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Midterm review 2

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  • Object of conjugated verb- before verb
  • Object of conjugated verb- before verb
  • Transcript

    • 1. Midterm Review
    • 2. Vision/Mission StatementsVISION: GCA students will emerge as confident leaders in the 21st centuryglobal community through a holistic approach of rigorous academicstandards, a commitment to individualized learning paths, and attention tothe growth of each student as a civic minded contributor both within theirlocal communities and beyond.MISSION: The mission of the Georgia Cyber Academy is to provide anexemplary individualized and engaging educational experience for allstudents by incorporating school and community/family partnershipscoupled with a rigorous curriculum within a data-driven and student-centered instructional model. Student success will be measured by validand reliable assessment data, parent and student satisfaction, andcontinued institutional growth within the academic community.
    • 3. Agenda: • Changes to Power Speak to reduce number of assignments • CC recordings and slides can be found in LMS. • Review Midterm questions MLII.CCC5 The students develop and apply targetMLII.IP2 The students demonstrate skills necessary language skills and cultural knowledge beyond theto initiate, sustain, and close oral and written classroom setting for recreational, educational, andexchanges in the target language. occupational purposes.
    • 4. Topics in the midterm • Ar, er, ir verbs • Preterite • Imprefect verb • Indirect objects • Present progressive • Ser and estar • Vocabulary words MLII.CCC5 The students develop and apply targetMLII.IP2 The students demonstrate skills necessary language skills and cultural knowledge beyond theto initiate, sustain, and close oral and written classroom setting for recreational, educational, andexchanges in the target language. occupational purposes.
    • 5. When to Use the Preterite • When an action was completed • When an action was completed at a specific time • When an action was completed a specific number of times • When an action began or ended • When an action interrupts another action MLII.CCC5 The students develop and apply targetMLII.IP2 The students demonstrate skills necessary language skills and cultural knowledge beyond theto initiate, sustain, and close oral and written classroom setting for recreational, educational, andexchanges in the target language. occupational purposes.
    • 6. Phrases that indicate use of the preterite • Ayer • El año pasado • Anteayer • Hace dos días • Anoche • Hace cuatro años • Desde el primer momento • Ayer por la mañana • Durante dos siglos • Ayer por la tarde • El otro día • Esta tarde • En ese momento • La semana pasada • Entonces • El mes pasado • Esta mañana MLII.CCC5 The students develop and apply targetMLII.IP2 The students demonstrate skills necessary language skills and cultural knowledge beyond theto initiate, sustain, and close oral and written classroom setting for recreational, educational, andexchanges in the target language. occupational purposes.
    • 7. El Pretérito: • is a past tense (“-ed”) • talks about what happened • is a completed action I went to the store. I bought a shirt. I paid in cash.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes. 7
    • 8. The stem for regular verbs in the pretérito is the infinitive stem. Tomar tom- Hablar habl- Comer com- Beber beb- Abrir abr- Salir sal-MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes. 8
    • 9. Pretérito endings for -ar verbs are: -é -amos -aste -asteis -ó -aronMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes. 9
    • 10. Pretérito endings for –er / -ir verbs are: -í -imos -iste -isteis -ió -ieronMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes. 10
    • 11. All together now…
    • 12. Remember this? • We’ve already learned one way of talking about the past: the preterite. It’s used to describe single actions that started and ended in the past. • Examples: – Tomaron el examen el lunes pasado. Gabriela recibió la mejor nota de todos los estudiantes. – El año pasado, fui a Costa Rica de vacaciones. Lo pasé muy bien. – Pedro se levantó, fue al baño, y se duchó.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 13. What about…? • … actions that happen more than once in the past? – I used to live in Peoria. – Every Christmas the whole family would get together for a big dinner.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 14. Or how about…? • … actions that started in the past but didn’t finish (as far as we know): – I was walking to work when I saw an accident. – She was tired and hungry.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 15. Imperfect conjugations
    • 16. The direct object pronouns in Spanish are as follows: These are used exclusively for people (I)me nos (us) (you)te (you formal)os These are used for people (he/she)lo, la (they) los,las and things (lo, la) (los, las)MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 17. Placement•If it is the object of conjugated verb -then place it before the verb. ie… Marcos lo come•If it is the object of a verb infinitive -then attach it to the end of theinfinitive. ie…Marta quiere comerlo
