The document presents the Spanish alphabet with the letters listed in rows along with their pronunciation in English. It encourages practicing spelling names using the Spanish alphabet. Various icons are included to indicate when participation or questions are requested during a lesson.
The document presents the Spanish alphabet with the letters listed in rows along with their pronunciation in English. It shows the letters a-z in Spanish in the first row, the phonetic pronunciation of each letter in the second row using English letters, and the third row lists the letter represented. The purpose is to help practice spelling names and words using the Spanish alphabet.
The document provides instructions for a Spanish class pre-class practice that introduces students to the Spanish alphabet by listing each letter and its pronunciation in Spanish. It then prompts students to practice spelling their name using the Spanish alphabet. The document also reviews classroom goals and expectations for participating in class activities and discussions.
The document shows the Spanish alphabet with the pronunciation of each letter in English. It lists each letter in Spanish on the left with how to say it using English sounds on the right. At the bottom it encourages practicing spelling names using the Spanish alphabet.
The document presents the Spanish alphabet in three rows.
The first row lists each letter of the alphabet from a to e.
The second row phonetically spells out the pronunciation of each letter using English letters.
The third row lists the corresponding letter that each pronunciation represents.
KaHyeon's family consists of her parents who have supported her and taught her how to live actively, as well as her younger brother who is her second best friend, though he cannot surpass her mother. Her family members are her lifelong supporters who have enabled her to be where she is today.
Outfront layout copy; copy by Anita Tyler for University of Louisville School...Anita Tyler
This document summarizes insights from the advisory board of the University of Louisville's Family Business Center on the local business climate for 2013. Key points include:
- The local business climate is seen as "flat," "uncertain," and apprehensive. Growth is not expected to increase much in 2013.
- The biggest challenge is estate planning and tax increases, making generational transfers of family businesses more difficult.
- Opportunities exist in acquiring other struggling companies and improving operations, but access to capital remains challenging.
The document presents the Spanish alphabet with the letters listed in rows along with their pronunciation in English. It shows the letters a-z in Spanish in the first row, the phonetic pronunciation of each letter in the second row using English letters, and the third row lists the letter represented. The purpose is to help practice spelling names and words using the Spanish alphabet.
The document provides instructions for a Spanish class pre-class practice that introduces students to the Spanish alphabet by listing each letter and its pronunciation in Spanish. It then prompts students to practice spelling their name using the Spanish alphabet. The document also reviews classroom goals and expectations for participating in class activities and discussions.
The document shows the Spanish alphabet with the pronunciation of each letter in English. It lists each letter in Spanish on the left with how to say it using English sounds on the right. At the bottom it encourages practicing spelling names using the Spanish alphabet.
The document presents the Spanish alphabet in three rows.
The first row lists each letter of the alphabet from a to e.
The second row phonetically spells out the pronunciation of each letter using English letters.
The third row lists the corresponding letter that each pronunciation represents.
KaHyeon's family consists of her parents who have supported her and taught her how to live actively, as well as her younger brother who is her second best friend, though he cannot surpass her mother. Her family members are her lifelong supporters who have enabled her to be where she is today.
Outfront layout copy; copy by Anita Tyler for University of Louisville School...Anita Tyler
This document summarizes insights from the advisory board of the University of Louisville's Family Business Center on the local business climate for 2013. Key points include:
- The local business climate is seen as "flat," "uncertain," and apprehensive. Growth is not expected to increase much in 2013.
- The biggest challenge is estate planning and tax increases, making generational transfers of family businesses more difficult.
- Opportunities exist in acquiring other struggling companies and improving operations, but access to capital remains challenging.
The document discusses proposed changes to improve the user experience on a contest creation page. It suggests adding mandatory fields, default options, loading indicators, and error messages. It also addresses fixes for payment popups and invitation flows to ensure they function properly and clearly display necessary information to users.
The document provides specifications for various signs needed for an attraction including: attraction signs for the interstate and exit ramps, large and small directional signs, welcome signs, a visitor center sign, directory boards, and parking signs. The specifications include size, materials, installation details, and quantity for each type of sign.
