink, if you don't like/hate the food/drink, and if it is one of your favorite foods/drinks 11) For each image under the dishes category, please mention from what country each dish originated, also pick your favorite dish and list what ingredients the dish has. Then link a YouTube video to your favorite dish image. The video has to be related to your dish and it should not be more than 5-6 minuteslong. 12) Include a cover slide for the Power Point/Prezi notebook.
- As you continue working on your Power Point notebook, make sure you are able to answer specific questions about the different foods you have been researching. The questions are in the Word document # 1: Questions about your food research. Thus, when the oral assessment comes along, I will be asking questions from the list of (27) questions you see in the word document to your left. Since you don't know which questions I will ask you, you need to be able to answer all of them. So, if you are done with your Power Point notebook task, your next task is to answer these questions in written form in your notebook or computer. Also, make sure you answer these questions in complete sentences. In the oral evaluation, you need to answer in complete sentences.
- pulling you aside to see how your are doing with the 27 questions on Word document # 1.
- practicing food vocabulary through a bingo game.
- Our next task is to do a skit related to eating out at a restaurant. For starters, you need to get into groups of three. Then, individually, you need to watch videos #1 and #2and take notes on the type of vocabulary and expressions used when a person is eating at a restaurant. Together, let's decide what type of expressions and vocabulary we should use in our skits. Your skit may have a humorous or dramatic twist to it. Your group should decide. Furthermore, depending on your skit, you need to have theappropriate props to use in your skit. As usual, you should save your script in Google drive so every member in your group has access to it. Moreover, everyone should have equal participation in the skit and the work that is being done.
- Continue working on your restaurant skit. Today, Wednesday, let's decide on the expressions and vocabulary we need to use in our skit.
- During this time you will be working on your WOW project.
- Now that the WOW project is over, we can focus on our restaurant skit. Today we will choose the date of the presentation. We may present Friday April 18th (4 days to practice) or Wednesday April 23 (5 days to practice).
- Continue working on restaurant skit.
- present your restaurant skits to the class. You need to know your lines by heart. However, you must have the script with you just in case you forget a word or two, and remember to have your props.
- Work on the WHAT IF ... skits
- your tasks are the following: 1) Write a paragraph (150 words minimum) using Visual Prompt # 1 or # 2 (You chose). Make sure the paragraph has an introduction sentence, a body, aconclusion, and transition words (y, primero, segundo, después, luego, también, adicionalmente, finalmente, etc.) Do your paragraph in yournotebook (no computer) and do not use Google translate. Use the big dictionaries on the shelfs. Finally, make sure you double space your paragraph. If it is not double spaced, you will need to repeat it. 2) If you get done with your paragraph, review the 27 questions on Worddocument # 1 right above the restaurant videos. This will start getting you ready for our next written test. Make sure your are able to answer these questions verbally.
Word document # 1: Questions about your food research
You need to be able to answer the following questions about thefoods you are researching about.
1.Dime el nombre de cinco frutas.
2. ¿Cuál es tu fruta favorita y por qué?
3. ¿Qué fruta no te gusta y por qué?
4.Dime el nombre de cinco vegetales.
5.¿Cuál es tu vegetal favorito y por qué?
6.¿Qué vegetal no te gusta y por qué?
7.Dime el nombre de cuatro quesos.
8.¿Cuál es tu queso favorito y por qué?
9.¿Qué queso no te gusta y por qué?
10.Dime el nombre de cinco carnes.
11.¿Cuál es tu carne favorito y por qué?
12.¿Qué carne no te gusta y por qué?
13.Dime el nombre cinco frutos del mar.
14.¿Cuál es el fruto de mar que más te gusta y por qué?
15.¿Cuál es el fruto de mar que no te gusta y por qué?
16.Dime el nombre de cuatro sopas.
17.¿Cuáles es tu sopa favorita y por qué?
18.¿Qué sopa no te gusta y por qué?
19.Dime el nombre de de cinco bebidas.
20.¿Cuál es tu bebida favorita y por qué?
21. ¿Qué bebida no te gusta y por qué?
22.Dime el nombre de cuatro postres?
22. ¿Cuál es tu postre favorito y por qué?
23. ¿Qué postre no te gusta y por qué?
24. Dime el nombre de 4 platos (dishes).
25. ¿Cuál es tu plato favorito y por qué?
26. ¿Qué plato no te gusta y por qué?
27. Dime los ingredientes de tu plato (dish) favorito y su país de origen.
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1) You need to answer in written form the 27 questions. Do this in a Word document and put it in Google Drive and share it with me. Your document needs to have the 27 questions and below each questions you need to have your answers in simple but completesentences. As write the answers to each question, let your partner read your answers so he/she may give youinput on wether the sentence is complete or not or check for any spelling/grammar mistakes.
