spanish
Good afternoon to you all
As this term is a short one, unit 2 will cover just a few new new concepts and students will be practicing what they have learned. Year 3- 4 This group will continue with numbers now extending their knowledge of the subject from 100 to 1000, they will also practice doing listening where they will have to write words that they hear, this will include fruits vegetables, numbers, in doing this they will practice two skills at the same time writing and listening. Year 5 - 6 we will re-introduce weather condition and say how the weather was yesterday, they will learn a little about culture in South America, specifically the Mayans, and also learn how to invite someone to a birthday party. Yera 7 - 9 This year group will learn how to describe past actions, talk about past activities, this will include writing, students will write passages telling about last vacation.. Year 10 We will briefly study the environment and learn about global citizenship. A day of each week will also be used to practice with past examination papers. Regards Mr. Alberto Spence Good afternoon to you all
The topics to be covered in the first unit for our Spanish program this term, per year level will be as follows: Year 3 - 4 This group will begin learning vocabulary for fruits and vegetables, to start leaning about food and eating habits of Spanish-speaking counties, learn to say " I am hungry / thirsty", and saying what food / fruit they like and dislike.. Year 5 - 6 will continue with house and home , now looking at small and big appliances, giving opinions about their house, rooms. They will also learn about music, instruments, say which they like and dislike . Vocabulary for holiday destination will be introduced. As an assignment they will make a poster about holidays destination. Year 7 - 9 Will learn about their school and talk about their future career, this year group will also begin to study the future tense and study briefly, social media and the environment. Year 10 This group will study the world of work including communicating in the workplace. They will also talk about continuing education and different career choices. Year 11 This group will be doing exercises with past IGCSE papers in preparation for the exam. Year 3 -4 We will continue learning about family members but, Tuesday weather permitting, the students will sit outside of the classroom and read a short passage about their family, then we will review some basic questions.. Year 5-6 Will keep on learning about parts of a house, they will also have a short quiz about preposition of location, they are going to see a picture then, write saying where things are. Then they will review family relationship words to interview one another.. Year 7-9 this year group is going to review school subjects and later describe their school, on Wednesday there will be a speaking exercise where participants will pick a card that has 5 questions which they will have to answer, the topics are subjects already covered. Year 10 Will continue with travel and holidays Year 11 This group is going to keep on with past paper, we will do some speaking practice. Year 3 - 4 This year group will start to talk about their family, first they will learn family relationship vocabulary, (padre,madre, hermanos, hermanas,abuelo,abuela, primo, prima, tio, tia). They will also learn verb (tener) = have, as they have to use this word to talk and write about their family. As an assignment they will draw their family tree. A couple weeks ago we were reviewing numbers, we did a chain drill, one student start to count the other continue with the following number and so on, who makes a mistake is out, the winner was Raad Friwat, when we do this activity we usualllly go past one hundred, as a present for winning he got a drawing book. Year 5 - 6 This group will start with vocabulary for occupations, also we will review family in order to talk and write about their family including occupation and description of a family member. we will also start with preposition of location say where things are, (en, sobre, detras, debajo de, delante de,) =in, on, behind, under, in front of) Year 7 - 9 This group will learn about the weather and different weather conditions first we will review days and months, then weather will be introduced, we will also review verbs SER and ESTAR then they will give basic information about themselves such as: origin, nationality, description of a family and themselves. Then we will start talking about school routine and subjects. Year 10 They will study the imperfect tense in order to talk about things that used to happen in the past but don't happen anymore. I used to play with dolls = jugaba con muñecas. I used to live in a small neighborhood = vivía en un barrio muy pequeño. I used to walk to school = caminaba a la escuela. We will then talk about travelling and different means of transport, we will also learn about some important holidays in Spanish speaking countries. Year 11 We will only do practices with past IGCSE papers., this for the rest of the term. Dear parents I would like to take this opportunity to wish you a wonderful new year 2017 and hoping it will bring lots of prosperity, well being and good health. Regards Mr. Alberto Spanish teacher These are the topics of the Spanish program that your children will be working on during this second term which began on January 3 and will end on March 30.
