zilongwang/ReadingBank huggingface dataset:
fun? across cultures? through the arts? around the and in my world facing and conquering and how? Customized Unit Going to a New School! How do schools around the world compare? 1B 2B 3B 4/AP Family & Communities Jan. 7-Feb. 13 We are Family! Are families the same world over? Have a Good Day! How do people’s routines compare? When I Was Little... How do people share memories about their past? No such thing as normal How is technology changing education, entertainment & family around the world? Science & Technology Feb. 17-Mar. 27 Let’s Eat! How does what and how you eat reflect your culture? Help Me! How do people across cultures deal with routine health and safety practices? What’s on Your Mind? How do local and global events affect? I’ve got rhythm (and color) How are the people behind the art & music I love
No extra credit will be given. Late work may be accepted for up to 50% of the assignment value. If homework/classwork is gone over in class, late work does not have to be accepted unless student was absent. Avancemos 1- Year Overview Lección Preliminar Maps, Greetings, Alphabet, Express Origin, Numbers 0 – 10, Date and Days of Week, Weather Conditions Unidad 1 Lección 1 Subject pronouns Ser, ser de Gustar Lección 2 Using the verb ser to identify and describe Noun and adjective agreement Definite and indefinite articles Unidad 2 Lección 1 Numbers 11-100 Expressions of frequency Using the verb tener Present tense conjugation of "ar" verbs Lección 2 Using hay to describe Using estar and prepositional phrases to express location Using estar and adjectives to talk about feelings Using ir to express where you are going Unidad 3 Lección 1 Interrogatives gustar + nouns Present tense conjugations of "er" and "ir" verbs Lección 2 Expressing dates Expressing age possessive adjectives Using comparative expressions Unidad 4 Lección 1 Tener expressions Using stem-changing verbs e--ie Using direct object pronouns Lección 2 ir + a + infinitive Using stem-changing verbs o--ue stem-changing verbs e--i Unidad 5 Lección 1 Using ser v. estar Using ordinal numbers Using irregular "yo" verbs Lección 2 Room and furniture vocabulary
DepartmentCategories Reading 24% Reading Practice 1% Writing 24% WritingPractice 1% Listening 24% ListeningPractice 1% Speaking 24% SpeakingPractice 1% DepartmentRubrics Listening Comprehension Exceeds Target A 4 Meets Target B 3 Approaches Target C 2 Below Target F 1 Student consistently understands spoken language appropriate to their level and infers meaning not implicitly stated Student understands spoken language appropriate to their level and sometimes infers meaning not implicitly stated Student sometimes understands spoken language appropriate to their level and has difficulty inferring meaning not implicitly stated (knowledge of vocabulary items is evident) Student is unable to understand spoken language appropriate to their level and little knowledge of vocabulary items is evident Reading Comprehension Exceeds Target A 4 Meets Target B 3 Approaches Target C 2 Below Target F 1 Student consistently understands written language appropriate to their level and infers meaning not implicitly stated Student understands written language appropriate to level and sometimes infers meaning not implicitly stated Student sometimes understands written language appropriate to their level and has difficulty inferring meaning not implicitly stated (knowledge of vocabulary items is evident) Student is unable to understand written language appropriate to their level and little knowledge of vocabulary items is evident Speaking Elements Exceeds Target A 4 Meets Target B 3 Approaches C 2 Below Target F 1 Fluency Consistently good Usually good Slow/ hesitates Lengthy pauses Pronunciation Accurate Good Acceptable Difficult to understand Vocabulary Wide variety and targeted Varied and targeted Some repetitive and some targeted Little to no targeted/ English interference Grammar Correct and complex Generally correct and understood Not always correct but understood Incorrect and difficult to understand Writing and Speaking Elements Exceeds Target A 4 Meets Target B 3 Approaches C 2 Below Target F 1 Fluency & Content Comprehensible, organized, with rich detail, complex sentences, little hesitation &accurate pronunciation Comprehensible, organized, developed with some detail, compound sentences, some hesitation and good pronunciation Comprehensible, organized, developed with little detail, simple sentences, hesitation and acceptable pronunciation Incomprehensible, unorganized, undeveloped, no detail, incomplete sentences, too much hesitation and unacceptable pronunciation Vocabulary Extended use of targeted and previous vocabulary Use of targeted vocabulary and previous vocabulary Some use of targeted vocabulary but too much use of previous vocabulary No use of targeted vocabulary Structures Mastered skills and proficient in targeted structures Proficient in skills and attempts targeted structures Proficient in skills (including tense, form & word order) basic skills
Teacher(s): Ivie Dept: Foreign Language Subject: Spanish II Week(s) of: 1/20 to 1/31 PDAS Admin: _______Mr. Harvell______ Approved by Dept. Chair? TEKS Objectives Unit Materials Lesson Overview Assessment (Q&A, Lab, Quiz, Test, BM) Monday 1.A.03, 01.A.02, 01.C.04, 03.A.01. 01. B. 01, 02.A.01, 01. B. 02, 05.A.02 Ch. 2 Skit supplies & instructions Select group and scene, English & Spanish Script, Q & A session, & memorized lines Group assignment Tuesday 1.A.03, 01.A.02, 01.C.04, 03.A.01. 01. B. 01, 02.A.01, 01. B. 02, 05.A.02 Ch. 2 Skit supplies & instructions Complete English & Spanish Script, Q & A session, & memorized lines Group assignment Wednesday 1.A.03, 01.A.02, 01.C.04, 03.A.01. 01. B. 01, 02.A.01, 01. B. 02, 05.A.02 Ch. 2 Skit supplies & instructions Practice & Props Written portion due Thursday 1.A.03, 01.A.02, 01.C.04, 03.A.01. 01. B. 01, 02.A.01, 01. B. 02, 05.A.02 Ch. 2 Skit supplies & instructions Practice & Props Group assignment Friday 1.A.03, 01.A.02, 01.C.04, 03.A.01. 01. B. 01, 02.A.01, 01. B. 02, 05.A.02 Ch. 2 Skit supplies & instructions Performances Group assessment, Test
going on by using hace + time expression. extracurricular activities using hace + time expression. on by using hace + time expression. 8 TSW compare people and activities by forming comparisons of equality (tanto como; tan + adj/adv + como; tanto(a)/tantos(as) + noun + como.) I can compare people and activities by forming comparisons of equality (tanto como; tan + adj/adv + como; tanto(a)/tantos(as) + noun + como.) 9 TSW recognize the superlative in Spanish (el/la/los/las + noun + más/menos + adjective) including the four irregular forms. I can discuss and compare talents of classmates and famous people using the superlative. I can recognize the superlative in Spanish (el/la/los/las + noun + más/menos + adjective) including the four irregular forms.
