El 9 de mayo Español 1 Acc lunes per 1, 2, 6



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El 9 de mayo Español 1 Acc

LUNES Per 1, 2, 6

What are the infinitives of the Irregular YO verbs?

How do you use SABER and CONOCER?

SING Las Mañanitas for summer b-days
STAMP the HW: Página 5 for Peanut Project while students copy notes:

Description of 3 people in peanut’s life (family or friends).

Description must include


  • physical features,

  • personality,

  • age,

  • job and

  • what they like/don’t like to do.


El 9 de mayo PG B

APUNTES #1: The infinitives for the Irreg Yo Verbs

  1. CAERSE = TO fall

  2. CONOCER = TO know/ TO be familiar with

  3. DECIR = TO say; I tell

  4. DAR = TO give




  1. HACER = TO do; TO make

  2. PONER = TO put; TO place

  3. SALIR = TO go out; TO exit

  4. SER = TO am (characteristics)




  1. TENER = TO have; TO be (age)

  2. TRAER = TO bring

  3. VENIR = TO come

  4. VER = TO see




  1. OíR = TO hear

  2. SER = TO know (information)

  3. IR = TO go

  4. ESTAR = TO be (location, conditions, present progressive)

TURN IN Página 5 for Peanut Project


El 9 de mayo PG B

APUNTES #2: SABER vs CONOCER

SABER is used for (FIK)



Facts / Information / Knowledge/Know-how

Words that trigger SABER = piece of info, question word, verb in the infinitive

EX: Yo sé tu número de teléfono. (piece of info)

Yo sé dónde vives. (question word)

Yo sé hablar español un poquito. (verb in the infinitive)
CONOCER is used for (PPF)

People, Places, Familiar with something

Words that trigger CONOCER = personal “A”, NO question word nor infinitive before the DO

EX: Yo conozco a tu hermano. (personal “a”)

Yo conozco tu casa. (no question word nor infinitive before the DO)


Application:

  1. Practice the difference between SABER and CONOCER and the irregular yo forms by writing the following sentences with the correct form of SABER or CONOCER and explaining WHY you chose the verb you did:

  1. Yo ___________ a su hermano.

  2. Yo no___________ tu nombre.

  3. Yo no ___________ la ciudad de Anaheim.

  4. Yo ___________ quién es el presidente.

  5. Yo ___________ usar una computadora.

  6. Yo ___________ a los estudiantes de COHS.

  7. Yo ___________ la música de Elvis.

  8. Yo ___________ que ella vive en Covina.

INTRODUCE regular PRERERIT endings with Singing the Basics Song

AR Preterit is é, aste, ó, amos, aron

ER/IR verbs are í, iste, ió, imos, ieron

NOTE there is an accent on the YO and Él conjugations!

The nosotros form will be the same in present and past tense for AR and IR verbs



LA TAREA:

START putting your Peanut Project together.

Correct your errors. Type your text. Find your pictures for each page.

FIND info for your Peanut’s visit to a Spanish-speaking country.

BUY supplies for your Peanut book.

SING Las Mañanitas for summer b-days


STAMP the HW: Página 5 for Peanut Project while students copy notes:
Description of 3 people in peanut’s life (family or friends).

Description must include



  • physical features,

  • personality,

  • age,

  • job and

  • what they like/don’t like to do.


El 9 de mayo PG B

APUNTES #1: The infinitives for the Irreg Yo Verbs

  1. CAERSE = TO fall

  2. CONOCER = TO know/ TO be familiar with

  3. DECIR = TO say, TO tell

  4. DAR = TO give




  1. HACER = TO do; TO make

  2. PONER = TO put; TO place

  3. SALIR = TO go out; TO exit

  4. SER = TO be (characteristics)




  1. TENER = TO have; TO be (age)

  2. TRAER = TO bring

  3. VENIR = TO come

  4. VER = TO see




  1. OíR = TO hear

  2. SABER = TO know (information)

  3. IR = TO go

  4. ESTAR = TO be (location, conditions, present progressive)

TURN IN Página 5 for Peanut Project

TURN IN Crónica 4B
El 9 de mayo PG B

APUNTES #2: To know: SABER vs CONOCER
SABER is used for (FIK)

