Profe B.com

¡Hola, Español 1!

You can now print out the vocabulary flash cards for the introductory vocabulary that we’ve been working on.

Also, next week we’ll be starting the Introductory Vocabulary which includes numbers, days of the week, months, colors, etc., and that vocabulary is also ready to download.

You can get all the Spanish 1 handouts from here.

For future reference, the link can also be found along the right sidebar under Spanish 1 Handouts.

Hasta luego,

Profesor Benedict

Welcome back to school!

We’re going to have a great year!

Take a few minutes to familiarize yourself with what is available on this site. It will come in handy throughout the year for your homework, extra copies of handouts, resources to help you with your assignments, and basic communication with me and your fellow students!

Have fun!

Profesor Benedict

TEXTOS: Ventanas Dos y Nosotros y nuestro mundo

OJETIVOS DEL CURSO:
1. Para mejorar y definir la correspondencia del sonido y la letra.
2. Para aumentar su vocabulario.
3. Para expresarse en español oralmente.
4. Para leer y comprender español en el contenido de la clase.
5. Para comunicarse en la escritura con gramática correcta, ortografía, acentos y puntuación.
6. Para desarrollar su conocimiento sobre las culturas hispanas.
7. Para producir oportunidades para elevar el autoestima de los estudiantes.
8. Para demostrar las oportunidades en la comunidad para personas bilingües en una sociedad multilingüe.

EL CURSO: Esta clase de un año está formulada para darles la oportunidad a los hispanohablantes de mejorar y practicar su español por modos de hablar, leer, y escribir. También aprenderán sobre las diferentes culturas hispanas.

Download Course Expectancy Sheet!

TEXTOS: Ventanas Uno y Nosotros y nuestro mundo

OJETIVOS DEL CURSO:
1. Para mejorar y definir la correspondencia del sonido y la letra.
2. Para aumentar su vocabulario.
3. Para expresarse en español oralmente.
4. Para leer y comprender español en el contenido de la clase.
5. Para comunicarse en la escritura con gramática correcta, ortografía, acentos y puntuación.
6. Para desarrollar su conocimiento sobre las culturas hispanas.
7. Para producir oportunidades para elevar el autoestima de los estudiantes.
8. Para demostrar las oportunidades en la comunidad para personas bilingües en una sociedad multilingüe.

EL CURSO: Esta clase de un año está formulada para darles la oportunidad a los hispanohablantes de mejorar y practicar su español por modos de hablar, leer, y escribir. También aprenderán sobre las diferentes culturas hispanas.

Download Course Expectancy Sheet!

I hope I’m not just on a beginner’s high, but my first few days have been great! I started off the first day with a story (I didn’t even learn their names!) and had total comprehension by most of the kids by the end of the block (I had them retell the story in English). It was amazing! The second day I went over some of the housekeeping stuff, we picked nicknames, and played some fun name games in French. Today we finished up housekeeping and played some more games (I REALLY want to know their names!). All I’m hearing from the other teachers is “So-and-so told me he LOVES French!” and “I hear the French class is going really well” and other praises like that. So the kids are liking it already! This is just beyond my wildest dreams. I’m so grateful for the group and all the help and support you have been. I know I will have questions as we dive into the year, but I know I have this group to turn to. When I came to this school last year there were 9 students in F! rench class. Now I have 45! I’ve had to fight for my program, but now that TPRS is here i think my kids will do the fighting for me! My principals have stopped in a few times already (I invited them - I wanted to be proactive) and they really liked what they saw. I just can’t stop smiling. Hooray!

Love,
Rachael in KY

And one more….our imperfect song…which we also enjoy!!

> Hola listeros!!
>
> Here is our imperfect song!!! Warning!!! It is only for the weird at heart
> who like to sing endings with their students!! It will stick in your
> head…and your students’ heads for years to come if they need and you
like
> those kinds of reminders!
>
>
> Think Jamaican Mon!!! (the song sings best for me if I eliminate
> vosotros…and we look at it outside the song…but it can be sung in
there
> too..give it a try mon!!)
> **********************************************************************
> Deo DEeeeeeo
> De things I used to do in de imperfecto !!
> Deo DEeeeeeo
> Dime what was happenin’ in de imperfecto!!
>
> ABA
> ABAS
> ABA
> ABAMOS
> ABAN
>
> DE AR VERBS IN DE IMPERFECTO!!
>
> Deo DEeeeeeeo
> De endings are so easy in de imperfecto!!
> Deo Deeeeeeeo
> Describing de past in de imperfecto!!
> *************************************************************************
> Then we repeat the song….changing the section in caps….to…
>
> VERSE 2
>
> IA
> IAS
> IA
> IAMOS
> IAN
> DE OTHER VERBS IN DE IMPERFECTO!!
>
> VERSE 3
>
> ERA
> ERAS
> ERA
> ERAMOS
> ERAN
>
> DE WAY IT “USED TO BE” IN DE IMPERFECTO!!
>
> VERSE 4
>
> IBA
> IBAS
> IBA
> IBAMOS
> IBAN
>
> WHERE WE USED TO GO..USE DE IMPERFECTO!!
>
> Enjoy!!!!
>
> Laurie Clarcq Ingerick
> lauring@mwcsd.k12.ny.us
> clarcq@gateway.net

