martes, el dieciséis de diciembre del dos mil ocho

Español Uno (1):

Today’s Learning Objectives:

1. Practice spelling unknown words in Spanish
--a-ver-i-guar
--na-vi-deñ-a
--hu-ér-fa-no
--a-le-grí-a
--ca-lle-jón

2. Complete 4-5 in the workbook and check answers.

3. Sing our first holiday song: “Va a nevar”

4. Complete dictation #5.

5. Take our food vocabulary quiz (chapter 4 & 12 food vocabulary).

Homework: None

Español Dos (2):

Announcement: I am offering you a significant opportunity in regards to your final exam. This opportunity has been motivated by all of you who have worked very hard to significantly raise your skill level since the beginning of the year. Due to the comprehensive nature of your exams, I feel very comfortable letting your final exam score supersede your class average (assuming you perform better than your average). If you perform worse on the final exam than your class average going into the test, I will treat the final exam as it would have ordinarily been treated (10% of your grade). SEIZE THIS OPPORTUNITY!

Today’s Learning Objectives:
1. Expand our knowledge of accent marks in Spanish. You already have two significant rules (see previous posts). Today we received more information, pertaining to a third rule. This rule concerns dipthongs, and helps us more accurately divide a word into its syllables.

Rule #3:
--A,E and O are “strong” vowels.
--I and U are “weak” vowels.
--When a strong vowel combines with a weak vowel, they form a single sound (“dipthong”).
--When two weak vowels combine, they form a single sound (“dipthong”).

Examples: pia-no, viu-do

Break the following words into their syllables. (The dipthongs are underlined.):
--ciu-dad
--pie
--vein-te
--pin-güi-no
--au-to-mó-vil
--a-gua
--deu-das
--a-pa-guen
--gui-san-tes
--man-te-qui-lla

2. Sing our first holiday song: “Va a nevar”

3. Practice the skill of circumlocution with our chapter four vocabulary. Utilizing the suggested starter phrases for circumlocution (…for an activity back in chapter two), write ten definitions for you chapter four vocabulary. Students guess the target words of others’ definitions.

4. Illustrate ten scenes from chapter two of Pobre Ana bailó tango.
--Después de ir a México, Ana quería visitar otros países.
--Ana leyó un libro sobre la Argentina.
--Ana supo que el tango es muy popular en la Argentina.
--Ana supo que había un programa escolar para ir a la Argentina.
--Ana se puso muy contenta al oír eso.
--Ana escribió una lista de lo que quería saber.
--Quería saber más sobre la comida.
--Quería saber más sobre las diversiones.
--No tenía mucho dinero, pero eso no le importaba.
--Iba a vivir con una familia argentina.

5. (4th & 6th periods only): Practice retelling chapter two of Pobre Ana bailó tango to a partner.

Homework: None.

lunes, el quince de septiembre del dos mil ocho

Español Uno (1):

(30 minute classes due to inclement weather and assembly schedule.)

Today’s Learning Objectives:

1. Read, in Spanish, for nine minutes during SSR.

2. (1st hour): Sing our song of the week from last week.
(2nd hour): Preview tomorrow’s song

3. Discuss, in Spanish, what we did over the weekend. (Work collected.)

Homework: Prepare yourself for tomorrow’s vocabulary quiz.

Español Dos (2):

(30 minute classes due to inclement weather and assembly schedule.)

Today’s Learning Objectives:

1. Read, in Spanish, for ten minutes during SSR.

2. Discuss, in Spanish, what we did over the weekend.

Homework: None.

viernes, el doce de diciembre del dos mil ocho

Español Uno (1):

Reminder: Tuesday is our chapter 4/12 food vocabulary quiz.

Announcement: If, by chance, school is cancelled on Monday, we will STILL have our vocabulary quiz on Tuesday. Prepare yourself!

Today’s Learning Objectives:

1. Do our “para empezar” warm-up. How well can you write the following:
--the tomato
--the egg
--the lettuce
--the corn
--the grapes
--the apple
--the orange juice
--the potato
--the butter
--the carrot

2. (1st hour): Listen to “Vivir”.
(2nd hour): Sing “Vivir”.

3. Review 4-4 in the workbook.

4. (1st hour): Illustrate ten scenes from chapter two of Pobre Ana as I narrate.

5. Practice retelling chapter two aloud to a partner.

6. Listen as three volunteers bravely retell chapter two for the class.

7. Timed writing: Retell chapter two in five minutes.

Homework: Prepare yourself for Tuesday’s quiz!

