What to study for the final exam

You will have a 100 question test on vocabulary at the end of the second week of January. Study your "frases de conexión" lists 1,2, and 3. Also study the phrases that are listed on this blog using por and para (see por and para blog notes posting). Finally, study the vocabulary on the following pages: Imagina page 4 (Relaciones sentimentales), Imagina page 42 (En la ciudad), Imagina page 80 (Los medios de comunicación) and Imagina pg 120 (Entre familia). All of this is fair game for material to show up on the test. It is a multiple choice test with two kinds of questions: fill in the blanks with a word bank provided and sentences that you read and decide whether they are using the vocabulary correctly.

You will have a 100 question test during finals week on the grammar studied in class. I will base the verbs/questions on this exam on the following pages from Imagina, my personal notes and En Marcha mentioned below. There will not be any surprises if you study the followign pages from the following sources:

From Imagina:

p18 present tense

p.22 ser and estar

p26 gustar and similar verbs

p56 the preterite

p60 the imperfect

p64 the preterite vs. imperfect

p138 reflexive verbs

p380 adjectives

p382 progressive forms

p384 telling time

p386 possessive adjectives and pronouns

p388 demonstrative adjectives and pronouns

p390 hacerse ponerse volverse y llegar a ser

p254 uses of se

FROM MY PERSONAL NOTES ON THIS BLOGPAGE

-study blog posting on Por y Para notes

-study blog posting on the articles

-study blog posting (or typed up set of notes ) on the mandatos

-study blog posting (or typed up set of notes) on direct and indirect object pronouns

-study blog posting (or typed up set of notes) on prepositional pronouns (they are part of the notes about direct and indirect object pronouns)

-Typed up worksheets given in class about when to use the preterite and when to use the imperfect

From En Marcha

p 4 the present tense

p6 stemchanging verbs

p7-8-9 stem changing verbs

p12 verbs ending in uir

p12-13 uses of the present tense

p15 more uses of the present tense

p42-43 present tense of irregular verbs

p45-46 present tense of irregular verbs

p48 and 49 present tense of irregular verbs

p19-20 reflexive verbs

p22 stemchanging reflexive verbs

p23 more about reflexive verbs

p25 idiomatic uses of the reflexive verbs and reciprocal sentences

p26 the passive voice

p27-28 other uses of se

p69 more uses of the reflexive: hacearse ponerse and volverse

p32 preterite tense of regular verbs

p33 uses of the preterite

p52-53 irregular verbs in the preterite tense

p55 verbs with special meaning in the preterite tense

p56-7 other irregular verbs in the preterite

p58-62 preterite of verbs with spelling changes (READ ALL BOXES)

p64-66 Preterite of stemchanging verbs

p67 Other uses of the preterite

p75 The imperfect tense

p76-80 Uses of the imperfect tense (READ ALL BOXES)

p101 Uses of the preterite and imperfect in context

p93-94 summary of adjectives and shortened adjectives

p95-97 the position of adjectives and the use of adjectives as nouns

Okay--get to studying over the Christmas break. Come to flex with questions in January. I will do warm ups that review these concepts in January as well. However, please keep in mind that we are still going to study half of a new unit in the month of January we cannot dedicate the whole month to review in class. Buena suerte chicos!

Notes on "Los articulos"

I.) When we use the definite article: el, la, los, las

a.) To refer to a particular person, thing or idea. El muchacho me gritó. La casa es fea.
b.) To refer to abstract concepts
Me gusta el amor. Me gusta la felicidad. Yo lucho por la paz.
c.) Before peoples titles if we are not speaking to them. El señor, la profesora, el doctor, el licenciado
*(exception-don and doña)
d.) With a person’s own body parts or clothing
Me cepillo los dientes.
Ella se peina el pelo.
e.) In front of nouns representing a whole class, series or group
A los mexicanos les gustan los tacos.
Los kanguros son violentos.
f.) with names of certain places—see pg 457 in En Marcha for list of countries that require “el” or “la” in front of them
g.) with names of languages except after the words hablar, de and en
Yo hablo español.
Ella me enseña algo de español
El escribe una carta en español.
Me gusta el español.
Estamos aprendiendo sobre el español.

h.) used with adjectives to replace nouns that have already been mentioned
Me gustan los collares blancos. Compra los blancos.
Me gusta la silla negra. Compra la negra.

i.) in front of nouns of rate, weight, measurement
la libra la pulgada el metro la milla
Yo pago cinco dólares por la libra de huevos.


j.) When we are saying I’m going home we say “voy a casa” without la. If we say voy a la casa—we are saying I am going to the house.


