Tuesday, October 26, 2010

Today we started Chapter 5 by going through the vocabulary quite thoroughly. We discussed verbs like volver that use "a" after them, and talked about tan . . . como . . . (but didn't do any of the exercises relating to it). Then everyone wrote sentences using the vocabulary words and shared them with the class.

After the break we played a mixer game where people ask each other questions, using the vocabulary from chapter 4. At the end we talked about how to say p, t, and k (c/q).

Today's class didn't start until 3:30 due to the lock-down, and even then, only seven students came...without books. We tried to make do under the circumstances: I dug into my binder and pulled out a Spanish proverb worksheet, basically a list of ten Spanish sayings and ten English (very rough) equivalents. The inspiration for the exercise was to show them that Spanish is more than just a translation of English, that we say substantively different things in different languages. Seemed to work, and lots of students thought the Spanish proverbs were pretty crazy. Just to drive the point home, we reviewed another worksheet dealing with some unusual Spanish animal noises (el perro: gua gua; el gallo: kiri-kiri-kiri) and some accompanying verbs (aullar, etc.). With the remaining time, we all shared two books and did a reading comprehension exercise, pgs. 107-109.
Rough beginning aside, class went Ok. The guys still seem confused about WK Bk stuff, and someone was circulating the idea that only the unit exercises were graded, not the normal chapter stuff. I told them to turn everything in, b/c everything will be graded, but we should probably repeat and reemphasize the importance of doing all Wk BK exercises.
Chapter 5 is very short compared to the last chapter, so I only feel sorta bad that I didn't get started on it. Good luck Tom.

Able to write on blog and student status

Hi everyone,

Nothing to report, but I am finally able to use this blog. Thanks for fixing the settings, Lindsey. Sorry to hear about the ongoing challenges with Drew. I agree that the class shouldn't be taught in English just for him. Can anyone confirm whether or not he is taking it for credit or pass/fail? Kara, I know you have spoken with him in the past. Unless he has a significant improvement in the next couple tests, I don't see how he will pass.

Speaking of who is taking the class for credit, has anyone (or can someone) confirm everyone's status: audit, pass/fail, credit? I can then update the spreadsheet with that information.

Best,

Mara

October 19, 2010

Today we did a review for the chapter four quiz. As I was walking to class, Drew handed me a type-written later saying that I am the teacher he has the most problems with. I basically taught the whole class in English. (Well, not really, but it felt that way). I asked them what they wanted to review, and Drew said "ser and estar." So we went over ser and estar, and it turned out a lot of them were confused by things like "tengo hambre" too. After the break we went over the "voy a" construction and stem-changing verbs as a class. I had everyone construct sentences, but we did not do any group work. At the very end I got a chance to do an activity I had prepared, where they correct incorrect sentences, but only for about five minutes. Drew said it was a really great class, but I am pretty concerned that they hardly spoke any Spanish at all. Carlin just sat there listening to his Ipod, but other people seemed pretty engaged, and Mark and Tony got a few good answers in.