Spanish IIWith Mrs. Martinez

Saludos

Vision/Mission StatementsVISION: GCA students will emerge as confident leaders in the 21st century global community through a holistic approach of rigorous academic standards, a commitment to individualized learning paths, and attention to the growth of each student as a civic minded contributor both within their local communities and beyond. 

MISSION: The mission of the Georgia Cyber Academy is to provide an exemplary individualized and engaging educational experience for all students by incorporating school and community/family partnerships coupled with a rigorous curriculum within a data-driven and student-centered instructional model.  Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. 

Standards• MLII.P1 The students present information

orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

• MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

Objectives

• The student will identify and correctly conjugate irregular verbs in the imperfect past tense.

• Describe and use vocabulary words that indicate parts of the body.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

Agenda

• Power Speak

• Review questions

• Imperfect irregular verb

• Body

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Power Speak

• PS is unlocked. You can move around from lesson to lesson without completing all of the assignments.

• Any gradable assignment you choose not to complete, will result in a zero.

• Small group and Open office

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

The past

• We’ve already learned one way of talking about the past: the preterite. It’s used to describe single actions that started and ended in the past.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

What about…?What about…?

• … actions that happen more than once in the past?– I used to live in Puerto Rico– Every Christmas the whole family

would get together for a big dinner.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Or how Or how about…?about…?

• … actions that started in the past but didn’t finish (as far as we know):– I was walking to work when I saw an

accident.– She was tired and hungry.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

The imperfectThe imperfect

• These ideas – – actions repeated in the past– unfinished actions in the past– descriptions about the past

• are expressed using a different verb tense, called the “imperfect.”

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Uses of the Uses of the imperfectimperfect

• Use the imperfect to express actions, conditions, and events that:– were in progress at some time in the past

(“was …ing”).– occurred repeatedly in the past (“used to”

or “would”).– were anticipated or planned (“was going

to”).

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Imperfect Irregular verbs

• In contrast to regular verbs, irregular verbs are those verbs that fall outside the standard patterns of conjugation in the languages in which they occur.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Imperfect Irregular Forms

•There are only three verbs that have an irregular imperfect form.

•They are ser, ir, and ver.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

• vosotros erais

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

• vosotros ibais

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

• Vosotros veíais

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Lets watch a video

• http://www.youtube.com/watch?v=grNRqeMJSGA

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

cine

mercado

iglesia

casa

____ _____a la __________.verbnoun

partido

concierto

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Some more practice…

1. Alejandra_________ al cine. (ir)

a. ibamos

b. ibas

c. iba

d. iban

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

2. Eran las cinco de la tarde.

a. correct

b. incorrect

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

3. Eliana y Héctor ___________maestros. (ser)

a. era

b. eras

c. eran

d. somos

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

4. Ellos __________tres amigos. (ser)

a. somos

b. eran

c. es

d. están

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

5. El capitán era el más feliz.

a. correct

b. incorrect

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

El cuerpo

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

el codo

la ceja

las pestañas

los dedos

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

el tobillola cadera

la cinturael muslo

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

los dedos del pie

la muñeca

el cerebro

la piel

los músculos

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

la garganta

el diente

la mejilla

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

el pulgar

la cara

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Useful verbs

oler

probar

ver

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Yo quiero probrar…jalapeños tacos tamales

sushi

flan

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

oir

tocar

moverdoler

romperse el brazo

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

1. Mi piel está muy roja.

a. face

b. thumb

c.cerebro

d. skin

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

2. ¿Que pasó en el accidente?

a. En el accidente Ricardo se rompié el brazo.

b. En el accidente Ricardo se rompí el brazo.

c. En el accidente Ricardo se rompiaba el brazo.

d. En el accidente Ricardo se rompió el brazo.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

3. A mi hermanita le cayó un libro en el tobillo.

a. ankle

b. neck

c. feet

d. finger

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

4. Queremos _______ tus palabras.

a. oí

b. oyó

c. oyendo

d. oír

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

5. El ___________es la parte más importante del cuerpo humano.

a. cara

b. cerebro

c. garganta

d. muñeca

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

6. La abuela se rompió un brazo.

a. broke her arm

b. broke her leg

c. broke her nose

d. broke her finger

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

7. Ella tiene una cintura muy pequeña.

a. eyebrow

b. cheek

c. toe

d. waist

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

Objectives

• The student will identify and correctly conjugate irregular verbs in the imperfect past tense.

• Describe and use vocabulary words that indicate parts of the body.

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns.

MLII.INT2 The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language.

¡Hasta luego!