9th Grade MYP Spanish lessons (2015-2016)
The teacher
Who is Mr. Fernando? CLICK HERE!
Class rules
1. Only speak when others don't have the floor.
2. Keep your hands, feet, and negative comments to yourself.
3. Food and drinks outside the class. Water? Yes.
4. Follow teacher instructions.
Class procedures
1. Walk in, sit down, get out materials. You may chat softly until teacher speaks.
2. Open and close your computer when instructed.
3. Focus and engage on Spanish class activities only.
4. Copy necessary information on your notebook or computer.
5. When the teacher dismisses the class, leave your desk area clean and neat, push in your chair, and walk to your next class.
Materials needed
1. Charged laptop (a must), bring charger, and bring headphones.
2. Pen, pencil, colors sharpener, eraser, and ruler.
3. Notebook
Review Unit: Introducing and talking about yourself, school, your home, and clothing.
Who is Mr. Fernando? CLICK HERE!
Class rules
1. Only speak when others don't have the floor.
2. Keep your hands, feet, and negative comments to yourself.
3. Food and drinks outside the class. Water? Yes.
4. Follow teacher instructions.
Class procedures
1. Walk in, sit down, get out materials. You may chat softly until teacher speaks.
2. Open and close your computer when instructed.
3. Focus and engage on Spanish class activities only.
4. Copy necessary information on your notebook or computer.
5. When the teacher dismisses the class, leave your desk area clean and neat, push in your chair, and walk to your next class.
Materials needed
1. Charged laptop (a must), bring charger, and bring headphones.
2. Pen, pencil, colors sharpener, eraser, and ruler.
3. Notebook
Review Unit: Introducing and talking about yourself, school, your home, and clothing.
RESOURCES
Recording 1
Recording 2
Recording 3
Power Point 1: Introducing yourself
introducing_yourself_power_point.pptx | |
File Size: | 160 kb |
File Type: | pptx |
Power Point 2: Describing yourself, talk about likes and dislikes, and name and describe clothing
describe_yourself_-_likes_and_dislikes_-_describing_clothing.ppt | |
File Size: | 7328 kb |
File Type: | ppt |
Power Point 3: School (places and things, date, telling time, at what time something happens, class subjects, and class schedule)
school_-_places_and_things_-_date_-_telling_time_-_at_what_time_something_happens_-_class_subjects_-__schedule.ppt | |
File Size: | 10475 kb |
File Type: | ppt |
Power Point 4: Verb Ser
verbo_ser.pptx | |
File Size: | 51 kb |
File Type: | pptx |
Power Point 5: Verb Estar
verb__estar.pptx | |
File Size: | 87 kb |
File Type: | pptx |
Power Point 6: Ser and Estar (additional explanation)
ser_estar_powerpoint.pptx | |
File Size: | 2049 kb |
File Type: | pptx |
Document 1: Reading about Julia (questions and answers)
lectura_sobre_julia.doc | |
File Size: | 2253 kb |
File Type: | doc |
Document 2: Ser and Estar exercises
ser_-_estar_exercises.doc | |
File Size: | 33 kb |
File Type: | doc |
Document 3: Answer to exercises in document 2
answers_to_ser_-_estar_exercises.doc | |
File Size: | 33 kb |
File Type: | doc |
Document 4: Ser and Estar exercises
ser_and_estar_exercises.pdf | |
File Size: | 55 kb |
File Type: |
Document 5: Answers to exercises in document 4
answers_to_ser_and_estar.pdf | |
File Size: | 26 kb |
File Type: |
TASKS (Keep all your work you do in this unit in your Google Folder)
1. Thoroughly review Power Points 1, 2, and 3. These Power Points will help you refresh your memory and relearn key vocabulary, grammar, and expressions about introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
*** Once you feel confident about the content in Power Points 1, 2, and 3, practice with your partner and make sure you are able to talk to each other about:
introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
Review the sample recordings 1, 2, and 3 so you may get a feel of what you should be able to talk about. After you feel competent about talking in regard to the above content, you will have a conversation with your teacher to demonstrate your expertise with the above topics.
2) Review Power Points 4, 5, and 6 (Verbs Ser and Estar). These Power Points will help you thoroughly review the varied and correct uses of the verb to be (Ser and Estar).