Year 3 - 4 Review greetings and farewells Review numbers 1 - 100 Review days of the week / months of the year / alphabet Review and practice basic introduction questions: Cómo estás? Cómo te llamas? Cuántos años tienes? Cuándo es tu cumpleaños Dónde vives? You can ask your children these questions and they will be able to answer you. Learn some key classroom language: Siénte(n)se Levate(n)se Toque escribe Dibuje Levante la mano Abre el libro / cuaderno Cierre el libro / cuaderno Learn animal nouns with indefinite articles and the plural form of these nouns. Ask and respond to items in a pencil case. Learn key words for shapes: Cuadrado Rectágulo Rombo Triángulo Círculo Ovalo Estrella Corazón Combine color with other adjectives and shapes Learn the nouns and adjectives for parts of the body. Learn how to make descriptions: face, pictures, body parts. Learn nouns for family members. Listen to, read along, and eventually read their own mixture of familiar and unfamiliar words in stories and songs. Learn school subjects vocabulary Talk about sports. Learn to tell the time. Year 5- 6 Learn to use different persons of the regular AR - ER and IR ending verbs. Talk about origin and nationality. Learn about their school (subjects, timetable, things in a classroom) Review telling time: A qué hora? VS Qué hora? Describe routines using a clock Learn expressions of frequency to say how often they do different things Learn about parts of a house Introduce some common irregular verbs. (ir / hacer / ser / estar / tener) Learn vocabulary for occupations. Review clothing items Talk about their family Learn about locations (say where things are) answer question Dónde está? Where is/are? Learn vocabulary for places in a city / town Talk about the weather Learn vocabulary for food and meals. Year 7 - 9 Food ( vocabulary and short dialogues) The body Shopping Leisure Holidays Vocabulary and grammar rules Family and personal relationships Daily routine (present tense) Home and school life. Year 10 - 11 Personal and social life: Self, family, pets personal relationships. House and home Food health and fitness Eating and drinking. Holiday and special occasions: Holidays and getting around The world around us: Home town and local area Shopping Public services Home town and geographical surroundings Natural environment Weather People places and customs: Meeting people Places and customs Travel and transport These are the units per year group that will be taught for the rest of the term. November and December 2016.. Year 3 - 4 - Understanding how to use different question words in Spanish (Tienes? Donde? Como?, Cuando?, quien?, Que?) and answers. - Learn nouns of items in a pencil case. Ask questions and answers about items in a pencil case. - Learn basic classroom instructions. - Learn nouns of seven domestic animals, with indefinite articles and the plural forms of these nouns. - Typical Spanish exclamations (Que lastima!, Que horror!, oye!, Mira!, etc) - Learn the names of Hispanic countries and the color of their flags. - Do simple math operation. Week 1 (Nov 6 - 10, 2016) Items in a pencil case vocabulary. Basic classroom instructions vocabulary. Use of question words "Que?" , "Tienes?" Review colors Week 2 (Nov 13 - 17, 2016) Recall vocabulary for items in a pencil case. Identify animals Introduce plurals Color favorite animal Week 3 (Nov 20 - 27, 2016) Question words "How?" "Which?" Ask and respond to question of residence: "Donde vives?" Ask and respond to question of favorite animal: "Cual es tu animal favorito?" Color favorite animal. Ask and respond to question "Que tienes en la bolsa?" Week 4 (Nov 27 - Dec 1, 2016) Use exclamation words: "Que lastima?" . "Oye!", "Mira!" , "Que horror!" Construct adjectival agreement properly: "gato negro" caballos blancos" Review numbers 1 - 30 Week 5 (Dec 4 - 8, 2016) Indefinite articles, singular and plurals Un gato blanco blanco , unos gatos blancos Do somesimple math operation Cuatro mas dos igual seis 4 plus two = 6 Week 6 (Dec 11 - 15, 2016) Learn names of some Latin American countries Flags of Latin American countries Color flags of Latin American countries. Activity personality invention. Year 5 - 6 - Learn family members relationship vocabulary. - To ask and answer question: "Do you have?" " What is his/her name?" How do you spell that?" - More classroom instructions - Use of terms like and dislike to communicate - To say exactly where you live - Learn to use different persons of the regular AR - ER - IR. Write short sentences what different people eat for breakfast. - Use the three