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. ¡
year ESO students and third year
The document provides information about various ESO students. They danced to
people from Ibaialde including Maria de Viguri, modern music very well.
Lydie, Rico, Sara Napal, Javier Sarriguren, and Afterwards the winners of the
Juan Luis de Esteban. It also lists upcoming trips karaoke contest were announced
and activities at Ibaialde such as a literary (see page 14).
contest, karaoke party, trips to Barcelona, Paris, To finish the party everybody
Germany and more. The document concludes by danced and had fun until half past
inviting people to learn
The document provides homework assignments for students in grades 1A, 1B, and 2 for the week of May 31-June 4. Students are assigned tasks in various subjects including:
- Writing sentences using vocabulary words in English
- Illustrating types of trading in Social Studies
- Writing sentences with homophones and identifying them in red in Language Arts
- Finding and pasting pictures of pollution types in Science
- Solving math problems and copying stories in Spanish
- Bringing materials for an art final and finding words starting with CH in Spanish
The document lists the subject, assignment description, required materials, and due date for each task.
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.
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.
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.
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.
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.
year ESO students and third year
The document provides information about various ESO students. They danced to
people from Ibaialde including Maria de Viguri, modern music very well.
Lydie, Rico, Sara Napal, Javier Sarriguren, and Afterwards the winners of the
Juan Luis de Esteban. It also lists upcoming trips karaoke contest were announced
and activities at Ibaialde such as a literary (see page 14).
contest, karaoke party, trips to Barcelona, Paris, To finish the party everybody
Germany and more. The document concludes by danced and had fun until half past
inviting people to learn
The document provides homework assignments for students in grades 1A, 1B, and 2 for the week of May 31-June 4. Students are assigned tasks in various subjects including:
- Writing sentences using vocabulary words in English
- Illustrating types of trading in Social Studies
- Writing sentences with homophones and identifying them in red in Language Arts
- Finding and pasting pictures of pollution types in Science
- Solving math problems and copying stories in Spanish
- Bringing materials for an art final and finding words starting with CH in Spanish
The document lists the subject, assignment description, required materials, and due date for each task.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
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 outlines the learning objectives and skills students are expected to gain in a first year Spanish course across four quarters. In the first quarter, students will learn greetings, introductions, telling the weather and date in Spanish. In the second quarter, students will learn about their family and home. In the third quarter, students will learn about activities, foods and ordering in restaurants. In the fourth quarter, students will learn about inviting others to activities, clothing and expressing feelings.
This document provides a homework schedule for a first grade student for the week of September 12th-16th 2011. It includes assignments for reading, spelling, math, Spanish, fine arts, and "Things to Remember" each day of the week. Students are asked to read for at least 10 minutes per night and log it in their Reading Log. Spelling and math assignments vary each day. Spanish work involves reviewing greetings on a learning website and using an online language program. A fine arts item is due one day for technique study.
This document provides a homework schedule for a first grade student for the week of September 12th-16th 2011. It includes assignments for reading, spelling, math, Spanish, fine arts, and "Things to Remember" each day of the week. Students are asked to read for at least 10 minutes per night and log it in their Reading Log. Spelling and math assignments vary each day. Spanish work involves reviewing greetings on a learning website and using an online language program. A fine arts item is due for technique study.
Maddie Hooper participated in a one-month study abroad program in Segovia, Spain where she took Spanish classes and lived with a host family. The program improved her Spanish fluency through conversation classes and exploring the city independently. Her most significant progress came from daily conversations with her host mother, which increased her comfort speaking Spanish. While the experience broadened her horizons, it also revealed that while she enjoyed communicating with locals, she is more interested in English literature than formally studying Spanish in college.
The document summarizes La Academia de Español D'Amore, a Spanish language school located in Manuel Antonio, Costa Rica. It offers group and private Spanish classes at six proficiency levels in a beautiful tropical setting. Students are immersed in Spanish through four hours of daily classes, homestays with local families, and cultural activities. The school uses a total immersion teaching methodology to help students achieve fluency.