*** Once you feel confident with the use of the verb to be (Ser and Estar), do the exercises in document 1 and check your answers in document 2. Then do the exercises in document 3 and check your answers in document 4. As you check your answers, make sure you highlight your mistakes and also correct them. Once you are done with correcting each document, show your highlighted mistakes and your corrections to your teacher.
3) Once again, listen to the recording about Pedro Gonzales or María Gonzalez (Recordings 2 or 3). The recording about Pedro is a little slower than the recording about Maria. You may chose either recording depending on which one you are able to understand better.
*** Once you are done listening, please answer the questions below. Please feel free to go back and listen to the recordings as many times as you need. I recommend you look over the questions before listening to the recordings. After answering the questions, check your answers and make any corrections. Highlight your mistakes. After your are done, show your teacher your highlighted errors and corrections.
1. Thoroughly review Power Points 1, 2, and 3. These Power Points will help you refresh your memory and relearn key vocabulary, grammar, and expressions about introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
*** Once you feel confident about the content in Power Points 1, 2, and 3, practice with your partner and make sure you are able to talk to each other about:
introducing and talking about yourself, talking about likes and dislikes, talking about clothing, and talking about things related to school (places and things, date, telling time, at what time something happens, class subjects, and class schedule).
Review the sample recordings 1, 2, and 3 so you may get a feel of what you should be able to talk about. After you feel competent about talking in regard to the above content, you will have a conversation with your teacher to demonstrate your expertise with the above topics.
2) Review Power Points 4, 5, and 6 (Verbs Ser and Estar). These Power Points will help you thoroughly review the varied and correct uses of the verb to be (Ser and Estar).
*** Once you feel confident with the use of the verb to be (Ser and Estar), do the exercises in document 1 and check your answers in document 2. Then do the exercises in document 3 and check your answers in document 4. As you check your answers, make sure you highlight your mistakes and also correct them. Once you are done with correcting each document, show your highlighted mistakes and your corrections to your teacher.
3) Once again, listen to the recording about Pedro Gonzales or María Gonzalez (Recordings 2 or 3). The recording about Pedro is a little slower than the recording about Maria. You may chose either recording depending on which one you are able to understand better.
*** Once you are done listening, please answer the questions below. Please feel free to go back and listen to the recordings as many times as you need. I recommend you look over the questions before listening to the recordings. After answering the questions, check your answers and make any corrections. Highlight your mistakes. After your are done, show your teacher your highlighted errors and corrections.
Questions about Pedro/María
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Answers to the question about Pedro/María
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4) Write a paragraph with the content below in a Google Doc. Make sure your content is in the exact same order as it appears below.
Content
Your paragraph must have the following information:
Lastly, use transitions words where appropriate (write transition words in italics.) Some transitions words are: Sin embargo, también, más aún, luego, después, finalmente, en conclusión, para concluir, para comenzar, primero, segundo, por lo contrario, and de igual manera. Finally, write a title for your paragraph.
Your paragraph must have the following information:
- greetings
- your name
- express how you feel
- your age and birthday
- country where your are from
- city where you live (indicate if you live in an apartment or house) and if you like it or not and why
- Who you live with and what your father or mother does for a living
- mention 2 of your physical traits and 2 of your character traits
- languages you speak and your least favorite one and why
- where you study and whether you like or don't like your school and why
- favorite subject and why
- subject you like the least and why
- favorite food and why and least favorite food and why
- one sport or hobby you practice and why you practice it
- At what time you get up in the morning during the weekdays
- one thing you did during your summer vacation (use past tense)
- what you are doing now (use present continuous)
- one thing you are going to do after this class (use immediate future)
- what is the current time now
- say that you have to go (expression that shows obligation) now because it is late
- invite your reader to write about himself
- say good bye
Lastly, use transitions words where appropriate (write transition words in italics.) Some transitions words are: Sin embargo, también, más aún, luego, después, finalmente, en conclusión, para concluir, para comenzar, primero, segundo, por lo contrario, and de igual manera. Finally, write a title for your paragraph.
*** You may check previous notes and the above Power Points, Documents, or Recordings above to help you write your paragraph. Please, DO NOT use Google translate to translate whole sentences. You may check individual words. Once you are done, please show your Google Doc to a partner to revise it. Then show your teacher the final version of your paragraph.