verbs associated with eating different meals: (desayunar, almorzar, cenar) Week 1 ( Nov 6 - 10, 2016) Learn vocabulary for family relationship. Say how many members are there in the family Ask and answer questions about family members Give and spell names of family members. Respond to question from a given family tree. Week 2 (Nov 13 - 17, 2016) Learn new vocabulary for classroom instructions: (lee, escribir, venga a la pizarra) Respond to commands given by the teacher To ask for permission Students give one another classroom instructions. Week 3 (Nov 20 - 24, 2016) Learn how to communicate likes and dislikes. Introduce: "me gusta, no me gusta, me encanta (I like, I dislike, I really love). Conjugate me gusta. Ask and answer questions saying whether you like something or not. Te gusta? (Do you like?) me gusta (I like) Me encanta (I love) Odio (I hate) Week 4 (Nov 27 - Dec 1, 2016) Learn vocabulary for cardinal points: norte, sur, este, oeste, noreste, noroeste, sureste, suroeste. Say exactly where you live. Donde vives? Vivo en ........ Donde vives exactamente? Vivo en un pueblo en el este de Italia que se llama .... Week 5 (Dec 4 - 8, 2016) Introduce some regular verbs in Spanish, ending ar and er: cantar, bailar, comer, beber Use key verbs in the present tense. Conjugate regular verbs in Spanish, first, second and third person. Week 6 (Dec 11 - 15, 2016) Learn meals vocabulary in Spanish Learn about food eaten in Hispanic countries Write short statements about what people eat for lunch, breakfast and dinner. Que desayunas? (What do you have for breakfast?) Yo desayuno (I have................... for breakfast). Year 7 - 9 - Recap the most necessary language needed for the classroom and get pupils to think about why Spanish is an important language. - Use verbs to give instructions. - Family relationship vocabulary. - Revision of likes and dislikes. - Describing a town and giving opinions. - Talk about likes and dislikes. - Lear adjectives to describe people, town. Week 1 (Nov 6 - 10, 2016) Introduce question words Learn to answer questions about city or town Review some some important Spanish speaking countries (Espana, Argentina, Mexico) "capital city, location" Learn why some Spanish-speaking countries are famous. Week 2 (Nov 13 - 17, 2016) Responding to commands Use verbs to give instructions Using commands to give simple movements instructions: Dar vuelta (turn around), salte (jump), Dar un paso a la derecha (turn right) Week 3 ( Nov 20 - 24, 2016) Introduce family relationship vocabulary Learn about the family Draw a family tree Ask and tell how many members are there in the family Answer comprehension questions from a family tree Week 4 ( Nov 27 - Dec 1, 2016) Introduce occupations vocabulary Write a short paragraph about their family Review likes and dislikes (me gusta, no me gusta) Use gustar / encantar with singular and plural nouns Learn some adjectives to describe family members Week 5 (Dec 4 - 8, 2016) Vocabulary for hobbies State which hobby they like and dislike State which is their favorite hobby and say why Ask and answer questions about hobbies. Week 6 (Dec 11- 15, 2016) Learn words to say what is in a town Introduce There is - there is not (hay - no hay) Create sentences to say what's in a town describing a town and giving opinion Year 10 - 11 Food health and fitness Personal and social life Self family and personal relationships. Week 1 (Nov 6 - 10, 2016) List vocabulary to describe people Students describe themselves, and a family member Students write a short paragraph describing a person Adjectival agreements with nouns they describe Revision of some key verbs in the present tense. Week 2 (Nov 13 - 17, 2016) Introduce the imperfect tense Conjugation of some key verbs in the imperfect tense Talk about things they used to do when they were children List leisure activities Week 3 (Nov 20 - 24, 2016) Revise like and dislike (me gusta - no me gusta) Go over activities done in their free time Talk about activities they like and dislike, say why and give opinions Read a conversation where some students are making plans to go out on the weekend Week 4 (Nov 27, Dec 1, 2016) Students will answer some comprehension questions from the conversation Review the past tense Review the present tense List some weekends activities Week 5 (Dec 4 - 8, 2016) Talk about weekend activities State what they do on the weekend Write a short paragraph about weekend activities Week 6 (Dec 11 - 15, 2016) Talk about past activities Read a short passage about last weekend activities Write a short paragraph saying what