Review for your Kanji quiz using the Quizlet link below:
https://quizlet.com/_2d7f8l
Quiz is Wednesday, June 15th.
Also see:
http://www.tanoshiijapanese.com/lessons/lesson_details.cfm?lesson_id=24
Monday, June 13, 2016
JP2 Kanji Quiz: Ch. 8 + 9 - Thurs., 6/16
Use your notes from class and this quizlet set to practice for the quiz on Thursday:
https://quizlet.com/_2d11gn
Also:
http://www.tanoshiijapanese.com/lessons/kanji_lessons.cfm (click on Chapter 8, Chapter 9)
https://quizlet.com/_2d11gn
Also:
http://www.tanoshiijapanese.com/lessons/kanji_lessons.cfm (click on Chapter 8, Chapter 9)
Wednesday, June 8, 2016
SP2: FINAL PROJECT OPTIONS #1 AND #2
Choose one of these final projects to complete. This is DUE by Wednesday, June 15.
PROJECT OPTION #1 -- Dando direcciones en tu comunidad
REQUIRED PREPARATION TASKS & BOOK WORK:First, study this:
- city, driving, and transportation vocabulary: p. 158-159 (textbook)
- irregular affirmative tú commands (grammar): p. 168 (textbook)
- Ask me questions about this content if you don't understand it.
- Textbook, p. 168, Act 16
- Workbook (guided), p. 121 and 122
- Workbook (core), p. 60, 62, and 64
- Check these tasks with me before proceeding and starting your presentation script.
1. Complete p. 173, Act. 22: "En mi comunidad"
2. Follow the instructions to:
- create a local/Arlington area map (realistic)
- label the map
- give directions to a friend who is new to the area
- explain how to get from the school (Point A: AHS / estás aquí) to points B, C, and D
- points B, C, and D are stores where your friend will be shopping for various items
- include three different kinds of stores
4. Present this as a skit to the class, showing your map and vehicle/game-piece on the document camera.
Alternative Assessment for Project #1: Create a Video
In addition to your required preparation work, you may create a video presentation of you and your partner driving the route that you plan out together. You may have two people combine efforts in this case and use one map. You must cover four locations as a minimum in this case, however.
Partner A is the driver, and should have a SAFE conversation (perhaps dubbed-over later) in Spanish with the navigator, Partner B, in order to arrive at and leave for each subsequent destination.
Partner B should show on the map each step of the route, pointing out the next step with his/her finger while giving the verbal direction to the driver. The video should also show the driver taking the turns and performing the stated commands.
The video must not be longer than 5 minutes. You may edit out longer stretches of driving in which you are not performing a command.
- PLEASE DRIVE SAFELY.
- DO NOT FILM YOURSELF WHILE DRIVING.
- DUB OVER THE VIDEO IF YOU CANNOT SAFELY DRIVE AND SPEAK IN SPANISH AT THE SAME TIME.
PROJECT OPTION #2 -- La tecnología y la programación
Visita los siguientes enlances y sigue las instrucciones aquí abajo.Contesta todas las preguntas en español, usando tus propias palabras. Escribe en frases completas.
SECTION 1: Trucos para Chrome
MIRA EL VIDEO: https://www.youtube.com/watch?v=JeYItwcgxyQ
PREGUNTAS:
1. ¿Qué es una pestaña?
2. ¿Cómo puedes generar una ventana nueva en Google Chrome?
3. ¿Cuáles botones puedes pulsar para recuperar/rescatar una pestaña que acabas de cerrar?
4. ¿Cómo puedes abrir una página en una pestaña nueva después de escribir un URL como "elmundo.es"?
5. ¿Qué tienes que escribir para calcular relaciones matemáticas en la banda de URL? Escribe un ejemplo de lo que podrías escribir a máquina.
6. ¿Cuántos centímetros son 66 pulgadas? (Calcula/convierte usando la banda de URL en Chrome.)
7. ¿Cuál tecla puedes teclar para bajar en la página (sin hacer 'scroll')?
8. ¿Con cuáles teclas puedes subir en la página?
9. ¿Cuáles teclas puedes teclar para volver al zoom normal?
10. ¿Cómo puedes activar nuevas funciones (beta) en Chrome?
11. ¿Cómo puedes jugar el juego con dinosaurio (si no puedes establecer una conexión al internet)?
SECTION 2: Codecademy
CUMPLE EL CURSO "INTRODUCCIÓN A LA PROGRAMACIÓN": https://www.codecademy.com/es/courses/javascript-beginner-es-4j293/0/1
PREGUNTAS:
1. En la primera lección (1. "¿Cómo te llamas?), entre cuáles signos de puntuación tienes que escribir tu nombre? (Escribe la palabra; no el signo.)
2. En la segunda lección (2. "Descubrí el largo"), calcula el largo de tu nombre, (otro nombre), y apellido. Escribe y explica lo que escribiste en la parte "script.js" y incluye el largo de tus nombres.
3. Después de terminar la lección 5 (Error: No calcula), toma un screenshot y guárdalo en una presentación de Google Slides, titulado: "CODECADEMY, por [firstname lastname]".
4. Si quieres guardar tu progreso, puedes registrarte aquí: https://www.codecademy.com/register/sign_up (Registrarse es OPCIONAL.) Avanza a la siguiente lección.
5. En la sexta lección (6. Editor y comentarios), sigue las instrucciones y calcula el largo de la palabra indicada. ¿Cuál es el formulario que usaste para cumplir está lección? Escribe lo que añadiste bajo los comentarios ("// ...") y incluye el resultado (la respuesta).
6. En la séptima lección (7. ¿Qué estoy aprendiendo?), lee el texto y responde:
- (A) ¿Qué tipo de juego puedes crear con JavaScript? Da un ejemplo.
- (B) ¿Qué tipo de información puedes acceder de Twitter usando JS? Da un ejemplo.)
- (C) Después de hacer clic en 'Guardar y enviar código', ¿Qué es lo que aparece en la pantalla? Descríbelo.
8. Cumple las lecciones 9 y 10. Toma un screenshot después de cumplir la lección 10 y añádelo a tu presentación de Google Slides.
SECTION 3: Bloques
CURSO DE PROGRAMACIÓN BASADA EN BLOQUES: https://studio.code.org/s/course1
1. Haz clic en [English] (por abajo), y cambia el idioma al [español].
2. Empieza en la etapa número cuatro, rompecabezas número uno: http://studio.code.org/s/course1/stage/4/puzzle/1 (después de cambiar al español)
3. Después de cumplir Rompecabezas #1 y hacer clic en 'ejecutar', haz clic en 'mostrar el código'. Lee y responde: ¿Cuáles son las dos universidades donde se enseñan la programación basada en bloques?
4. Continúa y cumple las Rompecabezas #2 hasta #6. Después de cumplir Rompecabezas 6, haz clic on 'mostrar el código'. Lee y responde: ¿Cuál es el lenguaje de programación más utilizado en el mundo?
5. Después del Rompecabezas #14, escribe y explica: ¿Qué respuesta resuelve este nivel?
6. Después de cumplir Rombecabezas #15, toma un screenshot y añádelo a la presentación de Google Slides.
SECTION 4: Putting it all together...
After completing the three previous sections, check your work with me and write a final draft of your answers.
Finally, from Google Slides, print off one page showing all 4 screenshots you took, in order. Print this in black and white and staple it to the front of your assignment.
Show me your completed work again before turning it in.
Friday, June 3, 2016
JP1 Final Exam Materials
Final Exam is Monday, June 6th during 1st period.
Use these links to review before the test:
Use these links to review before the test:
- MISSING PARTICLES, Quizlet - https://quizlet.com/_2cc4a1
- More Particles Practice, Quizlet - https://quizlet.com/_27yn75
- Kanji Ch.1-3 w/ English, Quizlet - https://quizlet.com/_26s24s
- Kanji Ch.1-3 w/ Readings, Quizlet - https://quizlet.com/_25cih3
Thursday, June 2, 2016
JP2 Final Exam Review Materials
Final Exam is Monday, June 6th during 2nd period.
Use these links to review before the test:
Use these links to review before the test:
- Practice with Translation Sentences (Missing Particles) on Quizlet here: https://quizlet.com/_2cj1fn
- Do Practice Test for Grammar. From here: https://drive.google.com/file/d/0BwBr-BmmEBebd0JhbnJIdHFBa0U/view?usp=sharing
- Practice with Kanji Ch. 1-5 on Quizlet here: https://quizlet.com/_21kcvm
- Practice with Kanji/Readings Ch. 6-7 on Quizlet here: https://quizlet.com/_26pz4b
- Practice with Kanji/EnglishMeanings Ch. 6-7 on Quizlet here: https://quizlet.com/_26s8wv
Thursday, May 26, 2016
SP2 Final Exam - June 6th
SP2 Final Exam Study
Guide – For FINAL EXAM on JUNE 6th
Topics include:
1)
Present tense conjugations: ser, estar, ir,
hacer, tener, poder, pedir, hablar, comer, vivir - Practice on Quizlet: https://quizlet.com/_2clv5o
2)
Preterite and imperfect conjugations: see: https://quizlet.com/129401119/preterite-and-imperfect-verbs-flash-cards/ - ser, estar, hacer, ir, ver, dar, decir, hablar, comer, vivir
3)
Preterite vs. imperfect – when to use each past
tense form – Caperucita Roja story - see: https://www.quia.com/cz/77803.html
4)
La geografía: countries and capitals - VIDEO: https://youtu.be/MCQmRbDJjBk - ALSO: Don't forget about the 3 outliers: (1) El Distrito de Columbia, Los Estados Unidos; (2) Madrid, España; (3) Malabo, Guinea Ecuatorial
5)
Reading Comprehension/Lectura: p.146-147 – “La
unidad en la comunidad internacional” – Answer “Comprendiste” questions. [Use textbook, pearson login, or review packet to study this.]
Thursday, May 19, 2016
SP2 Presentation Link Sharing Sheet
- Share your presentation with me first: aanderson@asd.wednet.edu
- Next, go to this link.
- Find your class.
- Enter your name and paste your link (to your shared presentation).
https://docs.google.com/a/asd.wednet.edu/spreadsheets/d/1-VNW6OxMCl0fRQuSnVe8jlVcuuk0NBYstvbBFkfSUXo/edit?usp=sharing
Monday, May 16, 2016
JP1 Onomatopoeia "Flashcard" Presentations
With a partner prepare a bare-bones script to present your 6 flashcards to the class.
REQUIREMENTS:
REQUIREMENTS:
- Choose a presentation format: A) Teaching each other, B) Teaching the class together
- If teaching each other (A):
- Greet each other at the start of the conversation.