5. Read document 1 about Julia. Make sure you understand all the vocabulary words in the text.
*** Once you are done reading the text, and you feel comfortable with its content and meaning. Answer the questions in document 1 about the text and then check your answers in the same document at the end. As you check your answers, highlight your errors and correct your mistakes. Once you are done, show your teacher your highlighted errors and corrected answers.
*** Once you are done reading the text, and you feel comfortable with its content and meaning. Answer the questions in document 1 about the text and then check your answers in the same document at the end. As you check your answers, highlight your errors and correct your mistakes. Once you are done, show your teacher your highlighted errors and corrected answers.
Unit # 1: Health and Well being
Key Concept: Culture
Global Context: Fairness and development
Statement of Inquiry: Having a balanced life is a crucial component for well being.
Inquiry questions
Factual: What is a balanced life?
Conceptual: How do your choices in life style have an impact on your well being?
Debatable: Do we have a common understanding of what a balanced life means.
Resources
Video # 1: Partes del cuerpo y como expresar dolor (Parts of the body and talking about pain)
Video # 2: Siete pasos para una vida saludable (7 steps for a healthy life)
Word document # 1: Seven steps for a healthier life
health_and_wellbeing.docx | |
File Size: | 14 kb |
File Type: | docx |
Video # 3: Habits for a healthy life.
Word document # 2: Preguntas sobre el video # 3
video_preguntas.docx | |
File Size: | 509 kb |
File Type: | docx |
Word document # 3: Respuestas sobre las preguntas sobre el video # 3.
answers_to_questions.docx | |
File Size: | 515 kb |
File Type: | docx |
Word document # 4: Letter from Susana to Alejandra.
querida_alejandra.docx | |
File Size: | 373 kb |
File Type: | docx |
Word document # 5: Questions about the letter Susana wrote to Alejandra
questions_about_susanas_letter.docx | |
File Size: | 13 kb |
File Type: | docx |
Word document # 6: Answers to questions about Susana's letter to Alejandra
respuestas_-_carta_de_susana_a_alejandra.docx | |
File Size: | 14 kb |
File Type: | docx |
Tasks
Actividades
1) To start off this unit, you need to get in groups of 3 people.
Your task is the following:
Brainstorm in your groups what is your definition of the term WELL BEING. Then think of at least 5 different types of well being and discuss what each means. Finally, get a poster paper and make a mind map that shows the central theme of Well Being and its meaning, the five different types of well being with an explanation for each, and an illustration from the internet (print/glue) that represents each well being example. Once you are done, you will show your mind map and explain it to the class. Each group member needs to collaborate in the discussion, doing the poster mind map, and presenting to the class.
2. Watch video # 1. This video will provide you with information about parts of the body, how to express that a part of the body hurts, and how to express that you feel pain. You need to make sure that you know the parts of the body, are able to say that a body part hurts, and are able to say that you have or feel pain. You will have a conversation with your teacher about this.
3. Watch video # 2. This video is about seven general steps that help have a healthier life. Your task is to watch the video without a script. Try to recognize vocabulary and expressions that you may be familiar with. Also, try to see how much of the message and content you understand. After watching the video at least twice, listen to the audio of the video while you follow along with its script (document # 1). Hopefully, this ill allow you to recognize even more vocabulary words that you already know. Once, you are done watching the video using the script, find the meaning of every word you do not know in the script. You are responsible for the meaning of these words.
4. Talking about the 7 steps that lead to a healthier life.
You need to study the information in document # 1/Video # 2 and be able to talk to your teacher about the 7 steps (in detail) that are recommended to have a healthier life. Practice with a partner and ask each other questions about the 7 steps to have a healthier life. Once you feel competent, you will have an interview with your teacher about this topic.
5. Watch video # 3. This video is about promoting healthy habits. Please watch the video several times. Then, answer the questions on document # 2. After you answer the questions, check your answers in document # 3. This is a challenging task because you do not have a script. I strongly suggest you work with a partner. You will be learning new vocabulary, verbs, and content in this video. Write any new vocabulary in your glossary.