II.) When we use (or don’t use) the indefinite article: un, una, unos, unas

a.) We don’t use it when we refer to someone’s political, religious, professional etc. roles unless there is an adjective that describes what kind of democrat, catholic, wife etc. we are.
Ella es madre.
Ella es una madre buena.

Obama es presidente.
Obama es un presidente inteligente.

Ella es demócrata.
Ella es una demócrata apasionada.

b.) We don’t use it with otro, mil, cien, ciento, medio (half)
ERROR: yo necesito un otro papel.
CORRECTO: necesito otro papel.

ERROR: Ella tiene un mil problemas.
CORRECT Ella tiene mil problemas.

Ella tiene mil novecientos cincuenta y ocho dólares.

III.) When to use el or la
Feminine nouns end with:
-ad
-ud
-umbre
-ie
-sión
-ción
-a
letters are feminine
-la foto and la moto are feminine because they are shortened versions of la fotografía and la motocicleta
-fruit is feminine

Masculine nouns:
-aje
-e
-days of the week
-languages
-nouns words end in “e”
-fruit trees are masculine
-los números son masculinos
-compound words: abrelatas, rascacielos

These words end in –ma—yet are masculine because they come from the greek language:
El clima
El crucigrama
El fantasma
El idioma
El drama
El poema
El problema
El programa
El síntoma
El sistema
El telegrama
El tema
El mapa
El día

** Words that start with a strongly pronounced a, may be feminine but will need in el in front of them. Example of these words that are feminine but require el in front of them in the singular form.
El agua fría
Las aguas

El arte bella
Las artes

El aula limpia
Las aulas

El alma gemela
Las almas

RULES FOR MAKING SINGULAR TO PLURAL

Words that end in z, when made plural with es the z changes to c.
Luz= luces
Cruz=cruces

Words that end in a vowel with an accent over it need es at the end instead of s
Tabú: tabúes

Exception to this rule: café: cafés, mamás, papás

-When a word ends in a consonant you add --es.
-If it ends in a vowel you add --s (unless it ends with a vowel with accent--see above notes.
-If the word ends in -s- and is a day of the week or a compound word you leave it alone and just change the el to los.
--if a word changes in -on-and has a written accent on the o, it loses the written accent over the o when made plural: naciones, ratones etc.

Árboles
Mamás
muchachas
Los lunes
Los paraguas

Por vs Para notes

Por versus Para: Apuntes:

I.) Important contrasts between Por y Para

Many times the difference between POR y PARA can be explained by direction. PARA implies one way going forward. POR implies multiple ways, multiple directions.

IN SPACE:

PARA--to go towards (one way forward)
Ella corre para la calle.
Salgo para la casa.
versus
POR--to go by, along,through or around (multiple ways not
necessarily forward can be around on the side etc.)
Ella camina por el bosque.
Ella corre por el lago.
Ella camina por el tunel.

IN RECIPIENTS/FOR WHO SOMETHING IS INTENDED:

PARA----when something is for (belonging/being given) to someone or something: one way.
Ejemplo:
El regalo es para ti.

Versus
POR—requires a reciprocal exchange
Ejemplo:
Gracias por el regalo.
Te doy 5 dólares por el libro.

IN TIME:

PARA--to talk about a specific time in the future (you are looking forward) or a deadline in the future.
Ejemplo:
Yo voy a México para el 6 de noviembre.
Hay que entregar el proyecto para el 14 de diciembre.

POR—to talk about the duration of time (for, during in)
Ejemplo:
Yo estuve en México por seis semanas.
Ella durmió por 7 horas.