The document provides reminders and instructions for an online Spanish class. It reminds students to look for icons indicating when the teacher will ask for volunteers or participation in chat. It informs students that microphones will be off except for the teacher and that chat is off. Students are told they can draw or write and ask questions during office hours after class. The document provides the class schedule and links to previous slides for review.
A basic introduction to the yorùbá languageMarte Edgar
This document provides a brief introduction to the Yoruba language, including the alphabet, pronunciation, tonal marks, and basic numbers. It explains that Yoruba is a tonal language where pitch distinguishes word meaning. The alphabet contains 25 letters with unique sounds, some not in English. Pronunciation and proper use of tonal marks are essential to avoid miscommunication. Learning Yoruba opens doors to understanding Yoruba culture and concepts in Ifa. This introduction presents only basic elements, and deeper study is needed to truly learn this rich and meaningful language.
Grammar book selena mccann spanish 3 period 7sydney5595
This document contains a table of contents for a Spanish grammar book. It lists 17 chapters covering topics such as the present tense, stem changers, irregular verbs, saber vs conocer, reflexives, the impersonal "se", diphthongs with accents, verbs like uir/guir and cer/cir, the formula "hace + time + que + present tense", the imperfect tense, the preterit tense, comparatives, superlatives, and the future tense. Each chapter provides conjugation tables and explanations of key grammar points.
This document provides a grammar book summary for the first and second semesters of Spanish. It includes tables of contents that list grammar topics such as verb tenses, stem changers, reflexives, comparatives, commands, and more. Each topic is then explained concisely through examples and conjugation tables. The document serves as a helpful reference guide for learning essential Spanish grammar concepts.
The document provides an overview of French pronunciation rules for various letters and letter combinations. It explains that many French letters are pronounced differently than their English equivalents, such as 'a' sounding like 'ah' and 'e' sounding like 'eh'. It also lists the pronunciation of numbers and provides some examples of numbers written out.
This document provides reminders and instructions for an online Spanish class. It includes:
1) Icons to look for on each page that indicate when the teacher will ask for volunteers to speak or participate in chat.
2) Instructions that microphones are off except the teacher's and to listen, and that chat is off and to listen.
3) Permission to draw or write if students have questions.
4) Information about getting help from the teacher during office hours after class.
The document provides an outline of topics covered in Spanish I, II, and III courses. Spanish I topics include basic phrases, pronunciation, the alphabet, articles, subject pronouns, verbs "to be" and "to have", question words, numbers, days/months, directions, colors, weather, prepositions, family/animals, knowledge of people/facts, plural nouns, possessive adjectives, verbs "to do/make", work/school, countries/nationalities, places, verbs "to come/go", and regular verb conjugation. Spanish II builds on this with additional grammar topics such as verb tenses and uses of verbs/adjectives. Spanish III covers more advanced topics like ad
This document provides an outline of Spanish grammar topics including: verb conjugations in the present tense, stem changers, saber vs conocer, reflexive verbs, the impersonal "se", verbs like gustar, diphthongs with accents, irregular yo forms, hacer expressions, the imperfect and preterite tenses, irregular preterite verbs, cucaracha verbs, comparatives, superlatives, the future and irregular future tenses. It also provides examples and explanations of conjugations for many of these topics in 3 sentences or less.
This document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Microphones will be off except for the teacher, and students should listen. Students can draw or write. Any questions can be asked during office hours after class. The document also provides prompts to discuss likes and dislikes related to winter weather activities in Spanish.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Students should listen when only the teacher's microphone is on and chat is off. Students can draw or write during class. Any questions can be asked after class from 3:30-4:00pm. The teacher will help go over slides again if needed.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Chat and other microphones are off except for the teacher. Students can draw or write and ask questions during office hours after class. The document includes examples of classroom activities like matching clothing words to pictures, finding months of the year, and goals for what students can and cannot yet do in Spanish.