This lesson plan is for a 6th grade English class at Colegio Bilingüe Neuquén. The lesson focuses on developing students' listening, speaking, and writing skills through a story about pirates and treasure. Key language points are the past continuous tense and past tense questions and answers. Students will listen to the teacher read a story twice, identify vocabulary related to pirates, and then write sentences about what their classmates were doing the previous day. The natural approach and PPP method are used to introduce the target language structures in a stress-free environment.
All plans for prima ry without commentsPaula Schulze
The document contains a lesson plan for a primary school English class focusing on pirates and treasure. The plan includes teaching objectives, language focus, materials, procedures, and assessments. The class will use a short story to develop listening skills and introduce past continuous tense. Students will listen to the story twice, identify vocabulary, and discuss what they were doing the previous day using past continuous. The plan aims to engage students through a story, develop their language skills, and assess their comprehension and participation.
The document outlines a lesson plan for an English class where students will learn vocabulary about locations and places. The objective is for students to be able to identify and describe the location of their school and home. The lesson includes warm-up activities, presenting new vocabulary, practicing identification and using the vocabulary through exercises in their textbook and describing the locations of their school and home.
The document outlines a lesson plan for an English class where students will learn vocabulary about locations and places. The objective is for students to be able to identify and describe the location of their school and home. The lesson includes warm-up activities, presenting the new vocabulary, practicing identification and using the vocabulary through exercises in their textbook, and then an assessment where students describe the location of their home and are evaluated.
Preview the substitute lesson plans for beginner students we have available inside the Speaking Latino's Spanish Teachers Community here: https://romeyinc.ontraport.com/tl/305
If something unexpected happens and you can’t go to school tomorrow (or any other day), just pick one of our sub-plans and your classes are covered.
No need for you to worry and stress about your students for the day. All the sub-plans were designed so any teacher can cover you, even if he/she doesn’t speak Spanish.
This document provides a summary of an English teaching unit on bees for 9-10 year old Spanish students. It includes 8 stages of activities to develop listening, speaking, reading and writing skills. New vocabulary introduced includes honey, pollen, wax, nectar, beehive, and beekeeper. The present continuous tense is also practiced in sentences about bees gathering, transporting, filtering, storing and extracting materials. Activities include games, songs, reading texts and pictures, role plays, and exercises to reinforce vocabulary and consolidate learning of the new grammar point. The unit aims to promote English communication skills while fostering appreciation for the environment and climate change.
The document summarizes a literacy lesson plan for a Spanish Kindergarten classroom following a 90/10 instructional model. The two-day lesson introduces students to the author and illustrator Eric Carle through readings of his insect-themed books. On day one, students learn that Eric Carle is both the author and illustrator of the stories. They examine vocabulary and notice similarities between his books. On day two, students review cognates like "author/autor" and create pictures depicting the story "La Araña Muy Ocupada." Assessment involves students retelling the story using the picture prompts. The goal is for students to learn key details and vocabulary in Spanish.
My journal moure_regina_kinder_period-checkedRegina Moure
Regina provides reflections on her teaching practicum with two kindergarten groups. She observes differences between the morning and afternoon groups. Her first lessons go well, engaging students through songs, gestures, and pictures. While puppetry is challenging, she works to improve her skills and lesson planning to best meet each group's needs. Overall, the experience is helping her develop teaching strategies and awareness of contextual factors.
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.
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.
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.
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 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.
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.
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 outlines the learning objectives and skills students are expected to gain in a first year Spanish course across four quarters. In the first quarter, students will learn greetings, introductions, telling the weather and date in Spanish. In the second quarter, students will learn about their family and home. In the third quarter, students will learn about activities, foods and ordering in restaurants. In the fourth quarter, students will learn about inviting others to activities, clothing and expressing feelings.