- Ask one another a question, such as: "Do you know the onomatopeia for these animals in Japanese?" or "Do you know what the [fox] says?".
- Script your conversation so that you have a natural back-and-forth. E.g. "No, I don't know that one...", "Oh, is that what the [fox] says!?", etc.
- Conclude with a phrase such as: "Wow, I really learned a lot!", or perhaps state your favorite sound.
- [SPEAK ALL IN JAPANESE]
- If Teaching the class together (B):
- Greet the class.
- Start off by telling us what we will learn.
- Teach us the onomatopoeia and make us repeat them.
- Quiz us on them: Ask for volunteers first, then call on students with the popsicle sticks to check their understanding and/or retention of the material.
- Continue to teach and quiz us until three students in-a-row answer your questions correctly.
- [SPEAK ALL IN JAPANESE]
- Show me your rough draft of your skit/script by Wednesday, May 18 at the end of class.
- Both students must write out a complete rough draft and final draft, with English and Japanese sentences.
- Skip lines when writing your rough draft.
- Write a final draft only after having your script approved by me.
- Submit your final drafts (hand-written, one from each of you, with English and Japanese, skipping lines) by Friday, May 20.
Friday, May 13, 2016
Plans for Today: JP1, JP2, SP2 - May 13th, 2016
JP1: Plans for Friday, May 13th
JP2: Plans for Friday, May 13th
SP2: Plans for Friday, May 13th
- WARM-UP: Complete a normal warm-up with date, day of week, and 3 weather terms. (Have the T.A. stamp this.)
- Complete HW: Translation Sentences #1-15 before proceeding to the Onomatopoeia Project.
- Research onomatopoeia and find pictures for your 3 animals.
- When your Onomatopoeia Project posters are complete, find a partner and teach each other the sounds the animals make.
- We will present these with a partner on Tuesday, May 17th.
yo
JP2: Plans for Friday, May 13th
- Continue working with your groups on your projects (Katakana, Kanji, or 'Questions' Groups)
- Create a script rough draft on paper in English and Japanese so that I may provide you with feedback.
- LEAVE SPACE for feedback: Skip 2 whole lines between each English and Japanese sentence.
- List roles (characters) and names beside each line.
- All students will be required to hand-write a final draft of their presentation text or lines (of Everyone's lines).
- I expect you to memorize all of your lines.
SP2: Plans for Friday, May 13th
- Continue "Edificios Famosos e Importantes" Project (Famous and Important Buildings)
- Complete Section 1: A-I Questions (about your specific building).
- Complete Section 2: #1-5 Questions (about buildings in general).
- HW: Have drafts of all questions/answers ready by Monday (during class).
 |
| GeiselLibrary: An example of Brutalist architecture. (view more like this on r/brutalism.) |
Thursday, May 12, 2016
JP1 Katakana Animal Sounds Projects
- Choose and find pictures for 3 animals (cutouts from Nat. Geo., full-page images you can print out, or full-page illustrations you can make).
- Research the onomatopoeia (sound word) in Katakana for each of your animals.
- Create a one-page poster for each animal with the picture on the front and the onomatopoeia on the back.
- The onomatopoeia must be equivalent to size 150 font.
Wednesday, May 11, 2016
SP2 PROYECTO: Edificios Famosos e Importantes
PREGUNTAS TEMÁTICAS:
- ¿Cuál es un edificio importante en los Estados Unidos?
- ¿Cuáles son los tres edificios más populares para turístas en los Estados Unidos?
- ¿Cuáles edificios recomiendas que visite un turísta al estado de Washington?
- ¿Cuáles son los característicos que se deben considerar en cuánto a la importancia de un edificio? Explica tres (o más) aspectos de "la importancia" que puede tener un edificio.
- ¿Cuáles son los característicos que le prestan popularidad o prestigio a un edificio? Explica tres (o más) aspectos de la popularidad o el prestigio que puede tener un edificio.
- A. ¿Cómo se llama el edificio y dónde está?
- B. ¿Qué tipo de persona visita al edificio?
- C. ¿Qué se hace en el edificio?
- D. ¿Es especial la aparencia (la fachada) del edificio?
- E. ¿Ocurrió un evento importante en el edificio?
- F. ¿Trabaja alguien allí?
- G. ¿Tuvo una función importante en la historia el edificio?
- H. ¿Vive alguien allí?
- I. ¿Cómo se describe el edificio?
- A. El Torre "Jeddah". Se llama el Kingdom Tower o el Jeddah Tower en inglés. Está en Jeddah, Arabia Saudita. VIDEO: https://youtu.be/cV7F7DfWsog
- B. Los turístas y los empleados de los negocios y los hoteles van a visitar.
- C. Van a haber varios negocios y tiendas. La gente va a ir de compras, trabajar, o quedarse la noche allí.
- D. Es única el edificio porque será el más alto del mundo.
- E. No ha ocurrido nada de importancia histórica todavía.
- F. Varias personas van a trabajar y manejar sus compañías desde el Torre Jeddah.
- G. No ha tenido una función importante en la historia todavía.
- H. Van a vivir en los apartamentos algunas personas.
- I. Es muy alto y moderno. Representa la riqueza de Arabia Saudita. Probablemente va a atraer a muchas turistas.
- ¿Cuál es un edificio importante en los Estados Unidos?
- ¿Cuáles son los tres edificios más populares para turístas en los Estados Unidos?
- ¿Cuáles edificios recomiendas que visite un turísta al estado de Washington?
- ¿Cuáles son los característicos que se deben considerar en cuánto a la importancia de un edificio? Explica tres (o más) aspectos de "la importancia" que puede tener un edificio.
- ¿Cuáles son los característicos que le prestan popularidad o prestigio a un edificio? Explica tres (o más) aspectos de la popularidad o el prestigio que puede tener un edificio.
- Each student in the class must choose a different building to research.
- Consider one of these: Top 33 World's Strangest Buildings
- Or these: National Register of Historic Places in Washington State
- Presentation should be information-rich and must take four to five minutes to complete.
- Include and show at least one source for your information during your presentation which is not Wikipedia.
- Use a definitive source and show a screenshot of the page from which you extracted information during your presentation (as an individual PowerPoint slide).
- Your views on the Thematic Questions must be expressed in a way which is unique to you (phrasing, content, etc.).
- The presentation should be between 5 and 15 slides total.
- Use a font size of 30 or greater for ALL text.
- Write all text in Spanish with correct accents.
- When you present do not read off of the slides. Prepare flashcards for yourself to read from if you need them.
- Choose a building by Thursday, May 12 (by start of class).
- Answer the "ANTES DE CONTESTAR..." questions in draft form by Friday, May 13 (by start of class). Get these checked off by Señor Anderson.
- Revise and finalize answers about your building and finalize research by Monday, May 16 (by end of class).
- Answer Thematic Questions and begin creating PowerPoint/Google Slides presentation. Check Thematic Question answers with Señor Anderson by Wednesday, May 18 at the latest.
- Begin presentations Thursday, May 19 -- 5 points extra credit to first 5 presenters.
- Finish presentations Friday, May 20 and Monday, May 23.
JP2 - May 11 - Projects
Japanese 2 - 五月十一日
1. Sentence Mixer -- Present your findings
Objective: Review and demonstrate understanding of syntax and particles.
2. SGG: Katakana -- Review quiz results, next steps
Objective: Strategize to acheive proficiency; Review Katakana
3. Katakana practice in notebooks (for warm-up stamp)
Katakana Group: "What does the [fox] say?" (1 group)
A) x4 animals per person w/ katakana onomatopoeia (sounds) for each animal [research this]
B) One picture (cut-out) or full-page illustration for each animal [front side of paper]
C) Equivalent to Size-110-Font HANDWRITTEN onomatopoeia for each animal [back side of paper]
D) Present Animals/Sounds with your group to the class
E) Review and Quiz the class together until class can pass 80% of questions(!).
Questions Group: Detective Story (2 groups)
A) Create a murder-mystery or robbery-mystery story in Japanese
B) 18+ questions (x3 of each: who, what, where, when, why, how)
C) Uncover and apprehend the suspect at the end of the story
D) ROLES: 1 of each - Reporter, Witness, First-Officer-to-Scene, Detective, Chief
E) Present and Act out your story for the class
Kanji Group: Once Upon a Time... (w/ a Twist)
A) Create a fully PRESENT-tense fairy tale-type story
B) Get a list of a maximum of 15 verbs to use; get this pre-approved
C) Use no verbs outside your verbs-list
D) Use 50+ Kanji that we have learned in JP1 and JP2 in the story (PDF Ch.1-7)
E) Illustrate your story on paper or in a PowerPoint and then present it to the class
F) Story must end with a Twist
---
HOMEWORK FOR MONDAY: Translation Sentences #9-13
9. I don't know whether we have school or not tomorrow. (4-5p)
10. Why don't you (ever) call me on the phone? (0-3p)
11. In the elevator there is a big mirror. (3p)
12. The meeting room is currently full (of people)/crowded. (1p)
13. When do you plan to finish your essay? (2p)
1. Sentence Mixer -- Present your findings
Objective: Review and demonstrate understanding of syntax and particles.
2. SGG: Katakana -- Review quiz results, next steps
Objective: Strategize to acheive proficiency; Review Katakana
3. Katakana practice in notebooks (for warm-up stamp)
- Write any Katakana missed X-times each, where X = N (number missed) x ( 20 / N )
- If you missed 10, write each one 2 times.
- If you missed 5, write each one 4 times.
- If you missed 3, write each one 6 times.
- If you missed 1, write it 20 times.
- If you missed 0, write the whole chart 1 time.
Katakana Group: "What does the [fox] say?" (1 group)
A) x4 animals per person w/ katakana onomatopoeia (sounds) for each animal [research this]
B) One picture (cut-out) or full-page illustration for each animal [front side of paper]
C) Equivalent to Size-110-Font HANDWRITTEN onomatopoeia for each animal [back side of paper]
D) Present Animals/Sounds with your group to the class
E) Review and Quiz the class together until class can pass 80% of questions(!).