1) Read the two (2) texts below as you listen to the audio for each text (Bares y tapas españoles y La Comida Mediterránea). After you listen to the audios, look up any vocabulary or grammar structures you don't understand in the big dictionaries in the class shelves. DO NOT USE GOOGLE TRANSLATE. I recommend you work with a partner and distribute the search for the vocabulary and grammar structures. Make sure you keep your notes about the meaning of each text in a safe place so you may use it later for reference. After you finish looking up all words and grammar, discuss the whole meaning of the text with your partner. 2) Write 4 questions for each text so another student other than your partner may answer them. Write your 4 questions in a Word document andshare it with another student (not your partner). Each one of you is responsible for answering the questions shared with you by the person who wrote the questions. Important: Make sure your questions ARE NOT yes and no questions. Make them doable but challenging.
Bares y Tapas Españoles
Algo que los extranjeros tienen que tener claro es que la mayoría de los bares son también restaurantes, y viceversa. Se usan como puntos de encuentro, establecimientos sociales, lugares de juegos, para ver partidos de fútbol, para charlar, tomar café, beber, comer, salir de fiesta, cualquier otra excusa es buena, lo que explica porqué hay tantos. Un bar típico tendrá una buena variedad de “pinchos” o “tapas” (pequeñas porciones de comida) que varían de una región a otra y a menudo van incluidas en el precio de la bebida. Igual que los restaurantes, muchos de los bares también ofrecen menús diarios (3 platos a un precio fijo), platos combinados (un plato con alimentos variados) y raciones, que se suelen compartir en grupo para comer o cenar. Por supuesto que otra opción muy frecuente es la de ir de pinchos, que consiste en ir de un bar a otro disfrutando de diferentes tapas en cada uno de los bares.
Audio # 2: La Cocina Mediterránea
La Cocina Mediterránea
La cocina que te puedes encontrar puede ser sorprendente para algunos y el paraiso terrenal para otros. Aunque hay un adjetivo que define con seguridad la mayoría de los platos: “mediterránea”. Los españoles están orgullosos de su dieta mediterránea y muchas veces piensan que tienen la mejor y más saludable gastronomía mediterránea del mundo. La cocina mediterránea se caracteriza por tener abundancia de ingredientes en sus platos, basados en frutas, verduras y legumbres, así como pan, pasta, arroz, frutos secos (nueces, semillas de girasol, etc), aceite de oliva extra virgen, ajo, pescado, marisco, aves de corral, carnes, queso y yogourt, y por supuesto vino. Esta dieta rica y saludable, que tradicionalmente se encuentra en los países del Mediterráneo, se considera la más saludable del mundo.
begin a small project that will last two to three days. You will be part of a general group of about 5 people and part of an expert group of about 3 people.
The main objective of your task is to go to your expert group and look at a video that will talk about a specific Spanish recipe. In your expert group, you will become an authority on that specific recipe and make a Power Point presentation about the recipe. Next, you will go back to your general group and share what you learned about the recipe using your Power Point/Prezi presentation. Finally, all members of the general group need to write one thing they liked and one thing they did not like about the recipe they heard on a piece of paper.
When you are seated in your general group, you will be assigned a number between 1-5. After you have your number, your teacher will dismiss you to your specific expert groups. All students who have the same numberassigned to them will sit together. So, all 1s sit together, all 2s sit together, etc.
What to do once you are in your expert group
Once you are in your expert group, you will listen to the video and help each other clarify meaning, expressions, and vocabulary. Once the meaning is clear for all members in the expert group, you all need to collaborate and make a Power Point/Prezi presentation about the recipe. You will need to share this presentation with each other in the expert group. Once the presentation is done and you feel knowledgeable about the information, you will use the presentation to go back to your general group and share what you learned about the recipe.
Below, you need to watch the video that has the number you have been assigned. (The number of your expert group)
1) Read the two (2) texts below as you listen to the audio for each text (Bares y tapas españoles y La Comida Mediterránea). After you listen to the audios, look up any vocabulary or grammar structures you don't understand in the big dictionaries in the class shelves. DO NOT USE GOOGLE TRANSLATE. I recommend you work with a partner and distribute the search for the vocabulary and grammar structures. Make sure you keep your notes about the meaning of each text in a safe place so you may use it later for reference. After you finish looking up all words and grammar, discuss the whole meaning of the text with your partner. 2) Write 4 questions for each text so another student other than your partner may answer them. Write your 4 questions in a Word document andshare it with another student (not your partner). Each one of you is responsible for answering the questions shared with you by the person who wrote the questions. Important: Make sure your questions ARE NOT yes and no questions. Make them doable but challenging.
