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Por favor, hand out the papers on your desk. Muchas gracias.

Por favor, hand out the papers on your desk. Muchas gracias. Pick up one flash card off the table too before you sit down. What you need to keep in your binder. Cornell notes Map ALCS Stamp paper Disclosure. Tarjeta nueva. A . b. Son las …. ¿ Qué horas son ? ¿ Qué hora es ?.

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Por favor, hand out the papers on your desk. Muchas gracias.

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  1. Por favor, hand out the papers on your desk. Muchas gracias. • Pick up one flash card off the table too before you sit down. What you need to keep in your binder. • Cornell notes • Map • ALCS • Stamp paper • Disclosure

  2. Tarjetanueva A b Son las….. • ¿Quéhoras son? • ¿Quéhoraes?

  3. ALC 25Por favor, tenganlistos el papel de la ALC. Escribelaspalabras en español y traducirlas al inglés. Los primeros 10 recibirán un punto de crédito extra.

  4. ALC 25Hoy esmartes el 5 de noviembre. • El champú • La loción • La pasta dental • El jabón • El agua de colonia • El secador • El cepillo • Brush • Cologne • Hair dryer • Lotion • Shampoo • Soap • Tooth paste

  5. Las respuestas Hoy esmartes el 5 de noviembre. • El champú • La loción • La pasta dental • El jabón • El agua de colonia • El secador • El cepillo • Shampoo • Lotion • Tooth paste • Soap • Cologne • Hair dryer • Brush

  6. Los objetivosHoy esmartes el 5 de noviembre Content objective What I will do. • I will recognize the reflexive verbs and other necessary vocabulary for this unit. Language objective How I will do it. I will recognized the reflexive verbs and other necessary vocabulary necessary for this unit by writing the vocabulary on a partner clock and flash cards that I make. I will learn how to use the flash cards to review them in a fun way and play a game with them.

  7. New seating chart • Todospasen al frentepor favor.

  8. Read all in bold to your partner

  9. Los objetivosHoy esmartes el 5 de noviembre Content objective What I will do. • I will recognize the reflexive verbs and other necessary vocabulary for this unit. Language objective How I will do it. I will recognized the reflexive verbs and other necessary vocabulary necessary for this unit by writing the vocabulary on a partner clock and flash cards that I make. I will learn how to use the flash cards to review them in a fun way and play a game with them.

  10. Sacaunahoja de papel. • Hay quehacer un nuevoreloj de compañeros.

  11. Tienes 30 segundosparadoblar el papel en ochocuadros.

  12. Pon el papel de ladocomo de abajocirculitosporarriba.

  13. En cuadrounoescribe el títuloLa rutinadiaria. Y…

  14. En cuadro dos escribe la palabralevantarse

  15. En cuadrotresescribe la palabravestirse.

  16. En cuadrocuatroescribe la palabracepillarse.

  17. En el primer cuadro de la segundafilaescribe la palabraacostarse.

  18. En el segundocuadro de la segundafilaescribe la palabraducharse .

  19. En el tercercuadro de la segundafilaescribe la palabraponerse.

  20. En el cuartocuadro de la segundafilaescribe la palabradormirse.

  21. Pasa con levantarse

  22. Pasa con vestirse.

  23. Pasa con cepillarse.

  24. Pasa con acostarse.

  25. Pasa con ducharse .

  26. Pasa con ponerse.

  27. Pasa con dormirse.

  28. Tarea: Hay quetraducirlaspalabras en español al ingléspara la tarea. • These are all infinitive reflexive verbs. Each translation will need to begin with the word to.

  29. Read all in bold to your partner

  30. Los objetivosHoy esmartes el 5 de noviembre • Content objective What I did • I will recognize the reflexive verbs and other necessary vocabulary for this unit. Language objective How I did it. I will recognize the reflexive verbs and other necessary vocabulary necessary for this unit by writing the vocabulary on a partner clock and flash cards that I make. I will learn how to use the flash cards to review them in a fun way and play a game with them.

  31. La bienvenidaHoy esmartes el 5 de noviembre. • Pasen con sucompañero de cepillarse. • Using your bienvenida questions and a timer, ask your partner the questions on all of the cards. Get a response • Repeat by answering your partner’s questions. • Write your time in the square cepillarse.