Español Dos (2):

Today’s Learning Objectives:

1. Practice writing words with or without accents, according to the two accent rules we have:

--más-ca-ra
--ne-u-má-ti-co
--car-tu-cho
--ca-nal
--trin-char

2. Listen and sing our song of the week: “Te busqué”.

3. Review yesterday’s homework: 4-5 & 4-7.

4. Finish yesterday’s practice worksheet on preterite verbs and ch. 3 & 4 vocabulary.

5. Review the answers to side one of the worksheet. Side two will be submitted on Monday to be graded.

6. Finish reading chapter two of Pobre Ana bailó tango.

Homework: If you did not finish the worksheet practicing the preterite & chapter 3/4 vocabulary, do so for Monday.

jueves, el once de diciembre del dos mil ocho

Español Uno (1):

Reminder: Next Tuesday is our vocabulary quiz for the chapter 4/12 food vocabulary! Prepare yourself!

Today’s Learning Objectives:

1. Quick practice assessment—how well can you recognize the following words? Remember, recognition precedes production. If you’re struggling in recognizing these, you need to put in more time memorizing this new vocabulary!
--las verduras
--el pescado
--el plátano
--el limón verde
--el agua
--el helado
--el aguacate
--el postre
--el pollo
--el pan

2. Listen to our second song of the week: “Vivir”. Good job catching the first six words: son, empezar, a veces, siempre, gente, a veces.

3. Finish reviewing 4-1 and 4-2 from yesterday. Review 4-3 for today. (We will review 4-4 tomorrow.)

4. Practice our gestures.

5. Finish reading chapter 2 of Pobre Ana.

6. (2nd hour only):

Illustrate ten details of Pobre Ana as the teacher reads aloud.
--Ana no sabe dónde está el libro de inglés.
--Ana habla con su hermano.
--Don no es amable. Don no le ayuda.
--La mamá de Ana está enojada y le grita.
--Ana va a la escuela en el autobús amarillo.
--Ana mira la ropa nueva de sus amigas. Quiere ropa nueva.
--Ana va a la clase de español. Le gusta la clase.
--La profesora habla de México. Ana quiere ir a México.
--El padre de Ana le dice: “No tengo dinero.”
--Ana le dice: “Papá, está bien. No necesitas dinero. La escuela tiene el dinero.”

Homework: Study for next Tuesday's vocabulary quiz on chapter 4/12 food words.

Español Dos (2):

Today’s Learning Objectives:

1. Practice spelling words with or without accents, according to our two new accent rules.

--ca-mi-són
--xi-ló-fo-no
--me-di-ca-men-to
--ma-qui-ni-sta
--ca-pó
--a-zú-car

2. Listen to our song of the week: “Te busqué”. Good job catching the remaining words: quería, sabía, mío, eso, encontré, llegaste.

3. Review yesterday’s homework: 4-3, 4-4

4. Practice our gestures.

5. Practice our verbs in the preterite with a preterite/vocab. worksheet.

Homework: 4-5, 4-7 in the workbook with multiples of two translated to English.

miércoles, el diez de diciembre del dos mil ocho

Español Uno (1):

Today’s Learning Objectives:

1. Do a quick “para empezar” warm-up, practicing the word “the” in Spanish. You’ll remember that there are four words for the: “el” (masculine and singular), “la” (feminine and singular), “los” (masculine and plural) and “las” (feminine and plural).

Often it is easy to discern the gender of a word just by looking at the end of the word. Match the appropriate word for “the”:

___ cuchillo
___ cucharas
___ servilletas
___ platos
___ taza

Sometimes it is unclear what gender a word is. For words that don’t end in “o” or “a,” you just have to memorize the gender. Use your pink packet to find out the gender of the following words:

___ carne
___ tazón
___ aguacates
___ leche
___ guisantes

Quick self-assessment of how well you already know the meanings of the words above. Many of you reported already knowing many. Good job—that shows me that you are being diligent with your flashcards at home to learn these new food words. If you struggled, practice, practice, practice.

2. Discuss yesterday’s reading assessment for my classroom research. WOW—you have made very significant gains.

Here’s what I saw:
--ALL students performed at “exceeds,” “meets” or “approaches” target. That is fantastic!
--Your 2nd assessments were far more complete than the 1st assessments.
--Many of you were showing me good reading strategies: marking unknown words and underlining where you found your answers.
--Despite the 2nd assessment being linguistically more difficult (in my opinion), you performed better.

