SpanishII-2

SEPTEMBER 8 - SEPTEMBER 12


 * ** lunes: "se" impersonal, versus otras formas de "se" (reflexivo, "le", "saber") ** || ** Tarea: Dialogo I, pagina 72 ** ||
 * Martes: Cultura viva, pagina 73, practicas en las paginas 74, 75 || Tarea: Vocabulario p. 78, 79 ||
 * Miércoles: Dialogo II, p. 80, cambiar el dialogo en dialogo original || Tarea: Estructura, practica 22, 23, 24, 82, 83 ||
 * Jueves: Comunicacion, p. 85, practica para el examencito || Tarea: Estudiar para examencito ||
 * Viernes: examencito sobre vocabulario de las paginas 69 y 89 || Tarea: Feliz fin de semana! ||


 * lunes: leer Cultura viva 1 en la p. 5, verbos con cambio de raiz || tarea: Amsco: p.12, 13, 14: A, B, C, D ||
 * martes: repaso de la tarea, gustar || tarea: Amsco: 222-225: leer y hacer las actividades R y S ||
 * miercoles: Crear dialogo usando gustar || tarea: leer Lectura cultural, p. 20 ||
 * jueves: discutir el articulo, hablar de lo que recuerdas del articulo || tarea: estudiar para examencito sobre gustar y verbos con cambio de raiz ||
 * viernes: examencito, leer poema en clase || tarea: repasar poema ||

Español II ** 2008-2009  ** Dr. Anthou Tel. 256-725-2588 E-mail: ganthou@randolph.net Reading Text: __¡Aventura!__ - EMC Publishing Workbook: __Spanish Two Years__ - Amsco Dictionary: Harrap´s Spanish and English Dictionary Other: 1)  3 ring binder (for Spanish class only with two sections: class notes, homework 2)  Folder to put inside 3 ring binder (for saving tests and quizzes)     3)   Index cards for making vocabulary flash cards The Spanish II curriculum aims to continue the development of abilities in all major areas of language acquisition: speaking, listening, reading, and writing. At the same time and as an indispensable corollary to said language acquisition, Hispanic cultural references will abound and students will be expected to expand their knowledge of various features of Spanish-speaking cultures such as literature, history, and the plastic arts. The main goal of improvement in the language through constant interaction with it and the various cultures it reflects will be fostered by means of readings of primary source materials, the watching of selected videos, and the development and presentation of projects dealing with the aforementioned elements of foreign language and culture. Test: 35 % Quiz: 20% Homework: 10% Class work: 35% (this includes meaningful participation in class, attitude, preparedness, and attempt at proper pronunciation) ** Note ** : All language tests and quizzes are cumulative in order to mirror the nature of language learning, which we believe is also largely cumulative. These assessments will place the majority of emphasis on current material, but I will expect students to maintain a grasp of previously learned material as well. The evaluation of class work, as recorded in the “Grading” section above, may appear to be an ambiguously gauged category, but it is important for the students to understand that I will take distinct note of their positive attempts to enter into class discussions and their determination to consistently respond orally when appropriate. In a similar manner, students who are readily inclined to share work, read aloud, pose questions to peers, etc., will tend to do very well in this category, as it is one which very directly impacts language acquisition while also helping the class progress as a whole. As may be surmised, then, the relationship between homework/class-preparedness and class work/participation is an intimate and highly important one.
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