EL 3 de DIC IB Sp IV & SL (HL2)MARTES Per 4, 5Greet Students and Take AttendancePER 4 SL & PER 5 HL:

1. Turn in the EXTRA CREDIT PAPER—It only counts if you sent me the results! If you forgot to send me the results, do it again and turn it in by Friday. If you keep trying and can’t get at least 80% with 50 attempts (conjugations), you can record and send the test if you get at least a 60% and you can receive partial credit.

2. Students sign up for their project presentation. They are signing up for the order in which they will present, not necessarily the

date. There is a 5 min limit per student When they present, they can have a notecard with 10 facts—not sentences They must present to the class—NOT read to the class Be prepared to answer questions about your project

3. Give students a small index card on which to write the 10 facts

4. Take the reading practice for 204 SL Texto A El Libro Electrónico / 204 HL Texto A Los Robots and correct it so students can learn from their mistakes.

5. Remember that the WRITTEN PART OF THE EXAM is on Thursday! It will be based on the cultural project.

Be sure to learn from the grammatical mistakes made on the written part of the project so they are not repeated on the composition

Be sure you know how to include all the recommendations in STARTUPIf time permits:

RETURN the test on José G Posada and if time permits, correct the mistakes made on it so they can learn from those mistakes too and not repeat them on their written exam

START-UP:Si clauses—If + imperfect subjunctive followed by the conditional

or If + pluperfect subjunctive followed by the conditional perfectTenses—use a variety of tenses and complex grammatical structuresAudience—correct register: formal or informal—Be consistentRhetorical devices—like questions, exclamations, variety of vocabulary, cohesive words…Text type—Conventions of the text, opening, closing, use of paragraphs, transitions, Use WEIRDO—Es importante que…; Me alegra que…; Me gusta que…Proofread—Especially for basic errors like agreement; conjugation; accents on the preterit /imperfect tenses and common words like “día, también, está, mí…)

LA TAREA: Review for the written exam:1. How to write a letter or email2. How to use all the STARTUP suggestions in your work3. Bring your Rubric for Written Assignments 4. Review your tenses using the Orange Grammar Brochure and Blue Handout on the Preterit

and Imperfect5. WRITE 10 FACTS about your topic to use in your writing on Thursday.6. CORRECT and LEARN FROM the grammatical mistakes that were highlighted on the writing

you did for the project and the writing you did for the José G Posada test.

El examen final consiste en 4 partes:1) Presentación Oral con discusión 2) Lectura3) Composición escrita—el jueves4) Gramática

La parte escrita del examen será este jueves. Para prepararte necesitas escribir no más de 10 datos sobre tu proyecto cultural en una tarjetita. ¡NO ESCRIBAS ORACIONES COMPLETAS!

También repasa las características de una carta informal, un correo electrónico, la gramática de STARTUP y la rúbrica de las destrezas escritas.

Corrige los errores iluminados que hiciste en el proyecto para aprender de ellos.

START-UP:Si clauses—If + impf subjunctive followed by the conditional or If + pluperfect subjunctive followed by the conditional perfect

Tenses—use a variety of tenses and complex grammatical structuresAudience—correct register: formal or informal—Be consistentRhetorical devices—like questions, exclamations, variety of vocabulary, cohesive words…Text type—Conventions of the text, opening, closing, use of paragraphs, transitions, Use WEIRDO—Es importante que…; Me alegra que…; Me gusta que…Proofread—Especially for basic errors like agreement; conjugation; accents on the preterit /imperfect tenses and common words like “día, también, está, mí…)

Lean: RUBRIC for Written Production SL and RUBRIC for Written Production HL

Corrijan los errores que hicieron en el proyecto para aprender de ellos.