Suggested Unit Evaluation Rubric- SPANISH II- E04 Name: Date: To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSW’s). To receive an ‘A’, the student must show ‘A’ level mastery in 3 of the 4 available ‘A’ level TSW’s and ‘B’ level mastery on all of the remaining TSW’s. TSWs ‘A’ LEVEL ‘B’ LEVEL ‘P’ - Comments 1 The Student Will identify common places in a city. I can identify common places in a city. 2 TSW conjugate all the irregular verbs in the preterite in all six forms. I can make an oral presentation describing how I prepared for my last trip using irregular verbs. I can conjugate all the irregular verbs in the preterite in all six forms. 3 TSW describe where one went to do certain activities / errands. I can discuss cultural perspectives on shopping. I can describe where one went to do certain activities / errands. 4 TSW answer questions using direct object pronouns about what one saw, found or bought while running errands. I can answer questions using direct object pronouns about what one saw, found or bought while running errands. 5 TSW identify common places in a Hispanic community and city vocabulary (i.e. el Zócalo, la plaza, la glorieta). I can discuss cultural perspectives on neighborhoods. I can identify common places in a Hispanic community and city vocabulary (i.e. el Zócalo, la plaza, la glorieta). 6 TSW use prepositions to ask and answer questions the locations of common places in a town or city. I can use prepositions to ask and answer questions about the locations of common places in a town or city. 7 TSW identify modes of transportation used to get to various locations. I can identify of transportation used to get to various locations. 8 TSW describe city scenes regular and I can describe city scenes using regular
irregular forms of the present progressive and city vocabulary. and irregular forms of the present progressive and city vocabulary. 9 TSW use verbs and expressions needed to explain how to reach a destination. I can use verbs and expressions needed to explain how to reach a destination. 10 TSW be able to say and write the singular familiar affirmative commands of regular and irregular verbs. I can make and present a poster with safe driving practices and important signs using the imperative tú commands. I can be able to say and write the singular familiar affirmative commands of regular and irregular verbs. 11 TSW give and follow directions from one specified location to another. I can give and follow directions from one specified location to another. 12 TSW place direct object pronouns before the conjugated verb or attached to the infinitive or affirmative command. I can place direct object pronouns before the conjugated verb or attached to the infinitive or affirmative command.
To receive an ‘A’, the student must show ‘A’ level mastery in 2 out of 2 available ‘A’ level TSW’s and ‘B’ level mastery on all of the remaining TSW’s. TSWs ‘A’ LEVEL ‘B’ LEVEL ‘P’ - Comments 1 TSW identify professions in science, technology, business, the arts and law. I can identify professions in science, technology, business, the arts and law. 2 TSW discuss the preparations needed to succeed in each profession. I can prepare a presentation about the jobs I expect to have in the future based on my hobbies and pursuits. I can discuss the preparations needed to succeed in each profession. 3 TSW do an oral presentation on the types of activities involved in a profession of their choice. I can do an oral presentation on the types of activities involved in a profession of their choice. 4 TSW talk about what things will be like in the future using the regular future tense. I can make a written presentation to talk about the changes and how the future will be. I can talk what things will be like in the future using the regular future tense. 5 TSW talk about future events using irregular verbs in future tense (poder, haver, saber, tener, haber, etc). I can talk about future events using irregular verbs in future tense (poder, haver, saber, tener, haber, etc). 6 TSW read and understand sent to graduating seniors about their future. I can read and understand sent to graduating seniors about their future.
