Transcript Unit 1 Power Point

Challenge Spanish
Unit 1 - Objectives

I can…
 Say what I like and do not like to do in my





free time.
Say my class schedule and activities
Identify classroom supplies and objects
Tell the places I go to in my school building
Describe myself and my friends
Tell my emotions and feelings
Vocabulary: Likes/Dislikes


Copy these terms into your Vocabulary notebook.
Write the definition in English as we review it in
class.
Vocabulary: Likes/Dislikes
Vocabulary: Likes/Dislikes

Nouns
Vocabulary: Likes/Dislikes
trabajar
to work
Special Notes

All VERBS that state things TO DO end
in the letters AR, ER, and/or IR in
Spanish.
 For example: hablar por telefono, comer,
escribir correos electronicos.

All NOUNS start with an article such as
el, la, los, las.
 For example: el refresco, la fruta, las
galletas
Charades!

I am going to assign each small group 1
or 2 of the new vocabulary words. Each
group will plan a SILENT charade to act
out for the class to show the meaning of
that new vocabulary word. Other groups
will guess the word in Spanish using
their notes.
Tarea

Activity pg. 30 (front side of the page)
 Simply circle the correct response

Practice pg. 2 (back side of the page)
 Part 1 – Circle the correct answer
 Part 2 – List the vocabulary in Spanish
 Part 3 – Pick which you like more and
answer the questions in Spanish using “Me
gusta” to say “I like”
○ For example: Me gusta mas leer un libro.
Vocabulary Warm-Up
Collect HW
 Choose a verb to complete each sentence.
Discuss in small groups.

 Me gusta _________ música.
 A mí me gusta __________ en bicicleta.
 Los sábados me gusta _________ la televisión
 Después de las clases me gusta _______ por
teléfono.
 No me gusta _________ correos electrónicos.
The verb GUSTAR

Let’s start with a discussion: What do
you already know about the verb
“gustar”?
 We use the verb “gustar” to say what we like
and like to do.
 We will learn 5 different ways to use the verb
“gustar”.
 We will use the verb “gustar” with nouns and
verbs.
The verb GUSTAR

This is an irregular verb with irregular
conjugations. You must memorize the information
below.
GUSTAR with NOUNS
GUSTAR with VERBS
Let’s Practice!

On the back of your notes, on your own
at first, then review in small groups.
 I like to listen to music.
 You like pizza.
 He likes to talk on the phone.
 She likes cookies.
 You (formal) like to eat french fries.
 We like to watch TV.
 They like soda.
Answers!
Me gusta escuchar la musica.
 Te gusta la pizza.
 Le gusta hablar por telefono.
 Le gustan las galletas.
 Le gusta comer las papas fritas.
 Nos gusta mirar la television.
 Les gusta el refresco.

Tarea

Complete all three parts of the
homework.
 Part 1: Gustar with VERBS
 Part 2: Gustar with NOUNS
 Part 3: gusta or gustan
Yo = I, Tu = You, Él = He, Ella = She,
Nosotros = We, Ellos/Ellas = They
 Example: Yo/montar en bicicleta

 Me gusta montar en bicicleta.
Gustar Interviews

We will complete a packet that focuses
on the 5 different conjugations of the
verb “gustar”.
 I like…
○ 3 likes, 2 dislikes
 You like…
 He she likes…
 They like…
 We like…
Adding the Stress Pronoun
A mí me gusta comer pizza.
A ti te gusta beber el jugo.
A él le gusta mirar la televisión
A ella le gusta escuchar musica.
A nosotros nos gusta correr.
A ellos les gusta pasear.
A ellas les gusta estudiar.
A Maria le gusta preparar la comida.
A Maria y a Juan les gusta leer un libro.
5-Point “gustar” Sentence
1 – Stress pronoun
 2 – (no) Gustar pronoun
 3 – gusta or gustan
 4 – Verb or Article
 5 – Supporting Vocabulary

A mi
1
A mi
(no) me gusta
2
3
(no) me gustan
hablar
4
las
por telefono.
5
galletas.
Tarea

Gustar Sentences – Part 2
 Part 1 - Write 5-point complete sentences
when you are given the STRESS
PRONOUN and the VERB
 Part 2 - Answer questions about what
people like to do in certain weather
situations using a 5-point complete
sentence.
Today’s Agenda

Gustar Collage Graded Assignment
 Let’s review the directions for the Gustar
Collage then you can begin working on it.