Discussion of what you feel helped you work better with the text on the 2nd assessment.

Here’s what I heard from you in class:
--most of you felt more confident about the 2nd assessment than the 1st
--hearing the text read aloud by me helped significantly with your comprehension
--marking an X for unknown words helped many of you
--most of you did look at the context to help you with guessing the meaning of unknown words
--many of you used word clues to help you
--having some extra time helped many of you
--some of you would like even more time with the next assessment, so you can review your answers

3. Listen to our song of the week: “Lágrimas”. Good job catching the remaining words: creo, estás.

4. Begin a review of yesterday’s homework…will finish tomorrow.

Homework: 4-3, 4-4 in the workbook with EVERYTHING additionally translated to English.

Español Dos (2):

Today’s Learning Objectives:

1. Learn a second rule regarding accent marks in Spanish.

Yesterday we learned our first accent mark rule: All words in Spanish that end in n, s, or a vowel have a natural stress on the 2nd to last syllable. If a word follows the rule, no accent is needed. If a word doesn’t follow the rule, you write in the accent mark where you hear the stress.

Not all words in Spanish, however, end in a vowel, n or s.

First divide these words into their distinct sounds:
--platicar
--feroz
--mantel
--actividad

Where do you hear the stress as I say them aloud?
--pla-ti-CAR
--fe-ROZ
--man-TEL
--ac-ti-vi-DAD

You hear the natural stress on the last syllable of the words above.

RULE #2: All other words have a natural stress on the last syllable.

Using rules 1 & 2, decide if/where the following words need an accent:
--ri-no-ce-ron-te
--psi-có-lo-ga
--gal-pón
--re-co-ge-dor

2. Listen to our song of the week: “Te busqué”. Good job catching the next three words: encontré, llegaste, quería.

3. Review yesterday’s homework (4-1 & 4-2 in the workbook).

4. Begin today’s homework.

Homework: 4-3 & 4-4 in the workbook with EVERYTHING

martes, el nueve de diciembre del dos mil ocho

Español Uno (1):

Collected: (2nd hour only): Yesterday's completed test reflections.

Today’s Learning Objectives:

1. Practice spelling unknown words in Spanish. Many of you are catching the accent marks now. WOW!
--ma-que-ta
--pre-ci-pi-tó
--pró-xi-mos
--dur-mien-do
--es-plén-di-das

2. Listen to the first of our two new songs of the week: “Lágrimas”. Nice job catching the first three missing words: fuiste, viste, estás.

3. Learn some new chapter 4 gestures, and practice our old gestures.

4. Tackle a second reading for my research on your decoding skills. Great work! Thank you for being so thoughtful with your answers.

5. Begin the homework.

Homework: Workbook pages 4-1 & 4-2 with everything additionally translated to English.

Español Dos (2):

Today’s Learning Objectives:

1. Learn one of the fundamental rules to applying accent marks in Spanish.

Accent marks are meant to HELP us correctly pronounce Spanish. We are lucky to have them in Spanish. Correctly pronouncing unknown words in Spanish, in this regard, is far easier than pronouncing unknown words in English.

All words (in Spanish & English) have a natural flow to how the word should be said. All words have a natural stress—one sound that gets the biggest emphasis. Think about the word “hippopotamus.” We know, by sound, that we say “hippoPOTamus.” We know, by sound, that it wouldn’t sound right to say “HIPpopotamus” or “hippopotaMUS.”

The same concept applies to Spanish. Every word has just one stress.

There are rules to where the stress should go.
---If a word follows the rule, there’s no accent mark needed.
---If the word does not follow the rule, we need an accent mark.

Initial steps for deciding whether an accent mark is needed:
Step One: Break the following words into syllables.
--entraron
--enemigos
--investigando
--decenas
--trataba

Step Two: Listen to the word and circle the syllable where you hear the stress:
--en-TRA-ron
--en-e-MI-gos
--in-ves-ti-GAN-do
--de-CE-nas
--tra-TA-ba

**You see a pattern: The natural stress always goes on the second to last syllable of the words above.

**RULE #1 FOR ACCENTS: For words ending in n, s or a vowel, the second-to-last syllable is naturally stressed. When a word follows the rule, no accent is needed. When a word doesn’t follow the rule, an accent is needed.