Questions Group: Detective Story (2 groups)
A) Create a murder-mystery or robbery-mystery story in Japanese
B) 18+ questions (x3 of each: who, what, where, when, why, how)
C) Uncover and apprehend the suspect at the end of the story
D) ROLES: 1 of each - Reporter, Witness, First-Officer-to-Scene, Detective, Chief
E) Present and Act out your story for the class
Kanji Group: Once Upon a Time... (w/ a Twist)
A) Create a fully PRESENT-tense fairy tale-type story
B) Get a list of a maximum of 15 verbs to use; get this pre-approved
C) Use no verbs outside your verbs-list
D) Use 50+ Kanji that we have learned in JP1 and JP2 in the story (PDF Ch.1-7)
E) Illustrate your story on paper or in a PowerPoint and then present it to the class
F) Story must end with a Twist
---
HOMEWORK FOR MONDAY: Translation Sentences #9-13
9. I don't know whether we have school or not tomorrow. (4-5p)
10. Why don't you (ever) call me on the phone? (0-3p)
11. In the elevator there is a big mirror. (3p)
12. The meeting room is currently full (of people)/crowded. (1p)
13. When do you plan to finish your essay? (2p)
Thursday, May 5, 2016
SP2 Chromebook Lab - May 5th, 2016
Chromebook Lab for 'el Cinco de Mayo'
P. 134 - Act. 4 - Answers may vary
(Yours should be in table format: "LUGARES" and "TENGO QUE...".)
> la tienda de equipo deportivo > comprar una camiseta / ...
> la farmacia > comprar la pasta dental / ...
> el banco > cobrar un cheque / ...
> el consultorio > ver al médico / ver al dentista
> el supermercado > comprar la comida / ...
> la biblioteca > devolver un libro / sacar un libro
> el correo > comprar sellos / enviar una carta / ...
> la estación de servicio > llenar el tanque
P. 134 - Act. 5 - (writing out optional)
Bank example:
A: Tengo que _cobrar_un_cheque_. ¿A qué hora se abre _el_banco_?
B: Se abre _a_las_ocho_y_media_de_la_mañana_.
A: ¿Y a qué hora se cierra?
B: Se cierra _a_las_cinco_y_media_de_la_tarde_.
VERB CONJUGATIONS:
Sacar: saqué, sacaste, sacó, sacamos, sacasteis, sacaron
Comprar: compré, compraste, compró, compramos, comprasteis, compraron
Echar: eché, echaste, echó, echamos, echasteis, echaron
Ir: fui, fuiste, fue, fuimos, fuisteis, fueron
Jugar: jugué, jugaste, jugó, jugamos, jugasteis, jugaron
Cobrar: cobré, cobraste, cobró, cobramos, cobrasteis, cobraron
Llenar: llené, llenaste, llenó, llenamos, llenasteis, llenaron
P. 135 - Act. 7 - Student B answers may vary
1. books
A: ¿Devolviste los libros?
B: (Sí, fui a la biblioteca [ayer por la tarde].)
2. toothpaste and toothbrush
A: ¿Compraste la pasta dental y el cepillo de los dientes?
B: (Sí, fui a la farmacia [anoche].)
3. letters
A: ¿Echaste las cartas?
B: (Sí, fui al correo [...].)
4. dentist
A: ¿Fuiste al dentista?
B: (Sí, fui al dentista [...].)
5. golf clubs
A: ¿Compraste los palos de golf?
B: (Sí, fui a la tienda de equipo deportivo [...].)
6. check
A: ¿Cobraste el cheque?
B: (Sí, fui al banco [...].)
7. gas tank
A: ¿Llenaste el tanque?
B: (Sí, fui a la estación de servicio [...].)
8. fruit
A: ¿Compraste la fruta?
B: (Sí, fui al supermercado [...].)
INVESTIGACIONES: Tú y tu comunidad
(Lower-case letters show possible answers or answer formats. Look up missing information yourself.)
A + B + C = banks in general
A. ¿A qué hora se abren los bancos, generalmente?
a1. Los bancos se abren a las [...].
a2. Mi banco se abre a las [...].
B. ¿A qué hora se cierran?
b1. Se cierran a las [...].
b2. Mi banco se cierra a las [...].
C. ¿Cuál es una cosa que se hace en el banco?
c1. Se cobran los cheques.
c2. Se retira dinero (en efectivo).
c3. Se depositan los cheques. / Se deposita el dinero.
D + E + F = the Arlington Post Office
D. ¿A qué hora se abre el correo de Arlington?
d. El correo de Arlington se abre a las [...].
E. ¿A qué hora se cierra?
e. Se cierra a las [...].
F. ¿Cuál es una cosa que se compra en el correo?
f1. Se compran los sellos.
f2. Se compran los sobres.
f3. Se compran tarjetas postales.
G + H = La Hacienda
G. ¿A qué hora se abre La Hacienda?
g. La Hacienda se abre a las [...].
H. ¿A qué hora se cierra LaHa los viernes?
h. LaHa se cierra a las [...] los viernes.
I + J = The Arlington Pharmacy
I. ¿A qué hora se abre la "Farmacia Arlington" los domingos?
i. La Farmacia Arlington se abre a las [...] los domingos.
J. ¿A qué hora se cierra los domingos?
j. Se cierra a las [...] los domingos.
Investigaciones Adicionales
- Check your homework, pages 134 and 135, act. 4,5,7, plus verb conjugations.
- Check the format for "Investigations of your local community" and research the information you need.
- Check with me to verify the opening and closing times of local businesses.
- Investigate and write about one additional local business in Spanish. We will do presentations about these places next week.
- Don't forget to bring in things for our 'fiesta' tomorrow.
P. 134 - Act. 4 - Answers may vary
(Yours should be in table format: "LUGARES" and "TENGO QUE...".)
> la tienda de equipo deportivo > comprar una camiseta / ...
> la farmacia > comprar la pasta dental / ...
> el banco > cobrar un cheque / ...
> el consultorio > ver al médico / ver al dentista
> el supermercado > comprar la comida / ...
> la biblioteca > devolver un libro / sacar un libro
> el correo > comprar sellos / enviar una carta / ...
> la estación de servicio > llenar el tanque
P. 134 - Act. 5 - (writing out optional)
Bank example:
A: Tengo que _cobrar_un_cheque_. ¿A qué hora se abre _el_banco_?
B: Se abre _a_las_ocho_y_media_de_la_mañana_.
A: ¿Y a qué hora se cierra?
B: Se cierra _a_las_cinco_y_media_de_la_tarde_.
VERB CONJUGATIONS:
Sacar: saqué, sacaste, sacó, sacamos, sacasteis, sacaron
Comprar: compré, compraste, compró, compramos, comprasteis, compraron
Echar: eché, echaste, echó, echamos, echasteis, echaron
Ir: fui, fuiste, fue, fuimos, fuisteis, fueron
Jugar: jugué, jugaste, jugó, jugamos, jugasteis, jugaron
Cobrar: cobré, cobraste, cobró, cobramos, cobrasteis, cobraron
Llenar: llené, llenaste, llenó, llenamos, llenasteis, llenaron
P. 135 - Act. 7 - Student B answers may vary
1. books
A: ¿Devolviste los libros?
B: (Sí, fui a la biblioteca [ayer por la tarde].)
2. toothpaste and toothbrush
A: ¿Compraste la pasta dental y el cepillo de los dientes?
B: (Sí, fui a la farmacia [anoche].)
3. letters
A: ¿Echaste las cartas?
B: (Sí, fui al correo [...].)
4. dentist
A: ¿Fuiste al dentista?
B: (Sí, fui al dentista [...].)
5. golf clubs
A: ¿Compraste los palos de golf?
B: (Sí, fui a la tienda de equipo deportivo [...].)
6. check
A: ¿Cobraste el cheque?
B: (Sí, fui al banco [...].)
7. gas tank
A: ¿Llenaste el tanque?
B: (Sí, fui a la estación de servicio [...].)
8. fruit
A: ¿Compraste la fruta?
B: (Sí, fui al supermercado [...].)
INVESTIGACIONES: Tú y tu comunidad
(Lower-case letters show possible answers or answer formats. Look up missing information yourself.)
A + B + C = banks in general
A. ¿A qué hora se abren los bancos, generalmente?
a1. Los bancos se abren a las [...].
a2. Mi banco se abre a las [...].
B. ¿A qué hora se cierran?
b1. Se cierran a las [...].
b2. Mi banco se cierra a las [...].
C. ¿Cuál es una cosa que se hace en el banco?
c1. Se cobran los cheques.
c2. Se retira dinero (en efectivo).
c3. Se depositan los cheques. / Se deposita el dinero.
D + E + F = the Arlington Post Office
D. ¿A qué hora se abre el correo de Arlington?
d. El correo de Arlington se abre a las [...].
E. ¿A qué hora se cierra?
e. Se cierra a las [...].
F. ¿Cuál es una cosa que se compra en el correo?
f1. Se compran los sellos.
f2. Se compran los sobres.
f3. Se compran tarjetas postales.
G + H = La Hacienda
G. ¿A qué hora se abre La Hacienda?
g. La Hacienda se abre a las [...].
H. ¿A qué hora se cierra LaHa los viernes?
h. LaHa se cierra a las [...] los viernes.
I + J = The Arlington Pharmacy
I. ¿A qué hora se abre la "Farmacia Arlington" los domingos?
i. La Farmacia Arlington se abre a las [...] los domingos.
J. ¿A qué hora se cierra los domingos?
j. Se cierra a las [...] los domingos.
Investigaciones Adicionales
- Investigate one additional local business in Arlington. (Use Google Maps if you want.)
- Write three questions (and answers) about it in Spanish that you could present with a partner.
- Include at least one question (and answer) covering the opening or closing times for that business.
- Write one final question that a partner can ask you concerning what you think about the business personally. Answer the question giving your judgment of the business along with your reasons for feeling this way. Choose one of the following types of answers to give:
- I love it because...
- I hate it because ...
- I have never been there, but I think it is __ADJ.__ because...
- Check this final script with me and show me the rest of your homework (checked) when you are done.
- We will present these conversations in class next week starting on Tuesday, May 10.
¡No se olviden traer la comida y los materiales para la fiesta del cinco de mayo mañana!
Japanese 1 and 2 Final Translation Sentences
JP1 Translation Sentences: Master these for the FINAL.
--- 五月三日 DUE Wednesday, May 4
1. I eat delicious bread. (1-2p)
（ わたし は ） おいしい パン を たべます。
2. My friend's cat's name is 'Stu'. (4p)
わたし の ともだち の ねこ の なまえ は シチュー です。
3. I like cookies. (1-2p)
（ わたし は ） クッキー が すき です。
--- 五月四日 DUE Thursday, May 5
4. What is your name? (2p)
5. On Tuesday, I will go to the park. (2-3p)
6. I like learning Japanese. (3-4p)
--- 五月五日 DUE Friday, May 6
7. I study with my friend.
8. I eat potato chips in the library.
9. There is a red car outside.
--- 五月六日 DUE Tuesday, May 10
10. I have 3 siblings.
11. I am 15 years old.
12. Next summer I'm going to Japan.
---
13. I like eating natto. (3-4p)
14. I am not a teacher. (1-3p)
15. It is sunny, but it is cold, isn't it? (2p)
--- Extra Practice: Complete one as alternative to a stamp
*1. My friend's dad's name is 'Tomoya'.