Sofía Daniela Videos Bicicloween Colombia Overview Artisan Mairis' Story Games Sports and Pastimes Concentration 1 Sports and Pastimes Concentration 2 Sports and Pastimes Concentration 3 Sports and Pastimes Concentration 4 Digital Flash Card Challenge Sports and Pastimes Flashcard Exercise Chapter 8 Masteries Listening Mastery A Listening Mastery B Grammar Mastery: Irregular Verbs Grammar Mastery: Double Negatives Quizzes Quiz: Irregular Verbs Quiz: Negative and Indefinite Words Work Summary Chapter 9: Venezuela Venezuela Can-Do Goals Body Parts Stem-Changing Verbs Doler Lectura Can-Do Checklist Presentation Stem Changing Verbs Actividades Actividad 1: Retratos Actividad 2: ¿Qué partes del cuerpo usas? Actividad 3: Las partes del cuerpo Actividad 4: Ordenar * Actividad 5: Busca a alguien que... Actividad 6: Completa las oraciones *
Actividad 8: Autoadhesivos para el coche Actividad 9: Ponerse * Actividad 10: Mis sentimientos Actividad 11: Las caras Actividad 12: ¿Cómo te sientes? Actividad 13: Entrevista Actividad 14: Diálogo * Materiales auténticos Momentos en la vida Beneficios de dormir bien Vivir con el estrés ¡Vamos a charlar! Preguntas personales Interpersonal #1 Interpersonal #2 Presentational #1 Panorama El Palacio de López Interviews Judith Alan Videos Emotions Pantanal Bottle Dance Feelings and Emotions Concentration 1 Feelings and Emotions Concentration 2 Feelings and Emotions Concentration 3 Digital Flash Card Challenge Feelings and Emotions Flashcard Exercise Chapter 14 Masteries Listening Mastery A Listening Mastery B Grammar Mastery: Tener expressions Grammar Mastery: Ponerse + Adjectives Quizzes Quiz: Idioms Quiz: Ponerse Work Summary
Improve comprehension of the CoDA program in Spanish-speaking communities by naming trusted servants to visit these places, to carry the message. This has been done in other Fellowships, such as OA. 7. Create a position for a trusted servant to fly to different parts of the Spanish-speaking world to convey information to new and struggling groups about, for example, the use of the Traditions and Service Concepts in meetings and business meetings, what a public information committee does and how to organize events to attract new members, to say nothing of how CoDA structure is organized and which Board or Committee does what. Find ways to lower the cost and shorten the delivery time of CoDA literature for groups outside of the continental United States. 8. Consult with CoRe on this matter. Translate items as requested by other CoDA entities. In 2017 SPO worked with CoRe and other CoDA Committees such as Outreach and the Board in this regard. 9. Learn to use translation software, to create a lexicon for such translation tasks. Ideally this software would be available to each CoDA Committee as CoDA, Inc. grows progressively more international. Address the turnover of committee members through activities to bring members together. Having longer term members would enable SPO to complete its tasks in a timely fashion as well as to envision longer term outreach projects. 10. Recently SPO created a bimonthly, committee inventory meeting, using different exercises to foster assertive communication and to enable committee members to talk about themselves and their service experience. These meetings provide members an opportunity to openly express themselves about our own weaknesses as well as what strengths and weak points they see in other members. What is discussed in those bimonthly meetings stays there, so that members can express themselves unreservedly. Address the information gap between CoDA Inc. and local groups. Lack of familiarity with how CoDA, Inc. works hinders groups, Intergroups, Voting Entities and countries from greater participation in CoDA, Inc. 11. SPO plans to continue to conduct online meetings to carry the message of CoDA recovery and explain CoDA, Inc.’s structure. Explanations may help to create a sense of belonging and a feeling of unity. Basic information (for example, how to obtain CoDA literature or interact with CoDA, Inc. as far as translation or the creation of an Intergroup or Voting Entity)
Veena Sureshkumar, Gayathri Vijayakumar, Rebecca Juskey, and Dhara M. Patel Spanish II Review Unit 4: Mexico Vocab Lesson 1 el (la) dios (días)- god/goddess el ejército- army el emperador- emperor el (la) enemigo(a)- enemy el (la) guerrero(a)- warrior el héroe- hero la heroína- heroine el (la) joven- young man/woman la princesa- princess la montaña- mountain el palacio- palace el volcán- volcano la batalla- battle la guerra- war casarse- to get married contar(ue)- to tell (a llevar- to take/to carry llorar- to cry to die pelear- to fight regresar- to return transformar- to transform la leyenda- legend el mensaje- lesson/message la narración- narration el personaje- characters azteca- Aztec ester enamorado(a) (de)- to be in love (with) hermoso(a)- handsome/pretty heroico(a)- heroic histórico(a)- historic, historical querido(a)- beloved los celos- jealousy tenet celos- to be jealous valiente- brave Había una vez...-Once upon a time there was/were Hace muchos siglos - many centuries ago Sobre-about Vocab Lesson 2 Civilizaciones antiguos Antiguo(a)- ancient Avanzado (a)- advanced El calendario- calendar La civilización- civilization La estatua- statue La herramienta- tool El monumento- monument El objeto - object La pirámide- pyramid La religión-religion