they did last weekend Learn about social media. (Que es Facebook?) What is Facebook?. This week in Spanish Year 3 - 4 This group will continue to recognize different vowel sounds in Spanish, we will do so from a chart which will be posted on the board, with some consonants, vowel, and a combination to form one and two-syllable words. M S V T P N A ma sa va ta pa na E me se ve te pe ne I mi si vi ti pi ni O mo so vo to po no U mu su vu tu pu nu They will repeat these sounds, first the whole class, then individually, to finish the teacher will dictate two-syllable word for them to write. Some words can be: mesa, masa, misa, pena, nube, peso, mono, puso, paso, puma,mapa. Each lesson they will get a set of new words, pato, tema, vaso, ruta, patata, matita. Year 5 - 6 This week our topic is Hispanic countries. Teacher will ask students: "do you know the name of any Spanish speaking countries?" As student say names they will be written on the board, teacher will help also if they cannot come up with enough, this will go on until we have named about ten names , The names are going to be pronounced properly for students to get the correct pronunciation, each student will pronounce all countries on the board; countries could be: Mexico Argentina Colombia Venezuela Costa Rica Chile España Perú Nicaragua Bolivia Puerto Rico For homework student will have to find the name of the capital of each one. They will do a "concentration game" matching country with its capital.. Then Student and teacher will review colors (azul, blanco, verde, rojo amarillo), then talk about their flags, and also look up flag for five countries., after, there will be a matching game where students will have to match country, capital and flag.. For homework student will have to look for the flags of the remaining countries. We will stress the adjectival agreement, "De qué color es la bandera de Mexico? Es de color verde y blanco , Los colores de la bandera de Perú son blanco y rojo. "Los colores for plural, el color for singular" As an assignment students will draw the figure of a country given by the teacher, point out the capital and underneath draw the flag and color it, a mark will be given for this. some video activities as practice will be done to reinforce these lessons. Year 7 - 9 The topic for this week is seeking information about origin and nationality, to begin we will review verb SER , conjugation will be written on the board: Yo soy Tú eres El / ella / usted es Nosotros somos Ellos / ellas / Ustedes son Students will fill in blanks with forms of SER, for example: Maria ___________ una estudiante. Nosotros ____________ de Qatar. Tu _______________ de Colombia. (handouts) We will also review names of Hispanic countries and capitals The instructor will place this question on the board: Donde vive Jennifer Lopez? Where does Jennifer Lopez live? As Jlo is very famous, they might know the answer , if the don't , teacher will provide it : " Ella or Jennifer Lopez vive en Puerto Rico." The follow up question will be: De donde es ella? Where is she from? Ella es de Puerto Rico, We will continue with other questions such: De donde son Shakira y James Rodriguez? Where are James and Shakira from? The answer is: Ellos son de Colombia. Students will look up answers for these four questions for homework: 1. De donde es Nelson Mandela? 2. De donde eres tu ? 3. De donde son Ronaldinho y Neymar? 4. De donde es Cristina Fernandez. As we have a variety of nationality in the classroom, as a speaking practice students will ask one another question about their origin: De donde eres tu/ Yo soy de Indonesia. etc.. John, De donde es Marcos? Marcos es de Indonesia. Diane, De donde es Travis? Travis es de Inglaterra? Jandre, De donde eres tu? Yo soy de Sud Africa. Then student will make a short presentation about themselves and tell it to the class, it will be as follows: Yo me llamo ____________________. Soy de ________________________ Vivo en ________________________ Mi mama / papa / amigo se llama ___________________ El / ella es de ________________________ El / ella vive en ________________ For homework they will rehearse that presentation at home and say it in front of the class. Year 10 - 11 This group will be finishing their topic from last week, which is pastime activities. They have a homework which is a reading comprehension about leisure time activities, that is going to be revised first thing Sunday morning. The new topic is Home Life, will begin on Monday. We will begin by reviewing family relationship and occupation vocabulary, they will get a handout to recall these words, They will read a passage about a person life and family , in book IGCSE Spanish Foreign Language, on page 6, first the teacher will read it then the each student will do so. They will also read a passage about "The Royal family of Spain" located in book REALIDADES 1 on page 230, then do the comprehension exercise at the bottom of the page.