This document provides a homework schedule for a first grade student for the week of September 12th-16th 2011. It includes assignments for reading, spelling, math, Spanish, fine arts, and "Things to Remember" each day of the week. Students are asked to read for at least 10 minutes per night and log it in their Reading Log. Spelling and math assignments vary each day. Spanish work involves reviewing greetings on a learning website and using an online language program. A fine arts item is due one day for technique study.
This document provides a homework schedule for a first grade student for the week of September 12th-16th 2011. It includes assignments for reading, spelling, math, Spanish, fine arts, and "Things to Remember" each day of the week. Students are asked to read for at least 10 minutes per night and log it in their Reading Log. Spelling and math assignments vary each day. Spanish work involves reviewing greetings on a learning website and using an online language program. A fine arts item is due for technique study.
Maddie Hooper participated in a one-month study abroad program in Segovia, Spain where she took Spanish classes and lived with a host family. The program improved her Spanish fluency through conversation classes and exploring the city independently. Her most significant progress came from daily conversations with her host mother, which increased her comfort speaking Spanish. While the experience broadened her horizons, it also revealed that while she enjoyed communicating with locals, she is more interested in English literature than formally studying Spanish in college.
The document summarizes La Academia de Español D'Amore, a Spanish language school located in Manuel Antonio, Costa Rica. It offers group and private Spanish classes at six proficiency levels in a beautiful tropical setting. Students are immersed in Spanish through four hours of daily classes, homestays with local families, and cultural activities. The school uses a total immersion teaching methodology to help students achieve fluency.
This lesson plan is for a 6th grade English class at Colegio Bilingüe Neuquén. The lesson focuses on developing students' listening, speaking, and writing skills through a story about pirates and treasure. Key language points are the past continuous tense and past tense questions and answers. Students will listen to the teacher read a story twice, identify vocabulary related to pirates, and then write sentences about what their classmates were doing the previous day. The natural approach and PPP method are used to introduce the target language structures in a stress-free environment.
All plans for prima ry without commentsPaula Schulze
The document contains a lesson plan for a primary school English class focusing on pirates and treasure. The plan includes teaching objectives, language focus, materials, procedures, and assessments. The class will use a short story to develop listening skills and introduce past continuous tense. Students will listen to the story twice, identify vocabulary, and discuss what they were doing the previous day using past continuous. The plan aims to engage students through a story, develop their language skills, and assess their comprehension and participation.
The document outlines a lesson plan for an English class where students will learn vocabulary about locations and places. The objective is for students to be able to identify and describe the location of their school and home. The lesson includes warm-up activities, presenting new vocabulary, practicing identification and using the vocabulary through exercises in their textbook and describing the locations of their school and home.
The document outlines a lesson plan for an English class where students will learn vocabulary about locations and places. The objective is for students to be able to identify and describe the location of their school and home. The lesson includes warm-up activities, presenting the new vocabulary, practicing identification and using the vocabulary through exercises in their textbook, and then an assessment where students describe the location of their home and are evaluated.
Preview the substitute lesson plans for beginner students we have available inside the Speaking Latino's Spanish Teachers Community here: https://romeyinc.ontraport.com/tl/305
If something unexpected happens and you can’t go to school tomorrow (or any other day), just pick one of our sub-plans and your classes are covered.
No need for you to worry and stress about your students for the day. All the sub-plans were designed so any teacher can cover you, even if he/she doesn’t speak Spanish.
This document provides a summary of an English teaching unit on bees for 9-10 year old Spanish students. It includes 8 stages of activities to develop listening, speaking, reading and writing skills. New vocabulary introduced includes honey, pollen, wax, nectar, beehive, and beekeeper. The present continuous tense is also practiced in sentences about bees gathering, transporting, filtering, storing and extracting materials. Activities include games, songs, reading texts and pictures, role plays, and exercises to reinforce vocabulary and consolidate learning of the new grammar point. The unit aims to promote English communication skills while fostering appreciation for the environment and climate change.
