7O grado: Unidad 1: Bienvenidos a la clase de español 1, Exercises of Spanish

Download 7O grado: Unidad 1: Bienvenidos a la clase de español 1 and more Exercises Spanish in PDF only on Docsity! 7O grado: Unidad 1: Bienvenidos a la clase de español 1 Bienvenidos a la clase de español I can identify and pronounce the Spanish alphabet. I can correctly accentuate syllables. I can identify, spell and pronounce numbers 32-100. I can identify, spell and pronounce basic classroom objects. I can ask and respond to questions about telephone numbers. ¿Cuál es tu número de teléfono? Mi número de teléfono es… I can identify the number/gender of nouns. I can identify definite articles. I can identify Spanish cognates. 7O grado: Unidad 1: Bienvenidos a la clase de español 2 Nombre: ________________________ Apellido:_________________________ Hora: 2 A / B Essential Question: What is in the class? Interpretive Presentational Interpersonal Culture Interdisciplinary I can… …understand when I… …tell others about… …ask others about… …understand when they tell me about… …understand the culture of the TL. …understand the relationship between ELA & other topics to the TL. … read about… …listen to… …the alphabet. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 …the natural accent. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 …numbers 0-100. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 …the class objects. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 …FOL # 1: gender. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 …FOL # 1: number 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 …definite articles. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Parent Signature:_____________________________________________ Date: ______/______/20______ ¿YO PUEDO? 4 = I know this so well that I could teach it! 3 = I get it! 2 = I kind of get it. I need a little help. 1 = I don’t get it. I need A LOT help. 7O grado: Unidad 1: Bienvenidos a la clase de español 5 ¡Dilo Como Yo! Say it like me! I can identify and pronounce the Spanish vowels. Sonidas de las vocals Before we start, you should take the pronunciation of Spanish sounds very seriously. As in English, Spanish has 5 vowels. However, unlike English, there are only 5 sounds which they ALWAYS make the same sound. Car Cake Feet Motor boot Yo como, como, como, manzanas, y bananas Sing to the tune, “I like to eat, eat, eat apples and bananas” Yo como, como, como, manzanas, y bananas Yo como, como, como, manzanas, y bananas cAr Yo cAmA, cAmA, cAmA, mAnzAnAs, y bAnAnAs Yo cAmA, cAmA, cAmA, mAnzAnAs, y bAnAnAs cAke Yo quEmE, quEmE, quEmE, mEnzEnEs, y bEnEnEs Yo quEmE, quEmE, quEmE, mEnzEnEs, y bEnEnEs fEEt Yo quImI, quImI, quImI, mInzInIs, y bInInIs Yo quImI, quImI, quImI, mInzInIs, y bInInIs mOtor Yo cOmO, cOmO, cOmO, mOnzOnOs, y bOnOnOs Yo cOmO, cOmO, cOmO, mOnzOnOs, y bOnOnOs bOOt Yo cUmU, cUmU, cUmU, mUnzUnUs, y bUnUnUs Yo cUmU, cUmU, cUmU, mUnzUnUs, y bUnUnUs Yo como, como, como, manzanas, y bananas Yo como, como, como, manzanas, y ba—na—nas Just as in English vowels there are strong & weak, so when combined they create diphthongs & triphthongs. The strong vowels are a, e & o. The weak vowels are i & u. Diphthongs: the combination of a strong and weak vowel or 2 weak vowels. When composed of a strong and weak vowel the strong one is stressed. When composed of 2 weak vowels the last one is stressed. Triphthongs: the combination of a strong vowel between 2 weak vowels the strong vowel is stressed. However, Diphthongs & Triphthongs may NOT have a vocalized separation unless there is a written accent. 7O grado: Unidad 1: Bienvenidos a la clase de español 6 ¡Dilo Como Yo! Say it like me! Sonidas de los consonantes The pronunciation of certain consonants are similar in Spanish and English, however, there are many others that are quite different. Since you don’t have many opportunities outside of class to practice your Spanish, you must practice in the classroom. C The C carries __2__ sounds. When the C precedes these vowels A O U it sounds like ____ like in the word kite / coat. When the C precedes these vowels E I it sounds like ____ like in the word snake / cereal. D Sounds like _____ as in the word theater. G The G carries __2__ sounds. When the G precedes these vowels A O U the sound makes a _____ G sound like in the word goat. When the G precedes these vowels E I it sounds like ____ like in the word hay. H Does ________ produce a sound. It is ________________! J Sounds like _____ as in the word hat. K The K and W were not originally apart of the Spanish alphabet, but due to ________________ words they were included. Example: Kodak, Kyle, Walter W LL The double L makes a different sound then the single L. The double L sounds like _____ as in the word yolk / yo-yo. Ñ The N with the ________ sounds like _____or_____ as in the word canyon or onion. RR The double R makes the _______ sound. It is similar to the PRRR that the _____ makes. Think of the tongue moving about 5 times on the roof of the mouth behind the teeth. R The single R is also __________ at the beginning of a word, between __2__ vowels and also after L, N, or S. It is pronounced the same as the double _____. V The V makes a softer sound of______ like in the word bee. ¡OjO! The B and V carry the _______ sound. Remember to give the Spanish V a big KISS, not a vibration! B X The X has __3__ sounds. When between 2 vowels the 1st sound is a combination sound of ______ as in box / socks, the 2nd sound is ____ when followed by a consonant as in spider or explicar and the 3rd sound is ____as in the word heart or México. Y The Y has __2__ sounds. Sounds like _____ as in the word ski / bee. Also, when next to or between 2 vowels it sounds like ____ as in the word yaht / yolk. Z Sounds like _____ as in the word skull. 7O grado: Unidad 1: Bienvenidos a la clase de español 7 Práctica de escuchar A. Look at the following phonetically spelled Spanish words and listen as the teacher spells them out. Vowels with written accents will have “con acento” following the vowel. B=be grande V=ve chica Modelo: be grande-a-ene-de-e-ere-a bandera 1. ce-ele-a-ese-e ______________________________________ 2. eme-u con acento-ese-i-ce-a ______________________________________ 3. i griega-e-de-ere-a ______________________________________ 4. ese-e-eñe-o-ere ______________________________________ 5. efe-a-ve chica-o-ere-i-te-o ______________________________________ 6. zeta-o-ene-a ______________________________________ B. Listen to your teacher spell Spanish words. Write what you hear being spelled. 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________ 5. ____________________________________ 6. ____________________________________ Carmen: Hola, Alfonso. Alfonso: Buenos días, Carmen. Carmen; ¡Vamos a practicar el alfabeto! Alfonso: Buena idea. Carmen: ¿Cómo se escribe la palabra “hola”? Alfonso: Se escribe hache-o-ele-a. Carmen: ¡Fabuloso, Alfonso! Alfonso: ¿Cómo se escribe la palabra, “adiós”? Carmen: Se escribe a-de-i-o con acento-ese. Alfonso: Perfecto, Carmen. Hasta luego. Carmen: Hasta mañana. 7O grado: Unidad 1: Bienvenidos a la clase de español 10 Más práctica con números A. What numbers do you think of for the following things? Write the number in Spanish. Modelo: days in the month of September treinta 1. continents ____________________________________________________________________________ 2. sides of a triangle ________________________________________________________________________ 3. the English alphabet ______________________________________________________________________ 4. players on a baseball field _________________________________________________________________ 5. legs of a beetle ___________________________________________________________________________ 6. a unicycle _______________________________________________________________________________ 7. seasons in a year __________________________________________________________________________ 8. states of the US __________________________________________________________________________ 9. legs of an octopus _________________________________________________________________________ 10. months in a year ________________________________________________________________________ B. Look at the number patterns (sequences) and complete these series of numbers logically by SPELLING OUT the number in Spanish. Modelo: 0, 20, curaenta, 60, 80, cien 1) uno, 3, _________________________, 7, nueve, _________________________, 13, 15 2) 2, cuatro, ________________________, 8, ________________________, doce 3) 16, 17, _________________________, 19, _________________________ 4) 70, 65, _________________________, _________________________, 50 5) 29, 28, _________________________, 26, veinticinco, _________________________, 23, veintidos 6) ochenta, 82, _________________________, 86, _________________________, 90 I can identify, spell and pronounce Spanish numbers. 7O grado: Unidad 1: Bienvenidos a la clase de español 11 Matemática: Más práctica con números A. Solve the following math problems. Write the answers in Spanish. Modelo: 2 + 4 = seis 1. 40 + 60 = _______________________ 2. 95 - 80 = _______________________ 3. 11 X 8 = _______________________ 4. 