*2. I drink milk every day.
*3. I eat rice with chopsticks.
JP2 Translation Sentences: Master these for the FINAL.
--- 五月三日
1. I ate ramen at my friend's house. (4p)
わたし の ともだち の いえ で ラーメン を たべました。
2. It takes five hours to go from Arlington to Portland. (3p)
アーリントン から ポートランド まで 5時間 が かかります。
3. I commute to school with my older sister. (2-3p)
おねえさん と （ いっしょ に ） がっこう に かよいます。
4. Let's meet at the office at 9:30 AM. (2p)
（ 午前 ） 9時半 に じむしょ で あいましょう。
5. Next Tuesday, I will play basketball in the park with my friends. (4p)
らいしゅう の かようび ともだち と （ いっしょ に ） こうえん で バスケットボール を あそびます。
--- 五月四日 DUE Thursday, May 5
6. My aunt's friend's house is in Everett. (4-5p)
7. The squirrels play in the park. (2p)
8. I never study in the library because it's noisy. (1-3p)
9. I don't know whether we have school or not tomorrow. (4-5p)
--- 五月五日 DUE Friday, May 6
10. Why don't you (ever) call me on the phone? (0-3p)
11. In the elevator there is a big mirror. (3p)
12. The meeting room is currently full (of people)/crowded. (1p)
13. When do you plan to finish your essay? (2p)
--- Extra Practice: Complete one as alternative to a stamp
*1. Everyday I commute to school on the bus.
*2. I have two older brothers and one younger sister.
*3. My school is big and pretty new.
--- 五月三日 DUE Wednesday, May 4
1. I eat delicious bread. (1-2p)
（ わたし は ） おいしい パン を たべます。
2. My friend's cat's name is 'Stu'. (4p)
わたし の ともだち の ねこ の なまえ は シチュー です。
3. I like cookies. (1-2p)
（ わたし は ） クッキー が すき です。
--- 五月四日 DUE Thursday, May 5
4. What is your name? (2p)
5. On Tuesday, I will go to the park. (2-3p)
6. I like learning Japanese. (3-4p)
--- 五月五日 DUE Friday, May 6
7. I study with my friend.
8. I eat potato chips in the library.
9. There is a red car outside.
--- 五月六日 DUE Tuesday, May 10
10. I have 3 siblings.
11. I am 15 years old.
12. Next summer I'm going to Japan.
---
13. I like eating natto. (3-4p)
14. I am not a teacher. (1-3p)
15. It is sunny, but it is cold, isn't it? (2p)
--- Extra Practice: Complete one as alternative to a stamp
*1. My friend's dad's name is 'Tomoya'.
*2. I drink milk every day.
*3. I eat rice with chopsticks.
JP2 Translation Sentences: Master these for the FINAL.
--- 五月三日
1. I ate ramen at my friend's house. (4p)
わたし の ともだち の いえ で ラーメン を たべました。
2. It takes five hours to go from Arlington to Portland. (3p)
アーリントン から ポートランド まで 5時間 が かかります。
3. I commute to school with my older sister. (2-3p)
おねえさん と （ いっしょ に ） がっこう に かよいます。
4. Let's meet at the office at 9:30 AM. (2p)
（ 午前 ） 9時半 に じむしょ で あいましょう。
5. Next Tuesday, I will play basketball in the park with my friends. (4p)
らいしゅう の かようび ともだち と （ いっしょ に ） こうえん で バスケットボール を あそびます。
--- 五月四日 DUE Thursday, May 5
6. My aunt's friend's house is in Everett. (4-5p)
7. The squirrels play in the park. (2p)
8. I never study in the library because it's noisy. (1-3p)
9. I don't know whether we have school or not tomorrow. (4-5p)
--- 五月五日 DUE Friday, May 6
10. Why don't you (ever) call me on the phone? (0-3p)
11. In the elevator there is a big mirror. (3p)
12. The meeting room is currently full (of people)/crowded. (1p)
13. When do you plan to finish your essay? (2p)
--- Extra Practice: Complete one as alternative to a stamp
*1. Everyday I commute to school on the bus.
*2. I have two older brothers and one younger sister.
*3. My school is big and pretty new.
Wednesday, May 4, 2016
SP2 HW vocabulario en uso P.134-135+
Hoy es el 4 de mayo.
"May the fourth be with you."
EL PLAN PARA HOY:
1. Chequear la tarea.
2. HW: p.134 (Act. 4 y 5)
3. HW: Escribir las 6 conjugaciones del pretérito de los siguientes verbos:
5. HW: Investigar los horarios, contestar las preguntas acerca de los siguientes lugares
"May the fourth be with you."
EL PLAN PARA HOY:
1. Chequear la tarea.
2. HW: p.134 (Act. 4 y 5)
3. HW: Escribir las 6 conjugaciones del pretérito de los siguientes verbos:
- A. sacar - to take, (to check out)
- B. comprar - to buy
- C. echar - to put
- D. ir - to go
- E. jugar - to play
- F. cobrar - to charge, (to cash a check)
- G. llenar - to fill
5. HW: Investigar los horarios, contestar las preguntas acerca de los siguientes lugares
- A. ¿A qué hora se abren los bancos, generalmente?
- B. ¿A qué hora se cierran?
- C. ¿Cuál es una cosa que se hace en el banco?
- D. ¿A qué hora se abre el correo de Arlington?
- E. ¿A qué hora se cierra?
- F. ¿Cuál es una cosa que se compra en el correo?
- G. ¿A qué hora se abre La Hacienda?
- H. ¿A qué hora se cierra LaHa los viernes?
- I. ¿A qué hora se abre la "Farmacia Arlington" los domingos?
- J. ¿A qué hora se cierra los domingos?
Monday, May 2, 2016
Celebramos el Cinco de Mayo
Celebramos el cinco de mayo este viernes (Sé que es el seis el viernes).
Pueden ganar puntos bonus si preparan una receta méxicana tradicional para la clase.
Tienen varias opciones, pero trendrán que reservar un puesto en la lista si quieren ganar los puntos bonus. (Máximo 3 personas para cada plato.)
CHURROS RECIPE:
Original recipe makes 4 servings CHURROS
Ingredients
1 cup water
2 1/2 tablespoons white sugar
1/2 teaspoon salt
2 tablespoons vegetable oil
1 cup all-purpose flour
2 quarts oil for frying
1/2 cup white sugar, or to taste
1 teaspoon ground cinnamon
Prep/Cook/Ready Times
PREP: 10 mins
COOK: 10 mins
READY IN: 20 mins
Directions
In a small saucepan over medium heat, combine water, 2 1/2 tablespoons sugar, salt and 2 tablespoons vegetable oil. Bring to a boil and remove from heat. Stir in flour until mixture forms a ball.
Heat oil for frying in deep-fryer or deep skillet to 375 degrees F (190 degrees C). Pipe strips of dough into hot oil using a pastry bag. Fry until golden; drain on paper towels.
Combine 1/2 cup sugar and cinnamon. Roll drained churros in cinnamon and sugar mixture.
About This Recipe
YIELD: 12 to 16
ACTIVE TIME: 45 minutes
TOTAL TIME: 4 hours, 45 minutes
SPECIAL EQUIPMENT:
electric mixer, rubber spatula, 13- by 9-inch baking dish, medium heavy-bottomed saucepan, candy thermometer, torch (optional, See Recipe Step 10)
Ingredients for the Cake:
2 cups all-purpose flour, sifted
4 teaspoons baking powder
6 large eggs, separated and at room temperature
1 teaspoon salt
1 1/2 cups sugar
1/2 cup milk, at room temperature
2 teaspoons pure vanilla extract
2 cups sweetened shredded coconut
Ingredients for the Coconut Milk Bath:
2 (13.5-ounce) cans coconut milk
2 (14-ounce) cans sweetened condensed milk
1 cup heavy cream
Ingredients for the Toasted Meringue Topping:
1 1/3 cups sugar
1/4 cup water
2 tablespoons light corn syrup
6 large egg whites, at room temperature
1/4 teaspoon salt
2 cups toasted sweetened shredded coconut (See Notes)
Procedures
1) For the Cake: Adjust oven rack to middle position and preheat oven to 325°F
2) Whisk flour and baking powder together in small bowl; set aside.
3) In large bowl, beat egg whites and salt with whisk attachment on medium-low speed until whites begin to loosen and froth, about 1 minute. Increase speed to medium-high and beat whites until soft peaks form, 1 to 2 minutes. Slowly add the sugar and continue beating until stiff, glossy peaks form, 2 to 3 minutes.
4) Add egg yolks and beat just until combined. Decrease speed to low and add flour mixture in three batches, alternating with milk. Scrape sides and bottom of bowl with rubber spatula as necessary. Add vanilla and beat just until combined. Fold in coconut with rubber spatula.
5) Scrape batter into ungreased 13- by 9-inch baking dish and smooth out top. Bake until cake tester inserted in center of cake comes out clean, 45 to 50 minutes, rotating cake halfway through baking. Transfer cake to cooling rack and cool in pan completely, 1 to 2 hours. Once cooled, poke cake all over with fork or skewer and run a paring knife along the edges just to separate the cake from the sides of the baking dish.
6) For the Coconut Milk Bath: Whisk coconut milk, sweetened condensed milk, and cream together in large bowl. Pour mixture evenly all over cake (See notes). Transfer to refrigerator and chill at least 2 hours.
7) For the Toasted Meringue Topping: Stir sugar, water, and corn syrup in heavy-bottomed medium saucepan over medium-low heat until sugar dissolves. Increase heat to medium-high and boil syrup until it registers 240°F on candy thermometer, 8 to 10 minutes.
8) While syrup boils, in large bowl, beat egg whites and salt with whisk attachment on medium-low speed until whites begin to loosen and froth, about 1 minute. Increase speed to medium-high and beat whites until soft peaks form, 1 to 2 minutes.
9) With mixer running on medium-high speed, slowly and carefully add syrup to egg whites. Beat until outside of bowl is cool to the touch and whites are thick and glossy, about 7 minutes. Fold in toasted coconut.
10) Spread topping on cooled cake with a spatula, pulling up on meringue to create decorative peaks. Torch meringue to lightly toast. If you don’t have a torch, adjust oven rack to upper third and preheat oven to 450°F. Bake until golden, about 5 minutes.