Chapter 9: You will learn the most common false cognates for example: Embarazado/to be pregnant, tener vergüenza /to be embarrassed, idiomatic expressions, transitional words, etc. Chapter 10: You will learn the meaning of verbs with prepositions, the subjunctive with indefinite expressions, such as: Whatever, whenever, wherever, whoever, no matter what, no matter how, etc. Readings & cultural activities:  Chapter 6 “ La peste del insomnio”, Gabriel García Marquez; colombiano p.116- 119  Chapter 7 “ Como agua para chocolate”, Laura Esquivel; Mexicana p. 136-138  Chapter 8 “ Romance de luna, luna, Federico García Lorca; español p. 158, 159  Chapter 9 “ La casa de los espíritus”,Isabel Allende; chilena p. 182-184  Chapter 10 “ de Cartón” Francisco Jiménez; mexicano (packet)  History and cuisine of Colombia and México Listening:  Class instruction and directions  and long dialogues  Radio broadcast   Video: “Stand and Deliver” Speaking: Teacher and student daily interaction Peer to peer daily interaction Weather report on Wednesdays (power point presentation) Reading class discussions Committee presentations on Mondays Skits Writing:  Classroom notes  Reading essay question  Reading summaries  Journals about assigned topic
describe and narrate in the future and describe relationships between things, people and ideas in both the written and oral form, using the vocabulary and grammar structures presented in Lesson 6 in context. Lección 6 – La naturaleza Lección 7 – La tecnología y la ciencia Lección 8 – La economía y el trabajo describe past events and conditions, emphasize the size of objects and people and express affection or in both the written and oral form, using the vocabulary and grammar structures presented in Lesson 7 in context. a) express what they or others would do, (b) express will, emotion, doubt or denial in the past, (c) express uncertainty, indefiniteness, condition and intent in the past, and (d) discuss hypothetical situations and events that depend on other events in both the written and oral form, using the vocabulary and grammar structures presented in Lesson 8 in context. Vista Higher Learning Descubre 3– Lengua y cultura del mundo hispánico VHL Supersite: Quarter 4 Mar 29 – May 26 Concepts / Topics Resources Students will be able to: express will, emotion, doubt or denial in the past, (b) express uncertainty, indefiniteness, condition and intent in the past, (c) create longer, more informative sentences and (d) reference general ideas in both the written and oral form, using the vocabulary and grammar structures presented in Lesson 9 in context. Lección 9 – La cultura popular y los medios de comunicación Lección 10 – La literatura y el arte say what will have happened, say what would have happened, make statements about the past in both the written and oral form, using the vocabulary and grammar structures presented in Lesson 10 in context. Vista Higher Learning Descubre 3– Lengua y cultura del mundo hispánico VHL Supersite:
Spanish Sheet Comparisons Positive Comparative Superlative Tall Taller Tallest Alto Màs alto El màs alto Inequality Màs que – More than Menos que – less than Tan……..como As …… as Tanto……como As much as Tantos/tantos…..como As many …….. as Eduardo no es tan rico como yo Elena tiene tanto deniro como yo Yo no tengo tantos amigos como tu Adjetivos Posesivos Yo Mi,Mis Nuestro(a) Nuestros(as) Tu Tu, Tus El, usted, ella Su, Sus Su, Sus Adjetivos demonstrativos Close This Este(a) These Estos(as) Further That Ese(a) Those Esos(as) Furthest That Aquel(la)
MIDRAND DATE VENUE ACTIVITIES TARGET AUDIENCE TIMESLOT CONTACT PERSON BOOKING 06 – 09 Aug 16 33 Steyn Road President Park Midrand 1686 (1) Activity Centre Games Puzzles Video Presentations Problem Solving Corner (2) Display/Exhibition Centre Careers Water Energy Sanitation Technology (3) Project Centre Rain-water Harvesting Tunnel Farming/Organic Farming Shade-cloth Farming/Organic Farming Science Demonstrations (4) Exhibitors Public Students 09:00 – 15:00
YES Slough Information and Advice Shop: Central town location – access for multiagency partnerships Age Concern Slough and Berkshire East: 61 sessions at Manor Park Day Centre, creating opportunity centres at Maria Cowland and Langley Lunch club, premises available to groups Care homes: Replacement and transition services for day care Churches network / faith venues: Working with churches and spaces to address loneliness by creating social activities and groups People’s Forum: Engages with people from all communities and faiths Summary of roles Slough CVS • • RVS • Slough Community Transport and Shopmobility • Slough Crossroads • • Ategi • Get Active • Shelter • Destiny Support • Age Concern Slough and Berkshire East • National Debtline • Independent Financial Advice Services • Slough Refugee support • • Age UK Berkshire • Workers Educational Association • YES • Turn2Me • Groundworks •
Alzheimers Society • • Sign Health • Pakistani Welfare Association • Polish Lunch Club • • Slough Furniture Project • Berkshire Vision • Slough Talking Newspapers • Special Voices • Meet and Mingle • • Trust • Alzheimers Dementia Support Group • DASH Charity • Slough Jobs Club & Executive Club • Silverline • Recycled Teenagers • Chalvey Youth and Family Support • Slough Senior Citizens • Living in Harmony • • Apna • SANAS • • • NIAS • • • British Red Cross • SHOC • • Turning Point • Homestart • Radian • WOW • Peoples Forum •
un correo electrónico mañana, time phrase si lo encuentran. Lo si Q2. Your sister's Spanish friend has shared the following post on Facebook. Your sister asks you to translate it into English for her. Hay un centro comercial en mi barrio. Los sábados me gusta ir de compras con mi amiga. Recientemente he comprado un ordenador nuevo. Era muy caro. No sé si voy a salir este fin de semana. (Total 9 marks) Section Key areas Translation Hay un centro comercial en mi barrio barrio Los sábados me gusta ir de compras Los sábados De compras con mi amiga. Recientemente he comprado He +ado/ido timephrase un ordenador nuevo. Era muy caro. tense No sé si No sé Si voy a salir este fin de semana. Tense Time phrase Q3. You have received this post on Facebook. Translate it into English for your family. En mi opinión, las redes sociales son muy útiles porque puedes leer mucha información sobre temas diferentes. Por ejemplo, ayer vi un anuncio para el cine y la semana que viene voy a ver una película de ciencia ficción.
