And sorry this posting comes a bit late. Yesterday, Thursday, was devoted to reviewing chapter five. Drew and Paul sat at the front of the class; Drew was bright-eyed and bushy, Paul a little less. I reiterated the drop date and Friday's exam, but I assume everyone in the class has made their decisions.
We began class with a "gap-reading exercise;" each student reads one half of a little blurb in Spanish about Madrid and Spanish society, and then in English explains to their partner what there half contains. Next we covered some of the irregular first person sing. verbs and o-ue stem changes. We did a few exercises from the text book, some related activities requiring them to modify third to first person sentences, and finally I set them loose to generate their own sentences that they read in front of the class. A follow-up activity, where they had to formulate questions for each other with the same verbs, sputtered out pretty quickly and it seemed pretty clear that the next thing we need to work on is formulating questions.
After the break we touched on saber/conocer, which they seemed to grasp pretty well. They assured me that they were good on comparatives, so we did a group activity, "abogado del diablo," in which I would provide them with a statement: Barry Bonds es el mejor jugador de béisbol, and they would have to contradict it, propose their own sentence, etc. This didn't work well, and we spent the rest of the class session reviewing the different comparatives, but they still seemed shaky by the end of class. I've already recommended to Tom that he review the different comp. forms in advance of the quiz.
Nick
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