EMPANADAS
Total Time: 1 hr 25 min
Prep: 20 min
Inactive: 30 min
Cook: 35 min
Yield: 6 to 8 servings
Ingredients for Empanada Dough (see Cook's Note, below):
3 cups all-purpose flour, plus more for the work surface
1 tablespoon baking powder
2 teaspoons sugar
Pinch salt
1/2 cup lard or shortening
1 egg
3/4 cup chicken stock
Ingredients for Empanada Filling:
2 tablespoons olive oil
1 pound ground beef
1 tablespoon garlic salt
2 tablespoons tomato paste
2 tablespoons vinegar
2 teaspoons ground cumin
1 teaspoon chili powder
1 teaspoon dried oregano
1 teaspoon seasoned salt
5 cloves garlic, minced
1 green bell pepper, chopped
1 red bell pepper, chopped
1 medium onion, chopped
Ingredients for Aioli Dip:
Oil or shortening for frying the dip
1 cup real mayonnaise, such as Kraft
1 tablespoon adobo sauce
Juice of 1/2 lime
Directions
For the empanada dough: Combine the flour, baking powder, sugar and salt in a large bowl. Cut in the lard with a pastry blender or 2 knives until the mixture resembles coarse cornmeal.
In a separate bowl, beat the egg and then whisk in the stock. Add the egg mixture to the flour mixture and knead until a dough forms. Cover and refrigerate for 30 minutes.
Meanwhile, for the empanada filling: In a large nonstick skillet, heat 1 tablespoon olive oil over medium heat. Add the ground beef and garlic salt and cook until the beef is cooked completely. Drain the grease and set the beef aside.
In the same pan, heat the remaining 1 tablespoon olive oil. Add the tomato paste, vinegar, cumin, chili powder, oregano, seasoned salt, garlic, bell peppers and onions. Cook until softened, 8 to 10 minutes. Add the beef and let them love each other with fire over low heat for about 5 more minutes. The mixture should be moist but not dripping wet. Now you are ready to fill the empanadas.
Lightly flour a work surface and roll out the dough to 1/4 inch thick. Cut out 4-, 5- or 6-inch rounds, depending on how large you prefer. Add some meat filling to each empanada and fold the dough over in half to enclose the filling. Use a fork to press and seal the edges closed. You can refrigerate the uncooked empanadas for up to 3 hours.
Heat the oil in a deep fryer to 350 degrees F. Fry the empanadas until golden brown, 6 to 7 minutes.
For the aioli dip: Mix together the mayonnaise, adobo sauce and lime juice. (The flavor will enhance if it sits in the refrigerator.)
CHALUPAS
Ingredients:
1/2 cup manteca (pork lard) or corn oil
24 3"-diameter tortillas
3/4-1 cup salsa verde, homemade or canned
3/4-1 cup salsa roja, homemade or canned
1 1/2 cups cooked, shredded beef, pork or chicken
1 1/2 cups queso fresco or mild feta cheese
1 medium white onion, peeled and finely chopped
Preparation:
In a large, deep frying pan, heat the oil or lard until a few drops of water sprinkled into the pan bounce and sizzle.
Place tortillas, as many as will fit, into the pan and soft-fry them, just 3-4 seconds on each side. They should remain pliable and not crispy. Drain them well on paper towels as they are removed from the pan.
Spoon salsa verde, about 1 tablespoon per chalupa, over half of them, and salsa roja over the other half. Top each with a bit of shredded meat, crumbled cheese and onion.
Serve immediately. Makes 24 (6 appetizer or snack servings.)
Chiles en Nogada
makes 12 chiles
*I highly recommend roasting the pork the night before you want to make the dish. You might also want to chop all the fruit so the picadillo is quick and easy to assemble. Also note that the walnuts should be soaked in milk overnight.
Ingredients:
12 poblano chiles
Ingredients for the Picadillo:
2 lbs. boneless pork butt
1 tablespoon lard
2 cinnamon sticks
1 teaspoon cloves
1 teaspoon all-spice
2 small white onions chopped
3 tomatoes
1 green apple
1 ripe yellow plantain
2 firm yellow peaches
1/2 cup golden raisins
1/4 cup Jerez Sherry Fino
zest of one lemon
6 tablespoons unsalted butter
1 teaspoon salt
1 teaspoon sugar
Ingredients for the Nogada Sauce:
1 cup milk
1 cup walnuts
1/2 cup queso fresco
2 tablespoons Jerez Sherry Fino
For the Capeado (optional):
10 eggs, separated
1/4 cup flour
Ingredients for Garnish:
1 pomegranate, seeded
3 sprigs flat leaf parsley
Chiles and Picadillo Procedures:
Preheat the oven to 300 degrees. Place 1 tablespoon lard in a oven-proof skillet, and heat on medium-high until rippling. Add the cinnamon, cloves and all-spice, toasting for 1 minute. Add the pork roast and sear on all sides until golden brown, about 3 minutes per side. Add 2 cups water and one white onion chopped and simmer for 5 minutes. Put into the preheated oven for 1 hour. Remove from oven and let rest for 30 minutes. Cut pork into a quarter-inch dice. Set aside.
(OVER)
Meanwhile, chop all the apple, peaches and plantain into a quarter-inch dice. Soak the golden raisins in the sherry. Set aside.
Roast the poblano chilies on an open flame or under the broiler until blistered and blackened — 3 minutes per side if over a flame, 5 minutes per side if under a broiler. Tightly wrap the chilies in a clean dry towel and let them “sweat” for 15 minutes. When chilies are cool enough to handle, gently remove blistered skin. Cut a slit in the side of the chili and carefully remove seeds.
Roast the tomatoes on a cast-iron comal or under the broiler until blistered and blackened and so flesh yields to touch. Peel off the skin, core and puree in a blender. Set aside.
In a large skillet, on medium-high heat melt butter. Add the chopped pork. Cook until golden brown, about 3 minutes, stirring occasionally. Then add the remaining onion. Cook until the onions are translucent, about 3 more minutes. Add the chopped apple, peaches, plantains, lemon zest and raisins and continue to cook for 5 minutes. Finally add the tomato puree, salt to taste and simmer on low for 15 minutes, stirring occasionally. Taste and adjust seasonings.
Stuff each chili with about 1/4 cup picadillo filling, so the chilies are full but not bursting at the seams.
Sauce: Soak the walnuts in the milk overnight. Place the walnuts, milk, sherry, queso fresco, salt and sugar in a blender and blend until a smooth, slightly thick sauce forms. If you prefer a thin sauce add more milk.
(Optional) Capear/Lamprear Procedures:
Let eggs come to room temperature. Meanwhile, lightly coat each stuffed chile with flour. Separate yolks and whites. In a clean bowl or blender beat egg whites until very fluffy. Gently fold the yolk into the whites.
Heat a pan with 1/4 cup vegetable oil or lard until rippling. Dip each floured chile in to the batter and place in hot oil, cook on each side until golden brown, about 1 minute per side. Drain on paper towels.
Pollo en Mole Poblano
Editor's note:
The recipe and introductory text below are from Fonda San Miguel: Thirty Years of Food and Art, by Tom Gilliland, Miguel Ravago, and Virginia B. Wood.
If there is one dish that could be considered Mexican haute cuisine, then Mole Poblano is surely it. Legend has it that the voluptuous sauce — a blend of chiles, spices, and chocolate — was created by the European Catholic nuns of Puebla to honor a visiting bishop. There are no shortcuts to making a true Mole Poblano: It takes time and patience to develop the layers of flavor that make this sauce fit for royalty. Miguel adapted the restaurant's recipe from one he learned from Diana Kennedy. At Fonda San Miguel, this mole is served with chicken and rice and as a sauce for enchiladas. It is also wonderful on roast turkey and pork.
Yield : Makes 8 servings
Ingredients
4 pounds chicken pieces, skin on
Sea salt and ground black pepper to taste
2 tablespoons sesame seeds, toasted, for garnish
white rice
Mole Poblano
(Makes 9 cups.)
9 mulato chiles*
7 pasilla chiles*
6 ancho chiles*
1 cup plus 9 tablespoons vegetable oil or lard plus additional as needed
4 or 5 tomatillos,** husked and cooked until soft
5 whole cloves
20 whole black peppercorns
1-inch piece of a Mexican cinnamon stick***
1 tablespoon seeds from the chiles, toasted
1/2 teaspoon anise seeds, toasted
1/4 teaspoon coriander seeds, toasted
8 tablespoons sesame seeds, toasted
4 garlic cloves, roasted
3 tablespoons raisins
20 whole almonds, blanched
1/4 cup pumpkin seeds
2 corn tortillas, torn into pieces
3 stale French rolls, cut into 1-inch slices
6 to 7 cups reserved chicken broth as needed
1 1/2 ounces Mexican chocolate, chopped
*Mulato, pasilla, and ancho chiles are three varieties of dried chiles often used in Mexican cooking. The ancho chile (a poblano that has ripened to a dark red color and dried) is rust-colored, broad at the stem and narrowing to a triangular tip. The mulato, a relative to the poblano, is dark brown and triangular. The shiny black pasilla chile, a dried chilaca chile, is narrow and five to six inches long. Good quality chiles should be fragrant and pliable. Wipe them carefully with a damp cloth or a paper towel to remove any dust.
**Tomatillos are often referred to as "green tomatoes," but are members of the gooseberry family. To prepare tomatillos for the salsa, remove their papery husks and rinse away their sticky outer coating. Or, canned whole tomatillos are available under the San Marcos brand.
***Mexican cinnamon, known as canela, is the bark of the true cinnamon tree, native to Sri Lanka. It is sold in very thin and somewhat flaky curled sticks and is much softer than the more common variant of cinnamon, which comes from the bark of the cassia tree.
Also known as pepitas, the pumpkin seeds used in Mexican cooking are hulled. When frying or toasting pumpkin seeds in a dry skillet, keep a cover handy, as they will pop like popcorn.
Preparation
In a large stock pot, parboil the chicken in water seasoned with salt and pepper to taste. Drain, reserving cooking broth, and refrigerate until ready to assemble the dish.
Prepare the Mole Poblano. Clean the chiles by removing stems, veins, and seeds; reserve 1 tablespoon of the seeds. Heat 1/2 cup of the oil in a heavy skillet until it shimmers. Fry the chiles until crisp, about 10 to 15 seconds, turning once; make sure they do not burn. Drain on paper towels. Put the chiles in a nonreactive bowl, cover with hot water, and set aside for 30 minutes. Drain the chiles, reserving the soaking water. Puree the chiles in a blender with enough of the soaking water to make a smooth paste. It may be necessary to scrape down the sides and blend several times to obtain a smooth paste. In a heavy Dutch oven heat an additional 1/2 cup oil over medium heat and add the chile puree (be careful — it will splatter). Cook for about 15 minutes, stirring often. Remove from heat and set aside.
Puree the tomatillos in a blender. In a coffee or spice grinder, grind the cloves, peppercorns, cinnamon, and toasted seeds. Add the seed mixture and the garlic to the pureed tomatillos and blend until smooth. Set aside.