HIGHER GCSE Spanish Reading and Translation into English Name: Top Translation Tips Break down your paragraph in to sentences. Annotate tenses and watch out for helpful time phrases Don’t stress about every single Word. Make a sentence makes sense. Use some common sense! Q1. You see this news item about a local schoolgirl in Spain. Translate it into English for your friend es una joven cantante que también toca la guitarra. Empieza a ser famosa por los vídeos que ha colgado en la red. “A veces esto tiene un efecto grave en mis estudios,” dice Sofía. “Por ejemplo, anoche tuve deberes, pero no los hice porque estaba grabando una actuación para la radio”. [9 marks] Section Key areas Translation Sofía es una joven cantante cantante que también toca la guitarra. que Empieza a ser famosa por los vídeos empezar a ser que ha colgado en la red. colgar “A veces esto tiene un efecto grave en mis estudios,” dice Sofía. Grave dice “Por ejemplo, anoche tuve deberes, anoche tuve pero no los hice no los hice
Porque estaba grabando Estaba grabando una actuación para la radio.” Una actuación Q2. Your brother has seen this post on Facebook and asks you to translate it for him into English. A menudo mis amigos van al parque después del insti porque se puede jugar al fútbol. El número de sin techos allí es muy preocupante. Nos gustaría poder dar más de nuestro tiempo para ayudarles. No obstante, no tendré tiempo ya que, primero, hace falta que apruebe mis exámenes. (Total 9 marks) Section Key areas Translation A menudo mis amigos van al parque después del insti Time phrase tense después porque se puede jugar al fútbol. Se puede + inf El número de sin techos allí Sin techo Allí es muy preocupante Preocupante Nos gustaría poder dar Nos gustaría + inf más de nuestro tiempo para ayudarles Para + inf Les No obstante, no tendré tiempo Tense ya que, primero, hace falta que apruebe mis exámenes. Hace falta + subjunctive Q3. Your friend, who has bought a comic in Spain, has asked you to translate the captions in one of the comic strips. Translate them into English. –¿Qué haciendo con tu móvil? –preguntó el profesor, furioso –. No puedes usarlo
. El fin de semana pasado, no me dieron permiso tense dar permiso para salir con mis amigos para + inf ¡No era justo! tense Me gustaría sacar tense muy buenas notas este año sacar buenas notas para persuadirles para + inf les que voy a tener éxito en mis exámenes tener éxito
tú vosotros él/ella/ud. ellos/ellas/uds yo nosotros tú vosotros él/ella/ud. correr vivir yo nosotros tú vosotros él/ella/ud. ellos/ellas/ustedes yo nosotros tú vosotros él/ella/ud. ellos/ellas/ustedes yo nosotros tú vosotros él/ella/ud. ellos/ellas/ustedes yo nosotros tú -- él/ella/ud. yo nosotros tú vosotros él/ella/ud.
yo nosotros tú vosotros él/ella/ud. ellos/ellas/ustedes ser: _________ ir: ______________ ver: __________
Subject: Spanish II Grade: 10, 11, or 12 Suggested Timeline: 5 weeks Unit We Are Healthy - ¡Somos Saludables! Unit Overview/Essential Understanding: The overall objective of Unit 2 is to prompt students to communicate about sporting events, ways to stay healthy, their daily routines, and what they and others are doing. They should also be able to retell events from the past using the preterite tense and a clear sequence of events. Unit Objectives: Students will be able to: Identify and describe competitive sporting events and ways to stay healthy Identify and apply demonstrative pronouns and adjectives Identify and apply reflexive verbs Identify and apply words that describe a daily routine Learn how to form and apply the preterite of regular –er and -ir verbs Learn how to use pensar + infinitive Learn how to form the present progressive tense (estar + gerund) Learn how to form adverbs with the suffix –mente Focus ACTFL Standards Addressed in this Unit: 1.2 - Students understand and interpret written and spoken language on a variety of topics. 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 3.1 - Students reinforce and further their knowledge of other disciplines through the world language. Important Standards Addressed in this Unit: 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions. 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Misconceptions: Differentiating among this, that, these, and those Concepts/Content: Theme appropriate vocabulary Preterite tense of –er and –ir verbs Demonstrative adjectives and pronouns Adverbs -mente Competencies/Skills: Discuss sports and health Express and dislikes Retell events in the past Describe a daily routine Describe what one and others are doing Description of Activities: Translation in pairs Mini-Dialogues Around the World Question and Respond Video Project: Sports or Cooking Commentator Online grammar practice
Recall and apply subjunctive with desires Recall and apply subjunctive with the unknown Identify and apply past progressive Identify and apply numbers through the thousands Identify and apply the imperfect subjunctive Differentiate between the conditional and the imperfect subjunctive Focus ACTFL Standards Addressed in this Unit: 3.2 - Students access and evaluate information and diverse perspectives that are available through language and culture. 4.1 - Students use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. Important Standards Addressed in this Unit: 1.1 - Students interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. 1.2 - Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Misconceptions: Differentiating between conditional and imperfect subjunctive Concepts/Content: Theme appropriate vocabulary Past participles as adjectives Present perfect Subjunctive with desires Subjunctive with the unknown Past progressive Imperfect subjunctive Conditional vs imperfect subjunctive Competencies/Skills: Express desires Express what you would have liked Negotiate and amenities Description of Activities: Premeditated Mini-Dialogues (client and a real estate agent) The Perfect House Project (dubbed PPT or video about the perfect house) Duolingo Grammar worksheets Analyze an episode of International House Hunters Assessments: Summative Assessment: Unit Test (teacher generated) The Perfect House Project (teacher created with rubric) Formative Assessments: Premeditated Dialogue (teacher generated rubric) Homework (workbook pages)