Bares y Tapas Españoles
Algo que los extranjeros tienen que tener claro es que la mayoría de los bares son también restaurantes, y viceversa. Se usan como puntos de encuentro, establecimientos sociales, lugares de juegos, para ver partidos de fútbol, para charlar, tomar café, beber, comer, salir de fiesta, cualquier otra excusa es buena, lo que explica porqué hay tantos. Un bar típico tendrá una buena variedad de “pinchos” o “tapas” (pequeñas porciones de comida) que varían de una región a otra y a menudo van incluidas en el precio de la bebida. Igual que los restaurantes, muchos de los bares también ofrecen menús diarios (3 platos a un precio fijo), platos combinados (un plato con alimentos variados) y raciones, que se suelen compartir en grupo para comer o cenar. Por supuesto que otra opción muy frecuente es la de ir de pinchos, que consiste en ir de un bar a otro disfrutando de diferentes tapas en cada uno de los bares.
Audio # 2: La Cocina Mediterránea
La Cocina Mediterránea
La cocina que te puedes encontrar puede ser sorprendente para algunos y el paraiso terrenal para otros. Aunque hay un adjetivo que define con seguridad la mayoría de los platos: “mediterránea”. Los españoles están orgullosos de su dieta mediterránea y muchas veces piensan que tienen la mejor y más saludable gastronomía mediterránea del mundo. La cocina mediterránea se caracteriza por tener abundancia de ingredientes en sus platos, basados en frutas, verduras y legumbres, así como pan, pasta, arroz, frutos secos (nueces, semillas de girasol, etc), aceite de oliva extra virgen, ajo, pescado, marisco, aves de corral, carnes, queso y yogourt, y por supuesto vino. Esta dieta rica y saludable, que tradicionalmente se encuentra en los países del Mediterráneo, se considera la más saludable del mundo.
begin a small project that will last two to three days. You will be part of a general group of about 5 people and part of an expert group of about 3 people.
The main objective of your task is to go to your expert group and look at a video that will talk about a specific Spanish recipe. In your expert group, you will become an authority on that specific recipe and make a Power Point presentation about the recipe. Next, you will go back to your general group and share what you learned about the recipe using your Power Point/Prezi presentation. Finally, all members of the general group need to write one thing they liked and one thing they did not like about the recipe they heard on a piece of paper.
When you are seated in your general group, you will be assigned a number between 1-5. After you have your number, your teacher will dismiss you to your specific expert groups. All students who have the same numberassigned to them will sit together. So, all 1s sit together, all 2s sit together, etc.
What to do once you are in your expert group
Once you are in your expert group, you will listen to the video and help each other clarify meaning, expressions, and vocabulary. Once the meaning is clear for all members in the expert group, you all need to collaborate and make a Power Point/Prezi presentation about the recipe. You will need to share this presentation with each other in the expert group. Once the presentation is done and you feel knowledgeable about the information, you will use the presentation to go back to your general group and share what you learned about the recipe.
Below, you need to watch the video that has the number you have been assigned. (The number of your expert group)
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Present your recipe to your general groups. Remember that you are the expert for your specific recipe. Thus make sure you know your recipe inside and out. Furthermore, make your presentation is interesting. This means that you should have good pronunciation, enunciation, modulation, and projection of voice. Also, your Power Point/Prezi should use visuals effectively so your presentation is inviting.
At the end of each presentation in the general group
After each person is done presenting, there will be a question and answer session. This means that each member in the general group will ask one question to the presenter about the recipe. NO YES & NO QUESTIONS, PLEASE. Each questions needs to be inSpanish and it needs to be written down in your notebook. All answers need to be in Spanish and each group member needs to write down the answer below his/her question. If the presenter has difficulty stating the answer in Spanish, the whole groupneeds to come together and formulate the answer in Spanish.
At the end of all presentations in the general group
The whole group needs to decide on one presentation as the best one. Furthermore, you need to come up with three (3) validreasons on why your group chose the presentation as the best one. Once you are done, you will report back to the whole class in Spanish, of course.
Unit # 3 Leisure and travel
Topic # 2: Places, Holidays, and Travel
Students will learn about interest places to visit in Spanish speaking countries during their holidays and how to make travel arrangements and plan accommodations
Power Point # 1: Places, Holidays, and Travel.
turismo_y_viajes_3_2.pptxDownload File
start your unit on Leisure and Trave. Task # 1: Find an image on the internet about your favorite place to visit. Then you need to write a 150 word paragraph on why this is your favorite place to visit. Finally place your image and your paragraph in a one slide Power Point. You will share this with the class on the projector once everyone is done.
Paragraph
Your paragraph needs to have a the following:
turismo_y_viajes_3_2.pptxDownload File
start your unit on Leisure and Trave. Task # 1: Find an image on the internet about your favorite place to visit. Then you need to write a 150 word paragraph on why this is your favorite place to visit. Finally place your image and your paragraph in a one slide Power Point. You will share this with the class on the projector once everyone is done.
Paragraph
Your paragraph needs to have a the following:
- title
- introduction sentence
- body
- closing sentence
- transition words