Heat 6 tablespoons of the oil in a heavy frying pan. Fry each of the following ingredients and then remove with a slotted spoon: the raisins until they puff up; the almonds to a golden brown; the pumpkin seeds until they pop. If necessary, add enough oil to make 4 tablespoons and fry the tortilla pieces and bread slices until golden brown, about 15 seconds per side; remove from the skillet with a slotted spoon. Add raisins, almonds, pumpkins seeds, tortillas, and bread to the tomatillo puree and blend, using 1 to 2 cups of the reserved chicken broth, as needed, to make a smooth sauce. This may have to be done in batches. In a heavy Dutch oven, heat 3 tablespoons of the oil over medium heat. Add the chile puree, the tomatillo puree, and the Mexican chocolate (be careful — it will splatter). Cook over medium heat for about 15 minutes, stirring often. Add the remaining 5 cups of chicken broth, cook over low heat for an additional 45 minutes, stirring often enough to prevent the mixture from scorching on the bottom. During the last 15 minutes of cooking time, add the parboiled chicken and heat through. Garnish with toasted sesame seeds and serve with white rice.
Chef Ravago shares his tips with Epicurious:
·To seed dried chiles, use a sharp paring knife to make a slit down the side and carefully scrape out the seeds. It's a good idea to wear gloves when handling chiles. According to Ravago, you can vary the number of each chile you use, so long as the total number equals 22, but only use pasilla, mulato, or ancho chiles. Do not substitute another type.
·Making mole is a time-consuming process, but Chef Ravago warns against taking shortcuts; otherwise, the mole will have an off taste. For instance, the recipe calls for toasting each type of seed individually. This is done to intensify and lock in the flavor of each, as the heating process brings the oils to the surface. If you heat all types of seeds together, the flavors will become mixed, resulting in a muddy-tasting mole.
·To make the most of your efforts, prepare a double batch of mole, serving a portion and keeping the rest to freeze. According to Ravago, the mole will keep frozen for up to a month. Simply thaw and reheat. If the texture is grainy after reheating, simply reblend the sauce.
·For easier serving, chunks of boneless, skinless chicken can be used. The recipe calls for parboiling, but you can prepare the chicken in any number of ways, Ravago says, either baked, roasted, or grilled. You can even use a purchased rotisserie chicken. Or, Ravago says, you can substitute duck, quail, turkey, or any kind of poultry for the chicken.
Pueden ganar puntos bonus si preparan una receta méxicana tradicional para la clase.
Tienen varias opciones, pero trendrán que reservar un puesto en la lista si quieren ganar los puntos bonus. (Máximo 3 personas para cada plato.)
CHURROS VIDEO:
CHURROS RECIPE:
Original recipe makes 4 servings CHURROS
Ingredients
1 cup water
2 1/2 tablespoons white sugar
1/2 teaspoon salt
2 tablespoons vegetable oil
1 cup all-purpose flour
2 quarts oil for frying
1/2 cup white sugar, or to taste
1 teaspoon ground cinnamon
Prep/Cook/Ready Times
PREP: 10 mins
COOK: 10 mins
READY IN: 20 mins
Directions
In a small saucepan over medium heat, combine water, 2 1/2 tablespoons sugar, salt and 2 tablespoons vegetable oil. Bring to a boil and remove from heat. Stir in flour until mixture forms a ball.
Heat oil for frying in deep-fryer or deep skillet to 375 degrees F (190 degrees C). Pipe strips of dough into hot oil using a pastry bag. Fry until golden; drain on paper towels.
Combine 1/2 cup sugar and cinnamon. Roll drained churros in cinnamon and sugar mixture.
Tres Leches de Coco (Coconut Tres Leches Cake)
YIELD: 12 to 16
ACTIVE TIME: 45 minutes
TOTAL TIME: 4 hours, 45 minutes
SPECIAL EQUIPMENT:
electric mixer, rubber spatula, 13- by 9-inch baking dish, medium heavy-bottomed saucepan, candy thermometer, torch (optional, See Recipe Step 10)
Ingredients for the Cake:
2 cups all-purpose flour, sifted
4 teaspoons baking powder
6 large eggs, separated and at room temperature
1 teaspoon salt
1 1/2 cups sugar
1/2 cup milk, at room temperature
2 teaspoons pure vanilla extract
2 cups sweetened shredded coconut
Ingredients for the Coconut Milk Bath:
2 (13.5-ounce) cans coconut milk
2 (14-ounce) cans sweetened condensed milk
1 cup heavy cream
Ingredients for the Toasted Meringue Topping:
1 1/3 cups sugar
1/4 cup water
2 tablespoons light corn syrup
6 large egg whites, at room temperature
1/4 teaspoon salt
2 cups toasted sweetened shredded coconut (See Notes)
Procedures
1) For the Cake: Adjust oven rack to middle position and preheat oven to 325°F
2) Whisk flour and baking powder together in small bowl; set aside.
3) In large bowl, beat egg whites and salt with whisk attachment on medium-low speed until whites begin to loosen and froth, about 1 minute. Increase speed to medium-high and beat whites until soft peaks form, 1 to 2 minutes. Slowly add the sugar and continue beating until stiff, glossy peaks form, 2 to 3 minutes.
4) Add egg yolks and beat just until combined. Decrease speed to low and add flour mixture in three batches, alternating with milk. Scrape sides and bottom of bowl with rubber spatula as necessary. Add vanilla and beat just until combined. Fold in coconut with rubber spatula.
5) Scrape batter into ungreased 13- by 9-inch baking dish and smooth out top. Bake until cake tester inserted in center of cake comes out clean, 45 to 50 minutes, rotating cake halfway through baking. Transfer cake to cooling rack and cool in pan completely, 1 to 2 hours. Once cooled, poke cake all over with fork or skewer and run a paring knife along the edges just to separate the cake from the sides of the baking dish.
6) For the Coconut Milk Bath: Whisk coconut milk, sweetened condensed milk, and cream together in large bowl. Pour mixture evenly all over cake (See notes). Transfer to refrigerator and chill at least 2 hours.
7) For the Toasted Meringue Topping: Stir sugar, water, and corn syrup in heavy-bottomed medium saucepan over medium-low heat until sugar dissolves. Increase heat to medium-high and boil syrup until it registers 240°F on candy thermometer, 8 to 10 minutes.
8) While syrup boils, in large bowl, beat egg whites and salt with whisk attachment on medium-low speed until whites begin to loosen and froth, about 1 minute. Increase speed to medium-high and beat whites until soft peaks form, 1 to 2 minutes.
9) With mixer running on medium-high speed, slowly and carefully add syrup to egg whites. Beat until outside of bowl is cool to the touch and whites are thick and glossy, about 7 minutes. Fold in toasted coconut.
10) Spread topping on cooled cake with a spatula, pulling up on meringue to create decorative peaks. Torch meringue to lightly toast. If you don’t have a torch, adjust oven rack to upper third and preheat oven to 450°F. Bake until golden, about 5 minutes.
EMPANADAS
Total Time: 1 hr 25 min
Prep: 20 min
Inactive: 30 min
Cook: 35 min
Yield: 6 to 8 servings
Ingredients for Empanada Dough (see Cook's Note, below):
3 cups all-purpose flour, plus more for the work surface
1 tablespoon baking powder
2 teaspoons sugar
Pinch salt
1/2 cup lard or shortening
1 egg
3/4 cup chicken stock
Ingredients for Empanada Filling:
2 tablespoons olive oil
1 pound ground beef
1 tablespoon garlic salt
2 tablespoons tomato paste
2 tablespoons vinegar
2 teaspoons ground cumin
1 teaspoon chili powder
1 teaspoon dried oregano
1 teaspoon seasoned salt
5 cloves garlic, minced
1 green bell pepper, chopped
1 red bell pepper, chopped
1 medium onion, chopped
Ingredients for Aioli Dip:
Oil or shortening for frying the dip
1 cup real mayonnaise, such as Kraft
1 tablespoon adobo sauce
Juice of 1/2 lime
Directions
For the empanada dough: Combine the flour, baking powder, sugar and salt in a large bowl. Cut in the lard with a pastry blender or 2 knives until the mixture resembles coarse cornmeal.
In a separate bowl, beat the egg and then whisk in the stock. Add the egg mixture to the flour mixture and knead until a dough forms. Cover and refrigerate for 30 minutes.
Meanwhile, for the empanada filling: In a large nonstick skillet, heat 1 tablespoon olive oil over medium heat. Add the ground beef and garlic salt and cook until the beef is cooked completely. Drain the grease and set the beef aside.
In the same pan, heat the remaining 1 tablespoon olive oil. Add the tomato paste, vinegar, cumin, chili powder, oregano, seasoned salt, garlic, bell peppers and onions. Cook until softened, 8 to 10 minutes. Add the beef and let them love each other with fire over low heat for about 5 more minutes. The mixture should be moist but not dripping wet. Now you are ready to fill the empanadas.
Lightly flour a work surface and roll out the dough to 1/4 inch thick. Cut out 4-, 5- or 6-inch rounds, depending on how large you prefer. Add some meat filling to each empanada and fold the dough over in half to enclose the filling. Use a fork to press and seal the edges closed. You can refrigerate the uncooked empanadas for up to 3 hours.
Heat the oil in a deep fryer to 350 degrees F. Fry the empanadas until golden brown, 6 to 7 minutes.
For the aioli dip: Mix together the mayonnaise, adobo sauce and lime juice. (The flavor will enhance if it sits in the refrigerator.)
CHALUPAS
Ingredients:
1/2 cup manteca (pork lard) or corn oil
24 3"-diameter tortillas
3/4-1 cup salsa verde, homemade or canned
3/4-1 cup salsa roja, homemade or canned
1 1/2 cups cooked, shredded beef, pork or chicken
1 1/2 cups queso fresco or mild feta cheese
1 medium white onion, peeled and finely chopped
Preparation:
In a large, deep frying pan, heat the oil or lard until a few drops of water sprinkled into the pan bounce and sizzle.
Place tortillas, as many as will fit, into the pan and soft-fry them, just 3-4 seconds on each side. They should remain pliable and not crispy. Drain them well on paper towels as they are removed from the pan.
Spoon salsa verde, about 1 tablespoon per chalupa, over half of them, and salsa roja over the other half. Top each with a bit of shredded meat, crumbled cheese and onion.
Serve immediately. Makes 24 (6 appetizer or snack servings.)
Chiles en Nogada
makes 12 chiles
*I highly recommend roasting the pork the night before you want to make the dish. You might also want to chop all the fruit so the picadillo is quick and easy to assemble. Also note that the walnuts should be soaked in milk overnight.