The document summarizes a literacy lesson plan for a Spanish Kindergarten classroom following a 90/10 instructional model. The two-day lesson introduces students to the author and illustrator Eric Carle through readings of his insect-themed books. On day one, students learn that Eric Carle is both the author and illustrator of the stories. They examine vocabulary and notice similarities between his books. On day two, students review cognates like "author/autor" and create pictures depicting the story "La Araña Muy Ocupada." Assessment involves students retelling the story using the picture prompts. The goal is for students to learn key details and vocabulary in Spanish.
My journal moure_regina_kinder_period-checkedRegina Moure
Regina provides reflections on her teaching practicum with two kindergarten groups. She observes differences between the morning and afternoon groups. Her first lessons go well, engaging students through songs, gestures, and pictures. While puppetry is challenging, she works to improve her skills and lesson planning to best meet each group's needs. Overall, the experience is helping her develop teaching strategies and awareness of contextual factors.
Katie Collins presented on her experiences in Guanajuato, Mexico. She went there to gain proficiency in Spanish and experience Mexican culture firsthand in order to better connect with her Hispanic students and promote cultural pride. Upon returning, she was able to immediately connect with families in Spanish and use her cultural knowledge with students. While still learning Spanish, her efforts have helped her communicate and be a better educator with a renewed passion for working with ESL families.
Katie Collins presented on her experiences in Guanajuato, Mexico through the STAR program. She went to Mexico to gain proficiency in Spanish and experience Mexican culture firsthand in order to better connect with her Hispanic students and promote cultural pride. Upon returning, she was able to immediately connect with families in Spanish and use her cultural knowledge with students. While still learning Spanish, her efforts have impacted the school and community. She thanked the STAR program and mentors for the opportunity that has made her a better educator.
The document describes a two-day literacy lesson plan for teaching the sound "a" to first grade students. On day one, students review previous sounds, hear a story introducing the letter "a", trace the letter on their palms and classmates' backs, and sing a song. Day two involves reviewing the letter formation, reading an online story, and playing games to elicit words containing the sound "a". Students then create an alphabet book by writing and illustrating words for each letter.
This document is a student's English textbook for 7th grade basic education in Chile. It contains sections on reading, language skills, and cultural content about Chile. The textbook belongs to the named student and is provided for free by the Ministry of Education to be used personally at school and home throughout the year. If the student changes schools, they must bring the book with them and store it at home after the school year ends.
The document is a school newsletter from Norwood Primary School that provides information on upcoming events and activities. It announces that Year 6 students will begin making toast to sell at break time the following week. It also details an arts festival design competition for a logo and invites entries for a costume design competition for a local dramatic club's production. The newsletter encourages parents to check book bags for letters and to keep newsletters safe so that students do not miss opportunities.
Post Sinodo Panamazzonico - Manaure Cesar Colombia _ ENGMaike Loes
The document summarizes intercultural work done with indigenous groups in Colombia, including the Yukpa, Nukak, and Embera peoples. It details how educational materials were created in partnership with these groups to preserve their languages and cultures. This included developing bilingual education modules and publishing books in the Yukpa language. Elders from the Yukpa community contributed traditional stories and knowledge to the research. The creation of educational resources in the Yukpa language has allowed their children to learn the language and ensured its preservation for future generations.
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.
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 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.
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.
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. Hola! Soy tu maestra!
Maestra Jacobsen-Mclean
But you can simply call me
“Maestra”
2. My I CAN statements!
I CAN record
this class
I CAN help coach connect!
my friends while
they learn to speak
I CAN
Spanish.
review my
lesson from
last week.
I CAN celebrate
my
I CAN get the microphones to work accomplishments!
so that I can hear from my new
friends!
3. B
Boletín de Español Nadine
i Jacobsen-McLean
Spanish Newsletter e
Volume 1, Issue 1
n
Hola! My name is Nadine
v
I hope you Jacobsen-McLean and I am
pleased to introduce myself as
your Spanish teacher. You can
e
October 2012
simply call me “Maestra” which n octubre
received my means “teacher” in Spanish.