Nombre ____________________________ Fecha ____________________ Per_______

Conjuguemos.com Extra Credit—Semester 1

1. Go to the website www.conjuguemos.com

2. Click the (blue) link on the right under the sign in boxes that says “Not a member? Join us!”

3. Click the orange box that says “Student Registration”

4. Enter 511 for the School ID

5. Your Username will be your period number, first initial, last name, period numberEx: Jennifer López in period 4 would be 4JLopez4Enrique Iglesias in period 5 would be 5EIglesias5

6. Choose a password that is at least 5 characters long.

7. Confirm your password by entering it again in the “Confirm password” box

8. Enter your first and last name

9. Choose “California” as your School location.

10. Select “Sra. Bernal” as your teacher.

11. Click SPANISH VERBS on the left side of the page.

12. Select an activity from the list on page 2 of this document.

13. Click start. You will practice for 5 minutes.

14. You will see a pronoun and subject or a vocabulary word in English. Type the conjugation or the word in Spanish and press Enter. If you need an accent mark, type the letter then click the “Add Accent” button below the answer line. You will either receive a pop up that says CORRECT, or you will see a pop up that gives you the correct answer. You must type in the correct answer in order to move on.

15. When time is up, you will see a box pop up with your score. Record the information you see on page 2 of this document. Click OK.

16. Scroll down to your score and to the right you will see a link that says “Record / Send Results.” If you were able to score at least 80% on the activity with a minimum of 50 attempts, please press “Record / Send.” If you were not able to meet this requirement, do the activity again until you succeed.

17. Complete steps 12-16 for each of the remaining activities.

Verbs

1. PRESENT TENSE--Spell-Changing Verbs

Words correctly identified _______ Attempts _______ Percentage _______

2. PRESENT TENSE—ALL Verbs

Words correctly identified _______ Attempts _______ Percentage _______

3. PRETERIT TENSE—ALL verbs

Words correctly identified _______ Attempts _______ Percentage _______

4. IMPERFECT TENSE—ALL verbs

Words correctly identified _______ Attempts _______ Percentage _______

5. FUTURE TENSE—ALL verbs

Words correctly identified _______ Attempts _______ Percentage _______

6. CONDITIONAL TENSE--ALL Verbs

Words correctly identified _______ Attempts _______ Percentage _______

7. IMPERATIVE—Tú

Words correctly identified _______ Attempts _______ Percentage _______

8. IMPERATIVE—Ud.

Words correctly identified _______ Attempts _______ Percentage _______

9. IMPERATIVE—Nosotros

Words correctly identified _______ Attempts _______ Percentage _______

If you are having trouble with a certain tense, try doing just that tense for practice before doing the comprehensive conjugator.

10. INDICATIVE and SUBJUNCTIVE comprehensive conjugator

Words correctly identified _______Attempts _______ Percentage _______

Redo anything you got less than an 80% scorewith a minimum of 50 attempts until you succeed.

Nombre_______________________________________Fecha_______________Per_______

WS 406 Repaso: Usos del Imperfecto y del Pretérito

I. Conjuga los verbos en el IMPERFECTO

Cuando mis hermanos y yo (ser) 1 ______________ niños, siempre (pasar)

2 ______________ los sábados en casa de nuestros primos. Nosotros (llegar)

3 ______________ allí muy temprano. Cuando (hacer) 4 ______________ buen tiempo, mi primo Pablo (jugar) 5

______________ al béisbol y nosotros (ir) 6 ______________ al estadio para ver el partido. Mis tíos (pensar) 7

______________ que él (ser) 8 ______________ un buen jugador y lo (consentir: to spoil) 9 ______________ mucho.

Después del partido, mis tíos nos (llevar) 10 ______________ a comer helados. Mis hermanos y yo (creer: to believe)

11 ______________ que mis tíos (querer: to love) 12 ______________ a Pablo más que a todos porque siempre le

(comprar) 13 ______________ el helado más grande a él.

II. Conjuga los verbos en el PRETÉRITO

Mi familia y yo apenas (just) (llegar) 1 ______________ al hotel cuando el cielo (sky) (ponerse) 2 ______________

tan negro como la noche. Nosotros (oír) 3 ______________ muchos truenos (thunder) y (ver) 4 ______________

muchos relámpagos (lightning). (Empezar) 5 ______________ a llover muy fuerte y las calles (inundarse) 6

______________ muy pronto. Cuando nosotros (bajarse) 7 ______________ del carro, (mojarse:to get wet) 8

______________ mucho porque mi mamá no (traer) 9 ______________ un paraguas (umbrella). Mi papá (ir) 10

______________ a la administración y (conseguir: to obtain) 11 ______________ las llaves de nuestros cuartos.

Nosotros (sacar) 12 ______________ la ropa de nuestras maletas (suitcases) y (poner) 13 ______________ la ropa

en el armario. Después mis hermanos y yo (ponerse) 14 ______________ el traje de baño y (ir) 15