Ingredients:
12 poblano chiles
Ingredients for the Picadillo:
2 lbs. boneless pork butt
1 tablespoon lard
2 cinnamon sticks
1 teaspoon cloves
1 teaspoon all-spice
2 small white onions chopped
3 tomatoes
1 green apple
1 ripe yellow plantain
2 firm yellow peaches
1/2 cup golden raisins
1/4 cup Jerez Sherry Fino
zest of one lemon
6 tablespoons unsalted butter
1 teaspoon salt
1 teaspoon sugar
Ingredients for the Nogada Sauce:
1 cup milk
1 cup walnuts
1/2 cup queso fresco
2 tablespoons Jerez Sherry Fino
For the Capeado (optional):
10 eggs, separated
1/4 cup flour
Ingredients for Garnish:
1 pomegranate, seeded
3 sprigs flat leaf parsley
Chiles and Picadillo Procedures:
Preheat the oven to 300 degrees. Place 1 tablespoon lard in a oven-proof skillet, and heat on medium-high until rippling. Add the cinnamon, cloves and all-spice, toasting for 1 minute. Add the pork roast and sear on all sides until golden brown, about 3 minutes per side. Add 2 cups water and one white onion chopped and simmer for 5 minutes. Put into the preheated oven for 1 hour. Remove from oven and let rest for 30 minutes. Cut pork into a quarter-inch dice. Set aside.
(OVER)
Meanwhile, chop all the apple, peaches and plantain into a quarter-inch dice. Soak the golden raisins in the sherry. Set aside.
Roast the poblano chilies on an open flame or under the broiler until blistered and blackened — 3 minutes per side if over a flame, 5 minutes per side if under a broiler. Tightly wrap the chilies in a clean dry towel and let them “sweat” for 15 minutes. When chilies are cool enough to handle, gently remove blistered skin. Cut a slit in the side of the chili and carefully remove seeds.
Roast the tomatoes on a cast-iron comal or under the broiler until blistered and blackened and so flesh yields to touch. Peel off the skin, core and puree in a blender. Set aside.
In a large skillet, on medium-high heat melt butter. Add the chopped pork. Cook until golden brown, about 3 minutes, stirring occasionally. Then add the remaining onion. Cook until the onions are translucent, about 3 more minutes. Add the chopped apple, peaches, plantains, lemon zest and raisins and continue to cook for 5 minutes. Finally add the tomato puree, salt to taste and simmer on low for 15 minutes, stirring occasionally. Taste and adjust seasonings.
Stuff each chili with about 1/4 cup picadillo filling, so the chilies are full but not bursting at the seams.
Sauce: Soak the walnuts in the milk overnight. Place the walnuts, milk, sherry, queso fresco, salt and sugar in a blender and blend until a smooth, slightly thick sauce forms. If you prefer a thin sauce add more milk.
(Optional) Capear/Lamprear Procedures:
Let eggs come to room temperature. Meanwhile, lightly coat each stuffed chile with flour. Separate yolks and whites. In a clean bowl or blender beat egg whites until very fluffy. Gently fold the yolk into the whites.
Heat a pan with 1/4 cup vegetable oil or lard until rippling. Dip each floured chile in to the batter and place in hot oil, cook on each side until golden brown, about 1 minute per side. Drain on paper towels.
Pollo en Mole Poblano
Editor's note:
The recipe and introductory text below are from Fonda San Miguel: Thirty Years of Food and Art, by Tom Gilliland, Miguel Ravago, and Virginia B. Wood.
If there is one dish that could be considered Mexican haute cuisine, then Mole Poblano is surely it. Legend has it that the voluptuous sauce — a blend of chiles, spices, and chocolate — was created by the European Catholic nuns of Puebla to honor a visiting bishop. There are no shortcuts to making a true Mole Poblano: It takes time and patience to develop the layers of flavor that make this sauce fit for royalty. Miguel adapted the restaurant's recipe from one he learned from Diana Kennedy. At Fonda San Miguel, this mole is served with chicken and rice and as a sauce for enchiladas. It is also wonderful on roast turkey and pork.
Yield : Makes 8 servings
Ingredients
4 pounds chicken pieces, skin on
Sea salt and ground black pepper to taste
2 tablespoons sesame seeds, toasted, for garnish
white rice
Mole Poblano
(Makes 9 cups.)
9 mulato chiles*
7 pasilla chiles*
6 ancho chiles*
1 cup plus 9 tablespoons vegetable oil or lard plus additional as needed
4 or 5 tomatillos,** husked and cooked until soft
5 whole cloves
20 whole black peppercorns
1-inch piece of a Mexican cinnamon stick***
1 tablespoon seeds from the chiles, toasted
1/2 teaspoon anise seeds, toasted
1/4 teaspoon coriander seeds, toasted
8 tablespoons sesame seeds, toasted
4 garlic cloves, roasted
3 tablespoons raisins
20 whole almonds, blanched
1/4 cup pumpkin seeds
2 corn tortillas, torn into pieces
3 stale French rolls, cut into 1-inch slices
6 to 7 cups reserved chicken broth as needed
1 1/2 ounces Mexican chocolate, chopped
*Mulato, pasilla, and ancho chiles are three varieties of dried chiles often used in Mexican cooking. The ancho chile (a poblano that has ripened to a dark red color and dried) is rust-colored, broad at the stem and narrowing to a triangular tip. The mulato, a relative to the poblano, is dark brown and triangular. The shiny black pasilla chile, a dried chilaca chile, is narrow and five to six inches long. Good quality chiles should be fragrant and pliable. Wipe them carefully with a damp cloth or a paper towel to remove any dust.
**Tomatillos are often referred to as "green tomatoes," but are members of the gooseberry family. To prepare tomatillos for the salsa, remove their papery husks and rinse away their sticky outer coating. Or, canned whole tomatillos are available under the San Marcos brand.
***Mexican cinnamon, known as canela, is the bark of the true cinnamon tree, native to Sri Lanka. It is sold in very thin and somewhat flaky curled sticks and is much softer than the more common variant of cinnamon, which comes from the bark of the cassia tree.
Also known as pepitas, the pumpkin seeds used in Mexican cooking are hulled. When frying or toasting pumpkin seeds in a dry skillet, keep a cover handy, as they will pop like popcorn.
Preparation
In a large stock pot, parboil the chicken in water seasoned with salt and pepper to taste. Drain, reserving cooking broth, and refrigerate until ready to assemble the dish.
Prepare the Mole Poblano. Clean the chiles by removing stems, veins, and seeds; reserve 1 tablespoon of the seeds. Heat 1/2 cup of the oil in a heavy skillet until it shimmers. Fry the chiles until crisp, about 10 to 15 seconds, turning once; make sure they do not burn. Drain on paper towels. Put the chiles in a nonreactive bowl, cover with hot water, and set aside for 30 minutes. Drain the chiles, reserving the soaking water. Puree the chiles in a blender with enough of the soaking water to make a smooth paste. It may be necessary to scrape down the sides and blend several times to obtain a smooth paste. In a heavy Dutch oven heat an additional 1/2 cup oil over medium heat and add the chile puree (be careful — it will splatter). Cook for about 15 minutes, stirring often. Remove from heat and set aside.
Puree the tomatillos in a blender. In a coffee or spice grinder, grind the cloves, peppercorns, cinnamon, and toasted seeds. Add the seed mixture and the garlic to the pureed tomatillos and blend until smooth. Set aside.
Heat 6 tablespoons of the oil in a heavy frying pan. Fry each of the following ingredients and then remove with a slotted spoon: the raisins until they puff up; the almonds to a golden brown; the pumpkin seeds until they pop. If necessary, add enough oil to make 4 tablespoons and fry the tortilla pieces and bread slices until golden brown, about 15 seconds per side; remove from the skillet with a slotted spoon. Add raisins, almonds, pumpkins seeds, tortillas, and bread to the tomatillo puree and blend, using 1 to 2 cups of the reserved chicken broth, as needed, to make a smooth sauce. This may have to be done in batches. In a heavy Dutch oven, heat 3 tablespoons of the oil over medium heat. Add the chile puree, the tomatillo puree, and the Mexican chocolate (be careful — it will splatter). Cook over medium heat for about 15 minutes, stirring often. Add the remaining 5 cups of chicken broth, cook over low heat for an additional 45 minutes, stirring often enough to prevent the mixture from scorching on the bottom. During the last 15 minutes of cooking time, add the parboiled chicken and heat through. Garnish with toasted sesame seeds and serve with white rice.
Chef Ravago shares his tips with Epicurious:
·To seed dried chiles, use a sharp paring knife to make a slit down the side and carefully scrape out the seeds. It's a good idea to wear gloves when handling chiles. According to Ravago, you can vary the number of each chile you use, so long as the total number equals 22, but only use pasilla, mulato, or ancho chiles. Do not substitute another type.
·Making mole is a time-consuming process, but Chef Ravago warns against taking shortcuts; otherwise, the mole will have an off taste. For instance, the recipe calls for toasting each type of seed individually. This is done to intensify and lock in the flavor of each, as the heating process brings the oils to the surface. If you heat all types of seeds together, the flavors will become mixed, resulting in a muddy-tasting mole.
·To make the most of your efforts, prepare a double batch of mole, serving a portion and keeping the rest to freeze. According to Ravago, the mole will keep frozen for up to a month. Simply thaw and reheat. If the texture is grainy after reheating, simply reblend the sauce.
·For easier serving, chunks of boneless, skinless chicken can be used. The recipe calls for parboiling, but you can prepare the chicken in any number of ways, Ravago says, either baked, roasted, or grilled. You can even use a purchased rotisserie chicken. Or, Ravago says, you can substitute duck, quail, turkey, or any kind of poultry for the chicken.
Thursday, April 28, 2016
SP2 P. 107 Skits - Thursday & Friday
INSTRUCTIONS: (also refer to p. 107 in the Realidades 2 textbook)
- Choose an option A or B and write a script.
- Write your own individual script.
- Get your script checked by me.
- Practice and present your skit with a partner.
- Use the letter from Dolores as the basis for a phone conversation.
- Edit the contents as necessary to create a natural phone conversation with Marta.
- Dolores calls Marta on the phone.
- Marta picks up the phone and answers: "Bueno..." or "Aló..."
- Dolores asks Marta how she is doing, then invites her to go shopping tomorrow for the Gutierrez department store sale.
- Marta responds and gives two reasons why she will or will not go.
- Conclude the conversation by making specific plans for the next day or future plans to hang out later.
- Use the HABLAR (speaking practice) activity 7.2 from page 107 as a basis for a couple short conversations on the theme of ¿Qué compran y cómo pagan?.
- Write out two full conversations in the format shown above on your own. Write the lines that person A will ask you.
