Standards for unit 1 lesson 2  MLI.IP2A – Initiate, participate in and close a brief exchange.  MLI.INT2B – Recognize basic non-verbal cues.  MLI.IP1E – Give simple descriptions  MLI.IP1D – Ask for clarification  MLI.P1A – Present information from a variety of sources  MLI.P2B – Demonstrate comprehension of rehearsed material.

UNIDAD 1 ETAPA 2 VOCABULARY,APPEARANCE,PERSONALITY, WHAT ONE IS WEARING, COLORS,And OTHER WORDS AND PHRASES

APPEARANCE APPEARANCE  ¿Cómo es? – What is he/she like?  Alto (a) – tall  Feo (a) – ugly  Bajo (a) – short (height)  Fuerte – strong  Bonito (a) – pretty (girl) cute (boy)  Gordo (a) – fat  Castaño(a) – brown (hair)  Grande – big, large, great

 Corto (a) – short (length, hair)  Guapo (a) – good looking  Delgado (a) – thin  Largo (a) – long  Moreno (a) – dark hair & skin  Pelirrojo (a) – red head  Pequeño (a) – small  Rubio (a) – blonde Features:  Tiene… - he/she has….  Los ojos (verdes, azules) – (green, blue) eyes  El pelo (rubio, castaño) – (blonde, brown) hair

PERSONALITY  Aburrido (a) – boring  Paciente – patient  Bueno (a) – good  Perezoso (a) – lazy  Cómico (a) – funny, comical  Serio (a) – serious  Divertido (a) – enjoyable, fun  Simpático (a) – nice

 Inteligente – intelligent  Trabajador (a) – hard working  Interesante – interesting  Malo (a) – bad

WHAT ONE IS WEARING  ¿De qué color…? – What color…?  Llevo…/ Lleva… - I wear…/ he/she wears…  ¿Qué lleva? – What is he/she wearing?

 La chaqueta – jacket  El vestido – dress  La falda – skirt  El zapato – shoe  Los jeans – jeans

CLOTHING  La blusa – blouse  Los pantalones – pants  El calcetín – sock  La ropa – clothing  La camisa – shirt  El sombrero – hat  La camiseta – T-shirt  El suéter – sweater

COLORS  Amarillo (a) – yellow plateado - silver  Anaranjado – orange dorado - gold  Azul – blue gris – grey  Blanco (a) – white  Marrón – brown  Morado (a) – purple  Negro (a) – black  Rojo (a) – red  Rosado (a) – pink  Verde – green

OTHER WORDS AND PHRASES  La bolsa – bag  Pues – well  El (la) gato (a) – cat  El (la) perro (a) – dog  Nuevo (a) – new  Otro (a) – other, another  Es verdad – It’s true  ¡No digas eso! – Don’t say that  ¡Qué (divertido)! – How (fun)

SPANISH 1 UNIDAD 1 ETAPA 2 GRAMATICA

DEFINITE ARTICLES WITH SPECIFIC THINGS PG  *Nouns name people, animals, places, or things.  *All Spanish nouns have masculine or feminine genders.  For example: el chico, la chica  *When nouns identify one item, they are singular.  For example: el amigo, la amiga  *When they identify more than one item, they are plural.

 For example: los amigos, las amigas  **Nouns ending in –sion, -cion, -tad, -dad, and –umbre are feminine.  For example: la television, la conversacion, la libertad, la certidumbre  The television, the conversation, the liberty, the certainty  **Many words that end in –ma are masculine.

 For example: el poema, el telegrama, el problema, el idioma  The poem, the telegram, the problem, the language  *The definite article that accompanies a noun will match its gender and number.  SingularPlural  El (the) Los (the)  Chico (boy) Chicos (boys)  For example: Son para el concurso – They are for the contest

 SingularPlural  La (the)Las (the)  Chica (girl)Chicas (girls)  For example: ¡A las nuevas amigas! – To the new friends!  *The gender of a noun must be learned. Usually nouns ending with –o are masculine. Nouns ending with –a are feminine.  Do activity: 6 & 7

Los vecinos de Raúl  Directions: Raúl is describing his neighbors. Complete his sentences with the correct article. El, los, la, las 1.______ chicas son Ana y Luisa. 2.______ señorita Madrigal es maestra. 3.______ muchacho es Juan. 4.______ hombres son doctores. 5.______ muchachos son estudiantes. 6.______ mujer es la señora Ramos 7.______ muchacha es estudiante.

8. ________ señoras son doctoras. 9. ________ señor Robles es policía. 10. ________ señores Suárez son maestros.

¿Que llevan? ¿Que llevan?  Explica lo que llevan Graciela y Rosalinda en su viaje. (Explain what Graciela and Rosalinda are taking on their trip) 1.The dress______ 2. the blouses_________ 3.The skirt_______ 4. the sweater _________ 5.The jeans _______ 6. the t-shirts _________ 7. The socks _________ 8. the shirt __________ 9. The pants _________10. the shoes ________ 11. The jacket ________________

INDEFINITE ARTICLES WITH UNSPECIFIED THINGS PG  *A noun may sometimes appear with an indefinite article. The indefinite article that accompanies a noun will also match its gender and number.  SingularPlural  Un (a) Unos(some)  Chico (boy) Chicos (boys)  For example: Raul lleva un zapato. Raul wears a shoe.