2. Listen to our new song of the week: “Te busqué”. Good job catching the first five missing words: di, fue, vi, mío, eso.

3. Review yesterday’s preterite/vocabulary review worksheet.

4. Begin the homework.

Homework: 4-1 & 4-2 in the workbook, with everything additionally translated to English.

lunes, el ocho de diciembre del dos mil ocho

Español Uno (1):

Announcements: Your final exam will look much like exams 1 & 2. There is one distinct difference. Due to final exams needing to be worth exactly 10% of your semester grade, your final exam will be a composite score (score = points earned out of total points possible).

Today’s Learning Objectives:

1. Read, in Spanish, for nine minutes during SSR.

2. Talk about what we did over the weekend, answering these three questions:

--¿Qué tuviste que hacer? [Answer: Tuve que ___r....]
--¿Qué viste? [Answer: Vi....]
--¿Qué más hiciste? [Answers vary.]

3. (2nd hour only): With a partner, redo the reading section of our last test. When you find your answers in the text, underline the answers. When you come across unknown words, circle them.

4. Complete the test reflection for test #2.

5. Quick check for completion of food flashcards.

Homework: If you did not finish your food flashcards for today, do so for tomorrow. Also, if you did not finish your test reflection in class, do so for tomorrow.

Español Dos (2):

Today’s Learning Objectives:

1. Read, in Spanish, for ten minutes during SSR.

2. Talk about what we did over the weekend, answering these three questions:

--¿Qué tuviste que hacer?
--¿Qué viste?
--¿Qué más hiciste?

3. With a partner, work through a worksheet practicing irregular preterite verbs and old vocabulary from chapters 1 & 2.

Homework: Finish the worksheet we started in class.

viernes, el cinco de diciembre del dos mil ocho

Español Uno (1):

Reminder: You will have a chapter 4/12 vocabulary quiz on Tuesday, December 16th.

Today’s Learning Objectives:

1. View last week’s tests. NICE WORK! I am so pleased—especially with your writing. You can keep the speaking and listening sections, as those grades are already entered. The other parts of the test need to be handed back in so I can get them into the gradebook. On Monday you will receive your tests for good, and we will do a test reflection piece and look for areas of improvement, as well as growth opportunities.

IMPORTANT REMINDER:

Although most of you like to see your composite test score (by adding up the total points earned out of the total points possible), this is MISLEADING. Your test scores are entered individually by the specific skill assessed in each section. Each skill is weighted in the gradebook differently. Per your syllabus, you’ll remember that the grades are weighted (per Bloom’s Taxonomy) as follows:

--Speaking (18%)
--Writing (18%)
--Reading (15%)
--Listening (15%)
--Grammar (8%)
--Vocabulary (8%)
--Culture (4%)

2. Play a vocabulary game: “Vamos a la playa”. Remember, this chapter (4 & 12 food words) has a LOT of words that need to just be memorized. This game, while lots of fun, should be a great head start.

Homework: If you have not already made flashcards with the food clip-art images, please do so for Monday.

jueves, el cuatro de diciembre del dos mil ocho

Español Uno (1):

Announcements:
--You will receive your tests tomorrow. Thank you for being so patient!
--You will have a chapter 4/12 vocabulary quiz on Tuesday, December 16th.

Submitted: The crossword & vocabulary page you completed with the substitute on Tuesday.

Today’s Learning Objectives:

1. Organize our writing folders, by adding Monday’s class-write and yesterday’s partner-write to the composition section.

2. Practice our spelling in Spanish. You’ll remember that we don’t use K in Spanish (unless it is a word borrowed from another language.) Nice job guessing how we would spell the following "K" sounds in Spanish:
KA ---> CA
KE ---> QUE
KI ---> QUI
KO ---> CO
KU ---> CU

Nice work spelling the following words. Some of you even correctly guessed that there was an accent mark in the last word!
--ma-ri-qui-ta
--pan-que-ques
--ca-sti-llo
--co-co-dri-lo
--cú-pi-do

3. Practice speaking with a partner, by answering questions 13, 18, 25, 26 and 29 from our speaking assessment.

4. Receive the chapter 4/12 food vocabulary list. This chapter is DIFFERENT from our previous chapters. This chapter requires a lot more INDEPENDENT MEMORIZATION of vocabulary. You need to put in the time outside of class to memorize this vocabulary. There is no easy short-cut. Again, you will be having a quiz on this vocabulary on Tuesday, December 16th.