Facts / Information / Knowledge/Know-how

Words that trigger SABER = piece of info, question word, verb in the infinitive, and “SI=if”

EX: Yo sé tu número de teléfono. (piece of info)

Yo sé dónde vives. (question word)

Yo sé hablar español un poquito. (verb in the infinitive)

¿Sabes tú si La SraB está en su cuarto? (si=if)


CONOCER is used for (PPF)

People, Places, Familiar with something

Words that trigger CONOCER = personal “A”, NO question word NOR infinitive before the DO

EX: Yo conozco a tu hermano. (personal “a”)

Yo conozco tu casa. (no question word, no “si”, no infinitive before the Direct Object)



Application:

Practice the difference between SABER and CONOCER and the irregular yo forms by writing the following sentences with the correct form of SABER or CONOCER and explaining WHY you chose the verb you did:



  1. Yo ___________ a su hermano.

  2. Yo no___________ tu nombre.

  3. Yo no ___________ la ciudad de Anaheim.

  4. Yo ___________ quién es el presidente.

  5. Yo ___________ usar una computadora.

  6. Yo ___________ a los estudiantes de COHS.

  7. Yo ___________ la música de Elvis.

  8. Yo ___________ que ella vive en Covina.

INTRODUCE regular PRERERIT endings

with Singing the Basics Song

AR Preterit is é, aste, ó, amos, aron

ER/IR verbs are í, iste, ió, imos, ieron
NOTE there is an accent on the YO and Él conjugations!

The nosotros form will be the same in present and past tense for AR and IR verbs.

Nombre _____________________________ Fecha _________________ Per _____ Pg _____

Canciones para Recordar el Pretérito

Focuses on the beginning or the completion of an action.


Preterite Forms: from Singing the Basics
-
Accent on the

YO and ÉL forms!


AR preterite is é aste ó amos aron
-ER/IR forms are í iste ió imos ieron 2x
M
ÉL / ELLOS forms change the I to Y
any verbs ending in -uir (not guir) change the "i"
In the stem of third singular and plural to "y"
The same is true of many stems

with a vowel on the end


like leer, oír, creer, caer, poseer
T
Stem-changing

IR verbs ONLY:

ÉL / ELLOS forms change the IE to I or the UE to U


he only verbs that have

a change in the stem


are -IR verbs,

you must remember them


Third person stems will have

the vowel replaced


By u or i, just one letter in its space
B
YO forms ONLY
ecause i's and e's soften g's and c's
Sometimes a spelling change

is what you need


 Don't let an ending change the way you say
The last letter of the stem—

make a consonant change

(CQU / GGU / ZC)
F
The verbs with “e” in the Yo form have their own endings:

Yo- e Nost. -imos

Tú- iste Vost. -isteis

Él- o Ellos -ieron


NOTE: NO accents!

Irregular Verbs with “i” in Yo form:

IR / SER VER DAR

Fui Vi Di

Fuiste Viste Diste

Fue Vio Dio

Fuimos Vimos Dimos

Fuisteis Visteis Disteis

Fueron Vieron Dieron


NOTE: NO accents!

ui-Fui Song

Fui, Fui

Vi, Di, Vine

Tuve, Hice, Puse, Estuve

Quise, Pude, Supe, Dije

Traje y Anduve

Conduje


Cupe

Traduje—al inglés/español!


I was, I went

I saw, I gave, I came

I had, I did/made, I put, I was (condition)

I tried, I was able to, I found out, I said/told

I brought, I walked

I drove


I fit

I translated—to English/Spanish!



P
Accent on the

YO and ÉL forms!


reterite Forms: from Singing the Basics

-AR preterite is é aste ó amos aron
-ER/IR forms are í iste ió imos ieron 2x
M
ÉL / ELLOS forms change the I to Y
any verbs ending in -uir (not guir) change the "i"
In the stem of third singular and plural to "y"
The same is true of many stems

with a vowel on the end


like leer, oír, creer, caer, poseer
T
Stem-changing

IR verbs ONLY:

ÉL / ELLOS forms change the IE to I or the UE to U


he only verbs that have

a change in the stem


are -IR verbs,

you must remember them


Third person stems will have

the vowel replaced


By u or i, just one letter in its space
B
YO forms ONLY
ecause i's and e's soften g's and c's
Sometimes a spelling change

is what you need


 Don't let an ending change the way you say
The last letter of the stem—

make a consonant change

(CQU / GGU / ZC)
LA TAREA:

START putting your Peanut Project together.