(Actividad 15 ). As homework students will write about their own family life using as guideline those of what they have read in class. On Thursday they will have an evaluation doing two activities. One a reading comprehension , they will read about a Spanish family and answer comprehension questions, after, teacher will ask each students 5 questions about their daily activities, family and free time hobbies.in Spanish. Year 3 - 4 This group will be learning how to give and ask for a date, say what day is today. We will start by reviewing days of the week, as a practice they will do this activity: Descubra y copia los dias secretos = "Find and copy the names of the secret days" 1 2 3 2d 1a LU + NES = LUNES a NES VIER CO 1f 2b ____ ________ = b LES TES DO 2e 3a 1b ____ _____ ___ = c GO xxxxx JUE 3c 1d ______ _______ = d VES LU BA 2a 3f ______ _______ = e DO MIER MIN 2f 3d 1e _____ ____ ___ = f MAR SA NES 3b 3e 1c _____ ____ ___ = As another practice to review days of the week, they will do this activity: Escribe los dias de la semana en orden = "write the names of the days of the week in order. 1- lunes 2- 3- 4- 5- 6- 7- domingo The instructor will write on the board: Que dia es hoy? = What day is today? Hoy es martes = today is Tuesday Using flash cards teacher will continue to ask the question and student answers the name of the day on the flash card, this will go on until everyone has participated. Vamos a hablar de los meses y los cumpleanos. Let's talk about months and birthdays. First we will introduce months, writing the names on the board and have students write them in their books. Then read them and have students repeat, we will do this at least 3 times. After all students must read them out loud. We will after practice and sing a months song (Macarena) They will do this writing activity: Que mes es? Completa y despues pon en orden los meses What month is it? Complete and put the months in order. 1. M__RZ__ 2. __EB__E__O 3. __C__UB__E 4. __UL__ __ 5. __I__IE__ __R__ 6. A__ __S__O 7. __N__R__ 8. __A__ __ 9. __E__ __I__M__ __E 10. J__N__ __ 11. n__ __ __EM__ __E 12. __BR__ __. Each student will get a flash card with a date for them to ask and answer question about date, the question will be: " Que fecha es hoy? What date is today? They will answer the date on the card they have. Listening activity: Escucha y une el dia con el mes para formar la fecha Listen and match the day with the month to make a date. Ejemplo: Es el 22 de abril they will draw lines joining from this chart: 31 22 17 2 6 13 15 20 de enero marzo abril diciembre mayo junio octubre They will now talk about birthdays, first they will listen and repeat A: Cuando es tu cumpleanos? B: Mi cumpleanos es el ocho de mayo Then they will ask one another about each birthday. To finish we will go over numbers 20 - 50, days of the week and months playing concentration games and games on line. Year 5 -6 This year group will begin learning how to describe weather conditions and seasons of the year in Spanish. To begin we will make a list of weather vocabulary and write them on the board for students to write them in their exercise books; Qué tiempo hace? What's the weather like? Hace calor it's hot Hace viento it's windy Hace sol it's sunny Hace fresco it's windy Hace frio it's cold Nieva it;s snowing Llueve it;s raining For homework, students must bring pictures or drawings that describes weather. After writing them down the instructor will read them for students to repeat, then each student will pronounce the new vocabulary. Pictures that describe weather will be projected for them to answer the question "Qué tiempo hace? They will get a handout for them to match weather condition in different places. Match weather condition in cities with a given text below. Next students will learn the names of the seasons of the year "primavera , verano, otoño e invierno. (spring, summer, autumn (fall) and winter.) To begin we will review the months, then we will have a word puzzle to find words for months of the year, after they will fill in blanks to say what month it is, then put them in order. Teacher then write this question on the board "Qué tiempo hace en verano?" What's the weather like in