martes, el veinte de octubre del dos mil nueve

Español Uno (1):

Today’s Agenda:

1. Practice our spelling of our core numbers 0-50:

--9 + (más) 4 = (son) _______....[trece]
--11 – (menos) 7 = (son) _______....[cuatro]
--20 + 10 = (son) _______....[treinta]
--19 - 5 = (son) _______....[catorce]
--11 - 9 = (son) _______....[dos]
--10 + 5 = (son) _______....[quince]
--50 - 30 = (son) _______....[veinte]
--30 + 20 = (son) _______....[cinquenta]
--10 + 9 = (son) _______....[diecinueve / diez y nueve]
--20 - 20 = (son) _______....[cero]

2. Listen to our song of the week: “Vivir” by Belinda. Nice job catching the first three missing phrases: quiero, diez & a veces.

3. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Here’s an outline of what you came up with in class:

EL MUNDO HISPANOHABLANTE (The Spanish-speaking world)
--“Fiestas patrias” (Independence Day celebrations)
------seven countries celebrate their Indpendence Days in September: México, Costa Rica, El Salavador, Nicaragua, Guatemala, Honduras & Chile
------México celebrates its independence day on September 16th
------------“El cinco de mayo” is NOT México’s Independence Day

--Soap operas are very popular in the Spanish-speaking world
------Soap operas are watched during prime time television hours in the evening, such as on “canal 29: Univisión”
------Soap operas are often watched together in a family setting. Many generations watch together.
------Soap operas are short-lived stories of often 3-9 months. Once the story is over, a new soap opera begins.

--Spanish is spoken in many parts of the United States.
------Miami (many have family origins from Cuba)
------Tejas (many have family origins from México)
-----California (many have family origins from México)
------Chicago (many have family origins from México)
------------There are ONE MILLION Spanish speakers in the Chicago metro area!
------New York (many have family origins from Puerto Rico or la República Dominicana)
------Arizona, New Mexico (many have family origins from México)

--“El Día de los Inocentes”
------celebrated December 28th
------it’s the Spanish-speaking world’s equivalent of April Fool’s Day
------it began as a religious holiday but has transformed to a secular holiday

--Tuesday the 13th
------it’s the Spanish-speaking world’s equivalent of Friday the 13th

--“¡Qué rico!”
------one of the nicest compliments you can give a Spanish speaking individual when wanting to compliment food

--filler words
------In the U.S., the words “um…” and “uh….” are often used as filler words
------In the Spanish-speaking world, “em….” or “eh….” are used instead.
------“Pues” (Well….) is another filler word in Spanish.

--music
------it is considered perfectly “macho” to sing love songs
------música ranchera
------------Origins in México
------------VERY popular historically, as well as today
------------began on the “ranchos” in the mid-1800’s
------------“música mariachi” is música ranchera performed live
-------------------popular songs include: “Cielito lindo,” “El rey” & “Las mañanitas”
-------------------instruments include: accordian, violin/fiddle, trumpets, guitar, bass guitar
------“Las mañanitas”
------------birthday song sung traditionally in México as an early morning serenade
------------also sung on an individual’s “saint day”
------------------“saint days” are based off of your first name (whatever is closest if there is no match)
------------------Catholic tradition

4. (1st hour only): Take a very quick numbers quiz.
(2nd hour only): Practice our gestures for a few minutes.

5. (1st hour only): Review P-3 in the workbook.

Homework: None, other than to study your cultural information page. We will be having an assessment later this week.

Español Dos (2):

Today’s Agenda:

1. Receive yesterday’s quiz.

2. Practice “frases verbales” (wants to, needs to, is going to, is able to, ought to, plans to, knows how to, etc.)

3. Listen to our new song of the week: “Andar conmigo.”

4. Brainstorm in table groups all the cultural information we have received since the first day of school. Later this week there will be a cultural knowledge assessment. Please view the outline above (in the Spanish 1 section) of what you came up with in class.

Homework: Study your cultural notes. Study your pink packet!