Conferences
 I will call you by individual or small groups to
review the last two homework assignments
with you.
 This is meant to point out areas for growth
so that you don’t make the same mistakes
on the graded assignment or quiz.
Gustar Quiz Review

Human Sentences
 In groups of 5-6, sit on the floor and `empty
out your packet of Spanish words. Work
together to be the first group to create a
Spanish sentence out of the Spanish words
based on my English sentence. First to
complete wins a point!

Jeopardy Game
 http://www.superteachertools.us/jeopardyx/j
eopardy-reviewgame.php?gamefile=2054789#.WFLwDGfru
1s
Classes and School Verbs
Vocabulary

Vocabulary Matching Activity
 Each student will be given a card with either
a Spanish or English vocabulary word
○ Round 1: Match the classes by finding your
Spanish or English match
○ Round 2: Match the verbs by finding our
Spanish or English match
 Find your match, Sit with him/her, Present
words to the class, Copy into your
Vocabulary Notebook
School Vocabulary

Classes
 Las matematicas – Math
 Las ciencias – Science
 El ingles – English
 El arte – Art
 La historia – History
 El espanol - Spanish
School Vocabulary

Verbs
 Contestar – to answer
 Ensenar – to teach
 Tomar apuntes – to take notes
 Sacar una buena/mala nota – to get a
good/bad grade
 Usar la computadora – to use the computer
School Vocabulary

Extra Vocabulary
 El horario – schedule
 El examen – test
 De vez en cuando – every now and then
 Muchas veces – many times
 Nunca – never
 Siempre - always
 Todos los dias – every day
 Casi – sometimes/almost
Speaking Practice
The verb TENER
Define
Write the verb “TENER” in the center of
your verb square.
 Let’s check out the “Define” Square

The verb TENER

Special Notes
Cross out the word “Draw” and replace it
with “Special Notes”
The verb TENER
Conjugate
What about names? Like Ryan? or.. Chelsea and Amber?
or…My friends? or… My friends and I?
The verb TENER

Apply
Grab a book and complete Activity 5 on
Page 92
 Yo tengo las matematicas.
 Nosotros tenemos el ingles.
 Claudia y Pablo tienen las ciencias.
 Tú tienes el arte.
 Claudia tiene la historia.
 Ustedes tienen el español.
The verb TENER

Review
TENER with Nouns
 Yo tengo el español.
○ el español = Spanish class = noun
○ Nouns start with articles (el, la, los, las)

TENER with Verbs
 Yo tengo que tomar apuntes.
○ Tomar = to take = verb
○ Verbs end with ar, er, ir
Tener Verb Conjugation Race




I will give a blank piece of paper to each small
group.
The first student will write a subject pronoun; the
student after him/her will write the correct form of
the verb tener with that pronoun (ex. Yo – tengo).
The third person will supply a different subject
pronoun and pass the paper to the fourth person
who will fill out that form of the verb tener.
Continue until all subject pronouns and
conjugations have been written.
Hold up your paper to be checked to be the first to
group to WIN!
Practice – Tener que

Activity #7 on pg. 93
 In partners, ask and answer about having to
do these activities. Add an expression of
frequency when answering. Use your notes!
 Ask 3 and Answer 3
 Example:
○ Ask: ¿Tienes que tomar apuntes?
○ Answer: Si, tengo que tomar apuntes todos
los dias.
 We will complete the activity (Teacher-
Student) to review as a group at the end.
Tarea – Tener/Tener que
Complete the homework assignment by
writing the sentences from English to
Spanish to practice BOTH “Tener with
Nouns” and “Tener with Verbs”\
 Due next class period.

Tarea Review






Verb Races
Split the class into 2 teams
Bring your HW with you.
Just like last class period, you will write one word
at a time per person.
Instead of paper, you will run to the board to write
your word to begin building the sentence.
Continue sending one person at a time to the
board until the sentence is complete.
First team to complete a sentence correctly will
win the point.
Check the correct sentences against what you
have written down on your paper for HW.
Tarea Review
Yo tengo las matematicas.
 Tu tienes las ciencias.
 Ella tiene el ingles.
 Juan tiene el arte.
 Nosotros tenemos la historia.
 Juan y Maria tienen el espanol.
 Tu tienes que tomar apuntes.
 Mr. Eng tiene que ensenar todos los dias.
 Nosotros siempre tenemos que contestar.
 Yo tengo que sacar una buena nota.
 Ellos nunca tienen que usar la computadora.