Concepts/Content: Theme appropriate vocabulary Jorge Luis Borges Magical realism Metaphors Cubism Surrealism Impressionism Muralism Social realism Competencies/Skills: Identify and analyze symbols and themes Translate a poem Research a Hispanic artist and three of his or her works Create a PPT about an artist and his or her works and analyze a Borges poem Create a painting in the of your chosen artist that reflects the symbols and/or themes of your chosen poem Explain your painting and how it reflects the artist and the poem Description of Activities: PPT Presentation of Luis Borges PPT of Gonzalo Endara Crow Read an abridged version of Las Aventuras de Don Quijote de la Mancha Storyboard of two chapters Summary of two chapters Symbol and analysis discussion edPuzzle Don Quijote video Assessments: Summative Assessment: Vocabulary Quiz (teacher generated) Quiz on Jorge Luis Borges Project Presentation (Teacher generated rubric) Formative Assessments: n/a Interdisciplinary Connections: Poetry Analysis (English) Art Analysis (Art) Additional Resources: Teacher Created PPT Jorge Luis Borges: Teacher Created PPT Gonzalo Endara Crow: Teacher generated rubrics Jorge Luis Borges Poetry Quizlet link with vocabulary: Approved District resources Subject: Spanish IV Grade: 11 or 12 Suggested Timeline: 6 weeks Unit Title: The News - Las Noticias
THE OF – FISHERIES ACT SPANISH MACKEREL FISHERY MONTHLY SUMMARY MONTH: December 2011 LICENCE NO.: A4/ 9999 LICENCE HOLDER NAME: (operator’s name) G. Company NIL RETURN: (tick, if appropriate) MONTHLY MARKETING DETAILS SPECIES (Specify) CUT (Fillet/Trunk/etc) STORAGE (Frozen/On Ice/etc) WEIGHT (kg) VALUE ($ / kg) PORT OF LANDING DESTINATION STATE TRADERS NAME/LIC NO. Narrow Barred Spanish Mackerel Trunks Frozen 1167 $6.20 NT B1/999 Grey Mackerel Trunks Frozen 19 $5.80 NT B1/999 COMMENTS: TOTAL DAYS SPANISH MACKEREL FISHING THIS MONTH: I _____Good Company____ declare that the information on this return is true and accurate. operator’s name) SIGNATURE OF LICENCE HOLDER: _ G. Company _______________________ (operator’s signature) OFFICAL USE ONLY DATE: 16 / 1 / 2012
sale), there is no conflict. In some circumstances, a trustee’s failure to act is deemed a rejection. See 11 U.S.C. §§ 365(d)(1) (failure to assume or reject residential lease within sixty days in liquidation bankruptcy deemed a rejection), 365(d)(4)(A) (failure to assume or reject nonresidential lease within 120 days deemed a rejection if the debtor is the lessee). But those circumstances are not present here, and the parties agree that the Pinnacle and Opticom leases were not “rejected” prior to the sale. Under our interpretation, then, section 365 was not triggered.6 We base our interpretation principally on the reasons given by the Seventh Circuit. To that court’s sound textual analysis, we add the following observations to mitigate the concern that an attempt to harmonize the two statutes “arguably results in the effective repeal of § 365(h).” Dishi & Sons, 510 B.R. at 704. First, we note the mandatory language of section 363(e). A bankruptcy court must provide adequate protection for an interest that will be terminated by a sale if the holder of the interest requests it. Moreover, “adequate protection” includes any relief—other than compensation as an administrative expense—that will “result in the realization by such entity of the indubitable equivalent” of the terminated interest. 11 U.S.C. § 361(3). In Dishi & Sons, the district court concluded that adequate protection could take the form of continued possession. See 510 B.R. at 711–12. Since Pinnacle and Opticom did not ask for adequate protection until after the sale had taken indeed, until they had appealed to the district court, see supra note 2—the question of what protection the bankruptcy court could have or should have awarded is not before us. Still, we think it worth mentioning that the broad
through the increasing interest in understanding factors that underpin effective development in youth sport (e.g., []) and sport academies (e.g., []). The Development of a TDE Assessment Tool In response to the challenge of facilitating evidence based practice within a youth sport and talent development context, Martindale and colleagues [] developed and validated the Talent Development Environment Questionnaire (TDEQ). The TDEQ has been shown to be a practical and reliable tool that measures key holistic and generic processes involved in the effective long-term development of ‘talented’ athletes []. Specifically it is a seven factor, 59 item scale measuring the athlete experience within their respective talent environment, including 1) Long term development focus; 2) Quality preparation; 3) Communication; 4) Understanding the athlete; 5) Support network; 6) Challenging and supportive environment; and 7) Long term fundamentals. Work by Wang and colleagues [] and Li and colleagues [] focussed on refining the TDEQ due to a number of psychometric and practical concerns. For example, the long term development subscale contained a large number of items, and there was some conceptual overlap between factors []. This resulted in a 36 item, 6 factor TDEQ being used [] and then subsequently a 25 item, 5 factor TDEQ (TDEQ-5) being developed through exploratory and confirmatory factor analysis. The TDEQ-5 represents a shortened (arguably more athlete friendly), and statistically robust questionnaire measuring 1) Long term development; 2) Holistic quality preparation; 3) Support network; 4) Communication; and 5) Alignment of expectations. Although it is important to note, that some concerns have been raised with regards to the ecological validity of shorter versions of the TDEQ, such as the 25 item TDEQ-5 in particular, where the pursuit of improved psychometric properties has been at the cost of potentially theoretically important items. However, it is recognised that the balance between conceptual and statistical quality is required and in line with this, Li and colleagues [] presented the 36, 28 and 25 item TDEQ-5 for further investigation.