______________ a la piscina pero no (poder) ______________ nadar porque (cerrar) 17 ______________ la

piscina a causa de los relámpagos. Cuando (tratar:to try) 18 ______________ de usar el elevador para

volver al cuarto, (apagarse:to turn off) 19 ______________ la electricidad y (tener que) 20 ______________

usar las escaleras hasta el octavo (8th) piso (floor)! Cuando nuestra familia (bajar) 21 ______________ para comer,

¡(tener que) 22 ______________ ______________ esperar dos horas y nunca (parar) 23

______________ de llover. ¡Qué vacaciones tan desastrosas!

III. Traduce los verbos en el IMPERFECTO o en el PRETÉRITO según (according to) su uso.

1. It was Saturday—telling what day it WAS. (Ser) ______________ sábado.

2. Today was Saturday—the day is pretty much DONE. Hoy (ser) ______________ sábado.

3. I couldn’t go—I wasn’t able to (no permission?). No (poder) ______________ ir.

4. I couldn’t go—I could have gone, but something stopped me. No (poder) _____________ ir.

5. I was going to swim. Yo (ir) ______________ a nadar.

6. I went swimming. Yo (ir) ______________ a nadar.

7. I needed a pencil—situation not an action. Yo (necesitar) ______________ un lápiz.

8. I had a dog—possession/situation. Yo (tener) ______________ un perro.

9. I had a baby—action. Yo (tener) ______________ un bebé.

10. I had a wonderful day—the day is over. (Tener) ______________ un día maravilloso.

11. It was a wonderful day—description. (Ser) ______________ un día maravilloso.

12. I thought that—had an idea—action. Yo (pensar) ______________ que…

13. I thought that—was thinking—situation. Yo (pensar) ______________ que…

14. I knew—over time. Yo (saber) ______________ Yo (conocer) ______________

15. I found out/met—action. Yo (saber) ______________ Yo (conocer) ______________

IV. Conjuga los verbos en el IMPERFECTO o en el PRETÉRITO según (according to) su uso.

el 4 de septiembre de 2011—El primer día de clases…

Querido diario (diary),

Hoy (ser) 1 ______________ un día muy extraño (strange). Anoche no (poder) 2 ______________

dormir bien porque (estar) 3 ______________ muy emocionada (excited). ¡Yo (ir) 4 ______________

a ver a mis amigos otra vez! Sin embargo (however) como yo (estar) 5 ______________ tan

cansada, yo (levantarse) 6 ______________ tarde para el primer día de clases.

Cuando yo (llegar) 7 ______________ a la escuela, no (ver) 8 __________ a nadie. Yo (pensar) 9 __________ que todos ya (estar) 9 ______________ en clase así que (therefore) yo (correr) 10 ______________ a mi primera clase y (tratar: to try) 11 ______________ de abrir la puerta pero (estar) 12 ______________ cerrada. Yo no (saber) 13 ______________ que pensar. Yo (ir) 14 _________ a otra clase y la puerta también (estar) 15 ______________ cerrada. De hecho (in fact) hasta (even) en la oficina de la administración ¡no (haber: to exist) 16 ______________ nadie! De repente yo (recordar) 17 ______________ que hoy (ser) 18 ______________ un día festivo (a

holiday)! Las clases no (empezar) 19 ______________ hasta (until) mañana! ¡Qué vergüenza! (How embarrassing!) Afortunadamente, nadie me (ver) 20 ______________

--Gloria

Cultural Project: NOT just a cultural product (thing) or practice (cultural activity). You MUST emphasize the cultural perspectives (beliefs, values, attitudes which btw were shaped by geography, history, religion, etc). You MUST research not just give opinions as to why these products or practices exist. Why did it begin or why does it exist in this particular Spanish-speaking country and not in another…or why does it exist in more than one country and why is it made or celebrated similarly or differently?

Make sure you demonstrate what you learned about the perspectives behind the product or practice, not just the product or practice! What gave birth to its existence and what has shaped it?