el libro · 2016-01-19 · el libro el chico la chica la oficina los chicos una casa we started...
TRANSCRIPT
El año escolar de Español 1-2
El libro
El chico La chica
La oficina Los chicos Una casa
We started with
definite and
indefinite articles.
Pablo Picasso. Le Gourmet Feria en Reynosa - Carmen Lomas Garza
1. Unos niños _________________________ muy ocupados (estar - busy).
2. Un hombre _________________________(tocar) el violín.
3. Unas mujeres _____________________(beber) una bebida.
4. Un niño ___________________________(correr).
5. Una mujer ________________________ comida _______ (on top of) de su cabeza.
6. Otras mujeres _______________ algo. (comprar)
La Era: The Threshing Floor - Diego Rivera Baile en Tehauntepec Diego Rivera
We studied the present
tense with pictures!
You were part of a family entering to
the United States!
The customs agents wore badges!
Foldables!!!!
“Clase, doblen la hoja al estilo de una
hamburguesa.” “Doblen la hoja al estilo alargado.”
We made a family tree!
Gustar + Verbo
Present Tense
Present
Progressive
Me Nos
Te Os
Le Les
A mí me gustan las uvas.
A Carlos y Manuel les gusta este libro.
Gusta
Gustan
We learned the verb ‘Gustar’
And we talked into tape recorders.
Cruzar
Revisar Elevar Esquiar Navegar
Andar en paracaídas Pasar
Surfear Despegar Pasear Flotar
Rescatar Subir Ver
We went ‘Soarin’ to learn how to
conjugate the present tense!
Reflejar Caer Chocar Caminar
Nadar Correr Navegar a velas Volar
Jugar Saltar Planear Girarse
Capitán señor Gregory Reynolds
Edad: 38
Fecha de nacimiento: 5/12/1973
Datos físicos:
Altura: 6 pies
Ojos: Cafés
Estado Marital: Casado
Dependientes: Dos hijos
Residencia: San Diego, California
Educación: B.A, M.A. -
Universidad de
California, S.D.
Experiencia:
Piloto Militar
-6 años con la Fuerza
Aérea de Los Estados
Unidos
-3 años con la
Guardia de la Costa
We had a toast party to
celebrate the end of the
first semester!
Soooooo
Much
Fun!!!!!!!!
(Develop 3 questions and 3 answers related to the concepts of
critical thinking.) Pregunta: ¿Cuál es más importante, moral,
mejor, lógico, valido, apropiado?
We made ‘Cultural Posters’ using concept mapping!
We turned the activity into and interactive exchange
through the questions we developed for classmates!
Hig
he
r-o
rde
r th
inkin
g
Critical Thinking Objectives
(
Evaluating (Judging the value of ideas, materials and methods by developing and applying standards and criteria).
Creating Putting together ideas or elements to develop an original idea or engage in creative thinking).
Analyzing (Breaking information down into its component elements).
Applying (Using strategies, concepts, principles and theories in new situations).
Understanding (Understanding of given information).
A Árboles Trees
Compañeros de mi infancia, Companions of my childhood
hermosos gigantes verdes. Lovely, green giants
ciruelos, el peral, pistachios, Plum trees, the pear tree and the
pistachios
durazneros, damascos Peach trees, apricots
almendros, naranjos, kiwis, Almond trees, orange trees, the kiwi
cerezos, el nogal, manzanos. Cherry trees, the walnut tree, apple trees
Árboles que dan la fruta Trees that give fruit
que mis padres van pizcando. that my parents go along picking.
We read some poems about
nature and culture.
Cesar Chávez
Hernán Cortés
Para los Aztecas – For the Aztecs
The scene is Veracruz, where in 1519, Hernán Cortés arrived from Spain to the eastern coast of
México.
Allá en la costa de Veracruz
Con el calor que daba
El sol por su luz
Dr. Jacobson read her poem ‘Hernán
Cortés: Para los aztecas’ to us.