IN REASONS/EXPLANATIONS:

PARA—we use it to talk about a reason that refers to the future—a purpose or a goal
Ejemplo:
Yo estudio para ser doctora.
Yo corro para alcanzar el autobus.
POR—we use it to talk about a reason that is found in the past (because of, on account of)
Ejemplo:
Yo me perdí por su culpa.
Ella se murió por el accidente.
Yo estudio por las peticiones de mi mamá que lo haga.

IN EMPLOYMENT

PARA—we use it to talk about working for a person or a company who pays us.
Yo trabajo para Lincoln High School.

POR—we use it to talk about working or doing anything on behalf of/substituting someone.
Profe D trabaja por Profe Carsillo porque ella está enferma.
Ella habla por él.

II.) Other Uses of Para
a.) purpose:
El vaso es para cargar agua.
Los globos son para la fiesta.

b.)opinion
Para mí, la guerra es un pecado.

c.) to indicate a comparison where one is different than the rest
Para ser tan viejo, él tiene mucha energía.

III.) Other uses of Por
a.) for object of a search—going to get something
Mariana fue por el cuchillo.
La abuela fue por su nieto.
b.) the manner or by means of which something is done
Nosotros hablamos por teléfono.
Nosotros llegamos por tren.
Yo lo mando por correo
c.) unit of measurement (means per or by)
Tengo una tabla de 5 pulgadas por 4 pulgados
Cuesta seis dólares por libra.
D.) for the passive voice—when we mention who does something after mentioning the action done (by)
El libro fue escrito por el autor.
E.) to talk about an activity that is left to do or is about to be begun.
El programa está por comenzar.
Tengo tres quehaceres por hacer.

IV.) Expressions

Expressions for Para:
http://www.profecarsillo.blogspot.com
A.) No estar para bromas: to be in no mood for jokes
B.) No ser para tanto: to not be so important
C.) Para colmo: to top it all off (negativas)
D.) Para que sepas: just so you know
E.) Para siempre: forever

Expressions for Por:
A.) Por casualidad: by chance/accident
B.) Por ejemplo: for example
C.) Por eso: for that reason/that is why
D.) Por fin: finally
E.) Por lo general: in general
F.) Por lo menos: at least
G.) Por lo tanto: therefore, as a result
H.) Por lo visto: apparently
I) Por más que: no matter how much
J.) Por otro lado: on the other hand
K.) Por primera vez: for the first time
L.) Por si acaso: just in case
M.) Por supuesto: of course
N.) Por aquí: around here
O.) Por desgracia: unfortunately
P.) Por todas partes: everywhere

HW 12/2 to 12/15

Tarea
12/2 or 3
IM 81 vocabulario
IM 379 nouns and articles

12/4
EM 450-456
Nouns and articles
EM 458-461
Uses of def and indef articles and neuter

12/7
IM 387 possessive adjectives and pronouns

12/8
Read IM 142-143
Do IM 144
Do EM 481-492
Por vs para

12/9 or 10
IM 389 demonstrative
Adjectives and pronouns

12/14
Family project due

12/15
Examen

"mi barrio" en California

Assessment/evaluation/grading policy:Assessment/evaluation/grading policy:Evaluation of course work: Points are totaled and grades are computed as follows:90% to 100% = A 80% to 89% = B 70% to 79% = C60% to 69% = D 0% to 59% F

The student’s final grade is based upon the following percentage breakdown:
45% Active Participation
45% Assessment
10% Semester Final Exam

