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Archive for the ‘JM Español II’ Category

Feliz Navidad y Próspero Año Nuevo

Tuesday, December 20th, 2011

Después de las vacaciones navideñas, estudiaremos el futuro en el texto muy brevemente y continuaremos con el condicional. El proyecto sobre el condicional será entitulado: Con un millón de dólares, yo . . . ( + el condicional). Veinte frases completas con veinte imágenes . . . como siempre.

After Christmas vacation, we will be finishing Capítulos 5 y 6 very “rapidamente”.  Then we will do another project entitled:“With one million dollars, I would….” ( Must use our new conditional tense). Some students are requesting to take a chapter test instead of the Project. This can and will be an option. We will continue on to health vocabulary and the compound tenses: present perfect, past perfect, future perfect, conditional perfect, etc.  We will only have 3 weeks and the final. It will consist of  200 + multiple choice questions including a listening, a reading, and a writing portion.

¡Es el tiempo de alegría!

Tuesday, December 6th, 2011

Dear Parent or Guardian,

We are starting Capítulo Cuatro to compare and contrast the imperfect and the preterite tenses.In this chapter, students will learn to:

  • shop for apparel and food in Spanish-speaking countries
  • ask for quantities and sizess that they might want.
  • find out prices ( which vary from day to day)
  • talk about different types of past actions ( compare preterite and imperfect)
  • talk in general terms about what is or is not done ( la voz pasiva con “se”)
  • talk about shopping practices in Spanish -speaking countries

 A few suggestions to help your child be successful:

  • Plan a trip to a local hispanic grocery store.
  • compare and contrast with your regular grocery store.
  • How do the prices and porducts compare?
  • Are there any words you can both learn?

Research the famous markets of Chichicastenango in Guatemala. Look at the pictures. What is the same or different with local grocery stores. Compare to open air markets and finally to “super markets ” or our “super Walmart stores”. What would those be called in Spanish? Have your student describe the  different stores and specialty shops of Spanish-speaking countries.

Since it is also Christmas time, discuss where a Spanish speaking person might buy the different items on your gift lists. Make a list of favorite winter and Christmas items and start your own vocabulary list.  Draw pictures of these items, label in Spanish and then use them in simple sentences. :)  Research Spanish versions of your favorite Christmas carols.Take pictures of signs in Spanish in the newspaper or on the internet. Check out the current events on the site:

Benchmarks are Wednesday,Dec. 14. Please study.








Capítulo Dos continúa y Capítulo Tres Empieza

Monday, November 14th, 2011

 Estimados Padres,

In Chapter three, the students will learn how to:

  • talk about computers, e-mail, the Internet, faxes and telphones.
  • Talk about past habitual and routine actions.
  • Describe people and events in the past .
  • Make and receive telephone calls in Spanish.

You can help your student be successful in her study of Spanish even if you are not familiar with the language. Here are a few suggestions to help your student paractice the material in this chapter:

If you have computer at home, have your child label each component with the appropriate Spanish word written on small pieces of paper. If you do not have a computer, you could find a picture in a magazine, or have them draw one and label. This will help with the vocabulary.

Check out Spanish Web sites for the newer technological “buzz words” — in Spanish.

Look at Family photos with your child . Talk about things you “used to ” do. Have him describe people, weather and events in the past using the newly learned “imperfect tense” .

Have your child make a time line in Spanish. Talk about the difference between one time events and things that happened over time or repeatedly, habitually.

Thank you for supporting our classroom work .


lunes Tarea del Timbre : 10 frases con los modismos con tener

 Texto Ejercicio # 14 + # 15 ( 10)  p 41 

 Texto Ejercicio # 16 + # 17  + # 18 pp 42 -43

 # 18 p 43 Lo siento mucho writing

Conversación + ¿Comprendes? p 44

 Prueba Vocabulario C 2

 Trabaja en grupos – skits?

 martes Tarea del Timbre:   Conexiones p 50-51 Regionalismos

 Lectura Cultural p 46-47

 ficha de trabajo e-i verbos cambia al pretérito.

 corregir : cuaderno C 2

 Prueba Cuaderno C 2

 (Prueba Estructura – mañana –un poco más = EC)

 miercoles: Tarea del Timbre: # 5 ¡Que desastre! p 53  ( 10 frases)

 trabaja en grupos  TPR Q + A

 trabaja en grupos  “skits” + proyectos.

 El Menú Proyecto ( 50 + 50)  p 39

 usar la camaras “slip” para loas comedias (skits)

 Prueba Estructura C 2

 HW = Assessment p 54-55  C 2

 jueves: Tarea del Timbre:  Buscapalabras comida

 Maratón Mental  C 2

VideoTur C 2

 Audio Actividades ( Escuchando)

 Repaso  C 2

(Examen C 2 mañana)

 viernes: Tarea del Timbre: Hablo Como un Pro p 56

 Examen C 2 Parte A

 Examen C 2 Parte B

 Vocabulario C 3 ( copiar) Telecomunicaciones

 Fotografia: La Cibeles p 59 TE)

HW= cuaderno  C 3 p 23,24,25 ( faciles?)