The ocean waters glistened
And to its gentle waves,
The native indians listened
And while the trade winds flowed from abroad
Not a single worry had they,
Por completo, era una escena de paz y de tranquilidad
Gozando de una vida calmada y sumamente pacífica
Una guerra no anticipaban
Nada así sobre su tierra, nada tan horrífica
Y al llegar Cortés y sus hombres, con México su destino
Todos los aceptaban con amistad y con todo su cariño
They showered him with gifts, they called him friend
Ya no es desconocido, pensaban
This man we can trust, and on this man we can depend
Yet I say, you may have heard ‘the way of the righteous is narrow’
¡Pero les digo, que este hombre es aventurero!
¡Tengan cuidado, les digo tengan cuidado!
You know not the danger you’re in!
He’s cunning, he’s clever.
He’s brave and he’s smart
Y les digo la verdad,
He’s been after it all from the very start!
¡Sí, el hombre de España!
¡Es amigo y conquistador a la vez!
¡Y él se llama Hernán Cortés!
Students helped select the winners who
won a blue ribbon and a certificate!
We had a
poetry
contest!
One of the winning poems:
Yesterday’s Tribune (Yesterday’s Newspaper)
La tribuna de ayer
Atados por una cadena Bound by a string
Díatras día day by day
A la puerta del anciano at the old man’s doorstep.
Sacudido y torcido sobre los caracoles, Tossed askew onto snails,
Sobre el lodo y el rocío de la mañana. mud and morning dew.
Cubiertas sucias, Grubby shrouds,
negras y grises. black and grey.
Al interior, Adentro Inside,
Cuentos no tanto para acostarse not-so-bedtime stories
de la delincuencia, de la comunidad, of crime, community,
y cuentos para entretenerse. and comic.
¿Ha olvidado con el paso del tiempo, Forgotten with time.
lo acostumbrado del café habitual, Coffee shop staple,
del periódico diario de la mañana? the morning paper.
Sombreros del marinero, de papel adornado,Sailor hats, paper machê,
Una caja decente de memorias. a decent box (of memories)
Todas para ser echadas a la basura, To be all tossed into the bin,
Cada página leída y echada, after each page
Una tras la otra. read in turn after the other.
Una ventana hacia el nuevo del viejo,
A window into old new, from old to
new/toward
Nombre:________________________________________Fecha________________
Ms. Jacobson, Ph. D.
____________________________________________________________________
___________________________________________
CERTIFICADO DE EXCELENCIA
Caperucita Roja
¿Qué está pasando?
1. ¿Quién está viviendo con su mamá?
2. ¿Qué está llevando a su abuela?
3. ¿Por dónde está caminando Caperucita Roja?
4. ¿Con quién está hablando Caperucita Roja?
5. ¿Adónde está corriendo el lobo?
We watched and sang: De Colores
Songs and Videos available on ‘Jacobson Blogspot’ Website through ‘Link’ on this page.
We watched a segment
of ‘Caperucita Roja’ to
help work on sentence
structuring and fluency.
De Colores Of many colors
De Colores se visten los campos en la primavera Of colors the fields are dressed in
the springtime
De Colores Of many colors
De Colores son los pajaritos que vienen de afuera Of many colors are the birds that
come from afar
De Colores Of many colors
De Colores es el arco iris que vemos lucir Of colors is the rainbow we see
shine
Y por eso los grandes amores And for that reason the great joys
De muchos colores Of many bright colors
Me gustan a mí I truly love
Y por eso los grandes amores And for that reason the great
things to love
De muchos colores Of many bright colors
Me gustan a mí I truly love
Canta el gallo The rooster sings (Sings the rooster)
Canta el gallo con el quiri quiri quiri quiri quiri Sings the rooster with his kiri kiri kiri kiri kiri
La gallina The cluck hen
La gallina con el cara cara cara cara cara The cluck hen with her cara cara cara cara cara
Los polluelos The baby chicks
Los polluelos con el pio pio pio pio pi The baby chicks with their pio pio pio pio pi
Y por eso los grandes amores And for that reason the great things to love
De muchos colores Of many bright colors
Me gustan a mí I truly love
Y por eso los grandes amores And for that reason the great
things to love
De muchos colores Of many bright colors
Me gustan a mí I truly love
We read stories to preschool students!
Blanca Nieves Ricitos de Oro y Los Tres Osos
¡La policía!
Ir de compras En el restaurante
¡En la frontera!
En el zoológico
We wrote and
performed a
skit!
