Professional Documents
Culture Documents
Contact Information:
Wade Petersen
Valley Southwoods Freshman High School
West Des Moines, Iowa
wadecp@netins.net
petersenw@wdmcs.org
Conecta cuatro
Teacher Background Information
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Playing the Game: The younger player begins. This student will ask his or her opponent any
“sí” or “no” question about where his or her family members are. They can be basic or
advanced (depending on playing level).
Be sure that the opponent responds in a complete sentence. If the answer to any question is
“sí,” then that student gets to ask another question! The student keeps asking questions until
getting a “no” answer. If the answer is “no,” then that turn is over and the opponent gets to ask
a question. While students are getting clues as to where their opponent’s family members are
or aren’t hiding, they can keep track with their extra
set of icon markers on the lower grid of the folder.
Teacher Hints/Suggestions:
* A great suggestion is to put the bottom house grid
inside a plastic page divider. These work just like dry-
erase boards. Give each student a dry-erase marker and they can keep track of their guesses
by keeping notes right on the plastic sheet (in place of using a second set of family icons). When
they are done with a round, they can use a tissue to wipe off all previous notes.
* Storing the games is easy: just place the folders in your filing
cabinet. If you use hanging folders for the game, I would
recommend buying a cheap file box in which to permanently store
the game. When you need to work more with some students, send
those that have mastered the concept to your “Guess Where?” box,
and they can play this game for a great review (even in later years
when they may need to review rooms of the house and family
members).
*You may decide to alter the house/room picture for your students.
Simply redesign the pattern to fit your needs. You may also need to
teach a couple extra words for this activity if you do not currently
teach “attic,” “garage” and “stairway.” The pictures for the family
members should be clear; if your students are unsure, you could
label them in English (so they have to remember the Spanish).
¿Adivina dónde?
Family Member Icons
Mini Ideas to Add Flavor to Your Classes:
* Add extra-credit vocabulary, proverbs, expressions to your syllabi.
I give students a chapter calendar/syllabus for each unit. At the bottom of the calendar,
I put vocabulary, proverbs, or cultural expressions. Students can memorize these for
extra credit on my chapter tests. I give them one point if they can write the word or phrase
in the target language, and a second point for giving me the English equivalent (they get no
points for simply writing the English). This gives me the opportunity to add a few words
or expressions related to the unit topic but not covered in the book. (This idea came to me
when I went to Northwestern College and my French professor gave us Bible verses in
French we could memorize for extra credit).
* www.quia.com
If you haven’t heard about this Web site by now, check it out! It has amazing capabilities
and the work is all done for you by other world language teachers. The down side of the Web
site is now you have to pay to input your own activities and quizzes, but you can easily
mooch off the free shared activities. You can search by textbook and chapter for all sorts
of activities and games that other teachers have prepared. Activities include: flashcards,
word search puzzles, Battleship, hangman, jumbled words, patterns, pop-ups, “rags to
riches” (“Who Wants to Be a Millionaire?”), ordered lists, scavenger hunts, columns,
sample quizzes, and more. I require my students to put in 30 minutes of computer time
per chapter for points (many do more than they have to). This is a great activity for a
substitute if you have a computer lab available!
Background / Preparation:
This contest works well for beginning Spanish students. It is very easy for the
teacher to organize and manage. Photocopy one contest sheet for each student (if you
have multiple sections, you may want to use a different color paper for each section).
You will also need to make photocopies of the letters used for drawing. I
recommend using various bright colors of paper when preparing these letters (this adds variety and color to
their contest sheets). You must then cut the individual letters to place in a bag (*** see Teacher Tip below).
Introduction To Students:
The premise of the contest is easily understood and specified on the contest sheet: students get to draw
a letter from the bag for 1) speaking in Spanish for at least one minute before class begins (this will get
students running to your class!), 2) receiving an A grade on any quiz or test, or 3) speaking with the Spanish
teacher in the hallway (or any other place outside the Spanish classroom). Since they cannot “talk” Spanish
too fluently at this stage, I tell them to practice their greetings (or Spanish alphabet, numbers, or anything we
have studied). If you can think of any other ways for students to win letters, go right ahead and add these to
the list. It is possible for students to draw multiple letters each day (if they do more than one of the above).
Have students tape or glue letters to their contest sheets. The first student who collects all the letters (plus the
black space) wins the game. The one caution to give students involves the first question they will ask the
teacher: “What happens if we get two of the same letter?” I tell students that they can trade letters with other
students, but, they should be sure to check the other person’s sheet before trading so they don’t give the
other student the final letter that will win the game (the rest of the class will then hate this person).
Teacher Tips:
Teachers can manipulate how long this contest actually lasts. This is a bit deceptive, but I pick one
letter of “el español” to hold out of the bag from which students draw. This way, no one can complete the
contest too quickly. I also pick a second letter for which I only put a few pieces in the bag. Once the contest
has been going for a couple of weeks, I will eventually add a couple pieces of the missing letter. Students
will begin to suspect that something is wrong when no one in the class has a certain letter. After someone
wins the contest, I usually add more of the missing letters so other students can complete the phrase. Be sure
to collect all contest sheets and letters from students (you don’t want next year’s students to get a head start).