18 / 2 = _______________________ B. Solve the following math problems. Write the answers in Spanish. más + menos - multiplicado por x dividido por ÷ son = 1. ochenta más diez son ____________________________________________________ 2. veintidos más catorce son ________________________________________________ 3. quince menos dos son ___________________________________________________ 4. ochenta menos trece son __________________________________________________ 5. cinco multiplicado por diez son ____________________________________________ 6. noventa dividido por cinco son _________________________________________ C. Write in Spanish words (as above) to create 2 of your own math problems. Use 2 different mathematical formats más, menos, multiplicado por, or dividido por. Your problems, including the answer, should not use numbers over 199. 1. __________________________________________________________________ __________________________________________________________________ 2. __________________________________________________________________ __________________________________________________________________ I can apply my knowledge of numbers in mathematical formats. 7O grado: Unidad 1: Bienvenidos a la clase de español 12 I can apply my knowledge of numbers in mathematical formats with color reinforcement. Color por números Solve the following math problems. Write the answers in Spanish. Then color the picture for the corresponding number. más + menos - multiplicado por x dividido por ÷ son = matemática repuesta color uno más seis son amarillo quince menos diez son anaranjado doce menos once son rosado tres multiplicado por dos son verde cien dividido por cincuenta son azul cuarenta dividido por diez son morado noventa dividido por treinta son gris Color hints rojo modrado gris marrón rosado azul negro amarillo blanco verde anaranjado 7O grado: Unidad 1: Bienvenidos a la clase de español 15 I can demonstrate my understanding of numbers and letters w/ listening comprehension. Listening activity Create a picture: Listen to your partner ‘s letter / number combination to draw the picture / design (dot-to-dot). When finished compare your creation with your partner’s original design. 1 12 23 34 45 56 67 78 89 90 100 113 126 139 A B C D E F G H I J K L M N O P Q R S T U V X Y Z 7O grado: Unidad 1: Bienvenidos a la clase de español 16 I can apply and demonstrate my understanding of numbers with phone numbers. ¿Cuál es tu número de teléfono? Interrogativo¿Cuál? ¿Cuál es tu número de teléfono? Mi número de teléfono es X-XX-XX-XX. ¿Cuál es su número de teléfono de usted? A. ¿Cuál es tu número de teléfono? Circle the correct telephone number in each example. 1. Mi número de teléfono es cinco-cincuenta y ocho-cincuenta y dos-sesenta y dos. a. 5-58-52-62 b. 5-52-58-62 c. 4-62-58-52 2. Mi número de teléfono es ocho-ochenta y cinco-sesenta y cinco-treinta y seis a. 8-85-56-53 b. 8-85-65-36 c. 8-58-56-36 3. Mi número de teléfono es dos-noventa y nueve-setenta y dos-cero uno a. 2-25-29-01 b. 2-90-97-21 c. 2-99-72-01 ¿De quién es el número de teléfono? Look at this Antigua, Guatemala phone directory and read the responses of the phone numbers given and complete the name of the person to whom the phone number belongs to. 1. Mi número de teléfono es tres-veinticinco-doce-treinta y uno. Hernandez, _______________________________________ 2. Mi número de teléfono es siete-treinta y tres-diez-cuarenta y seis. Hernandez, _______________________________________ 3. Mi número de teléfono es dos-veinticinco-veintinueve-cero uno. Hernandez, _______________________________________ 6. ¿Cuál es tu teléfono? Listen as your teacher reads six phone numbers. Write the phone numbers that she says below. 1. Yo __ - _____ - _____ - _____ 2. Sara __ - _____ - _____ - _____ 3. tu maestra __ - _____ - _____ - _____ 4. Tomás __ - _____ - _____ - _____ 5. Mi madre __ - _____ - _____ - _____ Hernandez, Pablo 23 Calle de relcolección Antigua, GTM……………8-85-65-36 Hernandez, Paco 10 Callejón de Rubia Antigua, GTM……………3-25-12-31 Hernandez, Patricia 46 Calle del Hermano Pedro Antigua, GTM……………5-58-52-62 Hernandez, Paula 92 Calle de Chiplilapa Antigua, GTM……………2-25-29-01 Hernandez, Pedro 38 Calle de Santa Lucía Antigua, GTM……………7-33-10-46 Hernandez, Pepe 74 Callejón de San Roja Antigua, GTM……………6-12-31-25 7O grado: Unidad 1: Bienvenidos a la clase de español 17 Cosas en la escuela I can identify, pronounce and spell the class room objects. You MUST memorize All of these nouns with the el, la or las. el cuaderno el libro la carpeta el papel la tarea la pluma el bolígrafo el lápiz la goma el horario el reloj el pegamento la cinta el marcador el borrador la pizarra la regla la calculadora la grapadora las tijeras *la estudiante la alumna *el estudiante el alumno *la maestra la profesora *el maestro el profesor la mochila el casillero el escritorio el pupitre la sala de clase Remember the Rules for Stress! 7O grado: Unidad 1: Bienvenidos a la clase de español 20 I can reinforce numbers w/ the word “Hay” in a sentence and a question. ¿Cuántas cosas hay? A. Count how many of each item is on the page, and write the corresponding Spanish number in the blank. 