Year 7: Foundation Language (Spanish) Classroom language You must be able to recognise these words written and spoken. You must be able to write and say these words Create a resource to help you learn these. This could be a poster or a set of flashcards for example. Countries and nationalities Inglaterra England inglés / inglesa English España Spain español / española Spanish soy de I’m from vivo en I live in Physical descriptions tengo I have los ojos eyes soy I am el pelo hair un chico a boy las gafas glasses una chica a girl llevo I wear Family la madre mother el padre father el hermano brother la hermana sister es it/he/she is mi my Verb ESTAR estar (to be, feelings and location) estoy I am estamos we are estás you (informal) are estáis you (formal) are está he/she is están they are AR verb endings Present tense endings -AR verbs (e.g. hablar • to speak) I -o hablo • I speak you (1) -as hablas • you speak he/she/it -a habla • he/she/it speaks we -amos hablamos • we speak
you (2+) -áis habláis • you speak they -an hablan • they ER/IR verb endings Present tense endings -ER (e.g. comer • to eat) -IR verbs (e.g. vivir • to live) I -o como • I eat vivo • I live you (1) -es comes • you eat • you live he/she/it -e come • he/she/it eats vive • he/she/it lives we -emos comemos • we eat -imos vivimos • we live you (2+) -éis coméis • you eat -ís vivís • you live they -en comen • they eat viven • they live Verb SER ser (to be, identity and characteristics) soy I am somos we are eres you (singular) are sois you (plural) are es he/she is son they are Verb TENER tener (to have) tengo I have tenemos we have tiene you (singular) have tenéis you (plural) have tiene he/she has tienen they have
LEVEL 1 WORLD LANGUAGE UNIT 6 EXAM (SPANISH) NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes. Listening Comprehension – The Logical Answer Listen as the following individuals are invited to do something. Then answer the questions that follow and choose the most answer. You will hear each listening passage twice. ____ 1. What does Barbara want to do? a. Go to a party c. See a b. Play basketball ____ 2. When will they go? a. Saturday c. Friday b. Tuesday ____ 3. What time of day are they going? a. In the evening c. In the morning b. In the afternoon ____ 4. What is the name of the event? a. Hunger c. Insurgent b. Cinderella ____ 5. What time does the event begin? a. At 7 :05 in the evening c. At 7:25 in the evening b. At 9:25 in the evening ____ 6. Does Juan want to go with Barbara? a. No, he can’t c. No he is busy. b. Yes he wants to go. ____ 7. What time does it end? a. At 9:00 in the morning c. At 9:25 in the evening b. At 9:35 in the evening ____ 8. Where is the event? a. At Barbara’s house c. At the school b. In Orem
Objectives tested with passports: NM.IC.2 – I can introduce myself and others. NM.IC.5 – I can ask some simple questions (repeat). NM.IC.7 – I can communicate some basic information about my everyday life.
INTERMEDIATE SPANISH 49-204 SPRING 2012 LIST OF IMPORTANT DUE DATES CHAPTER QUIZZES The WebSAM activities assigned for any particular chapter should be completed by the day of the corresponding test. Test 1 Friday, February 17 Test 2 Monday, March 5 Test 3 Monday, April 2 Test 4 Monday, April 16 READING QUIZZES Quiz 1 Monday, February 13 Quiz 2 Friday, February 24 Quiz 3 Friday, March 2 Quiz 4 Wednesday, March 28 Quiz 5 Monday, April 23 COMPOSITIONS Comp 1 Friday, February 24 Comp 2 Friday, March 30 Comp 3 Friday, April 20 ASSESSMENT RECORDING Clow 221 Friday, May 4 FINAL EXAM WRITTEN Wednesday, May 9 ¡OJO! Please note that the test and due dates listed above are not suggested, optional, or negotiable. Your instructor has no obligation to accept compositions submitted after their due date nor to provide a make-up exam if you are absent the day of test without having informed him/her beforehand that you would be unable to be present. NO late homework or make-up work will be accepted after Wednesday, May 9, so be sure to complete and submit your assignments on time.
Spanish 1 Outline and Review I. Base Knowledge A. Sports- infinitives B. Activities- infinitives C. Me gusta 1. Activities a. me gusta b. no me gusta II. Regular Verbs –ar, -er, -ir Conjugation of regular verbs Verb/noun cognates Negatives/ Positives No, no me gusta Me gusta III. Adjectives Personal Descriptive IV. Basic Verbs –ser Conjugation V. Masculine and Feminine A. Naming masculine and feminine B. irregular (el agua) VI. La Ropa VII. El Cuerpo VIII. Classroom Vocabulary Schedule Chapter 3A & 3B Food vocab. Breakfast Lunch Dinner Beverages Food verbs (comer and beber) Gustar and Encatar pronouns for Gustar and Encantar. (me, te, le, nos, vos ,se) Irregular Yo forms of verbs Stem changing Verbs e ie o ue Chapter 4 study guide
Talk about your family and relatives Describe people and situations in the past Talk about how people interact Holiday Celebrations Describe holiday celebrations Talk about how people interact Talk about typical foods eaten during celebrations Understand cultural perspectives on holidays and special events Describe situations in the past The format of the exam is as follows: 50% Scantron: 30 questions @ 1 point each This section includes listening and reading 25% Speaking: 1 prompt Students will complete a monologue for 1 minute 25% Writing: 1 prompt Students will need to write a minimum of 100 words Vocabulary by Units Unit 5: Las Experiencias 5A Places in the community About Mail Items in a Store Pharmacy Products About Errands Useful Words el banco echar una carta el equipo deportivo el cepillo de dientes cerrar (e-ie) ¡Cómo no! el cajero automático el buzón/ los buzones el palo de golf el champú cobrar un cheque caramba el centro el correo la pelota el jabón cortar el césped casi