This document provides information and instructions for an online Spanish class, including:
1) Reminders about icons indicating when the teacher will ask for volunteers or participation in chat.
2) Information about drawing or writing during class and asking questions during office hours.
3) A menu and instructions for an activity matching clothing words to pictures.
4) Announcements about the next class and a goal for talking about clothes wants and needs.
This document provides information and instructions for an online Spanish class, including:
1) Reminders about icons indicating when the teacher will ask for volunteers or participation in chat.
2) Information about drawing or writing during class and asking questions during office hours.
3) A menu and instructions for an activity matching clothing words to pictures.
4) Announcements about the next class and a goal for talking about clothes wants and needs.
This document provides reminders and instructions for an online Spanish class. It includes icons to indicate when the teacher will ask for volunteers to speak or participate in chat. It reminds students that microphones and chat are off except when indicated. Students are told they can draw or write. Any questions can be asked during office hours after class. The document ends by saying the teacher is available for questions during office hours.
Este documento presenta varias preguntas y oraciones en español que describen las habilidades de comunicación de una persona. Se pregunta qué se puede hacer en español, como empezar una conversación o presentarse a sí mismo. Luego, se provee instrucciones para describirse a uno mismo, incluyendo el color del cabello, de los ojos y el tamaño. Finalmente, se pide adivinar la identidad de una persona basada en su descripción en español.
Este documento presenta varias preguntas y oraciones en español sobre cómo presentarse a sí mismo y a otros, e introducirse en una conversación. Proporciona ejemplos de cómo describir el color del cabello, la longitud del cabello, el color de los ojos, y el género. El objetivo es enseñar a los estudiantes cómo hablar sobre ellos mismos y conocer a otros en español.
Here is a picture of a labeled Spanish family:
[PICTURE OF SPANISH FAMILY LABELED IN SPANISH]
Mi familia:
- Papá - Alto, ojos marrones, cabello negro corto
- Mamá - Baja, ojos verdes, cabello rubio largo
- Hermano - Alto como papá, ojos azules, cabello rubio
- Hermana - Mediano, ojos cafés, cabello negro
- Yo - Estatura mediana, ojos cafés, cabello castaño
Espero que conozcas mejor a mi familia ahora. ¡
The document discusses proposed changes to improve the user experience on a contest creation page. It suggests adding mandatory fields, default options, loading indicators, and error messages. It also addresses fixes for payment popups and invitation flows to ensure they function properly and clearly display necessary information to users.
The document provides specifications for various signs needed for an attraction including: attraction signs for the interstate and exit ramps, large and small directional signs, welcome signs, a visitor center sign, directory boards, and parking signs. The specifications include size, materials, installation details, and quantity for each type of sign.
The document provides reminders and instructions for an online Spanish class. It reminds students to look for icons indicating when the teacher will ask for volunteers or participation in chat. It informs students that microphones will be off except for the teacher and that chat is off. Students are told they can draw or write and ask questions during office hours after class. The document provides the class schedule and links to previous slides for review.
A basic introduction to the yorùbá languageMarte Edgar
This document provides a brief introduction to the Yoruba language, including the alphabet, pronunciation, tonal marks, and basic numbers. It explains that Yoruba is a tonal language where pitch distinguishes word meaning. The alphabet contains 25 letters with unique sounds, some not in English. Pronunciation and proper use of tonal marks are essential to avoid miscommunication. Learning Yoruba opens doors to understanding Yoruba culture and concepts in Ifa. This introduction presents only basic elements, and deeper study is needed to truly learn this rich and meaningful language.
Grammar book selena mccann spanish 3 period 7sydney5595
This document contains a table of contents for a Spanish grammar book. It lists 17 chapters covering topics such as the present tense, stem changers, irregular verbs, saber vs conocer, reflexives, the impersonal "se", diphthongs with accents, verbs like uir/guir and cer/cir, the formula "hace + time + que + present tense", the imperfect tense, the preterit tense, comparatives, superlatives, and the future tense. Each chapter provides conjugation tables and explanations of key grammar points.
