¡Hoy es miércoles! 25 de enero de 2017

Orden del día (Agenda) ¿Preguntas? (Questions) Para y piensa #1(Stop and Think) Presentaciones con los compañeros Capítulo preliminar (pp. 1-5) El alfabeto Los números ¿Preguntas? (Questions)

Para y piensa #1 Escribe (Write) las vocales: El alfabeto p. 2 Modelo: ¿Cómo se pronuncia la letra “t”? Te Escribe (Write) las vocales: ¿Cómo (How) se pronuncia la letra (letter) “s”? ¿Cómo se pronuncia la letra “b”? ¿Cómo se pronuncia la letra “h”? 5. ¿Cómo se pronuncia la letra “m”?

Introducciones Buenos días “Mi compañera/o se llama ____.” _______es estudiante de______ año. (primer, segundo, tercer, cuarto año) _______ estudia ____________. El pasatiempo favorito de ______es_____

Introducciones Buenas días “Mi compañera se llama Sopa. Sopa es estudiante de primer año. Sopa estudia Administración de empresas. El pasatiempo favorito de Sopa es bailar.

El alfabeto Pronunciation: Note: c before a, o, u: like c in car c before e, i: like c in city g before a, o, u: like g in goat g before e, i: like h in home h is always silent ñ is like ny in canyon Note: k and w occur in words of foreign origin: kiwi all letters are feminine: la a, la be, la ce, etc. Suggestions for use: Have students work in pairs. Ask them to spell out their first and last names, their best friend’s name, and the city where they are from. Their partner should write down the names as they hear them spelled out. Lastly, have students verify their partners’ spelling.

Pronunciación Remember: h is silent ll is pronounced like y in yes r at the beginning of a word and rr produce a trilled sound Say the following words aloud in Spanish. 1. hotel 3. lasaña 5. general 7. silla 2. tortilla 4. burro 6. nación 8. caza Practice trilling with this tongue twister. Erre con erre, cigarro Erre con erre, barril ¡Qué rápido corren los carros del ferrocarril! Suggestions for use: 1) Review vowels. Emphasize pure vowel sounds. 2) If desired, explain the Castilian Spanish pronunciation of c and z; model the two different pronunciations of items 6 and 8. 3) If students have difficulty trilling, reassure them that they will master this with time. Encourage them to practice trilling by repeating better butter many times as fast as they can.

Deletrear Spell out these capitals in Spanish. Identify written accents by stating acento after that letter. 1. Santo Domingo 2. La Paz 3. San Juan 4. Bogotá 5. Tegucigalpa 6. Quito 7. La Habana 8. Madrid 9. Asunción 10. San José Suggestions for use: For an extra challenge, have students name and spell the country for each capital city.

Los números 1-100 Suggestions for use: 1) As a class, count off by fives, by tens, etc. Then count backwards. 2) Quickly hold up different numbers of fingers (or use flashcards) at random and have the class say them aloud.