 SingularPlural  Una (a)Unas (some)  Chica (girl)Chicas (girls)  For example: Tina lleva una blusa. Tina wears a blouse.  Do activity: page 58:8 & 9

¿Que llevan?  Ask what she person is wearing by using the following question: “Que lleva”. 1.Guillermo: red shirt, black pants, white shoes 2.Rosalinda: yellow dress, blue jacket, yellow socks, white shoes 3.El chico: white t-shirt, jeans, black shoes, blue and white shirt 4.Graciela: purple skirt, white blouse, black shoes

¿Que llevas tú?  Explain what you would wear to the following places: 1.The theater: ________________________ 2.A dance: ___________________________ 3.A soccer game: _____________________ 4.To school: _________________________

USING THE ADJECTIVES TO DESCRIBE GENDER PG  *Adjectives describe nouns. Like articles, they match the gender of the noun they describe.  Masculine adjectives often end in – o: el chico guapo - The good looking boy  Feminine adjectives often end in – a: la chica guapa – The good looking girl  *Most adjectives that end with – e match both genders.

 For example: el chico paciente – the patient boy  La chica paciente – the patient girl  *Many adjectives that end with a consonant match both genders.  For example: el chico fenomenal – the phenomenal boy  La chica fenomenal – the phenomenal girl

 *Adjectives ending in –or, -án, -ón, or –ín add an  –a in the feminine.  For example: el chico trabajador – the hard working boy  La chica trabajadora – the hard working girl  **Adjectives of nationality that end in a consonant add an –a in the feminine. It also always follows the noun.  For example: la muchacha Española, la señora inglesa  The Spaniard girl, the British lady  Do activity: 10 & 11

Los amigos de Francisco  Describe Francisco’s Friends: 1.Graciela es una amiga _______(simpatico(a)) 2.Monica es ________(malo(a)). 3.Javier no es un chico muy _______(interesante). 4.Rosalinda es una chica ______(bonito(a)). 5.Felipe es un amigo _______ (aburrido(a)). 6.¡Que____(comico(a)) es Raul. 7.Linda es _______(divertido(a)).

8. Es un perro muy _______(inteligente). 9. ¡Que _____ (fuerte) es Guillermo. 10. Alma es ________(bueno(a)).

¡Todos son diferentes!  Explain what your friends are like? Example: Ana: interesante y guapo(a) Ella es interesante y guapa. 1.Graciela: interesante y divertido(a) 2.Guillermo: fuerte y trabajador(a) 3.Raul: delgado(a) y simpatico(a) 4.Rosalinda: moreno(a) y bonito(a) 5.Tu amigo:

6. Tu amiga: 7. Tu vecina: 8. El (la) maestro(a): 9. El (la) administradora: 10: La señora de la cafeteria:

USING ADJECTIVES TO DESCRIBE: NUMBER PG. 60  *Adjectives must also match the number of the nouns they describe. To make an adjective plural, add –s if it ends with a vowel, –es if it ends with a consonant.  For example: Los chicos: guapos, divertidos, y fenomenales  The boys: good looking, fun, and phenomenal  Las chicas: guapas, divertidas, y fenomenales  The girls: good looking, fun, and phenomenal

 *When an adjective describes a group with both genders, the masculine form of the adjective is used.  For example: El chico y la chica son guapos. – The boy and the girl are good looking.  Do activity: 12, 14, 15, & 18  Read pgs: 64 – 65 & answer 1-4  Review for test: pgs. 66 – 67 do activities 1-5

Warm – up #11  Complete the following with the verb: ser 1.Yo ___________ inteligente. 2.Francisco y Alma _________ amigos. 3.Bud _________ un perro gordo. 4.Raúl _________ comico. 5.Nosotros ________ serios. 6.¡Tú _________ muy fuerte.

Warm – up #12  Give the opposite of each of the following adjectives. 1.Bajo ________ 2.Trabajador ________ 3.Gordo ________ 4.Rubio ________ 5.Guapo __________ 6.Serio ___________

Warm – up #13  Give the appropriate definite article for the following: el, la, los, las 1._______ sombrero8. _____chicos 2._______chica9. _____vestido 3._______suéter 10. ____jeans 4._______calcetines 5._______chaqueta 6._______camisa 7._______pelo

Warm-up # 14  Give the appropriate indefinite article for the following: un, unos, una, unas 1._______ sombrero8. _____chicos 2._______chica9. _____vestido 3._______suéter 10. ____jeans 4._______calcetines 5._______chaqueta 6._______camisa 7._______pelo

Warm – up #15  Luis and Luisa are twins who are exactly alike. Read the descriptions for Luis and write the same sentences for Luisa, making any necessary changes. 1.Luis es rubio. _____________________ 2.Luis es interesante. _______________ 3.Luis es guapo. ___________________ 4.Luis no es moreno. __________________ 5.Luis es serio. _______________________

Warm – up #16  Match the nouns with all possible adjectives: 1.una vecina_________ A. trabajadora 2.un perro ___________B. seria 3.un chico ___________C. guapa 4.una maestra ________D. fenomenal

Warm – up #16  Using the vocabulary from Etapa 1 and 2, write a description of two of your friends in the classroom. For example: Mrs. Rubio es baja. Tiene el pelo negro y corto. Ella es de Colombia. Vive en Paulding County. Vive en una casa. Ella es trabajadora y seria, a veces comica.