This document provides a grammar book summary for the first and second semesters of Spanish. It includes tables of contents that list grammar topics such as verb tenses, stem changers, reflexives, comparatives, commands, and more. Each topic is then explained concisely through examples and conjugation tables. The document serves as a helpful reference guide for learning essential Spanish grammar concepts.
The document provides an overview of French pronunciation rules for various letters and letter combinations. It explains that many French letters are pronounced differently than their English equivalents, such as 'a' sounding like 'ah' and 'e' sounding like 'eh'. It also lists the pronunciation of numbers and provides some examples of numbers written out.
This document provides reminders and instructions for an online Spanish class. It includes:
1) Icons to look for on each page that indicate when the teacher will ask for volunteers to speak or participate in chat.
2) Instructions that microphones are off except the teacher's and to listen, and that chat is off and to listen.
3) Permission to draw or write if students have questions.
4) Information about getting help from the teacher during office hours after class.
The document provides an outline of topics covered in Spanish I, II, and III courses. Spanish I topics include basic phrases, pronunciation, the alphabet, articles, subject pronouns, verbs "to be" and "to have", question words, numbers, days/months, directions, colors, weather, prepositions, family/animals, knowledge of people/facts, plural nouns, possessive adjectives, verbs "to do/make", work/school, countries/nationalities, places, verbs "to come/go", and regular verb conjugation. Spanish II builds on this with additional grammar topics such as verb tenses and uses of verbs/adjectives. Spanish III covers more advanced topics like ad
This document provides an outline of Spanish grammar topics including: verb conjugations in the present tense, stem changers, saber vs conocer, reflexive verbs, the impersonal "se", verbs like gustar, diphthongs with accents, irregular yo forms, hacer expressions, the imperfect and preterite tenses, irregular preterite verbs, cucaracha verbs, comparatives, superlatives, the future and irregular future tenses. It also provides examples and explanations of conjugations for many of these topics in 3 sentences or less.
This document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Microphones will be off except for the teacher, and students should listen. Students can draw or write. Any questions can be asked during office hours after class. The document also provides prompts to discuss likes and dislikes related to winter weather activities in Spanish.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Students should listen when only the teacher's microphone is on and chat is off. Students can draw or write during class. Any questions can be asked after class from 3:30-4:00pm. The teacher will help go over slides again if needed.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Chat and other microphones are off except for the teacher. Students can draw or write and ask questions during office hours after class. The document includes examples of classroom activities like matching clothing words to pictures, finding months of the year, and goals for what students can and cannot yet do in Spanish.
This document provides information and instructions for an online Spanish class, including:
1) Reminders about icons indicating when the teacher will ask for volunteers or participation in chat.
2) Information about drawing or writing during class and asking questions during office hours.
3) A menu and instructions for an activity matching clothing words to pictures.
4) Announcements about the next class and a goal for talking about clothes wants and needs.
This document provides information and instructions for an online Spanish class, including:
1) Reminders about icons indicating when the teacher will ask for volunteers or participation in chat.
2) Information about drawing or writing during class and asking questions during office hours.
3) A menu and instructions for an activity matching clothing words to pictures.
4) Announcements about the next class and a goal for talking about clothes wants and needs.
This document provides reminders and instructions for an online Spanish class. It includes icons to indicate when the teacher will ask for volunteers to speak or participate in chat. It reminds students that microphones and chat are off except when indicated. Students are told they can draw or write. Any questions can be asked during office hours after class. The document ends by saying the teacher is available for questions during office hours.
Este documento presenta varias preguntas y oraciones en español que describen las habilidades de comunicación de una persona. Se pregunta qué se puede hacer en español, como empezar una conversación o presentarse a sí mismo. Luego, se provee instrucciones para describirse a uno mismo, incluyendo el color del cabello, de los ojos y el tamaño. Finalmente, se pide adivinar la identidad de una persona basada en su descripción en español.