Guess what! We already have
i
d
Reads program tutor-
something in common! Like you, ing Spanish-speaking
welcome I was interested in learning
Spanish, so I practiced and
learned through a variety of
o
s!
students. As a tutor
for America Reads, I
decided to enter the
experiences. I am excited to “La Maestra”: About me field of education.
newsletter! share what I learned and to
demonstrate what you will be
I hope you have
many opportunities in
able to do one day. You too will city of Alicante near Valencia, Spain. your life to travel,
Please let me be able to communicate in
Spanish! Each week I will share
learn and share.
Learning to communi-
cate in a person’’s
native language allows
know if you you to get to know so
many people you may
not have ever known.
haven’t through Ibiza , Balearic Islands, Spain
Alicante, Spain
It also allows others
The following year I traveled to to know how wonderful
Panama in Central America. Panama and special you are as
brought me close to the indigenous well!
the kmail/email. my knowledge in both the
Spanish language and culture
tribes of the rain forest and inside a I invite all of you
bilingual school in it’’s capital, Panama to share experiences
from different countries. City. of traveling or learn-
Let me know if Just like you, I enjoy l
earning about other countries back
I have
to
been ing
Panama
other languages
that may enhance our
and their food, language and many times since learning!
you have any celebrations. While studying at
the University of Louisville, I
had numerous opportunities to
my trip in 2003
because of
friendships I made
the
So what are we
waiting
explore,
for?
learn
Let’’s
and
learn Spanish both in Louisville, and the new family share this wonderful
questions! Kentucky and abroad. In Spain,
I explored the cosmopolitan city
I now have there.
In Louisville, I
opportunity we have to
see the world
learn to communicate
and
of Barcelona, the remote island volunteered with
of Ibiza and gorgeous coastal in Spanish!
the America
Vamos!
Panama Canal, Panama
4. Yo puedo….
Now that you know a
little about me, I want to
know about you!
What are you like?
What do you like?
What can you do in
Spanish?
5. Yo puedo… (I CAN…)
Take a moment to write of a list of things
you CAN DO in Spanish and put today’s
date on it.
Hoy es el 10 de octubre
For example:
I can….
introduce myself “Me llamo ____”
count to 10
talk about what I like and don’t like to do.
talk about what I like and don’t like to eat.
6. Setting goals
Each week we will build on this list and celebrate the
goals that we reach!
It is important to share your goals with others so that they
can help you and learn with you!
I will demonstrate a few simple goals while you get to
know me more in Spanish.
7. I can describe myself.
Soy una chica.
un chico una chica
Y tu? “Soy ______________.”
8. I can describe my family.
Mi esposo, yo, mi papá, mi Mi sobrino, mi cuñada, mi
mamá y mi hijo hermano, yo, mi esposo y
mi hijo
9. Cómo es tu familia?
Grande? Peqeña?
Tengo una familia _______________!
10. Soy de..
Panamá
Los Estados Unidos
Soy de Los Estados Unidos.
Mi esposo es de
Panama.