Correct your errors. Type your text. Find your pictures for each page.

FIND info for your Peanut’s visit to a Spanish-speaking country.

BUY supplies for your Peanut book.

Nombre ____________________________ Fecha _____________ Per _____ PG A



Contenido #5—Sem 2

Fecha

Actividad

MAKE SURE YOUR NAME, PERIOD, TITLE & PG #

are on ALL papers!

Página




SECCIÓN A

Fuentes de apoyo










Contenido (This table of Contents)

A







Procedimientos de la clase y plan de estudios (amarillo)

A







VOC: Carácterísticas y Actividades

A







VOC: Numbers, Time, Dates

A



















Unused Pases de Tarea










DO NOT include your current Crónica!































SECCIÓN B

APUNTES







El 9 de mayo

APUNTES #1: The infinitives for the Irreg Yo Verbs







El 9 de mayo

APUNTES #2: SABER vs CONOCER: PPT Notes























































SECCIÓN C

ACTIVIDADES























































SECCIÓN D

PRÁCTICAS







El 6 de mayo

Proyecto del Cacahuate—Text pgs 5--

D










D










D










D










D










D










D










D










D























































































Accelerated Spanish 1 La vida de un cacahuate Sra. Bernal



Sra. Bernal
You will receive a felt peanut, eyes, (a craft stick) and limited material to create a peanut person of your choice. Your peanut will come to life in class and will be the main character in your project.
You will write a book about your peanut. Each page of your book must

  • Include text and illustrations.

  • Have at least 5 sentences (unless otherwise stated)

  • Have a page number on the bottom of the page

  • Be written in first or third person.

Make sure your book is your own work! Do NOT get help from a Spanish-speaker. Do NOT use a translator to translate your sentences from English to Spanish.
Your book must include the following (1 topic per page). Remember to number the pages:


  1. Your peanut’s name, age and birthday, where peanut is from (in Spanish) and where peanut currently lives

  2. A description of you peanut’s personality and physical features

Include at least 5 physical features and 5 personality traits

  1. Peanut’s favorites and likes/dislikes (foods, restaurants, colors, TV shows, etc.) Use GUSTAR and PREFERIR(E-IE) here.

Include at least 6 likes/dislikes and 3 favorites/preferences

  1. Eight things peanut does and when s/he does them (times, before/after ____ing, seasons, months, etc). Here you should use various AR, ER, IR verbs to talk about a variety of activities peanut does throughout the year with friends and family. Do NOT include daily routine activities.

  2. Description of 3 people in peanut’s life (family or friends). Description must include physical features, personality, age, job and what they like/don’t like to do.

  3. Peanut’s daily routine—Use reflexive verbs to describe at least 8 things that peanut does throughout the day.

  4. Peanut’s school day. Include how many classes, what classes they are, what peanut does in his/her classes and peanut’s favorite class/teacher.

  5. Peanut’s life in the future: Include goals and what peanut is going to be when he grows up (IR A + INFINITIVE). You can also say what peanut wants to do (QUERER + INF.)

  6. Peanut’s future vacation to a Spanish-speaking country—Include at least five of the following:

the name of the country peanut wants to visit, famous landmarks and tourist attractions peanut wants to see, the typical food peanut wants to try [probar (ue) or eat], the typical music (s)he wants to hear, the typical clothing (ropa) or crafts (artesanías/manualidades) (s)he wants to buy as souveniers for friends, family or him/herself.
Details in your story must be appropriate for the classroom (no sex, drugs, violence)
Your project should make extensive use of your Spanish knowledge. Use you notes, textbook, and dictionaries as references. DO NOT use translating programs NOR Spanish-speakers to write your sentences. If you do, your grade will suffer! If you don’t know a word, look it up in a dictionary or at www.wordreference.com or ask Sra. Bernal!


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