Este documento presenta varias preguntas y oraciones en español sobre cómo presentarse a sí mismo y a otros, e introducirse en una conversación. Proporciona ejemplos de cómo describir el color del cabello, la longitud del cabello, el color de los ojos, y el género. El objetivo es enseñar a los estudiantes cómo hablar sobre ellos mismos y conocer a otros en español.
Here is a picture of a labeled Spanish family:
[PICTURE OF SPANISH FAMILY LABELED IN SPANISH]
Mi familia:
- Papá - Alto, ojos marrones, cabello negro corto
- Mamá - Baja, ojos verdes, cabello rubio largo
- Hermano - Alto como papá, ojos azules, cabello rubio
- Hermana - Mediano, ojos cafés, cabello negro
- Yo - Estatura mediana, ojos cafés, cabello castaño
Espero que conozcas mejor a mi familia ahora. ¡
Maestra Jacobsen-Mclean introduces herself as the Spanish teacher and encourages students to call her "Maestra", which means teacher in Spanish. She shares that she became interested in learning Spanish and practiced through tutoring and traveling to places like Spain, Panama, and Ibiza. Maestra Jacobsen-Mclean invites students to share their own experiences learning languages and traveling to other countries to enhance their Spanish learning.
This document provides an overview of the Kentucky Teacher Internship Program (KTIP) which consists of 3 cycles to help new teachers develop their skills. Cycle 1 focuses on classroom teaching through lesson planning, teaching observation, and lesson evaluation. Cycle 2 covers professional responsibilities like collaboration and professional growth. Cycle 3 involves designing, implementing, and analyzing an instructional unit. The committee will use the Kentucky Teacher Standards to evaluate teachers. Templates are provided for lesson plans and tasks in each cycle.
This document provides an overview of the Kentucky Teacher Internship Program (KTIP) which consists of 3 cycles to help new teachers develop their skills. Cycle 1 focuses on classroom teaching through lesson planning, teaching observation, and lesson evaluation. Cycle 2 covers professional responsibilities like collaboration and professional growth. Cycle 3 involves designing, implementing, and analyzing an instructional unit. The committee will use the Kentucky Teacher Standards to evaluate teachers. Templates are provided for lesson plans and tasks in each cycle.
The document summarizes an elementary school Spanish teacher's action research project on building students' confidence in speaking Spanish through the use of "I can" statements. The teacher surveyed 120 3rd grade students on what they believed they could do in Spanish related to classroom units. She then interviewed 30 students to compare what they said they could do versus what they could actually demonstrate. Over half of students reported being able to complete tasks without help, but the interviews showed they overestimated their abilities or underestimated in some areas. The teacher analyzed the results to look for patterns between students' beliefs and actual skills.
The document discusses using target language assessments in K-8 world language classrooms rather than translating assessments. Presenters will demonstrate various assessment methods and tools that promote the use of the target language over translation. "Can-Do" statements can be used as an assessment tool to involve parents and generate interest in language programs.
1. a– be- ce – che- de- e-
“ah” “bay” “say” “chay” “day’ “aye’
a b c ch d e
efe- ge- hache- i- jota- ka-
“efay’ “hay” “ah-chay” “ee” “hoh-tah” “kah”
f g h i j k
ele- elle- eme- ene- eñe- o-
“eh-lay” “ey-aye” “ehm-aye” “ehn-aye” “ehn-yay” “oh”
l ll m n ñ o
pe- cu ere- erre- ese te
“pay” “coo” “ai-ray” “air-ray” “es-aye” “tay”
p q r rr s t
u ve doble ve i-griega zeta
“oo” “vay” “doblay- vay” “ee-gree-aye-ga” z
u v w y
Practice spelling
your name using
the Spanish
El Alfabeto
Row 1: In Spanish
Alphabet! Row 2: How you pronounce it using the English alphabet
Row3: The letter represented
Practice spelling your name! Pre-class practice
2. Reminder
Look for these icons on each page!
I will ask for I will ask you
volunteers to to participate
speak! In chat!