- Get your script/conversations checked by me.
- Find a partner and exchange and add the other's conversations. You should both end up with 4 short conversations total, along the lines of:
- A: "What does so-and-so buy?"
- B: "{person} buy/s <thing>."
- A: "Does/do (they) pay with {method}?"
- B: "Yes, (they) pay with {method}" / "No, they pay with {method (instead)}."
- Each of you will present or act out two conversations in which you are person A and two in which you are person B.
- (OPTIONAL: consider adding in props or strange/unconventional means of payment to liven up your skit..!)
DUE Friday at the start of class: Your final script you've prepared with your partner, along with the drafts which you have had me check previously.
Monday, April 25, 2016
SP2 - Más Práctica: Preterite and Imperfect
Review for your test tomorrow:
- Do the online practice quiz until you get 90%+.
- Compete the practice test packet, finish #1-16 and write the reasons for each.
- Do Pearson practice quiz (see screenshot below). Activity is called "Ch. 2B Additional Gram. Practice 1 - code: jdd-0214" -- Link to try: http://www.phschool.com/atschool/realidades/Activities/Chapter2BL2/Chap2BL20214.html -- If not working, log in through Pearson and navigate to the activity.
Thursday, April 21, 2016
SP2 Chromebook Lab - April 21, 2016
1) First we will play Kahoot as a class.
2) Next you will choose an activity to do individually or in groups to review Preterite or Imperfect. Choose one option to earn your participation points for our lab today:
A) Complete the Practice Quiz and show me when you get 85% or higher. (backup link: https://web.archive.org/web/20160401082206/http://www.spanishdict.com/topics/practice/64 )
B) Play Quizlet: Scatter with the Trigger Words and show me when you complete it in under 35 seconds.
C) Login and add the new Kahoot: Pret/Imp Conjugations game to your favorites. Play it with one or two other logged-in users from our class. Compete against each other. Write your score for each match you complete in your notebook. Also take note of 3+ questions you got wrong (at any point). Write the questions out and include the correct answer. You may write this in your notebook. Show me when you are done.
2) Next you will choose an activity to do individually or in groups to review Preterite or Imperfect. Choose one option to earn your participation points for our lab today:
A) Complete the Practice Quiz and show me when you get 85% or higher. (backup link: https://web.archive.org/web/20160401082206/http://www.spanishdict.com/topics/practice/64 )
B) Play Quizlet: Scatter with the Trigger Words and show me when you complete it in under 35 seconds.
C) Login and add the new Kahoot: Pret/Imp Conjugations game to your favorites. Play it with one or two other logged-in users from our class. Compete against each other. Write your score for each match you complete in your notebook. Also take note of 3+ questions you got wrong (at any point). Write the questions out and include the correct answer. You may write this in your notebook. Show me when you are done.
Tuesday, April 19, 2016
SP2 Preterite and Imperfect Test - TUES., 4/26
We will have a 40 question multiple choice (A/B) test on Preterite/Imperfect past tense usage on Tuesday, April 26th.
This test is based directly on the spanishdict.com practice quiz:
1) Try Studyspanish.com's Preterite vs Imperfect Part I: Quiz #1
This test is based directly on the spanishdict.com practice quiz:
Preterit vs. Imperfect - differences and signifier phrases
- You should practice this quiz online, taking note of any problems you miss (and why), and continue to practice until you are regularly achieving 90% accuracy or more.
- Aim to pass the quiz TWICE with 90% accuracy BEFORE next Tuesday in order to be completely prepared.
1) Try Studyspanish.com's Preterite vs Imperfect Part I: Quiz #1
- Careful with #12 and #13:
- 12. The girls spoke to the professor.
[Hint: Was it once or more than once?]
Las chicas ( hablaron / hablaban ) con el profesor. - 13. I needed more books.
[Hint: How long did you need them?]
Yo ( necesité / necesitaba ) más libros. - Take note of any problems that you missed. Ask yourself if you could explain to another student why the correct answer is what it is.
- Suggested writing exercise: Write ten sentences. In five sentences use the preterite tense. In the other five sentences, use the imperfect tense. Check these with me.
Monday, April 18, 2016
Caperucita Roja - Preterite & Imperfect
Cuperucita Roja quiz game:
Complete and check your work after doing your first attempt on the worksheet:
https://www.quia.com/cz/77803.html
Check and correct your work. Write corrections in a different color pen.
¡Ayúdame! ... I need more help!
When you are done...
Try this Preterite and Imperfect Triggers quiz game:
http://www.sporcle.com/games/Mandy96/preterite-vs-imperfect-triggers
Play until you get 10/10 correct.
Complete and check your work after doing your first attempt on the worksheet:
https://www.quia.com/cz/77803.html
Check and correct your work. Write corrections in a different color pen.
¡Ayúdame! ... I need more help!
 |
| View/Download: Preterite/Imperfect Flow Chart (color) |
 |
| View/Download: Preterite/Imperfect Flow Chart with Conjugations (black/white) |
When you are done...
Try this Preterite and Imperfect Triggers quiz game:
http://www.sporcle.com/games/Mandy96/preterite-vs-imperfect-triggers
Play until you get 10/10 correct.
Thursday, April 14, 2016
JP1 and JP2 Chromebook Lab - 4/14/16
JP1
- Do Katakana Drag-n-Drop: http://www.csus.edu/indiv/s/sheaa/projects/genki/katakana-timer.html
- Establish baseline/benchmark time to meet.
- Continue until success.
- Show 先生 upon achieving the benchmark.
- Go to Kanji Lesson 4: http://www.tanoshiijapanese.com/lessons/lesson_details.cfm?lesson_id=24
- Write all 10 new Kanji dictionary entries in your notebook, going from "up" to "what". Include: Meaning, kun-yomi, on-yomi, and stroke count.
- After writing the Kanji entries, do a Kanji Recognition Practice Game of 25 questions. Select: Practice, Kanji, Single-game, Kanji Recognition, Vol. 1, Ch. 4, 25 questions.
- Play the Kanji Recognition Practice Game until you get 24/25 correct.
- Show me your Kanji entries list and your score on your chromebook for a stamp and Participation Points.
- Go to Kanji Lesson 8: http://www.tanoshiijapanese.com/lessons/lesson_details.cfm?lesson_id=28
- Write all 10 new Kanji dictionary entries in your notebook, going from "new" to "few/little". Include: Meaning, kun-yomi, on-yomi, and stroke count.
- After writing the Kanji entries, do a Kanji Recognition Practice Game of 25 questions. Select: Practice, Kanji, Single-game, Kanji Recognition, Vol. 1, Ch. 8, 25 questions.
- Play the Kanji Recognition Practice Game until you get 24/25 correct.
- Show me your Kanji entries list and your score on your chromebook for a stamp and Participation Points.
Monday, April 11, 2016
SP2 Quiz Thursday: Pret./Imp. Conjugations (10 verbs)
Quizlet Set from which quiz questions will be created:
https://quizlet.com/_251ijj
Practice and review on your own.
Problems will take the following form:
https://quizlet.com/_251ijj
Practice and review on your own.
Problems will take the following form:
Ex. HABLAR (imp) yo --> __________The quiz will be multiple choice, 20-30 questions total.
Answer: __hablaba__
Wednesday, March 30, 2016
SP2 preterite vs. imperfect poster - DUE Mon., 4/11
Create a poster with one example sentence, the accompanying rule, and one visual (cutout/drawing) for each of the Preterite (A,B,C) and Imperfect (A,B,C,D) rules shown in the chart below:
REQUIREMENTS:
1) Each example must be unique and different from those in the chart above. For example, DON'T use the following; it is only meant for purposes of illustration: "Anoche llovió."
3) Use large poster board, write large, and write the text/captions using a marker/sharpie.
4) Include 7 different visuals/images/cutouts total.
5) Divide your poster in half, label each section with a large section header: either “PRETERITE” or “IMPERFECT”.
REQUIREMENTS:
1) Each example must be unique and different from those in the chart above. For example, DON'T use the following; it is only meant for purposes of illustration: "Anoche llovió."
 |
| Anoche llovió. [The Completion of Past Actions or States] |
The above is an example of PRETERITE RULE "A": The Completion of Past Actions or States. You will need to create one such illustration with Caption and Rule for each of the three Preterite rules and each of the four Imperfect rules.
3) Use large poster board, write large, and write the text/captions using a marker/sharpie.
4) Include 7 different visuals/images/cutouts total.
5) Divide your poster in half, label each section with a large section header: either “PRETERITE” or “IMPERFECT”.
DUE: Monday, April 11th -- When we return from break.
Thursday, March 24, 2016
JP1 Kanji Test Ch.1-3, TUES, 4/12
Tuesday, April 12 we will have a test on Kanji from Chapters 1, 2, and 3.
Use tanoshiijapanese.com to study:
NOTE: There are 15 new kanji and 72 new Kanji Words and Readings to learn in Chapter 3.
Check back soon for a Quizlet Flashcard set for Chapter 7. In the meantime, begin practicing on your own.
Use tanoshiijapanese.com to study:
NOTE: There are 15 new kanji and 72 new Kanji Words and Readings to learn in Chapter 3.
Check back soon for a Quizlet Flashcard set for Chapter 7. In the meantime, begin practicing on your own.
JP2 Kanji Test Ch.6-7 - TUES, 4/12
Tuesday, April 12 we will have a test on Kanji from Chapters 6 and 7.
Use tanoshiijapanese.com to study:
The primary meanings for our new Kanji in Chapter 7 are as follows:
Check back soon for a Quizlet Flashcard set for Chapter 7. In the meantime, begin practicing on your own.
Use tanoshiijapanese.com to study:
The primary meanings for our new Kanji in Chapter 7 are as follows:
- 花 flower
- 茶 tea
- 肉 meat
- 文 sentence, literature
- 字 character, letter
- 物 thing
- 牛 cow
- 馬 horse
- 鳥 bird, chicken
- 魚 fish
Check back soon for a Quizlet Flashcard set for Chapter 7. In the meantime, begin practicing on your own.
Wednesday, March 23, 2016
Extra Preterite Tutorials - Irregular/Stem-changing
- IRREGULAR CONJUGATIONS FOR PRETERITE: http://www.drlemon.com/Grammar/irreg-pret.html
- STEM-CHANGING/REGULAR-CHANGES FOR PRETERITE: http://www.drlemon.com/Grammar/pret-stem.html
Thursday, March 17, 2016
Preterite vs. Imperfect - 2 VIDEOS
Gringo Español: Spanish Past Tense: Preterite Vs. Imperfect, Rule of Thumb
Learn How to Speak Spanish Online Fast!: PRETERITE OR IMPERFECT IN JUST TWO SIMPLE STEPS
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