1. ¿Cuántos libros hay? Hay___________________________________________ libros. 2. ¿Cuántas mochilas hay? Hay__________________________________________ mochilas. 3. ¿Cuántos papeles hay? Hay___________________________________________ papeles. 4. ¿Cuántos lápices hay? Hay___________________________________________ lápices. 5. ¿Cuántos bolígrafos hay? Hay__________________________________________ bolígrafos. 6. ¿Cuántas maestras hay? Hay__________________________________________ maestras. 7. ¿Cuántas gomas hay? Hay___________________________________________ gomas. 8. ¿Cuántas carpetas hay? Hay___________________________________________ carpeta. I can apply the word “Hay” correctly in a sentence and a question. 7O grado: Unidad 1: Bienvenidos a la clase de español 21 ¿Qué hay? Look at the model and picture provided and write 5 complete Spanish sentences to tell what there is in / on the student’s desk. Modelo: Hay el cuaderno en el pupitre. 1. 2. 3. 4. 5. The practice may only include 1 item, but on your presentations and interpersonals you MUST include 3 or more. I can reinforce classroom object identification correctly. 7O grado: Unidad 1: Bienvenidos a la clase de español 22 Cosas de la escuela Find the hidden picture, circle the object and place the corresponding number for the word in the circle. Modelo: 0. las banderas 1. las tijeras 2. el papel 3. el libro 4. el lápiz 5. el borrador 6. la goma 7. el bolígrafo 8. la regla 0. I can correctly apply the rules for making nouns singular or plural. 7O grado: Unidad 1: Bienvenidos a la clase de español 25 More about Number and Gender Due to F.O.L. #1 we know that ALL nouns in Spanish have __________________ & ___________________. How do I know if a noun is masculine or feminine?  NOT SO EASY … 1. First, think about the ____________________________ of the word. If the definition of the word refers to a boy or a man (son, brother, father, etc.), the noun is __________________________. If the definition of the word refers to a girl or a woman (daughter, sister, mother, etc.), the noun is __________________. 2. Then, at the ________________________ of the word. Masculine nouns ______________ but NOT _______________ end in - _______. 97% of the time Masculine nouns _________ with _____._____._____._____._____._____. So 3% of the words need to be memorized. Feminine nouns ________________but NOT ______________ end in - _______. 98% of the time Feminine nouns__________ with_______.__________._______._______. So 2% of the words need to be memorized. 3. HOWEVER, there are some nouns that do not follow a pattern at all. It is very IMPORTANT to know each noun’s gender. So, if you CAN’T rely on the 2 strategies above, you will need to the noun up on your vocab list; ________=masculine, ________=feminine. You will need to _________________ the gender of these “tricky” ones. Can I change the gender of a noun? ________________________________________! A. Indicate whether each of the nouns below is masculine (M) for feminine (F). ¡OjO! You may notice that there are some words you may not know or remember, just focus on the grammar rules. Watch out for the “tricky” ones! 1. horario _______ 2. paraguas_______ 3. profesor_______ 4. pizarra_______ 5. reloj _______ 6. estudiante_______ 7. ciudad_______ 8. actriz _______ 9. televisión_______ 10. papel _______ 11. lápiz _______ 12. calcetín_______ I can correctly identify the gender of a noun w/ the use of the rules. 7O grado: Unidad 1: Bienvenidos a la clase de español 26 I can correctly apply the rules of FOL #1 to correctly identify definite articles of a noun. Los artículos definidos Often we use words called ______________ in front of a noun. There are _____ definite articles in Spanish, and they all mean ____________. Why are there 4 definite articles in Spanish? Since all the nouns in Spanish have NUMBER and GENDER, there are… masculino femenino singular ____ / ____ nouns ____ / ____ nouns plural ____ / ____ nouns ____ / ____ nouns …and we need a different “THE” for each situation. masculino femenino singular plural Apuntes _____________________________________________________ _____________________________________________________ Because F.O.L. #1. All nouns have number and gender. 7O grado: Unidad 1: Bienvenidos a la clase de español 27 I can correctly apply the rules of FOL #1 to correctly identify definite articles of a noun. Práctica A. Analyze the nouns below using the rules for nouns. • Are they singular (s) or plural (pl)? (circle one) • Are they masculine (m) or feminine (f)? (circle one) After analyzing, write the appropriate definite article for each noun. Follow the model. Modelo los chicos (s / pl.) (m. / f ) 1. _____dragones (s / pl.) (m. / f ) 2. _____piloto (s / pl.) (m. / f ) 3. _____gorilas (s / pl.) (m. / f ) 4. _____persona (s / pl.) (m. / f ) 5. _____fotografías (s / pl.) (m. / f ) 6. _____cereal (s / pl.) (m. / f ) 7. _____ polución (s / pl.) (m. / f ) 8. _____adultos (s / pl.) (m. / f ) B. The nouns in section A are all cognates. What do you think the words in section A mean? Please write the English translation below. 