All microphones Chat is off!
are off except
for mine.
Please listen. Please listen.
If you have any questions, please write them down and ask
during office time after class from 3:30-4:00pm.
Gracias!
We can go back over slides if you would like more help!
4. GOALS
Continue.. I CAN..
• I CAN introduce myself. • I CAN talk about food I
like and don’t like!
• I CAN describe myself. • I CAN talk about food I
want and don’t want!
• I CAN spell using the
Spanish alphabet. • I CAN ask for food
politely!
5. a– be- ce – che- de- e-
“ah” “bay” “say” “chay” “day’ “aye’
a b c ch d e
efe- ge- hache- i- jota- ka-
“efay’ “hay” “ah-chay” “ee” “hoh-tah” “kah”
f g h i j k
ele- elle- eme- ene- eñe- o-
“eh-lay” “ey-aye” “ehm-aye” “ehn-aye” “ehn-yay” “oh”
l ll m n ñ o
pe- cu ere- erre- ese te
“pay” “coo” “ai-ray” “air-ray” “es-aye” “tay”
p q r rr s t
u ve doble ve i-griega zeta
“oo” “vay” “doblay- vay” “ee-gree-aye-ga” z
u v w y
Practice spelling
your name using
the Spanish
El Alfabeto
Row 1: In Spanish
Alphabet! Nombre: Row 2: How you pronounce it using the English alphabet
Row3: The letter represented
Review
6. THIS WEEK’S MENU
I CAN TALK ABOUT FOOD!!
productos lácteos
las frutas
el carne
los vegetales los granos
7. GOAL: I CAN TALK ABOUT FOOD I LIKE.
¿Qué te gusta
Me gusta…….. comer?
Me gustan……..
Me gusta el pan. o
el pavo la hormiga
Me gustan las manzanas.
Me gusta ___ _______.
8. GOAL
I CAN talk about food I like.
A. I CAN with NO help.
B. I CAN with SOME help.
C. I AM working on it!
D. I cannot at the MOMENT.
9. GOAL: I CAN TALK ABOUT FOOD DON’T I LIKE.
NO me gusta…… ¿Qué NO te gustan
comer?
NO me gustan…
NO me gustan ___ ____.
o
las manzanas las hormigas
10. GOAL
I CAN talk about food I don’t like.
A. I CAN with NO help.
B. I CAN with SOME help.
C. I AM working on it!
D. I cannot at the MOMENT.
11. I CAN TALK ABOUT FOOD I WANT.
¿Qué NO
quieres?
Quiero.. Quiero…
la
la mosca
manzana el pan la
oruga
Quiero
__ ____.
el pavo
la
hormiga
12. GOAL
I CAN talk about food I want
and don’t want.
A. I CAN with NO help.
B. I CAN with SOME help.
C. I AM working on it!
D. I cannot at the MOMENT.
13. I CAN ask for food politely.
Just say:
“Por favor”
After what ever you are asking for!
Una manzana…por favor!
14. REVIEW
I CAN Spell in Spanish using the Spanish
alphabet.
A. I CAN with NO help.
B. I CAN with SOME help.
C. I AM working on it!
D. I cannot at the MOMENT.
15. GAME- JUEGO
a - ah ka - kah ere - ai-ray
be - beh ele - eh-lay erre - air-ray
ce – say elle - ey-aye ese - es-aye
de - day eme - ehm-aye te - tay
e - aye ene - ehn-aye ve - vay
efe - efay eñe - ehn-yay doble ve - doblay-vay
ge - hay o - oh i griega - ee-gree-aye-ga
i - ee pe - pay zeta - zeta
jota - hoh-tah cu - coo
16. REVIEW
I CAN Spell in Spanish using the Spanish
alphabet.
A. I CAN with NO help.
B. I CAN with SOME help.
C. I AM working on it!
D. I cannot at the MOMENT.
17. *
Thank you for your participation.
Office hours will start in 4 minutes.
Please sign back in the room if you have questions.
Please stay signed-out if you are not staying for office hours.