Telling Time
Sections of the Clock
Let’s take a regular clock and split it in half!
LEFT SIDE
SIDE #2
MINUTES
31-59
RIGHT SIDE
SIDE #1
MINUTES
0-30
What are some times that you would find on Side 1 of
the clock? For example 8:05. Let’s list them!
Side 1 Rule
Mastery of Side 1 rule
Write out these times in Spanish
following the HOUR + y + MINUTES
rule!
 5:20
10:17
 7:12
 1:21
4:03
Vocabulary

Now that we know how to tell time on SIDE 1,
we can start to write complete sentences.
Side 1 Exit Ticket
Write these sentences in Spanish using
ALL of your notes.
I have Spanish at 7:30 in the morning.
 Ryan has to take notes at 8:20.
 We have history at 3:15 in the afternoon.
 They have to teach at 4:10 after school.
 You have science at 1:00.

Exit Ticket Corrections

I have reviewed your exit tickets and circled errors.
 5 minutes individual review
 3 minutes compare in partners/small group

Answers:
 Yo tengo el español a las siete y media de la mañana.
 Ryan tiene que tomar apuntes a las ocho y veinte.
 Nosotros tenemos la historia a las tres y cuarto de la
tarde.
 Ellos tienen que enseñar a las cuatro y diez después de
escuela.
 Tú tienes las ciencias a la una en punto.
Review of the Sections of the Clock

Let’s take a regular clock and split it in half!
LEFT SIDE
SIDE #2
MINUTES
31-59
RIGHT SIDE
SIDE #1
MINUTES
0-30
What are some times that you would find on Side 2 of
the clock? For example 8:55. Let’s list them!
Side 2 Rule
Mastery of Side 2 rule
Write out these times in Spanish
following the Side 2 rule!
 6:55
9:52
 4:40
12:59
 7:31
10:45
Tarea
Practice writing sentence in Spanish
using the verb TENER, classes
vocabulary, verb vocabulary, and time
 This is due next class period.

Tarea Review Stations


You will be in three groups to travel through the
three stations of review. Bring your homework with
you. At each station you will split your large group
into smaller groups.
Station #1 Matching
 Match the cards digital times to the cards with written out
times then use your HW to check your work.

Station #2 Time Sentences
 Use the word blocks to put together sentences that match
what you should have written on your HW.

Station #3
 Switch and Compare your paragraph with a partner in
your group. Review conjugations of tener, using que to tell
to do, and telling time correctly.
Clock Practice (Writing)

You will each receive a worksheet with
blank clocks.
 Make clocks with hour and minute hands

Partner up
 Give your clocks to your partner and vice
versa.
 Write out the time for each clock in Spanish
○ 10:20 = diez y veinte
 Give the paper back to your partner so that
your partner has his/her original clock paper.
 Everyone pick up a mini-clock…
Clock Practice
(Speaking/Listening)

With your clock partner, use the written
times on the paper clock page to call out
a time to your partner in Spanish.
 Partner will make the time on the mini-clock.
 Check mini-clock against paper clock.
 Switch roles

When finished, line up in front of me and
you and I will complete the activity in
order for you to turn in your mini-clock.
School Supplies Vocabulary

What’s in Dora’s Backpack?
 el cuaderno - notebook
 el papel - paper
 el lápiz - pencil
 la mochila - backpack
 la calculadora - calculator
 la pluma - pen
 el borrador - eraser
 la tiza - chalk
School Classroom Vocabulary

These items do not fit in Dora’s
backpack. Copy them down.
 la silla - chair
 el escritorio - desk
 el pizarrón - board
 la ventana - window
 el reloj – clock/watch
 el mapa - map
 la puerta - door
Places in the School