summer? Students must answer if not instructor will, this will go on until all seasons are covered. As a follow up activity, they will get a handout to match weather and seasons, then, answer some weather questions. Students will also do a role play asking and answering questions about weather, using pictures. A: Que tiempo hace en santiago? They will have a map to answer these questions. . They will do that Year 7 - 9 This group will begin learning how to talk about their daily routine, To begin we will review numbers to tell the time, fruits and vegetables vocabulary, food meals, school subjects. After we will ask and answer questions about time, both telling the time and giving a time; Qué hora es? What time is it? Son las ............. it's ....................... Es la ................. A qué hora tomas el desayuno? What time do you have breakfast? A las ...................... At ........................... Then on the board we will write down vocabulary for daily routine: me despierto = I wake up me levanto = I get up me baño = I bathe me visto = I get dressed me peino = I comb my hair me acuesto = I go to bed me ducho = I have a shower me ducho = I have a shower me cepillo los dientes = I brush my teeth desayunar = to have breakfast almorzar = to have lunch cenar = to have dinner / supper We will practice the new vocabulary until everyone knows how and when to use them This will be done through: matching exercises two columns, one English the other Spanish for them to draw lines connecting Spanish to English.; Matching pictures with phrases. After we have done these activities, students will see a letter of someone's daily routine for them to read, after all have read, instructor will clear all doubts that might come up, then they will answer some comprehension questions. Students will then use this reading as guide to write their own daily routine. They will do that at home during the weekend, to hand in on Sunday Year 10 -11 This week these groups will be doing "Everyday Activities" (Home life), we will begin by talking about "MI Barrio" (My neighborhood) First we will review two important irregular verbs "SER and ESTAR" as they are used to describe what's in their neighborhood and what it looks like, They will fill in blanks with the correct form of each one. After a list of places and buildings that are found in a city will be written on the board: un banco una discoteca un instituto una biblioteca un teatro un museo Correos una tienda una piscina una playa una pista de hielo un castillo un parque un polideportivo un mercado un cine una iglesia Students will do a matching activity, write name of places under a picture. After they will see a graph with a guide how to write about places in a neighborhood; Vivo en Madrid una ciudad grande y / e industrial Bogotá un pueblo pequeño (a) histórico (a) Caracas una aldea turístico (a) Buenos Aires importante Doha Está situado (a) en el norte de España el sur de Colombia el este de Venezuela el oeste de Qatar Esta cerca de............. a Kilómetros de ............. Hay mas o menos ......................... habitantes Hay / tiene / cerca de ....... hay / un banco, una discoteca, un teatro etc.. Students will ask one another about places to go / visit in their neighborhood, and also say what it looks like: Dónde vives? After we will have a reading comprehension activity. Then students at home write a paragraph talking about their city using the graph above mention as guide, this to hand in to instructor on Sunday, Should be something similar to this one: !Hola! Me llamo Enrique. He vivido en varias ciudades pero ahora vivo en una ciudad pequeña y tranquila en el oeste de España. Creo que es mucho más agradable vivir aquí. Hay muchas diversiones como cines y discotecas. Sin embargo, no hay mucho vandalismo o graffiti como en otras ciudades más grandes. prefiero esta. Professional Philosophy:
Education is not a lifelong process; education is life itself, therefore every child deserves to be educated and become the best they can possibly be. I was born in Costa Rica,which is located in Central America, I was also educated there and obtained a Bachelor's Degree in Teaching English and Spanish in high school, later a Licenciate in Teaching, a Licenciate in Hispanic countries is a degree higher than Bachelor's but not as high a Master's. I have taught at home, then I had a wonderful experience teaching Spanish in the Bahamas for ten years at a high school, that was great I |
Mr Alberto
Year 5 Spanish Archives
May 2017
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