Prize(s):
I give the winner a “student survival kit” which usually consists of a two-liter bottle of soda, a bag of
Doritos (or other chips), and a jar of dipping cheese or salsa. Sometimes I will include a “free homework”
coupon. Since there is only one winner per class period, I also provide incentive for other students to
continue playing. I give extra-credit points to any student who eventually collects all the letters (usually I set
a one-week deadline after the initial winner has been declared).
EL E S P A N˜ O L
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EL E S P A N˜ O L
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EL E S P A N˜ O L
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Spanish Contest
“el españ ol”
Be the first person to spell “el español”
in the spaces below and you will win the
Primer Premio!
!
You can win a letter (or black space) by:
* speaking in Spanish for at least 1 minute before class begins
* receiving any “A” grade on a quiz or test
* speaking Spanish with el profesor de español in the hallway
EL E S P A N˜ O L
Extra-Credit Passports
Format: individual incentive program
Suggested Level: any and all levels
Duration: throughout the school year
Teacher Supplies: photocopies of passports; Spanish-themed rubber stamps/ink pad
pasaporte
el
4. Give the Spanish words (and articles) for 8 rooms in a house and their English equivalents.
5. Give the Spanish words (and articles) for 13 school classes and their English equivalents.
7. Give the Spanish words (and articles) for 10 items found in a classroom and their English equivalents.
8. Give the Spanish words (and articles) for 12 words for family members and their English equivalents.
10. Tell how to conjugate a regular -er verb; then conjugate one.
11. Tell how to conjugate a regular -ir verb; then conjugate one.
12. Give the Spanish words (and articles) for 12 types of buildings in a city with their English equivalents.
13. Write the 5 major rivers and the 5 major mountain ranges of Spain.
14. Give the Spanish words (and articles) for 15 articles of clothing with their English equivalents.
15. Give the masculine and feminine forms of 12 colors and their English equivalents.
16. Tell how to make words plural in Spanish and give an example of each.
18. Write the question for "What time is it?" and be able to correctly write five other times.
19. Write the question for "What's the weather like?" and give seven responses with English equivalents.
20. Give the Spanish words (and articles) for 12 body parts and their English equivalents.
22. Write the Spanish words for the 4 seasons and give their English equivalents.
23. Explain how to use the verb ir a + infinitive to refer to the future and give an example.
25. Give the Spanish words (and articles) for 20 Spanish foods and English equivalents.
Unidad 8
los juegos
¡a y !
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¡Ay! is a game you can play with flashcards. It will work great for this
fast food unit because you can use the vocab flashcards I’ve provided and
use the blank flashcard grid to fill in lots of other foods that you’ve already
studied. Get a bunch of paper lunch bags (very cheap at most discount
stores). For each small group in your class, prepare a paper bag. Inside each
bag, photocopy a set of vocabulary cards in English or in Spanish. Also
inside each bag, put two or three cards that say “¡ay!” in big letters.
Students take turns drawing one item from each bag (they can play
as individuals or form partners or teams). They must correctly give the
opposite language of the vocabulary on the card (if the word on the card is in
English, they have to give the Spanish, and vice versa). The other students
will be the judge of whether the answer is correct. If any groups are unsure
of a vocabulary word, they can raise their hands and have the teacher act as
the final judge. If a student (or team) gets a vocabulary word correct, one
point is scored (record it on a sheet of paper). That student must then decide
whether he or she wants to continue. A student or team can continue to draw
out flashcards and score points as long as the answers are correct. Any time
the student gives an incorrect answer, he or she loses all accumulated
points, and his or her turn is over. If a student decides to “bank” his or her
points, the turn is done, but that student forever keeps those points. The trick
is probably to do one or two and “bank” the points in small amounts.
The other aspect of the game involves the “¡ay!” cards that you’ve
put in the bag with the vocabulary flashcards. If a student draws a “¡ay!”
card, his or her turn is automatically finished and he/she loses all current
points. At the end of any turn, a student must return all the cards to the bags
for the next player(s).
electrónico
to install
el correo
instalar
the Net
e-mail
la red
el antivirus
la usuaria
anti-virus
software
el acceso
user (f.)
access
el pirata
website
hacker
el sitio
la sala
el e-mail
chatear
to chat
e-mail
Unidad 14
los juegos
la r u let a
la fo rtuna
d e
This is a fun review game for students. It really is a combination of
“Hangman” and “Wheel of Fortune.” This works as a quick activity at the
beginning of class as a warm-up or as a review activity to add variety to
your lessons.
The teacher begins the activity by picking a vocabulary word or phrase
and putting boxes on the board to represent all the letters of the word or
phrase. It is the students’ job to “solve the puzzle.” You can do this either
with the entire class or you can break the class up into teams and they
compete against each other. I give the class the opportunity to pick three
consonants and one vowel. I write these on the board, and then (like
Vanna White) I fill in any of these letters that fit the puzzle.
The students then have 30 seconds to solve
the puzzle and fill in the missing letters on a
piece of their notebook paper (you can adjust
the time however you want). Any students
who correctly solve the puzzle are given a
small prize (piece of candy or a sticker). If you
are playing as teams, you can either pick one
person from each team to try to solve (getting
one point for the team if they do) or no points
for unsolved puzzles. Continue until time is
up and the team with the most points wins.