Work in small groups to use “cognate”
knowledge and pg. 111 of the textbook
to define the “Places” vocabulary.
 la cafeteria - cafeteria
 el gimnasio - gymnasium
 la biblioteca - library
 el pasillo - hallway
 los baños - bathrooms
 la oficina del director – principal’s office
Practice

Textbook pg. 112 Activity 1
 Speaking Practice! Split the items in half.
Practice using the YO form of the verb
TENER to say what “I have…” in the store.
Add to your conversation by saying one item
from your list that “I do not have…” in the
store

Textbook pg. 112 Activity 2
 Fill in the missing words. Write the words
only; not the whole paragraph. Complete on
your own, then check in small groups before
we review as a class.
Homework - Flashcards

How to make vocabulary flashcards:
 Side 1: Spanish word
○ Include at least one article with the noun
el cuaderno
 Side 2: Picture of item
○ Pictures can be drawn, printed, colored, not colored
○ Must be able to tell what the picture is showing
Scavenger Hunt
Working in groups of 4-5
 First group to find the most items on the
list in the given time wins!

Grammar - Articles

How do you know when a word is…
 Singular
 Plural
 Masculine
 Feminine
Split the class into 4 groups and assign each
group one of the 4 categories above to discuss.
Each group will share their discussion with the
class.
Grammar – Articles
Singular
Number
Gender
Plural
Just one thing
More than one thing
The word must end in
“s”
Masculine
Most of the nouns
in Spanish will end
in “o”
Ex: libro
Feminine
Most of the nouns
in Spanish will end
in “a”
Ex: regla
To say THE in Spanish:
Singular
Plural
Masculine
el
los
Feminine
la
las
Practice THE
Try these out on the back of your
notes
_______ libros
_______mochilas
_______ papel
_______ calculadora
_______cuaderno
Answers
los libros
las mochilas
el papel
la calculadora
el cuaderno
To say A/AN/SOME in Spanish:
Singular
Masculine
Feminine
Plural
un
unos
una
unas
Practice A/An/Some\
Try these out on the back of your
notes
_______ tiza
_______ cuaderno
_______ ventanas
_______ escritorios
_______ relojes
Answers
una tiza
un cuaderno
unas ventanas
unos escritorios
unos relojes
Exit Ticket
The
___escritorio
___ cuadernos
___ plumas
___ calculadora
___ lapiz

A/An/Some
___ mochila
___ cuaderno
___ sillas
___ libros
___ borradores
Write these on a separate piece of paper to
be turned in and checked by me.
Homework – Time Practice

Complete the time practice worksheet.
 Article Review Tables (Fill in the charts)
 Fill in the blank with the correct article
 Practice choosing a singular article (el or la;
un or una). Then make the whole expression
plural by using a plural article (los or las;
unos or unas) and adding “s” or “es” to the
noun.
Homework Review
First, I will check that you have
completed the homework.
 I will split the class into 4 groups and
assign each class a section of the
homework to review with eachother and
then with the whole-class.

 Group 1: Article Charts
 Group 2: Fill in the blank
 Group 3 : THE singular/plural
 Group 4: A/AN/SOME singular/plural
ThinkDots: Articles

Purpose: Find and correct errors in
article agreement.
 Articles must agree in gender and number
○ Ex: el mochila

Keys to the assignment:
 Working in groups
 Following directions

Feedback:
 This activity will be returned to you before
tomorrow’s graded assignment
ThinkDot Format
Groups of 3 – One die per group
 Every group member has their own
ThinkDot packet
 You will roll only TWO times and have to
write down only TWO sentences per
ThinkDot Chart
 Start with THE, repeat with A/AN/SOME
 If it’s not your turn to roll/write, be helpful
in your group with the person whose
turn it is.