6. Culminating Project: In this final project for the unit, you will be assessed in writing, speaking, and listening.You need to research one Spanish speaking country of your choice in regard to a health and well being issue they are going through or have suffered in the recent past (no more than 3 years ago).
Some of the health and well being issues you may chose from are the following:
a. nutrition
b. exercise
c. drugs
d. smoking
e. alcohol
f. recycling and reusing
g. excessive consumption of products and services
h. pollution (water, land, or air)
i. stress
j. sleep deprivation
k. energy use
l. crime
In your research, you need to look for answers to the following questions:
a. What is the specific problem? Explain it.
b. Who does the problem affect and what are the consequences in regard to individuals and the community as a whole?
c. What specific solutions or strategies have leaders implemented to solve this problem? Where these solutions successful? Why or why not? Explain.
d. What is your personal opinion on this issue in the country you researched, why do you view the problem in this way, and how do you see the future of the country in regard to this problem and why?
How to present this project?
You have complete freedom on how to present the project. You may use the following:
a. Google Slides
b Prezi
c. Large Poster
d. Video
e. Design a web page
f. A large mind map (big poster)
Whatever form you chose to present, it must include text and pictures, and references (MLA).
Apart from the above presentation, you need to turn in a four (4) paragraph essay (at least 300 words) that discusses the questions listed below:
a. What is the specific problem? Explain it. (paragraph 1)
b. Who does the problem affect and what are the consequences in regard to individuals and the community as a whole? (paragraph 2)
c. What specific solutions or strategies have leaders implemented to solve this problem? Where these solutions successful? Why or why not? Explain. (paragraph 3)
d. What is your personal opinion on this issue in the country you researched, why do you view the problem in this way, and how do you see the future of the country in regard to this problem and why? (paragraph 4)
As usual, your essay must have a title, transition words, and correct grammar, spelling, and punctuation. Also, do not forget to include an introduction and closing sentence for each paragraph. Remember to include 4 references (2 references must be in Spanish).
Below is an example of two mind maps for your reference:
Unidad # 2 Problemas del Medioambiente
Statement of Inquiry: Each individual has a responsibility to protect the planet using innovation and creativity.
Inquiry questions
Factual: What are some examples of innovation and creativity used to protect the planet?
Conceptual: How can people use innovation and creativity to protect the planet?
Debatable: Why do we need to protect the planet?
Inquiry questions
Factual: What are some examples of innovation and creativity used to protect the planet?
Conceptual: How can people use innovation and creativity to protect the planet?
Debatable: Why do we need to protect the planet?
Actividad # 1: Please get in groups of three, take a look at the six illustrations above, and discuss with your partners what is happening in each picture, why is it happening, and the consequences of what is happening. After, you need to briefly share with your teacher your insights in Spanish. Finally, share your thoughts about one specific picture with the class in Spanish. Before you present to your teacher, you need to research the vocabulary and expressions you need to use to express your specific ideas. Please consult with your teacher as you find these expressions and vocabulary. Some useful expressions to use are:
- Lo que está pasando es que... : What is happening is that...
- Esto está pasando porque... : This is happening because... or Estas cosas están pasando porque... : These things are happening because...
- Las consecuencias son... : The consequences are...
Actividad # 2: In the Word document below (Word document # 1), there is a list of vocabulary and terms that will help you talk about the environment. Please look up the meaning of the terms you don't know.
INDIVIDUAL WORK: Once you are done, prepare, through Google slides, an effective presentation to share with the class, in Spanish, your thoughts about one specific picture (from the internet) of your choice that reflects an environmental problem in a SPANISH SPEAKING COUNTRY. Your information needs to elaborate on the following questions:
The presentation needs to have the following slides:
• Introduction (title, image, and caption)
• Body (slides explaining the image). These need a title, image, and caption. One of the slides needs to be a vocabulary slide. In this slide, you need to write a list of (15) new vocabulary words you learned from the list in Word document (1). You must use these (15) new words in the explanation of your image during your presentation.
• Closing slide (title, image, and caption)
. Reference slide (reference the pictures you used from the Internet)
• All captions are in Spanish.
• You (INDIVIDUALLY) will present to the class in Spanish.
• Practice your presentation.
