"A different language is a different vision of life..."

¡Hola y Bienvenidos!  I certainly hope you had a great Thanksgiving Holiday and week!!  It's hard to believe that we only have 3 WEEKS LEFT in this semester!!!! 

So...WHAT NOW??? 

Okay, let's get ready to wrap it up for this semester and for 2008!!  Let's look back and see what we have covered this semester and see what's left for these next 3 weeks... 

CHAPTER 3 TEST:  I will return tests on Monday and we can go over together.

CHAPTER 4 VOCABULARY:   Prepare for new Vocabulary!!  Remember to make your flash cards for Chapter 4...ANOTHER EXTRA CREDIT OPPORTUNITY!

Essential Questions for Chapter 4:  

Primer Paso:  1)  Can you ask for and give opinions?  2) Can you give advice

Segundo Paso:  3) Can you talk about things and people you know?  4)  Can you make comparisons?

Tercer Paso:  5)  Can you make plans?   

Grammar Concepts:  Review of Ser and Estar  -   More with Direct Object Pronouns - Using Debes and  Deberias

TEXTBOOK ONLINE:  DON'T FORGET TO USE YOUR NEW USER ID AND PASSWORD TO ACCESS YOUR TEXTBOOK!!    Go to -  http://www.hrw.com  This is a great way to prepare for the FINAL EXAM!!  FORGOT YOUR TEXTBOOK OR DON'T WANT TO CARRY IT IN YOUR BOOK BAG??  ¡NO HAY PROBLEMA!  NOW YOU HAVE HAVE YOUR TEXTBOOK WITH A CLICK OF THE MOUSE!! 

REMAINING QUIZZES AND TESTS BEFORE FINAL EXAM???  There will be 2 more quizzes before the Final Exam.  We will not have a Chapter Test for Chapter 4.  The Vocabulary and grammar concepts will be included on the Final Exam

FINAL EXAM SCHEDULE AND EXEMPTIONS?  Students will receive information on Final Exam schedule and exemptions this week. 

PEER TUTORING ON TUESDAY AFTERNOONS AND THURSDAY MORNINGS!  Not enough students are taking advantage of this wonderful opportunity to work one-on-one with a peer tutor from Spanish Honor Society.

    Websites for more grammar practice

www.colby.edu/~bknelson/exercises/

www.studyspanish.com/tutorial.htm

>What you need to do to learn a language

According to the National Standards for Foreign Language (upon which Georgia's Performance Standards are based), learning a language now means knowing what, how, and when to communicate effectively.  In short, the goal is to use the language.  To this end, our objectives are organized into 5 areas of skills that you will develop in order to use the language.

Interpersonal Skills - What students need to do to communicate in the target language.

Interpretive Skills - What students need to do to understand the target language.

Comparisons, Connections, Awareness of multilingual communities- What students need to do to compare cultures, make connections with other disciplines, and begin to develop ways to participate in multilingual communities at home and around the world.

Skills developed in Level 2 - Georgia Performance Standards

Skills developed in Level 2 

 Interpersonal Skills - What students need to do to communicate in the target language

•  MLII.IP1A           Express needs and preferences.
• MLII.IP1B           Express feelings and emotions.
• MLII.IP1C           Request help and clarification.
• MLII.IP1D           Give descriptions.
• MLII.IP1E           Give and follow directions and instructions.
• MLII.IP1F           Ask questions and provide responses based on topics such as self, others, and the immediate environment.
• MLII.IP1G           Ask questions and provide responses about plans and events.
• MLII.IP2A           Initiate, participate in, and close an oral or written exchange.
• MLII.IP2B           Use simple paraphrasing to convey and comprehend messages.
• MLII.IP2C           Use gestures and body language to convey and comprehend messages.
• MLII.IP2D           Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

• MLII.INT1A        Identify main ideas and essential details when reading and listening.
• MLII.INT1B         Interpret culturally authentic materials and information.
• MLII.INT1C        Comprehend and follow oral and written instructions.
• MLII.INT1D        Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing, and reading comprehension.
• MLII.INT2A        Differentiate among increasingly complex statements, questions, and exclamations.
• MLII.INT2B         Interpret basic gestures, body language, and intonation that clarify a message.

• MLII.P1A            Relate main ideas and essential details from level-appropriate print or non-print material.
• MLII.P1B            Give brief, organized oral presentations, using visual and technological support as appropriate.
• MLII.P1C            Write short, organized compositions, using visual and technological support as appropriate.
•  MLII.P1D            Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.
• MLII.P2A            Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting material.
• MLII.P2B            Demonstrate comprehension of material.

• MLII.CU1A         Participate in real or simulated cultural events, such as family activities and holiday celebrations.
• MLII.CU1B          Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays.
• MLII.CU1C         Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art.

• MLII.CCC1A       Give examples of the influence of the target language and culture(s) on other subject areas, such as foreign words in the English language.
• MLII.CCC1B        Relate information acquired in other subjects discussed in the language class, such as use of the metric system.
• MLII.CCC2A       Compare and contrast traditions, such as holidays, foods, and celebrations.
• MLII.CCC2B        Compare and contrast social conventions of the target culture(s) with the students’ own cultures, such as handshaking and kissing on the cheek.
• MLII.CCC2C       Compare and contrast the geography of countries of the target language and the students’ own country and discuss its impact on culture.
• MLII.CCC3A       Compare vocabulary usage and structural patterns of the target language with English.
• MLII.CCC3B        Use level-appropriate idiomatic expressions in the target language.
• MLII.CCC4A       Give information regarding major current events of the target culture(s).
• MLII.CCC4B        Understand the impact of major current events of the target culture(s).
• MLII.CCC5A       Develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.
• MLII.CCC5B        Illustrate how the target language and culture(s) studied are evident in and through media, entertainment, and technology.
• MLII.CCC5C       Locate and use resources in the target language, such as individuals and organizations accessible through the community