    • 18. Examples Paco has a book in his backpack. Paco tiene un libro en su mochila. Paco has it in his backpack. Paco lo tiene en su mochila.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 19. Now let’s see how pronouns replace things or people that are direct objects. I eat the tamales. Yo como los tamales. Yo los como. Notice that third-person direct object pronouns agree in gender and number with the noun they replace.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 20. Now let’s see how pronouns replace things or people that are direct objects. Óscar kisses his wife. Óscar besa a su esposa. Óscar la besa.Notice that third-person direct object pronounsagree in gender and number with the noun they replace.
    • 21. Notice that the personal a goes away when the direct object noun is replaced by a direct object pronoun. Óscar besa a su esposa. a Óscar la besa.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 22. Practice questions… 1. Ellos van a vivir en Argentina. a. complete b. describe c. receive d. liveMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 23. 2. Alicia invites us to her party. a. Alicia nos invita a su fiesta. b. Alicia tu invita a su fiesta. c. Alicia nosotros invita a su fiesta. d. Alicia invita nos a su fiesta.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 24. 3. El león ______________ detrás de la mujer. a. corrió b. corríste c. corrimos d. corrieronMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 25. 4. Margarita recibió un premio muy _____________. a. joven b. perezozo c. especial d. tímidoMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 26. 5. Una ______________es lo que recibes del doctor. a. receta b. resfrío c. heridaMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 27. 6. ¿Me invitas a comer algo ________? a. sabroso b. verdura c. hervir d. pomeloMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 28. 7. ¿A quién llamó Katty? a. Katty llamió a su prima Elena. b. Katty llamó a su prima Elena. c. Katty llamaron a su prima Elena. d. Katty llaman a su prima ElenaMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 29. 8. Mi mamá le dio a Josefina los albaricoques. a. correct b. incorrectMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 30. 9. The clock is on the wall. a. El reloj estás en la pared. b. El reloj estuvo en la pared. c. El reloj es en la pared. d. El reloj está en la pared.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 31. 10. Ximena had a baby today. a. Ximena tuvo un bebé hoy. b. Ximena tenió un bebé hoy. c. XImena tuvió un bebé hoy. d. Ximena tengió un bebé hoy.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 32. 11. Marta es tan chistosa. a. crazy b. Mad c. funny d. fineMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 33. 12. Los estudiantes no hicieron la tarea. Son muy ____________. a. egoístas b. jóvenes c. suaves d. perezososMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 34. 13. ¿Qué están haciendo? a. Somos jugando fútbol. b. Estamos jugando fútbol. c. Está jugando fútbol. d. Estás jugando fútbol.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 35. 14. ¿Dónde están las flores? a. Las flores es sobre la mesa. b. Las flores están sobre la mesa. c. Las flores son sobre la mesa. d. Las flores ser sobre la mesa.MLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 36. 15. Todos tenemos que __________los platos. a. fregar b. almorzar c. freir d. picanteMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 37. 16. ¿Va Luis a aceptar ese trabajo? a. No. Él no vas a aceptar ese trabajo. b. No. Él no va a acepta ese trabajo. c. No. Él no va a aceptar ese trabajo. d. No. Él no van a aceptar ese trabajoMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 38. 17. Cristina fue al cine anoche. a. correct b. incorrectMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 39. 18 ¿Cuál es la enfermedad similar al resfriado? a. El infarto es la enfermedad similar al resfriado. b. La herida es la enfermedad similar al resfriado. c. La gripe es la enfermedad similar al resfriado. d. La diabetes es la enfermedad similar al resfriadoMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 40. 19. ¿Cuántos dedos hay en las manos? a. Hay diez dedos en las manos. b. Hay cien dedos en las manos. c. Hay mil dedos en las manos. d. Hay dos dedos en las manosMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 41. 20. Tú soy vieja. a. correct b. incorrectMLII.IP2 The students demonstrate skills necessary MLII.CCC5 The students develop and apply targetto initiate, sustain, and close oral and written language skills and cultural knowledge beyond theexchanges in the target language. classroom setting for recreational, educational, and occupational purposes.
    • 42. Come to Open Office!

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