Hi all.
I’ve been using in my classes for the last six years. I’ve had great success
with a number of songs - from grammar songs to pop songs. This is what I
typically do:

1. Create a cloze-style activity where students fill in missing words.
Usually these
involve vocabulary that they already know or cognates.
2. I play the song twice and students fill in the missing words.
3. I then highlight a few lines that I want the students to translate. From
that, they
tell me the meaning of the song. Upper level students can handle more
lines.
4. I always do a mini-biography of the singer . . . and I love to point out
regional
differences, both in pronunciation and word choice.
5. Okay, now for the singing part. Well, honestly, I’ve only had a handful
of
students who don’t sing. Most love it. In fact, on my evaluations,
students say
that singing is one of their favorite activities. The first time I have
them sing, I
tell them they are just trying to pronounce & enunciate the words
correctly -
in rhythm with the singer. Of course, I don’t expect them to get all
the words -
but I do tell them it’s great pronunciation practice. After a couple of
days of
practicing with the song, I divide the class into two groups and we have
a
“Sing-Off” - each group sings part of the song. I give them a score
(from 1-10)
based on (1) the number of students I heard singing and (2) the amount
of
words they were singing correctly. That way, even my most quiet
students will
participate because they think they are helping their group out. The
winning
team earns bonus points or candy.
6. Toward the end of the year - works great for cinco de mayo - I host a
fiesta for
my classes. Students bring in food from different Spanish-speaking
countries
and we have a Karaoke day. Students work in pairs or groups and perform
one
of the songs that we learned that year. They are allowed to use their
scripts if
they need to. Props & costumes are encouraged. I get other teachers or
administrators to act as judges and they pick the top 3 winners. The
students
love it. At the end, I teach them a few salsa and cha cha steps to go
with their
songs.

Anyway, I hope this helps a little.

Inga

Hi Vicki,
Here is what I do with the days of the week. First, I ALWAYS do the day,
date weather with each 1st hr. class, and so they have to learn that . I
also teach them a very stupid day song with gestures. (for Sp.) lunes is the
crazy day, so make the crazy gesture. Martes is we’re marching into the
week. Miercoles sounds like miracle whip, so spread it thick onyour bread.
Jueves is almost done with the week, so wave goodbye, it sounds like wavays.
viernes is we’re viery happy the week is done. jump up and down. sabado is
sleep in day, so sleep, and domingo we go to church, so pray. then I do the
old days of the week song:
lunes, martes, miercoles, 3
jueves, viernes, sabado 6.
Domingo, 7, ysabe ya,
que la semana completa esta.
(tune of twinkle twinkle)And of course, do the gestures They laugh, but they
do it.
Shaun fbguy

Yea,
it goes to the tune of “10 Little Indians”(how un pc!) and it is like this:
fui, fui,
di, vine
tuve, hice,
puse, estuve, quise,
pude ,supe, dije
traje y anduve
it’s from Gale Mackey’s tape of grammar songs, the kids like it.
shaunfbguy

Here is the version I learned many, many years ago at a conference and
have used it since. I teach it before we even start the preterite, and
do not even mention a thing about it being the preterite and then when
the time comes…..voila! It really sticks. For lots of my former
students who go off to college, this is the most requested thing!

Sung to the tune of La Cucaracha

Tener es tuve, estar estuve
Ir es fui y tambien ser
Poner es puse, poder es pude
Traje es para traer

Hacer hice haber hube
Querer quise saber supe
Venir vine decir dije
Dar di ver vi
no acentos!

–
Kathleen Sweeney Bulger
kbulger@michweb.net
~If you’re lucky enough to be Irish,
you’re lucky enough!
http://www.geocities.com/kbulger