Y tu? “Soy de ___________”
11. La Escuela Primaria
La sala
de
Gallagher
La sala
de
Roach
Dunn
Boulevard Bellena
Paseo Pez Etrella
La sala La sala La sala
La sala de de de
de Mowry Halstead Reynolds
Nachtigal
Burris
K. Smith
La sala La sala La sala La
de de de sala El Cuarto de
Heath Waterman Botner de Maquinarias La Cocina
Maestro Oost Therese Hall
La oficina de
Camino pez arcoiris
Los Maestra Dennes Los Baños Norma Howard
Bill Harrington
La Maestra Baños Hammer David Vasser Pat Mattingly
La sala de arte Mark Williams John Schmied
Avenida Pez Angel
La sala La sala
La sala La sala La sala de
de de
de de Slusher
Druley M. Smith La Cafeteria La Sala de
Bowling Fauber El Gimnasio Musica
La sala La sala La sala La sala Maestra
de de
La sala de Maestro Murphy
de de Ball
Black
Berman Ice Bhade Holland
Calle Caballo de Mar
Calle Caballo de Mar
Cuarto de libros
Los Baños Consejera Beauman
Comedor
Plazuelo Erizo de Mar
Boulevard Ballena
La sala de La oficina
La sala de
Adultos
Vestíbulo
de 107/102 computadoras
Carlton La Biblioteca Harvey/ Hoon Directora Eckerle
Maestra KK
La sala La sala
Caple /Oswald Hollkamp SAM
de de
Christian/White Johnson
Dotson Theoharatos
La sala
de
La sala
de
2010 Rudy Lane
Brown Dillon Louisville, Kentucky 40207
Número de teléfono: 485-8240
FAX: 485-8829
12. Nos Vemos!
Ok! We are off to a great start!
Please work on your list of CAN DO
And start a list of goals
What I want to do!
We will draw from those lists for future
lessons.
ADIOS!
16. I CAN describe myself.
• I CAN make new friends & introduce
myself!
• I CAN describe myself as a girl or boy.
• I CAN describe my hair.
• I CAN describe my eyes.
17. AMIGOS!!
What CAN you do in
Spanish?
I CAN
INTRODUCE
I CAN MAKE
MYSELF!
NEW
FRIENDS!
CAN you start a
conversation in order to
make new friends?
CAN you introduce amigo
amiga
yourself?
18. Go ahead! Introduce yourself!
What CAN you do in
Spanish?
CAN you start a
conversation in order to
make new friends?
¿Cómo te llamas?
CAN you introduce
yourself?
Me llamo ______.
20. I CAN DESCRIBE MYSELF!
• Hair color and length
• Eye color
• Size
21. I can describe myself.
Soy una chica.
¿Y tu? un chico una chica
Soy ____ ______.
22. ¿De que color es tu cabello?
Tengo cabello* …. rubios
• rubio castaño
• castaño negro
• negro rojo (colorado)
• rojo, colorado
* “Cabello” also can be called “Pelo”
23. ¿Tienes el cabello largo o corto?
Tengo cabello corto.
Tengo cabello largo.
24. Los ojos
Tengo ojos ….
• verdes
• el color café (pardo, marrónes,
castaños)
• azules
¿De que color • negros
son tus ojos? • de color avellana (hazel)
• gris
26. 1) I will describe a person in Spanish.
2) Look for the person I am describing.
3) Introduce yourself as that person.
( you can just use their first name)
Listos!
32. ¿ Tiene el cabello largo o corto?
Ella tiene cabello largo. Él tiene cabello corto.
33. “Cabello” also can be called “Pelo”
YO – talk about yourself!
Tengo cabello ….
• rubio
• castaño
• negro rubios
• rojo, colorado
castaño
Él (male) or ella (female)
– talking about someone negros
else!
Tiene cabello …. Rojos (colorado)
• rubio
• castaño
• negro
• rojo, colorado
34. Los ojos
¿De que color son tus ojos?
Él (male) or ella (female) –
YO – talk about yourself! talking about someone else!
Tengo ojos …. Tiene ojos ….
• verdes • verdes
• el color café (pardo, marrónes, • el color café
castaños) (pardo, marrónes, castañ
• azules os
• negros • azules
• de color avellana (hazel) • negros
• gris • de color avellana (hazel)
• gris
35. I CAN describe my ¿Eres bojo ¿Eres boja
o alto? o alta?
height!
Soy un chico ______.
Soy una chica _____.
bojo/a y alto/a
36. “Today, you are describing your family members to your
new friend who does not speak English. He/she ha never
met them so you want to be as detailed as you can.”
Insert a picture of a labeled family in Spanish