INDIVIDUAL WORK: Once you are done, prepare, through Google slides, an effective presentation to share with the class, in Spanish, your thoughts about one specific picture (from the internet) of your choice that reflects an environmental problem in a SPANISH SPEAKING COUNTRY. Your information needs to elaborate on the following questions:
- Lo que está pasando es que... : What is happening is that...
- Esto está pasando porque... : This is happening because... or Estas cosas están pasando porque... : These things are happening because...
- Las consecuencias son... : The consequences are...
The presentation needs to have the following slides:
• Introduction (title, image, and caption)
• Body (slides explaining the image). These need a title, image, and caption. One of the slides needs to be a vocabulary slide. In this slide, you need to write a list of (15) new vocabulary words you learned from the list in Word document (1). You must use these (15) new words in the explanation of your image during your presentation.
• Closing slide (title, image, and caption)
. Reference slide (reference the pictures you used from the Internet)
• All captions are in Spanish.
• You (INDIVIDUALLY) will present to the class in Spanish.
• Practice your presentation.
Word document # 1: Vocabulario sobre el medio ambiente
vocabulario_sobre_el_medio_ambiente.docx | |
File Size: | 12 kb |
File Type: | docx |
Actividad # 3 : Listen and watch video # 1: La basura. As you watch and listen, take notes on the main problem, its causes, and the consequences. Groups:
Next, using the new vocabulary you learned from activity # 2, write a 5 paragraph essay in Spanish in a Google Doc and share it with your teacher. In this esay, mention the problem, its causes, and its consequences. Paragraph one should be the introduction, paragraph two should be the problems, paragraph three should be the causes, paragraph four should be the consequences, and paragraph five should be the conclusion.
Once your are done, review the document with your teacher.
Video # 1: La basura y sus consecuencias |
Word document # 2: La basura en México |
Actividad # 4: Read the article on Word document # 2: La basura en México. Make sure you are familiar with all vocabulary and verbs in the article. Furthermore, you need to be able to understand what the article is about and to give your opinion about the article.Actividad # 5: Answer the questions on Word document # 3: Preguntas sobre la basura en México. Do your questions on a Google Doc and share it with me.Actividad # 6: Find an image on the internet that relates to cities, rivers, lakes, or beaches polluted by trash. After you find your image, share it with your teacher so he may approve it. Next, prepare notes about the image so you are able to talk about it for three minutes and answer questions for another three minutes. The idea of taking notes is for you to guide your thinking. It is not a reading exercise. You can describe what is in the image, you may tell a story about the image, and you may give your opinion about the image. The main idea is for you to be able to talk about the image and to answer questions about the image. One of the oral evaluations for this unit is to speak about your image and answer questions about your image. |
Word doument # 3: Preguntas sobre la basura en México
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Unidad # 4: Planes Futuros
Statement of Inquiry: Being able to identify and communicate personal goals and interests helps us achieve life projects.
Inquiry questions:
(F) What are your goals in life?
(C) How does planning help us achieve our goals?
(D) Are career goals more important than family or personal goals?
Statement of Inquiry: Being able to identify and communicate personal goals and interests helps us achieve life projects.
Inquiry questions:
(F) What are your goals in life?
(C) How does planning help us achieve our goals?
(D) Are career goals more important than family or personal goals?
Task # 1: Discute en tu grupo que cosas quieres lograr en la vida y por qué? Escribe en un Google Doc cinco cosas que quieres lograr en la vida. Estas cosas pueden ser a nivel de amigos, familia, estudios, profesiones, deportes, pasa tiempos, proyectos, o de ayudar a otras personas. Luego prepárate para discutir tus reflexiones con tu profesor.
Task # 2: Ve el siguiente video sobre "Quién eres en realidad?". Luego tradúcelo al inglés. Es tu responsabilidad comprender el contenido del video.
Actividad # 3: On a Google Doc, write 5 life goals and explain why you want to achieve these goals.
Actividad # 2: On the same Google Doc, choose two of your life goals and write a paragraph for each goal explaining what is your plan to achieve your particular goal. Each paragraph needs to be at least 120 words, and it must include the following:
a) Topic sentence
b) Body
c) Closing sentence
d) Transition words
e) Correct grammar, spelling, punctuation, and relevant vocabulary
Actividad # 2: On the same Google Doc, choose two of your life goals and write a paragraph for each goal explaining what is your plan to achieve your particular goal. Each paragraph needs to be at least 120 words, and it must include the following:
a) Topic sentence
b) Body
c) Closing sentence
d) Transition words
e) Correct grammar, spelling, punctuation, and relevant vocabulary
Actividad # 3: Ve el video sobre "Planes de Futuro Sin el texto. Luego, ve el video otra vez mientras ves el dialogo del video.