  32. Por favor, escribe el tiempo en seguida de de la palabrabienvenida. • Marca el tiempo con el marcador.

  33. Presentación de la BienvenidaHoy esmartes el 5 de noviembre. • Audience expectations: Watch presenters. Do not talk. Do not fidget. • Presenters. Speak loudly. Answer the questions in a full sentence.

  34. Lean lasexpectaciones con sucompañero.

  35. Expectation Review Class Rules – Clean Caring and Cooperative. • When the teacher is talking, everyone is to listen so that you can get instructions for your next activity. • Help your partner by speaking as much Spanish as possible. • When there is a transition, move from one seat to another, make sure the desk is in the correct spot, the desktop is clean and the floor is clean.

  36. Expectation Review • Focus on doing all of the work the best that you can. • Make sure you write the score of your paper and the other necessary information on it. • Make sure you turn it in before you leave. • Make sure your ALC, notes and returned papers are in the divider in your binder for this class. • Do all that you can to get the grade you desire.

  37. Pruebita: Lee y responde a laspreguntas.

  38. Take turns asking your partner the questions and responding with answers. • What should the room sound like when you receive instruction? • What are some indicators that you will be receiving instruction? • What are three ways you can you help your partner speak and write more Spanish? • What is a transition? • Why should the students have to clean up? • What are the student’s responsibilities?

  39. En turnos, lee la información a sucompañero/a

  40. Los objetivosHoy esmartes el 5 de noviembre • Content objective What I will do. • I will recognized the reflexive verbs and other necessary vocabulary for this unit. Language objective How I will do it. I will recognized the reflexive verbs and other necessary vocabulary necessary for this unit by writing the vocabulary on a partner clock and that I make. I will learn how to use the flash cards to review them in a fun way and play a game with them.

  41. Tarjetas de memoria. • Doblen dos papeles y hagan 8 cuadroscomo la ALC. • Corten los cuadrosparahacertarjetas de memoria. • Escribelapalabraen español con letras de ½ pulgada o 2 centimetros • Escribe lapalabraen inglés con letraspequeñas.

  42. Doblen el papelparahacerochocuadros

  43. Corten los cuadros. Necesitan 16 tarjetas. Al termerinar con lastijeras, devuelvanlas a la caja.

  44. Estudiante A Estudiante B Quitarse la ropa- to get undressed Arreglarse – to fix or arrange Cepillarse los dientes – to brush teeth Ponerse los pijama – to put on pjs Bañarse – to bathe Cepillarse el pelo Acostarse – to lay down Dormirse – to go to sleep Prepararse – to get ready Relajarse – to relax. • Despertarse-to wake up • Levantarse – to get up • Ducharse – to shower • Lavarse – to wash • Secarse – to dry • Afeitarse – to shave • Vestirse – to get dressed • Ponerse – to put on • Maquillarse – to put make up on. • Cortarse el pelo- to cut hair. • Pintarse – to paint

  45. Con sucompañero, explica lo quetuvistequehacer y como lo hiciste.

  46. Estudiante A Estudiante B El champú –shampoo La pasta dentífrica - toothpaste El pelo - hair Las uñas - fingernails La toalla –towel • El jabón- soap • El desoderante - deoderant • El agua de colonia - cologne • Los dientes - teeth • El cuerpo - body

  47. Los objetivosHoy eslunes el 4 de noviembre • Content objective What I did • I will recognized the reflexive verbs and other necessary vocabulary for this unit. Language objective How I did it. I will recognized the reflexive verbs and other necessary vocabulary necessary for this unit by writing the vocabulary on a partner clock and flash cards that I make. I will learn how to use the flash cards to review them in a fun way and play a game with them.

  48. Van a ponerse en grupos de cuatro. • Una persona muestralastarjetas de memoriasacando la tarjeta de atrás. • 3 personas tienenunacompetenciaidentificando la palabra en inglés. • Fijense el modelo.

  49. Ponganse en grupos de tres.

  50. Ponganse en grupos de tres. • 2 personas tienenunacompetenciaidentificandola palabra en inglés. • Una persona muestrasustarjetas de memoriasacando la tarjeta de atrás. • Fijense el modelo.

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