el parque el paquete la raqueta de tenis la pasta dental la cama ir el centro comercial el sello los patines cuidar a en seguida el cine enviar (i-í) dar de comer al perro / al gato estar el consultorio la carta devolver (o-ue) (un libro) hacer el hospital la tarjeta postal el medico / la médica hasta el museo el/la dentist hasta pronto el restaurante ir a pie las diligencias/los deberes el supermercado la gasolina los quehaceres la biblioteca lavar los platos/la ropa/el coche poder la escuela limpiar el baño por la estación de servicios/ llenar (el tanque) pronto la farmacia pasar la aspiradora quedarse la gasolinera la mesa se me olvidó la iglesia quitar el ser la librería sacar (un libro) tener la piscina se abre todavía la playa se cierra varios(as) la la tintorería 5B Places to go on Vacation Things to see on Vacation Things to do on Vacation Ways to Travel Your Vacation Other Useful Words el estadio el animal (comprar) recuerdos a pie ¿Cómo lo pasaste? a tiempo el lago el aprender (a) el aeropuerto ¿Qué hiciste? durante el lugar el elefante bucear el autobus ¿Qué te pasó? el lugar el mar el león descansar el avión ¿Te la exposición el monumento el mono descansar el barco ¿Viste…? la reservación
hay que + inf. se prohíbe + inf. que + inf. deber de + inf. acabar de + inf. para + inf. de…a… from…to… tan + adjective + como tanto/a (s) + noun + como más + adjective + que menos + adjective + que mayor que/menor que que/peor que ¿Cuánto tiempo hace que…? Hace…que… Me gustaría Me gustaba estar + -ando/-iendo: + hacer + verstirse + ver estar + pelear + llevar Exam Study Guide Spanish 2 Section I: Interpretive Communication Task A: Text Only You will read two selections. Each selection is accompanied by five questions. For each question, choose the best response according to the selection and mark your answer on your answer READING NUMBER 1
Look at the following examples: (abrir) Pepe, ABRE la puerta. – Pepe, open the door. (caminar) Ana, camina ahora. – Ana, walk now. (escribir) Carlos, escribe tu nombre. – Carlos, your name. NOTE: SOME AFFIRMATIVE INFORMAL COMMANDS ARE IRREGULAR, and DO NOT follow the rule explained above. Some examples of IRREGULAR AFFIRMATIVE INFORMAL COMMANDS: ir - ve … Go… ser – sé… Be… decir – di… Say or Tell… tener – ten… Have… venir – ven… Come… poner – pon…Put… salir – sal… Leave… hacer – haz… Do… B. To tell a friend or relative NOT to do something, we use an INFORMAL NEGATIVE command. Follow these steps to form a negative tú command:
Content – Size At least 15 articles of clothing have sizes available. At least 13 articles of clothing have sizes available. At least 10 articles of clothing have sizes available. At least 7 articles of clothing have sizes available. Content – Price At least 15 articles of clothing have a price. At least 13 articles of clothing have a price. At least 10 articles of clothing have a price. At least 7 articles of clothing have a price. Content - Picture At least 15 articles of clothing have a picture. At 13 articles of clothing have a picture. At 10 articles of clothing have a picture. At 7 articles of clothing have a picture. Grammar There are no grammatical mistakes. There are 1-3 grammatical mistakes. There are 4-7 grammatical mistakes There are more than 8 grammatical mistakes Attractiveness The project is attractive in terms of design, layout and neatness The project is basic in terms of design, layout and neatness The project is sloppy in terms of design and layout The project is messy or very poorly designed. Brainstorm Paper Brainstorm paper complete. Half of the brainstorm paper completed. NO BRAINSTORM PAPER TURNED IN Time Management Student worked both days Student only worked 1 day Student turned in an incomplete project BRAINSTORMING SECTION Article of clothing Colors Size Price
La salud El régimen y la dieta Aconsejar - Balanceado (a) - Crecer - El alimento - El atletismo - El bienestar - El consejo - El estrés - El régimen - Entrenarse - Estirarse - La alimentación - La caloría - La dieta - La energía - Mantenerse sano - Nutritivo - Relajarse - Saludable - Sano (a) - Sudar - El cuerpo la barriga - el codo - el cuello - la garganta - el hombre - la muñeca - el oído - la oreja - el pulmón (los pulmones) - la rodilla - la sangre - el tobillo - La salud: problemas la alergia - el calambre - cortarse - el corte - darse un golpe - doler(o-ue) - el dolor de cabeza - la enfermedad - la erupción - estar resfriado (a) - estornudar - la fiebre - la fractura - la - gritar - la infección - lastimarse - llorar - el rasguño - el síntoma - ¡Socorro! - Torcerse - La mejorándose la ambulancia - el antibiótico - el antiséptico - la aspirina - cómodo(a) - la consulta - el consultorio - curar(se) - la curita - el(la) enfermero (a) - evitar - la inyección - la medicina, el medicamento - las muletas - las pastillas - la radiografía - la receta - recetar - recuperarse, mejorarse - respirar - (la sala de) urgencias - la de ruedas - la tos - el jarabe de tos - los puntos - tratar - la vacuna - la venda - la escayola, el yeso - palabras la fuerza - las gotas - la - hondo -
OWNER: <<name>> by: _________________________________ signature _________________________________ print name and title date: _________________________ LICENCEE: ___________________________________ print name of Licencee by: _________________________________ signature _________________________________ print name and title date: _________________________
FINAL DE TÉRMINO ESPAÑOL 6 (School letterhead/logo) (Date) Estimados Padres/Tutores, La escuela finaliza el ................................................. (day) ...................................................................... (date) a la(s) ..................................... (time) por el término/para las vacaciones de fin de año. La escuela comenzará nuevamente el ...........................................( day)....................................( date) a las.......... hrs(time) Firmado……………………………………… Fecha............................................................... END OF TERM SPANISH 6