Texto sobre planes de Futuro.
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Mi familia es unidad y feliz. Mi familia es amistosa. Somos amigos leales.
Power Point # 1: Mi familia y yo
Video # 1: La familia
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Outline of Activities:
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Unit # 1 The individual
Topic # 2: The home
students will be able to talk about and describe their homes, talk about how other people live, talk about life at home, and household tasks.
Power Point # 1: En mi casa
Visual prompts: Floor plans for houses and apartments |
Outline of Activities:
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Unit # 1 The individual
Topic # 3: The city or town where you live
Students will be able to describe the town or city where they live and talk about the good and not so good things about their city or town.
Power Point # 1: What is your town or city like?
Visual prompt # 2: Pueblo pequeño
Power Point # 2: Ciudades del mundo
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Outline of Activities:
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Unit # 1 The individual
Topic # 4: Town and services
Students will be able to talk about the different shops and public services in their town. Also, students will be able to talk about shopping, and finding their way around the city.
Power Point # 1: Places in my hometown
Power Point # 2: Shopping for clothing
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Outline of activities:
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- THURSDAY MAY 8 Today I am absent. You should have already finished the script for your play. Please spend the lesson rehearsing your skit with you script. Focus and use your time wisely.
- FRIDAY MAY 9 & TUESDAY MAY 13 Continue rehearsing your skit.
- MARTES 20 DE MAYO Final rehearsal of skits before Thursday May 22.
- JUEVES 22 DE MAYO Presentation of skits.
- VIERNES 23 DE MAYO Reflection on skits and discussion on End of Year Tests for 9th grade. The class was only 30 minutes long due to the talent show at 2:00 pm in the gym.
- MARTES 27 DE MAYO AL VIERNES 30 DE MAYO You will have two exams. One exam is the written exam (Tuesday June 3rd) and the other is a reading comprehension exam (Friday June 6th). The reading comprehension exam will be a text (You have never seen it before.) about cities and sevices . This week you will be preparing and practicing for your written exam. Your written exam will have two paragraphs. Each paragraph needs to have a minimum of 200 words, and they will be about the following: 1) Talking about yourself 2) Describing a house or apartment. Important: Both paragraphs need to be well structured. Thus, you need an introduction sentence, the body, and a closing sentence for each paragraph. Also, it is important that you include transition words used in an effective way.
- Transition Words you may use: y, también, además, adicionalmente, finalmente, en conclusión, and
por último.
Paragraph # 1: Talking about yourself
This paragraph MUST have the following:
This paragraph may have the following. (During the test you will find out how many, from the list below, you need to choose.)
- Name, age, birthday
- Where you are from, where you live, languages you speak, where you study and what grade
- 2 subjects you like and why and 2 subjects you don't like that much and why
- 2 favorite sports you like and why and 2 favorite hobbies you like and why
- Describe yourself: 3 physical traits and 3 character traits
This paragraph may have the following. (During the test you will find out how many, from the list below, you need to choose.)
- Describe 3 family members (1 character trait and 1 physical trait for each)
- Describe 2 friends (1 character trait and 1 physical trait for each)
- Favorite actor/singer/model/sports figure/other famous person and why (only choose one)
- Favorite place to visit and 2 reasons why it is your favorite
- Favorite movie and 2 reasons why it is your favorite
- Favorite food and 2 reasons why it is your favorite
- Favorite drink and 2 reasons why it is your favorite
Paragraph # 2: Describing a house or apartment
For this paragraph you will get a Visual Prompt you have never seen before in class. The prompt will be the image of the floor plan of a house or apartment. You need to name and describe (only 1 description per living space) each different living space you see in the visual prompt. Also you need to name at least one object/furniture located in the living space and describe it. When you talk about the location of the different living spaces, please use prepositions of locations such as: al lado de, a la derecha de, a la izquierda de, en frente de, or detrás de.
de.
de.