Sample ThinkDot Card
THE
Think Dots Activity Tracking Sheet
Directions: Shade in the dots that correspond to the question you are answering according
to your dice roll. Write the correct sentence with the correct article in the response column.
Check off the which gender and which number are shown in the correct response.
Sample ThinkDot Card
A/AN/SOME
Graded Assignment –
Juanito’s Backpack
Review your “graded” ThinkDot packet
from last class as feedback before the
graded assignment.
 You may use your article notes, but not
your vocabulary notes on the graded
assignment.
 100% individual work, no
partners/groups
 When finished, review your flashcards

(You must have your flashcards in class
tomorrow!)
Flashcard Game


Partner up; face each other in desks or on a spot
in the floor; choose one partner’s cards to use for
the game.
Round 1:
 Lay the cards flat (1 card at a time) between the two of
you with the PICTURE facing up.
 I will call out the Spanish word; first partner to pick up the
correct card wins it. Make a winning pile for yourself.
Round 1 continues until all words are called

Round 2:
 Lay the cards flat (1 card at a time) between the two of
you with the SPANISH WORD facing up.
 I will call out the English word; first partner to pick up the
correct card wins it.
The verb IR
Define
Write the verb “TENER” in the center of
your verb square.
 Let’s check out the “Define” Square

The verb IR
Special Notes
The verb IR
Conjugatge
The verb IR
Apply
Practice with IR

Textbook pg. 121 Activity 13
 Complete individually
 Check in partners. One person reads the
lines aloud for Pablo, the other person reads
the lines aloud for Claudia.
 Whole-Group
○ 1. voy
○ 5. vamos
○ 9. va
2. vamos
6. voy
10. van
3. voy
7. van
11. vamos
4. vas
8. va
Homework – IR in 3 Levels

This homework is broken down by three
difficulty levels.
 Level 1: Regular subject pronouns and
conjugations of the verb IR
 Level 2: Names/Groups of people and the
conjugations of the verb IR
 Level 3: Sentences to say where people go.
Speaking Practice with IR

Use the provided worksheet to…
 Write your own responses in SPANISH
 Ask the questions IN SPANISH and record
your partner’s responses IN ENGLISH
(Your partner will be speaking in Spanish)

Let’s review the questions…
 ¿A qué hora vas a la escuela?
 ¿Cuándo van tú y tus amigos a la cafetería?
 ¿Adónde vas después de la clase de español?
 ¿Vas mucho a la oficina del director?
 ¿Adónde vas cuando tienes que estudiar?
 ¿Qué tienes en la mochila?
Speaking Practice with IR
After you have recorded responses from
one partner, find another partner to
interview. You are only focusing on
SPEAKING; you DO NOT need to
record.
 I will circulate the room and ask one of
the questions in Spanish from the
interview sheet. Be prepared to answer
in Spanish WITHOUT using your notes!

Homework
Practice your interview answers. You will
be conducting an interview in Spanish in
front of me where you will not be able to
use your notes to answer the questions.
 This will count as a graded assignment.

Human Sentences Review
Get into groups of 4 or 5.
 Each group is given a packet of Spanish
words.
 I will call out and post on the board a
sentence in English.
 Your group will work together to make
that sentence in Spanish using the
words in the packet.
 First group to be correct and finish first
wins a point for their team!

Human Sentences Review

You go to the library.
 Tu vas a la biblioteca.

Alejandro goes to the gymnasium.
 Alejandro va al gimnasio.

I go to the cafeteria.
 Yo voy a la cafeteria.

Maria and I go to the principal’s office.
 Maria y yo vamos a la oficina del director.

You (formal) go to the school.
 Usted va a la escuela.
Adjective Vocabulary
Grab a textbook and open to pages 56
and 57.
 Work in small groups to define the
Spanish adjective vocabulary words on
the worksheet by using the
pages/pictures in the textbook.
 We will review as a whole-group

Adjective Vocabulary
Artístico/a - artistic
 Atlético/a -athletic
 alto/a - tall
 bajo/a - short
 bonito/a - pretty
 Bueno/a - good
 Cómico/a - funny
 Desorganizado/a - disorganized
 Estudioso/a – studious
 Grande - big
 guapo/a – good-looking
 Inteligente - intelligent

Adjective Vocabulary











Joven - young
malo/a - bad
organizado/a - organized
pelirrojo/a – red-head
pequeno/a - small
perezoso/a - lazy
serio/a - serious
simpático/a - nice
trabajador/a – hardworking
Viejo/a - old
tener pelo rubio/castano – to have blonde/dark
hair
A little word about gender…

In Spanish we describe boys and girls
differently…
 Boy  tall  alto
 Girl  tall  alta
 This is why on your vocabulary list you see
“o/a” at the end of some words. The slash “/”
means “or”

If an adjective ends in a neutral letter,
such as n or e, we do not need to
change it for gender
 Boy  intelligent  inteligente
 Girl  intelligent  inteligente
Pictionary Practice





In small groups, split into two teams
(partners) to go against one another.
One student will draw and one student will
guess for each team in the small group.
Drawing student: Meet with the teacher. I
will give you an adjective to draw (pictures
only; no words). Don’t start until I say “Go!”
Guessing student: Guess the drawing
faster than the other team to win the point!
Keep track of the points to see which team
will win the small group!
Tarea

Part 1:
 Write the OPPOSITE vocabulary word in
SPANISH.