1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________ 5. ___________________ 6. ___________________ 7. ___________________ 8. ___________________ Spanish is very easy when you know that nearly 80% of Spanish words look or sound similar to that of English. These words are called cognates. 7O grado: Unidad 1: Bienvenidos a la clase de español 30 cuaderno profesora lápiz sala pupitre horario mochila goma borradores pluma libro alumnas estudiante tijeras relojes marcadores calculadora papel maestras casillero pizarras tarea I can demonstrate FOL #1 rules with the following categories. LOS SUSTANTIVOS _____/11 puntos +_____/1 To practice what we learned about Spanish nouns, complete the following three word sorts by writing the terms from each word bank in the appropriate column. Self-correction: When you have completed the word sorts take out a correcting pen, not black, and make corrections with the correcting pen and your notes. If you got them all correct place a star by each sort. I. SINGULAR / PLURAL SINGULAR PLURAL II. MASCULINE / FEMININE MASCULINE FEMININE III. COMBINED MASC. / SING. FEM. / SING. MASC. / PLURAL FEM. / PLURAL 7O grado: Unidad 1: Bienvenidos a la clase de español 31 I can tell others about classroom objects. Assessment Presentación examen: BIENVENIDOS A LA ESCUELA You are a disorganized student and your materials are scattered all over the school. You have recently joined an organizational group. In order for you to begin your organizational task you must first locate your classroom items and tell your teacher where they are in school. Prepare a written presentation in Spanish, using vocabulary and grammar structures learned in the clase unit. Write a brief description in Spanish of what you have (Tengo…..) or what there is (Hay…..) in the backpack, in the locker, and in the classroom. You should write at least ONE sentence for each picture (three sentences total). Be sure to include an appropriate definite article with each noun. This is an open book assessment. You have the entire class period to work. The written presentation will be submitted to the teacher on the template provided, at the end of class TODAY. 7O grado: Unidad 1: Bienvenidos a la clase de español 32 I can demonstrate my understanding of the similarities & differences of Independence day in Mexico. La Independencia de México As you may already know, Mexico was first populated over 2000 years ago by complex indigenous civilizations like the Aztecs, Incas, and Mayas. In 1519, Spaniards began arriving, wishing to colonize this part of the ‘new world’. They brought with them their language, religion and culture, which over time blended with the cultures of the indigenous people. The Spaniards also brought diseases that the Indians had never been exposed to and therefore were not immune to. As a result, the indigenous population decreased by more than 50% during this time. It took the Spanish some time to completely conquer the Mexican territory. 1521 – 1650 is known as the Period of Conquest. 1650 – 1810 is the colonial Period, during which time Mexico was part of the Vice Royalty of New Spain, which included Cuba, Puerto Rico, and the Southwest United States. Spain used the people and the resources of Mexico to benefit Spanish nobles, and kept Mexico from developing as a country. No ports were built, international travel was only allowed through the existing ports at Veracruz and Acapulco (see arrows on map). Mexicans were very seldom allowed to travel in and out of the country, and education was discouraged. For these and other reasons, the Mexican people were not happy and wanted to gain independence from Spanish rule. 16 September 1810: el Grito de Dolores On September 16, 1810, Father Miguel Hidalgo y Costilla, parish priest of the village of Dolores (A on the map), became the father of Mexican independence. He gathered his congregation of Indians and mestizos (people with a mix of European and Native American heritage) and called for the Mexican people to unite and fight for their freedom. He also advocated the exile or arrest of all Spaniards (gachupines) in Mexico who had oppressed and exploited the native populations for hundreds of years. He ended his speech by calling out "Mexicanos, Viva México!" (Mexicans, long live Mexico!) – which was doubly significant since the country was known as Nueva España (New Spain) at that time.