El hogar – the home El río – The river
El bosque – the forest La persistencia
Encontrar – To find La charca – Pond
La amistad – The friendship
We read a story
about a dolphin
who became a man
and maintained his
optimism-mantenía
su optimismo.
We read a story about
a frog who found a
new home with the
help of his dolphin
friend through
persistence and
fortitude –por la
persistencia y la
tenacidad.
We played
Jeopardy en español!
Vocabulario / Verbos / Verbos Irregulares / El Cuento / SRHS
Cierran Almuerzan
Sean C. es el ganador.
El
chicle
Me, Te,
Lo, La
Nos, Os,
Los, Las
Me
Te
Le
Nos, Os
Les
We studied the following grammatical structures and tenses:
El Presente Progresivo ¿ Qué tiempo hace?
El Comparativo (de igualdad) Stop the Elf
El Presente El Pretérito ¿Qué hora es?
Ser vs Estar Stem-Changing Verbs Preposiciones
Direct and Indirect Object Pronouns Pronombres posesivos
Please continue your review and study over the summer!
Endeavor to reach the 5-6, 7-8 and AP levels of Spanish
course offerings!
Bilingualism Fine-tunes Hearing, Enhances Attention Tuesday, May 1, 2012, at 3:49 pm by Northwestern News
A new Northwestern University study provides the first biological evidence that bilinguals’ rich experience with language “fine-tunes”
their auditory nervous system and helps them juggle linguistic input in ways that enhance attention and working memory.
Northwestern bilingualism expert Viorica Marian teamed up with auditory neuroscientist Nina Kraus to investigate how bilingualism
affects the brain. In particular, they looked at subcortical auditory regions that are bathed with input from cognitive brain areas.
Kraus has already shown that lifelong music training enhances language processing, and looking at subcortical auditory regions helped
to tell that tale. “For our joint study, we asked if bilingualism could also promote experience-dependent changes in the fundamental
encoding of sound in the brainstem -- an evolutionarily ancient part of the brain,” said Marian, professor of communication sciences.
The answer is a resounding yes, according to the study in the April 30 issue of Proceedings of the National Academy of Sciences. The
researchers found the experience of bilingualism changes how the nervous system responds to sound.
“People do crossword puzzles and other activities to keep their minds sharp,” Marian said. “But the advantages we’ve discovered in
dual language speakers come automatically simply from knowing and using two languages. It seems that the benefits of bilingualism
are particularly powerful and broad, and include attention, inhibition and encoding of sound.”
Co-authored by Kraus, Marian and researchers Jennifer Krizman, Anthony Shook and Erika Skoe, “Bilingualism and the Brain:
Subcortical Indices of Enhanced Executive Function” underscores the pervasive impact of bilingualism on brain development.
“Bilingualism serves as enrichment for the brain and has real consequences when it comes to executive function, specifically attention
and working memory,” said Kraus, Hugh Knowles Professor at Northwestern’s School of Communication. In future studies, she and
Marian will investigate whether these advantages can be achieved by learning a language later in life.
In the study, the researchers recorded the brainstem responses to complex sounds (cABR) in 23 bilingual English-and-Spanish-
speaking teenagers and 25 English-only-speaking teens as they heard speech sounds in two conditions.
Under a quiet condition, the groups responded similarly. But against a backdrop of background noise, the bilingual brains were
significantly better at encoding the fundamental frequency of speech sounds known to underlie pitch perception and grouping of
auditory objects. This enhancement was linked with advantages in auditory attention.
“Through experience-related tuning of attention, the bilingual auditory system becomes highly efficient in automatically processing
sound,” Kraus explained.
“Bilinguals are natural jugglers,” said Marian. “The bilingual juggles linguistic input and, it appears, automatically pays greater attention
to relevant versus irrelevant sounds. Rather than promoting linguistic confusion, bilingualism promotes improved ‘inhibitory control,’ or
the ability to pick out relevant speech sounds and ignore others.”
The study provides biological evidence for system-wide neural plasticity in auditory experts that facilitates a tight coupling of sensory
and cognitive functions. “The bilingual’s enhanced experience with sound results in an auditory system that is highly efficient, flexible
and focused in its automatic sound processing, especially in challenging or novel listening conditions,” Kraus added.