Part 2:
 LIST adjectives in SPANISH to describe
different types of adjectives and people.

Part 3:
 Use our existing vocabulary knowledge to
choose adjectives in Spanish that make
sense.
The verb SER
Define
The verb SER
Uses
The verb SER
Conjugate
The verb SER
Apply
The verb SER
Practice
Apply in Singular Sentences
I am nice.
 You (informal) are intelligent.
 He is lazy.
 Jack is bad.
 She is serious.
 Mr. Ryan is organized.
 Mr. Ryan, you are organized.
 I am not funny.

The verb SER
Practice
Apply in Singular Sentences
Yo soy simpático/a.
 Tú eres inteligente.
 Él es perezoso.
 Jack es malo.
 Ella es seria.
 Mr. Ryan es organizado.
 Mr. Ryan, usted es organizado.
 Yo NO soy cómico/a.

Celebrity Guess Who?

HOMEWORK: Part I: Assume the role
of a celebrity of your choosing! Write a
paragraph about yourself as that
celebrity including the following:
 1.) Physical description
 2.) Personality description
 3.) Age/Birthday
 4.) Place of origin
 5.) Likes and Dislikes
Celebrity Guess Who?

Part II: Read your description of your celebrity in
Spanish to your partner. Your partner will listen
and record the information in English on the chart
below. Once the description has been read and
interpreted, try to guess who! You will repeat the
activity with three different partners.
Mi Profesor Favorito

Before Reading
 What is the difference between adjectives that
describe the male teahcer and the female
teacher?

During Reading
 Circle  Adjectives describing male teacher
 Underline  Adjectives describing female teacher

After Reading
 Part I – Complete and discuss
 Part 2 – Homework
Mi Profesor Favorito
Graded Assignment
Take out your writing to be checked for
completion (homework grade)
 In small groups, analyze what person’s
paragraph at a time to look for correct
usage the verb SER, adjective
agreement in gender, general spelling,
and completion of all requirements
 On the computer, type your writing and
decorate in a program of your choosing
(Word, Publisher, Google, etc.)

Analyze and Discuss:
Plural Description Sentences
Each group will have one plural
sentence to analyze and discuss.
 Finish the sentence starter “I know this
sentence is plural because…” with three
separate reasons.

 Hint: Each sentence has three parts

Share with the class.
 One person shares the sentence, each of
the remaining people share one of three
reasons.
Rules for Writing Description
Sentences
*Write in Vocab/Grammar Notebook
 Singular
 Only one person
 Uses a singular form of the verb
SER (soy, eres, es)
 No “s” on the adjective (still pay
attention to gender)
 Ex:
Ella es comica.
Rules for Writing Description
Sentences
*Write in Vocab/Grammar Notebook
 Plural
 More than one person
 Uses a plural form of the verb SER
(somos, son)
 Must use a letter “s” on the
adjective. (gender still matters)
 Ex:
Ellas son comicas.
Multiple-Choice Activity
Individual – 5 minutes. Apply the rules we
learned by choosing the correct answer.
 Small group – Share answers with the
following procedure.

 One student at a time says “I chose letter ___
because ________.”
 Make sure all group members agree. If not,
discuss the reasons for the answer.

Large group- Let’s review the answers,
one question per small group!
Plural Written Practice (Exit Ticket)

We are funny.

They are athletic.

They (all-girls) are short.

My family and I are lazy.

Chelsea and Amber are pretty.