**As we discussed in class, a number of the food words are not clearly feminine or masculine. For those words that do not end in "o" (masculine) or "a" (feminine), you just need to memorize whether they are feminine or masculine. There is no easy short-cut.

Homework: Using the clip-art images given to you, please make food flashcards for next Monday.

Español Dos (2):

Collected: Students placed their test #2 reflection in their writing folder.

Today’s Learning Objectives:

1. Utilizing the blue preterite packet, work with a partner to take a practice preterite quiz.

2. Work with a partner to read “La moda de Steve Carrell”. Good job making logical guesses on new words in context.

3. Receive the chapter four “pink packet.” IMPORTANT: Your chapter four pink packet has all the irregular preterite verbs. If your blue preterite packet is not yet complete, utilize your pink packet to make it complete.

Homework: Use your book to define any chapter four vocabulary that we did not get to in class.

miércoles, el tres de diciembre del dos mil ocho

Español Uno (1):

Announcements:
--The cultural assessment piece for your test will not be over yesterday’s video. We will find a way in the next week or so to make that up.
--Please save yesterday’s classwork for tomorrow.

Today’s Learning Objectives:

1a. Write an original story with a partner. On Monday we wrote an original story as a class. Today you’re going to work toward a bit more independence and write a new, original story with a partner. Please utilize the provided guidelines and rubric.

1b. Make-up listening and speaking assessments will also be taking place during the class period.

Homework: None.

Español Dos (2):

Announcements:
--The cultural assessment piece for your test will not be over yesterday’s video. We will find a way in the next week or so to make that up.

Today’s Learning Objectives:

1. With a partner, redo the grammar section from our second exam.

Reflection: What allowed you to be more successful with the grammar section as you redid it with a partner? Most everyone seemed to be providing A/B-level work with their partner, yet I was not seeing that on our exam last Tuesday. Why might this be for you individually? What could you do to be at the A/B level for grammar on our next test?

2. Receive last week’s test. Complete the test reflection piece.

IMPORTANT REMINDER: Although most of you like to see your composite test score (by adding up the total points earned out of the total points possible), this is MISLEADING. Your test scores are entered individually by the specific skill assessed in each section. Each skill is weighted in the gradebook differently. Per your syllabus, you’ll remember that the grades are weighted (per Bloom’s Taxonomy) as follows:

--Speaking (18%)
--Writing (18%)
--Reading (15%)
--Listening (15%)
--Grammar (8%)
--Vocabulary (8%)
--Culture (4%)

Homework: Please fill out both test reflection pages—one is for you to keep, the other will be put in your writing folder for me to read.

Español Dos (2):

Today’s Learning Objectives:

1. Play the vocabulary game “Vamos a la playa” for our new chapter 4 vocabulary.

Homework: Start studying your chapter 4 vocabulary.

martes, el dos de diciembre del dos mil ocho

Español Uno (1):

Announcements: Substitute today

Today’s Learning Objectives:

1. (Alone or with a partner): Complete the chapter 3 crossword.

2. (Alone or with a partner): Complete the chapter 3 vocabulary page.

3. Watch 20-30 minutes of a cultural video about Perú. Be prepared for a quick assessment on what you viewed.

Homework: If you did not finish the first two assignments in class, do so tonight.

Español Dos (2):

Announcements: Substitute today

Today’s Learning Objectives:

1. (Alone or with a partner): Read the printed story and take logical guesses on the meanings of underlined words.

2. (Alone or with a partner): Practice your preterite verbs (with the help of your blue preterite packet).

3. Watch 20-30 minutes of a cultural video about Perú. Be prepared for a quick assessment on what you viewed.

Homework: If you did not finish the first two assignments in class, do so tonight.

lunes, el primero de diciembre del dos mil ocho

Español Uno (1):

Today’s Learning Objectives:

1. Read in Spanish for eight minutes during SSR.

2. Discuss what we did over the weekend. Answer each of the following questions:
--¿Qué tuviste que hacer? [Answer: Tuve que ___r…. Example: Tuve que ayudar en casa.]
--¿Adónde fuiste?
--¿Qué hiciste?

**We will continue to practice these essential questions. The first question is new. It would be logical to anticipate that I would assess you on this question in the future.

3. Practice writing a story as a class.

This is a skill you will be demonstrating for me on future tests. We will continue to practice this essential skill, both in written and oral form.

