Spanish 1 classes have been busy conjugating regular -ar verbs! The following is a tool they use to learn the subject pronouns in Spanish.


The subject pronouns are not a direct translation from Spanish to English, because there are two ways to say they and we. When "ellos" [pronounced eh-yose] is used, it means "they" if the "they" are either all males or a combination of males and females. When "ellas" [pronounced eh-yahss] is used, it also means "they" but only if the "they" are ALL females.

As for nosotras [pronounced no-so-trahss], it means "we" only if the person using the word and those she is speaking about (as part of that "we") are all female. If not, nosotros [no-so-trose] is used to mean "we."

We use this box to learn the pronouns and also to help learn how the verbs are conjugated into the forms that are used for each pronoun. For example: in English the correct form of the verb to speak for the subject pronoun he is speaks (we don't say, "he speak;" we say "he speaks"). Also, in English there are only 2 forms for present tense regular verbs: for example to speak is used as speak or speaks. The Spanish language utilizes 5 different forms! Luckily all regular
-ar verbs follow a consistent pattern throughout the language.

The following is what we call a verb box. It is essentially the same as the box above, but has the verb conjugated within it.

Hablar - to speak

In the process of acquiring an additional language, this tool is important and very beneficial. Your student will make MANY of these, if he/she is getting the amount of practice needed to succeed. Spanish 1 students are now able to conjugate all of the regular present-tense -ar verbs, with the help of this box. The short-term goal is to do it without the box. The long-term goal is to commit this to permanent memory and implement it often, with a variety of -ar verbs so it becomes fast and easy.

-er and -ir verb conjugations are next on the list, where verbs are concerned!

Go BHS!!

I'm so proud of all the success our students have been enjoying since we've been back to school!

One reason why I'm crazy about the HS blog is that I can find out about the students that I get to see everyday and those I don't get to see very often -AND some I've not met yet!! (By the way, Mr. Boles, I get hungry every time I vote yes for pretzels! We want to know WHEN they will BE here!!)

Harry never told me he could grow soybeans!! I see him everyday in Spanish II. Apparently he's really good at corn.
Without Amanda Reynolds in homeroom, I am just not 'in the know' about Ag. I miss Happy Amanda. Luckily, she calls. HI AMANDA!

And, of course, our Volleyball teams are working hard and it's paying off big!!

It just goes to show what hard work can get you! For every small success that we can see, there is Big success that only YOU can feel for yourself!

Spanish I survives test!

I've not finished grading all the tests, but so far it looks pretty good. Like any teacher, I get frustrated when some of my students don't practice what they learn at home, by doing their homework. A few of these students have the ability to still pass the test without practice, but they really miss out on getting a strong foundation and unfortunately it really bogs them down later. Plus, they just can't earn that "A" they are used to OR have the ability to earn.

First-time Foreign Language students who always have had the ability to pay attention in class, finish their homework quickly without much thought and make terrific grades without much effort, many times, do not do nearly as well as those who have had to work hard and study for every good grade they make. Our brains are "wired" a little differently and those who do not have neurons connecting areas of the brain where a second language is "stored," no matter how quick they are to pick up and store other knowledge, may find for the first time that they have to really study. Unfortunately, students that don't need to study, don't learn how until they are behind.

On the other side of that coin are students that either study because they know they must, or don't have any hope for themselves succeeding so they don't try. Every year, I have some of the latter who are "wired" for Spanish and don't realize it until they see how well they speak or how they can understand when others cannot. I've got a few in class this year that are extremely tuned-in to the language for the amount of content we've covered. It's funny how students seem surprised that I do NOT get angry with a student who keeps speaking to me during the class time, but if he/she is speaking and understanding Spanish in dialogue with me, it's a great thing and good for all of the students. She/he can't take up too much class time, the vocabulary "runs-out" too soon, at this stage of the game.

Outspoken students are usually not afraid to make a few mistakes, and usually learn to speak and understand quickly because they learn by speaking and hearing and that's what we are learning!

Test Thursday For Spanish I Classes

Our Unit 2 Test will be Thursday and will include Vocabulary, Speaking, Listening, Writing, Reading and Culture. Be sure to study!

Spanish I August 29, 2008

This week we finished up the preliminary section and began the first "real" chapter (1A) of the textbook series: Realidades.

The preliminary section we've been working with is called Para Empezar (to begin) and is packed with content, intended to be more of a resource for later studies than a chapter content to be retained in full.

Throughout the book, when those concepts are reintroduced, they can look back at a familiar place where it is explained in a slightly more simple way. We do go through each concept in Para Empezar at the beginning of the year and students always feel overwhelmed because of the amount of content, although they are not formally tested or quizzed.

One of my favorite times as a teacher is around the end of 1st semester. I have students look back at that preliminary section, and they realize how simplistic it is, how easy it has become for them and just how far they have come in the language. And it shows on their face!

They are also reminded of how huge a language really is. I ask students often, "Do you know the entire English language?" I usually get the response, "I don't think so." I assure them they don't and neither do I (that's why we have dictionaries) "but here we are communicating like pros!"

A closer look at the chapters in this book will reveal a slow building of skills with plenty of practice for them.
There are two things I love most about this textbook series.
The first one is that it gets students using the vocabulary efficiently before introducing each grammar point. It's a real confidence booster when a student gets to a grammar lesson only to find that it reaffirms what he/she has already been writing, reading, speaking and understanding even though it's a new skill. The second thing is something that is necessary in all languages (as far as I'm concerned) and that is it's great use of humor. The DVD portion of the textbook series accounts for less than 2% of over-all classtime. However, within a 3 or 4 minute skit about a "rule" or "grammar point" we laugh! As corney as the actors can be sometimes, they help us remember. It's brief, to the point and memorable.

Next week, Wednesday and Friday, we will have the first and second vocabulary quizzes for 1A.
Students have been studying the vocabulary words and will see the quiz (this time only) before they actually take it. At this point, they know more than they think they do, so they seem to get overly stressed. Mind you, I believe some stress is a necessary motivator, but fear is a real distraction! Once they get through this first chapter, they will know what it's going to take for them to succeed.

We are off to a good start! Our students are bright. I wish they understood just how bright they are.

They sure brighten my days!