Verbos C 3

meter usar perder comunicarse con entrar
sacar mandar enviar transmitir pulsar
prender hacer guardar apagar terminar

lunes : Tarea del Timbre: Texto # 1,2,3 pp 62

 TPR  TE p 60 ( mandatos)

 Palabras dos p 64-65

 Mas verbos C 3

hacer una llamada poder llamar estar colgar
sonar (ue) vivir contestar querer hablar
costar (ue) ser saber buscar escribir a máquina
introducir oir esperar marcar un numeros descolgar

Texto p 66 # 7,8,9 pp 66-67

 Valette introducción al imperfecto

Cuaderno C 3 p 26 ( solamente)

martes: Tarea del timbre : pavo y gracias

 Vocabulario  Dia de Accion de Gracias

 Crucigrama y buscapalabras

 comida hispana

 fiesta / Cultura

 HW =  # 12, # 13, # 14 pp 69  imperfecto regular  – “-ar”




Capítulo Dos: En el restaurante

Monday, October 24th, 2011

Dear Parent or Guardian,                                                   .

 In Chapter 2, the students will learn how to:

• order food or a beverage at a (Spanish speaking) restaurant

• identify eating utensils and dishes

• identify more foods

• make a reservation at a restaurant

• talk about present and past events

• describe some cuisines of the Hispanic world


You can help your child be successful in his or her study of Spanish even if you are not familiar

with the language. Here are a few suggestions to help you help your child practice the material in

this chapter:


  • Discuss American restaurant customs and manners with your child. Next discuss how those customs and manners might differ in a Spanish-speaking country.
  • If you don’t know anything about this topic, consider checking out some tourist guidebooks at your local public library.
  • If your hometown has a Hispanic-owned restaurant, plan a family dinner at that restaurant. Have your child explain any menu items that are written in Spanish and if your server speaks Spanish, encourage your child to order each family member’s meal.
  • With your child, prepare a traditional dish from any Spanish-speaking country. Use the Internet, any local Hispanic restaurants, cookbooks you may already have at home, or your public library to help you and your child locate recipes.
  • As an additional challenge, you may want to encourage your child to look only at recipes written entirely in Spanish.
  • Before preparing the meal, read the recipe several times together in order to figure out any difficult vocabulary.


Feel free to plan other activities you think will help your child develop his or her language skills.


Thank you for supporting our classroom work. Feel free to contact me if you wish to discuss your child’s language education.



Sra M. L. Allison,


P. S. We will also be learning about Day of the Dead ( Día de los Muertos) and some vocabulary as well as cultural similarities and  differences.

Día de la Raza

Friday, September 30th, 2011

Día de la Raza refers to Columbus Day. If you think about it, there was no hispanic race until Columbus “found” the New World and a little matchmaking occurred. It is a holiday on October 10 this year. It is normally Ocotber 12. We will have another food day – culture day on Friday, October 7. We will talk about what “pre-colombian” means. We will also talk about Cristobal Colón, the Aztecs and the Maya indians.

Capítulo Uno: Un viaje en Tren

Friday, September 30th, 2011

Dear Parent or Guardian,

Your child has started a new, second year course in Spanish. Foreign language study provides many benefits for students in addition to the ability to communicate in another language.We will be requiring that student be able to listen, speak, read and write in Spanish without ” props” or dictionaries. Some studies have shown a correlation between foreign language study and improved SAT and ACT college entrance tests. Many students improve their first language skills ( English). Encourage your child to appreciate more cultural diversity.

In Capítulo Uno ( Chapter One) , the students will learn how to:

  • use expressions related to train travel
  • purchase a train ticket and request information about arrival , departure, etc.
  • talk about more past events or activities.
  • tell what people say (or said)
  • discuss an interesting train trip in Spain an in Perú

You can help your child to be successful in his or her study of Spanish even if you are not familiar with the language.

Here are a few suggestion to help your child practice the material in this chapter:

  • Look at the painting of the train on page R 58 ( R = review, Repaso ) and the photograph of the train on page 7 . Have your child ask questions about each image like: Where is each going? How are the trains alike? different? How much would the tickets cost? When does teh train depart? Try to ask the questions in Spanish and then answer them in Spanish in different ways.  
  • Research information about train travel in the United States, then try Europe and finally Latin America. Ask your child to write a letter to a pretend friend explaining train travel in the United States and then compare it with the other places.
  • On page 14 in a photgraph of the famous Mercado Chichicastenango. Use the library or the internet to find out why it is so culturally significant.
  • Watch television shows or movies about train travel. Do they eat on the train? Sleep on the train? Why do they take the train? What do they see from the train? Travel documentaries are good for this.
  • Research the RENFE in Spain. Have your child plan an imaginary trip to 3 cities. Include packing the suitcase and what to wear for what activities. Where would you put the luggage? What about carryon luggage? Where would you need a passport? What season would you visit?Why?  What are the tourist attractions for those places? Ask and answer these questions in Spanish. :)
  • Look up other vocabulary for other means of transportation.What are the advantages (ventajas) and disadvantages ( desventajas) of each?


M. L. Allison,

Profesora de español




Segundo año de español

Friday, September 2nd, 2011