The Spanish Class

Beginner 2: Weeks 9 – 12

Noticias de La Clase de Español

Parent Teacher Talk

Does your child show a basic understanding of gender (masculine, feminine) and number (singular, plural) in Spanish?

Four-week Summary

This month we completed our first class art project. We created our own Caras Locas (Crazy Faces) by finding the parts of the face in magazines, cutting them out, and creating crazy face collages! We labeled all the body parts in Spanish, paying special attention to article-noun agreement by gender and number. We will be displaying the Caras Locas in the classroom and in the nearby hallway at Grace. Feel free to come in and check them out! Students will be able to take their creations home at the end of the semester. They can display them at home and use them as a fun, self-made tool for practicing Body vocabulary.

Las Caras Locas

Las Caras Locas

As for new vocabulary, this month we are introducing Directions. We are learning how to describe whether something is up, down, left, right, next to, or below using direction and location prepositions. To practice our Directions and Body vocabulary at the same time, we are introducing the Bunny Hop Dance and the Chiqui-Gua song, which is a lot like the Hokey Pokey. As for conversational questions and answers, we are still practicing how to give our name, address, and telephone number and are learning how to read a skit called La Entrevista (The Interview). This skit can be viewed in chapter 1 of the online resources under the Greetings tab. We are also learning to ask where things are with the question Dónde está…? and the response Está… (It is…), as well as how to give simple commands with the command verbs “Por favor pon…en…” (Please put…on/in…) and Por favor quita…de… (Please remove…from…). On Word Work days we are introducing the new Sight Words el, la, los, and las, which are all words that mean the and are used with masculine singular (el cuerpo), feminine singular (la cabeza), masculine plural (los pies), and feminine plural nouns (las rodillas), respectively. At home, ask your child to show you these words in their composition books and explain how they are used.

Muestra y Cuenta Activity
This month we have done the letters C and H. We will continue with G, which, like the letter C, has unique pronunciation rules depending on the vowels that follow it. Thank you again for your support for Muestra y Cuenta. The students have enjoyed bringing objects and presenting them to their classmates.

Remember, the best way to practice pronunciation is through the online resources site. To access the alphabet, click on the “Pronunciation” tab.

Semester Skits: La Entrevista
In our last newsletter, we included the link to a video of the Advanced Class reading a skit. Each semester, we have the opportunity to practice a skit that matches the vocabulary or conversation themes in our curriculum. These skits give students the opportunity to observe words and phrases they are learning utilized in a fluid conversation at native speaker-style speed. This semester, Beginner 2 is practicing La Entrevista, which is about introducing ourselves to new people. In class, we will practice reading the skit regularly throughout the rest of the semester. Our goal is for the students to be able to read the skit out loud with good pronunciation and fluency. In some classes, we may even be able to act it out! To support your child at home, we recommend encouraging them to view La Entrevista online at least once a week outside of class, so that they become more comfortable with the material when we read it together. Practicing Q&A # 12 (See conversation below) with your child will also help them work with this material.

Here’s what we are working on in the following areas:

Vocabulary: Ch. 2 Body, Directions

Pronunciation: Review all Vowel and Consonant Pronunciation Rules, Vowel Show and Tell

Q&A Conversation: Asking and answering questions about the body (what hurts? what is this?); what we need to do; what our name, address, and telephone number are.

#12 Q: ¿Cuál es tu nombre, dirección y número de teléfono? A: Mi nombre es… Mi dirección es… Mi número de teléfono es…
#19 Q: ¿Qué te duele? A: Me duele el/la…
#4 Q: ¿Qué es esto? ¿Es…? A: Eso es… No, no es…, es…
#20 Q: ¿Donde esta…? A: Esta…
#19 Q: Por favor pon…en… Por favor quita…de…

Reading: In class-Mi cuerpo/My Body. In class and at home-La Entrevista/The Interview.

Writing: Writing our class Q&A questions and responses using a variety of vocabulary prompts. Writing about ourselves: our names, addresses, phone numbers.

Online Resources (Link) [Download a Flash browser, such as Photon, Puffin or iSwifter to use on iPad]

Chapter 1 Review Emotions, Chapter 2 Body, Directions

Workbook and Worksheets

Workbook 1: Body pages should be completed. Move on to Directions activities. Sometimes workbook activities will be altered to include cut, paste, & color variations. Sight Word activity worksheets for el/la and .

Journal

Write your own dialogue like the one from La Entrevista! It could be a dialogue between yourself and a friend, or it could be about fictional characters. Just make sure to include Q&A’s from #12 (see class “Conversation” guide above).

Draw additional pictures representing the Sight Words we saw in class. Write sentences with the Sight Words describing your pictures.