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[|Poodwaddle.com] Gadget WordReference.com[|**klunger**] · My Wikis ·  · [|My Account] · Help · [|Sign Out] ·    Español IV Capítulo 4 Protected ** Español IV Capítulo 4 ** || ||
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 * La Familia y La Comida ||

//__**martes, el primero de septiembre**__// El Primer Día del Colegio 1. Una introducción 2. Los Requisitos de la Clase 3. Lo que vamos a estudiar este año; hablamos de la participación [|Participation rubric Spanish IV.docx] 4. Inner/Outer Circles si hay bastante tiempo (una lista de información personal de cada persona; comparte con la persona en el círculo) 5. Repaso de los verbos [|Spanish IV The verbs from Spanish III.doc] Junior Class Meeting with Mr. Grudis Wednesday, Sept. 2 6th period 1. [|Spanish IV pronunciation.docx]
 * //__miércoles, el dos de septiembre__//**

1. [|Spanish IV Brainstorming to Understand.docx] 2. "Fun Spanish" [|Preguntas] 3. "Fun spanish" Sustantivos y Adjetivos 4. Repasamos los verbos [|Spanish IV Verbos que deben saber.docx] 5. Actividad de M & M [|M&M Student Page Sp.doc] [|M&M Code Sheet Sp.doc] 3. No tarea


 * Using Drop.io Directions **

1. Mi amigo imaginario 2. Circumlocution exercises [|Circumlocution Lesson - Exs in Spanish.doc] Explanation and partner practice 3. Los platos de "Spinner" para repasar los verbos de Español III 4. Repaso de los verbso (need to create) 1. Repasamos la tarea 2. [|Cultural Circumlocution Pairs.doc] 3. Partido de "Bluff"
 * //__jueves, el tres de septiembre __//**
 * //__viernes, el cuatro de septiembre__//**

martes, el 8 de septiembre 1. [|Puedes circunlocar.doc] 2. [|Span. IV Chap 4A Vocabulario.doc] 3. Vocabulario 4A del texto Vocabulario 4A del texto parte 2 4. Tarea: La tarea de la familia (need to get the family tree to go with the questions) y las formas de permisión

Biblioteca: jueves

Mapa del Caribe [|Technology permission for Span IV.doc] [|Blogger site for all Level IV students to create their own blog, linked to this wiki]

use this site to create a voiki assignment for IV, needs to be modified for level [|Letter pop] Create letters, newsletters, etc. free to customize

[|La familia real asiste a una entrega de premios. Una actividad de escuchar y identificar quiénes son.] [|El árbol genealógical de la familia real de España.] Haz clic en cada foto para estudiar las relaciones entre los miembros de la familia, [|Repaso de la familia con el árbol de la familia García. Interactive] [|Un partido breve para repasar las palabras de la familia] [|Crea un álbum familiar con un árbol genealógico o con un familiagrama.] Crea y imprime

[]

[|Refranes que usan las palabras de comida.doc]

Ask students to make a list in the target language of 5-7 interesting things about themselves that someone could not tell just by looking at them. Encourage them to use simple sentences to accomplish this. Have them do the inside-outside circles activity--sharing the first item on their list with their partner, and listening to their partner's first item. When they move to the next partner, they should share the next item on their list. Collect their lists and then debrief by asking for volunteers to share interesting things they learned about other members of the class. More advanced levels can be encouraged to ask follow-up questions about the information they've just heard

[|OnLine Time Bomber] Teacher sets online timer for 2 minutes per activity. When students have a question they want the teacher to answer in English, the teacher starts the timer and then answers the question quickly. Teacher stops timer when finished. When the 2 min. have been used (i.e., when the bomb goes off), the teacher has to answer all additional questions in the target language. Students are careful to save their time

[|Categorias.doc]  [|Conversation in the Classroom practicing cirumlocution in pairs.doc]

Bluff Game 1. split class into 2 equal teams 2. teacher says to team A "who knows how to do say/conjugate/do X" (whatever you're studying/want to practice) 3. those students who know stand up, OR if they want to "bluff" (pretend like they know, like the card game B.S.) they stand up as well. 4. A member on the opposing team chooses one of his opponents who are standing up (trying to catch those are are "bluffing"/don't know the answer) 5. The person picked gives his answer. If he's right, he just got his team X number of points equivalent to the # of students who are standing/supposedly "knew the answer" on his team. If he's wrong, he lost that # of points for his team. 6. Teacher gives next ? to team B, and the steps are repeated.

[|present progressive lesson idea]

[|DIME SI LO VES - PAVEL NUÑEZ] from [|Taba Blanchard] on [|Vimeo]. none //Optional:// comment for page history

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