Goal: Tell an original story of 100+ words utilizing the pictures given. Students must only use the Spanish they already know. An important skill to use is circumlocution. Circumlocution means “working your way around a word” to express its meaning. For example, if you don’t know how to say “gloves,” you can say “ropa de manos.”

Step One: Look at the pictures. Can you make sense of what a story line might be? There is not one right plot that I am looking for. There are many interpretations that would work, so just go with your ideas.

Step Two: Begin your story. Start with some description to “set the scene.” Consider naming your characters. Talk about where the story is taking place. What’s the weather? What’s the day? What’s the date? What’s the time? …any of this description is an easy place to start.

Step Three: Advance the plot to picture two. Your character(s) will have to take some action. Feel free to throw in more description.

Step Four: Advance the plot to picture three. Your character(s) will have to take some more action. Feel free to throw in more description.

Step Five: Advance the plot to picture four. Wrap up your story.

Step Six: Lightly cross out all proper nouns. Count the remaining words. How close to 100+ words did you come?

Keep in mind: If you use your time well, it is not important whether you finish the story.

1st hour class story:

Alberto y Frederic son amigos. Son honestos. Son dos muchachos y son amigos.

Hoy es lunes. Hace frío y quieren su ropa de manos. Así que los muchachos van a PCFC. PCFC es una escuela. PCFC está en “the Plateau.” Hay ciento y noventa estudiantes en PCFC.

Van en el autobús amarillo. Están en el autobús amarillo por dos horas.

Andan a la oficina de PCFC. Van a la oficina de señora Bailey. También van a la cafetería.

Alberto y Frederic buscan la ropa de manos en el pupitre.

Alberto le dice: “Aquí están.”

Los otros estudiantes dicen: “Hola, Alberto y Frederic.”

Alberto y Frederic están contentos.

2nd hour class story:

Un día Jaime y Pepe no tienen manos. Jaime y Pepe son amigos. Jaime y Pepe están tristes. Jaime y Pepe no tienen manos porque sus padres son malos.

Hoy es lunes. Es el primero de diciembre del dos mil ocho. Hace mucho frío.

Jaime y Pepe son estudiantes y van a la escuela PCFC. Jaime tiene quince años y Pepe también tiene quince años. Jaime y Pepe andan a la cafetería. Es necesario tener dieciséis años para ir a la cafetería. Las manos están en la cafetería.

Andan por la puerta. Jaime y Pepe son muy inteligentes. Jaime y Pepe miran las manos y agarran las manos.

Jaime y Pepe están muy contentos.

Homework: None.

Español Uno (1):

Today’s Learning Objectives:

1. Read in Spanish for ten minutes during SSR.

2. Discuss what we did over the weekend.

Answer each of the following questions:

--¿Qué tuviste que hacer? [Answer: Tuve que ___r…. Example: Tuve que ayudar en casa.]

--¿Adónde fuiste?

--¿Qué hiciste?

3. Pull out our blue imperfect packet to practice communicating the following:

--I used to listen [Answer: escuchaba]
--We used to cook [Answer: cocinábamos]
--They used to live [Answer: vivían]
--You used to write [Answer: escribías]
--She was opening [Answer: abría]
--They were eating [Answer: comían]
--You all were buying [Answer: compraban]
--He used to go [Answer: iba]
--We would sing (“would” as in the past) [Answer: cantábamos]
--You would say [Answer: decías]

4. Receive a new, blue preterit packet. Whereas the imperfect communicates "used to walk," "was/were walking" and "would walk" (in the past), the preterit communicates "walked." You'll notice that the imperfect is pretty easy to form. You'll also notice that the preterit is significantly more picky to form than the imperfect.

In class we filled in what is technically review: 1) regular -AR, -ER, -IR preterite verb endings, 2) reflexive verbs in the preterit, 3) stem-changing "sandal" verbs in the preterit, 4) -CAR, -GAR, -ZAR verbs in the preterit.

On Wednesday we will fill in: irregular preterite verbs

Homework: None.

miércoles, el veintiséis de noviembre del dos mil ocho

Español Uno (1) y Español Dos (2):

Today’s Learning Objectives:

1. Take the following sections of our second exam: listening.

2. Some students will also take the speaking section of our second exam.

Homework: None

martes, el veinticinco de noviembre del dos mil ocho

Español Uno (1) y Español Dos (2):

Today’s Learning Objectives:

1. Take the following sections of our second exam: reading, writing, vocabulary & grammar.

2. Some students will also take the speaking section of our second exam.

Homework: None