My friends are nice.
Plural Written Practice Answers

Correct the
mistakes
on your exit ticket
• Round
1:
¿Cómo eres?
using your▫ notes.
Any mistake is marked
with a circle.
Then
will review
• Round
2 (new we
partner):
eres?
together. ▫▫ ¿Cómo
¿Cómo es tu amigo/a?
 Nosotros somos comicos.
 Ellos
 Ellas
• Round 3 (new partner):
▫ ¿Cómo eres?
son atleticos.
▫ ¿Cómo es tu amigo/a?
son bajas.
▫ ¿Cómo soy?
 Mi familia y yo somos perezosos.
 Chelsea y Amber son bonitas.
 Mis amigos son simpaticas.
Speaking Practice (Singular)
•
Round 1:
▫ ¿Cómo eres?
•
Round 2 (new partner):
▫ ¿Cómo eres?
▫ ¿Cómo es tu amigo/a?
•
Round 3 (new partner):
▫ ¿Cómo eres?
▫ ¿Cómo es tu amigo/a?
▫ ¿Cómo soy?
Speaking Practice Examples
¿Cómo eres? – What are you like?
▫ Yo soy comica y baja.
• ¿Cómo es tu amigo/a? – What is your friend
like?
▫ El es comico.
▫ Ella es comica.
▫ Ryan es comico.
▫ Chelsea es comica.
• ¿Cómo soy? – What am I like?
▫ Tu eres comico/a.
▫ Usted es comico/a.
•
Speaking Practice (Plural)
•
Round 1:
▫ ASK: ¿Cómo son tus amigos?
▫ ANSWER
▫ Switch Roles
•
Round 2 (new partner):
ASK: ¿Cómo son tus profesores?
ANSWER
Switch Roles
•
Round 3 (new partner):
▫ EACH SAY: Describe you and your friends.
Speaking Practice Examples
•
¿Cómo son tus amigos? – What are your friends
like?
▫
▫
▫
▫
•
Ellos son comicos.
Ellas son comicas.
Chelsea y Amber son comicas.
Mis amigos son comicos
¿Cómo son tus profesores? – What are your
teachers like?
▫ Ellos son comicos. Ellas son comicas. Ms. Bell y Ms.
Bracken son comicas. Mis profesores son comicos.
•
Describe you and your friends:
▫ Mis amigos y yo somos locos.
Let’s Make a Quiz!
Make a 15-question quiz reviewing
adjectives, singular SER, and plural
SER.
 Questions can be Multiple-choice, fill-in,
or sentence writing.
 Your quizzes will be given to a student in
the opposite period (2nd or 7th) tomorrow.
 Tomorrow you will be taking somebody’s
quiz!

Tarea: Writing Practice
(Singular and Plural)
You will be given a worksheet asking
you to write sentences in Spanish about
certain people. Write the sentences
individually using your notes.
 This will be collected next class period
and will be used to individually
conference with you regarding your
progress thus far.

Today’s Agenda

Take a Quiz!
 You will be given a practice quiz made by a
student in the opposite period as you. Take
the quiz and then review yours with others in
your small group

Conferences
 When your name is called, bring your
homework and come meet with me to check
in!

Study!
 Tomorrow we will be having a quiz on
adjectives and the verb SER
Emotions/Feelings Vocabulary
The verb ESTAR

Define
On the verb square chart that will be put
into your notebook, copy the following.
The verb ESTAR
Uses
The verb ESTAR
Conjugations
The verb ESTAR
Apply
Ser vs Estar

Copy into NB
Different = How they are used
 Ser  description, time, origin, occupation
 Estar  feelings, emotions, locations
○ Yo soy simpática. (description)
○ Yo estoy cansada. (feeling)

Similar = Adjective agreement
 Singular and Plural adjectives
○ Ellas son atleticas. Ellas están cansadas.
 Feminine and Masculine adjectives
○ Ella es cómica. Ella está contenta.
Tarea
Part I: Practice SER
 Part 2: Practice ESTAR
 Part 3: Practice SER vs ESTAR

Ser vs Estar Practice
Review Homework
 Ser vs Estar Cards

 You will each be given two cards: one
labeled SER and one ESTAR. Put your head
on the desk and hold up the correct card
according to the sentence.
○ Round 1: English, Round 2: Spanish, Round
3: Student-to-Student Race Competition
Ser vs Estar Stations

Mini Ser vs Estar Unit\Ser vs Estar Quiz
Review Stations.docx

Homework: STUDY FOR QUIZ!