**A note about how the “active participation” grade will be determined:Practice and a willingness to take risks in using the target language is the key to success in foreign language courses. As a result, active participation makes up a considerable portion of your grade.The following aspects of student performance and participation in class will be observed/attributed points on a daily basis:
1.) How often student communicates in Spanish. Points will be deducted if a student has learned how to say “May I open the window” in Spanish, yet asks the teacher the same question in English instead...it is okay to attempt to say something in Spanish and then ask the teacher for help if the student forgets a word or a phrase that relates to what he/she is trying to say. Trying counts.
2.) How often he/she contributes to class discussions and oral warm up questions/activities3.) How well he/she uses Spanish—I don’t expect perfection—and errors are completely understandable during this beginning stage of language learning. However, I do expect risk-taking for the sake of improving language skills—this means trying out that new vocabulary word or phrase whenever you get the opportunity. It also means attempting to speak in complete sentences instead of fragments or yes/no answers.
4.) Student cooperation and leadership in pair and group work—points will be deducted if students are having side-conversations in English instead of practicing Spanish during group work.
5.) Student’s effective use of instructional time. Points will be taken away if a student arrives late and as a consequence doesn’t fully participate in the oral and/or written warm up activities. Other examples of not using instructional time effectively that can lead to a deduction of points: student has side conversations in English, he/she behaves in a disrespectful or inappropriate way that disrupts class discussions, he/she distracts peers during pair or group activities, he/she does not engage in the task at hand.
6.) Student organization: Work is brought in and prepared according to class procedures so that valuable instructional time is not disrupted to “find that paper”. Students must also come to class prepared with required materials so as to not waste time borrowing materials in class.
7.) How proactive the student is in letting the instructor know that he/she needs help—If student asks for clarification when needed, if student comes to flex time when help is required, if student is proactive in finding out about the assignments missed during an absence etc.
**I will keep a daily tally of points for each student in relation to active participation and I will assign an active participation grade for each student every two weeks.Behavioral expectations:
1.) Participate in all activities in an appropriate manner.
This includes using the appropriate voice, tone, and level, active listening and doing your share of the task at hand.
2.) Follow all prescribed procedures.
3.) Come to class on time with all required materials—and be prepared to participate
4.) All cel phones and ipods must be turned off and put away during class. Students will receive one warning if a phone accidentally rings or if headphones are still on in the beginning of class etc—if it happens again the phone or ipod will be confiscated and only released to the parent after a teacher/parent/student meeting.
5.) Absolutely no food or drink in the classroom. Just water will be permitted.
6.) Remain in seat until the teacher dismisses you.Policies:Discipline:If problems arise the following consequences will result:I will remind you that your behavior is inappropriate. If you stop doing whatever it was that prompted my attention, then there will be no further action taken.If your behavior continues and you are a repeat offender, then you will change seating or have a student-teacher conference immediately or after school.If I have to exclude you from my class, I will call or email home and write a referral for an appropriate help to vice principal, counselor, health center, or other specialist.Outrageous behavior may cause for the student to immediately skip any of the above-mentioned steps and exclusion from class will take place until the problem has been appropriately resolved.

Tardy: It is unacceptable to be late for class. Students need to enter their name and reason in the TARDY BOOK. Tardies will be dealt with in the following manner: 1st tardy – write name on tardy book 2nd write name + warning . 3rd write name + teacher will write a referral. By default students will lose active participation points too because they will not have arrived on time for warm up activities.Safety issues and requirements:· Remain in seat until the bell rings. I will dismiss the class.· Respect the safety and property of others—if anyone’s safety is compromised due to your actions you will be penalized to the full extent of the school discipline policy and the law if necessary.· Keep all aisles clear for teacher and other students to be able to walk up and down the rows without fear of tripping over something.· Report all suspicious activities for the well-being of our school community

HW schedule 9/10 to 10/5

9/10 Signed syllabus
9/11 Vocab: IM p5 ex 1 & 2 IM p6 ex 1
9/14 IM p20 ex 1&3 EM p4-10
9/16-17 EM 42-51
9/18 Letter due
9/21 Quiz #1 Regular and irregular present tense IM 4&6 vocabulary
9/22: IM 24 ex 2, EM p105-113
9/23 or 9/24 SKITS DUE
9/25 IM 391 ex 2&3, EM pages 19-25
9/28 Computer lab day: homework on Imagina website
9/29 IM p28 exercise 1 and page 29 exercise 5
9/30 or 10/1: EM 221-224
10/2 Me gustas tu song project due
10/5 Quiz 2 Ser vs Estar, Reflexive verbs, Gustar and similar verbs, frases de conexion, Poema